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ly
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t
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g
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n
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tax
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n
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to
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ti
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lo
p
m
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n
t
a
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K
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:
Af
f
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d
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m
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AlAf
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an
tax
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C
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b
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Ps
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m
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T
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rticle
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CC B
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C
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Mo
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Dep
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Ar
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A
m
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Un
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Mid
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k
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I
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Settin
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d
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Evaluation Warning : The document was created with Spire.PDF for Python.
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I
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J
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14
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No
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3
,
J
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n
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20
25
:
2
4
1
9
-
2
4
3
7
2420
p
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s
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[
1
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–
[
8
]
.
T
h
ese
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g
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itiv
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F
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B
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.
[
2
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i
d
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ti
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x
p
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a
p
p
l
i
c
a
t
i
o
n
,
a
n
al
y
s
is
,
s
y
n
t
h
e
s
i
s
,
an
d
e
v
a
l
u
a
t
i
o
n
.
I
n
2
0
0
1
,
A
n
d
e
r
s
o
n
e
t
a
l
.
[
7
]
r
ev
is
ed
th
is
tax
o
n
o
m
y
,
r
eo
r
g
an
izin
g
th
e
h
ier
ar
c
h
y
o
f
ed
u
ca
tio
n
al
o
b
jectiv
es
f
r
o
m
th
e
o
r
ig
i
n
al
f
r
am
ewo
r
k
an
d
in
co
r
p
o
r
atin
g
a
n
ew
d
o
m
ai
n
(
p
s
y
ch
o
m
o
t
o
r
)
.
T
h
e
y
r
ep
lace
d
t
h
e
o
r
i
g
i
n
a
l
n
o
u
n
s
w
i
t
h
a
c
t
i
o
n
v
e
r
b
s
t
o
d
e
f
i
n
e
t
h
e
s
e
v
e
n
c
o
g
n
i
t
i
v
e
c
a
t
e
g
o
r
i
e
s
:
r
e
m
e
m
b
e
r
,
u
n
d
e
r
s
t
a
n
d
,
a
p
p
l
y
,
a
n
a
l
y
z
e
,
e
v
a
l
u
a
t
e
,
a
n
d
c
r
e
a
t
e
.
T
h
e
o
r
i
g
in
al
‘
k
n
o
wled
g
e
’
ca
teg
o
r
y
was
ex
p
an
d
e
d
to
in
clu
d
e
f
o
u
r
ty
p
es
o
f
co
g
n
itiv
e
k
n
o
wled
g
e:
f
ac
tu
al,
co
n
ce
p
t
u
al,
p
r
o
ce
d
u
r
al,
an
d
m
etac
o
g
n
itiv
e
k
n
o
wled
g
e
[
2
]
.
E
ac
h
ca
teg
o
r
y
o
f
k
n
o
wled
g
e
i
s
f
u
r
th
er
s
u
b
d
iv
id
ed
in
to
v
a
r
io
u
s
s
u
b
ca
teg
o
r
ies.
AlAf
n
an
[
1
]
p
r
o
p
o
s
ed
a
n
e
w
tax
o
n
o
m
y
t
o
ass
is
t
in
m
e
etin
g
th
e
n
ee
d
s
o
f
th
e
in
f
o
r
m
atio
n
an
d
ar
tific
ial
I
n
tellig
en
ce
er
a.
T
h
i
s
tax
o
n
o
m
y
co
v
er
s
m
an
y
ess
en
tial
s
k
ills
an
d
co
m
p
eten
cies,
alig
n
in
g
ed
u
ca
tio
n
with
cu
r
r
en
t
d
em
an
d
s
an
d
p
r
ep
ar
in
g
s
tu
d
en
ts
f
o
r
p
er
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
s
u
cc
ess
.
I
t
em
p
h
asizes
th
e
d
ev
elo
p
m
e
n
t
o
f
k
n
o
wled
g
e,
c
r
itical
th
in
k
in
g
,
eth
ical
d
ec
is
io
n
-
m
ak
i
n
g
,
p
r
ac
tical
ap
p
licatio
n
,
in
n
o
v
atio
n
,
a
n
d
co
n
tin
u
o
u
s
ad
ap
tatio
n
,
all
cr
u
cial
f
o
r
ad
d
r
ess
in
g
m
o
d
e
r
n
ch
allen
g
es.
“Kn
o
wled
g
e
an
d
co
m
p
r
eh
en
s
io
n
”
f
o
r
m
th
e
ed
u
ca
tio
n
al
f
o
u
n
d
atio
n
,
f
o
cu
s
in
g
o
n
u
n
d
e
r
s
tan
d
in
g
f
u
n
d
am
en
tal
f
ac
ts
,
th
eo
r
ies,
an
d
c
o
n
ce
p
ts
.
T
h
is
d
ee
p
co
m
p
r
eh
e
n
s
io
n
u
n
d
er
p
i
n
s
cr
itical
th
in
k
in
g
a
n
d
h
ig
h
er
-
o
r
d
er
co
g
n
itiv
e
s
k
ills
.
Nex
t,
“
s
y
n
t
h
e
s
is
an
d
ev
alu
at
io
n
”
s
k
ills
en
ab
le
s
tu
d
en
ts
to
cr
itically
ev
alu
ate
s
o
u
r
ce
s
an
d
m
a
k
e
in
f
o
r
m
ed
ju
d
g
m
en
ts
.
Fo
llo
win
g
th
is
,
“
eth
ical
an
d
m
o
r
al
r
ea
s
o
n
in
g
”
ex
am
i
n
es
eth
ical
d
ilem
m
as
an
d
v
alu
e
s
y
s
tem
s
to
ju
s
tify
d
ec
is
io
n
s
an
d
cr
itiq
u
e
m
o
r
al
ar
g
u
m
en
ts
.
T
h
e
“
ap
p
licatio
n
an
d
s
tr
ateg
ic
th
in
k
in
g
”
p
h
ase
f
o
cu
s
es
o
n
ap
p
ly
in
g
k
n
o
wle
d
g
e
in
r
ea
l
-
wo
r
ld
co
n
tex
ts
an
d
p
lan
n
in
g
f
o
r
th
e
f
u
tu
r
e.
“
C
r
ea
tiv
ity
an
d
in
n
o
v
atio
n
”
en
c
o
u
r
a
g
e
s
tu
d
e
n
ts
to
“
d
ev
is
e,
”
“
d
esig
n
,
”
“
in
v
en
t,
”
“
im
ag
in
e,
”
an
d
“
in
teg
r
ate,
”
f
o
s
ter
in
g
a
m
in
d
s
et
o
f
ex
p
lo
r
atio
n
an
d
p
r
o
b
lem
-
s
o
lv
in
g
ess
en
tial
f
o
r
p
r
o
g
r
ess
.
Fin
ally
,
“
life
lo
n
g
le
ar
n
in
g
an
d
ad
ap
tab
ilit
y
”
h
ig
h
l
ig
h
ts
th
e
im
p
o
r
tan
ce
o
f
c
o
n
ti
n
u
o
u
s
lear
n
in
g
an
d
ad
ap
tin
g
to
n
ew
cir
c
u
m
s
tan
ce
s
.
T
h
is
s
tu
d
y
elab
o
r
ates
o
n
th
e
latter
tax
o
n
o
m
y
b
y
o
u
tlin
in
g
th
e
co
g
n
itiv
e
,
af
f
ec
tiv
e,
an
d
p
s
y
ch
o
m
o
to
r
d
o
m
ain
s
o
f
ed
u
ca
tio
n
al
ac
tiv
ities
in
AlAf
n
an
’
s
tax
o
n
o
m
y
.
2.
SYNT
H
E
S
I
Z
I
NG
E
X
I
S
T
I
N
G
T
AXO
NO
M
I
E
S
T
h
e
tax
o
n
o
m
ies
h
av
e
p
lay
e
d
a
cr
u
cial
r
o
le
in
s
h
a
p
in
g
th
e
ed
u
ca
tio
n
lan
d
s
ca
p
e.
W
h
ile
cl
ass
ics
lik
e
B
lo
o
m
’
s
tax
o
n
o
m
y
ar
e
f
a
m
iliar
to
m
an
y
,
n
ewe
r
tax
o
n
o
m
ies
h
ig
h
lig
h
t th
e
ex
p
a
n
d
in
g
k
n
o
wl
ed
g
e
ab
o
u
t stu
d
en
t
lear
n
in
g
an
d
th
e
ac
co
m
p
a
n
y
i
n
g
ad
v
a
n
ce
m
en
ts
in
teac
h
in
g
m
eth
o
d
o
lo
g
ies.
B
lo
o
m
et
a
l.
[
2
]
tax
o
n
o
m
y
was
in
ten
d
ed
t
o
b
e
th
e
f
ir
s
t
v
o
lu
m
e
in
th
r
ee
s
er
ies,
with
s
u
b
s
eq
u
en
t
v
o
l
u
m
es
f
o
c
u
s
in
g
o
n
th
e
af
f
ec
tiv
e
an
d
p
s
y
ch
o
m
o
t
o
r
d
o
m
ain
s
.
T
h
e
o
r
ig
in
al
B
lo
o
m
’
s
tax
o
n
o
m
y
(
OB
T
)
co
m
p
r
is
es
s
ix
lev
els
in
a
cu
m
u
lativ
e
b
o
tto
m
-
u
p
h
ier
a
r
ch
y
.
Ma
s
ter
y
o
f
ea
ch
lev
el
is
ass
u
m
ed
b
ef
o
r
e
p
r
o
g
r
ess
in
g
to
th
e
n
ex
t.
E
ac
h
lev
e
l
is
ass
o
ciate
d
with
s
p
ec
if
ic
v
er
b
s
co
r
r
esp
o
n
d
in
g
t
o
th
e
d
i
f
f
icu
lty
lev
el
o
f
t
h
e
q
u
esti
o
n
s
.
T
h
e
tax
o
n
o
m
y
r
ef
lect
s
th
e
ad
v
an
ce
m
en
ts
in
o
u
r
u
n
d
er
s
tan
d
in
g
o
f
s
tu
d
e
n
t
lear
n
in
g
an
d
th
e
s
u
b
s
eq
u
e
n
t
d
ev
elo
p
m
e
n
t
o
f
teac
h
in
g
s
tr
ateg
ies
th
at
alig
n
with
th
is
k
n
o
wled
g
e
[
9
]
.
T
h
e
ex
ten
s
iv
e
em
p
h
asis
in
th
e
OB
T
(
co
g
n
itiv
e
d
o
m
ain
)
m
ay
in
d
icate
th
e
ev
alu
atio
n
m
e
th
o
d
s
th
at
wer
e
p
r
ev
alen
t
d
u
r
in
g
its
in
ce
p
tio
n
wh
en
u
n
iv
er
s
ity
ass
ess
m
en
ts
p
r
im
ar
ily
f
o
c
u
s
ed
o
n
co
g
n
itiv
e
asp
ec
ts
.
Ho
wev
er
,
th
e
u
tili
za
tio
n
o
f
OB
T
q
u
ick
ly
e
x
p
an
d
ed
b
ey
o
n
d
s
im
p
ly
ca
teg
o
r
izin
g
ass
es
s
m
en
t
q
u
esti
o
n
s
.
I
t
b
eg
an
to
e
n
co
m
p
ass
th
e
d
esig
n
o
f
co
u
r
s
es,
th
e
s
p
ec
if
icatio
n
o
f
lear
n
in
g
o
b
jectiv
es,
an
d
t
h
e
m
o
d
if
icatio
n
o
f
ex
is
tin
g
co
u
r
s
es
to
en
s
u
r
e
co
m
p
r
eh
en
s
iv
e
co
v
e
r
ag
e
o
f
all
s
ix
tax
a.
OB
T
h
as
b
ee
n
e
x
ten
s
iv
ely
em
p
lo
y
e
d
to
cr
ea
te
lear
n
in
g
o
b
jectiv
es
an
d
d
esig
n
co
u
r
s
es,
as
ev
id
en
ce
d
b
y
s
ev
er
al
s
tu
d
ies
[
1
0
]
–
[
1
4
]
.
Ad
d
itio
n
ally
,
OB
T
h
as
b
ee
n
u
tili
ze
d
to
e
v
alu
ate
a
s
s
es
s
m
en
t
item
s
,
id
en
tify
h
ig
h
er
-
o
r
d
e
r
th
in
k
in
g
s
k
ills
(
HOT
S),
an
d
ass
ess
b
o
th
h
ig
h
er
an
d
s
ec
o
n
d
ar
y
ed
u
ca
ti
o
n
.
No
tab
ly
,
t
h
e
af
f
ec
tiv
e
d
o
m
ain
was
in
tr
o
d
u
ce
d
b
y
Kr
at
h
wo
h
l
et
a
l.
[
5
]
.
T
h
is
tax
o
n
o
m
y
p
r
esen
ts
a
cu
m
u
lativ
e
to
p
-
d
o
wn
s
tr
u
ctu
r
e
with
s
u
b
lev
els an
d
d
escr
ip
tio
n
s
.
Alth
o
u
g
h
n
o
t
as
wid
ely
r
ec
o
g
n
ized
as
OB
T
,
th
e
af
f
ec
tiv
e
tax
o
n
o
m
y
h
as
f
o
u
n
d
v
a
r
io
u
s
s
ig
n
if
ican
t
ed
u
ca
tio
n
al
ap
p
licatio
n
s
.
Fo
r
i
n
s
tan
ce
,
Mu
zy
k
et
a
l.
[
1
5
]
em
p
lo
y
ed
t
h
e
af
f
ec
tiv
e
d
o
m
ain
o
f
OB
T
to
in
f
lu
en
ce
an
d
m
itig
ate
s
tig
m
atizin
g
attitu
d
es
am
o
n
g
p
h
ar
m
ac
y
s
tu
d
e
n
ts
.
Similar
ly
,
Uğ
u
r
et
a
l.
[
1
6
]
in
teg
r
ated
OB
T
-
A
with
s
elf
-
d
eter
m
in
atio
n
th
eo
r
y
to
p
r
o
m
o
te
p
er
s
o
n
al
g
r
o
wth
a
n
d
s
elf
-
awa
r
en
ess
in
co
u
r
s
e
d
esig
n
.
Ad
d
itio
n
ally
,
Do
llar
h
id
e
[
1
7
]
u
tili
ze
d
OB
T
-
A
as
th
e
f
o
u
n
d
atio
n
f
o
r
a
c
o
u
n
s
elin
g
ed
u
ca
tio
n
co
u
r
s
e
th
at
ad
d
r
ess
ed
s
p
ir
itu
al,
eth
ical,
an
d
r
elig
io
u
s
co
u
n
s
eli
n
g
.
No
tab
ly
,
o
n
e
o
f
th
e
s
ig
n
if
i
ca
n
t
ap
p
licatio
n
s
o
f
OB
T
was
its
co
n
tr
ib
u
tio
n
to
m
ath
em
atica
l w
ell
-
b
ein
g
(
M
W
B
)
d
ev
elo
p
m
en
t.
