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tio
n
to
h
o
w
th
ey
u
s
e
m
ed
ia
to
en
h
an
ce
th
ei
r
lear
n
in
g
,
p
a
r
ticu
lar
ly
wh
en
i
t
co
m
es
to
wr
itin
g
.
Giv
in
g
s
tu
d
en
ts
ac
ce
s
s
to
m
o
r
e
p
o
ten
t
lear
n
in
g
r
eso
u
r
ce
s
will
r
eq
u
ir
e
a
ch
an
g
e
in
s
tr
ateg
y
to
o
v
e
r
co
m
e
th
e
o
b
s
tacle
s
.
T
h
is
m
o
d
if
icatio
n
g
u
ar
an
tees
th
at
lear
n
er
s
ca
n
ac
q
u
ir
e
lan
g
u
ag
e
p
r
o
f
icien
cy
an
d
d
ig
ital
liter
ac
y
en
g
ag
in
g
ly
an
d
d
y
n
am
ically
.
Nev
er
th
eless
,
th
e
d
if
f
icu
lties
ass
o
ciate
d
with
o
n
lin
e
lear
n
in
g
ca
n
b
e
g
r
ea
tl
y
r
ed
u
ce
d
b
y
u
tili
zin
g
ap
p
licat
io
n
s
s
u
ch
as
Mic
r
o
s
o
f
t
T
ea
m
s
(
MS
T
ea
m
s
)
an
d
C
an
v
a.
T
h
e
f
o
r
m
er
o
f
f
er
s
a
p
latf
o
r
m
f
o
r
co
llab
o
r
atio
n
w
h
er
e
teac
h
er
s
an
d
s
tu
d
en
ts
c
an
en
g
ag
e
in
o
n
lin
e
lear
n
in
g
,
th
er
eb
y
m
itig
atin
g
f
ee
lin
g
s
o
f
lo
n
elin
ess
[
5
]
.
F
u
r
th
er
m
o
r
e,
th
e
latter
p
r
o
v
id
es
an
in
tu
itiv
e
in
ter
f
ac
e
f
o
r
p
r
o
d
u
cin
g
v
is
u
all
y
s
tim
u
latin
g
co
n
ten
t,
e
n
h
an
cin
g
th
e
in
ter
ac
tiv
ity
a
n
d
ac
ce
s
s
ib
ilit
y
o
f
th
e
s
tu
d
e
n
ts
’
wo
r
k
s
[
6
]
.
A
lar
g
e
an
d
g
r
o
win
g
b
o
d
y
o
f
liter
atu
r
e
h
as
b
ee
n
p
u
b
lis
h
ed
o
n
th
e
ef
f
ec
ts
o
f
MS
T
ea
m
s
an
d
C
an
v
a
f
o
r
teac
h
in
g
an
d
lea
r
n
in
g
wr
itin
g
.
A
s
tu
d
y
b
y
E
k
m
an
an
d
Stra
n
d
b
er
g
[
7
]
f
o
u
n
d
th
at
MS
T
ea
m
s
ca
n
b
e
in
teg
r
ated
in
to
o
th
e
r
lear
n
i
n
g
m
an
ag
em
e
n
t
s
y
s
tem
s
(
L
MS)
,
s
u
ch
as
C
an
v
a,
to
e
n
h
an
ce
co
llab
o
r
atio
n
an
d
team
wo
r
k
.
T
h
e
latter
im
p
r
o
v
ed
th
eir
lear
n
in
g
b
y
m
ak
i
n
g
th
in
g
s
ea
s
ier
with
its
e
asy
-
to
-
u
s
e
f
ea
tu
r
es.
I
n
ad
d
itio
n
,
s
tu
d
y
b
y
Ma
et
a
l
.
[
8
]
u
s
ed
MS
T
ea
m
s
to
p
r
o
m
o
te
ac
tiv
e
lear
n
in
g
wh
ile
C
an
v
a
s
was
in
teg
r
ated
to
p
r
o
v
id
e
s
tu
d
en
ts
in
s
tan
t a
cc
ess
to
lectu
r
e
lin
k
s
.
Pre
v
io
u
s
s
tu
d
ies
also
ex
am
in
e
d
s
in
g
le
u
s
ag
e
o
f
t
h
ese
to
o
ls
.
T
h
e
s
tu
d
en
ts
f
o
u
n
d
th
at
u
s
in
g
MS
team
s
is
b
en
ef
icial,
ea
s
y
,
an
d
ef
f
ec
t
iv
e
at
ad
d
r
ess
in
g
th
e
i
m
p
o
r
ta
n
t
f
ac
ets
o
f
lear
n
i
n
g
an
d
in
f
o
r
m
atio
n
ac
q
u
is
itio
n
[
9
]
.
L
ik
ewise,
th
e
s
tu
d
en
ts
cl
aim
ed
th
ey
en
jo
y
e
d
th
e
ea
s
e
an
d
f
lex
ib
ilit
y
s
in
ce
MS
T
ea
m
s
allo
wed
th
em
to
in
ter
ac
t
with
th
eir
teac
h
er
s
an
d
p
ee
r
s
an
d
ac
ce
s
s
co
u
r
s
e
m
a
ter
ials
f
r
o
m
an
y
lo
ca
tio
n
[
10
]
.
I
t
was
f
o
u
n
d
th
at
teac
h
er
s
co
u
ld
en
h
an
c
e
s
tu
d
en
ts
’
lear
n
in
g
ex
p
er
ien
ce
s
b
y
u
s
in
g
MS
T
ea
m
s
,
a
f
lex
ib
le
p
latf
o
r
m
th
at
allo
ws f
o
r
co
llab
o
r
atio
n
am
o
n
g
teac
h
e
r
-
s
tu
d
en
ts
an
d
th
eir
p
ee
r
s
[
11
]
.
A
s
tu
d
y
th
at
em
p
lo
y
e
d
C
an
v
a
to
ass
is
t
s
tu
d
en
ts
in
b
r
ain
s
to
r
m
in
g
id
ea
s
b
e
f
o
r
e
th
ey
b
eg
i
n
wr
itin
g
f
o
u
n
d
th
at
it
s
u
s
es
en
h
an
ce
d
en
g
ag
em
en
t
an
d
p
e
r
f
o
r
m
an
ce
o
n
wr
itin
g
task
s
[
12
]
.
C
o
n
ce
r
n
i
n
g
th
e
u
s
e
o
f
C
an
v
a
,
a
s
tu
d
y
e
x
a
m
i
n
ed
th
e
p
e
r
s
p
ec
t
i
v
es
o
f
i
n
s
tr
u
ct
o
r
s
an
d
s
t
u
d
e
n
ts
r
e
g
a
r
d
i
n
g
its
u
s
e
in
E
n
g
lis
h
la
n
g
u
ag
e
i
n
s
tr
u
ct
io
n
[
13
]
.
I
t
was
r
ev
ea
l
e
d
th
at
it
f
o
s
te
r
e
d
c
r
ea
ti
v
it
y
,
v
is
u
al
c
o
m
m
u
n
ic
ati
o
n
,
an
d
wr
iti
n
g
tas
k
en
g
ag
em
e
n
t w
h
i
ch
e
n
h
a
n
ce
d
th
e
lea
r
n
i
n
g
p
r
o
ce
s
s
f
o
r
b
o
t
h
te
ac
h
e
r
s
a
n
d
s
t
u
d
e
n
ts
[
13
]
.
W
i
t
h
i
ts
cu
s
t
o
m
iz
a
b
le
ca
p
a
b
il
iti
es
a
n
d
u
s
e
r
-
f
r
i
en
d
l
y
d
esi
g
n
,
t
h
e
s
t
u
d
y
o
f
U
ta
m
i
a
n
d
Dja
m
d
j
u
r
i
[1
4
]
s
h
o
we
d
t
h
at
C
an
v
a
im
p
r
o
v
e
d
s
t
u
d
e
n
t
e
n
g
a
g
e
m
e
n
t
a
n
d
a
p
p
r
ec
i
ati
o
n
f
o
r
th
e
w
r
iti
n
g
p
r
o
ce
s
s
an
d
e
n
c
o
u
r
a
g
e
d
a
c
tiv
e
p
ar
tic
ip
ati
o
n
i
n
co
m
p
let
in
g
t
h
e
ass
i
g
n
e
d
tas
k
s
.
M
ea
n
w
h
i
le
,
L
ie
e
t
a
l
.
[1
5
]
r
e
v
ea
l
ed
t
h
a
t
its
u
s
e
am
o
n
g
E
n
g
lis
h
l
a
n
g
u
ag
e
in
s
t
r
u
ct
o
r
s
a
n
d
s
t
u
d
en
ts
i
n
s
e
co
n
d
a
r
y
s
c
h
o
o
ls
d
u
r
in
g
t
h
e
C
OVI
D
-
1
9
e
p
i
d
e
m
ic
h
e
lp
e
d
t
h
em
t
o
n
a
v
i
g
at
e
t
h
e
ch
all
en
g
i
n
g
c
o
n
d
iti
o
n
s
t
h
r
o
u
g
h
o
u
t t
h
e
tu
r
m
o
il.
T
h
e
r
e
f
o
r
e
,
w
h
at
n
ee
d
s
t
o
b
e
i
n
v
esti
g
ate
d
in
d
e
p
t
h
i
n
o
r
d
e
r
t
o
f
ill
th
e
g
a
p
s
i
n
th
e
cu
r
r
e
n
t
s
t
u
d
y
ca
n
b
e
ac
h
i
e
v
e
d
b
y
d
el
v
i
n
g
d
ee
p
e
r
i
n
t
o
th
e
r
es
ea
r
c
h
id
e
n
ti
f
ied
e
ar
lie
r
th
r
o
u
g
h
a
th
o
r
o
u
g
h
r
e
v
i
e
w
o
f
p
r
ev
io
u
s
r
esea
r
c
h
.
