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em
o
tio
n
al
an
d
s
o
cial
d
if
f
icu
lties
.
B
y
d
o
in
g
th
is
,
th
e
s
tu
d
en
ts
b
r
ea
k
f
r
ee
f
r
o
m
s
o
lely
d
ep
en
d
in
g
o
n
th
at
tex
t
o
r
an
au
t
h
o
r
ity
p
er
s
o
n
an
d
s
tar
t
to
d
e
v
elo
p
th
e
ir
o
wn
o
r
ig
in
al
c
o
n
ce
p
tu
al
f
r
am
ewo
r
k
.
Stu
d
en
ts
also
en
g
ag
e
in
ac
tiv
e
p
ee
r
c
o
n
v
er
s
atio
n
s
,
p
r
esen
t
an
d
d
ef
en
d
id
ea
s
,
d
is
cu
s
s
d
if
f
er
e
n
t
p
o
in
ts
o
f
v
iew,
a
n
d
r
esear
ch
d
if
f
e
r
en
t c
o
n
ce
p
tu
al
f
r
am
ewo
r
k
s
[
1
0
]
.
C
h
em
is
tr
y
is
a
b
r
an
ch
o
f
s
cien
ce
th
at
s
tu
d
ies
s
u
b
s
tan
ce
s
,
in
clu
d
in
g
t
h
eir
co
m
p
o
s
itio
n
,
ch
ar
ac
ter
is
tics
,
an
d
ch
a
n
g
es
i
n
en
er
g
y
as
a
r
esu
lt
o
f
laws
an
d
n
atu
r
al
p
r
o
ce
s
s
es
[
1
1
]
.
I
n
teg
r
atin
g
ch
e
m
is
tr
y
with
ed
u
ca
tio
n
al
p
r
in
cip
les
f
o
r
m
s
th
e
b
asis
o
f
ch
em
ical
e
d
u
ca
tio
n
.
C
h
em
is
tr
y
,
with
its
ab
s
tr
ac
t
p
r
in
cip
les,
o
f
ten
p
o
s
es
ch
allen
g
es
f
o
r
s
tu
d
en
ts
to
r
elate
to
r
ea
l
-
life
s
itu
atio
n
s
[
1
2
]
.
T
h
er
ef
o
r
e,
c
h
em
is
tr
y
ed
u
ca
tio
n
r
esear
ch
aim
s
to
en
h
a
n
ce
lear
n
in
g
ac
tiv
ities
th
at
h
elp
s
tu
d
e
n
ts
g
r
asp
ch
e
m
ical
co
n
ce
p
ts
a
n
d
cr
ea
te
r
ewa
r
d
i
n
g
ed
u
ca
tio
n
al
e
x
p
er
ie
n
ce
s
[
1
3
]
.
T
h
is
r
esear
ch
f
o
cu
s
es
o
n
d
ev
e
lo
p
in
g
ef
f
ec
tiv
e
teac
h
in
g
m
et
h
o
d
s
,
c
u
r
r
icu
la,
an
d
ass
es
s
m
en
t
s
tr
ateg
ies.
T
h
r
o
u
g
h
th
is
,
s
tu
d
en
ts
n
o
t
o
n
ly
g
ain
s
tr
o
n
g
an
aly
tical,
co
m
m
u
n
icat
io
n
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
b
u
t
also
d
e
v
el
o
p
s
o
cial
r
esp
o
n
s
ib
ilit
y
b
y
e
v
alu
atin
g
th
e
en
v
ir
o
n
m
e
n
tal
im
p
ac
t
o
f
c
h
em
ical
p
r
o
ce
s
s
es
an
d
s
ee
k
i
n
g
t
o
m
i
n
im
ize
h
ar
m
.
R
ec
o
g
n
izin
g
t
h
e
g
lo
b
al
im
p
licatio
n
s
,
ch
em
is
tr
y
ed
u
ca
tio
n
p
r
o
m
o
tes
co
llab
o
r
ativ
e
s
o
lu
tio
n
s
f
o
r
s
u
s
tain
ab
le
o
u
tco
m
es,
en
ab
lin
g
s
tu
d
en
ts
to
ap
p
ly
th
eir
k
n
o
wl
ed
g
e
an
d
s
k
ills
in
r
ea
l
-
wo
r
ld
co
n
tex
ts
[
1
4
]
.
C
h
em
is
tr
y
ed
u
ca
tio
n
p
la
y
s
a
v
ital
r
o
le
in
eq
u
ip
p
in
g
s
tu
d
en
ts
with
g
lo
b
al
co
m
p
eten
cies,
o
f
ten
r
ef
er
r
ed
t
o
as
2
1
s
t
-
ce
n
tu
r
y
s
k
i
lls
,
en
ab
lin
g
th
em
to
c
o
m
p
ete
ef
f
ec
tiv
ely
in
a
r
a
p
id
ly
c
h
an
g
i
n
g
wo
r
ld
[
1
5
]
.
T
h
e
4
Cs
–
cr
itical
th
in
k
in
g
,
cr
ea
tiv
i
ty
,
co
m
m
u
n
icatio
n
,
an
d
c
o
llab
o
r
atio
n
-
th
at
m
ak
e
u
p
t
h
e
2
1
s
t
-
ce
n
tu
r
y
lear
n
i
n
g
ca
p
ac
ities
m
o
d
el
ca
n
also
b
e
s
ee
n
as
a
ch
em
is
tr
y
co
m
p
eten
ce
m
o
d
el,
clo
s
ely
alig
n
i
n
g
with
ch
em
is
tr
y
ep
is
tem
o
lo
g
y
.
C
r
itical
th
in
k
i
n
g
in
o
r
g
an
ic
c
h
em
is
tr
y
in
v
o
lv
es
an
aly
zi
n
g
c
o
m
p
lex
c
h
em
ical
r
ea
ctio
n
s
,
u
n
d
er
s
tan
d
i
n
g
r
ea
ctio
n
m
ec
h
an
is
m
s
,
an
d
e
v
alu
atin
g
ex
p
e
r
im
en
tal
d
ata
to
d
r
aw
co
n
cl
u
s
io
n
s
.
C
r
ea
tiv
ity
is
ess
en
tial
wh
en
s
tu
d
en
ts
p
r
o
p
o
s
e
n
o
v
el
s
y
n
th
esis
r
o
u
tes
o
r
d
esig
n
e
x
p
er
im
e
n
ts
to
s
o
lv
e
ch
em
ical
p
r
o
b
lem
s
.
C
o
m
m
u
n
icatio
n
s
k
ills
ar
e
cr
u
cial
f
o
r
ef
f
ec
tiv
ely
p
r
esen
tin
g
r
esear
ch
f
in
d
in
g
s
o
r
ex
p
lain
i
n
g
ch
em
ical
co
n
ce
p
ts
to
p
ee
r
s
,
wh
ich
is
esp
ec
ially
im
p
o
r
tan
t
g
i
v
en
ch
e
m
is
tr
y
'
s
b
r
o
ad
im
p
licatio
n
s
ac
r
o
s
s
v
ar
io
u
s
v
o
ca
tio
n
s
an
d
in
d
u
s
tr
ies
[
1
6
]
.
C
o
llab
o
r
atio
n
is
f
o
s
ter
ed
th
r
o
u
g
h
g
r
o
u
p
w
o
r
k
o
n
lab
o
r
ato
r
y
ex
p
er
im
e
n
ts
o
r
p
r
o
jects,
wh
er
e
s
tu
d
en
ts
lear
n
to
wo
r
k
to
g
eth
e
r
to
ac
h
iev
e
co
m
m
o
n
g
o
als
in
u
n
d
er
s
tan
d
in
g
o
r
g
an
ic
ch
em
i
s
tr
y
co
n
ce
p
ts
.
T
h
is
in
teg
r
atio
n
e
n
s
u
r
es
th
at
ch
e
m
is
tr
y
ed
u
ca
tio
n
n
o
t
o
n
ly
im
p
ar
ts
ess
en
tial
k
n
o
wled
g
e
b
u
t
also
d
ev
elo
p
s
th
e
cr
itical
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
n
e
ce
s
s
ar
y
f
o
r
s
tu
d
en
ts
to
th
r
i
v
e
in
th
eir
f
u
tu
r
e
ca
r
ee
r
s
an
d
c
o
n
tr
ib
u
te
to
s
o
l
v
in
g
g
lo
b
al
ch
allen
g
es.
T
h
e
cu
r
r
icu
lu
m
o
f
ed
u
ca
tio
n
a
l
in
s
titu
tio
n
s
i
s
f
o
cu
s
ed
o
n
p
r
o
d
u
cin
g
a
g
en
er
atio
n
o
f
p
eo
p
l
e
wh
o
ar
e
p
r
o
d
u
ctiv
e,
c
r
ea
tiv
e,
in
v
en
tiv
e
,
an
d
ef
f
ec
tiv
e
b
y
in
teg
r
atin
g
attitu
d
es,
talen
ts
,
an
d
k
n
o
wle
d
g
e
with
life
s
k
ills
.
No
n
eth
eless
,
th
e
m
ajo
r
ity
o
f
ed
u
ca
to
r
s
co
n
cu
r
t
h
at
th
ese
a
b
ilit
ies
m
u
s
t
b
e
tau
g
h
t
in
s
ch
o
o
ls
as
p
ar
t
o
f
th
e
co
m
m
o
n
co
r
e
cu
r
r
ic
u
lu
m
an
d
lear
n
in
g
ac
tiv
ities
[
1
7
]
.
T
o
p
r
e
p
ar
e
s
tu
d
en
ts
f
o
r
a
b
etter
life
in
th
e
g
lo
b
aliza
tio
n
er
a,
th
e
s
tu
d
y
h
as
m
ad
e
s
ev
er
a
l
ef
f
o
r
ts
to
en
h
an
ce
th
e
ess
en
tial
s
k
ills
th
ey
n
ee
d
to
th
r
iv
e
in
a
r
ap
id
ly
ev
o
l
v
in
g
g
lo
b
al
en
v
ir
o
n
m
en
t
[
1
8
]
,
[
1
9
]
.
