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I
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15
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3
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tech
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ly
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Evaluation Warning : The document was created with Spire.PDF for Python.
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lem
e
n
tatio
n
o
f
th
e
p
r
o
to
t
y
p
e.
B
y
p
r
esen
tin
g
a
wo
r
k
i
n
g
m
o
d
el
th
at
b
r
i
d
g
es
in
s
tr
u
ctio
n
al
th
eo
r
y
with
im
m
er
s
iv
e
tech
n
o
lo
g
y
,
th
is
s
tu
d
y
co
n
tr
ib
u
tes
a
f
o
u
n
d
atio
n
f
o
r
f
u
tu
r
e
d
ep
l
o
y
m
en
t
a
n
d
em
p
ir
i
ca
l
ev
alu
atio
n
o
f
im
m
e
r
s
iv
e
to
o
ls
in
s
p
ec
ialized
en
g
in
ee
r
in
g
ed
u
ca
tio
n
co
n
tex
t
s
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
ad
o
p
ts
a
d
esig
n
s
cien
ce
r
esear
ch
(
DSR
)
ap
p
r
o
ac
h
as
th
e
p
r
im
ar
y
m
eth
o
d
o
lo
g
ical
f
r
am
ewo
r
k
to
g
u
id
e
th
e
d
e
v
e
lo
p
m
en
t
an
d
in
itial
im
p
lem
e
n
tatio
n
o
f
th
e
Sil
v
er
co
m
s
m
o
d
el,
an
im
m
er
s
iv
e
lear
n
in
g
m
o
d
el
f
o
r
s
atellite
co
m
m
u
n
icatio
n
s
y
s
tem
s
ed
u
ca
tio
n
.
DSR
i
s
p
ar
ticu
lar
ly
s
u
itab
le
f
o
r
tech
n
o
l
o
g
y
en
h
an
ce
d
lear
n
in
g
en
v
i
r
o
n
m
en
ts
,
as
it
em
p
h
asizes
th
e
s
y
s
tem
atic
d
esig
n
,
ev
alu
atio
n
,
an
d
r
e
f
in
em
en
t
o
f
ar
tifa
cts
to
ad
d
r
ess
r
ea
l
wo
r
ld
p
r
o
b
lem
s
t
h
r
o
u
g
h
iter
ativ
e
p
r
o
ce
s
s
es
[
4
]
.
T
h
e
r
esear
ch
f
o
llo
ws
th
r
e
e
in
ter
co
n
n
ec
ted
c
y
cles:
(
i)
t
h
e
r
elev
an
ce
cy
cle,
lin
k
in
g
r
esear
ch
to
p
r
ac
tical
n
ee
d
s
;
(
ii)
t
h
e
d
esig
n
cy
cle,
f
o
cu
s
in
g
o
n
ar
tifa
ct
d
ev
el
o
p
m
en
t
an
d
r
ef
in
em
e
n
t
;
(
iii)
t
h
e
r
ig
o
r
cy
cle,
g
r
o
u
n
d
i
n
g
th
e
d
esig
n
in
estab
lis
h
ed
th
eo
r
ies.
2
.
1
.
P
r
o
blem
identif
ica
t
io
n
a
nd
co
nte
x
t
ua
liza
t
io
n (
re
lev
a
nce
cy
cle)
T
h
e
in
itial
p
h
ase
aim
e
d
to
i
d
e
n
tify
k
e
y
ch
allen
g
es
in
s
atellite
co
m
m
u
n
icatio
n
e
d
u
ca
tio
n
.
Data
wer
e
co
llected
th
r
o
u
g
h
s
u
r
v
ey
s
an
d
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
in
v
o
lv
in
g
s
tu
d
e
n
ts
,
lectu
r
er
s
,
an
d
p
r
ac
titi
o
n
er
s
with
ex
p
er
tis
e
in
th
e
f
ield
.
T
h
e
f
i
n
d
in
g
s
in
d
icate
p
er
s
is
ten
t
d
if
f
icu
lties
in
u
n
d
er
s
tan
d
in
g
ab
s
tr
ac
t
an
d
co
m
p
lex
co
n
ce
p
ts
wh
en
u
s
in
g
tr
a
d
itio
n
al
teac
h
in
g
m
eth
o
d
s
.
Par
ticip
an
ts
h
ig
h
lig
h
ted
t
h
e
n
ee
d
f
o
r
m
o
r
e
in
ter
ac
tiv
e,
en
g
ag
in
g
,
an
d
co
n
ce
p
tu
ally
r
ich
l
ea
r
n
in
g
en
v
ir
o
n
m
e
n
ts
.
T
h
ese
r
esu
lts
ar
e
co
n
s
is
ten
t
with
p
r
io
r
s
tu
d
ies
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
im
m
er
s
iv
e
an
d
ex
p
e
r
ien
tial le
ar
n
in
g
a
p
p
r
o
ac
h
es in
en
g
in
ee
r
in
g
ed
u
ca
tio
n
.
