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,
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
s
ti
t
u
t
i
o
n
s
(
H
E
I
s
)
a
r
e
t
as
k
e
d
wi
t
h
p
r
e
p
a
r
in
g
p
r
e
-
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
f
o
r
p
r
im
a
r
y
a
n
d
s
e
c
o
n
d
a
r
y
e
d
u
c
a
t
i
o
n
,
w
i
t
h
t
h
e
s
u
c
c
ess
o
f
P
h
i
l
i
p
p
i
n
e
e
d
u
c
at
i
o
n
m
a
i
n
l
y
h
in
g
i
n
g
o
n
t
h
e
q
u
a
l
i
t
y
o
f
t
h
e
s
e
p
r
o
g
r
a
m
s
.
T
h
e
p
r
im
ar
y
g
o
al
o
f
teac
h
e
r
e
d
u
ca
tio
n
p
r
o
g
r
am
s
is
to
en
s
u
r
e
g
r
ad
u
ates’
wo
r
k
r
ea
d
in
ess
.
Ho
wev
er
,
th
is
g
o
al
is
s
h
ap
e
d
b
y
n
ew
ch
a
llen
g
es
an
d
ev
o
lv
i
n
g
em
p
lo
y
m
en
t
tr
en
d
s
b
ey
o
n
d
g
lo
b
al
co
m
p
etitio
n
.
HE
I
s
f
ac
e
in
cr
ea
s
in
g
ex
p
ec
tatio
n
s
to
en
s
u
r
e
g
r
ad
u
ates
t
r
an
s
itio
n
s
m
o
o
th
ly
in
to
teac
h
in
g
r
o
les.
W
h
ile
s
tu
d
en
ts
d
e
v
elo
p
co
m
p
eten
cies
f
o
r
lab
o
r
m
a
r
k
et
d
em
an
d
s
,
in
s
titu
tio
n
s
r
e
m
ain
f
o
c
u
s
ed
o
n
ass
ess
in
g
th
eir
em
p
lo
y
m
e
n
t
r
ea
d
in
ess
,
a
cr
u
cial
f
ac
to
r
in
p
o
s
t
-
g
r
ad
u
atio
n
s
u
cc
ess
[
2
]
.
E
q
u
ip
p
in
g
p
r
e
-
s
er
v
ice
teac
h
er
s
with
b
asic p
ed
ag
o
g
ical
an
d
c
o
n
ten
t k
n
o
wled
g
e
an
d
s
k
ills
h
as b
ec
o
m
e
a
ch
allen
g
in
g
p
r
io
r
ity
in
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
.
I
n
Sire
g
ar
[
3
]
,
p
r
e
-
s
er
v
ice
teac
h
e
r
s
h
ig
h
lig
h
ted
two
m
ain
p
ed
a
g
o
g
ical
c
o
m
p
eten
ci
es:
ef
f
ec
tiv
e
tech
n
o
lo
g
y
in
teg
r
atio
n
an
d
ad
ap
tin
g
m
eth
o
d
s
to
d
iv
er
s
e
class
r
o
o
m
n
ee
d
s
.
Ho
wev
e
r
,
as
n
o
ted
in
Kö
s
al
an
d
Ulu
m
[
4
]
,
p
r
e
-
s
er
v
ice
E
n
g
lis
h
teac
h
er
s
o
f
ten
s
tr
u
g
g
le
with
lis
ten
in
g
an
d
s
p
ea
k
in
g
s
k
ills
d
u
e
to
lim
ited
p
r
ac
tice,
r
ev
ea
lin
g
g
a
p
s
in
h
an
d
lin
g
co
m
p
lex
class
r
o
o
m
s
itu
atio
n
s
.
W
h
ile
s
tu
d
ies
h
av
e
ex
p
lo
r
e
d
th
eir
p
r
ac
ticu
m
teac
h
in
g
ex
p
er
ien
ce
s
[
5
]
,
b
elief
s
o
n
E
n
g
lis
h
lan
g
u
a
g
e
teac
h
in
g
(
E
L
T
)
[
6
]
,
a
n
d
teac
h
in
g
s
tr
ateg
ies
[
7
]
,
th
er
e
h
as
b
ee
n
r
elativ
ely
lim
ited
ex
p
lo
r
atio
n
o
f
t
h
e
co
m
p
eten
cies
an
d
w
o
r
k
-
r
ea
d
in
ess
o
f
a
p
i
o
n
ee
r
in
g
co
h
o
r
t o
f
E
n
g
lis
h
p
r
e
-
s
er
v
ice
teac
h
er
s
with
in
a
u
n
iv
er
s
ity
s
ettin
g
.
T
o
ad
d
r
ess
th
ese
co
n
ce
r
n
s
,
a
s
tu
d
y
was
co
n
d
u
cted
o
n
th
e
p
io
n
ee
r
i
n
g
g
r
ad
u
ates
o
f
C
eb
u
T
ec
h
n
o
lo
g
ical
Un
iv
er
s
ity
(
C
T
U)
,
a
p
r
e
m
ier
in
s
titu
tio
n
with
2
4
ca
m
p
u
s
es
in
C
eb
u
,
o
n
ly
two
o
f
wh
ic
h
o
f
f
er
th
e
b
ac
h
el
o
r
o
f
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
(
B
SEd
)
m
ajo
r
i
n
E
n
g
li
s
h
.
T
h
e
m
ain
ca
m
p
u
s
in
t
r
o
d
u
ce
d
th
is
p
r
o
g
r
a
m
in
2
0
1
9
,
with
its
f
ir
s
t
co
h
o
r
t
g
r
a
d
u
atin
g
in
2
0
2
3
.
T
h
is
s
itu
atio
n
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
an
aly
zin
g
th
ese
g
r
ad
u
ates
’
co
m
p
eten
cies a
n
d
e
m
p
lo
y
m
e
n
t r
ea
d
in
ess
.
W
h
ile
g
r
ad
u
ate
tr
ac
e
r
s
tu
d
ies
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
in
to
ed
u
ca
tio
n
al
ex
p
er
ien
ce
s
an
d
in
d
u
s
tr
y
-
r
elev
an
t
s
k
ills
,
o
n
g
o
in
g
ass
ess
m
en
t
o
f
s
tu
d
e
n
t
co
m
p
eten
cies is
ess
en
tial
to
en
s
u
r
e
alig
n
m
en
t
with
in
s
titu
tio
n
al
s
er
v
ices
an
d
ev
o
lv
in
g
d
em
a
n
d
s
.
Ob
s
er
v
in
g
th
e
p
r
o
g
r
am
’
s
ef
f
ec
tiv
en
ess
o
v
er
its
in
itial
f
o
u
r
y
ea
r
s
ca
n
o
f
f
e
r
in
s
ig
h
ts
in
to
h
o
w
well
it
p
r
e
p
ar
es
g
r
ad
u
ates
f
o
r
r
escalin
g
an
d
r
eto
o
li
n
g
.
Su
ch
c
o
n
tin
u
o
u
s
ev
alu
atio
n
co
u
ld
lead
to
tar
g
eted
c
u
r
r
icu
lu
m
im
p
r
o
v
em
en
ts
,
r
e
f
in
ed
teac
h
in
g
m
et
h
o
d
s
,
a
n
d
o
p
tim
ize
d
s
u
p
p
o
r
t
s
er
v
ices,
u
ltima
tely
eq
u
ip
p
i
n
g
p
r
e
-
s
er
v
i
ce
teac
h
er
s
to
th
r
iv
e
i
n
to
d
a
y
’
s
d
iv
er
s
e
ed
u
ca
tio
n
al
lan
d
s
ca
p
e
.
T
h
e
th
r
u
s
t
o
f
UNE
SC
O
o
n
e
d
u
ca
tio
n
f
o
r
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t
(
E
SD)
em
p
h
asizes
th
e
n
ee
d
f
o
r
tr
an
s
f
o
r
m
ativ
e
s
h
if
ts
in
e
d
u
c
atio
n
al
p
er
s
p
ec
tiv
es
th
r
o
u
g
h
cu
r
r
icu
lar
r
ef
o
r
m
s
.
I
n
th
is
co
n
tex
t,
th
is
r
esear
ch
aim
s
to
i
)
ex
am
in
e
th
e
p
er
ce
i
v
ed
c
o
m
p
eten
cies
o
f
t
h
e
in
a
u
g
u
r
al
c
o
h
o
r
t
o
f
B
SEd
E
n
g
lis
h
p
r
e
-
s
er
v
ice
teac
h
er
s
at
C
T
U
,
f
o
cu
s
in
g
o
n
co
n
te
n
t
k
n
o
wled
g
e,
p
ed
a
g
o
g
ical
s
k
ills
,
th
e
f
o
u
r
ess
en
tial
co
m
p
eten
c
ies
4
C
s
,
an
d
wo
r
k
-
r
ea
d
in
ess
an
d
ii
)
ascer
tain
if
t
h
ese
p
er
ce
iv
ed
c
o
m
p
eten
cies
s
er
v
e
as
p
r
ed
icto
r
s
o
f
th
e
r
esp
o
n
d
en
ts
’
p
e
r
ce
iv
ed
lev
el
o
f
wo
r
k
-
r
ea
d
in
ess
.
T
h
e
f
in
d
in
g
s
m
ay
y
ield
v
alu
a
b
le
in
s
ig
h
ts
in
to
th
e
cu
r
r
icu
lu
m
as
ar
ticu
lated
an
d
ex
p
er
ien
ce
d
b
y
th
e
f
ir
s
t
g
r
ad
u
ates
o
f
th
e
B
SEd
-
E
n
g
lis
h
p
r
o
g
r
am
,
p
r
o
v
id
in
g
f
o
u
n
d
atio
n
al
d
ata
f
o
r
f
u
tu
r
e
p
r
o
g
r
a
m
an
aly
s
is
an
d
e
n
h
an
ce
m
en
ts
th
at
co
u
ld
im
p
r
o
v
e
th
e
s
tu
d
en
t te
ac
h
in
g
e
x
p
er
ien
ce
s
.
W
o
r
k
-
r
ea
d
in
ess
is
f
r
eq
u
en
tly
ass
o
ciate
d
with
th
e
co
n
ce
p
ts
o
f
em
p
lo
y
ab
ilit
y
.
I
t
n
o
w
en
co
m
p
ass
es
ca
r
ee
r
s
elf
-
m
an
a
g
em
en
t,
p
r
o
f
ess
io
n
al
id
en
tity
,
s
o
cial
ca
p
ital,
an
d
in
f
lu
en
ce
s
lik
e
lab
o
r
m
ar
k
et
tr
en
d
s
an
d
ec
o
n
o
m
ic
f
ac
to
r
s
[
8
]
.
As
em
p
lo
y
ab
ilit
y
h
as
g
ain
ed
im
p
o
r
t
an
ce
in
HE
I
s
,
u
n
iv
er
s
ities
in
c
r
ea
s
in
g
ly
p
r
io
r
itize
u
n
d
er
s
tan
d
i
n
g
g
r
a
d
u
ates'
em
p
lo
y
m
en
t
p
r
o
f
iles
th
r
o
u
g
h
tr
ac
er
an
d
em
p
lo
y
ab
ilit
y
s
tu
d
ies
to
d
esig
n
cu
r
r
icu
la
th
at
m
ee
t p
o
ten
tial e
m
p
l
o
y
er
d
em
an
d
s
[
9
]
.
E
m
p
lo
y
ab
ilit
y
h
as
tr
an
s
f
o
r
m
e
d
in
to
a
co
m
p
etitiv
e
f
o
cu
s
o
n
s
p
ec
if
ic
s
k
ills
em
p
lo
y
er
s
s
ee
k
[
1
0
]
.
HE
I
s
f
ac
e
r
is
in
g
en
r
o
llm
en
t
r
ates
i
n
th
e
Ph
ilip
p
in
es,
b
u
t
a
d
ip
l
o
m
a
alo
n
e
n
o
lo
n
g
er
g
u
ar
a
n
tees
em
p
lo
y
m
en
t.
T
h
e
4
th
Ph
ilip
p
in
e
g
r
ad
u
ate
tr
ac
e
r
s
tu
d
y
b
y
th
e
Ph
ilip
p
in
e
I
n
s
titu
te
f
o
r
De
v
elo
p
m
e
n
t
Stu
d
ies
f
o
u
n
d
g
ap
s
in
g
r
ad
u
ates
’
co
m
m
u
n
icatio
n
,
c
r
itical
th
in
k
in
g
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
[
1
1
]
.
T
h
er
e
f
o
r
e,
teac
h
er
g
r
ad
u
ates
’
em
p
lo
y
ab
ilit
y
is
cr
u
cial
t
o
a
t
ea
ch
er
ed
u
ca
ti
o
n
in
s
titu
tio
n
’
s
ef
f
ec
tiv
en
ess
.
Hig
h
em
p
lo
y
a
b
ilit
y
r
ates
in
d
icate
q
u
ality
tr
ain
in
g
an
d
a
n
in
s
titu
tio
n
’
s
r
esp
o
n
s
iv
en
ess
to
s
h
if
tin
g
ed
u
ca
tio
n
al
an
d
la
b
o
r
m
ar
k
e
t d
em
an
d
s
.
