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a
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ra
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sa
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n
d
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(IS
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-
IC)
to
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n
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c
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ll
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b
o
u
t
so
c
io
e
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o
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o
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ic
p
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o
b
l
e
m
s.
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is
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se
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rc
h
re
v
e
a
ls
a
c
rit
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l
th
in
k
in
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a
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s
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ti
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wiy
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ic
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n
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o
r
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g
h
S
c
h
o
o
l
(IJH
S
)
a
n
d
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o
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S
wh
o
p
a
rti
c
i
p
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ted
in
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ti
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n
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se
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o
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w
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e
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ts
(NSo
NS).
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is
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se
s
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c
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ss
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se
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a
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su
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d
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ts
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th
e
NSo
NS
IS
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IC.
Da
ta
wa
s
o
b
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e
d
fr
o
m
1
,
8
3
2
p
a
rti
c
ip
a
n
ts
in
th
e
so
c
ial
sc
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c
e
s
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p
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o
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sist
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f
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1
9
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fr
o
m
IJH
S
a
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6
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m
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o
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Da
ta
a
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sin
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P
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m
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a
n
d
v
ia
M
icro
so
ft
E
x
c
e
l.
Th
e
re
su
lt
is:
i
)
a
g
a
p
in
so
c
ial
stu
d
ies
sc
o
re
s
b
e
twe
e
n
IJH
S
a
n
d
n
o
n
-
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S
stu
d
e
n
ts
o
f
-
0
.
2
1
5
,
wit
h
t
h
e
so
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ial
st
u
d
ies
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o
re
s
o
f
IJH
S
stu
d
e
n
ts
lo
we
r
t
h
a
n
n
o
n
-
IJH
S
;
ii
)
c
rit
ica
l
th
i
n
k
i
n
g
sk
il
ls
a
re
p
r
o
v
e
n
to
h
a
v
e
a
v
e
ry
re
a
l
imp
a
c
t
o
n
th
e
o
c
c
u
rre
n
c
e
o
f
so
c
ial
stu
d
ies
sc
o
re
g
a
p
s,
t
h
ro
u
g
h
th
e
in
a
b
il
i
ty
o
f
st
u
d
e
n
ts
to
a
n
sw
e
r
th
e
h
ig
h
e
r
-
o
rd
e
r
t
h
in
k
in
g
sk
il
l
s
(
HO
Ts
)
c
a
teg
o
ry
q
u
e
sti
o
n
s.
Th
is
fi
n
d
i
n
g
in
d
ica
tes
t
h
e
u
r
g
e
n
c
y
o
f
t
h
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d
u
c
a
ti
o
n
u
n
it
to
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ro
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i
d
e
n
u
a
n
c
e
d
li
tera
c
y
m
o
d
e
ls
a
n
d
lea
rn
i
n
g
a
n
d
HO
Ts
t
o
i
n
c
r
e
a
se
th
in
k
o
f
c
rit
ic ab
il
it
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a
b
o
u
t
so
c
i
o
e
c
o
n
o
m
ic m
a
tt
e
r.
K
ey
w
o
r
d
s
:
Ad
m
is
s
io
n
test
C
r
itical
th
in
k
in
g
I
SM
-
IC
Sk
ill p
r
o
b
lem
s
So
cial
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o
n
o
m
ic
Un
r
av
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g
T
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s
a
n
o
p
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n
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c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
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-
SA
li
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se
.
C
o
r
r
e
s
p
o
nd
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A
uth
o
r
:
W
iwik
Sri
Utam
i
Dep
ar
tm
en
t o
f
Geo
g
r
a
p
h
y
E
d
u
ca
tio
n
,
Facu
lty
o
f
So
cial
Scien
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an
d
L
aw,
Un
iv
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s
itas
Neg
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i Su
r
ab
ay
a
R
ay
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Un
esa
C
am
p
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s
R
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ad
,
L
id
ah
W
etan
,
L
ak
ar
s
an
tr
i,
Su
r
ab
ay
a,
E
ast J
av
a,
6
0
2
1
3
,
I
n
d
o
n
e
s
ia
E
m
ail: w
iwik
u
tam
i@
u
n
esa.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
I
m
p
r
o
v
in
g
th
e
q
u
ality
o
f
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t g
o
als
(
SDGs
)
,
esp
ec
ially
ed
u
ca
tio
n
f
o
r
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t.
T
h
e
a
g
en
d
a
f
o
r
ac
h
iev
in
g
q
u
ality
ed
u
ca
tio
n
f
o
r
SDGs
p
o
in
t
o
f
f
o
u
r
is
co
n
tain
ed
in
th
e
UN
W
o
r
ld
Ag
en
cy
’
s
p
lan
[
1
]
.
Se
v
er
al
ef
f
o
r
ts
to
im
p
r
o
v
e
th
e
q
u
ality
o
f
ed
u
ca
tio
n
h
a
v
e
b
e
en
m
ad
e.
C
u
r
r
en
tly
,
ed
u
ca
tio
n
is
b
eg
in
n
in
g
to
b
e
d
is
co
u
r
s
ed
b
y
th
e
ad
v
an
ta
g
es
o
f
n
eo
lib
er
alis
m
,
wh
ich
h
as
b
e
g
u
n
to
o
v
e
r
r
id
e
th
e
p
r
in
cip
les
an
d
g
o
als
p
r
o
claim
ed
[
2
]
.
T
h
is
im
p
a
cts
ch
an
g
es
in
co
m
p
ete
n
ce
in
s
ev
e
r
al
p
ar
t
s
o
f
th
e
c
u
r
r
icu
l
u
m
.
C
o
m
p
eten
cy
ch
an
g
es
o
cc
u
r
m
ass
iv
ely
an
d
s
tr
u
ctu
r
ally
,
wh
ich
r
esu
lts
in
ch
an
g
es
in
th
e
ed
u
ca
tio
n
al
cu
r
r
icu
lu
m
.
C
h
an
g
es
in
th
e
d
em
an
d
s
o
f
ed
u
ca
tio
n
al
co
m
p
eten
ce
in
th
e
cu
r
r
ic
u
lu
m
ar
e
a
n
ec
ess
ity
.
T
h
e
d
em
an
d
s
o
f
ch
an
g
in
g
co
m
p
eten
cies
in
e
d
u
ca
tio
n
an
d
lear
n
in
g
in
th
e
2
1
s
t
ce
n
tu
r
y
f
o
cu
s
o
n
th
e
s
k
ills
n
ee
d
ed
b
y
th
e
b
u
s
in
ess
wo
r
ld
a
n
d
in
d
u
s
tr
y
[
3
]
.
C
h
an
g
es
in
co
m
p
e
ten
ce
ar
e
co
n
tain
ed
i
n
a
n
ew
cu
r
r
icu
lu
m
th
at
h
as
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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8
8
2
2
Un
r
a
ve
lin
g
s
o
cia
l a
n
d
ec
o
n
o
mic
p
r
o
b
lems:
w
h
a
t b
a
s
ics o
f c
r
itica
l th
in
kin
g
s
kills
…
(
Wi
w
ik
S
r
i U
ta
mi
)
567
b
ee
n
ad
ju
s
ted
to
th
e
tim
es.
As
a
n
ew
in
d
u
s
tr
ial
s
o
ciety
en
tit
y
,
th
e
wo
r
ld
o
f
ed
u
ca
tio
n
m
u
s
t
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av
e
a
cu
r
r
icu
lu
m
b
y
s
o
cial
in
d
u
s
tr
y
[
4
]
.
T
h
e
i
n
d
u
s
tr
ial
s
o
cial
cu
r
r
icu
l
u
m
r
e
q
u
ir
es
n
o
t
o
n
ly
c
o
g
n
itiv
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asp
ec
ts
b
u
t
also
n
o
n
-
co
g
n
itiv
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ab
ilit
ies.
Stu
d
en
ts
wh
o
m
aster
n
o
n
-
co
g
n
itiv
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ab
ilit
ies
ca
n
b
e
u
s
ed
as
p
r
o
v
i
s
io
n
s
in
co
m
p
etin
g
co
m
p
etitiv
ely
in
th
e
in
d
u
s
tr
ial
er
a
[
5
]
.
A
n
ew
p
ar
ad
ig
m
is
n
ee
d
e
d
in
ed
u
ca
tio
n
to
in
c
r
ea
s
e
s
tu
d
en
t
s
'
co
m
p
etitiv
en
ess
.
