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[
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[
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Evaluation Warning : The document was created with Spire.PDF for Python.
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I
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J
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15
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No
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5
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Octo
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20
26
:
4
5
7
3
-
4587
4574
an
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Sin
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[
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E
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r
an
g
em
en
ts
.
Mo
r
eo
v
e
r
,
teac
h
er
s
’
b
elief
s
,
attitu
d
es,
an
d
co
n
f
id
e
n
ce
r
e
g
a
r
d
in
g
d
ig
ital
to
o
ls
h
a
v
e
b
ee
n
id
en
tifie
d
as
k
e
y
d
eter
m
in
an
t
s
o
f
wh
eth
er
th
ese
to
o
ls
ar
e
ad
o
p
ted
in
m
ea
n
in
g
f
u
l o
r
s
u
p
e
r
f
icial
way
s
[
10
]
–
[
13
].
Desp
ite
a
g
r
o
win
g
v
o
lu
m
e
o
f
s
tu
d
ies
o
n
d
ig
ital
tech
n
o
lo
g
y
u
s
e
in
ed
u
ca
tio
n
,
im
p
o
r
ta
n
t
g
a
p
s
r
em
ain
.
T
h
e
ex
is
tin
g
b
o
d
y
o
f
r
esear
ch
h
as
lar
g
ely
co
n
ce
n
tr
ated
o
n
s
ec
o
n
d
ar
y
an
d
ter
tiar
y
s
cien
ce
ed
u
ca
tio
n
,
wh
ile
em
p
ir
ical
in
v
esti
g
atio
n
s
o
f
p
r
im
ar
y
s
cien
ce
class
r
o
o
m
s
,
p
ar
ticu
lar
ly
with
in
th
e
C
h
in
es
e
co
n
tex
t,
r
e
m
ain
r
elativ
ely
lim
ited
[
14
]
.
Fu
r
th
e
r
m
o
r
e,
lim
ited
r
esear
ch
h
as
s
y
s
tem
atica
lly
ex
p
lo
r
ed
h
o
w
te
ac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
d
ig
ital
to
o
ls
in
ter
ac
t
with
p
ed
ag
o
g
ical
s
tr
ateg
ies
an
d
co
n
tex
tu
al
co
n
s
tr
ain
ts
,
s
u
ch
as
s
ch
o
o
l
lo
ca
tio
n
an
d
ac
ce
s
s
to
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
(
PD)
,
in
s
h
a
p
in
g
ev
er
y
d
ay
i
n
s
tr
u
ctio
n
al
p
r
ac
tice
[
15
]
–
[
17
]
.
I
n
u
n
d
er
-
r
eso
u
r
ce
d
an
d
r
u
r
al
p
r
im
ar
y
s
ch
o
o
ls
,
th
ese
ch
allen
g
es
m
ay
b
e
f
u
r
th
er
in
te
n
s
if
ied
b
y
lim
ited
tr
ain
in
g
o
p
p
o
r
tu
n
ities
an
d
ten
s
io
n
s
b
etwe
en
d
ig
ital in
s
tr
u
ctio
n
a
n
d
tr
ad
itio
n
al
h
an
d
s
-
o
n
s
cien
ce
lea
r
n
in
g
a
p
p
r
o
ac
h
es.
T
o
ad
d
r
ess
th
ese
g
ap
s
,
th
is
s
t
u
d
y
r
ep
o
r
ts
a
q
u
alitativ
e
in
q
u
i
r
y
in
to
h
o
w
p
r
im
a
r
y
s
cien
ce
teac
h
er
s
in
C
h
in
a
p
er
ce
iv
e
an
d
en
ac
t
d
i
g
ital
teac
h
in
g
to
o
ls
in
th
eir
ev
er
y
d
a
y
in
s
tr
u
ctio
n
al
p
r
ac
ti
ce
,
as
well
as
th
e
co
n
s
tr
ain
ts
th
ey
en
co
u
n
ter
in
d
o
in
g
s
o
.
Dr
awin
g
o
n
teac
h
er
s
’
ex
p
er
ien
ce
s
ac
r
o
s
s
v
a
r
ied
s
ch
o
o
l
c
o
n
tex
ts
a
n
d
p
r
o
f
ess
io
n
al
b
ac
k
g
r
o
u
n
d
s
,
th
i
s
s
tu
d
y
s
ee
k
s
to
clar
if
y
h
o
w
d
ig
ital
to
o
ls
ar
e
u
n
d
er
s
to
o
d
,
ta
k
en
u
p
,
an
d
s
h
ap
e
d
b
y
co
n
s
tr
ain
ts
in
p
r
im
ar
y
s
cien
ce
class
r
o
o
m
s
.
T
h
e
s
tu
d
y
is
g
u
id
ed
b
y
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
−
W
h
at
ar
e
p
r
im
ar
y
s
ch
o
o
l
s
cien
ce
teac
h
er
s
’
attitu
d
es
an
d
p
e
r
ce
p
tio
n
s
r
eg
ar
d
in
g
t
h
e
in
teg
r
atio
n
o
f
d
i
g
ital
to
o
ls
in
s
cien
ce
teac
h
in
g
a
n
d
l
ea
r
n
in
g
?
(
R
Q1
)
−
Ho
w
d
o
p
r
im
ar
y
s
ch
o
o
l
s
cien
ce
teac
h
er
s
u
tili
ze
d
ig
ital
to
o
ls
,
s
u
ch
as
s
im
u
latio
n
s
,
v
ir
tu
al
l
ab
o
r
ato
r
ies,
a
n
d
m
u
ltime
d
ia
p
latf
o
r
m
s
,
in
th
eir
p
ed
ag
o
g
ical
p
r
ac
tices?
(
RQ
2
)
−
W
h
at
ch
allen
g
es
d
o
p
r
im
ar
y
s
ch
o
o
l
s
cien
ce
teac
h
er
s
en
co
u
n
ter
wh
en
in
teg
r
atin
g
d
ig
ital
to
o
ls
in
to
th
eir
teac
h
in
g
,
p
a
r
ticu
lar
ly
in
u
r
b
a
n
an
d
r
u
r
al
co
n
tex
ts
?
(
RQ
3
)
−
Ho
w
d
o
teac
h
er
s
’
ex
p
e
r
ien
ce
s
with
d
ig
ital
to
o
ls
s
h
ap
e
t
h
eir
p
er
ce
p
tio
n
s
o
f
th
e
r
o
le
o
f
tr
a
d
itio
n
al,
h
an
d
s
-
o
n
lear
n
in
g
in
s
cien
ce
e
d
u
ca
tio
n
?
(
RQ
4
)
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
T
P
ACK
f
r
a
mewo
rk:
co
ncept
ua
l le
ns
f
o
r
inte
g
ra
t
ing
dig
it
a
l t
o
o
ls
T
h
e
T
P
AC
K
f
r
am
ewo
r
k
,
co
m
m
o
n
ly
r
ef
e
r
r
ed
to
as
T
P
AC
K
,
h
as
b
ee
n
f
r
eq
u
e
n
tly
u
s
ed
to
ex
am
in
e
h
o
w
teac
h
er
s
b
r
in
g
d
ig
ital
to
o
ls
in
to
s
u
b
ject
-
s
p
ec
if
ic
i
n
s
tr
u
ctio
n
al
p
r
ac
tices
[
6
]
.
R
ath
er
th
an
tr
ea
tin
g
tech
n
o
lo
g
y
u
s
e
as
a
s
tan
d
-
alo
n
e
tech
n
ical
co
m
p
eten
ce
,
th
e
T
P
AC
K
f
r
am
ewo
r
k
f
o
r
eg
r
o
u
n
d
s
h
o
w
s
u
b
ject
m
atter
,
p
ed
ag
o
g
y
,
a
n
d
tech
n
o
lo
g
ical
k
n
o
wled
g
e
(
T
K)
a
r
e
m
u
tu
ally
co
n
s
titu
ted
in
te
ac
h
er
s
’
in
s
tr
u
ctio
n
al
d
ec
is
io
n
-
m
ak
in
g
[
7
]
,
[
8
]
.
As s
u
ch
,
T
P
AC
K
h
as b
ee
n
ex
ten
s
iv
ely
em
p
lo
y
ed
in
ed
u
ca
tio
n
al
r
esear
ch
to
in
ter
p
r
et
teac
h
er
s
’
in
s
tr
u
ctio
n
al
d
ec
is
io
n
-
m
ak
in
g
in
tech
n
o
lo
g
y
-
en
h
an
ce
d
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
.
E
m
p
ir
ical
s
tu
d
ies
h
a
v
e
d
e
m
o
n
s
tr
ated
th
at
s
tr
o
n
g
er
T
P
AC
K
is
lin
k
ed
to
teac
h
er
s
’
en
h
an
c
ed
ca
p
ac
ity
to
d
esig
n
tech
n
o
lo
g
y
-
r
ich
less
o
n
s
th
at
ar
e
r
esp
o
n
s
iv
e
to
d
i
s
cip
lin
ar
y
d
em
a
n
d
s
a
n
d
s
tu
d
e
n
ts
’
lear
n
in
g
n
ee
d
s
[
9
]
.
T
wo
r
ec
u
r
r
in
g
in
s
ig
h
ts
c
an
b
e
id
en
tifie
d
in
th
is
b
o
d
y
o
f
r
esear
c
h
.
First,
th
e
in
s
tr
u
ct
io
n
al
r
elev
a
n
ce
o
f
d
ig
ital r
eso
u
r
ce
s
,
in
clu
d
in
g
s
im
u
latio
n
s
an
d
v
ir
tu
al
lab
o
r
ato
r
ies,
is
co
n
tin
g
en
t o
n
th
eir
alig
n
m
en
t w
ith
s
u
b
ject
-
s
p
ec
if
ic
p
ed
ag
o
g
ies,
h
i
g
h
lig
h
tin
g
th
e
ce
n
tr
al
r
o
le
o
f
t
h
e
co
n
te
n
t
k
n
o
wled
g
e
-
p
ed
a
g
o
g
ical
k
n
o
wled
g
e
-
tech
n
o
lo
g
ical
k
n
o
wled
g
e
(
CK
-
PK
-
TK
)
in
ter
s
ec
tio
n
.
Seco
n
d
,
wh
ile
T
P
AC
K
p
r
o
v
id
es
a
n
e
ce
s
s
ar
y
f
o
u
n
d
atio
n
f
o
r
m
ea
n
in
g
f
u
l
tech
n
o
lo
g
y
in
teg
r
atio
n
,
it
alo
n
e
d
o
es
n
o
t
g
u
ar
an
tee
ef
f
ec
tiv
e
class
r
o
o
m
en
ac
tm
en
t.
Prio
r
s
tu
d
ies
co
n
s
is
ten
tly
s
h
o
w
th
a
t
b
r
o
ad
er
co
n
tex
tu
al
f
ac
to
r
s
,
s
u
ch
as
th
e
av
ailab
ilit
y
o
f
teac
h
in
g
r
eso
u
r
ce
s
,
o
n
g
o
in
g
o
p
p
o
r
t
u
n
ities
f
o
r
p
r
o
f
ess
io
n
al
lear
n
in
g
,
an
d
s
u
p
p
o
r
t
at
th
e
in
s
titu
tio
n
al
lev
el,
ar
e
ce
n
tr
al
to
teac
h
er
s
’
ab
ilit
y
to
en
ac
t
T
P
AC
K
in
class
r
o
o
m
p
r
ac
tice
[
18
]
.
W
ith
in
p
r
im
ar
y
s
cien
ce
e
d
u
ca
tio
n
,
T
P
AC
K
h
as
th
er
ef
o
r
e
b
ee
n
ap
p
lied
n
o
t
o
n
l
y
to
f
r
a
m
e
r
esear
ch
in
q
u
ir
ies
b
u
t
al
s
o
to
in
f
o
r
m
th
e
d
esig
n
an
d
ev
alu
atio
n
o
f
PD
in
itiativ
es a
im
ed
at
s
u
p
p
o
r
tin
g
teac
h
er
s
’
d
ig
ital in
teg
r
atio
n
.
2
.
2
.
P
eda
g
o
g
ic
a
l
a
f
f
o
rda
nces a
nd
cla
s
s
r
o
o
m a
pp
lica
t
io
ns
o
f
dig
it
a
l t
o
o
ls
A
s
u
b
s
tan
tial
b
o
d
y
o
f
r
esear
ch
h
as
ex
am
in
ed
th
e
p
e
d
ag
o
g
ica
l
af
f
o
r
d
an
ce
s
o
f
d
i
g
ital
to
o
ls
in
p
r
im
ar
y
s
cien
ce
ed
u
ca
tio
n
,
e
m
p
h
asizi
n
g
th
eir
ca
p
ac
ity
to
s
u
p
p
o
r
t
in
q
u
ir
y
-
o
r
ien
ted
an
d
co
n
ce
p
tu
ally
r
ich
lear
n
in
g
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
P
r
ima
r
y
s
cien
ce
tea
ch
ers
’
p
er
ce
p
tio
n
s
o
f d
ig
ita
l to
o
ls
:
a
q
u
a
lita
tive
s
tu
d
y
o
f c
h
a
llen
g
es …
(
Wen
lin
Ya
n
g
)
4575
ex
p
er
ien
ce
s
.
Dig
ital
r
eso
u
r
ce
s
s
u
ch
as
s
im
u
latio
n
s
o
f
twar
e,
v
ir
tu
al
lab
o
r
ato
r
ies,
an
d
m
u
ltime
d
ia
m
ater
ials
en
ab
le
th
e
v
is
u
aliza
tio
n
o
f
a
b
s
tr
ac
t
o
r
o
th
e
r
wis
e
in
ac
ce
s
s
ib
le
s
cien
tific
p
h
en
o
m
e
n
a,
t
h
er
eb
y
f
ac
ilit
atin
g
s
tu
d
en
ts
’
en
g
ag
em
en
t,
ex
p
er
im
en
tatio
n
,
an
d
c
o
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
[
1
9
]
.
E
m
er
g
in
g
ap
p
licatio
n
s
o
f
au
g
m
en
ted
r
ea
lity
/v
ir
t
u
al
r
ea
lity
(
AR
/VR
)
tech
n
o
lo
g
ies
a
n
d
b
len
d
ed
lear
n
in
g
en
v
ir
o
n
m
en
ts
h
av
e
f
u
r
th
e
r
ex
ten
d
ed
t
h
ese
af
f
o
r
d
a
n
ce
s
b
y
o
f
f
er
i
n
g
lear
n
in
g
e
x
p
er
ie
n
ce
s
th
at
ar
e
im
m
er
s
iv
e
an
d
h
ig
h
ly
i
n
ter
ac
tiv
e,
th
er
eb
y
s
u
p
p
o
r
tin
g
s
tu
d
en
ts
’
en
g
ag
em
e
n
t a
n
d
s
u
s
tain
ed
i
n
ter
est [
2
0
]
.
