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C
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n
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E
d
u
ca
tio
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m
en
t
Gen
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s
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R
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T
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CC B
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C
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r
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s
p
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ing
A
uth
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r
:
R
u
b
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L
.
T
ag
a
r
e,
J
r
.
I
n
s
titu
te
o
f
Sp
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ts
,
Ph
y
s
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E
d
u
ca
tio
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,
a
n
d
R
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ea
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,
Un
i
v
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s
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f
So
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t
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Min
d
an
ao
Kab
ac
an
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C
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tab
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Ph
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p
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E
m
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p
h
1.
I
NT
RO
D
UCT
I
O
N
Gen
er
atio
n
Z
,
b
o
r
n
f
r
o
m
1
9
9
5
to
th
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ea
r
ly
2
0
1
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s
,
s
ig
n
if
ican
t
ly
in
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lu
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s
o
cieta
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ltu
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p
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d
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u
ca
tio
n
al
f
r
am
ewo
r
k
s
in
ter
m
s
o
f
g
en
er
at
io
n
al
d
y
n
am
ics
[
1
]
.
Of
ten
k
n
o
wn
as
Gen
Z
,
th
is
r
ef
er
s
to
th
e
f
ir
s
t
g
r
o
u
p
b
o
r
n
in
th
e
twen
ty
-
f
ir
s
t
ce
n
tu
r
y
.
T
h
ey
ar
e
ac
cu
s
to
m
e
d
to
liv
in
g
in
a
s
o
ciety
g
r
ea
tly
in
f
lu
en
ce
d
b
y
th
e
ex
ten
s
iv
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ac
ce
s
s
ib
ilit
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o
f
in
f
o
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m
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,
g
lo
b
aliza
tio
n
,
a
n
d
tech
n
o
l
o
g
ical
p
r
o
g
r
ess
[
2
]
.
C
illi
er
s
[
3
]
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
co
m
p
r
e
h
en
d
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n
g
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eir
b
elief
s
,
co
n
ce
r
n
s
,
an
d
id
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s
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o
r
ed
u
ca
to
r
s
,
leg
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s
,
an
d
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a
d
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d
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to
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s
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p
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g
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’
s
d
is
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s
an
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in
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ests
.
R
esear
ch
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s
f
r
o
m
th
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Un
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States
h
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id
en
tifie
d
a
u
n
iq
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e
s
et
o
f
v
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u
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h
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g
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Z
f
r
o
m
ea
r
lier
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en
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s
.
T
h
is
is
b
ec
au
s
e
th
ey
g
r
ew
u
p
d
u
r
in
g
a
tim
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wh
en
d
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ital
tech
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lo
g
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,
s
u
ch
as
ce
ll
p
h
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n
es,
s
o
cial
m
ed
ia,
an
d
r
ap
id
co
n
n
ec
ted
n
ess
,
was
th
e
p
r
ev
ailin
g
in
f
lu
en
ce
[
4
]
.
T
h
eir
in
n
at
e
tech
n
ical
ap
titu
d
e
h
as
im
p
ac
ted
th
eir
co
m
m
u
n
icatio
n
s
tr
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ies,
cr
av
in
g
in
s
tan
t
ac
ce
s
s
to
in
f
o
r
m
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,
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fr
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(
R
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n
L.
Ta
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Jr.
)
2439
in
ter
ac
tiv
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u
ca
tio
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al
ex
p
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r
ien
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s
,
an
d
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lo
b
al
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u
tlo
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[
5
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Gen
Z
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y
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s
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f
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an
d
g
en
u
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n
en
ess
ch
ar
ac
ter
izes
th
is
g
en
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n
.
T
h
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les
ar
e
b
ased
o
n
a
f
ir
m
co
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[
6
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I
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C
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v
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p
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(
PE
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p
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ly
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to
th
is
s
itu
atio
n
[
7
]
.
R
u
r
al
co
m
m
u
n
ities
with
lo
w
tech
n
o
lo
g
y
an
d
in
ter
n
et
ac
ce
s
s
ten
d
to
h
a
v
e
a
h
ig
h
er
p
r
ev
alen
ce
o
f
tr
ad
itio
n
al
PE
tech
n
iq
u
es,
p
r
i
o
r
itizin
g
o
u
td
o
o
r
ac
tiv
ities
,
s
p
o
r
ts
,
an
d
g
r
o
u
p
ex
er
cises
.
T
o
ef
f
ec
tiv
ely
r
eso
lv
e
th
e
d
if
f
er
e
n
ce
b
etwe
en
g
en
er
a
tio
n
Z
’
s
in
clin
atio
n
to
wa
r
d
s
d
i
g
ital
p
latf
o
r
m
s
an
d
th
e
co
n
v
en
tio
n
al
PE
m
eth
o
d
s
in
r
u
r
al
a
r
ea
s
,
it
is
im
p
er
ativ
e
to
in
tr
o
d
u
ce
in
v
en
tiv
e
s
tr
ate
g
ies
th
at
in
teg
r
ate
tech
n
o
lo
g
y
-
d
r
iv
en
ed
u
ca
tio
n
al
ex
p
er
ien
ce
s
,
in
clu
d
in
g
g
am
if
i
ca
tio
n
,
m
o
b
ile
ap
p
licatio
n
s
,
a
n
d
o
n
lin
e
r
eso
u
r
ce
s
[
8
]
.
T
h
es
e
in
itiativ
es
aim
to
en
co
u
r
a
g
e
p
h
y
s
ical
ex
er
cise
an
d
im
p
r
o
v
e
th
e
well
-
b
ein
g
o
f
y
o
u
n
g
in
d
iv
id
u
als,
tak
in
g
in
to
ac
co
u
n
t
th
e
s
p
ec
if
ic
cu
ltu
r
al
an
d
en
v
ir
o
n
m
en
tal
ch
allen
g
es a
n
d
r
ec
o
m
m
e
n
d
atio
n
s
in
r
u
r
al
lo
ca
tio
n
s
.
Ho
wev
er
,
th
e
im
p
lem
en
tatio
n
o
f
PE
i
n
m
a
n
y
ter
tiar
y
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
in
th
e
Ph
ilip
p
in
es
h
as
f
ac
ed
co
n
s
id
er
ab
le
o
b
s
tacle
s
[
9
]
.
T
h
e
b
ar
r
ier
s
en
co
m
p
ass
in
ad
eq
u
ac
ies
in
th
e
cu
r
r
icu
lu
m
,
in
ad
eq
u
ate
teac
h
er
p
r
ep
ar
atio
n
,
an
d
a
lack
o
f
atten
tio
n
to
th
e
s
u
b
ject
m
atter
,
o
f
ten
s
ee
n
as h
av
in
g
m
o
r
e
s
ig
n
if
ican
t p
o
liti
ca
l r
ath
er
th
an
cu
ltu
r
al
im
p
o
r
tan
ce
.
Acc
o
r
d
in
g
to
L
y
n
ch
a
n
d
Ov
e
n
s
[
10
]
,
th
e
h
is
to
r
ical
b
ac
k
d
r
o
p
i
n
d
icate
s
th
at
is
s
u
e
s
b
ey
o
n
d
p
ed
ag
o
g
ical
c
o
n
s
id
er
atio
n
s
h
av
e
im
p
ac
te
d
ter
tiar
y
PE.
T
h
e
ac
ad
em
ic
d
is
cu
s
s
io
n
o
n
t
h
ese
is
s
u
es
h
ig
h
lig
h
ts
th
e
s
ig
n
if
ica
n
ce
o
f
a
th
o
r
o
u
g
h
im
p
r
o
v
em
e
n
t
s
tr
ateg
y
.
Ab
b
aso
v
an
d
Ma
v
ly
a
n
o
v
[
11
]
s
tr
ess
ed
th
e
cr
u
cial
im
p
o
r
tan
ce
o
f
im
p
r
o
v
i
n
g
th
e
q
u
ality
a
n
d
ef
f
ec
tiv
e
n
e
s
s
o
f
PE
b
y
allo
ca
tin
g
ad
d
itio
n
al
r
eso
u
r
ce
s
,
s
u
ch
as in
v
esti
n
g
in
th
e
tr
ain
in
g
o
f
s
taf
f
an
d
u
p
g
r
ad
i
n
g
s
ch
o
o
l in
f
r
astru
ctu
r
e.
T
o
d
ea
l
with
th
ese
cr
u
cial
m
atter
s
,
th
e
Ph
ilip
p
in
e
C
o
m
m
is
s
io
n
o
n
Hig
h
er
E
d
u
ca
tio
n
(
C
HE
D)
h
as
m
ad
e
it o
b
lig
ato
r
y
f
o
r
all
h
i
g
h
er
ed
u
ca
tio
n
i
n
s
titu
tio
n
s
(
HE
I
s
)
to
ad
o
p
t
an
d
o
f
f
er
th
e
n
ew
te
r
tiar
y
PE
p
r
o
g
r
am
,
p
h
y
s
ical
ac
tiv
ity
to
war
d
s
h
ea
l
th
an
d
f
itn
ess
(
PATH
Fit
)
,
as
s
p
ec
if
ied
in
C
HE
D
Me
m
o
r
an
d
u
m
Or
d
er
s
(
C
MO
)
n
o
.
3
9
,
s
er
ies
o
f
2
0
2
1
.
PATH
Fit
i
s
a
p
r
o
ac
tiv
e
s
o
lu
tio
n
th
at
ad
d
r
ess
es
th
e
n
ee
d
f
o
r
co
n
s
is
ten
t
teac
h
in
g
ap
p
r
o
ac
h
es.
I
t
is
m
ain
ly
in
ten
d
ed
to
o
f
f
er
a
co
m
p
lete
an
d
u
n
if
o
r
m
c
u
r
r
icu
lu
m
.
T
h
e
f
r
a
m
ewo
r
k
p
r
i
o
r
itizes
h
o
lis
tic
d
ev
elo
p
m
e
n
t,
ess
en
tial
life
s
k
ills
,
an
d
p
h
y
s
ical
well
-
b
ein
g
.
Fu
r
t
h
er
,
th
e
cu
r
r
icu
l
u
m
alig
n
s
with
th
e
d
em
an
d
s
o
f
th
e
p
r
esen
t
ed
u
c
atio
n
al
s
y
s
tem
b
y
in
co
r
p
o
r
ati
n
g
p
io
n
ee
r
i
n
g
ap
p
r
o
ac
h
es
th
a
t
ca
n
en
h
an
ce
th
e
o
v
er
all
ca
lib
er
a
n
d
ef
f
icac
y
o
f
PE
in
h
ig
h
er
ed
u
ca
tio
n
[
1
2
].
T
h
e
m
ain
g
o
al
o
f
PATH
Fit
is
to
ex
ce
ed
tr
a
d
itio
n
al
f
r
am
e
wo
r
k
s
an
d
en
h
a
n
ce
th
e
s
tate
o
f
PE
in
Ph
ilip
p
in
e
h
ig
h
e
r
ed
u
ca
tio
n
.