I
n
th
eir
s
tu
d
y
,
C
lar
k
s
o
n
et
a
l
.
[
1
8
]
d
ev
is
ed
a
tax
o
n
o
m
y
o
f
MWB
th
at
co
m
b
in
es
B
lo
o
m
’
s
o
r
ig
in
al
tax
o
n
o
m
y
with
th
e
c
o
g
n
itiv
e
an
d
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ec
tiv
e
d
o
m
ain
s
.
T
h
e
a
f
f
ec
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tax
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n
o
m
y
clea
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ly
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tlin
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Evaluation Warning : The document was created with Spire.PDF for Python.
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2252
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2421
b
etwe
en
th
e
lev
els.
C
lar
k
s
o
n
et
a
l.
[
1
8
]
em
p
lo
y
e
d
B
lo
o
m
’
s
tax
o
n
o
m
y
to
d
ev
el
o
p
th
eir
MWB
th
eo
r
y
.
T
h
is
to
p
-
d
o
w
n
,
cu
m
u
lativ
e
tax
o
n
o
m
y
o
f
well
-
b
ein
g
a
d
d
r
ess
es
a
co
m
p
lex
s
u
b
ject
a
r
ea
,
em
p
h
asizin
g
th
e
s
u
b
s
tan
tial
im
p
ac
t o
f
af
f
ec
tiv
e
an
d
em
o
tio
n
al
d
im
en
s
io
n
s
o
n
s
tu
d
en
t su
c
ce
s
s
[
1
9
]
,
[
2
0
]
.
I
n
2
0
0
1
,
A
n
d
er
s
o
n
et
a
l.
[
7
]
r
elea
s
ed
a
r
ev
is
ed
v
e
r
s
io
n
o
f
th
e
OB
T
,
n
o
w
co
m
m
o
n
ly
r
ef
er
r
ed
to
as
r
ev
is
ed
B
lo
o
m
’
s
tax
o
n
o
m
y
(
RBT
)
.
T
h
is
r
ev
is
io
n
was
p
r
i
m
ar
ily
u
n
d
er
tak
e
n
to
ad
d
r
ess
th
e
cr
iticis
m
s
r
aised
ag
ain
s
t
th
e
o
r
ig
in
al
OB
T
.
R
B
T
is
g
en
er
ally
r
eg
ar
d
e
d
as
a
h
ier
ar
ch
ical
tax
o
n
o
m
y
th
at
f
o
llo
ws
a
b
o
tto
m
-
u
p
ap
p
r
o
ac
h
,
f
o
c
u
s
in
g
o
n
co
g
n
i
tiv
e
d
em
an
d
.
T
o
ac
h
iev
e
t
h
is
,
th
e
lev
el
d
escr
ip
to
r
s
wer
e
tr
an
s
f
o
r
m
ed
i
n
t
o
g
er
u
n
d
s
,
s
p
ec
if
ic
tax
a
wer
e
g
iv
en
n
ew
n
am
es,
an
d
th
e
lev
el
s
“
s
y
n
th
esize
”
an
d
“
ev
alu
ate
”
wer
e
in
ter
ch
an
g
e
d
,
with
th
e
f
o
r
m
er
b
ein
g
r
en
am
e
d
as
“
cr
ea
te.
”
Ho
wev
er
,
th
e
m
o
s
t
s
ig
n
if
ican
t
alter
atio
n
wa
s
th
e
co
n
v
er
s
io
n
o
f
th
e
tax
o
n
o
m
y
in
to
a
two
-
d
im
en
s
io
n
al
ar
r
ay
,
wh
er
e
co
g
n
itiv
e
p
r
o
ce
s
s
es
ar
e
ap
p
lied
to
k
n
o
wled
g
e
d
o
m
ain
s
.
Similar
to
OB
T
,
ea
c
h
lev
el
o
f
R
B
T
co
n
s
is
ted
o
f
s
u
b
le
v
els
ac
co
m
p
an
ied
b
y
d
escr
ip
to
r
s
.
I
t
i
s
wo
r
th
n
o
tin
g
th
at
th
e
p
r
im
a
r
y
o
b
jectiv
e
o
f
t
h
is
r
ev
is
io
n
was
to
em
p
h
asize
s
tu
d
en
t
lear
n
i
n
g
r
ath
er
th
an
s
tu
d
en
t
p
er
f
o
r
m
a
n
ce
,
as
h
ig
h
lig
h
ted
b
y
Air
asian
a
n
d
M
ir
an
d
a
[
1
1
]
.
Similar
to
OB
T
,
R
B
T
h
a
s
b
ee
n
u
tili
ze
d
in
v
ar
io
u
s
ed
u
ca
tio
n
al
co
n
tex
ts
.
Sev
er
al
s
ch
o
lar
s
[
2
1
]
–
[
2
3
]
h
av
e
em
p
lo
y
ed
R
B
T
to
estab
li
s
h
lear
n
in
g
o
b
jectiv
es.
Oth
er
r
esear
ch
er
s
[
2
4
]
,
[
2
5
]
h
av
e
also
em
p
lo
y
ed
R
B
T
to
class
if
y
ass
e
s
s
m
en
t
item
s
.
R
B
T
h
as
also
b
ee
n
em
p
lo
y
ed
in
co
u
r
s
e
d
esig
n
b
y
s
ev
er
al
ed
u
ca
to
r
s
s
u
ch
as
[
1
1
]
,
[
2
6
]
,
[
2
7
]
.
Fu
r
th
er
m
o
r
e,
R
B
T
h
as b
ee
n
u
tili
ze
d
to
id
en
t
if
y
HOT
S b
y
s
ch
o
lar
s
[
2
8
]
–
[
3
1
]
.
T
h
e
s
tr
u
ctu
r
e
o
f
o
b
s
er
v
ed
lear
n
in
g
o
u
tco
m
es
(
SOLO
)
tax
o
n
o
m
y
,
d
ev
elo
p
ed
b
y
B
ig
g
s
an
d
C
o
llis
[
6
]
is
a
n
o
n
-
h
ier
a
r
ch
ical
f
r
a
m
ewo
r
k
u
s
ed
to
ass
ess
th
e
q
u
ality
o
f
a
s
tu
d
en
t’
s
r
esp
o
n
s
e
to
an
ass
ess
m
en
t
o
r
ev
alu
atio
n
q
u
esti
o
n
.
B
y
an
al
y
zin
g
th
e
s
tu
d
en
t’
s
r
esp
o
n
s
e,
o
n
e
ca
n
in
f
er
th
e
s
tu
d
en
t’
s
u
n
d
er
s
tan
d
i
n
g
lev
el
b
ased
o
n
th
e
SOLO
lev
els.
At
th
e
p
r
e
-
s
tr
u
ct
u
r
al
lev
el
,
th
e
s
tu
d
en
t’
s
r
esp
o
n
s
e
in
d
icate
s
a
lack
o
f
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
q
u
esti
o
n
.
T
h
e
r
esp
o
n
s
e
co
n
s
is
ts
o
f
a
s
in
g
le
s
et
o
f
r
elev
an
t
d
etails
at
th
e
u
n
it
-
s
tr
u
ctu
r
al
lev
el.
R
esp
o
n
s
es
at
th
e
m
u
lti
-
s
tr
u
ctu
r
al
lev
el
c
o
n
tain
m
u
ltip
le
s
ets
o
f
u
n
r
elate
d
d
etail
s
.
R
elatio
n
al
-
lev
el
r
esp
o
n
s
es
in
teg
r
ate
r
elev
an
t
d
etails
in
to
a
co
h
er
en
t
s
tr
u
ct
u
r
e.
Fin
ally
,
at
th
e
ex
te
n
d
ed
ab
s
tr
ac
t
lev
el,
th
e
r
elatio
n
al
-
lev
el
u
n
d
e
r
s
tan
d
in
g
is
g
en
er
alize
d
o
r
r
ec
o
n
ce
p
t
u
alize
d
to
a
h
ig
h
er
lev
el
o
f
ab
s
tr
ac
tio
n
.
T
h
is
tax
o
n
o
m
y
p
r
o
g
r
ess
es f
r
o
m
p
r
i
m
ar
y
q
u
a
n
titativ
e
r
esp
o
n
s
es to
h
ig
h
er
-
o
r
d
er
q
u
alitativ
e
r
esp
o
n
s
es,
ex
em
p
lify
in
g
d
ee
p
lear
n
in
g
.
T
h
e
SOLO
tax
o
n
o
m
y
h
as
f
o
u
n
d
n
u
m
er
o
u
s
ap
p
licatio
n
s
in
ed
u
ca
tio
n
.
I
n
t
h
eir
o
r
ig
in
al
wo
r
k
,
B
ig
g
s
an
d
C
o
llis
[
6
]
d
em
o
n
s
tr
ate
h
o
w
th
e
tax
o
n
o
m
y
ca
n
b
e
ap
p
lied
to
teac
h
in
g
h
is
to
r
y
,
m
ath
em
atics,
E
n
g
l
i
s
h
,
a
n
d
g
e
o
g
r
a
p
h
y
.
P
r
e
v
i
o
u
s
r
e
s
ea
r
c
h
[
3
2
]
,
[
3
3
]
e
x
t
e
n
s
i
v
e
l
y
d
is
c
u
s
s
e
s
t
h
e
u
s
e
o
f
SO
L
O
i
n
a
s
s
es
s
in
g
s
t
u
d
e
n
t
l
ea
r
n
i
n
g
i
n
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
.
A
d
d
it
i
o
n
al
l
y
,
SO
L
O
h
a
s
b
e
e
n
a
p
p
li
e
d
i
n
v
a
r
i
o
u
s
f
i
e
l
d
s
s
u
c
h
as
c
o
u
n
s
e
li
n
g
e
d
u
c
a
t
i
o
n
[
3
4
]
,
m
a
r
k
e
t
i
n
g
[
3
5
]
,
d
e
n
t
i
s
t
r
y
e
d
u
c
at
i
o
n
[
3
6
]
,
o
n
l
i
n
e
l
e
a
r
n
i
n
g
[
3
7
]
,
a
c
c
o
u
n
t
i
n
g
[
3
8
]
,
a
n
d
s
c
i
e
n
c
e
ed
u
c
a
t
i
o
n
[
3
9
]
,
[
4
0
]
.
W
eb
b
[
4
1
]
ca
teg
o
r
ized
th
e
d
e
p
th
o
f
a
s
tu
d
en
t’
s
k
n
o
wled
g
e
in
to
f
o
u
r
lev
els:
th
e
d
ep
t
h
o
f
k
n
o
wled
g
e
(
DOK)
.
T
h
is
tax
o
n
o
m
y
is
co
n
s
id
er
ed
a
b
o
tto
m
-
u
p
ap
p
r
o
ac
h
th
at
is
n
o
t
cu
m
u
lativ
e.
H
o
wev
er
,
s
o
m
e
au
th
o
r
s
,
q
u
esti
o
n
u
s
in
g
th
e
te
r
m
“tax
o
n
o
m
y
”
wh
en
r
ef
e
r
r
in
g
to
D
OK.
L
ev
el
1
,
r
ec
all
a
n
d
r
ep
r
o
d
u
ctio
n
,
in
v
o
lv
es
r
ec
allin
g
f
ac
ts
,
ter
m
s
,
co
n
ce
p
ts
,
o
r
p
r
in
cip
les.
I
t
also
in
clu
d
es
th
e
ca
p
a
b
ilit
y
to
p
er
f
o
r
m
r
o
u
tin
e
p
r
o
ce
d
u
r
es
an
d
lo
ca
te
s
p
ec
if
ic
d
etails.
I
n
lev
el
2
,
th
e
b
asic
ap
p
licatio
n
o
f
s
k
ills
o
r
c
o
n
ce
p
ts
,
s
tu
d
e
n
t
s
m
u
s
t
u
tili
ze
th
eir
in
f
o
r
m
atio
n
al
an
d
c
o
n
ce
p
t
u
al
k
n
o
wled
g
e.
T
h
ey
s
h
o
u
ld
b
e
a
b
le
to
s
elec
t
ap
p
r
o
p
r
iate
p
r
o
c
ed
u
r
es
f
o
r
a
g
iv
en
task
,
s
o
lv
e
r
o
u
tin
e
p
r
o
b
lem
s
,
an
d
tack
le
p
r
o
b
lem
s
th
at
in
v
o
lv
e
m
u
ltip
le
s
tep
s
an
d
d
ec
is
io
n
p
o
in
ts
.
Ad
d
itio
n
ally
,
th
ey
s
h
o
u
ld
b
e
ab
le
to
o
r
g
a
n
ize
an
d
p
r
esen
t
d
ata,
in
ter
p
r
et
an
d
u
s
e
s
im
p
le
g
r
ap
h
s
,
s
u
m
m
a
r
ize
in
f
o
r
m
atio
n
,
id
en
tify
m
ain
id
ea
s
,
ex
p
lain
r
elatio
n
s
h
ip
s
,
an
d
m
ak
e
p
r
ed
ictio
n
s
.
L
ev
el
3
,
s
tr
ateg
ic
th
in
k
in
g
,
r
eq
u
ir
es
s
tu
d
en
ts
to
en
g
ag
e
in
r
ea
s
o
n
in
g
,
d
ec
is
io
n
-
m
ak
in
g
,
a
n
d
ju
s
tific
atio
n
.
T
h
ey
s
h
o
u
l
d
b
e
ab
le
to
d
ev
elo
p
a
p
lan
o
r
s
eq
u
e
n
ce
o
f
s
tep
s
to
s
o
lv
e
a
p
r
o
b
lem
,
p
ar
ticu
lar
l
y
n
o
n
-
r
o
u
tin
e
p
r
o
b
lem
s
,
co
m
p
lex
p
r
o
b
lem
s
,
o
r
ab
s
tr
ac
t
co
n
ce
p
ts
.
Fu
r
th
er
m
o
r
e,
th
ey
s
h
o
u
l
d
b
e
ab
le
to
s
u
p
p
o
r
t
th
ei
r
ju
d
g
m
en
ts
with
ev
i
d
en
ce
a
n
d
h
an
d
le
p
r
o
b
lem
s
th
at
m
a
y
h
av
e
m
u
lti
p
le
p
o
s
s
ib
le
an
s
wer
s
.
Fin
ally
,
at
th
e
h
ig
h
est
lev
el,
lev
el
4
,
o
r
ex
ten
d
ed
t
h
in
k
in
g
,
s
tu
d
en
ts
ar
e
ex
p
ec
ted
to
p
e
r
f
o
r
m
in
v
esti
g
atio
n
s
o
r
ap
p
ly
th
eir
k
n
o
wled
g
e
to
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
.
