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20
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20
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3869
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o
wle
d
g
e
,
p
r
ac
t
ical
s
k
i
lls
,
c
o
ll
a
b
o
r
a
ti
o
n
,
et
h
i
cs,
an
d
p
r
o
f
ess
io
n
alis
m
.
T
h
is
r
e
v
i
ew
p
r
o
v
i
d
es
a
s
y
n
th
esis
o
f
r
e
ce
n
t
d
e
v
el
o
p
m
e
n
ts
in
t
h
e
ar
ea
,
a
r
e
v
iew
o
f
th
e
c
u
r
r
en
t
s
t
ate
o
f
t
h
e
a
r
t
i
n
te
r
m
s
o
f
ed
u
ca
ti
o
n
a
l
o
u
tc
o
m
es
,
a
d
es
c
r
i
p
ti
o
n
o
f
th
e
m
aj
o
r
l
im
i
tat
io
n
s
o
f
e
x
is
ti
n
g
r
es
ea
r
c
h
,
a
n
d
r
ec
o
m
m
e
n
d
a
ti
o
n
s
f
o
r
t
h
e
ef
f
e
cti
v
e
in
t
eg
r
ati
o
n
o
f
v
i
r
t
u
a
l l
a
b
o
r
a
to
r
i
es a
n
d
o
n
l
in
e
lea
r
n
i
n
g
i
n
e
n
g
i
n
ee
r
i
n
g
e
d
u
c
ati
o
n
.
Ad
d
itio
n
ally
,
th
is
ar
ticle
em
p
lo
y
s
a
s
tr
u
ctu
r
ed
n
ar
r
ativ
e
r
e
v
iew
m
eth
o
d
o
lo
g
y
to
ex
am
i
n
e
liter
atu
r
e
f
r
o
m
m
an
y
d
atab
ases
,
in
cl
u
d
i
n
g
Sco
p
u
s
,
W
eb
o
f
Scien
ce
,
E
R
I
C
,
I
E
E
E
Xp
lo
r
e
,
an
d
Sci
en
ce
Dir
ec
t,
with
a
n
em
p
h
asis
o
n
r
esear
ch
co
n
d
u
c
ted
b
etwe
en
2
0
1
9
to
2
0
2
5
,
a
s
well
a
s
s
elec
ted
f
o
u
n
d
atio
n
al
wo
r
k
s
p
u
b
lis
h
ed
p
r
io
r
to
2
0
1
9
[
4
]
–
[
7
]
.
T
h
e
s
ea
r
ch
ter
m
s
in
clu
d
ed
“
v
ir
tu
a
l
lab
o
r
ato
r
y
”,
“
r
em
o
te
lab
o
r
a
to
r
y
”,
an
d
“o
n
lin
e
lab
o
r
ato
r
y
”,
all
o
f
wh
ich
a
r
e
r
elev
an
t
to
en
g
i
n
ee
r
in
g
e
d
u
ca
tio
n
.
T
h
e
r
e
v
iew
f
av
o
r
s
p
e
er
-
r
ev
iewe
d
jo
u
r
n
al
ar
ticles,
s
u
b
s
tan
tial
b
o
o
k
c
h
a
p
ter
s
,
an
d
co
n
f
er
e
n
ce
p
u
b
lica
tio
n
s
with
an
im
p
ac
t
o
n
en
g
in
ee
r
in
g
lab
o
r
at
o
r
y
ed
u
ca
tio
n
.
I
n
clu
d
ed
wo
r
k
s
a
d
d
r
ess
en
g
in
ee
r
i
n
g
ed
u
ca
tio
n
is
s
u
es,
m
u
ltip
le
lab
o
r
ato
r
y
m
o
d
alities
,
o
n
lin
e
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
(
OL
E
)
,
an
d
im
p
lem
en
tatio
n
ch
allen
g
es,
wh
ile
o
m
itti
n
g
r
esear
ch
th
at
is
u
n
r
elate
d
to
en
g
in
ee
r
in
g
o
r
lack
s
an
e
d
u
c
atio
n
al
f
o
cu
s
.
T
h
e
m
et
h
o
d
o
lo
g
y
p
r
ef
er
s
in
ter
p
r
etiv
e
s
y
n
t
h
e
s
is
o
v
er
p
r
ef
er
r
e
d
r
ep
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
-
an
aly
s
es
(
PR
I
S
MA
)
m
eth
o
d
o
lo
g
ies,
f
o
r
eg
o
in
g
f
o
r
m
al
q
u
ality
r
a
n
k
in
g
s
in
f
av
o
r
o
f
s
y
s
tem
atic
r
ev
iews,
m
eta
-
an
al
y
s
es,
an
d
c
o
n
tex
t
u
ally
r
ele
v
a
n
t
em
p
ir
ical
s
tu
d
ies.
T
h
e
f
in
al
s
y
n
th
esis
ca
teg
o
r
ize
s
f
in
d
in
g
s
b
y
m
o
d
ality
ty
p
es,
ed
u
ca
tio
n
al
o
u
tco
m
es,
en
ab
lin
g
f
ac
to
r
s
,
o
n
g
o
in
g
ch
allen
g
es,
im
p
lem
en
tatio
n
p
r
in
cip
les,
an
d
s
u
g
g
ested
f
u
tu
r
e
d
ir
ec
tio
n
s
.
Fin
ally
,
th
e
k
ey
r
esear
ch
q
u
e
s
tio
n
th
at
th
is
r
ev
iew
wil
l
ad
d
r
ess
is
h
o
w
v
ir
tu
al,
r
em
o
te,
im
m
er
s
iv
e,
an
d
p
h
y
s
ical
lab
o
r
ato
r
y
m
o
d
alities
m
ig
h
t
b
e
m
atch
ed
an
d
b
len
d
e
d
to
p
r
o
v
id
e
m
ea
n
in
g
f
u
l
en
g
in
ee
r
in
g
lear
n
in
g
o
u
tco
m
es.
T
h
is
r
e
v
i
ew
p
r
o
v
id
es
f
o
u
r
m
ajo
r
c
o
n
tr
ib
u
tio
n
s
:
i)
it
s
y
n
th
esizes
r
ec
en
t
r
esu
lts
f
r
o
m
s
im
u
latio
n
-
b
ased
,
r
e
m
o
te,
im
m
er
s
iv
e,
an
d
h
y
b
r
id
lab
o
r
ato
r
y
m
eth
o
d
o
lo
g
ies;
ii)
s
u
m
m
ar
i
ze
s
th
e
f
in
d
i
n
g
s
o
f
r
ec
en
t
e
m
p
i
r
i
c
a
l
i
n
v
e
s
ti
g
a
t
i
o
n
s
,
s
y
s
t
e
m
at
i
c
r
e
v
i
ew
s
,
a
n
d
m
e
t
a
-
a
n
a
l
y
s
es
o
n
ed
u
ca
tio
n
al
o
u
tc
o
m
es;
iii)
id
en
tifie
s
p
er
s
is
ten
t
im
p
lem
en
tatio
n
b
ar
r
ier
s
in
ass
ess
m
en
t,
ac
ce
s
s
ib
il
ity
,
co
s
t,
ex
p
er
ien
tial
lear
n
in
g
,
an
d
in
s
titu
tio
n
al
p
r
ep
ar
atio
n
;
an
d
iv
)
p
r
o
v
id
es
d
esig
n
co
n
ce
p
ts
f
o
r
h
y
b
r
id
lab
o
r
ato
r
y
m
o
d
els
th
at
ca
n
b
e
cu
s
to
m
ized
to
v
ar
io
u
s
en
g
in
ee
r
in
g
co
n
te
x
ts
an
d
r
eso
u
r
ce
co
n
s
tr
ain
ts
.
2.
M
E
T
H
O
D
T
h
i
s
s
t
u
d
y
s
u
m
m
a
r
i
z
e
d
c
u
r
r
e
n
t
r
e
s
e
a
r
c
h
o
n
o
n
l
i
n
e
l
e
a
r
n
i
n
g
a
n
d
v
i
r
t
u
a
l
l
a
b
o
r
a
t
o
r
i
e
s
i
n
e
n
g
i
n
e
e
r
i
n
g
e
d
u
c
a
t
i
o
n
u
s
i
n
g
a
s
t
r
u
c
t
u
r
e
d
n
a
r
r
a
t
i
v
e
r
e
v
i
e
w
.
T
h
i
s
m
e
t
h
o
d
a
i
m
e
d
t
o
p
r
o
v
i
d
e
a
c
o
m
p
r
e
h
e
n
s
i
v
e
a
n
d
c
r
i
t
i
c
a
ll
y
s
t
r
u
c
t
u
r
e
d
k
n
o
w
l
e
d
g
e
o
f
t
h
e
wa
y
s
i
n
w
h
ic
h
d
i
f
f
e
r
e
n
t
d
i
g
it
a
l
la
b
o
r
a
t
o
r
y
p
a
r
a
d
i
g
m
s
s
u
p
p
o
r
t
en
g
i
n
e
e
r
i
n
g
l
e
a
r
n
i
n
g
o
u
t
c
o
m
e
s
,
t
h
e
d
e
v
e
l
o
p
m
e
n
t
o
f
p
r
a
c
t
i
c
a
l
s
k
i
ll
s
,
a
n
d
t
h
e
g
e
n
er
a
l
e
f
f
i
c
a
c
y
o
f
e
d
u
c
a
t
i
o
n
.
A
s
t
r
u
c
t
u
r
e
d
n
a
r
r
a
t
i
v
e
r
e
v
i
e
w
w
a
s
p
r
e
f
e
r
r
e
d
o
v
e
r
s
t
at
is
t
i
ca
l
m
et
a
-
a
n
a
l
y
s
is
b
e
c
a
u
s
e
o
f
t
h
e
v
a
r
ie
t
y
o
f
s
t
u
d
y
t
y
p
e
s
a
n
d
f
a
c
t
o
r
s
i
n
t
h
e
f
i
e
l
d
.
I
n
o
r
d
e
r
t
o
i
d
e
n
t
i
f
y
p
a
t
t
e
r
n
s
,
i
n
s
t
r
u
c
t
i
o
n
a
l
te
n
d
e
n
c
i
e
s
,
a
d
v
a
n
ta
g
e
s
,
a
n
d
l
i
m
i
t
a
ti
o
n
s
i
n
t
h
e
l
i
te
r
a
t
u
r
e
,
i
t
c
o
m
b
i
n
e
d
q
u
a
l
i
t
a
ti
v
e
t
o
p
i
c
s
y
n
t
h
es
is
w
it
h
s
y
s
t
e
m
a
t
ic
p
u
b
l
i
c
at
i
o
n
i
d
e
n
ti
f
ic
a
t
i
o
n
.
H
o
we
v
e
r
,
t
h
is
li
t
e
r
a
t
u
r
e
r
e
v
i
e
w
f
o
c
u
s
e
d
o
n
p
e
e
r
-
r
e
v
i
e
w
e
d
a
r
ti
c
l
es
,
c
o
n
f
e
r
en
c
e
p
a
p
e
r
s
,
s
y
s
t
e
m
a
t
i
c
r
e
v
i
e
ws,
a
n
d
m
e
t
a
-
a
n
a
l
y
s
e
s
p
u
b
li
s
h
e
d
b
e
t
w
e
e
n
2
0
2
0
a
n
d
2
0
2
5
,
e
s
p
e
c
i
a
ll
y
i
n
t
h
e
w
a
k
e
o
f
t
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
m
i
c
,
a
n
d
i
n
v
o
l
v
e
d
s
e
a
r
c
h
es
i
n
m
a
j
o
r
ac
a
d
e
m
i
c
d
a
ta
b
a
s
es
l
i
k
e
S
c
o
p
u
s
,
W
e
b
o
f
S
ci
e
n
c
e
,
I
E
E
E
X
p
l
o
r
e
,
a
n
d
G
o
o
g
l
e
S
c
h
o
l
a
r
.
“
V
i
r
t
u
a
l
l
a
b
o
r
a
t
o
r
i
es
”
,
“
r
e
m
o
t
e
l
a
b
o
r
a
t
o
r
ie
s
”
,
“
i
m
m
e
r
s
i
v
e
l
e
a
r
n
i
n
g
”
,
a
n
d
s
i
m
i
l
a
r
c
o
n
c
e
p
ts
w
e
r
e
a
m
o
n
g
t
h
e
s
e
a
r
c
h
q
u
e
r
i
e
s
.
