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Desig
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T
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CC B
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C
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p
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A
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J
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L
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Dep
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Facu
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tech
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as
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if
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tly
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ca
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W
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p
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tech
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b
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d
lear
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[
1
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[
3
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[
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[
5
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6
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[
7
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.
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tech
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u
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a
v
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tiv
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q
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to
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tech
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l
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y
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th
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f
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class
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s
[
7
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.
R
esear
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an
d
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ca
to
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s
[
8
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–
[
1
4
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h
av
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tr
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m
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a
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p
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tech
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wh
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m
o
s
t
o
f
th
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in
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r
o
u
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d
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in
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s
tu
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r
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Me
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Evaluation Warning : The document was created with Spire.PDF for Python.
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I
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R
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,
Vo
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14
,
No
.
3
,
J
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n
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20
25
:
2
0
7
9
-
2
0
8
7
2080
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in
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[
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DB
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cy
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f
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tatio
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d
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[
1
6
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aim
s
to
r
ef
in
e
a
t
h
eo
r
etica
l
ap
p
r
o
ac
h
(
m
L
B
D)
an
d
ap
p
l
y
it
in
au
th
en
tic
ed
u
c
atio
n
al
s
ettin
g
s
,
wh
ich
DB
R
f
ac
ilit
ates
b
y
co
n
tin
u
o
u
s
ly
test
in
g
an
d
im
p
r
o
v
i
n
g
th
e
ap
p
r
o
ac
h
in
r
ea
l c
lass
r
o
o
m
s
.
T
ec
h
n
o
lo
g
ical
p
e
d
ag
o
g
ical
c
o
n
ten
t
k
n
o
wled
g
e
(
T
PAC
K)
h
as
b
ee
n
r
ec
o
g
n
ized
as
an
ess
en
tial
r
eq
u
ir
em
e
n
t
f
o
r
2
1
s
t
ce
n
tu
r
y
t
ea
ch
er
s
,
as
it
allo
ws
th
em
to
teac
h
a
s
p
ec
if
ic
s
u
b
ject
m
atter
co
m
p
eten
tly
with
tech
n
o
lo
g
y
.
T
PAC
K
s
tem
s
f
r
o
m
Sh
u
lm
an
’
s
f
o
u
n
d
atio
n
al
wo
r
k
o
n
p
e
d
ag
o
g
ical
co
n
ten
t
k
n
o
wled
g
e
(
PC
K)
[
1
8
]
,
[
1
9
]
.
Sh
u
lm
a
n
[
1
8
]
d
e
f
in
es
PC
K
as
th
e
co
m
p
r
eh
en
s
io
n
o
f
h
o
w
p
ar
ticu
lar
s
u
b
jects,
p
r
o
b
lem
s
,
o
r
is
s
u
es
ar
e
o
r
g
an
ize
d
,
r
ep
r
esen
te
d
,
a
n
d
ad
ap
ted
to
ca
ter
t
o
th
e
v
ar
y
in
g
in
ter
ests
an
d
ca
p
ab
ilit
ies
o
f
lear
n
er
s
,
an
d
s
u
b
s
eq
u
en
tly
d
eliv
er
e
d
in
te
ac
h
in
g
.
I
n
2
0
0
6
,
Mish
r
a
an
d
Ko
eh
ler
[
2
0
]
s
u
g
g
ested
th
a
t
wh
ile
Sh
u
lm
an
’
s
co
n
ce
p
t
r
em
ain
s
v
alid
,
th
e
r
i
s
e
o
f
tech
n
o
lo
g
y
h
as
s
ig
n
if
ican
tly
im
p
ac
ted
ed
u
ca
tio
n
al
d
is
cu
s
s
io
n
s
,
m
ak
in
g
tech
n
o
lo
g
y
k
n
o
wled
g
e
(
T
K)
a
cr
u
cial
co
m
p
o
n
e
n
t
o
f
teac
h
er
k
n
o
wled
g
e.
T
PAC
K
is
f
u
n
d
am
en
tal
to
ef
f
ec
tiv
e
teac
h
in
g
,
as
it
n
ec
ess
itates
an
u
n
d
er
s
tan
d
i
n
g
o
f
h
o
w
to
p
r
e
s
en
t
s
u
b
ject
m
atter
u
s
in
g
p
ed
ag
o
g
ical
s
tr
ateg
ies
th
at
ar
e
e
n
h
an
ce
d
b
y
a
p
p
r
o
p
r
iate
tech
n
o
lo
g
y
[
2
0
]
,
[
2
1
]
.
I
t
em
p
h
asizes
th
e
in
te
g
r
at
io
n
o
f
tech
n
o
lo
g
y
th
r
o
u
g
h
o
u
t
th
e
lea
r
n
in
g
a
n
d
te
ac
h
in
g
p
r
o
ce
s
s
[
2
2
]
.
T
h
er
ef
o
r
e,
it
is
es
s
en
tial
f
o
r
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
to
o
f
f
er
p
r
eser
v
ice
teac
h
er
’
s
o
p
p
o
r
tu
n
ities
to
ex
p
l
o
r
e
an
d
in
teg
r
ate
tech
n
o
lo
g
y
in
to
th
eir
teac
h
in
g
p
r
ac
tices.
I
n
th
e
c
o
n
tex
t
o
f
E
n
g
lis
h
as
a
f
o
r
eig
n
lan
g
u
ag
e
(
E
FL)
,
co
m
m
u
n
icativ
e
lan
g
u
ag
e
teac
h
i
n
g
(
C
L
T
)
r
em
ain
s
o
n
e
o
f
th
e
m
o
s
t
ef
f
ec
tiv
e
p
ed
a
g
o
g
ical
a
p
p
r
o
ac
h
es.
C
L
T
in
teg
r
ates
g
r
am
m
atica
l
an
d
f
u
n
ctio
n
al
asp
ec
ts
o
f
lan
g
u
ag
e
in
s
tr
u
cti
o
n
.
I
n
th
is
ap
p
r
o
ac
h
,
teac
h
in
g
s
tu
d
en
ts
h
o
w
to
u
s
e
lan
g
u
a
g
e
is
co
n
s
id
er
ed
as
cr
u
cial
as
th
e
lan
g
u
a
g
e
lear
n
i
n
g
p
r
o
ce
s
s
its
elf
[
2
3
]
.
Acc
o
r
d
in
g
to
L
ittl
ewo
o
d
[
2
4
]
,
C
L
T
class
r
o
o
m
ac
tiv
ities
in
E
FL
lear
n
in
g
in
clu
d
e
p
r
e
-
co
m
m
u
n
icativ
e
(
s
tr
u
ctu
r
al
an
d
q
u
asi
-
co
m
m
u
n
icativ
e)
ac
tiv
ities
an
d
co
m
m
u
n
icativ
e
(
f
u
n
ctio
n
al
c
o
m
m
u
n
icatio
n
an
d
s
o
cial
in
t
er
ac
tio
n
)
ac
tiv
ities
.
I
n
s
tr
u
ct
u
r
al
ac
tiv
ities
,
th
e
teac
h
er
ex
p
licitly
in
s
tr
u
cts
s
tu
d
en
ts
in
s
p
ec
if
ic
lan
g
u
ag
e
elem
en
ts
,
f
ac
ilit
atin
g
th
eir
r
ec
o
g
n
itio
n
an
d
co
m
p
r
eh
e
n
s
io
n
.
Qu
asi
-
co
m
m
u
n
icativ
e
ac
tiv
ities
b
len
d
co
m
m
u
n
icativ
e
an
d
s
tr
u
ctu
r
al
asp
ec
ts
o
f
th
e
lan
g
u
a
g
e
[
2
4
]
.
I
n
f
u
n
ctio
n
al
co
m
m
u
n
ic
atio
n
ac
tiv
ities
,
th
e
teac
h
er
c
r
ea
tes
s
ce
n
ar
io
s
wh
er
e
lear
n
e
r
s
m
u
s
t
b
r
id
g
e
an
in
f
o
r
m
atio
n
g
ap
o
r
s
o
lv
e
a
p
r
o
b
lem
.
T
h
is
g
o
es b
e
y
o
n
d
s
im
p
le
q
u
esti
o
n
-
an
d
-
an
s
wer
ex
c
h
an
g
es,
as lea
r
n
er
s
u
s
e
lan
g
u
ag
e
t
o
d
escr
ib
e,
s
u
g
g
est
,
s
ee
k
clar
if
icatio
n
,
a
n
d
s
u
p
p
o
r
t
o
n
e
an
o
th
e
r
.
I
n
s
o
cial
in
t
er
ac
tio
n
ac
tiv
ities
,
s
tu
d
en
ts
ar
e
en
co
u
r
ag
e
d
to
m
o
v
e
b
ey
o
n
d
b
asic m
ea
n
in
g
co
n
v
ey
an
ce
.
T
h
ese
ac
tiv
ities
o
f
ten
in
v
o
lv
e
p
r
o
d
u
ci
n
g
s
p
ee
ch
th
at
is
s
o
cially
ap
p
r
o
p
r
iate
f
o
r
s
p
ec
if
ic
co
n
tex
ts
an
d
r
elatio
n
s
h
ip
s
[
2
4
]
.
T
h
e
c
u
r
r
e
n
t
m
L
B
D
a
p
p
r
o
a
c
h
h
as
e
v
o
lv
e
d
t
h
r
o
u
g
h
t
h
e
in
t
eg
r
ati
o
n
o
f
s
i
x
d
is
ti
n
c
t
s
y
n
t
h
esis
o
f
q
u
ali
tat
iv
e
d
at
a
(
S
QD)
s
tr
ate
g
i
es in
to
th
e
o
r
i
g
i
n
al
l
ea
r
n
in
g
b
y
d
esi
g
n
(
L
B
D
)
f
r
a
m
e
wo
r
k
.
T
h
i
s
e
v
o
l
u
ti
o
n
a
im
s
t
o
en
h
a
n
ce
p
r
es
er
v
i
ce
t
ea
ch
er
s
’
ca
p
ac
it
y
f
o
r
i
n
t
eg
r
ati
n
g
t
ec
h
n
o
l
o
g
y
i
n
t
o
C
L
T
,
t
h
e
r
e
b
y
f
o
s
t
er
i
n
g
a
m
o
r
e
r
o
b
u
s
t
s
u
b
je
ct
-
s
p
ec
i
f
i
c
T
P
AC
K.
T
o
n
d
e
u
r
et
a
l
.
