I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
5
,
Octo
b
er
20
25
,
p
p
.
4
0
9
9
~
410
8
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
14
i
5
.
3
1
9
5
7
4099
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Integ
ra
ting pro
je
ct
-
ba
sed l
ea
rning
for enha
ncing
h
ig
her
educa
tion wi
thin
a
n
o
utcom
e
-
ba
se
d
educa
tion
fram
ewo
rk
Ra
dh
ik
a
B
ha
g
wa
t
,
Ana
g
ha
K
ulk
a
rni
D
e
p
a
r
t
me
n
t
o
f
I
n
f
o
r
m
a
t
i
o
n
Te
c
h
n
o
l
o
g
y
,
M
K
S
S
S
’
s C
u
mm
i
n
s
C
o
l
l
e
g
e
o
f
E
n
g
i
n
e
e
r
i
n
g
f
o
r
W
o
me
n
,
S
a
v
i
t
r
i
b
a
i
P
h
u
l
e
P
u
n
e
U
n
i
v
e
r
s
i
t
y
,
P
u
n
e
,
I
n
d
i
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
u
l
4
,
2
0
2
4
R
ev
is
ed
May
24
,
2
0
2
5
Acc
ep
ted
J
u
n
12
,
2
0
2
5
P
ro
jec
t
-
b
a
se
d
lea
rn
in
g
(P
B
L)
h
a
s
e
m
e
rg
e
d
a
s
a
p
o
we
rfu
l
p
e
d
a
g
o
g
ica
l
a
p
p
ro
a
c
h
wit
h
in
t
h
e
o
u
tco
m
e
-
b
a
se
d
e
d
u
c
a
ti
o
n
(OBE)
fra
m
e
wo
rk
th
a
t
is
d
e
sig
n
e
d
to
a
li
g
n
e
d
u
c
a
ti
o
n
a
l
o
u
tco
m
e
s
with
th
e
e
v
o
l
v
i
n
g
d
e
m
a
n
d
s
o
f
th
e
2
1
st
c
e
n
t
u
ry
.
T
h
is
re
se
a
rc
h
in
v
e
stig
a
te
s
th
e
in
teg
ra
ti
o
n
o
f
P
B
L
in
t
o
a
n
e
n
g
in
e
e
rin
g
c
o
u
rse
a
n
d
f
o
c
u
se
s
o
n
it
s
imp
a
c
t
o
n
th
e
o
v
e
ra
ll
d
e
v
e
l
o
p
m
e
n
t
o
f
th
e
st
u
d
e
n
ts.
P
ro
jec
t
-
b
a
se
d
a
p
p
r
o
a
c
h
wa
s
a
d
a
p
te
d
i
n
th
e
a
rti
ficia
l
i
n
telli
g
e
n
c
e
(AI)
c
o
u
rse
,
wh
e
re
5
6
a
n
d
5
8
stu
d
e
n
ts
a
p
p
li
e
d
AI
c
o
n
c
e
p
ts
t
o
r
e
a
l
-
wo
rld
c
h
a
ll
e
n
g
e
s
in
a
c
a
d
e
m
ic
y
e
a
r
21
-
2
2
a
n
d
2
2
-
2
3
,
re
sp
e
c
ti
v
e
ly
.
A
stru
c
tu
re
d
P
BL
fra
m
e
wo
rk
wa
s
imp
lem
e
n
ted
,
s
y
ste
m
a
ti
c
a
ll
y
d
iv
i
d
in
g
th
e
p
r
o
jec
t
in
t
o
sta
g
e
s
e
n
su
rin
g
p
ro
g
re
ss
iv
e
lea
rn
in
g
.
F
e
e
d
b
a
c
k
a
n
d
sta
ti
stica
l
a
n
a
ly
sis,
in
c
lu
d
in
g
a
p
a
ired
t
-
tes
t,
we
re
c
o
n
d
u
c
te
d
to
e
v
a
lu
a
te
stu
d
e
n
ts
’
a
c
a
d
e
m
ic
a
n
d
in
terp
e
rso
n
a
l
sk
il
l
imp
ro
v
e
m
e
n
ts.
Th
e
sta
ti
stica
l
a
n
a
ly
sis
p
ro
v
e
d
a
re
m
a
rk
a
b
le
imp
ro
v
e
m
e
n
t
i
n
t
h
e
c
o
u
rse
a
ss
e
ss
m
e
n
t
m
a
rk
s.
S
tu
d
e
n
ts
d
e
m
o
n
stra
ted
imp
ro
v
e
d
p
r
o
b
lem
-
so
lv
i
n
g
a
b
il
it
y
,
a
l
g
o
rit
h
m
ic
th
i
n
k
i
n
g
a
n
d
e
x
p
e
rti
se
in
AI
tec
h
n
i
q
u
e
s.
Th
e
fi
n
d
i
n
g
s
e
x
h
ib
it
e
d
e
n
h
a
n
c
e
d
c
o
m
m
u
n
ica
ti
o
n
sk
il
ls,
e
ffe
c
ti
v
e
p
re
se
n
tatio
n
s,
a
r
ti
c
u
latio
n
o
f
i
d
e
a
s
a
n
d
p
e
e
r
c
o
ll
a
b
o
ra
ti
o
n
.
Th
e
se
o
u
tco
m
e
s
in
d
ica
te
th
e
sig
n
ifi
c
a
n
c
e
o
f
P
BL
o
n
th
e
h
o
l
isti
c
d
e
v
e
lo
p
m
e
n
t
o
f
h
ig
h
e
r
e
d
u
c
a
ti
o
n
stu
d
e
n
ts,
with
in
tec
h
n
ica
l
d
isc
ip
li
n
e
s
b
y
e
q
u
ip
p
i
n
g
st
u
d
e
n
ts
wit
h
t
h
e
n
e
c
e
ss
a
ry
sk
il
ls,
m
i
n
d
se
t,
a
n
d
e
x
p
e
rien
c
e
to
e
x
c
e
l
in
th
e
ir
p
r
o
fe
ss
io
n
a
l
p
r
a
c
ti
c
e
.
P
BL
p
ro
v
i
d
e
s
a
c
o
m
p
re
h
e
n
siv
e
a
ss
e
ss
m
e
n
t
o
f
stu
d
e
n
t
’
s
a
b
il
it
ie
s
a
n
d
fo
ste
rs
c
o
ll
a
b
o
ra
ti
o
n
wit
h
in
d
u
stry
p
a
rtn
e
rs t
h
u
s stre
n
g
th
e
n
in
g
ti
e
s b
e
twe
e
n
a
c
a
d
e
m
ia an
d
in
d
u
stry
.
K
ey
w
o
r
d
s
:
Hig
h
er
ed
u
ca
tio
n
L
if
elo
n
g
lear
n
in
g
Ou
tco
m
e
-
b
ased
e
d
u
ca
tio
n
Ped
ag
o
g
y
tec
h
n
iq
u
es
Pro
ject
-
b
ased
lear
n
in
g
Sk
ill en
h
an
ce
m
en
t
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
R
ad
h
ik
a
B
h
ag
wat
Dep
ar
tm
en
t o
f
I
n
f
o
r
m
atio
n
T
e
ch
n
o
lo
g
y
,
MK
SS
S’s Cu
m
m
in
s
C
o
lleg
e
o
f
E
n
g
in
ee
r
in
g
f
o
r
W
o
m
en
Sav
itrib
ai
Ph
u
le
Pu
n
e
Un
iv
e
r
s
ity
Pu
n
e,
Ma
h
ar
ash
tr
a,
I
n
d
ia
E
m
ail: r
ad
h
ik
a.
b
h
ag
wat@
cu
m
m
in
s
co
lleg
e.
in
1.
I
NT
RO
D
UCT
I
O
N
Ou
tco
m
e
-
b
ased
e
d
u
ca
tio
n
(
OB
E
)
h
as
g
ain
ed
i
m
p
o
r
ta
n
ce
in
e
n
g
in
ee
r
i
n
g
e
d
u
ca
ti
o
n
as
a
tr
an
s
f
o
r
m
ativ
e
f
r
am
ewo
r
k
th
at
f
o
cu
s
es
o
n
d
ef
i
n
ed
lear
n
in
g
o
u
tco
m
es
o
v
er
tr
a
d
itio
n
al
co
n
ten
t
-
ce
n
tr
ic
in
s
tr
u
ctio
n
.
T
h
e
tr
ad
itio
n
al
teac
h
in
g
lear
n
in
g
m
eth
o
d
s
ar
e
teac
h
er
-
led
lectu
r
es
wh
er
e
th
e
k
n
o
wled
g
e
im
p
a
r
ted
to
s
tu
d
en
ts
is
in
a
p
ass
iv
e
wa
y
an
d
th
er
e
ar
e
n
o
ac
tiv
ities
th
at
k
ee
p
th
e
s
tu
d
en
ts
en
g
ag
ed
r
esu
ltin
g
i
n
lack
o
f
en
th
u
s
iasm
an
d
i
n
ter
est.
Stu
d
i
es
s
h
o
w
th
at
th
e
s
tu
d
en
t’
s
atte
n
tio
n
in
th
e
class
r
o
o
m
s
tar
ts
to
d
ec
lin
e
with
in
1
0
m
in
u
tes
if
th
e
lectu
r
es
a
r
e
n
o
t
ef
f
ec
tiv
e
in
e
n
g
ag
i
n
g
t
h
e
s
tu
d
en
ts
[
1
]
.
OB
E
em
p
h
asizes
th
e
alig
n
m
e
n
t
o
f
cu
r
r
icu
lu
m
,
ass
ess
m
en
t,
an
d
teac
h
in
g
m
eth
o
d
o
lo
g
ies
with
p
r
ed
eter
m
in
ed
p
r
o
g
r
am
o
u
tco
m
es
(
PO)
.
T
h
is
p
ar
ad
ig
m
s
h
if
t
em
p
h
asizes
th
e
n
ee
d
f
o
r
s
tu
d
e
n
t
ce
n
tr
ic
ac
tiv
e
lear
n
in
g
s
tr
ateg
ies,
wh
er
e
th
e
ed
u
ca
to
r
’
s
r
o
le
is
o
f
a
f
ac
ilit
ato
r
,
g
u
id
in
g
s
tu
d
en
ts
to
war
d
s
co
m
p
eten
cy
attain
m
en
t
,
an
d
r
ea
l
-
wo
r
ld
ap
p
licati
o
n
o
f
k
n
o
wled
g
e.
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
.
5
,
Octo
b
er
20
25
:
4
0
9
9
-
410
8
4100
C
en
tr
al
to
th
e
OB
E
f
r
am
ewo
r
k
ar
e
th
e
PO
,
wh
ich
s
er
v
e
as
b
en
ch
m
ar
k
s
f
o
r
c
u
r
r
icu
lu
m
d
esig
n
an
d
ass
es
s
m
en
t.
T
h
e
PO
ar
ticu
late
th
e
d
esire
d
co
m
p
eten
cies
an
d
q
u
alities
ex
p
ec
ted
f
r
o
m
g
r
ad
u
ates,
th
er
e
b
y
en
s
u
r
in
g
alig
n
m
e
n
t
with
in
d
u
s
tr
y
r
eq
u
ir
em
en
ts
an
d
s
o
cieta
l
n
ee
d
s
[
2
]
.
OB
E
em
p
o
wer
s
ed
u
ca
to
r
s
to
d
esig
n
lear
n
in
g
e
x
p
er
ien
ce
s
,
u
s
in
g
ac
tiv
e
lear
n
in
g
a
p
p
r
o
ac
h
es
to
p
r
o
m
o
te
cr
itical
th
in
k
in
g
,
p
r
o
b
le
m
-
s
o
lv
in
g
a
b
ilit
ies,
an
d
in
ter
d
is
cip
lin
ar
y
p
er
s
p
ec
tiv
es
am
o
n
g
s
tu
d
en
ts
.
Mo
r
e
o
v
er
,
OB
E
cu
ltiv
ates
a
s
elf
-
d
ir
ec
ted
lear
n
i
n
g
,
em
p
o
wer
in
g
s
tu
d
en
ts
to
b
ec
o
m
e
life
lo
n
g
lear
n
e
r
s
f
o
r
s
o
lv
i
n
g
c
o
m
p
lex
,
o
p
en
e
n
d
ed
p
r
o
b
lem
s
,
an
d
ar
e
also
eq
u
ip
p
e
d
to
th
r
i
v
e
in
d
y
n
am
ic
p
r
o
f
ess
io
n
al
en
v
i
r
o
n
m
e
n
ts
[
3
]
.
Activ
e
lear
n
in
g
p
r
o
ce
s
s
is
an
ef
f
o
r
t
o
f
f
u
lly
en
g
ag
in
g
s
tu
d
e
n
ts
in
th
e
lear
n
i
n
g
p
r
o
ce
d
u
r
e
an
d
h
elp
i
n
d
ev
elo
p
in
g
th
e
s
tu
d
e
n
t’
s
o
v
e
r
a
ll
p
er
s
o
n
ality
.
T
h
ese
tec
h
n
iq
u
es
p
r
o
v
i
d
e
a
n
o
p
p
o
r
tu
n
ity
f
o
r
ev
er
y
s
tu
d
en
t
i
n
th
e
class
to
en
g
ag
e
with
th
e
c
o
u
r
s
e
co
n
ten
t.
T
h
is
h
elp
s
in
f
o
s
te
r
in
g
lead
e
r
s
h
ip
q
u
alities
,
in
n
o
v
ativ
e
an
d
cr
ea
tiv
e
th
in
k
in
g
,
an
d
also
em
p
h
asize
s
s
u
s
tain
ab
ilit
y
.
T
h
e
ac
tiv
e
lear
n
in
g
p
r
ac
tices
f
o
r
h
ig
h
er
e
d
u
ca
tio
n
ca
n
r
an
g
e
f
r
o
m
s
im
p
le
in
ter
ac
tiv
e
lectu
r
es
an
d
class
r
o
o
m
d
is
cu
s
s
io
n
s
to
ca
s
e
s
tu
d
y
,
r
o
le
p
lay
,
th
in
k
-
p
air
-
s
h
a
r
e
[
4
]
,
f
lip
p
ed
class
r
o
o
m
[
5
]
,
[
6
]
,
co
llab
o
r
ativ
e
lear
n
in
g
[
7
]
,
p
r
o
b
l
em
/p
r
o
ject
-
b
ased
lear
n
in
g
,
g
a
m
if
icatio
n
[
8
]
,
[
9
]
,
an
d
p
ee
r
teac
h
in
g
[
1
0
]
,
[
1
1
]
.
F
ig
u
r
e
1
s
h
o
ws s
o
m
e
o
f
th
e
ac
tiv
e
lear
n
in
g
s
tr
ateg
ies f
o
r
h
i
g
h
er
ed
u
ca
tio
n
.
Fig
u
r
e
1
.