T
h
ey
s
h
o
u
ld
b
e
a
b
le
to
s
o
lv
e
p
r
o
b
lem
s
r
eq
u
ir
in
g
r
esear
ch
,
ex
ten
d
ed
tim
e,
a
n
d
p
r
o
b
lem
s
i
n
v
o
lv
in
g
m
u
ltip
le
co
n
d
itio
n
s
o
r
n
o
n
-
r
o
u
tin
e
m
a
n
ip
u
latio
n
s
.
Ad
d
itio
n
ally
,
th
e
y
s
h
o
u
ld
b
e
ab
le
to
s
y
n
th
esize
in
f
o
r
m
atio
n
f
r
o
m
v
ar
io
u
s
s
o
u
r
ce
s
ac
r
o
s
s
d
if
f
er
e
n
t c
o
n
ten
t a
r
ea
s
o
r
d
is
cip
lin
es.
Fin
k
[
8
]
in
tr
o
d
u
ce
d
a
Fin
k
’
s
t
ax
o
n
o
m
y
o
f
s
ig
n
if
ica
n
t
lear
n
i
n
g
(
FTSL
)
in
r
esp
o
n
s
e
to
co
n
ce
r
n
s
ab
o
u
t
th
e
s
tate
o
f
teac
h
in
g
in
h
i
g
h
er
ed
u
ca
tio
n
a
n
d
th
e
p
er
ce
iv
e
d
lim
itatio
n
s
o
f
e
x
is
tin
g
tax
o
n
o
m
ies
lik
e
OB
T
an
d
R
B
T
.
Fin
k
[
8
]
ar
g
u
ed
th
at
co
u
r
s
es
in
h
ig
h
er
ed
u
ca
tio
n
s
h
o
u
l
d
a
d
d
r
ess
v
ar
i
o
u
s
d
im
en
s
io
n
s
s
u
ch
as
m
etac
o
g
n
itio
n
,
eth
ics,
lead
er
s
h
ip
,
in
ter
p
er
s
o
n
al
s
k
ills
,
co
m
m
u
n
icatio
n
s
k
ills
,
to
ler
an
ce
,
ch
ar
ac
ter
,
an
d
ad
ap
tab
ilit
y
.
No
tab
ly
,
Fin
k
[
8
]
em
p
h
asized
th
e
im
p
o
r
tan
c
e
o
f
ad
ap
tab
ilit
y
,
as
h
e
b
eliev
ed
th
at
ch
an
g
e
is
ess
en
tial
f
o
r
lear
n
in
g
a
n
d
teac
h
in
g
in
h
ig
h
er
ed
u
ca
tio
n
.
FTS
L
is
r
ep
r
esen
ted
as
a
ci
r
cle,
w
ith
n
o
h
ier
ar
c
h
ical
s
tr
u
ctu
r
e
p
r
o
p
o
s
ed
f
o
r
its
s
eg
m
en
ts
.
T
h
e
f
ir
s
t c
ateg
o
r
y
in
FTSL
is
f
o
u
n
d
atio
n
al
k
n
o
wled
g
e,
wh
ich
em
p
h
asizes
ac
q
u
ir
in
g
an
d
u
n
d
er
s
tan
d
i
n
g
i
n
f
o
r
m
atio
n
a
n
d
i
d
ea
s
th
at
s
er
v
e
as
a
b
asis
f
o
r
f
u
r
th
e
r
lear
n
in
g
.
Fo
llo
win
g
th
is
is
ap
p
licatio
n
,
wh
ich
in
v
o
l
v
es
d
ev
elo
p
in
g
an
d
u
tili
zin
g
s
k
ills
,
in
clu
d
in
g
in
tellectu
al,
p
h
y
s
ic
al,
an
d
s
o
cial
s
k
ill
s
,
as
well
as
p
r
o
ject
m
an
ag
em
e
n
t
an
d
cr
itical,
cr
ea
tiv
e,
an
d
p
r
ac
tical
th
in
k
in
g
.
Ap
p
licatio
n
s
d
em
o
n
s
tr
ate
th
e
p
r
ac
tical
v
alu
e
o
f
o
t
h
er
f
o
r
m
s
o
f
lea
r
n
in
g
.
I
n
teg
r
atio
n
,
th
e
n
ex
t
ca
teg
o
r
y
,
f
o
c
u
s
es
o
n
co
n
n
ec
tin
g
id
ea
s
,
lear
n
in
g
e
x
p
er
ien
ce
s
,
an
d
lif
e
ex
p
er
ie
n
ce
s
.
T
h
e
ab
ilit
y
to
estab
lis
h
n
ew
co
n
n
ec
tio
n
s
en
h
an
ce
s
s
tu
d
en
ts
’
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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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
4
1
9
-
2
4
3
7
2422
ca
p
ac
ity
f
o
r
lear
n
in
g
.
T
h
e
h
u
m
an
d
im
en
s
io
n
ca
te
g
o
r
y
i
n
v
o
lv
es
lear
n
in
g
ab
o
u
t
o
n
eself
a
n
d
o
th
er
s
,
e
n
ab
lin
g
s
tu
d
en
ts
to
d
ev
elo
p
th
eir
s
elf
-
co
n
ce
p
t,
s
elf
-
co
n
f
id
e
n
ce
,
an
d
p
r
ac
tical
in
ter
p
er
s
o
n
al
s
k
ill
s
.
C
ar
in
g
,
an
o
th
er
ca
teg
o
r
y
,
en
co
u
r
ag
es
s
tu
d
en
ts
to
d
ev
elo
p
n
ew
em
o
tio
n
s
,
in
ter
ests
,
an
d
v
alu
es.
W
h
en
s
tu
d
en
ts
ca
r
e
a
b
o
u
t
a
p
ar
ticu
lar
to
p
ic,
it
in
cr
ea
s
es
t
h
eir
m
o
tiv
atio
n
to
lear
n
m
o
r
e
ab
o
u
t
it
an
d
in
teg
r
ate
it
in
to
th
eir
liv
es.
T
h
e
f
in
al
ca
teg
o
r
y
,
lear
n
in
g
to
lear
n
,
e
n
co
m
p
ass
es
m
etac
o
g
n
itio
n
,
d
ev
elo
p
in
g
s
elf
-
d
ir
ec
ted
lear
n
i
n
g
s
k
ills
,
an
d
th
e
ab
ilit
y
to
in
q
u
ir
e
i
n
to
s
u
b
ject
s
.
T
h
is
ca
teg
o
r
y
aim
s
to
p
r
o
m
o
te
life
lo
n
g
lear
n
in
g
a
n
d
e
m
p
o
wer
s
tu
d
en
ts
to
b
ec
o
m
e
b
etter
lear
n
e
r
s
.
Ov
er
a
ll,
FTSL
p
r
o
v
id
es
a
co
m
p
r
eh
e
n
s
iv
e
f
r
am
ewo
r
k
f
o
r
d
esig
n
in
g
co
u
r
s
es
in
h
ig
h
e
r
ed
u
ca
tio
n
th
at
a
d
d
r
ess
v
ar
io
u
s
d
im
en
s
io
n
s
o
f
lea
r
n
in
g
an
d
p
r
o
m
o
te
h
o
lis
tic
d
ev
elo
p
m
en
t a
m
o
n
g
s
tu
d
e
n
ts
.
T
h
e
tax
o
n
o
m
y
p
r
o
p
o
s
ed
b
y
AlAf
n
an
[
1
]
is
d
esig
n
ed
to
s
ea
m
less
ly
in
teg
r
ate
n
ew
r
ea
lit
ies
in
to
th
e
ed
u
ca
tio
n
al
lan
d
s
ca
p
e,
m
ai
n
tain
th
e
class
r
o
o
m
as
th
e
f
o
r
m
al
lear
n
in
g
en
v
ir
o
n
m
e
n
t,
an
d
e
m
p
o
wer
teac
h
e
r
s
to
ac
t
as
f
ac
ilit
ato
r
s
wh
o
g
u
id
e
s
tu
d
en
ts
in
o
p
tim
izin
g
th
eir
c
o
g
n
itiv
e
ab
ilit
ies
an
d
p
r
ac
tical
s
k
ills
,
as
s
h
o
wn
in
Fig
u
r
e
1
.
I
n
t
h
e
cu
r
r
e
n
t
ed
u
ca
t
io
n
al
co
n
tex
t,
s
tr
ik
in
g
a
b
alan
ce
b
etwe
en
k
n
o
wled
g
e
an
d
s
k
i
lls
es
s
en
tial
f
o
r
th
e
f
u
tu
r
e
wo
r
k
f
o
r
ce
is
im
p
er
at
iv
e.
T
h
e
tax
o
n
o
m
y
co
m
p
r
is
es
s
ix
h
ier
ar
ch
ical
lev
els:
i)
k
n
o
wled
g
e
an
d
co
m
p
r
eh
e
n
s
io
n
;
ii)
s
y
n
t
h
esis
an
d
ev
alu
atio
n
;
iii)
eth
ical
an
d
m
o
r
al
r
ea
s
o
n
in
g
;
iv
)
a
p
p
lic
atio
n
an
d
s
tr
ateg
ic
th
in
k
in
g
;
v
)
c
r
ea
tiv
ity
an
d
in
n
o
v
atio
n
;
a
n
d
v
i)
life
lo
n
g
lear
n
in
g
an
d
ad
a
p
tab
ilit
y
.
T
h
is
s
tu
d
y
in
ten
d
s
to
d
ef
i
n
e
an
d
p
r
o
v
id
e
c
o
m
p
r
eh
en
s
iv
e
ill
u
s
tr
atio
n
s
o
f
AlAf
n
an
’
s
th
r
ee
d
o
m
ain
s
o
f
ed
u
ca
tio
n
al
ac
tiv
ities
.
Fig
u
r
e
1
.
AlAf
n
a
n
tax
o
n
o
m
y
with
ac
tio
n
v
er
b
s
3.
DO
M
AIN
S O
F
E
DUC
AT
I
O
NAL AC
T
I
V
I
T
I
E
S
B
lo
o
m
’
s
tax
o
n
o
m
y
c
o
m
p
r
is
es
th
r
ee
d
o
m
ain
s
:
co
g
n
itiv
e,
af
f
ec
tiv
e,
an
d
p
s
y
ch
o
m
o
to
r
.
T
h
e
co
g
n
itiv
e
d
o
m
ain
p
r
im
ar
ily
e
n
co
m
p
ass
es
lear
n
in
g
s
k
ills
p
r
ed
o
m
in
an
tl
y
ass
o
ciate
d
with
m
en
tal
p
r
o
ce
s
s
es
o
r
th
in
k
in
g
.
W
ith
in
th
is
d
o
m
ain
,
th
e
lear
n
in
g
p
r
o
ce
s
s
es
in
v
o
lv
e
a
h
ier
ar
ch
ical
ar
r
an
g
em
en
t
o
f
s
k
ills
t
h
at
r
ev
o
lv
e
ar
o
u
n
d
p
r
o
ce
s
s
in
g
in
f
o
r
m
atio
n
,
co
n
s
t
r
u
ctin
g
u
n
d
er
s
tan
d
i
n
g
,
a
p
p
ly
i
n
g
k
n
o
wled
g
e,
s
o
lv
in
g
p
r
o
b
lem
s
,
an
d
co
n
d
u
ctin
g
r
esear
ch
.
C
o
g
n
itiv
e
co
m
p
le
x
ity
is
ca
teg
o
r
ized
in
to
s
ix
lev
els,
n
am
el
y
k
n
o
wled
g
e,
co
m
p
r
eh
en
s
io
n
,
ap
p
licatio
n
,
a
n
aly
s
is
,
s
y
n
th
esis
,
an
d
e
v
alu
atio
n
.
Un
lik
e
p
r
o
ce
s
s
s
k
ills
,
B
lo
o
m
’
s
tax
o
n
o
m
y
p
r
im
a
r
ily
f
o
cu
s
ed
o
n
d
escr
ib
in
g
lev
els
o
f
ac
h
iev
em
en
t
an
d
d
i
d
n
o
t
ex
ten
s
iv
e
ly
ad
d
r
ess
th
e
p
r
o
g
r
ess
io
n
f
r
o
m
o
n
e
lev
el
to
th
e
n
ex
t.
T
h
e
c
o
g
n
i
t
i
v
e
d
o
m
a
i
n
c
o
m
p
r
i
s
e
s
s
k
i
l
l
c
l
u
s
t
e
r
s
t
h
a
t
e
f
f
e
c
t
i
v
e
l
y
o
r
g
a
n
i
z
e
a
c
o
m
p
r
e
h
e
n
s
i
v
e
a
n
d
c
o
n
c
i
s
e
l
i
s
t
o
f
e
a
c
h
p
r
o
c
e
s
s
’
s
m
o
s
t
c
r
u
c
i
a
l
l
e
a
r
n
i
n
g
s
k
i
l
l
s
.
T
h
e
u
p
d
a
t
e
d
v
e
r
s
i
o
n
o
f
B
l
o
o
m
’
s
t
a
x
o
n
o
m
y
o
f
l
e
a
r
n
i
n
g
i
n
t
r
o
d
u
c
e
s
s
e
v
e
r
a
l
a
d
d
i
t
i
o
n
a
l
f
e
a
t
u
r
e
s
t
h
a
t
c
a
n
s
i
g
n
i
f
i
c
a
n
t
l
y
b
en
ef
it e
d
u
ca
to
r
s
in
d
esig
n
in
g
o
p
tim
al
lear
n
i
n
g
ex
p
er
ie
n
ce
s
.
L
ea
r
n
in
g
is
o
f
ten
ass
o
ciate
d
with
in
tellectu
al
o
r
m
en
tal
p
r
o
ce
s
s
es
b
u
t
en
co
m
p
ass
es
m
o
r
e
th
an
co
g
n
itiv
e
f
u
n
ctio
n
s
.
I
n
ad
d
itio
n
to
ac
q
u
ir
i
n
g
k
n
o
wled
g
e,
lear
n
in
g
also
in
v
o
lv
es
th
e
d
e
v
elo
p
m
en
t
o
f
attitu
d
es,
b
eh
av
io
r
s
,
an
d
p
h
y
s
ical
s
k
ills
.
T
h
e
af
f
ec
tiv
e
d
o
m
ain
,
wh
ich
p
er
tain
s
to
o
u
r
em
o
tio
n
s
,
f
ee
lin
g
s
,
an
d
attitu
d
es,
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
in
lear
n
in
g
.
T
h
is
d
o
m
ai
n
en
co
m
p
ass
es
h
o
w
we
em
o
tio
n
ally
en
g
ag
e
with
v
ar
io
u
s
asp
ec
ts
o
f
life
,
in
clu
d
in
g
o
u
r
s
en
tim
en
ts
,
v
alu
es,
ap
p
r
ec
iatio
n
,
en
th
u
s
iasm,
m
o
tiv
atio
n
s
,
an
d
attitu
d
es.