T
ea
ch
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
ar
e
cr
itical
to
im
m
er
s
in
g
p
r
e
-
s
er
v
ice
teac
h
er
s
in
p
e
d
ag
o
g
ic
al
p
r
ac
tices
th
at
m
ee
t
ev
o
lv
in
g
ed
u
ca
tio
n
a
l
n
ee
d
s
[
1
2
]
.
E
f
f
ec
tiv
e
teac
h
in
g
r
eq
u
ir
es
p
ed
a
g
o
g
ical
co
m
p
e
ten
ce
,
o
r
th
e
ab
ilit
y
to
m
an
a
g
e
lear
n
in
g
ef
f
ec
tiv
e
ly
—
th
is
in
clu
d
es
p
lan
n
in
g
c
o
m
p
r
eh
e
n
s
iv
e
less
o
n
s
,
f
ac
ilit
atin
g
th
e
lear
n
in
g
p
r
o
ce
s
s
,
an
d
co
n
d
u
ctin
g
ac
cu
r
ate
ass
e
s
s
m
en
ts
[
1
3
]
.
E
q
u
ally
ess
en
tial
i
s
co
n
ten
t
k
n
o
wled
g
e
,
en
ab
lin
g
teac
h
er
s
to
th
o
r
o
u
g
h
ly
m
aster
th
eir
s
u
b
ject
ar
ea
o
r
d
is
cip
lin
e,
d
eliv
er
in
g
ex
p
licit,
in
-
d
e
p
th
i
n
s
tr
u
ctio
n
to
h
elp
s
tu
d
en
ts
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
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c
I
SS
N:
2252
-
8
8
2
2
Gra
d
u
a
te
co
mp
eten
cies a
s
p
r
e
d
icto
r
s
o
f th
e
p
r
e
-
s
ervice
E
n
g
lis
h
tea
ch
ers
’
…
(
C
r
is
t
ie
A
n
n
L.
Ja
ca
)
3213
u
n
d
er
s
tan
d
co
r
e
co
n
ce
p
ts
,
b
u
ild
s
k
ills
,
an
d
d
ev
elo
p
cr
itical
th
in
k
in
g
[
1
4
]
.
T
ea
ch
er
s
m
u
s
t
b
e
co
m
p
eten
t
in
k
n
o
win
g
w
h
at
th
ey
in
te
n
d
to
teac
h
an
d
h
o
w
th
is
k
n
o
wled
g
e
v
ar
ies ac
r
o
s
s
d
if
f
er
en
t le
ar
n
in
g
co
n
ten
t a
r
ea
s
.
Alth
o
u
g
h
th
er
e
is
g
r
o
win
g
e
m
p
h
asis
o
n
tr
ain
in
g
p
r
e
-
s
er
v
i
ce
teac
h
er
s
in
ess
en
tial
p
ed
a
g
o
g
ical
an
d
co
n
ten
t
k
n
o
wled
g
e,
q
u
esti
o
n
s
r
em
ain
ab
o
u
t
th
eir
r
ea
d
in
e
s
s
to
tack
le
th
e
ch
allen
g
es
o
f
th
e
2
1
s
t
-
ce
n
tu
r
y
class
r
o
o
m
[
1
5
]
.
T
h
is
r
aises
c
o
n
ce
r
n
s
ab
o
u
t
th
e
teac
h
er
ed
u
ca
tio
n
cu
r
r
ic
u
lu
m
'
s
ef
f
ec
tiv
en
ess
in
eq
u
ip
p
in
g
s
tu
d
en
ts
with
n
ec
ess
ar
y
tea
ch
in
g
co
m
p
ete
n
cies.
Fu
r
th
er
s
tu
d
y
is
r
eq
u
ir
ed
,
esp
ec
ially
with
p
io
n
ee
r
in
g
p
r
e
-
s
er
v
ice
E
n
g
lis
h
teac
h
er
s
in
a
n
ew
p
r
o
g
r
am
,
t
o
u
n
d
er
s
tan
d
th
eir
co
m
p
eten
cies
b
etter
an
d
g
ath
er
i
n
s
ig
h
ts
in
to
th
e
p
r
o
g
r
a
m
'
s
o
u
tco
m
es a
n
d
p
o
te
n
tial im
p
r
o
v
em
en
ts
.
T
ec
h
n
o
lo
g
ical
ad
v
a
n
ce
m
en
ts
in
th
e
2
1
s
t
ce
n
tu
r
y
h
a
v
e
tr
an
s
f
o
r
m
ed
e
d
u
ca
tio
n
,
r
eq
u
ir
in
g
lan
g
u
a
g
e
lear
n
er
s
to
m
aster
a
wid
e
r
an
g
e
o
f
s
k
ills
to
k
ee
p
p
ac
e
with
e
d
u
ca
tio
n
al
lear
n
i
n
g
an
d
alig
n
with
th
e
d
em
an
d
s
o
f
th
e
in
d
u
s
tr
ial
r
ev
o
lu
tio
n
.
E
d
u
ca
to
r
s
m
u
s
t
in
teg
r
ate
ess
e
n
tial
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
—
4
C
s
—
in
to
clas
s
r
o
o
m
ac
tiv
ities
to
p
r
ep
a
r
e
s
tu
d
e
n
ts
f
o
r
th
e
m
o
d
er
n
wo
r
ld
[
1
6
]
.
Ho
wev
er
,
eq
u
ip
p
in
g
teac
h
e
r
s
with
th
ese
s
k
ills
r
em
ain
s
ch
allen
g
in
g
as
m
an
y
asp
ec
ts
m
u
s
t
s
till
b
e
ef
f
ec
tiv
ely
im
p
ar
ted
to
s
tu
d
en
ts
[
1
7
]
.
T
o
en
g
ag
e
to
d
a
y
’
s
g
en
er
atio
n
o
f
tech
-
s
av
v
y
,
m
u
l
titas
k
in
g
lear
n
er
s
,
ed
u
ca
to
r
s
m
u
s
t
in
s
p
ir
e
th
em
an
d
f
ac
ilit
ate
th
e
d
ev
elo
p
m
en
t
o
f
r
elev
a
n
t
ab
ilit
ies.
T
h
u
s
,
p
r
e
-
s
er
v
ice
an
d
in
-
s
er
v
ice
tea
ch
er
s
n
ee
d
a
r
o
b
u
s
t
f
o
u
n
d
atio
n
in
2
1
s
t
-
ce
n
tu
r
y
co
m
p
eten
cies to
d
e
v
elo
p
t
h
e
c
ap
ab
ilit
ies r
eq
u
ir
ed
f
o
r
m
o
d
er
n
lear
n
er
s
.
C
o
m
m
u
n
icatio
n
is
th
e
p
r
o
ce
s
s
o
f
s
h
ar
in
g
id
ea
s
,
in
f
o
r
m
a
tio
n
,
an
d
o
p
in
io
n
s
to
war
d
a
ch
iev
in
g
a
s
p
ec
if
ic
g
o
al.
T
h
is
ca
n
b
e
d
escr
ib
ed
as
th
e
p
r
o
ce
s
s
th
r
o
u
g
h
wh
ich
in
f
o
r
m
atio
n
is
tr
an
s
m
itted
f
r
o
m
th
e
s
en
d
er
,
u
tili
zin
g
b
o
th
v
er
b
al
an
d
n
o
n
-
v
er
b
al
m
eth
o
d
s
,
to
th
e
r
ec
ip
i
en
t.
T
h
e
p
r
ed
o
m
in
an
t
f
o
r
m
o
f
co
m
m
u
n
icatio
n
is
v
er
b
al
in
ter
ac
tio
n
,
wh
ic
h
en
a
b
les
two
-
way
in
ter
ac
tio
n
an
d
f
ee
d
b
ac
k
o
n
th
e
m
ess
ag
e.
I
n
ad
d
itio
n
to
s
p
o
k
e
n
co
m
m
u
n
icatio
n
,
n
o
n
-
v
er
b
al
cu
es,
atten
tiv
e
lis
ten
in
g
,
an
d
th
o
u
g
h
tf
u
l
r
esp
o
n
s
es
ar
e
cr
u
cial
f
o
r
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
[
1
8
]
.
C
o
llab
o
r
atio
n
in
v
o
lv
es
i
n
d
iv
i
d
u
als
wo
r
k
i
n
g
t
o
g
eth
er
to
wa
r
d
s
h
ar
e
d
g
o
als,
p
o
o
lin
g
r
eso
u
r
ce
s
an
d
ef
f
o
r
ts
b
e
y
o
n
d
wh
at
o
n
e
p
er
s
o
n
co
u
l
d
ac
h
iev
e
al
o
n
e
[
1
9
]
.
As
s
o
cieta
l
ch
allen
g
es
g
r
o
w
m
o
r
e
co
m
p
lex
,
co
llab
o
r
ativ
e
s
k
ills
ar
e
in
cr
ea
s
in
g
ly
v
ital,
f
o
r
k
n
o
wled
g
e
a
cq
u
ir
ed
th
r
o
u
g
h
s
u
ch
c
o
llab
o
r
atio
n
is
d
is
tr
ib
u
ted
am
o
n
g
v
ar
i
o
u
s
in
d
iv
id
u
als
.
T
h
u
s
,
in
v
o
lv
in
g
s
tu
d
en
ts
i
n
c
o
llab
o
r
ativ
e
ac
tiv
ities
f
o
r
ex
ten
s
iv
e
in
s
tr
u
ctio
n
a
n
d
ev
alu
atio
n
p
r
o
v
id
es
o
p
p
o
r
tu
n
it
ies f
o
r
q
u
ality
lear
n
in
g
.
C
r
itical
th
in
k
in
g
is
th
e
ca
p
ac
i
ty
to
en
g
ag
e
in
r
atio
n
al
an
d
l
o
g
ical
th
o
u
g
h
t.
As
an
ac
tiv
e
p
r
o
ce
s
s
,
it
in
v
o
lv
es
an
aly
zi
n
g
,
lear
n
in
g
,
an
d
o
b
s
er
v
in
g
is
s
u
es
to
r
ea
ch
r
ea
s
o
n
ed
co
n
cl
u
s
io
n
s
[
2
0
]
.
T
h
is
s
k
ill
ex
ten
d
s
b
ey
o
n
d
g
r
am
m
ar
an
d
v
o
ca
b
u
l
ar
y
to
in
clu
d
e
in
d
e
p
en
d
e
n
t
lea
r
n
in
g
an
d
d
ec
is
io
n
-
m
a
k
in
g
f
o
r
E
n
g
lis
h
lan
g
u
a
g
e
lear
n
er
s
.
E
d
u
ca
to
r
s
s
h
o
u
ld
also
im
p
r
o
v
e
teac
h
in
g
m
eth
o
d
s
t
h
at
p
r
o
m
o
te
cr
itical
th
in
k
in
g
to
s
u
p
p
o
r
t
s
tu
d
en
ts
’
an
aly
tical
an
d
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies
[
2
1
]
.
C
r
ea
tiv
ity
is
th
e
ca
p
ac
ity
to
g
en
er
ate
n
o
v
el
o
r
o
r
ig
in
al
id
ea
s
wh
ile
also
ex
p
lo
r
in
g
i
n
n
o
v
ativ
e
tech
n
iq
u
es
[
2
2
]
.
Dev
elo
p
in
g
th
is
s
k
ill
m
o
tiv
ates
s
tu
d
en
ts
to
em
b
r
ac
e
d
iv
er
s
e
p
er
s
p
ec
ti
v
es,
co
n
ce
p
ts
,
an
d
ap
p
r
o
ac
h
es.
W
ith
an
in
cr
ea
s
in
g
f
o
cu
s
o
n
in
n
o
v
atio
n
an
d
r
ep
o
r
ts
o
f
d
ec
lin
in
g
cr
ea
tiv
e
p
er
f
o
r
m
an
ce
,
p
r
o
m
o
tin
g
cr
ea
tiv
ity
in
ed
u
ca
tio
n
an
d
b
u
s
in
ess
co
n
tex
ts
h
as b
ec
o
m
e
ess
en
tial
[
2
3
]
.
T
o
d
ay
,
s
tu
d
en
ts
’
cr
itical
th
in
k
in
g
an
d
p
r
o
b
lem
-
s
o
lv
i
n
g
ab
i
liti
es
ar
e
cr
u
cial
n
o
t
o
n
ly
f
o
r
ac
ad
em
ic
s
u
cc
ess
b
u
t
also
f
o
r
n
av
ig
atin
g
f
u
tu
r
e
u
n
ce
r
tain
ties
an
d
ch
a
llen
g
es
.
A
s
u
r
v
ey
b
y
th
e
Am
e
r
ican
Ma
n
ag
e
m
en
t
Ass
o
ciatio
n
s
h
o
ws
th
at
ap
p
r
o
x
im
ately
7
5
.
5
%
o
f
b
u
s
in
ess
lead
er
s
p
r
io
r
itize
th
e
4
C
s
f
o
r
m
a
in
tain
in
g
a
g
lo
b
ally
co
m
p
etitiv
e
wo
r
k
f
o
r
ce
[
2
4
]
.
Ho
wev
er
,
e
f
f
ec
tiv
ely
teac
h
in
g
th
e
4
C
s
p
r
esen
ts
ch
allen
g
es
d
u
e
to
lim
ited
ed
u
ca
to
r
ex
p
er
tis
e
in
d
ef
in
in
g
an
d
ap
p
l
y
in
g
s
tr
ateg
ies
to
cu
ltiv
ate
th
ese
s
k
ill
s
wit
h
in
th
e
class
r
o
o
m
en
v
ir
o
n
m
en
t
[
2
5
]
.