Activ
e
lear
n
in
g
s
tr
at
eg
ies f
o
r
h
ig
h
er
e
d
u
ca
tio
n
Am
o
n
g
th
e
v
ar
io
u
s
p
ed
a
g
o
g
ical
ap
p
r
o
ac
h
es,
p
r
o
ject
-
b
ase
d
lear
n
i
n
g
(
PB
L
)
h
as
s
p
r
u
n
g
o
u
t
as
a
p
o
wer
f
u
l
m
eth
o
d
f
o
r
f
o
s
ter
i
n
g
ac
tiv
e
en
g
a
g
em
en
t
an
d
p
r
o
m
o
tin
g
d
ee
p
er
lear
n
in
g
ex
p
er
ien
ce
s
am
o
n
g
s
tu
d
en
ts
.
PB
L
en
g
ag
es
s
tu
d
en
ts
in
leg
itima
te,
r
ea
l
-
wo
r
ld
p
r
o
jects,
en
co
u
r
ag
in
g
th
em
t
o
ex
p
lo
r
e
co
m
p
lex
p
r
o
b
lem
s
,
team
u
p
with
p
ee
r
s
,
an
d
u
tili
ze
th
eo
r
etica
l
k
n
o
wled
g
e
to
p
r
ac
tical
p
r
o
b
lem
s
.
T
h
u
s
,
th
e
in
co
r
p
o
r
atio
n
o
f
PB
L
in
an
OB
E
f
r
am
ewo
r
k
h
o
ld
s
im
m
e
n
s
e
p
r
o
m
is
e
f
o
r
s
tr
en
g
t
h
en
in
g
th
e
q
u
ality
an
d
ef
f
ec
tiv
en
ess
o
f
h
ig
h
er
ed
u
ca
tio
n
,
p
ar
ticu
la
r
ly
in
th
e
f
ield
o
f
en
g
in
ee
r
in
g
.
T
h
is
tech
n
iq
u
e
n
o
t
o
n
ly
h
elp
s
in
im
p
r
o
v
in
g
th
e
tech
n
ical
p
r
o
f
ic
ien
cy
b
u
t a
ls
o
e
n
h
an
ce
s
th
e
n
o
n
-
tech
n
ical
ex
p
er
tis
e
in
th
e
s
tu
d
en
ts
.
T
h
is
r
esear
ch
ex
p
lo
r
e
d
th
e
in
t
eg
r
atio
n
o
f
PB
L
in
th
e
OB
E
s
y
s
tem
to
im
p
r
o
v
e
h
ig
h
er
e
d
u
c
atio
n
.
T
h
e
au
th
o
r
s
im
p
lem
en
te
d
PB
L
f
o
r
th
e
ar
tific
ial
in
tellig
en
ce
(
AI
)
co
u
r
s
e,
f
o
r
th
e
th
ir
d
-
y
ea
r
in
f
o
r
m
atio
n
tech
n
o
l
o
g
y
(IT)
e
n
g
in
ee
r
i
n
g
s
tu
d
en
ts
.
T
h
e
PB
L
was
d
iv
id
ed
in
to
th
r
e
e
p
h
ases
to
h
av
e
s
y
s
tem
atic
p
r
o
g
r
ess
.
T
h
e
t
h
r
ee
p
h
ases
wer
e
to
p
ic
id
e
n
tific
atio
n
,
ca
s
e
s
tu
d
y
an
d
lear
n
in
g
b
y
d
o
in
g
.
T
h
e
r
esu
lts
wer
e
ev
alu
ated
u
s
in
g
s
tu
d
e
n
ts
’
f
ee
d
b
ac
k
a
n
d
s
tatis
tical
m
eth
o
d
s
.
T
h
e
r
esear
ch
aim
ed
to
a
n
s
wer
th
e
f
o
llo
win
g
q
u
esti
o
n
s
:
i)
Ho
w
d
o
es PB
L
alig
n
with
m
o
d
er
n
p
e
d
ag
o
g
ical
f
r
am
ewo
r
k
s
lik
e
OB
E
?
ii)
C
an
a
s
tr
u
ctu
r
ed
PB
L
ac
tiv
ity
en
s
u
r
e
ef
f
ec
tiv
e
lear
n
in
g
?
iii)
W
h
at
is
th
e
im
p
ac
t o
f
in
teg
r
ati
n
g
PB
L
o
n
th
e
tec
h
n
ical
an
d
n
o
n
-
tech
n
ical
s
k
ills
o
f
th
e
s
tu
d
e
n
ts
?
T
h
is
r
esear
ch
in
tr
o
d
u
ce
s
a
s
y
s
tem
atic,
s
tr
u
ctu
r
ed
,
an
d
th
em
e
-
b
ased
ap
p
r
o
ac
h
t
o
PB
L
.
T
h
is
ap
p
r
o
ac
h
in
tr
o
d
u
ce
s
a
s
tr
u
ctu
r
ed
,
m
u
lt
i
-
s
tag
e
PB
L
f
r
am
ewo
r
k
s
p
r
e
ad
ac
r
o
s
s
th
e
s
em
ester
th
at
allo
ws
s
tu
d
en
ts
to
g
r
ad
u
ally
en
g
a
g
e
with
AI
co
n
ce
p
ts
.
Stu
d
en
ts
wer
e
r
e
q
u
ir
ed
to
f
o
r
m
u
late
th
eir
p
r
o
b
lem
s
ta
tem
en
ts
b
ased
o
n
a
p
r
ed
ef
in
e
d
t
h
em
e.
T
h
ese
p
r
o
j
ec
ts
r
eq
u
ir
ed
an
in
ter
d
is
cip
lin
ar
y
k
n
o
wled
g
e
b
ase,
in
te
g
r
a
tin
g
co
n
ce
p
ts
f
r
o
m
co
m
p
u
ter
v
is
io
n
,
m
ac
h
in
e
lea
r
n
in
g
,
d
ata
an
aly
tics
,
an
d
d
o
m
ain
-
s
p
ec
if
ic
ex
p
er
tis
e.
B
y
wo
r
k
in
g
o
n
p
r
o
jects
th
at
d
em
a
n
d
ed
k
n
o
wled
g
e
f
r
o
m
m
u
ltip
le
d
is
cip
lin
es,
s
tu
d
en
ts
d
ev
elo
p
ed
a
h
o
lis
tic
u
n
d
er
s
tan
d
in
g
o
f
A
I
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
I
n
teg
r
a
tin
g
p
r
o
ject
-
b
a
s
ed
lea
r
n
in
g
fo
r
en
h
a
n
cin
g
h
ig
h
er e
d
u
ca
tio
n
w
ith
in
a
n
o
u
tc
o
me
…
(
R
a
d
h
ik
a
B
h
a
g
w
a
t
)
4101
ap
p
licatio
n
s
,
en
h
an
cin
g
th
eir
ab
ilit
y
to
tack
le
co
m
p
lex
,
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
ef
f
ec
tiv
ely
.
A
s
tr
u
ctu
r
ed
m
en
to
r
s
h
ip
p
atter
n
was
ad
o
p
t
ed
wh
er
e
th
e
PB
L
p
r
o
c
ess
was
clo
s
ely
m
o
n
ito
r
ed
a
n
d
g
u
id
e
d
b
y
th
e
in
s
tr
u
cto
r
,
en
s
u
r
in
g
s
tu
d
en
ts
r
ec
ei
v
e
tim
ely
f
ee
d
b
ac
k
an
d
n
ec
ess
ar
y
d
ir
ec
tio
n
.
Use
o
f
q
u
an
titativ
e
a
n
aly
s
is
with
p
air
ed
t
-
test
was
co
n
d
u
cted
to
m
ea
s
u
r
e
th
e
im
p
ac
t
o
f
PB
L
o
n
s
tu
d
en
ts
’
cu
r
r
icu
lar
im
p
r
o
v
em
e
n
t
p
r
o
v
id
in
g
em
p
ir
ical
ev
id
en
ce
o
f
lear
n
in
g
o
u
tco
m
es.
Stu
d
en
t f
ee
d
b
ac
k
was
co
llect
ed
u
s
in
g
a
s
tr
u
ctu
r
e
d
q
u
esti
o
n
n
air
e
co
v
er
in
g
two
m
ajo
r
asp
ec
ts
:
k
n
o
wled
g
e
e
n
r
ich
m
en
t
in
AI
an
d
g
r
o
wth
in
i
n
ter
p
er
s
o
n
al
s
k
ills
.
T
h
is
d
u
al
-
p
er
s
p
ec
tiv
e
ass
es
s
m
en
t
p
r
o
v
id
ed
in
s
ig
h
ts
in
to
b
o
th
tech
n
ical
co
m
p
eten
c
y
an
d
s
o
f
t
s
k
ills
en
h
an
ce
m
en
t
,
m
ak
in
g
th
e
s
tu
d
y
m
o
r
e
co
m
p
r
eh
en
s
iv
e
th
an
c
o
n
v
en
tio
n
al
ev
alu
atio
n
s
.
I
n
co
r
p
o
r
atin
g
th
ese
n
o
v
elties
in
th
e
PB
L
im
p
lem
en
tatio
n
r
esu
lted
in
e
n
h
an
ce
d
tech
n
ic
al
lear
n
in
g
,
p
r
o
b
lem
-
s
o
l
v
in
g
s
k
ills
,
an
d
team
wo
r
k
,
m
ak
i
n
g
ed
u
ca
tio
n
m
o
r
e
en
g
ag
in
g
,
s
tr
u
ctu
r
e
d
,
an
d
o
u
tc
o
m
e
-
o
r
ie
n
ted
with
in
an
OB
E
f
r
am
ewo
r
k
.
T
h
e
p
r
im
a
r
y
c
o
n
tr
ib
u
tio
n
o
f
th
is
r
esear
ch
is
th
e
tech
n
iq
u
e
u
s
ed
f
o
r
im
p
lem
en
tin
g
c
o
llab
o
r
ativ
e
lear
n
in
g
in
AI
co
u
r
s
e.
T
h
e
f
u
r
th
er
co
n
tr
ib
u
tio
n
is
in
th
e
as
s
ess
m
en
t
m
eth
o
d
u
s
ed
to
ev
alu
ate
th
e
im
p
ac
t
o
f
in
teg
r
atin
g
PB
L
o
n
th
e
tech
n
i
ca
l
as
well
as
non
-
tech
n
ical
s
k
ills
o
f
th
e
s
tu
d
en
ts
.
T
h
e
aim
is
to
b
r
id
g
e
th
e
g
a
p
b
etwe
en
th
e
th
e
o
r
etica
l
co
n
ce
p
ts
(
alg
o
r
ith
m
s
s
tu
d
e
n
ts
’
s
tu
d
y
in
th
e
o
r
y
class
)
an
d
th
e
r
ea
l
-
wo
r
ld
ap
p
licatio
n
s
(
u
s
ag
e
o
f
th
e
alg
o
r
ith
m
s
f
o
r
r
ea
l
wo
r
ld
s
o
lu
tio
n
s
)
.
T
h
is
ac
tiv
ity
n
o
t
o
n
ly
e
n
h
an
ce
d
th
e
s
tu
d
en
t’
s
tech
n
ical
ab
ilit
ies b
u
t a
ls
o
im
p
r
o
v
ed
th
e
ir
non
-
tec
h
n
ical
s
k
ills
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
I
n
r
ec
en
t
y
ea
r
s
,
a
h
u
g
e
tr
an
s
f
o
r
m
atio
n
in
th
e
lea
r
n
in
g
p
ar
ad
ig
m
an
d
m
o
d
e
o
f
lear
n
in
g
am
o
n
g
s
tu
d
en
ts
h
as b
ee
n
o
b
s
er
v
ed
[
1
2
]
.
Sev
er
al
s
tu
d
ies h
av
e
h
ig
h
li
g
h
ted
th
e
e
f
f
icac
y
o
f
PB
L
in
d
ev
elo
p
in
g
s
tu
d
en
ts
’
ab
ilit
ies
in
v
ar
io
u
s
d
o
m
ain
s
.
T
h
e
u
s
ag
e
o
f
PB
L
f
o
r
m
ec
h
at
r
o
n
ics
s
u
b
ject
o
f
m
ec
h
a
n
ical
en
g
in
ee
r
in
g
s
tu
d
en
ts
is
p
r
esen
ted
i
n
Patan
g
e
et
a
l
.
[
1
3
]
.
T
h
e
au
th
o
r
s
h
i
g
h
lig
h
t
th
e
e
f
f
icac
y
o
f
PB
L
as
an
ef
f
icien
t
p
e
d
ag
o
g
y
tech
n
iq
u
e
to
h
elp
im
p
r
o
v
e
th
e
co
g
n
itiv
e
s
k
ills
,
s
u
s
tain
ab
ili
ty
,
an
d
eth
ics
am
o
n
g
s
tu
d
e
n
ts
lead
in
g
to
life
lo
n
g
lear
n
in
g
.
PB
L
is
u
s
ed
f
o
r
s
u
m
m
ativ
e
ass
ess
m
en
t
o
f
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
[
1
4
]
.
T
h
e
au
th
o
r
ad
ap
te
d
PB
L
f
o
r
th
e
th
ir
d
-
y
ea
r
en
g
in
ee
r
in
g
s
tu
d
en
ts
to
m
ak
e
th
em
id
e
n
tif
y
r
ea
l
life
d
ig
ital
s
ig
n
al
p
r
o
c
ess
in
g
ap
p
licatio
n
s
.
Stu
d
en
t’
s
f
ee
d
b
ac
k
was a
n
aly
ze
d
b
ased
o
n
th
e
co
u
r
s
e
o
u
tc
o
m
es a
n
d
s
k
ills
d
ev
elo
p
ed
b
y
s
t
u
d
en
ts
.
T
h
e
s
t
u
d
y
by
T
e
i
x
e
i
r
a
e
t
a
l
.
[
2
]
r
e
v
e
a
l
s
t
h
e
e
f
f
i
c
a
c
y
o
f
PB
L
d
o
n
e
i
n
c
o
l
la
b
o
r
a
t
i
o
n
wi
th
i
n
d
u
s
t
r
y
p
r
o
f
e
s
s
i
o
n
a
ls
f
o
r
t
h
e
c
o
m
p
r
e
h
e
n
s
i
v
e
g
r
o
wt
h
o
f
t
h
e
s
t
u
d
e
n
ts
.
S
i
m
i
l
a
r
l
y
,
K
u
l
k
a
r
n
i
a
n
d
R
a
m
d
a
s
i
[
1
5
]
u
s
ed
th
e
u
n
d
er
g
r
ad
u
ate
p
r
o
ject
co
u
r
s
e
to
ch
ec
k
its
ef
f
ec
t
o
n
th
e
att
ain
m
en
t
o
f
PO.
