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a
n
is
m
to
id
en
tify
an
d
r
em
e
d
iate
lear
n
er
s
’
m
is
tak
es,
wh
ich
is
cr
u
cial
f
o
r
ef
f
ec
tiv
e
p
er
s
o
n
alize
d
lea
r
n
in
g
.
T
o
o
v
er
c
o
m
e
th
is
p
r
o
b
lem
,
we
n
ee
d
to
ad
o
p
t
a
s
tr
ateg
y
o
f
ad
ap
tin
g
lear
n
in
g
s
y
s
tem
s
to
lear
n
er
s
’
n
ee
d
s
an
d
tr
ac
k
in
g
th
eir
p
r
o
g
r
ess
o
n
o
n
lin
e
tu
to
r
in
g
p
latf
o
r
m
s
[
7
]
,
b
y
c
o
llectin
g
d
ata
o
n
th
ese
lear
n
er
s
,
th
e
d
ata
id
en
tifie
d
as
p
er
tin
en
t
[
8
]
.
T
h
e
way
s
in
wh
ich
th
ey
ar
e
o
b
tain
ed
an
d
ex
p
lo
ited
wer
e
t
h
e
s
u
b
ject
o
f
m
an
y
p
u
b
licatio
n
s
[
9
]
.
Var
io
u
s
lear
n
er
m
o
d
els
h
av
e
b
ee
n
p
r
o
p
o
s
ed
to
m
o
n
ito
r
s
tu
d
en
t
lea
r
n
i
n
g
o
n
lin
e,
s
u
ch
as
in
s
tr
u
ctio
n
al
m
an
a
g
em
en
t
s
y
s
tem
-
lear
n
er
in
f
o
r
m
atio
n
p
ac
k
a
g
e
(
I
MS
-
L
I
P),
p
u
b
lic
a
n
d
p
r
iv
ate
in
f
o
r
m
atio
n
f
o
r
lear
n
er
s
(
PAPI)
,
C
A
R
C
HI
O
L
O
,
k
n
o
wled
g
e
o
n
d
em
an
d
(
KOD)
,
an
d
lear
n
er
m
o
d
e
l
f
o
r
p
er
s
o
n
alize
d
ad
ap
tatio
n
(
L
MPA)
[
1
0
]
.
Ho
wev
er
,
th
e
y
h
a
v
e
p
r
esen
ted
s
ev
er
al
lim
itatio
n
s
to
m
ee
t
th
e
r
eq
u
i
r
em
en
ts
o
f
o
u
r
tu
to
r
in
g
s
y
s
tem
,
wh
ich
we
d
esig
n
ed
in
p
r
ev
io
u
s
wo
r
k
,
an
d
wh
o
s
e
o
b
jectiv
e
is
to
p
er
s
o
n
alize
th
e
m
o
n
ito
r
in
g
an
d
lear
n
in
g
o
f
s
tu
d
en
ts
ac
co
r
d
in
g
t
o
th
ei
r
r
ea
l
n
ee
d
s
b
y
as
s
ess
in
g
th
eir
ac
q
u
i
r
ed
s
k
ills
a
n
d
p
r
esen
tin
g
th
em
with
r
em
ed
ial
ac
tiv
ities
en
s
u
r
in
g
th
e
ac
h
ie
v
em
en
t
o
f
th
e
le
ar
n
in
g
o
b
jectiv
es
o
u
tlin
ed
in
th
e
o
f
f
icial
s
ch
o
o
l
cu
r
r
icu
la
[
1
1
]
.
C
o
n
s
eq
u
e
n
tly
,
in
th
is
a
r
ticle
,
we
p
r
o
p
o
s
e
a
lear
n
e
r
m
o
d
el
t
h
at
m
ee
ts
th
e
p
ed
a
g
o
g
ical
r
eq
u
ir
em
e
n
ts
o
f
o
u
r
tu
to
r
in
g
s
y
s
tem
.
T
h
is
r
esear
ch
aim
s
to
an
aly
ze
f
iv
e
p
r
o
m
in
e
n
t le
ar
n
er
m
o
d
els
(
I
MS
-
LIP
,
PAPI,
C
AR
C
HI
O
L
O,
KOD,
an
d
L
MPA
)
to
ev
alu
ate
th
eir
s
tr
en
g
th
s
,
wea
k
n
ess
es a
n
d
o
v
er
all
ef
f
ec
tiv
en
ess
in
ad
d
r
ess
in
g
ed
u
ca
tio
n
al
n
ee
d
s
.
T
h
e
s
tu
d
y
s
ee
k
s
to
an
s
wer
th
e
f
o
llo
win
g
q
u
esti
o
n
s
:
−
W
h
ich
m
o
d
els ar
e
m
o
s
t e
f
f
ec
ti
v
e
in
p
er
s
o
n
alizin
g
lear
n
i
n
g
a
n
d
r
em
e
d
iatio
n
s
tr
ateg
ies?
(
R
Q1
)
−
W
h
at
ar
e
th
e
lim
itatio
n
s
o
f
ea
ch
m
o
d
el
i
n
ter
m
s
o
f
e
v
alu
atio
n
an
d
p
r
o
v
id
in
g
ta
r
g
eted
r
e
m
e
d
iatio
n
?
(
R
Q2
)
−
H
o
w
we
ca
n
m
er
g
e
b
etwe
en
a
ll th
is
m
o
d
el
an
d
c
r
ea
te
a
n
ew
lear
n
er
m
o
d
el
?
(
R
Q3
)
I
n
th
is
r
esear
ch
,
we
aim
to
in
v
esti
g
ate
th
e
h
y
p
o
th
esis
th
at
d
esig
n
in
g
a
n
ew
lear
n
er
m
o
d
el,
b
u
ilt
o
n
th
e
s
tr
en
g
th
s
an
d
ad
d
r
ess
in
g
th
e
lim
itatio
n
s
o
f
ex
is
tin
g
m
o
d
els,
ca
n
lead
to
a
n
ef
f
ec
tiv
e
s
o
lu
tio
n
th
at
e
n
s
u
r
es
th
e
in
d
iv
id
u
aliza
tio
n
o
f
tu
t
o
r
i
n
g
f
o
r
lear
n
er
s
.
B
y
r
ef
in
in
g
a
n
d
co
m
b
in
in
g
th
e
b
est
asp
ec
ts
o
f
c
u
r
r
e
n
t
m
o
d
els,
th
is
ap
p
r
o
ac
h
c
o
u
ld
en
h
a
n
c
e
p
er
s
o
n
alize
d
lear
n
i
n
g
ex
p
er
ien
ce
s
an
d
b
etter
ca
ter
t
o
in
d
iv
id
u
al
n
ee
d
s
.
T
o
an
s
wer
th
ese
q
u
esti
o
n
s
an
d
v
alid
ate
th
is
h
y
p
o
t
h
esis
,
in
th
e
s
ec
o
n
d
s
ec
tio
n
,
we
will
p
r
o
v
id
e
a
liter
atu
r
e
r
ev
iew
o
n
th
e
ex
is
tin
g
lear
n
er
m
o
d
els
an
d
th
eir
s
p
ec
if
icatio
n
s
.
I
n
th
e
th
ir
d
s
ec
tio
n
,
we
will
in
tr
o
d
u
ce
th
e
m
eth
o
d
o
l
o
g
y
ad
o
p
ted
in
th
is
p
ap
er
to
h
ig
h
lig
h
t
th
e
wea
k
n
ess
es
o
f
th
ese
m
o
d
els
in
r
elatio
n
to
o
u
r
s
y
s
tem
.
I
n
th
e
f
o
u
r
th
s
ec
tio
n
,
we
will
p
r
esen
t
an
an
aly
s
is
o
f
th
e
r
esu
lts
o
b
tain
ed
,
f
o
llo
we
d
b
y
a
d
is
cu
s
s
io
n
.
T
h
en
,
i
n
th
e
f
if
th
s
ec
tio
n
,
we
will
p
r
esen
t
a
co
n
ce
p
tu
al
m
o
d
el
o
f
o
u
r
p
r
o
p
o
s
ed
lear
n
er
m
o
d
el,
d
etailin
g
th
e
ch
ar
ac
ter
is
tics
o
f
ea
ch
o
f
its
class
es.
Fin
ally
,
we
will c
o
n
clu
d
e
with
a
co
n
clu
s
io
n
.
2.
L
E
A
RNE
R
M
O
D
E
L
AP
P
R
O
ACH
E
S
2
.
1
.
L
ea
rner
mo
del
T
wo
ter
m
s
ar
e
u
s
ed
to
d
esig
n
ate
th
e
in
f
o
r
m
atio
n
we
h
av
e
o
n
th
e
lear
n
er
:
“
m
o
d
el
”
o
r
“
p
r
o
f
ile
”
o
f
th
e
lear
n
er
,
th
e
ter
m
“
p
r
o
f
ile
”
r
ef
e
r
s
to
in
f
o
r
m
atio
n
ab
o
u
t
a
g
iv
e
n
in
d
iv
i
d
u
al
in
a
g
iv
en
co
n
tex
t
,
wh
er
ea
s
th
e
wo
r
d
“
m
o
d
el
”
r
ef
e
r
s
to
th
e
g
en
er
ic
m
o
d
elin
g
o
f
lear
n
er
s
in
a
co
m
p
u
ter
s
y
s
tem
[
1
2
]
.
Al
Ma
m
u
n
et
a
l.
[
1
3
]
d
ef
in
ed
th
e
lear
n
er
m
o
d
el
as
a
f
r
a
m
ewo
r
k
o
f
d
ata
(
in
t
h
e
in
f
o
r
m
atics
s
en
s
e)
th
at
d
escr
ib
es
th
e
k
n
o
wled
g
e
ac
q
u
ir
e
d
b
y
th
e
in
d
iv
id
u
al
lear
n
er
,
wh
ile
R
izv
i
et
a
l.
[
1
4
]
s
tate
d
th
at
a
lear
n
er
p
r
o
f
ile
is
a
co
llectio
n
o
f
in
ter
p
r
eted
d
at
a
ab
o
u
t
a
lear
n
er
o
r
a
g
r
o
u
p
o
f
lear
n
er
s
,
co
llected
o
r
d
ed
u
ce
d
at
th
e
en
d
o
f
o
n
e
o
r
m
o
r
e
ed
u
ca
tio
n
al
ac
tiv
ities
,
wh
eth
er
co
m
p
u
ter
ized
o
r
o
th
er
wis
e.
