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ty
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a
se
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o
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h
e
m
o
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re
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d
k
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ts we
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o
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ti
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it
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.
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t
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lo
p
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teg
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c
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m
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te
d
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lea
rn
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g
p
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n
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s.
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u
tu
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rc
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sh
o
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ld
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sa
m
p
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s
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sid
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tea
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h
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rs’
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ti
v
e
s
to
o
p
ti
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iz
e
th
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p
ra
c
ti
c
a
l
imp
lem
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n
tatio
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o
f
lea
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sty
les
in
c
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ll
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b
o
ra
ti
v
e
lea
rn
i
n
g
e
n
v
iro
n
m
e
n
ts.
K
ey
w
o
r
d
s
:
C
o
llab
o
r
ativ
e
lear
n
in
g
C
o
llab
o
r
ativ
e
s
k
ills
J
ig
s
aw
s
tr
ateg
y
L
ea
r
n
in
g
s
ty
les
VARK m
o
d
el
T
h
is i
s
a
n
o
p
e
n
a
c
c
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ss
a
rticle
u
n
d
e
r th
e
CC B
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-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ng
an
Hai
My
L
e
Facu
lty
o
f
Ph
y
s
ics,
Ho
C
h
i M
in
h
C
ity
Un
iv
er
s
ity
o
f
E
d
u
ca
ti
o
n
2
8
0
An
D
u
o
n
g
Vu
o
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g
,
C
h
o
Q
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W
ar
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,
Ho
C
h
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C
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,
Vietn
am
E
m
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g
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cm
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e
.
ed
u
.
v
n
1.
I
NT
RO
D
UCT
I
O
N
C
o
llab
o
r
atio
n
s
k
ills
ar
e
ess
en
tial
f
o
r
lean
er
s
to
ad
a
p
t
to
th
e
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o
lv
in
g
d
em
an
d
s
o
f
s
o
ciet
y
an
d
th
e
wo
r
k
f
o
r
ce
[
1
]
.
I
n
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
,
f
o
s
ter
in
g
s
tu
d
en
t
co
llab
o
r
atio
n
s
k
ills
is
a
k
ey
p
r
io
r
ity
th
at
r
eq
u
ir
es
f
o
cu
s
ed
atte
n
tio
n
f
r
o
m
e
d
u
ca
t
o
r
s
[
2
]
–
[
4
]
.
C
o
llab
o
r
ativ
e
lear
n
in
g
f
o
s
ter
s
an
in
ter
ac
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en
v
ir
o
n
m
en
t
in
wh
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s
tu
d
en
ts
d
ev
elo
p
m
u
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r
esp
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n
s
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d
s
h
ar
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b
en
ef
its
,
e
n
h
an
cin
g
th
eir
team
wo
r
k
s
k
ills
[
5
]
,
[
6
]
.
R
esear
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s
u
g
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ests
th
at
ef
f
ec
tiv
ely
im
p
l
em
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c
o
llab
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q
u
ir
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m
ee
tin
g
s
p
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if
ic
co
n
d
itio
n
s
[
6
]
,
[
7
]
.
Sp
ec
if
ically
,
in
d
iv
id
u
als
in
a
g
r
o
u
p
s
h
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it
p
o
s
itiv
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in
ter
d
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d
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ce
,
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g
ag
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in
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ir
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ct
in
ter
ac
tio
n
,
tak
e
r
esp
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n
s
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y
f
o
r
s
h
a
r
ed
task
s
,
d
ev
elo
p
team
wo
r
k
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k
ills
,
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d
p
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r
f
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m
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ass
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m
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n
t
th
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g
h
o
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th
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co
llab
o
r
atio
n
p
r
o
ce
s
s
[
6
]
,
[
7
]
.
C
o
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r
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n
ef
f
ec
tiv
en
ess
is
p
r
im
ar
ily
in
f
lu
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ce
d
b
y
lear
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er
s
’
awa
r
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ess
,
en
g
ag
em
e
n
t,
an
d
co
n
tr
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b
u
tio
n
s
.
T
h
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r
e
,
co
llab
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r
ativ
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te
ac
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in
g
s
h
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ld
f
o
s
ter
a
s
u
p
p
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r
tiv
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v
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8
8
2
2
Ta
ilo
r
in
g
co
lla
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r
a
tive
lea
r
n
i
n
g
w
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j
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V
A
R
K
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c
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s
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…
(
N
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n
Ha
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Le
)
4365
en
co
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r
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g
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ac
tiv
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ticip
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at
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tial
team
wo
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k
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d
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ter
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s
o
n
al
s
k
ills
[
8
]
,
[
9
]
.
C
o
llab
o
r
ativ
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lear
n
in
g
o
f
f
er
s
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p
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ac
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ills
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lu
e
n
ce
d
b
y
in
d
iv
id
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al
lear
n
in
g
s
ty
les
[
3
]
.
Alig
n
in
g
in
s
tr
u
ctio
n
al
s
tr
ate
g
ies
with
s
tu
d
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lear
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n
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o
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en
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to
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.
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[
1
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ass
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n
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wled
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e
[
1
1
]
–
[
1
3
]
.
R
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in
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n
,
f
ac
ilit
ates
in
f
o
r
m
atio
n
p
r
o
ce
s
s
in
g
an
d
r
eten
tio
n
,
a
n
d
s
ig
n
if
ican
tly
b
o
o
s
ts
lear
n
in
g
o
u
tco
m
es
[
1
4
]
,
[
1
5
]
.
Giv
en
its
im
p
ac
t
o
n
lear
n
in
g
ef
f
ec
tiv
en
ess
,
lear
n
in
g
s
ty
le
is
a
cr
itical
f
ac
to
r
to
co
n
s
id
er
wh
e
n
d
esig
n
i
n
g
lear
n
in
g
ac
tiv
ities
,
p
a
r
ticu
lar
ly
in
co
llab
o
r
ativ
e
lear
n
in
g
[
1
6
]
,
[
1
7
]
.
R
esear
ch
b
y
Pu
tr
i
et
a
l.
[
1
4
]
f
u
r
th
e
r
em
p
h
a
s
izes
th
e
s
ig
n
if
ican
ce
o
f
u
n
d
e
r
s
tan
d
in
g
s
tu
d
en
ts
’
lear
n
in
g
s
ty
les,
p
ar
ticu
lar
ly
in
s
cien
ce
ed
u
ca
tio
n
,
wh
er
e
th
es
e
in
s
ig
h
ts
f
ac
ilit
ate
k
n
o
wled
g
e
ac
q
u
is
itio
n
an
d
en
h
an
ce
lea
r
n
in
g
ac
ce
s
s
ib
ilit
y
.
I
n
teg
r
atin
g
lear
n
i
n
g
s
ty
les
in
to
s
cien
ce
in
s
tr
u
ctio
n
h
as
s
ig
n
i
f
ican
t
p
o
ten
tial
to
en
h
an
ce
s
tu
d
en
t
o
u
tco
m
es
an
d
m
ax
im
ize
in
d
iv
id
u
al
lear
n
in
g
p
o
ten
tial.
Var
io
u
s
m
o
d
els
f
o
r
d
ia
g
n
o
s
in
g
s
tu
d
en
t
lear
n
in
g
s
ty
les
h
a
v
e
b
ee
n
in
t
r
o
d
u
ce
d
in
ed
u
ca
tio
n
,
with
th
e
v
is
u
al,
au
r
al,
r
ea
d
/wr
ite,
a
n
d
k
in
esth
etic
(
VARK
)
m
o
d
el
b
y
Flem
in
g
[
1
8
]
b
ein
g
o
n
e
o
f
th
e
m
o
s
t
wid
ely
r
ec
o
g
n
ized
.
Flem
in
g
[
1
8
]
d
ef
i
n
es
lear
n
in
g
s
ty
les
as
an
in
d
i
v
id
u
al’
s
p
r
ef
er
r
e
d
way
o
f
ac
q
u
ir
in
g
,
p
r
o
ce
s
s
in
g
,
an
d
o
r
g
an
izin
g
in
f
o
r
m
atio
n
.
T
h
e
VARK
m
o
d
el
ca
te
g
o
r
ize
s
lear
n
in
g
s
ty
les
b
ased
o
n
s
en
s
o
r
y
p
r
ef
er
e
n
ce
s
,
in
clu
d
in
g
v
is
u
al,
au
d
ito
r
y
,
r
ea
d
in
g
/wr
itin
g
,
a
n
d
k
i
n
esth
etic
[
1
8
]
.
T
h
is
m
o
d
el
h
as
r
ec
eiv
ed
co
n
s
id
er
a
b
le
atten
tio
n
f
r
o
m
r
esear
ch
er
s
,
p
a
r
ticu
lar
ly
in
s
cien
ce
e
d
u
ca
tio
n
,
wh
er
e
it
h
as
d
em
o
n
s
tr
ated
p
r
o
m
is
in
g
r
esu
lts
in
en
h
an
cin
g
s
tu
d
en
t
en
g
a
g
em
e
n
t
an
d
lear
n
in
g
o
u
tco
m
es
[
1
7
]
,
[
19
]
,
[
2
0
]
.
Fo
r
i
n
s
tan
ce
,
Sin
tia
et
a
l
.
[
1
6
]
co
n
d
u
cte
d
an
ex
p
er
im
en
tal
s
tu
d
y
with
5
0
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
,
wh
er
e
th
e
ex
p
e
r
im
en
tal
g
r
o
u
p
co
n
s
is
ted
o
f
s
tu
d
en
ts
with
d
iv
er
s
e
VARK
lear
n
in
g
s
ty
les,
r
esem
b
lin
g
th
e
jig
s
aw
g
r
o
u
p
s
tr
u
ctu
r
e
.
T
h
e
f
in
d
in
g
s
r
ev
ea
le
d
th
at
s
tu
d
en
ts
wh
o
r
ec
eiv
ed
in
s
tr
u
ctio
n
alig
n
ed
with
t
h
eir
lear
n
in
g
s
ty
les
ex
h
ib
ited
h
ig
h
e
r
ac
ad
em
i
c
p
er
f
o
r
m
an
ce
[
1
6
]
.
Acc
o
r
d
in
g
t
o
T
r
o
u
s
s
as
et
a
l
.
