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Proa
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t
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a
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,
a
n
d
m
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ti
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t
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s c
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tri
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m
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n
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h
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m
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v
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lo
p
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a
l
sk
il
ls f
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ir
f
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a
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K
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w
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s
:
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llab
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ativ
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Pro
ac
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s
tu
d
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ts
R
esear
ch
co
llo
q
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m
Sk
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ev
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p
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Stu
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CC B
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d
el
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ex
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c
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q
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“
co
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q
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m
o
f
r
esear
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in
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:
p
r
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ac
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r
s
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(
C
I
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.
”
T
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is
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v
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t
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co
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ag
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C
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g
in
d
is
cu
s
s
io
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s
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n
to
p
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t
h
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e
p
ass
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p
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lar
ly
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s
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p
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tific
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in
tellig
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ce
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c
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n
tem
p
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r
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lo
b
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s
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ciety
.
T
h
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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v
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&
R
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d
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c
I
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N:
2252
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8
8
2
2
P
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u
n
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s
tu
d
en
ts
’
views
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n
s
kills
g
a
in
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fr
o
m
a
r
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ch
…
(
Ma
d
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C
a
r
men
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co
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S
a
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)
3929
co
llo
q
u
iu
m
f
ac
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ates
d
ialo
g
u
e
an
d
co
llab
o
r
atio
n
,
cr
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tin
g
a
s
p
ac
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f
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r
s
tu
d
en
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to
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ar
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d
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tr
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tity
.
C
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f
r
am
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wit
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in
ac
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d
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llab
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tr
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h
elp
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s
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s
.
T
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m
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n
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f
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l k
n
o
wled
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co
n
s
tr
u
ctio
n
[
1
]
,
[
2
]
.
I
n
th
is
co
n
tex
t,
in
tr
o
d
u
cin
g
a
p
lay
f
u
l
an
d
p
ar
ticip
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o
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eth
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lo
g
ies
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as
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s
h
o
wn
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f
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s
ter
cr
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tiv
ity
,
au
to
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o
m
y
,
an
d
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o
cial
d
ev
elo
p
m
en
t
in
u
n
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er
s
ity
s
tu
d
en
ts
[
3
]
.
T
h
ese
s
tr
ateg
ies
ad
d
r
ess
p
s
y
ch
o
lo
g
ical
a
n
d
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n
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ca
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k
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ts
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im
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ltan
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u
s
ly
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d
er
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h
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w
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f
k
n
o
wled
g
e,
s
k
ills
,
an
d
attitu
d
es
r
elev
an
t
to
th
eir
ac
ad
em
ic
an
d
p
r
o
f
ess
io
n
al
g
r
o
wth
.
C
o
m
p
eten
cy
-
b
ased
ed
u
ca
tio
n
in
cr
ea
s
in
g
ly
ad
o
p
ted
in
h
ig
h
e
r
ed
u
ca
tio
n
,
aim
s
to
d
ev
elo
p
tr
a
n
s
f
er
ab
le
an
d
d
is
cip
lin
e
-
s
p
ec
if
ic
s
k
ills
,
with
a
f
o
cu
s
o
n
life
lo
n
g
lear
n
in
g
[
4
]
.
I
n
a
s
tu
d
en
t
-
ce
n
ter
e
d
lear
n
i
n
g
p
r
o
ce
s
s
,
s
tu
d
en
ts
m
u
s
t
be
willin
g
t
o
wo
r
k
as
a
team
,
d
ev
elo
p
in
g
ca
r
ee
r
m
an
a
g
em
e
n
t
s
k
ills
is
es
s
en
tial
f
o
r
s
tu
d
en
ts
’
f
u
tu
r
e
em
p
l
o
y
ab
ilit
y
a
n
d
c
ar
ee
r
s
u
cc
ess
[
5
]
,
as
ar
g
u
ed
b
y
s
ev
er
al
s
ch
o
lar
s
[
6
]
,
[
7
]
.
Mo
r
eo
v
er
,
th
e
g
u
id
a
n
ce
an
d
s
u
p
p
o
r
t
o
f
teac
h
er
s
r
em
ain
ess
en
tial
in
f
ac
ilit
atin
g
lear
n
in
g
p
r
o
ce
s
s
es
,
esp
ec
ially
th
r
o
u
g
h
f
ee
d
b
ac
k
an
d
s
tr
u
ctu
r
e
d
in
s
tr
u
ctio
n
al
d
e
s
ig
n
[
8
]
.
Un
d
er
s
tan
d
in
g
th
e
p
er
ce
p
tio
n
o
f
u
n
iv
er
s
ity
s
tu
d
e
n
ts
r
eg
ar
d
i
n
g
th
e
s
k
ills
ac
q
u
ir
ed
th
r
o
u
g
h
C
I
I
E
UPA
will
h
elp
d
ev
elo
p
s
tr
ateg
ies
t
h
at
en
h
an
ce
class
r
o
o
m
q
u
alit
y
an
d
f
o
s
ter
s
tu
d
en
ts
’
g
r
o
wth
.
I
t
also
p
r
o
v
id
es
lear
n
in
g
tec
h
n
iq
u
es
an
d
m
eth
o
d
o
lo
g
ies
t
o
ad
a
p
t
to
th
e
s
o
ci
al
an
d
lab
o
r
ch
an
g
es
in
to
d
ay
’
s
g
lo
b
alize
d
wo
r
ld
.
T
h
is
is
wh
y
v
ar
io
u
s
m
eth
o
d
s
,
tech
n
iq
u
es,
an
d
p
r
o
ce
d
u
r
es
m
u
s
t
b
e
co
n
s
id
er
ed
,
en
s
u
r
in
g
th
at
s
tu
d
en
t
ass
es
s
m
en
t
in
h
ig
h
e
r
ed
u
ca
tio
n
is
f
o
r
m
ativ
e
an
d
c
o
m
p
ete
n
cy
-
d
r
i
v
en
[
9
]
.
E
d
u
ca
tio
n
h
a
s
u
n
d
er
g
o
n
e
a
g
r
ea
t
m
etam
o
r
p
h
o
s
is
d
u
r
in
g
th
e
las
t
d
ec
ad
e
an
d
h
as
s
h
o
wn
th
e
n
ee
d
to
ad
ap
t
to
th
e
v
ar
io
u
s
to
o
ls
p
r
o
v
id
e
d
b
y
in
f
o
r
m
atio
n
an
d
c
o
m
m
u
n
icatio
n
tech
n
o
lo
g
ies
(
I
C
T
)
[
1
0
]
.
A
s
o
ciety
th
at
in
cr
ea
s
in
g
ly
d
em
an
d
s
a
n
ew
s
tu
d
en
t
p
r
o
f
ile
—
o
n
e
th
at
r
esp
o
n
d
s
to
tech
n
o
lo
g
ical
a
d
v
an
ce
s
an
d
ch
an
g
in
g
wo
r
k
en
v
ir
o
n
m
en
ts
—
r
eq
u
ir
es
f
lex
ib
le
ed
u
ca
tio
n
al
m
o
d
els
th
at
p
r
o
m
o
te
ef
f
ec
tiv
e
lear
n
in
g
an
d
f
ac
i
litate
ac
ce
s
s
to
ed
u
ca
tio
n
,
r
e
g
ar
d
less
o
f
tim
e
an
d
s
p
ac
e
[
1
0
]
.