S
o
m
e
o
f
th
e
m
a
n
y
b
e
n
ef
its
o
f
m
o
d
elin
g
th
e
lear
n
er
,
we
cite
h
el
p
in
g
a
lear
n
er
lear
n
,
ad
a
p
tin
g
in
f
o
r
m
atio
n
,
in
ter
f
ac
e
,
a
n
d
h
elp
t
o
th
e
u
s
er
,
f
ac
ilit
atin
g
in
f
o
r
m
atio
n
s
ea
r
ch
es
an
d
o
f
f
er
in
g
to
lear
n
e
r
’
s
f
ee
d
b
ac
k
r
ef
lectin
g
th
eir
lear
n
in
g
p
ath
[
1
5
]
.
I
n
th
is
co
n
tex
t,
n
u
m
er
o
u
s
r
esear
ch
p
r
o
jects
[
1
6
]
–
[
1
8
]
h
a
v
e
b
ased
th
eir
ap
p
r
o
ac
h
es
o
n
th
e
I
MS
-
L
I
P
[
1
9
]
an
d
PAPI
[
2
0
]
.
Ho
we
v
er
,
g
i
v
en
th
e
d
em
a
n
d
in
g
n
atu
r
e
o
f
o
u
r
tu
to
r
i
n
g
p
latf
o
r
m
[
1
1
]
,
we
n
ee
d
to
cr
ea
te
a
n
ew
lear
n
er
m
o
d
el
th
at
will
h
e
lp
u
s
o
f
f
er
s
tu
d
en
ts
ass
es
s
m
en
t
ac
tiv
ities
f
o
r
th
e
c
o
m
p
eten
cies
ac
q
u
ir
ed
at
th
e
f
i
n
al
s
tag
e
o
f
o
n
e
o
r
m
o
r
e
s
ch
o
o
l
u
n
its
,
as
well
a
s
r
em
ed
ial
ac
tiv
ities
in
th
e
ev
en
t
th
at
s
tu
d
en
ts
f
ail
to
v
alid
ate
t
h
e
ac
ad
em
ic
s
k
ills
tar
g
eted
b
y
th
e
ass
ess
m
en
t.
2
.
2
.
P
AP
I
s
t
a
nd
a
rd
PAPI
lear
n
er
in
f
o
r
m
atio
n
(
p
u
b
lic
an
d
p
r
i
v
ate
in
f
o
r
m
atio
n
)
lear
n
e
r
[
2
0
]
is
an
o
f
f
icial
s
tan
d
ar
d
,
p
r
o
d
u
ce
d
b
y
lear
n
in
g
tec
h
n
o
l
o
g
y
s
tan
d
ar
d
s
co
m
m
ittee
(
L
T
SC
)
o
f
th
e
I
n
s
titu
te
o
f
E
lectr
o
n
ic
an
d
E
lectr
ical
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
P
r
o
p
o
s
a
l fo
r
a
lea
r
n
er mo
d
el
a
d
a
p
te
d
fo
r
p
ers
o
n
a
liz
ed
tu
to
r
in
g
b
a
s
ed
o
n
I
MS
-
LIP
a
n
d
P
A
P
I
(
S
o
u
ka
in
a
N
a
i
)
4377
E
n
g
in
ee
r
in
g
(
IEEE
)
,
wh
ich
s
p
ec
if
ies
b
o
th
th
e
s
em
an
tics
an
d
th
e
s
y
n
tax
o
f
th
e
lear
n
er
d
ata
[
2
1
]
.
I
t
en
ab
les
v
ar
io
u
s
v
iews
o
f
th
e
lea
r
n
in
g
m
o
d
el
(
s
tu
d
en
t,
p
r
o
f
ess
o
r
,
p
ar
e
n
t,
a
n
d
e
m
p
lo
y
e
e)
.
T
h
e
s
ix
ca
teg
o
r
ies
o
f
in
f
o
r
m
atio
n
ar
e
id
en
tifie
d
b
y
th
e
PAPI
lear
n
er
i
n
f
o
r
m
atio
n
s
tan
d
ar
d
[
2
2
]
,
as
s
h
o
w
n
in
F
ig
u
r
e
1
.
T
h
e
f
ir
s
t
ca
teg
o
r
y
,
p
er
s
o
n
al
i
n
f
o
r
m
atio
n
,
co
n
tain
s
b
asic
d
etails
s
u
ch
as
th
e
lear
n
e
r
’
s
n
am
e,
a
d
d
r
ess
,
an
d
c
o
n
tact
in
f
o
r
m
atio
n
.
T
h
e
s
ec
o
n
d
,
r
elatio
n
al
in
f
o
r
m
atio
n
,
d
escr
ib
es
th
e
lear
n
er
’
s
co
n
n
ec
tio
n
s
with
o
th
er
p
ar
ticip
an
ts
in
th
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t,
in
clu
d
in
g
p
ee
r
s
a
n
d
tu
to
r
s
.
T
h
e
th
ir
d
ca
teg
o
r
y
,
s
ec
u
r
ity
i
n
f
o
r
m
atio
n
,
c
o
v
er
s
elem
en
ts
s
u
ch
as
ac
ce
s
s
r
ig
h
ts
an
d
p
ass
wo
r
d
s
to
en
s
u
r
e
d
ata
p
r
o
tectio
n
.
T
h
e
f
o
u
r
t
h
,
p
e
r
f
o
r
m
an
ce
in
f
o
r
m
atio
n
,
r
ec
o
r
d
s
th
e
lear
n
er
’
s
s
k
ills
,
p
r
io
r
ex
p
er
ie
n
ce
s
,
cu
r
r
en
t
wo
r
k
in
p
r
o
g
r
ess
,
an
d
lear
n
in
g
o
b
jectiv
es.
T
h
e
f
if
th
ca
teg
o
r
y
,
p
o
r
tf
o
lio
in
f
o
r
m
atio
n
,
co
m
p
iles
s
am
p
les
o
f
th
e
lear
n
er
’
s
wo
r
k
th
at
illu
s
tr
ate
th
eir
ac
h
iev
em
en
ts
an
d
co
m
p
eten
cies.
Fin
ally
,
th
e
p
r
ef
er
en
ce
in
f
o
r
m
atio
n
ca
teg
o
r
y
s
p
ec
if
ies
th
e
lear
n
er
’
s
in
d
i
v
id
u
al
p
r
e
f
er
en
ce
s
,
wh
ich
ca
n
b
e
u
s
ed
to
a
d
ap
t e
d
u
ca
tio
n
al
s
y
s
tem
s
to
th
eir
p
er
s
o
n
al
n
ee
d
s
an
d
lear
n
i
n
g
s
ty
le.
2
.
3
.
I
M
S
-
L
I
P
s
t
a
nd
a
rd
I
MS
-
L
I
P
u
tili
ze
s
an
XM
L
-
b
a
s
ed
f
o
r
m
at
d
esig
n
ed
to
f
ac
ilit
ate
th
e
ex
ch
a
n
g
e
o
f
lear
n
e
r
d
ata
ac
r
o
s
s
v
ar
io
u
s
ed
u
ca
tio
n
al
s
y
s
tem
s
,
in
clu
d
in
g
lea
r
n
in
g
m
an
ag
e
m
en
t
an
d
ed
u
ca
tio
n
al
ad
m
in
is
tr
ati
o
n
p
latf
o
r
m
s
[
2
3
]
.
I
t
s
er
v
es
as
a
co
m
p
r
eh
en
s
iv
e
d
ata
m
o
d
el
th
at
b
u
ild
s
u
p
o
n
th
e
s
p
ec
if
icatio
n
s
o
f
th
e
PAPI
s
tan
d
ar
d
b
y
in
co
r
p
o
r
atin
g
a
d
d
itio
n
al
attr
i
b
u
tes
an
d
s
tr
u
ctu
r
es
to
en
r
ich
lear
n
er
in
f
o
r
m
atio
n
r
ep
r
e
s
en
tatio
n
[
2
4
]
.
As
illu
s
tr
ated
in
Fig
u
r
e
2
,
t
h
is
m
o
d
el
en
a
b
les
d
etailed
d
escr
ip
tio
n
s
o
f
lear
n
er
ch
ar
ac
ter
is
tics
ess
en
tial
f
o
r
a
v
ar
iety
o
f
p
u
r
p
o
s
es,
s
u
ch
as
r
ec
o
r
d
in
g
an
d
m
an
ag
in
g
a
lear
n
er
’
s
ed
u
ca
tio
n
al
h
is
to
r
y
,
a
ctiv
ely
en
g
a
g
in
g
t
h
e
lear
n
er
with
in
d
iv
e
r
s
e
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
,
an
d
id
e
n
tify
i
n
g
p
o
ten
tial
lear
n
in
g
o
p
p
o
r
tu
n
ities
tailo
r
ed
to
th
e
in
d
iv
id
u
al
[
2
5
]
.
T
ab
le
1
p
r
o
v
i
d
es
a
d
etailed
b
r
ea
k
d
o
wn
a
n
d
d
escr
ip
tio
n
o
f
ea
c
h
ca
teg
o
r
y
d
ef
in
ed
with
in
t
h
e
I
MS
-
L
I
P st
an
d
ar
d
,
h
ig
h
lig
h
tin
g
its
r
o
le
in
s
tan
d
ar
d
izin
g
lear
n
er
d
ata
ex
c
h
an
g
e
.
Fig
u
r
e
1
.
T
h
e
m
at
ic
g
r
o
u
p
in
g
o
f
P
API
e
le
m
e
n
ts
[
2
0
]
Fig
u
r
e
2
.
T
h
e
m
at
ic
g
r
o
u
p
in
g
o
f
L
I
P
e
le
m
e
n
ts
[
2
6
]
T
ab
le1
.
Dif
f
er
e
n
t c
ateg
o
r
ies o
f
th
e
I
MS
-
LIP
s
tan
d
ar
d
[
2
7
]
C
a
t
e
g
o
r
y
D
e
scri
p
t
i
o
n
1.
I
d
e
n
t
i
f
i
c
a
t
i
o
n
El
e
m
e
n
t
s
t
o
i
d
e
n
t
i
f
y
o
n
e
s
e
l
f
su
c
h
a
s
t
h
e
n
a
me,
t
h
e
a
d
d
r
e
ss,
t
h
e
e
-
mai
l
a
d
d
r
e
ss
.
2.
