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3274
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.
W
I
L
i
s
b
e
co
m
i
n
g
i
n
cr
ea
s
in
g
ly
r
e
co
g
n
ized
a
s
a
cr
u
c
ia
l
p
ar
t
o
f
co
n
t
em
p
o
r
ar
y
tea
ch
er
ed
u
ca
t
io
n
;
h
o
w
ev
er
,
th
e
ef
f
ec
t
s
o
f
an
in
teg
r
a
ted
wo
r
k
cu
r
r
icu
lu
m
o
n
s
tu
d
en
t
s
’
d
ev
e
lo
p
m
en
t
o
f
au
to
p
ed
ag
o
g
i
ca
l
co
m
p
et
en
c
ie
s
h
av
e
n
o
t
b
e
en
th
o
r
o
u
g
h
ly
ex
am
in
ed
in
m
an
y
p
r
io
r
s
tu
d
ie
s
.
T
h
e
ad
v
an
tag
e
s
o
f
W
I
L
in
c
o
n
n
ec
tin
g
t
h
eo
r
et
ic
al
k
n
o
w
le
d
g
e
wi
th
r
e
al
-
wo
r
ld
ex
p
er
ien
ce
h
av
e
b
e
en
we
ll
-
d
o
cu
m
en
ted
b
y
r
e
s
e
ar
ch
,
b
u
t
le
s
s
f
o
cu
s
h
a
s
b
ee
n
p
lac
ed
o
n
h
o
w
th
e
s
e
e
x
p
er
ien
ce
s
s
u
p
p
o
r
t
th
e
d
ev
e
lo
p
m
en
t
o
f
s
e
lf
-
r
eg
u
l
at
ed
l
ea
r
n
in
g
s
k
i
l
ls
,
wh
ich
ar
e
e
s
s
en
ti
al
f
o
r
ca
r
ee
r
ad
v
an
c
em
en
t
th
r
o
u
g
h
o
u
t
o
n
e
’
s
li
f
e
tim
e.
W
I
L
en
ab
le
s
s
tu
d
en
t
s
to
a
p
p
ly
c
la
s
s
r
o
o
m
th
eo
r
ie
s
to
r
ea
l
-
w
o
r
ld
co
n
t
ex
t
s
,
p
r
o
m
o
t
in
g
th
e
d
ev
elo
p
m
en
t
o
f
p
r
o
f
e
s
s
io
n
al
k
n
o
w
led
g
e
an
d
p
r
ac
ti
ca
l
s
k
il
l
s
[
4
]
.
Nev
e
r
th
el
es
s
,
li
tt
le
i
s
k
n
o
wn
ab
o
u
t
t
h
e
p
r
e
ci
s
e
co
n
n
e
ct
io
n
b
et
wee
n
th
e
s
e
wo
r
k
-
b
as
ed
ex
p
er
i
en
c
es
an
d
th
e
g
r
o
w
th
o
f
a
u
to
p
ed
ag
o
g
ica
l
co
m
p
e
ten
ci
e
s
.
Au
to
p
ed
ag
o
g
y
,
o
r
s
e
lf
-
d
ir
e
ct
ed
lea
r
n
in
g
,
i
s
a
cr
u
cia
l
s
k
il
l
f
o
r
te
ac
h
er
s
b
e
ca
u
s
e
i
t
en
ab
l
e
s
th
em
to
ad
ap
t
to
d
if
f
e
r
en
t
c
la
s
s
r
o
o
m
en
v
ir
o
n
m
en
t
s
,
as
s
e
s
s
th
eir
t
ea
ch
in
g
s
tr
a
te
g
i
es
(
T
S)
,
an
d
co
n
tin
u
o
u
s
ly
im
p
r
o
v
e
[
5
]
,
[
6
]
.
Fu
r
th
er
m
o
r
e,
al
th
o
u
g
h
s
o
m
e
r
es
ea
r
ch
h
a
s
r
e
co
g
n
ize
d
th
e
i
m
p
o
r
t
an
ce
o
f
r
ea
l
-
wo
r
l
d
ex
p
e
r
ien
ce
s
in
tea
ch
er
p
r
e
p
ar
at
io
n
,
i
t
f
r
eq
u
e
n
tly
co
n
ce
n
tr
a
te
s
o
n
p
e
d
ag
o
g
ica
l
te
ch
n
i
q
u
e
s
o
r
co
n
ten
t
k
n
o
wl
ed
g
e
r
a
th
er
th
an
h
o
w
W
I
L
ex
p
er
ien
ce
s
in
f
lu
en
ce
t
ea
c
h
er
s
’
ca
p
ac
ity
t
o
o
v
er
s
ee
th
ei
r
o
wn
le
ar
n
in
g
an
d
p
r
o
f
e
s
s
io
n
a
l
d
ev
e
lo
p
m
en
t
[
7
]
.
I
n
lig
h
t
o
f
wo
r
l
d
w
id
e
d
ev
elo
p
m
en
t
s
in
p
ed
ag
o
g
y
,
te
ch
n
o
lo
g
y
,
an
d
th
e
ev
o
lv
i
n
g
n
atu
r
e
o
f
wo
r
k
,
Kaz
ak
h
s
t
an
’
s
d
y
n
a
m
i
c
ed
u
c
at
io
n
a
l
en
v
ir
o
n
m
en
t
d
em
an
d
s
a
th
o
r
o
u
g
h
r
eth
in
k
in
g
o
f
te
ac
h
er
p
r
ep
ar
at
io
n
p
r
o
g
r
am
s
[
8
]
,
[
9
]
.
I
n
th
i
s
co
n
tex
t,
W
I
L
h
a
s
e
m
er
g
ed
a
s
a
t
r
an
s
f
o
r
m
a
tiv
e
ap
p
r
o
ac
h
th
at
b
r
id
g
es
th
e
g
ap
b
et
we
en
th
eo
r
y
an
d
p
r
ac
ti
ce
.
T
h
i
s
co
m
b
in
a
t
io
n
o
f
cla
s
s
r
o
o
m
in
s
tr
u
ct
io
n
an
d
p
r
a
ct
ica
l
ex
p
er
ien
ce
i
s
es
s
en
t
i
a
l
n
o
t
o
n
ly
f
o
r
d
ev
elo
p
in
g
f
u
tu
r
e
te
ac
h
er
s
’
c
ap
ac
i
ty
f
o
r
s
elf
-
d
ir
ec
ted
le
ar
n
in
g
b
u
t
al
s
o
f
o
r
eq
u
i
p
p
in
g
th
em
w
i
th
th
e
n
e
ce
s
s
ar
y
c
o
m
p
et
en
c
ie
s
[
1
0
]
.
Ho
w
ev
er
,
in
m
o
s
t
Ka
za
k
h
s
tan
i
u
n
i
v
er
s
i
ti
es
,
tr
a
in
in
g
tech
n
o
lo
g
ie
s
an
d
cu
r
r
i
cu
l
a
r
em
a
in
d
i
s
c
ip
lin
e
-
f
o
c
u
s
ed
a
n
d
d
o
n
o
t
ex
p
li
ci
tly
f
o
s
ter
au
to
p
ed
ag
o
g
i
ca
l
co
m
p
e
ten
ci
e
s
.
Fu
r
th
e
r
m
o
r
e
,
d
esp
i
te
o
n
g
o
i
n
g
ef
f
o
r
t
s
to
m
o
d
er
n
ize
tea
ch
er
tr
a
in
in
g
,
th
e
r
o
l
e
o
f
W
I
L
i
n
p
r
o
m
o
t
in
g
au
to
p
ed
ag
o
g
i
ca
l c
o
m
p
et
en
c
e
h
a
s
n
o
t
b
ee
n
th
o
r
o
u
g
h
ly
ex
am
in
ed
[
1
1
]
,
[
1
2
]
.
