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–
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5
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.
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i
m
p
l
e
m
e
n
t
i
n
p
r
a
c
t
i
c
e
.
Ma
n
y
i
n
-
s
e
r
v
ic
e
s
c
i
e
n
ce
t
e
a
c
h
e
r
s
r
e
p
o
r
t
l
i
m
i
te
d
p
r
e
p
a
r
a
t
i
o
n
t
o
d
es
i
g
n
a
n
d
f
a
c
i
li
t
at
e
s
u
c
h
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
s
e
f
f
e
ct
i
v
e
l
y
.
T
r
a
d
i
t
i
o
n
a
l
p
r
o
f
e
s
s
i
o
n
al
d
e
v
e
l
o
p
m
e
n
t
o
f
t
e
n
r
e
m
a
i
n
s
c
o
n
t
e
n
t
-
f
o
c
u
s
e
d
,
f
r
a
g
m
e
n
t
e
d
,
a
n
d
d
i
s
c
o
n
n
e
c
te
d
f
r
o
m
c
la
s
s
r
o
o
m
r
e
a
l
it
i
es
,
o
f
f
e
r
i
n
g
f
e
w
s
u
s
t
a
i
n
e
d
,
p
r
a
c
ti
c
e
-
o
r
i
e
n
ted
o
p
p
o
r
t
u
n
i
t
i
e
s
t
h
a
t
s
u
p
p
o
r
t
d
ee
p
p
e
d
a
g
o
g
i
c
a
l
t
r
a
n
s
f
o
r
m
a
ti
o
n
[
6
]
–
[
8
]
.
A
k
ey
ch
allen
g
e
is
th
e
lack
o
f
co
n
cr
ete
p
ed
ag
o
g
ical
g
u
id
an
ce
f
o
r
o
p
er
atio
n
alizin
g
tr
a
n
s
d
is
cip
lin
ar
y
p
r
o
b
lem
-
s
o
lv
in
g
with
in
cu
r
r
icu
lu
m
an
d
ass
ess
m
en
t
f
r
am
ewo
r
k
s
.
Mo
s
t
p
r
o
g
r
am
s
e
m
p
h
asize
cu
r
r
icu
lar
alig
n
m
en
t
o
r
ass
ess
m
en
t
co
m
p
lian
ce
r
ath
er
th
a
n
eq
u
i
p
p
in
g
teac
h
er
s
to
en
g
a
g
e
lear
n
er
s
with
co
m
p
lex
,
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
th
at
co
n
n
ec
t
to
co
m
m
u
n
ity
an
d
s
o
ci
etal
co
n
tex
ts
.
Desig
n
th
in
k
in
g
h
as
em
er
g
ed
as
a
p
r
o
m
is
in
g
ap
p
r
o
ac
h
to
ad
d
r
e
s
s
th
is
g
ap
.
R
o
o
ted
in
h
u
m
an
-
ce
n
ter
ed
d
esig
n
,
it
em
p
h
asizes
em
p
ath
y
,
p
r
o
b
lem
f
r
am
in
g
,
id
ea
tio
n
,
p
r
o
to
ty
p
in
g
,
an
d
iter
ativ
e
r
ef
i
n
em
en
t.
T
h
ese
ch
ar
ac
ter
is
tics
alig
n
with
tr
an
s
d
is
cip
lin
ar
y
p
r
in
cip
les
b
y
f
o
c
u
s
in
g
o
n
ill
-
d
ef
in
ed
p
r
o
b
lem
s
,
s
tak
eh
o
ld
er
p
er
s
p
ec
tiv
es,
a
n
d
i
ter
ativ
e
k
n
o
wled
g
e
co
n
s
tr
u
ctio
n
.
Desig
n
th
in
k
in
g
p
r
o
v
id
es
a
s
tr
u
ctu
r
ed
y
et
f
le
x
ib
le
p
r
o
ce
s
s
th
at
s
u
p
p
o
r
ts
teac
h
er
s
in
n
av
ig
atin
g
th
e
co
m
p
lex
ity
o
f
r
ef
o
r
m
-
o
r
ie
n
ted
s
cien
ce
in
s
tr
u
ctio
n
[
9
]
,
[
1
0
]
.
Desp
ite
its
th
eo
r
etica
l
alig
n
m
en
t,
em
p
ir
ical
r
esear
ch
ex
a
m
in
in
g
d
esig
n
th
i
n
k
in
g
in
te
g
r
ated
in
t
o
s
u
s
tain
ed
in
-
s
er
v
ice
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
r
e
m
ain
s
lim
ited
.
E
x
is
tin
g
s
tu
d
ies
o
f
ten
f
o
cu
s
o
n
p
r
e
-
s
er
v
ice
co
n
tex
ts
,
s
h
o
r
t
-
ter
m
wo
r
k
s
h
o
p
s
,
o
r
is
o
lated
class
r
o
o
m
in
n
o
v
atio
n
s
,
o
f
f
e
r
in
g
in
s
u
f
f
icien
t
in
s
ig
h
t
in
to
lo
n
g
-
ter
m
teac
h
e
r
lear
n
in
g
an
d
s
y
s
tem
ic
in
s
tr
u
ctio
n
al
ch
an
g
e.
Fu
r
th
er
m
o
r
e,
s
tr
u
ctu
r
e
d
f
r
am
ewo
r
k
s
g
u
id
in
g
th
e
d
ev
elo
p
m
e
n
t,
im
p
lem
en
ta
tio
n
,
an
d
r
ef
in
em
e
n
t
o
f
tr
an
s
d
is
cip
lin
ar
y
,
d
esig
n
-
b
ased
t
r
ai
n
in
g
f
o
r
p
r
ac
ticin
g
teac
h
er
s
,
p
ar
ticu
lar
l
y
with
in
n
atio
n
al
r
e
f
o
r
m
en
v
i
r
o
n
m
e
n
ts
,
ar
e
la
r
g
ely
ab
s
en
t.
Few
s
tu
d
ies
h
av
e
e
x
am
in
ed
s
u
s
tain
ed
,
d
esig
n
-
b
ased
tr
a
n
s
d
is
cip
lin
ar
y
tr
ain
in
g
p
r
o
g
r
am
s
s
p
ec
if
ically
f
o
r
in
-
s
er
v
ice
s
cien
ce
teac
h
er
s
o
r
g
en
er
ated
em
p
ir
ically
g
r
o
u
n
d
e
d
m
o
d
els
to
g
u
i
d
e
s
y
s
tem
atic
im
p
lem
en
tatio
n
.
T
h
is
g
ap
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
r
esear
ch
th
at
s
itu
ates
teac
h
er
lear
n
in
g
with
in
a
u
th
en
tic
r
ef
o
r
m
co
n
tex
ts
wh
ile
g
en
er
atin
g
ac
tio
n
ab
le
d
esig
n
p
r
in
cip
les f
o
r
f
u
tu
r
e
p
r
o
g
r
am
s
[
1
1
]
–
[
1
5
]
.
T
h
e
n
o
v
elty
o
f
t
h
is
s
tu
d
y
lies
in
in
teg
r
atin
g
d
esig
n
th
in
k
in
g
with
in
a
tr
an
s
d
is
cip
lin
ar
y
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
f
r
a
m
ewo
r
k
f
o
r
in
-
s
er
v
ice
s
cien
ce
teac
h
e
r
s
u
s
in
g
a
d
esig
n
-
b
ased
r
esear
ch
ap
p
r
o
ac
h
.
I
t
em
p
h
asizes
iter
ativ
e
r
ef
in
em
en
t
g
r
o
u
n
d
ed
in
p
ar
ticip
an
t
ex
p
er
ien
ce
s
an
d
co
n
tex
tu
al
d
e
m
an
d
s
.
Un
lik
e
p
r
io
r
r
esear
ch
tr
ea
tin
g
tr
a
n
s
d
is
cip
lin
ar
y
lea
r
n
in
g
o
r
d
esig
n
th
i
n
k
in
g
in
is
o
latio
n
,
t
h
is
s
tu
d
y
p
o
s
itio
n
s
d
esig
n
th
in
k
in
g
as
b
o
th
a
p
ed
ag
o
g
ic
al
s
ca
f
f
o
ld
an
d
an
aly
tical
len
s
f
o
r
ex
am
in
i
n
g
p
r
o
f
ess
io
n
al
lear
n
in
g
in
r
ef
o
r
m
-
d
r
iv
en
s
ettin
g
s
.
I
t
f
o
cu
s
es
o
n
s
u
s
tain
ed
en
g
ag
em
e
n
t,
ca
p
tu
r
in
g
h
o
w
teac
h
er
s
’
co
n
ce
p
tio
n
s
o
f
p
r
o
b
lem
-
s
o
lv
in
g
an
d
in
s
tr
u
ctio
n
al
p
r
ac
tice
ev
o
lv
e
o
v
er
tim
e.
B
y
lin
k
in
g
in
s
ig
h
ts
f
r
o
m
g
r
o
u
n
d
e
d
th
eo
r
y
(
GT
)
with
p
r
ac
tical
im
p
lem
en
tatio
n
,
t
h
e
s
tu
d
y
p
r
o
v
id
es
a
co
h
er
en
t
m
o
d
el
f
o
r
p
r
ep
ar
in
g
teac
h
er
s
t
o
ad
d
r
ess
co
m
p
lex
,
au
th
e
n
tic
p
r
o
b
lem
s
alig
n
e
d
with
n
atio
n
a
l a
n
d
g
lo
b
al
STE
M
p
r
io
r
ities
.
Sp
e
ci
f
i
c
all
y
,
th
e
s
tu
d
y
i
n
v
esti
g
at
es:
i
)
h
o
w
i
n
-
s
e
r
v
ice
s
cie
n
c
e
t
ea
ch
er
s
ex
p
er
i
e
n
ce
a
tr
an
s
d
i
s
cip
li
n
a
r
y
,
d
esig
n
-
b
ased
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t p
r
o
g
r
am
;
ii
)
h
o
w
p
a
r
ticip
atio
n
in
f
l
u
en
ce
s
th
eir
co
n
ce
p
tio
n
s
o
f
s
cien
ce
teac
h
in
g
a
n
d
p
r
o
b
lem
-
s
o
lv
in
g
with
in
r
ef
o
r
m
c
o
n
tex
ts
;
an
d
iii
)
wh
at
ac
tio
n
ab
le
d
esig
n
p
r
in
c
ip
les
em
er
g
e
f
r
o
m
im
p
lem
en
tin
g
th
e
f
r
am
ewo
r
k
.
