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S
u
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g
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a
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m
a
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ti
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s
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S
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e
d
u
c
a
ti
o
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re
sts
n
o
t
o
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ly
o
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g
e
n
d
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r
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q
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it
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in
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d
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c
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a
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p
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n
it
ies
b
u
t
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t
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e
a
c
a
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e
m
ic
a
tt
a
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m
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t
o
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fe
m
a
le
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ts.
In
S
a
u
d
i
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b
ia,
wo
m
e
n
e
n
ro
ll
e
d
in
e
n
g
i
n
e
e
rin
g
a
n
d
c
o
m
p
u
ter
sc
ien
c
e
a
re
b
o
t
h
n
e
wc
o
m
e
rs
a
n
d
a
m
in
o
rit
y
.
T
h
e
p
re
se
n
t
st
u
d
y
c
o
m
p
a
re
d
th
e
p
e
rfo
rm
a
n
c
e
o
f
fe
m
a
le
u
n
d
e
r
g
ra
d
u
a
te
stu
d
e
n
ts
i
n
p
re
-
c
a
l
c
u
lu
s
(a
p
re
re
q
u
isi
te
fo
r
S
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p
ro
g
ra
m
s)
b
e
fo
re
a
n
d
a
fter
th
e
p
a
n
d
e
m
ic.
It
a
lso
e
x
a
m
in
e
d
c
h
a
n
g
e
s
in
stu
d
e
n
ts’
p
e
rc
e
iv
e
d
d
iff
icu
lt
y
a
n
d
v
a
l
u
e
o
f
p
re
-
c
a
lcu
lu
s,
t
h
e
stre
ss
e
x
p
e
rien
c
e
d
in
it
,
a
n
d
th
e
ir
d
e
term
in
a
ti
o
n
t
o
p
u
rsu
e
S
TE
M
.
In
t
h
is
stu
d
y
,
p
r
e
-
c
a
lcu
lu
s
p
e
rfo
rm
a
n
c
e
d
e
c
li
n
e
d
a
fter
th
e
p
a
n
d
e
m
ic.
F
u
rt
h
e
rm
o
re
,
th
e
c
o
u
rse
wa
s
p
e
rc
e
iv
e
d
a
s
m
o
re
d
iffi
c
u
lt
a
n
d
stre
ss
fu
l,
a
s
we
ll
a
s
les
s
v
a
lu
a
b
le.
Ne
v
e
rth
e
les
s,
stu
d
e
n
ts’
d
e
term
in
a
ti
o
n
t
o
c
o
n
ti
n
u
e
in
S
TE
M
wa
s
u
n
d
e
terre
d
.
Afte
r
th
e
p
a
n
d
e
m
ic,
stu
d
e
n
ts
re
p
o
rted
m
o
stl
y
u
ti
li
taria
n
m
o
ti
v
e
s
fo
r
p
u
rs
u
in
g
S
TE
M
d
e
g
re
e
s
(i.
e
.
,
c
a
re
e
r
o
p
p
o
r
t
u
n
it
ies
),
a
n
d
c
o
n
c
e
rn
s
a
b
o
u
t
th
e
ir
a
b
il
it
y
to
b
a
lan
c
e
wo
rk
a
n
d
p
e
rso
n
a
l
li
v
e
s
in
S
TE
M
p
ro
fe
ss
io
n
s.
T
h
e
k
e
y
c
h
a
ll
e
n
g
e
wa
s
a
p
e
rso
n
a
l
issu
e
(i
.
e
.
,
b
a
lan
c
in
g
p
r
o
fe
ss
io
n
a
l
a
n
d
p
e
rso
n
a
l
li
v
e
s)
ra
th
e
r
th
a
n
a
so
c
ial
iss
u
e
(e
.
g
.
,
th
e
p
e
r
siste
n
t
g
e
n
d
e
r
imb
a
lan
c
e
in
S
TE
M
field
s).
Th
e
se
fin
d
in
g
s
s
u
g
g
e
st
t
h
a
t
i
n
ter
v
e
n
ti
o
n
s
s
u
p
p
o
rt
in
g
i
n
tri
n
sic
m
o
t
iv
a
ti
o
n
a
re
k
e
y
to
stu
d
e
n
ts’
e
n
g
a
g
e
m
e
n
t
a
n
d
p
e
rsiste
n
c
e
in
a
c
a
d
e
m
ic
p
u
rsu
it
s
a
n
d
th
u
s
to
t
h
e
ir
a
b
il
i
ty
t
o
b
e
a
c
a
d
e
m
ica
ll
y
a
n
d
p
ro
fe
ss
io
n
a
ll
y
su
c
c
e
ss
fu
l
in
S
TE
M
.
K
ey
w
o
r
d
s
:
Ma
th
Mid
d
le
E
ast
Po
s
t
-
p
an
d
em
ic
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a
Su
s
tain
ab
le
ed
u
ca
tio
n
Un
d
er
g
r
a
d
u
ate
s
tu
d
en
ts
T
h
is i
s
a
n
o
p
e
n
a
c
c
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ss
a
rticle
u
n
d
e
r th
e
CC B
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SA
li
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se
.
C
o
r
r
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s
p
o
nd
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A
uth
o
r
:
Ma
u
r
a
A.
E
.
Pil
o
tti
Dep
ar
tm
en
t o
f
Scien
ce
s
an
d
H
u
m
an
Stu
d
ies,
Prin
ce
Mo
h
am
m
ad
b
in
Fah
d
Un
iv
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s
ity
Al
J
awh
ar
ah
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Kh
o
b
a
r
,
Sau
d
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r
ab
ia
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ail:
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au
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a.
p
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co
m
1.
I
NT
RO
D
UCT
I
O
N
A
d
is
r
u
p
tiv
e
ev
e
n
t
is
an
ex
p
e
r
ien
ce
th
at
alter
s
an
in
d
iv
id
u
a
l’
s
co
n
d
itio
n
s
s
o
p
r
o
f
o
u
n
d
l
y
t
o
ca
u
s
e
a
s
u
b
s
tan
tial
d
ep
ar
tu
r
e
f
r
o
m
h
ab
itu
al
ac
tiv
ities
an
d
ex
p
ec
t
atio
n
s
[
1
]
.
I
ts
im
p
ac
t
m
a
y
b
e
co
n
f
i
n
ed
to
t
h
e
m
icr
o
-
lev
el,
af
f
ec
tin
g
p
ar
ticu
l
ar
in
d
iv
id
u
als an
d
th
eir
im
m
e
d
iate
en
to
u
r
ag
e,
o
r
m
ay
ex
ten
d
to
th
e
m
ac
r
o
-
lev
el,
af
f
ec
tin
g
lar
g
e
g
eo
g
r
ap
h
ic
ar
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as
an
d
p
o
p
u
latio
n
s
.
T
h
e
C
OVI
D
-
1
9
p
an
d
em
ic
ca
n
b
e
co
n
s
i
d
er
ed
a
d
is
r
u
p
tiv
e
ev
en
t
with
m
icr
o
-
an
d
m
ac
r
o
-
lev
el
im
p
ac
ts
[
2
]
,
[
3
]
.
W
ith
in
th
e
ex
tan
t
liter
atu
r
e,
its
s
p
ec
if
ic
im
p
ac
t
o
n
lear
n
in
g
in
th
e
p
o
s
t
-
p
an
d
em
i
c
en
v
ir
o
n
m
en
t
is
y
et
to
b
e
clar
if
ied
.
I
n
o
u
r
wo
r
k
,
we
t
ak
e
th
e
v
iew
th
at
u
n
d
er
s
tan
d
i
n
g
th
e
im
p
ac
t
o
f
t
h
e
p
an
d
em
ic
o
n
lear
n
in
g
r
eq
u
ir
es
th
at
th
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p
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io
d
s
p
r
ec
ed
in
g
an
d
f
o
llo
win
g
th
e
p
an
d
em
ic
b
e
co
m
p
ar
ed
.
At
th
e
v
er
y
m
in
im
u
m
,
s
u
ch
a
co
m
p
ar
is
o
n
allo
ws
o
n
e
to
d
eter
m
in
e
th
e
ex
ten
t
to
wh
ich
p
er
f
o
r
m
a
n
ce
af
ter
a
r
etu
r
n
to
o
n
-
ca
m
p
u
s
i
n
s
tr
u
ctio
n
r
e
p
licates
th
at
o
f
t
h
e
p
r
e
-
p
an
d
em
ic
p
er
io
d
.
Nam
ely
,
it
an
s
wer
s
th
e
q
u
esti
o
n
o
f
wh
eth
e
r
th
e
p
o
s
t
-
p
an
d
e
m
ic
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t
ca
n
b
e
d
ef
in
e
d
as
a
r
etu
r
n
to
th
e
‘
o
ld
n
o
r
m
al’
o
r
a
s
an
ad
ju
s
tm
en
t
to
a
‘
n
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n
o
r
m
al’
with
u
n
ce
r
tain
o
p
p
o
r
t
u
n
i
ties
an
d
ch
allen
g
es.
T
h
is
s
elec
tiv
e
co
m
p
a
r
is
o
n
ca
n
o
f
f
e
r
i
n
s
ig
h
ts
in
to
wh
eth
er
s
tu
d
en
ts
f
ac
e
p
a
r
ticu
lar
p
o
s
t
-
p
a
n
d
em
ic
c
h
allen
g
es,
wh
ich
ca
n
s
h
ap
e
in
ter
v
en
ti
o
n
s
in
ten
d
ed
to
p
r
o
m
o
te
teac
h
in
g
an
d
lear
n
in
g
.
I
n
th
e
ex
tan
t
lit
er
atu
r
e
th
o
u
g
h
,
th
e
b
u
lk
o
f
t
h
e
ev
id
en
ce
in
v
o
l
v
es
co
m
p
ar
is
o
n
s
o
f
p
er
f
o
r
m
an
ce
b
ef
o
r
e
a
n
d
d
u
r
in
g
th
e
p
an
d
em
ic
[
4
]
–
[
7
]
.
T
h
at
is
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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14
,
No
.
4
,
Au
g
u
s
t
20
25
:
3
0
2
7
-
3
0
4
1
3028
th
e
ev
id
en
ce
co
llected
m
o
s
tly
r
ef
lects
s
tu
d
en
ts
’
r
esp
o
n
s
es
to
in
s
tr
u
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m
o
d
ality
ch
an
g
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(
i.e
.
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f
r
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m
f
ac
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-
to
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f
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to
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lin
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teac
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in
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)
in
a
v
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in
s
titu
tio
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s
ettin
g
s
.
C
o
m
p
ar
is
o
n
s
o
f
th
is
n
atu
r
e
n
o
t
o
n
ly
h
av
e
led
to
m
ix
e
d
f
i
n
d
in
g
s
b
u
t
al
s
o
ar
e
m
o
o
t
as
to
w
h
eth
er
ed
u
ca
tio
n
attain
m
e
n
t
h
as
c
h
an
g
ed
a
f
ter
s
u
ch
a
d
is
r
u
p
tiv
e
ev
e
n
t.
T
h
e
ev
id
en
ce
o
f
co
m
p
ar
is
o
n
s
b
etwe
en
b
ef
o
r
e
an
d
af
ter
th
e
p
an
d
em
ic
is
b
o
th
m
ix
ed
an
d
s
ca
r
ce
.
Fo
r
in
s
tan
ce
,
Pil
o
tti
et
a
l.
[
8
]
r
ep
o
r
ted
th
at
p
er
f
o
r
m
a
n
ce
in
p
a
r
ticu
lar
g
en
er
al
e
d
u
ca
tio
n
c
o
u
r
s
es
(
e.
g
.
,
wr
itten
co
m
m
u
n
icatio
n
an
d
s
tatis
tics
)
af
ter
th
e
p
an
d
em
ic
im
p
r
o
v
e
d
r
elativ
e
to
th
at
b
ef
o
r
e
th
e
p
an
d
em
ic.
I
n
s
tead
,
Z
h
en
g
[
9
]
f
o
u
n
d
a
d
ec
lin
e
in
in
f
o
r
m
atio
n
tec
h
n
o
l
o
g
y
an
d
m
an
ag
em
en
t
(
I
T
M)
co
u
r
s
es.
T
o
d
elv
e
in
to
th
is
is
s
u
e,
in
th
e
p
r
esen
t
s
tu
d
y
,
we
f
o
cu
s
o
n
an
u
n
d
e
r
s
tu
d
ied
p
o
p
u
latio
n
o
f
f
e
m
ale
co
lleg
e
s
tu
d
en
ts
p
u
r
s
u
in
g
a
d
eg
r
ee
in
th
e
f
ield
o
f
e
n
g
in
e
er
in
g
o
r
c
o
m
p
u
ter
s
cien
ce
.
T
h
ey
ar
e
citizen
s
o
f
a
co
u
n
tr
y
th
at
o
n
ly
r
ec
e
n
tly
o
p
en
ed
s
u
c
h
f
ield
s
to
b
o
th
w
o
m
en
an
d
m
en
.
T
h
e
co
u
n
tr
y
is
Sau
d
i
Ar
ab
ia.
I
ts
p
r
o
g
r
am
m
atic
p
lan
,
n
am
e
d
Vis
io
n
2
0
3
0
,
h
as
in
clu
d
ed
a
r
estru
ctu
r
in
g
o
f
th
e
en
tire
e
d
u
c
atio
n
al
s
y
s
tem
to
p
r
o
m
o
te
n
o
t
o
n
ly
g
e
n
d
er
e
q
u
ity
in
ed
u
ca
tio
n
b
u
t
also
c
u
r
r
icu
l
a
an
d
in
s
tr
u
ctio
n
th
at
m
ee
t
in
t
er
n
atio
n
al
s
tan
d
a
r
d
s
[
1
0
]
.
As
a
r
esu
lt
o
f
o
f
f
er
in
g
eq
u
al
ed
u
ca
tio
n
al
o
p
p
o
r
tu
n
itie
s
to
b
o
th
wo
m
en
an
d
m
en
,
Sau
d
i
Ar
ab
ian
wo
m
en
ar
e
n
ewc
o
m
er
s
in
th
e
f
ield
s
o
f
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
in
e
er
in
g
,
an
d
m
ath
em
atics
(
STE
M)
.
I
n
en
g
in
ee
r
in
g
an
d
co
m
p
u
ter
s
cien
ce
,
th
ey
ar
e
also
a
d
is
tin
ct
m
in
o
r
ity
[
1
1
]
.
Fu
r
th
er
m
o
r
e
,
wo
m
en
n
o
t
o
n
l
y
ar
e
u
n
d
e
r
r
ep
r
esen
ted
i
n
th
e
s
e
p
ar
ticu
lar
STE
M
o
cc
u
p
atio
n
s
b
u
t
also
f
ac
e
s
teep
ch
allen
g
es
wh
en
tr
y
in
g
to
a
cc
o
m
m
o
d
ate
p
e
r
s
o
n
al
an
d
f
a
m
ily
ex
p
ec
tatio
n
s
to
th
eir
p
r
o
f
ess
io
n
al
asp
ir
atio
n
s
[
1
2
]
,
[
1
3
]
.
T
h
u
s
,
it
is
esp
ec
ially
im
p
o
r
tan
t
to
d
ete
r
m
in
e
th
eir
p
o
s
t
-
p
a
n
d
em
ic
p
er
f
o
r
m
an
ce
in
STE
M
f
ield
s
,
s
u
ch
as
en
g
in
ee
r
in
g
an
d
co
m
p
u
ter
s
cien
ce
,
to
en
s
u
r
e
th
at
s
u
itab
le
r
em
ed
ies
ar
e
in
tr
o
d
u
ce
d
if
d
ec
lin
es a
r
e
f
o
u
n
d
.
I
n
STE
M
f
ield
s
,
p
r
e
-
ca
lcu
lu
s
is
th
e
g
atew
ay
to
ca
lcu
lu
s
,
wh
ich
is
a
r
eq
u
ir
e
m
en
t
f
o
r
a
ll
STE
M
m
ajo
r
s
.
T
h
u
s
,
we
ch
o
s
e
t
h
is
co
u
r
s
e
as
an
in
d
ex
o
f
wh
eth
er
th
e
p
er
f
o
r
m
a
n
ce
o
f
f
em
ale
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
in
en
g
i
n
ee
r
in
g
an
d
c
o
m
p
u
te
r
s
cien
ce
ch
a
n
g
ed
f
r
o
m
t
h
e
p
r
e
-
p
an
d
em
ic
er
a.
Ad
d
e
d
to
th
e
p
er
f
o
r
m
a
n
ce
d
ata
ar
e
o
p
in
io
n
s
a
b
o
u
t
th
e
co
u
r
s
e,
a
n
d
m
o
r
e
b
r
o
a
d
ly
t
h
eir
liv
es
in
th
e
p
o
s
t
-
p
an
d
em
ic
wo
r
ld
.
T
h
e
d
is
p
ar
ate
im
p
ac
ts
o
f
th
e
p
an
d
em
ic
h
av
e
b
ee
n
ch
r
o
n
icled
in
a
m
u
ltit
u
d
e
o
f
s
tu
d
ies.
Of
in
ter
est h
er
e
is
th
e
p
u
r
p
o
r
ted
im
p
ac
t
o
f
s
tr
ess
r
esp
o
n
s
es
o
n
b
r
ain
f
u
n
ctio
n
i
n
g
[
1
4
]
.
T
h
e
p
an
d
em
ic
h
as
b
ee
n
ch
ar
ac
ter
ize
d
b
y
s
tr
ess
p
r
o
d
u
ce
d
b
y
th
e
u
n
ce
r
tain
ties
o
f
th
e
s
itu
atio
n
,
d
is
r
u
p
tio
n
s
in
p
eo
p
le’
s
r
o
u
t
in
es
an
d
s
o
cial
in
ter
ac
tio
n
s
(
in
clu
d
in
g
p
h
y
s
ical
is
o
latio
n
)
,
an
d
f
ee
lin
g
s
o
f
h
el
p
less
n
ess
ar
is
in
g
f
r
o
m
th
e
lo
s
s
o
f
s
ig
n
if
ican
t
o
th
er
s
[
1
5
]
,
[
1
6
]
.
Stre
s
s
is
k
n
o
wn
to
im
p
ac
t
lear
n
in
g
a
n
d
m
em
o
r
y
in
a
v
ar
iety
o
f
way
s
[
1
7
]
.
Alth
o
u
g
h
s
tr
ess
m
ay
e
n
h
an
ce
m
em
o
r
y
f
o
r
m
atio
n
,
lead
in
g
to
d
u
r
ab
le
m
em
o
r
ies,
it
ca
n
im
p
air
r
etr
iev
al
o
f
m
e
m
o
r
y
r
ec
o
r
d
s
,
d
ep
r
ess
in
g
ac
a
d
em
ic
p
e
r
f
o
r
m
an
ce
.
Stre
s
s
ca
n
al
s
o
d
is
r
u
p
t
th
e
u
p
d
atin
g
o
f
lo
n
g
-
ter
m
m
e
m
o
r
y
r
ec
o
r
d
s
(
i.e
.
,
th
e
in
teg
r
atio
n
o
f
n
ew
in
f
o
r
m
atio
n
with
p
r
ee
x
is
tin
g
k
n
o
wled
g
e
)
an
d
p
r
o
m
o
te
r
ig
id
,
h
ab
it
-
lik
e
ac
tio
n
s
,
th
er
eb
y
d
ep
r
iv
in
g
lear
n
in
g
o
f
f
le
x
ib
ilit
y
an
d
ad
ap
tab
ilit
y
.
L
o
n
g
-
ter
m
m
em
o
r
y
is
n
o
t
th
e
o
n
ly
co
g
n
itiv
e
f
u
n
ctio
n
to
b
e
d
is
r
u
p
ted
b
y
s
tr
ess
.
W
o
r
k
in
g
m
em
o
r
y
is
an
o
th
e
r
lik
ely
f
ata
lity
.
W
o
r
k
in
g
m
em
o
r
y
is
a
s
y
s
tem
th
at
allo
ws
lear
n
er
s
to
te
m
p
o
r
ar
ily
p
r
eser
v
e
an
d
ac
tiv
ely
m
an
ip
u
late
in
f
o
r
m
atio
n
f
o
r
p
lan
n
in
g
,
m
a
k
in
g
d
ec
is
io
n
s
,
an
d
e
x
ec
u
tin
g
a
v
ar
iety
o
f
task
s
.