A
c
c
e
ss
i
b
i
l
i
t
y
Le
a
r
n
e
r
o
r
t
u
t
o
r
p
r
e
f
e
r
e
n
c
e
s,
l
a
n
g
u
a
g
e
s
,
a
n
d
p
o
ss
i
b
l
e
d
i
sa
b
i
l
i
t
i
e
s
.
3.
Q
C
L
Q
u
a
l
i
f
i
c
a
t
i
o
n
s
,
c
e
r
t
i
f
i
c
a
t
i
o
n
s
,
a
n
d
d
i
p
l
o
mas
a
w
a
r
d
e
d
t
o
a
l
e
a
r
n
e
r
.
4.
A
c
t
i
v
i
t
y
5.
G
o
a
l
A
c
t
i
v
i
t
i
e
s re
l
a
t
e
d
t
o
t
h
e
l
e
a
r
n
e
r
’
s wo
r
k
a
n
d
t
r
a
i
n
i
n
g
.
I
n
f
o
r
mat
i
o
n
a
b
o
u
t
t
h
e
l
e
a
r
n
e
r
’
s
g
o
a
l
.
6.
C
o
m
p
e
t
e
n
c
y
Th
e
l
e
a
r
n
e
r
’
s s
k
i
l
l
s
a
n
d
e
x
p
e
r
i
e
n
c
e
s
.
7.
I
n
t
e
r
e
st
A
l
e
a
r
n
e
r
’
s
h
o
b
b
y
a
c
t
i
v
i
t
i
e
s
.
8.
Tr
a
n
s
c
r
i
p
t
D
a
t
a
o
n
t
h
e
l
e
a
r
n
e
r
’
s
l
e
a
r
n
i
n
g
c
o
n
t
e
n
t
.
9.
A
f
f
i
l
i
a
t
i
o
n
D
e
scri
p
t
i
o
n
o
f
t
h
e
o
r
g
a
n
i
z
a
t
i
o
n
a
sso
c
i
a
t
e
d
w
i
t
h
t
h
e
l
e
a
r
n
e
r
.
1
0
.
S
e
c
u
r
i
t
y
k
e
y
A
n
i
n
d
i
v
i
d
u
a
l
’
s
se
c
u
r
i
t
y
d
a
t
a
,
su
c
h
a
s
p
a
ssw
o
r
d
s
a
n
d
a
c
c
e
ss
r
i
g
h
t
s
.
1
1
.
R
e
l
a
t
i
o
n
s
h
i
p
D
e
scri
p
t
i
o
n
o
f
t
h
e
r
e
l
a
t
i
o
n
s
h
i
p
s
b
e
t
w
e
e
n
t
h
e
d
a
t
a
st
r
u
c
t
u
r
e
s
f
o
r
s
t
o
r
i
n
g
l
e
a
r
n
e
r
d
a
t
a
u
se
d
i
n
t
h
e
m
o
d
e
l
.
I
n
th
is
s
tu
d
y
,
we
co
n
d
u
cted
a
d
etailed
an
aly
s
is
o
f
th
e
PAPI
lear
n
er
an
d
I
MS
-
L
I
P
lear
n
e
r
m
o
d
els,
f
o
cu
s
in
g
o
n
m
ap
p
i
n
g
th
eir
s
t
r
u
ctu
r
es
to
id
en
tify
c
o
r
r
esp
o
n
d
en
ce
s
b
etwe
en
th
eir
r
esp
ec
ti
v
e
attr
ib
u
tes.
T
h
is
attr
ib
u
te
m
ap
p
in
g
p
r
o
ce
s
s
,
illu
s
tr
ated
in
Fig
u
r
e
3
,
in
v
o
l
v
es
alig
n
in
g
t
h
e
f
ield
s
o
f
b
o
th
m
o
d
e
ls
to
im
p
r
o
v
e
d
at
a
co
n
s
is
ten
cy
an
d
p
r
o
m
o
te
in
ter
o
p
er
ab
ilit
y
.
E
s
tab
lis
h
in
g
t
h
is
alig
n
m
en
t
is
ess
en
tial
f
o
r
en
h
a
n
cin
g
o
u
r
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
7
5
-
4
3
8
8
4378
u
n
d
er
s
tan
d
i
n
g
o
f
lear
n
er
d
ata
an
d
f
o
r
e
n
ab
lin
g
s
ea
m
less
in
teg
r
atio
n
b
etwe
en
d
i
f
f
er
en
t
s
y
s
tem
s
.
B
y
ca
r
ef
u
lly
m
ap
p
in
g
t
h
ese
attr
ib
u
tes,
we
aim
to
d
ev
elo
p
a
lear
n
i
n
g
m
o
d
el
tailo
r
ed
to
t
h
e
s
p
ec
if
ic
n
ee
d
s
an
d
ch
ar
ac
ter
is
tics
o
f
o
u
r
tu
t
o
r
in
g
s
y
s
tem
.
T
h
is
f
o
u
n
d
atio
n
al
s
tep
f
ac
ilit
ates
th
e
co
m
b
in
atio
n
o
f
d
iv
e
r
s
e
lear
n
e
r
m
o
d
els
an
d
u
ltima
tely
im
p
r
o
v
es
th
e
s
y
s
tem
’
s
o
v
er
all
f
u
n
ctio
n
ality
,
s
u
p
p
o
r
tin
g
m
o
r
e
p
er
s
o
n
alize
d
an
d
ef
f
ec
tiv
e
lear
n
in
g
ex
p
er
ien
ce
s
.
Fig
u
r
e
3
.
Ma
p
p
in
g
b
etwe
en
th
e
PAPI
s
tr
u
ctu
r
e
an
d
I
MS
-
L
I
P
2
.
4
.
O
t
her
lea
rner
pro
f
ile
mo
dels
2
.
4
.
1
.
T
he
a
pp
ro
a
ch
o
f
CARC
H
I
O
L
O
R
esear
ch
b
y
C
ar
ch
io
lo
et
a
l.
[
2
8
]
s
u
g
g
ested
a
f
lex
ib
le
s
tr
u
ctu
r
e
to
s
u
p
p
o
r
t
d
is
tan
ce
lear
n
in
g
.
Stu
d
en
t
p
r
o
f
iles
ar
e
m
ain
l
y
u
s
ed
to
d
escr
ib
e
k
n
o
wled
g
e
an
d
p
er
s
o
n
al
p
r
ef
er
e
n
ce
s
in
o
r
d
er
to
g
e
n
er
ate
p
er
s
o
n
alize
d
lear
n
in
g
p
ath
s
.
T
o
ac
h
ie
v
e
th
is
,
th
ey
p
r
o
p
o
s
ed
a
tr
ip
let
Stu
d
en
tPro
f
ileST=
{GI
ST,
C
I
ST,
S
I
ST}
,
wh
er
e:
GI
ST
r
ep
r
esen
ts
th
e
lear
n
er
’
s
g
e
n
er
al
in
f
o
r
m
atio
n
in
th
e
f
o
r
m
o
f
a
4
-
u
p
let
{SPDST,
MSST,
STKST
,
HST}
in
wh
ich
SP
DST
r
ep
r
esen
ts
p
er
s
o
n
al
d
ata;
MSST
r
ep
r
esen
ts
th
e
ap
p
r
o
p
r
iate
m
ed
ia
f
o
r
lear
n
er
ST;
STKST
d
escr
ib
es
lear
n
er
ST
’
s
k
n
o
wl
ed
g
e;
HST
s
to
r
es
th
e
lea
r
n
er
’
s
h
is
to
r
y
[
2
9
]
.
C
I
ST
r
ep
r
esen
ts
co
u
r
s
e
-
s
p
ec
if
ic
in
f
o
r
m
atio
n
.
C
o
u
r
s
e
i
is
p
r
esen
ted
b
y
C
I
ST,
i={
C
id
en
t
ST,
i,
Path
T
r
ee
ST,
i,
L
astNo
d
eST
,
i,
I
NI
T
ST,
i,
GOAL
ST,
i}.
T
h
is
i
s
an
o
r
d
er
ed
s
et
r
ep
r
esen
tin
g
th
e
co
u
r
s
e
id
en
tifie
r
C
id
en
tST,
i,
th
e
p
o
s
s
ib
le
p
ath
s
Path
T
r
ee
ST,
i
lead
in
g
to
th
e
o
b
jectiv
e
o
f
co
u
r
s
e
i;
th
e
last
le
s
s
o
n
o
f
co
u
r
s
e
i
L
astNo
d
eST
,
i,
in
itial
k
n
o
wled
g
e
I
NI
T
ST,
i
an
d
attain
a
b
le
k
n
o
wled
g
e
GOAL
ST,
i.
SIST
is
an
8
-
tu
p
let
r
ep
r
esen
tin
g
s
ess
io
n
in
f
o
r
m
atio
n
,
i.e
.
lear
n
er
p
r
e
f
er
en
ce
s
(
tim
e
a
v
ailab
le
SATST
,
d
esire
d
lear
n
in
g
s
ty
le
DL
L
ST,
an
d
d
if
f
ic
u
lt lev
els DL
DST)
[
3
0
]
.
2
.
4
.
2
.
T
he
a
pp
ro
a
ch
o
f
K
O
D
pro
j
ec
t
T
h
e
r
esear
ch
by
Ak
h
ta
r
[
3
1
]
f
o
cu
s
es
o
n
th
e
lear
n
er
m
o
d
el
o
f
th
e
KOD
s
y
s
tem
,
wh
ich
i
s
i
n
s
p
ir
ed
b
y
th
e
I
MS
-
L
I
P
m
o
d
el
[
3
2
]
.
T
h
e
s
y
s
tem
p
r
o
v
id
es
an
in
ter
f
ac
e
th
at
allo
ws
lear
n
er
s
to
in
p
u
t
p
er
s
o
n
al
in
f
o
r
m
atio
n
,
p
r
ef
er
en
ce
s
,
g
o
als,
ac
ce
s
s
ib
ilit
y
n
ee
d
s
,
a
n
d
p
e
r
f
o
r
m
an
ce
d
at
a.
T
h
is
in
f
o
r
m
atio
n
is
th
en
s
to
r
ed
in
a
p
r
o
f
ile
f
o
r
ea
ch
s
tu
d
en
t,
m
ain
tain
ed
in
XM
L
f
o
r
m
at.
T
h
e
KOD
s
y
s
t
em
u
s
es
th
is
d
ata
to
cr
ea
te
p
er
s
o
n
alize
d
lear
n
in
g
ex
p
er
ien
ce
s
,
a
d
ap
tin
g
co
n
te
n
t
an
d
s
u
p
p
o
r
t
b
ased
o
n
th
e
in
d
iv
id
u
al
n
ee
d
s
an
d
ch
ar
ac
te
r
is
tics
o
f
ea
ch
lear
n
er
.
