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Fo
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Vo
Van
N
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Stre
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T
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Du
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Ho
C
h
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C
ity
,
Vietn
am
E
m
ail: h
o
alh
@
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cm
u
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u
.
v
n
1.
I
NT
RO
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UCT
I
O
N
I
n
th
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c
o
n
tex
t
o
f
a
r
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p
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c
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in
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g
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lan
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ca
p
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cr
ea
ti
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in
k
in
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s
k
ills
(
C
T
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ar
e
in
cr
ea
s
in
g
ly
v
ital
f
o
r
s
u
cc
ess
in
ed
u
ca
tio
n
,
wo
r
k
,
a
n
d
life
[
1
]
,
[
2
]
.
E
n
h
an
cin
g
C
T
S
is
cr
itical
f
o
r
ac
h
iev
in
g
q
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u
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tio
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s
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k
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d
ev
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[
3
]
.
Ho
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am
m
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f
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I
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ter
n
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Stu
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2
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p
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4
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with
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in
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E
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Dev
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to
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b
aselin
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p
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[
5
]
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im
p
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C
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ev
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p
m
e
n
t,
in
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o
v
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cu
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tim
e,
lack
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f
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ass
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m
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t
s
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an
d
in
s
u
f
f
icien
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teac
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er
tr
ain
i
n
g
an
d
r
eso
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ce
s
[
6
]
.
W
ith
o
u
t
ef
f
ec
tiv
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in
ter
v
en
tio
n
s
,
s
tu
d
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m
ay
s
tr
u
g
g
le
to
ap
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k
n
o
wled
g
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f
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n
in
cr
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s
in
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ly
co
m
p
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g
lo
b
al
co
n
tex
ts
[
7
]
,
[
8
]
.
I
n
Vietn
am
,
th
e
e
x
am
in
atio
n
-
o
r
ien
te
d
ed
u
ca
tio
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s
y
s
tem
h
as
tr
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ally
co
n
s
tr
ain
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d
cr
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tiv
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th
in
k
in
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an
d
in
n
o
v
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[
9
]
,
[
1
0
]
.
T
ea
ch
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r
s
o
f
te
n
p
r
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r
itiz
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k
n
o
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s
m
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o
v
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ac
tiv
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lear
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in
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,
wh
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ex
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ass
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t
to
o
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in
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eq
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ately
m
ea
s
u
r
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cr
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t
iv
e
th
in
k
in
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[
1
1
]
.
I
n
r
esp
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n
s
e,
Vietn
am
’
s
2
0
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g
en
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s
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-
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[
1
2
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.
E
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tu
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s
tr
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[
1
1
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.
W
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I
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15
,
No
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2
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Ap
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il
20
2
6
:
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4
0
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4
1408
b
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ased
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ch
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tech
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u
ca
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[
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3
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[
1
4
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ap
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q
u
esti
o
n
:
h
o
w
d
o
es
PB
L
in
teg
r
ated
with
SC
AM
PER af
f
ec
t h
ig
h
s
ch
o
o
l stu
d
en
ts
’
C
T
S in
tech
n
o
lo
g
y
ed
u
ca
tio
n
?
2.
T
H
E
CO
M
P
RE
H
E
NS
I
VE
T
H
E
O
RE
T
I
CA
L
B
ASI
S
T
h
is
co
n
ce
p
tu
al
f
r
am
ew
o
r
k
ex
p
lo
r
es
th
e
th
eo
r
etica
l
f
o
u
n
d
ati
o
n
s
o
f
PB
L
an
d
SC
AM
PE
R
in
f
o
s
ter
in
g
C
T
S
with
in
Vietn
am
ese
tech
n
o
lo
g
y
ed
u
ca
tio
n
,
as
s
h
o
w
n
in
Fig
u
r
e
1
.
I
t
is
o
r
g
an
ized
in
to
f
o
u
r
s
ec
tio
n
s
:
i
)
d
ef
in
in
g
an
d
m
ea
s
u
r
in
g
C
T
S
;
ii
)
th
e
r
o
le
o
f
tech
n
o
lo
g
y
e
d
u
ca
tio
n
in
n
u
r
tu
r
in
g
C
T
S
;
an
d
iii
)
th
e
in
teg
r
atio
n
o
f
PB
L
an
d
SC
AM
PER
a
s
p
ed
ag
o
g
ical
to
o
ls
.
T
h
is
f
r
am
e
wo
r
k
s
er
v
es
as
th
e
th
eo
r
etica
l
u
n
d
er
p
in
n
in
g
f
o
r
in
v
esti
g
atin
g
th
e
im
p
ac
t
o
f
PB
L
-
SC
AM
PE
R
o
n
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
’
C
T
S in
Vietn
am
ese
ed
u
ca
tio
n
.
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
f
r
a
m
ewo
r
k
o
f
PB
L
-
SC
AM
PER o
n
cr
ea
tiv
e
th
in
k
in
g
2
.
1
.
C
re
a
t
iv
e
t
hin
k
ing
s
k
ills
C
r
ea
tiv
e
th
in
k
in
g
is
th
e
p
r
o
ce
s
s
o
f
g
en
er
atin
g
s
o
lu
tio
n
s
th
at
p
o
s
s
ess
b
o
th
u
n
iq
u
en
ess
an
d
s
itu
atio
n
al
v
alu
e
[
1
5
]
.
Un
lik
e
g
en
er
al
id
ea
tio
n
,
C
T
S
em
p
h
asizes
b
o
th
th
e
g
en
er
ati
o
n
o
f
d
iv
e
r
s
e
ca
teg
o
r
ies
o
f
s
o
lu
tio
n
s
an
d
th
e
ca
p
ac
ity
to
p
r
o
p
o
s
e
m
u
ltip
le
v
iab
le
s
o
lu
tio
n
s
.
Mo
r
eo
v
e
r
,
C
T
S
d
em
an
d
s
o
r
ig
i
n
ality
an
d
p
r
ac
tical
ap
p
licab
ilit
y
,
wh
ich
e
v
alu
ate
th
e
ef
f
ec
tiv
en
ess
an
d
f
ea
s
ib
ilit
y
o
f
s
o
lu
tio
n
s
in
ad
d
r
ess
in
g
a
s
p
ec
if
ic
p
r
o
b
lem
[
1
6
]
.
T
o
ass
ess
C
T
S,
r
esear
ch
er
s
o
f
ten
u
s
e
f
o
u
r
k
ey
in
d
icato
r
s
:
f
lu
en
cy
,
f
lex
ib
ilit
y
,
o
r
ig
in
a
lity
,
an
d
u
s
ef
u
ln
ess
[
1
7
]
.
Sp
ec
if
ically
,
f
lu
en
cy
m
e
asu
r
es
th
e
q
u
an
tity
o
f
id
ea
s
g
en
er
ated
with
in
a
tim
ef
r
am
e.
Flex
ib
ilit
y
r
ef
lects
th
e
d
iv
er
s
ity
o
f
id
ea
ca
teg
o
r
ies.
Or
ig
in
ality
ca
p
tu
r
es
th
e
n
o
v
elty
an
d
u
n
iq
u
e
n
ess
o
f
id
ea
s
,
wh
ile
u
s
ef
u
ln
ess
ev
alu
ates
th
eir
p
r
ac
tical
v
alu
e
an
d
a
p
p
licab
ilit
y
in
s
p
ec
if
ic
co
n
tex
ts
[
1
8
]
.
T
h
is
s
tu
d
y
ad
o
p
ts
th
ese
in
d
icato
r
s
d
u
e
t
o
th
eir
estab
lis
h
ed
r
eliab
ilit
y
an
d
r
elev
an
c
e
to
ev
al
u
atin
g
C
T
S
in
tech
n
o
lo
g
y
e
d
u
ca
ti
o
n
,
w
h
er
e
s
tu
d
en
ts
m
u
s
t
p
r
o
d
u
ce
i
n
n
o
v
ativ
e
an
d
im
p
lem
en
tab
le
s
o
lu
tio
n
s
.
W
h
ile
s
o
m
e
s
ch
o
lar
s
s
u
g
g
est
in
co
r
p
o
r
atin
g
c
u
ltu
r
al
an
d
co
n
tex
tu
al
f
ac
to
r
s
to
r
ef
i
n
e
C
T
S
as
s
es
s
m
en
t
[
1
9
]
,
th
is
s
tu
d
y
p
r
io
r
itizes
th
e
f
o
u
r
-
in
d
icato
r
m
o
d
el
f
o
r
its
clar
ity
an
d
alig
n
m
en
t w
ith
ed
u
ca
tio
n
al
g
o
als.
2
.
2
.