[
2
1
]
,
ass
ess
in
g
a
n
d
f
l
ex
ib
l
y
ap
p
ly
i
n
g
le
ar
n
i
n
g
s
ty
les
c
an
o
p
ti
m
ize
l
ea
r
n
er
en
g
a
g
em
en
t
an
d
s
at
is
f
ac
t
io
n
i
n
a
c
o
ll
ab
o
r
at
iv
e
le
ar
n
i
n
g
e
n
v
ir
o
n
m
e
n
t
.
T
h
e
ji
g
s
aw
s
tr
at
eg
y
is
o
n
e
o
f
t
h
e
m
o
s
t
wid
el
y
a
d
o
p
te
d
s
t
r
a
te
g
i
es
f
o
r
co
l
la
b
o
r
ati
v
e
le
ar
n
i
n
g
,
p
ar
tic
u
lar
ly
i
n
te
ac
h
i
n
g
s
ci
e
n
ti
f
i
c
c
o
n
te
n
t
t
h
at
in
v
o
l
v
es
ex
p
l
o
r
i
n
g
m
u
lti
p
l
e
d
im
en
s
io
n
s
[
2
2
]
–
[
2
4
]
.
N
u
m
e
r
o
u
s
s
t
u
d
ies
h
a
v
e
h
i
g
h
li
g
h
te
d
t
h
e
ji
g
s
aw
s
t
r
at
eg
y
’
s
ef
f
e
cti
v
e
n
ess
i
n
f
o
s
te
r
i
n
g
c
o
lla
b
o
r
ati
o
n
s
k
il
ls
a
n
d
im
p
r
o
v
i
n
g
s
t
u
d
e
n
t
le
ar
n
i
n
g
o
u
t
co
m
es
b
y
p
r
o
m
o
ti
n
g
in
d
i
v
i
d
u
al
r
es
p
o
n
s
i
b
ili
ty
f
o
r
k
n
o
wle
d
g
e
s
h
a
r
i
n
g
[
2
3
]
–
[
2
5
]
.
R
es
ea
r
c
h
i
n
d
ic
at
es
t
h
at
th
e
ji
g
s
aw
s
tr
ate
g
y
f
a
cili
tat
es
m
ea
n
i
n
g
f
u
l
i
n
te
r
ac
t
io
n
s
a
m
o
n
g
g
r
o
u
p
m
e
m
b
e
r
s
a
n
d
e
n
c
o
u
r
a
g
es
in
d
i
v
i
d
u
al
c
o
n
tr
i
b
u
ti
o
n
s
t
o
g
r
o
u
p
s
u
c
ce
s
s
[
2
6
]
,
[
2
7
]
.
H
o
w
ev
er
,
a
k
e
y
ch
all
en
g
e
l
ies
in
f
o
r
m
i
n
g
b
al
an
ce
d
s
tu
d
en
t
g
r
o
u
p
s
t
h
at
a
li
g
n
wit
h
ea
c
h
lea
r
n
e
r
’
s
u
n
i
q
u
e
c
h
a
r
a
ct
er
is
tic
s
[
2
5
]
–
[
2
7
]
.
T
o
a
d
d
r
ess
th
is
,
s
e
v
e
r
a
l
s
t
u
d
ies
h
a
v
e
in
v
esti
g
a
te
d
in
te
g
r
ati
n
g
VARK
lea
r
n
i
n
g
s
t
y
l
es
in
to
g
r
o
u
p
f
o
r
m
at
io
n
t
o
o
p
ti
m
i
ze
i
n
t
er
ac
t
io
n
a
n
d
c
o
l
la
b
o
r
ati
o
n
[
2
8
]
.
T
h
is
a
p
p
r
o
a
c
h
en
h
an
ce
s
g
r
o
u
p
d
y
n
am
ics
,
e
n
a
b
li
n
g
s
tu
d
en
ts
t
o
le
v
e
r
ag
e
th
ei
r
s
t
r
en
g
t
h
s
f
o
r
m
o
r
e
m
e
an
in
g
f
u
l
c
o
n
tr
ib
u
t
io
n
s
[
2
9
]
.
W
h
ile
co
llab
o
r
ativ
e
lear
n
in
g
an
d
lear
n
i
n
g
s
ty
les
h
av
e
b
ee
n
ex
ten
s
iv
ely
s
tu
d
ied
,
m
o
s
t
r
esear
ch
ex
am
in
es
th
em
s
ep
ar
ately
.
P
r
io
r
s
tu
d
ies
h
i
g
h
lig
h
t
th
e
e
f
f
ec
tiv
en
ess
o
f
jig
s
aw
in
f
o
s
te
r
in
g
c
o
llab
o
r
atio
n
[
2
1
]
–
[
2
3
]
a
n
d
VARK
in
p
er
s
o
n
alizin
g
in
s
tr
u
ctio
n
[
1
6
]
,
[
18
]
,
[
1
9
]
;
h
o
wev
er
,
lim
ited
r
esear
ch
in
teg
r
ates
th
ese
m
eth
o
d
s
with
in
a
s
tr
u
ctu
r
ed
co
llab
o
r
ativ
e
f
r
am
ewo
r
k
.
Mo
r
eo
v
er
,
co
llab
o
r
ati
v
e
lear
n
in
g
h
as
b
ee
n
p
r
im
ar
ily
ex
p
lo
r
ed
in
h
ig
h
e
r
e
d
u
ca
tio
n
,
with
lim
ited
atten
tio
n
g
iv
en
t
o
s
ec
o
n
d
a
r
y
e
d
u
ca
tio
n
[
1
]
.
Gi
v
en
its
s
ig
n
if
ican
ce
in
co
g
n
itiv
e
a
n
d
s
o
cial
d
ev
el
o
p
m
en
t,
f
u
r
th
e
r
in
v
esti
g
atio
n
at
th
e
s
ch
o
o
l
le
v
el
is
n
ec
ess
ar
y
,
p
a
r
ticu
lar
ly
in
s
u
b
ject
-
s
p
ec
if
ic
co
n
tex
ts
s
u
ch
as scien
ce
ed
u
ca
tio
n
.
T
h
is
s
tu
d
y
e
x
am
in
ed
th
e
im
p
ac
t
o
f
s
tr
u
ct
u
r
in
g
jig
s
aw
-
b
ased
co
llab
o
r
ativ
e
lear
n
in
g
ar
o
u
n
d
lear
n
in
g
s
ty
les
o
n
s
tu
d
e
n
ts
’
co
llab
o
r
at
io
n
s
k
ills
in
a
p
h
y
s
ics
co
n
tex
t.
B
ey
o
n
d
ad
d
r
ess
in
g
th
is
g
a
p
,
th
e
s
tu
d
y
o
f
f
er
s
in
s
ig
h
ts
in
to
o
p
tim
izin
g
co
lla
b
o
r
ativ
e
lear
n
in
g
i
n
s
cien
ce
ed
u
ca
tio
n
.
Sp
ec
i
f
ically
,
it
ai
m
ed
to
a
n
s
wer
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
:
Ho
w
d
o
es
th
e
jig
s
aw
s
tr
ateg
y
in
f
lu
e
n
ce
s
tu
d
e
n
ts
’
co
llab
o
r
atio
n
s
k
ills
wh
en
s
tr
u
ctu
r
ed
ac
c
o
r
d
in
g
t
o
th
eir
lear
n
in
g
s
ty
les?
T
h
e
f
in
d
in
g
s
o
f
f
e
r
em
p
ir
ical
ev
i
d
en
ce
o
n
th
e
b
e
n
ef
its
an
d
ch
allen
g
es
o
f
in
teg
r
atin
g
lear
n
in
g
s
ty
les
in
to
co
llab
o
r
ativ
e
lear
n
in
g
in
s
ec
o
n
d
ar
y
e
d
u
ca
ti
o
n
,
in
f
o
r
m
in
g
f
u
tu
r
e
s
cien
ce
teac
h
in
g
ap
p
licatio
n
s
.
2.
M
E
T
H
O
D
2
.
1
.
T
heo
re
t
ica
l f
r
a
m
ew
o
rk
T
h
e
s
tu
d
y
em
p
lo
y
e
d
th
e
VAR
K
q
u
esti
o
n
n
air
e,
an
o
n
lin
e
to
o
l
co
m
p
r
is
in
g
1
6
co
n
cise
m
u
ltip
le
-
ch
o
ic
e
s
itu
atio
n
al
q
u
esti
o
n
s
,
to
ef
f
icie
n
tly
ass
ess
s
tu
d
en
ts
’
p
r
ef
er
r
e
d
lear
n
in
g
s
ty
les
[
3
0
]
.
T
h
is
in
s
tr
u
m
en
t c
ateg
o
r
ized
s
tu
d
en
ts
in
to
o
n
e
o
f
f
o
u
r
lear
n
in
g
s
ty
le
g
r
o
u
p
s
-
v
is
u
al,
a
u
d
i
to
r
y
,
r
ea
d
in
g
an
d
wr
itin
g
,
a
n
d
k
in
esth
etic
-
b
ased
o
n
th
eir
r
esp
o
n
s
es.
T
h
e
q
u
esti
o
n
n
air
e
r
esu
lts
ca
teg
o
r
ized
s
t
u
d
en
ts
b
ased
o
n
th
ei
r
d
o
m
i
n
a
n
t
lear
n
in
g
s
ty
les.
Evaluation Warning : The document was created with Spire.PDF for Python.
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SS
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8
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I
n
t J E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
3
6
4
-
4
3
7
4
4366
T
h
e
r
esear
ch
in
teg
r
ated
th
e
VARK
m
o
d
el
with
th
e
jig
s
a
w
s
tr
ateg
y
b
y
g
r
o
u
p
in
g
s
tu
d
en
ts
b
ased
o
n
th
eir
id
en
tifie
d
lear
n
in
g
s
ty
les.
T
o
alig
n
with
th
e
VARK
m
o
d
el,
lear
n
in
g
m
ater
ials
wer
e
cu
s
to
m
ized
to
ea
ch
lear
n
in
g
s
ty
le.
Vis
u
al
lear
n
er
s
en
g
ag
ed
with
d
iag
r
am
s
an
d
im
ag
es,
au
d
ito
r
y
lear
n
er
s
f
o
cu
s
ed
o
n
lis
ten
in
g
task
s
,
k
in
esth
etic
lear
n
er
s
p
ar
t
icip
ated
in
h
an
d
s
-
o
n
ac
tiv
ities
,
an
d
r
ea
d
in
g
/wr
itin
g
lear
n
er
s
wo
r
k
ed
with
tex
t
-
b
ased
co
n
ten
t.
