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1.
I
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Ad
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ex
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[
1
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,
[
2
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.
T
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in
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ap
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ly
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m
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[
3
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,
[
4
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.
T
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tr
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s
f
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(
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wh
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ex
p
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r
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f
d
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I
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I
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J
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Vo
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.
14
,
No
.
6
,
Dec
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b
er
20
25
:
4
6
6
3
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6
7
6
4664
lear
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W
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r
am
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k
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in
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g
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p
ar
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ly
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is
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ities
[
7
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[
8
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b
e
ef
f
ec
tiv
ely
r
e
f
lecte
d
i
n
d
esig
n
[
9
]
,
[
1
0
]
.
T
o
ad
d
r
es
s
th
is
,
s
ch
o
lar
s
h
av
e
co
n
t
r
ib
u
ted
b
y
in
te
g
r
atin
g
cu
ltu
r
al
elem
en
ts
a
n
d
co
n
ce
p
ts
in
to
d
esig
n
f
r
a
m
ewo
r
k
s
a
n
d
p
r
o
p
o
s
in
g
d
i
v
er
s
e
p
e
d
ag
o
g
ies
[
8
]
,
[
1
1
]
,
[
1
2
]
.
T
h
ey
h
a
v
e
id
en
tifie
d
d
esig
n
th
in
k
in
g
as
tr
an
s
f
o
r
m
i
n
g
a
m
b
ig
u
o
u
s
p
r
o
b
lem
s
in
to
cr
e
ativ
e
an
d
in
n
o
v
ativ
e
s
o
lu
tio
n
s
.
Du
e
to
its
co
llab
o
r
ativ
e
an
d
m
u
ltid
is
cip
lin
ar
y
n
atu
r
e,
i
n
teg
r
atin
g
d
esig
n
th
i
n
k
in
g
in
to
c
u
ltu
r
al
p
r
o
jects
ca
n
s
ig
n
if
ican
tly
m
o
t
iv
ate
th
e
d
ev
elo
p
m
en
t
o
f
cr
ea
tiv
e
cu
ltu
r
al
p
r
o
d
u
cts
[
3
]
.
I
n
c
r
ea
s
in
g
ly
,
r
esear
ch
h
as
f
o
cu
s
ed
o
n
in
teg
r
ati
n
g
d
es
ig
n
th
in
k
in
g
in
to
cu
ltu
r
al
p
r
o
j
ec
ts
.
Fo
r
in
s
tan
ce
,
L
ee
et
a
l.
[
4
]
in
teg
r
ated
d
esig
n
th
in
k
in
g
in
to
cu
ltu
r
al
s
tu
d
ies
an
d
f
o
u
n
d
th
at
it
s
tim
u
lates
p
ar
ticip
an
ts
’
cr
ea
tiv
e
t
h
in
k
in
g
,
wh
ich
is
cr
u
cial
f
o
r
g
en
er
atin
g
p
r
ac
tical
id
ea
s
r
elev
an
t
to
cu
ltu
r
e
an
d
cu
ltu
r
al
d
esig
n
.
Mo
d
er
n
e
d
u
ca
tio
n
m
u
s
t
em
b
r
ac
e
cr
ea
tiv
e
d
esig
n
th
in
k
in
g
to
t
h
r
iv
e
in
th
e
in
f
o
r
m
atio
n
s
o
ciety
,
b
len
d
in
g
h
u
m
an
-
ce
n
te
r
ed
ap
p
r
o
ac
h
es
with
s
tr
u
ctu
r
ed
p
r
o
ce
s
s
es
[
4
]
.
I
m
p
lem
en
tin
g
cr
ea
tiv
e
p
r
o
jects
in
u
n
iv
er
s
ity
ed
u
ca
tio
n
ef
f
ec
tiv
ely
n
u
r
t
u
r
es
cr
ea
tiv
ity
an
d
en
h
an
ce
s
o
v
e
r
all
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
[
4
]
.
T
h
e
r
esear
ch
p
r
o
b
lem
s
tem
s
f
r
o
m
t
h
e
o
b
s
er
v
ed
d
ec
lin
e
in
s
tu
d
en
ts
’
en
g
a
g
em
en
t
with
t
r
ad
itio
n
al
cu
ltu
r
al
ac
tiv
ities
an
d
th
e
n
ee
d
f
o
r
in
n
o
v
ativ
e
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es
to
ad
d
r
ess
th
is
i
s
s
u
e
[
4
]
.
Desp
ite
th
e
p
o
ten
tial
b
en
ef
its
o
f
d
esig
n
t
h
in
k
in
g
in
ed
u
ca
tio
n
,
th
er
e
is
a
lack
o
f
em
p
ir
ical
ev
id
en
c
e
o
n
its
im
p
ac
t
o
n
s
tu
d
en
ts
’
d
esig
n
th
in
k
in
g
m
i
n
d
s
ets
an
d
ac
ad
em
ic
ac
h
iev
em
en
t,
p
ar
ticu
lar
ly
in
co
u
r
s
es
r
elate
d
to
cu
ltu
r
al
p
r
o
jects.
E
x
p
e
r
ien
ce
d
lectu
r
e
r
s
h
av
e
n
o
ted
a
wea
k
in
ter
es
t
in
cu
ltu
r
al
ac
tiv
ities
am
o
n
g
teen
ag
e
s
tu
d
en
ts
,
wh
ich
is
co
n
ce
r
n
in
g
g
iv
en
th
e
im
p
o
r
tan
ce
o
f
cu
ltu
r
al
awa
r
e
n
ess
in
to
d
a
y
’
s
g
lo
b
alize
d
wo
r
ld
.
T
h
is
d
is
in
ter
est
m
ay
b
e
attr
ib
u
ted
to
th
e
p
r
o
life
r
atio
n
o
f
m
o
d
er
n
tech
n
o
lo
g
y
,
wh
ic
h
o
f
f
er
s
m
o
r
e
im
m
e
d
iate
an
d
ac
ce
s
s
ib
le
f
o
r
m
s
o
f
e
n
ter
tain
m
en
t
[1
3
]
.
I
n
teg
r
atin
g
d
esig
n
th
in
k
in
g
in
to
cu
ltu
r
al
p
r
o
jects
ca
n
en
h
a
n
ce
s
tu
d
en
ts
’
cr
ea
tiv
ity
,
cr
itical
th
in
k
in
g
a
b
ilit
y
,
an
d
co
llab
o
r
ativ
e
wo
r
k
in
g
s
k
ills
[1
4
]
.
As
th
e
g
lo
b
al
cu
ltu
r
al
in
d
u
s
tr
y
ev
o
lv
es
an
d
tech
n
o
lo
g
y
p
r
o
g
r
ess
es,
u
n
iv
er
s
ities
ca
n
n
o
t
p
r
o
v
id
e
g
r
a
d
u
ates
with
th
e
s
k
ills
an
d
ex
p
er
ien
ce
r
eq
u
ir
ed
b
y
t
h
e
cu
ltu
r
al
i
n
d
u
s
tr
ies
[1
5
]
.
Nev
er
th
eless
,
th
er
e
is
a
lim
itatio
n
o
f
ev
id
en
ce
d
em
o
n
s
tr
atin
g
t
h
at
in
teg
r
atin
g
d
esig
n
th
in
k
in
g
i
n
to
cu
ltu
r
al
ed
u
ca
tio
n
ca
n
in
f
lu
en
ce
s
tu
d
e
n
ts
’
d
esig
n
th
i
n
k
in
g
m
i
n
d
s
et
an
d
ac
ad
em
ic
ac
h
iev
em
e
n
t.
T
h
ese
co
m
p
eten
cies
ar
e
cr
u
cial
f
o
r
s
tu
d
en
ts
to
ad
ap
t
t
o
th
e
e
v
o
lv
in
g
g
lo
b
al
cu
ltu
r
a
l
in
d
u
s
tr
y
an
d
p
r
e
p
ar
e
f
o
r
c
o
m
p
lex
ch
allen
g
es
[1
4
]
.
T
h
e
th
r
ee
p
r
im
ar
y
r
esear
ch
in
s
tr
u
m
en
ts
co
n
tr
ib
u
tin
g
to
t
h
is
r
esear
ch
n
ee
d
to
b
e
in
tr
o
d
u
ce
d
.
T
h
e
5
Ds
d
esig
n
th
in
k
in
g
-
b
ased
in
n
o
v
at
iv
e
p
ed
ag
o
g
y
was
em
p
lo
y
ed
i
n
th
e
ex
p
er
im
e
n
t
g
r
o
u
p
,
th
is
h
as
b
ee
n
d
ev
elo
p
ed
b
y
th
e
r
esear
ch
team
t
o
s
o
lv
e
th
e
p
r
o
b
lem
o
f
ap
p
ly
in
g
d
esig
n
th
in
k
in
g
.
I
t
f
o
r
m
s
an
i
n
n
o
v
ativ
e
p
ed
a
g
o
g
y
en
co
m
p
ass
in
g
f
iv
e
s
tag
es:
d
is
co
v
er
,
d
e
f
in
e,
d
esig
n
,
d
ev
e
lo
p
,
a
n
d
d
ep
lo
y
.
T
h
e
5
Ds
m
o
d
el
alig
n
s
with
ed
u
ca
tio
n
al
o
b
jectiv
es
an
d
r
es
o
n
ates
d
ee
p
ly
with
C
h
in
ese
s
tu
d
en
ts
,
en
c
o
u
r
a
g
in
g
t
h
em
to
em
b
r
ac
e
a
n
d
a
d
o
p
t
th
is
in
n
o
v
ativ
e
ap
p
r
o
ac
h
.
T
h
e
m
ea
s
u
r
em
en
t
p
ar
ts
o
f
th
is
cu
r
r
en
t
r
esear
ch
in
v
o
lv
e
d
two
test
s
.
T
h
e
d
esig
n
th
in
k
in
g
m
in
d
s
et
m
ea
s
u
r
em
en
t
(
DT
MM
)
is
a
s
et
o
f
3
0
5
-
p
o
i
n
t
L
ik
er
t
s
ca
le
q
u
esti
o
n
s
to
m
ea
s
u
r
e
s
tu
d
en
ts
’
s
ix
asp
ec
ts
r
elate
d
to
d
esig
n
th
in
k
in
g
[1
6
]
,
[
1
7
]
.
An
o
th
e
r
was
th
e
ac
h
iev
em
en
t
test
,
an
ass
ess
m
en
t
in
s
tr
u
m
en
t
u
s
ed
to
ev
alu
ate
s
tu
d
en
ts
’
le
ar
n
in
g
o
u
tc
o
m
es
in
th
e
“c
r
ea
tiv
e
p
lan
n
in
g
o
f
cu
ltu
r
al
p
r
o
j
ec
ts
”
co
u
r
s
e.
I
t
is
s
p
ec
if
ically
d
esig
n
ed
to
alig
n
with
th
e
5
Ds
d
esig
n
th
in
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
e
d
ag
o
g
y
em
p
lo
y
ed
in
t
h
e
co
u
r
s
e.
I
n
ten
d
in
g
to
m
ea
s
u
r
e
s
tu
d
en
ts
’
o
v
er
all
u
n
d
er
s
t
an
d
in
g
an
d
p
r
ac
tical
a
p
p
lic
atio
n
ab
ilit
y
,
t
h
e
ac
h
iev
em
en
t te
s
t p
r
o
v
id
es v
al
u
ab
le
in
s
ig
h
ts
in
r
ef
lectin
g
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
p
ed
ag
o
g
y
.
I
n
tr
ad
itio
n
al
p
ed
a
g
o
g
y
,
teac
h
er
-
d
ir
ec
ted
lear
n
in
g
em
p
h
asizes
f
ac
tu
al
r
eten
tio
n
with
lit
tle
s
tu
d
en
t
ag
en
cy
.
T
h
e
5
D
m
o
d
el
em
p
o
wer
s
s
tu
d
en
ts
to
ac
tiv
ely
s
h
ap
e
cu
ltu
r
al
p
r
o
jects,
d
esig
n
in
g
tan
g
ib
le
s
o
lu
tio
n
s
,
d
ev
elo
p
in
g
p
r
o
t
o
ty
p
es,
an
d
d
e
p
lo
y
in
g
th
em
in
r
ea
l
-
wo
r
ld
co
n
tex
ts
.
I
t
o
f
f
er
s
a
d
y
n
am
ic,
h
a
n
d
s
-
o
n
alter
n
ativ
e
th
at
cu
ltiv
ates
ad
ap
tab
ilit
y
an
d
em
p
ath
y
,
m
ar
k
i
n
g
its
n
o
v
el
ty
.
T
h
e
5
D
d
esig
n
th
in
k
i
n
g
p
ed
ag
o
g
y
d
is
co
v
er
,
d
ef
in
e,
d
esig
n
,
d
ev
elo
p
,
an
d
d
ep
lo
y
,
in
tr
o
d
u
ce
s
a
n
o
v
el,
s
tr
u
ctu
r
ed
,
a
n
d
cu
ltu
r
ally
r
esp
o
n
s
iv
e
ap
p
r
o
a
ch
to
ed
u
ca
tio
n
,
d
is
tin
ct
f
r
o
m
tr
a
d
itio
n
al
m
eth
o
d
s
r
elian
t
o
n
p
ass
iv
e
lear
n
in
g
a
n
d
r
o
te
m
e
m
o
r
izatio
n
.
I
n
th
e
d
is
co
v
er
y
p
h
ase
,
s
tu
d
e
n
ts
u
n
d
er
tak
e
u
s
er
-
ce
n
ter
ed
r
esear
ch
to
u
n
c
o
v
er
cr
itical
n
ee
d
s
,
u
n
li
k
e
th
e
o
ld
f
o
cu
s
o
n
ab
s
tr
ac
t
th
eo
r
y
.
T
h
e
d
ef
in
e
s
tag
e
tr
an
s
f
o
r
m
s
th
ese
in
s
ig
h
ts
in
to
ac
tio
n
a
b
le
g
o
als,
f
o
s
ter
i
n
g
cr
itical
th
in
k
in
g
o
v
er
m
e
r
e
r
ec
all,
an
d
alig
n
s
w
ith
“r
ev
iv
in
g
”
en
g
a
g
em
en
t b
y
f
r
am
in
g
c
u
ltu
r
al
r
e
v
italizatio
n
o
b
jectiv
es.