B
y
f
o
r
eg
r
o
u
n
d
i
n
g
teac
h
er
s
’
l
iv
ed
ex
p
er
ie
n
ce
s
in
au
th
en
tic
co
n
tex
ts
,
th
e
s
tu
d
y
co
n
tr
ib
u
tes
th
eo
r
etica
lly
b
y
e
x
ten
d
in
g
u
n
d
er
s
tan
d
in
g
o
f
tr
an
s
d
is
cip
lin
ar
y
co
m
p
eten
cies
an
d
p
r
ac
tically
b
y
o
f
f
er
in
g
a
r
ep
licab
le,
co
n
tex
t
-
s
en
s
itiv
e
f
r
am
ewo
r
k
s
u
p
p
o
r
tin
g
s
u
s
tain
ed
p
r
o
f
ess
io
n
al
g
r
o
wth
[
1
6
]
–
[
1
9
]
.
T
h
e
f
i
n
d
in
g
s
ai
m
t
o
g
u
i
d
e
te
a
ch
er
e
d
u
ca
to
r
s
,
c
u
r
r
ic
u
l
u
m
d
e
v
el
o
p
e
r
s
,
a
n
d
p
o
li
cy
m
a
k
er
s
s
ee
k
i
n
g
s
u
s
tai
n
ab
le
,
r
es
p
o
n
s
iv
e
p
r
o
f
ess
i
o
n
al
d
ev
el
o
p
m
e
n
t
ali
g
n
e
d
wit
h
n
ati
o
n
a
l
cu
r
r
ic
u
l
u
m
r
e
f
o
r
m
s
an
d
g
l
o
b
al
S
T
E
M
p
r
io
r
i
ties
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
d
esig
n
T
h
is
s
t
u
d
y
em
p
l
o
y
e
d
a
q
u
ali
tati
v
e
a
p
p
r
o
ac
h
g
r
o
u
n
d
e
d
t
h
e
o
r
y
t
o
e
x
p
lo
r
e
h
o
w
i
n
-
s
er
v
i
c
e
s
cie
n
c
e
tea
ch
er
s
d
e
v
e
lo
p
e
d
t
r
a
n
s
d
is
c
i
p
li
n
a
r
y
u
n
d
e
r
s
ta
n
d
i
n
g
s
[
2
0
]
.
W
h
ile
p
a
r
ti
ci
p
a
n
ts
p
a
r
ti
ci
p
at
e
d
in
a
d
esi
g
n
-
b
ase
d
p
r
o
f
ess
i
o
n
a
l
d
e
v
e
lo
p
m
e
n
t
p
r
o
g
r
am
f
ea
tu
r
i
n
g
i
te
r
at
iv
e
d
es
ig
n
-
th
in
k
i
n
g
ac
t
iv
iti
es,
t
h
ese
a
ct
iv
i
ties
s
e
r
v
e
d
s
o
le
ly
as
t
h
e
c
o
n
te
x
t
f
o
r
d
at
a
co
lle
ct
io
n
an
d
d
i
d
n
o
t
d
ete
r
m
i
n
e
t
h
e
a
n
al
y
ti
ca
l
p
r
o
ce
s
s
.
D
ata
—
in
c
lu
d
i
n
g
r
e
f
le
cti
o
n
s
,
d
is
c
u
s
s
i
o
n
s
,
less
o
n
ar
tif
ac
ts
,
an
d
i
n
te
r
v
i
ews
—
we
r
e
a
n
al
y
z
ed
i
n
d
u
cti
v
el
y
f
o
ll
o
w
in
g
G
T
p
r
o
c
e
d
u
r
es
:
o
p
e
n
co
d
i
n
g
,
c
o
n
s
ta
n
t
c
o
m
p
a
r
is
o
n
,
m
em
o
wr
iti
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g
,
a
n
d
th
e
o
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eti
ca
l
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a
m
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li
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g
.
I
m
p
o
r
t
a
n
tl
y
,
t
h
eo
r
e
tic
al
ca
te
g
o
r
i
es
em
e
r
g
e
d
f
r
o
m
th
e
d
at
a
its
e
lf
r
ath
e
r
th
a
n
b
ei
n
g
i
m
p
o
s
e
d
b
y
t
h
e
d
esi
g
n
-
t
h
i
n
k
in
g
f
r
am
ew
o
r
k
;
co
n
n
e
cti
o
n
s
t
o
th
e
p
r
o
f
ess
i
o
n
a
l
d
e
v
el
o
p
m
e
n
t
a
cti
v
it
ies
we
r
e
c
o
n
s
i
d
e
r
e
d
o
n
l
y
a
f
ter
c
ate
g
o
r
ies
w
er
e
f
u
ll
y
d
ev
e
lo
p
e
d
.
I
n
t
h
is
w
ay
,
th
e
s
t
u
d
y
m
ai
n
t
ai
n
s
a
cl
ea
r
G
T
f
o
c
u
s
,
wit
h
t
h
e
d
esi
g
n
-
b
as
e
d
p
r
o
g
r
a
m
p
r
o
v
i
d
i
n
g
a
r
i
ch
e
m
p
ir
i
ca
l s
etti
n
g
w
it
h
o
u
t
p
r
e
d
et
er
m
i
n
i
n
g
an
al
y
ti
ca
l
o
u
tc
o
m
es,
e
n
s
u
r
in
g
m
et
h
o
d
o
l
o
g
i
ca
l c
la
r
it
y
a
n
d
c
o
n
c
e
p
t
u
al
r
ig
o
r
[
2
1
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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8
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J
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g
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20
26
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2
8
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2
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2
2816
2
.
2
.
P
a
rt
icipa
nts a
nd
re
s
ea
rc
h c
o
nte
x
t
Par
ticip
an
ts
wer
e
2
5
p
u
r
p
o
s
iv
ely
s
elec
ted
s
ec
o
n
d
ar
y
s
cien
ce
teac
h
er
s
with
2
–
2
0
y
ea
r
s
o
f
e
x
p
er
ien
ce
,
teac
h
in
g
g
r
a
d
es
7
–
1
2
ac
r
o
s
s
u
r
b
an
a
n
d
s
u
b
u
r
b
a
n
co
n
tex
ts
.
All
wer
e
r
ec
r
u
ited
at
th
e
o
u
ts
et
b
ased
o
n
en
g
ag
em
e
n
t
in
c
o
llab
o
r
ativ
e
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
an
d
av
ailab
ilit
y
th
r
o
u
g
h
o
u
t
t
h
e
p
r
o
g
r
am
.
T
h
eo
r
etica
l
s
am
p
lin
g
was
im
p
lem
en
ted
iter
ativ
ely
d
u
r
in
g
d
ata
co
llectio
n
an
d
an
aly
s
is
.
A
lth
o
u
g
h
all
p
ar
ticip
an
ts
wer
e
in
itially
in
clu
d
ed
,
s
u
b
s
eq
u
en
t
in
ter
v
iews,
les
s
o
n
ar
tifa
cts,
a
n
d
f
o
cu
s
ed
r
ef
lectio
n
s
wer
e
s
elec
tiv
ely
g
ath
er
ed
f
r
o
m
in
d
iv
i
d
u
als
wh
o
s
e
ex
p
er
ien
ce
s
co
u
ld
f
u
r
th
er
elab
o
r
a
te
o
r
ch
allen
g
e
em
er
g
in
g
ca
t
eg
o
r
ies
[
2
2
]
.
Data
s
atu
r
atio
n
was
d
eter
m
in
ed
wh
en
ad
d
itio
n
al
s
am
p
lin
g
a
n
d
co
d
i
n
g
n
o
lo
n
g
er
p
r
o
d
u
ce
d
n
ew
p
r
o
p
er
ties
,
d
im
en
s
io
n
s
,
o
r
r
elatio
n
s
h
ip
s
w
ith
in
th
e
ca
teg
o
r
ies.
T
h
e
s
tu
d
y
was
co
n
d
u
cted
in
au
th
en
tic
p
r
o
f
ess
io
n
al
s
ettin
g
s
th
r
o
u
g
h
wo
r
k
s
h
o
p
s
an
d
b
len
d
ed
s
ess
io
n
s
th
at
s
u
p
p
o
r
ted
c
o
l
lab
o
r
atio
n
,
r
ef
lectio
n
,
a
n
d
cla
s
s
r
o
o
m
ap
p
licatio
n
,
with
co
n
tex
tu
al
f
ac
to
r
s
s
u
ch
as
tim
e,
cu
r
r
icu
lu
m
,
an
d
t
ec
h
n
o
lo
g
y
d
o
c
u
m
en
ted
to
e
n
h
an
ce
in
ter
p
r
etiv
e
tr
an
s
f
er
ab
ilit
y
.
2
.
3
.
T
ra
ini
ng
inte
rv
ent
io
n
T
h
e
tr
ain
in
g
in
ter
v
en
tio
n
ai
m
ed
to
d
ev
elo
p
2
5
s
ec
o
n
d
ar
y
s
cien
ce
teac
h
e
r
s
’
tr
an
s
d
is
cip
lin
ar
y
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
u
s
in
g
t
h
e
d
esig
n
th
in
k
in
g
f
r
am
ewo
r
k
:
em
p
ath
ize,
d
e
f
in
e,
id
ea
te,
p
r
o
to
ty
p
e,
an
d
test
.
C
o
n
d
u
cted
o
v
er
4
0
h
o
u
r
s
o
r
f
iv
e
d
ay
s
,
th
e
p
r
o
g
r
am
tar
g
ete
d
teac
h
er
s
o
f
h
ig
h
s
ch
o
o
l
s
ci
en
ce
s
,
r
ep
r
esen
tin
g
d
iv
er
s
e
teac
h
in
g
e
x
p
er
ien
ce
a
n
d
s
ch
o
o
l
c
o
n
tex
ts
.
L
ea
r
n
i
n
g
o
u
tco
m
es
in
clu
d
e
d
r
ef
lectiv
e
p
r
ac
tice,
in
teg
r
atio
n
o
f
d
is
cip
lin
ar
y
a
n
d
s
o
cieta
l
p
er
s
p
ec
tiv
es,
a
n
d
d
esig
n
o
f
in
s
tr
u
ctio
n
al
ac
tiv
ities
g
r
o
u
n
d
ed
in
au
th
en
tic
p
r
o
b
lem
s
.
