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STUD
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Nak
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Un
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ity
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Mo
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tech
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[
1
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h
as
cr
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f
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tech
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[
2
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[
3
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.
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h
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s
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tific
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av
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[
4
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,
wh
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th
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20
-
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Natio
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Stra
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2
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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J
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&
R
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Vo
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.
15
,
No
.
5
,
Octo
b
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20
26
:
3
6
7
7
-
3689
3678
lab
o
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ten
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to
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s
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6
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f
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am
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k
s
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Fry
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d
Bi
[
7
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h
av
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m
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d
,
h
o
w
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r
ec
u
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m
in
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h
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d
h
av
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ten
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ailed
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m
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ain
s
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cr
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tin
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th
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ter
m
th
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“
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h
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at
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k
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o
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g
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ch
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lar
l
y
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ter
est
in
E
d
u
ca
tio
n
5
.
0
[
1
]
,
[
8
],
th
e
o
p
er
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n
aliza
tio
n
of
th
is
p
ar
ad
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m
in
teac
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ca
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o
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els
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ain
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l
e
v
el
wi
t
h
o
u
t
em
p
i
r
i
c
a
l
v
al
i
d
a
ti
o
n
in
cl
as
s
r
o
o
m
s
e
tt
i
n
g
s
[
1
]
,
[
9
].
Seco
n
d
,
tr
a
d
itio
n
al
p
ed
ag
o
g
ical
m
o
d
els
—
in
clu
d
in
g
s
cien
ce
,
te
ch
n
o
lo
g
y
,
en
g
in
ee
r
in
g
,
an
d
m
ath
em
atics
(
STE
M)
-
f
o
c
u
s
ed
a
p
p
r
o
ac
h
es
[
10
]
a
n
d
co
m
p
eten
cy
-
b
ased
f
r
a
m
ewo
r
k
s
[1
1
]
—
lack
in
teg
r
atio
n
of
s
e
lf
-
d
eter
m
in
atio
n
th
eo
r
y
(
SDT)
m
ec
h
an
is
m
s
th
at
f
o
s
ter
in
tr
in
s
ic
m
o
tiv
atio
n
a
n
d
s
u
s
tain
ed
p
r
o
f
ess
io
n
al
lear
n
i
n
g
[1
2
].
T
h
ir
d
,
alth
o
u
g
h
m
eta
co
g
n
itio
n
is
wid
ely
r
ec
o
g
n
ized
as
ess
en
tial
f
o
r
s
el
f
-
r
eg
u
lated
lear
n
in
g
[1
3
],
[1
4
],
no
ex
is
tin
g
E
d
u
ca
tio
n
5
.
0
f
r
a
m
ewo
r
k
p
r
o
v
id
es
a
s
y
s
tem
atic
p
ath
way
f
o
r
d
ev
elo
p
in
g
m
etac
o
g
n
itiv
e
m
aster
y
t
h
r
o
u
g
h
p
r
o
g
r
ess
iv
e,
em
p
ir
ically
v
alid
ated
p
h
ases
.
T
h
e
s
ettin
g
g
o
als,
task
an
aly
s
i
s
,
u
n
iv
er
s
al
d
esig
n
,
d
ig
ital
lear
n
in
g
,
i
n
teg
r
ated
k
n
o
wled
g
e,
e
v
alu
atio
n
,
s
tan
d
ar
d
s
-
b
ased
ass
ess
m
en
t
(
STUD
I
E
S
)
m
o
d
el
:
E
d
u
ca
tio
n
5
.
0
[1
5
]
was
d
ev
elo
p
ed
to
ad
d
r
ess
th
ese
g
ap
s
by
in
teg
r
atin
g
c
o
n
s
tr
u
ctiv
is
t
th
eo
r
y
[1
6
],
SDT
[1
7
],
[1
8
],
u
n
i
v
er
s
al
d
esig
n
f
o
r
i
n
s
tr
u
ctio
n
[1
9
],
Ma
r
za
n
o
an
d
Ken
d
all’
s
[
20
]
New
T
ax
o
n
o
m
y
,
an
d
p
h
en
o
m
e
n
o
n
-
b
ase
d
lear
n
i
n
g
[2
1
]
with
in
a
c
o
h
er
en
t
s
ev
en
-
s
tag
e
f
r
am
ewo
r
k
.
Un
lik
e
ex
is
tin
g
E
d
u
ca
tio
n
5
.
0
m
o
d
els,
th
e
S
T
UDI
E
S
m
o
d
el
h
as
b
ee
n
p
r
o
g
r
ess
iv
ely
v
alid
ated
ac
r
o
s
s
th
r
ee
p
u
b
lis
h
ed
p
h
ases
,
d
em
o
n
s
tr
atin
g
ef
f
ec
tiv
en
ess
in
d
ev
elo
p
i
n
g
in
cr
ea
s
in
g
l
y
s
o
p
h
is
ticated
co
g
n
itiv
e
ca
p
ab
ilit
ies
—
f
r
o
m
f
o
u
n
d
atio
n
al
k
n
o
wled
g
e
th
r
o
u
g
h
h
ig
h
er
-
o
r
d
er
th
in
k
in
g
s
k
ills
(
HOT
S)
to
m
etac
o
g
n
itiv
e
m
aster
y
,
a
tr
ajec
to
r
y
th
at
h
as
n
o
t
b
ee
n
em
p
ir
ically
d
em
o
n
s
tr
a
ted
by
a
n
y
o
t
h
er
f
r
a
m
ewo
r
k
in
th
is
d
o
m
ain
.
To
s
y
s
tem
atica
lly
ex
am
i
n
e
t
h
is
f
r
am
ewo
r
k
,
th
is
s
tu
d
y
a
d
d
r
ess
es
th
r
ee
r
esear
ch
q
u
es
tio
n
s
th
at
p
r
o
g
r
ess
f
r
o
m
th
eo
r
etica
l
alig
n
m
en
t
to
em
p
ir
ical
ef
f
ec
tiv
e
n
e
s
s
an
d
ex
p
lan
ato
r
y
m
ec
h
a
n
is
m
s
.
−
R
Q1
:
In
wh
at
way
s
d
o
es
th
e
s
ev
en
-
s
tag
e
STUD
I
E
S
m
o
d
el
f
i
t
with
th
e
f
iv
e
p
illar
s
of
E
d
u
ca
tio
n
5
.
0
?
−
R
Q2
:
To
wh
at
ex
ten
t
d
o
es
th
e
m
o
d
el
p
r
o
d
u
ce
s
ig
n
if
ica
n
t
im
p
r
o
v
em
e
n
ts
in
k
n
o
wled
g
e
,
h
ig
h
er
-
o
r
d
e
r
th
in
k
in
g
,
an
d
m
etac
o
g
n
itio
n
a
cr
o
s
s
th
r
ee
v
alid
atio
n
p
h
ases
?
−
R
Q3
:
W
h
at
th
eo
r
etica
l
m
ec
h
an
is
m
s
ex
p
lain
th
e
o
b
s
er
v
ed
p
r
o
g
r
ess
iv
e
d
ev
elo
p
m
en
t
f
r
o
m
c
o
n
ten
t
m
aster
y
to
m
etac
o
g
n
itiv
e
awa
r
en
ess
?
T
h
e
n
o
v
elty
of
th
is
s
tu
d
y
lies
in
th
r
ee
in
ter
r
elate
d
co
n
tr
i
b
u
tio
n
s
th
at
d
is
tin
g
u
is
h
t
h
e
STUD
I
E
S
m
o
d
el
f
r
o
m
ex
is
tin
g
teac
h
er
-
ed
u
ca
tio
n
an
d
E
d
u
ca
tio
n
5
.
0
f
r
a
m
e
wo
r
k
s
.
First,
th
e
m
o
d
el
o
f
f
e
r
s
an
em
p
ir
ically
v
alid
ated
p
r
o
g
r
ess
iv
e
p
ath
wa
y
in
w
h
ich
a
s
in
g
le
s
ev
en
-
s
tag
e
ar
ch
itectu
r
e
is
s
h
o
wn
,
ac
r
o
s
s
th
r
ee
s
eq
u
en
tial
p
h
ases
,
to
d
ev
elo
p
k
n
o
wled
g
e
,
HOT
S,
an
d
m
etac
o
g
n
itio
n
—
a
tr
ajec
to
r
y
th
at
m
i
r
r
o
r
s
Ma
r
z
an
o
a
n
d
Ke
n
d
all’
s
h
ier
ar
ch
ical
tax
o
n
o
m
y
[
20
]
a
n
d
th
at
h
as
not
b
ee
n
d
em
o
n
s
tr
ated
in
p
r
io
r
f
r
am
ewo
r
k
s
.
Seco
n
d
,
th
e
m
o
d
el
u
n
iq
u
ely
s
y
n
t
h
esizes
d
ig
ital
h
u
m
an
is
m
,
SDT,
u
n
iv
er
s
al
d
esig
n
,
an
d
p
h
en
o
m
en
o
n
-
b
ased
le
ar
n
in
g
(
Ph
B
L
)
in
to
a
co
h
er
en
t
an
d
r
e
u
s
ab
le
ar
ch
itectu
r
e,
with
each
s
tag
e
ex
p
licitly
m
ap
p
ed
to
one
of
th
e
f
iv
e
E
d
u
ca
tio
n
5
.
0
p
illar
s
[
2
]
an
d
to
a
s
p
ec
if
ic
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
.
T
h
ir
d
,
th
e
cu
m
u
lativ
e
cr
o
s
s
-
d
is
cip
lin
ar
y
v
alid
atio
n
ac
r
o
s
s
E
n
g
lis
h
,
ea
r
ly
ch
ild
h
o
o
d
,
an
d
m
ath
em
atics
teac
h
er
ed
u
ca
tio
n
p
r
o
v
id
es
p
r
elim
in
a
r
y
ev
id
en
ce
of
th
e
g
en
er
aliza
b
ilit
y
of
th
e
f
r
a
m
ewo
r
k
b
e
y
o
n
d
a
s
in
g
le
s
u
b
ject
a
r
ea
or
s
in
g
le
in
ter
v
en
tio
n
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
T
h
is
s
ec
tio
n
r
ev
iews
f
o
u
r
co
n
v
er
g
in
g
s
tr
an
d
s
th
at
to
g
eth
er
d
ef
in
e
th
e
th
e
o
r
etica
l
f
o
u
n
d
at
io
n
of
th
e
STUD
I
E
S
m
o
d
el:
E
d
u
ca
tio
n
5
.
0
,
co
n
s
tr
u
ctiv
is
m
an
d
SDT,
u
n
iv
er
s
al
d
esig
n
an
d
m
etac
o
g
n
itiv
e
s
y
s
tem
s
,
an
d
Ph
B
L
with
in
d
ig
ital
ec
o
s
y
s
tem
s
.
E
ac
h
s
tr
an
d
i
d
en
tifie
s
a
k
ey
c
o
n
tr
ib
u
ti
o
n
to
teac
h
e
r
ed
u
ca
tio
n
wh
ile
ex
p
o
s
in
g
lim
itatio
n
s
th
at
m
o
tiv
ate
th
e
m
o
d
el’
s
in
teg
r
ativ
e
ar
ch
itectu
r
e.
2
.
1
.
E
du
ca
t
io
n
5
.
0
a
nd
curr
ent
f
ra
m
ewo
r
k
s
f
o
r
t
ea
cher
educa
t
io
n
T
h
e
ev
o
lu
tio
n
f
r
o
m
E
d
u
ca
tio
n
1
.
0
th
r
o
u
g
h
5
.
0
r
ef
lects
a
d
ap
tiv
e
r
esp
o
n
s
es
to
s
o
cio
ec
o
n
o
m
ic
a
n
d
tech
n
o
lo
g
ical
d
y
n
am
ics
[
8
].
Ah
m
ad
et
a
l.
[
2]
s
y
n
th
esized
f
iv
e
p
illar
s
of
E
d
u
ca
tio
n
5
.
0
:
lear
n
er
-
ce
n
t
r
ic
p
er
s
o
n
aliza
tio
n
,
c
o
llab
o
r
ativ
e
in
ter
d
is
cip
lin
ar
y
lear
n
in
g
,
d
at
a
-
d
r
iv
en
d
ec
is
io
n
-
m
a
k
in
g
,
en
ab
lin
g
tech
n
o
lo
g
ies
f
o
r
c
o
g
n
itiv
e
en
h
a
n
ce
m
en
t,
a
n
d
h
o
lis
tic
au
th
en
tic
ass
ess
m
en
t.
T
h
e
E
u
r
o
p
ea
n
C
o
m
m
is
s
io
n
ar
ticu
latio
n
of
I
n
d
u
s
tr
y
5
.
0
[
3
]
f
u
r
th
er
f
r
am
es
h
u
m
an
-
ce
n
t
r
icity
,
s
u
s
tain
ab
ilit
y
,
an
d
r
esil
ien
ce
as
n
o
r
m
ativ
e
an
ch
o
r
s
,
alth
o
u
g
h
Ham
ed
an
i
et
a
l.
[
1]
n
o
ted
th
at
em
p
ir
ical
o
p
er
atio
n
aliza
tio
n
of
th
ese
p
illar
s
in
teac
h
er
ed
u
ca
tio
n
r
em
ain
s
s
ca
r
ce
,
p
ar
ticu
lar
ly
in
d
ev
elo
p
in
g
-
co
u
n
tr
y
c
o
n
tex
ts
.
C
o
m
p
ar
ed
with
ex
is
tin
g
tea
ch
er
-
ed
u
ca
tio
n
f
r
am
ewo
r
k
s
,
th
e
STUD
I
E
S
m
o
d
el
o
f
f
e
r
s
d
is
tin
ct
co
n
tr
ib
u
tio
n
s
.
STE
M
-
f
o
c
u
s
ed
m
o
d
els
s
u
ch
as
th
e
tech
n
o
lo
g
ical
p
ed
ag
o
g
ical
c
o
n
ten
t
k
n
o
wled
g
e
(
T
PAC
K)
f
r
am
ewo
r
k
[
2
2
]
ad
d
r
ess
tech
n
o
lo
g
ical
p
ed
ag
o
g
ical
k
n
o
wl
ed
g
e
but
lac
k
ex
p
licit
SDT
-
d
r
iv
en
en
g
a
g
em
en
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
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&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
S
TUDI
E
S
mo
d
el:
v
a
lid
a
ti
n
g
a
h
u
ma
n
-
ce
n
tr
ic
fr
a
mewo
r
k
fo
r
E
d
u
ca
tio
n
5
.