T
h
is
will
b
e
ac
h
iev
ed
b
y
ex
ec
u
tin
g
a
co
m
p
lete
p
r
o
g
r
am
th
at
co
m
b
in
es
th
e
cu
ltiv
atio
n
o
f
cr
u
cial
life
s
k
ills
an
d
p
h
y
s
ical
f
itn
ess
to
tack
le
lo
n
g
-
last
in
g
d
if
f
ic
u
lties
[
1
3
]
.
T
h
e
C
MO
n
o
.
39
(
s
.
2
0
2
1
)
f
u
r
th
er
ex
p
lain
s
th
e
cu
r
r
icu
lu
m
’
s
aim
to
o
f
f
er
s
tu
d
en
ts
a
th
o
r
o
u
g
h
ed
u
ca
tio
n
al
e
x
p
er
ien
ce
f
o
cu
s
in
g
o
n
p
h
y
s
ical
h
ea
lth
,
team
wo
r
k
,
p
r
o
f
icien
t
co
m
m
u
n
icatio
n
,
an
d
h
o
lis
tic
g
r
o
wth
.
PATH
Fit
ai
m
s
to
en
h
an
ce
th
e
ca
lib
er
an
d
e
f
f
ec
tiv
en
ess
o
f
h
ig
h
er
ed
u
ca
tio
n
in
PE
b
y
in
te
g
r
atin
g
cu
ttin
g
-
ed
g
e
tech
n
iq
u
es
an
d
ad
ju
s
tin
g
to
p
r
esen
t
ed
u
ca
tio
n
al
r
e
q
u
ir
em
e
n
ts
.
T
h
is
en
s
u
r
es
th
at
g
r
ad
u
at
es
h
av
e
th
e
k
n
o
wled
g
e
an
d
s
k
ills
to
p
ar
ticip
ate
in
s
o
cieta
l e
n
d
ea
v
o
r
s
an
d
u
p
h
o
ld
th
eir
o
v
e
r
all
welf
ar
e
ac
tiv
ely
.
Nu
m
er
o
u
s
s
tu
d
ies
h
av
e
ex
p
lo
r
ed
th
e
lan
d
s
ca
p
e
o
f
g
en
e
r
atio
n
Z
,
ex
am
in
i
n
g
t
h
eir
ac
tiv
ities
in
s
ev
er
al
ed
u
ca
tio
n
al
an
d
in
d
u
s
tr
ial
s
ettin
g
s
.
B
h
o
r
e
an
d
Pan
d
ita
[
1
4
]
d
id
a
co
m
p
ar
ativ
e
an
aly
s
is
o
f
th
e
ch
ar
ac
ter
is
tics
an
d
b
eh
a
v
io
r
s
o
f
g
en
er
atio
n
Z
an
d
g
en
e
r
atio
n
Y.
I
t
was
s
h
o
wn
th
at
s
o
cial
m
ed
ia
ex
er
ts
a
s
ig
n
if
ican
t
in
f
lu
en
ce
o
n
th
e
p
r
o
f
ess
io
n
al
ch
o
ices
m
ad
e
b
y
in
d
iv
id
u
als
b
el
o
n
g
in
g
t
o
g
e
n
er
atio
n
Z
.
Ajm
ain
[
1
5
]
e
m
p
h
asized
th
e
n
ee
d
o
f
estab
lis
h
in
g
ef
f
icien
t
co
m
m
u
n
icatio
n
m
eth
o
d
s
an
d
th
e
im
p
ac
t
o
f
tech
n
o
lo
g
y
o
n
th
e
s
o
cial
co
m
m
u
n
icatio
n
s
k
ills
o
f
g
en
er
atio
n
Z
.
Sh
o
r
ey
et
a
l.
[1
6
]
c
o
n
d
u
cted
a
r
ev
iew
to
d
eter
m
in
e
th
e
lear
n
in
g
s
ty
le
s
,
p
r
ef
er
en
ce
s
,
an
d
n
ee
d
s
o
f
h
ea
lth
ca
r
e
s
tu
d
en
ts
b
elo
n
g
in
g
to
g
en
e
r
atio
n
Z
.
T
h
e
n
ee
d
o
f
in
teg
r
atin
g
tech
n
o
lo
g
y
a
n
d
s
elf
-
ca
r
e
p
r
ac
tices
in
to
th
e
teac
h
in
g
o
f
th
ese
s
tu
d
en
ts
was
em
p
h
asize
d
.
Ar
k
h
ip
o
v
a
et
a
l.
[1
7
]
f
o
u
n
d
th
at
g
en
er
atio
n
Z
s
tu
d
en
ts
h
ad
a
f
a
v
o
r
a
b
le
v
iew
o
f
u
s
in
g
tech
n
o
l
o
g
y
i
n
s
ch
o
o
l.
T
h
is
s
u
g
g
ests
th
at
th
eir
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
m
ay
b
e
en
h
an
ce
d
b
y
ef
f
ec
tiv
ely
u
s
in
g
tech
n
o
lo
g
y
.
Giu
n
ta
[
1
8
]
h
ig
h
lig
h
ted
th
e
tr
u
s
t
an
d
r
elian
ce
o
n
s
o
cial
m
ed
ia
am
o
n
g
c
o
lleg
e
s
tu
d
en
ts
o
f
g
en
er
atio
n
Z
.
T
h
is
em
p
h
a
s
izes
th
e
n
ec
ess
ity
f
o
r
in
s
tr
u
ct
o
r
s
to
co
m
p
r
eh
e
n
d
an
d
ad
ju
s
t to
th
ei
r
s
tu
d
en
ts
’
d
i
s
tin
ctiv
e
p
r
o
b
lem
s
an
d
p
r
ef
e
r
e
n
ce
s
.
Fu
r
th
er
m
o
r
e
,
r
ec
en
t
s
tu
d
ies
co
n
d
u
cte
d
in
th
e
ter
tiar
y
PE
s
ec
to
r
o
f
th
e
Ph
ilip
p
in
es
h
av
e
c
o
n
ce
n
tr
ated
o
n
ev
al
u
atin
g
t
h
e
ef
f
ec
tiv
en
es
s
o
f
th
e
cu
r
r
en
t
c
u
r
r
icu
lu
m
[
19
]
,
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
es
[
2
0
]
,
an
d
th
e
o
v
er
all
q
u
ality
o
f
th
e
ed
u
ca
tio
n
al
e
x
p
er
ien
ce
.
T
h
e
s
tu
d
y
ex
am
in
e
d
th
e
in
f
lu
e
n
ce
o
f
tec
h
n
o
lo
g
y
o
n
PE,
teac
h
in
g
m
eth
o
d
o
l
o
g
ies,
cu
r
r
icu
l
u
m
d
e
v
elo
p
m
en
t,
a
n
d
s
tu
d
en
t
in
v
o
lv
em
en
t
[
21
]
.
Pan
g
an
ib
a
n
[
22
]
h
as
h
ig
h
lig
h
ted
th
e
s
ig
n
if
ican
ce
o
f
p
r
o
g
r
am
c
u
r
r
i
cu
lu
m
a
d
ap
tatio
n
an
d
th
o
r
o
u
g
h
q
u
ality
e
v
alu
atio
n
.
Me
an
wh
ile,
Gr
ac
ian
o
[
23
]
h
as
id
en
tifie
d
s
tu
d
en
ts
’
s
p
ec
if
ic
p
r
ef
er
en
ce
s
an
d
attitu
d
es
to
war
d
s
PE
to
g
u
ar
a
n
tee
th
at
it
alig
n
s
with
th
eir
n
ee
d
s
an
d
in
ter
ests
.
Fu
r
th
er
m
o
r
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L
o
b
o
et
a
l.
[
24
]
u
n
d
er
s
co
r
ed
th
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im
p
o
r
tan
ce
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f
s
tu
d
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f
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tr
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en
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M
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1
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Resea
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Acc
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to
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[
25
]
,
q
u
alitativ
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r
esear
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a
m
eth
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[
2
6
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.
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7
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n
d
b
a
c
k
g
r
o
u
n
d
s
.
T
h
i
s
a
l
i
g
n
s
w
it
h
t
h
e
q
u
a
l
i
t
a
ti
v
e
c
h
a
r
a
c
te
r
a
n
d
p
u
r
p
o
s
e
o
f
t
h
e
i
n
q
u
i
r
y
.
2
.
3
.
Resea
rc
h
ins
t
rum
ent
T
h
e
p
r
im
ar
y
r
esear
ch
in
s
tr
u
m
en
t
in
th
is
s
tu
d
y
was
a
s
e
t
o
f
o
p
en
-
en
d
e
d
q
u
esti
o
n
s
s
p
ec
if
ically
d
esig
n
ed
to
ca
p
tu
r
e
th
e
d
i
v
er
s
e
p
er
s
p
ec
tiv
es
o
f
g
en
er
ati
o
n
Z
s
tu
d
en
ts
.
T
h
ese
q
u
esti
o
n
s
allo
wed
p
ar
ticip
an
ts
t
o
f
r
ee
ly
an
d
th
o
r
o
u
g
h
ly
e
x
p
r
ess
th
eir
v
iews,
en
ab
lin
g
an
i
n
-
d
ep
th
an
aly
s
is
o
f
th
eir
co
n
ce
r
n
s
an
d
s
u
g
g
esti
o
n
s
.
T
o
en
s
u
r
e
v
alid
ity
,
th
e
o
p
en
-
en
d
ed
q
u
esti
o
n
s
u
n
d
er
we
n
t
a
r
ig
o
r
o
u
s
v
alid
atio
n
p
r
o
ce
s
s
b
y
s
u
b
ject
m
atter
ex
p
er
ts
,
wh
o
ass
ess
ed
co
n
ten
t
r
elev
an
ce
an
d
ap
p
r
o
p
r
iaten
ess
.
Su
p
p
lem
en
tar
y
r
eso
u
r
ce
s
,
i
n
clu
d
in
g
a
ca
m
er
a
a
n
d
v
o
ice
r
ec
o
r
d
er
,
wer
e
em
p
l
o
y
ed
t
o
ca
p
t
u
r
e
v
er
b
al
ex
p
r
ess
io
n
s
,
f
ac
ial
c
u
es,
an
d
en
v
ir
o
n
m
en
tal
c
o
n
tex
t.
T
h
ese
m
u
ltime
d
ia
to
o
ls
en
r
ich
ed
t
h
e
d
ata
q
u
ality
b
y
h
o
lis
tically
p
o
r
tr
ay
in
g
th
e
p
ar
t
icip
an
ts
’
r
esp
o
n
s
es.
W
h
ile
tec
h
n
ical
o
r
p
r
iv
ac
y
is
s
u
es
co
u
ld
p
o
ten
tially
im
p
ac
t
th
e
ef
f
ec
tiv
en
ess
o
f
th
ese
to
o
ls
,
m
ea
s
u
r
es
wer
e
tak
en
to
m
itig
ate
s
u
ch
co
n
ce
r
n
s
.
