I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
2
,
A
p
r
il
20
25
,
p
p
.
1
4
8
8
~
1
4
9
5
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
14
i
2
.
2
9
5
6
8
1488
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Identifying
cha
lle
ng
es
of
cultiva
tin
g
creativ
ity
in
pro
duct
d
esig
n
Sa
lwa
Su
ra
din
,
M
o
ha
m
a
d
S
a
t
t
a
r
Ra
s
ul,
M
a
rlis
s
a
O
m
a
r
S
TEM
En
c
u
l
t
u
r
a
t
i
o
n
R
e
se
a
r
c
h
C
e
n
t
r
e
,
F
a
c
u
l
t
y
of
E
d
u
c
a
t
i
o
n
,
U
n
i
v
e
r
s
i
t
i
K
e
b
a
n
g
sa
a
n
M
a
l
a
y
s
i
a
,
B
a
n
g
i
,
M
a
l
a
y
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Dec
11
,
2
0
2
3
R
ev
is
ed
Sep
30
,
2
0
2
4
Acc
ep
ted
Oct
30
,
2
0
2
4
Cre
a
ti
v
it
y
,
a
c
ru
c
ial
sk
il
l
in
th
e
f
o
u
rt
h
i
n
d
u
strial
re
v
o
l
u
ti
o
n
(IR4
.
0
)
is
h
ig
h
l
y
d
e
m
a
n
d
e
d
in
t
h
e
wo
rk
f
o
rc
e
to
d
r
i
v
e
in
n
o
v
a
ti
o
n
in
p
r
o
d
u
c
t
d
e
sig
n
.
Th
e
re
fo
re
,
it
is
imp
o
rta
n
t
to
c
u
lt
i
v
a
te
c
re
a
ti
v
it
y
in
p
ro
d
u
c
t
d
e
sig
n
t
h
ro
u
g
h
d
e
sig
n
a
n
d
tec
h
n
o
l
o
g
y
(D&
T)
e
d
u
c
a
ti
o
n
.
Ho
we
v
e
r,
m
a
n
y
p
a
st
stu
d
ies
e
n
c
o
u
n
tere
d
c
h
a
ll
e
n
g
e
s
re
g
a
rd
in
g
D&
T
tea
c
h
e
rs
’
tea
c
h
in
g
c
re
a
ti
v
it
y
wh
ich
m
i
g
h
t
a
ffe
c
t
c
re
a
ti
v
it
y
c
u
lt
i
v
a
ti
o
n
a
m
o
n
g
st
u
d
e
n
ts.
T
h
u
s,
th
is
a
rti
c
le
a
ims
to
i
d
e
n
ti
fy
th
e
c
h
a
ll
e
n
g
e
s
fa
c
e
d
by
D&
T
tea
c
h
e
rs
in
c
u
lt
iv
a
ti
n
g
st
u
d
e
n
t
c
re
a
ti
v
it
y
with
in
p
ro
d
u
c
t
d
e
si
g
n
d
e
v
e
lo
p
m
e
n
t.
Util
izin
g
t
h
e
sy
ste
m
a
ti
c
li
tera
tu
re
re
v
iew
(S
LR)
m
e
th
o
d
u
sin
g
re
p
o
rti
n
g
st
a
n
d
a
rd
s
fo
r
sy
ste
m
a
ti
c
e
v
id
e
n
c
e
sy
n
th
e
se
s
(
ROSE
S
)
in
t
h
re
e
d
a
tab
a
se
s,
Web
of
S
c
ien
c
e
,
S
c
o
p
u
s,
a
n
d
G
o
o
g
l
e
S
c
h
o
lar.
Ba
se
d
on
t
h
e
m
a
ti
c
a
n
a
ly
sis,
t
h
i
s
S
LR
lea
d
s
to
th
re
e
t
h
e
m
e
s
:
i
)
lac
k
of
p
e
d
a
g
o
g
ica
l
c
o
m
p
e
ten
c
e
;
ii
)
d
i
ffe
re
n
t
th
in
k
in
g
sty
les
;
a
n
d
iii
)
lac
k
of
m
o
ti
v
a
ti
o
n
.
Ad
d
re
ss
in
g
t
h
e
se
c
h
a
ll
e
n
g
e
s
h
i
g
h
l
ig
h
ts
th
e
imp
o
r
t
a
n
c
e
fo
r
e
d
u
c
a
ti
o
n
a
l
i
n
stit
u
ti
o
n
s
to
a
li
g
n
th
e
ir
c
u
rricu
la
with
c
u
r
re
n
t
in
d
u
str
y
d
e
m
a
n
d
s,
e
n
su
ri
n
g
stu
d
e
n
ts
a
re
we
ll
-
p
re
p
a
re
d
to
tac
k
le
th
e
c
o
m
p
lex
it
ies
of
c
o
n
tem
p
o
ra
ry
p
ro
d
u
c
t
d
e
sig
n
.
Th
is
e
ffo
rt
re
q
u
ires
c
o
ll
a
b
o
ra
ti
o
n
a
m
o
n
g
e
d
u
c
a
to
rs,
in
d
u
stry
lea
d
e
rs,
a
n
d
p
o
li
c
y
m
a
k
e
rs
to
u
p
d
a
te
tea
c
h
i
n
g
m
e
th
o
d
s,
in
c
o
rp
o
ra
te
p
ra
c
ti
c
a
l
e
x
p
e
rien
c
e
s,
a
n
d
e
n
h
a
n
c
e
an
e
n
v
ir
o
n
m
e
n
t
th
a
t
c
u
lt
iv
a
tes
c
re
a
ti
v
it
y
.
K
ey
w
o
r
d
s
:
C
r
ea
tiv
ity
ch
allen
g
e
C
r
ea
tiv
ity
cu
ltiv
atio
n
Desig
n
an
d
tech
n
o
lo
g
y
Mo
tiv
atio
n
Pro
d
u
ct
d
esig
n
Sy
s
tem
atic
liter
atu
r
e
r
ev
iew
T
ea
ch
er
co
m
p
eten
ce
T
h
is
is
an
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r
th
e
CC
BY
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ma
r
lis
s
a
Om
ar
STE
M
E
n
cu
ltu
r
atio
n
R
esear
ch
C
en
tr
e
,
Facu
lty
of
E
d
u
ca
tio
n
,
Un
iv
er
s
iti
Keb
an
g
s
aa
n
Ma
lay
s
ia
B
an
g
i
-
4
3
6
0
0
,
Selan
g
o
r
,
Ma
la
y
s
ia
E
m
ail:
m
ar
lis
s
a@
u
k
m
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
C
r
ea
tiv
ity
is
a
cr
u
cial
s
k
ill
in
th
e
f
o
u
r
th
i
n
d
u
s
tr
ial
r
ev
o
lu
tio
n
(
I
R
4
.
0
)
in
a
h
ig
h
ly
ch
allen
g
in
g
wo
r
k
en
v
ir
o
n
m
en
t
[
1
]
.
By
2025,
it
will
be
p
o
s
itio
n
ed
with
in
th
e
t
o
p
f
iv
e
[
2
]
,
h
ig
h
lig
h
tin
g
it
i
s
h
ig
h
d
em
an
d
in
th
e
wo
r
k
f
o
r
ce
.
It
is
also
a
k
ey
co
m
p
o
n
en
t
of
2
1
s
t
ce
n
tu
r
y
s
k
ills
,
wh
ich
in
clu
d
es
tech
n
ical,
in
f
o
r
m
atio
n
,
co
m
m
u
n
icatio
n
,
co
llab
o
r
atio
n
,
cr
ea
tiv
ity
,
cr
itical
th
in
k
in
g
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
[
3
]
.
C
u
ltiv
atin
g
cr
ea
tiv
ity
in
p
r
o
d
u
ct
d
esig
n
ed
u
ca
tio
n
h
el
p
s
s
tu
d
en
ts
d
ev
elo
p
in
n
o
v
atio
n
s
k
ills
[
4
]
.
C
r
ea
tiv
ity
in
v
o
lv
es
g
en
er
atin
g
n
o
v
el
s
o
lu
tio
n
s
f
o
r
d
esig
n
ch
allen
g
e
s
[
5
]
,
em
p
h
asizin
g
its
im
p
o
r
ta
n
ce
in
ad
d
r
ess
in
g
r
ea
l
-
wo
r
l
d
is
s
u
es.
Desig
n
an
d
tech
n
o
lo
g
y
(
D&
T
)
also
k
n
o
wn
as
tech
n
o
lo
g
y
ed
u
ca
tio
n
[
6
]
is
an
ac
a
d
em
i
c
d
is
cip
lin
e
th
at
r
eq
u
ir
es
s
tu
d
en
ts
to
d
ev
elo
p
cr
ea
tiv
ity
th
r
o
u
g
h
p
r
o
d
u
ct
d
esig
n
with
tech
n
o
lo
g
y
[
7
]
,
[
8
]
.
C
r
ea
tiv
ity
is
cu
ltiv
ated
by
th
e
s
o
cial
en
v
ir
o
n
m
en
t
an
d
s
ig
n
if
ican
tly
in
f
l
u
e
n
ce
d
by
teac
h
er
s
[
9
]
,
v
ia
in
s
tr
u
ctio
n
an
d
p
r
ac
tice.
T
ea
ch
er
s
’
en
th
u
s
iasm,
d
ed
ica
tio
n
,
an
d
ca
p
ac
ity
f
o
r
lea
r
n
in
g
s
ig
n
if
ican
tly
af
f
ec
t
s
tu
d
e
n
t
p
er
f
o
r
m
an
ce
[
1
0
]
,
m
ak
in
g
th
eir
co
m
p
ete
n
ce
ess
en
tial
f
o
r
cu
ltiv
atin
g
cr
ea
tiv
ity
in
p
r
o
d
u
ct
d
esig
n
.
In
p
r
ev
io
u
s
s
tu
d
y
[
1
1
]
,
in
ter
v
iews
with
12
L
atv
ia
n
D&
T
teac
h
er
s
wh
o
s
e
s
tu
d
e
n
ts
s
co
r
ed
in
t
h
e
Oly
m
p
iad
d
esig
n
c
o
m
p
etitio
n
2
4
.
5
to
26
p
o
i
n
ts
out
of
26,
s
h
o
wed
th
eir
ex
p
er
tis
e
in
cr
e
ativ
e
d
esig
n
.
T
h
ese
teac
h
er
s
g
ain
ed
k
n
o
wled
g
e
f
r
o
m
p
ee
r
s
an
d
in
d
u
s
tr
y
f
o
r
d
esig
n
id
ea
s
.
T
h
is
co
llab
o
r
atio
n
u
tili
ze
s
th
e
co
m
b
in
e
d
k
n
o
wled
g
e
an
d
ex
p
e
r
tis
e
of
ed
u
ca
tio
n
an
d
in
d
u
s
tr
y
[
1
2
]
,
all
o
win
g
teac
h
er
s
to
g
ain
th
e
r
eq
u
ir
ed
s
k
ills
as
th
ey
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
I
d
en
tifyin
g
ch
a
llen
g
es o
f c
u
ltiva
tin
g
crea
tivity
in
p
r
o
d
u
ct
d
e
s
ig
n
(
S
a
lw
a
S
u
r
a
d
in
)
1489
n
ee
d
s
tr
o
n
g
s
p
o
n
tan
eo
u
s
s
k
ill
s
to
h
an
d
le
u
n
p
r
ed
ictab
le
s
itu
atio
n
s
d
u
r
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
.
In
E
n
g
lan
d
,
D&
T
teac
h
er
s
f
o
s
ter
c
o
llab
o
r
a
tio
n
by
e
n
co
u
r
ag
in
g
s
tu
d
en
ts
to
wo
r
k
to
g
eth
er
on
p
r
o
d
u
ct
d
e
s
ig
n
[
1
3
]
,
allo
win
g
th
em
to
s
h
ar
e
id
ea
s
f
r
o
m
d
iv
er
s
e
p
er
s
p
ec
tiv
es
an
d
p
o
ten
tially
n
u
r
tu
r
i
n
g
s
p
ec
if
ic
talen
ts
in
th
e
f
u
tu
r
e.
C
u
l
ti
v
a
t
i
n
g
s
t
u
d
e
n
ts
’
c
r
e
a
ti
v
i
ty
in
p
r
o
d
u
c
t
d
e
s
i
g
n
is
a
s
i
g
n
i
f
i
c
a
n
t
c
o
n
c
e
r
n
f
o
r
r
e
s
e
a
r
c
h
e
r
s
.
M
a
n
y
p
a
s
t
s
t
u
d
i
es
e
n
c
o
u
n
t
e
r
e
d
n
u
m
e
r
o
u
s
c
h
a
l
l
e
n
g
e
s
,
w
it
h
t
e
a
c
h
e
r
s
’
c
o
m
p
e
t
e
n
c
e
b
e
i
n
g
a
m
a
j
o
r
o
n
e
.
In
t
h
e
K
i
r
o
v
o
h
r
a
d
r
e
g
i
o
n
,
t
e
a
c
h
e
r
s
o
f
te
n
r
e
l
y
on
i
n
t
u
i
t
i
o
n
o
v
e
r
i
n
f
o
r
m
e
d
p
r
a
c
t
ic
e
s
a
n
d
a
la
c
k
of
a
w
a
r
e
n
es
s
ab
o
u
t
p
r
o
d
u
c
t
-
b
a
s
e
d
t
e
a
c
h
i
n
g
t
e
c
h
n
o
l
o
g
y
r
e
q
u
i
r
e
m
e
n
t
[
1
4
]
.
T
h
e
y
n
e
g
l
e
c
t
e
d
to
g
e
n
e
r
a
t
e
i
d
e
as
f
o
r
c
o
n
c
e
p
t
u
a
li
za
t
i
o
n
[
1
5
]
,
f
a
i
l
i
n
g
to
e
n
h
a
n
c
e
s
t
u
d
e
n
ts
’
u
n
d
e
r
s
t
a
n
d
in
g
of
p
r
o
d
u
c
t
d
e
s
i
g
n
.
M
o
r
e
o
v
er
,
t
e
a
c
h
e
r
s
s
t
r
u
g
g
l
e
to
b
al
a
n
c
e
c
u
l
t
i
v
a
ti
n
g
c
r
e
a
ti
v
i
t
y
w
i
t
h
t
e
c
h
n
ic
a
l
s
k
i
l
ls
[
1
6
]
,
as
D&
T
is
a
s
u
b
j
e
c
t
t
h
a
t
e
n
c
o
m
p
as
s
e
s
b
o
t
h
t
e
c
h
n
i
ca
l
a
n
d
c
r
e
a
ti
v
e
el
e
m
e
n
t
s
.
T
h
e
ex
is
ten
ce
of
a
lar
g
e
v
o
l
u
m
e
of
s
tu
d
ies
n
ec
ess
itates
a
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew
(
SLR
)
to
co
llect
an
d
u
n
d
er
s
tan
d
th
e
f
i
n
d
in
g
s
of
p
r
e
v
io
u
s
s
tu
d
ies.