Cre
a
t
iv
e
t
hin
k
ing
in t
ec
hn
o
lo
g
y
educa
t
io
n
Vietn
am
ese
tech
n
o
lo
g
y
e
d
u
c
atio
n
p
r
io
r
itizes
cr
ea
tiv
e
p
r
o
b
lem
-
s
o
lv
in
g
an
d
d
esig
n
th
in
k
in
g
to
s
u
p
p
o
r
t
ca
r
ee
r
o
r
ien
tatio
n
.
I
t
i
s
co
m
p
u
ls
o
r
y
at
th
e
p
r
im
ar
y
(
Gr
ad
es
3
–
5
)
a
n
d
lo
wer
-
s
ec
o
n
d
ar
y
(
Gr
a
d
es
6
–
9
)
lev
els,
b
u
t
b
ec
o
m
es
elec
tiv
e
at
th
e
u
p
p
er
-
s
ec
o
n
d
ar
y
(
Gr
ad
es
10
–
1
2
)
lev
el.
Up
p
er
-
s
ec
o
n
d
ar
y
tech
n
o
lo
g
y
ed
u
ca
tio
n
f
o
llo
ws
a
p
r
o
g
r
ess
iv
e
s
tr
u
ctu
r
e:
G
r
a
d
e
1
0
co
v
e
r
s
f
o
u
n
d
atio
n
al
k
n
o
wled
g
e
(
m
a
ter
ials
,
m
ec
h
an
ical
s
tr
u
ctu
r
es,
an
d
tech
n
ical
d
r
awi
n
g
)
;
Gr
ad
e
1
1
em
p
h
asizes
ap
p
lied
lear
n
in
g
th
r
o
u
g
h
m
ec
h
a
n
i
ca
l
p
r
o
ce
s
s
in
g
an
d
p
r
ac
tical
to
o
l
u
s
e;
Gr
ad
e
1
2
f
o
cu
s
es
o
n
elec
tr
ical
an
d
elec
tr
o
n
ic
s
y
s
tem
s
with
h
an
d
s
-
o
n
ci
r
cu
it
p
r
ac
tice.
T
h
is
C
r
e
a
t
i
v
e
t
h
i
n
k
i
n
g
sk
i
l
l
s
-
F
l
u
e
n
c
y
:
q
u
a
n
t
i
t
y
o
f
i
d
e
a
-
F
l
e
x
i
b
i
l
i
t
y
:
d
i
v
e
r
s
i
t
y
o
f
c
a
t
e
g
o
r
i
e
s
-
O
r
i
g
i
n
a
l
i
t
y
:
n
o
v
e
l
t
y
a
n
d
u
n
i
q
u
e
n
e
ss
-
U
sef
u
l
n
ess
:
p
r
a
ct
i
ca
l
v
a
l
u
e
Dep
en
d
en
t
v
ar
iab
le
Pr
o
j
e
c
t
-
ba
s
e
d l
e
a
r
ni
n
g
-
S
t
u
d
e
n
t
-
c
e
n
t
e
r
e
d
i
n
q
u
i
r
y
-
A
u
t
h
e
n
t
i
c
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
-
C
r
e
a
t
i
o
n
o
f
t
a
n
g
i
b
l
e
p
r
o
t
o
t
y
p
e
s
S
C
A
M
PE
R
-
S
t
i
m
u
l
a
t
e
s d
i
v
e
r
g
e
n
t
t
h
i
n
k
i
n
g
-
S
e
v
e
n
t
e
c
h
n
i
q
u
e
s
:
s
u
b
st
i
t
u
t
e
,
c
o
m
b
i
n
e
,
a
d
a
p
t
,
mo
d
i
f
y
,
p
u
t
t
o
a
n
o
t
h
e
r
u
s
e
,
e
l
i
mi
n
a
t
e
,
r
e
v
e
r
se
I
n
d
ep
e
n
d
en
t
v
ar
iab
le
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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N:
2252
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8
8
2
2
E
n
h
a
n
ci
n
g
crea
tive
th
in
kin
g
s
kills
th
r
o
u
g
h
p
r
o
ject
-
b
a
s
ed
le
a
r
n
in
g
a
n
d
…
(
N
g
u
ye
n
Th
i P
h
u
o
n
g
Th
a
n
h
)
1409
p
r
o
g
r
ess
iv
e
s
tr
u
ctu
r
e
p
r
o
v
id
e
s
a
co
m
p
r
eh
e
n
s
iv
e
f
o
u
n
d
atio
n
f
o
r
d
ev
elo
p
in
g
c
r
ea
tiv
e
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
an
d
p
r
ep
ar
es
s
tu
d
en
ts
f
o
r
in
c
r
ea
s
in
g
ly
co
m
p
lex
c
r
ea
tiv
e
c
h
a
llen
g
es.
T
ec
h
n
o
lo
g
y
ed
u
ca
tio
n
s
er
v
es
as
a
n
id
ea
l
en
v
ir
o
n
m
en
t
f
o
r
d
ev
el
o
p
in
g
C
T
S
am
o
n
g
s
tu
d
en
ts
.
Op
e
n
-
e
n
d
ed
task
s
an
d
d
esig
n
-
b
ased
p
r
o
jects
h
elp
r
ed
u
ce
f
ea
r
o
f
f
ailu
r
e
wh
ile
f
o
s
ter
in
g
co
llab
o
r
atio
n
am
o
n
g
lear
n
er
s
[
2
0
]
.
T
ec
h
n
o
lo
g
y
ed
u
ca
tio
n
n
u
r
tu
r
es
cr
ea
tiv
ity
th
r
o
u
g
h
iter
ativ
e
i
d
ea
tio
n
a
n
d
p
r
o
to
t
y
p
in
g
p
r
o
ce
s
s
es
alig
n
ed
with
d
iv
e
r
g
en
t
th
in
k
in
g
,
wh
ile
h
u
m
an
-
ce
n
ter
e
d
d
esig
n
p
r
o
m
o
tes em
p
ath
y
an
d
co
-
cr
ea
tio
n
as f
o
u
n
d
atio
n
s
o
f
cr
ea
tiv
e
in
q
u
ir
y
[
2
1
]
.
Stu
d
ies
d
em
o
n
s
tr
ated
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
tec
h
n
o
lo
g
y
e
d
u
ca
tio
n
o
n
C
T
S.
Fo
r
ex
am
p
le,
at
t
h
e
p
r
im
ar
y
le
v
el,
s
tu
d
en
ts
en
g
ag
ed
in
a
STE
AM
p
ap
er
-
c
u
ttin
g
p
r
o
ject
with
B
B
C
m
icr
o
-
b
it
s
h
o
wed
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
ts
in
o
r
ig
in
ality
,
f
lex
ib
ilit
y
,
an
d
elab
o
r
atio
n
[
2
2
]
.
T
h
is
in
d
icate
s
th
at
e
v
en
ea
r
ly
lear
n
er
s
ca
n
b
en
ef
it
co
g
n
itiv
ely
f
r
o
m
tech
n
o
lo
g
y
-
in
teg
r
ate
d
ac
tiv
ities
.
At
th
e
s
ec
o
n
d
a
r
y
e
d
u
ca
tio
n
le
v
el,
tr
an
s
d
is
cip
lin
ar
y
m
o
d
u
les,
s
u
ch
as
p
r
o
g
r
a
m
m
i
n
g
au
t
o
n
o
m
o
u
s
d
r
o
n
es,
ef
f
ec
tiv
ely
en
h
a
n
ce
d
b
o
th
tech
n
ic
al
p
r
o
f
icie
n
cy
a
n
d
cr
ea
tiv
ity
am
o
n
g
Gr
ad
e
9
–
1
0
s
tu
d
en
ts
wh
e
n
g
u
id
ed
b
y
e
x
p
er
ien
tial
an
d
c
o
n
s
tr
u
ctiv
is
t
l
ea
r
n
in
g
f
r
am
ew
o
r
k
s
[
2
3
]
.
Similar
ly
,
in
a
s
tu
d
y
with
ju
n
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
in
C
h
in
a,
h
i
g
h
er
le
v
els
o
f
tech
n
o
lo
g
y
a
n
d
en
g
in
ee
r
in
g
s
elf
-
ef
f
icac
y
we
r
e
f
o
u
n
d
to
b
e
p
o
s
itiv
ely
ass
o
ciate
d
with
cr
ea
tiv
e
th
in
k
in
g
attitu
d
es
an
d
p
er
ce
iv
ed
v
alu
e
o
f
PB
L
[
2
4
]
.
W
h
ile
n
u
m
er
o
u
s
s
tu
d
ies
h
av
e
ex
am
in
ed
cr
ea
ti
v
ity
en
h
a
n
ce
m
en
t
ac
r
o
s
s
v
ar
io
u
s
lev
els
an
d
s
u
b
jects
in
Vietn
a
m
[
1
3
]
,
r
esear
ch
o
n
d
ev
elo
p
in
g
C
T
S
in
tech
n
o
l
o
g
y
e
d
u
ca
t
io
n
r
em
ain
s
lim
ited
.