No
ta
b
l
y
,
ex
is
ti
n
g
s
tu
d
ies
h
a
v
e
p
r
e
d
o
m
i
n
an
tl
y
f
o
c
u
s
ed
o
n
eit
h
e
r
o
n
MS
T
ea
m
s
[
12
]
,
[
13
]
o
r
C
a
n
v
a
[
16
]
,
[
1
7
]
.
H
o
we
v
e
r
,
t
h
e
cu
r
r
e
n
t
s
t
u
d
y
at
te
m
p
ts
t
o
i
n
v
esti
g
ate
th
e
e
f
f
e
cts
o
f
b
o
t
h
th
es
e
o
n
l
in
e
to
o
ls
i
n
a
s
i
n
g
le
s
t
u
d
y
u
s
i
n
g
MS
T
ea
m
s
a
n
d
C
a
n
v
a
o
n
E
n
g
lis
h
as
a
s
e
co
n
d
l
a
n
g
u
ag
e
(
E
SL
)
lea
r
n
e
r
s
’
w
r
iti
n
g
p
er
f
o
r
m
a
n
c
e
.
M
o
r
e
o
v
e
r
,
t
h
e
p
r
ev
io
u
s
s
tu
d
ies
l
ac
k
e
d
a
c
o
m
p
r
e
h
e
n
s
i
v
e
d
esig
n
t
o
p
r
o
b
e
t
h
e
is
s
u
e
i
n
g
r
e
at
er
d
e
p
t
h
.
F
o
r
ex
am
p
le
,
W
ija
y
an
ti
[
13
]
s
t
u
d
ie
d
s
t
u
d
e
n
ts
’
p
e
r
c
e
p
ti
o
n
s
o
f
M
S
T
ea
m
s
,
A
d
am
s
[
16
]
r
es
ea
r
c
h
e
d
s
t
u
d
e
n
ts
’
a
n
d
te
ac
h
e
r
s
’
att
it
u
d
es
a
b
o
u
t
C
a
n
v
a
.
All
t
h
es
e
s
t
u
d
ies
u
s
e
d
q
u
a
n
tit
ati
v
e
d
es
ig
n
s
.
O
n
t
h
e
o
t
h
e
r
h
a
n
d
,
C
r
eswe
ll
[
1
7
]
u
s
e
d
a
q
u
ali
tati
v
e
a
p
p
r
o
ac
h
t
o
a
n
aly
ze
s
t
u
d
e
n
ts
’
p
e
r
ce
p
t
io
n
s
i
n
wr
i
ti
n
g
w
h
e
n
th
ey
u
s
e
C
a
n
v
a
.
T
h
e
c
u
r
r
e
n
t
s
t
u
d
y
,
h
o
we
v
e
r
,
u
s
es
b
o
th
m
et
h
o
d
s
i
n
c
o
ll
ec
t
in
g
its
d
at
a.
As
f
ar
as
th
e
th
e
o
r
y
is
co
n
ce
r
n
ed
,
t
h
e
s
tu
d
y
u
s
es
th
e
s
o
cial
co
n
s
tr
u
ctiv
is
m
th
eo
r
y
,
wh
ich
h
o
ld
s
th
at
s
o
cial
in
ter
ac
tio
n
s
an
d
team
wo
r
k
ac
tiv
ely
c
o
n
s
tr
u
ct
k
n
o
wled
g
e.
B
ased
o
n
th
is
ap
p
r
o
ac
h
,
lear
n
i
n
g
is
a
co
llab
o
r
ativ
e
p
r
o
ce
s
s
in
wh
ich
p
eo
p
le
s
o
lv
e
p
r
o
b
lem
s
,
h
a
v
e
co
n
v
er
s
atio
n
s
,
an
d
d
ev
elo
p
an
u
n
d
e
r
s
tan
d
in
g
o
f
th
eir
p
ee
r
s
[
16
]
.
T
h
e
t
h
eo
r
y
o
f
s
o
cial
co
n
s
tr
u
ctiv
is
m
b
ec
o
m
es
esp
ec
ially
p
er
tin
en
t
in
t
h
e
co
n
tex
t
o
f
th
is
in
v
esti
g
atio
n
.
T
h
is
p
ar
ad
ig
m
o
f
f
er
s
a
th
eo
r
etica
l
ex
p
la
n
a
tio
n
o
f
h
o
w
s
tu
d
en
ts
ac
tiv
el
y
co
n
tr
ib
u
te
to
th
e
co
n
s
tr
u
ctio
n
o
f
wr
itin
g
-
r
elate
d
task
s
th
r
o
u
g
h
c
o
llab
o
r
ativ
e
ac
tiv
ities
en
ab
led
b
y
MS
T
ea
m
s
an
d
C
an
v
a
.
Acc
o
r
d
in
g
t
o
th
e
th
e
o
r
y
,
t
h
ese
p
latf
o
r
m
s
ca
n
cr
ea
te
a
s
o
cial
lear
n
in
g
atm
o
s
p
h
e
r
e
t
h
at
h
elp
s
s
tu
d
en
ts
co
m
p
r
eh
e
n
d
wr
itin
g
p
r
i
n
cip
le
s
m
o
r
e
d
ee
p
ly
.
Mo
r
eo
v
er
,
th
e
y
ca
n
p
ar
ticip
ate
in
in
s
ig
h
tf
u
l
co
n
v
er
s
atio
n
s
,
s
h
ar
e
o
p
in
io
n
s
,
a
n
d
wo
r
k
to
g
et
h
er
to
im
p
r
o
v
e
th
eir
wr
itin
g
e
x
p
er
ie
n
ce
.
T
h
e
c
u
r
r
e
n
t
s
tu
d
y
u
s
es
a
n
a
ll
-
i
n
cl
u
s
i
v
e
d
esi
g
n
u
s
in
g
b
o
t
h
q
u
an
tita
ti
v
e
a
n
d
q
u
ali
tati
v
e
m
et
h
o
d
s
,
i.e
.
a
s
e
q
u
e
n
ti
al
e
x
p
la
n
at
o
r
y
d
esig
n
to
i
n
v
esti
g
ate
t
h
e
is
s
u
e.
T
h
er
ef
o
r
e
,
t
h
e
s
t
u
d
y
ai
m
s
t
o
id
en
t
if
y
th
e
d
i
f
f
e
r
e
n
c
e
b
et
we
en
th
e
p
r
e
-
test
a
n
d
th
e
p
o
s
t
-
tes
t
s
c
o
r
es
o
f
th
e
s
t
u
d
e
n
ts
in
w
r
i
ti
n
g
in
f
o
r
m
a
ti
v
e
s
p
e
ec
h
ess
a
y
w
h
il
e
u
s
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
Usi
n
g
C
a
n
va
a
n
d
Micr
o
s
o
ft Tea
ms to
s
u
p
p
o
r
t stu
d
en
ts
’
w
r
itin
g
ta
s
ks
(
Wa
n
Za
h
id
a
h
Wa
n
S
u
la
ima
n
)
3297
MS
T
e
am
s
a
n
d
to
e
x
p
lo
r
e
t
h
e
s
t
u
d
e
n
t
s
’
p
e
r
c
ep
ti
o
n
s
o
f
u
s
i
n
g
C
a
n
v
a
t
o
h
e
lp
th
em
p
r
e
p
ar
e
i
n
f
o
r
m
at
iv
e
s
p
e
ec
h
ess
a
y
s
.
T
h
e
f
o
ll
o
wi
n
g
r
es
ea
r
c
h
q
u
esti
o
n
s
w
er
e
f
o
r
m
u
l
ate
d
i
n
t
h
is
s
t
u
d
y
:
i)
I
s
t
h
e
r
e
an
y
s
i
g
n
i
f
i
ca
n
t
d
i
f
f
er
en
ce
i
n
s
t
u
d
e
n
ts
’
s
c
o
r
es
b
e
tw
ee
n
t
h
e
p
r
e
-
tes
t
a
n
d
p
o
s
t
-
t
est
wh
e
n
w
r
i
ti
n
g
in
f
o
r
m
at
i
v
e
s
p
ee
c
h
ess
ay
s
u
s
i
n
g
MS
T
e
am
s
?
ii)
W
ha
t
a
r
e
t
h
e
s
t
u
d
e
n
ts
’
p
e
r
ce
p
t
io
n
s
o
f
u
s
i
n
g
C
an
v
a
t
o
h
el
p
t
h
em
p
r
e
p
ar
e
in
f
o
r
m
a
ti
v
e
s
p
ee
ch
ess
a
y
s
?
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
i
gn
T
h
is
s
tu
d
y
e
m
p
lo
y
e
d
a
m
ix
e
d
m
eth
o
d
d
esig
n
u
tili
zin
g
a
s
eq
u
en
tial
ex
p
lan
ato
r
y
d
esig
n
[
17
]
,
wh
ich
b
eg
an
with
co
llectin
g
q
u
a
n
titativ
e
d
ata
th
at
in
v
o
lv
ed
an
e
x
p
er
im
en
t
al
s
tu
d
y
.
I
n
th
e
s
ec
o
n
d
p
h
ase,
q
u
alitativ
e
d
ata
wer
e
co
llected
in
t
h
e
f
o
r
m
o
f
i
n
ter
v
iews.
I
n
p
ar
ticu
l
ar
,
MS
T
ea
m
s
was
em
p
lo
y
e
d
as
a
p
latf
o
r
m
to
ad
m
in
is
ter
th
e
p
r
e
an
d
p
o
s
t
-
test
s
.
Fo
llo
win
g
th
e
q
u
an
titativ
e
d
ata
an
aly
s
is
,
th
e
q
u
alitativ
e
d
ata
wer
e
co
llected
an
d
ass
ess
ed
to
id
en
tify
s
tu
d
e
n
ts
’
p
er
ce
p
tio
n
s
o
f
th
e
u
s
e
o
f
C
an
v
a.
2
.
2
.