T
h
e
p
r
o
g
r
a
m
in
co
r
p
o
r
ated
co
llab
o
r
ativ
e
ex
er
cise
s
,
p
r
o
b
lem
-
b
ased
s
ce
n
ar
io
s
(
e
.
g
.
,
en
v
ir
o
n
m
e
n
tal
s
u
s
tain
ab
ilit
y
,
co
m
m
u
n
ity
s
cien
ce
)
,
an
d
iter
ativ
e
r
ef
in
e
m
e
n
t
b
ased
o
n
p
ar
ticip
an
t
f
ee
d
b
ac
k
.
T
h
is
ad
ap
tiv
e
s
tr
u
ctu
r
e
en
ab
led
alig
n
m
en
t
with
em
er
g
in
g
GT
ca
teg
o
r
ies,
p
r
o
m
o
tin
g
p
r
ac
tical
ap
p
licatio
n
o
f
tr
an
s
d
is
cip
lin
ar
y
an
d
d
esig
n
th
in
k
in
g
p
r
in
cip
les
wh
ile
p
r
o
v
id
i
n
g
t
r
an
s
p
ar
en
t
in
f
o
r
m
atio
n
to
s
u
p
p
o
r
t
in
ter
p
r
etiv
e
tr
an
s
f
e
r
ab
ilit
y
[
2
3
]
.
2
.
4
.
Da
t
a
c
o
llect
io
n
Mu
ltip
le
q
u
alitativ
e
m
eth
o
d
s
wer
e
em
p
l
o
y
ed
to
ca
p
tu
r
e
teac
h
er
s
’
ex
p
er
ien
ce
s
co
m
p
r
e
h
en
s
iv
ely
.
Sem
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
wer
e
co
n
d
u
cted
b
e
f
o
r
e,
d
u
r
i
n
g
,
an
d
af
ter
th
e
p
r
o
g
r
a
m
to
r
ec
o
r
d
ev
o
l
v
in
g
p
er
s
p
ec
tiv
es.
Fo
cu
s
g
r
o
u
p
d
i
s
cu
s
s
io
n
s
f
ac
ilit
ated
co
llab
o
r
ativ
e
m
ea
n
in
g
-
m
a
k
in
g
,
wh
ile
r
ef
lectiv
e
jo
u
r
n
als
d
o
cu
m
e
n
ted
o
n
g
o
i
n
g
in
s
ig
h
ts
.
T
r
ain
in
g
ar
tifa
cts,
in
clu
d
in
g
less
o
n
p
lan
s
an
d
p
r
o
to
ty
p
es,
p
r
o
v
id
ed
ev
id
en
ce
o
f
ap
p
lied
lear
n
in
g
,
an
d
f
ield
o
b
s
er
v
atio
n
s
ca
p
t
u
r
ed
en
g
a
g
e
m
en
t
an
d
in
ter
a
ctio
n
s
.
T
h
e
tr
ian
g
u
latio
n
o
f
th
ese
s
o
u
r
ce
s
en
h
an
ce
d
th
e
cr
e
d
ib
ilit
y
an
d
r
o
b
u
s
tn
ess
o
f
em
e
r
g
in
g
ca
teg
o
r
ies [
2
4
]
.
2
.
5
.
Da
t
a
a
na
ly
s
is
,
t
rus
t
wo
rt
hin
ess
,
a
nd
et
hics
Data
wer
e
an
aly
ze
d
u
s
in
g
t
h
e
co
n
s
tan
t
co
m
p
a
r
ativ
e
m
e
th
o
d
.
Du
r
in
g
o
p
en
c
o
d
in
g
,
m
ea
n
in
g
f
u
l
s
eg
m
en
ts
f
r
o
m
p
ar
ticip
an
ts
’
r
ef
lectio
n
s
,
d
is
cu
s
s
io
n
s
,
in
ter
v
iews,
an
d
less
o
n
ar
tifa
cts
wer
e
lab
eled
with
in
itial
co
d
es su
ch
as “
co
llab
o
r
atio
n
in
less
o
n
p
lan
n
in
g
,
”
“p
r
o
b
lem
-
s
o
lv
in
g
s
tr
ateg
ies,”
an
d
“c
lass
r
o
o
m
ap
p
licatio
n
o
f
d
esig
n
-
th
in
k
i
n
g
.
”
A
x
ial
co
d
i
n
g
th
en
g
r
o
u
p
e
d
th
ese
c
o
d
es
i
n
to
b
r
o
ad
er
ca
teg
o
r
ies,
f
o
r
ex
am
p
le,
“in
teg
r
ativ
e
teac
h
in
g
ap
p
r
o
ac
h
es,”
“iter
at
iv
e
d
esig
n
en
g
a
g
em
en
t,”
an
d
“tr
an
s
d
is
cip
lin
ar
y
th
in
k
i
n
g
.
”
Selectiv
e
co
d
in
g
in
teg
r
ated
t
h
ese
ca
teg
o
r
ies
ar
o
u
n
d
th
e
co
r
e
ca
teg
o
r
y
o
f
“
tr
a
n
s
d
is
cip
lin
ar
y
p
r
o
f
ess
io
n
al
lear
n
in
g
d
ev
elo
p
m
e
n
t,”
wh
ich
an
ch
o
r
s
th
e
em
er
g
in
g
GT
[
2
5
]
.
A
n
aly
tic
m
em
o
s
d
o
cu
m
e
n
ted
co
d
in
g
d
ec
is
io
n
s
,
ca
teg
o
r
y
f
o
r
m
atio
n
,
an
d
e
v
o
lv
in
g
th
e
o
r
etica
l
in
s
ig
h
ts
,
p
r
o
v
id
in
g
a
clea
r
au
d
it
tr
ail
o
f
h
o
w
r
aw
d
ata
p
r
o
g
r
ess
ed
to
in
itial
co
d
es,
ca
teg
o
r
ies,
an
d
th
e
co
r
e
ca
teg
o
r
y
.
R
ig
o
r
was
en
s
u
r
ed
th
r
o
u
g
h
p
r
o
lo
n
g
ed
e
n
g
ag
em
e
n
t,
tr
ian
g
u
latio
n
o
f
d
ata
s
o
u
r
ce
s
,
au
d
it
tr
ails
,
p
ee
r
d
eb
r
ie
f
in
g
,
an
d
r
ef
lectiv
e
m
em
o
in
g
,
e
n
h
an
cin
g
cr
e
d
ib
ilit
y
,
d
ep
en
d
a
b
ilit
y
,
co
n
f
i
r
m
ab
ilit
y
,
an
d
tr
an
s
f
er
a
b
ilit
y
.
E
th
ical
s
tan
d
ar
d
s
wer
e
s
tr
ictly
f
o
llo
wed
:
th
e
s
tu
d
y
r
ec
eiv
ed
in
s
titu
tio
n
al
ap
p
r
o
v
al,
all
p
a
r
ticip
an
ts
p
r
o
v
id
e
d
in
f
o
r
m
ed
co
n
s
en
t,
co
n
f
id
en
tiality
was
m
ain
tain
ed
th
r
o
u
g
h
p
s
eu
d
o
n
y
m
s
an
d
s
ec
u
r
e
d
ata
s
to
r
ag
e,
an
d
p
ar
ticip
a
n
ts
co
u
ld
with
d
r
aw
at
a
n
y
tim
e,
e
n
s
u
r
in
g
a
r
esp
ec
tf
u
l
en
v
ir
o
n
m
en
t f
o
r
r
ef
lectiv
e
p
r
o
f
ess
io
n
al
lear
n
in
g
.
3.
RE
SU
L
T
S
3
.
1
.
T
ea
cher
s
’
co
ncept
io
ns
o
f
t
ra
ns
di
s
cipl
ina
ry
pro
blem
-
s
o
lv
ing
At
th
e
o
u
ts
et
o
f
t
h
e
tr
ain
in
g
,
p
ar
ticip
a
n
ts
ex
h
ib
ited
lim
ited
f
am
iliar
ity
with
tr
an
s
d
i
s
cip
lin
ar
y
p
r
o
b
lem
-
s
o
lv
in
g
.
M
o
s
t
teac
h
er
s
ass
o
ciate
d
p
r
o
b
lem
-
s
o
lv
in
g
p
r
im
ar
ily
with
s
cien
tific
r
ea
s
o
n
in
g
with
in
t
h
eir
o
wn
s
u
b
ject
ar
ea
.
As o
n
e
p
ar
ti
cip
an
t n
o
ted
:
“
I
u
s
u
a
lly
th
in
k
o
f
p
r
o
b
lem
-
s
o
lvin
g
a
s
a
p
p
lyin
g
fo
r
mu
la
s
o
r
ex
p
erimen
ts
fr
o
m
my
s
u
b
ject…
I
d
id
n
’
t
co
n
s
id
er so
cia
l o
r
eth
i
ca
l d
imen
s
io
n
s
b
efo
r
e.
”
(
T
ea
c
h
er
A
)
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
Dev
elo
p
in
g
a
tr
a
n
s
d
is
cip
lin
a
r
y
d
esig
n
-
b
a
s
ed
in
-
s
ervice
s
cien
ce
tea
ch
er tr
a
in
in
g
…
(
Jo
ela
s
h
R
.
Ho
n
r
a
)
2817
I
n
itial
co
n
ce
p
tio
n
s
wer
e
lar
g
ely
d
is
cip
lin
ar
y
a
n
d
teac
h
e
r
-
ce
n
ter
ed
,
f
o
cu
s
in
g
o
n
c
o
n
ten
t
d
eliv
er
y
r
ath
er
th
an
in
te
g
r
atio
n
ac
r
o
s
s
d
o
m
ain
s
.
Ho
wev
er
,
as
th
e
tr
ai
n
in
g
p
r
o
g
r
ess
ed
,
teac
h
er
s
r
e
p
o
r
ted
s
h
if
ts
in
th
eir
p
er
s
p
ec
tiv
es.
E
x
p
o
s
u
r
e
to
r
ea
l
-
wo
r
ld
,
cr
o
s
s
-
d
is
cip
lin
ar
y
p
r
o
b
lem
s
en
co
u
r
a
g
ed
th
em
to
v
iew
k
n
o
wled
g
e
as
in
ter
co
n
n
ec
ted
an
d
c
o
n
tex
t
u
ally
ap
p
lied
.
