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2
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Evaluation Warning : The document was created with Spire.PDF for Python.
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15
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Ap
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20
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6
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60
1750
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5
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[
6
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B
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7
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8
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[
9
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a
m
o
d
e
l
th
at
d
escr
ib
es
th
e
p
r
o
ce
s
s
to
war
d
s
d
ev
elo
p
in
g
an
en
r
ich
u
s
e
o
f
tech
n
o
lo
g
y
i
n
lear
n
in
g
[
1
0
]
–
[
1
4
]
.
I
n
b
asic
wr
itin
g
,
in
s
tr
u
cto
r
s
m
ay
em
p
l
o
y
SAMR
m
o
d
el
to
p
r
o
g
r
ess
f
r
o
m
u
tili
zin
g
b
asic
d
ig
ital
g
r
am
m
a
r
r
eso
u
r
ce
s
to
a
s
s
is
tin
g
s
tu
d
en
ts
d
ev
elo
p
in
ter
ac
tiv
e,
m
u
ltime
d
ia
d
escr
ip
tiv
e
tex
ts
.
Stu
d
en
ts
ar
e
g
u
id
ed
th
r
o
u
g
h
a
s
er
ies
o
f
s
t
ep
-
by
-
s
tep
less
o
n
s
an
d
q
u
izz
es
as
th
ey
a
d
v
an
ce
to
h
ig
h
e
r
-
lev
el
g
r
am
m
ar
a
n
d
wr
itin
g
ac
tiv
ities
.
T
h
is
m
eth
o
d
is
b
etter
f
o
r
s
tu
d
en
ts
to
l
ea
r
n
g
r
am
m
ar
an
d
it
f
o
m
en
t
s
cr
ea
tiv
ity
a
n
d
th
e
d
ev
elo
p
m
e
n
t
o
f
c
r
itical
th
o
u
g
h
t.
T
h
e
f
ac
t
th
at
it
h
elp
s
s
tu
d
en
ts
lear
n
g
r
am
m
a
r
in
th
e
co
n
tex
t
o
f
r
ea
l
wr
itin
g
in
s
tead
o
f
m
em
o
r
izin
g
r
u
les.
T
h
e
ap
p
licatio
n
o
f
th
e
SAMR
m
o
d
el
in
wr
itin
g
co
u
r
s
es
h
as
o
b
v
io
u
s
ly
en
h
an
ce
d
E
n
g
lis
h
lan
g
u
ag
e
teac
h
in
g
.
Fo
r
e
x
am
p
le,
r
ec
en
t
s
tu
d
y
by
L
estar
i
an
d
C
h
asan
atu
n
[
1
5
]
r
e
p
o
r
ted
th
at
to
o
ls
s
u
ch
as
Pad
let,
An
im
o
to
,
an
d
Sway
p
r
o
v
ed
to
b
e
h
elp
f
u
l
in
teac
h
in
g
at
v
a
r
io
u
s
SAMR
lev
el
s
o
f
co
m
p
lex
ity
,
y
et
th
e
m
ajo
r
it
y
o
f
s
tu
d
en
ts
o
p
er
ated
o
n
a
b
asi
c
lev
el
ac
co
r
d
in
g
t
o
th
e
C
o
m
m
o
n
E
u
r
o
p
ea
n
Fra
m
ewo
r
k
o
f
R
ef
er
en
ce
s
(
C
E
FR
)
.
B
in
an
g
b
an
g
[
1
6
]
also
r
ev
ea
led
th
at
wh
en
SAMR
m
o
d
el
was
u
s
ed
th
r
o
u
g
h
th
e
q
u
asi
-
ex
p
er
im
en
tal,
it
co
n
tr
ib
u
ted
to
s
tu
d
en
ts
’
r
es
p
o
n
s
es
in
te
r
m
s
o
f
id
ea
s
,
o
r
g
an
izatio
n
an
d
g
r
am
m
a
r
im
p
r
o
v
em
en
t.
M
o
r
eo
v
er
,
r
ep
o
r
ted
th
at
th
e
i
n
teg
r
atio
n
o
f
SAMR
m
o
d
el
with
ar
tific
ial
in
tellig
en
ce
(
AI
)
to
o
ls
(
i
n
th
i
s
s
tu
d
y
was
C
am
i
AI
)
co
u
ld
lead
t
o
an
im
p
r
o
v
e
m
en
t
in
E
n
g
lis
h
as
a
f
o
r
eig
n
lan
g
u
ag
e
(
E
FL)
s
tu
d
en
t
wr
itin
g
ab
ilit
y
to
g
eth
e
r
with
th
eir
attitu
d
e
to
war
d
s
tec
h
n
o
lo
g
y
-
b
ased
lear
n
in
g
.
T
h
ese
f
in
d
in
g
s
in
d
icate
th
at
SAM
R
m
o
d
el
is
a
r
o
b
u
s
t
m
o
d
el
f
o
r
cr
ea
tin
g
en
g
a
g
in
g
,
m
o
d
er
n
,
an
d
d
ig
ital
wr
itin
g
cl
ass
r
o
o
m
s
.
Sev
er
al
in
ter
n
atio
n
al
s
tu
d
ies
h
av
e
h
ig
h
lig
h
ted
th
e
g
r
o
win
g
im
p
o
r
tan
ce
o
f
SAMR
m
o
d
el
f
o
r
tech
n
o
lo
g
y
-
en
h
an
ce
d
lan
g
u
a
g
e
lear
n
in
g
[
1
7
]
–
[
1
9
]
.
T
h
e
r
esear
ch
es
p
r
o
v
ed
t
h
at
th
e
im
p
lem
en
tatio
n
o
f
SAMR
m
o
d
el
en
ab
les s
tu
d
en
ts
to
im
p
r
o
v
e
th
eir
wr
itin
g
s
k
ills
th
r
o
u
g
h
d
ig
ital to
o
ls
an
d
AI
; h
o
wev
er
,
m
o
s
t f
o
cu
s
ed
o
n
s
tu
d
en
t
o
v
er
all
wr
itin
g
s
k
ills
o
r
s
im
p
ly
u
s
in
g
tech
n
o
lo
g
y
i
n
s
tead
o
f
h
o
w
to
a
p
p
ly
s
ca
f
f
o
ld
in
g
.
L
estar
i
an
d
C
h
asan
atu
n
[
1
5
]
em
p
h
asized
m
o
b
ile
ap
p
s
,
Mu
s
lim
in
et
a
l.
[
2
0
]
e
x
p
er
im
e
n
ted
with
SAMR
m
o
d
el
u
s
in
g
q
u
a
s
i
-
ex
p
er
im
en
tal
d
esig
n
,
an
d
o
th
er
r
esear
ch
[
1
6
]
,
[
2
1
]
f
o
cu
s
ed
o
n
th
e
in
co
r
p
o
r
atio
n
o
f
AI
in
SAMR
m
o
d
el
f
o
r
Ko
r
ea
n
c
o
lleg
e
E
FL
lear
n
er
s
.
Ho
wev
er
,
th
e
m
ea
n
s
o
f
h
o
w
s
ca
f
f
o
ld
in
g
co
u
ld
b
e
u
s
ed
at
ea
ch
SAMR
lev
el
an
d
h
o
w
it
s
u
p
p
o
r
ts
lear
n
er
s
to
m
o
v
e
f
r
o
m
s
u
b
s
titu
tio
n
t
o
r
ed
ef
in
itio
n
was
n
o
t
a
s
u
b
j
e
c
t
o
f
t
h
e
s
e
r
e
s
e
a
r
c
h
.
M
o
r
e
o
v
e
r
,
t
h
e
r
e
i
s
a
n
o
ti
c
e
a
b
le
g
a
p
i
n
r
e
s
e
a
r
c
h
r
e
g
a
r
d
i
n
g
t
h
e
u
s
e
o
f
s
c
a
f
f
o
l
d
i
n
g
i
n
c
o
n
j
u
n
c
t
i
o
n
wi
t
h
S
A
M
R
m
o
d
e
l
,
e
s
p
e
ci
a
l
l
y
f
o
r
b
as
i
c
w
r
it
i
n
g
c
o
u
r
s
es
f
o
c
u
s
i
n
g
o
n
d
es
c
r
ip
t
i
v
e
w
r
it
i
n
g
.
F
u
r
t
h
e
r
m
o
r
e
,
v
e
r
y
f
e
w
s
t
u
d
i
e
s
h
a
v
e
s
p
ec
if
ically
ad
d
r
ess
ed
g
r
am
m
ar
-
f
o
cu
s
ed
s
ca
f
f
o
ld
in
g
in
en
h
a
n
cin
g
d
escr
ip
tiv
e
wr
itin
g
f
o
r
t
ec
h
-
b
ased
lear
n
i
n
g
.
T
h
i
s
a
r
t
i
cl
e
a
i
m
s
t
o
f
i
l
l
t
h
es
e
g
a
p
s
b
y
i
n
v
e
s
t
i
g
a
ti
n
g
h
o
w
S
AM
R
-
b
ased
d
ig
ital
s
ca
f
f
o
ld
in
g
m
ig
h
t
b
e
u
s
ed
i
n
b
asic
wr
itin
g
class
es.
I
t
also
talk
s
ab
o
u
t
th
e
b
ig
g
est
p
r
o
b
lem
s
t
h
a
t
c
o
m
e
u
p
w
h
i
l
e
h
el
p
i
n
g
c
h
i
l
d
r
e
n
w
i
t
h
d
e
s
c
r
i
p
t
i
v
e
w
r
it
i
n
g
a
n
d
l
o
o
k
s
at
p
o
s
s
i
b
l
e
w
a
y
s
t
o
f
i
x
t
h
e
m
.
T
h
e
g
o
a
l
is
t
o
s
h
o
w
h
o
w
t
e
c
h
n
o
l
o
g
y
a
n
d
s
c
a
f
f
o
l
d
i
n
g
t
a
c
t
i
cs
ca
n
h
e
l
p
s
tu
d
en
ts
im
p
r
o
v
e
th
eir
g
r
am
m
a
r
an
d
wr
itin
g
s
k
ills
at
h
ig
h
er
SAM
R
lev
els
.
T
h
is
s
tu
d
y
p
r
esen
ts
a
n
o
v
el
m
eth
o
d
o
lo
g
y
f
o
r
SAMR
-
b
ased
tr
ain
in
g
an
d
s
ca
f
f
o
ld
in
g
,
co
n
ce
n
tr
atin
g
o
n
g
r
am
m
atica
l
p
r
o
f
icien
cy
an
d
d
escr
ip
tiv
e
wr
itin
g
,
an
a
r
e
a
th
at
h
as n
o
t b
ee
n
ex
ten
s
iv
ely
ex
p
lo
r
e
d
in
tech
n
o
lo
g
y
-
en
h
an
ce
d
ed
u
ca
tio
n
.
2.
M
E
T
H
O
D
T
h
e
m
ix
ed
m
eth
o
d
s
d
esig
n
o
f
th
e
s
tu
d
y
is
s
eq
u
en
tial
ex
p
la
n
ato
r
y
[
2
1
]
,
[
2
2
]
.
Fo
r
it
is
p
o
s
s
ib
le
with
th
is
m
eth
o
d
to
i
n
teg
r
ate
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata
s
u
ch
th
at
th
ese
ty
p
es
o
f
in
f
o
r
m
atio
n
co
m
p
lem
en
t
ea
ch
o
th
er
.
Qu
an
titativ
e
d
ata
wer
e
f
ir
s
t
co
llected
an
d
an
aly
ze
d
to
ex
am
in
e
th
e
ef
f
ec
t
a
n
d
th
e
r
elatio
n
s
h
ip
am
o
n
g
r
esear
ch
v
ar
ia
b
les.
