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1172
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ttp
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m
Exploring
t
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f
ro
nt
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dule
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4
In
th
e
wo
r
ld
o
f
h
o
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it
a
li
t
y
,
t
h
e
f
ro
n
t
o
ffice
p
lay
s
a
c
ru
c
ial
ro
le
a
s
it
i
s
th
e
first
p
o
i
n
t
o
f
c
o
n
tac
t
fo
r
g
u
e
sts
e
n
terin
g
a
h
o
tel.
T
h
is
m
a
k
e
s
fro
n
t
o
ffice
o
p
e
ra
ti
o
n
(F
OO
)
a
v
it
a
l
su
b
jec
t
i
n
h
o
sp
it
a
l
it
y
e
d
u
c
a
ti
o
n
p
ro
g
ra
m
s,
e
sp
e
c
ially
a
t
c
o
m
m
u
n
it
y
c
o
ll
e
g
e
s.
W
h
il
e
t
h
e
re
i
s
a
g
ro
wi
n
g
b
o
d
y
o
f
re
se
a
rc
h
o
n
F
OO
,
th
e
re
'
s
a
lac
k
o
f
in
stru
c
t
io
n
a
l
m
o
d
u
les
d
e
si
g
n
e
d
s
p
e
c
ifi
c
a
ll
y
fo
r
c
o
m
m
u
n
it
y
c
o
ll
e
g
e
stu
d
e
n
ts.
T
o
a
d
d
re
ss
th
is
g
a
p
,
a
st
u
d
y
wa
s
c
o
n
d
u
c
ted
to
u
n
d
e
rsta
n
d
th
e
n
e
e
d
f
o
r
d
e
v
e
lo
p
in
g
a
F
OO
m
o
d
u
le
b
a
se
d
o
n
e
x
p
e
rt
o
p
in
io
n
s.
Us
in
g
th
e
a
n
a
ly
z
e
,
d
e
sig
n
,
d
e
v
e
l
o
p
,
imp
lem
e
n
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a
n
d
e
v
a
l
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a
te
(AD
DIE)
fr
a
m
e
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rk
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d
a
ta fro
m
th
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e
e
x
p
e
rts
we
re
a
n
a
l
y
z
e
d
.
Ed
u
c
a
to
rs cited
issu
e
s su
c
h
a
s li
m
it
e
d
p
ra
c
ti
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e
ti
m
e
,
c
o
m
m
u
n
ica
ti
o
n
sk
il
l
h
e
sitan
c
y
,
a
n
d
str
u
g
g
les
with
term
c
o
m
p
re
h
e
n
sio
n
a
n
d
p
ro
n
u
n
c
iatio
n
.
M
e
a
n
wh
il
e
,
stu
d
e
n
ts
e
n
c
o
u
n
tere
d
o
b
sta
c
les
li
k
e
in
a
d
e
q
u
a
te
p
ra
c
ti
c
a
l
e
q
u
ip
m
e
n
t,
u
n
su
p
p
o
rti
v
e
lea
rn
in
g
e
n
v
iro
n
m
e
n
ts,
a
n
d
o
v
e
rwh
e
l
m
in
g
sy
ll
a
b
i.
No
n
e
t
h
e
les
s,
e
d
u
c
a
t
o
rs
a
c
k
n
o
wle
d
g
e
d
th
e
p
o
ten
t
ial
o
f
a
F
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in
stru
c
ti
o
n
a
l
m
o
d
u
le
to
e
n
h
a
n
c
e
stu
d
e
n
t
lea
rn
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g
e
x
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rie
n
c
e
s.
T
h
is
st
u
d
y
e
m
p
h
a
siz
e
s
t
h
e
sig
n
if
ica
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c
e
o
f
c
ra
fti
n
g
a
tailo
re
d
m
o
d
u
le
fo
r
c
o
m
m
u
n
it
y
c
o
ll
e
g
e
stu
d
e
n
ts,
p
a
v
i
n
g
t
h
e
wa
y
fo
r
a
d
v
a
n
c
e
m
e
n
ts i
n
h
o
sp
it
a
li
ty
e
d
u
c
a
ti
o
n
.
K
ey
w
o
r
d
s
:
Fro
n
t o
f
f
ice
o
p
er
atio
n
I
n
ter
p
er
s
o
n
al
s
k
ills
Mo
d
u
le
d
e
v
elo
p
m
e
n
t
Nee
d
an
aly
s
is
T
ec
h
n
ical
s
k
ills
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
T
aju
lar
ip
in
Su
laim
an
Dep
ar
tm
en
t o
f
Fo
u
n
d
atio
n
s
o
f
E
d
u
ca
tio
n
,
Facu
lty
o
f
E
d
u
ca
ti
o
n
al
Stu
d
ies,
Un
iv
er
s
iti Pu
tr
a
Ma
lay
s
ia
Per
s
iar
an
Ma
s
jid
,
4
3
4
0
0
Ser
d
a
n
g
,
Selan
g
o
r
,
Ma
lay
s
ia
E
m
ail: ta
ju
las@
u
p
m
.
ed
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
T
o
u
r
is
m
is
o
n
e
o
f
th
e
f
astes
t
g
r
o
win
g
s
ec
to
r
s
in
t
h
e
wo
r
ld
[
1
]
.
T
h
e
g
lo
b
al
h
o
s
p
itality
in
d
u
s
tr
y
h
as
ex
p
er
ien
ce
d
a
m
ass
iv
e
g
r
o
wth
s
p
u
r
t
o
v
e
r
th
e
p
ast
d
ec
ad
e.
As
th
e
th
ir
d
m
o
s
t
im
p
o
r
tan
t
co
m
p
o
n
en
t
o
f
th
e
s
er
v
ice
s
ec
to
r
,
th
e
to
u
r
is
m
s
ec
to
r
d
ir
ec
tly
c
o
n
tr
ib
u
ted
ab
o
u
t
1
0
2
.
0
3
b
illi
o
n
Ma
lay
s
ia
n
r
in
g
g
it
to
th
e
g
r
o
s
s
d
o
m
esti
c
p
r
o
d
u
ct
(
GDP)
in
2
0
1
9
[
2
]
.
As
an
ess
en
tial
co
m
p
o
n
en
t
o
f
th
e
h
o
s
p
itality
an
d
to
u
r
is
m
in
d
u
s
tr
y
,
h
o
tels
in
Ma
lay
s
ia
h
av
e
co
n
tr
ib
u
ted
to
th
e
co
u
n
tr
y
’
s
ec
o
n
o
m
y
in
s
ev
e
r
al
way
s
.
T
h
e
y
in
c
r
ea
s
e
em
p
lo
y
m
e
n
t
o
p
p
o
r
tu
n
ities
,
f
o
r
eig
n
e
x
ch
a
n
g
e
ex
p
o
r
t
ea
r
n
in
g
s
,
in
v
est
m
en
t,
an
d
GDP
g
r
o
wth
.
Fig
u
r
e
1
illu
s
tr
ates
a
co
n
s
is
ten
t
an
d
n
o
tab
le
in
cr
ea
s
e
in
th
e
GDP
co
n
tr
ib
u
tio
n
f
r
o
m
to
u
r
is
m
o
v
er
th
is
p
er
io
d
,
h
ig
h
lig
h
tin
g
th
e
s
ec
to
r
’
s
g
r
o
win
g
im
p
o
r
tan
ce
to
Ma
lay
s
ia
’
s
ec
o
n
o
m
y
.
T
h
e
im
p
ac
t
o
f
h
o
s
p
itality
g
r
o
wth
an
d
c
o
n
tr
ib
u
tio
n
is
also
d
ep
icted
in
th
e
Fig
u
r
e
1
.
All
o
v
er
th
e
wo
r
l
d
,
th
e
h
o
s
p
it
ality
in
d
u
s
tr
y
is
k
n
o
wn
f
o
r
b
e
in
g
a
ca
taly
s
t
f
o
r
ec
o
n
o
m
ic
g
r
o
wth
an
d
s
o
cio
-
ec
o
n
o
m
ic
d
ev
elo
p
m
en
t
th
r
o
u
g
h
jo
b
cr
ea
tio
n
.
Acc
eler
ated
ch
an
g
es
in
s
o
cial,
p
h
y
s
ic
al,
an
d
co
o
p
er
ativ
e
d
y
n
am
ics
h
a
v
e
in
f
l
u
en
ce
d
ev
er
y
co
u
n
tr
y
in
th
e
wo
r
ld
to
b
u
ild
its
o
wn
g
r
o
wth
s
tr
ateg
y
an
d
h
ir
e
s
k
illed
em
p
lo
y
ee
s
in
o
r
d
er
to
r
ea
c
h
a
h
ig
h
d
eg
r
ee
o
f
c
o
m
p
eten
ce
a
n
d
ex
p
er
tis
e
[
3
]
,
[
4
]
.
I
n
Ma
la
y
s
ia
,
th
e
h
o
s
p
itality
in
d
u
s
tr
y
c
o
n
tr
ib
u
tes
6
%
to
Ma
lay
s
ia
’
s
GDP
an
d
2
3
%
to
n
atio
n
al
em
p
lo
y
m
en
t,
eq
u
iv
alen
t
to
3
.
5
m
illi
o
n
jo
b
s
[
5
]
.
I
t is th
e
th
ir
d
lar
g
est co
m
p
o
n
en
t o
f
th
e
s
er
v
ices secto
r
in
2
0
2
0
.
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
E
xp
lo
r
in
g
th
e
d
ev
elo
p
men
t
o
f
fr
o
n
t o
ffice
in
s
tr
u
ctio
n
a
l m
o
d
u
le
fr
o
m
… (
Wei B
o
o
n
Qu
a
h
)
1173
I
n
Ma
lay
s
ia
,
t
h
e
h
o
s
p
itality
in
d
u
s
tr
y
h
as
ex
p
e
r
ien
ce
d
s
ig
n
if
i
ca
n
t
g
r
o
wth
in
r
ec
e
n
t
y
ea
r
s
in
lin
e
with
th
e
g
r
o
wth
o
f
th
e
g
lo
b
al
h
o
s
p
itality
in
d
u
s
tr
y
.
T
h
e
h
o
s
p
itality
in
d
u
s
tr
y
h
as
b
ec
o
m
e
th
e
m
ain
s
tay
o
f
th
e
n
atio
n
al
ec
o
n
o
m
y
.
I
t
is
a
p
e
o
p
le
-
o
r
ie
n
ted
in
d
u
s
tr
y
in
v
o
lv
in
g
em
p
lo
y
er
s
,
em
p
l
o
y
ee
s
,
a
n
d
cu
s
to
m
er
s
.
T
h
e
h
o
s
p
itality
in
d
u
s
tr
y
is
co
n
s
id
er
ed
a
th
r
iv
in
g
s
ec
to
r
.
