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
.
3
9
8
3
~
3
9
9
3
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
0
8
8
2
3983
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Tea
m
a
ss
isted ind
iv
idua
liza
tion: en
ha
ncing
studen
ts
’
co
nject
u
ring
skill
s in statist
ics a
nd
pro
ba
bility
K
heig
y
Ax
l R
o
s
s
G
a
la
po
n F
r
a
ncis
co
,
Da
nica
M
a
e
E
s
g
uer
ra
B
rillo
,
L
iezl
J
o
y
L
a
za
ro
Q
uil
a
ng
D
e
p
a
r
t
me
n
t
o
f
S
e
c
o
n
d
a
r
y
Ed
u
c
a
t
i
o
n
,
C
o
l
l
e
g
e
o
f
E
d
u
c
a
t
i
o
n
,
I
sab
e
l
a
S
t
a
t
e
U
n
i
v
e
r
s
i
t
y
,
C
a
u
a
y
a
n
C
i
t
y
,
P
h
i
l
i
p
p
i
n
e
s
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Ap
r
18
,
2
0
2
4
R
ev
is
ed
Mar
17
,
2
0
2
5
Acc
ep
ted
J
u
n
12
,
2
0
2
5
M
a
n
y
st
u
d
e
n
ts
stru
g
g
le
to
u
n
d
e
rsta
n
d
m
a
th
e
m
a
ti
c
a
l
c
o
n
c
e
p
ts,
l
e
a
d
in
g
to
in
a
d
e
q
u
a
te
c
o
n
jec
tu
rin
g
s
k
il
ls.
T
h
is
st
u
d
y
i
n
v
e
sti
g
a
tes
th
e
e
ffe
c
ti
v
e
n
e
ss
o
f
tea
m
a
ss
isted
in
d
iv
i
d
u
a
li
z
a
ti
o
n
(
TAI),
a
c
o
o
p
e
ra
ti
v
e
lea
rn
i
n
g
a
p
p
ro
a
c
h
,
in
imp
ro
v
i
n
g
t
h
e
se
sk
il
ls
in
m
a
th
e
m
a
ti
c
s.
Util
izin
g
a
p
re
-
tes
t
-
p
o
st
-
t
e
st
c
o
n
tro
l
g
ro
u
p
d
e
sig
n
,
th
e
re
se
a
rc
h
in
v
o
l
v
e
d
m
a
tch
e
d
g
r
o
u
p
s
fro
m
tw
o
s
e
n
io
r
h
ig
h
sc
h
o
o
l
se
c
ti
o
n
s.
Da
ta
we
re
c
o
ll
e
c
ted
th
r
o
u
g
h
tes
ts
a
n
d
i
n
terv
iew
s
c
o
n
d
u
c
ted
b
e
fo
re
a
n
d
a
fter
t
h
e
in
terv
e
n
ti
o
n
,
a
n
d
a
n
a
l
y
z
e
d
u
si
n
g
m
e
a
n
s,
st
a
n
d
a
r
d
d
e
v
iatio
n
s,
p
a
ired
sa
m
p
les
t
-
tes
ts
,
a
n
a
ly
sis
o
f
c
o
v
a
rian
c
e
(AN
COV
A)
,
a
n
d
c
o
n
ten
t
a
n
a
ly
sis.
T
h
e
fin
d
i
n
g
s
in
d
ica
te
a
sig
n
ifi
c
a
n
t
e
n
h
a
n
c
e
m
e
n
t
in
stu
d
e
n
ts
’
c
o
n
jec
tu
ri
n
g
a
b
il
it
ies
fo
ll
o
wi
n
g
th
e
imp
lem
e
n
tatio
n
o
f
TAI,
e
v
e
n
wh
e
n
c
o
n
tr
o
ll
i
n
g
fo
r
t
h
e
ir
n
u
m
e
rica
l
re
a
so
n
in
g
sk
il
ls.
Th
e
s
e
re
su
lt
s
d
e
m
o
n
stra
te
t
h
a
t
TAI
is
m
o
re
e
ffe
c
ti
v
e
th
a
n
tra
d
it
i
o
n
a
l
lec
tu
re
-
d
isc
u
ss
io
n
m
e
th
o
d
s
(
LDM
)
i
n
p
ro
m
o
ti
n
g
c
o
n
jec
tu
rin
g
s
k
il
ls.
Co
n
se
q
u
e
n
tl
y
,
t
h
is
stu
d
y
e
n
c
o
u
ra
g
e
s
e
d
u
c
a
to
rs
to
e
x
p
lo
re
a
n
d
a
d
o
p
t
TAI
stra
teg
ies
to
b
e
t
ter
fa
c
il
it
a
te
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
st
u
d
e
n
ts
’
m
a
th
e
m
a
ti
c
a
l
re
a
so
n
in
g
a
n
d
c
o
n
jec
tu
rin
g
c
a
p
a
b
il
it
ies
.
K
ey
w
o
r
d
s
:
C
o
n
jectu
r
in
g
ab
ilit
y
Ma
th
ed
u
ca
tio
n
Ped
ag
o
g
ical
co
n
ten
t k
n
o
wled
g
e
Statis
t
ics an
d
p
r
o
b
a
b
ilit
y
T
ea
m
ass
is
ted
in
d
iv
id
u
aliza
tio
n
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
:
Kh
eig
y
Ax
l Ro
s
s
Gala
p
o
n
Fra
n
cisco
Dep
ar
tm
en
t o
f
Seco
n
d
ar
y
E
d
u
ca
tio
n
,
C
o
lleg
e
o
f
E
d
u
ca
tio
n
,
I
s
ab
ela
State
Un
iv
er
s
ity
C
au
ay
an
C
ity
,
Ph
ilip
p
in
es
E
m
ail: k
h
eig
y
ax
l
r
o
s
s
.
f
r
an
cisco
_
cy
n
@
is
u
.
ed
u
.
p
h
1.
I
NT
RO
D
UCT
I
O
N
C
o
n
jectu
r
in
g
r
e
m
ain
s
a
v
ital
y
et
o
f
ten
o
v
er
lo
o
k
ed
co
m
p
o
n
e
n
t
o
f
s
tu
d
e
n
ts
’
m
ath
em
atica
l
p
r
o
f
icien
c
y
[
1
]
,
p
ar
ticu
lar
l
y
wh
en
r
ec
o
g
n
izin
g
p
atter
n
s
,
f
o
r
m
in
g
h
y
p
o
t
h
eses
,
an
d
estab
lis
h
in
g
f
o
u
n
d
atio
n
al
p
r
in
cip
les.
Alth
o
u
g
h
m
a
n
y
lear
n
er
s
ca
n
f
o
llo
w
p
r
o
ce
d
u
r
al
less
o
n
s
,
th
ey
f
r
eq
u
en
tly
en
c
o
u
n
te
r
d
if
f
i
cu
lties
g
r
asp
in
g
th
e
u
n
d
er
ly
i
n
g
lo
g
ic
an
d
ju
s
tific
atio
n
s
b
eh
in
d
m
ath
em
atica
l
co
n
ce
p
ts
[
2
]
.
T
h
is
s
tr
u
g
g
le
m
ay
s
tem
f
r
o
m
th
e
ab
s
tr
ac
t
n
atu
r
e
o
f
m
ath
em
ati
ca
l
r
ea
s
o
n
in
g
,
wh
er
e
in
tu
itiv
e
th
in
k
in
g
p
la
y
s
a
s
ig
n
if
ican
t
r
o
le
[
3
]
.
Stu
d
ies
s
u
g
g
est
th
at
in
c
o
r
p
o
r
atin
g
r
e
alis
tic
m
ath
em
atics
ap
p
r
o
ac
h
es
ca
n
s
ig
n
if
ican
tly
im
p
r
o
v
e
s
tu
d
en
ts
’
ab
ilit
y
to
co
m
m
u
n
icate
th
eir
m
at
h
em
ati
ca
l
th
in
k
in
g
[
4
]
,
allo
win
g
th
e
m
to
ex
p
r
ess
r
ea
s
o
n
in
g
m
o
r
e
clea
r
ly
an
d
en
g
ag
e
with
p
r
o
b
lem
-
s
o
lv
in
g
task
s
m
o
r
e
ef
f
ec
tiv
ely
[
5
]
.
B
y
p
r
i
o
r
itizin
g
th
e
d
ev
elo
p
m
en
t
o
f
co
n
jectu
r
i
n
g
s
k
ills
,
ed
u
ca
to
r
s
ca
n
b
r
id
g
e
u
n
d
er
s
tan
d
in
g
g
ap
s
to
f
o
s
ter
a
d
ee
p
e
r
a
p
p
r
ec
iatio
n
f
o
r
m
at
h
em
atics.
Ho
wev
er
,
b
ei
n
g
a
b
le
to
co
m
p
r
eh
en
d
a
p
r
o
b
lem
d
o
es
n
o
t
n
ec
ess
ar
ily
m
ea
n
s
tu
d
en
ts
ca
n
f
o
r
m
u
late
m
ea
n
in
g
f
u
l
co
n
jectu
r
es
[
6
]
.
I
n
th
e
Ph
ilip
p
in
e
c
o
n
tex
t,
m
an
y
s
tu
d
en
ts
en
co
u
n
ter
c
h
allen
g
es
in
m
ak
in
g
in
f
er
en
ce
s
,
g
en
er
ati
n
g
co
n
ject
u
r
es
[
7
]
,
an
d
a
n
aly
zin
g
d
ata
i
n
th
e
co
n
tex
t
o
f
s
tatis
tics
[
8
]
.
T
h
is
d
if
f
icu
lty
m
ay
b
e
attr
ib
u
ted
to
u
n
d
er
d
ev
elo
p
e
d
r
ea
s
o
n
in
g
s
k
ills
,
wh
ich
ar
e
c
r
u
cial
in
u
n
d
er
s
tan
d
i
n
g
a
n
d
e
v
alu
atin
g
s
tatis
tica
l
p
r
o
b
lem
s
[
8
]
.
As
s
u
ch
,
th
e
r
e
i
s
a
p
r
ess
in
g
n
ee
d
to
s
tr
en
g
th
e
n
s
tu
d
en
ts
’
a
b
ilit
ies
in
co
n
ject
u
r
in
g
,
p
ar
ticu
lar
l
y
in
th
e
ar
ea
s
o
f
s
tatis
tics
an
d
p
r
o
b
ab
ilit
y
.
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
.
5
,
Octo
b
er
20
25
:
3
9
8
3
-
3993
3984
Giv
en
th
e
cu
r
r
e
n
t
in
a
d
eq
u
ac
ie
s
in
s
tu
d
en
ts
’
c
o
n
jectu
r
i
n
g
s
k
i
lls
[
9
]
,
c
o
llab
o
r
ativ
e
lear
n
in
g
s
tr
ateg
ies
m
ay
o
f
f
er
a
p
ath
way
f
o
r
im
p
r
o
v
em
e
n
t
[
1
0
]
.
On
e
s
u
ch
s
tr
ateg
y
is
team
ass
is
ted
in
d
iv
id
u
aliza
tio
n
(
T
A
I
)
,
a
co
o
p
er
ativ
e
lear
n
in
g
m
o
d
e
l
th
at
o
r
g
an
izes
s
tu
d
e
n
ts
in
t
o
h
eter
o
g
en
e
o
u
s
g
r
o
u
p
s
.
T
A
I
en
co
u
r
ag
es
p
ee
r
s
u
p
p
o
r
t,
allo
win
g
s
tu
d
en
ts
to
lev
er
ag
e
ea
ch
o
th
er
’
s
d
iv
er
s
e
k
n
o
wled
g
e
to
en
h
an
ce
t
h
eir
m
ath
em
atica
l
s
k
ills
[
1
1
]
.
T
AI
is
p
o
s
ited
to
b
e
ef
f
ec
tiv
e
[
1
2
]
,
[
1
3
]
,
as
it
im
p
r
o
v
es
m
ath
em
atics
ac
h
iev
em
en
t
[
1
4
]
,
m
at
h
em
atica
l
s
k
ills
s
u
ch
as
m
ath
em
atica
l
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies
[
1
5
]
,
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
[
1
6
]
,
an
d
m
ath
em
atica
l
co
m
m
u
n
icatio
n
[
1
7
]
.
T
AI
also
f
o
s
ter
s
cr
itical
th
in
k
in
g
ca
p
ab
ilit
ies
wh
en
ex
p
o
s
ed
to
h
ig
h
er
-
o
r
d
er
th
in
k
i
n
g
s
k
ills
(
HOT
S)
q
u
esti
o
n
s
[
1
8
]
an
d
co
n
n
ec
tio
n
s
k
ills
am
o
n
g
s
tu
d
en
ts
[
1
9
]
.
Mo
r
e
o
v
er
,
wh
e
n
T
AI
was
u
s
ed
to
teac
h
Statis
tic
s
,
asid
e
f
r
o
m
s
co
r
es,
th
e
m
ath
em
atica
l
co
m
m
u
n
icatio
n
a
b
ilit
y
o
f
s
tu
d
en
ts
was
im
p
r
o
v
ed
[
2
0
]
,
[
2
1
]
.
Hen
ce
f
o
r
th
,
T
AI
is
am
o
n
g
th
e
c
o
o
p
er
ativ
e
lear
n
i
n
g
ap
p
r
o
ac
h
es
th
at
m
ay
im
p
r
o
v
e
th
e
co
n
jectu
r
i
n
g
ab
ilit
y
o
f
th
e
s
tu
d
e
n
ts
.
C
o
o
p
e
r
ati
v
e
l
ea
r
n
i
n
g
h
as
p
r
o
v
e
n
e
f
f
ec
ti
v
e
i
n
e
n
h
a
n
ci
n
g
v
ar
i
o
u
s
m
at
h
e
m
at
ica
l
a
b
ili
ties
,
i
n
cl
u
d
i
n
g
p
r
o
b
l
em
-
s
o
l
v
i
n
g
a
n
d
co
n
c
e
p
t
u
al
u
n
d
er
s
t
a
n
d
in
g
.
H
o
w
ev
e
r
,
r
esea
r
c
h
o
n
t
h
e
u
s
e
o
f
T
AI
s
p
e
ci
f
i
ca
ll
y
f
o
r
im
p
r
o
v
i
n
g
c
o
n
je
ct
u
r
in
g
a
b
ili
ti
es
i
n
s
t
atis
t
ics
an
d
p
r
o
b
ab
ili
t
y
is
li
m
it
ed
.
G
iv
e
n
t
h
at
c
o
o
p
er
ati
v
e
le
ar
n
i
n
g
is
lin
k
e
d
t
o
i
m
p
r
o
v
e
d
n
u
m
er
i
ca
l
r
ea
s
o
n
i
n
g
[
2
1
]
,
[
2
2
]
,
a
n
ess
e
n
ti
al
c
o
m
p
o
n
e
n
t
o
f
c
o
n
je
ct
u
r
i
n
g
[
2
3
]
,
t
h
is
s
t
u
d
y
aim
s
t
o
e
v
al
u
a
te
T
A
I
’
s
ef
f
e
cti
v
e
n
ess
i
n
e
n
h
a
n
ci
n
g
th
e
s
tu
d
e
n
ts
’
c
o
n
jec
tu
r
i
n
g
a
b
ili
tie
s
i
n
s
t
atis
tics
a
n
d
p
r
o
b
a
b
i
lit
y
wh
ile
c
o
n
tr
o
l
li
n
g
f
o
r
th
ei
r
n
u
m
er
ic
al
r
e
aso
n
i
n
g
.
S
p
e
ci
f
ic
all
y
,
t
h
e
s
t
u
d
y
s
o
u
g
h
t
to
d
esc
r
i
b
e
t
h
e
co
n
j
ec
t
u
r
i
n
g
ab
ilit
ies
,
co
m
p
a
r
e
t
h
e
co
n
j
ec
t
u
r
i
n
g
ca
p
a
b
il
iti
e
s
o
f
g
r
o
u
p
s
t
au
g
h
t
t
h
r
o
u
g
h
t
r
a
d
it
io
n
al
le
ct
u
r
e
-
d
is
c
u
s
s
i
o
n
m
e
t
h
o
d
s
(
L
DM
)
wi
th
t
h
o
s
e
u
s
i
n
g
T
A
I
,
a
n
d
ass
ess
d
i
f
f
er
e
n
ce
s
w
h
i
le
ac
c
o
u
n
t
in
g
f
o
r
n
u
m
er
i
ca
l s
k
il
ls
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
d
esig
n
T
h
e
r
esear
ch
er
s
u
s
ed
a
p
r
e
-
te
s
t
-
p
o
s
t
-
test
co
n
tr
o
l
g
r
o
u
p
d
es
ig
n
u
s
in
g
m
atch
e
d
g
r
o
u
p
s
u
b
jects.
T
h
e
m
ain
id
ea
b
eh
in
d
th
e
p
r
e
-
test
-
p
o
s
t
-
test
d
esig
n
is
to
co
llect
a
p
r
e
-
test
m
ea
s
u
r
e
o
f
th
e
d
esire
d
o
u
tco
m
e
b
ef
o
r
e
th
e
ac
tu
al
a
d
m
in
is
tr
atio
n
o
f
t
h
e
test
,
th
en
co
llect
a
p
o
s
t
-
test
o
n
th
e
s
am
e
m
ea
s
u
r
e
a
f
ter
tr
ea
tm
en
t
h
as
b
ee
n
ap
p
lied
.
T
h
e
d
esig
n
was
u
s
ed
to
m
ea
s
u
r
e
t
h
e
co
n
jectu
r
in
g
s
co
r
es
o
f
th
e
T
AI
an
d
L
DM
g
r
o
u
p
s
b
ef
o
r
e
an
d
af
ter
th
e
tr
ea
tm
en
t
a
n
d
co
m
p
a
r
e
th
e
co
n
jectu
r
in
g
a
b
ilit
ies
o
f
th
e
two
g
r
o
u
p
s
wh
ile
co
n
tr
o
llin
g
th
eir
n
u
m
er
ical
r
ea
s
o
n
in
g
.
Als
o
,
an
in
ter
v
iew
was
d
o
n
e
to
g
iv
e
m
o
r
e
d
ep
th
to
th
e
s
tu
d
y
s
in
ce
th
e
r
esear
ch
er
s
wo
u
ld
also
lik
e
to
k
n
o
w
th
e
p
er
ce
p
tio
n
s
o
f
s
tu
d
en
ts
o
n
th
e
e
f
f
ec
tiv
en
ess
o
f
T
AI
.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
p
ar
ticip
a
n
ts
ar
e
s
tu
d
en
ts
f
r
o
m
a
s
tan
d
alo
n
e
s
en
io
r
h
ig
h
s
ch
o
o
l
in
th
e
Ph
ilip
p
in
es.
T
wo
s
cien
ce
,
tech
n
o
l
o
g
y
,
en
g
in
ee
r
in
g
,
an
d
m
ath
em
atics
(
STE
M)
s
tan
d
alo
n
e
s
ec
tio
n
s
wer
e
s
elec
ted
f
o
r
th
ei
r
co
m
p
ar
ab
le
ab
ilit
ies,
as
s
tat
is
tics
an
d
p
r
o
b
ab
ilit
y
ar
e
p
ar
t
o
f
th
e
STE
M
c
u
r
r
icu
lu
m
.
A
to
tal
o
f
5
4
s
tu
d
en
ts
wer
e
ch
o
s
en
,
with
2
7
s
tu
d
e
n
ts
f
r
o
m
ea
ch
s
ec
tio
n
,
ex
ce
ed
in
g
th
e
m
i
n
im
u
m
r
eq
u
ir
em
en
t
o
f
1
5
ca
s
es
p
er
g
r
o
u
p
[
2
4
]
.
T
o
en
s
u
r
e
co
m
p
ar
ab
ilit
y
,
th
e
p
r
etest sco
r
es we
r
e
m
atch
ed
to
f
o
r
m
2
7
p
air
s
o
f
r
esp
o
n
d
en
ts
.
