I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
15
,
No
.
1
,
Feb
r
u
ar
y
20
26
,
p
p
.
28
~
3
9
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
15
i
1
.
2
9
4
5
1
28
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Neuro
educa
tion a
nd t
ea
ching
perce
ption: a sy
stema
ti
c re
v
iew
from the
quali
tati
v
e appro
a
ch
B
elén
Va
ldé
s
-
Villa
lo
bo
s
1
,
M
a
ria
na
L
a
zz
a
ro
-
Sa
la
za
r
2
1
F
a
c
u
l
t
y
o
f
Ed
u
c
a
t
i
o
n
,
U
n
i
v
e
r
si
d
a
d
A
u
t
ó
n
o
m
a
d
e
C
h
i
l
e
,
Ta
l
c
a
,
C
h
i
l
e
2
C
e
n
t
r
o
d
e
I
n
v
e
s
t
i
g
a
c
i
ó
n
d
e
Es
t
u
d
i
o
s
A
v
a
n
z
a
d
o
s
d
e
l
M
a
u
l
e
,
U
n
i
v
e
r
s
i
d
a
d
C
a
t
ó
l
i
c
a
d
e
l
M
a
u
l
e
,
T
a
l
c
a
,
C
h
i
l
e
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Ap
r
3
,
2
0
2
4
R
ev
is
ed
No
v
25
,
2
0
2
5
Acc
ep
ted
Dec
12
,
2
0
2
5
Ne
u
ro
e
d
u
c
a
ti
o
n
is
a
d
isc
ip
li
n
e
th
a
t
c
o
n
si
d
e
rs
a
sp
e
c
ts
c
o
n
tri
b
u
t
e
d
b
y
th
e
n
a
tu
ra
l
sc
ien
c
e
s,
in
c
l
u
d
i
n
g
c
o
g
n
it
iv
e
a
b
i
li
ti
e
s,
b
ra
in
f
u
n
c
ti
o
n
in
g
,
a
n
d
t
h
e
e
m
o
ti
o
n
a
l
s
y
ste
m
,
a
m
o
n
g
o
th
e
rs,
a
s
to
p
ics
d
e
riv
e
d
fro
m
k
n
o
wle
d
g
e
in
fiel
d
s
su
c
h
a
s
n
e
u
r
o
sc
ien
c
e
,
c
o
g
n
it
iv
e
sc
ien
c
e
a
n
d
p
sy
c
h
o
l
o
g
y
,
a
n
d
wh
ich
a
re
a
rti
c
u
late
d
in
th
e
so
c
ial
d
o
m
a
in
.
Th
e
a
im
o
f
th
e
p
re
se
n
t
re
v
iew
wa
s
to
lea
rn
a
b
o
u
t
tea
c
h
e
rs’
p
e
rc
e
p
ti
o
n
s
o
f
n
e
u
ro
e
d
u
c
a
ti
o
n
a
n
d
t
o
d
e
term
in
e
wh
ich
q
u
a
li
tati
v
e
m
e
th
o
d
s
a
re
m
o
st
c
o
m
m
o
n
ly
u
se
d
in
t
h
is
field
o
f
re
se
a
rc
h
.
Th
e
re
v
iew
fo
ll
o
we
d
t
h
e
g
u
i
d
e
li
n
e
s
o
f
t
h
e
p
re
fe
rre
d
re
p
o
r
ti
n
g
it
e
m
s
fo
r
sy
ste
m
a
ti
c
re
v
iew
s
a
n
d
m
e
ta
-
a
n
a
ly
se
s
(
P
RIS
M
A
)
m
e
th
o
d
,
se
a
rc
h
in
g
t
h
e
d
a
tab
a
se
s
with
th
e
h
i
g
h
e
st
imp
a
c
t
b
e
twe
e
n
2
0
1
5
-
2
0
2
3
.
T
h
e
se
lec
ti
o
n
p
ro
c
e
ss
y
ield
e
d
n
in
e
e
li
g
ib
le
st
u
d
ies
a
n
d
th
e
y
we
re
a
n
a
ly
z
e
d
in
term
s
o
f
t
h
e
ty
p
e
o
f
k
n
o
wle
d
g
e
stu
d
ied
a
n
d
t
h
e
m
e
th
o
d
s
u
se
d
in
n
e
u
ro
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
.
Th
e
re
su
lt
s
d
isc
u
ss
th
e
m
o
st
fre
q
u
e
n
t
ly
d
e
v
e
l
o
p
e
d
q
u
a
li
tat
iv
e
m
e
th
o
d
o
lo
g
ies
in
th
e
n
e
u
ro
e
d
u
c
a
ti
o
n
a
l
d
isc
ip
li
n
e
,
o
ffe
rin
g
re
c
o
m
m
e
n
d
a
ti
o
n
s
fro
m
th
e
m
e
th
o
d
o
lo
g
ica
l
c
lu
ste
r
t
o
stre
n
g
th
e
n
fu
t
u
re
re
se
a
rc
h
in
th
e
d
isc
ip
li
n
e
.
Th
e
re
fo
re
,
t
h
is
stu
d
y
p
r
o
m
o
tes
n
e
u
ro
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
fro
m
a
q
u
a
li
tati
v
e
a
p
p
ro
a
c
h
wi
ll
imp
r
o
v
e
th
e
re
so
n
a
n
c
e
b
e
twe
e
n
n
e
u
r
o
e
d
u
c
a
ti
o
n
e
x
p
e
rts
a
n
d
tea
c
h
e
rs.
F
u
rt
h
e
rm
o
re
,
it
h
ig
h
li
g
h
ts
t
h
e
imp
o
rtan
c
e
o
f
p
r
o
p
o
sin
g
sit
u
a
ted
re
se
a
rc
h
,
u
sin
g
d
e
sc
rip
t
iv
e
m
e
th
o
d
o
lo
g
ies
in
t
h
e
field
,
wh
ich
c
o
m
m
u
n
ica
te
in
a
lan
g
u
a
g
e
a
p
p
r
o
p
riate
t
o
e
d
u
c
a
to
rs an
d
th
e
ir
c
o
n
tex
t
.
K
ey
w
o
r
d
s
:
E
d
u
ca
tio
n
Neu
r
o
d
id
ac
tics
Neu
r
o
ed
u
ca
tio
n
Neu
r
o
s
cien
ce
Qu
alitativ
e
m
eth
o
d
s
T
ea
ch
er
p
er
ce
p
tio
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
B
elén
Vald
és
-
Villalo
b
o
s
Facu
lty
o
f
E
d
u
ca
tio
n
,
U
n
iv
er
s
id
ad
Au
tó
n
o
m
a
d
e
C
h
ile
T
alca
,
C
h
ile
E
m
ail:
b
elen
v
ald
esv
illalo
b
o
s
@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
Ov
er
th
e
p
ast
f
ew
d
ec
a
d
es,
t
h
er
e
h
as
b
ee
n
a
n
in
ter
est
in
b
r
ain
r
esear
c
h
f
in
d
in
g
s
,
p
ar
ti
cu
lar
ly
in
h
u
m
an
c
o
g
n
itio
n
,
b
eh
a
v
io
r
,
a
n
d
lear
n
in
g
[
1
]
.
Fro
m
th
is
en
c
o
u
r
ag
em
e
n
t,
s
ev
er
al
au
th
o
r
s
h
av
e
h
ig
h
lig
h
ted
th
e
im
p
o
r
tan
ce
o
f
u
n
d
er
s
tan
d
i
n
g
b
r
ain
f
u
n
ctio
n
in
g
as
a
s
tar
tin
g
p
o
in
t
f
o
r
im
p
r
o
v
in
g
teac
h
in
g
an
d
lear
n
in
g
[
2
]
.
T
h
e
attr
ac
tiv
e
p
o
wer
o
f
th
is
co
n
ce
r
n
h
as lea
d
c
o
m
m
u
n
icatio
n
b
etwe
en
n
eu
r
o
s
cien
ce
an
d
e
d
u
ca
tio
n
to
p
r
o
m
o
te
s
tr
ateg
ies
b
ased
o
n
em
p
ir
ical
s
cien
tific
r
esear
ch
th
r
o
u
g
h
a
l
in
k
ag
e
titl
ed
n
eu
r
o
ed
u
ca
tio
n
[
3
]
.
Neu
r
o
ed
u
ca
tio
n
is
a
d
is
cip
lin
e
th
at
ar
ticu
lates
th
e
ar
ea
s
o
f
c
o
g
n
itiv
e
n
eu
r
o
s
cien
ce
,
co
g
n
itiv
e
p
s
y
ch
o
lo
g
y
,
ed
u
ca
tio
n
an
d
its
r
aises
,
f
r
o
m
its
th
eo
r
etica
l
b
asis
,
k
n
o
wled
g
e
th
r
o
u
g
h
r
esear
ch
lo
ca
ted
in
t
h
e
class
r
o
o
m
co
n
tex
t
[
4
]
.
T
h
e
tr
an
s
d
is
cip
lin
ar
y
r
esear
ch
d
ev
elo
p
ed
b
y
n
eu
r
o
e
d
u
ca
tio
n
s
tu
d
ies
d
o
cu
m
en
ts
th
e
m
o
tiv
atio
n
o
f
teac
h
er
s
to
lear
n
ab
o
u
t
t
h
is
s
cien
tific
f
ield
,
h
ig
h
lig
h
tin
g
f
r
o
m
th
e
d
is
cip
lin
e
to
th
e
s
cien
tific
i
n
ter
est
in
r
e
d
u
cin
g
th
e
e
x
is
tin
g
g
ap
b
etwe
en
s
cien
ce
an
d
teac
h
in
g
p
r
ac
tice
an
d
also
in
h
elp
i
n
g
to
av
o
i
d
m
is
co
n
ce
p
tio
n
s
ab
o
u
t n
eu
r
o
ed
u
ca
tio
n
,
k
n
o
wn
as
‘
n
eu
r
o
m
y
t
h
s
’
[
5
]
,
[
6
]
.
T
h
e
er
r
o
n
e
o
u
s
b
elief
s
r
eg
ar
d
in
g
ce
r
tain
m
y
th
s
p
r
esen
t
in
ed
u
ca
tio
n
h
av
e
ca
u
s
ed
teac
h
er
s
n
o
t
t
o
a
p
p
ly
n
eu
r
o
e
d
u
ca
tio
n
al
in
f
o
r
m
atio
n
co
r
r
ec
tly
in
th
eir
wo
r
k
,
s
o
m
etim
es
r
ed
u
cin
g
th
e
n
eu
r
o
e
d
u
ca
tio
n
al
d
is
cip
lin
e
to
th
ese
m
is
co
n
ce
p
tio
n
s
[
7
]
.
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
N
eu
r
o
ed
u
ca
tio
n
a
n
d
te
a
ch
in
g
p
ercep
tio
n
:
a
s
ystema
tic
r
ev
ie
w
fr
o
m
th
e
…
(
B
elén
V
a
ld
és
-
V
illa
lo
b
o
s
)
29
T
o
d
ate,
p
r
e
v
io
u
s
s
tu
d
ies
d
ev
elo
p
ed
to
r
e
d
u
ce
th
is
b
r
ea
c
h
h
av
e
ev
id
en
ce
d
a
clea
r
p
r
e
f
er
e
n
ce
f
o
r
th
e
in
v
esti
g
atio
n
o
f
lear
n
in
g
p
r
o
ce
s
s
es
(
e.
g
.
,
m
o
tiv
atio
n
,
s
elf
-
esteem
,
an
d
m
e
m
o
r
y
)
,
f
r
eq
u
en
tly
f
o
cu
s
in
g
o
n
q
u
an
tifia
b
le
a
n
aly
s
es
o
f
th
e
r
e
s
u
lts
f
r
o
m
th
e
im
p
lem
e
n
tatio
n
o
f
n
e
u
r
o
e
d
u
ca
tio
n
al
p
r
o
g
r
am
s
an
d
s
tr
ateg
ies
in
th
e
class
r
o
o
m
[
8
]
,
[
9
]
.
T
h
e
lim
itatio
n
o
f
th
is
k
in
d
o
f
s
tu
d
y
f
o
cu
s
ed
o
n
an
aly
zin
g
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
wh
ich
lies
in
t
h
e
co
n
s
eq
u
e
n
tly
s
ca
r
ce
th
at
k
n
o
wled
g
e
h
as
p
r
o
v
id
ed
r
eg
ar
d
in
g
th
e
teac
h
in
g
th
o
u
g
h
t
p
r
o
ce
s
s
lin
k
ed
to
t
h
e
s
u
b
ject.
I
n
th
is
co
n
tex
t,
th
er
e
h
av
e
b
ee
n
e
f
f
o
r
ts
t
o
d
em
o
n
s
tr
ate
th
e
n
eu
r
o
e
d
u
ca
tio
n
al
k
n
o
wled
g
e
o
f
teac
h
e
r
s
p
r
i
o
r
to
p
ed
ag
o
g
ic
al
im
p
lem
en
tatio
n
s
[
1
0
]
–
[
1
2
]
;
th
o
s
e
in
v
esti
g
atio
n
s
h
av
e
also
s
o
u
g
h
t
to
ad
d
r
ess
th
e
is
s
u
e
f
r
o
m
th
e
p
o
s
itiv
is
t
p
er
s
p
ec
tiv
e,
wh
ich
d
esp
ite
its
ap
p
ar
en
t
co
n
tr
ib
u
tio
n
s
to
th
e
c
o
n
s
tr
u
ctio
n
o
f
s
cien
tific
k
n
o
wled
g
e
o
n
t
h
e
s
u
b
je
ct,
p
r
esen
t
r
ec
o
g
n
ized
lim
ita
tio
n
s
r
eg
ar
d
in
g
its
r
ed
u
ctio
n
is
t
n
atu
r
e
co
n
ce
r
n
in
g
th
e
u
n
d
er
s
tan
d
in
g
o
f
teac
h
i
n
g
p
r
o
ce
s
s
es,
an
d
a
s
itu
ated
v
is
io
n
o
f
teac
h
e
r
s
’
p
er
ce
p
tio
n
s
[
1
3
]
.
T
h
er
ef
o
r
e,
r
esear
ch
th
at
q
u
a
litativ
ely
,
in
ter
p
r
etativ
ely
,
an
d
in
-
d
e
p
th
ass
ess
es
teac
h
er
s
’
th
in
k
in
g
ab
o
u
t
n
e
u
r
o
e
d
u
ca
tio
n
an
d
a
n
aly
ze
s
th
eir
p
e
r
ce
p
tio
n
s
in
a
d
escr
ip
tiv
e
m
a
n
n
er
is
o
b
s
er
v
ed
in
a
less
er
p
r
o
p
o
r
tio
n
an
d
a
s
ca
tter
ed
m
a
n
n
er
.
I
n
th
is
s
en
s
e,
Vasalo
u
et
a
l
.
[
1
4
]
s
tates
th
at
em
p
ir
ical
r
esear
ch
d
e
v
elo
p
ed
in
class
r
o
o
m
clim
ate
s
h
o
u
ld
s
ee
k
to
k
n
o
w
teac
h
e
r
s
’
p
er
ce
p
t
io
n
s
,
d
ef
in
ed
as
attitu
d
es,
b
eli
ef
s
,
o
r
s
o
cial
v
alu
es
th
at
h
av
e
b
ee
n
s
u
b
jectiv
ely
elab
o
r
ated
f
r
o
m
r
ea
lity
[
1
5
]
,
s
in
ce
th
ese
ar
e
as
f
u
n
d
am
en
tal
a
s
s
tu
d
en
ts
’
lear
n
in
g
an
d
wo
r
k
in
g
o
n
th
em
i
n
th
e
class
r
o
o
m
m
ig
h
t
h
av
e
a
p
o
s
it
iv
e
im
p
ac
t
o
n
th
e
teac
h
in
g
ta
s
k
[
1
6
]
,
[
1
7
]
.
T
h
is
asp
ec
t
is
f
u
n
d
am
en
tal
an
d
h
ig
h
lig
h
ts
th
e
n
ee
d
t
o
s
y
n
t
h
esize
q
u
alitativ
e
r
esear
ch
f
r
o
m
th
e
teac
h
er
s
’
p
er
s
p
ec
tiv
e
to
f
o
r
m
u
late
c
o
n
cr
ete
p
r
o
p
o
s
als th
at
s
u
p
p
o
r
t th
e
d
ev
elo
p
m
e
n
t o
f
t
h
is
f
ield
o
f
r
e
s
ea
r
ch
.
Acc
o
r
d
in
g
ly
,
th
e
p
r
esen
t
s
tu
d
y
ass
u
m
es
th
is
task
an
d
p
r
o
p
o
s
es
to
co
n
tr
ib
u
te
to
th
e
d
is
cip
lin
e
with
s
y
s
tem
atic
r
esear
ch
th
at
b
r
in
g
s
to
g
eth
er
an
d
an
al
y
ze
s
teac
h
er
s
’
p
er
ce
p
ti
o
n
s
f
r
o
m
th
e
p
ed
ag
o
g
ical
p
o
in
t
o
f
v
iew
b
ased
o
n
th
e
an
aly
s
is
o
f
ex
clu
s
iv
ely
q
u
alitativ
e
r
esear
ch
.
I
n
th
is
r
eg
ar
d
,
t
h
e
q
u
alitativ
e
v
is
io
n
aim
s
to
ex
am
in
e
h
o
w
in
d
iv
id
u
als
p
er
c
eiv
e
th
e
p
h
en
o
m
en
a
th
at
s
u
r
r
o
u
n
d
s
th
em
,
d
ee
p
en
i
n
g
f
r
o
m
t
h
e
an
aly
s
is
in
th
eir
in
ter
p
r
etatio
n
s
an
d
allo
win
g
c
ateg
o
r
izin
g
an
d
class
if
y
in
g
th
e
m
ain
co
n
ce
p
t
u
al
ass
ets
an
al
y
zin
g
th
em
to
g
eth
er
with
th
e
p
a
r
ticip
an
ts
o
f
th
e
s
tu
d
y
.
I
n
th
is
f
r
am
ew
o
r
k
,
th
e
p
r
esen
t
s
tu
d
y
attem
p
ts
to
lea
r
n
ab
o
u
t
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
n
eu
r
o
ed
u
ca
tio
n
an
d
its
im
p
lem
en
tatio
n
in
th
e
class
r
o
o
m
an
d
to
d
eter
m
in
e
wh
ich
q
u
alitativ
e
m
eth
o
d
s
ar
e
m
o
s
t
(
o
r
least)
u
s
ed
in
t
h
is
f
ield
o
f
n
e
u
r
o
e
d
u
ca
tio
n
al
r
esear
ch
in
o
r
d
er
to
r
e
f
lect
o
n
th
ei
r
co
n
tr
ib
u
tio
n
s
an
d
f
u
tu
r
e
c
h
allen
g
es.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
was
to
an
aly
ze
r
esear
ch
o
n
teac
h
e
r
s
’
p
er
ce
p
tio
n
s
o
f
n
eu
r
o
ed
u
ca
t
io
n
a
n
d
t
o
d
eter
m
in
e
wh
ich
q
u
alitativ
e
m
eth
o
d
s
ar
e
c
o
m
m
o
n
ly
u
s
ed
in
th
is
f
ield
o
f
s
tu
d
y
.