[
8
]
s
y
n
t
h
es
ize
f
i
n
d
i
n
g
s
f
r
o
m
1
9
q
u
ali
tat
iv
e
s
t
u
d
ies
o
n
p
r
e
p
a
r
i
n
g
p
r
ese
r
v
ic
e
t
ea
ch
er
s
t
o
i
n
t
eg
r
a
t
e
te
c
h
n
o
l
o
g
y
i
n
t
o
t
h
eir
f
u
t
u
r
e
class
r
o
o
m
s
,
i
d
e
n
t
if
y
i
n
g
s
i
x
k
ey
SQD
s
t
r
ate
g
i
es:
r
o
le
m
o
d
els
,
r
e
f
le
cti
o
n
,
i
n
s
t
r
u
cti
o
n
a
l
d
esi
g
n
,
p
ee
r
co
lla
b
o
r
ati
o
n
,
a
u
t
h
e
n
ti
c
e
x
p
e
r
i
en
ce
,
a
n
d
c
o
n
ti
n
u
o
u
s
f
e
ed
b
a
c
k
.
Si
m
ila
r
l
y
,
R
o
wst
o
n
et
a
l
.
[
2
5
]
u
n
d
e
r
s
c
o
r
e
th
e
s
ig
n
i
f
ic
a
n
ce
o
f
r
o
l
e
m
o
d
eli
n
g
an
d
i
n
s
t
r
u
cti
o
n
a
l
d
esi
g
n
in
tea
c
h
e
r
ed
u
c
ati
o
n
p
r
o
g
r
a
m
s
as
ess
en
tial
f
o
r
p
r
e
p
a
r
i
n
g
p
r
ese
r
v
ic
e
t
ea
c
h
e
r
s
f
o
r
ef
f
e
cti
v
e
te
ch
n
o
l
o
g
y
in
t
eg
r
ati
o
n
.
Fu
r
t
h
er
m
o
r
e,
r
o
l
e
m
o
d
els
p
l
ay
a
c
r
u
ci
al
r
o
l
e
in
e
n
h
a
n
ci
n
g
p
r
es
er
v
i
ce
te
ac
h
e
r
s
’
in
s
t
r
u
ct
io
n
al
d
es
ig
n
ca
p
a
b
il
iti
es
b
y
p
r
o
v
id
in
g
c
o
n
cr
ete
e
x
am
p
l
es
th
at
f
ac
i
lit
ate
r
e
f
le
cti
o
n
o
n
t
ec
h
n
o
l
o
g
y
u
s
e,
t
h
e
r
e
b
y
im
p
r
o
v
in
g
th
e
ir
a
b
ili
ty
to
cr
iti
ca
l
ly
ev
al
u
ate
an
d
r
e
f
i
n
e
t
h
ei
r
i
n
s
tr
u
cti
o
n
al
d
esi
g
n
s
[
2
6
]
.
M
o
r
e
o
v
e
r
,
t
h
e
s
i
x
SQD
s
tr
ate
g
i
es
h
a
v
e
p
o
s
iti
v
e
im
p
a
ct
o
n
p
r
es
er
v
i
ce
te
ac
h
e
r
s
’
a
b
il
it
y
to
i
n
t
eg
r
a
te
te
c
h
n
o
l
o
g
y
in
to
t
h
ei
r
t
ea
c
h
i
n
g
,
p
a
r
t
ic
u
la
r
l
y
wh
e
n
e
m
p
lo
y
ed
as
in
te
r
c
o
n
n
e
cte
d
s
tr
ate
g
i
es
[
9
]
.
N
e
v
e
r
t
h
el
e
s
s
,
n
o
t
all
s
ix
s
t
r
at
e
g
ies
r
ec
ei
v
e
a
d
e
q
u
a
te
att
e
n
ti
o
n
in
cu
r
r
e
n
t
te
ac
h
e
r
e
d
u
c
ati
o
n
p
r
o
g
r
am
s
[
2
]
,
[
3
]
.
T
o
a
d
d
r
ess
t
h
i
s
g
a
p
,
T
o
n
d
e
u
r
[
1
0
]
s
u
g
g
es
ts
t
h
e
u
s
e
o
f
p
r
es
er
v
i
ce
tea
ch
er
d
esi
g
n
te
am
s
,
d
r
awi
n
g
f
r
o
m
K
o
e
h
l
er
an
d
Mis
h
r
a’
s
o
r
i
g
i
n
al
L
B
D
ap
p
r
o
ac
h
.
T
h
e
o
r
i
g
i
n
al
L
B
D
ap
p
r
o
ac
h
aim
s
t
o
d
e
v
el
o
p
tea
c
h
e
r
s
’
T
P
AC
K
t
h
r
o
u
g
h
t
h
e
d
es
ig
n
a
n
d
r
ed
esi
g
n
o
f
c
u
r
r
i
cu
lu
m
m
at
e
r
ia
ls
[
2
7
]
.
H
o
w
e
v
e
r
,
it
lac
k
s
s
p
e
ci
f
ic
s
u
p
p
o
r
t
i
n
g
s
tr
a
teg
ies
f
o
r
i
m
p
le
m
e
n
ta
ti
o
n
[
2
8
]
,
[
2
9
]
.
T
o
n
d
e
u
r
et
a
l
.
[
3
]
f
u
r
th
e
r
a
d
v
o
ca
te
f
o
r
em
b
e
d
d
i
n
g
th
e
s
i
x
S
QD
s
t
r
at
e
g
ies
w
it
h
i
n
t
h
e
o
r
i
g
i
n
al
L
B
D
f
r
am
ew
o
r
k
.
H
o
we
v
e
r
,
it
is
n
o
t
ewo
r
t
h
y
t
h
at
s
t
u
d
y
b
y
T
o
n
d
eu
r
et
a
l
.
[
3
]
d
o
n
o
t
p
r
o
v
i
d
e
d
etai
le
d
e
x
p
l
an
ati
o
n
s
o
r
p
r
a
cti
ca
l
d
em
o
n
s
t
r
ati
o
n
s
o
n
h
o
w
t
o
i
m
p
le
m
e
n
t
th
es
e
s
t
r
a
te
g
i
es
c
o
h
esi
v
el
y
.
T
h
e
r
e
f
o
r
e,
t
h
is
s
t
u
d
y
i
n
c
o
r
p
o
r
ate
d
t
h
e
s
i
x
i
n
d
i
v
i
d
u
al
SQD
s
tr
ate
g
i
es
i
n
t
o
th
e
o
r
ig
in
al
L
B
D
ap
p
r
o
ac
h
,
p
r
o
p
o
s
in
g
t
h
e
m
L
B
D
a
p
p
r
o
a
c
h
an
d
i
m
p
le
m
e
n
ti
n
g
t
h
e
s
i
x
SQD
s
t
r
at
e
g
ies
t
o
s
u
p
p
o
r
t
p
r
ese
r
v
ic
e
tea
c
h
e
r
s
’
i
n
t
eg
r
ati
o
n
o
f
tec
h
n
o
l
o
g
y
i
n
t
o
th
ei
r
tea
c
h
i
n
g
.
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
A
mo
d
ified
lea
r
n
in
g
b
y
d
esig
n
a
p
p
r
o
a
c
h
to
s
u
p
p
o
r
t p
r
eser
vice
tea
ch
ers
’
tech
n
o
lo
g
y
…
(
Ta
n
g
Ju
n
h
o
n
g
)
2081
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
was g
u
id
ed
b
y
two
ce
n
tr
al
r
esear
ch
q
u
esti
o
n
s
:
i)
W
h
at
asp
ec
ts
o
f
th
e
m
L
B
D
ap
p
r
o
ac
h
im
p
e
d
ed
o
r
f
ac
ilit
ated
p
r
eser
v
ice
teac
h
er
s
’
tech
n
o
l
o
g
y
i
n
teg
r
atio
n
in
to
th
eir
teac
h
in
g
p
r
ac
tices
?
ii)
H
o
w
ca
n
th
e
m
L
B
D
ap
p
r
o
ac
h
b
e
r
ef
i
n
ed
to
m
o
r
e
ef
f
ec
tiv
ely
s
u
p
p
o
r
t
p
r
eser
v
ice
teac
h
er
s
in
in
teg
r
atin
g
tech
n
o
lo
g
y
in
to
teac
h
in
g
?
T
h
e
m
L
B
D
ap
p
r
o
ac
h
was
s
tr
u
ctu
r
ed
a
r
o
u
n
d
f
iv
e
k
ey
d
esig
n
p
r
i
n
cip
les:
i)
en
g
a
g
in
g
p
r
eser
v
ice
teac
h
er
s
in
au
th
en
tic
p
r
o
b
lem
s
to
ad
d
r
ess
tech
n
o
lo
g
y
in
teg
r
atio
n
in
t
o
teac
h
in
g
;
ii)
o
r
g
an
izi
n
g
ac
tiv
ities
ar
o
u
n
d
d
esig
n
in
g
an
d
r
ed
esig
n
in
g
tech
n
o
l
o
g
y
in
teg
r
ated
cu
r
r
ic
u
lu
m
m
ate
r
ials
to
s
o
lv
e
au
th
en
tic
p
r
o
b
lem
s
;
iii)
m
ak
in
g
p
r
eser
v
ice
teac
h
e
r
s
co
llab
o
r
at
e
in
d
esig
n
team
s
to
d
esig
n
an
d
r
ed
esig
n
cu
r
r
icu
lu
m
m
at
er
ials
;
iv
)
cr
ea
tin
g
co
m
p
ar
ativ
ely
lo
n
g
-
ter
m
p
r
ac
tical
ex
p
er
ien
ce
f
o
r
p
r
eser
v
ice
teac
h
er
s
’
tech
n
o
lo
g
y
in
teg
r
atio
n
in
to
teac
h
in
g
;
an
d
v
)
s
u
p
p
o
r
tin
g
p
r
eser
v
ice
t
ea
ch
er
s
with
o
n
g
o
in
g
d
ialo
g
u
e
s
o
f
tech
n
o
l
o
g
y
i
n
teg
r
atio
n
.
A
two
-
cy
cle
DB
R
m
eth
o
d
o
lo
g
y
was
s
elec
ted
f
o
r
th
is
s
tu
d
y
d
u
e
to
its
ca
p
ac
ity
t
o
s
im
u
ltan
eo
u
s
ly
d
ev
elo
p
th
eo
r
etica
l
in
s
ig
h
ts
th
at
co
n
tr
ib
u
te
to
th
e
b
r
o
ad
er
f
i
eld
o
f
ed
u
ca
tio
n
al
p
r
ac
tice,
w
h
ile
also
d
esig
n
i
n
g
an
d
im
p
lem
en
tin
g
in
ter
v
en
tio
n
s
th
at
ad
d
r
ess
p
r
ac
tical,
r
ea
l
-
wo
r
ld
ch
allen
g
es
[
3
0
]
.