On
e
teac
h
er
r
ef
lecte
d
:
“
Wo
r
kin
g
o
n
th
e
en
viro
n
men
t
a
l
p
r
o
ject
ma
d
e
me
r
ea
liz
e
th
a
t
s
cien
ce
d
o
esn
’
t
ex
is
t
in
a
va
cu
u
m;
s
tu
d
en
ts
n
ee
d
to
th
in
k
a
b
o
u
t
s
o
cia
l
imp
a
ct,
et
h
ics,
a
n
d
p
r
a
c
tica
l
s
o
lu
tio
n
s
,
n
o
t
j
u
s
t
th
e
th
eo
r
y.
”
(
T
ea
ch
er
L
)
T
h
ese
s
h
if
ts
s
h
o
wed
a
g
r
o
win
g
ap
p
r
ec
iatio
n
f
o
r
t
h
e
co
m
p
le
x
ity
o
f
tr
an
s
d
is
cip
lin
ar
y
p
r
o
b
lem
-
s
o
lv
in
g
.
I
ter
ativ
e
en
g
a
g
em
en
t
with
a
u
th
en
tic
p
r
o
b
lem
s
s
u
p
p
o
r
ted
b
o
th
c
o
g
n
itiv
e
an
d
p
ed
a
g
o
g
ical
g
r
o
wth
.
T
h
is
s
u
g
g
ests
th
at
h
an
d
s
-
o
n
,
r
ea
l
-
w
o
r
ld
task
s
ca
n
f
o
s
ter
d
ee
p
er
le
ar
n
in
g
.
3
.
2
.
E
x
perience
s
wit
h des
ig
n t
hin
k
ing
in t
ra
ini
ng
Par
ticip
an
ts
d
escr
ib
ed
th
e
b
e
n
ef
its
o
f
u
s
in
g
d
esig
n
t
h
in
k
i
n
g
as
a
s
tr
u
ctu
r
ed
ap
p
r
o
ac
h
to
tack
le
co
m
p
lex
p
r
o
b
lem
s
.
T
h
ey
h
ig
h
lig
h
ted
its
p
o
ten
tial
t
o
f
o
s
ter
cr
ea
tiv
ity
,
co
llab
o
r
atio
n
,
an
d
r
ef
lectiv
e
p
r
ac
tice
.
On
e
teac
h
er
s
tated
:
“
Th
e
id
ea
tio
n
a
n
d
p
r
o
to
typ
in
g
s
ta
g
es
r
ea
lly
h
el
p
ed
me
s
ee
mu
ltip
le
w
a
ys
to
a
p
p
r
o
a
c
h
a
p
r
o
b
lem
a
n
d
n
o
t ju
s
t settle o
n
th
e
fir
s
t id
ea
.
”
(
T
ea
c
h
er
C
)
T
ea
ch
er
s
also
v
alu
ed
th
e
h
u
m
an
-
ce
n
te
r
ed
f
o
cu
s
,
n
o
tin
g
th
at
em
p
ath
izin
g
with
s
ta
k
eh
o
ld
er
s
,
in
clu
d
in
g
s
tu
d
en
ts
an
d
co
m
m
u
n
ity
m
e
m
b
er
s
,
im
p
r
o
v
ed
th
eir
p
r
o
b
lem
f
r
am
in
g
.
No
n
e
th
eless
,
p
ar
ticip
an
ts
r
ep
o
r
ted
c
h
allen
g
es.
So
m
e
f
o
u
n
d
th
e
iter
ativ
e
cy
cles
in
itially
o
v
er
wh
elm
in
g
,
wh
ile
o
th
er
s
s
tr
u
g
g
led
with
tim
e
m
an
ag
em
en
t a
n
d
u
n
ce
r
tain
ty
in
h
er
en
t in
o
p
e
n
-
en
d
ed
task
s
:
“
I
ke
p
t th
in
kin
g
,
‘
A
m
I
d
o
in
g
t
h
is
r
ig
h
t?
’
Th
e
a
mb
ig
u
ity
w
a
s
u
n
co
mfo
r
ta
b
le
a
t fir
s
t,
b
u
t g
r
a
d
u
a
lly
I
s
a
w
th
e
va
lu
e
o
f tryin
g
a
n
d
r
ev
is
in
g
id
ea
s
.
”
(
T
ea
ch
er
F
)
T
h
ese
ex
p
er
ien
ce
s
s
h
o
w
th
at
d
esig
n
th
in
k
in
g
ca
n
b
e
em
p
o
wer
in
g
.
I
ts
ef
f
ec
tiv
en
ess
d
ep
en
d
s
o
n
s
u
p
p
o
r
tiv
e
f
ac
ilit
atio
n
,
r
ef
lectio
n
,
an
d
iter
ativ
e
en
g
ag
em
en
t
.
W
ith
o
u
t
th
ese,
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
o
u
tco
m
es
m
ay
b
e
lim
ited
.
3
.
3
.
P
ro
f
ess
io
na
l
lea
rning
a
nd
pr
a
ct
ice
im
pli
ca
t
io
ns
T
h
e
tr
ain
in
g
h
a
d
a
clea
r
i
m
p
ac
t
o
n
teac
h
er
s
’
p
r
o
f
ess
io
n
al
lear
n
in
g
,
p
ar
ticu
lar
ly
r
eg
ar
d
in
g
in
s
tr
u
ctio
n
al
p
lan
n
in
g
an
d
c
lass
r
o
o
m
p
r
ac
tice.
Ma
n
y
p
a
r
ticip
an
ts
r
ep
o
r
ted
in
teg
r
atin
g
tr
an
s
d
is
cip
lin
ar
y
p
r
o
b
lem
-
s
o
lv
in
g
p
r
in
cip
les
in
t
o
less
o
n
d
esig
n
,
cr
ea
tin
g
ac
tiv
ities
th
at
co
n
n
ec
ted
s
cien
ce
with
s
o
cieta
l,
eth
ical,
an
d
en
v
ir
o
n
m
e
n
tal
co
n
tex
ts
.
F
o
r
ex
am
p
le,
o
n
e
teac
h
er
e
x
p
lai
n
ed
:
“
I
r
ed
esig
n
ed
my
ch
emistr
y
u
n
it
to
in
clu
d
e
a
lo
ca
l
w
a
ter
q
u
a
lity
is
s
u
e.
S
tu
d
en
ts
n
o
w
h
a
d
to
a
n
a
lyze
d
a
t
a
,
p
r
o
p
o
s
e
s
o
lu
ti
o
n
s
,
a
n
d
d
is
cu
s
s
s
o
cia
l
imp
li
ca
tio
n
s
—
it
ma
d
e
th
e
lea
r
n
in
g
mu
ch
mo
r
e
mea
n
in
g
fu
l.
”
(
T
ea
ch
er
D
)
T
ea
ch
er
s
r
ef
lecte
d
o
n
a
s
h
if
t
f
r
o
m
teac
h
er
-
ce
n
ter
ed
in
s
tr
u
ctio
n
to
f
ac
ilit
atin
g
s
tu
d
e
n
t
-
ce
n
ter
ed
,
in
q
u
ir
y
-
b
ased
lear
n
in
g
.
T
h
ey
h
ig
h
lig
h
ted
im
p
r
o
v
e
d
co
llab
o
r
atio
n
am
o
n
g
co
lleag
u
es.
T
h
e
y
also
em
p
h
asized
u
s
in
g
iter
ativ
e
ass
ess
m
en
t a
n
d
f
ee
d
b
ac
k
to
s
u
p
p
o
r
t stu
d
e
n
t p
r
o
b
lem
-
s
o
lv
in
g
.
3
.
4
.
E
m
er
g
ent
des
ig
n princi
ples
An
aly
s
is
o
f
p
ar
ticip
an
t
ex
p
e
r
ien
ce
s
an
d
ar
tifa
cts
led
to
th
e
i
d
en
tific
atio
n
o
f
k
ey
f
ea
t
u
r
es
o
f
ef
f
ec
tiv
e
tr
an
s
d
is
cip
lin
ar
y
tr
ain
in
g
.
Firs
t,
r
ea
l
-
wo
r
ld
p
r
o
b
lem
co
n
tex
t
s
wer
e
ess
en
tial
to
m
ak
in
g
lear
n
in
g
r
elev
a
n
t
an
d
m
o
tiv
atin
g
.
Seco
n
d
,
s
tr
u
ctu
r
ed
y
et
f
lex
ib
le
d
esig
n
th
in
k
in
g
p
r
o
ce
s
s
es
f
ac
ilit
ated
it
er
ativ
e
r
ef
lectio
n
,
cr
ea
tiv
ity
,
an
d
s
o
lu
tio
n
d
ev
elo
p
m
en
t.
T
h
ir
d
,
co
llab
o
r
ativ
e
en
g
a
g
em
en
t
p
r
o
m
o
ted
p
ee
r
lear
n
in
g
an
d
co
-
co
n
s
tr
u
ctio
n
o
f
k
n
o
wled
g
e.
Par
ticip
an
ts
s
u
g
g
ested
r
ef
in
em
en
ts
to
th
e
f
r
am
ewo
r
k
,
s
u
c
h
as
clea
r
er
s
ca
f
f
o
ld
in
g
f
o
r
e
ar
ly
d
esig
n
-
th
in
k
in
g
s
tag
es.
T
h
e
y
r
ec
o
m
m
en
d
ed
m
o
r
e
tim
e
f
o
r
iter
ativ
e
p
r
o
to
ty
p
in
g
a
n
d
o
n
g
o
i
n
g
class
r
o
o
m
s
u
p
p
o
r
t.
On
e
teac
h
er
r
em
ar
k
ed
:
“
I
th
in
k
th
e
fr
a
mewo
r
k
w
o
r
ks
b
est
w
h
en
w
e
h
a
ve
clea
r
ex
a
m
p
les
a
n
d
c
h
ec
kp
o
in
ts
a
l
o
n
g
t
h
e
w
a
y;
it’s e
a
s
ier to
co
n
n
ec
t th
eo
r
y
to
p
r
a
ctice
.
”
(
T
ea
ch
er
G
)
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
.