T
h
er
e
ar
e
s
tu
d
ies,
lik
e
[
8
]
th
at
lo
o
k
at
SLR
i
s
s
u
es
r
elate
d
to
c
r
ea
tiv
ity
in
D&
T
ed
u
ca
tio
n
,
but
th
ese
s
tu
d
ies
ar
e
m
o
s
tly
f
o
cu
s
ed
on
H
o
n
g
Ko
n
g
,
wh
ile
D&
T
ed
u
ca
tio
n
o
c
cu
r
s
in
o
t
h
er
co
u
n
tr
ies
as
well.
So
,
SLR
is
n
ec
es
s
ar
y
b
ec
au
s
e
it
is
a
co
m
p
r
e
h
en
s
iv
e,
tr
an
s
ce
n
d
en
t,
s
tr
u
ctu
r
ed
,
an
d
s
y
s
tem
atic
lite
r
ar
y
h
ig
h
lig
h
tin
g
tec
h
n
iq
u
e
[
17
].
To
co
n
s
tr
u
ct
a
r
elev
an
t
s
y
s
tem
atic
r
ev
iew,
th
e
ar
ticle
was
g
u
id
ed
by
th
e
m
ai
n
r
esear
ch
q
u
esti
o
n
:
wh
at
ar
e
th
e
ch
allen
g
es
of
cu
ltiv
atin
g
c
r
ea
tiv
ity
in
p
r
o
d
u
ct
d
esig
n
am
o
n
g
D&
T
teac
h
e
r
s
?
2.
M
E
T
H
O
D
T
h
is
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew
u
s
ed
th
e
r
ep
o
r
tin
g
s
tan
d
ar
d
s
f
o
r
s
y
s
tem
atic
ev
id
en
ce
s
y
n
th
eses
(
R
OSES
)
g
u
id
elin
e,
d
ev
elo
p
e
d
by
Had
d
awa
y
et
a
l.
[
18
].
R
OSES
is
p
ar
ticu
lar
ly
s
u
itab
le
f
o
r
r
e
f
er
en
ce
as
it
ass
is
ts
r
esear
ch
er
s
in
d
e
v
elo
p
in
g
a
t
h
o
r
o
u
g
h
an
d
well
-
s
tr
u
ctu
r
ed
SLR
d
u
e
to
it
i
s
ad
ap
tab
ilit
y
to
v
a
r
io
u
s
r
esear
ch
ap
p
r
o
ac
h
es
an
d
ap
p
licab
ilit
y
ac
r
o
s
s
m
u
ltip
le
f
iel
d
s
[
18
].
Fo
llo
win
g
R
OSES
’
g
u
id
an
ce
,
th
e
SLR
p
r
o
ce
s
s
b
eg
an
with
th
e
r
esea
r
ch
q
u
esti
o
n
s
u
s
in
g
th
e
PICo
m
eth
o
d
:
‘
P
’
f
o
r
p
o
p
u
latio
n
or
p
r
o
b
lem
,
‘
I
’
f
o
r
in
ter
est,
an
d
‘
Co
’
f
o
r
co
n
te
x
t.
Fo
llo
wed
by
a
s
y
s
tem
atic
s
ea
r
ch
s
tr
ateg
y
(
i
d
en
tific
at
io
n
,
s
cr
ee
n
in
g
,
an
d
elig
ib
ilit
y
)
an
d
d
ata
ab
s
tr
ac
ti
o
n
an
d
a
n
aly
s
is
.
T
h
e
r
esear
c
h
q
u
esti
o
n
,
b
ased
on
PICo
,
h
elp
s
th
e
r
esear
ch
er
s
an
aly
ze
ex
tr
ac
ted
d
ata
to
f
in
d
th
e
r
elev
a
n
t
ev
id
e
n
ce
f
r
o
m
th
e
d
atab
ase
[
19
].
T
h
e
r
e
v
iew
i
n
clu
d
ed
t
h
r
ee
m
ai
n
asp
ec
ts
n
am
ely
D&
T
teac
h
er
s
(
p
o
p
u
latio
n
)
,
cu
ltiv
atin
g
cr
ea
tiv
ity
ch
allen
g
e
(
in
ter
est),
an
d
p
r
o
d
u
ct
d
esig
n
(
co
n
tex
t)
f
o
r
m
u
latin
g
th
e
m
ai
n
o
b
jectiv
e
of
th
e
s
tu
d
y
:
“
W
h
at
ar
e
th
e
ch
allen
g
es
of
cu
ltiv
atin
g
c
r
ea
tiv
ity
in
p
r
o
d
u
ct
d
esig
n
am
o
n
g
D&
T
te
ac
h
er
s
?
”
2.
1
.
Sy
s
t
e
m
a
t
ic
s
ea
rc
hin
g
s
t
ra
t
eg
ies
T
h
is
s
ec
tio
n
d
escr
ib
es
th
r
ee
s
u
b
-
p
r
o
ce
s
s
es
of
s
y
s
tem
atic
s
tr
ateg
ies:
id
en
tific
atio
n
,
s
cr
ee
n
in
g
,
an
d
elig
ib
ilit
y
.
T
h
e
s
tu
d
y
f
o
llo
wed
th
is
p
r
o
ce
d
u
r
e.
T
h
e
r
esear
c
h
er
s
aim
ed
to
ef
f
icien
tly
l
o
c
ate
an
d
s
y
n
th
esize
r
elev
an
t
in
f
o
r
m
atio
n
ess
en
tial
f
o
r
co
n
d
u
ctin
g
a
co
m
p
r
eh
e
n
s
iv
e
SLR.
2.
1
.
1
.
I
dentif
ica
t
io
n
T
h
e
f
ir
s
t
s
tep
in
t
h
e
SLR
p
r
o
ce
s
s
in
v
o
lv
es
id
e
n
tific
atio
n
,
wh
er
ein
th
e
r
esear
ch
er
s
s
y
s
t
em
atica
lly
s
ea
r
ch
p
r
e
d
eter
m
in
ed
d
atab
as
es
f
o
r
r
elev
an
t
liter
atu
r
e.
T
h
is
s
tep
en
h
a
n
ce
s
th
e
im
p
o
r
tan
c
e
of
k
ey
wo
r
d
s
an
d
in
cr
ea
s
es
th
e
p
r
o
b
a
b
ilit
y
of
f
in
d
in
g
more
r
elev
a
n
t
a
r
ticles
[2
0
].
Key
wo
r
d
s
r
elate
d
to
c
u
ltiv
atin
g
cr
ea
tiv
it
y
ch
allen
g
es,
p
r
o
d
u
ct
d
esig
n
,
an
d
teac
h
e
r
s
wer
e
id
en
tifie
d
by
r
ef
e
r
en
cin
g
p
r
ev
io
u
s
s
tu
d
ies
an
d
th
esau
r
u
s
,
f
o
llo
wed
by
u
tili
zin
g
th
e
th
r
e
e
d
atab
ases
:
W
eb
of
Scien
ce
(
W
o
S),
Sco
p
u
s
,
a
n
d
Go
o
g
le
Sch
o
lar
.
W
o
S
an
d
Sco
p
u
s
wer
e
ch
o
s
en
f
o
r
th
eir
h
ig
h
-
q
u
ality
d
atab
ases
[2
1
],
ad
v
an
ce
d
s
ea
r
c
h
f
u
n
ctio
n
s
,
a
n
d
s
u
r
p
ass
in
g
o
th
e
r
d
atab
ases
[2
2
],
ab
ilit
y
to
s
u
p
p
o
r
t
co
m
p
le
x
q
u
er
ies
an
d
f
il
ter
s
to
r
ef
in
e
s
ea
r
ch
r
esu
lts
[2
3
],
m
ak
in
g
th
em
s
u
itab
le
f
o
r
s
y
s
tem
atic
r
ev
iew
an
d
ev
id
en
ce
s
y
n
th
esis
.
Desp
ite
Go
o
g
le
Sch
o
lar
’
s
q
u
al
ity
co
n
tr
o
l
[2
4
],
its
s
tr
en
g
th
s
ar
e
th
e
n
u
m
b
e
r
of
a
r
ticles
an
d
r
ef
er
en
ce
d
iv
e
r
s
ity
[2
5
],
th
er
ef
o
r
e
it
can
s
er
v
e
as
a
s
u
p
p
lem
en
tar
y
d
atab
ase
.
Ad
v
an
ce
d
s
ea
r
c
h
in
g
tech
n
iq
u
es
ap
p
ly
in
g
b
asic
f
u
n
ctio
n
s
s
u
ch
as
B
o
o
lean
o
p
er
ato
r
s
(
A
ND,
OR
)
,
p
h
r
ase
s
ea
r
ch
in
g
,
tr
u
n
ca
tio
n
,
wild
ca
r
d
,
an
d
f
ield
co
d
es
f
u
n
ctio
n
s
wer
e
ap
p
lied
in
W
o
S
an
d
Sco
p
u
s
,
wh
ile
m
a
n
u
a
l
s
ea
r
ch
es
u
s
in
g
t
h
e
h
an
d
p
ick
in
g
m
e
t
h
o
d
on
G
o
o
g
l
e
S
ch
o
l
a
r
a
n
d
th
e
s
n
o
wb
allin
g
on
t
h
e
s
e
l
e
ct
e
d
a
r
ti
c
l
es
.
T
a
b
l
e
1
s
h
o
ws
t
h
e
k
e
y
w
o
r
d
s
u
s
e
d
to
f
i
n
d
r
elate
d
ar
ticles
.
T
h
is
s
ea
r
c
h
y
i
e
l
d
e
d
174
a
r
t
i
cl
e
s
f
o
r
t
h
e
s
c
r
e
e
n
i
n
g
.
2.
1
.
2
.
Scre
ening
Scr
ee
n
in
g
is
th
e
s
ec
o
n
d
p
r
o
c
ess
th
at
in
clu
d
es
o
r
e
x
clu
d
es
ar
ticles
f
r
o
m
th
e
r
ev
iew
[2
6
]
.
T
h
e
f
ir
s
t
cr
iter
io
n
is
p
u
b
licatio
n
y
ea
r
,
f
o
cu
s
in
g
o
n
th
e
last
s
ix
y
ea
r
s
(
2
0
1
8
-
2
0
2
3
)
d
u
e
to
th
e
s
ig
n
if
i
ca
n
t
r
is
e
in
ar
ticles
s
in
ce
2
0
1
8
.
On
l
y
em
p
ir
ical
r
e
s
ea
r
ch
ar
ticles
p
r
o
v
id
in
g
p
r
im
ar
y
d
ata,
wr
itten
i
n
E
n
g
lis
h
wer
e
co
n
s
id
er
e
d
to
en
s
u
r
e
th
e
q
u
ality
to
av
o
id
tr
a
n
s
latio
n
p
r
o
b
lem
s
as
s
h
o
wn
in
T
ab
le
2
.
Ar
ticles
o
n
p
r
o
d
u
ct
d
esig
n
in
th
e
D&
T
co
n
tex
t
wer
e
in
clu
d
ed
,
ex
clu
d
in
g
1
2
6
ar
ticles
an
d
th
e
r
em
ai
n
in
g
4
8
ar
ticles.
Ho
wev
er
,
f
iv
e
d
u
p
licate
r
ec
o
r
d
s
wer
e
id
en
tifie
d
,
m
a
k
in
g
t
h
e
to
tal
n
u
m
b
er
o
f
4
3
ar
ticles f
o
r
th
e
n
ex
t selec
tio
n
s
tag
e.
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
.
2
,
Ap
r
il
20
25
:
1
4
8
8
-
1
4
9
5
1490
T
ab
le
1.
T
h
e
s
ea
r
ch
s
tr
in
g
u
s
ed
f
o
r
t
h
e
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
s
s
D
a
t
a
b
a
s
e
s
K
e
y
w
o
r
d
s
u
se
d
S
c
o
p
u
s
TI
TLE
-
A
B
S
-
K
EY
((
“
d
e
s
i
g
n
a
n
d
t
e
c
h
n
o
l
o
g
y
”
OR
“
e
n
g
i
n
e
e
r
*
e
d
u
c
a
t
i
o
n
”
OR
“
t
e
c
h
n
o
l
o
g
y
*
e
d
u
c
a
t
i
o
n
”
)
AND
(
“
p
r
o
d
u
c
t
*
d
e
si
g
n
*
”
OR
“
d
e
s
i
g
n
*
p
r
o
c
e
ss*
”
OR
“
p
r
o
j
e
c
t
*
”
OR
“
d
e
si
g
n
*
”
)
AND
(
“
c
r
e
a
t
i
v
e
*
”
AND
“
c
h
a
l
l
e
n
g
e
*
”
OR
“
b
a
r
r
i
e
r
*
”
OR
“
o
b
st
a
c
l
e
*
”
)
AND
(
“
t
e
a
c
h
e
r
*
”
OR
“
e
d
u
c
a
t
o
r
*
”
OR
“
p
r
a
c
t
i
t
i
o
n
e
r
*
”
))
W
e
b
of
S
c
i
e
n
c
e
TS
=
((
“
d
e
s
i
g
n
a
n
d
t
e
c
h
n
o
l
o
g
y
”
OR
“
e
n
g
i
n
e
e
r
*
e
d
u
c
a
t
i
o
n
”
OR
“
t
e
c
h
n
o
l
o
g
y
*
e
d
u
c
a
t
i
o
n
”
)
AND
(
“
p
r
o
d
u
c
t
*
d
e
si
g
n
*
”
OR
“
d
e
s
i
g
n
*
p
r
o
c
e
ss*
”
OR
“
p
r
o
j
e
c
t
*
”
OR
“
d
e
si
g
n
*
”
)
AND
(
“
c
r
e
a
t
i
v
e
*
”
AND
“
c
h
a
l
l
e
n
g
e
*
”
OR
“
b
a
r
r
i
e
r
*
”
OR
“
o
b
st
a
c
l
e
*
”
)
AND
(
“
t
e
a
c
h
e
r
*
”
OR
“
e
d
u
c
a
t
o
r
*
”
OR
“
p
r
a
c
t
i
t
i
o
n
e
r
*
”
))
G
o
o
g
l
e
S
c
h
o
l
a
r
U
si
n
g
s
p
e
c
i
f
i
c
k
e
y
w
o
r
d
s
f
r
o
m
S
c
o
p
u
s
a
n
d
W
o
S
,
as
w
e
l
l
as
B
o
o
l
e
a
n
o
p
e
r
a
t
o
r
s,
p
h
r
a
s
e
se
a
r
c
h
e
s,
a
n
d
f
i
e
l
d
c
o
d
e
f
u
n
c
t
i
o
n
s
(
e
i
t
h
e
r
t
o
g
e
t
h
e
r
or
i
n
d
i
v
i
d
u
a
l
l
y
)
as
a
p
p
r
o
p
r
i
a
t
e
T
ab
le
2.
T
h
e
in
clu
s
io
n
a
n
d
ex
clu
s
io
n
cr
iter
ia
C
r
i
t
e
r
i
o
n
I
n
c
l
u
s
i
o
n
Ex
c
l
u
si
o
n
Li
t
e
r
a
t
u
r
e
c
a
t
e
g
o
r
y
Jo
u
r
n
a
l
(
r
e
s
e
a
r
c
h
a
r
t
i
c
l
e
)
B
o
o
k
,
b
o
o
k
s
e
r
i
e
s
,
c
h
a
p
t
e
r
in
b
o
o
k
,
s
y
st
e
ma
t
i
c
r
e
v
i
e
w
a
r
t
i
c
l
e
s,
c
o
n
f
e
r
e
n
c
e
p
r
o
c
e
e
d
i
n
g
La
n
g
u
a
g
e
En
g
l
i
sh
N
o
n
-
E
n
g
l
i
sh
Ti
me
l
i
n
e
2
0
1
8
to
2
0
2
3
2
0
1
7
a
n
d
e
a
r
l
i
e
r
C
o
u
n
t
r
y
W
o
r
l
d
2.