T
h
is
ap
p
r
o
ac
h
en
ab
les
s
tu
d
en
ts
to
p
r
o
ce
s
s
d
a
ta
ac
co
r
d
in
g
to
th
eir
s
tr
en
g
t
h
s
.
Fig
u
r
e
1
illu
s
tr
ates
th
e
th
eo
r
etica
l
f
r
am
ew
o
r
k
o
f
t
h
is
s
tu
d
y
.
T
h
e
r
esear
ch
ad
o
p
t
ed
th
e
task
-
ce
n
ter
e
d
teac
h
i
n
g
m
o
d
el
p
r
o
p
o
s
ed
b
y
Me
r
r
ill
[
3
1
]
,
w
h
ich
e
m
p
h
asiz
es
b
r
ea
k
in
g
d
o
wn
a
p
r
im
ar
y
t
ask
in
tr
o
d
u
ce
d
at
th
e
b
e
g
in
n
i
n
g
o
f
a
less
o
n
in
t
o
s
m
aller
,
m
an
ag
ea
b
le
s
u
b
-
task
s
.
Stu
d
en
ts
wer
e
r
eo
r
g
an
ized
in
to
jig
s
aw
g
r
o
u
p
s
af
ter
m
aster
in
g
th
ei
r
ass
ig
n
ed
co
n
ten
t
in
e
x
p
er
t
g
r
o
u
p
s
.
E
ac
h
m
em
b
e
r
,
n
o
w
an
“e
x
p
er
t”,
s
h
ar
ed
th
eir
k
n
o
wled
g
e
with
p
ee
r
s
f
r
o
m
d
if
f
e
r
en
t
lear
n
in
g
s
ty
le
g
r
o
u
p
s
.
T
h
is
s
tr
u
ctu
r
e
f
ac
ilit
ated
d
iv
er
s
e
in
f
o
r
m
atio
n
ex
ch
an
g
e,
allo
win
g
s
tu
d
en
ts
to
teac
h
an
d
lear
n
f
r
o
m
o
n
e
an
o
th
er
.
C
o
n
s
eq
u
en
tly
,
th
e
y
r
ein
f
o
r
ce
d
th
ei
r
u
n
d
er
s
tan
d
i
n
g
an
d
ad
d
r
ess
e
d
k
n
o
wled
g
e
g
ap
s
th
r
o
u
g
h
c
o
llab
o
r
ativ
e
d
is
cu
s
s
io
n
.
I
n
th
e
f
in
al
p
h
ase,
s
tu
d
en
ts
ap
p
lied
t
h
eir
ac
q
u
ir
ed
k
n
o
wled
g
e
t
o
s
o
lv
e
p
r
ac
tical,
r
ea
l
-
wo
r
ld
task
s
,
en
h
an
cin
g
t
h
eir
lear
n
in
g
ex
p
er
ie
n
ce
an
d
e
n
s
u
r
in
g
m
ea
n
in
g
f
u
l l
ea
r
n
in
g
o
u
tco
m
es.
Fig
u
r
e
1
.
C
o
llab
o
r
ativ
e
lear
n
i
n
g
o
r
g
an
izatio
n
p
r
o
ce
s
s
ap
p
l
y
in
g
th
e
jig
s
aw
s
tr
ateg
y
2
.
2
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
em
p
l
o
y
ed
a
q
u
asi
-
ex
p
er
im
en
tal
d
esig
n
to
ex
am
i
n
e
th
e
im
p
ac
t
o
f
in
teg
r
atin
g
t
h
e
jig
s
aw
s
tr
ateg
y
an
d
VARK
lear
n
in
g
s
ty
les
o
n
s
tu
d
en
ts
’
co
llab
o
r
ativ
e
s
k
ills
in
p
h
y
s
ics
ed
u
ca
tio
n
.
T
h
e
r
esear
ch
f
o
cu
s
ed
o
n
t
h
e
to
p
ic
“
p
h
y
s
ics
an
d
e
n
v
ir
o
n
m
en
tal
p
r
o
tec
tio
n
”
,
a
to
p
ic
i
n
th
e
Vietn
a
m
ese
h
ig
h
s
ch
o
o
l
cu
r
r
icu
lu
m
e
n
co
m
p
ass
in
g
m
u
l
tip
le
d
im
en
s
io
n
s
:
en
v
ir
o
n
m
en
t
al
p
r
o
tectio
n
,
f
o
s
s
il
f
u
els,
r
en
ewa
b
le
en
er
g
y
,
a
n
d
p
o
llu
tio
n
.
T
h
e
i
n
s
tr
u
ctio
n
al
p
r
o
ce
s
s
was
s
tr
u
ctu
r
ed
in
to
th
r
ee
u
n
its
,
ea
ch
ad
d
r
ess
in
g
a
s
p
ec
if
ic
th
em
e.
T
h
e
f
ir
s
t
u
n
it
ex
p
lo
r
ed
th
e
p
r
i
n
c
ip
les
o
f
en
v
ir
o
n
m
e
n
tal
p
r
o
te
ctio
n
,
th
e
s
ec
o
n
d
co
m
p
a
r
ed
f
o
s
s
il
f
u
els
w
ith
r
en
ewa
b
le
e
n
er
g
y
,
a
n
d
th
e
t
h
ir
d
ev
alu
ate
d
e
n
er
g
y
ef
f
icien
cy
.
L
ea
r
n
in
g
ac
tiv
ities
in
ea
ch
u
n
it
wer
e
d
esig
n
e
d
t
o
alig
n
with
th
e
VAR
K
m
o
d
el,
allo
win
g
s
tu
d
en
ts
to
en
g
ag
e
in
task
s
s
u
ited
to
th
eir
p
r
ef
er
r
ed
lear
n
in
g
s
ty
les.
Fo
r
in
s
tan
ce
,
v
is
u
al
lear
n
er
s
wo
r
k
ed
with
d
iag
r
am
s
,
au
d
ito
r
y
lear
n
er
s
p
ar
ticip
ated
in
lis
ten
in
g
ex
er
cises
an
d
d
is
cu
s
s
io
n
s
,
k
in
esth
etic
lear
n
er
s
en
g
ag
ed
in
h
an
d
s
-
o
n
ac
tiv
ities
,
an
d
r
ea
d
in
g
/wr
itin
g
le
ar
n
er
s
an
aly
ze
d
a
n
d
p
r
o
d
u
ce
d
tex
t
-
b
ased
co
n
ten
t.
T
h
ese
ac
tiv
ities
aim
ed
to
en
h
an
ce
s
tu
d
en
ts
’
ab
ilit
y
to
p
r
o
ce
s
s
in
f
o
r
m
atio
n
ef
f
ec
tiv
ely
,
co
n
tr
ib
u
te
m
ea
n
in
g
f
u
lly
to
g
r
o
u
p
task
s
,
an
d
ap
p
ly
th
eir
k
n
o
wled
g
e
to
r
ea
l
-
wo
r
ld
is
s
u
es.
Fig
u
r
e
2
p
r
esen
ts
a
d
etailed
im
p
lem
en
t
atio
n
p
lan
f
o
r
th
e
th
r
ee
lear
n
i
n
g
u
n
its
,
ea
ch
em
p
h
asizin
g
d
if
f
er
en
t
asp
ec
ts
o
f
en
er
g
y
a
n
d
e
n
v
ir
o
n
m
en
tal
p
r
o
tectio
n
with
in
th
e
p
h
y
s
ics ed
u
ca
tio
n
cu
r
r
ic
u
lu
m
.
2
.
3
.
P
a
rt
icipa
nts
T
h
e
ca
s
e
s
tu
d
y
m
eth
o
d
o
lo
g
y
is
ap
p
r
o
p
r
iate
f
o
r
th
is
r
esear
ch
,
as
it
e
n
ab
les
an
in
-
d
e
p
th
a
n
aly
s
is
o
f
s
tu
d
en
t
co
llab
o
r
atio
n
in
an
a
u
th
en
tic
lear
n
in
g
en
v
ir
o
n
m
en
t
[
3
2
]
.
T
h
e
s
tu
d
y
an
aly
ze
d
s
tu
d
en
t
in
ter
ac
tio
n
s
,
p
er
f
o
r
m
an
ce
,
a
n
d
p
e
r
ce
p
tio
n
s
u
s
in
g
q
u
a
n
titativ
e
s
elf
-
ass
ess
m
en
t
s
u
r
v
ey
s
,
q
u
alitativ
e
v
id
e
o
o
b
s
er
v
atio
n
s
,
an
d
g
r
o
u
p
d
is
cu
s
s
io
n
s
.
B
y
in
teg
r
at
in
g
th
e
V
AR
K
m
o
d
el
with
t
h
e
jig
s
aw
s
tr
ateg
y
,
th
is
s
tu
d
y
p
r
o
v
id
es
in
s
ig
h
ts
in
t
o
h
o
w
p
er
s
o
n
alize
d
g
r
o
u
p
i
n
g
s
tr
ateg
ies
in
f
lu
en
ce
co
llab
o
r
atio
n
s
k
ills
,
o
f
f
er
in
g
p
r
ac
tical
im
p
licatio
n
s
f
o
r
co
o
p
er
ativ
e
lea
r
n
in
g
in
s
cien
c
e
ed
u
ca
tio
n
.
I
n
ca
s
e
s
tu
d
y
ap
p
r
o
ac
h
,
n
o
n
-
p
r
o
b
ab
ilit
y
s
am
p
lin
g
is
o
f
te
n
u
tili
ze
d
to
ex
p
lo
r
e
a
s
p
ec
if
ic
e
d
u
ca
tio
n
al
s
ettin
g
in
d
e
p
th
[
3
3
]
.
No
n
-
p
r
o
b
ab
ilit
y
s
am
p
lin
g
is
c
o
m
m
o
n
ly
u
s
ed
in
ca
s
e
s
tu
d
ies
d
u
e
to
th
e
f
o
c
u
s
o
n
r
ea
l
-
wo
r
ld
co
n
tex
ts
an
d
p
r
ac
t
ical
f
ea
s
ib
ilit
y
r
ath
er
th
an
b
r
o
ad
g
en
e
r
aliza
b
ilit
y
.
I
n
t
h
i
s
s
t
u
d
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c
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e
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s
o
f
2
7
t
e
n
t
h
-
g
r
a
d
e
s
t
u
d
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n
t
s
f
r
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m
a
s
c
h
o
o
l
i
n
H
o
C
h
i
M
i
n
h
C
it
y
,
V
i
et
n
a
m
,
w
it
h
a
g
en
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e
r
d
i
s
t
r
i
b
u
t
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o
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f
4
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.
