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s,
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d
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li
d
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ty
o
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th
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m
s.
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e
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m
e
n
t
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s
d
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x
p
e
rt
a
n
d
e
m
p
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c
a
l
a
n
a
ly
se
s.
F
u
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h
e
rm
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re
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th
e
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stru
c
t
v
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li
d
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tes
t
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ica
ted
th
a
t
o
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ly
two
o
f
t
h
e
3
5
q
u
e
stio
n
s
we
re
d
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li
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.
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e
a
ss
e
ss
m
e
n
t
e
x
h
ib
i
ted
re
li
a
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ty
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th
a
n
it
e
m
re
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a
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o
f
0
.
9
2
.
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e
it
e
m
d
iffi
c
u
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ls
we
re
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q
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a
ll
y
s
p
r
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a
d
a
c
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ss
th
e
n
o
rm
a
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u
rv
e
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e
n
c
o
m
p
a
ss
in
g
q
u
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s
ra
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g
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o
m
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ry
d
iff
i
c
u
lt
t
o
v
e
r
y
e
a
sy
c
a
teg
o
ries
,
a
s
d
e
p
icte
d
in
th
e
v
a
riab
le
m
a
p
.
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r
a
n
a
ly
z
in
g
th
e
m
a
p
,
it
wa
s
o
b
se
rv
e
d
th
a
t
v
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riatio
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s
i
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t
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sw
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rin
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q
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stio
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id
e
n
t,
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d
ica
ti
n
g
d
iv
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rse
le
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ls
o
f
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.
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tu
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t
s
p
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d
we
ll
in
h
a
n
d
li
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g
f
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rm
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a
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su
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d
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h
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ir
p
e
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rm
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c
e
d
iffere
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e
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ti
t
y
a
n
d
p
ri
n
c
ip
le
-
le
v
e
l
c
o
n
c
e
p
ts.
K
ey
w
o
r
d
s
:
Ass
es
s
m
en
t d
ev
elo
p
m
en
t
C
o
n
ce
p
tu
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n
d
er
s
tan
d
in
g
E
v
o
lu
tio
n
Fra
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m
o
d
el
Hig
h
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l stu
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t
T
h
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n
d
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e
CC B
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SA
li
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se
.
C
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r
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s
p
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A
uth
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r
:
Mu
r
n
i Ram
li
Dep
ar
tm
en
t o
f
B
io
lo
g
y
E
d
u
ca
tio
n
,
Gr
ad
u
ate
Sch
o
o
l,
Un
i
v
er
s
itas
Seb
ela
s
Ma
r
et
Ken
tin
g
an
,
J
eb
r
es,
Su
r
a
k
ar
ta,
C
en
tr
al
J
av
a
5
7
1
2
6
,
I
n
d
o
n
esia
E
m
ail: m
r
am
lim
@
s
taf
f
.
u
n
s
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
C
o
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
is
ess
en
tial
f
o
r
s
tu
d
en
ts
to
ex
ce
l
b
ec
au
s
e
it
lay
s
th
e
g
r
o
u
n
d
wo
r
k
f
o
r
d
ev
elo
p
in
g
m
o
r
e
a
d
v
an
ce
d
co
g
n
itiv
e
s
k
ills
,
s
u
ch
as
a
n
aly
tical
th
in
k
in
g
an
d
p
r
o
b
lem
-
s
o
l
v
in
g
ab
ilit
ies
[
1
]
–
[
6
]
.
Fu
r
th
er
m
o
r
e
,
it
is
o
f
ten
p
er
ce
iv
ed
to
im
p
r
o
v
e
as
a
p
er
s
o
n
g
ai
n
s
m
o
r
e
k
n
o
wled
g
e
th
an
b
ef
o
r
e.
T
h
e
d
ev
elo
p
m
en
t
o
f
co
n
ce
p
tu
al
u
n
d
e
r
s
tan
d
in
g
is
p
ar
tially
in
f
l
u
en
ce
d
b
y
th
e
am
o
u
n
t
o
f
k
n
o
wled
g
e
g
ain
e
d
,
as
well
as
th
e
co
g
n
itiv
e
p
r
o
ce
s
s
es
o
f
an
i
n
d
iv
id
u
al.
As
g
r
o
wth
tak
es
p
lace
,
co
g
n
itiv
e
p
r
o
ce
s
s
es
will
also
d
ev
elo
p
,
le
ad
in
g
to
d
if
f
e
r
en
ce
s
in
in
f
o
r
m
atio
n
p
r
o
ce
s
s
in
g
.
T
h
i
s
p
r
o
g
r
ess
io
n
c
o
n
tr
ib
u
tes
to
an
elev
ated
d
e
g
r
ee
o
f
c
o
n
ce
p
t
u
al
u
n
d
e
r
s
tan
d
in
g
[
7
]
.
Acc
o
r
d
in
g
to
p
r
ev
io
u
s
s
tu
d
ies
[
7
]
,
[
8
]
,
at
least sev
en
lev
els o
f
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
ar
e
co
n
cr
ete,
i
d
en
tity
,
class
if
icato
r
y
,
f
o
r
m
al,
s
u
p
er
o
r
d
in
ate
-
s
u
b
o
r
d
in
ate,
co
n
tin
g
e
n
cy
,
a
n
d
p
r
in
cip
le.
Ma
s
ter
in
g
th
e
co
n
ce
p
t
at
th
e
co
n
cr
ete
lev
el
in
v
o
l
v
es
r
ec
o
g
n
izin
g
an
d
n
a
m
in
g
o
b
jects,
an
d
d
ev
el
o
p
m
en
t
o
cc
u
r
s
f
r
o
m
a
n
ea
r
ly
ag
e.
D
u
e
to
p
r
o
g
r
ess
io
n
in
c
o
g
n
itiv
e
ab
ilit
ies,
in
d
iv
id
u
als
s
tar
t
d
is
tin
g
u
i
s
h
in
g
b
etwe
en
o
b
jects,
a
p
h
en
o
m
en
o
n
co
m
m
o
n
l
y
ca
lled
th
e
co
n
ce
p
t
o
f
i
d
en
tity
.
Af
ter
b
ein
g
ab
le
to
d
if
f
er
en
ti
ate,
th
e
o
b
ject
was
class
if
ied
in
to
its
g
r
o
u
p
b
ased
o
n
s
h
ar
e
d
c
h
ar
ac
ter
is
tics
,
k
n
o
wn
as
th
e
class
if
icato
r
y
co
n
ce
p
t.
T
h
ese
t
h
r
ee
c
o
n
ce
p
ts
a
r
e
g
en
er
ally
p
o
s
s
ess
ed
f
r
o
m
a
y
o
u
n
g
ag
e
o
r
d
u
r
in
g
co
g
n
itiv
e
d
ev
el
o
p
m
en
t
b
ef
o
r
e
ad
u
lth
o
o
d
.
An
in
cr
ea
s
e
in
a
g
e
lead
s
to
ad
v
an
ce
m
en
t i
n
th
e
a
b
ilit
y
to
p
r
o
ce
s
s
in
f
o
r
m
atio
n
.
I
n
itially
,
th
e
f
o
cu
s
was
o
n
ac
q
u
ir
in
g
r
ec
o
g
n
itio
n
,
d
if
f
er
en
tiatio
n
,
an
d
class
if
icatio
n
s
k
ills
.
Ho
wev
er
,
as
tim
e
g
o
es
o
n
,
th
ese
s
k
ills
will
ev
o
lv
e
to
en
co
m
p
ass
a
d
ee
p
er
co
m
p
r
e
h
en
s
io
n
o
f
th
e
d
ef
in
it
io
n
an
d
d
escr
ip
tio
n
o
f
t
h
e
o
b
jects
b
ein
g
s
tu
d
ied
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
F
r
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mo
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b
a
s
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a
s
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ess
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en
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c
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…
(
R
a
ma
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a
n
ti P
r
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tivi
)
3687
T
h
is
m
ar
k
s
th
e
tr
an
s
itio
n
to
a
m
o
r
e
ad
v
an
ce
d
le
v
el
o
f
f
o
r
m
a
l
co
n
ce
p
tu
al
u
n
d
e
r
s
tan
d
in
g
.
A
f
ter
ac
h
iev
in
g
th
is
,
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
ca
n
ex
p
an
d
f
u
r
th
e
r
,
en
ab
lin
g
th
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
p
o
s
itio
n
o
f
a
co
n
ce
p
t
r
elativ
e
to
an
o
th
e
r
(
s
u
p
er
o
r
d
in
ate
-
s
u
b
o
r
d
in
ate
)
,
t
h
e
ca
u
s
e
-
a
n
d
-
ef
f
ec
t
r
elatio
n
s
h
ip
s
b
etwe
en
co
n
ce
p
ts
(
co
n
tin
g
e
n
cy
)
,
an
d
th
e
ap
p
licatio
n
o
f
co
n
ce
p
ts
to
s
o
lv
e
ev
er
y
d
ay
p
r
o
b
lem
s
(
p
r
in
cip
le)
[
7
]
,
[
8
]
.
Stu
d
en
ts
s
h
o
u
ld
m
aster
th
ese
s
ev
en
co
n
ce
p
tu
al
s
tag
es
to
co
m
p
r
e
h
en
d
b
etter
co
n
ce
p
ts
,
s
p
ec
if
ical
ly
th
o
s
e
clo
s
ely
r
elate
d
to
n
atu
r
al
an
d
o
b
s
er
v
ab
le
o
b
jects.
As
a
b
r
an
ch
o
f
b
io
lo
g
y
,
ev
o
lu
ti
o
n
d
elv
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in
to
liv
in
g
o
r
g
an
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m
s
h
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to
r
ical
an
d
d
ev
elo
p
m
en
tal
p
r
o
ce
s
s
es.
I
t
clo
s
ely
co
n
n
ec
ts
with
tan
g
ib
le
elem
en
ts
,
in
clu
d
in
g
d
ir
ec
tly
o
b
s
er
v
ab
le
en
titi
es
lik
e
f
o
s
s
ils
.
Mo
r
eo
v
er
,
ev
o
lu
tio
n
ex
p
l
o
r
es
th
e
d
is
tin
ctio
n
s
am
o
n
g
v
ar
i
o
u
s
s
p
ec
ies
[
9
]
.
T
o
co
m
p
r
eh
e
n
s
iv
ely
an
d
ac
cu
r
ately
u
n
d
er
s
tan
d
th
e
co
n
ce
p
t
o
f
e
v
o
lu
tio
n
,
s
tu
d
en
ts
n
ee
d
to
g
r
asp
it
p
r
o
g
r
ess
iv
ely
,
s
tar
tin
g
f
r
o
m
r
ec
o
g
n
izin
g
th
e
c
o
n
cr
ete
m
an
if
estatio
n
s
,
id
en
tify
i
n
g
d
if
f
er
en
ce
s
b
etwe
en
o
b
jects
o
r
s
p
ec
ies
(
id
en
tity
)
,
a
n
d
class
if
icat
io
n
in
to
r
esp
ec
tiv
e
g
r
o
u
p
s
b
ased
o
n
s
h
ar
ed
c
h
ar
ac
ter
is
tics
(
cla
s
s
if
icato
r
y
)
.