4
,
Au
g
u
s
t
20
26
:
2
8
1
4
-
2
8
2
2
2818
T
h
ese
in
s
ig
h
ts
g
u
id
ed
th
e
r
e
f
in
em
en
t
o
f
th
e
t
r
ain
in
g
f
r
a
m
ewo
r
k
.
T
h
ey
h
ig
h
lig
h
ted
th
e
n
ee
d
f
o
r
co
n
tex
tu
alize
d
s
ca
f
f
o
ld
s
,
r
ef
le
ctiv
e
cy
cles,
an
d
a
d
ap
tiv
e
s
u
p
p
o
r
t.
Su
ch
elem
en
ts
ar
e
k
ey
t
o
s
u
s
tain
in
g
teac
h
er
lear
n
in
g
an
d
tr
an
s
d
is
cip
lin
ar
y
ap
p
licatio
n
.
Ov
er
all,
th
e
f
in
d
in
g
s
in
d
icate
th
at
in
-
s
er
v
ice
s
cien
ce
teac
h
er
s
ca
n
d
ev
elo
p
r
o
b
u
s
t
tr
an
s
d
is
cip
lin
ar
y
p
r
o
b
lem
-
s
o
lv
in
g
ca
p
ac
iti
es
wh
en
s
u
p
p
o
r
te
d
b
y
d
esig
n
th
i
n
k
in
g
–
b
ased
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
T
e
ac
h
er
s
ex
p
er
ien
ce
d
co
g
n
itiv
e
an
d
p
ed
a
g
o
g
ical
s
h
if
ts
,
r
ep
o
r
t
ed
tan
g
ib
le
ch
an
g
es
in
in
s
tr
u
ctio
n
al
p
r
ac
tice,
a
n
d
co
n
tr
ib
u
ted
to
th
e
r
e
f
in
em
en
t
o
f
a
p
r
ac
tical
f
r
am
ewo
r
k
f
o
r
tr
an
s
d
is
cip
lin
ar
y
,
d
esig
n
-
o
r
ien
te
d
tr
ain
in
g
.
Key
p
r
in
cip
les
em
er
g
i
n
g
f
r
o
m
th
e
s
tu
d
y
g
u
id
e
s
tr
u
ct
u
r
in
g
f
u
tu
r
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
p
r
o
g
r
am
s
,
em
p
h
asizin
g
iter
ativ
e
d
esig
n
,
au
th
en
tic
p
r
o
b
lem
co
n
tex
ts
,
co
llab
o
r
ativ
e
lear
n
in
g
,
an
d
r
ef
lectiv
e
en
g
a
g
em
en
t.
4.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
in
v
esti
g
ated
th
e
d
e
v
elo
p
m
en
t
an
d
im
p
lem
en
tatio
n
o
f
a
tr
an
s
d
is
cip
lin
ar
y
d
esig
n
-
b
ased
in
-
s
er
v
ice
s
cien
ce
teac
h
er
tr
ai
n
in
g
f
r
am
ewo
r
k
t
o
ex
a
m
in
e
h
o
w
in
-
s
er
v
ice
s
cien
ce
t
ea
ch
er
s
en
g
a
g
e
i
n
tr
an
s
d
is
cip
lin
ar
y
p
r
o
b
lem
-
s
o
lv
in
g
th
r
o
u
g
h
d
esig
n
th
in
k
in
g
an
d
h
o
w
th
is
s
h
ap
es
p
r
o
f
ess
io
n
al
lear
n
in
g
.
I
n
itially
,
teac
h
er
s
ap
p
r
o
ac
h
ed
p
r
o
b
lem
s
th
r
o
u
g
h
d
is
ci
p
lin
ar
y
,
c
o
n
ten
t
-
ce
n
te
r
ed
le
n
s
es,
em
p
h
asizin
g
p
r
o
ce
d
u
r
al
s
tr
ateg
ies
an
d
est
ab
lis
h
ed
r
o
u
tin
es.
Su
s
tain
ed
en
g
ag
em
e
n
t
with
au
th
en
tic,
co
m
p
lex
p
r
o
b
lem
s
s
h
if
ted
th
eir
th
in
k
in
g
to
war
d
in
teg
r
ativ
e
ap
p
r
o
ac
h
es,
r
ec
o
g
n
izin
g
lin
k
s
am
o
n
g
s
cien
tific
k
n
o
wled
g
e,
s
o
cial
co
n
tex
ts
,
an
d
eth
ical
co
n
s
id
er
atio
n
s
.
Desig
n
th
in
k
in
g
p
r
o
v
id
ed
a
s
tr
u
ctu
r
ed
y
et
f
le
x
ib
le
s
ca
f
f
o
ld
th
at
s
u
p
p
o
r
ted
n
av
ig
atio
n
o
f
am
b
ig
u
ity
,
f
o
s
ter
in
g
cr
ea
tiv
it
y
,
co
llab
o
r
atio
n
,
an
d
r
ef
lectiv
e
p
r
ac
tice.
W
h
ile
p
ar
ticip
an
ts
in
itially
ex
p
er
ien
c
ed
d
is
co
m
f
o
r
t
with
u
n
ce
r
tain
ty
an
d
tim
e
d
em
an
d
s
,
iter
ativ
e
cy
cles
o
f
id
ea
tio
n
,
p
r
o
to
ty
p
in
g
,
a
n
d
test
in
g
f
ac
il
itated
d
ee
p
er
en
g
ag
em
en
t
a
n
d
m
ea
n
in
g
f
u
l
lear
n
in
g
.
T
h
e
t
r
ain
in
g
in
f
l
u
en
ce
d
p
r
o
f
ess
io
n
al
p
r
ac
tice,
s
h
ap
in
g
in
s
tr
u
ctio
n
al
p
lan
n
i
n
g
,
cu
r
r
icu
lu
m
d
esig
n
,
a
n
d
class
r
o
o
m
im
p
lem
en
tatio
n
to
war
d
s
tu
d
en
t
-
ce
n
ter
ed
,
c
o
llab
o
r
ativ
e,
a
n
d
co
n
tex
tu
ally
r
elev
an
t
s
cien
ce
lear
n
in
g
.
Fo
u
r
em
er
g
e
n
t
d
esig
n
p
r
in
cip
les
wer
e
id
e
n
tifie
d
:
g
r
o
u
n
d
in
g
lear
n
in
g
in
au
t
h
en
tic
p
r
o
b
lem
co
n
tex
ts
,
em
p
l
o
y
in
g
iter
ativ
e
d
esig
n
-
th
in
k
in
g
c
y
cles,
f
o
s
ter
in
g
c
o
llab
o
r
ativ
e
in
q
u
ir
y
,
an
d
em
b
ed
d
in
g
r
ef
lectio
n
an
d
f
ee
d
b
ac
k
.
T
h
ese
s
h
if
ts
in
teac
h
er
s
’
co
n
ce
p
tio
n
s
o
f
p
r
o
b
lem
-
s
o
lv
in
g
illu
s
tr
ate
n
o
t
o
n
ly
p
r
ac
tical
g
r
o
wth
b
u
t
also
ex
ten
d
ex
is
tin
g
u
n
d
er
s
tan
d
in
g
s
o
f
tr
an
s
d
is
cip
lin
ar
y
lear
n
i
n
g
an
d
teac
h
e
r
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t.
W
h
ile
p
r
io
r
r
esear
ch
e
m
p
h
asizes
th
a
t
teac
h
er
s
o
f
te
n
r
el
y
o
n
d
is
cip
lin
ar
y
ap
p
r
o
ac
h
es
wh
en
f
ac
in
g
n
ew
p
ed
ag
o
g
ical
d
em
an
d
s
,
th
is
s
tu
d
y
s
h
o
ws
h
o
w
en
g
ag
em
en
t
with
au
th
en
tic,
tr
an
s
d
is
cip
lin
ar
y
p
r
o
b
lem
s
ca
n
ac
tiv
ely
r
esh
ap
e
ep
is
tem
o
lo
g
ical
an
d
p
ed
ag
o
g
ical
o
r
ien
tatio
n
s
.
B
y
in
teg
r
a
tin
g
m
u
ltip
le
k
n
o
wled
g
e
d
o
m
ain
s
,
n
eg
o
tiatin
g
s
o
cieta
l
an
d
eth
ical
co
n
s
id
er
a
tio
n
s
,
an
d
c
o
llab
o
r
atin
g
with
p
ee
r
s
,
teac
h
er
s
d
em
o
n
s
tr
ated
th
e
co
-
co
n
s
tr
u
ctio
n
o
f
k
n
o
wled
g
e
in
way
s
th
at
r
e
f
in
e
th
eo
r
etica
l
m
o
d
els
o
f
tr
a
n
s
d
is
cip
lin
ar
y
lear
n
in
g
.
Desig
n
th
in
k
i
n
g
ac
ted
as
b
o
th
a
co
g
n
itiv
e
an
d
p
e
d
ag
o
g
ical
s
ca
f
f
o
ld
:
its
s
tr
u
ctu
r
ed
p
h
a
s
es
s
u
p
p
o
r
ted
m
an
a
g
em
en
t
o
f
co
m
p
lex
ity
,
an
d
its
iter
ativ
e
n
atu
r
e
p
r
o
m
o
ted
ex
p
er
im
en
tatio
n
,
r
ef
lectio
n
,
an
d
r
is
k
-
tak
in
g
.
T
h
e
o
b
s
er
v
ed
ten
s
io
n
s
with
am
b
ig
u
ity
f
u
r
th
er
h
ig
h
lig
h
t
t
h
e
th
e
o
r
et
ical
im
p
o
r
tan
ce
o
f
s
ca
f
f
o
l
d
in
g
a
n
d
g
u
id
e
d
f
ac
ilit
atio
n
in
tr
an
s
d
is
cip
lin
ar
y
p
r
o
f
ess
io
n
al
lear
n
in
g
.
Fin
ally
,
th
e
ap
p
licatio
n
o
f
n
ew
s
tr
ateg
ies
in
class
r
o
o
m
s
—
co
n
n
ec
tin
g
s
cien
tific
co
n
ce
p
ts
to
r
ea
l
-
wo
r
l
d
is
s
u
es
—
r
ein
f
o
r
ce
s
an
d
ex
ten
d
s
co
n
s
tr
u
ctiv
is
t
an
d
s
o
cio
c
u
ltu
r
al
p
er
s
p
ec
tiv
es,
d
em
o
n
s
tr
atin
g
h
o
w
tr
an
s
d
is
cip
lin
ar
y
teac
h
er
d
ev
elo
p
m
en
t
ca
n
s
im
u
ltan
eo
u
s
ly
ad
v
an
ce
p
ed
ag
o
g
ical
p
r
ac
tice
an
d
th
eo
r
etica
l u
n
d
e
r
s
tan
d
in
g
o
f
lear
n
in
g
in
a
u
th
en
tic,
co
m
p
lex
co
n
tex
ts
.