T
h
e
s
tu
d
y
was
co
n
d
u
cte
d
to
ex
p
lo
r
e
th
e
in
te
g
r
atio
n
o
f
th
e
4
C
s
m
o
d
el
in
to
o
r
g
an
ic
ch
em
is
tr
y
e
d
u
ca
tio
n
,
aim
in
g
to
e
n
h
an
ce
s
tu
d
en
ts
'
h
o
lis
tic
s
k
ill
d
ev
elo
p
m
en
t
alo
n
g
s
id
e
s
u
b
ject
-
s
p
ec
if
ic
k
n
o
wled
g
e.
Sin
ce
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
ar
e
ess
en
tial
f
o
r
s
u
cc
ess
in
to
d
ay
'
s
co
m
p
lex
an
d
e
v
o
lv
in
g
wo
r
ld
,
with
ed
u
ca
tio
n
al
r
ef
o
r
m
s
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
th
ese
s
k
ills
in
tack
lin
g
m
o
d
er
n
c
h
allen
g
es.
T
o
ac
h
iev
e
th
is
,
s
tu
d
e
n
ts
en
g
ag
ed
in
g
r
o
u
p
lear
n
in
g
s
ett
in
g
s
wh
er
e
th
ey
co
llab
o
r
ativ
ely
p
ar
ticip
ated
in
lab
o
r
ato
r
y
ex
p
er
im
en
ts
,
d
is
cu
s
s
io
n
s
,
an
d
p
r
o
jects.
E
m
p
h
asis
was
p
lace
d
o
n
p
r
o
m
o
tin
g
co
llab
o
r
atio
n
,
cr
itical
th
in
k
in
g
,
cr
ea
tiv
ity
,
a
n
d
c
o
m
m
u
n
icatio
n
s
k
ills
th
r
o
u
g
h
o
u
t
th
ese
ac
tiv
ities
,
f
o
s
ter
in
g
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
an
d
ap
p
licatio
n
o
f
o
r
g
an
ic
c
h
em
is
tr
y
co
n
ce
p
ts
wh
ile
p
r
ep
ar
in
g
s
tu
d
en
ts
to
n
av
i
g
ate
r
e
al
-
wo
r
ld
ch
allen
g
es
ef
f
ec
tiv
ely
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n a
nd
pa
rt
icipa
nts
T
h
is
s
tu
d
y
was
q
u
asi
-
ex
p
e
r
im
en
tal
in
n
atu
r
e,
co
m
b
in
in
g
b
o
th
q
u
a
n
titativ
e
an
d
q
u
alitativ
e
r
esear
ch
m
eth
o
d
s
to
co
n
d
u
ct
in
-
d
ep
th
ca
s
e
s
tu
d
ies
with
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
e
r
esear
ch
in
v
o
lv
ed
8
6
g
r
ad
e
1
2
s
tu
d
en
ts
,
ag
ed
1
8
–
1
9
,
wh
o
wer
e
en
r
o
lled
i
n
th
e
s
cien
ce
-
m
at
h
em
atics
p
r
o
g
r
a
m
d
u
r
in
g
th
e
s
ec
o
n
d
s
em
ester
o
f
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o
m
s
u
s
in
g
a
n
o
n
-
p
r
o
b
ab
ilit
y
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
e
[
2
0
]
.
On
e
class
,
k
n
o
wn
as
t
h
e
g
if
ted
class
,
wh
ich
in
clu
d
ed
one
f
em
ale
an
d
f
iv
e
m
ales
,
was e
x
clu
d
ed
f
r
o
m
th
e
s
tu
d
y
d
u
e
to
d
if
f
er
e
n
ce
s
in
th
e
cu
r
r
icu
lu
m
.
I
n
ea
c
h
class
r
o
o
m
,
s
tu
d
en
ts
w
er
e
f
u
r
th
er
d
iv
id
e
d
i
n
to
s
m
alle
r
g
r
o
u
p
s
o
f
5
-
6
in
d
iv
id
u
als,
b
a
s
ed
o
n
th
e
ac
ad
em
ic
b
ac
k
g
r
o
u
n
d
s
,
p
ar
tic
u
lar
ly
th
eir
p
r
ev
io
u
s
co
u
r
s
ew
o
r
k
i
n
c
h
em
is
tr
y
.
T
h
ese
g
r
o
u
p
s
wer
e
ca
teg
o
r
ized
as
g
o
o
d
(
1
p
er
s
o
n
)
,
p
r
etty
g
o
o
d
(
1
-
2
p
er
s
o
n
s
)
,
av
er
ag
e
(
1
p
e
r
s
o
n
)
,
an
d
wea
k
(
2
p
e
r
s
o
n
s
)
in
ter
m
s
o
f
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
A
to
tal
o
f
1
5
g
r
o
u
p
s
f
r
o
m
class
es 1
(
3
1
p
a
r
ticip
an
ts
,
6
g
r
o
u
p
s
)
,
2
(
3
3
in
d
iv
id
u
als,
6
g
r
o
u
p
s
)
,
an
d
3
(
1
6
p
ar
ticip
an
ts
,
3
g
r
o
u
p
s
)
c
o
m
p
r
is
ed
th
e
s
tu
d
y
’
s
s
am
p
le.
2
.
2
.
Scho
o
l c
urriculum
s
T
h
is
co
u
r
s
e
last
s
eig
h
t
wee
k
s
,
ea
ch
wee
k
is
d
iv
id
ed
in
to
tw
o
d
ay
s
o
f
1
0
0
an
d
5
0
m
in
u
tes
(
to
tal
1
5
0
m
in
u
tes).
B
ef
o
r
e
s
tar
tin
g
th
e
lab
ac
tiv
ities
,
th
e
s
tu
d
en
ts
att
en
d
ed
lectu
r
es
to
lear
n
a
b
o
u
t
ea
ch
to
p
ic
an
d
th
e
r
elev
an
t
d
ata.
All
s
tu
d
en
ts
wer
e
r
eq
u
i
r
ed
t
o
p
a
r
ticip
ate
in
two
lab
o
r
ato
r
y
ac
tiv
ities
,
ea
ch
p
r
ec
ed
ed
b
y
a
lectu
r
e
o
n
th
e
r
esp
ec
tiv
e
to
p
ic:
alk
a
n
e,
alk
en
e,
an
d
alk
e
n
e
r
ea
ctio
n
s
with
B
r
2
an
d
KM
n
O
4
in
wee
k
3
,
an
d
ca
r
b
o
x
y
lic
ac
id
an
d
alco
h
o
l
r
ea
ctio
n
s
in
wee
k
6
.
T
h
e
teac
h
er
in
s
tr
u
c
ted
th
e
s
tu
d
en
ts
to
s
p
en
d
a
wee
k
p
lan
n
in
g
th
ei
r
lab
o
r
ato
r
y
ex
p
er
im
e
n
t.
E
ac
h
s
tu
d
en
t
cr
ea
ted
a
d
etailed
ex
p
er
im
en
t
p
lan
th
at
was
clea
r
to
ev
er
y
o
n
e
in
th
eir
g
r
o
u
p
.
T
h
ese
p
lan
s
in
clu
d
e
d
d
r
awin
g
s
an
d
lab
els
f
o
r
t
h
e
ch
em
icals
an
d
th
eir
v
o
l
u
m
es,
av
o
id
in
g
lo
n
g
s
en
ten
ce
s
.
Du
r
in
g
t
h
e
lab
o
r
at
o
r
y
wee
k
,
ea
ch
g
r
o
u
p
s
elec
te
d
th
e
b
est
p
lan
f
r
o
m
t
h
eir
m
e
m
b
er
s
to
g
u
id
e
th
eir
ex
p
er
im
en
t.
T
h
is
p
r
o
ce
s
s
was
s
u
p
p
o
r
ted
b
y
in
f
o
r
m
atio
n
p
r
o
v
id
ed
i
n
th
e
tex
tb
o
o
k
r
ec
eiv
e
d
to
s
tu
d
en
ts
at
t
h
e
s
tar
t
o
f
th
e
s
em
ester
,
wh
ich
c
o
v
er
s
all
lectu
r
es
a
n
d
ex
p
er
i
m
en
ts
.
Fo
llo
win
g
th
e
co
m
p
let
io
n
o
f
th
e
lab
,
ea
c
h
g
r
o
u
p
was
g
iv
en
a
s
k
ills
ev
alu
atio
n
test
with
3
0
m
i
n
u
tes
to
d
is
cu
s
s
th
eir
an
s
wer
s
to
g
et
h
er
an
d
wr
ite
th
em
d
o
wn
f
o
r
ass
ess
m
en
t.
I
n
th
is
co
u
r
s
e,
ea
ch
g
r
o
u
p
o
f
s
tu
d
en
t
s
was
test
ed
tw
ice
f
o
r
cr
itical
th
in
k
in
g
,
cr
ea
tiv
ity
,
an
d
co
m
m
u
n
icatio
n
r
elate
d
to
lab
o
r
ato
r
y
co
n
ten
t.
C
o
llab
o
r
a
tio
n
s
k
ills
wer
e
ass
e
s
s
ed
d
u
r
in
g
th
e
in
q
u
ir
y
an
d
ex
p
er
im
en
tatio
n
p
h
ases
.
Af
ter
co
m
p
letin
g
th
e
la
b
o
r
ato
r
y
wo
r
k
,
ea
ch
g
r
o
u
p
s
u
b
m
itted
th
eir
an
s
wer
s
alo
n
g
with
th
e
b
est p
lan
th
ey
h
ad
s
el
ec
ted
.
2
.
3
.
I
ns
t
rum
ent
s
T
h
e
ch
em
is
tr
y
in
s
tr
u
cto
r
an
d
t
h
e
f
ir
s
t
au
th
o
r
o
f
th
is
s
tu
d
y
wo
r
k
ed
to
g
eth
er
to
d
e
v
elo
p
th
e
q
u
esti
o
n
s
in
Fig
u
r
e
1
u
s
in
g
th
e
cu
r
r
ic
u
lu
m
o
f
th
e
s
ch
o
o
l.