T
h
r
o
u
g
h
e
a
r
l
i
e
r
r
e
f
e
r
e
n
c
e
c
h
e
c
k
i
n
g
o
f
i
m
p
o
r
t
a
n
t
r
e
v
i
e
w
p
u
b
l
ic
a
t
i
o
n
s
,
m
o
r
e
r
e
s
e
a
r
c
h
w
as
f
o
u
n
d
.
Stu
d
ies
o
n
en
g
in
ee
r
in
g
o
r
clo
s
ely
r
elate
d
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
in
e
er
in
g
,
a
n
d
m
ath
em
atics
(
STE
M
)
ed
u
ca
tio
n
co
n
tex
ts
th
at
ev
alu
ated
v
ir
tu
al,
r
em
o
te,
o
r
v
ir
tu
al
lab
o
r
ato
r
y
e
n
v
ir
o
n
m
e
n
ts
in
ter
m
s
o
f
e
d
u
ca
tio
n
al
r
esu
lts
,
s
tu
d
en
t
en
g
ag
em
e
n
t,
ev
alu
atio
n
,
a
n
d
th
e
d
ev
elo
p
m
e
n
t
o
f
p
r
ac
tical
s
k
ill
s
wer
e
r
eq
u
ir
e
d
to
m
ee
t
in
clu
s
io
n
cr
iter
ia.
Pu
b
licatio
n
s
th
at
l
ac
k
ed
ac
tu
al
d
etail
o
r
f
o
c
u
s
ed
o
n
tech
n
ical
p
latf
o
r
m
d
ev
elo
p
m
en
t u
n
r
elate
d
to
e
d
u
ca
tio
n
al
ev
al
u
atio
n
wer
e
e
x
clu
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ed
.
Fo
llo
win
g
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asic
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r
ch
es,
r
el
ev
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t
titl
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an
d
ab
s
tr
ac
ts
wer
e
ass
ess
ed
,
an
d
q
u
alif
y
in
g
s
tu
d
ies
wer
e
th
en
ev
alu
ate
d
in
d
etail.
A
th
em
atic
an
aly
s
is
o
f
th
e
liter
atu
r
e
was
co
n
d
u
cted
,
class
if
y
in
g
r
esear
ch
in
t
o
k
e
y
ar
ea
s
s
u
ch
im
m
er
s
iv
e
en
v
i
r
o
n
m
en
ts
,
r
em
o
te
lab
o
r
at
o
r
i
es,
s
im
u
latio
n
-
b
ased
lab
o
r
at
o
r
ies,
ass
es
s
m
en
t
p
r
o
ce
d
u
r
es,
an
d
ac
ce
s
s
ib
ilit
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is
s
u
es.
T
h
e
ed
u
ca
tio
n
al
ad
v
a
n
t
ag
es,
lim
itatio
n
s
,
an
d
p
ed
a
g
o
g
ical
s
u
g
g
esti
o
n
s
o
f
s
ev
er
al
d
ig
ital
lab
o
r
ato
r
y
m
o
d
alities
wer
e
id
en
tifie
d
th
r
o
u
g
h
a
co
m
p
a
r
ativ
e
an
aly
s
is
.
E
x
am
in
in
g
f
ac
t
o
r
s
in
clu
d
in
g
co
n
ce
p
tu
al
k
n
o
wled
g
e,
lab
o
r
ato
r
y
co
m
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eten
cies,
s
tu
d
en
t in
v
o
l
v
em
en
t,
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d
lo
n
g
-
ter
m
s
u
s
tain
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ilit
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th
e
ass
ess
m
en
t
wen
t
b
ey
o
n
d
a
s
in
g
le
ef
f
ec
tiv
en
ess
m
etr
ic.
T
h
e
s
tr
u
ctu
r
ed
n
a
r
r
ati
v
e
r
ev
iew
en
a
b
led
a
co
m
p
r
eh
e
n
s
iv
e
s
y
n
th
esis
o
f
r
ec
en
t
ad
v
an
ce
m
en
ts
an
d
p
e
d
ag
o
g
ical
tr
en
d
s
in
v
ir
t
u
al
an
d
o
n
lin
e
en
g
in
ee
r
in
g
lab
o
r
ato
r
y
in
s
tr
u
ctio
n
,
alth
o
u
g
h
n
o
t o
f
f
er
in
g
a
q
u
an
titativ
e
m
eta
-
an
aly
s
is
.
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
V
ir
tu
a
l la
b
o
r
a
to
r
ies a
n
d
o
n
lin
e
lea
r
n
in
g
in
e
n
g
in
ee
r
in
g
e
d
u
c
a
tio
n
:
a
r
ev
iew
(
Ha
mza
A
b
u
Ow
id
a
)
3859
3.
O
NL
I
N
E
L
E
ARN
I
NG
,
VIR
T
UA
L
L
A
B
O
RA
T
O
RI
E
S,
AND
M
O
DA
L
I
T
Y
CH
O
I
C
E
C
o
n
ce
p
tu
al
clar
ity
is
a
u
s
ef
u
l
ter
m
in
ar
t.
I
n
en
g
in
ee
r
in
g
ed
u
ca
tio
n
,
ter
m
s
lik
e
r
ec
o
r
d
e
d
lectu
r
es
o
r
lear
n
in
g
m
an
ag
em
e
n
t
s
y
s
tem
s
(
L
MS)
d
o
n
o
t
r
ef
lect
wh
a
t
o
n
lin
e
m
ea
n
s
.
I
t
r
ef
er
s
to
an
ec
o
s
y
s
tem
th
at
in
clu
d
es
s
y
n
ch
r
o
n
o
u
s
o
r
asy
n
ch
r
o
n
o
u
s
tr
ain
in
g
,
s
im
u
latio
n
s
,
r
em
o
te
in
s
tr
u
m
en
t
ac
ce
s
s
,
im
m
er
s
iv
e
s
ettin
g
s
,
co
llab
o
r
ativ
e
p
latf
o
r
m
s
,
an
al
y
tics
,
d
ig
ital
ev
alu
atio
n
,
an
d
m
eth
o
d
ical
s
tu
d
en
t
s
u
p
p
o
r
t.
Similar
ly
,
“
v
ir
tu
al
lab
o
r
ato
r
y
”
is
to
o
b
r
o
a
d
t
o
b
e
a
s
in
g
le
ca
teg
o
r
y
.
T
h
e
liter
atu
r
e
r
e
f
er
s
to
at
least
t
h
r
ee
b
r
o
ad
ca
teg
o
r
ies
o
f
lab
o
r
ato
r
y
p
r
ac
tices:
s
im
u
latio
n
-
b
ased
an
d
v
ir
tu
al
lab
o
r
at
o
r
ies
(
wh
eth
er
f
o
r
s
im
u
latio
n
,
r
em
o
te
ac
ce
s
s
to
p
h
y
s
ical
eq
u
ip
m
e
n
t,
o
r
m
ix
ed
o
r
cr
o
s
s
-
r
ea
lity
)
th
at
p
air
to
g
eth
er
d
ig
ital a
n
d
m
ater
ial
asp
ec
t
s
[1
]
–
[
5]
,
[6
]
–
[
14]
.
Simu
latio
n
-
b
ased
v
ir
tu
al
la
b
o
r
ato
r
ies
o
f
ten
p
r
o
v
id
e
s
tu
d
en
t
s
with
a
s
o
f
twar
e
-
m
ed
iated
e
n
v
ir
o
n
m
en
t
in
wh
ich
v
ar
ia
b
les
ca
n
b
e
ad
ju
s
ted
,
p
r
o
ce
s
s
es
m
ad
e
v
is
ib
le,
an
d
ex
p
er
im
en
ts
r
e
p
ea
ted
to
f
it
wh
at
wo
u
l
d
o
th
er
wis
e
b
e
tim
e,
s
af
ety
,
o
r
m
ater
ial
lim
its
in
p
h
y
s
ical
lab
o
r
ato
r
ies.
T
h
eir
ed
u
ca
tio
n
al
r
e
tu
r
n
is
p
ar
ticu
lar
ly
ap
p
ar
en
t
f
o
r
t
o
p
ics
th
at
ar
e
ab
s
tr
ac
t,
m
u
ltis
ca
le,
in
v
is
ib
le,
h
az
ar
d
o
u
s
,
o
r
to
o
ex
p
e
n
s
iv
e
to
r
ep
r
o
d
u
ce
i
n
p
h
y
s
ical
f
o
r
m
[2
]
–
[
5]
.
R
em
o
te
lab
o
r
ato
r
ies
ar
e
r
elate
d
,
b
u
t
d
if
f
er
in
o
n
e
im
p
o
r
tan
t
way
:
th
e
ex
p
er
im
en
t
is
p
h
y
s
ically
r
ea
l,
b
u
t
th
e
i
n
ter
f
ac
e
is
n
etwo
r
k
e
d
.
Stu
d
e
n
ts
co
n
tr
o
l
r
ea
l
eq
u
i
p
m
en
t,
r
ec
eiv
e
au
th
en
tic
d
ata,
an
d
ev
en
en
co
u
n
ter
s
o
m
e
o
f
th
e
n
o
n
id
ea
l
b
eh
a
v
io
r
o
f
ac
tu
al
s
y
s
tem
s
,
wh
ile
n
o
lo
n
g
er
b
ein
g
g
eo
g
r
ap
h
ically
p
r
esen
t in
th
e
lab
o
r
ato
r
y
[1
]
,
[
3
]
–
[
5]
.
Mix
ed
an
d
cr
o
s
s
-
r
ea
lity
m
o
d
e
ls
attem
p
t
to
b
r
id
g
e
d
ig
ital
an
d
m
ater
ial
co
n
ce
p
ts
b
y
s
er
v
in
g
p
h
y
s
ical
ex
p
er
im
en
ts
(
o
r
lab
e
q
u
ip
m
e
n
t)
with
d
ig
ital
v
is
u
aliza
tio
n
o
r
s
im
u
latio
n
,
s
y
n
ch
r
o
n
o
u
s
s
u
p
p
o
r
t,
o
r
im
m
er
s
iv
e
in
ter
f
ac
es
[8
]
,
[
1
0
]
.
T
h
ese
co
n
tr
asts
ar
e
n
o
t
o
n
l
y
in
tellectu
al,
b
ec
au
s
e,
in
th
e
en
d
,
th
e
ap
p
r
o
p
r
iate
co
m
p
ar
is
o
n
is
n
o
t
“
o
n
lin
e
”
v
s
“
f
ac
e
-
to
-
f
ac
e
”
,
as
a
h
is
to
r
ically
co
n
s
id
er
e
d
.
E
ac
h
m
o
d
ality
en
ab
les
an
d
lim
its
s
p
ec
if
ic
ty
p
e
s
o
f
lear
n
in
g
.
Simu
latio
n
-
b
ased
lab
o
r
ato
r
ies
en
co
u
r
a
g
e
r
e
p
etitio
n
,
im
m
ed
iate
f
ee
d
b
ac
k
,
an
d
c
o
n
ce
p
t
u
al
ex
p
er
im
en
tatio
n
.
R
em
o
te
la
b
o
r
ato
r
ies
ten
d
to
p
r
eser
v
e
th
e
a
u
th
en
ticity
o
f
ap
p
ar
atu
s
a
n
d
d
ata,
b
u
t
th
ey
m
ay
lim
it e
x
p
lo
r
ato
r
y
s
p
o
n
tan
eity
,
tactile
in
ter
ac
tio
n
,
an
d
f
lex
ib
il
ity
in
s
ch
ed
u
lin
g
.
C
r
o
s
s
-
r
ea
lity
an
d
h
y
b
r
id
d
esig
n
“
d
is
tr
ib
u
te
lear
n
in
g
f
u
n
ctio
n
s
ac
r
o
s
s
a
co
n
s
tellatio
n
o
f
m
o
d
e
s
,
r
ath
er
th
an
f
o
r
cin
g
a
m
o
n
o
l
o
g
ic
m
o
d
e
to
‘
d
o
it
all
’
an
d
‘
d
o
it b
etter
’”
[8
]
,
[
10
]
,
[
13
]
,
[
14]
.
Acc
o
r
d
in
g
ly
,
r
ec
en
t
r
ev
iews
r
ejec
t
a
o
n
e
-
s
ize
-
f
its
-
all
ap
p
r
o
a
ch
en
tire
ly
.