0
(
P
h
ic
h
ittr
a
Th
o
n
g
p
a
n
it
)
3679
m
ec
h
an
is
m
s
,
wh
ile
tr
a
d
itio
n
al
co
m
p
ete
n
cy
-
b
ased
ap
p
r
o
ac
h
e
s
[
1
1
]
s
p
ec
if
y
o
u
tco
m
es
with
o
u
t
ad
d
r
ess
in
g
th
e
m
o
tiv
atio
n
al
ar
ch
itectu
r
e
n
e
ed
ed
f
o
r
s
u
s
tain
ed
p
r
o
f
ess
io
n
al
lear
n
in
g
.
T
h
e
STUD
I
E
S
m
o
d
el
u
n
iq
u
el
y
s
y
n
th
esizes
d
ig
ital
liter
ac
y
,
m
etac
o
g
n
itiv
e
ad
v
a
n
ce
m
en
t,
an
d
SDT
-
d
r
iv
en
en
g
ag
em
en
t
in
t
o
a
s
in
g
le
co
h
esiv
e
ar
ch
itectu
r
e
alig
n
e
d
with
all
f
i
v
e
p
illar
s
of
E
d
u
ca
tio
n
5
.
0
[
2
]
.
2
.
2
.
Co
ns
t
ruct
iv
is
m
a
nd
s
elf
-
det
er
m
ina
t
io
n
t
heo
ry
T
h
e
ep
is
tem
o
lo
g
ical
f
o
u
n
d
atio
n
of
t
h
e
STUD
I
E
S
m
o
d
e
l
is
b
ased
on
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
th
eo
r
y
[
1
6
]
a
n
d
V
y
g
o
ts
k
y
’
s
z
o
n
e
o
f
p
r
o
x
im
al
d
e
v
elo
p
m
e
n
t
[
2
3
]
,
with
s
ca
f
f
o
ld
in
g
ex
ten
d
e
d
in
E
d
u
ca
tio
n
5
.
0
co
n
tex
ts
to
AI
-
p
o
wer
e
d
tu
to
r
in
g
s
y
s
tem
s
th
at
p
r
o
v
id
e
p
er
s
o
n
alize
d
f
ee
d
b
ac
k
[
2
4
].
SDT
[
1
7
]
,
[
1
8
]
p
r
o
v
id
es
th
e
m
o
tiv
atio
n
al
ar
ch
itectu
r
e,
ass
er
tin
g
th
at
in
tr
in
s
ic
m
o
tiv
at
io
n
ar
is
es
f
r
o
m
f
u
lf
illi
n
g
au
t
o
n
o
m
y
,
co
m
p
eten
ce
,
an
d
r
elate
d
n
ess
n
ee
d
s
;
H
o
war
d
et
a
l.
’s
m
eta
-
an
aly
s
is
[
1
2
]
c
o
n
f
ir
m
e
d
th
at
s
atis
f
y
in
g
t
h
ese
th
r
ee
n
ee
d
s
is
th
e
s
tr
o
n
g
est
p
r
ed
icto
r
of
d
ee
p
lear
n
in
g
.
T
h
e
co
llab
o
r
ativ
e
d
im
en
s
io
n
s
of
th
e
m
o
d
el
f
u
lf
ill
th
e
n
ee
d
f
o
r
r
elate
d
n
ess
th
r
o
u
g
h
co
o
p
er
a
tiv
e
lear
n
in
g
s
tr
u
ctu
r
es
[
2
5
]
,
a
d
im
en
s
io
n
lar
g
ely
ab
s
en
t
f
r
o
m
e
x
is
tin
g
E
d
u
ca
tio
n
5
.
0
f
r
am
ewo
r
k
s
.
2
.
3
.
Univ
er
s
a
l
des
ig
n
a
nd
m
et
a
co
g
nitiv
e
s
y
s
t
e
m
s
T
h
e
m
o
d
el
’
s
co
m
m
itm
en
t
to
eq
u
ity
is
an
ch
o
r
ed
in
u
n
iv
er
s
al
d
esig
n
f
o
r
i
n
s
tr
u
ctio
n
(
UDI
)
[
1
9
]
an
d
u
n
iv
er
s
al
d
esig
n
f
o
r
lear
n
in
g
(
UDL
)
[
2
6
]
,
wh
ile
th
e
co
g
n
itiv
e
ar
c
h
itectu
r
e
co
m
b
i
n
e
s
B
lo
o
m
’
s
r
ev
is
ed
tax
o
n
o
m
y
[
2
7
]
with
Ma
r
za
n
o
an
d
Ke
n
d
all’
s
n
ew
tax
o
n
o
m
y
[
20
]
,
wh
ic
h
ad
d
s
th
e
m
etac
o
g
n
itiv
e
s
y
s
tem
an
d
th
e
s
elf
-
s
y
s
tem
.
Vee
n
m
a
n
et
a
l.
[
2
8
]
d
em
o
n
s
tr
ated
th
at
m
e
taco
g
n
itiv
e
s
k
ills
ac
co
u
n
t
f
o
r
ap
p
r
o
x
im
ately
17%
of
v
ar
ian
ce
in
lear
n
in
g
o
u
tc
o
m
es
b
ey
o
n
d
in
tellig
en
ce
,
a
n
d
Dig
n
ath
et
a
l.
[
2
9
]
co
n
f
i
r
m
ed
th
r
o
u
g
h
m
eta
-
an
aly
s
is
th
at
m
etac
o
g
n
itiv
e
tr
ain
in
g
s
ig
n
if
ican
tly
en
h
a
n
ce
s
ac
ad
em
ic
p
er
f
o
r
m
an
ce
ac
r
o
s
s
ed
u
ca
tio
n
al
lev
els.
T
h
e
f
i
n
d
i
n
g
j
u
s
t
i
f
y
t
r
e
a
ti
n
g
m
e
ta
c
o
g
n
i
t
i
o
n
not
as
an
a
d
d
-
on
but
as
t
h
e
a
p
e
x
of
a
p
r
o
g
r
e
s
s
i
v
e
c
o
g
n
i
t
i
v
e
tr
ajec
to
r
y
.
2
.
4
.
P
heno
m
eno
n
-
ba
s
ed
lea
rning
a
nd
dig
it
a
l
lea
rning
ec
o
s
y
s
t
em
s
Ph
B
L
,
o
r
ig
in
atin
g
f
r
o
m
Fi
n
lan
d
’
s
ed
u
ca
tio
n
al
r
ef
o
r
m
s
,
tr
an
s
ce
n
d
s
f
r
ag
m
e
n
ted
s
u
b
ject
-
b
ased
teac
h
in
g
th
r
o
u
g
h
in
teg
r
ated
r
e
al
-
wo
r
ld
lear
n
in
g
ex
p
e
r
ien
ce
s
[
2
1
]
,
an
d
wh
e
n
s
itu
ated
with
i
n
a
d
ig
ital
lear
n
i
n
g
ec
o
s
y
s
tem
[
30
]
,
it
cr
ea
tes
co
n
d
itio
n
s
f
o
r
t
h
e
d
e
v
elo
p
m
e
n
t
of
m
etac
o
g
n
itiv
e
awa
r
en
ess
.
H
attie
[
3
1
]
id
e
n
tifie
d
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
as
one
of
th
e
h
ig
h
est
-
im
p
ac
t
te
ac
h
in
g
ap
p
r
o
ac
h
es
(
d
=
0
.
6
9
)
,
wh
ile
Z
h
en
g
[
3
2
]
s
h
o
wed
th
at
tech
n
o
lo
g
y
-
en
h
an
ce
d
en
v
ir
o
n
m
en
ts
ef
f
ec
tiv
ely
s
u
p
p
o
r
t
m
etac
o
g
n
itiv
e
d
ev
elo
p
m
e
n
t
wh
en
d
esig
n
ed
with
ex
p
licit
s
elf
-
r
eg
u
latio
n
s
ca
f
f
o
ld
s
.
T
o
g
eth
er
,
th
ese
f
in
d
in
g
s
ju
s
tify
s
tag
e
I
(
in
teg
r
ate
d
tr
an
s
d
is
cip
lin
ar
y
k
n
o
wled
g
e)
an
d
s
tag
e
D
(
d
ig
ital
d
ee
p
lear
n
in
g
)
with
in
th
e
STUD
I
E
S
ar
c
h
itectu
r
e.
3.
T
H
E
S
T
UD
I
E
S
M
O
D
E
L
:
E
DUCA
T
I
O
N
5
.
0
T
h
e
STUD
I
E
S
m
o
d
el
[1
5
]
wa
s
d
ev
elo
p
e
d
th
r
o
u
g
h
s
y
s
tem
atic
r
esear
ch
an
d
d
ev
elo
p
m
en
t
at
Nak
h
o
n
Ph
an
o
m
Un
i
v
er
s
ity
to
ad
d
r
e
s
s
co
m
p
eten
cy
g
ap
s
in
p
r
e
-
s
er
v
ice
teac
h
er
ed
u
ca
ti
o
n
.
T
h
e
m
o
d
el
h
as
b
ee
n
elev
ated
to
alig
n
with
E
d
u
ca
ti
o
n
5
.
0
t
h
r
o
u
g
h
th
e
in
teg
r
atio
n
of
So
ciety
5
.
0
p
h
ilo
s
o
p
h
y
,
d
es
ig
n
th
in
k
in
g
,
SDT,
an
d
eth
ical
AI
a
p
p
licatio
n
.
T
h
e
s
ev
en
s
tag
es
o
p
er
ate
as
a
d
y
n
am
ic,
iter
ativ
e
s
y
s
tem
,
with
each
s
tag
e
m
ap
p
e
d
to
a
s
p
ec
if
ic
E
d
u
ca
tio
n
5
.
0
p
ill
ar
an
d
a
s
p
ec
if
ic
SDT
n
ee
d
as
s
h
o
wn
in
Fig
u
r
e
1.
Fig
u
r
e
1
p
r
esen
ts
a
s
ch
em
atic
r
ep
r
esen
tatio
n
o
f
th
e
s
ev
en
STUD
I
E
S
s
tag
es,
illu
s
tr
atin
g
th
e
iter
ativ
e
r
elatio
n
s
h
ip
s
am
o
n
g
th
e
s
tag
e
s
,
th
eir
alig
n
m
en
t
with
th
e
p
il
lar
s
o
f
E
d
u
ca
tio
n
5
.
0
,
an
d
th
e
p
r
im
a
r
y
SDT
n
ee
d
ad
d
r
ess
ed
b
y
ea
c
h
s
tag
e.
T
h
e
f
o
r
war
d
a
r
r
o
ws
d
ep
ict
th
e
ty
p
i
ca
l
s
eq
u
en
ce
S→T→U→D
→
I
→E
→S,
wh
ile
th
e
d
ash
ed
f
ee
d
b
ac
k
lo
o
p
in
d
icate
s
o
n
g
o
in
g
r
ef
lectio
n
an
d
c
o
n
ti
n
u
o
u
s
im
p
r
o
v
em
en
t.
3
.
1
.
St
a
g
e
S:
s
et
t
ing
v
is
io
na
ry
lea
rning
g
o
a
ls
T
h
is
s
tag
e
tr
an
s
ce
n
d
s
co
n
te
n
t
-
b
ased
g
o
als
to
em
b
r
ac
e
co
m
p
eten
cy
-
b
ased
o
u
tco
m
es
t
h
at
co
m
b
i
n
e
d
ec
lar
ativ
e,
p
r
o
ce
d
u
r
al,
an
d
m
etac
o
g
n
itiv
e
k
n
o
wled
g
e
[
2
7
]
.
Go
als
en
c
o
m
p
ass
an
al
y
tical
th
in
k
in
g
,
c
r
ea
tiv
e
p
r
o
b
lem
-
s
o
lv
in
g
,
d
ig
ital
in
tellig
en
ce
,
an
d
s
o
cial
-
em
o
tio
n
al
r
esil
ien
ce
alig
n
ed
with
E
d
u
ca
tio
n
5
.
0
d
em
an
d
s
.
Alig
n
ed
with
th
e
E
d
u
ca
tio
n
5
.
0
p
illar
o
f
lear
n
e
r
-
ce
n
tr
ic
p
e
r
s
o
n
aliza
tio
n
,
th
is
s
tag
e
ad
d
r
ess
es th
e
SDT
n
ee
d
f
o
r
au
to
n
o
m
y
b
y
in
v
o
lv
in
g
lear
n
e
r
s
in
co
llab
o
r
ativ
e
g
o
al
-
s
ettin
g
p
r
o
ce
s
s
es
th
at
b
u
ild
o
wn
er
s
h
i
p
o
v
er
th
e
lear
n
in
g
tr
ajec
to
r
y
.
3
.
2
.
St
a
g
e
T
:
t
a
s
k
a
na
ly
s
is
v
i
a
ba
ck
wa
rd
des
ig
n
T
h
is
s
tag
e
s
y
n
th
esizes
k
n
o
wl
ed
g
e,
s
k
ill,
an
d
attitu
d
e
(
KS
A)
r
eq
u
ir
em
e
n
ts
th
r
o
u
g
h
KSA
d
iag
r
am
s
[3
3
]
,
e
n
h
an
ce
d
b
y
b
ac
k
war
d
d
esig
n
p
r
in
cip
les
[
3
4
]
an
d
d
e
s
ig
n
th
in
k
in
g
’
s
h
u
m
an
-
ce
n
ter
ed
p
r
o
b
lem
-
s
o
lv
in
g
p
r
o
ce
s
s
[
3
5
]
.
T
h
e
in
teg
r
atio
n
en
s
u
r
es
au
th
en
tic,
r
ea
l
-
wo
r
l
d
co
n
n
ec
ted
lear
n
in
g
task
s
th
at
b
u
ild
co
m
p
ete
n
ce
(
SDT)
th
r
o
u
g
h
p
r
o
g
r
ess
iv
ely
ch
allen
g
in
g
ac
tiv
ities
.
T
h
e
s
tag
e
av
o
i
d
s
co
n
ten
t
-
c
o
v
er
a
g
e
b
ias
b
y
s
tr
u
ctu
r
i
n
g
task
s
ar
o
u
n
d
en
d
-
of
-
u
n
it
c
o
m
p
eten
cies
f
ir
s
t.