All
p
ar
ticip
an
ts
wer
e
in
f
o
r
m
e
d
o
f
th
e
p
u
r
p
o
s
e
an
d
h
an
d
lin
g
o
f
m
u
ltime
d
ia
r
ec
o
r
d
in
g
s
,
an
d
wr
itten
co
n
s
en
t
wa
s
o
b
tain
ed
,
en
s
u
r
in
g
b
o
th
eth
ical
ad
h
er
en
ce
a
n
d
p
ar
ticip
an
t
co
m
f
o
r
t.
Fu
r
t
h
er
m
o
r
e,
tech
n
ical
ch
ec
k
s
an
d
s
ec
u
r
e
d
ata
s
to
r
ag
e
Evaluation Warning : The document was created with Spire.PDF for Python.
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fo
r
a
b
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a
r
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p
h
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tio
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ex
p
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:
in
s
ig
h
ts
fr
o
m
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(
R
u
b
e
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L.
Ta
g
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r
e,
Jr.
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2441
p
r
o
to
co
ls
wer
e
im
p
lem
en
ted
to
p
r
e
v
en
t
d
ata
l
o
s
s
an
d
u
n
au
th
o
r
ized
ac
ce
s
s
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h
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ci
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r
ity
an
d
p
ar
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an
t t
r
u
s
t in
th
e
s
tu
d
y
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2
.
4
.
Da
t
a
a
na
ly
s
is
T
h
e
s
tu
d
y
u
tili
ze
d
th
e
C
o
laizz
i
m
eth
o
d
[
29
]
f
o
r
d
ata
a
n
aly
s
is
an
d
in
ter
p
r
etatio
n
.
T
h
is
ap
p
r
o
ac
h
en
tailed
ca
r
ef
u
l
a
n
d
s
y
s
tem
atic
d
ata
an
aly
s
is
,
in
clu
d
in
g
r
ed
u
cin
g
,
ca
teg
o
r
izin
g
,
a
n
d
ab
s
tr
ac
tin
g
in
f
o
r
m
atio
n
t
o
d
er
iv
e
m
ea
n
i
n
g
f
u
l
a
n
d
ess
en
tial
f
in
d
in
g
s
f
r
o
m
th
e
p
ar
ticip
an
ts
’
ex
p
er
ien
ce
s
.
T
h
e
C
o
laiz
zi
m
eth
o
d
in
v
o
lv
es
tr
an
s
cr
ib
in
g
in
ter
v
iews
o
r
d
a
ta
an
d
id
e
n
tify
in
g
cr
u
cial
c
o
m
m
en
ts
an
d
p
h
r
ases
p
er
tin
e
n
t
to
th
e
r
esear
ch
in
q
u
ir
ies.
T
h
e
f
o
llo
win
g
s
tep
s
en
tail
ex
tr
ac
tin
g
th
e
m
ea
n
in
g
s
an
d
p
atter
n
s
f
r
o
m
th
ese
s
tate
m
en
ts
,
ca
teg
o
r
izin
g
th
ese
p
atter
n
s
in
to
g
r
o
u
p
s
,
a
n
d
f
in
ally
cr
ea
tin
g
a
th
o
r
o
u
g
h
r
e
p
r
esen
tatio
n
o
f
th
e
s
tu
d
ied
t
o
p
ic.
T
h
e
C
o
laizz
i
m
eth
o
d
was
ch
o
s
en
f
o
r
th
is
s
tu
d
y
d
u
e
t
o
it
i
s
co
m
p
atib
ilit
y
with
th
e
ex
p
lo
r
ato
r
y
ch
ar
ac
ter
o
f
th
e
r
esear
ch
,
wh
i
ch
aim
s
to
co
m
p
r
eh
en
d
th
e
p
r
o
b
lem
s
an
d
id
ea
s
o
f
g
en
er
atio
n
Z
s
tu
d
en
ts
in
r
u
r
al
co
m
m
u
n
ities
.
T
h
e
ac
q
u
ir
ed
d
a
ta
was
m
eth
o
d
ically
a
n
d
m
eticu
lo
u
s
ly
an
al
y
ze
d
t
o
u
n
d
er
s
ta
n
d
th
e
p
ar
ticip
a
n
ts
’
ex
p
er
ien
ce
s
an
d
v
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o
in
ts
f
u
lly
.
T
h
e
m
eth
o
d
’
s
f
lex
ib
ilit
y
en
ab
led
th
e
id
en
tific
atio
n
o
f
th
em
es
d
er
iv
ed
f
r
o
m
p
ar
ticip
an
ts
’
v
iews,
wh
ic
h
is
c
r
u
cial
f
o
r
ca
p
tu
r
in
g
g
e
n
er
atio
n
Z
s
tu
d
e
n
ts
’
v
ar
ie
d
a
n
d
p
len
tif
u
l
in
s
ig
h
ts
in
r
u
r
al
co
n
tex
ts
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
a
b
l
e
1
p
r
o
v
i
d
e
s
a
n
o
r
g
a
n
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z
e
d
s
u
m
m
a
r
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o
f
t
h
e
i
n
s
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g
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ts
s
h
a
r
e
d
b
y
g
e
n
e
r
a
t
i
o
n
Z
s
t
u
d
e
n
ts
r
e
g
a
r
d
i
n
g
t
h
e
i
r
PE
e
x
p
e
r
i
e
n
c
e
s
.
T
h
is
o
u
t
l
i
n
es
th
e
m
a
i
n
c
o
n
c
e
r
n
s
r
a
i
s
e
d
b
y
s
t
u
d
e
n
t
s
,
a
l
o
n
g
w
i
t
h
t
h
e
i
r
s
u
g
g
e
s
ti
o
n
s
f
o
r
i
m
p
r
o
v
i
n
g
t
h
e
P
A
T
H
Fi
t
p
r
o
g
r
a
m
t
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m
e
et
t
h
e
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r
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d
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t
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d
e
n
g
a
g
e
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e
n
t
n
e
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d
s
b
et
t
e
r
.
T
h
e
t
a
b
l
e
h
i
g
h
l
i
g
h
t
s
c
r
i
t
i
ca
l
a
r
e
as
w
h
e
r
e
s
t
u
d
e
n
ts
f
e
el
t
h
e
c
u
r
r
ic
u
l
u
m
a
n
d
t
e
a
c
h
i
n
g
a
p
p
r
o
a
c
h
e
s
c
o
u
l
d
b
e
e
n
h
a
n
c
e
d
b
y
c
a
t
e
g
o
r
iz
i
n
g
t
h
e
i
r
f
e
e
d
b
a
c
k
i
n
t
o
s
p
e
c
i
f
i
c
t
h
e
m
es
.
I
t
o
f
f
e
r
s
a
c
l
e
a
r
p
e
r
s
p
e
c
t
i
v
e
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n
t
h
e
e
l
e
m
e
n
t
s
t
h
a
t
g
e
n
e
r
a
ti
o
n
Z
s
t
u
d
e
n
t
s
i
n
r
u
r
a
l
c
o
m
m
u
n
i
t
i
e
s
c
o
n
s
i
d
e
r
es
s
e
n
t
i
a
l
f
o
r
a
m
o
r
e
r
e
l
e
v
a
n
t
,
m
o
t
i
v
a
ti
n
g
,
a
n
d
i
n
c
l
u
s
i
v
e
P
E
e
n
v
i
r
o
n
m
en
t
.
T
ab
le
1
.
Stu
d
e
n
ts
’
co
n
ce
r
n
s
an
d
s
u
g
g
esti
o
n
s
f
o
r
b
etter
te
r
tiar
y
PE
ex
p
e
r
ien
ce
Th
e
m
e
s
D
e
scri
p
t
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o
n
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mp
l
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t
r
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n
scri
p
t
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)
.
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g
a
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n
g
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n
d
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n
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i
t
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o
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l
d
b
e
b
e
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n
d
b
o
o
k
s a
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m
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t
e
r
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a
l
s)
Emp
h
a
s
i
z
e
s i
n
c
o
r
p
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r
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t
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t
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c
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k
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−
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a
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,
PE
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.
”
−
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l
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rs,
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b
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.
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A
d
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p
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t
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q
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me
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.
−
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…
w
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w
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a
c
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d
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m
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c
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.
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o
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m
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−
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…
i
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b
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.
M
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F
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r
e
f
e
r
e
n
c
e
s a
n
d
n
e
e
d
s
t
o
e
n
h
a
n
c
e
t
h
e
i
r
p
a
r
t
i
c
i
p
a
t
i
o
n
a
n
d
e
n
j
o
y
me
n
t
.
−
“
…
PE
s
h
o
u
l
d
b
e
t
h
e
s
u
b
j
e
c
t
t
h
a
t
h
e
l
p
s
u
s
e
s
c
a
p
e
f
ro
m
b
o
o
k
s
a
n
d
l
e
c
t
u
res
…
”
−
“
…
w
e
c
a
n
p
u
t
d
o
w
n
o
u
r
p
h
o
n
e
s
a
n
d
p
l
a
y
l
i
k
e
st
u
d
e
n
t
s
,
a
n
d
w
e
e
n
j
o
y
i
t
…
”
i
v
)
.
Li
mi
t
l
e
c
t
u
r
e
s
H
i
g
h
l
i
g
h
t
s
t
h
e
n
e
e
d
t
o
r
e
d
u
c
e
l
e
c
t
u
r
e
t
i
m
e
i
n
f
a
v
o
r
o
f
m
o
r
e
h
a
n
d
s
-
o
n
,
p
r
a
c
t
i
c
a
l
e
x
p
e
r
i
e
n
c
e
s
i
n
P
E
.
−
“
…
m
o
s
t
o
f
i
t
s
h
o
u
l
d
b
e
o
n
p
h
y
si
c
a
l
a
s
p
e
c
t
s
o
r
sp
o
r
t
s
b
e
c
a
u
s
e
i
t
i
s e
n
j
o
y
a
b
l
e
…
”
−
“
…
PATH
F
i
t
s
h
o
u
l
d
f
o
c
u
s
m
o
re
o
n
p
ra
c
t
i
c
a
l
a
c
t
i
v
i
t
i
e
s
a
n
d
re
d
u
c
e
t
h
e
l
e
c
t
u
r
e
s
…
”
v
)
.
S
t
u
d
e
n
t
s
c
a
n
b
o
r
r
o
w
sp
o
r
t
s e
q
u
i
p
me
n
t
S
u
p
p
o
r
t
s
t
h
e
a
v
a
i
l
a
b
i
l
i
t
y
o
f
s
p
o
r
t
s
e
q
u
i
p
me
n
t
f
o
r
st
u
d
e
n
t
s
t
o
b
o
r
r
o
w
,
f
a
c
i
l
i
t
a
t
i
n
g
mo
r
e
f
r
e
q
u
e
n
t
a
n
d
v
a
r
i
e
d
p
a
r
t
i
c
i
p
a
t
i
o
n
.
−
“
…
i
t
w
o
u
l
d
a
l
s
o
b
e
g
r
e
a
t
i
f
st
u
d
e
n
t
s
c
o
u
l
d
b
o
rr
o
w
sp
o
r
t
s
e
q
u
i
p
m
e
n
t
i
f
t
h
e
y
w
a
n
t
t
o
p
l
a
y
…
”
−
“
…
i
f
I
w
a
n
t
t
o
p
l
a
y
b
a
sk
e
t
b
a
l
l
b
u
t
d
i
d
n
’
t
b
ri
n
g
a
b
a
l
l
,
I
s
h
o
u
l
d
b
e
a
b
l
e
t
o
b
o
rr
o
w
o
n
e
…
”
v
i
)
.