Du
r
in
g
d
esig
n
s
tag
e
,
s
tu
d
en
ts
co
llab
o
r
ativ
ely
id
ea
te
in
n
o
v
ativ
e
s
o
l
u
tio
n
s
,
s
u
r
p
ass
in
g
lectu
r
e
-
d
r
i
v
en
task
s
.
Dev
elo
p
in
v
o
lv
es
p
r
o
to
ty
p
in
g
an
d
ite
r
ativ
e
r
ef
in
e
m
en
t,
co
n
tr
asti
n
g
s
tatic
ass
ig
n
m
en
ts
,
wh
ile
d
ep
lo
y
em
p
h
asizes
p
r
ac
tical
ap
p
licatio
n
,
d
i
v
er
g
in
g
f
r
o
m
e
x
am
-
ce
n
tr
ic
m
o
d
els.
T
h
is
s
eq
u
en
tial
p
r
o
ce
s
s
en
h
a
n
ce
s
cr
ea
tiv
ity
an
d
en
g
ag
em
e
n
t,
th
o
u
g
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m
in
d
f
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m
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Evaluation Warning : The document was created with Spire.PDF for Python.
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2252
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a
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5
Ds d
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kin
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4665
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im
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r
atin
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elate
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en
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t.
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d
y
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e
d
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ill
th
at
g
ap
b
y
ex
am
in
in
g
th
e
im
p
ac
t
o
f
an
in
n
o
v
ativ
e
d
esig
n
-
th
in
k
in
g
p
ed
ag
o
g
y
co
n
s
tr
u
cte
d
th
r
o
u
g
h
th
e
f
iv
e
p
h
ases
o
f
d
is
co
v
er
,
d
ef
in
e,
d
esig
n
,
d
ev
e
lo
p
,
a
n
d
d
ep
lo
y
i
n
th
e
cr
ea
tiv
e
p
lan
n
i
n
g
o
f
cu
ltu
r
al
p
r
o
ject
s
co
u
r
s
e
at
Sh
an
x
i
Un
iv
er
s
ity
o
f
Fin
an
ce
an
d
E
co
n
o
m
ics
(
SUFE
)
,
C
h
in
a.
B
y
co
m
p
ar
in
g
th
e
ac
ad
e
m
ic
o
u
t
co
m
es
o
f
s
tu
d
en
ts
tau
g
h
t
u
s
in
g
tr
ad
itio
n
al
m
et
h
o
d
s
with
th
o
s
e
in
s
tr
u
cted
th
r
o
u
g
h
d
esig
n
-
th
i
n
k
in
g
p
ed
ag
o
g
y
,
th
is
r
esear
ch
s
ee
k
s
to
d
eter
m
in
e
th
e
e
f
f
ec
tiv
en
ess
o
f
t
h
is
in
n
o
v
ativ
e
ap
p
r
o
ac
h
o
n
s
tu
d
e
n
ts
’
ac
ad
em
ic
ac
h
iev
em
en
t
an
d
wh
eth
er
th
e
5
Ds
d
esig
n
th
in
k
in
g
-
b
ased
p
e
d
ag
o
g
y
ca
n
e
f
f
ec
tiv
ely
en
h
a
n
ce
s
tu
d
e
n
ts
’
cu
ltu
r
al
e
n
g
ag
em
e
n
t,
cr
itical
th
in
k
in
g
s
k
ills
,
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
in
t
h
e
“c
r
ea
tiv
e
p
lan
n
in
g
o
f
cu
ltu
r
al
p
r
o
jects”
c
o
u
r
s
e
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
is
co
n
d
u
cted
b
ased
o
n
a
p
r
o
p
o
s
ed
5
Ds
d
esig
n
th
in
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
ed
ag
o
g
y
c
o
n
s
tr
u
cted
b
y
r
ese
ar
ch
er
s
an
d
a
d
d
r
ess
es th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
−
Ho
w
d
o
es
th
e
5
Ds
d
esig
n
th
in
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
ed
a
g
o
g
y
s
ig
n
if
ican
tly
im
p
r
o
v
e
s
t
u
d
en
ts
’
d
esig
n
th
in
k
in
g
m
in
d
s
ets co
m
p
ar
e
d
t
o
tr
ad
itio
n
al
teac
h
i
n
g
m
eth
o
d
s
?
−
Ho
w
d
o
es
t
h
e
5
Ds
d
esig
n
th
in
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
ed
a
g
o
g
y
in
f
lu
en
ce
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
iev
em
e
n
t
co
m
p
ar
ed
to
tr
ad
itio
n
al
teac
h
i
n
g
m
eth
o
d
s
?
B
y
in
v
esti
g
atin
g
t
h
ese
q
u
esti
o
n
s
,
th
is
r
esear
c
h
aim
ed
to
p
r
o
v
id
e
ev
id
e
n
ce
-
b
ased
r
ec
o
m
m
en
d
atio
n
s
f
o
r
th
e
ef
f
ec
tiv
en
ess
o
f
5
Ds
d
esig
n
th
in
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
ed
ag
o
g
y
in
e
n
h
an
cin
g
s
tu
d
en
ts
’
ac
h
iev
em
e
n
t.
Acc
o
r
d
in
g
ly
,
th
is
s
tu
d
y
s
ets f
o
r
th
two
p
r
im
a
r
y
o
b
jectiv
es:
−
T
o
ass
ess
h
o
w
th
e
5
Ds
d
esig
n
th
in
k
i
n
g
-
b
ased
in
n
o
v
ativ
e
p
e
d
ag
o
g
y
im
p
r
o
v
es
s
tu
d
en
ts
’
DT
MM
co
m
p
a
r
ed
to
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
b
y
co
m
p
a
r
in
g
t
h
eir
DT
MM
s
co
r
es.
−
T
o
id
en
tify
th
e
im
p
ac
t
o
f
th
e
5
Ds
d
esig
n
th
in
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
e
d
ag
o
g
y
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
iev
em
en
t c
o
m
p
ar
e
d
to
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
b
y
co
m
p
ar
in
g
t
h
eir
s
co
r
es o
n
ac
h
iev
em
en
t te
s
ts
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
Desig
n t
hin
k
ing
f
o
r
inn
o
v
a
t
io
n
Desig
n
th
in
k
in
g
,
i
n
itially
a
p
r
o
b
lem
-
s
o
lv
in
g
ap
p
r
o
ac
h
f
r
o
m
th
e
d
esig
n
f
ield
,
h
as
g
ain
ed
p
r
o
m
in
en
ce
in
ed
u
ca
tio
n
.
I
ts
em
p
h
asis
o
n
co
llab
o
r
ativ
e
p
r
o
b
lem
-
s
o
lv
in
g
en
co
u
r
ag
es
team
wo
r
k
an
d
b
r
ain
s
to
r
m
in
g
,
f
o
s
ter
in
g
th
e
g
en
er
atio
n
o
f
d
iv
er
s
e
id
ea
s
an
d
p
e
r
s
p
ec
tiv
es
[1
8
]
.
T
h
is
co
llab
o
r
ativ
e
ap
p
r
o
ac
h
f
ac
ilit
ates
k
n
o
wled
g
e
s
h
ar
in
g
a
n
d
e
x
p
er
tis
e,
lead
in
g
to
th
e
c
o
-
cr
ea
tio
n
o
f
in
n
o
v
ativ
e
ed
u
ca
tio
n
al
s
o
lu
tio
n
s
.
Mo
r
e
o
v
er
,
d
esig
n
th
in
k
in
g
p
r
o
m
o
tes
a
s
y
s
tem
s
-
th
in
k
in
g
p
er
s
p
ec
t
iv
e,
en
co
u
r
ag
in
g
ed
u
ca
to
r
s
to
co
n
s
id
er
th
e
in
ter
co
n
n
ec
ted
n
ess
o
f
elem
en
ts
with
in
th
e
ed
u
ca
tio
n
ec
o
s
y
s
tem
[1
9
]
.
T
h
is
s
y
s
tem
-
o
r
ie
n
ted
ap
p
r
o
ac
h
ca
n
id
en
tify
in
n
o
v
atio
n
o
p
p
o
r
tu
n
i
ties
an
d
o
p
tim
ize
th
e
ed
u
ca
ti
o
n
al
s
y
s
tem
.
B
y
e
n
g
ag
i
n
g
lea
r
n
er
s
in
r
ea
l
-
wo
r
l
d
ch
allen
g
es,
d
esig
n
th
in
k
in
g
c
u
ltiv
ates
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
,
s
u
ch
as
cr
ea
tiv
ity
,
co
llab
o
r
at
io
n
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
[
8
]
.
I
n
2
0
2
0
,
Stan
f
o
r
d
Un
iv
er
s
ity
’
s
Desig
n
I
n
s
tit
u
tio
n
f
o
r
m
ally
in
te
g
r
ated
d
e
s
ig
n
th
in
k
in
g
in
t
o
ed
u
ca
tio
n
,
p
r
o
p
o
s
in
g
a
m
o
d
el
en
co
m
p
ass
in
g
em
p
at
h
y
,
d
e
f
in
i
tio
n
,
id
ea
tio
n
,
p
r
o
to
ty
p
in
g
,
a
n
d
test
in
g
[
2
0
]
.
T
h
is
h
u
m
an
-
ce
n
ter
ed
ap
p
r
o
ac
h
,
e
m
p
h
asizin
g
em
p
ath
y
,
co
llab
o
r
atio
n
,
a
n
d
e
x
p
er
im
e
n
tatio
n
,
h
o
ld
s
im
m
en
s
e
p
o
ten
tial
f
o
r
tr
a
n
s
f
o
r
m
in
g
tr
a
d
itio
n
al
ed
u
ca
tio
n
an
d
f
o
s
ter
i
n
g
a
cu
ltu
r
e
o
f
in
n
o
v
atio
n
[
2
]
,
[
2
0
]
.
W
ith
in
th
e
d
esig
n
th
in
k
in
g
m
o
d
el,
p
r
o
t
o
ty
p
in
g
an
d
iter
ativ
e
test
in
g
ar
e
cr
u
cial.
B
y
cr
ea
tin
g
tan
g
ib
le
m
o
d
els
o
f
ed
u
ca
tio
n
al
s
o
lu
tio
n
s
an
d
g
ath
er
in
g
s
tak
eh
o
ld
er
f
ee
d
b
ac
k
,
ed
u
ca
to
r
s
ca
n
r
ef
in
e
an
d
o
p
tim
ize
th
eir
ap
p
r
o
ac
h
es
to
b
etter
m
ee
t r
e
q
u
ir
em
e
n
ts
[
2
1
]
.
2
.
2
.
Desig
n t
hin
k
ing
in hig
her
educa
t
io
n
Desig
n
th
in
k
in
g
,
tr
a
d
itio
n
ally
em
p
lo
y
e
d
in
f
ield
s
s
u
ch
as
en
g
in
ee
r
in
g
,
d
esig
n
,
an
d
b
u
s
in
ess
m
an
ag
em
en
t,
h
as
d
em
o
n
s
tr
ate
d
its
ef
f
icac
y
in
th
e
h
ig
h
e
r
ed
u
ca
tio
n
co
n
te
x
t.
I
ts
in
teg
r
atio
n
in
to
cu
r
r
ic
u
la
h
as
en
h
an
ce
d
s
tu
d
en
ts
’
in
n
o
v
ativ
e
ca
p
ab
ilit
ies
an
d
team
wo
r
k
s
k
ills
.
Mo
r
eo
v
er
,
d
esig
n
th
in
k
in
g
eq
u
ip
s
s
tu
d
e
n
ts
with
p
r
ac
tical
p
r
o
b
lem
-
s
o
lv
i
n
g
ab
ilit
ies,
cr
u
cial
f
o
r
ad
d
r
ess
in
g
co
m
p
lex
ch
allen
g
es.
T
h
is
p
ed
a
g
o
g
ica
l
ap
p
r
o
ac
h
f
o
s
ter
s
ac
tiv
e
s
tu
d
en
t
en
g
ag
em
en
t
an
d
tr
an
s
ce
n
d
s
tr
ad
itio
n
al
d
is
cip
lin
ar
y
b
o
u
n
d
a
r
ies,
p
r
o
m
o
tin
g
a
h
o
lis
tic
an
d
cr
ea
tiv
e
lea
r
n
in
g
en
v
ir
o
n
m
en
t.
B
y
ce
n
ter
i
n
g
th
e
lear
n
in
g
e
x
p
er
ien
ce
o
n
s
tu
d
en
ts
,
d
esig
n
th
in
k
in
g
alig
n
s
with
th
e
co
n
tem
p
o
r
ar
y
em
p
h
asis
o
n
s
tu
d
en
t
-
ce
n
ter
ed
ed
u
ca
tio
n
.
R
esear
ch
h
as
v
alid
ated
th
e
ap
p
licatio
n
o
f
d
esig
n
th
i
n
k
in
g
in
d
iv
er
s
e
ac
a
d
em
ic
a
r
ea
s
,
in
clu
d
in
g
s
cien
tific
r
esear
ch
an
d
c
u
ltu
r
al
-
b
ased
lear
n
in
g
.
C
o
m
p
ar
ativ
e
s
tu
d
ie
s
h
av
e
co
n
s
is
ten
tly
d
em
o
n
s
tr
ated
th
at
s
tu
d
en
ts
ex
p
o
s
ed
t
o
d
esig
n
-
th
i
n
k
in
g
cu
r
r
icu
la
ex
h
ib
it
s
u
p
er
io
r
cr
e
ativ
e
p
r
o
b
le
m
-
s
o
lv
in
g
s
k
ills
an
d
d
esig
n
-
th
in
k
in
g
m
in
d
s
ets
co
m
p
ar
ed
to
th
eir
co
u
n
ter
p
a
r
ts
in
t
r
ad
itio
n
al
le
ar
n
in
g
en
v
ir
o
n
m
e
n
ts
[
2
2
]
,
[
2
3
]
.