T
h
ese
q
u
esti
o
n
s
f
o
c
u
s
ed
o
n
cr
itical
th
in
k
in
g
(
item
1
)
,
cr
ea
tiv
ity
(
item
2
)
,
an
d
c
o
m
m
u
n
icatio
n
s
k
ills
(
item
3
)
.
C
h
e
m
is
tr
y
ex
p
er
ts
au
th
o
r
ized
th
e
q
u
esti
o
n
s
f
o
r
r
ev
iew
an
d
ass
ess
m
en
t.
T
h
e
au
th
o
r
s
f
o
u
n
d
th
at
wr
itten
-
a
n
s
wer
q
u
esti
o
n
s
ca
n
b
e
cr
ea
ted
f
aster
an
d
m
o
r
e
ea
s
ily
th
an
m
u
ltip
le
-
ch
o
ice
q
u
esti
o
n
s
an
d
th
ey
also
p
r
o
v
i
d
e
a
b
etter
ass
ess
m
en
t
o
f
a
s
tu
d
en
t'
s
k
n
o
wled
g
e
an
d
ab
ilit
ies
[
2
1
]
.
T
h
e
m
ain
ad
v
a
n
tag
e
o
f
wr
itten
-
an
s
wer
q
u
esti
o
n
s
is
th
at
th
ey
allo
w
f
o
r
a
d
ee
p
er
an
d
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
ev
alu
atio
n
o
f
a
s
tu
d
en
t'
s
u
n
d
er
s
tan
d
in
g
an
d
s
k
ills
.
T
h
ese
q
u
esti
o
n
s
r
eq
u
ir
e
s
tu
d
en
ts
to
ex
p
r
ess
th
eir
th
o
u
g
h
ts
,
ex
p
lain
th
eir
r
ea
s
o
n
in
g
,
an
d
s
h
o
w
th
eir
k
n
o
wled
g
e
in
m
o
r
e
d
etail,
lead
in
g
to
a
b
etter
m
ea
s
u
r
em
en
t
o
f
t
h
eir
lear
n
in
g
co
m
p
a
r
ed
to
m
u
ltip
le
-
ch
o
ice
q
u
esti
o
n
s
.
I
n
ad
d
itio
n
,
th
e
s
tu
d
en
ts
'
ab
ilit
ies
wer
e
ev
alu
ated
u
s
in
g
a
n
o
b
s
er
v
atio
n
s
h
ee
t f
o
r
c
o
llab
o
r
ativ
e
s
k
ills
.
2
.
4
.
Da
t
a
c
o
llect
io
n
A
wr
itten
an
s
wer
q
u
esti
o
n
is
u
s
ed
to
g
ath
er
in
f
o
r
m
atio
n
o
n
co
m
m
u
n
icatio
n
,
cr
ea
tiv
ity
,
a
n
d
cr
itical
th
in
k
in
g
;
T
ab
les
1
,
2
,
an
d
3
s
h
o
w
th
e
test
'
s
s
co
r
in
g
cr
iter
ia
co
r
r
esp
o
n
d
in
g
ly
.
A
d
d
itio
n
ally
,
cr
ea
tiv
ity
an
d
co
m
m
u
n
icatio
n
wer
e
ev
alu
ated
u
s
in
g
th
e
lab
o
r
ato
r
y
p
lan
,
with
cr
iter
ia
d
etailed
in
T
ab
le
s
2
an
d
3
.
T
h
ese
r
u
b
r
ics p
ar
t o
f
a
s
u
r
v
ey
t
o
ev
al
u
ate
h
o
w
well
th
e
ac
tiv
ity
in
Fig
u
r
e
1
m
atch
es th
e
4
C
s
.
Ad
d
itio
n
ally
,
th
e
r
u
b
r
ic
in
T
ab
le
4
is
u
s
ed
to
co
llect
d
ata
o
n
co
llab
o
r
ativ
e
s
k
ills
th
r
o
u
g
h
o
b
s
er
v
atio
n
.
T
h
e
teac
h
er
/ass
es
s
o
r
ass
es
s
ed
th
e
s
tu
d
en
t'
s
cr
itical
th
in
k
in
g
s
k
ills
u
s
in
g
an
ev
alu
atio
n
r
u
b
r
ic
b
ased
o
n
T
ab
le
1
.
T
h
ey
u
s
ed
th
e
f
r
am
ewo
r
k
s
f
r
o
m
Z
u
lf
an
eti
et
a
l
.
[
2
2
]
to
m
o
d
if
y
th
is
r
u
b
r
ic.
T
h
e
g
o
al
o
f
th
e
ev
alu
atio
n
p
r
o
ce
d
u
r
e
was
to
g
iv
e
a
th
o
r
o
u
g
h
ap
p
r
aisal o
f
th
e
s
tu
d
en
t'
s
cr
itic
al
th
in
k
in
g
a
b
ilit
ies.
Fu
r
th
er
m
o
r
e
,
th
e
s
tu
d
en
ts
g
at
h
er
ed
in
f
o
r
m
atio
n
,
an
d
t
h
e
‘
cr
ea
tiv
ity
’
o
f
th
eir
f
i
n
d
in
g
s
was
ev
alu
ated
u
tili
zin
g
th
e
c
r
iter
ia
lis
ted
in
T
ab
le
2
.
T
h
e
f
r
am
ewo
r
k
s
d
e
v
elo
p
ed
b
y
Pied
r
a
et
a
l
.
[
2
3
]
w
er
e
u
s
ed
t
o
m
o
d
if
y
th
is
r
u
b
r
ic.
B
ased
o
n
th
e
p
r
e
d
eter
m
in
ed
c
r
iter
ia,
th
e
ass
ess
m
en
t
s
o
u
g
h
t
to
d
eter
m
i
n
e
t
h
e
p
u
p
ils
'
lev
el
o
f
cr
ea
tiv
ity
.
T
h
is
r
u
b
r
ic
also
ev
a
lu
ates th
e
cr
ea
tiv
ity
o
f
t
h
e
ex
p
er
im
en
tal
p
lan
s
s
elec
ted
b
y
all
g
r
o
u
p
m
em
b
er
s
.
T
h
e
s
tu
d
en
ts
wer
e
ex
p
ec
ted
t
o
co
n
v
er
s
e
with
th
eir
team
m
em
b
er
s
r
eg
a
r
d
in
g
th
eir
co
m
m
u
n
icatio
n
ab
ilit
ies
(
C
3
)
to
co
llect
an
d
s
elec
t
th
e
b
est
r
ea
s
o
n
to
wr
ite
th
e
an
s
wer
q
u
esti
o
n
.
T
h
e
teac
h
er
ev
alu
ated
t
h
e
wr
itten
d
ata
b
y
ass
ig
n
in
g
b
ased
o
n
th
e
r
u
b
r
ic
o
u
tlin
ed
in
T
ab
le
3
.
T
h
is
r
u
b
r
ic
was
m
o
d
if
ied
b
y
u
s
in
g
th
e
f
r
am
ewo
r
k
s
o
f
R
am
ac
h
an
d
ir
an
et
a
l
.
[
2
4
]
.
I
n
ad
d
itio
n
,
th
is
r
u
b
r
ic
ev
al
u
ates
th
e
e
f
f
ec
tiv
en
ess
o
f
th
e
ex
p
er
im
en
tal
p
la
n
s
in
h
elp
in
g
m
em
b
er
s
u
n
d
er
s
tan
d
a
n
d
f
o
llo
w
th
e
co
r
r
ec
t
p
r
o
ce
d
u
r
es.
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
1
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-
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1420
Fig
u
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t
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l
.
1)
I
f
t
h
e
t
e
a
c
h
e
r
w
a
n
t
s
st
u
d
e
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st
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c
a
c
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d
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l
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o
h
o
l
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n
t
e
r
a
c
t
.
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u
t
t
h
e
y
f
o
u
n
d
t
h
a
t
t
h
e
su
b
st
a
n
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e
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sed
i
s
mi
x
e
d
w
i
t
h
man
y
c
h
e
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c
a
l
s
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d
c
o
mes
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n
a
c
o
n
t
a
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n
e
r
t
h
a
t
's
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o
t
l
a
b
e
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e
d
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e
a
r
l
y
.
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e
y
n
e
e
d
t
o
e
x
p
l
a
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n
w
h
a
t
d
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t
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mi
g
h
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b
e
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n
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c
o
n
t
a
i
n
e
r
.
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h
a
t
c
h
e
mi
c
a
l
s
d
o
st
u
d
e
n
t
s t
h
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k
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o
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n
u
sed
i
n
t
h
i
s e
x
p
e
r
i
men
t
?
(
C
h
o
o
se
o
n
l
y
4
o
p
t
i
o
n
s)
1.
I
t
i
s
a
c
o
mb
u
st
i
b
l
e
mat
e
r
i
a
l
.
S
i
n
c
e
c
a
r
b
o
n
d
i
o
x
i
d
e
a
n
d
w
a
t
e
r
a
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e
t
h
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e
n
d
p
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o
d
u
c
t
s
o
f
a
n
e
x
o
t
h
e
r
mi
c
p
r
o
c
e
ss,
t
h
e
r
e
i
s n
o
so
o
t
o
r
smo
k
e
.
2.
I
t
i
s a
p
o
l
a
r
mo
l
e
c
u
l
e
t
h
a
t
d
i
sso
l
v
e
s i
n
w
a
t
e
r
b
e
c
a
u
se
i
t
h
a
s a
h
y
d
r
o
x
y
l
g
r
o
u
p
.
3
.
I
t
i
s a
mat
e
r
i
a
l
t
h
a
t
may
d
i
sso
l
v
e
i
n
n
o
n
-
p
o
l
a
r
so
l
v
e
n
t
s b
u
t
i
s i
n
so
l
u
b
l
e
i
n
w
a
t
e
r
.