W
o
r
r
y
in
g
u
p
s
ets
ex
ec
u
tiv
e
f
u
n
ctio
n
in
g
,
s
lo
ws
p
r
o
ce
s
s
in
g
s
p
ee
d
,
d
ep
letes
th
e
co
g
n
itiv
e
r
eso
u
r
ce
s
o
f
wo
r
k
in
g
m
em
o
r
y
,
an
d
r
ed
u
ce
s
t
h
e
am
o
u
n
t
o
f
i
n
f
o
r
m
atio
n
a
v
ailab
le
t
o
lear
n
e
r
s
f
o
r
task
ex
ec
u
tio
n
[
1
8
]
,
[
1
9
]
.
T
h
u
s
,
it
is
n
o
t
s
u
r
p
r
is
in
g
th
at
a
lik
ely
o
u
t
co
m
e
o
f
th
e
d
is
p
r
o
p
o
r
tio
n
ate
ap
p
r
eh
e
n
s
io
n
th
at
ac
co
m
p
an
ie
s
s
tr
ess
is
im
p
air
ed
d
ec
is
io
n
-
m
ak
in
g
p
r
o
ce
s
s
es
[
1
9
]
,
[
2
0
]
.
Ov
er
tim
e,
d
is
r
u
p
ti
o
n
s
o
f
wo
r
k
in
g
m
em
o
r
y
m
a
y
ac
q
u
ir
e
s
tab
ilit
y
,
b
ec
o
m
e
m
o
r
e
s
ev
er
e,
a
n
d
b
e
lin
k
ed
to
an
o
v
er
all
s
en
s
e
o
f
e
x
h
au
s
tio
n
[
2
1
]
.
E
v
id
en
ce
th
at
th
e
p
an
d
e
m
ic
m
ay
h
av
e
ch
an
g
ed
b
r
ai
n
f
u
n
ct
io
n
in
g
[
1
4
]
b
eg
s
th
e
q
u
esti
o
n
o
f
wh
eth
er
s
tu
d
en
ts
’
p
er
f
o
r
m
an
ce
b
ef
o
r
e
th
e
p
an
d
em
ic
r
ep
o
r
ted
b
y
s
ev
er
al
r
esear
ch
er
s
[
5
]
–
[
7
]
wo
u
l
d
b
e
r
e
p
r
o
d
u
ce
d
o
r
ch
an
g
ed
af
ter
s
u
ch
a
d
is
r
u
p
tiv
e
ev
en
t.
I
n
th
is
co
n
te
x
t,
th
e
r
e
s
id
u
als
o
f
th
e
s
tr
ess
r
elate
d
to
th
e
p
a
n
d
em
ic
ar
e
lik
ely
to
ad
d
to
th
e
s
tr
ess
ar
is
in
g
f
r
o
m
co
m
m
o
n
ac
ad
em
ic
c
ir
cu
m
s
tan
ce
s
(
e.
g
.
,
e
x
am
s
)
a
n
d
r
ea
d
ju
s
tm
en
ts
to
on
-
ca
m
p
u
s
class
es.
I
n
d
ee
d
,
th
e
task
o
f
p
er
f
o
r
m
i
n
g
well
o
n
ex
am
s
r
eq
u
ir
es
th
at
s
tu
d
e
n
ts
r
etr
iev
e
in
f
o
r
m
atio
n
f
r
o
m
lo
n
g
-
ter
m
m
em
o
r
y
,
an
d
t
h
en
m
an
ip
u
late
it
in
wo
r
k
in
g
m
em
o
r
y
to
g
en
er
ate
a
n
s
wer
s
to
q
u
esti
o
n
s
.
E
x
am
s
ex
em
p
lify
h
o
w
s
tu
d
en
ts
d
ea
l
with
u
n
ce
r
tain
ty
.
W
h
en
u
n
ce
r
tain
ty
is
p
r
esen
t,
s
tr
ess
af
f
ec
ts
wo
r
k
in
g
m
em
o
r
y
[
2
2
]
.
I
t
s
p
ec
if
ically
wea
k
en
s
th
e
r
eso
u
r
ce
s
r
eq
u
ir
ed
t
o
m
ak
e
ad
ju
s
tm
en
ts
to
in
f
o
r
m
atio
n
h
el
d
in
wo
r
k
in
g
m
em
o
r
y
.
As
s
u
ch
,
it
f
o
r
ce
s
lear
n
er
s
to
r
ely
h
ea
v
ily
o
n
au
to
m
atic
r
esp
o
n
s
e
ten
d
en
cies,
an
d
to
r
ed
u
ce
t
h
eir
u
s
e
o
f
c
o
n
tr
o
lled
co
g
n
itiv
e
p
r
o
ce
s
s
es
[
2
3
]
,
th
er
e
b
y
af
f
ec
tin
g
p
e
r
f
o
r
m
an
ce
o
n
e
x
am
s
.
Similar
l
y
,
a
r
etu
r
n
t
o
f
ac
e
-
to
-
f
ac
e
class
es
r
eq
u
ir
es
r
e
-
a
d
ap
tatio
n
to
c
o
m
m
u
tin
g
an
d
ad
ju
s
tm
en
ts
o
f
s
tu
d
y
r
o
u
ti
n
es,
all
in
v
o
lv
in
g
co
n
tr
o
lled
p
r
o
ce
s
s
es
th
at
d
em
an
d
co
g
n
itiv
e
r
eso
u
r
ce
s
th
at
m
ay
b
e
s
ca
r
ce
at
p
r
esen
t.
Yet,
as
n
o
ted
ea
r
lier
,
th
e
f
ew
co
m
p
ar
is
o
n
s
av
ailab
le
in
th
e
liter
atu
r
e
co
n
ce
r
n
in
g
p
r
e
-
an
d
p
o
s
t
-
p
a
n
d
em
ic
lear
n
er
s
’
p
er
f
o
r
m
a
n
ce
h
av
e
y
ield
ed
m
ix
e
d
ev
id
e
n
ce
[
8
]
,
[
9
]
.
I
n
ter
esti
n
g
ly
,
f
o
r
Sau
d
i
Ar
ab
i
an
lear
n
er
s
wh
o
h
av
e
b
ee
n
u
n
d
er
in
ten
s
e
p
r
ess
u
r
e
to
s
u
cc
ee
d
s
in
ce
b
ef
o
r
e
th
e
p
an
d
em
ic,
s
tr
ess
lin
g
er
in
g
f
r
o
m
th
is
d
is
r
u
p
tiv
e
ev
en
t
an
d
t
h
at
ar
is
in
g
f
r
o
m
a
d
ju
s
tm
en
ts
to
p
o
s
t
-
p
an
d
em
ic
o
n
-
ca
m
p
u
s
d
em
an
d
s
an
d
co
m
m
o
n
ac
a
d
em
ic
ch
a
llen
g
es
ar
e
n
o
t
is
o
lated
o
cc
u
r
r
en
ce
s
.
T
h
ey
m
ay
m
er
ely
ad
d
to
th
e
u
n
d
er
ly
in
g
s
tr
ess
in
d
u
ce
d
b
y
th
e
p
er
s
is
tin
g
p
r
ess
u
r
e
to
s
u
cc
ee
d
[
2
4
]
.
Fo
r
Sau
d
i
Ar
ab
ian
lear
n
er
s
,
s
u
ch
p
r
ess
u
r
e
h
as
s
p
ec
if
ically
co
m
e
f
r
o
m
t
h
e
n
e
o
-
lib
er
al
ec
o
n
o
m
ic
p
lan
o
f
th
eir
co
u
n
tr
y
,
ca
lled
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
Th
e
ch
a
llen
g
es o
f
p
r
e
-
ca
lcu
lu
s
in
times o
f c
h
a
n
g
e
(
Ma
u
r
a
A
.
E
.
P
ilo
tti
)
3029
Vis
io
n
2
0
3
0
,
wh
ich
h
ea
v
ily
r
e
lies
o
n
a
co
lleg
e
-
ed
u
ca
ted
wo
r
k
f
o
r
ce
to
r
ap
id
ly
co
n
v
er
t
th
e
ec
o
n
o
m
y
f
r
o
m
o
n
e
b
ased
o
n
f
o
s
s
il
f
u
els
an
d
its
b
y
p
r
o
d
u
cts
to
o
n
e
th
at
is
k
n
o
w
led
g
e
-
a
n
d
s
er
v
ice
-
b
ased
[
2
5
]
,
[
2
6
]
.
T
h
e
p
lan
h
as
co
m
p
elled
t
h
e
allo
ca
tio
n
o
f
v
ast
am
o
u
n
ts
o
f
r
eso
u
r
ce
s
t
o
r
ev
a
m
p
t
h
e
en
tire
ed
u
ca
ti
o
n
al
s
y
s
tem
,
f
r
o
m
elem
en
tar
y
s
ch
o
o
l
to
co
lleg
e
a
n
d
b
ey
o
n
d
,
to
m
ee
t
in
ter
n
atio
n
al
s
tan
d
ar
d
s
[
2
6
]
–
[
2
8
]
.
Gen
d
er
eq
u
ity
is
o
n
e
k
ey
asp
ec
t
o
f
th
e
p
lan
,
ac
co
r
d
in
g
t
o
wh
ich
e
d
u
ca
tio
n
al
p
r
o
g
r
am
s
b
ef
o
r
e
r
eser
v
e
d
to
m
en
,
s
u
ch
as
en
g
in
ee
r
in
g
an
d
co
m
p
u
ter
s
cien
ce
,
ar
e
n
o
w
o
p
en
to
wo
m
en
[
2
9
]
–
[
3
1
]
.
As
a
r
esu
lt,
th
e
p
r
ess
u
r
e
to
s
u
cc
ee
d
is
p
ar
ticu
lar
ly
h
ig
h
f
o
r
f
em
ale
c
o
lleg
e
s
tu
d
en
ts
wh
o
ar
e
n
ewc
o
m
er
s
to
m
an
y
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
as
well
as
a
m
in
o
r
ity
s
tr
u
g
g
lin
g
with
th
e
r
elics
o
f
a
p
atr
iar
c
h
al
s
o
ciety
(
e
.
g
.
,
g
en
d
er
s
ter
eo
ty
p
es).
T
h
e
p
lan
’
s
g
o
al
o
f
q
u
ick
ly
d
ev
elo
p
in
g
a
s
k
illed
an
d
e
d
u
ca
ted
w
o
r
k
f
o
r
ce
h
as
r
eq
u
ir
ed
th
e
u
s
e
o
f
in
ce
n
tiv
es,
s
u
ch
as
g
en
er
o
u
s
s
ch
o
lar
s
h
ip
s
an
d
p
lu
m
p
r
o
f
ess
io
n
al
o
p
p
o
r
tu
n
ities
,
ad
m
in
is
ter
ed
to
m
er
ito
r
io
u
s
s
tu
d
en
ts
.
T
an
g
ib
le
in
d
ices
o
f
g
o
o
d
p
er
f
o
r
m
an
ce
,
s
u
ch
as
c
u
m
u
lativ
e
g
r
a
d
es,
h
av
e
b
ee
n
m
o
s
tly
u
s
ed
to
m
ea
s
u
r
e
m
er
it.
As
a
r
esu
lt,
s
tu
d
en
ts
h
av
e
b
ee
n
s
tr
u
g
g
lin
g
to
f
in
d
a
b
alan
ce
b
etwe
en
a
g
r
a
d
e/p
er
f
o
r
m
an
ce
o
r
ien
tatio
n
(
i.e
.
,
s
tu
d
y
in
g
to
o
b
tai
n
g
o
o
d
g
r
ad
es
an
d
a
d
eg
r
ee
)
an
d
a
le
ar
n
in
g
/g
o
al
o
r
ien
tatio
n
(
i.e
.
,
a
cq
u
ir
in
g
k
n
o
wled
g
e
th
at
is
n
e
ce
s
s
ar
y
f
o
r
f
u
t
u
r
e
p
r
o
f
ess
io
n
al
s
u
cc
ess
)
[
3
2
]
.
Gr
ad
e/p
er
f
o
r
m
an
ce
o
r
ien
tatio
n
,
h
o
wev
e
r
,
is
o
f
ten
ass
o
ciate
d
with
n
eg
ativ
e
em
o
tio
n
al
s
tates,
s
u
ch
as
a
n
x
iety
an
d
s
tr
ess
[
3
2
]
–
[
3
4
]
.
T
h
u
s
,
af
ter
t
h
e
p
a
n
d
em
ic,
in
Sa
u
d
i
Ar
ab
ia
n
f
em
ale
co
lleg
e
s
tu
d
en
ts
,
a
co
n
f
lu
e
n
ce
o
f
s
o
u
r
ce
s
o
f
s
tr
ess
m
ay
b
e
at
wo
r
k
,
in
clu
d
i
n
g
th
o
s
e
ar
is
in
g
f
r
o
m
th
e
af
ter
m
ath
o
f
th
e
p
an
d
em
ic
[
3
5
]
,
r
ea
d
ju
s
tm
en
t
to
o
n
-
ca
m
p
u
s
d
em
an
d
s
,
co
m
m
o
n
ac
ad
em
ic
c
h
allen
g
es
,
an
d
t
h
e
p
er
s
is
ten
t
in
ten
s
e
n
ee
d
to
p
r
o
d
u
ce
tan
g
i
b
le
s
ig
n
s
o
f
g
o
o
d
p
er
f
o
r
m
an
c
e
.
Acc
o
r
d
i
n
g
t
o
th
e
Yer
k
es
-
Do
d
s
o
n
law,
e
x
ce
s
s
iv
e
au
to
n
o
m
ic
a
r
o
u
s
al
h
ar
m
s
p
er
f
o
r
m
an
ce
[
3
6
]
.
On
e
way
to
co
u
n
ter
ac
t
s
tr
ess
is
th
r
o
u
g
h
s
elf
-
r
eg
u
latio
n
,
wh
i
ch
r
ef
er
s
to
s
tr
ateg
ies
th
at
lear
n
er
s
u
s
e
to
m
o
n
ito
r
an
d
co
n
tr
o
l
th
eir
co
g
n
itiv
e
p
e
r
f
o
r
m
an
ce
b
ef
o
r
e
,
d
u
r
in
g
,
an
d
af
ter
s
tu
d
y
in
g
[
3
7
]
.
An
o
th
er
wa
y
is
p
r
esen
ted
b
y
th
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t.
E
x
ter
n
al
r
eg
u
latio
n
o
f
lear
n
in
g
is
f
o
s
ter
ed
b
y
a
s
tu
d
en
t
-
ce
n
ter
ed
ap
p
r
o
ac
h
to
teac
h
in
g
th
at
p
r
o
m
o
tes
p
o
s
itiv
e
em
o
tio
n
s
[
3
8
]
,
[
3
9
]
,
as
well
as
r
elian
ce
o
n
p
r
o
b
lem
-
d
r
iv
en
lear
n
in
g
s
tr
ateg
ies
r
ath
er
th
an
em
o
tio
n
-
d
r
iv
e
n
s
tr
ateg
ies.
Yet,
s
tr
es
s
ca
n
ea
s
i
ly
d
is
r
u
p
t
lear
n
er
s
’
s
elf
-
r
eg
u
latio
n
an
d
ap
p
r
ec
iatio
n
o
f
e
x
ter
n
al
s
o
u
r
ce
s
o
f
r
eg
u
latio
n
,
th
er
e
b
y
im
p
air
i
n
g
ac
ad
em
ic
p
er
f
o
r
m
an
ce
[
4
0
]
–
[
4
2
]
.
I
t
was
th
o
u
g
h
t
th
at
f
o
r
Sau
d
i
Ar
ab
ian
f
em
ale
lear
n
er
s
,
th
e
co
n
v
er
g
en
ce
o
f
d
if
f
er
en
t
ty
p
es
o
f
s
tr
ess
o
r
s
m
ig
h
t
lim
it
th
eir
ab
i
lity
to
co
p
e
with
th
e
ac
a
d
em
i
c
d
em
an
d
s
o
f
th
e
p
o
s
t
-
p
a
n
d
e
m
ic
wo
r
ld
with
its
f
ac
e
-
to
-
f
ac
e
class
es
an
d
a
d
d
e
d
tim
e
-
m
a
n
ag
em
en
t
ch
allen
g
e
s
(
e.
g
.
,
co
m
m
u
tin
g
tim
es,
in
c
r
ea
s
ed
s
o
cializa
tio
n
,
an
d
p
a
r
ticip
atio
n
in
ex
tr
a
-
c
u
r
r
icu
lar
o
n
-
ca
m
p
u
s
ac
tiv
ities
)
.
T
h
u
s
,
th
e
lik
el
y
f
atalities
o
f
t
h
ese
s
tr
ess
o
r
s
wo
u
ld
b
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
m
o
tiv
atio
n
.
T
h
e
two
v
ar
ia
b
les
wer
e
v
iewe
d
as
in
ter
co
n
n
ec
ted
.
I
n
d
ee
d
,
if
m
o
tiv
atio
n
is
th
e
d
r
iv
e
to
in
it
iate
ac
ad
em
ic
ac
tiv
ities
,
b
r
o
a
d
en
th
eir
s
co
p
e,
an
d
p
e
r
s
ev
er
e
wh
en
d
if
f
icu
lties
ar
is
e,
p
er
f
o
r
m
a
n
ce
is
th
e
o
u
t
co
m
e
v
ar
iab
le
o
f
in
ter
est.
Per
f
o
r
m
a
n
ce
m
ea
s
u
r
em
e
n
t
in
v
o
lv
ed
eith
er
s
tr
ictly
tim
ed
o
r
lo
o
s
ely
tim
ed
ass
ess
m
en
ts
.
E
x
am
s
,
as
ex
em
p
lifie
d
b
y
eith
e
r
a
f
o
r
m
ativ
e
a
s
s
es
s
m
en
t
m
ea
s
u
r
e
(
e.
g
.
,
m
id
ter
m
test
)
o
r
a
s
u
m
m
ativ
e
ass
es
s
m
en
t
m
ea
s
u
r
e
(
e.
g
.
,
f
in
al
test
)
,
wer
e
s
elec
ted
as
th
ey
r
ef
lecte
d
s
ettin
g
s
wh
er
e
p
er
f
o
r
m
an
ce
is
tim
ed
an
d
o
u
tc
o
m
e
u
n
c
er
tain
ty
is
h
ig
h
.
T
h
u
s
,
s
tr
ess
wo
u
ld
lik
ely
b
e
ex
p
er
ien
ce
d
at
a
lev
el
ab
o
v
e
an
d
b
ey
o
n
d
th
at
ar
is
in
g
f
r
o
m
th
e
co
m
m
o
n
ch
allen
g
es
o
f
a
s
tu
d
en
t’
s
u
n
d
er
g
r
ad
u
ate
life
.
As
s
u
ch
,
t
h
e
ch
an
ce
s
o
f
s
tr
ess
im
p
air
in
g
p
er
f
o
r
m
an
ce
wo
u
l
d
b
e
in
cr
e
ased
.
I
n
d
ee
d
,
s
tr
ess
is
k
n
o
wn
to
b
e
ac
co
m
p
an
ied
b
y
a
s
en
s
e
o
f
u
n
ce
r
tain
ty
w
h
ich
in
d
u
ce
s
lear
n
e
r
s
to
p
er
f
o
r
m
less
-
th
an
-
id
ea
l
ac
tio
n
s
to
r
e
d
u
ce
it
[
4
3
]
.
T
i
m
e
co
n
s
tr
ain
ts
,
s
u
ch
as
d
u
r
in
g
ex
am
s
,
b
o
ls
ter
s
u
ch
ac
tio
n
s
.
Fo
r
in
s
tan
ce
,
in
a
s
tr
ictly
tim
ed
ex
am
,
ev
id
en
ce
ex
is
ts
th
at
h
ig
h
s
tr
ess
ca
u
s
e
s
lear
n
er
s
to
m
o
v
e
in
e
f
f
icien
tl
y
o
r
s
lo
wly
th
r
o
u
g
h
th
e
tex
t
o
f
t
h
e
e
x
am
a
n
d
m
ak
e
ca
r
eless
m
is
tak
es
[
4
4
]
–
[
4
6
]
.