I
t
is
ess
en
tial
to
n
o
te
th
e
th
eo
r
etica
l
co
n
n
ec
tio
n
s
b
etwe
en
co
n
s
tr
u
ctiv
is
m
an
d
ac
tiv
e
lear
n
in
g
.
Har
tik
ain
en
et
a
l
.
[
1
1
]
a
r
g
u
es
th
at
ac
tiv
e
lear
n
in
g
is
m
o
r
e
o
f
an
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
th
an
a
lear
n
in
g
co
n
ce
p
t
its
elf
.
Mo
r
eo
v
er
,
r
esear
ch
in
d
icate
s
th
at
s
tu
d
en
t
-
ce
n
ter
e
d
an
d
ac
tiv
atin
g
in
s
tr
u
ctio
n
al
m
eth
o
d
s
lea
d
to
s
ig
n
if
ican
t
lear
n
in
g
ac
h
iev
e
m
en
ts
an
d
,
p
ar
ticu
lar
ly
,
th
e
d
ev
elo
p
m
en
t
o
f
ess
en
tial
co
m
p
et
en
cies
f
o
r
wo
r
k
in
g
life
[
1
2
]
,
[
1
3
]
.
T
h
ese
co
m
p
et
en
cies
ar
e
cr
itical
as
s
tu
d
en
ts
tr
an
s
itio
n
f
r
o
m
h
ig
h
er
ed
u
ca
tio
n
to
th
e
la
b
o
r
m
ar
k
et.
Activ
e
lear
n
in
g
,
as
a
b
r
o
ad
an
d
s
tu
d
en
t
-
ce
n
te
r
ed
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
,
h
as
g
ain
ed
co
n
s
id
er
a
b
le
atten
tio
n
f
o
r
its
r
o
le
in
f
o
s
ter
i
n
g
th
ese
s
k
ills
[
1
4
]
.
Activ
e
le
ar
n
in
g
h
as
b
ee
n
s
h
o
w
n
to
en
h
an
ce
s
elf
-
d
ir
ec
ted
an
d
d
ee
p
lear
n
i
n
g
,
im
p
r
o
v
e
c
o
m
m
u
n
icatio
n
ab
ilit
ies,
an
d
f
ac
ilit
ate
th
e
in
teg
r
atio
n
o
f
th
eo
r
y
an
d
p
r
ac
tice
th
e
s
y
n
th
esis
o
f
th
eo
r
y
an
d
p
r
ac
tic
e
[
1
5
]
–
[
1
7
]
,
wh
ich
p
r
o
m
o
tes th
e
d
ev
elo
p
m
en
t
o
f
s
p
ec
if
ic
s
k
i
lls
[
1
8
]
.
2.
M
E
T
H
O
D
T
h
e
s
tu
d
y
f
o
llo
wed
a
q
u
alita
tiv
e
ap
p
r
o
a
ch
with
a
d
escr
ip
t
iv
e
s
co
p
e.
I
t
e
m
p
lo
y
e
d
ac
tio
n
r
esear
ch
m
eth
o
d
o
l
o
g
y
to
tr
ac
k
th
e
ap
p
licatio
n
o
f
th
e
teac
h
in
g
m
et
h
o
d
s
at
ev
er
y
s
tag
e.
Data
was
co
llected
th
r
o
u
g
h
p
ar
ticip
an
t
o
b
s
er
v
atio
n
.
T
h
e
s
tu
d
y
f
o
cu
s
ed
o
n
s
ec
o
n
d
-
a
n
d
th
ir
d
-
s
em
ester
s
tu
d
en
ts
en
r
o
lled
in
th
e
So
f
twar
e
E
n
g
in
ee
r
in
g
C
o
m
p
eten
cy
Un
i
t
d
u
r
i
n
g
cy
cles
2
0
2
2
A
an
d
2
0
2
2
B
.
I
n
t
o
tal,
1
0
5
m
ale
s
tu
d
en
ts
an
d
4
5
f
em
ale
s
tu
d
en
ts
p
ar
ticip
ated
.
T
h
e
ch
o
ice
o
f
r
esear
ch
m
eth
o
d
was
b
ased
o
n
th
e
u
n
d
er
s
tan
d
in
g
th
at
r
esear
ch
p
r
o
ce
s
s
es
—
esp
ec
ially
f
o
r
n
o
v
ice
r
esear
ch
er
s
—
r
eq
u
ir
e
d
ep
t
h
a
n
d
r
ef
lex
iv
ity
r
ath
e
r
th
an
r
ig
id
s
im
p
lific
atio
n
[
1
9
]
.
T
h
e
e
v
alu
atio
n
p
r
o
ce
s
s
f
o
cu
s
ed
o
n
f
o
u
r
k
ey
asp
ec
ts
:
i
)
in
f
o
r
m
atio
n
s
ea
r
ch
;
ii
)
o
r
g
an
izatio
n
o
f
in
f
o
r
m
atio
n
an
d
th
e
u
s
e
o
f
b
ib
lio
g
r
ap
h
ic
r
e
f
er
en
ce
s
f
o
llo
win
g
APA
7
f
o
r
m
at
;
iii
)
ac
ad
em
ic
r
ep
o
r
t,
wh
ic
h
in
clu
d
ed
a
lo
g
d
o
c
u
m
en
tin
g
th
eir
r
esear
ch
p
r
o
g
r
ess
v
ia
T
r
ello
;
an
d
iv
)
o
r
al
p
r
esen
tatio
n
,
co
n
d
u
cted
i
n
u
n
iv
er
s
ity
au
d
ito
r
iu
m
s
u
s
in
g
th
e
co
llo
q
u
iu
m
f
o
r
m
at.
Usi
n
g
estab
lis
h
ed
r
u
b
r
ics,
th
r
ee
ju
d
g
es
ass
es
s
ed
s
tu
d
en
ts
’
ab
ilit
y
to
d
e
m
o
n
s
tr
ate
a
n
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
to
p
ic,
p
u
b
lic
s
p
ea
k
in
g
s
k
ills
,
an
d
team
wo
r
k
.
T
h
e
r
esear
ch
u
n
f
o
ld
e
d
in
th
e
f
o
llo
win
g
p
h
ases
:
i
)
Qu
esti
o
n
s
wer
e
g
en
er
ate
d
to
k
n
o
w
th
e
s
tu
d
en
ts
’
id
ea
s
r
eg
ar
d
in
g
th
e
t
o
p
ic
p
r
esen
ted
at
th
e
C
I
I
E
UPA;
ii
)
Desig
n
o
f
th
e
ac
tio
n
p
lan
:
th
e
an
s
wer
s
to
th
e
q
u
esti
o
n
s
g
en
er
ated
allo
wed
u
s
to
co
n
ce
iv
e
a
p
lan
with
wh
ic
h
ea
ch
p
ar
ticip
an
t
c
o
u
ld
f
ee
l
i
n
ter
ested
in
g
ettin
g
in
v
o
lv
ed
;
iii
)
I
m
p
lem
e
n
tin
g
t
h
e
ac
tio
n
p
lan
,
wh
ich
in
v
o
lv
ed
s
im
u
latin
g
p
r
esen
tatio
n
s
,
r
ec
eiv
in
g
au
d
ie
n
ce
q
u
esti
o
n
s
an
d
p
r
o
v
i
d
in
g
f
e
ed
b
ac
k
to
e
n
g
ag
e
s
tu
d
e
n
ts
f
u
r
th
er
;
an
d
iv
)
E
x
ec
u
tin
g
ac
tio
n
p
lan
with
th
e
f
in
al
p
len
ar
y
p
r
esen
tatio
n
at
th
e
“
co
llo
q
u
iu
m
g
ettin
g
s
tar
ted
in
r
esear
ch
: p
r
o
ac
tiv
e
u
n
i
v
er
s
ity
s
tu
d
en
ts
.