T
h
ese
f
in
d
in
g
s
u
n
d
e
r
s
co
r
e
th
e
p
o
ten
tial
o
f
d
esig
n
th
in
k
in
g
to
tr
an
s
f
o
r
m
h
ig
h
er
ed
u
ca
ti
o
n
b
y
cu
ltiv
atin
g
in
n
o
v
atio
n
,
cr
itical
th
in
k
in
g
,
an
d
co
llab
o
r
ativ
e
ab
ilit
ies,
th
er
eb
y
p
r
e
p
ar
in
g
s
tu
d
en
ts
f
o
r
th
e
co
m
p
le
x
ities
o
f
th
e
2
1
s
t c
en
tu
r
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
6
6
3
-
4
6
7
6
4666
2
.
3
.
Desig
n t
hin
k
ing
peda
g
o
g
y
Desig
n
th
in
k
in
g
,
a
p
r
o
b
lem
-
s
o
lv
in
g
m
eth
o
d
o
lo
g
y
r
o
o
ted
in
cr
ea
tiv
ity
a
n
d
h
u
m
a
n
-
ce
n
te
r
e
d
n
ess
,
h
as
g
ar
n
er
e
d
s
ig
n
if
ican
t
atten
tio
n
in
r
ec
en
t
y
ea
r
s
f
o
r
its
p
o
ten
tia
l
to
en
h
a
n
ce
s
tu
d
en
ts
’
ac
a
d
em
ic
ex
p
er
ien
ce
.
T
h
is
s
ec
tio
n
d
elv
es
in
to
th
e
d
o
c
u
m
en
ted
b
en
e
f
its
o
f
in
te
g
r
atin
g
d
esig
n
th
in
k
i
n
g
p
ed
ag
o
g
y
i
n
to
h
ig
h
e
r
ed
u
ca
tio
n
,
d
r
awin
g
u
p
o
n
r
elev
an
t
r
esear
c
h
p
u
b
lis
h
ed
.
A
k
ey
ad
v
an
tag
e
o
f
d
esig
n
th
i
n
k
in
g
is
its
ab
ilit
y
to
f
o
s
ter
cr
itical
th
in
k
in
g
an
d
co
llab
o
r
ativ
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
[1
9
]
.
B
y
en
co
u
r
a
g
in
g
s
tu
d
en
ts
to
en
g
a
g
e
in
iter
ativ
e
cy
cles
o
f
p
r
o
b
lem
id
e
n
tific
atio
n
,
s
o
l
u
tio
n
id
ea
tio
n
,
p
r
o
t
o
ty
p
in
g
,
a
n
d
test
in
g
,
d
esig
n
th
i
n
k
in
g
eq
u
ip
s
th
em
with
th
e
cr
itical
th
in
k
in
g
s
k
ills
n
ec
ess
a
r
y
to
a
n
aly
ze
c
o
m
p
lex
ch
allen
g
es
an
d
d
ev
elo
p
p
r
ac
tical
s
o
lu
tio
n
s
.
Ad
d
itio
n
ally
,
th
e
co
llab
o
r
ativ
e
n
atu
r
e
o
f
d
esig
n
th
in
k
in
g
p
r
o
m
o
tes
team
wo
r
k
an
d
co
m
m
u
n
icatio
n
s
k
ills
,
f
o
s
ter
in
g
a
d
y
n
am
ic
lear
n
in
g
e
n
v
ir
o
n
m
en
t
wh
er
e
s
tu
d
en
ts
ca
n
lear
n
f
r
o
m
ea
ch
o
th
e
r
.
T
h
is
em
p
h
asis
o
n
cr
ea
tiv
e
p
r
o
b
lem
-
s
o
lv
in
g
is
f
u
r
t
h
er
s
u
b
s
tan
tiated
b
y
r
esear
ch
d
e
m
o
n
s
tr
atin
g
th
e
ef
f
ec
tiv
en
ess
o
f
a
d
esig
n
-
th
in
k
in
g
cu
r
r
icu
lu
m
in
s
ig
n
if
ican
t
ly
im
p
r
o
v
in
g
s
tu
d
en
ts
’
cr
ea
ti
v
e
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies
[1
4
]
.
T
h
eir
f
i
n
d
in
g
s
r
ev
ea
led
th
at
s
tu
d
en
ts
en
g
a
g
ed
in
d
esig
n
-
th
in
k
in
g
ac
tiv
ities
d
is
p
lay
ed
im
p
r
o
v
e
d
s
k
ills
in
g
en
er
atin
g
i
n
n
o
v
ativ
e
s
o
lu
tio
n
s
a
n
d
in
cr
ea
s
ed
lev
els
o
f
m
o
tiv
atio
n
an
d
en
g
ag
e
m
en
t
[1
4
]
.
R
esear
ch
p
r
o
v
id
es
r
o
b
u
s
t
s
u
p
p
o
r
t
f
o
r
t
h
e
in
teg
r
atio
n
o
f
d
esig
n
th
in
k
in
g
with
in
h
ig
h
er
e
d
u
ca
tio
n
.
T
h
is
ap
p
r
o
ac
h
is
ac
k
n
o
wled
g
e
d
f
o
r
b
r
o
ad
a
p
p
li
ca
b
ilit
y
ac
r
o
s
s
v
ar
io
u
s
d
is
cip
lin
es,
u
n
d
er
s
co
r
in
g
its
ab
ilit
y
t
o
en
h
an
ce
cr
itical
th
in
k
in
g
an
d
cr
ea
tiv
ity
.
Fu
r
t
h
er
m
o
r
e
,
ev
id
en
ce
s
u
g
g
ests
t
h
at
d
esig
n
th
in
k
in
g
n
u
r
tu
r
es
a
p
r
o
b
lem
-
s
o
lv
in
g
m
in
d
s
et
th
at
ex
ten
d
s
b
ey
o
n
d
d
is
cip
lin
ar
y
lim
its
,
ef
f
ec
ti
v
ely
p
r
ep
ar
i
n
g
s
tu
d
en
ts
to
tack
le
th
e
co
m
p
lex
ch
allen
g
es th
ey
m
a
y
f
ac
e
in
ac
ad
em
ic
an
d
p
r
o
f
ess
io
n
al
en
v
ir
o
n
m
en
ts
.
T
h
e
b
e
n
ef
its
o
f
d
esig
n
th
in
k
in
g
g
o
b
e
y
o
n
d
e
n
h
an
cin
g
c
r
itical
th
in
k
in
g
an
d
cr
ea
tiv
ity
.
R
esear
ch
co
n
d
u
cte
d
b
y
th
e
team
p
r
ese
n
ts
s
tr
o
n
g
e
v
id
en
ce
s
h
o
win
g
th
at
d
esig
n
th
in
k
in
g
p
o
s
itiv
ely
af
f
ec
ts
s
tu
d
e
n
t
en
g
ag
em
e
n
t
an
d
lear
n
in
g
o
u
t
co
m
es
in
m
id
d
le
s
ch
o
o
l.
T
h
e
ir
s
tu
d
y
d
em
o
n
s
tr
ates
th
at
s
tu
d
en
ts
in
v
o
lv
e
d
in
d
esig
n
-
th
in
k
i
n
g
p
r
o
jects
ex
h
ib
ited
h
eig
h
ten
ed
lev
els
o
f
en
g
ag
em
en
t
an
d
im
p
r
o
v
ed
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
.
Similar
ly
,
an
ex
am
i
n
atio
n
o
f
th
e
im
p
lem
en
tatio
n
o
f
d
esig
n
th
in
k
in
g
p
ed
a
g
o
g
y
in
h
ig
h
e
r
ed
u
ca
tio
n
r
ev
ea
led
n
o
tab
le
en
h
a
n
ce
m
en
ts
in
s
tu
d
e
n
ts
’
ca
p
ac
ity
to
ad
d
r
ess
co
m
p
l
ex
p
r
o
b
lem
s
[1
4
]
.
T
h
eir
r
esear
ch
u
n
d
e
r
s
co
r
es th
e
v
alu
e
o
f
d
esig
n
th
in
k
in
g
in
e
n
co
u
r
ag
in
g
s
tu
d
e
n
ts
to
a
d
o
p
t
a
h
o
lis
tic
v
iew
o
f
p
r
o
b
lem
-
s
o
lv
in
g
,
a
cr
u
cial
s
k
ill
f
o
r
ac
ad
e
m
ic
an
d
p
r
o
f
ess
io
n
al
s
u
cc
ess
[1
4
]
.
B
ey
o
n
d
im
m
ed
iate
p
er
f
o
r
m
a
n
ce
im
p
r
o
v
em
e
n
ts
,
d
esig
n
th
in
k
in
g
o
f
f
er
s
lo
n
g
-
te
r
m
b
e
n
ef
its
f
o
r
s
tu
d
en
ts
.
Go
ld
m
an
an
d
Z
iele
zin
s
k
i
[
2
4
]
d
em
o
n
s
tr
ate
th
at
g
r
ad
u
ates
wh
o
p
ar
ticip
ate
d
in
d
esig
n
-
th
in
k
i
n
g
co
u
r
s
es
ex
h
ib
it
g
r
ea
ter
ad
a
p
t
ab
ilit
y
an
d
in
n
o
v
atio
n
in
t
h
e
ir
ca
r
ee
r
s
,
s
u
g
g
esti
n
g
th
at
th
e
s
k
ills
cu
ltiv
ated
th
r
o
u
g
h
d
esig
n
t
h
in
k
in
g
p
r
ep
a
r
e
th
em
f
o
r
t
h
e
d
y
n
am
ic
ch
all
en
g
es
o
f
th
e
p
r
o
f
ess
io
n
al
wo
r
ld
.
T
h
e
s
ig
n
if
ica
n
ce
o
f
th
e
r
e
f
lectiv
e
p
r
ac
tice
em
b
ed
d
ed
with
in
d
esig
n
th
in
k
in
g
is
also
u
n
d
er
s
co
r
ed
.
B
y
co
n
s
is
ten
tly
p
r
o
m
p
tin
g
s
tu
d
en
ts
to
ev
alu
ate
th
eir
lear
n
in
g
ex
p
er
ien
ce
s
an
d
r
ef
in
e
t
h
eir
d
esig
n
p
r
o
ce
s
s
es,
d
esig
n
th
in
k
in
g
f
o
s
ter
s
a
m
in
d
s
et
to
war
d
life
lo
n
g
lear
n
in
g
.
R
esear
ch
elu
cid
ates
th
e
cr
itical
r
o
le
o
f
r
ef
lectio
n
in
in
t
er
n
alizin
g
in
s
ig
h
ts
g
ain
ed
an
d
lev
er
a
g
in
g
th
e
m
f
o
r
f
u
tu
r
e
u
n
d
e
r
tak
in
g
s
.
I
n
t
eg
r
atin
g
d
esig
n
th
in
k
i
n
g
in
t
o
h
ig
h
e
r
ed
u
ca
tio
n
p
ed
ag
o
g
y
o
f
f
e
r
s
a
p
r
o
m
is
in
g
ap
p
r
o
ac
h
to
cu
ltiv
atin
g
c
r
itical
th
in
k
in
g
,
f
o
s
ter
in
g
c
r
ea
tiv
ity
,
p
r
o
m
o
tin
g
co
llab
o
r
atio
n
,
an
d
e
q
u
ip
p
in
g
s
tu
d
en
ts
with
ess
en
tial
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
.
As
e
v
id
e
n
ce
d
b
y
th
e
r
ec
en
t
r
esear
ch
p
r
esen
ted
ab
o
v
e,
d
esi
g
n
th
in
k
in
g
en
h
a
n
ce
s
s
tu
d
en
ts
’
im
m
ed
iate
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
p
r
ep
ar
es
th
em
f
o
r
lo
n
g
-
ter
m
s
u
cc
ess
in
an
in
cr
ea
s
in
g
ly
c
o
m
p
lex
an
d
d
y
n
am
ic
wo
r
ld
.
2
.
4
.
Desig
n t
hin
k
ing
in cr
ea
t
iv
e
pla
nn
ing
o
f
cult
ura
l pro
j
ec
t
s
An
in
v
esti
g
atio
n
ex
p
lo
r
ed
th
e
in
f
lu
en
ce
o
f
d
esig
n
th
in
k
i
n
g
o
n
s
tu
d
en
t
en
g
ag
e
m
en
t
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
with
in
cu
ltu
r
al
p
r
o
ject
p
la
n
n
in
g
co
u
r
s
es
[
2
5
]
.
T
h
e
e
v
id
en
ce
in
d
icate
s
th
at
in
teg
r
atin
g
d
esig
n
th
in
k
in
g
in
to
th
e
cu
r
r
icu
lu
m
m
ar
k
ed
ly
en
h
an
ce
s
s
tu
d
en
t
m
o
tiv
atio
n
an
d
ac
a
d
em
ic
o
u
tco
m
es
[
2
6
]
.
C
o
llectiv
ely
,
th
ese
f
in
d
in
g
s
i
llu
s
tr
ate
th
e
tr
an
s
f
o
r
m
ativ
e
p
o
ten
tial
o
f
d
esig
n
th
in
k
i
n
g
in
cu
ltu
r
al
p
r
o
ject
p
lan
n
in
g
ed
u
ca
tio
n
,
eq
u
ip
p
in
g
s
tu
d
en
ts
with
ess
en
tial
s
k
ills
to
d
ev
is
e
i
n
n
o
v
ativ
e
a
n
d
im
p
ac
tf
u
l
cu
ltu
r
al
in
itiativ
es.
Desig
n
th
in
k
in
g
e
m
er
g
es
as
a
co
m
p
ellin
g
m
et
h
o
d
o
lo
g
y
f
o
r
im
p
r
o
v
in
g
th
e
p
la
n
n
in
g
an
d
ex
ec
u
tio
n
o
f
cu
ltu
r
al
p
r
o
jects.
B
y
p
r
io
r
itizin
g
u
s
er
-
ce
n
tr
icity
,
cr
ea
tiv
it
y
,
an
d
iter
atio
n
,
th
is
ap
p
r
o
ac
h
alig
n
s
ef
f
ec
tiv
ely
with
cu
ltu
r
al
in
itiativ
es
in
tr
ica
te
an
d
ev
o
l
v
in
g
n
atu
r
e.