2
.
3
.
Resea
rc
h
i
ns
t
rum
ent
s
2
.
3
.
1
.
Sta
t
is
t
ics
co
nje
ct
uring
t
est
T
h
is
is
a
3
0
-
item
test
d
ev
el
o
p
ed
b
y
th
e
au
th
o
r
s
to
ass
ess
th
e
co
n
jectu
r
i
n
g
a
b
ilit
ies
o
f
th
e
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
in
th
e
t
o
p
ics
lan
g
u
ag
e
o
f
h
y
p
o
th
esis
test
in
g
an
d
h
y
p
o
t
h
esis
test
in
g
f
o
r
m
ea
n
s
.
E
ac
h
item
o
n
th
e
test
is
s
co
r
ed
at
o
n
e
p
o
i
n
t.
T
h
e
s
tatis
tics
co
n
jectu
r
in
g
test
was
v
alid
ated
b
y
th
r
ee
s
en
io
r
h
ig
h
s
ch
o
o
l
teac
h
er
s
with
a
m
in
im
u
m
o
f
th
r
ee
y
ea
r
s
’
ex
p
er
ien
ce
teac
h
i
n
g
s
tatis
tic
s
an
d
p
r
o
b
ab
ilit
y
.
Ad
d
itio
n
ally
,
th
r
ee
u
n
iv
er
s
ity
in
s
tr
u
ct
o
r
s
,
ea
c
h
with
at
least
th
r
ee
y
ea
r
s
o
f
teac
h
in
g
e
x
p
er
ien
ce
,
wer
e
c
o
n
s
u
lted
d
u
r
in
g
th
e
v
alid
atio
n
p
r
o
ce
s
s
.
Fu
r
th
e
r
m
o
r
e,
th
e
ab
o
v
e
.
9
C
r
o
n
b
ac
h
’
s
al
p
h
a
c
o
ef
f
icien
t o
f
t
h
e
r
esear
c
h
er
-
m
ad
e
in
s
tr
u
m
en
t
(
C
r
o
n
b
ac
h
’
s
alp
h
a=
.
9
8
)
in
d
ica
tes ac
ce
p
tab
le
in
ter
n
al
co
n
s
is
ten
cy
[
2
5
]
.
2
.
3
.
2
.
Num
er
ica
l
re
a
s
o
nin
g
t
est
A
2
3
-
item
m
ath
em
atica
l
r
ea
s
o
n
in
g
test
d
ev
elo
p
ed
b
y
D
av
id
Fau
lk
n
er
f
r
o
m
th
e
Un
iv
er
s
ity
o
f
Her
tf
o
r
d
s
h
ir
e.
I
t
is
a
m
ater
ial
th
at
is
r
ea
d
y
to
u
s
e
s
in
ce
h
as
a
C
r
ea
tiv
e
C
o
m
m
o
n
s
licen
s
e.
T
h
e
s
co
r
in
g
in
th
is
test
is
o
n
e
p
o
in
t p
er
item
.
2
.
3
.
3
.
I
nte
rv
iew
g
uide
An
in
ter
v
iew
g
u
id
e
was
em
p
l
o
y
ed
t
o
ca
p
t
u
r
e
s
tu
d
e
n
ts
’
in
s
ig
h
ts
d
u
r
i
n
g
th
e
im
p
lem
e
n
tatio
n
o
f
b
o
th
th
e
L
DM
an
d
T
AI
.
T
h
e
g
u
id
e
f
ea
tu
r
ed
th
o
u
g
h
tf
u
lly
d
esig
n
ed
o
p
en
-
e
n
d
ed
q
u
esti
o
n
s
in
t
en
d
ed
t
o
d
r
aw
o
u
t
m
ea
n
in
g
f
u
l
r
ef
lectio
n
s
o
n
th
e
ir
lear
n
in
g
ex
p
er
ien
ce
s
.
T
o
e
n
s
u
r
e
th
at
th
e
q
u
esti
o
n
s
wer
e
clea
r
,
ap
p
r
o
p
r
iate,
an
d
alig
n
e
d
with
th
e
s
tu
d
y
’
s
g
o
als,
th
r
ee
e
x
p
er
ien
ce
d
an
d
p
u
b
lis
h
ed
r
esear
c
h
er
s
r
ev
iewe
d
an
d
v
alid
ated
th
e
g
u
id
e.
T
h
is
v
alid
atio
n
p
r
o
ce
s
s
co
n
tr
ib
u
ted
to
th
e
o
v
er
all
cr
e
d
ib
ilit
y
an
d
tr
u
s
two
r
th
in
ess
o
f
th
e
d
ata
g
ath
e
r
ed
.
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
Tea
m
a
s
s
is
ted
in
d
ivid
u
a
liz
a
tio
n
:
en
h
a
n
cin
g
s
tu
d
en
ts
’
co
n
jectu
r
in
g
…
(
K
h
eig
y
A
xl
R
o
s
s
Ga
la
p
o
n
F
r
a
n
cisco
)
3985
2
.
4
.
Da
t
a
g
a
t
hering
pro
ce
du
re
2
.
4
.
1
.
P
re
-
ex
perim
ent
a
l
ph
a
s
e
T
h
e
r
esear
ch
e
r
s
f
ir
s
t
o
b
tain
e
d
p
er
m
is
s
io
n
f
r
o
m
th
e
p
r
i
n
c
ip
al
an
d
th
e
p
ar
ticip
an
ts
’
a
d
v
is
er
s
to
co
n
d
u
ct
t
h
e
s
tu
d
y
,
alo
n
g
with
s
ig
n
ed
waiv
er
s
f
r
o
m
in
v
o
lv
e
d
f
ac
u
lty
m
e
m
b
er
s
.
Af
ter
r
ec
ei
v
in
g
ap
p
r
o
v
al,
th
e
y
v
alid
ated
th
e
s
tatis
tics
co
n
ject
u
r
in
g
test
,
in
ter
v
iew
g
u
id
e,
an
d
less
o
n
p
lan
s
t
h
r
o
u
g
h
co
n
s
u
lt
atio
n
s
with
s
u
b
ject
m
atter
ex
p
er
ts
.
R
eliab
ilit
y
wa
s
estab
li
s
h
ed
th
r
o
u
g
h
a
p
ilo
t
test
co
n
d
u
cted
at
v
ar
io
u
s
n
ati
o
n
al
h
ig
h
s
ch
o
o
ls
,
tar
g
etin
g
g
r
ad
e
1
2
s
tu
d
e
n
ts
wh
o
h
ad
r
ec
en
tly
co
m
p
leted
th
e
g
en
e
r
al
ed
u
ca
ti
o
n
co
u
r
s
e
in
s
tatis
tics
an
d
p
r
o
b
a
b
ilit
y
.
T
h
e
r
e
s
ea
r
ch
er
s
o
b
ta
in
e
d
in
f
o
r
m
ed
co
n
s
en
t
f
r
o
m
al
l
p
ar
t
ic
i
p
an
t
s
a
n
d
p
r
o
v
id
ed
an
o
r
ien
ta
tio
n
o
n
th
e
s
t
u
d
y
’
s
p
r
o
c
ed
u
r
es
.
P
ar
ti
cip
an
t
s
wer
e
in
s
tr
u
c
ted
o
n
co
m
p
le
ti
n
g
th
e
a
s
s
e
s
s
m
en
t
s
a
n
d
in
f
o
r
m
ed
th
e
y
co
u
ld
d
ec
lin
e
w
i
th
o
u
t
r
ep
er
cu
s
s
io
n
s
.
T
h
e
r
es
ea
r
ch
er
s
t
h
en
ad
m
in
is
te
r
ed
th
e
n
u
m
er
ica
l
r
ea
s
o
n
in
g
t
e
s
t
an
d
s
t
at
i
s
t
ic
s
co
n
je
ctu
r
in
g
p
r
e
-
t
e
s
t
to
b
o
t
h
g
r
o
u
p
s
,
a
l
lo
win
g
6
0
m
in
u
te
s
f
o
r
ea
ch
g
r
o
u
p
.
T
o
e
n
s
u
r
e
co
m
p
ar
ab
i
l
ity
,
s
tu
d
en
t
s
in
b
o
th
th
e
L
DM
a
n
d
T
AI
g
r
o
u
p
s
w
er
e
m
a
tc
h
ed
b
a
s
ed
o
n
p
r
e
-
te
s
t
r
es
u
l
t
s
,
wh
ich
s
h
o
wed
eq
u
i
v
a
len
t
p
er
f
o
r
m
a
n
ce
lev
el
s
,
e
s
t
ab
l
i
s
h
i
n
g
a
s
o
lid
f
o
u
n
d
a
t
io
n
f
o
r
co
m
p
ar
i
s
o
n
in
s
u
b
s
eq
u
en
t
an
al
y
s
e
s
.
2
.
4
.
2
.
E
x
perim
ent
a
l
ph
a
s
e
B
o
th
g
r
o
u
p
s
wer
e
ta
u
g
h
t
b
y
o
n
e
o
f
th
e
r
esear
ch
er
s
o
v
er
n
in
e
co
n
s
ec
u
tiv
e
4
0
-
m
in
u
te
s
ess
io
n
s
u
s
in
g
two
s
ets
o
f
less
o
n
p
lan
s
:
o
n
e
f
o
r
th
e
L
DM
g
r
o
u
p
,
an
d
an
o
th
er
f
o
r
th
e
T
AI
g
r
o
u
p
.
T
h
e
T
AI
g
r
o
u
p
en
g
ag
ed
in
teac
h
er
-
d
esig
n
ed
ac
tiv
ities
,
in
clu
d
in
g
g
r
o
u
p
d
is
cu
s
s
io
n
s
,
p
r
o
b
lem
-
s
o
lv
in
g
,
an
d
h
an
d
s
-
o
n
t
ask
s
.
Mo
r
eo
v
er
,
th
e
s
tu
d
en
ts
in
th
e
T
AI
g
r
o
u
p
we
r
e
d
iv
id
ed
in
to
s
ev
en
g
r
o
u
p
s
co
n
s
is
tin
g
o
f
s
ix
m
em
b
er
s
p
er
g
r
o
u
p
.
I
n
co
n
t
r
ast,
t
h
e
L
DM
g
r
o
u
p
r
ec
ei
v
ed
in
s
tr
u
ctio
n
th
r
o
u
g
h
a
tr
ad
itio
n
al
L
DM
.
T
wo
to
p
ics
wer
e
co
v
e
r
ed
i
n
t
h
e
n
in
e
co
n
s
ec
u
tiv
e
s
ess
io
n
s
:
th
e
lan
g
u
ag
e
o
f
h
y
p
o
th
esis
t
esti
n
g
an
d
h
y
p
o
th
esis
test
in
g
co
n
ce
r
n
in
g
m
ea
n
s
.
T
h
e
lear
n
i
n
g
o
u
tco
m
es
in
clu
d
ed
:
i)
illu
s
tr
atin
g
n
u
ll
h
y
p
o
th
esis
,
alter
n
ativ
e
h
y
p
o
th
esis
,
lev
el
o
f
s
ig
n
if
ican
ce
,
r
ejec
tio
n
r
eg
io
n
,
an
d
t
y
p
es
o
f
er
r
o
r
in
h
y
p
o
th
esis
test
in
g
;
ii)
ca
lcu
latin
g
t
h
e
p
o
s
s
ib
ilit
ie
s
o
f
c
o
m
m
itti
n
g
ty
p
e
I
a
n
d
ty
p
e
I
I
e
r
r
o
r
;
iii)
id
e
n
tify
in
g
t
h
e
p
ar
a
m
eter
t
o
b
e
test
ed
g
iv
en
a
r
ea
l
-
life
p
r
o
b
le
m
h
y
p
o
th
esis
;
iv
)
f
o
r
m
u
latin
g
th
e
ap
p
r
o
p
r
iate
n
u
ll
a
n
d
alter
n
ativ
e
h
y
p
o
th
eses
o
n
a
p
o
p
u
latio
n
m
ea
n
;
v
)
id
e
n
tif
y
in
g
th
e
a
p
p
r
o
p
r
iate
f
o
r
m
o
f
t
h
e
test
s
tatis
tic
wh
en
:
th
e
p
o
p
u
latio
n
v
ar
ian
ce
is
k
n
o
wn
,
th
e
p
o
p
u
latio
n
v
ar
ian
c
e
is
u
n
k
n
o
wn
,
an
d
t
h
e
C
en
tr
al
L
im
it T
h
eo
r
em
is
to
b
e
u
s
ed
;
v
i)
d
eter
m
in
in
g
th
e
r
ejec
tio
n
r
eg
i
o
n
u
n
d
e
r
d
if
f
er
en
t
co
n
d
itio
n
s
;
v
ii)
co
m
p
u
ti
n
g
th
e
test
s
tatis
tic
v
alu
e
f
o
r
p
o
p
u
latio
n
m
ea
n
;
v
iii)
d
r
awin
g
co
n
clu
s
io
n
s
ab
o
u
t
th
e
p
o
p
u
latio
n
m
ea
n
b
ased
o
n
th
e
test
s
ta
tis
tic
v
alu
e
an
d
th
e
r
ejec
tio
n
r
eg
io
n
;
an
d
ix
)
s
o
lv
i
n
g
p
r
o
b
lem
s
in
v
o
l
v
in
g
test
o
f
h
y
p
o
t
h
esis
o
n
th
e
p
o
p
u
latio
n
m
ea
n
.
2
.
4
.
3
.
P
o
s
t
-
ex
peri
m
ent
a
l
ph
a
s
e
T
h
e
r
esear
ch
er
s
a
d
m
in
is
ter
ed
th
e
p
o
s
t
-
test
,
en
s
u
r
in
g
item
s
wer
e
p
ar
allel
in
d
i
f
f
icu
lty
to
t
h
o
s
e
in
th
e
p
r
e
-
test
.
Fo
llo
win
g
th
is
,
th
ey
in
ter
v
iewe
d
ten
p
ar
ticip
a
n
ts
-
f
iv
e
f
r
o
m
th
e
T
AI
g
r
o
u
p
an
d
f
i
v
e
f
r
o
m
th
e
L
D
M
g
r
o
u
p
-
to
ass
ess
th
eir
ac
q
u
ir
e
d
k
n
o
wled
g
e
o
f
th
e
t
o
p
ics
co
v
e
r
ed
u
s
in
g
th
e
two
d
if
f
er
e
n
t
te
ac
h
in
g
a
p
p
r
o
ac
h
es.
Su
b
s
eq
u
en
tly
,
t
h
e
q
u
an
titativ
e
d
ata
wer
e
tallied
,
s
u
m
m
ar
ize
d
,
an
d
an
aly
ze
d
.
Ad
d
itio
n
ally
,
th
em
atic
an
aly
s
is
was u
s
ed
to
an
aly
ze
th
e
p
ar
ticip
an
ts
’
r
esp
o
n
s
es.
2
.
5
.
Da
t
a
a
na
ly
s
is
pro
ce
du
r
e
T
o
an
al
y
ze
th
e
d
ata
q
u
an
titativ
ely
,
f
r
eq
u
e
n
cies,
p
er
ce
n
tag
e
s
,
m
ea
n
s
an
d
s
tan
d
a
r
d
d
ev
iat
io
n
s
wer
e
u
s
ed
to
d
escr
ib
e
t
h
e
co
n
jectu
r
in
g
ab
ilit
ies
o
f
s
en
io
r
h
ig
h
s
c
h
o
o
l
s
tu
d
en
ts
in
s
tatis
tics
an
d
p
r
o
b
a
b
ilit
y
d
u
r
in
g
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
.
T
h
e
lev
el
o
f
co
n
jectu
r
in
g
ab
il
ity
was
d
escr
ib
ed
as
h
ig
h
ly
p
r
o
f
icien
t
(
2
5
–
3
0
)
,
p
r
o
f
icien
t
(
1
9
–
2
4
)
,
n
ea
r
ly
p
r
o
f
icien
t
(
1
2
–
1
8
)
,
lo
w
p
r
o
f
icien
t
(
6
–
1
1
)
,
an
d
n
o
t
p
r
o
f
icien
t
(
0
–
5
)
.
Me
an
wh
ile,
p
air
ed
-
s
am
p
les
t
-
test
was
also
u
tili
ze
d
to
test
th
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
c
o
n
je
ctu
r
in
g
ab
ilit
ies
o
f
ea
ch
g
r
o
u
p
b
ef
o
r
e
a
n
d
a
f
ter
th
e
tr
ea
tm
en
t.
T
h
e
m
ea
s
u
r
e
m
en
t
b
etwe
en
two
g
r
o
u
p
m
ea
n
s
w
as
co
m
p
u
ted
u
s
in
g
C
o
h
en
’
s
d
.
C
o
h
e
n
’
s
d
was
in
ter
p
r
eted
as
tr
i
v
ial
ef
f
ec
t
(
.
0
0
-
.
1
9
)
,
s
m
all
ef
f
ec
t
(
.
2
0
)
,
m
ed
iu
m
ef
f
ec
t
(
.
5
0
)
,
an
d
lar
g
e
ef
f
ec
t
(
.
8
0
o
r
h
i
g
h
er
)
.
T
h
en
,
th
e
an
aly
s
is
o
f
co
v
a
r
ia
n
ce
(
ANCOVA)
was
u
s
ed
to
test
th
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
t
h
e
co
n
jec
tu
r
in
g
a
b
ilit
ies
o
f
th
e
T
AI
an
d
th
e
d
ir
ec
t
in
s
tr
u
ctio
n
g
r
o
u
p
af
ter
tr
ea
tm
en
t
wh
ile
co
n
tr
o
llin
g
t
h
eir
n
u
m
er
ical
r
ea
s
o
n
in
g
.
Mo
r
eo
v
er
,
co
n
ten
t
an
aly
s
is
was
em
p
lo
y
ed
to
s
y
s
tem
atica
lly
ex
am
in
e
th
e
in
ter
v
iew
tr
an
s
cr
ip
ts
,
en
ab
lin
g
th
e
ex
tr
ac
tio
n
o
f
q
u
alitativ
e
in
s
ig
h
ts
in
to
s
tu
d
e
n
ts
’
ex
p
er
ien
ce
s
an
d
p
er
ce
p
tio
n
s
r
eg
ar
d
in
g
th
eir
co
n
jectu
r
in
g
a
b
ilit
ies
b
ef
o
r
e
an
d
af
ter
th
e
ex
p
er
im
en
t.
T
h
is
m
eth
o
d
p
r
o
v
id
e
d
a
s
tr
u
ctu
r
ed
f
r
am
ewo
r
k
f
o
r
an
aly
zin
g
b
o
t
h
q
u
an
titativ
e
a
n
d
q
u
alitativ
e
d
ata,
en
s
u
r
in
g
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
f
in
d
i
n
g
s
.
C
o
n
s
eq
u
en
tly
,
it
illu
m
in
ated
t
h
e
ef
f
ec
ts
o
f
th
e
i
n
s
tr
u
ctio
n
al
m
eth
o
d
s
u
s
ed
,
o
f
f
er
in
g
v
alu
a
b
le
p
er
s
p
ec
tiv
es
o
n
th
eir
im
p
ac
t o
n
s
tu
d
en
t le
ar
n
in
g
o
u
tco
m
es.
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
.
5
,
Octo
b
er
20
25
:
3
9
8
3
-
3993
3986
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
L
ev
el
o
f
co
nje
ct
uring
a
bil
it
y
T
h
e
lev
el
o
f
c
o
n
jectu
r
i
n
g
ab
il
ity
was
ad
m
in
is
ter
ed
to
th
e
p
ar
ticip
an
ts
to
ev
alu
ate
th
eir
c
ap
ac
ity
to
d
r
aw
co
n
clu
s
io
n
s
b
ased
o
n
p
r
esu
m
p
tiv
e
ev
id
e
n
ce
r
elate
d
t
o
co
n
ce
p
ts
in
s
tatis
tics
an
d
p
r
o
b
ab
ilit
y
.