W
ith
in
th
e
b
r
o
ad
er
liter
atu
r
e
,
th
ese
f
in
d
in
g
s
ar
e
co
n
s
is
te
n
t
with
an
d
ex
ten
d
p
r
io
r
r
e
s
ea
r
ch
o
n
tr
an
s
d
is
cip
lin
ar
y
lear
n
in
g
an
d
d
esig
n
th
in
k
in
g
in
s
cien
ce
ed
u
ca
tio
n
.
W
h
ile
ea
r
lier
s
tu
d
ies
em
p
h
asize
b
en
ef
its
f
o
r
s
tu
d
en
t
lear
n
in
g
,
t
h
is
s
tu
d
y
d
em
o
n
s
tr
ates
th
at
teac
h
er
s
b
en
ef
it
f
r
o
m
e
n
g
ag
i
n
g
in
tr
a
n
s
d
is
cip
lin
ar
y
in
q
u
ir
y
,
d
ev
elo
p
in
g
co
m
p
eten
cies
th
at
in
f
o
r
m
class
r
o
o
m
p
r
ac
tice
[
1
]
,
[
6
]
,
[
1
0
]
,
[
1
5
]
,
[
1
9
]
.
T
h
e
u
s
e
o
f
d
esig
n
th
in
k
in
g
alig
n
s
with
liter
atu
r
e
h
ig
h
lig
h
tin
g
its
r
o
le
in
p
r
o
m
o
tin
g
r
ef
l
ec
tiv
e,
co
llab
o
r
ativ
e,
an
d
in
n
o
v
ativ
e
p
r
o
f
ess
io
n
al
lear
n
in
g
.
T
h
is
s
tu
d
y
ex
te
n
d
s
p
r
io
r
wo
r
k
b
y
in
teg
r
atin
g
d
esig
n
th
in
k
in
g
an
d
tr
an
s
d
is
cip
lin
a
r
y
p
r
o
b
lem
-
s
o
lv
i
n
g
in
to
a
co
h
e
r
en
t,
s
u
s
tain
ed
f
r
a
m
ewo
r
k
f
o
r
in
-
s
er
v
ice
teac
h
e
r
tr
ain
in
g
.
C
h
allen
g
es
r
ep
o
r
te
d
b
y
p
ar
ticip
an
ts
,
in
clu
d
in
g
d
is
co
m
f
o
r
t
with
am
b
ig
u
ity
an
d
tim
e
c
o
n
s
tr
ain
ts
,
m
ir
r
o
r
ea
r
lier
f
in
d
in
g
s
,
r
ein
f
o
r
cin
g
th
e
n
ee
d
f
o
r
s
ca
f
f
o
ld
ed
s
u
p
p
o
r
t
an
d
iter
ativ
e
im
p
lem
en
tatio
n
.
Un
lik
e
s
h
o
r
t
-
ter
m
in
ter
v
en
tio
n
s
,
th
is
s
tu
d
y
d
em
o
n
s
tr
ates
th
e
v
alu
e
o
f
s
u
s
tain
ed
en
g
a
g
em
en
t,
co
n
tr
ib
u
tin
g
p
r
ac
tical
d
esig
n
p
r
in
ci
p
les
ad
d
r
ess
in
g
g
ap
s
in
o
p
er
atio
n
al
m
o
d
els f
o
r
t
r
an
s
d
is
cip
lin
ar
y
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t [
3
]
,
[
9
]
,
[
1
4
]
,
[
1
7
]
.
T
h
ese
f
in
d
in
g
s
ca
r
r
y
im
p
o
r
tan
t
im
p
licatio
n
s
f
o
r
s
cien
c
e
ed
u
ca
tio
n
a
n
d
teac
h
er
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t.
Pro
f
ess
io
n
al
lear
n
in
g
in
itiativ
es
s
h
o
u
ld
m
o
v
e
b
ey
o
n
d
co
n
ten
t
tr
an
s
m
is
s
io
n
m
o
d
els
to
en
g
a
g
e
teac
h
er
s
with
au
th
en
tic,
co
m
p
lex
p
r
o
b
le
m
s
r
eq
u
ir
in
g
in
teg
r
atio
n
o
f
d
is
cip
lin
ar
y
k
n
o
wled
g
e
with
s
o
cieta
l
an
d
eth
ical
co
n
s
id
er
atio
n
s
,
f
o
s
ter
in
g
ep
is
tem
o
lo
g
ical
f
lex
ib
ilit
y
a
n
d
p
ed
a
g
o
g
ical
in
n
o
v
atio
n
.
T
h
e
s
tr
u
ctu
r
ed
u
s
e
o
f
d
esig
n
th
in
k
in
g
o
f
f
e
r
s
a
p
r
ac
tical
s
ca
f
f
o
ld
f
o
r
s
u
p
p
o
r
ti
n
g
teac
h
er
s
as
th
ey
n
a
v
ig
at
e
co
m
p
lex
ity
an
d
u
n
ce
r
tain
ty
,
g
u
id
in
g
p
ar
ticip
a
n
ts
th
r
o
u
g
h
iter
ativ
e
cy
cles
o
f
p
r
o
b
lem
f
r
am
in
g
,
id
ea
tio
n
,
p
r
o
to
ty
p
in
g
,
an
d
ev
alu
atio
n
wh
ile
p
r
o
m
o
tin
g
co
llab
o
r
atio
n
a
n
d
r
ef
lectio
n
.
E
m
b
ed
d
in
g
o
p
p
o
r
tu
n
ities
f
o
r
p
ee
r
f
ee
d
b
ac
k
an
d
r
ef
in
em
en
t is ess
en
tial f
o
r
s
u
s
tain
in
g
en
g
ag
em
en
t a
n
d
d
ee
p
e
n
in
g
p
r
o
f
ess
io
n
al
lear
n
in
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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&
R
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SS
N:
2252
-
8
8
2
2
Dev
elo
p
in
g
a
tr
a
n
s
d
is
cip
lin
a
r
y
d
esig
n
-
b
a
s
ed
in
-
s
ervice
s
cien
ce
tea
ch
er tr
a
in
in
g
…
(
Jo
ela
s
h
R
.
Ho
n
r
a
)
2819
B
u
ild
in
g
o
n
t
h
ese
im
p
licatio
n
s
,
th
e
s
tu
d
y
p
r
o
p
o
s
es
a
tr
an
s
d
is
cip
lin
ar
y
d
esig
n
-
b
ased
i
n
-
s
er
v
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s
cien
ce
teac
h
er
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ain
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f
r
am
e
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r
k
in
teg
r
atin
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tr
a
n
s
d
is
cip
lin
ar
y
p
r
o
b
lem
co
n
tex
ts
,
d
esig
n
th
in
k
in
g
p
r
o
ce
s
s
es,
an
d
teac
h
er
p
r
o
f
ess
io
n
al
lear
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in
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with
in
an
iter
ativ
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cy
cle
.
Au
th
en
tic
r
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wo
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ld
p
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b
le
m
s
an
ch
o
r
in
q
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,
wh
ile
d
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th
in
k
in
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p
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ce
s
s
es
p
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v
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u
ctu
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ed
y
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lex
ib
le
p
ath
way
s
f
o
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cr
ea
ti
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ex
p
lo
r
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an
d
r
ef
lectio
n
.
O
u
tco
m
es
in
clu
d
e
en
h
a
n
ce
d
p
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f
ess
io
n
al
lear
n
i
n
g
,
s
h
if
ts
i
n
p
e
d
ag
o
g
ical
p
r
a
ctice
,
s
tr
en
g
th
en
e
d
p
r
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b
lem
-
s
o
lv
in
g
ca
p
ac
ities
,
an
d
in
n
o
v
ativ
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c
u
r
r
icu
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m
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em
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o
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s
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lectio
n
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r
ef
in
em
en
t,
a
n
d
k
n
o
wled
g
e
co
-
co
n
s
tr
u
ctio
n
,
as
p
r
esen
ted
in
Fig
u
r
e
1
.
N
o
t
e
s
:
−
C
e
n
t
e
r
:
i
n
n
o
v
a
t
i
v
e
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
s
—
t
e
a
c
h
e
r
s
a
p
p
l
y
d
e
si
g
n
t
h
i
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k
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n
g
,
t
r
a
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s
d
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p
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p
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b
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m
-
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l
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a
n
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l
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t
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p
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ssi
o
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a
l
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o
c
r
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a
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n
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a
g
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a
l
-
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l
d
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
s.
−
C
e
n
t
e
r
(
t
o
p
)
:
d
e
s
i
g
n
t
h
i
n
k
i
n
g
p
r
o
c
e
ss
—
st
a
g
e
s
o
f
e
mp
a
t
h
i
z
e
,
d
e
f
i
n
e
,
i
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a
t
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,
p
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y
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a
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t
,
p
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r
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d
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p
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a
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g
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w
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p
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ms
c
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a
t
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v
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l
y
a
n
d
i
t
e
r
a
t
i
v
e
l
y
.
−
Le
f
t
:
t
e
a
c
h
e
r
p
r
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f
e
ss
i
o
n
a
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l
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a
r
n
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g
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i
f
t
s
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d
a
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l
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m
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so
l
v
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c
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p
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c
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r
e
f
l
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c
t
i
v
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n
g
a
g
e
me
n
t
,
a
n
d
c
u
r
r
i
c
u
l
u
m d
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si
g
n
.
−
R
i
g
h
t
:
t
r
a
n
s
d
i
s
c
i
p
l
i
n
a
r
y
p
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b
l
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m
-
so
l
v
i
n
g
—
c
o
l
l
a
b
o
r
a
t
i
v
e
l
y
a
p
p
l
y
k
n
o
w
l
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d
g
e
f
r
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m
mu
l
t
i
p
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d
i
s
c
i
p
l
i
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s
t
o
so
l
v
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m
p
l
e
x
r
e
a
l
-
w
o
r
l
d
p
r
o
b
l
e
ms.