T
h
e
r
esu
lts
in
d
icate
s
atis
f
ac
to
r
y
ac
h
iev
em
en
t
o
f
alm
o
s
t
all
th
e
PO
th
u
s
in
d
icatin
g
th
e
h
o
lis
t
ic
d
ev
elo
p
m
e
n
t
an
d
g
r
o
wth
a
m
o
n
g
s
tu
d
en
ts
.
In
s
tu
d
y
b
y
Sh
p
eize
r
[
1
6
]
,
th
e
au
th
o
r
r
e
v
iewe
d
th
e
f
ea
tu
r
es
o
f
PB
L
with
its
ad
v
an
tag
es
in
h
i
g
h
er
e
d
u
ca
tio
n
an
d
th
e
ch
allen
g
es
d
u
r
in
g
im
p
lem
en
tatio
n
.
T
h
e
au
th
o
r
h
as
d
em
o
n
s
tr
ated
way
s
f
o
r
in
teg
r
atin
g
PB
L
with
th
e
u
s
e
o
f
av
ailab
le
co
m
m
u
n
icatio
n
tech
n
o
lo
g
ies.
T
h
e
b
en
ef
its
an
d
e
x
p
er
ien
ce
s
o
f
PB
L
ar
e
f
o
cu
s
ed
in
Gu
o
et
a
l.
[
1
7
]
.
T
h
e
au
th
o
r
s
m
ea
s
u
r
ed
th
e
c
o
g
n
itiv
e
an
d
b
eh
a
v
io
r
al
o
u
tco
m
e
s
u
s
in
g
q
u
esti
o
n
n
air
es,
in
ter
v
i
ews,
o
b
s
er
v
atio
n
s
,
an
d
s
elf
-
r
e
f
lectio
n
jo
u
r
n
als.
R
esear
ch
b
y
Gr
an
ad
o
-
Alcó
n
et
a
l.
[
1
8
]
ex
am
i
n
ed
th
e
i
m
p
ac
t
o
f
PB
L
o
n
co
m
p
eten
cy
ac
q
u
is
itio
n
,
an
d
k
n
o
wled
g
e
tr
a
n
s
f
er
,
wh
ile
s
tu
d
y
d
o
n
e
by
C
h
en
a
n
d
Yan
g
[
1
9
]
c
o
n
d
u
cted
a
m
eta
-
an
aly
s
is
to
co
m
p
ar
e
t
h
e
im
p
ac
t
o
f
PB
L
an
d
tr
a
d
itio
n
al
in
s
tr
u
ctio
n
o
n
s
tu
d
en
t
ac
ad
em
ic
ac
h
iev
em
en
t.
Var
io
u
s
p
h
ases
r
e
q
u
ir
e
d
f
o
r
im
p
lem
en
tatio
n
o
f
PB
L
an
d
th
eir
p
e
d
ag
o
g
ical
v
alu
es
a
r
e
d
is
cu
s
s
ed
in
th
e
p
r
ev
io
u
s
s
tu
d
y
b
y
Ž
er
o
v
n
i
k
a
n
d
Šer
b
ec
[
2
0
]
.
T
h
e
au
t
h
o
r
s
a
ls
o
ex
p
lo
r
e
d
th
e
i
n
teg
r
atio
n
o
f
tech
n
o
l
o
g
y
u
s
in
g
v
ar
io
u
s
f
r
am
ewo
r
k
s
.
R
io
a
n
d
R
o
d
r
ig
u
ez
[
2
1
]
p
r
esen
ted
th
e
u
s
e
o
f
PB
L
in
th
e
lab
s
o
f
m
ec
h
an
ical
a
n
d
ch
em
ical
en
g
in
ee
r
in
g
d
eg
r
ee
s
.
T
h
e
s
tu
d
en
ts
wer
e
ask
ed
t
o
watc
h
o
n
lin
e
v
id
eo
b
ef
o
r
e
th
e
lab
s
es
s
io
n
to
in
cr
ea
s
e
th
eir
m
o
tiv
atio
n
.
T
h
e
s
u
r
v
ey
r
esu
lts
in
d
icate
d
th
at
PB
L
h
elp
ed
in
im
p
r
o
v
in
g
th
e
k
n
o
wled
g
e
an
d
s
tu
d
en
ts
’
s
k
ills
lik
e
team
wo
r
k
,
d
ec
is
io
n
m
ak
in
g
,
an
d
ap
p
ly
in
g
th
e
k
n
o
wled
g
e
t
o
p
r
ac
tice.
Stu
d
y
by
C
o
s
tello
et
a
l.
[
2
2
]
f
o
cu
s
ed
o
n
th
e
e
f
f
icac
y
o
f
co
l
lab
o
r
ativ
e
m
o
d
els
in
m
ix
e
d
-
m
eth
o
d
s
o
f
s
tu
d
y
an
d
r
esear
ch
a
n
d
p
u
b
licatio
n
h
ig
h
lig
h
tin
g
th
e
v
alu
e
o
f
h
an
d
s
-
o
n
e
x
p
er
ien
ce
s
u
n
d
er
P
B
L
.
W
o
r
k
d
o
n
e
by
Naz
ar
o
v
a
n
d
J
u
m
ay
ev
[
2
3
]
illu
s
tr
ate
d
th
e
tr
an
s
f
o
r
m
atio
n
al
p
o
ten
tial
o
f
p
r
o
ject
-
b
ased
lab
o
r
ato
r
y
ass
ig
n
m
en
ts
,
to
f
o
s
ter
d
ig
ital
co
m
p
eten
cies
an
d
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ills
.
Similar
ly
,
th
e
s
tu
d
y
ca
r
r
ied
o
u
t
by
Alm
u
lla
[
2
4
]
ex
am
in
ed
th
e
PB
L
’
s
im
p
ac
t
o
n
s
tu
d
en
t
en
g
ag
em
e
n
t.
T
h
e
au
th
o
r
s
u
s
ed
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
o
n
1
2
4
teac
h
er
s
’
d
ata.
T
h
e
r
esu
lts
co
n
f
ir
m
s
th
at
PB
L
en
h
an
ce
s
s
tu
d
e
n
ts
’
en
g
ag
e
m
en
t
b
y
f
o
s
ter
in
g
k
n
o
wled
g
e
s
h
ar
in
g
an
d
d
is
cu
s
s
io
n
s
.
C
o
llab
o
r
ativ
e
PB
L
wa
s
im
p
lem
en
ted
f
o
r
s
tu
d
en
ts
,
lear
n
in
g
th
e
tr
ain
in
g
m
eth
o
d
co
u
r
s
e
f
o
r
m
an
ag
in
g
tr
ain
in
g
p
r
o
g
r
am
s
f
o
r
o
ld
er
ad
u
lts
[
7
]
.
T
h
e
r
esu
lt
o
f
th
is
co
llab
o
r
ativ
e
lear
n
in
g
tech
n
iq
u
e
s
h
o
wed
im
p
r
o
v
e
d
k
n
o
wled
g
e
,
attitu
d
e
,
an
d
s
k
ill
in
d
icatin
g
o
v
er
all
g
r
o
wth
.
Pre
v
io
u
s
s
tu
d
ies
[
2
5
]
,
[
2
6
]
s
h
o
w
ed
t
h
e
ef
f
ec
tiv
en
ess
o
f
OB
E
in
em
p
o
wer
in
g
s
tu
d
e
n
t
p
er
f
o
r
m
a
n
ce
,
b
y
in
teg
r
atin
g
PB
L
with
in
O
B
E
f
r
am
ewo
r
k
s
to
en
h
an
ce
ed
u
ca
tio
n
al
o
u
tco
m
e
s
.
Mo
r
eo
v
er
,
s
ev
er
al
s
tu
d
ies
[
2
7
]
–
[
2
9
]
f
o
c
u
s
ed
o
n
PB
L
’
s
im
p
lem
en
tatio
n
in
en
g
in
ee
r
in
g
h
ig
h
e
r
ed
u
ca
tio
n
,
em
p
h
asizin
g
its
r
o
le
in
p
r
o
m
o
tin
g
p
r
o
f
ess
io
n
al
p
r
o
ject
m
an
a
g
em
en
t
s
k
ills
,
an
d
en
r
ich
in
g
teac
h
in
g
ex
p
er
ien
ce
s
.
T
h
u
s
,
th
e
liter
atu
r
e
r
ev
iew
h
ig
h
lig
h
ts
th
e
u
tili
za
tio
n
o
f
P
B
L
with
in
th
e
OB
E
f
r
am
ewo
r
k
th
at
h
elp
s
in
f
o
s
t
er
in
g
ex
p
er
ien
tial
lear
n
in
g
,
c
r
itical
th
in
k
in
g
,
a
n
d
h
o
lis
tic
s
k
ill
d
ev
elo
p
m
en
t
am
o
n
g
s
tu
d
e
n
ts
.
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
.
5
,
Octo
b
er
20
25
:
4
0
9
9
-
410
8
4102
3.
M
E
T
H
O
D
T
h
e
AI
c
o
u
r
s
e
is
o
f
f
er
ed
as
a
p
r
o
g
r
a
m
elec
tiv
e
to
th
e
t
h
ir
d
-
y
ea
r
I
T
s
tu
d
en
ts
.
T
h
e
5
6
an
d
5
8
s
tu
d
en
ts
f
r
o
m
th
e
I
T
p
r
o
g
r
am
o
p
te
d
f
o
r
th
is
s
u
b
ject
in
ac
a
d
em
ic
y
ea
r
(
AY)
21
-
2
2
an
d
2
2
-
23
,
r
esp
ec
tiv
ely
.
C
u
r
r
e
n
tly
,
AI
is
th
e
m
o
s
t
r
ap
id
ly
g
r
o
win
g
tech
n
o
l
o
g
y
a
n
d
is
r
ev
o
l
u
tio
n
izin
g
th
e
way
in
w
h
ich
we
ar
e
liv
in
g
an
d
wo
r
k
in
g
.
T
h
is
co
u
r
s
e
g
iv
es
th
e
s
tu
d
en
ts
th
e
k
n
o
wled
g
e
an
d
s
k
ills
to
cr
ea
te
in
n
o
v
ativ
e
s
o
lu
tio
n
s
f
o
r
s
o
cieta
l
b
en
ef
its
.
T
h
e
s
tu
d
en
ts
lear
n
to
ap
p
ly
AI
tech
n
i
q
u
es
f
o
r
p
r
o
b
lem
s
o
lv
in
g
.
Use
o
f
v
ar
io
u
s
ac
tiv
e
lear
n
in
g
tech
n
iq
u
es,
wh
ile
teac
h
in
g
th
is
co
u
r
s
e,
b
en
ef
its
th
e
s
tu
d
en
ts
in
u
n
d
er
s
tan
d
in
g
th
e
co
r
e
co
n
ce
p
ts
.
Dif
f
er
en
t
p
ed
ag
o
g
y
tech
n
iq
u
es
wer
e
u
s
ed
f
o
r
th
e
ac
tiv
e
p
ar
ticip
atio
n
o
f
th
e
s
tu
d
en
ts
in
th
e
th
eo
r
y
a
s
well
as
lab
o
r
ato
r
y
ex
er
cises
.
At
th
e
b
eg
in
n
in
g
o
f
th
e
s
em
ester
,
th
e
s
tu
d
en
ts
we
r
e
in
f
o
r
m
e
d
ab
o
u
t
th
e
ac
tiv
e
lear
n
in
g
tech
n
iq
u
es
th
at
wo
u
ld
b
e
u
s
ed
f
o
r
th
e
co
u
r
s
e.
T
o
s
tu
d
y
th
e
ef
f
ec
t
o
f
a
ctiv
e
lear
n
in
g
,
tech
n
iq
u
es
lik
e
ca
s
e
s
tu
d
y
,
ex
p
er
t
lectu
r
e
b
y
in
d
u
s
tr
y
p
e
r
s
o
n
,
f
li
p
p
ed
class
r
o
o
m
wer
e
im
p
lem
en
ted
f
o
r
th
e
th
eo
r
y
co
n
ten
t
o
f
th
e
co
u
r
s
e
wh
ile
PB
L
was
ad
ap
ted
f
o
r
t
h
e
lab
o
r
ato
r
y
.
T
h
e
AI
co
u
r
s
e
h
as
a
s
ep
ar
ate
th
e
o
r
y
an
d
lab
o
r
ato
r
y
s
ec
tio
n
.
Fo
r
th
e
lab
o
r
ato
r
y
co
u
r
s
e,
PB
L
was
ad
ap
ted
t
h
at
is
d
iv
id
ed
in
to
t
h
r
ee
p
h
ases
:
to
p
ic
id
en
tific
ati
o
n
,
ca
s
e
s
tu
d
y
,
an
d
lear
n
in
g
b
y
d
o
in
g
.
Fig
u
r
e
2
s
h
o
ws th
e
PB
L
f
r
am
ewo
r
k
u
s
ed
in
th
e
AI
co
u
r
s
e.
Fig
u
r
e
2
.
PB
L
f
r
am
ewo
r
k
u
s
e
d
in
th
e
AI
c
o
u
r
s
e
3
.
1
.
Ca
s
e
s
t
ud
y
C
ase
s
tu
d
y
is
a
wo
n
d
er
f
u
l
to
o
l
f
o
r
ac
tiv
e
lear
n
in
g
in
h
ig
h
er
ed
u
ca
tio
n
[
2
5
]
,
[
2
6
]
.
T
h
e
s
tu
d
en
ts
ca
n
co
m
p
r
eh
e
n
d
a
n
d
a
n
aly
ze
r
e
al
wo
r
ld
ex
am
p
les.
T
h
is
h
elp
s
th
em
in
cr
itical
th
in
k
i
n
g
an
d
p
r
o
m
o
tes
co
llab
o
r
ativ
e
t
h
in
k
in
g
.
I
t
h
elp
s
s
tu
d
en
ts
u
n
d
e
r
s
tan
d
h
o
w
th
e
co
n
ce
p
ts
t
h
ey
lea
r
n
in
th
e
th
eo
r
y
c
o
u
r
s
e
ca
n
b
e
ap
p
lied
in
p
r
ac
tical
r
ea
l
-
life
ex
am
p
les,
th
u
s
m
ak
in
g
th
e
l
ea
r
n
in
g
m
o
r
e
r
elev
a
n
t.
I
t
m
a
k
es
s
tu
d
en
ts
g
ath
e
r
ad
d
itio
n
al
in
f
o
r
m
atio
n
in
o
r
d
e
r
to
th
o
r
o
u
g
h
ly
u
n
d
er
s
tan
d
th
e
ca
s
e
.
B
ef
o
r
e
s
tar
tin
g
th
e
ca
s
e
s
tu
d
y
p
h
ase
o
f
PB
L
,
r
ea
l
life
AI
ap
p
licatio
n
s
wer
e
id
en
tifie
d
.