T
a
b
le
1
illu
s
tr
ates
th
e
lev
el
o
f
co
n
ject
u
r
in
g
ab
ilit
y
o
f
b
o
th
L
DM
a
n
d
T
AI
g
r
o
u
p
s
.
T
h
e
p
o
s
t
-
test
s
co
r
es
wer
e
u
s
ed
to
id
en
tify
th
e
lev
el
o
f
c
o
n
jectu
r
i
n
g
ab
ilit
y
o
f
th
e
p
a
r
ticip
an
ts
a
f
ter
th
e
in
ter
v
e
n
tio
n
.
T
ab
le
1
s
h
o
ws
th
at
m
o
s
t
p
ar
t
icip
an
ts
in
th
e
L
DM
g
r
o
u
p
(
N=
1
0
,
3
7
%)
h
av
e
a
lo
w
p
r
o
f
icien
cy
in
co
n
jectu
r
in
g
a
b
ilit
y
in
s
tatis
ti
cs
an
d
p
r
o
b
a
b
ilit
y
,
wh
ile
o
n
ly
a
s
m
all
p
r
o
p
o
r
tio
n
(
N=
8
,
2
9
.
6
0
%)
d
em
o
n
s
tr
ated
p
r
o
f
icien
t
ab
ilit
y
af
ter
im
p
le
m
en
tatio
n
.
Fu
r
th
er
m
o
r
e,
t
h
e
m
ea
n
s
co
r
e
o
f
th
e
L
DM
s
tu
d
en
ts
was
n
ea
r
ly
p
r
o
f
icien
t
(
M=
1
4
.
0
0
,
SD=4
.
8
8
)
.
T
h
is
alig
n
s
with
p
r
ev
io
u
s
f
in
d
in
g
s
th
at
s
tu
d
en
ts
’
c
o
n
ject
u
r
in
g
a
b
ilit
ies
r
an
g
e
f
r
o
m
lo
w
to
m
o
d
er
ately
h
ig
h
,
ev
en
af
ter
i
n
s
tr
u
ctio
n
[
2
6
]
.
T
ab
le
1
.
L
e
v
el
o
f
c
o
n
jectu
r
in
g
ab
ilit
y
b
ased
o
n
p
o
s
t
-
test
co
n
j
ec
tu
r
in
g
s
co
r
e
o
f
th
e
lectu
r
e
-
d
i
s
cu
s
s
io
n
an
d
T
AI
g
r
o
u
p
s
Le
v
e
l
o
f
c
o
n
j
e
c
t
u
r
i
n
g
a
b
i
l
i
t
y
Le
c
t
u
r
e
-
d
i
s
c
u
ssi
o
n
TA
I
N
%
N
%
H
i
g
h
l
y
p
r
o
f
i
c
i
e
n
t
(
2
5
–
30)
0
0
8
2
9
.
6
0
P
r
o
f
i
c
i
e
n
t
(
1
9
–
2
4
)
8
2
9
.
6
0
7
2
5
.
9
0
N
e
a
r
l
y
p
r
o
f
i
c
i
e
n
t
(
1
2
–
18)
9
3
3
.
3
0
10
3
7
.
0
0
Lo
w
p
r
o
f
i
c
i
e
n
c
y
(
6
–
11)
10
3
7
.
0
0
2
7
.
4
0
N
o
t
p
r
o
f
i
c
i
e
n
t
(
0
-
5)
0
0
0
0
N
o
t
e
:
N
=
5
2
(
N
=
2
7
f
o
r
e
a
c
h
g
r
o
u
p
)
.
P
a
r
t
i
c
i
p
a
n
t
s
i
n
t
h
e
l
e
c
t
u
r
e
-
d
i
sc
u
ss
i
o
n
g
r
o
u
p
w
e
r
e
o
n
a
v
e
r
a
g
e
n
e
a
r
l
y
p
r
o
f
i
c
i
e
n
t
(
M
=
1
4
.
0
0
,
S
D
=
4
.
8
8
)
;
w
h
i
l
e
t
h
o
se
i
n
t
h
e
TA
I
g
r
o
u
p
w
e
r
e
p
r
o
f
i
c
i
e
n
t
(
M
=
1
9
.
7
8
,
S
D
=
5
.
7
3
)
.
I
n
c
o
n
t
r
ast
,
th
e
m
aj
o
r
it
y
o
f
th
e
T
A
I
g
r
o
u
p
e
x
h
i
b
it
e
d
p
r
o
f
i
cie
n
t
t
o
h
i
g
h
l
y
p
r
o
f
i
cie
n
t
le
v
els
o
f
co
n
j
ec
t
u
r
i
n
g
a
b
i
lit
y
(
N
=1
5
,
5
5
.
5
%
)
af
te
r
t
h
e
i
n
t
er
v
en
ti
o
n
.
T
h
eir
o
v
er
all
m
ea
n
s
co
r
e
w
as
p
r
o
f
ici
e
n
t
(
M
=1
9
.
7
8
,
SD=5
.
7
3
)
,
s
u
g
g
es
ti
n
g
a
s
tr
o
n
g
a
b
i
lit
y
t
o
d
ev
el
o
p
c
o
n
jec
tu
r
es
i
n
tes
ti
n
g
h
y
p
o
t
h
eses
.
T
h
is
s
u
p
p
o
r
ts
f
i
n
d
in
g
s
t
h
a
t
s
tu
d
e
n
ts
’
a
b
ili
ties
t
o
d
ev
el
o
p
c
o
n
je
ct
u
r
es
an
d
d
r
aw
c
o
n
cl
u
s
i
o
n
s
im
p
r
o
v
ed
s
i
g
n
if
ic
an
tl
y
af
te
r
i
n
s
t
r
u
cti
o
n
[
2
7
]
.
Gen
er
ally
,
b
o
th
g
r
o
u
p
s
ac
h
iev
ed
lo
w
p
r
o
f
icien
cy
as
th
eir
lo
west
lev
el
o
f
co
n
jectu
r
in
g
ab
ilit
y
,
b
u
t
th
ey
d
i
f
f
er
ed
in
th
eir
h
ig
h
est
lev
els:
th
e
T
AI
g
r
o
u
p
r
ea
c
h
ed
h
ig
h
ly
p
r
o
f
icien
t
wh
ile
th
e
L
DM
g
r
o
u
p
r
ea
ch
ed
p
r
o
f
icien
t.
W
ith
a
m
ea
n
d
if
f
er
en
ce
o
f
-
5
.
7
8
,
th
e
T
AI
g
r
o
u
p
’
s
p
o
s
t
-
test
s
co
r
e
was
s
lig
h
tly
h
ig
h
er
th
an
th
at
o
f
th
e
L
DM
g
r
o
u
p
.
T
h
ese
r
esu
l
ts
s
u
g
g
est
th
at
wh
ile
b
o
th
m
eth
o
d
s
h
av
e
lim
itatio
n
s
in
a
d
d
r
ess
in
g
lo
w
-
lev
el
co
n
jectu
r
in
g
s
k
ills
,
T
AI
is
s
i
g
n
if
ican
tly
m
o
r
e
ef
f
ec
tiv
e
in
d
ev
elo
p
in
g
h
ig
h
-
lev
el
co
n
je
ctu
r
in
g
ab
ilit
ies
in
s
tatis
t
ics
an
d
p
r
o
b
a
b
ilit
y
.
T
h
e
T
AI
g
r
o
u
p
’
s
p
er
f
o
r
m
an
ce
,
c
h
ar
ac
ter
ized
b
y
h
i
g
h
er
m
ea
n
s
co
r
es
an
d
b
r
o
ad
er
r
an
g
e
o
f
p
r
o
f
icien
c
y
lev
els,
u
n
d
er
s
co
r
es
th
e
b
en
ef
its
o
f
co
lla
b
o
r
ativ
e
lear
n
in
g
an
d
ac
tiv
e
s
tu
d
en
t
en
g
a
g
em
en
t.
Fro
m
th
e
p
er
s
p
ec
tiv
e
o
f
T
A
I
in
ter
v
en
tio
n
,
g
r
o
u
p
ac
tiv
ities
b
en
ef
it
th
e
s
tu
d
en
ts
s
in
ce
asid
e
f
r
o
m
b
ein
g
s
tu
d
en
t
-
ce
n
ter
ed
,
th
ey
also
p
r
o
m
o
te
co
llab
o
r
atio
n
a
n
d
b
r
ain
s
to
r
m
in
g
wh
er
e
s
tu
d
e
n
ts
d
is
cu
s
s
an
d
s
h
ar
e
id
ea
s
th
at
h
elp
th
em
lea
r
n
in
a
m
o
r
e
en
g
ag
in
g
way
[
2
8
]
.
T
h
e
s
u
cc
ess
o
f
T
AI
ap
p
r
o
ac
h
h
i
g
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
ac
tiv
e
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
wh
er
e
s
tu
d
en
ts
co
llab
o
r
ate
a
n
d
s
h
a
r
e
id
ea
s
.
T
h
is
m
eth
o
d
n
o
t
o
n
l
y
en
h
a
n
ce
s
co
n
jectu
r
in
g
s
k
ills
b
u
t
also
p
r
ep
ar
es
s
tu
d
en
ts
f
o
r
r
ea
l
-
wo
r
l
d
ap
p
licatio
n
s
o
f
s
tatis
tical
r
ea
s
o
n
in
g
.
T
h
er
e
f
o
r
e,
ed
u
ca
to
r
s
m
a
y
c
o
n
s
id
er
in
te
g
r
atin
g
T
AI
m
eth
o
d
o
lo
g
ies
in
to
t
h
eir
teac
h
in
g
p
r
ac
tices
to
b
o
o
s
t
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
im
p
r
o
v
e
lear
n
in
g
o
u
tco
m
es
in
co
m
p
lex
s
u
b
jects
lik
e
s
tati
s
tics
an
d
p
r
o
b
ab
ilit
y
,
u
ltima
tely
eq
u
ip
p
in
g
s
tu
d
en
ts
with
t
h
e
cr
itical
th
in
k
in
g
s
k
ills
n
ec
ess
ar
y
f
o
r
ac
ad
em
ic
an
d
p
r
o
f
ess
io
n
al
s
u
cc
ess
.
3
.
2
.
Co
m
pa
riso
n
bet
wee
n
t
he
pr
e
-
t
est
a
nd
po
s
t
-
t
est
s
co
re
s
o
f
t
he
lect
ure
-
dis
cus
s
io
n
a
nd
t
ea
m
a
s
s
is
t
ed
ind
iv
id
ua
liza
t
io
n g
ro
up
s
T
h
e
d
if
f
er
e
n
ce
in
c
o
n
jectu
r
in
g
ab
ilit
y
am
o
n
g
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
b
ef
o
r
e
an
d
a
f
ter
th
eir
ex
p
o
s
u
r
e
to
t
h
e
L
DM
is
p
r
esen
ted
in
T
ab
le
2
.
Me
an
wh
ile,
T
ab
le
3
d
is
p
lay
s
th
e
r
esu
lts
o
f
th
e
p
air
ed
s
am
p
les
t
-
test
,
wh
ich
ass
es
s
ed
th
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
i
n
p
r
e
-
test
a
n
d
p
o
s
t
-
test
s
co
r
es
f
o
r
s
tu
d
en
t
s
wh
o
p
ar
ticip
ated
in
T
AI
.
Fin
ally
,
T
a
b
le
4
c
o
m
p
ar
es
th
e
co
n
jectu
r
in
g
ab
ilit
ies
o
f
th
e
two
g
r
o
u
p
s
wh
ile
c
o
n
tr
o
llin
g
f
o
r
th
eir
n
u
m
er
ical
ab
ilit
y
.
I
t
is
ap
p
a
r
en
t
i
n
T
a
b
le
2
th
at
t
h
er
e
is
a
s
ig
n
if
ican
t
in
cr
ea
s
e
i
n
th
e
L
DM
g
r
o
u
p
s
’
co
n
jectu
r
i
n
g
s
co
r
es
f
r
o
m
p
r
e
-
test
(
M=
7
.
5
6
,
SD=2
.
9
3
)
to
p
o
s
t
-
test
(
M=
1
4
.
0
0
,
SD=4
.
8
8
)
;
t
(
2
6
)
=
-
7
.
9
4
,
p
<.
0
0
5
,
with
a
lar
g
e
ef
f
ec
t
s
ize
(
C
o
h
en
’
s
d
=
-
1
.
5
3
)
.
T
h
is
i
n
d
icate
s
th
at
th
e
L
DM
ef
f
ec
ti
v
ely
im
p
r
o
v
e
d
th
e
s
tu
d
en
ts
’
c
o
n
jectu
r
in
g
ab
ilit
ies,
d
esp
ite
s
o
m
e
g
ain
s
b
ein
g
attr
i
b
u
ted
to
g
e
n
er
al
lear
n
in
g
ef
f
e
cts.
T
h
ese
f
in
d
in
g
s
alig
n
with
p
r
ev
io
u
s
r
esear
ch
in
d
icatin
g
th
e
p
o
s
t
-
test
s
ar
e
ad
m
in
is
ter
ed
af
ter
th
e
in
ter
v
en
tio
n
im
p
ly
in
g
th
at
s
tu
d
en
ts
alr
ea
d
y
lear
n
e
d
th
e
co
n
ce
p
ts
o
f
th
e
less
o
n
wh
ich
i
s
wh
y
s
tu
d
en
ts
’
s
co
r
es
d
u
r
in
g
th
e
p
o
s
t
-
test
ar
e
h
ig
h
er
co
m
p
a
r
ed
to
th
eir
p
r
e
-
test
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
Tea
m
a
s
s
is
ted
in
d
ivid
u
a
liz
a
tio
n
:
en
h
a
n
cin
g
s
tu
d
en
ts
’
co
n
jectu
r
in
g
…
(
K
h
eig
y
A
xl
R
o
s
s
Ga
la
p
o
n
F
r
a
n
cisco
)
3987
s
co
r
es
[
2
9
]
,
[
3
0
]
.
M
o
r
eo
v
er
,
th
e
f
ac
t
th
at
t
h
e
L
DM
h
as
s
h
o
wn
its
ef
f
ec
tiv
e
n
ess
in
im
p
r
o
v
in
g
th
e
co
n
jectu
r
in
g
s
k
ills
o
f
th
e
s
tu
d
en
ts
co
u
ld
b
e
b
ec
au
s
e
it
im
p
r
o
v
es
s
tu
d
en
t
s
’
m
o
tiv
atio
n
an
d
co
m
m
u
n
ica
tio
n
ab
ilit
ies
[
3
1
]
.
I
n
ter
v
iews
co
n
d
u
cted
b
ef
o
r
e
an
d
af
ter
th
e
im
p
lem
en
tatio
n
in
d
icate
d
t
h
at
m
an
y
s
tu
d
e
n
ts
in
itially
h
ad
litt
le
k
n
o
wled
g
e
o
f
h
y
p
o
th
esis
test
in
g
(
L
D1
)
,
(
L
D4
)
.
T
h
is
m
a
y
in
d
icate
th
e
n
ee
d
f
o
r
tar
g
eted
in
s
tr
u
ctio
n
al
s
tr
ateg
ies to
en
h
an
ce
s
tu
d
en
ts
’
co
m
p
r
e
h
en
s
io
n
o
f
h
y
p
o
th
esis
test
in
g
.
“
I
h
a
ve
n
o
a
n
y
id
ea
a
b
o
u
t h
y
p
o
th
esis
test
in
g
,
s
ir
.
”
(
L
D1
)
“
I
h
a
ve
o
n
ly
h
e
a
r
d
a
b
o
u
t n
u
ll
h
yp
o
th
esis
,
b
u
t I
a
m
clu
eless
a
b
o
u
t it,
s
ir
.
”
(
L
D4
)
T
ab
le
2
.
Pair
ed
s
am
p
les t
-
test
r
esu
lts
f
o
r
th
e
d
if
f
er
en
ce
i
n
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
co
n
jectu
r
in
g
s
co
r
es o
f
lectu
r
e
-
d
is
cu
s
s
io
n
g
r
o
u
p
s
T
e
st
M
SD
t
(
2
6
)
p
C
o
h
e
n
’
s
d
Pre
-
t
e
st
7
.
5
6
2
.
9
3
-
7
.
9
4
*
*
.
0
0
-
1
.
5
3
P
o
st
-
t
e
st
1
4
.
0
0
4
.
8
8
**
p
<
.
0
0
1
.
N
o
t
e
:
N
=
2
7
.
P
a
r
t
i
c
i
p
a
n
t
s
i
n
t
h
e
l
e
c
t
u
r
e
-
d
i
sc
u
ssi
o
n
g
r
o
u
p
’
s
p
r
e
-
t
e
st
s
c
o
r
e
s
w
e
r
e
l
o
w
p
r
o
f
i
c
i
e
n
t
(
M
=
7
.
5
6
,
S
D
=
2
.
9
3
)
;
w
h
i
l
e
t
h
e
i
r
p
o
s
t
-
t
e
st
s
c
o
r
e
s
w
e
r
e
o
n
a
v
e
r
a
g
e
n
e
a
r
l
y
p
r
o
f
i
c
i
e
n
t
(
M
=
1
4
.
0
0
,
S
D
=
4
.
8
8
)
.
Af
ter
th
e
i
n
ter
v
en
tio
n
,
s
tu
d
e
n
ts
d
em
o
n
s
tr
ated
v
ar
y
in
g
le
v
els
o
f
u
n
d
e
r
s
tan
d
in
g
b
ased
o
n
th
eir
co
g
n
itiv
e
ab
ilit
ies.
W
ith
s
o
m
e
d
em
o
n
s
tr
ated
a
f
o
u
n
d
atio
n
al
u
n
d
er
s
tan
d
i
n
g
o
f
h
y
p
o
th
esis
test
in
g
(
L
D4
)
,
o
th
e
r
s
wer
e
ab
le
to
d
is
tin
g
u
is
h
b
etw
ee
n
o
n
e
-
tailed
an
d
two
-
tailed
test
s
(
L
D2
3
)
,
r
ef
lectiv
e
a
m
ix
o
f
b
asic
an
d
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
co
n
ce
p
t.
T
h
is
im
p
lies
t
h
at
wh
ile
th
e
L
DM
was
ef
f
ec
tiv
e
in
d
ev
elo
p
in
g
s
o
m
e
asp
ec
ts
o
f
s
tu
d
en
ts
’
u
n
d
e
r
s
tan
d
in
g
o
f
h
y
p
o
th
esis
test
in
g
,
th
er
e
is
a
c
lear
v
ar
iatio
n
i
n
th
e
d
ep
th
o
f
lear
n
in
g
ac
h
iev
ed
.
T
h
ese
r
esu
lts
h
ig
h
lig
h
t
th
e
n
e
ed
f
o
r
d
iv
er
s
if
ied
in
s
tr
u
ctio
n
a
l
s
tr
ateg
ies
th
at
ca
ter
to
d
if
f
er
en
t
lear
n
in
g
s
ty
les
an
d
co
g
n
itiv
e
lev
els to
en
s
u
r
e
th
at
all
s
tu
d
en
ts
d
ev
elo
p
a
co
m
p
r
eh
en
s
iv
e
u
n
d
e
r
s
tan
d
in
g
o
f
h
y
p
o
t
h
esis
test
in
g
.
“
Wh
a
t
I
lea
r
n
ed
a
b
o
u
t
h
yp
o
th
esis
te
s
tin
g
is
d
ete
r
min
in
g
w
h
eth
er
to
a
cc
ep
t
o
r
r
ejec
t
t
h
e
n
u
ll
h
yp
o
th
esis
b
y
fo
llo
w
in
g
th
e
s
t
ep
s
in
h
yp
o
t
h
esis
test
in
g
,
th
en
a
fter
th
a
t,
w
e
g
et
to
d
ec
id
e
if
w
e
a
r
e
g
o
in
g
t
o
a
cc
ep
t t
h
e
n
u
ll
h
yp
o
t
h
esis
,
a
n
d
a
ls
o
g
ive
a
co
n
clu
s
io
n
.
