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IJ
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2252
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8938
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ex
p
er
ts
h
av
e
s
h
o
w
n
a
n
in
cr
ea
s
i
n
g
in
ter
est
i
n
g
a
m
i
f
y
i
n
g
th
e
E
F
L
class
r
o
o
m
.
A
p
io
n
ee
r
in
t
h
e
f
i
eld
,
d
ef
in
es
g
a
m
i
f
icatio
n
as
th
e
u
s
e
o
f
g
a
m
eb
ased
m
ec
h
a
n
ic
s
,
ae
s
t
h
etics
a
n
d
g
a
m
e
t
h
in
k
i
n
g
w
it
h
a
v
ie
w
to
n
o
t
o
n
l
y
e
n
g
a
g
i
n
g
p
eo
p
le,
o
r
m
o
tiv
a
te
ac
tio
n
,
b
u
t
p
r
o
m
o
te
lear
n
i
n
g
an
d
s
o
lv
e
p
r
o
b
lem
s
a
s
w
ell.
”
[
3
]
.
I
n
r
ec
en
t
y
e
ar
s
,
g
o
al
-
o
r
ien
ted
,
f
ee
d
b
ac
k
d
r
iv
e
n
,
r
u
le
-
b
ased
an
d
f
u
n
ar
e
s
o
m
e
o
f
th
e
m
an
y
ter
m
s
u
s
ed
ev
er
y
n
o
w
an
d
th
e
n
to
lab
el
g
a
m
i
f
ica
ti
o
n
.
As
an
e
f
f
ec
tiv
e
in
s
tr
u
ctio
n
a
l
s
tr
ate
g
y
,
g
a
m
i
f
ic
atio
n
h
a
s
p
u
s
h
ed
lear
n
i
n
g
an
d
teac
h
in
g
p
r
o
ce
s
s
es
to
t
h
e
n
ex
t
le
v
el.
B
y
lar
g
e,
g
a
m
if
icatio
n
h
as
b
ee
n
v
ie
w
e
d
as
an
e
f
f
ec
tiv
e
ap
p
r
o
ac
h
to
en
ac
t
p
o
s
iti
v
e
c
h
an
g
e
i
n
s
tu
d
en
ts
'
b
eh
a
v
io
r
an
d
attitu
d
e
to
w
ar
d
s
lear
n
i
n
g
,
lea
d
in
g
to
an
i
m
p
r
o
v
ed
s
c
h
o
last
ic
ac
h
ie
v
e
m
e
n
t.
O
n
t
h
e
o
n
e
h
an
d
,
g
a
m
i
f
icatio
n
af
f
ec
ts
s
tu
d
e
n
ts
'
b
eh
a
v
io
r
,
an
d
m
o
tiv
at
io
n
,
lea
d
in
g
to
i
m
p
r
o
v
e
m
e
n
t
o
f
k
n
o
w
led
g
e
a
n
d
s
k
i
l
ls
[
4
]
.
On
th
e
o
th
er
h
an
d
,
s
ee
i
n
g
t
h
at
g
a
m
e
s
ar
e
p
lay
ed
at
h
o
m
e,
o
n
th
e
s
tr
ee
t
s
an
d
i
n
an
e
n
v
ir
o
n
m
en
t
w
h
e
r
e
o
p
p
o
r
tu
n
itie
s
ar
e
av
ailab
le,
th
e
t
h
i
n
k
in
g
s
k
il
ls
a
r
e
p
r
o
ce
s
s
ed
an
d
g
a
m
e
s
tr
ate
g
ies
ar
e
u
s
ed
i
n
ed
u
ca
tio
n
to
m
ak
e
lear
n
i
n
g
ea
s
ier
f
o
r
th
e
s
tu
d
e
n
ts
[
5
]
.
A
s
s
u
m
i
n
g
l
y
,
g
a
m
if
icatio
n
ca
n
a
f
f
ec
t
s
tu
d
e
n
ts
p
o
s
it
iv
el
y
b
y
h
elp
i
n
g
th
e
m
lear
n
f
r
o
m
m
is
tak
e
s
m
ad
e
in
clas
s
,
an
d
i
t
also
ca
n
s
u
p
p
o
r
t
s
tu
d
en
ts
'
e
m
o
tio
n
al
e
x
p
er
ien
ce
s
a
n
d
s
o
c
ial
p
o
s
itio
n
i
n
g
[
6
]
.
J
o
in
in
g
t
h
e
d
eb
ate,
a
f
ield
ex
p
er
t
ag
r
ee
s
w
h
en
h
e
w
r
ites
t
h
at
g
a
m
if
ica
tio
n
is
ab
o
u
t
u
s
i
n
g
g
a
m
e
ele
m
e
n
ts
a
n
d
g
a
m
e
d
e
s
ig
n
co
n
ce
p
t
s
in
n
o
n
-
g
a
m
e
e
n
v
ir
o
n
m
en
t
s
[
7
]
.
A
s
d
is
cu
s
s
ed
ab
o
v
e,
g
a
m
i
f
icatio
n
,
r
ev
o
lv
i
n
g
,
f
o
r
th
e
m
o
s
t
ap
ar
t,
ar
o
u
n
d
u
s
i
n
g
g
a
m
e
m
ec
h
an
ic
s
,
p
la
y
f
u
l
t
h
i
n
k
i
n
g
,
an
d
a
est
h
etics
s
o
as
to
i
n
v
ig
o
r
ate
p
eo
p
le
to
g
et
to
g
eth
er
a
n
d
lear
n
.
I
n
a
n
u
t
s
h
ell,
r
esear
c
h
i
n
I
C
T
&
E
L
T
s
h
ed
lig
h
t
o
n
t
h
e
p
o
in
t
t
h
at
t
h
e
p
u
r
p
o
s
e
o
f
g
a
m
if
icatio
n
is
to
b
o
o
s
t
lear
n
er
s
'
m
o
ti
v
atio
n
an
d
u
p
g
r
ad
e
t
h
eir
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ill
s
.
I
t
is
co
n
cl
u
d
ed
th
a
t
u
s
i
n
g
g
a
m
i
f
icatio
n
in
ed
u
ca
tio
n
m
a
y
h
a
v
e
co
u
n
tle
s
s
p
o
s
iti
v
e
ef
f
ec
ts
o
n
t
h
e
s
t
u
d
en
t
s
[
6
]
.
2
.
1
.
Cla
s
s
Do
j
o
a
s
a
ca
s
e
s
t
ud
y
P
r
in
cip
all
y
,
C
las
s
Do
j
o
is
an
o
n
li
n
e
p
latf
o
r
m
,
w
h
ich
ca
n
b
e
ac
ce
s
s
ed
th
r
o
u
g
h
a
co
m
p
u
ter
,
tab
let,
o
r
S
m
ar
tp
h
o
n
e.
T
h
is
o
n
li
n
e
p
l
atf
o
r
m
ca
n
b
e
en
tr
u
s
ted
with
a
v
er
y
d
elica
te
E
L
T
p
r
ac
tice,
class
r
o
o
m
m
an
a
g
e
m
e
n
t.
I
n
ess
e
n
ce
,
i
t
c
an
tr
ac
k
s
t
u
d
en
ts
'
b
e
h
av
io
r
i
n
p
r
ec
is
e
ter
m
s
b
y
s
i
m
p
l
y
ad
d
in
g
o
r
s
u
b
tr
ac
tin
g
p
o
in
ts
.
T
h
e
latter
f
alls
i
n
s
p
ec
if
ic
ca
te
g
o
r
ies,
th
e
teac
h
er
an
d
/o
r
p
u
p
ils
ca
n
p
o
s
s
ib
l
y
d
esi
g
n
th
at.
Hi
s
to
r
icall
y
s
p
ea
k
i
n
g
,
C
la
s
s
Do
j
o
w
as
la
u
n
ch
ed
in
A
u
g
u
s
t
2
0
1
1
.
No
w
ad
a
y
s
,
th
er
e
is
s
ta
tis
t
ical
ev
id
en
ce
th
at
in
t
w
o
o
u
t
o
f
th
r
ee
p
u
b
lic
s
ch
o
o
ls
i
n
U
S
A
m
a
k
e
u
s
e
o
f
C
la
s
s
Do
j
o
[
8
]
.
On
e
i
m
p
licat
io
n
i
s
to
li
n
k
in
s
tr
u
ct
io
n
w
i
th
ac
co
u
n
tab
ilit
y
.
B
y
e
x
ten
s
io
n
,
th
e
r
ea
s
o
n
b
eh
i
n
d
i
s
to
g
et
s
t
u
d
en
ts
r
esp
o
n
s
ib
le
f
o
r
t
h
e
b
eh
a
v
io
r
s
p
atter
n
s
t
h
e
y
m
a
y
d
is
p
la
y
.
T
h
e
teac
h
er
h
er
e
is
i
n
a
p
o
s
itio
n
to
r
e
w
ar
d
o
r
d
ed
u
ct
p
o
in
t
s
f
r
o
m
s
tu
d
e
n
ts
f
o
r
th
e
b
e
h
av
io
r
s
t
h
at
th
e
y
d
is
p
la
y
a
n
d
th
e
c
h
o
ices
t
h
e
y
m
ak
e.
T
h
u
s
,
C
las
s
Do
j
o
i
m
p
ar
t
s
b
o
th
p
o
s
itiv
e
as
w
ell
a
s
n
eg
a
tiv
e
f
ee
d
b
ac
k
.
B
y
w
a
y
o
f
ill
u
s
tr
atio
n
,
i
f
a
s
t
u
d
en
t
d
o
es
w
ell
b
y
d
is
p
la
y
i
n
g
th
e
b
eh
av
io
r
f
o
r
t
h
at
d
eser
v
e
s
ea
r
n
i
n
g
a
p
o
i
n
t,
a
ch
ee
r
f
u
l
s
o
u
n
d
in
g
“
d
in
g
”
i
s
p
lay
ed
.
I
t
p
r
o
v
id
es
in
s
ta
n
tan
eo
u
s
i
n
f
o
r
m
ati
v
e
f
ee
d
b
ac
k
.
S
i
m
ilar
l
y
,
i
f
a
p
u
p
il
m
ak
e
s
a
p
o
o
r
ch
o
ice,
b
y
d
is
p
l
a
y
in
g
t
h
e
i
n
ap
p
r
o
p
r
iate
b
eh
av
i
o
r
f
o
r
w
h
ich
th
e
y
m
a
y
lo
s
e
a
p
o
in
t,
m
o
r
e
s
tr
i
k
i
n
g
n
eg
at
iv
e
to
n
e
is
alar
m
i
n
g
l
y
p
la
y
ed
[
8
]
.