Qu
alitativ
e
m
eth
o
d
was
th
en
u
s
e
d
to
f
u
r
th
er
u
n
d
er
s
tan
d
t
h
e
q
u
an
titativ
e
f
in
d
in
g
s
.
I
n
s
o
d
o
in
g
th
e
s
tu
d
y
p
r
o
v
id
e
s
s
tatis
tical
ev
id
en
ce
an
d
m
o
r
e
p
r
o
f
o
u
n
d
a
n
s
wer
s
o
n
s
tu
d
en
t’
s
ex
p
er
ien
ce
s
an
d
p
er
ce
p
tio
n
s
.
T
h
e
s
tu
d
y
was c
o
n
d
u
cted
in
th
e
b
asic w
r
itin
g
c
o
u
r
s
e
o
v
er
th
r
e
e
s
ess
io
n
s
.
Scaf
f
o
ld
in
g
ea
ch
o
n
e
o
f
th
em
s
ca
f
f
o
ld
s
o
n
a
d
if
f
er
en
t l
ev
el
u
s
in
g
th
e
SAMR m
o
d
el:
−
Ses
s
io
n
o
n
e
is
en
titl
ed
s
u
b
s
titu
tio
n
an
d
au
g
m
en
tatio
n
,
t
h
e
u
s
e
o
f
tech
n
o
lo
g
y
to
s
er
v
e
as
a
d
ir
ec
t
r
ep
lace
m
en
t
f
o
r
tr
a
d
itio
n
al
p
r
ac
tices
an
d
to
im
p
r
o
v
e
u
p
o
n
t
h
em
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
ess
io
n
is
to
ass
is
t
s
tu
d
en
ts
in
co
m
p
r
e
h
en
d
in
g
t
h
e
way
s
in
wh
ich
tech
n
o
lo
g
y
ca
n
f
ac
ilit
ate
th
e
en
h
an
c
em
en
t
in
b
asic
g
r
am
m
ar
a
n
d
s
en
ten
ce
s
tr
u
ct
u
r
e.
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
Op
timiz
a
tio
n
o
f S
A
MR
mo
d
el
s
ca
ffo
ld
in
g
fo
r
th
e
d
ev
el
o
p
me
n
t o
f d
escr
ip
tive
w
r
itin
g
… (
La
Od
e
N
g
g
a
w
u
)
1751
−
T
h
e
s
ec
o
n
d
class
em
p
lo
y
s
m
o
d
i
f
icatio
n
,
with
th
e
s
tu
d
en
ts
co
llab
o
r
atin
g
o
n
d
ig
ital
to
o
lk
its
to
ed
it
an
d
en
h
an
ce
d
escr
ip
tiv
e
wr
itin
g
s
.
T
h
is
lev
el
p
u
s
h
es
s
tu
d
en
ts
to
u
s
e
tech
n
o
lo
g
y
in
m
o
r
e
co
m
p
l
ex
way
s
,
wh
ich
im
p
r
o
v
es th
e
d
ep
th
o
f
th
eir
wr
itin
g
.
−
R
ed
ef
in
itio
n
is
th
e
th
em
e
o
f
s
es
s
io
n
n
u
m
b
er
th
r
ee
.
T
h
is
is
wh
er
e
s
tu
d
en
ts
wr
ite
tech
n
o
lo
g
y
-
in
f
u
s
ed
,
in
ter
ac
tiv
e
d
escr
ip
tiv
e
tex
ts
an
d
g
et
to
wr
ite
lik
e
n
o
o
th
er
wr
itin
g
p
r
o
d
u
ct
th
at
ex
is
ts
.
T
h
e
o
b
jectiv
e
o
f
th
is
s
ess
io
n
is
to
d
ev
elo
p
s
tu
d
en
ts
’
h
ig
h
er
-
o
r
d
e
r
th
in
k
in
g
s
k
ills
an
d
in
n
o
v
atio
n
.
T
h
e
r
esp
o
n
d
en
ts
o
f
th
e
r
esear
ch
wer
e
th
e
s
tu
d
en
ts
o
f
E
n
g
li
s
h
L
an
g
u
ag
e
E
d
u
ca
tio
n
Stu
d
y
Pro
g
r
am
Facu
lty
o
f
T
ea
ch
e
r
T
r
ain
in
g
a
n
d
E
d
u
ca
tio
n
,
Un
i
v
er
s
itas
Halu
Oleo
.
T
h
e
p
o
p
u
latio
n
f
o
r
t
h
e
r
esear
ch
was
b
asic
wr
itin
g
s
tu
d
en
ts
tak
in
g
o
d
d
s
em
ester
2
0
2
5
/2
0
2
6
ac
ad
e
m
ic
y
ea
r
.
I
n
th
e
q
u
a
n
titativ
e
p
h
ase,
a
p
u
r
p
o
s
ef
u
l
s
am
p
lin
g
s
tr
ateg
y
was
a
d
o
p
t
ed
to
s
elec
t
th
e
f
ir
s
t
-
s
em
ester
s
tu
d
en
ts
tak
in
g
th
e
co
u
r
s
e.
Fo
r
th
e
q
u
alitativ
e
s
tu
d
y
,
in
f
o
r
m
an
ts
wer
e
r
ec
r
u
ited
in
an
in
cr
em
e
n
tal
m
an
n
er
b
ased
o
n
e
m
er
g
in
g
d
ata
f
r
o
m
th
e
in
ter
v
iews
with
o
u
t a
s
p
ec
if
ic
n
u
m
b
er
o
f
s
tu
d
en
ts
in
m
in
d
to
ca
p
tu
r
e
th
e
r
an
g
e
o
b
s
er
v
ed
a
m
o
n
g
th
e
s
a
m
p
le.
T
h
r
ee
ty
p
es
o
f
s
u
r
v
ey
i
n
s
tr
u
m
en
ts
wer
e
em
p
lo
y
e
d
.
I
n
itial
p
er
s
p
ec
tiv
e,
ch
allen
g
e
an
d
S
AM
R
-
b
ased
s
ca
f
f
o
ld
in
g
b
u
d
d
ies
th
e
f
ir
s
t
p
ar
t
co
v
er
ed
a
clo
s
ed
-
en
d
e
d
q
u
esti
o
n
n
ai
r
e
with
L
ik
er
t
s
ca
le
to
d
eter
m
in
e
p
er
ce
p
tio
n
,
ch
allen
g
e
an
d
im
p
ac
t
to
war
d
s
th
e
s
ca
f
f
o
ld
in
g
t
h
r
o
u
g
h
SAMR
m
o
d
el
to
war
d
s
d
escr
ip
tiv
e
wr
itin
g
s
k
ills
.
Seco
n
d
,
s
tu
d
en
ts
’
ex
p
er
ien
ce
s
wer
e
ex
p
lo
r
ed
f
u
r
th
er
u
s
in
g
a
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
g
u
id
e.
T
h
ir
d
,
s
tu
d
en
t d
o
cu
m
en
ts
in
clu
d
in
g
d
escr
ip
tiv
e
wr
itin
g
,
r
ef
lectio
n
n
o
tes
an
d
d
ig
ital le
ar
n
i
n
g
p
r
o
d
u
cts we
r
e
g
ath
er
ed
.
T
h
er
e
wer
e
th
r
ee
s
ig
n
if
ican
t m
eth
o
d
s
o
f
d
ata
co
llectio
n
:
f
ir
s
t,
r
esp
o
n
d
en
ts
co
m
p
leted
th
e
s
u
r
v
ey
s
o
n
-
lin
e
an
d
o
f
f
-
lin
e
.
Seco
n
d
,
q
u
alitativ
e
in
-
d
ep
th
in
ter
v
iews
wer
e
d
o
n
e
with
s
tu
d
en
ts
s
elec
ted
to
co
m
p
lem
en
t
th
e
q
u
an
titativ
e
f
in
d
in
g
s
an
d
g
i
v
e
m
o
r
e
d
ep
t
h
.
T
h
ir
d
is
d
o
cu
m
en
tatio
n
.
T
h
e
d
o
cu
m
en
t
atio
n
in
clu
d
e
d
th
e
co
llectio
n
o
f
s
tu
d
en
ts
’
d
escr
i
p
tiv
e
wr
itin
g
an
d
d
ig
ital
a
r
tif
ac
ts
r
elate
d
to
t
h
e
im
p
lem
en
t
atio
n
o
f
id
ea
b
ased
SAMR
s
ca
f
f
o
ld
in
g
.
All
d
ata
wer
e
p
ar
ticip
an
t
-
d
r
iv
en
wit
h
p
r
io
r
co
n
s
en
t,
in
lin
e
wit
h
r
esear
ch
eth
ical
g
u
id
elin
es.
Fo
r
d
ata
in
ter
p
r
etatio
n
,
two
c
o
n
cu
r
r
en
t
m
ix
ed
-
m
eth
o
d
s
wer
e
co
n
d
u
cte
d
.
Qu
an
titativ
e
in
f
o
r
m
atio
n
f
r
o
m
t
h
e
q
u
esti
o
n
n
air
es
was
p
r
o
ce
s
s
ed
with
d
escr
ip
tiv
e
s
tatis
tics
th
r
o
u
g
h
Statis
tical
Pa
ck
ag
e
f
o
r
th
e
So
cial
Scien
ce
s
(
SPSS
)
.
As
f
o
r
q
u
a
litativ
e
d
ata,
th
e
th
em
atic
an
aly
s
is
was
co
n
d
u
cted
i
n
lin
e
with
th
e
a
p
p
r
o
ac
h
d
escr
ib
ed
b
y
[
15
]
,
[
22
]
.
T
h
ese
s
tep
s
wer
e
r
ea
d
in
g
a
n
d
n
o
tin
g
in
itial
id
ea
s
,
co
d
in
g
th
e
d
ata
,
s
ea
r
ch
in
g
f
o
r
k
e
y
th
em
es,
r
ev
iewin
g
an
d
ch
e
ck
in
g
th
o
s
e
th
em
es
ag
ai
n
s
t
d
ata
s
et,
d
ef
in
i
n
g
a
n
d
n
am
in
g
f
i
n
alize
d
th
em
es
an
d
g
en
er
atin
g
a
n
ar
r
ativ
e
r
ep
o
r
t.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Q
ua
ntit
a
t
iv
e
re
s
ult
T
h
e
r
esear
ch
in
clu
d
ed
4
0
s
tu
d
en
ts
en
r
o
lled
in
th
e
b
asic
wr
itin
g
co
u
r
s
e
wh
o
u
n
d
er
wen
t
a
lear
n
in
g
p
r
o
ce
s
s
b
ased
o
n
t
h
e
SAMR
p
ar
ad
i
g
m
.
T
h
e
r
esear
ch
in
s
t
r
u
m
en
t
u
s
ed
a
4
-
p
o
in
t
L
i
k
er
t
s
ca
le
(
1
=stro
n
g
ly
d
is
ag
r
ee
,
2
=d
is
ag
r
ee
,
3
=a
g
r
ee
,
4
=stro
n
g
ly
a
g
r
ee
)
.
T
h
e
q
u
esti
o
n
n
air
e
was d
iv
i
d
ed
in
to
two
m
ain
co
n
s
tr
u
cts:
−
SAMR
m
o
d
el
im
p
lem
en
tatio
n
co
n
s
is
ts
o
f
7
item
s
m
ea
s
u
r
in
g
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
t
h
e
ef
f
ec
tiv
en
ess
o
f
ap
p
ly
in
g
th
e
SAMR m
o
d
el
in
wr
itin
g
.
