I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in Ed
uca
t
io
n (
I
J
E
RE
)
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
,
p
p
.
704
~
715
I
SS
N:
2
2
5
2
-
8822
,
DOI
: 1
0
.
1
1
5
9
1
/
i
j
er
e
.
v9
i
3
.
2
0
3
2
7
704
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Tra
ining
o
f
traine
rs: An
actio
n
-
ba
s
ed research
f
o
r i
m
pro
v
ing
the
pe
da
g
o
g
ica
l s
k
ills
of aca
de
m
ici
a
ns
B
a
y
ra
m
Ö
ze
r
1
,
Vo
l
k
a
n Dura
n
2
,
M
us
t
a
f
a
T
ekk
e
3
1
De
p
a
rtme
n
t
o
f
Cu
rricu
l
u
m
a
n
d
In
stru
c
ti
o
n
,
On
d
o
k
u
z
M
a
y
ıs Un
iv
e
rsity
,
T
u
rk
e
y
2
P
sy
c
h
o
lo
g
y
De
p
a
rt
m
e
n
t,
Iğ
d
ır
U
n
iv
e
rsity
,
T
u
rk
e
y
3
P
sy
c
h
o
lo
g
ica
l
G
u
id
a
n
c
e
a
n
d
C
o
u
n
se
li
n
g
De
p
a
rtm
e
n
t,
Dü
z
c
e
Un
iv
e
rsity
,
T
u
rk
e
y
Art
icle
I
nfo
AB
ST
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Sep
1
3
,
2
0
1
9
R
ev
i
s
ed
Ma
y
2
5
,
2
0
2
0
A
cc
ep
ted
J
u
l
1
5
,
2
0
2
0
Ba
se
d
o
n
th
e
p
h
il
o
s
o
p
h
y
o
f
li
f
e
lo
n
g
e
d
u
c
a
ti
o
n
,
p
riv
a
te/
p
u
b
li
c
in
st
it
u
ti
o
n
s
a
n
d
o
rg
a
n
iza
ti
o
n
s
i
n
v
e
st
in
c
o
n
ti
n
u
o
u
s
train
in
g
o
f
h
u
m
a
n
re
so
u
rc
e
s.
U
n
iv
e
rsiti
e
s
a
lso
o
rg
a
n
ize
in
-
se
rv
ice
train
i
n
g
s
re
g
a
rd
in
g
th
e
g
e
n
e
ra
l
p
ri
n
c
ip
les
o
f
tea
c
h
in
g
a
n
d
lea
rn
i
n
g
in
th
e
c
o
n
tex
t
li
f
e
lo
n
g
lea
rn
in
g
a
c
ti
v
it
ies
f
o
r
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
th
e
p
e
d
a
g
o
g
ica
l
sk
il
ls
o
f
th
e
a
c
a
d
e
m
icia
n
s
w
h
o
h
a
v
e
d
iff
icu
lt
y
in
u
sin
g
tea
c
h
in
g
sk
il
ls
a
n
d
p
ri
n
c
ip
les
i
n
th
e
c
o
u
rse
s
in
th
e
ir
u
n
iv
e
rsiti
e
s.
T
h
e
re
f
o
re
,
a
P
ro
jec
t
e
n
ti
t
led
a
s
T
ra
in
in
g
o
f
T
ra
in
e
rs
b
a
se
d
o
n
a
c
ti
o
n
re
se
a
rc
h
b
a
se
d
o
n
q
u
a
li
tativ
e
re
se
a
rc
h
d
e
sig
n
w
a
s
c
a
rried
o
u
t
f
o
r
a
im
in
g
a
t
p
ro
v
id
i
n
g
p
e
d
a
g
o
g
ica
l
e
d
u
c
a
ti
o
n
f
o
r
t
h
e
a
c
a
d
e
m
icia
n
s
w
h
o
w
o
rk
in
d
if
f
e
r
e
n
t
d
e
p
a
rtm
e
n
ts
o
f
On
d
o
k
u
z
M
a
y
is
Un
iv
e
rsit
y
w
h
o
a
re
e
x
p
e
rts
in
d
if
fe
re
n
t
d
isc
ip
li
n
e
s
b
u
t
w
h
o
d
o
n
o
t
h
a
v
e
p
e
d
a
g
o
g
ica
l
b
a
c
k
g
ro
u
n
d
i
n
o
r
d
e
r
to
g
a
in
e
x
p
e
rien
c
e
in
b
a
sic
sk
il
ls
a
n
d
p
ri
n
c
ip
les
i
n
e
d
u
c
a
ti
o
n
a
re
a
so
a
s
t
o
im
p
ro
v
e
th
e
q
u
a
li
ty
o
f
e
d
u
c
a
ti
o
n
in
t
h
is
w
a
y
.
Du
rin
g
th
e
p
r
o
jec
t,
w
h
ich
las
ted
f
o
r
a
to
tal
o
f
2
y
e
a
rs,
2
4
6
a
c
a
d
e
m
ic
ian
s
w
e
re
train
e
d
in
2
4
d
if
f
e
re
n
t
su
b
jec
ts,
th
e
o
p
i
n
io
n
s o
f
th
e
p
a
rti
c
ip
a
n
ts
w
e
re
tak
e
n
a
n
d
th
e
d
istri
b
u
ti
o
n
o
f
t
h
e
se
v
iew
s
w
a
s
re
f
lec
t
e
d
in
th
e
tab
les
in
tex
t.
F
in
a
ll
y
,
th
e
a
s
y
m
p
to
ti
c
S
ig
n
if
ica
n
c
e
(2
-
sid
e
d
)
f
o
r
P
e
a
rso
n
Ch
i
-
S
q
u
a
re
in
d
ica
tes
o
f
th
e
y
e
s/n
o
a
n
sw
e
r
in
d
ica
tes
th
a
t
t
h
e
re
is
a
d
ra
m
a
ti
c
c
h
a
n
g
e
r
e
g
a
rd
in
g
th
e
e
f
fe
c
ti
v
e
n
e
s
s
o
f
th
e
p
ro
g
ra
m
.
It
is
se
e
n
th
a
t
it
m
e
e
ts
th
e
n
e
e
d
s
o
f
a
c
a
d
e
m
icia
n
s.
T
h
e
re
f
o
re
,
th
e
p
ro
g
ra
m
b
a
se
d
o
n
a
c
ti
o
n
re
se
a
rc
h
d
e
sig
n
sh
o
w
s
th
a
t
su
c
h
in
-
se
rv
ice
p
e
d
a
g
o
g
ica
l
p
ro
g
ra
m
s c
o
u
ld
b
e
u
se
f
u
l
f
o
r
h
ig
h
e
r
e
d
u
c
a
ti
o
n
in
th
is r
e
sp
e
c
t.
K
ey
w
o
r
d
s
:
A
ca
d
e
m
icia
n
s
Ed
u
ca
tio
n
i
n
u
n
i
v
er
s
itie
s
P
ed
ag
o
g
ical
s
k
i
lls
T
r
ain
in
g
o
f
tr
ai
n
er
s
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
B
ay
r
a
m
Öze
r
,
Dep
ar
t
m
en
t o
f
C
u
r
r
icu
l
u
m
an
d
I
n
s
tr
u
ctio
n
,
On
d
o
k
u
z
Ma
y
ı
s
Un
iv
er
s
it
y
,
Ku
r
u
p
elit
C
a
m
p
u
s
,
Sa
m
s
u
n
,
T
u
r
k
e
y
.
E
m
ail:
o
ze
r
.
b
a
y
r
a
m
@
g
m
a
il.c
o
m
1.
I
NT
RO
D
UCT
I
O
N
As
a
r
eq
u
ir
e
m
e
n
t
o
f
t
h
e
p
h
ilo
s
o
p
h
y
o
f
li
f
elo
n
g
ed
u
ca
t
io
n
,
in
d
i
v
id
u
a
ls
a
n
d
i
n
s
ti
tu
t
i
o
n
s
m
u
s
t
co
n
s
ta
n
tl
y
s
tr
iv
e
f
o
r
lear
n
in
g
in
o
r
d
er
to
s
tan
d
o
u
t
an
d
m
ak
e
a
d
if
f
er
e
n
ce
.
C
o
n
ti
n
u
o
u
s
lear
n
in
g
o
f
n
at
u
r
al
ca
p
ital is ev
e
n
m
o
r
e
es
s
en
t
ial,
g
iv
e
n
t
h
at
p
r
o
f
es
s
io
n
s
ar
e
u
p
d
ated
ev
er
y
f
o
u
r
y
ea
r
s
o
n
m
ed
i
an
.
T
o
ac
h
iev
e
th
i
s
,
p
r
iv
ate/
p
u
b
lic
i
n
s
tit
u
tio
n
s
a
n
d
o
r
g
an
is
at
io
n
s
ar
e
i
n
v
e
s
ti
n
g
i
n
o
n
g
o
i
n
g
h
u
m
a
n
r
eso
u
r
ce
s
f
o
r
m
atio
n
.
T
h
e
r
ap
id
l
y
ev
o
lv
i
n
g
r
eq
u
ir
e
m
e
n
ts
o
f
th
is
d
ec
ad
e
m
ak
e
u
n
i
v
er
s
it
ies
as
th
e
to
p
o
f
th
ese
in
s
titu
tio
n
s
.
E
d
u
ca
tio
n
an
d
tr
ain
in
g
o
p
er
atio
n
s
ar
e
o
n
e
o
f
th
e
m
aj
o
r
task
s
o
f
u
n
iv
er
s
ities
.
T
ak
in
g
in
to
ac
co
u
n
t
th
e
f
ea
t
u
r
es
o
f
th
e
tar
g
et
au
d
ie
n
ce
,
teac
h
i
n
g
i
n
h
i
g
h
e
r
ed
u
ca
tio
n
h
as
d
is
ti
n
ct
f
ea
tu
r
es
a
n
d
d
y
n
a
m
ics
t
h
an
teac
h
i
n
g
i
n
p
r
im
ar
y
o
r
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
.
T
h
e
tar
g
et
g
r
o
u
p
in
h
i
g
h
er
ed
u
ca
t
io
n
is
ac
ce
p
ted
as a
n
ad
u
lt a
n
d
ca
n
n
o
t
s
u
cc
ee
d
u
n
le
s
s
it
w
illi
n
g
l
y
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
Tr
a
in
in
g
o
f tra
in
ers
:
A
n
a
ctio
n
-
b
a
s
ed
r
esea
r
ch
fo
r
imp
r
o
vin
g
th
e
p
e
d
a
g
o
g
ica
l skills
…
(
B
a
yra
m
Ö
z
er
)
705
j
o
in
s
.
T
h
er
ef
o
r
e,
it
is
n
ec
ess
ar
y
to
u
s
e
d
if
f
er
en
t
p
r
ac
tice
s
an
d
m
eth
o
d
s
th
a
n
th
e
r
u
le
s
an
d
m
et
h
o
d
s
u
s
ed
f
o
r
th
e
ed
u
ca
tio
n
o
f
ch
ild
r
en
.
T
ea
ch
in
g
i
s
also
a
p
r
o
f
ess
io
n
d
is
tin
ct
in
g
it
s
elf
o
t
h
er
d
is
cip
li
n
es
b
y
i
ts
o
w
n
k
n
o
w
led
g
e
t
y
p
es.
I
n
th
i
s
r
eg
ar
d
,
th
er
e
ar
e
th
r
ee
d
if
f
er
en
t
k
in
d
s
o
f
k
n
o
w
led
g
e
in
a
n
y
teac
h
i
n
g
p
r
o
f
es
s
io
n
th
at
ca
n
b
e
u
s
ed
in
s
tr
u
ct
u
r
s
.
T
h
ese
ar
e
th
e
co
n
ten
t
k
n
o
w
l
ed
g
e,
g
en
er
al
k
n
o
w
led
g
e
o
f
in
s
tr
u
ctio
n
a
l
m
et
h
o
d
s
(
p
ed
ag
o
g
ical
k
n
o
w
led
g
e)
,
p
ed
ag
o
g
ical
co
n
ten
t
k
n
o
w
led
g
e.
E
s
p
ec
iall
y
p
ed
ag
o
g
ical
k
n
o
w
led
g
e
is
a
k
n
o
w
led
g
e
t
y
p
e
th
at
d
is
tig
u
is
h
es
teac
h
i
n
g
p
r
o
f
ess
io
n
f
r
o
m
t
h
e
o
th
er
d
is
cip
lin
es.
K
n
o
w
led
g
e
o
f
P
ed
ag
o
g
ical
C
o
n
t
en
t
(
P
C
K)
r
ef
lects
a
co
m
p
r
eh
e
n
s
iv
e
ed
u
ca
t
io
n
al
co
n
ce
p
t.
I
t
is
b
ased
o
n
th
e
co
n
v
ictio
n
th
at
teac
h
i
n
g
i
n
v
o
lv
e
s
s
i
g
n
i
f
ica
n
tl
y
g
r
ea
ter
u
n
d
er
s
tan
d
i
n
g
t
h
a
n
p
r
o
v
id
in
g
lear
n
er
s
w
i
th
to
p
ic
-
s
p
ec
if
ic
k
n
o
w
led
g
e
an
d
th
a
t
lear
n
in
g
i
s
f
ar
m
o
r
e
s
o
th
an
ac
q
u
ir
i
n
g
d
ata
f
o
r
s
u
b
s
eq
u
en
t
r
eg
e
n
er
atio
n
[
1
]
.
T
h
e
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
p
ed
ag
o
g
ical
co
n
ten
t
k
n
o
w
led
g
e
is
a
k
i
n
d
o
f
u
n
d
er
s
ta
n
d
i
n
g
d
i
s
tin
c
tiv
e
to
ed
u
ca
to
r
s
,
d
ep
en
d
in
g
o
n
h
o
w
ed
u
ca
to
r
s
co
n
n
ec
t
th
eir
p
ed
ag
o
g
ical
k
n
o
w
le
d
g
e
(
w
h
at
t
h
e
y
t
h
i
n
k
a
b
o
u
t
lear
n
in
g
)
to
th
eir
u
n
d
er
s
t
an
d
in
g
o
f
t
h
e
co
n
ten
t
(
w
h
at
t
h
e
y
th
i
n
k
ab
o
u
t
w
h
at
th
e
y
p
r
ac
tice)
[
2
]
.
A
cc
o
r
d
in
g
t
o
Sh
u
l
m
a
n
[
3
]
p
ed
ag
o
g
ical
co
n
ten
t k
n
o
w
led
g
e:
...e
mb
o
d
ies
th
e
a
s
p
ec
ts
o
f
co
n
ten
t
mo
s
t
g
erma
n
e
to
its
tea
ch
a
b
ilit
y.
W
ith
in
th
e
ca
teg
o
r
y
o
f
p
ed
a
g
o
g
ica
l
c
o
n
ten
t
kn
o
w
led
g
e
I
in
clu
d
e,
fo
r
th
e
m
o
s
t
r
eg
u
la
r
ly
ta
u
g
h
t
to
p
ics
in
o
n
e'
s
s
u
b
ject
a
r
ea
,
th
e
mo
s
t
u
s
efu
l
fo
r
ms
o
f
r
ep
r
esen
ta
tio
n
o
f
t
h
o
s
e
id
ea
s
,
th
e
m
o
s
t
p
o
w
erfu
l
a
n
a
lo
g
ies,
illu
s
tr
a
tio
n
s
,
ex
a
m
p
les,
ex
p
la
n
a
tio
n
s
,
a
n
d
d
emo
n
s
tr
a
ti
o
n
s
-
in
a
w
o
r
d
,
th
e
w
a
ys
o
f
r
ep
r
esen
tin
g
a
n
d
fo
r
mu
la
ti
n
g
th
e
s
u
b
ject
th
a
t
ma
ke
it
c
o
mp
r
eh
en
s
ib
le
to
o
th
ers
..
.
[
I
t
]
a
ls
o
in
clu
d
es
a
n
u
n
d
ers
ta
n
d
i
n
g
o
f
w
h
a
t
ma
ke
s
th
e
lea
r
n
i
n
g
o
f
s
p
ec
ific
co
n
ce
p
ts
ea
s
y
o
r
d
iffi
cu
lt:
th
e
co
n
ce
p
tio
n
s
a
n
d
p
r
ec
o
n
ce
p
tio
n
s
th
a
t
s
tu
d
en
ts
o
f
d
iffer
en
t
a
g
es
a
n
d
b
a
ck
g
r
o
u
n
d
s
b
r
in
g
w
ith
th
em
t
o
th
e
lea
r
n
in
g
.
A
y
ea
r
later
,
Sh
u
l
m
a
n
ex
te
n
d
e
d
th
e
th
eo
r
etica
l
f
r
a
m
e
w
o
r
k
o
f
th
e
teac
h
er
k
n
o
w
led
g
e
b
ase
in
to
s
ev
e
n
ca
teg
o
r
ies:
(
a)
co
n
te
n
t
k
n
o
w
led
g
e,
(
b
)
g
en
er
al
p
ed
ag
o
g
ical
k
n
o
w
led
g
e,
(
c)
cu
r
r
i
cu
l
u
m
k
n
o
w
led
g
e,
(
d
)
p
ed
ag
o
g
ical
co
n
ten
t
k
n
o
w
led
g
e,
(
e)
k
n
o
w
led
g
e
o
f
le
a
r
n
er
s
an
d
th
eir
ch
ar
ac
ter
is
ti
cs,
(
f
)
k
n
o
w
led
g
e
o
f
th
e
ed
u
ca
tio
n
al
co
n
te
x
t
s
as
e
n
v
ir
o
n
m
e
n
t
a
n
d
co
n
d
itio
n
s
;
a
n
d
(
g
)
k
n
o
w
led
g
e
o
f
ed
u
ca
tio
n
al
en
d
s
,
p
u
r
p
o
s
es,
an
d
v
al
u
es a
n
d
th
eir
p
h
ilo
s
o
p
h
ical
an
d
h
i
s
to
r
ical
g
r
o
u
n
d
s
[
4
]
.
C
o
n
te
n
t
k
n
o
w
led
g
e
co
v
er
s
t
h
e
teac
h
er
's
k
n
o
w
led
g
e
ab
o
u
t
th
e
s
tr
u
ct
u
r
e
o
f
t
h
e
f
ield
as
w
ell
a
s
th
e
co
n
ce
p
ts
an
d
f
ac
ts
i
n
th
e
f
ield
.
