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ly
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t
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s.
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h
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UML
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o
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rre
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larly
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’s
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M
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ey
w
o
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d
s
:
C
o
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ce
p
tu
al
m
o
d
el
Dr
o
p
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t
E
-
lear
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v
alu
atio
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Stu
d
en
t p
o
r
t
f
o
lio
T
u
to
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in
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T
h
is i
s
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o
p
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c
c
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ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
So
u
k
ain
a
Nai
C
o
m
p
u
ter
R
esear
ch
L
ab
o
r
ato
r
y
,
Facu
lty
o
f
Scien
ce
s
,
I
b
n
T
o
f
ail
Un
iv
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s
ity
B
.
P 2
4
2
,
Ken
itra
,
Mo
r
o
cc
o
E
m
ail: so
u
k
ain
a.
n
ai@
g
m
ail.
c
o
m
1.
I
NT
RO
D
UCT
I
O
N
I
n
Mo
r
o
cc
o
,
s
tu
d
en
ts
f
ac
e
s
ig
n
if
ican
t
ch
allen
g
es
th
r
o
u
g
h
o
u
t
th
eir
ed
u
ca
tio
n
,
p
ar
ticu
lar
l
y
i
n
s
cien
tific
s
u
b
jects.
Statis
tics
f
r
o
m
th
e
Min
is
tr
y
o
f
Natio
n
al
E
d
u
ca
tio
n
i
n
d
icate
th
at
m
o
r
e
th
an
3
0
0
,
0
0
0
s
tu
d
en
ts
d
r
o
p
p
ed
o
u
t
o
f
s
ch
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o
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d
u
r
in
g
th
e
2
0
1
9
-
2
0
2
0
ac
ad
e
m
i
c
y
ea
r
[
1
]
.
Mo
r
e
p
r
ec
is
ely
,
7
6
,
5
7
4
s
tu
d
e
n
ts
d
r
o
p
p
ed
o
u
t
o
f
p
r
im
ar
y
s
ch
o
o
l,
r
ep
r
esen
tin
g
2
.
1
%,
co
m
p
ar
ed
to
9
5
,
1
9
1
(
2
.
7
%)
in
th
e
p
r
ev
io
u
s
y
ea
r
[
2
]
.
I
n
s
ec
o
n
d
ar
y
s
ch
o
o
l,
th
e
d
r
o
p
o
u
t
r
ate
d
ec
r
ea
s
ed
f
r
o
m
8
.
8
%
to
7
.
4
%,
d
r
o
p
p
in
g
f
r
o
m
8
0
,
5
6
0
lear
n
er
s
to
6
7
,
1
3
4
[
3
]
.
Mo
r
e
s
tatis
tics
in
Fig
u
r
e
1
r
ev
ea
l
th
at
th
e
n
u
m
b
er
o
f
y
o
u
n
g
p
eo
p
le
leav
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n
g
s
ch
o
o
l
r
em
ain
s
co
n
s
is
ten
tly
h
ig
h
a
n
d
h
as
n
o
t
d
ec
r
ea
s
ed
[
4
]
.
Mo
r
eo
v
er
,
ac
c
o
r
d
in
g
to
th
e
M
o
r
o
cc
an
Min
is
tr
y
o
f
th
e
I
n
ter
i
o
r
[
5
]
,
v
ar
i
o
u
s
f
ac
to
r
s
in
f
lu
e
n
ce
s
tu
d
en
t
r
eten
tio
n
a
n
d
s
u
cc
ess
,
b
o
th
p
o
s
itiv
ely
an
d
n
e
g
ativ
ely
[
6
]
.
T
h
ese
f
ac
to
r
s
ar
e
in
ter
c
o
n
n
ec
ted
an
d
ca
n
b
e
class
if
ied
in
to
f
o
u
r
g
r
o
u
p
s
:
en
v
ir
o
n
m
en
tal
o
r
s
o
cial
ca
u
s
es,
f
am
ily
-
r
elate
d
ca
u
s
es,
p
er
s
o
n
al
ca
u
s
es,
an
d
ed
u
ca
tio
n
al
ca
u
s
es
(
s
u
ch
as
t
h
e
q
u
ality
o
f
ed
u
ca
tio
n
an
d
lea
r
n
in
g
d
if
f
icu
lties
)
[
7
]
.
W
h
en
t
h
ese
f
ac
to
r
s
h
a
v
e
a
h
ar
m
f
u
l
ef
f
ec
t,
th
e
y
r
ep
r
ese
n
t
r
is
k
f
ac
to
r
s
th
at
in
cr
ea
s
e
th
e
lik
elih
o
o
d
o
f
s
tu
d
en
ts
ex
p
er
ien
cin
g
f
u
r
th
e
r
d
if
f
icu
lties
,
wh
ich
ca
n
lead
t
o
s
ch
o
o
l
d
r
o
p
o
u
t
[
8
]
.
T
h
e
M
in
is
tr
y
o
f
Natio
n
al
E
d
u
ca
tio
n
r
ep
o
r
ts
th
at
g
r
a
d
e
r
ep
etitio
n
is
a
p
er
s
is
ten
t p
r
o
b
lem
with
m
u
ltip
le
ca
u
s
es
[
9
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
lec
&
C
o
m
p
E
n
g
I
SS
N:
2088
-
8
7
0
8
A
n
in
-
d
e
p
th
a
n
a
lysi
s
o
f a
tu
to
r
in
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s
o
lu
tio
n
b
y
d
ig
ita
l te
ch
n
o
l
o
g
y
(
S
o
u
ka
i
n
a
N
a
i
)
4059
Fig
u
r
e
1
.
R
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r
esen
tatio
n
o
f
s
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o
l d
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in
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d
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in
class
[
1
0
]
,
i
n
clu
d
in
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:
−
Gap
s
in
s
tu
d
en
ts
'
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u
ca
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d
ab
s
en
ce
o
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lu
tio
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s
.
−
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n
ap
p
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p
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s
ch
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o
l p
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o
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a
m
s
an
d
ev
al
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s
y
s
tem
s
(
f
r
eq
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en
t a
n
d
c
h
allen
g
in
g
ch
an
g
es).
−
Qu
ality
an
d
attitu
d
es o
f
in
s
tr
u
cto
r
(
s
ev
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ity
,
lac
k
o
f
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s
k
ills
,
lack
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f
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n
s
cien
tio
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s
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ess
)
.
−
Dis
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ce
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ch
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l a
n
d
h
o
m
e
an
d
lack
o
f
tr
an
s
p
o
r
tatio
n
.
−
Fin
an
cial
p
r
o
b
lem
s
.
−
Fre
q
u
en
t a
b
s
en
ce
s
d
u
e
to
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ily
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p
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ed
u
ci
n
g
s
ch
o
o
l
d
r
o
p
-
o
u
t
r
ates
is
s
till
a
m
ajo
r
is
s
u
e
in
Mo
r
o
cc
o
,
wh
er
e
ed
u
ca
tio
n
al
d
is
p
ar
ities
r
em
ai
n
b
etwe
en
r
eg
io
n
s
an
d
s
o
cio
-
ec
o
n
o
m
ic
g
r
o
u
p
s
.
T
o
ad
d
r
ess
th
is
is
s
u
e,
m
an
y
s
tu
d
ies
h
av
e
b
ee
n
p
u
b
lis
h
ed
h
ig
h
lig
h
tin
g
t
h
e
b
e
n
ef
its
o
f
tu
to
r
in
g
s
y
s
tem
s
in
th
e
f
ig
h
t
t
o
p
r
e
v
en
t
p
u
p
ils
d
r
o
p
p
in
g
o
u
t
o
f
s
ch
o
o
l.
B
y
g
i
v
in
g
in
d
iv
i
d
u
alize
d
ac
ad
em
ic
ass
is
tan
ce
,
tu
to
r
in
g
h
elp
s
p
u
p
i
ls
to
s
u
r
m
o
u
n
t
th
e
lear
n
in
g
d
if
f
ic
u
lties
th
at
o
f
ten
lead
to
ea
r
ly
s
ch
o
o
l
leav
in
g
an
d
d
is
en
g
a
g
em
en
t
[
1
1
]
.
Su
ch
p
r
o
g
r
am
s
ar
e
esp
ec
ially
b
en
ef
icial
f
o
r
lear
n
er
s
with
s
p
ec
ial
n
ee
d
s
a
n
d
th
o
s
e
f
r
o
m
m
ar
g
in
alize
d
c
o
m
m
u
n
ities
,
as
th
e
y
ad
d
r
ess
th
eir
s
p
ec
if
ic
ed
u
ca
tio
n
al
is
s
u
es.
C
u
r
r
en
t
s
tu
d
ies
s
y
s
tem
atica
lly
co
n
f
ir
m
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
tu
to
r
in
g
s
y
s
tem
s
o
n
im
p
r
o
v
e
d
s
tu
d
en
t
r
eten
tio
n
an
d
ac
ad
e
m
ic
s
u
cc
ess
[
1
2
]
.
Alo
n
g
th
ese
li
n
es,
r
ec
en
t
r
ese
ar
ch
h
as
p
r
o
v
en
th
at
s
tu
d
en
ts
en
r
o
l
led
in
af
ter
-
s
ch
o
o
l
s
u
p
p
o
r
t
p
r
o
g
r
am
s
m
ak
e
co
n
s
id
er
ab
le
ac
a
d
em
ic
p
r
o
g
r
ess
an
d
ar
e
s
ig
n
if
ican
tly
less
lik
ely
to
d
r
o
p
o
u
t
b
ef
o
r
e
f
in
is
h
in
g
s
ch
o
o
l
[
1
3
]
.
Similar
ly
,
th
e
s
u
r
v
ey
b
y
[
1
4
]
r
ep
o
r
te
d
th
at
r
em
ed
ial
tu
to
r
in
g
in
Mo
r
o
cc
o
s
ig
n
if
ican
tly
b
o
o
s
ted
th
e
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
o
f
s
t
u
d
en
ts
in
r
u
r
al
ar
ea
s
,
in
cr
ea
s
in
g
r
eten
tio
n
r
ates.
T
o
i
m
p
r
o
v
e
tu
t
o
r
in
g
an
d
tu
to
r
in
g
s
u
p
p
o
r
t,
th
e
Mo
r
o
cc
an
Min
is
tr
y
o
f
E
d
u
ca
tio
n
h
as
d
ev
elo
p
e
d
a
v
ast
e
-
lear
n
in
g
p
l
atf
o
r
m
ca
lled
Ma
s
s
ar
[
1
5
]
,
o
f
f
er
ed
u
ca
t
io
n
p
r
o
f
ess
io
n
als
a
r
a
n
g
e
o
f
s
er
v
ices
f
o
r
m
o
n
ito
r
in
g
s
tu
d
en
ts
'
lear
n
in
g
an
d
co
m
m
u
n
icatin
g
with
th
em
o
n
lin
e,
h
o
wev
e
r
,
th
e
lack
o
f
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
o
f
th
is
p
latf
o
r
m
,
d
u
e
to
s
tu
d
en
ts
'
lack
o
f
co
n
s
cio
u
s
n
ess
o
f
th
e
im
p
o
r
tan
c
e
o
f
th
e
s
er
v
ices
it
o
f
f
er
s
a
n
d
i
n
s
u
f
f
icien
t
tr
ain
in
g
o
f
lear
n
er
s
an
d
teac
h
e
r
s
o
n
h
o
w
to
u
s
e
it,
h
as
co
n
s
id
e
r
ab
ly
r
ed
u
ce
d
th
eir
ac
ce
s
s
to
th
e
p
latf
o
r
m
[
1
6
]
.