Fu
r
th
er
m
o
r
e
,
u
n
d
er
s
tan
d
in
g
f
o
r
m
al
ter
m
in
o
lo
g
ies'
m
ea
n
in
g
s
an
d
d
ef
in
itio
n
s
is
ess
en
tial.
E
q
u
ally
im
p
o
r
tan
t
is
g
r
asp
in
g
th
e
in
ter
co
n
n
ec
tio
n
s
b
etwe
en
co
n
ce
p
ts
,
ac
k
n
o
wled
g
i
n
g
m
ig
r
atio
n
as
s
u
b
s
er
v
ien
t
to
ev
o
lu
tio
n
ar
y
m
ec
h
an
is
m
s
(
s
u
p
er
o
r
d
in
ate
-
s
u
b
o
r
d
i
n
ate)
,
an
d
r
ea
lizin
g
h
o
w
e
n
v
ir
o
n
m
en
tal
alter
atio
n
s
ca
n
im
p
a
ct
v
a
r
iatio
n
s
am
o
n
g
c
o
ex
is
tin
g
s
p
e
cies
(
co
n
tin
g
e
n
cy
)
.
Ad
d
itio
n
ally
,
d
ev
elo
p
in
g
f
am
i
liar
ity
with
ev
o
l
u
tio
n
-
r
elate
d
i
d
ea
s
,
lik
e
th
e
Har
d
y
-
W
ein
b
er
g
law,
is
cr
u
cial.
All
th
is
k
n
o
wled
g
e
ca
n
b
e
u
s
ed
to
esti
m
ate
th
e
n
u
m
b
er
o
f
p
e
o
p
le
with
alb
in
is
m
in
a
p
o
p
u
latio
n
(
p
r
in
cip
le)
.
Stu
d
en
ts
ca
n
o
n
ly
co
m
p
r
eh
e
n
d
th
e
co
n
ce
p
t
u
p
to
its
b
as
ic
lev
el
if
th
ey
r
ea
c
h
a
h
ig
h
er
lev
el
o
r
im
p
lem
en
t
it
to
s
o
lv
e
s
cien
ti
f
ic
p
r
o
b
lem
s
in
d
aily
life
[
1
0
]
–
[
1
2
]
.
T
h
is
lim
ited
u
n
d
er
s
t
an
d
in
g
ca
n
p
r
esen
t
ch
allen
g
es,
s
p
ec
if
ically
in
th
e
ca
s
e
o
f
ev
o
lu
tio
n
.
W
h
en
t
h
e
ass
ess
m
en
t
to
o
ls
em
p
lo
y
e
d
b
y
ed
u
ca
to
r
s
a
r
e
in
ad
eq
u
ate
f
o
r
d
etec
tin
g
s
tu
d
e
n
ts
'
co
n
ce
p
tu
al
u
n
d
e
r
s
tan
d
in
g
,
it
b
ec
o
m
es
ch
allen
g
in
g
to
ac
cu
r
ately
ev
alu
ate
th
e
e
x
ten
t
o
f
th
eir
m
aster
y
o
f
th
e
t
au
g
h
t
m
ater
ial.
T
h
e
r
e
is
a
n
ee
d
to
d
ev
is
e
ap
p
r
o
p
r
iate
s
tr
ateg
ies
to
h
elp
im
p
r
o
v
e
k
n
o
wled
g
e
an
d
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
to
th
e
d
esire
d
lev
el
[
1
3
]
.
T
h
er
e
f
o
r
e,
it
is
cr
u
cial
to
d
ev
elo
p
s
u
itab
le
ass
es
s
m
en
ts
to
d
etec
t stu
d
en
ts
'
co
n
ce
p
tu
al
u
n
d
e
r
s
tan
d
in
g
.
Sev
er
al
s
tu
d
ies
h
av
e
b
ee
n
c
o
n
d
u
cted
to
d
etec
t
th
e
co
n
ce
p
t
u
al
u
n
d
e
r
s
tan
d
in
g
o
f
s
tu
d
en
ts
[
1
4
]
–
[
1
9
]
.
Ho
wev
er
,
th
e
in
v
esti
g
atio
n
s
co
n
d
u
cte
d
b
y
s
ev
er
al
r
esear
c
h
er
s
[
1
4
]
–
[
1
7
]
p
r
im
a
r
ily
f
o
c
u
s
ed
o
n
id
en
tif
y
in
g
m
is
co
n
ce
p
tio
n
s
am
o
n
g
s
tu
d
en
ts
.
T
h
e
m
eth
o
d
s
ap
p
lied
wer
e
th
e
ce
r
tain
ty
o
f
r
esp
o
n
s
e
i
n
d
e
x
(
C
R
I
)
,
d
iag
n
o
s
tic
q
u
esti
o
n
clu
s
ter
[
2
0
]
,
an
d
th
r
e
e
-
tier
ass
es
s
m
en
ts
with
cr
iter
i
a
f
o
r
s
tu
d
en
t
m
is
co
n
ce
p
tio
n
s
[
2
1
]
.
T
h
ese
s
tu
d
ies
co
u
ld
d
etec
t
a
n
d
d
if
f
er
en
tiate
s
tu
d
en
ts
wh
o
u
n
d
er
s
to
o
d
th
e
c
o
n
ce
p
ts
f
r
o
m
th
o
s
e
with
m
is
co
n
ce
p
tio
n
s
.
Ho
wev
er
,
th
e
r
ep
o
r
ts
wer
e
u
n
ab
le
to
p
i
n
p
o
in
t
t
h
e
ex
ac
t
co
n
ce
p
ts
with
wh
ich
s
tu
d
en
ts
s
tr
u
g
g
led
an
d
th
e
d
ep
th
o
f
th
ei
r
co
m
p
r
eh
e
n
s
io
n
o
f
th
ese
co
n
ce
p
ts
.
Similar
ly
,
th
e
in
v
esti
g
atio
n
s
c
o
n
d
u
cte
d
b
y
o
th
e
r
r
esear
ch
e
r
s
[
1
8
]
,
[
1
9
]
d
id
n
o
t
s
p
ec
if
ically
i
d
en
tify
th
e
co
n
ce
p
ts
th
at
p
o
s
ed
ch
allen
g
e
s
an
d
th
e
ex
ten
t
o
f
ac
h
iev
em
e
n
t
in
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
.
Dete
r
m
in
in
g
th
e
s
p
ec
if
ic
co
m
p
lex
co
n
ce
p
ts
an
d
th
e
ex
ten
t
o
f
th
e
lev
el
o
f
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
o
f
e
v
o
lu
tio
n
ar
y
m
ater
ial
is
ess
en
tial f
o
r
teac
h
e
r
s
to
d
ec
id
e
o
n
ap
p
r
o
p
r
iate
s
tr
ateg
ies.
T
h
i
s
h
elp
s
s
tu
d
en
ts
m
ai
n
tain
th
ei
r
cu
r
r
e
n
t c
o
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
an
d
en
h
a
n
ce
s
th
eir
ab
ilit
y
to
co
m
p
r
eh
en
d
co
n
c
ep
ts
,
en
ab
lin
g
th
em
to
ac
h
iev
e
h
ig
h
er
lev
els.
T
h
e
g
o
al
is
to
en
s
u
r
e
th
at
s
tu
d
en
ts
p
o
s
s
es
s
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
an
d
ap
p
l
y
it
to
ex
p
lain
s
cien
tific
p
h
en
o
m
e
n
a
an
d
s
o
lv
e
s
cien
tific
p
r
o
b
lem
s
i
n
th
eir
s
u
r
r
o
u
n
d
in
g
s
[
7
]
,
[
8
]
.
T
h
e
lev
el
o
f
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
was
ex
ten
s
iv
ely
d
is
cu
s
s
ed
in
th
e
Fra
y
er
m
o
d
el
[
7
]
,
[
8
]
.
A
s
tu
d
y
o
n
th
e
u
s
e
o
f
t
h
is
m
o
d
el
in
tea
ch
in
g
an
d
ass
ess
in
g
s
cien
tific
m
ater
ials
h
as
b
ee
n
co
n
d
u
cted
[
2
2
]
,
[
2
3
]
.
H
o
wev
er
,
th
ese
s
tu
d
ies
u
tili
ze
d
th
e
1
9
6
9
Fra
y
er
m
o
d
el
.
T
h
is
m
o
d
el
was
p
r
esen
ted
d
iag
r
a
m
m
atica
lly
to
aid
s
tu
d
e
n
ts
in
d
ef
in
in
g
co
n
ce
p
ts
,
id
e
n
tify
in
g
th
eir
ch
ar
ac
te
r
is
tics
,
an
d
p
r
o
v
id
in
g
e
x
am
p
les
an
d
n
o
n
-
e
x
am
p
les
f
o
r
b
etter
u
n
d
er
s
tan
d
i
n
g
[
2
4
]
.
T
h
e
Fra
y
er
m
o
d
el
en
h
an
ce
d
t
h
e
s
cien
tific
v
o
ca
b
u
lar
y
s
k
ills
o
f
h
i
g
h
s
ch
o
o
l
s
tu
d
en
ts
,
p
ar
ticu
lar
ly
i
n
u
n
d
er
s
tan
d
i
n
g
ea
r
th
p
r
o
ce
s
s
es
(
in
ter
n
al
a
n
d
ex
ter
n
al
p
r
o
ce
s
s
es)
[
2
2
]
.
Me
a
n
wh
ile,
in
p
r
e
v
io
u
s
s
tu
d
y
[
2
3
]
,
it wa
s
f
o
u
n
d
to
im
p
r
o
v
e
th
e
s
cien
tific
v
o
ca
b
u
la
r
y
s
k
ills
o
f
4
th
-
g
r
ad
e
elem
en
tar
y
s
ch
o
o
l stu
d
en
ts
in
b
io
lo
g
y
to
p
ics,
co
v
er
in
g
co
n
c
ep
ts
r
elate
d
to
s
tam
en
,
p
is
til,
p
lan
t
r
ep
r
o
d
u
ctio
n
,
p
lan
t
f
er
til
izatio
n
,
p
o
llin
atio
n
,
s
ee
d
d
is
p
er
s
al,
n
y
m
p
h
,
m
etam
o
r
p
h
o
s
is
,
a
n
im
al
ch
ar
ac
ter
is
tic
s
,
h
er
ed
ity
,
d
o
r
m
a
n
cy
,
m
ig
r
ati
o
n
,
f
o
o
d
ch
ain
s
,
an
d
p
r
ed
ato
r
s
.