C
o
n
ten
t
k
n
o
w
led
g
e
in
cl
u
d
es
th
e
m
et
h
o
d
s
u
s
ed
to
d
eter
m
i
n
e
th
e
ac
cu
r
ac
y
o
r
in
ac
cu
r
ac
y
,
v
a
lid
it
y
o
r
in
v
a
lid
it
y
o
f
t
h
e
co
n
ce
p
ts
a
n
d
f
ac
t
s
in
t
h
e
f
ie
ld
an
d
th
e
w
a
y
s
u
s
e
d
in
th
e
p
r
o
d
u
ctio
n
an
d
s
tr
u
ct
u
r
in
g
o
f
in
f
o
r
m
at
io
n
in
th
e
f
ield
.
Gen
er
al
p
ed
ag
o
g
ical
k
n
o
w
led
g
e
is
ab
o
u
t
h
o
w
th
e
teac
h
er
ca
n
teac
h
.
Var
iab
les
s
u
c
h
as
s
t
u
d
en
t
r
ec
o
g
n
itio
n
,
lear
n
in
g
th
eo
r
i
es,
p
r
in
cip
les
an
d
s
tr
ateg
ies
i
n
class
r
o
o
m
m
an
a
g
e
m
e
n
t,
m
ater
ial
d
e
v
elo
p
m
e
n
t
a
n
d
u
s
e,
m
ea
s
u
r
e
m
en
t
an
d
ass
es
s
m
en
t
k
n
o
w
led
g
e
an
d
s
k
ills
ar
e
i
n
cl
u
d
ed
in
th
i
s
ca
teg
o
r
y
.
C
u
r
r
icu
l
u
m
k
n
o
w
led
g
e
is
th
e
k
n
o
w
led
g
e
o
f
w
h
e
n
an
d
h
o
w
to
u
s
e
r
e
s
o
u
r
ce
s
(
tex
tb
o
o
k
s
,
co
n
cr
ete
m
ater
ial
s
,
s
o
f
t
w
ar
e,
tech
n
o
lo
g
ical
to
o
ls
)
r
elate
d
t
o
th
e
c
u
r
r
icu
l
u
m
i
n
a
lear
n
i
n
g
ar
ea
.
P
ed
ag
o
g
ical
co
n
ten
t
k
n
o
w
led
g
e
is
t
h
e
ca
teg
o
r
y
w
h
er
e
co
n
te
n
t
a
n
d
p
ed
ag
o
g
ical
k
n
o
w
led
g
e
i
n
ter
s
ec
t
an
d
s
er
v
e
as
a
co
m
p
le
m
e
n
tar
y
b
r
id
g
e
b
et
w
e
en
th
ese
t
w
o
.
Kn
o
w
led
g
e
ab
o
u
t
s
tu
d
e
n
ts
an
d
th
eir
ch
ar
ac
te
r
is
tics
in
cl
u
d
es
th
e
p
h
y
s
ical,
m
e
n
tal,
s
o
cial,
e
m
o
tio
n
al,
lin
g
u
is
t
ic
an
d
p
s
y
c
h
o
l
o
g
ical
d
ev
elo
p
m
e
n
tal
s
ta
g
es,
th
e
f
u
n
ctio
n
i
n
g
o
f
th
eir
m
en
tal
a
n
d
s
o
cial
s
tr
u
ct
u
r
es,
t
h
eir
i
n
ter
est
s
an
d
n
ee
d
s
,
an
d
h
o
w
t
h
e
y
ca
n
lear
n
b
ett
er
ca
n
b
e
r
e
g
ar
d
ed
w
it
h
i
n
t
h
e
s
co
p
e
o
f
th
is
k
n
o
w
led
g
e
t
y
p
e.
Kn
o
w
led
g
e
o
f
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t
an
d
co
n
d
itio
n
s
(
co
n
te
x
t
in
f
o
r
m
atio
n
)
is
r
elate
d
to
th
e
o
p
p
o
r
tu
n
ities
,
e
x
p
ec
tatio
n
s
a
n
d
li
m
itatio
n
s
o
f
t
h
e
r
e
g
io
n
w
h
er
e
t
h
e
teac
h
er
w
o
r
k
s
,
th
e
s
c
h
o
o
l
en
v
ir
o
n
m
e
n
t
an
d
th
e
k
n
o
w
led
g
e
o
f
th
e
s
tu
d
en
t
s
'
f
a
m
il
ies,
in
ter
e
s
ts
an
d
b
ac
k
g
r
o
u
n
d
s
.
Kn
o
w
led
g
e
o
f
ed
u
ca
tio
n
al
en
d
s
,
p
u
r
p
o
s
es
in
cl
u
d
es
th
e
ai
m
s
,
o
b
j
ec
tiv
es
a
n
d
v
al
u
es
o
f
ed
u
ca
tio
n
,
th
e
p
h
ilo
s
o
p
h
ical,
h
i
s
to
r
ical
f
o
u
n
d
atio
n
s
a
n
d
g
en
er
al
ai
m
s
o
f
ed
u
ca
tio
n
[
5
,
6
]
.
Sh
u
l
m
an
's
w
o
r
k
[
3
,
4
]
h
as
r
e
-
u
n
d
er
li
n
ed
th
e
i
m
p
o
r
tan
ce
o
f
f
ield
k
n
o
w
led
g
e
at
a
ti
m
e
w
h
e
n
teac
h
i
n
g
w
a
s
o
n
l
y
e
x
a
m
in
ed
f
r
o
m
a
g
en
er
al
p
ed
ag
o
g
ical
p
o
i
n
t
o
f
v
ie
w
,
a
n
d
f
ie
ld
k
n
o
w
led
g
e
was
co
n
s
id
er
ed
o
n
l
y
a
d
etail
[
7
]
.
T
h
er
ef
o
r
e,
p
ed
ag
o
g
ical
k
n
o
w
led
g
e
as
w
ell
as
o
th
er
k
n
o
w
led
g
e
t
y
p
e
s
f
o
r
ed
u
ca
tio
n
h
as
s
ig
n
i
f
ica
n
ce
f
o
r
an
y
g
iv
e
n
f
iel
d
r
elate
d
w
it
h
th
e
ed
u
ca
tio
n
.
T
h
er
ef
o
r
e
it
is
a
m
u
s
t
f
o
r
an
y
o
n
e
in
a
n
y
p
r
o
f
es
s
io
n
to
ac
q
u
ir
e
th
o
s
e
s
k
ills
in
o
r
d
e
r
to
teac
h
m
o
r
e
e
f
f
ec
ti
v
el
y
.
T
h
er
ef
o
r
e,
th
e
Natio
n
al
E
d
u
ca
ti
o
n
Min
is
tr
y
(
1
9
4
6
,
1
9
8
2
)
s
tr
e
s
s
ed
th
e
s
ig
n
i
f
ica
n
ce
o
f
p
ed
ag
o
g
ical
f
o
r
m
atio
n
o
f
th
e
f
ac
u
lt
y
m
e
m
b
er
s
an
d
also
th
e
n
ee
d
f
o
r
tr
ain
i
n
g
t
h
e
m
.
T
h
is
p
r
o
b
lem
h
as
b
ee
n
h
i
g
h
lig
h
ted
at
t
h
e
g
lo
b
al
s
tag
e,
an
d
u
n
i
v
er
s
it
ies
ar
e
o
r
g
an
izin
g
t
h
eir
p
r
o
g
r
am
m
e
s
ac
co
r
d
in
g
l
y
.
I
n
p
ar
ticu
lar
,
s
t
u
d
ies
b
y
m
ed
i
ca
l
f
ac
u
ltie
s
ar
e
esp
ec
iall
y
p
r
o
m
i
n
s
e
n
t
i
n
t
h
i
s
ar
ea
[
8
,
9
]
.
T
h
e
d
u
ties
o
f
in
s
ti
t
u
tio
n
s
f
o
r
h
ig
h
er
ed
u
ca
tio
n
ar
e
n
o
t
r
estricte
d
s
o
lely
b
y
r
esear
ch
an
d
in
s
tr
u
c
tio
n
.
T
h
e
d
ev
elo
p
m
e
n
t
o
f
ed
u
ca
tio
n
al
p
o
s
s
ib
ilit
ies
a
n
d
th
e
ed
u
ca
tio
n
o
f
s
k
ill
ed
lear
n
er
s
m
a
k
e
th
e
u
n
i
v
er
s
itie
s
m
o
r
e
p
r
ec
io
u
s
.
Her
e,
th
e
teac
h
er
'
s
s
tan
d
ar
d
o
f
p
ed
ag
o
g
y
is
a
n
s
i
g
n
i
f
ica
n
t
ele
m
e
n
t
in
cr
ea
ti
n
g
a
s
u
i
tab
le
lear
n
i
n
g
at
m
o
s
p
h
e
r
e.
ME
B
[
10
]
also
p
r
ep
ar
ed
th
e
ed
u
ca
tio
n
al
q
u
ali
f
icatio
n
s
l
is
t
f
o
r
t
h
is
a
s
;
p
er
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
v
alu
es
-
p
r
o
f
ess
io
n
al
d
ev
e
lo
p
m
en
t,
r
ec
o
g
n
itio
n
o
f
th
e
s
t
u
d
en
t,
lear
n
in
g
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
:
704
-
715
706
teac
h
i
n
g
p
r
o
ce
s
s
,
m
o
n
ito
r
in
g
an
d
e
v
al
u
atio
n
o
f
lear
n
i
n
g
-
d
ev
e
lo
p
m
en
t,
s
c
h
o
o
l
-
f
a
m
i
l
y
a
n
d
co
m
m
u
n
it
y
r
elatio
n
s
,
p
r
o
g
r
a
m
an
d
co
n
te
n
t
k
n
o
w
led
g
e.
T
h
ese
s
k
i
lls
co
n
s
id
er
ed
th
e
i
n
s
tr
u
ctio
n
to
b
e
a
p
r
o
f
ess
io
n
a
n
d
th
u
s
en
h
a
n
ce
d
its
s
i
g
n
if
ican
ce
a
n
d
ef
f
icien
c
y
.
T
h
ese
cr
iter
ia
w
er
e
also
d
eter
m
i
n
an
t
f
ac
to
r
s
in
th
e
ex
a
m
s
f
o
r
teac
h
er
tr
ain
i
n
g
i
n
s
t
itu
tio
n
s
a
n
d
teac
h
er
ap
p
o
in
t
m
e
n
t.
No
t
o
n
ly
t
h
e
teac
h
er
-
tr
ai
n
in
g
i
n
s
tit
u
ti
o
n
s
,
b
u
t
all
th
e
o
th
er
in
s
tit
u
ti
o
n
s
to
o
k
th
e
p
ath
to
en
h
a
n
ce
t
h
eir
tr
ai
n
er
s
'
eq
u
ip
m
en
t
b
y
tak
in
g
i
n
to
ac
co
u
n
t
th
is
cr
iter
ia.
I
n
th
is
co
n
n
ec
t
i
o
n
,
u
n
i
v
er
s
itie
s
ar
e
a
m
o
n
g
t
h
e
lar
g
est
o
r
g
an
izat
io
n
s
.
Ho
w
e
v
er
,
u
n
i
v
er
s
itie
s
ar
e
s
ee
n
to
co
n
ti
n
u
e
to
b
e
in
ad
eq
u
ate
f
o
r
p
ed
ag
o
g
ica
l
d
ev
elo
p
m
en
t
s
i
n
ter
m
s
o
f
s
tr
u
ctu
r
a
l
ch
a
n
g
es.
Fo
r
ex
a
m
p
le,
th
e
f
in
d
i
n
g
s
i
m
p
l
y
i
n
g
th
at
s
u
c
ce
s
s
f
u
l
s
tu
d
e
n
ts
i
n
T
u
r
k
e
y
h
ad
less
i
n
ter
est
i
n
b
ec
o
m
i
n
g
a
f
ac
u
l
t
y
m
e
m
b
er
o
r
ac
a
d
em
icia
s
h
a
v
e
clea
r
l
y
s
h
o
w
n
t
h
at
h
i
g
h
er
ed
u
ca
tio
n
lack
s
th
e
r
eq
u
ir
ed
an
d
th
e
d
esire
d
q
u
alit
y
o
f
ed
u
ca
tio
n
[
10
]
.
I
n
th
is
r
e
s
p
ec
t,
YÖK
h
as
ac
cr
ed
ited
u
n
i
v
er
s
i
ties
in
ter
m
s
o
f
ac
a
d
em
ic
o
r
g
a
n
is
at
io
n
s
,
n
u
m
b
er
o
f
s
tu
d
e
n
ts
,
p
r
o
g
r
a
m
s
a
n
d
o
th
er
p
r
o
ce
d
u
r
es.
T
h
e
ass
ess
m
e
n
t
s
p
r
o
d
u
ce
d
b
y
th
e
s
tu
d
e
n
ts
in
p
ar
tic
u
lar
s
ta
n
d
o
u
t
in
th
e
ass
e
s
s
m
e
n
t
o
f
t
h
e
s
taf
f
r
ep
r
ese
n
tati
v
e
alto
u
g
h
it
is
d
o
u
b
t
f
u
l
th
at
th
e
s
e
ass
es
s
m
en
t
s
ar
e
o
b
j
ec
tiv
e.
I
n
p
ar
ticu
lar
,
r
eq
u
ir
e
m
e
n
ts
s
u
c
h
as e
f
f
icie
n
t te
ac
h
er
in
tr
o
d
u
ctio
n
,
m
aster
y
,
co
m
m
u
n
icatio
n
w
i
th
t
h
e
s
t
u
d
en
t
s
an
d
in
ter
ac
tio
n
w
it
h
t
h
e
co
m
m
u
n
it
y
ar
e
in
cl
u
d
ed
in
th
e
s
co
p
e
o
f
t
h
e
as
s
es
s
m
e
n
t.
S
u
ch
f
ee
d
b
ac
k
is
n
e
v
er
th
e
less
e
s
s
e
n
tial
f
o
r
teac
h
er
s
to
u
n
d
er
s
tan
d
t
h
at
s
o
m
eo
n
e
else
ca
n
s
ee
th
eir
ab
ilit
y
[
11
]
.
I
t
is
also
as
a
p
lu
s
f
o
r
s
taf
f
e
m
p
lo
y
ee
s
to
r
etain
an
d
g
r
o
w
in
v
ie
w
o
f
th
eir
f
a
u
lt
s
an
d
ab
ilit
ies
f
o
r
a
f
r
esh
i
n
s
tr
u
c
tio
n
al
p
h
ase.
Dev
elo
p
men
t o
f a
c
a
d
emic
ia
n
s
in
Tu
r
k
ey
in
terms
o
f th
eir p
ed
a
g
o
g
ica
l skills
A
ca
d
e
m
icia
n
s
i
n
T
u
r
k
e
y
h
a
v
e
n
o
s
u
f
f
icien
t
p
ed
ag
o
g
ical
f
o
r
m
at
to
en
h
a
n
ce
t
h
eir
teac
h
in
g
s
k
ill
s
.
T
h
er
ef
o
r
e,
th
e
class
es
g
i
v
en
to
u
n
d
er
g
r
ad
u
ate
lear
n
er
s
i
n
th
e
u
n
i
v
er
s
it
y
ar
e
in
s
u
f
f
ic
i
en
t
w
it
h
r
eg
ar
d
to
p
ed
ag
o
g
y
,
w
it
h
t
h
e
e
x
ce
p
tio
n
o
f
th
o
s
e
w
o
r
k
in
g
in
ed
u
ca
tio
n
f
ac
u
ltie
s
.
I
n
2
0
0
0
,
YÖK
(
co
u
n
cil
o
f
h
i
g
h
er
ed
u
ca
tio
n
i
n
T
u
r
k
e
y
)
m
ad
e
p
ed
ag
o
g
ical
f
o
r
m
atio
n
co
m
p
u
ls
o
r
y
i
n
m
aster
'
s
a
n
d
d
o
cto
r
ate
p
r
o
g
r
a
m
s
.
Ho
w
e
v
er
,
th
ese
co
u
r
s
es
w
er
e
n
o
lo
n
g
er
co
m
p
u
ls
o
r
y
an
d
a
n
d
ac
ad
e
m
i
cs
b
eg
an
to
tak
e
co
u
r
s
es
a
s
ac
ad
em
ician
s
w
it
h
o
u
t
an
y
tr
ai
n
i
n
g
to
i
m
p
r
o
v
e
th
eir
t
ea
ch
in
g
s
k
il
ls
d
u
r
i
n
g
t
h
eir
g
r
a
d
u
ate,
d
o
cto
r
atal
ed
u
ca
tio
n
p
er
io
d
s
.
A
lt
h
o
u
g
h
t
h
is
i
s
th
e
ca
s
e
t
h
r
o
u
g
h
o
u
t
t
h
e
co
u
n
tr
y
in
1
9
9
6
,
Do
k
u
z
E
y
lü
l
Un
iv
er
s
it
y
[
12
]
an
d
th
e
n
I
s
tan
b
u
l
Un
i
v
er
s
i
t
y
i
n
1
9
9
7
[
13
]
,
Hac
ettep
e
Un
iv
er
s
it
y
i
n
1
9
9
8
,
A
n
k
ar
a
U
n
iv
er
s
it
y
in
1
9
9
9
[
14
]
,
Ma
r
m
ar
a
Un
i
v
er
s
it
y
[
11
]
an
d
E
g
e
Un
i
v
er
s
it
y
[
15
]
s
h
o
r
t
-
ter
m
p
r
o
g
r
a
m
s
ca
lled
tr
ai
n
in
g
o
f
tr
ai
n
er
s
h
a
v
e
b
ee
n
ca
r
r
ied
o
u
t.
Ho
w
e
v
er
,
an
i
m
p
o
r
tan
t
p
r
o
b
le
m
o
b
s
er
v
ed
i
n
t
h
ese
p
r
o
g
r
a
m
s
,
esp
ec
ia
ll
y
th
o
s
e
r
elate
d
to
m
ed
ical
ed
u
ca
tio
n
i
s
th
at
th
e
tr
ai
n
er
s
d
o
n
’
t
h
a
v
e
p
ed
ag
o
g
ical
b
ac
k
g
r
o
u
n
d
.