T
h
is
ap
p
r
o
ac
h
e
m
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
tailo
r
in
g
e
d
u
ca
tio
n
al
ex
p
er
ien
ce
s
to
en
h
an
ce
lear
n
in
g
o
u
tco
m
es
an
d
en
g
ag
em
en
t.
2
.
4
.
3
.
T
he
a
pp
ro
a
ch
o
f
t
he
L
M
P
A
m
o
delin
g
la
ng
ua
g
e
T
h
is
lan
g
u
ag
e
is
a
t
h
eo
r
etica
l
m
o
d
el
d
escr
ib
in
g
f
o
u
r
le
v
els
[
3
3
]
.
Pr
o
f
ile
m
o
d
elin
g
lan
g
u
ag
e
(
lev
el
3
)
is
at
a
h
ig
h
lev
el
o
f
ab
s
tr
ac
tio
n
[
3
4
]
,
g
u
a
r
an
teein
g
g
en
e
r
icity
.
I
t
d
o
es
n
o
t
c
o
n
tain
d
is
cip
lin
ar
y
i
n
f
o
r
m
atio
n
o
r
in
f
o
r
m
atio
n
lin
k
e
d
to
a
g
iv
e
n
s
ch
o
o
l
lev
el,
o
r
e
v
en
t
o
th
e
t
y
p
es
o
f
in
f
o
r
m
atio
n
th
at
will
b
e
s
to
r
ed
(
k
n
o
wled
g
e,
s
k
ills
o
r
m
eta
-
k
n
o
wled
g
e,
f
o
r
ex
am
p
le
)
.
Pro
f
ile
m
o
d
els
(
le
v
el
2
)
is
at
a
lo
wer
lev
el
o
f
a
b
s
tr
ac
tio
n
th
an
th
e
p
r
o
f
ile
m
o
d
elin
g
lan
g
u
ag
e,
en
ab
lin
g
it
t
o
tak
e
in
to
ac
co
u
n
t
t
h
e
s
p
ec
if
icity
o
f
n
ee
d
s
f
o
r
a
g
iv
en
co
n
tex
t,
w
h
ile
r
em
ain
in
g
i
n
d
ep
e
n
d
en
t
o
f
th
e
d
ata
f
o
r
a
g
iv
en
lear
n
er
.
I
t
is
a
g
en
e
r
al
m
o
d
el
o
f
t
h
e
lear
n
er
p
r
o
f
iles
th
at
will
s
u
b
s
eq
u
en
tly
b
e
estab
lis
h
ed
.
A
p
r
o
f
ile
m
o
d
el
is
a
d
escr
ip
t
io
n
o
f
th
e
o
r
g
an
izatio
n
an
d
s
tr
u
ctu
r
e
o
f
lear
n
e
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
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c
I
SS
N:
2252
-
8
8
2
2
P
r
o
p
o
s
a
l fo
r
a
lea
r
n
er mo
d
el
a
d
a
p
te
d
fo
r
p
ers
o
n
a
liz
ed
tu
to
r
in
g
b
a
s
ed
o
n
I
MS
-
LIP
a
n
d
P
A
P
I
(
S
o
u
ka
in
a
N
a
i
)
4379
p
r
o
f
iles
.
So
,
to
cr
ea
te
a
p
r
o
f
ile
m
o
d
el
f
r
o
m
a
p
r
o
f
ile
d
escr
ip
tio
n
lan
g
u
ag
e,
th
e
d
esi
g
n
er
u
s
es
d
if
f
er
en
t
lan
g
u
ag
e
b
u
ild
in
g
b
lo
ck
s
,
in
s
tan
tiatin
g
ea
ch
o
n
e
in
its
o
wn
co
n
tex
t.
A
b
asic
elem
en
t
ca
n
o
f
co
u
r
s
e
b
e
u
s
ed
s
ev
er
al
tim
es,
an
d
n
o
t
all
b
asic
elem
en
ts
ar
e
n
ec
ess
ar
ily
u
s
ed
[
3
5
]
.
L
ea
r
n
er
p
r
o
f
iles
(
lev
el
1
)
is
in
s
tan
tiated
with
lear
n
er
d
ata,
co
n
s
titu
tin
g
in
d
iv
id
u
al
lear
n
er
p
r
o
f
iles
.
T
h
e
lear
n
er
p
r
o
f
ile
d
ef
in
ed
b
y
th
e
teac
h
er
o
r
b
y
th
e
co
m
p
u
ter
s
y
s
tem
th
at
p
er
f
o
r
m
ed
th
e
d
iag
n
o
s
is
,
h
as
th
e
s
am
e
s
tr
u
ctu
r
e
as
th
e
p
r
o
f
ile
m
o
d
el
it
in
s
tan
tiate
s
.
T
h
e
lear
n
er
p
r
o
f
ile
h
as
a
lo
wer
lev
el
o
f
a
b
s
tr
ac
tio
n
:
it
is
a
m
o
d
el
o
f
t
h
e
s
tate
o
f
k
n
o
wled
g
e
o
f
a
g
iv
en
lear
n
er
in
a
g
iv
en
c
o
n
tex
t
at
a
g
i
v
en
tim
e.
L
ea
r
n
er
s
in
a
lear
n
i
n
g
s
itu
atio
n
(
lev
el
0
)
c
o
n
s
id
er
s
th
at
th
e
l
ea
r
n
er
s
in
lea
r
n
in
g
s
itu
atio
n
s
ar
e
th
e
o
n
ly
r
ea
lity
,
an
d
n
o
t
a
m
o
d
el
o
f
th
e
m
[
3
6
]
.
3.
M
E
T
H
O
D
T
h
is
liter
atu
r
e
r
ev
iew
allo
we
d
u
s
to
ex
p
lo
r
e
s
ev
er
al
lear
n
e
r
m
o
d
els
d
ev
elo
p
ed
in
d
i
f
f
er
e
n
t
p
r
o
jects
[
3
7
]
.
W
e
s
p
ec
if
ically
f
o
cu
s
ed
o
n
th
e
m
o
s
t
wid
ely
r
ec
o
g
n
ize
d
m
o
d
els,
cr
itically
ev
alu
atin
g
th
eir
s
tr
en
g
th
s
an
d
wea
k
n
ess
es
in
th
e
co
n
tex
t
o
f
th
e
r
eq
u
ir
e
m
en
ts
f
o
r
o
u
r
tu
to
r
in
g
p
latf
o
r
m
.
T
h
e
an
aly
s
is
u
s
ed
in
th
is
r
esear
ch
in
v
o
lv
es
a
co
m
p
ar
ativ
e
e
v
alu
atio
n
o
f
a
s
am
p
le
s
ize
o
f
f
i
v
e
p
r
o
m
in
en
t
lear
n
er
m
o
d
els,
i
n
clu
d
in
g
I
MS
-
LIP
,
PAPI,
C
AR
C
HI
OL
O,
KO
D,
an
d
L
MPA,
b
ased
o
n
s
ev
er
al
k
ey
cr
iter
ia
r
elev
an
t
to
o
n
lin
e
tu
to
r
in
g
s
y
s
tem
s
.
T
h
e
ap
p
r
o
ac
h
is
d
esig
n
ed
t
o
ass
es
s
h
o
w
well
ea
ch
m
o
d
e
l
ca
n
m
ee
t
p
ed
ag
o
g
ical
n
ee
d
s
,
ad
ap
t
to
lear
n
er
p
r
o
g
r
ess
,
an
d
p
er
s
o
n
alize
lear
n
in
g
ex
p
er
ie
n
ce
s
.
T
h
e
ev
alu
at
io
n
f
o
cu
s
es
o
n
th
e
f
o
llo
win
g
s
tep
s
,
as
s
h
o
wn
in
F
ig
u
r
e
4
.
Fig
u
r
e
4
.
Me
th
o
d
3
.
1
.
Crit
er
ia
identif
ica
t
io
n
T
h
e
r
esear
ch
er
s
id
en
tifie
d
k
ey
f
ac
to
r
s
,
s
u
ch
as
ad
ap
tab
ilit
y
,
u
s
er
p
r
ef
er
e
n
ce
s
,
p
er
s
o
n
alize
d
lear
n
in
g
,
p
ed
ag
o
g
ical
r
e
q
u
ir
em
e
n
ts
,
ev
alu
atio
n
,
a
n
d
r
em
ed
iatio
n
,
as
ess
en
tial
elem
en
ts
f
o
r
an
ef
f
e
ctiv
e
o
n
lin
e
tu
to
r
in
g
s
y
s
tem
.
T
h
ese
cr
iter
ia
wer
e
s
elec
ted
b
ased
o
n
th
eir
im
p
o
r
tan
ce
i
n
c
r
ea
tin
g
a
d
y
n
am
ic,
lear
n
er
-
ce
n
ter
ed
en
v
ir
o
n
m
en
t.
Fo
r
ad
a
p
tab
ilit
y
,
th
e
m
o
d
els
wer
e
ass
ess
ed
o
n
th
eir
ab
ilit
y
to
ad
ju
s
t
co
n
ten
t
an
d
lear
n
in
g
p
ath
s
in
r
esp
o
n
s
e
to
lea
r
n
er
p
r
o
g
r
es
s
an
d
n
ee
d
s
.
User
p
r
ef
e
r
en
ce
s
wer
e
e
v
alu
ated
b
ased
o
n
h
o
w
well
th
e
m
o
d
els
in
co
r
p
o
r
ate
lear
n
er
b
eh
av
i
o
r
a
n
d
ch
o
ices in
to
th
e
lear
n
in
g
ex
p
er
ien
ce
.
T
h
e
p
er
s
o
n
alize
d
lea
r
n
in
g
ca
p
ac
ity
was
an
aly
ze
d
b
y
co
n
s
id
er
in
g
h
o
w
ea
ch
m
o
d
el
tailo
r
s
lear
n
in
g
ex
p
er
ien
ce
s
to
in
d
iv
id
u
al
s
tu
d
en
ts
.
Ped
ag
o
g
ical
r
eq
u
ir
em
e
n
ts
wer
e
ex
am
in
ed
b
y
ev
alu
atin
g
h
o
w
ea
ch
m
o
d
el
alig
n
s
with
cu
r
r
icu
lu
m
g
o
als
an
d
lear
n
in
g
o
u
tco
m
es.