T
h
is
g
ap
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
d
ev
el
o
p
in
g
C
T
S th
r
o
u
g
h
te
ch
n
o
lo
g
y
ed
u
ca
tio
n
am
o
n
g
Vietn
am
ese
s
tu
d
en
ts
.
2
.
3
.
P
B
L
a
nd
SCAM
P
E
R
in
t
ec
hn
o
lo
g
y
educa
t
io
n
Am
o
n
g
p
e
d
a
g
o
g
ic
al
a
p
p
r
o
a
c
h
es
,
PB
L
e
f
f
ec
ti
v
el
y
f
o
s
t
er
s
s
tu
d
e
n
ts
’
C
T
S
t
h
r
o
u
g
h
s
t
u
d
e
n
t
-
c
en
te
r
e
d
in
q
u
ir
y
a
n
d
a
u
t
h
e
n
t
ic
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
[
2
5
]
.
B
y
em
p
h
asi
zi
n
g
h
an
d
s
-
o
n
,
i
n
te
r
d
is
c
ip
li
n
a
r
y
t
ask
s
,
PB
L
e
n
ab
les
s
tu
d
e
n
ts
to
in
te
g
r
at
e
k
n
o
w
le
d
g
e
a
c
r
o
s
s
m
u
lt
ip
le
d
o
m
ai
n
s
an
d
ap
p
l
y
th
eo
r
etic
al
co
n
c
ep
ts
t
o
r
ea
l
-
w
o
r
l
d
ch
all
en
g
es
[
2
2
]
.
T
h
is
a
p
p
r
o
a
ch
f
o
s
t
er
s
k
e
y
C
T
S
i
n
d
ic
at
o
r
s
s
u
c
h
as
f
l
u
e
n
c
y
,
f
le
x
i
b
i
lit
y
,
o
r
i
g
i
n
alit
y
,
a
n
d
ela
b
o
r
ati
o
n
b
y
g
r
a
n
t
in
g
s
t
u
d
e
n
ts
a
u
t
o
n
o
m
y
i
n
t
h
ei
r
l
ea
r
n
i
n
g
t
ask
s
[
2
6
]
.
F
u
r
th
er
m
o
r
e,
t
h
e
h
i
g
h
est
im
p
ac
t
o
f
PB
L
was
r
ec
o
r
d
ed
at
t
h
e
h
i
g
h
s
c
h
o
o
l
l
ev
el
[
2
5
]
.
PB
L
als
o
d
e
m
o
n
s
tr
a
tes
s
i
g
n
i
f
ic
an
t
p
e
d
a
g
o
g
i
ca
l
f
le
x
i
b
i
lit
y
,
all
o
w
in
g
im
p
le
m
e
n
t
ati
o
n
ac
r
o
s
s
d
i
v
e
r
s
e
e
d
u
ca
ti
o
n
al
c
o
n
te
x
ts
[
2
7
]
.
Ho
wev
er
,
s
t
u
d
en
ts
o
f
te
n
r
eq
u
i
r
e
a
d
d
iti
o
n
al
s
t
r
u
ct
u
r
e
d
g
u
i
d
a
n
c
e
t
o
m
ax
im
ize
t
h
e
ir
c
r
e
ati
v
e
p
o
te
n
ti
al
d
u
r
i
n
g
t
h
e
i
d
e
ati
o
n
p
h
ase
.
SC
AM
P
E
R
o
f
f
e
r
s
s
u
c
h
g
u
i
d
an
ce
th
r
o
u
g
h
s
y
s
tem
atic
p
r
o
m
p
ts
f
o
r
cr
ea
tiv
e
t
h
in
k
in
g
[
2
7
]
.
S
C
AM
PE
R
,
an
ac
r
o
n
y
m
f
o
r
s
u
b
s
titu
te
,
co
m
b
in
e,
ad
ap
t,
m
o
d
if
y
,
p
u
t
to
an
o
t
h
er
u
s
e,
elim
in
ate
,
an
d
r
ev
e
r
s
e
[
2
8
]
,
en
c
o
u
r
a
g
es
lear
n
er
s
to
ta
ck
le
p
r
o
b
lem
s
f
r
o
m
d
if
f
er
en
t a
n
g
les,
g
en
e
r
atin
g
in
n
o
v
ativ
e
s
o
lu
tio
n
s
wh
ile
b
u
ild
in
g
co
n
f
id
en
ce
in
cr
ea
tiv
e
ex
p
lo
r
atio
n
[
2
8
]
,
[
2
9
]
.
I
n
t
e
g
r
a
t
i
n
g
PB
L
a
n
d
SC
AM
P
E
R
c
r
e
a
te
s
a
r
o
b
u
s
t
p
e
d
a
g
o
g
i
c
a
l
f
r
a
m
e
w
o
r
k
c
o
m
b
i
n
i
n
g
s
t
r
u
ct
u
r
e
d
c
r
e
a
t
i
v
it
y
a
n
d
a
u
t
h
e
n
t
i
c
a
p
p
lic
a
t
i
o
n
.
T
h
i
s
i
n
t
e
g
r
a
t
e
d
a
p
p
r
o
a
c
h
e
n
h
a
n
c
e
s
C
T
S
b
y
p
r
o
m
o
t
i
n
g
b
o
t
h
d
i
v
e
r
g
e
n
t
t
h
i
n
k
i
n
g
a
n
d
s
t
r
u
ct
u
r
e
d
c
r
e
a
tiv
i
t
y
[
1
4
]
.
W
h
il
e
PB
L
e
n
g
a
g
e
s
s
t
u
d
e
n
t
s
w
it
h
a
u
t
h
e
n
t
i
c
r
e
a
l
-
w
o
r
l
d
c
h
a
l
l
e
n
g
es
t
h
r
o
u
g
h
l
e
a
r
n
e
r
-
c
e
n
t
e
r
e
d
i
n
q
u
i
r
y
a
n
d
e
n
a
b
l
e
s
t
h
e
c
r
e
a
ti
o
n
o
f
t
a
n
g
i
b
l
e
p
r
o
t
o
t
y
p
e
s
[
3
0
]
,
SC
A
MP
E
R
p
r
o
v
i
d
e
s
s
y
s
te
m
a
t
i
c
c
r
e
at
i
v
e
p
r
o
m
p
t
s
t
o
s
t
i
m
u
l
a
te
d
i
v
e
r
g
e
n
t
t
h
i
n
k
i
n
g
[
3
1
]
.
E
m
p
i
r
i
c
a
l
e
v
i
d
e
n
c
e
s
u
p
p
o
r
t
s
t
h
e
i
r
c
o
m
b
i
n
e
d
e
f
f
e
c
t
i
v
e
n
es
s
,
wi
t
h
e
n
g
i
n
e
e
r
i
n
g
s
t
u
d
e
n
t
s
s
h
o
w
i
n
g
s
i
g
n
i
f
ic
a
n
t
l
y
i
m
p
r
o
v
e
d
f
l
u
e
n
c
y
,
f
l
e
x
i
b
i
l
it
y
,
o
r
i
g
i
n
a
l
i
t
y
,
a
n
d
e
l
a
b
o
r
a
t
i
o
n
c
o
m
p
a
r
e
d
t
o
t
r
a
d
i
t
i
o
n
a
l
m
e
t
h
o
d
s
[
1
3
]
.
T
h
i
s
in
t
e
g
r
a
t
i
o
n
t
h
u
s
c
r
e
a
t
es
a
s
t
r
u
c
t
u
r
e
d
y
e
t
f
l
e
x
i
b
l
e
f
r
a
m
e
w
o
r
k
t
h
a
t
e
n
h
a
n
c
e
s
b
o
t
h
c
r
e
a
t
i
v
e
i
d
e
at
i
o
n
a
n
d
p
r
a
c
t
i
ca
l
im
p
l
e
m
e
n
t
a
t
i
o
n
i
n
t
e
c
h
n
o
l
o
g
y
e
d
u
c
a
t
i
o
n
c
o
n
t
e
x
t
s
.
3.
M
E
T
H
O
D
T
h
is
q
u
asi
-
ex
p
e
r
im
en
tal
s
tu
d
y
u
tili
ze
d
a
d
o
u
b
le
c
o
n
tr
o
l
g
r
o
u
p
d
esig
n
,
em
p
lo
y
in
g
a
p
r
etest
-
p
o
s
ttes
t
ap
p
r
o
ac
h
[
3
2
]
.
T
h
is
d
esig
n
was
s
elec
ted
to
en
h
an
ce
in
ter
n
al
v
alid
ity
b
y
is
o
latin
g
th
e
tr
u
e
in
ter
v
en
tio
n
ef
f
ec
t
f
r
o
m
p
o
ten
tial
t
h
r
ea
ts
,
p
a
r
ticu
l
ar
ly
th
e
r
ea
ctiv
e
ef
f
ec
t o
f
p
r
et
esti
n
g
.