2
.
2
.
T
heo
re
t
ica
l
g
ro
un
din
g
a
nd
des
ig
n pri
ncipl
e
s
(
rig
o
r
cy
cle)
T
o
en
s
u
r
e
p
ed
ag
o
g
i
ca
l r
ig
o
r
,
t
h
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t w
as d
esig
n
ed
b
ased
o
n
f
i
v
e
co
r
e
f
r
am
ewo
r
k
s
:
2
.
2
.
1
.
M
et
a
v
er
s
e
co
ncept
T
h
e
m
etav
er
s
e
is
a
n
im
m
er
s
iv
e
th
r
ee
d
im
en
s
io
n
al
(
3
D)
v
ir
t
u
al
en
v
ir
o
n
m
e
n
t
th
at
e
n
ab
les
i
n
ter
ac
tio
n
b
etwe
en
u
s
er
s
an
d
d
ig
ital
s
y
s
t
em
s
th
r
o
u
g
h
av
ata
r
s
[
5
]
.
T
h
e
d
ev
elo
p
m
e
n
t
o
f
3
D
m
o
d
els
with
in
th
e
m
etav
er
s
e
p
r
o
v
id
es
s
ig
n
if
ican
t
p
o
ten
tial
f
o
r
s
u
p
p
o
r
tin
g
tr
ain
in
g
an
d
ed
u
ca
tio
n
al
ap
p
licatio
n
s
,
p
ar
ticu
lar
ly
i
n
m
ain
ten
an
ce
r
elate
d
f
ield
s
,
in
clu
d
in
g
av
iatio
n
m
ain
te
n
an
ce
in
f
o
r
m
atio
n
d
eliv
e
r
y
an
d
c
o
llab
o
r
ativ
e
en
v
ir
o
n
m
en
ts
s
u
p
p
o
r
ted
b
y
o
c
u
lu
s
an
d
VR
tech
n
o
l
o
g
ies
[
6
]
.
T
h
e
k
ey
c
h
ar
ac
ter
is
tics
o
f
th
e
m
etav
er
s
e
in
clu
d
e
im
m
er
s
io
n
,
in
ter
ac
tiv
ity
,
p
e
r
s
is
ten
ce
,
an
d
in
te
g
r
atio
n
with
em
er
g
in
g
tech
n
o
lo
g
ies
s
u
ch
as
VR
,
au
g
m
en
ted
r
ea
lity
(
AR
)
,
an
d
b
lo
ck
c
h
ain
[
7
]
.
I
n
a
d
d
itio
n
,
th
e
m
etav
e
r
s
e
f
ac
ilit
ates
co
llab
o
r
ativ
e
an
d
ac
ce
s
s
ib
le
lear
n
in
g
b
y
o
v
er
co
m
in
g
g
e
o
g
r
ap
h
ical
an
d
p
h
y
s
ical
co
n
s
tr
ain
ts
[
8
]
.
I
t
is
an
ticip
ated
to
ev
o
l
v
e
in
to
a
d
ec
en
tr
alize
d
an
d
p
er
s
is
ten
t
en
v
ir
o
n
m
en
t
e
n
r
ich
ed
with
u
s
er
g
en
er
ated
c
o
n
ten
t
[
9
]
.
T
h
e
d
ev
elo
p
m
en
t
o
f
th
e
m
etav
er
s
e
is
g
u
id
ed
b
y
co
r
e
d
esig
n
p
r
in
ci
p
les,
in
c
lu
d
in
g
o
p
en
n
ess
,
tr
an
s
p
ar
en
c
y
,
i
n
clu
s
iv
ity
,
s
ec
u
r
ity
,
s
u
s
tain
ab
ilit
y
,
an
d
eth
ical
co
n
s
id
er
atio
n
s
[
1
0
]
.
T
h
is
v
is
io
n
p
lace
s
th
e
m
eta
v
er
s
e
a
s
an
in
n
o
v
atio
n
s
u
p
p
o
r
tin
g
r
esp
o
n
s
ib
le
d
ig
ital
tr
an
s
f
o
r
m
atio
n
,
cr
ea
tin
g
a
s
af
e,
in
ter
ac
tiv
e,
an
d
b
en
e
f
icial
en
v
ir
o
n
m
en
t
f
o
r
s
o
ciety
at
lar
g
e,
esp
ec
ially
in
th
e
ed
u
ca
tio
n
al
d
o
m
ain
[
1
1
]
.
T
h
e
s
e
p
r
in
cip
les
p
o
s
itio
n
th
e
m
etav
er
s
e
as
a
tr
a
n
s
f
o
r
m
ativ
e
p
la
tf
o
r
m
f
o
r
ed
u
ca
tio
n
an
d
d
ig
ital in
ter
ac
tio
n
.
2
.
2
.
2
.