T
h
e
o
ld
p
ar
ad
ig
m
o
f
3
R
(
r
ea
d
in
g
,
wr
itin
g
,
an
d
a
r
ith
m
etic)
s
h
o
u
ld
h
av
e
b
ec
o
m
e
a
s
ch
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o
l
h
ab
it
s
o
th
at
n
ew
id
ea
s
m
u
s
t
b
e
r
aised
b
ased
o
n
liter
ac
y
,
tech
n
o
lo
g
i
ca
l
in
n
o
v
atio
n
,
a
n
d
life
s
k
ills
[
6
]
.
T
h
e
wo
r
ld
o
f
e
d
u
ca
tio
n
r
eq
u
ir
es
in
n
o
v
ativ
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p
ed
ag
o
g
ical
th
at
co
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n
ew
id
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s
in
th
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in
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u
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tr
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wo
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ld
[
7
]
.
I
n
n
o
v
ativ
e
p
ed
a
g
o
g
ical
ar
e
n
ee
d
ed
to
s
u
p
p
o
r
t
an
d
tr
ain
th
e
4
C
s
(
cr
ea
tiv
ity
,
co
llab
o
r
atio
n
,
c
o
m
m
u
n
icatio
n
,
an
d
cr
itical
th
in
k
in
g
)
o
f
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
to
s
tu
d
en
ts
.
T
h
e
21
st
-
ce
n
t
u
r
y
s
k
ills
f
r
am
ewo
r
k
is
a
g
u
id
elin
e
f
o
r
th
e
wo
r
ld
o
f
e
d
u
ca
tio
n
t
o
ex
p
er
im
en
t
an
d
ex
p
an
d
ac
ad
em
ically
.
T
h
e
ab
ilit
y
th
at
m
u
s
t
b
e
p
o
s
s
ess
ed
in
th
e
21
st
ce
n
tu
r
y
b
ec
o
m
es
a
n
ew
p
a
r
ad
ig
m
to
p
r
o
d
u
ce
th
e
s
k
ills
an
d
ca
r
ee
r
s
o
f
s
tu
d
e
n
ts
in
th
e
f
u
t
u
r
e
[
8
]
.
C
lear
ly
,
th
is
n
ew
p
ar
ad
ig
m
will
b
e
ch
allen
g
e
d
.
T
h
e
n
ew
p
ar
ad
ig
m
is
a
ch
allen
g
e
in
th
e
wo
r
ld
o
f
ed
u
ca
ti
o
n
;
ed
u
ca
to
r
s
n
o
t
o
n
l
y
en
co
u
r
ag
e
k
n
o
wled
g
e
b
u
t
s
tr
en
g
th
en
it
with
s
k
ills
an
d
ch
ar
ac
ter
[
9
]
.
Ma
n
y
th
in
g
s
en
co
u
r
ag
e
ed
u
ca
to
r
s
to
d
ev
elo
p
cr
ea
tiv
ity
an
d
in
n
o
v
atio
n
to
f
ac
e
th
e
ch
alle
n
g
es
o
f
s
tu
d
en
t
lear
n
in
g
r
ea
d
in
ess
in
th
e
21
st
ce
n
t
u
r
y
.
On
e
o
f
th
e
f
ac
to
r
s
t
h
at
en
co
u
r
a
g
e
21
st
-
ce
n
tu
r
y
r
ea
d
i
n
ess
is
th
e
ad
v
an
ce
m
e
n
t
o
f
d
ig
ital
an
d
co
m
m
u
n
icatio
n
te
ch
n
o
lo
g
y
[
1
0
]
.
T
h
e
d
ev
elo
p
m
e
n
t
o
f
d
ig
ital
tech
n
o
lo
g
y
,
esp
ec
ially
i
n
th
e
w
o
r
ld
o
f
ed
u
ca
tio
n
,
is
th
e
m
ain
ca
p
i
tal
to
im
p
r
o
v
e
th
e
s
k
ills
o
f
s
tu
d
en
ts
in
th
e
21
st
ce
n
tu
r
y
.
Dig
ital
tech
n
o
l
o
g
y
h
elp
s
im
p
r
o
v
e
21
st
-
ce
n
t
u
r
y
s
k
i
lls
s
u
ch
as
s
cien
ce
an
d
tech
n
o
lo
g
y
liter
ac
y
,
cr
itic
al
th
in
k
in
g
,
e
n
tr
ep
r
e
n
eu
r
s
h
ip
,
s
o
cial
r
esp
o
n
s
ib
ilit
y
,
an
d
ca
r
ee
r
awa
r
en
ess
th
at
ar
e
v
alid
an
d
r
eliab
le
o
n
a
m
u
ltid
im
en
s
io
n
al
s
ca
le
[
1
1
]
;
ass
ess
m
en
t
i
s
n
ee
d
ed
to
im
p
r
o
v
e
th
e
21
st
-
ce
n
tu
r
y
s
k
ills
o
f
s
tu
d
en
ts
[
1
2
]
.
Dig
ital
tech
n
o
lo
g
ies
an
d
ass
ess
m
en
t
s
y
s
tem
s
will
wo
r
k
well
to
m
e
asu
r
e
21
st
-
ce
n
tu
r
y
s
k
ills
wh
en
th
ey
s
y
n
er
g
ize
wit
h
co
n
tem
p
o
r
ar
y
p
e
d
ag
o
g
ical
m
o
d
els an
d
a
p
p
r
o
ac
h
es.
C
r
itical
th
in
k
in
g
alwa
y
s
h
as
i
ts
o
wn
ch
allen
g
es
in
its
im
p
l
em
en
tatio
n
.
T
ea
ch
er
s
an
d
s
tu
d
en
ts
h
av
e
th
e
p
er
ce
p
tio
n
th
at
cr
itical
th
in
k
in
g
is
ch
allen
g
in
g
in
lear
n
in
g
[
1
3
]
.
C
r
itical
th
in
k
in
g
ca
n
p
r
o
v
id
e
ch
allen
g
es in
lear
n
in
g
in
co
n
s
tr
u
ctin
g
a
ca
s
e
s
tu
d
y
o
r
p
h
e
n
o
m
en
o
lo
g
y
.
T
h
e
ab
ilit
y
to
th
in
k
cr
itically
o
f
s
tu
d
en
ts
is
b
o
r
n
f
r
o
m
c
o
n
s
tr
u
ctin
g
r
ef
lectiv
e
t
h
in
k
in
g
o
f
a
ca
s
e
in
to
a
d
ec
is
io
n
.
T
h
e
co
n
ce
p
tio
n
o
f
s
en
s
ib
le
r
ef
lectiv
e
th
in
k
in
g
f
o
cu
s
es
o
n
d
ec
id
in
g
wh
at
to
b
eliev
e
o
r
d
o
[
1
4
]
.
T
h
e
p
r
a
ctice
o
f
cr
itical
th
in
k
in
g
is
d
r
iv
en
b
y
r
e
f
lectiv
e
th
in
k
in
g
[
1
5
]
.
T
h
e
d
r
iv
e
to
k
n
o
w
m
o
r
e
d
ee
p
ly
ca
n
also
b
e
h
ab
itu
ated
th
r
o
u
g
h
s
ev
er
al
m
eth
o
d
s
an
d
m
e
d
ia.
Me
th
o
d
s
an
d
m
ed
ia
in
g
en
e
r
al
th
at
ca
n
g
en
er
ate
cr
itical
th
in
k
in
g
p
r
ac
tices
in
clu
d
e
s
h
o
r
t
v
id
eo
s
[
1
6
]
,
m
u
ltime
d
ia
[
1
7
]
,
s
tu
d
en
t
wo
r
k
s
h
ee
t
[
1
8
]
,
an
d
r
ea
d
in
g
em
p
o
wer
in
g
m
o
d
u
les
[
1
9
]
,
[
2
0
]
.
Pra
ctica
lly
,
cr
itical
th
in
k
in
g
ca
n
af
f
ec
t
th
e
e
n
v
ir
o
n
m
en
t
an
d
lear
n
in
g
ec
o
s
y
s
tem
.
T
h
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t
af
f
ec
ts
th
e
cr
itical
th
in
k
in
g
ab
ilit
y
o
f
s
tu
d
en
ts
.