I
n
cr
ed
ib
l
y
,
m
o
r
e
an
d
m
o
r
e
co
n
s
u
m
er
s
ar
e
p
ay
in
g
atten
tio
n
to
q
u
ality
an
d
n
o
t ju
s
t q
u
an
tity
.
Fig
u
r
e
1
.
GDP
d
ir
ec
t c
o
n
tr
ib
u
t
io
n
f
r
o
m
to
u
r
is
m
in
Ma
lay
s
ia
f
r
o
m
2
0
1
1
to
2
0
1
9
[
2
]
T
h
e
h
o
tel
in
d
u
s
tr
y
in
Ma
lay
s
ia
is
d
ev
elo
p
in
g
d
u
e
to
t
h
e
in
cr
e
asin
g
co
n
tr
ib
u
tio
n
o
f
to
u
r
is
m
[
6
]
,
wh
ich
is
also
a
g
r
o
win
g
tr
en
d
in
o
t
h
er
n
atio
n
s
wh
er
e
g
u
est
s
er
v
ic
es
ar
e
b
ein
g
im
p
r
o
v
e
d
[
7
]
.
Sk
ills
tr
ain
in
g
s
u
ch
as
cu
ltu
r
al
u
n
d
er
s
tan
d
in
g
,
m
u
ltit
ask
in
g
,
cu
s
to
m
er
s
er
v
ice,
a
n
d
co
m
m
u
n
icatio
n
is
cr
itical
in
t
h
e
h
o
s
p
itality
s
ec
to
r
to
ef
f
ec
tiv
ely
d
eliv
er
o
u
ts
tan
d
in
g
cu
s
to
m
er
ex
p
er
ien
ce
s
[
8
]
.
I
n
ad
d
itio
n
,
co
m
p
an
ies
a
cr
o
s
s
th
e
b
o
ar
d
ar
e
lo
o
k
in
g
f
o
r
em
p
lo
y
ee
s
with
a
m
ix
o
f
h
ar
d
a
n
d
s
o
f
t sk
ills
.
I
n
ter
m
s
o
f
em
p
lo
y
ee
q
u
ality
,
m
o
s
t
cu
s
to
m
er
s
b
eliev
e
th
at
r
ec
ep
tio
n
is
ts
m
u
s
t
h
av
e
ex
ce
llen
t
co
m
m
u
n
icatio
n
s
k
ills
[
9
]
.
I
n
ad
d
itio
n
,
r
ec
e
p
tio
n
is
ts
’
talen
ts
in
clu
d
e
m
an
y
p
r
ac
tical
s
k
ills
,
k
n
o
wled
g
e
ap
p
licatio
n
,
an
d
d
is
p
o
s
itio
n
al
s
k
ills
[
1
0
]
.
I
n
p
r
ev
io
u
s
s
tu
d
y
[
9
]
,
a
s
u
m
m
ar
y
o
f
cu
s
to
m
e
r
ex
p
ec
tatio
n
s
r
elate
d
to
f
ir
s
t
im
p
r
ess
io
n
s
an
d
em
p
lo
y
ee
q
u
alities
is
p
r
im
ar
ily
ass
o
ciate
d
with
ex
ce
llen
t
p
er
s
o
n
al
p
r
esen
tatio
n
,
co
m
m
u
n
icatio
n
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
.
New
g
r
ad
u
ates
o
f
te
n
ex
p
er
ien
ce
cu
ltu
r
al
s
h
o
c
k
wh
en
th
ey
s
t
ar
t
an
in
ter
n
s
h
ip
o
r
b
e
g
in
wo
r
k
in
g
in
th
e
f
r
o
n
t
o
f
f
ice
d
ep
a
r
tm
en
t.
“
S
tu
d
en
ts
w
ere
n
o
t
p
r
ep
a
r
ed
fo
r
th
e
r
ea
l
-
life
d
ema
n
d
s
o
f
th
e
fr
o
n
t
o
ffice;
it
w
a
s
o
ve
r
w
h
elmin
g
,
”
s
h
ar
ed
b
y
o
n
e
h
o
tel
m
an
ag
er
.
T
h
is
is
s
u
e
is
ca
u
s
ed
b
y
th
e
lack
o
f
ex
p
er
ie
n
tial
lear
n
in
g
[
1
1
]
.
An
o
th
er
h
o
tel
m
a
n
ag
er
em
p
h
asized
,
“
s
tu
d
en
ts
la
ck
s
u
fficie
n
t
ex
p
erien
tia
l
lea
r
n
in
g
a
n
d
p
r
a
ctica
l
a
p
p
lica
tio
n
s
kills
et
s
in
co
lleg
e,
w
h
ich
m
a
ke
s
th
e
tr
a
n
s
itio
n
to
w
o
r
k
ch
a
llen
g
in
g
.
”
M
o
r
eo
v
e
r
,
t
h
e
lear
n
in
g
co
n
ce
p
t,
p
r
im
ar
ily
th
r
o
u
g
h
g
r
o
u
p
lear
n
in
g
at
co
m
m
u
n
ity
co
lleg
e
,
is
less
in
ter
ac
tiv
e
[
1
2
]
.
Hen
ce
,
le
ctu
r
er
s
s
h
o
u
ld
tak
e
th
is
m
atter
s
er
io
u
s
ly
t
o
cr
ea
te
a
m
o
r
e
e
n
jo
y
a
b
le
lear
n
i
n
g
e
n
v
ir
o
n
m
en
t
[
1
2
]
.
Mo
r
eo
v
e
r
,
t
h
er
e
ar
e
th
r
ee
m
ai
n
r
ea
s
o
n
s
th
at
c
o
n
tr
ib
u
te
to
s
tu
d
en
ts
’
lack
o
f
ex
p
e
r
ien
tial
lear
n
in
g
i
n
th
e
f
r
o
n
t
o
f
f
ice
s
u
b
jec
t.
T
h
ese
in
cl
u
d
ed
a
lack
o
f
an
en
jo
y
a
b
le
lear
n
i
n
g
en
v
ir
o
n
m
en
t
[
1
2
]
,
i
m
p
r
o
p
r
ia
te
lear
n
in
g
en
v
ir
o
n
m
e
n
t
[
1
3
]
,
[
1
4
]
;
an
d
lim
ited
f
ac
ilit
ies
o
r
teac
h
in
g
aid
s
[
1
5
]
,
[
1
6
]
.
I
t
is
u
n
d
en
iab
le
th
at
p
u
p
ils
lack
en
th
u
s
iasm
to
lear
n
s
in
ce
th
ey
f
in
d
th
e
m
ea
g
r
e
m
ater
ial
p
r
o
v
i
d
ed
in
c
lass
b
o
r
in
g
[
1
7
]
.
C
h
alk
an
d
tal
k
w
ill
n
o
t
h
elp
th
at
m
u
ch
in
ass
is
tin
g
s
tu
d
en
ts
t
o
co
m
p
r
eh
e
n
d
th
e
s
u
b
ject.
T
h
e
r
ef
o
r
e,
a
p
r
o
p
e
r
f
r
o
n
t
o
f
f
ice
m
o
d
u
le
s
h
o
u
ld
b
e
em
b
ar
k
ed
to
en
s
u
r
e
th
e
s
tu
d
en
ts
’
lear
n
in
g
p
r
o
ce
s
s
is
f
u
n
an
d
m
a
k
e
th
em
to
b
e
m
o
r
e
en
th
u
s
iast
i
c
wh
ile
lear
n
in
g
a
n
d
p
r
ac
ticin
g
.
N
o
n
e
t
h
e
l
es
s
,
t
h
e
r
es
e
a
r
c
h
e
r
c
o
n
d
u
c
t
e
d
a
s
u
r
v
e
y
o
f
f
a
c
u
l
t
y
a
t
f
r
o
n
t
o
f
f
i
c
e
c
o
m
m
u
n
i
t
y
c
o
l
l
e
g
e
l
e
c
t
u
r
e
r
s
r
e
g
a
r
d
i
n
g
t
h
e
l
e
a
r
n
i
n
g
m
o
d
u
l
e
.
T
h
e
r
e
s
u
l
ts
o
f
t
h
e
s
u
r
v
e
y
i
n
d
i
c
at
e
t
h
a
t
t
h
e
r
e
is
a
l
ac
k
o
f
u
p
d
a
t
e
d
l
e
a
r
n
i
n
g
m
o
d
u
l
e
s
t
h
a
t
a
l
i
g
n
w
it
h
t
h
e
l
e
a
r
n
i
n
g
o
b
j
e
c
t
i
v
es
f
o
r
t
h
e
f
r
o
n
t
o
f
f
i
c
e
c
o
u
r
s
e
a
n
d
t
h
a
t
t
h
e
l
e
a
r
n
i
n
g
r
es
o
u
r
c
e
s
f
o
r
t
h
e
c
o
u
r
s
e
a
r
e
n
o
t
w
el
l
d
o
c
u
m
e
n
t
e
d
.
A
cc
o
r
d
i
n
g
t
o
a
l
it
e
r
a
t
u
r
e
s
e
a
r
c
h
,
t
h
e
r
e
is
a
h
o
u
s
e
k
e
e
p
i
n
g
m
o
d
u
l
e
d
e
v
e
l
o
p
e
d
b
y
B
u
d
h
y
a
n
i
a
n
d
A
n
g
e
n
d
a
r
i
[
1
8
]
,
b
u
t
n
o
s
u
c
h
m
o
d
u
l
e
i
s
c
u
r
r
e
n
t
ly
a
v
a
i
l
a
b
l
e
f
o
r
t
h
e
f
r
o
n
t
o
f
f
i
c
e
c
o
u
r
s
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
1
7
2
-
1
1
8
2
1174
Acc
o
r
d
in
g
to
Pra
tam
a
et
a
l.
[
1
9
]
,
h
ig
h
-
q
u
ality
teac
h
in
g
m
ater
ials
h
elp
teac
h
er
s
an
d
s
tu
d
en
ts
f
ee
l
m
o
r
e
c
o
m
f
o
r
tab
le
in
f
r
o
n
t
o
f
f
ice
class
es.
T
ea
ch
in
g
m
ater
i
als
th
at
in
clu
d
e
d
ialo
g
u
es
wi
th
illu
s
tr
atio
n
s
an
d
v
ar
io
u
s
task
s
ca
n
m
a
k
e
s
tu
d
en
ts
m
o
r
e
in
ter
ested
in
lear
n
in
g
.
T
o
m
a
k
e
lear
n
in
g
m
o
d
u
les
m
ea
n
in
g
f
u
l,
th
e
av
ailab
ilit
y
o
f
r
elev
a
n
t
teac
h
i
n
g
m
ater
ials
is
v
er
y
im
p
o
r
tan
t.