1
.
3
.
E
lig
ibi
lity
E
lig
ib
ilit
y
is
a
m
an
u
al
s
cr
ee
n
in
g
p
r
o
ce
s
s
th
at
in
v
o
lv
es
an
aly
zin
g
th
e
ar
ticles
th
at
en
ab
le
r
e
s
ea
r
ch
er
s
to
m
in
im
ize
th
e
g
litch
es
p
o
s
s
ib
ly
ca
u
s
ed
by
t
h
e
d
ata
b
ase
[2
7
].
A
f
ter
ca
r
e
f
u
l
ex
a
m
in
atio
n
,
28
ar
ticles
wer
e
ex
clu
d
ed
due
to
t
h
e
f
o
cu
s
on
ar
t
an
d
cr
af
t,
an
d
p
u
r
e
s
cien
ce
s
u
b
jects
r
ath
er
th
an
D&
T
s
u
b
jects.
Ov
er
all,
th
er
e
wer
e
o
n
ly
15
ar
ticles
s
elec
ted
in
th
is
s
tu
d
y
as sh
o
wn
in
Fig
u
r
e
1.
2.
2
.
Da
t
a
a
bs
t
ra
ct
io
n a
nd
a
na
ly
s
is
T
h
e
r
em
ai
n
in
g
a
r
ticles
wer
e
e
v
alu
ated
a
n
d
a
n
aly
ze
d
,
f
o
c
u
s
in
g
o
n
s
p
ec
if
ic
s
tu
d
ies
th
at
ad
d
r
ess
ed
th
e
f
o
r
m
u
lated
q
u
esti
o
n
s
.
T
h
e
d
at
a
wer
e
ex
tr
ac
ted
b
y
th
o
r
o
u
g
h
l
y
r
ea
d
in
g
th
e
a
b
s
tr
ac
ts
an
d
f
u
l
l
ar
ticles
to
id
en
tify
r
elev
an
t
th
em
es.
T
h
e
th
em
at
ic
an
aly
s
is
em
p
lo
y
ed
c
o
n
ten
t
an
aly
s
is
to
id
en
tify
t
h
em
e
s
r
elate
d
to
D&
T
teac
h
er
s
’
ch
allen
g
es in
c
u
ltiv
atin
g
cr
ea
tiv
ity
in
p
r
o
d
u
ct
d
esig
n
.
Fig
u
r
e
1.
Diag
r
a
m
of
th
e
ar
ticl
e
s
elec
tio
n
p
r
o
ce
d
u
r
e
Id
e
n
ti
fica
ti
o
n
S
c
re
e
n
in
g
El
ig
i
b
il
it
y
In
c
lu
d
e
d
Du
p
li
c
a
ted
re
c
o
r
d
s we
re
e
x
c
lu
d
e
d
(n
=
5
)
Re
c
o
rd
s sc
re
e
n
e
d
(n
=
48
)
F
u
ll
y
a
rti
c
les
a
ss
e
ss
e
d
fo
r
e
li
g
i
b
il
it
y
(n
=
4
3
)
S
tu
d
ies
in
c
lu
d
e
d
in
t
h
e
re
v
iew
(
n
=
1
5
)
Re
c
o
rd
s e
x
c
lu
d
e
d
d
u
e
n
o
t
c
o
v
e
rin
g
D&
T
tea
c
h
e
rs,
n
o
t
re
late
d
to
d
e
sig
n
p
ro
d
u
c
t,
in
a
f
o
rm
o
f
n
e
ws
p
a
p
e
r,
d
isse
rtatio
n
(
n
=
2
8
)
Re
c
o
rd
s id
e
n
t
ifi
e
d
t
h
ro
u
g
h
se
a
rc
h
in
g
(W
e
b
o
f
S
c
ien
c
e
,
S
c
o
p
u
s,
G
o
o
g
le
S
c
h
o
lar)
(
n
=
1
7
4
)
Re
c
o
rd
s e
x
c
lu
d
e
d
d
u
e
p
u
b
li
sh
b
e
f
o
re
2
0
1
8
,
b
o
o
k
,
b
o
o
k
se
ries
,
c
h
a
p
ter
i
n
b
o
o
k
,
s
y
ste
m
a
ti
c
re
v
iew
a
rti
c
les
,
c
o
n
fe
re
n
c
e
p
ro
c
e
e
d
i
n
g
,
n
o
n
-
E
n
g
l
i
sh
.
(n
=
1
26
)
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
I
d
en
tifyin
g
ch
a
llen
g
es o
f c
u
ltiva
tin
g
crea
tivity
in
p
r
o
d
u
ct
d
e
s
ig
n
(
S
a
lw
a
S
u
r
a
d
in
)
1491
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
B
a
c
k
g
ro
un
d
of
t
he
s
elec
t
ed
s
t
ud
y
Am
o
n
g
th
e
15
s
elec
ted
ar
ticl
es,
two
wer
e
p
u
b
lis
h
ed
in
2
0
2
3
,
two
in
2
0
2
2
,
f
iv
e
in
2
0
2
1
,
th
r
ee
in
2020,
an
d
o
th
er
s
in
2
0
1
9
.
Fiv
e
ar
ticles
ap
p
ea
r
ed
in
t
h
e
I
n
ter
n
atio
n
al
J
o
u
r
n
al
of
T
ec
h
n
o
lo
g
y
an
d
Desig
n
E
d
u
ca
tio
n
,
th
r
ee
in
th
e
J
o
u
r
n
al
of
T
ec
h
n
ical
E
d
u
ca
tio
n
an
d
T
r
ain
in
g
,
a
n
d
one
ea
c
h
in
ar
ch
iv
es
o
f
d
esig
n
r
esear
ch
,
Asi
a
-
Pacif
ic
E
d
u
c
atio
n
R
esear
ch
er
,
B
r
itis
h
E
d
u
ca
tio
n
al
R
esear
ch
J
o
u
r
n
al
,
Fo
r
m
Ak
ad
e
m
is
k
,
I
n
ter
n
atio
n
al
J
o
u
r
n
al
of
T
r
a
in
in
g
R
esear
ch
,
J
o
u
r
n
al
of
C
r
ea
tiv
e
B
eh
av
io
r
,
an
d
J
o
u
r
n
al
of
V
o
ca
tio
n
al
E
d
u
ca
tio
n
Stu
d
ies.
3
.
2
.
T
he
dev
elo
ped
t
hem
es
T
h
e
th
em
atic
an
aly
s
is
was
u
n
d
er
tak
en
on
15
s
elec
ted
ar
t
icles
id
en
tify
in
g
th
r
ee
th
em
e
s
of
k
ey
ch
allen
g
es:
i
)
lack
of
p
ed
ag
o
g
ical
co
m
p
eten
ce
;
ii
)
d
if
f
e
r
en
t
th
in
k
in
g
s
ty
les;
an
d
iii
)
lac
k
of
m
o
tiv
atio
n
,
as
s
h
o
wn
in
T
ab
le
3.
T
h
ese
th
r
ee
k
ey
ch
allen
g
es
ad
d
r
ess
th
e
m
ain
r
esear
ch
q
u
esti
o
n
of
t
h
is
SLR.
3
.
2
.
1
.
Cha
lleng
e
1:
la
c
k
of
peda
g
o
g
ica
l
c
o
m
pet
ence
T
h
e
f
ir
s
t
ch
allen
g
e
id
en
tifie
d
was
a
lack
of
p
ed
ag
o
g
ical
co
m
p
eten
ce
am
o
n
g
teac
h
er
s
.
Ma
n
y
s
tr
u
g
g
le
to
d
eliv
er
e
f
f
ec
tiv
e
f
ee
d
b
ac
k
t
h
at
cu
ltiv
ates
cr
ea
tiv
ity
,
due
to
u
n
a
b
le
to
a
d
ap
t
th
eir
in
p
u
t
to
d
iv
er
s
e
s
tu
d
e
n
ts
’
n
ee
d
s
[
6
]
,
[
1
1
]
,
[2
8
]
–
[
30
].
In
p
r
o
d
u
ct
d
esig
n
,
in
s
u
f
f
icien
t
k
n
o
wled
g
e
a
n
d
s
k
ills
of
in
v
e
n
tiv
e
p
r
o
b
lem
-
s
o
lv
in
g
im
p
ed
e
th
eir
ef
f
ec
tiv
e
n
ess
in
teac
h
in
g
[
7
]
.
T
h
e
p
r
o
b
lem
is
ex
ac
er
b
ated
by
m
an
y
D&
T
teac
h
er
s
h
av
in
g
non
-
s
p
ec
ialis
t
b
ac
k
g
r
o
u
n
d
s
,
wh
ich
ar
e
in
cr
ea
tiv
e
a
r
ts
r
ath
er
th
an
en
g
i
n
ee
r
in
g
a
n
d
tech
n
o
lo
g
y
[3
1
],
[3
2
],
s
tr
u
g
g
lin
g
th
e
m
to
cr
ea
te
i
n
n
o
v
ativ
e
lear
n
in
g
ex
p
e
r
ien
ce
s
,
a
n
d
lim
itin
g
s
tu
d
en
ts
’
c
r
ea
tiv
ity
.
T
h
e
y
h
a
v
e
a
l
i
m
i
t
e
d
a
b
i
l
i
t
y
to
f
a
c
i
l
it
a
t
e
l
e
a
r
n
i
n
g
.
An
i
m
p
o
r
t
a
n
t
c
h
a
l
l
e
n
g
e
l
i
es
in
p
r
o
p
e
r
l
y
i
m
p
l
e
m
e
n
t
i
n
g
c
o
l
l
a
b
o
r
a
t
i
v
e
le
a
r
n
i
n
g
[3
3
]
–
[
3
5
],
e
s
s
e
n
ti
a
l
f
o
r
t
e
a
m
w
o
r
k
a
n
d
i
d
e
a
s
s
h
a
r
i
n
g
a
m
o
n
g
s
t
u
d
e
n
t
s
.
T
h
e
y
o
f
t
e
n
l
a
c
k
t
h
e
s
k
i
l
ls
to
c
r
e
at
e
a
c
o
n
d
u
c
i
v
e
l
ea
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
[2
8
].
G
u
i
d
in
g
s
t
u
d
e
n
ts
in
d
es
i
g
n
p
r
o
c
es
s
e
s
is
c
h
a
l
le
n
g
i
n
g
,
as
it
r
e
q
u
i
r
e
s
a
d
e
e
p
u
n
d
e
r
s
t
a
n
d
i
n
g
of
i
t
e
r
a
t
i
v
e
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
a
n
d
c
r
e
a
t
i
v
e
e
x
p
l
o
r
a
t
i
o
n
.
M
o
r
e
o
v
e
r
,
i
n
a
d
e
q
u
a
t
e
d
i
g
i
t
a
l
t
o
o
ls
[3
6
]
h
i
n
d
e
r
t
h
e
i
r
p
e
d
a
g
o
g
i
c
a
l
e
f
f
e
c
t
i
v
e
n
e
s
s
.
Ad
d
i
t
i
o
n
a
l
l
y
,
t
i
m
e
c
o
n
s
t
r
a
i
n
ts
in
p
r
e
p
a
r
a
t
i
o
n
[3
2
],
r
e
s
t
r
i
ct
i
n
g
t
h
e
i
r
a
b
i
l
it
y
to
p
o
s
e
s
t
u
d
e
n
ts
to
d
i
v
e
r
s
e
p
r
o
b
l
e
m
-
s
o
lv
i
n
g
a
p
p
r
o
a
c
h
e
s
.
T
h
ey
lack
tr
ain
in
g
in
co
n
tem
p
o
r
ar
y
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
e
s
,
s
u
ch
as
co
n
s
tr
u
ctiv
is
m
,
th
a
t
cu
ltiv
ate
cr
ea
tiv
ity
,
lead
in
g
th
em
to
u
s
e
estab
lis
h
ed
p
r
ac
tices
o
v
er
en
co
u
r
ag
in
g
an
ex
p
lo
r
atio
n
e
n
v
i
r
o
n
m
en
t
[
28
],
[
33
].
Dep
en
d
en
ce
on
r
o
u
tin
es
lim
its
s
tu
d
en
ts
’
en
g
ag
em
en
t
in
cr
ea
tiv
e
p
r
o
b
lem
-
s
o
lv
in
g
in
p
r
o
d
u
ct
d
esig
n
.
Mo
r
eo
v
er
,
D&
T
teac
h
er
s
wer
e
s
h
ap
ed
by
p
ast
ex
p
er
ien
ce
s
an
d
m
e
n
to
r
s
[
32
]
ca
u
s
in
g
th
e
m
to
r
esis
t
ch
an
g
e.
C
o
n
s
eq
u
en
tly
,
th
e
cu
r
r
icu
lu
m
m
is
alig
n
ed
with
th
e
ch
an
g
in
g
d
em
an
d
s
of
p
r
o
d
u
ct
d
esig
n
in
D&
T
,
lim
itin
g
s
tu
d
en
ts
’
cr
ea
tiv
ity
.
T
h
e
d
ef
icie
n
cy
a
f
f
ec
ts
m
an
y
asp
ec
ts
of
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
W
h
ile
s
tu
d
en
ts
ar
e
ad
ep
t
at
co
n
ce
p
tu
alizin
g
id
ea
s
,
th
e
y
f
a
ce
d
if
f
icu
lties
tr
an
s
f
o
r
m
in
g
t
h
ese
co
n
ce
p
ts
in
t
o
tan
g
ib
le
a
n
d
f
ea
s
ib
le
d
esig
n
s
[3
7
].
T
h
eir
id
ea
s
wer
e
h
in
d
er
ed
due
to
th
e
teac
h
er
s
’
in
ef
f
e
ctiv
e
g
u
id
an
ce
[3
8
].
T
ea
ch
e
r
s
f
r
o
m
n
o
n
-
s
p
ec
ialis
t
b
ac
k
g
r
o
u
n
d
s
wh
o
lack
th
e
ess
en
tial
p
ed
ag
o
g
ical
co
m
p
ete
n
c
e
s
tr
u
g
g
le
to
o
v
er
co
m
e
th
is
g
ap
[
39
]
in
cr
ea
tin
g
in
n
o
v
ativ
e
lear
n
in
g
ex
p
er
ien
c
es
in
p
r
o
d
u
ct
d
esig
n
.
C
o
n
s
eq
u
en
tly
,
s
tu
d
e
n
ts
r
ec
eiv
e
in
s
u
f
f
icien
t
ex
p
o
s
u
r
e
to
th
e
v
ar
io
u
s
p
r
o
b
lem
-
s
o
lv
in
g
a
p
p
r
o
ac
h
es
in
cu
ltiv
atin
g
c
r
ea
tiv
ity
in
p
r
o
d
u
ct
d
esig
n
.
3
.
2
.
2
.