On
th
e
o
t
h
er
h
a
n
d
,
th
e
e
d
u
ca
tio
n
al
s
u
p
p
o
r
t
p
r
o
v
id
e
d
b
y
te
ac
h
er
s
wh
o
u
s
e
it
is
co
n
v
e
n
tio
n
al,
with
s
im
ilar
ex
er
cises
an
d
teac
h
in
g
s
f
o
r
all
s
tu
d
en
ts
,
d
u
e
to
th
e
lack
o
f
a
p
ed
ag
o
g
ical
d
esig
n
s
tr
ateg
y
th
at
ta
k
es
in
to
ac
co
u
n
t th
e
d
if
f
er
e
n
tiatio
n
o
f
lear
n
er
s
'
p
r
o
f
iles
[
1
7
]
.
I
n
ad
d
itio
n
to
th
e
Ma
s
s
ar
p
latf
o
r
m
,
o
th
er
ed
u
ca
tio
n
al
s
u
p
p
o
r
t
p
latf
o
r
m
s
h
av
e
b
ee
n
s
et
u
p
b
y
o
t
h
er
v
o
lu
n
tee
r
s
.
H
o
wev
er
,
t
h
ese
h
av
e
r
aised
s
ev
er
al
is
s
u
es
in
th
eir
u
s
e,
m
ain
ly
d
u
e
to
th
e
lack
o
f
r
eg
u
lar
m
o
n
ito
r
in
g
o
f
lear
n
er
s
an
d
th
e
v
o
lu
n
tar
y
n
atu
r
e
o
f
s
tu
d
en
t
ac
ce
s
s
to
th
ese
p
latf
o
r
m
s
[
1
8
]
.
T
h
ese
p
r
o
b
lem
s
ar
e
co
m
p
o
u
n
d
ed
b
y
o
th
er
tech
n
ical
a
n
d
p
e
d
ag
o
g
ical
ch
allen
g
es,
in
clu
d
in
g
m
o
d
er
ate
ea
s
e
o
f
u
s
e
an
d
n
av
ig
atio
n
,
s
o
m
e
s
ites
d
is
p
lay
in
g
co
m
m
er
cial
ad
v
e
r
tis
em
en
ts
,
as
well
a
s
95191
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2018-2019
2019-2020
2020-2021
2021-2022
2023-2024
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ye
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Sc
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o
o
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o
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in M
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Primar
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Evaluation Warning : The document was created with Spire.PDF for Python.
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I
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u
n
d
ef
in
e
d
teac
h
in
g
s
tr
ateg
ies
an
d
th
e
n
ea
r
a
b
s
en
ce
o
f
in
t
er
ac
tiv
ity
,
as
d
esig
n
er
s
s
im
p
l
y
tr
an
s
f
er
tex
t
b
o
o
k
co
n
ten
t
to
th
e
in
ter
n
et.
Fu
r
th
e
r
m
o
r
e,
th
er
e
is
n
o
f
ee
d
b
ac
k
to
co
r
r
ec
t
s
tu
d
en
ts
'
m
is
tak
es
[
1
9
]
.
All
th
ese
is
s
u
e
s
h
av
e
h
in
d
er
ed
t
h
e
p
r
o
p
er
u
s
e
o
f
th
e
p
r
o
p
o
s
ed
p
latf
o
r
m
s
an
d
co
n
tr
ib
u
te
d
to
a
d
is
p
ar
ity
in
t
h
e
ef
f
ec
tiv
en
ess
o
f
im
p
lem
en
tin
g
th
e
tu
to
r
in
g
a
p
p
r
o
ac
h
in
Mo
r
o
cc
o
.
I
n
lig
h
t
o
f
th
is
,
we
h
av
e
ch
o
s
en
to
co
n
d
u
ct
th
is
r
esea
r
ch
t
o
ad
d
r
ess
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
−
R
Q1
:
W
h
at
is
th
e
ef
f
ec
tiv
e
tu
to
r
in
g
s
tr
ateg
y
th
at
en
s
u
r
es
th
e
f
ig
h
t
a
g
ain
s
t
s
ch
o
o
l
d
r
o
p
o
u
t
o
n
a
n
atio
n
al
s
ca
le?
−
R
Q2
:
W
h
at
ar
e
th
e
ess
en
tia
l
r
eq
u
ir
em
en
ts
an
d
d
esig
n
co
n
s
i
d
er
atio
n
s
f
o
r
c
r
ea
tin
g
an
d
im
p
lem
en
tin
g
an
ef
f
ec
tiv
e
tu
to
r
in
g
s
y
s
tem
?
T
o
an
s
wer
th
ese
q
u
esti
o
n
s
,
w
e
will
p
r
o
v
i
d
e,
in
th
e
s
ec
o
n
d
s
ec
tio
n
,
a
liter
atu
r
e
r
ev
iew
o
n
Mo
r
o
cc
a
n
tu
to
r
in
g
s
tr
ateg
ies
an
d
t
h
e
is
s
u
es
r
esu
ltin
g
f
r
o
m
th
eir
im
p
lem
en
tatio
n
.
I
n
t
h
e
th
ir
d
s
ec
tio
n
,
we
will
h
ig
h
lig
h
t
th
e
m
eth
o
d
o
lo
g
y
ad
o
p
ted
b
y
e
x
p
o
s
in
g
th
e
al
g
o
r
ith
m
alo
n
g
with
its
ex
p
lan
atio
n
.
I
n
th
e
f
o
u
r
th
s
ec
tio
n
,
we
will
p
r
esen
t
o
u
r
p
r
o
p
o
s
ed
s
o
lu
tio
n
,
wh
ich
co
n
s
is
ts
o
f
a
tu
to
r
in
g
ap
p
r
o
ac
h
b
ased
o
n
th
e
s
tr
en
g
t
h
s
an
d
wea
k
n
ess
es
o
f
th
e
ap
p
r
o
ac
h
es
alr
ea
d
y
ad
o
p
ted
,
as
well
as
a
d
etai
led
tec
h
n
ical
s
tu
d
y
o
f
th
e
d
esig
n
o
f
t
h
e
d
ig
ital
s
y
s
tem
to
b
e
d
ev
elo
p
e
d
ac
co
r
d
in
g
to
o
u
r
p
r
o
p
o
s
ed
tu
to
r
in
g
ap
p
r
o
ac
h
,
in
clu
d
in
g
u
s
e
ca
s
es
an
d
s
eq
u
en
ce
d
iag
r
am
s
f
o
r
th
e
v
ar
io
u
s
p
r
o
ce
s
s
es
in
v
o
lv
e
d
.
I
n
t
h
e
f
if
th
s
ec
tio
n
,
we
will
d
is
cu
s
s
th
e
s
tr
en
g
th
s
o
f
o
u
r
p
r
o
p
o
s
al
co
m
p
ar
e
d
with
ex
is
tin
g
s
y
s
tem
s
,
an
d
we
will c
o
n
clu
d
e
with
a
s
u
m
m
a
r
y
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
O
N
M
O
RO
CCAN
T
UT
O
R
I
N
G
ST
RA
T
E
G
I
E
S
2
.
1
.
I
nd
iv
idu
a
l t
uto
ring
I
n
Mo
r
o
cc
o
,
t
h
e
ed
u
ca
tio
n
al
s
y
s
tem
f
ac
es
s
er
io
u
s
ch
allen
g
es
s
u
ch
as
cr
o
wd
e
d
class
r
o
o
m
s
,
in
eq
u
ality
o
f
ac
ce
s
s
to
q
u
ality
ed
u
ca
tio
n
an
d
th
e
v
ar
iety
o
f
s
tu
d
en
t
n
e
ed
s
[
2
0
]
,
wh
ich
m
ak
es
p
r
i
v
at
e
tu
to
r
in
g
a
wid
ely
ac
ce
p
ted
p
r
ac
tice
am
o
n
g
a
g
r
o
win
g
n
u
m
b
e
r
o
f
s
tu
d
en
ts
s
e
ek
in
g
p
er
s
o
n
alize
d
ass
is
tan
ce
o
u
ts
id
e
th
e
f
o
r
m
al
class
r
o
o
m
en
v
ir
o
n
m
en
t
[
2
1
]
.
Priv
ate
tu
to
r
in
g
ca
n
b
e
d
eliv
er
ed
in
v
ar
io
u
s
f
o
r
m
s
: in
d
iv
id
u
a
lly
,
in
s
m
all
g
r
o
u
p
s
,
o
r
o
n
lin
e
[
2
2
]
.
I
n
d
i
v
id
u
al
tu
t
o
r
in
g
o
f
f
er
s
s
ev
er
al
ad
v
a
n
tag
es
[
2
3
]
,
i
n
clu
d
in
g
p
e
r
s
o
n
aliz
ed
in
s
tr
u
ctio
n
t
h
at
tak
es
in
to
ac
co
u
n
t
ea
c
h
s
tu
d
en
t'
s
lear
n
in
g
s
ty
les
an
d
ac
ad
em
ic
ch
allen
g
es
[
2
4
]
.
I
t
en
ab
les
tu
to
r
s
to
g
iv
e
tar
g
eted
s
u
p
p
o
r
t
o
n
s
p
ec
if
ic
t
o
p
ics
o
r
th
em
es,
h
elp
in
g
s
tu
d
en
ts
to
im
p
r
o
v
e
th
eir
u
n
d
e
r
s
tan
d
in
g
an
d
ac
ad
em
ic
ac
h
iev
em
en
ts
[
2
5
]
.
I
n
M
o
r
o
c
co
,
th
e
d
em
an
d
f
o
r
in
d
i
v
id
u
al
tu
to
r
in
g
h
as
b
ee
n
d
r
iv
en
b
y
b
o
th
ac
a
d
em
ic
an
d
s
o
cial
f
ac
to
r
s
.
T
h
is
m
eth
o
d
i
s
p
ar
ticu
lar
ly
b
e
n
ef
icial
f
o
r
s
tu
d
en
ts
wh
o
m
a
y
s
tr
u
g
g
le
to
k
ee
p
u
p
with
th
e
r
eg
u
lar
cu
r
r
ic
u
lu
m
o
r
th
o
s
e
wh
o
wis
h
to
d
ee
p
en
th
eir
k
n
o
wled
g
e
in
s
p
ec
if
ic
ar
ea
s
[
2
6
]
.