An
ac
tiv
e
e
n
v
ir
o
n
m
en
t
p
r
o
v
id
es
o
p
p
o
r
t
u
n
ities
to
d
em
o
n
s
tr
ate
id
ea
s
an
d
k
n
o
wled
g
e
with
in
th
e
f
r
am
ew
o
r
k
o
f
cr
itiq
u
in
g
a
p
h
en
o
m
e
n
o
n
[
2
1
]
.
C
o
n
v
er
s
ely
,
a
p
ass
iv
e
en
v
ir
o
n
m
e
n
t
with
f
ew
cr
ea
tiv
e
id
ea
s
,
lack
o
f
r
ec
o
g
n
itio
n
,
wea
k
m
em
o
r
y
d
r
i
v
e,
an
d
n
o
m
u
tu
al
s
u
p
p
o
r
t
r
e
s
u
lts
in
in
d
iv
id
u
al
d
o
m
in
an
ce
[
2
2
]
.
T
h
e
tr
an
s
f
e
r
o
f
cr
itical
th
in
k
i
n
g
s
k
ills
b
ec
o
m
es
h
am
p
er
e
d
if
th
e
e
n
v
ir
o
n
m
en
t
d
o
es
n
o
t
s
u
p
p
o
r
t
s
tu
d
en
ts
in
d
ev
elo
p
i
n
g
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
lear
n
in
g
en
v
ir
o
n
m
en
t
b
ec
o
m
es
s
en
s
itiv
e
to
th
e
r
esu
lts
o
f
cr
itical
th
in
k
in
g
s
k
ill
s
[
2
3
]
.
L
ea
r
n
in
g
a
n
d
ev
al
u
atio
n
ac
ti
v
ities
in
ju
n
io
r
h
ig
h
s
ch
o
o
ls
(
J
HS)
an
d
I
s
lam
ic
ju
n
io
r
h
ig
h
s
ch
o
o
l
(
I
J
HS
)
h
av
e
n
o
t
b
ee
n
f
u
lly
d
esig
n
ed
to
d
e
v
elo
p
cr
itical
th
in
k
in
g
s
k
ills
.
B
ased
o
n
t
h
e
lear
n
in
g
o
u
tco
m
es
s
h
o
wn
b
y
th
e
c
r
itical
th
in
k
in
g
ab
ilit
y
o
f
J
HS/
I
J
HS
,
s
tu
d
en
ts
ar
e
s
till
in
th
e
lo
w
ca
teg
o
r
y
[
1
6
]
,
[
2
4
]
,
[
2
5
]
.
T
h
e
r
o
le
o
f
s
ch
o
o
ls
an
d
teac
h
er
s
in
s
tr
u
ctu
r
in
g
lear
n
in
g
a
n
d
ev
alu
atio
n
to
d
ev
elo
p
c
r
itical
th
in
k
in
g
s
k
ills
is
n
ee
d
ed
.
T
h
e
h
u
m
an
is
t
an
d
m
ea
n
in
g
f
u
l
lear
n
i
n
g
m
o
d
el
is
th
e
teac
h
er
'
s
ch
o
ice
i
n
i
n
v
itin
g
s
tu
d
en
ts
to
u
n
d
er
s
tan
d
a
co
n
tex
t
[
2
6
]
.
A
f
o
r
m
ativ
e
ass
ess
m
en
t
m
o
d
el
is
n
ee
d
ed
t
o
im
p
r
o
v
e
cr
itical
t
h
in
k
in
g
[
2
7
]
.
T
h
e
s
o
cial
s
tu
d
ies
q
u
esti
o
n
in
s
tr
u
m
en
t
d
ev
elo
p
e
d
in
n
atio
n
al
s
e
lectio
n
o
f
n
ew
s
tu
d
en
ts
(
NSo
NS)
I
s
lam
ic
Sta
te
o
f
Ma
d
r
asah
o
f
I
n
s
an
C
en
d
ek
ia
(
I
SM
-
I
C
)
is
d
esig
n
ed
f
o
r
r
ea
s
o
n
in
g
a
n
d
liter
ac
y
-
b
ased
q
u
es
tio
n
s
th
at
d
em
an
d
s
tu
d
en
ts
'
cr
itical
th
in
k
in
g
s
k
i
lls
.
T
h
e
d
em
a
n
d
s
o
f
c
r
itical
th
in
k
in
g
ar
e
v
e
r
y
im
p
o
r
ta
n
t
b
ec
au
s
e
th
ey
will
d
escr
ib
e
th
e
s
k
ills
n
ee
d
ed
to
d
ay
.
I
n
ac
co
r
d
an
ce
with
th
e
o
p
in
io
n
[
2
8
]
–
[
3
0
]
,
cr
itical
th
in
k
in
g
s
k
ills
ar
e
im
p
o
r
tan
t
co
m
p
eten
cies
th
at
a
r
e
in
d
is
p
en
s
ab
le
b
o
t
h
in
lear
n
in
g
an
d
wo
r
k
an
d
in
p
e
r
s
o
n
al
life
.
T
h
is
was
also
co
n
v
ey
e
d
[
3
1
]
,
wh
o
s
tated
th
a
t c
r
itical
th
in
k
in
g
s
k
ills
ar
e
im
p
o
r
tan
t to
lea
r
n
in
t
h
e
21
st
ce
n
tu
r
y
.
Hig
h
lig
h
tin
g
t
h
e
im
p
o
r
tan
ce
o
f
c
r
itical
th
in
k
in
g
s
k
ills
an
d
s
o
cio
ec
o
n
o
m
ic
p
r
o
b
lem
-
s
o
lv
in
g
f
o
r
p
r
o
s
p
ec
tiv
e
lea
r
n
er
s
,
I
SM
-
I
C
i
s
m
o
tiv
ated
ap
p
r
o
p
r
iate
way
s
o
f
class
r
o
o
m
teac
h
in
g
a
n
d
a
p
p
r
o
ac
h
es
t
h
at
f
o
cu
s
o
n
th
e
tr
an
s
f
er
o
f
k
n
o
wled
g
e
,
s
k
ills
,
an
d
attitu
d
es.
I
SM
-
I
C
i
s
m
o
tiv
ated
b
y
th
e
i
d
ea
th
at
c
r
itical
th
in
k
in
g
ca
n
b
e
tau
g
h
t
an
d
lear
n
ed
th
r
o
u
g
h
ap
p
r
o
p
r
iate
class
r
o
o
m
teac
h
in
g
m
eth
o
d
s
an
d
ap
p
r
o
ac
h
e
s
th
at
f
o
c
u
s
o
n
th
e
tr
an
s
f
er
o
f
k
n
o
wled
g
e,
s
k
ills
,
an
d
attitu
d
es.
T
h
is
is
in
lin
e
with
th
e
im
p
o
r
tan
ce
o
f
cr
itica
l
th
in
k
in
g
a
b
ilit
ies
an
d
s
o
cio
ec
o
n
o
m
ic
p
r
o
b
lem
-
s
o
lv
in
g
f
o
r
asp
ir
in
g
lear
n
er
s
.
I
n
th
e
s
o
cial
m
ed
ia
ag
e
,
th
e
am
o
u
n
t
o
f
in
f
o
r
m
atio
n
av
ailab
le
an
d
th
e
way
it
is
d
is
s
em
in
ated
ca
ll
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
cr
itical
th
in
k
i
n
g
a
b
ilit
ies.
Nav
ig
atin
g
th
e
f
u
tu
r
e
o
f
w
o
r
k
an
d
p
r
o
s
p
ec
ts
f
o
r
wo
r
k
e
r
s
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
ad
d
r
ess
in
g
th
e
d
em
an
d
s
o
f
an
e
v
er
-
ev
o
lv
in
g
jo
b
m
a
r
k
et
an
d
ad
v
a
n
cin
g
cr
itical
th
in
k
in
g
s
k
ills
in
s
ch
o
o
lin
g
[
3
2
]
.
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
566
-
574
568
2.
M
E
T
H
O
D
T
h
is
r
esear
ch
u
s
es
a
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
s
tu
d
y
a
p
p
r
o
a
ch
with
s
tan
d
ar
d
in
s
tr
u
m
en
ts
f
r
o
m
th
e
NSo
NS
I
SM
-
I
C
.