Cha
lleng
e
2:
d
if
f
er
ent
t
hin
k
ing
s
t
y
le
T
h
e
s
ec
o
n
d
th
em
e
id
en
tifie
d
th
e
d
if
f
er
en
ce
in
th
in
k
i
n
g
s
ty
les
in
s
tu
d
en
ts
’
cr
ea
tiv
e
p
er
f
o
r
m
an
ce
.
Mo
s
t
s
tu
d
en
ts
in
p
r
o
d
u
ct
d
e
s
ig
n
ap
p
lied
a
r
is
k
-
a
v
er
s
e
th
in
k
in
g
s
ty
le
[3
3
],
[3
5
],
[3
6
],
[4
0
],
r
el
y
in
g
on
estab
lis
h
ed
s
o
lu
tio
n
s
with
o
u
t
q
u
esti
o
n
in
g
t
h
em
.
A
s
tu
d
y
by
T
an
et
a
l.
[
3
0
]
f
o
u
n
d
th
at
s
tu
d
en
ts
d
ep
en
d
ed
on
teac
h
er
s
f
o
r
p
r
o
b
lem
-
s
o
lv
in
g
.
W
h
ile
th
ey
do
g
e
n
er
ate
in
itial
d
esig
n
id
ea
s
,
th
e
y
o
f
ten
s
tick
to
th
ese
with
o
u
t
ex
p
lo
r
in
g
alter
n
ativ
e
id
ea
s
[
1
1
]
.
T
h
is
r
elu
ctan
ce
to
m
o
v
e
b
ey
o
n
d
in
itial
id
ea
s
p
r
ev
en
ts
th
e
m
f
r
o
m
d
is
co
v
er
in
g
more
cr
ea
tiv
e
s
o
lu
tio
n
s
,
as
th
e
y
p
r
io
r
itize
s
af
e
a
n
d
f
am
iliar
a
p
p
r
o
ac
h
es.
Ho
wev
er
,
s
o
m
e
s
tu
d
en
ts
tak
e
r
esp
o
n
s
ib
ilit
y
f
o
r
th
eir
lear
n
in
g
[3
4
].
I
n
d
ep
en
d
en
t
-
th
i
n
k
in
g
s
tu
d
en
ts
co
n
tr
ib
u
te
d
iv
e
r
s
e
id
ea
s
but
p
o
ten
tially
ca
u
s
e
co
n
f
licts
or
m
is
u
n
d
er
s
tan
d
in
g
s
[
1
5
]
,
[3
0
],
c
h
allen
g
in
g
teac
h
e
r
s
to
h
an
d
le
d
if
f
er
in
g
v
iewp
o
in
t
s
wh
ile
m
ain
tain
in
g
lear
n
in
g
o
b
jectiv
es.
Dif
f
er
en
t
th
in
k
in
g
am
o
n
g
th
em
[
6
]
,
[4
1
]
lea
d
s
to
d
if
f
er
en
t
a
b
ilit
y
lev
els
[
1
1
]
,
p
o
s
in
g
a
ch
allen
g
e
f
o
r
teac
h
er
s
to
s
u
p
p
o
r
t
all
s
tu
d
en
ts
.
T
ea
ch
er
s
m
u
s
t
b
alan
ce
p
r
o
v
id
in
g
g
u
id
a
n
ce
an
d
allo
win
g
s
tu
d
en
ts
th
e
au
to
n
o
m
y
f
o
r
id
ea
e
x
p
lo
r
atio
n
.
T
h
ese
f
in
d
i
n
g
s
u
n
d
er
s
co
r
e
th
e
s
ig
n
if
ican
ce
of
ac
k
n
o
wled
g
in
g
an
d
ac
c
o
m
m
o
d
atin
g
d
if
f
e
r
e
n
t
th
in
k
i
n
g
s
ty
les
in
p
r
o
d
u
ct
d
esig
n
ed
u
c
atio
n
.
A
s
tr
u
ctu
r
ed
en
v
ir
o
n
m
en
t
with
p
r
ed
ictab
le
o
u
tco
m
e
s
f
o
s
ter
s
r
is
k
-
av
er
s
e
th
in
k
in
g
[4
2
],
b
u
t
teac
h
er
s
’
r
e
lian
ce
on
r
u
b
r
ics
can
lim
it
s
tu
d
en
ts
f
r
o
m
g
en
e
r
atin
g
cr
ea
tiv
e
id
ea
s
[4
3
],
d
esp
ite
r
u
b
r
ics
g
u
id
in
g
teac
h
in
g
e
f
f
ec
tiv
ely
.
T
h
is
r
ig
id
ity
in
h
ib
i
ts
cr
ea
tiv
ity
[4
4
],
wh
ich
p
r
e
s
s
u
r
es
in
d
ep
en
d
e
n
t
th
in
k
er
s
to
m
ee
t
s
p
ec
if
ic
b
en
c
h
m
ar
k
s
in
s
tead
of
th
in
k
i
n
g
o
u
t
s
id
e
th
e
box.
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
.
2
,
Ap
r
il
20
25
:
1
4
8
8
-
1
4
9
5
1492
T
ab
le
3.
T
h
e
f
in
d
i
n
g
s
N
o
A
u
t
h
o
r
s
(
c
o
u
n
t
r
y
)
La
c
k
p
e
d
a
g
o
g
i
c
a
l
c
o
mp
e
t
e
n
c
e
D
i
f
f
e
r
e
n
t
t
h
i
n
k
i
n
g
s
t
y
l
e
La
c
k
of
m
o
t
i
v
a
t
i
o
n
1
K
o
l
a
[
6
]
(
S
o
u
t
h
A
f
r
i
c
a
)
Te
a
c
h
e
r
s
st
r
u
g
g
l
e
to
a
d
a
p
t
f
e
e
d
b
a
c
k
on
d
e
si
g
n
p
r
o
c
e
sses
.
S
t
u
d
e
n
t
s
’
d
i
v
e
r
se
t
h
i
n
k
i
n
g
st
y
l
e
s
n
e
e
d
v
a
r
i
e
d
t
e
a
c
h
i
n
g
met
h
o
d
s.
S
t
u
d
e
n
t
s
d
i
mi
n
i
s
h
e
s
w
i
l
l
i
n
g
n
e
ss
to
e
x
p
l
o
r
e
c
r
e
a
t
i
v
e
s
o
l
u
t
i
o
n
s
2
H
a
sh
i
m
et
a
l
.
[
2
8
]
(
M
a
l
a
y
si
a
)
Tr
a
d
i
t
i
o
n
a
l
t
e
a
c
h
e
r
s
l
a
c
k
t
h
e
sk
i
l
l
s
to
f
a
c
i
l
i
t
a
t
e
l
e
a
r
n
i
n
g
-
Te
a
c
h
e
r
s
f
e
e
l
o
v
e
r
w
h
e
l
m
e
d
by
t
h
e
d
e
ma
n
d
s
of
t
h
e
i
r
j
o
b
3
U
y
u
b
et
a
l
.
[
2
9
]
(
M
a
l
a
y
si
a
)
Te
a
c
h
e
r
s
’
d
i
f
f
i
c
u
l
t
y
f
a
c
i
l
i
t
a
t
i
n
g
d
i
s
c
u
ss
i
o
n
a
n
d
s
t
u
d
e
n
t
-
l
e
d
i
n
q
u
i
r
y
.
S
t
u
d
e
n
t
s
r
e
l
y
on
t
e
a
c
h
e
r
s
’
so
l
u
t
i
o
n
s
.
S
t
u
d
e
n
t
s
s
h
o
w
l
i
t
t
l
e
d
r
i
v
e
a
n
d
l
o
w
c
o
o
p
e
r
a
t
i
o
n
4
U
r
d
z
i
ņ
a
-
D
e
r
u
ma
[
1
1
]
(
La
t
v
i
a
)
Te
a
c
h
e
r
s
st
r
u
g
g
l
e
to
e
n
c
o
u
r
a
g
e
st
u
d
e
n
t
s
to
e
x
p
l
o
r
e
i
d
e
a
s
S
t
u
d
e
n
t
s
a
r
e
f
i
r
m
to
i
n
i
t
i
a
l
i
d
e
a
s
a
n
d
h
a
v
e
d
i
f
f
e
r
i
n
g
a
b
i
l
i
t
y
S
t
u
d
e
n
t
s
d
i
s
c
o
u
r
a
g
e
p
e
e
r
s
f
r
o
m
e
n
g
a
g
i
n
g
in
t
h
e
p
r
o
c
e
ss.
5
Ta
n
et
a
l
.
[
3
0
]
(
M
a
l
a
y
si
a
)
Te
a
c
h
e
r
s
’
d
i
f
f
i
c
u
l
t
y
p
r
o
v
i
d
i
n
g
c
o
n
st
r
u
c
t
i
v
e
f
e
e
d
b
a
c
k
C
o
mm
u
n
i
c
a
t
i
o
n
b
a
r
r
i
e
r
a
m
o
n
g
st
u
d
e
n
t
s
S
t
u
d
e
n
t
s
’
r
e
l
u
c
t
a
n
c
e
to
s
h
a
r
e
i
d
e
a
s
6
Te
e
et
a
l
.
[7
]
(
M
a
l
a
y
si
a
)
Te
a
c
h
e
r
s
’
l
a
c
k
i
n
v
e
n
t
i
v
e
p
r
o
b
l
e
m
-
so
l
v
i
n
g
sk
i
l
l
s
-
Te
a
c
h
e
r
s
e
x
p
e
r
i
e
n
c
e
w
o
r
k
l
o
a
d
s
.
7
A
h
ma
d
et
a
l
.
[
3
1
]
(
M
a
l
a
y
si
a
)
N
o
n
-
s
p
e
c
i
a
l
i
s
t
b
a
c
k
g
r
o
u
n
d
s
t
e
a
c
h
e
r
s
-
Te
a
c
h
e
r
s
n
e
e
d
i
n
t
e
n
si
v
e
t
r
a
i
n
i
n
g
.
8
Jo
n
e
s
et
a
l
.
[
3
2
]
(
U
n
i
t
e
d
K
i
n
g
d
o
m
)
N
o
n
-
s
p
e
c
i
a
l
i
s
t
t
e
a
c
h
e
r
s
l
a
c
k
t
i
m
e
a
n
d
r
e
s
i
st
c
h
a
n
g
e
.
-
La
c
k
of
st
u
d
e
n
t
e
n
g
a
g
e
me
n
t
a
n
d
e
n
t
h
u
si
a
sm
f
o
r
t
h
e
d
e
s
i
g
n
.
9
C
h
r
i
st
e
n
s
e
n
et
al
.
[
4
0
]
(
D
e
n
mar
k
)
Te
a
c
h
e
r
s
r
e
l
y
on
e
st
a
b
l
i
s
h
e
d
met
h
o
d
s
S
t
u
d
e
n
t
s
f
a
v
o
r
e
st
a
b
l
i
s
h
e
d
so
l
u
t
i
o
n
s
.
S
t
u
d
e
n
t
s
a
f
r
a
i
d
of
f
a
i
l
u
r
e
10
D
e
l
a
h
u
n
t
y
et
a
l
.
[
3
3
]
(
I
r
e
l
a
n
d
)
Tr
a
d
i
t
i
o
n
a
l
t
e
a
c
h
e
r
s
st
r
u
g
g
l
e
w
i
t
h
c
o
l
l
a
b
o
r
a
t
i
v
e
l
e
a
r
n
i
n
g
S
t
u
d
e
n
t
s
f
a
v
o
r
st
r
u
c
t
u
r
e
d
l
e
a
r
n
i
n
g
S
t
u
d
e
n
t
s
f
a
i
l
to
s
e
e
t
h
e
r
e
l
e
v
a
n
c
e
or
a
p
p
l
i
c
a
t
i
o
n
11
H
a
n
et
a
l
.
[
3
4
]
(
U
n
i
t
e
d
K
i
n
g
d
o
m
)
Te
a
c
h
e
r
s
f
i
n
d
h
a
r
d
to
b
a
l
a
n
c
e
i
n
d
i
v
i
d
u
a
l
a
n
d
g
r
o
u
p
w
o
r
k
S
t
u
d
e
n
t
s
t
a
k
e
o
w
n
e
r
s
h
i
p
of
l
e
a
r
n
i
n
g
S
t
u
d
e
n
t
s
f
e
l
t
p
e
e
r
p
r
e
ssu
r
e
f
r
o
m
d
o
m
i
n
a
n
t
m
e
m
b
e
r
s.
12
K
i
m
[
1
5
]
(
K
o
r
e
a
)
-
D
i
v
e
r
s
e
i
d
e
a
s
l
e
a
d
to
c
o
n
f
l
i
c
t
s
-
13
En
o
c
h
sso
n
et
a
l
.
[
3
6
]
(
S
w
e
d
e
n
)
Li
mi
t
e
d
k
n
o
w
l
e
d
g
e
t
e
a
c
h
e
r
s
S
t
u
d
e
n
t
s
a
d
h
e
r
e
s
t
r
i
c
t
l
y
to
i
n
s
t
r
u
c
t
i
o
n
s
La
c
k
of
st
u
d
e
n
t
e
n
g
a
g
e
me
n
t
in
t
h
e
d
e
s
i
g
n
p
r
o
d
u
c
t
14
M
o
u
[
3
5
]
(
Ta
i
w
a
n
)
Te
a
c
h
e
r
s
’
d
i
f
f
i
c
u
l
t
y
in
p
r
o
v
i
d
i
n
g
s
t
r
u
c
t
u
r
e
d
g
u
i
d
a
n
c
e
S
t
u
d
e
n
t
s
p
r
e
f
e
r
a
s
i
n
g
l
e
so
l
u
t
i
o
n
o
v
e
r
m
o
r
e
e
x
p
l
o
r
a
t
i
o
n
S
t
u
d
e
n
t
s
’
d
i
f
f
i
c
u
l
t
y
in
p
r
o
b
l
e
m
-
so
l
v
i
n
g
15
W
e
n
g
et
a
l
.
[
4
1
]
(
C
h
i
n
a
)
-
S
t
u
d
e
n
t
s
’
d
i
v
e
r
se
l
e
v
e
l
s
of
u
n
d
e
r
s
t
a
n
d
i
n
g
of
n
e
w
c
o
n
c
e
p
t
s
S
t
u
d
e
n
t
s
h
a
v
e
l
o
w
c
o
n
f
i
d
e
n
c
e
in
t
h
e
i
r
a
b
i
l
i
t
i
e
s
3
.
2
.
3
.
Cha
lleng
e
3:
l
a
c
k
of
mo
t
iv
a
t
i
o
n
E
n
co
u
r
a
g
in
g
s
tu
d
e
n
t
m
o
tiv
ati
o
n
is
a
s
ig
n
if
ican
t
ch
allen
g
e
f
o
r
teac
h
er
s
,
esp
ec
ially
wh
en
th
ey
lack
p
er
s
o
n
al
in
v
estme
n
t
in
p
r
o
d
u
ct
d
esig
n
.
Dis
in
ter
est
in
co
m
p
letin
g
p
r
o
d
u
ct
d
esig
n
in
D&
T
[
29
]
r
esu
lts
in
d
is
en
g
ag
em
en
t
an
d
r
ef
u
s
al
to
ex
er
t
ef
f
o
r
t
[
6
]
,
[
32
],
[3
6
].