T
h
is
ac
co
u
n
t
s
ee
k
s
to
s
h
ed
li
g
h
t
o
n
t
h
e
co
n
ce
p
t
s
'
b
eh
a
v
io
r
-
s
p
ec
i
f
ic
p
r
aise'
as
w
ell
a
s
'
b
e
h
av
io
r
-
s
p
ec
if
ic
r
ed
ir
ec
tio
n
'
.
T
o
tak
e
a
c
ase
in
p
o
in
t,
in
s
tead
o
f
s
a
y
in
g
“g
o
o
d
jo
b
”
o
r
“
s
to
p
talk
i
n
g
”
t
h
e
p
o
in
ts
o
n
C
las
s
Do
j
o
w
ill
b
e
r
e
w
ar
d
ed
b
ased
u
p
o
n
w
h
at
s
p
ec
i
f
ic
p
o
s
iti
v
e
b
eh
av
io
r
.
T
o
p
u
t
it
s
u
cc
i
n
ctl
y
,
th
e
w
a
y
t
h
e
p
u
p
ils
p
er
f
o
r
m
a
n
d
w
h
at
s
p
ec
i
f
ic
n
e
g
ati
v
e
b
eh
av
io
r
th
e
y
d
e
m
o
n
s
t
r
ate
an
d
w
h
et
h
er
it
is
ap
p
r
o
p
r
iate
at
th
e
ti
m
e
ar
e
t
ak
en
i
n
to
ac
co
u
n
t.
No
t
h
i
n
g
g
o
es
u
n
r
e
w
ar
d
ed
!
I
t
h
a
s
b
ee
n
n
o
ted
th
at
“Cl
a
s
s
Do
j
o
is
d
is
tr
ib
u
ted
f
r
ee
o
f
ch
ar
g
e
a
n
d
is
u
s
ed
b
y
r
o
u
g
h
l
y
2
0
0
,
0
0
0
teac
h
er
s
as
a
to
o
l
to
h
elp
teac
h
er
s
”.
He
r
ep
o
r
ts
th
at
C
la
s
s
Do
j
o
is
a
g
r
ea
t
en
a
b
lin
g
to
o
l
t
h
at
h
elp
s
tr
ac
k
i
n
g
ass
o
r
ted
b
eh
a
v
io
r
s
,
b
o
th
n
eg
ativ
e
a
n
d
p
o
s
iti
v
e.
He
clai
m
s
,
b
ased
o
n
C
las
s
Do
j
o
C
o
m
p
an
y
r
ep
o
r
ts
,
th
at
teac
h
er
s
u
s
i
n
g
C
la
s
s
Do
j
o
ac
k
n
o
wled
g
ed
a
4
5
%
-
9
0
%
in
cr
ea
s
es
i
n
p
o
s
itiv
e
b
eh
a
v
io
r
an
d
a
5
0
%
-
8
5
%
d
ec
r
ea
s
e
in
in
cid
en
ts
o
f
n
e
g
ati
v
e
b
eh
a
v
io
r
[
2
]
.
I
t
f
o
llo
w
s
,
t
h
en
,
s
tu
d
e
n
ts
ar
e
en
co
u
r
a
g
ed
an
d
m
o
tiv
a
ted
to
d
o
a
b
etter
j
o
b
s
ee
in
g
t
h
at
t
h
e
p
r
o
g
r
a
m
ca
n
g
i
v
e
m
in
u
te
-
by
-
m
i
n
u
te,
d
ay
-
by
-
d
a
y
a
n
d
w
ee
k
-
by
-
w
ee
k
f
ee
d
b
ac
k
.
I
n
li
n
e
w
i
th
[
2
]
,
th
er
e
is
a
m
p
le
e
v
i
d
en
ce
th
at
b
u
il
d
in
g
th
e
av
atar
s
a
s
s
h
o
w
n
i
n
Fi
g
u
r
e
1
,
cr
ea
tin
g
cl
ass
r
o
o
m
r
u
les
a
n
d
ch
o
o
s
i
n
g
ic
o
n
s
f
o
r
ea
ch
h
elp
to
d
ev
elo
p
a
ca
r
in
g
,
s
u
p
p
o
r
tiv
e
r
elatio
n
s
h
ip
w
it
h
c
lass
m
ate
s
an
d
teac
h
er
s
[
9
]
.
I
t
h
a
s
b
ee
n
ac
k
n
o
w
led
g
ed
t
h
at
C
las
s
Do
j
o
ca
n
b
e
u
ti
lized
to
s
h
ar
p
en
s
t
u
d
e
n
t
s
'
s
o
cial
s
k
ill
s
an
d
s
e
lf
-
r
e
g
u
la
tio
n
[
1
0
]
.
Ha
v
in
g
j
u
s
t
ar
g
u
ed
th
at
t
h
er
e
is
s
o
lid
ev
id
en
ce
t
h
at
C
las
s
Do
j
o
p
o
s
itiv
el
y
i
m
p
ac
ts
th
e
clas
s
r
o
o
m
co
n
te
x
t,
let
u
s
tu
r
n
o
u
r
atte
n
tio
n
to
th
e
s
u
n
d
r
y
u
tili
za
tio
n
o
f
C
las
s
Do
j
o
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8938
IJ
-
AI
Vo
l.
8
,
No
.
4
,
Dec
em
b
er
20
1
9
:
3
8
2
–
390
384
2
.
2
.
Cla
s
s
Do
j
o
a
s
a
po
w
er
f
u
l c
la
s
s
ro
o
m
m
a
na
g
e
m
e
nt
t
o
o
l
As
r
eg
ar
d
s
clas
s
r
o
o
m
m
a
n
a
g
e
m
e
n
t,
a
co
u
p
le
o
f
r
esear
ch
er
s
h
a
v
e
n
o
ted
th
at
t
h
at
class
r
o
o
m
m
an
a
g
e
m
e
n
t
en
co
m
p
a
s
s
e
s
all
th
e
ef
f
o
r
ts
an
d
en
d
ea
v
o
r
s
teac
h
er
s
tak
e
to
cr
ea
te
a
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
e
n
t
f
o
r
th
e
ac
ad
e
m
ic
an
d
s
o
cial
an
d
e
m
o
tio
n
al
lear
n
in
g
o
f
s
t
u
d
en
t
s
[
1
1
]
.
A
cc
o
r
d
in
g
l
y
,
“
o
n
e
o
f
o
u
r
p
r
im
ar
y
d
u
t
ies
as
teac
h
er
s
is
to
g
et
o
u
r
s
t
u
d
en
t
s
to
lear
n
.
I
t
is
n
o
t
o
n
l
y
d
i
f
f
icu
l
t
b
u
t
also
i
m
p
o
s
s
ib
le
at
ti
m
e
s
,
to
lear
n
in
ch
ao
tic
en
v
ir
o
n
m
e
n
t
s
”
[
1
2
]
.
Sev
er
al
s
t
u
d
ies
h
av
e
r
ev
ea
led
t
h
at
f
o
r
ef
f
ec
ti
v
e
i
n
s
tr
u
ctio
n
to
co
m
e
i
n
t
o
p
lay
,
c
lass
r
o
o
m
s
m
u
s
t
b
e
w
ell
m
a
n
a
g
ed
”
[
1
3
]
.
I
n
e
s
s
e
n
ce
,
t
h
e
C
la
s
s
Do
j
o
p
latf
o
r
m
p
r
o
v
id
es
a
m
p
le
o
p
p
o
r
tu
n
i
ties
to
f
ac
ilit
ate
cla
s
s
r
o
o
m
m
a
n
ag
e
m
e
n
t
f
o
r
t
ea
ch
er
s
.
Ul
ti
m
atel
y
,
t
h
e
p
r
o
g
r
a
m
i
s
g
ain
in
g
s
u
p
p
o
r
t
f
o
r
u
s
e
as
a
cla
s
s
r
o
o
m
m
an
a
g
e
m
e
n
t
to
o
l
as
it
o
f
f
er
s
teac
h
er
s
an
i
n
ter
ac
tiv
e
w
a
y
to
p
r
o
v
id
e
s
tu
d
en
t
s
w
it
h
ef
f
icien
t,
co
n
s
is
ten
t
f
ee
d
b
ac
k
,
an
d
p
u
b
lic
f
ee
d
b
ac
k
,
w
h
ic
h
m
a
y
p
r
o
v
id
e
m
o
r
e
co
m
p
ell
in
g
r
ea
s
o
n
s
an
d
m
o
ti
v
es
f
o
r
s
tu
d
en
ts
to
en
g
a
g
e
i
n
ap
p
r
o
p
r
iate
b
eh
av
io
r
[
1
4
]
.
P
r
ev
io
u
s
s
t
u
d
ies
s
u
p
p
o
r
t
th
e
co
n
ce
p
t
th
at
s
t
u
d
en
t
s
r
esp
o
n
d
an
d
ch
a
n
g
e
th
eir
b
eh
a
v
io
r
b
ased
u
p
o
n
in
f
o
r
m
atio
n
th
e
y
ar
e
in
ter
p
r
etin
g
f
r
o
m
t
h
eir
en
v
ir
o
n
m
e
n
t.
T
o
p
u
t
it
b
lu
n
t
l
y
,
i
f
s
tu
d
e
n
ts
r
ec
ei
v
e
f
ee
d
b
ac
k
f
r
o
m
t
h
eir
teac
h
er
s
,
p
o
s
iti
v
e
o
r
n
eg
ati
v
e,
th
e
y
r
ea
ct
an
d
te
n
d
to
d
is
p
la
y
a
ch
a
n
g
e
i
n
b
eh
av
io
r
in
h
ar
m
o
n
y
w
it
h
th
e
n
atu
r
e
o
f
f
ee
d
b
ac
k
,
b
e
it
n
eg
at
iv
e
o
r
p
o
s
itiv
e.