”
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
9
2
8
-
3934
3930
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
o
d
a
y
,
tec
h
n
o
l
o
g
y
is
e
v
o
lv
in
g
at
a
n
ex
p
o
n
e
n
ti
al
p
ac
e
,
r
e
q
u
i
r
i
n
g
s
t
u
d
e
n
ts
t
o
d
e
v
elo
p
k
e
y
co
m
p
et
en
cies
f
o
r
th
e
p
r
o
f
ess
io
n
al
e
n
v
i
r
o
n
m
e
n
t
[
2
0
]
,
[
2
1
]
.
I
n
th
is
c
o
n
te
x
t
,
I
n
y
Sis
r
e
co
g
n
i
ze
s
th
e
im
p
o
r
ta
n
c
e
o
f
s
k
il
ls
d
ev
el
o
p
m
en
t
a
n
d
a
g
r
ee
s
w
it
h
s
t
u
d
ies
[
2
2
]
,
[
2
3
]
,
w
h
o
h
i
g
h
li
g
h
t
t
h
a
t
s
t
u
d
en
ts
s
h
o
u
l
d
r
e
ce
i
v
e
c
o
n
ti
n
u
o
u
s
f
e
ed
b
a
c
k
an
d
r
ei
n
f
o
r
c
em
en
t
t
o
e
n
h
a
n
ce
t
h
e
ir
c
o
m
p
ete
n
cies
a
n
d
a
b
i
liti
es.
T
h
e
C
I
I
E
UPA
f
o
c
u
s
es
o
n
g
u
i
d
i
n
g
th
e
s
tu
d
e
n
t
’
s
l
ea
r
n
i
n
g
p
r
o
c
ess
b
y
l
ev
er
ag
in
g
t
h
ei
r
p
r
i
o
r
k
n
o
wl
e
d
g
e
a
n
d
s
k
ills
w
h
il
e
p
r
o
m
o
ti
n
g
th
e
d
e
v
el
o
p
m
e
n
t
o
f
n
ew
c
o
m
p
e
te
n
c
ies
t
h
r
o
u
g
h
a
n
a
cti
v
e
a
n
d
c
o
ll
ab
o
r
at
iv
e
l
e
ar
n
i
n
g
m
et
h
o
d
o
l
o
g
y
.
T
h
is
a
p
p
r
o
ac
h
s
u
p
p
o
r
ts
t
h
e
clai
m
s
o
f
p
r
e
v
i
o
u
s
au
th
o
r
s
[
2
4
]
,
[
2
5
]
,
w
h
o
e
m
p
h
asi
ze
t
h
e
im
p
o
r
ta
n
c
e
o
f
s
u
p
p
o
r
ti
n
g
s
tu
d
e
n
ts
in
t
h
ei
r
tr
a
n
s
f
o
r
m
at
io
n
in
to
a
cti
v
e
,
p
e
r
ce
p
ti
v
e
,
ad
ap
ta
b
l
e
t
h
i
n
k
e
r
s
,
c
r
ea
ti
v
e
p
r
o
b
le
m
s
o
l
v
e
r
s
,
a
n
d
e
n
g
a
g
e
d
citi
ze
n
s
.
I
n
th
is
r
e
g
a
r
d
,
e
d
u
ca
ti
o
n
al
i
n
s
ti
tu
t
io
n
s
p
l
a
y
a
cr
u
c
ial
r
o
le
i
n
p
r
o
v
id
i
n
g
th
e
n
ec
ess
ar
y
t
o
o
ls
f
o
r
t
h
eir
d
e
v
e
lo
p
m
e
n
t
.
Var
io
u
s
s
tu
d
ies
o
n
s
k
ill
d
ev
e
lo
p
m
en
t
h
ig
h
lig
h
t
th
e
c
o
m
p
e
ten
cies
o
f
th
e
2
1
s
t
ce
n
tu
r
y
,
wh
ich
ar
e
ess
en
tial f
o
r
co
m
p
etitiv
en
ess
in
to
d
ay
’
s
b
u
s
in
ess
wo
r
ld
.
I
n
r
esp
o
n
s
e
to
th
e
n
ee
d
to
m
aster
th
ese
co
m
p
eten
cies,
C
I
I
E
UPA
i
s
co
m
m
itted
to
h
elp
in
g
s
tu
d
en
ts
ac
q
u
ir
e
k
ey
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
[
2
6
]
,
s
u
ch
as
co
o
p
er
atio
n
an
d
co
llab
o
r
atio
n
,
co
m
m
u
n
icatio
n
,
cr
itical
th
in
k
in
g
,
life
lo
n
g
l
ea
r
n
in
g
,
an
d
e
n
tr
ep
r
en
eu
r
s
h
i
p
[
2
7
]
.
Am
o
n
g
t
h
e
b
en
ef
its
o
f
f
e
r
ed
b
y
C
I
I
E
UPA
is
th
e
ab
ilit
y
to
h
elp
s
tu
d
en
ts
m
an
ag
e
th
eir
lear
n
in
g
p
r
o
ce
s
s
es
an
d
f
o
s
ter
th
eir
cr
ea
tiv
ity
in
th
eir
ch
o
s
en
f
iel
d
s
o
f
wo
r
k
.
T
ea
ch
er
s
ca
n
b
et
ter
p
r
ep
ar
e
s
tu
d
en
ts
f
o
r
th
e
f
u
tu
r
e
b
y
ac
q
u
ir
i
n
g
s
k
ills
lik
e
th
o
s
e
m
en
tio
n
ed
.
C
r
itical
th
in
k
in
g
is
im
p
l
em
en
ted
b
y
a
d
d
r
ess
in
g
p
r
o
b
lem
s
,
ev
alu
atin
g
ass
u
m
p
tio
n
s
,
ju
s
tify
in
g
r
esp
o
n
s
es,
co
n
d
u
ctin
g
r
esear
ch
,
an
d
m
ak
in
g
j
u
d
g
m
e
n
ts
[
2
8
]
.
Se
ar
ch
in
g
,
a
n
aly
zin
g
,
an
d
e
v
alu
atin
g
in
f
o
r
m
atio
n
a
r
e
cr
u
cial
s
k
ills
in
a
n
y
d
ec
is
io
n
-
m
ak
i
n
g
p
r
o
ce
s
s
,
a
n
d
cr
itic
al
th
in
k
er
s
alwa
y
s
s
ee
k
an
d
ex
p
r
ess
co
n
n
ec
tio
n
s
b
etwe
en
th
e
is
s
u
es a
t h
an
d
an
d
o
th
er
r
elev
an
t e
x
p
er
ien
ce
s
[
2
9
]
.
3
.
1
.
T
hem
es
I
n
th
is
p
h
ase,
th
e
p
ar
ticip
atin
g
s
tu
d
en
ts
’
in
ter
est to
p
ics ar
e
e
x
p
lo
r
ed
th
r
o
u
g
h
a
b
r
ai
n
s
to
r
m
i
n
g
s
ess
io
n
.
T
h
e
g
o
al
is
to
i
d
en
tify
th
e
to
p
ic
th
at
g
en
u
in
ely
ex
cites
th
em
,
wh
ich
t
h
ey
will
later
p
r
esen
t
in
p
le
n
ar
y
to
s
h
ar
e
with
th
e
o
th
er
lis
ten
in
g
p
ar
ticip
an
ts
.