Fo
r
ev
alu
atio
n
,
th
e
m
o
d
els
wer
e
ass
es
s
ed
o
n
th
eir
ab
ilit
y
to
p
r
o
v
id
e
r
ea
l
-
tim
e
p
er
f
o
r
m
a
n
ce
tr
ac
k
in
g
,
wh
ile
r
e
m
ed
iatio
n
was
ev
alu
ated
b
ased
o
n
h
o
w
ef
f
ec
tiv
ely
ea
c
h
m
o
d
el
p
r
o
v
i
d
es
tar
g
eted
in
ter
v
en
tio
n
s
to
a
d
d
r
ess
lear
n
e
r
s
’
s
k
ill g
ap
s
.
3
.
2
.
M
o
del
co
m
pa
riso
n
E
ac
h
m
o
d
el
was
an
aly
ze
d
ag
ain
s
t
th
ese
cr
iter
ia
b
y
r
e
v
iewin
g
liter
atu
r
e
an
d
an
al
y
zin
g
th
e
f
u
n
ctio
n
alities
d
escr
ib
ed
in
e
x
is
tin
g
p
u
b
licatio
n
s
.
T
h
e
co
m
p
ar
is
o
n
f
o
cu
s
es
o
n
h
o
w
e
ac
h
m
o
d
el
h
a
n
d
les
r
ea
l
-
tim
e
ad
ap
tab
ilit
y
,
i
n
teg
r
at
es
u
s
er
d
ata
f
o
r
p
er
s
o
n
aliza
tio
n
,
an
d
p
r
o
v
id
es
b
o
th
ev
alu
atio
n
an
d
r
em
ed
iatio
n
s
tr
ateg
ies.
3
.
3
.
Ref
er
ence
s
elec
t
io
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T
h
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ef
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elec
ted
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ased
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elev
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m
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ca
p
ab
ilit
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d
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aly
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ality
.
1
•
Cr
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tifi
c
a
tio
n
2
•
M
o
d
el
co
m
p
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3
•
Re
fe
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4
•
S
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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8
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I
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t
J
E
v
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&
R
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d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
3
7
5
-
4
3
8
8
4380
3
.
4
.
Sa
m
ple
s
ize
a
nd
s
a
m
pli
ng
m
et
ho
d
T
h
is
r
esear
ch
p
r
im
ar
ily
r
ev
ie
ws
ex
is
tin
g
m
o
d
els
an
d
d
o
es
n
o
t
in
v
o
lv
e
d
ir
ec
t
em
p
ir
ical
s
am
p
lin
g
o
f
lear
n
er
s
,
th
e
“
s
am
p
le
”
in
th
is
co
n
tex
t
r
ef
er
s
to
th
e
f
iv
e
m
o
d
els
ch
o
s
en
f
o
r
th
e
co
m
p
ar
ativ
e
an
aly
s
is
.
T
h
e
s
elec
tio
n
o
f
t
h
ese
m
o
d
els
was
b
ased
o
n
t
h
eir
p
r
o
m
in
e
n
ce
in
liter
atu
r
e,
as
well
as
th
eir
a
p
p
licatio
n
in
v
ar
io
u
s
o
n
lin
e
lear
n
in
g
s
y
s
tem
s
.
T
h
e
co
m
p
ar
ativ
e
m
eth
o
d
is
q
u
alitativ
e,
p
r
o
v
id
in
g
in
s
ig
h
ts
in
to
h
o
w
ea
ch
m
o
d
el
ad
d
r
ess
es
th
e
cr
iter
ia,
r
ath
e
r
t
h
an
s
tatis
tical
s
am
p
lin
g
o
f
lea
r
n
er
s
o
r
in
te
r
v
en
tio
n
s
.
B
u
ild
in
g
o
n
th
ese
f
in
d
i
n
g
s
,
we
p
r
o
p
o
s
ed
a
n
ew
lear
n
e
r
m
o
d
el
s
p
ec
if
ically
tailo
r
ed
t
o
m
ee
t
th
e
n
ee
d
s
o
f
o
u
r
s
y
s
tem
.
T
h
is
n
ew
m
o
d
el
in
teg
r
ates
th
e
b
est
f
ea
tu
r
es
o
f
th
e
r
ev
iewe
d
m
o
d
els
wh
ile
ad
d
r
ess
in
g
th
eir
s
h
o
r
tc
o
m
in
g
s
,
en
s
u
r
in
g
a
m
o
r
e
ef
f
ec
tiv
e
lear
n
in
g
ex
p
er
ien
ce
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.
1
.
Resul
t
s
T
h
e
c
o
m
p
ar
ati
v
e
a
n
al
y
s
is
o
f
le
ar
n
er
m
o
d
els
I
MS
-
L
I
P
[
3
8
]
,
P
API
[
3
9
]
,
C
AR
C
H
I
OL
O
[
4
0
]
,
KOD
[
4
1
]
,
a
n
d
L
MPA
[
4
2
]
,
b
as
ed
o
n
t
h
e
cr
ite
r
i
a
o
f
a
d
a
p
tab
ilit
y
,
u
s
er
p
r
e
f
e
r
e
n
c
es,
p
e
r
s
o
n
ali
ze
d
le
ar
n
in
g
,
p
e
d
a
g
o
g
ic
al
r
e
q
u
i
r
e
m
e
n
ts
,
e
v
a
lu
a
ti
o
n
,
an
d
r
e
m
ed
iati
o
n
,
s
u
m
m
a
r
iz
e
d
i
n
T
a
b
le
2
,
r
e
v
e
als
d
i
s
tin
ct
s
t
r
en
g
t
h
s
an
d
lim
i
tat
io
n
s
i
n
ad
d
r
ess
i
n
g
th
e
n
ee
d
s
o
f
p
e
r
s
o
n
ali
ze
d
tu
to
r
i
n
g
s
y
s
te
m
s
.
I
MS
-
L
I
P
[
4
3
]
f
o
c
u
s
e
s
m
ai
n
l
y
o
n
s
t
o
r
i
n
g
lea
r
n
e
r
m
et
ad
ata
,
o
f
f
e
r
i
n
g
a
s
t
r
u
ct
u
r
e
d
p
r
o
f
il
e
o
r
g
an
iz
ati
o
n
b
u
t
l
ac
k
i
n
g
d
y
n
am
i
c
ad
a
p
ta
ti
o
n
a
n
d
p
e
r
s
o
n
al
ize
d
r
e
m
e
d
i
ati
o
n
c
ap
a
b
ili
ties
.
T
h
is
s
tati
c
a
p
p
r
o
ac
h
l
im
its
i
ts
e
f
f
ec
t
iv
e
n
ess
i
n
m
o
d
er
n
p
er
s
o
n
al
iz
e
d
l
ea
r
n
i
n
g
c
o
n
te
x
ts
.
Simil
a
r
l
y
,
PAP
I
[
4
4
]
d
ep
e
n
d
s
o
n
p
r
e
d
e
f
i
n
e
d
l
ea
r
n
e
r
p
r
o
f
iles
,
r
est
r
i
cti
n
g
f
l
e
x
i
b
ili
ty
an
d
f
ai
li
n
g
to
ac
co
m
m
o
d
a
te
d
i
v
e
r
s
e
l
ea
r
n
e
r
n
ee
d
s
ess
e
n
ti
al
f
o
r
p
e
r
s
o
n
a
liz
e
d
t
u
t
o
r
i
n
g
.
C
AR
C
H
I
OL
O
[
4
5
]
p
r
es
en
t
s
a
m
o
r
e
c
o
m
p
le
x
s
tr
u
ct
u
r
e
b
u
t
s
u
f
f
e
r
s
f
r
o
m
in
c
o
n
s
is
t
en
t
t
r
a
c
k
i
n
g
a
n
d
l
im
ite
d
a
d
a
p
t
ab
ilit
y
,
h
i
n
d
e
r
i
n
g
l
o
n
g
-
t
er
m
l
ea
r
n
i
n
g
s
u
p
p
o
r
t.
KOD
[
4
6
]
e
m
p
h
asiz
es
k
n
o
wl
ed
g
e
d
el
iv
e
r
y
t
h
r
o
u
g
h
a
r
i
g
i
d
cu
r
r
ic
u
l
u
m
,
w
h
ic
h
li
m
its
l
ea
r
n
er
e
n
g
a
g
e
m
e
n
t
a
n
d
p
e
r
s
o
n
ali
ze
d
s
k
i
ll
d
e
v
el
o
p
m
e
n
t,
m
a
k
i
n
g
it
u
n
s
u
ita
b
l
e
f
o
r
a
d
a
p
ti
v
e
l
ea
r
n
in
g
e
n
v
ir
o
n
m
e
n
ts
r
e
q
u
ir
in
g
c
o
n
ti
n
u
o
u
s
f
e
ed
b
a
c
k
.
I
n
c
o
n
tr
ast
,
L
MPA
[
4
7
]
i
n
co
r
p
o
r
ates
ad
a
p
ta
b
i
lit
y
a
n
d
p
er
s
o
n
a
liz
ed
lea
r
n
i
n
g
p
at
h
s
w
it
h
r
ea
l
-
ti
m
e
d
ata
p
r
o
ce
s
s
i
n
g
,
m
ak
in
g
it m
o
r
e
s
u
i
tab
le
f
o
r
i
n
te
lli
g
e
n
t tu
to
r
i
n
g
s
y
s
tem
s
.
H
o
w
ev
e
r
,
its
c
o
m
p
u
tati
o
n
al
d
em
an
d
s
p
o
s
e
ch
all
en
g
es
f
o
r
p
r
ac
ti
ca
l i
m
p
le
m
e
n
ta
ti
o
n
,
es
p
e
cia
ll
y
i
n
r
es
o
u
r
ce
-
c
o
n
s
tr
ai
n
e
d
s
ett
in
g
s
.
T
h
is
ev
alu
atio
n
r
ev
ea
ls
th
at
wh
ile
f
o
u
n
d
atio
n
al
m
o
d
els
s
u
ch
as
I
MS
-
L
I
P
an
d
PA
PI
ar
e
im
p
o
r
tan
t
f
o
r
s
tr
u
ctu
r
in
g
lea
r
n
er
in
f
o
r
m
atio
n
,
th
e
y
lack
th
e
r
esp
o
n
s
iv
en
es
s
d
em
an
d
e
d
b
y
m
o
d
er
n
p
ed
ag
o
g
ical
f
r
a
m
ewo
r
k
s
.