A
lo
n
g
t
h
e
s
a
m
e
lin
es,
class
r
o
o
m
m
an
a
g
e
m
e
n
t
is
o
n
e
o
f
t
h
e
b
ig
g
e
s
t
ch
al
len
g
es
f
ac
i
n
g
n
e
w
t
ea
ch
er
s
an
d
n
o
v
ice
teac
h
er
s
a
r
e
m
o
r
e
co
n
ce
r
n
ed
ab
o
u
t
s
tu
d
e
n
t
'
s
d
i
s
r
u
p
ti
v
e
b
eh
av
io
r
s
,
co
n
ce
d
in
g
t
h
at
o
n
e
wa
y
to
h
elp
teac
h
er
s
w
i
th
c
lass
r
o
o
m
m
an
a
g
e
m
e
n
t
an
d
d
is
cip
lin
e
p
r
o
b
le
m
s
i
s
g
ett
in
g
t
h
e
m
to
u
s
e
C
la
s
s
Do
j
o
[
1
5
]
.
2
.
3
.
Cla
s
s
Do
j
o
&
d
is
ciplin
e
I
n
d
is
cu
s
s
io
n
s
o
f
class
r
o
o
m
d
is
cip
lin
e,
o
n
e
co
n
tr
o
v
er
s
ial
is
s
u
e
h
as
b
ee
n
b
eh
av
io
r
m
an
ag
e
m
e
n
t
s
y
s
te
m
s
,
n
a
m
el
y
cla
s
s
r
o
o
m
d
is
cip
lin
e
co
n
d
u
ct
c
h
ar
ts
.
A
r
g
u
ab
l
y
,
p
u
p
ils
ar
e
o
f
ten
p
en
alize
d
f
o
r
s
p
ec
if
ic
u
n
d
es
ir
ab
le
b
eh
av
io
r
s
.
W
o
r
s
e
is
t
h
e
f
ac
t
d
es
ir
ab
le
b
eh
a
v
io
r
s
ar
e
u
n
f
o
r
tu
n
a
tel
y
g
o
n
e
u
n
n
o
t
iced
.
A
cc
o
r
d
in
g
to
liter
atu
r
e
o
n
th
e
to
p
ic,
r
e
w
ar
d
s
y
s
te
m
s
ar
e
o
f
ten
i
n
ad
eq
u
a
te
en
o
u
g
h
to
co
n
s
o
lid
ate
an
d
r
ein
f
o
r
ce
p
o
s
itiv
e
b
eh
av
io
r
p
atter
n
s
.
I
n
t
h
is
r
e
s
p
ec
t,
it
h
a
s
b
ee
n
clea
r
l
y
s
t
ated
th
at
w
h
en
teac
h
er
s
i
m
p
le
m
e
n
t
clas
s
-
w
id
e
in
ter
v
e
n
tio
n
s
,
cla
s
s
r
o
o
m
i
n
ter
ac
tio
n
p
atter
n
s
g
et
m
o
r
e
p
o
s
i
tiv
e,
a
n
d
in
t
u
r
n
r
esu
lt
i
n
m
o
r
e
en
g
a
g
e
m
en
t
o
n
s
tu
d
e
n
ts
’
p
ar
t.
C
o
n
s
eq
u
en
tl
y
,
s
tu
d
en
ts
ar
e
m
o
r
e
i
n
p
o
s
iti
o
n
to
s
ta
y
o
n
-
ta
s
k
,
g
etti
n
g
f
o
cu
s
ed
o
n
teac
h
i
n
g
ap
p
r
o
p
r
iate
b
eh
av
io
r
s
w
h
ich
w
il
l
lik
el
y
m
ater
ialize
in
a
p
o
s
iti
v
e
class
r
o
o
m
en
v
ir
o
n
m
e
n
t,
p
r
o
m
o
tin
g
s
t
u
d
en
t
lear
n
in
g
a
n
d
en
g
a
g
e
m
e
n
t”
[
1
6
]
.
R
esear
ch
tel
ls
t
h
at
“Fo
r
t
y
p
er
ce
n
t
o
f
teac
h
er
s
s
a
y
th
e
y
s
p
en
d
m
o
r
e
t
h
an
h
al
f
o
f
th
eir
ti
m
e
m
an
a
g
i
n
g
b
eh
av
io
r
r
ath
er
th
an
t
ea
ch
i
n
g
--
an
d
it's
a
r
ea
s
o
n
w
h
y
t
h
e
y
q
u
i
t
teac
h
in
g
alto
g
et
h
er
”
[
1
7
]
.
R
ep
o
r
ted
ly
,
talk
i
n
g
alo
u
d
in
class
,
g
etti
n
g
o
u
t
o
f
o
n
e
's
s
ea
t,
m
a
k
in
g
n
o
i
s
es,
f
i
g
h
ti
n
g
,
th
r
o
w
in
g
o
b
j
ec
ts
,
u
s
i
n
g
f
o
u
l
lan
g
u
a
g
e,
an
d
av
o
i
d
in
g
w
o
r
k
ar
e
s
o
m
e
o
f
t
h
e
n
e
g
ati
v
e
b
eh
av
io
r
p
atter
n
s
t
h
at
m
ak
e
teac
h
er
s
lo
s
e
co
n
tr
o
l
o
f
th
e
teac
h
in
g
-
lear
n
in
g
ep
i
s
o
d
e.
R
esear
ch
,
ag
ai
n
,
s
tates
th
a
t
“
e
f
f
ec
ti
v
e
p
r
ev
e
n
tio
n
i
n
v
o
lv
e
s
th
e
estab
lis
h
m
e
n
t
o
f
p
r
ed
ictab
le,
p
o
s
itiv
e
en
v
ir
o
n
m
e
n
ts
t
h
at
s
u
p
p
o
r
t
s
tu
d
en
ts
'
b
eh
a
v
io
r
al
an
d
ac
ad
em
ic
n
ee
d
s
”
[
1
8
]
.
T
h
e
b
o
tto
m
li
n
e,
h
er
e,
i
s
th
at
C
lass
Do
j
o
p
latf
o
r
m
co
u
l
d
b
e
p
o
w
er
f
u
l
e
n
o
u
g
h
to
s
u
s
ta
in
en
g
a
g
e
m
en
t
a
n
d
in
ter
est i
n
g
o
o
d
b
eh
av
io
r
,
k
ee
p
in
g
tr
ac
k
o
f
th
e
i
n
s
an
d
o
u
ts
o
f
th
e
clas
s
r
o
o
m
s
ett
in
g
.
2
.
4
.
Cla
s
s
Do
j
o
&
cla
s
s
d
a
t
a
T
ec
h
n
icall
y
s
p
ea
k
i
n
g
,
b
eh
a
v
i
o
r
tr
ac
k
in
g
p
r
o
g
r
a
m
s
te
n
d
to
allo
w
teac
h
er
s
to
tr
ac
k
th
e
class
r
o
o
m
co
n
d
u
ct
o
f
in
d
i
v
id
u
al
s
tu
d
e
n
t
s
an
d
r
e
w
ar
d
o
r
p
u
n
is
h
it
co
r
r
esp
o
n
d
in
g
l
y
.
T
h
er
e
h
as
b
e
en
p
len
ti
f
u
l
d
is
c
u
s
s
io
n
an
d
r
esear
ch
co
n
d
u
cted
o
n
t
h
e
e
f
f
icien
c
y
o
r
b
e
n
ef
ic
ial
u
s
e
o
f
C
las
s
Do
j
o
as
a
b
eh
a
v
io
r
m
a
n
ag
e
m
e
n
t
d
at
a
r
ec
o
llectio
n
to
o
l.
Dif
f
er
en
t
ca
s
e
s
t
u
d
ies
i
n
s
i
s
t
t
h
at
s
tu
d
e
n
ts
h
av
e
b
ec
o
m
e
r
e
w
ar
d
ed
o
r
r
ed
ir
ec
ted
in
a
lo
g
ica
l
m
an
n
er
,
d
if
f
er
en
tia
ti
n
g
b
et
w
e
en
w
h
a
t b
eh
av
io
r
s
ar
e
d
esira
b
ly
ex
p
ec
ted
an
d
w
h
ic
h
ar
e
p
r
o
h
ib
ited
an
d
ar
e
to
b
e
av
o
id
ed
an
d
ev
ad
ed
.
I
n
ad
d
itio
n
,
a
n
u
m
b
er
o
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ter
m
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m
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ata
[
1
9
]
.
T
h
is
allo
w
s
p
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t
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,
teac
h
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,
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p
lace
in
to
d
a
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'
s
class
r
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m
s
.
2
.
5
.
Cla
s
s
Do
j
o
& m
o
t
iv
a
t
io
n
I
n
co
n
test
ab
l
y
,
to
d
a
y
's
lear
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ar
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ati
v
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ar
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u
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ig
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tech
n
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ies,
d
if
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er
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t
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t
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n
e
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attit
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to
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in
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p
r
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s
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d
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ig
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eq
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ts
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lear
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at
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v
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b
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y
t
h
e
d
ev
elo
p
m
e
n
t
o
f
tec
h
n
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lo
g
y
[
2
0
]
.
I
t
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as
b
ee
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m
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tr
ated
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at
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Evaluation Warning : The document was created with Spire.PDF for Python.
IJ
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m
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lev
el
[
2
2
]
.
2
.
6
.
Cla
s
s
Do
j
o
&
cla
s
s
pa
rt
icipa
t
io
n
I
n
d
u
b
itab
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v
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m
if
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class
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s
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ttin
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s
,
ca
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in
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s
e
lear
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m
o
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to
w
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co
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es.
A
cc
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to
[
2
3
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s
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Do
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Gr
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[
2
4
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.
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a
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.
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2
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%.
T
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m
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t
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q
u
alize
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t
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m
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etti
n
g
[
2
5
]
.
R
eg
ar
d
in
g
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s
r
o
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m
m
a
n
ag
e
m
e
n
t,
it
h
as
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ee
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as
s
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t
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m
m
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a
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t
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m
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an
iz
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k
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w
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in
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tr
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teac
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)
ca
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ed
s
m
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l
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.
T
h
u
s
,
m
a
k
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m
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s
tr
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to
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e
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c
ase
in
p
o
in
t.
[
2
6
]
2
.
7
.
Cla
s
s
Do
j
o
&
st
a
k
eho
lde
rs
T
h
r
o
u
g
h
o
u
t
t
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r
,
all
s
ta
k
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ld
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s
an
d
co
n
ce
r
n
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p
ar
ties
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n
clu
d
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n
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p
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t
s
,
ad
m
in
is
t
r
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,
an
d
s
tu
d
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ts
,
ar
e
g
r
a
n
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p
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m
it
to
r
ev
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w
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la
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Do
j
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,
r
ec
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s
tu
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'
p
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ter
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S
y
s
te
m
i
n
Har
le
m
)
co
n
f
ir
m
s
t
h
at
t
h
e
cla
s
s
r
o
o
m
co
m
m
u
n
icatio
n
ap
p
h
elp
s
s
t
u
d
en
ts
to
b
u
ild
s
o
cial
-
e
m
o
tio
n
al
s
k
ills
.