T
h
e
iter
ativ
e
n
atu
r
e
o
f
DB
R
i
s
p
ar
ticu
lar
ly
v
alu
ab
le,
as
it
r
ec
o
g
n
izes
th
at
ed
u
ca
ti
o
n
al
in
ter
v
e
n
tio
n
s
ar
e
r
a
r
ely
ex
ec
u
ted
f
lawless
ly
an
d
,
t
h
er
ef
o
r
e,
n
ec
ess
itate
o
n
g
o
in
g
r
ef
in
e
m
en
t
an
d
r
ea
s
s
ess
m
en
t
to
b
etter
m
ee
t
t
h
e
c
o
m
p
l
ex
ities
o
f
a
u
th
en
tic
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
[
1
6
]
,
[
1
7
]
.
T
h
is
cy
clica
l
p
r
o
ce
s
s
o
f
co
n
tin
u
o
u
s
im
p
r
o
v
em
en
t
alig
n
s
with
th
e
o
b
jectiv
es
o
f
th
e
s
tu
d
y
,
en
s
u
r
in
g
th
at
b
o
t
h
th
eo
r
y
an
d
p
r
ac
tice
ev
o
lv
e
i
n
tan
d
em
.
Sp
ec
if
ically
,
th
e
f
ir
s
t
DB
R
cy
cle
was
7
-
wee
k
lo
n
g
with
th
r
e
e
p
h
ases
an
d
a
1
.
5
-
h
o
u
r
class
s
ess
io
n
f
o
r
ea
ch
wee
k
.
As
s
h
o
wn
in
T
ab
l
e
1
,
th
e
f
ir
s
t
DB
R
cy
cle
was
ca
r
r
ied
o
u
t
as
p
lan
n
e
d
b
u
t
th
e
s
ec
o
n
d
DB
R
cy
cle
h
ad
an
ad
d
itio
n
al
wee
k
in
lin
e
with
m
o
d
u
le
r
e
f
in
em
en
t
b
a
s
ed
o
n
f
in
d
in
g
s
f
r
o
m
th
e
f
ir
s
t
cy
cle.
T
h
e
s
ec
o
n
d
DB
R
cy
cle
h
ad
an
ad
d
itio
n
al
p
h
ase
o
f
o
n
e
-
wee
k
“CLT
co
n
s
o
lid
atio
n
”
an
d
last
ed
8
wee
k
s
.
I
n
ad
d
itio
n
,
th
e
in
itial
p
h
ase
o
f
“T
PAC
K
co
m
p
r
eh
e
n
s
io
n
”
was
tr
an
s
f
o
r
m
ed
in
to
“CLT
co
n
s
o
lid
atio
n
an
d
T
PAC
K
co
m
p
r
eh
e
n
s
io
n
.
”
T
h
e
p
h
ases
o
f
th
e
two
-
cy
cle
DB
R
s
tu
d
y
ca
n
b
e
d
e
m
o
n
s
tr
ated
in
T
ab
le
1
.
T
ab
le
1
.
Ph
ases
o
f
th
e
two
-
cy
c
le
DB
R
s
tu
d
y
F
i
r
st
D
B
R
c
y
c
l
e
S
e
c
o
n
d
D
B
R
c
y
c
l
e
P
h
a
se
s
o
f
e
a
c
h
c
y
c
l
e
P
h
a
se
1
:
TPA
C
K
c
o
m
p
r
e
h
e
n
si
o
n
(
w
e
e
k
1
)
P
h
a
se
1
:
C
LT
c
o
n
s
o
l
i
d
a
t
i
o
n
(
w
e
e
k
1
)
P
h
a
se
2
:
C
LT
c
o
n
s
o
l
i
d
a
t
i
o
n
a
n
d
TPA
C
K
c
o
m
p
r
e
h
e
n
si
o
n
(
w
e
e
k
2
)
P
h
a
se
2
:
TPA
C
K
-
b
a
se
d
l
e
ss
o
n
p
l
a
n
n
i
n
g
(
w
e
e
k
2
-
3)
P
h
a
se
3
:
TPA
C
K
-
b
a
se
d
l
e
ss
o
n
p
l
a
n
n
i
n
g
(
w
e
e
k
3
-
4)
P
h
a
se
3
:
TPA
C
K
-
b
a
se
d
m
i
c
r
o
-
t
e
a
c
h
i
n
g
(
w
e
e
k
4
-
7)
P
h
a
se
4
:
TPA
C
K
-
b
a
se
d
m
i
c
r
o
-
t
e
a
c
h
i
n
g
(
w
e
e
k
5
-
8)
2
.
2
.
P
a
rt
icipa
nts
Par
ticip
atio
n
in
th
is
s
tu
d
y
was
en
tire
ly
v
o
lu
n
tar
y
,
with
i
n
f
o
r
m
e
d
co
n
s
en
t
o
b
tain
e
d
p
r
io
r
to
th
e
co
m
m
en
ce
m
e
n
t
o
f
ea
ch
DB
R
cy
cle.
T
h
e
s
tu
d
y
was
ap
p
r
o
v
ed
b
y
a
u
n
iv
er
s
ity
R
esear
ch
E
th
ics
C
o
m
m
ittee.
Giv
en
th
e
h
ig
h
ly
s
itu
ated
n
at
u
r
e
o
f
DB
R
s
tu
d
ies,
p
ar
ticip
an
ts
ar
e
o
f
ten
s
tu
d
e
n
ts
with
in
th
e
r
esear
ch
er
’
s
o
wn
p
r
ac
tice
[
3
1
]
.
I
n
th
is
s
tu
d
y
,
b
o
th
co
h
o
r
ts
o
f
p
ar
ticip
an
ts
we
r
e
en
r
o
lled
i
n
th
e
E
n
g
lis
h
tea
ch
in
g
m
eth
o
d
s
an
d
p
r
ac
ti
ce
co
u
r
s
e,
wh
ic
h
th
e
f
ir
s
t a
u
th
o
r
in
s
tr
u
cte
d
.
T
h
e
m
L
B
D
ap
p
r
o
ac
h
was in
teg
r
ated
as
p
ar
t o
f
t
h
is
co
u
r
s
e.
T
h
er
e
wer
e
2
7
p
r
eser
v
ice
E
F
L
teac
h
er
s
in
cy
cle
o
n
e
a
n
d
2
9
in
cy
cle
two
in
a
u
n
iv
er
s
ity
,
lo
ca
ted
in
C
h
in
a,
an
E
FL
co
n
tex
t.
T
h
eir
ag
es
r
an
g
ed
f
r
o
m
1
9
to
2
2
y
ea
r
s
o
ld
.
T
h
ey
we
r
e
p
r
eser
v
ic
e
teac
h
er
s
in
C
h
in
a
tr
ain
in
g
to
b
ec
o
m
e
ju
n
io
r
h
i
g
h
s
ch
o
o
l
E
n
g
lis
h
teac
h
er
s
.
Prio
r
to
th
e
DB
R
s
tu
d
y
,
th
ey
h
ad
co
m
p
leted
co
u
r
s
es
s
u
ch
as
in
s
tr
u
ctio
n
al
tech
n
o
lo
g
y
an
d
f
o
r
eig
n
lan
g
u
ag
e
teac
h
in
g
m
eth
o
d
s
an
d
a
p
p
r
o
ac
h
es
,
wh
ich
s
h
o
u
ld
h
av
e
p
r
ep
ar
e
d
th
em
to
in
teg
r
ate
tec
h
n
o
lo
g
y
in
to
th
eir
teac
h
in
g
.
2
.
3
.
Da
t
a
s
o
urce
s
a
nd
a
na
ly
s
is
T
r
ian
g
u
latio
n
,
d
etailed
an
d
c
o
m
p
r
eh
e
n
s
iv
e
d
escr
ip
tio
n
s
,
a
s
well
a
s
m
em
b
er
ch
ec
k
s
,
r
ep
r
esen
t
a
r
o
b
u
s
t
s
et
o
f
s
tr
ateg
ies
f
o
r
en
h
an
cin
g
th
e
cr
ed
ib
ilit
y
an
d
d
ep
en
d
ab
ilit
y
o
f
q
u
alitativ
e
r
e
s
ea
r
ch
[
3
2
]
.
I
n
th
is
DB
R
s
tu
d
y
,
a
tr
ian
g
u
lated
a
n
d
d
etailed
d
ata
s
et
was
co
llected
,
co
m
p
r
is
in
g
au
d
i
o
r
e
co
r
d
in
g
s
o
f
g
r
o
u
p
d
is
cu
s
s
io
n
s
,
p
ee
r
f
ee
d
b
ac
k
,
s
em
i
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u
ctu
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ed
in
ter
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iews,
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ec
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o
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o
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teac
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g
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io
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s
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d
d
o
cu
m
e
n
ts
o
f
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ticip
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ts
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r
e
f
lectio
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iar
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a
n
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g
r
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ally
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ata
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aly
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aly
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tio
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e
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u
esti
o
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.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
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N
T
h
e
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lts
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th
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ir
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t
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two
k
ey
im
p
ed
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en
ts
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d
o
n
e
s
ig
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if
ican
t
f
ac
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r
af
f
ec
tin
g
p
r
eser
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ice
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h
er
s
’
tech
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o
lo
g
y
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teg
r
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n
.
I
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r
e
s
p
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th
e
m
L
B
D
ap
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g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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5
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2
I
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t J E
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c
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Vo
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14
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No
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3
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J
u
n
e
20
25
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2
0
7
9
-
2
0
8
7
2082
th
e
s
ec
o
n
d
DB
R
cy
cle,
wh
ich
led
to
th
e
id
en
tific
atio
n
o
f
t
h
r
e
e
f
ac
ilit
atin
g
f
ac
to
r
s
.
W
h
ile
ce
r
tain
f
in
d
in
g
s
f
r
o
m
th
is
two
-
cy
cle
DB
R
s
tu
d
y
alig
n
with
e
x
is
tin
g
r
esear
ch
,
o
th
er
s
p
r
esen
t
d
iv
e
r
g
en
t
p
er
s
p
ec
t
iv
es,
o
f
f
er
i
n
g
n
ew
in
s
ig
h
ts
in
to
th
e
co
m
p
lex
ities
o
f
tech
n
o
lo
g
y
in
teg
r
atio
n
in
te
ac
h
er
ed
u
ca
tio
n
.
3
.
1
.