T
h
is
s
tu
d
y
a
d
d
r
ess
es
a
c
r
itical
an
d
u
n
d
er
ex
p
lo
r
ed
ar
ea
in
teac
h
er
ed
u
ca
tio
n
b
y
in
v
esti
g
atin
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
au
to
p
e
d
ag
o
g
ical
co
m
p
eten
ce
an
d
t
h
e
tr
an
s
f
o
r
m
atio
n
o
f
W
I
C
am
o
n
g
p
r
o
s
p
ec
tiv
e
teac
h
er
s
in
Kaz
ak
h
s
tan
.
I
n
th
e
co
n
tex
t
o
f
g
lo
b
al
tr
en
d
s
e
m
p
h
asizin
g
wo
r
k
-
b
ased
lear
n
in
g
,
th
e
r
esear
ch
is
p
ar
ticu
lar
ly
tim
ely
g
iv
e
n
Kaz
ak
h
s
tan
’
s
o
n
g
o
in
g
ed
u
ca
tio
n
a
l
r
ef
o
r
m
s
t
h
at
aim
to
alig
n
teac
h
er
tr
a
in
in
g
with
2
1
s
t
-
ce
n
tu
r
y
c
o
m
p
eten
cies.
U
n
lik
e
p
r
ev
io
u
s
s
tu
d
ies
f
o
cu
s
ed
o
n
g
e
n
er
al
cu
r
r
ic
u
lu
m
o
u
tco
m
es
o
r
g
r
ad
u
ate
em
p
lo
y
ab
ilit
y
,
th
is
r
esear
ch
u
n
iq
u
ely
e
x
p
lo
r
es
h
o
w
W
I
C
f
o
s
ter
s
s
elf
-
d
ir
ec
ted
lear
n
in
g
,
p
r
o
f
ess
io
n
al
ad
ap
tab
ilit
y
,
an
d
r
ef
lectiv
e
tea
ch
in
g
s
k
ill
s
[
1
3
]
,
[
1
4
]
.
T
h
e
s
tu
d
y
’
s
o
r
ig
in
ality
lies
in
its
em
p
ir
ical
ap
p
r
o
ac
h
,
em
p
lo
y
in
g
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
an
d
s
u
r
v
ey
an
aly
s
is
to
ex
am
in
e
th
e
m
ed
iatin
g
r
o
le
o
f
TS
,
lear
n
in
g
ex
p
er
ien
ce
s
(
L
E
)
,
an
d
lear
n
in
g
in
ter
ac
tio
n
s
(
L
I
)
in
th
e
d
ev
elo
p
m
en
t
o
f
au
to
p
ed
ag
o
g
ical
co
m
p
eten
ce
.
T
h
r
o
u
g
h
th
is
ev
id
en
ce
-
b
ased
an
aly
s
is
,
th
e
r
e
s
e
a
r
c
h
o
f
f
e
r
s
a
c
o
m
p
r
e
h
e
n
s
i
v
e
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
h
o
w
c
u
r
r
i
c
u
l
u
m
t
r
a
n
s
f
o
r
m
a
t
i
o
n
s
u
p
p
o
r
t
s
w
o
r
k
f
o
r
c
e
r
e
a
d
i
n
e
s
s
a
n
d
l
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
.
T
h
e
f
i
n
d
i
n
g
s
h
o
l
d
s
i
g
n
i
f
i
c
a
n
t
i
m
p
l
i
c
a
t
i
o
n
s
f
o
r
c
u
r
r
i
c
u
l
u
m
d
e
s
i
g
n
,
t
e
a
c
h
e
r
p
r
e
p
a
r
a
t
i
o
n
,
a
n
d
e
d
u
c
a
t
i
o
n
a
l
p
o
l
i
c
y
i
n
K
a
z
a
k
h
s
t
a
n
a
n
d
c
o
n
t
r
i
b
u
t
e
t
o
b
r
o
a
d
e
r
i
n
t
e
r
n
a
t
i
o
n
a
l
d
i
s
c
o
u
r
s
e
o
n
i
n
n
o
v
a
t
i
v
e
a
p
p
r
o
a
c
h
e
s
i
n
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
.
A
c
c
o
r
d
i
n
g
l
y
,
t
h
e
s
t
u
d
y
’
s
g
o
a
l
s
a
r
e
i
)
t
o
e
v
a
l
u
a
t
e
t
h
e
i
m
p
a
c
t
o
f
W
I
C
tr
an
s
f
o
r
m
atio
n
o
n
t
h
e
d
ev
elo
p
m
en
t
o
f
a
u
t
o
p
e
d
a
g
o
g
i
c
a
l
co
m
p
eten
ce
a
m
o
n
g
K
a
z
a
k
h
s
t
a
n
i
p
r
e
-
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
;
i
i
)
e
x
am
in
e
h
o
w
cu
r
r
icu
lu
m
m
o
d
if
icatio
n
s
en
h
an
ce
p
r
o
f
ess
io
n
al
ad
ap
tab
ilit
y
an
d
s
elf
-
d
i
r
e
c
t
e
d
lear
n
in
g
;
an
d
i
i
i
)
i
d
en
tify
k
e
y
W
I
L
elem
en
ts
th
at
im
p
r
o
v
e
s
tu
d
en
ts
’
wo
r
k
f
o
r
ce
r
ea
d
in
ess
an
d
life
lo
n
g
lear
n
in
g
ab
ilit
ies
.
2.
T
H
E
O
R
E
T
I
CA
L
F
RAM
E
WO
RK
T
h
e
p
r
o
f
ess
io
n
al
s
elf
-
d
ev
elo
p
m
en
t
o
f
a
f
u
t
u
r
e
s
p
ec
ialis
t
ca
n
b
e
d
ef
in
ed
as
th
eir
c
o
n
s
cio
u
s
ac
tiv
ity
aim
ed
at
f
u
ll
s
elf
-
r
ea
lizatio
n
as
an
in
d
iv
id
u
al
in
th
e
s
o
cial
s
p
h
er
e
o
f
ac
tiv
ity
d
eter
m
i
n
ed
b
y
th
eir
f
u
tu
r
e
p
r
o
f
ess
io
n
[
1
5
]
.
Pro
f
ess
io
n
al
s
elf
-
de
v
elo
p
m
e
n
t
in
v
o
l
v
es
th
e
cu
ltiv
atio
n
o
f
p
er
s
o
n
al
an
d
p
r
o
f
ess
io
n
ally
im
p
o
r
tan
t
q
u
alities
,
g
en
er
al
in
tellig
en
ce
,
an
d
s
p
ec
ial
(
p
r
o
f
ess
io
n
al)
cr
ea
tiv
e
ab
ilit
ies.
Per
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
s
elf
-
d
ev
el
o
p
m
en
t
s
h
o
u
ld
b
e
em
b
r
ac
e
d
b
y
e
v
er
y
s
tu
d
e
n
t
as
a
s
p
ec
ial
v
a
lu
e
an
d
p
er
s
o
n
ally
s
ig
n
if
ican
t
g
o
al.
T
h
e
r
ef
o
r
e
,
th
e
v
alu
e
o
f
p
er
s
o
n
al
an
d
p
r
o
f
e
s
s
io
n
al
s
elf
-
d
ev
elo
p
m
e
n
t
m
u
s
t
b
e
r
ef
lecte
d
in
th
e
g
o
als
an
d
co
n
ten
t
o
f
u
n
iv
er
s
it
y
ed
u
ca
tio
n
[
1
6
]
–
[
1
8
]
.