T
h
is
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
was
ch
o
s
en
b
ec
au
s
e
it
is
r
elev
an
t
to
th
e
r
e
s
ea
r
ch
o
b
jectiv
e
o
f
u
n
r
av
elin
g
s
o
cial
an
d
ec
o
n
o
m
ic
p
r
o
b
lem
s
th
r
o
u
g
h
b
asic
cr
itical
th
in
k
in
g
s
k
ills
o
n
s
o
cial
s
tu
d
ies
s
co
r
e
s
b
etwe
en
IJH
S
an
d
n
o
n
-
IJH
S
s
tu
d
en
ts
.
NSo
NS
I
SM
-
I
C
was
a
tten
d
ed
b
y
1
3
,
9
1
1
s
tu
d
e
n
ts
o
f
class
I
X
th
r
o
u
g
h
o
u
t
I
n
d
o
n
esia
with
test
s
u
b
jects
f
o
r
lear
n
in
g
p
o
te
n
tial,
m
ath
em
atics,
s
cien
ce
,
s
o
cial
h
u
m
an
ities
,
E
n
g
lis
h
,
Ar
ab
ic,
an
d
I
s
lam
ic
test
s
.
T
h
is
f
ac
t
m
ak
es
it
r
ea
s
o
n
a
b
le
to
u
s
e
th
e
r
esu
lts
o
f
th
e
ac
h
iev
em
en
ts
o
f
NSo
NS
I
SM
-
I
C
p
ar
ticip
an
ts
o
f
th
e
Mi
n
is
tr
y
o
f
R
elig
io
u
s
Af
f
air
s
o
f
th
e
R
ep
u
b
lic
o
f
I
n
d
o
n
esia a
s
a
s
o
u
r
ce
o
f
r
esear
ch
d
ata.
T
h
e
f
ea
s
ib
ilit
y
o
f
th
e
in
s
tr
u
m
e
n
t is k
n
o
wn
th
r
o
u
g
h
th
e
r
esu
lts
o
f
r
esp
o
n
s
es a
n
d
d
ec
is
io
n
s
f
r
o
m
ex
p
er
t
test
v
alid
ato
r
s
.
T
h
e
f
ea
s
ib
ilit
y
o
f
t
h
e
in
s
tr
u
m
e
n
t
is
d
eter
m
i
n
ed
b
y
a
s
er
ies
o
f
s
tag
es
o
f
wr
itin
g
test
q
u
esti
o
n
s
an
d
d
ec
is
io
n
s
f
r
o
m
ex
p
e
r
t
test
v
alid
ato
r
s
.
T
h
e
q
u
esti
o
n
in
s
tr
u
m
en
t
h
as
b
ee
n
d
ec
lar
ed
v
a
lid
an
d
wo
r
th
y
o
f
b
ein
g
test
ed
an
d
m
ee
ts
th
e
eth
ical
clea
r
an
ce
r
eq
u
ir
em
e
n
ts
.
Data
co
llectio
n
was
ca
r
r
ied
o
u
t
b
y
all
NSo
NS
p
ar
ticip
an
ts
in
th
e
s
o
cio
-
cu
ltu
r
al
s
ec
to
r
,
to
talin
g
1
,
8
3
2
test
tak
er
s
co
n
s
is
tin
g
o
f
6
3
5
(
3
5
.
0
0
%)
s
tu
d
en
ts
f
r
o
m
J
HS
an
d
as
m
an
y
as
1
,
1
9
7
(
6
5
.
0
0
%)
s
tu
d
en
ts
f
r
o
m
I
J
HS
class
I
X
th
r
o
u
g
h
o
u
t
I
n
d
o
n
esia.
T
h
e
r
esear
ch
s
am
p
le
was
tak
en
p
u
r
p
o
s
iv
ely
to
s
ee
t
h
e
d
is
tr
ib
u
tio
n
an
d
p
r
o
p
o
r
tio
n
o
f
s
ch
o
o
ls
.
R
esear
ch
with
s
m
all
s
am
p
le
s
izes
i
s
lim
ited
in
th
at
it
p
r
o
v
id
es
a
g
e
n
er
al
u
n
d
er
s
tan
d
in
g
o
f
th
e
r
esu
lts
,
r
ed
u
ce
t
h
e
p
o
s
s
ib
ilit
y
o
f
r
an
d
o
m
f
lu
ctu
atio
n
,
in
cr
ea
s
e
ac
cu
r
ac
y
a
n
d
d
e
p
en
d
ab
ilit
y
,
o
r
f
ac
ilit
ate
th
e
in
v
esti
g
atio
n
o
f
h
eter
o
g
en
eity
.
I
t
i
s
c
r
itical
to
r
ec
o
g
n
ize
th
ese
r
estrictio
n
s
wh
en
in
ter
p
r
etin
g
an
d
e
x
tr
ap
o
latin
g
s
tu
d
y
r
esu
lts
.
Sam
p
le
s
ize
n
o
t
ef
f
ec
t
to
in
f
lu
en
ce
r
esear
ch
o
u
tco
m
es
[
3
3
]
.
I
J
HS
ar
e
at
an
ed
u
ca
tio
n
lev
el
eq
u
iv
alen
t
to
J
HS
u
n
d
e
r
th
e
au
s
p
ices
o
f
th
e
Min
is
tr
y
o
f
R
elig
io
u
s
Af
f
air
s
o
f
th
e
R
ep
u
b
lic
o
f
I
n
d
o
n
esia.
T
h
is
r
esear
ch
s
tu
d
y
in
v
o
lv
ed
g
r
ad
e
I
X
s
tu
d
en
ts
ag
e
d
1
4
-
1
5
y
ea
r
s
.
T
h
e
d
ata
u
s
ed
in
t
h
is
s
tu
d
y
was
n
o
t
d
eter
m
i
n
ed
with
a
s
p
ec
if
ic
d
esig
n
b
ec
a
u
s
e
all
test
p
ar
ticip
an
ts
wer
e
f
r
o
m
s
o
cio
cu
ltu
r
al
g
r
o
u
p
s
.
T
a
b
le
1
l
is
ts
th
e
attr
ib
u
tes o
f
th
e
r
esear
ch
s
am
p
le.
T
ab
le
1
.
C
h
ar
ac
ter
is
tic
o
f
p
o
p
u
latio
n
V
a
r
i
a
b
l
e
Ef
f
e
c
t
i
v
e
P
e
r
c
e
n
t
a
g
e
G
e
n
d
e
r
M
a
l
e
6
1
7
3
4
.
0
0
%
F
e
mal
e
1
,
2
1
5
6
6
.
0
0
%
S
c
h
o
o
l
P
u
b
l
i
c
JH
S
2
1
1
P
r
i
v
a
t
e
JH
S
4
2
4
To
t
a
l
6
3
5
3
5
.
0
0
%
P
u
b
l
i
c
I
JH
S
9
0
7
P
r
i
v
a
t
e
I
JH
S
2
9
0
To
t
a
l
1
,
1
9
7
6
5
.
0
0
%
R
e
si
d
e
n
c
e
C
i
t
y
5
0
1
2
7
.
0
0
%
V
i
l
l
a
g
e
1
,
3
3
1
7
3
.
0
0
%
T
h
e
q
u
an
titativ
e
ap
p
r
o
ac
h
was
ap
p
lied
to
an
ad
ap
te
d
v
er
s
io
n
o
f
d
ata
an
aly
s
is
d
es
ig
n
ed
a
n
d
d
ev
elo
p
e
d
b
y
th
e
Un
iv
er
s
ity
o
f
New
J
er
s
ey
.
T
h
e
s
tr
u
ctu
r
e
is
n
o
t
a
f
f
ec
ted
an
d
is
o
n
ly
s
im
p
lifie
d
to
b
e
ap
p
lied
to
J
HS/
I
J
HS
.
T
h
ese
m
o
d
if
ied
test
s
ar
e
v
alid
ated
b
ef
o
r
e
b
ein
g
a
d
m
in
is
ter
ed
to
lear
n
e
r
s
.
T
h
e
in
s
tr
u
m
e
n
t
co
n
s
is
ts
o
f
5
0
item
s
r
elate
d
to
th
e
m
ain
t
h
em
es
o
f
s
o
cial
a
n
d
ec
o
n
o
m
ic
p
r
o
b
lem
s
.