T
h
er
ef
o
r
e,
th
e
r
esear
c
h
q
u
esti
o
n
s
wer
e
th
e
f
o
ll
o
win
g
:
−
W
h
at
ar
e
teac
h
er
s
'
ap
p
r
aisals
o
f
n
eu
r
o
ed
u
ca
tio
n
al
im
p
lem
e
n
tatio
n
s
?
−
W
h
at
b
eh
av
io
r
al
,
em
o
tio
n
al
a
n
d
/o
r
s
o
cial
ch
an
g
es
d
o
n
eu
r
o
ed
u
ca
tio
n
al
im
p
lem
e
n
tatio
n
s
b
r
in
g
ab
o
u
t
in
s
tu
d
en
ts
?
−
W
h
at
ar
e
th
e
m
ain
q
u
alitativ
e
r
esear
ch
d
esig
n
s
u
s
ed
in
n
eu
r
o
ed
u
ca
tio
n
al
s
tu
d
ies?
I
n
th
is
r
ev
iew
,
we
ca
n
f
in
d
th
e
m
ain
r
esear
c
h
th
at
h
as
s
o
u
g
h
t
t
o
u
n
d
er
s
tan
d
th
e
p
e
r
c
ep
tio
n
s
o
f
ed
u
ca
to
r
s
r
e
g
ar
d
in
g
n
e
u
r
o
e
d
u
ca
tio
n
,
in
a
d
d
itio
n
to
b
r
in
g
in
g
to
g
eth
er
th
e
v
ar
io
u
s
s
tr
ateg
ie
s
d
ev
elo
p
ed
in
th
e
n
eu
r
o
e
d
u
ca
tio
n
al
im
p
lem
en
tat
io
n
s
an
aly
ze
d
.
Als
o
,
d
if
f
er
e
n
t
s
tr
ateg
ies
an
d
q
u
alitativ
e
to
o
ls
ar
e
p
r
o
p
o
s
ed
th
at
d
ee
p
en
th
e
an
aly
s
is
o
f
em
p
ir
ic
al
im
p
lem
en
tatio
n
s
in
an
ed
u
c
atio
n
al
co
n
tex
t.
I
n
ad
d
itio
n
,
th
e
r
ev
iew
m
o
b
ilized
a
th
eo
r
etica
l/em
p
ir
ical
s
u
p
p
o
r
t
f
r
o
m
th
e
an
aly
ze
d
f
in
d
i
n
g
s
to
in
f
o
r
m
p
u
b
lic
p
o
licy
to
r
eo
r
ien
t
th
e
f
o
cu
s
f
r
o
m
th
e
ac
ad
em
ic,
to
th
e
tr
a
n
s
v
er
s
al
asp
ec
ts
th
at
ed
u
ca
tio
n
als
o
en
tails
,
in
o
r
d
er
to
s
to
p
co
n
s
id
er
in
g
s
o
cial
an
d
af
f
ec
tiv
e
p
r
i
n
cip
les
f
r
o
m
a
co
m
p
en
s
ato
r
y
p
o
in
t
o
f
v
iew,
a
n
d
to
in
ten
d
th
em
f
r
o
m
th
e
im
p
o
r
tan
ce
th
e
y
h
av
e
in
th
e
in
teg
r
al
life
o
f
s
tu
d
en
ts
an
d
ed
u
ca
to
r
s
.
2.
M
E
T
H
O
D
T
h
e
m
eth
o
d
o
lo
g
ical
f
r
am
ewo
r
k
u
s
es
a
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew
p
r
o
ce
d
u
r
e.
Sy
s
tem
at
ic
r
ev
iews
ar
e
in
teg
r
ativ
e
in
v
esti
g
atio
n
s
th
at
allo
w
s
y
n
th
esizin
g
th
e
v
alid
ity
o
f
th
e
r
esu
lts
o
f
s
tu
d
ies
o
n
a
g
iv
e
n
to
p
ic
th
a
t
co
m
es
f
r
o
m
a
s
tr
u
ctu
r
ed
r
esea
r
ch
q
u
esti
o
n
an
d
ar
e
c
h
ar
ac
ter
ized
b
y
b
ein
g
d
e
v
elo
p
e
d
b
ased
o
n
a
r
ep
r
o
d
u
cib
le
m
eth
o
d
o
l
o
g
y
[
1
8
]
.
T
h
is
r
e
p
r
o
d
u
cib
le
m
eth
o
d
allo
ws
s
y
n
th
e
s
izin
g
an
d
an
al
y
zin
g
t
h
e
s
tu
d
i
es
r
esear
ch
ed
in
t
h
e
in
v
esti
g
atio
n
,
g
en
er
atin
g
r
elev
an
t
co
n
ce
p
ts
th
at
id
en
tify
th
e
v
o
id
s
in
th
e
f
ield
o
f
r
esear
ch
an
d
o
r
g
a
n
ize
th
em
in
a
s
y
s
tem
atic
way
.
T
h
e
s
ea
r
ch
was
co
n
d
u
cted
b
etwe
en
J
u
ly
an
d
A
u
g
u
s
t
2
0
2
3
,
an
d
t
h
e
m
eth
o
d
o
lo
g
y
was
ca
r
r
ied
o
u
t in
two
s
tag
es
,
as seen
in
Fig
u
r
e
1
.
First,
an
ad
v
a
n
ce
d
s
ea
r
ch
wa
s
ca
r
r
ied
o
u
t
i
n
E
n
g
lis
h
in
th
e
elec
tr
o
n
ic
d
atab
ases
:
W
eb
o
f
Scien
ce
(
W
o
S),
E
B
SC
O,
an
d
Sco
p
u
s
.
At
th
is
s
tag
e,
th
e
s
ea
r
ch
eq
u
atio
n
was
en
ter
e
d
:
n
e
u
r
o
s
cien
ce
AND
ed
u
ca
tio
n
AND
teac
h
er
p
er
ce
p
tio
n
.
T
h
e
ex
p
lo
r
atio
n
was
th
en
r
ef
in
ed
to
th
e
y
ea
r
s
2
0
1
5
-
2
0
2
3
,
as
th
is
p
er
io
d
h
as
s
ee
n
a
s
u
s
tain
ed
g
r
o
wth
o
f
t
h
e
liter
atu
r
e
in
th
e
f
ield
o
f
s
tu
d
y
.
Af
ter
war
d
s
,
th
e
s
ea
r
c
h
was
lim
it
ed
to
th
e
titl
e,
k
ey
d
escr
ip
to
r
s
,
an
d
a
b
s
tr
ac
t.
L
ik
e
wis
e,
a
s
ea
r
ch
was
ca
r
r
ied
o
u
t
in
th
e
Scielo
d
atab
ase
in
o
r
d
e
r
to
g
iv
e
a
b
r
o
a
d
er
s
co
p
e
to
th
e
r
esear
c
h
,
b
u
t n
o
r
esu
lts
wer
e
o
b
tain
ed
f
o
r
th
e
d
e
f
in
ed
cr
iter
ia.
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
28
-
3
9
30
Fig
u
r
e
1
.
Sear
ch
k
ey
s
in
d
atab
ases
2
.
1
.
E
lig
ibi
lity
cr
it
er
ia
I
n
o
r
d
e
r
to
b
e
in
cl
u
d
ed
in
t
h
e
r
ev
iew,
g
iv
en
th
e
o
b
jectiv
e
o
f
th
is
s
tu
d
y
,
th
e
ar
ticles
h
ad
to
b
e
p
r
im
ar
y
s
cien
tific
ar
ticles,
a
s
y
s
tem
atic
r
ev
iew,
wr
itten
in
E
n
g
lis
h
o
r
Sp
an
is
h
,
h
av
e
ed
u
ca
tio
n
as
th
e
ar
ea
o
f
s
tu
d
y
,
a
n
d
p
r
esen
t
n
eu
r
o
s
cien
ce
an
d
ed
u
ca
tio
n
,
n
eu
r
o
ed
u
ca
ti
o
n
o
r
n
eu
r
o
-
d
id
ac
tics
as
th
eo
r
etica
l
s
u
p
p
o
r
t.
T
h
e
r
ef
o
r
e
,
f
o
r
b
o
th
s
tag
es,
we
in
clu
d
ed
r
esear
ch
th
at
m
et
t
h
e
f
o
llo
win
g
cr
it
er
ia:
q
u
alitativ
e
o
r
m
ix
ed
-
m
eth
o
d
r
esear
ch
(
s
o
as
n
o
t
to
d
is
ca
r
d
an
y
q
u
alitativ
e
p
r
eten
s
io
n
)
,
th
e
p
a
r
ticip
an
ts
h
ad
to
b
e
teac
h
er
s
o
r
s
tu
d
en
t
teac
h
er
s
,
th
e
r
esear
ch
h
ad
to
b
e
e
m
p
ir
ical,
a
n
d
t
h
e
th
eo
r
etica
l
co
n
s
tr
u
cts
m
en
t
io
n
ed
(
n
eu
r
o
s
cien
ce
an
d
ed
u
ca
tio
n
,
ed
u
ca
tio
n
al
n
eu
r
o
s
cien
ce
,
n
e
u
r
o
e
d
u
ca
tio
n
,
n
eu
r
o
s
cien
ce
,
an
d
lear
n
in
g
,
o
r
n
eu
r
o
-
d
id
ac
tics
)
h
ad
to
b
e
u
s
ed
.
Sy
s
tem
atic
r
ev
iews,
letter
s
to
th
e
ed
ito
r
,
r
ef
lectiv
e
ar
ticles,
g
r
ad
u
ate
th
eses
,
jo
u
r
n
al
ar
ticles,
an
d
b
o
o
k
r
ev
iews
wer
e
ex
clu
d
ed
at
b
o
th
s
tag
es.
R
eg
ar
d
in
g
th
e
f
ir
s
t
s
tag
e,
th
e
s
ea
r
ch
in
E
n
g
lis
h
ca
m
e
u
p
with
1
1
7
a
r
ticles,
wh
ile
p
h
ase
2
was
n
o
t
f
r
u
itfu
l
with
th
e
s
ea
r
ch
eq
u
at
io
n
in
th
e
Scielo
d
ata
b
ase
,
as
s
ee
n
in
Fig
u
r
e
2
.
Su
b
s
eq
u
en
tly
,
an
ex
h
a
u
s
tiv
e
an
aly
s
is
o
f
th
e
to
tal
r
esear
ch
was
ca
r
r
ied
o
u
t
b
y
r
ea
d
in
g
t
h
e
ab
s
tr
ac
t
an
d
k
e
y
d
escr
ip
to
r
s
o
f
th
e
id
en
tifie
d
s
tu
d
ies
.
A
to
tal
o
f
n
in
e
ar
ticles th
at
m
et
th
e
in
clu
s
io
n
cr
iter
ia
wer
e
in
clu
d
ed
in
th
e
r
ev
iew,
e
x
clu
d
in
g
d
u
p
licate
tex
ts
an
d
th
o
s
e
th
at
d
id
n
o
t
m
ee
t
th
e
s
tated
cr
iter
ia.
Su
b
s
eq
u
en
tly
,
th
e
s
elec
ted
ar
ticles
wer
e
an
aly
ze
d
in
a
co
llectio
n
cr
ea
ted
f
o
r
t
h
e
p
r
esen
t
s
y
s
tem
atic
r
ev
iew,
o
r
g
an
izin
g
th
e
m
ac
c
o
r
d
in
g
to
t
h
eir
d
ata
b
ase
an
d
ca
teg
o
r
izin
g
th
em
f
r
o
m
t
h
e
m
eth
o
d
o
lo
g
y
,
wh
ich
allo
we
d
th
e
id
en
tific
atio
n
o
f
d
u
p
licate
r
e
s
ea
r
ch
o
r
th
o
s
e
th
at
d
id
n
o
t
m
ee
t th
e
cr
iter
ia
in
d
icate
d
.
Fig
u
r
e
2
.
Sy
s
tem
atic
r
ev
iew
f
l
o
wch
ar
t
S
e
a
rc
h
1
.
E
n
g
li
sh
S
e
a
r
c
h
k
e
y
:
n
e
u
ro
sc
ien
c
e
AN
D ed
u
c
a
ti
o
n
AN
D t
e
a
c
h
e
r
p
e
rc
e
p
ti
o
n
S
c
ielo
S
e
a
rc
h
1
.
E
n
g
li
sh
S
e
a
r
c
h
k
e
y
:
n
e
u
ro
sc
ien
c
e
AN
D ed
u
c
a
ti
o
n
AN
D t
e
a
c
h
e
r
p
e
rc
e
p
ti
o
n
W
o
S
S
c
o
p
u
s
EBS
CO
S
e
a
r
c
h
P
u
b
l
ica
ti
o
n
s
in
c
lu
d
e
d
f
o
r
e
v
a
l
u
a
ti
o
n
(n
=
7
1
)
S
c
re
e
n
e
d
re
c
o
rd
s
(n
=
1
3
3
)
Id
e
n
t
i
f
i
c
a
t
i
o
n
S
c
r
e
e
n
i
n
g
Identi
fica
tio
n
a
n
d
se
lec
tio
n
o
f
st
u
d
ies
C
r
i
t
e
r
i
o
n
1
:
i
t
e
ms e
x
c
l
u
d
e
d
b
y
m
e
t
h
o
d
(
n
=
4
1
)
.
D
o
c
u
me
n
t
s
e
x
c
l
u
d
e
d
b
y
t
i
t
l
e
,
a
b
s
t
r
a
c
t
a
n
d
d
e
scr
i
p
t
o
r
s
(
n
=
6
2
)
.
C
r
i
t
e
r
i
o
n
3
:
d
o
c
u
me
n
t
s
e
l
i
mi
n
a
t
e
d
f
o
r
d
u
p
l
i
c
a
t
e
s
a
n
d
o
t
h
e
r
l
i
t
e
r
a
t
u
r
e
(
n
=
3
)
.
To
tal
n
u
m
b
e
r
o
f
re
c
o
rd
s
id
e
n
t
ifi
e
d
:
•
S
c
o
p
u
s
(n
=
3
5
)
•
EBS
CO (n
=
1
6
)
•
Web
o
f
S
c
ien
c
e
(n
=
8
2
)
•
S
CIEL
O
(n
=
0
)
S
e
l
e
c
t
i
o
n
P
a
p
e
rs i
n
c
lu
d
e
d
b
y
o
b
jec
ti
v
e
a
n
d
m
e
th
o
d
o
lo
g
y
in
t
h
e
fi
n
a
l
sy
ste
m
a
ti
c
rev
iew
a
n
a
ly
sis
(n
=
9
)
C
r
i
t
e
r
i
o
n
2
:
i
t
e
ms e
x
c
l
u
d
e
d
t
y
p
e
o
f
p
a
r
t
i
c
i
p
a
n
t
(
n
=
1
8
)
.
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
N
eu
r
o
ed
u
ca
tio
n
a
n
d
te
a
ch
in
g
p
ercep
tio
n
:
a
s
ystema
tic
r
ev
ie
w
fr
o
m
th
e
…
(
B
elén
V
a
ld
és
-
V
illa
lo
b
o
s
)
31
2
.
2
.
E
x
t
r
a
ct
io
n a
nd
s
y
nthesis
T
h
e
ex
tr
ac
tio
n
wo
r
k
was
p
er
f
o
r
m
ed
o
n
a
tem
p
late,
wh
ich
ad
ap
ted
th
e
wo
r
k
o
f
Vald
és
-
Villalo
b
o
s
an
d
L
az
za
r
o
-
Salaza
r
[
1
9
]
r
eg
a
r
d
in
g
th
e
f
o
llo
win
g
asp
ec
ts
: b
asic in
f
o
r
m
atio
n
(
e.
g
.
,
y
ea
r
o
f
p
u
b
licatio
n
,
au
th
o
r
,
titl
e)
,
o
b
jectiv
e,
q
u
alitativ
e
o
r
m
ix
ed
m
eth
o
d
o
l
o
g
y
,
p
ar
ti
cip
an
ts
,
th
eo
r
etica
l
an
d
co
n
c
ep
tu
al
f
o
u
n
d
atio
n
s
(
e.
g
.
,
n
e
u
r
o
s
cien
ce
an
d
ed
u
c
atio
n
,
n
eu
r
o
ed
u
ca
tio
n
o
r
n
e
u
r
o
-
d
i
d
ac
tics
)
,
an
d
m
ain
r
es
u
lts
.
Su
b
s
eq
u
en
tly
,
th
e
n
in
e
s
elec
ted
in
v
esti
g
atio
n
s
wer
e
r
ea
d
in
f
u
ll
tex
t,
an
d
th
e
s
tu
d
ies
wer
e
an
aly
z
ed
an
d
s
u
m
m
a
r
ized
d
escr
ip
tiv
ely
in
d
ep
en
d
en
tly
b
y
b
o
th
a
u
th
o
r
s
.
Alth
o
u
g
h
m
ix
ed
s
tu
d
ies
wer
e
co
n
s
id
er
ed
in
th
e
s
cr
ee
n
in
g
o
f
t
h
e
r
esear
ch
,
th
e
an
aly
s
is
f
o
ll
o
wed
th
e
in
ter
p
r
etiv
e
lo
g
ic
o
f
th
e
s
tu
d
y
o
b
jectiv
e
f
o
llo
win
g
th
e
f
o
cu
s
o
f
th
is
r
ev
iew,
wh
ich
ce
n
ter
ed
o
n
q
u
alitativ
e
m
eth
o
d
o
l
o
g
ies th
at
s
tu
d
ied
tea
ch
er
s
'
p
er
ce
p
tio
n
s
o
f
n
e
u
r
o
e
d
u
ca
tio
n
al
th
eo
r
y
.
2
.
3
.
P
RIS
M
A
m
et
ho
d
s
cr
ee
nin
g
Fig
u
r
e
2
p
r
esen
ts
th
e
s
elec
tio
n
p
r
o
ce
s
s
f
r
o
m
t
h
e
id
en
tif
icatio
n
o
f
t
h
e
to
tal
n
u
m
b
er
o
f
in
itial
in
v
esti
g
atio
n
s
N=
1
3
3
to
th
e
N=
9
ar
ticles
th
at
m
et
th
e
in
clu
s
io
n
cr
iter
ia.
T
h
e
p
r
ef
er
r
ed
r
ep
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews a
n
d
m
eta
-
an
aly
s
es (
PR
I
SMA)
d
iag
r
am
d
esig
n
o
f
Ur
r
ú
tia
an
d
B
o
n
f
ill [
2
0
]
was a
d
ap
ted
.
3.
RE
SU
L
T
S
I
n
h
o
n
o
r
o
f
th
e
o
b
ject
o
f
s
tu
d
y
,
T
ab
le
1
p
r
esen
ts
th
e
id
en
tific
atio
n
o
f
th
e
d
escr
ip
tiv
e
r
esu
lts
an
aly
ze
d
in
h
o
n
o
r
o
f
th
e
o
b
ject
o
f
s
tu
d
y
[
2
1
]
–
[
2
9
]
.
B
ased
o
n
th
e
a
n
aly
s
is
o
f
t
h
ese
ar
ticles,
teac
h
er
p
er
ce
p
tio
n
s
an
d
m
eth
o
d
o
l
o
g
ies an
aly
ze
d
i
n
th
e
s
elec
ted
r
esear
ch
ar
e
d
escr
ib
e
d
an
d
d
is
cu
s
s
ed
.