Pro
f
es
s
io
n
al
m
o
b
ilit
y
an
d
th
e
p
o
ten
t
ial
f
o
r
p
r
o
f
ess
io
n
al
an
d
p
er
s
o
n
al
g
r
o
wth
in
a
te
ac
h
er
ar
e
p
o
s
s
ib
le
o
n
ly
th
r
o
u
g
h
th
eir
n
ee
d
,
ab
ilit
y
,
an
d
r
ea
d
in
ess
f
o
r
s
elf
-
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
Wo
r
k
-
in
teg
r
a
ted
cu
r
r
icu
lu
m
tr
a
n
s
fo
r
ma
tio
n
a
n
d
a
u
t
o
p
ed
a
g
o
g
ica
l c
o
mp
eten
ce
i
n
… (
A
iym
Tyn
yskh
a
n
o
va
)
3275
d
ev
elo
p
m
e
n
t
[
1
9
]
,
[
2
0
]
.
T
h
e
r
ea
d
in
ess
f
o
r
p
r
o
f
ess
io
n
al
an
d
p
er
s
o
n
al
s
elf
-
d
ev
el
o
p
m
en
t
i
n
a
f
u
tu
r
e
teac
h
er
is
co
n
tin
g
en
t
u
p
o
n
th
e
s
tu
d
en
t
’
s
d
ev
elo
p
m
e
n
t
o
f
th
e
n
ec
ess
ar
y
au
to
p
ed
ag
o
g
ical
c
o
m
p
eten
c
ies
an
d
n
ee
d
s
f
o
r
s
elf
-
d
ev
e
lo
p
m
e
n
t
[
2
1
]
,
[
2
2
]
.
A
co
m
p
eten
c
y
-
b
ased
ap
p
r
o
ac
h
th
at
m
ee
ts
m
o
d
e
r
n
r
e
q
u
ir
em
en
ts
f
o
r
th
e
p
s
y
ch
o
l
o
g
ical
an
d
p
ed
ag
o
g
ical
tr
ain
in
g
o
f
f
u
tu
r
e
teac
h
er
s
ca
n
an
d
s
h
o
u
ld
b
e
ap
p
lied
to
th
e
im
p
lem
en
tat
io
n
o
f
p
r
o
s
p
ec
tiv
e
tea
ch
er
s
’
au
to
p
ed
ag
o
g
ical
co
m
p
eten
cies
in
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
[
2
3
]
–
[
2
6
]
.
T
h
er
e
f
o
r
e,
th
e
r
esu
lt
o
f
im
p
lem
en
tin
g
s
tu
d
e
n
t
s
elf
-
d
ev
elo
p
m
en
t
is
ac
h
iev
i
n
g
a
h
ig
h
lev
el
o
f
d
ev
el
o
p
m
e
n
t
o
f
au
to
p
ed
ag
o
g
ical
co
m
p
eten
cies
[
2
7
]
.
T
h
ese
co
m
p
eten
cies
ar
e
m
an
if
ested
in
ac
t
io
n
s
aim
ed
at
s
o
lv
in
g
p
r
o
b
l
em
s
o
f
p
er
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
s
elf
-
d
ev
elo
p
m
en
t,
b
ased
o
n
k
n
o
wled
g
e,
p
r
o
f
ess
io
n
al
ex
p
e
r
ien
ce
,
an
d
an
em
o
tio
n
al
a
n
d
v
alu
e
-
b
ased
attitu
d
e
t
o
war
d
th
e
teac
h
in
g
p
r
o
f
ess
io
n
[
2
8
]
.
2
.
1
.
Ut
ilizin
g
a
co
m
pet
ency
-
ba
s
e
d c
urricul
um
A
cu
r
r
icu
lu
m
th
at
em
p
h
a
s
izes
s
p
ec
if
ic
au
to
p
ed
ag
o
g
ical
co
m
p
eten
cies
in
ac
co
r
d
an
ce
wit
h
in
d
u
s
tr
y
d
em
an
d
s
is
k
n
o
wn
as
a
co
m
p
eten
cy
-
b
ased
cu
r
r
icu
lu
m
.
I
m
p
lem
en
tin
g
th
e
i
n
teg
r
ated
wo
r
k
cu
r
r
icu
lu
m
is
p
r
im
ar
ily
b
ased
o
n
th
e
co
m
p
eten
cy
-
b
ased
cu
r
r
icu
lu
m
.
I
n
o
r
d
er
to
in
cr
ea
s
e
s
tu
d
en
ts
’
f
am
iliar
ity
with
th
e
wo
r
k
in
g
w
o
r
ld
,
th
e
in
teg
r
ated
wo
r
k
cu
r
r
icu
lu
m
p
lace
s
m
o
r
e
em
p
h
asis
o
n
p
r
ac
tical
co
n
te
n
t
th
an
th
e
o
r
y
[
2
9
]
.
T
h
er
e
ar
e
p
o
s
itiv
e
o
u
tco
m
es
ass
o
ciate
d
with
th
e
p
r
ac
tical
co
m
p
eten
cy
-
b
ased
cu
r
r
icu
lu
m
wh
en
lear
n
in
g
is
im
p
lem
en
ted
i
n
v
o
ca
tio
n
al
s
c
h
o
o
ls
.
Alth
o
u
g
h
teac
h
er
s
h
a
v
e
n
o
t
f
u
lly
i
n
co
r
p
o
r
ated
th
eir
k
n
o
wled
g
e
with
th
e
in
n
o
v
a
tiv
e
cu
r
r
ic
u
lu
m
,
a
d
d
it
io
n
al
r
esear
ch
is
b
ein
g
c
o
n
d
u
cted
to
im
p
lem
e
n
t
th
e
co
m
p
eten
cy
-
b
ased
cu
r
r
icu
lu
m
co
n
ce
p
t
[
3
0
]
.
T
h
e
r
e
is
a
clea
r
d
es
ir
e
f
o
r
s
ch
o
o
ls
to
im
p
lem
en
t
a
wo
r
k
-
b
ased
c
u
r
r
icu
lu
m
.
I
n
o
r
d
er
to
en
g
a
g
e
with
s
tu
d
en
ts
,
teac
h
er
s
tak
e
th
e
lead
in
im
p
lem
e
n
tin
g
a
c
o
m
p
eten
c
y
-
b
ased
cu
r
r
icu
lu
m
with
g
r
ea
t
ze
al.
T
h
r
o
u
g
h
f
ield
wo
r
k
a
n
d
in
ter
n
s
h
ip
p
r
o
g
r
am
s
,
s
tu
d
e
n
ts
ca
n
p
r
ac
tice
wh
at
th
e
y
lear
n
e
d
in
s
id
e
a
n
d
o
u
ts
id
e
o
f
th
e
class
r
o
o
m
.
T
h
is
im
a
g
e
is
p
er
tin
e
n
t
to
th
e
d
ata
d
em
o
n
s
tr
atin
g
th
at,
in
th
e
d
ig
itall
y
-
b
ased
w
o
r
k
p
lace
,
o
n
ly
s
tu
d
en
t e
x
p
er
ie
n
ce
s
ig
n
if
ican
tly
p
r
ed
icts
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
a
n
d
p
r
o
b
lem
-
s
o
lv
i
n
g
ab
ilit
ies
[
3
1
]
.
2
.
2
.
T
hree
f
a
ct
o
rs
a
re
ess
ent
ia
l
f
o
r
a
chiev
ing
t
he
bes
t
lea
rning
re
s
ults:
s
t
u
dent
pro
f
icie
ncy
,
lea
rning
inte
ra
ct
io
n,
a
nd
lea
rning
ex
perience
T
h
e
in
teg
r
ated
wo
r
k
cu
r
r
ic
u
lu
m
’
s
f
u
n
ctio
n
c
r
e
a
t
e
s
ch
a
n
ce
s
f
o
r
alter
n
ativ
es
t
o
r
ev
o
lu
tio
n
ize
t
r
a
d
i
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
.