Gr
o
u
p
f
o
r
m
atio
n
was
d
o
n
e
with
3
-
4
s
tu
d
en
ts
in
o
n
e
g
r
o
u
p
a
n
d
th
e
wo
r
k
p
lan
was
p
r
e
p
ar
ed
f
o
r
s
tr
ea
m
lin
e
d
ex
ec
u
tio
n
.
W
o
r
k
in
g
in
g
r
o
u
p
s
was
d
o
n
e
to
p
r
o
m
o
te
co
llab
o
r
ativ
e
lear
n
in
g
.
T
h
e
s
tu
d
en
ts
wer
e
ask
ed
t
o
s
tu
d
y
d
if
f
er
en
t
r
ea
l
-
life
ap
p
licatio
n
s
th
at
u
s
e
AI
,
an
d
co
m
e
u
p
with
o
n
e
s
u
c
h
ca
s
e
th
at
th
e
y
ca
n
p
r
esen
t
an
d
d
is
cu
s
s
.
T
h
e
ca
s
e
s
tu
d
y
was th
o
r
o
u
g
h
l
y
b
ased
o
n
th
e
AI
co
n
ce
p
ts
tau
g
h
t in
th
e
class
r
o
o
m
d
u
r
in
g
c
o
n
ten
t d
eliv
er
y
.
T
h
e
ca
s
e
s
tu
d
y
was
p
r
esen
ted
to
th
e
teac
h
er
b
y
th
e
s
tu
d
e
n
ts
in
th
e
f
o
r
m
o
f
a
P
o
wer
P
o
in
t
p
r
ese
n
tatio
n
.
Few
o
f
th
e
ca
s
e
s
tu
d
ies
th
e
s
tu
d
en
ts
s
ele
cted
f
o
r
th
eir
p
r
esen
tatio
n
ar
e
lis
ted
in
T
ab
le
1
.
Mo
s
t
o
f
th
e
s
tu
d
en
ts
wer
e
f
ascin
ated
with
t
h
e
g
am
in
g
s
ec
to
r
,
h
en
ce
in
t
h
e
AY
2
1
-
2
2
t
h
e
th
em
e
f
o
r
to
p
ic
s
elec
tio
n
w
as
d
ec
id
ed
as
‘
AI
in
g
am
in
g
in
d
u
s
tr
y
’
w
h
ile
f
o
r
t
h
e
AY
2
2
-
2
3
th
e
th
em
e
was ‘
AI
tr
en
d
s
in
v
ar
i
o
u
s
s
ec
to
r
s
.
’
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
I
n
teg
r
a
tin
g
p
r
o
ject
-
b
a
s
ed
lea
r
n
in
g
fo
r
en
h
a
n
cin
g
h
ig
h
er e
d
u
ca
tio
n
w
ith
in
a
n
o
u
tc
o
me
…
(
R
a
d
h
ik
a
B
h
a
g
w
a
t
)
4103
T
ab
le
1
.
L
is
t o
f
a
p
p
licatio
n
s
To
p
i
c
s
2
0
2
1
-
2
0
2
2
2
0
2
2
-
2
0
2
3
M
i
ss
i
o
n
a
r
i
e
s
a
n
d
c
a
n
n
i
b
a
l
s
M
a
z
e
p
a
t
h
f
i
n
d
e
r
S
u
d
o
k
u
so
l
v
e
r
P
a
c
ma
n
C
h
e
c
k
e
r
s
g
a
m
e
F
a
c
e
r
e
c
o
g
n
i
t
i
o
n
C
h
a
t
G
P
T
f
o
r
c
o
g
n
i
t
i
v
e
b
e
h
a
v
i
o
r
a
l
t
h
e
r
a
p
y
(
C
B
T)
Emo
t
i
o
n
d
e
t
e
c
t
i
o
n
u
s
i
n
g
A
I
A
I
v
i
r
t
u
a
l
a
ssi
s
t
a
n
c
e
S
p
e
e
c
h
r
e
c
o
g
n
i
t
i
o
n
3
.
2
.
L
ea
rning
by
do
ing
T
h
e
n
ex
t
p
h
ase
was
im
p
lem
en
tatio
n
th
at
in
v
o
lv
ed
lea
r
n
in
g
b
y
d
o
i
n
g
,
wh
er
e
t
h
e
s
tu
d
en
ts
im
p
lem
en
ted
th
e
a
p
p
licatio
n
t
h
at
was
s
tu
d
ied
in
th
e
p
r
e
v
io
u
s
p
h
ase.
PB
L
is
am
o
n
g
s
t
th
e
m
o
s
t
ef
f
ec
tu
al
ac
tiv
e
lear
n
in
g
tech
n
iq
u
es
f
o
r
h
ig
h
e
r
ed
u
ca
tio
n
th
at
tak
es
lear
n
in
g
to
th
e
n
e
x
t
lev
el.
I
t
p
r
o
v
id
e
s
a
p
latf
o
r
m
to
th
e
s
tu
d
en
ts
in
en
h
a
n
cin
g
th
eir
s
k
ills
f
o
r
d
e
v
elo
p
in
g
r
ea
l
life
ap
p
licatio
n
s
.
T
h
is
h
el
p
s
th
e
s
tu
d
en
ts
ap
p
l
y
th
eir
lear
n
ed
k
n
o
wled
g
e
an
d
b
r
o
a
d
en
th
eir
s
co
p
e
o
f
k
n
o
wled
g
e.
T
h
is
is
lear
n
in
g
b
y
d
o
in
g
.
T
h
i
s
tech
n
iq
u
e
en
s
u
r
es
co
m
p
r
eh
e
n
s
iv
e
d
ev
elo
p
m
en
t,
cr
itical
th
in
k
in
g
,
co
llab
o
r
ati
v
e
lear
n
in
g
,
co
m
m
u
n
icatio
n
,
an
d
h
ig
h
er
o
r
d
er
co
g
n
itiv
e
s
k
ills
.
Mo
r
eo
v
er
,
ex
ec
u
tin
g
t
h
ese
p
r
o
jects
r
eq
u
ir
ed
a
n
in
ter
d
is
cip
lin
ar
y
k
n
o
wled
g
e
b
ase,
i
n
teg
r
atin
g
co
n
ce
p
ts
f
r
o
m
c
o
m
p
u
te
r
v
is
io
n
,
m
ac
h
i
n
e
lear
n
i
n
g
,
d
ata
an
al
y
tics
,
an
d
d
o
m
ain
-
s
p
ec
if
ic
ex
p
er
tis
e.
B
y
wo
r
k
in
g
o
n
p
r
o
jects
th
at
d
em
an
d
e
d
k
n
o
wled
g
e
f
r
o
m
m
u
ltip
le
d
is
cip
lin
es,
s
tu
d
en
ts
d
ev
el
o
p
ed
a
h
o
l
is
tic
u
n
d
er
s
tan
d
in
g
o
f
AI
ap
p
licatio
n
s
,
en
h
an
cin
g
th
eir
ab
ilit
y
to
tack
le
co
m
p
le
x
,
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
ef
f
ec
tiv
ely
.
T
h
e
s
tu
d
en
ts
u
s
ed
p
y
t
h
o
n
p
r
o
g
r
am
m
in
g
with
lib
r
ar
ies
lik
e
Nu
m
Py
,
p
y
g
a
m
e,
an
d
T
k
i
n
ter
.
f
o
r
d
ev
elo
p
i
n
g
th
e
ap
p
licatio
n
.
T
h
e
r
u
b
r
ic
u
s
ed
f
o
r
ev
al
u
atin
g
th
e
PB
L
tech
n
i
q
u
e
is
g
i
v
en
in
T
ab
le
2
.
T
h
e
s
tu
d
en
ts
wer
e
in
f
o
r
m
ed
a
b
o
u
t
th
e
ass
es
s
m
en
t c
r
iter
ia
at
th
e
s
tar
t o
f
th
e
s
em
ester
to
en
s
u
r
e
th
eir
r
ea
d
in
ess
.
T
ab
le
2
.
R
u
b
r
ics f
o
r
ass
ess
m
e
n
t
C
r
i
t
e
r
i
a
N
e
e
d
s
i
m
p
r
o
v
e
me
n
t
S
a
t
i
sf
a
c
t
o
r
y
G
o
o
d
F
i
n
d
i
n
g
s fr
o
m
t
h
e
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
w
i
t
h
p
r
o
p
e
r
u
n
d
e
r
s
t
a
n
d
i
n
g
D
i
d
n
o
t
r
e
f
e
r
r
e
s
e
a
r
c
h
a
r
t
i
c
l
e
s
a
n
d
n
o
u
n
d
e
r
st
a
n
d
i
n
g
R
e
f
e
r
r
e
d
r
e
s
e
a
r
c
h
a
r
t
i
c
l
e
s
b
u
t
l
i
m
i
t
e
d
u
n
d
e
r
st
a
n
d
i
n
g
R
e
f
e
r
r
e
d
m
u
l
t
i
p
l
e
r
e
sea
r
c
h
a
r
t
i
c
l
e
s wi
t
h
c
l
e
a
r
u
n
d
e
r
st
a
n
d
i
n
g
I
d
e
n
t
i
f
y
t
h
e
t
y
p
e
o
f
a
g
e
n
t
a
n
d
e
n
v
i
r
o
n
m
e
n
t
N
o
t
a
b
l
e
t
o
i
d
e
n
t
i
f
y
A
b
l
e
t
o
i
d
e
n
t
i
f
y
w
i
t
h
o
u
t
r
e
a
so
n
i
n
g
A
b
l
e
t
o
i
d
e
n
t
i
f
y
w
i
t
h
r
e
a
so
n
i
n
g
A
l
g
o
r
i
t
h
m
u
s
e
d
a
n
d
t
h
e
r
e
s
u
l
t
s
o
b
t
a
i
n
e
d
A
l
g
o
r
i
t
h
m
a
n
d
r
e
s
u
l
t
s
n
o
t
e
x
p
l
a
i
n
e
d
e
x
p
l
i
c
i
t
l
y
A
l
g
o
r
i
t
h
m
a
n
d
r
e
s
u
l
t
s
e
x
p
l
a
i
n
e
d
p
a
r
t
i
a
l
l
y
A
l
g
o
r
i
t
h
m
a
n
d
r
e
s
u
l
t
s
v
e
r
y
w
e
l
l
e
x
p
l
a
i
n
e
d
D
e
v
e
l
o
p
e
d
a
p
p
l
i
c
a
t
i
o
n
N
o
t
u
p
t
o
t
h
e
m
a
r
k
V
e
r
y
l
i
m
i
t
e
d
f
e
a
t
u
r
e
s
p
r
e
se
n
t
i
n
t
h
e
a
p
p
l
i
c
a
t
i
o
n
F
u
l
l
y
d
e
v
e
l
o
p
e
d
a
p
p
l
i
c
a
t
i
o
n
A
n
a
l
y
z
e
r
o
l
e
o
f
A
I
i
n
a
p
p
l
i
c
a
t
i
o
n
N
o
t
a
b
l
e
t
o
a
n
a
l
y
z
e
P
a
r
t
i
a
l
a
n
a
l
y
si
s
C
o
m
p
l
e
t
e
a
n
a
l
y
si
s
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
r
esear
ch
aim
s
to
ex
am
in
e
th
e
ef
f
ec
t
o
f
in
co
r
p
o
r
ati
n
g
PB
L
in
th
e
OB
E
s
y
s
tem
to
im
p
r
o
v
e
h
ig
h
er
ed
u
ca
tio
n
.
PB
L
was
ca
r
r
ied
o
u
t
f
o
r
t
h
e
AI
c
o
u
r
s
e,
f
o
r
th
e
th
ir
d
y
ea
r
I
T
s
tu
d
en
ts
.
I
ts
im
p
ac
t
o
n
th
e
ac
a
d
em
ic
g
r
o
wth
as
well
as
o
v
e
r
all
p
er
s
o
n
ality
g
r
o
wth
o
f
th
e
s
tu
d
en
ts
was
v
alid
ated
u
s
in
g
a
s
tatis
tical
an
aly
s
i
s
ap
p
r
o
ac
h
an
d
s
tu
d
e
n
t
f
ee
d
b
ac
k
m
eth
o
d
.
T
h
e
r
esu
lts
in
d
icate
th
at
alo
n
g
with
im
p
r
o
v
e
d
ac
a
d
em
ic
p
e
r
f
o
r
m
an
ce
,
th
e
s
tu
d
en
ts
also
lear
n
ed
th
e
im
p
o
r
tan
ce
o
f
m
u
tu
al
s
u
p
p
o
r
t
an
d
co
llab
o
r
atio
n
wh
ich
ar
e
k
ey
attr
ib
u
tes
o
f
p
r
o
ject
m
an
a
g
em
en
t.
Alo
n
g
with
tech
n
ical
s
k
ill
d
ev
el
o
p
m
en
t
o
th
er
attr
ib
u
tes
lik
e
g
ettin
g
en
g
ag
ed
i
n
d
is
cu
s
s
io
n
s
,
tak
in
g
r
esp
o
n
s
ib
il
ities
,
an
d
d
ev
elo
p
i
n
g
s
o
cial
s
k
ills
an
d
team
wo
r
k
wer
e
also
c
u
ltiv
ated
.
4
.
1
.
Sta
t
is
t
ica
l a
na
ly
s
is
A
p
r
e
-
test
an
d
a
p
o
s
t
-
test
wer
e
ca
r
r
ied
o
u
t t
o
ev
alu
ate
th
e
im
p
ac
t o
f
PB
L
o
n
th
e
tech
n
ical
co
n
ce
p
ts
o
f
th
e
co
u
r
s
e.
T
h
e
m
ar
k
s
o
b
ta
in
ed
wer
e
u
s
ed
to
s
tu
d
y
an
y
n
o
tab
le
d
if
f
er
e
n
ce
s
r
eg
ar
d
in
g
th
e
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
o
f
th
e
s
tu
d
e
n
ts
f
o
r
th
e
g
iv
en
c
o
u
r
s
e.
T
h
e
m
ea
n
o
f
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
m
ar
k
s
ar
e
s
h
o
wn
in
T
ab
le
3
.
A
p
o
s
itiv
e
d
if
f
e
r
en
ce
b
etwe
en
th
e
m
ea
n
test
m
ar
k
s
s
ig
n
if
ies
th
e
im
p
r
o
v
e
m
en
t
in
th
e
co
u
r
s
e
k
n
o
wled
g
e
a
n
d
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
s
tu
d
en
t.
T
o
v
er
if
y
th
e
o
b
tain
ed
r
esu
lts
,
a
p
air
ed
t
-
tes
t
was
u
s
ed
f
o
r
th
e
s
tatis
t
ical
an
aly
s
is
.
Pair
ed
t
-
test
was
em
p
lo
y
ed
to
ascer
tain
if
th
er
e
was
a
s
u
b
s
tan
tial
d
if
f
er
en
ce
b
etwe
en
t
h
e
two
m
ea
n
s
.