T
h
e
to
p
ics
p
r
o
p
o
s
ed
i
n
th
is
p
h
ase,
all
r
elate
d
to
th
e
f
ield
o
f
tech
n
o
lo
g
y
an
d
th
e
f
o
u
r
th
in
d
u
s
tr
ial
r
ev
o
lu
tio
n
,
i
n
clu
d
ed
th
e
im
p
ac
t
o
f
ch
atb
o
ts
o
n
e
d
u
ca
tio
n
,
3
D
p
r
in
tin
g
,
h
o
w
th
e
in
ter
n
et
o
f
th
in
g
s
(
I
o
T
)
in
f
lu
e
n
ce
s
ed
u
ca
tio
n
,
an
d
th
e
in
f
lu
e
n
ce
o
f
g
am
er
s
o
n
s
o
ciety
,
am
o
n
g
o
th
er
s
.
I
n
y
Sis
g
u
id
es
th
e
s
tu
d
e
n
ts
’
s
tu
d
y
p
r
o
ce
s
s
o
f
th
e
to
p
ics
p
r
o
p
o
s
ed
b
y
th
em
.
Stu
d
en
ts
ap
p
l
y
th
eir
k
n
o
wled
g
e
an
d
s
k
ills
wh
ile
p
r
o
m
o
tin
g
th
e
d
ev
el
o
p
m
en
t
o
f
co
m
p
eten
cies
t
h
r
o
u
g
h
th
e
ac
tiv
e
an
d
c
o
l
lab
o
r
ativ
e
lea
r
n
in
g
m
eth
o
d
o
l
o
g
y
i
n
th
e
C
I
I
E
UPA
p
ar
ticip
atio
n
.
3
.
2
.
Desig
n a
nd
im
plem
ent
a
t
io
n o
f
t
he
a
ct
i
o
n pla
n
I
n
th
is
p
h
ase,
th
e
in
itial
v
i
s
io
n
is
ad
ju
s
ted
,
an
d
th
e
o
b
jectiv
e
is
r
ed
ef
in
ed
b
ased
o
n
f
ee
d
b
ac
k
.
T
h
e
u
n
iv
er
s
ity
s
tu
d
en
ts
’
in
itiativ
e
t
o
d
is
co
v
er
th
e
im
p
ac
t th
eir
p
r
e
s
en
tatio
n
co
u
ld
h
av
e
o
n
th
e
lis
ten
in
g
p
ar
ticip
a
n
ts
o
f
th
e
C
I
I
E
UPA
is
tak
en
i
n
to
ac
co
u
n
t.
Fro
m
th
is
,
a
n
ac
tio
n
p
r
o
p
o
s
al
was
d
esig
n
ed
to
i
m
p
ac
t
th
e
s
tu
d
e
n
t
’
s
lear
n
in
g
ex
p
er
ien
ce
p
o
s
itiv
ely
.
B
ef
o
r
e
th
e
co
llo
q
u
iu
m
,
a
m
eth
o
d
o
lo
g
ical
ad
ju
s
tm
en
t
p
r
o
ce
s
s
is
ca
r
r
ied
o
u
t b
ased
o
n
c
o
-
co
n
s
tr
u
ctio
n
,
with
th
e
ac
tiv
e
p
ar
ticip
atio
n
o
f
d
i
f
f
er
en
t
s
tak
eh
o
ld
er
s
(
p
r
esen
ter
s
an
d
a
u
d
ien
ce
)
.
T
h
is
p
r
o
ce
s
s
allo
ws
p
ar
ticip
an
ts
to
ex
p
l
o
r
e
th
e
th
eo
r
etica
l
p
o
s
s
ib
ilit
ies
o
f
th
e
to
p
ic
an
d
c
h
o
o
s
e
th
e
lin
es
o
f
s
u
p
p
o
r
t
f
o
r
th
eir
r
esear
ch
.
T
h
r
o
u
g
h
o
u
t
t
h
is
p
h
ase,
cir
cu
lar
f
ee
d
b
ac
k
p
r
o
c
ess
es
ar
e
co
n
tin
u
e
d
,
f
o
s
ter
in
g
co
n
tin
u
o
u
s
,
an
d
co
llab
o
r
ativ
e
lear
n
in
g
.
T
h
e
s
tu
d
en
ts
s
h
ar
e
th
eir
ex
p
er
ien
ce
s
:
“
Th
e
s
imu
la
tio
n
o
f
b
ein
g
in
th
e
a
u
d
ito
r
iu
m
p
r
esen
tin
g
my
to
p
ic
w
a
s
cri
tica
l
b
ec
a
u
s
e
th
e
g
en
era
ted
q
u
esti
o
n
s
ma
d
e
me
r
eflec
t o
n
it,
a
n
d
I
co
n
s
id
er it
g
o
o
d
fee
d
b
a
ck
.
”
(
Stu
d
en
t
)
“
I
l
ik
e
t
h
e
to
p
i
c
t
h
a
t
I
a
m
g
o
in
g
t
o
p
r
es
en
t,
I
l
ik
e
it
a
l
o
t
,
b
u
t
I
a
m
a
fr
a
i
d
o
f s
p
e
a
k
in
g
i
n
p
u
b
l
ic,
a
n
d
th
is
s
im
u
l
a
t
i
o
n
o
f
b
ei
n
g
in
t
h
e
a
u
d
it
o
r
i
u
m
h
a
s
i
n
s
p
ir
e
d
me
t
o
fa
c
e
it
b
ec
a
u
s
e
t
h
e
fee
d
b
a
c
k
fr
o
m
my
cla
s
s
ma
tes
w
it
h
th
eir
r
ec
o
m
me
n
d
a
ti
o
n
s
a
n
d
q
u
esti
o
n
s
m
a
d
e
me
fee
l
co
n
f
id
e
n
ce
.
”
(
St
u
d
e
n
t
)
“
I
t
s
ee
ms
th
a
t
th
is
s
tr
a
teg
y
o
f
p
a
r
ticip
a
tin
g
in
t
h
e
co
llo
q
u
iu
m
in
clu
d
es
a
d
iffer
en
t
w
a
y
o
f
d
ev
elo
p
in
g
s
kills
,
a
n
d
I
a
m
i
n
teres
ted
in
g
r
o
w
in
g
in
a
ll a
s
p
e
cts;
I
liked
p
a
r
ticip
a
tin
g
!
”
(
Stu
d
en
t)
“
I
d
o
n
o
t
like
to
p
a
r
ticip
a
te.
I
feel
a
n
xiety
a
n
d
fe
a
r
,
b
u
t
I
mu
s
t
lea
r
n
to
o
ve
r
co
me
it;
h
a
vin
g
b
ee
n
in
fr
o
n
t o
f
my
g
r
o
u
p
in
t
h
e
s
imu
la
tio
n
o
f
th
e
C
o
llo
q
u
iu
m
h
el
p
ed
me
a
l
o
t;
my
cla
s
s
ma
tes
b
eh
a
ve
d
ma
tu
r
ely
a
n
d
lis
ten
ed
to
me
a
t
ten
tively,
w
h
ich
ma
d
e
me
feel
g
o
o
d
.
”
(
Stu
d
en
t)
“
Th
e
q
u
esti
o
n
s
th
ey
a
s
ke
d
me
a
fter
I
p
r
esen
ted
my
to
p
ic
ma
d
e
me
r
ea
liz
e
th
a
t
I
n
ee
d
to
p
r
ep
a
r
e
mo
r
e.