T
h
is
m
a
k
es
s
u
r
e
th
at
e
v
er
y
ac
tiv
ity
lea
d
s
to
a
m
ea
s
u
r
ab
le
lear
n
in
g
o
u
tco
m
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
6
7
7
-
3689
3680
Fig
u
r
e
1.
T
h
e
STUD
I
E
S
m
o
d
e
l:
E
d
u
ca
tio
n
5
.
0
—
s
ch
em
atic
of
th
e
s
ev
en
-
s
tag
e
iter
ativ
e
f
r
a
m
ewo
r
k
3
.
3
.
St
a
g
e
U:
un
iv
er
s
a
l
des
ig
n
f
o
r
ins
t
ruct
io
n
a
nd
perso
n
a
lized
lea
rning
T
h
is
s
tag
e
em
p
h
asizes
p
r
o
ac
ti
v
e
in
s
tr
u
ctio
n
al
d
esig
n
th
at
eli
m
in
ates
b
ar
r
ier
s
to
lear
n
i
n
g
ac
ce
s
s
[1
9
],
en
r
ich
ed
by
UDL
’
s
th
r
ee
-
co
m
p
o
n
e
n
t
f
r
am
ewo
r
k
[2
6
]
an
d
AI
-
d
r
iv
en
p
er
s
o
n
aliza
tio
n
.
It
o
p
er
atio
n
alize
s
th
e
SDT
n
ee
d
f
o
r
au
to
n
o
m
y
by
p
r
o
v
id
i
n
g
g
en
u
in
e
lear
n
e
r
ch
o
ices
in
co
n
ten
t
en
g
ag
em
e
n
t,
lear
n
in
g
p
ac
e,
an
d
ass
es
s
m
en
t
m
o
d
ality
.
T
o
g
eth
e
r
,
UDI
p
r
in
cip
les
an
d
AI
-
en
a
b
led
p
e
r
s
o
n
aliza
tio
n
m
ak
e
th
e
s
tag
e
p
a
r
ticu
lar
ly
s
u
ited
to
in
clu
s
iv
e
E
d
u
ca
ti
o
n
5
.
0
class
r
o
o
m
s
in
wh
ich
lear
n
er
d
iv
er
s
ity
is
th
e
n
o
r
m
r
at
h
er
th
an
th
e
ex
ce
p
tio
n
.
3
.
4
.
St
a
g
e
D:
dig
it
a
l
deep
lea
rning
Dig
ital
lear
n
in
g
e
x
ten
d
s
b
e
y
o
n
d
in
f
o
r
m
atio
n
r
etr
iev
al
to
co
m
p
r
eh
en
s
iv
e
lear
n
in
g
e
co
s
y
s
tem
s
atten
d
in
g
to
co
n
ten
t
q
u
ality
,
d
ig
ital
eth
ics,
an
d
r
ef
lectiv
e
p
r
ac
tice.
L
ea
r
n
er
s
b
ec
o
m
e
co
-
cr
ea
to
r
s
with
g
en
er
ativ
e
AI
,
v
ir
tu
al
an
d
au
g
m
en
ted
r
ea
lity
(
VR
/AR
)
,
lear
n
in
g
an
aly
tics
,
an
d
b
lo
ck
c
h
ain
-
b
ased
cr
ed
en
tialin
g
[
2
]
,
[2
4
].
Dig
ital
lear
n
in
g
ec
o
s
y
s
tem
p
r
in
cip
les
[
30
]
cr
ea
te
in
ter
co
n
n
ec
te
d
en
v
ir
o
n
m
e
n
ts
f
o
r
k
n
o
wled
g
e
s
h
ar
in
g
an
d
m
etac
o
g
n
itiv
e
d
e
v
elo
p
m
en
t,
f
ac
ilit
atin
g
co
llab
o
r
atio
n
,
en
h
an
ci
n
g
cr
itical
th
in
k
i
n
g
,
an
d
p
r
o
m
o
tin
g
d
ee
p
er
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
ac
r
o
s
s
d
is
cip
lin
es.
T
h
r
o
u
g
h
th
ese
m
ec
h
an
is
m
s
,
th
e
s
tag
e
b
u
ild
s
co
m
p
eten
ce
(
SDT)
by
d
e
v
elo
p
in
g
m
aster
y
of
d
ig
ital
to
o
ls
an
d
cu
ltiv
atin
g
d
ig
ital
citizen
s
h
ip
.
3
.
5
.
St
a
g
e
I:
inte
g
ra
t
ed
t
ra
n
s
dis
c
ipl
i
na
ry
k
no
wledg
e
T
h
is
s
tag
e
f
ac
ilit
ates
k
n
o
wled
g
e
in
teg
r
atio
n
ac
r
o
s
s
d
is
cip
lin
ar
y
b
o
u
n
d
ar
ies
[3
6
],
elev
a
tin
g
it
to
tr
an
s
d
is
cip
lin
ar
y
in
teg
r
atio
n
th
r
o
u
g
h
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
in
ee
r
in
g
,
ar
ts
,
a
n
d
m
ath
em
atics
(
STE
AM
)
ed
u
ca
tio
n
a
n
d
d
esig
n
th
in
k
i
n
g
.
C
o
llab
o
r
ativ
e
lear
n
in
g
f
u
lf
ills
th
e
SDT
n
ee
d
f
o
r
r
elate
d
n
ess
th
r
o
u
g
h
co
o
p
er
ativ
e
lear
n
in
g
s
tr
u
ctu
r
e
s
[2
5
].
Ph
B
L
is
p
ar
ticu
lar
ly
p
o
wer
f
u
l
at
th
is
s
tag
e,
as
it
c
o
n
n
ec
ts
th
eo
r
etica
l
k
n
o
wled
g
e
with
r
ea
l
-
wo
r
ld
co
n
tex
ts
[2
1
]
a
n
d
c
r
ea
tes
au
th
en
t
ic
m
o
tiv
atio
n
f
o
r
d
ee
p
er
c
o
n
ce
p
tu
al
in
teg
r
atio
n
.
3
.
6
.
St
a
g
e
E:
ev
a
lua
t
io
n
to
i
m
pro
v
e
t
e
a
ching
T
h
is
f
o
r
m
ativ
e
ev
alu
atio
n
s
tag
e
em
p
lo
y
s
b
o
t
h
B
lo
o
m
’
s
r
ev
is
ed
tax
o
n
o
m
y
[2
7
]
a
n
d
Ma
r
z
an
o
’
s
n
ew
tax
o
n
o
m
y
[
20
],
i
n
clu
d
in
g
an
ass
es
s
m
en
t
of
th
e
m
etac
o
g
n
itiv
e
s
y
s
tem
.
Data
-
d
r
iv
en
a
s
s
es
s
m
en
t
th
r
o
u
g
h
lear
n
in
g
an
aly
tics
en
ab
les
r
ea
l
-
tim
e
id
en
tific
atio
n
of
co
g
n
itiv
e
g
ap
s
an
d
tim
ely
in
s
tr
u
ctio
n
al
ad
ju
s
tm
en
t
[3
7
],
co
m
p
lem
en
ted
by
Ma
r
za
n
o
’
s
[
38
]
r
esear
c
h
-
b
ased
in
s
tr
u
ct
io
n
al
s
tr
ateg
ies
f
o
r
cu
ein
g
,
s
u
m
m
ar
izin
g
,
an
d
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I
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2
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Th
e
S
TUDI
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mo
d
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v
a
lid
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h
u
ma
n
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tr
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fr
a
mewo
r
k
fo
r
E
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u
ca
tio
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(
P
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a
Th
o
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a
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it
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3681
p
r
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id
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a
v
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s
h
o
wn
co
n
s
is
ten
t
ef
f
ec
t
s
izes
ac
r
o
s
s
class
r
o
o
m
co
n
tex
ts
.
T
h
e
s
tag
e
b
u
ild
s
co
m
p
eten
ce
(
SDT)
by
p
r
o
v
id
in
g
s
p
ec
if
ic,
ac
tio
n
ab
le
f
ee
d
b
ac
k
th
at
s
u
p
p
o
r
ts
co
n
tin
u
o
u
s
lear
n
er
g
r
o
wth
an
d
alig
n
s
ass
es
s
m
en
t
ev
id
en
ce
d
ir
ec
tly
with
th
e
g
o
als
s
et
in
s
tag
e
S.
3
.
7
.
St
a
g
e
S:
s
t
a
nd
a
rd
-
ba
s
ed
a
s
s
es
s
m
ent
a
nd
g
lo
ba
l
g
o
a
l
s
T
h
e
s
u
m
m
ativ
e
ev
alu
atio
n
em
p
lo
y
s
th
e
s
tr
u
ctu
r
e
o
f
o
b
s
er
v
e
d
lear
n
in
g
o
u
tco
m
es
(
SOLO
)
tax
o
n
o
m
y
[3
9
]
f
o
r
class
if
y
in
g
in
tellectu
al
d
ep
t
h
,
b
en
ch
m
ar
k
e
d
a
g
a
in
s
t
n
atio
n
al
c
u
r
r
icu
l
u
m
s
ta
n
d
ar
d
s
,
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t
g
o
al
4
[
40
],
an
d
in
ter
n
atio
n
al
d
ig
ital
co
m
p
eten
cy
f
r
a
m
ewo
r
k
s
.
T
h
is
s
tag
e
e
n
s
u
r
es
th
at
p
r
o
g
r
am
o
u
tco
m
es
m
ee
t
b
o
th
n
atio
n
al
ac
cr
ed
itatio
n
r
eq
u
ir
e
m
en
ts
a
n
d
g
l
o
b
al
q
u
ality
b
e
n
ch
m
a
r
k
s
.
By
clo
s
in
g
th
e
ass
es
s
m
en
t
lo
o
p
,
th
e
s
tag
e
lin
k
s
class
r
o
o
m
-
lev
el
ev
id
en
ce
with
b
r
o
ad
er
in
s
titu
tio
n
al
an
d
in
ter
n
atio
n
al
q
u
ality
ass
u
r
an
ce
s
y
s
tem
s
,
co
m
p
letin
g
th
e
iter
ativ
e
cy
cle
of
th
e
m
o
d
el.
3
.
8
.
Se
m
este
r
im
plem
ent
a
t
io
n
ex
a
m
ple
To
illu
s
tr
ate
how
th
e
s
ev
en
s
tag
es
tr
an
s
late
in
to
r
o
u
tin
e
class
r
o
o
m
p
r
ac
tice,
T
ab
le
1
m
ap
s
th
e
STUD
I
E
S
ar
ch
itectu
r
e
o
n
to
a
16
-
wee
k
p
r
e
-
s
er
v
ice
teac
h
e
r
-
ed
u
ca
tio
n
co
u
r
s
e
on
in
s
tr
u
ct
io
n
al
d
esig
n
.
E
ac
h
r
o
w
of
th
e
tab
le
s
p
ec
if
ies
th
e
co
r
r
esp
o
n
d
in
g
s
tag
e,
th
e
r
ec
o
m
m
en
d
ed
wee
k
s
,
th
e
k
ey
ac
tiv
it
ies,
th
e
ass
e
s
s
m
en
t
ev
id
en
ce
,
an
d
a
b
e
n
ch
m
ar
k
f
o
r
th
e
tar
g
eted
c
o
m
p
eten
c
y
.
T
h
is
im
p
lem
en
tatio
n
r
o
ad
m
ap
is
in
ten
d
ed
to
s
u
p
p
o
r
t
r
ep
licatio
n
by
teac
h
er
e
d
u
ca
to
r
s
in
s
im
ilar
in
s
titu
tio
n
al
co
n
te
x
ts
an
d
to
f
ac
ilit
ate
cr
o
s
s
-
p
r
o
g
r
am
co
m
p
a
r
is
o
n
.
T
h
e
im
p
lem
en
tatio
n
ex
am
p
le
is
o
r
g
an
ized
ar
o
u
n
d
f
o
u
r
d
esig
n
p
r
in
cip
les.
First,
th
e
s
tag
es
ar
e
s
eq
u
en
ce
d
but
iter
ativ
e,
m
ea
n
in
g
th
at
ea
r
lier
s
tag
es
ar
e
r
ev
i
s
ited
in
lig
h
t
of
e
v
id
en
ce
g
ath
er
ed
in
later
o
n
es.
Seco
n
d
,
e
v
er
y
s
tag
e
p
r
o
d
u
ce
s
an
ar
tifa
ct
th
at
ca
n
be
ass
ess
ed
ag
ain
s
t
an
ex
p
licit
b
e
n
ch
m
ar
k
,
e
n
ab
lin
g
f
o
r
m
ativ
e
m
o
n
it
o
r
in
g
th
r
o
u
g
h
o
u
t
th
e
s
em
ester
.
T
h
ir
d
,
d
ig
it
al
to
o
ls
ar
e
in
tr
o
d
u
ce
d
p
r
o
g
r
e
s
s
iv
ely
,
b
eg
in
n
i
n
g
with
estab
lis
h
ed
lear
n
in
g
p
l
atf
o
r
m
s
an
d
c
u
lm
in
atin
g
in
g
en
er
ati
v
e
AI
co
-
c
r
ea
tio
n
in
s
tag
e
D,
wh
ile
co
llab
o
r
ativ
e
an
d
in
d
i
v
id
u
al
w
o
r
k
alter
n
ate
so
t
h
at
all
th
r
ee
S
DT
n
ee
d
s
ar
e
ad
d
r
ess
ed
ac
r
o
s
s
th
e
co
u
r
s
e.
T
ab
le
1.
Sem
ester
im
p
lem
e
n
tatio
n
of
STUD
I
E
S
s
tag
es
with
ac
tiv
ities
,
ass
e
s
s
m
en
ts
,
an
d
b
en
ch
m
ar
k
s
S
t
a
g
e
W
e
e
k
s
K
e
y
a
c
t
i
v
i
t
i
e
s
A
ssessme
n
t
B
e
n
c
h
mar
k
S
(
G
o
a
l
s)
1
–
2
Th
e
a
c
t
i
v
i
t
i
e
s
i
n
c
l
u
d
e
l
e
a
r
n
e
r
p
r
o
f
i
l
i
n
g
,
a
c
o
l
l
a
b
o
r
a
t
i
v
e
g
o
a
l
-
set
t
i
n
g
w
o
r
k
s
h
o
p
,
a
n
d
t
h
e
a
r
t
i
c
u
l
a
t
i
o
n
of
c
o
mp
e
t
e
n
c
y
o
u
t
c
o
mes
.