T
esti
n
g
is
d
o
n
e
o
n
th
e
f
o
llo
win
g
n
u
ll
h
y
p
o
th
esis
(
H
0
)
:
t
h
er
e
is
n
o
s
u
b
s
tan
tial
d
if
f
er
en
ce
b
etwe
en
th
e
m
ea
n
m
a
r
k
s
o
f
th
e
s
tu
d
e
n
ts
.
T
h
e
alter
n
ate
h
y
p
o
t
h
esis
(
H
a
)
is
:
t
h
er
e
is
a
s
u
b
s
tan
tial
d
if
f
er
en
ce
b
etwe
en
t
h
e
m
ea
n
m
ar
k
s
o
f
t
h
e
s
tu
d
en
ts
.
Hy
p
o
th
esis
test
in
g
was
d
o
n
e
u
s
in
g
th
e
s
tatis
tical
d
ata
o
f
th
e
p
r
e
-
test
m
ar
k
s
an
d
p
o
s
t
-
test
m
ar
k
s
.
T
ab
le
4
s
h
o
w
s
th
e
r
esu
lt
o
f
th
e
an
aly
s
is
.
T
h
e
ca
lcu
lated
p
air
ed
t
-
test
v
alu
e
is
g
r
ea
ter
th
an
th
e
tab
le
v
alu
e.
Hen
ce
,
we
r
ejec
t
th
e
n
u
ll
h
y
p
o
th
esis
claim
in
g
th
at
th
er
e
is
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
m
ea
n
m
ar
k
s
o
f
th
e
s
tu
d
e
n
ts
.
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
.
5
,
Octo
b
er
20
25
:
4
0
9
9
-
410
8
4104
T
ab
le
3
.
Me
an
v
alu
es o
f
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
m
ar
k
s
Y
e
a
r
Pre
-
t
e
st
m
e
a
n
(
%)
P
o
st
-
t
e
st
me
a
n
(
%)
D
i
f
f
e
r
e
n
c
e
(
%)
21
-
22
6
3
.
3
4
7
1
.
3
7
.
9
6
22
-
23
7
2
.
8
8
8
1
.
5
8
.
6
2
T
ab
le
4
.
T
-
test
o
u
tco
m
es o
f
t
h
e
p
r
e
-
test
an
d
p
o
s
t
-
test
m
ar
k
s
P
a
r
a
me
t
e
r
s
AY
21
-
22
AY
22
-
23
M
e
a
n
4
.
7
6
5
.
1
0
3
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
2
.
7
6
4
.
5
9
S
t
a
n
d
a
r
d
e
r
r
o
r
0
.
3
7
0
.
6
0
C
a
l
c
u
l
a
t
e
d
p
a
i
r
e
d
t
-
t
e
s
t
v
a
l
u
e
1
2
.
8
8
8
.
4
6
(
Tw
o
t
a
i
l
e
d
9
5
%
c
o
n
f
i
d
e
n
c
e
i
n
t
e
r
v
a
l
)
4
.
2
.
Student
f
ee
db
a
ck
a
nd
im
pa
ct
a
na
ly
s
is
Alo
n
g
with
test
in
g
th
e
s
tu
d
e
n
ts
’
ac
ad
em
ic
ac
h
iev
em
en
ts
,
th
eir
o
v
er
all
g
r
o
wth
was
also
s
tu
d
ied
.
Stu
d
en
t
f
ee
d
b
ac
k
was
tak
en
b
ased
o
n
th
eir
lea
r
n
in
g
.
T
h
e
f
ee
d
b
ac
k
was
co
llected
f
o
r
t
wo
ac
ad
em
ic
y
ea
r
s
21
-
2
2
an
d
2
2
-
2
3
.
AI
is
a
p
r
o
g
r
am
elec
tiv
e
f
o
r
th
ir
d
y
ea
r
I
T
s
tu
d
en
ts
.
A
to
tal
o
f
5
6
a
n
d
5
8
s
tu
d
en
ts
o
p
ted
f
o
r
th
e
AI
co
u
r
s
e
in
AY
2
1
-
2
2
an
d
2
2
-
2
3
r
esp
ec
tiv
ely
.
Ou
t o
f
th
ese
4
8
an
d
5
1
s
tu
d
en
ts
r
esp
o
n
d
ed
to
th
e
f
ee
d
b
ac
k
q
u
esti
o
n
s
in
AY
2
1
-
2
2
an
d
2
2
-
2
3
r
esp
ec
tiv
ely
.
T
h
e
q
u
esti
o
n
n
air
e
was
b
ased
o
n
two
p
er
s
p
ec
tiv
es:
en
r
ich
th
e
co
u
r
s
e
k
n
o
wled
g
e
an
d
g
r
o
wt
h
in
in
ter
p
er
s
o
n
al
s
k
ills
af
ter
co
m
p
letio
n
o
f
PB
L
.
Fig
u
r
e
3
s
h
o
ws
th
e
s
tu
d
en
t
r
esp
o
n
s
es r
elate
d
to
en
r
ich
m
e
n
t o
f
th
e
c
o
u
r
s
e
k
n
o
wled
g
e
in
f
o
r
m
o
f
r
atin
g
s
:
ex
ce
llen
t,
g
o
o
d
,
an
d
s
atis
f
ac
to
r
y
.
Fig
u
r
e
3
(
a)
s
h
o
ws
th
e
e
n
h
a
n
ce
m
en
t
in
th
e
p
r
ac
tical
k
n
o
wled
g
e
o
f
t
h
e
s
tu
d
e
n
ts
af
te
r
th
e
PB
L
ex
p
er
ien
ce
.
Fig
u
r
e
3
(
b
)
in
d
ica
te
s
th
e
en
h
an
ce
d
s
elf
-
lear
n
in
g
ca
p
ab
ilit
y
o
f
t
h
e
s
tu
d
en
ts
.
Fig
u
r
e
3
(
c)
s
h
o
ws
th
e
im
p
r
o
v
em
e
n
t
in
s
tu
d
en
ts
f
o
r
a
p
p
ly
in
g
th
e
s
tu
d
ied
k
n
o
wled
g
e
to
th
e
p
r
ac
tical
p
r
o
b
lem
s
.
Fi
g
u
r
e
3
(
d
)
in
d
icate
s
th
e
u
p
g
r
ad
ed
ab
ilit
y
o
f
th
e
s
tu
d
en
ts
to
d
esig
n
s
o
lu
tio
n
s
to
p
r
ac
tical
ap
p
licatio
n
s
.
Fig
u
r
e
s
3
(
e)
an
d
3
(
f
)
s
h
o
ws
th
e
r
ef
in
em
en
t
i
n
g
r
a
p
h
ical
u
s
er
in
ter
f
ac
e
(
GUI
)
d
ev
elo
p
m
e
n
t
an
d
in
teg
r
atio
n
an
d
im
p
r
o
v
em
en
t
in
test
in
g
an
d
an
aly
zin
g
th
e
r
esu
lts
ac
h
iev
ed
r
esp
ec
tiv
ely
.
Ov
er
all
,
Fig
u
r
e
3
in
d
icate
s
h
o
w
im
p
lem
en
tatio
n
o
f
PB
L
,
h
elp
ed
s
tr
en
g
th
en
th
e
co
u
r
s
e
k
n
o
wle
d
g
e
,
an
d
also
h
el
p
ed
th
e
s
tu
d
e
n
ts
to
m
ap
th
e
co
n
ce
p
ts
lear
n
ed
in
th
eo
r
y
class
es
with
th
e
r
ea
l
-
life
ap
p
licatio
n
s
.
T
ab
le
5
s
h
o
ws
th
e
q
u
esti
o
n
s
r
elate
d
to
in
te
r
p
er
s
o
n
al
s
k
ills
d
ev
elo
p
m
e
n
t
in
th
e
q
u
esti
o
n
n
air
e
an
s
wer
ed
b
y
s
tu
d
en
ts
an
d
Fig
u
r
e
4
s
h
o
ws
th
e
s
tu
d
en
t’
s
r
esp
o
n
s
es
f
o
r
in
ter
p
er
s
o
n
al
q
u
esti
o
n
n
air
e.
Fig
u
r
e
s
4
(
a)
an
d
(
b
)
s
h
o
ws th
e
r
esp
o
n
s
es f
o
r
AY
2
1
-
2
2
an
d
2
2
-
23
,
r
esp
ec
tiv
ely
.
4
.
3
.
Dis
cu
s
s
io
n
T
h
e
v
alid
atio
n
r
esu
lts
in
d
icate
th
e
im
p
o
r
tan
ce
o
f
in
tr
o
d
u
ci
n
g
PB
L
o
n
th
e
h
o
lis
tic
d
ev
el
o
p
m
en
t
o
f
h
ig
h
er
ed
u
ca
tio
n
s
tu
d
en
ts
,
p
ar
ticu
lar
ly
with
in
tech
n
ical
d
is
cip
lin
es.
T
h
e
r
esu
lts
o
b
tain
ed
im
p
lies
th
e
f
o
llo
win
g
:
i)
PB
L
lead
s
to
en
h
an
ce
d
s
tu
d
en
t
en
g
ag
em
e
n
t
as
it
in
v
o
lv
es
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
th
at
ca
n
m
o
tiv
ate
s
tu
d
en
ts
.
T
h
is
h
ig
h
er
en
g
a
g
e
m
en
t
ca
n
in
d
u
ce
b
etter
r
eten
t
io
n
r
ates
a
n
d
d
ee
p
er
lear
n
i
n
g
;
ii)
PB
L
h
elp
s
in
m
ak
in
g
ed
u
ca
tio
n
m
o
r
e
r
elev
an
t
to
in
d
u
s
tr
y
n
ee
d
s
as
it
b
r
id
g
es
th
e
g
ap
s
b
etwe
en
th
e
o
r
et
ical
k
n
o
wled
g
e
an
d
p
r
ac
tical
ap
p
licatio
n
.
T
h
is
h
elp
s
th
e
s
tu
d
en
ts
u
n
d
er
s
tan
d
th
e
ap
p
licab
ilit
y
o
f
th
eir
l
ea
r
n
in
g
s
;
iii)
PB
L
en
co
u
r
a
g
es
s
tu
d
en
ts
to
tak
e
ch
ar
g
e
o
f
t
h
eir
o
wn
lear
n
in
g
s
,
lead
in
g
to
a
m
i
n
d
s
et
o
f
life
lo
n
g
lear
n
i
n
g
;
iv
)
E
n
g
in
ee
r
in
g
p
r
o
jects
o
f
te
n
r
eq
u
i
r
e
k
n
o
wled
g
e
f
r
o
m
m
u
lt
ip
le
d
is
cip
lin
es.
PB
L
en
co
u
r
a
g
es
th
e
in
teg
r
atio
n
o
f
co
n
ce
p
ts
f
r
o
m
v
ar
io
u
s
f
ield
s
,
p
r
o
m
o
tin
g
a
h
o
lis
tic
ap
p
r
o
a
ch
to
p
r
o
b
lem
-
s
o
lv
in
g
; a
n
d
v
)
I
n
tr
o
d
u
cin
g
PB
L
in
tech
n
ical
d
is
cip
lin
es
lik
e
en
g
i
n
ee
r
in
g
p
r
o
m
o
tes
th
e
d
e
m
o
n
s
tr
atio
n
o
f
s
tu
d
en
ts
’
ca
p
a
b
ilit
ies
an
d
r
ea
d
i
n
ess
f
o
r
p
r
o
f
ess
io
n
al
ch
allen
g
es.
I
n
g
en
er
al,
PB
L
alig
n
s
well
w
ith
th
e
d
em
an
d
s
o
f
en
g
in
ee
r
in
g
ed
u
ca
tio
n
,
eq
u
ip
p
in
g
s
tu
d
en
ts
with
th
e
n
ec
ess
ar
y
s
k
ills
,
m
in
d
s
et,
a
n
d
ex
p
er
ien
ce
to
ex
ce
l
in
th
eir
p
r
o
f
ess
io
n
al
p
r
ac
tice.
PB
L
m
ay
r
eq
u
ir
e
co
llab
o
r
atio
n
with
in
d
u
s
tr
y
p
ar
tn
e
r
s
to
p
r
o
v
id
e
s
tu
d
e
n
ts
with
r
ea
l
wo
r
ld
p
r
o
b
lem
s
to
s
o
lv
e.
Su
c
h
co
llab
o
r
atio
n
s
h
el
p
in
s
tr
en
g
th
en
in
g
th
e
ties
b
etwe
en
ac
a
d
em
ia
an
d
in
d
u
s
tr
y
lead
in
g
to
m
o
r
e
o
p
p
o
r
tu
n
ities
f
o
r
in
ter
n
s
h
ip
s
,
jo
b
p
lace
m
en
ts
,
a
n
d
jo
in
t r
esear
c
h
p
r
o
jects.
I
t a
ls
o
en
s
u
r
es th
at
th
e
cu
r
r
ic
u
lu
m
r
em
ain
s
r
elev
an
t to
cu
r
r
en
t in
d
u
s
tr
y
p
r
ac
tices a
n
d
tech
n
o
lo
g
ies.
E
d
u
ca
to
r
s
s
h
o
u
l
d
co
n
tin
u
e
to
ex
p
lo
r
e
in
n
o
v
ativ
e
ap
p
r
o
ac
h
es
to
ac
co
m
m
o
d
ate
d
iv
e
r
s
e
lear
n
in
g
s
ty
les
an
d
lev
er
a
g
e
tech
n
o
lo
g
y
to
f
ac
ilit
ate
co
llab
o
r
ativ
e
lea
r
n
in
g
e
x
p
er
ien
ce
s
th
r
o
u
g
h
ef
f
ec
tiv
e
teac
h
er
s
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
[
3
0
]
,
[
3
1
]
.
Su
ch
d
e
v
elo
p
m
en
t
p
r
o
g
r
a
m
s
ca
n
s
ig
n
if
ican
tly
en
h
an
ce
teac
h
in
g
q
u
ality
a
n
d
o
v
er
all
e
d
u
ca
tio
n
al
o
u
tco
m
es
b
y
in
t
r
o
d
u
cin
g
teac
h
e
r
s
to
m
o
d
e
r
n
as
s
ess
m
en
t
m
eth
o
d
s
,
in
clu
d
in
g
f
o
r
m
ativ
e
a
n
d
s
u
m
m
ativ
e
ev
alu
atio
n
s
,
r
u
b
r
ics,
an
d
p
ee
r
ass
ess
m
en
ts
.
T
h
is
en
s
u
r
es
m
o
r
e
ef
f
ec
tiv
e
m
ea
s
u
r
em
en
t o
f
s
tu
d
en
t p
r
o
g
r
ess
an
d
lear
n
in
g
o
u
tco
m
es.