T
h
e
r
e
s
ea
r
ch
h
ig
h
lig
h
ts
th
e
ef
f
icac
y
o
f
d
esig
n
th
i
n
k
in
g
in
f
o
s
ter
in
g
s
tu
d
en
ts
’
cr
ea
tiv
ity
an
d
p
r
ac
tical
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies
with
in
cu
ltu
r
a
l
p
r
o
ject
p
lan
n
i
n
g
[
2
6
]
,
[
2
7
]
.
Fu
r
th
er
m
o
r
e,
it
e
m
p
h
asizes
th
e
v
alu
e
o
f
a
d
o
p
tin
g
a
u
s
er
-
ce
n
ter
e
d
p
er
s
p
ec
t
iv
e
to
en
s
u
r
e
th
a
t
cu
ltu
r
al
p
r
o
jects a
d
d
r
ess
th
e
n
ee
d
s
an
d
asp
ir
atio
n
s
o
f
th
eir
in
ten
d
ed
au
d
ien
ce
.
I
n
c
o
n
cl
u
s
i
o
n
,
t
h
e
p
r
ec
e
d
i
n
g
lite
r
a
tu
r
e
r
e
v
ie
w
h
as
est
ab
lis
h
e
d
a
f
o
u
n
d
at
io
n
f
o
r
u
n
d
er
s
t
an
d
i
n
g
t
h
e
p
o
te
n
ti
al
o
f
d
esi
g
n
th
in
k
i
n
g
in
h
ig
h
er
e
d
u
c
ati
o
n
,
p
a
r
ti
cu
l
ar
l
y
wit
h
i
n
c
u
lt
u
r
a
l
p
r
o
jec
t
p
la
n
n
i
n
g
.
R
es
ea
r
c
h
co
n
s
is
t
e
n
tl
y
d
e
m
o
n
s
tr
ates
t
h
at
d
es
ig
n
th
in
k
in
g
en
h
an
ce
s
s
tu
d
e
n
ts
’
cr
ea
t
iv
e
p
r
o
b
l
em
-
s
o
l
v
i
n
g
a
b
il
iti
es,
f
o
s
t
er
s
co
l
la
b
o
r
ati
o
n
,
a
n
d
im
p
r
o
v
es
o
v
e
r
al
l
ac
a
d
em
i
c
p
er
f
o
r
m
a
n
c
e.
T
h
e
a
p
p
li
ca
t
io
n
o
f
d
esi
g
n
th
i
n
k
i
n
g
i
n
c
u
lt
u
r
al
p
r
o
j
ec
t p
l
an
n
i
n
g
is
p
a
r
ti
c
u
la
r
l
y
p
r
o
m
is
i
n
g
,
as it a
li
g
n
s
wit
h
t
h
e
n
e
ed
f
o
r
i
n
n
o
v
at
iv
e
a
n
d
u
s
e
r
-
c
en
tr
i
c
a
p
p
r
o
a
ch
es
in
t
h
is
f
i
el
d
.
W
h
i
le
ex
is
ti
n
g
r
e
s
ea
r
c
h
p
r
o
v
i
d
es
v
a
lu
a
b
le
in
s
ig
h
ts
,
f
u
r
t
h
e
r
i
n
v
est
ig
ati
o
n
is
r
e
q
u
i
r
e
d
t
o
ex
p
l
o
r
e
t
h
e
lo
n
g
-
t
e
r
m
i
m
p
ac
ts
o
f
d
esi
g
n
th
in
k
i
n
g
o
n
g
r
a
d
u
at
es’
c
ar
ee
r
s
a
n
d
t
h
eir
e
f
f
e
cti
v
e
n
ess
i
n
d
iv
er
s
e
c
u
l
tu
r
al
c
o
n
te
x
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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SS
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2
E
n
h
a
n
ci
n
g
q
u
a
lity e
d
u
c
a
tio
n
w
ith
5
Ds d
esig
n
th
in
kin
g
-
in
n
o
va
tive
p
ed
a
g
o
g
y
f
o
r
crea
tive
… (
S
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4667
3.
RE
S
E
ARCH
M
E
T
H
O
D
3
.
1
.
Study
des
ig
n
Qu
an
titativ
e
r
esear
ch
d
esig
n
i
s
em
p
lo
y
ed
to
e
v
alu
ate
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
5
Ds
d
esig
n
th
in
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
e
d
ag
o
g
y
in
cu
ltiv
atin
g
s
tu
d
en
ts
’
ac
h
iev
e
m
en
t
in
th
e
c
r
ea
tiv
e
p
lan
n
in
g
o
f
cu
ltu
r
al
p
r
o
jects
.
T
h
e
ex
p
er
im
en
tal
g
r
o
u
p
(
E
G)
was
ex
p
o
s
ed
to
th
e
5
Ds
d
esig
n
th
i
n
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
ed
ag
o
g
y
,
tailo
r
e
d
ex
p
licitly
f
o
r
th
e
cr
ea
tiv
e
p
l
an
n
in
g
o
f
cu
ltu
r
al
p
r
o
jects
.
A
p
r
e
-
a
n
d
p
o
s
t
-
test
d
esig
n
w
as
u
tili
ze
d
,
an
d
th
e
DT
MM
was
ad
m
in
is
ter
ed
to
ass
es
s
ch
an
g
es
in
s
tu
d
en
ts
’
th
in
k
in
g
m
in
d
s
ets
b
ef
o
r
e
an
d
af
ter
th
e
in
ter
v
en
tio
n
.
Ad
d
itio
n
ally
,
a
p
o
s
t
-
test
was
c
o
n
d
u
cte
d
to
m
ea
s
u
r
e
s
tu
d
e
n
ts
’
o
v
er
all
p
er
f
o
r
m
an
ce
in
th
e
co
u
r
s
e.
T
h
is
r
esear
ch
d
esig
n
allo
ws
f
o
r
co
m
p
ar
in
g
th
e
E
G’
s
o
u
tco
m
es
with
th
o
s
e
o
f
a
tr
ad
itio
n
al
teac
h
in
g
ap
p
r
o
ac
h
o
r
co
n
tr
o
l
g
r
o
u
p
(
C
G)
,
p
r
o
v
i
d
in
g
e
v
id
e
n
ce
f
o
r
th
e
e
f
f
icac
y
o
f
t
h
e
5
Ds
d
esig
n
th
in
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
e
d
ag
o
g
y
i
n
en
h
an
cin
g
s
tu
d
en
t a
ch
ie
v
em
en
t.
T
h
e
r
esear
ch
eth
ics
f
o
r
th
is
s
tu
d
y
wer
e
class
if
ied
as
ex
e
m
p
t,
as
it
was
d
ee
m
ed
lo
w
r
is
k
.
T
h
is
class
if
icatio
n
s
ig
n
if
ies
th
at
th
e
lik
elih
o
o
d
o
f
h
ar
m
o
r
d
is
co
m
f
o
r
t
to
p
ar
ticip
a
n
ts
is
m
in
im
al.
All
p
ar
ticip
an
ts
wer
e
p
r
o
v
id
e
d
with
a
co
n
s
e
n
t
f
o
r
m
th
at
clea
r
ly
o
u
tlin
e
d
th
eir
in
v
o
l
v
em
en
t
as
en
tir
ely
v
o
lu
n
tar
y
an
d
an
o
n
y
m
o
u
s
.
T
h
ey
wer
e
in
f
o
r
m
ed
o
f
th
eir
r
ig
h
t
t
o
with
d
r
aw
f
r
o
m
th
e
s
tu
d
y
at
an
y
p
o
in
t,
en
s
u
r
i
n
g
th
eir
p
ar
ticip
atio
n
was
g
r
o
u
n
d
ed
in
in
f
o
r
m
ed
co
n
s
en
t
a
n
d
r
esp
ec
t
f
o
r
t
h
eir
au
t
o
n
o
m
y
.
T
h
is
m
eth
o
d
o
l
o
g
y
alig
n
s
with
eth
ical
r
esear
ch
p
r
ac
tices,
p
r
i
o
r
itizin
g
t
h
e
r
ig
h
ts
an
d
we
ll
-
b
ein
g
o
f
all
in
d
i
v
id
u
als
in
v
o
lv
ed
i
n
e
v
alu
atin
g
in
n
o
v
ativ
e
p
ed
ag
o
g
y
.
3
.
2
.
P
o
pu
la
t
io
n a
nd
s
a
m
ple
T
h
e
s
tu
d
y
p
o
p
u
latio
n
co
n
s
is
ted
o
f
1
9
4
s
tu
d
e
n
ts
en
r
o
lled
in
f
iv
e
cr
ea
tiv
e
p
lan
n
i
n
g
o
f
cu
ltu
r
al
p
r
o
jects
class
es
d
u
r
in
g
th
e
2
0
2
3
ac
ad
em
ic
y
ea
r
at
SUFE.
T
w
o
cla
s
s
r
o
o
m
s
wer
e
r
a
n
d
o
m
ly
s
elec
ted
f
o
r
th
is
s
tu
d
y
’
s
s
am
p
le
f
r
o
m
f
iv
e
class
r
o
o
m
s
as
a
p
o
p
u
latio
n
.
On
e
o
f
th
ese
two
class
r
o
o
m
s
was
d
esig
n
ated
as
t
h
e
E
G
,
co
m
p
r
is
in
g
4
2
s
tu
d
en
ts
,
wh
ile
th
e
o
th
er
s
er
v
ed
as
th
e
C
G
with
3
7
s
tu
d
en
ts
.
T
h
is
r
esu
lted
in
a
to
tal
s
am
p
le
s
ize
o
f
7
9
p
ar
ticip
an
ts
.
I
n
e
d
u
ca
tio
n
al
ex
p
er
im
en
ts
,
wo
r
k
i
n
g
with
s
am
p
le
s
izes
lo
wer
t
h
an
1
0
0
was
o
f
ten
ac
ce
p
tab
le,
p
ar
ticu
lar
ly
as
a
p
ilo
t
s
tu
d
y
o
r
r
esear
ch
o
n
r
a
r
e
p
o
p
u
latio
n
s
[
2
8
]
,
[
2
9
]
.
Sm
aller
s
am
p
le
s
izes
co
u
ld
y
ield
v
alu
ab
le
i
n
s
ig
h
ts
d
esp
ite
lim
itin
g
s
tatis
tical
p
o
wer
an
d
g
en
er
aliza
b
ilit
y
[
2
8
]
,
[
3
0
]
.
Av
ailab
le
r
eso
u
r
ce
s
ty
p
ically
g
u
id
e
d
th
e
d
ec
is
io
n
t
o
u
s
e
a
s
m
aller
s
am
p
le.
3
.
3
.
Resea
rc
h ins
t
rum
ent
s
3
.
3
.
1
.
T
ra
ditio
na
l t
ea
ching
pla
ns
v
s
5
Ds des
ig
n t
h
ink
ing
ba
s
ed
inn
o
v
a
t
iv
e
peda
g
o
g
y
a.
T
r
ad
itio
n
al
teac
h
in
g
p
lan
T
h
e
tr
ad
itio
n
al
teac
h
i
n
g
p
la
n
f
o
r
cr
ea
tiv
e
p
lan
n
i
n
g
o
f
cu
lt
u
r
al
p
r
o
jects
ty
p
ically
c
o
m
p
r
is
e
d
th
r
ee
co
m
p
o
n
en
ts
:
teac
h
in
g
g
o
als,
m
eth
o
d
o
l
o
g
ies,
an
d
ass
ess
m
en
t.
Ped
ag
o
g
y
p
r
im
ar
il
y
f
o
c
u
s
es
o
n
th
eo
r
etica
l
k
n
o
wled
g
e
ac
q
u
is
itio
n
,
with
s
tu
d
en
ts
lear
n
in
g
th
r
o
u
g
h
lectu
r
es
an
d
tex
tb
o
o
k
-
b
ased
s
tu
d
y
.
Ass
es
s
m
en
t
m
eth
o
d
s
p
r
ed
o
m
in
an
tly
r
elied
o
n
r
o
te
m
em
o
r
izatio
n
,
em
p
lo
y
in
g
m
u
ltip
le
-
ch
o
ice
an
d
s
h
o
r
t
-
an
s
wer
q
u
esti
o
n
s
to
ev
alu
ate
s
tu
d
en
ts
’
u
n
d
e
r
s
tan
d
in
g
o
f
th
eo
r
etica
l
co
n
ce
p
ts
.
T
h
is
ap
p
r
o
ac
h
o
f
ten
n
e
g
lecte
d
th
e
d
ev
elo
p
m
en
t
o
f
p
r
ac
tical
s
k
ills
an
d
cr
itical
t
h
in
k
in
g
ab
ilit
ies.
b.
5
Ds
d
esig
n
th
in
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
e
d
ag
o
g
y
T
h
e
5
Ds
d
esig
n
th
in
k
in
g
-
b
a
s
ed
in
n
o
v
ativ
e
p
e
d
ag
o
g
y
r
e
p
r
esen
ts
a
co
m
p
r
eh
e
n
s
iv
e
e
d
u
ca
tio
n
al
f
r
am
ewo
r
k
d
ev
el
o
p
ed
b
y
t
h
e
r
esear
ch
team
to
ad
d
r
ess
th
e
ev
o
lv
i
n
g
n
ee
d
s
o
f
cu
ltu
r
al
p
r
o
ject
p
la
n
n
in
g
ed
u
ca
tio
n
.
T
h
is
p
ed
a
g
o
g
ical
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c
o
llab
o
r
ativ
e
w
o
r
k
in
g
with
d
iv
er
s
ity
(
5
item
s
)
;
v)
o
r
ien
tatio
n
to
lear
n
b
y
m
ak
in
g
a
n
d
test
in
g
(
4
item
s
)
;
an
d
vi
)
b
ein
g
co
n
f
i
d
en
t
an
d
o
p
tim
is
tic
to
u
s
e
cr
ea
tiv
ely
(
8
item
s
)
.