T
h
e
af
f
ec
tiv
e
d
o
m
ain
is
d
iv
id
e
d
in
to
f
iv
e
s
u
b
-
d
o
m
ain
s
:
i
)
r
ec
eiv
in
g
,
ii)
r
esp
o
n
d
in
g
,
iii)
v
alu
i
n
g
,
iv
)
o
r
g
a
n
izatio
n
,
an
d
v
)
ch
ar
ac
ter
izatio
n
.
E
ac
h
s
u
b
-
d
o
m
ain
co
n
t
r
ib
u
tes
to
th
e
o
v
er
all
d
e
v
elo
p
m
e
n
t
o
f
o
u
r
af
f
ec
tiv
e
ab
ilit
ies
an
d
in
f
lu
en
ce
s
h
o
w
we
p
er
ce
iv
e
a
n
d
in
ter
ac
t w
ith
th
e
w
o
r
ld
ar
o
u
n
d
u
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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J
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2252
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2423
Ps
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jectiv
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elate
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ete
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ef
lex
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s
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ter
p
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etiv
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m
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I
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ile
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itiv
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tax
o
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lis
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in
1
9
5
6
a
n
d
th
e
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f
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in
1
9
6
4
,
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u
lly
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e
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in
ed
u
n
til
t
h
e
1
9
7
0
s
.
T
y
p
ically
,
th
ese
o
b
jectiv
es
in
v
o
lv
e
p
h
y
s
ically
m
an
ip
u
latin
g
i
n
f
o
r
m
atio
n
,
m
o
v
em
en
t,
an
d
ac
tiv
ities
th
at
en
g
ag
e
g
r
o
s
s
an
d
f
in
e
m
u
s
cles to
ex
p
r
ess
o
r
in
ter
p
r
et
in
f
o
r
m
atio
n
o
r
co
n
ce
p
ts
.
T
h
is
d
o
m
ain
also
e
n
co
m
p
ass
es
n
atu
r
al,
au
to
n
o
m
ic
r
esp
o
n
s
es
an
d
r
e
f
lex
es.
I
t
in
v
o
lv
es
th
e
u
tili
za
tio
n
an
d
co
o
r
d
in
atio
n
o
f
m
o
t
o
r
s
k
ills
.
Dav
e
[
3
]
p
r
o
p
o
s
ed
a
class
if
icatio
n
s
y
s
tem
th
at
ca
teg
o
r
izes
s
k
ill
d
ev
elo
p
m
en
t
in
to
f
iv
e
s
tag
es.
T
h
e
f
ir
s
t
s
tag
e
is
im
itatio
n
,
wh
ich
in
v
o
l
v
es
th
e
p
r
o
ce
s
s
o
f
o
b
s
er
v
in
g
an
d
r
e
p
l
i
c
a
t
i
n
g
t
h
e
a
c
t
i
o
n
s
o
f
o
t
h
e
r
s
.
I
n
t
h
e
s
e
c
o
n
d
s
t
a
g
e
,
m
a
n
i
p
u
l
a
t
i
o
n
,
i
n
d
i
v
i
d
u
a
l
s
a
r
e
g
u
i
d
e
d
t
h
r
o
u
g
h
i
n
s
t
r
u
c
t
i
o
n
s
t
o
a
c
q
u
i
r
e
a
n
d
p
e
r
f
o
r
m
a
s
p
e
c
i
f
i
c
s
k
i
l
l
.
T
h
e
t
h
i
r
d
s
t
a
g
e
,
p
r
e
c
i
s
i
o
n
,
e
m
p
h
a
s
i
z
e
s
t
h
e
i
m
p
o
r
t
a
n
c
e
o
f
a
c
c
u
r
a
c
y
,
p
r
o
p
o
r
t
i
o
n
,
a
n
d
e
x
a
c
t
n
e
s
s
i
n
s
k
i
l
l
e
x
e
c
u
t
i
o
n
,
ev
en
w
ith
o
u
t
t
h
e
s
o
u
r
ce
.
M
o
v
i
n
g
o
n
t
o
th
e
f
o
u
r
th
s
tag
e,
a
r
t
i
c
u
l
a
t
i
o
n
i
n
v
o
l
v
e
s
th
e
c
o
m
b
i
n
a
t
i
o
n
an
d
s
e
q
u
e
n
t
i
a
l
ex
ec
u
tio
n
o
f
two
o
r
m
o
r
e
s
k
ills
in
a
co
n
s
is
ten
t
m
an
n
er
.
Fin
ally
,
th
e
f
i
f
t
h
s
tag
e,
n
a
t
u
r
a
l
i
z
a
t
i
o
n
,
r
ep
r
esen
ts
th
e
h
ig
h
est
lev
el
o
f
s
k
ill
d
ev
elo
p
m
en
t,
w
h
er
e
th
e
co
m
b
i
n
ed
s
k
ills
ar
e
p
e
r
f
o
r
m
e
d
ef
f
o
r
tles
s
l
y
a
n
d
au
to
m
atica
lly
,
w
i
t
h
m
in
im
al
p
h
y
s
i
c
a
l
or
m
en
tal
ef
f
o
r
t.
E
d
u
ca
to
r
s
m
u
s
t
in
teg
r
ate
lear
n
in
g
s
tr
ateg
ies
ac
r
o
s
s
all
th
r
ee
d
o
m
ain
s
:
co
g
n
itiv
e,
af
f
e
ctiv
e,
an
d
p
s
y
ch
o
m
o
t
o
r
.
W
h
ile
th
er
e
h
a
s
tr
ad
itio
n
ally
b
ee
n
a
h
ea
v
y
f
o
cu
s
o
n
th
e
c
o
g
n
itiv
e
d
o
m
ain
,
th
e
af
f
ec
tiv
e
an
d
p
s
y
ch
o
m
o
t
o
r
asp
ec
ts
h
av
e
o
f
ten
b
ee
n
o
v
er
lo
o
k
ed
.
Acc
o
r
d
i
n
g
to
B
lo
o
m
,
k
n
o
wled
g
e
is
cr
u
cial,
b
u
t
it
s
h
o
u
ld
n
o
t
b
e
th
e
s
o
le
o
b
jectiv
e
o
f
i
n
s
tr
u
ctio
n
.
I
t
is
also
ess
en
tial
f
o
r
s
tu
d
en
ts
to
d
e
m
o
n
s
tr
ate
th
eir
ab
ilit
y
to
ap
p
ly
th
eir
k
n
o
wled
g
e
to
r
e
al
-
life
s
itu
atio
n
s
an
d
p
r
o
b
lem
-
s
o
lv
in
g
.
Ad
d
itio
n
ally
,
s
o
m
e
r
ese
ar
ch
er
s
ar
g
u
e
th
at
ed
u
ca
to
r
s
h
av
e
n
o
t
ef
f
ec
tiv
el
y
ad
d
r
ess
ed
th
e
co
g
n
itiv
e
d
o
m
ain
.
Fre
ir
e
[
4
2
]
c
r
iticized
th
at
s
tu
d
en
ts
ar
e
o
f
ten
r
eq
u
ir
ed
to
m
em
o
r
ize
co
n
ten
t
r
ath
er
th
a
n
tr
u
ly
u
n
d
er
s
tan
d
i
t,
as
th
e
k
n
o
wled
g
e
is
p
r
esen
t
ed
as
th
e
teac
h
er
’
s
p
r
o
p
er
t
y
.
Desp
ite
f
o
c
u
s
in
g
o
n
th
e
co
g
n
itiv
e
d
o
m
ain
,
s
tu
d
ies
[
4
3
]
,
[
4
4
]
,
h
a
v
e
s
h
o
wn
t
h
at
s
tu
d
en
ts
s
tr
u
g
g
le
with
ap
p
ly
in
g
k
n
o
wled
g
e.
Da
g
g
ett
[
4
3
]
p
o
in
ted
o
u
t
t
h
at
s
tu
d
en
ts
s
tr
u
g
g
le
to
ef
f
ec
tiv
el
y
u
s
e
th
eir
k
n
o
wled
g
e
ac
r
o
s
s
d
if
f
er
en
t
s
u
b
jects
an
d
in
u
n
p
r
e
d
ictab
le
s
itu
atio
n
s
.
D
ag
g
ett
[
4
5
]
n
o
ted
th
at
wh
ile
th
e
U.
S.
ex
ce
ls
in
teac
h
in
g
h
ig
h
e
r
lev
els
o
f
B
lo
o
m
’
s
tax
o
n
o
m
y
,
s
tu
d
en
ts
m
a
y
b
e
u
n
ab
le
to
ap
p
ly
th
is
ad
v
an
ce
d
in
s
tr
u
ctio
n
in
r
ea
l
-
wo
r
ld
s
itu
atio
n
s
.
T
h
e
m
o
s
t
c
h
al
l
e
n
g
i
n
g
as
p
e
c
t
o
f
t
e
a
c
h
i
n
g
o
f
t
e
n
l
i
es
wi
t
h
i
n
s
t
u
d
e
n
t
s
'
a
f
f
e
ct
i
v
e
d
o
m
a
i
n
.
B
l
o
o
m
e
t
a
l
.
[
2
]
s
u
g
g
ests
th
at
o
b
jectiv
es
in
th
i
s
d
o
m
ain
ar
e
u
n
clea
r
,
an
d
teac
h
er
s
m
ay
lack
clar
ity
o
n
th
e
ap
p
r
o
p
r
iate
lear
n
in
g
ex
p
er
ien
ce
s
to
ac
h
iev
e
th
ese
o
b
jectiv
es.
Pau
l
[
4
6
]
ar
g
u
es
th
at
n
o
t
all
lear
n
in
g
is
r
atio
n
al,
an
d
th
e
b
elief
f
o
r
m
atio
n
o
r
c
h
an
g
e
p
r
o
ce
s
s
m
ay
h
o
ld
m
o
r
e
s
ig
n
if
ican
ce
t
h
an
th
e
b
elief
its
elf
.
E
d
u
ca
to
r
s
ca
n
s
h
ap
e
s
tu
d
en
t
b
eh
av
io
r
th
r
o
u
g
h
p
o
s
itiv
e
o
r
n
eg
ativ
e
ex
p
er
ien
ce
s
,
b
u
t
w
h
at
ab
o
u
t
alter
in
g
th
eir
b
elie
f
s
o
r
p
r
ec
o
n
ce
iv
e
d
attitu
d
es to
war
d
s
p
ec
if
ic
s
u
b
je
ct
m
atter
s
?
B
y
ch
allen
g
in
g
s
tu
d
en
ts
to
r
ee
v
alu
ate
th
eir
v
alu
e
s
an
d
r
ea
s
s
es
s
th
eir
b
eh
av
io
r
al
r
ea
ctio
n
s
to
d
if
f
er
en
t
s
itu
atio
n
s
,
in
s
tr
u
cto
r
s
m
a
y
f
in
d
an
ef
f
ec
tiv
e
m
ea
n
s
to
in
f
lu
en
ce
af
f
ec
tiv
e
d
o
m
ain
b
eh
a
v
io
r
an
d
r
atio
n
a
lize
s
tu
d
en
t
p
r
o
g
r
ess
.
T
h
is
a
p
p
r
o
ac
h
b
ec
o
m
es
p
ar
ticu
lar
l
y
r
elev
an
t
f
o
r
th
e
s
tu
d
en
t'
s
af
f
ec
tiv
e
d
ev
elo
p
m
en
t
in
av
iatio
n
m
eteo
r
o
lo
g
y
.
T
h
e
em
o
tio
n
al
r
esp
o
n
s
es
o
f
th
e
av
iatio
n
m
eteo
r
o
lo
g
y
s
tu
d
en
t
m
ig
h
t
n
o
t
d
em
o
n
s
tr
ate
in
cr
ea
s
ed
aler
tn
ess
in
icin
g
co
n
d
itio
n
s
o
r
m
ay
n
o
t
ex
h
i
b
it
an
y
f
o
r
m
o
f
c
o
n
ce
r
n
.
B
lo
o
m
[
4
7
]
p
o
s
its
th
at
an
in
d
i
v
id
u
al
is
m
o
r
e
lik
ely
t
o
b
e
r
ea
d
y
to
r
ea
s
s
ess
ju
d
g
m
en
ts
an
d
ad
ju
s
t
b
eh
av
io
r
i
n
lig
h
t
o
f
ev
i
d
en
ce
.
I
n
th
e
ca
s
e
o
f
th
e
a
v
iatio
n
m
eteo
r
o
lo
g
y
s
tu
d
en
t,
th
is
ev
id
en
ce
co
u
ld
b
e
a
n
ewf
o
u
n
d
b
elief
th
at
u
n
co
n
tr
o
lled
s
tr
u
ctu
r
al
ice
b
u
ild
u
p
co
u
ld
lead
to
a
r
ea
lis
tic
p
o
s
s
ib
ilit
y
o
f
d
ea
th
,
wh
eth
er
th
r
o
u
g
h
a
r
ea
l
-
life
ex
p
er
ien
ce
,
s
im
u
latio
n
,
o
r
class
r
o
o
m
d
is
cu
s
s
io
n
.
T
h
is
r
ea
lizatio
n
co
u
ld
lead
to
a
b
eh
av
io
r
al
ch
an
g
e
with
in
t
h
e
em
o
tio
n
al
d
o
m
ain
[
4
8
]
.
Aca
d
em
ic
ac
tiv
ities
lik
e
r
o
le
-
p
lay
in
g
p
r
o
v
i
d
e
s
tu
d
en
ts
with
a
s
af
er
alter
n
ativ
e
t
o
r
ea
l
-
life
s
itu
atio
n
s
in
v
o
lv
in
g
d
ea
th
.
I
n
t
h
ese
ex
er
cises
,
lear
n
er
s
ca
n
test
d
if
f
er
en
t
b
eh
av
io
r
s
in
a
co
n
t
r
o
lled
s
ettin
g
.
Mo
r
eo
v
er
,
in
s
tr
u
cto
r
s
ca
n
ass
ess
s
tu
d
en
t
attitu
d
es
an
d
r
esp
o
n
s
es
to
c
o
n
tr
o
lled
s
tr
ess
o
r
s
.
Fo
r
e
x
am
p
le,
d
u
r
i
n
g
a
f
lig
h
t
s
im
u
latio
n
,
in
s
tr
u
cto
r
s
ca
n
ev
alu
ate
s
tu
d
en
ts
'
p
er
f
o
r
m
an
ce
i
n
m
ee
tin
g
af
f
ec
tiv
e
lear
n
in
g
o
b
jectiv
es
r
elate
d
to
av
iatio
n
s
af
ety
.
W
h
ile
B
lo
o
m
et
a
l.