M
et
a
v
er
s
e
in educa
t
io
n
T
h
e
m
e
t
a
v
e
r
s
e
o
f
f
e
r
s
s
i
g
n
i
f
i
c
an
t
p
o
t
e
n
t
i
a
l
a
c
r
o
s
s
v
a
r
i
o
u
s
e
d
u
c
a
t
i
o
n
a
l
d
o
m
a
i
n
s
,
i
n
cl
u
d
i
n
g
e
n
g
i
n
e
e
r
i
n
g
,
h
e
a
l
t
h
c
a
r
e
,
m
i
l
it
a
r
y
t
r
a
i
n
i
n
g
,
s
a
t
e
l
li
t
e
c
o
m
m
u
n
i
ca
t
i
o
n
,
m
a
n
u
f
a
c
t
u
r
i
n
g
,
a
n
d
l
a
n
g
u
a
g
e
l
ea
r
n
in
g
[
1
2
]
.
I
t
e
n
a
b
l
e
s
i
m
m
e
r
s
i
v
e
,
i
n
t
e
r
a
ct
i
v
e
,
a
n
d
co
l
l
a
b
o
r
a
t
i
v
e
e
n
v
i
r
o
n
m
e
n
ts
w
h
e
r
e
l
e
a
r
n
e
r
s
c
a
n
e
x
p
l
o
r
e
c
o
n
c
e
p
t
s
,
i
n
t
e
r
a
ct
w
it
h
v
i
r
t
u
a
l
o
b
j
e
ct
s
,
a
n
d
c
o
l
l
a
b
o
r
at
e
wi
t
h
o
u
t
s
p
a
t
ia
l
a
n
d
t
e
m
p
o
r
a
l
c
o
n
s
t
r
a
i
n
ts
[
1
3
]
.
C
o
m
p
a
r
ed
t
o
c
o
n
v
e
n
t
i
o
n
a
l
a
p
p
r
o
a
c
h
e
s
,
m
e
t
a
v
e
r
s
e
-
b
as
e
d
le
a
r
n
i
n
g
p
r
o
v
i
d
e
s
m
o
r
e
c
o
n
t
e
x
t
u
a
l
a
n
d
e
x
p
e
r
i
e
n
t
i
a
l
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
s
w
h
i
le
s
u
p
p
o
r
t
i
n
g
s
k
il
l
p
r
a
c
ti
c
e
,
a
c
c
ess
t
o
o
t
h
e
r
w
is
e
i
n
a
cc
e
s
s
i
b
le
s
c
en
a
r
i
o
s
,
a
n
d
s
u
s
ta
i
n
e
d
e
n
g
a
g
e
m
e
n
t
.
I
t
al
s
o
p
r
o
m
o
t
es
h
i
g
h
e
r
o
r
d
e
r
s
k
i
l
l
s
s
u
c
h
a
s
c
r
i
t
ic
a
l
t
h
i
n
k
i
n
g
,
c
r
e
a
ti
v
i
t
y
,
a
n
d
p
r
o
b
l
e
m
s
o
l
v
i
n
g
t
h
r
o
u
g
h
a
u
t
h
e
n
t
i
c
l
e
a
r
n
i
n
g
a
c
t
i
v
it
i
es
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
7
7
6
I
n
t J I
n
f
&
C
o
m
m
u
n
T
ec
h
n
o
l
,
Vo
l.
15
,
No
.
3
,
Sep
tem
b
er
20
26
:
1
4
0
8
-
1
4
1
8
1410
F
r
o
m
a
n
i
n
s
t
r
u
ct
i
o
n
a
l
d
es
i
g
n
p
e
r
s
p
e
c
t
i
v
e
,
e
f
f
e
c
t
i
v
e
m
e
t
a
v
e
r
s
e
i
m
p
l
e
m
e
n
t
a
ti
o
n
r
e
q
u
i
r
e
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r
ep
l
i
c
a
t
i
n
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r
e
al
w
o
r
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i
n
v
i
r
t
u
al
e
n
v
i
r
o
n
m
e
n
t
s
[
1
4
]
.
A
k
e
y
c
h
a
l
l
e
n
g
e
is
d
e
s
i
g
n
i
n
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a
v
a
t
a
r
b
as
e
d
i
n
t
e
r
ac
t
i
o
n
s
t
h
a
t
c
o
n
v
e
y
n
o
t
o
n
l
y
p
h
y
s
i
c
a
l
m
o
v
e
m
e
n
t
b
u
t
a
ls
o
n
o
n
v
e
r
b
a
l
c
o
m
m
u
n
i
c
a
t
i
o
n
s
u
c
h
as
f
a
c
i
al
e
x
p
r
e
s
s
i
o
n
s
a
n
d
b
o
d
y
l
a
n
g
u
a
g
e
[
1
5
]
.