T
h
e
m
aster
y
o
f
s
cien
tific
v
o
c
ab
u
lar
y
a
m
o
n
g
s
tu
d
en
ts
alig
n
s
with
th
eir
u
n
d
e
r
s
tan
d
in
g
o
f
s
cien
tific
co
n
ce
p
ts
.
A
b
r
o
a
d
er
v
o
ca
b
u
lar
y
r
ep
e
r
to
ir
e
e
n
h
an
ce
s
t
h
e
ir
ab
ilit
y
to
co
m
p
r
eh
en
d
th
ese
co
n
ce
p
ts
m
o
r
e
ef
f
ec
tiv
ely
.
T
h
is
is
b
ec
au
s
e
th
e
k
n
o
wled
g
e
o
f
s
cien
tific
v
o
c
ab
u
lar
y
f
o
r
m
s
th
e
f
o
u
n
d
atio
n
f
o
r
s
tu
d
e
n
ts
to
b
u
ild
co
n
ce
p
tu
al
u
n
d
e
r
s
tan
d
in
g
[
2
5
]
,
[
2
6
]
.
T
h
e
Fra
y
er
M
o
d
el
h
a
s
b
ee
n
p
r
o
v
e
n
to
en
h
a
n
ce
s
cien
tific
v
o
ca
b
u
lar
y
.
Ho
wev
er
,
it
d
o
es
n
o
t
ex
p
licitly
ex
p
lain
s
tu
d
en
ts
'
ac
h
iev
em
en
t
in
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
f
r
o
m
co
n
cr
ete
to
p
r
in
cip
le
lev
els
[
2
4
]
.
T
h
er
e
f
o
r
e,
th
e
m
o
d
el
was
f
u
r
th
er
d
ev
elo
p
ed
to
m
ak
e
it
a
p
p
licab
le
f
o
r
ad
d
r
ess
in
g
th
is
lim
itatio
n
.
Usi
n
g
th
e
Fra
y
er
M
o
d
el
[
8
]
i
n
ass
ess
m
en
ts
to
d
ete
ct
th
e
co
n
ce
p
tu
al
u
n
d
e
r
s
tan
d
in
g
s
k
ills
o
f
s
tu
d
en
ts
is
s
u
itab
le
f
o
r
im
p
lem
en
tatio
n
in
s
cien
ce
lear
n
in
g
.
M
o
r
e
in
v
esti
g
atio
n
s
o
n
d
ev
el
o
p
in
g
as
s
ess
m
en
ts
b
ased
o
n
th
e
Fra
y
er
Mo
d
el
[
8
]
n
ee
d
to
b
e
co
n
d
u
cte
d
.
T
h
is
s
tu
d
y
aim
ed
to
d
ev
elo
p
a
Fra
y
er
Mo
d
el
-
b
ased
ass
e
s
s
m
en
t
to
d
etec
t
th
e
co
n
ce
p
tu
al
u
n
d
e
r
s
tan
d
in
g
o
f
s
tu
d
en
ts
in
t
h
e
f
iel
d
o
f
ev
o
l
u
tio
n
.
T
h
e
r
esear
ch
q
u
esti
o
n
s
tak
en
i
n
to
ac
co
u
n
t
wer
e:
i)
I
s
th
e
d
ev
elo
p
ed
ass
ess
m
en
t
v
alid
,
r
eliab
le,
an
d
s
u
itab
le
f
o
r
u
s
e?
ii)
W
h
at
is
th
e
p
r
o
f
ile
o
f
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
r
e
g
a
r
d
in
g
e
v
o
lu
tio
n
am
o
n
g
1
2
th
-
g
r
ad
e
h
ig
h
s
ch
o
o
l stu
d
e
n
ts
?
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
3
6
8
6
-
3
6
9
5
3688
2.
M
E
T
H
O
D
2
.
1
.
Respo
nd
e
nts
T
h
is
s
tu
d
y
in
clu
d
ed
5
5
r
a
n
d
o
m
ly
ch
o
s
en
1
2
th
-
g
r
ad
e
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
f
r
o
m
two
class
es
with
in
th
e
s
am
e
s
ch
o
o
l,
co
m
p
r
is
in
g
4
3
f
em
ales
an
d
1
2
m
ales.
Alth
o
u
g
h
th
e
s
am
p
le
s
ize
in
th
is
s
tu
d
y
is
s
m
all,
th
e
r
esear
ch
er
s
h
av
e
en
s
u
r
e
d
th
at
t
h
e
s
am
p
le
is
s
u
f
f
icien
t
f
o
r
th
e
an
aly
s
is
o
f
v
alid
ity
,
r
eliab
ilit
y
,
an
d
th
e
q
u
ality
o
f
test
item
s
,
as
well
as
s
tu
d
en
ts
'
ab
ilit
ies,
u
s
in
g
d
ic
h
o
to
m
o
u
s
R
asch
an
aly
s
is
.
T
h
at
s
tatem
en
t
is
b
ased
o
n
[
2
7
]
,
wh
ich
s
tates th
at
wh
en
u
tili
zin
g
R
asch
an
aly
s
is
an
d
a
d
ich
o
t
o
m
o
u
s
q
u
esti
o
n
f
o
r
m
,
a
m
i
n
im
u
m
o
f
3
0
item
s
an
d
a
s
am
p
le
s
ize
o
f
3
0
a
r
e
r
eq
u
ir
e
d
to
ac
h
iev
e
a
9
5
% c
o
n
f
id
e
n
ce
r
ate.
Ad
d
itio
n
ally
,
th
e
r
esear
c
h
er
s
h
av
e
en
s
u
r
ed
t
h
at,
with
a
s
am
p
l
e
s
ize
o
f
5
5
an
d
3
5
item
s
,
th
ese
n
u
m
b
e
r
s
h
av
e
p
r
o
d
u
ce
d
m
ea
n
s
q
u
ar
e
v
alu
es
th
at
m
ee
t
th
e
ac
ce
p
ted
c
r
itical
p
o
in
ts
in
R
asch
d
ich
o
to
m
o
u
s
an
aly
s
is
f
o
r
s
m
all
s
am
p
les
(
0
.
5
to
1
.
5
)
.
Sp
ec
if
ically
,
th
e
v
al
u
es
ar
e
0
.
9
9
f
o
r
th
e
in
f
it
m
ea
n
s
q
u
ar
e
a
n
d
0
.
9
8
f
o
r
th
e
o
u
tf
it
m
ea
n
s
q
u
ar
e
[
2
8
]
,
[
2
9
]
.
Fu
r
t
h
er
m
o
r
e
,
th
e
p
r
ev
io
u
s
s
tu
d
y
'
s
r
esu
lts
[
3
0
]
in
d
icate
d
n
o
s
ig
n
if
ican
t
in
f
lu
e
n
ce
b
etwe
en
a
s
m
all
s
am
p
le
s
ize
an
d
th
e
s
tu
d
e
n
ts
'
ab
ilit
y
an
aly
s
i
s
r
esu
lts
u
s
in
g
d
ich
o
to
m
o
u
s
R
asch
an
aly
s
is
.
On
Feb
r
u
ar
y
2
0
,
2
0
2
3
,
3
5
s
tu
d
en
ts
p
ar
ticip
ated
in
th
e
test
,
wh
ile
th
e
r
em
ain
in
g
2
0
to
o
k
t
h
e
test
o
n
Feb
r
u
ar
y
2
8
o
f
th
e
s
am
e
y
ea
r
.
T
h
e
av
er
ag
e
co
m
p
letio
n
tim
e
was
1
.
5
h
o
u
r
s
.
Fin
ally
,
it
was
e
n
s
u
r
ed
th
at
s
tu
d
en
ts
in
v
o
lv
ed
in
th
e
f
i
r
s
t stu
d
y
d
id
n
o
t e
x
ch
a
n
g
e
r
elate
d
in
f
o
r
m
ati
o
n
with
r
esp
o
n
d
en
ts
in
th
e
s
ec
o
n
d
s
tu
d
y
.
2
.
2
.
Ass
es
s
m
ent
T
h
e
ass
ess
m
en
t
u
s
ed
in
th
e
s
tu
d
y
c
o
n
s
is
ted
o
f
3
5
m
u
ltip
le
-
c
h
o
ice
q
u
esti
o
n
s
d
is
tr
ib
u
ted
ac
r
o
s
s
d
if
f
er
en
t
co
g
n
itiv
e
le
v
els.
Sp
ec
if
ically
,
t
h
er
e
wer
e
5
,
6
,
5
,
5
,
5
,
4
,
a
n
d
5
q
u
esti
o
n
s
at
th
e
c
o
n
cr
ete,
id
en
tity
,
class
if
icato
r
y
,
f
o
r
m
al,
s
u
p
e
r
o
r
d
i
n
ate
-
s
u
b
o
r
d
i
n
at
e,
co
n
tin
g
e
n
cy
,
a
n
d
p
r
in
cip
le
lev
els.
T
h
e
test
ed
m
ater
ial
co
v
er
ed
e
v
id
en
ce
o
f
ev
o
lu
tio
n
,
e
v
o
lu
tio
n
ar
y
m
ec
h
an
is
m
s
,
th
e
th
eo
r
y
o
f
life
'
s
o
r
ig
in
,
an
d
th
e
Har
d
y
-
W
ein
b
er
g
L
aw'
s
ap
p
licatio
n
.
Ad
d
itio
n
ally
,
s
o
m
e
o
f
th
e
q
u
e
s
tio
n
s
in
clu
d
ed
m
ater
ial
r
elate
d
to
b
io
d
iv
er
s
ity
an
d
ev
o
l
u
tio
n
ar
y
m
ec
h
a
n
is
m
s
.
T
h
e
f
o
r
m
u
latio
n
o
f
q
u
esti
o
n
s
in
th
is
s
tu
d
y
f
o
llo
ws
a
f
r
am
ewo
r
k
b
ased
o
n
p
r
ev
io
u
s
s
tu
d
y
[
8
]
,
wh
ich
in
v
o
lv
es
in
d
icato
r
s
c
o
r
r
esp
o
n
d
in
g
t
o
d
if
f
er
e
n
t
lev
els
o
f
s
tu
d
en
ts
'
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
,
r
an
g
in
g
f
r
o
m
co
n
cr
ete
co
n
ce
p
ts
to
p
r
i
n
cip
le
s
.
An
in
d
icato
r
at
th
e
co
n
cr
ete
lev
el
was
"Stu
d
en
ts
ca
n
r
ec
o
g
n
ize
d
o
g
s
th
at
ca
n
s
u
r
v
iv
e
in
an
e
n
v
ir
o
n
m
en
t
with
a
s
p
ec
if
ic
tem
p
er
atu
r
e
b
as
ed
o
n
th
e
f
u
r
th
ick
n
ess
.
"
T
h
is
was
b
ased
o
n
th
e
co
n
cr
ete
c
o
g
n
itiv
e
o
p
er
atio
n
o
f
"r
ec
o
g
n
izin
g
s
tim
u
li
th
at
ca
n
b
e
s
en
s
ed
b
y
t
h
e
o
r
g
an
s
,
d
if
f
e
r
en
tiatin
g
b
etwe
en
s
tim
u
lu
s
,
an
d
r
em
em
b
er
in
g
th
eir
d
if
f
er
e
n
ce
s
.