L
ea
r
n
e
r
s
’
f
ailu
r
e
to
an
s
wer
a
ll
ex
am
q
u
esti
o
n
s
an
d
g
e
n
er
ate
co
r
r
ec
t a
n
s
wer
s
th
en
lead
s
to
p
o
o
r
g
r
ad
es a
n
d
a
h
o
s
t o
f
er
o
s
iv
e
em
o
tiv
e
e
f
f
ec
t
s
[
4
7
]
.
I
n
th
is
s
tu
d
y
,
p
er
f
o
r
m
a
n
ce
in
class
ac
tiv
ities
was
s
elec
ted
b
ec
au
s
e
it
was
a
f
o
r
m
ativ
e
a
s
s
es
s
m
en
t
m
ea
s
u
r
e
th
at
wo
u
ld
en
co
m
p
ass
a
v
ar
iety
o
f
r
eg
u
lar
ly
s
ch
ed
u
led
(
i.e
.
,
p
r
e
d
ictab
le)
ac
tiv
ities
co
m
p
leted
u
n
d
er
m
o
r
e
f
lex
ib
le
tim
e
co
n
s
tr
ain
t
s
in
d
ep
en
d
en
tly
o
r
co
llab
o
r
ativ
ely
at
h
o
m
e
o
r
in
class
.
T
h
at
is
,
it
r
ef
lecte
d
a
co
n
tex
t
th
at
elev
ate
d
s
tu
d
en
ts
’
p
er
ce
p
tio
n
o
f
co
n
tr
o
l
o
v
e
r
th
e
lear
n
in
g
p
r
o
ce
s
s
[
3
9
]
.
Yet,
b
o
th
b
ef
o
r
e
an
d
af
ter
th
e
p
an
d
em
ic
,
co
lleg
e
s
tu
d
en
ts
wo
u
ld
b
e
ex
p
ec
ted
to
ju
g
g
le
m
u
ltip
le
d
em
an
d
s
an
d
th
u
s
ex
p
er
ien
ce
tim
e
s
ca
r
city
.
T
h
e
ex
p
er
ie
n
ce
o
f
ti
m
e
s
ca
r
city
wo
u
ld
ar
is
e
wh
en
th
e
u
n
wav
er
in
g
m
u
ltit
ask
in
g
d
em
an
d
s
o
f
c
o
lleg
e
life
lead
to
th
e
b
elief
th
at
o
n
e
m
ig
h
t
n
e
v
er
ca
tc
h
u
p
.
I
t
is
co
n
ce
p
tu
alize
d
as
a
d
is
tr
ac
tio
n
t
h
at
d
r
ain
s
c
o
g
n
itiv
e
r
eso
u
r
ce
s
an
d
im
p
air
s
ex
ec
u
tiv
e
f
u
n
ctio
n
s
,
th
er
eb
y
lo
wer
i
n
g
lear
n
er
s
’
ab
ilit
y
to
p
la
n
,
th
in
k
clea
r
ly
,
an
d
en
g
ag
e
in
ef
f
ec
tiv
e
m
u
ltit
ask
in
g
[
4
8
]
.
Am
o
n
g
th
e
f
ac
t
o
r
s
t
h
at
co
u
ld
r
ed
u
ce
th
e
f
ee
lin
g
o
f
tim
e
s
ca
r
city
in
co
lleg
e
s
tu
d
en
ts
is
th
e
p
r
ed
ictab
le
r
h
y
th
m
o
f
lo
o
s
ely
tim
ed
ac
ad
em
ic
ac
tiv
ities
,
s
u
ch
as
t
h
e
ass
ig
n
m
en
ts
an
d
q
u
izze
s
o
f
th
e
s
elec
ted
p
r
e
-
ca
lcu
lu
s
co
u
r
s
e
[
4
9
]
.
An
o
t
h
er
f
ac
to
r
m
ig
h
t
b
e
th
e
s
en
s
e
o
f
r
elate
d
n
ess
,
s
u
p
p
o
r
t,
an
d
co
n
tr
o
l th
at
ar
is
es f
r
o
m
th
e
p
ar
ticip
ativ
e
in
s
tr
u
ctio
n
al
en
v
ir
o
n
m
e
n
t e
x
em
p
lifie
d
b
y
co
llab
o
r
ativ
e
ac
tiv
ities
[
5
0
]
.
As
s
u
ch
,
p
e
r
f
o
r
m
an
ce
e
n
tailin
g
class
ac
tiv
ities
was
t
h
o
u
g
h
t
to
b
e
less
s
en
s
itiv
e
to
d
is
r
u
p
tio
n
s
d
u
e
to
s
tr
ess
.
B
ased
o
n
th
ese
ass
u
m
p
tio
n
s
,
th
e
f
o
llo
win
g
h
y
p
o
th
eses
wer
e
f
o
r
m
u
lated
f
o
r
p
er
f
o
r
m
an
ce
o
n
th
e
m
id
ter
m
an
d
f
in
al
ex
a
m
s
(
H1
)
as we
ll a
s
p
er
f
o
r
m
an
ce
i
n
v
o
lv
in
g
class
ac
tiv
ities
(
H2
)
:
−
H1
:
i
f
ch
allen
g
es
in
t
h
e
a
d
ju
s
tm
en
t
to
o
n
-
ca
m
p
u
s
in
s
tr
u
ctio
n
an
d
r
esid
u
es
o
f
t
h
e
s
tr
ess
ar
is
in
g
f
r
o
m
th
e
p
an
d
em
ic
a
d
d
ed
t
o
th
e
s
tr
ess
in
d
u
ce
d
b
y
test
s
,
p
o
s
t
-
p
a
n
d
em
i
c
ex
am
p
e
r
f
o
r
m
an
ce
,
in
cl
u
d
in
g
m
id
ter
m
a
n
d
f
in
al
test
s
,
wo
u
ld
b
e
lo
wer
t
h
a
n
p
r
e
-
p
an
d
e
m
ic
ex
am
p
er
f
o
r
m
an
ce
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
3
0
2
7
-
3
0
4
1
3030
−
H2
:
i
f
th
e
ex
p
er
ien
ce
o
f
tim
e
s
ca
r
city
ar
is
in
g
f
r
o
m
th
e
u
n
wav
er
in
g
m
u
ltit
ask
in
g
d
e
m
an
d
s
o
f
co
lleg
e
life
is
ex
p
er
ien
ce
d
m
o
r
e
i
n
ten
s
ely
d
u
r
in
g
th
e
p
o
s
t
-
p
an
d
em
ic
p
er
io
d
,
ad
d
in
g
to
th
e
c
h
allen
g
es
o
f
th
e
a
d
ju
s
tm
en
t
to
o
n
-
ca
m
p
u
s
in
s
tr
u
ctio
n
,
g
r
a
d
es
r
elate
d
to
class
ac
tiv
ities
wo
u
ld
d
ec
lin
e
in
th
e
p
o
s
t
-
p
an
d
em
ic
p
e
r
io
d
.
Ho
wev
er
,
b
ec
a
u
s
e
s
u
ch
g
r
ad
e
s
in
clu
d
ed
co
llab
o
r
ativ
e
an
d
in
d
ep
en
d
en
t
ac
tiv
ities
with
m
o
r
e
f
lex
ib
le
tim
e
co
n
s
tr
ain
ts
,
th
e
m
ag
n
itu
d
e
o
f
t
h
e
d
ec
lin
e
wo
u
ld
b
e
less
th
an
t
h
at
o
b
s
er
v
e
d
f
o
r
ex
am
s
.
I
n
th
is
s
tu
d
y
,
p
er
f
o
r
m
an
ce
ass
es
s
m
en
t
was
ac
co
m
p
an
ied
b
y
th
e
m
ea
s
u
r
em
e
n
t
o
f
t
h
e
em
o
tiv
e
r
esp
o
n
s
es
th
at
d
ef
in
e
s
tu
d
en
ts
’
m
o
tiv
atio
n
.
I
t
was
th
o
u
g
h
t
t
h
at
f
o
r
Sau
d
i
Ar
ab
ia
n
f
em
ale
lear
n
er
s
,
th
e
m
o
s
t
lik
ely
f
atality
o
f
th
e
co
n
v
er
g
e
n
ce
o
f
d
if
f
er
e
n
t
ty
p
es
o
f
s
tr
ess
o
r
s
wo
u
ld
b
e
m
o
tiv
atio
n
.
Acc
o
r
d
in
g
to
th
e
th
e
o
r
y
o
f
s
elf
-
d
eter
m
in
atio
n
[
5
1
]
,
m
o
tiv
atio
n
in
a
co
u
r
s
e
o
r
,
m
o
r
e
b
r
o
ad
ly
,
in
th
e
p
u
r
s
u
it
o
f
a
STE
M
d
eg
r
ee
m
ay
f
all
o
n
a
co
n
tin
u
u
m
f
r
o
m
in
tr
in
s
ic
m
o
tiv
atio
n
to
am
o
tiv
atio
n
.
I
n
tr
in
s
ic
m
o
tiv
atio
n
ap
p
lied
to
p
r
e
-
ca
lcu
lu
s
m
a
y
b
e
ch
ar
ac
ter
ized
as
i
n
ter
est,
en
jo
y
m
en
t,
a
n
d
s
atis
f
ac
tio
n
in
th
e
p
r
e
-
ca
lcu
lu
s
c
u
r
r
icu
lu
m
an
d
r
elate
d
in
s
tr
u
ctio
n
al
ac
tiv
ities
alo
n
g
with
th
e
r
ec
o
g
n
itio
n
o
f
th
e
v
alu
e
o
f
s
u
c
h
c
u
r
r
icu
lu
m
an
d
ac
tiv
ities
.
Am
o
tiv
atio
n
is
th
e
ex
ac
t
o
p
p
o
s
ite.
Acc
o
r
d
in
g
to
th
e
t
h
eo
r
y
o
f
s
elf
-
d
eter
m
in
atio
n
,
ex
tr
in
s
ic
m
o
tiv
atio
n
e
x
is
ts
b
etwe
en
th
ese
two
ex
tr
em
es.
Actio
n
s
d
r
iv
e
n
b
y
r
ewa
r
d
s
o
r
p
en
alties
(
i.e
.
,
e
x
ter
n
al
r
eg
u
latio
n
)
o
r
b
y
t
h
e
r
ec
o
g
n
itio
n
o
f
th
e
p
r
ac
tical
u
tili
ty
an
d
v
alu
e
o
f
p
ar
ticu
lar
ac
tiv
ities
(
i.e
.
,
id
e
n
t
if
ied
r
eg
u
latio
n
)
ex
e
m
p
lify
e
x
tr
in
s
ic
m
o
tiv
es.
T
o
ass
es
s
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
p
r
e
-
ca
lcu
lu
s
th
at
co
u
ld
p
r
o
v
id
e
in
s
ig
h
ts
in
to
th
eir
ac
ad
em
ic
m
o
tiv
atio
n
,
we
m
ea
s
u
r
ed
:
i
)
th
ei
r
v
iews
o
f
t
h
e
d
if
f
ic
u
lty
o
f
th
e
c
o
u
r
s
e
;
ii
)
th
e
p
r
ac
tical
v
alu
e
(
i
.
e.
,
u
t
ilit
y
)
attr
ib
u
ted
to
lear
n
in
g
p
r
e
-
ca
lc
u
lu
s
;
an
d
iii
)
th
eir
s
elf
-
r
ep
o
r
ted
lev
el
o
f
s
tr
ess
ex
p
er
ien
ce
d
wh
ile
c
o
m
p
le
tin
g
th
e
co
u
r
s
e.
W
e
also
ask
ed
wh
eth
er
th
e
co
u
r
s
e
m
ad
e
th
em
m
o
r
e
o
r
less
lik
e
ly
to
co
n
tin
u
e
th
eir
s
tu
d
ies
in
th
e
ch
o
s
en
STE
M
d
eg
r
ee
.
T
h
e
f
o
llo
win
g
p
r
ed
ictio
n
was m
ad
e:
−
H3
:
i
f
ch
allen
g
es
in
th
e
ad
ju
s
t
m
en
t
to
o
n
-
ca
m
p
u
s
in
s
tr
u
ctio
n
in
th
e
p
o
s
t
-
p
an
d
em
ic
p
er
io
d
wer
e
p
er
ce
iv
ed
b
y
th
e
s
tu
d
en
ts
as
p
r
o
n
o
u
n
ce
d
,
in
d
ices
o
f
in
tr
in
s
ic
m
o
tiv
atio
n
(
e.
g
.
,
i
n
ter
est,
en
jo
y
m
en
t,
s
atis
f
ac
tio
n
,
an
d
r
ec
o
g
n
itio
n
o
f
th
e
v
al
u
e
o
f
th
e
p
r
e
-
ca
lcu
lu
s
cu
r
r
icu
lu
m
an
d
ac
tiv
ities
)
wo
u
ld
n
o
t
b
e
d
etec
ted
.
Su
ch
ch
allen
g
es
wo
u
ld
b
e
r
ef
lecte
d
in
s
tu
d
en
ts
’
o
p
in
i
o
n
s
o
f
th
e
d
if
f
icu
lty
o
f
p
r
e
-
ca
lcu
lu
s
an
d
th
e
s
tr
ess
lev
el
ex
p
er
ien
ce
d
i
n
th
e
co
u
r
s
e.
T
h
at
is
,
s
tu
d
en
ts
en
r
o
lled
in
p
r
e
-
ca
lcu
lu
s
d
u
r
in
g
p
o
s
t
-
p
an
d
em
ic
tim
es
wo
u
ld
ju
d
g
e
th
e
co
u
r
s
e
as
m
o
r
e
d
if
f
icu
lt
an
d
m
o
r
e
s
tr
ess
f
u
l
th
an
s
tu
d
en
ts
en
r
o
lled
in
p
r
e
-
ca
lc
u
lu
s
b
ef
o
r
e
th
e
p
an
d
em
ic.
T
h
e
y
wo
u
ld
also
b
e
m
o
r
e
lik
el
y
to
attr
ib
u
te
l
ess
p
r
ac
tical
v
alu
e
to
p
r
e
-
ca
lcu
lu
s
lear
n
in
g
(
d
is
co
u
n
tin
g
its
wo
r
th
)
an
d
in
d
icate
a
ch
an
g
e
o
f
ac
a
d
em
ic
m
ajo
r
as a
p
o
s
s
ib
ilit
y
.
Mo
r
e
b
r
o
a
d
ly
,
to
u
n
d
er
s
tan
d
s
tu
d
en
ts
’
attitu
d
es
to
war
d
s
n
o
t
o
n
ly
a
p
ar
ticu
lar
c
o
u
r
s
e
b
u
t
also
th
eir
p
u
r
s
u
it
o
f
a
n
en
g
i
n
ee
r
in
g
o
r
c
o
m
p
u
ter
s
cien
ce
d
eg
r
ee
in
th
e
p
o
s
t
-
p
an
d
e
m
ic
er
a,
we
in
q
u
ir
e
d
ab
o
u
t
t
h
eir
v
iews
o
f
s
u
ch
d
eg
r
ee
s
.
T
h
r
ee
ar
ea
s
wer
e
co
n
s
id
er
ed
:
i
)
r
ea
s
o
n
s
f
o
r
ch
o
o
s
in
g
a
STE
M
d
e
g
r
ee
;
ii
)
an
ticip
ated
ch
allen
g
es
in
p
u
r
s
u
in
g
it
;
an
d
iii
)
th
eir
v
iews
o
f
wo
m
en
’
s
r
ep
r
esen
tatio
n
in
STE
M.
H4
r
ested
o
n
ex
tan
t
ev
id
en
ce
lin
k
i
n
g
s
tr
ess
to
lear
n
er
s
’
ad
o
p
tio
n
o
f
an
e
g
o
ce
n
tr
i
c
p
er
s
p
ec
tiv
e
[
4
3
]
.
−
H4
:
i
f
ch
allen
g
es
in
th
e
ad
ju
s
t
m
en
t
to
o
n
-
ca
m
p
u
s
in
s
tr
u
ctio
n
in
th
e
p
o
s
t
-
p
an
d
em
ic
p
er
io
d
wer
e
p
er
ce
iv
ed
b
y
th
e
s
tu
d
en
ts
as
p
r
o
n
o
u
n
c
ed
,
s
u
ch
c
h
allen
g
es
wo
u
l
d
b
e
r
ef
lecte
d
in
th
e
a
d
o
p
tio
n
o
f
an
e
g
o
ce
n
tr
ic
p
er
s
p
ec
tiv
e.
E
g
o
ce
n
tr
ic
len
s
e
s
wo
u
ld
lead
to
th
e
f
o
llo
win
g
p
atter
n
o
f
s
tu
d
en
ts
’
r
esp
o
n
s
es:
i
)
P
er
s
o
n
a
l
r
ea
s
o
n
s
(
e.
g
.
,
a
s
tr
u
g
g
le
t
o
b
a
lan
ce
p
er
s
o
n
al
a
n
d
ac
ad
e
m
ic
d
em
an
d
s
)
wo
u
ld
b
e
s
elec
ted
m
o
r
e
o
f
ten
th
an
s
o
cio
cu
ltu
r
al
r
ea
s
o
n
s
(
e.
g
.
,
g
en
d
er
s
ter
eo
ty
p
es)
as
th
e
m
ain
d
if
f
ic
u
lty
o
f
p
u
r
s
u
in
g
a
STE
M
d
eg
r
ee
;
ii
)
E
x
ter
n
al
(
m
o
s
tly
u
tili
tar
ian
)
r
ea
s
o
n
s
f
o
r
p
u
r
s
u
i
n
g
a
STE
M
d
eg
r
ee
wo
u
ld
b
e
p
r
ev
alen
t;
an
d
iii
)
E
v
id
e
n
ce
o
f
wo
m
e
n
’
s
lo
wer
r
e
p
r
esen
ta
tio
n
in
STE
M
wo
u
ld
b
e
m
in
im
ized
.
T
h
e
latter
p
r
ed
ictio
n
was
b
ased
o
n
ev
id
en
ce
th
at
s
tr
ess
ten
d
s
t
o
b
e
ac
co
m
p
an
ied
b
y
an
en
h
an
ce
d
r
elian
ce
o
n
s
elf
-
k
n
o
wled
g
e
wh
en
in
f
er
r
in
g
o
th
er
s
’
co
n
d
itio
n
s
,
r
esu
ltin
g
i
n
m
o
r
e
e
g
o
ce
n
tr
ic
in
f
er
e
n
ce
s
[
4
3
]
.
I
f
s
o
,
th
e
r
ec
o
g
n
itio
n
th
at
th
e
p
ar
ticip
an
ts
wer
e
th
em
s
elv
es
wo
m
e
n
i
n
S
T
E
M
f
ield
s
wo
u
ld
lead
t
h
em
to
in
f
e
r
a
d
eq
u
ate
r
ep
r
esen
tatio
n
o
f
wo
m
en
in
s
u
ch
f
ield
s
.
2.
M
E
T
H
O
D
2
.
1
.
Study
p
a
rt
icipa
nts
T
h
e
p
ar
ticip
an
ts
wer
e
4
7
2
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
wh
o
wer
e
p
u
r
s
u
in
g
STE
M
p
r
o
g
r
am
s
(
en
g
in
ee
r
in
g
o
r
co
m
p
u
ter
s
cien
ce
)
.
All
wer
e
f
em
ales
wh
o
s
e
ag
es
r
a
n
g
ed
f
r
o
m
1
8
to
2
5
.
Ar
ab
ic
was
th
ei
r
f
ir
s
t
lan
g
u
ag
e
a
n
d
E
n
g
lis
h
th
eir
s
ec
o
n
d
lan
g
u
ag
e.
B
ef
o
r
e
ad
m
is
s
io
n
to
th
eir
s
elec
ted
u
n
d
er
g
r
ad
u
ate
p
r
o
g
r
am
,
s
tu
d
en
ts
wer
e
d
ee
m
ed
co
m
p
ete
n
t
u
s
er
s
o
f
th
e
E
n
g
lis
h
lan
g
u
ag
e
th
r
o
u
g
h
s
tan
d
ar
d
ized
E
n
g
lis
h
test
s
(
t
est
o
f
E
n
g
lis
h
as
a
f
o
r
eig
n
lan
g
u
ag
e
(
T
OE
FL
)
≥
8
3
;
o
r
i
n
ter
n
atio
n
al
E
n
g
lis
h
la
n
g
u
ag
e
test
in
g
s
y
s
tem
(
I
E
L
T
S
)
≥
6
)
.