A
d
d
i
t
i
o
n
a
l
l
y
,
f
o
s
t
e
r
i
n
g
c
o
l
l
a
b
o
r
at
i
o
n
r
e
q
u
i
r
e
s
ac
t
i
v
e
e
n
g
a
g
e
m
e
n
t
a
n
d
t
h
e
d
e
v
e
l
o
p
m
e
n
t
o
f
a
s
e
n
s
e
o
f
c
o
m
m
u
n
i
t
y
a
m
o
n
g
l
e
a
r
n
e
r
s
[
1
6
]
.
T
h
e
r
e
f
o
r
e
,
m
e
t
a
v
e
r
s
e
d
e
s
i
g
n
m
u
s
t
p
r
i
o
r
i
ti
z
e
m
ea
n
i
n
g
f
u
l
i
n
t
e
r
a
ct
i
o
n
a
n
d
c
o
m
m
u
n
i
c
a
t
i
o
n
t
o
c
r
e
a
te
o
p
t
i
m
a
l
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
s
[
1
7
]
.
Key
im
p
lem
en
tatio
n
p
r
in
cip
le
s
in
clu
d
e
r
e
p
licatin
g
r
ea
l
wo
r
l
d
co
n
te
x
ts
,
ex
ten
d
in
g
b
ey
o
n
d
tr
ad
itio
n
al
an
d
e
-
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
,
alig
n
in
g
p
e
d
ag
o
g
y
with
v
ir
tu
a
l
p
latf
o
r
m
s
,
en
s
u
r
in
g
tec
h
n
o
lo
g
ical
r
ea
d
in
ess
,
an
d
d
ev
elo
p
in
g
ap
p
r
o
p
r
iate
ass
es
s
m
en
t
m
eth
o
d
s
[
1
8
]
.
T
h
is
i
n
clu
d
es
th
e
d
esig
n
o
f
Me
ta
v
er
s
e
f
ea
tu
r
es,
th
e
d
ev
elo
p
m
e
n
t
o
f
n
ew
lear
n
in
g
m
eth
o
d
s
,
ch
an
g
es
in
teac
h
in
g
an
d
ass
ess
m
en
t
tech
n
iq
u
es,
an
d
th
e
r
ea
d
in
ess
an
d
tr
ain
in
g
to
u
s
e
r
elev
an
t
tec
h
n
o
lo
g
ies
[
1
9
]
.
Pe
d
ag
o
g
ically
,
co
n
s
tr
u
ctiv
is
m
p
r
o
v
id
es
a
s
tr
o
n
g
f
o
u
n
d
atio
n
b
y
em
p
h
asizin
g
ac
tiv
e
p
a
r
ticip
a
tio
n
,
ex
p
e
r
ien
tial
lear
n
in
g
,
an
d
co
n
te
x
tu
al
r
elev
a
n
ce
[
2
0
]
.
Vis
u
al
liter
ac
y
co
m
p
r
is
in
g
v
is
u
al
p
e
r
ce
p
tio
n
,
lan
g
u
ag
e,
th
in
k
in
g
,
an
d
co
m
m
u
n
icatio
n
also
p
lay
s
a
cr
itic
al
r
o
le
in
im
m
er
s
iv
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
[
2
1
]
.
B
y
lev
er
ag
in
g
VR
,
th
e
m
etav
er
s
e
en
h
an
ce
s
lear
n
in
g
th
r
o
u
g
h
r
ea
lis
tic
s
im
u
latio
n
s
,
d
ir
ec
t
in
te
r
ac
tio
n
,
an
d
s
en
s
o
r
y
f
ee
d
b
ac
k
,
e
n
ab
lin
g
l
ea
r
n
er
s
to
co
n
n
ec
t
th
eo
r
y
with
p
r
ac
tice.
Su
ch
en
v
ir
o
n
m
en
ts
h
av
e
b
ee
n
s
h
o
wn
to
im
p
r
o
v
e
e
n
g
ag
e
m
en
t,
m
o
tiv
atio
n
,
an
d
k
n
o
wl
ed
g
e
r
eten
tio
n
[
2
2
]
.
T
h
e
in
ter
ac
tiv
e
a
n
d
im
m
er
s
iv
e
n
atu
r
e
o
f
th
e
me
tav
er
s
e
all
o
ws
th
ese
p
r
in
cip
les
to
b
e
ef
f
ec
tiv
ely
ap
p
lied
b
y
p
r
o
v
id
i
n
g
a
u
th
en
tic,
r
elev
an
t,
an
d
ex
p
l
o
r
atio
n
-
b
ased
lear
n
in
g
ex
p
er
ien
ce
s
[
2
3
]
.
Ov
e
r
all,
th
e
m
eta
v
er
s
e
h
a
s
s
tr
o
n
g
p
o
te
n
tial
to
tr
an
s
f
o
r
m
e
d
u
ca
tio
n
in
to
a
m
o
r
e
in
ter
ac
ti
v
e,
f
lex
ib
le,
a
n
d
lear
n
er
ce
n
te
r
ed
p
ar
a
d
ig
m
wh
e
n
s
u
p
p
o
r
ted
b
y
a
p
p
r
o
p
r
iate
p
e
d
a
g
o
g
ical
an
d
tech
n
o
lo
g
ical
in
te
g
r
atio
n
.