"
T
h
e
co
g
n
itiv
e
o
p
er
atio
n
at
t
h
e
id
en
tity
le
v
el
in
clu
d
es
“r
ec
o
g
n
izin
g
s
tim
u
li
th
at
ca
n
b
e
s
en
s
ed
b
y
th
e
o
r
g
an
s
,
d
if
f
er
e
n
tiatin
g
b
etwe
en
s
tim
u
li,
r
em
e
m
b
er
in
g
th
e
d
if
f
er
en
ce
s
in
s
tim
u
li,
an
d
u
n
d
er
s
tan
d
in
g
t
h
at
two
o
r
m
o
r
e
s
tim
u
li
r
ep
r
esen
t
d
if
f
er
e
n
t
f
o
r
m
s
o
f
t
h
e
s
am
e
th
in
g
.
”
An
illu
s
tr
ativ
e
ex
am
p
le
o
f
th
i
s
co
g
n
itiv
e
a
b
ilit
y
is
wh
en
s
tu
d
en
ts
d
is
ce
r
n
th
e
d
is
s
im
ilar
ities
b
etwe
en
liv
in
g
o
r
g
an
is
m
s
b
elo
n
g
in
g
to
th
e
s
am
e
g
en
u
s
b
u
t
h
av
i
n
g
u
n
d
er
g
o
n
e
a
d
ap
tatio
n
s
s
p
ec
if
i
c
to
ea
ch
s
p
ec
ies.
T
h
er
ef
o
r
e,
at
th
is
lev
el,
s
tu
d
en
t
s
n
ee
d
s
k
ills
to
co
n
cr
etely
r
ec
o
g
n
ize
e
v
o
lu
tio
n
a
r
y
o
b
jects a
n
d
d
is
tin
g
u
is
h
t
h
e
ch
ar
ac
ter
i
s
tics
b
etwe
en
th
e
two
o
b
jects.
T
h
e
co
g
n
itiv
e
o
p
er
atio
n
s
co
n
tin
u
e
to
in
cr
ea
s
e
u
p
to
th
e
h
ig
h
e
s
t le
v
el
o
f
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
.
At
th
is
lev
el,
th
e
co
g
n
itiv
e
o
p
er
ati
o
n
en
co
m
p
ass
ed
a
r
an
g
e
o
f
ab
i
liti
es,
s
u
ch
as
"r
ec
o
g
n
izin
g
s
tim
u
li
th
at
th
e
s
en
s
es
ca
n
s
en
s
e,
d
if
f
er
en
tiatin
g
b
et
wee
n
s
tim
u
li,
r
em
em
b
er
in
g
th
e
d
if
f
er
en
ce
s
in
s
tim
u
li,
g
en
er
alizin
g
two
o
r
m
o
r
e
s
tim
u
li
to
r
ep
r
esen
t
d
if
f
er
en
t
f
o
r
m
s
o
f
t
h
e
s
am
e
th
in
g
,
g
en
e
r
a
lizin
g
th
at
two
o
r
m
o
r
e
s
tim
u
li
h
av
e
s
o
m
e
c
o
m
m
o
n
ch
ar
ac
ter
is
tics
,
d
if
f
er
en
tiatin
g
co
n
ce
p
t
attr
i
b
u
tes,
h
y
p
o
t
h
esizin
g
r
ele
v
an
t
attr
i
b
u
tes,
r
em
em
b
er
in
g
h
y
p
o
th
eses
,
ev
alu
atin
g
h
y
p
o
th
eses
u
s
in
g
p
o
s
itiv
e
an
d
n
eg
ativ
e
e
x
am
p
l
es
o
r
r
ec
o
g
n
izin
g
co
m
m
o
n
at
tr
ib
u
tes
o
f
p
o
s
itiv
e
ex
am
p
les,
co
n
cl
u
d
in
g
co
n
ce
p
t
s
,
r
ec
o
g
n
izin
g
th
e
p
o
s
itio
n
o
f
co
n
ce
p
ts
(
s
u
p
er
o
r
d
in
ate,
s
u
b
o
r
d
in
ate,
o
r
p
ar
allel)
,
unde
r
s
tan
d
i
n
g
r
elatio
n
s
h
ip
s
i
n
v
o
lv
in
g
ca
u
s
es
an
d
ef
f
ec
ts
,
co
r
r
elatio
n
s
,
an
d
o
th
er
p
o
s
s
ib
ilit
ies,
as
well
a
s
ap
p
ly
in
g
co
n
ce
p
ts
to
s
o
l
v
e
p
r
o
b
lem
s
.
"
An
e
x
am
p
le
o
f
t
h
e
in
d
icato
r
was
"Stu
d
en
ts
ca
n
u
s
e
t
h
e
Har
d
y
-
W
ein
b
er
g
L
aw
to
ca
lc
u
late
th
e
p
er
ce
n
tag
e
o
f
co
lo
r
-
b
lin
d
wo
m
en
an
d
th
o
s
e
wh
o
wer
e
ca
r
r
ier
s
o
f
t
h
is
v
is
u
al
im
p
air
m
en
t."
2
.
3
.
Da
t
a
a
na
ly
s
is
T
h
e
v
alid
ity
an
aly
s
is
was
co
n
d
u
cted
in
two
way
s
,
n
am
ely
e
x
p
er
t
a
n
d
em
p
ir
ical
v
alid
ity
.
T
h
e
ex
p
er
t
test
in
v
o
lv
ed
p
r
o
v
id
in
g
th
e
i
n
s
tr
u
m
en
t
to
two
e
x
p
er
ts
,
o
n
e
s
p
ec
ialized
in
ev
o
lu
tio
n
ar
y
m
ate
r
ial
an
d
t
h
e
o
t
h
er
in
ed
u
ca
tio
n
al
ass
ess
m
en
t
d
ev
elo
p
m
en
t.
Fu
r
th
e
r
m
o
r
e
,
th
ey
wer
e
ask
ed
to
ev
alu
ate
th
e
c
o
n
ten
t
an
d
s
tr
u
ctu
r
e
o
f
th
e
d
ev
elo
p
e
d
q
u
esti
o
n
s
u
s
in
g
a
L
ik
er
t scale
q
u
esti
o
n
n
air
e
r
an
g
i
n
g
f
r
o
m
1
t
o
4
.
T
h
e
em
p
ir
ical
test
ass
es
s
ed
th
e
in
s
tr
u
m
en
t
o
n
5
5
s
am
p
les
o
f
1
2
th
-
g
r
a
d
e
s
tu
d
en
ts
.
T
h
is
aim
ed
to
ass
es
s
th
e
item
s
'
v
alid
ity
an
d
d
ete
r
m
in
e
th
e
test
ed
q
u
esti
o
n
s
'
r
eliab
ilit
y
an
d
d
if
f
icu
lt
y
lev
el.
T
h
e
an
aly
s
is
was
co
n
d
u
cte
d
u
s
in
g
W
in
s
tep
s
v
er
s
io
n
3
.
7
3
with
R
asc
h
d
ich
o
to
m
o
u
s
an
aly
s
is
.
T
h
e
v
alid
ity
o
f
th
e
item
s
was
d
eter
m
in
ed
b
ased
o
n
th
e
cr
iter
ia
o
f
o
u
tf
it
m
ea
n
s
q
u
a
r
e
(
MN
SQ)
,
o
u
tf
it
Z
-
s
tan
d
ar
d
(
Z
STD)
,
an
d
p
o
i
n
t
m
ea
s
u
r
e
co
r
r
elatio
n
(
Pt.
Me
as
u
r
e
C
o
r
r
)
,
with
in
ac
ce
p
te
d
r
an
g
es
o
f
0
.
5
<
MN
SQ
<
1
.
5
,
-
2
.
0
<
Z
STD
<
2
.
0
,
an
d
0
.
4
<
Pt
Me
asu
r
e
C
o
r
r
<
0
.
8
5
,
r
esp
ec
tiv
ely
[
3
1
]
.
Me
an
wh
ile,
th
e
r
eliab
ilit
y
o
f
th
e
item
s
was a
s
s
e
s
s
ed
b
ased
o
n
th
e
v
alu
es a
v
ailab
le
in
th
e
s
u
m
m
ar
y
s
tatis
tics
m
en
u
.
T
h
e
item
d
if
f
icu
lty
lev
el
was e
v
alu
ated
b
ased
o
n
th
e
m
ea
s
u
r
ed
s
co
r
e
v
al
u
es,
an
d
th
ei
r
d
is
tr
ib
u
tio
n
was o
b
s
er
v
e
d
o
n
th
e
v
ar
iab
le
m
a
p
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
F
r
a
ye
r
mo
d
el
-
b
a
s
ed
a
s
s
ess
m
en
t fo
r
d
etec
tin
g
s
tu
d
en
ts
’
c
o
n
ce
p
tu
a
l u
n
d
ers
ta
n
d
in
g
…
(
R
a
ma
d
a
n
ti P
r
a
tivi
)
3689
Stu
d
en
ts
'
ab
ilit
y
lev
el
was
a
s
s
ess
ed
b
ased
o
n
th
e
n
u
m
b
er
o
f
co
r
r
ec
tly
an
s
wer
ed
q
u
esti
o
n
s
.
Sco
r
es
o
f
1
an
d
0
in
d
icate
d
co
r
r
ec
t
an
d
in
co
r
r
ec
t
an
s
wer
s
,
r
esp
ec
tiv
ely
.
T
h
ese
s
co
r
es
wer
e
th
en
in
p
u
t
in
to
th
e
W
in
s
tep
s
v
er
s
io
n
3
.
7
3
ap
p
licatio
n
to
a
n
aly
ze
th
eir
p
er
s
on
-
m
ea
s
u
r
e
v
alu
es u
s
in
g
R
asch
an
aly
s
is
.
I
n
a
d
d
itio
n
to
o
b
tain
in
g
th
e
p
er
s
o
n
-
m
ea
s
u
r
e
v
alu
es,
t
h
e
d
is
tr
ib
u
tio
n
o
f
s
tu
d
en
ts
'
ab
ilit
y
lev
els wa
s
ex
am
in
ed
th
r
o
u
g
h
th
e
v
ar
ia
b
le
m
ap
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Va
lid
it
y
a
nd
re
lia
bil
it
y
o
f
it
e
m
s
An
in
s
tr
u
m
en
t
was
co
n
s
id
er
ed
v
alid
wh
en
it
s
u
cc
es
s
f
u
lly
m
ea
s
u
r
ed
th
e
in
ten
d
ed
ab
ilit
y
an
d
co
n
ce
p
t
[
3
2
]
,
[
3
3
]
.