7
%
m
a
le
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n
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5
9
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3
%
f
e
m
a
l
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,
as
i
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s
t
r
ate
d
i
n
F
i
g
u
r
e
3
[
3
3
]
.
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
Ta
ilo
r
in
g
co
lla
b
o
r
a
tive
lea
r
n
i
n
g
w
ith
j
ig
s
a
w
a
n
d
V
A
R
K
:
a
c
a
s
e
s
tu
d
y
in
tea
ch
in
g
…
(
N
g
a
n
Ha
i My
Le
)
4367
At
th
e
b
eg
in
n
in
g
o
f
th
e
s
tu
d
y
,
all
s
tu
d
en
ts
co
m
p
leted
th
e
V
A
R
K
q
u
esti
o
n
n
air
e
to
id
en
tify
th
eir
p
r
ef
er
r
e
d
lear
n
in
g
s
ty
les,
wh
ich
wer
e
ca
teg
o
r
ized
i
n
to
VARK
g
r
o
u
p
s
.
B
ased
o
n
th
ese
r
e
s
u
lts
,
s
tu
d
en
ts
wer
e
in
itially
ass
ig
n
ed
to
e
x
p
er
t
g
r
o
u
p
s
ac
co
r
d
in
g
to
th
eir
le
ar
n
in
g
s
ty
les,
allo
win
g
th
e
m
to
m
a
x
im
ize
th
eir
s
tr
en
g
th
s
in
s
p
ec
if
ic
task
s
.
T
h
ey
wer
e
later
r
eo
r
g
an
ized
in
t
o
jig
s
aw
g
r
o
u
p
s
,
e
n
s
u
r
in
g
a
m
i
x
o
f
lear
n
in
g
s
ty
les
to
f
ac
ilit
ate
d
iv
e
r
s
e
p
er
s
p
ec
tiv
es
an
d
k
n
o
wled
g
e
s
h
ar
i
n
g
.
Alth
o
u
g
h
t
h
e
s
am
p
le
s
ize
m
ay
lim
it
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
in
d
i
n
g
s
,
th
e
s
tu
d
y
o
f
f
er
s
v
alu
a
b
le
in
s
ig
h
ts
in
to
th
e
f
ea
s
ib
i
lity
o
f
in
teg
r
atin
g
co
llab
o
r
ativ
e
lear
n
in
g
s
tr
ateg
i
es with
lear
n
in
g
s
ty
les in
r
ea
l
class
r
o
o
m
s
ettin
g
s
.
Fig
u
r
e
2
.
Plan
to
elab
o
r
ate
d
et
ailed
lear
n
in
g
ac
tiv
ities
in
r
ese
ar
ch
Fig
u
r
e
3
.
T
h
e
r
atio
o
f
m
ale
a
n
d
f
em
ale
s
tu
d
en
ts
in
ea
c
h
lear
n
in
g
s
ty
le
2
.
4
.
Da
t
a
c
o
llect
io
n
T
h
is
r
esear
ch
em
p
lo
y
ed
a
m
i
x
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
,
in
teg
r
atin
g
q
u
an
titativ
e
a
n
d
q
u
alitativ
e
d
ata
to
co
m
p
r
eh
e
n
s
iv
ely
ev
alu
ate
t
h
e
in
ter
v
en
tio
n
.
Qu
an
titativ
e
d
at
a
wer
e
co
llected
th
r
o
u
g
h
a
s
elf
-
ass
ess
m
en
t
s
ca
le
(
r
an
g
in
g
f
r
o
m
lev
el
1
to
lev
el
4
)
,
w
h
ich
s
tu
d
en
ts
u
s
ed
to
e
v
alu
ate
th
eir
c
o
llab
o
r
atio
n
s
k
i
lls
b
ef
o
r
e
an
d
af
ter
th
e
u
n
it.
T
h
is
s
ca
le
was
ad
ap
ted
an
d
tr
an
s
lated
f
r
o
m
th
e
w
o
r
k
o
f
Of
s
ted
al
an
d
Dah
lb
e
r
g
[
3
4
]
.
T
h
e
o
r
ig
in
al
v
er
s
io
n
ass
ess
ed
ten
co
llab
o
r
atio
n
s
k
ill
co
m
p
o
n
en
ts
b
ased
o
n
ed
u
ca
to
r
r
esear
c
h
an
d
was
m
o
d
if
ied
t
o
b
etter
alig
n
with
th
e
s
tu
d
y
’
s
o
b
jec
tiv
es
an
d
p
a
r
ticip
an
ts
.
T
h
e
f
in
al
v
er
s
io
n
e
v
alu
ated
s
ev
en
k
ey
c
o
m
p
o
n
en
ts
:
co
n
tr
ib
u
tio
n
,
p
a
r
ticip
atio
n
,
q
u
ality
o
f
wo
r
k
,
tim
e
m
an
a
g
em
en
t,
g
r
o
u
p
s
u
p
p
o
r
t,
p
r
ep
a
r
atio
n
,
an
d
ev
alu
atio
n
.
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
.
6
,
Dec
em
b
er
20
25
:
4
3
6
4
-
4
3
7
4
4368
Stu
d
en
ts
co
m
p
leted
th
e
s
u
r
v
ey
b
o
th
b
ef
o
r
e
an
d
af
ter
th
e
in
ter
v
e
n
tio
n
to
m
ea
s
u
r
e
ch
an
g
es
i
n
th
eir
co
llab
o
r
ativ
e
ab
ilit
ies.
Ob
s
er
v
atio
n
al
d
ata
wer
e
g
ath
er
e
d
th
r
o
u
g
h
b
o
th
p
an
o
r
am
ic
an
d
g
r
o
u
p
-
s
p
ec
if
ic
v
i
d
eo
r
ec
o
r
d
in
g
s
to
c
ap
tu
r
e
r
ea
l
-
ti
m
e
in
ter
ac
tio
n
s
a
n
d
b
eh
a
v
io
r
s
d
u
r
in
g
g
r
o
u
p
ac
tiv
ities
.
Qu
alitativ
e
d
ata
wer
e
o
b
tain
ed
th
r
o
u
g
h
g
r
o
u
p
d
is
cu
s
s
io
n
s
es
s
io
n
s
h
eld
at
th
e
en
d
o
f
ea
ch
lear
n
in
g
u
n
it,
p
r
o
v
id
in
g
d
ee
p
er
in
s
ig
h
ts
in
to
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
th
eir
r
o
les,
ch
allen
g
es
f
ac
ed
,
an
d
th
e
e
f
f
ec
tiv
en
ess
o
f
th
e
g
r
o
u
p
d
y
n
a
m
ics.
Ad
d
itio
n
ally
,
teac
h
er
s
’
e
v
alu
atio
n
s
o
f
g
r
o
u
p
o
u
tp
u
ts
,
s
u
ch
as
p
o
s
ter
s
,
ess
ay
s
,
an
d
cr
e
ativ
e
p
r
o
jects,
wer
e
in
clu
d
ed
in
th
e
q
u
alitativ
e
an
a
ly
s
is
.
2
.
5
.
Da
t
a
a
na
ly
s
is
Data
an
aly
s
is
was
co
n
d
u
cted
u
s
in
g
b
o
t
h
q
u
a
n
titativ
e
an
d
q
u
alitativ
e
ap
p
r
o
ac
h
es
to
en
s
u
r
e
a
co
m
p
r
eh
e
n
s
iv
e
ev
al
u
atio
n
o
f
th
e
in
ter
v
e
n
tio
n
.
Qu
an
titativ
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
th
e
W
ilco
x
o
n
s
ig
n
e
d
r
an
k
test
,
a
r
o
b
u
s
t
n
o
n
-
p
ar
am
etr
ic
m
eth
o
d
d
esig
n
e
d
t
o
ass
ess
d
if
f
er
en
ce
s
in
p
air
e
d
d
ata
s
ets.
T
h
is
test
was
u
tili
ze
d
to
co
m
p
a
r
e
p
r
e
-
an
d
p
o
s
t
-
in
ter
v
e
n
tio
n
s
co
r
e
ac
r
o
s
s
s
ev
en
d
im
en
s
io
n
s
o
f
c
o
llab
o
r
atio
n
s
k
ills
:
co
n
tr
ib
u
tio
n
,
p
a
r
ticip
atio
n
,
q
u
ality
o
f
wo
r
k
,
tim
e
m
an
a
g
em
en
t,
g
r
o
u
p
s
u
p
p
o
r
t,
p
r
ep
a
r
atio
n
,
an
d
ev
alu
atio
n
.
T
h
is
s
tatis
tica
l
m
eth
o
d
ac
c
u
r
ately
m
ea
s
u
r
ed
ch
an
g
es
in
co
llab
o
r
ativ
e
c
o
m
p
eten
cies,
ac
co
u
n
tin
g
f
o
r
th
e
non
-
n
o
r
m
al
d
is
tr
ib
u
tio
n
o
f
th
e
d
ata.
A
s
y
s
tem
atic
th
em
atic
ap
p
r
o
ac
h
was
u
s
ed
f
o
r
q
u
alitativ
e
an
aly
s
is
.
Ob
s
er
v
atio
n
al
d
ata
f
r
o
m
p
an
o
r
am
ic
a
n
d
g
r
o
u
p
-
s
p
ec
if
ic
v
id
eo
r
ec
o
r
d
in
g
s
wer
e
tr
an
s
c
r
ib
ed
an
d
co
d
e
d
to
id
e
n
tify
k
e
y
th
em
es
r
elate
d
to
g
r
o
u
p
d
y
n
am
ics,
in
cl
u
d
in
g
r
o
le
d
is
tr
ib
u
tio
n
,
m
u
tu
al
s
u
p
p
o
r
t,
an
d
in
ter
ac
tio
n
ef
f
ec
tiv
e
n
ess
.
Similar
ly
,
n
o
tes
f
r
o
m
g
r
o
u
p
d
is
cu
s
s
io
n
s
ess
i
o
n
s
wer
e
an
al
y
ze
d
t
o
u
n
co
v
er
p
atter
n
s
in
s
tu
d
e
n
ts
’
p
e
r
ce
p
tio
n
s
o
f
th
eir
co
llab
o
r
ativ
e
r
o
les,
c
h
allen
g
e
s
en
co
u
n
te
r
ed
d
u
r
in
g
g
r
o
u
p
ac
tiv
ities
,
an
d
s
tr
ateg
ies
u
s
ed
to
ac
h
iev
e
g
r
o
u
p
o
b
jectiv
es.