Pu
b
lic
an
d
p
r
iv
ate
E
FL
teac
h
er
s
f
ac
e
d
if
f
icu
lties
in
in
teg
r
atin
g
th
e
4
C
s
,
co
n
s
tr
ain
ed
b
y
f
ac
to
r
s
s
u
ch
as lim
ited
f
ac
ilit
ies,
less
o
n
p
lan
n
in
g
o
b
s
tacle
s
,
an
d
s
tu
d
en
t c
o
n
f
id
e
n
ce
an
d
en
g
ag
em
en
t
[
2
6
]
.
Desp
ite
em
p
h
asizin
g
2
1
s
t
-
c
en
tu
r
y
s
k
ills
,
a
g
ap
ex
is
t
s
in
ass
es
s
in
g
p
r
e
-
s
er
v
ice
teac
h
er
s
’
co
m
p
eten
cies
in
lan
g
u
a
g
e
e
d
u
ca
tio
n
p
r
o
g
r
a
m
s
[
2
7
]
.
T
ea
ch
er
ass
ess
m
en
t
in
E
L
T
h
as
b
ee
n
lar
g
ely
o
v
er
lo
o
k
ed
,
esp
ec
ially
f
o
r
p
r
e
-
s
er
v
ice
e
d
u
ca
to
r
s
.
Sp
ec
if
ic
lear
n
in
g
m
et
h
o
d
s
in
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
alo
n
e
d
o
n
o
t
eq
u
ip
teac
h
er
s
with
th
e
ess
en
t
ial
s
k
ill
s
.
I
n
s
tead
,
p
r
ac
tical
d
eg
r
ee
p
r
o
g
r
am
s
m
u
s
t
b
e
em
p
h
a
s
ized
to
ad
eq
u
ately
p
r
ep
ar
e
p
r
e
-
s
er
v
ice
teac
h
er
s
f
o
r
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9
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th
e
c
o
m
p
eten
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as
p
r
ed
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r
v
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b
les
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d
th
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ce
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d
wo
r
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ess
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tc
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g
p
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s
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E
n
g
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h
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r
ad
u
ates.
T
ab
le
1
.
Pro
f
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o
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th
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r
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n
d
en
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D
e
mo
g
r
a
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c
C
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t
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r
e
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e
n
c
y
(
n
=
4
3
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P
e
r
c
e
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t
a
g
e
(
%)
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e
n
d
e
r
M
a
l
e
7
16
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e
mal
e
36
84
A
g
e
21
4
9
22
25
58
23
13
30
25
1
2
Ty
p
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81
P
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r
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t
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d
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2
5
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o
r
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t
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d
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t
6
14
P
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s c
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Le
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3.
RE
SU
L
T
S AN
D
D
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SCU
SS
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T
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tio
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B
SEd
E
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g
lis
h
g
r
ad
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ates’
co
m
p
ete
n
cies
an
d
wo
r
k
r
ea
d
in
ess
.
Data
o
n
p
er
ce
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c
o
m
p
eten
cies
in
co
n
ten
t
k
n
o
wled
g
e
,
p
ed
ag
o
g
ical
s
k
ills
,
an
d
co
r
e
co
m
p
eten
cies
ar
e
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I
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Gra
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s
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f th
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p
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s
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tea
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C
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n
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Ja
ca
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3215
s
u
m
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ity
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f
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h
e
co
n
clu
s
io
n
s
.
3
.
1
.
Co
nte
nt
k
no
wledg
e
s
k
ill
s
T
ab
le
2
s
h
o
ws
p
r
e
-
s
er
v
ice
tea
ch
er
s
’
p
er
ce
i
v
ed
c
o
n
ten
t
k
n
o
wled
g
e
co
m
p
eten
cy
,
with
a
n
o
v
er
all
m
ea
n
o
f
2
.
8
1
(
s
d
=0
.
7
2
)
,
a
n
d
t
h
e
h
ig
h
est
ag
r
ee
m
en
t
is
in
th
e
s
k
ill
o
f
d
em
o
n
s
tr
atin
g
E
n
g
lis
h
co
n
te
n
t
k
n
o
wled
g
e,
wit
h
a
weig
h
ted
m
ea
n
o
f
2
.
9
3
(
s
d
=
0
.
7
0
)
.
C
o
n
ten
t
k
n
o
wled
g
e
in
E
n
g
lis
h
in
clu
d
es
a
co
m
p
r
e
h
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
la
n
g
u
a
g
e’
s
s
tr
u
ctu
r
e
an
d
p
r
o
f
icien
cy
in
u
s
ag
e
[
2
9
]
.
T
h
is
s
k
ill
is
ess
en
tial
f
o
r
p
r
e
-
s
e
r
v
ice
teac
h
er
s
s
in
ce
E
n
g
lis
h
is
b
o
th
th
e
s
u
b
ject
a
n
d
in
s
tr
u
ctio
n
al
m
ed
iu
m
.
Ho
we
v
er
,
d
esp
ite
p
o
s
itiv
e
s
elf
-
ass
es
s
m
en
t
in
th
is
s
tu
d
y
,
p
r
e
-
s
er
v
ice
teac
h
er
s
o
f
ten
s
tr
u
g
g
le
to
a
p
p
ly
t
h
is
k
n
o
wled
g
e,
s
u
g
g
esti
n
g
c
u
r
r
icu
l
u
m
g
a
p
s
th
at
m
ay
h
in
d
er
ef
f
ec
tiv
e
teac
h
in
g
an
d
o
u
tco
m
es in
E
n
g
lis
h
e
d
u
ca
tio
n
[
3
0
]
.
Ad
d
itio
n
ally
,
p
r
e
-
s
er
v
ice
teac
h
er
s
r
ep
o
r
t
th
e
lo
west
co
n
f
id
en
ce
in
th
eir
co
n
ten
t
k
n
o
wle
d
g
e
o
f
th
e
Ph
ilip
p
in
e
p
r
o
f
ess
io
n
al
teac
h
e
r
s
tan
d
ar
d
s
(
PPST
)
f
r
am
ewo
r
k
,
with
a
weig
h
ted
m
ea
n
o
f
2
.
7
2
(
s
d
=
0
.
7
2
)
.
PPST
is
cr
u
cial
in
d
r
i
v
in
g
in
itiativ
e
s
to
en
h
an
ce
teac
h
er
q
u
ality
f
r
o
m
p
r
e
-
s
er
v
ice
to
in
-
s
er
v
ice
tr
ain
in
g
.
I
n
cr
ea
s
ed
awa
r
en
ess
o
f
th
is
f
r
am
ewo
r
k
is
ess
en
tial
f
o
r
p
r
e
-
s
er
v
ice
tea
ch
er
s
,
as
it
en
co
u
r
ag
es
r
ef
lect
io
n
o
n
p
r
o
f
ess
io
n
al
g
r
o
wth
,
th
e
d
ev
elo
p
m
en
t
o
f
ef
f
ec
tiv
e
teac
h
in
g
p
r
ac
tices,
an
d
ac
tiv
e
en
g
ag
e
m
en
t in
th
ei
r
r
o
l
es a
s
ed
u
ca
to
r
s
.
T
ab
le
2
.
Per
ce
iv
e
d
co
m
p
eten
c
y
in
co
n
ten
t k
n
o
wled
g
e
N
o
.
I
n
d
i
c
a
t
o
r
W
e
i
g
h
t
e
d
m
e
a
n
sd
C
a
t
e
g
o
r
y
1.
I
d
e
mo
n
st
r
a
t
e
c
o
n
t
e
n
t
k
n
o
w
l
e
d
g
e
i
n
E
n
g
l
i
s
h
2
.
9
3
0
.
7
0
A
g
r
e
e
2.
I
d
e
mo
n
st
r
a
t
e
c
o
n
t
e
n
t
k
n
o
w
l
e
d
g
e
i
n
g
e
n
e
r
a
l
e
d
u
c
a
t
i
o
n
2
.
8
6
0
.
7
1
A
g
r
e
e
3.
I
d
e
mo
n
st
r
a
t
e
c
o
n
t
e
n
t
k
n
o
w
l
e
d
g
e
i
n
r
e
sea
r
c
h
2
.
7
0
0
.
7
1
A
g
r
e
e
4.
I
d
e
mo
n
st
r
a
t
e
c
o
n
t
e
n
t
k
n
o
w
l
e
d
g
e
i
n
p
r
o
f
e
ssi
o
n
a
l
e
d
u
c
a
t
i
o
n
2
.
8
4
0
.
7
5
A
g
r
e
e
5.
I
d
e
mo
n
st
r
a
t
e
k
n
o
w
l
e
d
g
e
o
f
t
h
e
p
r
i
n
c
i
p
l
e
s
o
f
l
e
a
r
n
i
n
g
2
.
7
9
0
.
7
1
A
g
r
e
e
6.
I
d
e
mo
n
st
r
a
t
e
k
n
o
w
l
e
d
g
e
o
f
t
h
e
p
r
i
n
c
i
p
l
e
s
o
f
t
e
a
c
h
i
n
g
2
.
8
4
0
.
7
8
A
g
r
e
e
7.
I
d
e
mo
n
st
r
a
t
e
k
n
o
w
l
e
d
g
e
i
n
u
si
n
g
t
e
c
h
n
o
l
o
g
y
i
n
t
e
a
c
h
i
n
g
2
.
8
8
0
.
7
9
A
g
r
e
e
8.
I
d
e
mo
n
s
t
r
a
t
e
k
n
o
w
l
e
d
g
e
i
n
j
u
n
i
o
r
h
i
g
h
sc
h
o
o
l
’
s
m
o
s
t
e
sse
n
t
i
a
l
l
e
a
r
n
i
n
g
c
o
m
p
e
t
e
n
c
i
e
s
(
M
E
LC
s)
2
.
7
7
0
.
6
8
A
g
r
e
e
9.
I
d
e
mo
n
st
r
a
t
e
k
n
o
w
l
e
d
g
e
o
f
b
a
s
i
c
e
d
u
c
a
t
i
o
n
p
o
l
i
c
i
e
s
2
.
7
9
0
.
7
1
A
g
r
e
e
1
0
.
I
d
e
mo
n
st
r
a
t
e
k
n
o
w
l
e
d
g
e
o
f
t
h
e
P
h
i
l
i
p
p
i
n
e
p
r
o
f
e
ssi
o
n
a
l
t
e
a
c
h
e
r
st
a
n
d
a
r
d
s
(
P
P
S
T)
2
.
7
2
0
.
7
0
A
g
r
e
e
O
v
e
r
a
l
l
2
.
8
1
0
.
7
2
A
g
r
e
e
3
.
2
.
P
eda
g
o
g
ic
a
l sk
ills
T
ab
le
3
h
ig
h
li
g
h
ts
p
r
e
-
s
er
v
i
ce
teac
h
er
s
’
p
er
ce
iv
ed
c
o
m
p
eten
cies
in
p
ed
ag
o
g
y
,
wh
ich
s
h
o
ws
a
weig
h
ted
m
ea
n
o
f
2
.
9
9
(
s
d
=
0
.
9
0
)
.
B
u
ild
in
g
r
ap
p
o
r
t
with
s
tu
d
en
ts
is
r
ated
h
ig
h
est
with
in
t
h
is
ca
teg
o
r
y
,
with
a
weig
h
ted
m
ea
n
o
f
2
.
9
3
(
s
d
=
0
.
7
0
)
,
u
n
d
er
s
co
r
in
g
th
e
im
p
o
r
tan
ce
o
f
r
elatio
n
s
h
ip
-
b
u
ild
in
g
in
ef
f
ec
tiv
e
teac
h
in
g
.
E
s
tab
lis
h
in
g
a
r
elatio
n
s
h
ip
b
e
twee
n
s
tu
d
en
ts
an
d
teac
h
e
r
s
h
elp
s
in
s
p
ir
e
an
d
m
o
tiv
ate
e
d
u
ca
to
r
s
to
e
x
p
r
ess
in
n
o
v
ativ
e
teac
h
i
n
g
m
eth
o
d
s
an
d
r
ea
s
s
ess
th
eir
co
n
ce
p
ts
[
3
1
]
.
T
h
is
d
ev
elo
p
s
a
p
o
s
itiv
e
co
n
n
ec
tio
n
with
s
tu
d
en
ts
,
en
h
an
ci
n
g
t
h
eir
m
o
tiv
atio
n
an
d
lead
in
g
to
g
r
ea
te
r
en
g
ag
e
m
en
t
a
n
d
ac
a
d
em
ic
s
u
cc
ess
.
Pre
-
s
er
v
ice
teac
h
er
s
m
u
s
t
lear
n
t
o
cu
ltiv
a
te
a
s
u
p
p
o
r
tiv
e
r
a
p
p
o
r
t
with
t
h
eir
s
tu
d
en
ts
to
c
r
ea
te
a
class
r
o
o
m
e
n
v
ir
o
n
m
en
t
th
at
en
h
an
ce
s
lear
n
i
n
g
an
d
ad
d
r
ess
es th
eir
em
o
tio
n
al
an
d
ed
u
ca
tio
n
al
n
ee
d
s
.
T
ab
le
3
.