3
.
1
.
T
ea
cher
s
’
perc
ept
io
ns
o
f
neuro
educa
t
io
n
R
esear
ch
h
as
th
e
ch
allen
g
e
o
f
c
o
n
tr
ib
u
tin
g
to
an
d
m
o
d
if
y
in
g
ed
u
ca
tio
n
al
p
r
ac
tices
f
o
r
co
n
s
tan
t
im
p
r
o
v
em
e
n
t.
Un
d
o
u
b
ted
ly
,
i
m
b
u
in
g
th
e
s
cien
tific
co
m
m
u
n
ity
with
n
ew
n
e
u
r
o
e
d
u
ca
tio
n
al
k
n
o
wled
g
e
th
at
co
n
tr
ib
u
tes
to
k
n
o
win
g
th
e
o
p
in
io
n
s
o
f
th
e
p
r
im
ar
y
ag
en
t
s
o
f
ed
u
ca
tio
n
is
f
u
n
d
am
en
ta
l
an
d
,
th
e
r
ef
o
r
e
,
an
ex
ce
llen
t
ch
allen
g
e
f
o
r
e
d
u
ca
t
io
n
al
r
esear
ch
er
s
[
2
4
]
.
I
n
th
is
r
eg
ar
d
,
th
e
ar
ticles
an
aly
ze
d
s
h
o
w
th
at
teac
h
er
s
'
p
er
ce
p
tio
n
s
o
f
n
eu
r
o
ed
u
ca
tio
n
wer
e
ap
p
r
o
ac
h
ed
f
r
o
m
th
e
f
o
llo
win
g
p
er
s
p
ec
tiv
es:
i)
T
ea
ch
er
ev
alu
atio
n
o
f
n
eu
r
o
e
d
u
ca
tio
n
c
o
u
r
s
es:
to
lear
n
a
b
o
u
t
teac
h
er
s
'
o
p
in
io
n
s
an
d
ex
p
er
ien
ce
s
o
n
a
n
eu
r
o
e
d
u
ca
tio
n
co
u
r
s
e
af
ter
h
av
in
g
tak
en
it
[
2
2
]
,
[
2
5
]
,
[
2
9
]
.
T
h
ese
co
u
r
s
es
wer
e
in
te
n
d
ed
t
o
m
a
k
e
teac
h
er
s
liter
ate
in
th
eo
r
etica
l
asp
ec
ts
o
f
lear
n
in
g
f
r
o
m
th
e
v
iew
o
f
n
eu
r
o
ed
u
ca
tio
n
al
p
r
i
n
cip
les
an
d
in
ap
p
ly
in
g
th
ese
in
th
e
class
r
o
o
m
.
ii)
Neu
r
o
m
y
th
s
:
to
i
n
v
esti
g
ate
teac
h
er
s
'
n
eu
r
o
ed
u
ca
tio
n
al
k
n
o
wled
g
e
in
is
o
latio
n
,
with
o
u
t
an
y
teac
h
er
liter
ac
y
ac
tiv
ities
o
r
n
eu
r
o
ed
u
ca
tio
n
al
p
ed
ag
o
g
ical
im
p
lem
e
n
tatio
n
[
2
6
]
.
iii)
T
ea
ch
er
liter
ac
y
an
d
p
e
d
ag
o
g
ical
im
p
lem
en
tatio
n
:
to
lear
n
ab
o
u
t
teac
h
er
s
'
p
er
ce
p
tio
n
s
o
f
th
e
u
s
ef
u
ln
ess
o
f
n
eu
r
o
e
d
u
ca
tio
n
al
teac
h
er
l
iter
ac
y
wo
r
k
s
h
o
p
s
a
n
d
to
lea
r
n
a
b
o
u
t
th
e
c
h
an
g
es
an
d
ch
allen
g
es
th
at
teac
h
er
s
'
k
n
o
wled
g
e
o
f
n
eu
r
o
ed
u
ca
tio
n
al
p
r
in
cip
les
h
av
e
g
en
er
ated
i
n
th
eir
teac
h
in
g
p
r
a
ctice
s
in
ce
th
e
tr
ain
in
g
[
2
3
]
,
[
2
4
]
,
[
2
7
]
,
[
2
8
]
.
iv
)
Neu
r
o
d
id
ac
tic
ass
ess
m
en
t
o
f
t
r
ain
ee
teac
h
er
e
v
alu
atio
n
:
t
o
l
ea
r
n
ab
o
u
t
th
e
o
p
in
io
n
s
o
f
tr
a
in
ee
teac
h
er
s
o
n
th
e
p
r
esen
ce
o
f
n
eu
r
o
d
id
ac
t
ic
elem
en
ts
in
ev
alu
atio
n
s
at
h
ig
h
er
-
lev
el
in
s
titu
tio
n
s
[
2
1
]
.
L
ik
ewise,
th
e
ar
ticles
an
aly
ze
d
s
h
o
w
th
e
v
ar
io
u
s
co
n
tr
i
b
u
ti
o
n
s
m
ad
e
b
y
t
h
e
q
u
alitativ
e
a
p
p
r
o
ac
h
to
teac
h
er
s
'
p
er
ce
p
tio
n
o
f
n
eu
r
o
e
d
u
ca
tio
n
.
I
n
th
e
f
ir
s
t
in
s
tan
ce
,
it
s
h
o
u
ld
b
e
m
e
n
tio
n
ed
th
at
te
ac
h
er
s
p
er
ce
iv
e
th
e
n
eu
r
o
e
d
u
ca
tio
n
al
d
is
cip
lin
e
as
a
s
tr
ateg
y
th
at
allo
ws
th
em
to
m
ak
e
th
eir
teac
h
in
g
m
o
r
e
h
o
lis
tic
an
d
h
ig
h
lig
h
ts
th
e
im
p
o
r
ta
n
ce
f
o
r
teac
h
er
s
to
m
ak
e
p
ed
ag
o
g
ical
an
d
d
i
d
ac
tic
co
n
s
tr
u
ctio
n
s
th
at
lea
d
th
em
to
in
clu
d
e
n
eu
r
o
s
cien
ce
a
d
v
an
ce
s
in
th
ei
r
co
n
ten
t
an
d
k
n
o
wled
g
e
[
2
6
]
.
T
h
is
wo
u
ld
s
u
p
p
o
r
t
th
em
in
p
r
o
v
id
in
g
u
p
d
ated
teac
h
in
g
th
at
is
c
o
n
d
u
civ
e
to
th
e
d
ev
el
o
p
m
en
t
o
f
s
k
ills
in
th
eir
s
tu
d
en
ts
[
2
2
]
.
I
n
th
is
r
e
g
ar
d
,
teac
h
er
s
p
er
ce
iv
e
th
at
n
eu
r
o
ed
u
ca
tio
n
al
c
o
n
ce
p
tu
al
m
an
ag
e
m
en
t
s
h
o
u
ld
b
e
p
r
esen
ted
m
o
r
e
u
n
d
er
s
tan
d
ab
ly
,
r
ein
f
o
r
cin
g
a
n
d
lin
k
in
g
co
n
ce
p
ts
with
id
ea
s
a
n
d
s
tr
ateg
ies
p
r
ev
io
u
s
ly
k
n
o
w
n
f
r
o
m
th
eir
teac
h
er
tr
ain
in
g
p
r
o
ce
s
s
,
wh
ich
ca
n
g
iv
e
th
eo
r
etica
l r
o
b
u
s
tn
ess
to
d
ec
is
io
n
-
m
ak
in
g
in
th
e
class
r
o
o
m
[
2
2
]
,
[
2
7
]
,
[
2
8
]
.
Mo
r
e
p
r
ec
is
ely
,
B
r
ick
et
a
l
.
[
2
3
]
d
escr
ib
ed
t
h
r
ee
in
s
ig
h
ts
teac
h
er
s
r
ec
u
r
r
e
n
tly
ex
p
r
ess
ed
in
th
eir
f
ield
n
o
tes
af
ter
b
ec
o
m
in
g
n
eu
r
o
s
cien
ce
an
d
lear
n
in
g
liter
ate
an
d
d
ev
elo
p
in
g
th
eir
u
n
d
er
s
tan
d
in
g
o
f
s
tu
d
e
n
ts
'
m
en
tal
h
ea
lth
p
r
o
b
lem
s
.
T
h
es
e
th
r
ee
in
s
ig
h
ts
r
e
f
er
en
ce
u
n
d
er
s
tan
d
in
g
a
d
o
lescen
t
d
e
v
elo
p
m
en
t
an
d
th
e
ca
u
s
es
o
f
p
r
o
b
lem
s
,
estab
lis
h
in
g
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
with
s
tu
d
en
ts
to
ad
d
r
ess
s
o
cial
an
d
em
o
tio
n
al
p
r
o
b
lem
s
,
a
n
d
ab
an
d
o
n
in
g
h
a
r
s
h
d
is
cip
lin
ar
y
p
r
ac
tices.
As
a
f
ir
s
t
p
o
in
t,
u
n
d
er
s
tan
d
in
g
ad
o
lescen
t
d
e
v
elo
p
m
en
t
allo
wed
teac
h
er
s
to
u
n
d
er
s
tan
d
t
h
e
im
p
o
r
tan
ce
o
f
b
r
ain
p
last
icity
,
r
ec
o
g
n
izin
g
th
at
th
is
o
r
g
an
co
n
tin
u
es
to
g
r
o
w
i
n
ad
u
lth
o
o
d
an
d
th
at,
th
e
r
ef
o
r
e,
alth
o
u
g
h
s
tu
d
en
ts
ar
e
a
d
o
lescen
ts
,
th
ey
h
av
e
n
o
t
y
e
t
co
m
p
leted
th
eir
d
ev
elo
p
m
e
n
t
p
r
o
ce
s
s
.
I
n
th
is
r
eg
ar
d
,
teac
h
er
s
in
d
icate
d
t
h
a
t
th
ey
n
ev
e
r
k
n
ew
“
t
h
e
d
if
f
e
r
en
ce
b
etwe
en
ad
u
lt
an
d
ch
ild
b
r
ain
d
e
v
elo
p
m
en
t
”
[
2
3
]
.
T
h
is
in
f
o
r
m
atio
n
lai
d
th
e
f
o
u
n
d
atio
n
f
o
r
g
r
ea
ter
awa
r
en
ess
o
f
th
e
p
s
y
ch
o
lo
g
ical
a
n
d
co
g
n
itiv
e
d
ev
elo
p
m
e
n
tal
p
r
o
b
lem
s
o
f
s
tu
d
en
ts
;
th
er
ef
o
r
e
,
teac
h
er
s
c
o
m
m
en
ted
th
at
t
h
is
h
elp
ed
th
em
in
in
cr
ea
s
in
g
p
ed
ag
o
g
ical
to
o
ls
an
d
b
ein
g
a
b
ett
er
teac
h
er
f
r
o
m
em
p
ath
ic
d
e
v
e
lo
p
m
en
t [
2
2
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
28
-
3
9
32
T
ab
le
1
.
I
n
f
o
r
m
atio
n
o
n
ea
ch
s
elec
ted
ar
ticle
S
t
u
d
y
A
i
m
M
e
t
h
o
d
o
l
o
g
y
a
n
d
a
n
a
l
y
si
s
P
a
r
t
i
c
i
p
a
n
t
s
M
a
i
n
r
e
s
u
l
t
s
[
2
1
]
To
a
n
a
l
y
z
e
t
h
e
p
e
r
c
e
p
t
i
o
n
s
o
f
u
n
i
v
e
r
si
t
y
s
t
u
d
e
n
t
s
a
b
o
u
t
h
o
w
t
h
e
y
h
a
v
e
b
e
e
n
e
v
a
l
u
a
t
e
d
i
n
t
h
e
i
r
y
e
a
r
s
o
f
sch
o
o
l
i
n
g
.
O
p
e
n
-
e
n
d
e
d
q
u
e
st
i
o
n
n
a
i
r
e
,
a
n
d
f
r
e
q
u
e
n
c
y
a
n
d
t
h
e
m
a
t
i
c
a
n
a
l
y
si
s
.
2
4
0
f
i
r
st
y
e
a
r
st
u
d
e
n
t
s
o
f
Te
a
c
h
e
r
Tr
a
i
n
i
n
g
D
e
g
r
e
e
i
n
S
p
a
i
n
.
R
e
d
e
s
i
g
n
i
n
g
t
h
e
e
v
a
l
u
a
t
i
o
n
i
n
s
t
r
u
m
e
n
t
s
f
r
o
m
a
n
e
u
r
o
e
d
u
c
a
t
i
o
n
a
l
v
i
s
i
o
n
f
a
c
i
l
i
t
a
t
e
s
st
u
d
e
n
t
s’
l
e
a
r
n
i
n
g
a
n
d
m
a
x
i
mi
z
e
s
t
h
e
i
r
c
a
p
a
b
i
l
i
t
i
e
s,
u
s
i
n
g
e
r
r
o
r
a
s
a
so
u
r
c
e
o
f
l
e
a
r
n
i
n
g
.
[
2
2
]
To
e
x
p
l
o
r
e
e
l
e
me
n
t
a
r
y
t
e
a
c
h
e
r
s'
p
e
r
c
e
p
t
i
o
n
s
o
f
a
p
r
o
f
e
ss
i
o
n
a
l
d
e
v
e
l
o
p
m
e
n
t
c
o
u
r
se
o
n
n
e
u
r
o
s
c
i
e
n
c
e
a
n
d
l
e
a
r
n
i
n
g
.
I
n
t
e
r
v
i
e
w
s,
a
f
o
c
u
s
g
r
o
u
p
a
n
d
c
a
se
st
u
d
y
o
b
s
e
r
v
a
t
i
o
n
s.
A
n
a
l
y
s
i
s
w
a
s
c
o
n
d
u
c
t
e
d
t
h
r
o
u
g
h
c
o
n
t
e
n
t
c
o
d
i
n
g
,
p
a
t
t
e
r
n
m
a
t
c
h
i
n
g
a
n
d
d
e
s
c
r
i
p
t
i
v
e
n
a
r
r
a
t
i
v
e
s.
1
2
f
i
r
s
t
g
r
a
d
e
t
e
a
c
h
e
r
s
f
r
o
m
a
p
r
i
v
a
t
e
s
c
h
o
o
l
i
n
C
a
l
i
f
o
r
n
i
a
,
U
S
A
.
Th
e
r
e
su
l
t
s
r
e
i
n
f
o
r
c
e
t
h
e
i
d
e
a
t
h
a
t
t
e
a
c
h
e
r
s
b
e
n
e
f
i
t
f
r
o
m
k
n
o
w
i
n
g
t
h
e
sci
e
n
c
e
b
e
h
i
n
d
l
e
a
r
n
i
n
g
.
[
2
3
]
To
d
e
t
e
r
mi
n
e
w
h
e
t
h
e
r
a
p
r
o
g
r
a
m
c
o
m
b
i
n
i
n
g
n
e
u
r
o
s
c
i
e
n
c
e
w
i
t
h
me
n
t
a
l
h
e
a
l
t
h
l
i
t
e
r
a
c
y
c
o
n
t
e
n
t
c
o
u
l
d
i
n
c
r
e
a
s
e
t
e
a
c
h
e
r
s'
a
w
a
r
e
n
e
ss
o
f
s
t
u
d
e
n
t
s'
me
n
t
a
l
h
e
a
l
t
h
i
ssu
e
s
a
n
d
p
r
o
d
u
c
e
c
h
a
n
g
e
s
i
n
t
e
a
c
h
e
r
a
t
t
i
t
u
d
e
s
a
n
d
c
l
a
ssr
o
o
m
p
r
a
c
t
i
c
e
s.
I
n
d
i
v
i
d
u
a
l
st
r
u
c
t
u
r
e
d
i
n
t
e
r
v
i
e
w
s
a
n
d
f
i
e
l
d
n
o
t
e
s.
Th
e
a
n
a
l
y
s
i
s
w
a
s
c
o
n
d
u
c
t
e
d
t
h
r
o
u
g
h
N
V
i
v
o
1
2
.
I
n
a
d
d
i
t
i
o
n
,
a
c
o
d
e
b
o
o
k
w
a
s
d
e
v
e
l
o
p
e
d
a
f
t
e
r
a
n
i
t
e
r
a
t
i
v
e
r
e
a
d
i
n
g
o
f
t
h
e
i
n
t
e
r
v
i
e
w
s
t
o
g
e
n
e
r
a
t
e
c
o
d
e
s.
W
o
r
k
s
h
o
p
I
:
1
5
h
i
g
h
sch
o
o
l
sc
i
e
n
c
e
t
e
a
c
h
e
r
s,
o
n
e
u
n
i
v
e
r
si
t
y
-
l
e
v
e
l
t
e
a
c
h
e
r
,
a
n
d
e
i
g
h
t
st
a
f
f
f
r
o
m
t
h
e
M
i
n
i
s
t
r
y
o
f
Ed
u
c
a
t
i
o
n
.
W
o
r
k
s
h
o
p
I
I
:
9
2
t
e
a
c
h
e
r
s
,
a
n
d
1
0
t
e
a
c
h
e
r
s (L
i
b
e
r
i
a
)
.
A
f
t
e
r
t
h
e
n
e
u
r
o
s
c
i
e
n
c
e
t
r
a
i
n
i
n
g
,
t
e
a
c
h
e
r
s
u
n
d
e
r
st
o
o
d
a
d
o
l
e
s
c
e
n
t
d
e
v
e
l
o
p
me
n
t
a
n
d
t
h
e
c
a
u
s
e
s
o
f
st
u
d
e
n
t
p
r
o
b
l
e
ms
.
Te
a
c
h
e
r
s
st
r
i
v
e
d
t
o
b
u
i
l
d
p
o
si
t
i
v
e
r
e
l
a
t
i
o
n
s
h
i
p
s
w
i
t
h
st
u
d
e
n
t
s
t
o
a
d
d
r
e
ss
s
o
c
i
a
l
a
n
d
e
mo
t
i
o
n
a
l
p
r
o
b
l
e
ms,
a
s
w
e
l
l
a
s
t
o
a
b
a
n
d
o
n
h
a
r
s
h
d
i
s
c
i
p
l
i
n
a
r
y
p
r
a
c
t
i
c
e
s.
[
2
4
]
To
e
x
a
m
i
n
e
t
h
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
c
u
r
r
i
c
u
l
a
r
i
mp
l
e
m
e
n
t
a
t
i
o
n
st
r
a
t
e
g
i
e
s
f
o
l
l
o
w
i
n
g
a
n
i
n
q
u
i
r
y
-
b
a
se
d
n
e
u
r
o
s
c
i
e
n
c
e
P
D
a
n
d
st
u
d
e
n
t
l
e
a
r
n
i
n
g
.
F
i
e
l
d
n
o
t
e
a
n
d
o
b
s
e
r
v
a
t
i
o
n
w
e
r
e
u
s
e
d
.
C
o
d
i
n
g
a
n
d
t
h
e
ma
t
i
c
g
r
o
u
p
i
n
g
w
e
r
e
p
e
r
f
o
r
m
e
d
.
Te
a
c
h
e
r
s
w
e
r
e
t
h
e
n
r
a
n
k
e
d
a
c
c
o
r
d
i
n
g
t
o
t
h
e
i
r
r
e
s
p
o
n
s
e
s.