Ho
wev
er
,
th
e
ef
f
e
ctiv
e
r
ea
liz
atio
n
o
f
th
ese
p
ed
a
g
o
g
ical
af
f
o
r
d
an
ce
s
in
class
r
o
o
m
p
r
ac
t
ice
is
n
o
t
d
eter
m
in
ed
b
y
tech
n
o
lo
g
ical
av
ailab
ilit
y
alo
n
e.
Prio
r
s
tu
d
ies
co
n
s
is
ten
tly
in
d
icate
th
at
teac
h
er
s
’
d
ig
ital
liter
ac
y
,
p
ed
ag
o
g
ical
b
elief
s
,
an
d
co
n
f
i
d
en
ce
p
lay
a
d
ec
is
iv
e
r
o
le
in
s
h
ap
in
g
h
o
w
an
d
to
wh
at
ex
ten
t
d
ig
ital
to
o
ls
ar
e
i
n
co
r
p
o
r
ated
in
to
i
n
s
tr
u
ctio
n
al
ac
tiv
ities
[
1
1
]
.
I
n
ad
d
itio
n
,
p
er
s
is
ten
t
s
tr
u
ctu
r
al
an
d
co
n
tex
tu
al
co
n
s
tr
ain
ts
,
in
clu
d
in
g
in
ad
e
q
u
ate
in
f
r
astru
ctu
r
e
,
m
is
alig
n
m
en
t
b
etwe
en
d
ig
ital
to
o
l
s
an
d
cu
r
r
icu
lu
m
r
eq
u
ir
em
e
n
ts
,
an
d
v
ar
y
in
g
d
e
g
r
ee
s
o
f
teac
h
er
r
esis
tan
ce
,
c
o
n
tin
u
e
to
lim
it
m
ea
n
in
g
f
u
l
cl
ass
r
o
o
m
in
teg
r
atio
n
[
2
1
]
.
As
a
r
esu
lt,
d
esp
ite
t
h
e
well
-
d
o
cu
m
en
ted
p
ed
a
g
o
g
ic
al
p
o
ten
tial
o
f
d
ig
ital
tec
h
n
o
l
o
g
ies,
th
e
liter
atu
r
e
p
o
in
ts
to
an
en
d
u
r
in
g
g
ap
b
et
wee
n
th
e
p
o
s
s
ib
ilit
ies
af
f
o
r
d
ed
b
y
d
ig
ital
to
o
ls
an
d
t
h
eir
r
o
u
tin
e
en
ac
tm
en
t
in
p
r
im
ar
y
s
cien
ce
class
r
o
o
m
s
.
2.
3
.
T
ea
cher
s
’
belief
s
,
a
t
t
it
ud
es,
a
nd
co
nte
x
t
ua
l inf
luenc
es
T
ea
ch
er
s
’
b
elief
s
an
d
attitu
d
es
to
war
d
d
ig
ital
to
o
ls
h
av
e
b
ee
n
co
n
s
is
ten
tly
id
en
tifie
d
as
cr
itical
d
eter
m
in
an
ts
o
f
w
h
eth
er
,
h
o
w
,
an
d
to
wh
at
d
ep
th
th
ese
r
eso
u
r
ce
s
ar
e
in
teg
r
ated
in
to
class
r
o
o
m
p
r
ac
tice
[
1
2
]
.
Stu
d
ies
in
d
icate
th
at
p
o
s
itiv
e
p
er
ce
p
tio
n
s
o
f
d
ig
ital
tech
n
o
l
o
g
ies
en
h
an
ce
teac
h
er
s
’
willin
g
n
ess
to
ex
p
er
im
en
t
with
n
ew
in
s
tr
u
ctio
n
al
ap
p
r
o
a
ch
es
an
d
to
ad
ap
t
p
ed
a
g
o
g
ical
s
tr
ateg
ies
in
way
s
th
at
s
u
p
p
o
r
t
m
o
r
e
m
ea
n
in
g
f
u
l
tech
n
o
lo
g
y
in
teg
r
atio
n
[
1
3
]
.
C
o
n
v
er
s
ely
,
wh
en
teac
h
er
s
p
er
ce
iv
e
d
ig
ital
to
o
ls
as
tim
e
-
co
n
s
u
m
in
g
,
p
ed
ag
o
g
ically
m
is
alig
n
ed
,
o
r
b
u
r
d
e
n
s
o
m
e
in
r
elatio
n
to
cu
r
r
icu
lu
m
d
em
an
d
s
,
tech
n
o
l
o
g
y
u
s
e
ten
d
s
to
r
em
ain
lim
ited
,
s
u
p
er
f
icial,
o
r
in
s
tr
u
m
en
tal
r
ath
er
th
a
n
tr
an
s
f
o
r
m
at
iv
e
[
1
4
]
.
T
h
ese
d
iv
er
g
e
n
t
b
eli
ef
p
atter
n
s
h
ig
h
lig
h
t
th
e
n
ee
d
to
atten
d
to
teac
h
e
r
s
’
tech
n
o
lo
g
ical
co
m
p
eten
ci
es
alo
n
g
s
id
e
th
eir
p
ed
ag
o
g
ic
al
o
r
ien
tatio
n
s
an
d
p
r
o
f
ess
io
n
al
co
n
f
id
en
ce
w
h
en
u
s
in
g
d
ig
ital to
o
ls
.
B
ey
o
n
d
in
d
iv
id
u
al
b
elief
s
,
th
e
u
s
e
o
f
d
ig
ital
to
o
ls
is
s
tr
o
n
g
ly
m
ed
iated
b
y
co
n
te
x
tu
al
an
d
in
s
titu
tio
n
al
co
n
d
itio
n
s
.
R
ese
ar
ch
d
em
o
n
s
tr
ates
th
at
s
u
cc
e
s
s
f
u
l
tech
n
o
lo
g
y
-
e
n
h
an
ce
d
in
s
tr
u
ctio
n
r
eq
u
ir
es
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
ts
,
in
clu
d
in
g
ac
ce
s
s
to
s
u
s
tain
ed
PD
,
r
eliab
le
in
f
r
astru
ctu
r
e,
an
d
o
r
g
an
izatio
n
al
en
co
u
r
a
g
em
en
t
[
1
7
]
.
Per
s
is
ten
t
co
n
tex
tu
al
c
o
n
s
tr
ain
ts
,
s
u
ch
as
in
s
u
f
f
icien
t
tech
n
o
lo
g
ica
l
r
eso
u
r
ce
s
,
lim
ited
tech
n
ical
s
u
p
p
o
r
t,
class
r
o
o
m
m
an
ag
em
en
t
ch
allen
g
es,
c
o
n
c
er
n
s
ab
o
u
t
s
tu
d
en
t
d
is
tr
ac
tio
n
,
an
d
u
n
ev
e
n
lev
els
o
f
s
tu
d
en
ts
’
d
ig
ital
co
m
p
eten
ce
,
co
n
tin
u
e
to
im
p
ed
e
ef
f
ec
tiv
e
class
r
o
o
m
im
p
lem
en
tatio
n
[
1
8
]
.
T
ak
en
to
g
eth
er
,
th
ese
f
in
d
in
g
s
in
d
icate
th
at
t
h
e
ef
f
ec
tiv
e
u
s
e
o
f
d
i
g
ital
to
o
ls
in
p
r
im
ar
y
s
cien
ce
class
r
o
o
m
s
is
s
h
ap
ed
b
y
th
e
in
ter
p
lay
b
etwe
en
teac
h
er
s
’
b
elief
s
an
d
th
e
wid
er
ed
u
ca
t
io
n
al
co
n
te
x
t,
p
o
i
n
tin
g
to
th
e
v
alu
e
o
f
co
n
tex
t
-
r
esp
o
n
s
iv
e
s
tr
ateg
ies an
d
s
y
s
tem
-
lev
el
f
o
r
m
s
o
f
s
u
p
p
o
r
t.
2.
4
.
P
r
o
f
ess
io
na
l
dev
elo
pm
e
nt
a
nd
s
y
s
t
emic
s
up
po
rt
f
o
r
dig
it
a
l int
eg
ra
t
io
n
E
x
is
tin
g
s
ch
o
lar
s
h
ip
co
n
s
is
ten
tly
p
o
i
n
ts
to
PD
as
p
lay
i
n
g
a
ce
n
tr
al
r
o
le
in
h
elp
i
n
g
teac
h
er
s
in
co
r
p
o
r
ate
d
ig
ital
to
o
ls
in
to
ev
er
y
d
a
y
class
r
o
o
m
p
r
ac
tice.
E
x
is
tin
g
s
tu
d
ies
co
n
s
is
ten
tly
in
d
icate
th
at
s
h
o
r
t
-
ter
m
,
s
k
ills
-
o
r
ien
ted
tr
ain
in
g
p
r
o
g
r
a
m
s
f
o
cu
s
in
g
p
r
im
ar
ily
o
n
tech
n
ical
o
p
er
atio
n
a
r
e
in
s
u
f
f
icien
t
to
s
u
p
p
o
r
t
s
u
s
tain
ed
an
d
m
ea
n
in
g
f
u
l
tec
h
n
o
lo
g
y
in
te
g
r
atio
n
.
I
n
s
tead
,
ef
f
ec
tiv
e
PD
in
itiativ
es
ar
e
ch
ar
ac
ter
ized
b
y
th
eir
in
teg
r
atio
n
o
f
d
ig
ital
liter
ac
y
with
p
ed
ag
o
g
ical
co
n
ten
t
k
n
o
wled
g
e
(
PC
K
)
,
en
ab
lin
g
teac
h
er
s
to
alig
n
tech
n
o
lo
g
ical
to
o
ls
with
s
u
b
ject
-
s
p
ec
if
ic
in
s
tr
u
ctio
n
al
g
o
als
[
2
2
].
E
m
p
ir
ical
r
esear
ch
f
u
r
th
e
r
s
u
g
g
ests
th
at
PD
p
r
o
g
r
am
s
in
co
r
p
o
r
atin
g
h
an
d
s
-
o
n
p
r
ac
tice,
p
ee
r
co
llab
o
r
atio
n
,
an
d
o
p
p
o
r
t
u
n
it
ies
f
o
r
r
e
f
lectiv
e
lear
n
in
g
c
o
n
tr
ib
u
te
to
en
h
an
ce
d
teac
h
er
co
n
f
id
en
ce
an
d
a
g
r
ea
ter
willin
g
n
ess
to
ex
p
er
im
en
t
with
d
ig
ital
tech
n
o
lo
g
i
es
in
in
s
tr
u
ctio
n
al
s
ettin
g
s
.
Su
ch
d
esig
n
f
ea
tu
r
es
ar
e
p
ar
ticu
lar
ly
im
p
o
r
tan
t in
p
r
im
ar
y
s
cien
ce
ed
u
ca
tio
n
,
wh
e
r
e
m
an
y
teac
h
er
s
h
av
e
lim
ited
f
o
r
m
al
p
r
ep
a
r
atio
n
in
b
o
th
ad
v
an
ce
d
s
cien
tific
co
n
ten
t
an
d
tech
n
o
lo
g
y
-
en
h
a
n
ce
d
p
ed
a
g
o
g
y
.
W
ith
o
u
t
s
u
s
tain
ed
an
d
co
h
er
en
t
PD
s
u
p
p
o
r
t,
teac
h
er
s
m
ay
s
tr
u
g
g
le
to
tr
a
n
s
late
tech
n
o
lo
g
ical
af
f
o
r
d
an
c
es
in
to
p
e
d
ag
o
g
ically
m
ea
n
in
g
f
u
l
class
r
o
o
m
p
r
ac
tices.
I
n
ad
d
itio
n
to
p
r
o
g
r
a
m
d
esig
n
,
th
e
ef
f
ec
tiv
en
ess
o
f
PD
is
s
h
a
p
ed
b
y
b
r
o
ad
e
r
s
y
s
tem
ic
an
d
c
o
n
tex
tu
al
co
n
d
itio
n
s
.
C
r
o
s
s
-
cu
ltu
r
al
s
tu
d
ies
em
p
h
asize
th
at
PD
i
n
itiativ
es
m
u
s
t
b
e
s
en
s
itiv
e
to
v
ar
iatio
n
s
in
in
f
r
astru
ctu
r
e
,
cu
r
r
ic
u
lu
m
d
em
an
d
s
,
in
s
titu
tio
n
al
ex
p
ec
tatio
n
s
,
an
d
cu
ltu
r
al
attitu
d
es
to
war
d
tech
n
o
l
o
g
y
u
s
e
in
ed
u
ca
tio
n
[
23
]
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est th
at
PD
f
u
n
ctio
n
s
n
o
t
as a
n
is
o
lated
in
ter
v
en
tio
n
,
b
u
t a
s
p
ar
t o
f
a
wid
er
s
u
p
p
o
r
t
s
y
s
tem
th
at
m
e
d
iates
th
e
r
elatio
n
s
h
ip
b
etwe
en
t
ec
h
n
o
lo
g
ical
p
o
ten
tial
an
d
e
v
er
y
d
a
y
class
r
o
o
m
en
ac
tm
en
t.
Ov
er
all,
ex
is
tin
g
s
tu
d
ies
h
ig
h
lig
h
t
th
e
r
o
le
o
f
p
ed
ag
o
g
ically
em
b
e
d
d
ed
,
co
n
t
ex
t
-
s
en
s
itiv
e
PD
in
ad
d
r
ess
in
g
th
e
m
is
m
atch
b
etwe
en
th
e
av
ailab
ilit
y
o
f
d
ig
ita
l
to
o
ls
an
d
h
o
w
th
ey
a
r
e
u
s
ed
in
p
r
im
ar
y
s
cien
ce
class
r
o
o
m
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
:
4
5
7
3
-
4587
4576
3.
M
E
T
H
O
D
3
.
1
.
Resea
r
ch
d
esig
n
T
h
is
r
esear
ch
e
m
p
lo
y
s
a
q
u
alitativ
e
ap
p
r
o
ac
h
t
o
ex
a
m
in
e
p
r
im
ar
y
s
cien
ce
teac
h
er
s
’
attitu
d
es,
p
er
ce
p
tio
n
s
,
an
d
liv
ed
e
x
p
er
i
en
ce
s
in
r
elatio
n
to
th
eir
u
s
e
o
f
d
ig
ital
teac
h
in
g
to
o
ls
in
class
r
o
o
m
s
ettin
g
s
.