Q
u
a
l
i
t
y
t
e
a
c
h
i
n
g
S
t
r
e
sses
t
h
e
i
m
p
o
r
t
a
n
c
e
o
f
e
f
f
e
c
t
i
v
e
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
s t
h
a
t
e
n
s
u
r
e
c
l
e
a
r
e
x
p
l
a
n
a
t
i
o
n
s
a
n
d
l
o
n
g
-
t
e
r
m
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
P
E
c
o
n
c
e
p
t
s.
−
“
…
q
u
a
l
i
t
y
t
e
a
c
h
i
n
g
i
s
e
ss
e
n
t
i
a
l
.
I
t
s
h
o
u
l
d
f
o
c
u
s
o
n
t
e
a
c
h
i
n
g
w
h
a
t
n
e
e
d
s
t
o
b
e
l
e
a
r
n
e
d
a
n
d
e
n
su
r
i
n
g
t
h
a
t
k
n
o
w
l
e
d
g
e
i
s
re
t
a
i
n
e
d
…
”
−
“
…
p
r
o
p
e
r
h
a
n
d
l
i
n
g
a
n
d
i
n
s
t
r
u
c
t
i
o
n
a
r
e
n
o
t
p
ro
v
i
d
e
d
,
w
h
i
c
h
i
s a
f
a
c
t
o
r
t
h
a
t
m
a
k
e
s
i
t
d
i
f
f
i
c
u
l
t
f
o
r
st
u
d
e
n
t
s
…
”
3
.
1
.
Student
s
’
co
ncer
ns
a
nd
s
ug
g
estio
ns
f
o
r
bet
t
er
t
er
t
ia
r
y
P
E
ex
perience
3
.
1
.
1
.
E
ng
a
g
ing
a
nd
f
un
-
it
s
ho
uld
be
bey
o
nd
bo
o
k
s
a
nd
m
a
t
er
ia
ls
T
h
is
th
em
e
em
p
h
asizes
th
at
g
en
er
atio
n
Z
s
tu
d
e
n
ts
in
r
u
r
al
c
o
m
m
u
n
ities
b
eliev
e
PE
s
h
o
u
l
d
b
e
m
o
r
e
th
an
ju
s
t
th
eo
r
etica
l
k
n
o
wle
d
g
e.
T
h
e
y
wan
t
PE
class
es
to
b
e
d
y
n
a
m
ic
an
d
in
ter
ac
ti
v
e,
m
o
v
in
g
b
ey
o
n
d
tex
tb
o
o
k
s
an
d
m
ater
ials
to
in
clu
d
e
en
g
ag
i
n
g
,
h
a
n
d
s
-
o
n
ac
tiv
ities
th
at
in
v
o
lv
e
th
e
wh
o
le
b
o
d
y
.
T
h
e
y
f
e
e
l
t
h
a
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
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8
8
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2
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t
J
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v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
2
4
3
8
-
2
4
4
9
2442
m
a
k
i
n
g
P
E
f
u
n
a
n
d
p
a
r
t
i
c
i
p
at
i
v
e
w
i
ll
h
e
l
p
s
t
u
d
e
n
t
s
,
e
s
p
e
ci
a
l
l
y
t
h
o
s
e
s
t
r
u
g
g
l
i
n
g
w
it
h
t
r
a
d
i
ti
o
n
a
l
s
p
o
r
t
s
s
k
il
ls
,
f
i
n
d
m
o
r
e
e
n
j
o
y
m
e
n
t
a
n
d
v
a
l
u
e
i
n
th
e
s
u
b
j
e
c
t
.
“
…a
s
Gen
Z,
P
E
s
h
o
u
ld
b
e
fu
n
a
n
d
n
o
t
limited
to
b
o
o
ks
a
lo
n
e.
I
t
s
h
o
u
ld
n
’
t
b
e
b
o
r
in
g
;
it
s
h
o
u
ld
en
g
a
g
e
th
e
w
h
o
le
b
o
d
y,
n
o
t ju
s
t th
e
min
d
,
ea
r
s
,
a
n
d
ey
es…
”
(
B
eb
e
)
“
…th
e
P
E
cu
r
r
icu
lu
m
s
h
o
u
ld
b
e
fu
n
b
ec
a
u
s
e
w
h
en
s
tu
d
en
ts
s
ee
th
a
t
it
i
s
mo
r
e
th
a
n
ju
s
t
th
e
u
s
u
a
l
to
p
ics,
th
ey
b
ec
o
me
mo
r
e
en
g
a
g
e
d
a
n
d
p
a
r
ticip
a
tive.
We
mu
s
t
u
n
d
ers
ta
n
d
th
e
s
u
b
ject’
s
imp
o
r
ta
n
ce
,
a
s
it b
en
efits
u
s
…
”
(
Yan
)
T
h
is
im
p
lies
th
at
wh
en
PE
c
lass
es
in
clu
d
e
m
o
r
e
in
ter
ac
ti
v
e
an
d
h
an
d
s
-
o
n
ac
tiv
ities
,
s
tu
d
en
ts
ar
e
lik
elier
to
f
ee
l
ex
cited
an
d
in
v
o
lv
ed
.
T
h
is
ca
n
lead
t
o
in
cr
ea
s
ed
p
h
y
s
ical
ac
tiv
ity
an
d
b
etter
s
k
ill
d
ev
elo
p
m
e
n
t,
as
s
tu
d
en
ts
ar
e
m
o
r
e
en
g
ag
ed
in
lear
n
in
g
th
r
o
u
g
h
p
r
ac
tice
r
a
th
er
th
an
ju
s
t
th
eo
r
y
.
Fo
cu
s
in
g
o
n
f
u
n
an
d
ac
tiv
e
lear
n
in
g
also
h
el
p
s
cr
ea
te
a
m
o
r
e
p
o
s
itiv
e
attitu
d
e
to
war
d
s
PE,
b
r
id
g
i
n
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
ex
p
e
r
ien
ce
.
Fu
r
th
er
,
Sier
r
a
-
Díaz
et
a
l.
[
30
]
h
i
g
h
lig
h
ted
th
at
PE
m
u
s
t
b
e
en
g
a
g
in
g
,
f
u
n
,
an
d
ex
ten
d
b
e
y
o
n
d
tr
ad
it
io
n
al
b
o
o
k
s
b
ec
au
s
e
it
f
o
s
ter
s
ac
tiv
e
p
ar
ticip
atio
n
an
d
en
th
u
s
iasm
in
s
tu
d
en
ts
.
W
h
en
PE
is
in
ter
ac
tiv
e
a
n
d
e
n
jo
y
ab
le,
it
m
o
tiv
ates
s
tu
d
e
n
t
s
to
en
g
a
g
e
in
p
h
y
s
ical
ac
tiv
ity
,
d
e
v
elo
p
life
lo
n
g
f
itn
ess
h
ab
its
,
an
d
ap
p
r
ec
iate
th
e
b
en
ef
its
o
f
a
h
ea
lth
y
life
s
ty
le
[
31
]
.
B
y
in
co
r
p
o
r
atin
g
v
ar
io
u
s
ac
tiv
ities
an
d
ex
p
er
ien
ce
s
r
at
h
er
th
a
n
f
o
cu
s
in
g
s
o
lely
o
n
th
e
o
r
etica
l
k
n
o
wled
g
e,
PE
ca
n
b
etter
ad
d
r
es
s
d
if
f
er
en
t
lea
r
n
in
g
s
ty
les,
k
ee
p
s
tu
d
en
ts
in
ter
ested
,
an
d
en
h
a
n
ce
th
eir
o
v
er
all
w
ell
-
b
ein
g
an
d
s
o
cial
s
k
ills
[
32
].
3
.
1
.
2
.
Curric
ulu
m
t
ha
t
do
es
n
o
t
f
ee
l lik
e
a
prescript
io
n g
iv
en
t
o
us
T
h
is
th
em
e
h
ig
h
lig
h
ts
th
at
g
en
er
atio
n
Z
s
tu
d
en
ts
in
r
u
r
al
co
m
m
u
n
ities
wan
t
PE
to
b
e
m
o
r
e
en
g
ag
in
g
an
d
f
u
n
.
Par
ticip
an
ts
ex
p
r
ess
ed
th
at
PE
s
h
o
u
ld
g
o
b
e
y
o
n
d
tr
ad
itio
n
al
m
eth
o
d
s
o
f
s
h
o
win
g
m
ater
ials
o
r
u
s
in
g
b
o
o
k
s
.
T
h
ey
b
eliev
e
PE
s
h
o
u
l
d
en
g
a
g
e
th
e
m
i
n
d
,
ea
r
s
,
a
n
d
ey
es
an
d
in
v
o
lv
e
th
e
wh
o
le
b
o
d
y
to
m
ak
e
it
m
o
r
e
en
jo
y
ab
le
a
n
d
p
a
r
ticip
ativ
e.
B
y
m
ak
in
g
PE
m
o
r
e
in
ter
ac
tiv
e
an
d
p
r
ac
tical,
s
tu
d
en
ts
f
ee
l
th
at
it
ca
n
h
elp
th
o
s
e
wh
o
ar
e
n
o
t
v
er
y
s
p
o
r
ty
o
r
s
k
i
lled
in
ex
ec
u
tin
g
p
h
y
s
ical
s
k
il
ls
an
d
en
h
an
ce
th
eir
o
v
er
all
le
ar
n
in
g
ex
p
er
ien
ce
.
B
ased
o
n
th
e
r
esear
ch
p
ar
ticip
an
ts
:
“
…I
h
o
p
e
th
e
cu
r
r
icu
lu
m
is
n
’
t
o
n
e
-
s
iz
e
-
fits
-
a
ll,
like
a
p
r
esc
r
ip
tio
n
h
a
n
d
ed
to
u
s
.
We
s
h
o
u
l
d
h
a
ve
ch
o
ices
in
P
A
THFit
a
ctivities.
Ou
r
tea
ch
ers
a
r
e
c
o
n
s
id
era
te
-
th
ey
w
o
n
’
t
fa
il
yo
u
if
y
o
u
d
o
yo
u
r
b
est,
ev
en
if
yo
u
ca
n
’
t
mee
t
a
ll
th
e
r
eq
u
ir
eme
n
ts
.
Th
is
u
n
d
ers
ta
n
d
in
g
is
cru
cia
l
b
ec
a
u
s
e
w
e’
r
e
a
lr
ea
d
y
o
ve
r
w
h
elme
d
w
ith
ta
s
ks
fr
o
m
o
th
er
s
u
b
jects.