T
h
is
q
u
alitativ
e
an
aly
s
is
p
r
o
v
id
ed
n
u
a
n
ce
d
in
s
ig
h
ts
in
to
th
e
co
llab
o
r
ativ
e
p
r
o
ce
s
s
es,
co
m
p
lem
en
tin
g
th
e
q
u
an
titativ
e
f
in
d
in
g
s
a
n
d
en
r
ich
in
g
t
h
e
o
v
er
all
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
in
t
er
v
en
tio
n
’
s
im
p
ac
t.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Student
s
elf
-
a
s
s
ess
m
ent
o
f
co
lla
bo
ra
t
io
n sk
ills
T
h
e
r
esu
lts
in
T
ab
le
1
r
ev
ea
led
a
s
ig
n
if
ican
t
im
p
r
o
v
em
en
t
in
th
e
“
team
s
u
p
p
o
r
t
”
ca
te
g
o
r
y
.
T
h
e
p
r
e
-
test
m
ea
n
f
o
r
team
s
u
p
p
o
r
t
was
2
.
6
7
(
SD=0
.
8
7
7
)
,
in
c
r
ea
s
in
g
to
3
.
0
4
(
SD=0
.
6
9
8
)
in
th
e
p
o
s
t
-
test
,
with
a
s
ig
n
if
ican
ce
v
alu
e
o
f
0
.
0
3
0
at
a
9
5
%
co
n
f
id
en
ce
lev
el.
T
h
is
im
p
r
o
v
em
e
n
t
s
u
g
g
ests
th
at
s
tu
d
en
ts
’
ab
ilit
y
to
s
u
p
p
o
r
t
o
n
e
an
o
th
e
r
was
s
u
b
s
tan
tially
en
h
an
ce
d
f
o
llo
win
g
th
e
in
ter
v
en
tio
n
.
T
h
e
f
in
d
in
g
d
em
o
n
s
tr
ates
th
e
jig
s
aw
s
tr
ateg
y
’
s
p
o
s
itiv
e
im
p
ac
t
o
n
f
o
s
ter
in
g
team
s
u
p
p
o
r
t
am
o
n
g
s
tu
d
en
ts
.
I
n
co
n
tr
as
t,
o
th
er
ca
teg
o
r
ies,
in
clu
d
in
g
c
o
n
tr
ib
u
tio
n
(
p
r
e
-
test
m
ea
n
=3
.
3
7
,
p
o
s
t
-
test
m
ea
n
=3
.
3
7
)
,
p
ar
ticip
atio
n
(
p
r
e
-
test
m
ea
n
=2
.
7
8
,
p
o
s
t
-
test
m
ea
n
=2
.
8
5
)
,
an
d
q
u
ality
o
f
wo
r
k
(
p
r
e
-
test
m
ea
n
=3
.
1
5
,
p
o
s
t
-
test
m
ea
n
=3
.
0
7
)
,
d
id
n
o
t
s
h
o
w
s
ig
n
if
ican
t
ch
an
g
es.
Similar
ly
,
tim
e
m
an
ag
em
en
t
s
h
o
wed
a
s
lig
h
t
im
p
r
o
v
em
en
t
f
r
o
m
3
.
0
0
(
SD=0
.
9
2
0
)
to
3
.
2
2
(
SD=0
.
6
7
5
)
,
with
a
s
ig
n
if
ica
n
t
v
alu
e
(
Sig
.
=0
.
2
0
7
)
.
R
ef
lectio
n
r
em
ai
n
ed
r
elativ
ely
s
tab
le
(
p
r
e
-
test
m
ea
n
=3
.
1
5
,
p
o
s
t
-
test
m
ea
n
=3
.
0
7
)
,
with
n
o
s
ig
n
if
ican
t d
if
f
er
e
n
ce
(
Sig
.
=0
.
6
2
6
)
.
T
h
e
k
e
y
f
i
n
d
in
g
is
th
e
s
ig
n
if
ican
t
en
h
a
n
ce
m
en
t
in
team
s
u
p
p
o
r
t,
u
n
d
er
s
co
r
in
g
th
e
ef
f
ec
t
iv
en
ess
o
f
th
e
jig
s
aw
s
tr
ateg
y
in
p
r
o
m
o
t
in
g
co
llab
o
r
ativ
e
lear
n
in
g
an
d
team
co
h
esio
n
.
T
h
is
r
esu
lt
alig
n
s
with
th
e
co
r
e
p
r
in
cip
les
o
f
th
e
jig
s
aw
s
tr
ateg
y
,
wh
e
r
e
ea
ch
s
tu
d
en
t
i
s
ex
p
ec
ted
t
o
ac
tiv
ely
p
ar
ti
cip
ate,
ac
cu
m
u
late
k
n
o
wled
g
e,
an
d
s
h
ar
e
t
h
eir
ex
p
er
tis
e
with
in
th
e
g
r
o
u
p
.
Stu
d
en
ts
r
ein
f
o
r
ce
th
eir
u
n
d
e
r
s
tan
d
in
g
an
d
co
n
tr
ib
u
te
to
th
e
g
r
o
u
p
’
s
s
u
cc
ess
b
y
en
g
ag
in
g
with
p
ee
r
s
f
r
o
m
d
if
f
e
r
en
t
lear
n
in
g
s
ty
les.
Of
s
ted
al
an
d
Dah
lb
er
g
[
3
4
]
d
ef
in
ed
team
s
u
p
p
o
r
t r
ef
er
s
to
wo
r
k
in
g
to
g
eth
er
to
ac
h
iev
e
c
o
m
m
o
n
g
o
als.
T
ea
m
s
u
p
p
o
r
t
m
an
if
ests
in
v
ar
io
u
s
f
o
r
m
s
,
d
e
p
en
d
i
n
g
o
n
th
e
g
r
o
u
p
’
s
co
n
tex
t
a
n
d
o
b
jectiv
es.
I
t
in
v
o
lv
es
s
h
ar
in
g
in
f
o
r
m
atio
n
an
d
id
ea
s
to
s
o
lv
e
p
r
o
b
lem
s
,
en
co
u
r
ag
in
g
p
a
r
ticip
atio
n
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8
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4369
T
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2
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ited
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VARK
m
o
d
el,
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tu
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e
th
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ed
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g
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ty
les
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clea
r
ly
d
ef
in
in
g
th
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r
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les
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d
r
esp
o
n
s
ib
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A
s
tu
d
en
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s
r
em
ar
k
illu
s
tr
ates
th
is
co
llab
o
r
ativ
e
p
r
o
ce
s
s
,
“
Let
me
tr
y
to
fin
d
mu
s
ic
r
e
la
ted
to
th
e
en
viro
n
men
t,
th
en
K
1
.
3
ca
n
c
h
o
r
eo
g
r
a
p
h
fo
r
th
e
w
h
o
le
g
r
o
u
p
to
d
a
n
ce
a
lo
n
g
.
”
Fre
q
u
en
t
co
m
m
u
n
ic
atio
n
am
o
n
g
g
r
o
u
p
m
em
b
er
s
f
o
s
ter
ed
m
u
tu
al
u
n
d
er
s
tan
d
in
g
,
en
s
u
r
in
g
co
o
r
d
i
n
atio
n
in
task
ex
ec
u
tio
n
an
d
alig
n
m
en
t
with
lear
n
in
g
o
b
jectiv
es.
C
lear
ly
d
e
f
in
ed
task
ass
ig
n
m
en
ts
en
h
an
ce
d
ef
f
ici
en
cy
b
y
m
i
n
im
izin
g
d
o
wn
tim
e
an
d
s
tr
ea
m
lin
in
g
wo
r
k
f
lo
w.
Mo
s
t
s
tu
d
en
ts
d
e
m
o
n
s
tr
ated
a
clea
r
u
n
d
er
s
tan
d
in
g
o
f
th
ei
r
ac
tiv
ities
,
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ich
in
v
o
lv
e
d
m
aster
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g
co
n
ten
t
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d
co
m
p
letin
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p
r
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j
ec
ts
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elate
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ch
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n
.
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h
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s
tr
u
ctu
r
ed
a
p
p
r
o
ac
h
f
ac
ilit
ated
ef
f
ec
tiv
e
k
n
o
wled
g
e
ac
q
u
is
itio
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a
n
d
s
tr
en
g
th
en
e
d
g
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o
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p
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h
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n
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e
n
s
u
r
in
g
th
at
all
m
em
b
e
r
s
co
n
tr
i
b
u
ted
m
ea
n
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g
f
u
lly
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war
d
th
e
g
r
o
u
p
’
s
s
u
cc
ess
.
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o
u
p
m
em
b
er
s
ex
p
r
ess
ed
t
h
eir
co
n
tr
i
b
u
tio
n
s
a
n
d
p
ar
ticip
atio
n
b
y
id
en
tif
y
in
g
th
eir
s
tr
e
n
g
th
s
an
d
ca
p
ab
ilit
ies,
as
r
ef
lecte
d
in
an
o
th
er
s
tu
d
en
t’
s
r
em
ar
k
,
“
S
in
c
e
A
2
.
4
ca
n
s
in
g
,
let
u
s
tr
y
co
mp
o
s
in
g
a
r
a
p
,
a
n
d
A
2
.
2
,
w
h
o
is
g
o
o
d
a
t
w
r
itin
g
,
ca
n
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ite
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e
lyri
cs
fo
r
A
2
.
4
to
s
in
g
.
”
E
ac
h
m
em
b
er
’
s
c
o
n
tr
ib
u
tio
n
s
wer
e
ev
id
en
t
in
th
e
f
in
al
p
r
o
d
u
cts,
in
clu
d
in
g
s
o
n
g
s
an
d
r
a
p
ly
r
ics
co
m
p
o
s
ed
an
d
p
er
f
o
r
m
e
d
b
y
t
h
e
s
tu
d
en
ts
,
wh
ich
r
ec
eiv
ed
p
o
s
itiv
e
f
ee
d
b
ac
k
f
r
o
m
th
e
teac
h
er
an
d
p
r
aise
f
r
o
m
o
th
er
g
r
o
u
p
s
.