A
lto
u
g
h
th
e
s
e
tr
ain
i
n
g
s
g
iv
e
n
to
th
e
ac
ad
e
m
icia
n
s
b
y
ac
ad
em
ician
s
w
h
o
ar
e
ass
ig
n
ed
f
r
o
m
t
h
e
s
a
m
e
i
n
s
tit
u
tio
n
h
av
i
n
g
ac
ad
e
m
ic
s
t
u
d
ies
in
t
h
e
f
ield
o
f
m
ed
ical
ed
u
c
atio
n
b
u
t
d
o
n
o
t
h
av
e
an
y
tr
ai
n
i
n
g
r
elate
d
to
th
e
ed
u
ca
tio
n
al
f
o
r
m
atio
n
th
e
y
ar
e
i
m
p
o
r
tan
t
b
ec
au
s
e
th
e
y
ar
e
p
io
n
ee
r
in
g
s
t
u
d
ies o
n
t
h
e
s
u
b
j
ec
t.
C
o
n
ten
t o
f tra
in
er’s tra
in
in
g
p
r
o
g
r
a
m
Ma
n
y
r
o
les
a
n
d
tas
k
s
ar
e
e
x
p
ec
ted
f
r
o
m
teac
h
er
s
.
T
h
ese
r
o
les
ar
e
i
m
p
o
r
ta
n
t
i
n
t
h
e
p
ast
a
s
th
e
y
ar
e
i
m
p
o
r
tan
t
i
n
t
h
e
p
ast
an
d
it
i
s
th
o
u
g
h
t
t
h
at
t
h
e
y
w
ill
n
o
t
l
o
s
e
th
eir
i
m
p
o
r
ta
n
ce
in
th
e
f
u
tu
r
e.
Fo
r
ex
a
m
p
le,
alth
o
u
g
h
t
h
e
r
o
les
o
f
teac
h
er
s
h
as
b
ee
n
u
n
d
er
s
to
o
d
in
t
h
e
p
ast
as
p
eo
p
le
w
h
o
co
n
v
e
y
i
n
f
o
r
m
at
io
n
,
i
n
o
t
h
er
w
o
r
d
s
,
to
in
s
tr
u
c
t
d
ir
ec
tl
y
s
t
u
d
en
ts
,
it
is
n
o
lo
n
g
er
s
u
f
f
icien
t
to
d
ay
to
teac
h
,
in
s
tead
it
n
ee
d
s
to
b
e
g
u
id
ed
,
to
p
r
ed
ict
f
u
t
u
r
e
r
esu
lt
s
ab
o
u
t
d
ec
is
io
n
s
,
en
g
ag
e
i
n
s
o
cial
p
r
o
ce
s
s
es
a
n
d
p
ar
ticip
ate
in
ef
f
o
r
t
s
to
p
r
o
tect
n
atü
r
e.
T
r
ain
er
tr
ain
in
g
p
r
o
g
r
a
m
s
m
u
s
t
b
e
d
r
aw
n
u
p
h
av
i
n
g
in
to
co
n
s
id
er
atio
n
t
h
e
lear
n
i
n
g
ab
ilit
i
es
an
d
p
ed
ag
o
g
ical
ab
ilit
ies
o
f
t
h
e
ex
p
er
ts
co
n
d
u
ctin
g
th
e
s
e
ed
u
ca
tio
n
s
.
T
h
e
co
n
ten
t
s
s
h
o
u
ld
also
b
e
s
c
h
ed
u
led
an
d
ca
r
r
ied
o
u
t
ac
co
r
d
in
g
to
th
e
teac
h
er
's
s
k
i
lls
.
T
ea
ch
in
g
q
u
ali
f
icat
io
n
s
a
r
e
d
eter
m
in
ed
an
d
p
u
b
lis
h
ed
b
y
t
h
e
Min
i
s
tr
y
o
f
Natio
n
al
E
d
u
ca
t
io
n
a
n
d
ap
p
ea
r
to
b
e
in
s
ix
m
ai
n
tit
les.
E
ac
h
tr
ain
er
s
h
o
u
ld
es
s
en
t
iall
y
h
a
v
e
th
ese
s
k
ills
.
T
h
ese
ab
ilit
ies
ar
e
d
e
m
o
n
s
tr
ated
in
th
e
p
r
ac
tice
o
f
tr
ain
er
s
f
o
r
th
is
i
n
te
n
t.
T
h
is
i
s
r
ec
o
g
n
i
ze
d
i
m
m
ed
iate
l
y
a
s
th
e
p
r
i
m
ar
y
c
r
iter
io
n
f
o
r
d
eter
m
i
n
in
g
t
h
e
p
er
f
o
r
m
a
n
ce
o
f
th
e
s
ch
o
o
l
'
s
lear
n
er
s
.
E
f
f
ec
ti
v
e
te
ac
h
er
s
w
ill
d
ir
ec
tl
y
af
f
ec
t th
e
s
u
cc
e
s
s
o
f
t
h
e
s
t
u
d
e
n
t [
16
-
21
].
I
n
v
e
s
tig
a
tio
n
s
s
u
g
g
e
s
t
th
at
t
ea
ch
er
s
an
d
ac
ad
em
ics
ar
e
n
o
t
s
u
f
f
icien
tl
y
s
e
n
s
iti
v
e
to
th
e
g
r
o
w
th
o
f
th
eir
p
ed
ag
o
g
ical
b
ac
k
g
r
o
u
n
d
s
,
p
ar
ticu
lar
l
y
i
n
ed
u
ca
tio
n
al
f
ac
u
ltie
s
,
an
d
in
u
n
i
v
er
s
i
ties
.
T
h
ese
s
tu
d
ie
s
[
1
4
,
22
-
25
]
ad
d
r
ess
th
e
s
e
p
r
o
b
lem
s
; th
at
f
ac
u
lt
y
m
e
m
b
er
s
d
o
n
o
t g
iv
e
en
o
u
g
h
i
m
p
o
r
tan
ce
to
th
i
s
is
s
u
e,
th
e
y
b
elie
v
e
th
at
t
h
eir
ed
u
ca
t
io
n
ab
ilit
ies
ar
e
i
m
m
ed
iatel
y
l
in
k
ed
to
th
e
g
r
o
w
t
h
o
f
th
ei
r
u
n
d
er
s
tan
d
i
n
g
o
f
m
ater
ial
a
n
d
co
n
ten
t
k
n
o
w
led
g
e;
t
h
e
y
l
iv
e
a
n
is
o
lated
li
f
e
s
t
y
le,
o
v
er
-
s
p
ec
ial
izatio
n
i
n
a
p
ar
ticu
lar
s
u
b
j
ec
t
p
r
ev
en
ts
ac
ad
e
m
ics
f
r
o
m
i
m
p
r
o
v
in
g
th
e
m
s
elv
e
s
in
ed
u
ca
tio
n
,
an
d
th
a
t
r
esear
ch
o
n
ed
u
ca
t
io
n
al
d
ev
elo
p
m
e
n
t
is
li
m
ited
an
d
n
atio
n
al
ed
u
ca
ti
o
n
an
d
h
ea
lt
h
p
o
licies
h
a
v
e
a
n
eg
at
iv
e
i
m
p
ac
t.
T
h
er
ef
o
r
e,
th
e
ai
m
o
f
th
is
s
t
u
d
y
is
to
e
v
alu
ate
th
e
ed
u
ca
to
r
s
k
i
lls
o
f
u
n
i
v
er
s
it
y
ed
u
ca
to
r
s
in
o
u
r
co
u
n
tr
y
b
y
u
s
i
n
g
q
u
alitat
i
v
e
r
esear
ch
m
e
th
o
d
in
a
w
id
e
s
co
p
e.
T
h
er
ef
o
r
e
,
co
n
ten
t
o
f
th
e
p
r
o
g
r
a
m
w
a
s
ar
r
an
g
ed
ai
m
i
n
g
m
o
s
tl
y
at
g
en
er
al
p
ed
ag
o
g
ical
k
n
o
w
led
g
e
o
f
th
e
ac
ad
e
m
icia
n
s
.
Fo
r
ex
a
m
p
le,
i
n
o
n
e
ac
t
iv
i
t
y
,
d
etailed
p
r
escr
ip
tio
n
f
o
r
f
r
y
i
n
g
eg
g
s
w
er
e
g
i
v
e
n
an
d
th
e
y
w
er
e
ex
p
ec
ted
to
co
o
k
it
b
ased
o
n
th
is
in
s
tr
u
ctio
n
.
Si
m
ilar
l
y
v
ar
i
o
u
s
to
p
ics
li
k
e
ad
u
lt
ed
u
ca
tio
n
,
ass
es
m
e
n
t a
n
d
e
v
alu
a
tio
n
m
et
h
o
d
s
w
er
e
g
i
v
en
i
n
t
h
e
p
r
o
g
r
am
.
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
Tr
a
in
in
g
o
f tra
in
ers
:
A
n
a
ctio
n
-
b
a
s
ed
r
esea
r
ch
fo
r
imp
r
o
vin
g
th
e
p
e
d
a
g
o
g
ica
l skills
…
(
B
a
yra
m
Ö
z
er
)
707
2.
RE
S
E
ARCH
M
E
T
H
O
D
I
n
o
r
d
er
to
im
p
r
o
v
e
ex
p
er
tis
e
r
eg
ar
d
in
g
th
e
f
u
n
d
a
m
e
n
tal
p
ed
ag
ó
g
ical
ab
ilit
ies
an
d
to
en
h
a
n
ce
p
ed
ag
o
g
ical
co
m
m
u
n
icatio
n
am
o
n
g
ac
ad
e
m
ics,
t
h
is
s
t
u
d
y
h
a
s
b
ee
n
d
esig
n
ed
to
tak
e
in
to
ac
co
u
n
t
th
e
v
ie
w
s
o
f
ac
ad
em
ician
s
b
ef
o
r
e
an
d
a
f
te
r
th
e
p
r
o
g
r
a
m
m
e.
I
n
t
h
is
s
e
n
s
e
th
e
tr
ai
n
i
n
g
p
r
o
g
r
a
m
ca
r
r
ied
o
u
t
b
y
On
d
o
k
u
z
Ma
y
ıs
U
n
i
v
er
s
it
y
f
o
r
th
e
d
ev
elo
p
m
e
n
t
o
f
teac
h
i
n
g
s
k
ills
a
n
d
tr
ain
i
n
g
f
o
r
ac
ad
e
m
ics
co
v
er
in
g
all
ac
ad
e
m
ic
u
n
i
ts
in
t
h
e
u
n
iv
er
s
it
y
co
u
ld
b
e
r
eg
ar
d
ed
as
th
e
f
ir
s
t
an
d
th
e
m
o
s
t
co
m
p
r
eh
e
n
s
i
v
e
tr
ain
i
n
g
p
r
o
g
r
am
i
n
T
u
r
k
e
y
.
W
h
en
t
h
e
co
n
ten
t
o
f
th
e
tr
a
in
in
g
is
ev
al
u
ated
i
n
ter
m
s
o
f
t
h
e
q
u
al
if
ica
tio
n
s
o
f
th
e
tr
ain
e
r
s
,
th
e
d
u
r
atio
n
o
f
th
e
tr
ai
n
i
n
g
an
d
t
h
e
p
ar
ticip
a
n
ts
,
th
e
d
ev
elo
p
m
e
n
t
o
f
i
n
s
tr
u
ctio
n
al
s
k
ill
s
f
o
r
ac
ad
e
m
icia
n
s
is
d
i
f
f
er
en
t
f
r
o
m
th
e
o
th
er
p
r
o
j
ec
ts
.
T
h
e
y
ar
e
ex
p
ec
ted
to
m
ee
t
m
u
l
tid
is
cip
lin
a
r
y
ac
ad
e
m
ic
v
is
io
n
b
y
m
ee
tin
g
w
it
h
f
ac
u
lt
y
m
e
m
b
er
s
f
r
o
m
d
i
f
f
er
e
n
t
f
ield
s
.
T
h
is
s
tu
d
y
is
b
ased
o
n
ac
tio
n
r
esear
ch
d
esi
g
n
.
A
ct
io
n
r
esear
c
h
is
d
e
f
in
ed
as a
s
y
s
te
m
atic
i
n
t
er
v
en
tio
n
p
r
o
ce
s
s
th
at
tak
es
p
lace
o
n
th
e
b
asis
o
f
p
eo
p
le
d
o
in
g
r
esear
ch
ab
o
u
t
th
eir
p
r
o
f
ess
io
n
al
ac
tio
n
s
an
d
tak
i
n
g
ac
tio
n
f
o
r
ch
an
g
e.
A
ct
io
n
R
esear
ch
i
n
cl
u
d
es
id
en
tify
i
n
g
is
s
u
es
i
m
m
ed
iatel
y
li
n
k
ed
with
t
h
e
m
et
h
o
d
o
f
i
m
p
le
m
an
ta
tio
n
o
r
co
llectin
g
an
d
an
al
y
zi
n
g
s
y
s
te
m
ic
i
n
f
o
r
m
at
io
n
f
o
r
u
n
d
er
s
ta
n
d
i
n
g
an
d
r
eso
lv
i
n
g
th
e
s
e
is
s
u
es
b
y
t
h
e
in
v
o
lv
e
m
e
n
t
o
f
t
h
e
p
ar
ticip
an
ts
s
u
c
h
as
class
r
o
o
m
e
x
ec
u
tiv
e
s
,
ed
u
ca
to
r
s
an
d
ed
u
ca
tio
n
al
ex
p
er
ts
w
it
h
i
n
t
h
e
ca
s
e
o
r
p
r
o
b
lem
atic
s
itu
at
io
n
.
I
n
ad
d
itio
n
,
ac
tio
n
r
esear
ch
er
s
co
n
ce
n
tr
ate
o
n
o
b
t
ain
i
n
g
i
n
f
o
r
m
atio
n
th
at
en
ab
les
t
h
e
m
to
ch
a
n
g
e
th
e
cir
cu
m
s
ta
n
ce
s
o
f
a
p
ar
ticu
la
r
s
it
u
atio
n
,
r
ath
er
th
a
n
lo
o
k
in
g
f
o
r
s
o
u
n
d
g
en
er
aliza
tio
n
s
[
26
-
29
]
.
Fo
r
th
is
p
u
r
p
o
s
e,
th
e
ad
v
an
ce
m
e
n
t
o
f
th
e
tr
ai
n
i
n
g
o
f
ac
ad
em
ic
ian
i
n
ter
m
s
o
f
p
ed
ag
o
g
ical
d
ev
elo
p
m
en
t
is
r
eg
ar
d
ed
as
a
m
ai
n
co
n
ce
r
n
f
o
r
th
i
s
r
esear
c
h
.
T
h
er
ef
o
r
e,
r
esear
ch
er
s
d
ev
el
o
p
ed
a
p
e
d
ag
o
g
ical
f
o
r
m
atio
n
p
r
o
g
r
a
m
b
ased
o
n
a
ctio
n
r
esear
ch
d
es
ig
n
w
h
er
e
th
e
p
ar
ticip
an
ts
ar
e
ex
p
ec
ted
to
r
ea
ch
t
h
e
f
o
llo
w
i
n
g
o
b
j
ec
tiv
es a
s
g
iv
e
n
:
a.
P
r
ep
ar
in
g
a
teac
h
in
g
p
lan
,
b
ased
o
n
m
o
d
er
n
teac
h
i
n
g
tec
h
n
iq
u
es
i
n
ac
co
r
d
an
ce
w
i
th
th
eir
f
ie
ld
s
o
f
ex
p
er
tis
e
as
w
ell
a
s
lear
n
i
n
g
t
h
e
s
k
ills
o
f
teac
h
in
,
lear
n
in
g
m
et
h
o
d
s
an
d
ef
f
ec
ti
v
e
p
r
esen
t
atio
n
s
k
ills
,
b.
T
o
b
e
ab
le
t
o
ac
t in
ac
co
r
d
an
ce
w
it
h
t
h
e
lear
n
i
n
g
p
r
in
cip
les
ad
u
lt e
d
u
ca
tio
n
i
n
ed
u
ca
t
io
n
al
ac
tiv
itie
s
,
c.
T
o
b
e
ab
le
to
d
eter
m
i
n
e
th
e
tr
ain
i
n
g
n
ee
d
s
o
f
th
e
p
ar
ticip
an
ts
i
n
a
tr
ain
in
g
p
r
o
g
r
a
m
an
d
to
c
r
ea
te
an
ap
p
r
o
p
r
iate
tr
ain
in
g
p
r
o
g
r
a
m
,
d.
C
r
ea
tin
g
an
d
m
ai
n
tai
n
in
g
a
p
o
s
iti
v
e
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t,
e.
Facilitate
tr
ai
n
in
g
b
y
ap
p
l
y
i
n
g
th
e
r
u
les o
f
co
m
m
u
n
ica
tio
n
,
f.
Selectin
g
a
n
d
ap
p
ly
i
n
g
th
e
m
e
th
o
d
ac
co
r
d
in
g
to
th
e
p
u
r
p
o
s
e
o
f
th
e
tr
ai
n
in
g
,
g.
P
r
o
p
er
ly
p
r
ep
ar
e
an
d
u
s
e
th
e
t
o
o
ls
an
d
eq
u
ip
m
e
n
t th
a
t f
ac
il
it
ate
ed
u
ca
tio
n
,
h.
P
r
ep
ar
e
an
d
m
a
k
e
an
e
f
f
ec
ti
v
e
p
r
esen
tatio
n
,
i.
Dev
elo
p
an
d
i
m
p
le
m
e
n
t to
o
ls
to
ev
alu
ate
t
h
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
an
d
o
u
tco
m
e
I
n
ad
d
itio
n
,
f
ac
u
lt
y
m
e
m
b
er
s
p
ar
ticip
atin
g
i
n
th
e
tr
ai
n
i
n
g
ca
n
lear
n
a.
T
o
p
r
e
p
ar
e
an
ef
f
icie
n
t tr
ai
n
i
n
g
p
lan
,
b.
T
o
cr
ea
te
a
lear
n
in
g
en
v
ir
o
n
m
en
t s
u
itab
le
f
o
r
t
h
e
s
u
b
j
ec
t a
n
d
th
e
s
t
u
d
en
t
f
o
r
an
ef
f
icie
n
t c
o
u
r
s
e,
c.
T
o
ch
o
o
s
e
th
e
ap
p
r
o
p
r
iate
lear
n
in
g
m
et
h
o
d
f
o
r
th
e
s
u
b
j
ec
t a
n
d
th
e
s
tu
d
e
n
t f
o
r
an
e
f
f
icie
n
t c
o
u
r
s
e,
d.
To
co
n
d
u
ct
lear
n
in
g
ac
ti
v
itie
s
f
o
r
an
ef
f
icie
n
t c
o
u
r
s
e,
e.