I
n
th
e
m
ea
n
w
h
ile,
co
n
ce
r
n
ed
p
ar
ties
(
s
tu
d
e
n
ts
,
p
ar
en
ts
,
a
n
d
teac
h
er
s
)
ca
n
s
h
ar
e
w
h
at
i
s
h
ap
p
en
i
n
g
,
i
n
a
m
an
a
g
ea
b
le
w
a
y
,
d
u
r
in
g
t
h
e
s
ch
o
o
l d
ay
[
2
7
]
.
2
.
8
.
Cla
s
s
Do
j
o
&
c
rit
ics
B
en
W
illi
a
m
s
o
n
,
a
lectu
r
er
i
n
ed
u
ca
tio
n
at
th
e
Un
iv
er
s
it
y
o
f
St
ir
lin
g
a
n
d
t
h
e
au
t
h
o
r
o
f
B
ig
Data
i
n
E
d
u
ca
tio
n
,
b
ec
a
m
e
a
w
ar
e
o
f
i
t
w
h
e
n
it
w
as
in
tr
o
d
u
ce
d
at
h
i
s
ch
i
ld
r
en
'
s
s
ch
o
o
l.
I
t
w
a
s
la
u
n
ch
ed
i
n
2
0
1
1
an
d
its
b
eh
a
v
io
r
al
m
o
n
ito
r
i
n
g
h
as
b
ee
n
u
n
d
er
s
ca
t
h
in
g
cr
itici
s
m
f
o
r
lab
elin
g
ch
ild
r
en
at
an
ea
r
ly
a
g
e
an
d
f
o
r
m
ak
in
g
th
e
cla
s
s
r
o
o
m
a
co
m
p
e
titi
v
e
s
p
ac
e.
An
o
th
er
m
aj
o
r
cr
iticis
m
is
t
h
e
lack
o
f
d
etailed
s
tu
d
ies,
d
o
cu
m
en
tin
g
C
la
s
s
Do
j
o
u
tili
za
tio
n
i
n
clas
s
r
o
o
m
.
F
u
r
th
e
r
m
o
r
e,
h
e
co
n
te
n
d
s
th
at
s
o
m
e
teac
h
er
s
h
a
v
e
de
v
elo
p
ed
a
d
is
lik
i
n
g
f
o
r
th
e
p
latf
o
r
m
f
o
r
h
a
v
i
n
g
a
b
eh
a
v
i
o
r
is
t
r
e
w
ar
d
s
y
s
te
m
as
a
b
asi
s
.
”
I
n
ad
d
itio
n
,
th
e
lead
er
b
o
ar
d
s
an
d
b
ad
g
es
h
av
e
co
n
tr
ib
u
ted
n
e
g
ati
v
el
y
to
t
h
e
lear
n
in
g
o
u
tco
m
es
o
f
u
s
er
s
[
2
3
]
.
I
n
a
d
if
f
er
en
t
r
esear
ch
,
it
is
s
tated
th
a
t
th
e
i
m
ag
in
ar
y
a
v
atar
s
i
n
a
g
a
m
i
f
i
ca
tio
n
ap
p
licatio
n
m
o
v
e
t
h
e
s
tu
d
en
t
s
a
w
a
y
f
r
o
m
r
ea
lit
y
[
2
8
]
.
2.
9
.
T
he
pu
rpo
s
e
o
f
t
he
s
t
ud
y
T
h
is
p
r
esen
t st
u
d
y
ai
m
s
at:
E
v
alu
a
tin
g
p
ar
ticip
an
t
s
t
u
d
en
ts
'
s
atis
f
ac
tio
n
w
it
h
t
h
e
u
s
e
o
f
th
e
C
las
s
Do
j
o
p
latf
o
r
m
in
m
an
a
g
i
n
g
class
r
o
o
m
p
r
ac
tices.
E
v
alu
a
tin
g
p
ar
ticip
an
t
s
tu
d
e
n
t
s
'
r
ea
d
i
n
ess
a
n
d
m
o
ti
v
atio
n
to
u
s
e
C
lass
Do
j
o
p
latf
o
r
m
to
s
t
r
u
ctu
r
e
f
u
t
u
r
e
lear
n
in
g
e
x
p
er
ien
ce
s
.
2
.
1
0
.
Re
s
ea
rc
h ques
t
io
ns
B
y
lar
g
e,
t
h
e
ce
n
tr
al
r
esear
c
h
q
u
esti
o
n
as
k
s
to
w
h
a
t
e
x
ten
t
p
ar
ticip
an
ts
w
er
e
s
ati
s
f
ied
/
d
is
s
ati
s
f
ied
w
it
h
C
las
s
Do
j
o
p
latf
o
r
m
in
s
o
f
ar
as
b
eh
a
v
io
r
m
an
a
g
e
m
en
t.
I
n
ess
e
n
ce
,
t
h
e
r
esear
ch
er
s
was
r
ea
ll
y
i
n
ter
es
ted
in
r
ec
eiv
in
g
s
tu
d
e
n
ts
'
f
ee
d
b
ac
k
ab
o
u
t
t
h
is
n
e
w
o
n
li
n
e
lear
n
in
g
ex
p
er
ien
ce
in
o
r
d
er
to
s
p
o
t
th
e
p
o
s
iti
v
e
an
d
also
n
eg
ati
v
e
p
o
in
t
s
th
at
n
ee
d
m
o
r
e
atten
tio
n
in
t
h
e
f
u
tu
r
e.
T
h
e
s
tu
d
y
ai
m
ed
at
ad
d
r
es
s
in
g
th
e
f
o
llo
w
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8938
IJ
-
AI
Vo
l.
8
,
No
.
4
,
Dec
em
b
er
20
1
9
:
3
8
2
–
390
386
q
u
esti
o
n
s
:
T
o
w
h
a
t
ex
te
n
t,
h
a
s
C
lass
Do
j
o
r
ein
f
o
r
ce
d
s
tu
d
e
n
ts
'
p
o
s
iti
v
e
clas
s
r
o
o
m
b
e
h
av
io
r
m
an
a
g
e
m
e
n
t
i
n
t
h
e
class
r
o
o
m
co
n
te
x
t?
T
o
w
h
at
e
x
te
n
t
ar
e
p
ar
ticip
an
t
s
t
u
d
en
t
s
w
illi
n
g
an
d
r
ea
d
y
to
tr
y
th
e
C
las
s
Do
j
o
p
latf
o
r
m
i
n
f
u
t
u
r
e
lear
n
in
g
e
x
p
er
ien
ce
s
?
3.
RE
S
E
ARCH
M
E
T
H
O
DO
L
O
G
Y
3
.
1
.
Resea
rc
h desi
g
n
T
h
e
p
ap
er
at
h
an
d
f
o
llo
w
s
a
ca
s
e
s
t
u
d
y
q
u
alitat
iv
e
r
e
s
ea
r
ch
d
esig
n
.
C
ase
s
t
u
d
ies
ar
e
m
ea
n
t
to
in
v
e
s
ti
g
ate
a
p
h
e
n
o
m
e
n
o
n
,
to
en
g
e
n
d
er
h
y
p
o
t
h
ese
s
,
an
d
to
r
atif
y
a
m
et
h
o
d
.
Fu
r
t
h
er
m
o
r
e,
i
t
p
r
o
v
id
es
a
u
n
iq
u
e
ex
a
m
p
le
o
f
ac
t
u
al
p
eo
p
le
in
ac
tu
al
s
it
u
atio
n
s
,
e
m
p
o
w
er
in
g
r
ea
d
er
s
to
u
n
d
er
s
tan
d
id
ea
s
m
o
r
e
clea
r
l
y
t
h
a
n
s
i
m
p
l
y
b
y
p
r
esen
tin
g
th
e
m
w
i
th
ab
s
tr
ac
t
t
h
eo
r
ies
o
r
p
r
in
cip
les
[
2
9
]
.
T
h
e
r
esear
ch
er
s
’
m
ai
n
o
b
j
ec
tiv
e
w
as
to
f
i
n
d
o
u
t
h
o
w
t
h
e
p
ar
ticip
a
n
t
s
t
u
d
en
t
s
e
v
alu
a
te
t
h
e
i
n
te
g
r
atio
n
o
f
C
lass
Do
j
o
in
m
a
n
a
g
i
n
g
c
lass
r
o
o
m
d
i
s
cip
lin
e,
m
o
tiv
a
tio
n
,
a
n
d
p
ar
ti
cip
atio
n
at
th
e
Mo
r
o
cc
an
h
i
g
h
Sc
h
o
o
l
.
T
h
u
s
,
t
h
is
m
e
th
o
d
is
h
ig
h
l
y
q
u
ali
f
ied
to
elicit
d
etailed
an
d
in
d
ep
th
in
f
o
r
m
at
io
n
in
t
h
is
r
e
g
ar
d
.
3
.
2
.
P
a
rt
icipa
nts
4
1
Mo
r
o
cc
an
f
ir
s
t
-
y
ea
r
B
ac
ca
lau
r
ea
te
s
t
u
d
en
ts
w
er
e
co
n
v
en
i
en
tl
y
c
h
o
s
e
n
to
p
ar
ticip
ate
in
th
is
s
tu
d
y
.
T
h
ey
all
s
t
u
d
y
in
th
e
s
a
m
e
p
u
b
lic
h
i
g
h
s
c
h
o
o
l,
in
t
h
e
s
a
m
e
class
,
b
elo
n
g
to
t
h
e
s
cie
n
c
e
s
tr
ea
m
a
n
d
ag
ed
b
et
w
ee
n
1
6
to
1
7
y
ea
r
s
.
T
h
ey
w
er
e
o
f
f
er
ed
th
e
o
p
p
o
r
tu
n
i
t
y
to
p
ar
ticip
ate
in
a
s
t
u
d
y
t
h
at
last
ed
ab
o
u
t
6
m
o
n
t
h
s
.
T
o
clar
if
y
,
th
e
y
w
er
e
g
iv
e
n
p
er
s
o
n
al
co
d
es
an
d
in
v
i
ted
to
h
av
e
ac
ce
s
s
to
an
o
n
li
n
e
lear
n
in
g
p
latf
o
r
m
ca
lled
“Cl
a
s
s
Do
j
o
”.
