I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
5
,
Octo
b
er
20
25
,
p
p
.
33
6
7
~
33
7
8
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
14
i
5
.
3
3
6
7
7
3367
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Exploring
err
o
r
p
a
tt
erns in
Eng
lish
writ
ing
:
a
path
w
a
y
t
o
inno
v
a
tive multi
mo
da
l instruct
io
n
a
l ma
terial
J
o
s
hu
a
B
.
T
u
pa
s
1
,
Sa
lv
a
do
r
P
.
B
a
cio
,
J
r.
2
1
C
o
l
l
e
g
e
o
f
E
d
u
c
a
t
i
o
n
,
W
e
st
V
i
sa
y
a
s
S
t
a
t
e
U
n
i
v
e
r
si
t
y
,
J
a
n
i
u
a
y
C
a
m
p
u
s
,
I
l
o
i
l
o
,
P
h
i
l
i
p
p
i
n
e
s
2
C
o
l
l
e
g
e
o
f
E
d
u
c
a
t
i
o
n
,
W
e
st
V
i
sa
y
a
s
S
t
a
t
e
U
n
i
v
e
r
si
t
y
,
M
a
i
n
C
a
m
p
u
s
,
I
l
o
i
l
o
,
P
h
i
l
i
p
p
i
n
e
s
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
No
v
16
,
2
0
2
4
R
ev
is
ed
J
u
n
10
,
2
0
2
5
Acc
ep
ted
J
u
n
16
,
2
0
2
5
Co
n
sid
e
re
d
a
s
a
c
ru
c
ial
e
lem
e
n
t
th
a
t
lea
d
s
to
b
e
tt
e
r
a
c
a
d
e
m
ic
p
e
rfo
rm
a
n
c
e
,
F
il
ip
i
n
o
lea
rn
e
rs
a
lwa
y
s
a
im
to
m
a
ste
r
En
g
li
sh
lan
g
u
a
g
e
sk
i
ll
s
.
Am
o
n
g
v
a
rio
u
s
fa
c
to
rs
t
h
a
t
a
ffe
c
t
th
e
lea
rn
in
g
o
f
En
g
li
s
h
lan
g
u
a
g
e
s
k
il
ls,
t
h
e
a
v
a
il
a
b
il
it
y
o
f
re
so
u
rc
e
s
th
a
t
c
a
ter
to
a
d
iv
e
rse
se
t
o
f
lea
rn
e
rs
is
imp
o
rtan
t
.
Us
in
g
se
m
io
ti
c
o
r
m
u
lt
imo
d
a
l
re
s
o
u
rc
e
s
m
a
y
h
e
lp
tea
c
h
e
rs
a
ss
ist
st
u
d
e
n
ts
i
n
e
n
h
a
n
c
in
g
th
e
ir
m
a
c
ro
sk
il
ls
in
th
e
E
n
g
l
ish
lan
g
u
a
g
e
.
T
h
is
d
e
v
e
lo
p
m
e
n
tal
re
se
a
rc
h
a
im
e
d
to
d
e
sig
n
,
d
e
v
e
lo
p
a
n
d
e
v
a
l
u
a
te
a
m
u
lt
imo
d
a
l
in
s
tr
u
c
ti
o
n
a
l
m
a
teria
l
(IM
)
b
a
se
d
o
n
stu
d
e
n
ts
i
d
e
n
ti
fied
c
o
m
m
o
n
e
rro
rs i
n
writi
n
g
.
En
g
li
s
h
m
a
jo
r
e
d
u
c
a
ti
o
n
stu
d
e
n
ts
we
re
se
lec
ted
a
s
p
a
rti
c
ip
a
n
ts
a
s
th
e
y
a
re
imp
o
rtan
t
ro
le
-
p
lay
e
rs
i
n
e
n
h
a
n
c
i
n
g
th
e
f
u
tu
re
g
e
n
e
ra
ti
o
n
o
f
lea
rn
e
rs
i
n
t
h
e
En
g
li
sh
lan
g
u
a
g
e
.