A
well
-
d
esig
n
ed
m
o
d
u
le
ca
n
p
r
o
m
o
te
s
tu
d
en
t
lear
n
in
g
,
allo
win
g
s
tu
d
en
ts
to
lear
n
at
th
eir
o
wn
p
ac
e.
At
th
e
s
am
e
tim
e,
teac
h
er
s
ac
t
as
co
ac
h
es
b
y
r
e
g
u
latin
g
s
tu
d
en
ts
’
p
r
io
r
k
n
o
wled
g
e,
s
u
m
m
ar
izin
g
r
esu
lts
,
an
d
p
r
o
v
id
i
n
g
s
u
m
m
ativ
e
ass
ess
m
en
ts
.
T
h
e
r
esear
ch
o
b
jectiv
e
o
f
th
is
is
to
ex
p
lo
r
e
th
e
n
ee
d
t
o
d
ev
el
o
p
th
e
f
r
o
n
t
o
f
f
ice
in
s
tr
u
ctio
n
al
m
o
d
u
le
f
o
r
teac
h
in
g
f
r
o
n
t
o
f
f
ice
p
r
o
c
ed
u
r
es
am
o
n
g
ex
p
e
r
ts
.
Fro
m
th
is
o
b
jectiv
e,
two
r
esear
ch
q
u
esti
o
n
s
(
R
Q)
ar
e
co
n
s
tr
u
cted
:
i)
wh
at
ar
e
th
e
n
ee
d
s
in
f
r
o
n
t
o
f
f
ice
in
s
tr
u
ctio
n
al
m
o
d
u
le
d
ev
elo
p
m
en
t
f
o
r
teac
h
in
g
f
r
o
n
t
o
f
f
ice
p
r
o
ce
d
u
r
es
f
r
o
m
th
e
e
x
p
er
t
s
’
o
p
in
io
n
s
?
(
R
Q1
)
;
an
d
ii)
wh
a
t
ar
e
ex
p
er
ts
’
s
u
g
g
esti
o
n
s
f
o
r
th
e
ef
f
ec
tiv
e
f
r
o
n
t
o
f
f
ice
in
s
tr
u
ctio
n
al
m
o
d
u
le
d
e
v
elo
p
m
en
t
f
o
r
teac
h
in
g
f
r
o
n
t
o
f
f
ice
p
r
o
ce
d
u
r
es
?
(
R
Q2
)
.
T
h
e
f
r
o
n
t
d
esk
,
o
f
ten
r
ef
e
r
r
ed
to
as
th
e
f
r
o
n
t
o
f
f
ice
(
FO)
,
is
tr
ad
itio
n
ally
co
n
s
id
er
e
d
a
h
o
tel
’
s
h
u
b
f
o
r
co
m
m
u
n
icatio
n
s
an
d
tr
an
s
ac
tio
n
s
with
its
v
is
ito
r
s
.
T
h
e
f
r
o
n
t
d
esk
o
f
f
icer
(
FDO)
h
as
an
u
n
d
en
iab
le
im
p
ac
t
o
n
th
e
d
ay
-
to
-
d
ay
o
p
er
atio
n
s
o
f
a
h
o
tel
an
d
o
n
th
e
f
ir
s
t
an
d
g
en
er
al
im
p
r
ess
io
n
g
u
ests
h
av
e
o
f
th
e
f
ac
ilit
y
.
B
ec
au
s
e
FO
’
s
d
u
ties
ca
n
b
e
e
x
ten
s
iv
e,
b
r
ea
k
in
g
d
o
wn
FO
’
s
f
u
n
ctio
n
s
b
y
l
o
ca
tio
n
a
n
d
tim
e
ca
n
h
el
p
to
m
o
r
e
clea
r
ly
d
ef
in
e
FO
’
s
ac
tiv
ities
.
First,
f
r
o
n
t
-
of
-
th
e
-
h
o
u
s
e
ac
tiv
ities
s
u
ch
as
b
o
o
k
in
g
in
q
u
ir
i
es,
co
llectin
g
,
an
d
d
eliv
er
in
g
in
f
o
r
m
atio
n
at
ch
ec
k
-
in
,
an
d
p
ay
in
g
g
u
est
b
ills
ca
n
b
e
d
iv
id
ed
in
t
o
FO
f
u
n
ctio
n
s
.
Seco
n
d
,
FO
f
u
n
ctio
n
s
ca
n
b
e
d
iv
i
d
ed
in
to
d
if
f
er
en
t p
h
ases
o
f
th
e
v
is
ito
r
’
s
s
tay
,
s
u
ch
as p
r
e
-
ar
r
iv
al,
ar
r
iv
al,
o
cc
u
p
a
n
cy
,
an
d
d
ep
ar
tu
r
e
,
as illu
s
tr
ated
b
y
B
a
k
er
et
a
l.
[
2
0
]
in
th
e
f
o
r
m
o
f
a
“
g
u
est cy
cle
”
as sh
o
wn
in
Fig
u
r
e
2
.
T
h
e
p
r
o
ce
s
s
o
f
g
u
est
ar
r
iv
als
an
d
d
e
p
ar
tu
r
es
is
a
ce
n
tr
al
s
p
o
t
o
f
co
m
m
u
n
icatio
n
with
g
u
ests
at
all
s
tag
es
o
f
th
eir
s
tay
in
th
e
h
o
t
el
(
f
r
o
m
b
o
o
k
in
g
to
p
ay
m
e
n
t
o
f
h
o
tel
b
ills
)
.
T
h
e
p
r
o
ce
s
s
o
f
g
u
est
ar
r
iv
als
an
d
d
ep
ar
tu
r
es
ca
n
b
e
d
iv
id
ed
in
t
o
f
iv
e
m
ain
ac
tiv
ities
.
T
h
ese
f
iv
e
ac
tiv
ities
ar
e
ess
en
tial
task
s
an
d
o
p
er
atio
n
s
r
elate
d
to
g
u
est
s
er
v
ices
an
d
ac
co
u
n
tin
g
.
Fro
n
t
o
f
f
ice
e
m
p
lo
y
ee
s
m
u
s
t
b
e
awa
r
e
o
f
g
u
est
s
er
v
ices
an
d
ac
co
u
n
tin
g
ac
tiv
ities
at
all
s
ta
g
es
o
f
th
e
g
u
est
s
tay
.
Fro
n
t
o
f
f
ice
s
taf
f
ca
n
v
iab
ly
s
er
v
e
th
e
h
o
tel
v
is
ito
r
s
if
th
ey
r
ea
s
o
n
ab
ly
u
n
d
er
s
tan
d
th
e
f
lo
w
o
f
th
is
p
r
o
ce
s
s
in
a
h
o
tel.
T
h
e
g
u
est
ar
r
iv
als
a
n
d
d
ep
a
r
tu
r
es
p
r
o
ce
s
s
r
e
p
r
esen
t
a
s
y
s
tem
atic
f
r
o
n
t o
f
f
ice
o
p
er
a
tio
n
s
(
FOO)
ap
p
r
o
ac
h
.
Fig
u
r
e
2
.
T
h
e
g
u
est cy
cle
[
2
0
]
2.
M
E
T
H
O
D
T
h
e
r
esear
ch
er
s
elec
ts
to
ca
r
r
y
o
u
t
q
u
alitativ
e
r
esear
ch
in
wh
ich
th
e
d
ata
wer
e
co
llected
th
r
o
u
g
h
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews.
A
lis
t
o
f
q
u
esti
o
n
s
to
b
e
in
v
esti
g
ated
with
o
u
t
p
r
ed
eter
m
i
n
ed
wo
r
d
in
g
is
u
s
ed
to
d
ir
ec
t
th
is
s
em
i
-
s
tr
u
ctu
r
ed
i
n
ter
v
iew.
Fu
r
th
er
m
o
r
e,
t
h
is
m
eth
o
d
allo
ws
th
e
r
esear
c
h
er
to
r
ea
ct
to
t
h
e
cir
cu
m
s
tan
ce
s
en
co
u
n
ter
ed
,
t
o
in
f
o
r
m
a
n
ts
em
er
g
in
g
f
r
o
m
all
o
v
er
t
h
e
wo
r
ld
,
an
d
n
o
f
r
esh
i
d
ea
s
o
n
th
e
s
u
b
ject
[
2
1
]
.
T
h
e
d
ata
co
llectio
n
p
r
o
c
ess
in
v
o
lv
es
lectu
r
er
s
o
f
th
e
Min
is
tr
y
o
f
Hig
h
er
E
d
u
ca
tio
n
Ma
lay
s
ia
(
MO
HE
)
f
r
o
m
d
i
f
f
er
en
t i
n
s
titu
tio
n
s
wh
ich
teac
h
th
e
FOO
s
u
b
ject
f
o
r
c
o
m
m
u
n
ity
co
lleg
e
s
tu
d
en
ts
.
T
h
e
p
u
r
p
o
s
e
o
f
th
e
in
ter
v
iew
was
to
u
n
d
er
s
tan
d
m
o
r
e
ab
o
u
t
th
e
ac
tiv
ities
u
s
ed
in
teac
h
in
g
,
an
d
th
e
ch
allen
g
es
s
tu
d
en
ts
f
ac
e
d
.
T
h
e
r
e
wer
e
1
0
o
p
e
n
-
en
d
ed
q
u
esti
o
n
s
ab
o
u
t
th
e
teac
h
in
g
-
lear
n
in
g
p
r
o
ce
s
s
,
teac
h
in
g
tech
n
iq
u
es,
s
tu
d
e
n
ts
'
p
r
o
b
lem
s
,
teac
h
er
n
ee
d
s
,
an
d
lear
n
in
g
r
esu
lts
m
ad
e
u
p
th
e
teac
h
er
i
n
ter
v
iew
g
u
id
elin
es.
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
E
xp
lo
r
in
g
th
e
d
ev
elo
p
men
t
o
f
fr
o
n
t o
ffice
in
s
tr
u
ctio
n
a
l m
o
d
u
le
fr
o
m
… (
Wei B
o
o
n
Qu
a
h
)
1175
I
n
th
is
in
v
esti
g
atio
n
,
th
r
ee
s
p
ec
ialis
ts
h
av
e
b
ee
n
ch
o
s
en
.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
was
u
s
ed
t
o
s
elec
t
th
e
s
am
p
le
wh
ile
ch
o
o
s
in
g
in
f
o
r
m
an
ts
f
r
o
m
a
h
o
m
o
g
en
eo
u
s
g
r
o
u
p
w
h
o
co
u
ld
p
r
o
v
id
e
a
v
a
r
iety
o
f
in
f
o
r
m
atio
n
.