Fig
u
r
e
1
.
T
r
an
s
d
is
cip
lin
ar
y
d
e
s
ig
n
-
b
ased
in
-
s
er
v
ice
s
cien
ce
t
ea
ch
er
s
’
tr
ain
in
g
f
r
a
m
ewo
r
k
T
o
im
p
lem
en
t
th
is
f
r
am
ew
o
r
k
,
a
n
ac
tio
n
-
o
r
ien
te
d
ap
p
r
o
ac
h
in
v
o
lv
es
p
r
o
b
lem
id
e
n
tific
atio
n
,
ch
allen
g
e
f
r
am
in
g
,
id
ea
tio
n
,
p
r
o
to
ty
p
i
n
g
,
class
r
o
o
m
im
p
lem
en
tatio
n
,
r
ef
lectio
n
,
an
d
r
ef
in
em
en
t.
Key
co
n
s
id
er
atio
n
s
in
clu
d
e
s
elec
tin
g
lo
ca
lly
r
elev
an
t
p
r
o
b
lem
s
,
s
ca
f
f
o
ld
in
g
in
ter
d
is
cip
lin
ar
y
in
teg
r
atio
n
,
an
d
f
ac
ilit
atin
g
co
llab
o
r
ativ
e
in
q
u
ir
y
.
I
ter
ativ
e
test
in
g
en
a
b
les
teac
h
er
s
to
ad
ap
t
in
n
o
v
ati
o
n
s
wh
ile
b
u
ild
in
g
p
r
o
f
ess
io
n
al
co
n
f
id
en
ce
.
B
ey
o
n
d
its
p
r
ac
tical
ap
p
licatio
n
,
th
e
s
tu
d
y
e
x
ten
d
s
th
eo
r
ies
o
f
tr
an
s
d
is
cip
lin
ar
y
lear
n
in
g
an
d
teac
h
er
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
e
n
t
b
y
s
h
o
win
g
h
o
w
s
u
s
tain
ed
,
d
esig
n
-
b
ased
en
g
ag
em
e
n
t
f
o
s
ter
s
in
teg
r
ated
p
r
o
b
lem
-
s
o
lv
in
g
,
r
ef
lectiv
e
p
ed
a
g
o
g
y
,
a
n
d
ad
ap
tiv
e
ex
p
er
tis
e.
T
h
is
d
em
o
n
s
tr
ates
th
at
tr
an
s
d
is
cip
lin
ar
y
,
d
esig
n
-
b
ased
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
ca
n
b
o
th
th
e
o
r
etica
lly
an
d
p
r
ac
tically
en
h
an
c
e
teac
h
er
s
’
ca
p
ac
ity
to
n
av
ig
at
e
co
m
p
lex
,
r
ea
l
-
wo
r
ld
p
r
o
b
l
em
s
,
o
f
f
er
in
g
a
m
o
d
el
th
at
b
r
id
g
es
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
an
d
class
r
o
o
m
p
r
ac
tice,
as
s
h
o
wn
in
T
a
b
le
1
.
T
ab
le
1
.
Pro
p
o
s
ed
ac
tio
n
p
lan
P
h
a
se
/
a
c
t
i
o
n
K
e
y
a
c
t
i
v
i
t
i
e
s
C
o
n
si
d
e
r
a
t
i
o
n
s
1.
P
r
o
b
l
e
m
I
d
e
n
t
i
f
i
c
a
t
i
o
n
S
e
l
e
c
t
a
u
t
h
e
n
t
i
c
,
r
e
a
l
-
w
o
r
l
d
i
s
su
e
s
r
e
l
e
v
a
n
t
t
o
l
o
c
a
l
c
o
n
t
e
x
t
;
i
n
v
o
l
v
e
s
t
a
k
e
h
o
l
d
e
r
s
(
st
u
d
e
n
t
s,
c
o
mm
u
n
i
t
y
,
e
x
p
e
r
t
s)
En
s
u
r
e
p
r
o
b
l
e
ms
a
r
e
c
o
m
p
l
e
x
,
i
n
t
e
r
d
i
sci
p
l
i
n
a
r
y
,
a
n
d
so
c
i
a
l
l
y
r
e
l
e
v
a
n
t
;
a
l
i
g
n
w
i
t
h
c
u
r
r
i
c
u
l
a
r
o
b
j
e
c
t
i
v
e
s
2.
Emp
a
t
h
i
z
e
/
n
e
e
d
s
a
ssessm
e
n
t
C
o
n
d
u
c
t
t
e
a
c
h
e
r
a
n
d
l
e
a
r
n
e
r
n
e
e
d
s
a
n
a
l
y
s
i
s;
e
x
p
l
o
r
e
e
x
i
st
i
n
g
p
r
a
c
t
i
c
e
s
a
n
d
c
h
a
l
l
e
n
g
e
s
U
se
su
r
v
e
y
s,
i
n
t
e
r
v
i
e
w
s,
f
o
c
u
s
g
r
o
u
p
s
;
i
d
e
n
t
i
f
y
t
e
a
c
h
e
r
k
n
o
w
l
e
d
g
e
g
a
p
s
a
n
d
c
l
a
ssr
o
o
m c
o
n
s
t
r
a
i
n
t
s
3.
D
e
f
i
n
e
/
f
r
a
m
i
n
g
c
h
a
l
l
e
n
g
e
s
G
u
i
d
e
t
e
a
c
h
e
r
s
t
o
a
r
t
i
c
u
l
a
t
e
p
r
o
b
l
e
m
s
t
a
t
e
me
n
t
s;
h
i
g
h
l
i
g
h
t
i
n
t
e
r
d
i
sci
p
l
i
n
a
r
y
d
i
m
e
n
s
i
o
n
s
P
r
o
v
i
d
e
s
c
a
f
f
o
l
d
s
f
o
r
c
l
a
r
i
f
y
i
n
g
sc
o
p
e
;
e
mp
h
a
s
i
z
e
e
t
h
i
c
a
l
,
s
o
c
i
e
t
a
l
,
a
n
d
e
n
v
i
r
o
n
me
n
t
a
l
c
o
n
s
i
d
e
r
a
t
i
o
n
s
4.
I
d
e
a
t
e
/
so
l
u
t
i
o
n
g
e
n
e
r
a
t
i
o
n
F
a
c
i
l
i
t
a
t
e
c
o
l
l
a
b
o
r
a
t
i
v
e
b
r
a
i
n
s
t
o
r
mi
n
g
;
d
e
v
e
l
o
p
mu
l
t
i
p
l
e
i
n
s
t
r
u
c
t
i
o
n
a
l
s
t
r
a
t
e
g
i
e
s
o
r
l
e
s
so
n
p
r
o
t
o
t
y
p
e
s
En
c
o
u
r
a
g
e
c
r
e
a
t
i
v
i
t
y
;
d
o
c
u
me
n
t
i
d
e
a
s;
b
a
l
a
n
c
e
f
e
a
si
b
i
l
i
t
y
w
i
t
h
i
n
n
o
v
a
t
i
o
n
5.
P
r
o
t
o
t
y
p
e
/
l
e
ss
o
n
d
e
s
i
g
n
D
e
v
e
l
o
p
l
e
ss
o
n
p
l
a
n
s,
a
c
t
i
v
i
t
i
e
s
,
o
r
i
n
t
e
r
v
e
n
t
i
o
n
s
i
n
t
e
g
r
a
t
i
n
g
mu
l
t
i
p
l
e
d
i
sc
i
p
l
i
n
e
s
I
n
c
l
u
d
e
ma
t
e
r
i
a
l
s,
r
e
s
o
u
r
c
e
s,
a
n
d
a
ssessm
e
n
t
c
r
i
t
e
r
i
a
;
c
o
n
si
d
e
r
c
l
a
ssr
o
o
m
l
o
g
i
st
i
c
s
6.
Te
st
/
i
m
p
l
e
me
n
t
a
t
i
o
n
P
i
l
o
t
l
e
ss
o
n
s
i
n
c
l
a
ssr
o
o
ms
;
g
a
t
h
e
r
f
e
e
d
b
a
c
k
f
r
o
m
t
e
a
c
h
e
r
s a
n
d
s
t
u
d
e
n
t
s
M
o
n
i
t
o
r
e
n
g
a
g
e
m
e
n
t
a
n
d
l
e
a
r
n
i
n
g
o
u
t
c
o
mes
;
e
n
c
o
u
r
a
g
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s
Evaluation Warning : The document was created with Spire.PDF for Python.
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d
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d
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les
:
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th
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r
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,
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n
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c
o
l
l
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b
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q
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g
ac
r
o
s
s
d
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s
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ed
u
ca
tio
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a
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s
.
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UNDING
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NF
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M
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h
is
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esear
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J
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ae
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.
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Ma
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Sean
Der
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Oliq
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J
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.
Oller
o
✓
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J
o
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e
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ce
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Villam
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✓
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C
:
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o
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e
p
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alitativ
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ata
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y
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iews,
r
ef
lectiv
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r
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als,
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d
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a
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th
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s
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licly
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v
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to
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r
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tect
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ar
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ts
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tiality
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ata
m
a
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t o
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iate
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ata
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ar
in
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r
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m
en
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.
RE
F
E
R
E
NC
E
S
[
1
]
W
.
S
p
i
t
z
e
r
a
n
d
J
.
F
r
a
ser,
“
A
d
v
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n
c
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n
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c
o
mm
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a
c
y
,
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o
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f
M
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se
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c
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o
n
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[
2
]
U
.
U
st
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n
,
“
M
o
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r
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[
3
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R
.
P
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t
o
,
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(
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TTI
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)
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c
t
,
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[
4
]
S
.
B
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l
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,
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
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1
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1
8
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a
ti
o
n
a
l
jo
u
rn
a
ls
a
n
d
h
a
s
p
re
se
n
ted
h
e
r
wo
r
k
a
t
lo
c
a
l
a
n
d
in
ter
n
a
ti
o
n
a
l
a
c
a
d
e
m
ic
c
o
n
fe
re
n
c
e
s.