T
h
ey
wer
e
en
r
o
lled
in
a
p
r
e
-
ca
lc
u
lu
s
co
u
r
s
e
co
n
s
is
ten
tly
tau
g
h
t
b
y
o
n
e
in
s
tr
u
cto
r
s
in
ce
b
ef
o
r
e
th
e
p
an
d
em
ic.
Du
e
t
o
a
g
en
d
er
-
s
eg
r
eg
ated
ca
m
p
u
s
,
al
l
class
es
wer
e
co
m
p
o
s
ed
o
f
f
em
ale
s
tu
d
en
ts
tau
g
h
t
b
y
f
e
m
ale
f
ac
u
lty
.
T
h
er
e
wer
e
1
7
6
s
tu
d
en
ts
en
r
o
lled
b
ef
o
r
e
th
e
p
an
d
em
ic
(
4
s
em
ester
s
)
,
an
d
2
9
6
af
ter
th
e
p
an
d
e
m
ic
(
4
s
em
ester
s
)
.
I
m
p
o
r
ta
n
t
to
n
o
te
t
h
at
1
6
3
s
tu
d
en
ts
wer
e
en
r
o
lled
i
n
th
e
co
u
r
s
e
d
u
r
in
g
t
h
e
o
n
lin
e
p
an
d
em
ic
p
er
io
d
(
3
s
em
ester
s
)
.
T
h
ese
latter
s
tu
d
en
ts
ar
e
m
en
tio
n
e
d
to
d
em
o
n
s
tr
ate
co
n
tin
u
ity
in
o
u
r
d
ata
c
o
llectio
n
,
alth
o
u
g
h
o
n
ly
th
e
d
ata
f
r
o
m
th
e
p
r
e
-
p
an
d
em
ic
a
n
d
p
o
s
t
-
p
a
n
d
em
ic
p
er
io
d
s
wer
e
an
al
y
ze
d
to
t
est
o
u
r
h
y
p
o
th
eses
.
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
Th
e
ch
a
llen
g
es o
f
p
r
e
-
ca
lcu
lu
s
in
times o
f c
h
a
n
g
e
(
Ma
u
r
a
A
.
E
.
P
ilo
tti
)
3031
Als
o
im
p
o
r
tan
t
is
to
n
o
te
th
at
th
e
in
cr
ea
s
ed
n
u
m
b
e
r
o
f
s
tu
d
e
n
ts
in
th
e
p
e
r
io
d
a
f
ter
th
e
p
an
d
em
ic
r
ef
lecte
d
th
e
en
r
o
llm
en
t
tr
e
n
d
o
f
f
e
m
ale
s
tu
d
en
ts
in
STE
M
p
r
o
g
r
am
s
f
r
o
m
4
1
6
b
e
f
o
r
e
t
h
e
p
a
n
d
em
ic
to
9
9
3
d
u
r
in
g
th
e
p
an
d
em
ic
an
d
1
,
0
8
4
af
ter
th
e
p
an
d
em
ic.
Ad
m
is
s
io
n
cr
iter
ia
r
em
ain
ed
u
n
c
h
an
g
e
d
d
u
r
in
g
t
h
ese
p
er
io
d
s
.
B
ased
o
n
th
ese
r
ef
er
en
ce
g
r
o
u
p
s
,
th
e
s
am
p
le
s
izes
o
f
th
e
two
p
er
io
d
s
wer
e
d
ee
m
ed
ad
eq
u
ate
ass
u
m
in
g
α
=0
.
0
5
an
d
β=0
.
2
0
lev
els o
f
r
is
k
[
5
2
]
,
[
5
3
]
.
2
.
2
.
P
re
-
c
a
lculu
s
At
th
e
s
el
ec
te
d
a
ca
d
e
m
ic
in
s
t
itu
ti
o
n
,
p
r
e
-
ca
l
c
u
l
u
s
is
p
r
ec
e
d
ed
b
y
t
h
e
s
u
c
ce
s
s
f
u
l
c
o
m
p
l
et
io
n
o
f
a
n
in
t
er
m
e
d
i
at
e
al
g
eb
r
a
c
o
u
r
s
e.
P
r
e
-
c
alc
u
l
u
s
is
a
p
r
e
r
e
q
u
is
it
e
f
o
r
c
alc
u
l
u
s
,
w
h
i
ch
is
a
c
o
ll
eg
e
-
lev
el
co
u
r
s
e
.
T
h
u
s
,
p
r
e
-
ca
lc
u
l
u
s
is
c
o
n
s
id
e
r
e
d
a
p
r
e
p
a
r
at
o
r
y
co
u
r
s
e
w
it
h
o
u
t
c
o
ll
eg
e
c
r
e
d
its
.
A
f
in
al
g
r
ad
e
o
f
7
0
%
o
r
b
ett
er
is
r
e
q
u
i
r
e
d
to
p
ass
t
h
e
c
o
u
r
s
e
a
n
d
e
n
te
r
ca
lc
u
l
u
s
.
A
p
la
ce
m
e
n
t
alg
o
r
it
h
m
,
w
h
i
ch
c
o
n
s
i
d
e
r
s
Sc
h
o
last
ic
Ass
ess
m
e
n
t
T
est
(
SA
T
)
s
c
o
r
es
,
a
n
d
h
ig
h
-
s
ch
o
o
l
m
at
h
e
m
a
tics
c
o
u
r
s
es
a
n
d
g
r
a
d
es
,
d
et
er
m
i
n
es
w
h
et
h
e
r
a
s
t
u
d
e
n
t
wi
ll
b
e
en
r
o
ll
ed
i
n
i
n
t
er
m
e
d
i
ate
al
g
eb
r
a,
p
r
e
-
c
alc
u
l
u
s
,
o
r
ca
lc
u
l
u
s
I
.
All c
o
u
r
s
es
ar
e
t
a
u
g
h
t
i
n
E
n
g
li
s
h
.
T
h
e
ir
c
u
r
r
i
cu
lu
m
co
m
p
lies
w
it
h
US
s
t
an
d
ar
d
s
as
d
ete
r
m
i
n
e
d
b
y
t
h
e
T
ex
as
I
n
te
r
n
at
io
n
al
E
d
u
ca
ti
o
n
C
o
n
s
o
r
ti
u
m
(
T
I
E
C
)
.
Pre
-
ca
lcu
lu
s
in
s
tr
u
ctio
n
g
en
er
ally
en
tails
m
ee
tin
g
s
th
r
ee
d
a
y
s
a
wee
k
with
in
a
1
5
-
wee
k
s
em
ester
f
o
llo
wed
b
y
a
n
ex
am
wee
k
.
E
ac
h
m
ee
tin
g
co
n
s
is
ts
o
f
two
s
ess
io
n
s
o
f
5
0
m
in
u
tes ea
ch
.
C
lass
s
ize
r
an
g
es f
r
o
m
1
5
to
3
0
.
C
alcu
lato
r
s
ar
e
r
eq
u
ir
ed
to
o
ls
.
T
ea
ch
in
g
f
ac
u
lty
ar
e
av
ailab
le
af
ter
class
an
d
d
u
r
in
g
o
f
f
ice
h
o
u
r
s
to
h
elp
s
tu
d
en
ts
.
Ad
d
itio
n
al
in
s
tr
u
ctio
n
al
s
u
p
p
o
r
t is o
f
f
e
r
ed
b
y
m
ath
em
atics tu
to
r
s
.
A
s
tu
d
en
t
-
ce
n
ter
ed
,
ac
tiv
e
-
lea
r
n
in
g
p
e
d
ag
o
g
y
is
ap
p
lied
to
all
in
s
tr
u
ctio
n
[
5
4
]
.
T
h
u
s
,
th
e
co
u
r
s
e
is
tau
g
h
t
th
r
o
u
g
h
a
v
ar
iety
o
f
m
eth
o
d
s
to
f
o
s
ter
en
g
ag
em
en
t.
Me
th
o
d
s
f
o
c
u
s
o
n
lear
n
in
g
m
ath
em
atics
th
r
o
u
g
h
u
n
d
er
s
tan
d
i
n
g
an
d
n
o
t
th
r
o
u
g
h
m
em
o
r
izatio
n
.
C
lass
m
ee
ti
n
g
s
m
ay
b
eg
in
with
a
b
r
ie
f
lectu
r
e
in
tr
o
d
u
cin
g
s
tu
d
en
ts
to
n
ew
m
ate
r
ial.
Stu
d
en
ts
ar
e
th
e
n
g
i
v
en
tim
e
to
wo
r
k
in
d
iv
id
u
ally
o
r
in
g
r
o
u
p
s
o
n
s
o
m
e
p
r
o
b
lem
s
,
p
r
esen
t
th
eir
s
o
lu
tio
n
s
to
th
e
c
lass
,
an
d
an
s
wer
q
u
esti
o
n
s
f
r
o
m
p
ee
r
s
an
d
th
e
in
s
tr
u
cto
r
.
T
h
e
latter
is
av
ailab
le
to
an
s
wer
q
u
esti
o
n
s
b
y
walk
in
g
ar
o
u
n
d
t
h
e
r
o
o
m
wh
en
s
tu
d
en
ts
ar
e
at
wo
r
k
.
Af
ter
e
ac
h
class
m
ee
tin
g
,
h
o
m
ewo
r
k
ass
ig
n
m
en
ts
f
ea
tu
r
e
q
u
esti
o
n
s
s
im
ilar
to
i
n
-
class
p
r
o
b
lem
s
alo
n
g
with
ad
d
itio
n
al
ap
p
licatio
n
s
o
f
th
e
co
n
ce
p
ts
co
v
er
e
d
in
th
e
class
.
L
o
o
s
ely
tim
ed
q
u
izze
s
ar
e
in
clu
d
ed
in
m
an
y
cl
ass
m
ee
tin
g
s
.
B
o
th
h
o
m
ewo
r
k
ass
ig
n
m
en
ts
an
d
q
u
izze
s
ar
e
in
ten
d
ed
to
r
eiter
at
e
m
ater
ials
an
d
p
r
o
ce
d
u
r
es
d
is
cu
s
s
ed
in
clas
s
a
s
well
as
f
o
s
ter
ad
d
itio
n
al
ap
p
licatio
n
s
.
T
h
at
is
,
s
o
m
etim
es,
s
tu
d
en
ts
p
r
ac
tice
s
k
ills
an
d
k
n
o
wled
g
e
th
ey
h
av
e
ju
s
t le
ar
n
ed
.
At
o
th
er
tim
es,
th
ey
wo
r
k
o
n
g
u
id
ed
d
is
co
v
er
y
p
r
o
b
lem
s
.
2
.
3
.
P
ro
ce
du
re
a
nd
m
a
t
er
ia
ls
Acr
o
s
s
all
s
elec
ted
p
er
io
d
s
,
in
s
tr
u
ctio
n
al
m
ater
ials
wer
e
p
o
s
ted
o
n
B
lack
b
o
ar
d
.
Du
r
in
g
th
e
p
an
d
em
ic,
h
o
wev
e
r
,
in
s
tr
u
cti
o
n
an
d
ass
ess
m
en
t
m
ater
ials
f
o
r
ex
am
s
an
d
q
u
izze
s
wer
e
d
eliv
er
ed
o
n
lin
e
.
I
n
s
tr
u
ctio
n
was sy
n
ch
r
o
n
o
u
s
.
I
t e
n
tailed
r
elian
ce
o
n
B
lack
b
o
ar
d
C
o
llab
o
r
ate,
a
to
o
l th
at
allo
wed
th
e
in
s
tr
u
cto
r
to
in
ter
ac
t
with
s
tu
d
en
ts
in
r
ea
l
-
tim
e
v
ia
v
o
ice
an
d
au
d
io
f
u
n
ctio
n
s
alo
n
g
with
a
ch
atb
o
x
f
o
r
wr
itten
co
m
m
u
n
icatio
n
s
.
B
ef
o
r
e
an
d
af
ter
th
e
p
an
d
e
m
ic,
in
s
tr
u
ctio
n
was
d
eliv
er
ed
f
ac
e
-
to
-
f
ac
e.
Pap
er
-
b
ased
ex
am
s
wer
e
ad
m
in
is
ter
ed
.
Alth
o
u
g
h
th
e
m
o
d
e
o
f
in
s
tr
u
ctio
n
an
d
ass
ess
m
en
t
ch
an
g
ed
d
u
r
in
g
th
e
p
an
d
em
ic,
th
e
ass
es
s
m
en
t
p
r
o
to
co
l
r
em
ain
e
d
co
n
s
is
ten
t
ac
r
o
s
s
tim
e.
I
t
en
t
ailed
a
m
id
ter
m
ex
am
(
2
0
%),
an
d
a
f
in
al
ex
am
(
4
0
%).
I
n
ter
m
ix
e
d
ac
r
o
s
s
th
e
en
tire
s
em
ester
,
th
er
e
wer
e
r
e
g
u
lar
ly
s
ch
e
d
u
led
b
u
t
lo
o
s
ely
tim
ed
q
u
izze
s
an
d
in
-
class
o
r
h
o
m
ewo
r
k
ass
ig
n
m
en
ts
(
4
0
%),
wh
ich
wer
e
in
te
n
d
ed
to
p
r
ep
a
r
e
s
tu
d
e
n
ts
f
o
r
t
h
e
m
id
ter
m
a
n
d
f
in
al
ex
am
in
atio
n
s
.
Alo
n
g
with
th
e
m
id
ter
m
ex
am
,
q
u
izze
s
,
an
d
a
s
s
ig
n
m
en
ts
wer
e
f
o
r
m
s
o
f
f
o
r
m
ativ
e
ass
es
s
m
en
t,
wh
er
ea
s
th
e
f
in
al
ex
am
was a
n
in
s
tan
ce
o
f
s
u
m
m
ativ
e
ass
ess
m
en
t.
T
h
e
in
s
tr
u
cto
r
an
o
n
y
m
ize
d
g
r
ad
es
an
d
m
ad
e
t
h
em
av
ailab
le
to
th
e
r
esear
ch
team
at
th
e
e
n
d
o
f
ea
ch
p
er
io
d
.
I
n
ad
d
itio
n
to
p
er
f
o
r
m
an
ce
d
ata,
two
s
ets
o
f
em
o
tiv
e
r
esp
o
n
s
e
d
ata
wer
e
co
llected
.
First,
th
e
r
esear
ch
team
ex
am
in
ed
wh
et
h
er
th
er
e
wer
e
ch
an
g
es
in
th
e
d
eg
r
ee
to
wh
ich
th
e
s
elec
ted
co
u
r
s
e
was
p
er
ce
iv
ed
as
ch
allen
g
in
g
.
T
h
u
s
,
a
s
u
b
s
et
o
f
STE
M
f
em
ale
s
tu
d
en
ts
wh
o
h
ad
co
m
p
leted
th
e
co
u
r
s
e
eith
er
b
ef
o
r
e
(
n
=
3
0
)
o
r
af
ter
th
e
p
an
d
em
ic
(
n
=
3
0
)
w
as
s
elec
ted
th
r
o
u
g
h
c
o
n
v
e
n
ien
ce
s
am
p
lin
g
.
T
h
ey
wer
e
as
k
ed
to
d
escr
ib
e
t
h
e
ex
ten
t
to
wh
ic
h
th
e
c
o
u
r
s
e
y
ield
ed
ch
allen
g
es
u
s
in
g
a
5
-
p
o
i
n
t
s
ca
le
in
clu
d
in
g
v
er
y
d
i
f
f
icu
lt,
d
if
f
icu
lt,
n
eu
tr
al,
ea
s
y
,
an
d
v
er
y
ea
s
y
.
T
h
e
y
wer
e
also
ask
ed
to
in
d
icate
th
e
d
eg
r
ee
to
wh
ich
th
ey
ex
p
er
i
en
ce
d
s
tr
ess
in
th
e
co
u
r
s
e
o
n
a
5
-
p
o
in
t
s
ca
le
in
c
lu
d
in
g
n
o
s
tr
ess
at
all,
m
ild
s
tr
ess
,
m
o
d
er
ate
s
tr
ess
,
h
ig
h
s
tr
ess
,
an
d
ex
tr
em
e
s
tr
ess
.
Af
ter
th
ese
two
q
u
esti
o
n
s
,
s
tu
d
en
ts
wer
e
in
s
tr
u
ct
ed
to
co
n
s
id
er
th
eir
p
r
e
-
ca
lc
u
lu
s
ac
tiv
ities
an
d
p
er
f
o
r
m
an
ce
.
T
h
en
,
th
e
y
in
d
i
ca
ted
h
o
w
u
s
ef
u
l
t
h
ey
f
o
u
n
d
wh
at
th
ey
lear
n
e
d
in
th
e
c
o
u
r
s
e
f
o
r
th
eir
f
u
tu
r
e
ac
ad
em
ic
an
d
p
r
o
f
ess
io
n
al
ac
tiv
ities
o
n
a
5
-
p
o
in
t
s
ca
le,
i
n
clu
d
in
g
v
er
y
u
s
ef
u
l,
u
s
ef
u
l,
n
eu
tr
al,
u
s
eless
,
an
d
v
er
y
u
s
eless
.
T
h
ey
also
r
ep
o
r
t
ed
wh
eth
er
th
ey
p
lan
n
e
d
to
c
o
n
tin
u
e
t
h
eir
s
tu
d
ies
in
t
h
e
s
elec
ted
STE
M
m
ajo
r
o
n
a
5
-
p
o
in
t
s
ca
le
in
clu
d
in
g
v
er
y
u
n
lik
el
y
,
u
n
lik
ely
,
n
eu
tr
al,
lik
ely
,
a
n
d
v
er
y
lik
ely
.
All
r
esp
o
n
s
es
wer
e
an
o
n
y
m
ized
.
Seco
n
d
,
th
e
r
esear
c
h
team
q
u
esti
o
n
ed
a
g
r
o
u
p
o
f
1
0
1
STE
M
f
em
ale
s
tu
d
en
ts
en
r
o
lled
in
a
p
r
e
-
ca
lcu
lu
s
o
r
in
ter
m
ed
iate
a
lg
eb
r
a
co
u
r
s
e
tau
g
h
t
b
y
th
e
s
am
e
in
s
tr
u
cto
r
d
u
r
in
g
th
e
p
o
s
t
-
p
an
d
em
ic
p
e
r
io
d
.
T
h
ey
wer
e
ask
ed
in
a
wr
itten
f
o
r
m
at
to
in
d
icate
th
eir
v
iews
in
th
r
ee
b
r
o
ad
a
r
ea
s
:
i
)
m
o
tiv
atio
n
to
p
u
r
s
u
e
a
STE
M
d
eg
r
ee
;
ii
)
an
ticip
ated
ch
allen
g
es
;
an
d
iii
)
v
iew
o
f
wo
m
en
in
STE
M
f
ield
s
.
Fo
r
ea
c
h
ar
ea
,
th
ey
wer
e
t
o
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
3
0
2
7
-
3
0
4
1
3032
m
en
tio
n
wh
at
was
m
o
s
t
r
elev
a
n
t
to
th
em
.
B
ec
au
s
e
all
r
esp
o
n
s
es
wer
e
an
o
n
y
m
ized
,
it
was
n
o
t
p
o
s
s
ib
le
to
lin
k
attitu
d
in
al
an
d
p
e
r
f
o
r
m
an
ce
d
a
ta.
Pre
ce
d
in
g
s
u
r
v
ey
a
d
m
in
is
tr
atio
n
,
th
e
ju
d
g
m
e
n
t
o
f
two
in
d
ep
en
d
en
t
ed
u
ca
to
r
s
in
th
e
f
ield
o
f
ass
es
s
m
en
t
ex
am
in
ed
all
s
ele
cted
q
u
esti
o
n
s
to
d
eter
m
in
e
f
a
c
e
v
a
l
i
d
i
t
y
[
5
5
]
.
C
o
h
en
’
s
Ka
p
p
a
i
n
d
e
x
(
C
K
I
)
,
w
h
i
c
h
w
a
s
u
s
e
d
t
o
d
e
t
e
r
m
i
n
e
f
a
c
e
v
alid
ity
,
was
0
.
8
4
.