I
t
i
s a
g
a
s,
l
i
q
u
i
d
,
a
n
d
so
l
i
d
.
4
.
B
e
c
a
u
se
o
f
i
t
s ma
n
y
st
a
t
e
s a
n
d
d
o
u
b
l
e
b
o
n
d
s,
t
h
i
s ma
t
e
r
i
a
l
h
a
s a
v
e
r
y
h
i
g
h
c
h
e
mi
c
a
l
r
e
a
c
t
i
v
i
t
y
.
5.
I
t
i
s
a
mat
e
r
i
a
l
t
h
a
t
c
a
n
b
e
f
o
u
n
d
i
n
f
r
u
i
t
s
a
n
d
v
e
g
e
t
a
b
l
e
s.
W
h
e
n
c
a
r
b
o
n
i
s
a
d
d
e
d
,
i
t
b
e
c
o
mes
l
e
ss
so
l
u
b
l
e
i
n
w
a
t
e
r
a
n
d
h
a
s
a
mi
l
d
c
o
r
r
o
si
v
e
e
f
f
e
c
t
.
6.
B
e
c
a
u
se
i
t
h
a
s a
c
a
r
b
o
x
y
l
g
r
o
u
p
,
i
t
h
a
s a
g
r
e
a
t
e
r
b
o
i
l
i
n
g
p
o
i
n
t
t
h
a
n
a
l
c
o
h
o
l
w
i
t
h
t
h
e
same
c
a
r
b
o
n
c
o
u
n
t
.
7
.
I
t
i
s
a
n
o
n
-
p
o
l
a
r
mo
l
e
c
u
l
e
w
i
t
h
l
o
w
mel
t
i
n
g
a
n
d
b
o
i
l
i
n
g
p
o
i
n
t
s,
i
s
h
i
g
h
l
y
c
o
mb
u
s
t
i
b
l
e
,
a
n
d
i
s
i
n
s
o
l
u
b
l
e
i
n
w
a
t
e
r
.
8
.
I
t
i
s
a
ma
t
e
r
i
a
l
h
a
v
i
n
g
a
n
a
l
k
o
x
y
c
a
r
b
o
n
y
l
g
r
o
u
p
t
h
a
t
i
s m
o
s
t
l
y
o
d
o
r
o
u
s
a
n
d
i
n
s
o
l
u
b
l
e
i
n
w
a
t
e
r
.
A
s t
h
e
a
m
o
u
n
t
o
f
c
a
r
b
o
n
a
t
o
ms
i
n
c
r
e
a
s
e
s,
t
h
e
w
a
t
e
r
so
l
u
t
e
d
r
o
p
s
.
P
l
e
a
s
e
e
x
p
l
a
i
n
t
h
e
r
e
a
so
n
s
i
n
d
e
t
a
i
l
.
2)
Th
e
p
u
p
i
l
s
se
l
e
c
t
e
d
o
n
e
o
f
t
h
e
a
f
o
r
e
me
n
t
i
o
n
e
d
p
o
ssi
b
i
l
i
t
i
e
s.
W
h
a
t
s
t
r
u
c
t
u
r
e
d
o
y
o
u
b
e
l
i
e
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t
h
e
c
o
m
p
o
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n
d
s
sh
o
u
l
d
h
a
v
e
?
R
e
me
mb
e
r
i
n
g
t
h
a
t
t
h
e
c
o
m
p
o
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n
d
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se
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e
c
t
c
a
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o
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l
y
b
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u
s
e
d
o
n
c
e
,
ma
t
c
h
t
h
e
c
o
m
p
o
u
n
d
s
.
A.
O
O
H
B
.
CH
3
(CH
2
)
5
OH
C
.
C
H
3
(CH
2
)
2
O(
C
H
2
)
2
CH
3
D.
CH
3
(
C
H
2
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2
C
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C
H
3
)
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F
.
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(
C
H
2
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3
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.
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C
H
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4
CH
3
H
.
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3
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H
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C
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3
I
.
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H
C
H
2
C
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.
8
1
-
1
.
0
0
s
h
o
ws
n
ea
r
ly
to
t
al
ag
r
ee
m
en
t
[
2
6
]
.
Fo
r
th
is
in
q
u
ir
y
,
two
p
r
o
f
ess
io
n
al
ass
ess
o
r
s
wer
e
s
elec
ted
f
r
o
m
th
e
k
n
o
wled
g
e
d
is
cip
lin
es
o
f
ch
ild
r
en
’
s
ed
u
ca
tio
n
a
n
d
ed
u
ca
tio
n
al
m
e
asu
r
em
en
t
f
o
r
ch
ild
r
en
.
T
h
e
e
x
p
er
t
claim
ed
th
at
th
e
ex
p
e
r
ts
h
av
e
s
h
o
wn
a
h
ig
h
in
ter
r
ater
r
eliab
ilit
y
wh
ile
u
s
in
g
th
e
r
u
b
r
ic
b
ased
o
n
th
e
Kap
p
a
v
alu
e
(
к
=0
.
7
3
)
.
Fu
r
th
er
m
o
r
e
,
to
cr
ea
te
a
p
r
ec
is
e,
co
m
p
lete,
an
d
u
s
er
-
f
r
ie
n
d
l
y
r
u
b
r
ic,
th
e
cr
iter
ia
wer
e
alter
ed
b
ased
o
n
th
e
r
ec
o
m
m
en
d
atio
n
s
o
f
p
r
o
f
ess
io
n
al
ass
ess
o
r
.
T
h
e
v
alid
ity
was
co
n
s
id
er
ed
wh
en
d
ev
elo
p
in
g
g
r
ad
i
n
g
r
u
b
r
ics.
T
o
s
u
p
p
o
r
t
th
e
v
alid
ity
o
f
an
ass
ess
m
en
t
to
o
l,
two
t
y
p
es
o
f
ev
id
e
n
ce
ar
e
f
r
eq
u
e
n
tly
co
n
s
id
er
ed
.
Fo
u
r
ex
p
er
t
ass
ess
o
r
s
wer
e
r
ec
r
u
ite
d
f
r
o
m
two
ex
p
er
tis
e
f
ield
s
:
ch
ild
r
en
'
s
ed
u
ca
tio
n
an
d
ed
u
ca
t
io
n
al
m
ea
s
u
r
in
g
f
o
r
ch
ild
r
en
.
T
h
e
c
o
n
ten
t
an
d
co
n
s
tr
u
ct
v
alid
ity
wer
e
ass
ess
ed
,
an
d
it
was
d
eter
m
in
ed
th
at
t
h
e
ex
p
er
t
ass
ess
o
r
s
ag
r
ee
d
th
at
th
e
r
u
b
r
ic
m
ay
b
e
u
s
ed
b
ec
au
s
e
it c
an
m
o
n
ito
r
t
h
e
s
tu
d
en
ts
'
s
k
ill
s
th
r
o
u
g
h
o
u
t th
e
p
r
o
ce
d
u
r
e.
2
.
6
.
Da
t
a
a
na
ly
s
is
On
ce
m
o
r
e,
in
o
r
d
er
to
e
f
f
ec
ti
v
ely
ex
p
lain
th
e
ass
ess
m
en
t,
th
ese
r
u
b
r
ics
ar
e
g
en
e
r
ated
b
as
ed
o
n
th
e
n
ee
d
s
o
f
ea
ch
test
item
.
Fo
u
r
v
ar
iab
les
ar
e
d
er
iv
e
d
f
r
o
m
s
tu
d
en
t
s
co
r
es:
cr
itical
th
in
k
in
g
,
c
r
ea
tiv
ity
,
co
m
m
u
n
icatio
n
,
a
n
d
co
llab
o
r
a
tio
n
.
T
a
b
le
5
lis
ts
th
e
cr
iter
ia
th
at
wer
e
u
s
ed
to
ass
ess
p
u
p
il
s
’
ab
ilit
y
f
o
r
2
1
s
t
-
ce
n
tu
r
y
lear
n
in
g
.
T
h
is
tab
le
e
m
p
lo
y
s
a
f
o
u
r
-
p
o
in
t
cr
iter
io
n
to
en
ab
le
a
th
o
r
o
u
g
h
ass
ess
m
en
t,
o
f
f
er
in
g
g
r
ea
te
r
p
r
ec
is
io
n
,
p
a
r
ticu
lar
ly
i
n
ca
s
es
wh
er
e
d
is
tin
ctio
n
s
b
etwe
en
le
v
els
ar
e
s
u
b
tle.
T
h
is
ap
p
r
o
ac
h
tak
es
in
to
ac
co
u
n
t
v
ar
io
u
s
f
ac
to
r
s
,
in
clu
d
in
g
lear
n
in
g
co
n
d
itio
n
s
an
d
s
tu
d
en
t
ch
ar
ac
ter
is
tics
,
as
d
if
f
er
en
t
g
r
o
u
p
s
m
ay
p
o
s
s
ess
v
ar
y
in
g
lev
els
o
f
p
r
io
r
k
n
o
wl
ed
g
e
[
2
7
]
.
T
h
e
f
r
am
ewo
r
k
s
d
ev
elo
p
ed
b
y
Z
u
lf
an
eti
et
a
l
.
[
2
2
]
wer
e
u
s
ed
to
m
o
d
if
y
th
ese
c
r
iter
ia.
T
h
e
test
s
co
r
e
was
u
s
ed
to
ass
ess
cr
itic
al
th
in
k
in
g
,
cr
ea
tiv
ity
,
an
d
co
m
m
u
n
icatio
n
s
k
ills
,
wh
ile
th
e
o
b
s
er
v
atio
n
s
co
r
e
was
u
s
ed
to
ass
es
s
co
llab
o
r
ativ
e
q
u
alities
.
I
n
th
is
ex
am
p
le
,
a
test
s
co
r
e
is
th
e
o
u
tco
m
e
o
f
a
g
r
o
u
p
'
s
s
tan
d
ar
d
ized
o
r
f
o
r
m
al
ass
ess
m
en
t,
ty
p
ically
f
r
o
m
a
wr
itten
ex
am
.