[
2
]
ac
k
n
o
wled
g
ed
th
e
ex
is
ten
ce
o
f
th
e
p
s
y
ch
o
m
o
t
o
r
d
o
m
ai
n
,
h
e
ar
g
u
ed
ag
ain
s
t
d
ev
elo
p
in
g
a
class
if
icatio
n
f
o
r
th
ese
o
b
jectiv
es.
C
o
n
v
er
s
ely
,
Har
r
o
w
[
4
9
]
cr
ea
ted
a
p
r
ac
tical
an
d
b
en
ef
icial
tax
o
n
o
m
y
f
o
r
t
h
e
p
s
y
c
h
o
m
o
t
o
r
d
o
m
ain
t
o
m
ee
t
t
h
e
n
ee
d
s
o
f
e
d
u
ca
to
r
s
wo
r
k
in
g
in
th
is
f
ield
.
W
h
ile
s
o
m
e
p
s
y
ch
o
m
o
t
o
r
s
k
ills
m
a
y
ap
p
e
ar
u
n
co
m
p
licated
,
th
e
y
ca
n
b
e
p
r
etty
co
m
p
lex
,
esp
ec
ially
w
h
en
c
o
m
b
in
e
d
with
o
th
er
lear
n
in
g
b
e
h
av
io
r
s
.
Acc
o
r
d
in
g
to
Har
r
o
w
[
4
9
]
,
p
u
r
p
o
s
ef
u
l
m
o
v
em
e
n
t
r
e
q
u
ir
es
t
h
e
co
o
r
d
in
atio
n
o
f
co
g
n
itiv
e,
p
s
y
ch
o
m
o
to
r
,
an
d
af
f
ec
tiv
e
d
o
m
ain
s
.
Fo
r
in
s
tan
ce
,
wh
en
o
p
e
r
atin
g
d
e
-
ice/a
n
t
i
-
ice
eq
u
ip
m
e
n
t,
a
s
tu
d
en
t
m
u
s
t
u
tili
ze
co
g
n
itiv
e
p
r
o
ce
s
s
es
to
as
s
es
s
atm
o
s
p
h
er
ic
an
d
af
f
ec
tiv
e
p
r
o
ce
s
s
es
to
r
ec
o
g
n
ize
th
e
p
o
ten
tial r
is
k
s
ass
o
ciate
d
with
s
tr
u
ctu
r
al
ice
b
u
ild
u
p
f
o
r
s
af
e
f
lig
h
t
[
4
8
]
.
A
s
im
p
lifie
d
r
ep
r
esen
tatio
n
o
f
a
p
s
y
ch
o
m
o
to
r
s
k
ill
r
elate
d
to
d
e
-
icin
g
/a
n
ti
-
ice
eq
u
ip
m
e
n
t
in
v
o
lv
es
co
n
d
u
ctin
g
a
f
lo
w
ch
ec
k
th
r
o
u
g
h
a
n
ess
en
tial
s
im
u
latio
n
ex
er
cise.
Fo
r
in
s
tan
ce
,
a
s
tu
d
en
t
ac
q
u
i
r
in
g
th
e
p
s
y
ch
o
m
o
t
o
r
s
k
ill
o
f
co
r
r
ec
tly
em
p
lo
y
in
g
a
n
ti
-
ice
p
r
o
c
ed
u
r
e
s
m
ay
in
itiate
th
e
p
r
o
ce
s
s
at
t
h
e
o
v
er
h
ea
d
p
a
n
el,
f
o
llo
w
a
d
ia
g
o
n
al
p
ath
,
a
n
d
p
r
o
ce
ed
f
r
o
m
lef
t
to
r
ig
h
t
in
a
Z
-
p
atter
n
.
T
h
e
f
lo
w
ch
ec
k
d
o
es
n
o
t
i
n
h
er
en
tl
y
n
ec
ess
itate
k
n
o
wled
g
e
u
tili
za
tio
n
o
r
th
e
s
tu
d
en
t
’
s
d
is
p
lay
o
f
a
p
ar
ticu
la
r
b
e
h
av
io
r
(
attitu
d
e
)
.
Nev
er
th
eless
,
b
y
p
h
y
s
ically
ex
ec
u
tin
g
th
e
o
p
er
atin
g
p
r
o
ce
d
u
r
es,
t
h
e
s
tu
d
en
ts
'
p
s
y
ch
o
m
o
to
r
s
k
ills
ar
e
f
u
r
t
h
er
d
ev
elo
p
ed
,
en
ab
lin
g
th
e
m
to
ef
f
ec
tiv
ely
i
m
p
lem
en
t
tim
ely
an
d
ef
f
icien
t
co
r
r
ec
tiv
e
ac
tio
n
s
in
r
esp
o
n
s
e
to
th
e
o
cc
u
r
r
en
ce
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
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I
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t
J
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v
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&
R
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u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
2
4
1
9
-
2
4
3
7
2424
o
f
air
cr
af
t
s
tr
u
ctu
r
al
icin
g
.
T
h
e
ass
er
tio
n
m
ad
e
b
y
Har
r
o
w
[
4
9
]
u
n
d
er
s
co
r
es
th
e
n
o
tio
n
th
at
th
e
p
s
y
ch
o
m
o
to
r
d
o
m
ain
is
co
m
m
o
n
ly
r
eg
a
r
d
e
d
as
th
e
m
o
s
t
co
n
d
u
civ
e
d
o
m
a
in
f
o
r
d
elin
ea
tin
g
s
p
ec
if
ic
ed
u
ca
tio
n
al
o
b
jectiv
es,
as
p
s
y
ch
o
m
o
t
o
r
b
eh
av
io
r
s
ar
e
ty
p
ically
v
is
ib
le
an
d
m
ea
s
u
r
a
b
le.
T
h
er
e
f
o
r
e,
r
ec
o
g
n
izin
g
th
e
im
p
o
r
ta
n
ce
o
f
th
e
p
s
y
ch
o
m
o
t
o
r
d
o
m
ai
n
is
ess
en
t
ial
f
o
r
ac
h
iev
in
g
s
u
cc
ess
f
u
l e
d
u
ca
tio
n
al
o
u
tco
m
es in
th
e
p
o
s
t
s
ec
o
n
d
ar
y
av
iatio
n
lear
n
in
g
en
v
ir
o
n
m
en
t
[
4
8
]
.
4.
T
H
E
CO
G
N
I
T
I
VE
,
AF
F
E
CT
I
V
E
,
AND
P
SYCH
O
M
O
T
O
R
DO
M
A
I
NS
I
N
AL
AF
NAN’
S
T
AXO
NO
M
Y
T
o
im
p
lem
en
t
AlAf
n
an
’
s
tax
o
n
o
m
y
,
ed
u
ca
tio
n
al
ac
tiv
ities
ar
e
v
iewe
d
f
r
o
m
th
e
co
g
n
itiv
e,
af
f
ec
tiv
e,
an
d
p
s
y
ch
o
m
o
to
r
d
o
m
ain
s
.
T
h
e
co
g
n
itiv
e
d
o
m
ain
p
r
im
a
r
ily
en
co
m
p
ass
es
lear
n
in
g
s
k
ills
p
r
ed
o
m
in
an
tly
ass
o
ciate
d
with
m
en
tal
p
r
o
ce
s
s
es
o
r
th
in
k
in
g
.
T
h
e
af
f
ec
tiv
e
d
o
m
ain
p
er
tain
s
to
lear
n
er
s
’
em
o
tio
n
s
,
f
ee
lin
g
s
,
an
d
attitu
d
es.
Ps
y
ch
o
m
o
to
r
o
b
jectiv
es
ar
e
r
elate
d
to
d
i
s
cr
ete
p
h
y
s
ical
f
u
n
ctio
n
s
,
r
ef
lex
ac
tio
n
s
,
an
d
in
ter
p
r
etiv
e
m
o
v
em
en
ts
.
AlAf
n
an
’
s
tax
o
n
o
m
y
co
m
p
r
is
es
s
ix
ca
teg
o
r
ies:
i
)
k
n
o
wled
g
e
a
n
d
co
m
p
r
eh
en
s
io
n
;
ii)
s
y
n
th
esis
an
d
e
v
alu
atio
n
;
iii)
eth
ical
an
d
m
o
r
al
r
ea
s
o
n
in
g
;
i
v
)
a
p
p
licatio
n
an
d
s
tr
ateg
ic
th
in
k
in
g
;
v
)
cr
ea
tiv
ity
a
n
d
in
n
o
v
atio
n
;
a
n
d
v
i)
life
l
o
n
g
lear
n
in
g
a
n
d
a
d
ap
tab
ili
ty
,
as
s
h
o
wn
in
Fig
u
r
e
2
.
'
Fig
u
r
e
2
.
AlAf
n
a
n
’
s
tax
o
n
o
m
y
4
.
1
.
T
he
co
g
nitiv
e
do
m
a
in
T
h
e
co
g
n
itiv
e
d
o
m
ai
n
o
f
Al
Af
n
an
’
s
tax
o
n
o
m
y
d
ir
ec
tly
r
elate
s
to
th
e
s
ix
ca
teg
o
r
ies.
I
t
p
r
im
ar
ily
in
v
o
lv
es
m
en
tal
p
r
o
ce
s
s
es
,
as
s
h
o
wn
in
Fig
u
r
e
3
.
“
Kn
o
wle
d
g
e
an
d
c
o
m
p
r
e
h
en
s
io
n
”
a
r
e
th
e
b
ed
r
o
c
k
o
f
t
h
e
co
g
n
itiv
e
d
o
m
ain
i
n
lear
n
in
g
ac
tiv
ities
an
d
ar
e
ess
en
tial
f
o
r
in
tellectu
al
d
ev
el
o
p
m
en
t
a
n
d
m
en
tal
g
r
o
wth
.
T
h
ese
f
o
u
n
d
atio
n
al
elem
en
ts
en
ab
le
lear
n
er
s
to
ac
q
u
ir
e
a
s
tr
u
ctu
r
ed
u
n
d
er
s
tan
d
in
g
o
f
f
ac
ts
,
co
n
ce
p
ts
,
an
d
p
r
in
cip
les,
wh
ich
ar
e
cr
itical
f
o
r
co
n
tex
tu
alizin
g
n
ew
in
f
o
r
m
atio
n
.
Kn
o
wled
g
e
e
n
tails
th
e
ac
q
u
is
itio
n
o
f
in
f
o
r
m
atio
n
,
wh
ile
co
m
p
r
eh
e
n
s
io
n
in
v
o
lv
es
a
d
ee
p
er
u
n
d
e
r
s
tan
d
in
g
an
d
in
ter
p
r
etatio
n
o
f
th
is
in
f
o
r
m
atio
n
,
allo
win
g
lear
n
e
r
s
to
g
r
asp
th
e
in
ter
co
n
n
ec
tio
n
s
b
etwe
en
v
ar
i
o
u
s
p
iece
s
o
f
i
n
f
o
r
m
atio
n
.
A
r
o
b
u
s
t
f
o
u
n
d
atio
n
in
k
n
o
wled
g
e
an
d
co
m
p
r
eh
en
s
io
n
f
o
s
ter
s
co
n
f
id
en
ce
in
lear
n
er
s
.
W
h
en
in
d
iv
id
u
als
h
av
e
a
s
o
lid
g
r
asp
o
f
th
e
b
asics
o
f
a
s
u
b
ject,
th
ey
ar
e
m
o
r
e
in
clin
ed
to
ex
p
lo
r
e
ad
v
an
c
ed
to
p
ics
an
d
en
g
ag
e
in
in
telle
ctu
al
p
u
r
s
u
its
with
en
th
u
s
iasm.
T
h
is
c
o
n
f
id
e
n
ce
s
er
v
es
as
a
d
r
iv
i
n
g
f
o
r
ce
,
e
n
co
u
r
ag
in
g
f
u
r
th
er
lear
n
i
n
g
an
d
e
x
p
lo
r
atio
n
.
At
th
is
lev
el,
s
tu
d
en
ts
s
h
all
b
e
ab
le
to
:
i)
d
ef
in
e
cr
itical
ter
m
s
an
d
c
o
n
ce
p
ts
;
ii)
l
is
t
f
u
n
d
am
en
tal
f
a
cts
with
in
a
s
u
b
ject
ar
ea
;
iii)
r
ec
all
s
ig
n
if
ican
t
th
eo
r
ies
an
d
p
r
in
cip
les
;
iv
)
e
x
p
lain
th
e
u
n
d
er
ly
in
g
p
r
i
n
cip
l
es
o
f
a
th
eo
r
y
;
an
d
v
)
s
u
m
m
ar
ize
th
e
m
ai
n
id
ea
s
f
r
o
m
r
ea
d
in
g
s
.
Fo
r
s
ettin
g
u
p
ass
es
s
m
en
ts
,
lectu
r
er
s
m
ay
u
s
e
ac
tio
n
v
e
r
b
s
th
at
b
elo
n
g
t
o
th
e
lis
t
:
-
E
x
p
lain
:
clar
if
y
o
r
g
iv
e
a
d
etai
led
ac
co
u
n
t
o
f
a
c
o
n
ce
p
t
o
r
p
r
o
ce
s
s
.
-
Descr
ib
e:
p
r
o
v
i
d
e
c
h
ar
ac
ter
is
tics
o
r
f
ea
tu
r
es o
f
a
s
p
ec
if
ic
to
p
i
c.
-
Su
m
m
ar
ize:
co
n
d
e
n
s
e
in
f
o
r
m
a
tio
n
wh
ile
r
etain
in
g
k
ey
p
o
in
ts
.
-
Par
ap
h
r
ase:
r
es
tate
in
f
o
r
m
atio
n
in
o
n
e'
s
o
wn
wo
r
d
s
.
-
Def
in
e:
s
tat
e
th
e
m
ea
n
in
g
o
f
a
ter
m
o
r
c
o
n
ce
p
t.
-
I
d
en
tify
:
r
ec
o
g
n
ize
a
n
d
n
am
e
s
p
ec
if
ic
elem
en
ts
o
r
co
m
p
o
n
e
n
ts
.
-
L
o
ca
te:
f
in
d
s
p
ec
if
ic
in
f
o
r
m
ati
o
n
with
in
a
tex
t
o
r
d
ataset.
-
R
estate:
ex
p
r
e
s
s
th
e
s
am
e
id
ea
in
d
if
f
er
e
n
t w
o
r
d
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
n
h
a
n
ci
n
g
ed
u
ca
tio
n
a
l o
u
tc
o
mes u
s
in
g
A
lAfn
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n
ta
x
o
n
o
my:
in
teg
r
a
tin
g
… (
Mo
h
a
mma
d
A
w
a
d
A
lAfn
a
n
)
2425
Fig
u
r
e
3
.
C
o
g
n
itiv
e
d
o
m
ain
o
f
AlAf
n
an
’
s
tax
o
n
o
m
y
‘
Sy
n
th
esis
an
d
ev
alu
atio
n
’
ar
e
cr
u
cial
f
o
r
c
u
ltiv
atin
g
cr
itical
th
in
k
er
s
a
n
d
p
r
o
b
le
m
s
o
lv
er
s
.