S
u
b
u
r
b
a
n
d
i
st
r
i
c
t
:
1
2
sec
o
n
d
a
r
y
s
c
h
o
o
l
t
e
a
c
h
e
r
s.
U
r
b
a
n
d
i
s
t
r
i
c
t
:
1
3
se
c
o
n
d
a
r
y
s
c
h
o
o
l
t
e
a
c
h
e
r
s,
i
n
t
h
e
U
S
.
Th
e
a
v
a
i
l
a
b
i
l
i
t
y
o
f
q
u
a
l
i
t
y
c
u
r
r
i
c
u
l
a
r
m
a
t
e
r
i
a
l
s
i
s
v
i
t
a
l
f
o
r
t
h
e
i
mp
l
e
m
e
n
t
a
t
i
o
n
o
f
n
e
u
r
o
sci
e
n
c
e
l
e
ss
o
n
s
i
n
s
e
c
o
n
d
a
r
y
s
c
h
o
o
l
c
l
a
ssr
o
o
ms.
[
2
5
]
To
e
x
a
mi
n
e
t
e
a
c
h
e
r
s'
p
e
r
c
e
p
t
i
o
n
s
o
f
t
h
e
i
m
p
a
c
t
o
f
t
h
e
T
C
M
p
r
o
g
r
a
m.
F
o
c
u
s
g
r
o
u
p
s
a
n
d
i
n
t
e
r
v
i
e
w
s
w
i
t
h
t
e
a
c
h
e
r
s
a
f
t
e
r
c
o
m
p
l
e
t
i
n
g
t
h
e
TC
M
p
r
o
g
r
a
m.
Th
e
ma
t
i
c
a
n
a
l
y
s
i
s
w
a
s u
s
e
d
.
4
4
e
l
e
m
e
n
t
a
r
y
s
c
h
o
o
l
t
e
a
c
h
e
r
s fr
o
m
t
h
e
U
n
i
t
e
d
K
i
n
g
d
o
m.
Th
e
i
m
p
a
c
t
o
n
t
h
e
t
e
a
c
h
e
r
i
n
c
l
u
d
e
d
a
p
o
s
i
t
i
v
e
c
h
a
n
g
e
i
n
h
i
s
e
t
h
o
s.
[
2
6
]
To
d
e
s
c
r
i
b
e
a
s
p
e
c
t
s
o
f
t
h
e
t
e
a
c
h
i
n
g
o
f
t
h
e
n
e
r
v
o
u
s
sy
st
e
m
a
n
d
t
h
e
p
e
r
c
e
p
t
i
o
n
s
o
f
n
e
u
r
o
m
y
t
h
s
h
e
l
d
b
y
t
e
a
c
h
e
r
s o
f
N
a
t
u
r
a
l
S
c
i
e
n
c
e
s
i
n
e
l
e
me
n
t
a
r
y
e
d
u
c
a
t
i
o
n
.
O
n
l
i
n
e
su
r
v
e
y
o
f
o
p
e
n
-
e
n
d
e
d
q
u
e
s
t
i
o
n
s
r
e
g
a
r
d
i
n
g
t
h
e
t
e
a
c
h
i
n
g
o
f
t
h
e
n
e
r
v
o
u
s
sy
st
e
m,
a
n
d
t
h
e
u
se
o
f
t
h
e
mac
h
i
n
e
-
b
r
a
i
n
a
n
a
l
o
g
y
;
o
p
i
n
i
o
n
s
r
e
g
a
r
d
i
n
g
n
e
u
r
o
m
y
t
h
s
.
A
c
o
n
t
e
n
t
a
n
a
l
y
si
s
w
a
s
p
e
r
f
o
r
me
d
.
2
0
t
e
a
c
h
e
r
s
o
f
n
a
t
u
r
a
l
sci
e
n
c
e
s
w
o
r
k
i
n
g
i
n
b
a
s
i
c
e
d
u
c
a
t
i
o
n
i
n
C
o
l
o
m
b
i
a
.
Th
e
n
e
e
d
f
o
r
i
n
i
t
i
a
l
t
r
a
i
n
i
n
g
p
r
o
g
r
a
ms
t
o
o
p
e
n
s
p
a
c
e
s f
o
r
c
r
i
t
i
c
a
l
r
e
f
l
e
c
t
i
o
n
t
h
a
t
a
l
l
o
w
t
e
a
c
h
e
r
s
t
o
a
c
c
e
ss
i
n
f
o
r
mat
i
o
n
r
e
l
a
t
e
d
t
o
sci
e
n
t
i
f
i
c
a
n
d
t
e
c
h
n
o
l
o
g
i
c
a
l
a
d
v
a
n
c
e
s
o
f
n
e
u
r
o
e
d
u
c
a
t
i
o
n
i
s
h
i
g
h
l
i
g
h
t
e
d
.
[
2
7
]
To
e
x
a
mi
n
e
t
h
e
p
e
r
c
e
p
t
i
o
n
s
o
f
t
e
a
c
h
e
r
s
a
n
d
sc
h
o
o
l
s
t
a
f
f
w
h
o
p
a
r
t
i
c
i
p
a
t
e
d
i
n
t
h
e
P
D
p
r
o
g
r
a
m
i
n
e
d
u
c
a
t
i
o
n
a
l
n
e
u
r
o
s
c
i
e
n
c
e
.
In
-
d
e
p
t
h
i
n
t
e
r
v
i
e
w
s
w
e
r
e
c
o
n
d
u
c
t
e
d
,
a
n
d
a
n
a
l
y
z
e
d
t
h
e
ma
t
i
c
a
l
l
y
w
i
t
h
N
V
i
v
o
.
S
e
v
e
n
h
i
g
h
s
c
h
o
o
l
t
e
a
c
h
e
r
s fr
o
m
C
a
n
a
d
a
.
Te
a
c
h
e
r
s
i
n
d
i
c
a
t
e
t
h
a
t
k
n
o
w
l
e
d
g
e
o
f
e
d
u
c
a
t
i
o
n
a
l
n
e
u
r
o
s
c
i
e
n
c
e
m
u
st
b
e
p
r
e
s
e
n
t
i
n
l
e
sso
n
p
l
a
n
n
i
n
g
,
l
e
ss
o
n
d
e
l
i
v
e
r
y
,
a
ssessm
e
n
t
,
st
u
d
e
n
t
e
n
g
a
g
e
me
n
t
,
a
n
d
t
h
e
t
w
o
-
w
a
y
t
e
a
c
h
e
r
-
st
u
d
e
n
t
r
e
l
a
t
i
o
n
sh
i
p
.
[
2
8
]
To
t
r
a
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
t
e
a
c
h
e
r
s
i
n
i
n
n
o
v
a
t
i
v
e
n
e
u
r
o
s
c
i
e
n
c
e
me
t
h
o
d
s
t
h
r
o
u
g
h
a
n
o
n
l
i
n
e
p
l
a
t
f
o
r
m
c
r
e
a
t
e
d
t
o
f
a
c
i
l
i
t
a
t
e
t
h
e
d
e
v
e
l
o
p
me
n
t
o
f
t
r
a
n
s
v
e
r
sa
l
c
o
mm
u
n
i
c
a
t
i
o
n
c
o
m
p
e
t
e
n
c
i
e
s
.
D
e
si
g
n
o
f
s
i
x
-
m
o
d
u
l
e
c
o
u
r
se
o
n
e
d
u
c
a
t
i
o
n
a
l
n
e
u
r
o
s
c
i
e
n
c
e
.
O
n
l
i
n
e
su
r
v
e
y
i
n
c
l
u
d
e
d
c
l
o
s
e
d
-
e
n
d
e
d
a
n
d
o
p
e
n
-
e
n
d
e
d
q
u
e
st
i
o
n
s.
D
a
t
a
a
n
a
l
y
s
i
s
i
n
c
l
u
d
e
d
d
e
s
c
r
i
p
t
i
v
e
a
n
d
i
n
f
e
r
e
n
t
i
a
l
st
a
t
i
s
t
i
c
s
a
n
d
g
r
o
u
n
d
e
d
t
h
e
o
r
y
.
3
2
sc
h
o
l
a
r
s
Th
e
r
e
s
u
l
t
s
h
i
g
h
l
i
g
h
t
t
h
e
i
mp
o
r
t
a
n
c
e
o
f
a
d
d
r
e
ss
i
n
g
i
n
a
t
e
c
h
n
i
c
a
l
a
n
d
q
u
a
l
i
t
y
ma
n
n
e
r
t
h
e
c
o
m
p
o
n
e
n
t
s
t
h
a
t
a
r
e
d
e
v
e
l
o
p
e
d
i
n
t
h
e
t
r
a
n
s
l
a
t
i
o
n
o
f
n
e
u
r
o
e
d
u
c
a
t
i
o
n
a
l
p
r
o
g
r
a
ms
i
n
o
r
d
e
r
t
o
e
n
s
u
r
e
t
h
e
i
r
o
p
e
r
a
t
i
o
n
a
n
d
e
f
f
e
c
t
i
v
e
n
e
ss.
[
2
9
]
To
v
e
r
i
f
y
t
h
a
t
e
d
u
c
a
t
i
o
n
a
l
n
e
u
r
o
s
c
i
e
n
c
e
t
r
a
i
n
i
n
g
p
r
o
g
r
a
ms
c
a
n
p
r
o
m
o
t
e
t
e
a
c
h
e
r
s’
u
n
d
e
r
st
a
n
d
i
n
g
o
f
n
e
u
r
o
s
c
i
e
n
c
e
-
r
e
l
a
t
e
d
k
n
o
w
l
e
d
g
e
.
S
u
r
v
e
y
;
d
e
scri
p
t
i
v
e
st
a
t
i
st
i
c
s
a
n
d
r
e
l
i
a
b
i
l
i
t
y
a
n
a
l
y
si
s
w
e
r
e
u
s
e
d
f
o
r
e
a
c
h
su
b
s
c
a
l
e
.
2
1
6
i
n
-
ser
v
i
c
e
t
e
a
c
h
e
r
s
(
mal
e
=
7
1
,
f
e
ma
l
e
=
1
4
5
)
f
r
o
m C
h
i
n
a
.
Ed
u
c
a
t
i
o
n
a
l
n
e
u
r
o
sc
i
e
n
c
e
i
s
a
n
e
w
a
n
d
u
n
d
e
r
e
x
p
l
o
r
e
d
f
i
e
l
d
f
o
r
m
o
st
t
e
a
c
h
e
r
s.
H
o
w
t
o
e
x
p
l
a
i
n
t
h
e
v
i
e
w
s
o
n
e
d
u
c
a
t
i
o
n
a
l
n
e
u
r
o
sc
i
e
n
c
e
t
o
t
e
a
c
h
e
r
s
m
a
y
b
e
m
o
r
e
i
m
p
o
r
t
a
n
t
t
h
a
n
t
h
e
d
i
sc
i
p
l
i
n
e
i
t
sel
f
.
An
o
th
er
ess
en
tial
p
o
in
t
teac
h
er
s
r
ep
o
r
t
co
n
ce
r
n
in
g
ed
u
ca
tio
n
al
d
ev
elo
p
m
e
n
t
is
th
e
awa
r
en
ess
o
f
th
e
s
tu
d
en
t'
s
s
o
cial
an
d
m
ater
ial
en
v
ir
o
n
m
en
ts
.
T
h
is
p
o
in
t
i
d
en
tifie
d
ex
ter
n
al
f
ac
to
r
s
th
at
d
is
r
u
p
t
lear
n
in
g
:
p
o
v
er
ty
,
f
am
ily
en
v
ir
o
n
m
e
n
t,
p
s
y
ch
o
lo
g
ical
alter
atio
n
s
,
la
ck
o
f
f
am
ily
s
u
p
p
o
r
t,
f
atig
u
e,
an
d
s
o
cial
a
n
d
em
o
tio
n
al
p
r
o
b
lem
s
[
2
3
]
.
Ur
r
ú
tia
an
d
B
o
n
f
ill
[
2
0
]
in
d
icate
s
th
at
n
eu
r
o
e
d
u
ca
tio
n
ally
liter
a
te
teac
h
er
s
f
o
cu
s
ed
o
n
d
ev
el
o
p
in
g
s
tu
d
en
ts
'
em
o
tio
n
al
r
eg
u
latio
n
,
f
o
cu
s
in
g
o
n
m
ea
n
in
g
f
u
l
lear
n
in
g
r
ath
er
th
a
n
g
r
ad
es.
T
h
u
s
,
th
ey
estab
lis
h
ed
s
ec
u
r
e
r
elatio
n
s
h
ip
s
with
s
tu
d
en
ts
a
n
d
im
p
r
o
v
ed
s
elf
-
r
e
g
u
latio
n
[
2
3
]
.
I
n
ad
d
itio
n
,
teac
h
er
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
N
eu
r
o
ed
u
ca
tio
n
a
n
d
te
a
ch
in
g
p
ercep
tio
n
:
a
s
ystema
tic
r
ev
ie
w
fr
o
m
th
e
…
(
B
elén
V
a
ld
és
-
V
illa
lo
b
o
s
)
33
r
ep
o
r
ted
th
at
th
e
n
e
u
r
o
s
cien
ce
lear
n
in
g
tr
ain
in
g
en
a
b
led
th
e
m
to
co
n
tr
o
l
th
eir
ad
v
e
r
s
e
em
o
tio
n
al
r
ea
ctio
n
s
f
o
r
th
e
b
e
n
ef
it
o
f
estab
lis
h
in
g
s
u
p
p
o
r
tiv
e
r
elatio
n
s
h
ip
s
with
th
eir
s
tu
d
en
ts
[
2
3
]
.
T
h
e
a
r
ticles
s
h
o
w
t
h
at
th
is
s
elf
-
r
ef
lectiv
e
ca
p
ac
ity
allo
ws
tea
ch
er
s
to
h
av
e
a
cr
itical
p
er
s
p
ec
tiv
e
o
n
th
eir
wo
r
k
[
2
6
]
an
d
p
r
esen
ts
a
h
o
lis
tic
ap
p
r
o
ac
h
th
at
s
u
cc
ess
f
u
lly
m
o
b
ilizes
th
e
u
n
io
n
b
etwe
en
n
e
u
r
o
s
cien
ce
an
d
ed
u
ca
tio
n
n
o
t
o
n
ly
as
an
o
p
tim
is
tic
p
r
o
jectio
n
o
f
th
e
ac
a
d
em
ic
p
e
r
f
o
r
m
an
ce
o
f
s
tu
d
e
n
ts
b
u
t a
ls
o
as a
s
elf
-
r
eg
u
lato
r
y
f
ac
to
r
f
o
r
t
ea
ch
er
s
.
As
a
th
ir
d
p
o
in
t,
teac
h
er
s
'
p
er
ce
p
tio
n
s
f
o
s
ter
ed
a
p
o
s
itiv
e
ch
an
g
e
in
th
e
a
b
an
d
o
n
m
en
t
o
f
h
ar
s
h
d
is
cip
lin
ar
y
p
r
ac
tices
d
escr
ib
e
d
as
c
u
ltu
r
ally
a
p
p
r
o
p
r
iate
in
s
o
m
e
ed
u
ca
tio
n
al
c
o
n
tex
ts
[
2
3
]
.
T
h
is
asp
ec
t
is
o
f
f
u
n
d
am
e
n
tal
im
p
o
r
ta
n
ce
f
o
r
te
ac
h
er
s
'
wo
r
k
s
in
ce
it
s
h
o
ws
a
n
attitu
d
in
al
ch
an
g
e
in
teac
h
er
s
'
a
ttit
u
d
es
to
war
d
s
th
eir
s
tu
d
en
ts
,
ex
p
r
ess
in
g
th
at
th
ey
wer
e
a
b
le
to
u
n
d
er
s
tan
d
th
e
r
e
p
er
cu
s
s
io
n
s
o
f
s
tr
ess
ca
u
s
ed
b
y
p
h
y
s
ical
p
u
n
is
h
m
en
t
an
d
o
th
e
r
h
ar
m
f
u
l
b
eh
a
v
io
r
s
o
n
th
eir
s
tu
d
e
n
ts
'
n
eu
r
o
p
h
y
s
io
lo
g
y
an
d
th
e
tr
au
m
atic
im
p
ac
t
th
at
th
is
g
en
er
ates
o
n
th
e
ce
r
e
b
r
al,
p
s
y
ch
o
lo
g
ical,
em
o
tio
n
al
an
d
s
o
c
ial
lev
els
o
n
s
tu
d
en
ts
'
lear
n
in
g
an
d
s
elf
-
esteem
.
T
h
ese
teac
h
er
s
ex
p
r
ess
ed
th
at
af
ter
th
e
n
eu
r
o
ed
u
ca
tio
n
al
tr
ain
in
g
,
th
ey
a
b
an
d
o
n
ed
th
ese
p
r
ac
tices
to
im
p
r
o
v
e
tr
u
s
t
b
etwe
en
teac
h
er
s
a
n
d
s
t
u
d
en
ts
,
th
u
s
p
r
o
p
itiatin
g
m
o
r
e
ad
eq
u
ate
well
-
b
ein
g
s
p
ac
es
f
o
r
lear
n
in
g
[
2
3
]
.
I
n
th
is
r
eg
ar
d
,
ed
u
ca
to
r
s
co
m
m
en
ted
th
at
“
b
y
s
u
s
p
en
d
in
g
h
ar
s
h
d
is
cip
lin
ar
y
p
r
ac
tices,
t
ea
ch
er
s
claim
ed
to
h
av
e
ch
a
n
g
ed
p
o
wer
d
y
n
am
ic
s
an
d
cr
ea
ted
s
af
er
e
n
v
ir
o
n
m
en
ts
,
”
m
ak
in
g
it
k
n
o
wn
th
at
th
e
co
m
b
in
atio
n
o
f
f
u
n
d
am
e
n
tal
n
e
u
r
o
s
cien
ce
an
d
lear
n
i
n
g
ca
n
p
r
o
d
u
ce
c
h
an
g
es
am
o
n
g
s
ec
o
n
d
a
r
y
s
ch
o
o
l
teac
h
er
s
in
s
u
c
h
v
ital
asp
ec
ts
as
p
h
y
s
ical
p
u
n
is
h
m
en
t
[
2
1
]
.
E
m
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
c
o
n
tin
u
o
u
s
tr
ain
in
g
o
f
th
ese
teac
h
er
s
s
in
ce
s
cien
tific
ad
v
an
ce
s
in
th
e
d
is
cip
lin
e
o
f
s
tu
d
y
ev
o
lv
e
co
n
s
id
er
ab
ly
in
s
h
o
r
t p
er
i
o
d
s
[
2
6
]
.
Neu
r
o
ed
u
ca
tio
n
al
lear
n
in
g
f
r
o
m
th
e
in
ter
p
r
etiv
e
v
iewp
o
in
t
h
as
in
co
r
p
o
r
ated
o
p
p
o
r
tu
n
ities
f
o
r
teac
h
er
s
to
r
ef
lect
o
n
t
h
eir
p
r
ac
tices
an
d
th
e
n
ew
k
n
o
wl
ed
g
e
ac
q
u
ir
ed
to
th
e
b
en
ef
it
o
f
m
o
d
if
y
in
g
an
d
im
p
r
o
v
in
g
th
eir
w
o
r
k
.