C
r
eswell
[
24
]
an
d
Patto
n
[
25
]
em
p
h
asize
th
at
q
u
alitativ
e
ap
p
r
o
ac
h
es
a
r
e
p
a
r
ticu
lar
ly
s
u
itab
le
f
o
r
ex
a
m
in
in
g
th
e
co
m
p
lex
ity
o
f
teac
h
er
s
’
l
iv
ed
ex
p
er
ien
ce
s
a
n
d
f
o
r
d
e
v
elo
p
in
g
a
d
etailed
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
d
ig
ital
to
o
ls
ar
e
in
teg
r
ated
in
to
class
r
o
o
m
p
r
ac
tices
.
Su
ch
an
ap
p
r
o
ac
h
en
ab
les
r
esear
ch
er
s
to
in
v
esti
g
ate
n
o
t
o
n
ly
wh
at
teac
h
er
s
d
o
b
u
t a
ls
o
th
e
r
ea
s
o
n
in
g
,
b
elief
s
,
a
n
d
co
n
tex
t
u
al
f
ac
to
r
s
s
h
ap
in
g
th
eir
p
e
d
ag
o
g
ical
d
ec
is
io
n
s
.
Sem
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
wer
e
ch
o
s
en
as
th
e
p
r
im
ar
y
d
ata
co
llectio
n
m
eth
o
d
to
p
r
o
v
id
e
b
o
th
s
tr
u
ctu
r
e
an
d
f
lex
ib
ilit
y
,
f
o
ll
o
win
g
th
e
r
ec
o
m
m
en
d
atio
n
s
o
f
C
r
eswell
[
24
]
an
d
B
r
au
n
an
d
C
lar
k
e
[
26
].
T
he
s
em
i
-
s
tr
u
ctu
r
ed
f
o
r
m
at
en
s
u
r
ed
th
at
all
p
ar
ticip
an
ts
ad
d
r
ess
ed
th
e
ce
n
t
r
al
r
esear
c
h
q
u
esti
o
n
s
wh
ile
allo
win
g
th
e
in
ter
v
iewe
r
to
p
r
o
b
e
f
u
r
th
er
b
ased
o
n
p
ar
tici
p
an
ts
’
r
esp
o
n
s
es.
T
h
is
f
lex
ib
i
lity
is
ess
en
tia
l
in
ex
p
lo
r
ato
r
y
r
esear
ch
,
as
it
f
ac
ilit
ates
in
-
d
ep
th
in
s
ig
h
ts
in
t
o
teac
h
er
s
’
ex
p
er
ien
ce
s
,
u
n
c
o
v
er
s
u
n
an
ticip
ated
p
er
s
p
ec
tiv
es,
an
d
ca
p
tu
r
es
th
e
d
iv
er
s
ity
o
f
p
r
ac
tices
ac
r
o
s
s
d
i
f
f
er
en
t
s
ch
o
o
l
c
o
n
tex
ts
.
T
h
e
s
u
b
s
eq
u
en
t
an
aly
s
is
was
in
f
o
r
m
ed
b
y
th
e
s
ix
-
p
h
as
e
an
aly
tic
p
r
o
ce
d
u
r
es
,
wh
ich
s
u
p
p
o
r
ted
th
e
s
y
s
tem
atic
id
en
tific
atio
n
o
f
p
atter
n
s
ac
r
o
s
s
p
ar
ticip
an
ts
’
ac
co
u
n
ts
.
I
n
s
u
m
m
ar
y
,
th
e
u
s
e
o
f
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
allo
wed
t
h
e
s
tu
d
y
to
b
alan
ce
co
n
s
is
ten
cy
ac
r
o
s
s
in
ter
v
iews
with
th
e
r
esp
o
n
s
iv
en
ess
n
ee
d
ed
to
u
n
d
e
r
s
tan
d
teac
h
e
r
s
’
u
n
iq
u
e
e
x
p
er
ie
n
ce
s
,
m
ak
in
g
it a
s
u
itab
le
m
et
h
o
d
f
o
r
ad
d
r
ess
in
g
th
e
r
esear
ch
o
b
je
ctiv
es.
3
.
2
.
P
a
rt
icipa
nt
s
elec
t
io
n
T
h
e
s
am
p
le
in
clu
d
ed
2
5
p
r
im
ar
y
s
cien
ce
teac
h
er
s
wh
o
s
e
p
a
r
ticip
atio
n
was
d
eter
m
in
ed
ac
co
r
d
in
g
t
o
estab
lis
h
ed
in
clu
s
io
n
cr
iter
ia
alig
n
ed
with
p
u
r
p
o
s
iv
e
s
am
p
lin
g
p
r
ac
tices.
T
h
e
s
am
p
le
s
ize
was
co
n
s
id
er
ed
ap
p
r
o
p
r
iate
f
o
r
q
u
alitativ
e
r
es
ea
r
ch
,
e
n
ab
lin
g
d
etailed
ex
p
lo
r
atio
n
o
f
teac
h
e
r
s
’
ex
p
er
ien
ce
s
wh
ile
m
ain
tain
in
g
m
an
ag
ea
b
ilit
y
f
o
r
th
o
r
o
u
g
h
th
em
atic
an
aly
s
is
.
T
h
r
o
u
g
h
o
u
t
t
h
e
in
ter
v
iew
p
r
o
ce
s
s
,
th
e
r
esear
ch
team
tr
ac
k
ed
th
e
d
ev
elo
p
m
en
t
o
f
em
e
r
g
in
g
th
em
es
as
a
way
to
ass
e
s
s
wh
eth
er
p
ar
ticip
an
ts
’
ac
co
u
n
ts
wer
e
b
ein
g
s
u
f
f
icien
tly
ex
p
lo
r
ed
.
Fo
llo
wi
n
g
estab
lis
h
ed
q
u
alitativ
e
r
ese
ar
ch
p
r
ac
tices
[
24
]
,
[
26
]
,
[
27
]
,
th
em
atic
s
atu
r
atio
n
was
co
n
s
id
er
ed
ac
h
iev
e
d
wh
e
n
n
o
n
ew
co
d
es
o
r
th
e
m
es
ap
p
ea
r
ed
in
s
u
cc
ess
iv
e
in
ter
v
iews
.
I
n
th
is
s
tu
d
y
,
af
ter
th
e
2
2
n
d
in
ter
v
iew,
s
u
b
s
eq
u
en
t
in
ter
v
iews
d
id
n
o
t y
ield
ad
d
i
tio
n
al
th
em
es,
in
d
icatin
g
t
h
at
s
atu
r
atio
n
h
ad
b
ee
n
r
ea
ch
ed
an
d
co
n
f
i
r
m
in
g
th
at
t
h
e
f
in
al
d
ataset
ad
eq
u
ately
r
e
p
r
esen
ted
teac
h
er
s
’
p
er
s
p
ec
tiv
es
ac
r
o
s
s
d
if
f
er
en
t
co
n
tex
ts
.
B
ased
o
n
p
r
i
o
r
q
u
ali
tativ
e
s
tu
d
ies
o
n
teac
h
er
tec
h
n
o
lo
g
y
in
teg
r
atio
n
,
a
s
am
p
le
o
f
2
0
-
3
0
p
ar
ticip
an
ts
is
g
en
er
ally
co
n
s
id
er
e
d
s
u
f
f
ici
en
t to
ac
h
iev
e
t
h
em
atic
s
atu
r
atio
n
in
a
h
o
m
o
g
en
o
u
s
p
o
p
u
latio
n
.
T
h
e
in
clu
s
io
n
c
r
iter
ia
wer
e:
a
m
in
im
u
m
o
f
two
y
ea
r
s
o
f
teac
h
in
g
s
cien
ce
at
th
e
p
r
i
m
ar
y
lev
el;
at
least
o
n
e
y
ea
r
o
f
ex
p
e
r
ien
ce
in
teg
r
atin
g
d
ig
ital
teac
h
in
g
to
o
ls
,
s
u
ch
as
in
ter
ac
tiv
e
wh
iteb
o
ar
d
s
,
s
im
u
latio
n
s
,
v
ir
tu
al
lab
s
,
o
r
o
n
lin
e
p
latf
o
r
m
s
;
an
d
r
ep
r
esen
tatio
n
f
r
o
m
b
o
th
u
r
b
an
a
n
d
r
u
r
al
s
ch
o
o
ls
in
Me
izh
o
u
C
ity
,
Gu
an
g
d
o
n
g
Pro
v
i
n
ce
,
to
ca
p
t
u
r
e
r
eg
io
n
al
d
if
f
er
en
ce
s
in
tech
n
o
lo
g
y
ac
ce
s
s
an
d
in
f
r
astru
ctu
r
e.
T
o
en
h
an
ce
tr
an
s
p
ar
en
cy
,
p
ar
ticip
an
ts
wer
e
r
ec
r
u
ited
f
r
o
m
s
ev
er
al
u
r
b
a
n
an
d
r
u
r
al
p
r
im
ar
y
s
ch
o
o
ls
i
n
Me
izh
o
u
C
ity
an
d
s
u
r
r
o
u
n
d
in
g
c
o
u
n
ties
,
in
clu
d
in
g
Fen
g
m
ian
Prim
ar
y
Sch
o
o
l
(
Me
ijian
g
Dis
tr
ict)
,
J
in
Xiu
Sch
o
o
l
(
Xin
g
n
in
g
C
ity
)
,
Fen
g
s
h
u
n
C
o
u
n
ty
E
x
p
e
r
im
en
tal
Prim
ar
y
Sch
o
o
l,
Peo
p
le’
s
Prim
ar
y
Sch
o
o
l
(
J
iao
lin
g
C
o
u
n
ty
)
,
Pin
g
y
u
an
C
o
u
n
ty
E
x
p
er
im
e
n
tal
Sch
o
o
l,
an
d
C
h
ay
an
g
T
o
wn
C
en
tr
al
Prim
ar
y
Sch
o
o
l
(
Dap
u
C
o
u
n
ty
)
.
T
h
is
s
elec
tio
n
en
s
u
r
ed
d
iv
er
s
ity
in
ter
m
s
o
f
s
ch
o
o
l size,
d
ig
ital in
f
r
astru
ctu
r
e,
an
d
s
tu
d
e
n
t p
o
p
u
latio
n
.
T
h
e
s
am
p
le
en
co
m
p
ass
ed
a
d
iv
er
s
e
g
r
o
u
p
o
f
teac
h
er
s
in
te
r
m
s
o
f
ag
e,
teac
h
in
g
e
x
p
er
ien
ce
,
d
ig
ital
to
o
l
u
s
ag
e,
s
ch
o
o
l
lo
ca
tio
n
,
a
n
d
em
p
lo
y
m
e
n
t
s
tatu
s
,
as
s
u
m
m
ar
ized
in
T
ab
le
1
.
T
h
is
d
i
v
er
s
ity
allo
wed
f
o
r
n
u
an
ce
d
co
m
p
ar
is
o
n
s
ac
r
o
s
s
d
if
f
er
en
t
teac
h
in
g
b
ac
k
g
r
o
u
n
d
s
an
d
lev
els
o
f
tech
n
o
lo
g
ical
en
g
ag
em
e
n
t.
T
h
ese
teac
h
er
s
wer
e
k
n
o
wn
to
th
e
r
esear
ch
er
th
r
o
u
g
h
p
r
ev
io
u
s
c
o
llab
o
r
atio
n
s
i
n
PD
wo
r
k
s
h
o
p
s
h
o
s
ted
b
y
J
iay
in
g
Un
iv
er
s
ity
,
a
p
r
o
v
i
n
cial
h
u
b
f
o
r
teac
h
er
tr
ain
in
g
an
d
in
-
s
er
v
ice
d
ev
elo
p
m
e
n
t.
Ma
n
y
o
f
th
e
teac
h
er
s
h
ad
p
ar
ticip
ated
in
PD
p
r
o
g
r
am
s
r
elate
d
to
d
ig
ital
p
e
d
ag
o
g
y
f
ac
ilit
ated
b
y
t
h
e
u
n
iv
er
s
ity
in
th
e
p
ast
th
r
ee
y
ea
r
s
.
T
h
is
p
r
io
r
c
o
n
n
ec
tio
n
h
elp
e
d
b
u
ild
tr
u
s
t a
n
d
e
n
s
u
r
ed
m
ea
n
in
g
f
u
l e
n
g
ag
em
en
t
d
u
r
i
n
g
th
e
i
n
ter
v
iews.
3
.
3
.
Da
t
a
c
o
llect
io
n ins
t
rum
ent
Sem
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
s
er
v
ed
as
th
e
m
ain
ap
p
r
o
ac
h
f
o
r
co
llectin
g
d
ata
o
n
p
ar
ticip
an
ts
’
p
er
ce
p
tio
n
s
a
n
d
ex
p
er
ie
n
ce
s
o
f
d
ig
ital
to
o
l
in
te
g
r
atio
n
in
s
ci
en
ce
teac
h
in
g
.
T
h
e
in
ter
v
iew
g
u
id
e
was
in
f
o
r
m
e
d
b
y
k
ey
th
em
es
in
th
e
liter
atu
r
e
o
n
d
ig
ital
p
ed
ag
o
g
y
a
n
d
p
r
im
ar
y
s
cien
ce
ed
u
ca
tio
n
an
d
r
ev
iewe
d
b
y
two
ac
ad
em
ic
ex
p
er
ts
to
e
n
s
u
r
e
co
n
ten
t r
elev
an
ce
an
d
clar
ity
.
T
h
e
in
ter
v
iews a
d
d
r
ess
ed
th
e
f
o
llo
win
g
f
o
ca
l a
r
ea
s
:
−
T
h
e
r
an
g
e
o
f
d
ig
ital to
o
ls
in
co
r
p
o
r
ated
in
to
p
r
im
ar
y
s
cien
ce
t
ea
ch
in
g
;
−
T
ea
ch
er
s
’
r
ep
o
r
ted
b
en
ef
its
an
d
ch
allen
g
es a
s
s
o
ciate
d
with
th
e
u
s
e
o
f
th
ese
to
o
ls
;
−
T
ea
ch
er
s
’
v
iews o
n
h
o
w
d
ig
ita
l to
o
ls
co
n
tr
ib
u
te
t
o
teac
h
in
g
a
n
d
lear
n
in
g
p
r
o
ce
s
s
es;
−
E
x
p
ec
tatio
n
s
r
eg
a
r
d
in
g
th
e
f
u
t
u
r
e
r
o
le
a
n
d
d
ev
elo
p
m
en
t o
f
tech
n
o
lo
g
y
in
p
r
im
ar
y
s
cien
ce
e
d
u
ca
tio
n
.