R
e
f
l
e
c
t
i
v
e
g
o
a
l
st
a
t
e
me
n
t
9
0
%
a
r
t
i
c
u
l
a
t
e
mea
s
u
r
a
b
l
e
c
o
m
p
e
t
e
n
c
y
g
o
a
l
s
T
(
Ta
s
k
)
3
–
4
B
a
c
k
w
a
r
d
d
e
s
i
g
n
m
a
p
p
i
n
g
;
K
S
A
a
n
a
l
y
si
s
;
a
u
t
h
e
n
t
i
c
t
a
s
k
d
e
v
e
l
o
p
me
n
t
Ta
sk
a
n
a
l
y
s
i
s
p
o
r
t
f
o
l
i
o
I
O
C
≥
0
.
8
0
by
e
x
p
e
r
t
p
a
n
e
l
U
(
U
n
i
v
e
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sa
l
)
5
–
6
U
D
I
/
U
D
L
a
u
d
i
t
;
AI
-
p
e
r
so
n
a
l
i
z
e
d
p
a
t
h
w
a
y
d
e
s
i
g
n
;
a
c
c
e
ssi
b
i
l
i
t
y
r
e
v
i
e
w
I
n
c
l
u
s
i
v
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l
e
ss
o
n
p
l
a
n
A
l
l
p
l
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n
s
me
e
t
UDI
9
p
r
i
n
c
i
p
l
e
s
D
(
D
i
g
i
t
a
l
)
7
–
9
D
i
g
i
t
a
l
t
o
o
l
e
x
p
l
o
r
a
t
i
o
n
;
G
e
n
A
I
co
-
c
r
e
a
t
i
o
n
;
V
R
/
A
R
p
r
o
t
o
t
y
p
i
n
g
;
d
i
g
i
t
a
l
e
t
h
i
c
s
s
e
mi
n
a
r
D
i
g
i
t
a
l
p
o
r
t
f
o
l
i
o
≥
80%
d
i
g
i
t
a
l
l
i
t
e
r
a
c
y
r
u
b
r
i
c
I
(
I
n
t
e
g
r
a
t
e
d
)
10
–
12
Tr
a
n
s
d
i
s
c
i
p
l
i
n
a
r
y
p
r
o
j
e
c
t
,
S
TEA
M
c
h
a
l
l
e
n
g
e
,
c
o
mm
u
n
i
t
y
p
h
e
n
o
me
n
o
n
i
n
v
e
st
i
g
a
t
i
o
n
,
c
o
o
p
e
r
a
t
i
v
e
l
e
a
r
n
i
n
g
[2
5
]
G
r
o
u
p
p
r
o
j
e
c
t
+
p
e
e
r
a
ssessm
e
n
t
C
r
e
a
t
i
v
e
-
g
e
n
e
r
a
t
i
v
e
l
e
v
e
l
E
(
Ev
a
l
u
a
t
i
o
n
)
13
–
14
F
o
r
mat
i
v
e
a
ssessm
e
n
t
d
e
s
i
g
n
;
l
e
a
r
n
i
n
g
a
n
a
l
y
t
i
c
s
i
n
t
e
r
p
r
e
t
a
t
i
o
n
;
me
t
a
c
o
g
n
i
t
i
v
e
r
e
f
l
e
c
t
i
o
n
j
o
u
r
n
a
l
s
A
ssessme
n
t
r
u
b
r
i
c
+
f
e
e
d
b
a
c
k
p
r
o
t
o
c
o
l
M
e
t
a
c
o
g
n
i
t
i
v
e
a
w
a
r
e
n
e
ss
i
n
v
e
n
t
o
r
y
≥
8
0
%
S
(
S
t
a
n
d
a
r
d
s)
15
–
16
S
O
LO
t
a
x
o
n
o
m
y
ma
p
p
i
n
g
;
a
l
i
g
n
m
e
n
t
w
i
t
h
p
r
o
f
e
ss
i
o
n
a
l
st
a
n
d
a
r
d
s
[
6
]
a
n
d
S
D
G
4;
su
mm
a
t
i
v
e
p
o
r
t
f
o
l
i
o
d
e
f
e
n
se
P
o
r
t
f
o
l
i
o
d
e
f
e
n
s
e
+
st
a
n
d
a
r
d
i
z
e
d
t
e
s
t
E
1
/E
2
≥
8
0
/
8
0
;
S
O
LO
e
x
t
e
n
d
e
d
a
b
st
r
a
c
t
4.
M
E
T
H
O
D
T
h
is
s
ec
tio
n
r
ep
o
r
ts
th
e
r
esear
ch
d
esig
n
,
p
ar
ticip
an
ts
,
in
s
tr
u
m
en
ts
,
p
r
o
ce
d
u
r
es,
eth
ical
co
n
s
id
er
atio
n
s
,
an
d
an
aly
s
is
m
eth
o
d
s
f
o
r
each
of
th
e
th
r
e
e
v
alid
atio
n
p
h
ases
.
T
h
e
p
r
e
s
en
tatio
n
f
o
llo
ws
a
p
ar
allel
s
tr
u
ctu
r
e
ac
r
o
s
s
p
h
ases
to
f
ac
ilit
ate
co
m
p
ar
is
o
n
wh
ile
p
r
eser
v
in
g
p
h
ase
-
s
p
ec
if
ic
d
etails.
T
ab
le
2
co
n
clu
d
es
with
a
p
h
ase
co
m
p
a
r
is
o
n
m
atr
ix
th
at
c
o
n
s
o
lid
ates
th
ese
m
eth
o
d
o
lo
g
ical
f
ea
tu
r
es.
4
.
1
.
Resea
rc
h
des
ig
n
o
v
er
v
ie
w
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
m
u
lti
-
p
h
ase
v
alid
atio
n
d
esig
n
ac
r
o
s
s
th
r
ee
s
eq
u
en
tial
p
h
ases
,
ea
c
h
u
s
in
g
a
one
-
g
r
o
u
p
p
r
etest
–
p
o
s
ttes
t
d
esig
n
[
41
].
W
h
ile
th
is
d
esig
n
d
o
es
not
p
er
m
it
ca
u
s
al
in
f
er
e
n
ce
due
to
th
e
a
b
s
en
ce
of
a
co
n
tr
o
l
g
r
o
u
p
,
it
is
ap
p
r
o
p
r
iate
f
o
r
in
itial
m
o
d
el
v
alid
atio
n
in
wh
ich
th
e
p
r
im
ar
y
g
o
al
is
to
estab
li
s
h
wh
eth
er
an
in
te
r
v
en
tio
n
p
r
o
d
u
ce
s
m
ea
n
in
g
f
u
l
lear
n
in
g
g
ain
s
[
41
].
4
.
2
.
P
ha
s
e
I:
dev
elo
p
m
ent
a
nd
v
a
lid
a
t
io
n
(
2
0
1
8
)
Ph
ase
I
f
o
cu
s
ed
on
th
e
f
o
u
n
d
a
tio
n
al
d
ev
elo
p
m
en
t
of
t
h
e
STUD
I
E
S
m
o
d
el
an
d
its
in
itial
v
alid
atio
n
in
th
e
co
n
tex
t
of
p
r
e
-
s
er
v
ice
E
n
g
lis
h
-
lan
g
u
a
g
e
teac
h
er
ed
u
c
atio
n
.
T
h
e
p
h
ase
test
ed
wh
eth
er
th
e
s
ev
en
-
s
tag
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
6
7
7
-
3689
3682
ar
ch
itectu
r
e
co
u
ld
p
r
o
d
u
ce
k
n
o
wled
g
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ain
s
an
d
h
ig
h
-
q
u
ality
less
o
n
p
lan
s
with
in
a
15
-
week
co
u
r
s
e.
T
h
e
d
esig
n
a
n
d
p
r
o
ce
d
u
r
es
estab
lis
h
ed
th
e
m
eth
o
d
o
lo
g
ical
tem
p
late
f
o
r
t
h
e
s
u
b
s
eq
u
e
n
t
two
p
h
ases
.
−
Desig
n
:
one
-
g
r
o
u
p
p
r
etest
–
p
o
s
ttes
t
[
41
].
−
Par
ticip
an
ts
:
24
s
ec
o
n
d
-
y
ea
r
p
r
e
-
s
er
v
ice
E
n
g
lis
h
ed
u
ca
tio
n
s
tu
d
en
ts
at
Nak
h
o
n
Ph
a
n
o
m
Un
iv
er
s
ity
,
s
elec
ted
th
r
o
u
g
h
p
u
r
p
o
s
iv
e
s
a
m
p
lin
g
b
ased
on
e
n
r
o
llm
en
t
in
th
e
r
eq
u
ir
ed
p
ed
ag
o
g
ical
m
eth
o
d
s
co
u
r
s
e;
all
p
ar
ticip
an
ts
(
1
0
0
%
f
e
m
ale,
m
ea
n
ag
e
2
0
.
3
y
ea
r
s
)
v
o
lu
n
te
er
ed
an
d
p
r
o
v
id
ed
in
f
o
r
m
ed
c
o
n
s
en
t.
−
I
n
s
tr
u
m
en
ts
:
i
)
a
60
-
item
k
n
o
wled
g
e
test
(
Ku
d
er
–
R
ich
ar
d
s
o
n
20
[
KR
-
2
0
]
=
0
.
8
5
,
item
d
if
f
icu
lty
in
d
e
x
0
.
3
0
–
0
.
7
0
,
d
is
cr
im
in
atio
n
in
d
ex
≥
0
.
2
0
)
,
v
alid
ated
by
f
iv
e
ex
p
er
ts
u
s
in
g
item
-
o
b
jectiv
e
co
n
g
r
u
e
n
ce
(
I
OC
=0
.
8
0
–
1
.
0
0
)
;
ii
)
a
less
o
n
p
lan
e
v
alu
atio
n
r
u
b
r
ic
with
f
o
u
r
p
er
f
o
r
m
an
ce
lev
els
(
im
itativ
e,
r
ep
r
o
d
u
ctiv
e,
p
r
o
d
u
ctiv
e,
an
d
cr
ea
tiv
e
-
g
en
e
r
ativ
e)
;
an
d
iii
)
a
5
-
p
o
i
n
t
L
ik
er
t
-
ty
p
e
o
p
i
n
io
n
q
u
esti
o
n
n
air
e
(
C
r
o
n
b
ac
h
’
s
α
=0
.
8
9
)
.
−
Pro
ce
d
u
r
e:
a
15
-
week
i
n
ter
v
e
n
tio
n
(
4
5
c
o
n
tact
h
o
u
r
s
)
im
p
le
m
en
tin
g
all
s
ev
e
n
STUD
I
E
S
s
tag
es,
with
th
e
p
r
e
-
test
ad
m
in
is
ter
ed
in
wee
k
1
an
d
t
h
e
p
o
s
t
-
test
p
lu
s
o
p
i
n
io
n
s
u
r
v
ey
in
wee
k
1
5
.
−
An
aly
s
is
:
ef
f
icien
cy
r
atio
s
E
1
/E2
(
p
r
o
ce
s
s
/p
r
o
d
u
ct)
u
s
in
g
th
e
8
0
/
8
0
m
aster
y
cr
iter
io
n
[4
2
],
th
e
ef
f
ec
tiv
en
ess
in
d
ex
(
E
.
I
.
)
[4
3
],
a
n
d
a
d
ep
en
d
en
t
s
am
p
les
t
-
test
(
α
=.
0
5
)
.
−
Sam
p
le
s
ize
ju
s
tific
atio
n
:
f
o
r
a
one
-
g
r
o
u
p
p
r
etest
–
p
o
s
ttes
t
d
esig
n
with
an
ex
p
ec
ted
lar
g
e
e
f
f
ec
t
(
d
=
0
.
8
0
)
,
α
=0
.
0
5
,
an
d
p
o
wer
=
0
.
8
0
,
th
e
m
in
im
u
m
r
e
q
u
ir
ed
N=
1
5
(
G*
Po
wer
3
.
1
;
[4
4
]);
th
e
ac
tu
al
s
am
p
le
(
N=
2
4
)
ex
ce
ed
ed
th
is
th
r
esh
o
ld
.
4
.
3
.
P
ha
s
e
II:
hig
her
-
o
rder
t
hin
k
ing
s
k
ills
(
2
0
1
9
)
Ph
ase
II
ex
ten
d
ed
th
e
m
o
d
el
to
ea
r
ly
-
ch
ild
h
o
o
d
teac
h
er
e
d
u
ca
tio
n
,
with
a
p
r
im
ar
y
f
o
c
u
s
on
th
e
d
ev
elo
p
m
e
n
t
of
HOT
S
with
in
cu
r
r
icu
lu
m
d
esig
n
.
T
h
e
p
h
ase
test
ed
wh
eth
er
th
e
STUD
I
E
S
ar
ch
itectu
r
e
co
u
ld
d
eliv
er
g
ain
s
b
e
y
o
n
d
d
ec
lar
ati
v
e
k
n
o
wled
g
e
in
to
t
h
e
an
aly
z
e,
ev
alu
ate,
an
d
cr
ea
te
lev
els
of
B
lo
o
m
’
s
r
ev
is
ed
tax
o
n
o
m
y
[2
7
].
Pr
o
ce
d
u
r
es
p
a
r
alleled
Ph
ase
I
to
allo
w
cr
o
s
s
-
p
h
ase
co
m
p
ar
is
o
n
.
−
Desig
n
:
one
-
g
r
o
u
p
p
r
etest
–
p
o
s
ttes
t
[
41
].
−
Par
ticip
an
ts
:
28
s
ec
o
n
d
-
y
ea
r
ea
r
ly
-
ch
ild
h
o
o
d
e
d
u
ca
tio
n
s
tu
d
en
ts
,
s
elec
ted
th
r
o
u
g
h
p
u
r
p
o
s
iv
e
s
am
p
lin
g
;
all
p
ar
ticip
an
ts
(
9
6
%
f
em
ale,
m
ea
n
ag
e
2
0
.
1
y
ea
r
s
)
p
r
o
v
id
e
d
in
f
o
r
m
e
d
co
n
s
en
t.
I
n
s
tr
u
m
e
n
ts
:
i
)
a
60
-
item
h
ig
h
er
-
o
r
d
e
r
th
in
k
in
g
test
(
KR
-
2
0
=0
.