T
h
e
d
ef
en
s
ib
le
in
s
tr
u
ctio
n
al
q
u
esti
o
n
is
wh
ich
m
o
d
e
o
r
m
o
d
es
(
o
r
s
eq
u
en
ce
,
as
en
g
ag
e
th
en
r
ef
lect)
is
m
o
s
t
ap
p
r
o
p
r
i
ate
f
o
r
t
h
e
in
ten
d
ed
lear
n
in
g
o
b
jectiv
es,
th
e
p
r
o
f
il
e
o
f
s
tu
d
en
ts
,
th
e
r
eso
u
r
ce
s
a
t
h
an
d
,
an
d
th
e
d
is
cip
lin
ar
y
c
o
n
tex
ts
co
n
ce
r
n
ed
.
T
h
e
d
is
cu
s
s
io
n
h
as
m
atu
r
ed
f
r
o
m
m
o
d
ality
ad
v
o
ca
cy
to
p
ed
ag
o
g
ical
f
it.
Ped
ag
o
g
ica
l
d
esig
n
,
th
en
,
n
o
t
tech
n
o
lo
g
y
,
o
cc
u
p
ies
ce
n
ter
s
tag
e
in
t
h
e
co
n
v
er
s
atio
n
.
Mo
r
e
s
o
ci
o
tech
n
ical
b
u
t
a
ls
o
s
o
cio
tech
n
ical
-
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es
s
tr
ess
th
at
o
n
lin
e
lab
o
r
ato
r
ies
will
b
e
s
h
ap
ed
b
y
,
am
o
n
g
o
th
er
th
in
g
s
,
ass
ess
m
en
t,
s
u
p
p
o
r
t
s
tr
u
ctu
r
e,
in
te
r
ac
tio
n
p
atter
n
s
,
d
is
cip
lin
e,
a
n
d
i
n
s
titu
tio
n
al
co
n
d
itio
n
s
[
7
]
.
I
n
th
is
ap
p
r
o
ac
h
,
th
e
u
s
ef
u
ln
ess
o
f
v
ir
tu
al
lab
o
r
ato
r
ies
an
d
o
n
lin
e
lear
n
in
g
is
n
o
t
u
n
iq
u
e
to
th
e
s
o
f
twar
e
o
r
tec
h
n
o
lo
g
y
its
elf
,
b
u
t
r
ath
er
in
th
e
ty
p
es
o
f
en
g
in
e
er
in
g
lear
n
in
g
t
h
at
th
ey
f
ac
ili
tate
o
r
co
n
s
tr
ain
.
T
h
ese
d
ig
it
al
m
o
d
alities
allo
w
en
g
in
ee
r
in
g
s
tu
d
en
ts
to
in
ter
ac
t
with
in
ter
ac
tiv
e
s
im
u
latio
n
s
,
r
ea
l
-
tim
e
r
em
o
te
ex
p
er
im
en
tatio
n
,
a
n
d
im
m
er
s
iv
e
v
is
u
aliza
tio
n
tec
h
n
o
lo
g
ies,
th
er
e
b
y
p
r
o
m
o
tin
g
im
p
o
r
tan
t
ed
u
ca
tio
n
al
o
u
tco
m
es
s
u
ch
as
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
,
p
r
ac
tical
s
k
ill
d
ev
elo
p
m
en
t,
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
y
,
an
d
co
lla
b
o
r
at
iv
e
lear
n
in
g
.
T
h
e
f
r
am
ewo
r
k
also
em
p
h
asizes
im
p
lem
en
tatio
n
f
ac
to
r
s
,
s
u
ch
as
tech
n
o
lo
g
y
in
f
r
astr
u
ctu
r
e,
e
n
r
o
llm
en
t,
ac
ce
s
s
ib
ilit
y
,
p
r
ac
tical
co
m
p
et
en
cy
e
v
alu
atio
n
,
an
d
in
s
tr
u
cto
r
tr
ain
in
g
,
all
o
f
wh
ich
a
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u
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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
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
5
,
Octo
b
er
20
26
:
3
8
5
7
-
3869
3860
4.
E
DUCA
T
I
O
N
AL
O
U
T
CO
M
E
S O
F
VIRT
UAL A
ND
O
NL
I
N
E
L
AB
O
RA
T
O
RY
E
X
P
E
RI
E
NC
E
S
4
.
1
.
Co
m
pa
ra
t
iv
e
ev
idence
o
n k
no
wledg
e
a
nd
s
k
ills
T
h
e
s
tr
o
n
g
est
cu
r
r
e
n
t
ev
id
e
n
c
e
s
u
p
p
o
r
ts
th
e
u
s
e
o
f
v
ir
tu
al
a
n
d
r
em
o
te
la
b
o
r
ato
r
ies
as
ef
f
ec
tiv
e
to
o
ls
f
o
r
d
e
v
elo
p
in
g
co
n
ce
p
ts
an
d
i
d
ea
s
.
T
h
is
r
esear
ch
em
p
h
asize
s
v
is
u
aliza
tio
n
,
m
o
d
el
-
b
ased
r
ea
s
o
n
in
g
,
p
a
r
am
eter
an
aly
s
is
,
an
d
iter
ativ
e
ex
p
e
r
im
en
tal
d
esig
n
,
wh
ich
ca
n
b
e
ac
h
iev
ed
u
n
d
er
n
o
n
-
tr
a
d
itio
n
al
lab
o
r
ato
r
y
co
n
d
itio
n
s
.
C
o
m
p
ar
ativ
e
s
tu
d
i
es in
en
g
in
ee
r
in
g
f
u
r
th
er
s
u
p
p
o
r
t e
ar
lier
co
n
clu
s
io
n
s
th
at
v
ir
tu
al
lab
o
r
ato
r
ies ar
e
u
s
ef
u
l
as
s
u
p
p
lem
en
ts
to
i
n
-
p
er
s
o
n
tr
ain
i
n
g
an
d
,
in
s
o
m
e
ca
s
es,
s
u
itab
le
s
u
b
s
titu
tes
f
o
r
s
p
ec
if
ic
lear
n
i
n
g
o
b
jectiv
es.
Fo
r
ex
am
p
le,
s
tu
d
y
b
y
B
eh
er
a
et
a
l.
[
1
5
]
f
o
u
n
d
th
at
in
co
r
p
o
r
atin
g
a
v
ir
t
u
al
o
p
tics
lab
o
r
ato
r
y
in
to
class
r
o
o
m
in
s
tr
u
ctio
n
im
p
r
o
v
ed
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
in
g
a
n
d
th
ei
r
ac
ce
s
s
to
co
u
r
s
e
in
f
o
r
m
atio
n
.
A
s
im
ilar
f
in
d
in
g
was
n
o
ted
b
y
Ma
y
et
a
l.
[
1
6
]
wh
o
in
d
icate
d
th
at
a
co
m
b
in
atio
n
o
f
h
an
d
s
o
n
an
d
v
ir
tu
al
lab
s
was
a
s
u
p
er
io
r
m
eth
o
d
f
o
r
ac
h
iev
in
g
b
o
th
th
e
ac
q
u
is
itio
n
o
f
k
n
o
wled
g
e
an
d
th
e
d
ev
elo
p
m
en
t
o
f
s
k
ills
co
m
p
ar
ed
to
u
tili
zin
g
o
n
e
ty
p
e
o
f
lab
e
n
v
ir
o
n
m
e
n
t
ex
clu
s
iv
ely
.
Fu
r
th
er
m
o
r
e,
s
tu
d
ies
in
v
o
l
v
in
g
s
im
u
latio
n
o
f
b
atter
y
ed
u
ca
tio
n
an
d
elec
tr
ical
m
ea
s
u
r
em
en
t
task
s
r
ein
f
o
r
ce
d
t
h
e
i
d
ea
th
at
s
im
u
latio
n
s
ca
n
f
ac
ilit
ate
u
n
d
er
s
tan
d
in
g
b
u
t
d
o
n
o
t
p
r
ec
lu
d
e
th
e
n
ee
d
f
o
r
h
a
n
d
s
-
o
n
ex
p
er
ien
ce
wh
en
p
r
o
ce
d
u
r
es
an
d
in
s
tr
u
m
e
n
tatio
n
r
eq
u
ir
e
h
ig
h
lev
els o
f
p
r
o
ce
d
u
r
al
n
u
an
ce
an
d
in
s
tr
u
m
en
tal
p
r
o
f
icien
c
y
[
1
7
]
,
[
1
8
]
.
E
x
am
p
les
o
f
a
p
p
licatio
n
o
r
ie
n
ted
v
ir
tu
al
lab
d
esig
n
wer
e
s
h
o
wn
to
b
e
s
u
cc
ess
f
u
l
in
f
ac
ilit
atin
g
lab
o
r
ato
r
y
lear
n
in
g
ex
p
e
r
ien
ce
s
d
u
r
in
g
p
er
io
d
s
o
f
d
is
r
u
p
ti
o
n
as
well
as
b
ein
g
u
tili
ze
d
af
ter
t
h
e
d
is
r
u
p
tio
n
s
h
ad
ce
ased
[
1
9
]
,
[
20]
.
R
ec
en
t
r
ev
iews
p
r
o
v
id
e
a
h
ig
h
er
lev
el
o
f
ev
id
en
ce
an
d
s
u
p
p
o
r
t
th
e
f
in
d
in
g
s
d
is
cu
s
s
ed
.
Nik
o
lic
et
a
l.
[
2
0]
ass
ess
ed
th
e
im
p
lem
en
tatio
n
o
f
ass
ess
m
en
ts
in
r
em
o
te,
s
im
u
lated
,
an
d
tr
a
d
itio
n
al
en
g
in
ee
r
in
g
lab
s
an
d
f
o
u
n
d
s
ig
n
if
ican
t
v
ar
iatio
n
in
h
o
w
ass
ess
m
en
ts
wer
e
im
p
lem
en
ted
an
d
th
at
th
e
claim
s
o
f
eq
u
iv
alen
ce
wer
e
h
ig
h
ly
d
ep
e
n
d
en
t
o
n
wh
at
was
b
ein
g
m
e
asu
r
ed
.
Fra
d
y
[
2
1]
also
p
er
f
o
r
m
ed
a
r
e
v
iew
an
d
co
n
clu
d
e
d
th
at
v
ir
tu
al
lab
s
ca
n
b
e
u
s
ed
to
s
u
cc
ess
f
u
lly
s
u
p
p
o
r
t
en
g
in
ee
r
in
g
p
ed
a
g
o
g
y
;
h
o
wev
er
,
th
e
ad
v
an
tag
es
o
f
v
ir
tu
al
la
b
s
ar
e
n
o
t
co
n
s
is
ten
t
ac
r
o
s
s
all
o
f
th
e
d
if
f
er
e
n
t
lear
n
in
g
o
b
jectiv
es.
Kap
ilan
et
a
l.
[
1
2
]
p
u
b
lis
h
ed
a
m
eta
-
a
n
aly
s
is
th
at
co
m
b
in
ed
d
ata
f
r
o
m
4
6
s
tu
d
ies
f
r
o
m
2
2
p
u
b
licatio
n
s
.
T
h
e
y
f
o
u
n
d
a
p
o
s
itiv
e
o
v
er
all
ef
f
ec
t
o
f
v
ir
tu
al
lab
s
o
n
th
e
p
e
r
f
o
r
m
an
ce
o
f
e
n
g
in
ee
r
in
g
s
tu
d
en
ts
,
th
u
s
p
r
o
v
id
in
g
a
d
d
itio
n
al
em
p
ir
ical
s
u
p
p
o
r
t th
at
th
e
ed
u
ca
tio
n
al
b
en
ef
its
o
f
v
ir
tu
al
lab
o
r
at
o
r
y
en
v
ir
o
n
m
e
n
ts
h
av
e
ex
p
a
n
d
ed
s
ig
n
if
ican
tly
s
in
ce
last
d
ec
ad
e
.
On
t
h
e
o
th
er
h
an
d
,
t
h
e
liter
atu
r
e
r
ev
iewe
d
b
y
Mc
A
lis
ter
et
a
l.
[
1
3
]
a
n
d
Ho
wcr
o
f
t
an
d
Me
r
ce
r
[
1
4
]
in
d
icate
th
at
th
er
e
co
n
tin
u
e
to
ex
is
t
ch
allen
g
es
ass
o
ciate
d
w
ith
d
eliv
er
in
g
f
u
lly
o
n
lin
e
en
g
in
ee
r
in
g
ed
u
ca
tio
n
,
p
ar
ticu
lar
ly
wh
en
attem
p
tin
g
to
d
ev
elo
p
p
r
ac
tical
f
lu
en
c
y
,
p
r
o
f
ess
io
n
al
ju
d
g
m
e
n
t
an
d
r
e
al
wo
r
ld
d
ec
is
io
n
-
m
ak
in
g
u
n
d
er
co
n
d
itio
n
s
o
f
u
n
ce
r
tain
ty
.