W
i
t
h
LE
t
h
a
t
a
r
e
a
p
p
li
c
a
b
l
e
t
o
t
h
e
wo
r
k
p
l
a
c
e
,
t
h
e
i
n
t
e
g
r
at
e
d
c
u
r
r
i
cu
l
u
m
-
b
a
s
e
d
l
e
a
r
n
i
n
g
a
p
p
r
o
a
c
h
o
f
f
e
r
s
b
e
tt
e
r
l
e
a
r
n
i
n
g
o
u
t
c
o
m
e
s
.
T
h
r
o
u
g
h
o
u
t
t
h
e
e
n
t
i
r
e
e
d
u
c
at
i
o
n
a
l
p
r
o
c
e
s
s
,
s
tu
d
e
n
t
s
wi
l
l
a
c
q
u
i
r
e
k
n
o
w
l
e
d
g
e
[
3
2
]
.
T
h
e
d
e
v
e
l
o
p
m
e
n
t
o
f
s
tu
d
en
ts
’
i
n
t
e
r
es
ts
a
n
d
t
h
e
c
r
e
a
t
i
o
n
o
f
a
n
e
n
v
i
r
o
n
m
e
n
t
t
h
a
t
p
r
o
m
o
t
es
o
v
er
all
em
p
o
wer
m
en
t
a
r
e
g
r
ea
tly
in
f
lu
en
ce
d
b
y
LE
.
Stu
d
en
ts
ca
n
d
ev
elo
p
th
eir
cr
itical
th
in
k
in
g
,
cr
ea
tiv
e
,
an
d
team
wo
r
k
s
k
ills
with
th
e
aid
o
f
an
in
teg
r
ated
cu
r
r
icu
lu
m
th
at
in
co
r
p
o
r
ates
in
ter
ac
tiv
e
lear
n
i
n
g
tech
n
i
q
u
es
.
LE
h
av
e
th
e
p
o
wer
to
clo
s
e
im
p
o
r
tan
t g
ap
s
,
tr
an
s
f
o
r
m
teac
h
in
g
m
eth
o
d
s
,
an
d
p
r
o
d
u
ce
b
etter
l
ea
r
n
in
g
r
esu
lts
.
Stu
d
en
ts
will
d
ev
elo
p
a
u
to
p
e
d
ag
o
g
ical
c
o
m
p
eten
ce
in
p
ar
ticu
lar
jo
b
s
ec
to
r
s
th
r
o
u
g
h
a
p
p
r
o
p
r
iate
lear
n
in
g
ac
tiv
ities
.
Acc
o
r
d
in
g
to
R
ein
s
in
i
et
a
l.
[
3
3
]
,
th
e
s
k
ills
an
d
ab
ilit
ie
s
th
at
s
tu
d
en
ts
ac
q
u
ir
e
as
lear
n
in
g
o
u
tco
m
es
d
e
m
o
n
s
tr
ate
th
eir
au
to
p
ed
a
g
o
g
ical
c
o
m
p
eten
ce
d
u
r
in
g
t
h
e
lea
r
n
in
g
p
r
o
ce
s
s
.
T
h
e
attain
m
en
t
o
f
au
to
p
ed
a
g
o
g
ical
co
m
p
eten
ce
i
n
th
e
s
elec
ted
f
ield
,
with
co
m
p
eten
cies
cu
ltiv
ated
th
r
o
u
g
h
a
n
in
teg
r
ated
wo
r
k
cu
r
r
icu
lu
m
,
will
b
e
th
e
s
tu
d
e
n
t
’
s
co
m
p
ete
n
cy
s
tan
d
ar
d
.
Ho
wev
er
,
af
ter
co
m
p
letin
g
p
r
im
ar
y
s
ch
o
o
l,
s
tu
d
e
n
ts
will
n
o
t
b
e
ab
le
to
in
d
ep
e
n
d
en
tly
ac
q
u
ir
e
au
to
p
ed
ag
o
g
ical
co
m
p
eten
cies.
T
ea
ch
er
s
wh
o
im
p
lem
en
t
cu
ttin
g
-
ed
g
e
c
u
r
r
icu
la
in
cla
s
s
r
o
o
m
s
o
cc
asio
n
ally
r
u
n
in
t
o
p
r
o
b
lem
s
im
p
lem
e
n
tin
g
le
ar
n
in
g
co
n
s
is
ten
tly
.
T
ea
ch
er
s
’
m
eth
o
d
s
f
o
r
teac
h
in
g
an
d
ev
al
u
atin
g
s
tu
d
en
ts
’
s
k
il
l
p
er
f
o
r
m
a
n
ce
o
u
g
h
t
to
b
e
f
u
r
t
h
er
d
ev
elo
p
ed
as
a
n
o
v
el
s
tr
ateg
y
.
Acc
o
r
d
i
n
g
ly
,
t
h
e
s
ec
r
et
to
k
n
o
wled
g
e
an
d
u
s
ef
u
l
s
k
ills
th
at
ca
n
b
e
d
ev
elo
p
ed
in
p
r
o
f
ess
io
n
al
ac
tiv
ities
is
s
tu
d
en
t
au
to
p
ed
ag
o
g
ical
co
m
p
eten
ce
(
SAC
)
.
B
a
s
ed
o
n
t
h
e
p
r
esen
tatio
n
o
f
ex
i
s
tin
g
p
r
o
b
lem
s
,
th
e
r
esear
ch
h
y
p
o
th
eses
ar
e
d
escr
ib
ed
as:
i)
t
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o
n
w
i
t
h
mu
l
t
i
l
i
n
g
u
a
l
i
s
m
30
1
6
.
6
7
8
3
.
3
3
P
r
i
mary
e
d
u
c
a
t
i
o
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i
n
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n
g
l
i
sh
30
1
6
.
6
7
1
0
0
To
t
a
l
1
8
0
1
0
0
1
0
0
3
.
2
.
I
ns
t
rum
ent
a
nd
m
ea
s
ures
Fo
r
th
e
cu
r
r
e
n
t
s
tu
d
y
,
a
m
o
d
if
ied
q
u
esti
o
n
n
air
e
ca
lled
th
e
W
I
C
s
ca
le
an
d
au
to
p
ed
ag
o
g
ical
co
m
p
eten
ce
s
ca
le
was
u
s
ed
.
W
ith
m
in
o
r
a
d
ju
s
tm
en
ts
f
o
r
c
o
n
tex
tu
al
a
p
p
r
o
p
r
iaten
ess
,
th
e
s
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d
y
u
s
ed
m
o
d
if
ied
s
ca
les
f
r
o
m
ea
r
lier
r
esear
ch
[
3
5
]
–
[
3
9
]
to
m
ea
s
u
r
e
SAC
an
d
W
I
C
tr
an
s
f
o
r
m
atio
n
.
Data
was
g
ath
er
ed
u
s
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g
a
s
tr
u
ctu
r
ed
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u
esti
o
n
n
air
e.
A
f
i
v
e
-
p
o
in
t
L
ik
e
r
t
s
ca
le,
with
1
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en
o
tin
g
“
v
er
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lo
w”
an
d
5
d
e
n
o
tin
g
“v
e
r
y
h
ig
h
,
”
was
u
s
ed
to
m
ea
s
u
r
e
th
e
au
to
p
ed
ag
o
g
ical
co
m
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eten
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in
3
2
item
s
.
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en
item
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o
n
a
f
iv
e
-
p
o
in
t
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le,
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wh
ile
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ir
m
ato
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aly
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is
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alid
ate
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ed
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d
p
ath
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ip
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liab
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lts
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4.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
4
.
1
.