O
n
th
e
o
th
er
h
a
n
d
,
an
o
b
s
er
v
atio
n
s
co
r
e
is
b
ased
o
n
an
ev
alu
ato
r
’
s
d
ir
ec
t
o
b
s
er
v
atio
n
o
f
a
g
r
o
u
p
'
s
p
er
f
o
r
m
an
ce
,
b
eh
av
io
r
,
o
r
s
k
ills
,
s
o
it
is
im
p
o
s
s
ib
le
to
h
av
e
a
s
c
o
r
e
o
f
0
.
E
v
alu
ate
s
tu
d
en
ts
'
o
r
g
an
ic
ch
em
is
tr
y
ab
ilit
y
b
y
co
n
v
er
tin
g
r
atin
g
s
to
a
s
ca
le.
Ad
d
itio
n
ally
,
Pear
s
o
n
’
s
co
r
r
elatio
n
co
ef
f
icien
t
was
a
ls
o
u
s
ed
to
d
eter
m
in
e
t
h
e
r
el
atio
n
s
h
ip
b
etwe
en
ea
ch
in
d
icato
r
o
f
2
1
s
t
-
ce
n
t
u
r
y
lear
n
in
g
ab
ilit
ies
(
cr
itical
th
in
k
in
g
,
cr
ea
tiv
ity
,
co
m
m
u
n
icat
io
n
,
an
d
team
wo
r
k
ca
p
ab
ilit
ies).
Statis
tica
l te
s
t
s
wer
e
p
er
f
o
r
m
ed
u
s
in
g
I
B
M
-
SP
SS
v
er
s
io
n
2
6
.
T
ab
le
5
.
L
is
ts
th
e
s
tu
d
en
t
’
s
cr
i
ter
ia
f
o
r
cr
itical
th
in
k
in
g
,
c
r
ea
t
iv
ity
,
co
m
m
u
n
icatio
n
,
a
n
d
c
o
llab
o
r
atio
n
s
k
ills
O
b
serv
a
t
i
o
n
sc
o
r
e
Te
st
sc
o
r
e
C
r
i
t
e
r
i
a
3
.
2
6
-
4
.
0
0
2
.
2
6
-
3
.
0
0
V
e
r
y
g
o
o
d
2
.
5
1
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3
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2
5
1
.
5
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2
5
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o
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7
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5
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1
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0
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1
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7
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0
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7
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V
e
r
y
p
o
o
r
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
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T
h
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s
tu
d
y
’
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co
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ex
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2
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tu
r
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lear
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in
g
ab
ilit
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in
clu
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in
g
cr
ea
tiv
ity
,
cr
itical
th
in
k
i
n
g
,
an
d
co
llab
o
r
atio
n
.
T
h
ese
s
k
i
lls
ar
e
d
etailed
in
T
a
b
le
6
.
T
h
e
s
tu
d
y
aim
s
to
u
n
d
er
s
tan
d
t
h
e
d
e
v
elo
p
m
e
n
t a
n
d
im
p
o
r
tan
ce
o
f
th
ese
s
k
ills
in
to
d
ay
’
s
ed
u
ca
tio
n
lan
d
s
ca
p
e.
Evaluation Warning : The document was created with Spire.PDF for Python.
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wh
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en
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f
o
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ce
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ills
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b
e
in
f
e
r
r
ed
th
at
th
ei
r
o
v
e
r
all
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er
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o
r
m
a
n
ce
is
p
o
s
itiv
e.
T
h
e
av
er
ag
e
s
co
r
es
f
o
r
cr
itical
t
h
in
k
in
g
,
cr
ea
tiv
ity
,
an
d
co
m
m
u
n
icatio
n
s
k
ills
f
r
o
m
wr
itin
g
s
u
r
v
ey
an
d
co
llab
o
r
atio
n
s
k
ills
f
r
o
m
o
b
s
er
v
ati
o
n
,
all
e
x
ce
ed
1
.
5
,
in
d
icatin
g
p
r
o
f
icien
c
y
in
th
ese
ar
ea
s
.
Mo
r
e
o
v
er
,
th
e
s
tan
d
ar
d
d
e
v
iatio
n
s
(
S.D.
)
ac
co
m
p
an
y
in
g
ea
ch
s
co
r
e
s
u
g
g
est
r
elativ
ely
lo
w
v
a
r
iab
ilit
y
,
u
n
d
er
s
co
r
in
g
t
h
e
co
n
s
i
s
ten
cy
o
f
p
er
f
o
r
m
an
ce
ac
r
o
s
s
th
ese
s
k
ills
.
Fo
r
in
s
tan
ce
,
th
e
t
o
tal
av
e
r
ag
e
s
co
r
es
f
o
r
cr
itical
t
h
in
k
in
g
,
c
r
e
ativ
ity
,
co
m
m
u
n
icatio
n
,
an
d
co
llab
o
r
atio
n
s
k
ills
wer
e
1
.
6
2
(
S.D.
=0
.
3
1
)
,
1
.
6
5
(
S.D.
=0
.
3
6
)
,
1
.
6
8
(
S.D.
=
0
.
3
3
)
,
a
n
d
2
.
0
3
(
S.D.
=0
.
3
1
)
,
r
esp
ec
tiv
ely
.
T
h
ese
f
in
d
in
g
s
c
o
llectiv
ely
s
u
p
p
o
r
t
th
e
co
n
clu
s
io
n
t
h
at
s
tu
d
en
t
s
d
em
o
n
s
tr
ate
co
m
m
en
d
ab
le
p
r
o
f
icien
cy
i
n
th
e
s
p
ec
if
ied
2
1
s
t
-
ce
n
tu
r
y
lear
n
in
g
s
k
ills
with
in
th
e
co
n
tex
t
o
f
o
r
g
an
ic
ch
em
is
tr
y
.
Priy
at
n
i
an
d
Ma
r
tu
tik
[
2
8
]
f
o
u
n
d
th
at
s
tu
d
en
ts
'
ab
ilit
ies
in
cr
itical
th
i
n
k
in
g
,
cr
ea
tiv
i
ty
,
in
n
o
v
atio
n
,
co
m
m
u
n
icati
o
n
,
a
n
d
team
w
o
r
k
im
p
r
o
v
e
d
in
th
e
s
tu
d
y
o
f
ch
e
m
ical
eq
u
ilib
r
iu
m
.
R
esear
ch
by
Su
y
an
ta
[
1
5
]
e
m
p
h
asized
th
at
u
n
d
er
s
tan
d
i
n
g
ch
em
is
tr
y
as
p
ar
t
o
f
o
v
e
r
all
ed
u
ca
tio
n
h
elp
s
s
tu
d
en
ts
d
ev
elo
p
th
ese
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
,
en
h
an
cin
g
th
eir
g
lo
b
al
co
m
p
etitiv
en
ess
.
T
h
e
p
o
s
itiv
e
s
u
r
v
e
y
r
esu
lts
s
u
g
g
est
th
at
th
e
cu
r
r
e
n
t
teac
h
i
n
g
m
et
h
o
d
s
ar
e
e
f
f
ec
tiv
e,
b
u
t
th
ey
also
h
ig
h
lig
h
t
ar
ea
s
f
o
r
im
p
r
o
v
em
e
n
t.
Po
ten
tial
c
h
an
g
es
in
teac
h
i
n
g
c
h
em
is
tr
y
co
u
ld
in
clu
d
e
u
s
in
g
d
etailed
g
r
o
u
p
d
ata
to
tailo
r
in
s
tr
u
ctio
n
,
a
d
d
r
ess
in
g
s
p
ec
if
ic
wea
k
n
ess
es
a
n
d
b
u
ild
in
g
o
n
s
tr
en
g
t
h
s
,
in
te
g
r
atin
g
r
ea
l
-
wo
r
ld
ap
p
licatio
n
s
to
m
ak
e
less
o
n
s
m
o
r
e
en
g
ag
in
g
,
an
d
d
ev
elo
p
in
g
n
ew
ass
ess
m
en
t
to
o
ls
th
at
b
etter
tr
ac
k
th
e
d
ev
elo
p
m
e
n
t
o
f
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
[
1
5
]
.
B
y
an
aly
zin
g
th
ese
r
esu
lts
,
th
e
s
ch
o
o
l
ca
n
m
a
k
e
i
n
f
o
r
m
e
d
d
ec
is
io
n
s
to
en
h
an
ce
its
ch
em
is
tr
y
p
r
o
g
r
am
an
d
b
etter
p
r
e
p
ar
e
s
tu
d
en
ts
f
o
r
f
u
tu
r
e
ch
allen
g
es.
Desp
ite
th
e
g
o
o
d
o
v
e
r
all
s
u
r
v
ey
r
esu
lts
,
team
wo
r
k
wa
s
f
o
u
n
d
to
b
e
lack
in
g
,
a
n
d
t
h
ese
f
in
d
in
g
s
ar
e
s
p
ec
if
ic
to
th
e
g
iv
e
n
s
ch
o
o
l.
C
o
llectin
g
d
ata
p
er
g
r
o
u
p
p
r
o
v
id
es
d
etailed
in
s
ig
h
ts
in
to
h
o
w
d
if
f
er
en
t
s
tu
d
e
n
t
g
r
o
u
p
s
p
er
f
o
r
m
an
d
wh
at
th
e
y
n
ee
d
,
m
a
k
in
g
th
e
r
esu
lts
m
o
r
e
u
s
ef
u
l.
T
h
is
ap
p
r
o
ac
h
h
elp
s
i
d
en
tify
s
p
ec
if
ic
s
tr
en
g
t
h
s
an
d
wea
k
n
ess
es
with
in
ea
ch
g
r
o
u
p
,
allo
win
g
f
o
r
tar
g
eted
im
p
r
o
v
em
en
ts
in
teac
h
in
g
s
tr
ateg
ies.