I
n
teg
r
atin
g
PB
L
ca
n
b
e
d
o
n
e
a
t d
if
f
er
en
t le
v
els o
f
cu
r
r
icu
lu
m
s
tar
tin
g
with
s
m
all
s
ca
le
p
r
o
jects in
th
e
f
ir
s
t
o
r
s
ec
o
n
d
y
ea
r
,
in
cr
ea
s
in
g
co
m
p
lex
ity
o
f
p
r
o
jects
in
th
e
th
ir
d
y
ea
r
an
d
a
c
o
m
p
r
eh
en
s
iv
e
ca
p
s
to
n
e
p
r
o
ject
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
I
n
teg
r
a
tin
g
p
r
o
ject
-
b
a
s
ed
lea
r
n
in
g
fo
r
en
h
a
n
cin
g
h
ig
h
er e
d
u
ca
tio
n
w
ith
in
a
n
o
u
tc
o
me
…
(
R
a
d
h
ik
a
B
h
a
g
w
a
t
)
4105
in
th
e
f
in
al
y
ea
r
.
T
h
u
s
,
in
co
r
p
o
r
atin
g
PB
L
in
e
n
g
in
ee
r
in
g
cu
r
r
icu
lu
m
,
f
o
s
ter
s
a
h
an
d
s
-
o
n
,
s
tu
d
e
n
t
-
ce
n
ter
ed
ap
p
r
o
ac
h
th
at
n
o
t
o
n
ly
r
ein
f
o
r
ce
s
tech
n
ical
co
m
p
eten
cies b
u
t a
ls
o
n
u
r
tu
r
es c
r
itical
n
o
n
-
tec
h
n
ical
s
k
ills
s
u
ch
as
team
wo
r
k
,
co
m
m
u
n
icatio
n
,
an
d
life
lo
n
g
lea
r
n
in
g
g
iv
in
g
th
e
m
d
ee
p
er
u
n
d
e
r
s
tan
d
in
g
o
f
e
n
g
in
ee
r
in
g
p
r
in
cip
les.
(
a)
(
b
)
(
c)
(
d
)
(
e)
(f)
Fig
u
r
e
3
.
Stu
d
e
n
t’
s
r
esp
o
n
s
es
to
en
r
ich
m
e
n
t in
co
u
r
s
e
k
n
o
wled
g
e:
(
a)
e
n
h
an
ce
m
en
t
in
p
r
ac
tical
k
n
o
wled
g
e,
(
b
)
en
h
an
ce
d
s
elf
-
s
tu
d
y
,
(
c
)
ap
p
licatio
n
o
f
s
tu
d
ie
d
k
n
o
wled
g
e,
(
d
)
d
esig
n
s
o
lu
tio
n
s
f
o
r
p
r
ac
tical
ap
p
licatio
n
s
,
(
e)
en
h
a
n
ce
m
en
t
in
GUI
d
ev
el
o
p
m
en
t a
n
d
in
teg
r
atio
n
,
a
n
d
(
f
)
en
h
an
ce
m
en
t
in
test
in
g
a
n
d
a
n
aly
zin
g
r
esu
lts
T
ab
le
5
.
Feed
b
ac
k
q
u
esti
o
n
n
ai
r
e
Q
u
e
st
i
o
n
n
o
.
I
n
t
e
r
p
e
r
s
o
n
a
l
sk
i
l
l
s
Q
1
.
I
mp
r
o
v
e
t
h
e
d
o
c
u
me
n
t
a
t
i
o
n
a
n
d
p
r
e
s
e
n
t
a
t
i
o
n
s
k
i
l
l
s
Q
2
.
P
r
o
mo
t
e
c
o
l
l
a
b
o
r
a
t
i
v
e
l
e
a
r
n
i
n
g
Q
3
.
I
mp
r
o
v
e
c
o
mm
u
n
i
c
a
t
i
o
n
s
k
i
l
l
s
Q
4
.
S
t
r
e
n
g
t
h
e
n
p
r
o
j
e
c
t
p
l
a
n
n
i
n
g
a
n
d
me
e
t
i
n
g
su
b
m
i
ssi
o
n
d
e
a
d
l
i
n
e
s
Q
5
.
U
p
g
r
a
d
e
p
r
o
g
r
a
mm
i
n
g
s
k
i
l
l
s
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
.
5
,
Octo
b
er
20
25
:
4
0
9
9
-
410
8
4106
(
a)
(
b
)
Fig
u
r
e
4
.
Stu
d
e
n
t’
s
r
esp
o
n
s
es
f
o
r
in
ter
p
er
s
o
n
al
q
u
esti
o
n
n
air
e
: (
a)
AY
2
1
-
2
2
a
n
d
(
b
)
2
2
-
23
5.
CO
NCLU
SI
O
N
T
h
is
r
esear
ch
r
ep
o
r
ts
a
s
tr
u
ctu
r
ed
PB
L
f
r
am
ewo
r
k
th
at
in
v
o
lv
es
ca
s
e
s
tu
d
y
an
d
lear
n
in
g
b
y
d
o
in
g
p
ed
ag
o
g
y
tech
n
iq
u
es.
T
h
is
ac
tiv
e
lear
n
in
g
s
tr
ateg
y
was
im
p
lem
en
ted
f
o
r
th
e
AI
co
u
r
s
e
f
o
r
th
e
th
ir
d
y
ea
r
I
T
s
tu
d
en
ts
.
T
h
e
s
tu
d
y
f
o
cu
s
ed
o
n
ev
alu
atin
g
t
h
e
en
h
an
ce
m
e
n
t
o
f
tech
n
ical
ex
p
er
tis
e,
in
clu
d
in
g
p
r
o
b
lem
-
s
o
lv
in
g
an
d
alg
o
r
ith
m
ic
th
in
k
in
g
,
a
s
well
as
n
o
n
-
tech
n
ical
co
m
p
eten
cies,
in
clu
d
in
g
ef
f
ec
t
iv
e
co
m
m
u
n
icatio
n
,
team
wo
r
k
,
an
d
a
d
is
p
o
s
itio
n
to
war
d
s
life
lo
n
g
lear
n
in
g
.
T
h
e
s
tatis
tical
an
aly
s
is
d
o
n
e
in
d
icate
s
im
p
r
o
v
ed
co
u
r
s
e
k
n
o
wled
g
e
an
d
b
asic
co
n
ce
p
ts
wh
ile
th
e
f
ee
d
b
ac
k
tak
en
f
r
o
m
t
h
e
s
tu
d
en
ts
at
th
e
en
d
o
f
th
e
c
o
u
r
s
e
r
ef
lects
th
e
co
m
p
r
e
h
en
s
iv
e
g
r
o
wth
o
f
th
e
lear
n
er
s
’
th
at
i
n
c
lu
d
e
b
o
t
h
tech
n
ical
an
d
n
o
n
-
t
ec
h
n
ical
s
k
ills
lik
e
p
r
o
ject
en
h
an
ce
d
co
u
r
s
e
k
n
o
wled
g
e,
m
an
a
g
em
en
t
s
k
ills
,
i
n
cr
ea
s
ed
co
o
p
er
atio
n
,
lead
er
s
h
ip
,
an
d
im
p
r
o
v
ed
in
ter
p
er
s
o
n
al
s
k
ills
.
T
h
e
r
esu
lts
s
ig
n
if
y
th
at
th
e
PB
L
tech
n
iq
u
e
s
tim
u
lates
cr
itical
th
in
k
in
g
an
d
h
ig
h
er
co
g
n
itiv
e
lev
el
th
in
k
in
g
in
th
e
lear
n
er
s
.
I
t
h
elp
s
to
b
r
id
g
e
t
h
e
d
is
p
ar
ity
b
etwe
en
th
e
o
r
etica
l
co
n
ce
p
ts
an
d
its
r
ea
l
-
wo
r
ld
im
p
lem
en
tatio
n
s
.
I
t
also
p
r
o
m
o
tes
s
elf
-
lear
n
in
g
,
co
llab
o
r
ativ
e
lear
n
in
g
,
tim
e
an
d
r
eso
u
r
c
e
m
an
ag
em
en
t,
p
er
s
ev
er
a
n
ce
,
a
n
d
s
elf
co
n
f
id
en
ce
th
at
ar
e
a
p
ar
t
o
f
p
r
o
ject
m
a
n
ag
em
e
n
t
s
k
ills
.
T
h
e
in
teg
r
atio
n
o
f
PB
L
in
an
OB
E
f
r
am
ewo
r
k
h
o
ld
s
im
m
en
s
e
p
r
o
m
is
e
f
o
r
en
h
an
cin
g
th
e
q
u
ality
an
d
ef
f
ec
tiv
en
ess
o
f
h
ig
h
er
ed
u
ca
tio
n
,
p
a
r
ticu
lar
ly
in
th
e
f
ield
o
f
en
g
in
ee
r
in
g
.
I
n
th
e
f
u
tu
r
e,
PB
L
ca
n
d
r
iv
e
in
n
o
v
a
tio
n
in
cu
r
r
icu
lu
m
d
esig
n
,
p
u
s
h
in
g
e
d
u
ca
to
r
s
t
o
cr
ea
te
m
o
r
e
in
ter
d
is
cip
lin
ar
y
an
d
in
teg
r
ativ
e
lear
n
in
g
ex
p
er
ien
ce
s
an
d
s
tr
en
g
th
en
th
e
ties
b
etwe
en
ac
ad
em
ia
an
d
i
n
d
u
s
tr
y
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
R
ad
h
ik
a
B
h
ag
wat
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
An
ag
h
a
Ku
lk
a
r
n
i
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
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
I
n
teg
r
a
tin
g
p
r
o
ject
-
b
a
s
ed
lea
r
n
in
g
fo
r
en
h
a
n
cin
g
h
ig
h
er e
d
u
ca
tio
n
w
ith
in
a
n
o
u
tc
o
me
…
(
R
a
d
h
ik
a
B
h
a
g
w
a
t
)
4107
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
t
h
at
s
u
p
p
o
r
t
th
e
f
in
d
in
g
s
o
f
t
h
is
s
tu
d
y
ar
e
av
ailab
l
e
f
r
o
m
th
e
c
o
r
r
esp
o
n
d
in
g
au
t
h
o
r
[
RB
]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
A
.
P
.
P
h
i
l
i
p
a
n
d
D
.
B
e
n
n
e
t
t
,
“
U
si
n
g
d
e
l
i
b
e
r
a
t
e
m
i
st
a
k
e
s
t
o
h
e
i
g
h
t
e
n
st
u
d
e
n
t
a
t
t
e
n
t
i
o
n
,
”
J
o
u
rn
a
l
o
f
U
n
i
v
e
rs
i
t
y
T
e
a
c
h
i
n
g
a
n
d
L
e
a
r
n
i
n
g
Pr
a
c
t
i
c
e
,
v
o
l
.
1
8
,
n
o
.
6
,
p
p
.
1
9
3
–
2
1
2
,
2
0
2
1
,
d
o
i
:
1
0
.
5
3
7
6
1
/
1
.
1
8
.
6
.
1
3
.
[
2
]
R
.
L
.
P
.
Te
i
x
e
i
r
a
,
P
.
C
.
D
.
S
i
l
v
a
,
R
.
S
h
i
t
su
k
a
,
M
.
L
.
d
e
A.
B
r
i
t
o
,
B
.
M
.
K
a
i
z
e
r
,
a
n
d
P
.
d
a
C.
E
.
S
i
l
v
a
,
“
P
r
o
j
e
c
t
b
a
s
e
d
l
e
a
r
n
i
n
g
i
n
e
n
g
i
n
e
e
r
i
n
g
e
d
u
c
a
t
i
o
n
i
n
c
l
o
s
e
c
o
l
l
a
b
o
r
a
t
i
o
n
w
i
t
h
i
n
d
u
s
t
r
y
,
”
in
2
0
2
0
I
EEE
G
l
o
b
a
l
E
n
g
i
n
e
e
ri
n
g
Ed
u
c
a
t
i
o
n
C
o
n
f
e
r
e
n
c
e
(
ED
U
C
O
N
)
,
2
0
2
0
,
p
p
.
1
9
4
5
–
1
9
5
3
,
d
o
i
:
1
0
.
1
1
0
9
/
ED
U
C
O
N
4
5
6
5
0
.
2
0
2
0
.
9
1
2
5
3
4
1
.
[
3
]
S
.
B
h
a
t
,
S
.
B
h
a
t
,
R
.
R
a
j
u
,
R
.
D
’
S
o
u
z
a
,
a
n
d
K
.
G
.
B
i
n
u
,
“
C
o
l
l
a
b
o
r
a
t
i
v
e
l
e
a
r
n
i
n
g
f
o
r
o
u
t
c
o
m
e
b
a
se
d
e
n
g
i
n
e
e
r
i
n
g
e
d
u
c
a
t
i
o
n
:
A
l
e
a
n
t
h
i
n
k
i
n
g
a
p
p
r
o
a
c
h
,
”
Pr
o
c
e
d
i
a
C
o
m
p
u
t
e
r S
c
i
e
n
c
e
,
v
o
l
.
1
7
2
,
p
p
.
9
2
7
–
9
3
6
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
p
r
o
c
s.
2
0
2
0
.
0
5
.
1
3
4
.
[
4
]
M
.
D
e
o
r
e
a
n
d
S
.
A
r
o
r
a
,
“
Ef
f
e
c
t
i
v
e
Th
i
n
k
-
P
a
i
r
-
S
h
a
r
e
P
e
d
a
g
o
g
i
c
a
l
S
t
r
a
t
e
g
y
t
o
I
mp
r
o
v
e
I
n
f
e
r
e
n
t
i
a
l
S
t
a
t
i
st
i
c
s
C
o
n
c
e
p
t
U
n
d
e
r
st
a
n
d
i
n
g
,
”
J
o
u
r
n
a
l
o
f
En
g
i
n
e
e
ri
n
g
E
d
u
c
a
t
i
o
n
T
r
a
n
s
f
o
rm
a
t
i
o
n
s
,
v
o
l
.
3
6
,
n
o
.
S
p
e
c
i
a
l
I
ssu
e
,
p
p
.
2
5
–
3
2
,
2
0
2
2
,
d
o
i
:
1
0
.
1
6
9
2
0
/
j
e
e
t
/
2
0
2
2
/
v
3
6
i
s
1
/
2
2
1
7
0
.
[
5
]
M
.
A
.
A
l
M
a
m
u
n
,
M
.
A
.
K
.
A
z
a
d
,
M
.
A
.
A
l
M
a
m
u
n
,
a
n
d
M
.
B
o
y
l
e
,
“
R
e
v
i
e
w
o
f
f
l
i
p
p
e
d
l
e
a
r
n
i
n
g
i
n
e
n
g
i
n
e
e
r
i
n
g
e
d
u
c
a
t
i
o
n
:
S
c
i
e
n
t
i
f
i
c
m
a
p
p
i
n
g
a
n
d
r
e
s
e
a
r
c
h
h
o
r
i
z
o
n
,
”
E
d
u
c
a
t
i
o
n
a
n
d
I
n
f
o
rm
a
t
i
o
n
T
e
c
h
n
o
l
o
g
i
e
s
,
v
o
l
.