Cro
nb
a
ch’
s
a
lph
a
a
nd
c
o
m
po
s
it
e
re
lia
bil
it
y
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
d
em
o
n
s
tr
ate
th
e
r
eliab
ilit
y
an
d
v
al
id
ity
o
f
th
e
c
o
n
s
tr
u
cts
an
d
m
e
asu
r
em
en
t
to
o
ls
em
p
lo
y
ed
,
as
in
d
icate
d
b
y
h
ig
h
C
r
o
n
b
a
ch
’
s
alp
h
a
an
d
co
m
p
o
s
ite
r
eliab
ilit
y
v
alu
es
,
as
s
h
o
wn
in
T
ab
le
2
.
T
h
ese
f
in
d
in
g
s
co
n
f
ir
m
th
at
t
h
e
in
d
icato
r
s
c
o
n
s
is
ten
tly
m
e
asu
r
e
th
eir
r
esp
ec
tiv
e
laten
t
v
ar
iab
les,
en
s
u
r
in
g
a
r
o
b
u
s
t
r
esear
ch
m
o
d
el.
Ad
d
itio
n
ally
,
th
e
cr
o
s
s
-
lo
ad
in
g
v
alu
es
r
ev
ea
l
s
tr
o
n
g
d
is
cr
im
in
ato
r
y
v
alid
ity
,
with
ea
ch
in
d
icato
r
im
p
ac
t
in
g
its
ass
o
ciate
d
co
n
s
tr
u
ct
m
o
r
e
s
ig
n
if
ic
an
tly
th
a
n
o
t
h
er
s
.
Key
v
a
r
iab
les
—
LE
,
LI,
an
d
TS
—
ex
h
ib
it
s
u
b
s
tan
tial
in
f
lu
en
ce
in
th
is
s
tu
d
y
.
T
h
is
h
ig
h
lig
h
ts
th
eir
cr
itical
r
o
le
in
s
h
ap
in
g
SAC
.
T
h
e
r
esu
lt
s
o
f
n
u
m
er
o
u
s
s
tu
d
ies also
s
u
p
p
o
r
t th
is
p
o
s
itio
n
[
4
0
]
,
[
4
1
]
.
T
ab
le
2
.
T
h
e
co
m
p
o
s
ite
r
eliab
ilit
y
v
alu
e
V
a
r
i
a
b
l
e
D
i
me
n
si
o
n
I
t
e
m
L
o
a
d
i
n
g
v
a
l
u
e
AVE
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
C
o
m
p
o
si
t
e
r
e
l
i
a
b
i
l
i
t
y
I
n
f
o
r
mat
i
o
n
LE
S
t
u
d
e
n
t
e
n
g
a
g
e
me
n
t
LE1
0
.
7
8
0
.
6
2
0
.
8
4
0
.
8
9
R
e
l
i
a
b
l
e
M
o
t
i
v
a
t
i
o
n
LE2
0
.
8
2
0
.
6
2
0
.
8
4
0
.
8
9
R
e
l
i
a
b
l
e
S
A
C
S
e
l
f
-
r
e
g
u
l
a
t
i
o
n
S
A
C
1
0
.
8
5
0
.
7
2
0
.
8
8
0
.
9
1
R
e
l
i
a
b
l
e
P
r
o
b
l
e
m
-
s
o
l
v
i
n
g
S
A
C
2
0
.
8
8
0
.
7
2
0
.
8
8
0
.
9
1
R
e
l
i
a
b
l
e
LI
P
e
e
r
c
o
l
l
a
b
o
r
a
t
i
o
n
LI
1
0
.
8
1
0
.
6
8
0
.
8
6
0
.
8
9
R
e
l
i
a
b
l
e
Te
a
c
h
e
r
-
st
u
d
e
n
t
i
n
t
e
r
a
c
t
i
o
n
LI
2
0
.
7
9
0
.
6
8
0
.
8
6
0
.
8
9
R
e
l
i
a
b
l
e
I
W
C
T
C
u
r
r
i
c
u
l
u
m
d
e
s
i
g
n
I
W
C
T1
0
.
8
0
0
.
6
5
0
.
9
0
0
.
8
5
R
e
l
i
a
b
l
e
F
l
e
x
i
b
i
l
i
t
y
I
W
C
T2
0
.
8
4
0
.
6
5
0
.
9
0
0
.
8
5
R
e
l
i
a
b
l
e
TS
A
c
t
i
v
e
l
e
a
r
n
i
n
g
TS1
0
.
7
6
0
.
6
3
0
.
8
8
0
.
8
3
R
e
l
i
a
b
l
e
D
i
f
f
e
r
e
n
t
i
a
t
e
d
i
n
st
r
u
c
t
i
o
n
TS2
0
.
8
3
0
.
6
3
0
.
8
8
0
.
8
3
R
e
l
i
a
b
l
e
4
.
2
.
Dis
cr
im
ina
nt
v
a
lid
it
y
T
h
e
d
is
cr
im
in
an
t
v
alid
ity
o
f
th
e
co
n
s
tr
u
cts
was
ass
es
s
ed
th
r
o
u
g
h
cr
o
s
s
-
lo
ad
in
g
an
al
y
s
is
,
wh
ich
d
em
o
n
s
tr
ated
th
at
ea
ch
i
n
d
ica
to
r
lo
ad
s
m
o
r
e
s
tr
o
n
g
ly
o
n
its
r
esp
ec
tiv
e
co
n
s
tr
u
ct
th
an
o
n
an
y
o
th
er
c
o
n
s
tr
u
ct
as
in
T
ab
le
3
.
I
n
d
icato
r
s
s
u
ch
as
L
E
1
an
d
L
E
2
h
av
e
h
i
g
h
er
l
o
ad
in
g
s
o
n
LE
(
0
.
7
8
a
n
d
0
.
8
2
,
r
esp
ec
tiv
ely
)
th
an
o
n
an
y
o
th
er
co
n
s
tr
u
cts,
co
n
f
i
r
m
in
g
th
e
d
is
tin
ctiv
en
ess
o
f
th
is
v
ar
iab
le.
Similar
ly
,
SA
C
in
d
icato
r
s
SAC
1
an
d
SAC
2
s
h
o
w
h
ig
h
er
lo
ad
i
n
g
s
o
n
th
eir
r
esp
ec
tiv
e
co
n
s
tr
u
ct
(
0
.
8
5
an
d
0
.
8
8
,
r
esp
ec
tiv
ely
)
c
o
m
p
a
r
ed
to
o
th
er
s
,
f
u
r
th
er
s
u
p
p
o
r
tin
g
d
is
cr
im
in
an
t
v
alid
ity
.
C
o
m
p
a
r
ab
le
r
e
s
u
lts
wer
e
o
b
s
er
v
e
d
f
o
r
L
I
,
in
teg
r
ate
d
wo
r
k
cu
r
r
icu
lu
m
tr
a
n
s
f
o
r
m
atio
n
(
I
W
C
T
)
,
an
d
T
S,
wh
er
e
in
d
icato
r
s
co
n
s
is
ten
tly
ex
h
ib
ited
s
tr
o
n
g
er
ass
o
ciatio
n
s
with
th
eir
d
esig
n
ated
co
n
s
tr
u
c
ts
th
an
with
o
th
e
r
s
.
T
h
ese
f
in
d
in
g
s
d
em
o
n
s
tr
ate
th
at
th
e
v
a
r
iab
les
m
ea
s
u
r
ed
in
th
is
s
tu
d
y
ar
e
d
is
tin
ct
an
d
ad
e
q
u
ately
ca
p
tu
r
e
th
eir
r
esp
ec
tiv
e
laten
t c
o
n
s
tr
u
cts.
T
h
is
r
o
b
u
s
tn
e
s
s
i
n
d
is
c
r
i
m
i
n
a
n
t
v
a
l
i
d
i
t
y
u
n
d
e
r
s
c
o
r
e
s
t
h
e
r
e
l
i
ab
i
l
i
t
y
o
f
t
h
e
i
n
n
e
r
m
o
d
e
l
,
wh
i
c
h
s
u
c
ce
s
s
f
u
l
l
y
d
i
f
f
e
r
e
n
t
i
at
es
b
e
tw
e
e
n
t
h
e
k
e
y
c
o
n
s
t
r
u
c
ts
o
f
L
E
,
S
AC
,
L
I
,
I
W
C
T
a
n
d
T
S
.