Gr
o
u
p
-
lev
el
d
ata
ca
n
r
ev
ea
l
p
atter
n
s
an
d
tr
e
n
d
s
th
at
b
r
o
ad
er
an
al
y
s
es
m
ig
h
t
m
is
s
,
en
s
u
r
i
n
g
th
e
ed
u
ca
tio
n
al
p
r
o
g
r
am
is
b
etter
tailo
r
ed
to
im
p
r
o
v
e
lear
n
in
g
o
u
tco
m
es
f
o
r
all
s
tu
d
en
ts
[
1
6
]
.
I
n
clu
d
in
g
r
e
p
r
ese
n
tativ
e
ex
am
p
les
in
th
e
s
tu
d
y
ca
n
illu
s
tr
ate
th
e
p
r
ac
tical
ap
p
licatio
n
o
f
th
e
r
u
b
r
ics
an
d
s
h
o
w
h
o
w
th
ey
co
n
tr
ib
u
te
to
a
d
etailed
ass
ess
m
en
t
o
f
s
tu
d
en
t
s
k
ills
.
T
h
is
m
ak
es
th
e
ev
alu
atio
n
p
r
o
ce
s
s
m
o
r
e
tr
an
s
p
ar
en
t
an
d
r
e
latab
le,
p
r
o
v
id
i
n
g
a
r
ich
e
r
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
s
tu
d
en
ts
'
p
er
f
o
r
m
an
ce
s
ar
e
a
s
s
es
s
ed
an
d
h
o
w
th
e
ed
u
ca
tio
n
al
p
r
o
g
r
am
ca
n
b
e
tailo
r
e
d
to
s
u
p
p
o
r
t
th
eir
d
ev
elo
p
m
e
n
t.
Ad
d
itio
n
ally
,
th
e
r
esear
ch
er
s
h
o
p
e
to
in
v
esti
g
ate
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
th
e
2
1
s
t
-
ce
n
tu
r
y
lear
n
in
g
co
m
p
eten
cies
,
as
in
d
icate
d
in
T
ab
le
7
.
A
s
tatis
tical
s
tu
d
y
o
f
th
e
co
r
r
elatio
n
c
o
ef
f
icien
t
(
r
)
was
ca
r
r
ied
o
u
t
to
ev
alu
ate
an
d
ascer
tain
th
e
r
elatio
n
s
h
ip
b
etwe
en
ea
ch
tal
en
t.
T
h
is
in
v
esti
g
atio
n
s
h
ed
s
lig
h
t
o
n
p
o
ten
tial
co
n
n
ec
tio
n
s
b
etwe
en
th
ese
ab
i
liti
es.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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2
2
5
2
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8
8
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2
I
n
t
J
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v
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&
R
es E
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u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
4
1
7
-
1
4
2
6
1424
T
ab
le
7
.
T
h
e
co
r
r
elatio
n
co
e
f
f
i
cien
ts
(
r
)
f
o
r
ev
er
y
2
1
s
t
-
ce
n
t
u
r
y
lear
n
in
g
s
k
ill
2
1
s
t
-
c
e
n
t
u
r
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e
d
u
c
a
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i
o
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a
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r
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o
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6
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e
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o
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c
a
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t
a
t
t
h
e
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1
l
e
v
e
l
Fu
r
th
er
m
o
r
e
,
a
ca
lc
u
latio
n
w
as
m
ad
e
to
d
eter
m
in
e
th
e
c
o
r
r
elatio
n
b
etwe
en
e
v
er
y
s
co
r
e
o
n
th
e
2
1
s
t
-
ce
n
tu
r
y
lear
n
in
g
s
k
ill
d
is
p
o
s
itio
n
.
T
h
e
co
ef
f
icien
t
o
f
d
eter
m
in
atio
n
is
th
e
s
q
u
ar
e
o
f
co
r
r
elatio
n
,
wh
ich
ca
n
b
e
p
o
s
itiv
e
o
r
n
eg
ativ
e
a
n
d
r
an
g
e
f
r
o
m
0
.
0
0
to
1
.
0
0
[
2
9
]
.
T
h
e
r
esu
lts
s
h
o
w
th
at
th
e
d
if
f
er
en
t
v
alu
es
o
f
ea
ch
s
k
ill
h
a
v
e
s
tr
o
n
g
,
p
o
s
itiv
e
co
n
n
ec
tio
n
s
with
o
n
e
an
o
th
er
.
I
t
h
as
b
ee
n
r
ep
ea
ted
l
y
d
em
o
n
s
tr
ated
th
at
cr
itical
th
in
k
in
g
an
d
cr
ea
tiv
e
s
k
ills
ar
e
ass
o
ciate
d
.
T
h
e
lin
k
s
b
etwe
en
cr
ea
tiv
ity
,
c
o
m
m
u
n
icatio
n
,
an
d
co
o
p
er
atio
n
s
k
ills
wer
e
d
is
co
v
er
ed
.
Ad
d
itio
n
ally
,
co
n
n
ec
tio
n
s
b
etwe
en
co
o
p
er
atio
n
an
d
co
m
m
u
n
icatio
n
s
k
ills
wer
e
d
is
co
v
er
ed
.
Acc
o
r
d
in
g
to
th
e
r
esu
lts
p
r
e
s
en
ted
in
T
ab
le
7
,
th
er
e
ar
e
s
ig
n
if
ican
t
p
o
s
itiv
e
co
r
r
elatio
n
s
am
o
n
g
2
1
s
t
-
ce
n
tu
r
y
lear
n
in
g
s
k
ills
,
p
ar
ticu
lar
ly
b
etwe
en
cr
itic
al
th
in
k
in
g
an
d
cr
ea
tiv
ity
(
r
=0
.
5
8
,
p
<
0
.
0
5
)
,
co
m
m
u
n
icatio
n
(
r
=
0
.
6
0
,
p
<
0
.
0
5
)
,
a
n
d
c
o
llab
o
r
atio
n
(
r
=
0
.
6
9
,
p
<0
.
0
1
)
.
T
h
is
s
u
g
g
ests
th
at
im
p
r
o
v
e
m
en
ts
in
cr
itical
th
in
k
in
g
ar
e
m
o
d
er
ate
ly
ass
o
ciate
d
with
b
etter
cr
ea
tiv
ity
,
co
m
m
u
n
icatio
n
,
an
d
c
o
llab
o
r
atio
n
s
k
ills
.
Ülg
er
[
3
0
]
also
f
o
u
n
d
a
p
o
s
itiv
e
lin
k
b
etwe
en
cr
ea
tiv
e
an
d
cr
itical
th
in
k
in
g
s
k
il
ls
.
C
r
ea
tiv
ity
an
d
co
m
m
u
n
icatio
n
h
a
v
e
a
m
o
d
er
ate
p
o
s
itiv
e
co
r
r
elatio
n
(
r
=0
.
6
6
,
p
<
0
.
0
1
)
,
with
W
an
g
[
3
1
]
n
o
tin
g
th
at
p
r
ac
ticin
g
cr
ea
tiv
ity
an
d
cr
itical
th
in
k
in
g
,
esp
ec
ially
th
r
o
u
g
h
r
ea
d
in
g
an
d
wr
itin
g
,
e
n
h
an
ce
s
cr
ea
ti
v
ity
.
R
esear
ch
b
y
Ma
r
eq
u
e
an
d
Pra
d
a
[
3
2
]
em
p
h
asized
th
at
o
p
p
o
r
tu
n
ities
to
d
ev
elo
p
co
m
m
u
n
icatio
n
s
k
ills
ar
e
cr
u
cial
f
o
r
u
n
lo
ck
in
g
s
tu
d
en
ts
’
cr
ea
tiv
e
p
o
ten
tial.
Ad
d
itio
n
ally
,
co
llab
o
r
atio
n
is
m
o
d
er
ately
co
r
r
elate
d
with
c
r
ea
tiv
ity
(
r
=0
.
6
9
,
p
<
0
.
0
1
)
;
Sawy
er
[
3
3
]
n
o
ted
t
h
at
g
r
o
u
p
s
g
en
e
r
ate
m
o
r
e
in
n
o
v
ativ
e
s
o
lu
tio
n
s
th
a
n
i
n
d
iv
id
u
als,
an
d
Alm
ajed
et
a
l
.
[
3
4
]
o
b
s
er
v
ed
th
at
d
iv
er
s
e
g
r
o
u
p
s
im
p
r
o
v
e
lear
n
in
g
o
u
tco
m
es.
T
h
er
e
is
a
m
o
d
er
ate
p
o
s
itiv
e
ass
o
ciatio
n
b
e
twee
n
co
llab
o
r
atio
n
an
d
co
m
m
u
n
icatio
n
s
k
ills
(
r
=0
.
5
4
,
p
<0
.
0
5
)
.
Z
ak
iah
et
a
l
.
[
3
5
]
f
o
u
n
d
th
at
as
s
tu
d
en
ts
’
co
llab
o
r
atio
n
s
k
ills
im
p
r
o
v
e,
th
eir
co
m
m
u
n
icatio
n
ab
ilit
ies
also
in
c
r
ea
s
e.
Ad
d
itio
n
ally
,
Fian
ti
et
a
l
.
[
3
6
]
d
is
co
v
er
ed
a
s
tr
o
n
g
co
r
r
elatio
n
b
etwe
en
s
tu
d
e
n
ts
’
ab
ilit
ies
to
co
llab
o
r
ate
an
d
co
m
m
u
n
icate
.
As
s
tu
d
e
n
ts
b
ec
o
m
e
b
etter
at
co
llab
o
r
atin
g
,
t
h
eir
co
m
m
u
n
i
ca
tio
n
s
k
ills
also
im
p
r
o
v
e.
E
r
ick
s
o
n
[
3
7
]
s
u
g
g
ested
th
at
e
x
p
lo
r
ato
r
y
lear
n
in
g
en
h
an
ce
s
co
o
p
er
atio
n
s
k
ills
,
im
p
r
o
v
es
attitu
d
es
t
o
war
d
team
wo
r
k
,
an
d
b
o
o
s
ts
co
n
f
id
e
n
ce
in
p
r
esen
tin
g
.