It
i
n
d
e
x
ed
s
u
b
s
tan
tial
in
te
r
r
ater
a
g
r
e
em
en
t
in
th
e
c
o
n
tex
t
o
f
b
in
ar
y
d
ec
is
io
n
s
.
T
h
e
m
i
n
im
al
ac
ce
p
tab
le
v
alu
e
o
f
Kap
p
a
is
0
.
6
0
.
I
n
s
tead
,
p
ar
tici
p
an
ts
’
o
p
en
-
en
d
e
d
an
s
wer
s
wer
e
s
u
b
m
itted
to
th
em
atic
an
aly
s
is
[
5
6
]
,
[
5
7
]
.
T
h
e
g
u
i
d
e
l
i
n
es
o
f
t
h
e
m
a
ti
c
a
n
a
l
y
s
i
s
i
n
c
l
u
d
e
d
f
a
m
i
l
i
a
r
iz
a
t
i
o
n
wi
t
h
t
h
e
co
n
ten
t
o
f
s
tu
d
en
ts
’
an
s
wer
s
an
d
c
o
d
in
g
ac
co
r
d
i
n
g
t
o
co
n
ce
p
tu
a
l
ca
teg
o
r
ies.
R
ater
s
wer
e
in
s
tr
u
cted
to
ap
p
r
o
ac
h
co
d
in
g
as
a
d
escr
ip
tiv
e
en
ter
p
r
is
e.
Nam
ely
,
th
e
y
a
i
m
e
d
t
o
r
e
m
a
i
n
a
s
c
l
o
s
e
as
p
o
s
s
i
b
le
t
o
t
h
e
c
o
n
t
e
n
t
o
f
s
t
u
d
e
n
t
s
’
i
n
t
e
n
d
e
d
m
e
a
n
i
n
g
.
T
h
e
i
n
t
e
r
r
a
t
e
r
a
g
r
e
e
m
e
n
t
w
as
0
.
8
2
.
I
f
d
i
s
a
g
r
e
e
m
e
n
t
e
x
i
s
t
e
d
,
t
h
e
n
t
h
e
m
e
t
h
o
d
o
f
n
e
g
o
t
i
a
t
e
d
a
g
r
e
e
m
e
n
t
w
as
a
d
o
p
t
e
d
t
o
r
e
c
o
n
c
i
l
e
t
h
e
r
e
m
a
i
n
i
n
g
d
i
f
f
e
r
e
n
c
e
s
[
5
7
]
,
[
5
8
]
.
3.
RE
SU
L
T
S
R
esu
lts
ar
e
o
r
g
an
ized
b
y
th
e
q
u
esti
o
n
th
ey
ar
e
in
ten
d
ed
to
an
s
wer
.
T
ab
le
1
d
is
p
lay
s
th
e
d
escr
ip
tiv
e
s
tatis
t
ics
(
m
ea
n
(
M
)
an
d
s
tan
d
ar
d
er
r
o
r
o
f
th
e
m
ea
n
(
SEM
)
)
o
f
s
tu
d
en
ts
’
g
r
ad
es
in
th
r
ee
tim
e
p
er
io
d
s
:
b
ef
o
r
e,
d
u
r
in
g
,
an
d
af
ter
th
e
p
an
d
e
m
ic.
T
h
e
d
ata
f
r
o
m
th
e
p
an
d
em
i
c
p
er
io
d
ar
e
d
is
p
lay
e
d
to
illu
s
tr
ate
th
e
co
n
tin
u
ity
o
f
th
e
d
ata
c
o
llectio
n
p
r
o
ce
s
s
b
u
t w
er
e
n
o
t in
clu
d
e
d
in
th
e
s
e
t su
b
m
itted
to
in
f
er
e
n
tial statis
tics
.
T
h
e
g
r
a
d
es
co
n
s
id
er
ed
ar
e
th
o
s
e
o
f
th
e
m
i
d
ter
m
ex
a
m
(
f
o
r
m
ativ
e
ass
ess
m
en
t
m
ea
s
u
r
e)
,
th
e
f
in
al
ex
am
(
s
u
m
m
ativ
e
ass
ess
m
en
t
m
ea
s
u
r
e)
,
an
d
class
ac
tiv
ities
(
also
f
o
r
m
ativ
e
ass
ess
m
en
t
m
ea
s
u
r
es).
T
h
e
last
co
lu
m
n
o
f
T
ab
le
1
illu
s
tr
ates
s
ig
n
if
ican
t
d
if
f
er
en
c
es
b
etwe
en
th
e
p
er
io
d
s
b
ef
o
r
e
a
n
d
af
ter
th
e
p
an
d
em
ic,
b
o
t
h
o
f
wh
ich
en
tail
f
ac
e
-
to
-
f
ac
e
in
s
tr
u
ctio
n
.
T
h
e
last
r
o
ws
illu
s
tr
ate
th
e
co
u
r
s
e
f
ailu
r
e
r
ates
an
d
with
d
r
awa
l
r
ates.
I
n
th
e
tab
le,
in
f
er
en
tial
s
tatis
t
ics
ar
e
co
n
s
id
er
ed
s
ig
n
if
ican
t
at
th
e
0
.
0
5
lev
el.
B
ased
o
n
t
h
e
s
tan
d
ar
d
s
o
f
th
e
s
elec
ted
u
n
iv
er
s
ity
,
f
ailu
r
es
in
p
r
e
-
ca
lcu
l
u
s
wer
e
d
ee
m
e
d
to
b
e
g
r
a
d
es
b
elo
w
7
0
%
(
D
o
r
F
)
.
B
ec
au
s
e
in
-
class
q
u
izze
s
an
d
ass
ig
n
m
en
ts
co
u
ld
s
o
m
etim
es
en
tail
wo
r
k
with
o
th
er
s
tu
d
en
ts
(
p
air
s
o
r
g
r
o
u
p
s
)
,
th
eir
g
r
ad
es
wer
e
n
o
t c
o
n
s
id
er
e
d
u
n
ad
u
lter
ated
wo
r
k
o
f
in
d
iv
id
u
al
s
tu
d
en
ts
.
T
h
u
s
,
th
ey
wer
e
a
n
aly
ze
d
s
ep
ar
ately
.
T
ab
le
1
.
Descr
ip
tiv
e
s
tatis
tics
o
f
g
r
a
d
es b
y
ty
p
e
o
f
ass
ess
m
e
n
t
G
r
a
d
e
s
B
e
f
o
r
e
D
u
r
i
n
g
A
f
t
e
r
S
i
g
n
.
M
S
EM
M
S
EM
M
S
EM
M
i
d
t
e
r
m e
x
a
m
5
8
.
7
0
(
1
.
8
5
)
8
3
.
9
7
(
1
.
3
6
)
5
6
.
4
0
(
1
.
2
9
)
B
=
A
F
i
n
a
l
e
x
a
m
6
0
.
7
7
(
2
.
1
6
)
8
4
.
5
2
(
1
.
0
0
)
5
4
.
4
2
(
1
.
1
7
)
B
>
A
C
l
a
s
s a
c
t
i
v
i
t
i
e
s
7
7
.
8
0
(
1
.
3
5
)
7
1
.
7
9
(
1
.
1
3
)
7
3
.
3
5
(
0
.
8
8
)
B
>
A
F
a
i
l
u
r
e
r
a
t
e
s
2
5
.
0
0
%
6
6
.
2
6
%
3
1
.
7
7
%
B
=
A
W
i
t
h
d
r
a
w
a
l
r
a
t
e
s
1
.
7
%
4
.
9
1
%
1
9
.
9
3
%
B
<
A
N
o
t
e
:
>
o
r
<
i
n
d
i
c
a
t
e
s
t
h
a
t
v
a
l
u
e
s
b
e
f
o
r
e
t
h
e
p
a
n
d
e
mi
c
w
e
r
e
s
i
g
n
i
f
i
c
a
n
t
l
y
d
i
f
f
e
r
e
n
t
f
r
o
m
t
h
o
se
a
f
t
e
r
i
t
;
=
i
n
d
i
c
a
t
e
s
n
o
s
i
g
n
i
f
i
c
a
n
t
d
i
f
f
e
r
e
n
c
e
s
3
.
1
.
H
a
s
perf
o
rm
a
nce
cha
ng
ed
b
et
wee
n bef
o
re
a
nd
a
f
t
er
t
he
pa
nd
em
ic
?
T
o
ass
ess
th
e
im
p
ac
t o
f
th
e
p
an
d
em
ic
o
n
c
o
m
p
a
r
ab
le
in
s
tr
u
c
tio
n
al
m
o
d
es,
we
ex
am
in
e
d
p
e
r
f
o
r
m
a
n
ce
in
d
ices
b
ef
o
r
e
an
d
af
ter
th
e
p
an
d
em
ic,
wh
ich
wer
e
th
e
r
esu
lt
o
f
en
tire
ly
f
ac
e
-
to
-
f
ac
e
cl
ass
es.
T
h
e
m
id
ter
m
ex
am
g
r
ad
es,
f
i
n
al
ex
am
g
r
ad
es,
an
d
class
-
ac
tiv
ity
g
r
ad
es
w
er
e
s
u
b
m
itted
to
a
o
n
e
-
way
A
NOVA
with
p
er
io
d
as
th
e
in
d
ep
en
d
en
t
v
ar
iab
le.
Fin
al
g
r
ad
es
[
F
(
1
,
4
7
0
)
=7
.
9
6
,
MSE
=5
5
8
.
0
9
,
p
=
0
.
0
0
5
,
p
ar
t
ial
ŋ
2
=0
.
0
1
7
]
,
an
d
class
-
ac
tiv
ity
g
r
ad
es
[
F
(
1
,
4
7
0
)
=8
.
2
9
,
MSE
=2
6
3
.
5
4
,
p
=0
.
0
0
4
,
p
a
r
tial
ŋ
2
=0
.
0
1
7
]
wer
e
h
ig
h
er
b
ef
o
r
e
th
e
p
an
d
em
ic.
N
o
d
if
f
e
r
en
ce
em
e
r
g
ed
o
n
th
e
m
id
ter
m
ex
am
,
a
f
o
r
m
ativ
e
ass
ess
m
en
t m
ea
s
u
r
e
[
F
=1
.
1
0
,
ns
]
.
A
C
h
i
-
s
q
u
ar
ed
test
was
u
s
ed
to
d
eter
m
i
n
e
wh
eth
er
th
e
c
o
u
r
s
e
f
ailu
r
e
r
ate
af
ter
an
d
b
ef
o
r
e
t
h
e
p
an
d
em
ic
d
if
f
e
r
ed
.
Failu
r
e
r
ates
d
id
n
o
t
d
i
f
f
er
b
etwe
en
th
ese
two
tim
e
-
b
ased
p
er
i
o
d
s
[
ꭓ
2
(
1
)
=3
.
1
8
,
ns
]
.
Ho
wev
er
,
with
d
r
awa
l r
ates [
ꭓ
2
(
1
)
=2
5
.
9
0
,
p
<
0
.
0
0
1
]
wer
e
s
u
b
s
tan
tially
h
ig
h
er
af
ter
t
h
e
p
an
d
em
ic.
I
n
s
u
m
m
a
r
y
,
i
f
e
x
a
m
p
e
r
f
o
r
m
a
n
c
e
i
s
c
o
n
s
i
d
e
r
e
d
i
n
i
s
o
l
a
t
i
o
n
,
t
h
e
d
i
s
t
i
n
ct
i
o
n
b
e
t
w
e
e
n
f
o
r
m
a
t
i
v
e
a
n
d
s
u
m
m
a
t
i
v
e
as
s
e
s
s
m
e
n
t
is
r
e
l
e
v
a
n
t
.
F
o
r
m
a
t
i
v
e
as
s
e
s
s
m
e
n
t
p
e
r
f
o
r
m
a
n
c
e
w
a
s
e
q
u
a
l
l
y
p
o
o
r
d
u
r
i
n
g
t
h
e
t
w
o
t
i
m
e
-
b
a
s
e
d
p
e
r
i
o
d
s
o
f
f
a
c
e
-
to
-
f
a
c
e
in
s
t
r
u
c
t
i
o
n
,
b
u
t
s
t
u
d
e
n
ts
’
p
e
r
f
o
r
m
a
n
c
e
i
n
s
u
m
m
a
t
i
v
e
a
s
s
es
s
m
en
t
d
e
t
e
r
i
o
r
a
te
d
e
v
e
n
m
o
r
e
a
f
t
e
r
t
h
e
p
a
n
d
e
m
i
c
.
D
e
t
e
r
i
o
r
a
t
i
o
n
a
l
s
o
i
n
v
o
l
v
e
d
c
l
ass
a
c
ti
v
i
t
i
es
,
s
u
c
h
as
a
s
s
i
g
n
m
e
n
ts
a
n
d
q
u
i
z
z
e
s
,
t
h
a
t
w
e
r
e
p
e
r
f
o
r
m
e
d
u
n
d
e
r
l
e
s
s
s
t
r
i
n
g
e
n
t
t
i
m
e
s
c
h
e
d
u
l
es
.
O
n
a
v
e
r
a
g
e
,
f
i
n
a
l
e
x
a
m
g
r
a
d
e
s
s
u
f
f
e
r
e
d
f
r
o
m
a
6
.
3
5
%
d
ec
l
i
n
e
,
w
h
e
r
e
a
s
c
l
as
s
a
c
t
i
v
i
t
i
es
e
x
h
i
b
i
t
e
d
a
4
.
4
5
%
d
e
c
l
i
n
e
.
T
h
u
s
,
H
1
w
as
s
u
p
p
o
r
t
e
d
.
A
l
t
h
o
u
g
h
b
o
t
h
p
e
r
f
o
r
m
a
n
c
e
i
n
d
i
c
a
t
o
r
s
d
e
c
r
e
a
s
e
d
,
t
h
e
m
a
g
n
i
t
u
d
e
o
f
t
h
e
d
e
c
l
i
n
es
w
as
r
a
t
h
e
r
s
i
m
il
a
r
,
p
a
r
t
i
al
l
y
s
u
p
p
o
r
t
i
n
g
H2
(
F
=
1
.
5
5
,
n
s
).
Alth
o
u
g
h
f
ailu
r
e
r
ates
wer
e
eq
u
iv
alen
t,
with
d
r
awa
l
r
ates
f
r
o
m
th
e
c
o
u
r
s
e
wer
e
h
i
g
h
er
af
ter
t
h
e
p
an
d
em
ic.
I
f
s
tu
d
e
n
ts
wh
o
with
d
r
ew
ar
e
ass
u
m
ed
to
b
e
th
o
s
e
wh
o
s
e
co
u
r
s
e
p
er
f
o
r
m
an
ce
is
ir
r
ep
ar
ab
ly
d
am
ag
ed
,
th
e
c
o
m
b
in
e
d
p
ict
u
r
e
is
th
at
o
f
s
tu
d
en
ts
wh
o
ar
e
n
o
t
d
o
in
g
well
af
ter
th
e
p
an
d
em
ic.
Nam
ely
,
s
tu
d
en
ts
ten
d
ed
to
g
iv
e
u
p
i
n
g
r
ea
ter
n
u
m
b
e
r
s
.
Yet,
wh
en
th
ey
p
er
s
is
ted
in
p
r
e
-
ca
lcu
lu
s
,
th
ey
a
p
p
ea
r
ed
to
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
Th
e
ch
a
llen
g
es o
f
p
r
e
-
ca
lcu
lu
s
in
times o
f c
h
a
n
g
e
(
Ma
u
r
a
A
.
E
.
P
ilo
tti
)
3033
m
an
ag
e
t
h
e
d
em
an
d
s
o
f
p
r
e
-
c
alcu
lu
s
a
litt
le
b
etter
wh
en
g
i
v
en
ac
tiv
ities
th
at
wer
e
less
c
o
n
s
tr
ain
ed
b
y
tim
e
an
d
m
o
r
e
p
ar
ticip
ato
r
y
in
n
atu
r
e.
3
.
2
.
Did
s
t
ud
e
nts’
em
o
t
iv
e
re
s
po
ns
es t
o
pre
-
ca
lculu
s
c
ha
ng
e
f
ro
m
bef
o
re
t
o
a
f
t
er
t
he
pa
nd
em
ic
?
A
s
u
b
s
et
o
f
STE
M
s
tu
d
en
ts
wh
o
h
ad
co
m
p
leted
th
e
co
u
r
s
e
eith
er
b
ef
o
r
e
o
r
af
ter
th
e
p
a
n
d
em
ic
was
s
elec
ted
th
r
o
u
g
h
co
n
v
en
ien
ce
s
am
p
lin
g
.
T
h
e
y
wer
e
ask
ed
t
o
d
escr
ib
e
th
e
ex
te
n
t
to
wh
ich
th
e
co
u
r
s
e
y
ield
e
d
ch
allen
g
es
o
n
a
5
-
p
o
in
t
s
ca
le,
f
r
o
m
v
er
y
d
if
f
icu
lt
to
v
er
y
e
asy
.
All
s
tu
d
en
ts
d
escr
ib
ed
th
e
co
u
r
s
e
as
eith
er
d
if
f
icu
lt
o
r
v
er
y
d
i
f
f
icu
lt.
Ho
wev
er
,
2
3
.
3
3
%
o
f
t
h
e
s
tu
d
en
ts
b
ef
o
r
e
th
e
p
an
d
em
ic,
an
d
7
6
.
6
7
%
o
f
th
e
s
tu
d
e
n
ts
af
ter
th
e
p
a
n
d
em
ic
d
esig
n
ated
th
e
co
u
r
s
e
as v
er
y
d
if
f
icu
lt.
B
ef
o
r
e
th
e
p
a
n
d
em
ic,
s
tu
d
en
t
s
d
escr
ib
ed
th
e
c
o
u
r
s
e
as
en
t
ailin
g
eith
er
m
o
d
er
ate
(
5
0
.
0
0
%)
o
r
h
i
g
h
s
tr
ess
(
5
0
.
0
0
%).
Af
ter
th
e
p
an
d
em
ic,
8
0
.
0
0
%
o
f
th
e
s
tu
d
en
ts
ch
o
s
e
h
ig
h
s
tr
ess
wh
ile
2
0
.
0
0
%
ch
o
s
e
m
o
d
e
r
ate
s
tr
ess
.
W
h
en
ask
ed
to
clar
if
y
t
h
eir
an
s
wer
s
,
s
tu
d
en
ts
ad
m
itted
th
at
s
tr
ess
was
d
r
iv
en
b
y
d
o
u
b
ts
ab
o
u
t
wh
eth
e
r
th
ey
co
u
ld
s
atis
f
y
th
e
d
em
an
d
s
o
f
th
e
c
o
u
r
s
e
g
i
v
en
th
eir
k
n
o
wled
g
e
b
ase
a
n
d
a
v
ailab
le
ti
m
e.
Mo
s
t
s
tu
d
en
ts
s
p
o
n
tan
eo
u
s
ly
r
e
p
o
r
ted
t
h
at
th
ey
f
elt
an
x
io
u
s
ab
o
u
t
all
m
ath
co
u
r
s
es.
Of
ten
co
n
v
e
y
ed
was
th
e
r
ea
lizatio
n
th
at
a
r
etu
r
n
to
o
n
-
ca
m
p
u
s
class
es
r
eq
u
ir
ed
c
o
m
m
u
tin
g
to
an
d
f
r
o
m
th
e
u
n
iv
e
r
s
ity
,
wh
ich
d
ep
r
iv
ed
th
em
o
f
u
s
ef
u
l
s
tu
d
y
tim
e.
An
o
th
er
o
b
s
er
v
ati
o
n
o
f
ten
r
ep
o
r
te
d
was
s
tu
d
en
ts
’
r
etu
r
n
to
th
e
h
a
b
it
o
f
cr
am
m
in
g
f
o
r
e
x
am
s
an
d
ass
ig
n
m
en
ts
.
Attem
p
ts
to
p
r
e
s
er
v
e
a
m
o
r
e
co
n
tin
u
o
u
s
a
p
p
r
o
ac
h
to
class
d
em
an
d
s
,
wh
ich
h
ad
b
ee
n
ad
o
p
ted
d
u
r
in
g
th
e
p
a
n
d
em
ic,
wer
e
r
ep
o
r
ted
to
h
av
e
f
ailed
.