Stu
d
e
n
ts
ev
al
u
ated
o
n
e
an
o
t
h
er
’
s
ef
f
o
r
ts
with
in
th
e
ex
p
e
r
t
g
r
o
u
p
,
p
r
o
v
id
in
g
f
ee
d
b
ac
k
b
ased
o
n
th
eir
p
ee
r
s
’
c
o
n
tr
ib
u
tio
n
s
.
Fo
r
in
s
tan
ce
,
in
th
e
Au
d
ito
r
y
g
r
o
u
p
,
s
tu
d
en
ts
co
m
m
en
ted
,
“
A
2
.
4
h
a
s
a
g
o
o
d
vo
i
ce
”
an
d
“
Th
e
s
o
n
g
n
ee
d
s
to
b
e
lo
n
g
er,
a
s
it
is
s
til
l
s
h
o
r
t,
a
n
d
mo
r
e
visu
a
ls
co
u
l
d
b
e
a
d
d
ed
.
”
T
h
e
k
in
esth
etic
g
r
o
u
p
’
s
f
ee
d
b
ac
k
in
clu
d
e
d
,
“
Th
e
d
a
n
ce
is
n
o
t
s
yn
ch
r
o
n
iz
ed
b
ec
a
u
s
e
n
o
t
ev
e
r
yo
n
e
kn
o
w
s
th
e
mo
ve
s
ye
t
,
”
“
Th
e
d
a
n
ce
is
n
o
t
co
o
r
d
in
a
te
d
,
a
n
d
n
o
t
a
ll
g
r
o
u
p
mem
b
ers
a
r
e
in
vo
lved
.
”
Me
an
wh
ile,
s
tu
d
en
ts
in
th
e
v
is
u
al
g
r
o
u
p
,
d
r
awin
g
o
n
th
eir
p
r
ef
er
en
ce
f
o
r
v
is
u
al
o
r
g
a
n
i
za
tio
n
an
d
d
esig
n
,
p
r
o
v
id
ed
f
ee
d
b
ac
k
s
u
ch
as,
“
We
n
ee
d
mo
r
e
a
n
n
o
ta
tio
n
s
a
n
d
b
o
ld
er
lin
es
”
a
n
d
“
We
s
h
o
u
ld
u
s
e
b
r
ig
h
ter
co
lo
r
s
to
ma
ke
th
e
vi
s
u
a
ls
mo
r
e
a
p
p
ea
lin
g
.
”
T
h
ese
o
b
s
er
v
atio
n
s
alig
n
with
th
e
q
u
an
titativ
e
r
esu
lts
,
wh
ich
s
u
g
g
est
th
at
s
tu
d
en
ts
d
ev
elo
p
ed
a
s
tr
o
n
g
er
s
en
s
e
o
f
g
r
o
u
p
s
u
p
p
o
r
t
wh
en
co
llab
o
r
a
tin
g
with
p
ee
r
s
wh
o
s
h
ar
ed
th
eir
lear
n
in
g
s
ty
les.
B
y
wo
r
k
in
g
in
g
r
o
u
p
s
ali
g
n
e
d
with
th
ei
r
lear
n
in
g
s
ty
les,
s
tu
d
en
ts
co
llab
o
r
ated
m
o
r
e
ef
f
ec
tiv
el
y
an
d
m
ad
e
m
e
an
in
g
f
u
l c
o
n
tr
ib
u
tio
n
s
b
y
lev
e
r
ag
in
g
th
ei
r
s
tr
en
g
th
s
.
Alth
o
u
g
h
th
e
jig
s
aw
g
r
o
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p
s
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ad
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d
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ctu
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e
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d
less
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ter
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tio
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th
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th
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ex
p
er
t g
r
o
u
p
s
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th
ey
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ain
tain
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d
h
ig
h
-
q
u
ality
wo
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k
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ated
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&
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Vo
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14
,
No
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6
,
Dec
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b
er
20
25
:
4
3
6
4
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ty
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r
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ap
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s
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at
s
tu
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en
ts
d
ev
elo
p
ed
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o
th
in
d
iv
id
u
al
ex
p
er
tis
e
an
d
team
wo
r
k
s
k
ills
.
T
h
ese
f
in
d
in
g
s
a
r
e
co
n
s
is
ten
t
with
p
r
ev
io
u
s
s
tu
d
ies
o
n
u
s
in
g
t
h
e
jig
s
aw
s
tr
ateg
y
in
co
llab
o
r
ativ
e
lear
n
in
g
.
Fo
r
in
s
tan
ce
,
Pas
h
ler
et
a
l.
[
3
6
]
co
n
f
ir
m
e
d
th
at
th
e
jig
s
aw
s
tr
ateg
y
en
h
a
n
ce
s
s
tu
d
en
t
en
g
ag
em
en
t
an
d
im
p
r
o
v
es
k
n
o
wled
g
e
r
eten
tio
n
.
Mo
r
eo
v
er
,
o
r
g
an
izin
g
co
llab
o
r
ativ
e
lear
n
in
g
th
r
o
u
g
h
th
e
ji
g
s
aw
s
tr
ateg
y
en
s
u
r
es
e
q
u
al
o
p
p
o
r
tu
n
ities
f
o
r
all
s
tu
d
en
ts
to
p
ar
ticip
ate
m
ea
n
i
n
g
f
u
lly
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en
c
o
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r
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g
in
g
o
p
e
n
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x
p
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ess
io
n
o
f
id
ea
s
an
d
f
o
s
ter
i
n
g
in
cl
u
s
iv
e
g
r
o
u
p
in
ter
ac
tio
n
s
[
3
3
]
.
W
h
ile
th
e
f
in
d
in
g
s
d
em
o
n
s
tr
ate
th
e
ef
f
ec
tiv
en
ess
o
f
in
teg
r
atin
g
th
e
jig
s
aw
s
tr
ateg
y
with
lear
n
in
g
s
ty
les,
im
p
lem
en
tin
g
th
is
ap
p
r
o
ac
h
in
a
class
r
o
o
m
s
ettin
g
p
o
s
ed
ch
allen
g
es.
Ma
n
ag
in
g
m
u
ltip
le
g
r
o
u
p
s
with
d
iv
e
r
s
e
lear
n
in
g
s
ty
les
p
r
o
v
ed
co
m
p
le
x
,
r
e
q
u
ir
in
g
teac
h
er
s
t
o
b
alan
ce
in
d
i
v
id
u
al
lear
n
i
n
g
n
ee
d
s
with
g
r
o
u
p
o
b
jectiv
es
-
a
ch
al
len
g
e
co
m
p
o
u
n
d
ed
b
y
tim
e
co
n
s
tr
ain
ts
with
in
a
s
in
g
le
class
p
er
io
d
.
T
h
is
o
b
s
er
v
atio
n
ec
h
o
es
p
r
ev
io
u
s
r
esear
ch
[
3
7
]
,
wh
ich
id
en
tifie
d
tim
e
m
a
n
ag
em
e
n
t
an
d
teac
h
er
in
v
o
lv
em
e
n
t
as
cr
itical
f
ac
to
r
s
in
s
u
cc
ess
f
u
l
c
o
llab
o
r
ativ
e
lear
n
i
n
g
.
T
o
a
d
d
r
ess
th
ese
ch
allen
g
es,
teac
h
er
s
r
eq
u
ir
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
r
eso
u
r
ce
s
to
ef
f
ec
tiv
ely
m
an
ag
e
d
iv
e
r
s
e
s
t
u
d
en
t
g
r
o
u
p
s
an
d
d
esig
n
task
s
th
at
ac
co
m
m
o
d
ate
d
if
f
er
en
t le
ar
n
in
g
s
ty
les [
3
6
]
.
Af
ter
p
ar
ticip
atin
g
in
th
e
co
u
r
s
e,
s
tu
d
en
ts
ex
p
r
ess
ed
en
th
u
s
iasm
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d
a
willin
g
n
ess
t
o
co
n
tin
u
e
en
g
ag
in
g
in
ac
tiv
ities
th
at
in
v
o
lv
e
g
r
o
u
p
d
iv
is
io
n
b
ased
o
n
th
eir
ab
ilit
ies.
Ho
wev
er
,
m
o
s
t
s
tu
d
en
ts
n
ee
d
ed
to
f
am
iliar
ize
th
em
s
elv
es
with
p
ee
r
ass
ess
m
en
t
an
d
r
elied
p
r
im
ar
ily
o
n
teac
h
er
e
v
alu
at
io
n
s
o
f
th
eir
f
in
al
p
r
o
d
u
cts.
T
h
is
lack
o
f
ex
p
e
r
ie
n
ce
led
to
c
o
n
f
u
s
io
n
d
u
r
in
g
th
e
ass
ess
m
en
t
p
r
o
ce
s
s
,
with
s
o
m
e
s
tu
d
en
ts
f
ee
lin
g
u
n
co
m
f
o
r
tab
le
with
s
elf
-
ass
es
s
m
en
t
an
d
p
ee
r
ev
alu
atio
n
.
T
h
ese
ch
allen
g
es
alig
n
with
f
in
d
in
g
s
f
r
o
m
p
r
e
v
io
u
s
s
tu
d
ies
[
1
]
,
[
3
5
]
,
wh
ic
h
h
ig
h
lig
h
t
th
e
d
if
f
icu
lties
s
tu
d
en
ts
en
co
u
n
ter
wh
e
n
lack
in
g
c
o
llab
o
r
ativ
e
s
k
ills
.
R
esear
ch
in
d
icate
s
th
at
s
tu
d
en
ts
o
f
ten
s
tr
u
g
g
le
with
g
r
o
u
p
wo
r
k
,
tim
e
m
an
ag
em
en
t,
a
n
d
s
tr
u
ctu
r
ed
g
r
o
u
p
ev
alu
atio
n
,
lar
g
ely
d
u
e
to
teac
h
er
s
’
lim
ited
ex
p
e
r
ien
ce
an
d
e
x
p
er
tis
e
in
f
o
s
ter
in
g
co
llab
o
r
ativ
e
lear
n
in
g
s
k
ills
.
Fig
u
r
e
4
.
Pro
d
u
ct
o
f
s
tu
d
en
ts
a
b
o
u
t th
e
p
r
o
s
an
d
co
n
s
o
f
f
o
s
s
il f
u
els an
d
r
e
n
ewa
b
le
en
er
g
y
3
.
3
.