T
h
ey
f
ail
to
s
ee
th
e
r
elev
an
ce
of
th
eir
lear
n
in
g
[
33
],
an
d
a
b
elief
in
“
r
ig
h
t
”
an
d
“
wr
o
n
g
”
a
n
s
wer
s
in
d
esig
n
[4
0
]
f
o
s
ter
a
ca
u
tio
u
s
ap
p
r
o
ac
h
an
d
s
tiflin
g
cr
ea
tiv
ity
.
Peer
s
’
d
y
n
am
ics
f
u
r
th
e
r
co
m
p
lex
ity
,
as
d
is
en
g
ag
e
d
s
tu
d
en
ts
in
f
lu
en
ce
o
t
h
er
s
,
wh
ile
d
o
m
in
an
t
m
em
b
er
s
cr
ea
te
p
r
ess
u
r
e
an
d
r
elu
ctan
ce
to
id
ea
co
n
tr
ib
u
tio
n
[
1
1
]
,
[
30
],
[4
1
].
T
h
is
lead
s
to
p
r
o
b
lem
-
s
o
lv
in
g
is
s
u
es,
f
r
u
s
tr
atio
n
,
an
d
d
ec
r
ea
s
ed
m
o
tiv
atio
n
[
35
].
As
a
r
esu
lt,
teac
h
er
s
o
f
ten
in
ter
f
er
e
by
p
r
o
p
o
s
in
g
id
ea
s
an
d
g
u
id
in
g
s
tu
d
e
n
ts
to
co
m
p
lete
t
h
e
d
esig
n
,
d
is
r
u
p
tin
g
o
th
e
r
s
tu
d
en
ts
’
lear
n
in
g
.
C
o
n
s
eq
u
en
tly
,
teac
h
er
s
wh
o
f
ee
l
o
v
er
b
u
r
d
en
ed
[
7
]
,
[
28
]
d
ev
elo
p
n
eg
ativ
e
attitu
d
es
a
n
d
lead
to
b
u
r
n
o
u
t
[
28
]
due
to
ex
ce
s
s
iv
e
wo
r
k
lo
ad
.
Mo
tiv
atin
g
s
tu
d
e
n
ts
is
ch
alle
n
g
in
g
,
esp
ec
ially
with
o
u
t
p
e
r
s
o
n
al
in
v
estme
n
t
in
th
e
s
u
b
ject
[4
5
].
P
r
ev
io
u
s
r
esear
ch
[
36
]
s
h
o
w
ed
a
p
o
s
itiv
e
co
r
r
elatio
n
b
et
wee
n
s
tu
d
en
ts
’
d
esig
n
in
ter
e
s
t
an
d
m
o
tiv
atio
n
,
s
u
g
g
esti
n
g
th
e
b
en
ef
its
of
cu
ltiv
atin
g
cr
ea
tiv
ity
.
Nev
er
t
h
eless
,
teac
h
er
s
’
g
u
id
a
n
ce
s
ig
n
if
ican
tly
b
o
o
s
ts
s
tu
d
en
ts
’
cr
ea
tiv
ity
,
as
s
ee
n
in
a
s
tu
d
y
with
lo
w
ac
ad
em
ic
a
ch
iev
in
g
Sin
g
ap
o
r
ea
n
s
tu
d
en
t
s
[
46
],
h
ig
h
lig
h
tin
g
th
e
cr
u
cial
r
o
le
of
teac
h
er
s
’
i
n
v
o
lv
em
e
n
t
an
d
s
u
p
p
o
r
t
th
r
o
u
g
h
m
o
tiv
atio
n
.
M
o
r
eo
v
er
,
h
an
d
s
-
on
e
x
p
er
ien
c
es
en
h
an
ce
s
tu
d
e
n
ts
’
u
n
d
e
r
s
tan
d
i
n
g
[
1
3
]
,
a
r
ticu
latin
g
th
eir
n
ee
d
s
wh
ile
g
ain
in
g
in
s
ig
h
ts
in
to
o
th
er
s
’
ex
p
er
ie
n
ce
s
.
Ov
er
all,
th
ese
f
in
d
in
g
s
em
p
h
a
s
ize
th
e
p
iv
o
tal
r
o
le
of
s
tu
d
en
t
in
ter
est
in
cu
ltiv
atin
g
cr
ea
tiv
ity
with
in
p
r
o
d
u
ct
d
esig
n
.
T
ea
c
h
er
s
s
h
o
u
ld
p
r
io
r
itize
en
g
a
g
in
g
s
tu
d
en
ts
’
d
esig
n
in
ter
ests
[
47
],
[
48
]
by
p
r
o
v
id
in
g
o
p
p
o
r
tu
n
ities
f
o
r
h
an
d
s
-
on
ex
p
er
ien
ce
s
in
3D
f
ab
r
icatio
n
s
u
ch
as
in
clu
d
in
g
3D
p
r
in
tin
g
a
n
d
co
m
p
u
ter
[
49
]
to
ex
p
lo
r
e
c
r
ea
tiv
e
p
o
s
s
ib
ilit
ies.
Mo
r
eo
v
er
,
a
s
tu
d
y
by
Par
k
an
d
L
ee
[
50
]
s
tated
th
at
teac
h
er
s
wh
o
f
o
s
ter
an
en
v
ir
o
n
m
en
t
of
lear
n
i
n
g
by
e
n
co
u
r
a
g
in
g
ex
p
er
im
en
tatio
n
,
r
ec
o
g
n
izin
g
s
m
all
ac
h
iev
em
e
n
ts
,
an
d
p
r
o
m
o
ti
n
g
a
g
r
o
wth
m
in
d
s
et
can
h
elp
s
tu
d
e
n
ts
o
v
er
co
m
e
th
eir
co
m
f
o
r
t
z
o
n
e
an
d
p
ar
ticip
ate
in
th
e
cr
ea
tiv
e
p
r
o
ce
s
s
.
4.
CO
NCLU
SI
O
N
T
h
is
SLR
id
en
tifie
d
ch
allen
g
es
,
s
u
ch
:
i
)
lack
of
p
ed
ag
o
g
ical
co
m
p
eten
ce
;
ii
)
d
if
f
er
en
t
th
in
k
in
g
s
ty
les
;
an
d
iii
)
lack
of
m
o
tiv
a
tio
n
,
ar
e
s
ig
n
if
ican
tly
im
p
ac
t
th
e
cu
ltiv
atio
n
of
s
tu
d
en
ts
’
cr
ea
tiv
ity
in
p
r
o
d
u
ct
d
esig
n
.
T
h
ese
f
in
d
in
g
s
ar
e
cr
it
ical
in
D&
T
ed
u
ca
tio
n
,
em
p
h
a
s
izin
g
th
e
im
p
o
r
tan
ce
of
p
r
o
v
id
in
g
D&
T
teac
h
e
r
s
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
I
d
en
tifyin
g
ch
a
llen
g
es o
f c
u
ltiva
tin
g
crea
tivity
in
p
r
o
d
u
ct
d
e
s
ig
n
(
S
a
lw
a
S
u
r
a
d
in
)
1493
with
s
p
ec
ialized
tr
ain
in
g
a
n
d
p
ed
ag
o
g
ical
s
u
p
p
o
r
t,
allo
win
g
th
em
to
g
ain
more
ex
p
o
s
u
r
e
to
th
e
c
o
n
ten
t
to
ef
f
ec
tiv
ely
cu
ltiv
ate
cr
ea
tiv
e
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
in
s
tu
d
en
ts
.
By
ad
d
r
ess
in
g
th
ese
ch
allen
g
es,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
can
s
y
n
ch
r
o
n
ize
t
h
eir
cu
r
r
icu
lu
m
with
cu
r
r
en
t
d
em
an
d
s
,
en
s
u
r
in
g
s
tu
d
en
ts
ar
e
more
p
r
o
f
icien
t
in
n
av
ig
atin
g
t
h
e
co
m
p
lex
ity
of
c
o
n
tem
p
o
r
ar
y
d
esig
n
.
T
h
e
im
p
l
icatio
n
s
f
o
r
th
e
c
o
m
m
u
n
ity
ar
e
s
ig
n
if
ican
t.
Sin
ce
cr
ea
tiv
ity
is
a
f
u
n
d
am
en
tal
asp
ec
t
of
in
n
o
v
atio
n
,
im
p
r
o
v
in
g
s
tu
d
en
ts
’
in
v
en
tiv
en
ess
m
ay
d
r
iv
e
ad
v
a
n
ce
m
en
t
ac
r
o
s
s
v
ar
io
u
s
in
d
u
s
tr
ies.
A
more
cr
ea
tiv
ely
s
k
illed
wo
r
k
f
o
r
ce
can
lead
to
th
e
d
ev
elo
p
m
en
t
of
in
n
o
v
ativ
e
p
r
o
d
u
cts,
b
o
o
s
tin
g
ec
o
n
o
m
ic
g
r
o
wth
a
n
d
im
p
r
o
v
i
n
g
q
u
ality
of
life
.
T
h
u
s
,
s
t
a
k
e
h
o
l
d
e
r
s
in
e
d
u
c
a
t
i
o
n
,
i
n
d
u
s
t
r
y
,
a
n
d
p
o
l
i
c
y
m
a
k
i
n
g
s
h
o
u
l
d
w
o
r
k
t
o
g
e
t
h
e
r
to
r
e
v
i
s
e
t
e
a
c
h
i
n
g
m
e
t
h
o
d
s
,
i
n
t
e
g
r
a
t
e
p
r
a
ct
i
c
al
e
x
p
e
r
i
e
n
c
e
s
,
a
n
d
c
r
e
a
te
an
e
n
v
i
r
o
n
m
e
n
t
t
h
a
t
p
r
o
m
o
t
es
e
x
p
l
o
r
a
t
i
o
n
a
n
d
e
x
p
e
r
i
m
e
n
ta
t
i
o
n
.
F
u
r
t
h
e
r
s
t
u
d
y
is
r
e
q
u
i
r
e
d
to
e
x
p
l
o
r
e
how
t
e
c
h
n
o
l
o
g
y
,
s
u
c
h
as
d
i
g
i
t
al
t
o
o
l
s
a
n
d
3D
f
a
b
r
i
c
a
t
i
o
n
,
can
be
i
n
t
e
g
r
a
t
e
d
i
n
t
o
t
e
ac
h
i
n
g
to
o
v
e
r
c
o
m
e
t
h
e
g
a
p
b
e
t
w
e
e
n
c
o
n
c
e
p
t
u
a
li
z
a
ti
o
n
a
n
d
r
e
a
l
i
z
at
i
o
n
in
p
r
o
d
u
c
t
d
e
s
i
g
n
,
u
l
t
i
m
a
te
l
y
c
u
l
ti
v
a
t
i
n
g
s
t
u
d
e
n
t
s
’
c
r
e
a
t
i
v
e
p
o
t
e
n
ti
a
l
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
t
h
o
r
s
ac
k
n
o
wled
g
e
t
h
e
Un
iv
er
s
iti
Keb
a
n
g
s
aa
n
Ma
l
ay
s
ia
(
UKM
)
f
o
r
f
u
n
d
in
g
u
n
d
er
Ger
a
n
Gala
k
an
Pen
y
elid
ik
Mu
d
a
(
G
GPM)
u
n
d
er
th
e
g
r
an
t
n
u
m
b
er
GGPM
-
2022
-
0
1
9
.
RE
F
E
R
E
NC
E
S
[
1
]
F
.
M
.
K
a
mar
u
z
a
ma
n
,
R
.
H
a
mi
d
,
A
.
A
.
M
u
t
a
l
i
b
,
a
n
d
M
.
S
.
R
a
su
l
,
“
D
e
t
e
r
mi
n
a
t
i
o
n
o
f
4
I
R
g
e
n
e
r
i
c
sk
i
l
l
s
c
o
n
s
t
r
u
c
t
s
f
o
r
e
n
g
i
n
e
e
r
i
n
g
g
r
a
d
u
a
t
e
s,”
J
o
u
r
n
a
l
o
f
P
o
si
t
i
v
e
S
c
h
o
o
l
Ps
y
c
h
o
l
o
g
y
,
n
o
.
3
,
p
p
.
2
4
3
–
2
5
7
,
2
0
2
1
.
[
2
]
W
o
r
l
d
E
c
o
n
o
mi
c
F
o
r
u
m
,
“
Th
e
F
u
t
u
r
e
o
f
J
o
b
s R
e
p
o
r
t
2
0
2
0
,
”
G
e
n
e
v
a
,
2
0
2
0
.
[
3
]
E.
v
a
n
L
a
a
r
,
A
.
J
.
A
.
M
.
v
a
n
D
e
u
r
s
e
n
,
J.
A
.
G
.
M
.
v
a
n
D
i
j
k
,
a
n
d
J
.
d
e
H
a
a
n
,
“
D
e
t
e
r
mi
n
a
n
t
s o
f
2
1
s
t
-
c
e
n
t
u
r
y
s
k
i
l
l
s
a
n
d
2
1
st
-
c
e
n
t
u
r
y
d
i
g
i
t
a
l
s
k
i
l
l
s
f
o
r
w
o
r
k
e
r
s
:
a
s
y
st
e
ma
t
i
c
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
,
”
S
a
g
e
O
p
e
n
,
v
o
l
.
1
0
,
n
o
.
1
,
Ja
n
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
7
7
/
2
1
5
8
2
4
4
0
1
9
9
0
0
1
7
6
.
[
4
]
O
.
I
.
H
i
g
u
e
r
a
-
M
a
r
t
i
n
e
z
a
n
d
L.
F
e
r
n
á
n
d
e
z
-
S
a
m
a
c
á
,
“
F
o
s
t
e
r
i
n
g
c
r
e
a
t
i
v
i
t
y
i
n
e
n
g
i
n
e
e
r
i
n
g
t
h
r
o
u
g
h
P
B
L
,”
I
n
t
e
rn
a
t
i
o
n
a
l
R
e
se
a
rc
h
S
y
m
p
o
s
i
u
m
o
n
PBL
,
p
p
.
4
1
4
–
4
2
3
,
2
0
2
0
.
[
5
]
D
.
M
c
I
n
e
r
n
e
y
,
“
I
n
si
g
h
t
s
i
n
t
o
p
r
o
d
u
c
t
d
e
si
g
n
st
u
d
e
n
t
s’
p
e
r
c
e
p
t
i
o
n
o
f
,
a
n
d
e
n
g
a
g
e
m
e
n
t
w
i
t
h
,
c
r
e
a
t
i
v
i
t
y
i
n
d
e
si
g
n
e
d
u
c
a
t
i
o
n
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
T
e
c
h
n
o
l
o
g
y
a
n
d
D
e
si
g
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
3
,
n
o
.
3
,
p
p
.
1
1
9
9
–
1
2
1
9
,
J
u
l
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
0
7
9
8
-
022
-
0
9
7
6
6
-
x.
[
6
]
I
.
M
.
K
o
l
a
,
“
U
si
n
g
a
n
a
l
y
t
i
c
a
l
r
u
b
r
i
c
s
t
o
a
ss
e
ss
t
e
c
h
n
o
l
o
g
i
c
a
l
so
l
u
t
i
o
n
s
i
n
t
h
e
t
e
c
h
n
o
l
o
g
y
c
l
a
ssr
o
o
m,”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
T
e
c
h
n
o
l
o
g
y
a
n
d
D
e
si
g
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
2
,
n
o
.
2
,
p
p
.