T
h
is
im
p
ac
ts
a
ch
an
g
e
o
f
m
i
n
d
s
et
an
d
eth
ical
p
er
s
p
ec
tiv
e
th
at
m
o
b
ilizes
th
e
d
ev
elo
p
m
e
n
t
o
f
teac
h
e
r
em
p
ath
y
[
2
5
]
,
[
2
4
]
.
T
h
is
ch
a
n
g
e
in
m
in
d
s
et
o
f
a
m
o
r
e
em
p
a
th
etic
n
atu
r
e
m
ad
e
teac
h
er
s
f
ee
l
m
o
r
e
c
o
n
f
id
e
n
t
an
d
h
av
e
m
o
r
e
p
o
s
itiv
e
p
er
ce
p
tio
n
s
o
f
th
eir
lev
els
o
f
s
elf
-
ef
f
icac
y
in
jo
b
p
er
f
o
r
m
an
ce
,
as
m
o
d
if
icatio
n
s
in
th
eir
b
eh
av
io
r
cr
ea
ted
p
o
s
itiv
e
r
ein
f
o
r
ce
m
en
t
cy
cles
f
r
o
m
th
eir
m
o
d
elin
g
with
th
eir
s
tu
d
en
ts
,
w
h
ich
th
e
n
co
n
t
r
ib
u
ted
to
im
p
r
o
v
ed
b
eh
av
io
r
in
s
tu
d
en
ts
[
2
5
]
,
[
2
6
]
.
Nev
er
th
eless
,
f
o
r
th
is
lear
n
in
g
to
b
e
ef
f
ec
tiv
e,
teac
h
er
s
s
tated
th
at
it
m
u
s
t
h
av
e
a
s
tr
u
ctu
r
e
an
d
c
u
r
r
icu
la
r
co
m
p
o
n
en
ts
th
at
allo
w
f
o
r
f
lex
ib
ilit
y
an
d
ad
a
p
tab
ilit
y
,
as
well
as
tim
e
to
b
e
ab
le
to
w
o
r
k
o
n
t
h
is
cu
r
r
icu
la
r
f
lex
i
b
ilit
y
[
2
2
]
,
[
2
3
]
,
[
2
7
]
.
Fu
r
th
er
m
o
r
e
,
teac
h
er
s
'
p
er
ce
p
tio
n
s
r
ep
o
r
t
th
e
im
p
o
r
ta
n
ce
o
f
h
av
i
n
g
q
u
ality
m
ate
r
ials
to
s
u
p
p
o
r
t
class
r
o
o
m
im
p
lem
en
tatio
n
[
2
4
]
.
I
n
a
d
d
itio
n
,
teac
h
er
s
em
p
h
asized
a
f
u
n
d
am
en
tal
asp
ec
t
o
f
n
eu
r
o
ed
u
ca
tio
n
al
in
ter
v
en
tio
n
s
f
ac
e
-
to
-
f
ac
e,
t
h
u
s
m
o
b
ilizin
g
ac
tiv
e
d
ial
o
g
u
e
an
d
co
llab
o
r
atio
n
b
etwe
en
n
eu
r
o
s
cien
tis
ts
an
d
ed
u
ca
to
r
s
,
e
x
p
lain
in
g
th
at
s
u
ch
co
m
m
u
n
icatio
n
is
ess
en
tial
to
m
ain
tain
a
f
ee
d
b
ac
k
s
p
ir
al
[
2
7
]
,
[
2
8
]
.
C
o
n
s
is
ten
t
with
th
is
,
th
e
im
p
o
r
tan
ce
o
f
n
eu
r
o
ed
u
ca
tio
n
a
l
f
ee
d
b
ac
k
was
also
ev
id
en
ce
d
as
a
r
elev
an
t
co
m
p
o
n
en
t
in
th
e
r
elatio
n
s
h
i
p
b
etwe
en
teac
h
er
s
an
d
s
tu
d
en
ts
.
Acc
o
r
d
in
g
ly
,
C
alata
y
u
d
[
2
1
]
ex
p
o
s
es
th
e
p
er
ce
p
tio
n
s
o
f
a
g
r
o
u
p
o
f
s
tu
d
en
t
teac
h
er
s
r
e
g
ar
d
in
g
th
e
n
e
u
r
o
ed
u
ca
tio
n
al
ev
alu
ativ
e
p
r
o
c
ess
as
“
a
g
r
ad
e
th
at
em
b
o
d
ies
a
f
in
al
r
esu
lt
”
an
d
s
h
r
ed
s
o
f
ev
id
en
ce
th
at
ad
v
a
n
ce
s
in
n
eu
r
o
ed
u
ca
tio
n
h
av
e
en
ab
led
a
p
ar
ad
ig
m
s
h
if
t
th
at
h
as
p
o
s
itiv
ely
p
e
r
m
ea
ted
th
e
f
o
r
m
s
o
f
e
v
al
u
atio
n
.
T
h
er
ef
o
r
e,
it
is
n
ec
ess
ar
y
to
p
r
o
m
o
te
n
eu
r
o
e
d
u
ca
tio
n
tr
ain
in
g
p
r
o
g
r
am
s
f
o
r
teac
h
e
r
s
,
estab
lis
h
in
g
ex
p
er
t
team
s
in
th
e
ar
ea
th
at
p
r
o
m
o
te
ac
tiv
ities
th
at
in
cr
ea
s
e
th
e
u
s
e
o
f
n
eu
r
o
ed
u
ca
tio
n
in
t
h
e
class
r
o
o
m
b
y
teac
h
er
s
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
m
ak
in
g
teac
h
er
s
liter
ate
in
th
is
s
u
b
ject
[
2
9
]
.
3
.
2
.
Q
ua
lit
a
t
iv
e
m
et
ho
ds
T
h
e
q
u
alitativ
e
ap
p
r
o
ac
h
allo
ws
f
o
r
ex
p
lo
r
in
g
an
d
u
n
d
e
r
s
tan
d
in
g
th
e
n
atu
r
e
o
f
teac
h
er
s
'
p
er
ce
p
tio
n
s
,
r
ev
ea
lin
g
th
e
m
o
s
t
s
u
cc
ess
f
u
l
s
tr
ateg
ies
f
r
o
m
th
e
n
eu
r
o
s
cien
ce
an
d
lear
n
in
g
th
e
o
r
y
[
2
4
]
.
Q
u
alitativ
e
an
aly
s
is
h
as
an
in
ter
p
r
etativ
e
p
u
r
p
o
s
e
th
at
s
ee
k
s
to
m
ak
e
s
en
s
e
o
f
p
h
en
o
m
en
a
ac
c
o
r
d
in
g
to
th
e
m
e
an
in
g
s
th
at
teac
h
er
s
g
iv
e,
s
o
th
is
ty
p
e
o
f
ap
p
r
o
ac
h
is
ap
p
r
o
p
r
iate
i
n
th
e
in
v
esti
g
atio
n
o
f
teac
h
er
s
'
p
er
ce
p
tio
n
s
o
f
n
e
u
r
o
e
d
u
ca
tio
n
[
2
6
]
.
I
n
th
is
r
eg
a
r
d
,
t
h
e
th
ir
d
co
lu
m
n
o
f
T
ab
le
1
s
u
m
m
a
r
i
ze
s
th
e
m
eth
o
d
o
lo
g
ical
in
f
o
r
m
atio
n
av
ailab
le
f
o
r
ea
ch
ar
ticle.
T
h
er
e,
it
is
o
b
s
er
v
ed
th
at
m
o
s
t
o
f
t
h
e
an
aly
ze
d
ar
ticles
p
r
ef
er
a
p
lu
r
ality
o
f
d
ata
co
llectio
n
m
eth
o
d
o
l
o
g
ies,
in
p
ar
ticu
lar
th
r
o
u
g
h
th
e
u
s
e
o
f
in
-
d
ep
t
h
in
ter
v
iews
an
d
f
o
cu
s
g
r
o
u
p
s
am
o
n
g
th
e
m
o
s
t
p
r
iv
ileg
ed
tech
n
iq
u
es
[
2
5
]
,
[
2
2
]
.
I
n
ter
v
iews
wer
e
p
r
im
ar
il
y
s
em
i
-
s
tr
u
ctu
r
ed
,
o
n
ly
co
n
d
u
cted
in
s
tr
u
ctu
r
ed
f
o
r
m
b
y
B
r
ick
et
a
l
.
[
2
3
]
.
T
h
e
in
ter
v
iew
is
th
e
m
o
s
t
f
r
eq
u
en
tly
u
s
ed
m
eth
o
d
o
f
s
elf
-
r
ep
o
r
tin
g
in
q
u
alitativ
e
s
tu
d
ies.
Fo
r
th
is
r
ea
s
o
n
,
t
h
e
d
i
m
en
s
io
n
s
o
f
th
e
p
h
e
n
o
m
en
o
n
s
tu
d
ied
an
d
th
e
q
u
esti
o
n
s
th
at
m
ak
e
u
p
th
e
s
em
i
-
s
tr
u
ctu
r
ed
s
cr
ip
t
b
ec
o
m
e
v
itally
im
p
o
r
tan
t
wh
e
n
d
eter
m
in
in
g
d
im
e
n
s
io
n
s
o
f
th
e
teac
h
e
r
'
s
p
er
ce
p
tio
n
th
at
s
h
o
u
ld
b
e
s
tu
d
ie
d
in
d
ep
th
in
th
e
r
esear
ch
wo
r
k
.
T
a
b
le
2
p
r
esen
ts
th
is
in
f
o
r
m
atio
n
f
o
r
ea
c
h
s
tu
d
y
.
Fo
llo
win
g
o
n
f
r
o
m
th
e
d
esig
n
an
d
d
ata
c
o
llectio
n
m
eth
o
d
s
,
it
is
wo
r
th
n
o
tin
g
th
at
o
n
ly
o
n
e
o
f
th
e
s
tu
d
ies f
o
llo
wed
a
ca
s
e
s
tu
d
y
d
esig
n
[
2
0
]
,
two
s
tu
d
ies p
r
esen
ted
a
m
ix
ed
d
esig
n
[
2
7
]
,
[
2
8
]
.
L
ik
ewise,
o
n
ly
th
e
u
s
e
o
f
f
ield
n
o
tes
was
r
ep
o
r
te
d
b
y
B
r
ick
et
a
l
.
[
2
3
]
,
wh
ile
t
wo
s
tu
d
ies
r
ep
o
r
te
d
co
n
d
u
ctin
g
d
ir
ec
t
class
r
o
o
m
o
b
s
er
v
atio
n
s
[
2
2
]
,
[
2
4
]
an
d
u
s
in
g
an
o
p
en
-
e
n
d
ed
q
u
esti
o
n
n
a
ir
e
[
2
1
]
,
[
2
6
]
.
Fo
r
d
ata
an
aly
s
i
s
,
th
em
atic
co
d
in
g
th
r
o
u
g
h
co
d
e
b
o
o
k
s
,
p
atter
n
s
,
an
d
d
escr
ip
tiv
e
n
ar
r
ativ
es
was
u
s
ed
f
o
r
illu
s
tr
atio
n
[
2
0
]
,
[
2
3
]
,
wh
ile
m
o
s
t
o
f
th
ese
s
tu
d
ies
f
o
llo
wed
an
in
d
u
ctiv
e
a
n
aly
tic
a
p
p
r
o
ac
h
a
n
d
s
u
p
p
o
r
ted
th
eir
an
aly
s
es
t
h
r
o
u
g
h
th
e
u
s
e
o
f
q
u
alitativ
e
s
o
f
twar
e,
s
u
ch
as
NViv
o
1
1
/1
2
[
2
3
]
,
[
2
5
]
,
[
2
7
]
.
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
28
-
3
9
34
T
ab
le
2
.
Qu
esti
o
n
s
an
d
d
im
en
s
io
n
s
ad
d
r
ess
ed
in
th
e
in
ter
v
ie
ws
A
r
t
i
c
l
e
Q
u
e
st
i
o
n
s
o
r
d
i
me
n
si
o
n
s a
d
d
r
e
ss
[
2
1
]
−
M
e
a
n
i
n
g
o
f
t
h
e
l
i
v
e
d
e
v
a
l
u
a
t
i
o
n
.
−
M
e
n
t
a
l
p
r
o
c
e
s
ses
i
n
v
o
l
v
e
d
i
n
t
h
e
e
v
a
l
u
a
t
i
o
n
.
−
I
n
st
r
u
me
n
t
s
w
i
t
h
w
h
i
c
h
t
h
e
y
h
a
v
e
b
e
e
n
e
v
a
l
u
a
t
e
d
.
[
2
2
]
−
F
o
c
u
s
o
n
c
o
n
t
e
n
t
.
−
A
c
t
i
v
e
l
e
a
r
n
i
n
g
.
−
S
u
st
a
i
n
e
d
d
u
r
a
t
i
o
n
.
−
C
o
l
l
e
c
t
i
v
e
p
a
r
t
i
c
i
p
a
t
i
o
n
.
−
C
o
h
e
r
e
n
c
e
.
−
W
i
t
h
r
e
s
p
e
c
t
t
o
a
c
t
i
v
e
a
n
d
e
f
f
e
c
t
i
v
e
l
e
a
r
n
i
n
g
p
r
o
f
e
ss
i
o
n
a
l
d
e
v
e
l
o
p
me
n
t
,
t
h
e
f
o
l
l
o
w
i
n
g
q
u
e
st
i
o
n
s
w
e
r
e
a
sk
e
d
:
H
o
w
e
f
f
e
c
t
i
v
e
w
a
s
t
h
e
p
r
o
f
e
ssi
o
n
a
l
d
e
v
e
l
o
p
me
n
t
c
o
u
r
se?
[
2
3
]
-
[
2
4
]
-
[
2
5
]
-
[
2
6
]
H
o
w
d
o
y
o
u
a
p
p
r
o
a
c
h
t
h
e
t
o
p
i
c
o
f
t
h
e
n
e
r
v
o
u
s
s
y
st
e
m
i
n
y
o
u
r
N
a
t
u
r
a
l
S
c
i
e
n
c
e
c
l
a
sses
?
A
r
e
t
h
e
m
e
t
h
o
d
o
l
o
g
i
e
s
u
se
d
i
n
t
h
e
t
e
x
t
b
o
o
k
c
o
n
t
e
n
t
s
t
o
a
p
p
r
o
a
c
h
t
h
e
t
o
p
i
c
o
f
t
h
e
n
e
r
v
o
u
s
sy
s
t
e
m
a
d
e
q
u
a
t
e
f
o
r
e
l
e
me
n
t
a
r
y
sc
h
o
o
l
st
u
d
e
n
t
s
?
E
x
p
l
a
i
n
y
o
u
r
a
n
sw
e
r
?
W
h
a
t
a
s
p
e
c
t
s
d
o
y
o
u
e
mp
h
a
s
i
z
e
w
h
e
n
d
e
a
l
i
n
g
w
i
t
h
c
o
n
t
e
n
t
s
r
e
l
a
t
e
d
t
o
t
h
e
n
e
r
v
o
u
s
sy
s
t
e
m
?
M
a
n
y
t
e
a
c
h
e
r
s
u
se
a
n
a
l
o
g
i
e
s
o
f
t
h
e
f
u
n
c
t
i
o
n
i
n
g
o
f
a
c
o
mp
u
t
e
r
o
r
a
m
a
c
h
i
n
e
w
i
t
h
t
h
a
t
o
f
t
h
e
b
r
a
i
n
.
W
h
a
t
i
s
y
o
u
r
o
p
i
n
i
o
n
a
b
o
u
t
t
h
i
s
st
r
a
t
e
g
y
?
[
2
7
]
W
h
a
t
h
a
d
t
h
e
y
f
o
u
n
d
b
e
n
e
f
i
c
i
a
l
i
n
t
h
e
e
d
u
c
a
t
i
o
n
a
l
n
e
u
r
o
sc
i
e
n
c
e
sess
i
o
n
s
?
H
o
w
h
a
d
t
h
e
sess
i
o
n
s
i
n
f
l
u
e
n
c
e
d
t
h
e
i
r
k
n
o
w
l
e
d
g
e
a
n
d
v
i
e
w
s
o
n
e
d
u
c
a
t
i
o
n
a
l
n
e
u
r
o
s
c
i
e
n
c
e
?
H
o
w
h
a
d
t
h
e
y
a
p
p
l
i
e
d
w
h
a
t
t
h
e
y
h
a
d
l
e
a
r
n
e
d
i
n
t
h
e
i
r
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
?
H
o
w
h
a
d
t
h
e
sess
i
o
n
s
i
n
f
l
u
e
n
c
e
d
t
h
e
i
r
st
u
d
e
n
t
s?
W
h
a
t
d
i
d
t
h
e
y
t
h
i
n
k
a
b
o
u
t
t
h
e
e
d
u
c
a
t
o
r
-
r
e
sea
r
c
h
e
r
r
e
l
a
t
i
o
n
sh
i
p
?
[
2
8
]
W
h
a
t
d
o
e
s
n
e
u
r
o
p
e
d
a
g
o
g
y
b
r
i
n
g
t
o
t
h
e
t
e
a
c
h
i
n
g
p
r
o
f
e
ssi
o
n
?
W
h
a
t
i
s
a
n
e
u
r
o
m
y
t
h
?
W
h
y
d
o
n
e
u
r
o
my
t
h
s
p
e
r
si
s
t
i
n
sc
h
o
o
l
s
a
n
d
u
n
i
v
e
r
s
i
t
i
e
s?
W
h
e
r
e
d
o
e
m
o
t
i
o
n
s
c
o
m
e
f
r
o
m?
F
r
o
m
t
h
e
e
mo
t
i
o
n
a
l
b
r
a
i
n
.
W
h
a
t
i
s
a
ss
o
c
i
a
t
i
v
e
mem
o
r
y
?
[
2
9
]
-
N
o
t
e
:
Q
u
e
st
i
o
n
s
w
e
r
e
i
n
c
l
u
d
e
d
a
s
a
v
a
i
l
a
b
l
e
i
n
t
h
e
a
r
t
i
c
l
e
.
F
o
r
t
h
o
se
c
a
ses
i
n
w
h
i
c
h
t
h
e
q
u
e
st
i
o
n
s
w
e
r
e
n
o
t
a
v
a
i
l
a
b
l
e
i
n
t
h
e
a
r
t
i
c
l
e
s,
t
h
e
r
e
p
o
r
t
e
d
d
i
me
n
si
o
n
s
o
r
c
a
t
e
g
o
r
i
e
s
o
f
q
u
e
st
i
o
n
f
o
r
m
u
l
a
t
i
o
n
w
e
r
e
i
n
c
l
u
d
e
d
.
-
r
e
p
r
e
s
e
n
t
s
t
h
o
se
c
a
ses
i
n
w
h
i
c
h
n
o
i
n
f
o
r
ma
t
i
o
n
w
a
s
a
v
a
i
l
a
b
l
e
o
n
e
i
t
h
e
r
t
h
e
q
u
e
st
i
o
n
s
o
r
t
h
e
d
i
m
e
n
s
i
o
n
s
a
d
d
r
e
s
s
e
d
.
4.