T
h
e
s
tu
d
y
at
h
a
n
d
to
o
k
p
lace
at
a
h
u
g
e
u
r
b
an
s
e
n
io
r
h
ig
h
s
ch
o
o
l
in
A
zr
o
u
,
I
f
r
an
e
Dir
ec
to
r
ate.
T
h
e
class
r
o
o
m
was
a
r
eg
u
lar
ed
u
ca
tio
n
class
r
o
o
m
t
h
at
s
er
v
e
s
th
e
in
s
tr
u
c
tio
n
al
n
ee
d
s
o
f
u
p
to
4
1
s
tu
d
e
n
ts
t
h
r
o
u
g
h
o
u
t
t
h
e
d
a
y
.
C
ap
italizi
n
g
o
n
d
ata
s
h
o
w
,
th
e
C
lass
Do
j
o
h
o
m
e
s
cr
ee
n
w
a
s
d
is
p
la
y
ed
o
n
th
e
w
h
iteb
o
ar
d
th
r
o
u
g
h
o
u
t
m
o
s
t
o
f
th
e
d
a
y
u
n
less
t
h
er
e
w
a
s
s
o
m
et
h
i
n
g
i
n
s
tr
u
ctio
n
al
t
h
at
n
ee
d
s
to
b
e
s
h
o
w
n
.
W
h
en
t
h
at
h
ap
p
en
ed
,
C
las
s
D
o
j
o
p
o
in
ts
w
er
e
g
i
v
e
n
th
r
o
u
g
h
th
e
class
r
o
o
m
iP
ad
o
r
th
e
teac
h
er
's
p
h
o
n
e
w
h
ic
h
b
o
th
h
ad
th
e
ap
p
licatio
n
.
3
.
3
.
I
ns
t
ru
m
e
nts a
nd
pro
ce
d
ure
Usi
n
g
C
la
s
s
Do
j
o
to
d
eter
m
i
n
e
if
C
la
s
s
Do
j
o
w
er
e
an
ef
f
ec
t
iv
e
to
o
l
to
u
p
g
r
ad
e
cla
s
s
r
o
o
m
p
r
ac
tice
s
d
u
r
in
g
g
u
id
ed
i
n
s
tr
u
ctio
n
,
t
h
e
p
r
o
g
r
am
w
as
i
m
p
le
m
e
n
ted
f
r
o
m
Oc
to
b
er
to
J
u
n
e
i
n
a
f
ir
s
t
-
b
ac
ca
lau
r
ea
te
g
r
ad
e
class
r
o
o
m
.
T
o
b
eg
in
,
class
ac
co
u
n
t
w
a
s
cr
ea
ted
b
y
th
e
te
ac
h
er
.
I
t
is
w
o
r
th
m
e
n
tio
n
i
n
g
th
at
th
e
p
lat
f
o
r
m
s
allo
w
s
h
a
v
i
n
g
m
u
l
tip
le
clas
s
ac
co
u
n
t
s
,
i
f
n
ee
d
b
e.
Nex
t
,
th
e
cla
s
s
r
o
aster
w
a
s
u
p
lo
ad
ed
.
A
f
ter
w
ar
d
s
,
C
las
s
Do
j
o
p
latf
o
r
m
a
u
to
m
a
tic
all
y
a
s
s
i
g
n
s
ea
ch
s
t
u
d
en
t
an
a
v
atar
.
An
a
v
atar
i
s
a
n
ico
n
o
r
f
i
g
u
r
e
t
h
at
ca
n
b
e
u
s
ed
to
r
ep
r
esen
t a
p
er
s
o
n
in
a
n
o
n
li
n
e
en
v
ir
o
n
m
e
n
t [
3
0
]
.
]
.
Fig
u
r
e
1
is
a
ca
s
e
in
p
o
in
t.
Fig
u
r
e
1
.
Stu
d
en
t
s
'
as
s
ig
n
ed
a
v
atar
s
s
a
m
p
le
I
n
an
e
f
f
o
r
t to
f
i
n
d
p
o
ten
t
ial
a
n
s
w
er
s
to
t
h
e
r
esear
c
h
q
u
e
s
tio
n
s
,
i
n
ter
v
ie
w
s
w
er
e
co
n
d
u
cted
to
p
u
ll
o
u
t
th
e
r
ea
l
p
ictu
r
e
a
n
d
g
en
er
ate
k
n
o
w
led
g
e
ab
o
u
t
C
lass
Do
j
o
u
s
e
in
th
e
E
F
L
/
E
S
L
cla
s
s
r
o
o
m
.
Stru
ct
u
r
ed
in
ter
v
ie
w
s
w
er
e
c
ar
r
ied
o
u
t
w
it
h
p
r
e
-
d
ef
i
n
ed
q
u
esti
o
n
s
w
it
h
a
s
a
m
p
le
s
ize
o
f
4
1
co
n
v
en
ie
n
tl
y
s
elec
ted
f
ir
s
t
-
y
ea
r
b
ac
ca
la
u
r
ea
te
s
t
u
d
en
t
s
,
b
elo
n
g
in
g
to
t
h
e
s
cien
ce
s
tr
ea
m
.
T
h
e
y
w
er
e
i
n
te
r
v
ie
w
ed
in
f
o
c
u
s
ed
g
r
o
u
p
s
o
f
f
i
v
e.
T
h
e
q
u
esti
o
n
s
o
f
th
e
in
ter
v
ie
w
s
w
er
e
m
a
n
ip
u
lated
i
n
a
w
a
y
to
d
r
a
w
s
tu
d
e
n
ts
'
f
ee
li
n
g
s
,
Evaluation Warning : The document was created with Spire.PDF for Python.
IJ
-
AI
I
SS
N:
2252
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8938
A
r
tifi
cia
l in
tellig
en
ce
in
ed
u
ca
tio
n
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in
teg
r
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tin
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s
erio
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s
g
a
min
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in
to
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(
Ya
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e
B
en
h
a
d
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)
387
p
er
ce
p
tio
n
s
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an
d
ex
p
er
ien
ce
s
o
v
er
a
s
p
ec
if
ic
p
er
io
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e.
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ef
o
r
e
co
llectin
g
th
e
d
ata,
th
e
r
esear
ch
er
m
et
w
it
h
p
ar
ticip
an
ts
to
ex
p
lai
n
t
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e
m
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o
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j
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tiv
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t
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g
.
4.
DATA
AN
AL
Y
SI
S
P
iece
s
o
f
in
f
o
r
m
atio
n
,
b
ased
o
n
in
ter
v
ie
w
s
,
w
er
e
in
ter
p
r
eted
u
s
i
n
g
t
w
o
d
i
f
f
er
en
t
w
a
y
s
:
th
e
m
ati
c
g
en
er
atio
n
an
d
citat
io
n
.
T
h
em
atic
g
en
er
atio
n
w
as
m
ea
n
t
t
o
id
en
tify
a
n
d
d
r
a
w
u
p
o
n
co
m
m
o
n
t
h
e
m
es
ac
r
o
s
s
th
e
in
ter
v
ie
w
s
.
Ho
w
e
v
er
,
citatio
n
s
en
ab
led
d
ir
ec
tl
y
q
u
o
ti
n
g
p
ar
ts
o
f
th
e
in
ter
v
ie
w
s
i
n
t
h
e
r
ep
o
r
t
w
it
h
th
e
n
a
m
e
s
o
f
s
t
u
d
en
ts
a
n
o
n
y
m
o
u
s
l
y
co
d
ed
.
Mo
u
s
ta
k
as
'
(
1
9
9
4
)
p
r
o
ce
s
s
f
o
r
p
h
en
o
m
e
n
o
lo
g
ical
r
ed
u
ct
io
n
w
a
s
u
tili
ze
d
to
a
n
al
y
ze
d
ata
[
3
1
]
.
Usi
n
g
t
h
e
a
f
o
r
e
m
e
n
tio
n
ed
p
r
o
ce
s
s
,
s
ev
e
n
t
h
e
m
e
s
e
m
er
g
ed
f
r
o
m
th
e
d
ata
:
(
1
)
C
las
s
Do
j
o
as
a
P
o
w
e
r
f
u
l
C
las
s
r
o
o
m
Ma
n
ag
e
m
e
n
t
T
o
o
l,
(
2
)
A
u
n
iq
u
e
c
la
s
s
r
o
o
m
m
a
n
a
g
e
m
e
n
t
E
x
p
er
ie
n
ce
,
(
3
)
A
tten
tio
n
an
d
f
o
c
u
s
,
(
4
)
P
ar
ticip
atio
n
,
(
5
)
Fu
n
an
d
e
n
j
o
y
m
e
n
t,
(
6
)
C
o
m
p
etitio
n
,
a
n
d
(
7
)
L
ea
r
n
in
g
a
n
d
k
n
o
w
led
g
e
r
eten
tio
n
.
T
h
ese
th
e
m
e
s
r
ev
o
lv
ed
ar
o
u
n
d
t
w
o
r
ese
ar
ch
q
u
es
tio
n
s
an
d
h
elp
ed
to
elu
cid
ate
th
e
p
er
ce
p
tio
n
s
o
f
t
h
e
4
1
p
ar
ticip
an
ts
r
eg
ar
d
in
g
C
la
s
s
Do
j
o
an
d
its
i
m
p
le
m
en
tatio
n
as
a
clas
s
r
o
o
m
m
an
a
g
e
m
e
n
t to
o
l.
R
esear
ch
q
u
e
s
tio
n
1
:
T
o
w
h
at
ex
te
n
t,
h
a
s
C
la
s
s
Do
j
o
r
ein
f
o
r
ce
d
s
tu
d
en
ts
'
p
o
s
iti
v
e
class
r
o
o
m
b
eh
a
v
io
r
m
an
a
g
e
m
e
n
t
i
n
t
h
e
c
lass
r
o
o
m
co
n
tex
t?
(
1
)
C
las
s
Do
j
o
as
a
P
o
w
er
f
u
l
C
las
s
r
o
o
m
Ma
n
ag
e
m
e
n
t
T
o
o
l:
3
4
s
tu
d
e
n
ts
v
o
iced
o
u
t,
“
I
f
ee
l
h
a
p
p
y
w
h
e
n
I
ea
r
n
a
p
o
s
iti
v
e
D
o
jo
p
o
in
t.”