T
h
e
s
tu
d
y
'
s
in
f
o
r
m
an
ts
wer
e
ch
o
s
e
n
b
ased
o
n
th
e
cr
iter
io
n
o
f
ac
ad
em
ics
with
m
o
r
e
th
a
n
f
i
v
e
y
ea
r
s
o
f
ex
p
er
ien
ce
in
th
e
h
o
tel
o
p
er
atio
n
f
ield
a
n
d
s
en
io
r
lectu
r
er
s
at
co
m
m
u
n
ity
co
lleg
es.
T
h
e
f
ir
s
t
ex
p
er
t,
cu
r
r
en
tly
b
ased
in
Per
ak
,
h
as
ac
cu
m
u
lated
1
3
y
ea
r
s
o
f
wo
r
k
in
g
ex
p
er
ien
ce
,
with
eig
h
t
o
f
th
o
s
e
y
ea
r
s
s
p
ec
if
ically
d
ev
o
ted
to
teac
h
in
g
th
e
f
r
o
n
t
o
f
f
ice
s
u
b
ject.
T
h
e
s
ec
o
n
d
ex
p
er
t
,
lo
ca
ted
in
Pah
an
g
,
b
o
asts
1
9
y
ea
r
s
o
f
wo
r
k
in
g
ex
p
er
ien
ce
,
with
1
3
o
f
th
o
s
e
y
ea
r
s
s
p
e
n
t
teac
h
in
g
t
h
e
f
r
o
n
t
o
f
f
ice
s
u
b
ject.
T
h
e
th
ir
d
ex
p
e
r
t,
s
itu
ated
in
Selan
g
o
r
,
with
a
to
tal
o
f
2
0
y
ea
r
s
o
f
wo
r
k
in
g
ex
p
er
ien
ce
a
n
d
1
8
y
ea
r
s
d
ed
icate
d
to
teac
h
in
g
th
e
f
r
o
n
t
o
f
f
ic
e
s
u
b
ject.
T
ab
le
1
in
cl
u
d
es a
lis
t o
f
th
e
s
tu
d
y
'
s
in
f
o
r
m
an
ts
.
T
h
e
p
r
o
ce
d
u
r
es
o
f
t
h
e
in
ter
v
iew
wer
e
ca
r
r
ied
o
u
t
b
ased
o
n
F
ig
u
r
e
3
[
2
2
]
.
Fig
u
r
e
3
o
u
tlin
es
th
e
s
tep
-
by
-
s
tep
p
r
o
ce
s
s
f
o
llo
wed
d
u
r
i
n
g
th
e
in
ter
v
iew
s
ess
io
n
s
.
Firs
t,
th
e
in
ter
v
iewe
r
co
n
f
ir
m
s
th
e
b
ac
k
g
r
o
u
n
d
o
f
th
e
in
ter
v
iewe
e
to
en
s
u
r
e
th
ey
ar
e
s
u
itab
le
f
o
r
th
e
s
tu
d
y
.
Nex
t,
th
e
p
u
r
p
o
s
e
o
f
th
e
in
ter
v
iew
is
ex
p
lain
ed
to
th
e
in
ter
v
iewe
e,
p
r
o
v
id
in
g
th
em
with
a
clea
r
u
n
d
er
s
tan
d
in
g
o
f
wh
at
to
ex
p
ec
t.
T
h
e
in
ter
v
iew
er
s
ee
k
s
p
er
m
is
s
io
n
to
r
ec
o
r
d
th
e
c
o
n
v
e
r
s
atio
n
to
en
s
u
r
e
tr
an
s
p
ar
e
n
cy
an
d
c
o
m
p
lian
ce
with
eth
ical
g
u
id
elin
es.
Du
r
in
g
th
e
in
ter
v
iew
s
ess
io
n
,
th
e
d
is
cu
s
s
i
o
n
tak
es
p
lace
b
ased
o
n
th
e
p
r
ed
eter
m
in
ed
to
p
ics
o
r
q
u
esti
o
n
s
.
T
h
e
in
ter
v
iewe
r
g
u
id
es
th
e
co
n
v
er
s
atio
n
wh
il
e
allo
win
g
th
e
in
ter
v
iewe
e
to
ex
p
r
ess
th
eir
th
o
u
g
h
ts
an
d
ex
p
er
ien
ce
s
f
r
ee
ly
.
Fin
ally
,
th
e
in
ter
v
iew
co
n
clu
d
es
with
th
e
in
ter
v
iewe
r
ex
p
r
es
s
in
g
g
r
atitu
d
e
an
d
ap
p
r
ec
iatio
n
to
th
e
in
ter
v
iewe
e
f
o
r
th
eir
tim
e
an
d
co
n
t
r
ib
u
tio
n
to
th
e
s
tu
d
y
.
T
h
is
en
s
u
r
es
a
p
o
s
itiv
e
an
d
r
esp
ec
tf
u
l
co
n
clu
s
io
n
to
th
e
in
ter
v
iew
p
r
o
ce
s
s
.
Fin
ally
,
th
e
d
ata
o
b
tain
ed
f
r
o
m
th
e
i
n
ter
v
iew
p
r
o
to
co
l
with
th
r
ee
ex
p
e
r
ts
wer
e
an
aly
ze
d
u
s
in
g
AT
L
AS.ti
2
2
s
o
f
twar
e.
T
ab
le
1
.
Dem
o
g
r
ap
h
ics o
f
in
f
o
r
m
an
ts
N
u
mb
e
r
o
f
e
x
p
e
r
t
s
W
o
r
k
i
n
g
e
x
p
e
r
i
e
n
c
e
Ex
p
e
r
i
e
n
c
e
i
n
t
e
a
c
h
i
n
g
f
r
o
n
t
o
f
f
i
c
e
s
u
b
j
e
c
t
P
l
a
c
e
o
f
d
u
t
y
Ex
p
e
r
t
1
13
8
y
e
a
r
s
P
e
r
a
k
Ex
p
e
r
t
2
19
1
3
y
e
a
r
s
P
a
h
a
n
g
Ex
p
e
r
t
3
20
1
8
y
e
a
r
s
S
e
l
a
n
g
o
r
Fig
u
r
e
3
.
I
n
ter
v
iew
p
r
o
ce
d
u
r
e
s
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
B
ased
o
n
th
e
an
aly
s
is
o
f
in
te
r
v
iew
d
ata,
th
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
o
b
tain
ed
f
r
o
m
t
h
r
ee
i
n
f
o
r
m
a
n
ts
p
r
o
d
u
ce
d
th
r
ee
th
em
es
f
o
r
R
Q1
an
d
f
o
u
r
th
e
m
es
f
o
r
R
Q2
.
I
n
an
s
wer
in
g
R
Q1
,
th
r
ee
b
r
o
ad
th
em
es
h
ad
b
ee
n
cr
o
p
p
e
d
u
p
,
wh
ich
ar
e
:
i
)
p
r
o
b
le
m
s
in
teac
h
i
n
g
an
d
lear
n
in
g
FOO
;
ii
)
th
e
im
p
o
r
tan
ce
o
f
lear
n
in
g
FOO
;
an
d
iii)
cu
r
r
en
t
teac
h
i
n
g
s
tr
ateg
ies o
f
FOO.
In
tro
d
u
c
ti
o
n
Co
n
f
irm
in
g
in
terv
iew
e
e
b
a
c
k
g
ro
u
n
d
Ou
tl
in
in
g
th
e
p
u
rp
o
se
o
f
th
e
in
terv
iew
G
e
tt
in
g
p
e
rm
issio
n
to
re
c
o
rd
th
e
c
o
n
v
e
rsa
ti
o
n
Co
n
d
u
c
ti
n
g
in
terv
iew
se
ss
io
n
Co
n
clu
sio
n
an
d
ap
p
reciatio
n
o
f
th
e
in
terv
iew
e
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
1
7
2
-
1
1
8
2
1176
3
.
1
.
T
hem
e
1
:
pro
blem
s
in t
ea
ching
a
nd
lea
rning
f
ro
nt
o
f
f
ice
o
pera
t
io
n
Fro
n
t
o
f
f
ice
o
p
e
r
atio
n
is
o
n
e
o
f
th
e
m
ain
s
u
b
jects
p
r
esen
ted
in
th
e
Ho
tel
Op
er
atio
n
Pro
g
r
am
.
T
h
is
s
u
b
ject
is
tau
g
h
t
in
co
m
m
u
n
it
y
co
lleg
e
,
wh
ich
is
f
o
r
3
r
d
-
s
em
ester
s
tu
d
en
ts
.
T
h
r
ee
o
b
jectiv
es
th
at
ar
e
lis
ted
in
th
is
s
y
llab
u
s
ar
e:
i
)
to
s
h
o
w
th
e
o
p
er
atio
n
o
f
th
e
f
r
o
n
t
o
f
f
ic
e
d
ep
ar
tm
en
t
i
n
th
e
h
o
tel
;
ii
)
to
co
m
p
ly
with
t
h
e
s
tan
d
ar
d
o
p
er
atin
g
p
r
o
ce
d
u
r
e
(
SOP)
in
ca
r
r
y
in
g
o
u
t
task
s
in
th
e
f
r
o
n
t
o
f
f
ice
d
e
p
ar
tm
en
t
;
an
d
iii
)
to
s
h
o
w
an
eth
ical
an
d
p
r
o
f
ess
io
n
al
attitu
d
e
in
h
a
n
d
lin
g
g
u
ests
at
th
e
f
r
o
n
t d
esk
o
f
a
h
o
tel.
Du
r
in
g
in
ter
v
iew
s
ess
io
n
s
,
s
tu
d
en
ts
en
co
u
n
ter
v
ar
io
u
s
c
h
allen
g
es
in
lear
n
in
g
FOO.
All
th
r
ee
lectu
r
er
s
id
en
tifie
d
s
ev
er
al
co
m
m
o
n
is
s
u
es
r
elate
d
to
teac
h
in
g
an
d
lear
n
in
g
FOO.
T
h
ese
in
clu
d
e
a
lack
o
f
ad
eq
u
ate
p
r
ac
tical
eq
u
ip
m
e
n
t
[
2
3
]
,
i
n
s
u
f
f
icien
t
tim
e
f
o
r
p
r
a
ctice
[
2
4
]
,
a
n
u
n
s
u
p
p
o
r
tiv
e
le
ar
n
in
g
e
n
v
ir
o
n
m
en
t
[
1
3
]
,
[
1
4
]
,
l
o
w
co
n
f
id
e
n
ce
in
c
o
m
m
u
n
icatio
n
s
k
ills
[
2
5
]
,
lim
ited
in
d
u
s
tr
y
ex
p
e
r
ien
ce
[
2
6
]
,
i
n
ad
eq
u
ate
lectu
r
e
r
tr
ain
in
g
[
2
7
]
,
d
i
f
f
icu
lty
in
c
o
m
p
r
eh
e
n
d
in
g
ter
m
s
[
2
8
]
,
ch
allen
g
es
in
p
r
o
n
o
u
n
ci
n
g
ter
m
s
[
2
8
]
,
s
ca
r
city
o
f
teac
h
in
g
aid
s
[
2
9
]
,
a
h
ea
v
y
s
y
llab
u
s
[
3
0
]
,
an
d
a
lack
o
f
c
r
ea
tiv
ity
[
3
0
]
.