DIS
CU
SS
I
O
N
T
h
e
s
ca
r
ce
n
u
m
b
er
o
f
ar
ticles
th
at
in
v
esti
g
ate
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
n
eu
r
o
ed
u
ca
tio
n
f
r
o
m
a
q
u
alitativ
e
ap
p
r
o
ac
h
(
N
=
9
)
m
ak
es
ev
id
en
t
th
e
n
ee
d
t
o
d
e
v
e
lo
p
r
esear
ch
in
th
is
f
ield
o
f
s
tu
d
y
.
T
h
er
ef
o
r
e,
it
wo
u
ld
b
e
in
ter
esti
n
g
to
e
x
p
an
d
k
n
o
wled
g
e
in
t
h
e
ar
ea
to
u
n
d
er
s
tan
d
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
i
m
p
lem
en
tin
g
n
eu
r
o
e
d
u
ca
tio
n
al
s
tr
ateg
ies
an
d
h
o
w
th
ese
g
en
er
ate
n
ew
co
n
ce
p
tio
n
s
ab
o
u
t
ed
u
ca
tio
n
th
at
co
n
tr
ib
u
te
to
lear
n
in
g
b
ased
o
n
th
e
o
r
etica
l
-
em
p
ir
ical
f
o
u
n
d
atio
n
s
o
f
th
e
n
eu
r
o
ed
u
ca
tio
n
al
d
is
cip
lin
e
f
r
o
m
t
h
e
teac
h
in
g
p
r
ac
tice.
T
h
is
is
p
ar
ticu
lar
ly
r
elev
an
t
f
o
r
th
e
L
atin
Am
e
r
ican
co
n
tex
t,
in
wh
ich
o
n
ly
o
n
e
s
tu
d
y
wa
s
f
o
u
n
d
i
n
C
o
lo
m
b
ia
[
2
6
]
b
ased
o
n
th
e
d
atab
ases
s
u
r
v
ey
ed
.
Po
s
s
ib
ly
f
o
r
th
is
r
ea
s
o
n
,
7
1
%
o
f
th
e
a
r
ticles
an
aly
ze
d
wer
e
p
u
b
lis
h
ed
in
E
n
g
lis
h
,
wh
ich
is
co
n
s
is
ten
t
with
o
th
er
r
es
ea
r
ch
th
at
an
aly
ze
s
th
is
d
is
c
ip
lin
e
[
1
9
]
.
T
h
is
is
ev
id
en
ce
th
at
r
esear
ch
o
n
n
e
u
r
o
ed
u
ca
tio
n
a
n
d
teac
h
e
r
p
e
r
ce
p
tio
n
is
in
cip
ien
t
i
n
Sp
an
is
h
-
lan
g
u
a
g
e
jo
u
r
n
als
in
d
ex
ed
in
th
e
d
atab
ases
o
f
th
e
m
o
s
t
s
ig
n
if
ican
t
s
cien
tifi
c
im
p
ac
t
in
th
e
s
o
cial
s
c
ien
ce
s
.
I
n
th
is
r
eg
ar
d
,
Ar
év
alo
et
a
l
.
[
2
6
]
d
is
cu
s
s
th
at
f
ew
wo
r
k
s
p
er
f
o
r
m
an
ex
h
au
s
tiv
e
an
aly
s
is
f
r
o
m
a
q
u
alitati
v
e
v
iew
o
f
teac
h
in
g
p
r
ac
tices
th
at
lin
k
t
h
e
ad
v
a
n
ce
s
o
f
n
eu
r
o
ed
u
ca
tio
n
in
im
p
lem
en
tatio
n
s
with
teac
h
er
s
’
p
er
ce
p
tio
n
s
an
d
h
ig
h
lig
h
t
th
e
n
ee
d
to
d
ev
el
o
p
th
is
f
ield
f
o
r
th
e
co
n
s
tr
u
ctio
n
o
f
s
p
ac
es
f
o
r
cr
itical
r
ef
lectio
n
th
at
co
n
tr
ib
u
te
in
o
f
f
er
in
g
q
u
ality
e
d
u
ca
tio
n
.
R
eg
ar
d
in
g
teac
h
er
s
’
p
er
ce
p
tio
n
s
,
an
ex
citin
g
p
lu
r
ality
o
f
p
er
ce
p
tio
n
s
was
in
v
esti
g
ated
,
r
an
g
in
g
f
r
o
m
co
n
ce
p
tu
alizin
g
n
e
u
r
o
m
y
th
s
to
o
p
in
io
n
s
o
f
n
eu
r
o
ed
u
ca
tio
n
al
liter
ac
y
co
u
r
s
es
f
o
r
teac
h
er
s
an
d
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
th
eir
im
p
lem
e
n
tatio
n
o
f
n
e
u
r
o
e
d
u
ca
tio
n
al
p
r
i
n
cip
les
in
th
eir
class
es.
Nev
er
th
eless
,
it
is
cr
u
cia
l
to
in
s
till
th
e
n
ee
d
to
s
h
ar
e
in
t
er
v
iew
p
r
o
to
co
ls
in
th
e
r
ep
o
r
t
o
n
th
e
d
esig
n
o
f
q
u
alitativ
e
s
tu
d
ies
to
co
n
tr
ib
u
te
to
tr
an
s
p
ar
en
cy
a
n
d
cr
ed
i
b
ilit
y
in
th
e
r
esear
ch
.
A
p
r
io
r
i,
it
wo
u
ld
n
o
t
b
e
p
o
s
s
ib
le
to
d
eter
m
in
e
with
ce
r
tain
ty
th
e
g
ap
s
i
n
k
n
o
wled
g
e
r
eg
a
r
d
in
g
teac
h
er
s
’
p
e
r
ce
p
tio
n
s
o
f
n
eu
r
o
ed
u
ca
tio
n
d
u
e
t
o
th
e
s
ca
r
ce
in
f
o
r
m
atio
n
p
r
esen
ted
in
th
e
s
tu
d
ies
o
n
th
e
q
u
esti
o
n
s
ask
ed
to
th
e
p
ar
ti
cip
an
ts
,
as
s
h
o
wn
in
T
ab
le
2
.
T
h
at
is
wh
y
it
is
ess
en
tial
to
co
m
m
en
t
o
n
th
e
n
u
m
er
o
u
s
ad
v
an
tag
es
o
f
p
u
b
lis
h
in
g
i
n
ter
v
iew
p
r
o
to
c
o
ls
,
am
o
n
g
wh
ich
:
i
)
it
en
a
b
les
th
e
co
m
p
a
r
ab
ilit
y
o
f
d
ata
an
d
f
in
d
in
g
s
b
etw
ee
n
s
tu
d
ies
;
ii
)
it
f
ac
ilit
ates
th
e
r
ep
licab
ilit
y
o
f
s
tu
d
ies
;
iii
)
it
allo
w
s
th
e
co
n
tin
u
o
u
s
im
p
r
o
v
em
e
n
t
o
f
th
e
q
u
ality
o
f
q
u
alitativ
e
d
ata
co
llec
tio
n
p
r
o
to
c
o
ls
;
an
d
iv
)
it c
o
n
tr
ib
u
tes to
id
en
tify
i
n
g
p
r
ev
io
u
s
ly
u
n
ad
d
r
ess
ed
k
n
o
w
led
g
e
n
ich
es [
3
0
]
–
[
3
3
]
.
Fu
r
th
er
m
o
r
e
,
th
e
s
tu
d
ies
ad
d
r
ess
teac
h
er
s
’
p
er
ce
p
tio
n
s
in
h
o
m
o
g
e
n
eo
u
s
a
n
d
m
o
n
o
cu
ltu
r
a
l
co
n
tex
ts
.
Ho
wev
er
,
th
e
s
ch
o
o
l
r
ea
lity
o
f
th
e
g
lo
b
alize
d
wo
r
ld
is
m
o
r
e
co
m
p
lex
a
n
d
d
y
n
am
ic,
s
o
it
is
in
ter
esti
n
g
to
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
N
eu
r
o
ed
u
ca
tio
n
a
n
d
te
a
ch
in
g
p
ercep
tio
n
:
a
s
ystema
tic
r
ev
ie
w
fr
o
m
th
e
…
(
B
elén
V
a
ld
és
-
V
illa
lo
b
o
s
)
35
in
v
esti
g
ate
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
th
e
s
u
cc
ess
o
f
n
eu
r
o
ed
u
ca
tio
n
al
p
r
in
cip
les
an
d
s
tr
ateg
ies
in
in
ter
cu
ltu
r
al
s
ch
o
o
l
co
n
tex
ts
.
Fo
r
ex
a
m
p
le,
in
C
h
ile,
class
r
o
o
m
s
in
th
e
p
u
b
lic
s
y
s
tem
ar
e
in
c
r
ea
s
in
g
ly
in
ter
cu
ltu
r
al
i
n
th
ei
r
s
o
cio
d
em
o
g
r
ap
h
ic
c
o
m
p
o
s
itio
n
,
n
o
t o
n
ly
b
ec
au
s
e
o
f
th
e
p
r
esen
ce
o
f
s
ch
o
o
lch
ild
r
e
n
o
f
in
d
i
g
en
o
u
s
o
r
ig
in
[
3
4
]
,
b
u
t
also
b
ec
au
s
e
o
f
th
e
g
r
o
wi
n
g
wav
es
o
f
m
ig
r
atio
n
f
r
o
m
L
atin
Am
er
ican
co
u
n
tr
ies,
s
u
ch
as
Ven
ez
u
ela
an
d
C
o
lo
m
b
ia
[
3
5
]
.
I
n
th
is
co
n
tex
t
,
f
u
tu
r
e
s
tu
d
ies
co
u
ld
in
v
esti
g
ate
wh
eth
er
th
er
e
a
r
e
d
if
f
e
r
en
t
p
er
ce
p
tio
n
s
am
o
n
g
teac
h
er
s
wh
en
ap
p
ly
in
g
n
eu
r
o
ed
u
ca
tio
n
al
p
r
i
n
cip
les
in
in
ter
cu
ltu
r
al
class
r
o
o
m
s
with
d
if
f
e
r
en
t
ch
ar
ac
ter
is
tics
an
d
an
aly
ze
h
o
w
th
is
in
f
lu
e
n
c
es tea
ch
er
d
ec
is
io
n
-
m
ak
in
g
.
T
h
er
ef
o
r
e
,
ter
tiar
y
ed
u
ca
tio
n
in
s
titu
tio
n
s
an
d
p
o
licy
m
ak
er
s
m
u
s
t r
ec
o
g
n
ize
th
e
p
o
t
en
tial o
f
tr
ain
in
g
teac
h
er
s
in
n
eu
r
o
ed
u
ca
tio
n
to
f
o
s
ter
p
r
o
f
es
s
io
n
al
g
r
o
wth
[
2
8
]
.
C
o
n
ce
r
n
in
g
th
e
m
et
h
o
d
o
lo
g
ic
al
ap
p
r
o
ac
h
t
o
teac
h
er
s
’
p
er
c
ep
tio
n
s
o
f
n
eu
r
o
ed
u
ca
tio
n
,
alt
h
o
u
g
h
th
e
in
clin
atio
n
to
war
d
s
u
s
in
g
a
co
m
b
in
atio
n
o
f
d
ata
c
o
llectio
n
m
eth
o
d
o
l
o
g
ies
in
m
o
s
t
a
r
ticles
is
p
o
s
itiv
ely
h
ig
h
lig
h
ted
,
th
e
ty
p
e
o
f
tec
h
n
iq
u
es
is
lim
ited
.
I
n
th
is
r
eg
ar
d
,
it
is
s
u
g
g
ested
to
e
x
p
lo
r
e
in
n
o
v
ativ
e
m
eth
o
d
o
l
o
g
ies
in
th
e
f
ield
o
f
q
u
alitativ
e
in
q
u
ir
y
i
n
n
eu
r
o
ed
u
ca
tio
n
.
T
h
is
d
o
es
n
o
t
n
ec
ess
ar
ily
im
p
ly
cr
ea
tin
g
n
ew
tech
n
iq
u
es
o
r
m
eth
o
d
o
l
o
g
ies
[
3
6
]
.
B
u
t
r
ath
er
,
it
is
p
r
o
p
o
s
ed
to
ad
ap
t
tech
n
i
q
u
es
an
d
m
eth
o
d
s
u
s
ed
to
g
ath
er
in
f
o
r
m
atio
n
in
o
t
h
er
f
ield
s
o
f
ed
u
ca
tio
n
al
r
esea
r
ch
(
e.
g
.
,
teac
h
er
lo
g
s
,
p
h
o
t
o
v
o
ice
an
d
d
y
ad
ic
in
ter
v
iews,
am
o
n
g
o
th
er
s
)
[
3
7
]
,
o
r
u
s
ed
i
n
o
th
er
a
r
ea
s
(
e.
g
.
,
s
ee
ad
ap
tatio
n
s
o
f
ty
p
o
lo
g
y
m
atr
ices
in
th
e
f
ield
o
f
n
e
u
r
o
e
d
u
ca
tio
n
al
r
esear
ch
)
.
See
ad
a
p
tatio
n
s
o
f
m
atr
ic
es
o
f
n
o
n
v
er
b
al
b
e
h
av
io
r
al
t
y
p
o
lo
g
ies
f
r
o
m
th
e
n
eu
r
o
c
u
ltu
r
al
m
o
d
el
i
n
o
r
s
cie
n
tific
d
is
cip
lin
es
e.
g
.
,
wr
itten
in
ter
v
iews,
s
tim
u
lated
r
ec
all
i
n
ter
v
iews
.
Sev
er
al
o
f
th
e
tech
n
iq
u
es
s
u
g
g
ested
f
o
s
ter
en
r
ich
in
g
r
e
f
lectio
n
p
r
o
ce
s
s
es
in
th
e
p
ar
ticip
an
ts
an
d
allo
w
u
s
to
s
tu
d
y
th
eir
p
er
ce
p
tio
n
s
f
r
o
m
a
co
m
p
lem
en
tar
y
p
e
r
s
p
ec
tiv
e
to
tr
ad
it
io
n
al
in
ter
v
iews [
3
8
]
–
[
4
0
]
.
I
t
is
also
p
r
o
p
o
s
ed
to
s
y
s
tem
atize
th
e
s
tu
d
y
o
f
teac
h
e
r
s
’
p
er
ce
p
tio
n
s
th
r
o
u
g
h
o
b
s
er
v
in
g
n
o
n
-
v
er
b
al
b
eh
av
io
r
/c
o
m
m
u
n
icatio
n
in
t
h
e
class
r
o
o
m
as
an
in
d
icato
r
o
f
em
o
tio
n
s
an
d
attitu
d
es
to
war
d
s
th
e
v
ar
i
o
u
s
p
r
ac
tical
asp
ec
ts
o
f
n
eu
r
o
e
d
u
c
atio
n
al
teac
h
in
g
[
4
1
]
.
T
h
is
wo
u
ld
also
s
u
p
p
o
r
t
b
u
ild
in
g
c
o
m
p
ar
ab
le
k
n
o
wled
g
e
with
th
at
c
o
llected
th
r
o
u
g
h
o
t
h
er
tech
n
iq
u
es
(
e.
g
.
,
in
te
r
v
iew
s
)
to
tr
ia
n
g
u
late
teac
h
er
s
’
p
er
ce
p
tio
n
s
.
Ho
wev
e
r
,
f
o
r
th
is
to
b
e
p
o
s
s
ib
le,
f
u
tu
r
e
r
esear
ch
s
h
o
u
ld
p
ar
tially
a
b
an
d
o
n
d
ata
co
llectio
n
b
ased
,
f
o
r
ex
am
p
le,
o
n
in
ter
v
iews
o
r
f
o
cu
s
g
r
o
u
p
s
,
an
d
g
ain
g
r
ea
ter
ac
ce
s
s
to
n
atu
r
al
d
ata
wh
er
e
n
o
n
v
e
r
b
al
b
eh
av
io
r
s
ca
n
b
e
o
b
s
er
v
ed
in
th
eir
n
at
u
r
al
co
n
tex
t.
I
n
t
h
is
s
en
s
e,
th
e
ef
f
o
r
ts
o
f
two
s
tu
d
ies
to
co
n
d
u
c
t
d
ir
ec
t
class
r
o
o
m
o
b
s
er
v
atio
n
s
s
tan
d
o
u
t;
h
o
we
v
er
,
it
is
n
ec
ess
ar
y
to
m
ak
e
a
m
o
r
e
tr
e
m
en
d
o
u
s
ef
f
o
r
t
in
a
c
r
o
s
s
-
s
ec
tio
n
al
m
an
n
er
(
th
at
is
,
in
r
esear
ch
in
d
iv
er
s
e
co
n
tex
ts
)
to
co
llect
n
atu
r
al
d
ata
to
tr
ian
g
u
late
th
e
p
er
ce
p
tio
n
s
r
ep
o
r
te
d
b
y
teac
h
e
r
s
with
o
b
s
er
v
ab
le
b
eh
av
io
r
s
th
at
s
u
p
p
o
r
t
th
ese
p
e
r
ce
p
tio
n
s
an
d
h
el
p
to
d
ee
p
e
n
th
em
(
co
n
s
id
er
th
e
d
if
f
er
en
ce
s
b
etwe
e
n
r
eq
u
ested
an
d
s
p
o
n
tan
e
o
u
s
p
r
im
ar
y
d
ata
[
4
2
]
.
C
o
n
s
eq
u
en
tly
,
in
a
d
d
itio
n
to
class
r
o
o
m
o
b
s
er
v
atio
n
s
,
we
also
s
u
g
g
est
g
o
in
g
t
o
th
e
teac
h
e
r
s
’
lo
u
n
g
e
d
u
r
in
g
r
ec
ess
an
d
p
a
r
ticip
atin
g
in
teac
h
er
tr
ain
in
g
p
lan
n
ed
b
y
th
e
s
ch
o
o
l,
wh
ic
h
ar
e
s
p
ac
es f
o
r
s
h
ar
in
g
an
d
p
ed
ag
o
g
ical
d
e
b
ate
am
o
n
g
teac
h
e
r
s
.
I
t
s
h
o
u
ld
also
b
e
e
m
p
h
asized
th
at
all
7
ar
ticles
h
av
e
u
s
ed
th
em
atic
a
n
aly
s
is
to
e
x
p
lo
r
e
th
e
d
ata.
T
h
em
atic
an
aly
s
is
is
a
ty
p
e
o
f
co
n
ten
t
an
aly
s
is
th
at
an
aly
ze
s
th
e
f
r
eq
u
e
n
cy
o
f
k
ey
ter
m
s
o
r
co
n
ce
p
ts
to
cr
ea
te
an
aly
tical
ca
teg
o
r
ies.
I
n
th
is
s
en
s
e,
th
er
e
ar
e
s
ev
er
al
lim
itatio
n
s
th
at
f
r
o
m
d
if
f
er
en
t
d
is
cip
li
n
es,
ar
e
r
ec
o
g
n
ize
d
co
n
ce
r
n
in
g
th
e
ex
clu
s
iv
e
u
s
e
o
f
th
em
atic
an
aly
s
is
in
a
r
esear
ch
ar
ea
.