W
h
en
ask
ed
ab
o
u
t
t
h
e
u
tili
ty
o
f
th
eir
lear
n
in
g
o
f
p
r
e
-
ca
lc
u
lu
s
m
ater
ials
f
o
r
th
eir
f
u
tu
r
e
ac
ad
em
ic
ac
tiv
ities
an
d
p
r
o
f
ess
io
n
al
life
,
m
o
s
t
o
f
th
eir
a
n
s
wer
s
ten
d
e
d
to
f
all
in
to
t
h
e
u
s
ef
u
l
s
lo
t
b
ef
o
r
e
th
e
p
an
d
em
ic
(
9
0
.
0
0
%)
an
d
in
to
th
e
n
e
u
tr
al
s
lo
t
af
ter
th
e
p
an
d
em
ic
(
9
3
.
3
3
%).
W
h
en
s
tu
d
en
ts
wer
e
ask
ed
ab
o
u
t
th
eir
in
ten
tio
n
s
to
p
e
r
s
is
t
in
th
e
s
elec
ted
STE
M
m
ajo
r
b
ased
o
n
th
eir
p
er
f
o
r
m
an
c
e
in
p
r
e
-
ca
lcu
lu
s
,
n
o
s
tu
d
e
n
t
s
elec
ted
v
er
y
u
n
lik
ely
,
u
n
lik
e
ly
,
o
r
n
eu
tr
al.
B
ef
o
r
e
th
e
p
an
d
em
ic,
s
tu
d
en
ts
s
elec
ted
lik
el
y
(
5
6
.
6
7
%)
o
r
v
er
y
lik
ely
(
4
3
.
3
3
%).
T
h
e
s
am
e
p
atter
n
was
u
n
co
v
er
e
d
af
te
r
th
e
p
an
d
em
ic.
T
h
u
s
,
s
tu
d
e
n
ts
’
d
eter
m
in
atio
n
to
co
n
tin
u
e
in
th
e
p
r
o
g
r
am
th
e
y
ch
o
s
e
b
ef
o
r
e
c
o
m
p
letin
g
p
r
e
-
ca
lcu
lu
s
was
u
n
b
en
d
in
g
ev
e
n
in
ca
s
es
in
wh
ich
th
ey
ad
m
itted
th
at
t
h
eir
p
e
r
f
o
r
m
an
ce
was
less
th
an
o
p
tim
al.
T
h
ey
wer
e
awa
r
e
t
h
o
u
g
h
t
h
at
th
is
d
eter
m
in
atio
n
m
ig
h
t
lead
to
d
if
f
icu
lties
in
t
h
e
co
u
r
s
es
th
at
f
o
llo
w
it
if
r
e
m
ed
ial
ac
tio
n
s
wer
e
n
o
t
ex
p
lo
r
e
d
.
T
h
ei
r
u
n
ce
r
tain
ty
in
r
ec
o
g
n
izin
g
th
e
v
alu
e
o
f
p
r
e
-
ca
lcu
lu
s
lear
n
in
g
s
u
g
g
ested
th
at
d
eter
m
in
atio
n
to
p
er
s
is
t
in
STE
M
in
th
e
p
o
s
t
-
p
an
d
em
ic
wo
r
ld
m
ig
h
t r
ef
lect
ex
tr
in
s
ic
m
o
tiv
es (
e.
g
.
,
r
ewa
r
d
s
,
s
u
ch
as a
d
esire
d
jo
b
)
.
3
.
3
.
Wha
t
a
re
s
t
ud
ent
s
’
po
s
t
-
pa
n
dem
ic
v
iews o
f
t
heir
ST
E
M
c
ho
ices?
T
ab
le
2
c
o
n
tain
s
d
escr
ip
tiv
e
s
tatis
tic
s
.
Sp
ec
if
ically
,
it
illu
s
tr
ates
th
e
r
esp
o
n
s
es
p
r
o
d
u
ce
d
i
n
th
e
p
o
s
t
-
p
an
d
em
ic
er
a
b
y
a
s
elec
ted
g
r
o
u
p
o
f
s
tu
d
en
ts
in
th
r
ee
em
o
ti
v
e
-
r
esp
o
n
s
e
ar
ea
s
r
elate
d
to
STE
M:
m
o
tiv
atio
n
to
p
u
r
s
u
e
a
STE
M
d
eg
r
ee
,
an
tici
p
ated
ch
allen
g
es
in
STE
M,
an
d
v
iew
o
f
f
em
ale
r
e
p
r
esen
tatio
n
in
STE
M.
I
n
th
is
tab
le,
th
e
ch
o
ice
d
ee
m
ed
m
o
s
t r
elev
an
t b
y
ea
ch
p
ar
ticip
an
t is
lis
ted
.
Fem
ale
s
tu
d
en
ts
’
an
s
wer
s
to
th
e
q
u
esti
o
n
ab
o
u
t
th
eir
m
o
tiv
a
tio
n
to
p
u
r
s
u
e
a
STE
M
d
eg
r
ee
ten
d
ed
to
p
r
io
r
itize
ca
r
ee
r
o
p
p
o
r
tu
n
ities
.
T
h
e
p
r
o
g
r
am
m
atic
p
lan
lab
eled
Vis
io
n
2
0
3
0
o
f
Sau
d
i
A
r
ab
ia
o
f
f
er
s
ca
r
ee
r
o
p
p
o
r
tu
n
ities
th
at
y
o
u
n
g
wo
m
en
p
er
ce
iv
e
as
d
esira
b
le,
in
clu
d
in
g
f
in
a
n
cial
in
d
ep
e
n
d
en
ce
.
T
h
u
s
,
th
e
p
r
ep
o
n
d
er
a
n
ce
o
f
an
s
wer
s
in
v
o
lv
in
g
ca
r
ee
r
o
p
p
o
r
t
u
n
ities
m
ig
h
t
r
ef
lect
th
e
r
ec
o
g
n
itio
n
o
f
th
e
cu
r
r
en
t
an
d
f
u
tu
r
e
im
p
ac
t
o
f
Vis
io
n
2
0
3
0
.
Yet,
it
co
n
f
ir
m
ed
th
e
weig
h
t
o
f
ex
tr
in
s
ic
m
o
tiv
es
in
th
ese
y
o
u
n
g
wo
m
en
’
s
d
ec
is
io
n
-
m
ak
in
g
p
r
ac
tices,
wh
ich
was
s
u
g
g
ested
b
y
th
e
an
s
wer
s
to
th
e
p
r
e
-
ca
lcu
lu
s
co
u
r
s
e.
T
h
e
o
th
er
ch
o
ices
u
n
d
er
s
co
r
e
d
f
em
ale
s
tu
d
en
ts
’
r
ec
o
g
n
itio
n
eith
e
r
th
at
th
eir
in
tr
in
s
ic
in
ter
ests
ar
e
k
ey
to
th
ei
r
ab
ilit
y
to
s
u
cc
ee
d
in
STE
M,
o
r
t
h
at
STE
M
f
ield
s
ar
e
im
p
ac
tf
u
l
an
d
th
u
s
b
en
e
f
icial
to
th
eir
co
u
n
tr
y
’
s
f
u
t
u
r
e.
I
n
ter
esti
n
g
ly
,
o
n
ly
a
f
ew
wo
m
en
m
en
tio
n
ed
f
a
m
ily
o
r
p
ee
r
in
f
lu
e
n
ce
s
as
a
m
o
tiv
e.
W
h
en
th
ey
d
id
s
o
,
th
e
ch
o
ice
o
f
a
STE
M
d
eg
r
ee
was r
ep
o
r
ted
as less
g
en
u
in
e
in
p
o
s
t
-
s
u
r
v
ey
d
eb
r
ief
in
g
s
.
I
n
r
esp
o
n
s
e
to
th
e
q
u
esti
o
n
ab
o
u
t
th
e
an
ticip
ated
ch
allen
g
es
o
f
a
STE
M
d
eg
r
ee
,
m
an
y
s
tu
d
en
ts
r
ep
o
r
ted
th
eir
c
u
r
r
en
t
d
if
f
icu
l
ty
in
b
alan
ci
n
g
th
e
d
em
a
n
d
s
o
f
s
ch
o
o
l
an
d
h
o
m
e.
Oth
er
s
tu
d
en
ts
n
o
ted
th
e
n
eg
ativ
e
im
p
ac
t
o
f
g
e
n
d
er
b
ia
s
es
in
th
e
p
u
r
s
u
it
o
f
a
STE
M
ca
r
ee
r
o
r
m
en
tio
n
e
d
th
e
f
ea
r
o
f
b
ein
g
u
n
a
b
le
to
g
ain
p
r
ac
tical
e
x
p
er
ien
ce
in
a
p
r
o
f
ess
io
n
al
wo
r
ld
th
at
o
n
ly
r
ec
en
tly
ac
ce
p
ted
th
em
as
eq
u
als.
A
f
ew
o
th
er
s
ex
p
r
ess
ed
co
n
ce
r
n
ab
o
u
t k
ee
p
i
n
g
p
ac
e
with
tec
h
n
o
lo
g
ical
ad
v
an
ce
s
in
a
wo
r
l
d
th
at
is
ch
an
g
in
g
f
ast.
T
ab
le
2
.
Views a
b
o
u
t ST
E
M
M
o
t
i
v
a
t
i
o
n
t
o
p
u
r
su
e
a
S
TEM
d
e
g
r
e
e
%
A
n
t
i
c
i
p
a
t
e
d
c
h
a
l
l
e
n
g
e
s
i
n
S
TE
M
%
V
i
e
w
o
f
w
o
m
e
n
’
s
r
e
p
r
e
s
e
n
t
a
t
i
o
n
i
n
S
T
EM
%
P
a
ssi
o
n
f
o
r
S
T
EM
su
b
j
e
c
t
s
1
7
.
8
2
B
a
l
a
n
c
e
a
c
a
d
e
m
i
c
d
e
m
a
n
d
s
a
n
d
p
e
r
so
n
a
l
l
i
f
e
3
5
.
6
5
U
n
d
e
r
r
e
p
r
e
se
n
t
e
d
1
2
.
8
7
C
a
r
e
e
r
o
p
p
o
r
t
u
n
i
t
i
e
s
4
6
.
5
4
O
v
e
r
c
o
me
g
e
n
d
e
r
b
i
a
s
e
s i
n
S
TE
M
f
i
e
l
d
s
1
9
.
8
0
F
a
i
r
l
y
r
e
p
r
e
s
e
n
t
e
d
3
1
.
6
8
I
mp
a
c
t
o
n
s
o
c
i
e
t
y
2
4
.
7
5
G
a
i
n
p
r
a
c
t
i
c
a
l
e
x
p
e
r
i
e
n
c
e
2
5
.
7
4
Eq
u
a
l
r
e
p
r
e
se
n
t
a
t
i
o
n
o
f
s
e
x
e
s
3
9
.
6
1
F
a
mi
l
y
o
r
p
e
e
r
i
n
f
l
u
e
n
c
e
5
.
9
4
K
e
e
p
u
p
w
i
t
h
e
v
o
l
v
i
n
g
t
e
c
h
n
o
l
o
g
y
1
6
.
8
3
N
o
o
p
i
n
i
o
n
1
5
.
8
4
N
o
o
p
i
n
i
o
n
4
.
9
5
N
o
o
p
i
n
i
o
n
1
.
9
8
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
3
0
2
7
-
3
0
4
1
3034
T
h
e
q
u
esti
o
n
ab
o
u
t
th
eir
v
ie
ws
o
f
th
e
r
o
le
o
f
wo
m
en
i
n
STE
M
f
ield
s
r
ec
eiv
ed
s
o
m
e
o
s
ten
s
ib
ly
co
u
n
ter
in
tu
itiv
e
an
s
wer
s
.
A
lar
g
e
n
u
m
b
e
r
o
f
f
em
ale
s
tu
d
en
ts
r
ep
o
r
ted
th
at
wo
m
en
wer
e
eith
er
f
air
ly
r
ep
r
esen
ted
o
r
eq
u
ally
r
ep
r
esen
ted
in
STE
M
f
ield
s
ev
e
n
th
o
u
g
h
th
eir
f
ield
s
wer
e
en
g
i
n
ee
r
in
g
an
d
co
m
p
u
ter
s
cien
ce
.
On
ly
a
m
ea
g
e
r
1
2
.
8
7
%
r
ec
o
g
n
ized
t
h
e
r
ea
lity
o
f
w
o
m
en
'
s
u
n
d
er
r
ep
r
esen
tatio
n
in
th
e
STE
M
f
ield
s
o
f
en
g
in
ee
r
in
g
an
d
co
m
p
u
ter
s
ci
en
ce
.
T
h
e
f
o
r
m
er
an
s
wer
s
m
i
g
h
t
r
ef
lect
a
n
asp
ir
atio
n
al
g
o
a
l
tak
en
f
r
o
m
Vis
io
n
2
0
3
0
.
I
n
d
ee
d
,
it
is
u
n
d
e
n
iab
le
th
at
Vis
io
n
2
0
3
0
g
iv
es
p
r
o
m
i
n
en
ce
to
th
e
e
m
p
lo
y
m
en
t
o
f
w
o
m
en
,
esp
ec
ially
in
STE
M
f
ield
s
.
Alth
o
u
g
h
t
h
is
p
r
o
g
r
am
m
atic
p
lan
asp
ir
es
to
g
en
d
er
eq
u
ity
in
e
d
u
ca
tio
n
an
d
em
p
lo
y
m
e
n
t,
an
d
p
r
o
g
r
ess
h
as
b
ee
n
m
ad
e
,
th
e
asp
ir
atio
n
s
o
f
th
e
p
lan
h
av
e
y
et
to
b
e
f
u
lly
r
ea
lized
[
1
2
]
,
[
1
3
]
.
Alter
n
ativ
el
y
,
th
ese
an
s
wer
s
m
ig
h
t
u
n
d
e
r
s
co
r
e
th
e
f
ac
t
th
at
f
em
ale
u
n
iv
er
s
ity
s
tu
d
en
ts
ar
e
o
v
er
r
e
p
r
esen
ted
r
elativ
e
to
m
en
(
6
2
%
in
2
0
1
6
)
[
1
1
]
an
d
th
at
t
h
er
e
h
as
b
ee
n
an
in
cr
ea
s
e
in
t
h
e
en
r
o
llm
en
t
o
f
wo
m
en
in
S
T
E
M.
B
ec
au
s
e
th
e
ca
m
p
u
s
wh
er
e
class
es
ar
e
h
eld
is
g
e
n
d
er
s
eg
r
eg
ate
d
,
f
em
ale
s
tu
d
en
ts
m
o
s
tly
s
ee
o
t
h
er
f
e
m
ale
s
tu
d
en
ts
wh
o
s
e
n
u
m
b
er
s
h
a
v
e
s
tead
ily
in
cr
ea
s
ed
.
T
h
u
s
,
m
is
p
er
ce
p
tio
n
s
o
f
th
e
ex
ten
t
to
wh
ich
wo
m
en
ar
e
r
ep
r
esen
ted
in
STE
M
f
ield
s
co
u
ld
b
e
th
e
r
esu
lt
o
f
th
e
d
aily
ex
p
er
ien
ce
s
o
f
f
em
ale
s
tu
d
en
ts
o
n
th
e
f
em
ale
s
id
e
o
f
th
e
u
n
iv
er
s
ity
ca
m
p
u
s
.
Ho
we
v
er
,
th
ese
an
s
wer
s
alo
n
g
with
th
o
s
e
ex
p
r
ess
in
g
n
o
o
p
in
i
o
n
m
ig
h
t
also
r
ef
lect
f
em
ale
s
tu
d
en
ts
’
r
etice
n
ce
to
cr
iticize
th
e
u
n
f
u
lf
illed
asp
ec
ts
o
f
a
p
la
n
th
at
b
en
e
f
its
th
em
.
4.
DIS
CU
SS
I
O
N
T
h
e
r
esu
lts
o
f
th
e
p
r
esen
t
s
tu
d
y
ca
n
b
e
s
u
m
m
a
r
ized
i
n
to
t
h
r
ee
in
ter
co
n
n
ec
ted
s
ets
o
f
d
at
a
in
v
o
l
v
in
g
f
ac
e
-
to
-
f
ac
e
p
r
e
-
ca
lcu
lu
s
class
es.
First,
co
m
p
ar
ed
to
th
e
p
r
e
-
p
an
d
em
ic
p
e
r
io
d
,
m
o
s
t
as
s
ess
m
en
t
m
ea
s
u
r
es
af
ter
th
e
p
an
d
em
ic
in
d
icate
d
lo
wer
p
r
e
-
ca
lcu
lu
s
p
er
f
o
r
m
a
n
ce
.
T
h
e
co
u
r
s
e
was
also
r
e
p
o
r
ted
to
b
e
m
o
r
e
s
tr
ess
f
u
l
an
d
d
i
f
f
icu
lt.
No
twith
s
tan
d
in
g
th
eir
less
-
th
an
-
d
esira
b
le
p
er
f
o
r
m
a
n
ce
,
f
em
ale
s
tu
d
en
ts
d
id
n
o
t
co
n
v
ey
an
y
in
ten
tio
n
s
to
ch
an
g
e
ac
a
d
em
ic
m
ajo
r
s
.
On
o
n
e
s
id
e,
th
e
d
eter
m
in
atio
n
o
f
f
em
ale
s
tu
d
en
ts
to
p
u
r
s
u
e
a
STE
M
d
eg
r
ee
s
p
ells
g
o
o
d
n
e
ws
f
o
r
t
h
e
g
en
d
e
r
-
eq
u
ity
g
o
al
o
f
th
e
p
r
o
g
r
am
m
atic
p
lan
n
a
m
ed
Vis
io
n
2
0
3
0
.
As
g
en
d
er
eq
u
ity
is
o
n
e
o
f
th
e
k
ey
p
illar
s
o
f
a
s
u
s
tain
ab
l
e
ec
o
s
y
s
tem
[
5
9
]
,
it
is
also
g
o
o
d
n
ews
f
o
r
th
e
s
u
s
tain
ab
ilit
y
o
f
th
is
p
lan
.
Yet
,
f
em
ale
s
tu
d
en
ts
’
u
n
wav
er
in
g
d
eter
m
in
atio
n
f
lies
in
th
e
f
ac
e
o
f
th
eir
d
ec
lin
in
g
p
er
f
o
r
m
an
ce
.
I
f
th
e
with
d
r
a
wal
r
ates
an
d
f
ailu
r
e
r
ates
a
r
e
co
m
b
i
n
ed
,
t
h
e
p
ictu
r
e
th
at
em
er
g
es
is
o
n
e
o
f
s
tu
d
en
ts
wh
o
ar
e
n
o
t
d
o
in
g
p
ar
ticu
lar
ly
well
in
p
r
e
-
ca
lc
u
lu
s
,
a
f
o
u
n
d
atio
n
al
c
o
u
r
s
e
i
n
en
g
in
ee
r
in
g
a
n
d
co
m
p
u
ter
s
cien
ce
.
Dete
r
m
in
at
io
n
to
p
er
s
is
t
in
a
f
ield
n
o
tw
ith
s
tan
d
in
g
p
o
o
r
p
er
f
o
r
m
an
ce
m
ay
in
d
icate
th
at
th
ese
wo
m
en
a
r
e
c
o
n
tem
p
lati
n
g
r
e
m
ed
ies
(
e.
g
.
,
f
u
r
t
h
er
tu
t
o
r
in
g
)
b
ef
o
r
e
en
r
o
llin
g
in
ca
l
cu
lu
s
,
a
c
o
u
r
s
e
f
o
r
wh
ich
s
u
cc
ess
r
elies
o
n
k
n
o
wled
g
e
an
d
s
k
ills
ac
q
u
ir
e
d
i
n
p
r
e
-
ca
lc
u
lu
s
.
Alter
n
ativ
ely
,
it
m
ay
in
d
icate
t
h
e
in
f
lu
en
ce
o
f
th
e
s
o
-
ca
lled
o
p
ti
m
is
m
b
ias
ac
co
r
d
in
g
to
wh
ich
s
tu
d
en
ts
m
ay
o
v
e
r
esti
m
ate
f
u
tu
r
e
p
er
f
o
r
m
a
n
ce
in
ca
lcu
lu
s
ev
en
th
o
u
g
h
c
u
r
r
en
t e
v
id
en
ce
s
u
g
g
ests
o
th
er
wis
e
[
6
0
]
,
[
6
1
]
.