4
.
2
.
Re
m
o
t
e
l
a
bo
ra
t
o
ries a
nd
a
uthent
ic
ex
perim
ent
a
t
io
n
R
em
o
te
l
ab
s
h
a
v
e
a
u
n
i
q
u
e
ad
v
a
n
t
a
g
e
d
u
e
t
o
t
h
e
f
ac
t
th
at
th
e
y
m
ai
n
t
ai
n
t
h
e
u
s
e
o
f
ac
t
u
a
l
l
a
b
eq
u
ip
m
en
t,
b
u
t
r
elax
th
e
co
n
s
tr
ain
t
o
f
h
av
in
g
to
p
h
y
s
ically
s
h
ar
e
s
p
ac
e.
T
h
e
b
en
ef
it
o
f
r
em
o
te
lab
s
s
tem
s
f
r
o
m
th
e
co
m
b
in
atio
n
o
f
u
s
in
g
au
th
e
n
tic
d
ata,
s
ee
in
g
h
o
w
a
p
h
y
s
ical
s
y
s
tem
b
eh
a
v
es,
an
d
i
n
cr
ea
s
ed
ac
ce
s
s
ib
ilit
y
f
o
r
s
tu
d
en
ts
.
R
em
o
te
lab
s
ca
n
p
r
o
v
id
e
f
lex
ib
le
way
s
to
allo
w
m
an
y
s
tu
d
en
ts
to
u
s
e
ex
p
en
s
iv
e
o
r
h
ig
h
ly
s
p
ec
ialized
e
q
u
ip
m
e
n
t
as
well
as
cr
ea
te
th
e
ab
ilit
y
f
o
r
d
is
tr
ib
u
te
d
p
r
o
g
r
a
m
s
to
r
u
n
an
d
in
cr
ea
s
e
th
e
u
tili
za
tio
n
o
f
r
eso
u
r
ce
s
at
in
s
titu
tio
n
s
[
2
1
]
.
R
em
o
te
lab
s
allo
w
s
tu
d
en
ts
to
ex
p
er
ien
ce
th
e
n
o
n
-
id
ea
l
b
eh
av
io
r
o
f
r
ea
l sy
s
tem
s
.
Ho
wev
er
,
th
e
y
d
o
n
o
t a
u
t
o
m
atica
lly
im
p
r
o
v
e
s
tu
d
en
t e
n
g
a
g
em
en
t
.
Ho
w
ev
er
,
L
i
a
n
d
L
i
an
g
[
2
2
]
d
is
c
u
s
s
ed
t
h
e
u
s
e
o
f
v
ir
tu
al
l
ab
o
r
at
o
r
ies
i
n
en
g
i
n
e
e
r
i
n
g
ed
u
c
ati
o
n
is
b
e
co
m
i
n
g
m
o
r
e
p
o
p
u
la
r
b
u
t
h
as
n
o
t
b
ee
n
we
ll
r
es
ea
r
c
h
ed
.
T
h
is
is
a
m
e
ta
-
a
n
a
ly
s
is
o
f
4
6
s
t
u
d
i
es
f
r
o
m
7
0
9
p
u
b
li
ca
t
io
n
s
t
h
at
f
o
u
n
d
t
h
at
t
h
e
p
er
f
o
r
m
a
n
c
e
o
f
e
n
g
in
ee
r
i
n
g
s
t
u
d
en
ts
i
n
v
i
r
t
u
al
la
b
s
is
s
ig
n
i
f
ic
a
n
tl
y
b
et
te
r
th
a
n
th
at
o
f
t
h
eir
p
ee
r
s
in
r
ea
l
lab
s
wit
h
a
m
et
a
ef
f
e
ct
s
ize
o
f
0
.
6
8
6
.
No
ta
b
l
y
,
t
h
e
y
ar
e
a
b
l
e
t
o
i
m
p
r
o
v
e
le
ar
n
i
n
g
m
o
ti
v
at
io
n
(
ef
f
e
ct
s
iz
e
o
f
3
.
5
7
1
)
a
n
d
en
g
ag
em
e
n
t
(
2
.
8
8
8
)
,
w
h
ic
h
i
n
d
ica
tes
t
h
ei
r
a
b
il
it
y
i
n
cr
ea
t
in
g
s
t
u
d
e
n
t
in
v
o
l
v
e
m
e
n
t
i
n
l
ea
r
n
i
n
g
.
Vi
r
t
u
al
la
b
s
ca
n
b
e
u
s
e
d
as
a
s
u
p
p
l
e
m
e
n
ta
r
y
t
o
o
l
t
o
t
h
e
h
an
d
s
-
on
l
ab
s
,
a
n
d
s
h
o
u
l
d
b
e
u
s
e
d
i
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[2
3
]
r
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p
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en
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ly
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et
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o
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ati
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.
S
im
ila
r
l
y
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Se
r
t
u
e
t
a
l
.
[2
4
]
f
o
u
n
d
t
h
at
g
u
i
d
a
n
c
e
le
v
els
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r
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t
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n
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ir
tu
al
e
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g
i
n
ee
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i
n
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en
v
i
r
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n
m
en
ts
.
T
h
e
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al
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et
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s
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t
o
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m
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lo
p
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le
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s
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O
v
er
all
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es
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ly
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d
wit
h
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s
tr
u
c
ti
o
n
al
d
e
s
ig
n
[
2
4
]
–
[
3
0
]
.
4
.
3
.
I
mm
er
s
iv
e
env
iro
nm
ent
s
,
v
irt
ua
l r
ea
lity
,
a
nd
ex
t
ended r
ea
lity
E
ar
ly
r
e
v
iews
id
en
tifie
d
a
g
r
o
win
g
u
s
e
o
f
VR
lab
o
r
at
o
r
ie
s
in
en
g
in
ee
r
in
g
ed
u
ca
tio
n
to
im
p
r
o
v
e
s
tu
d
en
t
lear
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in
g
o
u
tco
m
es
r
e
lated
to
s
p
atial
r
ea
s
o
n
in
g
,
v
i
s
u
aliza
tio
n
,
an
d
h
az
a
r
d
o
u
s
p
r
ac
tices
[
31
]
–
[
3
3
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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[
34
]
–
[
39
]
.
R
ec
en
t
r
esear
ch
o
n
VR
-
b
ased
lear
n
in
g
ex
p
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as
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ec
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ter
cr
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d
th
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r
etica
l
atten
tio
n
.
Fo
r
ex
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p
le,
Oje
et
a
l.
[
3
9]
s
tated
th
at
m
an
y
s
tu
d
ies
o
n
VR
in
en
g
in
ee
r
in
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ed
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ca
tio
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a
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o
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r
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tical
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asis
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VR
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s
tu
d
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ar
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ed
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t
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ated
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ltime
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o
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ly
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r
th
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m
o
r
e,
Kh
laif
et
a
l
.
[
4
0]
illu
s
tr
ated
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at
th
e
im
p
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tatio
n
o
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X
R
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ased
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y
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ee
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ate
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ased
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ased
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Ya
n
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et
a
l.
[
4
1]
co
n
d
u
cted
a
m
et
a
-
an
aly
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is
o
f
3
7
em
p
ir
ical
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tu
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ies
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s
ed
o
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im
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ac
t
o
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o
n
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r
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k
ills
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d
f
o
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n
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th
at
VR
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ate
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k
ills
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r
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ce
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ee
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g
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ca
tio
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,
with
a
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ig
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er
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o
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itiv
e
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t
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s
ed
i
n
co
n
ju
n
ctio
n
with
tr
ad
itio
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al
m
eth
o
d
s
o
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i
n
s
tr
u
ctio
n
as
o
p
p
o
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ed
to
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ein
g
u
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ed
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a
s
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alo
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e
s
u
b
s
titu
te
f
o
r
tr
ad
itio
n
al
in
s
tr
u
ctio
n
.
Neg
ah
b
an
[
4
2
]
r
ev
iew
o
f
s
im
u
latio
n
in
en
g
in
ee
r
i
n
g
ed
u
ca
tio
n
n
o
ted
th
at
alth
o
u
g
h
im
m
er
s
iv
e
s
im
u
lated
en
v
ir
o
n
m
en
ts
h
av
e
g
r
ea
t
p
r
o
m
is
e,
th
er
e
is
cu
r
r
en
tly
in
s
u
f
f
icien
t
co
n
s
id
er
atio
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o
f
lear
n
in
g
th
eo
r
y
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d
in
s
u
f
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i
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s
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en
t
o
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th
e
ef
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ec
tiv
en
ess
o
f
th
ese
s
im
u
lated
en
v
ir
o
n
m
en
ts
.
L
am
p
r
o
p
o
u
lo
s
et
a
l.
[
4
3
]
c
o
n
d
u
cted
a
s
co
p
i
n
g
r
e
v
iew
o
f
VR
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s
e
in
en
g
in
ee
r
in
g
ed
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c
atio
n
an
d
in
clu
d
ed
3
4
2
s
tu
d
ies.
T
h
e
y
f
o
u
n
d
th
at
VR
ca
n
im
p
r
o
v
e
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tu
d
e
n
t
en
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a
g
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en
t
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d
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ter
ac
tio
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u
p
p
o
r
t
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e
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ev
elo
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m
en
t
o
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r
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tical
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ills
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en
h
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ce
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esig
n
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is
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aliza
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n
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d
f
ac
ili
tate
co
llab
o
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ativ
e
lear
n
in
g
.
T
h
ey
also
n
o
ted
t
h
at
r
ep
lacin
g
p
h
y
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ical
lab
o
r
ato
r
ie
s
with
VR
m
ay
o
f
f
er
ad
v
an
tag
es
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ch
as
g
r
ea
ter
f
lex
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ilit
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in
f
r
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ctu
r
e
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s
ts
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d
h
i
g
h
er
s
ca
lab
ilit
y
.
Ho
wev
er
,
th
ese
b
en
e
f
its
s
h
o
u
ld
b
e
in
ter
p
r
eted
ca
u
tio
u
s
l
y
.
Alth
o
u
g
h
lo
wer
m
ar
g
in
al
c
o
s
ts
an
d
im
p
r
o
v
e
d
s
ca
lab
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y
m
a
y
r
e
d
u
ce
s
o
m
e
o
f
th
e
f
in
a
n
cial
b
u
r
d
e
n
o
f
d
ev
elo
p
i
n
g
an
d
m
ain
tain
in
g
VR
-
b
ased
lea
r
n
in
g
en
v
i
r
o
n
m
e
n
ts
,
th
ey
d
o
n
o
t
e
lim
in
ate
th
e
n
ee
d
f
o
r
s
ig
n
if
ica
n
t
in
v
estme
n
t
a
n
d
d
ev
elo
p
m
e
n
t to
cr
ea
te
r
ea
lis
tic
s
im
u
latio
n
s
.
Su
ch
s
im
u
latio
n
s
ar
e
n
ec
ess
ar
y
to
p
r
o
v
id
e
s
tu
d
en
ts
with
a
lev
el
o
f
tactile
au
th
en
ticity
co
m
p
ar
a
b
l
e
to
h
an
d
s
-
o
n
wo
r
k
with
p
h
y
s
ical
m
ater
ials
.
4
.
4
.
Dig
it
a
l t
wins
a
nd
em
er
g
ing
s
im
ula
t
io
n e
co
lo
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ies
On
e
m
ajo
r
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e
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g
in
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tr
en
d
i
n
en
g
i
n
ee
r
in
g
ed
u
ca
tio
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is
th
e
in
teg
r
atio
n
o
f
d
ig
ital
twin
te
ch
n
o
lo
g
y
,
as
well
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v
ir
tu
al
g
am
e
-
lik
e
en
v
ir
o
n
m
en
ts
in
to
t
h
e
class
r
o
o
m
.
T
h
r
o
u
g
h
d
ig
ital
twin
an
d
web
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b
ased
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ir
tu
al
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i
n
co
n
s
tr
u
ctio
n
m
an
ag
em
en
t
an
d
en
g
i
n
ee
r
in
g
ca
n
p
r
o
v
id
e
s
tu
d
e
n
ts
with
in
ter
ac
tiv
e
lear
n
in
g
e
x
p
er
ie
n
ce
s
with
d
y
n
am
ic
an
d
r
ep
r
e
s
en
tativ
e
m
o
d
els
o
f
en
g
in
ee
r
in
g
s
y
s
tem
s
[
4
4
]
.