T
o
ch
o
o
s
e
th
e
m
o
s
t a
p
p
r
o
p
r
iate
ass
es
s
m
e
n
t
m
et
h
o
d
f
o
r
th
e
ass
es
s
m
en
t o
f
th
e
co
u
r
s
e
an
d
s
k
ills
,
f.
T
o
lear
n
ed
u
ca
tio
n
al
in
s
tr
u
m
e
n
t
d
ev
elo
p
m
e
n
t,
ap
p
licatio
n
s
an
d
s
co
r
in
g
in
ac
co
r
d
an
ce
w
it
h
th
e
as
s
ess
m
e
n
t
m
et
h
o
d
,
g.
T
o
d
ev
elo
p
m
ea
s
u
r
es to
ac
ce
le
r
ate
ed
u
ca
tio
n
an
d
lear
n
i
n
g
,
h.
T
o
co
m
p
r
eh
e
n
d
th
e
w
a
y
s
to
in
cr
ea
s
e
p
r
o
d
u
ctiv
it
y
i
n
ed
u
ca
ti
o
n
an
d
to
lear
n
th
e
lear
n
in
g
p
r
o
ce
s
s
es,
i.
T
o
h
av
e
s
u
f
f
icie
n
t
k
n
o
w
led
g
e
an
d
s
k
i
lls
to
d
ev
elo
p
th
e
m
s
e
lv
es a
s
tr
ain
er
s
2
.
1
.
P
o
pu
la
t
io
n
T
r
ain
in
g
w
a
s
h
eld
at
Sa
m
s
u
n
O
n
d
o
k
u
z
Ma
y
ıs
Un
i
v
er
s
it
y
b
et
w
ee
n
2
0
1
4
an
d
2
0
1
6
f
o
r
th
e
d
ev
elo
p
m
e
n
t
o
f
ed
u
ca
tio
n
al
s
k
ill
s
an
d
f
o
r
m
atio
n
f
o
r
ac
ad
em
ician
s
co
v
er
i
n
g
al
l
ac
ad
em
ic
u
n
it
s
w
it
h
i
n
th
e
u
n
iv
er
s
it
y
.
T
ab
le
1
s
h
o
w
s
th
e
d
is
tr
ib
u
tio
n
o
f
5
0
ac
ad
em
i
cian
s
a
m
o
n
g
2
4
6
ac
ad
em
icia
n
s
w
h
o
p
ar
ticip
ate
d
in
th
e
tr
ai
n
i
n
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
:
704
-
715
708
T
ab
le
1
.
Dis
tr
ib
u
tio
n
o
f
ac
ad
em
ics p
ar
ticip
ati
n
g
i
n
t
h
e
p
r
o
j
e
ct
O
r
d
e
r
F
a
c
u
l
t
y
D
a
t
e
P
a
r
t
i
c
i
p
a
n
t
N
u
mb
e
r
S
t
u
d
y
G
r
o
u
p
1
F
a
c
u
l
t
y
o
f
A
e
r
o
n
a
u
t
i
c
s
a
n
d
A
st
r
o
n
a
u
t
i
c
s
0
8
-
1
2
S
e
p
t
e
mb
e
r
2
0
1
4
14
4
2
F
a
c
u
l
t
y
o
f
C
i
v
i
l
A
v
i
a
t
i
o
n
0
8
-
1
2
S
e
p
t
e
mb
e
r
2
0
1
4
6
1
3
En
g
i
n
e
e
r
i
n
g
F
a
c
u
l
t
y
0
8
-
1
2
S
e
p
t
e
mb
e
r
2
0
1
4
10
3
4
F
a
c
u
l
t
y
o
f
Ed
u
c
a
t
i
o
n
0
1
-
0
5
Ja
n
u
a
r
y
2
0
1
5
5
1
5
F
a
c
u
l
t
y
o
f
A
r
t
s a
n
d
S
c
i
e
n
c
e
s
0
1
-
0
5
Ja
n
u
a
r
y
2
0
1
5
5
1
6
F
a
c
u
l
t
y
o
f
Ec
o
n
o
mi
c
s
a
n
d
A
d
mi
n
i
st
r
a
t
i
v
e
S
c
i
e
n
c
e
s
0
1
-
0
5
J
a
n
u
a
r
y
2
0
1
5
5
1
7
F
a
c
u
l
t
y
o
f
T
h
e
o
l
o
g
y
0
1
-
0
5
Ja
n
u
a
r
y
2
0
1
5
5
1
8
F
a
c
u
l
t
y
o
f
Ed
u
c
a
t
i
o
n
0
7
-
1
2
Ja
n
u
a
r
y
2
0
1
5
5
1
9
F
a
c
u
l
t
y
o
f
A
r
t
s a
n
d
S
c
i
e
n
c
e
s
0
7
-
1
2
Ja
n
u
a
r
y
2
0
1
5
5
1
10
F
a
c
u
l
t
y
o
f
Ec
o
n
o
mi
c
s
a
n
d
A
d
mi
n
i
st
r
a
t
i
v
e
S
c
i
e
n
c
e
s
0
7
-
1
2
Ja
n
u
a
r
y
2
0
1
5
5
1
11
F
a
c
u
l
t
y
o
f
T
h
e
o
l
o
g
y
0
7
-
1
2
Ja
n
u
a
r
y
2
0
1
5
5
1
12
F
a
c
u
l
t
y
o
f
v
e
t
e
r
i
n
a
r
y
me
d
i
c
i
n
e
2
3
-
2
7
F
e
b
r
u
a
r
y
2
0
1
5
25
5
13
f
a
c
u
l
t
y
o
f
A
g
r
i
c
u
l
t
u
r
e
0
1
-
0
5
Ju
n
e
2
0
1
5
31
6
14
F
a
c
u
l
t
y
o
f
D
e
n
t
i
s
t
r
y
0
8
-
1
2
Ju
n
e
2
0
1
5
25
5
15
V
o
c
a
t
i
o
n
a
l
S
c
h
o
o
l
o
f
H
e
a
l
t
h
S
e
r
v
i
c
e
s
1
4
-
1
8
S
e
p
t
e
m
b
e
r
2
0
1
5
5
1
16
S
a
msu
n
S
c
h
o
o
l
o
f
H
e
a
l
t
h
1
4
-
1
8
S
e
p
t
e
mb
e
r
2
0
1
5
33
6
17
Y
a
şar D
o
ğ
u
F
a
c
u
l
t
y
o
f
S
p
o
r
t
S
c
i
e
n
c
e
s
1
-
5
F
e
b
r
u
a
r
y
2
0
1
6
6
1
18
T
o
u
r
i
sm F
a
c
u
l
t
y
1
-
5
F
e
b
r
u
a
r
y
2
0
1
6
5
1
19
C
o
mm
u
n
i
c
a
t
i
o
n
f
a
c
u
l
t
y
1
-
5
F
e
b
r
u
a
r
y
2
0
1
6
11
2
20
F
a
c
u
l
t
y
o
f
D
e
n
t
i
s
t
r
y
1
-
5
F
e
b
r
u
a
r
y
2
0
1
6
10
2
21
A
l
i
F
u
a
t
B
a
şg
i
l
F
a
c
u
l
t
y
o
f
L
a
w
1
-
5
F
e
b
r
u
a
r
y
2
0
1
6
15
3
22
F
a
c
u
l
t
y
o
f
A
e
r
o
n
a
u
t
i
c
s
a
n
d
A
st
r
o
n
a
u
t
i
c
s
1
1
-
1
5
A
p
r
i
l
2
0
1
6
10
2
T
o
t
a
l
2
4
6
50
2
.
2
.
Da
t
a
co
llect
io
n
A
ll
p
ar
ticip
an
t
s
ar
e
ac
ad
em
ic
ian
s
.
A
to
tal
o
f
s
ix
o
p
en
-
en
d
ed
q
u
esti
o
n
s
w
er
e
as
k
ed
b
y
ask
i
n
g
f
o
u
r
q
u
esti
o
n
s
b
ef
o
r
e
th
e
tr
ain
in
g
an
d
t
w
o
af
ter
th
e
tr
ain
i
n
g
(
s
ee
T
ab
le
2
to
T
a
b
le
6
)
.
T
h
e
ex
p
lan
atio
n
s
o
b
tain
ed
w
er
e
r
ec
o
r
d
ed
in
w
r
it
in
g
o
n
a
r
eg
u
lar
b
asi
s
.
P
ar
ticip
an
ts
v
o
lu
n
teer
ed
in
t
h
is
s
t
u
d
y
.
T
h
e
f
o
llo
w
i
n
g
i
s
a
li
s
t
o
f
q
u
esti
o
n
s
as
k
ed
b
ef
o
r
e
tr
ain
in
g
.
a.
W
h
at
d
o
y
o
u
e
x
p
ec
t f
r
o
m
th
e
t
r
ain
in
g
?
b.
As
an
ac
ad
e
m
icia
n
,
d
o
y
o
u
t
h
in
k
y
o
u
ar
e
in
ad
eq
u
ate
in
te
r
m
s
o
f
p
ed
ag
o
g
ical
k
n
o
w
led
g
e?
I
f
s
o
,
w
h
at
ar
e
th
ese?
c.
Did
y
o
u
co
m
e
to
th
e
tr
ai
n
i
n
g
as a
v
o
lu
n
teer
?
W
h
y
?
d.
W
o
u
ld
y
o
u
atten
d
t
h
e
tr
ain
i
n
g
w
it
h
o
u
t th
e
a
s
s
i
g
n
m
e
n
t?
e.
Do
y
o
u
th
in
k
t
h
is
k
in
d
o
f
tr
ai
n
in
g
i
s
n
ec
e
s
s
ar
y
f
o
r
ac
ad
e
m
ici
an
s
?
Fo
llo
w
i
n
g
is
t
h
e
lis
t o
f
q
u
est
io
n
s
as
k
ed
af
ter
t
h
e
tr
ain
in
g
.
a.
W
h
at
d
id
y
o
u
lear
n
o
n
t
h
e
co
u
r
s
e?
b.
Did
y
o
u
v
o
l
u
n
teer
f
o
r
th
e
co
u
r
s
e?
c.
Do
y
o
u
th
in
k
t
h
e
co
u
r
s
e
is
n
ec
ess
ar
y
?
d.
Do
y
o
u
th
in
k
ac
ad
e
m
ic
s
n
ee
d
a
co
u
r
s
e
w
ith
t
h
i
s
co
n
te
n
t?
e.
W
o
u
ld
y
o
u
h
a
v
e
atte
n
d
ed
th
e
co
u
r
s
e
if
t
h
er
e
w
as
n
o
ass
i
g
n
m
en
t?
2
.
3
.
Da
t
a
a
na
ly
s
is
B
ec
au
s
e
t
h
is
s
t
u
d
y
i
s
a
q
u
a
litativ
e
s
t
u
d
y
,
t
h
e
co
n
ten
t
a
n
al
y
s
i
s
m
eth
o
d
w
a
s
u
s
ed
to
ev
al
u
ate
th
e
co
llected
d
ata.
T
h
is
an
al
y
s
i
s
in
cl
u
d
es
v
er
b
al
o
r
w
r
itt
en
d
ata
an
al
y
s
is
[
30
]
.
Sh
u
l
m
an
(
1
9
8
7
)
’
s
s
ev
e
n
ca
teg
o
r
ies
[
3
,
4
]
f
o
r
k
n
o
w
le
d
g
e
t
y
p
es
w
er
e
u
s
ed
i
n
t
h
is
r
eg
ar
d
.
I
n
d
o
in
g
th
is
,
t
h
e
t
h
e
m
e
a
n
d
f
r
eq
u
e
n
c
y
ap
p
r
o
ac
h
w
as
u
s
ed
.
An
o
p
in
io
n
o
f
a
p
ar
ticip
an
t
w
as
e
v
al
u
ated
as
a
f
r
eq
u
e
n
c
y
a
n
d
t
h
e
f
r
eq
u
e
n
cies
w
er
e
d
eter
m
in
ed
ac
co
r
d
in
g
l
y
.
So
m
e
o
f
th
e
p
ar
ticip
an
ts
g
av
e
m
o
r
e
th
an
o
n
e
o
p
in
io
n
an
d
s
o
m
e
o
f
th
e
m
d
id
n
o
t
g
i
v
e
an
y
o
p
i
n
io
n
.
T
h
er
ef
o
r
e,
th
e
to
tal
f
r
eq
u
e
n
cie
s
d
o
n
o
t
c
o
r
r
esp
o
n
d
to
th
e
to
tal
n
u
m
b
er
o
f
p
ar
ticip
an
ts
.
T
h
e
r
esear
ch
er
s
ag
r
ee
d
o
n
t
h
e
co
m
m
o
n
t
h
e
m
e
b
y
r
ea
d
in
g
t
h
e
co
llected
d
ata
s
ep
ar
ately
.
I
t
h
as
b
ee
n
d
ee
m
e
d
ap
p
r
o
p
r
iate
to
b
e
in
th
e
f
o
r
m
o
f
m
a
in
t
h
e
m
e
an
d
s
u
b
th
e
m
e.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
T
h
e
f
iv
e
q
u
e
s
tio
n
s
as
k
ed
in
t
h
is
s
ec
tio
n
ar
e
th
e
q
u
esti
o
n
s
a
s
k
ed
b
ef
o
r
e
th
e
tr
ai
n
i
n
g
.
T
h
e
co
n
ten
t
o
f
th
e
q
u
esti
o
n
s
is
to
d
eter
m
i
n
e
th
e
ex
p
ec
tatio
n
s
an
d
th
o
u
g
h
t
s
o
f
ac
ad
em
ic
ian
s
f
r
o
m
ed
u
ca
ti
o
n
.
E
x
p
ec
tatio
n
s
o
f
ac
ad
em
ician
s
f
r
o
m
ed
u
ca
tio
n
v
ar
ied
(
T
a
b
le
2
)
.
I
t
is
u
n
d
e
r
s
to
o
d
th
at
m
o
s
t
o
f
th
e
m
w
a
n
t
to
b
en
e
f
it
f
r
o
m
p
r
o
g
r
am
t
h
r
o
u
g
h
“
teac
h
i
n
g
m
eth
o
d
s
an
d
tech
n
iq
u
e
s
”.
T
h
e
m
o
s
t
i
m
p
o
r
ta
n
t
r
ea
s
o
n
f
o
r
th
is
is
th
at
ac
ad
e
m
icia
n
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
Tr
a
in
in
g
o
f tra
in
ers
:
A
n
a
ctio
n
-
b
a
s
ed
r
esea
r
ch
fo
r
imp
r
o
vin
g
th
e
p
e
d
a
g
o
g
ica
l skills
…
(
B
a
yra
m
Ö
z
er
)
709
s
till
d
o
n
o
t
f
ee
l
co
m
f
o
r
tab
le
in
th
e
c
lass
r
o
o
m
ed
u
ca
tio
n
.
Fo
r
ex
a
m
p
le,
as
it
ca
n
b
e
u
n
d
er
s
to
o
d
th
at
th
e
h
ig
h
er
f
r
eq
u
en
c
y
r
eg
ar
d
in
g
“lea
r
n
i
n
g
m
o
r
e
ef
f
icien
t
m
et
h
o
d
s
in
lectu
r
in
g
an
d
s
h
ar
i
n
g
in
f
o
r
m
at
io
n
w
it
h
s
t
u
d
en
t
s
”
i
m
p
lies
t
h
eir
f
ee
li
n
g
o
f
in
ad
eq
u
ac
y
in
ter
m
s
o
f
“
teac
h
in
g
m
et
h
o
d
s
an
d
tech
n
iq
u
e
s
”.
T
h
e
s
ec
o
n
d
h
ig
h
er
f
r
eq
u
en
c
y
is
ab
o
u
t
th
e
ite
m
a
s
“
to
d
eter
m
i
n
e
th
e
v
alid
it
y
a
n
d
r
eliab
ilit
y
o
f
o
u
r
m
ea
s
u
r
e
m
en
t
an
d
ev
al
u
atio
n
m
et
h
o
d
s
”.
O
n
t
h
e
o
t
h
er
h
a
n
d
,
it
is
u
n
d
er
s
to
o
d
th
at
a
s
m
all
n
u
m
b
er
o
f
ac
ad
e
m
icia
n
s
h
a
v
e
n
eg
ati
v
e
p
er
ce
p
tio
n
s
o
n
ed
u
ca
tio
n
.
I
n
T
ab
le
2
,
“
T
ea
ch
in
g
Me
th
o
d
s
an
d
T
ec
h
n
iq
u
es”
ar
e
s
ee
n
as
t
h
e
m
o
s
t
i
n
ad
eq
u
ate
s
k
ill
a
m
o
n
g
th
e
ac
ad
e
m
icia
n
s
.
T
h
is
is
f
o
llo
w
ed
b
y
“
as
s
es
m
e
n
t
an
d
e
v
alu
a
tio
n
”
(
7
)
,
co
m
m
u
n
icatio
n
(
5
)
,
s
ee
in
g
th
e
m
i
s
s
i
n
g
p
o
in
ts
(
5
)
,
o
th
er
(
5
)
,
s
elf
-
i
m
p
r
o
v
e
m
e
n
t
(
3
)
,
lear
n
in
g
n
e
w
th
i
n
g
s
(
3
)
.
A
s
it
ca
n
b
e
s
ee
n
m
o
s
t
o
f
th
e
r
e
m
ar
k
s
o
f
th
e
ac
ad
e
m
icia
n
s
ar
e
r
elate
d
t
o
g
en
er
al
p
ed
ag
o
g
ical
k
n
o
w
le
d
g
e
(
2
8
)
.
I
t
is
f
o
llo
w
ed
b
y
“k
n
o
w
led
g
e
o
f
lear
n
er
s
an
d
th
e
ir
ch
ar
ac
ter
is
tics
”
(
3
)
a
n
d
s
el
f
-
i
m
p
r
o
v
e
m
e
n
t (
3
)
.
Neg
ativ
e
r
e
m
ar
k
s
also
e
x
i
s
ts
h
e
n
c
e
a
s
m
all
n
u
m
b
er
o
f
ac
ad
em
ics
co
n
s
id
er
th
e
m
s
el
v
es
s
u
f
f
icie
n
t
in
ter
m
s
o
f
g
en
er
al
p
ed
ag
o
g
ical
k
n
o
w
led
g
e.