I
n
th
is
s
tu
d
y
,
v
alid
ity
was
ass
e
s
s
ed
th
r
o
u
g
h
ex
p
er
t
an
d
em
p
ir
ical
m
eth
o
d
s
.
T
h
e
ex
p
er
t
test
was
co
n
d
u
cte
d
to
en
s
u
r
e
t
h
at
th
e
a
s
s
es
s
m
en
t a
lig
n
ed
with
t
h
e
p
r
e
d
eter
m
in
ed
o
b
jectiv
es a
n
d
e
v
a
lu
ated
th
e
ac
c
u
r
ac
y
an
d
clar
ity
o
f
th
e
c
o
n
ten
t c
o
n
s
tr
u
ctio
n
.
T
h
is
in
cl
u
d
e
d
th
e
co
n
ten
t o
f
e
v
o
lu
tio
n
ar
y
m
ater
ial
i
n
th
e
q
u
esti
o
n
s
,
th
e
wo
r
d
in
g
o
f
th
e
q
u
esti
o
n
s
,
a
n
d
th
e
an
s
wer
o
p
tio
n
s
in
th
e
ass
ess
m
en
t
[
3
4
]
,
[
3
5
]
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
th
e
d
ev
elo
p
e
d
ass
ess
m
en
t
was
s
u
itab
le
f
o
r
s
tu
d
y
p
u
r
p
o
s
es.
T
h
e
p
o
in
ts
ev
alu
ated
wer
e
m
ater
ia
l
r
elev
an
ce
,
d
ep
t
h
,
an
d
clar
ity
,
with
a
v
er
ag
e
s
co
r
e
s
o
f
3
.
5
,
4
,
a
n
d
4
,
r
esp
ec
tiv
ely
.
R
eg
ar
d
in
g
th
e
v
alid
ity
ass
ess
m
en
t
b
y
ex
p
e
r
ts
,
th
e
ev
alu
ate
d
item
s
in
clu
d
ed
th
e
clar
ity
o
f
q
u
esti
o
n
s
,
th
e
ar
r
an
g
e
m
en
t
o
f
q
u
esti
o
n
s
an
d
d
is
tr
ac
to
r
s
,
as
well
as
th
e
lin
g
u
is
tic
asp
ec
ts
u
s
ed
with
in
th
e
q
u
esti
o
n
s
.
E
ac
h
o
f
th
ese
ca
teg
o
r
ies
r
ec
ei
v
ed
an
av
er
ag
e
s
co
r
e
o
f
4
.
T
h
e
ex
p
er
ts
d
ee
m
ed
th
e
ass
ess
m
en
t
d
ev
elo
p
ed
as
v
alid
b
ased
o
n
th
e
v
alid
ity
an
al
y
s
is
.
Ho
wev
er
,
two
item
s
,
n
am
ely
q
u
est
io
n
s
n
u
m
b
er
1
an
d
2
,
h
ad
t
o
b
e
r
ep
lace
d
b
ec
a
u
s
e
th
e
m
ater
ial
was
n
o
lo
n
g
er
r
elev
an
t
to
cu
r
r
en
t
ev
o
lu
tio
n
ar
y
b
io
lo
g
y
.
T
h
e
m
ate
r
ial
in
q
u
e
s
tio
n
s
1
an
d
2
was
r
elate
d
to
th
e
v
a
r
iatio
n
o
f
f
in
c
h
b
ea
k
s
ac
co
r
d
in
g
to
th
eir
v
a
r
io
u
s
ty
p
es
o
f
f
o
o
d
(
s
ee
d
s
,
in
s
ec
ts
,
an
d
ca
cti)
.
I
n
t
h
e
p
r
esen
t
d
ay
,
it
is
n
o
lo
n
g
er
r
elev
an
t
as
f
in
ch
es
ea
t
s
ee
d
s
,
an
d
th
e
v
a
r
iatio
n
in
b
ea
k
s
was
p
r
im
ar
ily
d
u
e
to
d
if
f
er
en
t
-
s
ized
s
ee
d
s
co
n
s
u
m
e
d
.
T
h
e
d
if
f
e
r
en
ce
s
,
wh
ich
wer
e
attr
ib
u
ted
to
b
o
th
t
h
e
ty
p
e/si
ze
o
f
f
o
o
d
an
d
th
e
clim
atic
co
n
d
itio
n
s
o
f
th
e
h
a
b
itat,
wer
e
d
o
cu
m
en
te
d
b
y
D
e
L
eó
n
et
a
l.
[
3
6
]
.
As
a
r
esu
lt,
th
ese
q
u
esti
o
n
s
u
n
d
er
wen
t
r
e
v
is
io
n
.
W
h
ile
th
eir
s
tr
u
ctu
r
e
was
r
etain
ed
,
th
e
f
in
ch
-
r
elate
d
co
n
ten
t
was
s
u
b
s
titu
ted
with
in
f
o
r
m
atio
n
r
elate
d
to
f
u
r
ad
ap
tatio
n
in
d
o
g
s
r
esid
in
g
in
b
o
th
co
ld
an
d
n
o
r
m
al
clim
ates.
E
m
p
ir
ical
v
alid
ity
an
aly
s
is
ex
am
in
ed
th
e
co
n
s
tr
u
ct
v
alid
ity
o
f
item
q
u
esti
o
n
s
.
T
h
is
was c
o
n
d
u
cted
b
y
o
b
s
er
v
in
g
th
e
d
is
tr
ib
u
tio
n
o
f
t
h
e
d
if
f
ic
u
lty
lev
el
a
n
aly
ze
d
o
n
th
e
v
ar
iab
le
m
a
p
to
d
eter
m
i
n
e
wh
en
t
h
ey
wer
e
ev
en
ly
s
p
r
ea
d
with
r
ea
s
o
n
ab
le
g
ap
s
b
etwe
en
q
u
es
tio
n
s
.
I
n
a
d
d
itio
n
to
th
e
d
if
f
icu
lty
lev
el
d
is
tr
ib
u
tio
n
,
co
n
s
tr
u
ct
v
alid
ity
was
f
u
r
th
er
e
v
alu
ated
u
s
in
g
o
u
tf
it
MN
SQ
an
d
Z
ST
D
v
alu
es.
T
h
ese
v
alu
es
h
elp
e
d
ass
ess
wh
eth
er
th
e
an
aly
ze
d
item
q
u
esti
o
n
s
f
it
an
d
f
u
n
ctio
n
ed
n
o
r
m
ally
f
o
r
m
ea
s
u
r
em
en
t
[
3
7
]
.
An
item
was
co
n
s
id
er
ed
to
m
ea
s
u
r
e
n
o
r
m
ally
wh
e
n
it
h
ad
an
o
u
tf
it
MN
SQ
v
alu
e
g
r
ea
ter
th
an
0
.
5
an
d
less
th
an
1
.
5
an
d
a
n
o
u
tf
it
Z
STD
v
alu
e
g
r
ea
ter
th
an
-
2
.
0
an
d
less
th
an
2
.
0
[
3
1
]
.
I
n
ad
d
itio
n
to
th
e
d
if
f
icu
lty
lev
el
an
d
item
f
it
an
aly
s
is
,
a
c
r
u
cial
asp
ec
t
o
f
t
h
e
ass
es
s
m
en
t
was
th
e
p
o
in
t
m
ea
s
u
r
e
co
r
r
elatio
n
(
Pt
Me
asu
r
e
C
o
r
r
)
v
al
u
e,
wh
ic
h
f
ac
ilit
ates
t
h
e
ev
alu
atio
n
o
f
th
e
item
p
o
lar
ity
.
I
tem
s
wer
e
co
n
s
i
d
er
ed
s
u
itab
le
f
o
r
ass
ess
m
en
t
an
d
ca
p
ab
le
o
f
m
ea
s
u
r
in
g
th
e
i
n
ten
d
ed
s
k
ills
wh
en
th
ey
ex
h
i
b
ited
a
p
o
s
itiv
e
Pt Me
asu
r
e
C
o
r
r
v
alu
e
[
3
8
]
.
T
h
e
r
esu
lts
o
f
3
5
item
s
s
h
o
we
d
th
at
q
u
esti
o
n
s
3
an
d
8
d
i
d
n
o
t
m
ee
t
th
e
r
e
q
u
ir
ed
f
it v
alu
es.
Ou
t
o
f
th
e
two
item
s
,
it
was
ev
id
e
n
t
f
r
o
m
th
e
v
ar
iab
le
m
ap
in
Fig
u
r
e
1
t
h
at
q
u
esti
o
n
n
u
m
b
e
r
3
ex
h
ib
ited
a
s
ig
n
if
ican
t
d
is
p
ar
ity
in
th
e
a
n
aly
s
is
o
f
its
d
if
f
icu
lty
le
v
el.
Acc
o
r
d
in
g
to
th
e
ass
er
tio
n
b
y
Gy
ll
an
d
R
ag
lan
d
[
3
9
]
,
v
er
y
e
asy
item
s
ar
e
in
ef
f
ec
tiv
e
b
ec
a
u
s
e
th
ey
f
ail
to
d
if
f
e
r
en
tiate
b
etwe
en
s
tu
d
e
n
ts
with
h
ig
h
an
d
lo
w
lev
els
o
f
ab
ilit
y
.
C
o
n
s
eq
u
en
tly
,
q
u
esti
o
n
n
u
m
b
er
3
was
r
em
o
v
ed
.
C
o
n
cu
r
r
e
n
tly
,
item
8
d
is
p
lay
ed
an
u
n
f
av
o
r
ab
le
Pt
Me
asu
r
e
C
o
r
r
v
alu
e
o
f
-
0
.
1
5
.
Neg
ativ
e
p
o
in
t
-
m
ea
s
u
r
e
co
r
r
elatio
n
v
alu
es
wer
e
also
id
en
tifie
d
in
r
esear
ch
a
n
aly
zin
g
th
e
v
ali
d
ity
o
f
q
u
esti
o
n
item
s
u
s
in
g
R
asch
[
4
0
]
.
T
h
is
s
tu
d
y
r
e
d
u
ce
d
q
u
e
s
tio
n
item
s
with
n
eg
ativ
e
p
o
i
n
t
-
m
ea
s
u
r
e
c
o
r
r
elatio
n
v
alu
es
,
as
th
ey
co
u
ld
n
o
t
m
ea
s
u
r
e
th
e
in
ten
d
ed
a
b
ilit
ies
.
Ho
wev
er
,
in
th
is
in
v
esti
g
atio
n
,
item
n
u
m
b
er
8
was
n
o
t
r
e
d
u
ce
d
;
in
s
tead
,
th
e
an
s
wer
o
p
tio
n
s
wer
e
r
ev
is
ed
.
Qu
esti
o
n
n
u
m
b
er
8
was
r
ev
is
ed
b
ased
o
n
th
e
s
tatem
en
t
in
p
r
ev
io
u
s
s
tu
d
y
[
4
1
]
,
wh
ich
ass
er
ts
th
at
m
u
ltip
le
-
c
h
o
ice
q
u
esti
o
n
s
with
n
e
g
ativ
e
p
o
in
t
-
m
ea
s
u
r
e
co
r
r
elatio
n
v
al
u
e
s
in
d
icate
er
r
o
r
s
in
th
e
an
s
wer
ch
o
ices.