−
SAMR
im
p
lem
en
tatio
n
ch
allen
g
es
co
n
s
is
t
o
f
7
item
s
m
ea
s
u
r
in
g
tech
n
ical,
p
ed
ag
o
g
ical,
an
d
p
s
y
ch
o
lo
g
ical
b
ar
r
ier
s
to
im
p
lem
e
n
tin
g
th
e
m
o
d
el.
Descr
ip
tiv
e
s
tatis
t
ics,
in
clu
d
in
g
th
e
co
m
p
u
tatio
n
o
f
m
ea
n
s
c
o
r
es
an
d
s
tan
d
a
r
d
d
e
v
iatio
n
s
,
wer
e
u
s
ed
to
ev
alu
ate
q
u
a
n
titativ
e
d
ata
f
r
o
m
th
e
q
u
esti
o
n
n
air
es
u
s
in
g
SP
SS
.
As
in
d
icate
d
in
T
ab
le
1
,
th
is
s
tu
d
y
u
s
ed
p
r
eset c
lass
if
icatio
n
cr
iter
ia
to
in
ter
p
r
et
th
e
m
ea
n
r
esu
lts
.
T
ab
le
1
.
I
n
ter
p
r
etatio
n
ca
teg
o
r
ies b
ased
o
n
m
ea
n
s
co
r
es
M
e
a
n
r
a
n
g
e
C
a
t
e
g
o
r
y
I
n
t
e
r
p
r
e
t
a
t
i
o
n
1
.
0
0
–
1
.
8
0
V
e
r
y
l
o
w
V
e
r
y
l
o
w
1
.
8
1
–
2
.
6
0
Lo
w
–
mo
d
e
r
a
t
e
Lo
w
t
o
mo
d
e
r
a
t
e
2
.
6
1
–
3
.
2
0
M
o
d
e
r
a
t
e
M
o
d
e
r
a
t
e
3
.
2
1
–
3
.
8
0
H
i
g
h
H
i
g
h
3
.
8
1
–
4
.
0
0
V
e
r
y
h
i
g
h
V
e
r
y
h
i
g
h
As
s
h
o
wn
in
T
ab
le
1
,
th
e
c
ateg
o
r
ies
f
o
r
in
ter
p
r
etin
g
th
e
m
ea
n
s
co
r
es
ar
e
d
ef
in
e
d
as
v
er
y
l
o
w,
lo
w
-
m
o
d
er
ate,
m
o
d
er
ate,
h
ig
h
,
an
d
v
er
y
h
ig
h
.
T
h
ese
ca
teg
o
r
ies ar
e
u
s
ed
to
class
if
y
th
e
d
ata
in
T
ab
le
s
2
an
d
3
.
Stu
d
en
ts
’
an
s
wer
s
s
h
o
w
th
at
th
ey
co
n
s
is
ten
tly
h
av
e
p
o
s
itiv
e
v
iews
o
f
d
ig
ital
s
ca
f
f
o
ld
in
g
b
ased
o
n
SAMR.
T
h
e
m
ea
n
s
co
r
es
f
o
r
th
e
s
ev
en
item
s
,
wh
ich
ar
e
s
h
o
wn
in
T
a
b
le
2
,
r
a
n
g
e
f
r
o
m
3
.
3
0
to
3
.
4
8
.
T
h
e
o
v
e
r
all
m
ea
n
is
3
.
3
7
(
SD=0
.
4
8
)
,
wh
ich
p
u
ts
all
o
f
th
e
in
d
icato
r
s
in
th
e
h
ig
h
ca
teg
o
r
y
.
T
h
is
m
ea
n
s
th
at
m
o
s
t
p
eo
p
le
s
u
p
p
o
r
t
th
e
u
s
e
o
f
SAMR in
th
e
b
asic
wr
itin
g
co
u
r
s
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
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
7
4
9
-
1
7
60
1752
Stu
d
en
ts
r
ep
o
r
te
d
th
at
th
e
c
h
al
len
g
es
f
ac
ed
in
SAMR
-
b
ased
lear
n
in
g
wer
e
m
ain
ly
m
an
ag
ea
b
le
r
ath
er
th
an
s
ev
er
e.
T
a
b
le
3
s
h
o
ws
t
h
at
th
e
av
er
a
g
e
s
co
r
es
f
o
r
t
h
e
s
ev
en
ch
allen
g
e
item
s
r
an
g
e
f
r
o
m
2
.
0
5
to
3
.
3
2
,
with
a
m
ea
n
o
f
a
b
o
u
t
2
.
5
9
(
S
D≈
0
.
7
8
)
.
T
h
is
m
ea
n
s
th
at
th
e
y
ar
e
l
o
w
to
m
o
d
er
ate.
T
h
is
i
n
d
icate
s
th
at,
d
esp
ite
en
co
u
n
ter
i
n
g
s
p
ec
if
ic
ch
allen
g
es,
s
tu
d
en
ts
d
id
n
o
t
en
co
u
n
ter
o
b
s
tacle
s
s
u
f
f
icien
tly
s
ev
er
e
to
s
u
b
s
tan
tially
h
in
d
er
th
ei
r
p
ar
ticip
atio
n
in
S
AM
R
-
b
ased
wr
itin
g
task
s
.
T
ab
le
2
.
Descr
ip
tiv
e
st
atis
tics
f
o
r
SAMR
im
p
lem
en
tatio
n
it
e
m
s
No
I
t
e
ms
N
M
i
n
M
a
x
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
C
a
t
e
g
o
r
y
1
S
u
b
s
t
i
t
u
t
i
o
n
h
e
l
p
s
me
p
r
a
c
t
i
c
e
w
r
i
t
i
n
g
mo
r
e
e
a
si
l
y
40
3
4
3
.
3
8
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4
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H
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A
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l
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m
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w
r
i
t
i
n
g
40
3
4
3
.
3
5
0
.
4
8
H
i
g
h
3
C
o
l
l
a
b
o
r
a
t
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v
e
w
r
i
t
i
n
g
a
t
M
o
d
i
f
i
c
a
t
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n
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n
c
r
e
a
s
e
s m
y
m
o
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i
v
a
t
i
o
n
40
3
4
3
.
3
0
0
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4
6
H
i
g
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R
e
d
e
f
i
n
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t
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m
a
k
e
s m
e
m
o
r
e
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r
e
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t
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v
e
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w
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40
3
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3
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3
0
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4
7
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i
g
h
5
G
r
a
d
u
a
l
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A
M
R
a
p
p
l
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c
a
t
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o
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e
l
p
s
me
u
n
d
e
r
s
t
a
n
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d
e
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p
t
i
v
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r
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t
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g
40
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3
.
4
3
0
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5
0
H
i
g
h
6
S
A
M
R
i
n
t
e
g
r
a
t
i
o
n
ma
k
e
s Wr
i
t
i
n
g
c
l
a
ss mo
r
e
i
n
t
e
r
e
s
t
i
n
g
40
3
4
3
.
4
8
0
.
5
1
H
i
g
h
7
S
A
M
R
-
b
a
se
d
s
c
a
f
f
o
l
d
i
n
g
g
i
v
e
s s
u
p
p
o
r
t
su
i
t
e
d
t
o
m
y
w
r
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t
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n
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e
d
s
40
3
4
3
.
3
5
0
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4
8
H
i
g
h
T
ab
le
3
.
Descr
ip
tiv
e
s
tatis
tics
o
f
s
tu
d
en
ts
’
p
e
r
ce
iv
ed
c
h
allen
g
es
in
SAMR
-
b
ased
l
ea
r
n
in
g
N
o
.
I
t
e
m (
c
h
a
l
l
e
n
g
e
)
N
M
i
n
M
a
x
M
e
a
n
SD
C
a
t
e
g
o
r
y
1
D
i
f
f
i
c
u
l
t
y
u
n
d
e
r
st
a
n
d
i
n
g
t
h
e
t
e
c
h
n
o
l
o
g
y
u
s
e
d
i
n
S
A
M
R
-
b
a
s
e
d
l
e
a
r
n
i
n
g
40
1
4
2
.
4
2
0
.
6
8
Lo
w
–
m
o
d
e
r
a
t
e
2
Li
mi
t
e
d
f
a
c
i
l
i
t
i
e
s
(
e
.
g
.
,
l
a
p
t
o
p
,
i
n
t
e
r
n
e
t
c
o
n
n
e
c
t
i
o
n
)
h
i
n
d
e
r
p
a
r
t
i
c
i
p
a
t
i
o
n
40
1
4
2
.
9
2
0
.
7
6
M
o
d
e
r
a
t
e
3
U
n
e
q
u
a
l
d
i
g
i
t
a
l
sk
i
l
l
s
a
m
o
n
g
st
u
d
e
n
t
s
f
o
r
u
si
n
g
S
A
M
R
-
b
a
s
e
d
a
p
p
l
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c
a
t
i
o
n
s
40
1
4
2
.
8
0
0
.
6
5
M
o
d
e
r
a
t
e
4
C
l
a
s
s
t
i
me
i
s
o
f
t
e
n
i
n
s
u
f
f
i
c
i
e
n
t
t
o
c
o
mp
l
e
t
e
t
e
c
h
n
o
l
o
g
y
-
b
a
se
d
w
r
i
t
i
n
g
t
a
sk
s
40
1
4
2
.
4
0
0
.
6
7
Lo
w
–
m
o
d
e
r
a
t
e
5
F
e
e
l
i
n
g
b
u
r
d
e
n
e
d
b
y
t
h
e
n
u
mb
e
r
o
f
a
p
p
l
i
c
a
t
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o
n
s
t
h
a
t
m
u
st
b
e
l
e
a
r
n
e
d
i
n
t
h
e
S
A
M
R
m
o
d
e
l
40
1
4
2
.
0
5
0
.
6
0
Lo
w
–
m
o
d
e
r
a
t
e
6
F
o
c
u
s
o
n
u
s
i
n
g
t
e
c
h
n
o
l
o
g
y
so
m
e
t
i
m
e
s
r
e
d
u
c
e
s
a
t
t
e
n
t
i
o
n
t
o
l
a
n
g
u
a
g
e
a
s
p
e
c
t
s
40
1
4
2
.
2
0
0
.
6
1
Lo
w
–
m
o
d
e
r
a
t
e
7
N
e
e
d
i
n
g
mo
r
e
g
u
i
d
a
n
c
e
(
s
c
a
f
f
o
l
d
i
n
g
)
f
r
o
m
t
h
e
l
e
c
t
u
r
e
r
w
h
e
n
w
r
i
t
i
n
g
w
i
t
h
S
A
M
R
-
b
a
s
e
d
a
p
p
l
i
c
a
t
i
o
n
s
40
2
4
3
.
3
2
0
.
6
6
H
i
g
h
3.
2
.
Q
ua
lit
a
t
iv
e
r
esu
lt
T
h
e
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
d
ata
f
r
o
m
4
0
s
tu
d
e
n
ts
wer
e
c
o
d
ed
i
n
NViv
o
2
0
an
d
we
ca
te
g
o
r
ized
t
h
e
in
f
o
r
m
atio
n
in
t
o
ca
teg
o
r
ies
an
d
s
u
b
ca
teg
o
r
ies
,
as
s
h
o
wn
i
n
Fig
u
r
e
1
.
Fo
u
r
b
r
o
a
d
th
e
m
es
wer
e
g
en
e
r
ated
:
t
h
e
u
s
e
o
f
SAMR
-
b
ased
b
asic
wr
itin
g
;
th
e
in
f
lu
en
c
e
o
f
S
AM
R
o
n
wr
itin
g
d
e
v
elo
p
m
en
t;
ch
allen
g
es
to
im
p
lem
en
tin
g
SAMR
;
an
d
s
tu
d
en
ts
’
s
h
ar
ed
tactics,
s
u
p
p
o
r
t
n
ee
d
s
,
an
d
s
u
g
g
esti
o
n
s
.