2
.
2
.
3
.
I
m
m
er
s
iv
e
m
et
a
v
er
s
e
us
ing
VR
I
m
m
er
s
iv
en
ess
r
ef
er
s
to
th
e
e
x
ten
t
to
wh
ich
u
s
er
s
ca
n
e
x
p
er
ien
ce
a
v
ir
tu
al
wo
r
l
d
as
if
th
ey
wer
e
p
h
y
s
ically
p
r
esen
t
,
en
h
a
n
cin
g
en
g
ag
em
e
n
t
an
d
in
ter
ac
ti
o
n
[
1
5
]
.
I
m
m
e
r
s
iv
e
tech
n
o
l
o
g
ies
im
p
r
o
v
e
th
is
ex
p
er
ien
ce
b
y
p
r
o
v
id
in
g
r
ea
lis
tic
an
d
in
ter
ac
tiv
e
en
v
ir
o
n
m
e
n
ts
[
2
4
]
s
u
p
p
o
r
ted
b
y
c
o
n
v
i
n
c
in
g
v
ir
tu
al
s
y
s
tem
s
[
2
5
]
.
T
h
is
is
ac
h
iev
ed
th
r
o
u
g
h
s
en
s
o
r
y
f
ee
d
b
ac
k
,
in
clu
d
in
g
au
d
io
/v
is
u
al
a
n
d
h
a
p
tic
r
esp
o
n
s
es,
wh
ich
cr
ea
te
ac
tiv
e
p
ar
ticip
atio
n
a
n
d
s
p
atia
l
p
r
esen
ce
[
2
6
]
.
T
h
is
“
ca
u
s
e
a
n
d
ef
f
ec
t
”
f
ee
d
b
ac
k
g
en
er
ates
a
s
en
s
e
o
f
s
p
atial
p
r
esen
ce
,
en
co
u
r
ag
in
g
u
s
er
s
to
f
ee
l
m
o
r
e
en
g
ag
ed
in
t
h
e
v
i
r
tu
al
wo
r
ld
[
2
7
]
.
E
n
v
ir
o
n
m
en
t
al
elem
en
ts
s
u
ch
as
lig
h
tin
g
an
d
s
o
u
n
d
also
c
o
n
tr
ib
u
te
s
ig
n
if
ican
tly
t
o
im
m
er
s
i
o
n
[
2
8
]
.
Dig
ital
r
ep
r
esen
tatio
n
s
,
s
u
ch
as
av
atar
s
an
d
v
ir
tu
al
o
b
jects,
f
u
r
th
er
e
n
h
an
ce
im
m
er
s
io
n
[
2
9
]
.
VR
en
ab
les
n
atu
r
al
in
ter
ac
tio
n
th
r
o
u
g
h
b
o
d
y
m
o
v
em
en
t,
cr
ea
tin
g
m
o
r
e
r
ea
lis
tic
ex
p
er
ien
ce
s
[
3
0
]
.
I
n
e
d
u
ca
tio
n
,
VR
s
u
p
p
o
r
ts
s
im
u
latio
n
b
ased
lear
n
in
g
,
allo
win
g
lear
n
er
s
to
p
r
ac
tice
s
k
ills
in
s
af
e
en
v
ir
o
n
m
en
ts
[
3
1
]
.
Hig
h
lev
els
o
f
im
m
er
s
io
n
in
cr
ea
s
e
p
r
esen
ce
,
en
g
ag
em
e
n
t,
s
atis
f
ac
tio
n
,
an
d
p
o
s
it
iv
ely
in
f
lu
e
n
ce
co
g
n
itiv
e
an
d
af
f
ec
tiv
e
o
u
tco
m
es
s
u
ch
as
m
em
o
r
y
,
p
er
ce
p
tio
n
,
em
o
tio
n
,
an
d
m
o
ti
v
atio
n
[
3
2
]
.
I
m
m
er
s
iv
e
m
etav
er
s
es
in
teg
r
ate
VR
b
ased
p
r
esen
ce
with
n
ar
r
ativ
e
an
d
s
ce
n
a
r
io
d
r
iv
e
n
lear
n
in
g
ex
p
er
ien
ce
s
[
3
3
]
,
s
h
ap
ed
b
y
ev
o
lv
in
g
ed
u
ca
tio
n
al
p
r
ac
tice
s
[
3
4
]
.
E
f
f
ec
tiv
e
lear
n
i
n
g
o
c
cu
r
s
wh
en
lear
n
er
s
s
o
lv
e
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
,
a
ctiv
ate
p
r
io
r
k
n
o
wled
g
e,
a
p
p
ly
n
ew
co
n
ce
p
ts
,
an
d
in
teg
r
a
te
th
em
in
to
t
h
eir
co
n
tex
ts
[
3
5
]
.