T
h
er
ef
o
r
e
it
ca
n
b
e
s
ee
n
th
a
t
ex
p
ec
tatio
n
s
o
f
th
e
ac
ad
em
ician
s
f
r
o
m
t
h
is
p
r
o
g
r
a
m
is
r
elate
d
to
g
en
er
al
p
ed
a
g
o
g
ical
k
n
o
w
led
g
e
an
d
k
n
o
w
led
g
e
o
f
lear
n
er
s
an
d
th
eir
ch
ar
ac
ter
is
t
ics.
T
ab
le
2
.
E
x
p
ec
tatio
n
o
f
th
e
ac
ad
em
ician
s
f
r
o
m
th
e
p
r
o
g
r
a
m
M
a
i
n
T
h
e
me
S
u
b
-
t
h
e
me
C
o
d
e
f
O
p
i
n
i
o
n
s
P
o
si
t
i
v
e
G
e
n
e
r
a
l
p
e
d
a
g
o
g
i
c
a
l
k
n
o
w
l
e
d
g
e
A
ss
e
sme
n
t
a
n
d
Ev
a
l
u
a
t
i
o
n
7
“
t
o
d
e
t
e
r
mi
n
e
t
h
e
v
a
l
i
d
i
t
y
a
n
d
r
e
l
i
a
b
i
l
i
t
y
o
f
o
u
r
me
a
su
r
e
me
n
t
a
n
d
e
v
a
l
u
a
t
i
o
n
me
t
h
o
d
s”,
“
t
o
l
e
a
r
n
t
h
e
t
e
c
h
n
i
q
u
e
o
f
e
x
a
m
p
r
e
p
a
r
a
t
i
o
n
”
,
“
t
o
l
e
a
r
n
h
o
w
t
o
e
v
a
l
u
a
t
e
t
h
e
l
e
a
r
n
i
n
g
o
u
t
c
o
me
s
a
f
t
e
r
c
l
a
ss”
G
e
n
e
r
a
l
p
e
d
a
g
o
g
i
c
a
l
k
n
o
w
l
e
d
g
e
T
e
a
c
h
i
n
g
M
e
t
h
o
d
s
a
n
d
T
e
c
h
n
i
q
u
e
s
11
“
l
e
a
r
n
i
n
g
mo
r
e
e
f
f
i
c
i
e
n
t
me
t
h
o
d
s
i
n
l
e
c
t
u
r
i
n
g
a
n
d
sh
a
r
i
n
g
i
n
f
o
r
mat
i
o
n
w
i
t
h
s
t
u
d
e
n
t
s”
,
“
G
a
i
n
i
n
g
t
h
e
a
b
i
l
i
t
y
t
o
a
t
t
r
a
c
t
t
h
e
a
t
t
e
n
t
i
o
n
o
f
t
h
e
w
h
i
l
e
t
e
a
c
h
i
n
g
t
h
e
c
o
u
r
se
a
n
d
g
a
i
n
i
n
g
t
h
e
a
b
i
l
i
t
y
t
o
e
x
p
l
a
i
n
t
h
e
c
o
u
r
se
i
n
t
h
e
mo
st
e
f
f
e
c
t
i
v
e
w
a
y
”
a
n
d
“
t
o
l
e
a
r
n
p
r
e
se
n
t
a
t
i
o
n
t
e
c
h
n
i
q
u
e
s”
K
n
o
w
l
e
d
g
e
o
f
l
e
a
r
n
e
r
s a
n
d
t
h
e
i
r
c
h
a
r
a
c
t
e
r
i
st
i
c
s
S
e
l
f
-
i
mp
r
o
v
e
me
n
t
3
“
D
e
v
e
l
o
p
my
s
e
l
f
a
n
d
b
e
c
o
me
a
b
e
t
t
e
r
e
d
u
c
a
t
o
r
”
v
e
“
B
o
t
h
f
o
r
my
p
e
r
so
n
a
l
d
e
v
e
l
o
p
me
n
t
a
n
d
f
o
r
my
st
u
d
e
n
t
e
d
u
c
a
t
i
o
n
,
I
sh
o
u
l
d
a
t
t
a
i
n
n
e
w
e
x
p
e
r
i
e
n
c
e
s t
h
a
t
ma
k
e
my
l
i
f
e
e
a
si
e
r
”
G
e
n
e
r
a
l
p
e
d
a
g
o
g
i
c
a
l
k
n
o
w
l
e
d
g
e
C
o
mm
u
n
i
c
a
t
i
o
n
5
“
B
e
t
t
e
r
c
o
mm
u
n
i
c
a
t
i
o
n
w
i
t
h
s
t
u
d
e
n
t
s
”
a
n
d
“
T
o
l
e
a
r
n
h
o
w
t
h
e
r
e
l
a
t
i
o
n
sh
i
p
b
e
t
w
e
e
n
t
h
e
st
u
d
e
n
t
a
n
d
t
h
e
i
n
st
r
u
c
t
o
r
s
h
o
u
l
d
b
e
i
n
t
h
e
c
l
a
ssr
o
o
m”
S
e
l
f
-
i
mp
r
o
v
e
me
nt
L
e
a
r
n
i
n
g
N
e
w
T
h
i
n
g
s
3
“
L
e
a
r
n
i
n
g
so
me
t
h
i
n
g
n
e
w
”
v
e
“
I
w
a
n
t
t
o
h
e
a
r
a
n
d
l
e
a
r
n
n
e
w
t
h
i
n
g
s”
G
e
n
e
r
a
l
p
e
d
a
g
o
g
i
c
a
l
k
n
o
w
l
e
d
g
e
S
e
e
i
n
g
t
h
e
mi
ssi
n
g
p
o
i
n
t
s
5
“
To
r
e
i
n
f
o
r
c
e
w
h
a
t
I
k
n
o
w
a
n
d
c
o
mp
l
e
t
e
w
h
a
t
I
d
o
n
't
k
n
o
w
w
i
t
h
t
h
i
s t
r
a
i
n
i
n
g
”
,
“
T
o
see
w
h
a
t
w
e
h
a
v
e
b
e
e
n
m
i
ssi
n
g
f
o
r
man
y
y
e
a
r
s a
s a
n
e
d
u
c
a
t
o
r
”
v
e
“
I
w
a
n
t
t
o
k
n
o
w
t
h
e
w
r
o
n
g
p
r
a
c
t
i
c
e
s
t
h
a
t
b
e
l
o
n
g
s t
o
me
”
.
O
t
h
e
r
5
“
To
r
a
i
se
t
h
e
b
a
r
o
f
o
u
r
q
u
a
l
i
t
y
o
f
e
d
u
c
a
t
i
o
n
a
n
d
t
o
a
d
d
v
a
l
u
e
t
o
u
s”,
“
A
t
t
h
e
e
n
d
o
f
t
h
i
s
o
n
e
-
w
e
e
k
t
r
a
i
n
i
n
g
,
I
b
e
l
i
e
v
e
t
h
a
t
i
t
i
s
r
e
a
l
l
y
b
e
n
e
f
i
c
i
a
l
f
o
r
me
.
”
a
n
d
“
L
e
a
r
n
i
n
g
t
h
e
b
e
n
e
f
i
c
i
a
r
y
t
r
i
c
k
s
t
o
b
e
c
o
n
s
i
d
e
r
e
d
i
n
t
h
e
e
d
u
c
a
t
i
o
n
p
r
o
c
e
ss”
N
e
g
a
t
i
v
e
G
e
n
e
r
a
l
p
e
d
a
g
o
g
i
c
a
l
k
n
o
w
l
e
d
g
e
8
“
A
s so
me
o
n
e
w
i
t
h
mo
r
e
t
h
a
n
3
0
y
e
a
r
s o
f
e
x
p
e
r
i
e
n
c
e
,
I
d
o
n
't
t
h
i
n
k
i
t
w
i
l
l
a
d
d
m
u
c
h
”
,
“
I
'm n
o
t
h
o
p
e
f
u
l
”
,
“
I
d
o
n
't
t
h
i
n
k
i
t
w
i
l
l
h
e
l
p
”
,
“
I
h
a
v
e
b
e
e
n
d
o
i
n
g
t
h
i
s fo
r
ma
n
y
y
e
a
r
s.
I
d
o
n
't
t
h
i
n
k
i
t
w
i
l
l
c
o
n
t
r
i
b
u
t
e
mu
c
h
t
o
me
”
I
n
T
ab
le
3
,
“
T
ea
ch
in
g
Me
th
o
d
s
an
d
T
ec
h
n
iq
u
es”
ar
e
s
ee
n
as
t
h
e
m
o
s
t
i
n
ad
eq
u
ate
s
k
ill
a
m
o
n
g
th
e
ac
ad
e
m
ician
s
.
T
h
is
is
f
o
llo
w
ed
b
y
“Co
m
m
u
n
ic
atio
n
”,
“
C
la
s
s
r
o
o
m
an
d
T
im
e
Ma
n
a
g
e
m
e
n
t”,
“
U
n
a
w
ar
en
e
s
s
”
(
5
)
ar
e
t
h
e
s
ec
o
n
d
o
r
d
er
in
ad
eq
u
ate
s
k
il
l
a
m
o
n
g
t
h
e
ac
ad
e
m
ici
an
s
.
“
P
r
o
f
ess
io
n
al
C
o
m
p
ete
n
c
y
”
i
s
th
e
f
o
u
r
th
o
n
e
(
4
)
an
d
th
e
less
f
elt
in
ad
eq
u
ate
s
k
ill
is
“Ass
e
s
m
e
n
t
a
n
d
E
v
alu
a
tio
n
”
i
n
th
i
s
r
eg
ar
d
.
Mo
s
t
o
f
th
e
r
e
m
ar
k
s
ar
e
r
elate
d
to
g
en
er
al
p
ed
ag
o
g
ical
k
n
o
w
led
g
e
(
n
=1
2
)
,
s
ec
o
n
d
o
n
e
is
r
elate
d
to
k
n
o
w
led
g
e
o
f
ed
u
ca
t
io
n
al
co
n
tex
ts
(
n
=5
)
an
d
th
e
f
i
n
al
o
n
e
is
r
elate
d
to
co
n
ten
t
k
n
o
w
led
g
e
(
n
=4
)
.
Neg
ati
v
e
r
e
m
ar
k
s
also
ex
i
s
ts
h
en
ce
a
s
m
al
l
n
u
m
b
er
o
f
ac
ad
em
ics
co
n
s
id
er
th
e
m
s
el
v
es
s
u
f
f
icie
n
t
in
ter
m
s
o
f
th
ei
r
ed
u
ca
tio
n
al
ad
eq
u
ec
y
.
T
h
e
q
u
esti
o
n
s
as
k
ed
in
T
ab
le
4
s
h
o
w
s
th
e
p
er
ce
p
tio
n
s
o
f
ac
ad
em
ics
r
eg
ar
d
in
g
th
eir
w
ill
in
g
n
e
s
s
f
o
r
p
ar
ticip
atio
n
in
t
h
e
p
r
o
g
r
a
m
.
As
it
ca
n
b
e
s
ee
n
th
a
t
m
o
s
t
o
f
th
e
m
h
a
v
e
p
o
s
itiv
e
at
tit
u
d
es
t
o
w
ar
d
th
e
p
r
o
g
r
a
m
(
n
=2
0
)
.
C
o
m
p
ar
in
g
l
y
s
m
al
l
n
u
m
b
er
o
f
th
e
m
h
a
v
e
n
e
g
ati
v
e
attitu
d
e
to
w
ar
d
th
e
p
r
o
g
r
a
m
(
N=
8
)
.
Sim
ilar
l
y
m
o
s
t
o
f
th
e
m
i
n
d
icate
t
h
at
s
u
c
h
a
f
o
r
m
at
io
n
p
r
o
g
r
a
m
is
n
ec
es
s
ar
y
f
o
r
i
m
p
r
o
v
i
n
g
t
h
e
m
s
e
lv
e
s
(
n
=2
3
)
w
h
er
ea
s
s
m
all
n
u
m
b
er
o
f
th
e
m
d
is
a
g
r
ee
(
n
=
2
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
:
704
-
715
710
T
ab
le
3
.
A
r
ea
s
w
h
er
e
ac
ad
e
m
i
cian
s
t
h
i
n
k
t
h
at
t
h
e
y
th
i
n
k
th
at
th
e
y
ar
e
i
n
s
u
f
f
icie
n
t
M
a
i
n
T
h
e
me
S
u
b
-
t
h
e
me
C
o
d
e
f
O
p
i
n
i
o
n
s
I
n
a
d
e
q
u
a
t
e
G
e
n
e
r
a
l
P
e
d
a
g
o
g
i
c
a
l
K
n
o
w
l
e
d
g
e
A
ss
e
sme
n
t
a
n
d
e
v
a
l
u
a
t
i
o
n
1
“
I
w
a
n
t
t
o
h
a
v
e
sci
e
n
t
i
f
i
c
k
n
o
w
l
e
d
g
e
a
b
o
u
t
t
h
e
e
v
a
l
u
a
t
i
o
n
o
f
e
x
a
ms”
G
e
n
e
r
a
l
P
e
d
a
g
o
g
i
c
a
l
K
n
o
w
l
e
d
g
e
T
e
a
c
h
i
n
g
me
t
h
o
d
s
a
n
d
t
e
c
h
n
i
q
u
e
s
6
“
Y
e
s,
I
w
a
n
t
my
p
r
e
se
n
t
a
t
i
o
n
s t
o
b
e
m
o
r
e
e
f
f
e
c
t
i
v
e
”, “
S
o
u
n
d
u
sag
e
,
sl
i
d
e
p
r
e
p
a
r
a
t
i
o
n
”
v
e
“
I
t
h
i
n
k
I
'
m i
n
a
d
e
q
u
a
t
e
a
b
o
u
t
sl
i
d
e
p
r
e
san
t
a
t
i
o
n
s
a
n
d
c
o
l
l
o
b
o
r
a
t
i
v
e
me
t
h
o
d
s”
G
e
n
e
r
a
l
P
e
d
a
g
o
g
i
c
a
l
K
n
o
w
l
e
d
g
e
C
o
mm
u
n
i
c
a
t
i
o
n
5
“
I
d
o
n
't
a
l
w
a
y
s l
e
c
t
u
r
e
,
b
u
t
I
'm o
v
e
r
l
y
e
x
c
i
t
e
d
a
n
d
I
d
o
n
't
w
a
n
t
t
o
g
i
v
e
t
h
e
i
m
p
r
e
ssi
o
n
o
f
s
u
c
h
an
i
n
a
d
e
q
u
a
c
y
”
v
e
“
S
i
n
c
e
I
a
m n
e
w
i
n
my
p
r
o
f
e
ssi
o
n
,
I
a
m i
n
c
o
n
s
i
st
e
n
t
a
b
o
u
t
h
o
w
t
h
e
r
e
l
a
t
i
o
n
s
h
i
p
w
i
t
h
t
h
e
st
u
d
e
n
t
s
h
o
u
l
d
b
e
.
S
h
o
u
l
d
a
n
e
d
u
c
a
t
o
r
b
e
v
e
r
y
d
i
st
a
n
t
t
o
t
h
e
st
u
d
e
n
t
o
r
l
i
k
e
a
f
r
i
e
n
d
?
H
o
w
t
o
a
c
h
i
e
v
e
t
h
i
s
b
a
l
a
n
c
e
”
K
n
o
w
l
e
d
g
e
o
f
e
d
u
c
a
t
i
o
n
a
l
c
o
n
t
e
x
t
s
C
l
a
ssr
o
o
m
a
n
d
t
i
me
man
a
g
e
me
n
t
5
“
I
h
a
v
e
d
i
f
f
i
c
u
l
t
y
i
n
a
ss
i
g
n
i
n
g
c
l
a
sse
s i
n
l
e
c
t
u
r
e
”
v
e
”
I
'm h
a
v
i
n
g
t
r
o
u
b
l
e
i
n
t
i
me
ma
n
a
g
e
me
n
t
d
u
r
i
n
g
t
h
e
l
e
c
t
u
r
e
.
U
n
i
n
t
e
n
t
i
o
n
a
l
l
y
t
e
a
c
h
i
n
g
t
w
o
h
o
u
r
s o
f
u
n
i
n
t
e
r
r
u
p
t
e
d
c
o
u
r
se
s c
a
n
l
e
a
d
t
o
l
o
w
e
r
st
u
d
e
n
t
p
r
o
d
u
c
t
i
v
i
t
y
”
C
o
n
t
e
n
t
K
n
o
w
l
e
d
g
e
P
r
o
f
e
ssi
o
n
a
l
c
o
mp
e
t
e
n
c
y
4
“
A
s a
t
e
a
c
h
e
r
,
I
t
h
i
n
k
I
h
a
v
e
so
me
sh
o
r
t
c
o
mi
n
g
s i
n
my
f
i
e
l
d
.
”
v
e
“
I
f
i
n
d
i
t
d
i
f
f
i
c
u
l
t
t
o
d
e
c
i
d
e
h
o
w
mu
c
h
i
n
f
o
r
ma
t
i
o
n
I
n
e
e
d
t
o
g
i
v
e
t
o
t
h
e
st
u
d
e
n
t
w
h
i
l
e
I
a
m t
r
a
i
n
i
n
g
a
p
r
o
f
e
ssi
o
n
.
S
h
o
u
l
d
I
f
o
c
u
s
mo
r
e
o
n
my
o
w
n
e
x
p
e
r
t
i
se
o
r
st
a
y
o
n
a
mo
r
e
b
a
s
i
c
l
e
v
e
l
?
”
U
n
a
w
a
r
e
n
e
ss
5
“
T
h
e
r
e
a
r
e
n
e
c
e
ssaril
y
a
r
e
a
s w
h
e
r
e
I
a
m i
n
su
f
f
i
c
i
e
n
t
.
B
u
t
I
'm n
o
t
a
w
a
r
e
y
e
t
.
I
t
h
i
n
k
I
w
i
l
l
b
e
mo
r
e
o
b
j
e
c
t
i
v
e
a
f
t
e
r
t
h
e
t
r
a
i
n
i
n
g
”,
“
Ev
e
n
t
h
o
u
g
h
I
'
v
e
b
e
e
n
l
e
c
t
u
r
i
n
g
f
o
r
t
h
r
e
e
y
e
a
r
s,
I
t
h
i
n
k
I
'm
i
n
a
d
e
q
u
a
t
e
.
”
a
n
d
A
d
e
q
u
a
t
e
G
e
n
e
r
a
l
6
“
I
d
o
n
't
se
e
m
y
sel
f
i
n
a
d
e
q
u
a
t
e
”
T
ab
le
4
.