T
h
ese
th
em
es
illu
m
in
ate
h
o
w
wo
r
k
i
n
g
with
d
ig
ital
to
o
ls
in
f
lu
en
ce
s
s
tu
d
e
n
ts
,
m
o
tiv
atio
n
an
d
wr
itin
g
s
k
ills
,
b
ar
r
ier
s
th
at
wer
e
ex
p
er
ien
ce
d
b
y
s
tu
d
e
n
ts
as
well
as
k
in
d
o
f
s
u
p
p
o
r
t
th
e
y
f
elt
was
n
ec
ess
ar
y
.
W
e
elab
o
r
ate
o
n
ea
ch
th
e
m
e,
with
illu
s
tr
ativ
e
ex
am
p
les f
r
o
m
t
h
e
in
ter
v
iews.
Fig
u
r
e
1
.
T
h
em
es e
m
er
g
i
n
g
f
r
o
m
th
e
q
u
alitativ
e
an
aly
s
is
o
f
SAMR
-
b
ased
b
asic w
r
itin
g
in
s
tr
u
ctio
n
3
.
2
.
1
.
I
m
plem
ent
a
t
io
n o
f
SAM
R
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ba
s
ed
ba
s
ic
writ
ing
S
tu
d
en
ts
wer
e
in
g
e
n
er
al
in
te
r
ested
b
y
an
d
f
elt
t
h
at
th
er
e
wa
s
s
o
m
eth
in
g
n
ew
a
b
o
u
t
th
e
wa
y
o
f
u
s
in
g
SAMR
in
th
e
b
asic
wr
it
in
g
all
-
m
ajo
r
s
co
u
r
s
e.
I
n
p
ar
ticu
lar
,
th
ey
o
b
s
er
v
ed
u
s
e
o
f
d
ig
ital
to
o
ls
ac
r
o
s
s
ea
ch
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I
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8
8
2
2
Op
timiz
a
tio
n
o
f S
A
MR
mo
d
el
s
ca
ffo
ld
in
g
fo
r
th
e
d
ev
el
o
p
me
n
t o
f d
escr
ip
tive
w
r
itin
g
… (
La
Od
e
N
g
g
a
w
u
)
1753
SAMR
lev
el.
At
th
e
s
u
b
s
titu
ti
o
n
lev
el,
th
e
m
ajo
r
ity
o
f
s
tu
d
e
n
ts
p
r
ef
er
r
ed
ty
p
in
g
to
h
a
n
d
wr
itin
g
s
o
th
ey
co
u
ld
r
ev
is
e
an
d
wr
ite
m
o
r
e
ea
s
ily
.
T
h
e
s
tu
d
en
t
s
s
tated
:
“
Wo
r
d
typ
in
g
h
elp
s
a
lo
t b
ec
a
u
s
e
my
text
is
n
o
t
s
o
mess
y
a
n
d
I
ca
n
mo
d
ify
th
i
n
g
s
w
ith
o
u
t h
a
vin
g
to
r
ed
o
ev
eryth
in
g
o
n
p
a
p
er
.
”
(
Stu
d
en
t 1
0
)
“
Wh
en
th
e
text
is
a
lr
ea
d
y
b
ein
g
typ
ed
in
Wo
r
d
,
s
o
mu
ch
e
a
s
ier
to
mo
ve
o
n
to
t
h
e
n
ex
t
s
tep
s
,
like
r
ev
is
in
g
.
I
ju
s
t
w
r
ite
it o
ve
r
a
g
a
in
ev
ery
time
I
mess
u
p
.
”
(
Stu
d
en
t 2
9
)
At
th
e
au
g
m
en
tatio
n
lev
el,
s
tu
d
en
ts
lik
ed
u
s
in
g
g
r
am
m
ar
c
h
ec
k
er
s
an
d
o
n
lin
e
d
ictio
n
ar
ies to
ass
is
t
in
th
eir
wr
itin
g
.
T
h
e
y
ap
p
r
ec
iate
d
th
e
in
s
tan
tan
eo
u
s
,
tar
g
eted
f
ee
d
b
ac
k
th
e
y
r
ec
eiv
e
d
f
r
o
m
th
ese
to
o
ls
.
“
Th
e
g
r
a
mma
r
ch
ec
ke
r
g
en
era
lly
h
elp
s
me
to
id
en
tify
p
r
ec
is
ely
w
h
ere
I
g
o
w
r
o
n
g
a
n
d
w
h
a
t
n
ee
d
s
ch
a
n
g
in
g
o
n
e
s
tu
d
e
n
t sta
ted
.”
(
Stu
d
e
n
t 3
4
)
“
I
o
n
ly
kn
o
w
if
I
h
a
ve
it
r
ig
h
t
o
r
w
r
o
n
g
if
I
u
s
e
Gra
mma
r
ly
w
ith
my
g
r
a
mma
r
a
n
d
it
ma
k
es
me
mo
r
e
p
r
ec
is
io
n
in
w
r
itin
g
.
”
(
Stu
d
en
t
2)
A
n
o
th
er
s
tu
d
en
t
o
b
s
er
v
e
d
:
“
I
h
a
ve
b
ee
n
mo
r
e
a
tten
tive
t
o
th
e
mis
ta
ke
s
th
a
t
I
u
s
e
to
m
a
ke
,
b
ec
a
u
s
e
I
g
et
c
o
r
r
ec
ted
a
n
d
s
o
a
d
vised
b
y
th
e
a
p
p
”
(
Stu
d
en
t
3
2
)
.
At
th
e
m
o
d
if
icatio
n
lev
el,
s
tu
d
en
ts
wer
e
p
ar
ticu
lar
ly
m
o
tiv
ated
b
y
c
o
llab
o
r
ativ
e
wr
itin
g
o
n
p
latf
o
r
m
s
,
s
u
ch
as
Go
o
g
le
Do
cs
an
d
Pad
let.
T
h
ey
lo
v
ed
b
ein
g
ab
le
to
s
h
ar
e
id
ea
s
,
as
we
ll
as
m
ak
e
ch
an
g
es
to
th
eir
tex
ts
to
g
eth
er
in
r
ea
l tim
e.
As
th
e
s
tu
d
en
t
s
n
o
ted
:
“
Wh
a
t
g
ets
me
mo
tiva
ted
is
d
o
in
g
co
lla
b
o
r
a
tive
w
r
itin
g
in
Go
o
g
le
Do
cs
b
ec
a
u
s
e
I
s
ee
w
h
a
t
my
fr
ien
d
s
w
r
o
te
im
med
ia
tely
a
n
d
w
e
ta
lk
s
en
ten
ce
s
to
g
eth
er
.
”
(
Stu
d
en
t 1
0
)
“
Wh
en
w
e
p
u
t
o
u
r
w
r
itin
g
o
n
P
a
d
let
a
n
d
w
r
ite
s
tu
ff
a
b
o
u
t
it
—
I
w
a
n
t
my
w
o
r
d
s
to
b
e
b
etter
a
n
d
mo
r
e
o
r
g
a
n
iz
ed
.
”
(
Stu
d
e
n
t 1
5
)
No
tin
g
th
at
h
e
g
en
er
ally
li
k
ed
to
wo
r
k
alo
n
e,
o
n
e
s
tu
d
en
t i
n
d
icate
d
th
at
:
“
Wh
en
w
e
g
et
o
u
r
id
ea
s
o
u
t
[
fo
r
th
e
clu
s
ter
]
a
n
d
ta
lk
a
b
o
u
t
g
r
a
mma
r
a
n
d
p
u
n
ctu
a
tio
n
.
Mir
r
a
:
C
r
itica
l
C
ivic
I
n
q
u
ir
y
8
9
I
r
e
a
lly
w
a
n
n
a
d
o
it to
g
eth
er b
esid
es
ju
s
t b
y
myself
.
”
(
Stu
d
en
t 2
9
)
At
th
e
r
e
d
ef
in
itio
n
lev
el,
s
tu
d
en
ts
en
g
ag
e
d
in
wr
itin
g
ac
tiv
i
ties
th
at
in
teg
r
ate
tex
t
with
o
t
h
er
m
e
d
ia
(
e.
g
.
,
p
o
s
ter
s
o
r
in
ter
ac
tiv
e
d
escr
ip
tiv
e
tex
ts
)
.
Ma
n
y
s
aid
t
h
ese
ac
tiv
ities
g
av
e
th
em
n
ew
way
s
to
ex
p
r
ess
th
em
s
elv
es.
T
he
s
tu
d
en
t
s
ex
p
r
ess
ed
:
“
It
’
s
fu
n
t
o
ma
ke
th
e
d
escr
ip
tive
texts
w
ith
mu
ltimed
ia
b
ec
a
u
s
e
I
c
a
n
p
u
t p
ictu
r
e
a
n
d
d
esig
n
,
a
n
d
it lo
o
ks a
live
a
t la
s
t
.
”
(
Stu
d
en
t
1
0
)
“
I
ma
d
e
a
p
o
s
ter
in
C
a
n
v
a
a
n
d
it
ma
ke
s
my
text
lo
o
k
s
n
a
z
z
ier
th
a
n
ju
s
t
p
la
in
o
l
’
te
xt
a
s
I
n
o
r
ma
lly
d
o
.
”
(
Stu
d
en
t 2
9
)
A
th
ir
d
s
tu
d
en
t c
h
ar
ac
ter
ized
t
h
is
tier
as
:
“
V
ery
in
teres
tin
g
a
n
d
in
n
o
va
ti
ve
b
ec
a
u
s
e
it
in
clu
d
es
w
r
itin
g
w
ith
ima
g
es,
vi
d
eo
,
o
r
a
u
d
io
s
o
th
e
p
r
o
ce
s
s
is
mo
r
e
crea
tive
a
n
d
in
tera
ctive
.
”
(
Stu
d
en
t 3
2
)
Du
r
in
g
th
ese
p
r
o
ce
s
s
es,
th
e
s
tu
d
en
ts
f
r
eq
u
en
tly
r
ef
er
r
ed
to
d
ig
ital
s
ca
f
f
o
ld
in
g
a
n
d
s
u
p
p
o
r
t
f
r
o
m
a
teac
h
er
.
W
ith
d
etailed
ex
p
lan
atio
n
s
an
d
m
o
d
elin
g
,
th
ey
co
n
s
tr
u
cted
t
h
em
a
r
o
u
n
d
th
e
SAMR
lev
els.
S
ome
s
tu
d
en
t
s
r
ep
lied
:
“
I
like
h
o
w
th
e
lectu
r
er
g
ives
u
s
s
ca
ffo
ld
in
g
it
’
s
h
el
p
fu
l
a
s
t
h
en
I
ca
n
fo
llo
w
th
eir
o
w
n
s
tep
s
o
f
w
r
itin
g
d
escr
ip
tive
text
.
”
(
Stu
d
en
t 2
0
)
“
I
d
o
n
’
t
k
n
o
w
if
I
a
ct
u
a
lly
g
et
S
A
MR
ye
t,
b
u
t
I
feel
like
t
h
e
tea
ch
er
ex
p
la
in
s
it
s
tep
b
y
s
tep
s
ta
r
tin
g
a
t th
e
b
eg
in
n
in
g
a
n
d
th
a
t h
elp
s
me
.