Fo
r
s
tu
d
en
ts
p
r
ep
ar
in
g
f
o
r
im
p
o
r
tan
t
ex
am
s
,
s
u
ch
as
th
e
b
ac
ca
lau
r
ea
te,
ex
tr
a
tu
to
r
in
g
is
o
f
ten
r
e
q
u
ir
e
d
to
in
cr
ea
s
e
th
eir
ch
an
ce
s
o
f
s
u
cc
ess
[
2
7
]
.
Ho
wev
er
,
d
esp
ite
th
e
p
o
p
u
lar
ity
o
f
in
d
i
v
id
u
al
tu
to
r
in
g
,
its
i
m
p
ac
t
o
n
th
e
b
r
o
a
d
er
e
d
u
ca
ti
o
n
s
y
s
tem
r
aises
co
n
ce
r
n
s
.
C
r
itic
s
ar
g
u
e
th
at
it
r
ein
f
o
r
ce
s
ed
u
c
atio
n
al
in
eq
u
ality
.
B
ec
au
s
e
o
f
s
o
cio
-
ec
o
n
o
m
ic
d
is
p
ar
ities
,
one
-
to
-
o
n
e
t
u
to
r
in
g
is
n
o
t
ac
ce
s
s
ib
le
to
all
s
tu
d
en
ts
,
an
d
wea
lth
ier
f
am
ilies
ar
e
m
o
r
e
a
p
t
to
af
f
o
r
d
p
r
iv
ate
tu
itio
n
,
b
r
in
g
in
g
p
o
ten
tial
d
is
p
ar
ities
in
ed
u
ca
tio
n
al
o
u
tc
o
m
es
[
2
8
]
.
Mo
r
e
o
v
er
,
th
e
d
ev
elo
p
m
en
t
o
f
p
r
iv
ate
tu
to
r
in
g
h
as
in
cr
ea
s
ed
th
e
u
s
e
o
f
s
u
p
p
lem
e
n
tar
y
e
d
u
ca
tio
n
o
u
ts
id
e
th
e
f
o
r
m
al
s
ch
o
o
l
s
y
s
tem
,
lead
in
g
to
q
u
esti
o
n
s
ab
o
u
t
th
e
r
o
le
o
f
tr
a
d
itio
n
al
ed
u
ca
tio
n
in
m
ee
tin
g
th
e
ed
u
ca
tio
n
al
n
ee
d
s
o
f
all
p
u
p
ils
[
2
9
]
.
O
v
er
all,
in
d
iv
id
u
al
tu
to
r
in
g
i
n
Mo
r
o
c
co
is
a
v
alu
ab
le
ed
u
ca
tio
n
al
to
o
l,
esp
ec
ially
f
o
r
th
o
s
e
s
ee
k
in
g
to
o
v
er
co
m
e
ac
ad
em
ic
ch
allen
g
es.
Ho
wev
er
,
th
e
d
e
v
elo
p
m
e
n
t
o
f
t
h
is
ap
p
r
o
ac
h
u
n
d
er
lin
es
th
e
n
ee
d
f
o
r
a
m
o
r
e
ef
f
ec
tiv
e
an
d
eq
u
itab
le
ed
u
ca
tio
n
s
y
s
tem
,
ca
p
ab
le
o
f
o
f
f
er
in
g
q
u
ality
lear
n
in
g
e
x
p
er
ie
n
ce
s
to
all
s
tu
d
en
ts
,
an
d
r
ed
u
cin
g
th
e
n
ee
d
to
r
ely
o
n
tu
to
r
in
g
[
3
0
]
.
I
n
r
esp
o
n
s
e
to
th
is
,
t
h
e
Mo
r
o
cc
an
Min
is
tr
y
o
f
Natio
n
al
E
d
u
ca
tio
n
h
as
d
ev
el
o
p
ed
s
ev
er
al
o
n
lin
e
lear
n
in
g
p
latf
o
r
m
s
,
s
u
ch
as
M
ass
ar
,
to
en
h
an
ce
ed
u
ca
tio
n
al
s
u
p
p
o
r
t
an
d
ass
is
t
with
tu
to
r
in
g
.
T
h
ese
p
latf
o
r
m
s
ar
e
d
esig
n
ed
to
p
r
o
v
id
e
a
v
ar
iety
o
f
r
eso
u
r
ce
s
,
in
clu
d
i
n
g
ed
u
ca
tio
n
al
v
id
e
o
s
,
ex
er
ci
s
es,
an
d
in
ter
ac
tiv
e
m
ater
ials
,
wh
i
ch
ar
e
m
ad
e
av
ailab
le
to
s
tu
d
en
ts
o
n
lin
e
[
3
1
]
.
T
h
eir
g
o
al
is
to
co
m
p
lem
en
t
tr
ad
itio
n
al
class
r
o
o
m
lear
n
in
g
an
d
o
f
f
e
r
ad
d
itio
n
al
s
u
p
p
o
r
t
to
s
tu
d
en
ts
,
p
ar
ticu
lar
ly
th
o
s
e
s
tr
u
g
g
lin
g
with
s
p
ec
if
ic
s
u
b
jects
o
r
s
k
ills
.
Ho
wev
er
,
al
th
o
u
g
h
th
ese
p
latf
o
r
m
s
o
f
f
er
s
ig
n
if
ican
t
p
o
te
n
tial,
th
ey
f
ac
e
s
ev
er
al
ch
allen
g
es
th
at
af
f
ec
t
th
eir
o
v
er
all
e
f
f
ec
tiv
en
ess
.
On
e
o
f
t
h
e
m
ain
is
s
u
e
s
is
th
e
v
o
lu
n
tar
y
n
atu
r
e
o
f
th
eir
ac
ce
s
s
,
m
ea
n
in
g
s
tu
d
en
ts
m
ay
n
o
t f
ee
l c
o
m
p
el
l
ed
to
u
s
e
th
e
p
latf
o
r
m
s
r
eg
u
lar
ly
[
3
2
]
.
As a
r
esu
lt,
in
th
e
ab
s
en
ce
o
f
a
s
tr
u
ctu
r
ed
s
y
s
tem
to
en
co
u
r
ag
e
co
n
s
is
ten
t
en
g
ag
em
e
n
t,
m
an
y
s
t
u
d
e
n
ts
ar
e
at
r
is
k
o
f
n
o
t
f
u
lly
b
en
ef
itin
g
f
r
o
m
th
e
r
eso
u
r
ce
s
av
ailab
le
to
th
em
.
Fu
r
th
er
m
o
r
e
,
th
e
lack
o
f
s
tr
u
ctu
r
ed
s
u
p
er
v
is
io
n
,
s
u
ch
as
a
teac
h
er
o
r
tu
to
r
to
m
o
n
ito
r
th
eir
p
r
o
g
r
ess
an
d
p
r
o
v
id
e
g
u
id
a
n
ce
,
m
ak
es
it
d
if
f
ic
u
lt
to
en
s
u
r
e
th
at
s
tu
d
en
ts
ar
e
u
s
in
g
th
e
p
latf
o
r
m
s
ef
f
ec
tiv
ely
[
3
3
]
.
Mo
r
eo
v
er
,
th
e
lack
o
f
p
ed
ag
o
g
ical
f
o
llo
w
-
u
p
r
aises
co
n
ce
r
n
s
ab
o
u
t
th
e
q
u
ality
an
d
r
elev
an
ce
o
f
th
e
ed
u
ca
tio
n
al
co
n
ten
t
p
r
o
v
id
ed
.
I
n
d
ee
d
,
in
th
e
a
b
s
en
ce
o
f
p
r
o
f
ess
io
n
al
g
u
id
a
n
ce
,
th
er
e
is
a
r
is
k
th
at
th
e
m
ater
ial
m
ay
n
o
t
alig
n
well
with
th
e
cu
r
r
icu
lu
m
o
r
m
ee
t
th
e
d
iv
er
s
e
lear
n
in
g
n
ee
d
s
o
f
all
s
tu
d
en
ts
.
T
h
ese
f
ac
to
r
s
co
llectiv
ely
u
n
d
er
m
i
n
e
th
e
p
latf
o
r
m
s
'
p
o
ten
tial
to
p
r
o
v
id
e
e
f
f
ec
tiv
e
r
e
m
ed
iatio
n
f
o
r
s
tu
d
en
ts
in
n
ee
d
o
f
ad
d
itio
n
al
tu
to
r
in
g
s
u
p
p
o
r
t
[
3
4
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
lec
&
C
o
m
p
E
n
g
I
SS
N:
2088
-
8
7
0
8
A
n
in
-
d
e
p
th
a
n
a
lysi
s
o
f a
tu
to
r
in
g
s
o
lu
tio
n
b
y
d
ig
ita
l te
ch
n
o
l
o
g
y
(
S
o
u
ka
i
n
a
N
a
i
)
4061
2
.
2
.
T
he
cha
lleng
es o
f
t
he
educa
t
io
na
l su
pp
o
rt
s
t
ra
t
eg
ies a
do
pte
d in Mo
ro
cc
o
Stu
d
ies
h
av
e
id
en
tifie
d
s
ev
er
a
l
s
ig
n
if
ican
t
ch
allen
g
es
with
in
th
e
Mo
r
o
cc
an
tu
to
r
in
g
s
y
s
tem
.
On
e
o
f
th
e
m
ajo
r
is
s
u
es
is
th
e
f
in
a
n
cial
b
u
r
d
e
n
th
at
p
r
iv
ate
t
u
to
r
in
g
p
lace
s
o
n
f
am
ilies
,
esp
ec
ially
in
th
e
co
n
tex
t
o
f
s
o
cio
-
ec
o
n
o
m
ic
d
is
p
ar
ities
[
3
5
]
.
Ma
n
y
f
a
m
ilies
s
tr
u
g
g
le
to
af
f
o
r
d
p
r
iv
ate
less
o
n
s
,
wh
ich
ex
ac
er
b
ates
ed
u
ca
tio
n
al
in
eq
u
alities
[
3
6
]
.
Mo
r
eo
v
er
,
tu
to
r
in
g
web
s
ites
,
alth
o
u
g
h
ac
ce
s
s
ib
le,
o
f
te
n
lack
in
ter
ac
tiv
ity
an
d
d
o
n
o
t
p
r
o
v
id
e
a
d
eq
u
ate
m
et
h
o
d
o
lo
g
ical
s
u
p
p
o
r
t
o
r
f
ee
d
b
ac
k
m
ec
h
an
is
m
s
,
lim
itin
g
th
eir
ef
f
ec
tiv
en
ess
in
im
p
r
o
v
in
g
s
tu
d
en
ts
'
ac
ad
em
ic
p
er
f
o
r
m
an
ce
[
3
7
]
.