T
h
ese
em
er
g
in
g
is
s
u
es
ar
e
d
ep
icted
in
s
ch
em
atic
d
iag
r
am
s
p
r
esen
ted
in
Fig
u
r
e
4
.
Fig
u
r
e
4
.
Pro
b
lem
s
in
teac
h
in
g
an
d
lear
n
in
g
FOO
th
e
me
On
e
o
f
th
e
is
s
u
es
r
aised
b
y
t
h
e
in
ter
v
iewe
es
is
th
e
lack
o
f
s
u
f
f
icien
t
p
r
ac
tical
eq
u
ip
m
en
t.
A
s
tu
d
y
co
n
d
u
cte
d
b
y
I
s
lam
[
2
3
]
also
h
ig
h
lig
h
ted
th
is
co
n
ce
r
n
,
n
o
ti
n
g
th
at
tec
h
n
ical
an
d
v
o
ca
tio
n
al
in
s
titu
tio
n
s
o
f
ten
s
tr
u
g
g
le
to
p
r
o
v
id
e
a
d
eq
u
ate
p
r
ac
tical
eq
u
ip
m
en
t,
lea
d
in
g
to
d
elay
s
in
co
m
p
letin
g
p
r
ac
t
ical
co
u
r
s
es.
T
h
is
s
h
o
r
tag
e
o
f
eq
u
ip
m
en
t
p
o
s
es
a
s
ig
n
if
ican
t
o
b
s
tacle
to
h
an
d
s
-
o
n
ed
u
ca
tio
n
in
s
u
ch
in
s
titu
tio
n
s
.
An
o
th
er
p
r
o
b
lem
id
en
tifie
d
b
y
t
h
e
in
t
er
v
iewe
es
is
th
e
in
s
u
f
f
icien
t
tim
e
allo
ca
ted
f
o
r
p
r
ac
tice.
Ah
m
ed
et
a
l.
[
2
4
]
s
u
p
p
o
r
ts
th
is
o
b
s
er
v
atio
n
,
in
d
i
ca
tin
g
th
at
th
e
allo
tted
tim
e
f
o
r
p
r
ac
tical
tr
ain
in
g
is
in
ad
eq
u
ate.
T
h
is
lim
itatio
n
m
ay
h
in
d
er
s
tu
d
e
n
ts
'
ab
ilit
y
to
en
g
ag
e
ef
f
ec
tiv
ely
in
ac
tiv
e
l
ea
r
n
in
g
m
eth
o
d
s
,
wh
ich
r
el
y
h
ea
v
ily
o
n
h
an
d
s
-
o
n
ex
p
er
ien
ce
.
Fu
r
t
h
er
m
o
r
e,
th
e
in
ter
v
iewe
es
p
o
in
ted
o
u
t
th
e
is
s
u
e
o
f
an
u
n
s
u
p
p
o
r
tiv
e
lear
n
in
g
en
v
i
r
o
n
m
e
n
t.
Pre
v
io
u
s
s
tu
d
ies
[
1
3
]
,
[
1
4
]
also
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
co
n
d
u
civ
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
in
f
ac
ilit
atin
g
h
o
lis
tic
s
tu
d
en
t
l
ea
r
n
in
g
ex
p
er
ien
ce
s
.
T
h
er
ef
o
r
e,
it
is
cr
u
cial
f
o
r
in
s
titu
tio
n
s
to
p
r
io
r
itize
th
e
d
ev
elo
p
m
e
n
t o
f
s
u
c
h
en
v
ir
o
n
m
en
ts
to
en
h
an
ce
th
e
ed
u
ca
tio
n
al
o
u
tco
m
es f
o
r
s
tu
d
e
n
ts
.
A
lack
o
f
co
n
f
id
e
n
ce
in
co
m
m
u
n
icatio
n
em
er
g
ed
as
th
e
f
o
u
r
t
h
is
s
u
e
h
ig
h
lig
h
ted
b
y
th
e
i
n
ter
v
iewe
es.
C
o
m
m
u
n
icatio
n
s
k
ills
h
o
ld
p
ar
ticu
lar
s
ig
n
if
ican
ce
in
th
e
h
o
s
p
itality
s
ec
to
r
,
esp
ec
ially
f
o
r
f
r
o
n
tlin
e
em
p
lo
y
ee
s
wh
o
d
ir
ec
tly
in
ter
ac
t
with
g
u
ests
.
Acc
o
r
d
in
g
to
Par
asn
is
et
a
l.
[
2
5
]
,
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
ca
n
b
o
o
s
t
em
p
lo
y
ee
s
'
co
n
f
id
e
n
ce
an
d
e
n
h
an
ce
th
eir
i
n
ter
p
er
s
o
n
al
s
k
ills
,
lead
in
g
to
b
etter
cu
s
to
m
er
r
elatio
n
s
.
T
h
is
u
n
d
er
s
co
r
es th
e
i
m
p
o
r
ta
n
ce
o
f
co
m
m
u
n
icatio
n
s
k
ills
f
o
r
f
r
o
n
tlin
e
s
taf
f
.
Fu
r
th
er
m
o
r
e
,
th
e
lack
o
f
in
d
u
s
tr
y
ex
p
er
ien
ce
was
id
e
n
tifie
d
as
an
o
th
er
c
h
allen
g
e
b
y
th
e
in
ter
v
iewe
es.
I
n
th
e
s
tu
d
y
b
y
v
an
d
er
B
ijl
an
d
Oo
s
th
u
iz
en
[
2
6
]
,
it
was
em
p
h
asized
th
at
tech
n
ical
an
d
v
o
ca
tio
n
al
ed
u
ca
tio
n
an
d
tr
ain
in
g
(
T
VE
T
)
co
lleg
e
lect
u
r
er
s
r
eq
u
ir
e
b
o
th
q
u
alif
icatio
n
s
an
d
in
d
u
s
tr
y
ex
p
er
ien
ce
to
ef
f
ec
tiv
ely
p
r
e
p
ar
e
s
tu
d
en
ts
f
o
r
th
e
wo
r
k
f
o
r
ce
.
L
ec
tu
r
er
s
with
o
u
t
in
d
u
s
tr
y
ex
p
er
ien
ce
m
a
y
s
tr
u
g
g
le
to
in
co
r
p
o
r
ate
r
ea
l
-
lif
e
s
ce
n
ar
io
s
in
to
th
eir
less
o
n
s
,
h
in
d
er
in
g
s
tu
d
e
n
ts
'
p
r
ac
tical
lear
n
in
g
.
T
h
er
e
f
o
r
e,
1:20
47,
T
he
lac
k
of
tea
c
hing
a
ids
.
in
1Atlas
_e
xpe
r
t’
s
int
e
r
view
.
1:3
31,
F
a
c
ing
dif
f
iculti
e
s
be
c
a
us
e
thi
s
s
tudent
is
una
ble
to
de
s
c
r
ibe
the
a
c
tual
s
it
ua
ti
on
1Atlas
_e
xpe
r
t
’
s
int
e
r
view
.
3:10
20,
All
the
r
o
le
-
plays
to
be
done
withi
n
that
li
mi
ted
ti
me,
I
f
e
e
l
it
'
s
quit
e
c
ha
ll
e
nging
in
1Atlas
_e
xpe
r
t
’
s
int
e
r
view
.
1:19
21,
T
he
wa
y
to
pr
onounc
e
.
.
.
pr
onunc
iat
ion
too
in
1At
l
as
_exper
t
’
s
i
nt
er
vi
ew.
3:14
16,
W
he
n
we
wa
nt
to
do
r
ole
play,
we
ha
ve
dif
f
iculty
be
c
a
us
e
whe
n
we
tr
y
to
f
or
c
e
s
tudents
to
c
omm
unica
te
.
.
.
.
in
3Atlas
_e
xpe
r
t
’
s
int
e
r
view
.
1:25
77,
I
t'
s
li
ke
he
'
s
pr
e
tending,
jus
t
pr
e
tend
ing.
S
o,
that'
s
why
he
c
a
n'
t
.
.
.
in
1At
l
as
_exper
t
’
s
i
nt
er
vi
ew.
1:5
37,
T
he
tea
c
hing
a
ids
a
r
e
not
c
ompl
e
te
in
1Atlas
_e
xpe
r
t’
s
int
e
r
view
.
3:18
18,
T
ha
t
s
yll
a
bus
is
too
c
r
a
mped
in
3Atlas
_e
xpe
r
t
’
s
int
e
r
view
.
3:6
29,
T
he
r
e
'
s
no
pr
ope
r
f
r
o
nt
of
f
ice
c
ounter
f
o
r
s
tudents
to
do
r
ole
-
play.
.
.
in
3Atlas
_e
xpe
r
t
’
s
int
e
r
view
.
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
E
xp
lo
r
in
g
th
e
d
ev
elo
p
men
t
o
f
fr
o
n
t o
ffice
in
s
tr
u
ctio
n
a
l m
o
d
u
le
fr
o
m
… (
Wei B
o
o
n
Qu
a
h
)
1177
in
d
u
s
tr
ial
tr
ain
in
g
f
o
r
lectu
r
er
s
is
ess
en
tia
l
to
im
p
r
o
v
e
th
eir
co
m
p
eten
ce
an
d
e
n
h
an
ce
th
e
ir
ab
ilit
y
to
b
r
id
g
e
th
e
g
ap
b
etwe
en
class
r
o
o
m
lea
r
n
in
g
a
n
d
in
d
u
s
tr
y
ex
p
ec
tatio
n
s
.
Ad
d
itio
n
ally
,
th
e
n
ee
d
f
o
r
tech
n
ical
s
k
ills
tr
ain
in
g
t
o
en
h
a
n
ce
ed
u
ca
to
r
s
'
co
m
p
eten
cy
was
h
ig
h
lig
h
ted
as
th
e
s
ix
th
is
s
u
e.
As
n
o
ted
b
y
R
o
s
ly
et
a
l.