P
a
rt
icipa
nts’
diff
er
ent
un
dersta
n
din
g
a
nd
a
pp
lica
t
i
o
n o
f
t
ea
ching
m
et
ho
ds
a
nd
a
pp
ro
a
ches
A
s
ig
n
if
ican
t
d
is
tin
ctio
n
b
etwe
en
th
e
T
PAC
K
f
r
am
ewo
r
k
a
n
d
tr
ad
itio
n
al
a
p
p
r
o
ac
h
es
to
t
ec
h
n
o
lo
g
y
in
teg
r
atio
n
lies
in
its
em
p
h
a
s
is
o
n
co
n
ten
t
-
s
p
ec
if
ic
p
ed
a
g
o
g
ical
s
tr
ateg
ies,
r
ath
er
th
a
n
g
en
e
r
ic
teac
h
in
g
m
eth
o
d
s
[
3
3
]
.
R
ec
en
t
s
tu
d
ies,
s
u
ch
as
Han
[
3
4
]
,
u
n
d
e
r
s
co
r
e
th
at
C
L
T
r
em
ain
s
h
ig
h
ly
ef
f
ec
tiv
e
f
o
r
teac
h
i
n
g
E
FL,
p
ar
ticu
lar
ly
with
in
C
o
n
f
u
cian
h
er
itag
e
cu
ltu
r
es
lik
e
C
h
in
a.
I
n
th
e
f
ir
s
t
DB
R
cy
cle,
p
ar
ticip
an
ts
d
em
o
n
s
tr
ated
in
ad
e
q
u
ate
tech
n
o
lo
g
y
i
n
teg
r
atio
n
i
n
th
eir
tea
ch
in
g
p
r
ac
tice,
a
d
e
f
icien
cy
l
ar
g
ely
attr
ib
u
ted
to
th
eir
s
u
p
er
f
icial
u
n
d
e
r
s
tan
d
in
g
o
f
C
L
T
.
On
e
o
f
C
L
T
’
s
k
ey
f
e
atu
r
es
is
its
em
p
h
asi
s
o
n
b
o
th
th
e
f
u
n
ctio
n
al
a
n
d
s
tr
u
ctu
r
al
asp
ec
ts
o
f
lan
g
u
ag
e
[
2
4
]
,
[
3
5
]
,
[
3
6
]
.
Ho
wev
er
,
g
r
o
u
p
2
i
n
th
e
f
i
r
s
t
co
h
o
r
t
o
f
p
ar
ticip
a
n
ts
,
f
o
r
ex
am
p
le,
d
id
n
o
t
u
s
e
tech
n
o
l
o
g
ies
to
s
u
p
p
o
r
t
th
eir
ass
u
m
ed
tar
g
eted
co
m
m
u
n
icativ
e
f
u
n
ctio
n
,
d
escr
ib
in
g
f
esti
v
als
an
d
ask
in
g
f
o
r
in
f
o
r
m
atio
n
ab
o
u
t
f
esti
v
als.
I
n
s
tead
,
th
ey
m
er
ely
u
s
ed
a
v
id
e
o
s
o
lely
as
a
k
in
d
o
f
in
p
u
t
b
ec
au
s
e
th
ey
f
ailed
to
u
n
d
er
s
tan
d
t
h
at
th
e
k
ey
p
o
in
t
o
f
C
L
T
is
to
cu
ltiv
ate
s
tu
d
en
ts
’
co
m
m
u
n
icativ
e
ab
ilit
y
.
I
n
ad
d
itio
n
,
an
E
FL
le
ar
n
er
h
as
n
o
s
en
s
e
o
f
th
e
s
y
m
b
o
lic
m
ea
n
in
g
o
f
e
g
g
s
in
E
aster
,
s
o
th
e
u
n
f
am
iliar
ch
ar
ac
ter
s
f
ailed
to
en
co
u
r
ag
e
s
tu
d
en
ts
to
co
m
m
u
n
icate
i
d
ea
s
o
n
E
aster
.
I
n
ess
en
ce
,
th
e
v
id
eo
f
ailed
t
o
s
u
p
p
o
r
t
s
tu
d
e
n
ts
’
m
ea
n
in
g
f
u
l
co
m
m
u
n
icatio
n
o
n
d
escr
ib
in
g
f
esti
v
als
an
d
ask
in
g
f
o
r
in
f
o
r
m
atio
n
ab
o
u
t
f
esti
v
als.
C
o
n
s
eq
u
en
tly
,
th
er
e
was n
o
tech
n
o
lo
g
y
in
te
g
r
atio
n
in
to
th
eir
s
o
m
ewh
at
s
h
a
k
y
tea
ch
in
g
ap
p
r
o
ac
h
.
T
o
b
o
ls
ter
th
e
s
ec
o
n
d
co
h
o
r
t
o
f
p
ar
ticip
an
ts
’
teac
h
in
g
ap
p
r
o
ac
h
es,
s
p
ec
if
ically
in
C
L
T
,
a
s
s
h
o
wn
in
T
ab
le
1
,
an
ad
d
itio
n
al
p
h
ase
was
in
tr
o
d
u
ce
d
at
t
h
e
o
u
ts
et
o
f
th
e
s
ec
o
n
d
DB
R
cy
cle.
I
n
ad
d
itio
n
,
th
e
in
itial
p
h
ase
o
f
T
PAC
K
co
m
p
r
eh
e
n
s
io
n
in
th
e
f
ir
s
t
DB
R
cy
cle
was
tr
an
s
f
o
r
m
ed
in
to
C
L
T
co
n
s
o
lid
atio
n
an
d
T
PAC
K
co
m
p
r
eh
en
s
io
n
in
th
e
s
ec
o
n
d
DB
R
cy
cle.
As
a
r
esu
lt,
th
e
p
ar
ticip
an
ts
in
th
e
s
ec
o
n
d
DB
R
cy
cle
d
em
o
n
s
tr
ated
d
ee
p
er
u
n
d
er
s
ta
n
d
in
g
o
f
teac
h
in
g
ap
p
r
o
ac
h
es
wh
ich
en
ab
le
d
th
em
to
in
teg
r
ate
tech
n
o
lo
g
y
i
n
to
C
L
T
ac
tiv
ities
to
s
u
p
p
o
r
t
s
tu
d
en
ts
’
m
ea
n
in
g
f
u
l
co
m
m
u
n
icati
o
n
.
Gr
o
u
p
2
in
th
e
s
ec
o
n
d
co
h
o
r
t
o
f
p
ar
ticip
an
ts
,
f
o
r
ex
am
p
le,
u
s
ed
th
r
ee
v
id
e
o
clip
s
an
d
an
o
n
lin
e
lear
n
i
n
g
ap
p
licatio
n
to
cr
ea
te
an
i
n
f
o
r
m
atio
n
g
ap
to
f
ac
ilit
ate
s
tu
d
en
ts
’
m
ea
n
in
g
f
u
l
co
m
m
u
n
icatio
n
o
n
th
eir
tar
g
eted
co
m
m
u
n
icativ
e
f
u
n
c
tio
n
,
ask
in
g
f
o
r
a
d
escr
ip
tio
n
as
well
as
d
escr
ib
in
g
s
o
m
eth
i
n
g
.
T
h
r
ee
d
is
tin
ct
v
id
eo
clip
s
r
elate
d
to
th
e
Sp
r
in
g
Fes
tiv
al
wer
e
u
tili
ze
d
to
ac
h
iev
e
th
e
in
ten
d
e
d
co
m
m
u
n
icativ
e
o
b
jectiv
es.
T
h
e
f
ir
s
t
clip
,
wh
ich
p
r
o
v
i
d
ed
an
o
v
er
v
iew
o
f
th
e
Sp
r
in
g
Fes
tiv
al,
was a
llo
ca
ted
to
g
r
o
u
p
m
em
b
er
s
1
an
d
2
.
T
h
e
s
ec
o
n
d
clip
,
d
etailin
g
th
e
tim
in
g
o
f
th
e
f
esti
v
al
,
was
as
s
ig
n
ed
to
g
r
o
u
p
m
e
m
b
e
r
s
3
an
d
4
.
T
h
e
th
ir
d
clip
,
f
o
c
u
s
in
g
o
n
th
e
f
esti
v
al’
s
ce
leb
r
atio
n
p
r
ac
tices,
was
d
is
tr
ib
u
ted
to
g
r
o
u
p
m
em
b
er
s
5
an
d
6
.
Prio
r
to
th
e
clas
s
s
es
s
io
n
,
th
ese
v
id
eo
clip
s
w
er
e
d
is
s
em
in
ated
to
d
if
f
er
en
t
g
r
o
u
p
m
e
m
b
er
s
v
ia
an
o
n
lin
e
lear
n
in
g
ap
p
licatio
n
,
th
er
eb
y
cr
ea
tin
g
an
in
f
o
r
m
atio
n
g
ap
.
Du
r
i
n
g
th
e
in
-
class
ac
tiv
ity
,
s
tu
d
en
ts
we
r
e
r
eq
u
ir
ed
to
en
g
ag
e
in
d
is
cu
s
s
io
n
s
an
d
s
h
ar
e
d
escr
ip
tio
n
s
o
f
th
e
d
if
f
er
en
t
v
id
eo
s
to
co
llectiv
ely
c
o
m
p
ile
a
co
m
p
r
e
h
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
s
p
r
in
g
f
esti
v
al
.
T
h
e
r
esu
lts
o
f
th
is
two
-
cy
cle
DB
R
s
tu
d
y
u
n
d
e
r
s
co
r
e
th
e
c
r
itical
r
elatio
n
s
h
ip
b
etwe
en
p
a
r
ticip
an
ts
’
u
n
d
er
s
tan
d
i
n
g
o
f
teac
h
in
g
m
e
th
o
d
s
an
d
a
p
p
r
o
ac
h
es
an
d
th
e
ir
ab
ilit
y
to
in
teg
r
ate
tec
h
n
o
lo
g
y
ef
f
ec
tiv
el
y
in
to
th
eir
teac
h
in
g
p
r
ac
tice.
T
h
ese
f
in
d
in
g
s
alig
n
with
Pam
u
k
[
3
7
]
ass
er
tio
n
th
at
s
u
cc
es
s
f
u
l
tech
n
o
lo
g
y
in
te
g
r
atio
n
is
u
n
d
er
p
in
n
ed
b
y
s
tr
o
n
g
PC
K.
Similar
ly
,
Ho
s
s
ein
i
an
d
T
ee
[
3
8
]
em
p
h
asize
th
at
ef
f
ec
tiv
e
tech
n
o
lo
g
y
in
teg
r
atio
n
is
co
n
tin
g
en
t
u
p
o
n
a
s
o
lid
f
o
u
n
d
atio
n
o
f
PC
K,
as
ev
id
en
ce
d
b
y
th
e
p
r
o
g
r
ess
io
n
o
b
s
er
v
ed
ac
r
o
s
s
b
o
th
DB
R
cy
cles.