E
v
alu
atio
n
in
v
o
lv
es
cr
itically
ass
es
s
in
g
in
f
o
r
m
atio
n
a
n
d
an
aly
zin
g
th
e
q
u
ality
,
cr
ed
ib
ilit
y
,
an
d
r
ele
v
an
ce
o
f
id
ea
s
,
ar
g
u
m
e
n
ts
,
o
r
d
ata.
T
h
i
s
s
k
ill
lets
lear
n
er
s
d
if
f
er
en
tiate
b
etwe
en
r
eliab
le
s
o
u
r
ce
s
a
n
d
m
is
in
f
o
r
m
atio
n
,
f
ac
ilit
atin
g
well
-
in
f
o
r
m
ed
d
ec
is
io
n
-
m
ak
in
g
.
E
v
al
u
atio
n
p
r
o
m
o
tes
an
aly
tical
th
in
k
in
g
,
teac
h
in
g
in
d
iv
id
u
als
to
q
u
esti
o
n
ass
u
m
p
tio
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s
,
id
en
tify
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iases
,
an
d
co
n
s
id
er
m
u
ltip
le
p
er
s
p
ec
tiv
es.
I
t
f
o
s
ter
s
in
tellectu
al
r
esp
o
n
s
ib
ilit
y
to
en
co
u
r
ag
e
lear
n
er
s
to
b
ase
th
eir
b
elief
s
an
d
ac
tio
n
s
o
n
r
ea
s
o
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ed
ju
d
g
m
en
t
r
ath
er
t
h
a
n
m
er
e
ac
ce
p
tan
ce
.
Sy
n
th
esis
in
v
o
lv
es
in
teg
r
atin
g
v
ar
io
u
s
in
f
o
r
m
atio
n
o
r
id
ea
s
to
cr
ea
te
a
c
o
h
er
e
n
t
an
d
m
ea
n
in
g
f
u
l
wh
o
le.
I
t
en
h
an
ce
s
p
r
o
b
lem
-
s
o
lv
in
g
s
k
il
ls
b
y
en
ab
lin
g
in
d
iv
id
u
als to
d
ev
is
e
in
n
o
v
ativ
e
s
o
lu
tio
n
s
b
y
co
m
b
in
in
g
ex
is
tin
g
k
n
o
wled
g
e.
T
h
e
s
y
n
th
esis
al
s
o
en
co
u
r
ag
es
in
ter
d
is
cip
lin
ar
y
th
in
k
in
g
,
allo
win
g
lear
n
e
r
s
to
b
r
id
g
e
g
ap
s
b
etwe
en
d
if
f
er
e
n
t f
ield
s
o
f
s
tu
d
y
an
d
ex
p
l
o
r
e
d
iv
e
r
s
e
p
er
s
p
e
ctiv
es.
I
n
th
e
m
o
d
er
n
er
a
o
f
o
p
en
a
cc
ess
,
g
en
er
ativ
e
AI
,
an
d
ex
ten
s
iv
e
d
ig
ital
r
eso
u
r
ce
s
,
s
y
n
th
esis
an
d
ev
alu
atio
n
ar
e
m
o
r
e
ac
ce
s
s
ib
le
an
d
ess
en
tial
th
an
ev
er
.
T
h
ese
s
k
ills
s
h
o
u
ld
b
e
en
co
u
r
ag
e
d
to
en
h
an
c
e
s
tu
d
en
ts
’
in
f
o
r
m
atio
n
liter
ac
y
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
B
y
in
teg
r
atin
g
AI
an
d
o
th
er
tech
n
o
lo
g
ical
r
eso
u
r
ce
s
in
to
th
e
teac
h
in
g
p
r
o
ce
s
s
,
ed
u
ca
to
r
s
ca
n
s
u
p
p
o
r
t
s
tu
d
en
ts
in
th
e
s
y
n
th
esis
an
d
ev
alu
atio
n
p
r
o
ce
s
s
,
h
elp
in
g
th
em
r
ea
c
h
well
-
in
f
o
r
m
ed
co
n
clu
s
io
n
s
.
At
th
is
lev
el
o
f
lear
n
in
g
,
s
tu
d
e
n
ts
s
h
o
u
ld
b
e
ab
le
to
:
i)
a
n
aly
ze
ca
s
e
s
tu
d
ies
to
id
en
tify
co
r
e
is
s
u
es
;
ii)
a
s
s
es
s
th
e
v
alid
ity
o
f
d
if
f
er
en
t
s
o
u
r
ce
s
o
f
in
f
o
r
m
atio
n
;
iii)
c
o
m
p
ar
e
a
n
d
co
n
tr
ast
d
if
f
er
en
t
th
eo
r
ies
o
r
p
er
s
p
ec
tiv
es
;
iv
)
s
y
n
th
esize
i
n
f
o
r
m
atio
n
f
r
o
m
m
u
ltip
le
s
o
u
r
ce
s
in
to
a
co
h
er
en
t
ar
g
u
m
en
t
;
an
d
v
)
e
v
alu
ate
t
h
e
ef
f
ec
tiv
en
ess
o
f
v
ar
i
o
u
s
s
o
l
u
tio
n
s
to
a
p
r
o
b
lem
.
Fo
r
s
ettin
g
u
p
ass
ess
m
en
ts
,
lectu
r
er
s
m
ay
u
s
e
ac
tio
n
v
er
b
s
th
at
b
elo
n
g
to
th
e
lis
t
:
-
C
o
m
p
o
s
e:
cr
ea
te
a
n
ew
p
iece
o
f
wo
r
k
b
y
c
o
m
b
in
i
n
g
v
a
r
io
u
s
elem
en
ts
.
-
C
o
n
s
tr
u
ct:
b
u
ild
o
r
f
o
r
m
b
y
co
m
b
in
in
g
p
ar
ts
.
-
Desig
n
: p
lan
an
d
c
r
ea
te
s
o
m
et
h
in
g
n
ew.
-
Fo
r
m
u
late:
d
ev
elo
p
a
m
eth
o
d
o
r
s
y
s
tem
b
y
ca
r
ef
u
l th
o
u
g
h
t.
-
Gen
er
ate:
p
r
o
d
u
ce
n
ew
i
d
ea
s
,
p
r
o
d
u
cts,
o
r
s
o
lu
tio
n
s
.
-
C
o
n
tr
ast:
ex
am
in
e
d
if
f
er
e
n
ce
s
to
ev
alu
ate
s
ig
n
if
ican
ce
.
-
Ass
es
s
: d
eter
m
in
e
th
e
v
alu
e
o
r
s
ig
n
if
ican
ce
o
f
s
o
m
eth
in
g
.
-
C
r
itiq
u
e:
p
r
o
v
id
e
a
d
etailed
an
aly
s
is
an
d
ju
d
g
m
e
n
t o
f
th
e
m
e
r
its
an
d
f
au
lts
.
-
J
u
d
g
e:
f
o
r
m
an
o
p
in
io
n
o
r
co
n
clu
s
io
n
ab
o
u
t so
m
eth
in
g
.
-
E
v
alu
ate:
ap
p
r
ai
s
e
th
e
s
tr
en
g
t
h
s
an
d
wea
k
n
ess
es o
f
a
c
o
n
ce
p
t o
r
o
b
ject.
-
C
o
m
p
ar
e
: id
en
tify
s
im
ilar
ities
an
d
d
if
f
er
en
ce
s
to
ass
ess
v
alu
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
.
3
,
J
u
n
e
20
25
:
2
4
1
9
-
2
4
3
7
2426
‘
E
th
ical
an
d
m
o
r
al
r
ea
s
o
n
in
g
’
ar
e
ess
en
tial
co
m
p
o
n
e
n
ts
o
f
t
h
e
co
g
n
itiv
e
d
o
m
ai
n
,
g
u
id
in
g
lear
n
er
s
in
th
eir
in
tellectu
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p
u
r
s
u
its
a
n
d
d
ec
is
io
n
-
m
ak
i
n
g
p
r
o
ce
s
s
es.
T
h
ese
asp
ec
ts
cu
ltiv
ate
a
d
ee
p
s
en
s
e
o
f
r
esp
o
n
s
ib
ilit
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,
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teg
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ity
,
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n
d
em
p
ath
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s
h
a
p
in
g
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er
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in
to
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o
cially
co
n
s
cio
u
s
a
n
d
m
o
r
ally
awa
r
e
in
d
iv
id
u
als.
E
th
ical
r
ea
s
o
n
in
g
en
ab
les
lear
n
er
s
to
g
r
ap
p
le
with
co
m
p
lex
eth
ical
d
ilem
m
as,
r
ec
o
g
n
izin
g
,
an
d
an
aly
zin
g
th
e
eth
ical
d
im
en
s
io
n
s
o
f
v
ar
io
u
s
s
itu
atio
n
s
.
I
t
p
r
o
m
o
tes
th
o
u
g
h
tf
u
l
co
n
s
id
er
atio
n
o
f
th
e
co
n
s
eq
u
en
ce
s
o
f
o
n
e’
s
ac
tio
n
s
an
d
d
ec
is
io
n
s
,
f
o
s
ter
in
g
a
h
eig
h
ten
ed
awa
r
en
ess
o
f
th
ei
r
im
p
ac
t
o
n
o
th
e
r
s
.
Mo
r
al
r
ea
s
o
n
in
g
p
r
o
v
i
d
es
a
f
r
am
ewo
r
k
f
o
r
ev
alu
atin
g
ac
tio
n
s
an
d
ch
o
ices
b
ased
o
n
m
o
r
al
p
r
in
cip
les
an
d
v
alu
es.
I
t
en
c
o
u
r
a
g
es
lear
n
er
s
to
r
ef
lect
o
n
th
eir
b
elief
s
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d
v
alu
es
an
d
u
n
d
e
r
s
tan
d
th
e
eth
i
ca
l
im
p
licatio
n
s
o
f
th
eir
d
ec
is
io
n
s
.
E
th
ical
a
n
d
m
o
r
al
r
ea
s
o
n
in
g
teac
h
es
lear
n
er
s
to
ap
p
r
o
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h
th
ei
r
s
tu
d
ies
a
n
d
in
ter
ac
tio
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s
with
h
o
n
esty
,
in
teg
r
ity
,
an
d
r
esp
ec
t
f
o
r
o
th
e
r
s
,
p
r
ep
ar
in
g
t
h
e
m
to
f
ac
e
eth
ical
ch
allen
g
es
in
v
ar
io
u
s
f
ield
s
.
I
n
teg
r
atin
g
e
d
u
ca
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n
f
o
r
s
u
s
t
ain
ab
le
d
ev
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p
m
en
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(
E
SD)
[
5
0
]
an
d
s
o
cial,
leg
al,
eth
ical,
an
d
en
v
ir
o
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r
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T
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ts
s
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ld
b
e
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o
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o
m
p
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n
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t
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ed
u
ca
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n
al
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r
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s
s
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e
n
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u
r
in
g
th
at
teac
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lea
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m
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ass
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n
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eth
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id
er
atio
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s
.
At
th
is
lev
el,
s
tu
d
en
ts
s
h
all
b
e
ab
le
to
:
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d
eb
ate
eth
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is
s
u
es in
co
n
tem
p
o
r
ar
y
s
o
ciety
; ii)
a
r
g
u
e
d
if
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e
n
t sid
es o
f
m
o
r
al
d
ilem
m
as
; iii)
j
u
s
tify
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er
s
o
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al
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ical
d
ec
is
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s
with
r
ea
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o
n
e
d
ar
g
u
m
en
ts
;
iv
)
e
v
alu
ate
m
o
r
al
a
r
g
u
m
en
ts
p
r
esen
ted
i
n
ca
s
e
s
t
u
d
ies
;
an
d
v
)
a
p
p
l
y
eth
ical
p
r
in
cip
les
to
r
ea
l
-
wo
r
l
d
s
itu
atio
n
s
.
Fo
r
s
ettin
g
u
p
ass
es
s
m
en
ts
,
lectu
r
er
s
m
ay
u
s
e
ac
tio
n
v
er
b
s
th
at
b
elo
n
g
t
o
th
e
lis
t
:
-
An
aly
ze
:
ex
am
i
n
e
th
e
eth
ical
im
p
licatio
n
s
o
f
s
itu
atio
n
s
o
r
ac
tio
n
s
.
-
E
v
alu
ate:
ass
ess
th
e
m
o
r
al
r
esp
o
n
s
ib
ilit
y
o
f
i
n
d
iv
id
u
als o
r
o
r
g
an
izatio
n
s
.
-
J
u
s
tify
:
p
r
o
v
id
e
r
ea
s
o
n
s
an
d
a
r
g
u
m
en
ts
s
u
p
p
o
r
tin
g
m
o
r
al
o
r
e
th
ical
d
ec
is
io
n
s
.
-
Deb
ate:
d
is
c
u
s
s
o
p
p
o
s
in
g
eth
i
ca
l v
iewp
o
in
ts
o
r
d
ilem
m
as.
-
R
ef
lect:
co
n
s
id
er
an
d
p
o
n
d
e
r
e
th
ical
ex
p
er
ien
ce
s
an
d
d
ilem
m
as.
-
R
eso
lv
e:
f
in
d
a
s
o
lu
tio
n
to
an
eth
ical
p
r
o
b
lem
o
r
c
o
n
f
lict.
-
J
u
d
g
e:
f
o
r
m
an
o
p
in
io
n
o
r
co
n
clu
s
io
n
ab
o
u
t t
h
e
m
o
r
ality
o
f
a
ctio
n
s
.
-
Qu
esti
o
n
:
ch
all
en
g
e
ass
u
m
p
tio
n
s
an
d
ex
p
lo
r
e
eth
ical
d
im
en
s
io
n
s
.
-
Prio
r
itize:
d
eter
m
in
e
th
e
m
o
s
t im
p
o
r
tan
t e
th
ical
c
o
n
s
id
er
atio
n
s
in
a
s
itu
atio
n
.
‘
Ap
p
licatio
n
an
d
s
tr
ateg
ic
th
in
k
in
g
’
ar
e
p
i
v
o
tal
in
b
r
id
g
in
g
th
e
g
ap
b
etwe
en
th
eo
r
etica
l
k
n
o
wled
g
e
an
d
p
r
ac
tical
im
p
lem
en
tatio
n
.
T
h
ey
p
r
e
p
ar
e
lear
n
er
s
f
o
r
r
ea
l
-
wo
r
ld
ch
allen
g
es
an
d
o
p
p
o
r
t
u
n
ities
.
T
h
e
ap
p
licatio
n
in
v
o
l
v
es
u
s
in
g
k
n
o
wled
g
e
an
d
s
k
ills
in
p
r
ac
tical
s
itu
atio
n
s
,
en
ab
lin
g
lear
n
er
s
to
s
o
lv
e
p
r
o
b
lem
s
,
m
ak
e
in
f
o
r
m
e
d
d
ec
is
io
n
s
,
an
d
in
n
o
v
ate.