[
2
7
]
,
T
VE
T
lectu
r
er
s
s
h
o
u
ld
u
n
d
er
g
o
s
k
ill
tr
ain
in
g
,
p
ar
ticip
ate
in
in
d
u
s
tr
ial
attac
h
m
en
ts
,
o
b
tain
p
r
o
f
ess
io
n
al
ce
r
tific
atio
n
s
,
an
d
e
n
g
ag
e
in
tr
ain
in
g
o
f
tr
ain
e
r
s
(
T
OT
)
p
r
o
g
r
am
s
to
cu
ltiv
ate
a
h
ig
h
ly
s
k
illed
wo
r
k
f
o
r
ce
.
T
h
is
m
u
ltifa
ce
ted
ap
p
r
o
ac
h
en
s
u
r
es
th
at
ed
u
ca
to
r
s
ar
e
eq
u
ip
p
ed
to
im
p
ar
t p
r
ac
tical
k
n
o
wled
g
e
ef
f
ec
tiv
ely
a
n
d
f
o
s
ter
in
n
o
v
atio
n
am
o
n
g
s
tu
d
e
n
ts
.
L
im
ited
teac
h
in
g
aid
s
h
a
v
e
e
m
er
g
ed
as
an
o
th
er
ch
alle
n
g
e
h
ig
h
lig
h
ted
b
y
th
e
in
ter
v
iewe
es.
R
esear
ch
by
Ah
m
ed
et
a
l.
[
2
4
]
n
o
ted
th
at
s
o
m
etim
es th
er
e
is
a
s
h
o
r
tag
e
o
f
m
ater
ials
an
d
u
ten
s
ils
f
o
r
p
r
ac
tical
ex
er
cises
,
wh
ich
h
am
p
e
r
s
s
tu
d
en
ts
'
ab
ilit
y
to
co
m
p
lete
t
h
eir
task
s
ef
f
ec
tiv
ely
.
A
d
d
itio
n
ally
,
R
u
s
ticu
s
et
a
l.
[
2
9
]
em
p
h
asized
th
at
th
e
lack
o
f
s
u
p
p
o
r
tin
g
m
ater
ials
ca
n
n
eg
at
iv
ely
im
p
ac
t
s
tu
d
en
t
m
o
tiv
ati
o
n
an
d
p
ar
ticip
atio
n
in
class
ac
tiv
ities
.
Mo
r
eo
v
er
,
Nair
an
d
Geo
r
g
e
[
3
1
]
u
n
d
e
r
s
co
r
ed
th
e
im
p
o
r
ta
n
ce
o
f
wel
l
-
o
r
g
an
ize
d
o
n
lin
e
co
u
r
s
e
m
ater
ials
to
ef
f
ec
tiv
ely
en
g
ag
e
s
tu
d
e
n
ts
.
C
o
n
v
er
s
ely
,
T
VE
T
h
o
s
p
italit
y
co
lleg
e
s
tu
d
en
ts
m
ay
s
tr
u
g
g
le
with
u
n
d
er
s
tan
d
in
g
an
d
p
r
o
n
o
u
n
cin
g
ter
m
s
in
th
e
c
o
u
r
s
e,
p
ar
ticu
lar
l
y
in
f
r
o
n
t
o
f
f
ice
s
u
b
jects
wh
er
e
all
SOP
an
d
ter
m
s
ar
e
in
E
n
g
lis
h
.
T
h
is
p
r
esen
ts
ch
allen
g
es
f
o
r
s
tu
d
e
n
ts
with
lim
ited
p
r
o
f
icien
c
y
in
E
n
g
lis
h
,
m
ak
in
g
it
d
if
f
icu
lt
f
o
r
th
e
m
t
o
r
ea
d
,
s
p
ea
k
,
an
d
co
m
m
u
n
icate
with
f
o
r
ei
g
n
g
u
e
s
ts
.
Naz
ir
a
an
d
Sy
af
ei
[
3
2
]
h
ig
h
lig
h
ted
th
e
im
p
o
r
tan
ce
o
f
E
n
g
lis
h
s
p
ea
k
in
g
a
n
d
lis
ten
in
g
s
k
ills
f
o
r
r
ec
ep
tio
n
is
ts
in
th
is
f
ield
.
Fu
r
th
er
m
o
r
e,
R
am
li
an
d
Ad
n
an
[
2
8
]
id
en
tifie
d
v
ar
io
u
s
s
p
ea
k
in
g
d
if
f
icu
lties
am
o
n
g
h
o
s
p
itality
s
tu
d
en
ts
,
in
clu
d
in
g
a
lac
k
o
f
v
o
ca
b
u
lar
y
,
co
m
p
r
eh
e
n
s
io
n
d
i
f
f
icu
lties
,
g
r
am
m
a
r
is
s
u
es,
p
r
o
n
u
n
ciatio
n
ch
allen
g
es,
an
d
f
lu
en
cy
p
r
o
b
lem
s
.
T
h
e
s
e
f
in
d
in
g
s
s
u
g
g
est
th
at
g
r
ad
e
elev
en
h
o
s
p
itality
s
tu
d
en
ts
f
ac
e
s
p
ea
k
in
g
c
h
allen
g
es in
h
o
tel
f
r
o
n
t o
f
f
ice
s
ettin
g
s
.
T
h
e
s
y
llab
u
s
an
d
cu
r
r
icu
lu
m
ar
e
cr
u
cial
f
ac
to
r
s
in
p
r
o
d
u
ci
n
g
q
u
ality
g
r
a
d
u
ates
[
3
0
]
.
Sh
er
en
i
[
3
3
]
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
en
h
an
cin
g
th
e
p
r
ac
tical
co
n
te
n
t
o
f
th
e
c
u
r
r
icu
l
u
m
to
e
q
u
ip
T
VE
T
in
s
titu
tio
n
s
with
th
e
s
k
ills
n
ec
ess
ar
y
f
o
r
th
e
h
o
s
p
itality
s
ec
to
r
.
I
n
lin
e
with
th
ese
in
s
ig
h
ts
,
th
e
cu
r
r
en
t
s
tu
d
y
id
en
tifie
d
th
e
s
y
llab
u
s
as a
n
o
th
er
ar
ea
o
f
c
o
n
ce
r
n
th
at
r
eq
u
ir
es a
tten
tio
n
.
Fu
r
th
er
m
o
r
e
,
a
lack
o
f
cr
e
ativ
ity
in
teac
h
in
g
f
r
o
n
t
o
f
f
ice
s
u
b
jects
was
h
ig
h
lig
h
te
d
b
y
th
e
in
ter
v
iewe
es.
Sin
g
h
et
a
l.
[
3
0
]
s
tr
ess
ed
th
e
im
p
o
r
tan
ce
o
f
tr
an
s
itio
n
in
g
f
r
o
m
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
t
o
m
o
r
e
in
n
o
v
ativ
e
ap
p
r
o
ac
h
es,
in
co
r
p
o
r
atin
g
tech
n
o
lo
g
y
.
L
u
g
o
s
i
an
d
J
am
eso
n
[
3
4
]
ec
h
o
ed
th
is
s
en
tim
en
t
,
ad
v
o
ca
tin
g
f
o
r
th
e
u
s
e
o
f
in
n
o
v
ativ
e
teac
h
in
g
tech
n
i
q
u
es
to
e
f
f
ec
tiv
ely
e
n
g
ag
e
s
tu
d
en
ts
.
Utilizin
g
tech
n
o
lo
g
ies
s
u
ch
as
r
ec
o
r
d
e
d
lectu
r
es,
o
n
lin
e
p
latf
o
r
m
s
,
ed
u
ca
tio
n
al
v
id
eo
s
,
an
d
o
n
lin
e
m
ater
ials
en
ab
les
en
h
an
ce
d
d
eliv
er
y
an
d
f
lex
i
b
le
en
g
ag
e
m
en
t
f
o
r
s
tu
d
e
n
ts
[
3
5
]
,
[
3
6
]
.
T
h
ese
ap
p
r
o
ac
h
es
ca
n
en
h
an
ce
th
e
lear
n
in
g
ex
p
er
ien
ce
a
n
d
b
etter
p
r
ep
ar
e
s
tu
d
en
ts
f
o
r
t
h
e
d
em
a
n
d
s
o
f
th
e
h
o
s
p
itality
in
d
u
s
tr
y
.
3
.
2
.
T
hem
e
2
:
t
he
im
po
r
t
a
n
ce
o
f
lea
rning
f
ro
nt
o
f
f
ice
o
pera
t
io
n
Un
d
er
s
tan
d
in
g
th
e
SOP
f
o
r
ta
s
k
s
in
th
e
f
r
o
n
t
o
f
f
ice
d
ep
ar
tm
en
t
is
cr
u
cial.
T
h
is
d
ep
ar
tm
e
n
t
s
er
v
es
as
th
e
in
itial
p
o
in
t
o
f
c
o
n
tact
f
o
r
g
u
ests
,
s
h
ap
in
g
th
eir
im
p
r
ess
io
n
o
f
th
e
h
o
tel
an
d
in
f
lu
en
ci
n
g
th
eir
s
atis
f
ac
tio
n
d
u
r
in
g
c
h
ec
k
-
in
[
3
7
]
.
Ad
d
itio
n
ally
,
s
er
v
ices
p
r
o
v
id
e
d
b
y
th
e
f
r
o
n
t
o
f
f
ice
d
ep
ar
tm
e
n
t
d
ir
ec
tly
im
p
ac
t
cu
s
to
m
er
s
atis
f
ac
tio
n
[
3
8
]
.
I
n
ter
p
er
s
o
n
a
l
s
k
ills
,
s
u
ch
as
co
m
m
u
n
icati
o
n
,
an
d
tech
n
ical
s
k
ills
ar
e
v
ital
f
o
r
f
r
o
n
t
o
f
f
ice
s
taf
f
[
3
9
]
,
[
4
0
]
.
R
esear
ch
b
y
C
h
alu
p
a
an
d
C
h
ad
t
[
4
1
]
h
i
g
h
lig
h
ted
ess
en
tial
in
ter
p
e
r
s
o
n
al
s
k
ills
in
clu
d
in
g
p
r
o
b
lem
-
s
o
lv
in
g
,
f
lex
ib
ilit
y
,
t
ea
m
wo
r
k
,
p
r
o
f
ess
io
n
alis
m
,
em
p
ath
y
,
e
f
f
ec
tiv
e
c
o
m
m
u
n
icatio
n
,
an
d
em
o
tio
n
al
r
esil
ien
ce
.
Du
r
in
g
th
e
in
ter
v
ie
w
s
ess
io
n
s
,
v
ar
io
u
s
c
o
d
es
em
e
r
g
ed
r
elate
d
t
o
th
e
s
ig
n
if
ican
c
e
o
f
lear
n
in
g
FOO
,
en
co
m
p
ass
in
g
th
e
im
p
o
r
ta
n
ce
o
f
th
e
d
e
p
ar
tm
en
t,
tech
n
ical
s
k
ills
,
an
d
in
ter
p
e
r
s
o
n
al
s
k
ills
.