T
h
er
ef
o
r
e,
a
r
ev
is
io
n
was
m
ad
e
to
o
p
tio
n
‘
d,
’
in
itially
s
tatin
g
‘
r
em
n
an
ts
o
f
an
ce
s
tr
al
ev
o
lu
tio
n
,
’
wh
ich
c
h
an
g
e
d
to
‘
an
alo
g
o
u
s
v
esti
g
ial
o
r
g
an
.
’
T
h
is
alter
atio
n
was p
r
o
m
p
ted
b
y
th
e
p
er
ce
p
tio
n
th
at
th
e
o
r
ig
in
al
wo
r
d
in
g
o
f
o
p
tio
n
‘
d
’
m
ig
h
t
m
is
lead
s
tu
d
en
ts
in
t
o
ch
o
o
s
in
g
it
as
th
e
co
r
r
ec
t
a
n
s
wer
in
s
tead
o
f
th
e
co
r
r
ec
t o
p
tio
n
‘
e,
’
wh
ich
r
ea
d
s
‘
v
esti
g
ial
o
r
g
an
.
’
A
co
m
p
r
e
h
en
s
iv
e
ass
ess
m
en
t
is
n
o
t
o
n
ly
v
alid
b
u
t
also
r
eliab
le
[
4
2
]
.
I
n
lin
e
with
t
h
at
s
tatem
en
t,
th
is
s
tu
d
y
also
an
aly
ze
d
item
r
elia
b
ilit
y
u
s
in
g
th
e
R
asch
m
eth
o
d
.
T
h
is
was
co
n
d
u
cted
b
y
ex
a
m
in
in
g
th
e
r
eliab
ilit
y
v
alu
es
in
th
e
s
u
m
m
ar
y
s
tatis
ti
cs.
Fro
m
R
asch
an
aly
s
is
,
th
e
r
eliab
ilit
y
v
alu
e
o
b
tain
ed
was
0
.
9
2
.
Acc
o
r
d
i
n
g
to
B
o
n
d
[
3
8
]
,
v
alu
es
a
b
o
v
e
0
.
8
i
n
d
icate
h
ig
h
item
r
eliab
ilit
y
.
I
tem
r
eliab
ilit
y
m
ea
s
u
r
es
h
o
w
c
o
n
s
is
ten
t
an
d
s
tab
le
an
in
s
tr
u
m
en
t
p
r
o
d
u
ce
d
co
n
s
is
ten
t
r
esu
lts
wh
en
test
ed
o
n
t
h
e
s
am
e
r
esp
o
n
d
en
ts
at
d
if
f
e
r
en
t
tim
es.
Hig
h
er
v
alu
es,
as e
m
p
h
asized
b
y
C
o
o
p
er
an
d
Sch
in
d
ler
[
4
3
]
,
in
d
icat
e
m
o
r
e
ac
cu
r
ate
d
ata
co
llectio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
3
6
8
6
-
3
6
9
5
3690
Fig
u
r
e
1
.
C
o
n
s
tr
u
cts
v
alid
ity
o
f
item
s
T
h
e
r
esear
ch
by
E
s
tacio
a
[
2
2
]
also
d
em
o
n
s
tr
ates
th
at
th
e
q
u
esti
o
n
s
u
s
ed
to
ass
e
s
s
s
tu
d
en
ts
'
s
cien
tific
v
o
ca
b
u
lar
y
ex
h
ib
it h
ig
h
r
eliab
ilit
y
.
T
h
e
elev
ated
r
eliab
ilit
y
v
alu
e
in
b
o
th
s
tu
d
ies ca
n
lik
ely
b
e
attr
ib
u
ted
to
th
e
m
u
ltip
le
—
ch
o
ice
q
u
esti
o
n
s
c
o
m
p
r
is
in
g
o
n
e
q
u
esti
o
n
s
en
te
n
ce
an
d
s
ev
er
al
an
s
wer
ch
o
i
ce
s
,
with
o
n
ly
o
n
e
co
r
r
ec
t
a
n
s
wer
.
T
h
e
s
in
g
le
co
r
r
ec
t
an
s
wer
in
th
is
test
in
g
f
o
r
m
at
f
ac
ilit
ates
co
n
s
en
s
u
s
am
o
n
g
p
r
o
o
f
r
ea
d
er
s
w
h
en
d
eter
m
in
in
g
th
e
c
o
r
r
ec
t
r
esp
o
n
s
e
[
4
4
]
.
T
h
is
ch
ar
ac
ter
is
tic
is
wh
y
m
u
ltip
le
-
ch
o
ice
q
u
esti
o
n
s
ar
e
d
ee
m
ed
m
o
r
e
r
eliab
le
th
an
o
th
er
f
o
r
m
ats.
I
t
alig
n
s
with
p
r
ev
io
u
s
s
tu
d
y
[
4
5
]
th
at
item
s
w
ith
g
o
o
d
r
eliab
ilit
y
y
ield
co
n
s
is
ten
t
s
co
r
es
wh
en
ev
alu
ated
b
y
d
if
f
er
en
t
ass
ess
o
r
s
a
t
v
ar
io
u
s
tim
es.
Fu
r
th
er
m
o
r
e,
th
e
h
i
g
h
-
r
elia
b
ilit
y
v
alu
e
r
esu
lted
f
r
o
m
h
a
v
in
g
en
o
u
g
h
r
esp
o
n
d
e
n
ts
f
o
r
item
an
aly
s
is
u
s
in
g
th
e
R
asch
d
ich
o
to
m
o
u
s
m
o
d
el
[
2
7
]
–
[
2
9
]
.
I
t
is
in
lin
e
with
o
th
er
r
esear
ch
[
4
6
]
th
at
th
e
n
u
m
b
er
o
f
r
esp
o
n
d
e
n
ts
,
s
co
r
e
d
is
tr
ib
u
tio
n
,
a
n
d
o
b
ject
iv
ity
o
f
ass
ess
m
en
t
in
f
lu
en
ce
d
item
r
eliab
ilit
y
.
3
.
2
.
Dif
f
iculty
lev
el
o
f
t
est
i
t
em
s
a
nd
s
t
ud
ent
a
bil
it
y
lev
el
I
tem
d
if
f
icu
lty
lev
el
m
ea
s
u
r
e
s
h
o
w
ch
allen
g
in
g
th
e
item
s
ar
e
f
o
r
r
esp
o
n
d
en
ts
,
s
u
ch
a
s
s
tu
d
en
ts
.
Fu
r
th
er
m
o
r
e
,
it
was
d
eter
m
in
ed
b
y
th
e
p
r
o
p
o
r
tio
n
o
f
s
tu
d
e
n
ts
wh
o
an
s
wer
ed
th
e
item
s
co
r
r
ec
tly
.
I
n
R
asch
an
aly
s
is
,
th
e
d
if
f
icu
lty
lev
el
was
o
b
s
er
v
ed
th
r
o
u
g
h
th
e
l
o
g
i
t
v
alu
e.
B
ased
o
n
th
ese
lo
g
it
v
alu
es,
item
s
ca
n
b
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
F
r
a
ye
r
mo
d
el
-
b
a
s
ed
a
s
s
ess
m
en
t fo
r
d
etec
tin
g
s
tu
d
en
ts
’
c
o
n
ce
p
tu
a
l u
n
d
ers
ta
n
d
in
g
…
(
R
a
ma
d
a
n
ti P
r
a
tivi
)
3691
class
if
ied
in
to
d
if
f
er
en
t
ca
teg
o
r
ies,
n
am
ely
h
ig
h
ly
d
if
f
icu
lt
(
lo
g
it>1
)
,
d
if
f
icu
lt
(
0
<
lo
g
it
≤
1
)
,
ea
s
y
(
-
1
<
lo
g
it
≤
0
)
,
an
d
v
er
y
ea
s
y
(
lo
g
it
≤
-
1
)
.
T
h
e
an
aly
s
is
in
d
icate
d
d
iv
er
s
e
d
if
f
icu
lty
lev
els
am
o
n
g
th
e
3
5
item
s
,
with
8
b
ein
g
h
ig
h
ly
d
if
f
ic
u
lt,
9
class
if
ied
as
d
if
f
icu
lt,
1
1
d
ee
m
ed
ea
s
y
,
a
n
d
7
ca
teg
o
r
ize
d
as
v
er
y
ea
s
y
.
T
h
e
v
ar
iatio
n
was
in
d
icate
d
b
y
a
s
ep
ar
atio
n
v
alu
e
o
f
3
.
4
5
,
wh
ich
ex
ce
ed
ed
th
e
r
ec
o
m
m
en
d
ed
th
r
esh
o
l
d
o
f
3
.
0
[
4
7
]
.
Ad
d
itio
n
ally
,
th
e
test
in
f
o
r
m
atio
n
f
u
n
ctio
n
g
r
ap
h
,
as
d
e
p
icted
in
Fig
u
r
e
2
,
in
d
icate
s
th
at
th
e
d
is
tr
ib
u
tio
n
o
f
item
d
if
f
icu
lty
lev
els alig
n
s
well
with
th
e
d
is
t
r
ib
u
tio
n
o
f
s
tu
d
en
ts
’
a
b
ilit
y
lev
els.
T
h
e
g
r
ap
h
'
s
p
ea
k
was
s
itu
ated
p
r
ec
is
ely
at
th
e
ce
n
ter
(
at
a
v
alu
e
o
f
0
o
n
th
e
x
-
ax
is
)
,
in
d
ic
atin
g
th
at
s
tu
d
en
ts
with
a
m
o
d
er
ate
ab
ilit
y
lev
el
co
u
ld
m
ain
ly
an
s
wer
th
e
cr
ea
ted
item
.
Pre
v
io
u
s
r
esear
ch
[
4
5
]
co
n
d
u
cted
o
n
3
7
ed
u
ca
t
o
r
s
r
ev
ea
led
th
at
g
o
o
d
q
u
esti
o
n
s
s
h
o
u
ld
b
e
s
tr
u
ctu
r
ed
with
m
o
d
er
ate
d
if
f
icu
lty
—
n
o
t
to
o
ch
allen
g
in
g
,
y
et
n
o
t
to
o
ea
s
y
.
T
h
is
b
alan
ce
allo
ws
s
tu
d
en
ts
to
p
er
f
o
r
m
well
an
d
f
ac
ilit
ates
d
if
f
er
en
tiatio
n
b
etwe
en
th
o
s
e
with
a
h
ig
h
lev
el
o
f
in
te
llig
en
ce
an
d
th
o
s
e
with
a
lo
w
lev
el.