8
8
3
–
9
0
4
,
A
p
r
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
7
9
8
-
020
-
0
9
6
3
5
-
5.
[
7
]
T.
K
.
T
e
e
e
t
a
l
.
,
“
D
e
si
g
n
a
n
d
t
e
c
h
n
o
l
o
g
y
t
e
a
c
h
e
r
i
n
TV
ET
:
A
v
i
e
w
o
n
t
h
i
n
k
i
n
g
s
t
y
l
e
a
n
d
i
n
v
e
n
t
i
v
e
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
sk
i
l
l
,
”
J
o
u
r
n
a
l
o
f
T
e
c
h
n
i
c
a
l
E
d
u
c
a
t
i
o
n
a
n
d
T
ra
i
n
i
n
g
,
v
o
l
.
1
2
,
n
o
.
1
,
p
p
.
1
9
7
–
2
0
3
,
2
0
2
0
,
d
o
i
:
1
0
.
3
0
8
8
0
/
j
t
e
t
.
2
0
2
0
.
1
2
.
0
1
.
0
2
1
.
[
8
]
Y
.
L.
W
o
n
g
a
n
d
K
.
W
.
M
.
S
i
u
,
“
I
s t
h
e
r
e
c
r
e
a
t
i
v
i
t
y
i
n
d
e
si
g
n
?
F
r
o
m a
p
e
r
s
p
e
c
t
i
v
e
o
f
sc
h
o
o
l
d
e
si
g
n
a
n
d
t
e
c
h
n
o
l
o
g
y
i
n
H
o
n
g
K
o
n
g
,
”
Asi
a
P
a
c
i
f
i
c
Ed
u
c
a
t
i
o
n
Re
v
i
e
w
,
v
o
l
.
1
3
,
n
o
.
3
,
p
p
.
4
6
5
–
4
7
4
,
S
e
p
.
2
0
1
2
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
2
5
6
4
-
0
1
2
-
9
2
0
8
-
y.
[
9
]
T.
M
.
A
ma
b
i
l
e
a
n
d
M
.
G
.
P
r
a
t
t
,
“
Th
e
d
y
n
a
m
i
c
c
o
m
p
o
n
e
n
t
i
a
l
mo
d
e
l
o
f
c
r
e
a
t
i
v
i
t
y
a
n
d
i
n
n
o
v
a
t
i
o
n
i
n
o
r
g
a
n
i
z
a
t
i
o
n
s:
M
a
k
i
n
g
p
r
o
g
r
e
ss,
ma
k
i
n
g
m
e
a
n
i
n
g
,
”
Re
s
e
a
r
c
h
i
n
O
rg
a
n
i
z
a
t
i
o
n
a
l
Be
h
a
v
i
o
r
,
v
o
l
.
3
6
,
p
p
.
1
5
7
–
1
8
3
,
2
0
1
6
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
r
i
o
b
.
2
0
1
6
.
1
0
.
0
0
1
.
[
1
0
]
H
.
S
e
r
i
n
,
“
T
h
e
r
o
l
e
o
f
p
a
ssi
o
n
i
n
l
e
a
r
n
i
n
g
a
n
d
t
e
a
c
h
i
n
g
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
S
o
c
i
a
l
S
c
i
e
n
c
e
s a
n
d
E
d
u
c
a
t
i
o
n
a
l
S
t
u
d
i
e
s
,
v
o
l
.
4
,
n
o
.
1
,
2
0
1
7
,
d
o
i
:
1
0
.
2
3
9
1
8
/
i
j
sses
.
v
4
i
1
p
6
0
.
[
1
1
]
M
.
U
r
d
z
i
ņ
a
-
D
e
r
u
ma,
“
Th
e
p
r
e
p
a
r
i
n
g
p
u
p
i
l
s
f
o
r
t
e
x
t
i
l
e
t
e
c
h
n
o
l
o
g
y
O
l
y
mp
i
a
d
s
,
”
F
o
rm
A
k
a
d
e
m
i
sk
,
v
o
l
.
1
6
,
n
o
.
1
,
Ju
n
.
2
0
2
3
,
d
o
i
:
1
0
.
7
5
7
7
/
f
o
r
m
a
k
a
d
e
mi
s
k
.
4
6
2
4
.
[
1
2
]
M
.
O
mar
a
n
d
F
.
M
.
K
a
mar
u
z
a
ma
n
,
“
Te
c
h
n
i
c
a
l
a
n
d
v
o
c
a
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
t
r
a
i
n
i
n
g
a
n
d
i
n
d
u
s
t
r
y
c
o
l
l
a
b
o
r
a
t
i
o
n
:
a
b
i
b
l
i
o
me
t
r
i
c
r
e
v
i
e
w
,
”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
n
d
L
e
a
r
n
i
n
g
(
E
d
u
L
e
a
rn
)
,
v
o
l
.
1
8
,
n
o
.
4
,
p
p
.
1
5
8
2
–
1
5
9
2
,
N
o
v
.
2
0
2
4
,
d
o
i
:
1
0
.
1
1
5
9
1
/
e
d
u
l
e
a
r
n
.
v
1
8
i
4
.
2
1
1
2
0
.
[
1
3
]
H
.
D
e
m
e
t
r
i
o
u
a
n
d
B
.
N
i
c
h
o
l
l
,
“
Em
p
a
t
h
y
i
s
t
h
e
m
o
t
h
e
r
o
f
i
n
v
e
n
t
i
o
n
:
Em
o
t
i
o
n
a
n
d
c
o
g
n
i
t
i
o
n
f
o
r
c
r
e
a
t
i
v
i
t
y
i
n
t
h
e
c
l
a
ssr
o
o
m,”
I
m
p
ro
v
i
n
g
S
c
h
o
o
l
s
,
v
o
l
.
2
5
,
n
o
.
1
,
p
p
.
4
–
2
1
,
M
a
r
.
2
0
2
2
,
d
o
i
:
1
0
.
1
1
7
7
/
1
3
6
5
4
8
0
2
2
1
9
8
9
5
0
0
.
[
1
4
]
L.
C
h
y
s
t
i
a
k
o
v
a
,
“
Th
e
p
r
o
j
e
c
t
m
e
t
h
o
d
a
t
d
e
si
g
n
a
n
d
t
e
c
h
n
o
l
o
g
y
l
e
ss
o
n
s
i
n
t
e
r
ms
o
f
r
e
f
o
r
mi
n
g
t
h
e
n
e
w
U
k
r
a
i
n
i
a
n
s
c
h
o
o
l
,
”
S
c
i
e
n
c
e
a
n
d
Ed
u
c
a
t
i
o
n
,
v
o
l
.
2
5
,
n
o
.
5
,
p
p
.
6
1
–
6
6
,
M
a
y
2
0
1
7
,
d
o
i
:
1
0
.
2
4
1
9
5
/
2
4
1
4
-
4
6
6
5
-
2
0
1
7
-
5
-
1
2
.
[
1
5
]
H
.
K
i
m,
“
L
e
a
r
n
i
n
g
f
r
o
m
t
w
o
t
y
p
e
s
o
f
c
l
a
ss
p
r
o
j
e
c
t
s
i
n
i
n
t
e
r
a
c
t
i
v
e
p
h
y
s
i
c
a
l
p
r
o
t
o
t
y
p
i
n
g
:
c
o
mp
a
r
i
s
o
n
b
e
t
w
e
e
n
t
e
c
h
n
o
l
o
g
y
-
d
r
i
v
e
n
a
n
d
e
x
p
e
r
i
e
n
c
e
-
d
r
i
v
e
n
p
r
o
j
e
c
t
r
e
s
u
l
t
s,
”
A
rc
h
i
v
e
s
o
f
D
e
s
i
g
n
Re
s
e
a
rc
h
,
v
o
l
.
3
3
,
n
o
.
3
,
p
p
.
7
5
–
8
7
,
A
u
g
.
2
0
2
0
,
d
o
i
:
1
0
.
1
5
1
8
7
/
a
d
r
.
2
0
2
0
.
0
8
.
3
3
.
3
.
7
5
.
[
1
6
]
M
.
M
c
La
i
n
,
D
.
I
r
v
i
n
g
-
B
e
l
l
,
D
.
W
o
o
f
f
,
a
n
d
D
.
M
o
r
r
i
s
o
n
-
Lo
v
e
,
“
H
o
w
t
e
c
h
n
o
l
o
g
y
ma
k
e
s
u
s
h
u
ma
n
:
c
u
l
t
u
r
a
l
h
i
s
t
o
r
i
c
a
l
r
o
o
t
s
f
o
r
d
e
s
i
g
n
a
n
d
t
e
c
h
n
o
l
o
g
y
e
d
u
c
a
t
i
o
n
,
”
T
h
e
C
u
rri
c
u
l
u
m
J
o
u
r
n
a
l
,
v
o
l
.
3
0
,
n
o
.
4
,
p
p
.
4
6
4
–
4
8
3
,
D
e
c
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
8
0
/
0
9
5
8
5
1
7
6
.
2
0
1
9
.
1
6
4
9
1
6
3
.
[1
7
]
H
.
A
.
M
.
S
h
a
f
f
r
i
l
,
S
.
E.
K
r
a
u
ss
,
a
n
d
S
.
F
.
S
a
ms
u
d
d
i
n
,
“
A
s
y
st
e
ma
t
i
c
r
e
v
i
e
w
o
n
A
si
a
n
’
s
f
a
r
mers
’
a
d
a
p
t
a
t
i
o
n
p
r
a
c
t
i
c
e
s
t
o
w
a
r
d
s
c
l
i
mat
e
c
h
a
n
g
e
,
”
S
c
i
e
n
c
e
o
f
T
h
e
T
o
t
a
l
En
v
i
r
o
n
m
e
n
t
,
v
o
l
.
6
4
4
,
p
p
.
6
8
3
–
6
9
5
,
D
e
c
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
sc
i
t
o
t
e
n
v
.
2
0
1
8
.
0
6
.
3
4
9
.
[1
8
]
N
.
R
.
H
a
d
d
a
w
a
y
,
B
.
M
a
c
u
r
a
,
P
.
W
h
a
l
e
y
,
a
n
d
A
.
S
.
P
u
l
l
i
n
,
“
R
O
S
ES
r
e
p
o
r
t
i
n
g
s
t
a
n
d
a
r
d
s
f
o
r
sy
s
t
e
m
a
t
i
c
e
v
i
d
e
n
c
e
s
y
n
t
h
e
ses
:
p
r
o
f
o
r
ma,
f
l
o
w
-
d
i
a
g
r
a
m
a
n
d
d
e
scri
p
t
i
v
e
su
mm
a
r
y
o
f
t
h
e
p
l
a
n
a
n
d
c
o
n
d
u
c
t
o
f
e
n
v
i
r
o
n
m
e
n
t
a
l
s
y
s
t
e
m
a
t
i
c
r
e
v
i
e
w
s
a
n
d
sy
s
t
e
mat
i
c
map
s
,
”
En
v
i
r
o
n
m
e
n
t
a
l
Ev
i
d
e
n
c
e
,
v
o
l
.
7
,
n
o
.
1
,
D
e
c
.
2
0
1
8
,
d
o
i
:
1
0
.
1
1
8
6
/
s1
3
7
5
0
-
0
1
8
-
0
1
2
1
-
7.
[
19
]
H
.
A
.
M
.
S
h
a
f
f
r
i
l
,
A
.
A
.
S
a
m
a
h
,
a
n
d
S
.
K
a
m
a
r
u
d
i
n
,
“
S
p
e
a
k
i
n
g
o
f
t
h
e
d
e
v
i
l
:
a
sy
st
e
mat
i
c
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
o
n
c
o
mm
u
n
i
t
y
p
r
e
p
a
r
e
d
n
e
ss f
o
r
e
a
r
t
h
q
u
a
k
e
s,”
N
a
t
u
r
a
l
H
a
z
a
rd
s
,
v
o
l
.
1
0
8
,
n
o
.
3
,
p
p
.
2
3
9
3
–
2
4
1
9
,
S
e
p
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
1
0
6
9
-
0
2
1
-
0
4
7
9
7
-
4.
[
20
]
H
.
A
.
M
.
S
h
a
f
f
r
i
l
,
A
.
A
.
S
a
ma
h
,
a
n
d
S
.
F
.
S
a
msu
d
d
i
n
,
“
G
u
i
d
e
l
i
n
e
s
f
o
r
d
e
v
e
l
o
p
i
n
g
a
s
y
st
e
ma
t
i
c
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
f
o
r
s
t
u
d
i
e
s
r
e
l
a
t
e
d
t
o
c
l
i
ma
t
e
c
h
a
n
g
e
a
d
a
p
t
a
t
i
o
n
,
”
E
n
v
i
ro
n
m
e
n
t
a
l
S
c
i
e
n
c
e
a
n
d
P
o
l
l
u
t
i
o
n
R
e
se
a
rch
,
v
o
l
.
2
8
,
n
o
.
1
8
,
p
p
.
2
2
2
6
5
–
2
2
2
7
7
,
M
a
y
2
0
2
1
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
3
5
6
-
0
2
1
-
1
3
1
7
8
-
0.
[
21
]
S
.
R
.
M
.
Y
u
so
p
,
M
.
S
.
R
a
s
u
l
,
R
.
M
o
h
a
m
a
d
Y
a
si
n
,
H
.
U
.
H
a
sh
i
m,
a
n
d
N
.
A
.
Jal
a
l
u
d
i
n
,
“
A
n
a
ss
e
ssm
e
n
t
a
p
p
r
o
a
c
h
e
s
a
n
d
l
e
a
r
n
i
n
g
o
u
t
c
o
mes
i
n
t
e
c
h
n
i
c
a
l
a
n
d
v
o
c
a
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
:
a
sy
s
t
e
m
a
t
i
c
r
e
v
i
e
w
u
si
n
g
P
R
I
S
M
A
,
”
S
u
st
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
4
,
n
o
.
9
,
A
p
r
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
4
0
9
5
2
2
5
.
[
22
]
M
.
G
u
s
e
n
b
a
u
e
r
a
n
d
N
.
R
.
H
a
d
d
a
w
a
y
,
“
W
h
i
c
h
a
c
a
d
e
m
i
c
sea
r
c
h
s
y
st
e
ms
a
r
e
s
u
i
t
a
b
l
e
f
o
r
s
y
st
e
ma
t
i
c
r
e
v
i
e
w
s
o
r
met
a
‐
a
n
a
l
y
s
e
s
?
Ev
a
l
u
a
t
i
n
g
r
e
t
r
i
e
v
a
l
q
u
a
l
i
t
i
e
s
o
f
G
o
o
g
l
e
S
c
h
o
l
a
r
,
P
u
b
M
e
d
,
a
n
d
2
6
o
t
h
e
r
r
e
so
u
r
c
e
s
,
”
R
e
se
a
rc
h
S
y
n
t
h
e
s
i
s
M
e
t
h
o
d
s
,
v
o
l
.
1
1
,
n
o
.
2
,
p
p
.
1
8
1
–
2
1
7
,
M
a
r
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
0
2
/
j
r
sm.
1
3
7
8
.
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
.
2
,
Ap
r
il
20
25
:
1
4
8
8
-
1
4
9
5
1494
[
23
]
A
.
M
a
r
t
í
n
-
M
a
r
t
í
n
,
M
.