I
n
e
d
u
ca
tio
n
,
a
d
ig
ital
twin
i
s
m
o
s
t
v
alu
a
b
le
b
ec
a
u
s
e
it
al
lo
ws
s
tu
d
en
ts
to
r
elate
th
e
o
r
e
tical,
m
o
d
el
-
b
ased
co
n
ce
p
ts
to
r
ea
l
o
p
er
atio
n
al
d
ata,
o
b
s
er
v
e
d
s
y
s
tem
b
eh
av
i
o
r
,
an
d
p
o
ten
tially
r
ea
l
-
tim
e
p
er
f
o
r
m
an
ce
f
ee
d
b
ac
k
.
T
h
is
ca
p
ab
ilit
y
ca
n
s
u
p
p
o
r
t
m
o
r
e
au
th
en
tic
s
im
u
latio
n
en
v
ir
o
n
m
en
ts
,
p
ar
ticu
lar
ly
in
m
an
u
f
ac
tu
r
in
g
,
co
n
s
tr
u
ctio
n
,
c
o
n
tr
o
l,
a
n
d
s
y
s
tem
s
en
g
in
ee
r
in
g
.
Alth
o
u
g
h
in
t
er
est in
DT
is
in
cr
ea
s
in
g
,
th
ey
ar
e
s
till
n
o
t w
id
ely
ad
o
p
ted
o
r
well
-
in
teg
r
ated
in
t
o
p
e
d
ag
o
g
ical
ap
p
r
o
ac
h
es.
I
n
in
s
tr
u
ctio
n
al
s
ettin
g
s
,
DT
ar
e
lik
ely
to
b
e
m
o
s
t
ef
f
ec
tiv
e
wh
en
th
e
y
ar
e
u
s
ed
to
p
r
o
m
o
te
s
y
s
tem
s
th
in
k
in
g
,
s
ce
n
ar
io
p
lan
n
in
g
,
an
d
d
ec
is
io
n
-
m
ak
i
n
g
.
Ultim
ately
,
as
with
o
th
er
em
e
r
g
in
g
tech
n
o
l
o
g
ies,
wh
eth
e
r
DT
h
elp
s
tu
d
en
ts
d
e
v
elo
p
m
ea
n
in
g
f
u
l
e
n
g
in
ee
r
in
g
r
ea
s
o
n
in
g
will
d
ep
en
d
o
n
h
o
w
s
tu
d
en
ts
in
ter
ac
t
with
th
e
tech
n
o
lo
g
y
.
T
ab
le
1
(
in
Ap
p
en
d
ix
)
d
e
p
icts
th
e
ed
u
ca
tio
n
al
o
u
tco
m
es,
s
tr
en
g
th
s
,
lim
itatio
n
s
,
an
d
d
esig
n
im
p
licatio
n
s
em
er
g
i
n
g
ac
r
o
s
s
th
e
r
ev
iewe
d
m
o
d
alities
.
5.
O
NL
I
N
E
L
E
ARN
I
NG
CO
N
DIT
I
O
NS SU
RRO
UND
I
NG
L
AB
O
R
AT
O
RY
SUCC
E
SS
T
h
e
s
u
cc
ess
o
f
v
ir
tu
al
la
b
s
d
o
es
n
o
t
o
cc
u
r
in
a
v
ac
u
u
m
.
T
h
e
s
u
cc
ess
o
f
th
e
lab
d
ep
en
d
s
u
p
o
n
th
e
o
v
er
all
e
n
v
i
r
o
n
m
e
n
t
o
f
t
h
e
O
L
E
w
h
e
r
e
i
t
e
x
i
s
ts
.
T
h
e
r
e
i
s
a
n
in
c
r
e
a
s
i
n
g
t
r
e
n
d
t
o
w
a
r
d
a
d
o
p
t
i
n
g
an
E
d
u
ca
tio
n
4
.
0
ap
p
r
o
ac
h
to
en
g
in
ee
r
in
g
ed
u
c
atio
n
.
I
n
th
is
m
o
d
el,
all
asp
e
cts
o
f
cu
r
r
icu
la
i
n
clu
d
in
g
th
e
co
m
p
ete
n
cies
an
d
s
k
ills
b
ein
g
tau
g
h
t,
h
o
w
lear
n
i
n
g
o
cc
u
r
s
,
th
e
r
o
le
o
f
in
f
o
r
m
at
io
n
an
d
c
o
m
m
u
n
icatio
n
s
tech
n
o
lo
g
ies
(
I
C
T
)
,
an
d
th
e
r
eso
u
r
ce
s
s
u
p
p
o
r
tin
g
b
o
th
teac
h
in
g
a
n
d
lea
r
n
in
g
ar
e
co
n
s
id
er
ed
to
b
e
i
n
ter
co
n
n
ec
ted
[
4
5]
.
Un
d
er
s
tan
d
i
n
g
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
th
ese
co
m
p
o
n
en
ts
h
elp
ex
p
lain
wh
y
two
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
with
v
ir
tu
ally
id
en
tical
lab
o
r
ato
r
y
eq
u
ip
m
en
t
will y
ield
d
if
f
er
en
t
r
esu
lts
f
r
o
m
th
eir
s
tu
d
en
ts
.
I
t
h
as
b
ee
n
s
h
o
wn
r
e
p
ea
ted
ly
th
at
th
e
e
x
ten
t
to
wh
ic
h
s
tu
d
en
ts
will
ac
ce
p
t
o
n
lin
e
lear
n
in
g
o
p
p
o
r
tu
n
ities
is
d
ir
ec
tly
r
elate
d
to
th
e
d
eg
r
ee
to
wh
ich
th
e
r
eq
u
ir
em
en
ts
o
f
th
e
task
at
h
a
n
d
ar
e
s
u
p
p
o
r
ted
b
y
th
e
tech
n
o
lo
g
ical
ca
p
ab
ilit
ies
o
f
th
e
s
y
s
tem
.
Fo
r
ex
am
p
le,
Nav
ar
r
o
et
a
l.
[
4
6]
d
em
o
n
s
tr
a
ted
th
at
th
e
lev
el
o
f
s
atis
f
ac
tio
n
o
f
en
g
in
ee
r
in
g
s
tu
d
en
ts
with
LMS
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ic
was
d
eter
m
in
ed
b
y
b
o
th
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
5
,
Octo
b
er
20
26
:
3
8
5
7
-
3869
3862
task
-
tech
n
o
lo
g
y
f
it
an
d
th
e
p
e
r
ce
iv
ed
u
tili
ty
an
d
ea
s
e
o
f
u
s
e
o
f
th
e
L
MS.
T
h
er
ef
o
r
e,
if
s
tu
d
en
ts
p
er
ce
iv
e
th
a
t
th
e
p
latf
o
r
m
s
u
p
p
o
r
ts
th
e
wo
r
k
th
ey
ar
e
r
e
q
u
ir
ed
to
c
o
m
p
let
e,
th
en
th
ey
ar
e
m
o
r
e
lik
ely
to
s
ee
v
alu
e
in
u
s
in
g
o
n
lin
e
lab
o
r
ato
r
ies
a
n
d
/o
r
d
ig
ital
co
u
r
s
e
en
v
ir
o
n
m
en
ts
.
An
o
th
er
im
p
o
r
tan
t
d
eter
m
i
n
an
t
o
f
s
u
cc
ess
f
u
l
o
n
lin
e
lear
n
in
g
is
th
e
d
e
g
r
e
e
to
wh
ich
s
tu
d
en
ts
ar
e
ab
l
e
to
s
elf
-
r
e
g
u
late
th
eir
o
wn
lear
n
in
g
b
eh
av
i
o
r
s
.
W
atso
n
et
a
l.
[
4
7]
f
o
u
n
d
th
a
t
s
elf
-
d
ir
ec
ted
lear
n
in
g
r
ea
d
i
n
ess
is
a
s
ig
n
if
ican
t
p
r
e
d
icto
r
o
f
u
n
d
er
g
r
a
d
u
ate
en
g
in
ee
r
in
g
s
tu
d
en
ts
’
ex
p
er
ie
n
ce
with
o
n
lin
e
lear
n
in
g
,
p
a
r
ticu
lar
ly
wh
en
s
tu
d
en
ts
h
av
e
to
m
an
ag
e
th
eir
o
w
n
p
ac
e,
s
o
lv
e
p
r
o
b
lem
s
in
d
e
p
en
d
en
tly
,
an
d
en
g
a
g
e
in
d
is
tr
ib
u
ted
f
o
r
m
s
o
f
p
ar
ticip
atio
n
.
Self
-
d
ir
ec
ted
lear
n
in
g
r
ea
d
in
ess
is
n
o
t
s
im
p
ly
a
n
ab
s
tr
ac
t
co
n
ce
p
t.
R
ath
er
,
it
is
an
ac
tu
al
ca
p
ab
ilit
y
th
at
s
o
m
e
s
tu
d
en
ts
p
o
s
s
ess
wh
ile
o
th
er
s
d
o
n
o
t.
On
lin
e
lab
o
r
ato
r
ies ass
u
m
e
th
at
s
tu
d
en
ts
wil
l
h
av
e
f
lex
ib
le
s
ch
ed
u
les an
d
r
e
p
ea
ted
ac
ce
s
s
to
th
e
p
latf
o
r
m
s
;
h
o
wev
e
r
,
s
u
ch
f
l
ex
ib
ilit
y
ca
n
also
cr
ea
te
lia
b
ilit
y
f
o
r
s
tu
d
e
n
ts
wh
o
lack
tim
e
m
an
ag
em
e
n
t
s
tr
ateg
ies,
co
n
f
id
en
ce
,
o
r
clea
r
ex
p
ec
tatio
n
s
r
eg
a
r
d
in
g
th
eir
r
esp
o
n
s
ib
ilit
ies.
Fin
ally
,
th
e
s
o
cial
an
d
m
o
tiv
at
io
n
al
asp
ec
ts
o
f
o
n
lin
e
lear
n
in
g
also
p
lay
a
s
ig
n
if
ican
t
r
o
le
i
n
s
h
ap
in
g
s
tu
d
en
ts
’
ex
p
er
ie
n
ce
s
with
o
n
lin
e
lear
n
in
g
.
Su
n
g
a
n
d
Hu
an
g
[
4
8]
f
o
u
n
d
th
at
th
e
o
n
li
n
e
STE
M
lear
n
i
n
g
ex
p
er
ien
ce
s
o
f
wo
m
en
en
g
in
ee
r
in
g
s
tu
d
e
n
ts
ar
e
i
n
f
lu
en
ce
d
s
ig
n
if
ican
tly
b
y
th
e
m
o
tiv
a
tio
n
al
d
esig
n
o
f
th
e
lear
n
in
g
ac
tiv
ities
,
with
co
n
f
i
d
en
ce
a
n
d
atten
tio
n
b
ein
g
tw
o
o
f
th
e
m
o
s
t
in
f
lu
en
tial
ca
t
eg
o
r
ies
o
f
d
esig
n
.
Nik
o
lic
et
a
l.
[
4
9]
f
o
u
n
d
th
at
th
e
q
u
ality
o
f
in
ter
ac
tio
n
,
th
e
s
er
v
ices
p
r
o
v
i
d
ed
b
y
t
h
e
O
L
E
,
th
e
ass
ess
m
en
t
to
o
ls
u
s
ed
in
th
e
OL
E
,
a
n
d
th
e
q
u
ality
o
f
th
e
tech
n
o
l
o
g
y
u
s
ed
in
th
e
OL
E
wer
e
all
s
ig
n
if
ican
t
p
r
e
d
icto
r
s
o
f
s
tu
d
en
ts
’
s
atis
f
ac
tio
n
wi
th
o
n
lin
e
lear
n
in
g
.
Der
ib
a
et
a
l.
[
5
0]
s
y
s
tem
atic
r
ev
iew
in
teg
r
ated
th
ese
o
b
s
er
v
atio
n
s
in
to
f
o
u
r
g
en
e
r
al
ca
teg
o
r
ies
o
f
ac
ce
p
tan
ce
f
a
cto
r
s
:
tech
n
o
l
o
g
y
-
r
elate
d
,
in
d
iv
i
d
u
al
-
r
elate
d
,
s
o
cial/en
v
ir
o
n
m
en
tal,
a
n
d
o
u
tco
m
e
-
r
elate
d
.