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
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P
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No
3
.
4
.
I
nte
rv
iew
p
ro
t
o
co
l
An
in
ter
v
iew
p
r
o
t
o
co
l
was
d
ev
elo
p
ed
to
g
u
id
e
c
o
n
v
e
r
s
atio
n
s
ar
o
u
n
d
teac
h
e
r
s
’
ex
p
er
ie
n
ce
s
o
f
u
s
in
g
d
ig
ital
to
o
ls
in
p
r
im
ar
y
s
cien
ce
class
r
o
o
m
s
.
Sam
p
le
p
r
o
m
p
ts
in
clu
d
ed
q
u
esti
o
n
s
s
u
ch
as
h
o
w
teac
h
er
s
u
s
e
d
ig
ital
to
o
ls
in
th
eir
class
r
o
o
m
s
,
wh
ich
to
o
ls
th
e
y
p
er
ce
iv
e
as
m
o
s
t
e
f
f
ec
tiv
e
an
d
f
o
r
w
h
at
r
ea
s
o
n
s
,
a
n
d
wh
at
ch
allen
g
es
th
ey
h
av
e
en
co
u
n
t
er
ed
in
i
n
teg
r
atin
g
th
ese
to
o
l
s
in
to
in
s
tr
u
ctio
n
.
T
ea
ch
er
s
wer
e
also
in
v
ited
t
o
r
ef
lect
o
n
wh
et
h
er
an
d
h
o
w
d
i
g
ital to
o
ls
in
f
lu
en
ce
s
tu
d
e
n
ts
’
lear
n
in
g
in
s
cien
ce
.
I
n
ter
v
iews
wer
e
co
n
d
u
cted
in
Ma
n
d
ar
in
,
with
ea
ch
s
ess
io
n
l
asti
n
g
ab
o
u
t
4
5
m
in
u
tes.
I
n
ter
v
iew
d
ata
wer
e
d
ig
itally
r
ec
o
r
d
ed
an
d
l
ater
p
r
e
p
ar
ed
f
o
r
a
n
aly
s
is
th
r
o
u
g
h
tr
an
s
cr
ip
tio
n
a
n
d
tr
an
s
latio
n
in
to
E
n
g
lis
h
.
All
p
er
s
o
n
al
id
en
tifie
r
s
wer
e
r
em
o
v
ed
d
u
r
in
g
d
ata
p
r
o
ce
s
s
in
g
to
en
s
u
r
e
th
e
co
n
f
id
e
n
tiality
o
f
p
ar
ticip
an
ts
.
Giv
en
th
e
e
x
p
an
d
ed
s
am
p
le
o
f
2
5
p
ar
ticip
an
ts
,
t
h
e
in
ter
v
ie
w
p
r
o
ce
s
s
was
d
esig
n
ed
t
o
m
ain
tain
co
n
s
is
ten
cy
ac
r
o
s
s
s
ess
io
n
s
wh
ile
allo
win
g
f
o
r
co
n
tex
t
-
s
en
s
itiv
e
p
r
o
b
in
g
,
p
ar
ticu
la
r
ly
to
ca
p
tu
r
e
v
ar
ia
tio
n
s
b
etwe
en
u
r
b
an
an
d
r
u
r
al
teac
h
in
g
en
v
ir
o
n
m
en
ts
.
3
.
5
.
Da
t
a
a
na
ly
s
is
T
h
em
atic
an
aly
s
is
p
r
im
ar
ily
e
m
p
lo
y
ed
a
n
in
d
u
ctiv
e
ap
p
r
o
a
ch
,
allo
win
g
th
em
es
to
em
e
r
g
e
f
r
o
m
th
e
d
ata
r
ath
er
th
an
im
p
o
s
in
g
p
r
e
-
ex
is
tin
g
co
d
es,
wh
ile
s
o
m
e
d
ed
u
ctiv
e
elem
en
ts
g
u
id
ed
b
y
T
PAC
K
-
r
elate
d
co
n
s
tr
u
cts
wer
e
co
n
s
id
er
ed
d
u
r
in
g
co
d
i
n
g
.
T
h
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
th
em
atic
an
al
y
s
is
,
f
o
llo
win
g
B
r
au
n
an
d
C
lar
k
e’
s
s
ix
-
p
h
ase
f
r
am
e
wo
r
k
,
a
wid
el
y
r
ec
o
g
n
ized
an
d
r
o
b
u
s
t
m
eth
o
d
f
o
r
q
u
alitativ
e
r
esear
ch
[
24
]
,
[
26
]
.
T
h
is
ap
p
r
o
ac
h
was
ch
o
s
en
to
en
s
u
r
e
a
s
y
s
tem
atic,
tr
an
s
p
ar
en
t,
an
d
r
ig
o
r
o
u
s
p
r
o
ce
s
s
o
f
i
d
en
tify
in
g
p
atter
n
s
an
d
th
em
es in
p
ar
ticip
an
ts
’
n
a
r
r
ativ
es.
T
h
e
s
ix
p
h
ases
in
clu
d
ed
:
−
Fam
iliar
izatio
n
:
i
m
m
er
s
in
g
in
th
e
tr
an
s
cr
ip
ts
th
r
o
u
g
h
r
ep
ea
ted
r
ea
d
in
g
to
d
ev
el
o
p
an
in
-
d
ep
th
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
d
ataset.
−
Gen
er
atin
g
in
itial
co
d
es
:
h
ig
h
lig
h
tin
g
m
ea
n
in
g
f
u
l
s
eg
m
en
ts
o
f
tex
t
an
d
ass
ig
n
in
g
d
es
cr
ip
tiv
e
co
d
es
r
ef
lectin
g
p
ar
ticip
a
n
ts
’
s
tatem
en
ts
.
−
Sear
ch
in
g
f
o
r
th
em
es
:
g
r
o
u
p
i
n
g
r
elate
d
co
d
es
in
to
ca
n
d
id
at
e
th
em
es
th
at
ca
p
tu
r
e
o
v
er
ar
c
h
in
g
p
atter
n
s
in
th
e
d
ata.
−
R
ev
iewin
g
th
em
es
:
i
ter
ativ
ely
ex
am
in
in
g
ca
n
d
id
ate
th
em
es to
en
s
u
r
e
th
e
y
ac
cu
r
ately
r
ep
r
e
s
en
t th
e
d
ataset,
m
er
g
in
g
o
r
r
e
f
in
in
g
th
em
es a
s
n
ee
d
ed
.
−
Def
in
in
g
an
d
n
am
in
g
th
em
es
:
c
lear
ly
s
p
ec
if
y
in
g
th
e
s
co
p
e,
f
o
cu
s
,
an
d
lab
el
o
f
ea
c
h
th
e
m
e
to
r
ef
lect
its
m
ea
n
in
g
a
n
d
s
ig
n
if
ican
ce
.
−
Pro
d
u
cin
g
th
e
r
ep
o
r
t
:
i
llu
s
tr
a
tin
g
ea
ch
th
em
e
with
r
e
p
r
esen
tativ
e
s
tatem
en
ts
f
r
o
m
p
a
r
ticip
an
ts
wh
ile
lin
k
in
g
th
em
to
th
e
r
esear
c
h
o
b
jectiv
es.
T
o
en
h
a
n
ce
tr
an
s
p
ar
e
n
cy
an
d
tr
u
s
two
r
th
in
ess
,
th
e
co
d
in
g
p
r
o
ce
s
s
was
co
n
d
u
cted
m
a
n
u
ally
an
d
r
ev
iewe
d
in
d
ep
en
d
en
tly
b
y
a
co
-
r
esear
c
h
er
.
Dis
cr
ep
a
n
cies
wer
e
d
is
cu
s
s
ed
u
n
til
co
n
s
en
s
u
s
was
r
ea
ch
ed
,
en
s
u
r
in
g
c
o
n
f
ir
m
ab
ilit
y
.
Me
m
b
er
ch
ec
k
in
g
was
em
p
lo
y
e
d
,
wh
er
e
b
y
a
s
u
b
s
et
o
f
p
ar
ti
cip
an
ts
v
er
if
ied
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
:
4
5
7
3
-
4587
4578
ac
cu
r
ac
y
o
f
in
ter
p
r
eted
m
ea
n
in
g
s
.
Peer
d
eb
r
ief
in
g
s
ess
i
o
n
s
f
u
r
th
er
s
u
p
p
o
r
ted
cr
ed
i
b
ilit
y
b
y
cr
itically
ex
am
in
in
g
em
er
g
in
g
th
e
m
es
an
d
ass
u
m
p
tio
n
s
.
An
au
d
it
tr
ail
was
m
ain
tain
ed
to
d
o
cu
m
en
t
all
co
d
in
g
d
ec
is
io
n
s
,
th
em
e
d
ev
elo
p
m
e
n
t,
an
d
an
aly
tical
m
em
o
s
,
p
r
o
v
id
in
g
a
clea
r
tr
ac
e
o
f
th
e
an
aly
s
is
p
r
o
ce
s
s
.
T
h
e
f
in
al
th
em
es,
s
u
m
m
ar
ize
d
in
T
ab
le
2
,
r
ep
r
esen
t
th
e
o
u
tco
m
e
o
f
th
is
s
y
s
tem
atic
co
d
in
g
an
d
iter
ativ
e
r
ev
iew
p
r
o
ce
s
s
.
E
ac
h
t
h
em
e
is
illu
s
tr
ated
with
r
ep
r
esen
tativ
e
co
d
es
an
d
p
ar
ticip
an
t
s
tatem
e
n
ts
,
p
r
o
v
id
i
n
g
r
ic
h
co
n
tex
tu
alize
d
e
v
id
en
ce
o
f
tea
ch
er
s
’
ex
p
e
r
ien
ce
s
with
d
ig
ital to
o
ls
in
p
r
im
ar
y
s
cien
ce
class
r
o
o
m
s
.
T
ab
le
2
.
E
x
am
p
les o
f
t
h
em
es,
co
d
es,
an
d
r
ep
r
esen
tativ
e
s
tatem
en
ts
Th
e
m
e
C
o
d
e
s
R
e
p
r
e
se
n
t
a
t
i
v
e
s
t
a
t
e
m
e
n
t
P
e
r
c
e
i
v
e
d
p
e
d
a
g
o
g
i
c
a
l
b
e
n
e
f
i
t
s
En
h
a
n
c
e
d
c
o
n
c
e
p
t
v
i
su
a
l
i
z
a
t
i
o
n
;
s
t
u
d
e
n
t
e
n
g
a
g
e
m
e
n
t
“
U
si
n
g
s
i
m
u
l
a
t
i
o
n
s
r
e
a
l
l
y
h
e
l
p
s
m
y
st
u
d
e
n
t
s
u
n
d
e
r
st
a
n
d
a
b
st
r
a
c
t
s
c
i
e
n
c
e
c
o
n
c
e
p
t
s
.
”
(
T0
3
)
R
e
s
o
u
r
c
e
l
i
m
i
t
a
t
i
o
n
s
I
n
a
d
e
q
u
a
t
e
e
q
u
i
p
me
n
t
;
l
i
mi
t
e
d
d
i
g
i
t
a
l
a
c
c
e
ss
“
O
u
r
r
u
ra
l
sc
h
o
o
l
h
a
s
o
n
l
y
o
n
e
w
o
rk
i
n
g
p
r
o
j
e
c
t
o
r
,
a
n
d
i
t
’
s
sh
a
re
d
.
”
(
T
0
2
)
Te
a
c
h
e
r
b
e
l
i
e
f
s
a
b
o
u
t
i
n
t
e
g
r
a
t
i
o
n
S
k
e
p
t
i
c
i
sm
a
b
o
u
t
o
v
e
r
u
se
;
p
r
e
f
e
r
e
n
c
e
f
o
r
b
a
l
a
n
c
e
“
I
p
re
f
e
r
h
a
n
d
s
-
o
n
e
x
p
e
r
i
m
e
n
t
s,
b
u
t
d
i
g
i
t
a
l
t
o
o
l
s
c
a
n
s
u
p
p
l
e
m
e
n
t
w
h
e
n
m
a
t
e
ri
a
l
s
a
re
l
i
m
i
t
e
d
.
”
(
T
0
8
)
Tr
a
i
n
i
n
g
a
n
d
c
o
m
p
e
t
e
n
c
e
La
c
k
o
f
t
r
a
i
n
i
n
g
,
n
e
e
d
f
o
r
P
D
“
I
’
v
e
n
e
v
e
r
h
a
d
f
o
rm
a
l
t
r
a
i
n
i
n
g
i
n
u
s
i
n
g
t
h
e
s
e
t
o
o
l
s;
I
j
u
st
t
r
y
t
o
l
e
a
r
n
o
n
m
y
o
w
n
.
”
(
T0
6
)
P
o
l
i
c
y
a
n
d
c
u
r
r
i
c
u
l
u
m c
o
n
st
r
a
i
n
ts
R
i
g
i
d
c
u
r
r
i
c
u
l
u
m
s
t
r
u
c
t
u
r
e
;
l
a
c
k
o
f
d
i
g
i
t
a
l
t
o
o
l
g
u
i
d
e
l
i
n
e
s
“
We
h
a
v
e
t
o
st
r
i
c
t
l
y
f
o
l
l
o
w
t
h
e
t
e
x
t
b
o
o
k
,
a
n
d
t
h
e
re’s
l
i
t
t
l
e
r
o
o
m
t
o
i
n
t
e
g
r
a
t
e
d
i
g
i
t
a
l
t
o
o
l
s
.
”
(
T
1
0
)
C
o
n
t
e
x
t
u
a
l
a
n
d
c
u
l
t
u
r
a
l
f
a
c
t
o
r
s
C
o
mm
u
n
i
t
y
a
t
t
i
t
u
d
e
s
;
l
o
c
a
l
d
i
g
i
t
a
l
l
i
t
e
r
a
c
y
“
S
o
m
e
p
a
re
n
t
s
d
o
n
’
t
t
h
i
n
k
u
s
i
n
g
t
a
b
l
e
t
s
i
n
c
l
a
ss
i
s
rea
l
l
e
a
rn
i
n
g
.