2
7
,
n
o
.
1
,
p
p
.
1
2
6
1
–
1
2
8
6
,
Ja
n
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
6
3
9
-
021
-
1
0
6
3
0
-
z.
[
6
]
L.
R
.
M
u
r
i
l
l
o
-
Za
m
o
r
a
n
o
,
J.
Á
.
L.
S
á
n
c
h
e
z
,
a
n
d
A
.
L
.
G
o
d
o
y
-
C
a
b
a
l
l
e
r
o
,
“
H
o
w
t
h
e
f
l
i
p
p
e
d
c
l
a
ssr
o
o
m a
f
f
e
c
t
s
k
n
o
w
l
e
d
g
e
,
sk
i
l
l
s,
a
n
d
e
n
g
a
g
e
m
e
n
t
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
Ef
f
e
c
t
s
o
n
s
t
u
d
e
n
t
s’
s
a
t
i
sf
a
c
t
i
o
n
,
”
C
o
m
p
u
t
e
rs
a
n
d
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
4
1
,
p
.
1
0
3
6
0
8
,
2
0
1
9
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
o
m
p
e
d
u
.
2
0
1
9
.
1
0
3
6
0
8
.
[
7
]
R
.
M
.
G
i
l
l
i
e
s,
“
P
r
o
mo
t
i
n
g
a
c
a
d
e
m
i
c
a
l
l
y
p
r
o
d
u
c
t
i
v
e
st
u
d
e
n
t
d
i
a
l
o
g
u
e
d
u
r
i
n
g
c
o
l
l
a
b
o
r
a
t
i
v
e
l
e
a
r
n
i
n
g
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
Re
s
e
a
r
c
h
,
v
o
l
.
9
7
,
p
p
.
2
0
0
–
2
0
9
,
2
0
1
9
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
i
j
e
r
.
2
0
1
7
.
0
7
.
0
1
4
.
[
8
]
M
.
O
r
t
i
z
-
R
o
j
a
s,
K
.
C
h
i
l
u
i
z
a
,
a
n
d
M
.
V
a
l
c
k
e
,
“
G
a
m
i
f
i
c
a
t
i
o
n
t
h
r
o
u
g
h
l
e
a
d
e
r
b
o
a
r
d
s
:
A
n
e
m
p
i
r
i
c
a
l
st
u
d
y
i
n
e
n
g
i
n
e
e
r
i
n
g
e
d
u
c
a
t
i
o
n
,
”
C
o
m
p
u
t
e
r
A
p
p
l
i
c
a
t
i
o
n
s i
n
En
g
i
n
e
e
ri
n
g
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
7
,
n
o
.
4
,
p
p
.
7
7
7
–
7
8
8
,
2
0
1
9
,
d
o
i
:
1
0
.
1
0
0
2
/
c
a
e
.
1
2
1
1
6
.
[
9
]
J.
D
í
a
z
-
R
a
mí
r
e
z
,
“
G
a
m
i
f
i
c
a
t
i
o
n
i
n
e
n
g
i
n
e
e
r
i
n
g
e
d
u
c
a
t
i
o
n
–
A
n
e
m
p
i
r
i
c
a
l
a
sse
ssm
e
n
t
o
n
l
e
a
r
n
i
n
g
a
n
d
g
a
me
p
e
r
f
o
r
ma
n
c
e
,
”
H
e
l
i
y
o
n
,
v
o
l
.
6
,
n
o
.
9
,
p
.
e
0
4
9
7
2
,
S
e
p
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
h
e
l
i
y
o
n
.
2
0
2
0
.
e
0
4
9
7
2
.
[
1
0
]
J.
E.
O
h
,
Y
.
K
.
C
h
a
n
,
A
.
K
o
n
g
,
a
n
d
H
.
M
a
,
“
A
n
i
m
a
t
i
o
n
S
t
u
d
e
n
t
s’
E
n
g
a
g
e
me
n
t
a
n
d
M
o
t
i
v
a
t
i
o
n
t
h
r
o
u
g
h
P
e
e
r
Te
a
c
h
i
n
g
:
O
n
l
i
n
e
F
l
i
p
p
e
d
C
l
a
ssr
o
o
m
A
p
p
r
o
a
c
h
,
”
Ar
c
h
i
v
e
s
o
f
D
e
si
g
n
R
e
se
a
rc
h
,
v
o
l
.
3
5
,
n
o
.
1
,
p
p
.
7
–
2
3
,
2
0
2
2
,
d
o
i
:
1
0
.
1
5
1
8
7
/
a
d
r
.
2
0
2
2
.
0
2
.
3
5
.
1
.
7
.
[
1
1
]
E.
R
i
b
e
i
r
o
-
S
i
l
v
a
,
C
.
A
mo
r
i
m,
J.
L
.
A
p
a
r
i
c
i
o
-
H
e
r
g
u
e
d
a
s
,
a
n
d
P
.
B
a
t
i
st
a
,
“
Tr
e
n
d
s
o
f
A
c
t
i
v
e
Le
a
r
n
i
n
g
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
a
n
d
S
t
u
d
e
n
t
s’
W
e
l
l
-
B
e
i
n
g
:
A
Li
t
e
r
a
t
u
r
e
R
e
v
i
e
w
,
”
Fr
o
n
t
i
e
rs
i
n
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
3
,
p
.
8
4
4
2
3
6
,
2
0
2
2
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
g
.
2
0
2
2
.
8
4
4
2
3
6
.
[
1
2
]
V
.
N
.
Ta
r
r
a
y
o
,
R
.
M
.
O
.
P
a
z
,
a
n
d
E
.
C
.
G
e
p
i
l
a
,
“
Th
e
s
h
i
f
t
t
o
f
l
e
x
i
b
l
e
l
e
a
r
n
i
n
g
a
m
i
d
s
t
t
h
e
p
a
n
d
e
mi
c
:
t
h
e
c
a
se
o
f
En
g
l
i
sh
l
a
n
g
u
a
g
e
t
e
a
c
h
e
r
s
i
n
a
P
h
i
l
i
p
p
i
n
e
st
a
t
e
u
n
i
v
e
r
s
i
t
y
,
”
I
n
n
o
v
a
t
i
o
n
i
n
L
a
n
g
u
a
g
e
L
e
a
r
n
i
n
g
a
n
d
T
e
a
c
h
i
n
g
,
v
o
l
.
1
7
,
n
o
.
1
,
p
p
.
1
3
0
–
1
4
3
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
1
7
5
0
1
2
2
9
.
2
0
2
1
.
1
9
4
4
1
6
3
.
[
1
3
]
A
.
D
.
P
a
t
a
n
g
e
,
A
.
K
.
B
e
w
o
o
r
,
S
.
P
.
D
e
sh
m
u
k
h
,
S
.
S
.
M
u
l
i
k
,
S
.
S
.
P
a
r
d
e
sh
i
,
a
n
d
R
.
J
e
g
a
d
e
e
s
h
w
a
r
a
n
,
“
I
mp
r
o
v
i
n
g
p
r
o
g
r
a
m
o
u
t
c
o
m
e
a
t
t
a
i
n
me
n
t
s
u
si
n
g
p
r
o
j
e
c
t
b
a
se
d
l
e
a
r
n
i
n
g
a
p
p
r
o
a
c
h
f
o
r
:
U
g
c
o
u
r
se
-
mec
h
a
t
r
o
n
i
c
s,”
J
o
u
rn
a
l
o
f
En
g
i
n
e
e
ri
n
g
E
d
u
c
a
t
i
o
n
T
ra
n
s
f
o
rm
a
t
i
o
n
s
,
v
o
l
.
3
3
,
n
o
.
1
,
p
p
.
1
–
8
,
2
0
1
9
.
[
1
4
]
A
.
M
.
D
e
s
h
p
a
n
d
e
,
“
P
r
o
j
e
c
t
B
a
s
e
d
L
e
a
r
n
i
n
g
A
p
p
r
o
a
c
h
i
n
D
i
g
i
t
a
l
S
i
g
n
a
l
P
r
o
c
e
ssi
n
g
C
o
u
r
se
f
o
r
I
n
c
r
e
a
si
n
g
Le
a
r
n
e
r
s’
C
o
g
n
i
t
i
v
e
a
n
d
B
e
h
a
v
i
o
r
a
l
E
n
g
a
g
e
me
n
t
t
o
P
r
o
m
o
t
e
S
e
l
f
-
Le
a
r
n
i
n
g
,
”
J
o
u
r
n
a
l
o
f
E
n
g
i
n
e
e
r
i
n
g
E
d
u
c
a
t
i
o
n
T
r
a
n
s
f
o
rm
a
t
i
o
n
s
,
v
o
l
.
3
6
,
n
o
.
S
p
e
c
i
a
l
I
ssu
e
,
p
p
.
6
6
–
7
2
,
2
0
2
2
,
d
o
i
:
1
0
.
1
6
9
2
0
/
j
e
e
t
/
2
0
2
2
/
v
3
6
i
s
1
/
2
2
1
7
7
.
[
1
5
]
P
.
K
u
l
k
a
r
n
i
a
n
d
D
.
R
a
m
d
a
s
i
,
“
P
r
o
j
e
c
t
-
B
a
se
d
Le
a
r
n
i
n
g
Te
c
h
n
i
q
u
e
f
o
r
H
o
l
i
s
t
i
c
D
e
v
e
l
o
p
m
e
n
t
o
f
S
t
u
d
e
n
t
s
,
”
J
o
u
rn
a
l
o
f
E
n
g
i
n
e
e
ri
n
g
Ed
u
c
a
t
i
o
n
T
r
a
n
sf
o
rm
a
t
i
o
n
s
,
v
o
l
.
3
6
,
n
o
.
S
p
e
c
i
a
l
I
ssu
e
,
p
p
.
5
6
–
6
2
,
2
0
2
2
,
d
o
i
:
1
0
.
1
6
9
2
0
/
j
e
e
t
/
2
0
2
2
/
v
3
6
i
s1
/
2
2
1
7
5
.
[
1
6
]
R
.
S
h
p
e
i
z
e
r
,
“
To
w
a
r
d
s
a
S
u
c
c
e
ssf
u
l
I
n
t
e
g
r
a
t
i
o
n
o
f
P
r
o
j
e
c
t
-
b
a
se
d
L
e
a
r
n
i
n
g
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
:
C
h
a
l
l
e
n
g
e
s,
Te
c
h
n
o
l
o
g
i
e
s
a
n
d
M
e
t
h
o
d
s
o
f
I
mp
l
e
m
e
n
t
a
t
i
o
n
,
”
U
n
i
v
e
rsa
l
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
Re
se
a
rc
h
,
v
o
l
.
7
,
n
o
.
8
,
p
p
.
1
7
6
5
–
1
7
7
1
,
A
u
g
.
2
0
1
9
,
d
o
i
:
1
0
.
1
3
1
8
9
/
u
j
e
r
.
2
0
1
9
.
0
7
0
8
1
5
.
[
1
7
]
P
.
G
u
o
,
N
.
S
a
a
b
,
L
.
S
.
P
o
s
t
,
a
n
d
W
.
A
d
mi
r
a
a
l
,
“
A
r
e
v
i
e
w
o
f
p
r
o
j
e
c
t
-
b
a
se
d
l
e
a
r
n
i
n
g
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
S
t
u
d
e
n
t
o
u
t
c
o
m
e
s
a
n
d
mea
s
u
r
e
s,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
R
e
se
a
rc
h
,
v
o
l
.
1
0
2
,
p
.
1
0
1
5
8
6
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
i
j
e
r
.
2
0
2
0
.
1
0
1
5
8
6
.
[
1
8
]
M
.
D
.
C
.
G
r
a
n
a
d
o
-
A
l
c
ó
n
,
D
.
G
ó
me
z
-
B
a
y
a
,
E
.
H
e
r
r
e
r
a
-
G
u
t
i
é
r
r
e
z
,
M
.
V
é
l
e
z
-
To
r
a
l
,
P
.
A
l
o
n
s
o
-
M
a
r
t
í
n
,
a
n
d
M
.
T
.
M
a
r
t
í
n
e
z
-
F
r
u
t
o
s
,
“
P
r
o
j
e
c
t
-
b
a
s
e
d
l
e
a
r
n
i
n
g
a
n
d
t
h
e
a
c
q
u
i
si
t
i
o
n
o
f
c
o
m
p
e
t
e
n
c
i
e
s
a
n
d
k
n
o
w
l
e
d
g
e
t
r
a
n
sf
e
r
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
”
S
u
st
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
2
,
n
o
.
2
3
,
p
.
1
0
0
6
2
,
2
0
2
0
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
2
2
3
1
0
0
6
2
.
[
1
9
]
C.
-
H
.
C
h
e
n
a
n
d
Y
.
-
C
.
Y
a
n
g
,
“
R
e
v
i
si
t
i
n
g
t
h
e
e
f
f
e
c
t
s
o
f
p
r
o
j
e
c
t
-
b
a
se
d
l
e
a
r
n
i
n
g
o
n
s
t
u
d
e
n
t
s’
a
c
a
d
e
mi
c
a
c
h
i
e
v
e
me
n
t
:
A
met
a
-
a
n
a
l
y
si
s
i
n
v
e
st
i
g
a
t
i
n
g
m
o
d
e
r
a
t
o
r
s,”
E
d
u
c
a
t
i
o
n
a
l
Re
se
a
rc
h
R
e
v
i
e
w
,
v
o
l
.
2
6
,
p
p
.
7
1
–
8
1
,
F
e
b
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
e
d
u
r
e
v
.
2
0
1
8
.
1
1
.
0
0
1
.
[
2
0
]
A
.
Že
r
o
v
n
i
k
a
n
d
I
.
N.
Š
e
r
b
e
c
,
“
P
r
o
j
e
c
t
-
B
a
s
e
d
Le
a
r
n
i
n
g
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
,
”
i
n
T
e
c
h
n
o
l
o
g
y
S
u
p
p
o
r
t
e
d
A
c
t
i
v
e
L
e
a
rn
i
n
g
:
S
t
u
d
e
n
t
-
C
e
n
t
e
re
d
Ap
p
r
o
a
c
h
e
s
,
C
.
V
.
d
e
C
a
r
v
a
l
h
o
a
n
d
M
.
B
a
u
t
e
r
s,
E
d
s.
,
S
i
n
g
a
p
o
r
e
:
S
p
r
i
n
g
e
r
S
i
n
g
a
p
o
r
e
,
2
0
2
1
,
p
p
.
3
1
–
57
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
9
8
1
-
16
-
2
0
8
2
-
9
_
3
.