Mo
r
eo
v
er
,
th
e
r
esu
lts
o
f
th
is
s
tu
d
y
also
p
r
o
v
e
d
B
esch
o
r
n
er
an
d
Kr
u
s
e
[
1
2
]
ass
er
tio
n
th
at
d
ev
elo
p
in
g
a
s
o
lid
f
o
u
n
d
atio
n
o
f
k
n
o
wled
g
e
in
ea
c
h
d
o
m
ain
o
f
T
PAC
K
in
d
ep
en
d
en
tly
m
ay
p
r
o
v
id
e
th
e
f
o
u
n
d
atio
n
an
d
allo
w
p
r
eser
v
ice
teac
h
er
s
to
ef
f
ec
tiv
ely
in
te
g
r
ate
tech
n
o
l
o
g
y
i
n
to
teac
h
in
g
p
r
ac
tice.
Ho
wev
er
,
th
is
f
in
d
in
g
is
s
o
m
ewh
at
d
if
f
er
en
t
f
r
o
m
Ko
e
h
ler
et
a
l.
[
3
3
]
s
u
g
g
esti
o
n
th
at
f
o
r
p
r
eser
v
ice
teac
h
er
s
,
th
e
p
ath
way
f
o
r
T
PAC
K
is
to
tr
y
an
d
d
e
v
elo
p
PC
K
an
d
T
PAC
K
s
im
u
ltan
eo
u
s
ly
.
T
h
ese
f
in
d
in
g
s
em
p
h
asize
th
e
n
ee
d
f
o
r
p
r
eser
v
ice
teac
h
er
p
r
o
g
r
am
s
to
p
r
io
r
itiz
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ee
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n
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er
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i
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g
o
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o
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ten
t
-
s
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ec
if
ic
p
ed
ag
o
g
ical
a
p
p
r
o
ac
h
es,
s
u
ch
as
C
L
T
,
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e
f
o
r
e
in
tr
o
d
u
cin
g
co
m
p
lex
f
r
am
ewo
r
k
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lik
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W
it
h
o
u
t
a
s
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o
n
g
g
r
asp
o
f
s
u
b
ject
-
s
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ec
if
ic
p
ed
ag
o
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y
,
tech
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lo
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y
in
teg
r
atio
n
ef
f
o
r
ts
ar
e
lik
ely
to
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em
ain
s
u
p
er
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ic
ial
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d
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ef
f
ec
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ea
ch
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u
ca
tio
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p
r
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g
r
am
s
s
h
o
u
ld
c
o
n
s
id
er
em
b
e
d
d
in
g
ex
p
licit
tr
ain
in
g
o
n
s
u
b
ject
-
s
p
ec
if
ic
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es
alo
n
g
s
id
e
tech
n
o
lo
g
y
in
te
g
r
atio
n
s
tr
ateg
ies
to
en
s
u
r
e
th
at
p
r
eser
v
ice
teac
h
e
r
s
ca
n
ap
p
ly
tech
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o
lo
g
y
i
n
way
s
th
at
en
h
an
ce
lear
n
i
n
g
o
u
tco
m
es.
Me
an
wh
ile,
p
o
licy
in
itiativ
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s
h
o
u
l
d
p
r
o
m
o
te
th
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o
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ical
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k
ills
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o
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e
ad
v
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m
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lex
tech
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o
l
o
g
y
-
e
n
h
an
ce
d
teac
h
in
g
s
tr
ateg
ies.
3
.
2
.
T
he
ins
t
ruct
o
r’
s
diff
er
ent
g
uid
a
nce
o
n g
ro
up
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cu
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s
io
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a
nd
f
ee
d
ba
ck
I
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th
e
f
ir
s
t
DB
R
cy
cle,
u
n
f
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s
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es
d
u
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d
is
cu
s
s
io
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an
d
f
ee
d
b
ac
k
s
ess
io
n
s
h
in
d
er
ed
p
ar
ticip
an
ts
’
ab
ilit
y
to
ef
f
ec
tiv
ely
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teg
r
ate
tech
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o
lo
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in
t
o
th
eir
teac
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g
p
r
ac
tices.
f
o
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ex
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d
u
r
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r
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p
2
’
s
f
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ac
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r
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u
p
3
’
s
iter
ativ
e
m
icr
o
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teac
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in
g
,
th
e
d
is
cu
s
s
io
n
was
d
o
m
in
ated
b
y
s
u
p
er
f
icia
l
elem
en
ts
,
s
u
ch
as
th
e
co
lo
r
s
ch
em
es
o
f
Po
wer
Po
in
t
s
lid
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a
n
d
th
e
in
s
tr
u
ct
o
r
’
s
p
r
o
n
u
n
ciatio
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an
d
in
to
n
atio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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2252
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8
8
2
2
A
mo
d
ified
lea
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in
g
b
y
d
esig
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a
p
p
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a
c
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s
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p
p
o
r
t p
r
eser
vice
tea
ch
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’
tech
n
o
lo
g
y
…
(
Ta
n
g
Ju
n
h
o
n
g
)
2083
T
h
is
f
o
cu
s
n
eg
lecte
d
th
e
cr
itical
asp
ec
t
o
f
tech
n
o
lo
g
y
in
t
eg
r
atio
n
in
to
C
L
T
ac
tiv
ities
,
in
d
icatin
g
th
at
th
e
im
p
lem
en
tatio
n
o
f
th
e
f
i
f
th
d
e
s
ig
n
p
r
in
cip
le
r
e
q
u
ir
e
d
f
u
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th
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co
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id
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.
I
n
o
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d
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to
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ir
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th
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d
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f
o
llo
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Ar
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tech
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ed
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h
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lev
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(
s
p
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o
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d
to
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ap
p
r
o
p
r
iate
f
o
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th
e
tar
g
eted
s
tu
d
e
n
ts
?
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f
y
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wh
y
d
o
y
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u
th
in
k
s
o
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f
n
o
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w
h
y
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n
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co
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tex
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p
r
o
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r
iate
f
o
r
E
FL
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n
in
g
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f
y
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wh
y
d
o
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u
th
in
k
s
o
?
I
f
n
o
,
wh
y
n
o
t a
n
d
h
o
w
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ed
esig
n
t
h
em
?
-
Ar
e
th
e
tech
n
o
lo
g
ies
u
s
ed
in
C
L
T
ac
tiv
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co
m
m
u
n
icativ
e
f
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n
ctio
n
ap
p
r
o
p
r
iate?
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f
y
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y
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u
th
in
k
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f
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o
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d
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s
s
io
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an
d
f
ee
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ac
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th
e
p
ar
ticip
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n
ts
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th
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d
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R
cy
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f
o
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ed
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is
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s
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io
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f
ee
d
b
ac
k
o
n
tech
n
o
l
o
g
y
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teg
r
atio
n
in
t
o
C
L
T
ac
tiv
ities
to
f
ac
ilit
ate
s
tu
d
en
ts
’
m
ea
n
in
g
f
u
l
co
m
m
u
n
icatio
n
o
n
t
h
eir
t
ar
g
eted
co
m
m
u
n
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f
u
n
ct
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.
Fo
r
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am
p
le,
u
n
d
er
s
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m
ess
ag
es
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d
d
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tio
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s
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d
escr
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in
g
s
o
m
eth
in
g
o
r
s
o
m
eb
o
d
y
w
a
s
t
h
e
c
o
m
m
u
n
i
c
a
t
i
v
e
o
b
j
e
c
ti
v
e
o
f
g
r
o
u
p
1
’
s
m
i
c
r
o
-
t
e
a
c
h
i
n
g
.
T
h
e
f
o
l
l
o
w
i
n
g
i
s
a
n
ex
ce
r
p
t
o
f
g
r
o
u
p
2
’
s
f
ee
d
b
ac
k
t
o
g
r
o
u
p
1
’
s
i
t
e
r
a
t
i
v
e
m
i
c
r
o
-
t
e
a
c
h
i
n
g
i
n
t
e
r
m
s
o
f
h
o
w
t
o
c
r
e
a
t
e
m
o
r
e
o
p
p
o
r
t
u
n
i
t
i
e
s
f
o
r
t
h
e
s
tu
d
en
ts
t
o
d
escr
ib
e
w
h
a
t
th
ey
d
id
with
t
h
e
in
ter
n
et
as w
ell
as h
o
w
to
in
v
o
l
v
e
m
o
r
e
s
tu
d
en
ts
in
u
n
d
er
s
tan
d
in
g
th
e
s
h
a
r
ed
d
escr
ip
tio
n
s
.
“
Gro
u
p
1
fo
s
tered
a
n
en
viro
n
men
t
fo
r
w
h
o
le
-
cla
s
s
co
mm
u
n
ica
tio
n
,
w
h
erein
s
tu
d
en
ts
s
h
a
r
ed
th
eir
in
tern
et
-
r
ela
ted
a
ctivitie
s
.
Wo
u
ld
it
b
e
b
etter
if
s
o
m
e
o
th
er
s
tu
d
en
ts
,
w
h
o
d
id
th
e
s
a
me
a
ctivity
w
ith
th
e
in
tern
et
a
s
t
h
e
s
tu
d
en
t,
Zh
a
n
g
S
a
n
,
h
elp
a
n
s
w
er
th
e
o
th
er
s
tu
d
en
ts
’
q
u
esti
o
n
s
a
n
d
s
h
a
r
e
th
eir
ex
p
erien
ce
in
u
s
in
g
th
e
in
tern
et
in
s
tea
d
o
f
Zh
a
n
g
S
a
n
h
ims
elf
s
h
a
r
in
g
a
ll
th
e
time.
Th
is
co
lla
b
o
r
a
tive
en
d
ea
vo
r
w
o
u
ld
d
is
tr
ib
u
te
th
e
r
e
s
p
o
n
s
ib
ilit
y
o
f
a
n
s
w
e
r
in
g
q
u
esti
o
n
s
a
n
d
th
e
likelih
o
o
d
o
f m
o
r
e
co
mp
r
e
h
en
s
ive
cla
s
s
-
w
id
e
in
tera
ctio
n
s
.
”
(
P7
-
G2
-
I
MT
F
-
G1
-
DB
R
2
)
.
I
n
th
e
m
icr
o
-
teac
h
i
n
g
s
ess
io
n
,
s
tu
d
en
ts
wer
e
task
ed
with
s
h
ar
in
g
th
eir
o
n
lin
e
ac
tiv
ities
f
r
o
m
th
e
p
r
ev
io
u
s
n
ig
h
t.