Ov
er
all,
it
u
n
d
er
s
co
r
es
th
e
in
ter
r
elate
d
n
ess
o
f
th
ese
ess
en
tial
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
,
h
ig
h
lig
h
tin
g
h
o
w
im
p
r
o
v
em
e
n
ts
in
o
n
e
ar
ea
te
n
d
to
b
e
ass
o
ciate
d
with
en
h
an
ce
m
en
ts
in
o
th
er
s
.
T
h
e
s
ig
n
if
ican
t
co
r
r
elatio
n
s
,
p
ar
ticu
lar
ly
th
o
s
e
at
th
e
0
.
0
1
l
ev
el,
em
p
h
asize
th
e
s
tr
en
g
th
o
f
th
ese
r
elatio
n
s
h
ip
s
.
4.
CO
NCLU
SI
O
N
T
h
e
4
C
s
m
o
d
el
o
f
2
1
s
t
-
ce
n
tu
r
y
lear
n
in
g
s
k
ills
was
im
p
lem
en
ted
b
y
o
r
g
a
n
izin
g
s
tu
d
en
ts
in
to
s
m
all
g
r
o
u
p
s
o
f
5
–
6
,
b
ased
o
n
th
eir
ac
ad
em
ic
b
ac
k
g
r
o
u
n
d
s
,
p
ar
tic
u
lar
ly
p
r
ev
io
u
s
ch
em
is
tr
y
co
u
r
s
ewo
r
k
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
s
tu
d
en
ts
ex
h
ib
ited
s
tr
o
n
g
cr
itical
th
in
k
in
g
,
c
r
ea
tiv
ity
,
an
d
co
m
m
u
n
icatio
n
s
k
ills
in
o
r
g
an
ic
ch
em
is
tr
y
,
b
u
t
th
eir
co
llab
o
r
at
io
n
s
k
ills
wer
e
lack
i
n
g
.
C
r
itical
th
in
k
in
g
in
v
o
lv
ed
an
al
y
zin
g
co
m
p
lex
r
ea
ctio
n
s
,
u
n
d
er
s
tan
d
i
n
g
p
r
o
p
er
ties
,
an
d
ev
alu
atin
g
d
ata.
C
r
ea
tiv
ity
was
d
em
o
n
s
tr
ated
th
r
o
u
g
h
p
r
o
p
o
s
in
g
n
o
v
e
l
s
y
n
th
esis
r
o
u
tes
an
d
d
esig
n
in
g
ex
p
e
r
im
en
ts
.
C
o
m
m
u
n
icatio
n
was
cr
u
cial
f
o
r
p
r
esen
tin
g
d
ata
an
d
e
x
p
lain
in
g
co
n
ce
p
ts
,
wh
ile
co
llab
o
r
atio
n
was
f
o
s
ter
ed
th
r
o
u
g
h
g
r
o
u
p
w
o
r
k
o
n
lab
ex
p
er
im
en
ts
an
d
p
r
o
jects.
I
n
th
e
n
ex
t
s
tag
e,
ea
ch
s
k
ill
was
ex
p
l
o
r
ed
to
en
c
o
u
r
ag
e
co
n
ce
p
tu
al
ch
an
g
e
b
ased
o
n
th
e
co
n
s
tr
u
ctiv
is
t
co
r
r
elatio
n
b
etwe
en
ea
ch
in
d
icato
r
a
n
d
2
1
s
t
-
ce
n
tu
r
y
lear
n
i
n
g
s
k
ill
s
.
T
h
e
f
in
d
i
n
g
s
r
ev
ea
le
d
a
m
o
d
er
ate
p
o
s
itiv
e
ass
o
ciatio
n
b
etwe
en
ea
ch
s
k
ill,
in
d
icatin
g
th
at
cr
itical
th
in
k
i
n
g
,
cr
ea
tiv
ity
,
co
m
m
u
n
icatio
n
,
an
d
co
llab
o
r
atio
n
ar
e
in
ter
co
n
n
ec
ted
.
E
n
h
an
cin
g
o
n
e
s
k
ill
o
f
ten
lead
s
to
im
p
r
o
v
em
en
ts
in
o
th
er
s
,
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
ta
n
ce
o
f
a
h
o
lis
tic
ap
p
r
o
ac
h
to
d
e
v
elo
p
in
g
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
al
a
b
ilit
ies.
R
esear
ch
er
s
d
is
co
v
er
ed
th
at
s
tu
d
e
n
ts
h
ad
lo
w
co
llab
o
r
atio
n
p
r
o
f
icien
cy
,
p
o
s
s
ib
ly
d
u
e
t
o
a
lack
o
f
ex
p
er
ien
ce
wo
r
k
in
g
i
n
team
s
o
r
in
s
u
f
f
icien
t
s
o
cial
s
k
ills
.
T
o
im
p
r
o
v
e
b
o
t
h
teac
h
i
n
g
a
n
d
lear
n
in
g
,
we
aim
to
cr
ea
te
a
m
o
r
e
i
n
ter
ac
tiv
e
a
n
d
c
o
o
p
er
ativ
e
lear
n
i
n
g
en
v
ir
o
n
m
en
t.
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
Hig
h
s
ch
o
o
l stu
d
en
ts
’
2
1
s
t
-
ce
n
tu
r
y
lea
r
n
in
g
s
kills
in
o
r
g
a
n
i
c
ch
emistr
y
g
r
o
u
p
…
(
Ma
n
ee
r
a
t S
a
-
n
g
iemjit)
1425
RE
F
E
R
E
NC
E
S
[
1
]
L.
A
h
-
N
a
m
a
n
d
O
.
K
a
m
i
sa
h
,
“
D
e
v
e
l
o
p
i
n
g
2
1
s
t
c
e
n
t
u
r
y
c
h
e
m
i
st
r
y
l
e
a
r
n
i
n
g
t
h
r
o
u
g
h
d
e
si
g
n
i
n
g
d
i
g
i
t
a
l
g
a
m
e
s,”
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
i
n
S
c
i
e
n
c
e
,
E
n
v
i
ro
n
m
e
n
t
a
n
d
H
e
a
l
t
h
(
J
E
S
EH
)
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
8
1
–
9
2
,
2
0
1
8
,
d
o
i
:
1
0
.
2
1
8
9
1
/
j
e
s
e
h
.
3
8
7
4
9
9
.
[
2
]
K
.
F
.
G
e
i
si
n
g
e
r
,
“
2
1
st
c
e
n
t
u
r
y
sk
i
l
l
s:
w
h
a
t
a
r
e
t
h
e
y
a
n
d
h
o
w
d
o
w
e
a
ss
e
ss
t
h
e
m
?
”
A
p
p
l
i
e
d
Me
a
s
u
reme
n
t
i
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
9
,
n
o
.
4
,
p
p
.
2
4
5
–
2
4
9
,
O
c
t
.
2
0
1
6
,
d
o
i
:
1
0
.
1
0
8
0
/
0
8
9
5
7
3
4
7
.
2
0
1
6
.
1
2
0
9
2
0
7
.
[
3
]
T.
X
.
Y
u
a
n
d
W
.
M
.
R
.
W.
M
o
h
a
m
mad
,
“
I
n
t
e
g
r
a
t
i
o
n
o
f
2
1
st
c
e
n
t
u
r
y
l
e
a
r
n
i
n
g
s
k
i
l
l
s
(
4
C
e
l
e
m
e
n
t
s)
i
n
i
n
t
e
r
v
e
n
t
i
o
n
s
t
o
i
m
p
r
o
v
e
En
g
l
i
sh
w
r
i
t
i
n
g
sk
i
l
l
a
m
o
n
g
3
K
c
l
a
ss
st
u
d
e
n
t
s
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
C
o
n
t
e
m
p
o
r
a
ry
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
,
n
o
.
2
,
p
.
1
0
0
,
2
0
1
9
,
d
o
i
:
1
0
.
1
1
1
1
4
/
i
j
c
e
.
v
2
i
2
.
4
4
9
8
.
[
4
]
L.
M
.
G
r
e
e
n
st
e
i
n
,
A
ss
e
ss
i
n
g
2
1
st
c
e
n
t
u
ry
sk
i
l
l
s
:
a
g
u
i
d
e
t
o
e
v
a
l
u
a
t
i
n
g
m
a
s
t
e
r
y
a
n
d
a
u
t
h
e
n
t
i
c
l
e
a
r
n
i
n
g
.
S
A
G
E
P
u
b
l
i
c
a
t
i
o
n
s
,
2
0
1
2
.
[
5
]
C
.
Ev
a
n
s
,
Me
a
su
ri
n
g
st
u
d
e
n
t
su
c
c
e
ss
ski
l
l
s:
a
re
v
i
e
w
o
f
t
h
e
l
i
t
e
r
a
t
u
re
o
n
c
o
l
l
a
b
o
ra
t
i
o
n
.
N
a
t
i
o
n
a
l
C
e
n
t
e
r
f
o
r
t
h
e
I
mp
r
o
v
e
m
e
n
t
o
f
Ed
u
c
a
t
i
o
n
a
l
A
ssess
me
n
t
,
I
n
c
.
(
N
C
I
E
A
)
,
2
0
2
0
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
f
i
l
e
s
.
e
r
i
c
.
e
d
.
g
o
v
/
f
u
l
l
t
e
x
t
/
ED
6
0
7
7
7
4
.
p
d
f
[
6
]
S
.
B
.
C
h
i
r
u
g
u
r
u
,
“
T
h
e
e
sse
n
t
i
a
l
s
k
i
l
l
s
o
f
2
1
s
t
c
e
n
t
u
r
y
c
l
a
ssr
o
o
m
,
”
S
i
n
g
h
a
n
i
a
U
n
i
v
e
rs
i
t
y
,
v
o
l
.
1
0
,
n
o
.
1
,
p
p
.
1
–
1
3
,
2
0
2
0
,
d
o
i
:
1
0
.