”
(
T
1
5
)
T
h
is
th
em
atic
an
aly
s
is
f
ac
ili
tated
a
m
o
r
e
f
in
e
-
g
r
ain
ed
ac
co
u
n
t
o
f
th
e
way
s
in
wh
ich
d
ig
ital
to
o
ls
ar
e
p
er
ce
iv
ed
a
n
d
u
s
ed
in
p
r
im
ar
y
s
cien
ce
class
r
o
o
m
s
,
as
s
h
ap
ed
b
y
co
n
tex
t
u
al
f
ac
to
r
s
s
u
c
h
as
r
eg
io
n
,
teac
h
er
ex
p
er
ien
ce
,
an
d
i
n
s
titu
tio
n
al
s
u
p
p
o
r
t.
T
ab
le
3
p
r
esen
ts
th
e
d
is
tr
ib
u
tio
n
o
f
s
ix
k
e
y
th
e
m
es
ac
r
o
s
s
teac
h
er
s
u
b
g
r
o
u
p
s
ac
co
r
d
in
g
to
lo
ca
tio
n
(
u
r
b
an
v
er
s
u
s
r
u
r
al)
,
teac
h
i
n
g
ex
p
er
ien
c
e
(
less
th
an
f
iv
e
y
ea
r
s
v
er
s
u
s
f
iv
e
o
r
m
o
r
e
y
ea
r
s
)
,
a
n
d
p
ar
ticip
atio
n
in
PD
tr
ain
in
g
.
T
h
e
v
alu
es
in
d
icate
th
e
n
u
m
b
er
an
d
p
e
r
ce
n
tag
e
o
f
teac
h
e
r
s
r
ep
o
r
tin
g
ea
ch
th
e
m
e
with
in
th
e
r
esp
ec
tiv
e
s
u
b
g
r
o
u
p
s
.
T
ab
le
3
.
C
r
o
s
s
-
tab
u
latio
n
o
f
th
em
es b
y
teac
h
er
s
u
b
g
r
o
u
p
s
Th
e
m
e
U
r
b
a
n
t
e
a
c
h
e
r
s
(
n
=
1
3
)
R
u
r
a
l
t
e
a
c
h
e
r
s
(
n
=
1
2
)
<
5
y
e
a
r
s
t
e
a
c
h
i
n
g
(
n
=
2
)
≥
5
y
e
a
r
s
t
e
a
c
h
i
n
g
(
n
=
2
3
)
R
e
c
e
i
v
e
d
P
D
t
r
a
i
n
i
n
g
(
n
=
1
4
)
N
o
P
D
t
r
a
i
n
i
n
g
(
n
=
1
1
)
P
e
r
c
e
i
v
e
d
p
e
d
a
g
o
g
i
c
a
l
b
e
n
e
f
i
ts
1
1
(
8
5
%)
7
(
5
8
%)
1
(
5
0
%)
1
7
(
7
4
%)
1
2
(
8
6
%)
6
(
5
5
%)
R
e
s
o
u
r
c
e
a
n
d
i
n
f
r
a
st
r
u
c
t
u
r
e
lim
its
5
(
3
8
%)
1
1
(
9
2
%)
1
(
5
0
%)
1
6
(
7
0
%)
6
(
4
3
%)
1
0
(
9
1
%)
Te
a
c
h
e
r
b
e
l
i
e
f
s
o
n
i
n
t
e
g
r
a
t
i
o
n
8
(
6
2
%)
6
(
5
0
%)
1
(
5
0
%)
1
4
(
6
1
%)
9
(
6
4
%)
5
(
4
5
%)
Tr
a
i
n
i
n
g
a
n
d
p
r
o
f
e
ss
i
o
n
a
l
c
o
m
p
e
t
e
n
c
e
7
(
5
4
%)
1
0
(
8
3
%)
1
(
5
0
%)
1
7
(
7
4
%)
1
3
(
9
3
%)
4
(
3
6
%)
P
o
l
i
c
y
a
n
d
c
u
r
r
i
c
u
l
u
m
c
o
n
st
r
a
i
n
t
s
4
(
3
1
%)
9
(
7
5
%)
0
(
0
%)
1
4
(
6
1
%)
8
(
5
7
%)
5
(
4
5
%)
C
o
n
t
e
x
t
u
a
l
a
n
d
c
u
l
t
u
r
a
l
f
a
c
t
o
r
s
3
(
2
3
%)
8
(
6
7
%)
0
(
0
%)
1
2
(
5
2
%)
5
(
3
6
%)
6
(
5
5
%)
T
h
e
an
aly
s
is
r
e
v
ea
led
v
ar
iatio
n
s
in
r
ep
o
r
ted
p
ed
ag
o
g
ical
b
en
ef
its
ass
o
ciate
d
with
teac
h
er
s
’
s
ch
o
o
l
lo
ca
tio
n
an
d
f
r
eq
u
e
n
cy
o
f
p
a
r
ticip
atio
n
in
PD
tr
ain
in
g
.
I
n
co
n
tr
ast,
r
u
r
al
teac
h
er
s
an
d
th
o
s
e
with
o
u
t
PD
ex
p
er
ien
ce
te
n
d
ed
to
em
p
h
asize
r
eso
u
r
ce
a
n
d
in
f
r
astru
ctu
r
e
lim
itatio
n
s
.
Par
ticip
an
ts
with
at
least
f
iv
e
y
ea
r
s
o
f
teac
h
in
g
ex
p
er
ien
ce
em
p
h
asiz
ed
th
e
r
o
le
o
f
teac
h
er
b
elief
s
in
tech
n
o
lo
g
y
in
te
g
r
atio
n
,
p
r
o
f
ess
io
n
al
tr
ain
in
g
,
an
d
p
er
ce
iv
ed
co
m
p
eten
ce
.
T
h
is
cr
o
s
s
-
tab
u
latio
n
illu
s
tr
ate
s
h
o
w
co
n
tex
tu
al
f
ac
to
r
s
,
in
clu
d
i
n
g
s
ch
o
o
l lo
ca
tio
n
,
teac
h
in
g
ex
p
e
r
ien
ce
,
an
d
ac
ce
s
s
to
PD
,
ar
e
a
s
s
o
ciate
d
with
t
ea
ch
er
s
’
p
er
ce
p
tio
n
s
o
f
d
ig
ital
to
o
ls
.
T
h
e
an
aly
s
is
id
en
tifie
d
th
em
es
r
elate
d
to
PD
n
ee
d
s
an
d
r
eso
u
r
ce
co
n
d
itio
n
s
th
at
s
h
ap
e
teac
h
er
s
’
in
teg
r
atio
n
o
f
d
ig
ital
to
o
ls
in
p
r
im
ar
y
s
cien
ce
teac
h
in
g
.
I
n
ad
d
itio
n
t
o
th
e
m
eth
o
d
o
lo
g
ical
d
eter
m
in
atio
n
o
f
s
atu
r
at
io
n
d
u
r
in
g
d
ata
co
llectio
n
,
e
v
id
en
ce
o
f
d
ata
s
atu
r
atio
n
is
f
u
r
th
er
r
ef
l
ec
ted
in
th
e
a
n
aly
tical
o
u
tco
m
es.
As
s
h
o
wn
in
T
ab
le
2
,
all
s
ix
th
em
es
wer
e
co
n
s
is
ten
tly
id
en
tifie
d
ac
r
o
s
s
th
e
d
ataset
an
d
s
u
p
p
o
r
ted
b
y
m
u
ltip
le
p
ar
ticip
a
n
ts
’
ac
co
u
n
ts
.
Mo
r
e
o
v
er
,
th
e
cr
o
s
s
-
tab
u
latio
n
in
T
ab
le
3
d
e
m
o
n
s
tr
ates
th
at
ea
ch
th
em
e
r
e
cu
r
r
ed
ac
r
o
s
s
d
if
f
er
en
t
teac
h
e
r
s
u
b
g
r
o
u
p
s
(
u
r
b
an
an
d
r
u
r
al
co
n
tex
ts
,
v
ar
y
in
g
le
v
els
o
f
teac
h
in
g
ex
p
er
ien
ce
,
a
n
d
PD
p
ar
ticip
atio
n
)
,
in
d
icatin
g
th
at
th
e
th
em
atic
p
atter
n
s
wer
e
n
o
t
is
o
lated
to
a
s
m
all
n
u
m
b
er
o
f
p
ar
ticip
a
n
ts
.
T
h
e
r
ec
u
r
r
e
n
ce
a
n
d
s
tab
ilit
y
o
f
th
em
es
ac
r
o
s
s
in
ter
v
iews
an
d
s
u
b
g
r
o
u
p
s
s
u
g
g
est
th
at
ad
d
itio
n
al
d
ata
co
llectio
n
was
u
n
lik
ely
to
y
ield
s
u
b
s
tan
tiv
ely
n
o
v
el
th
em
es,
th
er
eb
y
s
u
p
p
o
r
tin
g
t
h
e
claim
o
f
th
em
atic
s
atu
r
ati
o
n
.
T
h
ese
p
atter
n
s
ar
e
f
u
r
th
e
r
illu
s
tr
ated
in
th
e
r
esu
lts
s
ec
tio
n
,
wh
er
e
th
em
atic
f
in
d
in
g
s
ar
e
p
r
esen
ted
with
r
e
p
r
esen
tativ
e
q
u
o
tati
o
n
s
an
d
s
u
b
g
r
o
u
p
d
is
tr
ib
u
tio
n
s
.
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
P
r
ima
r
y
s
cien
ce
tea
ch
ers
’
p
er
ce
p
tio
n
s
o
f d
ig
ita
l to
o
ls
:
a
q
u
a
lita
tive
s
tu
d
y
o
f c
h
a
llen
g
es …
(
Wen
lin
Ya
n
g
)
4579
3
.
6
.
T
rus
t
wo
rt
hin
ess
,
re
lia
bi
lity
,
a
nd
v
a
lid
it
y
T
h
is
s
tu
d
y
em
p
lo
y
e
d
m
u
lt
ip
le
m
eth
o
d
o
l
o
g
ical
s
tr
ateg
ies
to
ad
d
r
ess
k
ey
d
im
en
s
io
n
s
o
f
tr
u
s
two
r
th
in
ess
,
in
clu
d
in
g
cr
e
d
ib
ilit
y
,
d
ep
en
d
ab
ilit
y
,
co
n
f
ir
m
ab
ilit
y
,
an
d
tr
an
s
f
er
a
b
ilit
y
,
with
clo
s
e
atten
tio
n
to
p
ar
ticip
an
ts
’
liv
ed
ex
p
er
ie
n
ce
s
an
d
th
e
au
th
e
n
tic
co
n
te
x
t
o
f
p
r
im
a
r
y
s
cien
ce
teac
h
in
g
.
−
Me
m
b
er
ch
ec
k
in
g
:
af
ter
tr
a
n
s
cr
ip
tio
n
,
a
s
u
b
s
et
o
f
p
ar
ticip
a
n
ts
r
ev
iewe
d
th
eir
in
ter
v
iew
tr
an
s
cr
ip
ts
an
d
th
e
p
r
elim
in
ar
y
i
n
ter
p
r
etatio
n
s
o
f
th
eir
r
esp
o
n
s
es.
Par
ticip
an
t
f
ee
d
b
ac
k
was
u
s
ed
to
r
ev
iew
th
e
r
esear
ch
er
’
s
co
d
in
g
an
d
th
e
m
e
d
ev
elo
p
m
en
t,
s
u
p
p
o
r
tin
g
clo
s
er
alig
n
m
en
t
b
etwe
en
t
h
e
an
aly
s
is
an
d
p
ar
ticip
an
ts
’
in
ten
d
e
d
m
ea
n
i
n
g
s
.
Me
m
b
er
ch
ec
k
in
g
d
ir
e
ctly
s
u
p
p
o
r
ts
cr
e
d
ib
ilit
y
b
y
g
r
o
u
n
d
in
g
th
e
f
in
d
in
g
s
in
p
ar
ticip
an
ts
liv
ed
e
x
p
er
ien
ce
s
.
−
Peer
d
eb
r
ief
in
g
:
th
r
o
u
g
h
o
u
t
th
e
d
ata
an
aly
s
is
p
r
o
ce
s
s
,
r
eg
u
lar
d
is
cu
s
s
io
n
s
wer
e
co
n
d
u
cte
d
with
co
lleag
u
es
ex
p
er
ien
ce
d
in
q
u
alitativ
e
r
esear
ch
.
T
h
ese
d
eb
r
ief
in
g
s
ess
io
n
s
cr
itically
ex
am
in
ed
co
d
in
g
d
ec
is
io
n
s
,
th
em
e
d
ev
elo
p
m
e
n
t,
an
d
in
ter
p
r
etatio
n
o
f
d
ata,
h
elp
in
g
to
i
d
en
tify
p
o
ten
tial
b
iases
,
ass
u
m
p
tio
n
s
,
o
r
b
lin
d
s
p
o
ts
.
Peer
f
ee
d
b
ac
k
s
tr
en
g
th
en
ed
b
o
t
h
th
e
co
n
f
ir
m
a
b
ilit
y
an
d
tr
an
s
p
ar
en
cy
o
f
th
e
th
em
atic
an
aly
s
is
.
−
Au
d
it
tr
ail:
a
d
etailed
au
d
it
tr
ail
was
m
ain
tain
ed
,
d
o
cu
m
en
tin
g
all
s
tep
s
o
f
d
ata
h
an
d
lin
g
,
in
clu
d
in
g
p
ar
ticip
an
t
s
elec
tio
n
,
co
d
in
g
p
r
o
ce
d
u
r
es,
in
itial
co
d
e
lis
t
s
,
th
em
e
r
ef
in
em
en
t,
an
d
an
aly
tica
l
m
em
o
s
.
T
h
is
s
y
s
tem
atic
d
o
cu
m
en
tatio
n
en
s
u
r
es
th
at
th
e
an
aly
s
is
p
r
o
ce
s
s
i
s
tr
ac
ea
b
le,
r
ep
licab
le,
an
d
tr
an
s
p
ar
en
t,
allo
win
g
ex
ter
n
al
r
ev
iewe
r
s
to
f
o
llo
w
th
e
r
ea
s
o
n
in
g
f
r
o
m
r
a
w
d
ata
to
f
in
al
th
em
es.
−
T
h
ick
d
escr
ip
tio
n
:
r
ich
,
co
n
tex
tu
alize
d
d
escr
ip
tio
n
s
o
f
class
r
o
o
m
s
,
teac
h
in
g
p
r
ac
tices,
a
n
d
in
ter
ac
tio
n
s
with
d
ig
ital
to
o
ls
wer
e
p
r
o
v
id
ed
to
f
ac
ilit
ate
tr
an
s
f
er
ab
ilit
y
.