Data
is
tr
ea
ted
th
r
o
u
g
h
R
Pro
g
r
am
m
in
g
p
ac
k
ag
e
‘
g
g
s
tats
p
lo
t
’
[
3
4
]
a
n
d
th
r
o
u
g
h
M
ic
r
o
s
o
f
t
E
x
ce
l.
Descr
ip
tiv
e
s
tatis
tical
an
aly
s
is
is
ca
r
r
ied
o
u
t
to
co
n
s
id
er
th
e
r
esu
lts
o
f
lear
n
er
s
'
s
o
cial
te
s
t
s
co
r
es.
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
q
u
an
titativ
e
v
ar
iab
les
is
s
tu
d
ied
th
r
o
u
g
h
c
o
m
p
ar
is
o
n
o
f
m
ea
n
(
M)
an
d
s
ta
n
d
ar
d
d
e
v
iatio
n
f
o
r
v
ar
ia
b
le
c
ateg
o
r
ies
an
d
r
elies
o
n
v
er
if
icatio
n
.
T
h
e
s
co
r
e
o
f
e
ac
h
v
ar
iab
le
th
at
is
a
co
n
c
er
n
in
th
e
s
tu
d
y
is
n
o
t
b
ased
o
n
th
e
to
tal
s
co
r
e
b
u
t
is
esti
m
ated
with
a
m
o
d
e
r
n
tes
t
th
eo
r
y
ap
p
r
o
ac
h
,
b
etter
k
n
o
wn
as
item
r
esp
o
n
s
e
th
eo
r
y
.
T
h
e
attr
ib
u
tes
o
r
v
ar
iab
les
o
f
th
e
s
tu
d
y
wer
e
s
ca
led
(
ab
o
u
t
-
4
to
4
)
th
at
th
e
o
r
e
tically
f
o
llo
wed
th
e
s
tan
d
ar
d
s
co
r
e
(
M
=0
,
SD
=1
)
.
T
h
e
esti
m
atio
n
o
f
th
e
s
co
r
e
o
f
ea
ch
v
ar
iab
le
is
ca
r
r
ie
d
o
u
t w
i
th
th
e
h
elp
o
f
th
e
p
ac
k
ag
e
“
m
i
r
t.
”
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
C
r
itical
th
in
k
in
g
is
th
e
u
s
e
o
f
co
g
n
itiv
e
s
k
ills
an
d
a
b
ilit
ies
th
at
in
cr
ea
s
e
th
e
lik
elih
o
o
d
o
f
a
d
esire
d
o
u
tco
m
e.
C
r
itical
th
in
k
in
g
s
k
ills
in
v
o
lv
e
th
e
ab
ilit
y
to
s
o
lv
e
p
r
o
b
lem
s
,
f
o
r
m
u
late
co
n
clu
s
io
n
s
,
ca
lcu
late
p
o
s
s
ib
ilit
ies,
an
d
m
ak
e
d
ec
is
io
n
s
.
T
h
e
d
ev
elo
p
m
e
n
t
o
f
co
m
p
eten
cies
an
d
a
r
an
g
e
o
f
a
ttit
u
d
es,
in
clu
d
in
g
m
eth
o
d
ical
th
i
n
k
in
g
,
o
p
en
-
m
in
d
ed
n
ess
,
em
p
ath
y
,
f
lex
ib
ili
ty
,
an
d
c
o
g
n
itiv
e
m
atu
r
ity
,
ca
n
p
r
o
m
o
te
an
d
en
h
an
ce
cr
itical
th
in
k
in
g
[
3
5
]
.
I
t
also
en
co
m
p
ass
es
m
en
tal
ab
ilit
ies
lik
e
s
elf
-
co
n
tr
o
l,
in
tr
o
s
p
ec
tio
n
,
an
aly
s
is
,
in
f
er
en
ce
,
e
x
p
lan
atio
n
,
s
y
n
th
esis
,
an
d
m
eth
o
d
ical
th
o
u
g
h
t.
I
n
ad
d
itio
n
to
en
c
o
u
r
a
g
in
g
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies,
cr
itical
th
in
k
in
g
also
p
r
o
m
o
tes
au
to
n
o
m
o
u
s
,
h
o
l
is
tic
th
in
k
in
g
,
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
,
ac
tiv
e
citizen
s
h
ip
,
an
d
d
ec
is
io
n
-
m
ak
i
n
g
[
3
6
]
.
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
Un
r
a
ve
lin
g
s
o
cia
l a
n
d
ec
o
n
o
mic
p
r
o
b
lems:
w
h
a
t b
a
s
ics o
f c
r
itica
l th
in
kin
g
s
kills
…
(
Wi
w
ik
S
r
i U
ta
mi
)
569
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n
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r
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in
k
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[
3
7
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,
[
3
8
]
.
I
n
g
e
n
er
al,
c
r
itical
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in
k
in
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s
k
ills
is
cr
u
cial
to
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r
e
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ar
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L
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t
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atch
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ilit
ate
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g
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lear
n
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of
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ical
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k
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I
n
th
e
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ed
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e,
th
e
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n
t
o
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in
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is
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ated
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ll
f
o
r
th
e
d
ev
elo
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m
en
t
o
f
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t
h
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ities
.
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r
th
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o
r
e,
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e
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o
m
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ce
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h
e
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to
th
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k
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itically
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cial
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t
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ce
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t d
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lar
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4
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]
.
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ased
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ate
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is
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lin
e
with
th
e
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[
3
0
]
,
[
3
7
]
,
w
h
ich
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tated
th
at
th
e
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al
y
tical
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o
f
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L
o
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tical
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k
ills
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in
d
i
ca
te
lo
w
cr
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th
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k
in
g
s
k
ill
s
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Ma
n
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n
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d
th
at
v
e
r
b
alis
tic
lear
n
in
g
,
o
r
wh
at
we
o
f
ten
r
e
f
er
to
as
lectu
r
es,
is
th
e
r
ea
s
o
n
wh
y
in
f
o
r
m
atio
n
is
u
s
u
ally
d
eliv
er
e
d
v
e
r
b
all
y
in
th
e
class
r
o
o
m
.
B
o
r
ed
o
m
s
ets
in
q
u
ick
l
y
f
o
r
t
ea
ch
er
s
wh
o
s
p
ea
k
c
o
n
s
tan
tly
in
class
,
m
ak
in
g
lear
n
in
g
in
e
f
f
ec
tiv
e.
T
ea
ch
e
r
s
u
s
e
lo
w
s
tan
d
ar
d
s
wh
en
d
eliv
er
in
g
an
d
ass
ess
in
g
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es.
Sp
ec
if
ically
,
th
ey
o
n
l
y
ass
ess
at
th
e
co
g
n
itiv
e
le
v
el
—
th
at
is
,
o
n
ly
at
th
e
co
g
n
itiv
e
lev
els o
f
c
o
g
n
itiv
e
o
n
e
(
C
1
)
a
n
d
co
g
n
itiv
e
two
(
C
2
)
o
r
at
t
h
e
k
n
o
wled
g
e
an
d
u
n
d
e
r
s
tan
d
in
g
lev
el,
wh
ich
is
lo
wer
th
a
n
C
3
–
C
6
(
ap
p
licatio
n
,
an
aly
s
is
,
s
y
n
th
esis
,
ev
alu
atio
n
)
.
I
n
f
ac
t,
if
th
e
r
e
ar
e
s
tu
d
en
ts
w
h
o
m
o
v
e
h
er
e
a
n
d
th
er
e,
wh
o
m
an
y
ask
,
th
ey
will
b
e
ca
te
g
o
r
ized
as
n
a
u
g
h
ty
o
r
u
n
k
in
d
lear
n
er
s
.
W
h
er
ea
s
ch
il
d
r
en
ag
e
d
1
3
-
1
5
y
ea
r
s
wh
e
r
e
p
s
y
ch
o
m
o
t
o
r
co
o
r
d
in
ati
o
n
is
d
ev
elo
p
in
g
,
p
la
y
is
g
r
o
u
p
,
less
d
e
p
en
d
e
n
t
o
n
p
ar
e
n
ts
,
co
n
tact
with
th
e
o
u
ts
id
e
e
n
v
ir
o
n
m
en
t
is
m
atu
r
in
g
,
awa
r
e
o
f
th
e
p
r
esen
ce
o
f
n
atu
r
e
ar
o
u
n
d
h
im
,
f
o
r
m
is
m
o
r
e
in
f
l
u
en
tial
th
an
co
lo
r
,
a
s
e
n
s
e
o
f
r
esp
o
n
s
ib
ilit
y
b
e
g
in
s
to
g
r
o
w,
th
e
p
ea
k
o
f
p
leasu
r
e
p
lay
in
g
is
at
th
e
ag
e
o
f
1
4
y
ea
r
s
.