[
2
1
]
T.
G.
-
d
e
l
R
i
o
a
n
d
J.
R
o
d
r
i
g
u
e
z
,
“
D
e
s
i
g
n
a
n
d
a
ss
e
ssm
e
n
t
o
f
a
p
r
o
j
e
c
t
-
b
a
se
d
l
e
a
r
n
i
n
g
i
n
a
l
a
b
o
r
a
t
o
r
y
f
o
r
i
n
t
e
g
r
a
t
i
n
g
k
n
o
w
l
e
d
g
e
a
n
d
i
mp
r
o
v
i
n
g
e
n
g
i
n
e
e
r
i
n
g
d
e
si
g
n
s
k
i
l
l
s,
”
E
d
u
c
a
t
i
o
n
f
o
r
C
h
e
m
i
c
a
l
E
n
g
i
n
e
e
rs
,
v
o
l
.
4
0
,
p
p
.
1
7
–
2
8
,
J
u
l
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
e
c
e
.
2
0
2
2
.
0
4
.
0
0
2
.
[
2
2
]
G
.
R
.
C
o
st
e
l
l
o
,
K
.
R
.
D
a
v
i
s
,
a
n
d
O
.
S
.
C
r
o
c
c
o
,
“
L
e
a
r
n
i
n
g
b
y
D
o
i
n
g
:
S
t
u
d
e
n
t
&
F
a
c
u
l
t
y
R
e
f
l
e
c
t
i
o
n
s
o
n
a
C
o
l
l
a
b
o
r
a
t
i
v
e
M
o
d
e
l
f
o
r
C
o
n
d
u
c
t
i
n
g
a
n
d
P
u
b
l
i
s
h
i
n
g
M
i
x
e
d
M
e
t
h
o
d
s
R
e
s
e
a
r
c
h
i
n
a
G
r
a
d
u
a
t
e
C
o
u
r
s
e
,
”
I
n
n
o
v
a
t
i
v
e
H
i
g
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
4
7
,
n
o
.
6
,
p
p
.
1
0
6
7
–
1
0
8
4
,
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
7
5
5
-
0
2
2
-
0
9
6
2
9
-
2.
[
2
3
]
S
.
N
a
z
a
r
o
v
a
n
d
B
.
Ju
m
a
y
e
v
,
“
P
r
o
j
e
c
t
-
b
a
s
e
d
L
a
b
o
r
a
t
o
r
y
A
ssi
g
n
me
n
t
s
t
o
S
u
p
p
o
r
t
D
i
g
i
t
a
l
Tr
a
n
sf
o
r
mat
i
o
n
o
f
Ed
u
c
a
t
i
o
n
i
n
Tu
r
k
me
n
i
s
t
a
n
,
”
J
o
u
r
n
a
l
o
f
E
n
g
i
n
e
e
ri
n
g
Ed
u
c
a
t
i
o
n
T
r
a
n
sf
o
rm
a
t
i
o
n
s
,
v
o
l
.
3
6
,
n
o
.
1
,
p
p
.
4
0
–
4
8
,
2
0
2
2
,
d
o
i
:
1
0
.
1
6
9
2
0
/
j
e
e
t
/
2
0
2
2
/
v
3
6
i
1
/
2
2
1
3
5
.
[
2
4
]
M
.
A
.
A
l
m
u
l
l
a
,
“
T
h
e
Ef
f
e
c
t
i
v
e
n
e
ss
o
f
t
h
e
P
r
o
j
e
c
t
-
B
a
s
e
d
L
e
a
r
n
i
n
g
(
P
B
L)
A
p
p
r
o
a
c
h
a
s
a
W
a
y
t
o
E
n
g
a
g
e
S
t
u
d
e
n
t
s
i
n
Le
a
r
n
i
n
g
,
”
S
AG
E
O
p
e
n
,
v
o
l
.
1
0
,
n
o
.
3
,
p
p
.
1
–
1
5
,
2
0
2
0
,
d
o
i
:
1
0
.
1
1
7
7
/
2
1
5
8
2
4
4
0
2
0
9
3
8
7
0
2
.
[
2
5
]
M
.
M
.
M.
S
y
e
e
d
,
A
.
S
.
M
.
S
h
i
h
a
v
u
d
d
i
n
,
M
.
F
.
U
d
d
i
n
,
M
.
H
a
s
a
n
,
a
n
d
R
.
H
.
K
h
a
n
,
“
O
u
t
c
o
me
B
a
s
e
d
E
d
u
c
a
t
i
o
n
(
O
B
E)
:
D
e
f
i
n
i
n
g
t
h
e
P
r
o
c
e
ss
a
n
d
P
r
a
c
t
i
c
e
f
o
r
En
g
i
n
e
e
r
i
n
g
E
d
u
c
a
t
i
o
n
,
”
I
EEE
Ac
c
e
ss
,
v
o
l
.
1
0
,
p
p
.
1
1
9
1
7
0
–
1
1
9
1
9
2
,
2
0
2
2
,
d
o
i
:
1
0
.
1
1
0
9
/
A
C
C
ESS
.
2
0
2
2
.
3
2
1
9
4
7
7
.
[
2
6
]
D.
P
r
a
d
h
a
n
,
“
Ef
f
e
c
t
i
v
e
n
e
ss
o
f
O
u
t
c
o
me
B
a
se
d
Ed
u
c
a
t
i
o
n
(
O
B
E)
t
o
w
a
r
d
E
mp
o
w
e
r
i
n
g
t
h
e
S
t
u
d
e
n
t
s
P
e
r
f
o
r
m
a
n
c
e
i
n
a
n
E
n
g
i
n
e
e
r
i
n
g
C
o
u
r
se,
”
J
o
u
r
n
a
l
o
f
A
d
v
a
n
c
e
s
i
n
E
d
u
c
a
t
i
o
n
a
n
d
P
h
i
l
o
s
o
p
h
y
,
v
o
l
.
5
,
n
o
.
2
,
p
p
.
5
8
–
6
5
,
2
0
2
1
,
d
o
i
:
1
0
.
3
6
3
4
8
/
j
a
e
p
.
2
0
2
1
.
v
0
5
i
0
2
.
0
0
3
.
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
.
5
,
Octo
b
er
20
25
:
4
0
9
9
-
410
8
4108
[
2
7
]
T.
T.
W
u
a
n
d
Y
.
T.
W
u
,
“
A
p
p
l
y
i
n
g
p
r
o
j
e
c
t
-
b
a
s
e
d
l
e
a
r
n
i
n
g
a
n
d
S
C
A
M
P
ER
t
e
a
c
h
i
n
g
st
r
a
t
e
g
i
e
s i
n
e
n
g
i
n
e
e
r
i
n
g
e
d
u
c
a
t
i
o
n
t
o
e
x
p
l
o
r
e
t
h
e
i
n
f
l
u
e
n
c
e
o
f
c
r
e
a
t
i
v
i
t
y
o
n
c
o
g
n
i
t
i
o
n
,
p
e
r
so
n
a
l
m
o
t
i
v
a
t
i
o
n
,
a
n
d
p
e
r
so
n
a
l
i
t
y
t
r
a
i
t
s,”
T
h
i
n
k
i
n
g
S
k
i
l
l
s
a
n
d
C
re
a
t
i
v
i
t
y
,
v
o
l
.
3
5
,
p
.
1
0
0
6
3
1
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
sc
.
2
0
2
0
.
1
0
0
6
3
1
.
[
2
8
]
M
u
s
l
i
m,
H
.
D
.
S
a
p
u
t
r
a
,
M
.
Y
.
S
e
t
i
a
w
a
n
,
M
a
r
t
i
a
s,
a
n
d
M
.
N
a
s
i
r
,
“
T
h
e
i
n
f
l
u
e
n
c
e
o
f
p
r
o
j
e
c
t
b
a
s
e
d
l
e
a
r
n
i
n
g
o
n
st
u
d
e
n
t
’
s
i
n
t
r
i
n
si
c
l
e
a
r
n
i
n
g
m
o
t
i
v
a
t
i
o
n
,
”
I
N
VO
T
E
K
:
J
u
rn
a
l
I
n
o
v
a
s
i
Vo
k
a
si
o
n
a
l
d
a
n
T
e
k
n
o
l
o
g
i
,
v
o
l
.
2
1
,
n
o
.
2
,
p
p
.
1
0
5
–
1
1
8
,
J
u
n
.
2
0
2
1
,
d
o
i
:
1
0
.
2
4
0
3
6
/
i
n
v
o
t
e
k
.
v
2
1
i
2
.
9
1
5
.
[
2
9
]
R
.
M
u
r
si
d
,
A
.
H
.
S
a
r
a
g
i
h
,
a
n
d
R
.
H
a
r
t
o
n
o
,
“
T
h
e
Ef
f
e
c
t
o
f
t
h
e
B
l
e
n
d
e
d
P
r
o
j
e
c
t
-
b
a
se
d
L
e
a
r
n
i
n
g
M
o
d
e
l
a
n
d
C
r
e
a
t
i
v
e
Th
i
n
k
i
n
g
A
b
i
l
i
t
y
o
n
E
n
g
i
n
e
e
r
i
n
g
S
t
u
d
e
n
t
s’
Le
a
r
n
i
n
g
O
u
t
c
o
mes,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
i
o
n
i
n
Ma
t
h
e
m
a
t
i
c
s,
S
c
i
e
n
c
e
a
n
d
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
1
0
,
n
o
.
1
,
p
p
.
2
1
8
–
2
3
5
,
2
0
2
2
,
d
o
i
:
1
0
.
4
6
3
2
8
/
i
j
e
mst
.
2
2
4
4
.
[
3
0
]
S
.
F
e
r
n
a
n
d
e
s,
A
.
M
.
A
r
a
ú
j
o
,
I
.
M
i
g
u
e
l
,
a
n
d
M
.
A
b
e
l
h
a
,
“
Te
a
c
h
e
r
P
r
o
f
e
s
si
o
n
a
l
D
e
v
e
l
o
p
me
n
t
i
n
H
i
g
h
e
r
Ed
u
c
a
t
i
o
n
:
T
h
e
I
mp
a
c
t
o
f
P
e
d
a
g
o
g
i
c
a
l
Tr
a
i
n
i
n
g
P
e
r
c
e
i
v
e
d
b
y
Te
a
c
h
e
r
s,”
E
d
u
c
a
t
i
o
n
S
c
i
e
n
c
e
s
,
v
o
l
.
1
3
,
n
o
.
3
,
p
.
3
0
9
,
2
0
2
3
,
d
o
i
:
1
0
.
3
3
9
0
/
e
d
u
c
sci
1
3
0
3
0
3
0
9
.
[
3
1
]
L.
D
a
r
l
i
n
g
-
H
a
mm
o
n
d
,
M
.
H
y
l
e
r
,
a
n
d
M
.
G
a
r
d
n
e
r
,
Ef
f
e
c
t
i
v
e
T
e
a
c
h
e
r
P
ro
f
e
ssi
o
n
a
l
D
e
v
e
l
o
p
m
e
n
t
.
P
a
l
o
A
l
t
o
,
C
A
:
Le
a
r
n
i
n
g
P
o
l
i
c
y
I
n
st
i
t
u
t
e
,
2
0
1
7
,
d
o
i
:
1
0
.
5
4
3
0
0
/
1
2
2
.
3
1
1
.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Ra
d
h
ik
a
B
h
a
g
wa
t
re
c
e
iv
e
d
t
h
e
P
h
.
D.
d
e
g
re
e
fro
m
S
a
v
it
r
ib
a
i
P
h
u
le
P
u
n
e
Un
iv
e
rsity
,
P
u
n
e
,
M
a
h
a
ra
sh
tra,
In
d
ia.
S
h
e
is
c
u
rre
n
tl
y
wo
r
k
in
g
a
s
a
ss
istan
t
p
r
o
fe
ss
o
r
a
t
M
KSS
S
’s
Cu
m
m
in
s
C
o
ll
e
g
e
o
f
En
g
i
n
e
e
rin
g
f
o
r
W
o
m
e
n
,
P
u
n
e
.
He
r
a
re
a
s
o
f
sp
e
c
ializ
a
ti
o
n
in
c
lu
d
e
d
e
e
p
lea
rn
in
g
,
m
a
c
h
in
e
l
e
a
rn
in
g
,
p
a
tt
e
r
n
re
c
o
g
n
it
io
n
,
a
n
d
ima
g
e
p
r
o
c
e
ss
in
g
.
S
h
e
h
a
s
p
u
b
li
sh
e
d
se
v
e
ra
l
p
a
p
e
rs
i
n
re
p
u
ted
jo
u
rn
a
ls
a
n
d
c
o
n
fe
re
n
c
e
s
.
S
h
e
is
a
lso
a
re
v
iew
e
r
f
o
r
se
v
e
ra
l
re
p
u
ted
j
o
u
r
n
a
ls
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
ra
d
h
i
k
a
.
b
h
a
g
wa
t@c
u
m
m
in
sc
o
ll
e
g
e
.
in
.
Ana
g
h
a
K
u
lk
a
r
n
i
re
c
e
iv
e
d
P
h
.
D
.
fro
m
th
e
De
v
i
A
h
il
y
a
V
ish
wa
Vid
y
a
lay
a
,
In
d
o
re
,
In
d
ia.
S
h
e
is
c
u
rre
n
tl
y
h
e
a
d
o
f
In
f
o
rm
a
ti
o
n
Tec
h
n
o
lo
g
y
a
n
d
a
n
a
ss
o
c
iate
p
ro
fe
ss
o
r
a
t
Cu
m
m
in
s
Co
l
leg
e
o
f
E
n
g
i
n
e
e
rin
g
fo
r
Wo
m
e
n
,
P
u
n
e
,
In
d
ia.
Earlier,
sh
e
wo
r
k
e
d
wi
th
so
ftwa
re
in
d
u
stries
in
th
e
USA,
UK
,
a
n
d
I
n
d
ia.
He
r
a
re
a
s
o
f
sp
e
c
ializa
ti
o
n
a
re
d
e
e
p
lea
rn
in
g
,
m
a
c
h
in
e
lea
rn
in
g
,
n
a
tu
ra
l
lan
g
u
a
g
e
p
r
o
c
e
ss
in
g
,
lan
g
u
a
g
e
m
o
d
e
ls,
a
n
d
d
a
ta
p
riv
a
c
y
.
S
h
e
h
a
s
p
u
b
l
ish
e
d
se
v
e
ra
l
p
a
p
e
rs
in
Jo
u
rn
a
ls
a
n
d
C
o
n
fe
re
n
c
e
s.
S
h
e
is
a
re
v
iew
e
r
fo
r
r
e
p
u
ted
j
o
u
r
n
a
ls.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
n
a
g
h
a
.
k
u
lk
a
r
n
i@c
u
m
m
in
sc
o
ll
e
g
e
.
i
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.