Per
ce
iv
e
d
co
m
p
eten
c
y
in
p
e
d
ag
o
g
ical
s
k
ills
N
o
.
I
n
d
i
c
a
t
o
r
W
e
i
g
h
t
e
d
m
e
a
n
sd
C
a
t
e
g
o
r
y
1.
I
k
n
o
w
h
o
w
t
o
m
a
k
e
a
l
e
ss
o
n
p
l
a
n
i
n
En
g
l
i
sh
3
.
0
5
0
.
9
2
A
g
r
e
e
2.
I
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I
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Yetk
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3
2
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I
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s
p
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a
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my
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t
s
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l
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2
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1
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7
2
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se
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l
a
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g
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.
2
.
8
8
0
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7
0
A
g
r
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e
3.
I
a
m sk
i
l
l
f
u
l
i
n
e
x
p
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ssi
n
g
m
y
t
h
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h
t
s i
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s
p
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k
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d
w
r
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t
i
n
g
.
2
.
7
4
0
.
8
5
A
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e
4.
I
a
m a
n
a
c
t
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v
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l
i
st
e
n
e
r
.
2
.
9
5
0
.
8
7
A
g
r
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e
5.
I
c
a
n
s
p
e
a
k
c
o
n
f
i
d
e
n
t
l
y
.
2
.
7
9
0
.
7
7
A
g
r
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6.
I
mai
n
t
a
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n
p
r
o
p
e
r
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y
e
c
o
n
t
a
c
t
w
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s
p
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a
k
i
n
g
.
2
.
8
8
0
.
8
8
A
g
r
e
e
7.
I
d
i
sp
l
a
y
c
o
u
r
t
e
o
u
s fa
c
i
a
l
e
x
p
r
e
ss
i
o
n
s
.
2
.
9
5
0
.
9
0
N
e
i
t
h
e
r
8.
I
sp
e
a
k
w
i
t
h
a
p
o
si
t
i
v
e
t
o
n
e
a
n
d
c
o
r
r
e
c
t
v
o
l
u
me
.
3
.
0
0
0
.
9
3
A
g
r
e
e
9.
I
c
o
n
v
e
y
m
y
i
d
e
a
s
t
o
o
t
h
e
r
s w
i
t
h
o
u
t
f
i
d
g
e
t
i
n
g
.
2
.
8
6
0
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7
4
A
g
r
e
e
1
0
.
I
mai
n
t
a
i
n
t
h
e
a
p
p
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o
p
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i
a
t
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s
p
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b
e
t
w
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n
m
y
se
l
f
a
n
d
t
h
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p
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p
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I
t
a
l
k
t
o
.
2
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5
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7
2
A
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O
v
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r
a
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2
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9
0
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8
1
A
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r
e
e
I
n
ad
d
itio
n
,
tech
n
o
lo
g
ical
ad
v
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m
en
ts
in
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ca
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d
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.
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a
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d
y
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a
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e
ar
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f
ten
co
m
m
en
d
a
b
le
[
3
5
]
.
T
h
is
s
u
g
g
ests
th
at
teac
h
e
r
tr
ain
in
g
c
o
u
ld
b
en
e
f
it
f
r
o
m
a
d
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al
f
o
cu
s
:
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tr
en
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t
h
en
in
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ass
ess
m
en
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s
k
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with
p
r
ac
tical
s
tr
ateg
ies
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d
im
p
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v
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c
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m
m
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d
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ely
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g
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wev
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3
6
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.
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.
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eted
s
u
p
p
o
r
t
to
d
ev
elo
p
e
x
p
r
ess
iv
e
lan
g
u
a
g
e
s
k
ills
an
d
m
an
ag
e
co
m
m
u
n
icatio
n
an
x
iety
.
Stru
c
tu
r
ed
p
r
ac
tice
in
b
o
th
v
er
b
al
a
n
d
wr
itten
ex
p
r
ess
io
n
,
p
air
ed
with
to
o
ls
to
r
ed
u
ce
ap
p
r
eh
e
n
s
io
n
,
co
u
ld
im
p
r
o
v
e
p
r
e
-
s
er
v
ice
teac
h
er
s
'
o
v
er
all
c
o
m
m
u
n
icatio
n
co
m
p
eten
cy
.
3
.
4
.
Co
lla
bo
r
a
t
io
n
s
k
ills
T
ab
le
5
p
r
esen
ts
p
r
e
-
s
er
v
ice
teac
h
er
s
'
p
er
ce
iv
ed
co
llab
o
r
ati
o
n
s
k
ills
,
with
an
o
v
er
all
wei
g
h
ted
m
ea
n
o
f
2
.
9
9
(
s
d
=
0
.
8
3
)
.
T
h
e
h
ig
h
es
t
-
r
ated
s
k
ill
is
th
e
will
in
g
n
ess
to
lear
n
f
r
o
m
co
lleag
u
es,
with
a
weig
h
ted
m
ea
n
o
f
3
.
2
6
(
s
d
=
0
.
8
8
)
.
T
h
r
o
u
g
h
th
eir
in
ter
ac
tio
n
s
an
d
lear
n
in
g
w
ith
in
p
ee
r
g
r
o
u
p
s
,
p
r
e
-
s
er
v
ice
teac
h
er
s
ex
em
p
lify
s
o
ciety
's
ess
en
ce
.
T
h
ey
ac
q
u
ir
e
k
n
o
wled
g
e
an
d
c
r
ea
te
a
s
u
p
p
o
r
tiv
e
e
n
v
ir
o
n
m
en
t
th
a
t
en
h
an
ce
s
d
ee
p
er
s
elf
-
awa
r
en
ess
,
p
ee
r
r
elatio
n
s
h
ip
s
,
an
d
en
g
ag
em
e
n
t,
wh
ich
is
cr
u
cial
f
o
r
th
e
teac
h
in
g
p
r
o
f
ess
io
n
[
3
8
]
.
Su
c
h
co
n
n
ec
tio
n
s
ca
n
lea
d
to
ac
tiv
e
en
g
ag
em
e
n
t
an
d
th
e
p
u
r
s
u
it
o
f
ex
ce
p
tio
n
al
o
u
tco
m
es
th
at
ar
e
im
p
o
r
tan
t
in
th
e
teac
h
in
g
p
r
o
f
ess
io
n
.
C
o
n
v
er
s
ely
,
g
r
o
u
p
lead
er
s
h
ip
s
k
ills
h
ad
th
e
lo
west
weig
h
t
ed
m
ea
n
o
f
2
.
8
4
(
s
d
=0
.
8
7
)
,
i
n
d
icatin
g
a
p
o
ten
tial
g
ap
in
teac
h
er
p
r
e
p
a
r
atio
n
.
T
h
is
r
aises
co
n
ce
r
n
s
a
b
o
u
t
p
r
e
-
s
er
v
ice
teac
h
e
r
s
'
r
ea
d
in
ess
f
o
r
class
r
o
o
m
lead
er
s
h
ip
an
d
r
eten
tio
n
i
n
th
e
p
r
o
f
ess
io
n
.
As f
o
u
n
d
i
n
p
r
e
v
i
o
u
s
s
tu
d
y
b
y
Gen
ç
[
3
9
]
,
i
n
-
s
er
v
ice
E
FL
ed
u
ca
to
r
s
h
av
e
n
o
te
d
ch
allen
g
es
d
u
r
in
g
p
r
ac
ticu
m
d
u
e
to
a
lack
o
f
m
e
n
to
r
in
g
i
n
lead
er
s
h
ip
a
n
d
ex
p
e
r
tis
e.
T
h
is
r
esu
lted
in
in
s
u
f
f
icien
t
lead
er
s
h
ip
ca
p
ab
ilit
ies
in
class
r
o
o
m
m
an
ag
em
en
t,
lead
in
g
s
o
m
e
to
l
ea
v
e
th
e
teac
h
in
g
p
r
o
f
ess
io
n
[
4
0
]
.
E
n
h
an
cin
g
te
ac
h
er
p
r
ep
ar
atio
n
p
r
o
g
r
am
s
w
ith
lead
er
s
h
ip
tr
ain
in
g
m
o
d
u
le
s
co
u
ld
h
elp
e
q
u
ip
f
u
tu
r
e
teac
h
e
r
s
with
ess
en
tial s
k
ills
f
o
r
p
o
s
itiv
e
class
r
o
o
m
m
an
ag
em
en
t a
n
d
co
llab
o
r
atio
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
8
2
2
Gra
d
u
a
te
co
mp
eten
cies a
s
p
r
e
d
icto
r
s
o
f th
e
p
r
e
-
s
ervice
E
n
g
lis
h
tea
ch
ers
’
…
(
C
r
is
t
ie
A
n
n
L.
Ja
ca
)
3217
T
ab
le
5
.
Per
ce
iv
e
d
lev
el
o
f
co
l
lab
o
r
atio
n
s
k
ills
N
o
.
I
n
d
i
c
a
t
o
r
W
e
i
g
h
t
e
d
m
e
a
n
sd
C
a
t
e
g
o
r
y
1.
I
c
a
n
c
o
o
p
e
r
a
t
e
w
h
e
n
i
n
a
g
r
o
u
p
.
3
.
1
2
0
.
9
1
A
g
r
e
e
2.
I
c
a
n
w
o
r
k
w
i
t
h
d
i
v
e
r
s
e
g
r
o
u
p
s
o
f
p
e
o
p
l
e
.
3
.
1
2
0
.
8
5
A
g
r
e
e
3.
I
c
a
n
i
d
e
n
t
i
f
y
o
r
g
a
n
i
z
a
t
i
o
n
a
l
st
r
a
t
e
g
i
e
s
a
n
d
p
r
o
c
e
ss
e
s.
2
.
8
8
0
.
8
2
A
g
r
e
e
4.
I
k
n
o
w
t
o
k
e
e
p
a
n
o
p
e
n
l
i
n
e
o
f
c
o
m
mu
n
i
c
a
t
i
o
n
a
m
o
n
g
a
d
mi
n
i
s
t
r
a
t
o
r
s
a
n
d
c
o
l
l
e
a
g
u
e
s.
2
.
9
1
0
.
8
7
A
g
r
e
e
5.
I
a
m w
i
l
l
i
n
g
t
o
l
e
a
r
n
f
r
o
m
c
o
l
l
e
a
g
u
e
s
.
3
.
2
6
0
.
8
8
S
t
r
o
n
g
l
y
a
g
r
e
e
6.
I
c
a
n
e
a
si
l
y
e
s
t
a
b
l
i
sh
t
r
u
st
a
n
d
r
a
p
p
o
r
t
i
n
a
g
r
o
u
p
.
2
.
9
3
0
.
8
3
A
g
r
e
e
7.
I
c
a
n
a
d
d
r
e
ss
c
o
n
f
l
i
c
t
m
a
n
a
g
e
me
n
t
st
y
l
e
s.
2
.
9
1
0
.
8
4
A
g
r
e
e
8.
I
c
a
n
p
r
i
o
r
i
t
i
z
e
t
a
s
k
s a
n
d
sc
h
e
d
u
l
e
s
t
o
mee
t
o
r
g
a
n
i
z
a
t
i
o
n
a
l
d
e
a
d
l
i
n
e
s.
3
.
0
2
0
.
7
4
A
g
r
e
e
9.
I
c
a
n
ma
i
n
t
a
i
n
t
o
l
e
r
a
n
c
e
w
h
e
n
e
x
p
o
s
e
d
t
o
d
i
f
f
e
r
e
n
t
i
d
e
a
s
a
n
d
c
u
l
t
u
r
e
s.
2
.
9
3
0
.
8
3
A
g
r
e
e
1
0
.
I
c
a
n
l
e
a
d
a
g
r
o
u
p
.
2
.
8
4
0
.
8
7
A
g
r
e
e
O
v
e
r
a
l
l
2
.
9
9
0
.
8
4
A
g
r
e
e
3
.
5
.
Crit
ica
l
t
hin
k
ing
s
k
ills
T
a
b
le
6
s
h
o
ws
t
h
e
p
r
e
-
s
er
v
i
c
e
te
ac
h
er
s
p
er
ce
i
v
ed
c
r
it
ic
al
t
h
i
n
k
i
n
g
s
k
ills
,
w
it
h
a
n
o
v
e
r
al
l
we
ig
h
t
ed
m
ea
n
o
f
2
.
7
4
(
s
d
=
0
.
7
4
)
.
T
h
e
h
ig
h
est
-
r
at
e
d
s
k
il
l
f
o
r
t
h
is
c
o
m
p
ete
n
c
y
is
th
e
p
ass
io
n
f
o
r
r
es
ea
r
c
h
i
n
g
i
n
f
o
r
m
at
i
o
n
an
d
s
t
r
at
e
g
ies
,
wit
h
a
wei
g
h
te
d
m
ea
n
o
f
3
.
8
1
(
s
d
=
0
.
9
1
)
,
r
ef
lect
in
g
t
h
e
u
n
i
v
e
r
s
it
y
'
s
em
p
h
a
s
is
o
n
r
esea
r
c
h
an
d
d
e
v
e
lo
p
m
e
n
t
i
n
te
g
r
at
ed
i
n
t
o
t
h
e
c
u
r
r
ic
u
l
u
m
.