Am
o
n
g
o
th
e
r
th
in
g
s
,
ce
r
tain
f
laws
in
th
e
way
s
o
cial
s
tu
d
ie
s
ar
e
tau
g
h
t
in
s
ch
o
o
ls
an
d
th
e
r
ea
s
o
n
s
b
eh
in
d
t
h
em
,
ar
e
as
:
i)
l
ac
k
o
f
atten
tio
n
to
ch
an
g
es
in
th
e
o
b
jectiv
es,
f
u
n
ctio
n
s
,
an
d
r
o
l
es
o
f
s
o
cial
s
tu
d
ies
lear
n
in
g
i
n
s
ch
o
o
ls
,
an
d
lear
n
in
g
o
b
jectiv
es
ar
e
less
clea
r
an
d
n
o
t
p
u
r
p
o
s
ef
u
l
;
ii)
t
h
er
e
is
a
d
is
r
eg
a
r
d
f
o
r
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
Un
r
a
ve
lin
g
s
o
cia
l a
n
d
ec
o
n
o
mic
p
r
o
b
lems:
w
h
a
t b
a
s
ics o
f c
r
itica
l th
in
kin
g
s
kills
…
(
Wi
w
ik
S
r
i U
ta
mi
)
571
p
o
s
itio
n
s
,
r
o
les,
an
d
f
u
n
ctio
n
al
co
n
n
ec
tio
n
s
with
o
t
h
er
ac
a
d
em
ic
d
is
cip
lin
es.
Factu
al
in
f
o
r
m
atio
n
u
s
es
les
s
o
u
ts
id
e
s
o
u
r
ce
s
an
d
m
o
r
e
o
u
td
ated
tex
tb
o
o
k
s
;
iii)
w
ea
k
tr
a
n
s
f
er
o
f
in
f
o
r
m
atio
n
o
n
s
o
cia
l
s
tu
d
ies
co
n
ce
p
ts
,
s
o
cial
s
tu
d
ies
lear
n
in
g
o
u
tp
u
ts
d
o
n
o
t
p
r
o
v
i
d
e
ad
d
itio
n
al
p
o
wer
an
d
d
o
n
o
t
co
n
tain
p
o
wer
;
iv
)
t
ea
ch
er
s
ca
n
n
o
t
co
n
v
in
ce
s
tu
d
en
ts
to
lear
n
s
o
c
ial
s
tu
d
ies
m
o
r
e
p
ass
io
n
ately
an
d
s
er
io
u
s
ly
,
an
d
s
tu
d
e
n
ts
ar
e
n
o
t
tau
g
h
t
to
b
u
ild
in
d
ep
en
d
en
t
co
n
ce
p
tu
aliza
tio
n
s
;
an
d
v
)
t
ea
ch
e
r
s
d
o
m
in
ate
s
tu
d
en
ts
(
teac
h
er
-
ce
n
ter
e
d
)
,
lear
n
in
g
lev
els
ar
e
lo
w,
an
d
s
tu
d
en
t
lear
n
in
g
n
ee
d
s
ar
e
n
o
t
s
er
v
ed
.
No
t
y
et
ac
q
u
ain
ted
with
th
e
s
o
cial
d
em
o
cr
atic
life
p
r
in
cip
les
th
at
ar
e
ex
p
er
ien
ce
d
v
ia
i
n
co
r
p
o
r
atin
g
p
u
p
ils
an
d
th
e
wh
o
le
s
ch
o
o
l
co
m
m
u
n
it
y
in
a
v
ar
iet
y
o
f
class
r
o
o
m
an
d
s
ch
o
o
l
-
r
elate
d
ac
tiv
ities
.
I
n
l
o
ca
l,
n
atio
n
al,
a
n
d
in
ter
n
atio
n
al
co
n
te
x
ts
,
class
g
ath
er
in
g
s
ar
e
n
o
t
p
lan
n
ed
,
p
ar
ticu
lar
ly
wh
e
n
it c
o
m
es to
s
o
cial
s
y
s
tem
s
tr
u
ctu
r
e
an
d
co
m
m
u
n
ity
b
eh
av
io
r
.
T
h
er
e
ar
e
d
if
f
er
e
n
ce
s
in
s
o
cia
l
s
tu
d
ies
s
co
r
e
r
esu
lts
at
th
e
J
HS/
I
J
HS
lev
el,
p
r
o
v
in
g
a
p
r
o
b
lem
.
Mo
s
t
ju
n
io
r
h
ig
h
s
ch
o
o
l stu
d
en
ts
s
co
r
e
lo
wer
th
an
ju
n
io
r
h
ig
h
s
ch
o
o
l stu
d
en
ts
.
T
h
is
s
h
o
ws th
at
s
tu
d
en
ts
ar
e
wea
k
in
m
aster
in
g
s
o
cio
ec
o
n
o
m
ic
co
n
ce
p
ts
.
T
h
is
is
in
ac
co
r
d
an
ce
with
p
r
ev
io
u
s
r
esear
ch
[
3
7
]
,
wh
ich
claim
s
th
at
p
u
p
ils
ar
e
o
f
ten
s
ilen
t
an
d
u
n
a
b
le
to
v
o
ice
t
h
eir
id
ea
s
d
u
r
i
n
g
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Fu
r
th
er
m
o
r
e,
t
h
e
d
eg
r
ee
o
f
m
is
co
n
ce
p
tio
n
s
am
o
n
g
s
tu
d
e
n
ts
is
s
ig
n
if
ican
tly
in
f
lu
en
ce
d
b
y
th
e
teac
h
er
’
s
ca
p
ac
ity
to
im
p
ar
t
k
n
o
wled
g
e.
Du
e
o
f
th
eir
in
a
b
ilit
y
to
v
o
ic
e
th
eir
th
o
u
g
h
ts
,
p
u
p
ils
b
ec
o
m
e
d
ep
e
n
d
en
t
o
n
o
th
er
p
e
o
p
l
e
r
ath
er
th
an
tak
in
g
o
wn
er
s
h
ip
o
f
th
eir
d
ec
is
io
n
s
.
T
h
e
m
ajo
r
ity
o
f
p
u
p
ils
ca
n
o
n
ly
r
esp
o
n
d
to
q
u
esti
o
n
s
with
l
o
w
s
co
r
e
ca
teg
o
r
ies
in
ea
ch
elem
en
t,
ac
co
r
d
in
g
to
th
e
d
ata
an
aly
s
is
r
esu
lts
.
I
t
ca
n
b
e
co
n
clu
d
e
d
,
th
er
ef
o
r
e,
th
at
th
e
ty
p
ical
s
tu
d
en
t
h
as
n
o
t
b
ee
n
ab
le
to
g
i
v
e
p
r
ec
is
e,
f
o
cu
s
ed
,
an
d
u
n
a
m
b
ig
u
o
u
s
r
esp
o
n
s
es,
n
o
r
h
as
th
e
r
elati
o
n
s
h
ip
b
etwe
en
th
e
r
ep
lies
an
d
th
e
q
u
esti
o
n
s
b
ee
n
m
ad
e
e
v
id
en
t.
T
h
is
is
as
a
r
esu
lt
o
f
th
e
q
u
esti
o
n
s
b
ein
g
d
esig
n
ed
to
g
au
g
e
p
u
p
ils
’
ca
p
ac
ity
f
o
r
cr
itical
th
o
u
g
h
t.
T
h
er
e
is
a
co
r
r
esp
o
n
d
in
g
q
u
er
y
[
4
1
]
.
T
h
e
ex
ce
llen
ce
o
f
s
tu
d
en
ts
’
c
r
itical
th
in
k
in
g
s
k
ills
ca
n
b
e
s
e
en
b
y
t
h
e
way
th
e
y
th
in
k
an
d
th
e
r
esu
lts
o
f
th
eir
p
er
f
o
r
m
an
ce
in
s
u
p
p
o
r
tin
g
c
u
r
r
en
t
m
o
d
els
s
u
ch
a
s
s
p
atial
-
b
ased
lear
n
in
g
,
p
r
o
b
lem
-
b
ased
lear
n
in
g
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
.