P
a
rt
icipa
nts o
f
t
he
s
t
ud
y
C
o
n
v
en
ien
ce
s
am
p
lin
g
was
u
s
ed
b
ased
o
n
th
e
p
ar
ticip
an
ts
’
co
n
v
en
ie
n
ce
an
d
a
v
ailab
ilit
y
t
o
ex
p
ed
ite
d
ata
co
llectio
n
.
Six
teen
s
tu
d
e
n
ts
to
o
k
p
a
r
t
in
th
e
s
tu
d
y
.
T
h
e
y
wer
e
in
t
h
e
th
ir
d
s
em
ester
o
f
tak
in
g
an
E
n
g
lis
h
m
ajo
r
at
a
p
r
iv
ate
u
n
i
v
er
s
ity
o
n
th
e
E
ast C
o
ast o
f
Ma
lay
s
ia
wh
en
th
e
s
tu
d
y
was c
o
n
d
u
cte
d
.
I
t is p
er
m
is
s
ib
le
t
o
h
av
e
s
u
ch
a
n
u
m
b
er
o
f
p
ar
tici
p
an
ts
f
o
r
an
ex
p
er
im
en
tal
r
ese
ar
ch
d
esig
n
s
in
ce
ex
p
e
r
im
en
ta
l
tech
n
iq
u
es c
all
f
o
r
at
least
1
5
in
d
iv
id
u
als
to
b
e
in
v
o
lv
e
d
in
d
ata
co
llectio
n
[
18
]
.
An
o
th
er
ar
g
u
m
e
n
t
s
tates
th
at
at
least
1
5
p
eo
p
le
s
h
o
u
ld
b
e
i
n
th
e
co
n
tr
o
l
an
d
e
x
p
er
im
en
tal
g
r
o
u
p
s
f
o
r
co
m
p
a
r
is
o
n
[
19
]
.
T
h
e
s
am
e
p
ar
ticip
a
n
ts
wer
e
em
p
lo
y
ed
fo
r
t
h
e
q
u
alitativ
e
d
ata
in
q
u
ir
ies.
Ho
wev
er
,
th
e
r
esp
o
n
d
e
n
ts
f
o
r
q
u
alitativ
e
d
ata
wer
e
co
u
n
ted
wh
e
n
t
h
e
s
tu
d
en
ts
an
s
wer
ed
th
e
o
p
en
-
e
n
d
ed
item
s
v
o
lu
n
tar
ily
.
On
ly
n
in
e
p
ar
ticip
a
n
ts
co
m
m
en
te
d
o
n
th
eir
p
er
ce
p
tio
n
s
o
f
u
s
in
g
C
an
v
a
f
o
r
th
e
ass
ig
n
e
d
wr
itin
g
task
.
2
.
3
.
Resea
rc
h
ins
t
r
um
ent
T
h
e
f
ir
s
t
r
esear
ch
in
s
tr
u
m
en
t
is
a
wr
itin
g
ta
s
k
ad
m
in
is
ter
ed
d
u
r
in
g
p
r
e
-
test
an
d
p
o
s
t
-
test
s
es
s
io
n
s
.
T
h
e
s
tu
d
en
ts
wer
e
r
e
q
u
ir
e
d
t
o
wr
ite
an
in
f
o
r
m
ativ
e
s
p
ee
c
h
ess
ay
af
ter
th
e
teac
h
er
ass
ig
n
ed
to
p
ics
to
th
em
.
T
h
ey
wer
e
g
iv
e
n
two
h
o
u
r
s
to
co
m
p
lete
a
n
ar
r
ativ
e
with
th
e
s
tan
d
ar
d
p
ar
a
g
r
ap
h
s
tr
u
ct
u
r
es
—
an
in
tr
o
d
u
ctio
n
,
th
r
ee
b
o
d
y
p
ar
ag
r
a
p
h
s
,
an
d
a
co
n
clu
s
io
n
—
u
s
in
g
C
an
v
a
as
th
eir
wr
itin
g
to
o
l.
Fiv
e
elem
en
ts
wer
e
em
p
lo
y
ed
to
ev
alu
ate
th
e
ess
ay
,
an
d
th
ey
a
r
e
i
)
to
p
ic
s
elec
tio
n
;
ii
)
in
tr
o
d
u
ct
io
n
;
iii
)
b
o
d
y
p
a
r
ag
r
a
p
h
s
;
iv
)
co
n
clu
s
io
n
;
a
n
d
v
)
o
r
g
a
n
izatio
n
.
B
o
th
th
e
teac
h
er
an
d
s
tu
d
e
n
ts
r
ev
iewe
d
th
e
p
r
e
-
test
’
s
wr
itin
g
.
Nev
er
th
ele
s
s
,
th
e
teac
h
er
o
n
ly
ev
alu
ated
th
e
p
o
s
t
-
test
s
s
in
ce
s
h
e
ev
alu
ated
th
e
test
s
in
ter
m
s
o
f
th
e
ess
ay
s
’
o
r
g
an
izatio
n
,
co
n
t
en
t,
lan
g
u
ag
e
u
s
e,
v
o
ca
b
u
lar
y
,
an
d
g
r
am
m
a
r
.
Su
ch
ev
alu
atio
n
is
co
n
s
is
te
n
t
with
s
tu
d
y
b
y
Du
an
d
L
is
t
[
20
]
s
tatin
g
th
at
ex
p
er
ts
ju
d
g
e
t
h
e
wr
itin
g
p
e
r
f
o
r
m
an
ce
o
n
its
to
p
ic,
lan
g
u
ag
e
u
s
e,
v
o
ca
b
u
lar
y
,
a
n
d
g
r
am
m
ar
.
An
o
th
er
r
esear
ch
in
s
tr
u
m
en
t
in
th
e
s
tu
d
y
is
o
p
en
-
en
d
ed
q
u
esti
o
n
n
air
e.
T
h
e
teac
h
er
s
p
o
s
ted
q
u
esti
o
n
s
ab
o
u
t
th
e
s
tu
d
en
ts
’
th
o
u
g
h
ts
o
n
u
s
in
g
C
an
v
a
f
o
r
th
e
wr
itin
g
task
.
T
h
ey
co
u
ld
m
ak
e
r
em
ar
k
s
an
d
co
m
m
e
n
ts
to
co
m
p
lete
th
eir
ess
ay
s
.
I
n
ter
m
s
o
f
r
eliab
ilit
y
o
f
th
e
p
r
e
an
d
p
o
s
t
wr
itin
g
test
s
,
a
co
n
s
is
ten
t
s
co
r
in
g
r
u
b
r
ic
was
ap
p
lied
in
th
e
two
test
s
wh
ile
f
o
r
v
ali
d
ity
,
we
en
s
u
r
e
th
at
th
e
wr
itin
g
task
s
wer
e
alig
n
e
d
with
th
e
f
o
r
m
u
lated
o
b
jectiv
es
o
f
th
e
r
esear
ch
.
T
h
e
in
s
tr
u
m
en
ts
wer
e
also
r
ev
iewe
d
b
y
lectu
r
e
r
s
wh
o
ar
e
ex
p
er
ts
in
wr
itin
g
.
Fo
r
th
e
v
alid
ity
o
f
th
e
o
p
en
-
e
n
d
ed
q
u
esti
o
n
n
air
e
,
co
n
ten
t
v
alid
ity
an
d
f
ac
e
v
alid
ity
wer
e
co
n
d
u
cted
in
th
at
th
e
f
o
r
m
er
was
o
b
tain
ed
em
p
l
o
y
in
g
e
x
p
er
ts
r
ev
iew
wh
o
ar
e
th
e
co
lleag
u
es
o
f
th
e
m
ain
au
th
o
r
.
T
h
e
y
ass
ess
ed
th
e
s
u
itab
ilit
y
o
f
th
e
item
s
.
Fo
r
th
e
latter
,
v
alid
ity
was
co
n
d
u
cte
d
b
y
p
r
e
-
test
in
g
th
e
in
s
tr
u
m
en
ts
with
a
s
m
all
g
r
o
u
p
o
f
s
tu
d
en
ts
.
T
o
e
n
s
u
r
e
r
eliab
ilit
y
,
au
d
it
tr
ail
was p
er
f
o
r
m
ed
as
r
esear
ch
er
s
d
o
cu
m
en
ted
all
th
e
r
esear
ch
p
r
o
ce
s
s
es
to
en
s
u
r
e
tr
an
s
p
a
r
en
cy
a
n
d
c
o
n
s
is
ten
cy
wh
en
in
ter
p
r
etin
g
th
e
d
ata.
2
.
4
.
Da
t
a
c
o
llect
io
n p
ro
ce
du
re
s
W
r
itin
g
ass
ig
n
m
en
ts
wer
e
g
i
v
en
to
s
tu
d
en
ts
to
b
e
co
m
p
le
ted
in
d
ep
en
d
en
tly
o
u
ts
id
e
o
f
s
ch
ed
u
led
class
tim
e.
B
ef
o
r
e
th
e
test
,
th
ey
wer
e
in
s
tr
u
cte
d
to
tak
e
th
eir
p
r
e
-
wr
itten
in
f
o
r
m
ativ
e
es
s
ay
s
in
C
an
v
a
an
d
u
p
lo
ad
t
h
em
o
n
to
th
e
MS
T
ea
m
s
p
l
atf
o
r
m
.
T
h
is
p
h
ase
o
f
th
e
s
tu
d
y
aim
ed
t
o
en
co
u
r
ag
e
s
t
u
d
en
ts
to
en
g
ag
e
in
a
d
y
n
am
ic
an
d
i
n
ter
ac
tiv
e
p
r
o
ce
s
s
o
f
r
ef
in
in
g
th
eir
ess
ay
s
u
s
in
g
co
llab
o
r
ativ
e
in
p
u
t
a
n
d
p
ee
r
cr
itiq
u
e
wh
e
n
th
ey
u
s
ed
th
e
s
ec
o
n
d
p
latf
o
r
m
.
T
h
e
r
esear
ch
er
s
f
o
llo
wed
t
h
e
s
e
s
tep
s
f
o
r
th
e
d
ata
co
llectio
n
p
r
o
ce
d
u
r
es
to
g
ath
e
r
th
e
d
a
ta
f
o
r
th
is
s
tu
d
y
.