Mo
d
els
lik
e
L
MPA
r
ef
lect
a
s
h
if
t
to
war
d
ad
ap
tiv
e
an
d
lear
n
er
-
ce
n
t
r
ic
ap
p
r
o
ac
h
es,
ev
en
if
th
ey
p
r
esen
t
s
ca
lab
ilit
y
ch
allen
g
es.
I
n
f
a
ct,
th
e
f
in
d
in
g
s
r
ein
f
o
r
ce
t
h
e
n
ee
d
f
o
r
a
n
ew
lear
n
er
m
o
d
el
th
at
b
alan
ce
ad
ap
tab
ilit
y
,
p
er
s
o
n
aliza
tio
n
,
an
d
f
ea
s
ib
ilit
y
,
in
lin
e
with
e
v
o
lv
in
g
p
e
d
ag
o
g
ical
p
r
ac
tices
an
d
th
e
g
o
als
o
f
in
tellig
en
t tu
to
r
in
g
s
y
s
tem
s
.
T
ab
le
2
.
C
o
m
p
a
r
is
o
n
o
f
I
MS
-
LIP
,
PAPI,
C
AR
C
HI
OL
O,
K
OD,
an
d
L
MPA
Le
a
r
n
e
r
m
o
d
e
l
A
d
a
p
t
a
b
i
l
i
t
y
U
ser
p
r
e
f
e
r
e
n
c
e
s
P
e
r
so
n
a
l
i
z
e
d
l
e
a
r
n
i
n
g
P
e
d
a
g
o
g
i
c
a
l
r
e
q
u
i
r
e
m
e
n
t
s
Ev
a
l
u
a
t
i
o
n
R
e
me
d
i
a
t
i
o
n
I
M
S
-
L
I
P
Lo
w
:
f
o
c
u
s
e
s
o
n
st
a
t
i
c
l
e
a
r
n
e
r
i
n
f
o
.
Li
mi
t
e
d
:
b
a
si
c
met
a
d
a
t
a
.
N
o
t
s
u
i
t
e
d
f
o
r
p
e
r
s
o
n
a
l
i
z
a
t
i
o
n
.
La
c
k
s fl
e
x
i
b
i
l
i
t
y
f
o
r
r
e
a
l
-
t
i
me
l
e
a
r
n
i
n
g
n
e
e
d
s.
B
a
si
c
,
n
o
r
e
a
l
-
t
i
me
a
ssessm
e
n
t
.
N
o
t
a
r
g
e
t
e
d
r
e
med
i
a
t
i
o
n
.
P
A
P
I
M
o
d
e
r
a
t
e
:
a
d
a
p
t
s
b
a
s
e
d
o
n
p
r
o
f
i
l
e
s.
Li
mi
t
e
d
:
c
a
n
n
o
t
f
u
l
l
y
a
d
j
u
st
t
o
c
h
a
n
g
i
n
g
p
r
e
f
e
r
e
n
c
e
s.
S
o
me
p
e
r
s
o
n
a
l
i
z
a
t
i
o
n
b
u
t
l
a
c
k
s
d
e
e
p
r
e
med
i
a
t
i
o
n
.
M
e
e
t
s s
o
m
e
n
e
e
d
s
b
u
t
l
a
c
k
s r
e
a
l
-
t
i
m
e
i
n
t
e
r
v
e
n
t
i
o
n
s.
B
a
si
c
,
l
a
c
k
s
d
e
e
p
sk
i
l
l
a
ssessm
e
n
t
.
S
o
me
r
e
med
i
a
t
i
o
n
,
b
u
t
l
a
c
k
s
d
e
p
t
h
.
C
A
R
C
H
I
O
LO
H
i
g
h
:
d
y
n
a
mi
c
b
u
t
c
o
m
p
l
e
x
.
S
o
me
f
l
e
x
i
b
i
l
i
t
y
,
i
n
c
o
n
si
s
t
e
n
t
.
S
u
p
p
o
r
t
s
p
e
r
s
o
n
a
l
i
z
a
t
i
o
n
,
st
r
u
g
g
l
e
s
w
i
t
h
p
e
r
f
e
c
t
s
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l
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i
a
t
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.
A
l
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d
a
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o
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s
i
st
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t
t
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a
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D
y
n
a
mi
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b
u
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c
o
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s
t
e
n
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l
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-
t
e
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m
t
r
a
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i
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P
o
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l
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b
u
t
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o
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a
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w
a
y
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t
a
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g
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d
.
K
O
D
Lo
w
t
o
mo
d
e
r
a
t
e
:
f
o
c
u
s
o
n
k
n
o
w
l
e
d
g
e
g
o
a
l
s
.
Li
mi
t
e
d
:
p
r
e
d
e
f
i
n
e
d
k
n
o
w
l
e
d
g
e
o
b
j
e
c
t
i
v
e
s.
C
o
n
st
r
a
i
n
e
d
b
y
r
i
g
i
d
c
u
r
r
i
c
u
l
u
m.
S
t
r
o
n
g
i
n
c
u
r
r
i
c
u
l
u
m
a
l
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n
me
n
t
,
w
e
a
k
i
n
i
n
d
i
v
i
d
u
a
l
i
z
e
d
p
a
t
h
s
.
F
o
c
u
si
n
g
o
n
k
n
o
w
l
e
d
g
e
a
c
q
u
i
si
t
i
o
n
.
Li
mi
t
e
d
t
o
a
d
d
r
e
ss
i
n
g
k
n
o
w
l
e
d
g
e
g
a
p
s.
LM
P
A
H
i
g
h
:
a
d
a
p
t
s
i
n
r
e
a
l
-
t
i
m
e
.
A
c
t
i
v
e
l
y
i
n
t
e
g
r
a
t
e
s
u
ser
d
a
t
a
.
S
t
r
o
n
g
p
e
r
s
o
n
a
l
i
z
a
t
i
o
n
w
i
t
h
t
a
r
g
e
t
e
d
r
e
med
i
a
t
i
o
n
.
F
u
l
l
y
a
l
i
g
n
s
w
i
t
h
p
e
d
a
g
o
g
i
c
a
l
g
o
a
l
s.
C
o
n
t
i
n
u
o
u
s,
r
e
a
l
-
t
i
me
a
ssessm
e
n
t
.
R
e
a
l
-
t
i
me,
t
a
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d
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med
i
a
t
i
o
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b
a
se
d
o
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p
e
r
f
o
r
ma
n
c
e
.
4
.
2
.
Dis
cus
s
io
n
T
h
e
an
aly
s
is
o
f
th
e
f
iv
e
lear
n
er
m
o
d
els
I
MS
-
LIP
[
3
8
]
,
PA
PI
[
3
9
]
,
C
AR
C
HI
OL
O
[
4
0
]
,
KOD
[
4
1
]
,
an
d
L
MPA
[
4
2
]
d
em
o
n
s
tr
ate
s
p
er
s
is
ten
t
lim
itat
io
n
s
in
th
eir
ca
p
ac
ity
to
m
ee
t
th
e
ev
o
lv
in
g
d
em
a
n
d
s
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
v
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&
R
es E
d
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c
I
SS
N:
2252
-
8
8
2
2
P
r
o
p
o
s
a
l fo
r
a
lea
r
n
er mo
d
el
a
d
a
p
te
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fo
r
p
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o
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liz
ed
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to
r
in
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a
s
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I
MS
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LIP
a
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d
P
A
P
I
(
S
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ka
in
a
N
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)
4381
p
er
s
o
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alize
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tu
to
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i
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d
s
ch
o
o
l
-
b
ased
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u
p
p
o
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t
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y
s
tem
s
.
W
h
ile
th
ese
m
o
d
els
o
f
f
er
s
tr
u
ctu
r
ed
m
eth
o
d
s
f
o
r
m
an
ag
in
g
lear
n
er
in
f
o
r
m
atio
n
,
th
ey
o
f
ten
n
e
g
lect
k
ey
asp
e
cts
n
ec
ess
ar
y
f
o
r
ef
f
ec
tiv
e
in
d
iv
id
u
aliza
tio
n
an
d
r
esp
o
n
s
iv
en
ess
.
As
p
r
ev
io
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s
s
tu
d
ies
h
av
e
s
h
o
wn
,
a
d
ap
tiv
e
ed
u
ca
tio
n
al
s
y
s
tem
s
m
u
s
t
in
teg
r
ate
lear
n
er
p
r
o
f
iles
with
d
y
n
am
ic
f
ee
d
b
ac
k
m
ec
h
a
n
is
m
s
to
s
u
p
p
o
r
t c
o
n
tin
u
o
u
s
lear
n
in
g
[
4
2
]
.
A
k
ey
lim
itatio
n
o
f
t
h
ese
m
o
d
els
is
th
eir
in
ad
eq
u
ate
co
n
s
id
er
atio
n
o
f
lear
n
e
r
s
’
in
d
iv
id
u
a
l
p
r
ef
er
en
ce
s
,
co
g
n
itiv
e
s
ty
les,
an
d
ch
an
g
in
g
co
n
tex
ts
.
Fo
r
e
x
am
p
le,
I
MS
-
L
I
P
[
4
3
]
an
d
PAPI
[
4
4
]
p
r
im
a
r
ily
s
to
r
e
s
tatic
m
etad
ata
an
d
lack
r
e
al
-
tim
e
ad
a
p
tatio
n
m
ec
h
an
is
m
s
.
R
esear
ch
s
h
o
ws
th
at
ef
f
ec
tiv
e
p
er
s
o
n
aliza
tio
n
m
u
s
t
in
clu
d
e
n
o
t
o
n
ly
k
n
o
wled
g
e
b
u
t
al
s
o
m
o
tiv
atio
n
,
em
o
tio
n
,
an
d
p
r
ef
e
r
r
ed
lear
n
in
g
m
o
d
alities
[
4
4
]
.
Ma
n
y
m
o
d
els
also
f
all
s
h
o
r
t
in
ac
cu
r
ately
tr
ac
k
in
g
s
k
ill
ac
q
u
is
itio
n
an
d
m
aster
y
.
C
AR
C
HI
OL
O
[
4
5
]
an
d
KOD
[
4
6
]
p
r
o
v
i
d
e
s
tr
u
ctu
r
ed
lea
r
n
in
g
p
ath
s
b
u
t
lack
d
etailed
s
k
ill
m
o
n
ito
r
in
g
[
4
6
]
.