Stra
teg
ic
th
in
k
in
g
co
m
p
lem
en
ts
ap
p
licatio
n
b
y
tea
ch
in
g
lear
n
er
s
h
o
w
to
p
lan
,
an
ticip
ate,
an
d
m
ak
e
d
ec
is
io
n
s
with
a
lo
n
g
-
ter
m
p
er
s
p
ec
tiv
e.
I
t
in
v
o
lv
es
an
aly
zi
n
g
s
itu
atio
n
s
f
r
o
m
m
u
ltip
le
an
g
les,
co
n
s
id
er
in
g
p
o
ten
tial
o
u
tc
o
m
es,
an
d
d
ev
is
in
g
ef
f
ec
tiv
e
ac
tio
n
p
lan
s
.
Str
ateg
ic
th
in
k
er
s
ar
e
ad
ep
t
at
id
en
tify
in
g
p
atter
n
s
,
u
n
d
er
s
tan
d
in
g
ca
u
s
e
-
an
d
-
e
f
f
ec
t
r
elatio
n
s
h
ip
s
,
an
d
an
ticip
atin
g
co
n
s
eq
u
en
ce
s
.
T
h
ese
s
k
ills
ar
e
v
ital
in
co
m
p
lex
,
d
y
n
am
ic
en
v
ir
o
n
m
en
ts
wh
er
e
lear
n
er
s
m
u
s
t
n
a
v
ig
ate
u
n
ce
r
tain
ties
an
d
m
ak
e
d
ec
is
io
n
s
th
at
alig
n
with
o
v
er
ar
c
h
in
g
g
o
als.
At
th
is
l
ev
el,
s
tu
d
en
ts
s
h
all
b
e
ab
le
to
:
i)
a
p
p
ly
th
eo
r
etica
l
co
n
ce
p
ts
to
r
ea
l
-
wo
r
ld
s
ce
n
ar
i
o
s
;
ii)
i
m
p
lem
en
t
p
r
o
ce
d
u
r
es
o
r
tech
n
iq
u
es
lear
n
ed
i
n
class
;
iii)
s
o
lv
e
p
r
ac
tical
p
r
o
b
lem
s
u
s
in
g
ac
q
u
i
r
ed
k
n
o
wled
g
e
;
iv
)
p
la
n
an
d
d
ev
elo
p
a
s
tr
ateg
ic
p
r
o
ject
;
an
d
v
)
f
o
r
ec
ast
p
o
te
n
tial
o
u
tco
m
es
b
ased
o
n
c
u
r
r
e
n
t
tr
e
n
d
s
.
Fo
r
s
ettin
g
u
p
ass
ess
m
en
ts
,
lectu
r
er
s
m
ay
u
s
e
ac
tio
n
v
er
b
s
th
at
b
elo
n
g
to
th
e
lis
t
:
-
I
m
p
lem
en
t:
p
u
t p
l
an
s
o
r
s
tr
ateg
ies in
to
ac
tio
n
.
-
E
x
ec
u
te:
ca
r
r
y
o
u
t a
p
lan
o
r
s
tr
ateg
y
ef
f
ec
tiv
el
y
.
-
Dev
is
e:
cr
ea
te
a
p
lan
o
r
s
tr
ate
g
y
.
-
So
lv
e:
f
in
d
s
o
lu
tio
n
s
to
co
m
p
l
ex
p
r
o
b
lem
s
.
-
Plan
:
d
ev
elo
p
a
d
etailed
ap
p
r
o
ac
h
to
ac
h
iev
e
a
s
p
ec
if
ic
g
o
al.
-
C
alcu
late
: d
et
er
m
in
e
f
ig
u
r
es o
r
am
o
u
n
ts
as p
ar
t o
f
s
tr
ateg
ic
p
lan
n
in
g
.
-
Stru
ctu
r
e:
o
r
g
a
n
ize
co
m
p
o
n
e
n
ts
in
to
a
f
u
n
ctio
n
al
p
lan
o
r
s
tr
a
teg
y
.
-
C
o
o
r
d
in
ate:
alig
n
e
f
f
o
r
ts
an
d
r
eso
u
r
ce
s
to
ex
ec
u
te
a
p
lan
ef
f
e
ctiv
ely
.
-
I
n
v
esti
g
ate:
ex
am
in
e
d
etails to
in
f
o
r
m
s
tr
ateg
ic
d
ec
is
io
n
s
.
-
Desig
n
:
cr
ea
te
a
p
lan
o
r
s
y
s
tem
th
at
m
ee
ts
s
p
ec
if
ic
n
ee
d
s
.
-
Dev
elo
p
: b
u
il
d
an
d
im
p
r
o
v
e
s
tr
ateg
ies o
r
p
lan
s
.
-
Fo
r
m
u
late:
cr
ea
te
o
r
d
ev
is
e
a
s
y
s
tem
atic
p
lan
.
-
Sy
n
th
esize:
co
m
b
in
e
elem
e
n
ts
to
cr
ea
te
a
co
h
esiv
e
s
tr
ateg
y
o
r
s
o
lu
tio
n
.
-
C
o
n
s
tr
u
ct:
b
u
ild
a
p
lan
o
r
s
tr
at
eg
y
f
r
o
m
v
a
r
io
u
s
co
m
p
o
n
e
n
ts
.
‘
C
r
ea
tiv
ity
an
d
in
n
o
v
atio
n
’
ar
e
ess
en
tial
f
o
r
d
ev
el
o
p
in
g
ad
a
p
tab
le,
f
o
r
war
d
-
th
in
k
in
g
,
an
d
in
v
en
tiv
e
p
r
o
b
lem
s
o
lv
er
s
.
C
r
ea
tiv
ity
en
co
u
r
ag
es
lear
n
er
s
to
ex
p
lo
r
e
u
n
ch
ar
ted
ter
r
ito
r
ies,
co
n
n
ec
t
s
ee
m
in
g
ly
u
n
r
elate
d
co
n
ce
p
ts
,
an
d
en
v
is
io
n
p
o
s
s
ib
ilit
ies.
I
t
f
o
s
ter
s
d
iv
er
g
en
t
t
h
in
k
in
g
,
en
ab
lin
g
lear
n
e
r
s
to
co
n
s
id
er
m
u
ltip
le
an
g
les
an
d
cr
ea
te
in
n
o
v
ativ
e
s
o
lu
tio
n
s
.
C
r
ea
tiv
e
ap
p
r
o
ac
h
es
to
lear
n
in
g
m
ak
e
ed
u
ca
tio
n
en
g
ag
in
g
an
d
en
jo
y
ab
le,
s
p
a
r
k
in
g
cu
r
io
s
ity
an
d
a
th
ir
s
t
f
o
r
k
n
o
wled
g
e.
I
n
n
o
v
atio
n
is
th
e
p
r
ac
tical
ap
p
licatio
n
o
f
cr
ea
tiv
e
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2427
id
ea
s
.
I
t
in
v
o
lv
es
tu
r
n
in
g
im
ag
in
ativ
e
co
n
ce
p
ts
in
to
tan
g
i
b
le
p
r
o
d
u
cts,
s
er
v
ices,
o
r
p
r
o
ce
s
s
es
th
at
d
r
iv
e
p
o
s
itiv
e
ch
an
g
e
.
Fo
s
ter
in
g
i
n
n
o
v
atio
n
eq
u
ip
s
lear
n
er
s
w
ith
th
e
ab
ilit
y
to
s
o
lv
e
c
o
m
p
lex
p
r
o
b
lem
s
an
d
en
co
u
r
a
g
es
ex
p
er
im
e
n
tatio
n
an
d
lear
n
i
n
g
f
r
o
m
f
ailu
r
e.
T
h
ese
s
k
ills
p
r
ep
ar
e
lear
n
er
s
t
o
ad
ap
t
to
r
ap
id
l
y
ch
an
g
in
g
en
v
ir
o
n
m
en
ts
,
a
v
ital
ca
p
ab
ilit
y
in
to
d
ay
’
s
f
ast
-
p
ac
ed
,
tech
n
o
lo
g
y
-
d
r
i
v
en
wo
r
ld
.
E
n
co
u
r
ag
in
g
cr
ea
tiv
ity
an
d
in
n
o
v
atio
n
tr
an
s
f
o
r
m
s
ed
u
ca
tio
n
in
to
a
d
y
n
a
m
ic
an
d
e
n
r
ich
in
g
ex
p
er
ien
ce
f
o
s
ter
in
g
c
u
r
io
s
ity
,
en
g
ag
em
e
n
t,
an
d
a
th
ir
s
t
f
o
r
k
n
o
wled
g
e.
T
h
ese
s
k
ills
eq
u
i
p
lear
n
e
r
s
to
n
av
ig
ate
u
n
ce
r
ta
in
ty
,
d
r
iv
e
p
r
o
g
r
ess
,
an
d
s
h
ap
e
th
e
f
u
tu
r
e.
At
th
is
lev
el,
s
tu
d
en
ts
s
h
all
b
e
ab
le
to
:
i)
d
ev
is
e
n
ew
way
s
to
a
p
p
r
o
ac
h
a
p
r
o
b
lem
;
ii)
d
esig
n
o
r
ig
in
al
p
r
o
jects
o
r
ex
p
er
im
en
ts
;
iii)
i
n
v
en
t
n
e
w
p
r
o
d
u
cts
o
r
p
r
o
ce
s
s
es
;
iv
)
i
m
ag
in
e
in
n
o
v
ativ
e
s
o
lu
tio
n
s
to
cu
r
r
e
n
t
ch
allen
g
es
;
an
d
v
)
i
n
teg
r
ate
v
ar
io
u
s
id
ea
s
to
f
o
r
m
n
ew
co
n
ce
p
ts
.
Fo
r
s
ettin
g
u
p
ass
es
s
m
en
ts
,
lectu
r
er
s
m
ay
u
s
e
ac
tio
n
v
er
b
s
th
at
b
elo
n
g
to
t
h
e
lis
t
:
-
Gen
er
ate:
p
r
o
d
u
c
e
n
ew
i
d
ea
s
,
co
n
ce
p
ts
,
o
r
s
o
lu
tio
n
s
.
-
B
r
ain
s
to
r
m
:
th
in
k
f
r
ee
l
y
to
g
e
n
er
ate
v
ar
io
u
s
id
ea
s
o
r
s
o
lu
tio
n
s
.
-
I
m
ag
in
e:
co
n
ce
i
v
e
n
ew
p
o
s
s
ib
ilit
ies o
r
s
ce
n
ar
io
s
.
-
I
n
v
en
t
: c
r
ea
te
s
o
m
et
h
in
g
n
ew
an
d
o
r
i
g
in
al.
-
Desig
n
:
p
lan
a
n
d
o
u
tlin
e
th
e
s
t
r
u
ctu
r
e
o
r
f
o
r
m
o
f
a
p
r
o
d
u
ct,
s
y
s
tem
,
o
r
p
r
o
ce
s
s
.
-
Vis
u
alize
:
f
o
r
m
a
m
en
tal
im
ag
e
o
f
s
o
m
eth
in
g
n
o
t p
r
esen
t o
r
r
ea
lized
.
-
Sk
etch
:
cr
ea
te
a
r
o
u
g
h
d
r
awin
g
o
r
o
u
tlin
e
o
f
an
id
ea
.
-
Dev
elo
p
:
ex
p
a
n
d
o
n
an
id
ea
to
cr
ea
te
s
o
m
eth
in
g
n
ew
o
r
im
p
r
o
v
ed
.
-
Pro
to
ty
p
e:
cr
ea
te
a
n
ea
r
ly
m
o
d
el
o
r
s
am
p
le
o
f
a
p
r
o
d
u
ct
t
o
te
s
t a
co
n
ce
p
t.
-
E
x
p
er
im
en
t:
test
n
ew
id
ea
s
o
r
ap
p
r
o
ac
h
es sy
s
tem
atica
lly
.
-
R
ef
in
e:
im
p
r
o
v
e
b
y
m
a
k
in
g
s
m
all
ch
an
g
es to
an
id
ea
o
r
p
r
o
d
u
ct.
-
T
r
an
s
f
o
r
m
:
c
h
an
g
e
s
o
m
eth
in
g
s
ig
n
if
ican
tly
to
cr
ea
te
s
o
m
eth
i
n
g
n
ew.
-
Ad
ap
t:
mod
if
y
s
o
m
eth
in
g
to
s
u
it a
n
ew
p
u
r
p
o
s
e
o
r
co
n
d
itio
n
.
-
I
n
teg
r
ate:
co
m
b
i
n
e
d
i
f
f
er
en
t e
l
em
en
ts
to
cr
ea
te
s
o
m
eth
in
g
in
n
o
v
ativ
e.
‘
L
if
elo
n
g
lea
r
n
in
g
an
d
a
d
ap
t
ab
ilit
y
’
ar
e
cr
u
cial
in
a
r
a
p
id
ly
ch
an
g
in
g
w
o
r
ld
wh
e
r
e
k
n
o
wled
g
e
ev
o
lv
es
s
wif
tly
,
an
d
n
ew
c
h
allen
g
es
co
n
tin
u
ally
em
e
r
g
e.
L
if
elo
n
g
lear
n
in
g
en
s
u
r
es
th
at
lear
n
e
r
s
s
tay
in
tellectu
ally
en
g
ag
ed
an
d
u
p
d
ated
with
th
e
latest
d
ev
elo
p
m
en
ts
in
th
eir
f
ield
an
d
b
ey
o
n
d
.
I
t
f
o
s
ter
s
p
er
s
o
n
al
g
r
o
wth
a
n
d
ca
r
ee
r
ad
v
a
n
ce
m
en
t,
p
r
o
m
o
tin
g
th
e
co
n
tin
u
o
u
s
ac
q
u
is
itio
n
o
f
n
ew
k
n
o
wled
g
e
a
n
d
s
k
ills
.
Ad
ap
tab
ilit
y
is
cr
itical
i
n
a
n
e
r
a
o
f
u
n
p
r
ec
e
d
en
ted
tech
n
o
lo
g
ical
an
d
in
d
u
s
tr
ial
ev
o
lu
tio
n
.
T
h
e
ab
ilit
y
to
ad
ap
t
en
ab
les
in
d
iv
id
u
als
to
n
a
v
ig
at
e
s
h
if
tin
g
jo
b
m
ar
k
ets,
em
b
r
a
ce
n
ew
tech
n
o
lo
g
ies,
an
d
ac
q
u
ir
e
n
ew
s
k
ills
.
T
h
is
s
k
ill g
o
es h
an
d
in
h
an
d
with
life
lo
n
g
lear
n
i
n
g
,
en
h
an
cin
g
em
p
lo
y
ab
ilit
y
,
an
d
f
o
s
ter
in
g
r
esil
ien
ce
in
th
e
f
ac
e
o
f
ch
an
g
e.