Sp
atially
,
s
tu
d
en
ts
ca
n
p
r
esen
t
th
e
p
r
o
b
lem
as
a
wh
o
le
u
n
til
th
e
f
i
n
al
s
o
lu
tio
n
p
r
o
v
es
th
at
s
tu
d
en
ts
’
cr
itical
th
in
k
in
g
s
k
ills
ar
e
v
er
y
g
o
o
d
.
T
h
e
p
r
o
ject
em
p
h
asizes
th
e
ac
tiv
e
r
o
le
o
f
s
tu
d
en
ts
in
s
o
lv
in
g
p
r
o
b
lem
s
s
o
th
at
th
eir
th
in
k
in
g
p
o
wer
i
n
cr
ea
s
es
an
d
th
ey
ar
e
a
b
le
to
m
a
k
e
a
cr
iti
ca
l
co
n
tr
ib
u
tio
n
to
th
e
en
v
ir
o
n
m
en
tal
co
n
tex
t
[
4
2
]
.
Pro
ject
-
b
ased
wo
r
k
s
h
ee
ts
ar
e
v
er
y
ef
f
ec
tiv
e
in
f
o
s
ter
in
g
s
tu
d
en
ts
’
cr
itical
th
in
k
in
g
s
k
ills
s
o
th
at
th
ey
ar
e
ab
le
to
f
in
d
th
e
c
o
n
tex
t
o
f
th
e
p
r
o
b
lem
to
t
h
e
f
in
al
s
o
lu
tio
n
.
Stu
d
en
ts
’
cr
itical
th
in
k
in
g
ab
ilit
ies
ca
n
b
e
en
h
a
n
ce
d
b
y
im
p
lem
en
tin
g
t
h
e
f
li
p
m
o
d
el
in
th
eir
ed
u
ca
tio
n
w
h
en
it
co
m
es
t
o
life
s
k
ills
an
d
tech
n
o
lo
g
y
.
Mo
d
e
ls
th
at
ca
n
g
iv
e
p
u
p
ils
ex
p
e
r
ien
ce
with
lo
g
ical
an
d
r
ef
le
ctiv
e
co
n
ce
p
ts
ar
e
n
ec
ess
ar
y
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
th
eir
c
r
itical
th
in
k
in
g
ab
ilit
ies.
T
h
is
test
o
f
cr
itical
th
in
k
in
g
s
k
ills
is
ad
m
in
is
ter
ed
u
s
in
g
p
h
en
o
m
e
n
o
lo
g
ical
ca
s
e
d
escr
i
p
tio
n
s
an
d
p
er
tin
en
t
in
f
o
r
m
atio
n
id
ea
s
.
T
h
e
s
o
u
r
ce
th
at
will
b
e
co
n
n
ec
ted
to
th
e
q
u
esti
o
n
s
th
at
th
e
s
t
u
d
en
t
m
u
s
t
r
esp
o
n
d
to
will ser
v
e
as th
e
s
t
im
u
lu
s
.
No
t e
v
er
y
in
q
u
ir
y
h
as a
n
an
s
w
er
th
at
ca
n
b
e
f
o
u
n
d
in
a
s
tim
u
lu
s
.
B
u
t in
o
r
d
er
f
o
r
ch
ild
r
en
to
cr
ea
te
th
eir
o
wn
r
esp
o
n
s
es
b
y
d
r
awin
g
o
n
t
h
e
in
f
o
r
m
atio
n
in
th
e
s
tim
u
lu
s
,
th
e
d
ata
an
d
in
f
o
r
m
atio
n
m
u
s
t
b
e
e
x
am
in
ed
.
Stu
d
en
ts
m
u
s
t
th
er
ef
o
r
e
p
o
s
s
ess
p
r
o
ce
s
s
in
g
s
k
ills
in
o
r
d
er
to
b
e
ab
le
to
ad
d
r
ess
ch
allen
g
es
in
v
o
lv
in
g
cr
itical
th
in
k
in
g
ab
ilit
ies.
T
h
ese
s
k
ills
in
clu
d
e
ass
ess
i
n
g
,
ev
al
u
atin
g
,
o
r
s
y
n
th
esizin
g
p
er
tin
en
t
in
f
o
r
m
atio
n
to
cr
ea
te
ar
g
u
m
en
ts
o
r
r
ea
ch
co
n
clu
s
io
n
s
b
ac
k
ed
b
y
e
v
id
en
ce
[
4
3
]
,
[
4
4
]
.
Stu
d
en
ts
’
cr
itical
th
in
k
in
g
s
k
ills
ar
e
f
o
r
m
ed
th
r
o
u
g
h
a
liter
ac
y
lear
n
in
g
m
o
d
el
b
ased
o
n
in
ten
s
e
p
r
o
b
lem
-
s
o
lv
in
g
,
p
r
o
v
id
in
g
m
ea
s
u
r
a
b
le
ass
e
s
s
m
en
t,
an
d
p
r
ac
ticin
g
h
ig
h
er
-
o
r
d
er
th
in
k
in
g
s
k
ills
.
Dev
elo
p
in
g
th
e
q
u
ality
o
f
s
tu
d
en
ts
’
cr
itical
th
in
k
in
g
r
eq
u
ir
es
s
u
p
p
o
r
tin
g
c
o
m
p
o
n
e
n
ts
in
lear
n
in
g
ac
tiv
ities
,
s
u
c
h
as
in
ten
s
ity
an
d
m
ea
s
u
r
em
en
t
in
s
tr
u
m
en
ts
[
1
3
]
.
C
r
itical
th
in
k
in
g
p
atter
n
s
will
b
e
f
o
r
m
ed
th
r
o
u
g
h
a
s
er
ies
o
f
c
o
n
tin
u
o
u
s
,
in
ten
s
e
ef
f
o
r
ts
[
4
5
]
.
Fo
cu
s
in
g
o
n
c
r
ea
tiv
e
p
r
o
b
lem
-
s
o
lv
in
g
i
d
ea
s
,
s
tu
d
en
ts
ar
e
ab
le
to
th
in
k
cr
itically
well
b
y
p
r
o
v
id
i
n
g
n
ew
th
in
g
s
f
o
r
th
e
d
ev
elo
p
m
e
n
t
o
f
th
e
a
r
ea
s
tu
d
i
ed
.
C
r
itical
th
in
k
in
g
s
k
ills
ca
n
g
en
er
ate
a
ca
r
i
n
g
attitu
d
e
th
at
co
n
tr
ib
u
tes to
en
v
ir
o
n
m
en
tal
p
r
o
b
lem
s
[
4
6
]
.
4.
CO
NCLU
SI
O
N
So
m
e
o
f
th
e
f
in
d
i
n
g
s
in
th
is
s
tu
d
y
in
clu
d
e,
f
i
r
s
tly
,
a
g
ap
in
s
o
cial
s
tu
d
ies
s
co
r
es
b
etwe
en
I
J
HS
an
d
non
-
I
J
HS
s
tu
d
en
ts
.
T
h
e
g
ap
o
cc
u
r
s
in
th
e
ac
h
iev
e
m
en
t o
f
a
s
o
cial
s
tu
d
ies s
co
r
e
o
f
-
0
.
2
1
5
,
wh
ich
in
d
icate
s
th
at
I
J
HS
s
tu
d
en
ts
ar
e
lo
wer
th
a
n
n
o
n
-
I
J
HS
.
B
ased
o
n
th
e
av
er
ag
e
s
co
r
e,
it
ca
n
b
e
co
n
clu
d
e
d
th
at
th
e
ab
ilit
y
to
an
s
wer
th
e
h
ig
h
er
-
o
r
d
er
th
in
k
in
g
s
k
ills
q
u
esti
o
n
s
o
f
n
o
n
-
I
J
HS
s
tu
d
en
ts
is
b
etter
th
an
th
a
t
o
f
I
J
HS
.