T
h
e
p
latf
o
r
m
s
estab
lis
h
ed
b
y
th
e
Mo
r
o
cc
an
Min
is
tr
y
o
f
Natio
n
al
E
d
u
ca
tio
n
also
f
ac
e
ch
allen
g
es
[
3
8
]
,
in
cl
u
d
in
g
th
e
lack
o
f
tr
ain
in
g
f
o
r
ed
u
ca
tio
n
al
s
tak
eh
o
ld
er
s
o
n
h
o
w
to
u
s
e
t
h
em
,
a
lac
k
o
f
a
war
en
ess
ab
o
u
t
th
e
s
er
v
ices
th
ey
o
f
f
er
a
n
d
th
eir
im
p
o
r
tan
c
e
[
3
9
]
,
as
well
as
th
e
ab
s
en
ce
o
f
ef
f
ec
tiv
e
s
y
s
tem
s
to
tr
ac
k
s
tu
d
e
n
ts
'
p
r
o
g
r
ess
o
r
ass
ess
th
e
s
u
cc
es
s
o
f
th
e
tu
to
r
in
g
s
u
p
p
o
r
t
[
4
0
]
.
T
h
ese
g
ap
s
h
in
d
er
th
e
p
o
ten
ti
al
o
f
th
ese
p
latf
o
r
m
s
to
p
r
o
v
i
d
e
m
ea
n
in
g
f
u
l
tu
to
r
in
g
s
u
p
p
o
r
t
[
4
1
]
.
T
o
ad
d
r
ess
th
ese
is
s
u
es,
it
is
c
r
u
cial
to
im
p
r
o
v
e
th
e
e
x
is
tin
g
tu
to
r
i
n
g
in
f
r
astru
ctu
r
e
b
y
ad
o
p
tin
g
a
m
o
r
e
f
o
r
m
alize
d
in
d
i
v
id
u
al
tu
to
r
in
g
ap
p
r
o
ac
h
b
ased
o
n
s
tu
d
e
n
ts
'
p
o
r
tf
o
lio
s
to
tr
ac
k
th
eir
p
r
o
g
r
ess
[
4
2
]
,
an
d
b
y
in
tr
o
d
u
cin
g
co
n
tin
u
o
u
s
ass
ess
m
en
t
s
y
s
tem
s
[
4
3
]
b
ef
o
r
e
im
p
lem
en
tin
g
r
em
ed
iatio
n
s
o
lu
t
io
n
s
.
Acc
o
r
d
in
g
to
th
e
au
th
o
r
s
[
4
4
]
,
th
e
d
ev
elo
p
m
en
t
o
f
ca
r
ee
r
p
o
r
tf
o
lio
s
h
as
two
m
ain
o
b
jectiv
es.
First,
it
aim
s
to
im
p
r
o
v
e
th
e
q
u
ality
o
f
lear
n
in
g
b
y
s
u
p
p
o
r
tin
g
an
d
tr
ac
k
i
n
g
e
d
u
ca
tio
n
al
p
r
o
g
r
ess
[
4
5
]
.
Seco
n
d
ly
,
it
p
r
o
m
o
tes
a
u
th
en
tic
s
elf
-
ass
es
s
m
en
t
b
y
lear
n
e
r
s
[
4
6
]
,
[
4
7
]
,
wh
ich
ca
n
en
h
a
n
c
e
th
eir
u
n
d
er
s
tan
d
i
n
g
a
n
d
s
e
lf
-
co
n
f
id
e
n
ce
.
T
h
e
au
th
o
r
in
[
4
8
]
ex
p
lain
s
th
at
"t
h
e
p
o
r
tf
o
lio
is
r
ef
lectiv
e
b
ec
a
u
s
e
it
allo
ws
f
o
r
a
p
au
s
e
in
ev
alu
atio
n
.
I
t
p
r
o
v
id
es
d
elay
ed
f
ee
d
b
ac
k
,
d
ec
is
io
n
s
m
ad
e
in
th
e
h
ea
t
o
f
th
e
m
o
m
en
t,
as
well
as
th
e
co
n
tex
ts
a
n
d
ac
to
r
s
in
v
o
lv
ed
in
ed
u
ca
tio
n
al
s
itu
atio
n
s
.
3.
P
RO
B
L
E
M
AT
I
C
Desp
ite
th
e
av
ailab
ilit
y
o
f
v
a
r
io
u
s
tu
to
r
in
g
s
o
lu
tio
n
s
,
th
e
Mo
r
o
cc
an
ed
u
ca
tio
n
s
y
s
tem
c
o
n
tin
u
es
to
s
tr
u
g
g
le
with
h
ig
h
d
r
o
p
o
u
t
r
ates
an
d
d
ee
p
lear
n
in
g
in
eq
u
alities
.
T
o
ad
d
r
ess
th
is
is
s
u
e,
th
e
Min
is
tr
y
o
f
Natio
n
al
E
d
u
ca
tio
n
h
as
i
m
p
l
em
en
ted
s
ev
er
al
d
ig
ital
teac
h
in
g
an
d
r
em
o
te
m
o
n
ito
r
in
g
p
latf
o
r
m
s
,
th
e
m
o
s
t
s
ig
n
if
ican
t
o
f
wh
ich
is
Ma
s
s
ar
.
Ho
wev
er
,
its
v
o
lu
n
tar
y
u
s
e
b
y
s
tu
d
en
ts
an
d
teac
h
er
s
,
co
m
b
in
ed
with
a
lack
o
f
th
e
n
ec
ess
ar
y
s
k
ills
to
f
u
lly
lev
er
ag
e
its
s
er
v
ices,
lim
its
its
ef
f
ec
tiv
en
ess
.
Mo
r
eo
v
er
,
th
e
c
o
n
s
id
er
ab
le
wo
r
k
lo
ad
im
p
o
s
ed
o
n
teac
h
er
s
to
d
esig
n
tu
to
r
in
g
m
o
d
u
les f
u
r
th
er
co
m
p
licates th
e
ad
o
p
tio
n
o
f
th
is
p
latf
o
r
m
as
a
s
tr
u
ctu
r
ed
p
ed
ag
o
g
ical
s
u
p
p
o
r
t
to
o
l.
Ad
d
itio
n
ally
,
s
o
cio
-
ec
o
n
o
m
ic
d
is
p
ar
ities
p
r
ev
e
n
t
a
g
r
ea
t
n
u
m
b
er
o
f
s
tu
d
en
ts
f
r
o
m
ac
ce
s
s
in
g
p
r
iv
ate
tu
to
r
in
g
,
th
er
e
b
y
ex
ac
er
b
atin
g
in
eq
u
alities
in
th
e
q
u
ality
an
d
eq
u
ity
o
f
lear
n
in
g
.
T
h
is
p
ap
er
a
d
d
r
ess
es
th
ese
ch
allen
g
es
b
y
p
r
o
p
o
s
in
g
a
s
tr
u
ct
u
r
ed
,
tec
h
n
o
lo
g
y
-
d
r
iv
en
tu
to
r
i
n
g
s
y
s
tem
th
at
in
teg
r
ates
c
o
n
tin
u
o
u
s
ass
ess
m
en
t
an
d
p
er
s
o
n
alize
d
r
e
m
ed
iatio
n
o
n
a
n
atio
n
al
s
ca
l
e.
T
h
is
s
y
s
tem
also
en
s
u
r
es
th
e
ac
tiv
e
i
n
v
o
lv
e
m
e
n
t
o
f
teac
h
er
s
an
d
ad
m
i
n
is
tr
ato
r
s
f
r
o
m
th
e
Min
is
tr
y
o
f
Natio
n
al
E
d
u
ca
tio
n
.
Un
lik
e
ex
is
tin
g
s
o
lu
tio
n
s
,
th
e
p
r
o
p
o
s
ed
s
y
s
tem
en
s
u
r
es
s
y
s
te
m
atic
s
tu
d
en
t
en
g
ag
em
e
n
t,
r
ea
l
-
tim
e
m
o
n
ito
r
in
g
,
an
d
ad
ap
ti
v
e
lear
n
in
g
s
tr
ateg
ies
tailo
r
ed
to
th
e
s
p
ec
if
ic
n
e
ed
s
o
f
ea
ch
lear
n
er
.
B
y
f
u
lly
lev
er
ag
in
g
d
ig
ital
to
o
ls
,
th
is
r
esear
ch
aim
s
t
o
r
ed
u
ce
e
d
u
ca
tio
n
al
d
is
p
ar
itie
s
,
cu
r
b
s
ch
o
o
l
d
r
o
p
o
u
t
r
ates,
an
d
p
r
o
v
id
e
m
o
r
e
eq
u
itab
le
lear
n
in
g
o
p
p
o
r
t
u
n
i
ties
f
o
r
all
Mo
r
o
cc
a
n
s
tu
d
en
ts
.
4.
M
E
T
H
O
DO
L
O
G
Y
Ou
r
s
tu
d
y
is
b
ased
o
n
an
an
al
y
tical
ap
p
r
o
ac
h
to
d
esig
n
a
n
e
w
tu
to
r
in
g
s
y
s
tem
th
at
s
u
p
p
o
r
ts
s
tu
d
en
ts
in
th
eir
ac
ad
e
m
ic
jo
u
r
n
ey
.
W
e
h
av
e
th
e
r
ef
o
r
e
ex
am
i
n
ed
in
d
etail
th
e
th
eo
r
etica
l
m
o
d
els
an
d
p
r
o
p
o
s
als
f
o
r
tu
to
r
in
g
s
y
s
tem
s
alr
ea
d
y
im
p
lem
en
ted
,
in
o
r
d
er
to
id
e
n
tif
y
th
eir
g
ap
s
an
d
s
tr
en
g
th
s
,
wh
ich
will
h
elp
u
s
d
ev
elo
p
a
n
ew,
ef
f
ec
tiv
e
s
y
s
tem
th
at
en
s
u
r
es
p
er
s
o
n
alize
d
s
u
p
p
o
r
t
f
o
r
s
tu
d
en
ts
in
th
eir
lea
r
n
in
g
,
ac
c
o
r
d
i
n
g
t
o
th
eir
s
p
ec
if
ic
p
r
o
f
iles
.
T
h
e
m
e
th
o
d
o
lo
g
y
a
d
o
p
t
ed
in
o
u
r
s
tu
d
y
is
q
u
alitativ
e,
b
ased
o
n
a
co
n
ce
p
tu
al
m
o
d
elin
g
o
f
th
e
p
r
o
p
o
s
ed
in
f
o
r
m
atio
n
s
y
s
tem
th
r
o
u
g
h
u
s
e
ca
s
e,
ac
tiv
ity
,
an
d
s
eq
u
en
ce
d
iag
r
am
s
.
I
n
o
r
d
er
to
p
r
o
v
i
d
e
a
co
m
p
r
eh
e
n
s
iv
e
s
im
u
latio
n
an
d
/o
r
ex
p
er
im
e
n
tal
s
etu
p
f
o
r
th
e
p
r
o
p
o
s
ed
tu
to
r
in
g
s
y
s
tem
,
we
h
av
e
s
tr
u
ctu
r
e
d
th
e
p
r
o
ce
s
s
to
en
s
u
r
e
th
e
s
y
s
tem
’
s
ef
f
ec
tiv
en
ess
,
ad
ap
ta
b
ilit
y
,
an
d
r
ep
r
o
d
u
cib
ilit
y
as
s
h
o
w
n
in
Fig
u
r
e
2
.