R
esea
r
c
h
c
o
u
r
s
e
s
in
te
ac
h
e
r
e
d
u
ca
ti
o
n
p
r
o
g
r
a
m
s
p
r
im
ar
il
y
a
im
t
o
d
e
v
e
lo
p
r
esi
lie
n
t
,
i
n
q
u
ir
y
-
o
r
i
e
n
te
d
t
ea
ch
e
r
s
wh
o
r
e
f
l
ec
t
o
n
t
h
ei
r
o
w
n
te
ac
h
i
n
g
p
r
ac
t
ices
,
e
n
g
a
g
e
i
n
l
ite
r
a
tu
r
e
,
an
d
o
p
er
at
e
i
n
i
n
q
u
i
r
y
-
b
ase
d
e
n
v
ir
o
n
m
e
n
ts
[
4
1
]
.
C
o
n
s
e
q
u
e
n
t
ly
,
te
ac
h
e
r
s
w
h
o
a
d
o
p
t
a
n
i
n
q
u
ir
y
-
b
ase
d
a
p
p
r
o
a
c
h
d
e
v
e
lo
p
a
h
ab
it
o
f
i
n
q
u
i
r
y
b
o
t
h
i
n
t
h
e
cl
ass
r
o
o
m
a
n
d
in
s
c
h
o
o
l.
T
h
is
h
a
b
it
f
o
s
t
er
s
c
r
it
ic
al
th
i
n
k
i
n
g
,
c
u
r
io
s
it
y
,
an
d
wil
li
n
g
n
ess
t
o
s
h
ar
e
in
s
ig
h
ts
a
m
o
n
g
te
ac
h
e
r
s
f
o
r
co
n
t
in
u
o
u
s
p
r
o
f
ess
i
o
n
al
g
r
o
wt
h
[
4
2
]
.
Desp
ite
a
s
tr
o
n
g
in
clin
atio
n
t
o
war
d
r
esear
ch
,
th
e
p
r
e
-
s
er
v
i
ce
teac
h
er
s
’
s
k
ills
r
elate
d
to
q
u
an
titativ
e
to
o
ls
—
s
u
ch
as
ar
ith
m
etic,
g
r
ap
h
s
,
an
d
s
tatis
tics
—
r
ec
eiv
ed
th
e
lo
west
weig
h
ted
m
ea
n
o
f
2
.
5
8
(
s
d
=0
.
6
6
)
.
Dif
f
icu
lty
in
ter
p
r
etin
g
tab
les
an
d
g
r
a
p
h
s
h
ig
h
lig
h
ts
g
ap
s
in
n
u
m
er
a
cy
liter
ac
y
[
4
3
]
,
w
h
ich
is
ess
en
tial
f
o
r
an
aly
zin
g
i
n
f
o
r
m
atio
n
t
o
g
e
n
e
r
ate
a
r
eliab
le
c
o
n
clu
s
io
n
.
Pro
f
icien
cy
in
n
u
m
e
r
ac
y
liter
ac
y
will
en
ab
le
s
tu
d
en
ts
to
in
ter
p
r
et
i
n
f
o
r
m
atio
n
in
v
ar
i
o
u
s
f
o
r
m
ats,
in
clu
d
in
g
n
ar
r
ativ
es,
tab
les,
g
r
ap
h
ics,
an
d
o
th
e
r
v
is
u
al
d
ata.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
th
e
cu
r
r
i
cu
lu
m
co
u
ld
b
e
e
n
h
an
ce
d
b
y
in
teg
r
atin
g
q
u
an
titativ
e
r
ea
s
o
n
in
g
a
n
d
s
tatis
tical
liter
ac
y
,
eq
u
ip
p
i
n
g
teac
h
er
s
with
a
m
o
r
e
co
m
p
r
eh
en
s
iv
e
cr
itical
th
in
k
in
g
to
o
lk
it
f
o
r
d
ata
an
aly
s
is
an
d
in
f
o
r
m
e
d
d
ec
is
io
n
-
m
a
k
in
g
.
T
ab
le
6
.
Per
ce
iv
e
d
lev
el
o
f
cr
i
tical
th
in
k
in
g
s
k
ills
N
o
.
I
n
d
i
c
a
t
o
r
W
e
i
g
h
t
e
d
m
e
a
n
sd
C
a
t
e
g
o
r
y
1.
I
h
a
v
e
t
h
e
k
n
o
w
l
e
d
g
e
a
n
d
s
k
i
l
l
s t
o
s
o
l
v
e
s
p
e
c
i
f
i
c
p
r
o
b
l
e
ms
.
2
.
8
4
0
.
7
5
A
g
r
e
e
2.
I
c
a
n
a
n
a
l
y
z
e
c
o
m
p
l
e
x
p
r
o
b
l
e
ms
a
n
d
i
ssu
e
s
.
2
.
7
7
0
.
7
5
A
g
r
e
e
3.
I
a
m sk
i
l
l
f
u
l
a
n
d
k
n
o
w
l
e
d
g
e
a
b
l
e
i
n
u
s
i
n
g
su
i
t
a
b
l
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t
e
c
h
n
o
l
o
g
y
.
2
.
7
4
0
.
7
9
A
g
r
e
e
4.
I
u
n
d
e
r
st
a
n
d
t
e
x
t
u
a
l
a
n
d
n
u
m
e
r
i
c
a
l
d
a
t
a
f
o
r
a
j
o
b
ma
n
u
a
l
.
2
.
6
0
0
.
7
6
A
g
r
e
e
5.
I
c
a
n
g
e
n
e
r
a
t
e
n
e
w
a
n
d
b
r
i
g
h
t
i
d
e
a
s
t
o
a
d
d
r
e
ss
p
r
o
b
l
e
ms.
2
.
8
6
0
.
7
7
A
g
r
e
e
6.
I
a
m p
a
ss
i
o
n
a
t
e
a
b
o
u
t
r
e
se
a
r
c
h
i
n
g
m
o
r
e
i
n
f
o
r
ma
t
i
o
n
a
n
d
s
t
r
a
t
e
g
i
e
s
.
2
.
9
1
0
.
7
2
A
g
r
e
e
7.
I
c
a
n
e
a
si
l
y
u
n
d
e
r
st
a
n
d
o
r
g
a
n
i
z
a
t
i
o
n
a
l
p
r
o
c
e
d
u
r
e
s.
2
.
7
4
0
.
6
9
A
g
r
e
e
8.
I
a
m c
o
n
f
i
d
e
n
t
i
n
p
e
r
f
o
r
m
i
n
g
t
a
s
k
s
u
s
i
n
g
c
o
m
p
u
t
e
r
s
o
f
t
w
a
r
e
a
n
d
h
a
r
d
w
a
r
e
.
2
.
6
7
0
.
7
1
A
g
r
e
e
9.
I
c
a
n
u
se
a
n
d
i
n
t
e
r
p
r
e
t
q
u
a
n
t
i
t
a
t
i
v
e
t
o
o
l
s
(
a
r
i
t
h
m
e
t
i
c
,
g
r
a
p
h
s,
a
n
d
st
a
t
i
st
i
c
s)
.
2
.
5
8
0
.
6
6
A
g
r
e
e
1
0
.
I
c
a
n
s
h
a
r
e
l
o
g
i
c
a
l
i
d
e
a
s a
n
d
s
o
l
u
t
i
o
n
s
i
n
v
a
r
i
o
u
s me
d
i
u
ms
.
2
.
7
0
0
.
7
4
A
g
r
e
e
O
v
e
r
a
l
l
2
.
7
4
0
.
7
4
A
g
r
e
e
3
.
6
.
Cre
a
t
iv
e
s
k
ills
T
ab
le
7
s
h
o
ws
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
p
er
ce
iv
ed
cr
ea
tiv
e
s
k
ills
,
with
an
o
v
er
all
weig
h
te
d
m
ea
n
o
f
2
.
9
9
(
s
d
=0
.
7
6
)
.
Awa
r
en
ess
o
f
o
n
e’
s
th
o
u
g
h
ts
wh
en
d
o
in
g
s
o
m
eth
in
g
h
as
th
e
h
ig
h
est
weig
h
ted
m
ea
n
o
f
3
.
0
9
(
s
d
=0
.
8
7
)
,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
m
etac
o
g
n
itiv
e
th
in
k
in
g
in
c
r
ea
tiv
e
d
ev
elo
p
m
e
n
t
[
4
4
]
.
Me
taco
g
n
itio
n
in
v
o
lv
es a
war
e
n
ess
,
m
o
n
ito
r
in
g
,
an
d
m
ax
im
i
zin
g
o
n
e
’
s
p
o
ten
tial,
wh
ich
s
u
p
p
o
r
ts
ex
ce
llen
ce
in
cr
ea
tiv
ity
.
T
h
e
cr
ea
tiv
e
p
o
ten
t
ial
m
ay
b
e
u
n
d
er
u
tili
ze
d
with
o
u
t
s
tr
o
n
g
m
etac
o
g
n
itiv
e
s
k
ill
s
,
r
esu
ltin
g
in
lo
wer
cr
ea
tiv
e
o
u
tp
u
t
[
4
5
]
.
T
ea
ch
e
r
s
with
d
ev
elo
p
ed
cr
ea
ti
v
e
s
elf
-
awa
r
en
ess
ar
e
m
o
r
e
lik
el
y
t
o
in
teg
r
ate
cr
ea
tiv
e
th
in
k
in
g
i
n
to
th
eir
teac
h
in
g
,
e
n
h
an
cin
g
s
tu
d
en
ts
’
lear
n
i
n
g
ex
p
er
ien
ce
s
.
Ho
wev
er
,
th
e
s
tu
d
y
h
ig
h
lig
h
ts
two
ar
ea
s
o
f
lo
w
co
n
f
i
d
en
ce
f
o
r
p
r
e
-
s
er
v
ice
teac
h
e
r
s
:
f
in
d
in
g
in
n
o
v
ativ
e
s
o
lu
tio
n
s
u
n
d
e
r
tim
e
co
n
s
tr
ain
ts
an
d
s
ee
k
in
g
n
ew
tech
n
o
lo
g
ies an
d
tech
n
iq
u
es f
o
r
cr
ea
tiv
e
o
u
tp
u
ts
,
with
a
weig
h
ted
m
ea
n
o
f
2
.
9
1
(
s
d
=0
.
6
5
)
an
d
2
.
9
1
(
s
d
=0
.
7
5
)
.
T
im
e
co
n
s
tr
ain
ts
in
class
r
o
o
m
s
o
f
te
n
h
in
d
er
tech
n
o
lo
g
y
in
teg
r
atio
n
,
lead
in
g
to
in
s
u
f
f
icien
t
less
o
n
p
r
ep
ar
atio
n
s
,
co
n
ten
t
-
h
ea
v
y
s
y
llab
i,
an
d
co
n
v
e
n
tio
n
al
ass
es
s
m
en
ts
th
at
lim
it
cr
ea
tiv
e
teac
h
in
g
ap
p
r
o
ac
h
es
[
4
6
]
.
T
h
ese
o
v
er
wh
elm
i
n
g
c
h
allen
g
e
s
m
ay
o
f
te
n
lead
to
th
e
ab
an
d
o
n
m
e
n
t o
r
lack
o
f
te
ch
n
o
lo
g
y
u
s
e,
wh
ic
h
h
in
d
er
s
s
tu
d
en
ts
’
in
ten
d
e
d
lear
n
in
g
o
u
tco
m
es.
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
:
321
1
-
3
2
2
3
3218
T
ab
le
7
.
Per
ce
iv
e
d
lev
el
o
f
cr
e
ativ
e
s
k
ills
N
o
.
I
n
d
i
c
a
t
o
r
W
e
i
g
h
t
e
d
m
e
a
n
sd
C
a
t
e
g
o
r
y
1.
I
a
m a
w
a
r
e
o
f
m
y
t
h
o
u
g
h
t
s
w
h
e
n
I
d
o
so
me
t
h
i
n
g
.
3
.
0
9
0
.
8
7
A
g
r
e
e
2.
I
c
a
n
t
a
k
e
t
h
e
i
n
i
t
i
a
t
i
v
e
t
o
c
r
e
a
t
e
o
r
i
g
i
n
a
l
i
d
e
a
s.
3
.
0
2
0
.
8
0
A
g
r
e
e
3.
I
a
m
c
a
p
a
b
l
e
o
f
c
o
p
i
n
g
w
i
t
h
m
u
l
t
i
p
l
e
t
a
sk
s
.
3
.
0
5
0
.
8
2
A
g
r
e
e
4.
I
c
a
n
t
h
i
n
k
o
f
n
e
w
w
a
y
s
o
f
c
r
e
a
t
i
n
g
s
o
met
h
i
n
g
w
i
t
h
q
u
a
l
i
t
y
.
3
.
0
7
0
.
7
4
A
g
r
e
e
5.
I
c
a
n
a
p
p
r
o
a
c
h
p
r
o
b
l
e
ms
l
o
g
i
c
a
l
l
y
a
n
d
r
a
t
i
o
n
a
l
l
y
.
2
.
9
3
0
.
7
7
A
g
r
e
e
6.
I
c
a
n
f
i
n
d
i
n
n
o
v
a
t
i
v
e
so
l
u
t
i
o
n
s
i
n
t
i
me
-
p
r
e
ssu
r
e
d
si
t
u
a
t
i
o
n
s.
2
.
9
1
0
.
6
5
A
g
r
e
e
7.