”
(
L
D4
)
“
S
ir
,
I
le
a
r
n
ed
w
h
e
n
to
u
s
e
t
h
e
o
n
e
-
ta
iled
test
a
n
d
th
e
tw
o
-
ta
iled
test
.
We
u
s
e
a
o
n
e
-
ta
iled
test
if
it
is
d
ir
ec
tio
n
a
l
w
h
ile
it
is
a
t
w
o
-
ta
iled
test
if
it
is
n
o
n
-
d
ir
ec
tio
n
a
l.
I
r
eme
mb
er
th
a
t
th
e
a
r
ea
o
f
r
ejec
tio
n
is
la
r
g
er
w
h
en
it
is
o
n
e
-
ta
iled
test
.
Ho
w
ev
er,
I
fin
d
it
h
a
r
d
to
d
r
a
w
a
co
n
clu
s
io
n
b
ec
a
u
s
e
it
is
c
o
n
fu
s
in
g
b
u
t
it
is
fu
n
to
le
a
r
n
b
ec
a
u
s
e
it
is
co
n
n
ec
ted
to
o
u
r
p
r
a
ctica
l
r
e
s
ea
r
ch
s
u
b
ject.
”
(
L
D2
3
)
Ov
er
all,
wh
ile
th
e
L
DM
s
h
o
ws
p
r
o
m
is
e
in
im
p
r
o
v
i
n
g
co
n
jec
tu
r
in
g
ab
ilit
ies
b
u
t
u
n
d
er
s
co
r
e
s
th
e
n
ee
d
f
o
r
d
iv
er
s
if
ied
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
to
ac
co
m
m
o
d
ate
d
if
f
er
en
t
lear
n
in
g
s
ty
les
an
d
co
g
n
itiv
e
lev
els.
I
n
teg
r
atin
g
th
is
m
eth
o
d
in
to
a
b
r
o
ad
e
r
in
s
tr
u
ctio
n
al
to
o
lk
it
c
an
y
ield
to
p
o
s
itiv
e
o
u
tco
m
es
in
s
tu
d
en
t
lear
n
in
g
an
d
en
g
ag
em
en
t.
R
eg
ar
d
less
o
f
wh
eth
er
th
e
s
tu
d
en
ts
f
in
d
t
h
e
L
DM
less
m
o
tiv
atin
g
[
3
2
]
o
r
m
o
r
e
en
g
ag
in
g
[
3
3
]
,
th
e
y
ca
n
s
till
m
ak
e
lear
n
in
g
m
ea
n
in
g
f
u
l
as
lo
n
g
as
th
ey
ca
n
co
n
n
ec
t
th
e
s
u
b
ject
m
atter
to
th
e
r
ea
l
wo
r
ld
[
3
4
]
.
L
ec
tu
r
es
ar
e
ef
f
ec
tiv
es
f
o
r
teac
h
in
g
b
ec
au
s
e
th
ey
a
llo
w
in
s
tr
u
cto
r
s
to
p
r
esen
t
t
h
eo
r
ies
clea
r
ly
an
d
ef
f
icien
tly
[
3
5
]
.
R
esear
ch
in
d
icate
s
th
at
f
lip
p
ed
co
u
r
s
es c
an
y
ield
s
im
ilar
co
n
ten
t k
n
o
wled
g
e
im
p
r
o
v
e
m
en
ts
as
tr
ad
itio
n
al
lectu
r
es
[
3
6
]
.
W
h
ile
s
o
m
e
s
tu
d
ies
s
u
g
g
est
th
at
L
DM
ef
f
ec
tiv
ely
estab
lis
h
f
o
u
n
d
atio
n
al
s
k
ills
[
3
7
]
,
o
th
er
s
r
ev
ea
l th
at
m
a
n
y
s
tu
d
e
n
ts
p
r
ef
er
th
is
ap
p
r
o
ac
h
f
o
r
its
r
elev
an
ce
[
3
8
]
an
d
in
ter
ac
tiv
e
n
atu
r
e
[
3
9
]
,
[
4
0
]
.
T
ab
le
3
d
is
p
lay
s
th
e
r
esu
lts
o
f
a
p
air
ed
s
am
p
les
t
-
test
co
m
p
ar
in
g
th
e
p
r
e
-
test
an
d
p
o
s
t
-
tes
t
s
co
r
es
o
f
th
e
s
tu
d
en
ts
wh
o
p
ar
ticip
ated
in
th
e
T
AI
i
n
ter
v
en
tio
n
.
T
h
e
r
esu
lts
in
d
icate
a
s
ig
n
if
ica
n
t
i
m
p
r
o
v
e
m
en
t
i
n
th
e
co
n
jectu
r
in
g
s
co
r
es,
with
p
r
e
-
test
s
co
r
es
(
M=
7
.
5
6
,
SD=2
.
9
2
)
r
is
in
g
to
p
o
s
t
-
test
s
co
r
es
(
M
=1
9
.
7
8
,
SD=5
.
7
3
)
;
t(
2
6
)
=
-
1
1
.
3
9
,
p
<.
0
0
5
.
T
h
is
s
u
b
s
tan
tial
in
cr
ea
s
e
s
u
g
g
ests
th
at
T
AI
is
an
e
f
f
ec
tiv
e
m
e
th
o
d
in
en
h
a
n
cin
g
s
tu
d
en
ts
’
HOT
S
in
s
ta
tis
tic
s
an
d
p
r
o
b
ab
ilit
y
,
s
u
p
p
o
r
ted
b
y
a
lar
g
e
ef
f
ec
t
s
ize
(
C
o
h
en
’
s
d
=
-
2
.
1
9
)
.
T
h
e
ef
f
ec
tiv
en
ess
o
f
T
AI
in
im
p
r
o
v
in
g
th
e
co
n
jectu
r
in
g
ab
ili
ty
co
u
ld
b
e
attr
ib
u
ted
to
t
h
e
f
ac
t
t
h
at
it
is
a
m
eth
o
d
o
l
o
g
y
th
at
ca
n
in
cr
ea
s
e
th
e
s
tu
d
en
t’
s
u
n
d
e
r
s
tan
d
in
g
o
f
m
ath
em
atica
l
[
4
1
]
,
HOT
S
[
4
2
]
,
an
d
lear
n
in
g
m
o
tiv
atio
n
[
4
3
]
,
[
4
4
]
.
T
ab
le
3
.
Pair
ed
s
am
p
les t
-
test
r
esu
lts
f
o
r
th
e
d
if
f
er
en
ce
s
o
n
t
h
e
p
r
e
-
test
an
d
p
o
s
t
-
test
s
co
r
es o
f
T
AI
g
r
o
u
p
T
e
st
M
SD
t
(
2
6
)
p
C
o
h
e
n
’
s
d
Pre
-
t
e
st
7
.
5
6
2
.
9
2
-
1
1
.
3
9
*
*
.
0
0
-
2
.
1
9
P
o
st
-
t
e
st
1
9
.
7
8
5
.
7
3
**
p
<
.
0
0
1
.
N
o
t
e
.
N
=
2
7
.
P
a
r
t
i
c
i
p
a
n
t
s
i
n
t
h
e
TA
I
g
r
o
u
p
’
s
p
r
e
-
t
e
s
t
s
c
o
r
e
s
w
e
r
e
l
o
w
p
r
o
f
i
c
i
e
n
t
(
M
=
7
.
5
6
,
S
D
=
2
.
9
2
)
;
w
h
i
l
e
t
h
e
i
r
p
o
st
-
t
e
st
s
c
o
r
e
s wer
e
p
r
o
f
i
c
i
e
n
t
(
M
=
1
9
.
7
8
,
S
D
=
5
.
7
3
)
.
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
.
5
,
Octo
b
er
20
25
:
3
9
8
3
-
3993
3988
I
n
ter
v
iews
co
n
d
u
cted
b
ef
o
r
e
an
d
af
ter
th
e
T
AI
in
ter
v
e
n
tio
n
r
ev
ea
led
a
g
ap
in
s
tu
d
en
ts
’
p
r
io
r
k
n
o
wled
g
e
o
f
h
y
p
o
th
esis
test
in
g
.
Ma
n
y
s
tu
d
en
ts
h
ad
litt
le
f
am
iliar
ity
with
th
e
to
p
ic
h
y
p
o
th
esis
tes
tin
g
(
T
1
0
an
d
T
1
2
)
a
n
d
s
o
m
e
h
a
v
e
th
e
s
lig
h
test
k
n
o
wled
g
e
o
f
h
y
p
o
th
esis
test
in
g
s
u
ch
as
th
e
n
u
ll
h
y
p
o
th
esis
(
T
3
)
,
in
d
icatin
g
co
n
f
u
s
io
n
a
b
o
u
t
b
asic c
o
n
ce
p
ts
lik
e
th
e
n
u
ll h
y
p
o
t
h
esis
.
“
N
o
n
e,
s
ir
.
I
n
ev
er h
ea
r
d
o
r
r
e
a
d
a
n
yt
h
in
g
a
b
o
u
t it.
”
(
T
1
0
)
“
S
ir
,
b
a
s
ed
o
n
w
h
a
t
I
h
a
ve
r
ea
d
,
is
it
r
ela
ted
to
n
u
ll
h
yp
o
th
esis
,
s
i
r
?
Like,
i
s
it
co
n
n
ec
ted
w
ith
Ha
?
I
a
m
n
o
t
q
u
ite
s
u
r
e,
s
ir
,
b
u
t
I
s
till
d
o
n
o
t
h
a
ve
en
o
u
g
h
kn
o
w
led
g
e
a
b
o
u
t
h
yp
o
th
esis
test
in
g
,
s
ir
”
(
T3
)
Af
ter
th
e
in
ter
v
en
tio
n
,
s
o
m
e
s
tu
d
en
ts
r
ep
o
r
ted
lear
n
in
g
h
o
w
to
s
o
lv
e
z
an
d
t
an
d
ap
p
ly
h
y
p
o
th
esis
test
in
g
in
th
e
r
ea
l
wo
r
ld
(
T
1
2
,
T
1
6
)
.
So
m
e
s
tu
d
en
ts
r
esp
o
n
d
e
d
th
at
th
ey
lear
n
ed
t
o
f
o
r
m
u
late
n
u
ll
an
d
alter
n
ativ
e
h
y
p
o
t
h
eses
,
f
in
d
cr
itical
v
alu
es,
co
m
p
u
te
test
v
al
u
e,
m
ak
e
co
n
clu
s
io
n
(
T
1
6
)
.
W
h
ile
m
an
y
s
tu
d
en
ts
d
em
o
n
s
tr
ated
p
r
o
f
icien
cy
in
ap
p
ly
in
g
th
ese
co
n
ce
p
ts
,
th
er
e
was
v
ar
iab
ilit
y
in
th
e
d
ep
th
o
f
k
n
o
wled
g
e
ac
q
u
ir
ed
.
“
A
t
fir
s
t,
s
ir
,
I
th
o
u
g
h
t
it
’
s
g
o
in
g
to
b
e
ch
a
llen
g
in
g
b
u
t
a
s
time
g
o
es
b
y,
I
r
ea
liz
ed
th
a
t
it
is
n
o
t
th
a
t
h
a
r
d
.
I
lea
r
n
ed
h
o
w
to
lo
ca
te
th
e
crit
ica
l
v
a
lu
es
u
s
in
g
th
e
leve
l
o
f
s
ig
n
ifica
n
ce
.
I
a
ls
o
lea
r
n
ed
h
o
w
to
c
o
mp
u
te
f
o
r
th
e
va
lu
e
o
f
z
a
n
d
t
u
s
in
g
th
e
f
o
r
mu
la
.
I
s
till
fin
d
it
h
a
r
d
to
i
d
en
tify
th
e
g
iven
b
u
t
o
n
ce
yo
u
u
n
d
ers
ta
n
d
it,
it
is
ea
s
ie
r
to
s
o
lve.
P
lu
s
,
it
is
n
o
t
merely
ju
s
t
a
b
o
u
t
s
o
lvin
g
b
ec
a
u
s
e
w
e
ca
n
a
p
p
ly
h
yp
o
th
e
s
is
tes
tin
g
in
r
ea
l wo
r
ld
.
”
(
T
1
2
)
“
I
lea
r
n
ed
th
e
five
s
tep
s
o
f
h
yp
o
th
esis
test
in
g
.
F
ir
s
t,
fo
r
mu
la
tin
g
th
e
n
u
ll
a
n
d
a
lter
n
a
tive
h
yp
o
th
eses
.
Th
e
s
ec
o
n
d
s
tep
is
fin
d
in
g
th
e
crit
ica
l
va
lu
es.
S
tep
3
is
co
m
p
u
tin
g
t
h
e
test
va
lu
e.
Th
en
,
s
tep
4
is
w
a
it…w
h
en
…wh
en
yo
u
d
ec
id
e
w
h
eth
er
t
o
a
cc
ep
t
o
r
r
ejec
t
Ho
.
La
s
tly,
ma
kin
g
th
e
co
n
clu
s
io
n
.
I
a
ls
o
lea
r
n
ed
th
a
t
w
e
ca
n
a
ctu
a
lly
a
p
p
ly
th
ese
s
tu
ff
s
a
b
o
u
t
s
ta
tis
t
ics
in
r
ea
l
life
esp
ec
ia
lly
in
p
r
a
ctica
l res
ea
r
ch
s
u
b
ject.
”
(
T
1
6
)
I
n
g
en
e
r
al,
T
AI
’
s
s
u
cc
ess
in
im
p
r
o
v
in
g
co
n
jectu
r
in
g
a
b
ilit
ies
ca
n
b
e
lin
k
ed
to
its
em
p
h
asis
o
n
co
o
p
er
ativ
e
lear
n
in
g
,
wh
ic
h
f
o
s
ter
s
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
[
1
4
]
,
[
4
5
]
,
an
d
en
h
an
ce
s
ac
ad
em
ic
en
g
ag
em
e
n
t
[
4
6
]
.
T
h
e
s
ig
n
if
ican
t
im
p
r
o
v
e
m
en
t
in
p
o
s
t
-
test
s
co
r
es
an
d
lar
g
e
ef
f
ec
t
s
ize
p
r
o
v
id
e
s
tr
o
n
g
ev
id
en
ce
f
o
r
T
AI
’
s
ef
f
icac
y
in
d
e
v
elo
p
in
g
HOT
S
[
4
7
]
.
As s
u
ch
,
t
h
e
s
tu
d
y
u
n
d
e
r
s
co
r
es th
e
im
p
o
r
tan
ce
o
f
in
teg
r
atin
g
co
llab
o
r
ativ
e
lear
n
in
g
tech
n
iq
u
es
lik
e
T
AI
in
to
th
e
cu
r
r
icu
lu
m
,
as
th
ey
ca
n
s
ig
n
if
ican
tly
en
h
an
ce
s
tu
d
en
t
o
u
tco
m
es
in
co
m
p
lex
s
u
b
jects
s
u
ch
as
s
tat
i
s
tics
an
d
p
r
o
b
ab
ilit
y
.
B
y
ad
o
p
tin
g
T
AI
as
a
p
ed
ag
o
g
ical
s
tr
ateg
y
,
ed
u
ca
to
r
s
ca
n
im
p
r
o
v
e
ac
ad
em
ic
p
er
f
o
r
m
an
c
e
wh
ile
f
o
s
ter
in
g
a
d
ee
p
er
a
p
p
r
ec
iatio
n
f
o
r
s
tatis
tical
co
n
ce
p
ts
am
o
n
g
s
tu
d
e
n
ts
,
u
ltima
tely
p
r
ep
ar
i
n
g
th
em
f
o
r
m
o
r
e
ad
v
an
ce
d
a
p
p
licatio
n
s
.
3
.
3
.
Co
m
pa
riso
n
bet
wee
n
t
he
co
nje
ct
uring
a
bil
it
ies
o
f
t
he
lect
ure
-
dis
cu
s
s
io
n
a
nd
t
ea
m
a
s
s
is
t
ed
ind
iv
id
ua
liza
t
io
n g
ro
up
s
whi
le
co
ntr
o
llin
g
t
heir
nu
m
er
ica
l r
ea
s
o
nin
g
T
ab
le
4
s
h
o
ws
th
e
ANCOVA
r
esu
lts
f
o
r
th
e
d
if
f
er
e
n
ce
b
etw
ee
n
th
e
c
o
n
jectu
r
in
g
ab
ilit
ies
o
f
th
e
T
AI
g
r
o
u
p
an
d
th
e
L
DM
g
r
o
u
p
a
f
ter
th
e
in
ter
v
en
tio
n
wh
ile
c
o
n
tr
o
llin
g
th
eir
n
u
m
er
ical
r
e
aso
n
in
g
ab
ilit
y
.
As
r
ev
ea
led
in
th
e
tab
le,
t
h
e
T
AI
g
r
o
u
p
ac
h
iev
ed
a
h
ig
h
e
r
m
ea
n
p
o
s
t
-
test
s
co
r
e
(
M=
1
9
.
7
8
,
S
D=
5
.
7
3
)
co
m
p
ar
ed
to
th
e
L
DM
g
r
o
u
p
(
M=
1
4
.
0
0
,
SD=4
.
8
8
)
;
F=1
5
.
3
4
,
p
<0
.
0
0
5
,
co
v
a
r
iate=
4
.
7
2
,
with
n
o
tab
le
d
if
f
er
e
n
ce
o
f
5
.
7
8
p
o
in
ts
.
Alth
o
u
g
h
th
e
ef
f
ec
t
s
ize
is
s
m
all
(
C
o
h
en
’
s
d
=0
.
2
3
)
,
th
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
T
AI
is
m
o
r
e
ef
f
ec
tiv
e
th
an
L
DM
in
en
h
an
cin
g
s
tu
d
en
ts
’
co
n
jectu
r
i
n
g
ab
ilit
ies,
ev
en
wh
en
co
n
tr
o
llin
g
f
o
r
n
u
m
er
ical
r
ea
s
o
n
in
g
ab
ilit
y
.
T
ab
le
4
.
ANCOVA
r
esu
lts
f
o
r
th
e
d
if
f
er
e
n
ce
b
etwe
en
t
h
e
co
n
jectu
r
in
g
a
b
ilit
ies o
f
th
e
lectu
r
e
-
d
is
cu
s
s
io
n
an
d
T
AI
g
r
o
u
p
s
wh
ile
co
n
tr
o
llin
g
t
h
eir
n
u
m
e
r
ical
r
ea
s
o
n
in
g
ab
ilit
y
G
r
o
u
p
M
SD
F
p
C
o
h
e
n
’
s
d
TA
I
1
9
.
7
8
5
.
7
3
1
5
.
3
4
*
*
.
0
0
.
2
3
Le
c
t
u
r
e
-
d
i
s
c
u
ssi
o
n
1
4
.
0
0
4
.
8
8
**
p
<
.
0
0
1
.
C
o
v
a
r
i
a
t
e
=
4
.
7
2
.
I
n
ter
v
iews
in
d
icate
d
th
at
T
AI
s
tu
d
en
ts
h
ad
a
s
tr
o
n
g
er
g
r
as
p
o
f
h
y
p
o
th
esis
test
in
g
(
T
2
7
)
th
an
th
eir
p
ee
r
s
in
L
DM
(
L
D1
)
.
T
AI
p
a
r
ticip
an
ts
ar
ticu
lated
k
ey
co
n
ce
p
ts
,
in
clu
d
in
g
n
u
ll
an
d
alte
r
n
ativ
e
h
y
p
o
th
eses
,
an
d
o
u
tlin
ed
th
e
f
iv
e
ess
en
tial
s
tep
s
o
f
h
y
p
o
th
esis
test
in
g
.