Student
s
’
a
ca
dem
ic
per
f
o
rm
a
nce
I
n
u
n
it
1
,
s
tu
d
en
ts
lear
n
h
o
w
to
co
llab
o
r
ate
in
g
r
o
u
p
s
th
r
o
u
g
h
ac
tiv
ity
1
,
wh
ich
f
o
c
u
s
es
o
n
th
e
g
r
o
u
p
wo
r
k
p
r
o
ce
s
s
an
d
d
ef
in
in
g
ea
ch
m
em
b
er
’
s
r
o
le.
Sp
ec
if
ic
task
s
ar
e
a
s
s
ig
n
ed
to
ea
ch
s
tu
d
en
t,
f
o
s
ter
in
g
p
er
s
o
n
al
ac
c
o
u
n
tab
ilit
y
an
d
e
n
s
u
r
in
g
t
h
at
co
n
tr
ib
u
tio
n
s
alig
n
with
in
d
iv
id
u
al
s
tr
en
g
th
s
.
I
n
ac
tiv
ity
2
,
s
tu
d
en
ts
ar
e
g
r
o
u
p
e
d
b
ased
o
n
th
eir
lear
n
in
g
s
ty
les
an
d
en
g
ag
e
in
ac
tiv
ities
r
elate
d
to
en
v
i
r
o
n
m
en
tal
p
o
llu
tio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Ta
ilo
r
in
g
co
lla
b
o
r
a
tive
lea
r
n
i
n
g
w
ith
j
ig
s
a
w
a
n
d
V
A
R
K
:
a
c
a
s
e
s
tu
d
y
in
tea
ch
in
g
…
(
N
g
a
n
Ha
i My
Le
)
4371
B
y
ac
tiv
ity
4
,
t
h
ey
u
n
d
er
ta
k
e
m
o
r
e
ex
te
n
s
iv
e
cr
ea
tiv
e
p
r
o
je
cts
s
u
ch
as
d
esig
n
in
g
p
o
s
ter
s
,
co
m
p
o
s
in
g
s
o
n
g
s
,
wr
itin
g
s
h
o
r
t
ess
ay
s
,
an
d
ch
o
r
eo
g
r
ap
h
in
g
d
a
n
ce
s
with
in
th
eir
lear
n
in
g
s
ty
le
g
r
o
u
p
s
to
r
ais
e
awa
r
en
ess
ab
o
u
t
en
v
ir
o
n
m
en
tal
p
r
o
tectio
n
.
On
e
s
tu
d
en
t
d
escr
ib
ed
th
eir
task
d
iv
is
io
n
,
“
R
1
.
2
w
ill
s
u
mma
r
iz
e
th
e
ta
s
ks,
R
1
.
3
a
n
d
R
1
.
4
w
ill a
s
s
is
t R
1
.
2
,
a
n
d
I
w
il
l b
e
th
e
g
r
o
u
p
s
p
o
ke
s
p
ers
o
n
.
”
An
o
th
er
ad
d
ed
,
“
I
w
ill w
r
ite
t
h
e
co
n
ten
t a
n
d
fin
d
ima
g
es
fo
r
p
a
r
t
1
,
R
2
.
2
w
ill
h
a
n
d
le
p
a
r
t
2
,
a
n
d
R
2
.
3
w
ill
d
o
p
a
r
t
3
.
We’
ll
s
u
b
mit
it
b
y
to
mo
r
r
o
w
n
ig
h
t,
a
n
d
I
’
ll review a
n
d
s
u
mma
r
iz
e
it.
”
T
h
r
o
u
g
h
t
h
ese
ac
tiv
ities
,
s
tu
d
en
ts
g
ain
a
d
ee
p
er
awa
r
en
ess
o
f
th
eir
r
o
les
an
d
r
esp
o
n
s
ib
ilit
ies,
f
o
s
ter
in
g
p
er
s
o
n
al
ac
co
u
n
tab
ilit
y
an
d
s
tr
en
g
th
e
n
in
g
th
ei
r
co
llab
o
r
atio
n
s
k
ills
.
B
y
clea
r
ly
d
iv
id
in
g
task
s
an
d
in
co
r
p
o
r
atin
g
ac
tiv
ities
th
at
ca
ter
to
d
if
f
er
en
t le
ar
n
in
g
s
ty
les,
s
tu
d
en
ts
ca
n
b
etter
r
ec
o
g
n
ize
th
eir
co
n
tr
ib
u
tio
n
s
,
en
h
an
cin
g
th
eir
team
wo
r
k
an
d
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies.
I
n
u
n
it
2
,
s
tu
d
en
ts
ar
e
r
eo
r
g
a
n
ized
in
to
n
ew
g
r
o
u
p
s
an
d
p
ar
ticip
ate
i
n
d
iv
e
r
s
e
in
ter
ac
tiv
e
task
s
,
in
clu
d
in
g
d
is
cu
s
s
io
n
s
,
in
f
o
r
m
atio
n
a
n
aly
s
is
,
an
d
q
u
iz
g
am
es
o
n
r
en
ewa
b
le
en
er
g
y
s
o
u
r
ce
s
s
u
ch
as b
io
m
ass
,
win
d
,
wate
r
,
an
d
s
o
lar
p
o
wer
.
T
h
is
d
y
n
am
ic
le
ar
n
in
g
e
n
v
ir
o
n
m
en
t
en
co
u
r
a
g
es
s
tu
d
en
ts
to
ap
p
l
y
th
eir
s
k
ills
an
d
k
n
o
wled
g
e,
with
o
n
e
s
tu
d
e
n
t
n
o
tin
g
,
“
V
1
.
1
a
n
d
I
w
ill
b
e
r
esp
o
n
s
ib
le
fo
r
b
o
th
th
e
d
r
a
w
in
g
a
n
d
o
r
g
a
n
iz
in
g
th
e
c
o
n
ten
t
o
n
th
e
p
o
s
ter.
”
T
h
ese
ac
tiv
ities
d
ee
p
en
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
i
n
g
o
f
r
en
ewa
b
le
e
n
er
g
y
a
n
d
r
ein
f
o
r
ce
th
e
im
p
o
r
t
an
ce
o
f
c
o
llab
o
r
atio
n
in
tack
li
n
g
co
m
p
lex
to
p
ics.
Fin
ally
,
u
n
it
3
en
c
o
u
r
ag
es
s
tu
d
en
ts
to
u
s
e
e
n
er
g
y
ef
f
icie
n
tly
.
T
h
e
v
ar
iety
o
f
ac
tiv
ities
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
a
d
ap
tab
ilit
y
in
lear
n
in
g
a
n
d
c
o
llab
o
r
atio
n
.
T
h
e
ass
ess
m
en
t
ev
alu
ates
th
e
f
in
al
p
r
o
d
u
cts
an
d
t
h
e
co
llab
o
r
atio
n
p
r
o
ce
s
s
,
h
elp
in
g
s
tu
d
en
ts
ap
p
r
ec
iate
team
w
o
r
k
an
d
d
ev
elo
p
b
etter
co
lla
b
o
r
atio
n
s
k
ills
.
I
n
ac
tiv
ity
4
,
s
tu
d
en
ts
co
n
tin
u
e
t
h
eir
g
r
o
u
p
wo
r
k
b
y
cr
ea
tin
g
d
iag
r
am
s
,
wr
itin
g
r
ep
o
r
ts
,
an
d
d
r
af
tin
g
s
h
o
r
t
ess
ay
s
ab
o
u
t
lo
ca
l
en
er
g
y
u
s
e
an
d
p
ast
n
u
clea
r
ac
cid
en
ts
,
p
r
o
v
i
d
in
g
a
r
ea
l
-
wo
r
ld
p
er
s
p
ec
tiv
e
o
n
en
v
ir
o
n
m
e
n
tal
p
r
o
tectio
n
ch
allen
g
es.
On
e
s
t
u
d
en
t
co
m
m
e
n
ted
,
“
A
2
.
4
h
a
s
a
g
r
ea
t
vo
ice
a
n
d
d
id
a
g
o
o
d
jo
b
r
ec
o
r
d
in
g
th
e
s
o
n
g
mu
ltip
le
times,
s
o
th
eir
p
a
r
ticip
a
tio
n
is
h
ig
h
ly
r
a
ted
.
”
An
o
th
er
n
o
te
d
,
“
Th
e
r
ec
o
r
d
in
g
s
h
o
u
ld
b
e
lo
n
g
er,
a
n
d
a
d
d
in
g
mo
r
e
ima
g
es
w
o
u
ld
b
e
id
e
a
l.
”
T
h
ese
ac
tiv
itie
s
f
o
s
ter
s
tu
d
en
ts
’
ev
alu
atio
n
an
d
s
elf
-
r
ef
lectio
n
s
k
ills
,
h
elp
in
g
th
em
r
ec
o
g
n
iz
e
th
eir
co
n
tr
ib
u
tio
n
s
an
d
th
o
s
e
o
f
th
eir
p
ee
r
s
.
T
h
r
o
u
g
h
th
i
s
p
r
o
ce
s
s
,
s
tu
d
en
ts
g
r
ad
u
ally
e
n
h
an
ce
th
e
o
v
er
all
q
u
ality
o
f
t
h
eir
g
r
o
u
p
wo
r
k
.
Stu
d
en
ts
p
er
f
o
r
m
ed
task
s
alig
n
ed
with
th
eir
s
tr
en
g
t
h
s
,
p
r
o
m
o
tin
g
m
o
r
e
ef
f
ec
tiv
e
c
o
llab
o
r
atio
n
.
Fo
r
in
s
tan
ce
,
k
in
esth
etic
lear
n
er
s
ex
ce
lled
in
h
a
n
d
s
-
o
n
ac
tiv
i
ties
.
Vis
u
al
lear
n
er
s
co
n
tr
ib
u
ted
m
ea
n
in
g
f
u
lly
th
r
o
u
g
h
d
iag
r
am
s
an
d
v
is
u
al
a
id
s
.
T
h
e
o
v
e
r
all
ass
ess
m
en
t
r
esu
lts
in
d
icate
th
at
s
tu
d
e
n
ts
with
a
r
ea
d
in
g
/wr
itin
g
lear
n
in
g
s
ty
le
ex
p
r
ess
in
f
o
r
m
atio
n
p
r
im
ar
ily
t
h
r
o
u
g
h
wr
itte
n
wo
r
k
,
u
n
d
e
r
s
co
r
in
g
th
e
n
ee
d
f
o
r
th
e
ev
alu
atio
n
p
r
o
ce
s
s
to
a
d
eq
u
ately
r
ec
o
g
n
ize
th
eir
e
f
f
o
r
ts
a
n
d
co
n
tr
ib
u
tio
n
s
to
g
r
o
u
p
ac
tiv
ities
[3
8
]
.