T
h
is
p
er
s
p
ec
tiv
e
alig
n
s
with
th
e
p
r
ev
io
u
s
r
esear
ch
[
4
8
]
,
wh
o
d
ef
in
es
g
o
o
d
q
u
esti
o
n
s
as
ch
all
en
g
in
g
s
tu
d
en
ts
wh
ile
p
r
o
v
id
i
n
g
o
p
p
o
r
tu
n
ities
f
o
r
th
em
to
ex
ce
l.
T
h
e
d
i
s
t
r
i
b
u
t
i
o
n
o
f
i
te
m
d
i
f
f
i
c
u
l
t
y
l
e
v
e
ls
ca
n
b
e
o
b
s
e
r
v
e
d
i
n
m
o
r
e
d
e
t
a
i
l
o
n
t
h
e
v
a
r
i
a
b
le
m
a
p
in
F
i
g
u
r
e
3
.
T
h
is
d
is
tr
ib
u
tio
n
was
co
m
p
a
r
ed
to
th
e
s
tu
d
e
n
t
ab
ilit
y
lev
els
at
ea
ch
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
lev
el.
B
y
em
p
lo
y
in
g
a
v
ar
iab
le
m
a
p
,
o
n
e
ca
n
s
im
u
ltan
eo
u
s
ly
m
ap
th
e
d
if
f
icu
lty
lev
els
o
f
q
u
esti
o
n
s
,
r
an
g
in
g
f
r
o
m
v
er
y
d
if
f
icu
lt to
v
e
r
y
ea
s
y
,
a
n
d
th
e
s
tu
d
en
t'
s
ab
ilit
ie
s
in
an
s
wer
in
g
q
u
esti
o
n
s
,
f
r
o
m
h
ig
h
to
lo
w
le
v
els o
f
ab
ilit
y
.
Fig
u
r
e
2
.
T
est
in
f
o
r
m
atio
n
f
u
n
ctio
n
g
r
ap
h
T
h
e
p
o
in
ts
o
n
th
e
S+
to
M+
ax
is
o
f
th
e
g
r
ap
h
in
d
icate
a
co
n
ce
n
tr
atio
n
o
f
s
tu
d
e
n
t
ab
ilit
y
lev
els
alo
n
g
th
is
lin
e.
T
h
e
g
r
a
p
h
s
h
o
wed
th
at
th
e
d
if
f
icu
lt
y
lev
els
f
o
r
tes
t
item
s
p
o
s
itio
n
ed
b
etwe
en
,
a
b
o
v
e,
a
n
d
b
el
o
w
th
e
lin
e
wer
e
m
o
d
er
ate,
h
ig
h
,
an
d
lo
w,
r
esp
ec
ti
v
ely
.
An
i
n
tr
i
g
u
in
g
o
b
s
er
v
atio
n
d
e
r
iv
ed
f
r
o
m
th
e
g
r
ap
h
is
th
e
p
r
esen
ce
o
f
item
s
s
itu
ated
ab
o
v
e
th
e
S+
p
o
in
t
f
o
r
th
e
c
o
n
ce
p
ts
o
f
co
n
c
r
ete,
id
e
n
tity
,
an
d
cl
ass
if
icato
r
y
lev
els.
Ho
wev
er
,
item
s
at
f
o
r
m
al
a
n
d
s
u
p
er
o
r
d
in
ate
-
s
u
b
o
r
d
in
ate
l
ev
els
wer
e
n
o
t
s
itu
ated
a
b
o
v
e
th
e
S+
p
o
in
t.
T
h
is
s
u
g
g
ests
th
at
s
tu
d
en
ts
c
o
u
ld
ef
f
ec
tiv
ely
m
a
n
ag
e
f
o
r
m
al
an
d
s
u
p
er
o
r
d
in
ate
-
s
u
b
o
r
d
in
ate
lev
el
item
s
b
u
t
f
ailed
to
m
an
ag
e
co
n
cr
ete,
id
e
n
tity
,
an
d
class
if
icato
r
y
item
s
.
T
h
e
m
o
s
t
ch
allen
g
in
g
q
u
esti
o
n
at
th
e
co
n
cr
ete
lev
el
is
q
u
esti
o
n
1
,
wh
ich
p
er
tain
s
to
th
e
f
i
n
ch
'
s
b
ea
k
ad
ap
tatio
n
m
ater
ial.
Me
an
wh
i
le,
q
u
esti
o
n
s
class
if
ied
as
d
if
f
icu
lt
at
th
e
i
d
en
tity
lev
el
ar
e
n
u
m
b
er
s
1
2
a
n
d
1
3
,
r
eq
u
ir
in
g
s
tu
d
en
ts
to
id
en
tify
d
if
f
er
en
ce
s
b
etwe
en
ap
es
an
d
m
o
n
k
e
y
s
an
d
wh
eth
er
th
e
y
ca
n
s
till
b
e
clas
s
if
ied
in
to
th
e
s
am
e
g
e
n
u
s
.
T
h
e
s
tu
d
en
ts
'
d
if
f
icu
lty
an
s
wer
in
g
q
u
esti
o
n
1
m
ay
attr
ib
u
ted
to
th
eir
in
co
m
p
lete
u
n
d
er
s
tan
d
i
n
g
o
f
f
in
c
h
ad
ap
t
atio
n
m
ec
h
an
is
m
s
.
T
h
is
s
tate
m
en
t
is
r
ein
f
o
r
ce
d
b
y
s
tu
d
e
n
ts
'
s
tr
u
g
g
les
with
q
u
esti
o
n
s
2
0
an
d
2
1
at
th
e
clas
s
if
icatio
n
lev
el,
wh
ich
also
r
el
ate
to
th
at
co
n
ce
p
t.
Ad
d
itio
n
ally
,
s
tu
d
en
ts
'
in
ab
ilit
y
to
an
s
wer
q
u
esti
o
n
s
1
2
an
d
1
3
co
u
ld
b
e
d
u
e
to
a
lack
o
f
u
n
d
er
s
tan
d
in
g
o
f
th
e
ter
m
"g
en
u
s
"
in
th
e
q
u
e
s
tio
n
s
en
ten
ce
s
.
T
h
er
ef
o
r
e,
th
e
p
r
im
ar
y
f
o
c
u
s
was
o
n
ev
o
lu
tio
n
ar
y
ter
m
in
o
lo
g
y
an
d
d
ef
in
itio
n
s
,
em
p
h
asizin
g
t
h
e
im
p
o
r
tan
c
e
o
f
s
tu
d
e
n
ts
m
aster
in
g
k
ey
co
n
ce
p
ts
to
en
h
an
ce
th
eir
u
n
d
e
r
s
tan
d
in
g
8
7.
5
7
6.
5
6
5.
5
5
4.
5
4
3.
5
3
2.
5
2
1.
5
1
0.
5
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
3
6
8
6
-
3
6
9
5
3692
o
f
ev
o
lu
tio
n
ar
y
m
ater
ial,
wh
ich
alig
n
s
with
p
r
e
v
io
u
s
r
es
ea
r
ch
[
4
9
]
.
M
o
r
eo
v
er
,
s
tu
d
e
n
ts
'
ch
allen
g
es
with
q
u
esti
o
n
s
1
2
an
d
1
3
m
ay
also
s
tem
f
r
o
m
th
eir
u
n
f
am
iliar
ity
with
q
u
esti
o
n
s
ab
o
u
t
e
v
o
lu
tio
n
ar
y
o
b
jects
r
elate
d
to
ev
o
l
u
tio
n
ar
y
m
ec
h
an
is
m
s
a
n
d
b
io
d
iv
e
r
s
ity
.
T
h
is
f
in
d
in
g
i
n
d
icate
s
th
at,
asid
e
f
r
o
m
th
e
n
ee
d
f
o
r
s
tu
d
e
n
ts
to
im
p
r
o
v
e
t
h
eir
s
cien
tific
v
o
ca
b
u
lar
y
,
as
s
u
g
g
ested
b
y
s
ev
er
al
r
esear
ch
er
s
[
2
2
]
,
[
2
3
]
,
[
4
9
]
,
th
ey
also
n
ee
d
t
o
en
g
ag
e
in
co
n
te
x
tu
al
lear
n
in
g
wh
en
s
tu
d
y
in
g
ev
o
lu
tio
n
.
I
t
ali
g
n
s
with
p
r
ev
i
o
u
s
r
esear
ch
[
5
0
]
,
[
5
1
]
,
em
p
h
asizin
g
th
at
co
n
tex
tu
al
lear
n
in
g
ca
n
s
ig
n
if
ican
tly
im
p
r
o
v
e
s
tu
d
e
n
ts
'
co
m
p
r
eh
en
s
io
n
o
f
v
ar
iat
io
n
s
,
h
er
ed
ity
,
an
d
ev
o
lu
tio
n
c
o
n
ce
p
ts
.
Fo
r
co
n
tin
g
e
n
cy
-
lev
el
item
s
,
S3
4
was
lo
ca
ted
ab
o
v
e
th
e
S+
p
o
in
t,
wh
ile
f
o
r
p
r
in
cip
le
-
lev
el
i
tem
s
,
S2
8
an
d
S3
0
wer
e
s
itu
ated
a
b
o
v
e
s
tu
d
en
ts
with
th
e
h
ig
h
est
ab
ilit
y
lev
el.
T
h
ese
th
r
ee
item
s
co
n
s
is
ted
o
f
ca
s
e
-
b
ased
q
u
esti
o
n
s
th
at
ex
p
lo
r
ed
th
e
c
o
n
ce
p
t
o
f
g
eo
g
r
ap
h
ical
is
o
lati
o
n
in
two
r
a
b
b
its
liv
in
g
with
in
th
e
s
am
e
h
ab
itat
(
S3
4
)
,
al
o
n
g
with
th
e
ap
p
licat
io
n
o
f
th
e
Har
d
y
-
W
ein
b
er
g
L
aw
to
ascer
tain
th
e
n
u
m
b
er
o
f
in
d
iv
id
u
als
with
a
p
ar
ticu
lar
b
l
o
o
d
ty
p
e
(
S2
8
)
,
an
d
th
e
c
o
u
n
t
o
f
al
b
in
o
i
n
d
iv
id
u
a
ls
in
a
p
o
p
u
latio
n
(
S3
0
)
.
T
h
e
i
n
ab
ilit
y
o
f
s
tu
d
en
ts
to
an
s
wer
ca
s
e
-
b
ased
q
u
esti
o
n
s
ar
is
es
wh
en
teac
h
e
r
s
f
ail
t
o
ad
eq
u
ately
p
ass
in
s
tr
u
ctio
n
s
o
n
h
o
w
to
u
tili
ze
s
cien
tific
co
n
ce
p
ts
in
s
o
l
v
in
g
ev
er
y
d
a
y
p
r
o
b
lem
s
,
esp
ec
ially
th
o
s
e
r
elate
d
to
e
v
o
lu
tio
n
ar
y
co
n
ce
p
ts
[
2
]
,
[
5
2
]
–
[
5
4
]
.