8
7
,
v
alid
ate
d
by
f
i
v
e
ex
p
er
ts
,
I
OC
=0
.
8
0
–
1
.
0
0
)
;
ii
)
a
cu
r
r
icu
lu
m
d
ev
elo
p
m
e
n
t
ev
alu
atio
n
r
u
b
r
ic
;
an
d
iii
)
an
o
p
in
io
n
q
u
esti
o
n
n
air
e
(
C
r
o
n
b
ac
h
’
s
α
=0
.
9
1
)
.
−
Pro
ce
d
u
r
e:
a
15
-
week
i
n
ter
v
e
n
tio
n
(
4
5
h
o
u
r
s
)
im
p
lem
e
n
tin
g
th
e
STUD
I
E
S
-
b
ased
teac
h
in
g
p
ar
a
d
ig
m
f
o
r
cu
r
r
icu
lu
m
d
ev
elo
p
m
en
t,
with
a
p
r
e
-
test
in
W
ee
k
1
a
n
d
a
p
o
s
t
-
test
in
W
ee
k
15.
−
An
aly
s
is
:
E
1
/E2
cr
iter
io
n
,
E
.
I
.
,
an
d
a
d
ep
en
d
en
t
s
am
p
les
t
-
te
s
t.
−
Sam
p
le
s
ize
ju
s
tific
atio
n
:
N=
2
8
ex
ce
ed
e
d
th
e
m
in
im
u
m
N=
1
5
r
eq
u
ir
ed
f
o
r
th
e
s
am
e
p
o
wer
p
ar
am
eter
s
as
Ph
ase
I.
4
.
4
.
P
ha
s
e
III:
ph
eno
m
eno
n
-
ba
s
ed
lea
rning
a
nd
m
et
a
co
g
nitio
n
(
2
0
2
6
)
Ph
ase
III
ev
alu
ated
th
e
m
o
d
el
in
m
ath
em
atics
teac
h
er
ed
u
ca
tio
n
,
in
teg
r
atin
g
Ph
B
L
an
d
a
d
ig
ital
lear
n
in
g
ec
o
s
y
s
tem
to
tar
g
et
m
etac
o
g
n
itiv
e
d
ev
elo
p
m
en
t.
T
h
is
p
h
ase
r
ep
r
esen
ts
th
e
h
ig
h
est
lev
el
in
th
e
p
r
o
g
r
ess
iv
e
tr
ajec
to
r
y
b
ec
au
s
e
m
etac
o
g
n
itio
n
o
cc
u
p
ies
th
e
to
p
of
Ma
r
za
n
o
a
n
d
Ken
d
al
l
’s
[
20
]
h
ier
ar
c
h
y
.
T
h
e
p
r
o
ce
d
u
r
e
was
co
n
d
e
n
s
ed
to
12
wee
k
s
wh
ile
p
r
eser
v
in
g
th
e
s
ev
en
-
s
tag
e
lo
g
ic.
−
Desig
n
:
one
-
g
r
o
u
p
p
r
etest
–
p
o
s
ttes
t
[
41
].
−
Par
ticip
an
ts
:
30
s
ec
o
n
d
-
y
ea
r
p
r
e
-
s
er
v
ice
m
ath
em
atics
ed
u
ca
t
io
n
s
tu
d
en
ts
at
Nak
h
o
n
Ph
an
o
m
Un
iv
er
s
ity
,
s
elec
ted
th
r
o
u
g
h
clu
s
ter
r
an
d
o
m
s
am
p
lin
g
(
o
n
e
in
tact
class
d
r
awn
f
r
o
m
two
av
ailab
le
s
ec
tio
n
s
)
;
p
ar
ticip
an
t
ch
ar
ac
ter
is
tics
wer
e
63%
f
em
ale
with
a
m
ea
n
a
g
e
of
2
0
.
5
y
ea
r
s
,
an
d
all
p
r
o
v
id
ed
in
f
o
r
m
e
d
co
n
s
en
t.
−
I
n
s
tr
u
m
en
ts
:
i
)
a
60
-
item
m
et
ac
o
g
n
itio
n
ac
h
iev
em
e
n
t
test
a
lig
n
ed
with
Ma
r
za
n
o
’
s
m
etac
o
g
n
itiv
e
s
y
s
tem
[
20
]
(
KR
-
2
0
=0
.
8
3
,
I
OC
=0
.
6
7
–
1
.
0
0
,
v
alid
ated
by
th
r
ee
ex
p
e
r
ts
)
;
ii
)
a
m
etac
o
g
n
itiv
e
awa
r
e
n
ess
in
v
en
to
r
y
ad
ap
ted
f
r
o
m
Sch
r
aw
an
d
Den
n
is
o
n
[1
4
]
(
C
r
o
n
b
ac
h
’
s
α
=0
.
9
2
)
;
an
d
iii
)
an
o
p
i
n
io
n
q
u
esti
o
n
n
air
e
(
C
r
o
n
b
ac
h
’
s
α
=0
.
8
8
)
.
−
Pro
ce
d
u
r
e:
a
12
-
wee
k
in
ter
v
e
n
tio
n
(
3
6
co
n
tact
h
o
u
r
s
)
o
r
g
a
n
ized
in
th
r
ee
s
u
b
-
p
h
ases
alig
n
ed
with
t
h
e
STUD
I
E
S
ar
ch
itectu
r
e:
i
)
lear
n
in
g
p
lan
n
in
g
(
s
tag
es
S
–
T,
we
ek
s
1
–
3
)
;
ii
)
tr
an
s
f
o
r
m
ativ
e
le
ar
n
in
g
th
r
o
u
g
h
d
i
g
i
t
a
l
e
c
o
s
y
s
te
m
i
n
t
e
g
r
a
ti
o
n
a
n
d
p
h
e
n
o
m
e
n
o
n
-
b
a
s
e
d
i
n
q
u
i
r
y
(
s
tag
es
U
–
D
–
I,
wee
k
s
4
–
9
)
;
a
n
d
iii
)
lear
n
in
g
ass
es
s
m
en
t
en
co
m
p
ass
in
g
th
e
k
n
o
wled
g
e
an
d
m
etac
o
g
n
itiv
e
s
y
s
tem
s
(
s
tag
es
E
–
S,
wee
k
s
10
–
1
2
)
.
−
An
aly
s
is
:
p
er
ce
n
tag
e
cr
iter
io
n
(
8
0
%),
Hak
e’
s
n
o
r
m
alize
d
g
ai
n
[4
5
],
an
d
a
d
e
p
en
d
e
n
t
s
am
p
l
es
t
-
test
.
−
Sam
p
le
s
ize
ju
s
t
if
icatio
n
:
N=
3
0
ex
ce
ed
ed
th
e
m
i
n
im
u
m
N
=1
5
d
er
iv
e
d
f
r
o
m
th
e
s
am
e
a
p
r
io
r
i
p
o
wer
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
Th
e
S
TUDI
E
S
mo
d
el:
v
a
lid
a
ti
n
g
a
h
u
ma
n
-
ce
n
tr
ic
fr
a
mewo
r
k
fo
r
E
d
u
ca
tio
n
5
.
0
(
P
h
ic
h
ittr
a
Th
o
n
g
p
a
n
it
)
3683
4
.
5
.
E
t
hica
l
co
ns
idera
t
io
ns
All
th
r
ee
p
h
ases
ad
h
er
e
d
to
th
e
eth
ical
p
r
in
ci
p
les
of
th
e
Dec
lar
atio
n
of
Helsin
k
i
a
n
d
r
ec
eiv
ed
ap
p
r
o
v
al
th
r
o
u
g
h
th
e
in
s
titu
tio
n
al
r
ev
iew
p
r
o
ce
s
s
es
at
Nak
h
o
n
Ph
an
o
m
Un
iv
er
s
ity
.
Par
ticip
atio
n
was
v
o
lu
n
tar
y
,
in
f
o
r
m
ed
co
n
s
en
t
was
o
b
tain
ed
f
r
o
m
all
p
ar
tic
ip
an
ts
p
r
io
r
to
d
ata
co
llectio
n
,
an
d
d
ata
wer
e
an
o
n
y
m
ized
u
s
in
g
n
u
m
er
ica
l
co
d
es
an
d
s
to
r
e
d
s
ec
u
r
el
y
on
p
ass
wo
r
d
-
p
r
o
tecte
d
in
s
titu
tio
n
al
s
er
v
er
s
.
Par
ticip
an
ts
wer
e
f
u
r
th
er
in
f
o
r
m
ed
of
th
eir
r
ig
h
t
to
with
d
r
aw
at
an
y
tim
e
with
o
u
t
ac
ad
em
ic
p
en
alty
,
an
d
r
esear
ch
p
r
o
ce
d
u
r
es
wer
e
r
ev
i
ewe
d
an
d
a
p
p
r
o
v
ed
by
th
e
Fac
u
lty
of
E
d
u
ca
tio
n
’
s
eth
ics
co
m
m
ittee.
4
.
6
.
P
ha
s
e
co
m
pa
riso
n
ma
t
r
ix
To
p
r
o
v
id
e
a
tr
an
s
p
a
r
en
t
o
v
e
r
v
iew
of
th
e
th
r
ee
p
h
ases
,
T
a
b
le
2
co
n
s
o
lid
ates
th
eir
m
eth
o
d
o
lo
g
ical
f
ea
tu
r
es
alo
n
g
12
d
im
en
s
io
n
s
.
T
h
e
m
atr
ix
h
ig
h
lig
h
ts
b
o
t
h
t
h
e
co
m
m
o
n
alities
(
s
h
ar
e
d
d
es
ig
n
,
s
im
ilar
s
am
p
le
s
izes,
co
m
p
ar
ab
le
in
s
tr
u
m
e
n
t
q
u
ality
)
an
d
th
e
d
elib
er
ate
p
r
o
g
r
ess
io
n
in
tar
g
et
o
u
tco
m
es
(
k
n
o
wled
g
e,
HOT
S,
m
etac
o
g
n
itio
n
)
.
T
h
is
co
n
s
o
li
d
ated
v
iew
s
u
p
p
o
r
ts
cr
o
s
s
-
p
h
ase
in
ter
p
r
etatio
n
in
th
e
r
es
u
lts
an
d
d
is
cu
s
s
io
n
s
ec
tio
n
s
.
T
ab
le
2.
C
o
m
p
a
r
is
o
n
of
v
alid
a
tio
n
p
h
ases
:
d
esig
n
,
p
a
r
ticip
an
ts
,
in
s
tr
u
m
en
ts
,
an
d
an
al
y
s
is
m
eth
o
d
s
C
o
m
p
o
n
e
n
t
P
h
a
se
I
(
2
0
1
8
)
P
h
a
se
II
(
2
0
1
9
)
P
h
a
se
III
(
2
0
2
6
)
C
o
n
t
e
x
t
En
g
l
i
sh
e
d
u
c
a
t
i
o
n
Ea
r
l
y
c
h
i
l
d
h
o
o
d
c
u
r
r
i
c
u
l
u
m
M
a
t
h
e
ma
t
i
c
s+P
h
B
L
D
e
si
g
n
O
n
e
-
g
r
o
u
p
p
r
e
t
e
s
t
–
p
o
st
t
e
s
t
O
n
e
-
g
r
o
u
p
p
r
e
t
e
s
t
–
p
o
st
t
e
s
t
O
n
e
-
g
r
o
u
p
p
r
e
t
e
s
t
–
p
o
st
t
e
s
t
N
24
28
30
S
a
mp
l
i
n
g
P
u
r
p
o
si
v
e
P
u
r
p
o
si
v
e
C
l
u
st
e
r
r
a
n
d
o
m
D
u
r
a
t
i
o
n
15
w
e
e
k
s
(
4
5
h
r
s)
15
w
e
e
k
s
(
4
5
h
r
s)
12
w
e
e
k
s
(
3
6
h
r
s)
P
r
i
mary
DV
K
n
o
w
l
e
d
g
e
H
i
g
h
e
r
-
o
r
d
e
r
t
h
i
n
k
i
n
g
M
e
t
a
c
o
g
n
i
t
i
o
n
K
n
o
w
l
e
d
g
e
t
e
st
KR
-
20
0
.
8
5
0
.
8
7
0
.
8
3
O
p
i
n
i
o
n
α
0
.
8
9
0
.
9
1
0
.
8
8
Ex
p
e
r
t
I
O
C
0
.
8
0
–
1
.
0
0
0
.
8
0
–
1
.
0
0
0
.
6
7
–
1
.
0
0
A
n
a
l
y
s
i
s
E
1
/E
2
,
E
.
I
.
,
t
-
t
e
st
E
1
/E
2
,
E
.
I
.
,
t
-
t
e
st
%,
<
g
>
,
t
-
t
e
s
t
P
u
b
l
i
c
a
t
i
o
n
st
a
t
u
s
P
u
b
l
i
s
h
e
d
[1
5
]
P
u
b
l
i
s
h
e
d
[4
6
]
P
u
b
l
i
s
h
e
d
[4
7
]
5.
RE
SU
L
T
S
T
h
is
s
ec
tio
n
r
ep
o
r
ts
th
e
em
p
i
r
ical
f
in
d
in
g
s
of
t
h
e
th
r
ee
v
a
lid
atio
n
p
h
ases
in
tu
r
n
,
b
eg
in
n
in
g
with
p
h
ase
-
lev
el
ef
f
ec
ts
an
d
co
n
cl
u
d
in
g
with
a
cr
o
s
s
-
p
h
ase
s
u
m
m
ar
y
.
Fo
r
each
p
h
ase,
th
e
r
ep
o
r
t
f
o
llo
ws
th
e
s
am
e
o
r
d
er
:
p
s
y
c
h
o
m
etr
ic
q
u
ality
of
in
s
tr
u
m
en
ts
,
ef
f
icien
c
y
or
g
ain
in
d
icato
r
s
,
in
f
e
r
en
tial
test
,
ef
f
ec
t
s
ize,
an
d
s
tu
d
en
t
o
p
in
i
o
n
s
.
T
h
e
cr
o
s
s
-
p
h
ase
co
m
p
ar
is
o
n
in
T
a
b
le
3
t
h
en
s
itu
ates
th
ese
f
in
d
in
g
s
with
in
th
e
p
r
o
g
r
ess
iv
e
tr
ajec
to
r
y
an
ticip
ated
by
th
e
m
o
d
el.