Su
ch
f
ac
to
r
s
in
clu
d
e
r
eliab
le
tech
n
o
lo
g
y
,
m
o
tiv
atio
n
,
s
elf
-
d
ir
ec
ted
lear
n
in
g
,
p
ee
r
an
d
i
n
s
tr
u
cto
r
s
u
p
p
o
r
t,
p
e
r
ce
iv
ed
u
s
ef
u
ln
ess
,
an
d
s
atis
f
ac
tio
n
with
o
u
tco
m
es
all
co
n
tr
ib
u
te
to
th
e
d
e
g
r
ee
to
w
h
ich
o
n
lin
e
lear
n
in
g
is
s
ee
n
as e
m
p
o
wer
in
g
o
r
alien
atin
g
.
T
h
er
ef
o
r
e,
u
n
d
e
r
s
tan
d
in
g
th
e
f
ac
to
r
s
th
at
in
f
lu
e
n
ce
s
tu
d
e
n
ts
’
p
er
ce
p
tio
n
s
o
f
v
ir
tu
al
lab
o
r
ato
r
ies
is
ess
en
tial
f
o
r
in
ter
p
r
etin
g
r
esu
lts
f
r
o
m
s
tu
d
ies
in
v
o
lv
in
g
o
n
lin
e
lab
o
r
ato
r
y
r
esear
c
h
.
Stu
d
e
n
ts
’
d
is
s
atis
f
ac
tio
n
with
o
n
lin
e
lab
o
r
ato
r
ies
d
o
es
n
o
t
alwa
y
s
r
ef
lect
o
n
ly
d
is
s
atis
f
ac
tio
n
with
th
e
lab
o
r
ato
r
y
m
o
d
e
its
elf
.
Su
ch
d
is
s
atis
f
ac
tio
n
m
ay
r
esu
lt
f
r
o
m
in
ad
eq
u
ate
s
o
cial
s
u
p
p
o
r
t
,
in
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
,
p
o
o
r
s
er
v
ice
q
u
ality
,
u
n
r
eliab
le
co
n
n
ec
tiv
ity
,
lac
k
o
f
co
n
f
id
en
ce
,
o
r
i
n
ap
p
r
o
p
r
ia
te
ass
es
s
m
en
t
s
tr
u
ctu
r
es
[3
]
,
[
51
]
,
[
52
]
.
On
t
h
e
o
th
er
h
an
d
,
wh
en
s
tu
d
e
n
ts
ar
e
s
atis
f
ied
with
v
ir
tu
al
lab
o
r
ato
r
ies,
it
is
u
s
u
ally
b
ec
au
s
e
t
h
e
o
v
er
all
OL
E
i
n
wh
ich
th
ey
ex
is
t
p
r
o
v
id
es
s
u
p
p
o
r
t
f
o
r
th
e
d
ev
el
o
p
m
en
t o
f
g
u
id
an
ce
,
in
ter
ac
tio
n
,
an
d
m
o
ti
v
atio
n
.
T
h
ese
d
ig
ital
m
o
d
alities
en
ab
le
en
g
in
ee
r
i
n
g
s
tu
d
en
ts
to
en
g
ag
e
with
in
ter
ac
tiv
e
s
im
u
latio
n
s
,
r
ea
l
-
tim
e
r
em
o
te
ex
p
er
im
en
tatio
n
,
an
d
im
m
e
r
s
iv
e
v
is
u
aliza
tio
n
tech
n
o
lo
g
ies,
th
er
eb
y
s
u
p
p
o
r
tin
g
k
e
y
ed
u
ca
tio
n
al
o
u
tco
m
es
s
u
ch
as
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
,
p
r
ac
tical
s
k
ill
d
ev
elo
p
m
en
t,
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
y
,
an
d
c
o
llab
o
r
ativ
e
lear
n
in
g
.
T
h
e
f
r
am
ewo
r
k
also
h
ig
h
lig
h
ts
im
p
lem
en
ta
tio
n
co
n
s
id
er
atio
n
s
,
in
clu
d
i
n
g
tech
n
o
l
o
g
ical
in
f
r
astru
ctu
r
e,
s
tu
d
en
t
en
g
a
g
em
en
t,
ac
ce
s
s
ib
ilit
y
,
ass
ess
m
en
t
o
f
p
r
ac
tical
co
m
p
ete
n
cies,
an
d
in
s
tr
u
ct
o
r
tr
ain
in
g
r
e
q
u
ir
e
d
f
o
r
ef
f
ec
tiv
e
d
ep
lo
y
m
en
t
in
en
g
in
ee
r
in
g
ed
u
ca
tio
n
.
Fig
u
r
e
2
illu
s
tr
ates
o
n
lin
e
lear
n
i
n
g
co
n
d
itio
n
s
s
u
r
r
o
u
n
d
in
g
lab
o
r
at
o
r
y
s
u
cc
ess
in
en
g
in
e
er
in
g
e
d
u
ca
tio
n
.
Fig
u
r
e
2
.
On
lin
e
lear
n
in
g
co
n
d
itio
n
s
s
u
r
r
o
u
n
d
in
g
lab
o
r
at
o
r
y
s
u
cc
ess
in
en
g
in
ee
r
in
g
ed
u
ca
t
io
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
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&
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es E
d
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c
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SS
N:
2252
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8
8
2
2
V
ir
tu
a
l la
b
o
r
a
to
r
ies a
n
d
o
n
lin
e
lea
r
n
in
g
in
e
n
g
in
ee
r
in
g
e
d
u
c
a
tio
n
:
a
r
ev
iew
(
Ha
mza
A
b
u
Ow
id
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)
3863
6.
P
E
RSI
ST
E
N
T
CH
AL
L
E
NG
E
S AN
D
L
I
M
I
T
A
T
I
O
NS
At
f
ir
s
t
,
alth
o
u
g
h
v
ir
t
u
al
an
d
r
em
o
te
lab
o
r
at
o
r
ies
h
av
e
ad
d
r
ess
ed
m
an
y
lim
itatio
n
s
in
e
n
g
in
ee
r
in
g
ed
u
ca
tio
n
,
s
ev
er
al
ch
allen
g
es
s
till
r
em
ain
.
Vir
tu
al
an
d
s
im
u
l
ated
lab
o
r
ato
r
ies
ca
n
p
r
o
v
id
e
a
u
s
ef
u
l
alter
n
ativ
e
f
o
r
lear
n
in
g
s
o
m
e
asp
ec
ts
o
f
ex
p
er
im
e
n
tal
s
cien
ce
an
d
e
n
g
in
ee
r
in
g
.
Ho
we
v
er
,
t
h
ey
c
an
n
o
t
f
u
lly
r
ep
lace
h
an
d
s
-
o
n
ex
p
e
r
ien
ce
,
tactile
an
d
h
ap
tic
f
ee
d
b
ac
k
,
p
r
o
ce
d
u
r
al
f
lu
en
c
y
,
o
r
tr
o
u
b
lesh
o
o
t
in
g
with
im
p
er
f
ec
t
p
h
y
s
ical
s
y
s
tem
s
.
C
o
m
p
ar
ativ
e
s
tu
d
ies
an
d
r
ev
iews
s
h
o
w
th
at
v
ir
tu
al
lab
o
r
at
o
r
ies
ar
e
esp
e
cially
ef
f
ec
tiv
e
f
o
r
im
p
r
o
v
in
g
c
o
n
ce
p
t
u
al
u
n
d
er
s
t
an
d
in
g
an
d
r
e
p
r
esen
tatio
n
al
le
ar
n
in
g
.
Ho
wev
er
,
th
e
s
am
e
s
tu
d
ies
also
s
h
o
w
th
at
p
s
y
ch
o
m
o
t
o
r
s
k
ills
an
d
tacit
p
r
ac
tical
k
n
o
wled
g
e
ar
e
m
o
r
e
d
if
f
icu
lt
to
d
ev
elo
p
th
r
o
u
g
h
d
ig
ital
en
v
ir
o
n
m
e
n
ts
[
16
]
–
[
1
8
]
.
T
h
is
d
o
es
n
o
t
im
p
ly
th
at
v
ir
tu
al
lab
o
r
ato
r
y
-
b
ased
en
g
in
ee
r
in
g
e
d
u
ca
tio
n
is
in
h
e
r
en
tly
less
ef
f
ec
tiv
e.
R
ath
er
,
it
i
n
d
icate
s
th
at
lab
o
r
at
o
r
y
lear
n
in
g
is
m
u
ltid
im
en
s
io
n
al,
an
d
th
at
ce
r
tai
n
d
im
e
n
s
io
n
s
m
ay
b
e
less
am
en
ab
le
to
d
ig
itizatio
n
th
an
o
th
er
s
.
Seco
n
d
,
ass
ess
m
en
t
co
n
tin
u
es
to
b
e
o
n
e
o
f
th
e
m
o
s
t
ch
allen
g
in
g
ar
ea
s
in
wh
ich
t
o
m
ak
e
m
ea
n
in
g
f
u
l
p
r
o
g
r
ess
.
Nik
o
li
c
et
a
l.
[
2
0]
s
y
s
tem
atic
r
ev
iew
r
e
p
o
r
ts
th
at
en
g
in
ee
r
in
g
lab
o
r
ato
r
y
s
tu
d
ie
s
h
av
e
em
p
lo
y
e
d
a
wid
e
v
ar
iety
o
f
ass
ess
m
en
t
m
eth
o
d
s
,
in
clu
d
in
g
p
o
s
t
-
test
ev
alu
atio
n
s
,
s
tu
d
en
t
-
g
en
er
ate
d
r
ep
o
r
ts
,
an
d
s
elf
-
r
ep
o
r
ted
m
ea
s
u
r
es,
b
u
t
h
av
e
g
en
er
ally
p
r
o
v
id
ed
lim
ited
d
ir
e
ct
ev
id
en
ce
o
f
s
tu
d
en
ts
’
lab
o
r
ato
r
y
co
m
p
eten
cy
.
Similar
ly
,
E
lm
o
az
en
et
a
l.
[
5
3]
r
ep
o
r
ted
a
s
im
ilar
lack
o
f
co
n
s
en
s
u
s
in
th
eir
r
e
v
iew
o
f
em
p
ir
ical
r
esear
ch
in
t
o
th
e
ap
p
licatio
n
o
f
lea
r
n
in
g
an
aly
tics
(
L
A)
in
v
ir
t
u
al
lab
o
r
at
o
r
ies.
T
h
eir
r
e
v
iew
s
u
g
g
ested
th
at
ap
p
licatio
n
s
o
f
LA
ar
e
g
e
n
er
ally
r
elativ
el
y
s
m
all
s
ca
le,
ex
p
lo
r
ato
r
y
,
an
d
p
r
im
ar
ily
b
ased
u
p
o
n
lo
g
-
f
ile
an
aly
s
is
,
with
litt
le
ag
r
ee
m
en
t
o
n
wh
at
co
n
s
titu
tes
an
ef
f
ec
tiv
e
d
ash
b
o
ar
d
,
i
n
d
icato
r
(
s
)
,
o
r
d
esig
n
s
tan
d
a
r
d
.
As
a
r
esu
lt,
th
e
ab
s
en
ce
o
f
a
s
h
ar
ed
u
n
d
e
r
s
tan
d
in
g
o
f
h
o
w
to
ass
ess
s
u
cc
ess
in
o
n
lin
e
lab
o
r
at
o
r
y
s
ettin
g
s
i
s
lik
ely
to
m
ak
e
it
h
ar
d
er
to
i
n
ter
p
r
et
r
esear
ch
f
in
d
in
g
s
.
T
h
is
ch
allen
g
e
is
in
ten
s
if
ied
b
y
ev
id
e
n
ce
f
r
o
m
wo
r
k
o
n
lab
o
r
ato
r
y
lear
n
in
g
o
b
jectiv
es,
wh
ich
s
u
g
g
ests
th
at
o
n
lin
e,
b
le
n
d
ed
,
an
d
tr
ad
itio
n
al
m
o
d
es
o
f
in
s
tr
u
cti
o
n
m
a
y
e
m
p
h
asize
d
if
f
er
en
t
o
u
tco
m
es.