T
h
is
s
etu
p
o
u
tlin
es
th
e
n
ec
ess
ar
y
s
t
ep
s
to
r
e
p
licate
th
e
e
x
p
er
im
e
n
t,
en
ab
lin
g
o
th
e
r
r
esear
c
h
er
s
t
o
ea
s
ily
r
ec
r
ea
te
th
e
s
etu
p
an
d
te
s
t
th
e
s
y
s
tem
in
v
ar
io
u
s
ed
u
ca
tio
n
al
c
o
n
te
x
ts
.
T
h
e
f
o
llo
win
g
p
ar
a
g
r
ap
h
s
o
f
f
er
a
d
etailed
b
r
ea
k
d
o
wn
o
f
th
e
c
o
m
p
o
n
e
n
ts
in
v
o
lv
ed
in
th
e
ex
p
er
im
en
tal
s
etu
p
,
f
o
cu
s
in
g
o
n
th
e
s
y
s
tem
’
s
d
esig
n
,
im
p
lem
en
tatio
n
,
a
n
d
ev
al
u
atio
n
.
4
.
1
.
O
v
er
v
iew
o
f
t
uto
ring
s
y
s
t
em
des
ig
n
T
h
e
tu
to
r
in
g
s
y
s
tem
s
u
p
p
o
r
ts
p
er
s
o
n
alize
d
s
tu
d
en
t
lear
n
in
g
th
r
o
u
g
h
s
tr
u
ctu
r
e
d
p
h
ases
as
s
h
o
wn
in
Fig
u
r
e
3
.
I
t
b
e
g
in
s
with
an
in
itializatio
n
p
h
ase,
d
u
r
in
g
w
h
ich
s
tu
d
en
t
ac
co
u
n
ts
ar
e
cr
ea
ted
,
f
o
llo
wed
b
y
a
n
ass
es
s
m
en
t
p
h
ase
to
id
en
tify
l
ea
r
n
in
g
d
if
f
icu
lt
ies.
Nex
t,
th
e
r
em
ed
iatio
n
p
h
ase
tar
g
ets
s
tu
d
en
ts
wh
o
h
av
e
n
o
t
m
aster
ed
th
e
ass
e
s
s
ed
s
k
il
ls
a
n
d
r
eq
u
ir
e
ad
d
itio
n
al
s
u
p
p
o
r
t.
Fin
ally
,
a
r
ea
s
s
ess
m
en
t
p
h
ase
m
ea
s
u
r
es
p
r
o
g
r
ess
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
0
8
8
-
8
7
0
8
I
n
t J E
lec
&
C
o
m
p
E
n
g
,
Vo
l.
15
,
No
.
4
,
Au
g
u
s
t
20
25
:
4
0
5
8
-
4073
4062
af
ter
r
em
ed
iatio
n
.
C
o
n
tin
u
o
u
s
f
ee
d
b
ac
k
,
r
ec
o
r
d
ed
in
s
t
u
d
en
ts
'
ass
e
s
s
m
en
t,
lear
n
in
g
,
an
d
p
r
esen
tatio
n
p
o
r
tf
o
lio
s
,
k
ee
p
s
th
e
m
e
n
g
ag
e
d
an
d
in
f
o
r
m
ed
o
f
th
eir
p
r
o
g
r
ess
,
f
o
s
ter
in
g
th
eir
d
ev
el
o
p
m
e
n
t.
T
h
is
s
y
s
tem
atic
ap
p
r
o
ac
h
a
d
ap
ts
teac
h
in
g
t
o
i
n
d
iv
id
u
al
n
ee
d
s
,
en
h
an
cin
g
co
m
p
r
eh
en
s
io
n
an
d
s
k
ill
ac
q
u
is
itio
n
.
B
y
ad
d
r
ess
in
g
ea
ch
lear
n
e
r
’
s
s
p
ec
if
ic
ch
all
en
g
es,
th
e
s
y
s
tem
p
r
o
m
o
tes
ac
ad
em
ic
s
u
cc
ess
an
d
b
o
o
s
ts
s
elf
-
co
n
f
id
en
ce
,
p
r
o
v
id
i
n
g
an
ad
ap
tiv
e
lea
r
n
in
g
ex
p
er
ien
ce
f
o
r
all
p
ar
ticip
an
ts
.
Fig
u
r
e
2
.
Ph
ases
o
f
e
x
p
er
im
e
n
tal
s
etu
p
f
o
r
th
e
t
u
to
r
in
g
s
y
s
tem
Fig
u
r
e
3
.
Ph
ases
o
f
th
e
tu
to
r
in
g
s
y
s
tem
alg
o
r
ith
m
f
o
r
e
v
alu
at
io
n
an
d
r
em
ed
iatio
n
4
.
2
.
Sim
ula
t
i
o
n
env
iro
nm
en
t
I
n
th
is
p
h
ase
o
f
o
u
r
p
r
o
ject,
w
e
d
esig
n
ed
o
u
r
tu
to
r
in
g
s
y
s
tem
b
ased
o
n
UM
L
d
iag
r
am
s
.
W
e
f
ir
s
t
u
s
ed
th
e
class
d
iag
r
am
to
id
en
tif
y
th
e
m
ain
e
n
titi
es
o
f
t
h
e
s
y
s
tem
,
s
u
ch
as
Stu
d
en
t
,
T
ea
ch
er
,
I
n
s
p
ec
to
r
,
an
d
Ad
m
in
is
tr
ato
r
.
T
h
en
,
th
e
ac
tiv
ity
d
iag
r
am
h
elp
ed
r
e
p
r
esen
t
th
e
f
lo
w
o
f
a
tu
to
r
in
g
s
ess
io
n
.
Use
ca
s
e
d
iag
r
am
s
illu
s
tr
ated
th
e
d
if
f
er
en
t
task
s
ass
o
ciate
d
with
th
e
s
y
s
tem
r
o
les,
wh
ile
s
eq
u
en
ce
d
i
ag
r
am
s
d
etailed
th
e
in
ter
ac
tio
n
s
at
ea
ch
p
h
ase
o
f
a
s
ess
io
n
.
T
h
e
co
m
p
lete
d
esig
n
o
f
o
u
r
s
y
s
tem
is
p
r
esen
ted
in
S
ec
tio
n
5
.
4
.
3
.
I
m
ple
m
ent
a
t
io
n o
f
t
he
a
lg
o
rit
hm
T
o
o
p
er
atio
n
alize
th
e
p
r
o
p
o
s
ed
tu
to
r
in
g
s
y
s
tem
,
we
h
a
v
e
im
p
lem
e
n
ted
p
h
ases
o
f
t
h
e
f
o
r
m
al
alg
o
r
ith
m
as
s
h
o
wn
in
Fig
u
r
e
3
,
wh
ich
o
u
tlin
es
th
e
k
ey
s
tep
s
f
o
r
ev
alu
atin
g
s
tu
d
en
t
co
m
p
eten
cies,
p
r
o
v
id
in
g
r
em
ed
iatio
n
,
a
n
d
tr
ac
k
in
g
p
r
o
g
r
ess
.
Ou
r
alg
o
r
ith
m
s
ar
e
s
tr
u
ctu
r
ed
as f
o
llo
ws:
a
.
I
n
itializatio
n
:
T
h
is
p
h
ase
s
e
ts
u
p
th
e
tu
to
r
in
g
s
y
s
tem
b
y
c
r
ea
tin
g
an
d
co
n
f
ig
u
r
in
g
s
tu
d
e
n
t
p
o
r
tf
o
lio
s
,
wh
ich
in
clu
d
e
p
er
s
o
n
al
in
f
o
r
m
atio
n
,
lear
n
in
g
p
r
e
f
er
en
ce
s
,
an
d
p
r
o
g
r
ess
tr
ac
k
in
g
.
I
t
also
in
v
o
lv
es
s
tr
u
ctu
r
in
g
an
d
o
r
g
an
izin
g
cu
r
r
icu
lu
m
u
n
its
,
en
s
u
r
in
g
th
at
th
e
n
ec
ess
ar
y
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
,
lear
n
in
g
o
b
jectiv
es,
a
n
d
ass
es
s
m
en
t c
r
iter
ia
ar
e
p
r
o
p
er
l
y
d
ef
in
e
d
an
d
alig
n
ed
with
t
h
e
s
y
s
tem
's in
s
tr
u
ctio
n
al
g
o
als.
Alg
o
r
ith
m
1
.
I
n
itializatio
n
1: Input: studentData, curriculumUnits, assessmentActivities, remediationActivities
2: Output: Initialized system with student portfolios
3: InitializeSystem()
T
u
to
r
in
g
sy
stem
alg
o
r
ith
m
1
.
In
it
ialize
sy
ste
m
2
.
P
e
rf
o
rm
a
ss
e
ss
m
e
n
t
3
.
Co
n
d
u
c
t
re
m
e
d
iatio
n
4
.
P
e
rf
o
rm
re
a
ss
e
ss
m
e
n
t
5
.
G
e
n
e
ra
te
re
p
o
rts
a
n
d
f
e
e
d
b
a
c
k
6
.
Re
p
e
a
t
f
o
r
th
e
n
e
x
t
c
u
rricu
lu
m
u
n
it
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
lec
&
C
o
m
p
E
n
g
I
SS
N:
2088
-
8
7
0
8
A
n
in
-
d
e
p
th
a
n
a
lysi
s
o
f a
tu
to
r
in
g
s
o
lu
tio
n
b
y
d
ig
ita
l te
ch
n
o
l
o
g
y
(
S
o
u
ka
i
n
a
N
a
i
)
4063
4: for each student in studentData do
5 : Create studentPortfolio
6: end for
b
.
Ass
ess
m
en
t
p
h
ase:
s
tu
d
en
ts
ar
e
ev
alu
ated
b
ased
o
n
p
r
e
d
e
f
in
ed
ac
tiv
ities
s
u
ch
as
q
u
izze
s
,
ass
ig
n
m
en
ts
,
o
r
p
r
ac
tical
ex
er
cises
.
T
h
eir
r
esu
lts
ar
e
r
ec
o
r
d
ed
an
d
s
ec
u
r
ely
s
to
r
ed
f
o
r
f
u
r
th
er
r
ev
iew.
Stu
d
en
ts
wh
o
m
ee
t
th
e
r
eq
u
ir
ed
cr
iter
ia
p
r
o
ce
ed
,
wh
ile
th
o
s
e
wh
o
f
ail
ar
e
d
ir
ec
ted
to
a
r
em
ed
iatio
n
p
r
o
ce
s
s
,
wh
er
e
th
ey
r
ec
eiv
e
ad
d
itio
n
al
s
u
p
p
o
r
t a
n
d
r
eso
u
r
c
es to
en
h
an
ce
th
ei
r
u
n
d
er
s
tan
d
in
g
b
ef
o
r
e
r
ea
s
s
ess
m
en
t.
Alg
o
r
ith
m
2
.