I
mu
s
t
b
e
mo
r
e
r
ea
d
y
f
o
r
th
e
r
ea
l
C
o
llo
q
u
iu
m.
F
o
r
t
u
n
a
tely,
t
h
is
w
a
s
a
s
imu
la
tio
n
.
I
a
m
g
o
in
g
t
o
p
r
ep
a
r
e
mo
r
e!
”
(
Stu
d
en
t)
3
.
3
.
E
x
ec
utio
n o
f
t
he
a
ct
io
n pla
n
I
n
th
is
p
h
ase,
a
co
n
clu
s
iv
e
f
ee
d
b
ac
k
s
ess
io
n
an
d
clo
s
u
r
e
ar
e
ca
r
r
ied
o
u
t,
m
ar
k
in
g
th
e
b
e
g
in
n
in
g
o
f
th
e
p
r
o
ce
s
s
’
s
im
p
lem
en
tatio
n
an
d
m
o
n
ito
r
in
g
.
T
h
is
cy
cle
also
in
co
r
p
o
r
ates
th
e
cir
cu
lar
p
r
o
ce
s
s
es
o
f
f
ee
d
b
ac
k
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
P
r
o
a
ctive
u
n
ivers
ity
s
tu
d
en
ts
’
views
o
n
s
kills
g
a
in
ed
fr
o
m
a
r
esea
r
ch
…
(
Ma
d
el
C
a
r
men
N
o
la
s
co
-
S
a
lce
d
o
)
3931
an
d
p
r
o
d
u
ctio
n
,
en
s
u
r
i
n
g
co
n
s
tan
t
ev
alu
atio
n
an
d
ad
ju
s
tm
en
t.
T
h
e
p
h
ases
o
f
th
e
r
esear
ch
p
r
o
ce
s
s
in
v
o
l
v
e
co
n
tin
u
o
u
s
lear
n
in
g
,
b
o
t
h
in
t
h
e
class
r
o
o
m
an
d
am
o
n
g
th
e
c
o
llo
q
u
iu
m
p
ar
ticip
an
ts
,
wh
o
u
ltima
tely
d
eter
m
in
e
th
e
p
ac
e
an
d
tim
e
n
ee
d
ed
f
o
r
its
d
ev
elo
p
m
en
t
.
I
n
g
en
e
r
al
ter
m
s
,
th
r
ee
s
ess
io
n
s
ar
e
p
lan
n
ed
f
o
r
th
e
i
n
itial
cy
cle,
f
iv
e
f
o
r
th
e
ce
n
tr
al
cy
c
le,
an
d
two
f
o
r
th
e
f
i
n
al
cy
cl
e.
T
h
e
d
esig
n
ed
in
s
tr
u
m
en
ts
ar
e
co
n
s
id
er
e
d
an
d
ad
ju
s
ted
ac
co
r
d
i
n
g
to
t
h
e
n
ee
d
s
id
en
tifie
d
in
ea
ch
p
h
ase
f
o
r
i
ts
im
p
lem
en
tatio
n
.
D
u
r
i
n
g
t
h
e
p
r
a
c
t
i
c
al
a
p
p
l
i
ca
t
i
o
n
,
i
t
w
as
o
b
s
e
r
v
e
d
t
h
a
t
a
s
s
t
u
d
e
n
t
s
e
n
g
a
g
e
i
n
c
o
-
c
o
n
s
t
r
u
c
t
i
o
n
,
a
p
o
s
i
t
i
v
e
d
y
n
a
m
i
c
i
s
g
e
n
e
r
a
t
e
d
t
h
at
e
n
h
a
n
c
e
s
t
h
e
d
e
v
el
o
p
m
e
n
t
o
f
th
e
e
x
p
e
r
i
e
n
c
e
.
T
h
is
a
p
p
r
o
a
c
h
c
o
n
t
r
i
b
u
t
e
s
t
o
t
h
e
p
r
o
c
e
s
s
’
s
s
u
s
t
ai
n
a
b
i
l
it
y
a
n
d
i
n
c
r
e
a
s
es
t
h
e
l
i
k
el
i
h
o
o
d
t
h
a
t
s
t
u
d
e
n
ts
wi
l
l
c
o
m
m
i
t
t
o
th
e
p
r
o
c
e
s
s
a
n
d
i
ts
i
m
p
l
e
m
e
n
t
a
ti
o
n
.
T
h
e
3
-
d
a
y
c
o
l
l
o
q
u
i
u
m
t
a
k
es
p
la
c
e
o
n
t
h
e
C
i
é
n
e
g
a
c
a
m
p
u
s
d
u
r
i
n
g
t
h
e
t
h
i
r
d
w
e
e
k
o
f
M
a
y
o
f
s
c
h
o
o
l
y
e
a
r
A
a
n
d
i
n
t
h
e
f
i
r
s
t
w
e
e
k
o
f
D
e
c
e
m
b
e
r
o
f
s
c
h
o
o
l
y
e
a
r
B
.
S
p
ea
k
e
r
s
p
r
o
m
o
t
e
a
ct
i
v
e
d
i
s
c
u
s
s
i
o
n
i
n
a
w
o
r
k
s
h
o
p
-
l
i
k
e
e
n
v
i
r
o
n
m
e
n
t
.
T
h
e
t
o
p
i
c
o
f
t
h
e
c
o
ll
o
q
u
i
u
m
is
d
i
f
f
e
r
e
n
t
e
ac
h
s
c
h
o
o
l
y
e
a
r
,
an
d
t
h
e
r
e
is
al
w
a
y
s
s
o
m
e
t
h
i
n
g
n
e
w
.
S
o
m
e
t
o
p
i
cs
a
r
e
r
e
p
e
a
t
e
d
o
r
d
e
e
p
e
n
e
d
f
r
o
m
p
r
e
v
i
o
u
s
c
o
l
l
o
q
u
i
u
m
s
d
u
e
t
o
t
h
e
i
r
c
o
n
t
i
n
u
e
d
r
e
l
e
v
a
n
c
e
a
n
d
p
o
p
u
l
a
r
i
t
y
,
l
e
a
d
in
g
t
o
v
a
r
i
o
u
s
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
s
.
G
e
n
e
r
a
ll
y
,
t
o
p
i
c
s
i
n
c
l
u
d
e:
i
)
c
o
o
p
e
r
a
t
i
v
e
a
n
d
a
c
t
i
v
e
l
e
a
r
n
i
n
g
;
i
i
)
e
f
f
e
c
t
i
v
e
u
s
e
o
f
d
is
c
u
s
s
i
o
n
;
i
i
i
)
t
e
c
h
n
o
l
o
g
i
es
i
n
e
d
u
c
a
t
i
o
n
;
a
n
d
i
v
)
t
h
e
I
o
T
a
n
d
d
e
v
e
l
o
p
m
e
n
t
o
f
c
r
i
t
i
c
al
-
r
e
f
l
e
ct
i
v
e
t
h
i
n
k
i
n
g
.
A
f
te
r
p
a
r
t
i
c
i
p
a
ti
n
g
i
n
t
h
e
c
o
ll
o
q
u
i
u
m
,
s
o
m
e
s
t
u
d
e
n
ts
e
x
p
r
es
s
e
d
t
h
e
f
o
l
l
o
w
i
n
g
:
“
I
h
a
ve
lea
r
n
e
d
to
b
e
mo
r
e
crea
tive.