T
h
ese
f
in
d
in
g
s
ar
e
illu
s
tr
ated
in
Fig
u
r
e
5
.
All
in
f
o
r
m
an
ts
u
n
a
n
im
o
u
s
ly
ag
r
ee
d
o
n
th
e
s
ig
n
if
ica
n
ce
o
f
FOO
as
a
cr
u
cial
s
u
b
ject
in
h
o
s
p
itality
ed
u
ca
tio
n
,
g
iv
e
n
th
e
p
iv
o
tal
r
o
le
o
f
th
e
f
r
o
n
t
o
f
f
ice
d
ep
a
r
tm
e
n
t
with
in
th
e
h
o
tel
in
d
u
s
tr
y
.
T
h
is
im
p
o
r
tan
ce
h
as
b
ee
n
u
n
d
e
r
s
co
r
ed
b
y
Sh
ah
r
ab
an
i
et
a
l.
[
4
2
]
,
em
p
h
asizin
g
th
at
th
e
f
r
o
n
t
o
f
f
ice
s
er
v
es
as
t
h
e
p
r
im
ar
y
p
o
in
t
o
f
co
n
tact
f
o
r
g
u
ests
.
FOO
n
o
t
o
n
ly
im
p
a
r
ts
tech
n
ical
s
k
ills
b
u
t
also
n
u
r
tu
r
es
in
ter
p
er
s
o
n
al
s
k
ills
,
as
h
ig
h
lig
h
te
d
b
y
C
h
alu
p
a
a
n
d
C
h
ad
t
[
4
1
]
.
J
awa
b
r
eh
et
a
l.
[
4
3
]
f
u
r
th
er
e
m
p
h
asize
th
e
eq
u
al
im
p
o
r
tan
ce
o
f
th
ese
s
k
ills
in
co
n
tr
ib
u
tin
g
to
c
u
s
to
m
er
s
atis
f
ac
tio
n
.
Mo
r
eo
v
er
,
c
o
m
m
u
n
i
ca
tio
n
s
k
ills
em
er
g
ed
as
a
k
e
y
f
o
cu
s
d
u
r
in
g
th
e
in
ter
v
iews.
Ath
ir
ah
an
d
Ar
if
f
in
[
4
4
]
s
tr
ess
th
e
im
p
o
r
tan
ce
o
f
en
h
an
ci
n
g
co
m
m
u
n
icatio
n
q
u
ality
an
d
f
r
o
n
t
d
esk
s
k
ills
am
o
n
g
f
r
o
n
tlin
e
s
taf
f
,
cr
u
cial
f
o
r
e
f
f
ec
tiv
e
in
te
r
ac
tio
n
s
with
g
u
ests
.
Giv
en
th
e
r
eq
u
ir
em
e
n
t
f
o
r
r
eg
u
lar
in
ter
ac
tio
n
with
g
u
ests
in
th
e
f
r
o
n
t
o
f
f
ice
d
e
p
ar
tm
e
n
t,
p
r
o
f
icien
cy
in
co
m
m
u
n
ica
tio
n
,
b
o
th
i
n
Ma
lay
an
d
E
n
g
lis
h
,
is
ess
en
tial
f
o
r
s
tu
d
en
ts
d
u
r
in
g
th
ei
r
p
r
ac
tica
l
tr
ain
in
g
.
Fo
r
in
s
tan
ce
,
in
f
o
r
m
an
t
two
(
R
2
)
an
d
in
f
o
r
m
a
n
t th
r
ee
(
R
3
)
h
ad
m
en
t
io
n
ed
th
at
f
r
o
n
t
o
f
f
ice
c
o
u
ld
b
u
ild
in
ter
p
er
s
o
n
al
s
k
ills
.
R
2
:
“
S
kills
fo
r
p
r
o
ce
d
u
r
es
ch
ec
k
-
in
,
ch
ec
k
-
i
n
a
n
d
c
h
ec
k
-
o
u
t,
ch
ec
k
-
o
u
t,
t
h
en
p
r
o
vid
e
p
ers
o
n
a
liz
ed
s
ervices to
g
u
est
s
in
th
e
h
o
tel.
”
R
3
:
“
B
ein
g
a
b
le
to
s
h
a
p
e
a
s
tu
d
en
t's
s
o
cia
l
s
kills
in
terms
o
f
s
p
ea
kin
g
,
in
tera
ctin
g
,
w
h
en
mee
tin
g
p
eo
p
le,
h
e
o
r
s
h
e
is
a
b
le
to
b
e
a
ve
r
y
h
o
s
p
ita
b
le
p
ers
o
n
.
”
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
1
7
2
-
1
1
8
2
1178
Fig
u
r
e
5
.
T
h
e
im
p
o
r
tan
ce
o
f
le
ar
n
in
g
th
e
FOO
th
e
me
3
.
3
.
T
hem
e
3
:
cur
re
nt
t
ea
ch
ing
s
t
ra
t
eg
ies o
f
f
r
o
nt
o
f
f
ice
o
pera
t
io
n
T
h
e
cu
r
r
en
t
teac
h
in
g
s
tr
ateg
i
es
f
o
r
FOO
en
co
m
p
ass
f
o
u
r
m
ain
ap
p
r
o
ac
h
es:
d
em
o
n
s
tr
atio
n
,
r
o
le
-
p
lay
in
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eo
d
em
o
n
s
tr
atio
n
s
,
an
d
f
o
r
m
ativ
e
ass
ess
m
e
n
t.
All
in
f
o
r
m
an
ts
u
n
an
im
o
u
s
ly
ag
r
ee
d
o
n
th
e
ef
f
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tiv
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ess
o
f
th
e
d
em
o
n
s
tr
atio
n
m
eth
o
d
in
teac
h
in
g
FO
O
to
p
ics
to
s
tu
d
en
ts
.
E
m
p
lo
y
i
n
g
d
em
o
n
s
tr
atio
n
s
as
a
lear
n
in
g
s
tr
ateg
y
f
ac
ilit
ates
a
s
m
o
o
th
teac
h
in
g
a
n
d
lear
n
in
g
p
r
o
ce
s
s
[
4
5
]
.
I
n
f
o
r
m
an
t
R
2
em
p
h
asized
th
at
th
r
o
u
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ep
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t
m
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ily
.
Fu
r
th
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,
r
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le
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p
lay
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as
a
teac
h
in
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t
r
ateg
y
en
h
an
ce
s
s
tu
d
en
ts
'
co
n
f
id
en
ce
,
c
o
m
m
u
n
icatio
n
,
a
n
d
s
k
ills
[
4
6
]
.
T
h
is
ass
er
tio
n
is
s
u
p
p
o
r
ted
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y
R
3
’
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er
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at
s
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ts
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r
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th
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s
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etter
th
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g
h
r
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le
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tiv
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.
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b
s
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tly
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r
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u
r
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ep
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tly
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aster
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itio
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ally
,
ac
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o
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d
i
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g
t
o
R
1
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f
o
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m
ativ
e
ass
ess
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s
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ch
a
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izze
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aid
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ts
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r
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io
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f
r
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t
o
f
f
ice
co
n
ce
p
ts
an
d
ter
m
s
.
B
u
d
d
r
ick
[
4
7
]
h
as
also
u
n
d
e
r
s
co
r
ed
th
e
s
ig
n
if
ican
ce
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ativ
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en
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h
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d
i
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g
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ar
e
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y
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th
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in
Fig
u
r
e
6
.
Fig
u
r
e
6
.
C
u
r
r
e
n
t te
ac
h
in
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tr
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ies f
o
r
FOO
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em
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1
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7
9
,
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r
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r
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R
Q2
,
th
e
in
f
o
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m
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m
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e
n
ts
.
R
eg
ar
d
in
g
th
e
m
ed
ia
elem
en
t,
all
in
f
o
r
m
an
ts
co
n
cu
r
r
e
d
th
at
v
id
eo
s
co
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ld
s
ig
n
if
ican
tl
y
aid
s
tu
d
en
ts
in
u
n
d
er
s
tan
d
i
n
g
th
e
SOPs
f
o
r
th
e
f
r
o
n
t
o
f
f
ice.
As
h
ig
h
lig
h
ted
b
y
Hasan
et
a
l.
[
4
8
]
,
Yo
u
T
u
b
e
v
id
eo
s
s
er
v
e
as
a
m
o
tiv
atin
g
t
o
o
l
ca
p
ab
le
o
f
im
p
r
o
v
in
g
s
p
ee
ch
d
eliv
e
r
y
,
p
r
o
n
u
n
ciatio
n
,
in
to
n
atio
n
,
g
r
am
m
a
tical
s
k
ills
,
lis
ten
in
g
s
k
ills
,
an
d
ad
d
r
ess
in
g
p
er
s
o
n
a
l
lan
g
u
ag
e
ch
allen
g
es.
Simila
r
ly
,
Am
in
et
a
l.
[
4
9
]
n
o
ted
in
th
eir
r
esear
ch
th
at
v
id
eo
d
em
o
n
s
tr
atio
n
s
en
h
a
n
c
e
s
tu
d
en
t
u
n
d
e
r
s
tan
d
in
g
a
n
d
p
er
f
o
r
m
an
ce
in
lear
n
in
g
s
k
ill
s
.
B
o
th
R
1
an
d
R
3
s
u
g
g
ested
in
co
r
p
o
r
atin
g
v
ar
io
u
s
v
id
eo
p
r
o
ce
d
u
r
es
in
to
th
e
m
o
d
u
le.
Ad
d
itio
n
ally
,
R
1
p
r
o
p
o
s
ed
d
e
v
elo
p
i
n
g
t
h
e
m
o
d
u
le
in
d
ig
ital f
o
r
m
at
f
o
r
g
r
ea
ter
ac
ce
s
s
ib
ilit
y
.
R
1
:
“
I
a
ls
o
s
u
g
g
est
t
h
a
t
w
e
h
a
ve
vid
e
o
p
r
o
ce
d
u
r
es
in
clu
d
e
d
…
to
ma
ke
it
ea
s
ier
fo
r
s
tu
d
en
ts
to
u
n
d
ers
ta
n
d
ea
c
h
p
r
o
ce
d
u
r
e
th
a
t n
ee
d
s
to
b
e
d
o
n
e,
d
o
n
e
b
y
th
e
lea
r
n
er.
”
R
3
:
“
…th
o
s
e
vid
eo
s
o
n
Yo
u
Tu
b
e
a
r
e
a
ctu
a
lly
ve
r
y
h
el
p
fu
l.