I
n
th
e
p
r
esen
t stu
d
y
,
we
d
id
n
o
t m
ea
s
u
r
e
th
e
ex
ten
t
t
o
wh
ich
th
is
b
ias
was
o
p
er
ativ
e.
I
n
d
ee
d
,
we
d
id
n
o
t
ask
s
tu
d
en
ts
to
p
r
e
d
ict
th
eir
p
er
f
o
r
m
an
ce
in
ca
lcu
lu
s
an
d
th
en
m
ea
s
u
r
e
t
h
e
o
b
tain
ed
o
u
tc
o
m
e
a
f
ter
c
alcu
lu
s
was
co
m
p
leted
.
T
h
u
s
,
we
a
r
e
u
n
ab
le
to
o
b
jectiv
ely
d
eter
m
in
e
wh
eth
er
th
is
b
ias
was
p
r
esen
t.
Nev
e
r
th
eless
,
th
e
m
o
s
t
lik
el
y
o
u
tco
m
e
o
f
th
is
f
i
n
d
in
g
is
th
at
s
tu
d
en
ts
will
f
in
d
ca
lcu
lu
s
an
ev
e
n
h
a
r
d
er
co
u
r
s
e
with
ch
allen
g
es
th
at
m
a
y
a
p
p
ea
r
u
n
s
u
r
m
o
u
n
tab
le.
T
h
e
f
u
tu
r
e
o
f
s
tu
d
en
ts
wh
o
s
e
p
e
r
f
o
r
m
an
ce
is
p
o
o
r
will
tell
wh
et
h
er
b
ef
o
r
e
en
r
o
llin
g
in
ca
lcu
lu
s
th
ey
h
av
e
ch
o
s
en
r
em
ed
ies o
r
h
a
v
e
r
em
ai
n
ed
u
n
r
ea
lis
tically
o
p
tim
is
tic,
th
er
eb
y
f
ac
in
g
lik
el
y
f
ailu
r
es.
Seco
n
d
,
th
e
em
o
tiv
e
r
esp
o
n
s
e
s
to
a
m
ath
co
u
r
s
e
(
p
r
e
-
ca
lc
u
lu
s
)
an
d
a
f
ield
(
STE
M)
wer
e
ex
am
in
ed
th
r
o
u
g
h
th
e
len
s
o
f
th
e
s
elf
-
d
eter
m
in
atio
n
th
e
o
r
y
o
f
m
o
ti
v
atio
n
[
6
2
]
.
Acc
o
r
d
in
g
to
th
i
s
th
eo
r
y
,
lear
n
er
s
’
m
o
tiv
es
ca
n
b
e
d
escr
ib
ed
alo
n
g
a
co
n
tin
u
u
m
.
At
o
n
e
e
n
d
o
f
th
e
co
n
tin
u
u
m
,
lear
n
e
r
s
ar
e
in
tr
in
s
ically
m
o
tiv
ated
,
th
e
r
eb
y
f
in
d
i
n
g
l
ea
r
n
in
g
ac
ti
v
ities
in
ter
esti
n
g
,
en
jo
y
a
b
le,
p
e
r
s
o
n
ally
v
alu
a
b
le,
an
d
s
o
u
r
ce
s
o
f
s
atis
f
ac
tio
n
.
At
th
e
o
p
p
o
s
ite
en
d
o
f
th
e
co
n
tin
u
u
m
,
lear
n
e
r
s
ar
e
u
n
m
o
tiv
ated
,
a
c
o
n
d
iti
o
n
ex
p
er
ien
ce
d
b
y
th
o
s
e
wh
o
f
in
d
n
o
v
alu
e
o
r
d
e
s
ir
ab
le
o
u
tco
m
es
in
lear
n
in
g
a
ctiv
ities
.
L
ea
r
n
er
s
wh
o
ar
e
ex
ter
n
ally
m
o
tiv
ated
ar
e
lo
ca
ted
b
etwe
en
t
h
ese
two
ex
tr
em
es.
T
h
eir
lear
n
in
g
ac
tiv
ities
ar
e
p
r
o
m
p
ted
b
y
ex
ter
n
al
o
u
tc
o
m
es
(
i.e
.
,
r
ewa
r
d
s
o
r
p
en
alties)
o
r
b
y
th
e
p
er
ce
iv
ed
v
al
u
e,
im
p
o
r
tan
ce
,
o
r
u
s
ef
u
ln
ess
o
f
s
u
ch
ac
tiv
it
ies
(
i.e
.
,
id
en
tifie
d
r
eg
u
latio
n
m
o
tiv
es).
I
n
tr
in
s
ic
m
o
tiv
atio
n
is
o
f
ten
lin
k
e
d
t
o
en
g
ag
em
e
n
t,
p
er
s
is
ten
ce
,
an
d
d
esira
b
le
lear
n
in
g
o
u
tco
m
es
[
6
3
]
–
[
6
5
]
.
L
ea
r
n
er
’
s
id
en
tifie
d
r
eg
u
latio
n
m
o
tiv
es
ar
e
also
lin
k
ed
to
p
er
f
o
r
m
an
ce
,
b
u
t
f
o
r
s
u
ch
lear
n
er
s
,
well
-
b
ein
g
is
co
n
tin
g
en
t
o
n
p
er
f
o
r
m
an
ce
[
6
6
]
.
S
e
lf
-
id
en
tifie
d
r
e
g
u
latio
n
r
ef
er
s
to
lear
n
er
s
wh
o
s
ee
g
o
o
d
p
er
f
o
r
m
an
ce
as
r
ewa
r
d
in
g
an
d
p
o
o
r
p
er
f
o
r
m
a
n
ce
with
a
s
tr
o
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g
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en
s
e
o
f
d
is
a
p
p
o
in
tm
e
n
t,
th
er
eb
y
ex
p
er
ien
cin
g
a
d
ec
lin
e
in
well
-
b
ein
g
.
I
f
th
e
p
r
e
-
ca
lcu
lu
s
co
u
r
s
e
is
v
iewe
d
as
th
e
h
ar
b
in
g
er
o
f
s
tu
d
en
ts
’
f
u
tu
r
e
ac
ad
em
ic
an
d
p
r
o
f
ess
io
n
al
attain
m
en
t,
s
o
m
e
co
n
ce
r
n
s
e
m
er
g
e
f
o
r
th
e
p
o
s
t
-
p
an
d
em
ic
er
a.
I
n
tr
in
s
ically
m
o
tiv
ated
lear
n
er
s
wo
u
ld
b
e
ex
p
ec
ted
to
ex
p
r
ess
n
o
t
o
n
ly
in
ter
est
b
u
t
also
en
jo
y
m
en
t,
an
d
s
atis
f
ac
tio
n
in
th
e
p
r
e
-
ca
lcu
lu
s
cu
r
r
icu
lu
m
an
d
r
elate
d
in
s
tr
u
ctio
n
al
ac
tiv
ities
alo
n
g
with
th
e
r
ec
o
g
n
itio
n
o
f
t
h
e
v
alu
e
o
f
s
u
ch
cu
r
r
icu
lu
m
a
n
d
ac
tiv
ities
.
I
n
th
e
p
o
s
t
-
p
an
d
e
m
ic
p
er
io
d
,
s
tu
d
en
ts
ap
p
ea
r
ed
u
n
ce
r
tain
r
eg
a
r
d
i
n
g
th
e
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tili
ty
o
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p
r
e
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ca
lcu
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s
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d
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aw
it
as
m
o
r
e
d
if
f
icu
lt
an
d
s
tr
ess
f
u
l
th
an
s
tu
d
en
ts
d
id
b
ef
o
r
e
th
e
p
a
n
d
em
ic.
T
ak
en
to
g
eth
e
r
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e
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o
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esp
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r
p
ar
ticip
an
ts
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icate
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th
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f
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m
ale
s
tu
d
en
ts
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t
h
e
p
o
s
t
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p
an
d
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ic
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a
m
ig
h
t
b
e
tr
e
n
d
in
g
t
o
war
d
s
am
o
tiv
atio
n
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
Th
e
ch
a
llen
g
es o
f
p
r
e
-
ca
lcu
lu
s
in
times o
f c
h
a
n
g
e
(
Ma
u
r
a
A
.
E
.
P
ilo
tti
)
3035
wh
en
r
esp
o
n
s
es
to
p
ar
ticu
la
r
co
u
r
s
es
ar
e
ex
am
in
e
d
(
e.
g
.
,
p
r
e
-
ca
lcu
l
u
s
)
an
d
e
x
ter
n
al
m
o
tiv
atio
n
wh
en
r
esp
o
n
s
es
to
STE
M
p
r
o
g
r
am
s
ar
e
co
n
s
id
er
e
d
.
T
h
e
f
o
r
m
e
r
is
a
s
itu
atio
n
al
-
lev
el
m
o
tiv
e,
wh
ich
d
escr
ib
es
r
esp
o
n
s
es
to
p
ar
ticu
lar
ac
tiv
it
ies,
wh
er
ea
s
th
e
latter
d
escr
i
b
es
a
co
n
tex
t
-
le
v
el
m
o
tiv
atio
n
,
wh
ich
r
ef
er
s
to
r
esp
o
n
s
es
to
a
p
ar
tic
u
lar
d
o
m
ain
[
6
2
]
.
I
n
th
e
ex
tan
t
liter
atu
r
e,
a
n
x
iety
is
o
f
ten
ass
o
ciate
d
with
m
ath
p
er
f
o
r
m
an
ce
[
6
7
]
,
[
6
8
]
.
Her
e,
s
elf
-
r
ep
o
r
te
d
s
tr
ess
ap
p
ea
r
ed
to
b
e
lin
k
e
d
to
am
o
tiv
atio
n
f
o
r
p
r
e
-
ca
lc
u
lu
s
an
d
ex
ter
n
al
m
o
tiv
atio
n
wh
en
STE
M
f
ield
s
wer
e
co
n
s
id
er
ed
.
T
h
ir
d
,
in
t
h
e
p
o
s
t
-
p
a
n
d
em
ic
p
er
io
d
,
two
s
ets
o
f
p
r
im
ar
y
m
o
tiv
es
s
ee
m
ed
to
p
r
e
v
ail
in
th
e
f
em
ale
s
tu
d
en
ts
wh
o
ch
o
s
e
to
p
u
r
s
u
e
STE
M
f
ield
s
.
Alm
o
s
t
h
alf
o
f
th
e
f
em
ale
s
tu
d
e
n
ts
(
4
6
.
5
4
%)
s
elec
ted
ca
r
ee
r
o
p
p
o
r
tu
n
ities
,
an
ex
ter
n
al
m
o
t
iv
e,
as
th
eir
m
ain
in
ce
n
tiv
e
f
o
r
p
u
r
s
u
in
g
a
STE
M
d
eg
r
ee
.
I
t
is
u
n
d
en
iab
le
th
at
th
e
cu
r
r
e
n
tly
lo
w
r
ep
r
esen
tatio
n
o
f
wo
m
en
in
co
m
p
u
ter
s
cien
ce
an
d
en
g
in
ee
r
in
g
p
r
o
f
ess
io
n
s
m
ak
es
a
d
eg
r
ee
in
s
u
ch
f
ield
s
lik
ely
to
lead
to
am
p
le
jo
b
o
p
p
o
r
tu
n
ities
.
Ho
wev
er
,
th
is
ty
p
e
o
f
e
x
tr
in
s
ic
m
o
tiv
e
m
ay
n
o
t
b
e
s
u
f
f
icien
tly
s
tr
o
n
g
to
with
s
tan
d
all
th
e
ch
allen
g
es
th
at
s
u
ch
a
d
e
g
r
ee
b
r
in
g
s
f
o
r
th
.
No
t
s
u
r
p
r
is
in
g
ly
,
o
u
r
s
tu
d
en
ts
wer
e
awa
r
e
o
f
s
u
ch
ch
allen
g
es,
alb
eit
th
ey
d
is
ag
r
ee
d
o
n
wh
ich
o
b
s
tacle
was
th
e
m
o
s
t
r
elev
an
t.
T
h
ey
lis
ted
ch
allen
g
es su
ch
as
b
alan
cin
g
ac
ad
em
ic
an
d
p
er
s
o
n
al
d
em
an
d
s
,
d
if
f
icu
lty
in
g
ain
i
n
g
p
r
ac
tical
ex
p
er
ien
ce
in
f
ield
s
d
o
m
in
ated
b
y
m
en
,
a
n
d
g
en
d
er
b
iases
.
I
n
s
u
m
,
th
e
y
r
ec
o
g
n
ize
d
th
at
th
e
tr
an
s
itio
n
to
a
m
o
r
e
g
e
n
d
er
-
eq
u
itab
le
s
o
ciety
is
in
th
e
m
a
k
in
g
b
u
t
y
et
to
b
e
f
u
lly
r
ea
lized
.
I
n
ter
esti
n
g
ly
,
if
s
tu
d
en
ts
’
ch
o
ices
o
f
STE
M
d
u
e
to
p
ass
io
n
(
an
in
tr
in
s
ic
m
o
tiv
e)
o
r
r
ec
o
g
n
itio
n
o
f
STE
M
as
im
p
ac
tf
u
l
(
a
n
id
e
n
t
if
ied
r
eg
u
latio
n
m
o
tiv
e)
a
r
e
c
o
m
b
in
ed
(
4
2
.
5
7
%),
a
d
if
f
er
e
n
t
p
ictu
r
e
em
e
r
g
es.
Acc
o
r
d
in
g
to
B
u
r
to
n
et
a
l.
[
6
6
]
,
in
tr
in
s
ic
m
o
tiv
es
p
r
o
m
o
te
a
f
o
cu
s
o
n
lear
n
in
g
ac
tiv
ities
,
y
ield
in
g
em
o
tio
n
s
th
at
en
er
g
ize
lear
n
e
r
s
,
s
u
ch
a
s
in
ter
est
an
d
ex
citem
en
t.
I
d
e
n
tifie
d
r
eg
u
latio
n
m
o
tiv
es
k
ee
p
lear
n
er
s
o
r
ien
te
d
to
war
d
th
e
im
p
o
r
tan
ce
o
f
s
u
c
h
ac
tiv
ities
ev
en
wh
en
th
ese
a
ctiv
ities
m
ay
b
e
r
elativ
ely
u
n
i
n
ter
esti
n
g
to
th
em
.
T
h
u
s
,
b
o
th
m
o
tiv
es
ca
n
f
o
s
ter
p
er
s
is
ten
ce
in
STE
M,
alth
o
u
g
h
i
n
tr
in
s
ic
m
o
tiv
es
ar
e
m
o
r
e
s
en
s
itiv
e
to
th
e
ex
ten
t
to
wh
ich
th
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
m
atch
es
lear
n
er
s
’
in
ter
ests
.
I
n
th
is
s
tu
d
y
,
if
s
tu
d
en
ts
’
in
tr
in
s
ic
an
d
id
en
tifie
d
r
eg
u
latio
n
m
o
tiv
es
ar
e
co
m
b
in
e
d
,
4
2
.
5
7
%
o
f
th
e
s
tu
d
en
ts
co
u
ld
b
e
s
aid
to
h
av
e
s
elec
ted
g
o
als
th
at
ar
e
m
u
c
h
m
o
r
e
li
k
ely
to
h
elp
t
h
em
with
s
tan
d
all
th
e
c
h
allen
g
es
th
at
s
u
ch
a
d
eg
r
ee
b
r
i
n
g
s
f
o
r
th
.
O
f
co
u
r
s
e,
we
d
o
n
o
t
im
p
ly
th
at
m
o
tiv
es
ar
e
m
u
tu
ally
ex
clu
s
iv
e.
I
n
d
i
v
id
u
als
m
ay
ex
p
r
ess
m
u
ltip
le
ty
p
es
o
f
m
o
tiv
es
at
an
y
g
iv
en
tim
e
t
o
war
d
a
p
ar
ticu
la
r
ac
tiv
ity
.
Fo
r
in
s
tan
ce
,
s
tu
d
e
n
ts
m
ay
b
e
d
eter
m
i
n
ed
to
g
et
a
g
o
o
d
g
r
ad
e
in
a
co
u
r
s
e
ac
tiv
ity
an
d
f
in
d
in
ter
e
s
t,
en
jo
y
m
en
t,
a
n
d
v
alu
e
in
t
h
e
ac
tiv
ity
.
Yet,
wh
en
ask
e
d
to
p
r
io
r
itize
m
o
ti
v
es,
wh
at
th
ey
ch
o
o
s
e
is
an
in
s
ig
h
t
in
to
th
eir
h
ier
a
r
ch
y
o
f
d
r
iv
es.
Scar
ce
ar
e
s
tu
d
ies
th
at
co
m
p
ar
e
v
ar
iab
les
s
u
ch
as
p
er
f
o
r
m
an
ce
an
d
attitu
d
es
b
ef
o
r
e
a
n
d
af
ter
th
e
p
an
d
em
ic.
I
n
d
ee
d
,
r
esear
ch
er
s
h
av
e
b
y
an
d
lar
g
e
f
o
c
u
s
ed
th
eir
wo
r
k
o
n
co
m
p
ar
is
o
n
s
b
ef
o
r
e
an
d
d
u
r
in
g
h
o
m
e
co
n
f
in
em
e
n
t.
W
ith
in
th
is
co
n
tex
t,
th
e
e
v
id
en
ce
is
m
ix
e
d
.
So
m
e
s
tu
d
ies
h
av
e
r
ep
o
r
ted
p
an
d
em
ic
-
r
elate
d
im
p
r
o
v
em
e
n
ts
in
g
r
ad
es
[
6
]
,
[
69
]
,
[
7
0
]
.
Oth
er
s
tu
d
ies
h
av
e
r
ep
o
r
ted
eith
er
p
er
f
o
r
m
an
ce
d
e
clin
es
o
r
n
o
ch
an
g
e
[
7
1
]
,
[
7
2
]
.
R
esear
ch
er
s
h
av
e
also
ad
d
r
ess
ed
th
e
teac
h
in
g
o
f
m
ath
in
th
e
p
o
s
t
-
p
a
n
d
em
ic
wo
r
ld
as
r
e
q
u
ir
in
g
ch
an
g
es
co
m
p
ar
ed
to
th
e
p
r
e
-
p
an
d
em
ic
wo
r
ld
[
7
3
]
.
Oth
e
r
s
h
av
e
e
x
am
in
ed
s
u
b
jectiv
e
v
ar
iab
les,
s
u
c
h
as
an
x
iety
,
i
n
th
e
p
o
s
t
-
p
an
d
em
ic
p
er
io
d
.
A
ca
s
e
in
p
o
in
t
is
th
e
s
tu
d
y
o
f
Dio
s
an
d
C
h
ar
lo
[
7
4
]
,
wh
ich
r
ep
o
r
ted
th
at
h
ig
h
lev
els o
f
an
x
iety
wer
e
r
elate
d
to
im
p
air
m
en
ts
in
s
tu
d
en
ts
’
ca
p
ac
ity
to
s
o
lv
e
m
ath
e
m
atica
l p
r
o
b
lem
s
.
An
ex
ce
p
tio
n
to
th
is
p
atter
n
o
f
em
p
ir
ical
ev
id
en
ce
is
th
e
s
tu
d
y
o
f
Pil
o
tti
et
a
l.
[
7
5
]
,
wh
ich
ex
am
in
ed
th
e
p
er
f
o
r
m
a
n
ce
an
d
en
r
o
llm
en
t
o
f
STE
M
an
d
n
o
n
-
STE
M
f
em
ale
s
tu
d
en
ts
b
ef
o
r
e
an
d
af
ter
th
e
p
an
d
em
ic.
T
h
ey
r
e
p
o
r
ted
th
at
b
o
th
s
tu
d
e
n
t
g
r
o
u
p
s
y
ield
e
d
lo
wer
p
o
s
t
-
p
an
d
em
ic
p
er
f
o
r
m
an
ce
(
as
m
ea
s
u
r
ed
b
y
g
r
a
d
es).
Sp
ec
if
ically
,
STE
M
lear
n
er
s
c
o
m
p
leted
f
ewe
r
g
en
e
r
al
ed
u
ca
tio
n
co
u
r
s
es a
n
d
th
eir
g
r
ad
es
wo
r
s
en
ed
in
co
u
r
s
es
d
ed
icate
d
to
co
m
m
u
n
icatio
n
,
m
ath
,
an
d
p
r
o
f
ess
io
n
al
co
m
p
eten
cies.