T
h
e
i
n
f
e
r
e
n
c
e
s
s
u
p
p
o
r
t
p
r
e
v
i
o
u
s
w
o
r
k
[
4
2
]
,
[
4
3
]
.
T
ab
le
3
.
C
r
o
s
s
lo
ad
in
g
v
alu
e
I
n
d
i
c
a
t
o
r
LE
S
A
C
LI
I
W
C
T
TS
LE1
0
.
7
8
0
.
4
2
0
.
4
0
0
.
3
5
0
.
3
3
LE2
0
.
8
2
0
.
4
5
0
.
4
2
0
.
3
8
0
.
3
6
S
A
C
1
0
.
4
5
0
.
8
5
0
.
5
2
0
.
4
5
0
.
4
3
S
A
C
2
0
.
5
0
0
.
8
8
0
.
5
4
0
.
4
7
0
.
4
5
LI
1
0
.
3
8
0
.
4
8
0
.
7
9
0
.
5
0
0
,
4
7
LI
2
0
.
4
0
0
.
5
0
0
.
8
1
0
.
5
3
0
.
4
9
I
W
C
T1
0
.
3
0
0
.
4
0
0
.
4
8
0
.
8
0
0
.
5
3
I
W
C
T2
0
.
3
5
0
.
4
3
0
.
5
0
0
.
8
3
0
.
5
5
TS1
0
.
2
8
0
.
3
8
0
.
4
5
0
.
5
1
0
.
7
8
TS2
0
.
3
2
0
.
4
1
0
.
4
8
0
.
5
0
0
.
7
7
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
3
2
7
3
-
3
2
8
2
3278
4
.
3
.
M
o
del
f
it
a
n
d e
f
f
ec
t
iv
eness
T
h
e
d
eter
m
in
atio
n
co
ef
f
icien
t
test
m
ea
s
u
r
ed
th
e
in
f
lu
en
ce
o
f
in
d
ep
en
d
e
n
t
v
ar
iab
les
o
n
t
h
e
m
o
d
el’
s
ca
p
ab
ilit
ies
as
in
T
ab
le
4
.
T
h
e
d
eter
m
in
atio
n
co
ef
f
icien
t
test
(
R
²)
r
esu
lts
in
d
icate
th
at
th
e
in
d
ep
e
n
d
en
t
v
ar
iab
les
in
th
is
s
tu
d
y
h
av
e
a
s
u
b
s
tan
tial
im
p
ac
t
o
n
th
e
m
o
d
el
’
s
ab
ilit
y
to
ex
p
lain
th
e
d
e
p
en
d
en
t
v
ar
iab
les.
Sp
ec
if
ically
,
th
e
R
²
v
alu
e
f
o
r
SAC
(
9
0
.
7
%)
d
e
m
o
n
s
tr
ates
a
s
ig
n
if
ican
t
d
ir
ec
t
in
f
lu
en
ce
o
f
th
e
i
n
d
ep
e
n
d
en
t
v
ar
iab
les,
with
o
n
ly
9
.
3
%
o
f
t
h
e
v
ar
ia
n
ce
u
n
ex
p
lain
e
d
.
Simi
lar
ly
,
LE
,
L
I
,
an
d
T
S
ea
ch
e
x
h
ib
it
an
R
²
v
alu
e
o
f
8
9
.
0
%,
in
d
icatin
g
t
h
eir
s
tr
o
n
g
in
f
lu
en
ce
i
n
s
h
ap
in
g
ed
u
ca
tio
n
al
o
u
tco
m
es.
T
h
ese
r
e
s
u
lts
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
th
e
v
ar
iab
les
L
E
,
L
I
,
an
d
T
S,
wh
ich
c
o
llectiv
ely
ex
p
lain
a
lar
g
e
p
r
o
p
o
r
tio
n
o
f
th
e
v
ar
ia
n
ce
in
th
e
m
o
d
el.
T
h
is
u
n
d
er
s
co
r
es
t
h
eir
cr
itical
r
o
le
in
co
n
tr
ib
u
tin
g
to
th
e
d
ev
elo
p
m
e
n
t
o
f
SAC
an
d
th
e
o
v
er
all
ef
f
ec
tiv
en
ess
o
f
th
e
W
I
C
.
C
u
r
r
en
tly
,
a
v
ailab
le
s
tu
d
ies
also
s
h
o
w
s
tr
ateg
ies
f
o
r
u
n
iv
er
s
ity
s
tu
d
en
ts
to
d
ev
elo
p
th
eir
au
to
p
e
d
ag
o
g
ical
co
m
p
ete
n
ce
[
4
4
]
,
[
4
5
]
.
T
ab
le
4
.
R
-
s
q
u
ar
e
V
a
r
i
a
b
l
e
R
-
sq
u
a
r
e
v
a
l
u
e
(
%)
U
n
e
x
p
l
a
i
n
e
d
v
a
r
i
a
n
c
e
(
%)
I
n
t
e
r
p
r
e
t
a
t
i
o
n
S
A
C
9
0
.
7
9
.
3
S
u
b
s
t
a
n
t
i
a
l
d
i
r
e
c
t
i
n
f
l
u
e
n
c
e
f
r
o
m
i
n
d
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
s
LE
8
9
.
0
1
1
.
0
H
i
g
h
l
y
i
n
f
l
u
e
n
t
i
a
l
i
n
e
x
p
l
a
i
n
i
n
g
o
u
t
c
o
mes
LI
8
9
.
0
1
1
.
0
H
i
g
h
l
y
i
n
f
l
u
e
n
t
i
a
l
i
n
e
x
p
l
a
i
n
i
n
g
o
u
t
c
o
mes
TS
8
9
.
0
1
1
.
0
H
i
g
h
l
y
i
n
f
l
u
e
n
t
i
a
l
i
n
e
x
p
l
a
i
n
i
n
g
o
u
t
c
o
mes
4
.
4
.
P
re
dict
iv
e
re
lev
a
nce
(
Q
²)
T
h
e
Q
2
v
alu
e
o
f
0
.
5
7
7
,
b
ein
g
g
r
ea
ter
th
a
n
0
,
in
d
icate
s
th
at
t
h
e
m
o
d
el
p
o
s
s
ess
es
p
r
ed
ictiv
e
r
elev
an
ce
.
T
h
is
s
u
g
g
ests
th
at
th
e
m
o
d
el
is
ef
f
ec
tiv
e
in
p
r
e
d
ictin
g
k
e
y
ed
u
ca
tio
n
al
o
u
tco
m
es,
r
ei
n
f
o
r
cin
g
th
e
o
v
er
all
v
alid
ity
o
f
th
e
r
esear
ch
f
r
am
ewo
r
k
.
T
h
e
p
r
ed
ictiv
e
r
elev
a
n
ce
f
u
r
th
er
s
u
p
p
o
r
ts
th
e
f
r
a
m
ewo
r
k
’
s
ab
ilit
y
to
ac
cu
r
ately
ca
p
t
u
r
e
th
e
im
p
ac
t
o
f
W
I
C
tr
an
s
f
o
r
m
atio
n
o
n
cr
itical
asp
ec
ts
o
f
teac
h
er
e
d
u
ca
tio
n
,
p
r
o
v
i
d
in
g
co
n
f
id
en
ce
in
th
e
r
o
b
u
s
tn
ess
o
f
th
e
s
tu
d
y
’
s
co
n
clu
s
io
n
s
.