”
I
n
th
e
co
n
ten
t
elem
e
n
t
ca
teg
o
r
y
,
R
1
p
r
o
p
o
s
ed
i
n
teg
r
atin
g
v
a
r
io
u
s
s
ce
n
ar
io
ac
tiv
ities
in
to
t
h
e
m
o
d
u
le
f
o
r
ea
ch
s
u
b
t
o
p
ic,
s
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ch
as
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s
er
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,
ch
ec
k
-
in
,
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d
ch
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k
-
o
u
t.
Acc
o
r
d
in
g
t
o
Gr
ac
en
e
a
et
a
l.
[
5
0
]
,
well
-
d
ef
in
ed
lea
r
n
in
g
s
ce
n
ar
io
s
b
e
n
ef
it
b
o
t
h
teac
h
er
s
a
n
d
s
tu
d
e
n
ts
,
wh
ile
Patiar
et
a
l.
[
5
1
]
s
u
g
g
est
th
at
r
ea
l
-
life
s
ce
n
ar
io
s
alig
n
ed
with
th
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r
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d
p
r
ac
tice
s
u
p
p
o
r
t
ac
tiv
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lear
n
in
g
.
Ad
d
itio
n
ally
,
B
r
en
n
e
n
[
1
1
]
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
p
r
o
v
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d
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if
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er
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t
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s
to
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elp
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tu
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en
ts
ap
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ly
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h
eo
r
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l
k
n
o
wled
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e
to
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r
ac
tical
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itu
atio
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s
.
On
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n
o
te,
R
2
s
tr
ess
ed
th
e
in
clu
s
io
n
o
f
d
ialo
g
u
es
alo
n
g
s
id
e
v
a
r
io
u
s
s
c
en
ar
io
ac
tiv
ities
to
aid
s
tu
d
en
ts
in
u
n
d
er
s
tan
d
in
g
an
d
p
r
ac
ticin
g
d
if
f
er
e
n
t
s
itu
atio
n
s
.
As
B
r
ad
f
o
r
d
[
5
2
]
s
u
g
g
ests
,
s
cr
ip
ted
d
ialo
g
u
es
en
a
b
le
s
tu
d
en
ts
to
i
m
p
r
o
v
is
e
a
n
d
e
n
h
an
ce
th
eir
co
n
f
id
en
ce
,
im
ag
in
atio
n
,
o
r
k
n
o
wled
g
e
in
t
h
eir
s
taf
f
r
o
le.
Mo
r
eo
v
er
,
R
1
r
ec
o
m
m
e
n
d
ed
in
co
r
p
o
r
atin
g
q
u
izze
s
in
to
th
e
m
o
d
u
le
to
ass
ess
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
to
p
ics,
ev
en
t
h
o
u
g
h
n
o
s
co
r
es a
r
e
ass
ig
n
ed
f
o
r
f
o
r
m
ativ
e
ass
es
s
m
en
t p
u
r
p
o
s
es.
I
n
th
e
tech
n
o
lo
g
y
ca
teg
o
r
y
,
all
in
f
o
r
m
an
ts
ag
r
ee
d
th
at
in
co
r
p
o
r
atin
g
tech
n
o
lo
g
y
s
u
ch
as
i
m
m
er
s
iv
e
r
ea
d
er
co
u
ld
en
h
an
ce
th
e
m
o
d
u
le.
T
h
is
to
o
l
h
as
th
e
p
o
ten
tial
to
im
p
r
o
v
e
s
tu
d
en
ts
’
s
p
ea
k
i
n
g
s
k
ills
,
p
ar
ticu
la
r
ly
in
ter
m
s
o
f
p
r
o
n
u
n
ciatio
n
f
o
r
f
r
o
n
t
o
f
f
ice
ter
m
i
n
o
lo
g
y
an
d
d
ialo
g
u
es.
R
o
s
tan
s
tu
d
y
[
5
3
]
also
h
ig
h
lig
h
ts
th
e
ef
f
ec
tiv
en
ess
o
f
v
ar
i
o
u
s
m
e
d
ia
an
d
m
o
d
er
n
ap
p
licatio
n
s
in
f
ac
ilit
atin
g
th
e
teac
h
in
g
p
r
o
c
ess
an
d
en
h
an
cin
g
s
tu
d
en
ts
’
s
p
ea
k
in
g
a
b
ilit
ies.
Mo
r
eo
v
er
,
ad
d
e
d
b
y
R
1
s
aid
t
h
at
th
is
m
o
d
u
le
also
ca
n
b
e
d
ev
elo
p
ed
i
n
th
e
f
o
r
m
o
f
d
ig
ital.
T
h
e
in
ter
v
iews
wit
h
ex
p
er
ts
r
ev
ea
led
a
n
ee
d
f
o
r
alter
n
ativ
e
teac
h
in
g
m
o
d
u
les
to
b
e
d
ev
elo
p
ed
to
f
ac
ilit
ate
th
e
teac
h
in
g
a
n
d
lear
n
in
g
p
r
o
ce
s
s
o
f
f
r
o
n
t
o
f
f
ice
p
r
o
ce
d
u
r
es.
R
1
a
n
d
R
3
b
o
th
s
u
p
p
o
r
t
th
is
id
ea
.
As
a
r
esu
lt,
th
e
em
er
g
in
g
co
d
es a
r
e
s
u
m
m
ar
ized
u
s
in
g
s
ch
e
m
atic
d
iag
r
am
s
in
Fig
u
r
e
7
.
R
1
:
“
I
mme
r
s
ive
r
ea
d
er
is
ve
r
y
h
elp
fu
l a
n
d
I
'm
s
u
r
e
th
e
s
tu
d
en
t wo
u
ld
p
r
efer th
a
t h
e
ca
n
b
e
h
ea
r
d
s
tr
a
ig
h
t a
w
a
y
fr
o
m
th
e
term w
e'
r
e
s
a
yin
g
.
”
R
3
:
“
I
th
in
k
th
a
t
t
h
e
fu
n
ctio
n
o
f
th
e
immers
ive
r
ea
d
er
ca
n
r
ea
lly
h
elp
.
S
o
a
t
le
a
s
t
th
ey
ca
n
h
ea
r
h
e
o
r
s
h
e
g
o
t th
e
r
ig
h
t p
r
o
n
u
n
cia
tio
n
.
”
R
1
:
“
…in
a
mo
r
e
o
r
g
a
n
iz
ed
a
n
d
s
tr
u
ctu
r
ed
d
ig
ita
l fo
r
m.
”
Fig
u
r
e
7
.
Desire
d
m
o
d
u
le
with
th
r
ee
th
em
es
1:26
128,
I
a
ls
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ugge
s
t
that
we
ha
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video
pr
oc
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dur
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ome
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xa
mpl
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in
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xpe
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view
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1:13
122,
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book
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r
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view
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2:19
91,
vis
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r
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3:13
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view
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2:15
87,
Dia
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r
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2:10
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3:21
35,
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1:28
126,
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na
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be
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1:23
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mer
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ve
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lpf
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view
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De
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De
s
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:
C
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leme
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De
s
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modul
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:
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e
c
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e
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I
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FOO
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th
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o
r
FOO.
Gen
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ally
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th
e
lectu
r
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v
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p
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ce
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ch
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O
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h
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d
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o
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ien
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.
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teg
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ies
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th
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lb
e
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tial
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ts
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u
n
d
er
s
tan
d
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g
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f
FOO.
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n
c
o
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clu
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teg
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r
o
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ess
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h
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p
r
ac
tical
lea
r
n
in
g
a
p
p
r
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ac
h
h
as
th
e
p
o
ten
tial
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h
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ce
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d
en
ts
’
lear
n
in
g
o
u
tco
m
es
an
d
eq
u
ip
th
em
with
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
.
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o
m
b
in
in
g
lear
n
in
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b
y
d
o
in
g
with
in
n
o
v
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e
lear
n
in
g
tech
n
o
lo
g
ies
is
ex
p
ec
ted
to
h
a
v
e
a
p
o
s
itiv
e
im
p
ac
t
o
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s
tu
d
en
t
lear
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in
g
ex
p
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ce
s
.
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NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
wo
u
ld
lik
e
to
th
a
n
k
th
e
Po
ly
tech
n
ic
an
d
C
o
m
m
u
n
ity
C
o
lleg
e
E
d
u
ca
tio
n
Dep
a
r
tm
en
t
an
d
th
e
Min
is
tr
y
o
f
Hig
h
e
r
E
d
u
c
atio
n
f
o
r
th
eir
f
in
a
n
cial
s
u
p
p
o
r
t
u
n
d
er
Ha
d
i
a
h
La
tih
a
n
P
ers
ek
u
tu
a
n
(
HL
P)
(
0
1
0
/2
0
2
1
B
T
P).
RE
F
E
R
E
NC
E
S
[
1
]
A
.
M
i
r
z
a
y
e
v
a
,
“
I
mp
a
c
t
o
f
e
n
v
i
r
o
n
m
e
n
t
a
l
i
ss
u
e
s
o
n
t
o
u
r
i
sm
d
e
v
e
l
o
p
me
n
t
,”
in
7
t
h
I
S
PC
(
I
n
t
e
r
n
a
t
i
o
n
a
l
S
c
i
e
n
t
i
f
i
c
D
i
s
c
u
ssi
o
n
:
Pro
b
l
e
m
s,
T
a
sks
a
n
d
Pr
o
s
p
e
c
t
s)
,
O
c
t
.
2
0
2
3
,
p
p
.
6
0
–
7
2
.
d
o
i
:
1
0
.
5
1
5
8
2
/
i
n
t
e
r
c
o
n
f
.
1
9
-
2
0
.
1
0
.
2
0
2
3
.
0
0
4
.
[
2
]
A
.
S
i
d
d
h
a
r
t
a
,
“
G
r
o
ss
d
o
mes
t
i
c
p
r
o
d
u
c
t
d
i
r
e
c
t
c
o
n
t
r
i
b
u
t
i
o
n
f
r
o
m
t
o
u
r
i
s
m
i
n
M
a
l
a
y
s
i
a
f
r
o
m
2
0
1
4
t
o
2
0
2
3
(
i
n
b
i
l
l
i
o
n
M
a
l
a
y
si
a
n
r
i
n
g
g
i
t
)
,
”
S
t
a
t
i
st
a
,
2
0
2
2
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s:
/
/
w
w
w
.
st
a
t
i
st
a
.
c
o
m/
st
a
t
i
st
i
c
s/
1
1
2
6
3
3
4
/
ma
l
a
y
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a
-
g
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p
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t
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c
o
n
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b
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t
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sm
/
(
a
c
c
e
sse
d
N
o
v
.
1
7
,
2
0
2
4
)
.
[
3
]
M
.
C
.
A
b
a
s
a
n
d
O
.
A
.
I
mam,
“
G
r
a
d
u
a
t
e
s’
c
o
m
p
e
t
e
n
c
e
o
n
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