B
y
p
r
o
v
id
i
n
g
d
etailed
ac
c
o
u
n
t
s
o
f
p
ar
ticip
an
t
ex
p
er
ien
ce
s
,
r
ea
d
er
s
ar
e
b
ette
r
p
o
s
itio
n
ed
to
j
u
d
g
e
h
o
w
th
e
f
in
d
in
g
s
m
a
y
b
e
r
ele
v
an
t
ac
r
o
s
s
co
m
p
ar
ab
le
ed
u
ca
tio
n
al
s
ettin
g
s
.
−
E
th
ical
co
n
s
id
er
atio
n
s
:
e
th
ic
al
r
ig
o
r
was
s
tr
ictly
m
ain
tai
n
ed
th
r
o
u
g
h
o
u
t
th
e
s
tu
d
y
.
All
p
ar
ticip
an
ts
v
o
lu
n
tar
ily
c
o
n
s
en
ted
to
tak
e
p
ar
t
in
th
e
s
tu
d
y
in
wr
itin
g
,
with
ass
u
r
an
ce
s
th
at
th
eir
id
en
titi
es
wo
u
ld
r
em
ain
p
r
o
tecte
d
a
n
d
th
at
p
a
r
ticip
atio
n
co
u
ld
b
e
d
is
co
n
tin
u
ed
at
an
y
p
o
in
t
with
o
u
t
co
n
s
eq
u
en
ce
.
Data
wer
e
s
ec
u
r
ely
s
to
r
ed
an
d
d
estro
y
ed
f
o
llo
win
g
s
tu
d
y
c
o
m
p
letio
n
.
E
th
ical
ad
h
er
e
n
ce
n
o
t
o
n
ly
p
r
o
tects
p
ar
ticip
an
ts
’
r
ig
h
ts
b
u
t a
ls
o
r
ei
n
f
o
r
ce
s
th
e
r
eliab
ilit
y
an
d
tr
u
s
two
r
th
in
ess
o
f
th
e
r
esear
c
h
p
r
o
ce
s
s
.
−
I
n
teg
r
atio
n
wi
th
c
o
d
i
n
g
a
n
d
th
e
m
a
tic
a
n
a
ly
s
is
:
th
ese
t
r
u
s
t
wo
r
t
h
i
n
ess
s
tr
at
eg
ies
we
r
e
e
m
b
e
d
d
ed
i
n
th
e
co
d
i
n
g
an
d
th
em
e
g
e
n
er
ati
o
n
p
r
o
ce
d
u
r
es
.
F
o
r
i
n
s
ta
n
ce
,
c
o
d
i
n
g
w
as
i
n
d
e
p
en
d
e
n
t
ly
r
e
v
ie
we
d
a
n
d
it
er
ati
v
e
ly
r
e
f
i
n
e
d
th
r
o
u
g
h
p
ee
r
d
e
b
r
ie
f
i
n
g
an
d
m
e
m
b
e
r
ch
ec
k
i
n
g
,
e
n
s
u
r
i
n
g
t
h
a
t
t
h
e
i
d
e
n
ti
f
i
e
d
t
h
e
m
es
we
r
e
c
r
e
d
i
b
le
,
co
h
e
r
e
n
t
,
an
d
r
e
f
l
ec
t
iv
e
o
f
p
a
r
ti
ci
p
a
n
ts
’
e
x
p
e
r
i
en
ce
s
.
T
h
e
a
u
d
it
t
r
ail
an
d
d
etai
le
d
a
n
al
y
t
ic
m
e
m
o
s
d
o
c
u
m
en
t
th
e
d
ec
is
i
o
n
s
m
a
d
e
a
t
ea
ch
s
t
a
g
e
,
e
n
h
an
ci
n
g
tr
a
n
s
p
ar
e
n
c
y
a
n
d
m
e
th
o
d
o
l
o
g
ic
al
r
ig
o
r
.
C
o
llectiv
ely
,
th
ese
s
tr
ateg
ies
d
em
o
n
s
tr
ate
th
at
th
e
s
tu
d
y
’
s
f
in
d
in
g
s
ar
e
cr
e
d
ib
le,
d
e
p
en
d
ab
le,
a
n
d
tr
an
s
f
er
ab
le,
p
r
o
v
id
in
g
a
tr
a
n
s
p
ar
en
t
an
d
s
y
s
tem
atic
ac
c
o
u
n
t
o
f
p
r
im
ar
y
s
ch
o
o
l
s
ci
en
ce
teac
h
er
s
’
p
er
ce
p
tio
n
s
an
d
p
r
ac
tices r
eg
a
r
d
in
g
d
ig
ital to
o
l in
teg
r
atio
n
.
4.
RE
SU
L
T
S
T
h
e
an
al
y
s
is
o
f
i
n
ter
v
iew
d
ata
r
ev
ea
led
s
ev
er
al
k
ey
th
e
m
es
r
eg
ar
d
in
g
p
r
im
a
r
y
s
ch
o
o
l
s
cien
ce
teac
h
er
s
’
ex
p
er
ien
ce
s
with
an
d
p
er
ce
p
tio
n
s
o
f
d
i
g
ital
teac
h
in
g
to
o
ls
.
T
h
ese
th
em
es
en
co
m
p
ass
th
e
d
iv
er
s
e
f
u
n
ctio
n
al
r
o
les
o
f
d
i
g
ital
to
o
ls
,
p
ed
ag
o
g
ical
u
tili
za
tio
n
,
ch
a
llen
g
es
in
in
teg
r
atio
n
,
an
d
th
e
in
ter
p
lay
b
etwe
en
d
ig
ital
an
d
h
a
n
d
s
-
o
n
lea
r
n
in
g
.
W
ith
in
ea
ch
th
em
e,
s
u
b
th
e
m
es
wer
e
id
en
tifie
d
to
ca
p
t
u
r
e
n
u
an
ce
d
p
atter
n
s
ac
r
o
s
s
p
ar
ticip
an
ts
’
r
esp
o
n
s
es,
p
r
o
v
id
i
n
g
in
ter
p
r
etativ
e
d
e
p
th
an
d
clea
r
lin
k
s
b
etwe
en
r
a
w
d
ata
an
d
d
er
i
v
ed
th
em
es
.
4
.
1
.
Div
er
s
e
f
un
ct
io
na
l r
o
les o
f
dig
it
a
l t
o
o
ls
T
h
ese
p
er
ce
p
tio
n
s
wer
e
s
h
ar
e
d
b
y
th
e
m
ajo
r
ity
o
f
p
a
r
ticip
a
n
ts
ac
r
o
s
s
b
o
th
u
r
b
an
a
n
d
r
u
r
al
s
ch
o
o
ls
,
an
d
wer
e
r
ep
o
r
te
d
b
y
b
o
t
h
f
u
ll
-
tim
e
an
d
p
ar
t
-
tim
e
teac
h
e
r
s
,
a
s
r
ef
lecte
d
in
th
e
t
h
em
atic
d
is
tr
ib
u
tio
n
p
r
esen
ted
in
T
ab
le
3
.
T
h
e
f
o
llo
win
g
an
aly
s
is
ex
am
in
es
p
r
im
ar
y
s
cien
ce
teac
h
er
s
’
attitu
d
es
an
d
p
er
ce
p
tio
n
s
r
elate
d
to
d
ig
ital
to
o
l
in
teg
r
atio
n
in
s
cie
n
ce
teac
h
in
g
.
Par
ticip
a
n
ts
g
en
er
ally
ex
p
r
ess
ed
p
o
s
itiv
e
attitu
d
es
to
war
d
d
i
g
ital
to
o
ls
,
h
ig
h
lig
h
tin
g
th
eir
co
n
tr
ib
u
tio
n
to
less
o
n
q
u
ality
,
s
tu
d
en
t
en
g
ag
em
e
n
t,
an
d
co
n
ce
p
t
u
al
u
n
d
er
s
tan
d
i
n
g
.
T
h
em
atic
an
aly
s
is
r
ev
ea
led
th
r
ee
s
u
b
th
em
es r
ef
lectin
g
t
h
e
f
u
n
ctio
n
al
r
o
les o
f
d
ig
ital to
o
ls
.
4
.
1
.
1
.
E
nh
a
ncing
co
ncept
v
is
ua
liza
t
io
n
T
ea
ch
er
s
f
r
eq
u
en
tly
d
escr
ib
e
d
d
ig
ital
to
o
ls
as
en
ab
lin
g
th
e
v
is
u
aliza
tio
n
o
f
ab
s
tr
ac
t
o
r
u
n
o
b
s
er
v
ab
le
s
cien
tific
p
h
en
o
m
e
n
a,
p
ar
tic
u
lar
ly
th
o
s
e
t
h
at
ca
n
n
o
t
b
e
d
ir
ec
tly
ac
ce
s
s
ed
th
r
o
u
g
h
tr
ad
itio
n
al
class
r
o
o
m
ex
p
er
im
en
ts
.
Simu
latio
n
s
o
f
m
o
lecu
lar
s
tr
u
ctu
r
es,
ch
em
i
ca
l
r
ea
ctio
n
s
,
an
d
b
io
lo
g
ical
p
r
o
ce
s
s
es
en
ab
led
s
tu
d
en
ts
to
g
r
asp
co
n
ce
p
ts
th
at
co
u
ld
n
o
t
b
e
d
ir
ec
tly
o
b
s
er
v
ed
in
a
tr
a
d
itio
n
al
class
r
o
o
m
.
Fo
r
ex
am
p
le,
T
0
3
(
u
r
b
an
,
p
ar
t
-
tim
e)
d
escr
ib
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
:
4
5
7
3
-
4587
4580
“
I
u
s
e
Y
u
ejia
o
X
ia
n
g
yu
n
t
o
s
h
o
w
s
tu
d
en
ts
mo
d
els
o
f
mo
le
cu
les
a
n
d
r
ea
ctio
n
s
,
w
h
ich
t
h
ey
ca
n
't
s
ee
in
th
e
la
b
.
I
t r
ea
lly
h
elp
s
th
em
u
n
d
ers
ta
n
d
a
b
s
tr
a
ct
co
n
c
ep
ts
.
”
4
.
1
.
2
.
F
a
cilit
a
t
ing
inte
r
a
ct
iv
e
a
nd
eng
a
g
ing
lea
rning
Dig
ital
to
o
ls
wer
e
r
ep
o
r
ted
t
o
in
cr
ea
s
e
in
ter
ac
tiv
ity
a
n
d
e
n
g
ag
em
en
t
in
less
o
n
s
.
V
id
eo
r
es
o
u
r
ce
s
an
d
m
u
ltime
d
ia
p
r
esen
tatio
n
s
h
elp
ed
s
tu
d
en
ts
o
b
s
er
v
e
lo
n
g
-
d
u
r
a
tio
n
o
r
in
v
is
ib
le
p
r
o
ce
s
s
es,
s
u
ch
as
p
lan
t
g
r
o
wth
o
r
ch
em
ical
r
ea
ctio
n
s
.
T
1
5
(
r
u
r
al,
f
u
ll
-
tim
e)
e
x
p
lain
ed
:
“
We
u
s
e
vid
eo
s
to
s
h
o
w
p
r
o
ce
s
s
es
th
a
t
ta
ke
d
a
ys
o
r
ev
en
w
ee
ks,
like
p
la
n
t
g
r
o
w
th
o
r
t
h
e
c
o
o
lin
g
o
f h
o
t o
b
jects.
Th
is
h
elp
s
s
tu
d
en
ts
visu
a
liz
e
w
h
a
t we’
r
e
lea
r
n
in
g
a
b
o
u
t
o
ve
r
time.
”
B
ey
o
n
d
s
u
p
p
o
r
tin
g
co
n
ce
p
tu
al
v
is
u
aliza
tio
n
,
teac
h
er
s
em
p
h
a
s
ized
th
at
d
ig
ital
to
o
ls
also
tr
an
s
f
o
r
m
ed
s
tu
d
e
n
ts
’
m
o
d
es
o
f
en
g
ag
em
en
t
b
y
en
a
b
lin
g
ex
te
n
d
ed
o
b
s
er
v
atio
n
o
v
er
tim
e
a
n
d
r
ep
ea
ted
in
ter
ac
tio
n
with
lear
n
in
g
m
ater
ials
,
r
ath
er
th
an
o
n
e
-
tim
e
ex
p
o
s
u
r
e
in
tr
a
d
itio
n
al
less
o
n
s
.
T
h
is
s
u
b
th
em
e
r
ef
lects
th
e
r
o
le
o
f
d
i
g
ital
to
o
ls
in
s
u
p
p
o
r
tin
g
s
tu
d
en
ts
’
ac
tiv
e
en
g
ag
em
e
n
t
with
co
n
ten
t,
en
ab
lin
g
v
is
u
aliza
tio
n
an
d
ex
p
lo
r
atio
n
b
ey
o
n
d
tr
ad
itio
n
al
class
r
o
o
m
lim
itatio
n
s
.
4
.
1
.
3
.
Su
pp
lem
ent
ing
lim
it
ed
ph
y
s
ica
l r
eso
urce
s
I
n
s
ch
o
o
ls
with
c
o
n
s
tr
ain
ed
lab
o
r
ato
r
y
f
ac
ilit
ies
o
r
e
q
u
i
p
m
en
t,
d
ig
ital
to
o
ls
p
r
o
v
id
e
d
ess
en
tial
alter
n
ativ
es.
NB
L
ab
o
r
ato
r
y
s
o
f
twar
e,
f
o
r
in
s
tan
ce
,
allo
wed
s
tu
d
en
ts
to
s
im
u
late
co
m
p
lex
ex
p
er
im
en
ts
s
af
ely
.
T
0
6
(
r
u
r
al,
p
ar
t
-
tim
e)
n
o
ted
:
“
Th
e
N
B
La
b
o
r
a
to
r
y
is
g
r
e
a
t
fo
r
s
imu
la
tin
g
ch
emic
a
l
r
ea
ctio
n
s
a
n
d
b
i
o
lo
g
ica
l
p
r
o
ce
s
s
es
.
I
t a
llo
w
s
s
tu
d
en
ts
to
s
ee
th
in
g
s
th
a
t we c
a
n
't
ea
s
ily
d
emo
n
s
tr
a
te
in
r
ea
l life
d
u
e
to
s
a
fety
co
n
ce
r
n
s
o
r
eq
u
ip
men
t limita
tio
n
s
.