T
h
e
d
o
u
b
le
-
co
n
tr
o
l
s
tr
u
ctu
r
e
was
ess
en
tial
f
o
r
m
et
h
o
d
o
lo
g
ical
r
i
g
o
r
:
c
o
n
tr
o
l
g
r
o
u
p
1
u
n
d
er
wen
t
b
o
th
p
r
e
-
an
d
p
o
s
t
-
m
ea
s
u
r
e
m
e
n
ts
to
co
n
tr
o
l
f
o
r
ex
tr
an
eo
u
s
v
ar
ia
b
les.
Me
an
wh
ile,
co
n
tr
o
l
g
r
o
u
p
2
r
ec
eiv
ed
t
h
e
p
o
s
t
-
m
ea
s
u
r
em
en
t
to
q
u
a
n
t
if
y
an
d
is
o
late
an
y
r
ea
ctiv
e
ef
f
ec
t
o
f
th
e
p
r
etest
o
n
p
ar
ticip
an
t
p
er
f
o
r
m
a
n
ce
.
T
h
is
ap
p
r
o
ac
h
en
s
u
r
e
d
th
at
m
ea
s
u
r
ed
g
ain
s
wer
e
g
en
u
in
ely
attr
ib
u
tab
le
to
th
e
in
ter
v
en
tio
n
r
ath
er
th
an
to
th
e
m
ea
s
u
r
em
en
t
p
r
o
ce
s
s
its
elf
.
All
o
th
er
co
n
d
itio
n
s
r
em
ain
ed
id
e
n
tical
ac
r
o
s
s
g
r
o
u
p
s
.
Par
ticip
an
ts
co
n
s
is
ted
o
f
1
2
0
elev
en
th
-
g
r
a
d
e
s
tu
d
en
ts
(
2
5
m
ales,
9
5
f
em
ales)
f
r
o
m
a
p
u
b
lic
h
ig
h
s
ch
o
o
l
in
Vietn
am
.
Strict
in
cl
u
s
io
n
cr
iter
ia
wer
e
ap
p
lied
:
i
)
en
r
o
llm
en
t
in
th
e
s
tan
d
ar
d
tech
n
o
lo
g
y
p
r
o
g
r
am
;
ii
)
n
o
p
r
io
r
SC
AM
PER
tr
ain
in
g
;
an
d
iii
)
f
u
ll
1
5
-
wee
k
p
ar
tici
p
atio
n
.
T
o
m
ain
tain
tr
ea
tm
e
n
t
in
teg
r
ity
,
s
tu
d
en
ts
m
is
s
in
g
m
o
r
e
th
an
1
5
%
o
f
s
ess
io
n
s
wer
e
ex
clu
d
ed
f
r
o
m
th
e
f
in
al
an
aly
s
is
.
Giv
en
f
ix
e
d
cla
s
s
r
o
o
m
s
tr
u
ctu
r
es,
co
n
v
en
ie
n
ce
s
am
p
lin
g
was
em
p
lo
y
ed
u
s
in
g
th
r
ee
in
tact
class
es
(
n
=4
0
ea
ch
)
.
A
p
r
i
o
r
i
p
o
we
r
an
aly
s
is
(
α
=
0
.
0
5
,
1
−β=
0
.
8
0
,
f=
0
.
3
0
)
co
n
f
ir
m
ed
th
at
th
is
s
am
p
le
s
ize
was
ad
e
q
u
ate
f
o
r
d
etec
tin
g
m
e
d
iu
m
-
to
-
lar
g
e
e
f
f
ec
ts
[
3
3
]
.
Fu
r
th
er
m
o
r
e
,
class
es
wer
e
p
u
r
p
o
s
iv
ely
s
elec
ted
b
ased
o
n
co
m
p
ar
ab
le
b
aselin
e
p
er
f
o
r
m
an
c
e
(
M=
7
.
5
–
8
.
2
)
an
d
th
ey
wer
e
ta
u
g
h
t
b
y
th
e
s
am
e
in
s
tr
u
cto
r
with
o
v
e
r
1
5
y
e
ar
s
o
f
e
x
p
er
ien
ce
to
m
in
im
iz
e
in
s
tr
u
cto
r
-
r
elate
d
v
ar
iab
ilit
y
.
T
h
is
s
tu
d
y
em
p
lo
y
e
d
th
e
cr
ea
t
iv
e
en
g
in
ee
r
i
n
g
d
esig
n
ass
ess
m
en
t
(
C
E
DA)
.
T
h
is
f
r
am
ewo
r
k
ev
alu
ates
th
e
p
o
ten
tial
f
o
r
d
iv
er
g
en
t
th
in
k
in
g
in
en
g
i
n
ee
r
in
g
d
esig
n
a
m
o
n
g
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
[
3
4
]
.
T
h
e
Vietn
am
ese
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
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-
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
4
0
7
-
1
4
1
4
1410
v
alid
ated
v
e
r
s
io
n
o
f
th
e
in
s
tr
u
m
en
t
was
u
s
ed
[
3
5
]
.
C
E
DA
ass
ess
e
s
cr
ea
tiv
ity
b
ased
o
n
f
o
u
r
k
ey
in
d
icato
r
s
:
f
lu
en
cy
,
f
lex
ib
ilit
y
,
o
r
ig
in
alit
y
,
an
d
u
s
ef
u
l
n
ess
.
Par
ticip
an
ts
h
ad
3
0
m
in
u
tes
to
co
m
p
lete
th
e
ass
ess
m
en
t
b
y
d
escr
ib
in
g
th
eir
d
esig
n
’
s
m
ate
r
ials
,
s
izes,
m
o
d
if
icatio
n
s
,
p
r
o
b
lem
s
ad
d
r
ess
ed
,
an
d
in
ten
d
e
d
u
s
er
s
.
T
wo
tr
ain
ed
r
ate
r
s
in
d
ep
en
d
en
tly
s
co
r
ed
all
r
esp
o
n
s
es,
with
d
is
ag
r
ee
m
en
ts
r
eso
lv
e
d
th
r
o
u
g
h
d
i
s
c
u
s
s
i
o
n
.
I
n
t
e
r
-
r
a
t
e
r
r
e
li
a
b
i
l
ity
w
a
s
a
s
s
e
s
s
e
d
u
s
i
n
g
P
ea
r
s
o
n
co
r
r
e
l
a
t
i
o
n
s
o
n
a
r
a
n
d
o
m
s
u
b
s
e
t
o
f
2
0
p
ar
ticip
a
n
ts
.
T
h
e
an
aly
s
is
d
em
o
n
s
tr
ated
ex
ce
llen
t
in
ter
-
r
ater
a
g
r
ee
m
e
n
t
ac
r
o
s
s
all
cr
ea
tiv
ity
in
d
icato
r
s
:
f
lu
en
cy
(
r
=
0
.
9
9
5
,
p
<
0
.
0
0
1
)
,
f
lex
ib
ilit
y
(
r
=
0
.
9
9
1
,
p
<
0
.
0
0
1
)
,
o
r
i
g
in
ality
(
r
=
0
.
9
1
3
,
p
<
0
.
0
0
1
)
,
a
n
d
u
s
ef
u
ln
ess
(
r
=
0
.
9
0
9
,
p
<
0
.
0
0
1
)
.
T
h
ese
h
ig
h
co
ef
f
icien
ts
in
d
i
ca
te
s
tr
o
n
g
c
o
n
s
is
ten
cy
in
t
h
e
s
co
r
in
g
p
r
o
ce
d
u
r
es,
th
er
e
b
y
s
u
p
p
o
r
tin
g
th
e
r
eliab
ilit
y
o
f
th
e
m
ea
s
u
r
em
en
t.
T
h
e
PB
L
-
SC
AM
PE
R
in
ter
v
en
tio
n
p
r
o
to
co
l
f
o
r
th
e
ex
p
er
im
e
n
tal
g
r
o
u
p
was
co
llab
o
r
ativ
ely
f
in
alize
d
b
y
th
e
r
esear
c
h
er
an
d
th
e
in
s
tr
u
cto
r
p
r
io
r
to
th
e
s
em
ester
,
en
co
m
p
ass
in
g
ac
tiv
itie
s
an
d
ass
ess
m
en
t.
I
m
p
lem
en
tatio
n
f
id
elity
was
m
o
n
ito
r
ed
th
r
o
u
g
h
wee
k
ly
m
ee
tin
g
s
th
r
o
u
g
h
o
u
t
th
e
1
5
-
we
ek
s
tu
d
y
t
o
r
eso
lv
e
ch
allen
g
es
an
d
e
n
s
u
r
e
c
o
n
s
is
ten
t
d
eliv
er
y
.