W
h
ile
o
n
e
s
t
u
d
en
t
s
h
ar
ed
h
is
ex
p
er
ie
n
ce
s
:
“
I
p
la
ye
d
g
a
mes
o
n
th
e
in
te
r
n
et,
ch
a
tted
o
n
lin
e
w
ith
fr
ien
d
s
,
a
n
d
s
ea
r
ch
ed
fo
r
in
fo
r
ma
tio
n
.
”
H
e
u
ltima
tely
s
p
en
t
f
iv
e
m
i
n
u
tes
elab
o
r
ati
n
g
o
n
h
is
ac
tiv
ities
wh
ile
th
e
o
th
er
s
tu
d
e
n
ts
lis
ten
ed
p
ass
iv
ely
.
T
o
im
p
r
o
v
e
th
is
d
y
n
am
ic,
p
ar
ticip
an
t
7
f
r
o
m
g
r
o
u
p
2
s
u
g
g
ested
th
at
p
ee
r
s
wh
o
en
g
ag
e
d
in
s
im
ilar
o
n
lin
e
ac
tiv
ities
s
h
o
u
ld
also
s
h
ar
e
th
eir
ex
p
er
ien
ce
s
,
th
er
eb
y
f
o
s
ter
in
g
a
m
o
r
e
in
ter
ac
tiv
e
class
r
o
o
m
e
n
v
ir
o
n
m
en
t.
C
lear
ly
,
th
e
f
ee
d
b
ac
k
n
o
t
o
n
ly
d
ir
ec
te
d
atten
tio
n
to
in
te
g
r
ated
tech
n
o
lo
g
y
to
s
u
p
p
o
r
t
s
tu
d
en
ts
’
co
m
m
u
n
icatio
n
b
u
t
also
p
r
o
v
id
ed
co
n
cr
ete
s
u
g
g
esti
o
n
s
f
o
r
cr
ea
tin
g
m
o
r
e
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
e
n
ts
to
h
av
e
m
ea
n
in
g
f
u
l c
o
m
m
u
n
icatio
n
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
u
n
d
er
s
co
r
e
th
e
cr
itical
n
ee
d
f
o
r
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
to
in
co
r
p
o
r
ate
s
tr
u
ctu
r
ed
f
ee
d
b
ac
k
m
ec
h
a
n
i
s
m
s
s
p
ec
if
ically
tar
g
etin
g
th
e
in
teg
r
atio
n
o
f
tech
n
o
l
o
g
y
in
to
p
ed
a
g
o
g
ical
p
r
ac
tices.
B
y
in
s
titu
tin
g
clea
r
g
u
id
elin
es
an
d
ex
p
ec
tatio
n
s
f
o
r
f
ee
d
b
ac
k
,
s
u
ch
p
r
o
g
r
am
s
ca
n
m
o
r
e
ef
f
ec
tiv
ely
f
o
s
ter
co
llab
o
r
ativ
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
th
at
en
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ce
p
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eser
v
ice
teac
h
er
s
’
co
m
p
eten
cies
in
em
b
ed
d
in
g
tech
n
o
lo
g
y
in
to
in
s
tr
u
ctio
n
al
d
esig
n
.
Po
licy
m
ak
er
s
s
h
o
u
ld
a
d
v
o
ca
te
f
o
r
th
e
in
c
o
r
p
o
r
atio
n
o
f
s
u
ch
f
r
am
ewo
r
k
s
in
teac
h
er
ed
u
ca
tio
n
cu
r
r
icu
l
a,
en
s
u
r
in
g
th
at
f
u
tu
r
e
ed
u
c
ato
r
s
ar
e
well
-
eq
u
ip
p
ed
to
e
f
f
ec
tiv
ely
in
teg
r
ate
tech
n
o
lo
g
y
in
to
t
h
eir
teac
h
in
g
m
eth
o
d
s
an
d
ap
p
r
o
ac
h
es,
th
e
r
eb
y
im
p
r
o
v
in
g
s
tu
d
en
t le
ar
n
in
g
o
u
tco
m
es.
3
.
3
.
T
he
ins
t
ruct
o
r’
s
a
ct
iv
it
i
es a
s
a
ro
le
mo
del
I
n
th
e
f
ir
s
t
DB
R
cy
cle,
a
tech
n
o
lo
g
y
in
teg
r
ated
m
icr
o
-
teac
h
in
g
m
o
d
el
was
in
co
r
p
o
r
ated
t
h
r
o
u
g
h
th
e
u
s
e
o
f
a
v
id
eo
.
Af
ter
class
,
th
e
p
ar
ticip
an
ts
wer
e
r
eq
u
ir
ed
to
watc
h
th
e
v
id
eo
b
y
th
em
s
elv
e
s
an
d
th
en
p
r
o
ce
ed
to
d
esig
n
an
d
r
e
d
esig
n
th
eir
g
r
o
u
p
m
icr
o
-
teac
h
in
g
s
.
Ho
wev
er
,
it
s
ee
m
ed
th
at
t
h
e
p
a
r
ticip
an
ts
co
u
ld
n
o
t
d
is
ce
r
n
an
d
f
u
lly
u
n
d
er
s
tan
d
wh
y
an
d
h
o
w
a
p
a
r
ticu
lar
te
ch
n
o
lo
g
y
s
u
p
p
o
r
ted
a
ce
r
tain
C
L
T
ac
tiv
ity
.
T
h
e
p
ar
ticip
an
ts
’
p
o
o
r
tech
n
o
lo
g
y
in
teg
r
atio
n
in
t
h
eir
m
icr
o
-
teac
h
in
g
s
p
r
o
v
ed
th
at
ju
s
t
watc
h
in
g
b
y
t
h
em
s
elv
es
with
o
u
t
th
e
in
s
tr
u
cto
r
’
s
g
u
id
e
d
d
etailed
an
aly
s
is
o
n
th
e
v
id
eo
’
s
tech
n
o
lo
g
y
in
teg
r
atio
n
w
as
n
o
t
en
o
u
g
h
.
I
n
o
r
d
er
to
ad
d
r
ess
th
is
i
s
s
u
e,
i
n
th
e
s
ec
o
n
d
DB
R
cy
cle,
th
e
in
s
tr
u
cto
r
n
o
t
o
n
ly
d
em
o
n
s
tr
ated
a
tech
n
o
lo
g
y
in
teg
r
ated
m
icr
o
-
teac
h
in
g
m
o
d
el
b
u
t
also
o
r
g
an
ized
a
d
etailed
an
aly
s
is
o
n
h
o
w
an
d
wh
y
a
p
ar
ticu
la
r
tech
n
o
lo
g
y
was
u
s
ed
to
s
u
p
p
o
r
t
th
e
tar
g
eted
co
m
m
u
n
ica
tiv
e
f
u
n
ctio
n
o
n
r
etellin
g
s
to
r
ies
o
r
ev
en
ts
.
As
p
ar
ticip
an
t 1
8
an
d
16
o
b
s
er
v
e
d
:
“
Th
e
in
s
tr
u
cto
r
’
s
mic
r
o
-
tea
ch
in
g
mo
d
el
a
n
d
th
e
s
u
b
s
eq
u
en
t
a
n
a
lysi
s
o
f
th
e
mo
d
el
en
a
b
le
d
u
s
to
u
n
d
ers
ta
n
d
th
e
mec
h
a
n
ics
o
f
h
o
w
to
id
en
tify
a
n
d
u
s
e
a
p
p
r
o
p
r
ia
te
tech
n
o
lo
g
ies
to
s
u
p
p
o
r
t
C
LT
a
ctivities
.
”
(
P1
8
-
G4
-
PI
-
DB
R
2
)
.
“
Wit
h
o
u
t
th
e
i
n
s
tr
u
cto
r
’
s
TPA
C
K
-
b
a
s
ed
micro
-
tea
ch
in
g
,
o
u
r
o
w
n
micro
-
tea
ch
i
n
g
d
esig
n
w
o
u
ld
h
a
ve
b
ee
n
p
erp
lexin
g
.
I
t’
s
a
kin
to
a
s
kin
g
s
o
meo
n
e
to
r
u
n
b
efo
r
e
th
ey
ca
n
ev
en
w
a
lk
.
”
(
P1
6
-
G3
-
PI
-
DB
R
2
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t J E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
2
0
7
9
-
2
0
8
7
2084
T
h
ese
ex
p
r
ess
io
n
s
in
d
icate
th
at
b
o
th
th
e
m
icr
o
-
teac
h
in
g
m
o
d
el
an
d
th
e
in
-
d
ep
th
an
aly
s
is
w
er
e
in
s
tr
u
m
en
tal
in
h
elp
in
g
p
ar
ticip
an
ts
id
en
tif
y
an
d
in
teg
r
ate
ap
p
r
o
p
r
iate
tech
n
o
lo
g
ies
to
en
h
a
n
ce
s
tu
d
en
t
lear
n
in
g
d
u
r
i
n
g
th
e
s
ec
o
n
d
DB
R
cy
cle.
T
h
e
f
in
d
in
g
s
f
r
o
m
th
e
two
-
cy
cle
DB
R
s
tu
d
y
u
n
d
e
r
s
co
r
e
th
e
cr
itical
n
ee
d
f
o
r
tar
g
ete
d
g
u
id
an
ce
to
s
u
p
p
o
r
t
p
r
eser
v
ice
teac
h
er
s
i
n
ef
f
ec
tiv
ely
in
teg
r
atin
g
tec
h
n
o
lo
g
y
i
n
to
t
h
eir
in
s
tr
u
ctio
n
al
p
r
ac
tices.
T
h
is
alig
n
s
with
J
an
s
s
en
an
d
L
az
o
n
d
e
r
[
3
9
]
ass
er
tio
n
th
at
a
d
d
itio
n
al
s
u
p
p
o
r
t
is
v
ital,
p
ar
ticu
la
r
ly
g
iv
en
p
r
eser
v
ice
teac
h
er
s
’
in
ex
p
er
ien
ce
with
in
co
r
p
o
r
atin
g
tec
h
n
o
lo
g
y
i
n
to
s
p
ec
if
ic
teac
h
in
g
m
eth
o
d
s
.
Fu
r
th
er
m
o
r
e,
th
e
r
esu
lts
r
ein
f
o
r
ce
Ak
a
y
o
ğ
lu
et
a
l
.
[
1
]
r
ec
o
m
m
en
d
atio
n
f
o
r
s
p
ec
if
ic,
t
ar
g
eted
g
u
id
a
n
ce
,
an
d
J
o
n
g
et
a
l
.