Q
-
S
q
u
ar
e
th
r
o
u
g
h
th
e
f
o
llo
win
g
f
o
r
m
u
la:
-
SAC
:
2
=0
.
9
0
7
-
LE
:
2
=0
.
8
9
0
-
TS
:
2
=0
.
8
9
0
-
LI
:
2
=0
.
8
9
0
-
Step
1
:
c
o
m
p
u
te
1
−
2
-
1
−0
.
9
0
7
=0
.
0
9
3
-
1
−0
.
8
9
0
=0
.
1
1
0
-
1
−0
.
8
9
0
=0
.
1
1
0
-
1
−0
.
8
9
0
=0
.
1
1
0
-
Step
2
:
s
u
m
1
–
2
-
Su
m
=0
.
0
9
3
+0
.
1
1
0
+0
.
1
1
0
+0
.
1
1
0
=0
.
4
2
3
-
Step
3
:
c
o
m
p
u
te
2
-
Q
2
=1
−0
.
4
2
3
=0
.
5
7
7
4
.
5
.
E
m
pirica
l t
esting
o
f
hy
po
t
hes
es (
b
o
o
t
s
t
ra
p pro
ce
du
re
)
T
h
e
b
o
o
ts
tr
ap
p
r
o
ce
d
u
r
e
s
h
o
ws
a
m
eth
o
d
f
o
r
i
d
en
tify
in
g
th
e
d
is
tr
ib
u
tio
n
o
f
r
elatio
n
s
h
ip
s
b
etwe
en
laten
t
v
ar
iab
les
an
d
em
p
ir
ical
d
is
tr
ib
u
tio
n
s
,
as
p
r
esen
ted
in
T
ab
le
5
an
d
Fig
u
r
e
2
.
T
h
e
s
tu
d
y
v
alid
ated
th
r
e
e
h
y
p
o
th
eses
,
d
em
o
n
s
tr
atin
g
th
e
cr
itical
r
o
le
o
f
W
I
C
tr
an
s
f
o
r
m
atio
n
in
en
h
an
cin
g
ed
u
ca
tio
n
al
o
u
tco
m
es.
First,
W
I
C
tr
an
s
f
o
r
m
atio
n
s
ig
n
if
ican
tly
an
d
p
o
s
itiv
ely
im
p
ac
t
s
s
tu
d
en
t
au
to
p
ed
ag
o
g
ical
co
m
p
eten
cy
(
p
ath
co
ef
f
i
cien
t=0
.
7
2
,
T
-
s
tatis
tic=
5
.
4
3
,
P
-
v
alu
e=
0
.
0
)
,
h
ig
h
lig
h
tin
g
its
im
p
o
r
tan
ce
in
f
o
s
t
er
in
g
s
elf
-
d
i
r
ec
ted
lear
n
in
g
ab
ilit
ies
an
d
e
n
ab
lin
g
s
tu
d
en
ts
to
ad
a
p
t
an
d
a
p
p
ly
k
n
o
wled
g
e
in
r
ea
l
-
w
o
r
ld
co
n
tex
ts
.
Seco
n
d
,
W
I
C
tr
an
s
f
o
r
m
atio
n
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
TS
(
p
ath
co
ef
f
icien
t
=0
.
6
8
,
T
-
s
tatis
tic=4
.
7
8
,
P
-
v
alu
e=
0
.
0
)
,
u
n
d
er
s
co
r
i
n
g
th
e
r
o
le
o
f
cu
r
r
i
cu
lu
m
r
ef
o
r
m
in
im
p
r
o
v
in
g
teac
h
in
g
m
eth
o
d
o
lo
g
ies
to
d
eliv
er
m
ea
n
in
g
f
u
l
an
d
p
r
ac
tical
LE
.
T
h
ir
d
,
TS
m
ed
i
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
W
I
C
tr
an
s
f
o
r
m
atio
n
an
d
th
e
d
ev
elo
p
m
e
n
t
o
f
L
E
,
s
tu
d
en
t
au
to
p
e
d
ag
o
g
ical
co
m
p
eten
c
y
,
a
n
d
LI
(
p
at
h
c
o
ef
f
icien
t
=0
.
7
5
,
T
-
s
tatis
tic=6
.
1
2
,
P
-
v
al
u
e=
0
.
0
)
,
em
p
h
asizin
g
th
eir
in
ter
m
e
d
iar
y
r
o
le
in
tr
an
s
latin
g
cu
r
r
icu
lu
m
ch
an
g
es in
to
im
p
r
o
v
ed
s
tu
d
en
t o
u
tco
m
es.
T
h
ese
f
in
d
in
g
s
co
n
f
ir
m
th
e
im
p
o
r
t
an
ce
o
f
alig
n
in
g
ed
u
ca
tio
n
a
l
p
r
ac
tices
with
wo
r
k
f
o
r
ce
d
em
an
d
s
th
r
o
u
g
h
cu
r
r
icu
lu
m
in
n
o
v
atio
n
,
wh
i
ch
en
h
a
n
ce
s
LE
,
s
tr
en
g
th
e
n
s
s
tu
d
en
t
en
g
ag
em
e
n
t,
an
d
d
ev
el
o
p
s
cr
itical
co
m
p
eten
cies
[
4
6
]
–
[
4
8
]
.
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
Wo
r
k
-
in
teg
r
a
ted
cu
r
r
icu
lu
m
tr
a
n
s
fo
r
ma
tio
n
a
n
d
a
u
t
o
p
ed
a
g
o
g
ica
l c
o
mp
eten
ce
i
n
… (
A
iym
Tyn
yskh
a
n
o
va
)
3279
T
ab
le
5
.
Path
co
e
f
f
icien
ts
H
y
p
o
t
h
e
s
i
s
P
a
t
h
P
a
t
h
c
o
e
f
f
i
c
i
e
n
t
T
-
s
t
a
t
i
st
i
c
P
-
v
a
l
u
e
H1
I
n
t
e
g
r
a
t
e
d
c
u
r
r
i
c
u
l
u
m t
r
a
n
sf
o
r
ma
t
i
o
n
-
>
S
A
C
0
.
7
2
5
.
4
3
0
.
0
H2
I
n
t
e
g
r
a
t
e
d
c
u
r
r
i
c
u
l
u
m
t
r
a
n
sf
o
r
ma
t
i
o
n
-
>
TS
0
.
6
8
4
.
7
8
0
.
0
H3
TS
-
>
LE
,
a
u
t
o
p
e
d
a
g
o
g
i
c
a
l
c
o
m
p
e
t
e
n
c
i
e
s,
a
n
d
i
n
t
e
r
a
c
t
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u
r
e
2
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Path
c
o
ef
f
icien
ts
an
d
T
-
s
tatis
tic
s
v
is
u
aliza
tio
n
4
.
6
.
L
im
it
a
t
io
ns
a
nd
f
uture
re
s
ea
rc
h direc
t
io
ns
Alth
o
u
g
h
th
is
s
tu
d
y
s
h
o
ws
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
r
esu
lts
i
n
th
e
im
p
lem
en
tatio
n
p
r
o
ce
s
s
in
th
e
f
ield
b
ased
o
n
th
e
r
ea
l
-
wo
r
ld
e
d
u
c
atio
n
al
en
v
ir
o
n
m
en
t.
Ho
we
v
e
r
,
th
is
s
tu
d
y
is
lim
ited
to
o
n
e
r
eg
io
n
with
a
s
m
all
s
am
p
le
s
ize,
s
o
it
ca
n
n
o
t
g
e
n
er
alize
th
e
f
in
d
in
g
s
in
v
ar
io
u
s
r
eg
io
n
s
o
r
t
h
e
m
o
r
e
co
m
p
r
eh
en
s
iv
e
ed
u
ca
tio
n
s
y
s
tem
.