First,
s
tu
d
en
ts
wer
e
r
eq
u
ir
ed
to
c
o
m
p
lete
a
n
in
f
o
r
m
ati
v
e
s
p
ee
ch
wr
itin
g
p
r
e
-
test
in
C
an
v
a
an
d
u
p
lo
ad
it
to
MS
T
ea
m
s
.
T
h
e
teac
h
er
a
n
d
o
th
er
s
tu
d
en
ts
co
llab
o
r
ativ
ely
ass
es
s
ed
an
d
r
ev
is
ed
th
e
wr
it
in
g
task
f
o
r
th
e
f
ir
s
t
tim
e.
T
h
e
n
,
u
s
in
g
MS
T
e
am
s
ag
ain
,
r
ec
o
r
d
ed
lectu
r
e
n
o
tes
wer
e
o
f
f
e
r
ed
t
o
ass
is
t
th
em
in
lear
n
in
g
h
o
w
to
wr
ite
in
f
o
r
m
ativ
e
s
p
ee
c
h
ess
ay
s
.
T
h
e
in
s
tr
u
ctio
n
s
o
n
h
o
w
to
wr
ite
an
in
f
o
r
m
ativ
e
s
p
ee
ch
e
s
s
ay
wer
e
p
r
o
v
id
e
d
in
MS
T
ea
m
s
,
a
n
d
t
h
ey
wer
e
r
eq
u
i
r
ed
t
o
lis
ten
to
an
d
s
tu
d
y
t
h
ese
r
eso
u
r
ce
s
.
I
n
ad
d
i
tio
n
,
th
e
g
r
a
p
h
ical
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
.
14
,
No
.
4
,
Au
g
u
s
t
2025
:
3
2
9
5
-
3
3
0
3
3298
r
ep
r
esen
tatio
n
s
o
f
th
e
r
ec
o
r
d
e
d
n
o
tes,
s
u
ch
as
im
ag
es
an
d
m
in
d
m
ap
p
in
g
,
wer
e
also
u
s
ed
as
lectu
r
e
r
eso
u
r
ce
s
.
T
h
ey
h
a
d
to
s
p
e
n
d
th
ei
r
f
r
ee
tim
e
r
ev
iewin
g
th
e
n
o
tes
at
th
ei
r
f
r
ee
tim
e.
Af
ter
th
at,
th
e
teac
h
er
also
in
s
tr
u
cted
th
em
to
r
ewr
ite
th
eir
ess
ay
s
f
o
r
th
e
p
o
s
t
-
wr
itin
g
test
af
ter
o
n
e
wee
k
o
f
s
tu
d
y
in
g
th
e
n
o
tes.
C
an
v
a
was
u
s
ed
to
ass
is
t
s
tu
d
en
ts
in
wr
itin
g
th
e
ir
f
ir
s
t
d
r
af
t
o
f
an
in
f
o
r
m
ativ
e
s
p
ee
ch
ess
ay
.
T
h
ey
wer
e
f
r
ee
to
c
h
o
o
s
e
an
y
tem
p
late
o
r
d
esig
n
av
ailab
le
o
n
th
e
p
latf
o
r
m
.
Af
ter
th
e
y
p
r
e
p
ar
ed
a
n
d
s
u
b
m
itted
th
e
f
ir
s
t
d
r
af
t
o
f
th
e
p
r
e
-
test
in
f
o
r
m
ativ
e
s
p
ee
ch
ess
ay
in
MS
T
ea
m
s
,
th
e
teac
h
er
ev
alu
ated
th
e
s
tu
d
en
ts
’
wo
r
k
.
Sp
ec
if
ically
,
th
eir
wo
r
k
s
wer
e
r
ev
iewe
d
u
s
in
g
th
e
M
S
T
ea
m
s
to
o
l,
in
“
s
h
o
w
co
n
v
er
s
atio
n
”.
T
h
e
f
ea
tu
r
e
en
ab
l
ed
th
e
teac
h
er
an
d
s
tu
d
en
ts
to
co
llab
o
r
ate
th
r
o
u
g
h
o
u
t th
e
latter
’
s
lear
n
in
g
p
r
o
ce
s
s
.
Par
ticip
an
ts
h
ad
th
e
ch
o
ice
to
ag
r
ee
o
r
d
is
ag
r
ee
to
f
ill
o
u
t
th
e
o
p
e
n
-
en
d
e
d
q
u
esti
o
n
n
air
e,
a
n
d
c
o
n
s
en
t
was
ad
m
in
is
ter
e
d
v
ia
a
Go
o
g
le
Sh
ee
t.
T
h
is
tech
n
iq
u
e
g
u
ar
an
teed
th
at
in
d
iv
id
u
als
h
ad
co
n
tr
o
l
o
v
er
th
eir
ac
tio
n
s
an
d
th
at
p
a
r
ticip
atio
n
was
v
o
lu
n
tar
y
.
Alth
o
u
g
h
w
e
h
av
e
ad
h
er
ed
to
b
est
p
r
ac
t
ices
f
o
r
in
f
o
r
m
ed
co
n
s
en
t
an
d
p
ar
ticip
an
t
au
t
o
n
o
m
y
,
o
u
r
m
eth
o
d
d
o
es
n
o
t
tak
e
th
e
p
la
ce
o
f
o
f
f
icial
eth
ical
ap
p
r
o
v
al.
R
eg
ar
d
in
g
p
ar
ticip
an
t
r
ec
r
u
itm
en
t,
W
h
at
s
Ap
p
tex
ts
wer
e
s
en
t
to
th
e
f
ir
s
t
au
th
o
r
’
s
c
o
wo
r
k
e
r
s
.
Fo
ll
o
win
g
th
at,
th
ese
co
lleag
u
es
s
en
t
th
eir
s
tu
d
en
ts
th
e
m
ess
ag
es
alo
n
g
with
ex
p
licit
g
u
id
elin
es
o
n
h
o
w
to
ta
k
e
p
ar
t.
B
ef
o
r
e
th
e
G
o
o
g
le
Sh
ee
t
was
clo
s
ed
,
p
ar
ticip
an
ts
h
ad
two
wee
k
s
to
f
i
n
is
h
an
s
wer
in
g
th
e
q
u
esti
o
n
n
air
e.
On
a
d
if
f
er
en
t
n
o
te,
it
is
cr
u
cial
to
r
em
em
b
er
th
at
th
e
o
p
en
-
en
d
ed
q
u
esti
o
n
n
air
e
em
p
lo
y
ed
in
th
is
s
tu
d
y
was
d
esig
n
ed
to
co
llect
q
u
alitativ
e
in
f
o
r
m
atio
n
r
ath
er
th
an
q
u
an
tifia
b
le
d
ata
in
o
r
d
er
to
o
b
tain
in
f
o
r
m
ed
c
o
n
s
en
t.
T
r
ad
itio
n
al
r
eliab
ilit
y
an
d
v
alid
ity
m
etr
ic
s
,
in
clu
d
in
g
C
r
o
n
b
ac
h
’
s
al
p
h
a
,
ar
e
ir
r
elev
an
t
b
ec
au
s
e
o
f
its
q
u
alitativ
e
n
atu
r
e.
No
n
eth
eless
,
th
e
p
r
ev
io
u
s
s
ec
tio
n
o
n
r
esear
ch
in
s
tr
u
m
en
t
h
as
co
v
er
ed
th
e
v
alid
i
ty
a
n
d
r
e
liab
ilit
y
o
f
th
e
d
ata
co
llectio
n
to
o
ls
in
d
e
p
th
.
2.
5
.
Da
t
a
a
na
ly
s
is
Af
t
er
s
t
u
d
e
n
ts
tu
r
n
e
d
i
n
t
h
ei
r
wr
it
in
g
,
t
h
ei
r
t
ea
ch
er
g
r
a
d
e
d
t
h
e
m
a
n
d
as
k
e
d
f
o
r
f
ee
d
b
a
ck
f
r
o
m
t
h
e
ir
class
m
at
es.
I
n
a
n
al
y
zi
n
g
t
h
e
d
ata
o
f
th
e
s
tu
d
y
,
a
p
ai
r
e
d
s
am
p
le
t
-
t
est
was
u
s
ed
t
o
an
al
y
z
e
t
h
e
d
at
a
an
d
f
i
n
d
a
n
y
v
a
r
i
ati
o
n
s
b
et
we
en
t
h
e
s
t
u
d
e
n
t
s
’
p
r
e
-
an
d
p
o
s
t
-
t
est
in
f
o
r
m
a
ti
v
e
ess
a
y
s
c
o
r
es
.
S
u
c
h
was
t
h
e
p
r
o
ce
d
u
r
e
s
i
n
c
e
th
e
r
es
ea
r
c
h
e
r
s
c
o
u
ld
s
ee
t
h
e
v
a
r
i
ati
o
n
s
an
d
r
ese
m
b
la
n
c
es
b
etw
ee
n
th
e
tw
o
p
h
as
es
o
f
d
ata
c
o
llec
ti
o
n
t
h
r
o
u
g
h
th
e
d
at
a
ac
q
u
i
r
e
d
th
r
o
u
g
h
o
u
t
th
o
s
e
tw
o
p
e
r
i
o
d
s
.
I
n
a
d
d
iti
o
n
,
t
h
e
c
o
m
m
e
n
ts
p
r
o
v
i
d
ed
b
y
s
t
u
d
en
ts
i
n
MS
T
e
am
s
m
a
d
e
i
t
p
o
s
s
i
b
l
e
t
o
d
et
er
m
i
n
e
th
e
ir
th
o
u
g
h
ts
o
n
u
s
i
n
g
C
a
n
v
a
to
h
el
p
t
h
em
p
r
e
p
a
r
e
th
e
ess
ay
s
.