T
h
er
ef
o
r
e,
im
m
er
s
iv
e
lear
n
in
g
th
r
o
u
g
h
m
et
av
er
s
e
an
d
VR
o
f
f
er
s
s
tr
o
n
g
p
o
ten
tial
to
e
n
h
an
ce
in
ter
ac
tiv
e
an
d
m
ea
n
in
g
f
u
l
le
ar
n
in
g
ex
p
e
r
ien
ce
s
[
3
6
]
,
p
a
r
ticu
lar
ly
wh
e
n
k
n
o
wled
g
e
is
a
p
p
lied
in
r
ea
l
wo
r
ld
co
n
tex
ts
[
3
7
]
.
2
.
2
.
4
.
M
SL
Q
T
h
e
MSL
Q
was
f
ir
s
t
d
e
v
elo
p
ed
b
y
Pin
tr
ich
,
Sm
ith
,
Gar
cia
,
an
d
Mc
Kea
ch
ie
in
1
9
9
1
to
ass
es
s
th
e
m
o
tiv
atio
n
al,
co
g
n
itiv
e,
an
d
m
etac
o
g
n
itiv
e
ad
ju
s
tm
en
ts
am
o
n
g
s
tu
d
en
ts
,
as we
ll a
s
th
e
u
s
e
o
f
v
ar
io
u
s
lear
n
in
g
s
tr
ateg
ies in
co
lleg
e
co
u
r
s
es
[
3
8
]
.
T
h
e
MSL
Q
co
n
s
is
ts
o
f
s
i
x
s
ec
tio
n
s
th
at
m
ea
s
u
r
e
m
o
tiv
atio
n
with
two
s
ca
les
to
ass
es
s
v
alu
e,
ex
p
ec
tatio
n
s
,
an
d
af
f
ec
t,
n
in
e
s
ec
tio
n
s
to
m
ea
s
u
r
e
lear
n
in
g
s
tr
ateg
ies
with
two
s
ca
les
f
o
r
co
g
n
itiv
e
a
n
d
m
etac
o
g
n
itiv
e
s
tr
ateg
ies,
an
d
r
eso
u
r
ce
m
an
a
g
em
en
t
[
3
9
]
.
T
h
e
c
o
m
p
o
n
en
t
s
o
f
th
e
MSL
Q
ar
e
v
is
u
ally
illu
s
tr
ated
in
T
ab
le
1
.
Self
r
eg
u
lated
lear
n
in
g
r
ef
e
r
s
to
th
e
ap
p
licatio
n
o
f
m
etac
o
g
n
itio
n
an
d
s
elf
r
eg
u
latio
n
in
t
h
e
lear
n
in
g
p
r
o
ce
s
s
.
Me
taco
g
n
itio
n
r
ef
er
s
to
th
e
ab
ilit
y
to
m
o
n
ito
r
an
d
co
n
tr
o
l
th
o
u
g
h
t
p
r
o
ce
s
s
es,
wh
ile
s
elf
r
eg
u
latio
n
in
v
o
lv
es
th
e
m
o
n
ito
r
in
g
an
d
co
n
tr
o
l
o
f
em
o
tio
n
s
an
d
b
e
h
av
io
r
s
.
T
h
is
co
n
c
ep
t
is
v
iewe
d
as
a
d
y
n
am
i
c
in
ter
ac
tio
n
b
etwe
en
th
e
in
d
iv
id
u
al,
th
e
en
v
ir
o
n
m
en
t,
an
d
t
h
e
task
s
,
en
co
m
p
ass
in
g
th
r
ee
m
ain
co
m
p
o
n
en
ts
:
co
g
n
itio
n
,
m
etac
o
g
n
itio
n
,
a
n
d
m
o
tiv
atio
n
[
4
0
]
.
T
h
e
MSL
Q
is
b
ased
o
n
a
s
o
cial
c
o
g
n
itiv
e
p
er
s
p
ec
tiv
e,
wh
ich
v
iews st
u
d
en
ts
as b
ein
g
r
esp
o
n
s
ib
le
f
o
r
th
eir
o
wn
lear
n
in
g
p
r
o
ce
s
s
es
.
2
.
2
.
5
.
I
ns
t
ruct
io
na
l m
o
del 6
E
Fig
u
r
e
1
illu
s
tr
ates
th
e
6
E
in
s
tr
u
ctio
n
al
m
o
d
el,
wh
ic
h
in
te
g
r
ates
s
tr
u
ctu
r
ed
an
d
h
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I
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2
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I
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Vo
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15
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3
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Sep
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20
26
:
1
4
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1412
C
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4
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Fig
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r
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2
.
Sil
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3.
RE
SU
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S AN
D
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ates
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1
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1
.
L
o
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T
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p
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as
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p
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ar
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d
ed
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J I
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f
&
C
o
m
m
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T
ec
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I
SS
N:
2252
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1413
a.
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s
tatem
en
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p
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to
u
s
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f
o
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th
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o
m
m
u
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y
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b.