T
h
is
s
u
g
g
ests
th
at
T
AI
p
r
o
m
o
tes
b
o
th
th
eo
r
etica
l
u
n
d
er
s
tan
d
i
n
g
an
d
p
r
ac
tical
ap
p
licatio
n
o
f
s
tatis
tical
co
n
ce
p
ts
.
W
h
ile
s
tu
d
en
ts
in
th
e
L
DM
g
r
o
u
p
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
Tea
m
a
s
s
is
ted
in
d
ivid
u
a
liz
a
tio
n
:
en
h
a
n
cin
g
s
tu
d
en
ts
’
co
n
jectu
r
in
g
…
(
K
h
eig
y
A
xl
R
o
s
s
Ga
la
p
o
n
F
r
a
n
cisco
)
3989
ac
k
n
o
wled
g
e
d
th
e
im
p
o
r
tan
c
e
o
f
h
y
p
o
th
esis
test
in
g
an
d
i
ts
ap
p
licatio
n
s
–
s
u
ch
as
z
-
test
s
an
d
t
-
test
s
–
th
eir
u
n
d
er
s
tan
d
i
n
g
lac
k
ed
d
ep
th
a
n
d
clar
ity
.
T
h
is
d
is
p
ar
ity
h
ig
h
lig
h
ts
h
o
w
th
e
i
n
ter
ac
tiv
e
n
atu
r
e
o
f
T
AI
en
h
an
ce
s
s
tu
d
en
t
en
g
a
g
em
en
t
an
d
r
ete
n
tio
n
o
f
c
o
m
p
lex
id
ea
s
.
G
r
o
u
p
wo
r
k
allo
ws
s
tu
d
e
n
ts
to
a
n
aly
ze
n
o
t
o
n
ly
th
e
p
r
o
b
lem
b
u
t a
ls
o
th
eir
p
ee
r
s
’
r
ea
s
o
n
in
g
,
im
p
r
o
v
i
n
g
m
etac
o
g
n
itiv
e
an
d
c
o
n
jectu
r
in
g
s
k
ills
[
4
8
]
.
“
I
r
eme
mb
er
th
e
mea
n
in
g
o
f
h
yp
o
th
esis
a
n
d
d
efin
itio
n
o
f h
y
p
o
th
esis
test
in
g
,
mo
s
t
imp
o
r
ta
n
tly
th
e
n
u
ll
a
n
d
a
lter
n
a
tive
h
yp
o
th
esi
s
a
n
d
th
eir
imp
o
r
ta
n
ce
in
r
ea
l
life
a
s
w
ell
a
s
in
a
p
p
lyin
g
t
h
em
in
r
esea
r
ch
p
u
r
p
o
s
es.
I
a
ls
o
l
ea
r
n
ed
th
e
five
ess
en
tia
l
s
tep
s
in
h
y
p
o
th
esis
test
in
g
n
a
mely
fo
r
mu
la
tin
g
h
yp
o
th
eses
,
id
en
t
ifyin
g
th
e
crit
ica
l
va
lu
e
u
s
in
g
leve
l
o
f
s
ig
n
ifica
n
ce
,
co
mp
u
t
in
g
th
e
va
lu
e
o
f te
s
t
-
s
ta
tis
tic,
d
ec
id
in
g
w
h
eth
er to
r
ejec
t o
r
n
o
t th
e
n
u
ll h
yp
o
th
esis
,
a
n
d
co
n
clu
d
in
g
b
a
s
ed
o
n
th
e
p
r
o
b
lem.
”
(
T
2
7
)
“
I
lea
r
n
ed
th
a
t
h
yp
o
th
esis
test
in
g
is
imp
o
r
ta
n
t
b
ec
a
u
s
e
it
i
s
a
va
lid
meth
o
d
th
a
t
ca
n
h
el
p
u
s
to
d
ec
id
e
if
a
n
u
ll
h
yp
o
th
esis
w
ill
b
e
r
ejec
ted
o
r
n
o
t.
Wit
h
th
e
u
s
e
o
f
t
h
e
2
test
s
ta
tis
tics
t
h
a
t
a
r
e
u
s
ed
fo
r
h
yp
o
th
esis
test
in
g
,
w
h
ich
a
r
e
th
e
z
-
test
a
n
d
t
-
test
,
w
e
a
r
e
a
b
le
to
ma
ke
s
ta
teme
n
ts
a
b
o
u
t
th
e
p
o
p
u
la
tio
n
p
a
r
a
mete
r
s
g
iven
in
th
e
p
r
o
b
lem.
Hen
ce
,
it
p
r
o
ve
s
if
s
o
meth
in
g
‘
is
’
o
r
‘
is
n
o
t
’
.
I
fig
u
r
ed
o
u
t
th
a
t
h
y
p
o
th
esis
test
in
g
is
ve
r
y
r
elev
a
n
t
to
u
s
,
th
e
s
tu
d
en
ts
,
a
t
th
e
mo
me
n
t
a
s
w
ell
a
s
in
th
e
fu
tu
r
e
b
ec
a
u
s
e
it
p
la
ys
a
cru
cia
l
p
a
r
t
in
o
u
r
r
esea
r
ch
.
Wit
h
th
e
h
elp
o
f
t
h
e
less
o
n
s
w
e
h
a
d
,
w
e
lea
r
n
ed
h
o
w
to
p
r
o
p
erly
test
th
e
h
yp
o
th
esis
g
iven
in
o
u
r
s
tu
d
ies.
On
th
e
o
th
er
h
a
n
d
,
h
yp
o
th
esis
test
in
g
is
a
ls
o
a
p
p
lied
n
o
t
ju
s
t
in
r
esea
r
ch
,
b
u
t
a
ls
o
in
s
cien
tifi
c
ex
p
eri
men
ts
,
tr
ia
ls
,
a
n
d
p
r
o
ce
s
s
es.
”
(
L
D1
)
T
h
e
s
ig
n
if
ican
t
im
p
r
o
v
e
m
en
t
in
th
e
T
AI
g
r
o
u
p
’
s
p
o
s
t
-
test
u
n
d
er
s
co
r
es
its
ef
f
ec
tiv
en
ess
in
f
o
s
ter
in
g
d
ee
p
er
en
g
a
g
em
en
t
with
co
m
p
lex
m
ater
ial.
T
h
e
s
tr
u
ctu
r
ed
ar
ticu
latio
n
o
f
th
eir
u
n
d
e
r
s
tan
d
in
g
in
d
icate
s
en
h
an
ce
d
co
g
n
itiv
e
p
r
o
ce
s
s
in
g
.
T
h
is
c
o
u
ld
b
e
b
ec
au
s
e
co
o
p
er
ativ
e
lear
n
in
g
ef
f
ec
tiv
ely
p
r
o
m
o
tes
m
ath
em
atica
l
r
ea
s
o
n
in
g
s
k
ills
b
y
en
g
ag
in
g
s
tu
d
en
ts
in
th
e
a
ctiv
e
an
d
c
o
llab
o
r
ativ
e
cr
ea
tio
n
o
f
u
n
d
er
s
tan
d
in
g
[
4
9
]
.
T
h
ese
f
in
d
in
g
s
alig
n
with
p
r
ev
io
u
s
r
esear
ch
th
at
c
o
o
p
er
ativ
e
lear
n
in
g
o
u
tp
e
r
f
o
r
m
s
tr
ad
itio
n
al
L
DM
[
5
0
]
–
[
5
2
]
.
Alth
o
u
g
h
b
o
th
g
r
o
u
p
s
d
em
o
n
s
tr
ated
co
m
p
r
eh
e
n
s
io
n
o
f
ess
en
tial
co
n
ce
p
ts
,
T
AI
s
tu
d
en
ts
ex
h
ib
ited
s
u
p
er
io
r
a
r
g
u
m
en
tatio
n
an
d
c
r
itical
th
in
k
in
g
s
k
ills
,
p
ar
ticu
l
ar
ly
wh
en
co
n
f
r
o
n
ted
with
h
i
g
h
er
-
o
r
d
er
th
in
k
in
g
q
u
esti
o
n
s
[
1
9
]
.
T
h
er
ef
o
r
e,
t
h
e
T
AI
ap
p
r
o
ac
h
is
a
b
etter
teac
h
in
g
ap
p
r
o
ac
h
in
h
o
n
in
g
th
e
ab
i
lity
o
f
th
e
s
tu
d
en
ts
to
d
e
v
elo
p
co
n
jectu
r
es
in
h
y
p
o
th
esis
test
in
g
.
T
h
e
ev
i
d
en
ce
s
u
g
g
ests
th
at
e
d
u
ca
t
o
r
s
m
ay
p
r
io
r
itize
co
llab
o
r
ativ
e
in
s
tr
u
ctio
n
al
m
e
th
o
d
s
lik
e
T
AI
to
im
p
r
o
v
e
lea
r
n
in
g
o
u
tco
m
es.
B
y
ad
o
p
tin
g
T
AI
,
ed
u
ca
to
r
s
ca
n
cr
ea
te
a
class
r
o
o
m
en
v
ir
o
n
m
en
t
th
at
en
h
an
ce
s
s
tu
d
e
n
ts
’
c
o
n
jectu
r
in
g
ab
ilit
ies
an
d
p
r
e
p
ar
es
th
em
f
o
r
r
ea
l
-
wo
r
ld
ap
p
licatio
n
s
o
f
s
tatis
tica
l r
ea
s
o
n
in
g
a
n
d
h
y
p
o
t
h
esis
test
in
g
.
4.
CO
NCLU
SI
O
N
W
h
ile
b
o
th
L
DM
an
d
T
AI
a
p
p
r
o
ac
h
es
a
r
e
ef
f
ec
tiv
e
in
en
h
a
n
cin
g
s
tu
d
e
n
ts
’
co
n
jectu
r
in
g
a
b
ilit
ies
in
s
tatis
t
ics
an
d
p
r
o
b
ab
ilit
y
,
T
AI
p
r
o
v
es
to
b
e
s
ig
n
if
ican
tl
y
m
o
r
e
im
p
a
ctf
u
l.
Par
ticip
a
n
ts
ex
p
o
s
ed
t
o
T
AI
d
em
o
n
s
tr
ated
a
h
ig
h
e
r
lev
el
o
f
p
r
o
f
icien
cy
in
d
ev
el
o
p
in
g
c
o
n
jectu
r
es
d
u
r
in
g
h
y
p
o
th
esis
test
in
g
co
m
p
ar
e
d
to
th
o
s
e
in
L
DM
.
T
h
is
in
d
icate
s
th
at
th
e
co
llab
o
r
ativ
e
a
n
d
in
te
r
ac
tiv
e
n
atu
r
e
o
f
T
AI
f
o
s
ter
s
d
ee
p
er
en
g
ag
em
e
n
t
with
th
e
m
ater
ial,
allo
win
g
s
t
u
d
en
ts
to
b
etter
u
n
d
e
r
s
tan
d
a
n
d
ap
p
ly
c
o
m
p
lex
co
n
ce
p
ts
.
T
o
f
u
r
th
e
r
m
ax
im
ize
th
e
b
en
ef
its
o
f
T
AI
,
ed
u
ca
to
r
s
m
ay
co
n
s
id
er
im
p
lem
en
tin
g
it
in
a
co
n
tr
o
lled
lear
n
in
g
en
v
ir
o
n
m
e
n
t,
s
u
ch
as
d
u
r
in
g
f
u
lly
f
ac
e
-
to
-
f
ac
e
class
es,
wh
er
e
th
e
in
ter
ac
tiv
e
c
o
m
p
o
n
en
ts
ca
n
b
e
f
u
lly
r
ea
lized
.
W
h
il
e
th
e
L
D
M
a
l
s
o
e
f
f
e
ct
i
v
ely
im
p
r
o
v
ed
p
ar
ti
cip
an
t
s
’
co
n
j
ec
tu
r
in
g
ab
il
i
ti
es
,
i
t
m
ay
b
e
m
o
r
e
s
u
ita
b
l
e
f
o
r
c
r
o
wd
ed
cl
a
s
s
r
o
o
m
s
a
s
i
t
d
o
es
n
o
t
r
ely
h
e
av
ily
o
n
g
r
o
u
p
a
ct
iv
i
ti
e
s
.
T
o
f
u
r
th
e
r
d
ev
elo
p
s
tu
d
en
ts
’
co
n
j
ec
tu
r
in
g
s
k
il
l
s
th
r
o
u
g
h
L
DM
,
ed
u
c
ato
r
s
m
ay
p
r
o
v
i
d
e
m
o
r
e
ch
al
len
g
in
g
wo
r
d
p
r
o
b
lem
s
an
d
em
p
l
o
y
cr
ea
t
iv
e
v
i
s
u
a
l
ai
d
s
to
b
o
o
s
t
en
g
a
g
em
en
t.
Ho
w
ev
er
,
th
e
co
n
s
i
s
t
en
t
ev
id
e
n
ce
s
u
p
p
o
r
ti
n
g
T
AI
’
s
s
u
p
er
io
r
ef
f
e
ct
iv
en
e
s
s
ac
r
o
s
s
v
a
r
io
u
s
s
t
u
d
ie
s
r
e
in
f
o
r
ce
s
th
e
n
e
ed
f
o
r
i
ts
b
r
o
ad
er
im
p
le
m
en
ta
tio
n
in
t
h
e
cu
r
r
icu
lu
m
.
B
y
ad
o
p
t
in
g
T
AI
,
ed
u
ca
to
r
s
ca
n
cu
lt
iv
a
te
a
cla
s
s
r
o
o
m
en
v
ir
o
n
m
en
t
th
a
t
n
o
t
o
n
ly
i
m
p
r
o
v
e
s
s
tu
d
en
t
s
’
co
n
j
ec
tu
r
in
g
ab
il
i
ti
es
b
u
t
a
l
s
o
p
r
ep
a
r
e
s
th
em
f
o
r
r
ea
l
-
wo
r
l
d
ap
p
li
ca
ti
o
n
s
o
f
s
ta
ti
s
t
ica
l
r
ea
s
o
n
in
g
an
d
h
y
p
o
th
e
s
i
s
te
s
t
in
g
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
e
x
p
lo
r
e
th
e
lo
n
g
-
ter
m
ef
f
ec
ts
o
f
T
AI
o
n
s
tu
d
en
ts
’
co
n
jectu
r
in
g
ab
ilit
ies
ac
r
o
s
s
d
if
f
er
en
t
ed
u
ca
tio
n
al
s
ettin
g
s
an
d
s
u
b
ject
ar
ea
s
.
Ad
d
it
io
n
ally
,
s
tu
d
ies
co
u
ld
in
v
esti
g
ate
h
o
w
v
ar
iatio
n
s
in
g
r
o
u
p
co
m
p
o
s
itio
n
with
in
T
AI
in
f
lu
en
ce
lea
r
n
in
g
o
u
tco
m
es.
Fu
r
th
er
m
o
r
e,
ex
am
i
n
in
g
th
e
in
teg
r
atio
n
o
f
tech
n
o
lo
g
y
in
T
AI
co
u
ld
p
r
o
v
i
d
e
in
s
ig
h
ts
in
to
en
h
an
cin
g
co
ll
ab
o
r
ativ
e
lear
n
in
g
e
x
p
er
ien
ce
s
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
wo
u
ld
lik
e
to
ex
t
en
d
th
eir
h
ea
r
tf
elt
g
r
atitu
d
e
to
th
e
ad
m
in
is
tr
atio
n
o
f
th
e
Dep
ar
tm
en
t
o
f
E
d
u
ca
tio
n
f
o
r
th
eir
in
v
alu
ab
le
s
u
p
p
o
r
t
a
n
d
co
llab
o
r
atio
n
t
h
r
o
u
g
h
o
u
t
t
h
e
r
esear
ch
p
r
o
ce
s
s
.
W
e
ar
e
also
d
ee
p
ly
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
.
5
,
Octo
b
er
20
25
:
3
9
8
3
-
3993
3990
ap
p
r
ec
iativ
e
o
f
I
s
ab
ela
State
Un
iv
er
s
ity
f
o
r
th
eir
g
en
er
o
u
s
f
in
an
cial
b
ac
k
in
g
,
wh
ich
p
la
y
ed
a
cr
u
cial
r
o
le
in
th
e
s
u
cc
ess
f
u
l c
o
m
p
letio
n
o
f
t
h
is
s
tu
d
y
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
r
esear
ch
was
s
u
p
p
o
r
ted
b
y
an
in
s
titu
tio
n
al
g
r
an
t
f
r
o
m
I
s
ab
ela
State
Un
iv
er
s
ity
with
a
f
u
n
d
in
g
am
o
u
n
t
o
f
Ph
P
1
0
,
0
0
0
.
T
h
e
a
u
th
o
r
s
g
r
atef
u
lly
ac
k
n
o
wled
g
e
th
e
f
in
an
cial
s
u
p
p
o
r
t
p
r
o
v
id
ed
b
y
I
s
ab
ela
State
Un
iv
er
s
ity
,
wh
ich
m
a
d
e
th
is
r
esear
ch
p
o
s
s
ib
le.
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
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
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
Kh
eig
y
Ax
l Ro
s
s
Gala
p
o
n
Fra
n
cisco
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Dan
ica
Ma
e
E
s
g
u
er
r
a
B
r
illo
✓
✓
✓
✓
✓
✓
✓
L
iezl
J
o
y
L
az
ar
o
Qu
ilan
g
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
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
T
h
e
au
th
o
r
s
d
ec
lar
e
th
at
th
ey
h
av
e
n
o
k
n
o
w
n
f
in
an
cial,
p
er
s
o
n
al,
o
r
p
r
o
f
ess
io
n
al
co
n
f
licts
o
f
in
ter
est
th
at
co
u
ld
h
a
v
e
in
f
lu
e
n
ce
d
t
h
e
wo
r
k
r
e
p
o
r
te
d
in
th
is
p
ap
er
.
T
h
er
e
a
r
e
n
o
p
o
liti
ca
l,
r
el
ig
io
u
s
,
id
eo
lo
g
ical,
ac
ad
em
ic,
o
r
in
tellectu
al
c
o
m
p
etin
g
in
ter
ests
to
d
is
clo
s
e.
A
ll
au
th
o
r
s
c
o
n
f
ir
m
th
at
th
ey
h
av
e
n
o
co
m
p
etin
g
in
ter
ests
r
elate
d
to
th
is
m
an
u
s
cr
ip
t.
Au
th
o
r
s
s
tate
n
o
co
n
f
lict
o
f
in
ter
est.
I
NF
O
RM
E
D
CO
NS
E
N
T
B
ef
o
r
e
th
e
s
tu
d
y
b
e
g
an
,
th
e
r
esear
ch
er
s
s
ec
u
r
ed
in
f
o
r
m
e
d
co
n
s
en
t
f
r
o
m
all
p
ar
ticip
an
ts
.
Du
r
in
g
an
o
r
ien
tatio
n
s
ess
io
n
,
p
ar
ticip
an
ts
wer
e
clea
r
ly
b
r
ief
ed
o
n
th
e
s
tu
d
y
’
s
o
b
jectiv
es,
p
r
o
ce
d
u
r
es,
p
o
ten
tial
r
is
k
s
,
an
d
an
ticip
ated
b
e
n
ef
its
.
T
h
e
y
wer
e
ex
p
licitly
in
f
o
r
m
ed
th
at
th
eir
in
v
o
lv
em
e
n
t
was
v
o
lu
n
tar
y
an
d
t
h
at
th
ey
co
u
ld
with
d
r
aw
at
an
y
p
o
i
n
t
with
o
u
t
f
ac
in
g
an
y
p
en
alties
o
r
co
n
s
eq
u
en
ce
s
.