T
h
ese
lim
ita
tio
n
s
ar
e
aim
ed
at
d
is
cu
s
s
in
g
:
i
)
th
e
d
an
g
er
s
o
f
r
ed
u
cin
g
a
tex
t
an
d
ex
tr
ac
tin
g
it
f
r
o
m
a
wh
o
le
f
o
r
an
al
y
s
is
;
ii
)
th
e
r
e
d
u
ctio
n
is
t
n
atu
r
e
o
f
q
u
alitativ
e
s
o
f
twar
e
an
aly
s
is
(
wh
en
it
is
th
e
o
n
ly
f
o
r
m
o
f
a
n
aly
s
is
p
r
esen
ted
)
;
iii
)
th
e
f
ac
t
th
at
m
an
y
tim
es
ar
ticles
s
ta
te
th
e
ty
p
e
o
f
an
aly
s
is
p
er
f
o
r
m
ed
,
b
u
t
d
o
n
o
t
d
etail
th
e
an
aly
tical
s
tep
s
g
o
n
e
th
r
o
u
g
h
;
an
d
iv
)
th
e
r
is
k
o
f
f
allin
g
in
to
a
n
aly
tical
s
u
p
er
f
iciality
b
y
o
n
ly
r
ep
r
o
d
u
cin
g
th
e
p
ar
ticip
an
t
’
s
m
ess
ag
e
with
o
u
t
b
asin
g
it
o
n
th
eo
r
etica
l
an
d
em
p
ir
ical
ass
u
m
p
tio
n
s
th
at
s
u
p
p
o
r
t
p
r
o
b
lem
atizin
g
t
h
e
m
ess
ag
e
an
d
u
n
d
er
s
tan
d
i
n
g
it f
r
o
m
d
if
f
er
en
t p
er
s
p
ec
tiv
es [
4
3
]
–
[
4
5
]
.
I
n
th
is
s
en
s
e,
t
h
e
p
r
o
p
o
s
al
h
er
e
is
to
co
m
p
lem
en
t
th
em
atic
a
n
aly
s
is
with
o
th
er
ty
p
es o
f
a
n
a
ly
s
is
,
s
u
ch
as
tex
tu
al
an
aly
s
is
,
n
ar
r
ativ
e
an
aly
s
is
,
an
d
d
is
co
u
r
s
e
an
al
y
s
is
[
4
6
]
–
[
4
8
]
.
Par
ticu
lar
ly
c
o
n
ce
r
n
in
g
th
e
latter
,
q
u
an
titativ
e
d
is
co
u
r
s
e
an
aly
s
i
s
s
o
f
twar
e
is
r
ed
u
ctio
n
is
t
an
d
lim
its
th
e
an
aly
s
i
s
to
ev
alu
ate
th
e
p
r
esen
ce
o
r
ab
s
en
ce
o
f
a
ca
teg
o
r
y
an
d
d
o
e
s
n
o
t
ex
am
in
e
th
e
d
is
cu
r
s
iv
e
c
o
m
p
lex
ity
in
v
o
lv
e
d
in
teac
h
er
p
er
ce
p
tio
n
.
Fu
tu
r
e
r
esear
ch
in
th
is
f
ield
o
f
s
tu
d
y
c
o
u
ld
in
co
r
p
o
r
ate
a
d
eta
iled
lin
g
u
is
tic
-
d
is
cu
r
s
iv
e
a
n
a
ly
s
is
o
f
teac
h
er
s
’
p
er
ce
p
tio
n
s
,
as
th
is
f
av
o
r
s
an
in
-
d
ep
th
ex
p
lo
r
atio
n
o
f
th
e
d
ata
b
ey
o
n
d
th
e
p
ar
ticip
an
t
’
s
e
x
p
licit
m
ess
ag
e
to
an
aly
ze
th
e
in
ten
tio
n
ality
b
e
h
in
d
th
e
m
ess
ag
e,
th
e
d
is
cu
r
s
iv
e
f
o
r
m
s
o
f
co
n
s
tr
u
ctio
n
o
f
r
ea
lity
,
an
d
t
h
e
co
n
s
tr
u
ctio
n
o
f
id
en
tity
p
o
s
itio
n
s
th
at
co
n
tr
ib
u
te
to
a
h
o
l
is
tic
u
n
d
er
s
tan
d
in
g
o
f
teac
h
e
r
s
’
p
er
ce
p
tio
n
s
o
f
n
eu
r
o
e
d
u
ca
tio
n
.
W
h
en
c
o
n
tr
a
s
tin
g
th
e
b
ac
k
g
r
o
u
n
d
o
b
tain
e
d
in
t
h
is
r
ev
iew
with
cu
r
r
en
t
em
p
ir
ical
wo
r
k
,
it
is
ev
id
en
t
th
at
a
q
u
alitativ
e
v
is
io
n
f
o
s
ter
s
cr
itical
an
d
cr
ea
tiv
e
th
in
k
in
g
in
ed
u
ca
to
r
s
,
wh
ic
h
co
n
tr
ib
u
tes
to
th
eir
p
ed
ag
o
g
ical
wo
r
k
[
4
9
]
,
[
5
0
]
.
L
ik
ewise,
n
eu
r
o
ed
u
ca
tio
n
r
e
s
ea
r
ch
ed
f
r
o
m
a
q
u
alitativ
e
a
p
p
r
o
ac
h
allo
ws
f
o
r
g
r
ea
ter
d
y
n
am
is
m
in
th
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
o
f
teac
h
er
s
th
r
o
u
g
h
th
e
d
ev
elo
p
m
en
t
o
f
s
tr
ateg
ies
ag
r
ee
d
u
p
o
n
b
y
e
d
u
ca
to
r
s
,
c
o
n
tex
tu
ali
zin
g
th
e
n
e
u
r
o
e
d
u
ca
tio
n
al
s
tu
d
y
p
r
o
p
o
s
als to
th
eir
class
r
o
o
m
s
[
5
1
]
,
[
5
2
]
.
I
n
th
is
r
eg
ar
d
,
q
u
alitativ
e
n
e
u
r
o
ed
u
ca
tio
n
al
r
esear
ch
allo
ws
f
o
r
t
h
e
d
ev
elo
p
m
en
t
o
f
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
s
th
at
im
p
r
o
v
e
d
i
d
ac
tics
,
wh
ich
h
as
b
ee
n
ev
id
en
ce
d
in
d
escr
ip
tiv
e
ap
p
r
o
ac
h
es
th
r
o
u
g
h
a
s
elf
-
cr
itical
an
d
r
ef
lectiv
e
v
is
io
n
o
f
p
r
o
f
ess
io
n
al
wo
r
k
[
5
3
]
.
T
h
e
r
ef
o
r
e,
th
e
n
eu
r
o
e
d
u
ca
tio
n
al
d
i
s
cip
lin
e
ap
p
lied
in
an
em
p
ir
ical
co
n
tex
t
a
n
d
in
v
esti
g
ated
q
u
alitativ
ely
co
n
tr
ib
u
tes
to
a
r
estru
ctu
r
in
g
o
f
th
e
cu
r
r
en
t
ed
u
ca
tio
n
al
s
y
s
tem
b
y
er
ad
icatin
g
teac
h
i
n
g
ce
n
ter
e
d
o
n
th
e
tr
a
n
s
m
is
s
i
o
n
o
f
a
s
er
ies
o
f
d
ec
o
n
tex
tu
a
lized
co
n
ce
p
ts
th
at
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
28
-
3
9
36
h
av
e
n
o
p
r
ac
tical
ap
p
licatio
n
s
[
5
4
]
,
[
5
5
]
.
I
n
th
e
co
n
te
x
t
o
f
a
wo
r
ld
th
at
in
cr
ea
s
in
g
ly
r
ec
o
g
n
izes
d
iv
er
s
ity
in
s
ch
o
o
ls
as
a
ch
allen
g
e,
ed
u
ca
tio
n
al
r
esear
ch
s
h
o
u
ld
co
n
tr
ib
u
te
to
th
is
n
ew
ch
allen
g
e
b
y
i
n
co
r
p
o
r
atin
g
m
o
r
e
co
m
p
lex
,
i
n
-
d
ep
t
h
an
d
m
u
lti
v
ar
iate
an
aly
s
es
o
f
th
e
f
ac
to
r
s
th
at
p
o
ten
tially
in
ter
v
en
e
in
th
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
[
5
6
]
,
[
5
7
]
.
Fo
r
t
h
is
r
ea
s
o
n
,
th
e
an
aly
s
is
o
f
r
esear
ch
th
r
o
u
g
h
th
e
v
o
ices
o
f
teac
h
er
s
is
ess
en
tia
l,
b
ec
au
s
e
ed
u
ca
t
o
r
s
m
u
s
t
a
d
ap
t
to
th
e
n
ee
d
s
o
f
s
tu
d
e
n
ts
an
d
d
esig
n
th
ei
r
p
e
d
ag
o
g
ical
p
r
a
ctice
s
b
ased
o
n
t
h
e
h
eter
o
g
en
eity
o
f
th
e
class
r
o
o
m
,
s
o
th
at
a
d
o
p
tin
g
an
ec
o
lo
g
ical
ap
p
r
o
ac
h
f
r
o
m
n
eu
r
o
ed
u
c
atio
n
ca
n
b
e
u
s
ef
u
l
b
y
f
ac
ilit
atin
g
with
its
co
n
tr
ib
u
tio
n
s
s
itu
ated
s
tr
ateg
ies to
th
e
teac
h
in
g
an
d
lear
n
i
n
g
p
r
o
ce
s
s
[
5
8
]
,
[
5
9
]
.
L
ast
b
u
t
n
o
t
least,
th
e
co
n
tr
ib
u
tio
n
o
f
q
u
alitativ
e
n
eu
r
o
e
d
u
ca
tio
n
al
r
esear
ch
to
in
f
o
r
m
in
g
ed
u
ca
tio
n
al
p
o
licy
r
esid
es
in
its
p
o
ten
t
ial
to
p
r
o
v
id
e
co
n
tex
t
u
ally
-
s
itu
ated
an
d
r
elev
an
t
c
o
n
s
id
er
atio
n
s
f
r
o
m
th
e
p
r
ac
titi
o
n
er
s
th
em
s
elv
es.
T
h
is
m
ay
wo
r
k
to
m
o
b
ilize
m
u
ch
n
ee
d
ed
ef
f
o
r
ts
to
ad
ju
s
t
ed
u
ca
tio
n
al
p
o
licies
to
r
ef
lect
th
e
r
ea
lity
an
d
d
iv
er
s
ity
o
f
class
r
o
o
m
s
,
in
o
r
d
er
to
i
m
p
r
o
v
e
n
o
t
o
n
ly
th
e
teac
h
in
g
-
lear
n
in
g
ex
p
e
r
ien
ce
an
d
o
u
tc
o
m
es,
b
u
t a
ls
o
h
u
m
a
n
r
elatio
n
s
am
o
n
g
teac
h
er
s
an
d
s
tu
d
en
ts
.
5.
CO
NCLU
SI
O
N
T
h
e
p
u
r
p
o
s
e
o
f
th
e
s
y
s
tem
atic
r
ev
iew
was
to
an
aly
ze
q
u
alitativ
e
s
tu
d
ies
th
at
in
v
esti
g
ated
th
e
p
r
in
cip
al
teac
h
er
s
’
p
e
r
ce
p
tio
n
s
o
f
n
eu
r
o
e
d
u
ca
tio
n
.
T
h
is
m
a
d
e
p
o
s
s
ib
le
to
lear
n
ab
o
u
t
th
e
g
r
o
win
g
in
ter
est
o
n
th
e
p
ar
t
o
f
n
e
u
r
o
e
d
u
ca
tio
n
al
r
esear
ch
er
s
in
i
d
en
tify
in
g
wh
at
teac
h
er
s
th
i
n
k
ab
o
u
t
th
e
im
p
l
em
en
tatio
n
s
an
d
,
i
n
ad
d
itio
n
,
to
lear
n
ab
o
u
t
th
e
ass
es
s
m
en
t
o
f
th
e
teac
h
er
s
th
em
s
elv
es
co
n
ce
r
n
in
g
t
h
e
co
n
tr
ib
u
tio
n
o
f
n
eu
r
o
e
d
u
ca
tio
n
an
d
th
e
p
o
s
itiv
e
b
eh
a
v
io
r
al
ch
an
g
es
th
at
it
ca
n
g
en
er
ate
in
th
e
p
ed
ag
o
g
ic
al
task
.
T
h
er
e
f
o
r
e,
f
r
o
m
th
e
p
ed
a
g
o
g
ical
p
o
in
t
o
f
v
iew,
th
e
s
tu
d
ies
an
aly
ze
d
em
p
h
asize
th
e
n
ee
d
to
d
esig
n
a
n
eu
r
o
ed
u
ca
tio
n
al
liter
ac
y
an
d
im
p
lem
en
tatio
n
p
lan
f
o
r
teac
h
e
r
s
.
C
o
n
ce
r
n
in
g
th
e
s
cien
tific
d
ev
elo
p
m
e
n
t
o
f
th
e
to
p
ic,
it
is
co
n
clu
d
e
d
th
at
p
r
o
m
o
tin
g
n
eu
r
o
ed
u
ca
tio
n
al
r
esear
ch
f
r
o
m
a
q
u
alitativ
e
ap
p
r
o
ac
h
will
en
h
an
ce
th
e
r
eso
n
an
c
e
b
etwe
en
n
eu
r
o
e
d
u
ca
tio
n
ex
p
er
ts
an
d
teac
h
er
s
in
f
av
o
r
o
f
s
tr
en
g
th
en
in
g
b
id
ir
ec
tio
n
al
co
m
m
u
n
icatio
n
b
etwe
en
b
o
th
ag
en
ts
.
T
h
e
co
r
e
o
f
t
h
is
p
o
in
t
lies
in
p
r
o
p
o
s
in
g
s
itu
ated
r
esear
ch
,
u
s
in
g
in
n
o
v
ativ
e
q
u
alitativ
e
m
eth
o
d
o
l
o
g
ies
in
th
e
f
ield
th
at
co
m
m
u
n
icate
in
a
lan
g
u
ag
e
ap
p
r
o
p
r
iate
to
ed
u
ca
to
r
s
an
d
th
eir
co
n
tex
t.
T
h
is
will
g
en
er
ate
em
p
ir
ical
ev
id
e
n
ce
o
f
r
elev
an
ce
an
d
v
iab
le
s
cien
tific
s
u
p
p
o
r
t
f
o
r
r
e
p
licab
ilit
y
in
f
u
tu
r
e
r
esear
ch
in
th
e
f
ield
an
d
in
th
e
class
r
o
o
m
.
C
o
n
ce
r
n
in
g
th
e
lim
itatio
n
s
o
f
a
s
y
s
tem
atic
r
ev
iew,
th
e
ex
cl
u
s
iv
e
u
s
e
o
f
th
e
Scielo
,
W
o
S
,
E
B
SC
O
,
an
d
Sco
p
u
s
d
atab
ases
s
tan
d
s
o
u
t,
av
o
id
in
g
s
cien
tific
liter
atu
r
e
n
o
t
in
d
ex
e
d
in
th
e
s
e
d
atab
ases
.
T
h
i
s
m
eth
o
d
o
l
o
g
ical
d
ec
is
io
n
m
a
y
h
av
e
lim
ited
t
h
e
p
o
ten
tially
r
elev
an
t
d
o
cu
m
e
n
ts
f
r
o
m
o
th
er
d
ig
ital
s
p
ac
es
o
f
s
cien
tific
d
is
s
em
in
atio
n
,
id
en
tify
in
g
o
n
ly
p
r
im
a
r
y
s
cien
tific
ar
ticles
in
d
ex
ed
in
th
e
m
en
tio
n
ed
d
atab
ases
.
I
t
is
,
th
er
ef
o
r
e,
r
elev
a
n
t
to
in
s
tall
t
h
e
eth
ical
d
e
b
ate
o
n
h
o
w
s
y
s
tem
atic
r
ev
iew
m
eth
o
d
o
lo
g
ies
ar
e
d
e
v
elo
p
ed
an
d
v
alid
ated
in
o
r
d
er
to
v
alu
e
th
e
in
clu
s
io
n
o
f
r
esear
ch
f
r
o
m
s
cien
tific
s
p
ac
es
th
at
ar
e
f
r
eq
u
en
tly
in
v
is
ib
le
to
p
r
o
m
o
te
t
h
e
d
em
o
cr
atiza
tio
n
o
f
k
n
o
wled
g
e.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Ag
en
cia
Nac
io
n
al
d
e
I
n
v
esti
g
ac
ió
n
y
Desar
r
o
llo
-
ANI
D.
B
ec
a
Do
cto
r
al
Fo
lio
2
1
2
3
0
0
2
4
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
B
elén
Vald
és
-
Villalo
b
o
s
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Ma
r
ian
a
L
az
za
r
o
-
Salaza
r
✓
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
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
N
eu
r
o
ed
u
ca
tio
n
a
n
d
te
a
ch
in
g
p
ercep
tio
n
:
a
s
ystema
tic
r
ev
ie
w
fr
o
m
th
e
…
(
B
elén
V
a
ld
és
-
V
illa
lo
b
o
s
)
37
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est
.
I
NF
O
RM
E
D
CO
NS
E
N
T
W
e
h
av
e
o
b
tain
ed
in
f
o
r
m
ed
c
o
n
s
en
t f
r
o
m
all
in
d
iv
id
u
als in
c
lu
d
ed
in
t
h
is
s
tu
d
y
.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
e
r
esear
ch
r
elate
d
to
h
u
m
a
n
u
s
e
h
as
b
ee
n
co
m
p
lie
d
with
all
th
e
r
elev
an
t
n
atio
n
al
r
eg
u
l
atio
n
s
an
d
in
s
titu
tio
n
al
p
o
licies
in
ac
co
r
d
an
ce
with
th
e
te
n
ets
o
f
t
h
e
He
ls
in
k
i
Dec
lar
atio
n
an
d
h
as
b
ee
n
ap
p
r
o
v
e
d
b
y
th
e
au
th
o
r
s
’
in
s
titu
tio
n
al
r
e
v
iew
b
o
ar
d
o
r
eq
u
i
v
alen
t c
o
m
m
ittee.
DATA AV
AI
L
AB
I
L
I
T
Y
Der
iv
ed
d
ata
s
u
p
p
o
r
tin
g
t
h
e
f
in
d
in
g
s
o
f
t
h
is
s
tu
d
y
ar
e
av
ailab
le
f
r
o
m
th
e
c
o
r
r
esp
o
n
d
i
n
g
au
th
o
r
,
[
B
V
-
V]
o
n
r
eq
u
est
.
REFEREN
CES
[
1
]
J.
Jo
l
l
e
s
a
n
d
D
.
D
.
J
o
l
l
e
s,
“
O
n
N
e
u
r
o
e
d
u
c
a
t
i
o
n
:
W
h
y
a
n
d
H
o
w
t
o
I
mp
r
o
v
e
N
e
u
r
o
s
c
i
e
n
t
i
f
i
c
Li
t
e
r
a
c
y
i
n
E
d
u
c
a
t
i
o
n
a
l
P
r
o
f
e
ssi
o
n
a
l
s,
”
Fro
n
t
i
e
rs
i
n
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
2
,
p
p
.
1
–
1
8
,
D
e
c
.
2
0
2
1
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
g
.
2
0
2
1
.
7
5
2
1
5
1
.
[
2
]
M
.
C
a
b
a
l
l
e
r
o
-
C
o
b
o
s
a
n
d
V
.