P
A
THFit
s
h
o
u
ld
b
e
c
o
n
s
id
era
te,
g
iv
in
g
u
s
flexib
ilit
y
a
n
d
r
ec
o
g
n
iz
in
g
o
u
r
time
a
n
d
ca
p
a
b
ilit
ies…
”
(
L
y
n
n
)
T
h
is
d
en
o
tes
th
at
wh
en
th
e
cu
r
r
icu
lu
m
is
f
lex
ib
le
an
d
r
esp
o
n
s
iv
e
to
s
tu
d
en
ts
’
in
ter
ests
an
d
n
ee
d
s
,
it
h
elp
s
th
em
f
ee
l
m
o
r
e
co
n
n
e
cted
an
d
in
v
ested
i
n
th
eir
le
ar
n
in
g
.
T
h
is
ap
p
r
o
ac
h
ca
n
r
ed
u
ce
th
e
s
en
s
e
o
f
ed
u
ca
tio
n
as
a
r
i
g
id
,
o
n
e
-
s
i
ze
-
f
its
-
all
m
o
d
el
a
n
d
p
r
o
m
o
te
a
m
o
r
e
d
y
n
am
ic
an
d
r
el
ev
an
t
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t.
As
a
r
esu
lt,
s
tu
d
en
ts
m
ay
ex
p
er
ien
ce
h
ig
h
er
m
o
tiv
atio
n
an
d
s
atis
f
ac
tio
n
as
th
e
lear
n
in
g
p
r
o
ce
s
s
b
ec
o
m
es
m
o
r
e
alig
n
ed
with
th
eir
p
er
s
o
n
al
p
r
ef
er
en
ce
s
an
d
g
o
als.
Fu
r
th
er
m
o
r
e
,
PE
s
h
o
u
ld
g
o
b
ey
o
n
d
th
e
f
o
u
r
co
r
n
er
s
o
f
th
e
class
r
o
o
m
to
p
r
o
v
id
e
s
tu
d
e
n
ts
with
d
iv
er
s
e,
r
ea
l
-
wo
r
ld
ex
p
er
ie
n
ce
s
th
at
p
r
o
m
o
te
p
h
y
s
ical
h
ea
lth
,
team
wo
r
k
,
a
n
d
s
o
cial
in
ter
ac
tio
n
[
33
]
.
Ou
t
d
o
o
r
a
n
d
v
a
r
ied
s
ettin
g
s
allo
w
s
tu
d
en
ts
to
en
g
ag
e
in
d
if
f
er
en
t
ac
tiv
ities
th
at
d
ev
el
o
p
th
eir
p
h
y
s
ical
s
k
ills
,
ex
p
o
s
e
th
em
to
n
ew
en
v
ir
o
n
m
e
n
ts
,
an
d
b
r
ea
k
t
h
e
m
o
n
o
to
n
y
o
f
in
d
o
o
r
lear
n
in
g
[
34
]
.
T
h
is
ap
p
r
o
ac
h
m
ak
es PE
m
o
r
e
en
jo
y
a
b
le
an
d
s
tim
u
latin
g
an
d
en
co
u
r
ag
es a
m
o
r
e
h
o
lis
tic
u
n
d
er
s
tan
d
in
g
o
f
f
itn
ess
an
d
well
-
b
ein
g
[
35
].
3
.
1
.
3
.
M
o
re
s
t
ud
ent
-
ce
nte
re
d
a
ct
iv
it
ies
T
h
is
th
em
e
em
p
h
asizes
th
at
g
en
er
atio
n
Z
s
tu
d
en
ts
in
r
u
r
al
co
m
m
u
n
ities
wan
t
PE
to
in
c
lu
d
e
m
o
r
e
s
tu
d
en
t
-
ce
n
ter
ed
ac
tiv
ities
.
Par
ticip
an
ts
ex
p
r
ess
ed
a
d
esire
f
o
r
PE
to
f
o
cu
s
m
o
r
e
o
n
ac
tiv
i
ties
r
ath
er
th
an
ju
s
t
lectu
r
es,
as
th
ey
f
in
d
lectu
r
es
tirin
g
an
d
wan
t
PE
to
o
f
f
e
r
a
b
r
ea
k
f
r
o
m
ac
ad
em
ic
wo
r
k
.
T
h
ey
f
ee
l
t
h
at
h
av
i
n
g
o
p
tio
n
s
to
c
h
o
o
s
e
b
etwe
en
d
i
f
f
er
en
t
ac
tiv
ities
,
lik
e
d
a
n
ce
o
r
s
p
o
r
ts
,
an
d
en
g
a
g
in
g
i
n
p
h
y
s
ical
ac
tiv
ities
th
at
allo
w
th
em
t
o
p
lay
a
n
d
m
o
v
e
th
eir
b
o
d
ies
wo
u
ld
m
ak
e
PE
m
o
r
e
en
j
o
y
ab
le.
T
h
e
y
also
wis
h
f
o
r
PE
to
h
elp
th
em
r
ec
o
n
n
ec
t
with
f
u
n
,
p
h
y
s
ical
ac
tiv
itie
s
th
at
th
ey
en
jo
y
ed
d
u
r
in
g
th
eir
c
h
ild
h
o
o
d
b
u
t
m
is
s
ed
o
u
t
o
n
as
th
ey
b
ec
am
e
m
o
r
e
f
o
cu
s
ed
o
n
ac
ad
em
ics.
Acc
o
r
d
in
g
to
th
em
:
“
…I
n
P
E
,
t
h
ere
s
h
o
u
ld
b
e
mo
r
e
p
h
ysica
l
a
ctivities.
Lectu
r
e
s
a
r
e
fin
e,
b
u
t
t
h
ey
s
h
o
u
l
d
s
till
fo
cu
s
o
n
a
ctivities
b
ec
a
u
s
e
th
e
w
h
o
le
w
ee
k
is
a
lr
ea
d
y
tir
in
g
w
i
th
lectu
r
es
fr
o
m
o
th
er
s
u
b
jects.
P
E
s
h
o
u
ld
b
e
t
h
e
s
u
b
ject
th
a
t
h
elp
s
u
s
esca
p
e
fr
o
m
b
o
o
ks a
n
d
le
ctu
r
es…
”
(
Nica
)
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
S
u
g
g
esti
o
n
s
fo
r
a
b
etter terti
a
r
y
p
h
ysica
l e
d
u
ca
tio
n
ex
p
erien
ce
:
in
s
ig
h
ts
fr
o
m
…
(
R
u
b
e
n
L.
Ta
g
a
r
e,
Jr.
)
2443
“
…I
h
o
p
e
o
u
r
P
E
is
s
yn
ch
r
o
n
iz
ed
w
ith
o
th
er
a
ctivities,
a
llo
w
in
g
u
s
to
ch
o
o
s
e
b
etw
ee
n
d
a
n
ce
o
r
s
p
o
r
ts
.
Th
o
s
e
w
h
o
w
a
n
t
to
d
a
n
ce
c
a
n
d
o
s
o
,
w
h
ile
o
th
ers
fo
cu
s
o
n
s
p
o
r
ts
.
I
a
ls
o
h
o
p
e
w
e
ca
n
ex
p
erien
ce
a
ll sp
o
r
ts
o
r
,
a
t th
e
ve
r
y
lea
s
t,
b
e
ex
p
o
s
ed
to
a
va
r
iety
o
f th
em…
”
(
B
r
y
an
)
T
h
is
in
d
icate
s
th
at
wh
en
ac
tiv
ities
ar
e
d
esig
n
ed
with
s
tu
d
en
ts
’
in
ter
ests
an
d
p
r
ef
er
en
ce
s
,
th
ey
ar
e
m
o
r
e
lik
el
y
to
p
ar
ticip
ate
ac
tiv
ely
an
d
e
n
jo
y
th
eir
lea
r
n
in
g
ex
p
er
ie
n
ce
s
.
T
h
is
a
p
p
r
o
ac
h
n
o
t
o
n
ly
m
ak
es
P
E
m
o
r
e
en
jo
y
ab
le
b
u
t
also
s
u
p
p
o
r
ts
b
etter
s
k
ill
d
ev
elo
p
m
en
t
an
d
lear
n
in
g
r
eten
tio
n
.
B
y
f
o
cu
s
in
g
o
n
s
tu
d
en
t
-
ce
n
ter
ed
ac
tiv
ities
,
th
e
cu
r
r
icu
l
u
m
ca
n
f
o
s
ter
a
m
o
r
e
in
clu
s
iv
e
an
d
m
o
tiv
atin
g
e
n
v
ir
o
n
m
en
t,
wh
ic
h
h
elp
s
s
tu
d
en
ts
co
n
n
ec
t
m
o
r
e
d
ee
p
ly
with
th
e
s
u
b
ject
an
d
ta
k
e
g
r
ea
ter
o
wn
er
s
h
ip
o
f
th
eir
lear
n
in
g
.
Mo
r
eo
v
er
,
Kettler
an
d
T
aliaf
er
r
o
[
36
]
s
aid
th
at
PE
s
h
o
u
ld
u
s
e
a
lear
n
er
-
ce
n
ter
ed
a
p
p
r
o
ac
h
b
ec
a
u
s
e
it
p
r
io
r
itizes
ea
ch
s
tu
d
en
t
’
s
n
ee
d
s
,
in
ter
ests
,
an
d
ab
ilit
ies,
m
ak
in
g
lea
r
n
in
g
m
o
r
e
p
er
s
o
n
alize
d
an
d
e
f
f
ec
tiv
e.
T
h
is
m
eth
o
d
f
o
s
ter
s
g
r
ea
ter
en
g
a
g
em
en
t
an
d
m
o
ti
v
atio
n
b
y
allo
win
g
s
tu
d
e
n
ts
to
p
ar
ticip
ate
ac
tiv
ely
in
th
eir
lear
n
in
g
p
r
o
ce
s
s
,
ch
o
o
s
e
ac
tiv
ities
th
at
i
n
ter
est
th
em
,
an
d
s
et
p
er
s
o
n
al
f
itn
e
s
s
g
o
als
[
37
]
.
A
lear
n
er
-
ce
n
t
er
ed
ap
p
r
o
ac
h
also
ac
co
m
m
o
d
ates
d
iv
e
r
s
e
lear
n
in
g
s
ty
les
an
d
p
ac
es,
en
co
u
r
ag
i
n
g
s
tu
d
en
ts
to
d
ev
el
o
p
co
n
f
id
en
ce
,
au
to
n
o
m
y
,
a
n
d
a
life
lo
n
g
ap
p
r
ec
iatio
n
f
o
r
p
h
y
s
ical
ac
tiv
ity
[
38
]
.
3
.
1
.
4
.
L
im
it
lect
ures
T
h
is
th
em
e
h
ig
h
lig
h
ts
th
at
g
en
er
atio
n
Z
s
tu
d
en
ts
in
r
u
r
al
co
m
m
u
n
ities
p
r
ef
er
PE
to
m
in
im
ize
lectu
r
e
tim
e
an
d
f
o
c
u
s
m
o
r
e
o
n
p
r
a
ctica
l
ac
tiv
ities
.
Par
ticip
an
ts
ex
p
r
ess
ed
a
d
esire
f
o
r
PE
to
em
p
h
asize
s
p
o
r
ts
,
ex
er
cises
,
an
d
h
a
n
d
s
-
o
n
ac
tiv
ities
r
ath
er
th
an
s
p
e
n
d
in
g
m
u
ch
tim
e
o
n
lectu
r
es.