T
h
e
r
eliab
ilit
y
an
d
v
alid
ity
o
f
th
is
in
s
tr
u
m
en
t
h
a
v
e
b
ee
n
estab
lis
h
ed
th
r
o
u
g
h
ex
ten
s
iv
e
p
s
y
ch
o
m
e
tr
ic
test
in
g
,
en
s
u
r
in
g
ac
cu
r
a
te
m
ea
s
u
r
em
en
t
o
f
s
tu
d
en
ts
’
d
esig
n
th
in
k
in
g
ca
p
ab
ilit
ies
ac
r
o
s
s
d
iv
er
s
e
ed
u
ca
tio
n
al
co
n
tex
ts
.
T
h
e
DT
M
M
co
m
p
r
is
ed
3
0
item
s
,
with
t
o
tal
s
co
r
es
r
an
g
in
g
f
r
o
m
0
to
1
5
0
[1
6
]
.
3
.
3
.
3
.
Achiev
em
ent
t
est
An
ac
h
iev
e
m
en
t
test
alig
n
e
d
with
th
e
5
Ds
d
esig
n
th
i
n
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
ed
a
g
o
g
y
was
d
ev
elo
p
e
d
to
ass
ess
s
tu
d
en
ts
’
k
n
o
wled
g
e
an
d
ap
p
licatio
n
o
f
cu
ltu
r
al
p
r
o
ject
p
lan
n
in
g
p
r
in
cip
les.
T
h
e
test
co
m
p
r
is
ed
8
8
q
u
esti
o
n
s
d
is
t
r
i
b
u
te
d
a
cr
o
s
s
t
h
e
f
i
v
e
s
t
a
g
es
o
f
t
h
e
d
esig
n
t
h
i
n
k
i
n
g
p
r
o
ce
s
s
:
d
is
co
v
er
y
(
8
q
u
est
io
n
s
)
,
d
e
f
i
n
it
io
n
(
2
5
q
u
est
io
n
s
)
,
d
esi
g
n
(
1
8
o
p
e
n
-
e
n
d
e
d
q
u
esti
o
n
s
)
,
d
ev
el
o
p
m
en
t
(
2
2
q
u
est
io
n
s
)
,
a
n
d
d
e
p
l
o
y
m
en
t
(
1
5
q
u
est
io
n
s
)
.
T
h
e
d
is
c
o
v
e
r
y
s
ta
g
e
ass
ess
e
d
s
t
u
d
e
n
ts
’
u
n
d
e
r
s
ta
n
d
i
n
g
o
f
th
e
ta
r
g
et
au
d
i
en
ce
,
wh
ile
th
e
d
e
f
i
n
e
s
ta
g
e
e
v
a
l
u
at
ed
t
h
e
i
r
g
r
as
p
o
f
c
o
r
e
c
u
lt
u
r
al
p
r
o
j
ec
t
c
o
n
ce
p
ts
.
T
h
e
d
esi
g
n
s
t
ag
e
f
o
c
u
s
e
d
o
n
p
r
a
cti
ca
l
ap
p
li
ca
ti
o
n
t
h
r
o
u
g
h
o
p
e
n
-
e
n
d
e
d
q
u
es
ti
o
n
s
,
w
h
il
e
t
h
e
d
e
v
el
o
p
m
e
n
t
s
ta
g
e
m
e
asu
r
e
d
c
r
i
tic
al
t
h
i
n
k
i
n
g
a
n
d
p
r
o
d
u
ct
d
e
v
e
lo
p
m
e
n
t
a
b
il
iti
es.
Fi
n
a
ll
y
,
th
e
d
e
p
l
o
y
s
ta
g
e
ass
ess
e
d
s
tu
d
en
ts
’
c
ap
ac
i
ty
f
o
r
p
r
o
je
ct
e
x
t
en
s
io
n
an
d
it
er
ati
o
n
.
3
.
3
.
4
.
Resea
rc
h ins
t
rum
ent
v
a
lid
a
t
io
n a
nd
re
lia
bil
it
y
A
r
ig
o
r
o
u
s
p
r
o
ce
s
s
in
v
o
lv
i
n
g
ex
p
er
t
r
e
v
iew
an
d
s
tatis
tical
an
aly
s
is
was
im
p
lem
en
ted
to
estab
lis
h
th
e
ac
h
iev
em
en
t
test
’
s
co
n
ten
t
v
alid
ity
an
d
r
eliab
ilit
y
.
T
h
r
ee
e
x
p
er
ts
wer
e
ca
r
ef
u
lly
s
elec
ted
b
ased
o
n
s
p
ec
if
ic
cr
iter
ia:
th
ey
h
eld
p
o
s
itio
n
s
as
lectu
r
er
s
o
r
h
ig
h
er
at
u
n
iv
e
r
s
ities
o
th
er
th
an
SU
FE.
T
h
ey
s
p
ec
ialized
in
th
e
s
am
e
s
u
b
ject
ar
ea
as
th
e
cu
ltu
r
al
p
r
o
ject
p
la
n
n
in
g
co
u
r
s
e
.
T
h
ey
p
o
s
s
ess
ed
a
m
in
im
u
m
o
f
10
y
ea
r
s
o
f
teac
h
in
g
ex
p
er
ien
ce
in
t
h
e
f
ield
.
T
h
e
ex
p
er
t r
ev
iew
p
r
o
ce
s
s
u
tili
ze
d
th
e
in
d
ex
o
f
item
-
o
b
jectiv
e
c
o
n
g
r
u
en
ce
(
I
OC
)
f
o
r
m
to
ass
es
s
th
e
v
alid
ity
o
f
ea
ch
t
est
item
.
T
h
is
p
r
o
ce
s
s
was
co
n
d
u
cted
in
two
r
o
u
n
d
s
.
I
n
th
e
f
ir
s
t
r
o
u
n
d
,
ex
p
er
ts
in
d
ep
en
d
en
tly
ev
al
u
ated
ea
ch
item
’
s
r
elev
an
ce
to
th
e
co
u
r
s
e
o
b
jectiv
es
u
s
in
g
th
e
I
OC
f
o
r
m
.
Af
ter
th
e
in
itial
ass
es
s
m
en
t,
item
s
with
s
co
r
e
s
lo
wer
th
an
0
.
5
wer
e
r
ev
is
e
d
b
ased
o
n
ex
p
er
t
f
ee
d
b
ac
k
.
A
s
ec
o
n
d
r
o
u
n
d
o
f
ev
alu
atio
n
was
t
h
en
co
n
d
u
cte
d
to
en
s
u
r
e
all
item
s
m
et
th
e
r
eq
u
ir
ed
s
tan
d
ar
d
o
f
v
alid
ity
.
I
tem
s
with
an
I
OC
s
co
r
e
o
f
0
.
5
o
r
h
ig
h
er
wer
e
c
o
n
s
id
er
ed
v
alid
an
d
r
etain
ed
i
n
th
e
f
in
al
test
.
T
h
is
co
m
p
r
eh
en
s
iv
e
ap
p
r
o
ac
h
t
o
ex
p
er
t r
ev
iew
e
n
s
u
r
ed
th
at
th
e
test
item
s
wer
e
th
o
r
o
u
g
h
ly
v
e
tted
f
o
r
th
eir
r
elev
an
ce
a
n
d
ap
p
r
o
p
r
iate
n
ess
to
th
e
co
u
r
s
e
o
b
jectiv
es,
en
h
an
cin
g
t
h
e
o
v
er
all
v
alid
ity
o
f
th
e
ass
ess
m
en
t in
s
tr
u
m
en
t.
T
o
f
u
r
th
er
en
s
u
r
e
th
e
test
’
s
r
el
iab
ilit
y
an
d
q
u
ality
,
a
p
ilo
t
s
tu
d
y
was
co
n
d
u
cte
d
with
3
0
s
tu
d
en
ts
wh
o
h
ad
co
m
p
lete
d
th
e
co
u
r
s
e
in
th
e
p
r
ev
io
u
s
ac
ad
em
ic
y
ea
r
.
T
h
is
ap
p
r
o
ac
h
alig
n
s
with
th
e
b
est
p
r
ac
tices
in
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n
h
a
n
ci
n
g
q
u
a
lity e
d
u
c
a
tio
n
w
ith
5
Ds d
esig
n
th
in
kin
g
-
in
n
o
va
tive
p
ed
a
g
o
g
y
f
o
r
crea
tive
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4669
ed
u
ca
tio
n
al
r
esear
ch
,
p
r
o
v
id
i
n
g
a
r
ep
r
esen
tativ
e
s
am
p
le
f
o
r
p
r
elim
in
a
r
y
an
al
y
s
is
.
T
h
e
r
eliab
ilit
y
o
f
th
e
ass
es
s
m
en
t
was
d
eter
m
in
ed
b
y
ca
lcu
latin
g
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
t,
wh
ich
y
iel
d
ed
a
v
alu
e
o
f
0
.
8
0
.
T
h
is
r
esu
lt
in
d
icate
s
g
o
o
d
in
ter
n
a
l
co
n
s
is
ten
cy
,
as
it
ex
ce
ed
s
th
e
g
en
er
ally
ac
ce
p
te
d
th
r
e
s
h
o
ld
o
f
0
.
7
0
f
o
r
ed
u
ca
tio
n
al
r
esear
ch
[
3
1
]
.
T
h
e
av
er
a
g
e
d
i
f
f
icu
lty
in
d
ex
was a
ls
o
f
o
u
n
d
t
o
b
e
0
.
6
1
,
f
allin
g
t
o
th
e
o
p
tim
al
r
an
g
e
o
f
0
.
3
t
o
0
.
7
.
T
h
is
s
u
g
g
ests
th
at
th
e
test
item
s
ar
e
n
eith
e
r
ea
s
y
n
o
r
d
if
f
icu
lt
f
o
r
th
e
tar
g
et
p
o
p
u
latio
n
[
3
2
]
.
Fu
r
th
er
m
o
r
e
,
th
e
d
is
cr
im
in
ati
o
n
in
d
ex
was
m
ea
s
u
r
e
d
at
0
.
5
8
,
wh
ich
ex
ce
ed
s
t
h
e
r
ec
o
m
m
en
d
ed
m
in
im
u
m
o
f
0
.
3
[
3
2
]
.
T
h
is
in
d
icate
s
th
at
th
e
test
ef
f
ec
tiv
ely
d
is
tin
g
u
is
h
es h
ig
h
a
n
d
lo
w
-
p
er
f
o
r
m
in
g
s
tu
d
en
ts
[
3
3
]
,
[
3
4
]
.
T
h
e
o
v
er
all
ap
p
r
o
ac
h
o
f
u
s
in
g
th
ese
s
tati
s
tical
m
ea
s
u
r
es
t
o
en
s
u
r
e
test
r
eliab
ilit
y
an
d
q
u
ality
is
s
u
p
p
o
r
ted
b
y
r
ec
en
t
r
esear
ch
.
Fo
r
ex
am
p
le,
a
s
tu
d
y
d
is
cu
s
s
es
v
ar
io
u
s
m
eth
o
d
s
f
o
r
esti
m
atin
g
r
eliab
ilit
y
,
in
clu
d
in
g
f
ac
to
r
an
aly
s
is
an
d
co
r
r
ec
ti
o
n
f
o
r
atten
u
atio
n
[
3
5
]
.
T
h
ese
s
tatis
tical
m
ea
s
u
r
es
p
r
o
v
i
d
e
s
tr
o
n
g
ev
id
en
ce
f
o
r
th
e
test
’
s
r
eliab
ilit
y
an
d
ab
ilit
y
to
ass
ess
s
t
u
d
en
t
ac
h
iev
e
m
en
t
in
cu
ltu
r
a
l
p
r
o
ject
p
lan
n
in
g
ac
cu
r
ately
.
T
h
e
c
o
m
b
in
atio
n
o
f
ex
p
e
r
t
r
ev
iew
an
d
s
tatis
tical
an
aly
s
is
en
s
u
r
es
th
at
th
e
ac
h
iev
em
en
t
test
is
v
alid
an
d
r
eliab
le,
a
d
h
er
in
g
t
o
r
ig
o
r
o
u
s
ac
ad
em
ic
s
tan
d
ar
d
s
in
ed
u
ca
tio
n
al
ass
ess
m
en
t.
T
h
is
co
m
p
r
eh
e
n
s
iv
e
ap
p
r
o
ac
h
s
tr
en
g
th
en
s
th
e
cr
ed
i
b
ilit
y
o
f
th
e
r
esear
ch
f
in
d
in
g
s
an
d
s
u
p
p
o
r
ts
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
5
Ds
d
esig
n
th
in
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
ed
ag
o
g
y
i
n
en
h
an
cin
g
s
tu
d
en
t le
ar
n
in
g
o
u
tco
m
es.
3
.
4
.
Resea
rc
h pro
ce
du
re
3
.
4
.
1
.
I
m
plem
ent
a
t
i
o
n
o
f
t
e
a
ching
inte
rv
ent
io
ns
Du
r
in
g
th
e
f
ir
s
t
s
em
ester
o
f
th
e
2
0
2
3
ac
a
d
em
ic
y
ea
r
,
b
ef
o
r
e
th
e
co
m
m
e
n
ce
m
en
t
o
f
th
e
cr
ea
tiv
e
p
lan
n
in
g
o
f
c
u
ltu
r
al
p
r
o
jects
co
u
r
s
e
at
SUFE,
all
s
tu
d
en
ts
en
r
o
lled
in
two
r
an
d
o
m
l
y
s
elec
ted
class
es
co
m
p
leted
a
p
r
e
-
DT
MM
q
u
e
s
tio
n
n
air
e.
Su
b
s
eq
u
e
n
tly
,
o
n
e
class
was
a
s
s
ig
n
ed
to
th
e
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
,
s
er
v
in
g
as
th
e
C
G.
I
n
co
n
tr
ast,
th
e
o
th
er
class
r
ec
eiv
ed
th
e
5
Ds
d
esig
n
th
in
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
ed
ag
o
g
y
,
co
n
s
titu
tin
g
th
e
E
G.