Seco
n
d
,
cr
itical
th
in
k
in
g
s
k
ills
ar
e
p
r
o
v
en
to
h
a
v
e
a
v
er
y
r
ea
l
im
p
ac
t
o
n
th
e
g
a
p
in
s
o
cial
s
tu
d
ies
s
co
r
es
b
etwe
en
I
J
HS
an
d
n
o
n
-
I
J
HS
s
tu
d
en
ts
th
r
o
u
g
h
th
e
in
ab
ilit
y
o
f
s
tu
d
en
ts
to
an
s
wer
th
e
HOT
s
ca
teg
o
r
y
q
u
esti
o
n
s
.
HOT
s
q
u
esti
o
n
s
th
at
h
av
e
b
ee
n
an
s
wer
ed
b
y
s
tu
d
en
ts
ca
n
b
e
b
eli
ev
ed
to
b
e
th
e
r
esu
lt
o
f
im
p
le
m
en
tin
g
lear
n
in
g
in
class
.
Fo
r
s
tu
d
en
ts
wh
o
s
co
r
e
b
etter
wh
en
an
s
wer
in
g
HO
T
s
q
u
esti
o
n
s
,
th
e
lear
n
in
g
p
r
o
ce
s
s
in
class
h
as
im
p
lem
en
ted
cr
itical
th
in
k
i
n
g
s
k
ills
.
Of
co
u
r
s
e,
th
is
r
eq
u
ir
es
f
u
r
th
er
r
esear
ch
to
o
b
tain
ac
cu
r
ate
an
d
m
a
x
im
u
m
r
esu
lts
.
T
h
is
f
in
d
in
g
in
d
icate
s
th
e
u
r
g
en
c
y
o
f
th
e
ed
u
ca
tio
n
u
n
it
to
d
ev
elo
p
liter
ac
y
an
d
HO
T
s
n
u
an
ce
d
m
o
d
el
an
d
lear
n
in
g
ef
f
o
r
ts
to
im
p
r
o
v
e
s
tu
d
en
ts
’
cr
itical
th
in
k
i
n
g
s
k
ills
.
T
h
er
ef
o
r
e,
th
e
n
ee
d
f
o
r
s
ch
o
o
ls
to
p
r
o
v
id
e
b
asic tr
ain
in
g
o
n
cr
itical
th
in
k
i
n
g
s
k
ills
ab
o
u
t
s
o
cio
ec
o
n
o
m
ic
m
atter
to
s
tu
d
en
ts
is
u
r
g
e
n
t.
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
566
-
574
572
RE
F
E
R
E
NC
E
S
[
1
]
K
.
A
.
B
o
l
u
k
,
C
.
T.
C
a
v
a
l
i
e
r
e
,
a
n
d
F
.
H
i
g
g
i
n
s
-
D
e
s
b
i
o
l
l
e
s
,
“
A
c
r
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t
i
c
a
l
f
r
a
m
e
w
o
r
k
f
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r
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D
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p
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G
o
a
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s
2
0
3
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A
g
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d
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o
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r
i
sm,
”
J
o
u
r
n
a
l
o
f
S
u
st
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o
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sm
,
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2
7
,
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o
.
7
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p
p
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1
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o
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6
6
9
5
8
2
.
2
0
1
9
.
1
6
1
9
7
4
8
.
[
2
]
R
.
M
e
h
t
a
,
E
.
C
r
e
e
l
y
,
a
n
d
D
.
H
e
n
r
i
k
s
e
n
,
“
A
p
r
o
f
i
t
a
b
l
e
e
d
u
c
a
t
i
o
n
:
c
o
u
n
t
e
r
i
n
g
n
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o
l
i
b
e
r
a
l
i
sm
i
n
2
1
s
t
c
e
n
t
u
r
y
sk
i
l
l
s
d
i
s
c
o
u
r
ses
,
”
i
n
H
a
n
d
b
o
o
k
o
f
Re
s
e
a
r
c
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o
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L
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r
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d
D
i
g
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T
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c
h
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g
y
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n
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g
ra
t
i
o
n
i
n
T
e
a
c
h
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r
E
d
u
c
a
t
i
o
n
,
I
G
I
G
l
o
b
a
l
,
2
0
1
9
,
p
p
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3
5
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–
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8
1
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d
o
i
:
1
0
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4
0
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8
-
1
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7
9
9
8
-
1
4
6
1
-
0
.
c
h
0
2
0
.
[
3
]
A
.
B
h
a
g
r
a
a
n
d
D
.
K
.
S
h
a
r
m
a
,
“
C
h
a
n
g
i
n
g
c
o
m
p
e
t
e
n
c
y
r
e
q
u
i
r
e
me
n
t
o
f
man
a
g
e
me
n
t
g
r
a
d
u
a
t
e
s
i
n
t
h
e
2
1
st
c
e
n
t
u
r
y
b
u
si
n
e
ss
e
n
v
i
r
o
n
m
e
n
t
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
M
a
n
a
g
e
m
e
n
t
S
t
u
d
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e
s
,
v
o
l
.
V
,
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o
.
2
(
4
)
,
p
.
9
2
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2
0
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8
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d
o
i
:
1
0
.
1
8
8
4
3
/
i
j
ms/
v
5
i
2
(
4
)
/
1
1
.
[
4
]
A
.
V
e
r
b
u
r
g
h
,
“
Ef
f
e
c
t
i
v
e
n
e
ss
o
f
a
p
p
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o
a
c
h
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s
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st
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mu
l
a
t
e
c
r
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t
i
c
a
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n
k
i
n
g
i
n
so
c
i
a
l
w
o
r
k
c
u
r
r
i
c
u
l
a
,
”
S
t
u
d
i
e
s
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
4
,
n
o
.
5
,
p
p
.
8
8
0
–
8
9
1
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a
y
2
0
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9
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d
o
i
:
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1
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3
0
7
5
0
7
9
.
2
0
1
9
.
1
5
8
6
3
3
6
.
[
5
]
M
.
M
a
r
t
i
n
-
R
a
u
g
h
,
H
.
K
e
l
l
,
G
.
L
i
n
g
,
D
.
F
i
s
h
t
e
i
n
,
a
n
d
Z.
Y
a
n
g
,
“
N
o
n
c
o
g
n
i
t
i
v
e
sk
i
l
l
s
a
n
d
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
p
r
e
d
i
c
t
u
n
d
e
r
g
r
a
d
u
a
t
e
a
c
a
d
e
m
i
c
p
e
r
f
o
r
ma
n
c
e
,
”
As
sessm
e
n
t
&
E
v
a
l
u
a
t
i
o
n
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
8
,
p
p
.
1
–
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2
,
M
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2
0
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2
,
d
o
i
:
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6
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9
3
8
.
2
0
2
2
.
2
0
7
3
9
6
4
.
[
6
]
C
.
K
i
v
u
n
j
a
,
“
D
o
y
o
u
w
a
n
t
y
o
u
r
s
t
u
d
e
n
t
s
t
o
b
e
j
o
b
-
r
e
a
d
y
w
i
t
h
2
1
st
c
e
n
t
u
r
y
s
k
i
l
l
s?
c
h
a
n
g
e
p
e
d
a
g
o
g
i
e
s:
a
p
e
d
a
g
o
g
i
c
a
l
p
a
r
a
d
i
g
m
sh
i
f
t
f
r
o
m
v
y
g
o
t
sk
y
i
a
n
s
o
c
i
a
l
c
o
n
st
r
u
c
t
i
v
i
sm
t
o
c
r
i
t
i
c
a
l
t
h
i
n
k
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n
g
,
p
r
o
b
l
e
m
s
o
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v
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n
g
a
n
d
si
e
me
n
s’
d
i
g
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t
a
l
c
o
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n
e
c
t
i
v
i
s
m,”
I
n
t
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r
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t
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o
n
a
l
J
o
u
r
n
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o
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i
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Ed
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v
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l
.
3
,
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o
.
3
,
2
0
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4
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:
1
0
.
5
4
3
0
/
i
j
h
e
.
v
3
n
3
p
8
1
.
[
7
]
C
.
K
i
v
u
n
j
a
,
“
I
n
n
o
v
a
t
i
v
e
p
e
d
a
g
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i
e
s
i
n
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c
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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v
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&
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14
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1
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Feb
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20
25
:
566
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574
574
Ali
Rid
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tac
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v
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a
il
:
srim
u
rti
n
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u
n
e
sa
.
a
c
.
id
.
Evaluation Warning : The document was created with Spire.PDF for Python.