”
(
Stu
d
e
n
t 3
1
)
“
Th
is
lectu
r
er
’
s
h
elp
is
h
elp
in
g
me
w
r
ite
mo
r
e
d
escr
ip
tive
ly
a
n
d
I
d
o
n
’
t
kn
o
w
w
h
a
t
to
d
o
(
but
)
fr
o
m
kn
o
w
in
g
th
a
t it
h
elp
e
d
a
n
d
n
o
w
tw
is
t e
ve
r
y
d
eta
il o
f th
e
a
ctio
n
.
”
(
Stu
d
en
t 3
0
)
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
.
2
,
Ap
r
il
20
2
6
:
1
7
4
9
-
1
7
60
1754
3
.
2
.
2
.
SAM
R
m
o
del a
nd
it
s
ef
f
ec
t
o
n wr
it
ing
dev
elo
pm
ent
L
ea
r
n
er
s
b
eliev
e
d
th
at
th
e
SAMR
-
r
elate
d
ac
tiv
ities
h
ad
h
elp
ed
to
in
c
r
ea
s
e
th
eir
co
m
p
eten
ce
in
th
eir
E
n
g
lis
h
wr
itin
g
,
in
clu
d
in
g
b
o
t
h
g
r
a
m
m
ar
an
d
v
o
ca
b
u
lar
y
.
A
lo
t
m
e
n
tio
n
ed
r
eso
u
r
ce
s
lik
e
Gr
am
m
ar
ly
,
o
n
lin
e
d
ictio
n
ar
ies
,
an
d
tr
a
n
s
latio
n
s
er
v
ices to
h
elp
wr
ite
m
o
r
e
ac
cu
r
ately
.
Sev
er
al
s
tu
d
en
t
s
ex
p
lain
ed
:
“
My
g
r
a
mma
r
i
s
a
lo
t
b
etter
n
o
w
b
ec
a
u
s
e
I
a
lw
a
ys
p
u
t
it
i
n
to
Gra
mma
r
ly
b
efo
r
e
I
like
t
u
r
n
it
in
.
”
(
Stu
d
en
t
6
)
“
A
p
p
s
like
Gra
mma
r
ly
tea
ch
me
h
o
w
/w
h
ere/h
o
w
o
ften
I
’
m
w
r
o
n
g
s
o
my
g
r
a
mma
r
r
u
les
ju
s
t
ke
ep
imp
r
o
vin
g
.”
“
Wit
h
th
e
d
ig
ita
l a
p
p
lica
ti
o
n
s
,
I
ca
n
ke
e
p
ch
ec
kin
g
my
g
r
a
m
ma
r
a
n
d
lea
r
n
in
g
a
lo
t
o
f n
ew w
o
r
d
s
a
s
w
ell
.
”
(
Stu
d
en
t 3
7
)
Stu
d
en
ts
also
d
is
co
v
e
r
ed
th
at
SAMR
h
elp
ed
th
em
to
b
etter
o
r
g
an
ize
th
eir
wr
itin
g
a
n
d
i
d
ea
s
.
T
h
ey
lik
ed
wo
r
k
in
g
with
m
in
d
-
m
ap
p
in
g
an
d
clu
s
ter
in
g
t
o
o
ls
b
ef
o
r
e
th
ey
s
tar
ted
wr
itin
g
.
“
I
o
n
ly
u
n
d
ers
ta
n
d
h
o
w
t
o
o
r
g
a
n
iz
e
my
w
r
itin
g
b
y
d
o
in
g
cl
u
s
ter
w
h
en
s
ta
r
tin
g
it
a
n
d
th
a
t
g
ives
me
a
n
id
ea
w
h
a
t
I
’
m
g
o
in
g
t
o
w
r
ite
a
b
o
u
t,
s
o
I
a
m
n
o
t
co
n
fu
s
e
a
n
ymo
r
e
a
t
th
e
b
eg
in
n
in
g
…
”
(
Stu
d
en
t 2
9
)
“
I
feel
th
a
t
a
fter
g
o
in
g
b
a
ck
a
n
d
ed
itin
g
my
w
r
itin
g
fo
r
d
ec
ep
tio
n
s
ev
era
l
times
my
p
a
p
e
r
en
d
s
u
p
b
ein
g
mo
r
e
o
r
g
a
n
iz
ed
a
n
d
ea
s
ier to
u
n
d
ers
ta
n
d
.
”
(
Stu
d
en
t 3
4
)
“
I
’
m
n
o
t stu
ck
n
o
mo
r
e
I
k
n
o
w
w
h
a
t to
w
r
ite
fo
r
ev
ery
lin
e
in
ea
ch
p
a
r
a
g
r
a
p
h
.
”
(
Stu
d
e
n
t 3
2
)
Stu
d
en
ts
r
ep
o
r
te
d
th
at
th
e
y
b
e
ca
m
e
m
o
r
e
cr
ea
tiv
e
a
n
d
wer
e
o
p
en
t
o
tak
in
g
r
is
k
s
in
th
ei
r
w
r
itin
g
.
On
e
s
tu
d
en
t
s
tated
th
at,
“
if
I
w
ere
to
w
r
ite
a
r
ep
o
r
t,
I
c
a
n
b
e
a
s
crea
tive
a
s
I
w
a
n
t
a
n
d
th
i
n
k
o
f
mo
r
e
th
in
g
s
b
ec
a
u
s
e
it
h
elp
s
me
d
esig
n
th
e
text,
like
mu
ltimed
ia
.
”
An
o
th
er
s
tu
d
en
t
ad
d
e
d
,
“
I
like
to
crea
te
w
ith
mu
ltimed
ia
a
n
d
o
th
er
a
p
p
s
b
ec
a
u
s
e
it
ke
ep
s
me
mo
r
e
cre
a
tive
a
n
d
my
ed
itin
g
s
kills
g
r
o
w
.
”
An
o
th
er
h
ig
h
s
ch
o
o
l
s
tu
d
en
t
o
b
s
er
v
ed
,
“
th
is
s
ta
g
e
tea
ch
es
u
s
to
c
r
ea
te
o
n
e
p
r
o
d
u
ct
th
a
t
is
b
etter
th
a
n
ju
s
t
s
o
meth
in
g
b
ein
g
b
r
o
u
g
h
t
o
u
t a
n
d
it
’
s
a
lw
a
ys th
e
s
a
me
.
”
Stu
d
en
ts
also
f
o
u
n
d
it
m
o
r
e
p
r
o
d
u
ctiv
e
an
d
ef
f
icien
t.
T
h
e
y
s
aid
s
av
in
g
tim
e
an
d
s
tr
ea
m
lin
in
g
th
e
p
r
o
ce
s
s
was
ea
s
ier
wh
en
wr
iti
n
g
o
n
a
co
m
p
u
ter
.
As
o
n
e
s
tu
d
en
t
(
Stu
d
en
t
1
2
)
e
x
p
r
ess
ed
,
“
it
r
ea
lly
s
a
ve
s
ti
me
fo
r
d
o
in
g
h
o
mewo
r
k
[
s
ic],
n
o
b
o
d
y
h
a
s
to
w
r
ite
b
y
h
a
n
d
a
n
y
mo
r
e
.
”
On
e
r
esp
o
n
d
en
t
(
Stu
d
e
n
t
2
0
)
ad
d
e
d
,
“
h
ig
h
tech
lets
me
w
r
ite
fa
s
te
r
a
n
d
mo
r
e
o
r
g
a
n
iz
ed
.
”
A
th
i
r
d
s
tu
d
en
t
s
aid
,
“
typ
in
g
a
n
d
ed
itin
g
d
ig
ita
lly
h
elp
s
s
p
ee
d
u
p
my
w
r
itin
g
p
r
o
ce
s
s
a
n
d
ma
ke
s
it less
t
ir
in
g
.
”
Ad
d
itio
n
ally
,
SAMR
s
ee
m
ed
to
r
aise
s
tu
d
en
ts
’
m
o
tiv
atio
n
,
co
n
f
id
en
ce
,
an
d
i
n
ter
est.
T
h
e
y
r
ep
o
r
ted
f
ee
lin
g
m
o
r
e
ex
cited
a
b
o
u
t
g
o
i
n
g
to
class
an
d
d
o
in
g
t
h
eir
wo
r
k
.
So
m
e
s
tu
d
e
n
t
s
s
aid
:
“
I
a
m
ve
r
y
mo
tiva
ted
to
lea
r
n
b
a
s
ic
w
r
itin
g
w
ith
S
A
MR,
it
ma
ke
s
me
mo
r
e
co
n
fid
en
t a
b
o
u
t
u
s
in
g
tech
n
o
lo
g
y
.
”
(
Stu
d
en
t
1
4
)
“
Th
is
to
o
l is fu
n
,
I
w
a
n
t
to
c
o
n
tin
u
e
lea
r
n
in
g
.
”
(
Stu
d
en
t
2
7
)
“
E
ve
r
y
time
I
w
r
ite
a
n
o
th
er
o
n
e
it
b
ec
o
mes
mo
r
e
a
n
d
m
o
r
e
clea
r
th
a
t
th
ere
is
a
lo
t
o
f
g
r
o
w
th
b
etw
ee
n
d
r
a
fts
.
”
(
Stu
d
en
t 1
1
)
3
.
2
.
3
.
Cha
lleng
es in
u
s
ing
SA
M
R
m
o
del
Desp
ite
its
b
en
ef
its
,
SAMR
al
s
o
p
r
esen
ted
a
n
u
m
b
er
o
f
ch
al
len
g
es
f
o
r
s
tu
d
en
ts
.
T
h
e
b
ig
g
e
s
t
p
r
o
b
lem
was
an
u
n
r
eliab
le
in
ter
n
et
h
o
o
k
u
p
.
Un
r
eliab
le
co
n
n
ec
tiv
ity
h
am
p
er
ed
ac
ce
s
s
to
o
n
lin
e
to
o
ls
an
d
p
latf
o
r
m
s
.
As
s
o
m
e
s
tu
d
en
t
s
s
tated
:
“
S
o
metime
s
w
e
ca
n
n
o
t a
r
r
ive
a
t th
e
a
p
p
b
ec
a
u
s
e
n
etw
o
r
k
is
p
o
o
r
”
(
Stu
d
en
t
1
)
“
S
lo
w
in
tern
et
ma
ke
s
it d
iffi
cu
lt to
o
p
en
t
h
e
w
eb
s
ites
a
n
d
I
g
et
b
eh
in
d
i
n
th
e
less
o
n
”
(
Stu
d
e
n
t 2
7
)
“
C
o
n
n
ec
tio
n
is
a
ve
r
y
h
a
r
d
th
in
g
th
a
t
ma
ke
s
me
feel
d
iffi
cu
lt
to
u
s
e
th
e
S
A
MR
-
b
a
s
ed
tech
n
o
lo
g
y
.
”
(
Stu
d
en
t
1
8
)
Als
o
,
s
ec
o
n
d
ly
th
e
ab
s
en
ce
o
f
d
ev
ices
an
d
wea
k
in
f
r
astru
ctu
r
e.
Oth
er
s
tu
d
en
ts
lack
ed
co
m
p
u
ter
s
an
d
r
elied
o
n
th
ei
r
p
h
o
n
es o
r
b
o
r
r
o
wed
a
f
r
ien
d
’
s
lap
to
p
.
S
ev
er
al
s
tu
d
en
t
s
r
esp
o
n
d
ed
:
“
I
d
o
n
’
t
h
a
ve
a
la
p
to
p
,
s
o
I
h
a
ve
to
d
o
th
e
a
s
s
ig
n
men
ts
in
a
g
r
o
u
p
u
s
in
g
a
fr
ien
d
’
s
la
p
to
p
.