T
h
e
in
ter
v
e
n
tio
n
was
s
tr
u
ctu
r
ed
ar
o
u
n
d
a
f
iv
e
-
s
tag
e
PB
L
m
o
d
el:
d
r
iv
in
g
q
u
esti
o
n
,
p
lan
n
in
g
,
i
m
p
lem
en
tatio
n
,
p
r
esen
tatio
n
,
an
d
ev
al
u
atio
n
.
T
h
e
ex
p
er
i
m
e
n
tal
g
r
o
u
p
,
d
iv
id
e
d
in
to
1
0
team
s
o
f
4
,
w
o
r
k
e
d
o
n
th
e
“
p
u
s
h
ca
r
t
d
esig
n
”
p
r
o
ject,
wh
ich
was
in
teg
r
ated
with
SC
AM
PE
R
ap
p
licatio
n
.
T
ab
le
1
p
r
esen
ts
th
e
tim
elin
e
o
f
th
e
1
5
-
wee
k
in
t
er
v
en
tio
n
.
T
h
e
1
5
-
wee
k
PB
L
-
SC
AM
PE
R
in
ter
v
en
tio
n
f
o
llo
wed
a
f
i
v
e
-
s
tag
e
m
o
d
el,
as
s
h
o
wn
in
T
ab
le
1
.
SC
AM
PER
f
u
n
ctio
n
ed
as
a
c
o
g
n
itiv
e
s
ca
f
f
o
ld
d
u
r
in
g
th
e
im
p
lem
en
tatio
n
p
h
ase
(
wee
k
s
4
-
5
)
.
Af
ter
an
aly
zin
g
co
n
s
u
m
er
n
ee
d
s
an
d
e
v
alu
atin
g
ex
is
tin
g
p
u
s
h
ca
r
t
d
esig
n
s
,
s
tu
d
en
t
team
s
s
y
s
tem
atica
lly
ap
p
lied
th
e
s
ev
en
SC
AM
PER
to
d
ec
o
n
s
tr
u
ct
a
n
d
r
eim
ag
i
n
e
d
esig
n
c
o
m
p
o
n
en
ts
.
Fo
r
in
s
tan
ce
,
team
s
r
ed
esig
n
ed
p
u
s
h
ca
r
t
h
an
d
leb
ar
s
b
y
s
u
b
s
titu
tin
g
m
ater
ials
(
e.
g
.
,
b
am
b
o
o
f
o
r
alu
m
in
u
m
)
o
r
co
m
b
i
n
in
g
f
u
n
ctio
n
s
.
T
h
is
s
tr
u
ctu
r
ed
in
ter
r
o
g
atio
n
tar
g
ets
th
e
f
lex
i
b
ilit
y
an
d
o
r
ig
in
ality
d
im
en
s
io
n
s
o
f
t
h
e
C
E
DA
f
r
am
ewo
r
k
,
d
is
tin
g
u
is
h
in
g
it
f
r
o
m
u
n
s
tr
u
ctu
r
ed
b
r
ain
s
to
r
m
in
g
.
T
h
e
two
co
n
tr
o
l
g
r
o
u
p
s
f
o
llo
we
d
tr
a
d
itio
n
al
in
s
t
r
u
ctio
n
(
teac
h
er
-
le
d
lectu
r
es
an
d
in
d
iv
i
d
u
al
ex
er
cises
)
o
n
th
e
s
am
e
1
5
-
wee
k
tim
elin
e
with
9
0
-
m
i
n
u
te
s
ess
io
n
s
.
B
aselin
e
eq
u
iv
alen
ce
was
m
ea
s
u
r
ed
v
i
a
a
C
E
DA
p
r
etest
in
wee
k
1
f
o
r
th
e
ex
p
er
im
en
tal
g
r
o
u
p
an
d
C
G1
,
as
s
h
o
wn
in
T
ab
le
2
.
All g
r
o
u
p
s
co
m
p
leted
th
e
p
o
s
ttes
t in
wee
k
1
6
.
Data
wer
e
an
aly
ze
d
u
s
in
g
R
(
v
er
s
io
n
4
.
4
.
2
)
.
First,
we
p
er
f
o
r
m
e
d
an
in
d
ep
en
d
en
t
t
-
te
s
t
f
o
r
th
e
p
r
e
-
in
ter
v
e
n
tio
n
p
h
ase
to
en
s
u
r
e
b
aselin
e
eq
u
iv
alen
ce
b
etwe
en
th
e
ex
p
er
im
en
tal
an
d
co
n
tr
o
l
g
r
o
u
p
1
.
T
o
ev
al
u
ate
th
e
in
ter
v
e
n
tio
n
’
s
ef
f
ec
tiv
en
ess
,
a
o
n
e
-
way
a
n
aly
s
is
o
f
v
ar
ian
ce
(
ANOV
A)
was
co
n
d
u
cted
t
o
co
m
p
ar
e
p
o
s
ttes
t
s
co
r
es
ac
r
o
s
s
th
e
th
r
ee
g
r
o
u
p
s
.
Sig
n
if
ican
t
d
if
f
er
e
n
ce
s
wer
e
f
o
llo
we
d
u
p
with
a
B
o
n
f
er
r
o
n
i
p
o
s
t
-
h
o
c
test
to
id
en
tify
s
p
ec
if
ic
p
air
wis
e
d
if
f
er
en
ce
s
.
E
ta
s
q
u
ar
ed
(
η
²)
v
alu
es
wer
e
also
ca
lcu
lated
to
ass
es
s
th
e
p
r
ac
tical
s
ig
n
if
ican
ce
o
f
th
e
in
ter
v
en
tio
n
.
W
e
em
p
lo
y
e
d
C
o
h
en
’
s
d
to
m
ea
s
u
r
e
th
e
ef
f
e
ct
s
ize
[
3
6
]
.
T
ab
le
1
.
I
n
ter
v
en
tio
n
tim
elin
e
W
e
e
k
A
c
t
i
v
i
t
y
Ta
sk
s
W
e
e
k
1
-
2
O
r
i
e
n
t
a
t
i
o
n
a
n
d
p
r
o
j
e
c
t
i
n
t
r
o
d
u
c
t
i
o
n
P
r
o
j
e
c
t
i
n
t
r
o
d
u
c
t
i
o
n
a
n
d
g
r
o
u
p
i
n
f
o
r
m
a
t
i
o
n
.
D
e
f
i
n
e
o
b
j
e
c
t
i
v
e
s
a
n
d
s
c
o
p
e
.
W
e
e
k
3
P
l
a
n
n
i
n
g
Est
a
b
l
i
s
h
o
b
j
e
c
t
i
v
e
s a
n
d
d
i
v
i
d
e
t
a
sk
s
.
I
d
e
n
t
i
f
y
r
e
so
u
r
c
e
s a
n
d
t
i
me
l
i
n
e
.
I
n
t
r
o
d
u
c
e
S
C
A
M
P
E
R
t
h
r
o
u
g
h
p
r
a
c
t
i
c
e
e
x
e
r
c
i
ses
.
W
e
e
k
4
-
5
I
mp
l
e
me
n
t
a
t
i
o
n
A
n
a
l
y
z
e
c
o
n
s
u
mer
n
e
e
d
s a
n
d
i
d
e
n
t
i
f
y
t
a
r
g
e
t
u
s
e
r
s.
Ev
a
l
u
a
t
e
e
x
i
st
i
n
g
p
r
o
d
u
c
t
d
e
s
i
g
n
s.
A
p
p
l
y
S
C
A
M
P
E
R
t
o
g
e
n
e
r
a
t
e
i
d
e
a
s
a
n
d
i
n
i
t
i
a
l
c
o
n
c
e
p
t
s.
W
e
e
k
6
-
7
M
a
t
e
r
i
a
l
sel
e
c
t
i
o
n
I
n
v
e
st
i
g
a
t
e
ma
t
e
r
i
a
l
p
r
o
p
e
r
t
i
e
s (m
e
t
a
l
,
a
l
l
o
y
s,
n
o
n
-
me
t
a
l
l
i
c
m
a
t
e
r
i
a
l
s)
.
S
e
l
e
c
t
mat
e
r
i
a
l
s f
o
r
c
o
m
p
o
n
e
n
t
s.
W
e
e
k
8
-
9
M
a
n
u
f
a
c
t
u
r
i
n
g
m
e
t
h
o
d
s
Ev
a
l
u
a
t
e
m
a
n
u
f
a
c
t
u
r
i
n
g
me
t
h
o
d
s.
A
ssess
a
d
v
a
n
t
a
g
e
s a
n
d
l
i
m
i
t
a
t
i
o
n
s.
S
e
l
e
c
t
met
h
o
d
s
f
o
r
c
o
mp
o
n
e
n
t
s
.
W
e
e
k
1
0
P
r
o
c
e
ss
p
l
a
n
n
i
n
g
D
e
v
e
l
o
p
ma
n
u
f
a
c
t
u
r
i
n
g
p
l
a
n
s
.