T
o
en
s
u
r
e
p
ar
ticip
an
t
co
n
f
id
en
tiality
,
all
p
e
r
s
o
n
al
d
a
ta
wer
e
tr
ea
ted
with
s
tr
ict
d
is
cr
etio
n
,
a
n
d
id
en
tify
i
n
g
i
n
f
o
r
m
atio
n
was
p
r
o
tecte
d
th
r
o
u
g
h
o
u
t
t
h
e
r
esear
ch
p
r
o
ce
s
s
.
E
ac
h
p
ar
ticip
an
t
p
r
o
v
id
e
d
wr
itten
co
n
s
en
t,
af
f
ir
m
in
g
th
ei
r
ag
r
ee
m
en
t
t
o
tak
e
p
ar
t
in
ac
co
r
d
an
ce
with
eth
ic
al
g
u
id
elin
es
an
d
leg
al
s
tan
d
a
r
d
s
.
I
n
lin
e
with
th
ese
p
r
o
to
c
o
ls
,
all
in
d
iv
id
u
als
in
clu
d
ed
in
th
e
s
tu
d
y
p
r
o
v
id
ed
th
eir
in
f
o
r
m
ed
c
o
n
s
en
t.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
is
s
tu
d
y
in
v
o
l
v
in
g
h
u
m
an
p
ar
ticip
an
ts
was
co
n
d
u
cte
d
in
ac
co
r
d
a
n
ce
with
ap
p
licab
l
e
n
atio
n
al
g
u
id
elin
es
an
d
in
s
titu
tio
n
al
p
o
licies,
with
ca
r
ef
u
l
ad
h
er
en
ce
to
th
e
eth
ical
p
r
in
ci
p
les
s
et
f
o
r
th
i
n
th
e
Dec
lar
atio
n
o
f
Helsin
k
i.
Prio
r
to
im
p
lem
en
tatio
n
,
th
e
r
esear
ch
p
r
o
to
co
l
u
n
d
er
wen
t
r
e
v
iew
an
d
r
ec
eiv
ed
ap
p
r
o
v
al
f
r
o
m
th
e
I
n
s
titu
tio
n
al
E
th
ics
R
ev
iew
B
o
ar
d
o
f
I
s
ab
ela
State
Un
iv
er
s
ity
,
co
n
f
ir
m
in
g
th
at
all
p
r
o
ce
d
u
r
es
co
m
p
lied
with
s
tan
d
ar
d
s
f
o
r
th
e
et
h
ical
tr
ea
tm
en
t
o
f
p
a
r
ticip
an
ts
.
T
h
r
o
u
g
h
o
u
t
th
e
s
tu
d
y
,
e
v
er
y
ef
f
o
r
t w
as m
ad
e
t
o
u
p
h
o
ld
p
ar
ticip
an
ts
’
r
ig
h
ts
,
p
r
io
r
itize
th
eir
s
af
ety
,
an
d
s
af
eg
u
ar
d
th
eir
o
v
er
all
well
-
b
ein
g
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
u
n
d
er
p
in
n
in
g
th
e
r
esu
lts
o
f
th
is
s
tu
d
y
ca
n
b
e
o
b
tain
ed
f
r
o
m
th
e
c
o
r
r
esp
o
n
d
i
n
g
a
u
th
o
r
[
KARGF
]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
T
o
p
r
o
tect
th
e
p
r
iv
ac
y
o
f
th
e
s
tu
d
en
t
p
a
r
ticip
an
ts
,
th
e
d
ataset
is
n
o
t
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
Tea
m
a
s
s
is
ted
in
d
ivid
u
a
liz
a
tio
n
:
en
h
a
n
cin
g
s
tu
d
en
ts
’
co
n
jectu
r
in
g
…
(
K
h
eig
y
A
xl
R
o
s
s
Ga
la
p
o
n
F
r
a
n
cisco
)
3991
o
p
en
ly
ac
ce
s
s
ib
le.
R
esear
ch
er
s
wh
o
wis
h
to
ac
ce
s
s
th
e
d
ata
m
ay
d
o
s
o
b
y
co
n
tactin
g
th
e
co
r
r
esp
o
n
d
in
g
au
th
o
r
a
n
d
ag
r
ee
in
g
t
o
th
e
n
ec
ess
ar
y
co
n
f
id
en
tiality
an
d
eth
i
ca
l te
r
m
s
.
RE
F
E
R
E
NC
E
S
[
1
]
S
.
M
a
a
r
i
f
,
K
.
S
.
P
e
r
b
o
w
o
,
M
.
S
.
N
o
t
o
,
a
n
d
Y
.
H
a
r
i
sm
a
n
,
“
O
b
st
a
c
l
e
s
i
n
c
o
n
st
r
u
c
t
i
n
g
g
e
o
m
e
t
r
i
c
a
l
p
r
o
o
f
s
o
f
mat
h
e
m
a
t
i
c
s
-
t
e
a
c
h
e
r
-
st
u
d
e
n
t
s
b
a
se
d
o
n
b
o
e
r
o
’
s
p
r
o
v
i
n
g
mo
d
e
l
,
”
J
o
u
r
n
a
l
o
f
P
h
y
s
i
c
s:
C
o
n
f
e
r
e
n
c
e
S
e
ri
e
s
,
v
o
l
.
1
3
1
5
,
n
o
.
1
,
p
.
0
1
2
0
4
3
,
O
c
t
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
8
8
/
1
7
4
2
-
6
5
9
6
/
1
3
1
5
/
1
/
0
1
2
0
4
3
.
[
2
]
K
.
Le
ss
e
i
g
,
“
C
o
n
j
e
c
t
u
r
i
n
g
,
g
e
n
e
r
a
l
i
z
i
n
g
a
n
d
j
u
st
i
f
y
i
n
g
:
B
u
i
l
d
i
n
g
t
h
e
o
r
y
a
r
o
u
n
d
t
e
a
c
h
e
r
k
n
o
w
l
e
d
g
e
o
f
p
r
o
v
i
n
g
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
f
o
r
M
a
t
h
e
m
a
t
i
c
s T
e
a
c
h
i
n
g
a
n
d
L
e
a
r
n
i
n
g
,
v
o
l
.
1
7
,
n
o
.
3
,
p
p
.
1
–
3
1
,
N
o
v
.
2
0
1
6
,
d
o
i
:
1
0
.
4
2
5
6
/
i
j
mt
l
.
v
1
7
i
3
.
2
7
.
[
3
]
M
.
A
.
M
a
r
i
o
t
t
i
a
n
d
B
.
P
e
d
e
mo
n
t
e
,
“
I
n
t
u
i
t
i
o
n
a
n
d
p
r
o
o
f
i
n
t
h
e
s
o
l
u
t
i
o
n
o
f
c
o
n
j
e
c
t
u
r
i
n
g
p
r
o
b
l
e
ms’
,
”
Z
D
M
–
Ma
t
h
e
m
a
t
i
c
s
E
d
u
c
a
t
i
o
n
,
v
o
l
.
5
1
,
n
o
.
5
,
p
p
.
7
5
9
–
7
7
7
,
O
c
t
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
8
5
8
-
0
1
9
-
0
1
0
5
9
-
3.
[
4
]
B
.
P
.
U
y
e
n
,
D
.
H
.
To
n
g
,
N
.
P
.
L
o
c
,
a
n
d
L.
N
.
P
.
T
h
a
n
h
,
“
T
h
e
Ef
f
e
c
t
i
v
e
n
e
ss
o
f
A
p
p
l
y
i
n
g
R
e
a
l
i
st
i
c
M
a
t
h
e
mat
i
c
s
E
d
u
c
a
t
i
o
n
A
p
p
r
o
a
c
h
i
n
T
e
a
c
h
i
n
g
S
t
a
t
i
st
i
c
s
i
n
G
r
a
d
e
7
t
o
S
t
u
d
e
n
t
s’
M
a
t
h
e
mat
i
c
a
l
S
k
i
l
l
s,
”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
n
d
e
-
L
e
a
rn
i
n
g
Re
s
e
a
r
c
h
,
v
o
l
.
8
,
n
o
.
2
,
p
p
.
1
8
5
–
1
9
7
,
2
0
2
1
,
d
o
i
:
1
0
.
2
0
4
4
8
/
j
o
u
r
n
a
l
.
5
0
9
.
2
0
2
1
.
8
2
.
1
8
5
.
1
9
7
.
[
5
]
A
.
A
d
l
i
n
a
,
E.
S
y
a
h
p
u
t
r
a
,
a
n
d
P
.
S
i
t
o
mp
u
l
,
“
Th
e
e
f
f
e
c
t
o
f
m
a
t
h
e
m
a
t
i
c
a
l
l
i
t
e
r
a
c
y
a
b
i
l
i
t
y
,
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
a
b
i
l
i
t
y
,
a
n
d
m
a
t
h
e
m
a
t
i
c
a
l
c
o
mm
u
n
i
c
a
t
i
o
n
a
b
i
l
i
t
y
o
n
t
h
e
m
a
t
h
e
mat
i
c
a
l
p
r
o
b
l
e
m
-
so
l
v
i
n
g
a
b
i
l
i
t
y
,
”
i
n
Pro
c
e
e
d
i
n
g
s
o
f
t
h
e
5
t
h
I
n
t
e
rn
a
t
i
o
n
a
l
C
o
n
f
e
re
n
c
e
o
n
S
c
i
e
n
c
e
a
n
d
T
e
c
h
n
o
l
o
g
y
Ap
p
l
i
c
a
t
i
o
n
s
,
I
C
o
S
T
A
2
0
2
3
,
2
0
2
4
,
p
p
.
1
–
8,
d
o
i
:
1
0
.
4
1
0
8
/
e
a
i
.
2
-
11
-
2
0
2
3
.
2
3
4
3
2
6
1
.
[
6
]
H
a
p
i
z
a
h
,
S
.
T.
A.
R
i
a
n
a
,
E.
S
u
s
a
n
t
i
,
R
.
H
.
S
i
m
a
r
ma
t
a
,
a
n
d
F
.
N
u
r
h
a
sa
n
a
h
,
“
C
o
n
j
e
c
t
u
r
e
i
n
c
o
mp
l
e
t
i
n
g
c
r
e
a
t
i
v
e
p
r
o
b
l
e
m
-
so
l
v
i
n
g
q
u
e
st
i
o
n
a
s
a
p
a
r
t
o
f
d
e
v
e
l
o
p
me
n
t
,
”
i
n
Pr
o
c
e
e
d
i
n
g
s
o
f
t
h
e
4
t
h
S
r
i
w
i
j
a
y
a
U
n
i
v
e
rs
i
t
y
L
e
a
r
n
i
n
g
a
n
d
Ed
u
c
a
t
i
o
n
I
n
t
e
r
n
a
t
i
o
n
a
l
C
o
n
f
e
re
n
c
e
(
S
U
L
E
-
I
C
2
0
2
0
)
,
2
0
2
1
,
p
p
.
6
7
3
–
6
8
0
,
d
o
i
:
1
0
.
2
9
9
1
/
a
sse
h
r
.
k
.
2
0
1
2
3
0
.
1
8
0
.
[
7
]
R
.
F
.
M
.
G
a
g
a
n
i
a
n
d
R
.
O
.
M
i
s
a
,
“
S
o
l
o
b
a
se
d
-
c
o
g
n
i
t
i
o
n
l
e
v
e
l
s
o
f
i
n
d
u
c
t
i
v
e
r
e
a
so
n
i
n
g
i
n
g
e
o
me
t
r
y
,
”
A
l
b
e
r
t
a
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
Re
s
e
a
r
c
h
,
v
o
l
.
6
3
,
n
o
.
4
,
p
p
.
3
4
4
–
3
5
6
,
F
e
b
.
2
0
1
7
,
d
o
i
:
1
0
.
5
5
0
1
6
/
o
j
s
/
a
j
e
r
.
v
6
3
i
4
.
5
6
3
3
1
.
[
8
]
G
.
S
.
S
u
b
i
a
,
M
.
C
.
M
a
r
c
o
s,
L.
E.
P
a
sc
u
a
l
,
A
.
V
.
T
o
mas
,
a
n
d
M
.
M
.
Li
a
n
g
c
o
,
“
C
o
g
n
i
t
i
v
e
l
e
v
e
l
s
a
s
mea
s
u
r
e
o
f
h
i
g
h
e
r
-
o
r
d
e
r
t
h
i
n
k
i
n
g
sk
i
l
l
s
i
n
s
e
n
i
o
r
h
i
g
h
s
c
h
o
o
l
ma
t
h
e
ma
t
i
c
s
o
f
sc
i
e
n
c
e
,
t
e
c
h
n
o
l
o
g
y
,
e
n
g
i
n
e
e
r
i
n
g
a
n
d
ma
t
h
e
ma
t
i
c
s
(
S
T
EM
)
g
r
a
d
u
a
t
e
s,
”
T
e
c
h
n
o
l
o
g
y
Re
p
o
r
t
s
o
f
K
a
n
sa
i
U
n
i
v
e
r
si
t
y
,
v
o
l
.
6
2
,
n
o
.
3
,
p
p
.
2
6
1
–
2
6
8
,
2
0
2
0
.
[
9
]
Y
.
S
u
p
r
i
a
n
i
,
R
.
N
.
A
g
u
s
,
a
n
d
U
.
S
h
o
l
a
h
u
d
i
n
,
“
M
a
t
h
e
ma
t
i
c
a
l
c
o
n
j
e
c
t
u
r
i
n
g
a
b
i
l
i
t
y
i
n
j
u
n
i
o
r
h
i
g
h
s
c
h
o
o
l
st
u
d
e
n
t
s
o
n
t
h
e
mat
e
r
i
a
l
o
f
a
n
g
l
e
s,
l
i
n
e
s,
a
n
d
t
w
o
d
i
me
n
si
o
n
a
l
f
i
g
u
r
e
,
”
i
n
Pr
o
c
e
e
d
i
n
g
s
o
f
t
h
e
1
s
t
I
n
t
e
rn
a
t
i
o
n
a
l
Mu
l
t
i
d
i
s
c
i
p
l
i
n
a
ry
C
o
n
f
e
re
n
c
e
o
n
Ed
u
c
a
t
i
o
n
,
T
e
c
h
n
o
l
o
g
y
,
a
n
d
E
n
g
i
n
e
e
ri
n
g
(
I
MC
E
T
E
2
0
1
9
)
,
2
0
2
0
,
p
p
.
1
–
4
,
d
o
i
:
1
0
.
2
9
9
1
/
a
sse
h
r
.
k
.
2
0
0
3
0
3
.
0
0
1
.
[
1
0
]
W
.
L
e
st
a
r
i
a
n
d
Ja
i
l
a
n
i
,
“
E
n
h
a
n
c
i
n
g
a
n
a
b
i
l
i
t
y
ma
t
h
e
ma
t
i
c
a
l
r
e
a
s
o
n
i
n
g
t
h
r
o
u
g
h
m
e
t
a
c
o
g
n
i
t
i
v
e
st
r
a
t
e
g
i
e
s,
”
J
o
u
rn
a
l
o
f
P
h
y
si
c
s:
C
o
n
f
e
re
n
c
e
S
e
r
i
e
s
,
v
o
l
.
1
0
9
7
,
n
o
.
1
,
p
.
0
1
2
1
1
7
,
S
e
p
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
8
8
/
1
7
4
2
-
6
5
9
6
/
1
0
9
7
/
1
/
0
1
2
1
1
7
.
[
1
1
]
G
.
M
.
Ti
n
u
n
g
k
i
,
“
T
h
e
r
o
l
e
o
f
c
o
o
p
e
r
a
t
i
v
e
l
e
a
r
n
i
n
g
w
i
t
h
t
e
a
m
a
ssi
s
t
e
d
i
n
d
i
v
i
d
u
a
l
i
z
a
t
i
o
n
t
o
i
m
p
r
o
v
e
t
h
e
s
t
u
d
e
n
t
s’
s
e
l
f
p
r
o
f
i
c
i
e
n
c
y
,
”
J
o
u
rn
a
l
o
f
S
c
i
e
n
c
e
&
S
c
i
e
n
c
e
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
,
n
o
.
2
,
p
p
.
6
3
–
7
3
,
O
c
t
.
2
0
1
7
,
d
o
i
:
1
0
.
2
4
2
4
6
/
j
o
sse
.
v
1
i
2
p
6
3
-
7
3
.
[
1
2
]
S
.
F
.
Ta
u
r
a
n
,
“
T
h
e
e
n
h
a
n
c
e
me
n
t
o
f
h
i
g
h
sc
h
o
o
l
st
u
d
e
n
t
s’
m
a
t
h
e
m
a
t
i
c
a
l
r
e
a
so
n
i
n
g
t
h
r
o
u
g
h
t
e
a
m
-
a
ss
i
st
e
d
i
n
d
i
v
i
d
u
a
l
i
z
a
t
i
o
n
,
”
J
o
u
rn
a
l
o
f
Ph
y
si
c
s:
C
o
n
f
e
re
n
c
e
S
e
ri
e
s
,
v
o
l
.
1
1
3
2
,
n
o
.
1
,
p
.
0
1
2
0
3
1
,
N
o
v
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
8
8
/
1
7
4
2
-
6
5
9
6
/
1
1
3
2
/
1
/
0
1
2
0
3
1
.
[
1
3
]
F
.
A
,
M
.
I
l
y
a
s,
a
n
d
N
.
N
i
sr
a
e
n
i
,
“
Th
e
c
o
mp
a
r
i
s
o
n
o
f
e
f
f
e
c
t
i
v
e
n
e
ss
b
e
t
w
e
e
n
t
h
i
n
k
p
a
i
r
s
h
a
r
e
(
TPS
)
a
n
d
T
e
a
m
a
s
si
s
t
e
d
i
n
d
i
v
i
d
u
a
l
i
z
a
t
i
o
n
(
TA
I
)
t
y
p
e
s
o
f
c
o
o
p
e
r
a
t
i
v
e
l
e
a
r
n
i
n
g
i
n
m
a
t
h
e
m
a
t
i
c
s
a
t
j
u
n
i
o
r
h
i
g
h
s
c
h
o
o
l
s
t
u
d
e
n
t
s
,
”
i
n
C
o
m
p
a
n
i
o
n
Pr
o
c
e
e
d
i
n
g
s
o
f
t
h
e
7
t
h
S
o
u
t
h
E
a
st
Asi
a
D
e
si
g
n
R
e
se
a
rc
h
I
n
t
e
r
n
a
t
i
o
n
a
l
C
o
n
f
e
re
n
c
e
(
S
EAD
RI
C
2
0
1
9
)
,
Ja
n
.
2
0
2
0
,
p
p
.
1
3
–
16
,
d
o
i
:
1
0
.
2
4
0
7
1
/
s
e
a
d
r
.
2
0
1
9
.
0
3
.
[
1
4
]
I
.
I
.
S
i
r
e
g
a
r
,
B
u
d
i
y
o
n
o
,
a
n
d
I
.
S
l
a
m
e
t
,
“
Te
a
m
a
ss
i
st
e
d
i
n
d
i
v
i
d
u
a
l
i
z
a
t
i
o
n
(
TA
I
)
i
n
ma
t
h
e
ma
t
i
c
s
l
e
a
r
n
i
n
g
v
i
e
w
e
d
f
r
o
m
m
u
l
t
i
p
l
e
i
n
t
e
l
l
i
g
e
n
c
e
s,
”
J
o
u
rn
a
l
o
f
Ph
y
si
c
s:
C
o
n
f
e
re
n
c
e
S
e
r
i
e
s
,
v
o
l
.
1
1
0
8
,
n
o
.
1
,
p
.
0
1
2
0
7
3
,
N
o
v
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
8
8
/
1
7
4
2
-
6
5
9
6
/
1
1
0
8
/
1
/
0
1
2
0
7
3
.
[
1
5
]
M
.
H
a
sb
i
a
n
d
F
.