”
(
Stu
d
en
t 1
2
)
“
I
fin
d
it
is
ve
r
y
d
iffi
cu
lt
fo
r
me
to
a
cq
u
ir
e
th
e
less
o
n
w
ith
o
u
t
a
la
p
t
o
p
s
in
ce
I
c
a
n
o
n
ly
u
s
e
a
n
d
p
r
a
ctice
o
n
ca
mp
u
s
w
ith
fr
ien
d
.
”
(
Stu
d
en
t
4
)
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
Op
timiz
a
tio
n
o
f S
A
MR
mo
d
el
s
ca
ffo
ld
in
g
fo
r
th
e
d
ev
el
o
p
me
n
t o
f d
escr
ip
tive
w
r
itin
g
… (
La
Od
e
N
g
g
a
w
u
)
1755
“
It
’
s
ve
r
y
h
a
r
d
to
p
a
r
ticip
a
t
e
w
h
en
I
d
o
n
’
t
h
a
ve
a
la
p
to
p
,
esp
ec
ia
lly
w
h
en
w
e
a
r
e
g
ettin
g
mu
ltimed
ia
ta
s
ks
.
”
(
Stu
d
en
t 3
2
)
Stu
d
en
ts
also
r
ep
o
r
ted
th
at
d
ig
ital
liter
ac
y
an
d
th
e
u
s
e
o
f
n
ew
ap
p
licatio
n
s
wer
e
c
h
allen
g
in
g
,
esp
ec
ially
in
th
e
ea
r
ly
s
tag
es
o
f
th
eir
lear
n
in
g
.
Fo
r
o
th
e
r
s
,
th
e
n
ew
to
o
ls
an
d
E
n
g
lis
h
m
e
n
u
s
—
co
u
p
led
with
th
eir
m
an
y
s
tep
s
—
p
r
o
v
ed
o
v
e
r
wh
elm
in
g
.
“
F
ir
s
t
d
iz
z
y,
fo
r
n
o
th
in
g
t
o
u
n
d
ers
ta
n
d
tec
h
n
o
lo
g
y.
B
u
t
I
g
r
a
d
u
a
lly
h
a
ve
lea
r
n
e
d
to
tr
y
.
”
(
Stu
d
en
t 1
2
)
“
I
t is kin
d
o
f c
o
n
fu
s
in
g
a
n
d
th
ere
is
a
lo
t to
r
eme
mb
er
.
”
(
Stu
d
en
t 3
1
)
“
A
s
yo
u
kn
o
w
,
I
’
m
s
till
a
n
o
vi
ce
u
s
er it
’
s
q
u
ite
h
a
r
d
to
u
s
e
s
o
me
o
f th
e
p
l
a
tfo
r
ms
.
”
(
Stu
d
en
t 8
)
So
m
e
s
tu
d
en
ts
f
o
u
n
d
th
e
s
h
ee
r
n
u
m
b
er
o
f
ap
p
s
a
n
d
s
tep
s
d
a
u
n
tin
g
.
Alth
o
u
g
h
test
in
g
n
ew
to
o
ls
was
f
u
n
f
o
r
s
o
m
e,
o
th
er
s
wer
e
o
v
er
wh
elm
ed
b
y
th
e
s
h
ee
r
n
u
m
b
e
r
o
f
p
latf
o
r
m
s
.
“
We
’
ve
ju
s
t
g
o
t
s
o
ma
n
y
a
p
p
l
ica
tio
n
s
a
n
d
th
ere
’
s
lea
r
n
in
g
a
ll
th
e
s
tep
s
,
I
d
u
n
n
o
,
it
feels
a
b
it
r
elen
tles
s
.
”
(
Stu
d
en
t 1
9
)
“
I
mea
n
it
’
s
a
lo
t
fo
r
me
p
ers
o
n
a
lly
s
kills
w
is
e
b
u
t
I
w
o
u
ld
n
’
t
lea
r
n
th
ese
n
ew
s
o
ft
w
a
r
es
o
r
g
et
th
is
ex
p
erien
ce
w
ith
o
u
t th
is
.
”
(
Stu
d
en
t 2
5
)
A
th
ir
d
s
tu
d
en
t,
wh
o
was n
ew
to
tech
n
o
lo
g
y
,
e
x
p
r
ess
ed
th
is
b
y
s
ay
in
g
:
“
I
feel
s
tr
es
s
ed
u
p
b
ec
a
u
s
e
I
h
a
ve
n
ev
er
ev
er
lea
r
n
ed
u
s
in
g
a
la
p
to
p
,
n
u
mero
u
s
a
p
p
s
in
th
e
s
a
me
time
.
”
(
Stu
d
en
t 1
2
)
L
astl
y
,
s
o
m
e
s
tu
d
en
ts
m
en
tio
n
ed
f
ee
lin
g
p
u
lled
in
two
d
ir
e
ctio
n
s
to
war
d
s
h
ar
p
en
i
n
g
lan
g
u
ag
e
s
k
ills
an
d
to
war
d
b
ec
o
m
i
n
g
tech
s
av
v
y
.
Ma
n
y
f
elt
th
at
th
eir
tech
n
o
lo
g
y
in
v
o
lv
em
e
n
t
h
ad
ac
tu
ally
b
en
ef
ited
th
eir
g
r
am
m
ar
,
alth
o
u
g
h
s
o
m
e
wer
e
co
n
ce
r
n
e
d
ab
o
u
t r
ely
i
n
g
to
o
h
ea
v
ily
o
n
t
h
ese
to
o
ls
.
S
ome
s
tu
d
en
t r
em
a
r
k
ed
:
“
S
o
metime
s
w
h
en
I
co
n
ce
n
tr
a
te
o
n
th
e
tech
n
o
lo
g
y/p
a
g
e,
I
d
o
n
’
t
f
o
cu
s
a
t
a
ll
t
o
la
n
g
u
a
g
e
.
”
(
Stu
d
en
t 1
4
)
“
We
a
r
e
fo
cu
s
in
g
to
o
mu
ch
o
n
tech
n
o
lo
g
y
a
n
d
it
ma
ke
s
u
s
u
n
a
w
a
r
e
o
f
g
r
a
mma
r
a
n
d
vo
ca
b
u
la
r
y
s
in
ce
w
e
d
ep
en
d
o
n
a
u
to
-
co
r
r
ec
t
.
”
(
Stu
d
en
t 2
5
)
“
Wh
en
I
a
m
w
o
r
r
yin
g
a
b
o
u
t
l
a
yo
u
t
a
n
d
fea
tu
r
es,
I
d
o
n
’
t
ta
ke
a
s
mu
ch
c
a
r
e
w
ith
my
w
o
r
d
s
a
n
d
s
en
ten
ce
s
.
”
(
Stu
d
en
t 3
2
)
.
3
.
2
.
4
.
Student
s
t
ra
t
eg
ies,
s
up
po
rt
needs
,
a
nd
s
ug
g
estio
n
s
T
h
e
way
s
s
tu
d
en
ts
m
an
ag
e
d
th
ese
ch
allen
g
es,
an
d
th
e
s
u
p
p
o
r
t
t
h
ey
s
o
u
g
h
t
v
a
r
ied
.
Ma
n
y
co
llab
o
r
ated
with
class
m
ates,
s
h
ar
in
g
r
eso
u
r
ce
s
to
tr
o
u
b
lesh
o
o
t d
ev
ice
o
r
s
k
ill is
s
u
es.
“
N
o
t
th
a
t
co
n
ce
r
n
ed
,
t
h
e
a
b
s
en
ce
o
f
tec
h
n
o
lo
g
y
d
o
esn
’
t
b
o
t
h
er
u
s
to
o
mu
ch
b
ec
a
u
s
e
w
e
w
o
r
k
in
g
r
o
u
p
s
.
”
(
Stu
d
e
n
t 5
)
“
Th
e
la
ck
o
f te
ch
n
o
lo
g
y
d
o
esn
’
t b
o
th
er u
s
a
ll
th
a
t m
u
ch
d
u
e
to
th
e
fa
ct
th
a
t we d
o
g
r
o
u
p
w
o
r
k
.
”
“
I
w
o
r
k
w
ith
a
fr
ien
d
w
h
o
h
a
s
a
la
p
to
p
a
n
d
w
e
lea
r
n
to
g
eth
e
r
.
”
(
Stu
d
en
t 1
2
)
A
th
ir
d
s
tu
d
en
t
m
en
tio
n
ed
th
a
t
co
llab
o
r
atio
n
was
ab
o
u
t
m
o
r
e
th
an
s
h
ar
in
g
d
ev
ices
,
“
my
fr
i
en
d
s
a
n
d
I
ca
n
s
till
w
o
r
k
to
g
eth
er o
n
o
n
e
p
la
tfo
r
m
w
h
en
my
g
a
d
g
et
is
n
’
t wo
r
kin
g
.
”
Stu
d
en
ts
f
r
eq
u
en
tly
e
m
p
h
asiz
ed
th
e
i
m
p
o
r
ta
n
ce
o
f
clea
r
a
n
d
in
c
r
em
en
tal
teac
h
e
r
s
u
p
p
o
r
t.
T
h
ey
d
esire
d
ad
d
itio
n
al
tim
e,
e
x
am
p
les
an
d
s
tep
-
by
-
s
tep
g
u
id
a
n
c
e
wh
en
t
h
ey
lear
n
ed
n
ew
a
p
p
s
.
Sev
er
al
s
tu
d
en
t
s
co
m
m
en
ted
:
“
I
w
a
n
t
s
h
o
r
t
a
n
d
e
a
s
y
-
to
-
u
n
d
ers
ta
n
d
ex
p
la
n
a
tio
n
s
.
”
(
Stu
d
e
n
t 2
)
“
He
s
h
o
u
ld
tea
c
h
c
a
lmly
a
n
d
clea
r
ly
s
o
th
a
t
p
eo
p
le
like
me
w
h
o
d
o
n
’
t
k
n
o
w
tech
n
o
lo
g
y
mu
c
h
ca
n
co
me
th
r
o
u
g
h
.”
“
Th
ere
s
h
o
u
ld
b
e
a
b
r
ief
tr
a
in
in
g
o
r
p
r
a
ctica
l
d
emo
n
s
tr
a
tio
n
o
f
th
e
s
o
ftw
a
r
e
b
efo
r
e
s
ta
r
tin
g
o
ff
w
ith
th
e
ta
s
ks
.
”
(
Stu
d
en
t 3
2
)
Stu
d
en
ts
also
h
a
d
id
ea
s
f
o
r
ca
m
p
u
s
f
ac
ilit
ies
an
d
b
u
ild
in
g
s
.
T
h
ey
b
eliev
ed
th
e
i
n
s
titu
tio
n
s
h
o
u
ld
h
elp
g
u
ar
an
tee
e
v
er
y
o
n
e
h
as e
q
u
al
ac
ce
s
s
.
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
.
2
,
Ap
r
il
20
2
6
:
1
7
4
9
-
1
7
60
1756
“
Th
e
ca
mp
u
s
o
u
g
h
t
to
h
a
ve
co
mp
u
ters
a
n
d
b
etter
in
tern
e
t,
b
ec
a
u
s
e
n
o
t
ev
eryb
o
d
y
h
a
s
th
a
t
s
tu
ff
.
”
(
Stu
d
en
t 2
4
)
“
Ho
p
efu
lly
th
e
u
n
ivers
ity
w
ill
s
et
u
p
a
co
mp
u
ter
la
b
fo
r
ju
s
t
th
is
cla
s
s
b
ec
a
u
s
e
ma
n
y
d
o
n
o
t
o
w
n
la
p
to
p
s
.
”
(
Stu
d
e
n
t 1
2
)
“
Go
o
d
i
n
t
e
r
n
e
t
a
n
d
d
e
v
i
c
e
s
a
r
e
v
e
r
y
i
m
p
o
r
t
a
n
t
fo
r
u
s
to
u
s
e
d
ig
ita
l p
la
tfo
r
ms fu
lly
.