B
o
th
g
r
o
u
p
s
u
n
d
er
we
n
t
eig
h
t
wee
k
s
o
f
in
s
tr
u
ctio
n
ac
co
r
d
in
g
to
th
eir
r
esp
ec
tiv
e
teac
h
in
g
p
lan
s
.
U
p
o
n
c
o
m
p
letin
g
th
e
c
o
u
r
s
e,
all
s
tu
d
en
ts
p
ar
ticip
ated
in
p
o
s
t
-
DT
MM
an
d
ac
h
iev
em
en
t te
s
ts
.
Pre
-
DT
MM
,
p
o
s
t
-
DT
MM
,
an
d
p
o
s
t
-
test
s
co
r
es we
r
e
r
ec
o
r
d
e
d
f
o
r
s
u
b
s
eq
u
en
t a
n
al
y
s
is
.
3
.
4
.
2
.
Sta
t
is
t
ica
l
hy
po
t
hes
es a
nd
da
t
a
a
na
ly
s
is
T
o
co
m
p
ar
e
p
r
e
-
DT
MM
,
p
o
s
t
-
DT
MM
,
an
d
p
o
s
t
-
test
ac
h
iev
em
en
t
s
co
r
es
b
etwe
en
th
e
E
G
an
d
C
G,
th
e
f
o
llo
win
g
s
tatis
tical
n
u
ll (
0
)
an
d
alter
n
ativ
e
(
1
)
h
y
p
o
th
ese
s
wer
e
f
o
r
m
u
lated
:
−
H1
0
: T
h
er
e
is
n
o
s
ig
n
if
ica
n
t d
i
f
f
er
en
ce
in
p
r
e
-
DT
MM
s
co
r
es
b
etwe
en
th
e
CG
an
d
EG
s
.
−
H1
1
: T
h
er
e
is
a
s
ig
n
if
ican
t d
if
f
er
en
ce
in
p
r
e
-
DT
MM
s
co
r
es b
etwe
en
th
e
CG
an
d
EG
s.
−
H2
0
: T
h
er
e
is
n
o
s
ig
n
if
ica
n
t d
i
f
f
er
en
ce
in
p
o
s
t
-
DT
MM
s
co
r
e
s
b
etwe
en
th
e
CG
an
d
EG
s.
−
H2
1
: T
h
er
e
is
a
s
ig
n
if
ican
t d
if
f
er
en
ce
in
p
o
s
t
-
DT
MM
s
co
r
es b
etwe
en
th
e
CG
an
d
EG
s.
−
H3
0
: T
h
er
e
is
n
o
s
ig
n
if
ica
n
t d
i
f
f
er
en
ce
in
p
o
s
t
-
test
ac
h
iev
em
en
t sco
r
es b
etwe
en
th
e
CG
an
d
EG
s.
−
H3
₁:
T
h
er
e
is
a
s
ig
n
if
ican
t d
i
f
f
er
en
ce
in
p
o
s
t
-
test
ac
h
iev
em
e
n
t sco
r
es b
etwe
en
th
e
CG
an
d
E
Gs
.
Descr
ip
tiv
e
s
tatis
t
ics,
in
clu
d
in
g
m
ea
n
s
an
d
s
tan
d
ar
d
d
ev
iati
o
n
s
(
SD)
,
wer
e
ca
lcu
lated
t
o
s
u
m
m
ar
ize
th
e
d
ata
a
n
d
p
r
o
v
id
e
a
n
o
v
er
v
iew
o
f
t
h
e
ce
n
t
r
al
ten
d
e
n
cy
an
d
v
ar
iab
ilit
y
with
i
n
ea
ch
g
r
o
u
p
.
I
n
d
ep
e
n
d
en
t
s
am
p
les
t
-
test
s
wer
e
em
p
lo
y
ed
to
d
ete
r
m
in
e
if
s
tatis
tically
s
i
g
n
if
ican
t d
if
f
er
e
n
ce
s
ex
is
ted
b
etwe
en
th
e
CG
an
d
EG
s
f
o
r
p
r
e
-
DT
MM
,
p
o
s
t
-
DT
MM
,
an
d
p
o
s
t
-
test
ac
h
iev
em
e
n
t
s
co
r
es.
T
h
e
n
o
r
m
ality
o
f
d
a
ta
d
is
tr
ib
u
tio
n
was
v
er
if
ied
u
s
in
g
th
e
Sh
a
p
ir
o
-
W
ilk
test
to
en
s
u
r
e
th
e
ap
p
r
o
p
r
iaten
ess
o
f
p
ar
a
m
etr
ic
s
tatis
tical
p
r
o
ce
d
u
r
es.
A
s
ig
n
if
ican
ce
lev
el
o
f
α
=
0
.
0
5
was
ad
o
p
ted
f
o
r
all
s
tatis
tic
al
test
s
to
m
ain
tain
co
n
s
is
ten
cy
with
estab
lis
h
ed
ac
ad
em
ic
r
esear
ch
s
tan
d
a
r
d
s
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.
1
.
Resul
t
s
4
.
1
.
1
.
Co
m
pa
riso
n o
f
t
he
pre
-
DT
M
M
a
nd
po
s
t
-
D
T
M
M
s
c
o
re
s
bet
wee
n
CG
a
nd
EG
s
T
h
is
r
esear
ch
s
tag
e
aim
ed
t
o
a
s
s
es
s
DT
MM
,
t
h
e
DT
MM
test
was
co
n
d
u
cted
twice.
T
h
e
r
esu
lts
o
f
th
e
DT
MM
ar
e
r
ef
lecte
d
in
th
e
f
o
llo
win
g
tab
les.
T
ab
le
2
s
h
o
ws
th
e
s
tat
is
tica
l
r
esu
lts
o
f
th
e
p
r
e
-
DT
MM
.
T
h
e
DT
MM
co
n
s
is
ted
o
f
s
ix
s
ec
tio
n
s
:
i
)
co
m
f
o
r
tab
le
with
u
n
ce
r
tain
ty
a
n
d
r
is
k
;
ii)
h
u
m
an
-
ce
n
te
r
ed
n
ess
;
iii)
m
in
d
f
u
ln
ess
o
f
th
e
p
r
o
ce
s
s
an
d
im
p
ac
t
o
n
o
th
e
r
s
;
iv
)
co
llab
o
r
ativ
e
wo
r
k
in
g
with
d
iv
e
r
s
ity
;
v
)
o
r
ien
tatio
n
to
lear
n
b
y
m
ak
i
n
g
a
n
d
test
in
g
;
an
d
v
i)
b
ein
g
c
o
n
f
id
e
n
t
an
d
o
p
tim
is
tic
to
u
s
e
cr
ea
tiv
ity
.
B
ased
o
n
th
e
f
ir
s
t
h
y
p
o
th
esis
,
th
e
p
-
v
alu
es
wer
e
m
o
r
e
th
an
0
.
0
5
f
o
r
all
asp
ec
ts
ex
ce
p
t
th
e
f
ir
s
t
asp
ec
t
(
co
m
f
o
r
ta
b
le
with
u
n
ce
r
tain
ty
an
d
r
is
k
)
th
e
p
-
v
al
u
es
wer
e
less
th
an
0
.
0
5
.
I
n
t
o
tal
th
u
s
,
th
e
H1
0
was
ac
ce
p
ted
,
in
d
icatin
g
th
at
th
e
av
er
ag
e
p
r
e
-
DT
MM
s
co
r
e
o
f
th
e
C
G
wa
s
eq
u
al
to
th
e
av
er
ag
e
p
r
e
-
DT
MM
s
co
r
e
o
f
th
e
E
G.
T
h
is
s
u
g
g
ests
th
at
s
tu
d
en
ts
f
r
o
m
b
o
th
g
r
o
u
p
s
h
ad
th
e
s
am
e
p
r
e
-
DT
MM
s
co
r
es b
ef
o
r
e
th
e
e
x
p
er
im
en
t,
en
s
u
r
i
n
g
th
er
e
was
n
o
b
ias
in
ev
alu
atin
g
t
h
e
ef
f
ec
tiv
e
n
ess
o
f
th
e
5
Ds d
esig
n
th
in
k
i
n
g
-
b
a
s
ed
in
n
o
v
ativ
e
p
ed
ag
o
g
y
.
T
ab
le
3
p
r
esen
ts
th
e
s
tatis
tical
r
esu
lts
o
f
th
e
p
o
s
t
-
DT
M
M.
T
h
e
r
esu
lts
in
d
icate
n
o
s
tatis
t
ically
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
b
etwe
en
th
e
p
o
s
t
-
DT
MM
s
co
r
es
(
p
-
v
alu
e>
0
.
0
5
)
,
ex
ce
p
t
f
o
r
asp
ec
ts
‘
h
u
m
an
-
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
6
6
3
-
4
6
7
6
4670
ce
n
ter
ed
n
ess
’
an
d
‘
m
in
d
f
u
ln
e
s
s
o
f
th
e
p
r
o
ce
s
s
an
d
im
p
ac
t
o
n
o
th
er
s
’
with
a
p
-
v
al
u
e
≤
0
.
0
5
.
T
h
u
s
,
o
v
er
all,
th
e
n
u
ll
h
y
p
o
th
esis
(
H2
0
)
was
ac
ce
p
ted
,
in
d
icatin
g
th
er
e
was
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
b
etwe
en
th
e
C
G
an
d
E
Gs
(
1
1
4
.
9
1
v
s
.
1
2
0
.
5
7
,
t
-
v
alu
e=
-
1
.
5
5
7
,
a
n
d
p
-
v
alu
es=0
.
1
2
4
o
r
>0
.
0
5
)
.
Sp
ec
if
ically
,
s
tu
d
en
ts
tau
g
h
t
with
th
e
5
Ds
d
esig
n
th
in
k
in
g
-
b
ased
i
n
n
o
v
a
tiv
e
p
ed
ag
o
g
y
s
co
r
e
d
h
ig
h
er
in
th
ese
asp
ec
ts
co
m
p
ar
ed
to
th
o
s
e
tau
g
h
t
with
tr
ad
itio
n
al
m
eth
o
d
s
,
with
s
co
r
es
o
f
4
.
1
8
v
s
.
3
.
7
9
f
o
r
‘
h
u
m
an
-
ce
n
ter
ed
n
ess
’
a
n
d
3
.
9
6
v
s
3
.
6
7
f
o
r
‘
m
in
d
f
u
ln
ess
o
f
th
e
p
r
o
ce
s
s
an
d
im
p
ac
t o
n
o
th
er
s
.
’
T
ab
le
2
.
C
o
m
p
a
r
is
o
n
o
f
m
ea
n
(
X
̅
)
±
S.D.
o
f
p
re
-
DT
MM
s
co
r
es
b
etwe
en
CG
an
d
EG
s
,
in
clu
d
i
n
g
t
-
v
alu
e
an
d
p
-
v
alu
e
N
o
.
S
e
c
t
i
o
n
(
f
u
l
l
sc
o
r
e
)
(5
-
p
o
i
n
t
L
i
k
e
r
t
s
c
a
l
e
)
CG
(
n
=
3
7
)
EG
(
n
=
4
2
)
t
p
-
v
a
l
u
e
1
C
o
mf
o
r
t
a
b
l
e
w
i
t
h
u
n
c
e
r
t
a
i
n
t
y
a
n
d
r
i
s
k
(
3
0
)
1
9
.
2
1
±
4
.
4
6
1
7
.
2
1
±
3
.
3
0
2
.
2
8
4
0
.
0
2
5
(5
-
p
o
i
n
t
Li
k
e
r
t
sc
a
l
e
o
f
1
st
s
e
c
t
i
o
n
)
3
.
2
0
±
0
.
7
4
2
.
8
6
±
0
.
5
5
2
.
2
8
4
0
.
0
2
5
2
H
u
ma
n
-
c
e
n
t
e
r
e
d
n
e
ss (
2
0
)
1
4
.
9
4
±
2
.
2
7
1
5
.
7
1
±
2
.
1
5
-
1
.
5
4
1
0
.
1
2
7
(5
-
p
o
i
n
t
Li
k
e
r
t
sc
a
l
e
o
f
2
n
d
s
e
c
t
i
o
n
)
3
.
7
3
±
0
.
5
6
3
.
9
2
±
0
.
5
3
-
1
.
5
4
1
0
.
1
2
7
3
M
i
n
d
f
u
l
n
e
ss
o
f
t
h
e
p
r
o
c
e
ss a
n
d
i
mp
a
c
t
o
n
o
t
h
e
r
s (1
5
)
1
0
.
7
0
±
1
.
8
3
1
0
.
7
6
±
2
.
0
0
-
0
.
1
3
6
0
.
8
9
2
(5
-
p
o
i
n
t
Li
k
e
r
t
sc
a
l
e
o
f
3
r
d
s
e
c
t
i
o
n
)
3
.
5
6
±
0
.
6
1
3
.
5
8
±
0
.
6
6
-
0
.
1
3
6
0
.
8
9
2
4
C
o
l
l
a
b
o
r
a
t
i
v
e
w
o
r
k
i
n
g
w
i
t
h
d
i
v
e
r
si
t
y
(
2
5
)
1
9
.
7
2
±
2
.
9
8
1
9
.
8
8
±
2
.
7
2
-
0
.
2
3
5
0
.
8
1
5
(5
-
p
o
i
n
t
Li
k
e
r
t
sc
a
l
e
o
f
4
t
h
se
c
t
i
o
n
)
3
.
9
4
±
0
.
5
9
3
.
9
7
±
0
.
5
4
-
0
.
2
3
5
0
.
8
1
5
5
O
r
i
e
n
t
a
t
i
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2
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1
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in
k
in
g
m
in
d
s
et
b
ef
o
r
e
b
ein
g
s
u
b
jecte
d
to
th
e
ex
p
er
im
en
t.
T
h
e
r
esu
lts
o
f
th
e
DT
MM
p
o
s
t
-
test
r
ev
ea
led
th
at
s
tu
d
en
ts
in
th
e
E
G
ex
h
ib
ited
s
ig
n
if
ican
tly
h
ig
h
er
DT
MM
s
co
r
es.