Ass
ess
m
en
t
1: Input: studentData, curriculumUnits, assessmentActivities
2: Output: Student performance evaluation stored in portfolio
3: for each curriculumUnit in curriculumUnits do
4: for each student in studentData do
5: NotifyStudent(student, “Assessment date for ” + curriculumUnit)
6: Results = EvaluateStudentPerformance(student, assessmentActivities)
7: UpdatePortfolio(student, results, “assessment”)
8: if results indicate failure
then
9: Proceed to Remediation Phase
10: end if
11: end for
12: end for
c
.
R
em
ed
iatio
n
p
h
ase:
I
n
th
is
p
h
ase,
s
tu
d
en
ts
wh
o
d
o
n
o
t
p
a
s
s
th
e
a
s
s
e
s
s
m
en
ts
ar
e
g
iv
en
t
ar
g
eted
r
em
ed
iatio
n
ac
tiv
ities
tailo
r
ed
to
ad
d
r
ess
th
eir
s
p
ec
if
ic
lear
n
in
g
g
a
p
s
.
T
h
eir
p
r
o
g
r
ess
is
co
n
tin
u
o
u
s
ly
tr
ac
k
ed
a
n
d
r
ec
o
r
d
ed
in
th
eir
lea
r
n
in
g
p
o
r
tf
o
lio
s
t
o
m
o
n
ito
r
im
p
r
o
v
em
en
ts
.
T
e
ac
h
er
s
ac
tiv
ely
p
r
o
v
id
e
f
ee
d
b
ac
k
,
g
u
id
an
ce
,
an
d
ad
d
itio
n
al
r
eso
u
r
ce
s
to
s
u
p
p
o
r
t
s
tu
d
en
t
lear
n
in
g
.
O
n
ce
s
tu
d
en
ts
d
em
o
n
s
tr
ate
s
u
f
f
icien
t
p
r
o
g
r
ess
,
r
ea
s
s
ess
m
en
t
s
ar
e
s
ch
ed
u
led
t
o
ev
alu
ate
th
eir
u
n
d
e
r
s
tan
d
in
g
an
d
en
s
u
r
e
r
ea
d
in
ess
f
o
r
th
e
n
ex
t stag
e.
Alg
o
r
ith
m
3
.
R
em
ed
iatio
n
1: Input: Students who failed, remediationActivities
, teacher feedback
2: Output: Updated student portfolio with remediation data
3: for each student who failed the assessment do
4: NotifyStudent(student, “Remediation date for ” + curriculumUnit)
5: ProvideRemediation(student,
remediationActivities)
6: TeacherFeedback = ProvideFeedback(teacher, student, results)
7: UpdatePortfolio(student, teacherFeedback, “learning”)
8: Schedule reassessment
9: end for
d
.
R
ea
s
s
es
s
m
en
t
p
h
ase:
Stu
d
en
ts
wh
o
co
m
p
lete
th
e
r
e
m
ed
i
atio
n
p
r
o
ce
s
s
u
n
d
er
g
o
a
r
ea
s
s
ess
m
en
t
to
ev
alu
ate
th
eir
p
r
o
g
r
ess
an
d
u
n
d
er
s
tan
d
in
g
.
I
f
th
ey
s
u
cc
ess
f
u
lly
m
ee
t
th
e
r
eq
u
ir
e
d
cr
iter
ia,
th
ey
p
r
o
ce
ed
to
th
e
n
e
x
t
s
tag
e
o
f
lear
n
in
g
.
Ho
wev
er
,
if
th
ey
f
ail
ag
ai
n
,
th
ey
r
ec
eiv
e
ad
d
itio
n
al
s
u
p
p
o
r
t,
i
n
clu
d
in
g
p
er
s
o
n
alize
d
g
u
id
an
ce
,
f
u
r
th
e
r
r
em
ed
iatio
n
ac
tiv
ities
,
an
d
en
h
an
ce
d
in
s
tr
u
ctio
n
al
r
eso
u
r
ce
s
to
h
elp
th
em
o
v
er
co
m
e
th
eir
ch
allen
g
es b
ef
o
r
e
an
o
t
h
er
r
ea
s
s
ess
m
en
t is
s
ch
ed
u
led
.
Alg
o
r
ith
m
4
.
R
ea
s
s
es
s
m
en
t
1: Input: Students who completed remediation, a
ssessmentActivities
2: Output: Reassessed student results stored in portfolio
3: for each student who completed remediation do
4: NotifyStudent(student, “Reassessment date for ” + curriculumUnit)
5: Results = ReassessStudent(student,
assessmentActivities)
6: UpdatePortfolio(student, results, “assessment”)
7: if results indicate failure then
8: Repeat Remediation Phase or escalate to additional support
9: end if
10: end for
e
.
R
ep
o
r
tin
g
an
d
f
ee
d
b
ac
k
:
I
n
th
i
s
p
h
ase,
d
etailed
p
r
o
g
r
ess
r
ep
o
r
ts
ar
e
g
en
er
ate
d
,
s
u
m
m
ar
izin
g
s
tu
d
en
t
p
er
f
o
r
m
an
ce
,
ass
ess
m
en
t
r
esu
lts
,
an
d
ar
ea
s
o
f
im
p
r
o
v
e
m
en
t.
B
ased
o
n
th
ese
in
s
ig
h
ts
,
p
er
s
o
n
alize
d
r
em
ed
iatio
n
r
ec
o
m
m
en
d
atio
n
s
ar
e
p
r
o
v
id
ed
to
g
u
id
e
s
tu
d
en
ts
to
war
d
m
aster
in
g
th
e
r
eq
u
ir
ed
co
n
ce
p
ts
.
T
ea
ch
er
s
an
d
a
d
m
in
is
tr
ato
r
s
u
s
e
th
ese
r
ep
o
r
ts
to
o
f
f
er
tar
g
e
ted
f
ee
d
b
ac
k
,
ad
ju
s
t
in
s
tr
u
ctio
n
al
s
tr
ateg
ies,
an
d
en
s
u
r
e
th
at
ea
ch
s
tu
d
e
n
t r
ec
eiv
es th
e
n
ec
ess
ar
y
s
u
p
p
o
r
t t
o
en
h
an
ce
th
eir
lear
n
in
g
o
u
tco
m
es.
Alg
o
r
ith
m
5
.
R
ep
o
r
tin
g
a
n
d
f
e
ed
b
ac
k
1: Input: Student performance data
2: Output: Generated progress report and competency validation
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
0
8
8
-
8
7
0
8
I
n
t J E
lec
&
C
o
m
p
E
n
g
,
Vo
l.
15
,
No
.
4
,
Au
g
u
s
t
20
25
:
4
0
5
8
-
4073
4064
3: for each student in studentData do
4: StudentProgressReport = GenerateProgressReport(student)
5:
RemediationRecommendations = ProvideRemediation(student, remediationActivities)
6: CompetencyValidation = UpdatePortfolio(student, results, “presentation”)
7: end for
6
.
E
n
d
o
f
p
r
o
ce
s
s
:
Up
o
n
co
m
p
letio
n
o
f
th
e
cu
r
r
en
t
c
y
cl
e,
th
e
p
r
o
ce
s
s
s
ea
m
less
ly
tr
a
n
s
itio
n
s
to
th
e
n
ex
t
cu
r
r
icu
lu
m
u
n
it,
en
s
u
r
in
g
c
o
n
tin
u
o
u
s
ev
alu
atio
n
,
ass
ess
m
en
t,
an
d
s
u
p
p
o
r
t.
T
h
is
iter
ativ
e
ap
p
r
o
ac
h
allo
ws
s
tu
d
en
ts
to
p
r
o
g
r
ess
th
r
o
u
g
h
s
tr
u
ctu
r
ed
lear
n
in
g
p
h
ases
wh
ile
r
ec
eiv
in
g
o
n
g
o
in
g
f
ee
d
b
ac
k
,
r
em
ed
iatio
n
,
an
d
r
ea
s
s
ess
m
en
t
s
as
n
ee
d
ed
.
B
y
m
ain
tain
in
g
t
h
is
cy
cle,
th
e
tu
t
o
r
in
g
s
y
s
tem
f
o
s
ter
s
co
n
tin
u
o
u
s
im
p
r
o
v
em
en
t
a
n
d
m
aster
y
o
f
co
n
ce
p
ts
,
ad
a
p
tin
g
to
ea
ch
s
tu
d
en
t'
s
lear
n
in
g
jo
u
r
n
ey
.
4
.
4
.
E
x
perim
ent
a
l set
up
f
o
r
ev
a
lua
t
io
n
T
o
ass
ess
th
e
ef
f
ec
tiv
en
ess
o
f
o
u
r
s
y
s
tem
,
we
in
itially
test
ed
o
u
r
p
latf
o
r
m
in
a
class
r
o
o
m
b
ef
o
r
e
ex
p
an
d
i
n
g
its
d
ep
lo
y
m
en
t
n
a
tio
n
wid
e
to
r
ef
in
e
its
p
er
f
o
r
m
an
ce
an
d
id
en
tify
k
ey
s
tr
en
g
th
s
.
W
e
th
en
u
s
ed
v
ar
io
u
s
m
etr
ics
r
elate
d
to
s
tu
d
en
t
p
r
o
g
r
ess
,
in
clu
d
i
n
g
ass
ess
m
en
t
r
esu
lts
an
d
r
em
ed
iatio
n
s
u
cc
ess
,
as
well
as
s
y
s
tem
ef
f
icien
cy
,
s
u
ch
as
p
r
o
g
r
ess
tr
ac
k
in
g
,
ad
ap
tatio
n
to
i
n
d
iv
id
u
al
n
ee
d
s
,
an
d
s
u
p
p
o
r
t
f
o
r
d
iv
er
s
e
lear
n
in
g
p
r
o
f
iles
.
4
.
5
.
T
o
o
ls
a
nd
s
o
f
t
wa
re
I
n
th
is
p
r
o
ject,
th
e
to
o
ls
an
d
s
o
f
twar
e
u
s
ed
in
clu
d
e
Dr
aw.
i
o
f
o
r
d
esig
n
i
n
g
d
etailed
UM
L
d
iag
r
am
s
,
Py
th
o
n
as
th
e
p
r
im
ar
y
p
r
o
g
r
am
m
in
g
lan
g
u
ag
e
f
o
r
s
y
s
tem
im
p
lem
en
tatio
n
,
an
d
s
tr
u
c
tu
r
ed
d
atab
ases
f
o
r
o
r
g
an
izin
g
,
a
n
aly
zin
g
,
a
n
d
r
e
p
o
r
tin
g
d
ata.
T
h
ese
to
o
ls
h
av
e
f
ac
ilit
ated
ef
f
icien
t
s
y
s
tem
d
e
s
ig
n
,
d
e
v
elo
p
m
e
n
t,
an
d
co
m
p
r
eh
e
n
s
iv
e
d
ata
an
aly
s
is
th
r
o
u
g
h
o
u
t th
e
p
r
o
ject.
5.
P
RO
P
O
SE
D
SO
L
UT
I
O
N
5
.
1
.
P
re
s
ent
a
t
i
o
n o
f
t
he
s
ug
g
este
d t
uto
ring
a
pp
ro
a
ch.