T
h
ey
b
eliev
e
PE
s
h
o
u
l
d
en
g
ag
e
th
r
o
u
g
h
d
ir
ec
t e
x
p
er
ie
n
ce
with
s
p
o
r
ts
an
d
p
h
y
s
ical
a
ctiv
ities
r
ath
er
th
an
ju
s
t th
eo
r
etica
l le
ar
n
in
g
.
T
h
ey
f
ee
l
th
at
lim
itin
g
lectu
r
e
tim
e
an
d
in
cr
e
asin
g
ac
tiv
e
p
ar
ticip
atio
n
ca
n
m
ak
e
PE
m
o
r
e
en
jo
y
ab
le
an
d
ef
f
ec
ti
v
e.
B
ased
o
n
th
em
:
“
…P
A
THFit
s
h
o
u
ld
p
r
io
r
itiz
e
p
r
a
ctica
l
a
ctivities
a
n
d
r
ed
u
ce
lectu
r
es.
Wh
ile
lectu
r
es
a
r
e
imp
o
r
ta
n
t,
h
a
vin
g
mo
r
e
p
h
ysica
l
a
ctivities
a
n
d
en
s
u
r
in
g
a
ctive
s
tu
d
en
t
en
g
a
g
eme
n
t
i
n
P
E
is
cru
cia
l.
We
n
ee
d
few
er lec
tu
r
e
s
a
n
d
mo
r
e
a
ctivities…
”
(
J
ak
o
)
“
…P
E
s
h
o
u
ld
b
e
e
n
g
a
g
in
g
,
a
n
d
w
e
s
h
o
u
ld
ex
p
erien
ce
th
e
s
p
o
r
ts
fir
s
th
a
n
d
,
n
o
t
ju
s
t
t
h
r
o
u
g
h
p
r
in
ted
ma
teri
a
ls
.
F
o
r
ex
a
mp
l
e,
if
th
ere’
s
a
le
s
s
o
n
o
n
vo
lleyb
a
ll,
th
ere
s
h
o
u
ld
b
e
min
ima
l
lectu
r
e
time
to
co
ve
r
th
e
fu
n
d
a
men
ta
l
r
u
les,
fo
llo
w
ed
b
y
a
ctu
a
l d
em
o
n
s
tr
a
tio
n
s
a
n
d
a
ctivities…
”
(
T
am
z
)
T
h
is
s
u
g
g
ests
th
at
s
tu
d
en
ts
wi
ll
lik
ely
b
ec
o
m
e
m
o
r
e
i
n
v
o
lv
e
d
an
d
en
th
u
s
iast
ic
ab
o
u
t
th
e
s
u
b
ject
b
y
r
ed
u
cin
g
th
e
tim
e
s
p
en
t
o
n
t
h
eo
r
etica
l
in
s
tr
u
ctio
n
an
d
in
c
r
ea
s
in
g
h
an
d
s
-
o
n
ac
tiv
ities
.
T
h
is
s
h
if
t
h
elp
s
t
o
m
ain
tain
s
tu
d
en
ts
’
in
ter
est
an
d
m
o
tiv
atio
n
b
y
allo
win
g
th
e
m
to
d
ir
ec
tly
ex
p
er
ien
ce
a
n
d
p
r
ac
tice
s
k
ills
r
ath
er
th
an
p
ass
iv
ely
lis
ten
in
g
t
o
lectu
r
es.
As
a
r
esu
lt,
s
tu
d
e
n
ts
m
ay
d
e
v
elo
p
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
a
n
d
ap
p
r
ec
iatio
n
o
f
PE
th
r
o
u
g
h
p
r
ac
tical
ap
p
licatio
n
an
d
ac
ti
v
e
p
ar
ticip
atio
n
.
Ad
d
itio
n
ally
,
PE
s
h
o
u
l
d
lim
it
lectu
r
es
an
d
f
o
c
u
s
o
n
p
r
ac
tic
al
ex
p
er
ien
ce
s
b
ec
a
u
s
e
ac
tiv
e
p
ar
ticip
atio
n
is
cr
u
cial
f
o
r
d
ev
elo
p
in
g
p
h
y
s
ical
s
k
ills
an
d
f
itn
ess
[
39
]
.
Pra
ct
ical
ex
p
er
ien
ce
s
e
n
g
ag
e
s
tu
d
en
ts
m
o
r
e
e
f
f
ec
tiv
ely
,
h
elp
i
n
g
th
em
lear
n
b
y
r
ein
f
o
r
cin
g
s
k
ills
an
d
co
n
ce
p
ts
b
etter
th
an
p
ass
iv
e
li
s
ten
in
g
[
40
]
.
T
h
is
h
an
d
s
-
o
n
ap
p
r
o
ac
h
m
ak
es
PE
m
o
r
e
en
jo
y
ab
le
an
d
d
y
n
am
ic,
f
o
s
ter
in
g
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
p
h
y
s
ical
ac
tiv
ity
an
d
p
r
o
m
o
ti
n
g
life
lo
n
g
h
ea
lth
y
h
ab
its
.
B
y
p
r
io
r
itizin
g
m
o
v
e
m
en
t
an
d
r
ea
l
-
wo
r
l
d
ap
p
licatio
n
,
s
tu
d
en
ts
ca
n
b
etter
u
n
d
e
r
s
tan
d
th
e
im
p
o
r
tan
ce
an
d
b
e
n
ef
its
o
f
p
h
y
s
ical
f
itn
ess
[
41
]
.
3
.
1
.
5
.
Student
s
ca
n bo
rr
o
w
s
po
rt
s
equip
m
ent
T
h
is
t
h
e
m
e
h
i
g
h
li
g
h
ts
th
at
g
e
n
e
r
a
ti
o
n
Z
s
t
u
d
e
n
ts
i
n
r
u
r
al
co
m
m
u
n
i
ties
wa
n
t
a
cc
ess
t
o
s
p
o
r
ts
eq
u
i
p
m
e
n
t
t
o
en
h
an
ce
t
h
e
ir
p
h
y
s
ic
al
ac
ti
v
iti
es.
P
ar
t
ici
p
an
ts
e
x
p
r
ess
e
d
a
d
esi
r
e
f
o
r
s
p
o
r
t
s
e
q
u
i
p
m
en
t
t
o
b
e
av
ail
ab
le
f
o
r
b
o
r
r
o
w
in
g
s
o
th
e
y
ca
n
e
n
j
o
y
s
p
o
r
ts
o
r
o
t
h
e
r
ac
tiv
ities
ev
e
n
if
t
h
ey
d
o
n
o
t
h
a
v
e
t
h
e
ir
eq
u
i
p
m
e
n
t
.
T
h
ey
b
el
ie
v
e
t
h
at
h
a
v
i
n
g
t
h
e
o
p
ti
o
n
t
o
b
o
r
r
o
w
e
q
u
i
p
m
en
t,
li
k
e
b
ask
et
b
a
lls
o
r
o
t
h
e
r
g
e
a
r
,
wo
u
l
d
all
o
w
th
e
m
t
o
p
a
r
ti
ci
p
at
e
m
o
r
e
f
r
ee
l
y
an
d
h
av
e
f
u
n
d
u
r
in
g
th
ei
r
f
r
ee
ti
m
e.
T
h
e
y
a
ls
o
h
o
p
e
f
o
r
o
p
p
o
r
t
u
n
iti
es
t
o
f
o
c
u
s
o
n
ac
ti
v
i
ties
t
h
e
y
a
r
e
i
n
te
r
este
d
i
n
,
w
h
et
h
e
r
s
p
o
r
ts
o
r
d
a
n
ce
,
w
it
h
ac
ce
s
s
t
o
th
e
n
ec
ess
a
r
y
e
q
u
i
p
m
e
n
t
.
As
t
h
e
y
s
ai
d
:
“
…th
ere
s
h
o
u
ld
b
e
a
va
ila
b
le
s
p
o
r
ts
eq
u
ip
men
t
fo
r
e
n
jo
yme
n
t,
a
n
d
if
yo
u
’
r
e
in
teres
ted
in
s
o
meth
in
g
,
yo
u
s
h
o
u
ld
b
e
a
b
le
to
fo
c
u
s
o
n
it.
F
o
r
ex
a
m
p
le,
if
yo
u
like
s
p
o
r
ts
,
yo
u
s
h
o
u
ld
d
o
s
p
o
r
ts
;
if
yo
u
en
jo
y
d
a
n
cin
g
,
yo
u
s
h
o
u
ld
d
a
n
ce
.
I
t
w
o
u
ld
b
e
g
r
ea
t
to
h
a
ve
g
r
o
u
p
s
w
h
ere
yo
u
ca
n
ch
o
o
s
e
th
e
a
ctivities yo
u
w
a
n
t
to
jo
in
…
”
(
An
d
r
ew
)
“
…it
w
o
u
ld
a
ls
o
b
e
g
r
ea
t
if
s
tu
d
en
ts
co
u
ld
b
o
r
r
o
w
s
p
o
r
ts
eq
u
ip
men
t
to
p
la
y.
Th
ere
s
h
o
u
ld
b
e
a
va
ila
b
le
e
q
u
ip
men
t
fo
r
fu
n
a
n
d
p
l
a
y
in
o
u
r
fr
ee
time.
F
o
r
ex
a
mp
le,
if
I
w
a
n
t
to
p
la
y
b
a
s
ke
tb
a
ll
b
u
t d
o
n
’
t b
r
in
g
a
b
a
ll,
I
s
h
o
u
ld
b
e
a
b
le
to
b
o
r
r
o
w
o
n
e…
”
(
J
asm
in
)
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
3
8
-
2
4
4
9
2444
Allo
win
g
s
tu
d
en
ts
to
b
o
r
r
o
w
s
p
o
r
ts
e
q
u
ip
m
e
n
t
ca
n
s
ig
n
if
ican
tly
in
cr
ea
s
e
th
eir
o
p
p
o
r
t
u
n
ities
to
en
g
ag
e
in
p
h
y
s
ical
ac
tiv
ities
an
d
p
r
ac
tice
s
k
ills
.
Acc
ess
to
eq
u
ip
m
en
t,
w
h
en
n
ee
d
ed
,
ca
n
en
co
u
r
ag
e
m
o
r
e
f
r
eq
u
e
n
t
p
ar
ticip
atio
n
an
d
ex
p
lo
r
atio
n
o
f
d
if
f
e
r
en
t
s
p
o
r
ts
o
r
ac
tiv
ities
,
ev
en
if
s
tu
d
en
t
s
d
o
n
o
t
o
wn
th
e
n
ec
ess
ar
y
g
ea
r
.
T
h
is
av
aila
b
ilit
y
s
u
p
p
o
r
ts
g
r
ea
ter
in
clu
s
iv
ity
,
en
s
u
r
in
g
th
at
all
s
tu
d
en
ts
h
a
v
e
th
e
r
eso
u
r
ce
s
to
p
ar
ticip
ate
ac
tiv
ely
.