T
h
is
o
u
tco
m
e
s
u
g
g
ests
th
at
th
e
5
Ds
d
esig
n
th
in
k
i
n
g
-
b
ased
in
n
o
v
ativ
e
p
ed
a
g
o
g
y
ef
f
ec
tiv
ely
en
h
an
ce
s
s
tu
d
e
n
ts
’
DT
MM
,
p
ar
ticu
lar
ly
i
n
h
u
m
an
-
ce
n
ter
ed
n
ess
an
d
m
i
n
d
f
u
ln
ess
r
eg
a
r
d
in
g
th
e
p
r
o
ce
s
s
an
d
its
im
p
ac
t
o
n
o
th
er
s
.
T
h
ese
f
in
d
in
g
s
alig
n
with
p
r
ev
io
u
s
r
esear
ch
b
y
W
an
g
k
a
an
d
L
ad
ac
h
a
r
t
[
3
6
]
,
wh
ich
h
ig
h
lig
h
ts
th
at
a
wel
l
-
d
ev
elo
p
e
d
d
esig
n
-
th
in
k
in
g
m
in
d
s
et
ca
n
f
ac
ilit
ate
d
ee
p
er
lea
r
n
in
g
o
f
ac
ad
em
ic
co
n
ce
p
ts
b
y
p
r
o
m
o
tin
g
m
in
d
f
u
ln
ess
an
d
awa
r
en
ess
o
f
th
e
d
esig
n
p
r
o
ce
s
s
[
1
0
]
.
Fu
r
th
er
m
o
r
e,
t
h
e
5
Ds
p
ed
ag
o
g
y
f
o
s
ter
s
co
llab
o
r
ativ
e
o
p
p
o
r
tu
n
ities
,
as
n
o
ted
b
y
p
r
ev
io
u
s
s
tu
d
ies,
th
o
s
e
em
p
h
asized
th
at
d
esig
n
th
in
k
in
g
p
e
d
ag
o
g
y
en
g
a
g
es
s
tu
d
en
ts
in
m
ea
n
in
g
f
u
l
co
llab
o
r
atio
n
w
h
ile
allo
win
g
t
h
em
to
co
n
n
ec
t d
ee
p
ly
with
th
e
s
u
b
ject
m
atter
[
2
]
,
[
1
2
]
,
[
3
7
]
.
4
.
2
.
2
.
Co
m
pa
riso
n o
f
a
ca
de
m
ic
a
chiev
em
ent
T
h
e
co
m
p
ar
is
o
n
o
f
ac
ad
em
ic
ac
h
iev
em
en
t
b
etwe
en
s
tu
d
en
t
s
tau
g
h
t
u
s
in
g
th
e
5
Ds
d
esig
n
th
in
k
in
g
-
b
ased
p
ed
a
g
o
g
y
an
d
th
o
s
e
tau
g
h
t
th
r
o
u
g
h
tr
a
d
itio
n
al
m
eth
o
d
s
r
e
v
ea
ls
s
ig
n
if
ican
t
in
s
ig
h
ts
in
to
th
e
ef
f
ec
tiv
en
ess
o
f
in
n
o
v
ativ
e
te
ac
h
in
g
s
tr
ateg
ies.
T
h
is
s
ec
tio
n
elab
o
r
ates
o
n
th
e
f
in
d
in
g
s
r
elate
d
to
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
p
r
o
v
id
es
r
e
lev
an
t
citatio
n
s
to
s
u
p
p
o
r
t
t
h
e
d
is
cu
s
s
io
n
.
T
h
e
r
esear
ch
d
em
o
n
s
tr
ated
th
at
s
tu
d
en
ts
wh
o
en
g
ag
ed
i
n
th
e
5
Ds
d
esig
n
th
in
k
in
g
-
b
ased
i
n
n
o
v
ativ
e
p
ed
a
g
o
g
y
ac
h
iev
e
d
h
ig
h
er
s
co
r
es
o
n
ac
h
iev
em
en
t
test
s
th
an
th
o
s
e
in
th
e
CG
.
T
h
e
f
in
d
in
g
s
alig
n
with
p
r
ev
io
u
s
r
esear
ch
th
at
s
h
o
ws
d
esig
n
th
i
n
k
in
g
s
tr
ateg
ies
ca
n
s
ig
n
if
ican
tly
i
m
p
r
o
v
e
ac
a
d
em
ic
o
u
tco
m
es.
Fo
r
in
s
tan
ce
,
s
tu
d
en
ts
wh
o
ac
tiv
ely
u
s
ed
d
esig
n
th
in
k
in
g
s
tr
ateg
ies,
s
u
ch
as
s
ee
k
in
g
f
ee
d
b
ac
k
a
n
d
r
e
v
is
in
g
th
eir
w
o
r
k
,
d
em
o
n
s
tr
ated
s
u
p
er
io
r
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
[1
8
]
,
[
3
8
]
.
T
h
is
in
d
icate
s
th
at
t
h
e
s
k
ills
f
o
s
t
er
ed
th
r
o
u
g
h
d
esig
n
th
i
n
k
in
g
—
cr
itical
th
in
k
in
g
,
ad
ap
tab
ilit
y
,
an
d
c
r
ea
tiv
ity
—
ar
e
ad
v
an
tag
e
o
u
s
f
o
r
d
esig
n
-
r
elate
d
task
s
an
d
ac
r
o
s
s
v
ar
io
u
s
ac
ad
em
ic
d
is
cip
lin
es.
T
h
is
f
in
d
in
g
u
n
d
er
s
co
r
es
th
e
p
o
ten
tial
o
f
d
es
ig
n
th
in
k
i
n
g
to
e
n
h
an
ce
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
th
r
o
u
g
h
its
s
tr
u
ctu
r
e
d
a
p
p
r
o
ac
h
,
wh
ich
in
clu
d
es
d
is
co
v
er
,
d
ef
in
e,
d
esig
n
,
d
e
v
elo
p
,
an
d
d
e
p
lo
y
.
T
h
e
d
etails
o
f
ea
ch
s
tag
e
d
is
cu
s
s
io
n
ar
e
:
−
Dis
co
v
er
T
h
e
d
is
co
v
er
s
tag
e
is
ess
en
tia
l
f
o
r
g
ath
er
in
g
in
s
ig
h
ts
an
d
u
n
d
er
s
tan
d
in
g
th
e
co
n
tex
t
o
f
th
e
p
r
o
b
lem
th
r
o
u
g
h
s
ev
e
r
al
k
e
y
ac
tiv
ities
th
at
f
o
r
m
th
e
f
o
u
n
d
atio
n
o
f
th
e
d
esig
n
th
in
k
in
g
p
r
o
ce
s
s
.
Stu
d
en
ts
en
g
a
g
e
in
co
m
p
r
eh
e
n
s
iv
e
u
s
er
ex
p
er
ien
c
e
r
esear
ch
to
u
n
d
e
r
s
tan
d
en
d
u
s
er
s
’
b
eh
av
io
r
s
,
n
ee
d
s
,
a
n
d
p
ain
p
o
i
n
ts
th
r
o
u
g
h
in
ter
v
iews,
s
u
r
v
ey
s
,
an
d
o
b
s
er
v
atio
n
s
to
g
ath
er
q
u
alitativ
e
d
ata
ab
o
u
t
u
s
er
s
’
ex
p
e
r
ien
ce
s
an
d
c
h
allen
g
es,
as
en
g
ag
in
g
d
ir
ec
tly
with
u
s
er
s
h
elp
s
s
tu
d
en
ts
em
p
ath
ize
with
th
eir
n
ee
d
s
an
d
p
er
s
p
ec
tiv
es,
wh
ich
is
cr
itical
f
o
r
d
ev
elo
p
in
g
e
f
f
ec
tiv
e
s
o
l
u
tio
n
s
[
3
9
]
.
Du
r
in
g
th
is
s
tag
e,
s
tu
d
e
n
ts
an
aly
ze
t
h
e
in
f
o
r
m
atio
n
c
o
llected
to
id
en
tify
o
p
p
o
r
tu
n
ities
f
o
r
in
n
o
v
atio
n
u
s
in
g
tech
n
iq
u
es
s
u
ch
as
“
h
o
w
m
ig
h
t
we
”
q
u
esti
o
n
s
to
r
ef
r
am
e
th
e
p
r
o
b
lem
s
in
a
way
th
at
o
p
en
s
u
p
p
o
s
s
ib
ilit
i
es
f
o
r
cr
ea
tiv
e
s
o
lu
tio
n
s
,
a
n
ap
p
r
o
ac
h
th
at
e
n
co
u
r
ag
es
d
iv
er
g
en
t
th
i
n
k
in
g
an
d
allo
ws
s
tu
d
en
ts
to
ex
p
lo
r
e
v
a
r
io
u
s
an
g
les
an
d
p
o
ten
tial
s
o
lu
tio
n
s
to
th
e
is
s
u
es
id
en
tifie
d
[
4
0
]
.
Stu
d
en
ts
also
lear
n
to
estab
lis
h
clea
r
s
u
cc
ess
cr
iter
ia
th
at
ar
e
v
ital
f
o
r
m
ea
s
u
r
in
g
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
e
s
o
lu
tio
n
s
d
ev
elo
p
e
d
in
later
s
tag
es,
d
ef
in
in
g
wh
at
s
u
cc
ess
lo
o
k
s
lik
e
f
o
r
th
eir
p
r
o
jects
to
g
u
id
e
th
eir
ef
f
o
r
ts
th
r
o
u
g
h
o
u
t
th
e
d
esig
n
p
r
o
ce
s
s
[
3
9
]
.
O
v
er
all,
th
e
d
is
co
v
e
r
s
tag
e
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
a
h
u
m
a
n
-
ce
n
te
r
ed
ap
p
r
o
ac
h
,
en
s
u
r
i
n
g
th
at
th
e
s
o
lu
tio
n
s
d
ev
elo
p
ed
ar
e
r
elev
an
t
an
d
im
p
ac
tf
u
l f
o
r
th
e
u
s
er
s
th
e
y
ar
e
d
esig
n
e
d
f
o
r
.
−
Def
in
e
I
n
th
is
s
tag
e,
s
tu
d
en
ts
lear
n
to
ar
ticu
late
p
r
o
b
lem
s
clea
r
ly
,
wh
ich
is
cr
u
cial
f
o
r
f
o
cu
s
ed
l
ea
r
n
in
g
an
d
ef
f
ec
tiv
e
s
o
lu
tio
n
d
ev
elo
p
m
e
n
t.
T
h
e
p
r
o
ce
s
s
in
v
o
l
v
es
s
y
n
th
esizin
g
in
s
ig
h
ts
g
ath
er
ed
d
u
r
in
g
th
e
d
is
co
v
er
y
p
h
ase
to
cr
ea
te
a
well
-
s
tr
u
ctu
r
ed
p
r
o
b
lem
s
tatem
en
t
th
at
g
u
id
es
s
u
b
s
eq
u
e
n
t
d
esig
n
a
ctiv
ities
.
R
esear
ch
in
d
icate
s
th
at
clea
r
ly
d
ef
in
ed
p
r
o
b
lem
s
h
elp
s
tu
d
en
ts
u
n
d
e
r
s
tan
d
co
n
s
u
m
er
n
ee
d
s
an
d
s
et
m
an
ag
ea
b
le
g
o
als,
lead
in
g
to
m
o
r
e
ta
r
g
eted
,
an
d
s
u
cc
ess
f
u
l
o
u
tco
m
es
[
4
1
]
.
T
h
is
s
tag
e
also
em
p
h
asizes
th
e
im
p
o
r
ta
n
ce
o
f
co
llab
o
r
ativ
e
d
is
cu
s
s
io
n
an
d
co
n
s
en
s
u
s
-
b
u
ild
in
g
am
o
n
g
team
m
em
b
er
s
to
en
s
u
r
e
alig
n
m
en
t
o
n
p
r
o
ject
o
b
jectiv
es a
n
d
s
co
p
e
.
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
6
6
3
-
4
6
7
6
4672
−
Desig
n
T
h
e
d
esig
n
p
h
ase
en
co
u
r
ag
es c
r
ea
tiv
ity
th
r
o
u
g
h
b
r
ain
s
to
r
m
i
n
g
s
ess
io
n
s
,
allo
win
g
s
tu
d
en
ts
to
ex
p
lo
r
e
d
iv
er
s
e
id
ea
s
a
n
d
s
o
lu
tio
n
s
with
o
u
t
in
itial
c
o
n
s
tr
ain
ts
o
r
ju
d
g
m
en
t.
Stu
d
en
ts
e
n
g
ag
e
in
v
ar
i
o
u
s
id
ea
tio
n
tech
n
iq
u
es,
in
clu
d
in
g
m
in
d
m
ap
p
in
g
,
s
k
etch
in
g
,
an
d
co
llab
o
r
ativ
e
wo
r
k
s
h
o
p
s
th
at
p
r
o
m
o
te
d
iv
er
g
en
t th
in
k
i
n
g
an
d
in
n
o
v
ativ
e
ap
p
r
o
ac
h
es
to
p
r
o
b
lem
-
s
o
l
v
in
g
.
T
h
is
alig
n
s
with
f
in
d
in
g
s
s
u
g
g
esti
n
g
th
at
d
esig
n
th
in
k
in
g
f
o
s
ter
s
in
n
o
v
ativ
e
th
in
k
in
g
,
w
h
ich
is
ess
en
tial
f
o
r
ac
ad
e
m
ic
s
u
cc
ess
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
[
2
7
]
.
T
h
e
p
h
ase
cu
lm
in
ates
in
th
e
s
elec
tio
n
o
f
t
h
e
m
o
s
t
p
r
o
m
is
in
g
co
n
ce
p
ts
b
ased
o
n
f
ea
s
ib
ilit
y
,
d
esira
b
ilit
y
,
a
n
d
v
iab
ilit
y
cr
iter
ia
estab
lis
h
ed
d
u
r
in
g
th
e
p
r
o
b
lem
d
e
f
in
itio
n
s
t
ag
e.