I
t
also
in
d
icate
s
th
at
co
g
n
itiv
e,
p
s
y
ch
o
m
o
to
r
,
a
n
d
af
f
ec
tiv
e
lear
n
in
g
d
o
m
ain
s
m
ay
n
o
t
b
e
ad
d
r
ess
ed
to
th
e
s
am
e
e
x
ten
t i
n
b
o
th
i
n
s
tr
u
ctio
n
al
im
p
lem
e
n
tatio
n
an
d
e
v
alu
atio
n
[
4
4
]
,
[
45]
.
T
h
ir
d
,
alth
o
u
g
h
t
h
er
e
is
g
r
o
w
in
g
awa
r
en
ess
o
f
th
e
im
p
o
r
ta
n
ce
o
f
ac
ce
s
s
ib
ilit
y
an
d
in
clu
s
io
n
,
th
ese
to
p
ics
h
av
e
r
ec
eiv
ed
lim
ited
s
y
s
tem
atic
atten
tio
n
in
th
e
co
n
tex
t
o
f
v
ir
tu
al
lab
o
r
ato
r
y
-
b
ased
en
g
in
ee
r
in
g
ed
u
ca
tio
n
.
Der
i
b
a
et
a
l
.
[
5
0
]
r
ev
iew
o
f
ac
ce
s
s
ib
ilit
y
in
v
ir
t
u
al
lab
o
r
ato
r
ies
f
o
u
n
d
th
at
ac
ce
s
s
ib
ilit
y
is
o
f
ten
d
ef
in
ed
to
o
n
ar
r
o
wly
,
an
d
th
at
ass
es
s
m
en
ts
o
f
ac
ce
s
s
ib
ili
ty
ar
e
s
till
ca
r
r
ied
o
u
t
u
s
in
g
in
co
n
s
is
ten
t
ap
p
r
o
ac
h
es
[
4
6
]
–
[
5
0
]
.
E
n
s
u
r
in
g
ac
ce
s
s
ib
ilit
y
an
d
in
clu
s
io
n
g
o
es
b
ey
o
n
d
m
ee
tin
g
d
is
ab
ilit
y
laws
an
d
r
eg
u
latio
n
s
.
Ad
d
itio
n
al
co
n
s
id
er
atio
n
s
in
c
lu
d
e
wh
eth
er
v
ir
tu
al
lab
o
r
ato
r
y
in
ter
f
ac
es
wo
r
k
ef
f
ec
tiv
el
y
with
a
r
an
g
e
o
f
ass
is
tiv
e
tech
n
o
lo
g
ies,
f
u
n
cti
o
n
u
n
d
e
r
d
if
f
er
e
n
t
b
an
d
wid
th
co
n
d
itio
n
s
,
an
d
s
u
p
p
o
r
t
d
iv
er
s
e
lan
g
u
ag
es
an
d
cu
ltu
r
al
co
n
tex
ts
.
T
h
e
d
esig
n
s
h
o
u
ld
also
ac
co
m
m
o
d
ate
lea
r
n
er
s
with
d
if
f
er
en
t
r
ates
o
f
c
o
m
p
letio
n
,
p
r
o
v
id
e
m
u
ltip
le
f
o
r
m
s
o
f
r
ep
r
esen
tat
io
n
,
an
d
o
f
f
er
s
u
f
f
icien
t
s
u
p
p
o
r
t
f
o
r
u
s
er
in
ter
ac
tio
n
[
54
]
.
I
n
ad
d
itio
n
,
s
in
ce
m
u
ch
o
f
th
e
in
s
tr
u
m
en
tatio
n
an
d
d
ata
p
r
esen
tatio
n
in
en
g
in
ee
r
in
g
ed
u
ca
tio
n
in
v
o
lv
e
co
m
p
lex
s
o
f
twar
e
,
h
ar
d
war
e,
an
d
d
is
p
lay
co
m
p
o
n
en
ts
,
p
o
o
r
d
esig
n
o
f
t
h
e
u
s
er
in
ter
f
ac
es
o
f
th
ese
s
y
s
tem
s
c
an
q
u
ic
k
ly
b
ec
o
m
e
a
b
ar
r
ier
to
p
ar
ticip
atio
n
an
d
a
ch
iev
em
en
t.
Fo
u
r
th
,
th
er
e
a
r
e
co
n
s
id
er
ab
le
tech
n
o
lo
g
ical,
f
i
n
an
cial,
an
d
o
r
g
an
izatio
n
al
o
b
s
tacle
s
to
wid
esp
r
ea
d
im
p
lem
en
tatio
n
o
f
v
ir
tu
al
lab
-
b
ased
en
g
i
n
ee
r
in
g
ed
u
ca
ti
o
n
.
W
h
ile
v
ir
tu
al
an
d
r
em
o
te
lab
o
r
ato
r
y
-
b
ased
en
g
in
ee
r
in
g
ed
u
ca
tio
n
m
a
y
r
ed
u
ce
m
ater
ial
co
s
ts
an
d
in
cr
ea
s
e
ac
ce
s
s
,
th
ey
n
ev
er
th
eless
n
ec
ess
itate
s
ig
n
if
ican
t
in
v
estme
n
t
in
in
f
r
astru
ctu
r
e,
s
o
f
twar
e
d
ev
e
lo
p
m
en
t,
m
ain
te
n
an
ce
,
an
d
tech
n
ical
s
u
p
p
o
r
t
[
1
0
]
,
[
11
]
,
[
15
]
–
[
17
]
,
[
31
]
,
[
32
]
,
[
35
]
,
[
4
4
]
,
[
5
1
]
–
[
5
4
]
.
W
ith
o
u
t
o
n
g
o
in
g
p
e
d
ag
o
g
ical
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t,
v
ir
tu
al
an
d
r
em
o
te
lab
o
r
ato
r
y
s
y
s
tem
s
ca
n
d
ev
o
lv
e
in
to
f
r
ag
ile
lear
n
in
g
en
v
ir
o
n
m
en
ts
ch
ar
ac
ter
ized
by
in
ter
f
ac
e
co
m
p
lex
ity
,
s
ch
ed
u
lin
g
c
o
n
f
licts
,
in
c
o
n
s
is
ten
t
co
n
n
ec
tiv
ity
,
a
n
d
in
cr
ea
s
e
d
th
e
wo
r
k
l
o
ad
o
f
ed
u
ca
to
r
s
.
Fin
ally
,
p
o
o
r
ly
p
la
n
n
ed
o
n
lin
e
lab
o
r
ato
r
y
teac
h
in
g
co
u
ld
n
eg
ativ
ely
im
p
ac
t
t
h
e
o
v
e
r
all
e
x
p
er
ien
tial
q
u
ality
o
f
en
g
in
ee
r
in
g
ed
u
ca
ti
o
n
.
L
ab
o
r
ato
r
y
lear
n
in
g
is
m
o
r
e
th
an
ju
s
t
o
p
er
atin
g
eq
u
ip
m
en
t
an
d
p
r
o
d
u
ci
n
g
th
e
co
r
r
ec
t
o
u
tp
u
t;
it
also
in
c
lu
d
es
ju
d
g
m
en
t,
team
w
o
r
k
,
c
o
m
m
u
n
icatio
n
,
p
er
s
ev
er
an
ce
,
s
af
ety
cu
ltu
r
e,
an
d
p
r
o
f
ess
io
n
al
id
en
tity
.
T
em
b
r
ev
illa
et
a
l.
[
5
5
]
s
tu
d
y
o
f
ex
p
er
ien
tial
lear
n
in
g
in
en
g
i
n
ee
r
in
g
ed
u
ca
tio
n
h
i
g
h
l
i
g
h
t
s
t
h
a
t
i
t
is
c
o
n
t
e
x
t
u
al
,
a
c
t
i
o
n
-
o
r
i
e
n
t
e
d
,
a
n
d
o
f
t
e
n
s
o
c
ia
l
l
y
in
f
lu
en
ce
d
[
5
5
]
,
[
5
6
]
.
T
ab
le
2
(
in
Ap
p
en
d
ix
)
d
ep
icts
th
e
p
er
s
is
ten
t c
h
allen
g
es a
n
d
lim
itatio
n
s
in
v
ir
tu
al
la
b
o
r
ato
r
y
–
b
ased
e
n
g
in
ee
r
in
g
e
d
u
ca
tio
n
.
7.
B
E
ST
P
RAC
T
I
CE
S F
O
R
I
M
P
L
E
M
E
N
T
A
T
I
O
N
Desig
n
in
g
ef
f
ec
tiv
e
h
y
b
r
i
d
la
b
ex
p
er
ie
n
ce
s
d
ep
en
d
s
o
n
k
e
y
d
esig
n
p
r
in
cip
les
r
ath
er
t
h
a
n
s
elec
tin
g
a
s
in
g
le
b
est
p
latf
o
r
m
.
First,
d
esig
n
m
u
s
t
b
e
g
o
al
-
d
r
iv
e
n
.
E
ac
h
ac
tiv
ity
s
h
o
u
ld
tar
g
et
s
p
ec
if
ic
co
g
n
itiv
e
o
r
p
s
y
ch
o
m
o
t
o
r
o
b
jectiv
es.
Seco
n
d
,
d
esig
n
m
u
s
t
f
o
cu
s
o
n
m
o
d
ality
co
m
p
lem
en
tar
ity
.
A
s
n
o
ted
p
r
ev
io
u
s
ly
,
h
y
b
r
id
s
eq
u
en
ce
s
r
ed
u
ce
c
o
g
n
itiv
e
o
v
er
lo
a
d
an
d
o
p
tim
ize
lim
ited
f
ac
e
-
to
-
f
ac
e
tim
e
[
2
0
]
,
[
2
3
]
,
[
5
5
]
.
T
h
ir
d
,
d
esig
n
m
u
s
t
b
e
b
ased
o
n
g
u
id
ed
ac
tiv
e
lear
n
in
g
.
Vir
tu
al
en
v
ir
o
n
m
e
n
ts
r
eq
u
ir
e
s
tu
d
en
ts
to
m
ak
e
p
r
ed
ictio
n
s
an
d
d
ec
is
io
n
s
,
p
air
ed
with
ca
r
ef
u
lly
ca
lib
r
ated
i
n
s
tr
u
ctio
n
al
g
u
id
an
ce
[
3
2
]
,
[
3
3
]
.
F
o
u
r
th
,
d
esig
n
m
u
s
t
em
p
h
asize
au
th
en
tic,
m
u
ltimo
d
al
ass
ess
m
en
t.
E
v
alu
ativ
e
cr
iter
ia
s
h
o
u
ld
in
teg
r
ate
co
n
ce
p
tu
al
c
h
ec
k
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
.
5
,
Octo
b
er
20
26
:
3
8
5
7
-
3869
3864
tr
o
u
b
lesh
o
o
ti
n
g
task
s
,
an
d
p
er
f
o
r
m
an
ce
d
em
o
n
s
tr
atio
n
s
,
s
u
p
p
o
r
ted
tr
a
n
s
p
ar
en
tly
b
y
LA
[
2
0
]
,
[
5
1
]
–
[
5
3
]
.
Fifth
,
th
e
d
esig
n
m
u
s
t
in
clu
d
e
r
o
b
u
s
t
o
n
lin
e
lear
n
in
g
s
u
p
p
o
r
t.
Fac
u
lty
r
eq
u
ir
e
o
n
g
o
in
g
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
in
o
n
lin
e
p
ed
a
g
o
g
y
,
n
o
t
ju
s
t
s
o
f
twar
e
o
p
er
atio
n
[
1
7
]
,
[
4
0
]
.
Six
th
,
d
esig
n
m
u
s
t
b
e
ac
ce
s
s
ib
le
b
y
d
esig
n
,
p
r
io
r
itizin
g
in
cl
u
s
iv
ity
f
r
o
m
th
e
in
itial st
ag
es r
ath
er
th
an
as a
r
etr
o
ac
tiv
e
co
m
p
lian
ce
m
ea
s
u
r
e
[
5
7
]
–
[
5
9
]
.
8.
DIS
CU
SS
I
O
N
AND
I
M
P
L
I
CATI
O
N
S
T
h
e
liter
atu
r
e
co
n
s
is
ten
tly
i
n
d
icate
s
th
at
th
e
in
s
tr
u
ctio
n
al
u
s
ef
u
ln
ess
o
f
v
ir
t
u
al
lab
o
r
ato
r
ies
is
d
eter
m
in
ed
b
y
p
ed
ag
o
g
ical
al
ig
n
m
en
t
r
at
h
er
th
a
n
tech
n
o
lo
g
ical
in
n
o
v
atio
n
.