”
(
Stu
d
en
t)
“
I
felt a
r
en
ewed
en
th
u
s
ia
s
m
fo
r
my
lea
r
n
in
g
.
”
(
Stu
d
e
n
t)
“
I
t wa
s
ve
r
y
in
fo
r
ma
tive
to
h
ea
r
a
n
d
ex
p
erien
ce
th
e
d
ivers
ity
o
f le
a
r
n
in
g
.
”
(
Stu
d
en
t)
“
.
.
.
p
r
o
vid
ed
a
u
n
iq
u
e
o
p
p
o
r
tu
n
ity
to
ex
ch
a
n
g
e
id
ea
s
w
ith
cl
a
s
s
ma
tes
fr
o
m
d
iffe
r
en
t
g
r
o
u
p
s
a
n
d
g
r
a
d
es.
”
(
Stu
d
en
t)
“
.
.
.
ma
d
e
me
r
ea
liz
e
th
a
t
th
ere
w
a
s
a
co
mmu
n
ity
o
f
tea
ch
ers
i
n
teres
ted
in
imp
r
o
vin
g
th
e
tea
ch
in
g
-
lea
r
n
in
g
p
r
o
ce
s
s
a
t th
e
u
n
ivers
ity.
”
(
Stu
d
en
t)
“
.
.
.
co
o
l.
.
.
”
(
Stu
d
e
n
t)
“
P
a
r
ticip
a
tin
g
in
th
e
C
o
llo
q
u
iu
m
ma
d
e
me
r
ea
liz
e
th
a
t
my
c
la
s
s
ma
tes
h
a
ve
mu
ch
to
tea
ch
me
in
my
tea
ch
in
g
-
lea
r
n
i
n
g
p
r
o
ce
s
s
.
.
.
”
(
Stu
d
en
t)
T
h
r
o
u
g
h
f
o
r
m
al
e
v
alu
atio
n
s
an
d
in
f
o
r
m
al
f
ee
d
b
ac
k
,
s
tu
d
e
n
ts
co
n
s
is
ten
tly
ap
p
lau
d
t
h
e
co
llo
q
u
iu
m
an
d
r
e
v
ea
l
h
o
w
it
b
e
n
ef
its
th
em
p
r
o
f
ess
io
n
ally
.
W
h
ile
th
e
y
r
ec
o
g
n
ize
th
e
v
alu
e
o
f
th
e
s
p
ea
k
er
s
an
d
to
p
ics,
th
ey
f
in
d
th
e
m
o
s
t
b
en
ef
icia
l
asp
ec
t
o
f
th
e
co
llo
q
u
iu
m
i
s
th
e
way
it
f
o
s
ter
s
co
lleg
ia
lity
.
T
h
ey
f
in
d
th
e
o
p
p
o
r
tu
n
ity
to
in
te
r
ac
t
with
s
tu
d
en
ts
an
d
f
ac
u
lty
f
r
o
m
o
th
er
d
is
cip
lin
es
to
b
e
h
ig
h
ly
s
tim
u
latin
g
an
d
r
ewa
r
d
in
g
,
an
o
u
tco
m
e
th
at
is
co
n
s
is
ten
t w
ith
th
at
o
f
o
th
e
r
s
.
T
h
e
lear
n
in
g
ass
ess
m
en
t
in
v
o
lv
ed
th
e
d
is
cu
s
s
io
n
g
r
o
u
p
in
s
tr
u
m
en
t
tech
n
iq
u
e
,
wh
ich
g
en
er
ated
a
s
o
cializin
g
s
ce
n
ar
io
o
f
id
ea
s
an
d
k
n
o
wled
g
e
r
eg
ar
d
in
g
th
e
C
I
I
E
UPA.
T
h
e
ef
f
ec
tiv
en
ess
o
f
ac
tiv
e
lear
n
in
g
s
tr
ateg
ies
d
em
o
n
s
tr
ates
th
at
th
e
r
o
le
o
f
th
e
teac
h
er
s
er
v
es
as
a
g
u
id
e
in
t
h
e
ed
u
ca
tio
n
al
jo
u
r
n
ey
.
T
h
e
p
o
s
s
ib
ilit
y
o
f
class
o
p
tim
izatio
n
h
as
also
b
ee
n
c
o
n
f
ir
m
e
d
th
r
o
u
g
h
th
e
im
p
lem
e
n
tatio
n
o
f
wo
r
k
s
h
o
p
s
,
an
d
teac
h
er
s
’
an
d
s
tu
d
en
ts
’
q
u
alitativ
e
ass
e
s
s
m
en
ts
o
f
th
e
teac
h
in
g
-
lear
n
in
g
p
r
o
ce
s
s
h
av
e
b
ee
n
id
en
tifie
d
[
3
0
]
.
Activ
e
lear
n
in
g
m
eth
o
d
o
l
o
g
i
es
h
av
e
b
ee
n
s
h
o
wn
to
s
ig
n
if
ican
tly
e
n
h
an
ce
s
tu
d
en
ts
’
en
g
a
g
em
en
t
an
d
p
er
f
o
r
m
an
ce
,
f
o
s
ter
in
g
n
o
t
o
n
ly
ac
ad
em
ic
s
u
cc
ess
b
u
t
also
th
e
d
ev
elo
p
m
en
t
o
f
s
k
ills
n
ec
es
s
ar
y
f
o
r
m
ea
n
in
g
f
u
l p
ar
ticip
atio
n
in
s
o
ciety
[
3
1
]
.
W
in
s
to
n
e
an
d
C
ar
less
[
3
2
]
e
m
p
h
asize
th
e
im
p
o
r
ta
n
ce
o
f
f
o
s
ter
in
g
s
tu
d
e
n
ts
’
ac
tiv
e
en
g
a
g
e
m
en
t
with
f
ee
d
b
ac
k
,
h
ig
h
lig
h
tin
g
th
at
ef
f
ec
tiv
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
es
m
u
s
t
co
n
s
id
er
af
f
ec
tiv
e
co
m
p
o
n
e
n
ts
,
s
u
ch
as
s
tu
d
en
ts
’
attitu
d
es,
em
o
tio
n
s
,
an
d
m
o
tiv
atio
n
s
.
T
h
ese
elem
en
ts
p
lay
a
cr
u
cial
r
o
le
in
h
o
w
lear
n
er
s
in
ter
p
r
et
an
d
u
tili
ze
f
ee
d
b
ac
k
to
d
ev
elo
p
th
e
co
m
p
eten
cies
an
d
s
k
ills
r
eq
u
ir
ed
f
o
r
m
ea
n
in
g
f
u
l
lear
n
i
n
g
.
Ultim
ately
,
th
is
in
v
o
lv
es
id
e
n
tify
in
g
th
e
co
m
p
eten
cies
th
at
ar
e
ac
tiv
ely
en
g
a
g
ed
.
Fu
r
th
er
m
o
r
e
,
T
ik
k
a
n
en
e
t
a
l.
[
3
3
]
p
o
in
t
o
u
t
th
at
th
e
d
ev
elo
p
m
en
t o
f
s
o
cial
an
d
em
o
tio
n
al
s
k
ills
is
cr
u
cial
in
ed
u
ca
tio
n
al
s
ettin
g
s
,
as
in
d
iv
id
u
al
d
if
f
e
r
en
ce
s
in
th
ese
ar
ea
s
ca
n
af
f
ec
t p
ee
r
r
elatio
n
s
h
ip
s
,
p
o
ten
tially
lead
in
g
to
ch
allen
g
es su
ch
as is
o
latio
n
o
r
d
if
f
icu
lties
in
ef
f
ec
tiv
e
co
llab
o
r
atio
n
.