T
h
e
r
e
f
o
r
e,
as
f
a
r
as
d
ata
a
n
al
y
s
is
o
f
t
h
e
q
u
al
it
a
t
iv
e
d
ata
is
c
o
n
ce
r
n
e
d
,
t
h
e
r
es
e
ar
ch
er
s
em
p
l
o
y
e
d
t
h
em
ati
c
a
n
aly
s
is
as
i
t
was
s
ee
n
to
b
e
ap
p
r
o
p
r
i
ate
t
o
d
r
aw
at
t
en
t
io
n
t
o
t
h
e
co
n
t
r
as
ts
an
d
s
i
m
il
ar
i
ties
i
n
th
e
d
a
ta
s
et
[
21
]
,
[
22
]
.
A
s
i
x
-
s
ta
g
e
d
th
e
m
a
tic
a
n
al
y
s
is
w
as
u
s
e
d
t
o
an
al
y
ze
th
e
i
n
t
er
v
i
ews
[
23
]
a
n
d
t
h
es
e
s
ta
g
es
ar
e
as:
i)
th
e
tr
a
n
s
cr
ip
ts
wer
e
r
ea
d
r
ep
ea
ted
ly
to
b
ec
o
m
e
f
am
iliar
with
th
e
d
ata
;
ii)
in
itial
co
d
e
s
wer
e
g
en
er
ated
an
d
o
r
g
an
iz
ed
;
iii)
co
n
n
ec
tio
n
s
wer
e
m
ad
e
am
o
n
g
d
if
f
er
e
n
t
co
d
es
to
f
o
r
m
p
o
ten
tial
th
e
m
es
;
iv
)
th
em
es
wer
e
d
ev
el
o
p
ed
a
n
d
r
e
v
iewe
d
;
v
)
in
itial
th
em
es we
r
e
r
ef
i
n
ed
an
d
m
er
g
ed
in
to
co
r
e
t
h
e
m
es
; a
n
d
v
)
co
r
e
t
h
em
es we
r
e
f
in
ali
ze
d
.
I
n
d
escr
ib
i
n
g
q
u
alitativ
e
d
ata
in
q
u
ir
ies
ab
o
u
t
s
tu
d
e
n
ts
’
p
er
c
ep
tio
n
s
o
f
u
s
in
g
C
an
v
a,
t
h
eir
co
m
m
en
ts
wer
e
co
d
ed
ac
c
o
r
d
in
g
to
th
e
a
r
r
an
g
em
e
n
t
o
f
n
am
es
an
d
g
e
n
d
er
.
T
o
illu
s
tr
ate,
s
tu
d
en
t
n
u
m
b
er
1
,
f
e
m
ale,
was
co
d
ed
as
‘
SF
1
’
an
d
co
m
m
e
n
ts
f
r
o
m
s
tu
d
e
n
t
n
u
m
b
er
1
6
,
m
al
e,
wer
e
c
o
d
ed
as
‘
SM1
6
’
.
T
h
e
ir
r
esp
o
n
s
es
in
th
e
MS
T
ea
m
wer
e
r
ep
o
r
ted
in
wr
itten
v
er
b
atim
tr
an
s
cr
ip
tio
n
.
No
g
r
am
m
ar
co
r
r
ec
tio
n
was
m
a
d
e
in
r
ep
o
r
tin
g
th
e
co
m
m
en
ts
o
r
r
em
ar
k
s
m
a
d
e
b
y
th
e
p
ar
ticip
a
n
ts
in
th
e
o
p
en
-
e
n
d
ed
item
s
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
Student
s
’
pre
a
nd
po
s
t
-
t
est
s
co
re
s
in info
rm
a
t
iv
e
s
peec
h e
s
s
a
y
s
us
ing
M
S
T
ea
m
s
T
h
e
d
escr
ip
tiv
e
s
tatis
tic
s
s
h
o
w
th
e
k
ey
ch
ar
ac
ter
is
tics
o
f
t
h
e
d
ata
s
et
wh
ile
th
e
p
air
ed
-
s
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.
I
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with
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s
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th
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co
llectiv
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s
id
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o
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k
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f
o
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m
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.
T
h
is
e
m
p
h
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th
e
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s
h
ip
b
e
twee
n
k
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with
in
a
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ity
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f
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h
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l
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h
as in
d
ev
elo
p
in
g
m
ea
n
i
n
g
f
u
l
wr
itin
g
ex
p
er
ie
n
ce
s
.
3
.
2
.
Student
s
’
perc
ept
io
ns
o
f
us
ing
Ca
nv
a
Qu
a
lit
ati
v
e
f
i
n
d
i
n
g
s
we
r
e
e
m
p
l
o
y
e
d
t
o
a
n
s
w
er
t
h
e
s
t
u
d
e
n
t
s
’
p
e
r
ce
p
t
io
n
s
o
f
u
s
i
n
g
C
an
v
a
t
o
w
r
it
e
ess
a
y
s
u
s
i
n
g
t
h
e
o
p
e
n
-
e
n
d
e
d
q
u
est
io
n
n
a
ir
e.
H
o
w
ev
er
,
at
t
h
e
r
e
v
i
ewi
n
g
s
t
a
g
e
,
t
h
em
es
i
.
e
.
‘
C
an
v
a
is
h
el
p
f
u
l
f
o
r
s
tu
d
e
n
ts
’
an
d
‘
C
an
v
a
is
i
n
te
r
e
s
tin
g
’
w
er
e
m
e
r
g
e
d
in
to
m
o
r
e
in
f
o
r
m
ati
v
e
a
n
d
co
n
c
is
e
o
n
e.
E
v
e
n
t
u
a
ll
y
,
t
h
r
ee
co
r
e
t
h
e
m
es
we
r
e
d
e
f
i
n
e
d
an
d
th
es
e
ar
e
i
)
C
a
n
v
a
i
m
p
r
o
v
es
s
t
u
d
e
n
ts
’
a
b
i
lit
y
to
f
in
d
i
n
f
o
r
m
at
io
n
;
ii
)
C
a
n
v
a
h
el
p
s
s
tu
d
e
n
ts
t
o
u
n
d
e
r
s
ta
n
d
id
ea
s
b
ette
r
;
a
n
d
iii
)
att
r
a
cti
v
e
t
em
p
l
at
es
m
a
k
e
p
r
ese
n
ta
ti
o
n
s
o
f
c
o
n
t
e
n
t
i
n
te
r
es
ti
n
g
.
3
.
2
.
1
.
T
hem
e
1
:
Ca
nv
a
im
pr
o
v
es student
s
’
a
bil
it
y
t
o
f
ind
info
rm
a
t
io
n
A
f
ew
ex
ce
r
p
ts
wer
e
ex
tr
ac
t
ed
f
r
o
m
th
e
f
in
d
in
g
s
d
e
r
iv
ed
f
r
o
m
t
h
e
o
p
e
n
-
en
d
ed
s
u
r
v
ey
s
o
n
h
o
w
C
an
v
a
ass
is
ted
s
tu
d
en
ts
in
f
in
d
in
g
in
f
o
r
m
atio
n
.
A
f
em
ale
s
t
u
d
en
t
(
SF
1
1
)
b
eliev
ed
i
n
f
o
r
m
ativ
e
co
n
ten
t
co
u
ld
b
e
p
u
t
o
n
C
an
v
a
as
s
h
e
wr
o
t
e,
“
C
a
n
va
is
s
u
ita
b
le
fo
r
th
e
c
o
n
ten
ts
a
n
d
ve
r
y
in
fo
r
ma
tive
.
”
An
o
th
er
f
em
ale
s
tu
d
en
t
(
SF
4
)
co
m
m
e
n
ted
th
at
th
e
p
latf
o
r
m
d
is
p
lay
s
u
s
ef
u
l
i
n
f
o
r
m
atio
n
,
“
th
ere
is
a
lo
t
o
f
u
s
efu
l
in
fo
r
ma
tio
n
.
”
L
ik
ewise,
a
m
ale
s
tu
d
en
t
(
SM7
)
,
u
s
ed
C
an
v
a
b
ec
a
u
s
e
h
e
co
u
ld
g
et
u
s
ef
u
l
in
f
o
r
m
atio
n
.
He
n
o
ted
,
“
it
i
s
in
d
ee
d
fu
ll
o
f
u
s
efu
l
in
fo
r
ma
tio
n
fo
r
s
h
a
r
in
g
id
ea
s
.
”
T
h
ese
ex
c
er
p
ts
s
tr
en
g
th
en
th
e
v
iew
th
at
C
an
v
a
im
p
r
o
v
es
s
tu
d
en
ts
’
ab
ilit
y
to
f
in
d
in
f
o
r
m
atio
n
.
Acc
o
r
d
in
g
t
o
t
h
e
r
es
u
lts
o
f
t
h
e
c
u
r
r
e
n
t
s
t
u
d
y
,
C
a
n
v
a
was
f
o
u
n
d
t
o
e
n
h
a
n
c
e
s
t
u
d
e
n
ts
’
a
b
ili
ty
t
o
ac
c
ess
in
f
o
r
m
at
io
n
.
T
h
e
s
tu
d
en
ts
’
f
e
e
d
b
ac
k
o
n
t
h
ei
r
e
x
p
e
r
i
en
ce
u
s
i
n
g
C
an
v
a
s
h
o
w
e
d
t
h
at
t
h
ey
f
o
u
n
d
t
h
e
p
lat
f
o
r
m
a
r
ic
h
s
o
u
r
c
e
o
f
in
f
o
r
m
ati
o
n
,
a
lb
e
it
c
h
al
le
n
g
i
n
g
t
o
c
o
m
p
r
e
h
en
d
f
o
r
s
o
m
e
s
t
u
d
e
n
ts
d
u
e
t
o
te
ch
n
i
ca
l
t
er
m
s
.
No
n
et
h
eless
,
t
h
e
y
f
o
u
n
d
t
h
e
t
h
em
e
o
f
t
h
e
co
n
t
e
n
t
t
o
b
e
a
p
p
r
o
p
r
iat
e
a
n
d
i
n
f
o
r
m
ati
v
e
.