B
ased
o
n
th
e
s
tr
en
g
th
s
an
d
w
ea
k
n
ess
es
id
en
tifie
d
in
ex
is
tin
g
s
ch
o
o
l
s
u
p
p
o
r
t
s
y
s
tem
s
,
we
p
r
o
p
o
s
e
a
s
o
lu
tio
n
to
a
d
d
r
ess
th
e
c
h
allen
g
es
o
f
s
ch
o
o
l
d
r
o
p
o
u
t
a
n
d
lear
n
in
g
d
if
f
icu
lties
.
Ou
r
s
o
lu
tio
n
co
n
s
is
ts
o
f
a
co
m
p
u
ter
ized
s
ch
o
o
l
s
u
p
p
o
r
t
s
y
s
tem
,
p
r
o
v
i
d
in
g
co
n
tin
u
o
u
s
an
d
p
er
s
o
n
alize
d
ass
is
tan
ce
to
s
tu
d
en
ts
to
h
el
p
th
em
lear
n
at
th
eir
o
wn
p
ac
e
an
d
in
th
eir
o
w
n
s
ty
le
wh
ile
o
v
er
co
m
i
n
g
ec
o
n
o
m
ic,
lo
g
is
tical,
o
r
g
eo
g
r
ap
h
ical
co
n
s
tr
ain
ts
.
On
e
o
f
th
e
k
ey
f
e
atu
r
es
o
f
o
u
r
co
m
p
u
ter
ized
s
y
s
tem
is
its
p
ar
ticip
ato
r
y
ap
p
r
o
ac
h
,
wh
ich
in
v
o
lv
es
b
o
th
ad
m
i
n
is
tr
ato
r
s
an
d
teac
h
er
s
in
th
e
im
p
lem
en
tatio
n
o
f
t
u
to
r
in
g
s
ess
io
n
s
[
4
9
]
.
T
h
is
co
llab
o
r
atio
n
en
s
u
r
es
th
at
th
e
s
y
s
tem
alig
n
s
with
ed
u
ca
tio
n
al
o
b
jectiv
es
a
n
d
in
s
titu
tio
n
al
n
ee
d
s
.
R
eg
io
n
al
ed
u
ca
tio
n
ac
ad
em
y
ad
m
in
is
tr
ato
r
s
o
v
er
s
ee
th
e
im
p
lem
en
tatio
n
o
f
th
is
ap
p
r
o
ac
h
with
in
th
e
s
et
d
ea
d
lin
es,
w
h
ile
teac
h
er
s
clo
s
ely
m
o
n
ito
r
th
e
tu
to
r
i
n
g
p
r
o
ce
s
s
,
s
u
p
p
o
r
tin
g
s
tu
d
en
ts
wh
o
h
av
e
f
ac
ed
d
if
f
icu
ltie
s
in
ac
q
u
ir
in
g
ac
ad
em
ic
s
k
ills
d
u
r
in
g
r
em
ed
iatio
n
s
ess
io
n
s
[
5
0
]
.
T
h
is
en
ab
les
ef
f
ec
tiv
e
an
d
tim
ely
in
ter
v
e
n
tio
n
.
T
h
e
s
y
s
tem
also
in
teg
r
ates
lear
n
er
p
o
r
tf
o
lio
s
to
f
ac
ilit
ate
th
e
tr
ac
k
in
g
o
f
th
eir
ac
a
d
em
ic
p
r
o
g
r
ess
wh
ile
h
ig
h
lig
h
tin
g
s
tr
en
g
th
s
a
n
d
ed
u
ca
tio
n
a
l g
a
p
s
th
at
n
ee
d
to
b
e
ad
d
r
ess
ed
.
T
o
im
p
lem
e
n
t
o
u
r
s
tr
ateg
y
,
o
u
r
d
ig
ital
p
latf
o
r
m
o
f
f
e
r
s
s
tu
d
en
ts
co
m
p
eten
c
y
ass
ess
m
en
t
a
ctiv
ities
at
th
e
en
d
o
f
e
d
u
ca
tio
n
al
u
n
its
.
I
f
s
tu
d
en
ts
f
ail
to
co
m
p
lete
th
ese
ac
tiv
ities
s
u
cc
ess
f
u
lly
,
it
a
u
to
m
atica
lly
in
d
icate
s
th
at
th
ey
h
av
e
n
o
t
ac
q
u
ir
ed
t
h
e
tar
g
eted
c
o
m
p
eten
cies
o
f
th
e
ev
alu
ate
d
u
n
its
.
C
o
n
s
eq
u
en
tly
,
r
em
ed
iatio
n
ac
tiv
ities
will
b
e
o
f
f
er
ed
to
th
e
m
.
T
h
e
ass
ess
m
en
t
an
d
r
em
ed
iatio
n
ac
tiv
ities
s
h
o
u
ld
b
e
d
esig
n
ed
an
d
v
alid
ated
b
y
a
ce
n
tr
al
en
t
ity
co
m
p
o
s
ed
o
f
teac
h
e
r
s
an
d
i
n
s
p
ec
to
r
s
wh
o
co
llab
o
r
ate
i
n
th
is
p
r
o
ce
s
s
.
T
h
e
ev
alu
atio
n
r
esu
lts
an
d
s
tu
d
en
ts
'
wo
r
k
will b
e
r
ec
o
r
d
e
d
in
th
ei
r
elec
tr
o
n
ic
p
o
r
tf
o
lio
s
.
5
.
2
.
Ro
les o
f
t
he
pro
po
s
ed
s
y
s
t
em
T
h
e
s
y
s
tem
in
v
o
lv
es sev
er
al
s
t
ak
eh
o
ld
er
s
in
Fig
u
r
e
4
,
n
am
el
y
:
−
Stu
d
en
ts
: T
h
eir
r
o
le
is
to
in
ter
ac
t w
ith
th
e
s
y
s
tem
f
o
r
lear
n
i
n
g
,
ass
ess
m
en
ts
,
an
d
r
em
ed
iatio
n
.
−
T
ea
ch
er
s
:
T
h
ey
ar
e
r
esp
o
n
s
ib
le
f
o
r
clo
s
ely
s
u
p
er
v
is
in
g
th
e
r
em
ed
iatio
n
p
r
o
ce
s
s
,
p
r
o
v
id
i
n
g
co
r
r
ec
tiv
e
m
ea
s
u
r
es,
g
iv
in
g
f
ee
d
b
ac
k
o
n
s
tu
d
en
ts
'
p
r
o
g
r
ess
,
an
d
p
r
o
p
o
s
in
g
ass
ess
m
en
t
an
d
r
em
ed
iatio
n
ac
tiv
ities
t
o
th
e
co
m
m
ittee.
−
I
n
s
p
ec
to
r
s
:
T
h
eir
r
o
le
is
to
o
v
er
s
ee
th
e
im
p
lem
en
tatio
n
o
f
th
e
tu
to
r
in
g
p
r
o
ce
s
s
to
en
s
u
r
e
it
m
ee
ts
ed
u
ca
tio
n
al
s
tan
d
ar
d
s
,
as we
ll a
s
to
p
r
o
p
o
s
e
ass
ess
m
en
t a
n
d
r
em
ed
iatio
n
ac
tiv
ities
to
th
e
co
m
m
ittee.
−
J
u
r
y
:
He
is
r
esp
o
n
s
ib
le
f
o
r
v
al
id
atin
g
th
e
ass
ess
m
en
t a
n
d
r
e
m
ed
iatio
n
ac
tiv
ities
.
−
Ad
m
in
is
tr
ato
r
:
Ma
n
ag
es
th
e
t
ec
h
n
ical
is
s
u
es
o
f
th
e
s
y
s
tem
an
d
th
e
p
r
o
b
lem
s
en
c
o
u
n
te
r
ed
b
y
s
y
s
tem
u
s
er
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
lec
&
C
o
m
p
E
n
g
I
SS
N:
2088
-
8
7
0
8
A
n
in
-
d
e
p
th
a
n
a
lysi
s
o
f a
tu
to
r
in
g
s
o
lu
tio
n
b
y
d
ig
ita
l te
ch
n
o
l
o
g
y
(
S
o
u
ka
i
n
a
N
a
i
)
4065
Fig
u
r
e
4
.
R
o
le
d
ia
g
r
am
in
t
h
e
s
y
s
tem
5
.
3
.
T
uto
ring
pro
ce
s
s
a
cc
o
r
din
g
t
o
t
he
pro
po
s
ed
a
pp
ro
a
ch
Ou
r
tu
to
r
in
g
ap
p
r
o
ac
h
co
n
s
is
ts
o
f
th
r
ee
m
ain
co
m
p
o
n
e
n
ts
:
a
co
m
p
eten
cy
ass
ess
m
en
t
in
ter
f
ac
e,
a
r
em
ed
iatio
n
in
ter
f
ac
e
,
an
d
i
n
d
iv
id
u
al
s
tu
d
en
t
p
o
r
tf
o
li
o
s
.
T
h
e
ass
es
s
m
en
t
in
ter
f
ac
e
in
clu
d
es
ev
alu
atio
n
ac
tiv
ities
r
elate
d
to
cu
r
r
icu
lu
m
u
n
its
th
at
a
r
e
p
a
r
t
o
f
th
e
s
ch
o
o
l
p
r
o
g
r
am
s
.
T
h
ese
ass
ess
m
en
t
ac
tiv
ities
ar
e
d
ev
elo
p
e
d
b
y
teac
h
e
r
s
an
d
in
s
p
ec
to
r
s
f
r
o
m
th
e
Min
is
tr
y
o
f
Natio
n
al
E
d
u
ca
tio
n
an
d
v
ali
d
ated
b
y
a
ce
n
tr
al
en
tity
(
co
m
m
ittee)
c
o
m
p
o
s
ed
o
f
s
u
b
ject
in
s
p
ec
to
r
s
d
esig
n
a
ted
b
y
th
e
m
in
is
tr
y
.
Stu
d
en
ts
cr
ea
te
ac
co
u
n
ts
to
ac
ce
s
s
th
e
tu
to
r
in
g
p
latf
o
r
m
.
T
h
ey
m
u
s
t
au
th
en
ticate
th
em
s
elv
es
to
ac
ce
s
s
th
e
as
s
es
s
m
en
t
in
ter
f
ac
e
d
u
r
i
n
g
th
e
s
ess
io
n
s
et
b
y
th
e
m
in
is
tr
y
an
d
n
o
tifie
d
b
y
th
e
tu
to
r
i
n
g
s
y
s
tem
at
th
e
en
d
o
f
a
teac
h
in
g
u
n
it
o
r
a
r
em
ed
iatio
n
p
er
io
d
.
T
h
e
s
tu
d
e
n
ts
'
wo
r
k
,
as
well
a
s
th
e
r
esu
lt
s
,
in
clu
d
in
g
g
r
ad
es
an
d
co
m
m
en
ts
,
m
u
s
t
b
e
s
av
ed
in
th
e
s
tu
d
en
t'
s
ass
e
s
s
m
en
t
p
o
r
tf
o
lio
to
tr
ac
k
th
eir
p
r
o
g
r
ess
.