He
r
wo
r
k
a
ims
t
o
a
d
v
a
n
c
e
t
h
e
o
ry
-
i
n
fo
rm
e
d
a
n
d
p
r
a
c
ti
c
e
-
o
rien
ted
a
p
p
ro
a
c
h
e
s
th
a
t
lev
e
ra
g
e
e
d
u
c
a
ti
o
n
a
l
tec
h
n
o
l
o
g
y
to
stre
n
g
th
e
n
c
o
n
c
e
p
tu
a
l
u
n
d
e
rsta
n
d
in
g
a
n
d
h
ig
h
e
r
-
o
rd
e
r
th
in
k
in
g
i
n
sc
ien
c
e
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
:
jb
d
izo
n
y
i@n
u
-
m
o
a
.
e
d
u
.
p
h
.
Ra
ia
n
n
e
J
o
y
V.
Ma
u
li
o
n
is
a
n
a
ss
istan
t
p
ro
fe
ss
o
r
I
a
t
Na
ti
o
n
a
l
Un
i
v
e
rsity
–
M
OA
Ca
m
p
u
s
with
tea
c
h
in
g
e
x
p
e
rien
c
e
in
se
c
o
n
d
a
ry
a
n
d
tertiary
sc
ien
c
e
e
d
u
c
a
ti
o
n
.
S
h
e
is
c
u
rre
n
tl
y
p
u
rsu
i
n
g
a
P
h
.
D
.
i
n
S
c
i
e
n
c
e
Ed
u
c
a
ti
o
n
m
a
jo
r
in
Bio
lo
g
y
a
t
De
La
S
a
ll
e
U
n
iv
e
rsit
y
a
s
a
DO
S
T
-
CBP
S
M
E
S
c
h
o
lar.
S
h
e
h
o
ld
s
a
M
a
ste
r
o
f
S
c
ien
c
e
i
n
S
c
ien
c
e
E
d
u
c
a
ti
o
n
fr
o
m
Ate
n
e
o
d
e
M
a
n
il
a
Un
i
v
e
rsity
a
n
d
a
Ba
c
h
e
lo
r
o
f
S
c
ien
c
e
in
Ed
u
c
a
ti
o
n
m
a
jo
r
in
Bio
l
o
g
y
fr
o
m
th
e
P
h
il
i
p
p
i
n
e
N
o
rm
a
l
Un
i
v
e
rsity
.
S
h
e
p
a
ss
e
d
t
h
e
li
c
e
n
su
re
e
x
a
m
in
a
ti
o
n
fo
r
tea
c
h
e
rs
i
n
2
0
1
9
.
He
r
e
x
p
e
rien
c
e
in
c
l
u
d
e
s
lec
tu
ri
n
g
a
t
S
o
u
th
e
rn
Lu
z
o
n
S
tate
Un
i
v
e
rsity
a
n
d
tea
c
h
in
g
j
u
n
io
r
h
ig
h
sc
h
o
o
l
sc
ien
c
e
a
t
De
La
S
a
ll
e
Un
iv
e
rsit
y
–
Da
sm
a
riñ
a
s.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
rv
m
a
u
li
o
n
@n
u
-
m
o
a
.
e
d
u
.
p
h
.
S
e
a
n
De
r
r
ick
M.
O
li
q
u
i
a
n
o
h
o
ld
s
a
Ba
c
h
e
l
o
r
o
f
S
c
ien
c
e
d
e
g
re
e
in
Bi
o
lo
g
y
,
with
a
m
a
jo
r
in
M
icro
b
io
l
o
g
y
fro
m
th
e
Un
iv
e
rsity
o
f
t
h
e
P
h
i
li
p
p
in
e
s
Lo
s
Ba
ñ
o
s.
He
h
a
s
h
e
ld
lea
d
e
rsh
ip
r
o
les
a
s th
e
F
o
rm
e
r
Vi
c
e
P
re
sid
e
n
t
a
n
d
M
e
m
b
e
rsh
i
p
C
o
m
m
it
tee
He
a
d
o
f
th
e
U
P
LB
M
icro
b
i
o
l
o
g
ica
l
S
o
c
iety
a
n
d
a
s
th
e
F
o
rm
e
r
Ex
e
c
u
t
iv
e
S
e
c
re
tary
a
n
d
Offic
e
o
f
S
t
u
d
e
n
t
Affa
irs
P
o
in
t
P
e
rso
n
o
f
UP
B
u
g
k
o
s
.
He
wa
s a
lso
a
n
a
c
ti
v
e
m
e
m
b
e
r
o
f
th
e
UP
P
h
o
to
g
ra
p
h
e
rs’ S
o
c
iety
.
Ad
d
it
i
o
n
a
ll
y
,
h
e
wa
s
a
n
in
d
u
c
t
e
d
li
fe
ti
m
e
m
e
m
b
e
r
o
f
th
e
p
re
stig
io
u
s
Un
i
v
e
rsity
o
f
th
e
P
h
il
i
p
p
i
n
e
s
P
h
i
Ka
p
p
a
P
h
i
Ho
n
o
r
S
o
c
iety
.
In
2
0
2
5
,
M
r
.
Oli
q
u
ian
o
wa
s
c
o
n
fe
rre
d
wit
h
t
h
e
2
0
2
5
In
stit
u
te
o
f
Bio
lo
g
ica
l
S
c
ie
n
c
e
s
Ou
tstan
d
in
g
S
tu
d
e
n
t
Aw
a
rd
e
e
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
sm
o
li
q
u
ian
o
@n
u
-
m
o
a
.
e
d
u
.
p
h
.
J
a
m
e
s
C.
O
ll
e
r
o
is
a
li
c
e
n
s
e
d
p
r
o
fe
ss
io
n
a
l
tea
c
h
e
r
a
n
d
a
P
h
.
D
.
c
a
n
d
i
d
a
te
i
n
S
c
ien
c
e
Ed
u
c
a
ti
o
n
(B
io
l
o
g
y
)
a
t
De
La
S
a
ll
e
Un
i
v
e
rsity
–
M
a
n
il
a
u
n
d
e
r
th
e
De
p
a
rtme
n
t
o
f
S
c
ien
c
e
a
n
d
Tec
h
n
o
l
o
g
y
–
S
c
ien
c
e
Ed
u
c
a
ti
o
n
I
n
stit
u
te
(DO
S
T
-
S
EI)
sc
h
o
lars
h
ip
.
He
e
a
rn
e
d
h
is
Ba
c
h
e
lo
r
o
f
S
e
c
o
n
d
a
ry
Ed
u
c
a
ti
o
n
m
a
jo
r
i
n
Bi
o
lo
g
ica
l
S
c
ien
c
e
s
wit
h
a
Ce
rti
fica
te
i
n
Re
li
g
io
u
s
Ed
u
c
a
ti
o
n
a
n
d
h
is
M
a
ste
r
o
f
Arts
in
Tea
c
h
i
n
g
m
a
jo
r
in
Bio
l
o
g
y
(c
u
m
lau
d
e
)
fro
m
S
a
in
t
M
a
ry
’s
Un
i
v
e
rsity
,
Nu
e
v
a
Viz
c
a
y
a
,
wh
e
re
h
e
c
o
n
siste
n
tl
y
re
c
e
iv
e
d
a
c
a
d
e
m
ic
e
x
c
e
ll
e
n
c
e
a
wa
rd
s.
His
m
a
ste
r’s
th
e
sis
o
n
m
n
e
m
o
n
ic
d
e
v
ice
s
re
c
e
iv
e
d
th
e
L
ik
h
a
Aw
a
rd
f
o
r
b
e
st
re
se
a
rc
h
p
a
p
e
r
.
His
re
se
a
rc
h
in
tere
sts
in
c
l
u
d
e
b
i
o
lo
g
y
e
d
u
c
a
ti
o
n
,
m
n
e
m
o
n
i
c
d
e
v
ice
s,
a
n
d
i
n
stru
c
ti
o
n
a
l
m
e
th
o
d
s i
n
b
io
l
o
g
y
i
n
stru
c
ti
o
n
.
H
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
jco
ll
e
ro
@n
u
-
m
o
a
.
e
d
u
.
p
h
.
J
o
h
n
L
o
r
e
n
c
e
A.
Vill
a
m
i
n
is
a
n
a
ss
istan
t
p
r
o
fe
ss
o
r
a
t
Na
ti
o
n
a
l
U
n
iv
e
rsit
y
–
M
OA
,
P
h
il
ip
p
i
n
e
s.
He
e
a
rn
e
d
h
is
Ba
c
h
e
lo
r
o
f
S
e
c
o
n
d
a
r
y
E
d
u
c
a
ti
o
n
m
a
jo
r
i
n
Bi
o
l
o
g
ica
l
S
c
ien
c
e
fro
m
Oc
c
id
e
n
tal
M
i
n
d
o
ro
S
tate
Co
ll
e
g
e
a
n
d
c
o
m
p
lete
d
h
is
M
a
ste
r
o
f
S
c
ien
c
e
in
S
c
ien
c
e
Ed
u
c
a
ti
o
n
a
t
Ate
n
e
o
d
e
M
a
n
il
a
Un
iv
e
rsit
y
.
His
re
se
a
rc
h
in
tere
sts
in
c
lu
d
e
sc
ien
c
e
e
d
u
c
a
ti
o
n
,
in
str
u
c
ti
o
n
a
l
d
e
sig
n
,
a
n
d
tec
h
n
o
lo
g
y
-
e
n
h
a
n
c
e
d
lea
rn
i
n
g
,
wit
h
fo
c
u
s
o
n
m
o
b
il
e
lea
rn
in
g
,
fli
p
p
e
d
a
n
d
h
y
f
lex
in
str
u
c
ti
o
n
a
l
m
o
d
e
ls,
lea
rn
in
g
m
a
n
a
g
e
m
e
n
t
sy
ste
m
s,
a
n
d
a
rti
ficia
l
in
telli
g
e
n
c
e
in
e
d
u
c
a
ti
o
n
.
His
w
o
rk
e
x
a
m
in
e
s
i
n
stru
c
ti
o
n
a
l
a
p
p
r
o
a
c
h
e
s
t
h
a
t
su
p
p
o
rt
lea
rn
e
r
e
n
g
a
g
e
m
e
n
t
a
n
d
tea
c
h
in
g
e
ffe
c
ti
v
e
n
e
ss
in
h
ig
h
e
r
e
d
u
c
a
ti
o
n
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
jl
a
v
il
lam
in
@n
u
-
m
o
a
.
e
d
u
.
p
h
.
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