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b
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a
r
ea
:
t
h
e
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it
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o
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in
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.
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s
with
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eta
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s
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as
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as
to
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ess
h
o
w
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th
ey
ca
n
ap
p
ly
th
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in
f
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n
e
d
in
m
o
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tic
o
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p
r
ac
tical
c
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ts
.
e.
Satellite
h
is
to
r
y
in
f
o
r
m
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n
i
n
I
n
d
o
n
esia:
an
in
ter
ac
tiv
e
a
n
d
im
m
er
s
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e
p
r
esen
tatio
n
o
f
t
h
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m
en
t
o
f
s
atellite
tech
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o
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o
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y
in
I
n
d
o
n
esia.
T
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is
in
f
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m
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n
co
v
er
s
th
e
h
is
to
r
y
o
f
s
atellite
lau
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c
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es,
in
n
o
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,
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d
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ce
m
e
n
ts
d
esig
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to
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h
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ce
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’
s
u
n
d
er
s
tan
d
in
g
o
f
th
e
r
o
le
o
f
s
atellites
in
n
atio
n
al
d
ev
elo
p
m
e
n
t.
f.
Ar
ea
m
ap
in
f
o
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m
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:
a
f
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t
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r
e
th
at
p
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v
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m
ap
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la
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Satellit
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m
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Sy
s
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Me
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p
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allo
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with
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ter
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(
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u
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to
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2
2
5
2
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8
7
7
6
I
n
t J I
n
f
&
C
o
m
m
u
n
T
ec
h
n
o
l
,
Vo
l.
15
,
No
.
3
,
Sep
tem
b
er
20
26
:
1
4
0
8
-
1
4
1
8
1414
ad
v
an
ce
th
r
o
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g
h
ea
ch
ex
p
lan
ato
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y
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eg
m
en
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s
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in
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d
el
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er
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e
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ca
tio
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CO
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SI
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icate
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r
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ag
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ex
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s
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r
e
s
s
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ch
as
av
atar
s
,
3
D
m
o
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els,
an
d
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ased
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u
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p
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Ho
wev
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em
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ate
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O
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ates
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to
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atellite
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m
m
u
n
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ed
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ca
tio
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tu
r
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r
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to
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alu
ate
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d
v
alid
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p
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s
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p
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ty
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e,
wh
ile
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atin
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ap
p
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p
r
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ical
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,
an
d
p
r
ac
tical
lear
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in
th
e
d
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g
ital e
r
a.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
e
a
u
th
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r
s
s
tate
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f
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was
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.
AUTHO
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C
o
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T
ax
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(
C
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au
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h
ip
d
is
p
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tes
,
an
d
f
ac
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co
llab
o
r
atio
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
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20
26
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esp
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in
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au
th
o
r
’
s
co
n
tact
d
etails.
RE
F
E
R
E
N
C
E
S
[
1
]
M
.
F
r
y
d
e
n
b
e
r
g
a
n
d
S
.
O
h
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i
,
“
D
e
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m
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c
e
,
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i
n
9
t
h
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rn
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d
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d
v
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s
(
H
E
Ad
’
2
3
)
,
V
a
l
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a
:
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n
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9
5
/
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EA
d
2
3
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0
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3
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1
6
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8
0
.
[
2
]
R
.
O
.
F
l
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e
s
-
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a
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a
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e
d
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,
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e
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sy
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ma
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w
,
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t
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j
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4
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4
2
1
.
[
3
]
B
.
M
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a
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,
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.
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a
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5
4
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4
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1
.
[
4
]
G
.
W
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g
n
e
r
,
J.
P
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e
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r
,
a
n
d
G
.
S
c
h
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n
,
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p
l
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i
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f
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f
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ma
t
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s
y
st
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ms
d
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n
sci
e
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s
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r
c
h
:
a
sc
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n
t
o
me
t
r
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c
st
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d
y
,
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i
n
I
C
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S
2
0
1
7
:
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ra
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f
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t
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,
2
0
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7
,
p
.
2
3
.
[
5
]
M
.
W
e
i
n
b
e
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g
e
r
,
“
W
h
a
t
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s
me
t
a
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?
—
A
d
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f
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n
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t
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a
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s,
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t
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v
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[
6
]
A
.
M
.
A
l
-
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h
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.
,
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ssu
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s,
so
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,
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d
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v
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C
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2
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6
3
8
.
[
7
]
J.
S
.
J
a
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h
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n
,
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.
K
r
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h
n
,
a
n
d
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J
u
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n
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l
a
,
“
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e
t
a
v
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se
a
n
d
su
s
t
a
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n
a
b
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l
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t
y
:
s
y
st
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ma
t
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c
r
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v
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w
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sc
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t
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f
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l
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0
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n
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n
d
,
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3
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1
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6
.
[
8
]
N
.
A
.