I
f
th
e
s
tu
d
en
t
p
ass
es
th
e
ass
ess
m
en
t,
th
e
c
o
r
r
esp
o
n
d
in
g
co
m
p
eten
cy
is
v
alid
ated
an
d
n
o
tifie
d
in
th
eir
p
r
esen
t
atio
n
e
-
p
o
r
tf
o
lio
.
I
f
th
e
ass
ess
m
en
t
is
u
n
s
atis
f
ac
to
r
y
,
th
e
s
tu
d
en
t
m
u
s
t
co
m
p
lete
th
e
r
em
ed
iatio
n
ac
tiv
ities
r
ec
o
m
m
en
d
ed
b
y
th
e
s
y
s
tem
an
d
s
av
e
th
eir
wo
r
k
in
th
eir
lear
n
in
g
p
o
r
tf
o
lio
f
o
r
r
ev
iew
b
y
th
eir
s
u
b
ject
teac
h
er
,
wh
o
clo
s
ely
s
u
p
er
v
is
es
th
e
r
em
ed
i
ati
o
n
p
r
o
ce
s
s
.
At
th
e
en
d
o
f
th
e
r
em
ed
iatio
n
s
ess
io
n
,
th
e
s
tu
d
en
t
will
b
e
r
ea
s
s
ess
ed
to
e
n
s
u
r
e
th
ei
r
m
aster
y
o
f
t
h
e
p
r
e
v
io
u
s
ly
f
ailed
co
m
p
eten
cy
.
T
h
e
tu
to
r
in
g
p
r
o
ce
s
s
with
in
th
e
f
r
a
m
ewo
r
k
o
f
th
is
p
r
o
p
o
s
ed
s
y
s
tem
is
illu
s
tr
ated
in
t
h
e
ac
tiv
ity
d
iag
r
am
in
Fig
u
r
e
5
.
Fig
u
r
e
5
.
Activ
ity
d
iag
r
am
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
0
8
8
-
8
7
0
8
I
n
t J E
lec
&
C
o
m
p
E
n
g
,
Vo
l.
15
,
No
.
4
,
Au
g
u
s
t
20
25
:
4
0
5
8
-
4073
4066
5
.
4
.
F
un
ct
io
na
lity
o
f
t
he
s
ug
g
este
d so
lutio
n
I
n
o
r
d
e
r
to
b
etter
u
n
d
er
s
tan
d
t
h
e
ap
p
licatio
n
an
d
th
e
in
ter
ac
t
io
n
s
with
th
e
u
s
er
s
,
th
e
au
th
o
r
s
p
r
o
ce
ed
in
th
is
p
ar
t to
d
etail
th
e
m
ain
u
s
e
ca
s
e
s
itu
atio
n
s
.
5
.
4
.
1
.
Adm
ini
s
t
r
a
t
o
r
us
e
ca
s
e
cha
rt
T
h
e
ad
m
i
n
is
tr
ato
r
h
as
a
cr
u
ci
al
r
o
le
o
n
th
e
p
latf
o
r
m
,
o
v
er
s
ee
in
g
task
s
s
u
ch
as
c
r
ea
tin
g
a
cc
o
u
n
ts
f
o
r
s
tu
d
en
ts
an
d
teac
h
er
s
,
m
an
a
g
in
g
th
e
u
s
er
d
ata
b
ase,
u
p
d
atin
g
r
ec
o
r
d
s
,
h
an
d
lin
g
all
d
o
cu
m
e
n
tatio
n
,
an
d
ad
d
r
ess
in
g
an
y
r
ep
o
r
ted
is
s
u
es.
Ac
ce
s
s
to
th
e
ad
m
in
is
tr
atio
n
in
ter
f
ac
e
r
eq
u
ir
es
au
t
h
en
ticatio
n
b
y
th
e
ad
m
in
is
tr
ato
r
as illu
s
tr
ated
in
Fig
u
r
e
6
.
Fig
u
r
e
6
.
Ad
m
in
is
tr
ato
r
u
s
e
ca
s
e
d
iag
r
am
5
.
4
.
2
.
Use c
a
s
e
dia
g
ra
m f
o
r
s
t
ud
ent
s
T
h
e
s
tu
d
en
ts
ar
e
allo
wed
t
o
d
o
th
e
f
o
llo
win
g
,
as illu
s
tr
ated
in
Fig
u
r
e
7
:
−
R
eg
is
ter
o
n
th
e
o
n
lin
e
t
u
to
r
in
g
p
latf
o
r
m
.
−
Mo
d
if
y
th
eir
ac
co
u
n
t p
ass
wo
r
d
s
.
−
Up
d
ate
th
eir
e
-
p
o
r
tf
o
lio
p
r
o
f
il
e
b
y
m
a
n
ag
in
g
p
r
o
f
ess
io
n
al
an
d
p
er
s
o
n
al
i
n
f
o
r
m
atio
n
.
−
Vis
it th
e
o
th
er
ex
h
ib
itio
n
p
o
r
t
f
o
lio
s
.
−
Use th
e
ev
alu
atio
n
an
d
r
em
e
d
iatio
n
/teac
h
in
g
m
o
d
u
le.
−
C
o
m
p
lete
an
d
s
u
b
m
it a
s
s
ess
m
en
ts
ac
tiv
ities
in
th
eir
ass
es
s
m
en
t p
o
r
tf
o
lio
.
−
R
ev
iew
th
eir
s
co
r
es.
−
R
ev
iew
th
e
q
u
esti
o
n
s
with
in
co
r
r
ec
t a
n
s
wer
s
as we
ll a
s
th
e
co
r
r
ec
t a
n
s
wer
s
−
Acc
ess
r
em
ed
iatio
n
ac
tiv
ities
t
o
ad
d
r
ess
t
h
e
g
a
p
s
id
en
tifie
d
d
u
r
in
g
th
e
ass
ess
m
en
t
−
Fin
alize
r
em
ed
iatio
n
ac
tiv
ities
an
d
r
ec
o
r
d
t
h
em
in
th
eir
lear
n
in
g
p
o
r
tf
o
lio
s
.
−
R
ev
iew
an
s
wer
k
ey
s
an
d
r
ec
ei
v
e
f
ee
d
b
ac
k
f
r
o
m
teac
h
e
r
s
o
n
r
em
ed
iatio
n
ac
tiv
ities
.
−
R
ep
o
r
t iss
u
es a
n
d
co
m
m
u
n
icate
with
p
ee
r
s
an
d
teac
h
er
s
t
h
r
o
u
g
h
th
e
d
is
cu
s
s
io
n
ar
ea
.
−
Up
lo
ad
d
o
c
u
m
en
ts
f
r
o
m
th
e
s
y
s
tem
.
−
Ma
n
ag
e
d
o
c
u
m
en
ts
.
−
C
o
m
m
en
t o
n
th
ei
r
elec
tr
o
n
ic
e
-
p
o
r
tf
o
lio
s
.
5
.
4
.
3
.
T
ea
cher
/in
s
pect
o
r
us
e
ca
s
e
dia
g
ra
m
T
h
e
ef
f
ec
tiv
en
ess
o
f
th
e
p
r
o
p
o
s
ed
s
y
s
tem
d
ep
en
d
s
s
ig
n
if
ican
tly
o
n
th
e
ac
tiv
e
in
v
o
lv
em
en
t
o
f
teac
h
er
s
.
T
h
ey
ca
n
u
s
e
th
e
p
latf
o
r
m
to
p
er
f
o
r
m
th
e
f
o
llo
win
g
s
tep
s
,
as illu
s
tr
ated
in
Fig
u
r
e
8
:
−
R
eg
is
ter
an
d
m
an
ag
e
th
ei
r
ac
c
o
u
n
t in
f
o
r
m
atio
n
.
−
C
h
an
g
e
th
eir
p
ass
wo
r
d
s
.
−
Up
d
ate
th
eir
e
-
p
o
r
tf
o
lio
p
r
o
f
il
es with
p
r
o
f
ess
io
n
al
an
d
p
er
s
o
n
al
in
f
o
r
m
atio
n
.
−
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o
n
s
u
lt a
n
d
ex
am
in
e
s
tu
d
en
t
p
o
r
tf
o
lio
s
.
−
Ad
d
co
m
m
e
n
tar
y
,
f
ee
d
b
ac
k
,
g
u
id
elin
es a
n
d
m
a
r
k
s
f
o
r
s
tu
d
en
ts
.
−
Acc
ess
p
r
o
f
iles
o
f
o
th
er
teac
h
er
s
an
d
in
s
p
ec
to
r
s
.
−
E
x
p
o
r
t a
n
d
im
p
o
r
t f
iles
f
r
o
m
a
n
d
to
th
e
ap
p
licatio
n
.
−
Dis
cu
s
s
wi
th
th
eir
co
lleag
u
es
o
n
a
f
o
r
u
m
r
eser
v
ed
f
o
r
teac
h
e
r
s
an
d
in
s
p
ec
to
r
s
in
t
h
e
s
am
e
f
ield
.
−
C
r
ea
te
ass
e
s
s
m
en
t q
u
izze
s
u
s
in
g
th
e
p
latf
o
r
m
'
s
q
u
esti
o
n
n
air
e
to
o
l.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
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&
C
o
m
p
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n
g
I
SS
N:
2088
-
8
7
0
8
A
n
in
-
d
e
p
th
a
n
a
lysi
s
o
f a
tu
to
r
in
g
s
o
lu
tio
n
b
y
d
ig
ita
l te
ch
n
o
l
o
g
y
(
S
o
u
ka
i
n
a
N
a
i
)
4067
−
Dev
elo
p
r
em
e
d
ial
ac
tiv
ities
.
−
C
o
llab
o
r
ate
with
o
th
er
ed
u
ca
t
o
r
s
an
d
s
u
p
e
r
v
is
o
r
s
to
d
esig
n
ass
es
s
m
en
t
an
d
r
em
ed
iatio
n
a
ctiv
ities
u
s
in
g
o
n
lin
e
to
o
ls
.
−
Su
b
m
it th
e
ac
tiv
ities
to
th
e
ed
u
ca
tio
n
al
ju
r
y
f
o
r
v
alid
atio
n
.
−
R
eg
is
ter
to
b
ec
o
m
e
a
ju
r
y
m
e
m
b
er
at
r
e
g
io
n
al
o
r
n
atio
n
al
lev
el.
−
R
ep
o
r
t a
n
y
is
s
u
es.
−
E
x
am
in
e
th
e
s
tu
d
e
n
ts
'
s
u
cc
es
s
r
ate
an
d
th
e
ca
u
s
es o
f
th
eir
f
ailu
r
e.
Fig
u
r
e
7
.
Stu
d
e
n
t u
s
e
ca
s
e
d
ia
g
r
am
Fig
u
r
e
8
.
T
ea
c
h
er
/in
s
p
ec
to
r
u
s
e
ca
s
e
d
iag
r
am
Evaluation Warning : The document was created with Spire.PDF for Python.