T
ab
le
3
.
Su
m
m
a
r
y
o
f
k
e
y
m
etr
ics ac
r
o
s
s
th
r
ee
v
alid
atio
n
p
h
a
s
es
M
e
t
r
i
c
P
h
a
se
I
P
h
a
se
I
I
P
h
a
se
I
I
I
Pre
-
t
e
st
M
(
S
D
)
2
9
.
6
7
(
5
.
1
8
)
2
9
.
4
6
(
3
.
8
4
)
2
7
.
5
6
(
7
.
2
8
)
P
o
st
-
t
e
st
M
(
S
D
)
4
8
.
4
1
(
2
.
2
6
)
4
8
.
8
2
(
2
.
2
1
)
4
8
.
5
6
(
6
.
3
5
)
t
-
st
a
t
i
s
t
i
c
(
d
f
)
2
6
.
1
7
(
2
3
)
−
5
4
.
7
7
(
2
7
)
−
3
6
.
3
7
(
2
9
)
p
-
v
a
l
u
e
<
.
0
1
<
.
0
0
1
<
.
0
0
1
C
o
h
e
n
’
s
d
4
.
6
9
6
.
1
7
3
.
0
8
E
1
/E
2
8
0
.
5
6
/
8
0
.
6
8
8
0
.
9
5
/
8
1
.
3
6
N
/
A
Ef
f
e
c
t
i
v
e
n
e
ss I
n
d
e
x
0
.
6
2
0
.
6
3
N
/
A
N
o
r
mal
i
z
e
d
g
a
i
n
<
g
>
N
/
A
N
/
A
0
.
6
4
(
me
d
i
u
m)
Ex
p
e
r
t
r
a
t
i
n
g
H
i
g
h
(
4
.
2
8
)
H
i
g
h
(
4
.
2
6
)
H
i
g
h
a
g
r
e
e
me
n
t
P
r
i
mary
o
u
t
c
o
me
K
n
o
w
l
e
d
g
e
H
O
TS
M
e
t
a
c
o
g
n
i
t
i
o
n
N
o
t
e
:
C
o
h
e
n
’
s
d
i
s
c
a
l
c
u
l
a
t
e
d
a
s
(
M
pos
t
–
M
pre
)
/
S
D
pool
e
d
.
T
h
e
l
a
r
g
e
e
f
f
e
c
t
si
z
e
s
r
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f
l
e
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t
t
h
e
w
i
t
h
i
n
-
g
r
o
u
p
d
e
s
i
g
n
;
b
e
t
w
e
e
n
-
g
r
o
u
p
c
o
mp
a
r
i
s
o
n
s
w
o
u
l
d
l
i
k
e
l
y
y
i
e
l
d
s
mal
l
e
r
e
f
f
e
c
t
s.
E
1
/E
2
=
e
f
f
i
c
i
e
n
c
y
r
a
t
i
o
b
a
se
d
o
n
t
h
e
8
0
/
8
0
m
a
st
e
r
y
c
r
i
t
e
r
i
o
n
[
4
2
]
.
<
g
>
=
H
a
k
e
’
s
n
o
r
ma
l
i
z
e
d
g
a
i
n
[
4
5
]
.
5
.
1
.
P
ha
s
e
I
re
s
ults:
k
no
wledg
e
a
cquis
it
io
n
E
x
p
er
t
v
alid
atio
n
y
ield
ed
I
OC
v
alu
es
of
0
.
8
0
–
1
.
0
0
,
co
n
f
ir
m
i
n
g
th
e
co
n
ten
t
v
alid
ity
of
th
e
k
n
o
wled
g
e
test
.
E
f
f
icien
cy
test
in
g
p
r
o
d
u
c
ed
E
1
/E
2
=8
0
.
5
6
/
8
0
.
6
8
,
m
ee
tin
g
th
e
8
0
/
8
0
m
aster
y
c
r
iter
io
n
[4
2
].
T
h
e
E
.
I
.
was
0
.
6
2
,
in
d
icatin
g
th
at
62%
of
wh
at
p
ar
ticip
an
ts
d
id
not
k
n
o
w
b
ef
o
r
e
i
n
s
tr
u
ctio
n
was
lear
n
ed
d
u
r
in
g
th
e
in
ter
v
en
tio
n
.
Po
s
t
-
test
s
co
r
es
(
M=
4
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.
4
1
,
SD=2
.
2
6
)
wer
e
s
ig
n
if
ican
tly
h
ig
h
er
th
an
p
r
e
-
test
s
co
r
es
(
M=
2
9
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6
7
,
SD=5
.
1
8
)
,
t(
2
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)
=2
6
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1
7
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p
<.
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C
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en
’
s
d=
4
.
6
9
.
T
h
e
m
aj
o
r
ity
(
5
8
.
3
3
%)
d
em
o
n
s
tr
ated
cr
ea
tiv
e
-
g
en
er
ati
v
e
-
lev
el
less
o
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p
lan
n
in
g
,
th
e
h
ig
h
est
lev
el
of
th
e
r
u
b
r
ic.
E
x
p
er
t
q
u
ality
ass
ess
m
en
t
r
ated
th
e
m
o
d
el
at
a
h
ig
h
lev
el
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
6
7
7
-
3689
3684
(
M=
4
.
2
8
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SD=0
.
5
3
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,
an
d
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en
t
o
p
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n
io
n
s
wer
e
p
o
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itiv
e
ac
r
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s
s
all
d
im
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M=
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3
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6
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tiv
ities
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M=
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3
7
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a
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en
ef
its
(
M=
4
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3
7
,
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.
7
0
)
.
5
.
2
.
P
ha
s
e
II
re
s
ults:
hig
her
-
o
rder
t
hin
k
ing
E
x
p
er
t
e
v
alu
atio
n
r
ated
th
e
p
ar
ad
ig
m
at
th
e
h
i
g
h
lev
el
(
M
=4
.
2
6
,
SD=0
.
5
0
)
,
an
d
ef
f
icien
cy
test
in
g
p
r
o
d
u
ce
d
E
1
/E
2
=8
0
.
9
5
/8
1
.
3
6
with
E
.
I
.
=0
.
6
3
.
Po
s
t
-
in
s
tr
u
ctio
n
s
co
r
es
(
M=
4
8
.
8
2
,
SD=2
.
2
1
)
wer
e
s
ig
n
if
ica
n
tly
h
ig
h
er
th
an
p
r
e
-
in
s
tr
u
ctio
n
s
co
r
es
(
M=
2
9
.
4
6
,
SD=3
.
8
4
)
,
t(
2
7
)
=−
5
4
.
7
7
,
p
<.
0
0
1
,
C
o
h
e
n
’
s
d
=6
.
1
7
.
Stu
d
en
ts
d
em
o
n
s
tr
ated
s
atis
f
ac
to
r
y
-
lev
e
l
cu
r
r
icu
lu
m
d
ev
elo
p
m
en
t
a
b
ilit
ies
co
n
s
is
ten
t
with
th
e
r
u
b
r
ic
an
ch
o
r
s
.
B
ey
o
n
d
t
h
e
co
g
n
itiv
e
o
u
tco
m
es,
s
tu
d
en
ts
r
ep
o
r
ted
s
tr
o
n
g
a
f
f
ec
tiv
e
en
d
o
r
s
em
en
t
of
th
e
p
ar
ad
ig
m
.
T
h
e
h
ig
h
est
en
d
o
r
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em
en
t
was
f
o
r
p
r
ac
tical
ca
r
ee
r
b
en
ef
its
(
M=
4
.
5
0
,
SD=0
.
7
1
)
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d
s
elf
-
d
i
r
ec
ted
h
ig
h
er
-
o
r
d
er
th
in
k
in
g
d
ev
elo
p
m
en
t
(
M=
4
.
4
6
,
SD=0
.
6
4
)
.
T
h
ese
r
atin
g
s
s
u
g
g
est
th
at
th
e
m
o
d
el
p
r
o
d
u
ce
d
m
ea
s
u
r
ab
le
HOT
S
g
ain
s
an
d
f
o
s
ter
ed
a
s
en
s
e
of
p
r
o
f
ess
io
n
al
v
alu
e
th
at
s
u
p
p
o
r
ts
s
u
s
tain
ed
en
g
ag
em
e
n
t.
5
.
3
.
P
ha
s
e
III
re
s
ults:
m
et
a
co
g
nitiv
e
dev
elo
pm
ent
E
x
p
er
t
v
alid
atio
n
y
ield
ed
I
OC
v
alu
es
of
0
.
6
7
–
1
.
0
0
ac
r
o
s
s
th
e
m
etac
o
g
n
itio
n
item
s
.
T
h
e
m
ea
n
p
er
ce
n
tag
e
s
co
r
e
of
m
etac
o
g
n
itio
n
ac
h
ie
v
em
en
t
r
ea
ch
e
d
8
0
.
2
5
%,
m
ee
tin
g
th
e
est
ab
lis
h
ed
cr
iter
io
n
.
T
h
e
class
-
lev
el
n
o
r
m
alize
d
g
ain
was
m
ed
iu
m
(
<g
>=
0
.
6
4
)
,
in
d
icatin
g
s
u
b
s
tan
tial
lear
n
in
g
p
r
o
g
r
ess
io
n
f
r
o
m
p
r
e
-
to
p
o
s
t
-
in
ter
v
e
n
tio
n
[4
5
].
Po
s
t
-
test
m
etac
o
g
n
itio
n
s
co
r
es
(
M=
4
8
.
5
6
,
SD=6
.
3
5
)
wer
e
s
ig
n
if
ican
tly
h
ig
h
er
th
a
n
p
r
e
-
test
s
co
r
es
(
M=
2
7
.
5
6
,
SD=7
.
2
8
)
,
t(
2
9
)
=
−3
6
.
3
7
,
p
<.
0
0
1
,
C
o
h
e
n
’
s
d
=3
.
0
8
.
Stu
d
en
t
o
p
in
io
n
s
wer
e
at
a
h
ig
h
ag
r
ee
m
e
n
t
lev
el,
with
th
e
h
ig
h
est
en
d
o
r
s
em
en
t
f
o
r
en
h
an
ce
d
d
i
g
ital
s
k
ills
an
d
ap
p
licab
ilit
y
to
f
u
tu
r
e
teac
h
in
g
ca
r
ee
r
s
.
T
h
ese
d
u
al
in
d
icato
r
s
—
co
g
n
itiv
e
g
ain
p
lu
s
af
f
ec
tiv
e
e
n
d
o
r
s
em
en
t
—
m
ir
r
o
r
th
e
p
atter
n
o
b
s
er
v
ed
in
Ph
ases
I
an
d
II
at
th
e
h
ig
h
er
m
etac
o
g
n
i
tiv
e
lev
el
of
th
e
t
r
ajec
to
r
y
.
5
.
4
.
Su
mm
a
ry
of
re
s
ults
a
cr
o
s
s
ph
a
s
e
s
T
ab
le
3
co
n
s
o
lid
ates
th
e
k
e
y
in
f
er
en
tial,
d
escr
ip
tiv
e,
a
n
d
ef
f
ec
t
-
s
ize
s
tati
s
tics
ac
r
o
s
s
th
e
th
r
ee
p
h
ases
.
T
h
e
s
u
m
m
ar
y
s
u
p
p
o
r
ts
a
d
ir
e
ct
cr
o
s
s
-
p
h
ase
co
m
p
ar
is
o
n
an
d
co
m
p
lem
en
ts
th
e
with
in
-
p
h
a
s
e
n
ar
r
ativ
es.
T
h
r
ee
p
atter
n
s
ar
e
p
ar
ticu
lar
l
y
n
o
t
ewo
r
th
y
.
First,
all
th
r
ee
p
h
ases
p
r
o
d
u
ce
d
s
tatis
tically
s
ig
n
if
ican
t
p
r
e
–
p
o
s
t
d
if
f
er
en
ce
s
(
p
<.
0
1
or
p
<.
0
0
1
)
,
with
v
er
y
la
r
g
e
with
in
-
g
r
o
u
p
ef
f
ec
t
s
izes
(
d
=3
.
0
8
–
6
.
1
7
)
.
Seco
n
d
,
b
o
th
ef
f
icien
cy
-
b
ased
cr
iter
ia
(E
1
/E
2
,
E
.
I
.
)
in
Ph
ases
I
–
II
an
d
g
ain
-
b
ased
cr
iter
ia
(
<g
>)
in
Ph
ase
III
m
et
or
ex
ce
ed
ed
co
n
v
en
tio
n
al
th
r
es
h
o
ld
s
f
o
r
in
s
tr
u
ctio
n
al
ef
f
ec
tiv
en
ess
.
T
h
ir
d
,
th
e
m
a
g
n
it
u
d
e
of
th
e
ef
f
ec
t
ap
p
r
o
p
r
iately
atten
u
ates
as
th
e
tar
g
et
o
u
tco
m
e
m
o
v
es
f
r
o
m
d
ec
lar
ativ
e
k
n
o
wled
g
e
(
Ph
ase
I)
to
war
d
more
d
em
an
d
in
g
co
g
n
itiv
e
s
y
s
tem
s
(
HOT
S,
m
etac
o
g
n
itio
n
)
,
wh
i
ch
is
co
n
s
is
ten
t
with
th
e
h
ig
h
er
co
g
n
itiv
e
lo
ad
of
th
e
u
p
p
e
r
lev
els
of
Ma
r
za
n
o
’
s
tax
o
n
o
m
y
[
20
].
6.
DIS
CU
SS
I
O
N
T
h
is
s
ec
tio
n
in
ter
p
r
ets
th
e
f
in
d
in
g
s
ag
ain
s
t
t
h
e
th
e
o
r
etica
l
f
r
am
ewo
r
k
th
at
m
o
tiv
ated
t
h
e
m
o
d
el
a
n
d
ag
ain
s
t
th
e
b
r
o
ad
er
em
p
ir
ical
liter
atu
r
e.
T
h
e
d
is
cu
s
s
io
n
is
o
r
g
an
ized
ar
o
u
n
d
th
r
ee
p
er
s
p
ec
tiv
es:
th
eo
r
etica
l
m
ec
h
an
is
m
s
,
co
m
p
a
r
is
o
n
with
ex
is
tin
g
ev
i
d
en
ce
,
a
n
d
p
o
licy
im
p
licatio
n
s
.
E
ac
h
p
e
r
s
p
ec
tiv
e
ad
d
r
ess
es
one
of
th
e
th
r
ee
r
esear
ch
q
u
esti
o
n
s
.