Th
e
l
w
a
l
l
,
E
.
O
r
d
u
n
a
-
M
a
l
e
a
,
a
n
d
E.
D
e
l
g
a
d
o
L
ó
p
e
z
-
C
ó
z
a
r
,
“
G
o
o
g
l
e
S
c
h
o
l
a
r
,
M
i
c
r
o
s
o
f
t
A
c
a
d
e
m
i
c
,
S
c
o
p
u
s,
D
i
me
n
si
o
n
s
,
W
e
b
o
f
S
c
i
e
n
c
e
,
a
n
d
O
p
e
n
C
i
t
a
t
i
o
n
s’
C
O
C
I
:
a
m
u
l
t
i
d
i
sci
p
l
i
n
a
r
y
c
o
m
p
a
r
i
so
n
o
f
c
o
v
e
r
a
g
e
v
i
a
c
i
t
a
t
i
o
n
s
,
”
S
c
i
e
n
t
o
m
e
t
ri
c
s
,
v
o
l
.
1
2
6
,
n
o
.
1
,
p
p
.
8
7
1
–
9
0
6
,
Ja
n
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
1
1
9
2
-
0
2
0
-
0
3
6
9
0
-
4.
[
24
]
H
.
A
.
M
o
h
a
me
d
S
h
a
f
f
r
i
l
,
N
.
A
h
m
a
d
,
S
.
F
.
S
a
ms
u
d
d
i
n
,
A
.
A
.
S
a
ma
h
,
a
n
d
M
.
E.
H
a
m
d
a
n
,
“
S
y
s
t
e
ma
t
i
c
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
o
n
a
d
a
p
t
a
t
i
o
n
t
o
w
a
r
d
s
c
l
i
ma
t
e
c
h
a
n
g
e
i
m
p
a
c
t
s
a
m
o
n
g
i
n
d
i
g
e
n
o
u
s
p
e
o
p
l
e
i
n
t
h
e
A
si
a
P
a
c
i
f
i
c
r
e
g
i
o
n
s
,
”
J
o
u
rn
a
l
o
f
C
l
e
a
n
e
r P
ro
d
u
c
t
i
o
n
,
v
o
l
.
2
5
8
,
J
u
n
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
j
c
l
e
p
r
o
.
2
0
2
0
.
1
2
0
5
9
5
.
[
25
]
G
.
H
a
l
e
v
i
,
H
.
M
o
e
d
,
a
n
d
J.
B
a
r
-
I
l
a
n
,
“
S
u
i
t
a
b
i
l
i
t
y
o
f
G
o
o
g
l
e
S
c
h
o
l
a
r
a
s
a
s
o
u
r
c
e
o
f
s
c
i
e
n
t
i
f
i
c
i
n
f
o
r
ma
t
i
o
n
a
n
d
a
s
a
s
o
u
r
c
e
o
f
d
a
t
a
f
o
r
sci
e
n
t
i
f
i
c
e
v
a
l
u
a
t
i
o
n
-
r
e
v
i
e
w
o
f
t
h
e
l
i
t
e
r
a
t
u
r
e
,
”
J
o
u
rn
a
l
o
f
I
n
f
o
rm
e
t
r
i
c
s
,
v
o
l
.
1
1
,
n
o
.
3
,
p
p
.
8
2
3
–
8
3
4
,
A
u
g
.
2
0
1
7
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
j
o
i
.
2
0
1
7
.
0
6
.
0
0
5
.
[
26
]
L.
A
f
f
e
n
g
r
u
b
e
r
e
t
a
l
.
,
“
C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
a
n
d
r
e
c
o
v
e
r
y
met
h
o
d
s
o
f
s
t
u
d
i
e
s
f
a
l
sel
y
e
x
c
l
u
d
e
d
d
u
r
i
n
g
l
i
t
e
r
a
t
u
r
e
scre
e
n
i
n
g
-
a
sy
s
t
e
m
a
t
i
c
r
e
v
i
e
w
,
”
S
y
st
e
m
a
t
i
c
R
e
v
i
e
w
s
,
v
o
l
.
1
1
,
n
o
.
1
,
N
o
v
.
2
0
2
2
,
d
o
i
:
1
0
.
1
1
8
6
/
s
1
3
6
4
3
-
0
2
2
-
0
2
1
0
9
-
w.
[
27
]
H
.
A
.
M
.
S
h
a
f
f
r
i
l
,
S
.
F
.
S
a
msu
d
d
i
n
,
a
n
d
A
.
A
b
u
S
a
ma
h
,
“
Th
e
A
B
C
o
f
sy
st
e
ma
t
i
c
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
:
t
h
e
b
a
s
i
c
m
e
t
h
o
d
o
l
o
g
i
c
a
l
g
u
i
d
a
n
c
e
f
o
r
b
e
g
i
n
n
e
r
s,
”
Q
u
a
l
i
t
y
a
n
d
Q
u
a
n
t
i
t
y
,
v
o
l
.
5
5
,
n
o
.
4
,
p
p
.
1
3
1
9
–
1
3
4
6
,
A
u
g
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
1
3
5
-
0
2
0
-
0
1
0
5
9
-
6.
[
28
]
S
.
H
a
s
h
i
m
,
S
.
H
.
Z
a
k
a
r
i
a
h
,
F
.
A
.
Ta
u
f
e
k
,
N
.
N
.
Zu
l
k
i
f
l
i
,
N
.
H
.
C
h
e
L
a
h
,
a
n
d
D
.
E.
M
u
r
n
i
a
t
i
,
“
A
n
o
b
s
e
r
v
a
t
i
o
n
o
n
i
m
p
l
e
me
n
t
a
t
i
o
n
o
f
c
l
a
ssr
o
o
m
a
ss
e
ssm
e
n
t
i
n
t
e
c
h
n
i
c
a
l
a
n
d
v
o
c
a
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
a
n
d
t
r
a
i
n
i
n
g
(
TV
ET)
s
u
b
j
e
c
t
a
r
e
a
,
”
J
o
u
r
n
a
l
o
f
T
e
c
h
n
i
c
a
l
E
d
u
c
a
t
i
o
n
a
n
d
T
r
a
i
n
i
n
g
,
v
o
l
.
1
3
,
n
o
.
3
,
S
e
p
.
2
0
2
1
,
d
o
i
:
1
0
.
3
0
8
8
0
/
j
t
e
t
.
2
0
2
1
.
1
3
.
0
3
.
0
1
9
.
[
29
]
N
.
U
y
u
b
,
N
.
H
.
N
o
h
@
S
e
t
h
,
N
.
S
.
A
.
A
l
h
a
sso
r
a
,
N
.
A
.
M
o
h
d
A
h
y
a
n
,
H
.
Jamb
a
r
i
,
a
n
d
M
.
R
.
P
a
i
r
a
n
,
“
F
a
c
t
o
r
s
c
o
n
t
r
i
b
u
t
i
n
g
t
o
st
u
d
e
n
t
s’
a
t
t
a
i
n
me
n
t
i
n
d
e
s
i
g
n
a
n
d
t
e
c
h
n
o
l
o
g
y
p
r
o
j
e
c
t
w
o
r
k
,
”
J
o
u
r
n
a
l
o
f
T
e
c
h
n
i
c
a
l
E
d
u
c
a
t
i
o
n
a
n
d
T
r
a
i
n
i
n
g
,
v
o
l
.
1
3
,
n
o
.
1
,
M
a
r
.
2
0
2
1
,
d
o
i
:
1
0
.
3
0
8
8
0
/
j
t
e
t
.
2
0
2
1
.
1
3
.
0
1
.
0
0
7
.
[
30
]
C
.
Ta
n
,
X
.
La
u
,
a
n
d
L.
Le
e
,
“
Th
e
m
e
d
i
a
t
i
n
g
r
o
l
e
o
f
c
r
e
a
t
i
v
e
p
r
o
c
e
s
s
e
n
g
a
g
e
me
n
t
i
n
t
h
e
r
e
l
a
t
i
o
n
sh
i
p
b
e
t
w
e
e
n
sh
y
n
e
ss
a
n
d
se
l
f
‐
r
a
t
e
d
c
r
e
a
t
i
v
i
t
y
,”
T
h
e
J
o
u
rn
a
l
o
f
C
re
a
t
i
v
e
B
e
h
a
v
i
o
r
,
v
o
l
.
5
3
,
n
o
.
2
,
p
p
.
2
2
2
–
2
3
1
,
Ju
n
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
0
2
/
j
o
c
b
.
1
7
3
.
[
31
]
N
.
A
.
A
h
m
a
d
,
R
.
C
.
R
o
s,
A
.
K
a
mi
s
,
a
n
d
H
.
N
.
M
a
k
mo
r
,
“
N
e
e
d
a
n
a
l
y
s
i
s:
d
e
v
e
l
o
p
me
n
t
o
f
L
k
-
D
&T
s
k
e
t
c
h
m
o
d
u
l
e
f
o
r
f
o
r
m
o
n
e
d
e
s
i
g
n
a
n
d
t
e
c
h
n
o
l
o
g
y
(
D
&T)
s
u
b
j
e
c
t
i
n
s
e
c
o
n
d
a
r
y
s
c
h
o
o
l
,
”
J
o
u
r
n
a
l
o
f
V
o
c
a
t
i
o
n
a
l
Ed
u
c
a
t
i
o
n
S
t
u
d
i
e
s
,
v
o
l
.
2
,
n
o
.
2
,
2
0
1
9
,
d
o
i
:
1
0
.
1
2
9
2
8
/
j
o
v
e
s.
v
2
i
2
.
7
0
8
.
[
32
]
L.
C
.
R
.
J
o
n
e
s,
H
.
J.
M
c
D
e
r
m
o
t
t
,
J.
R
.
Ty
r
e
r
,
a
n
d
N
.
P
.
Za
n
k
e
r
,
“
T
h
e
e
f
f
e
c
t
o
f
t
e
a
c
h
e
r
’
s
c
o
n
f
i
d
e
n
c
e
o
n
t
e
c
h
n
o
l
o
g
y
a
n
d
e
n
g
i
n
e
e
r
i
n
g
c
u
r
r
i
c
u
l
u
m
p
r
o
v
i
si
o
n
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
T
e
c
h
n
o
l
o
g
y
a
n
d
D
e
si
g
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
1
,
n
o
.
1
,
p
p
.
1
1
7
–
1
3
7
,
M
a
r
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
7
9
8
-
0
1
9
-
0
9
5
4
2
-
4.
[
33
]
T.
D
e
l
a
h
u
n
t
y
a
n
d
R
.
K
i
m
b
e
l
l
,
“
(
R
e
)
f
r
a
mi
n
g
a
p
h
i
l
o
s
o
p
h
i
c
a
l
a
n
d
e
p
i
st
e
mo
l
o
g
i
c
a
l
f
r
a
mew
o
r
k
f
o
r
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
i
n
S
TE
M
:
Emerg
i
n
g
p
e
d
a
g
o
g
i
e
s
f
o
r
c
o
m
p
l
e
x
i
t
y
,
”
Br
i
t
i
sh
E
d
u
c
a
t
i
o
n
a
l
Re
s
e
a
r
c
h
J
o
u
r
n
a
l
,
v
o
l
.
4
7
,
n
o
.
3
,
p
p
.
7
4
2
–
7
6
9
,
J
u
n
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
0
2
/
b
e
r
j
.
3
7
0
6
.
[
34
]
J.
H
a
n
,
D
.
P
a
r
k
,
M
.
H
u
a
,
a
n
d
P
.
R
.
N
.
C
h
i
l
d
s,
“
I
s
g
r
o
u
p
w
o
r
k
b
e
n
e
f
i
c
i
a
l
f
o
r
p
r
o
d
u
c
i
n
g
c
r
e
a
t
i
v
e
d
e
si
g
n
s
i
n
S
TE
M
d
e
si
g
n
e
d
u
c
a
t
i
o
n
?
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
T
e
c
h
n
o
l
o
g
y
a
n
d
D
e
si
g
n
Ed
u
c
a
t
i
o
n
,
v
o
l
.
3
2
,
n
o
.
5
,
p
p
.
2
8
0
1
–
2
8
2
6
,
N
o
v
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
7
9
8
-
0
2
1
-
0
9
7
0
9
-
y.
[
35
]
T.
-
Y
.
M
o
u
,
“
S
t
u
d
e
n
t
s’
e
v
a
l
u
a
t
i
o
n
o
f
t
h
e
i
r
e
x
p
e
r
i
e
n
c
e
s
w
i
t
h
p
r
o
j
e
c
t
-
b
a
s
e
d
l
e
a
r
n
i
n
g
i
n
a
3
D
d
e
s
i
g
n
c
l
a
ss
,
”
T
h
e
Asi
a
-
Pa
c
i
f
i
c
Ed
u
c
a
t
i
o
n
Re
se
a
r
c
h
e
r
,
v
o
l
.
2
9
,
n
o
.
2
,
p
p
.
1
5
9
–
1
7
0
,
A
p
r
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
0
7
/
s4
0
2
9
9
-
019
-
0
0
4
6
2
-
4.
[
36
]
A.
-
B
.
E
n
o
c
h
ss
o
n
,
N
.
K
i
l
b
r
i
n
k
,
A
.
A
n
d
e
r
sé
n
,
a
n
d
A
.
Å
d
e
f
o
r
s,
“
O
b
s
t
a
c
l
e
s
t
o
p
r
o
g
r
e
ss:
S
w
e
d
i
sh
v
o
c
a
t
i
o
n
a
l
t
e
a
c
h
e
r
s
u
s
i
n
g
d
i
g
i
t
a
l
t
e
c
h
n
o
l
o
g
y
t
o
c
o
n
n
e
c
t
sc
h
o
o
l
a
n
d
w
o
r
k
p
l
a
c
e
s,”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
T
ra
i
n
i
n
g
Re
s
e
a
r
c
h
,
v
o
l
.
2
0
,
n
o
.
2
,
p
p
.
1
1
1
–
1
2
7
,
M
a
y
2
0
2
2
,
d
o
i
:
1
0
.
1
0
8
0
/
1
4
4
8
0
2
2
0
.
2
0
2
1
.
1
9
7
9
6
2
3
.
[
37
]
P
.
G
o
o
d
y
e
a
r
,
“
D
e
s
i
g
n
a
n
d
c
o
‐
c
o
n
f
i
g
u
r
a
t
i
o
n
f
o
r
h
y
b
r
i
d
l
e
a
r
n
i
n
g
:
T
h
e
o
r
i
si
n
g
t
h
e
p
r
a
c
t
i
c
e
s
o
f
l
e
a
r
n
i
n
g
s
p
a
c
e
d
e
si
g
n
,
”
Br
i
t
i
sh
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
5
1
,
n
o
.
4
,
p
p
.
1
0
4
5
–
1
0
6
0
,
Ju
l
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
1
1
/
b
j
e
t
.
1
2
9
2
5
.
[
38
]
M
.
S
.