(
2
)
A
u
n
iq
u
e
cla
s
s
r
o
o
m
m
a
n
a
g
e
m
e
n
t
E
x
p
er
ien
ce
:
P
ar
ticip
an
ts
r
ef
er
r
ed
to
C
lass
Do
j
o
as
a
u
n
i
q
u
e
class
r
o
o
m
th
at
i
s
en
j
o
y
ab
le
an
d
s
ti
m
u
latin
g
to
lear
n
in
g
.
C
o
m
p
ar
ed
to
en
g
ag
e
m
en
t
i
n
o
th
er
cla
s
s
e
s
,
s
t
u
d
en
t
s
m
e
n
tio
n
ed
th
at
lear
n
i
n
g
w
it
h
C
lass
Do
j
o
w
a
s
a
r
e
w
ar
d
in
g
teac
h
in
g
e
x
p
er
ien
c
e
th
at
i
s
ca
p
tiv
ati
n
g
an
d
d
esira
b
le.
So
it
d
id
ca
p
tu
r
e
ev
er
y
o
n
e'
s
a
tten
t
io
n
s
tr
aig
h
t
a
w
a
y
[
Stu
d
e
n
t
1
]
.
(
3
)
A
tten
t
i
o
n
an
d
f
o
cu
s
:
Mo
s
t
p
ar
ticip
an
ts
s
ee
m
ed
to
ag
r
ee
th
at
C
la
s
s
Do
j
o
ca
n
s
er
v
e
as
a
ca
tal
y
s
t
f
o
r
p
o
s
iti
v
e
atte
n
ti
o
n
an
d
f
o
c
u
s
i
n
t
h
e
clas
s
r
o
o
m
.
T
h
ey
a
f
f
ir
m
ed
th
at
C
las
s
Do
j
o
w
as
a
n
e
n
j
o
y
ab
le
ac
tiv
it
y
th
at
e
n
co
u
r
ag
ed
th
e
m
to
p
a
y
m
o
r
e
a
tten
t
io
n
d
u
r
in
g
in
s
tr
u
ctio
n
[
St
u
d
en
t
s
9
a
n
d
1
0
]
.
T
h
e
d
ep
lo
y
m
en
t
o
f
C
la
s
s
Do
j
o
also
m
o
ti
v
ated
s
tu
d
e
n
ts
to
clo
s
el
y
m
o
n
ito
r
t
h
eir
b
eh
av
io
r
p
atter
n
s
a
n
d
d
o
th
eir
b
est
to
d
i
s
p
la
y
p
o
s
itiv
e
b
e
h
av
io
r
t
h
r
o
u
g
h
o
u
t
th
e
en
t
ir
e
clas
s
.
“
I
g
u
e
s
s
it
k
ee
p
s
y
o
u
m
o
r
e
aler
t
b
ec
au
s
e
y
o
u
ar
e
al
w
a
y
s
r
eq
u
ir
ed
to
b
e
f
o
cu
s
ed
if
y
o
u
w
a
n
t
to
d
o
w
ell
i
n
C
la
s
s
Do
j
o
”
[
Stu
d
en
t
8
]
.
(
4
)
P
ar
ticip
ati
o
n
:
Data
an
al
y
s
i
s
s
h
o
w
ed
th
at
C
la
s
s
Do
j
o
g
av
e
s
tu
d
e
n
ts
m
o
r
e
ch
a
n
ce
s
to
in
t
er
ac
t
an
d
b
e
en
g
a
g
ed
in
m
o
s
t
o
f
th
e
cla
s
s
r
o
o
m
ac
tiv
itie
s
.
3
6
p
ar
ticip
an
t
s
r
ep
o
r
ted
th
at
it
p
o
s
iti
v
el
y
i
n
f
l
u
en
ce
d
th
eir
p
ar
ticip
atio
n
i
n
cla
s
s
,
an
d
y
et
p
r
o
v
id
ed
th
e
m
w
it
h
th
e
o
p
p
o
r
tu
n
i
t
y
to
ch
o
o
s
e
th
eir
d
esira
b
le
w
a
y
o
f
d
o
in
g
s
o
.
A
cc
o
r
d
in
g
to
[
St
u
d
en
t
3
]
,
“
C
la
s
s
Do
j
o
w
a
s
a
v
er
y
e
n
co
u
r
a
g
in
g
e
x
p
er
ien
ce
b
ec
au
s
e
it
n
ev
e
r
s
to
p
p
ed
u
r
g
in
g
u
s
to
in
v
es
t
m
o
r
e
ef
f
o
r
t
s
in
cla
s
s
;
t
h
e
r
e
w
ar
d
s
y
s
te
m
k
ep
t
u
s
w
illi
n
g
to
talk
an
d
p
o
s
itiv
el
y
p
r
o
v
e
o
u
r
p
r
esen
ce
in
cla
s
s
an
d
i
n
ev
e
r
y
s
ess
io
n
”.
(
5
)
Fu
n
an
d
en
j
o
y
m
e
n
t:
A
s
a
g
a
m
e
-
b
ased
s
t
u
d
en
t r
esp
o
n
s
e
s
y
s
te
m
,
f
u
n
an
d
e
n
ter
tai
n
m
e
n
t l
ie
at
t
h
e
co
r
e
o
f
C
las
s
Do
j
o
.
I
n
ter
v
ie
w
s
r
e
v
ea
led
t
h
at
r
esp
o
n
d
en
ts
en
j
o
y
ed
t
h
e
a
v
atar
s
.
(
3
2
)
P
ar
ticip
an
ts
s
p
ec
if
icall
y
p
o
in
t
ed
o
u
t
t
h
at
C
las
s
D
o
j
o
w
as
f
u
n
.
T
h
e
y
co
n
ce
d
ed
th
at
in
-
cla
s
s
u
s
e
o
f
C
las
s
Do
j
o
w
a
s
a
n
e
n
ter
tain
in
g
e
x
p
er
ien
ce
.
I
t
w
as
j
u
s
t
a
f
u
n
n
y
w
a
y
o
f
in
ter
ac
tin
g
an
d
lear
n
i
n
g
h
o
w
w
ell
s
t
u
d
en
t
s
ar
e
d
o
in
g
at
s
ch
o
o
l
[
S
tu
d
e
n
t
7
]
.
(
6
)
C
o
m
p
etitio
n
:
2
7
p
ar
ticip
an
ts
d
is
cu
s
s
ed
th
e
co
m
p
eti
tiv
e
n
at
u
r
e
o
f
C
las
s
D
o
jo
r
eg
ar
d
in
g
i
n
ter
ac
tio
n
p
atte
r
n
s
an
d
e
n
g
a
g
e
m
e
n
t
lev
els.
Ma
n
y
r
e
s
p
o
n
d
en
t
s
li
k
ed
th
e
co
m
p
e
titi
v
e
asp
ec
t
o
f
C
la
s
s
Do
j
o
,
s
ee
in
g
it
as
a
m
o
tiv
ati
n
g
f
ac
to
r
to
p
ar
ticip
ate,
en
co
u
r
ag
in
g
t
h
e
m
ea
r
n
m
o
r
e
p
o
in
ts
an
d
b
ad
g
es,
ex
er
tin
g
m
o
r
e
en
er
g
y
,
a
n
d
s
h
a
p
in
g
t
h
e
lan
d
s
ca
p
e
o
f
a
d
y
n
a
m
ic
class
r
o
o
m
at
m
o
s
p
h
er
e.
(
7
)
L
ea
r
n
i
n
g
an
d
k
n
o
w
led
g
e
r
eten
tio
n
:
3
7
o
u
t
o
f
th
e
4
1
p
a
r
ticip
an
ts
st
ated
t
h
at
C
la
s
s
Do
j
o
w
a
s
a
u
s
ef
u
l
lear
n
i
n
g
to
o
l
w
h
ic
h
h
ad
a
r
e
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ar
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le
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lu
e
n
ce
o
n
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n
g
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p
er
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ce
.
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h
r
o
u
g
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o
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t
t
h
e
i
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ter
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ie
w
s
,
p
ar
ticip
a
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ts
m
ad
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o
s
itiv
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e
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er
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ce
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to
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o
w
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l
ass
Do
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o
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u
p
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ted
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eir
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h
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tated
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h
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it
h
C
las
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Do
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o
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u
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s
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elp
ed
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e
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l
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m
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er
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p
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ater
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u
t
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er
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e
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es
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s
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it
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te
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tio
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n
e
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ip
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n
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als
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g
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[
St
u
d
en
t 1
2
]
.
R
esear
ch
q
u
esti
o
n
2
:
T
o
w
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at
ex
ten
t a
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e
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ar
ticip
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t st
u
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w
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f
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s
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o
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f
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t
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ities
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h
is
m
ea
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at
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w
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th
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las
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o
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a
s
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cc
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s
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s
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o
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l
y
7
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s
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o
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ed
a
k
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ter
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g
u
s
e
o
f
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las
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o
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p
r
ac
tice.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8938
IJ
-
AI
Vo
l.
8
,
No
.
4
,
Dec
em
b
er
20
1
9
:
3
8
2
–
390
388
Fig
u
r
e
2
.
Stu
d
en
t
s
'
r
ea
d
in
es
s
t
o
tr
y
C
las
s
Do
j
o
in
f
u
t
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r
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x
p
er
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ce
s
.
5.
DIS
CU
SS
I
O
N
T
h
e
cu
r
r
en
t
s
t
u
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y
in
v
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tig
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te
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eh
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an
a
g
e
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en
t
to
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lled
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lass
Do
j
o
.
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h
e
o
b
j
ec
ti
v
e
w
as
to
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ee
w
h
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er
t
h
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co
n
s
i
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te
n
t
u
s
e
o
f
th
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ap
p
licatio
n
w
o
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ld
m
a
x
i
m
iz
e
s
tu
d
e
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ts
’
p
o
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itiv
e
b
eh
a
v
io
r
p
atter
n
s
an
d
m
in
i
m
ize
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h
e
n
e
g
ativ
e
o
n
es.
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h
is
s
t
u
d
y
m
e
t
th
e
g
o
als
d
is
c
u
s
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ed
ab
o
v
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h
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v
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g
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o
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n
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cr
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itiv
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io
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a
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r
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io
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an
al
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z
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g
t
h
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s
u
r
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y
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ata,
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e
m
aj
o
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ity
o
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s
t
u
d
en
t
s
s
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o
w
ed
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at
t
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h
ad
a
p
o
s
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o
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t
lo
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k
o
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ie
w
p
o
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n
t
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f
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o
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d
its
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s
e
i
n
t
h
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class
r
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o
m
.