[
4
0
]
em
p
h
asize
o
n
th
e
im
p
o
r
tan
ce
o
f
s
u
p
p
o
r
t
f
o
r
lea
r
n
er
s
with
lim
ited
p
r
io
r
k
n
o
wled
g
e.
I
t
h
ig
h
lig
h
ts
t
h
e
cr
itical
im
p
o
r
tan
ce
o
f
in
c
o
r
p
o
r
atin
g
liv
e
r
o
le
m
o
d
els
alo
n
g
s
id
e
d
etailed
an
a
ly
s
es
o
f
th
eir
p
r
ac
tices
in
t
ea
ch
er
p
r
ep
ar
atio
n
p
r
o
g
r
a
m
s
.
E
x
p
licit,
h
a
n
d
s
-
o
n
tr
ain
in
g
t
h
at
in
v
o
lv
es
o
b
s
er
v
in
g
an
d
an
aly
zin
g
r
o
le
m
o
d
els
ef
f
ec
tiv
ely
in
teg
r
atin
g
tech
n
o
l
o
g
y
in
to
in
s
tr
u
ctio
n
is
ess
en
tial
f
o
r
d
e
v
e
lo
p
in
g
p
r
eser
v
ice
teac
h
er
s
’
co
m
p
eten
cies
in
th
is
ar
ea
.
T
h
is
co
m
b
in
atio
n
o
f
o
b
s
er
v
atio
n
an
d
a
n
aly
s
is
f
o
s
ter
s
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
to
ef
f
ec
tiv
ely
ap
p
ly
tech
n
o
lo
g
y
in
d
iv
e
r
s
e
in
s
tr
u
c
tio
n
al
co
n
te
x
ts
,
th
er
eb
y
b
etter
p
r
e
p
ar
in
g
p
r
eser
v
ice
teac
h
e
r
s
f
o
r
tech
n
o
lo
g
y
-
in
teg
r
ated
in
s
tr
u
ctio
n
al
p
r
ac
tic
es.
3
.
4
.
P
a
rt
icipa
nts’
benef
it
f
ro
m
t
he
mo
dified
lea
rning
by
des
ig
n
a
pp
ro
a
ch
T
h
o
u
g
h
a
s
af
o
r
em
en
tio
n
ed
th
e
r
e
wer
e
f
laws
in
th
e
way
o
f
i
m
p
lem
en
tatio
n
o
f
th
e
m
L
B
D
ap
p
r
o
ac
h
in
th
e
f
ir
s
t
DB
R
cy
cle,
th
e
f
ir
s
t
c
o
h
o
r
t
o
f
p
ar
ticip
a
n
ts
d
id
b
en
ef
it
f
r
o
m
s
o
lv
in
g
a
u
th
en
tic
p
r
o
b
l
em
s
in
th
e
p
r
o
ce
s
s
o
f
d
esig
n
in
g
a
n
d
r
e
d
esig
n
in
g
cu
r
r
icu
lu
m
m
ate
r
ials
th
r
o
u
g
h
p
ee
r
co
llab
o
r
atio
n
an
d
o
n
g
o
in
g
d
ialo
g
u
es.
Fo
r
in
s
tan
ce
,
p
ar
ticip
an
t 6
ex
p
r
ess
ed
in
h
er
p
o
s
t
-
in
ter
v
iew
:
“
F
o
r
me
,
th
e
r
e
a
l
l
e
a
r
n
i
n
g
h
a
p
p
e
n
e
d
d
u
r
i
n
g
c
o
l
l
a
b
o
r
a
t
i
v
e
le
s
s
o
n
p
l
a
n
n
i
n
g
a
n
d
m
i
cr
o
-
t
e
a
c
h
i
n
g
.
”
(
P
6
-
G2
-
PI
-
DB
R
1
)
S
i
m
i
la
r
l
y
,
p
ar
ticip
an
t 2
3
also
a
r
ticu
lated
:
“
H
a
n
d
s
-
o
n
e
x
p
e
r
i
e
n
c
e
w
i
t
h
g
r
o
u
p
d
i
s
c
u
s
s
i
o
n
,
g
r
o
u
p
d
e
s
i
g
n
,
i
m
p
l
e
m
e
n
t
a
t
i
o
n
,
e
v
a
l
u
a
t
io
n
a
n
d
i
t
e
r
a
t
i
v
e
g
r
o
u
p
d
i
s
c
u
s
s
i
o
n
,
a
s
w
e
ll
a
s
r
ef
i
n
i
n
g
and
r
e
d
es
i
g
n
i
n
g
e
q
u
i
p
u
s
t
o
i
d
e
n
t
if
y
t
ec
h
n
o
l
o
g
i
e
s
f
o
r
e
f
f
e
c
ti
v
e
te
a
c
h
i
n
g
.”
(
P
2
3
-
G5
-
PI
-
D
B
R
1
)
C
lear
ly
,
b
o
th
th
e
two
p
a
r
ticip
an
ts
ex
p
r
ess
ed
th
at
th
ey
b
e
n
ef
ited
f
r
o
m
th
eir
e
n
g
ag
e
m
en
t
in
au
th
en
tic
ex
p
er
ien
ce
o
f
(
r
e)
d
esig
n
in
g
c
u
r
r
icu
lu
m
m
ater
ials
th
r
o
u
g
h
g
r
o
u
p
en
d
ea
v
o
r
s
a
n
d
c
o
n
s
t
a
n
t
g
r
o
u
p
d
i
s
c
u
s
s
i
o
n
s
.
T
h
e
r
e
f
o
r
e
,
t
h
e
i
n
i
t
i
a
l
d
e
s
i
g
n
p
r
i
n
c
i
p
l
e
s
we
r
e
s
ti
l
l
s
o
m
ew
h
a
t
e
f
f
e
c
t
i
v
e
t
h
o
u
g
h
t
h
e
p
ar
ticip
a
n
ts
i
n
t
h
e
f
i
r
s
t
D
B
R
c
y
c
l
e
h
a
d
p
o
o
r
t
e
c
h
n
o
l
o
g
y
in
t
eg
r
atio
n
.
Fu
r
th
er
m
o
r
e,
th
e
s
ec
o
n
d
c
o
h
o
r
t
o
f
p
ar
ticip
an
ts
a
ls
o
ex
p
r
ess
ed
th
eir
b
en
ef
its
f
r
o
m
co
llab
o
r
ativ
e
ac
tiv
ities
o
f
d
esig
n
in
g
an
d
r
ed
esig
n
in
g
as
well
as
p
r
o
v
id
in
g
an
d
r
ec
eiv
in
g
f
ee
d
b
ac
k
in
th
eir
r
ef
lectio
n
d
iar
y
en
tr
ies.
Fo
r
i
n
s
tan
ce
,
p
a
r
ticip
an
t
1
1
a
r
t
i
c
u
l
a
t
e
d
a
s
“
P
r
o
v
i
d
i
n
g
f
e
e
d
b
a
c
k
t
o
o
t
h
e
r
g
r
o
u
p
s
’
t
e
c
h
n
o
l
o
g
y
i
n
te
g
r
a
t
e
d
a
ct
i
v
it
i
es
a
n
d
r
e
c
ei
v
in
g
f
e
e
d
b
a
c
k
t
o
o
u
r
o
w
n
t
e
ch
n
o
l
o
g
y
i
n
t
e
g
r
a
te
d
a
c
t
i
v
i
ti
es
f
r
o
m
o
t
h
e
r
g
r
o
u
p
s
is
a
v
a
l
u
a
b
l
e
o
p
p
o
r
t
u
n
i
t
y
f
o
r
u
s
to
e
v
a
l
u
a
t
e
,
r
ef
l
e
c
t
a
n
d
r
e
d
e
s
i
g
n
.”
T
h
e
p
r
o
p
o
s
ed
m
L
B
D
ap
p
r
o
ac
h
ef
f
ec
tiv
ely
d
em
o
n
s
tr
ated
th
e
in
teg
r
atio
n
o
f
th
e
s
ix
SQD
s
tr
ateg
ies
as
in
ter
co
n
n
ec
ted
elem
en
ts
with
in
th
is
two
-
cy
cle
DB
R
s
tu
d
y
,
ad
d
r
ess
in
g
th
e
cu
r
r
en
t
ch
alle
n
g
e
o
f
i
n
co
n
s
is
ten
t
im
p
lem
en
tatio
n
o
f
t
h
ese
s
tr
ateg
ies
as
a
co
h
esiv
e
s
et
[
2
]
,
[
3
]
.
Fu
r
th
er
m
o
r
e,
th
is
ap
p
r
o
ac
h
o
p
er
atio
n
alize
d
th
e
r
ec
o
m
m
en
d
atio
n
s
o
f
p
r
ev
io
u
s
s
tu
d
ies
[
3
]
,
[
1
0
]
b
y
em
b
e
d
d
i
n
g
th
e
s
ix
SQD
s
tr
ateg
ies
in
to
th
e
o
r
i
g
in
al
L
B
D
f
r
am
ewo
r
k
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
s
u
p
p
o
r
ts
Ho
war
d
et
a
l.
[
2
6
]
claim
th
at
r
o
le
m
o
d
els
s
ig
n
if
ican
tly
e
n
h
an
ce
p
r
eser
v
ice
teac
h
er
s
’
in
s
tr
u
cti
o
n
al
d
esig
n
b
y
p
r
o
v
id
in
g
c
o
n
cr
ete
ex
am
p
les
th
at
f
ac
ilit
ate
r
ef
lectio
n
o
n
tech
n
o
lo
g
y
u
s
e
an
d
im
p
r
o
v
e
th
eir
ab
ilit
y
to
ev
alu
ate
th
eir
o
wn
d
esig
n
s
.
Ho
wev
er
,
th
e
f
in
d
in
g
s
d
iv
er
g
e
f
r
o
m
Ho
war
d
et
a
l
.
[
2
6
]
ass
er
tio
n
t
h
at
p
ee
r
c
o
llab
o
r
atio
n
an
d
f
ee
d
b
ac
k
h
a
v
e
a
less
er
im
p
ac
t
o
n
p
r
eser
v
ice
teac
h
er
s
’
au
th
en
tic
ex
p
e
r
ien
ce
an
d
in
s
tr
u
ctio
n
al
d
esig
n
.