Als
o
,
f
ac
ilit
ies
an
d
eq
u
ip
m
en
t
ar
e
v
ital
in
s
ch
o
o
l
PE
b
ec
au
s
e
th
e
y
p
r
o
v
id
e
t
h
e
r
eso
u
r
ce
s
n
ee
d
ed
f
o
r
a
d
i
v
er
s
e
an
d
ef
f
ec
tiv
e
PE
p
r
o
g
r
am
[
42
]
.
Qu
ality
f
ac
ilit
ies
an
d
ap
p
r
o
p
r
iate
eq
u
ip
m
en
t
en
s
u
r
e
th
at
s
tu
d
en
ts
ca
n
s
af
ely
p
ar
ticip
a
te
in
a
wid
e
r
an
g
e
o
f
p
h
y
s
ical
ac
tiv
ities
,
wh
ich
en
h
an
ce
s
th
eir
lear
n
in
g
ex
p
er
ien
ce
an
d
s
k
ill
d
ev
elo
p
m
en
t
[
43
]
.
W
ell
-
m
ain
tain
ed
a
n
d
v
a
r
ied
r
eso
u
r
ce
s
also
h
elp
to
en
g
ag
e
s
tu
d
en
ts
,
m
ak
e
ac
tiv
ities
m
o
r
e
en
jo
y
ab
le,
an
d
ac
co
m
m
o
d
ate
d
if
f
er
e
n
t
f
itn
ess
lev
els
an
d
in
te
r
ests
.
T
h
is
in
f
r
astru
ctu
r
e
s
u
p
p
o
r
ts
th
e
d
eliv
e
r
y
o
f
a
co
m
p
r
eh
en
s
iv
e
PE
cu
r
r
icu
lu
m
th
at
p
r
o
m
o
tes p
h
y
s
ical
h
ea
lth
an
d
well
-
b
ein
g
[
44
]
.
3
.
1
.
6
.
Q
ua
lity
t
e
a
ching
T
h
is
th
em
e
u
n
d
e
r
s
co
r
es
th
at
g
en
er
atio
n
Z
s
tu
d
en
ts
in
r
u
r
a
l
co
m
m
u
n
ities
v
alu
e
r
ec
eiv
in
g
q
u
ality
teac
h
in
g
in
PE.
Par
ticip
an
ts
e
x
p
r
ess
ed
th
at
ef
f
ec
tiv
e
teac
h
i
n
g
s
h
o
u
l
d
in
clu
d
e
clea
r
ex
p
la
n
atio
n
s
an
d
p
r
o
p
er
in
s
tr
u
ctio
n
r
ath
e
r
th
a
n
ju
s
t
j
u
m
p
in
g
in
to
p
r
ac
tical
ex
e
r
cises
.
T
h
ey
b
eliev
e
q
u
ality
teac
h
in
g
s
h
o
u
ld
e
n
s
u
r
e
s
tu
d
en
ts
u
n
d
er
s
tan
d
an
d
r
etain
th
e
k
n
o
wled
g
e
lo
n
g
-
ter
m
,
n
o
t
ju
s
t
f
o
cu
s
o
n
p
ass
in
g
ex
am
s
.
Stu
d
en
ts
wan
t
to
b
e
g
u
id
e
d
th
o
r
o
u
g
h
ly
an
d
m
o
t
iv
ated
to
lear
n
i
n
a
way
th
at
s
u
p
p
o
r
ts
th
eir
u
n
d
er
s
tan
d
in
g
a
n
d
d
ev
elo
p
m
en
t o
v
e
r
tim
e.
B
ased
o
n
th
eir
r
esp
o
n
s
es:
“
…it
s
h
o
u
ld
a
ls
o
b
e
imp
o
r
ta
n
t
th
a
t
s
tu
d
en
ts
a
r
e
mo
tiva
ted
a
n
d
r
ec
eive
q
u
a
lity
tea
ch
in
g
.
I
t
feels
like
w
e
g
o
s
tr
a
ig
h
t
in
to
p
r
a
ct
ica
l
ex
ercis
e
s
w
ith
o
u
t
p
r
o
p
er
ex
p
la
n
a
tio
n
s
.
P
r
o
p
er
h
a
n
d
li
n
g
a
n
d
in
s
tr
u
ctio
n
a
r
e
n
o
t p
r
o
vid
e
d
,
w
h
ich
is
a
fa
cto
r
th
a
t m
a
ke
s
it d
iffi
cu
lt fo
r
s
tu
d
en
ts
…
”
(
C
h
r
is
tm
as
)
“
…q
u
a
lity
tea
c
h
in
g
is
ess
en
tia
l.
I
t
s
h
o
u
ld
fo
cu
s
o
n
tea
ch
in
g
w
h
a
t
n
ee
d
s
t
o
b
e
lea
r
n
e
d
a
n
d
en
s
u
r
in
g
th
a
t
kn
o
w
led
g
e
is
r
eta
in
ed
r
a
th
er
t
h
a
n
ju
s
t
h
elp
i
n
g
s
tu
d
e
n
ts
p
a
s
s
a
n
d
g
et
a
d
i
p
lo
ma
.
Th
e
a
im
s
h
o
u
l
d
b
e
fo
r
s
tu
d
en
t
s
to
ca
r
r
y
th
e
lea
r
n
in
g
w
ith
th
em
in
th
e
l
o
n
g
term.
Qu
a
lity
t
ea
ch
in
g
s
h
o
u
ld
b
e
p
r
io
r
itiz
ed
,
en
s
u
r
in
g
th
a
t
s
tu
d
e
n
ts
a
r
e
n
o
t
ju
s
t
left
to
fen
d
fo
r
th
emselve
s
,
b
u
t
a
r
e
g
u
id
ed
i
n
u
n
d
ers
ta
n
d
in
g
c
o
n
c
ep
ts
th
o
r
o
u
g
h
ly…
”
(
Nam
i
k
az
e
e
)
W
h
en
teac
h
er
s
p
r
o
v
id
e
clea
r
ex
p
lan
atio
n
s
p
r
o
p
er
g
u
id
a
n
ce
,
an
d
f
o
cu
s
o
n
l
o
n
g
-
ter
m
u
n
d
er
s
tan
d
in
g
r
ath
er
th
a
n
ju
s
t
p
ass
in
g
ex
am
s
,
s
tu
d
en
ts
ar
e
m
o
r
e
lik
ely
to
g
r
asp
an
d
r
etain
ess
en
tial
co
n
c
ep
ts
.
T
h
is
ap
p
r
o
ac
h
en
h
an
ce
s
s
tu
d
en
ts
’
a
b
ilit
y
to
ap
p
ly
wh
at
t
h
ey
lear
n
in
p
r
ac
tical
s
itu
atio
n
s
an
d
f
o
s
ter
s
a
d
ee
p
er
e
n
g
ag
em
e
n
t
with
th
e
s
u
b
ject.
As
a
r
esu
lt,
s
tu
d
en
ts
ca
n
ac
h
iev
e
a
m
o
r
e
c
o
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
an
d
ap
p
r
ec
iatio
n
o
f
PE,
co
n
tr
ib
u
tin
g
to
th
eir
o
v
er
all
ed
u
ca
tio
n
al
s
u
cc
ess
.
C
o
n
s
eq
u
en
tly
,
s
ch
o
o
ls
n
ee
d
to
e
n
s
u
r
e
q
u
ality
teac
h
i
n
g
in
PE
b
ec
au
s
e
it
d
i
r
ec
tly
in
f
lu
en
ce
s
s
tu
d
en
ts
’
en
g
a
g
em
en
t,
s
k
ill
d
ev
elo
p
m
en
t,
a
n
d
life
lo
n
g
f
itn
ess
h
ab
its
[
45
]
.
E
f
f
ec
tiv
e
PE
teac
h
er
s
u
s
e
in
n
o
v
ativ
e
m
eth
o
d
s
to
cr
ea
te
e
n
jo
y
ab
le,
in
cl
u
s
iv
e
ed
u
ca
tio
n
al
ex
p
er
ien
ce
s
ca
ter
in
g
to
d
iv
er
s
e
lear
n
in
g
n
ee
d
s
.
Qu
ality
teac
h
in
g
h
elp
s
s
tu
d
en
ts
u
n
d
e
r
s
tan
d
th
e
im
p
o
r
t
an
ce
o
f
p
h
y
s
ical
ac
tiv
ity
,
d
ev
elo
p
ess
en
tial
m
o
to
r
s
k
ills
,
an
d
b
u
ild
c
o
n
f
i
d
en
ce
[
46
]
.
I
t
also
f
o
s
ter
s
p
o
s
itiv
e
attitu
d
es
to
war
d
h
ea
lth
an
d
f
itn
ess
,
en
co
u
r
ag
in
g
s
tu
d
en
ts
to
m
ain
tain
ac
tiv
e
life
s
ty
les
th
at
co
n
tr
ib
u
t
e
to
th
eir
o
v
er
all
well
-
b
ein
g
[
47
]
.
T
h
is
r
esear
ch
h
i
g
h
lig
h
ts
th
e
i
n
s
ig
h
ts
o
f
g
en
er
atio
n
Z
s
tu
d
e
n
ts
in
r
u
r
al
co
m
m
u
n
ities
r
eg
a
r
d
in
g
t
h
eir
ex
p
er
ien
ce
s
an
d
p
r
ef
er
en
ce
s
with
in
th
e
PE
cu
r
r
icu
lu
m
,
ec
h
o
in
g
f
in
d
i
n
g
s
f
r
o
m
s
im
ilar
s
tu
d
ies
th
at
em
p
h
asize
th
e
im
p
o
r
ta
n
ce
o
f
en
g
a
g
em
en
t
an
d
in
ter
ac
tio
n
in
PE
.
Fo
r
in
s
tan
ce
,
s
tu
d
ies
b
y
Yan
n
ier
et
a
l
.
[
48
]
in
d
icate
th
at
h
an
d
s
-
o
n
,
in
ter
ac
tiv
e
m
eth
o
d
s
ar
e
m
o
r
e
ef
f
ec
tiv
e
at
s
u
s
tain
in
g
s
tu
d
en
t
in
ter
est
an
d
p
ar
ticip
atio
n
in
PE,
p
ar
ticu
lar
ly
am
o
n
g
y
o
u
n
g
er
g
en
er
atio
n
s
.
T
h
is
alig
n
m
en
t
s
u
g
g
ests
th
at
cu
r
r
icu
la
in
teg
r
atin
g
ac
tiv
e
lear
n
in
g
an
d
ex
p
e
r
ien
tial
ap
p
r
o
ac
h
es
b
etter
ca
ter
to
th
e
lear
n
in
g
p
r
ef
er
en
ce
s
o
f
g
en
e
r
atio
n
Z
,
p
r
o
m
o
tin
g
h
ig
h
e
r
lev
els
o
f
m
o
tiv
atio
n
a
n
d
en
g
ag
em
en
t.