I
c
a
n
e
a
si
l
y
c
o
me
u
p
w
i
t
h
p
r
a
c
t
i
c
a
l
s
o
l
u
t
i
o
n
s
t
o
i
m
p
r
o
v
e
p
e
r
f
o
r
ma
n
c
e
.
2
.
9
5
0
.
7
5
A
g
r
e
e
8.
I
c
a
n
l
o
o
k
f
o
r
n
e
w
t
e
c
h
n
o
l
o
g
i
e
s a
n
d
t
e
c
h
n
i
q
u
e
s
t
o
p
r
o
d
u
c
e
o
u
t
p
u
t
s.
2
.
9
1
0
.
7
5
A
g
r
e
e
9.
I
c
a
n
v
i
s
u
a
l
i
z
e
c
o
n
c
e
p
t
s.
3
.
0
5
0
.
7
2
A
g
r
e
e
1
0
.
I
d
e
v
e
l
o
p
a
p
p
r
o
p
r
i
a
t
e
p
l
a
n
s
a
n
d
t
i
me
l
i
n
e
s
t
o
i
mp
l
e
m
e
n
t
n
e
w
i
d
e
a
s
.
2
.
9
5
0
.
7
2
A
g
r
e
e
O
v
e
r
a
l
l
2
.
9
9
0
.
7
6
A
g
r
e
e
Desp
ite
u
n
d
er
s
tan
d
in
g
t
h
e
v
al
u
e
o
f
tech
n
o
lo
g
y
,
m
a
n
y
p
r
e
-
s
er
v
ice
teac
h
er
s
in
th
e
E
n
g
lis
h
lan
g
u
ag
e
f
ee
l
u
n
p
r
e
p
ar
ed
to
f
u
lly
u
tili
ze
its
p
o
ten
tial
d
u
e
to
lim
ited
em
p
h
asis
o
n
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
.
T
h
e
y
o
f
ten
lack
m
eth
o
d
s
f
o
r
ad
d
r
ess
in
g
d
iv
er
s
e
s
tu
d
en
t
n
ee
d
s
an
d
lear
n
in
g
s
ty
les
th
r
o
u
g
h
tech
n
o
l
o
g
y
-
en
h
an
ce
d
co
n
ten
t
an
d
p
ed
a
g
o
g
y
[
4
7
]
.
So
m
e
o
f
t
h
ese
p
r
e
-
s
er
v
ice
teac
h
er
s
wer
e
ab
le
to
id
en
tify
o
n
ly
a
f
ew
b
asic
ap
p
licatio
n
s
o
f
tech
n
o
lo
g
y
th
at
co
u
ld
im
p
r
o
v
e
lis
ten
in
g
s
k
ills
,
p
r
o
n
u
n
ciatio
n
,
an
d
v
o
ca
b
u
lar
y
d
e
v
elo
p
m
e
n
t
.
I
n
a
d
d
itio
n
,
g
r
a
d
u
ates
o
f
ten
r
ev
er
t
to
tr
ad
itio
n
al
m
eth
o
d
s
i
n
ELT
d
esp
ite
b
ein
g
tr
ain
e
d
in
m
o
d
er
n
teac
h
in
g
tech
n
iq
u
es
an
d
tech
n
o
lo
g
y
in
teg
r
ati
o
n
.
D
u
r
in
g
th
eir
teac
h
in
g
p
r
ac
ticu
m
,
th
ey
t
en
d
to
r
ep
licate
th
e
m
eth
o
d
s
u
s
ed
b
y
s
u
p
er
v
is
in
g
teac
h
er
s
r
ath
er
th
a
n
ap
p
l
y
m
o
d
er
n
m
eth
o
d
o
l
o
g
ies
[
4
8
]
.
T
h
e
s
e
f
in
d
in
g
s
s
u
g
g
est
th
at
teac
h
er
p
r
e
p
ar
atio
n
p
r
o
g
r
am
s
co
u
ld
b
en
e
f
it
f
r
o
m
in
co
r
p
o
r
atin
g
tim
e
-
m
an
ag
e
m
e
n
t
s
tr
ateg
ies
an
d
p
r
o
v
id
i
n
g
g
r
ea
ter
s
u
p
p
o
r
t
f
o
r
tech
n
o
lo
g
y
in
teg
r
ati
o
n
.
T
h
is
w
o
u
ld
en
a
b
le
p
r
e
-
s
er
v
ice
teac
h
e
r
s
to
b
etter
h
ar
n
ess
cr
ea
tiv
e
s
k
ills
an
d
en
h
an
c
e
en
g
ag
em
en
t w
ith
in
n
o
v
ativ
e
teac
h
in
g
p
r
ac
tices.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
o
n
p
er
ce
iv
ed
co
m
p
eten
cies
o
f
B
SEd
E
n
g
lis
h
g
r
ad
u
ates
r
ev
ea
l
v
alu
ab
le
in
s
ig
h
ts
in
to
th
ei
r
s
tr
en
g
th
s
an
d
p
o
ten
tial
ar
ea
s
f
o
r
im
p
r
o
v
e
m
en
t
in
r
ea
d
i
n
ess
f
o
r
teac
h
in
g
.
Ped
ag
o
g
y
em
er
g
es
as
o
n
e
o
f
th
e
h
ig
h
est
-
r
ated
c
o
m
p
eten
cies,
with
a
weig
h
ted
m
ea
n
s
co
r
e
o
f
2
.
9
9
,
in
d
ica
tin
g
th
at
g
r
a
d
u
ates
g
en
er
ally
p
o
s
s
ess
r
ea
s
o
n
ab
le
co
n
f
id
en
ce
in
t
h
eir
teac
h
in
g
m
eth
o
d
s
.
Ho
wev
e
r
,
th
e
r
elati
v
ely
h
ig
h
s
tan
d
ar
d
d
ev
iatio
n
o
f
0
.
9
0
im
p
lies
v
a
r
iab
ilit
y
in
th
eir
s
elf
-
ass
ess
m
en
t,
with
s
o
m
e
g
r
a
d
u
ates
f
ee
lin
g
well
-
p
r
ep
ar
e
d
wh
ile
o
th
er
s
d
o
n
o
t.
T
h
is
v
ar
iatio
n
m
ay
in
d
icate
in
co
n
s
is
ten
cies
in
th
eir
tr
ain
in
g
o
r
p
r
ac
tical
teac
h
in
g
ex
p
er
ien
ce
,
s
u
g
g
esti
n
g
a
n
ee
d
f
o
r
m
o
r
e
s
tan
d
ar
d
ize
d
,
h
an
d
s
-
o
n
teac
h
in
g
p
r
ac
tices
with
in
th
e
p
r
o
g
r
am
to
en
s
u
r
e
all
g
r
ad
u
ates a
ttain
a
c
o
m
p
ar
ab
le
le
v
el
o
f
r
ea
d
in
ess
.
C
r
ea
tiv
e
s
k
ills
also
r
an
k
a
m
o
n
g
th
e
m
o
s
t
h
ig
h
ly
v
alu
e
d
c
o
m
p
eten
cies,
with
g
r
ad
u
ates
ex
p
r
ess
in
g
co
n
f
id
en
ce
in
in
c
o
r
p
o
r
atin
g
cr
ea
tiv
ity
in
to
teac
h
in
g
.
T
o
s
tr
en
g
th
en
th
is
co
m
p
eten
cy
,
th
e
p
r
o
g
r
a
m
co
u
l
d
in
teg
r
ate
d
ig
ital
to
o
ls
an
d
in
te
r
ac
tiv
e
lear
n
in
g
s
tr
ateg
ies
in
to
th
e
cu
r
r
icu
lu
m
.
B
y
d
o
in
g
s
o
,
th
ey
will
lik
ely
b
e
m
o
r
e
e
f
f
ec
tiv
e
i
n
cr
ea
tin
g
les
s
o
n
s
th
at
ar
e
n
o
t
o
n
ly
e
n
g
ag
i
n
g
b
u
t
also
m
o
r
e
r
elev
a
n
t
to
s
tu
d
en
ts
’
ev
er
y
d
ay
liv
es
an
d
tec
h
n
o
l
o
g
ical
f
l
u
en
cy
.
Similar
ly
,
co
llab
o
r
atio
n
s
k
ills
,
wh
ich
also
s
h
ar
e
th
e
h
i
g
h
est
r
an
k
,
i
n
d
icate
th
at
g
r
ad
u
ates
f
ee
l
eq
u
ip
p
e
d
t
o
wo
r
k
well
with
co
lleag
u
es
in
co
llab
o
r
ativ
e
s
ettin
g
s
.
Ho
wev
er
,
th
e
m
o
d
e
r
ate
s
tan
d
ar
d
d
e
v
iatio
n
o
f
0
.
8
4
s
u
g
g
ests
th
at
s
o
m
e
g
r
a
d
u
ates
m
ay
p
e
r
ce
iv
e
th
em
s
elv
es
a
s
less
p
r
ep
ar
ed
.
T
o
p
r
o
m
o
te
a
m
o
r
e
u
n
if
o
r
m
lev
el
o
f
c
o
m
p
ete
n
cy
,
an
i
n
cr
ea
s
ed
em
p
h
asis
o
n
g
r
o
u
p
-
b
ase
d
ass
ig
n
m
en
ts
an
d
co
o
p
er
ativ
e
p
r
o
jects c
o
u
l
d
h
el
p
en
s
u
r
e
a
m
o
r
e
c
o
n
s
is
ten
t le
v
el
o
f
co
m
p
eten
cy
am
o
n
g
g
r
a
d
u
ates.
C
o
m
m
u
n
i
c
a
ti
o
n
s
k
i
l
ls
r
a
n
k
s
l
i
g
h
t
l
y
l
o
w
e
r
w
it
h
a
w
e
i
g
h
t
ed
m
e
a
n
o
f
2
.
8
9
,
i
n
d
i
c
a
t
i
n
g
t
h
a
t
w
h
i
l
e
g
r
a
d
u
a
t
e
s
g
e
n
e
r
a
l
l
y
f
e
el
e
q
u
ip
p
e
d
,
t
h
e
r
e
r
e
m
a
i
n
s
p
o
t
e
n
t
i
al
f
o
r
e
n
h
a
n
c
e
m
e
n
t
i
n
t
h
i
s
f
u
n
d
a
m
e
n
t
a
l
t
e
a
c
h
i
n
g
c
o
m
p
e
t
e
n
c
y
.
I
m
p
l
e
m
e
n
t
i
n
g
a
d
d
i
t
i
o
n
a
l
w
o
r
k
s
h
o
p
s
f
o
c
u
s
e
d
o
n
p
r
e
s
e
n
t
a
ti
o
n
s
k
i
ll
s
,
p
u
b
li
c
s
p
ea
k
i
n
g
,
a
n
d
t
h
e
c
l
e
a
r
a
r
t
i
c
u
l
at
i
o
n
o
f
c
o
m
p
l
e
x
i
d
e
a
s
c
o
u
l
d
b
o
l
s
t
e
r
g
r
a
d
u
a
t
e
s
’
c
o
n
f
i
d
e
n
c
e
a
n
d
e
f
f
e
c
t
i
v
e
n
e
s
s
i
n
c
l
as
s
r
o
o
m
c
o
m
m
u
n
i
c
a
t
i
o
n
.
M
e
a
n
w
h
il
e
,
co
n
t
e
n
t
k
n
o
w
l
e
d
g
e
,
w
h
i
c
h
h
a
s
a
w
e
i
g
h
t
e
d
m
e
a
n
o
f
2
.
8
1
,
i
s
r
a
n
k
e
d
f
i
f
t
h
,
i
n
d
i
c
a
t
i
n
g
a
s
l
i
g
h
t
l
y
l
o
w
e
r
c
o
n
f
i
d
e
n
c
e
i
n
E
n
g
l
i
s
h
s
u
b
j
e
ct
m
a
s
t
e
r
y
c
o
m
p
a
r
e
d
t
o
o
t
h
e
r
a
r
e
a
s
.
S
i
n
c
e
a
s
o
li
d
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
c
o
n
t
e
n
t
i
s
c
r
u
c
i
al
f
o
r
e
f
f
e
c
t
i
v
e
t
e
a
c
h
i
n
g
,
t
h
i
s
m
a
y
s
u
g
g
es
t
a
n
ee
d
f
o
r
m
o
r
e
r
i
g
o
r
o
u
s
c
o
n
t
e
n
t
-
b
a
s
e
d
c
o
u
r
s
e
w
o
r
k
o
r
a
s
s
e
s
s
m
e
n
ts
t
h
a
t
e
n
c
o
u
r
a
g
e
a
d
e
e
p
e
r
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
t
h
e
E
n
g
l
i
s
h
la
n
g
u
a
g
e
a
n
d
l
i
t
e
r
at
u
r
e
.
Fin
ally
,
cr
itical
th
in
k
i
n
g
s
k
ill
s
h
av
e
th
e
lo
west
weig
h
te
d
m
ea
n
o
f
2
.
7
4
,
in
d
icatin
g
th
at
g
r
ad
u
ates
p
o
s
s
ess
th
e
least
co
n
f
id
en
ce
in
th
is
co
m
p
eten
c
y
.