L
if
elo
n
g
lea
r
n
in
g
an
d
ad
ap
tab
ilit
y
em
p
o
wer
lea
r
n
er
s
to
r
em
ai
n
r
elev
an
t,
r
esil
ien
t,
an
d
th
r
i
v
in
g
in
a
n
ev
o
lv
in
g
ed
u
ca
tio
n
al
lan
d
s
ca
p
e
an
d
d
y
n
am
ic
wo
r
k
f
o
r
ce
.
T
h
ese
q
u
alities
en
s
u
r
e
lear
n
er
s
c
an
n
av
ig
ate
d
iv
er
s
e
en
v
ir
o
n
m
en
ts
ef
f
ec
tiv
el
y
a
n
d
s
tay
ag
ile
in
a
c
h
an
g
i
n
g
w
o
r
ld
.
At
th
is
lev
el,
s
tu
d
en
ts
s
h
all
b
e
ab
le
t
o
:
i)
e
n
g
a
g
e
in
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
co
u
r
s
es
;
ii)
a
d
ap
t
to
n
ew
lear
n
in
g
to
o
ls
an
d
tech
n
o
lo
g
ies
;
iii)
e
m
b
r
ac
e
c
h
an
g
es
in
cu
r
r
icu
lu
m
an
d
u
p
d
ate
s
k
ills
ac
co
r
d
in
g
ly
;
iv
)
e
x
p
l
o
r
e
n
ew
f
ield
s
o
f
s
tu
d
y
o
r
in
ter
est
;
an
d
v
)
l
ea
r
n
an
d
ap
p
ly
n
ew
t
ec
h
n
iq
u
es
in
d
if
f
er
e
n
t
co
n
tex
t
s
.
Fo
r
s
ettin
g
u
p
as
s
ess
m
en
ts
,
lectu
r
er
s
m
ay
u
s
e
ac
tio
n
v
er
b
s
th
at
b
elo
n
g
to
th
e
lis
t
:
-
E
n
g
ag
e:
p
a
r
ticip
a
te
ac
tiv
ely
in
lear
n
in
g
ac
tiv
ities
.
-
Up
d
ate:
r
ef
r
esh
k
n
o
wled
g
e
o
r
s
k
ills
to
s
tay
cu
r
r
en
t.
-
Pu
r
s
u
e:
f
o
llo
w
o
r
s
tr
iv
e
t
o
ac
h
iev
e
a
p
ar
ticu
lar
a
r
ea
o
f
in
ter
e
s
t.
-
Ab
s
o
r
b
:
tak
e
in
t
h
e
in
f
o
r
m
atio
n
an
d
u
n
d
e
r
s
tan
d
it th
o
r
o
u
g
h
ly
.
-
Ad
ju
s
t:
m
o
d
if
y
o
n
e'
s
ap
p
r
o
ac
h
in
r
esp
o
n
s
e
to
n
ew
co
n
d
itio
n
s
.
-
Ad
ap
t
: c
h
an
g
e
s
tr
ateg
ies o
r
m
eth
o
d
s
to
s
u
it d
if
f
e
r
en
t sit
u
atio
n
s
.
-
R
esp
o
n
d
: r
ea
ct
a
p
p
r
o
p
r
iately
t
o
n
ew
o
r
ch
an
g
in
g
cir
c
u
m
s
tan
ce
s
.
-
I
n
n
o
v
ate:
cr
ea
te
n
ew
m
eth
o
d
s
o
r
s
o
lu
tio
n
s
in
r
esp
o
n
s
e
to
ch
a
llen
g
es.
T
h
e
co
g
n
itiv
e
d
o
m
ain
in
th
is
tax
o
n
o
m
y
en
co
m
p
ass
es
a
b
r
o
ad
s
p
ec
tr
u
m
o
f
ed
u
ca
tio
n
al
o
b
jectiv
es,
ad
d
r
ess
in
g
co
g
n
itiv
e
s
k
ills
,
p
r
ac
tical
ab
ilit
ies,
eth
ical
co
n
s
id
er
atio
n
s
,
an
d
f
u
tu
r
e
-
r
ea
d
y
co
m
p
eten
cies.
B
y
in
co
r
p
o
r
atin
g
t
h
ese
ca
teg
o
r
ies
in
to
th
e
cu
r
r
ic
u
lu
m
,
e
d
u
ca
to
r
s
ca
n
d
esig
n
lear
n
in
g
ex
p
e
r
ien
ce
s
th
at
h
o
lis
tically
d
ev
elo
p
s
tu
d
e
n
ts
,
p
r
ep
a
r
in
g
t
h
em
f
o
r
s
u
cc
ess
in
th
e
c
u
r
r
en
t e
r
a.
4
.
2
.
T
he
a
f
f
ec
t
iv
e
do
m
a
in
T
h
e
af
f
ec
tiv
e
d
o
m
ai
n
o
f
lear
n
i
n
g
o
b
jectiv
es
in
AlAf
n
an
’
s
tax
o
n
o
m
y
,
as
s
h
o
wn
in
Fig
u
r
e
4
,
p
r
o
v
id
es
an
in
n
o
v
ativ
e
an
d
cr
ea
tiv
e
ap
p
r
o
ac
h
t
h
at
en
co
m
p
ass
es
a
b
r
o
ad
s
p
ec
tr
u
m
o
f
em
o
tio
n
al,
s
o
cial,
an
d
in
tellectu
al
d
ev
elo
p
m
e
n
t
n
ee
d
ed
in
th
e
c
u
r
r
en
t
e
r
a.
I
t
is
d
esig
n
e
d
t
o
cr
e
ate
a
d
y
n
am
ic
lear
n
in
g
e
n
v
ir
o
n
m
en
t
th
at
f
o
s
ter
s
well
-
r
o
u
n
d
e
d
in
d
iv
id
u
als
’
g
r
o
wth
b
y
en
g
a
g
in
g
cu
r
i
o
s
ity
,
em
b
r
ac
in
g
em
o
tio
n
s
,
cu
ltiv
atin
g
cr
ea
tiv
ity
,
b
u
ild
in
g
r
esil
ien
ce
,
f
o
s
ter
in
g
co
llab
o
r
at
io
n
,
an
d
in
s
p
ir
in
g
v
is
io
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
.
3
,
J
u
n
e
20
25
:
2
4
1
9
-
2
4
3
7
2428
Fig
u
r
e
4
.
Af
f
ec
tiv
e
d
o
m
ain
o
f
AlAf
n
an
’
s
tax
o
n
o
m
y
At
ea
ch
s
tag
e
o
f
th
is
af
f
ec
ti
v
e
d
o
m
ain
,
ed
u
ca
t
o
r
s
ca
n
e
m
p
lo
y
tailo
r
ed
ed
u
ca
tio
n
al
s
t
r
ateg
ies
to
s
u
p
p
o
r
t
th
e
d
e
v
elo
p
m
e
n
t
o
f
th
ese
cr
itical
attr
ib
u
tes.
Fo
r
in
s
tan
ce
,
in
q
u
ir
y
-
b
ased
an
d
s
o
cial
-
em
o
tio
n
al
lear
n
in
g
(
SEL
)
p
r
ac
tices
ca
n
e
n
h
an
ce
cu
r
io
s
ity
an
d
em
o
tio
n
al
in
te
llig
en
ce
[5
1
]
,
[
5
2
]
.
Similar
ly
,
cr
ea
tiv
e
p
r
o
jects,
g
r
o
wth
m
in
d
s
et
tr
ain
i
n
g
,
an
d
r
esil
ien
ce
-
b
u
ild
in
g
ac
ti
v
ities
ca
n
b
e
in
teg
r
ate
d
to
f
o
s
ter
cr
ea
ti
v
ity
an
d
r
esil
ien
ce
.
I
n
ad
d
itio
n
,
g
r
o
u
p
wo
r
k
,
lead
er
s
h
ip
o
p
p
o
r
tu
n
ities
,
an
d
v
is
io
n
-
b
u
ild
in
g
ex
er
cises
ca
n
b
e
in
co
r
p
o
r
ated
t
o
p
r
o
m
o
te
c
o
llab
o
r
atio
n
an
d
in
s
p
ir
e
v
is
io
n
.
Ultim
ately
,
th
is
af
f
ec
tiv
e
d
o
m
ain
aim
s
to
d
ev
elo
p
k
n
o
wl
ed
g
ea
b
le
an
d
s
k
illed
lear
n
er
s
wh
o
ar
e
em
o
tio
n
ally
in
tellig
en
t,
cr
ea
ti
v
e,
r
esil
ien
t,
co
llab
o
r
ativ
e,
a
n
d
v
is
io
n
ar
y
.
B
y
in
teg
r
ati
n
g
th
ese
o
b
jectiv
es
in
to
th
e
cu
r
r
icu
l
u
m
,
ed
u
ca
to
r
s
ca
n
ef
f
ec
tiv
ely
p
r
ep
a
r
e
s
tu
d
en
ts
to
th
r
iv
e
in
a
r
a
p
id
ly
ch
an
g
in
g
wo
r
ld
an
d
co
n
tr
ib
u
te
p
o
s
itiv
ely
to
s
o
ciet
y
.
T
h
e
a
f
f
ec
tiv
e
d
o
m
ain
o
f
Al
Af
n
an
’
s
tax
o
n
o
m
y
in
clu
d
es th
e
f
o
llo
win
g
:
4
.
2
.
1
.
E
ng
a
g
ing
curio
s
it
y
(
cu
lt
iv
a
t
ing
wo
nd
er
a
nd
inq
uir
y
)
At
th
e
h
ea
r
t
o
f
th
e
a
f
f
ec
tiv
e
d
o
m
ain
lies
th
e
cu
ltiv
atio
n
o
f
cu
r
io
s
ity
a
n
d
a
s
en
s
e
o
f
wo
n
d
er
.
T
h
is
f
o
u
n
d
atio
n
al
lev
el
em
p
h
asize
s
th
e
im
p
o
r
tan
ce
o
f
s
p
a
r
k
in
g
lear
n
er
s
’
in
t
r
in
s
ic
m
o
tiv
ati
o
n
to
e
x
p
lo
r
e
,
ask
q
u
esti
o
n
s
,
an
d
s
ee
k
n
ew
k
n
o
w
led
g
e.
E
d
u
ca
to
r
s
ca
n
i
n
s
p
ir
e
a
life
lo
n
g
p
ass
io
n
f
o
r
lear
n
in
g
b
y
f
o
s
ter
in
g
a
s
en
s
e
o
f
cu
r
io
s
ity
.
Fo
r
th
is
lev
el
o
f
lear
n
in
g
,
lear
n
er
s
s
h
o
u
ld
b
e
ab
le
to
i)
n
o
tice:
p
a
y
atten
tio
n
to
d
etails
an
d
p
h
en
o
m
en
a
th
at
ev
o
k
e
c
u
r
io
s
ity
;
ii)
q
u
esti
o
n
:
f
o
r
m
u
late
th
o
u
g
h
tf
u
l
q
u
esti
o
n
s
ab
o
u
t
o
b
s
er
v
ed
p
h
en
o
m
en
a;
iii)
ex
p
lo
r
e:
in
v
esti
g
ate
to
p
ics
o
f
in
ter
est
with
e
n
th
u
s
iasm
a
n
d
an
o
p
e
n
m
in
d
;
an
d
iv
)
wo
n
d
er
:
ex
h
i
b
it
a
s
en
s
e
o
f
wo
n
d
er
an
d
f
ascin
atio
n
wit
h
th
e
u
n
k
n
o
w
n
.
Fo
r
ass
ess
m
en
ts
,
lectu
r
er
s
m
ay
u
s
e
an
y
o
f
t
h
e
ac
tio
n
v
er
b
s
:
-
Deb
ate:
d
is
cu
s
s
o
p
p
o
s
in
g
v
ie
wp
o
in
ts
to
d
ee
p
e
n
u
n
d
er
s
tan
d
i
n
g
.
-
C
r
itiq
u
e:
ev
alu
a
te
an
d
a
n
aly
ze
to
u
n
d
er
s
tan
d
s
tr
en
g
t
h
s
an
d
w
ea
k
n
ess
es.
-
C
h
allen
g
e:
q
u
esti
o
n
ass
u
m
p
tio
n
s
an
d
ex
p
lo
r
e
alter
n
ativ
es.
-
I
n
ter
p
r
et:
ex
p
lain
t
h
e
m
ea
n
in
g
o
r
s
ig
n
if
ican
ce
o
f
in
f
o
r
m
atio
n
.
-
Valid
ate
: c
o
n
f
ir
m
th
e
ac
c
u
r
ac
y
an
d
r
eliab
ilit
y
o
f
in
f
o
r
m
atio
n
.
-
T
h
eo
r
ize:
d
e
v
el
o
p
th
e
o
r
ies b
ased
o
n
e
v
id
en
ce
a
n
d
r
ea
s
o
n
in
g
.
-
So
lv
e:
f
in
d
s
o
lu
tio
n
s
to
p
r
o
b
le
m
s
th
r
o
u
g
h
in
v
esti
g
atio
n
a
n
d
r
ea
s
o
n
in
g
.
-
Nav
ig
ate:
f
in
d
o
n
e'
s
way
th
r
o
u
g
h
a
c
o
m
p
lex
to
p
ic
o
r
s
itu
atio
n
.
-
C
o
n
clu
d
e:
r
ea
c
h
a
d
ec
is
io
n
o
r
ju
d
g
m
en
t
b
ased
o
n
in
v
esti
g
atio
n
an
d
ev
id
e
n
ce
.
-
Pre
d
ict:
m
ak
e
an
ed
u
ca
ted
g
u
e
s
s
b
ased
o
n
in
f
o
r
m
atio
n
a
n
d
a
n
aly
s
is
.
E
n
g
ag
in
g
c
u
r
io
s
ity
is
cr
u
cial
f
o
r
i
g
n
itin
g
th
e
s
p
a
r
k
o
f
in
q
u
ir
y
in
lear
n
e
r
s
.
E
d
u
ca
to
r
s
ca
n
f
o
s
ter
th
is
b
y
cr
ea
tin
g
a
s
tim
u
latin
g
an
d
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
e
n
t
wh
er
e
q
u
esti
o
n
s
ar
e
en
co
u
r
a
g
ed
an
d
ex
p
lo
r
atio
n
is
ce
leb
r
ated
.
I
n
n
o
v
ativ
e
teac
h
i
n
g
m
eth
o
d
s
,
s
u
ch
as
in
q
u
ir
y
-
b
ased
lear
n
in
g
an
d
p
r
o
ject
-
b
ased
ac
tiv
ities
,
ca
n
en
h
an
ce
c
u
r
io
s
ity
an
d
wo
n
d
e
r
.
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