Ho
wev
er
,
n
o
t
all
s
tu
d
en
ts
b
en
ef
ited
eq
u
ally
f
r
o
m
th
e
jig
s
aw
ap
p
r
o
ac
h
[
1
0
]
.
Stu
d
en
ts
with
a
r
ea
d
in
g
/wr
itin
g
p
r
ef
er
e
n
ce
f
ac
ed
ch
allen
g
es
in
a
c
o
llab
o
r
atio
n
m
o
d
el
p
r
im
ar
ily
d
r
iv
en
b
y
v
e
r
b
al
d
is
cu
s
s
io
n
s
an
d
v
is
u
al
r
e
p
r
esen
tatio
n
s
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t w
ith
p
r
io
r
r
esear
ch
h
ig
h
lig
h
tin
g
th
e
d
if
f
icu
lties
th
ese
lear
n
er
s
en
co
u
n
ter
in
g
r
o
u
p
s
ettin
g
s
em
p
h
asizin
g
s
p
o
k
en
an
d
v
is
u
al
elem
en
ts
o
v
er
tex
t
-
b
ased
p
r
o
ce
s
s
in
g
[
1
9
]
.
T
h
ese
ch
allen
g
es
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
in
co
r
p
o
r
atin
g
d
if
f
er
en
tiated
s
tr
ateg
ies
with
in
g
r
o
u
p
s
to
en
s
u
r
e
all
lear
n
er
s
f
ee
l
in
clu
d
ed
an
d
em
p
o
wer
ed
to
co
n
tr
ib
u
te.
Su
p
p
lem
en
tar
y
ac
tiv
ities
,
s
u
ch
as
jo
u
r
n
alin
g
wr
itten
r
ef
lectio
n
s
o
r
s
tr
u
ctu
r
ed
tex
t
-
b
ased
d
is
cu
s
s
io
n
s
,
h
elp
en
s
u
r
e
th
at
r
ea
d
in
g
/wr
itin
g
lear
n
e
r
s
r
em
ain
e
n
g
ag
e
d
an
d
ca
n
c
o
n
tr
ib
u
te
m
ea
n
i
n
g
f
u
lly
to
co
llab
o
r
ativ
e
task
s
.
T
h
e
s
tu
d
y
was
co
n
d
u
cted
in
a
lar
g
e
class
,
s
o
m
etim
es
m
ak
in
g
it
ch
allen
g
in
g
f
o
r
teac
h
er
s
to
o
b
s
er
v
e
an
d
s
u
p
p
o
r
t
s
tu
d
e
n
t
g
r
o
u
p
s
d
u
e
to
tim
e
c
o
n
s
tr
ain
ts
an
d
m
a
n
ag
em
en
t
d
if
f
icu
lties
.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
also
h
ig
h
lig
h
ted
th
e
r
o
le
o
f
teac
h
er
s
in
m
an
ag
in
g
class
r
o
o
m
s
with
m
u
ltip
le
co
llab
o
r
ativ
e
le
ar
n
in
g
g
r
o
u
p
s
as
a
s
ig
n
if
ican
t
ch
allen
g
e,
as
well
as
d
is
cip
lin
e
i
s
s
u
es
d
u
r
in
g
g
r
o
u
p
wo
r
k
an
d
th
e
ass
ess
m
en
t
o
f
s
tu
d
en
t’
s
p
er
f
o
r
m
an
ce
[
3
5
]
,
[
37
]
,
[
3
9
]
.
T
o
en
s
u
r
e
th
e
s
u
cc
ess
o
f
c
o
llab
o
r
ativ
e
lear
n
in
g
,
teac
h
er
s
m
u
s
t
en
co
u
r
ag
e
s
tu
d
en
ts
to
wo
r
k
to
g
eth
e
r
w
h
ile
ca
r
ef
u
lly
m
o
n
ito
r
in
g
th
e
f
lo
w
o
f
in
f
o
r
m
atio
n
e
x
ch
an
g
ed
am
o
n
g
g
r
o
u
p
m
em
b
er
s
to
m
ain
tain
th
e
q
u
ality
o
f
g
r
o
u
p
ac
tiv
ities
an
d
lear
n
in
g
o
u
tc
o
m
es.
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
d
em
o
n
s
tr
ated
th
e
e
f
f
ec
tiv
en
ess
o
f
in
teg
r
atin
g
th
e
jig
s
aw
co
llab
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r
ativ
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lear
n
in
g
s
tr
ateg
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with
th
e
VARK
lear
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in
g
s
ty
les
m
o
d
el
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h
a
n
ce
s
tu
d
en
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’
co
llab
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r
ativ
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p
er
f
o
r
m
an
ce
i
n
p
h
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s
ics
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ca
tio
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h
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s
tu
d
y
p
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id
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a
n
o
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p
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ag
o
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ical
ap
p
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t
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ac
tiv
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d
s
tu
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en
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ed
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m
o
d
alities
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d
f
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tr
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in
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task
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r
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Fu
r
th
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r
m
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r
e,
th
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esear
ch
ex
ten
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s
th
e
ap
p
l
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o
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lear
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ty
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tech
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g
an
d
m
ath
em
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(
STE
M
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ed
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ca
tio
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p
ar
ticu
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an
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an
ar
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a
with
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r
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r
em
p
ir
ical
in
v
esti
g
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T
h
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co
n
tr
ib
u
tes
to
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cien
ce
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ca
tio
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id
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p
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ical
ev
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t
h
at
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r
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lear
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s
ty
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in
to
co
llab
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r
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le
ar
n
in
g
m
o
d
els
e
n
h
an
ce
s
s
tu
d
e
n
t
en
g
a
g
em
en
t
an
d
co
llab
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r
ativ
e
d
y
n
am
ics.
Ho
we
v
er
,
d
esp
ite
th
ese
p
r
o
m
is
in
g
o
u
tco
m
es,
s
ev
er
al
ch
allen
g
es r
em
ain
.
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
.
6
,
Dec
em
b
er
20
25
:
4
3
6
4
-
4
3
7
4
4372
Desp
ite
its
co
n
tr
ib
u
tio
n
s
,
th
is
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tu
d
y
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as
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t
h
at
war
r
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f
u
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th
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r
in
v
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ile
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teg
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jig
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VARK
im
p
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v
ed
team
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tu
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ter
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ased
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ette
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,
th
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s
tu
d
y
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lim
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h
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ics
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d
en
v
ir
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n
m
en
tal
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ities
f
o
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f
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u
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u
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d
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ter
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ield
s
.
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o
t
h
er
ch
allen
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e
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ep
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im
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l
ea
r
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ased
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r
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ased
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to
d
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ACK
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t
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s
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ld
lik
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to
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x
p
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s
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Ho
C
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Min
h
C
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Un
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th
is
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esear
ch
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d
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o
n
ally
,
th
e
au
th
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s
ac
k
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wled
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Fo
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d
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f
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Scien
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an
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T
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h
n
o
lo
g
y
.
F
UNDING
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NF
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M
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Au
th
o
r
s
s
tate
n
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lv
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AUTHO
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C
:
C
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DATA AV
AI
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AB
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esp
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au
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[
NHM
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].
T
h
e
d
ata
wh
ich
co
n
tain
i
n
f
o
r
m
atio
n
t
h
at
co
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ld
c
o
m
p
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o
m
is
e
th
e
p
r
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ac
y
o
f
r
esear
ch
p
ar
ticip
an
ts
,
ar
e
n
o
t p
u
b
licly
a
v
ailab
le
d
u
e
to
ce
r
tain
r
estrictio
n
s
.
RE
F
E
R
E
NC
E
S
[
1
]
H
.
L
.
J.
J
a
n
ss
e
n
,
a
n
d
T.
W
u
b
b
e
l
s,
“
C
o
l
l
a
b
o
r
a
t
i
v
e
l
e
a
r
n
i
n
g
p
r
a
c
t
i
c
e
s:
t
e
a
c
h
e
r
a
n
d
s
t
u
d
e
n
t
p
e
r
c
e
i
v
e
d
o
b
s
t
a
c
l
e
s
t
o
e
f
f
e
c
t
i
v
e
s
t
u
d
e
n
t
c
o
l
l
a
b
o
r
a
t
i
o
n
,
”
C
a
m
b
r
i
d
g
e
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
,
v
o
l
.
4
8
,
n
o
.
1
,
p
p
.
1
0
3
–
1
2
2
,
J
a
n
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
8
0
/
0
3
0
5
7
6
4
X
.
2
0
1
6
.
1
2
5
9
3
8
9
.
[
2
]
E.
A
l
f
o
n
s
e
c
a
,
R
.
M
.
C
a
r
r
o
,
E
.
M
a
r
t
í
n
,
A
.
O
r
t
i
g
o
sa
,
a
n
d
P
.
P
a
r
e
d
e
s,
“
T
h
e
i
m
p
a
c
t
o
f
l
e
a
r
n
i
n
g
st
y
l
e
s
o
n
s
t
u
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e
n
t
g
r
o
u
p
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n
g
f
o
r
c
o
l
l
a
b
o
r
a
t
i
v
e
l
e
a
r
n
i
n
g
:
A
c
a
s
e
st
u
d
y
,
”
U
ser
Mo
d
e
l
i
n
g
a
n
d
U
ser
-
A
d
a
p
t
e
d
I
n
t
e
r
a
c
t
i
o
n
,
v
o
l
.
1
6
,
n
o
.
3
–
4
,
p
p
.
3
7
7
–
4
0
1
,
S
e
p
.
2
0
0
6
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
2
5
7
-
006
-
9
0
1
2
-
7.
[
3
]
M
.
J.
B
a
k
e
r
,
B
.
B
.
S
c
h
w
a
r
z
,
a
n
d
S
.
R
.
L
u
d
v
i
g
se
n
,
“
E
d
u
c
a
t
i
o
n
a
l
d
i
a
l
o
g
u
e
s
a
n
d
c
o
mp
u
t
e
r
s
u
p
p
o
r
t
e
d
c
o
l
l
a
b
o
r
a
t
i
v
e
l
e
a
r
n
i
n
g
:
c
r
i
t
i
c
a
l
a
n
a
l
y
si
s
a
n
d
r
e
se
a
r
c
h
p
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