”
T
ea
ch
er
s
em
p
h
asized
t
h
at
d
ig
ital
to
o
ls
co
u
ld
c
o
m
p
en
s
ate
f
o
r
g
a
p
s
in
p
h
y
s
ical
r
eso
u
r
ce
s
,
en
s
u
r
in
g
eq
u
itab
le
ac
ce
s
s
to
s
cien
tific
ex
p
er
ien
ce
s
ac
r
o
s
s
d
iv
er
s
e
s
ch
o
o
l
co
n
te
x
ts
.
C
o
llectiv
ely
,
th
ese
s
u
b
th
em
es
illu
s
tr
ate
th
at
teac
h
er
s
p
er
c
eiv
e
d
ig
ital
to
o
ls
as
m
u
ltifu
n
ctio
n
al
r
eso
u
r
ce
s
th
at
e
n
h
an
ce
c
o
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
,
e
n
g
ag
e
m
en
t,
a
n
d
in
s
tr
u
ctio
n
al
f
lex
i
b
ilit
y
.
T
h
e
in
teg
r
atio
n
o
f
th
ese
t
o
o
ls
r
ef
lects
th
o
u
g
h
tf
u
l
p
ed
ag
o
g
ical
d
ec
is
io
n
s
th
at
alig
n
with
cu
r
r
icu
lu
m
g
o
als wh
ile
ad
d
r
ess
in
g
co
n
tex
tu
al
co
n
s
tr
ain
ts
.
4
.
2
.
P
eda
g
o
g
ic
a
l
utiliza
t
io
n
o
f
dig
it
a
l t
o
o
ls
T
h
is
s
ec
tio
n
p
r
esen
ts
f
in
d
in
g
s
o
n
h
o
w
p
r
im
ar
y
s
cien
ce
te
ac
h
er
s
in
teg
r
ate
d
ig
ital
t
o
o
ls
in
to
t
h
eir
p
ed
ag
o
g
ical
p
r
ac
tices.
T
h
em
a
tic
an
aly
s
is
r
ev
ea
led
th
r
ee
s
u
b
th
em
es
th
at
ch
ar
ac
ter
ize
p
att
er
n
s
o
f
p
ed
a
g
o
g
ical
u
tili
za
tio
n
:
f
r
eq
u
en
c
y
an
d
co
n
s
is
ten
cy
o
f
u
s
e,
co
n
tex
tu
al
in
f
lu
en
ce
s
o
n
in
teg
r
atio
n
,
an
d
s
tr
ateg
ic
s
u
p
p
o
r
t
f
o
r
ab
s
tr
ac
t c
o
n
ce
p
ts
.
4
.
2
.
1
.
F
re
qu
ency
a
nd
co
ns
is
t
ency
o
f
dig
it
a
l t
o
o
l us
e
Ma
n
y
f
u
ll
-
tim
e
s
cien
ce
teac
h
er
s
d
escr
ib
ed
in
teg
r
atin
g
d
ig
it
al
to
o
ls
as
a
r
eg
u
lar
co
m
p
o
n
e
n
t
o
f
th
eir
in
s
tr
u
ctio
n
al
p
r
ac
tice,
p
ar
ticu
l
ar
ly
wh
e
n
e
x
p
lain
in
g
ab
s
tr
ac
t
co
n
ce
p
ts
.
T
h
ese
teac
h
e
r
s
lev
er
ag
ed
s
im
u
latio
n
s
,
m
u
ltime
d
ia,
an
d
in
ter
ac
tiv
e
p
latf
o
r
m
s
to
s
u
p
p
o
r
t
ex
p
l
an
atio
n
an
d
v
is
u
aliza
tio
n
o
f
ab
s
tr
ac
t
co
n
ce
p
ts
.
T
0
1
(
u
r
b
an
,
f
u
ll
-
tim
e)
d
escr
ib
ed
:
“
I
u
s
e
d
ig
ita
l
to
o
ls
in
a
lmo
s
t
ev
ery
less
o
n
.
Th
ey
a
r
e
a
n
ess
en
tia
l
p
a
r
t
o
f
my
tea
ch
in
g
s
tr
a
teg
y
,
esp
ec
ia
lly
w
h
en
ex
p
la
in
in
g
a
b
s
tr
a
ct
co
n
ce
p
ts
.
”
I
n
co
n
tr
ast,
s
ev
er
al
p
ar
t
-
tim
e
teac
h
er
s
d
escr
ib
ed
m
o
r
e
s
elec
tiv
e
an
d
s
itu
atio
n
al
u
s
e
o
f
d
ig
ital
to
o
ls
,
o
f
ten
co
n
s
tr
ain
ed
b
y
tim
e
an
d
teac
h
in
g
lo
ad
.
T
0
3
(
u
r
b
a
n
,
p
a
r
t
-
tim
e)
ex
p
lain
ed
:
“
I
tea
ch
s
cien
ce
a
lo
n
g
s
id
e
o
t
h
er
s
u
b
jects,
s
o
I
d
o
n
’
t
h
a
ve
en
o
u
g
h
time
to
fu
lly
in
teg
r
a
te
d
ig
ita
l
to
o
ls
.
I
mo
s
tly
u
s
e
th
em
w
h
en
I
h
a
ve
a
less
o
n
th
a
t p
a
r
ticu
la
r
ly
b
en
efits
fr
o
m
th
e
visu
a
l a
id
s
.
”
T
h
ese
d
if
f
er
en
ce
s
u
n
d
er
s
co
r
e
h
o
w
em
p
l
o
y
m
en
t
s
tatu
s
s
h
a
p
es
th
e
co
n
s
is
ten
cy
an
d
f
r
e
q
u
en
cy
o
f
d
ig
ital
to
o
l
u
s
ag
e
in
class
r
o
o
m
s
.
T
h
is
p
a
tter
n
was
co
n
s
is
ten
tly
o
b
s
er
v
ed
ac
r
o
s
s
p
a
r
ticip
an
ts
,
with
m
o
r
e
f
r
eq
u
e
n
t
an
d
s
u
s
tain
ed
u
s
e
r
ep
o
r
ted
p
r
ed
o
m
in
an
tly
b
y
f
u
ll
-
tim
e
teac
h
e
r
s
,
wh
ile
p
ar
t
-
tim
e
teac
h
er
s
m
o
r
e
o
f
ten
d
escr
ib
ed
s
elec
tiv
e
o
r
s
itu
atio
n
al
in
teg
r
a
tio
n
,
a
tr
en
d
also
r
ef
lecte
d
ac
r
o
s
s
m
u
ltip
le
in
ter
v
iews.
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
P
r
ima
r
y
s
cien
ce
tea
ch
ers
’
p
er
ce
p
tio
n
s
o
f d
ig
ita
l to
o
ls
:
a
q
u
a
lita
tive
s
tu
d
y
o
f c
h
a
llen
g
es …
(
Wen
lin
Ya
n
g
)
4581
4
.
2
.
2
.
Co
nte
x
t
ua
l
influences o
n inte
g
ra
t
io
n
T
ea
ch
er
s
h
ig
h
lig
h
ted
th
at
t
h
e
in
teg
r
atio
n
o
f
d
ig
ital
to
o
l
s
was
in
f
lu
en
ce
d
b
y
class
lev
el
an
d
cu
r
r
icu
lu
m
d
em
a
n
d
s
.
Hig
h
e
r
-
g
r
ad
e
class
es
wer
e
m
o
r
e
lik
el
y
to
i
n
co
r
p
o
r
ate
s
im
u
latio
n
s
t
o
ex
p
lain
co
m
p
lex
s
cien
tific
p
r
o
ce
s
s
es,
r
ef
lectin
g
th
e
ad
v
a
n
ce
d
co
g
n
itiv
e
d
e
m
a
n
d
s
o
f
th
e
c
o
n
ten
t.
T
0
8
(
u
r
b
an
,
f
u
ll
-
tim
e)
n
o
ted
:
“
I
n
th
e
h
ig
h
er
g
r
a
d
es,
w
e
d
o
mo
r
e
a
d
v
a
n
ce
d
s
cien
ce
,
a
n
d
d
ig
ita
l
to
o
ls
a
r
e
in
v
a
lu
a
b
le
fo
r
ex
p
la
in
in
g
th
in
g
s
like
c
h
emic
a
l
b
o
n
d
in
g
o
r
en
er
g
y
tr
a
n
s
fer
.
Th
ese
a
r
e
d
iffi
cu
lt
to
g
r
a
s
p
w
ith
o
u
t
visu
a
l a
id
s
o
r
s
imu
la
tio
n
s
.
”
C
o
n
v
er
s
ely
,
lo
wer
-
g
r
a
d
e
clas
s
es
u
s
ed
d
ig
ital
to
o
ls
m
o
r
e
s
elec
tiv
ely
,
o
f
ten
em
p
h
asizin
g
en
g
a
g
em
en
t
a
n
d
v
is
u
aliza
tio
n
o
v
er
p
r
o
ce
d
u
r
al
co
m
p
lex
ity
.
T
h
is
f
in
d
in
g
s
u
g
g
ests
th
at
p
ed
ag
o
g
ical
in
teg
r
atio
n
is
co
n
tex
t
-
d
ep
en
d
e
n
t,
s
h
ap
ed
b
y
b
o
th
s
tu
d
en
t d
ev
el
o
p
m
en
tal
lev
els an
d
cu
r
r
icu
lar
o
b
jectiv
es.
4
.
2
.
3
.
Str
a
t
eg
ic
s
up
po
rt
f
o
r
a
bs
t
ra
ct
co
ncept
s
Acr
o
s
s
all
p
ar
ticip
an
ts
,
teac
h
er
s
em
p
h
asized
u
s
in
g
d
ig
ital
to
o
ls
s
tr
ateg
ically
t
o
s
u
p
p
o
r
t
u
n
d
er
s
tan
d
i
n
g
o
f
co
n
ce
p
ts
th
at
ar
e
ab
s
tr
ac
t,
in
v
is
ib
le,
o
r
o
th
er
wis
e
ch
allen
g
in
g
to
d
e
m
o
n
s
tr
ate
h
an
d
s
-
o
n
.
T
ea
ch
er
s
co
n
s
is
ten
tly
d
escr
ib
e
d
alig
n
in
g
to
o
l
u
s
e
with
s
p
ec
if
ic
lear
n
in
g
g
o
als,
en
s
u
r
in
g
th
at
d
ig
ital
r
eso
u
r
ce
s
c
o
m
p
l
e
m
e
n
t
e
d
r
a
t
h
e
r
t
h
a
n
r
e
p
la
c
e
d
t
r
a
d
i
t
i
o
n
al
t
e
a
c
h
i
n
g
m
e
t
h
o
d
s
.
F
o
r
e
x
a
m
p
l
e
,
T
0
5
(
u
r
b
an
,
f
u
ll
-
tim
e)
r
ef
lecte
d
:
“
I
p
la
n
e
a
ch
d
ig
ita
l
a
ctivity
ca
r
efu
lly
.
Th
e
t
o
o
l
mu
s
t
cla
r
ify
th
e
co
n
ce
p
t
o
r
d
em
o
n
s
tr
a
te
s
o
meth
in
g
s
tu
d
en
ts
ca
n
n
o
t see
d
ir
ec
tly
.
Oth
erw
is
e,
it is
ju
s
t a
g
immick
.
”
T
h
is
s
tr
ateg
ic
ap
p
r
o
ac
h
i
n
d
ica
tes
th
at
teac
h
er
s
co
n
s
id
er
p
e
d
ag
o
g
ical
p
u
r
p
o
s
e
an
d
lear
n
in
g
o
u
tco
m
es
wh
en
in
teg
r
atin
g
d
ig
ital
to
o
ls
,
r
ath
er
th
an
u
s
in
g
tech
n
o
lo
g
y
in
d
is
cr
im
in
ately
.
C
o
llectiv
e
ly
,
th
ese
s
u
b
th
em
es
illu
s
tr
ate
th
at
teac
h
er
s
’
p
ed
ag
o
g
ical
u
s
e
o
f
d
ig
ital to
o
ls
is
d
el
ib
er
ate,
co
n
tex
tu
ally
in
f
lu
en
ce
d
,
an
d
s
tr
ateg
ically
alig
n
ed
with
cu
r
r
icu
lar
g
o
al
s
.
I
n
teg
r
atio
n
v
ar
ies
ac
co
r
d
in
g
to
em
p
lo
y
m
e
n
t
s
tatu
s
,
class
lev
el,
an
d
th
e
co
g
n
itiv
e
d
em
an
d
s
o
f
s
cien
ce
co
n
ten
t,
h
ig
h
lig
h
tin
g
th
e
n
u
an
ce
d
d
ec
is
io
n
-
m
a
k
in
g
u
n
d
er
ly
in
g
tech
n
o
l
o
g
y
-
en
h
an
ce
d
teac
h
in
g
.
4
.
3
.
Cha
lleng
es in
dig
it
a
l t
o
o
l int
eg
ra
t
io
n
T
h
is
s
ec
tio
n
p
r
esen
ts
f
in
d
in
g
s
o
n
th
e
ch
allen
g
es
en
co
u
n
te
r
ed
b
y
p
r
im
a
r
y
s
cien
ce
teac
h
er
s
wh
en
in
teg
r
atin
g
d
ig
ital
to
o
ls
,
with
p
ar
ticu
lar
atten
tio
n
t
o
d
if
f
er
en
ce
s
b
etwe
en
r
u
r
al
an
d
u
r
b
an
co
n
tex
ts
.
T
h
em
atic
an
aly
s
is
r
ev
ea
led
th
r
ee
in
te
r
co
n
n
ec
ted
s
u
b
th
em
es:
cu
r
r
i
cu
lu
m
alig
n
m
e
n
t
an
d
in
s
tr
u
ctio
n
al
r
elev
an
ce
,
in
f
r
astru
ctu
r
e
a
n
d
tech
n
ical
co
n
s
tr
ain
ts
,
an
d
p
ed
a
g
o
g
ical
b
alan
ce
an
d
o
v
er
-
r
elian
ce
.
4
.
3
.
1
.
Curric
ulu
m
a
lig
nm
ent
a
nd
ins
t
ruct
io
na
l r
elev
a
nce
T
ea
ch
er
s
f
r
e
q
u
en
tly
h
ig
h
lig
h
t
ed
th
e
ch
allen
g
e
o
f
alig
n
in
g
d
ig
ital
to
o
ls
with
p
r
escr
ib
e
d
cu
r
r
icu
lu
m
o
b
jectiv
es.
Sev
er
al
teac
h
er
s
r
ep
o
r
ted
th
at
wh
ile
d
ig
ital
r
eso
u
r
ce
s
en
h
an
ce
d
in
ter
ac
tiv
ity
,
th
ey
o
f
ten
r
eq
u
ir
e
d
m
o
d
if
icatio
n
to
f
it less
o
n
g
o
al
s
.