T
h
e
r
ef
o
r
e
,
b
esid
es c
o
n
n
e
ctin
g
th
e
m
ater
ial
tau
g
h
t
with
co
n
cr
ete
o
b
jects,
teac
h
e
r
s
s
h
o
u
ld
also
a
p
p
ly
th
ese
co
n
ce
p
ts
to
ex
p
lain
s
cien
tific
p
h
en
o
m
en
a
th
at
o
cc
u
r
in
d
aily
life
.
Fig
u
r
e
3
.
Var
iab
le
m
ap
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
F
r
a
ye
r
mo
d
el
-
b
a
s
ed
a
s
s
ess
m
en
t fo
r
d
etec
tin
g
s
tu
d
en
ts
’
c
o
n
ce
p
tu
a
l u
n
d
ers
ta
n
d
in
g
…
(
R
a
ma
d
a
n
ti P
r
a
tivi
)
3693
W
h
at
ty
p
es
o
f
co
n
ce
p
ts
s
tu
d
en
ts
m
aster
ed
ca
n
n
o
t
b
e
o
b
t
ain
ed
if
th
e
r
esear
ch
o
n
l
y
f
o
cu
s
es
o
n
d
eter
m
in
in
g
wh
eth
er
s
tu
d
en
ts
u
n
d
er
s
tan
d
th
e
c
o
n
ce
p
t,
d
o
n
o
t
u
n
d
er
s
tan
d
th
e
c
o
n
ce
p
t,
an
d
h
a
v
e
m
is
co
n
ce
p
tio
n
s
,
as
d
o
n
e
b
y
p
r
e
v
io
u
s
r
esear
ch
e
r
s
[
1
4
]
–
[
1
9
]
.
T
h
is
p
o
in
t
n
ec
ess
itates
atten
tio
n
f
r
o
m
r
esear
ch
er
s
o
r
p
r
ac
titi
o
n
er
s
in
th
e
f
ield
o
f
e
d
u
ca
tio
n
to
s
tar
t
co
n
s
id
er
in
g
th
e
u
s
e
o
f
t
h
e
Fra
y
er
Mo
d
el
in
r
esear
ch
to
d
etec
t
s
tu
d
en
ts
'
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
.
A
d
d
itio
n
ally
,
b
y
co
n
s
id
er
i
n
g
t
h
e
co
g
n
itiv
e
o
p
er
atio
n
s
p
r
es
en
t
at
ea
ch
lev
el
o
f
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
[
8
]
,
teac
h
er
s
ca
n
d
ev
elo
p
q
u
esti
o
n
s
to
m
ea
s
u
r
e
s
tu
d
en
ts
'
co
n
ce
p
t
u
al
u
n
d
er
s
tan
d
in
g
.
T
h
is
p
r
o
ce
s
s
is
g
u
id
ed
b
y
cle
ar
in
d
icato
r
s
,
r
an
g
in
g
f
r
o
m
th
e
b
asic
to
th
e
co
m
p
lex
lev
el.
Su
ch
an
ap
p
r
o
ac
h
p
r
o
v
es h
ig
h
l
y
u
s
ef
u
l in
g
ath
er
i
n
g
in
f
o
r
m
atio
n
ab
o
u
t th
e
ty
p
e
s
o
f
co
n
ce
p
ts
s
tu
d
en
ts
h
av
e
n
o
t m
aster
ed
,
th
er
eb
y
en
ab
lin
g
teac
h
er
s
to
en
h
an
ce
th
e
ef
f
ec
ti
v
en
ess
o
f
th
e
teac
h
in
g
an
d
lear
n
in
g
ac
tiv
ities
th
at
h
av
e
b
ee
n
ca
r
r
ie
d
o
u
t.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
aim
e
d
to
p
r
o
v
id
e
i
n
s
ig
h
ts
f
o
r
teac
h
er
s
a
n
d
e
d
u
ca
tio
n
p
r
ac
titi
o
n
er
s
o
n
th
e
ef
f
ec
t
iv
e
u
s
e
o
f
Fra
y
er
Mo
d
el
-
b
ased
ass
ess
m
en
ts
in
class
r
o
o
m
lear
n
in
g
.
T
h
e
p
r
im
ar
y
g
o
al
was
to
g
ain
m
o
r
e
in
-
d
ep
th
in
f
o
r
m
atio
n
ab
o
u
t
th
e
lev
els
o
f
co
n
ce
p
ts
ac
h
iev
e
d
b
y
s
tu
d
e
n
ts
an
d
th
e
ty
p
es
th
at
r
em
ain
t
o
b
e
m
aster
ed
.
T
h
e
r
esu
lts
in
d
icate
d
th
at
th
e
d
ev
elo
p
ed
ass
ess
m
en
t
wa
s
v
alid
a
n
d
r
eliab
le,
with
a
r
an
g
e
o
f
it
em
d
if
f
icu
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ity
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o
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ate
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o
r
y
.
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h
e
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aly
s
is
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esu
lts
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icate
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tr
o
n
g
p
er
f
o
r
m
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ce
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o
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ec
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d
co
m
p
r
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d
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r
m
d
e
f
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itio
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s
at
b
o
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o
r
m
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d
s
u
p
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o
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d
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ate
-
s
u
b
o
r
d
in
ate
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wev
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c
h
allen
g
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wer
e
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co
u
n
ter
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n
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ig
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n
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te
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o
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r
s
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d
th
e
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licatio
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o
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ts
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o
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elate
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h
e
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e
n
a.
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h
ese
ch
allen
g
in
g
lev
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in
cl
u
d
e
co
n
c
r
ete,
id
e
n
tity
,
class
if
icato
r
y
,
c
o
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tin
g
e
n
cy
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an
d
p
r
in
cip
le.
T
h
e
r
e
ar
e
item
s
with
d
if
f
icu
lty
lev
els
a
b
o
v
e
th
o
s
e
ex
p
ec
te
d
f
o
r
s
tu
d
en
ts
at
th
e
h
ig
h
est
a
b
ilit
y
lev
el
f
o
r
id
e
n
tity
an
d
p
r
in
ci
p
le
lev
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T
h
e
f
in
d
in
g
s
s
u
g
g
est
th
at
th
e
Fra
y
er
Mo
d
el
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f
ec
tiv
ely
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tes
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tu
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n
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er
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d
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o
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o
lu
tio
n
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W
ith
th
is
m
o
d
el,
teac
h
er
s
ca
n
ass
es
s
s
tu
d
en
ts
’
co
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ce
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tu
al
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er
s
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d
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d
e
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a
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7
.
2
2
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0
1
.
0
3
/2
0
2
3
.
RE
F
E
R
E
NC
E
S
[
1
]
M
.
A
.
A
l
M
u
t
a
w
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h
,
R
.
Th
o
ma
s,
A
.
E
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d
,
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Y
.
M
a
h
m
o
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d
,
a
n
d
M
.
J.
F
a
t
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l
,
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C
o
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p
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3
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2
5
8
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2
7
3
.
[
2
]
F
.
F
.
A
ma
n
d
a
,
S
.
B
.
S
u
m
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t
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o
,
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.
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st
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i
,
a
n
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.
I
b
r
o
h
i
m,
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h
e
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o
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t
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k
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s:
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h
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1
4
6
.
4
.
[
3
]
J.
L.
J
e
n
s
e
n
,
M
.
A
.
M
c
D
a
n
i
e
l
,
S
.
M
.
W
o
o
d
a
r
d
,
a
n
d
T
.
A
.
K
u
mm
e
r
,
“
T
e
a
c
h
i
n
g
t
o
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h
e
t
e
st
.
.
.
o
r
t
e
st
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n
g
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o
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e
a
c
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:
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x
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ms
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g
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u
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s1
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9
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9.
[
4
]
W
.
N
u
r
h
i
d
a
y
a
t
,
E
.
S
u
r
a
h
ma
n
,
a
n
d
E.
S
u
j
a
r
w
a
n
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o
,
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h
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f
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m
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t
s’
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i
g
h
e
r
l
e
v
e
l
t
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i
n
k
i
n
g
sk
i
l
l
s,”
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PI
(
J
u
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l
Pe
n
d
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d
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d
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9
.
[
5
]
A
.
R
a
m
d
a
n
i
,
A
.
S
y
u
k
u
r
,
I
.
P
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mat
a
s
a
r
i
,
a
n
d
M
.
Y
u
st
i
q
v
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r
,
“
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t
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o
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p
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s’
mas
t
e
r
y
:
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e
a
c
h
i
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g
m
a
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a
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s
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l
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w
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ETS
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r
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r
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,
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i
n
5
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As
i
a
n
E
d
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)
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p
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ss
e
h
r
.
k
.
2
1
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5
.
0
4
2
.
[
6
]
F
.
F
.
A
ma
n
d
a
,
S
.
B
.
S
u
mi
t
r
o
,
S
.
R
.
L
e
st
a
r
i
,
a
n
d
I
.
I
b
r
o
h
i
m,
“
A
n
a
l
y
s
i
s
o
f
t
h
e
r
e
l
a
t
i
o
n
s
h
i
p
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n
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o
n
c
e
p
t
mas
t
e
r
y
a
n
d
p
r
o
b
l
e
m
-
so
l
v
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n
g
s
k
i
l
l
s
o
f
p
r
e
-
serv
i
c
e
B
i
o
l
o
g
y
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a
c
h
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r
s
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n
h
u
m
a
n
p
h
y
si
o
l
o
g
y
c
o
u
r
se
s,”
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u
r
n
a
l
Pe
n
d
i
d
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k
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n
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a
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p
si
.
v
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3
.
1
9
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5
6
.
[
7
]
H
.
J.
K
l
a
u
sm
e
i
e
r
a
n
d
D
.
A
.
F
r
a
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e
r
,
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o
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t
i
v
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o
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s
i
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c
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a
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,
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i
n
Am
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a
n
Psy
c
h
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c
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,
1
9
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1
,
p
p
.
1
–
2
9
.
[
8
]
D
.
A
.
F
r
a
y
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r
,
E.
S
.
G
h
a
t
a
l
a
,
a
n
d
H
.
J.
K
l
a
u
s
mei
e
r
,
“
L
e
v
e
l
s
o
f
c
o
n
c
e
p
t
mas
t
e
r
y
:
I
mp
l
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c
a
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f
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n
s
t
r
u
c
t
i
o
n
,
”
E
d
u
c
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o
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a
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T
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y
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v
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,
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.
1
2
,
p
p
.
2
3
–
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9
,
1
9
7
2
.
[
9
]
M
.
A
.
A
s
h
r
a
f
a
n
d
M
.
S
a
r
f
r
a
z
,
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i
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d
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v
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l
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f
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n
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e
,
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a
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o
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f
Bi
o
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1
1
.
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2
.
[
1
0
]
S
.
M
.
D
.
A
l
o
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d
V
.
M
.
M
i
st
a
d
e
s,
“
S
t
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s’
c
o
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t
u
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n
d
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