−
Dev
elo
p
Stu
d
en
ts
v
is
u
alize
th
eir
id
ea
s
d
u
r
in
g
d
ev
el
o
p
m
en
t
th
r
o
u
g
h
p
r
o
to
ty
p
in
g
a
n
d
test
in
g
ac
ti
v
ities
th
at
tr
an
s
f
o
r
m
a
b
s
tr
ac
t
co
n
ce
p
ts
in
to
tan
g
i
b
le
s
o
lu
tio
n
s
.
T
h
e
i
ter
ativ
e
n
atu
r
e
o
f
th
is
s
tag
e
allo
ws
s
tu
d
en
ts
to
r
ec
eiv
e
co
n
tin
u
o
u
s
f
ee
d
b
ac
k
f
r
o
m
p
ee
r
s
,
in
s
tr
u
cto
r
s
,
an
d
p
o
ten
tial
u
s
er
s
,
f
ac
ilit
atin
g
o
n
g
o
in
g
im
p
r
o
v
em
en
ts
an
d
r
ef
in
e
m
en
ts
to
th
eir
p
r
o
p
o
s
ed
s
o
lu
tio
n
s
.
T
h
e
h
an
d
s
-
o
n
n
atu
r
e
o
f
t
h
is
s
tag
e
p
r
o
m
o
tes
d
ee
p
er
en
g
ag
em
en
t
an
d
u
n
d
er
s
tan
d
in
g
o
f
th
e
m
ate
r
ial,
wh
ich
h
as
b
ee
n
s
h
o
wn
to
co
r
r
elate
with
h
ig
h
er
ac
a
d
em
i
c
ac
h
iev
em
en
t
a
n
d
s
k
ill
r
eten
tio
n
[1
8
]
.
Stu
d
e
n
ts
lear
n
to
em
b
r
ac
e
f
ailu
r
e
as
a
lear
n
in
g
o
p
p
o
r
tu
n
ity
,
d
ev
el
o
p
in
g
r
esil
ien
ce
an
d
ad
ap
tab
ilit
y
th
at
ar
e
ess
en
tial f
o
r
co
m
p
lex
p
r
o
b
lem
-
s
o
l
v
in
g
i
n
p
r
o
f
ess
io
n
al
co
n
tex
ts
.
−
Dep
lo
y
Fin
ally
,
th
e
d
ep
lo
y
m
en
t
s
tag
e
em
p
h
asizes
r
ea
l
-
wo
r
ld
ap
p
licatio
n
an
d
s
tak
eh
o
ld
e
r
f
ee
d
b
ac
k
,
r
ein
f
o
r
cin
g
th
e
r
elev
a
n
ce
o
f
ac
ad
em
ic
co
n
ce
p
ts
in
p
r
ac
tic
al
co
n
tex
ts
a
n
d
a
u
th
en
tic
p
r
o
f
ess
io
n
al
s
ce
n
ar
io
s
.
Stu
d
en
ts
d
ev
elo
p
co
m
p
r
eh
en
s
i
v
e
im
p
lem
en
tatio
n
s
tr
ateg
ies
th
at
in
clu
d
e
m
ar
k
etin
g
p
lan
s
,
r
eso
u
r
ce
allo
ca
tio
n
,
an
d
p
er
f
o
r
m
an
ce
m
etr
ics
to
en
s
u
r
e
s
u
cc
ess
f
u
l
p
r
o
ject
e
x
ec
u
tio
n
.
T
h
is
ap
p
r
o
ac
h
en
h
an
ce
s
lear
n
in
g
an
d
p
r
ep
ar
es
s
tu
d
en
ts
f
o
r
f
u
tu
r
e
ch
allen
g
es
b
y
d
e
v
elo
p
in
g
cr
itical
p
r
o
b
lem
-
s
o
lv
in
g
s
k
il
ls
an
d
r
ea
l
-
wo
r
l
d
ex
p
er
ien
ce
[
3
]
.
T
h
e
s
tag
e
also
p
r
o
v
id
es
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
to
r
ef
lect
o
n
t
h
eir
le
ar
n
in
g
j
o
u
r
n
ey
a
n
d
id
en
tify
ar
ea
s
f
o
r
co
n
tin
u
ed
g
r
o
wth
an
d
d
ev
elo
p
m
en
t.
Fu
r
th
er
m
o
r
e
,
th
e
r
esu
lts
s
u
p
p
o
r
t
th
at
tr
ad
itio
n
al
in
s
tr
u
ctio
n
al
m
eth
o
d
s
m
ay
f
all
s
h
o
r
t
in
d
ev
elo
p
in
g
th
ese
ess
en
tial
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
,
as
th
ey
o
f
ten
em
p
h
asize
r
o
te
lear
n
in
g
an
d
s
im
p
lifie
d
s
ce
n
ar
io
s
th
at
d
o
n
o
t
r
ef
lect
r
ea
l
-
wo
r
ld
co
m
p
lex
ity
[
4
1
]
.
T
r
a
d
itio
n
al
ap
p
r
o
ac
h
es
ty
p
ically
f
o
cu
s
o
n
in
d
iv
id
u
a
l
ac
h
iev
em
en
t
an
d
s
tan
d
ar
d
ized
ass
ess
m
en
ts
,
wh
ich
lim
it
o
p
p
o
r
tu
n
ities
f
o
r
c
o
llab
o
r
ativ
e
lear
n
in
g
an
d
cr
ea
ti
v
e
p
r
o
b
lem
-
s
o
lv
in
g
th
at
ar
e
f
u
n
d
a
m
en
tal
to
d
esig
n
th
in
k
i
n
g
p
ed
ag
o
g
y
.
I
n
co
n
tr
ast,
th
e
5
Ds
m
o
d
el
o
f
f
er
s
a
m
o
r
e
d
y
n
am
ic
an
d
en
g
ag
in
g
lear
n
in
g
en
v
ir
o
n
m
en
t,
p
r
o
m
o
tin
g
e
x
p
lo
r
atio
n
an
d
co
llab
o
r
atio
n
wh
ile
en
h
an
cin
g
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
th
r
o
u
g
h
ac
tiv
e
p
ar
ticip
atio
n
an
d
m
ea
n
in
g
f
u
l
ap
p
licatio
n
o
f
k
n
o
wled
g
e.
T
h
ese
im
p
r
o
v
em
e
n
ts
u
n
d
er
s
co
r
e
th
e
p
ed
ag
o
g
y
’
s
a
b
ilit
y
to
f
o
s
ter
a
m
o
r
e
em
p
at
h
etic,
u
s
er
-
f
o
c
u
s
ed
ap
p
r
o
ac
h
to
p
r
o
b
lem
-
s
o
lv
in
g
,
wh
ich
is
in
cr
ea
s
in
g
ly
v
alu
ab
le
in
to
d
ay
’
s
co
m
p
lex
,
in
ter
co
n
n
ec
ted
w
o
r
ld
wh
er
e
in
ter
d
is
cip
lin
ar
y
co
llab
o
r
atio
n
a
n
d
h
u
m
an
-
ce
n
t
er
ed
d
esig
n
a
r
e
ess
en
tial f
o
r
a
d
d
r
ess
in
g
g
lo
b
al
ch
allen
g
es.
4
.
3
.
P
r
a
ct
ica
l i
m
pli
ca
t
io
ns
o
f
t
he
5
Ds des
ig
n t
hin
k
ing
pe
da
g
o
g
y
f
o
r
educa
t
io
na
l pra
c
t
ice
a
nd
po
licy
T
h
e
5
Ds
d
esig
n
th
in
k
in
g
p
ed
ag
o
g
y
o
f
f
er
s
a
tr
a
n
s
f
o
r
m
ativ
e
ap
p
r
o
ac
h
t
o
r
ev
italizin
g
cu
ltu
r
a
l
ed
u
ca
tio
n
i
n
C
h
in
a,
ad
d
r
ess
in
g
th
e
ch
allen
g
e
o
f
wan
in
g
in
ter
est
in
tr
a
d
itio
n
al
h
er
itag
e
am
o
n
g
y
o
u
n
g
er
g
en
er
atio
n
s
.
T
h
is
f
r
am
ew
o
r
k
en
co
u
r
ag
es
ed
u
ca
to
r
s
to
d
e
s
ig
n
p
r
o
ject
-
b
ased
lear
n
in
g
ac
tiv
ities
,
s
u
ch
as
cr
ea
tin
g
ex
h
ib
its
o
n
h
is
to
r
ical
th
em
es
o
r
o
r
g
an
izin
g
ev
en
ts
tied
to
cu
ltu
r
al
f
esti
v
als,
to
m
ak
e
lear
n
in
g
m
o
r
e
en
g
ag
in
g
an
d
r
ele
v
an
t.
Fo
s
ter
in
g
a
h
an
d
s
-
o
n
co
n
n
ec
tio
n
t
o
c
u
ltu
r
al
id
en
tity
alig
n
s
with
n
at
io
n
al
p
r
io
r
ities
lik
e
th
e
C
h
in
ese
C
u
ltu
r
e
Go
in
g
Glo
b
al
s
tr
ateg
y
,
wh
ich
s
ee
k
s
to
p
r
o
m
o
te
h
e
r
itag
e
o
n
a
g
l
o
b
al
s
tag
e.
C
h
in
ese
p
o
licy
m
ak
er
s
co
u
ld
s
u
p
p
o
r
t
t
h
is
s
h
if
t
b
y
f
u
n
d
in
g
teac
h
e
r
tr
ain
in
g
p
r
o
g
r
am
s
an
d
in
itiatin
g
p
ilo
t
p
r
o
jects,
p
ar
ticu
lar
ly
i
n
r
e
g
io
n
s
with
r
ich
h
is
to
r
ical
leg
ac
ies.
Su
ch
ef
f
o
r
ts
wo
u
l
d
p
r
eser
v
e
c
u
ltu
r
al
k
n
o
wled
g
e
an
d
cu
ltiv
ate
cr
ea
tiv
e
s
k
ills
ess
en
ti
al
f
o
r
m
o
d
er
n
ed
u
ca
tio
n
al
g
o
al
s
in
C
h
in
a.
I
n
C
h
in
a’
s
ex
am
-
ce
n
tr
ic
ed
u
ca
tio
n
al
s
y
s
tem
,
th
e
5
Ds
p
e
d
ag
o
g
y
p
r
o
v
id
es
a
p
r
ac
tical
m
ea
n
s
to
en
h
an
ce
s
tu
d
e
n
t
en
g
a
g
em
en
t
an
d
s
h
if
t
f
r
o
m
r
o
te
m
em
o
r
izatio
n
to
ac
tiv
e
lear
n
in
g
.
T
ea
ch
er
s
co
u
ld
in
teg
r
ate
th
is
ap
p
r
o
ac
h
i
n
to
s
u
b
jects
lik
e
h
is
to
r
y
o
r
a
r
t,
wh
e
r
e
s
tu
d
en
ts
m
ig
h
t
d
ef
in
e
cu
ltu
r
al
ch
allen
g
es
an
d
d
e
p
lo
y
cr
ea
tiv
e
s
o
lu
tio
n
s
,
en
r
ich
in
g
t
h
eir
lear
n
in
g
e
x
p
er
ie
n
ce
.
T
h
is
co
n
tr
asts
s
h
ar
p
ly
with
tr
ad
itio
n
al
lectu
r
e
-
b
ased
m
eth
o
d
s
,
o
f
f
er
in
g
a
b
alan
ce
d
s
u
p
p
lem
en
t
th
at
e
n
co
u
r
ag
es
c
r
itical
th
in
k
in
g
.
T
h
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
c
o
u
ld
r
ev
is
e
n
atio
n
al
s
tan
d
ar
d
s
to
in
clu
d
e
d
esig
n
th
in
k
i
n
g
co
m
p
eten
cies,
en
s
u
r
in
g
s
tu
d
en
t
s
u
cc
ess
i
s
m
ea
s
u
r
ed
b
ey
o
n
d
co
n
v
en
tio
n
al
test
s
co
r
es.
B
y
p
ilo
tin
g
th
is
in
u
n
iv
er
s
ities
an
d
s
ec
o
n
d
ar
y
s
ch
o
o
ls
,
C
h
in
a
co
u
ld
f
o
s
ter
a
m
o
r
e
d
y
n
am
ic
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
e
n
t th
at
p
r
e
p
ar
es st
u
d
e
n
ts
f
o
r
d
iv
e
r
s
e
ch
allen
g
es.
Glo
b
ally
,
th
e
ad
a
p
tab
ilit
y
o
f
t
h
e
5
Ds
p
ed
ag
o
g
y
m
ak
es
it
a
v
alu
ab
le
to
o
l
f
o
r
f
o
s
ter
in
g
cr
e
ativ
ity
an
d
co
llab
o
r
atio
n
ac
r
o
s
s
v
ar
ied
e
d
u
ca
tio
n
al
co
n
tex
ts
.
E
d
u
ca
t
o
r
s
wo
r
ld
wid
e
c
o
u
ld
ap
p
ly
its
s
tr
u
ctu
r
ed
p
h
ases
to
in
ter
d
is
cip
lin
ar
y
p
r
o
jects,
s
u
c
h
as
d
esig
n
in
g
s
u
s
tain
ab
le
tec
h
n
o
lo
g
ies
i
n
s
cien
ce
,
tec
h
n
o
l
o
g
y
,
e
n
g
in
ee
r
i
n
g
,
an
d
m
ath
em
atics
(
STE
M)
o
r
tac
k
lin
g
c
u
ltu
r
al
p
r
eser
v
atio
n
i
n
th
e
h
u
m
a
n
ities
.
T
h
is
f
lex
ib
ilit
y
alig
n
s
with
in
ter
n
atio
n
al
f
r
am
ewo
r
k
s
lik
e
th
e
Or
g
an
izatio
n
f
o
r
E
co
n
o
m
ic
C
o
-
o
p
er
atio
n
an
d
Dev
el
o
p
m
en
t
(
OE
C
D)
f
u
tu
r
e
o
f
ed
u
ca
tio
n
an
d
s
k
ills
2
0
3
0
,
e
m
p
h
asizin
g
2
1
s
t
-
ce
n
t
u
r
y
s
k
ills
lik
e
p
r
o
b
lem
-
s
o
lv
in
g
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