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h
is
s
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elt
t
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at
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las
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o
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elp
ed
th
e
m
b
u
ild
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s
elf
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co
n
tr
o
l
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d
s
el
f
-
m
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ito
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n
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s
k
ills
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f
th
e
y
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s
t
a
p
o
i
n
t
f
o
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n
eg
a
tiv
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e
h
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r
,
t
h
e
ap
p
licatio
n
d
ec
lar
ed
,
th
r
o
u
g
h
au
d
io
f
ea
t
u
r
es,
w
h
at
b
eh
av
io
r
t
h
e
y
n
ee
d
ed
to
w
o
r
k
o
n
,
t
h
e
y
m
ad
e
co
r
r
ec
tiv
e
ch
o
i
ce
s
a
n
d
ac
tio
n
s
a
n
d
w
er
e
m
o
ti
v
ated
to
r
ec
eiv
e
m
o
r
e
p
o
s
itiv
e
p
o
in
ts
.
P
ar
ticip
an
ts
also
co
n
s
is
te
n
tl
y
co
m
m
u
n
ic
ated
th
e
n
o
tio
n
th
a
t
s
tu
d
e
n
ts
ar
e
in
f
l
u
e
n
ce
d
b
y
t
h
e
r
esu
lts
a
s
s
o
ciate
d
w
it
h
th
e
ir
b
eh
av
io
r
s
.
I
n
h
ar
m
o
n
y
w
it
h
a
m
aj
o
r
th
eo
r
etica
l
f
r
a
m
e
w
o
r
k
f
o
r
th
e
s
t
u
d
y
,
p
ar
ti
cip
an
ts
v
o
iced
o
u
t
t
h
at
C
las
s
Do
j
o
w
a
s
i
n
f
lu
e
n
tial
e
n
o
u
g
h
r
eg
ar
d
in
g
it
s
o
p
er
an
t
co
n
d
itio
n
i
n
g
n
atu
r
e
[
3
2
]
.
P
ar
t
icip
an
ts
co
n
s
is
te
n
tl
y
r
eiter
ated
th
at
au
d
io
f
ea
tu
r
es
ar
e
v
al
u
ab
le
d
is
tin
g
u
i
s
h
i
n
g
f
ea
t
u
r
es.
C
ap
italizi
n
g
o
n
s
o
p
h
is
t
icate
d
tec
h
n
o
lo
g
y
,
t
h
e
s
o
u
n
d
s
t
h
at
C
las
s
Do
j
o
p
lay
s
i
n
f
lu
e
n
ce
s
an
d
g
ea
r
s
tu
d
e
n
ts
i
n
to
b
eh
a
v
i
n
g
i
n
ce
r
tain
w
a
y
s
.
I
n
lin
e
w
it
h
So
cia
l
C
o
g
n
iti
v
e
T
h
eo
r
y
[
3
3
]
,
w
h
e
n
a
s
t
u
d
en
t
g
et
s
a
p
o
s
itiv
e
p
o
in
t,
t
h
e
o
t
h
er
s
t
u
d
en
ts
in
t
h
e
cla
s
s
r
o
o
m
p
a
y
clo
s
e
atte
n
tio
n
to
t
h
e
b
e
h
av
io
r
p
atter
n
s
th
a
t
let
th
a
t
s
tu
d
e
n
t
ea
r
n
t
h
e
p
o
s
iti
v
e
p
o
in
t
.
C
o
n
s
eq
u
en
t
l
y
,
b
ei
n
g
e
n
g
ag
e
d
in
a
co
g
n
iti
v
e
p
r
o
ce
s
s
,
th
e
y
s
tar
t
th
i
n
k
i
n
g
ab
o
u
t
g
en
er
ati
n
g
p
o
ten
tiall
y
p
o
s
s
ib
l
e
b
eh
av
io
r
s
p
atter
n
s
i
n
o
r
d
er
to
w
in
m
o
r
e
p
o
in
ts
.
Si
m
ilar
l
y
,
g
etti
n
g
a
n
e
g
ati
v
e
p
o
in
t
is
s
ee
n
as
a
w
a
k
e
-
u
p
ca
l
l,
a
r
ed
f
lag
.
T
h
er
ef
o
r
e,
s
tu
d
en
ts
m
ar
k
t
h
e
b
eh
av
io
r
p
atter
n
as
in
ap
p
r
o
p
r
iate
an
d
b
lack
lis
t
it
[
3
4
]
.
C
o
g
n
iti
v
el
y
s
p
ea
k
in
g
,
t
h
i
s
p
r
o
v
es
t
h
at
C
las
s
Do
j
o
ca
n
n
o
t
o
n
l
y
s
er
v
e
as
a
s
o
u
r
ce
o
f
en
co
u
r
ag
e
m
e
n
t a
n
d
s
u
p
p
o
r
tiv
e
p
r
aise b
u
t a
l
s
o
as a
n
i
n
f
o
r
m
a
tiv
e
a
n
d
b
eh
a
v
io
r
all
y
ed
u
ca
tio
n
al
to
o
l
.
Fi
g
u
r
e
3
is
a
p
iece
o
f
ev
id
en
ce
.
Fig
u
r
e
3
.
Stu
d
en
t
s
'
o
v
er
all
e
x
p
er
ien
ce
w
it
h
C
la
s
s
Do
j
o
r
ep
o
r
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJ
-
AI
I
SS
N:
2252
-
8938
A
r
tifi
cia
l in
tellig
en
ce
in
ed
u
ca
tio
n
:
in
teg
r
a
tin
g
s
erio
u
s
g
a
min
g
in
to
t
h
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la
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a
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s
s
...
(
Ya
s
s
in
e
B
en
h
a
d
j
)
389
6.
CO
NCLU
SI
O
N
T
h
e
p
r
esen
t
s
tu
d
y
w
a
s
d
es
ig
n
ed
to
clar
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f
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ec
t
s
o
f
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’
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ce
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tio
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o
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th
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t
eg
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atio
n
o
f
g
a
m
if
icatio
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n
to
th
e
teac
h
i
n
g
-
lear
n
i
n
g
p
r
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ce
s
s
.
I
n
th
i
s
in
v
esti
g
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n
,
th
e
ai
m
w
a
s
to
ass
es
s
to
w
h
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te
n
t
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s
Do
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o
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s
t
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im
p
r
o
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r
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o
m
p
r
ac
tice
in
ter
m
s
o
f
class
m
o
tiv
a
tio
n
,
p
ar
ticip
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n
,
co
o
p
er
atio
n
,
d
is
cip
lin
e,
atten
d
a
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ce
,
an
d
class
r
o
o
m
d
is
co
u
r
s
e.
T
h
e
m
o
s
t
o
b
v
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u
s
f
i
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d
in
g
o
f
th
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s
s
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u
d
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s
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at
teac
h
er
s
s
h
o
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ld
teac
h
D
ig
i
tal
n
a
tiv
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s
,
t
h
e
Net
g
en
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n
,
t
h
e
Go
o
g
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g
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er
atio
n
o
r
th
e
Mi
llen
n
ial
s
th
e
w
a
y
t
h
e
y
w
a
n
t
to
lear
n
.
Ga
m
if
y
i
n
g
t
h
e
teac
h
in
g
-
lear
n
i
n
g
p
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s
s
h
a
s
b
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o
m
e
a
m
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s
t
t
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at
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d
ev
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,
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e
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y
n
o
o
k
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d
cr
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n
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,
s
h
o
u
ld
n
e
v
e
r
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e
n
o
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tr
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to
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o
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.
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d
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n
tech
n
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g
y
,
I
C
T
u
tili
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tio
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in
-
clas
s
p
r
ac
tice,
d
o
es
m
a
k
e
a
d
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f
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e
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ce
.
As
s
t
ated
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lier
,
C
las
s
Do
j
o
is
a
s
u
cc
es
s
f
u
l
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u
ca
tio
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al
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h
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o
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y
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n
h
i
s
to
r
y
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h
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t
s
ee
k
s
r
ad
ical
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is
r
u
p
tio
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ed
u
ca
tio
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v
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p
o
p
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lar
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g
n
e
w
p
s
y
ch
o
lo
g
ical
th
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r
ies
o
f
b
eh
av
io
r
m
o
d
if
icatio
n
.
A
lt
h
o
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g
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t
h
e
s
t
u
d
y
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ld
ed
p
o
s
iti
v
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es
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lt
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t
C
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Do
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ased
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Hen
ce
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th
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llected
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T
h
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t
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k
p
lace
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a
s
el
f
-
co
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f
ir
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t
-
b
ac
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la
u
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.
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h
e
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ch
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g
e
f
o
u
n
d
t
h
e
p
lat
f
o
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m
e
n
g
a
g
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g
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s
o
m
e
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h
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s
m
i
g
h
t
f
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n
d
ti
m
e
ch
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o
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tim
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co
n
s
u
m
i
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g
.
T
h
er
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o
r
e,
th
e
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lt
s
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eiv
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m
a
y
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o
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n
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h
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Mo
r
o
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c
o
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tex
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T
h
u
s
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F
u
t
u
r
e
b
r
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ad
er
s
tu
d
ies
ar
e
to
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e
co
n
d
u
ct
ed
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en
h
a
n
ce
t
h
e
g
en
er
aliza
b
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t
y
o
f
th
e
r
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lts
.
Fu
r
t
h
er
s
t
u
d
ies
ca
n
also
to
u
ch
u
p
o
n
n
e
w
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c
u
lt
u
r
al
d
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en
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n
d
h
elp
i
n
ex
p
lo
r
in
g
n
e
w
p
ath
w
a
y
s
.
RE
F
E
R
E
NC
E
S
[1
]
G
ib
b
o
n
s,
S
.
(2
0
0
7
).
Re
d
e
f
in
i
n
g
th
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o
les
o
f
I
n
f
o
rm
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ro
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Hig
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e
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g
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th
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t
g
e
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e
ra
ti
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n
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P
a
p
e
r
p
re
se
n
ted
a
t
EDUCA
USE
,
A
u
stra
las
ia.
A
v
a
il
a
b
le
o
n
l
in
e
a
t
,
h
tt
p
:
//
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c
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3
1
M
a
rc
h
2
0
0
8
)
[2
]
Co
lao
,
J.
(2
0
1
2
)
.
Ca
n
so
f
t
w
a
re
b
u
il
d
c
h
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ra
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ter?