T
0
2
(
r
u
r
al,
f
u
ll
-
tim
e)
e
x
p
lai
n
ed
:
“
Th
e
to
o
ls
a
r
e
g
r
ea
t
fo
r
ma
ki
n
g
less
o
n
s
mo
r
e
in
tera
ctive
,
b
u
t
s
o
metime
s
th
ey
d
o
n
’
t
d
ir
ec
tly
a
lig
n
w
ith
th
e
cu
r
r
icu
lu
m.
I
o
ften
n
ee
d
to
mo
d
ify
t
h
e
co
n
ten
t
t
o
ma
ke
s
u
r
e
it
fits
w
ith
th
e
less
o
n
o
b
jective
s
.
”
Similar
ly
,
T
1
4
(
u
r
b
an
,
f
u
ll
-
tim
e)
n
o
ted
:
“
E
ve
n
w
h
en
I
fin
d
a
g
r
ea
t
s
imu
la
tio
n
,
I
m
u
s
t
a
d
a
p
t
it
to
ma
tch
th
e
co
n
ce
p
ts
w
e
a
r
e
tea
ch
in
g
.
Oth
erw
i
s
e,
s
tu
d
en
ts
mig
h
t g
et
d
is
tr
a
cted
o
r
co
n
fu
s
ed
.
”
T
h
ese
co
m
m
en
ts
in
d
icate
th
at
ef
f
ec
tiv
e
in
teg
r
atio
n
r
eq
u
ir
es d
elib
er
ate
ad
ap
tatio
n
,
s
u
g
g
esti
n
g
th
at
p
ed
a
g
o
g
ica
l
d
ec
is
io
n
-
m
ak
in
g
is
cr
itical
to
en
s
u
r
e
to
o
ls
s
u
p
p
o
r
t,
r
ath
e
r
th
an
d
is
r
u
p
t,
i
n
s
tr
u
ctio
n
al
co
h
er
en
ce
.
4
.
3
.
2
.
I
nfr
a
s
t
ruct
ure
a
nd
t
ec
hn
ica
l c
o
ns
t
ra
ints
I
n
f
r
astru
ctu
r
e
lim
itatio
n
s
wer
e
m
o
r
e
p
r
o
m
i
n
en
tly
d
escr
ib
e
d
b
y
teac
h
er
s
wo
r
k
in
g
in
r
u
r
al
s
ch
o
o
ls
,
wh
er
e
u
n
s
tab
le
n
etwo
r
k
s
an
d
lim
ited
ac
ce
s
s
to
d
ev
ices
co
n
s
tr
ain
ed
co
n
s
is
ten
t
d
ig
ital
to
o
l
u
s
e.
Netwo
r
k
in
s
tab
ilit
y
,
lim
ited
ac
ce
s
s
to
d
ev
ices,
an
d
h
ar
d
war
e
s
h
o
r
tag
e
s
f
r
eq
u
en
tly
h
in
d
er
ed
less
o
n
d
eliv
er
y
.
T
0
9
(
r
u
r
al,
f
u
ll
-
tim
e)
r
ep
o
r
ted
:
“
I
n
o
u
r
s
ch
o
o
l,
th
e
in
tern
et
c
o
n
n
ec
tio
n
is
ve
r
y
u
n
s
ta
b
le,
a
n
d
th
is
ma
ke
s
it
d
iffi
cu
lt
to
r
ely
o
n
o
n
lin
e
to
o
ls
d
u
r
in
g
cla
s
s
.
S
o
m
etimes th
e
vid
eo
w
o
n
't
lo
a
d
,
o
r
th
e
s
imu
la
tio
n
w
o
n
't
r
u
n
p
r
o
p
erly
.
”
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
:
4
5
7
3
-
4587
4582
T
1
6
(
r
u
r
al,
p
ar
t
-
tim
e)
f
u
r
th
er
e
m
p
h
asized
lim
ited
r
eso
u
r
ce
s
:
“
W
e
h
a
ve
o
n
ly
o
n
e
p
r
o
jecto
r
in
o
u
r
la
b
,
a
n
d
it’
s
s
h
a
r
ed
a
mo
n
g
mu
ltip
le
cla
s
s
es.
Th
is
ma
ke
s
it
h
a
r
d
to
p
l
a
n
less
o
n
s
th
a
t r
ely
o
n
d
ig
ita
l
d
emo
n
s
tr
a
tio
n
s
.
”
T
h
ese
e
x
p
e
r
i
en
ce
s
i
ll
u
s
t
r
at
e
h
o
w
t
ec
h
n
ic
al
a
n
d
i
n
f
r
as
tr
u
c
tu
r
al
co
n
s
t
r
ai
n
ts
d
ir
ec
t
ly
s
h
ap
e
th
e
f
e
asi
b
il
it
y
a
n
d
co
n
s
is
t
e
n
c
y
o
f
t
o
o
l
i
n
te
g
r
at
i
o
n
,
h
ig
h
l
ig
h
t
in
g
d
is
p
ar
iti
es
b
et
we
en
u
r
b
a
n
a
n
d
r
u
r
a
l
s
e
tti
n
g
s
.
R
ep
o
r
ts
o
f
in
f
r
ast
r
u
ct
u
r
e
a
n
d
t
ec
h
n
ic
al
co
n
s
t
r
ai
n
ts
we
r
e
p
r
e
d
o
m
i
n
a
n
t
ly
v
o
ic
ed
b
y
te
ac
h
er
s
f
r
o
m
r
u
r
a
l sch
o
o
ls
,
w
h
il
e
u
r
b
a
n
tea
ch
er
s
m
e
n
ti
o
n
e
d
t
h
ese
is
s
u
e
s
less
f
r
eq
u
e
n
t
ly
,
i
n
d
i
ca
ti
n
g
a
c
lea
r
c
o
n
te
x
t
u
al
p
at
te
r
n
r
at
h
er
t
h
a
n
is
o
lat
e
d
ca
s
es
.
4
.
3
.
3
.
P
eda
g
o
g
ica
l
ba
la
nce
a
nd
o
v
er
-
re
lia
nce
T
ea
ch
er
s
also
ex
p
r
ess
ed
ca
u
tio
n
ag
ain
s
t
o
v
er
-
r
elian
ce
o
n
d
ig
ital
to
o
ls
,
em
p
h
asizin
g
th
at
h
an
d
s
-
o
n
ex
p
er
im
en
ts
r
e
m
ain
ess
en
tial
f
o
r
s
cien
tific
in
q
u
ir
y
an
d
c
o
n
ce
p
tu
al
u
n
d
e
r
s
tan
d
in
g
.
T
0
6
(
r
u
r
al,
p
ar
t
-
tim
e)
ex
p
lain
ed
:
“
Dig
ita
l
to
o
ls
a
r
e
h
elp
fu
l,
b
u
t
I
’
m
a
lw
a
ys
ca
r
efu
l
n
o
t
to
r
ely
to
o
h
ea
vily
o
n
th
em.
S
tu
d
en
ts
n
ee
d
to
ex
p
erien
ce
h
a
n
d
s
-
o
n
s
cien
ce
to
r
ea
lly
u
n
d
ers
ta
n
d
th
e
c
o
n
ce
p
ts
.
Oth
erw
is
e,
th
ey
ju
s
t
b
ec
o
me
p
a
s
s
ive
r
ec
ip
ien
ts
o
f in
fo
r
ma
tio
n
.
”
T
1
0
(
u
r
b
an
,
f
u
ll
-
tim
e)
ad
d
e
d
:
“
S
o
metime
s
I
w
o
r
r
y
th
a
t
s
tu
d
en
ts
fo
cu
s
to
o
mu
ch
o
n
s
imu
la
tio
n
s
a
n
d
vid
eo
s
,
a
n
d
fo
r
g
et
to
d
ev
elo
p
p
r
a
ctica
l skills
.
B
a
la
n
cin
g
d
ig
ita
l
a
n
d
p
h
ysica
l e
xp
e
r
imen
ts
is
c
r
itica
l.
”
T
h
ese
r
ef
lectio
n
s
in
d
icate
th
a
t
teac
h
er
s
d
escr
ib
ed
in
te
g
r
atio
n
as
in
v
o
lv
i
n
g
b
o
th
tech
n
ical
o
p
er
atio
n
an
d
p
e
d
ag
o
g
ical
co
n
s
id
er
atio
n
s
,
p
ar
ticu
lar
ly
in
r
elatio
n
to
v
i
s
u
aliza
tio
n
,
in
ter
ac
tio
n
,
an
d
ex
p
er
ien
tial
lear
n
in
g
.
C
o
llectiv
ely
,
th
ese
s
u
b
th
em
es
d
em
o
n
s
tr
ate
th
at
ch
allen
g
es
in
d
ig
ital
to
o
l
in
teg
r
atio
n
a
r
e
m
u
ltid
im
en
s
io
n
al.
T
h
ey
en
co
m
p
ass
th
e
n
ee
d
f
o
r
alig
n
m
en
t
with
c
u
r
r
icu
lu
m
o
b
jectiv
es,
r
eliab
le
in
f
r
ast
r
u
ctu
r
e,
a
n
d
ca
r
ef
u
l
p
ed
ag
o
g
ical
p
lan
n
in
g
.
I
m
p
o
r
tan
tly
,
th
e
an
aly
s
is
r
ev
ea
ls
th
at
teac
h
er
s
’
d
ec
is
io
n
s
ar
e
in
f
o
r
m
e
d
b
y
b
o
th
co
n
tex
tu
al
co
n
s
tr
ain
ts
(
e.
g
.
,
r
u
r
al
v
s
.
u
r
b
an
s
ch
o
o
ls
)
an
d
i
n
s
tr
u
ctio
n
al
p
r
io
r
ities
,
h
ig
h
lig
h
tin
g
th
e
co
m
p
le
x
in
ter
p
lay
b
etwe
en
tec
h
n
o
l
o
g
y
,
p
ed
ag
o
g
y
,
an
d
en
v
ir
o
n
m
e
n
t.
4
.
4
.
I
nte
rpla
y
bet
wee
n dig
it
a
l t
o
o
ls
a
nd
ha
nd
s
-
o
n lea
rning
(
RQ
4
)
T
h
is
s
ec
tio
n
ad
d
r
ess
es
R
Q
4
,
ex
p
lo
r
in
g
h
o
w
p
r
im
a
r
y
s
ch
o
o
l
s
cien
ce
teac
h
er
s
p
er
ce
iv
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
d
i
g
ital
t
o
o
ls
an
d
tr
ad
itio
n
al,
h
a
n
d
s
-
o
n
lear
n
in
g
in
s
cien
ce
e
d
u
ca
tio
n
.
T
h
em
atic
an
al
y
s
is
id
en
tifie
d
two
in
ter
r
elate
d
s
u
b
th
em
es:
co
m
p
lem
e
n
tar
ity
b
et
wee
n
d
ig
ital
a
n
d
h
an
d
s
-
o
n
ap
p
r
o
ac
h
es
a
n
d
r
is
k
o
f
o
v
er
-
r
elian
ce
o
n
d
ig
ital to
o
ls
.
4
.
4
.
1
.
Co
m
plem
ent
a
rit
y
bet
wee
n
dig
it
a
l a
nd
ha
nd
s
-
o
n a
pp
ro
a
ches
Ma
n
y
teac
h
er
s
r
ep
o
r
ted
t
h
at
co
m
b
in
in
g
d
ig
ital
to
o
ls
with
p
h
y
s
ical
ex
p
er
im
e
n
ts
en
h
an
ce
d
lear
n
in
g
o
u
tco
m
es
b
y
lin
k
in
g
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
with
p
r
ac
ti
ca
l
ex
p
er
ien
ce
.
Dig
ital
to
o
ls
p
r
o
v
id
e
d
th
eo
r
etica
l
s
ca
f
f
o
ld
in
g
,
v
is
u
aliza
tio
n
o
f
a
b
s
tr
ac
t
co
n
ce
p
ts
,
a
n
d
e
x
ten
d
e
d
o
p
p
o
r
tu
n
ities
f
o
r
o
b
s
er
v
atio
n
b
ey
o
n
d
class
r
o
o
m
lim
itatio
n
s
,
wh
ile
h
an
d
s
-
o
n
e
x
p
er
im
en
ts
allo
wed
s
tu
d
en
ts
t
o
ap
p
l
y
an
d
c
o
n
s
o
lid
ate
k
n
o
wled
g
e.
T
0
3
(
u
r
b
an
,
p
ar
t
-
tim
e)
ex
p
lain
ed
:
“
Th
e
b
est r
esu
lt
s
co
me
w
h
en
w
e
co
mb
in
e
d
ig
ita
l to
o
ls
w
ith
p
h
ysica
l e
xp
erimen
ts
.
S
tu
d
en
t
s
g
et
th
e
th
eo
r
y
fr
o
m
th
e
d
ig
ita
l
to
o
ls
a
n
d
t
h
en
a
p
p
ly
it
in
a
r
ea
l
e
xp
erimen
t,
w
h
ich
h
elp
s
th
em
s
o
lid
ify
th
eir u
n
d
ers
ta
n
d
in
g
.
”
T
1
2
(
u
r
b
an
,
p
ar
t
-
tim
e
)
f
u
r
th
er
em
p
h
asized
th
is
s
y
n
er
g
y
:
“
S
imu
la
tio
n
s
h
elp
s
tu
d
en
ts
u
n
d
ers
ta
n
d
w
h
a
t
h
a
p
p
en
s
a
t
a
mo
lecu
la
r
leve
l,
b
u
t
th
e
h
a
n
d
s
-
o
n
a
ctivity
lets
th
em
s
ee
it in
a
cti
o
n
.
W
ith
o
u
t b
o
th
,
u
n
d
ers
ta
n
d
i
n
g
is
in
co
mp
lete.
”
T
h
ese
in
s
ig
h
ts
in
d
icate
th
at
te
ac
h
er
s
v
iew
d
ig
ital
an
d
h
an
d
s
-
o
n
s
tr
ateg
ies
as
m
u
tu
ally
r
ein
f
o
r
cin
g
,
s
u
g
g
esti
n
g
th
at
p
ed
ag
o
g
ical
p
lan
n
in
g
s
h
o
u
ld
in
ten
tio
n
ally
in
teg
r
ate
b
o
t
h
m
o
d
es r
at
h
er
th
an
tr
ea
tin
g
th
em
in
d
ep
e
n
d
en
tly
.
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