1
3
1
4
0
/
R
G
.
2
.
2
.
3
6
1
9
0
.
5
9
2
0
1
.
[
7
]
H
.
J.
M
.
R
a
m
i
r
e
z
,
“
F
a
c
i
l
i
t
a
t
i
n
g
c
o
mp
u
t
e
r
-
su
p
p
o
r
t
e
d
c
o
l
l
a
b
o
r
a
t
i
v
e
l
e
a
r
n
i
n
g
w
i
t
h
q
u
e
st
i
o
n
-
a
s
k
i
n
g
s
c
r
i
p
t
i
n
g
a
c
t
i
v
i
t
y
a
n
d
i
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.
[
3
6
]
F
i
a
n
t
i
,
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.
L
i
st
i
a
g
f
i
r
o
h
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a
n
d
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u
si
l
o
,
“
V
i
d
e
o
t
r
a
c
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e
r
a
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a
l
y
si
s
:
a
st
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o
u
r
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P
h
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c
s:
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re
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v
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.
[
3
7
]
J.
M
.
Er
i
c
k
s
o
n
,
L.
B
l
a
c
k
h
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l
l
,
V
.
B
r
a
sh
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r
s,
a
n
d
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.
V
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r
h
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g
y
i
,
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n
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t
e
r
p
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o
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l
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k
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o
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s i
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e
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d
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of
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l
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a
r
e
,
”
Am
e
ri
c
a
n
J
o
u
r
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a
l
o
f
H
o
sp
i
c
e
a
n
d
Pa
l
l
i
a
t
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v
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M
e
d
i
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v
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l
.
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o
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8
,
p
p
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8
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–
8
8
0
,
D
e
c
.
2
0
1
5
,
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o
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:
1
0
.
1
1
7
7
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0
4
9
9
0
9
1
1
4
5
4
9
9
5
4
.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Ma
n
e
e
r
a
t
S
a
-
n
g
iem
jit
is
a
P
h
.
D.
c
a
n
d
id
a
te
a
t
th
e
I
n
stit
u
te
o
f
Ed
u
c
a
ti
o
n
,
Un
iv
e
rsity
o
f
t
h
e
Ba
lea
ric
Isla
n
d
s,
M
a
j
o
rc
a
,
S
p
a
i
n
.
S
h
e
fo
c
u
se
s
o
n
id
e
n
ti
fy
in
g
d
iffere
n
t
lea
rn
in
g
st
y
les
a
n
d
d
e
v
e
l
o
p
in
g
stu
d
e
n
ts
’
lea
rn
i
n
g
s
k
il
ls.
S
h
e
b
e
li
e
v
e
s
th
a
t
lea
rn
in
g
is
a
li
fe
lo
n
g
p
ro
c
e
ss
,
a
c
o
n
t
in
u
o
u
s
a
n
d
n
e
v
e
r
-
e
n
d
in
g
a
c
ti
o
n
.
M
a
n
e
e
ra
t
’
s
wo
rk
a
ims
t
o
h
e
l
p
st
u
d
e
n
t
s
u
n
d
e
rsta
n
d
h
o
w
th
e
y
lea
rn
b
e
st
a
n
d
t
o
imp
r
o
v
e
th
e
ir
a
b
il
it
y
t
o
a
c
q
u
ire
a
n
d
a
p
p
ly
k
n
o
wle
d
g
e
e
ffe
c
ti
v
e
ly
.
B
y
re
c
o
g
n
izi
n
g
a
n
d
c
a
terin
g
t
o
v
a
rio
u
s
lea
rn
i
n
g
sty
les
,
sh
e
h
o
p
e
s
to
e
n
h
a
n
c
e
t
h
e
e
d
u
c
a
ti
o
n
a
l
e
x
p
e
rien
c
e
fo
r
st
u
d
e
n
ts,
m
a
k
in
g
it
m
o
re
p
e
rso
n
a
li
z
e
d
a
n
d
e
ffe
c
ti
v
e
.
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r
re
se
a
rc
h
u
n
d
e
rsc
o
re
s
th
e
imp
o
rtan
c
e
o
f
li
f
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lo
n
g
lea
rn
i
n
g
a
n
d
a
ims
to
e
q
u
ip
stu
d
e
n
ts
wit
h
th
e
sk
il
ls
th
e
y
n
e
e
d
to
su
c
c
e
e
d
in
a
n
e
v
e
r
-
c
h
a
n
g
in
g
wo
rl
d
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
m
.
sa
-
n
g
iem
ji
t
@u
i
b
.
e
s.
Áng
e
l
Vá
z
q
u
e
z
-
Alo
n
s
o
is
a
r
e
se
a
rc
h
e
r
a
t
th
e
Un
iv
e
rsity
o
f
t
h
e
Ba
lea
ric
Isla
n
d
s,
a
n
d
h
e
is i
n
tere
ste
d
i
n
imp
r
o
v
i
n
g
sc
h
o
o
l
s
u
c
c
e
ss
b
y
a
c
ti
n
g
o
n
c
rit
ic
a
l
v
a
riab
les
in
t
h
e
c
o
n
tex
t
o
f
sc
ien
c
e
tea
c
h
in
g
a
n
d
g
e
n
e
ra
l
tea
c
h
in
g
(
b
a
sic
sk
il
ls
a
n
d
tran
sv
e
rsa
l
sk
il
ls,
c
ri
ti
c
a
l
t
h
in
k
in
g
,
a
n
d
sc
ien
ti
fic
th
i
n
k
in
g
)
a
n
d
t
h
e
e
d
u
c
a
ti
o
n
o
f
sc
ien
t
ifi
c
,
tec
h
n
o
l
o
g
ica
l,
a
n
d
c
rit
ica
l
th
in
k
in
g
s
k
il
l
s
th
ro
u
g
h
th
e
tea
c
h
in
g
o
f
t
o
p
ics
o
f
a
sc
ien
c
e
a
n
d
tec
h
n
o
lo
g
y
n
a
t
u
re
.
As
we
ll
,
h
e
is
in
v
o
l
v
e
d
i
n
tea
c
h
e
r
train
in
g
:
t
h
e
d
e
v
e
lo
p
m
e
n
t
a
n
d
a
ss
e
ss
m
e
n
t
o
f
d
id
a
c
ti
c
c
o
n
t
e
n
t
k
n
o
wle
d
g
e
fo
r
tea
c
h
i
n
g
a
n
d
lea
rn
in
g
sc
ien
t
ifi
c
c
o
n
ten
t
.
H
e
h
a
s
e
x
te
n
siv
e
e
x
p
e
rien
c
e
in
re
se
a
rc
h
,
c
las
sro
o
m
a
p
p
li
c
a
ti
o
n
,
a
n
d
a
d
v
ice
with
i
n
th
e
li
n
e
o
f
re
se
a
rc
h
th
a
t
ste
m
s
fro
m
d
iffere
n
t
n
a
ti
o
n
a
l
a
n
d
in
ter
n
a
ti
o
n
a
l
p
ro
jec
ts an
d
p
u
b
l
ica
ti
o
n
s.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
n
g
e
l.
v
a
z
q
u
e
z
@u
ib
.
e
s.
Ma
r
ía
-
Ant
o
n
i
a
M
a
n
a
ss
e
r
o
-
Ma
s
is
a
P
ro
fe
ss
o
r
o
f
S
o
c
ial
P
sy
c
h
o
l
o
g
y
a
t
th
e
Un
iv
e
rsity
o
f
th
e
Ba
lea
ric
Isla
n
d
s.
S
h
e
is
t
h
e
p
ri
n
c
ip
a
l
in
v
e
stig
a
to
r
a
n
d
m
e
m
b
e
r
o
f
th
e
re
se
a
rc
h
tea
m
s
in
c
o
m
p
e
ti
ti
v
e
p
ro
jec
ts
fi
n
a
n
c
e
d
b
y
re
g
io
n
a
l,
n
a
ti
o
n
a
l,
a
n
d
i
n
tern
a
ti
o
n
a
l
i
n
stit
u
ti
o
n
s
a
n
d
o
rg
a
n
iza
ti
o
n
s
o
n
t
o
p
ics
re
late
d
to
h
e
r
li
n
e
s
o
f
re
se
a
rc
h
:
stre
ss
,
b
u
r
n
o
u
t,
e
m
o
ti
o
n
a
l
w
o
rk
in
t
h
e
se
rv
ice
se
c
to
r,
a
tt
it
u
d
e
s
to
wa
rd
sc
ien
c
e
,
tec
h
n
o
lo
g
y
,
a
n
d
so
c
iety
,
a
s
we
ll
a
s
g
e
n
d
e
r,
h
e
a
lt
h
,
a
n
d
q
u
a
li
t
y
o
f
li
fe
.
S
h
e
c
u
rre
n
tl
y
tea
c
h
e
s
u
n
d
e
rg
ra
d
u
a
te
stu
d
ies
in
p
sy
c
h
o
lo
g
y
a
n
d
lab
o
r
re
latio
n
s,
a
s
we
ll
a
s
in
th
e
UIB
’
s
o
wn
ti
tl
e
,
In
tern
a
ti
o
n
a
l
Ho
tel
M
a
n
a
g
e
m
e
n
t.
S
h
e
is
a
n
e
v
a
l
u
a
to
r
f
o
r
d
iffere
n
t
re
g
i
o
n
a
l,
n
a
ti
o
n
a
l,
a
n
d
i
n
tern
a
ti
o
n
a
l
a
g
e
n
c
i
e
s,
a
s
we
ll
a
s
f
o
r
n
a
ti
o
n
a
l
a
n
d
i
n
tern
a
ti
o
n
a
l
m
a
g
a
z
in
e
s.
S
h
e
is
M
e
m
b
e
r
o
f
th
e
Ac
a
d
e
m
ic Co
m
m
it
te
e
o
f
th
e
Do
c
to
ra
te i
n
Ed
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
.
m
a
n
a
ss
e
ro
@u
ib
.
e
s.
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