A
p
p
ly
in
g
th
e
m
a
r
s
h
m
a
ll
o
w
tes
t
to
th
e
c
las
sro
o
m
.
Re
tri
e
v
e
d
f
ro
m
h
tt
p
:
//
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w
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f
o
rb
e
s.c
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m
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s/jj
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o
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0
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n
so
f
tw
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re
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tu
rn
-
k
id
s
-
in
to
-
b
e
tt
e
r
-
p
e
o
p
le
.
[3
]
Ka
p
p
,
K.
M
.
(2
0
1
2
)
T
h
e
G
a
m
i
f
ica
ti
o
n
o
f
L
e
a
rn
in
g
a
n
d
In
stru
c
ti
o
n
:
Ca
se
-
Ba
se
d
M
e
th
o
d
s
a
n
d
S
trate
g
ies
f
o
r
T
ra
in
in
g
a
n
d
E
d
u
c
a
ti
o
n
.
Ne
w
Yo
rk
:
P
f
ieff
e
r:
A
n
Im
p
rin
t
o
f
Jo
h
n
W
il
e
y
&
S
o
n
s
[4
]
W
.
Hs
in
-
Yu
a
n
Hu
a
n
g
,
D.
S
o
m
a
n
.
(2
0
1
3
).
Ga
mifi
c
a
ti
o
n
o
f
E
d
u
c
a
ti
o
n
.
T
o
ro
n
to
:
U
n
iv
e
rsity
o
f
T
o
ro
n
t
o
.
Re
tri
e
v
e
d
f
ro
m
In
sid
e
Ro
tm
a
n
:
h
tt
p
:
//
in
si
d
e
.
ro
tm
a
n
.
u
to
ro
n
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o
.
c
a
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h
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0
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G
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m
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Ed
u
c
a
ti
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n
De
c
2
0
1
3
.
p
d
f
[5
]
G
e
l
e
n
,
İ.
,
&
Öz
e
r,
B.
(2
0
0
9
).
Oy
u
n
laş
tı
rm
a
n
ın
b
e
şi
n
c
i
sın
ıf
m
a
te
m
a
ti
k
d
e
rsin
d
e
p
r
o
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lem
ç
ö
z
m
e
b
e
c
e
risi
v
e
d
e
rse
k
a
rşı
tu
tu
m
ü
z
e
rin
d
e
k
i
e
tk
isi.
E
-
Jo
u
r
n
a
l
o
f
Ne
w
W
o
rld
S
c
ien
c
e
s Ac
a
d
e
m
y
,
5
(1
),
M
.
No
:
1
CO1
1
5
.
[6
]
L
e
e
,
J.,
&
Ha
m
m
e
r.
J.
(2
0
1
1
).
G
a
m
i
f
ic
a
ti
o
n
in
e
d
u
c
a
ti
o
n
:
W
h
a
t,
h
o
w
,
w
h
y
b
o
th
e
r?
.
A
c
a
d
e
m
ic
E
x
c
h
a
n
g
e
Qu
a
rterl
y
,
1
5
(
2
).
[7
]
W
e
rb
a
c
h
,
K.,
&
Hu
n
ter,
D.
(2
0
1
2
).
F
o
r
t
h
e
w
in
:
Ho
w
g
a
m
e
th
in
k
in
g
c
a
n
re
v
o
lu
ti
o
n
ize
y
o
u
r
b
u
si
n
e
ss
.
P
h
il
a
d
e
lp
h
ia,
P
A
:
W
h
a
rto
n
Dig
it
a
l
P
re
ss
[8
]
Clas
sD
o
jo
.
(2
0
1
6
)
.
A
b
o
u
t
u
s.
Re
tri
e
v
e
d
1
0
A
u
g
u
st
2
0
1
9
,
f
ro
m
Cl
a
ss
Do
jo
w
e
b
site:
h
tt
p
s://
ww
w
.
c
la
ss
d
o
jo
.
c
o
m
/f
r
-
F
R/p
re
ss
-
n
e
w
[9
]
P
ia
n
ta,
R.
C.
(
1
9
9
9
)
.
E
n
h
a
n
c
in
g
re
latio
n
sh
i
p
s
b
e
tw
e
e
n
c
h
il
d
r
en
a
n
d
tea
c
h
e
rs.
W
a
sh
in
g
to
n
,
DC:
Am
e
rica
n
P
sy
c
h
o
lo
g
ica
l
As
so
c
iatio
n
.
[1
0
]
Ch
a
rles
,
B.
(2
0
1
9
).
C
las
s
Do
jo
an
d
S
t
u
d
e
n
t
S
e
lf
-
Re
g
u
latio
n
:
A
n
Ex
a
m
in
a
ti
o
n
o
f
Be
h
a
v
io
r
P
a
tt
e
r
n
s
a
n
d
A
c
a
d
e
m
i
c
Ou
tco
m
e
s.
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
T
e
a
c
h
in
g
a
n
d
Ed
u
c
a
ti
o
n
,
7
(
1
),
1
4
–
4
0
.
[1
1
]
Ev
e
rtso
n
,
C.
M
.
,
&
W
e
in
ste
in
,
C.
S
.
(2
0
0
6
).
Cl
a
ss
ro
o
m
M
a
n
a
g
e
me
n
t
a
s
a
Fi
e
ld
o
f
In
q
u
iry
.
h
tt
p
s:/
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o
i.
o
rg
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0
.
4
3
2
4
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7
8
0
2
0
3
8
7
4
7
8
3
.
c
h
1
[1
2
]
Ba
rb
e
tt
a
,
P
.
M
.
,
No
ro
n
a
,
K.
L
.
,
&
Bic
a
rd
,
D.
F
.
(2
0
0
5
)
.
Clas
sro
o
m
b
e
h
a
v
io
r
m
a
n
a
g
e
m
e
n
t:
A
d
o
z
e
n
c
o
m
m
o
n
m
ist
a
k
e
s
a
n
d
w
h
a
t
to
d
o
i
n
ste
a
d
.
P
re
v
e
n
ti
n
g
S
c
h
o
o
l
F
a
il
u
re
,
4
9
(
3
),
1
1
–
1
9
.
[1
3
]
Jo
h
n
s
o
n
,
D.
D.
,
Rice
,
M
.
P
.
,
E
d
g
in
g
to
n
,
W
.
D.,
&
W
il
li
a
m
s,
P
.
(2
0
0
5
).
F
o
r
t
h
e
u
n
i
n
it
iate
d
:
H
o
w
to
su
c
c
e
e
d
in
c
las
sro
o
m
m
a
n
a
g
e
m
e
n
t.
Ka
p
p
a
D
e
lt
a
P
i
Re
c
o
rd
,
4
2
(1
),
2
8
-
3
2
.
[1
4
]
W
a
lb
e
rg
,
H.
J.,
&
Twy
m
a
n
,
J.
S
.
(2
0
1
3
).
A
d
v
a
n
c
e
s
in
o
n
li
n
e
lea
rn
i
n
g
.
In
M
.
M
u
rp
h
y
,
S
.
8
6
Re
d
d
in
g
,
&
J.
Twy
m
a
n
(Ed
s.),
H
a
n
d
b
o
o
k
o
n
i
n
n
o
v
a
ti
o
n
s
in
lea
r
n
in
g
(
1
6
5
–
1
7
8
).
[1
5
]
S
a
e
g
e
r,
A
.
M
.
(
2
0
1
7
).
Us
in
g
c
la
ss
d
o
j
o
t
o
p
ro
m
o
te
p
o
siti
v
e
b
e
h
a
v
io
rs
a
n
d
d
e
c
re
a
se
u
n
d
e
sire
d
b
e
h
a
v
io
rs
in
th
e
c
las
sro
o
m
,
Co
ll
e
g
e
o
f
Ed
u
c
a
ti
o
n
,
M
a
ste
r
T
h
e
sis,
Ro
w
a
n
Un
iv
e
rsit
y
[1
6
]
M
a
c
S
u
g
a
-
Ga
g
e
,
A
S
,
S
i
m
o
n
se
n
,
B
a
n
d
Briere
,
D
E
(2
0
1
2
)
‘Ef
f
e
c
ti
v
e
tea
c
h
in
g
p
ra
c
ti
c
e
s
th
a
t
p
ro
m
o
te
a
p
o
siti
v
e
c
las
sro
o
m
e
n
v
iro
n
m
e
n
t’
,
Be
y
o
n
d
Be
h
a
v
io
r,
2
2
(1
),
1
4
–
22.
[1
7
]
M
e
a
d
,
S
.
(2
0
1
3
).
P
ro
f
il
e
o
f
Clas
sD
o
jo
f
o
u
n
d
e
rs
S
a
m
Ch
a
u
d
h
a
ry
a
n
d
L
ia
m
Do
n
.
R
e
tri
e
v
e
d
,
f
ro
m
2
1
h
tt
p
:
//
b
l
o
g
s.e
d
w
e
e
k
.
o
rg
/ed
w
e
e
k
/sa
ra
m
e
a
d
s_
p
o
li
c
y
_
n
o
teb
o
o
k
/2
0
1
3
/
0
6
/sa
m
_
c
h
a
u
d
h
a
ry
_
a
n
d
_
l
iam
_
d
o
n
_
c
o
-
f
o
u
n
d
e
rs_
c
las
sd
o
j
o
.
h
tm
l
[1
8
]
M
o
o
re
P
.
,
T
.
C.
,
Ro
b
e
rtso
n
,
R.
E.
,
M
a
g
g
in
,
D.
M
.
,
Oliv
e
r,
R.
M
.
,
&
Weh
b
y
,
J.
H.
(2
0
1
0
).
Us
in
g
tea
c
h
e
r
p
ra
ise
a
n
d
o
p
p
o
rt
u
n
it
ies
to
re
sp
o
n
d
t
o
p
ro
m
o
te ap
p
ro
p
riate
stu
d
e
n
t
b
e
h
a
v
io
r.
P
re
v
e
n
ti
n
g
S
c
h
o
o
l
F
a
il
u
re
,
5
4
(3
)
,
1
7
2
-
1
7
8
.
[1
9
]
Ro
b
a
c
k
e
r,
C.
,
Riv
e
ra
,
C.
&
W
a
rr
e
n
,
S
.
(
2
0
1
6
)
.
A
to
k
e
n
e
c
o
n
o
m
y
m
a
d
e
e
a
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).
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k
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.
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).
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G
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,
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Be
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Evaluation Warning : The document was created with Spire.PDF for Python.