D
e
f
i
n
e
t
e
c
h
n
o
l
o
g
i
c
a
l
p
r
o
c
e
ss
e
s fo
r
ma
c
h
i
n
i
n
g
.
W
e
e
k
1
1
-
13
C
o
n
st
r
u
c
t
i
o
n
a
n
d
t
e
st
i
n
g
C
o
n
st
r
u
c
t
a
p
r
o
t
o
t
y
p
e
u
s
i
n
g
a
v
a
i
l
a
b
l
e
mat
e
r
i
a
l
s.
C
o
n
d
u
c
t
a
p
e
r
f
o
r
m
a
n
c
e
e
v
a
l
u
a
t
i
o
n
.
P
r
e
p
a
r
e
d
o
c
u
m
e
n
t
a
t
i
o
n
a
n
d
p
r
e
se
n
t
a
t
i
o
n
s
.
W
e
e
k
1
4
P
r
e
sen
t
a
t
i
o
n
P
r
e
sen
t
p
r
o
j
e
c
t
r
e
su
l
t
s
a
n
d
r
e
c
e
i
v
e
f
e
e
d
b
a
c
k
W
e
e
k
1
5
Ev
a
l
u
a
t
i
o
n
D
e
mo
n
st
r
a
t
e
t
h
e
f
i
n
a
l
p
r
o
d
u
c
t
a
n
d
a
ss
e
ss
p
e
r
f
o
r
m
a
n
c
e
o
u
t
c
o
m
e
s.
T
ab
le
2
.
C
o
m
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1411
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
o
ad
d
r
ess
r
esear
ch
q
u
esti
o
n
,
o
n
e
-
way
ANOV
As
wer
e
co
n
d
u
cted
to
co
m
p
ar
e
C
T
S
o
u
tco
m
es
ac
r
o
s
s
th
e
th
r
ee
g
r
o
u
p
s
.
T
h
e
r
esu
lts
r
ev
ea
led
th
at
th
e
ex
p
er
im
e
n
tal
g
r
o
u
p
s
ig
n
if
ican
tly
o
u
tp
er
f
o
r
m
ed
b
o
th
co
n
tr
o
l
g
r
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p
s
ac
r
o
s
s
all
f
o
u
r
C
T
S
i
n
d
icato
r
s
(
p
<
0
.
0
5
)
,
as
s
h
o
wn
in
T
ab
le
3
.
Flu
en
cy
s
h
o
wed
a
s
m
all
to
m
ed
iu
m
ef
f
ec
t
(
F(2
,
1
1
7
)
=
4
.
7
6
,
p
=
0
.
0
1
,
η
²
=
0
.
0
8
)
,
f
lex
i
b
ilit
y
d
em
o
n
s
t
r
ated
a
m
ed
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m
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t
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ality
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h
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2
7
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.
Acc
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en
[
3
6
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g
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s
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lar
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ize,
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ly
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ig
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le
3
.
On
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way
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2
7
N
o
t
e
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p
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0
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0
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s
d
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sp
l
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d
a
s
0
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0
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B
o
n
f
er
r
o
n
i
p
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t
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h
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co
m
p
ar
is
o
n
s
wer
e
co
n
d
u
cte
d
to
p
in
p
o
i
n
t
s
p
ec
if
ic
g
r
o
u
p
d
if
f
er
e
n
ce
s
,
as
s
h
o
wn
in
T
ab
le
4
.
T
h
e
an
aly
s
is
co
n
f
ir
m
ed
t
h
at
th
e
e
x
p
er
im
e
n
tal
g
r
o
u
p
s
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ed
s
ig
n
if
ican
tly
h
ig
h
er
o
n
all
f
o
u
r
cr
ea
tiv
e
th
in
k
in
g
m
ea
s
u
r
es
co
m
p
ar
ed
to
b
o
th
c
o
n
tr
o
l
g
r
o
u
p
s
.
T
h
e
lar
g
est
d
if
f
e
r
en
ce
s
em
er
g
ed
f
o
r
u
s
ef
u
ln
ess
,
with
th
e
ex
p
er
im
en
tal
g
r
o
u
p
o
u
tp
er
f
o
r
m
in
g
c
o
n
tr
o
l
g
r
o
u
p
1
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Md
if
f
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.
0
3
,
p
<
0
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0
0
1
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a
n
d
co
n
tr
o
l
g
r
o
u
p
2
(
Md
if
f
=
3
.
1
5
,
p
<
0
.
0
0
1
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.
I
m
p
o
r
tan
tly
,
n
o
s
ig
n
if
ican
t
d
if
f
er
e
n
c
es we
r
e
o
b
s
er
v
ed
b
etwe
en
th
e
two
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n
tr
o
l g
r
o
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p
s
o
n
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y
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d
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r
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co
n
f
ir
m
in
g
th
at
th
e
p
r
etestin
g
p
r
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ce
d
u
r
e
d
id
n
o
t
in
f
late
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r
d
ef
late
p
er
f
o
r
m
an
ce
in
co
n
tr
o
l
g
r
o
u
p
1
.
T
h
is
co
n
s
is
ten
t
p
atter
n
o
f
s
u
p
er
i
o
r
p
er
f
o
r
m
a
n
ce
in
t
h
e
ex
p
er
im
e
n
tal
g
r
o
u
p
p
r
o
v
id
es
r
o
b
u
s
t
em
p
ir
ical
s
u
p
p
o
r
t f
o
r
th
e
e
f
f
ec
tiv
en
ess
o
f
th
e
PB
L
-
SC
AM
PE
R
in
ter
v
en
tio
n
in
f
o
s
ter
in
g
C
T
S.
T
ab
le
4
.
B
o
n
f
e
r
r
o
n
i p
o
s
t
-
h
o
c
co
m
p
ar
is
o
n
s
o
f
C
T
S
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u
tco
m
e
s
V
a
r
i
a
b
l
e
s
C
o
n
t
r
a
st
M
e
a
n
d
i
f
f
.
9
5
%
C
I
l
o
w
9
5
%
C
I
h
i
g
h
A
d
j
.
p
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v
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l
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e
F
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1
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C
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n
2
0
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2
0
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4
.
5
5
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.
9
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9
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p
–
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1
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.
4
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Ex
p
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C
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C
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0
N
o
t
e
:
E
x
p
=
e
x
p
e
r
i
me
n
t
a
l
g
r
o
u
p
;
C
o
n
=
c
o
n
t
r
o
l
g
r
o
u
p
T
h
e
s
tr
o
n
g
im
p
ac
t
o
n
u
s
ef
u
ln
e
s
s
alig
n
s
with
C
h
ar
y
to
n
[
1
8
]
e
m
p
h
asis
o
n
n
o
v
elty
an
d
f
u
n
cti
o
n
ality
in
tech
n
o
lo
g
ical
cr
ea
tiv
ity
.
T
h
is
p
r
o
n
o
u
n
ce
d
e
f
f
ec
t
ca
n
b
e
e
x
p
lain
ed
b
y
s
ev
er
al
f
ac
to
r
s
.
First,
th
e
u
s
e
o
f
th
e
C
E
DA
in
s
tr
u
m
en
t,
wh
ich
e
x
p
licitly
em
p
h
asizes
p
r
ac
tica
l
ap
p
licatio
n
,
m
ay
h
av
e
i
n
h
er
en
tly
b
iased
t
h
e
o
u
tco
m
e
co
m
p
a
r
ed
t
o
to
o
ls
lik
e
th
e
T
o
r
r
an
ce
test
s
o
f
c
r
ea
tiv
e
th
in
k
in
g
(
T
T
C
T
)
.
Seco
n
d
,
h
i
g
h
s
ch
o
o
l
s
tu
d
e
n
ts
,
o
f
ten
u
n
ac
c
u
s
to
m
ed
to
o
p
en
-
en
d
ed
d
esig
n
task
s
,
m
ig
h
t
g
r
av
itate
to
war
d
s
f
u
n
ctio
n
al
id
ea
s
d
u
e
to
th
eir
co
g
n
itiv
e
d
ev
elo
p
m
en
tal
s
tag
e
[
3
3
]
.
T
h
ir
d
,
g
r
o
u
p
-
f
ac
e
m
o
tiv
atio
n
em
er
g
es
as
a
cr
itical
f
ac
to
r
in
co
llab
o
r
ativ
e
lear
n
in
g
[
3
3
]
.
T
h
e
p
r
o
ject
’
s
in
h
er
en
t
co
llab
o
r
ativ
e
n
atu
r
e,
s
u
ch
as
in
th
e
“
p
u
s
h
ca
r
t
d
esi
g
n
”
p
r
o
ject,
lik
ely
s
p
u
r
r
ed
s
tu
d
e
n
ts
to
u
p
h
o
ld
t
h
eir
team
’
s
r
ep
u
tatio
n
b
y
e
n
s
u
r
in
g
th
e
p
r
o
p
o
s
ed
d
esig
n
was
p
r
ac
tical
an
d
f
u
n
ctio
n
al.