Nev
er
th
eless
,
in
p
o
s
t
-
p
an
d
em
ic
tim
es,
m
o
r
e
f
em
ale
s
tu
d
en
ts
en
r
o
lled
in
STE
M
f
ield
s
.
T
h
e
se
f
in
d
in
g
s
ag
r
ee
with
Pil
o
tti
et
a
l.
[
7
5
]
an
d
co
m
p
lem
e
n
t
th
em
.
I
n
d
ee
d
,
th
e
y
s
u
g
g
est
th
at
d
esp
ite
lo
wer
p
er
f
o
r
m
an
ce
,
f
em
ale
lear
n
er
s
’
p
r
ef
er
e
n
ce
f
o
r
STE
M
p
r
o
g
r
am
s
m
ay
h
av
e
in
cr
ea
s
ed
af
ter
th
e
p
an
d
em
ic
d
u
e
to
u
tili
tar
ian
r
ea
s
o
n
s
(
p
r
o
f
ess
io
n
al
o
p
p
o
r
tu
n
ities
)
.
4
.
1
.
I
m
pli
ca
t
io
ns
a
nd
a
pp
lica
t
io
n
s
T
h
e
im
p
licatio
n
s
o
f
th
e
f
in
d
i
n
g
s
f
o
r
th
e
in
s
titu
tio
n
wh
er
e
d
ata
co
llectio
n
was
p
er
f
o
r
m
e
d
ar
e
clea
r
.
T
h
ey
s
u
g
g
est
th
at
ch
an
g
e
is
in
o
r
d
er
.
So
k
o
lo
wsk
i
et
a
l.
[
7
6
]
b
eliev
e
th
at
u
n
d
er
s
tan
d
in
g
th
at
co
n
ce
p
ts
o
f
m
ath
em
atics
ar
e
ab
s
tr
ac
tio
n
s
f
r
o
m
th
e
p
h
y
s
ical
wo
r
ld
ca
n
m
ak
e
s
u
ch
c
o
n
ce
p
ts
m
ea
n
i
n
g
f
u
l
to
s
tu
d
en
ts
.
Mo
r
e
b
r
o
ad
ly
,
th
ey
ar
g
u
e
th
at
s
tu
d
en
ts
b
en
ef
it
f
r
o
m
b
ein
g
p
r
esen
ted
with
r
ea
lis
tic
s
cien
tific
p
r
o
b
lem
s
th
at
g
iv
e
m
ea
n
in
g
to
ab
s
tr
ac
t
m
ath
em
a
tical
r
ep
r
esen
tatio
n
s
as
well
a
s
o
f
f
er
o
p
p
o
r
tu
n
ities
f
o
r
test
in
g
h
y
p
o
th
eses
an
d
co
m
p
u
tatio
n
al
m
o
d
els.
T
h
u
s
,
t
h
ey
p
r
o
p
o
s
e
th
e
u
s
e
o
f
co
m
p
u
ter
s
im
u
latio
n
s
an
d
r
ea
lis
tic
d
ata
s
ets
th
at
r
ef
lect
r
ea
l
p
h
en
o
m
en
a,
in
s
tead
o
f
tex
tu
al
d
escr
ip
tio
n
s
.
Ma
k
i
n
g
p
r
o
b
lem
s
r
ea
lis
tic
an
d
th
u
s
m
ea
n
in
g
f
u
l
m
a
y
co
u
n
ter
ac
t
th
e
te
n
d
en
c
y
to
m
e
m
o
r
ize
c
o
n
ce
p
ts
in
s
tead
o
f
u
n
d
er
s
tan
d
in
g
th
em
[
7
7
]
.
W
h
en
s
tu
d
en
ts
f
o
cu
s
th
eir
s
tu
d
y
ef
f
o
r
ts
o
n
m
em
o
r
izatio
n
,
th
ey
ar
e
u
n
lik
ely
to
b
e
a
b
le
to
u
n
d
er
s
tan
d
m
ath
e
m
atica
l
alg
o
r
ith
m
s
a
n
d
ad
eq
u
ately
a
p
p
ly
th
e
m
to
n
o
v
e
l p
r
o
b
lem
s
.
A
co
u
r
s
e
is
a
p
ac
k
ag
e
th
at
s
tu
d
en
ts
ev
alu
ate
th
r
o
u
g
h
t
h
r
ee
cr
iter
ia,
in
clu
d
in
g
th
ei
r
s
en
s
e
o
f
co
m
p
eten
ce
,
r
elate
d
n
ess
(
i.e
.
,
th
e
p
r
esen
ce
o
f
p
o
s
itiv
e
in
te
r
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
)
,
an
d
au
to
n
o
m
y
(
i.e
.
,
th
e
f
ee
lin
g
o
f
b
ein
g
in
co
n
tr
o
l)
.
T
h
ese
in
g
r
ed
ien
ts
ten
d
to
b
e
ass
o
ciate
d
with
d
esira
b
le
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
3
0
2
7
-
3
0
4
1
3036
en
g
ag
em
e
n
t,
an
d
p
er
s
is
ten
ce
[
7
8
]
.
T
h
e
th
eo
r
y
o
f
s
elf
-
d
eter
m
in
atio
n
ag
r
ee
s
.
I
t
p
r
ed
icts
th
at
lear
n
er
s
will
b
e
in
tr
in
s
ically
m
o
tiv
ated
if
th
ey
f
ee
l
co
m
p
eten
t,
ex
p
er
ien
ce
a
s
en
s
e
o
f
c
h
o
ice
an
d
co
n
tr
o
l,
a
n
d
estab
lis
h
p
o
s
itiv
e
in
ter
p
er
s
o
n
al
c
o
n
n
ec
tio
n
s
.
As
a
r
esu
lt,
th
e
y
s
ee
lear
n
in
g
g
o
al
s
as
th
eir
o
wn
,
wh
ich
m
ak
es
s
u
ch
g
o
als
ea
s
ier
to
m
ain
tain
.
Alth
o
u
g
h
th
e
s
elec
ted
co
u
r
s
e
r
elies
o
n
a
s
tu
d
en
t
-
ce
n
ter
ed
p
ed
ag
o
g
y
t
h
at
f
o
s
t
er
s
ac
tiv
e
lear
n
in
g
ac
tiv
ities
,
an
d
o
th
er
m
ath
co
u
r
s
es
p
u
r
p
o
r
t
to
d
o
th
e
s
am
e
at
th
e
s
elec
ted
in
s
t
itu
tio
n
,
ev
id
en
ce
f
r
o
m
th
e
ex
tan
t
liter
atu
r
e
d
em
o
n
s
tr
ates
th
at
f
u
r
th
er
s
tr
en
g
th
e
n
in
g
ea
c
h
o
f
th
ese
in
g
r
ed
ien
ts
is
n
ec
ess
ar
y
.
E
m
p
ir
ical
r
esear
ch
alig
n
s
s
ev
er
al
p
ed
ag
o
g
ical
te
ch
n
iq
u
es
with
ea
ch
o
f
th
ese
cr
iter
ia
an
d
d
esira
b
le
ac
ad
em
ic
o
u
tco
m
es.
T
h
ey
in
clu
d
e
ex
p
e
r
ien
ce
s
b
u
ild
in
g
s
elf
-
ef
f
icac
y
(
i.e
.
,
co
n
f
id
e
n
c
e
in
o
n
e’
s
ab
ilit
ies
to
p
er
f
o
r
m
)
,
an
d
em
o
tio
n
al
s
u
p
p
o
r
t [
7
9
]
–
[
8
1
]
.
4
.
2
.
L
im
it
a
t
io
ns
On
e
o
f
th
e
lim
itatio
n
s
o
f
th
e
cu
r
r
en
t
s
tu
d
y
is
its
ex
clu
s
iv
e
r
elian
ce
o
n
f
em
ale
c
o
lleg
e
s
t
u
d
en
ts
.
As
s
u
ch
,
it
is
u
n
clea
r
wh
eth
er
m
a
le
s
tu
d
en
ts
wo
u
ld
y
ield
th
e
s
a
m
e
p
atter
n
s
.
Yet,
it
is
im
p
o
r
ta
n
t
to
co
n
s
id
er
t
h
at
b
o
th
f
em
ale
an
d
m
ale
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
ar
e
th
e
o
b
j
ec
ts
o
f
th
e
wo
r
k
f
o
r
ce
o
f
th
e
Vis
io
n
2
0
3
0
p
lan
.
T
h
r
o
u
g
h
th
e
p
lan
,
th
e
p
atr
iar
ch
al
s
y
s
tem
o
f
th
eir
co
u
n
tr
y
h
as
b
ee
n
p
r
o
g
r
ess
iv
ely
wea
k
e
n
ed
to
th
e
p
o
in
t
at
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th
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p
r
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es
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d
v
is
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b
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p
o
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m
ales
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ad
r
elied
in
th
e
p
ast
h
a
v
e
lar
g
el
y
f
ad
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d
.
T
h
u
s
,
it
is
r
ea
s
o
n
ab
le
to
ass
u
m
e
th
at
m
a
le
s
tu
d
en
ts
wo
u
ld
also
b
e
s
u
b
jecte
d
to
th
e
s
am
e
p
r
ess
u
r
e
t
o
s
u
cc
ee
d
.
An
o
th
e
r
lim
itatio
n
o
f
o
u
r
s
tu
d
y
is
th
e
s
u
cc
ess
iv
e
in
d
ep
e
n
d
en
t
-
g
r
o
u
p
d
esig
n
,
wh
ic
h
p
r
ev
en
ts
u
s
f
r
o
m
ex
am
in
i
n
g
ch
an
g
es a
cr
o
s
s
tim
e
in
in
d
iv
id
u
al
s
tu
d
en
ts
o
r
m
e
r
ely
th
eir
p
r
o
g
r
ess
io
n
f
r
o
m
p
r
e
-
ca
lcu
lu
s
to
ca
lcu
lu
s
.
A
r
elate
d
lim
itatio
n
is
th
at
o
u
r
s
tu
d
y
o
f
f
er
s
a
o
n
e
-
tim
e
win
d
o
w
in
to
th
e
p
er
f
o
r
m
an
ce
a
n
d
v
iews
o
f
f
em
ale
u
n
d
e
r
g
r
a
d
u
ate
s
tu
d
en
t
s
.
C
h
an
g
es
in
th
eir
s
o
ciety
,
f
o
s
ter
ed
b
y
th
e
Vis
io
n
2
0
3
0
p
la
n
,
m
ay
im
p
ac
t
th
eir
v
iews in
way
s
th
at
n
ee
d
f
u
r
th
e
r
s
tu
d
y
.
Of
co
u
r
s
e,
th
e
s
tu
d
en
t
s
s
elec
ted
f
o
r
o
u
r
s
tu
d
y
wer
e
a
ll seco
n
d
-
lan
g
u
a
g
e
lear
n
er
s
.
Alb
eit
b
ef
o
r
e
a
d
m
i
s
s
io
n
,
s
tan
d
ar
d
ized
test
s
d
ee
m
ed
s
tu
d
en
ts
’
c
o
m
p
eten
t
u
s
er
s
o
f
th
e
E
n
g
lis
h
lan
g
u
ag
e,
r
ea
d
in
g
co
m
p
r
eh
e
n
s
io
n
an
d
p
r
o
d
u
ctio
n
o
f
co
u
r
s
e
m
ater
ials
in
E
n
g
lis
h
m
ig
h
t
s
till
o
f
f
er
s
o
m
e
ch
allen
g
es.
T
h
e
s
tu
d
en
ts
wer
e
m
o
s
tly
ex
p
o
s
ed
to
an
in
q
u
ir
y
lear
n
in
g
ap
p
r
o
ac
h
,
ac
co
r
d
in
g
to
wh
ich
ed
u
ca
to
r
s
g
u
id
e
lear
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er
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to
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n
d
er
s
tan
d
co
n
ce
p
ts
th
r
o
u
g
h
ap
p
licatio
n
s
in
a
co
n
tex
t
o
f
p
ee
r
co
llab
o
r
atio
n
.
Fu
r
th
e
r
m
o
r
e
,
th
e
ed
u
ca
t
o
r
s
elec
ted
f
o
r
o
u
r
s
tu
d
y
an
d
h
e
r
in
s
tr
u
ctio
n
al
s
t
af
f
(
e.
g
.
,
teac
h
in
g
ass
is
tan
ts
)
wer
e
co
m
p
ete
n
t
in
b
o
th
E
n
g
lis
h
an
d
Ar
ab
ic,
th
er
eb
y
p
r
o
v
id
in
g
in
s
ig
h
tf
u
l
l
an
g
u
ag
e
s
u
p
p
o
r
t
if
p
a
r
ticu
lar
d
if
f
icu
lties
wer
e
en
co
u
n
ter
e
d
[
8
2
]
.
Su
ch
a
s
u
p
p
o
r
tiv
e
e
n
v
ir
o
n
m
en
t
m
ig
h
t
r
ed
u
ce
s
tu
d
en
ts
’
an
x
ieties
to
war
d
th
e
E
n
g
lis
h
m
ed
iu
m
[
8
3
]
.
I
t is u
n
clea
r
t
h
o
u
g
h
wh
eth
e
r
o
th
er
m
eth
o
d
s
,
s
u
ch
as a
f
lip
p
ed
class
r
o
o
m
m
e
th
o
d
o
lo
g
y
,
m
i
g
h
t b
e
m
o
r
e
ef
f
ec
tiv
e
[
8
4
]
.
5.
CO
NCLU
SI
O
N
T
h
is
r
esear
ch
is
a
ca
ll
to
ac
ti
o
n
f
o
r
m
ath
ed
u
ca
t
o
r
s
wh
o
a
r
e
ask
in
g
th
em
s
elv
es
wh
et
h
er
th
e
p
o
s
t
-
p
an
d
em
ic
en
v
ir
o
n
m
en
t
m
er
el
y
d
em
an
d
s
th
at
th
eir
s
tu
d
e
n
ts
r
ea
d
ju
s
t
to
th
e
“o
ld
n
o
r
m
al”
o
r
r
eq
u
i
r
es
a
r
eth
in
k
in
g
o
f
i
n
s
tr
u
ctio
n
a
n
d
cu
r
r
ic
u
lu
m
to
ac
co
m
m
o
d
a
te
a
“n
ew
n
o
r
m
al”
with
its
u
n
ce
r
tain
ties
an
d
ch
allen
g
es.
T
h
e
an
s
wer
s
ee
m
s
to
b
e
th
e
latter
wh
en
th
e
s
t
u
d
en
t
p
o
p
u
latio
n
en
tails
f
em
ale
lear
n
er
s
f
r
o
m
a
s
o
ciety
th
at
is
r
estru
ctu
r
in
g
it
s
elf
to
s
er
v
e
a
k
n
o
wled
g
e
a
n
d
s
er
v
ice
ec
o
n
o
m
y
.
Yet,
a
s
im
ilar
an
s
wer
m
ay
ap
p
ly
t
o
s
tu
d
en
ts
f
r
o
m
o
th
e
r
co
u
n
tr
ies
as
th
e
p
s
y
ch
o
l
o
g
ical
an
d
p
r
ac
tical
r
ea
d
ju
s
tm
en
ts
to
o
n
-
ca
m
p
u
s
in
s
tr
u
ctio
n
ar
e
lik
ely
to
tak
e
tim
e.
Mo
s
t
im
p
o
r
tan
tly
,
if
r
eth
i
n
k
in
g
STE
M
in
s
tr
u
ctio
n
is
co
n
s
id
er
ed
,
it
is
clea
r
th
at
m
ath
co
u
r
s
es
ca
n
b
en
ef
it
f
r
o
m
th
e
e
n
h
an
ce
m
e
n
t
o
f
ac
tiv
e
p
ed
ag
o
g
ies,
in
clu
d
in
g
in
q
u
ir
y
lea
r
n
in
g
an
d
p
r
o
ject
-
b
ased
lear
n
in
g
,
wh
ich
ar
e
k
n
o
w
n
to
p
r
o
m
o
te
in
tr
in
s
ic
m
o
tiv
atio
n
.
T
h
is
ca
ll
to
ac
tio
n
is
r
elev
an
t
to
th
e
aim
s
o
f
s
u
s
tain
ab
le
ed
u
ca
tio
n
.
At
its
co
r
e,
s
u
s
ta
in
ab
le
ed
u
ca
tio
n
co
n
s
is
ts
o
f
ac
ad
em
ic
s
tan
d
ar
d
s
th
at
r
ec
o
n
cile
co
n
ce
r
n
s
f
o
r
ex
ce
llen
ce
with
eq
u
ity
n
o
r
m
s
.
I
t
ad
d
r
ess
es
th
e
n
ee
d
s
o
f
all
lear
n
er
s
th
r
o
u
g
h
t
h
e
s
en
s
ib
le
u
s
e
o
f
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
an
d
m
a
k
es
lear
n
er
s
r
ea
d
y
to
m
ee
t
th
e
d
em
an
d
s
o
f
th
e
f
u
t
u
r
e.
Su
s
tain
ab
le
ed
u
ca
tio
n
a
p
p
lied
to
th
e
p
r
e
-
ca
lcu
lu
s
co
u
r
s
e
th
at
we
s
elec
ted
f
o
r
o
u
r
s
tu
d
y
m
ea
n
s
r
eth
in
k
in
g
i
n
s
tr
u
ctio
n
to
ad
d
r
ess
th
e
n
ee
d
s
o
f
f
em
a
le
s
tu
d
en
ts
in
th
e
p
o
s
t
-
p
an
d
e
m
ic
er
a
(
f
o
s
ter
in
g
s
tr
ess
r
ed
u
ctio
n
a
n
d
in
tr
in
s
ic
m
o
tiv
atio
n
to
lear
n
)
as
well
a
s
th
eir
p
ar
ticu
lar
d
is
p
o
s
itio
n
s
.
Fo
r
in
s
tr
u
cto
r
s
,
it
also
m
ea
n
s
u
tili
zin
g
m
ater
ials
an
d
r
ely
i
n
g
o
n
ac
tiv
ities
th
at
h
elp
f
em
ale
lear
n
er
s
ap
p
r
ec
iat
e
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
cu
r
r
en
t
lear
n
in
g
an
d
f
u
tu
r
e
p
r
o
f
ess
io
n
al
en
d
ea
v
o
r
s
.
Ap
p
r
ec
iatio
n
o
f
s
u
ch
r
elatio
n
s
h
ip
s
ca
n
en
h
an
ce
th
e
v
alu
e
o
f
wh
at
th
ey
ar
e
lear
n
in
g
in
p
r
e
-
ca
lcu
lu
s
.
I
t
ca
n
also
h
elp
th
em
in
ter
n
alize
an
d
id
en
tify
with
th
e
ch
o
s
en
STE
M
f
ield
s
,
th
er
eb
y
m
ak
in
g
it
ea
s
ier
,
as
tim
e
g
o
es
b
y
,
to
m
ai
n
tain
th
eir
ac
ad
e
m
ic
an
d
p
r
o
f
ess
io
n
al
ch
o
ices.
I
n
g
en
e
r
al,
a
f
o
c
u
s
o
n
th
e
p
r
o
ce
s
s
o
f
lear
n
in
g
(
h
o
w
to
th
in
k
)
,
r
ath
er
th
a
n
th
e
ac
cu
m
u
latio
n
o
f
k
n
o
wled
g
e
(
wh
at
to
th
i
n
k
)
is
d
esira
b
le
to
e
n
s
u
r
e
th
at
s
u
ch
lear
n
er
s
ar
e
r
ea
d
y
an
d
a
b
le
to
f
ac
e
th
e
c
h
allen
g
es
th
at
th
e
Vis
io
n
2
0
3
0
h
as
s
et
f
o
r
th
em
.
B
ec
au
s
e
th
e
latter
h
ea
v
ily
r
elies
o
n
STE
M
s
tu
d
en
ts
’
co
n
tr
ib
u
tio
n
to
th
e
ec
o
n
o
m
ic
e
n
g
in
e
o
f
Sau
d
i A
r
a
b
ia,
its
s
u
cc
ess
is
th
eir
s
u
cc
es
s
.
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