P
u
t
r
i
,
“
I
mp
r
o
v
e
m
e
n
t
ma
t
h
e
m
a
t
i
c
s
p
r
o
b
l
e
m
so
l
v
i
n
g
a
b
i
l
i
t
y
o
f
t
h
e
s
t
u
d
e
n
t
s
t
a
u
g
h
t
b
y
u
s
i
n
g
t
e
a
m
a
ssi
st
e
d
i
n
d
i
v
i
d
u
a
l
i
z
a
t
i
o
n
c
o
o
p
e
r
a
t
i
v
e
l
e
a
r
n
i
n
g
m
o
d
e
l
,
”
J
u
r
n
a
l
D
a
y
a
M
a
t
e
m
a
t
i
s
,
v
o
l
.
6
,
n
o
.
2
,
p
p
.
1
2
5
–
1
3
3
,
J
u
l
.
2
0
1
8
,
d
o
i
:
1
0
.
2
6
8
5
8
/
j
d
s
.
v
6
i
2
.
6
0
5
4
.
[
1
6
]
A
r
r
a
h
i
m,
R
.
E
.
S
u
g
i
h
a
r
t
i
,
a
n
d
D
.
D
a
ma
y
a
n
t
i
,
“
I
mp
r
o
v
i
n
g
ma
t
h
e
m
a
t
i
c
s
p
r
o
b
l
e
m
so
l
v
i
n
g
a
b
i
l
i
t
y
t
h
r
o
u
g
h
t
e
a
m
a
ss
i
st
e
d
i
n
d
i
v
i
d
u
a
l
i
z
a
t
i
o
n
l
e
a
r
n
i
n
g
mo
d
e
l
,
”
H
i
p
o
t
e
n
u
s
a
:
J
o
u
r
n
a
l
o
f
M
a
t
h
e
m
a
t
i
c
a
l
S
o
c
i
e
t
y
,
v
o
l
.
2
,
n
o
.
2
,
p
p
.
1
2
0
–
1
3
2
,
N
o
v
.
2
0
2
0
,
d
o
i
:
1
0
.
1
8
3
2
6
/
h
i
p
o
t
e
n
u
sa
.
v
2
i
2
.
1
2
0
-
1
3
2
.
[
1
7
]
R
.
H
.
S
a
p
u
t
r
a
,
M
a
r
d
i
y
a
n
a
,
a
n
d
Tr
i
y
a
n
t
o
,
“
Th
e
i
m
p
a
c
t
o
f
t
e
a
m
a
ssi
s
t
e
d
i
n
d
i
v
i
d
u
a
l
i
z
a
t
i
o
n
l
e
a
r
n
i
n
g
mo
d
e
l
w
i
t
h
s
c
i
e
n
t
i
f
i
c
a
p
p
r
o
a
c
h
t
o
w
a
r
d
m
a
t
h
e
mat
i
c
a
l
c
o
mm
u
n
i
c
a
t
i
o
n
b
a
s
e
d
o
n
s
t
u
d
e
n
t
’
s
c
o
o
p
e
r
a
t
i
v
e
p
e
r
s
o
n
a
l
i
t
y
o
r
i
e
n
t
a
t
i
o
n
,
”
i
n
Pr
o
c
e
e
d
i
n
g
s
o
f
t
h
e
1
s
t
I
n
t
e
r
n
a
t
i
o
n
a
l
M
u
l
t
i
d
i
sci
p
l
i
n
a
r
y
C
o
n
f
e
ren
c
e
o
n
E
d
u
c
a
t
i
o
n
,
T
e
c
h
n
o
l
o
g
y
,
a
n
d
En
g
i
n
e
e
ri
n
g
(
I
M
C
ETE
2
0
1
9
)
,
2
0
2
0
,
p
p
.
1
6
6
–
1
6
9
,
d
o
i
:
1
0
.
2
9
9
1
/
a
ss
e
h
r
.
k
.
2
0
0
3
0
3
.
0
4
0
.
[
1
8
]
N
.
P
r
a
b
a
n
d
a
r
i
,
N
.
S
u
r
y
a
n
i
,
a
n
d
Y
u
m
i
a
t
i
,
“
D
e
v
e
l
o
p
me
n
t
o
f
t
e
a
m
-
a
ssi
s
t
e
d
i
n
d
i
v
i
d
u
a
l
i
z
a
t
i
o
n
(
TA
I
)
-
b
a
sed
l
e
a
r
n
i
n
g
t
o
o
l
s
w
i
t
h
h
i
g
h
e
r
o
r
d
e
r
t
h
i
n
k
i
n
g
s
k
i
l
l
s
(
H
O
TS)
q
u
e
st
i
o
n
s
t
o
i
m
p
r
o
v
e
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
s
k
i
l
l
s
f
o
r
c
l
a
ss 6
st
u
d
e
n
t
s i
n
b
u
i
l
d
i
n
g
s
p
a
c
e
s
,
”
Wi
d
y
a
W
a
c
a
n
a
:
J
u
r
n
a
l
I
l
m
i
a
h
,
v
o
l
.
1
7
,
n
o
.
1
,
p
p
.
2
2
–
3
1
,
2
0
2
2
.
[
1
9
]
E.
P
u
r
n
o
m
o
,
W
.
R
a
h
a
y
u
,
a
n
d
A
.
S
u
d
r
a
j
a
t
,
“
Th
e
e
f
f
e
c
t
o
f
t
a
i
(
t
e
a
m
a
ss
i
s
t
e
d
i
n
d
i
v
i
d
u
a
l
i
z
a
t
i
o
n
)
c
o
o
p
e
r
a
t
i
v
e
l
e
a
r
n
i
n
g
m
o
d
e
l
a
n
d
e
x
p
o
s
i
t
o
r
y
m
o
d
e
l
w
i
t
h
o
p
e
n
-
e
n
d
e
d
a
p
p
r
o
a
c
h
t
o
ma
t
h
e
ma
t
i
c
a
l
c
o
n
n
e
c
t
i
o
n
a
b
i
l
i
t
y
r
e
v
i
e
w
e
d
f
r
o
m
i
n
i
t
i
a
l
m
a
t
h
e
mat
i
c
a
l
a
b
i
l
i
t
i
e
s
,
”
Am
e
ri
c
a
n
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
R
e
s
e
a
r
c
h
,
v
o
l
.
7
,
n
o
.
8
,
p
p
.
5
3
0
–
5
3
6
,
2
0
1
9
.
[
2
0
]
Z.
F
.
M
a
t
e
o
,
“
U
si
n
g
a
g
r
o
u
p
c
o
o
p
e
r
a
t
i
v
e
l
e
a
r
n
i
n
g
a
p
p
r
o
a
c
h
i
n
t
e
a
c
h
i
n
g
st
a
t
i
st
i
c
s
,
”
i
n
Pr
o
c
e
e
d
i
n
g
s
o
f
t
h
e
T
e
n
t
h
I
n
t
e
r
n
a
t
i
o
n
a
l
C
o
n
f
e
re
n
c
e
o
n
T
e
a
c
h
i
n
g
S
t
a
t
i
st
i
c
s
(
I
C
O
T
S
1
0
)
,
2
0
1
8
,
p
p
.
1
–
5
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
i
a
s
e
-
w
e
b
.
o
r
g
/
i
c
o
t
s/
1
0
/
p
r
o
c
e
e
d
i
n
g
s
/
p
d
f
s/
I
C
O
TS1
0
_
4
H
3
.
p
d
f
?
1
5
3
1
3
6
4
2
6
6
[
2
1
]
E.
F
.
Li
n
g
h
a
m
a
n
d
A
.
B
a
u
g
h
a
n
,
“
A
p
r
o
a
c
t
i
v
e
c
o
l
l
a
b
o
r
a
t
i
v
e
w
o
r
k
s
h
o
p
a
p
p
r
o
a
c
h
t
o
s
u
p
p
o
r
t
i
n
g
s
t
u
d
e
n
t
p
r
e
p
a
r
a
t
i
o
n
f
o
r
g
r
a
d
u
a
t
e
n
u
m
e
r
i
c
a
l
r
e
a
s
o
n
i
n
g
t
e
st
s
,
”
M
S
O
R
C
o
n
n
e
c
t
i
o
n
s
,
v
o
l
.
1
4
,
n
o
.
1
,
p
.
39
,
S
e
p
.
2
0
1
5
,
d
o
i
:
1
0
.
2
1
1
0
0
/
ms
o
r
.
v
1
4
i
1
.
2
4
9
.
[
2
2
]
O
.
O
m
o
n
i
y
i
-
I
sr
a
e
l
a
n
d
O
.
O
l
u
w
a
t
o
y
i
n
-
F
a
i
t
h
,
“
S
t
r
e
ss
-
i
n
d
u
c
e
d
f
a
c
t
o
r
a
s
d
e
t
e
r
mi
n
a
n
t
s
o
f
u
n
d
e
r
g
r
a
d
u
a
t
e
s’
n
u
mer
i
c
a
l
r
e
a
so
n
i
n
g
a
n
d
d
e
c
i
si
o
n
ma
k
i
n
g
p
r
o
c
e
sses
i
n
p
se
u
d
o
-
ma
t
h
e
ma
t
i
c
s
c
o
u
r
ses,
”
Re
s
e
a
r
c
h
i
n
Pe
d
a
g
o
g
y
,
v
o
l
.
8
,
n
o
.
2
,
p
p
.
6
3
–
7
0
,
2
0
1
8
,
d
o
i
:
1
0
.
1
7
8
1
0
/
2
0
1
5
.
7
1
.
[
2
3
]
J.
D
.
S
a
n
t
o
s
a
n
d
C
.
B
o
y
o
n
,
“
N
u
meri
c
a
l
a
n
d
v
e
r
b
a
l
r
e
a
s
o
n
i
n
g
a
p
t
i
t
u
d
e
s
a
s
p
r
e
d
i
c
t
o
r
s
o
f
st
e
m
st
u
d
e
n
t
s’
p
e
r
f
o
r
m
a
n
c
e
o
n
l
i
m
i
t
s
a
n
d
c
o
n
t
i
n
u
i
t
y
,
”
E
d
u
c
a
t
i
o
n
a
l
Me
a
su
r
e
m
e
n
t
a
n
d
E
v
a
l
u
a
t
i
o
n
R
e
v
i
e
w
,
v
o
l
.
1
1
,
p
p
.
1
4
–
2
4
,
2
0
2
0
.
[
2
4
]
L.
C
o
h
e
n
,
L.
M
a
n
i
o
n
,
a
n
d
K
.
M
o
r
r
i
so
n
,
Re
s
e
a
rc
h
m
e
t
h
o
d
s
i
n
e
d
u
c
a
t
i
o
n
,
6
t
h
e
d
.
Lo
n
d
o
n
:
R
o
u
t
l
e
d
g
e
,
2
0
0
7
,
d
o
i
:
1
0
.
4
3
2
4
/
9
7
8
0
2
0
3
0
2
9
0
5
3
.
[
2
5
]
K
.
S
.
Ta
b
e
r
,
“
Th
e
u
s
e
o
f
C
r
o
n
b
a
c
h
’
s
A
l
p
h
a
w
h
e
n
d
e
v
e
l
o
p
i
n
g
a
n
d
r
e
p
o
r
t
i
n
g
r
e
se
a
r
c
h
i
n
s
t
r
u
m
e
n
t
s
i
n
s
c
i
e
n
c
e
e
d
u
c
a
t
i
o
n
,
”
R
e
se
a
rc
h
i
n
S
c
i
e
n
c
e
Ed
u
c
a
t
i
o
n
,
v
o
l
.
4
8
,
n
o
.
6
,
p
p
.
1
2
7
3
–
1
2
9
6
,
D
e
c
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
1
6
5
-
0
1
6
-
9
6
0
2
-
2.
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
.
5
,
Octo
b
er
20
25
:
3
9
8
3
-
3993
3992
[
2
6
]
L.
W
u
l
a
n
d
a
r
i
a
n
d
R
.
E
k
a
w
a
t
i
,
“
A
n
a
l
y
si
s
o
f
l
e
a
r
n
e
r
’
s
c
o
n
j
e
c
t
u
r
e
a
b
i
l
i
t
y
i
n
s
o
l
v
i
n
g
o
p
e
n
-
e
n
d
e
d
p
r
o
b
l
e
ms,”
MA
T
H
Ed
u
n
e
sa
,
v
o
l
.
1
1
,
n
o
.
1
,
p
p
.
2
8
7
–
3
0
1
,
Ja
n
.
2
0
2
2
,
d
o
i
:
1
0
.
2
6
7
4
0
/
m
a
t
h
e
d
u
n
e
sa.
v
1
1
n
1
.
p
2
8
7
-
3
0
1
.
[
2
7
]
P
.
L.
W
a
r
d
a
n
i
,
D
a
f
i
k
,
a
n
d
I
.
M
.
Ti
r
t
a
,
“
Th
e
a
n
a
l
y
s
i
s
o
f
r
e
se
a
r
c
h
b
a
se
d
l
e
a
r
n
i
n
g
i
m
p
l
e
me
n
t
a
t
i
o
n
i
n
i
mp
r
o
v
i
n
g
s
t
u
d
e
n
t
s
c
o
n
j
e
c
t
u
r
i
n
g
sk
i
l
l
s
i
n
s
o
l
v
i
n
g
l
o
c
a
l
a
n
t
i
ma
g
i
c
v
e
r
t
e
x
d
y
n
a
mi
c
c
o
l
o
r
i
n
g
,
”
J
o
u
rn
a
l
o
f
P
h
y
si
c
s:
C
o
n
f
e
re
n
c
e
S
e
ri
e
s
,
v
o
l
.
1
2
1
1
,
n
o
.
1
,
p
.
0
1
2
0
9
0
,
A
p
r
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
8
8
/
1
7
4
2
-
6
5
9
6
/
1
2
1
1
/
1
/
0
1
2
0
9
0
.
[
2
8
]
C
.
K
.
A
ss
u
a
h
,
L
.
O
sei
,
a
n
d
G
.
K
.
M
a
n
t
e
y
,
“
T
h
e
e
f
f
e
c
t
o
f
i
n
q
u
i
r
y
-
b
a
s
e
d
l
e
a
r
n
i
n
g
o
n
se
n
i
o
r
h
i
g
h
sc
h
o
o
l
st
u
d
e
n
t
s’
a
c
h
i
e
v
e
m
e
n
t
i
n
p
l
a
n
e
g
e
o
met
r
y
:
P
r
e
-
t
e
s
t
-
p
o
st
-
t
e
s
t
r
a
n
d
o
m
i
z
e
d
e
x
p
e
r
i
me
n
t
a
l
d
e
s
i
g
n
,
”
As
i
a
n
Re
s
e
a
r
c
h
J
o
u
r
n
a
l
o
f
Ma
t
h
e
m
a
t
i
c
s
,
v
o
l
.
1
8
,
n
o
.
1
1
,
p
p
.
3
2
0
–
3
3
1
,
O
c
t
.
2
0
2
2
,
d
o
i
:
1
0
.
9
7
3
4
/
a
r
j
o
m
/
2
0
2
2
/
v
1
8
i
1
1
6
0
4
.
[
2
9
]
M
.
C
.
T.
B
a
l
a
a
l
d
i
a
,
“
M
a
t
h
c
r
e
a
t
i
v
e
g
a
m
e
s:
A
n
i
n
t
e
r
v
e
n
t
i
o
n
ma
t
e
r
i
a
l
i
n
t
e
a
c
h
i
n
g
b
a
si
c
m
a
t
h
e
m
a
t
i
c
s
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Re
se
a
rc
h
Pu
b
l
i
c
a
t
i
o
n
s
,
v
o
l
.
1
0
3
,
n
o
.
1
,
p
p
.
8
5
6
–
8
7
0
,
J
u
n
.
2
0
2
2
,
d
o
i
:
1
0
.
4
7
1
1
9
/
i
j
r
p
1
0
0
1
0
3
1
6
2
0
2
2
3
4
5
6
.
[
3
0
]
W
.
N
.
A
k
h
a
d
y
a
a
n
d
A
.
W
i
j
a
y
a
,
“
T
h
e
e
f
f
e
c
t
i
v
e
n
e
ss
o
f
t
e
a
m
a
ss
i
st
e
d
i
n
d
i
v
i
d
u
a
l
i
z
a
t
i
o
n
l
e
a
r
n
i
n
g
m
o
d
e
l
w
i
t
h
r
e
a
l
i
st
i
c
mat
h
e
ma
t
i
c
s
a
p
p
r
o
a
c
h
o
n
mat
h
e
mat
i
c
a
l
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
a
b
i
l
i
t
y
o
f
j
u
n
i
o
r
h
i
g
h
sc
h
o
o
l
st
u
d
e
n
t
s,
”
J
u
r
n
a
l
P
e
n
d
i
d
i
k
a
n
M
a
t
e
m
a
t
i
k
a
,
v
o
l
.
6
,
n
o
.
1
,
p
p
.
3
7
–
4
2
,
2
0
1
7
.
[
3
1
]
G
.
A
.
B
h
u
t
t
o
,
Z.
B
h
a
t
t
i
,
a
n
d
S
.
J
o
y
o
,
“
M
u
l
t
i
me
d
i
a
b
a
se
d
l
e
a
r
n
i
n
g
p
a
r
a
d
i
g
m
f
o
r
S
c
h
o
o
l
g
o
i
n
g
c
h
i
l
d
r
e
n
u
s
i
n
g
3
D
A
n
i
ma
t
i
o
n
,
”
U
n
i
v
e
rsi
t
y
o
f
S
i
n
d
h
J
o
u
r
n
a
l
o
f
I
n
f
o
rm
a
t
i
o
n
a
n
d
C
o
m
m
u
n
i
c
a
t
i
o
n
T
e
c
h
n
o
l
o
g
y
(
U
S
J
I
C
T
)
,
v
o
l
.
2
,
n
o
.
4
,
p
p
.
2
0
2
–
2
0
7
,
2
0
1
8
.
[
3
2
]
M
.
A
.
A
l
s
ma
d
i
,
A
.
A
.
S
.
Ta
b
i
e
h
,
R
.
M
.
A
l
s
a
i
f
i
,
a
n
d
S
.
J.
A
l
-
N
a
w
a
i
se
h
,
“
T
h
e
e
f
f
e
c
t
o
f
t
h
e
c
o
l
l
a
b
o
r
a
t
i
v
e
d
i
sc
u
ss
i
o
n
s
t
r
a
t
e
g
y
t
h
i
n
k
-
p
a
i
r
-
sh
a
r
e
o
n
d
e
v
e
l
o
p
i
n
g
s
t
u
d
e
n
t
s’
sk
i
l
l
i
n
s
o
l
v
i
n
g
e
n
g
i
n
e
e
r
i
n
g
mat
h
e
mat
i
c
a
l
p
r
o
b
l
e
ms
,
”
Eu
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
Re
se
a
rc
h
,
v
o
l
.
1
2
,
n
o
.
2
,
p
p
.
1
1
2
3
–
1
1
3
5
,
A
p
r
.
2
0
2
3
,
d
o
i
:
1
0
.
1
2
9
7
3
/
e
u
-
j
e
r
.
1
2
.
2
.
1
1
2
3
.
[
3
3
]
N
.
A
.
A
l
a
a
g
i
b
,
O
.
A
.
M
u
s
a
,
a
n
d
A
.
M
.
S
a
e
e
d
,
“
C
o
m
p
a
r
i
s
o
n
o
f
t
h
e
e
f
f
e
c
t
i
v
e
n
e
s
s
o
f
l
e
c
t
u
r
e
s
b
a
s
e
d
o
n
p
r
o
b
l
e
m
s
a
n
d
t
r
a
d
i
t
i
o
n
a
l
l
e
c
t
u
r
e
s
i
n
p
h
y
s
i
o
l
o
g
y
t
e
a
c
h
i
n
g
i
n
S
u
d
a
n
,
”
B
M
C
M
e
d
i
c
a
l
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
9
,
n
o
.