T
h
e
p
r
ac
tical
im
p
licatio
n
s
f
o
r
ed
u
ca
tio
n
al
p
r
ac
tice
in
clu
d
e
th
e
p
o
ten
tial
f
o
r
PE
p
r
o
g
r
a
m
s
th
at
in
co
r
p
o
r
at
e
s
tu
d
en
t
-
ce
n
ter
e
d
an
d
h
an
d
s
-
o
n
ac
tiv
ities
to
f
o
s
ter
a
s
en
s
e
o
f
o
wn
er
s
h
ip
in
s
tu
d
en
ts
o
v
er
th
eir
lear
n
i
n
g
p
r
o
ce
s
s
.
B
y
im
p
lem
en
tin
g
t
h
ese
m
eth
o
d
s
,
ed
u
ca
to
r
s
ca
n
en
h
an
ce
lear
n
i
n
g
o
u
tco
m
es a
n
d
s
u
p
p
o
r
t stu
d
en
t
s
’
p
h
y
s
ical
well
-
b
ein
g
b
ey
o
n
d
th
e
class
r
o
o
m
.
Fu
r
th
er
m
o
r
e
,
p
r
o
v
id
i
n
g
ac
ce
s
s
ib
le
s
p
o
r
ts
eq
u
ip
m
en
t
alig
n
s
with
th
e
wo
r
k
o
f
R
o
e
e
t
a
l
.
[
49
]
,
wh
o
n
o
ted
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
r
eso
u
r
ce
av
ailab
ilit
y
o
n
s
tu
d
en
t
s
’
en
g
ag
em
en
t
i
n
p
h
y
s
ical
ac
tiv
ity
o
u
ts
id
e
s
ch
o
o
l
h
o
u
r
s
.
T
h
is
co
n
tr
ib
u
tio
n
is
p
ar
ticu
lar
ly
r
elev
an
t
in
r
u
r
al
s
ettin
g
s
,
wh
er
e
s
tu
d
en
ts
o
f
ten
h
a
v
e
f
ewe
r
o
p
p
o
r
tu
n
ities
f
o
r
ex
t
r
ac
u
r
r
ic
u
lar
p
h
y
s
ical
ac
tiv
ity
.
As
a
m
et
h
o
d
o
lo
g
ical
co
n
tr
ib
u
tio
n
,
t
h
is
s
tu
d
y
d
em
o
n
s
tr
ates
th
e
ef
f
ec
tiv
en
ess
o
f
u
tili
zin
g
m
u
ltime
d
ia
to
o
ls
s
u
ch
as c
am
er
as a
n
d
v
o
ice
r
ec
o
r
d
er
s
to
ca
p
tu
r
e
v
er
b
al
an
d
n
o
n
-
v
er
b
al
f
ee
d
b
ac
k
d
esp
ite
p
o
te
n
tial
tech
n
ical
an
d
p
r
iv
ac
y
co
n
ce
r
n
s
.
Ad
d
r
ess
in
g
th
ese
lim
it
atio
n
s
,
r
esear
ch
er
s
en
s
u
r
ed
d
ata
ac
c
u
r
ac
y
an
d
c
o
n
f
id
en
tiality
th
r
o
u
g
h
p
r
e
-
estab
lis
h
ed
ag
r
ee
m
en
ts
an
d
s
ec
u
r
e
d
ata
h
a
n
d
lin
g
p
r
o
to
co
ls
,
wh
ich
o
th
er
r
esear
ch
er
s
m
ig
h
t
co
n
s
id
er
wh
e
n
in
v
esti
g
atin
g
s
en
s
itiv
e
to
p
ics
w
ith
g
en
e
r
atio
n
Z
o
r
s
im
ilar
d
e
m
o
g
r
a
p
h
i
c
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
S
u
g
g
esti
o
n
s
fo
r
a
b
etter terti
a
r
y
p
h
ysica
l e
d
u
ca
tio
n
ex
p
erien
ce
:
in
s
ig
h
ts
fr
o
m
…
(
R
u
b
e
n
L.
Ta
g
a
r
e,
Jr.
)
2445
Fro
m
a
p
o
licy
p
e
r
s
p
ec
tiv
e,
t
h
is
s
tu
d
y
o
f
f
er
s
p
r
ac
tical
in
s
ig
h
ts
f
o
r
cu
r
r
icu
lu
m
r
ef
o
r
m
b
y
ad
v
o
ca
tin
g
f
o
r
m
o
r
e
ad
a
p
tab
le
an
d
f
lex
ib
le
PE
f
r
am
ewo
r
k
s
in
r
u
r
al
ter
tiar
y
in
s
titu
tio
n
s
.
Similar
ca
l
l
s
f
o
r
f
lex
ib
ilit
y
ar
e
n
o
ted
in
r
ec
e
n
t
p
o
lic
y
-
o
r
ie
n
ted
r
esear
ch
b
y
Ab
o
a
g
y
e
a
n
d
Dl
am
in
i
[
50
]
,
w
h
ich
s
u
g
g
ests
th
at
r
ig
id
,
p
r
escr
ip
tiv
e
cu
r
r
icu
la
a
r
e
less
ef
f
ec
tiv
e
in
en
g
ag
in
g
s
tu
d
en
ts
with
d
iv
er
s
e
n
ee
d
s
.
B
y
ap
p
ly
i
n
g
t
h
ese
in
s
ig
h
ts
,
p
o
licy
m
a
k
er
s
ca
n
cr
af
t
PE
cu
r
r
icu
la
th
at
r
e
f
lect
s
tu
d
en
ts
’
in
ter
ests
an
d
p
r
ef
er
en
ce
s
,
s
u
p
p
o
r
tin
g
b
r
o
ad
er
h
ea
lth
an
d
welln
ess
o
b
jectiv
es
in
r
u
r
al
ed
u
ca
tio
n
al
co
n
tex
ts
.
T
h
eo
r
etica
l
co
n
tr
ib
u
tio
n
s
in
clu
d
e
th
e
s
tu
d
y
’
s
em
p
h
asis
o
n
th
e
u
n
iq
u
e
lear
n
in
g
p
r
e
f
er
en
ce
s
o
f
g
en
e
r
atio
n
Z
,
wh
ich
f
o
r
eg
r
o
u
n
d
s
au
to
n
o
m
y
an
d
ex
p
er
ien
tial
lear
n
in
g
,
o
f
f
er
in
g
cu
r
r
icu
lu
m
d
esig
n
e
r
s
a
f
o
u
n
d
atio
n
f
o
r
d
ev
elo
p
in
g
PE
m
o
d
els
th
at
p
r
io
r
itize
d
y
n
am
i
c,
s
tu
d
en
t
-
ce
n
ter
e
d
lear
n
in
g
o
v
er
tr
a
d
itio
n
al
lectu
r
e
-
b
ased
m
eth
o
d
s
.
3
.
2
.
L
im
it
a
t
io
ns
T
h
e
au
th
o
r
s
ac
k
n
o
wled
g
e
ce
r
t
ain
lim
itatio
n
s
in
th
is
s
tu
d
y
.
F
ir
s
t,
th
e
r
esear
ch
f
o
cu
s
ed
ex
clu
s
iv
ely
o
n
g
en
er
atio
n
Z
s
tu
d
en
ts
f
r
o
m
r
u
r
al
co
m
m
u
n
ities
,
wh
ich
m
a
y
l
im
it
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
in
d
i
n
g
s
to
o
th
e
r
p
o
p
u
latio
n
s
,
s
u
ch
as
u
r
b
an
s
tu
d
en
ts
o
r
t
h
o
s
e
f
r
o
m
d
if
f
e
r
e
n
t
ed
u
ca
tio
n
al
c
o
n
tex
ts
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
p
r
im
ar
ily
r
elie
d
o
n
s
tu
d
en
t
s
el
f
-
r
ep
o
r
ts
,
wh
ich
c
o
u
ld
b
e
s
u
b
j
ec
t
to
p
er
s
o
n
al
b
iases
an
d
m
a
y
n
o
t
f
u
lly
c
ap
tu
r
e
all
d
im
en
s
io
n
s
o
f
th
eir
PE
ex
p
er
ien
ce
s
.
Fu
tu
r
e
r
esear
ch
co
u
ld
b
en
e
f
it
f
r
o
m
in
co
r
p
o
r
a
tin
g
b
r
o
ad
e
r
,
m
o
r
e
d
iv
er
s
e
p
ar
ticip
an
t sam
p
les an
d
ad
d
itio
n
al
d
ata
s
o
u
r
ce
s
,
s
u
ch
as tea
ch
er
p
er
s
p
ec
tiv
es o
r
d
ir
ec
t o
b
s
er
v
atio
n
s
,
to
p
r
o
v
id
e
a
m
o
r
e
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
is
s
u
es r
aised
.
4.
CO
NCLU
SI
O
N
Gen
er
atio
n
Z
s
tu
d
en
ts
in
r
u
r
al
co
m
m
u
n
ities
h
av
e
p
r
o
v
id
ed
v
alu
ab
le
in
s
ig
h
ts
o
n
e
n
h
an
cin
g
th
e
PATH
Fit
p
r
o
g
r
am
to
b
etter
a
d
d
r
ess
th
eir
n
ee
d
s
an
d
p
r
ef
er
en
ce
s
.
T
h
ey
s
u
g
g
est
a
s
h
if
t
t
o
war
d
s
m
ak
in
g
PE
m
o
r
e
en
g
ag
in
g
an
d
in
ter
ac
ti
v
e,
f
o
c
u
s
in
g
o
n
h
a
n
d
s
-
o
n
ac
tiv
ities
r
ath
er
th
an
r
ely
i
n
g
s
o
lely
o
n
tr
ad
itio
n
al
lectu
r
es
an
d
m
ater
ials
.
T
h
ey
a
d
v
o
ca
te
f
o
r
a
f
lex
i
b
le
cu
r
r
icu
l
u
m
th
at
ec
h
o
es
th
eir
in
ter
ests
,
m
o
v
in
g
awa
y
f
r
o
m
a
r
ig
id
,
p
r
escr
ip
tiv
e
a
p
p
r
o
ac
h
.
I
n
cr
ea
s
ed
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
t
-
ce
n
ter
e
d
ac
tiv
ities
an
d
th
e
a
v
ailab
ilit
y
o
f
s
p
o
r
ts
eq
u
ip
m
en
t
f
o
r
b
o
r
r
o
wi
n
g
ar
e
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NC
E
S
[
1
]
A
.
D
o
l
o
t
,
“
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h
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[
2
]
C
.
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.
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.
[
3
]
E.
J.
C
i
l
l
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e
r
s
,
“
T
h
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c
h
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,
”
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PLE:
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t
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rn
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3
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.
[
4
]
T.
F
r
a
n
c
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s
a
n
d
F
.
H
o
e
f
e
l
,
“
‘
Tr
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’
:
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1
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2
,
p
p
.
1
–
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0
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8
.
[
5
]
M.
-
C
.
I
o
r
g
u
l
e
sc
u
,
“
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e
n
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a
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4
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,
2
0
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6
.
[
6
]
K
.
A
.
J.
M
o
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r
,
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[
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[
30
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[
32
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33
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[
34
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.
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[
35
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36
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[
37
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38
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[
39
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[
40
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P
.
R
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[
41
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[
42
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K
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[
43
]
I
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D
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[
44
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[
45
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