I
n
ad
d
itio
n
,
cu
ltu
r
al
d
iv
er
s
ity
,
s
ch
o
o
l
c
o
n
d
itio
n
s
,
an
d
s
u
p
p
o
r
tin
g
in
f
r
astru
ctu
r
e
also
p
lay
a
r
o
le
in
s
u
cc
ess
f
u
lly
im
p
lem
en
tin
g
t
h
e
in
teg
r
ated
w
o
r
k
-
lear
n
in
g
cu
r
r
ic
u
lu
m
.
T
h
e
ex
is
tin
g
lim
itatio
n
s
h
av
e
a
s
ig
n
if
ican
t
r
o
l
e
in
th
e
g
e
n
er
a
lizatio
n
o
f
r
esu
lts
.
T
h
e
r
ef
o
r
e
,
it
is
r
ec
o
m
m
en
d
e
d
th
at
t
h
e
s
am
e
b
e
ap
p
lied
in
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u
s
o
th
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r
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s
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ed
u
ca
ti
o
n
.
I
t
is
also
r
ec
o
m
m
en
d
e
d
th
at
f
u
tu
r
e
s
tu
d
ies
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e
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m
p
a
r
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e
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s
o
f
th
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t
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in
c
r
ea
s
e
in
th
e
g
en
er
aliza
t
io
n
o
f
t
h
e
r
esu
lts
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
e
x
am
in
ed
th
e
ef
f
ec
t
o
f
W
I
C
tr
an
s
f
o
r
m
atio
n
o
n
s
tu
d
en
t
au
to
p
ed
ag
o
g
ical
co
m
p
eten
c
y
d
ev
elo
p
m
e
n
t.
T
h
e
p
ap
e
r
co
n
f
ir
m
s
th
at
W
I
C
tr
an
s
f
o
r
m
atio
n
h
as
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
s
tu
d
en
ts
’
au
to
p
ed
a
g
o
g
ical
c
o
m
p
eten
c
y
.
T
h
e
r
elati
o
n
s
h
ip
b
etwe
en
W
I
C
tr
an
s
f
o
r
m
atio
n
an
d
au
to
p
ed
ag
o
g
ical
co
m
p
eten
ce
i
n
f
u
t
u
r
e
teac
h
e
r
s
is
cr
itical.
T
h
e
co
n
tex
t
o
f
t
h
is
s
tu
d
y
co
n
tr
i
b
u
ted
t
o
o
u
r
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
im
p
ac
t
o
f
e
d
u
ca
tio
n
al
r
ef
o
r
m
in
th
e
f
o
r
m
o
f
c
u
r
r
icu
l
u
m
in
n
o
v
atio
n
o
n
s
tu
d
en
ts
’
d
ev
elo
p
m
en
t
o
f
au
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p
ed
a
g
o
g
ical
c
o
m
p
eten
cie
s
.
T
h
e
f
in
d
i
n
g
s
ar
e
c
o
n
s
is
ten
t
with
th
e
r
esear
ch
o
b
jectiv
es,
an
d
f
u
tu
r
e
r
esear
ch
ef
f
o
r
ts
co
u
ld
in
cl
u
d
e
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g
r
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ter
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eo
g
r
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p
h
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s
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d
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e
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s
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o
f
m
ix
ed
m
eth
o
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s
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n
co
n
clu
s
io
n
,
th
is
s
tu
d
y
d
em
o
n
s
tr
ates
th
at
W
I
C
tr
an
s
f
o
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m
atio
n
p
o
s
it
iv
ely
im
p
ac
ts
k
ey
ed
u
ca
tio
n
al
o
u
tco
m
es
th
r
o
u
g
h
its
in
f
lu
en
ce
o
n
TS
.
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h
ese
f
i
n
d
in
g
s
o
f
f
er
ac
ti
o
n
ab
le
in
s
ig
h
ts
f
o
r
ed
u
ca
to
r
s
a
n
d
p
o
licy
m
a
k
er
s
aim
in
g
to
r
e
f
o
r
m
cu
r
r
ic
u
la
a
n
d
im
p
r
o
v
e
th
e
r
elev
an
ce
o
f
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
in
p
r
e
p
a
r
in
g
s
tu
d
en
ts
f
o
r
th
e
d
em
an
d
s
o
f
th
e
m
o
d
e
r
n
wo
r
k
f
o
r
ce
.
F
UNDING
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NF
O
R
M
A
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I
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T
h
is
s
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d
y
r
ec
eiv
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p
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p
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AUTHO
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NS ST
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M
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h
is
jo
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s
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C
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to
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a
x
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y
(
C
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to
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in
d
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d
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th
o
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tio
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,
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s
h
ip
d
is
p
u
tes,
an
d
f
ac
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co
llab
o
r
atio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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.
DATA AV
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L
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co
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r
esp
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E
NC
E
S
[
1
]
S
.
G
r
a
n
t
h
a
m
a
n
d
M
.
I
a
c
h
i
z
z
i
,
“
F
r
o
m c
l
a
ssr
o
o
m
t
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a
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r
:
a
n
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H
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Ed
u
c
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t
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o
n
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S
k
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l
l
s
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r
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4
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1
.
[
2
]
K
.
T.
A
p
r
i
l
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n
d
B
.
A
.
K
n
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g
h
t
,
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h
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I
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o
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e
a
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n
:
st
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s’
p
e
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e
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t
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o
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4
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D
.
Ja
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l
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m
i
n
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,
a
n
d
A
.
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o
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e
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l
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1.
[
5
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m
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led
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e
th
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y
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in
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h
e
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g
u
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rima
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Clas
se
s.
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h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
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:
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d
a
x
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l
d
a
ro
v
a
7
0
@
g
m
a
il
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c
o
m
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m
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is
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Ph
.
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.
,
h
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a
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z
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k
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ti
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y
.
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h
e
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re
se
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rc
h
,
sh
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a
m
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ti
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isc
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flec
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p
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re
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ter
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i
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rsity
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tern
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ti
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l
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ss
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tern
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t
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t
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it
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b
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tere
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terc
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tern
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s.
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h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
fism
a
il
o
v
a
4
1
2
@g
m
a
il
.
c
o
m
.
Az
iza
Zh
u
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sbeko
v
a
is
a
P
h
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.
,
p
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ro
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r
ima
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c
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ti
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a
c
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lt
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e
d
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n
d
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y
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lo
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a
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z
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k
h
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d
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g
o
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y
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I
n
2
0
1
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s
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d
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d
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fro
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sp
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ialty
6
D
0
1
0
2
0
0
–
“
P
e
d
a
g
o
g
y
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n
d
m
e
th
o
d
s
o
f
p
rima
ry
e
d
u
c
a
ti
o
n
”
.
Dr.
Z
h
u
n
u
sb
e
k
o
v
a
fo
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se
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imp
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ies
th
r
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h
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rti
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telli
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n
c
e
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l
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tec
h
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lo
g
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m
icro
-
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rn
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n
g
.
I
n
2
0
2
2
,
sh
e
re
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e
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e
d
t
h
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sta
te
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lars
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ip
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a
len
ted
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n
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z
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k
h
sta
n
.
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d
fe
ll
o
w
o
f
t
h
e
in
tern
a
ti
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a
l
p
r
o
g
ra
m
“
5
0
0
S
c
ien
ti
s
ts
”
Bo
las
h
a
k
(U
n
iv
e
rsit
y
o
f
Ill
in
o
is
a
t
Urb
a
n
a
-
C
h
a
m
p
a
ig
n
,
USA,
2
0
2
4
).
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
sa
n
ian
u
rg
a
li
e
v
a
7
7
@
g
m
a
il
.
c
o
m
;
a
.
z
h
u
n
u
sb
e
k
o
v
a
@a
b
a
i
u
n
i
v
e
rsity
.
e
d
u
.
k
z
.
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