F
r
e
d
a
g
sv
i
k
,
“
Th
e
c
h
a
l
l
e
n
g
e
o
f
s
u
p
p
o
r
t
i
n
g
c
r
e
a
t
i
v
i
t
y
i
n
p
r
o
b
l
e
m
-
so
l
v
i
n
g
p
r
o
j
e
c
t
s
i
n
s
c
i
e
n
c
e
:
a
st
u
d
y
o
f
t
e
a
c
h
e
r
s’
c
o
n
v
e
r
sa
t
i
o
n
a
l
p
r
a
c
t
i
c
e
s
w
i
t
h
st
u
d
e
n
t
s
,
”
Re
s
e
a
rc
h
i
n
S
c
i
e
n
c
e
&
T
e
c
h
n
o
l
o
g
i
c
a
l
Ed
u
c
a
t
i
o
n
,
v
o
l
.
4
1
,
n
o
.
1
,
p
p
.
2
8
9
–
3
0
5
,
Ja
n
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
6
3
5
1
4
3
.
2
0
2
1
.
1
8
9
8
3
5
9
.
[
39
]
P
.
H
a
n
l
e
y
a
n
d
R
.
Th
o
m
p
so
n
,
“
‘
G
e
n
e
r
i
c
p
e
d
a
g
o
g
y
i
s
n
o
t
e
n
o
u
g
h
’
:
Te
a
c
h
e
r
e
d
u
c
a
t
o
r
s
a
n
d
su
b
j
e
c
t
-
sp
e
c
i
a
l
i
st
p
e
d
a
g
o
g
y
i
n
t
h
e
F
u
r
t
h
e
r
Ed
u
c
a
t
i
o
n
a
n
d
S
k
i
l
l
s
s
e
c
t
o
r
i
n
En
g
l
a
n
d
,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
9
8
,
F
e
b
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
2
0
.
1
0
3
2
3
3
.
[
40
]
K
.
S
.
C
h
r
i
s
t
e
n
se
n
,
M
.
H
j
o
r
t
h
,
O
.
S
.
I
v
e
r
se
n
,
a
n
d
R
.
C
.
S
mi
t
h
,
“
U
n
d
e
r
st
a
n
d
i
n
g
d
e
si
g
n
l
i
t
e
r
a
c
y
i
n
mi
d
d
l
e
-
s
c
h
o
o
l
e
d
u
c
a
t
i
o
n
:
a
ssess
i
n
g
s
t
u
d
e
n
t
s’
st
a
n
c
e
s
t
o
w
a
r
d
s
i
n
q
u
i
r
y
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
T
e
c
h
n
o
l
o
g
y
a
n
d
D
e
si
g
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
9
,
n
o
.
4
,
p
p
.
6
3
3
–
6
5
4
,
S
e
p
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
7
9
8
-
0
1
8
-
9
4
5
9
-
y.
[
41
]
C
.
W
e
n
g
,
C
.
C
h
e
n
,
a
n
d
X
.
A
i
,
“
A
p
e
d
a
g
o
g
i
c
a
l
s
t
u
d
y
o
n
p
r
o
m
o
t
i
n
g
st
u
d
e
n
t
s’
d
e
e
p
l
e
a
r
n
i
n
g
t
h
r
o
u
g
h
d
e
s
i
g
n
-
b
a
se
d
l
e
a
r
n
i
n
g
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
T
e
c
h
n
o
l
o
g
y
a
n
d
D
e
s
i
g
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
3
,
n
o
.
4
,
p
p
.
1
6
5
3
–
1
6
7
4
,
S
e
p
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
0
7
9
8
-
022
-
0
9
7
8
9
-
4.
[
42
]
R
.
H
a
r
r
i
s
,
“
R
i
s
k
a
v
e
r
si
o
n
i
n
a
p
e
r
f
o
r
mat
i
v
i
t
y
c
u
l
t
u
r
e
-
w
h
a
t
c
a
n
w
e
l
e
a
r
n
f
r
o
m
t
e
a
c
h
e
r
s’
c
u
r
r
i
c
u
l
u
m
d
e
c
i
si
o
n
ma
k
i
n
g
i
n
h
i
st
o
r
y
?
”
J
o
u
rn
a
l
o
f
C
u
rri
c
u
l
u
m
S
t
u
d
i
e
s
,
v
o
l
.
5
3
,
n
o
.
5
,
p
p
.
6
5
9
–
6
7
4
,
S
e
p
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
8
0
/
0
0
2
2
0
2
7
2
.
2
0
2
1
.
1
8
8
4
2
9
4
.
[
43
]
E.
P
a
n
a
d
e
r
o
a
n
d
A
.
J
o
n
ss
o
n
,
“
A
c
r
i
t
i
c
a
l
r
e
v
i
e
w
o
f
t
h
e
a
r
g
u
me
n
t
s
a
g
a
i
n
s
t
t
h
e
u
se
o
f
r
u
b
r
i
c
s,
”
E
d
u
c
a
t
i
o
n
a
l
R
e
se
a
rc
h
Re
v
i
e
w
,
v
o
l
.
3
0
,
Ju
n
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
e
d
u
r
e
v
.
2
0
2
0
.
1
0
0
3
2
9
.
[
44
]
K
.
v
a
n
B
r
o
e
k
h
o
v
e
n
,
D
.
C
r
o
p
l
e
y
,
a
n
d
P
.
S
e
e
g
e
r
s,
“
D
i
f
f
e
r
e
n
c
e
s i
n
c
r
e
a
t
i
v
i
t
y
a
c
r
o
ss a
r
t
a
n
d
S
TE
M
st
u
d
e
n
t
s:
W
e
a
r
e
mo
r
e
a
l
i
k
e
t
h
a
n
u
n
a
l
i
k
e
,
”
T
h
i
n
k
i
n
g
S
k
i
l
l
s
a
n
d
C
re
a
t
i
v
i
t
y
,
v
o
l
.
3
8
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
sc.
2
0
2
0
.
1
0
0
7
0
7
.
[
45
]
L.
K
.
F
r
y
e
r
,
H
.
N
.
B
o
v
e
e
,
N
.
W
i
t
k
i
n
,
a
n
d
P
.
M
a
t
t
h
e
w
s
,
“
N
u
d
g
i
n
g
st
u
d
e
n
t
s’
i
n
t
e
r
e
st
i
n
l
e
a
r
n
i
n
g
a
n
e
w
l
a
n
g
u
a
g
e
:
A
n
e
x
p
e
r
i
me
n
t
a
l
p
r
o
o
f
o
f
c
o
n
c
e
p
t
f
o
r
a
n
o
n
l
i
n
e
i
n
f
o
r
m
a
t
i
o
n
a
l
-
n
u
d
g
e
,
”
S
y
st
e
m
,
v
o
l
.
1
1
9
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
sy
s
t
e
m
.
2
0
2
3
.
1
0
3
1
6
2
.
[
46
]
N
.
A
mi
r
,
“
S
t
r
e
n
g
t
h
e
n
i
n
g
t
h
e
sc
i
e
n
c
e
-
D
&T
i
n
t
e
r
a
c
t
i
o
n
t
h
r
o
u
g
h
si
mp
l
e
m
a
k
e
r
-
c
e
n
t
r
e
d
p
r
o
j
e
c
t
s
i
n
a
S
i
n
g
a
p
o
r
e
c
l
a
ssr
o
o
m
,
”
P
h
y
si
c
s
Ed
u
c
a
t
i
o
n
,
v
o
l
.
5
5
,
n
o
.
4
,
J
u
l
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
8
/
1
3
6
1
-
6
5
5
2
/
a
b
9
2
1
2
.
[
47
]
M
.
L
.
A
r
a
n
d
a
,
R
.
Li
e
,
S
.
S
.
G
u
z
e
y
,
M
.
M
a
k
a
r
s
u
,
A
.
J
o
h
n
s
t
o
n
,
a
n
d
T
.
J.
M
o
o
r
e
,
“
Ex
a
mi
n
i
n
g
t
e
a
c
h
e
r
t
a
l
k
i
n
a
n
e
n
g
i
n
e
e
r
i
n
g
d
e
s
i
g
n
-
b
a
s
e
d
sci
e
n
c
e
c
u
r
r
i
c
u
l
a
r
u
n
i
t
,”
Re
se
a
r
c
h
i
n
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
5
0
,
n
o
.
2
,
p
.
4
6
9
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
1
6
5
-
0
1
8
-
9
6
9
7
-
8.
[
48
]
E.
V
r
i
e
l
i
n
g
-
Te
u
n
t
e
r
,
R
.
H
e
b
i
n
g
,
a
n
d
M
.
V
e
r
me
u
l
e
n
,
“
D
e
s
i
g
n
p
r
i
n
c
i
p
l
e
s
t
o
su
p
p
o
r
t
s
t
u
d
e
n
t
l
e
a
r
n
i
n
g
i
n
t
e
a
c
h
e
r
l
e
a
r
n
i
n
g
g
r
o
u
p
s,
”
T
e
a
c
h
e
rs
a
n
d
T
e
a
c
h
i
n
g
,
v
o
l
.
2
7
,
p
p
.
6
4
–
8
1
,
M
a
y
2
0
2
1
,
d
o
i
:
1
0
.
1
0
8
0
/
1
3
5
4
0
6
0
2
.
2
0
2
1
.
1
9
2
0
9
0
9
.
[
49
]
K
.
J
o
n
e
s
a
n
d
J.
D
.
M
e
n
d
e
z
,
“
E
n
h
a
n
c
i
n
g
l
e
a
r
n
i
n
g
w
i
t
h
3
D
p
r
i
n
t
t
e
c
h
n
o
l
o
g
y
:
A
c
a
se
s
t
u
d
y
o
f
p
r
o
b
l
e
m
b
a
se
d
l
e
a
r
n
i
n
g
,
”
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
f
o
r
B
u
si
n
e
ss
,
v
o
l
.
9
6
,
n
o
.
3
,
p
p
.
1
8
7
–
1
9
4
,
A
p
r
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
8
0
/
0
8
8
3
2
3
2
3
.
2
0
2
0
.
1
7
7
4
7
3
5
.
[
50
]
E.
J.
P
a
r
k
a
n
d
S
.
L
e
e
,
“
C
r
e
a
t
i
v
e
t
h
i
n
k
i
n
g
i
n
t
h
e
a
r
c
h
i
t
e
c
t
u
r
e
d
e
s
i
g
n
s
t
u
d
i
o
:
b
i
b
l
i
o
met
r
i
c
a
n
a
l
y
s
i
s
a
n
d
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
,”
Bu
i
l
d
i
n
g
s
,
v
o
l
.
1
2
,
n
o
.
6
,
Ju
n
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
9
0
/
b
u
i
l
d
i
n
g
s
1
2
0
6
0
8
2
8
.
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
I
d
en
tifyin
g
ch
a
llen
g
es o
f c
u
ltiva
tin
g
crea
tivity
in
p
r
o
d
u
ct
d
e
s
ig
n
(
S
a
lw
a
S
u
r
a
d
in
)
1495
B
I
O
G
RAP
H
I
E
S
OF
AUTH
O
RS
S
a
lwa
S
u
r
a
d
in
is
a
d
o
c
to
ra
l
c
a
n
d
i
d
a
te
in
th
e
F
a
c
u
lt
y
o
f
E
d
u
c
a
ti
o
n
,
U
n
iv
e
rsiti
Ke
b
a
n
g
sa
a
n
M
a
lay
sia
,
Ba
n
g
i,
M
a
lay
sia
.
He
r
re
s
e
a
rc
h
c
o
n
c
e
n
trate
s
o
n
c
re
a
ti
v
it
y
i
n
d
e
sig
n
in
g
p
ro
d
u
c
ts i
n
TVET
e
d
u
c
a
ti
o
n
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
p
1
2
1
2
7
9
@s
iswa
.
u
k
m
.
e
d
u
.
m
y
.
Mo
h
a
m
a
d
S
a
tta
r
Ra
sul
is
a
p
ro
fe
ss
o
r
i
n
th
e
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
,
Un
i
v
e
rsiti
Ke
b
a
n
g
sa
a
n
M
a
lay
sia
si
n
c
e
2
0
1
2
.
His
re
se
a
rc
h
in
tere
sts
in
c
lu
d
e
S
TE
M
e
d
u
c
a
ti
o
n
,
c
a
re
e
r
d
e
v
e
lo
p
m
e
n
t,
q
u
a
li
ty
a
ss
u
ra
n
c
e
,
q
u
a
li
fica
ti
o
n
a
n
d
sk
il
ls
c
e
rti
fica
ti
o
n
sy
ste
m
s,
a
n
d
TVET
p
o
li
c
y
a
n
d
c
u
rricu
l
u
m
.
He
wa
s
a
wa
rd
e
d
th
e
To
p
Re
se
a
rc
h
e
r
Aw
a
rd
Re
c
e
iv
in
g
E
x
tern
a
l
Re
se
a
rc
h
G
ra
n
ts
in
2
0
1
8
.
He
h
o
l
d
s
th
e
p
o
siti
o
n
o
f
P
ro
fe
ss
o
r
i
n
T
VET
a
n
d
S
TE
M
Ed
u
c
a
ti
o
n
a
t
th
e
u
n
i
v
e
rsity
lev
e
l,
C
h
a
irma
n
o
f
th
e
S
TE
M
Cu
l
ti
v
a
ti
o
n
S
t
u
d
y
Ce
n
ter
fo
r
a
lmo
st
se
v
e
n
y
e
a
rs,
a
n
d
F
e
ll
o
w
o
f
t
h
e
E
n
g
i
n
e
e
rin
g
Ed
u
c
a
ti
o
n
a
n
d
Re
se
a
rc
h
Ce
n
ter.
He
re
c
e
iv
e
d
th
e
h
o
n
o
r
o
f
“
M
o
st
P
u
b
li
s
h
e
d
in
In
d
e
x
e
d
Jo
u
rn
a
l
(W
o
S/
S
c
o
p
u
s
/E
RA)”
i
n
2
0
1
8
.
He
c
a
n
b
e
c
o
n
tac
te
d
a
t
e
m
a
il
:
d
rsa
tt
a
r@u
k
m
.
e
d
u
.
m
y
.
Ma
r
li
ss
a
O
m
a
r
is
a
se
n
io
r
lec
tu
re
r
a
t
Ce
n
tre
fo
r
S
TE
M
E
n
c
u
lt
u
ra
ti
o
n
,
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
,
Un
i
v
e
rsiti
Ke
b
a
n
g
sa
a
n
M
a
lay
sia
.
S
h
e
o
b
tai
n
e
d
h
e
r
Do
c
to
r
o
f
P
h
il
o
so
p
h
y
in
Tec
h
n
ica
l
a
n
d
Vo
c
a
ti
o
n
a
l
Ed
u
c
a
ti
o
n
(TVE
T)
fr
o
m
Un
iv
e
rsiti
Tek
n
o
lo
g
i
M
a
lay
sia
(UTM
)
.
Be
sid
e
s
tea
c
h
in
g
,
sh
e
is
a
c
ti
v
e
l
y
in
v
o
lv
e
d
i
n
re
se
a
rc
h
a
c
ti
v
i
ti
e
s.
H
e
r
c
u
rre
n
t
re
se
a
rc
h
in
tere
sts
in
c
lu
d
e
v
o
c
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
,
d
ig
i
ti
z
a
ti
o
n
i
n
TVET
,
M
o
b
il
e
a
p
p
s i
n
TVET
e
d
u
c
a
ti
o
n
,
a
n
d
o
t
h
e
r
issu
e
s in
TVET
e
d
u
c
a
ti
o
n
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
m
a
rli
ss
a
@u
k
m
.
e
d
u
.
m
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.