T
h
e
s
af
e,
p
s
y
ch
o
l
o
g
ically
af
f
i
r
m
in
g
en
v
ir
o
n
m
e
n
t
f
o
s
ter
ed
b
y
PB
L
team
wo
r
k
an
d
SC
AM
PER
’
s
s
tr
u
ctu
r
ed
g
u
id
an
ce
was
cr
u
cial.
T
h
is
en
v
i
r
o
n
m
e
n
t
allo
wed
s
tu
d
en
ts
to
f
o
c
u
s
o
n
g
en
er
atin
g
ap
p
licab
le
s
o
lu
tio
n
s
b
y
m
in
im
izin
g
th
e
f
ea
r
o
f
p
e
r
s
o
n
al
o
r
g
r
o
u
p
cr
iti
q
u
e.
Alth
o
u
g
h
th
e
PB
L
-
SC
A
MPE
R
in
ter
v
en
tio
n
p
r
o
d
u
ce
d
s
tatis
tically
s
ig
n
if
ic
an
t
g
ain
s
ac
r
o
s
s
all
f
o
u
r
C
T
S
in
d
icato
r
s
(
p
<
0
.
0
5
)
,
th
e
e
f
f
e
ct
s
izes
f
o
r
f
lu
en
cy
(
η
²=
0
.
0
8
)
an
d
f
le
x
ib
ilit
y
(
η
²=
0
.
0
9
)
in
d
icate
d
o
n
ly
m
o
d
er
ate
p
r
ac
tical
s
ig
n
if
ican
ce
.
T
h
is
p
atter
n
ca
n
b
e
attr
ib
u
ted
to
two
in
te
r
d
ep
e
n
d
e
n
t f
ac
to
r
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
4
0
7
-
1
4
1
4
1412
First,
s
o
cial
-
p
s
y
ch
o
lo
g
ical
co
n
s
tr
ain
ts
,
p
ar
ticu
lar
ly
th
e
s
u
p
p
r
ess
io
n
o
f
d
i
v
er
g
en
t
id
ea
s
a
m
o
n
g
s
o
m
e
s
tu
d
en
ts
d
u
e
to
co
n
ce
r
n
s
ab
o
u
t
p
u
b
lic
im
ag
e
an
d
p
ass
iv
e
p
ar
ticip
atio
n
[
3
7
]
,
m
u
s
t
b
e
ad
d
r
ess
ed
wh
e
n
d
esig
n
in
g
c
o
llab
o
r
ativ
e
task
s
.
T
h
is
alig
n
s
with
f
in
d
in
g
s
th
at
s
tu
d
en
ts
o
p
er
atin
g
with
in
Vi
etn
am
’
s
co
llectiv
is
t
cu
ltu
r
e
o
f
ten
ex
h
ib
it
h
esit
an
cy
in
v
o
icin
g
d
i
v
er
s
e
o
r
u
n
c
o
n
v
en
tio
n
al
id
ea
s
to
m
ain
tain
s
o
cial
h
ar
m
o
n
y
an
d
p
r
eser
v
e
g
r
o
u
p
c
o
h
esio
n
“
s
av
in
g
f
ac
e
”
[
3
3
]
.
I
n
co
llab
o
r
ativ
e
task
s
lik
e
th
e
“
p
u
s
h
ca
r
t
d
esig
n
”
p
r
o
ject,
th
is
cu
ltu
r
al
ten
d
e
n
cy
m
ay
h
av
e
l
ed
p
ar
ticip
a
n
ts
to
p
r
io
r
itize
g
r
o
u
p
co
n
s
en
s
u
s
o
v
er
t
h
e
ex
te
n
s
iv
e
ex
p
lo
r
atio
n
o
f
p
o
s
s
ib
ilit
ies
r
eq
u
ir
ed
f
o
r
h
ig
h
f
lu
e
n
cy
a
n
d
f
lex
ib
ilit
y
.
Seco
n
d
,
s
tu
d
en
ts
ex
p
er
ien
ce
d
c
o
g
n
itiv
e
lim
itatio
n
s
r
elate
d
to
a
p
r
em
atu
r
e
tr
an
s
itio
n
in
to
co
n
v
er
g
en
t th
in
k
in
g
.
S
in
ce
f
lu
en
cy
a
n
d
f
lex
ib
ilit
y
ar
e
in
d
icato
r
s
s
tr
o
n
g
ly
tied
to
th
e
in
itial,
d
iv
er
g
en
t
s
tag
es
o
f
th
e
d
esig
n
p
r
o
ce
s
s
[
2
8
]
,
th
is
p
r
em
at
u
r
e
co
g
n
itiv
e
s
h
if
t
r
esu
lted
in
a
r
estricte
d
v
o
lu
m
e
a
n
d
v
ar
i
ety
o
f
g
en
e
r
ated
id
ea
s
.
T
h
is
d
if
f
icu
lty
,
co
m
b
in
ed
with
t
h
e
ch
ar
ac
te
r
is
tically
s
lo
wer
id
ea
tio
n
p
ac
e
o
f
less
cr
ea
tiv
e
lear
n
er
s
[
1
4
]
,
co
llectiv
ely
atten
u
ated
t
h
e
o
v
er
all
p
r
ac
tical
ef
f
ec
t
s
ize
f
o
r
b
o
th
f
lu
e
n
cy
a
n
d
f
le
x
ib
ilit
y
.
T
h
ese
f
in
d
in
g
s
in
d
icate
th
at
wh
ile
th
e
PB
L
-
SC
AM
PER
f
r
am
ewo
r
k
is
h
ig
h
ly
ef
f
ec
tiv
e
f
o
r
p
r
o
m
o
tin
g
ce
r
tain
C
T
S
in
d
icato
r
s
,
it
ex
h
ib
its
lim
itat
io
n
s
as
a
s
tan
d
alo
n
e
s
tr
ateg
y
.
T
h
e
s
tr
u
ctu
r
ed
n
a
tu
r
e
o
f
SC
AM
PE
R
,
co
m
p
o
u
n
d
e
d
b
y
th
e
co
n
tex
t
u
al
f
ac
to
r
s
d
is
cu
s
s
ed
,
m
ay
b
e
in
s
u
f
f
icien
t
to
f
u
lly
c
u
ltiv
ate
th
e
r
o
b
u
s
t,
f
r
ee
-
f
lo
win
g
id
ea
tio
n
r
eq
u
ir
e
d
f
o
r
f
lu
e
n
cy
a
n
d
f
lex
ib
ilit
y
.
T
h
is
h
ig
h
lig
h
ts
th
e
c
r
itical
n
ee
d
t
o
in
teg
r
ate
co
m
p
lem
en
tar
y
p
e
d
ag
o
g
ical
ap
p
r
o
ac
h
es,
s
u
ch
as
g
en
er
ati
v
e
a
r
tific
ial
i
n
tellig
en
ce
to
o
l
s
[
3
8
]
.
Ultim
ately
,
ac
h
iev
in
g
a
co
m
p
r
eh
en
s
iv
e
a
n
d
h
o
lis
tic
en
h
an
ce
m
en
t
o
f
all
C
T
S
d
im
en
s
io
n
s
n
ec
ess
itat
es
in
teg
r
atin
g
s
u
ch
co
m
p
lem
en
tar
y
s
tr
ateg
ies alo
n
g
s
id
e
th
e
PB
L
-
SC
AM
PER f
r
am
ewo
r
k
.
Desp
ite
th
e
m
o
d
er
ate
ef
f
ec
ts
o
n
f
lu
en
c
y
an
d
f
le
x
ib
ilit
y
,
th
e
s
ig
n
if
ican
t
im
p
ac
t
o
n
u
s
ef
u
ln
ess
o
f
f
er
s
s
u
b
s
tan
tial
in
s
ig
h
ts
.
W
h
ile
p
r
ev
io
u
s
s
tu
d
ies
h
av
e
o
f
ten
p
r
io
r
i
tized
o
r
ig
in
ality
[
1
3
]
o
r
f
l
u
en
c
y
[
3
7
]
,
o
u
r
r
esu
lts
u
n
d
er
s
co
r
e
th
e
ca
p
ac
ity
o
f
t
h
e
PB
L
-
SC
AM
PER
m
o
d
el
to
ef
f
ec
tiv
ely
e
n
h
an
ce
t
h
e
p
r
ac
tical
ap
p
licatio
n
d
im
en
s
io
n
o
f
C
T
S.