J.
Ll
o
r
e
n
t
,
“
Te
a
c
h
e
r
t
r
a
i
n
i
n
g
o
n
n
e
u
r
o
e
d
u
c
a
t
i
o
n
f
o
r
i
m
p
r
o
v
i
n
g
r
e
a
d
i
n
g
,
ma
t
h
e
mat
i
c
a
l
,
so
c
i
a
l
,
e
mo
t
i
o
n
a
l
,
a
n
d
mo
r
a
l
c
o
m
p
e
t
e
n
c
i
e
s
o
f
sec
o
n
d
a
r
y
sc
h
o
o
l
st
u
d
e
n
t
s.
A
t
w
o
y
e
a
r
q
u
a
s
i
-
e
x
p
e
r
i
m
e
n
t
a
l
st
u
d
y
,
”
(
i
n
S
p
a
n
i
sh
)
,
Re
v
i
s
t
a
d
e
Psi
c
o
d
i
d
á
c
t
i
c
a
,
v
o
l
.
2
7
,
n
o
.
2
,
p
p
.
1
5
8
–
1
6
7
,
J
u
l
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
p
s
i
c
o
d
.
2
0
2
2
.
0
4
.
0
0
1
.
[
3
]
J.
F
.
S
á
n
c
h
e
z
,
“
T
h
e
i
mp
o
r
t
a
n
c
e
o
f
t
e
a
c
h
e
r
t
r
a
i
n
i
n
g
i
n
n
e
u
r
o
e
d
u
c
a
t
i
o
n
,
”
(
i
n
S
p
a
n
i
s
h
)
,
U
n
i
v
e
r
s
i
d
a
d
D
e
S
e
v
i
l
l
a
,
2
0
1
8
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s:
/
/
i
d
u
s
.
u
s
.
e
s
/
ser
v
e
r
/
a
p
i
/
c
o
r
e
/
b
i
t
st
r
e
a
ms
/
e
f
4
4
d
0
2
a
-
f
3
6
0
-
4
c
b
1
-
a
4
7
b
-
4
0
0
6
9
2
e
3
b
9
a
8
/
c
o
n
t
e
n
t
[
4
]
M
.
J.
H
e
r
m
i
d
a
,
M
.
S
.
S
e
g
r
e
t
i
n
,
A
.
S
o
n
i
G
a
r
c
í
a
,
a
n
d
S
.
J.
L
i
p
i
n
a
,
“
C
o
n
c
e
p
t
i
o
n
s
a
n
d
m
i
sc
o
n
c
e
p
t
i
o
n
s
a
b
o
u
t
n
e
u
r
o
s
c
i
e
n
c
e
i
n
p
r
e
sc
h
o
o
l
t
e
a
c
h
e
r
s:
a
s
t
u
d
y
f
r
o
m
A
r
g
e
n
t
i
n
a
,
”
E
d
u
c
a
t
i
o
n
a
l
Re
se
a
r
c
h
,
v
o
l
.
5
8
,
n
o
.
4
,
p
p
.
4
5
7
–
4
7
2
,
O
c
t
.
2
0
1
6
,
d
o
i
:
1
0
.
1
0
8
0
/
0
0
1
3
1
8
8
1
.
2
0
1
6
.
1
2
3
8
5
8
5
.
[
5
]
A
.
A
.
R
a
h
m
a
n
a
n
d
J.
W
o
o
l
l
a
r
d
,
“
N
e
u
r
o
d
i
v
e
r
si
t
y
a
w
a
r
e
n
e
ss
:
I
s
M
a
l
a
y
si
a
t
h
e
r
e
y
e
t
?
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
l
u
a
t
i
o
n
a
n
d
Re
se
a
rc
h
i
n
E
d
u
c
a
t
i
o
n
(
I
J
E
RE)
,
v
o
l
.
8
,
n
o
.
4
,
p
.
6
7
6
,
D
e
c
.
2
0
1
9
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
8
i
4
.
2
0
3
0
7
.
[
6
]
Y
.
S
.
M
.
T
a
n
a
n
d
J.
J
.
A
mi
e
l
,
“
Te
a
c
h
e
r
s l
e
a
r
n
i
n
g
t
o
a
p
p
l
y
n
e
u
r
o
sc
i
e
n
c
e
t
o
c
l
a
ssr
o
o
m i
n
s
t
r
u
c
t
i
o
n
:
c
a
s
e
o
f
p
r
o
f
e
ss
i
o
n
a
l
d
e
v
e
l
o
p
me
n
t
i
n
B
r
i
t
i
sh
C
o
l
u
m
b
i
a
,
”
P
ro
f
e
ss
i
o
n
a
l
D
e
v
e
l
o
p
m
e
n
t
i
n
Ed
u
c
a
t
i
o
n
,
v
o
l
.
4
8
,
n
o
.
1
,
p
p
.
7
0
–
8
7
,
J
a
n
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
8
0
/
1
9
4
1
5
2
5
7
.
2
0
1
9
.
1
6
8
9
5
2
2
.
[
7
]
M
.
To
r
r
i
j
o
s
-
M
u
e
l
a
s,
S
.
G
o
n
z
á
l
e
z
-
V
í
l
l
o
r
a
,
a
n
d
A
.
R
.
B
o
d
o
q
u
e
-
O
sma,
“
T
h
e
P
e
r
si
st
e
n
c
e
o
f
N
e
u
r
o
my
t
h
s
i
n
t
h
e
Ed
u
c
a
t
i
o
n
a
l
S
e
t
t
i
n
g
s
:
A
S
y
st
e
ma
t
i
c
R
e
v
i
e
w
,
”
Fro
n
t
i
e
rs
i
n
P
syc
h
o
l
o
g
y
,
v
o
l
.
1
1
,
p
p
.
1
–
1
8
,
Ja
n
.
2
0
2
1
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
g
.
2
0
2
0
.
5
9
1
9
2
3
.
[
8
]
D
.
G
i
o
f
r
è
,
E.
D
o
n
o
l
a
t
o
,
a
n
d
I
.
C
.
M
a
mm
a
r
e
l
l
a
,
“
Th
e
d
i
f
f
e
r
e
n
t
i
a
l
r
o
l
e
o
f
v
e
r
b
a
l
a
n
d
v
i
s
u
o
sp
a
t
i
a
l
w
o
r
k
i
n
g
mem
o
r
y
i
n
ma
t
h
e
m
a
t
i
c
s
a
n
d
r
e
a
d
i
n
g
,
”
T
r
e
n
d
s
i
n
N
e
u
r
o
s
c
i
e
n
c
e
a
n
d
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
2
,
p
p
.
1
–
6
,
S
e
p
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
i
n
e
.
2
0
1
8
.
0
7
.
0
0
1
.
[
9
]
A
.
W
i
l
so
n
e
t
a
l
.
,
“
N
e
u
r
o
c
o
g
n
i
t
i
v
e
P
r
e
d
i
c
t
o
r
s
o
f
R
e
s
p
o
n
s
e
t
o
I
n
t
e
r
v
e
n
t
i
o
n
w
i
t
h
G
r
a
p
h
o
G
a
me
R
i
me,
”
Fro
n
t
i
e
rs
i
n
Ed
u
c
a
t
i
o
n
,
v
o
l
.
6
,
p
.
6
3
9
2
9
4
,
A
p
r
.
2
0
2
1
,
d
o
i
:
1
0
.
3
3
8
9
/
f
e
d
u
c
.
2
0
2
1
.
6
3
9
2
9
4
.
[
1
0
]
R
.
F
e
r
r
e
i
r
a
,
a
n
d
L.
G
ó
m
e
z
,
“
W
h
y
s
h
o
u
l
d
n
e
u
r
o
sc
i
e
n
c
e
b
e
p
a
r
t
o
f
i
n
i
t
i
a
l
t
e
a
c
h
e
r
t
r
a
i
n
i
n
g
?
”
(
i
n
S
p
a
n
i
sh
)
,
Art
i
c
l
e
S
y
n
e
rg
i
e
s
C
h
i
l
i
,
v
o
l
.
1
5
,
p
p
.
4
5
–
4
6
,
2
0
1
8
,
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
w
w
w
.
r
e
se
a
r
c
h
g
a
t
e
.
n
e
t
/
p
u
b
l
i
c
a
t
i
o
n
/
3
3
4
3
6
3
0
2
9
[
1
1
]
P
.
V
a
r
a
s
-
G
e
n
e
s
t
i
e
r
a
n
d
R
.
A
.
F
e
r
r
e
i
r
a
,
“
N
e
u
r
o
my
t
h
s
a
mo
n
g
C
h
i
l
e
a
n
t
e
a
c
h
e
r
s
:
o
r
i
g
i
n
s
a
n
d
p
r
e
d
i
c
t
o
r
s
,
”
(
i
n
S
p
a
n
i
s
h
)
,
Est
u
d
i
o
s
p
e
d
a
g
o
g
i
c
o
s
XLI
I
I
,
v
o
l
.
4
3
,
n
o
.
3
,
p
p
.
3
4
1
–
3
6
0
,
2
0
1
7
.
[
1
2
]
S
.
H
u
a
n
g
a
l
-
S
c
h
e
i
n
e
d
e
r
,
J.
C
i
e
z
a
-
S
á
n
c
h
e
z
,
M
.
D
i
a
z
-
P
a
r
e
d
e
s
,
M
.
A
r
r
i
a
g
a
-
D
e
l
g
a
d
o
,
a
n
d
A
.
M
a
r
c
h
e
n
a
-
T
a
f
u
r
,
“
N
e
u
r
o
e
d
u
c
a
t
i
o
n
a
n
d
i
mp
a
c
t
o
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
a
sy
s
t
e
mat
i
c
r
e
v
i
e
w
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
E
v
a
l
u
a
t
i
o
n
a
n
d
R
e
se
a
rc
h
i
n
E
d
u
c
a
t
i
o
n
(
I
J
ER
E)
,
v
o
l
.
1
3
,
n
o
.
6
,
p
.
3
6
4
1
,
D
e
c
.
2
0
2
4
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
1
3
i
6
.
2
9
1
7
0
.
[
1
3
]
P
.
G
i
a
n
n
o
p
o
u
l
o
u
,
M
.
A
.
P
a
p
a
l
a
s
k
a
r
i
,
a
n
d
S
.
D
o
u
k
a
k
i
s,
“
N
e
u
r
o
e
d
u
c
a
t
i
o
n
a
n
d
C
o
m
p
u
t
e
r
P
r
o
g
r
a
mm
i
n
g
:
A
R
e
v
i
e
w
,
”
i
n
Ad
v
a
n
c
e
s
i
n
Ex
p
e
ri
m
e
n
t
a
l
Me
d
i
c
i
n
e
a
n
d
B
i
o
l
o
g
y
,
v
o
l
.
1
1
9
4
,
C
h
a
m:
S
p
r
i
n
g
e
r
N
a
t
u
r
e
,
2
0
2
0
,
p
p
.
5
9
–
66
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
3
-
030
-
3
2
6
2
2
-
7
_
5
.
[
1
4
]
A
.
V
a
sa
l
o
u
e
t
a
l
.
,
“
A
p
p
r
o
p
r
i
a
t
i
o
n
o
f
l
i
t
e
r
a
c
y
t
e
c
h
n
o
l
o
g
i
e
s
i
n
t
h
e
c
l
a
ssr
o
o
m:
r
e
f
l
e
c
t
i
o
n
s
f
r
o
m
c
r
e
a
t
i
v
e
l
e
a
r
n
i
n
g
d
e
s
i
g
n
w
o
r
k
sh
o
p
s
w
i
t
h
p
r
i
m
a
r
y
sc
h
o
o
l
t
e
a
c
h
e
r
s
,
”
J
o
u
r
n
a
l
o
f
Re
s
e
a
r
c
h
i
n
R
e
a
d
i
n
g
,
v
o
l
.
4
5
,
n
o
.
3
,
p
p
.
3
2
4
–
3
4
1
,
A
u
g
.
2
0
2
2
,
d
o
i
:
1
0
.
1
1
1
1
/
1
4
6
7
-
9
8
1
7
.
1
2
3
9
0
.
[
1
5
]
D
.
A
.
C
a
s
i
a
n
o
I
n
g
a
a
n
d
E
.
C
u
e
v
a
V
e
g
a
,
“
M
u
n
i
c
i
p
a
l
m
a
n
a
g
e
me
n
t
,
l
e
v
e
l
s
o
f
p
e
r
c
e
p
t
i
o
n
a
n
d
t
r
u
s
t
:
t
h
e
c
a
se
o
f
t
h
e
d
i
s
t
r
i
c
t
o
f
C
h
a
c
h
a
p
o
y
a
s,
A
m
a
z
o
n
a
s
(
P
e
r
u
)
2
0
1
9
,
”
(
i
n
S
p
a
n
i
sh
)
,
A
C
AD
EM
O
Re
v
i
s
t
a
d
e
I
n
v
e
s
t
i
g
a
c
i
ó
n
e
n
C
i
e
n
c
i
a
s
S
o
c
i
a
l
e
s
y
H
u
m
a
n
i
d
a
d
e
s
,
v
o
l
.
7
,
n
o
.
2
,
p
p
.
1
5
7
–
1
6
5
,
A
u
g
.
2
0
2
0
,
d
o
i
:
1
0
.
3
0
5
4
5
/
a
c
a
d
e
m
o
.
2
0
2
0
.
j
u
l
-
d
i
c
.
6
.
[
1
6
]
K
.
M
c
M
a
h
o
n
,
C
.
S
.
Y
e
h
,
a
n
d
P
.
J.
Et
c
h
e
l
l
s
,
“
T
h
e
I
mp
a
c
t
o
f
a
M
o
d
i
f
i
e
d
I
n
i
t
i
a
l
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
o
n
C
h
a
l
l
e
n
g
i
n
g
Tr
a
i
n
e
e
s’
U
n
d
e
r
st
a
n
d
i
n
g
o
f
N
e
u
r
o
m
y
t
h
s,
”
Mi
n
d
,
Br
a
i
n
,
a
n
d
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
3
,
n
o
.
4
,
p
p
.
2
8
8
–
2
9
7
,
N
o
v
.
2
0
1
9
,
d
o
i
:
1
0
.
1
1
1
1
/
m
b
e
.
1
2
2
1
9
.
[
1
7
]
V
.
M
a
l
v
a
si
a
n
d
D
.
R
e
c
i
o
-
M
o
r
e
n
o
,
“
P
e
r
c
e
p
t
i
o
n
o
f
g
a
m
i
f
i
c
a
t
i
o
n
st
r
a
t
e
g
i
e
s
i
n
I
t
a
l
i
a
n
s
e
c
o
n
d
a
r
y
sc
h
o
o
l
s
,
”
(
i
n
S
p
a
n
i
sh
)
,
A
l
t
e
ri
d
a
d
,
v
o
l
.
1
7
,
n
o
.
1
,
p
p
.
5
0
–
6
3
,
M
a
y
2
0
2
2
,
d
o
i
:
1
0
.
1
7
1
6
3
/
a
l
t
.
v
1
7
n
1
.
2
0
2
2
.
0
4
.
[
1
8
]
R
.
H
e
r
n
á
n
d
e
z
-
S
a
mp
i
e
r
i
a
n
d
C
.
M
e
n
d
o
z
a
,
R
e
se
a
rc
h
Me
t
h
o
d
o
l
o
g
y
.
M
é
x
i
c
o
:
M
c
G
r
a
w
H
i
l
l
(
i
n
S
p
a
n
i
sh
)
,
2
0
1
8
.
[
1
9
]
B
.
V
a
l
d
é
s
-
V
i
l
l
a
l
o
b
o
s
a
n
d
M
.
La
z
z
a
r
o
-
S
a
l
a
z
a
r
,
“
N
e
u
r
o
e
d
u
c
a
t
i
o
n
,
C
l
a
ssr
o
o
m
I
n
t
e
r
v
e
n
t
i
o
n
s
a
n
d
R
e
a
d
i
n
g
C
o
mp
r
e
h
e
n
s
i
o
n
:
A
S
y
st
e
ma
t
i
c
R
e
v
i
e
w
o
f
t
h
e
2
0
1
0
-
2
0
2
2
Li
t
e
r
a
t
u
r
e
,
”
J
o
u
rn
a
l
o
f
C
u
rr
i
c
u
l
u
m
a
n
d
T
e
a
c
h
i
n
g
,
v
o
l
.
1
2
,
n
o
.
1
,
p
.
2
6
1
,
F
e
b
.
2
0
2
3
,
d
o
i
:
1
0
.
5
4
3
0
/
j
c
t
.
v
1
2
n
1
p
2
6
1
.
[
2
0
]
G
.
U
r
r
ú
t
i
a
a
n
d
X
.
B
o
n
f
i
l
l
,
“
P
R
I
S
M
A
S
t
a
t
e
m
e
n
t
:
A
P
r
o
p
o
sal
t
o
I
mp
r
o
v
e
t
h
e
P
u
b
l
i
c
a
t
i
o
n
o
f
S
y
s
t
e
ma
t
i
c
R
e
v
i
e
w
s
a
n
d
M
e
t
a
-
A
n
a
l
y
s
e
s
,
”
(
i
n
S
p
a
n
i
s
h
)
,
Me
d
i
c
i
n
a
C
l
í
n
i
c
a
,
v
o
l
.
1
3
5
,
n
o
.
1
1
,
p
p
.
5
0
7
–
5
1
1
,
O
c
t
.
2
0
1
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
m
e
d
c
l
i
.
2
0
1
0
.
0
1
.
0
1
5
.
[
2
1
]
M
.
A
.
C
a
l
a
t
a
y
u
d
,
“
T
o
w
a
r
d
s
a
n
e
u
r
o
d
i
d
a
c
t
i
c
c
u
l
t
u
r
e
o
f
a
s
sessm
e
n
t
.
T
h
e
p
e
r
c
e
p
t
i
o
n
o
f
u
n
i
v
e
r
s
i
t
y
st
u
d
e
n
t
s
,
”
(
i
n
S
p
a
n
i
s
h
)
,
Re
v
i
s
t
a
I
b
e
r
o
a
m
e
ri
c
a
n
a
d
e
E
d
u
c
a
c
i
ó
n
,
v
o
l
.
7
8
,
n
o
.
1
,
p
p
.
6
7
–
8
5
,
N
o
v
.
2
0
1
8
,
d
o
i
:
1
0
.
3
5
3
6
2
/
r
i
e
7
8
1
3
2
1
2
.
[
2
2
]
W
.
B
a
n
a
a
n
d
J.
C
r
a
n
m
o
r
e
,
“
E
l
e
m
e
n
t
a
r
y
T
e
a
c
h
e
r
P
e
r
c
e
p
t
i
o
n
s
o
f
P
r
o
f
e
s
si
o
n
a
l
D
e
v
e
l
o
p
m
e
n
t
o
n
t
h
e
N
e
u
r
o
sc
i
e
n
c
e
o
f
L
e
a
r
n
i
n
g
,
”
Mi
d
-
We
s
t
e
r
n
Ed
u
c
a
t
i
o
n
a
l
Re
s
e
a
rc
h
e
r
,
v
o
l
.
31
,
n
o
.
3
,
p
p
.
3
3
3
–
3
6
0
,
2
0
19
.
Evaluation Warning : The document was created with Spire.PDF for Python.