An
o
th
er
c
r
itical
g
ap
is
th
e
ab
s
en
ce
o
f
r
ea
l
-
tim
e
er
r
o
r
d
etec
tio
n
an
d
an
aly
s
is
o
f
lear
n
in
g
g
ap
s
,
ess
en
tial
f
o
r
tim
ely
r
em
ed
iatio
n
an
d
cu
s
to
m
ized
lear
n
in
g
p
ath
s
.
Alth
o
u
g
h
L
MPA
[
4
7
]
o
f
f
er
s
b
etter
p
er
s
o
n
aliza
tio
n
,
it
f
ac
es
s
ca
lab
ilit
y
ch
allen
g
es.
Ad
d
itio
n
ally
,
th
ese
m
o
d
els
o
f
ten
lack
f
o
r
m
ativ
e
ass
ess
m
e
n
t
an
d
ac
tio
n
ab
le
f
ee
d
b
ac
k
,
wh
ich
ar
e
v
ital
f
o
r
lear
n
er
m
o
tiv
atio
n
an
d
en
g
a
g
em
en
t.
T
im
el
y
,
s
p
ec
if
ic
f
ee
d
b
ac
k
s
ig
n
i
f
ican
tly
im
p
r
o
v
es lea
r
n
i
n
g
o
u
tco
m
es a
n
d
s
u
p
p
o
r
ts
s
u
s
tain
ed
p
r
o
g
r
ess
[
4
8
]
,
[
4
9
]
.
F
i
n
a
l
l
y
,
d
e
s
p
it
e
t
h
ei
r
s
t
r
u
c
t
u
r
e
d
d
e
s
i
g
n
,
t
h
es
e
m
o
d
e
ls
o
f
t
e
n
f
a
i
l
t
o
li
n
k
a
s
s
es
s
m
e
n
t
d
a
t
a
w
it
h
p
e
d
a
g
o
g
i
c
a
l
a
d
a
p
t
at
i
o
n
,
w
h
i
c
h
i
s
n
ec
e
s
s
a
r
y
f
o
r
c
o
n
ti
n
u
o
u
s
im
p
r
o
v
e
m
e
n
t
.
A
s
n
o
te
d
i
n
Z
a
n
g
e
r
l
e
a
n
d
B
a
u
e
r
[
5
0
]
,
a
d
is
co
n
n
ec
t
b
etwe
en
s
k
ill
ass
ess
m
en
t
an
d
in
s
tr
u
ctio
n
al
ad
ap
tatio
n
lead
s
to
in
ef
f
icien
t
t
ea
ch
in
g
an
d
u
n
m
et
lear
n
er
n
ee
d
s
.
T
h
e
ab
s
en
ce
o
f
au
to
m
ated
cy
cles
o
f
d
ata
c
o
llectio
n
,
an
aly
s
is
,
an
d
in
s
tr
u
ctio
n
al
r
ef
in
em
en
t
m
ak
es
it
d
if
f
icu
lt
to
s
ca
le
th
ese
m
o
d
els
in
r
ea
l
-
wo
r
ld
ed
u
ca
tio
n
al
co
n
tex
ts
.
C
o
n
s
id
er
i
n
g
th
ese
g
ap
s
,
it
is
ev
id
en
t
th
at
ex
is
tin
g
lear
n
er
m
o
d
els
r
eq
u
ir
e
s
u
b
s
tan
tial
e
n
h
an
ce
m
en
ts
to
alig
n
with
th
e
r
ea
l
-
tim
e
d
em
a
n
d
s
o
f
p
er
s
o
n
alize
d
s
ch
o
o
l
s
u
p
p
o
r
t
s
y
s
tem
s
[
5
1
]
.
T
h
e
m
o
d
el
p
r
o
p
o
s
ed
in
th
is
s
tu
d
y
a
d
d
r
ess
es
th
e
s
e
s
h
o
r
tco
m
in
g
s
b
y
in
teg
r
atin
g
m
u
ltid
im
en
s
io
n
al
lear
n
er
d
ata,
r
ea
l
-
tim
e
f
ee
d
b
ac
k
m
ec
h
an
is
m
s
,
an
d
p
er
s
o
n
alize
d
r
em
ed
iatio
n
p
ath
way
s
tailo
r
ed
to
in
d
iv
id
u
a
l le
ar
n
er
p
r
o
f
iles
.
T
h
is
d
esig
n
s
u
p
p
o
r
ts
b
o
t
h
d
iag
n
o
s
tic
ass
es
s
m
en
t a
n
d
ad
a
p
tiv
e
in
ter
v
en
tio
n
,
cr
ea
tin
g
a
m
o
r
e
r
esp
o
n
s
iv
e,
eq
u
itab
le,
an
d
e
f
f
e
ctiv
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
[
5
2
]
.
5.
P
RO
P
O
SAL
F
O
R
A
NE
W
L
E
A
RNE
R
M
O
D
E
L
B
u
ild
in
g
u
p
o
n
th
e
estab
lis
h
ed
I
E
E
E
PAPI
an
d
I
MS
-
L
I
P
s
tan
d
ar
d
s
,
we
p
r
o
p
o
s
e
a
co
m
p
r
eh
en
s
iv
e
lear
n
er
p
r
o
f
ile
d
escr
ip
tio
n
m
o
d
el
th
at
o
f
f
er
s
a
h
o
lis
tic
p
er
s
p
ec
tiv
e
b
y
in
te
g
r
atin
g
p
ed
a
g
o
g
ical,
p
e
r
s
o
n
al,
ad
m
in
is
tr
ativ
e,
an
d
p
r
ef
er
en
ti
al
asp
ec
ts
o
f
th
e
lear
n
er
.
T
h
is
m
o
d
el
is
ca
r
ef
u
lly
tailo
r
ed
to
ad
d
r
ess
th
e
s
p
ec
if
ic
f
u
n
ctio
n
al
an
d
p
e
d
ag
o
g
ical
n
e
ed
s
o
f
o
u
r
tu
t
o
r
in
g
s
y
s
tem
.
I
t
f
ac
ilit
ates
an
ac
cu
r
ate
an
d
d
et
ailed
r
ep
r
esen
tatio
n
o
f
th
e
lear
n
er
’
s
p
r
o
g
r
ess
,
with
a
p
ar
ticu
lar
f
o
cu
s
o
n
ass
ess
m
en
t
o
u
tco
m
es
an
d
r
em
ed
iatio
n
ef
f
o
r
ts
.
B
y
d
o
in
g
s
o
,
it
s
u
p
p
o
r
ts
p
er
s
o
n
alize
d
,
ad
ap
tiv
e,
a
n
d
c
o
n
tin
u
o
u
s
lea
r
n
in
g
p
ath
way
s
,
u
ltima
tely
i
m
p
r
o
v
i
n
g
b
o
th
th
e
ef
f
ec
tiv
en
ess
an
d
th
e
r
elev
an
c
e
o
f
th
e
e
d
u
ca
tio
n
al
e
x
p
er
ien
c
e
f
o
r
ea
c
h
lear
n
er
.
5
.
1
.
L
ea
rner
mo
del o
nto
lo
g
y
I
n
o
u
r
ap
p
r
o
ac
h
,
we
m
o
d
eled
th
e
ch
ar
ac
ter
is
tics
o
f
th
e
lear
n
er
b
y
o
r
g
a
n
izin
g
th
e
m
in
to
we
ll
-
d
ef
in
ed
an
d
s
tr
u
ctu
r
ed
f
ac
ets
to
en
s
u
r
e
clar
ity
,
co
n
s
is
ten
cy
,
an
d
co
h
er
en
ce
.
T
h
e
co
r
e
elem
e
n
t
o
f
th
is
m
o
d
el
is
th
e
l
ea
r
n
er
class
,
wh
ich
co
m
p
r
eh
e
n
s
iv
ely
en
ca
p
s
u
lates
all
ess
en
tial
an
d
s
p
ec
if
ic
in
f
o
r
m
atio
n
r
e
lated
to
i
n
d
iv
id
u
al
lear
n
er
s
.
T
h
is
ce
n
tr
al
class
is
clo
s
ely
in
ter
c
o
n
n
ec
ted
with
s
ev
er
al
s
p
ec
ialized
s
u
b
class
es,
in
clu
d
in
g
ad
m
in
is
tr
ativ
e,
id
en
tific
atio
n
,
p
r
ef
e
r
en
ce
,
p
ed
a
g
o
g
y
,
ass
ess
m
en
t
,
an
d
r
e
m
ed
iatio
n
,
w
ith
ea
ch
s
u
b
class
r
ep
r
esen
tin
g
a
u
n
iq
u
e
an
d
im
p
o
r
tan
t
d
im
en
s
io
n
o
f
th
e
lear
n
er
’
s
p
r
o
f
ile.
T
o
g
eth
er
,
th
ese
c
o
m
p
o
n
en
ts
cr
ea
te
a
d
etailed
,
f
lex
ib
le,
an
d
h
o
lis
tic
r
ep
r
esen
tatio
n
o
f
th
e
lear
n
er
’
s
id
en
tity
,
p
r
ef
er
en
ce
s
,
ed
u
ca
tio
n
al
p
r
o
g
r
ess
,
an
d
s
u
p
p
o
r
t n
ee
d
s
.
T
h
e
o
v
er
all
ar
c
h
itectu
r
e
o
f
t
h
is
p
r
o
p
o
s
ed
lear
n
er
m
o
d
el
is
illu
s
tr
ated
in
Fig
u
r
e
5
.
5
.
2
.
Adm
ini
s
t
ra
t
iv
e
cl
a
s
s
T
h
e
ad
m
in
is
tr
ativ
e
class
is
d
esig
n
ed
t
o
ca
p
t
u
r
e
co
m
p
r
eh
en
s
iv
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in
f
o
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atio
n
ab
o
u
t
th
e
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n
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s
ac
ad
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ac
k
g
r
o
u
n
d
a
n
d
ed
u
ca
tio
n
al
jo
u
r
n
e
y
.
As
s
h
o
wn
in
Fig
u
r
e
6
,
it
in
clu
d
es
1
8
attr
ib
u
tes
o
r
g
an
ized
i
n
to
two
p
r
im
ar
y
ca
teg
o
r
ies:
af
f
ilia
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an
d
q
u
alif
icatio
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tific
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QC
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.
T
h
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o
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ata
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ch
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a
m
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f
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eir
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o
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e
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tio
n
,
its
g
eo
g
r
ap
h
ic
r
eg
i
o
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city
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th
e
ass
o
ciate
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u
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ity
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ty
p
e
o
f
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wh
eth
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u
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r
p
r
iv
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,
t
h
e
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r
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ar
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r
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ig
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ca
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th
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r
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u
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el.