4.
CO
NCLU
SI
O
N
I
t
is
ess
en
tial
to
o
p
tim
ize
an
d
en
co
u
r
ag
e
t
h
e
d
e
v
elo
p
m
e
n
t
o
f
ac
tiv
e
lea
r
n
in
g
m
eth
o
d
o
lo
g
ies
with
in
th
e
class
r
o
o
m
an
d
th
e
lear
n
i
n
g
s
ty
les
o
f
u
n
i
v
er
s
ity
s
tu
d
e
n
ts
,
wh
o
s
e
lear
n
in
g
a
p
p
r
o
ac
h
es
ev
o
lv
e
as
th
ey
ac
q
u
ir
e
t
h
e
n
ec
ess
ar
y
s
k
ills
th
r
o
u
g
h
ac
tiv
e
m
eth
o
d
s
.
T
h
e
r
esu
lts
in
d
icate
t
h
at
C
I
I
E
U
PA,
as
a
teac
h
in
g
s
tr
ateg
y
,
ca
n
b
en
ef
it
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
9
2
8
-
3934
3932
wh
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ac
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C
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2
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(
R
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.
No
.
0
0
1
-
02
-
2
3
)
.
DATA AV
AI
L
AB
I
L
I
T
Y
Data
av
ailab
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y
is
n
o
t
a
p
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ap
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al
y
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d
in
t
h
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s
tu
d
y
.
RE
F
E
R
E
NC
E
S
[
1
]
A
.
S
.
B
u
st
a
ma
n
t
e
,
K
.
N
.
B
e
g
o
l
l
i
,
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.
A
l
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s
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.
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.
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a
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a
n
d
L.
E
.
R
i
c
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a
n
d
,
“
F
r
a
c
t
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n
b
a
l
l
:
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l
a
y
f
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l
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n
d
p
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a
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o
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l
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Psy
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4
.
[
2
]
K
.
S
k
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C
.
M
.
O
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a
r
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l
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.
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y
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.
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r
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C
.
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t
e
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n
s,
a
n
d
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.
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.
R
a
m
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n
i
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a
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i
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a
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r
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n
g
p
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y
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n
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c
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n
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s
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e
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r
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g
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d
d
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o
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me
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d
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s?
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sy
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a
t
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v
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w
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n
d
m
e
t
a
‐
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s,”
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1
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0
.
[
3
]
M
.
Q
i
a
n
a
n
d
K
.
R
.
C
l
a
r
k
,
“
G
a
m
e
-
b
a
sed
Le
a
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n
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n
g
a
n
d
2
1
s
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t
u
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:
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r
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u
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.
[
4
]
M
.
M
u
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d
e
r
,
“
C
o
mp
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t
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c
e
Th
e
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se
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h
:
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S
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n
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-
b
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se
d
V
o
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d
P
ro
f
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ss
i
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n
a
l
E
d
u
c
a
t
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n
:
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d
g
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h
e
W
o
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f
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o
rk
a
n
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c
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t
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.
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,
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h
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m:
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0
.
[
5
]
D
.
Jac
k
so
n
a
n
d
N
.
W
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l
t
o
n
,
“
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man
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d
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k
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r
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,
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e
a
c
h
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n
g
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n
H
i
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r
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1
.
[
6
]
Q
.
M
a
z
u
m
d
e
r
a
n
d
U
.
D
a
k
e
e
v
,
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C
o
mp
a
r
a
t
i
v
e
S
t
u
d
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o
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M
o
t
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v
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o
n
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n
d
L
e
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r
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n
g
S
t
r
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t
e
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e
s
B
e
t
w
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H
i
g
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l
a
n
d
U
n
i
v
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r
s
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t
y
S
t
u
d
e
n
t
s
,
”
i
n
2
0
1
5
A
S
EE
A
n
n
u
a
l
C
o
n
f
e
re
n
c
e
a
n
d
E
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p
o
s
i
t
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o
n
Pr
o
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s
,
2
0
1
5
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p
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6
–
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3
,
d
o
i
:
1
0
.
1
8
2
6
0
/
p
.
2
3
3
6
4
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
P
r
o
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u
n
ivers
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s
tu
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ts
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views
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)
3933
[
7
]
J.
A
.
C
.
H
a
t
t
i
e
a
n
d
G
.
M
.
D
o
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o
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t
h
e
Un
i
v
e
rsid
a
d
Ce
n
tral
“
M
a
rta
Ab
re
u
”
d
e
las
Vill
a
s,
Cu
b
a
.
S
h
e
is
p
a
ss
io
n
a
te
a
b
o
u
t
i
m
p
ro
v
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t
h
e
q
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ty
o
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tea
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n
g
a
n
d
lea
rn
i
n
g
fo
r
u
n
iv
e
rsit
y
stu
d
e
n
ts.
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r
re
se
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rc
h
i
n
tere
sts
fo
c
u
s
o
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tea
c
h
e
rs
a
n
d
th
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ir
t
ra
in
in
g
,
h
i
g
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e
r
e
d
u
c
a
ti
o
n
,
2
1
st
-
c
e
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t
u
ry
tea
c
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n
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lea
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c
las
sro
o
m
re
se
a
rc
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,
y
o
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th
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r
a
c
ti
c
e
s,
a
n
d
th
e
ir
e
d
u
c
a
ti
o
n
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
m
a
.
n
o
las
c
o
@a
c
a
d
e
m
ico
s.u
d
g
.
m
x
;
m
c
n
s0
8
@g
m
a
il
.
c
o
m
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
9
2
8
-
3934
3934
K
leo
p
h
é
Alfa
r
o
-
Ca
ste
ll
a
n
o
s
is
a
p
ro
fe
ss
o
r
a
n
d
re
se
a
rc
h
e
r
a
t
th
e
Cién
e
g
a
Un
iv
e
rsity
Ce
n
ter
o
f
th
e
Un
i
v
e
r
sity
o
f
G
u
a
d
a
laja
ra
.
S
h
e
is
a
c
o
m
p
u
ter
sc
ien
ti
st
fro
m
t
h
e
Un
iv
e
rsity
o
f
G
u
a
d
a
laja
ra
,
m
a
ste
r
in
I
n
fo
rm
a
ti
o
n
Tec
h
n
o
lo
g
y
b
y
CUCEA
-
Un
i
v
e
rsity
o
f
G
u
a
d
a
laja
ra
with
th
e
sis
to
p
ic
“
S
i
m
u
latio
n
o
f
d
o
m
a
in
p
a
tt
e
rn
s
o
f
fe
rro
e
lec
tri
c
m
a
teria
ls
”
.
Also
,
sh
e
h
a
s
P
h
.
D.
in
E
d
u
c
a
ti
o
n
S
c
ien
c
e
s
fro
m
th
e
Un
iv
e
rsit
y
o
f
S
a
n
tan
d
e
r
wit
h
th
e
sis
t
o
p
ic
“
Im
p
a
c
t
o
f
th
e
c
o
m
p
e
ten
c
y
m
o
d
e
l
in
h
i
g
h
sc
h
o
o
l
wit
h
e
n
g
i
n
e
e
rin
g
c
a
re
e
rs
in
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
”
.