R
ea
s
o
n
s
an
d
th
o
u
g
h
t
s
o
f
ac
ad
e
m
icia
n
s
to
p
ar
ticip
ate
in
th
e
p
r
o
g
r
a
m
M
a
i
n
T
h
e
me
S
u
b
-
t
h
e
me
f
O
p
i
n
i
o
n
D
i
d
y
o
u
v
o
l
u
n
t
e
e
r
f
o
r
t
r
a
i
n
i
n
g
?
W
h
y
?
P
o
si
t
i
v
e
a
t
t
i
t
u
d
e
20
“
I
'm a
v
o
l
u
n
t
e
e
r
b
e
c
a
u
se
I
'v
e
b
e
e
n
w
a
i
t
i
n
g
a
l
o
n
g
t
i
me
.
I
t
h
i
n
k
i
t
w
i
l
l
b
e
u
se
f
u
l
i
n
e
d
u
c
a
t
i
o
n
”
,
“
I
'm h
e
r
e
t
o
l
e
a
r
n
t
h
i
n
g
s I
d
o
n
't
h
a
v
e
e
d
u
c
a
t
i
o
n
a
l
b
a
c
k
g
r
o
u
n
d
.
”
a
n
d
“
I
'v
e
t
a
k
e
n
t
h
i
s
t
r
a
i
n
i
n
g
b
e
f
o
r
e
,
b
u
t
I
'
m c
o
mi
n
g
t
h
e
r
e
b
e
c
a
u
se
I
k
n
o
w
I
h
a
v
e
t
o
.
”
.
C
o
mp
u
l
so
r
y
p
a
r
t
i
c
i
p
a
t
i
o
n
6
“
T
h
e
y
w
r
o
t
e
m
y
n
a
me
f
r
o
m t
h
e
d
e
p
a
r
t
me
n
t
a
n
d
I
d
i
d
n
o
t
a
p
p
e
a
l
”
v
e
“
N
o
,
I
d
i
d
n
'
t
v
o
l
u
n
t
e
e
r
.
I
c
a
me
b
y
a
ssi
g
n
me
n
t
”
O
t
h
e
r
2
“
I
w
a
s rel
u
c
t
a
n
t
b
e
c
a
u
se
o
f
my
a
d
m
i
n
i
s
t
r
a
t
i
v
e
d
u
t
i
e
s,
e
x
c
e
ss w
o
r
k
a
n
d
d
i
st
a
n
c
e
,
b
u
t
I
a
m n
o
l
o
n
g
e
r
.
I
b
e
l
i
e
v
e
I
c
a
n
g
e
t
so
me
t
h
i
n
g
n
e
w
.
”
D
o
y
o
u
t
h
i
n
k
t
h
i
s
k
i
n
d
o
f
t
r
a
i
n
i
n
g
i
s
n
e
c
e
ssary
f
o
r
a
c
a
d
e
mi
c
i
a
n
s?
A
b
so
l
u
t
e
l
y
n
e
c
e
ssar
y
6
“
A
b
so
l
u
t
e
l
y
n
e
c
e
ssar
y
.
I
t
h
i
n
k
t
h
e
r
e
a
r
e
a
l
o
t
o
f
i
n
t
e
r
e
s
t
i
n
g
s
u
b
j
e
c
t
s e
v
e
n
t
h
o
u
g
h
w
e
h
a
v
e
a
P
h
.
D
.
”
a
n
d
“
I
t
h
i
n
k
i
t
i
s
su
p
r
e
me
l
y
n
e
c
e
ssar
y
.
Ju
st
a
s
ma
k
i
n
g
a
r
e
se
a
r
c
h
i
s
a
n
a
s
p
e
c
t
o
f
b
e
i
n
g
a
n
a
c
a
d
e
mi
c
i
a
n
t
o
t
r
a
n
sf
e
r
k
n
o
w
l
e
d
g
e
a
s mu
c
h
a
s
i
s a
l
so
n
e
c
e
ssary
p
a
r
t
o
f
b
e
i
n
g
a
n
a
c
a
d
e
mi
c
i
a
n
.
S
u
c
h
t
r
a
i
n
i
n
g
c
a
n
ma
k
e
t
h
i
s
t
h
i
s
mo
r
e
p
r
o
f
e
ssi
o
n
a
l
”
N
e
c
e
ssar
y
17
“
N
e
c
e
ssar
y
.
B
e
c
a
u
se
e
d
u
c
a
t
i
n
g
i
s
a
l
a
n
a
r
e
a
o
f
e
x
p
e
r
t
i
se
.
A
f
t
e
r
e
a
c
h
o
f
u
s
h
a
s
r
e
c
e
i
v
e
d
o
u
r
o
w
n
e
x
p
e
r
t
i
se
t
r
a
i
n
i
n
g
,
w
e
b
e
c
o
me
t
r
a
i
n
e
r
s.
H
o
w
e
v
e
r
,
w
e
d
o
n
o
t
r
e
c
e
i
v
e
a
n
y
p
e
d
a
g
o
g
i
c
a
l
t
r
a
i
n
i
n
g
.
T
h
e
r
e
f
o
r
e
,
w
e
c
a
n
n
o
t
d
o
i
t
p
r
o
p
e
r
l
y
a
n
d
“
S
u
c
h
t
r
a
i
n
i
n
g
i
s
n
e
c
e
ssary
t
o
e
n
su
r
e
a
n
a
c
a
d
e
mi
c
st
a
n
d
a
r
d
w
i
t
h
i
n
a
c
e
r
t
a
i
n
d
i
sc
i
p
l
i
n
e
o
r
i
n
t
e
r
d
i
sc
i
p
l
i
n
a
r
y
w
a
y
s ”
M
a
y
b
e
n
e
c
e
ssary
2
“
I
t
i
s i
mp
o
r
t
a
n
t
t
o
se
e
t
h
e
d
i
f
f
e
r
e
n
c
e
s i
n
o
u
r
st
y
l
e
o
f
i
n
st
r
u
c
t
i
o
n
,
i
t
may
b
e
n
e
c
e
ssary
i
f
i
t
r
e
a
c
h
e
s t
h
e
s
i
z
e
t
h
a
t
w
i
l
l
a
f
f
e
c
t
o
u
r
b
e
h
a
v
i
o
r
”
M
a
y
b
e
n
o
t
n
e
c
e
ssary
2
“
N
o
t
N
e
c
e
ssar
y
”
O
t
h
e
r
3
“
I
c
a
n
d
e
c
i
d
e
a
f
t
e
r
t
h
e
t
r
a
i
n
i
n
g
.
I
t
h
i
n
k
t
h
e
r
e
w
i
l
l
b
e
t
h
i
n
g
s I
c
a
n
l
e
a
r
n
a
c
c
o
r
d
i
n
g
t
o
t
h
e
p
r
o
g
r
a
m”
a
n
d
”
S
o
me
o
f
t
h
e
t
o
p
i
c
s
i
n
c
l
u
d
e
d
i
n
t
h
e
t
r
a
i
n
i
n
g
c
a
n
a
l
r
e
a
d
y
mak
e
si
g
n
i
f
i
c
a
n
t
c
o
n
t
r
i
b
u
t
i
o
n
s
t
o
u
s i
n
t
h
e
p
r
o
f
e
ssi
o
n
a
l
se
n
se
.
”
W
h
en
t
h
e
ac
h
ie
v
e
m
en
t
s
o
f
a
ca
d
em
ician
s
f
r
o
m
th
e
p
r
o
g
r
am
is
i
n
v
e
s
ti
g
ated
as
g
i
v
e
n
T
ab
le
5
,
it
is
s
ee
n
t
h
at
p
o
s
iti
v
e
r
e
m
ar
k
s
ar
e
o
u
t
w
ei
g
h
ted
.
Mo
s
t
o
f
t
h
e
p
o
s
iti
v
e
r
e
m
ar
k
s
ar
e
r
elate
d
to
g
en
er
al
p
ed
a
g
o
g
ica
l
k
n
o
w
led
g
e
(
T
ea
ch
in
g
Me
th
o
d
s
an
d
T
ec
h
n
iq
u
es
=
1
0
;
Ass
es
m
e
n
t
an
d
E
v
alu
a
tio
n
=
9
s
u
m
m
i
n
g
u
p
1
9
r
e
m
ar
k
s
)
.
T
h
e
s
ec
o
n
d
ca
teg
o
r
y
co
n
s
is
ts
f
r
o
m
g
o
o
d
r
em
ar
k
s
th
at
ar
e
n
eith
er
co
m
m
en
ts
o
n
p
ar
ticu
lar
b
en
ef
its
n
o
r
s
o
m
e
co
n
ce
p
t
u
al
co
n
cl
u
d
in
g
s
.
T
h
e
th
ir
d
ca
teg
o
r
y
is
r
elate
d
to
o
th
er
ca
teg
o
r
y
(
Aw
ar
e
n
es
s
o
f
O
w
n
P
ed
ag
o
g
ical
Mista
k
es =
5
; Sel
f
-
Dev
elo
p
m
en
t =
3
; Rep
eti
tio
n
: 3
s
u
m
m
i
n
g
u
p
1
1
r
em
ar
k
s
)
.
T
h
er
e
ar
e
also
n
eg
ativ
e
co
m
m
en
ts
r
eg
ar
d
in
g
t
h
e
p
r
o
g
r
a
m
.
T
h
e
f
ir
s
t
o
n
e
is
r
elate
d
to
th
e
s
u
b
j
ec
t
o
f
th
e
p
r
o
g
r
a
m
i
n
d
icati
n
g
th
at
co
n
ten
t
o
f
t
h
e
p
r
o
g
r
a
m
wh
ich
is
v
er
y
i
m
p
o
r
tan
t
t
h
at
p
ar
ticip
an
ts
n
ee
d
s
p
ed
ag
o
g
ical
co
n
ten
t
k
n
o
w
led
g
e
(
n
=1
1
)
.
T
h
e
s
ec
o
n
d
o
n
e
is
r
elate
d
to
th
e
k
n
o
w
led
g
e
o
f
ed
u
ca
tio
n
al
co
n
te
x
t
s
o
f
th
e
tr
ain
er
s
w
h
ic
h
ar
e
m
o
s
tl
y
ab
o
u
t
t
i
m
e
m
a
n
a
g
e
m
en
t
an
d
p
lan
n
in
g
s
k
i
lls
(
n
=8
)
.
T
h
e
th
i
r
d
o
n
e
is
r
elate
d
to
to
o
ls
an
d
eq
u
ip
m
e
n
t
w
h
ich
b
el
o
n
g
s
to
p
ed
ag
o
g
ica
l k
n
o
w
led
g
e
o
f
th
e
tr
ain
er
s
(
n
=2
)
.
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
Tr
a
in
in
g
o
f tra
in
ers
:
A
n
a
ctio
n
-
b
a
s
ed
r
esea
r
ch
fo
r
imp
r
o
vin
g
th
e
p
e
d
a
g
o
g
ica
l skills
…
(
B
a
yra
m
Ö
z
er
)
711
T
ab
le
5
.
A
ch
ie
v
e
m
e
n
t
s
o
f
ac
a
d
em
ician
s
f
r
o
m
th
e
pr
o
g
r
a
m
M
a
i
n
T
h
e
me
S
u
b
-
T
h
e
me
C
o
d
e
s
f
O
p
i
n
i
o
n
P
o
si
t
i
v
e
C
o
mm
e
n
t
s
O
t
h
e
r
A
w
a
r
e
n
e
ss o
f
O
w
n
Pe
d
a
g
o
g
i
c
a
l
M
i
st
a
k
e
s
5
“
I
h
a
d
t
h
e
o
p
p
o
r
t
u
n
i
t
y
t
o
se
e
my
mi
st
a
k
e
s
a
n
d
s
h
o
r
t
c
o
m
i
n
g
s
”
a
n
d
“
A
t
l
e
a
st
I
h
a
d
a
c
h
a
n
c
e
t
o
se
e
w
h
a
t
I
d
i
d
a
n
d
h
o
w
I
sh
o
u
l
d
d
o
i
t
.
”
G
e
n
e
r
a
l
p
e
d
a
g
o
g
i
c
a
l
k
n
o
w
l
e
d
g
e
T
e
a
c
h
i
n
g
M
e
t
h
o
d
s
a
n
d
T
e
c
h
n
i
q
u
e
s
10
“
I
w
i
l
l
c
h
a
n
g
e
my
c
o
u
r
se
n
o
t
e
s
a
s
w
e
l
l
a
s
my
c
o
u
r
se
p
r
e
se
n
t
a
t
i
o
n
s
b
a
se
d
o
n
w
h
a
t
I
’
v
e
l
e
a
r
n
e
d
i
n
t
h
e
r
e
”
,
“
T
h
e
i
ssu
e
I
h
a
d
t
h
e
mo
st
p
r
o
b
l
e
ms
i
n
t
h
e
c
l
a
ssr
o
o
m
w
a
s
t
h
e
a
t
t
e
n
d
a
n
c
e
.
I
t
h
i
n
k
t
h
a
t
I
w
i
l
l
o
v
e
r
c
o
m
e
t
h
i
s
p
r
o
b
l
e
m
w
i
t
h
w
h
a
t
I
h
a
v
e
l
e
a
r
n
e
d
a
b
o
u
t
t
h
e
me
t
h
o
d
s
t
h
a
t
c
a
n
i
n
v
o
l
v
e
t
h
e
st
u
d
e
n
t
a
t
a
n
y
mo
me
n
t
.
”
a
n
d
“
W
e
l
e
a
r
n
e
d
a
p
p
l
i
e
d
me
t
h
o
d
s”
G
e
n
e
r
a
l
p
e
d
a
g
o
g
i
c
a
l
k
n
o
w
l
e
d
g
e
A
ss
e
sme
n
t
a
n
d
Ev
a
l
u
a
t
i
o
n
9
“
I
h
a
v
e
l
e
a
r
n
e
d
t
h
e
mi
s
t
a
k
e
s
i
n
me
a
s
u
r
e
me
n
t
a
n
d
e
v
a
l
u
a
t
i
o
n
”
,
“
I
h
a
v
e
l
e
a
r
n
e
d
h
o
w
t
o
p
r
e
p
a
r
e
e
x
a
m
q
u
e
st
i
o
n
s
”
a
n
d
“
W
e
l
e
a
r
n
e
d
h
o
w
t
o
a
sk
o
p
e
n
-
e
n
d
e
d
q
u
e
st
i
o
n
s,
h
o
w
t
o
e
v
a
l
u
a
t
e
t
h
e
m,
w
h
a
t
a
r
e
t
h
e
mi
st
a
k
e
s i
n
p
r
e
p
a
r
i
n
g
t
e
st
s”
O
t
h
e
r
S
e
l
f
-
D
e
v
e
l
o
p
me
n
t
3
“
I
mad
e
v
e
r
y
v
a
l
u
a
b
l
e
o
b
se
r
v
a
t
i
o
n
s
i
n
t
e
r
ms
o
f
p
e
r
so
n
a
l
d
e
v
e
l
o
p
me
n
t
.
I
w
a
s a
b
l
e
t
o
c
o
m
p
a
r
e
my
s
e
l
f
w
i
t
h
o
t
h
e
r
s”
O
t
h
e
r
R
e
p
e
t
i
t
i
o
n
3
“
W
e
h
a
v
e
r
e
n
e
w
e
d
w
h
a
t
w
e
k
n
o
w
a
n
d
I
t
h
i
n
k
i
t
w
i
l
l
c
o
n
t
r
i
b
u
t
e
t
o
my
d
e
v
e
l
o
p
me
n
t
”
G
o
o
d
r
e
mark
s
O
t
h
e
r
14
“
I
mu
st
say
t
h
a
t
I
h
a
v
e
se
e
n
t
h
e
b
e
n
e
f
i
t
s
o
f
t
h
i
s
o
n
e
-
w
e
e
k
c
o
u
r
se
”
,
“
I
t
h
i
n
k
I
'v
e
l
e
a
r
n
e
d
t
o
p
i
c
s
t
o
h
e
l
p
u
s
i
n
t
h
e
f
u
t
u
r
e
”
a
n
d
“
P
r
o
v
i
d
e
d
a
w
a
r
e
n
e
ss a
n
d
i
t
h
e
l
p
e
d
”
N
e
g
a
t
i
v
e
C
o
m
me
n
t
s
K
n
o
w
l
e
d
g
e
o
f
e
d
u
c
a
t
i
o
n
a
l
c
o
n
t
e
x
t
s
T
i
me
M
a
n
a
g
e
me
n
t
a
n
d
P
l
a
n
n
i
n
g
8
“
F
i
v
e
d
a
y
s
i
s
t
o
o
l
o
n
g
f
o
r
t
h
i
s
c
o
u
r
se
.
I
t
sh
o
u
l
d
b
e
n
o
mo
r
e
t
h
a
n
t
h
r
e
e
d
a
y
s”,
“
S
i
n
c
e
t
h
e
r
e
w
a
s
a
c
o
u
r
se
a
l
l
d
a
y
l
o
n
g
,
o
u
r
p
e
r
f
o
r
man
c
e
t
o
w
a
r
d
s
t
h
e
e
v
e
n
i
n
g
w
a
s
f
a
l
l
i
n
g
”
a
n
d
“
T
h
e
p
r
o
g
r
a
m
w
a
s v
e
r
y
b
u
sy
a
n
d
a
mo
r
e
c
a
l
m a
n
d
l
i
g
h
t
e
r
p
r
o
g
r
a
m c
a
n
b
e
d
o
n
e
”
C
o
n
t
e
n
t
k
n
o
w
l
e
d
g
e
o
f
t
r
a
i
n
e
r
s
T
o
o
l
s a
n
d
Eq
u
i
p
me
n
t
2
“
M
o
r
e
a
p
p
r
o
p
r
i
a
t
e
me
d
i
a
a
n
d
ma
t
e
r
i
a
l
s
c
o
u
l
d
b
e
p
r
o
v
i
d
e
d
f
o
r
p
r
e
se
n
t
a
t
i
o
n
s
”
a
n
d
“
S
h
o
r
t
v
i
d
e
o
s a
b
o
u
t
t
h
e
p
r
o
f
e
ssi
o
n
c
o
u
l
d
h
a
v
e
b
e
e
n
mo
r
e
u
se
f
u
l
”
P
e
d
a
g
o
g
i
c
a
l
c
o
n
t
e
n
t
k
n
o
w
l
e
d
g
e
S
u
b
j
e
c
t
11
“
F
o
r
su
c
h
a
c
o
u
r
se
t
o
b
e
mo
r
e
p
r
o
d
u
c
t
i
v
e
,
t
o
p
i
c
s
n
e
e
d
t
o
b
e
mo
r
e
l
o
c
a
l
i
z
e
d
”
,
“
M
o
r
e
a
t
t
e
n
t
i
o
n
s
h
o
u
l
d
b
e
p
a
i
d
t
o
c
o
mm
o
n
mi
s
t
a
k
e
s
a
n
d
g
o
o
d
p
r
a
c
t
i
c
e
s
”
a
n
d
“
T
o
p
i
c
s
n
e
e
d
t
o
b
e
u
p
d
a
t
e
d
a
c
c
o
r
d
i
n
g
t
o
t
h
e
e
x
p
e
r
t
i
se
of
g
r
o
u
p
s
”
;
“
F
a
c
t
o
r
s
t
h
a
t
c
o
u
l
d
i
n
c
r
e
a
se
t
h
e
mo
t
i
v
a
t
i
o
n
o
f
t
r
a
i
n
e
r
s
a
n
d
p
a
r
t
i
c
i
p
a
n
t
s
c
o
u
l
d
b
e
a
d
j
u
s
t
e
d
w
e
l
l
”
a
n
d
ı
m I
d
i
d
n
't
f
i
n
d
so
me
p
r
a
c
t
i
c
e
s t
o
o
me
a
n
i
n
g
f
u
l
”
As
it
is
s
ee
n
i
n
T
ab
le
6
,
th
e
s
a
m
e
q
u
es
tio
n
s
w
er
e
as
k
ed
to
th
e
p
ar
ticip
an
ts
at
t
h
e
b
eg
i
n
n
in
g
an
d
en
d
o
f
th
e
co
u
r
s
e
an
d
s
i
g
n
if
ican
t
d
if
f
er
en
ce
s
o
cc
u
r
r
ed
in
th
e
a
n
s
w
er
s
r
ec
ei
v
ed
.