Alth
o
u
g
h
t
h
e
r
esu
lt
o
f
th
e
ca
s
e
s
tu
d
y
[
2
0
]
r
ev
ea
led
th
e
n
ee
d
to
im
p
r
o
v
e
cr
ea
tiv
ity
am
o
n
g
p
r
e
-
s
er
v
ice
teac
h
er
s
,
it
also
h
i
g
h
lig
h
ted
t
h
eir
in
ad
e
q
u
ate
p
e
r
f
o
r
m
an
ce
in
cr
itical
th
in
k
in
g
,
wh
ich
n
ee
d
s
p
r
o
p
er
atten
tio
n
.
An
im
p
o
r
tan
t
f
ac
t
o
r
ca
u
s
in
g
th
is
lo
w
p
er
f
o
r
m
a
n
c
e
is
th
e
cu
r
r
icu
lu
m
th
at
th
ey
h
av
e
e
x
p
er
ien
ce
d
,
wh
ich
p
r
im
ar
ily
f
o
cu
s
es
o
n
a
ch
iev
in
g
h
i
g
h
s
co
r
es
r
ath
er
t
h
an
d
ev
el
o
p
in
g
t
h
e
s
tu
d
en
ts
’
ab
ilit
y
to
ask
q
u
esti
o
n
s
.
C
r
itical
th
in
k
in
g
is
v
it
al
n
o
t
o
n
ly
f
o
r
m
aster
in
g
co
n
ten
t
b
u
t
also
f
o
r
ef
f
ec
tiv
e
p
r
o
b
lem
-
s
o
lv
in
g
an
d
ad
a
p
tin
g
teac
h
in
g
s
tr
ateg
ies
to
d
i
v
er
s
e
class
r
o
o
m
s
ce
n
ar
i
o
s
.
T
o
a
d
d
r
ess
th
is
g
ap
,
t
h
e
p
r
o
g
r
am
c
o
u
ld
in
teg
r
ate
m
o
r
e
ca
s
e
s
tu
d
ies,
r
e
f
lectiv
e
ass
ig
n
m
en
ts
,
an
d
p
r
o
b
le
m
-
s
o
lv
in
g
ac
tiv
ities
th
at
ch
allen
g
e
s
tu
d
en
ts
to
an
a
ly
ze
an
d
ev
alu
ate
v
a
r
io
u
s
ed
u
ca
tio
n
al
s
ce
n
ar
io
s
an
d
teac
h
in
g
m
eth
o
d
s
.
W
h
ile
B
SEd
E
n
g
lis
h
g
r
ad
u
ates
d
em
o
n
s
tr
ate
co
n
f
id
e
n
ce
in
p
ed
ag
o
g
y
,
c
r
ea
tiv
ity
,
an
d
c
o
llab
o
r
atio
n
,
th
e
f
in
d
in
g
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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&
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c
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2252
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8
8
2
2
Gra
d
u
a
te
co
mp
eten
cies a
s
p
r
e
d
icto
r
s
o
f th
e
p
r
e
-
s
ervice
E
n
g
lis
h
tea
ch
ers
’
…
(
C
r
is
t
ie
A
n
n
L.
Ja
ca
)
3219
in
d
icate
a
n
ee
d
f
o
r
a
m
o
r
e
b
a
lan
ce
d
s
k
ill
s
et,
p
ar
ticu
lar
ly
i
n
co
n
ten
t
k
n
o
wled
g
e
an
d
cr
iti
ca
l
th
in
k
in
g
.
T
h
ese
r
esu
lts
ca
n
in
f
o
r
m
cu
r
r
icu
lu
m
ad
ju
s
tm
en
ts
,
en
s
u
r
in
g
th
at
g
r
ad
u
ates
d
ev
elo
p
a
co
n
s
is
ten
t
an
d
well
-
r
o
u
n
d
e
d
s
k
ill
s
et
a
lig
n
ed
with
th
e
d
em
an
d
s
o
f
th
e
teac
h
in
g
p
r
o
f
es
s
io
n
.
B
y
ad
d
r
ess
in
g
th
ese
g
ap
s
,
th
e
p
r
o
g
r
a
m
ca
n
p
r
o
d
u
ce
g
r
a
d
u
ates w
h
o
ar
e
b
et
ter
eq
u
ip
p
e
d
to
n
av
ig
ate
th
e
c
o
m
p
lex
d
em
an
d
s
o
f
teac
h
in
g
.
3
.
7
.
Wo
r
k
-
re
a
din
ess
T
ab
le
8
p
r
esen
ts
th
e
p
r
e
-
s
e
r
v
ice
E
n
g
lis
h
teac
h
er
s
’
p
er
c
eiv
ed
wo
r
k
-
r
ea
d
in
ess
,
with
an
o
v
er
all
weig
h
ted
m
ea
n
o
f
2
.
9
3
(
s
d
=0
.
8
2
)
.
No
ta
b
ly
,
estab
lis
h
in
g
a
r
ap
p
o
r
t
with
s
tu
d
e
n
ts
em
er
g
es
as
th
e
m
o
s
t
s
alien
t
s
k
ill,
alig
n
in
g
also
with
th
e
h
ig
h
est
-
r
ated
p
e
d
ag
o
g
ical
c
o
m
p
eten
cy
.
Pre
-
s
er
v
ice
teac
h
er
s
v
iew
p
o
s
itiv
e
s
tu
d
en
t
-
teac
h
er
r
elatio
n
s
h
ip
s
as
a
p
r
im
ar
y
p
r
io
r
ity
ac
r
o
s
s
ed
u
ca
tio
n
al
s
ettin
g
s
.
Acc
o
r
d
in
g
to
Xie
an
d
Der
ak
h
s
h
an
[
4
9
]
,
d
ev
elo
p
in
g
r
ap
p
o
r
t
with
s
tu
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ip
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etwe
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d
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[
5
0
]
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Pre
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th
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u
tu
r
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teac
h
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g
p
r
o
f
ess
io
n
.
T
ab
le
8
.
Per
ce
iv
e
d
l
ev
el
o
f
wo
r
k
-
r
ea
d
i
n
ess
N
o
.
I
n
d
i
c
a
t
o
r
W
e
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g
h
t
e
d
m
e
a
n
Sd
C
a
t
e
g
o
r
y
1.
I
a
m rea
d
y
t
o
a
c
c
e
p
t
a
t
e
a
c
h
i
n
g
j
o
b
a
n
y
t
i
me.
2
.
9
8
0
.
8
9
A
g
r
e
e
2.
I
a
m fami
l
i
a
r
w
i
t
h
t
h
e
s
k
i
l
l
s
r
e
q
u
i
r
e
d
b
y
t
h
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t
e
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c
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p
r
o
f
e
ss
i
o
n
.
2
.
8
1
0
.
8
8
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g
r
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e
3.
I
a
m a
w
a
r
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o
f
t
h
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m
p
l
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a
b
i
l
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t
y
s
k
i
l
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n
e
e
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t
o
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m
p
r
o
v
e
.
2
.
9
3
0
.
8
8
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g
r
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e
4.
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h
a
v
e
t
h
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e
d
e
d
s
k
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l
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s
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j
o
b
.
2
.
8
8
0
.
7
9
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g
r
e
e
5.
I
a
m i
n
f
o
r
me
d
o
f
t
h
e
p
r
e
p
a
r
a
t
i
o
n
s f
o
r
t
e
a
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n
g
a
s
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h
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o
l
.
2
.
9
1
0
.
7
8
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g
r
e
e
6.
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m c
o
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d
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t
a
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t
m
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h
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n
g
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7
9
0
.
7
1
A
g
r
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e
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I
k
n
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w
h
o
w
t
o
e
st
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b
l
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s
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r
a
p
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t
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t
s
.
3
.
0
5
0
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7
2
A
g
r
e
e
8.
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k
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o
w
t
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m
a
k
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l
e
ss
o
n
p
l
a
n
.
3
.
0
2
0
.
8
9
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g
r
e
e
9.
I
h
a
v
e
t
h
e
c
o
mm
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n
i
c
a
t
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n
s
k
i
l
l
s
t
o
t
e
a
c
h
w
e
l
l
.
2
.
9
8
0
.
8
3
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g
r
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e
1
0
.
I
a
m a
w
a
r
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o
f
t
h
e
C
o
d
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Et
h
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c
s fo
r
t
e
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h
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s.
2
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9
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0
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8
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g
r
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e
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v
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a
l
l
2
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9
3
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8
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A
g
r
e
e
Desp
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th
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ab
ilit
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to
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n
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t
with
f
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t
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er
s
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e
th
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n
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id
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n
d
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k
ills
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g
,
with
a
weig
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ted
m
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2
.
7
9
(
s
d
=0
.
7
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)
.
I
n
T
r
an
[
5
1
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,
p
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E
n
g
lis
h
ed
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ca
to
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s
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ay
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teac
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s
to
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ey
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ased
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o
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lectu
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tex
tb
o
o
k
s
[
5
2
]
.
T
ea
ch
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ed
u
c
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n
p
r
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r
am
s
th
at
in
teg
r
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k
with
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r
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ield
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av
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ly
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f
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m
p
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asizin
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in
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lect
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cc
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i
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ac
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g
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r
eg
r
ess
io
n
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n
aly
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is
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n
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u
cte
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to
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m
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4
C
s
co
m
p
eten
cies
p
r
ed
ict
th
e
p
r
e
-
s
er
v
ice
teac
h
e
r
s
’
wo
r
k
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r
ea
d
in
ess
.
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ab
le
9
s
h
o
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th
at
9
3
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%
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F(
6
.
3
6
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=9
9
.
0
7
9
,
p
<0
.
0
5
.
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h
e
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lts
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ied
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o
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m
m
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n
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ca
tio
n
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d
c
r
itical
th
in
k
in
g
h
av
e
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o
s
itiv
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c
o
ef
f
ic
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ts
in
all
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k
ills
.
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h
e
p
e
d
ag
o
g
y
(
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.
4
4
4
,
t=3
.
4
6
5
,
p
=
0
.
0
0
1
)
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d
th
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two
2
1
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r
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m
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.
2
8
1
,
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.
3
6
6
,
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=0
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0
2
3
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,
a
n
d
cr
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(
B
=0
.
1
9
5
,
t=2
.
0
5
5
,
p
=0
.
0
4
7
)
ar
e
p
o
s
itiv
ely
ass
o
ciate
d
with
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
’
wo
r
k
r
ea
d
in
ess
.
T
h
e
f
in
d
in
g
s
s
u
g
g
est
th
at
as
th
e
v
alu
e
o
f
p
r
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s
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v
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teac
h
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’
p
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a
g
o
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ical
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,
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cr
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th
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g
s
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ills
in
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s
es,
th
eir
wo
r
k
-
r
ea
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ess
also
ten
d
s
to
in
cr
ea
s
e.
Ped
ag
o
g
y
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o
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itiv
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im
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tu
d
en
ts
’
em
p
lo
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ab
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,
s
u
g
g
esti
n
g
th
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im
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o
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tan
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o
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g
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ater
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at
in
co
r
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o
r
ate
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d
en
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ab
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u
ch
as
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le
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r
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ten
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o
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T
h
is
ap
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r
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h
aim
s
to
p
r
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ar
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e
p
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-
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f
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t
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r
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r
ee
r
s
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m
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g
b
e
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r
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te
m
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o
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izatio
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th
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cu
r
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lu
m
[
5
3
]
.
T
ea
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ca
tio
n
p
r
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am
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ar
e
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2
1
s
t
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ce
n
tu
r
y
s
k
ills
in
p
r
e
-
s
er
v
ice
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h
er
s
’
d
aily
p
r
ac
tices,
s
ett
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g
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ig
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p
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tatio
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ality
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f
p
r
o
g
r
am
g
r
ad
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a
tes
[
5
4
]
.
E
f
f
ec
tiv
e
teac
h
er
tr
ain
in
g
s
h
o
u
l
d
eq
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ip
g
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ates
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th
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m
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d
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eth
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.
T
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ain
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s
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ess
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tial
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m
p
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f
o
r
teac
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i
n
g
[
5
5
]
.
T
h
u
s
,
p
r
e
-
s
er
v
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e
r
s
m
u
s
t
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p
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at
p
r
ep
a
r
es th
em
f
o
r
th
e
p
r
o
f
ess
io
n
.
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
:
321
1
-
3
2
2
3
3220
T
ab
le
9
.
R
eg
r
ess
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is
with
g
r
ad
u
ates’
wo
r
k
-
r
ea
d
in
ess
as th
e
cr
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v
ar
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P
r
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d
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c
t
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r
B
SE
9
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8
C
o
n
t
e
n
t
0
.
0
5
8
0
.
0
7
5
-
0
.
0
9
3
0
.
2
1
0
0
.
0
5
6
0
.
7
8
4
0
.
4
3
8
P
e
d
a
g
o
g
y
0
.
2
8
0
0
.
0
8
1
0
.
1
1
6
0
.
4
4
4
0
.
3
4
9
3
.
4
6
5
0
.
0
0
1
*
C
o
mm
u
n
i
c
a
t
i
o
n
0
.
2
8
6
0
.
1
2
1
0
.
0
4
1
0
.
5
3
1
0
.
2
8
1
2
.
3
6
6
0
.
0
2
3
*
C
o
l
l
a
b
o
r
a
t
i
o
n
0
.
0
8
0
0
.
0
8
4
-
0
.
0
9
1
0
.
2
5
1
0
.
0
8
9
0
.
9
4
7
0
.
3
5
0
C
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
0
.
2
0
9
0
.
1
0
2
0
.
0
0
3
0
.
4
1
6
0
.
1
9
5
2
.