I
n
th
is
s
tu
d
y
,
it
is
ch
allen
g
in
g
to
d
eter
m
in
e
wh
ich
s
tr
ateg
y
is
less
co
n
tr
ib
u
to
r
y
,
as
all
h
an
d
s
-
o
n
ac
tiv
ities
wer
e
co
n
d
u
cte
d
th
r
o
u
g
h
p
ee
r
co
llab
o
r
ati
o
n
,
with
p
ar
ticip
an
ts
co
n
s
is
ten
tly
p
r
o
v
id
in
g
an
d
r
ec
eiv
in
g
p
r
o
ce
s
s
-
o
r
ien
ted
f
ee
d
b
ac
k
o
n
th
eir
d
esig
n
s
,
p
r
esen
tat
io
n
s
,
an
d
p
r
ac
tices.
T
h
is
d
is
cr
ep
an
cy
m
ay
b
e
d
u
e
to
d
if
f
e
r
en
ce
s
in
m
eth
o
d
o
lo
g
y
.
Ho
war
d
et
a
l
.
[
2
6
]
em
p
lo
y
ed
a
q
u
esti
o
n
n
air
e
wh
er
e
p
r
eser
v
ice
teac
h
er
s
r
a
ted
th
eir
s
elf
-
p
e
r
ce
iv
ed
ex
p
e
r
ien
ce
s
with
SQD
s
tr
ateg
ies
o
n
a
s
ca
le
f
r
o
m
‘
s
tr
o
n
g
ly
a
g
r
ee
’
t
o
‘
s
tr
o
n
g
ly
d
is
ag
r
ee
’
.
I
n
co
n
t
r
ast,
th
is
s
tu
d
y
u
tili
ze
d
a
m
eticu
lo
u
s
ly
d
e
s
ig
n
ed
m
o
d
u
le
th
at
in
ten
tio
n
ally
in
co
r
p
o
r
ated
SQD
s
tr
ateg
ies with
in
th
e
m
L
B
D
ap
p
r
o
ac
h
.
I
n
ter
m
s
o
f
p
r
ac
tical
im
p
licatio
n
s
f
o
r
e
d
u
ca
tio
n
al
p
r
ac
tice
an
d
p
o
licy
,
th
ese
f
i
n
d
in
g
s
s
u
g
g
est
th
at
teac
h
er
p
r
ep
ar
atio
n
p
r
o
g
r
am
s
s
h
o
u
ld
p
r
io
r
itize
co
llab
o
r
ativ
e
,
h
an
d
s
-
o
n
ex
p
er
ien
ce
s
in
cu
r
r
icu
lu
m
d
esig
n
.
B
y
in
ten
tio
n
ally
in
co
r
p
o
r
atin
g
s
tr
u
ctu
r
ed
f
ee
d
b
ac
k
an
d
d
i
s
cu
s
s
io
n
m
ec
h
an
is
m
s
an
d
m
o
d
elin
g
ef
f
ec
tiv
e
in
s
tr
u
ctio
n
al
p
r
ac
tices
alo
n
g
s
i
d
e
d
etailed
an
aly
s
is
,
p
r
o
g
r
am
s
ca
n
b
etter
eq
u
i
p
p
r
eser
v
ice
teac
h
er
s
with
th
e
s
k
ills
n
ee
d
ed
f
o
r
s
u
cc
ess
f
u
l
tech
n
o
lo
g
y
in
teg
r
atio
n
.
T
h
is
ap
p
r
o
ac
h
n
o
t
o
n
ly
en
h
an
ce
s
th
eir
in
s
tr
u
ctio
n
al
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
A
mo
d
ified
lea
r
n
in
g
b
y
d
esig
n
a
p
p
r
o
a
c
h
to
s
u
p
p
o
r
t p
r
eser
vice
tea
ch
ers
’
tech
n
o
lo
g
y
…
(
Ta
n
g
Ju
n
h
o
n
g
)
2085
d
esig
n
ca
p
a
b
ilit
ies
b
u
t
also
f
o
s
ter
s
a
cu
ltu
r
e
o
f
co
n
tin
u
o
u
s
i
m
p
r
o
v
e
m
en
t
a
n
d
r
ef
lectio
n
,
u
l
tim
ately
b
en
ef
itin
g
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es.
M
o
r
eo
v
e
r
,
p
o
licies
th
at
p
r
o
v
id
e
o
n
g
o
in
g
s
u
p
p
o
r
t
a
n
d
o
p
p
o
r
t
u
n
ities
f
o
r
iter
ativ
e
lear
n
in
g
,
s
u
ch
as
DB
R
cy
cle
s
,
ca
n
h
elp
ed
u
ca
to
r
s
co
n
tin
u
o
u
s
ly
r
ef
in
e
th
eir
teac
h
in
g
p
r
ac
tices
to
m
ee
t
th
e
ev
o
lv
in
g
d
em
an
d
s
o
f
d
ig
ital le
ar
n
in
g
e
n
v
ir
o
n
m
en
ts
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
d
esig
n
ed
,
im
p
lem
e
n
ted
,
an
d
r
e
f
in
ed
a
m
L
B
D
ap
p
r
o
ac
h
th
r
o
u
g
h
a
two
-
cy
cle
D
B
R
s
tu
d
y
.
T
h
e
f
in
d
i
n
g
s
in
d
icate
th
at
a
s
u
p
er
f
icial
u
n
d
er
s
tan
d
in
g
o
f
s
u
b
ject
-
s
p
ec
if
ic
teac
h
in
g
m
eth
o
d
s
an
d
a
p
p
r
o
ac
h
es
an
d
th
e
ab
s
en
ce
o
f
tar
g
eted
in
s
tr
u
ctio
n
al
g
u
id
a
n
ce
wer
e
s
ig
n
if
ican
t
im
p
ed
im
en
ts
to
p
r
eser
v
ice
teac
h
er
s
’
in
teg
r
atio
n
o
f
tech
n
o
lo
g
y
in
to
th
eir
teac
h
in
g
p
r
ac
tices.
C
o
n
v
er
s
ely
,
f
ac
to
r
s
th
at
f
ac
ilit
ated
s
u
cc
es
s
f
u
l
tech
n
o
lo
g
y
in
teg
r
atio
n
in
clu
d
e
d
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
s
u
b
ject
-
s
p
ec
if
ic
m
eth
o
d
s
an
d
a
p
p
r
o
ac
h
es,
tar
g
eted
g
u
id
an
ce
f
r
o
m
in
s
tr
u
cto
r
s
,
an
d
th
e
im
p
lem
en
tatio
n
o
f
th
e
s
ix
SQD
s
tr
ateg
ies
a
s
an
in
ter
co
n
n
ec
ted
u
n
it.
T
h
is
s
tu
d
y
was
lim
ited
b
y
th
e
p
ar
ticip
atio
n
o
f
o
n
ly
two
co
h
o
r
ts
o
f
p
r
eser
v
ice
teac
h
er
s
s
p
ec
ializin
g
in
E
n
g
lis
h
in
a
n
E
FL
co
n
tex
t.
Fu
tu
r
e
r
esear
c
h
with
a
lar
g
er
an
d
m
o
r
e
d
i
v
er
s
e
s
am
p
le,
in
clu
d
in
g
b
o
th
p
r
eser
v
ice
an
d
in
-
s
er
v
ice
teac
h
er
s
ac
r
o
s
s
m
u
ltip
le
d
is
cip
lin
es,
co
u
ld
y
ield
m
o
r
e
c
o
m
p
r
eh
en
s
iv
e
in
s
ig
h
ts
in
to
tech
n
o
lo
g
y
in
teg
r
atio
n
.
Ad
d
itio
n
ally
,
s
in
ce
p
ar
ticip
a
n
t
s
in
th
is
s
tu
d
y
wer
e
en
g
ag
ed
i
n
less
o
n
p
lan
n
in
g
a
n
d
m
icr
o
-
t
ea
ch
in
g
r
ath
er
th
an
ac
tu
al
class
r
o
o
m
p
r
ac
tice,
f
u
tu
r
e
r
esear
ch
c
o
u
ld
i
n
v
esti
g
ate
h
o
w
th
ese
less
o
n
p
lan
s
ar
e
im
p
lem
en
ted
i
n
r
ea
l
-
wo
r
ld
teac
h
in
g
e
n
v
ir
o
n
m
en
ts
.
Nev
er
th
eless
,
th
eo
r
etica
lly
,
th
e
m
L
B
D
ap
p
r
o
ac
h
d
em
o
n
s
tr
ated
its
p
o
ten
tial
to
en
h
an
ce
th
e
o
r
ig
in
al
L
B
D
a
p
p
r
o
ac
h
b
y
in
co
r
p
o
r
atin
g
th
e
s
ix
SQD
s
tr
ateg
ies
to
s
u
p
p
o
r
t
p
r
eser
v
ice
teac
h
er
s
’
tech
n
o
lo
g
y
in
teg
r
atio
n
.
T
h
is
s
tu
d
y
p
r
o
v
id
es
em
p
ir
ical
e
v
id
en
ce
th
at,
wh
e
n
g
u
id
e
d
b
y
th
e
f
iv
e
d
esig
n
p
r
in
cip
les,
th
e
SQD
s
tr
ateg
i
es
ca
n
f
u
n
ctio
n
ef
f
ec
tiv
el
y
as
in
ter
co
n
n
ec
ted
elem
en
ts
with
in
th
e
m
L
B
D
ap
p
r
o
ac
h
,
f
o
s
ter
in
g
p
o
s
itiv
e
o
u
tco
m
es
in
tec
h
n
o
lo
g
y
i
n
teg
r
atio
n
f
o
r
p
r
eser
v
ice
teac
h
e
r
s
.
Pra
ctica
lly
,
th
e
m
L
B
D
ap
p
r
o
ac
h
a
n
d
th
e
id
e
n
tifie
d
im
p
ed
in
g
an
d
f
ac
ilit
atin
g
f
ac
to
r
s
o
f
f
er
v
alu
a
b
le
in
s
ig
h
ts
f
o
r
teac
h
e
r
ed
u
ca
tio
n
p
r
o
g
r
am
s
an
d
teac
h
er
ed
u
ca
t
o
r
s
.
T
h
e
f
in
d
in
g
s
ca
n
h
elp
g
u
id
e
teac
h
e
r
ed
u
c
ato
r
s
in
p
r
ep
a
r
in
g
p
r
eser
v
ice
teac
h
er
s
f
o
r
tech
n
o
lo
g
y
in
teg
r
atio
n
in
th
eir
f
u
tu
r
e
class
r
o
o
m
s
.
T
h
e
f
lex
ib
ilit
y
o
f
th
e
m
L
B
D
ap
p
r
o
ac
h
allo
ws
it
to
b
e
ad
a
p
ted
to
v
ar
i
o
u
s
ed
u
ca
tio
n
al
c
o
n
tex
ts
,
m
ak
in
g
its
p
r
in
cip
le
s
ap
p
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4
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5
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