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h
e
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o
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o
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icatio
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s
,
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o
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m
en
tin
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d
eta
ils
s
u
ch
as
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ip
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m
a
n
am
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ates
o
f
is
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an
ce
,
an
d
th
e
in
s
titu
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n
s
th
at
awa
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d
ed
th
ese
cr
ed
en
tials
.
T
h
is
d
e
tailed
class
if
icatio
n
s
u
p
p
o
r
ts
a
th
o
r
o
u
g
h
u
n
d
er
s
tan
d
in
g
o
f
th
e
lear
n
er
’
s
ad
m
in
is
tr
ativ
e
an
d
ac
ad
e
m
ic
co
n
tex
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2
2
5
2
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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
7
5
-
4
3
8
8
4382
Fig
u
r
e
5
.
L
ea
r
n
er
m
o
d
el
o
n
to
l
o
g
y
Fig
u
r
e
6
.
Ad
m
in
is
tr
ativ
e
class
5
.
3
.
I
dentif
ica
t
io
n c
la
s
s
T
h
is
class
co
n
tain
s
all
th
e
ess
en
tial
in
f
o
r
m
atio
n
n
ec
ess
ar
y
f
o
r
lear
n
e
r
id
e
n
tific
atio
n
a
n
d
c
o
n
s
is
ts
o
f
a
to
tal
1
5
attr
ib
u
tes,
wh
ic
h
ar
e
o
r
g
a
n
ized
in
to
f
o
u
r
d
is
tin
ct
ca
teg
o
r
ies,
as
s
h
o
wn
in
Fig
u
r
e
7
.
T
h
e
f
ir
s
t
ca
teg
o
r
y
in
clu
d
es
p
er
s
o
n
al
d
a
ta
s
u
ch
as
s
u
r
n
am
e,
f
ir
s
t
n
am
e,
Ma
s
s
ar
n
u
m
b
er
,
s
tu
d
en
t
n
u
m
b
er
,
n
atio
n
al
I
D
n
u
m
b
er
,
g
e
n
d
er
,
d
ate
o
f
b
ir
t
h
,
an
d
p
lace
o
f
b
ir
th
.
T
h
e
s
ec
o
n
d
ca
te
g
o
r
y
co
v
er
s
lear
n
e
r
’
s
ad
d
r
ess
d
etails,
in
clu
d
in
g
s
tr
ee
t,
r
e
g
io
n
,
a
n
d
city
.
T
h
e
th
ir
d
ca
te
g
o
r
y
ca
p
t
u
r
es
co
n
tact
in
f
o
r
m
atio
n
,
s
u
c
h
as
em
ail
ad
d
r
ess
,
p
h
o
n
e
n
u
m
b
e
r
,
an
d
m
o
b
ile
n
u
m
b
er
.
L
astl
y
,
ac
co
u
n
t
id
en
tific
atio
n
d
ata
co
m
p
r
is
e
th
e
lear
n
er
’
s
lo
g
in
cr
ed
en
tials
an
d
p
ass
wo
r
d
,
en
s
u
r
in
g
s
ec
u
r
e
ac
ce
s
s
to
th
e
p
lat
f
o
r
m
.
5
.
4
.
P
re
f
er
ence
s
cla
s
s
T
h
is
class
r
ep
r
esen
ts
ea
ch
s
tu
d
en
t’
s
p
r
ef
er
en
ce
s
r
eg
ar
d
i
n
g
h
o
w
th
e
y
ac
ce
s
s
an
d
e
n
g
ag
e
with
th
e
p
latf
o
r
m
.
I
t
in
clu
d
es
s
p
ec
if
icatio
n
s
s
u
ch
as
lan
g
u
ag
e
c
h
o
ice,
ar
ea
s
o
f
in
ter
est,
h
o
b
b
ies,
p
er
s
o
n
al
g
o
als,
c
u
r
r
en
t
p
r
o
jects,
an
d
th
e
p
r
e
f
er
r
ed
m
o
d
e
o
f
r
ewa
r
d
w
h
eth
er
th
r
o
u
g
h
p
ar
ticip
atio
n
in
a
co
m
p
etitio
n
,
a
v
o
y
ag
e
o
f
d
is
co
v
er
y
,
o
r
f
r
ee
ac
ce
s
s
to
a
tr
ain
in
g
co
u
r
s
e.
As
illu
s
tr
ated
in
Fig
u
r
e
8
,
th
e
class
is
co
m
p
o
s
ed
o
f
s
ev
er
al
k
ey
attr
ib
u
tes.
T
h
e
r
ewa
r
d
_
m
o
d
e
a
ttrib
u
te
d
escr
ib
es th
e
lear
n
er
’
s
p
r
ef
er
r
ed
ty
p
e
o
f
r
ewa
r
d
,
in
clu
d
in
g
its
n
am
e
an
d
ca
teg
o
r
y
.
T
h
e
Ho
b
b
ies
attr
ib
u
te
lis
ts
th
e
lear
n
er
’
s
h
o
b
b
ies
an
d
p
er
s
o
n
al
in
ter
ests
.
T
h
e
cu
r
r
en
t
_
p
r
o
jec
t
attr
ib
u
te
o
u
tlin
es
th
e
lear
n
er
’
s
o
n
g
o
in
g
p
r
o
jects,
s
p
ec
if
y
i
n
g
o
b
jectiv
es,
esti
m
ated
co
m
p
letio
n
tim
e,
an
d
d
escr
ip
tiv
e
d
etails.
L
astl
y
,
t
h
e
ac
ce
s
s
ib
ilit
y
attr
ib
u
te
id
en
tifi
es
th
e
lan
g
u
ag
e
s
elec
ted
b
y
t
h
e
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n
e
r
(
E
n
g
lis
h
o
r
Fre
n
c
h
)
a
n
d
s
p
ec
if
ies
a
n
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is
ab
ilit
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wh
eth
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m
en
tal,
p
h
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s
ical,
o
r
r
elate
d
t
o
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i
n
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th
at
m
ay
in
f
l
u
en
ce
p
latf
o
r
m
ac
ce
s
s
ib
ilit
y
an
d
in
te
r
ac
tio
n
.
r
e
g
i
o
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
P
r
o
p
o
s
a
l fo
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el
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a
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P
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P
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(
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ka
in
a
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)
4383
Fig
u
r
e
7
.
I
d
en
tific
atio
n
class
Fig
u
r
e
8
.
Pre
f
e
r
en
ce
s
class
5
.
5
.
P
eda
g
o
g
y
cla
s
s
T
h
is
class
h
as
two
s
u
b
class
es:
p
ed
a
g
o
g
ical
p
r
ef
e
r
en
ce
s
a
n
d
ac
q
u
ir
ed
s
k
ills
as
in
d
icate
d
in
Fig
u
r
e
9
.
Ped
ag
o
g
ical
p
r
e
f
er
en
ce
s
r
ep
r
e
s
en
t
th
e
d
id
ac
tic
an
d
p
ed
a
g
o
g
ical
m
ea
n
s
th
at
f
ac
ilit
ate
th
e
lear
n
er
’
s
lear
n
in
g
.
T
h
ese
m
ea
n
s
ca
n
b
e
th
e
p
ed
ag
o
g
ical
tech
n
i
q
u
es
an
d
m
et
h
o
d
s
ad
o
p
ted
,
t
h
e
teac
h
in
g
m
ater
ials
u
s
ed
,
th
e
lear
n
in
g
s
ty
le,
an
d
th
e
f
o
r
m
at
o
f
th
e
lear
n
in
g
co
n
ten
t.
Acq
u
i
r
ed
s
k
ills
d
escr
ib
e
all
th
e
k
n
o
wled
g
e,
s
k
ills
,
an
d
attitu
d
es
ac
q
u
ir
ed
b
y
t
h
e
lear
n
er
.
I
t
co
m
p
r
is
es
th
e
f
o
llo
win
g
two
s
u
b
-
class
es:
ac
ad
em
ic
s
k
ills
an
d
tr
an
s
v
er
s
al
ex
tr
ac
u
r
r
icu
la
r
s
k
ills
.
Aca
d
em
ic
s
k
ills
ar
e
th
o
s
e
r
elate
d
to
th
e
o
f
f
icial
cu
r
r
ic
u
la
o
f
th
e
s
u
b
jects
tau
g
h
t
.
Ho
wev
er
,
cr
o
s
s
-
cu
r
r
icu
la
r
o
r
tr
an
s
d
is
cip
lin
ar
y
s
k
ills
ar
e
d
ef
in
ed
b
y
th
e
s
et
o
f
s
k
ills
r
eq
u
ir
ed
to
ac
q
u
ir
e
s
p
ec
if
ic
k
n
o
wled
g
e
o
r
ac
q
u
ir
e
d
in
th
e
co
u
r
s
e
o
f
ac
q
u
ir
i
n
g
s
u
ch
k
n
o
wled
g
e.
T
h
ese
s
k
ills
a
r
e
n
o
t
s
p
ec
if
ic
to
a
p
ar
ticu
lar
f
ield
o
r
ar
ea
.
T
h
ey
ca
n
b
e,
f
o
r
ex
a
m
p
le,
c
o
m
m
u
n
icatio
n
s
k
ills
,
s
o
cial
s
k
ill
s
,
co
m
p
r
eh
en
s
io
n
s
k
ills
,
an
d
an
aly
tical
s
k
ills
.
5
.
6
.
E
v
a
lua
t
i
o
n c
la
s
s
T
h
e
ev
alu
atio
n
class
co
n
tain
s
d
etailed
in
f
o
r
m
atio
n
ab
o
u
t
th
e
ev
alu
atio
n
s
ess
io
n
s
co
m
p
leted
b
y
th
e
lear
n
er
.
As
illu
s
tr
ated
in
Fig
u
r
e
1
0
,
th
is
class
is
co
m
p
o
s
ed
o
f
s
ev
er
al
s
u
b
-
class
es
n
am
ed
s
ess
io
n
_
ev
alu
atio
n
,
ea
ch
r
ep
r
esen
tin
g
a
d
is
tin
ct
as
s
ess
m
en
t
in
s
tan
ce
.
E
ac
h
s
es
s
i
o
n
in
clu
d
es
a
s
ess
io
n
_
ev
alu
ati
o
n
r
ef
er
e
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Evaluation Warning : The document was created with Spire.PDF for Python.