0
5
5
0
.
0
4
7
*
C
r
e
a
t
i
v
i
t
y
0
.
0
9
3
0
.
1
1
0
-
0
.
1
2
9
0
.
3
1
5
0
.
0
9
1
0
.
8
4
9
0
.
4
0
1
N
o
t
e
:
R
2
=
9
3
.
3
%
;
F
(
6
,
3
6
)
=
9
9
.
0
7
9
,
*
p
<
0
.
0
5
T
h
e
r
esu
lt
also
em
p
h
asizes
th
e
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
co
m
m
u
n
icatio
n
,
cr
itical
th
in
k
in
g
s
k
ills
,
an
d
em
p
lo
y
ab
ilit
y
.
T
h
e
d
o
c
u
m
en
t
an
al
y
s
is
an
d
ex
p
er
t
i
n
ter
v
iew
r
esu
lts
in
Piad
et
a
l.
[
5
6
]
id
e
n
tifie
d
co
m
m
u
n
icatio
n
an
d
cr
itical
th
in
k
in
g
s
k
ills
as
o
n
e
o
f
th
e
v
a
r
io
u
s
co
n
s
tr
u
cts
an
d
d
im
en
s
io
n
s
o
f
em
p
lo
y
ab
ilit
y
s
k
ills
am
o
n
g
g
r
a
d
u
ates,
wh
ich
wer
e
f
o
u
n
d
to
b
e
p
r
e
d
icto
r
s
o
f
jo
b
p
er
f
o
r
m
an
ce
.
No
wad
a
y
s
,
em
p
lo
y
e
r
s
d
o
n
o
t
o
n
ly
an
ticip
ate
g
r
ad
u
ates
to
h
av
e
tech
n
ical
an
d
d
is
cip
lin
e
-
s
p
ec
if
ic
co
m
p
eten
cies
b
u
t
also
d
em
an
d
a
d
iv
er
s
e
s
et
o
f
s
k
ills
an
d
attr
ib
u
tes.
I
n
J
asak
et
a
l.
[
5
7
]
,
c
r
itical
th
in
k
in
g
an
d
c
o
m
m
u
n
icatio
n
s
k
ills
ar
e
also
r
eg
ar
d
ed
as
in
teg
r
al
s
o
f
t sk
ills
th
at
s
ig
n
if
ican
tly
co
n
tr
ib
u
te
to
th
e
wo
r
k
-
r
e
ad
in
ess
o
f
s
tu
d
en
ts
.
Mo
r
eo
v
er
,
ef
f
e
ctiv
e
in
ter
p
er
s
o
n
al
co
m
m
u
n
icatio
n
h
as
b
ee
n
id
en
tifie
d
as
a
s
ig
n
if
ican
t
p
r
e
d
icto
r
o
f
a
g
r
ad
u
ate’
s
wo
r
k
r
ea
d
in
ess
,
e
n
h
an
cin
g
th
eir
ad
a
p
tab
ilit
y
,
co
n
f
lict
r
eso
lu
tio
n
s
k
ills
,
a
n
d
p
r
ep
ar
ed
n
ess
f
o
r
jo
b
-
r
elate
d
ch
allen
g
es
[
5
8
]
.
L
i
k
ewise,
Kh
an
[
5
9
]
also
in
d
icate
s
th
at
co
m
m
u
n
icatio
n
s
k
ills
,
wh
ich
en
co
m
p
ass
wr
itin
g
an
d
p
r
esen
tatio
n
ab
ilit
ies,
ar
e
id
e
n
tifie
d
as
im
p
o
r
tan
t
co
n
s
tr
u
cts
o
f
e
m
p
lo
y
a
b
ilit
y
.
Var
io
u
s
em
p
lo
y
er
s
also
em
p
h
asized
th
at
th
e
s
o
f
t
s
k
ills
o
f
g
r
ad
u
ates
h
o
ld
g
r
ea
te
r
im
p
o
r
tan
ce
th
a
n
th
eir
h
a
r
d
a
n
d
s
u
b
ject
-
s
p
ec
if
ic
s
k
ills
.
Fu
r
th
er
m
o
r
e,
s
tr
o
n
g
co
m
m
u
n
icativ
e
a
b
ilit
ies
d
ev
elo
p
p
o
s
itiv
e
in
te
r
ac
tio
n
s
with
c
o
lleag
u
es
an
d
cr
ea
te
a
s
u
p
p
o
r
tiv
e
wo
r
k
e
n
v
ir
o
n
m
en
t,
wh
ich
in
tu
r
n
p
r
o
m
o
tes m
o
tiv
atio
n
,
jo
b
s
atis
f
ac
tio
n
,
an
d
a
s
en
s
e
o
f
b
elo
n
g
in
g
.
C
r
itical
th
in
k
in
g
s
k
ills
also
s
ig
n
if
ican
tly
im
p
ac
t
th
e
s
tu
d
e
n
ts
'
wo
r
k
-
r
ea
d
in
ess
,
wh
ich
i
m
p
lies
th
at
cu
r
r
icu
lu
m
en
h
a
n
ce
m
en
ts
s
h
o
u
ld
b
e
co
n
s
id
er
ed
to
alig
n
wit
h
m
ar
k
et
d
em
an
d
s
[
6
0
]
.
Fu
tu
r
e
ed
u
ca
to
r
s
s
h
o
u
ld
in
teg
r
ate
in
ter
d
is
cip
lin
ar
y
k
n
o
wled
g
e
in
to
teac
h
in
g
,
en
h
a
n
ce
ess
en
tial
lear
n
in
g
m
ate
r
ials
,
an
d
in
co
r
p
o
r
ate
r
ea
l
-
wo
r
ld
an
d
ap
p
licatio
n
-
b
a
s
ed
ass
ess
m
en
ts
.
E
m
p
lo
y
er
s
ar
e
n
o
w
p
lacin
g
g
r
ea
ter
im
p
o
r
tan
ce
o
n
cr
itical
th
in
k
in
g
in
th
e
wo
r
k
p
lace
f
o
r
i
ts
s
tr
o
n
g
co
r
r
elatio
n
s
k
ills
wit
h
jo
b
-
p
r
o
o
f
s
k
ills
[
6
1
]
.
T
h
ey
r
ec
o
g
n
ized
t
h
is
s
k
ill
as
ess
en
tial
n
o
t
o
n
ly
f
o
r
g
r
a
d
u
ates’
f
u
tu
r
e
em
p
lo
y
m
e
n
t
b
u
t
also
f
o
r
s
h
ap
in
g
r
esp
o
n
s
ib
le
citizen
s
in
an
in
cr
ea
s
in
g
ly
co
m
p
lex
wo
r
ld
,
p
ar
ticu
lar
ly
with
th
e
p
o
te
n
tial
r
is
e
o
f
ar
tific
ial
in
tellig
en
ce
(
AI
)
an
d
em
p
l
o
y
m
e
n
t
p
o
lar
izatio
n
d
r
iv
en
b
y
tech
n
o
l
o
g
ical
ad
v
a
n
ce
m
en
ts
an
d
g
lo
b
aliza
tio
n
.
4.
CO
NCLU
SI
O
N
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
r
ef
l
ec
t
th
e
p
o
s
itiv
e
p
er
ce
p
tio
n
s
o
f
th
e
p
io
n
ee
r
i
n
g
B
SEd
E
n
g
lis
h
g
r
ad
u
ates
r
eg
ar
d
in
g
th
ei
r
co
m
p
eten
cies
in
co
n
te
n
t,
p
ed
ag
o
g
y
,
an
d
ess
en
tial
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
,
n
a
m
ely
4
C
s
.
Alth
o
u
g
h
th
e
g
r
ad
u
ates
d
em
o
n
s
tr
ate
co
n
f
id
en
ce
in
p
ed
ag
o
g
y
,
c
r
ea
tiv
ity
,
an
d
co
llab
o
r
atio
n
,
th
e
r
esu
lts
in
d
icate
a
n
ee
d
f
o
r
a
m
o
r
e
b
alan
ce
d
c
o
m
p
et
en
cy
p
r
o
f
ile,
p
a
r
ticu
lar
ly
in
co
n
ten
t
k
n
o
wled
g
e
a
n
d
c
r
itical
th
in
k
in
g
.
T
h
is
in
f
o
r
m
atio
n
ca
n
b
e
u
tili
ze
d
to
r
ef
in
e
th
e
cu
r
r
icu
l
u
m
,
th
er
eb
y
en
s
u
r
in
g
g
r
ad
u
ates
d
ev
el
o
p
a
co
n
s
is
ten
t
an
d
h
o
lis
tic
s
k
ill
s
et
th
at
alig
n
s
wi
th
th
e
d
em
a
n
d
s
o
f
th
e
teac
h
in
g
p
r
o
f
ess
io
n
.
T
h
e
r
esu
lts
also
u
n
d
er
s
co
r
e
n
o
tab
le
p
r
ac
tices
an
d
s
k
ills
ac
q
u
ir
e
d
t
h
r
o
u
g
h
th
e
g
r
a
d
u
ates’
p
r
e
-
s
er
v
ice
tr
ain
in
g
,
p
r
o
v
id
in
g
in
s
ig
h
t in
to
th
e
s
tr
en
g
t
h
o
f
th
eir
ed
u
ca
tio
n
al
e
x
p
er
ien
ce
s
with
in
th
e
c
u
r
r
icu
lar
p
r
o
g
r
a
m
.
Fu
r
th
er
m
o
r
e,
th
ese
f
i
n
d
in
g
s
alig
n
with
e
x
is
tin
g
r
esear
ch
,
wh
ich
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
co
n
s
is
ten
t
p
r
ac
tice
in
th
ese
co
m
p
eten
ci
es
to
en
s
u
r
e
ca
r
ee
r
r
ea
d
in
ess
an
d
ad
a
p
tab
ilit
y
i
n
p
r
o
f
ess
io
n
al
en
v
ir
o
n
m
en
ts
.
T
h
e
r
e
g
r
ess
io
n
an
aly
s
is
f
u
r
th
er
in
d
icate
s
th
at
co
m
p
eten
cies
in
p
ed
a
g
o
g
y
,
c
o
m
m
u
n
icatio
n
,
a
n
d
c
r
itical
th
in
k
in
g
c
o
m
p
eten
cies
ca
n
b
e
u
s
ed
as
a
s
ig
n
if
ican
t
p
r
ed
icto
r
o
f
th
eir
wo
r
k
r
ea
d
in
ess
.
T
h
ese
s
u
g
g
est
th
at
h
ig
h
er
p
r
o
f
icien
cy
a
n
d
in
cr
ea
s
e
d
p
r
ac
tice
o
f
t
h
ese
co
m
p
eten
cies a
r
e
clo
s
ely
ass
o
ciate
d
with
a
g
r
ea
ter
p
r
ep
ar
e
d
n
ess
f
o
r
th
e
wo
r
k
f
o
r
ce
.
I
n
co
n
clu
s
io
n
,
ass
ess
in
g
th
e
co
m
p
eten
cies
o
f
th
e
p
io
n
e
er
in
g
g
r
a
d
u
ates
as
in
d
icato
r
s
o
f
wo
r
k
r
ea
d
in
ess
is
cr
u
cial
f
o
r
u
n
d
er
s
tan
d
in
g
t
h
eir
o
u
tco
m
es
a
n
d
f
o
r
id
en
tify
i
n
g
a
r
ea
s
wh
er
e
cu
r
r
i
cu
lu
m
ad
j
u
s
tm
en
ts
ca
n
b
etter
s
u
p
p
o
r
t
f
u
tu
r
e
co
h
o
r
ts
.
B
y
f
o
cu
s
in
g
o
n
th
ese
co
m
p
eten
cies
an
d
k
ey
p
r
ed
icto
r
s
s
u
ch
as
p
ed
ag
o
g
y
,
co
m
m
u
n
icatio
n
,
an
d
cr
itical
th
in
k
in
g
,
th
e
ad
m
in
is
tr
ato
r
s
an
d
cu
r
r
ic
u
lu
m
im
p
lem
e
n
ter
s
o
f
th
e
B
SEd
E
n
g
lis
h
p
r
o
g
r
a
m
g
ain
v
alu
a
b
le
in
s
ig
h
ts
in
to
b
o
t
h
th
e
s
tr
en
g
th
s
a
n
d
ar
ea
s
f
o
r
im
p
r
o
v
e
m
en
t
w
ith
in
th
eir
tr
ain
i
n
g
p
r
o
g
r
a
m
s
.
T
h
e
r
esu
lts
n
o
t
o
n
l
y
h
ig
h
lig
h
t
wh
ich
s
k
ills
ar
e
ef
f
ec
tiv
ely
im
p
ar
ted
b
u
t
also
id
en
tify
co
m
p
ete
n
cies
th
at
r
eq
u
ir
e
f
u
r
th
er
r
ein
f
o
r
c
em
en
t
to
m
ee
t
wo
r
k
f
o
r
ce
d
em
an
d
s
.
T
h
is
s
u
g
g
ests
a
n
ee
d
to
co
n
tin
u
o
u
s
ly
s
tr
en
g
th
en
th
e
p
r
o
g
r
am
’
s
q
u
a
lity
o
f
in
s
tr
u
ctio
n
,
e
n
h
an
ce
le
ar
n
in
g
ex
p
er
ien
ce
s
,
an
d
r
ef
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