1
,
p
p
.
1
–
8
,
D
e
c
.
2
0
1
9
,
d
o
i
:
1
0
.
1
1
8
6
/
s
1
2
9
0
9
-
019
-
1
7
9
9
-
0.
[
3
4
]
L.
M
a
sr
u
r
o
h
,
D
a
f
i
k
,
a
n
d
S
u
p
r
a
p
t
i
,
“
T
h
e
a
n
a
l
y
s
i
s o
f
t
h
e
i
m
p
l
e
me
n
t
a
t
i
o
n
o
f
mu
l
t
i
t
e
c
h
n
i
q
u
e
s b
a
s
e
d
l
e
a
r
n
i
n
g
m
e
d
i
a
i
n
i
m
p
r
o
v
i
n
g
t
h
e
e
l
e
m
e
n
t
a
r
y
s
c
h
o
o
l
s
t
u
d
e
n
t
s’
h
i
g
h
e
r
o
r
d
e
r
t
h
i
n
k
i
n
g
s
k
i
l
l
i
n
s
o
l
v
i
n
g
e
x
p
o
n
e
n
t
i
a
l
p
r
o
b
l
e
m,”
J
o
u
r
n
a
l
o
f
P
h
y
s
i
c
s:
C
o
n
f
e
re
n
c
e
S
e
r
i
e
s
,
v
o
l
.
1
5
6
3
,
n
o
.
1
,
p
.
0
1
2
0
6
3
,
J
u
n
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
8
/
1
7
4
2
-
6
5
9
6
/
1
5
6
3
/
1
/
0
1
2
0
6
3
.
[
3
5
]
C
.
R
.
M
a
l
g
a
p
o
a
n
d
N
.
A
d
j
a
r
a
n
i
,
“
Ef
f
e
c
t
i
v
e
n
e
ss
a
n
d
i
mp
l
i
c
a
t
i
o
n
s
o
f
l
e
c
t
u
r
e
b
a
se
d
i
n
st
r
u
c
t
i
o
n
i
n
ma
t
e
r
n
a
l
a
n
d
c
h
i
l
d
c
a
r
e
t
o
st
u
d
e
n
t
s
so
c
i
a
l
c
o
m
p
e
t
e
n
c
y
s
k
i
l
l
s
a
n
d
c
o
mm
u
n
i
t
y
a
w
a
r
e
n
e
ss
,
”
Pr
e
p
ri
n
t
s
,
p
p
.
1
–
9
,
A
p
r
.
2
0
2
1
,
d
o
i
:
1
0
.
2
0
9
4
4
/
p
r
e
p
r
i
n
t
s2
0
2
1
0
4
.
0
3
5
1
.
v
1
.
[
3
6
]
C
.
E.
S
c
o
t
t
,
L.
E.
G
r
e
e
n
,
a
n
d
D
.
L
.
E
t
h
e
r
i
d
g
e
,
“
A
c
o
m
p
a
r
i
so
n
b
e
t
w
e
e
n
f
l
i
p
p
e
d
a
n
d
l
e
c
t
u
r
e
-
b
a
se
d
i
n
s
t
r
u
c
t
i
o
n
i
n
t
h
e
c
a
l
c
u
l
u
s
c
l
a
ssr
o
o
m,”
J
o
u
r
n
a
l
o
f
A
p
p
l
i
e
d
Re
s
e
a
rc
h
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
8
,
n
o
.
2
,
p
p
.
2
5
2
–
2
6
4
,
A
p
r
.
2
0
1
6
,
d
o
i
:
1
0
.
1
1
0
8
/
JA
R
H
E
-
04
-
2
0
1
5
-
0
0
2
4
.
[
3
7
]
A
.
A
d
e
b
i
l
e
j
e
a
n
d
A
.
A
k
i
n
o
l
a
,
“
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
E
n
g
l
i
s
h
a
s
a
sec
o
n
d
l
a
n
g
u
a
g
e
i
n
N
i
g
e
r
i
a
:
E
x
a
mi
n
i
n
g
e
v
o
l
v
i
n
g
a
p
p
r
o
a
c
h
e
s
a
n
d
m
e
t
h
o
d
s,
”
T
h
e
o
ry
a
n
d
Pr
a
c
t
i
c
e
i
n
L
a
n
g
u
a
g
e
S
t
u
d
i
e
s
,
v
o
l
.
1
0
,
n
o
.
9
,
p
p
.
1
0
1
5
–
1
0
2
4
,
S
e
p
.
2
0
2
0
,
d
o
i
:
1
0
.
1
7
5
0
7
/
t
p
l
s.
1
0
0
9
.
0
2
.
[
3
8
]
K
.
S
c
h
u
l
t
z
,
A
.
S
c
h
a
f
f
e
r
,
R
.
R
e
b
ma
n
,
a
n
d
A
.
S
h
a
n
k
s
,
“
T
o
F
l
i
p
o
r
N
o
t
t
o
F
l
i
p
:
Le
a
r
n
i
n
g
S
t
y
l
e
P
r
e
f
e
r
e
n
c
e
s
a
mo
n
g
M
i
l
l
e
n
n
i
a
l
P
h
y
s
i
c
i
a
n
A
ss
i
st
a
n
t
S
t
u
d
e
n
t
s
,”
C
u
re
u
s
,
v
o
l
.
1
3
,
n
o
.
2
,
p
.
e
1
3
4
6
7
,
F
e
b
.
2
0
2
1
,
d
o
i
:
1
0
.
7
7
5
9
/
c
u
r
e
u
s
.
1
3
4
6
7
.
[
3
9
]
G
.
S
.
S
.
L
i
n
,
W
.
W
.
T
a
n
,
H
.
J.
Ta
n
,
C
.
W
.
K
h
o
o
,
a
n
d
K
.
I
.
A
f
r
a
sh
t
e
h
f
a
r
,
“
I
n
n
o
v
a
t
i
v
e
p
e
d
a
g
o
g
i
c
a
l
s
t
r
a
t
e
g
i
e
s
i
n
h
e
a
l
t
h
p
r
o
f
e
ssi
o
n
s
e
d
u
c
a
t
i
o
n
:
a
c
t
i
v
e
l
e
a
r
n
i
n
g
i
n
d
e
n
t
a
l
mat
e
r
i
a
l
s
s
c
i
e
n
c
e
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
E
n
v
i
ro
n
m
e
n
t
a
l
R
e
se
a
rc
h
a
n
d
Pu
b
l
i
c
H
e
a
l
t
h
,
v
o
l
.
2
0
,
n
o
.
3
,
p
.
2
0
4
1
,
J
a
n
.
2
0
2
3
,
d
o
i
:
1
0
.
3
3
9
0
/
i
j
e
r
p
h
2
0
0
3
2
0
4
1
.
[
4
0
]
L.
G
u
p
t
a
,
S
.
Ja
i
n
,
a
n
d
A
.
N
a
r
u
l
a
,
“
O
n
l
i
n
e
e
d
u
c
a
t
i
o
n
g
o
e
s
v
i
r
a
l
–
a
p
h
a
n
t
o
m
o
v
e
r
m
e
n
t
a
l
p
e
a
c
e
,
”
i
n
Re
d
e
f
i
n
i
n
g
Vi
rt
u
a
l
T
e
a
c
h
i
n
g
L
e
a
r
n
i
n
g
Pe
d
a
g
o
g
y
,
R
.
B
a
n
sa
l
,
R
.
S
i
n
g
h
,
A
.
S
i
n
g
h
,
K
.
C
h
a
u
d
h
a
r
y
,
a
n
d
T.
R
a
s
u
l
,
Ed
s
.
,
H
o
b
o
k
e
n
,
N
J:
W
i
l
e
y
,
2
0
2
3
,
p
p
.
4
2
1
–
4
3
6
,
d
o
i
:
1
0
.
1
0
0
2
/
9
7
8
1
1
1
9
8
6
7
6
4
7
.
c
h
2
3
.
[
4
1
]
M
.
W
u
l
a
n
d
a
r
i
,
F
.
Y
o
l
v
i
a
n
s
y
a
h
,
a
n
d
M
.
M
i
sast
r
i
,
“
Te
a
m
a
ss
i
st
e
d
i
n
d
i
v
i
d
u
a
l
i
z
a
t
i
o
n
:
I
mp
r
o
v
i
n
g
n
u
m
b
e
r
c
o
m
p
e
t
e
n
c
y
st
u
d
e
n
t
s’
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
mat
h
e
mat
i
c
a
l
c
o
n
c
e
p
t
s,
”
J
o
u
r
n
a
l
o
f
B
a
si
c
E
d
u
c
a
t
i
o
n
Re
s
e
a
r
c
h
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
2
0
–
3
0
,
J
a
n
.
2
0
2
3
,
d
o
i
:
1
0
.
3
7
2
5
1
/
j
b
e
r
.
v
4
i
1
.
3
0
4
.
[
4
3
]
N
.
S
.
U
t
a
m
i
,
T.
A
.
K
u
sma
y
a
d
i
,
a
n
d
B
.
U
so
d
o
,
“
Le
a
r
n
i
n
g
l
i
n
e
a
n
d
a
n
g
l
e
a
t
7
t
h
g
r
a
d
e
s
t
u
d
e
n
t
s,”
J
o
u
r
n
a
l
o
f
P
h
y
si
c
s:
C
o
n
f
e
re
n
c
e
S
e
r
i
e
s
,
v
o
l
.
8
9
5
,
n
o
.
1
,
p
.
0
1
2
0
3
7
,
S
e
p
.
2
0
1
7
,
d
o
i
:
1
0
.
1
0
8
8
/
1
7
4
2
-
6
5
9
6
/
8
9
5
/
1
/
0
1
2
0
3
7
.
[
4
4
]
C
.
P
o
l
k
l
a
n
g
a
n
d
Y
.
S
e
e
h
a
m
o
n
g
k
o
n
,
“
D
e
v
e
l
o
p
m
e
n
t
o
f
L
e
a
r
n
i
n
g
A
c
h
i
e
v
e
me
n
t
a
n
d
M
o
t
i
v
a
t
i
o
n
i
n
Le
a
r
n
i
n
g
M
a
t
h
e
mat
i
c
s
o
f
G
r
a
d
e
1
0
S
t
u
d
e
n
t
s
b
y
C
o
o
p
e
r
a
t
i
v
e
Le
a
r
n
i
n
g
,
”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
n
d
L
e
a
rn
i
n
g
,
v
o
l
.
1
4
,
n
o
.
1
,
p
p
.
7
9
–
8
6
,
S
e
p
.
2
0
2
4
,
d
o
i
:
1
0
.
5
5
3
9
/
j
e
l
.
v
1
4
n
1
p
7
9
.
[
4
5
]
G
.
M
.
Ti
n
u
n
g
k
i
e
t
a
l
.
,
“
Ex
p
l
o
r
i
n
g
t
h
e
t
e
a
m
-
a
s
si
s
t
e
d
i
n
d
i
v
i
d
u
a
l
i
z
a
t
i
o
n
c
o
o
p
e
r
a
t
i
v
e
l
e
a
r
n
i
n
g
t
o
e
n
h
a
n
c
e
m
a
t
h
e
mat
i
c
a
l
p
r
o
b
l
e
m
so
l
v
i
n
g
,
c
o
mm
u
n
i
c
a
t
i
o
n
a
n
d
se
l
f
-
p
r
o
f
i
c
i
e
n
c
y
i
n
t
e
a
c
h
i
n
g
n
o
n
-
p
a
r
a
me
t
r
i
c
s
t
a
t
i
s
t
i
c
s,
”
C
o
g
e
n
t
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
1
,
n
o
.
1
,
p
.
2
3
8
1
3
3
3
,
D
e
c
.
2
0
2
4
,
d
o
i
:
1
0
.
1
0
8
0
/
2
3
3
1
1
8
6
X
.
2
0
2
4
.
2
3
8
1
3
3
3
.
[
4
6
]
P
.
D
.
R
a
t
n
a
sar
i
a
n
d
M
.
B
u
d
i
y
a
n
t
o
,
“
I
mp
l
e
me
n
t
a
t
i
o
n
Te
a
m
A
ss
i
st
e
d
I
n
d
i
v
i
d
u
a
l
i
z
a
t
i
o
n
l
e
a
r
n
i
n
g
m
o
d
e
l
a
ssi
s
t
e
d
b
y
w
o
r
k
s
h
e
e
t
b
a
se
d
o
n
c
o
n
t
e
x
t
u
a
l
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
t
o
i
m
p
r
o
v
e
s
t
u
d
e
n
t
l
e
a
r
n
i
n
g
o
u
t
c
o
me
s,”
J
u
r
n
a
l
P
e
n
e
l
i
t
i
a
n
Pe
n
d
i
d
i
k
a
n
I
P
A
,
v
o
l
.
5
,
n
o
.
2
,
p
p
.
5
3
–
6
0
,
2
0
2
0
,
d
o
i
:
1
0
.
2
6
7
4
0
/
j
p
p
i
p
a
.
v
5
n
2
.
p
5
3
-
6
0
.
[
4
7
]
M
.
T
a
k
k
o
,
R
.
J
a
ma
l
u
d
d
i
n
,
S
.
A
.
K
a
d
i
r
,
N
.
I
smai
l
,
A
.
A
b
d
u
l
l
a
h
,
a
n
d
A
.
K
h
a
m
i
s,
“
E
n
h
a
n
c
i
n
g
h
i
g
h
e
r
-
o
r
d
e
r
t
h
i
n
k
i
n
g
sk
i
l
l
s
a
m
o
n
g
h
o
m
e
sc
i
e
n
c
e
st
u
d
e
n
t
s
:
T
h
e
e
f
f
e
c
t
o
f
c
o
o
p
e
r
a
t
i
v
e
l
e
a
r
n
i
n
g
st
u
d
e
n
t
t
e
a
ms
-
a
c
h
i
e
v
e
m
e
n
t
d
i
v
i
s
i
o
n
s
(
S
TA
D
)
mo
d
u
l
e
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
L
e
a
r
n
i
n
g
,
T
e
a
c
h
i
n
g
a
n
d
E
d
u
c
a
t
i
o
n
a
l
R
e
se
a
rc
h
,
v
o
l
.
1
9
,
n
o
.
7
,
p
p
.
2
0
4
–
2
2
4
,
Ju
l
.
2
0
2
0
,
d
o
i
:
1
0
.
2
6
8
0
3
/
I
JLTER
.
1
9
.
7
.
1
2
.
[
4
8
]
E.
Y
.
K
u
r
n
i
a
w
a
t
i
,
D
a
f
i
k
,
I
.
H
.
A
g
u
s
t
i
n
,
a
n
d
I
.
N
.
M
a
y
l
i
s
a
,
“
T
h
e
a
n
a
l
y
si
s
o
f
st
u
d
e
n
t
s
m
e
t
a
l
i
t
e
r
a
c
y
u
n
d
e
r
t
h
e
i
mp
l
e
me
n
t
a
t
i
o
n
o
f
RBL
-
S
T
EM
i
n
so
l
v
i
n
g
g
r
a
p
h
r
a
i
n
b
o
w
a
n
t
i
ma
g
i
c
c
o
l
o
r
i
n
g
p
r
o
b
l
e
ms,”
J
o
u
rn
a
l
o
f
P
h
y
s
i
c
s:
C
o
n
f
e
re
n
c
e
S
e
ri
e
s
,
v
o
l
.
2
1
5
7
,
n
o
.
1
,
p
.
0
1
2
0
4
0
,
Ja
n
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
8
8
/
1
7
4
2
-
6
5
9
6
/
2
1
5
7
/
1
/
0
1
2
0
4
0
.
[
4
9
]
M
.
D
e
m
i
r
a
n
d
Y
.
Ze
n
g
i
n
,
“
Th
e
e
f
f
e
c
t
o
f
a
t
e
c
h
n
o
l
o
g
y
-
e
n
h
a
n
c
e
d
c
o
l
l
a
b
o
r
a
t
i
v
e
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
me
n
t
o
n
se
c
o
n
d
a
r
y
s
c
h
o
o
l
s
t
u
d
e
n
t
s’
mat
h
e
m
a
t
i
c
a
l
r
e
a
s
o
n
i
n
g
:
A
m
i
x
e
d
m
e
t
h
o
d
d
e
si
g
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
8
,
n
o
.
8
,
p
p
.
9
8
5
5
–
9
8
8
3
,
A
u
g
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
0
6
3
9
-
0
2
3
-
1
1
5
8
7
-
x.
[
5
0
]
A
.
S
i
b
o
ma
n
a
,
C
.
K
a
r
e
g
e
y
a
,
a
n
d
J.
S
e
n
t
o
n
g
o
,
“
F
a
c
t
o
r
s
a
f
f
e
c
t
i
n
g
se
c
o
n
d
a
r
y
sch
o
o
l
st
u
d
e
n
t
s’
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
me
n
t
s i
n
c
h
e
mi
s
t
r
y
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
L
e
a
r
n
i
n
g
,
T
e
a
c
h
i
n
g
a
n
d
E
d
u
c
a
t
i
o
n
a
l
Re
s
e
a
rc
h
,
v
o
l
.
2
0
,
n
o
.
1
2
,
p
p
.
1
1
4
–
1
2
6
,
D
e
c
.
2
0
2
1
,
d
o
i
:
1
0
.
2
6
8
0
3
/
I
JLTER
.
2
0
.
1
2
.
7
.
[
5
1
]
H
.
M
.
N
.
A
l
a
n
a
z
i
,
“
T
h
e
e
f
f
e
c
t
s
o
f
a
c
t
i
v
e
r
e
c
r
e
a
t
i
o
n
a
l
ma
t
h
g
a
mes
o
n
ma
t
h
a
n
x
i
e
t
y
a
n
d
p
e
r
f
o
r
ma
n
c
e
i
n
p
r
i
m
a
r
y
s
c
h
o
o
l
c
h
i
l
d
r
e
n
:
A
n
e
x
p
e
r
i
m
e
n
t
a
l
s
t
u
d
y
,
”
M
u
l
t
i
d
i
sc
i
p
l
i
n
a
ry
J
o
u
r
n
a
l
f
o
r
E
d
u
c
a
t
i
o
n
,
S
o
c
i
a
l
a
n
d
T
e
c
h
n
o
l
o
g
i
c
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
7
,
n
o
.
1
,
p
p
.
8
9
–
1
1
2
,
A
p
r
.
2
0
2
0
,
d
o
i
:
1
0
.
4
9
9
5
/
m
u
se.
2
0
2
0
.
1
2
6
2
2
.
[
5
2
]
W
.
I
.
H
i
m
m
a
h
,
“
T
h
e
a
b
i
l
i
t
y
o
f
p
r
o
o
f
u
s
i
n
g
m
a
t
h
e
m
a
t
i
c
s
i
n
d
u
c
t
i
o
n
t
h
r
o
u
g
h
c
o
o
p
e
r
a
t
i
v
e
l
e
a
r
n
i
n
g
t
y
p
e
t
e
a
m
a
s
s
i
s
t
e
d
i
n
d
i
v
i
d
u
a
l
i
z
a
t
i
o
n
,
”
J
o
u
r
n
a
l
o
f
M
e
d
i
v
e
s
:
J
o
u
r
n
a
l
o
f
M
a
t
h
e
m
a
t
i
c
s
E
d
u
c
a
t
i
o
n
I
K
I
P
V
e
t
e
r
a
n
S
e
m
a
r
a
n
g
,
v
o
l
.
6
,
n
o
.
2
,
p
p
.
1
9
–
2
7
,
2
0
2
2
,
d
o
i
:
1
0
.
3
1
3
3
1
/
m
e
d
i
v
e
s
v
e
t
e
r
a
n
.
v
6
i
2
.
2
0
8
6
.
Evaluation Warning : The document was created with Spire.PDF for Python.