”
(
Stu
d
e
n
t 2
7
)
Stu
d
en
ts
s
o
u
g
h
t in
s
tead
p
r
ac
tice
an
d
in
ter
ac
tiv
e
ac
tiv
ities
wi
th
o
u
t w
asti
n
g
to
o
m
u
ch
tim
e
a
n
d
ca
r
ef
u
l
s
elec
tio
n
o
f
to
o
ls
in
th
eir
co
u
r
s
es.
“
Th
e
u
s
e
o
f S
A
MR
w
o
u
ld
b
e
m
o
r
e
fu
n
if w
e
p
la
ye
d
s
o
me
(
g
a
mes)
in
b
etw
ee
n
.
”
(
Stu
d
en
t
2)
“
Th
e
in
s
tr
u
ctio
n
s
h
o
u
ld
n
o
t
b
e
to
o
d
iffi
cu
lt;
it
’
s
g
o
o
d
w
h
en
t
h
e
s
tep
s
a
r
e
s
imp
le
a
n
d
n
o
t
s
o
fa
s
t
.
”
(
Stu
d
en
t 3
1
)
A
th
ir
d
s
tu
d
en
t
r
ec
o
m
m
en
d
ed
a
co
m
p
r
o
m
is
e:
“
S
A
MR
s
h
o
u
ld
ke
ep
g
o
in
g
b
u
t
n
o
t
s
o
ma
n
y
a
p
p
s
a
t
o
n
e
time
a
n
d
s
h
o
u
ld
b
e
ea
s
y
to
fin
d
.
”
(
Stu
d
en
t 1
9
)
Fin
ally
,
s
tu
d
en
ts
ac
k
n
o
wled
g
ed
th
e
life
-
lo
n
g
u
tili
ty
o
f
SA
MR
an
d
d
escr
ib
ed
i
n
s
tan
ce
s
wh
er
e
th
e
y
wo
u
ld
lik
e
to
s
ee
it a
p
p
lied
m
o
r
e.
T
h
e
y
v
iewe
d
h
o
w
it c
o
u
ld
b
en
ef
it th
em
i
n
s
ch
o
o
l a
n
d
af
t
er
th
ey
g
r
ad
u
ate
d
.
“
I
th
in
k
th
is
tech
n
o
lo
g
y
w
ill
r
ea
lly
h
elp
in
o
u
r
fu
tu
r
e
ca
r
ee
r
s
,
I
w
o
n
’
t
b
e
fa
r
b
eh
in
d
u
s
in
g
a
n
y
kin
d
o
f d
i
g
ita
l to
o
ls
.
”
(
Stu
d
e
n
t 2
3
)
“
Th
e
b
est p
a
r
t o
f it
is
th
a
t I
’
ve
co
me
to
kn
o
w
a
l
o
t o
f d
ig
ita
l
p
la
tfo
r
ms,
w
h
ich
w
ill a
s
s
is
t m
e
mo
r
e
ev
en
w
ith
my
th
esis
in
th
e
fu
tu
r
e
.
”
(
Stu
d
en
t 1
3
)
“
Up
n
ex
t,
R
u
d
y
co
u
ld
ma
ke
it
(
S
A
MR)
en
h
a
n
ce
d
ev
en
mo
r
e
a
n
d
ma
yb
e
u
s
e
it
in
o
th
er
c
la
s
s
es
b
ec
a
u
s
e
I
feel
like
it h
elp
s
u
s
w
r
ite
mo
r
e
c
r
ea
tive
a
n
d
b
etter
.
”
(
Stu
d
en
t 2
7
)
3.
3
.
Dis
cus
s
io
n
I
n
e
x
p
l
o
r
i
n
g
t
h
e
u
s
a
g
e
o
f
S
AM
R
-
b
as
ed
d
i
g
it
al
s
c
af
f
o
l
d
i
n
g
in
a
b
as
ic
w
r
iti
n
g
c
o
u
r
s
e,
th
is
s
t
u
d
y
ex
p
l
o
r
es
th
e
r
o
le
o
f
t
ec
h
n
o
lo
g
y
al
o
n
g
s
i
d
e
q
u
a
n
t
ita
ti
v
e
f
i
n
d
in
g
s
a
n
d
t
h
em
es
d
r
aw
n
f
r
o
m
s
tu
d
e
n
t
in
te
r
v
iews
.
T
h
e
m
aj
o
r
i
ty
o
f
s
t
u
d
e
n
ts
f
o
u
n
d
th
e
SAMR
a
cti
v
i
ties
t
o
m
ak
e
d
esc
r
i
p
ti
v
e
w
r
i
ti
n
g
m
o
r
e
ef
f
e
cti
v
e
,
e
n
g
a
g
i
n
g
,
an
d
e
n
j
o
y
a
b
le
,
a
n
d
v
i
ewe
d
t
h
e
c
h
a
lle
n
g
es
as
l
o
w
o
r
m
o
d
e
r
a
te
,
m
o
s
tl
y
r
eq
u
i
r
i
n
g
m
o
r
e
s
u
p
p
o
r
t
f
r
o
m
t
h
e
in
s
t
r
u
ct
o
r
.
E
v
i
d
e
n
c
e
i
n
d
ic
ate
d
th
a
t
v
a
r
i
o
u
s
S
AM
R
l
ev
els
,
r
an
g
i
n
g
f
r
o
m
b
as
ic
t
ec
h
n
o
lo
g
i
ca
l
to
o
ls
t
o
co
o
p
e
r
a
ti
v
e
tec
h
n
o
lo
g
i
es
p
l
atf
o
r
m
s
,
en
a
b
le
d
s
t
u
d
e
n
ts
t
o
s
h
if
t
f
r
o
m
s
i
m
p
l
e
d
r
af
ts
t
o
wa
r
d
s
m
o
r
e
c
r
e
ati
v
e
wr
i
ti
n
g
.
Ho
we
v
e
r
,
s
tu
d
e
n
ts
h
a
d
w
o
r
r
ies
a
b
o
u
t
tec
h
n
o
lo
g
y
ac
ce
s
s
,
d
i
f
f
e
r
e
n
c
es i
n
s
k
il
ls
an
d
f
ee
l
in
g
o
v
er
wh
el
m
e
d
.
T
h
ese
f
in
d
in
g
s
d
o
p
r
o
v
id
e
s
u
p
p
o
r
t
co
m
p
lem
e
n
tar
y
to
o
th
e
r
s
tu
d
ies
wh
ich
h
av
e
f
o
u
n
d
t
h
e
SAMR
m
o
d
el
m
ay
en
h
an
ce
tech
n
o
lo
g
y
u
s
e
in
wr
itin
g
teac
h
in
g
b
y
g
o
in
g
b
e
y
o
n
d
s
u
b
s
titu
tio
n
an
d
p
r
o
m
o
tin
g
h
ig
h
er
o
r
d
er
th
in
k
in
g
an
d
cr
ea
ti
v
ity
.
T
h
is
s
tu
d
y
c
o
n
tr
ib
u
tes
to
th
e
f
ield
b
y
lin
k
i
n
g
SAMR
with
g
r
am
m
ar
-
f
o
cu
s
ed
d
escr
ip
tiv
e
wr
itin
g
an
d
co
m
p
o
s
itio
n
s
k
ills
m
o
r
e
g
e
n
e
r
ally
.
I
t
also
ad
v
o
ca
tes
em
p
lo
y
in
g
SAMR
as
a
tech
n
o
lo
g
ical
f
r
am
ewo
r
k
f
o
r
tech
n
o
lo
g
y
-
s
u
p
p
o
r
te
d
E
FL
wr
itin
g
[
2
3
]
,
[
2
4
]
an
d
ar
g
u
e
d
th
at
it
s
h
o
u
ld
b
e
co
m
b
in
ed
with
s
ca
f
f
o
ld
in
g
an
d
s
o
cio
cu
ltu
r
al
m
et
h
o
d
s
.
T
h
e
im
p
o
r
tan
ce
o
f
s
ca
f
f
o
ld
i
n
g
s
u
p
p
o
r
t
i
n
im
p
r
o
v
i
n
g
s
t
u
d
en
t
e
n
g
ag
em
e
n
t
an
d
d
ev
e
lo
p
m
en
t
is
u
n
d
er
s
co
r
e
d
b
y
th
e
q
u
alitativ
e
f
in
d
in
g
s
.
T
h
e
estab
lis
h
m
en
t
o
f
a
s
u
p
p
o
r
tiv
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t
was
d
eter
m
in
ed
t
o
n
ec
ess
itate
s
ca
f
f
o
ld
in
g
,
wh
ich
in
clu
d
es
co
ac
h
in
g
,
m
o
d
elin
g
,
an
d
m
o
tiv
atin
g
ass
ig
n
m
en
ts
.
Stu
d
en
ts
wer
e
ab
le
to
en
h
a
n
ce
th
eir
wr
itin
g
ab
ilit
ies
wh
ile
s
im
u
ltan
eo
u
s
ly
p
a
r
ticip
atin
g
in
th
e
lear
n
in
g
p
r
o
ce
s
s
th
r
o
u
g
h
th
e
u
s
e
o
f
d
ig
ital
s
ca
f
f
o
ld
s
,
s
u
ch
as
o
n
lin
e
r
eso
u
r
ce
s
an
d
teac
h
e
r
g
u
id
an
ce
.
T
h
is
d
is
co
v
er
y
is
co
n
s
is
ten
t
with
s
ca
f
f
o
ld
in
g
th
eo
r
y
,
wh
ich
p
o
s
its
th
at
lear
n
er
s
m
ay
p
er
f
o
r
m
well
wh
en
th
e
y
ar
e
p
r
o
v
id
ed
with
s
tr
u
ctu
r
ed
s
u
p
p
o
r
t th
at
f
ac
ilit
ates th
eir
tr
an
s
itio
n
f
r
o
m
d
ep
e
n
d
en
t to
in
d
ep
en
d
en
t le
ar
n
i
n
g
h
ab
its
.
Ad
d
itio
n
ally
,
SAMR
-
in
f
o
r
m
e
d
task
s
ar
e
in
e
x
ce
llen
t
ali
g
n
m
en
t
with
th
e
cu
r
r
en
t
p
e
d
ag
o
g
ical
s
ca
f
f
o
ld
s
[
1
2
]
,
[
2
4
]
,
[
2
5
]
(
e.
g
.
,
th
e
u
tili
za
tio
n
o
f
g
r
am
m
ar
ch
ec
k
to
o
ls
an
d
clo
s
e
d
r
af
tin
g
)
.
T
h
ese
ass
ig
n
m
en
ts
f
ac
ilit
ate
th
e
g
r
ad
u
al
d
ev
elo
p
m
en
t
o
f
s
tu
d
en
ts
’
wr
itin
g
ab
ilit
ies,
estab
li
s
h
in
g
a
d
is
tin
ct
p
r
o
g
r
ess
io
n
f
r
o
m
b
asic
to
ad
v
an
ce
d
le
v
els
o
f
wr
itin
g
.
As
lo
n
g
as
clea
r
g
u
id
elin
es
ar
e
estab
lis
h
ed
,
teac
h
er
s
ca
n
ef
f
ec
tiv
ely
u
tili
ze
th
ese
to
o
ls
to
en
s
u
r
e
th
at
s
tu
d
e
n
ts
ar
e
co
n
f
id
e
n
t a
n
d
ca
p
ab
le
o
f
m
an
ip
u
latin
g
ad
d
itio
n
al
to
o
ls
.