T
h
e
s
t
u
d
y
als
o
h
i
g
h
li
g
h
te
d
th
e
p
o
t
e
n
ti
al
o
f
C
a
n
v
a
t
o
im
p
r
o
v
e
v
is
u
al
le
ar
n
i
n
g
,
as
b
o
t
h
s
tu
d
e
n
ts
a
n
d
te
ac
h
e
r
s
ca
n
a
d
o
p
t
a
d
es
ig
n
-
t
h
i
n
k
i
n
g
ap
p
r
o
ac
h
t
o
p
r
o
b
le
m
-
s
o
l
v
i
n
g
.
T
h
is
ap
p
r
o
a
ch
e
n
co
u
r
a
g
es
cr
e
ati
v
e
t
h
i
n
k
i
n
g
an
d
t
h
e
d
e
v
el
o
p
m
e
n
t
o
f
s
o
l
u
ti
o
n
s
t
o
p
r
o
b
l
em
s
r
a
th
e
r
t
h
a
n
s
i
m
p
l
y
i
d
e
n
ti
f
y
i
n
g
t
h
e
m
.
T
h
is
f
i
n
d
i
n
g
co
n
f
i
r
m
s
th
at
C
a
n
v
a
im
p
r
o
v
es
s
tu
d
e
n
ts
’
ab
ilit
y
to
lo
c
at
e
r
ele
v
an
t
i
n
f
o
r
m
ati
o
n
as
s
o
ci
at
ed
wit
h
W
ij
ay
a
n
ti
r
es
ea
r
ch
[1
3
]
.
T
h
e
r
ese
ar
ch
er
s
f
o
u
n
d
t
h
a
t
t
h
e
att
r
a
cti
v
e
im
a
g
es
,
f
o
n
ts
,
c
o
l
o
r
s
,
a
n
d
v
i
d
e
o
s
in
C
a
n
v
a
e
n
a
b
le
d
s
t
u
d
e
n
ts
t
o
s
p
o
t
im
p
o
r
ta
n
t
i
n
f
o
r
m
ati
o
n
m
o
r
e
e
asil
y
.
D
es
p
ite
its
in
te
r
est
in
g
f
ea
tu
r
es
,
it
h
e
lp
ed
s
t
u
d
e
n
ts
t
o
p
r
ese
n
t
i
n
f
o
r
m
ati
o
n
m
o
r
e
c
r
ea
ti
v
el
y
[
13
]
.
L
i
k
ew
is
e
,
s
tu
d
en
ts
in
W
ijay
a
n
ti
’
s
s
tu
d
y
[
13
]
cl
ai
m
e
d
th
at
C
a
n
v
a'
s
v
is
u
all
y
a
p
p
ea
l
in
g
p
h
o
t
o
s
,
t
y
p
e
f
ac
es,
c
o
l
o
r
s
,
a
n
d
v
i
d
e
o
s
,
a
lo
n
g
wit
h
its
u
s
e
r
-
f
r
ie
n
d
l
y
i
n
te
r
f
a
ce
,
h
el
p
e
d
t
h
e
m
t
o
c
r
ea
te
a
f
a
v
o
r
a
b
l
e
im
p
r
ess
i
o
n
o
f
t
h
e
p
l
at
f
o
r
m
as
a
n
a
cc
ess
ib
le
r
es
o
u
r
ce
f
o
r
l
ea
r
n
i
n
g
E
n
g
lis
h
.
T
h
r
o
u
g
h
m
u
l
ti
m
o
d
al
p
r
o
d
u
cti
o
n
,
C
a
n
v
a
t
h
at
i
n
t
eg
r
a
tes
l
is
te
n
i
n
g
,
a
n
d
r
ea
d
i
n
g
is
ab
l
e
t
o
im
p
r
o
v
e
w
r
it
in
g
a
n
d
p
r
ese
n
ta
ti
o
n
a
b
il
iti
es
w
h
il
e
a
ls
o
p
r
o
m
o
t
i
n
g
b
r
o
a
d
er
la
n
g
u
a
g
e
d
ev
el
o
p
m
e
n
t
a
m
o
n
g
lan
g
u
a
g
e
l
ea
r
n
e
r
s
[
2
5
]
.
I
t
is
a
r
g
u
ed
t
h
at
t
h
a
t
C
a
n
v
a
e
n
h
a
n
c
es
s
t
u
d
e
n
ts
'
e
n
g
a
g
e
m
e
n
t
wi
th
th
e
t
ar
g
e
t
l
a
n
g
u
a
g
e
an
d
f
o
s
te
r
s
d
i
g
i
tal
lit
er
ac
y
f
o
r
th
e
tw
en
ty
-
f
i
r
s
t
ce
n
t
u
r
y
b
y
en
ab
l
in
g
th
e
m
t
o
b
e
co
m
e
p
r
o
f
ic
i
en
t
c
o
m
m
u
n
ic
at
o
r
s
th
r
o
u
g
h
th
e
in
te
g
r
ati
o
n
o
f
te
x
t
,
im
a
g
es
,
an
d
a
u
d
i
o
[
2
5
]
.
3
.
2
.
2
.
T
hem
e
2
:
Ca
nv
a
helps
s
t
ud
ent
s
t
o
un
dersta
nd
idea
s
bet
t
er
T
h
em
e
2
d
escr
ib
es h
o
w
C
an
v
a
ca
n
ass
is
t
s
tu
d
en
ts
in
o
r
g
an
i
zin
g
th
eir
id
ea
s
b
etter
.
T
h
is
is
tr
u
e
m
ain
ly
wh
en
th
ey
u
s
e
m
in
d
m
ap
s
to
p
r
es
en
t
th
eir
id
ea
s
.
As
a
r
esu
l
t
o
f
u
s
in
g
t
h
e
tem
p
late,
th
e
y
ca
n
u
n
d
er
s
tan
d
th
e
id
ea
s
th
at
th
eir
p
ee
r
s
p
r
esen
ted
.
A
s
tu
d
en
t
(
SF5
)
co
m
m
en
ted
th
at
id
ea
s
u
s
ed
in
C
an
v
a
wer
e
ea
s
y
t
o
u
n
d
er
s
tan
d
an
d
r
ea
d
.
Sh
e
jo
tted
,
“
s
imp
le
a
n
d
cu
te
a
n
d
a
ls
o
s
o
ea
s
y
to
u
n
d
ers
ta
n
d
a
n
d
r
ea
d
.
”
An
o
th
er
f
em
ale
s
tu
d
en
t
(
SF9
)
ar
g
u
ed
th
at
id
e
as
p
u
t
in
C
an
v
a
wer
e
ea
s
ily
u
n
d
er
s
to
o
d
s
in
ce
its
p
r
esen
tatio
n
was
s
im
p
l
e.
Sh
e
r
ec
o
r
d
e
d
,
“
a
lth
o
u
g
h
t
h
e
s
lid
es
lo
o
k
s
imp
le
b
u
t
it
is
ea
s
y
to
u
n
d
ers
ta
n
d
th
e
to
p
ic
.
”
He
r
r
em
ar
k
was
s
im
ilar
to
a
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
2025
:
3
2
9
5
-
3
3
0
3
3300
m
ale
s
tu
d
en
t
(
SM1
6
)
as
h
e
wr
o
te,
“
th
e
in
fo
r
ma
tio
n
is
s
t
r
a
ig
h
t
to
t
h
e
p
o
in
t
a
n
d
s
imp
le
ye
t
s
o
e
a
s
y
to
u
n
d
ers
ta
n
d
.
”
T
h
u
s
,
th
e
s
tu
d
e
n
ts
’
p
er
ce
p
tio
n
s
v
e
r
if
y
th
e
a
r
g
u
m
en
t
th
at
C
an
v
a
h
elp
s
lear
n
er
s
u
n
d
e
r
s
tan
d
an
d
o
r
g
an
ize
th
ei
r
id
ea
s
b
etter
.
T
h
e
s
tu
d
y
’
s
f
i
n
d
i
n
g
s
s
h
o
w
ed
t
h
at
C
an
v
a
im
p
r
o
v
e
d
s
t
u
d
e
n
ts
’
u
n
d
er
s
ta
n
d
i
n
g
o
f
ess
a
y
w
r
iti
n
g
c
o
m
p
ar
e
d
to
n
o
t
u
s
i
n
g
i
t.
F
u
r
t
h
e
r
m
o
r
e
,
t
h
e
r
esu
lts
i
n
d
ic
at
ed
t
h
at
s
t
u
d
e
n
ts
b
e
lie
v
ed
t
h
at
C
an
v
a
c
o
u
l
d
h
e
lp
t
h
e
m
i
m
p
r
o
v
e
th
e
ir
wr
i
ti
n
g
s
k
i
lls
.
T
h
ese
f
i
n
d
in
g
s
al
ig
n
ed
w
it
h
Ut
am
i
a
n
d
Dja
m
d
ju
r
i
[1
4
]
r
e
p
o
r
t
e
d
th
at
C
an
v
a
co
u
l
d
e
n
h
a
n
c
e
s
tu
d
e
n
ts
’
w
r
i
ti
n
g
a
b
il
iti
es
s
i
n
c
e
t
h
e
p
lat
f
o
r
m
ass
is
t
ed
s
t
u
d
e
n
ts
i
n
c
o
m
p
r
eh
en
d
i
n
g
th
e
c
o
n
t
en
ts
o
f
th
ei
r
p
e
er
s
’
wr
it
in
g
.
As
a
r
es
u
lt
,
t
h
e
ac
ti
v
i
ty
ass
is
t
e
d
t
h
em
i
n
d
r
a
f
ti
n
g
t
h
eir
ess
ay
s
i
n
d
i
v
i
d
u
al
ly
o
r
c
o
l
l
ab
o
r
at
iv
el
y
.