O
n
e
o
f
h
e
r
m
a
in
in
t
e
re
sts
is
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
sy
s
tem
s
to
c
o
ll
a
b
o
ra
te
i
n
th
e
imp
ro
v
e
m
e
n
t
o
f
tea
c
h
in
g
i
n
h
ig
h
e
r
e
d
u
c
a
ti
o
n
a
s
we
ll
a
s
t
h
e
g
e
n
e
ra
ti
o
n
o
f
lea
rn
in
g
o
b
jec
ts.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
k
leo
p
h
e
.
a
lfaro
@a
c
a
d
e
m
ico
s.u
d
g
.
m
x
;
k
le
o
p
h
e
.
a
c
@g
m
a
il
.
c
o
m
.
Die
g
o
Ulise
s
Ca
r
r
a
n
z
a
-
S
a
h
a
g
ú
n
is
a
p
ro
fe
ss
o
r
a
t
th
e
C
ién
e
g
a
Un
iv
e
rsit
y
Ce
n
ter
o
f
t
h
e
Un
iv
e
rsity
o
f
G
u
a
d
a
laj
a
ra
.
He
is
a
c
o
m
p
u
ter
e
n
g
in
e
e
r
fro
m
t
h
e
Un
iv
e
rsit
y
o
f
G
u
a
d
a
laja
ra
,
a
m
a
ste
r
o
f
sc
ien
c
e
with
p
r
o
g
ra
m
m
in
g
sp
e
c
ialty
f
ro
m
th
e
Ce
n
tral
Un
i
v
e
rsity
“
M
a
rta
Ab
re
u
”
fro
m
Las
Vill
a
s
a
n
d
a
P
h
.
D.
in
S
c
ien
c
e
with
a
fo
c
u
s
o
n
c
o
m
p
u
ti
n
g
a
n
d
a
u
to
m
a
ti
o
n
fro
m
th
e
U
n
iv
e
rsit
y
o
f
G
u
a
d
a
laja
ra
.
On
e
o
f
h
is
m
a
in
in
tere
sts
is
th
e
d
e
v
e
l
o
p
m
e
n
t
o
f
sy
ste
m
s
to
c
o
ll
a
b
o
ra
te
in
t
h
e
imp
ro
v
e
m
e
n
t
o
f
tea
c
h
i
n
g
i
n
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
d
ie
g
o
.
c
a
rra
n
z
a
@a
c
a
d
e
m
i
c
o
s.u
d
g
.
m
x
;
u
li
se
sc
a
rra
n
z
a
@g
m
a
il
.
c
o
m
.
J
o
sé
Áv
il
a
-
P
a
z
is
a
p
r
o
fe
ss
o
r
a
n
d
re
se
a
rc
h
e
r
a
t
th
e
Cié
n
e
g
a
U
n
iv
e
rsity
Ce
n
ter
o
f
th
e
Un
i
v
e
rsity
o
f
G
u
a
d
a
laja
ra
;
h
e
is
a
c
o
m
m
u
n
ica
ti
o
n
s
a
n
d
e
lec
tro
n
ics
e
n
g
i
n
e
e
r,
a
d
o
c
to
r
o
f
sc
ien
c
e
with
a
fo
c
u
s
o
n
P
h
y
sic
s
fro
m
th
e
Un
iv
e
rsity
o
f
G
u
a
d
a
laj
a
ra
a
n
d
a
m
a
ste
r
o
f
sc
ien
c
e
with
a
sp
e
c
ialty
in
P
r
o
g
ra
m
m
in
g
fro
m
th
e
Un
iv
e
rsit
y
Ce
n
tral
,
“
M
a
rta
Ab
re
u
”
fro
m
las
Vill
a
s,
Cu
b
a
.
His
m
a
in
in
tere
st
is
t
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
s
y
ste
m
s
b
a
se
d
o
n
b
io
-
p
o
ten
ti
a
ls
t
o
h
e
lp
p
e
o
p
le
with
d
iffere
n
t
a
b
i
li
ti
e
s.
Th
e
m
a
in
g
o
a
ls
o
f
t
h
e
re
se
a
rc
h
a
re
to
d
e
tec
t
a
n
d
h
e
lp
p
e
o
p
le
with
v
a
rio
u
s
s
k
il
ls
t
o
i
n
c
o
rp
o
ra
te
th
e
m
in
to
o
u
r
so
c
iety
wit
h
o
u
t
h
a
v
i
n
g
a
n
y
re
stricti
o
n
s
o
n
t
h
e
ir
a
c
ti
o
n
s.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
jo
se
.
a
p
a
z
@a
c
a
d
e
m
ico
s.u
d
g
.
m
x
;
jo
c
m
o
s7
@
g
m
a
il
.
c
o
m
.
Ang
é
li
c
a
P
a
tr
icia
Áv
il
a
-
P
a
z
is
a
fu
ll
-
ti
m
e
a
ss
o
c
iate
tea
c
h
in
g
p
r
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fe
ss
o
r
“
B”
a
t
th
e
Oc
o
tl
á
n
Re
g
i
o
n
a
l
S
c
h
o
o
l
o
f
Hi
g
h
e
r
S
e
c
o
n
d
a
ry
Ed
u
c
a
ti
o
n
(ER
EM
S
O),
p
a
rt
o
f
th
e
Hi
g
h
e
r
S
e
c
o
n
d
a
ry
E
d
u
c
a
ti
o
n
S
y
ste
m
o
f
th
e
U
n
iv
e
rsit
y
o
f
G
u
a
d
a
laja
ra
.
S
h
e
h
o
ld
s
a
Li
c
e
n
se
i
n
G
e
o
g
ra
p
h
y
fro
m
th
e
Un
i
v
e
rsity
of
G
u
a
d
a
laja
ra
,
a
m
a
ste
r’s
d
e
g
re
e
in
Hig
h
e
r
Ed
u
c
a
ti
o
n
fr
o
m
th
e
Ce
n
tro
U
n
iv
e
rsitari
o
de
la
C
ién
e
g
a
o
f
t
h
e
Un
i
v
e
rsity
o
f
G
u
a
d
a
laja
ra
,
a
n
d
a
d
o
c
to
ra
te
i
n
Tea
c
h
in
g
M
e
th
o
d
o
lo
g
y
fr
o
m
t
h
e
Zap
o
p
a
n
I
n
stit
u
te
o
f
P
e
d
a
g
o
g
ica
l
S
tu
d
ies
in
Ja
li
sc
o
,
M
e
x
ico
.
He
r
a
c
a
d
e
m
ic
fo
c
u
s
is
o
n
c
o
m
m
u
n
ica
ti
o
n
,
wit
h
a
p
a
rti
c
u
lar
e
m
p
h
a
sis
o
n
p
re
p
a
rin
g
tea
c
h
e
rs
to
c
u
lt
iv
a
te
c
rit
ica
l
th
i
n
k
i
n
g
,
a
n
a
ly
ti
c
a
l
sk
il
ls,
a
n
d
re
flec
ti
v
e
p
ra
c
ti
c
e
s.
Ad
d
it
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n
a
ll
y
,
s
h
e
is
a
n
e
x
p
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rien
c
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d
train
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r
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a
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c
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t
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d
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d
writi
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,
re
c
o
g
n
ize
d
wit
h
t
h
e
F
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Aw
a
rd
2
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2
0
i
n
th
e
a
u
d
io
-
st
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a
teg
o
ry
.
S
h
e
c
a
n
be
c
o
n
tac
ted
a
t
e
m
a
il
:
a
n
g
e
li
c
a
.
a
p
a
z
@a
c
a
d
e
m
ico
s.u
d
g
.
m
x
.
Evaluation Warning : The document was created with Spire.PDF for Python.