T
h
is
o
u
tc
o
m
e
is
h
ig
h
ly
r
elev
an
t
t
o
Vietn
am
’
s
2
0
1
8
cu
r
r
icu
lu
m
r
ef
o
r
m
,
wh
ich
ex
p
licitly
p
r
io
r
itizes
r
ea
l
-
wo
r
l
d
a
p
p
licatio
n
s
an
d
p
r
o
b
lem
-
s
o
lv
in
g
o
v
e
r
ab
s
tr
ac
t
id
ea
tio
n
[
3
9
]
.
T
h
ese
f
in
d
in
g
s
c
o
n
tr
ib
u
te
v
alu
ab
le
em
p
ir
ical
d
ata
to
th
e
liter
atu
r
e
b
y
d
em
o
n
s
tr
atin
g
h
o
w
s
tr
u
ctu
r
ed
cr
ea
tiv
ity
f
r
am
ewo
r
k
s
ca
n
ef
f
ec
tiv
ely
f
o
s
ter
p
r
ac
tical
id
e
atio
n
with
in
teac
h
er
-
g
u
id
e
d
ed
u
ca
tio
n
al
co
n
te
x
ts
in
Vietn
am
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
d
em
o
n
s
tr
ates
th
at
in
teg
r
atin
g
PB
L
with
SC
AM
PER
s
ig
n
if
ican
tly
en
h
an
ce
s
C
T
S
am
o
n
g
h
ig
h
s
ch
o
o
l
tech
n
o
lo
g
y
s
tu
d
e
n
ts
.
T
h
e
ex
p
er
im
en
tal
g
r
o
u
p
o
u
tp
er
f
o
r
m
ed
co
n
tr
o
l
g
r
o
u
p
s
ac
r
o
s
s
all
in
d
icato
r
s
,
n
o
tab
ly
i
n
u
s
ef
u
ln
ess
,
wh
ich
s
h
o
wed
th
e
m
o
s
t
s
u
b
s
tan
tial
im
p
r
o
v
em
e
n
t
(
η
²
=
0
.
2
7
,
p
<
0
.
0
5
)
.
T
h
is
r
ein
f
o
r
ce
s
th
e
ef
f
icac
y
o
f
s
tr
u
ctu
r
ed
,
c
o
llab
o
r
ativ
e
p
e
d
ag
o
g
y
in
f
o
s
ter
in
g
eq
u
itab
le
cr
ea
tiv
ity
.
T
h
e
r
esu
lts
h
ig
h
lig
h
t
PB
L
-
S
C
AM
PE
R
’
s
p
o
ten
tial
with
in
Vietn
am
’
s
tech
n
o
lo
g
y
ed
u
ca
tio
n
.
T
o
le
v
er
ag
e
t
h
is
,
ed
u
ca
to
r
s
s
h
o
u
ld
ad
o
p
t
r
ea
l
-
wo
r
ld
p
r
o
jects
an
d
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
s
h
o
u
ld
f
o
c
u
s
o
n
f
ac
ilit
atin
g
SC
AM
PER’s
d
iv
er
g
en
t
th
in
k
in
g
p
r
o
m
p
ts
.
T
h
ese
in
s
ig
h
ts
s
u
p
p
o
r
t
ed
u
ca
tio
n
al
tr
an
s
itio
n
s
to
war
d
2
1
s
t
-
ce
n
tu
r
y
f
r
a
m
ewo
r
k
s
,
b
r
id
g
in
g
tr
ad
itio
n
al
in
s
tr
u
ctio
n
an
d
i
n
n
o
v
atio
n
to
b
etter
p
r
ep
a
r
e
s
tu
d
en
ts
f
o
r
g
l
o
b
al
c
o
m
p
et
itio
n
.
Desp
ite
th
ese
co
n
tr
ib
u
tio
n
s
,
th
e
s
tu
d
y
’
s
lim
itatio
n
s
in
clu
d
e
co
n
v
en
ie
n
ce
s
am
p
lin
g
,
s
in
g
le
-
s
ch
o
o
l
co
n
tex
t,
wh
ich
m
ay
af
f
ec
t
g
en
er
aliza
b
ilit
y
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
em
p
lo
y
r
an
d
o
m
ize
d
tr
ials
ac
r
o
s
s
m
u
ltip
le
s
ch
o
o
ls
g
r
ad
e
lev
els,
an
d
s
u
b
ject
ar
ea
s
wo
u
ld
im
p
r
o
v
e
t
h
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
in
d
i
n
g
s
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
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
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
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
Ng
u
y
en
T
h
i Ph
u
o
n
g
T
h
an
h
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
L
e
Hu
o
n
g
Ho
a
✓
✓
✓
✓
✓
✓
✓
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
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2
8
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(HCMUT
E).
Wi
t
h
1
6
y
e
a
rs
o
f
e
x
ten
si
v
e
e
x
p
e
rien
c
e
a
s
a
t
e
c
h
n
o
lo
g
y
tea
c
h
e
r
in
Vie
tn
a
m
e
se
h
ig
h
sc
h
o
o
l,
sh
e
h
a
s
d
e
e
p
p
ra
c
ti
c
a
l
in
sig
h
ts
i
n
to
c
u
rricu
lu
m
imp
lem
e
n
tati
o
n
a
n
d
st
u
d
e
n
t
lea
rn
in
g
in
g
e
n
e
ra
l
e
d
u
c
a
ti
o
n
.
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r
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se
a
rc
h
fo
c
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se
s
o
n
e
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c
ti
v
e
tea
c
h
in
g
m
e
th
o
d
o
l
o
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ies
(su
c
h
a
s
p
ro
jec
t
-
b
a
se
d
lea
rn
in
g
,
S
CAM
P
ER,
a
n
d
S
TE
M
/S
TE
AM
in
teg
ra
ti
o
n
)
a
ime
d
a
t
e
n
h
a
n
c
i
n
g
2
1
st
-
c
e
n
tu
r
y
sk
i
ll
s
with
in
th
e
t
e
c
h
n
o
l
o
g
y
c
u
rricu
lu
m
.
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r
c
u
rre
n
t
re
se
a
rc
h
in
v
e
sti
g
a
tes
th
e
d
e
v
e
l
o
p
m
e
n
t
a
n
d
a
p
p
li
c
a
ti
o
n
o
f
in
n
o
v
a
ti
v
e
p
e
d
a
g
o
g
ica
l
m
o
d
e
ls
t
o
b
r
id
g
e
th
e
g
a
p
b
e
twe
e
n
trad
it
io
n
a
l
i
n
stru
c
ti
o
n
a
n
d
c
o
m
p
e
ten
c
y
-
b
a
se
d
e
d
u
c
a
ti
o
n
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
th
a
n
h
n
t
p
.
n
c
s@
h
c
m
u
te.ed
u
.
v
n
;
th
a
n
h
n
tp
@
h
c
m
m
u
te.ed
u
.
v
n
.
Le
H
u
o
n
g
H
o
a
is
a
se
n
io
r
lec
tu
re
r
o
f
En
g
li
sh
a
t
th
e
F
a
c
u
lt
y
o
f
F
o
re
i
g
n
Lan
g
u
a
g
e
s,
Ho
Ch
i
M
i
n
h
Ci
ty
U
n
iv
e
rsit
y
o
f
Tec
h
n
o
l
o
g
y
a
n
d
E
n
g
i
n
e
e
rin
g
(HCMUTE
)
.
S
h
e
is
m
a
in
ly
in
tere
ste
d
in
EF
L
tea
c
h
i
n
g
a
n
d
lea
rn
i
n
g
.
He
r
re
se
a
rc
h
a
c
ti
v
it
ies
fo
c
u
s
o
n
stu
d
e
n
t
m
o
ti
v
a
ti
o
n
,
lan
g
u
a
g
e
lea
rn
i
n
g
,
te
a
c
h
in
g
stra
teg
ies
a
n
d
p
ro
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t.
S
h
e
g
o
t
h
e
r
M
A
a
t
Vic
to
ria
Un
iv
e
rsit
y
,
A
u
str
a
li
a
a
n
d
h
e
r
P
h
.
D
.
d
e
g
re
e
in
TE
S
OL
a
t
Ha
n
o
i
Un
i
v
e
rsity
o
f
Lan
g
u
a
g
e
s
a
n
d
I
n
tern
a
ti
o
n
a
l
S
t
u
d
ies
,
Vie
tn
a
m
(VN
U)
a
n
d
wa
s
a
p
p
o
i
n
ted
a
s
a
ss
o
c
iate
p
ro
fe
ss
o
r
i
n
2
0
2
2
.
S
h
e
h
a
s
ta
k
e
n
p
a
rt
i
n
tea
c
h
in
g
,
d
o
i
n
g
re
se
a
rc
h
a
n
d
su
p
e
rv
isi
n
g
m
a
n
y
u
n
d
e
r
g
ra
d
u
a
tes
a
n
d
p
o
stg
ra
d
u
a
t
e
s
in
TE
S
OL
p
ro
g
ra
m
s.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
h
o
a
lh
@
h
c
m
u
te.ed
u
.
v
n
.
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