D
a
h
a
n
,
“
M
e
t
a
v
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s
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f
r
a
mew
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r
k
:
a
c
a
se
st
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d
y
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e
-
l
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r
n
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n
g
e
n
v
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r
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n
m
e
n
t
(
E
LE
M
)
,
”
El
e
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t
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s
(
S
w
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t
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n
d
)
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v
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l
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2
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2
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o
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3
3
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l
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t
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s
1
1
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0
1
6
1
6
.
[
9
]
G
.
D
.
R
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t
t
e
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b
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sc
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a
n
d
M
.
R
.
T
e
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c
h
man
n
,
“
D
e
f
i
n
i
n
g
t
h
e
met
a
v
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se
:
a
s
y
st
e
ma
t
i
c
l
i
t
e
r
a
t
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r
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r
e
v
i
e
w
,
”
I
EEE
Ac
c
e
ss
,
v
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l
.
1
1
,
p
p
.
1
2
3
6
8
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3
7
7
,
2
0
2
3
,
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o
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:
1
0
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1
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0
9
/
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C
C
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.
2
0
2
3
.
3
2
4
1
8
0
9
.
[
1
0
]
M
.
Za
l
l
i
o
a
n
d
P
.
J.
C
l
a
r
k
s
o
n
,
“
D
e
si
g
n
i
n
g
t
h
e
me
t
a
v
e
r
s
e
:
a
st
u
d
y
o
n
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n
c
l
u
si
o
n
,
d
i
v
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r
s
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t
y
,
e
q
u
i
t
y
,
a
c
c
e
ss
i
b
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l
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y
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n
d
safet
y
f
o
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d
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g
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t
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l
i
mm
e
r
si
v
e
e
n
v
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r
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n
m
e
n
t
s,
”
T
e
l
e
m
a
t
i
c
s
a
n
d
I
n
f
o
rm
a
t
i
c
s
.
E
l
se
v
i
e
r
,
2
0
2
2
.
[
1
1
]
L.
I
smai
l
a
n
d
R
.
B
u
y
y
a
,
“
M
e
t
a
v
e
r
s
e
:
a
v
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si
o
n
,
a
r
c
h
i
t
e
c
t
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r
a
l
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m
e
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t
s,
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n
d
f
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t
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r
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d
i
r
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t
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s
f
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a
l
a
b
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n
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a
l
t
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m
e
v
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r
t
u
a
l
w
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r
l
d
s,
”
a
r
Xi
v
p
re
p
ri
n
t
,
2
0
2
3
,
[
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l
i
n
e
]
.
A
v
a
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l
a
b
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e
:
h
t
t
p
:
/
/
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v
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g
/
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b
s
/
2
3
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8
.
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0
5
5
9
[
1
2
]
H
.
L
i
n
,
S
.
W
a
n
,
W
.
G
a
n
,
J
.
C
h
e
n
,
a
n
d
H
.
-
C
.
C
h
a
o
,
“
M
e
t
a
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n
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d
u
c
a
t
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:
v
i
s
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o
n
,
o
p
p
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t
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s
,
a
n
d
c
h
a
l
l
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n
g
e
s
,
”
i
n
2
0
2
2
I
EEE
I
n
t
e
r
n
a
t
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o
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l
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g
D
a
t
a
(
Bi
g
D
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t
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)
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I
EEE,
D
e
c
.
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2
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p
p
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8
5
7
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2
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0
2
1
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0
4
.
[
1
3
]
G.
-
J.
H
w
a
n
g
a
n
d
S
.
-
Y
.
C
h
i
e
n
,
“
D
e
f
i
n
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t
i
o
n
,
r
o
l
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s,
a
n
d
p
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t
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n
t
i
a
l
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e
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r
c
h
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o
f
t
h
e
me
t
a
v
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r
se
i
n
e
d
u
c
a
t
i
o
n
:
A
n
a
r
t
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f
i
c
i
a
l
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n
t
e
l
l
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g
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c
e
p
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r
sp
e
c
t
i
v
e
,
”
C
o
m
p
u
t
e
rs
a
n
d
E
d
u
c
a
t
i
o
n
:
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i
f
i
c
i
a
l
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t
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l
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g
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e
,
v
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l
.
3
,
p
.
1
0
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2
2
,
d
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:
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0
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.
c
a
e
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2
0
2
2
.
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0
0
0
8
2
.
[
1
4
]
E.
M
o
g
a
j
i
,
J.
W
i
r
t
z
,
R
.
W
.
B
e
l
k
,
a
n
d
Y
.
K
.
D
w
i
v
e
d
i
,
“
I
mm
e
r
si
v
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t
i
m
e
(
I
mT)
:
c
o
n
c
e
p
t
u
a
l
i
z
i
n
g
t
i
me
s
p
e
n
t
i
n
t
h
e
me
t
a
v
e
r
s
e
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
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r
n
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l
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v
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j
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n
f
o
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t
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2
0
2
3
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1
0
2
6
5
9
.
[
1
5
]
S
.
R
i
c
h
t
e
r
a
n
d
A
.
R
i
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