T
h
ese
r
es
u
lts
a
ls
o
s
u
p
p
o
r
te
d
t
h
e
i
d
e
a
o
f
W
ij
a
y
a
n
ti
[1
3
]
in
t
h
a
t
th
eir
s
t
u
d
e
n
ts
f
o
u
n
d
t
h
a
t
C
an
v
a
h
el
p
e
d
t
h
e
m
w
r
i
te
b
et
te
r
b
e
ca
u
s
e
it
m
a
d
e
co
m
p
le
x
i
n
f
o
r
m
at
io
n
ea
s
i
er
to
a
b
s
o
r
b
an
d
s
h
a
r
p
e
n
e
d
t
h
eir
at
te
n
ti
o
n
,
wh
i
ch
h
el
p
e
d
t
h
e
m
s
tay
f
o
cu
s
e
d
i
n
th
e
w
r
i
ti
n
g
c
la
s
s
.
O
v
e
r
a
ll
,
t
h
e
d
at
a
p
o
i
n
t
to
t
h
e
e
f
f
ec
t
iv
e
n
ess
o
f
w
e
b
-
b
ase
d
to
o
ls
li
k
e
C
a
n
v
a
i
n
h
el
p
i
n
g
s
t
u
d
en
ts
p
a
r
t
ici
p
a
te
i
n
v
i
r
t
u
al
l
ea
r
n
in
g
e
n
v
i
r
o
n
m
e
n
ts
t
h
at
c
o
u
l
d
im
p
r
o
v
e
th
ei
r
w
r
i
ti
n
g
a
b
ili
ties
[2
6
]
.
3
.
2
.
3
.
T
hem
e
3
:
a
t
t
ra
c
t
iv
e
t
e
m
pla
t
es
m
a
k
e
presenta
t
io
ns
o
f
co
nte
nt
inte
re
s
t
ing
C
an
v
a
o
f
f
er
s
a
v
ar
iety
o
f
tem
p
lates
th
at
s
tu
d
en
ts
ca
n
ch
o
o
s
e
f
r
o
m
,
a
n
d
th
ey
o
n
ly
n
ee
d
to
p
ick
an
d
m
atch
to
m
ak
e
th
eir
p
r
esen
tat
io
n
o
f
id
ea
s
attr
ac
tiv
e.
A
m
al
e
s
tu
d
en
t
(
SM6
)
m
ad
e
a
n
o
te
d
escr
ib
in
g
t
h
at
th
e
v
ar
iety
o
f
s
lid
es
is
attr
ac
tiv
e
d
esp
ite
th
e
ar
r
an
g
e
m
e
n
t
o
f
in
f
o
r
m
atio
n
b
ein
g
ea
s
y
to
u
n
d
e
r
s
tan
d
.
He
s
cr
ip
ted
,
“
th
e
va
r
ied
s
lid
es
a
r
e
ve
r
y
e
ye
-
ca
tch
in
g
a
n
d
ea
s
y
t
o
u
n
d
ers
ta
n
d
.
”
Fo
r
a
n
o
th
er
m
ale
s
tu
d
en
t
(
SM1
3
)
,
t
h
e
tem
p
lates
o
n
C
an
v
a
p
r
o
v
id
e
r
ea
d
y
-
m
a
d
e
to
p
ics,
esp
ec
ially
wh
en
u
s
in
g
m
in
d
m
ap
s
.
As
a
r
esu
lt,
h
e
co
u
ld
in
s
er
t
r
elev
an
t
in
f
o
r
m
atio
n
u
s
in
g
a
m
in
d
m
ap
to
b
r
ain
s
to
r
m
id
ea
s
f
o
r
h
is
wr
itin
g
.
He
jo
tte
d
,
“
th
e
s
lid
e
is
cu
te
a
n
d
s
imp
le.
I
like
th
e
to
p
ic
(
s
u
g
g
ested
)
b
y
t
h
e
s
lid
es
.
”
A
f
em
ale
s
tu
d
en
t
(
SF
1
0
)
s
aid
t
h
at
th
e
tem
p
late
is
attr
ac
tiv
e
an
d
i
n
f
o
r
m
atio
n
u
s
i
n
g
h
e
r
ch
o
s
en
tem
p
late
was
in
ter
esti
n
g
.
Sh
e
wr
o
te,
“
th
e
s
li
d
e
is
a
ttr
a
ctive
a
n
d
in
teres
tin
g
to
r
ea
d
.
”
T
h
ese
v
ie
ws af
f
ir
m
th
at
C
an
v
a
ca
n
h
elp
teac
h
er
s
m
ak
e
th
e
c
o
n
ten
t in
te
r
esti
n
g
.
T
h
ese
r
esu
lts
s
u
p
p
o
r
t
th
e
f
in
d
i
n
g
s
b
y
Sm
ald
in
o
et
a
l.
[
2
7
]
in
th
at
s
tu
d
en
ts
in
th
eir
s
tu
d
y
te
n
d
ed
to
b
e
cr
ea
tiv
e
an
d
in
n
o
v
ativ
e
as
t
h
e
y
co
u
l
d
co
m
m
u
n
icate
an
d
wo
r
k
in
t
h
eir
g
r
o
u
p
s
u
s
in
g
C
an
v
a.
Fu
r
th
er
m
o
r
e,
t
h
eir
s
tu
d
y
s
h
o
wed
th
at
p
ar
ticip
an
t
s
’
wr
itin
g
ab
ilit
ies
im
p
r
o
v
ed
s
in
ce
th
ey
h
ad
t
o
ex
p
lain
th
e
wo
r
k
’
s
co
n
ten
t
to
th
eir
p
ee
r
s
.
C
an
v
a,
w
h
ich
f
ac
ilit
ate
m
u
ltimo
d
al
p
e
d
ag
o
g
ica
l
ap
p
r
o
ac
h
es,
a
r
e
am
o
n
g
th
e
m
an
y
e
d
u
ca
tio
n
al
r
eso
u
r
ce
s
f
o
r
tex
t
wr
itin
g
th
a
t
h
av
e
b
ee
n
m
ad
e
av
ailab
le
b
y
tech
n
o
lo
g
ical
b
r
e
ak
th
r
o
u
g
h
s
.
T
h
ese
m
eth
o
d
s
wo
r
k
v
er
y
well
f
o
r
im
p
r
o
v
in
g
th
e
wr
itin
g
a
b
ilit
ies
o
f
E
n
g
lis
h
lan
g
u
a
g
e
lear
n
er
s
[
2
8
]
.
Mo
r
e
o
v
er
,
s
tu
d
ies
s
h
o
w,
f
o
r
ex
am
p
le,
th
at
C
an
v
a
ca
n
b
e
ef
f
ec
tiv
ely
u
s
ed
in
to
class
r
o
o
m
ex
er
cises
th
at
in
clu
d
e
p
r
o
d
u
cin
g
p
o
etr
y
an
d
tex
t
ad
s
to
e
n
g
ag
e
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
an
d
e
n
h
an
ce
th
eir
wr
itin
g
s
k
ills
[
2
9
]
.
T
h
ese
r
esu
lts
f
u
r
th
er
s
u
p
p
o
r
t
th
e
id
ea
th
at
m
u
ltime
d
ia
r
eso
u
r
ce
s
s
u
ch
as
C
an
v
a
h
elp
E
SL
s
tu
d
en
ts
im
p
r
o
v
e
th
eir
o
r
al
an
d
wr
itten
co
m
m
u
n
icatio
n
ab
ilit
ies.
T
h
is
d
is
co
v
er
y
s
h
ed
s
lig
h
t
o
n
th
e
co
m
p
lex
an
d
d
iv
er
s
e
in
f
lu
en
ce
th
at
C
an
v
a
h
as,
g
o
in
g
b
e
y
o
n
d
its
f
u
n
ctio
n
as
a
p
latf
o
r
m
f
o
r
cr
ea
tiv
e
tea
m
wo
r
k
to
in
clu
d
e
a
n
o
ticea
b
le
en
h
an
ce
m
en
t
in
s
tu
d
en
ts
’
wr
itin
g
s
k
ills
wh
en
t
h
ey
wo
r
k
to
g
et
h
er
with
th
eir
p
ee
r
s
[
14
]
.
Mo
r
eo
v
er
,
C
an
v
a
is
an
ad
ap
tab
le
an
d
u
s
ef
u
l
to
o
l
in
th
e
ed
u
ca
tio
n
al
lan
d
s
ca
p
e
s
in
ce
i
t
n
o
t
o
n
l
y
o
p
er
ates
as
a
ca
taly
s
t
f
o
r
cr
ea
t
iv
e
an
d
i
n
n
o
v
ativ
e
g
r
o
u
p
p
r
o
jects b
u
t a
ls
o
as a
tr
a
n
s
f
o
r
m
in
g
to
o
l th
at
e
n
h
an
ce
s
wr
itin
g
p
r
o
f
icien
cy
am
o
n
g
s
tu
d
en
ts
[
13
]
–
[
15
]
.
4.
CO
NCLU
SI
O
N
T
h
e
p
r
esen
t
s
tu
d
y
was
d
esig
n
ed
to
in
v
esti
g
ate
th
e
ef
f
ec
ts
o
f
C
an
v
a
an
d
MS
T
ea
m
s
o
n
th
e
s
tu
d
en
ts
’
wr
itin
g
.
Mo
r
eo
v
er
,
t
h
e
s
tu
d
y
ex
p
lo
r
ed
th
e
s
tu
d
en
ts
’
p
er
ce
p
t
io
n
s
o
f
u
s
in
g
C
an
v
a
to
wr
ite
i
n
f
o
r
m
ativ
e
s
p
ee
ch
ess
ay
s
.
T
h
e
f
in
d
in
g
s
h
av
e
c
o
n
f
ir
m
e
d
th
at
C
an
v
a
an
d
M
S
T
ea
m
s
h
elp
im
p
r
o
v
e
s
tu
d
en
ts
’
wr
itin
g
s
k
ills
.