6
.
1
.
T
heo
re
t
ica
l
m
ec
ha
nis
m
s
ex
pla
ini
ng
t
he
re
s
ult
s
T
h
e
cu
m
u
lativ
e
f
in
d
in
g
s
ac
r
o
s
s
th
r
ee
p
h
ases
illu
m
in
ate
how
th
e
co
n
s
tr
u
ctiv
is
t
lear
n
i
n
g
c
y
cle
o
p
er
ates
with
in
th
e
STUD
I
E
S
m
o
d
el
to
p
r
o
d
u
ce
co
n
s
is
ten
t
o
u
tco
m
es.
Dr
awin
g
on
Gag
n
o
n
an
d
C
o
llay
’
s
[1
6
]
f
r
am
ewo
r
k
,
th
e
s
ev
e
n
s
tag
es
m
ap
o
n
t
o
th
r
ee
r
ec
u
r
s
iv
e
p
h
a
s
es:
clar
if
y
in
g
ex
is
tin
g
k
n
o
wl
ed
g
e
(
s
tag
es
S
–
T),
id
en
tify
in
g
an
d
u
n
d
e
r
s
tan
d
in
g
n
ew
in
f
o
r
m
atio
n
(
s
tag
es
U
–
D
–
I),
an
d
co
n
f
ir
m
in
g
an
d
u
s
in
g
n
ew
k
n
o
wled
g
e
(
s
tag
es
E
–
S).
T
h
is
r
ec
u
r
s
iv
e
s
tr
u
ctu
r
e
en
s
u
r
es
th
at
lear
n
er
s
b
u
ild
on
wh
at
t
h
ey
al
r
ea
d
y
k
n
o
w
r
ath
e
r
th
an
m
er
ely
ad
d
to
it.
T
h
e
Ph
ase
III
f
in
d
in
g
s
d
em
o
n
s
tr
ate
th
at
th
is
co
n
s
tr
u
ctiv
is
t
ar
ch
itectu
r
e
can
ef
f
ec
tiv
e
ly
d
ev
elo
p
m
etac
o
g
n
itio
n
—
th
e
h
ig
h
est
-
o
r
d
er
s
y
s
tem
in
Ma
r
za
n
o
a
n
d
Ken
d
all
’s
tax
o
n
o
m
y
[
20
].
W
h
en
Ph
B
L
lin
k
s
th
eo
r
etica
l
co
n
ce
p
ts
to
au
t
h
en
tic
r
ea
l
-
wo
r
ld
co
n
te
x
ts
[2
1
]
an
d
a
d
ig
ital
lear
n
in
g
e
co
s
y
s
tem
p
r
o
v
i
d
es
co
llab
o
r
ativ
e
r
ef
lectio
n
to
o
ls
[
30
],
lear
n
er
s
in
h
er
en
tly
en
g
a
g
e
in
th
e
p
lan
n
in
g
,
m
o
n
ito
r
i
n
g
,
an
d
ev
alu
atin
g
ac
tiv
ities
th
at
d
ef
in
e
m
etac
o
g
n
itiv
e
p
r
ac
tice
[1
3
],
[1
4
].
T
h
i
s
f
in
d
in
g
is
co
n
s
is
ten
t
with
th
e
wo
r
k
s
[
2
8
]
,
[2
9
]
,
wh
o
id
en
tifie
d
m
etac
o
g
n
itio
n
as
a
s
ig
n
if
ican
t
p
r
ed
icto
r
of
le
ar
n
in
g
o
u
tco
m
es,
ir
r
esp
ec
tiv
e
of
in
tellig
en
ce
.
T
h
e
p
r
o
g
r
ess
iv
e
tr
ajec
to
r
y
f
r
o
m
k
n
o
wled
g
e
ac
q
u
is
itio
n
(
Ph
ase
I)
th
r
o
u
g
h
HOT
S
(
Ph
ase
II)
to
m
etac
o
g
n
itiv
e
d
ev
el
o
p
m
en
t
(
Ph
ase
III)
m
ir
r
o
r
s
th
e
h
ier
a
r
ch
ical
s
tr
u
ctu
r
e
of
Ma
r
za
n
o
an
d
Ken
d
all’
s
[
20
]
tax
o
n
o
m
y
.
T
h
is
em
p
ir
ically
o
b
s
er
v
ed
p
r
o
g
r
ess
io
n
v
alid
ates
th
e
th
eo
r
etica
l
p
r
em
is
e
th
at
l
o
wer
-
o
r
d
er
co
g
n
itiv
e
co
m
p
eten
cies
s
er
v
e
as
n
ec
es
s
ar
y
f
o
u
n
d
atio
n
s
f
o
r
h
ig
h
er
-
o
r
d
er
m
etac
o
g
n
itiv
e
ca
p
ab
ilit
ies
an
d
r
ep
r
esen
ts
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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N:
2252
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8
8
2
2
Th
e
S
TUDI
E
S
mo
d
el:
v
a
lid
a
ti
n
g
a
h
u
ma
n
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ce
n
tr
ic
fr
a
mewo
r
k
fo
r
E
d
u
ca
tio
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5
.
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(
P
h
ic
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ittr
a
Th
o
n
g
p
a
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it
)
3685
a
u
n
iq
u
e
co
n
tr
i
b
u
tio
n
of
th
e
STUD
I
E
S
m
o
d
el.
T
h
is
p
att
er
n
p
ar
allels
C
h
i
an
d
W
y
lie’
s
[4
8
]
in
ter
ac
tiv
e
–
co
n
s
tr
u
ctiv
e
–
ac
tiv
e
–
p
ass
iv
e
(
I
C
AP)
Fra
m
ewo
r
k
,
wh
ich
p
r
ed
icts
th
at
in
ter
ac
tiv
e
a
n
d
c
o
n
s
tr
u
ctiv
e
en
g
ag
em
en
t
m
o
d
es
p
r
o
d
u
ce
s
u
p
er
io
r
lea
r
n
i
n
g
o
u
tc
o
m
es.
Fro
m
an
SDT
p
e
r
s
p
ec
tiv
e
[1
7
],
[1
8
],
th
e
co
n
s
is
ten
tly
p
o
s
itiv
e
s
tu
d
en
t
p
er
ce
p
tio
n
s
ac
r
o
s
s
all
p
h
ases
s
u
g
g
est
th
at
th
e
STUD
I
E
S
m
o
d
el
s
u
cc
ess
f
u
lly
ad
d
r
ess
es
th
e
th
r
ee
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
.
T
h
e
au
to
n
o
m
y
-
s
u
p
p
o
r
tiv
e
ele
m
en
ts
(
s
tag
es
S
an
d
U)
m
ay
ex
p
lain
th
e
h
ig
h
en
g
ag
em
e
n
t
lev
els
o
b
s
er
v
ed
,
co
n
s
is
ten
t
with
R
ee
v
e’
s
[4
9
]
f
in
d
i
n
g
t
h
at
au
t
o
n
o
m
y
-
s
u
p
p
o
r
tiv
e
teac
h
i
n
g
en
h
a
n
ce
s
b
o
t
h
m
o
tiv
atio
n
a
n
d
ac
h
iev
em
en
t.
T
h
e
co
m
p
eten
ce
-
b
u
ild
in
g
ac
tiv
ities
(
s
tag
es
D
an
d
E)
alig
n
with
Fre
em
an
et
a
l.
’s
m
eta
-
an
al
y
tic
[
50
]
ev
id
en
ce
th
at
ac
tiv
e
lear
n
in
g
in
c
r
ea
s
es
ex
am
in
atio
n
p
er
f
o
r
m
a
n
ce
by
0
.
4
7
SD,
wh
ile
th
e
r
elate
d
n
ess
-
f
o
s
ter
in
g
s
tag
e
I
is
co
n
s
is
ten
t
with
J
o
h
n
s
o
n
an
d
J
o
h
n
s
o
n
’
s
[2
5
]
f
in
d
in
g
th
at
co
o
p
er
ativ
e
lear
n
in
g
p
r
o
d
u
ce
s
h
ig
h
er
ac
h
iev
em
en
t
t
h
an
in
d
iv
id
u
alis
tic
ap
p
r
o
ac
h
es
(
d
=0
.
6
6
)
.
6
.
2
.
Co
m
pa
riso
n
wit
h
ex
is
t
ing
ev
idence
T
h
e
ef
f
ec
t
s
izes
o
b
s
er
v
ed
in
th
is
s
tu
d
y
co
m
p
ar
e
f
a
v
o
r
ab
ly
with
estab
lis
h
ed
b
en
ch
m
ar
k
s
.
T
h
e
n
o
r
m
alize
d
g
ain
of
0
.
6
4
in
Ph
ase
III
f
alls
with
in
th
e
m
e
d
iu
m
r
a
n
g
e
on
Hak
e’
s
[4
5
]
s
c
ale
an
d
e
x
ce
ed
s
th
e
av
er
ag
e
r
ep
o
r
ted
in
p
h
y
s
ics
e
d
u
ca
tio
n
r
ef
o
r
m
s
tu
d
ies
(
ty
p
ic
ally
<g
>=
0
.
4
8
)
,
wh
ile
th
e
e
f
f
e
ctiv
en
ess
in
d
ices
of
0
.
6
2
–
0
.
6
3
in
Ph
ases
I
–
II
ex
ce
ed
th
e
co
n
v
en
tio
n
al
th
r
esh
o
ld
of
0
.
5
0
f
o
r
ac
ce
p
ta
b
le
in
s
tr
u
ct
io
n
al
ef
f
ec
tiv
en
ess
[4
3
].
Kr
ajcik
a
n
d
Sh
in
[
10
]
r
ep
o
r
ted
co
m
p
ar
a
b
le
lear
n
i
n
g
g
ai
n
s
(
d
=0
.
5
0
–
0
.
8
0
)
in
p
r
o
ject
-
b
ased
STE
M
ed
u
ca
tio
n
,
th
o
u
g
h
with
o
u
t
th
e
m
etac
o
g
n
itiv
e
d
ev
elo
p
m
en
t
co
m
p
o
n
e
n
t
th
at
th
e
STUD
I
E
S
m
o
d
el
u
n
iq
u
ely
p
r
o
v
id
es.
Srisawasd
i
an
d
Pan
jab
u
r
ee
[
51
]
f
u
r
th
er
s
itu
ated
s
im
ilar
f
in
d
in
g
s
with
in
T
h
ai
ed
u
ca
tio
n
al
r
esear
ch
,
s
u
p
p
o
r
tin
g
th
e
cr
o
s
s
-
d
is
cip
lin
ar
y
p
lau
s
ib
ilit
y
of
th
e
m
o
d
el.
6
.
3
.
P
o
licy
im
pli
ca
t
io
ns
a
nd
s
ca
la
bil
it
y
T
h
e
STUD
I
E
S
m
o
d
el
a
d
d
r
ess
es
s
tr
u
ctu
r
al
c
h
allen
g
es
s
p
ec
if
ic
to
T
h
ai
e
d
u
ca
tio
n
wh
ile
m
ain
tain
in
g
in
ter
n
atio
n
al
tr
a
n
s
f
er
ab
ilit
y
.
It
r
esp
o
n
d
s
to
th
e
T
ea
c
h
er
s
’
C
o
u
n
cil
p
r
o
f
ess
io
n
al
s
tan
d
ar
d
s
[
6
]
,
o
p
er
ati
o
n
alize
s
th
e
20
-
y
ea
r
n
atio
n
al
s
tr
ateg
y
[
5
]
,
an
d
ad
d
r
ess
es
th
e
PISA
2
0
2
2
p
e
r
f
o
r
m
an
ce
g
a
p
[
4
]
.
Fo
r
p
o
licy
m
ak
er
s
,
th
e
m
o
d
el
p
r
o
v
id
es
an
ev
i
d
en
ce
-
b
ased
f
r
am
ewo
r
k
f
o
r
cu
r
r
ic
u
lu
m
r
ef
o
r
m
in
teac
h
e
r
p
r
ep
ar
atio
n
,
with
ex
p
licit
alig
n
m
en
t
to
ac
cr
ed
itatio
n
r
e
q
u
ir
em
en
ts
an
d
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t
g
o
al
4
[
40
];
f
o
r
teac
h
er
ed
u
ca
t
o
r
s
,
it
o
f
f
er
s
p
r
ac
tical
g
u
id
elin
es,
in
clu
d
in
g
cu
r
r
icu
lu
m
d
esig
n
te
m
p
lates
as
s
h
o
wn
in
T
ab
le
1,
ass
es
s
m
en
t
m
etr
ics,
an
d
a
s
em
ester
im
p
lem
en
tat
io
n
r
o
ad
m
ap
.
T
h
e
m
o
d
u
lar
s
ev
en
-
s
tag
e
s
tr
u
ctu
r
e
allo
ws
ad
ap
tatio
n
ac
r
o
s
s
d
is
cip
lin
ar
y
co
n
tex
ts
with
o
u
t
lo
s
in
g
th
eo
r
etica
l
co
h
e
r
en
ce
,
m
ak
in
g
it
s
ca
lab
le
f
o
r
ASEA
N
teac
h
er
-
ed
u
ca
tio
n
r
ef
o
r
m
.
B
ey
o
n
d
T
h
ailan
d
,
th
e
m
o
d
el
h
as
im
p
licatio
n
s
f
o
r
in
ter
n
atio
n
al
teac
h
er
-
ed
u
ca
tio
n
s
y
s
tem
s
r
esp
o
n
d
in
g
to
E
d
u
ca
tio
n
5
.
0
d
em
an
d
s
.
As
Ham
ed
an
i
et
a
l.
[
1
]
n
o
ted
,
E
d
u
ca
tio
n
5
.
0
f
r
am
ewo
r
k
s
r
eq
u
ir
e
co
n
tex
tu
al
v
alid
atio
n
ac
r
o
s
s
d
iv
er
s
e
s
ettin
g
s
b
ef
o
r
e
b
r
o
ad
ad
o
p
tio
n
,
an
d
th
e
STUD
I
E
S
m
o
d
el'
s
s
u
cc
ess
f
u
l
ap
p
licatio
n
ac
r
o
s
s
th
r
ee
d
i
s
cip
lin
ar
y
co
n
tex
ts
p
r
o
v
id
e
s
p
r
elim
in
ar
y
ev
id
e
n
ce
of
cr
o
s
s
-
d
is
cip
lin
ar
y
g
en
er
aliza
b
ilit
y
.