I
t
w
a
s
o
b
s
er
v
e
d
th
at
th
e
ev
al
u
atio
n
ex
p
ec
ted
esp
ec
iall
y
f
r
o
m
ed
u
ca
tio
n
s
h
o
w
ed
a
h
i
g
h
le
v
el
o
f
v
ar
ia
tio
n
a
f
ter
t
h
e
tr
ain
in
g
.
T
h
is
also
co
n
f
ir
m
s
th
e
i
m
p
o
r
tan
ce
o
f
th
e
n
ec
es
s
i
t
y
o
f
th
i
s
k
in
d
o
f
ed
u
ca
tio
n
b
y
p
r
o
v
id
in
g
t
h
e
co
m
m
o
n
v
al
u
es
an
d
e
x
p
er
ien
ce
s
w
it
h
ac
ad
e
m
icia
n
s
i
n
t
h
e
s
a
m
e
f
ac
u
lt
y
t
h
r
o
u
g
h
ed
u
ca
tio
n
.
T
h
er
ef
o
r
e
p
r
o
g
r
am
h
a
v
e
co
n
tr
ib
u
ted
p
o
s
itiv
el
y
to
u
p
d
atin
g
th
eir
k
n
o
w
led
g
e.
W
h
en
t
h
e
ch
i
-
s
q
u
ar
e
test
w
as
p
er
f
o
r
m
ed
f
o
r
th
e
an
al
y
s
is
o
f
t
h
e
d
ata
in
T
ab
le
6
th
e
f
ir
s
t
f
i
n
d
in
g
g
i
v
e
n
as
1
0
ce
lls
(
0
,
0
%)
h
av
e
ex
p
ec
ted
co
u
n
t
less
t
h
an
5
1
in
d
icate
s
th
at
w
e
ca
n
u
s
e
th
e
an
al
y
s
i
s
f
o
r
ch
i
-
s
q
u
ar
e
test
f
o
r
th
e
f
in
d
i
n
g
s
r
eg
ar
d
in
g
y
es
a
n
d
n
o
an
s
w
er
s
.
T
h
er
ef
o
r
e
o
u
r
asy
m
p
to
tic
Sig
n
i
f
ica
n
ce
(2
-
s
id
ed
)
f
o
r
P
ea
r
s
o
n
C
h
i
-
Sq
u
ar
e
in
d
icate
s
th
at
th
er
e
i
s
a
d
r
a
m
a
tic
c
h
an
g
e
r
eg
ar
d
in
g
t
h
e
ef
f
ec
tiv
e
n
e
s
s
o
f
t
h
e
p
r
o
g
r
a
m
a
s
g
i
v
en
i
n
T
ab
le
7
.
T
ab
le
6
.
Qu
esti
o
n
s
a
s
k
ed
at
th
e
b
eg
in
n
in
g
a
n
d
en
d
o
f
th
e
co
u
r
s
e
an
d
t
h
e
o
p
in
io
n
s
o
f
t
h
e
p
ar
ticip
an
ts
Q
u
e
st
i
o
n
B
e
f
o
r
e
f
A
f
t
e
r
f
1
D
i
d
y
o
u
v
o
l
u
n
t
e
e
r
f
o
r
t
h
e
c
o
u
r
se
?
Y
e
s
18
Y
e
s
44
No
32
No
6
2
D
o
y
o
u
t
h
i
n
k
t
h
e
c
o
u
r
se
i
s
n
e
c
e
ssary
?
Y
e
s
23
Y
e
s
45
No
27
No
5
3
D
o
y
o
u
t
h
i
n
k
a
c
a
d
e
mi
c
s
n
e
e
d
a
c
o
u
r
s
e
w
i
t
h
t
h
i
s
c
o
n
t
e
n
t
?
Y
e
s
21
Y
e
s
45
No
29
No
5
4
W
o
u
l
d
y
o
u
h
a
v
e
a
t
t
e
n
d
e
d
t
h
e
c
o
u
r
se
w
i
t
h
o
u
t
t
h
e
a
ssi
g
n
me
n
t
?
Y
e
s
9
Y
e
s
34
No
41
No
16
T
ab
le
7
.
C
h
i
-
s
q
u
ar
e
test
s
f
o
r
y
es
-
n
o
an
s
w
er
s
C
h
i
-
S
q
u
a
r
e
T
e
st
s
V
a
l
u
e
df
A
s
y
mp
t
o
t
i
c
S
i
g
n
i
f
i
c
a
n
c
e
(
2
-
si
d
e
d
)
P
e
a
r
so
n
C
h
i
-
S
q
u
a
r
e
16
.
331
a
3
.
0
0
1
L
i
k
e
l
i
h
o
o
d
R
a
t
i
o
16
.
153
3
.
0
0
1
L
i
n
e
a
r
-
by
-
L
i
n
e
a
r
A
sso
c
i
a
t
i
o
n
7
.
2
1
9
1
.
0
0
7
N
o
f
V
a
l
i
d
C
a
se
s
4
0
0
a
.
0
c
e
l
l
s (0
.
0
%)
h
a
v
e
e
x
p
e
c
t
e
d
c
o
u
n
t
l
e
ss t
h
a
n
5
.
T
h
e
mi
n
i
mu
m e
x
p
e
c
t
e
d
c
o
u
n
t
i
s
4
0
.
2
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
:
704
-
715
712
So
m
e
p
o
s
iti
v
e
r
e
m
ar
k
s
o
f
t
h
e
ac
ad
em
ician
s
ca
n
b
e
g
i
v
e
n
as
f
o
llo
w
s
:
P
ar
ticip
an
t
1
r
em
ar
k
ed
th
at
“
I
ca
m
e
h
er
e
b
ec
au
s
e
it
w
as
an
ass
i
g
n
m
e
n
t.
I
w
as
also
an
g
r
y
w
it
h
th
o
s
e
w
h
o
h
ad
ap
p
o
in
ted
m
e
b
ec
au
s
e
it
co
in
cid
ed
w
i
th
a
b
u
s
y
p
er
io
d
.
A
f
ter
ar
r
iv
i
n
g
,
it
w
a
s
l
ik
e
a
th
er
ap
y
.
W
e
u
p
d
ated
s
o
m
e
o
f
o
u
r
in
f
o
r
m
at
io
n
,
s
o
m
e
r
e
m
e
m
b
er
ed
Af
ter
th
e
f
ir
s
t
d
a
y
I
tr
ied
to
co
n
tin
u
e
to
th
e
m
ax
i
m
u
m
d
eg
r
ee
.
T
h
an
k
y
o
u
f
o
r
s
u
c
h
tr
ain
i
n
g
”.
T
h
i
s
co
m
m
e
n
ts
i
n
d
icate
th
at
s
u
ch
o
r
ien
tatio
n
p
r
o
g
r
a
m
s
n
o
t
o
n
l
y
h
a
v
e
a
ed
u
ca
tio
n
al
e
f
f
ec
t
s
b
u
t a
l
s
o
th
er
ap
eu
tic
e
f
f
ec
t
s
as
w
el
l.
P
ar
ticip
an
t
2
p
o
in
ted
o
u
t
th
at
“
it
w
o
u
ld
b
e
b
etter
if
th
er
e
w
e
r
e
d
ir
ec
t
u
s
ef
u
l
ap
p
l
icatio
n
s
f
o
r
m
y
f
ield
.
Ho
w
e
v
er
,
it
w
as
q
u
ite
h
e
lp
f
u
l
an
d
u
s
ef
u
l.
I
ca
m
e
r
elu
cta
n
tl
y
ab
o
u
t
h
o
w
a
w
ee
k
w
ill
p
ass
.
B
u
t
h
er
e
I
s
a
w
it
w
a
s
n
o
t.
T
h
e
ti
m
e
w
e
n
t
w
e
ll
an
d
w
e
w
er
e
n
o
t
b
o
r
ed
.
T
h
e
in
s
tr
u
cto
r
s
w
er
e
w
ell
p
r
ep
ar
ed
”.
T
h
is
co
m
m
en
t
s
e
m
p
h
a
s
ize
th
e
s
ig
n
i
f
ica
n
ce
o
f
p
ed
ag
o
g
ical
co
n
te
n
t k
n
o
w
led
g
e
f
o
r
s
u
c
h
p
r
o
g
r
a
m
s
.
P
ar
ticip
an
t
3
r
em
ar
k
ed
t
h
at
“Fir
s
t
o
f
all,
w
e
ar
e
v
er
y
p
leased
w
it
h
all
o
u
r
teac
h
er
s
.
E
a
ch
o
f
o
u
r
p
r
o
f
ess
o
r
s
,
w
h
o
ar
e
co
m
p
eten
t
in
th
eir
f
ield
s
,
s
o
m
et
i
m
e
s
r
ef
r
es
h
ed
o
u
r
k
n
o
w
led
g
e
an
d
s
o
m
eti
m
es
ex
p
a
n
d
ed
o
u
r
h
o
r
izo
n
s
w
it
h
a
d
if
f
er
e
n
t
p
er
s
p
ec
tiv
e.
I
t
h
a
n
k
th
e
m
all
in
d
i
v
id
u
all
y
”.
T
h
is
c
o
m
m
e
n
t
s
e
m
p
h
asiz
e
th
e
in
ter
d
is
cip
lin
ar
y
co
n
tr
ib
u
ti
o
n
s
o
f
s
u
c
h
an
i
n
-
s
er
v
ice
p
r
o
g
r
a
m
s
.
As
it
ca
n
b
e
s
ee
n
f
r
o
m
t
h
e
p
ar
ticip
an
t
o
p
in
io
n
s
r
ef
lecte
d
as
an
e
x
a
m
p
le,
t
h
e
tr
ai
n
in
g
s
w
er
e
v
er
y
s
u
cc
e
s
s
f
u
l.
Desp
ite
all
p
o
s
itiv
e
o
p
in
io
n
s
,
th
er
e
w
er
e
also
n
eg
ati
v
e
o
p
in
io
n
s
an
d
cr
iticis
m
s
.
T
h
ese
ar
e
b
r
ief
l
y
as
f
o
llo
w
s
.
Fo
r
ex
a
m
p
le,
p
ar
t
icip
an
t
4
in
d
icate
d
th
at
“
A
s
w
e
h
ad
ex
a
m
s
,
I
co
u
ld
n
't
atten
d
s
o
m
e
p
r
ac
tical
class
es.
I
'm
s
o
r
r
y
I
m
is
s
ed
t
h
o
s
e
cla
s
s
es.
T
r
ain
i
n
g
is
b
ett
er
if
t
h
e
y
ar
e
n
o
t
p
u
t
i
n
to
e
x
a
m
ti
m
e
s
”.
T
h
is
i
s
i
m
p
o
r
tan
t r
e
m
ar
k
r
eg
ar
d
in
g
t
h
e
p
lan
n
i
n
g
o
f
s
u
ch
ed
u
ca
tio
n
al
f
o
r
m
atio
n
s
.
P
ar
ticip
an
t
5
s
aid
th
at
“
I
a
m
v
er
y
an
g
r
y
t
h
at
m
y
w
o
r
k
is
v
er
y
b
u
s
y
an
d
y
o
u
h
a
v
e
to
co
m
e
h
er
e
a
th
o
u
s
a
n
d
f
u
ll
-
t
i
m
e
f
o
r
a
w
ee
k
b
et
w
ee
n
th
e
d
ates
th
at
I
h
av
e
m
ad
e
m
y
p
lan
s
to
co
n
ce
n
tr
ate
f
u
ll
y
o
n
in
d
iv
id
u
al
w
o
r
k
.
T
h
is
tr
ain
i
n
g
d
id
n
'
t
d
o
m
e
an
y
g
o
o
d
.
”
T
h
er
ef
o
r
e,
th
is
co
m
m
e
n
ts
i
n
d
icate
s
th
e
s
i
g
n
i
f
ica
n
ce
o
f
v
o
lu
n
tar
y
p
ar
tip
atio
n
f
o
r
in
-
s
e
r
v
ice
tr
ain
i
n
g
s
.
P
ar
tici
p
an
t
6
s
aid
th
at
“A
lt
h
o
u
g
h
s
o
m
e
o
f
th
e
le
s
s
o
n
s
w
o
r
k
ed
f
o
r
m
e,
th
e
m
aj
o
r
ity
w
er
e
n
o
t
r
elate
d
to
m
y
f
ield
.
I
h
av
e
lear
n
ed
ab
o
u
t
g
e
n
er
al
r
u
les
a
n
d
co
m
m
u
n
icatio
n
w
i
th
s
tu
d
e
n
ts
,
b
u
t
I
h
av
en
'
t
b
ee
n
ab
le
to
lear
n
s
p
ec
if
icall
y
ab
o
u
t
th
e
m
eth
o
d
s
I
ca
n
ap
p
l
y
i
n
m
y
f
ield
.
”
T
h
is
co
m
m
e
n
t
s
also
e
m
p
h
as
ize
th
e
s
i
g
n
i
f
ican
c
e
o
f
p
ed
ag
o
g
ical
co
n
te
n
t
k
n
o
w
l
ed
g
e
f
o
r
s
u
c
h
p
r
o
g
r
a
m
s
.
T
h
er
ef
o
r
e
b
o
th
n
e
g
ati
v
e
a
n
d
p
o
s
iti
v
e
co
m
m
e
n
ts
f
o
c
u
s
o
n
th
e
t
h
e
s
i
g
n
if
ica
n
ce
o
f
p
ed
a
g
o
g
ical
co
n
ten
t
k
n
o
w
led
g
e
f
o
r
s
u
c
h
p
r
o
g
r
a
m
s
.
P
ar
ticip
an
t
7
s
aid
th
at
“
T
h
e
tim
i
n
g
ca
n
b
e
ad
j
u
s
ted
b
etter
.
E
d
u
ca
tio
n
ca
n
b
e
d
o
n
e
in
f
ac
u
ltie
s
an
d
ev
en
i
n
g
s
.
I
t's
h
ar
d
to
b
e
h
er
e
all
d
ay
.
”
T
h
is
is
also
an
im
p
o
r
ta
n
t
r
e
m
ar
k
r
eg
ar
d
in
g
t
h
e
p
lan
n
i
n
g
o
f
s
u
c
h
ed
u
ca
tio
n
al
f
o
r
m
atio
n
s
.
3
.
2
.
Dis
cu
s
s
io
n
W
h
en
t
h
e
e
x
p
ec
tatio
n
s
o
f
th
e
ac
ad
e
m
icia
n
s
r
e
g
ar
d
in
g
t
h
e
p
ed
ag
o
g
ical
s
k
il
ls
w
a
s
i
n
v
e
s
tig
a
ted
it
co
u
ld
b
e
s
ee
n
t
h
at
m
o
s
t
o
f
th
e
m
s
tr
o
n
g
l
y
e
m
p
h
asized
th
e
y
h
ad
ex
p
ec
ted
to
i
m
p
r
o
v
e
th
e
ir
g
en
er
al
p
ed
ag
o
g
ica
l
k
n
o
w
led
g
e
(
n
=1
8
)
,
th
e
y
also
s
tr
o
n
g
l
y
i
n
d
icate
d
t
h
at
t
h
e
y
f
elt
in
s
u
f
f
icie
n
t
i
n
t
h
at
t
y
p
e
o
f
k
n
o
w
led
g
e
(
n
=1
2
)
an
d
th
e
y
e
x
p
r
ess
ed
t
h
at
t
h
e
y
co
u
ld
i
m
p
r
o
v
e
t
h
eir
g
en
er
al
p
ed
ag
o
g
ical
k
n
o
w
led
g
e
af
te
r
th
e
y
r
ec
ei
v
ed
t
h
e
p
ed
ag
o
g
ical
f
o
r
m
atio
n
(
n
=
1
9
)
.
An
o
th
er
d
i
m
en
s
io
n
th
at
w
a
s
r
e
m
ar
k
ed
is
k
n
o
w
led
g
e
o
f
e
d
u
ca
tio
n
al
co
n
tex
ts
w
h
ic
h
is
also
ex
p
r
es
s
ed
as
in
s
u
f
f
i
c
ien
t
(
n
=
5
)
an
d
w
as
p
o
in
ted
o
u
t
as
i
m
p
r
o
v
ed
(
n
=
8
)
af
ter
tak
in
g
th
e
p
r
o
g
r
am
.
Alto
u
g
h
it i
s
v
er
y
s
m
all
n
u
m
b
er
,
s
o
m
e
p
ar
ticip
an
t
also
in
d
icate
d
t
h
at
t
h
e
y
w
er
e
ex
p
ec
ted
to
i
m
p
r
o
v
e
th
e
m
s
el
v
es
(
n
=3
)
an
d
t
h
is
ca
n
b
e
ac
h
iev
ed
al
s
o
b
y
t
h
e
p
r
o
g
r
a
m
also
(
n
=3
)
.