W
r
itin
g
is
a
s
k
ill
th
at
s
tu
d
en
ts
ac
q
u
ir
e
to
g
ain
k
n
o
wled
g
e
an
d
in
f
o
r
m
atio
n
,
as
well
as
to
le
ar
n
h
o
w
to
ex
p
r
ess
th
eir
id
ea
s
an
d
in
f
o
r
m
atio
n
i
n
wr
itten
f
o
r
m
.
Nev
er
t
h
eless
,
f
in
d
in
g
s
f
r
o
m
t
h
e
s
tu
d
y
s
u
g
g
est
th
at
u
s
in
g
web
tech
n
o
lo
g
ies
s
u
ch
as
C
an
v
a
an
d
MS
T
ea
m
s
as
p
r
o
p
o
s
ed
s
o
lu
tio
n
s
ca
n
en
h
an
ce
s
tu
d
en
ts
’
lear
n
in
g
a
b
ilit
y
,
p
ar
ticu
lar
ly
w
h
en
ass
ig
n
ed
wr
itin
g
task
s
.
Mo
s
t
s
tu
d
en
ts
ex
p
r
ess
ed
s
atis
f
ac
tio
n
with
th
e
o
n
lin
e
lear
n
in
g
en
v
ir
o
n
m
en
t,
with
p
o
s
itiv
e
ev
alu
atio
n
s
b
ased
o
n
th
eir
ex
p
er
ien
ce
s
u
s
in
g
C
an
v
a
an
d
MS
T
ea
m
s
.
I
n
ad
d
itio
n
,
o
n
lin
e
lear
n
i
n
g
f
o
s
ter
s
in
te
r
ac
tio
n
b
etwe
en
s
tu
d
e
n
ts
an
d
tea
ch
er
s
an
d
a
m
o
n
g
s
tu
d
en
ts
th
e
m
s
elv
es.
Ho
wev
er
,
s
o
m
e
s
tu
d
en
ts
ex
p
r
ess
ed
ch
all
en
g
es
u
s
in
g
C
an
v
a
s
in
ce
th
ey
u
s
ed
th
ei
r
s
m
ar
tp
h
o
n
es
t
o
co
m
p
lete
th
e
wr
itin
g
task
d
u
e
to
n
o
t o
wn
in
g
lap
to
p
s
.
T
h
e
c
u
r
r
en
t
f
i
n
d
i
n
g
s
s
u
p
p
o
r
t
t
h
e
s
i
g
n
i
f
ic
a
n
c
e
o
f
u
s
i
n
g
C
an
v
a
a
n
d
MS
T
e
am
s
f
o
r
E
SL
class
r
o
o
m
s
.
T
h
e
f
i
n
d
in
g
s
s
u
g
g
est
th
at
o
n
li
n
e
p
l
atf
o
r
m
s
ca
n
b
e
u
s
ef
u
l
f
o
r
cl
as
s
r
o
o
m
i
n
s
t
r
u
cti
o
n
.
T
h
e
f
i
n
d
i
n
g
s
a
ls
o
s
u
g
g
est
th
at
o
n
li
n
e
p
la
tf
o
r
m
s
a
u
g
m
e
n
t
th
e
lea
r
n
i
n
g
c
a
p
a
b
ili
ties
o
f
s
t
u
d
e
n
ts
a
n
d
p
r
o
v
id
e
th
em
w
it
h
an
o
p
p
o
r
t
u
n
it
y
t
o
w
o
r
k
wit
h
t
h
ei
r
tea
c
h
e
r
s
a
n
d
p
e
er
s
.
A
m
aj
o
r
p
r
a
cti
ca
l
c
o
n
tr
ib
u
t
io
n
o
f
t
h
e
p
r
ese
n
t
r
ese
ar
ch
is
t
h
at
it
ca
m
e
u
p
wit
h
m
u
c
h
-
n
e
e
d
e
d
e
m
p
i
r
ic
al
d
a
ta
o
n
t
h
e
is
s
u
e
w
h
i
ch
ca
n
b
e
v
er
y
u
s
e
f
u
l
f
o
r
ed
u
ca
t
o
r
s
a
n
d
p
o
lic
y
m
a
k
er
s
.
T
h
e
f
i
n
d
in
g
s
p
r
o
p
o
s
e
t
h
a
t
t
r
a
d
i
ti
o
n
al
c
lass
r
o
o
m
s
c
a
n
b
e
c
h
a
n
g
e
d
in
to
c
o
ll
a
b
o
r
a
ti
v
e
,
i
n
n
o
v
ati
v
e
,
an
d
cr
ea
ti
v
e
class
r
o
o
m
s
if
p
r
o
f
ess
i
o
n
a
l
d
e
v
elo
p
m
e
n
t
p
r
o
g
r
am
s
i
n
c
lu
d
e
w
o
r
k
s
h
o
p
s
o
n
u
s
i
n
g
o
n
li
n
e
t
o
o
ls
i
n
E
SL
c
lass
r
o
o
m
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
Usi
n
g
C
a
n
va
a
n
d
Micr
o
s
o
ft Tea
ms to
s
u
p
p
o
r
t stu
d
en
ts
’
w
r
itin
g
ta
s
ks
(
Wa
n
Za
h
id
a
h
Wa
n
S
u
la
ima
n
)
3301
T
h
e
em
p
ir
ical
f
in
d
in
g
s
in
th
is
s
tu
d
y
p
r
o
v
i
d
e
a
n
ew
u
n
d
er
s
t
an
d
in
g
o
f
th
e
ap
p
licatio
n
o
f
o
n
lin
e
to
o
ls
f
o
r
teac
h
in
g
lan
g
u
a
g
e
s
k
ills
.
T
h
e
cu
r
r
en
t
s
tu
d
y
was
d
elim
ited
to
s
tu
d
y
th
e
ef
f
ec
ts
o
f
C
an
v
a
an
d
MS
T
ea
m
s
o
n
wr
itin
g
s
k
ills
.
B
ased
o
n
th
e
f
in
d
in
g
s
,
it
is
r
ec
o
m
m
en
d
ed
th
a
t
f
u
tu
r
e
r
esear
ch
er
s
s
h
o
u
ld
in
v
esti
g
ate
th
e
u
s
es
o
f
th
es
e
p
latf
o
r
m
s
to
en
h
an
ce
o
t
h
er
lin
g
u
is
tic
s
k
ills
.
Mo
r
eo
v
e
r
,
f
u
tu
r
e
r
esear
ch
e
r
s
s
h
o
u
ld
s
t
u
d
y
th
e
im
p
ac
t
o
f
C
an
v
a
an
d
MS
T
ea
m
s
in
b
le
n
d
ed
class
r
o
o
m
s
.
Als
o
,
th
e
s
m
all
s
am
p
le
s
ize
d
i
d
n
o
t
allo
w
th
e
f
in
d
in
g
s
to
b
e
g
en
er
alize
d
to
o
th
e
r
s
ettin
g
s
.
Ho
wev
er
,
th
e
s
tu
d
y
p
r
o
v
i
d
es
an
u
n
d
er
s
tan
d
in
g
o
f
th
e
s
tu
d
en
ts
’
p
e
r
s
p
ec
tiv
es
o
n
o
n
lin
e
lear
n
in
g
,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
th
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
a
n
d
p
ee
r
-
to
-
p
ee
r
in
ter
ac
tio
n
s
.
Fu
t
u
r
e
s
tu
d
ies
s
h
o
u
ld
e
x
p
lo
r
e
th
e
s
ig
n
if
ican
ce
o
f
th
ese
f
ac
to
r
s
i
n
o
n
lin
e
lear
n
in
g
ac
r
o
s
s
a
b
r
o
ad
er
r
a
n
g
e
o
f
m
ajo
r
s
an
d
g
r
ad
e
lev
els
to
b
r
o
ad
en
th
e
s
tu
d
en
t
s
am
p
les.
Sti
ll,
ex
am
in
in
g
th
e
ef
f
ec
ts
o
f
s
u
cc
e
s
s
f
u
l
s
tu
d
en
t
p
ar
ticip
atio
n
in
o
n
lin
e
lear
n
in
g
is
cr
u
cial,
an
d
p
ay
in
g
atten
tio
n
to
th
e
in
ter
ac
tio
n
s
b
etwe
en
s
tu
d
en
ts
an
d
th
e
lea
r
n
in
g
en
v
ir
o
n
m
e
n
t
i
s
v
ital.
An
o
th
er
in
s
ig
h
t
o
f
th
e
s
tu
d
y
is
th
at
it
h
ig
h
lig
h
ts
th
e
p
o
ten
tial
b
en
ef
its
o
f
u
s
in
g
web
tec
h
n
o
lo
g
ies
s
u
ch
as
C
an
v
a
an
d
MS
T
ea
m
s
to
s
u
p
p
o
r
t
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t
f
o
r
s
tu
d
en
ts
,
p
ar
ticu
lar
ly
wh
en
it
co
m
es
to
wr
itin
g
ass
ig
n
m
en
ts
.
W
h
ile
th
er
e
we
r
e
s
o
m
e
c
h
allen
g
es
r
elate
d
t
o
u
s
in
g
th
ese
to
o
ls
s
in
ce
s
o
m
e
s
tu
d
en
ts
u
s
ed
s
m
ar
tp
h
o
n
es
f
o
r
t
h
e
wr
itin
g
ta
s
k
,
m
o
s
t
s
tu
d
en
ts
e
x
p
r
ess
ed
s
a
tis
f
ac
tio
n
with
th
eir
o
n
lin
e
lear
n
in
g
ex
p
er
ie
n
ce
s
.
Fin
ally
,
ed
u
ca
to
r
s
an
d
leg
is
lato
r
s
s
h
o
u
ld
c
o
n
s
id
er
in
c
o
r
p
o
r
at
in
g
th
ese
p
latf
o
r
m
s
in
to
th
eir
class
es
to
p
r
o
m
o
te
m
o
r
e
cr
ea
tiv
e
a
n
d
c
o
llab
o
r
ativ
e
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
in
co
n
v
en
tio
n
al
class
r
o
o
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Evaluation Warning : The document was created with Spire.PDF for Python.