Simu
latio
n
-
b
ased
en
v
ir
o
n
m
e
n
ts
ex
ce
l
at
co
n
ce
p
t
u
al
v
is
u
aliza
tio
n
,
wh
er
ea
s
r
em
o
te
an
d
im
m
er
s
iv
e
en
v
ir
o
n
m
en
ts
p
r
o
v
id
e
th
e
au
th
en
ticit
y
r
eq
u
ir
ed
f
o
r
p
r
ac
tical
d
ec
is
io
n
-
m
ak
in
g
.
Ho
wev
e
r
,
a
cr
itical
t
h
eo
r
etica
l
ten
s
io
n
ex
is
ts
in
th
e
cu
r
r
e
n
t
liter
atu
r
e
b
etwe
en
th
e
s
ca
lab
ilit
y
o
f
d
ig
ital
lab
o
r
ato
r
ies
an
d
th
e
p
r
ese
r
v
atio
n
o
f
a
u
th
en
tic
ex
p
er
ien
t
ial
lear
n
in
g
.
W
h
ile
in
s
titu
tio
n
al
s
tak
eh
o
ld
er
s
o
f
ten
v
iew
v
i
r
tu
al
lab
s
as
a
co
s
t
-
ef
f
ec
tiv
e,
s
ca
lab
le
alter
n
ativ
e,
ed
u
ca
tio
n
al
r
esear
ch
er
s
war
n
th
at
with
o
u
t
ca
r
ef
u
l
h
y
b
r
id
in
teg
r
atio
n
,
th
e
b
r
o
a
d
er
ex
p
er
ie
n
tial
d
im
en
s
io
n
s
o
f
en
g
in
e
er
in
g
m
ay
b
e
lo
s
t.
Fu
r
th
er
m
o
r
e,
th
e
p
er
s
is
ten
t
r
elian
ce
o
n
v
a
r
ie
d
,
n
o
n
-
s
tan
d
a
r
d
ized
ass
ess
m
e
n
t
m
eth
o
d
s
m
a
k
es
claim
s
o
f
f
u
ll
eq
u
iv
alen
ce
b
e
twee
n
d
ig
ital
an
d
p
h
y
s
ical
lab
s
d
if
f
icu
lt
to
s
u
b
s
tan
tiate.
T
h
ese
f
in
d
in
g
s
h
a
v
e
im
p
o
r
tan
t
im
p
licatio
n
s
f
o
r
en
g
in
ee
r
in
g
e
d
u
ca
tio
n
a
n
d
th
e
b
r
o
ad
er
e
d
u
ca
tio
n
al
co
m
m
u
n
it
y
.
Fo
r
th
e
d
is
cip
lin
e,
th
ey
s
h
if
t
th
e
f
o
c
u
s
f
r
o
m
th
e
q
u
esti
o
n
o
f
wh
et
h
er
v
ir
t
u
al
lab
o
r
ato
r
ies
ca
n
r
e
p
lace
p
h
y
s
ical
lab
o
r
ato
r
ies
to
th
e
m
o
r
e
p
r
ac
tical
is
s
u
e
o
f
h
o
w
to
co
m
b
in
e
d
if
f
er
e
n
t
lab
o
r
at
o
r
y
m
o
d
es
with
in
co
h
e
r
en
t
cu
r
r
icu
la.
T
h
e
r
esu
lts
also
s
u
g
g
est
th
at
in
s
titu
tio
n
s
s
h
o
u
ld
alig
n
in
v
estme
n
t
in
d
ig
i
tal
lab
o
r
ato
r
y
in
f
r
astru
ctu
r
e
with
in
v
estme
n
t
in
in
s
tr
u
ctio
n
al
d
esig
n
,
ass
ess
m
en
t,
ac
ce
s
s
ib
ilit
y
,
f
ac
u
lty
d
ev
elo
p
m
en
t,
an
d
s
tu
d
en
t
s
u
p
p
o
r
t.
Fo
r
th
e
b
r
o
ad
er
co
m
m
u
n
ity
,
th
e
f
in
d
in
g
s
s
u
p
p
o
r
t
m
o
r
e
f
lex
ib
le
an
d
in
cl
u
s
iv
e
en
g
in
ee
r
in
g
e
d
u
ca
tio
n
m
o
d
els
th
at,
wh
en
im
p
lem
en
ted
th
o
u
g
h
tf
u
lly
,
ca
n
ex
p
a
n
d
ac
ce
s
s
wh
ile
m
ain
tain
in
g
ed
u
ca
tio
n
al
q
u
ality
[
6
0
]
.
9.
F
UT
UR
E
DIR
E
C
T
I
O
N
T
h
e
n
ea
r
f
u
tu
r
e
o
f
en
g
in
ee
r
in
g
ed
u
ca
tio
n
will lik
ely
b
e
d
ef
in
ed
b
y
a
“
h
y
b
r
i
d
-
f
ir
s
t
”
ap
p
r
o
ac
h
.
XR
an
d
DT
will
co
n
tin
u
e
to
g
r
o
w
in
u
tili
ty
f
o
r
v
is
u
alizin
g
c
o
m
p
l
ex
s
y
s
tem
s
an
d
r
ev
iewin
g
d
a
ta
-
r
ich
o
p
er
atio
n
al
m
o
d
els
[
2
9
]
,
[
3
4
]
.
Ho
wev
e
r
,
t
h
e
tr
u
e
im
p
ac
t
o
f
th
ese
tech
n
o
lo
g
ies
will
d
ep
en
d
o
n
wh
eth
er
r
esear
ch
er
s
m
o
v
e
b
ey
o
n
d
n
o
v
elty
-
d
r
iv
e
n
s
tu
d
ies
to
ad
d
r
ess
u
n
r
eso
lv
ed
th
eo
r
etica
l
co
n
tr
ad
ictio
n
s
,
s
u
ch
as
th
e
g
ap
b
etwe
en
s
im
u
lated
p
r
o
f
icien
c
y
an
d
r
e
al
-
wo
r
ld
ap
p
licatio
n
.
An
o
t
h
er
v
ital
ar
ea
o
f
g
r
o
wth
is
LA
.
T
h
e
f
ield
u
r
g
en
tly
r
eq
u
ir
es
s
tan
d
ar
d
ize
d
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t
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c
t
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a
n
d
g
o
v
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a
n
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t
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m
s
u
s
t
a
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a
b
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y
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u
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s
i
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st
i
t
u
t
i
o
n
a
l
p
l
a
n
n
i
n
g
,
r
e
s
o
u
r
c
e
m
a
n
a
g
e
me
n
t
,
a
n
d
c
o
l
l
a
b
o
r
a
t
i
v
e
g
o
v
e
r
n
a
n
c
e
f
r
a
mew
o
r
k
s
.
-
Lo
n
g
-
t
e
r
m
h
a
r
d
w
a
r
e
a
n
d
so
f
t
w
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n
t
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n
a
n
c
e
.
-
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t
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r
o
p
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r
a
b
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l
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y
a
c
r
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ss
p
l
a
t
f
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r
ms.
-
P
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i
v
a
c
y
a
n
d
d
a
t
a
s
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w
a
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sh
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p
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i
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s
.
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a
b
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d
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t
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a
l
c
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a
b
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r
a
t
i
o
n
.
10.
CO
NCLU
SI
O
N
Ph
y
s
ical
lab
o
r
ato
r
ies
ar
e
s
till
an
im
p
o
r
tan
t
asp
ec
t
o
f
en
g
i
n
ee
r
in
g
ed
u
ca
tio
n
,
b
u
t
r
esear
c
h
s
u
g
g
ests
th
at
v
ir
tu
al
la
b
o
r
ato
r
ies
an
d
o
n
lin
e
lear
n
in
g
ca
n
m
a
k
e
s
ig
n
if
ican
t
co
n
tr
ib
u
tio
n
s
wh
e
n
u
s
ed
f
o
r
clea
r
ly
d
ef
in
e
d
p
ed
ag
o
g
ical
g
o
als.
T
h
e
r
ev
ie
w
’
s
m
ain
f
in
d
in
g
is
th
at
d
if
f
er
en
t
lab
o
r
ato
r
y
m
eth
o
d
s
s
u
p
p
o
r
t
d
if
f
er
en
t
lea
r
n
in
g
o
u
tco
m
es.
Per
s
is
ten
t
is
s
u
es
r
e
m
ain
in
p
s
y
ch
o
m
o
to
r
s
k
ill
d
e
v
elo
p
m
en
t,
ass
ess
m
en
t
v
alid
ity
,
an
d
in
s
titu
tio
n
al
p
lan
n
in
g
.
As
a
r
esu
lt,
th
e
k
ey
co
n
clu
s
io
n
is
n
o
t
th
at
o
n
e
m
o
d
ality
s
h
o
u
ld
b
e
r
ep
lace
d
b
y
an
o
th
e
r
,
b
u
t
th
at
h
y
b
r
id
lab
o
r
ato
r
y
m
o
d
els
p
r
o
v
id
e
th
e
m
o
s
t
ed
u
ca
tio
n
ally
s
o
u
n
d
ap
p
r
o
ac
h
b
y
d
is
tr
ib
u
tin
g
lear
n
in
g
f
u
n
ctio
n
s
am
o
n
g
v
ir
tu
al,
r
em
o
te,
im
m
er
s
iv
e,
an
d
p
h
y
s
ical
en
v
ir
o
n
m
e
n
ts
.
L
o
o
k
in
g
ah
ea
d
,
th
e
m
o
s
t
im
p
o
r
tan
t
task
f
o
r
en
g
in
ee
r
in
g
ed
u
ca
tio
n
is
to
c
r
ea
te
ev
id
en
ce
-
i
n
f
o
r
m
ed
h
y
b
r
id
ec
o
s
y
s
tem
s
th
at
ar
e
p
ed
ag
o
g
ically
r
ig
o
r
o
u
s
,
ac
ce
s
s
ib
le
ac
r
o
s
s
co
n
tex
ts
,
an
d
ad
ap
tab
le
t
o
f
u
tu
r
e
tech
n
o
lo
g
ical
an
d
in
s
titu
tio
n
al
ch
a
n
g
es
.
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
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to
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ize
in
d
iv
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d
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al
au
th
o
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,
r
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au
th
o
r
s
h
ip
d
is
p
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tes,
an
d
f
ac
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co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
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r
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So
Va
Fo
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Vi
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P
Fu
Ham
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Ab
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
2
2
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2
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8
8
2
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I
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t
J
E
v
al
&
R
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d
u
c
,
Vo
l
.
15
,
No
.
5
,
Octo
b
er
20
26
:
3
8
5
7
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3869
3866
CO
NF
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ter
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DATA AV
AI
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AB
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L
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Data
av
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a
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RE
F
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R
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NC
E
S
[
1
]
L.
D
.
F
e
i
sel
a
n
d
A
.
J.
R
o
sa,
“
T
h
e
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[
2
]
J.
B
o
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n
e
,
D
.
H
a
r
r
i
s,
a
n
d
F
.
M
a
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s,
“
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l
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d
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:
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,
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o
u
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l
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4
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.
[
3
]
J.
M
a
a
n
d
J.
V
.
N
i
c
k
e
r
s
o
n
,
“
H
a
n
d
s
-
o
n
,
si
m
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m
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,
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[
4
]
T.
d
e
J
o
n
g
,
M
.
C
.
L
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n
,
a
n
d
Z.
C
.
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a
,
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.
[
5
]
J.
R
.
B
r
i
n
so
n
,
“
L
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r
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n
g
o
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me
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)
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(
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)
l
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s:
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w
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m
p
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c
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c
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,
”
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o
m
p
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E
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,
v
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l
.
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.
[
6
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R
.
H
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o
,
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d
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l
a
T
o
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r
e
,
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.
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.
J.
C
a
b
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r
i
z
o
,
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e
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-
V
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d
ma
,
a
n
d
S
.
D
o
r
m
i
d
o
,
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V
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r
t
u
a
l
a
n
d
r
e
mo
t
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a
b
s
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d
u
c
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o
n
:
a
b
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c
a
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a
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y
si
s
,
”
C
o
m
p
u
t
e
rs
& Ed
u
c
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o
n
,
v
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l
.
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8
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[
7
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.
P
o
t
k
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a
k
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a
l
.
,
“
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y
,
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g
:
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v
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w
,
”
C
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m
p
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r
s
&
Ed
u
c
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,
v
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.
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.
[
8
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R
.
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.
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