Dar
lin
g
-
Ha
m
m
o
n
d
et
a
l.
[5
2
]
e
m
p
h
asi
ze
d
th
at
ef
f
ec
tiv
e
teac
h
e
r
p
r
ep
ar
atio
n
r
eq
u
ir
es
co
h
er
en
t
p
r
o
g
r
am
d
esig
n
,
cli
n
ical
p
r
ac
tice,
an
d
co
n
tin
u
o
u
s
ass
es
s
m
en
t
—
elem
en
ts
s
y
s
te
m
atica
lly
ad
d
r
ess
ed
by
th
e
s
ev
en
-
s
tag
e
ar
ch
itectu
r
e.
7.
L
I
M
I
T
AT
I
O
NS
AN
D
F
UT
U
RE
RE
SE
ARCH
W
h
ile
th
e
cu
m
u
lativ
e
ev
i
d
e
n
ce
s
u
p
p
o
r
ts
th
e
STUD
I
E
S
m
o
d
el,
we
m
u
s
t
ac
k
n
o
wle
d
g
e
s
ev
er
al
m
eth
o
d
o
l
o
g
ical
lim
itatio
n
s
b
e
f
o
r
e
m
a
k
in
g
b
r
o
a
d
er
claim
s
.
T
h
ese
lim
itatio
n
s
an
d
th
e
o
p
e
n
q
u
esti
o
n
s
r
aised
by
th
e
p
r
esen
t
f
in
d
in
g
s
d
ir
ec
tly
in
f
o
r
m
th
e
r
ec
o
m
m
e
n
d
ati
o
n
s
f
o
r
f
u
t
u
r
e
r
esear
ch
.
T
h
e
two
s
u
b
s
ec
tio
n
s
co
llectiv
ely
d
ef
in
e
t
h
e
cu
r
r
en
t
b
o
u
n
d
ar
ies
of
th
e
m
o
d
el
’
s
claim
s
.
7
.
1
.
L
im
it
a
t
io
ns
Sev
er
al
lim
itatio
n
s
m
u
s
t
be
ac
k
n
o
wled
g
e
d
.
First,
all
th
r
ee
p
h
ases
u
tili
ze
d
one
-
g
r
o
u
p
p
r
ete
s
t
–
p
o
s
ttes
t
d
esig
n
s
,
wh
ich
p
r
ec
l
u
d
e
ca
u
s
al
ass
er
tio
n
s
due
to
th
e
ab
s
en
ce
of
co
n
tr
o
l
g
r
o
u
p
s
an
d
th
e
p
o
s
s
ib
le
ef
f
ec
ts
of
m
atu
r
atio
n
,
h
is
to
r
y
,
a
n
d
test
in
g
[
41
];
t
h
e
s
u
b
s
tan
tial
with
in
-
g
r
o
u
p
e
f
f
ec
t
s
izes
(
d
=3
.
0
8
–
6
.
1
7
)
,
th
er
ef
o
r
e,
r
eq
u
ir
e
ca
r
ef
u
l
in
ter
p
r
etatio
n
,
s
in
ce
b
etwe
en
-
g
r
o
u
p
co
m
p
ar
i
s
o
n
s
wo
u
ld
lik
el
y
y
ield
s
m
aller
ef
f
ec
ts
.
Seco
n
d
,
s
am
p
le
s
izes
wer
e
r
elativ
ely
s
m
all
(
N=
2
4
–
30)
an
d
d
r
a
wn
f
r
o
m
a
s
in
g
le
r
e
g
io
n
al
u
n
iv
er
s
ity
,
lim
itin
g
g
en
er
aliza
b
ilit
y
b
ey
o
n
d
s
im
ila
r
in
s
titu
tio
n
al
co
n
tex
ts
.
T
h
ir
d
,
all
o
u
tco
m
e
m
ea
s
u
r
es
wer
e
r
es
ea
r
ch
er
-
d
e
v
elo
p
e
d
in
s
tr
u
m
en
ts
,
an
d
f
u
tu
r
e
s
tu
d
i
es
s
h
o
u
ld
in
co
r
p
o
r
ate
s
tan
d
a
r
d
ized
m
ea
s
u
r
es
with
estab
lis
h
ed
p
s
y
ch
o
m
etr
ic
p
r
o
p
er
ties
to
s
u
p
p
o
r
t
cr
o
s
s
-
s
tu
d
y
c
o
m
p
ar
is
o
n
.
Fo
u
r
th
,
th
e
s
tu
d
ies
ass
ess
ed
im
m
ed
iate
p
o
s
t
-
in
ter
v
e
n
tio
n
o
u
tco
m
es
with
o
u
t
lo
n
g
itu
d
in
al
f
o
llo
w
-
u
p
,
lea
v
in
g
q
u
esti
o
n
s
ab
o
u
t
k
n
o
wled
g
e
r
ete
n
tio
n
a
n
d
t
r
an
s
f
er
to
class
r
o
o
m
p
r
ac
tice
u
n
a
d
d
r
ess
ed
.
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
6
7
7
-
3689
3686
7
.
2
.
Rec
o
mm
enda
t
io
ns
f
o
r
f
uture
re
s
ea
rc
h
Fiv
e
r
esear
ch
d
ir
ec
tio
n
s
m
er
it
p
u
r
s
u
it.
First,
q
u
asi
-
ex
p
er
im
e
n
tal
s
tu
d
ies
with
n
o
n
eq
u
iv
ale
n
t
co
n
tr
o
l
-
g
r
o
u
p
d
esig
n
s
an
d
r
ig
o
r
o
u
s
e
f
f
ec
t
-
s
ize
r
ep
o
r
tin
g
ar
e
n
e
ed
e
d
to
estab
lis
h
ca
u
s
al
claim
s
.
Seco
n
d
,
m
u
lti
-
s
ite
r
ep
licatio
n
s
tu
d
ies
ac
r
o
s
s
d
iv
er
s
e
in
s
titu
tio
n
al
co
n
tex
ts
an
d
d
is
cip
lin
ar
y
ar
ea
s
wo
u
l
d
estab
lis
h
ex
ter
n
al
v
alid
ity
.
T
h
ir
d
,
lo
n
g
itu
d
i
n
al
r
e
s
ea
r
ch
tr
ac
k
in
g
g
r
a
d
u
ates
th
r
o
u
g
h
teac
h
in
g
p
r
ac
ticu
m
s
an
d
i
n
to
th
eir
f
ir
s
t
y
ea
r
s
of
p
r
o
f
ess
io
n
al
p
r
ac
tice
wo
u
l
d
ev
alu
ate
co
m
p
eten
cy
r
eten
t
io
n
an
d
tr
a
n
s
f
er
to
au
th
e
n
tic
class
r
o
o
m
s
ettin
g
s
.
Fo
u
r
th
,
m
ix
ed
-
m
eth
o
d
s
r
ese
ar
ch
th
at
in
clu
d
es
q
u
alitati
v
e
m
eth
o
d
s
s
u
ch
as
class
r
o
o
m
o
b
s
er
v
atio
n
s
,
in
ter
v
iews,
an
d
r
ef
lectiv
e
j
o
u
r
n
als
wo
u
ld
h
el
p
illu
m
in
ate
th
e
p
s
y
ch
o
lo
g
ical
p
r
o
ce
s
s
es
th
at
m
ed
iate
m
etac
o
g
n
itiv
e
d
ev
elo
p
m
en
t
at
d
if
f
er
e
n
t
s
tag
es
of
th
e
m
o
d
el
.
Fifth
,
th
e
in
teg
r
atio
n
of
em
e
r
g
in
g
tech
n
o
l
o
g
ies
(
g
en
er
ativ
e
AI
,
VR
/AR
,
an
d
l
ea
r
n
in
g
an
aly
tics
)
with
in
t
h
e
m
o
d
el’
s
d
ig
ital
lea
r
n
in
g
s
tag
e
war
r
an
ts
s
y
s
tem
atic
in
v
esti
g
atio
n
,
in
clu
d
i
n
g
eth
ica
l
s
af
eg
u
ar
d
s
an
d
e
q
u
ity
im
p
lic
atio
n
s
.
T
h
ese
f
iv
e
d
ir
ec
tio
n
s
t
o
g
eth
er
m
a
k
e
up
a
clea
r
r
esear
ch
ag
e
n
d
a
f
o
r
th
e
n
ex
t
ten
y
ea
r
s
of
STUD
I
E
S
m
o
d
el
r
esear
ch
.
8.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
p
r
esen
ted
th
e
STUD
I
E
S
m
o
d
el:
E
d
u
ca
tio
n
5
.
0
as
a
s
ev
en
-
s
tag
e
in
s
tr
u
ctio
n
al
f
r
am
ewo
r
k
f
o
r
teac
h
er
e
d
u
ca
tio
n
,
g
r
o
u
n
d
ed
in
co
n
s
tr
u
ctiv
is
m
,
s
elf
-
d
eter
m
in
atio
n
th
e
o
r
y
,
an
d
d
ig
i
tal
h
u
m
an
is
m
.
T
h
e
u
n
iq
u
e
c
o
n
tr
ib
u
tio
n
of
t
h
e
m
o
d
el
is
its
em
p
ir
ically
v
alid
ated
p
r
o
g
r
ess
iv
e
p
ath
way
,
in
w
h
ich
a
s
in
g
le
s
ev
en
-
s
tag
e
ar
ch
itectu
r
e
is
s
h
o
wn
to
d
e
v
elo
p
k
n
o
wled
g
e,
h
ig
h
e
r
-
o
r
d
er
th
in
k
in
g
,
an
d
m
etac
o
g
n
itio
n
—
a
tr
ajec
to
r
y
m
ir
r
o
r
in
g
a
r
ec
o
g
n
ized
h
ier
a
r
ch
ical
tax
o
n
o
m
y
an
d
not
p
r
ev
io
u
s
ly
d
em
o
n
s
tr
ated
by
an
y
o
th
er
E
d
u
ca
tio
n
5
.
0
f
r
am
ewo
r
k
.
By
m
ap
p
i
n
g
each
s
tag
e
to
o
n
e
of
t
h
e
f
i
v
e
E
d
u
ca
tio
n
5
.
0
p
illar
s
an
d
to
a
s
p
ec
if
ic
p
s
y
ch
o
l
o
g
ical
n
ee
d
,
th
e
m
o
d
el
p
r
o
v
i
d
es
a
co
h
er
en
t
an
d
r
eu
s
ab
le
a
r
ch
itectu
r
e
f
o
r
h
u
m
a
n
-
ce
n
tr
ic
teac
h
er
p
r
ep
ar
atio
n
.
C
u
m
u
lativ
e
ev
id
en
ce
ac
r
o
s
s
th
r
ee
p
u
b
lis
h
ed
v
alid
atio
n
p
h
a
s
es
(
N=
8
2
in
to
tal)
d
e
m
o
n
s
tr
a
tes
th
at
th
e
m
o
d
el
co
n
s
is
ten
tly
p
r
o
d
u
ce
s
s
tatis
tically
s
ig
n
if
ican
t
im
p
r
o
v
em
en
ts
in
th
e
tar
g
ete
d
o
u
tco
m
es,
with
en
o
r
m
o
u
s
with
in
-
g
r
o
u
p
ef
f
ec
t
s
izes
an
d
h
ig
h
s
tu
d
en
t
en
d
o
r
s
em
en
t.
Ho
wev
er
,
th
e
p
r
e
-
ex
p
er
im
e
n
tal
d
esig
n
s
em
p
lo
y
e
d
lim
it
ca
u
s
al
in
f
er
en
ce
,
an
d
t
h
e
f
in
d
in
g
s
s
h
o
u
l
d
th
er
ef
o
r
e
be
co
n
s
id
er
ed
p
r
o
m
is
in
g
r
at
h
e
r
th
an
co
n
clu
s
iv
e.
T
h
e
alig
n
m
en
t
of
th
e
m
o
d
el
with
E
d
u
ca
tio
n
5
.
0
p
illar
s
,
w
ith
n
atio
n
al
p
r
o
f
ess
io
n
al
s
tan
d
ar
d
s
,
a
n
d
with
th
e
g
lo
b
al
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t
g
o
al
f
o
r
e
d
u
ca
tio
n
p
o
s
itio
n
s
it
as
a
p
o
ten
tially
s
ca
la
b
le
f
r
am
ewo
r
k
f
o
r
teac
h
er
-
ed
u
ca
tio
n
r
ef
o
r
m
.
Fu
tu
r
e
r
esear
ch
em
p
lo
y
in
g
q
u
asi
-
ex
p
er
im
e
n
tal
d
esig
n
s
,
m
u
lti
-
s
ite
r
ep
licatio
n
s
,
an
d
l
o
n
g
itu
d
i
n
al
tr
ac
k
in
g
will
be
ess
en
tial
to
co
n
f
ir
m
an
d
ex
ten
d
th
ese
in
itial
f
in
d
in
g
s
.
R
esear
ch
er
s
s
h
o
u
ld
f
o
cu
s
on
in
te
g
r
atin
g
em
er
g
in
g
tech
n
o
lo
g
ies,
e
n
s
u
r
in
g
th
e
lo
n
g
-
ter
m
r
eten
tio
n
of
m
etac
o
g
n
itiv
e
g
ain
s
,
an
d
ass
ess
in
g
th
e
cr
o
s
s
-
cu
ltu
r
al
tr
an
s
f
er
a
b
ilit
y
of
th
e
s
ev
en
-
s
tag
e
ar
ch
itectu
r
e.
Su
ch
r
esear
ch
will
d
eter
m
in
e
wh
eth
er
th
e
p
r
esen
t
v
alid
atio
n
in
T
h
ai
te
ac
h
er
ed
u
ca
tio
n
can
s
er
v
e
as
a
f
o
u
n
d
atio
n
f
o
r
b
r
o
a
d
er
E
d
u
ca
tio
n
5
.
0
r
ef
o
r
m
ac
r
o
s
s
d
iv
er
s
e
in
ter
n
atio
n
al
c
o
n
tex
ts
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
no
f
u
n
d
in
g
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS
ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
of
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Ph
ich
ittra
T
h
o
n
g
p
an
it
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Pra
ty
a
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h
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it
✓
✓
✓
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Su
tep
Uam
ch
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n
✓
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C
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C
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M
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Au
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ter
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