An
o
t
h
er
v
er
y
s
ig
n
i
f
ica
n
t
f
i
n
d
in
g
o
f
th
i
s
p
r
o
g
r
a
m
i
s
th
at
p
ar
tici
p
an
ts
s
tr
o
n
g
l
y
e
m
p
h
a
s
ized
th
at
p
ed
ag
o
g
ical
co
n
te
n
t
k
n
o
w
l
ed
g
e.
B
o
th
n
eg
a
tiv
e
an
d
p
o
s
itiv
e
co
m
m
e
n
ts
f
o
cu
s
o
n
th
e
th
e
s
ig
n
i
f
ica
n
ce
o
f
p
e
d
ag
o
g
ical
co
n
te
n
t
k
n
o
w
led
g
e
f
o
r
s
u
c
h
p
r
o
g
r
a
m
s
i
m
p
l
y
in
g
t
h
at
in
ad
d
itio
n
to
f
o
cu
s
i
n
g
o
n
g
e
n
er
al
p
ed
ag
o
g
ica
l
k
n
o
w
led
g
e,
d
i
f
f
er
a
n
tiated
ed
u
ca
tio
n
al
f
o
r
m
atio
n
p
r
o
g
r
am
s
f
o
r
d
if
f
er
en
t
f
ield
s
s
h
o
u
ld
b
e
g
i
v
en
b
ased
o
n
t
h
e
e
x
p
er
tis
e
o
f
t
h
e
ac
ad
e
m
ician
s
i
n
o
r
d
er
to
i
m
p
r
o
v
e
th
eir
p
ed
ag
o
g
ical
co
n
te
n
t
k
n
o
w
led
g
e.
Fin
al
r
es
u
lts
o
f
th
is
p
r
o
g
r
a
m
ar
e
ab
o
u
t
its
ef
f
ec
tiv
e
n
es
s
.
T
h
e
as
y
m
p
to
tic
Sig
n
i
f
ica
n
ce
(
2
-
s
id
ed
)
f
o
r
P
ea
r
s
o
n
C
h
i
-
Sq
u
ar
e
g
i
v
e
n
in
T
ab
le
7
in
d
icate
s
o
f
t
h
e
y
es/
n
o
an
s
w
er
s
i
n
d
icate
t
h
at
t
h
er
e
i
s
a
d
r
a
m
atic
c
h
an
g
e
r
eg
ar
d
in
g
t
h
e
ef
f
ec
ti
v
en
e
s
s
o
f
th
e
p
r
o
g
r
am
.
W
h
e
n
th
e
q
u
es
tio
n
a
s
“
D
id
y
o
u
v
o
lu
n
teer
f
o
r
th
e
co
u
r
s
e?
”
w
a
s
ask
ed
to
ac
ad
em
icia
n
s
,
it
ca
n
b
e
s
ee
n
th
at
th
er
e
is
a
d
r
am
atic
in
cr
ea
s
e
in
“
Yes”
a
n
d
d
r
a
m
atic
d
ec
r
ea
s
e
in
“
No
”
an
s
w
er
in
d
icati
n
g
t
h
at
ac
ad
em
ician
s
w
er
e
p
o
s
itiv
el
y
af
f
ec
ted
b
y
th
e
p
r
o
g
r
a
m
.
W
h
en
t
h
e
q
u
est
io
n
as
“
Do
y
o
u
t
h
i
n
k
t
h
e
co
u
r
s
e
is
n
ec
ess
ar
y
?
”
w
as
a
s
k
ed
to
ac
ad
e
m
icia
n
s
,
i
t
ca
n
b
e
s
ee
n
t
h
at
t
h
er
e
is
a
d
r
a
m
atic
in
cr
ea
s
e
i
n
“
Ye
s
”
an
d
d
r
a
m
atic
d
ec
r
ea
s
e
in
“
No
”
a
n
s
w
e
r
in
d
icatin
g
t
h
at
ac
ad
e
m
icia
n
s
w
er
e
co
n
v
i
n
ce
d
th
e
n
ec
ess
it
y
o
f
s
u
c
h
a
p
r
o
g
r
a
m
.
W
h
e
n
t
h
e
q
u
es
tio
n
a
s
“Do
y
o
u
t
h
i
n
k
ac
ad
e
m
ics
n
ee
d
a
co
u
r
s
e
w
it
h
th
is
co
n
ten
t?
”
w
as
a
s
k
ed
to
ac
ad
e
m
icia
n
s
,
i
t
ca
n
b
e
s
ee
n
th
a
t
t
h
er
e
is
a
d
r
a
m
atic
in
cr
ea
s
e
i
n
“Ye
s
”
an
d
d
r
a
m
atic
d
ec
r
ea
s
e
in
“
No
”
a
n
s
w
er
i
n
d
icatin
g
t
h
at
ac
ad
e
m
icia
n
s
w
e
r
e
s
atis
f
ied
t
h
e
g
e
n
er
al
co
n
te
n
t
o
f
t
h
is
p
r
o
g
r
a
m
.
W
h
en
t
h
e
q
u
esti
o
n
as
“
W
o
u
ld
y
o
u
h
av
e
at
ten
d
ed
th
e
co
u
r
s
e
w
ith
o
u
t
t
h
e
ass
i
g
n
m
e
n
t?
”
w
as
as
k
ed
to
ac
ad
em
ician
s
,
it
ca
n
b
e
s
ee
n
t
h
at
th
er
e
i
s
a
d
r
a
m
atic
i
n
cr
ea
s
e
in
“Ye
s
”
a
n
d
d
r
am
at
ic
d
ec
r
ea
s
e
in
“
No
”
an
s
w
er
in
d
icati
n
g
t
h
at
ac
ad
e
m
ician
s
’
attitu
d
e
w
as p
o
s
i
ti
v
el
y
ch
a
n
g
e
d
as g
iv
e
n
i
n
Fi
g
u
r
e
1
.
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
Tr
a
in
in
g
o
f tra
in
ers
:
A
n
a
ctio
n
-
b
a
s
ed
r
esea
r
ch
fo
r
imp
r
o
vin
g
th
e
p
e
d
a
g
o
g
ica
l skills
…
(
B
a
yra
m
Ö
z
er
)
713
Fig
u
r
e
1
.
Op
in
io
n
s
o
f
th
e
p
ar
ti
cip
an
ts
b
ef
o
r
e
an
d
af
ter
th
e
p
r
o
g
r
a
m
As
s
h
o
w
n
i
n
F
ig
u
r
e
1
,
o
p
in
io
n
s
o
f
th
e
p
ar
ticip
an
ts
b
ef
o
r
e
an
d
af
ter
th
e
p
r
o
g
r
am
ar
esu
p
p
o
r
ted
b
y
th
e
f
i
n
d
in
g
s
o
f
ch
i
-
s
q
u
ar
e
test
g
i
v
en
i
n
T
ab
le
7
.
“
T
h
e
id
ea
o
f
A
ctio
n
R
e
s
ea
r
ch
is
to
id
en
ti
f
y
a
n
d
in
v
e
s
ti
g
ate
ed
u
ca
tio
n
al
p
r
o
b
le
m
s
an
d
i
s
s
u
es
i
n
t
h
e
b
es
t
w
a
y
at
t
h
e
le
v
el
o
f
clas
s
r
o
o
m
a
n
d
s
c
h
o
o
l
w
h
er
e
th
er
e
i
s
ac
tio
n
.
B
y
in
c
lu
d
i
n
g
r
esear
ch
,
f
in
d
i
n
g
s
ca
n
b
e
ap
p
lied
im
m
ed
ia
tel
y
an
d
p
r
o
b
lem
s
ca
n
b
e
s
o
lv
ed
m
o
r
e
q
u
ick
l
y
.
T
h
er
ef
o
r
e,
it
is
im
p
o
r
tan
t
to
ad
d
w
h
at
th
e
co
m
m
e
n
ts
o
f
t
h
e
p
ar
ticip
an
ts
s
u
c
h
an
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
.
Af
ter
o
n
e
w
ee
k
o
f
i
n
ten
s
i
v
e
tr
ain
i
n
g
,
th
e
s
a
m
e
p
eo
p
le
w
er
e
as
k
ed
ab
o
u
t
th
eir
g
ai
n
s
f
r
o
m
th
e
tr
ai
n
in
g
.
I
t
is
s
ee
n
th
at
it
m
ee
ts
t
h
e
n
ee
d
s
o
f
ac
ad
e
m
ician
s
.
T
h
e
m
o
s
t
i
n
ad
eq
u
ate
d
i
m
en
s
io
n
s
as”
teac
h
in
g
m
et
h
o
d
s
an
d
tec
h
n
iq
u
es
i
w
er
e
f
o
u
n
d
to
b
e
m
o
s
tl
y
m
et
b
y
t
h
e
ac
ad
e
m
ician
s
.
Fo
r
ex
a
m
p
le,
p
ar
ticip
an
t
8
r
e
m
ar
k
ed
t
h
at
“
T
h
e
is
s
u
e
I
h
ad
th
e
m
o
s
t
p
r
o
b
le
m
s
w
it
h
in
th
e
class
r
o
o
m
w
as
atte
n
d
an
c
e.
I
th
in
k
I
w
il
l
o
v
er
co
m
e
th
is
p
r
o
b
le
m
w
it
h
th
e
tech
n
iq
u
e
s
I
h
av
e
lear
n
ed
ab
o
u
t
th
at
w
il
l
in
v
o
lv
e
th
e
s
tu
d
en
t
s
in
to
th
e
co
u
r
s
es”.
“A
s
s
e
s
m
en
t
an
d
ev
alu
a
tio
n
,
a
w
ar
en
es
s
o
f
o
w
n
-
m
i
s
ta
k
es,
s
el
f
-
i
m
p
r
o
v
e
m
e
n
t
,
r
ep
etitio
n
an
d
o
th
er
co
n
tr
ib
u
tio
n
s
”
ca
n
also
b
e
co
n
s
id
er
ed
th
at
th
e
p
r
o
g
r
a
m
p
o
s
itv
el
y
af
f
ec
t
s
th
e
ir
p
ed
ag
o
g
ical
k
n
o
w
led
g
e.
I
n
g
e
n
er
al,
it
is
u
n
d
er
s
to
o
d
th
at
ed
u
ca
tio
n
h
as a
p
o
s
i
tiv
e
e
f
f
ec
t
o
n
ex
p
ec
tatio
n
s
.
Ho
w
e
v
er
,
it
s
h
o
u
ld
b
e
n
o
ted
th
at
a
s
m
all
g
r
o
u
p
is
n
o
t
s
atis
f
ied
w
it
h
t
h
e
“
t
i
m
in
g
an
d
p
lan
n
i
n
g
eğ
iti
m
o
f
ed
u
ca
tio
n
”.
Fo
r
ex
a
m
p
le,
p
ar
ticip
an
t
9
r
em
ar
k
ed
th
at
“Sin
ce
it
w
a
s
a
co
u
r
s
e
all
d
ay
,
o
u
r
p
e
r
f
o
r
m
a
n
ce
w
a
s
f
alli
n
g
to
w
ar
d
s
th
e
ev
en
i
n
g
”.
P
ar
tip
an
ts
also
s
u
g
g
e
s
ted
th
at
“f
r
eq
u
en
t
p
ed
ag
o
g
ical
m
is
ta
k
es
a
n
d
g
o
o
d
p
r
ac
tices
s
h
o
u
ld
b
e
e
m
p
h
a
s
ized
m
o
r
e”
an
d
p
ed
ag
o
g
ical
co
n
ten
t
k
n
o
w
led
g
e
s
h
o
u
ld
b
e
m
o
r
e
f
o
cu
s
ed
th
a
n
t
h
e
g
e
n
er
al
p
ed
ag
o
g
ica
l k
n
o
w
l
ed
g
e.
I
n
th
e
s
a
m
e
w
a
y
,
th
i
s
tr
a
in
i
n
g
h
as a
p
o
s
i
tiv
e
ef
f
ec
t o
n
th
e
e
x
p
ec
ted
p
er
f
o
r
m
an
ce
.
4.
CO
NCLU
SI
O
N
T
h
e
tr
ain
in
g
o
f
ac
ad
e
m
icia
n
s
is
o
n
e
o
f
t
h
e
n
e
g
lecte
d
f
ield
s
ex
ce
p
t
th
e
tr
ai
n
i
n
g
g
i
v
en
to
o
th
er
f
o
r
m
a
l
teac
h
er
ca
n
d
id
ates.
T
h
er
e
is
n
o
f
o
r
m
al
s
t
u
d
y
o
n
th
i
s
.
On
l
y
p
ed
ag
o
g
ical
tr
ain
i
n
g
w
o
r
k
s
h
o
p
s
ar
e
o
r
g
an
ized
an
n
u
all
y
f
o
r
s
o
m
e
o
f
t
h
e
ac
ad
e
m
icia
n
s
t
h
r
o
u
g
h
th
e
i
n
itia
tiv
es
o
f
t
h
e
u
n
i
v
er
s
itie
s
t
h
e
m
s
el
v
es.
F
o
r
a
u
n
i
v
er
s
i
t
y
in
s
tr
u
cto
r
,
th
er
e
is
n
o
clea
r
s
ep
ar
atio
n
b
etw
ee
n
g
e
n
er
al
p
ed
ag
o
g
ical
k
n
o
w
led
g
e
w
it
h
p
ed
ag
o
g
ical
co
n
ten
t
k
n
o
w
led
g
e.
T
h
er
ef
o
r
e,
p
ed
ag
o
g
ical
f
o
r
m
atio
n
co
u
r
s
es
ar
e
i
m
p
o
r
tan
t
f
o
r
ac
ad
em
ician
s
w
h
o
h
a
v
e
s
tar
ted
to
g
iv
e
lect
u
r
es
as
ac
ad
e
m
ici
an
s
a
f
ter
r
ec
ei
v
in
g
ed
u
ca
tio
n
in
m
an
y
d
i
f
f
er
en
t
d
i
s
cip
lin
e
s
an
d
h
a
v
e
d
i
f
f
ic
u
lt
y
in
ap
p
ly
in
g
s
o
m
e
b
asic
teac
h
in
g
s
k
ill
s
an
d
p
r
in
cip
les
s
i
n
ce
th
er
e
is
n
o
f
o
r
m
at
io
n
tr
ain
i
n
g
r
elate
d
to
b
e
an
in
s
tr
u
cto
r
.
T
o
d
ay
,
i
n
ad
eq
u
ate
p
ed
ag
o
g
ic
al
b
ac
k
-
g
r
o
u
n
d
ca
n
b
e
r
eg
ar
d
ed
as
th
e
m
ai
n
p
r
o
b
le
m
th
a
t
ar
is
e
in
t
h
e
teac
h
i
n
g
ac
ti
v
it
ies
o
f
t
h
e
ac
ad
e
m
ic
s
ta
f
f
i
n
T
u
r
k
e
y
.
I
n
p
ar
ti
cu
lar
,
it
is
n
o
t
e
x
p
ec
ted
th
at
a
n
ed
u
ca
tio
n
w
h
ic
h
ig
n
o
r
es
t
h
e
p
s
y
c
h
o
lo
g
ical
a
n
d
s
o
cio
lo
g
ical
ch
ar
ac
ter
is
ti
cs
o
f
s
t
u
d
en
t
r
ec
o
g
n
itio
n
w
il
l
b
e
s
u
cc
es
s
f
u
l.
As
a
r
esu
lt
o
f
t
h
i
s
,
p
r
o
b
lem
s
in
th
e
clas
s
r
o
o
m
an
d
th
e
i
n
s
titu
tio
n
ar
e
m
an
if
e
s
ted
.
C
las
s
r
o
o
m
m
a
n
a
g
e
m
en
t
estab
lis
h
in
g
p
ed
ag
o
g
ical
r
elati
o
n
s
w
it
h
t
h
e
s
tu
d
e
n
ts
ar
e
a
m
o
n
g
th
e
co
m
m
o
n
p
r
o
b
le
m
s
th
at
ac
ad
em
ician
s
h
av
e
f
ac
ed
.
T
h
e
m
o
s
t
i
m
p
o
r
tan
t
r
ea
s
o
n
f
o
r
th
is
i
s
th
e
ab
s
en
c
e
o
f
p
ed
ag
o
g
ical
f
o
r
m
atio
n
b
ef
o
r
e
s
tar
tin
g
t
h
e
p
r
o
f
ess
io
n
.
I
n
th
i
s
s
t
u
d
y
,
th
e
ac
ad
em
ician
s
th
e
m
s
e
lv
e
s
s
h
o
w
ed
th
i
s
clea
r
l
y
in
t
h
eir
an
s
wer
s
to
th
e
q
u
esti
o
n
s
b
ef
o
r
e
th
e
tr
ain
i
n
g
.
I
n
p
ar
ticu
l
ar
,
th
is
o
cc
u
r
s
i
n
s
el
f
-
ex
p
r
es
s
i
o
n
,
ass
es
s
m
en
t,
a
n
d
co
m
m
u
n
i
ca
tio
n
p
r
o
ce
s
s
.
T
h
is
s
tu
d
y
an
d
o
th
er
s
tu
d
i
es
clea
r
l
y
s
h
o
w
t
h
at
ac
ad
em
ics
h
a
v
e
p
r
o
b
lem
s
in
p
ed
ag
o
g
ical
b
ac
k
g
r
o
u
n
d
s
.
A
lt
h
o
u
g
h
o
n
e
wee
k
o
f
tr
ain
i
n
g
s
ee
m
s
to
b
e
ef
f
ec
tiv
e,
it
is
l
i
m
i
ted
in
ter
m
s
o
f
s
u
s
tai
n
ab
ilit
y
an
d
ac
ce
s
s
to
o
th
er
ac
ad
em
ic
ian
s
.
T
h
er
ef
o
r
e,
it
is
v
er
y
i
m
p
o
r
tan
t
to
p
r
o
v
id
e
w
o
r
k
s
h
o
p
s
,
s
e
m
i
n
ar
s
a
n
d
co
u
r
s
es
f
o
r
p
ed
ag
o
g
ical
f
o
r
m
atio
n
co
u
r
s
e
s
.
On
th
e
b
asis
o
f
t
h
e
ex
p
er
ien
ce
o
f
th
e
lectu
r
er
s
p
ar
ticip
atin
g
in
th
e
co
u
r
s
e
,
Evaluation Warning : The document was created with Spire.PDF for Python.