T
ea
ch
er
s
’
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
is
ess
en
tial
f
o
r
f
ac
ilit
atin
g
s
tu
d
en
ts
’
lear
n
i
n
g
th
r
o
u
g
h
SAMR
-
b
ased
s
ca
f
f
o
ld
i
n
g
.
T
ea
ch
er
s
m
u
s
t
p
o
s
s
ess
th
e
n
ec
ess
ar
y
k
n
o
wled
g
e
an
d
s
tr
ateg
ies
to
o
f
f
er
s
tr
u
ctu
r
ed
lear
n
in
g
s
u
p
p
o
r
t
f
o
r
s
tu
d
e
n
ts
’
lan
g
u
ag
e
an
d
tech
n
o
lo
g
y
n
e
ed
s
[
2
6
]
–
[
2
9
]
.
T
h
is
en
co
m
p
ass
es
th
e
p
r
o
v
is
io
n
o
f
ex
p
licit
g
u
id
elin
es
an
d
illu
s
tr
ativ
e
w
o
r
k
s
th
at
illu
s
tr
ate
th
e
ef
f
ici
en
t
ap
p
licatio
n
o
f
SAMR
to
o
ls
at
ea
ch
le
v
el.
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
Op
timiz
a
tio
n
o
f S
A
MR
mo
d
el
s
ca
ffo
ld
in
g
fo
r
th
e
d
ev
el
o
p
me
n
t o
f d
escr
ip
tive
w
r
itin
g
… (
La
Od
e
N
g
g
a
w
u
)
1757
T
ea
ch
er
s
m
u
s
t
r
ec
eiv
e
tr
ain
in
g
in
o
r
d
er
to
n
o
t
o
n
ly
in
c
o
r
p
o
r
ate
tech
n
o
lo
g
y
in
to
th
eir
te
ac
h
in
g
,
b
u
t
also
to
ef
f
ec
tiv
ely
f
ac
ilit
ate
s
tu
d
en
t le
ar
n
in
g
d
u
r
in
g
th
ese
tech
n
o
lo
g
i
ca
l tr
an
s
itio
n
s
.
Po
licy
im
p
licatio
n
s
f
r
o
m
th
es
e
f
in
d
in
g
s
in
d
icate
th
at
in
f
r
as
tr
u
ctu
r
e
is
s
u
f
f
er
in
g
as
p
o
o
r
ac
ce
s
s
to
tech
n
o
lo
g
y
was
r
e
p
o
r
ted
,
th
is
h
ad
m
ajo
r
in
h
i
b
itio
n
s
o
n
tak
in
g
p
a
r
t
in
m
u
ltime
d
ia
an
d
in
ter
ac
tiv
e
ac
tiv
ities
.
B
y
in
co
r
p
o
r
atin
g
b
o
t
h
s
u
r
v
e
y
an
d
in
ter
v
iew
d
ata,
t
h
e
s
tu
d
y
g
ain
ed
d
etailed
u
n
d
er
s
tan
d
i
n
g
s
o
f
th
e
s
tu
d
en
ts
’
ex
p
er
ien
ce
with
SAMR
lear
n
i
n
g
,
i
n
wh
ic
h
in
ter
v
iew
th
em
es
in
clu
d
e
d
c
h
allen
g
es
to
clar
ity
an
d
co
g
n
itiv
e
l
o
ad
in
n
eg
o
tiatin
g
m
u
ltip
le
p
latf
o
r
m
-
b
ased
en
g
a
g
em
en
t
as
w
ell
as
in
eq
u
ities
th
at
a
lack
o
f
p
er
s
o
n
al
d
ev
ices
in
tr
o
d
u
ce
d
.
I
n
ter
esti
n
g
ly
,
m
an
y
s
tu
d
en
ts
r
ep
o
r
ted
th
at
u
s
in
g
m
ed
ia
to
o
ls
h
elp
ed
th
em
f
o
cu
s
m
o
r
e
ef
f
e
ctiv
ely
o
n
lan
g
u
ag
e
s
tr
u
ctu
r
e
.
Stu
d
en
ts
d
is
co
v
er
ed
th
at
th
e
u
tili
za
tio
n
o
f
m
u
ltime
d
ia
ap
p
licati
o
n
s
an
d
g
r
am
m
a
r
an
aly
ze
r
s
ac
tu
ally
im
p
r
o
v
ed
t
h
eir
u
n
d
er
s
tan
d
i
n
g
o
f
lan
g
u
a
g
e
s
tr
u
ctu
r
e,
d
esp
ite
in
itial
w
o
r
r
ies
th
at
tech
n
o
lo
g
y
co
u
ld
r
esu
lt
in
lan
g
u
a
g
e
d
ep
en
d
en
cy
.
T
h
is
d
is
co
v
er
y
ch
al
len
g
es
th
e
p
r
ev
alen
t
b
elief
th
at
tech
n
o
lo
g
y
will
er
o
d
e
g
r
am
m
ar
p
r
o
f
icien
cy
a
n
d
in
s
tead
s
u
g
g
ests
th
at,
wh
en
u
tili
ze
d
ap
p
r
o
p
r
iately
,
d
ig
it
al
to
o
ls
ca
n
p
r
o
m
o
t
e
cr
ea
tiv
ity
an
d
im
p
r
o
v
e
lan
g
u
ag
e
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r
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m
o
r
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t
h
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f
co
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latf
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tain
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h
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s
s
ib
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llab
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o
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er
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m
i
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d
e
v
ice
lim
itatio
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.
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h
e
s
tu
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ilit
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er
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ay
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e
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b
y
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s
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ly
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r
th
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m
o
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e
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th
e
in
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d
ef
icien
t
in
a
m
eth
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d
t
h
at
i
s
ad
eq
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ately
im
p
ar
tial
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o
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al
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atin
g
th
e
ef
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icac
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f
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ased
in
s
tr
u
ctio
n
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I
t
d
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n
o
t
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n
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ct
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m
p
ar
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e
an
aly
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es
o
f
v
ar
io
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s
SA
MR
lev
els
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eg
ar
d
in
g
to
o
l
f
u
n
ctio
n
ality
,
n
o
r
d
i
d
it
ad
d
r
ess
g
r
am
m
atica
lity
an
d
c
r
ea
tiv
ity
o
v
er
lo
n
g
er
p
er
i
o
d
s
.
Fu
r
th
er
r
esear
ch
is
r
eq
u
ir
ed
to
d
eter
m
in
e
th
e
m
o
s
t
ef
f
ec
tiv
e
m
eth
o
d
s
o
f
i
n
co
r
p
o
r
atin
g
AI
-
b
ased
wr
itin
g
ass
is
ta
n
ts
in
to
th
e
SAMR
m
o
d
el
wh
ile
s
till
p
r
eser
v
in
g
le
ar
n
er
ag
e
n
cy
,
i
n
lig
h
t o
f
th
e
g
r
o
win
g
p
r
e
v
alen
ce
o
f
th
ese
to
o
l
s
.
L
astl
y
,
th
is
s
tu
d
y
illu
s
tr
ates
th
e
ef
f
icac
y
o
f
SAMR
-
b
ased
s
ca
f
f
o
ld
in
g
in
im
p
r
o
v
in
g
d
escr
ip
tiv
e
wr
itin
g
an
d
f
o
s
ter
in
g
c
r
ea
tiv
e
th
in
k
in
g
in
s
tu
d
en
ts
.
T
o
ef
f
e
ctiv
ely
h
ar
n
ess
th
e
ad
v
an
tag
e
s
o
f
th
is
s
tr
ateg
y
,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
m
u
s
t
in
v
est
in
in
f
r
astru
ctu
r
e
an
d
d
eliv
er
ex
ten
s
iv
e
teac
h
er
tr
ain
i
n
g
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
co
n
ce
n
tr
ate
o
n
i
n
v
esti
g
atin
g
th
e
in
co
r
p
o
r
atio
n
o
f
A
I
to
o
ls
,
ass
ess
in
g
th
e
in
f
lu
e
n
c
e
o
f
SAMR
ac
r
o
s
s
v
ar
io
u
s
wr
itin
g
g
en
r
es,
an
d
an
aly
zin
g
th
e
lo
n
g
-
ter
m
im
p
licat
io
n
s
o
n
s
tu
d
en
t
o
u
tco
m
es.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
aim
ed
to
im
p
r
o
v
e
g
r
am
m
ar
s
k
ills
an
d
d
escr
ip
ti
v
e
wr
itin
g
th
r
o
u
g
h
SAMR
-
b
ased
d
ig
ital
s
ca
f
f
o
ld
in
g
in
a
b
asic
wr
itin
g
co
u
r
s
e.
T
h
e
r
esu
lts
s
h
o
w
th
at
u
s
in
g
SAMR
alo
n
g
s
id
e
o
r
g
an
ized
s
ca
f
f
o
ld
in
g
s
ig
n
if
ican
tly
im
p
r
o
v
ed
s
tu
d
en
t
en
g
ag
e
m
en
t
a
n
d
wr
itin
g
s
k
i
lls
,
n
o
tab
ly
i
n
g
r
am
m
ar
an
d
cr
ea
tiv
ity
.
Stu
d
en
ts
r
ep
o
r
ted
e
n
h
an
ce
m
en
ts
in
th
e
ir
g
r
am
m
ar
c
o
m
p
r
e
h
en
s
io
n
,
i
d
ea
g
en
er
atio
n
,
an
d
o
v
er
all
wr
itin
g
co
n
f
id
e
n
ce
,
in
d
icatin
g
th
at
tech
n
o
lo
g
y
u
s
e
ex
ce
ed
ed
m
e
r
e
s
u
b
s
titu
tio
n
an
d
ac
tu
ally
in
f
lu
e
n
ce
d
lear
n
in
g
.
Ho
wev
er
,
s
ig
n
i
f
ican
t
o
b
s
tacle
s
wer
e
n
o
ted
,
s
u
ch
as
u
n
e
q
u
al
ac
ce
s
s
to
r
eso
u
r
ce
s
an
d
d
if
f
er
in
g
d
eg
r
ee
s
o
f
d
ig
ital
s
k
ills
,
em
p
h
asizin
g
th
e
im
p
o
r
ta
n
ce
o
f
o
n
g
o
in
g
in
f
r
astru
ctu
r
e
s
u
p
p
o
r
t
an
d
in
v
estme
n
t.
T
h
e
k
ey
less
o
n
f
r
o
m
th
is
s
tu
d
y
is
th
at
SAM
R
-
b
ased
s
ca
f
f
o
ld
in
g
ca
n
ef
f
ec
tiv
ely
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s
p
ir
e
s
tu
d
en
ts
an
d
d
e
v
elo
p
d
escr
ip
tiv
e
wr
itin
g
s
k
ills
,
as
lo
n
g
as
ad
eq
u
ate
ass
is
tan
ce
an
d
r
eso
u
r
ce
s
ar
e
a
v
ailab
le.
Fu
t
u
r
e
s
tu
d
y
m
i
g
h
t
lo
o
k
in
to
ex
p
an
d
in
g
th
e
SAMR
m
o
d
el
to
o
th
er
liter
ar
y
g
en
r
es,
ex
p
er
im
en
tin
g
with
AI
tech
n
o
lo
g
ies,
an
d
in
clu
d
in
g
lo
n
g
er
-
ter
m
r
esear
ch
d
esig
n
s
to
ass
ess
th
e
s
u
s
ta
in
ed
in
f
lu
en
c
e
o
f
th
ese
m
eth
o
d
s
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
s
wo
u
l
d
lik
e
to
th
a
n
k
th
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Un
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s
itas
Halu
Oleo
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Un
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B
atan
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as
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d
Do
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g
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h
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Un
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