T
h
e
re
we
re
3
9
fre
sh
m
a
n
b
a
c
h
e
lo
r
o
f
se
c
o
n
d
a
ry
e
d
u
c
a
ti
o
n
(BS
Ed
)
En
g
li
s
h
m
a
j
o
r
st
u
d
e
n
ts,
t
h
re
e
E
n
g
li
sh
tea
c
h
e
rs,
tw
o
c
u
rr
icu
lu
m
e
x
p
e
rts,
a
n
d
o
n
e
in
f
o
rm
a
ti
o
n
tec
h
n
o
l
o
g
y
e
x
p
e
rt
p
a
rti
c
ip
a
ted
i
n
t
h
e
stu
d
y
.
A
p
a
n
e
l
o
f
e
x
p
e
rts
v
a
li
d
a
ted
t
h
e
in
str
u
m
e
n
ts,
wh
ich
in
c
l
u
d
e
d
t
h
e
q
u
e
sti
o
n
n
a
ire
to
g
a
u
g
e
th
e
re
sp
o
n
d
e
n
ts’
writi
n
g
s
k
il
ls,
t
h
e
a
d
a
p
ted
ru
b
ric
fo
r
writ
in
g
p
r
o
ficie
n
c
y
,
a
n
d
th
e
a
d
a
p
ted
e
v
a
l
u
a
ti
o
n
f
o
r
m
fo
r
p
ri
n
ted
IM
e
x
c
l
u
siv
e
ly
u
se
d
b
y
th
e
u
n
i
v
e
rsity
.
Re
su
lt
s
o
f
th
e
stu
d
y
r
e
v
e
a
led
th
a
t
th
e
re
sp
o
n
d
e
n
ts’
wri
ti
n
g
sk
i
ll
s
we
re
p
o
o
r.
Th
e
e
v
a
l
u
a
ti
o
n
c
o
n
c
lu
siv
e
ly
sh
o
we
d
th
a
t
t
h
e
IM
wa
s
v
e
ry
a
c
c
e
p
tab
le
fo
r
c
las
sro
o
m
u
se
a
n
d
tea
c
h
in
g
.
It
wa
s
re
c
o
m
m
e
n
d
e
d
t
h
a
t
t
h
e
d
e
v
e
lo
p
e
d
m
u
lt
im
o
d
a
l
IM
b
e
u
se
d
a
s
a
su
p
p
lem
e
n
tary
wo
r
k
b
o
o
k
t
o
fa
c
il
it
a
te
th
e
n
e
e
d
fo
r
p
rima
ry
E
n
g
li
s
h
t
e
x
tb
o
o
k
s
fo
r
th
e
fre
sh
m
a
n
BS
E
d
E
n
g
li
s
h
m
a
jo
r
stu
d
e
n
ts.
K
ey
w
o
r
d
s
:
Dev
elo
p
m
en
t
E
n
g
lis
h
wr
itin
g
E
r
r
o
r
p
atter
n
s
E
v
alu
atio
n
I
n
s
tr
u
ctio
n
al
m
ater
ial
Mu
ltimo
d
al
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
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
:
Salv
ad
o
r
P.
B
ac
io
,
J
r
.
C
o
lleg
e
o
f
E
d
u
ca
tio
n
,
W
est Vis
ay
as State
Un
iv
er
s
ity
,
Ma
in
C
am
p
u
s
L
u
n
a
St.
L
a
Paz,
I
lo
ilo
C
ity
,
Ph
ilip
p
in
es
E
m
ail:
s
alv
ad
o
r
.
b
ac
io
@
wv
s
u
.
ed
u
.
p
h
1.
I
NT
RO
D
UCT
I
O
N
L
an
g
u
ag
e
p
r
o
f
icien
c
y
is
u
n
d
e
n
iab
ly
im
p
o
r
tan
t
to
s
o
ciety
in
to
d
ay
’
s
in
f
o
r
m
atio
n
a
g
e.
On
e’
s
ab
ilit
y
to
co
m
m
u
n
icate
ef
f
ec
tiv
ely
is
co
m
m
o
n
ly
r
eq
u
ir
ed
i
n
th
e
b
u
s
in
ess
wo
r
ld
m
ak
in
g
e
d
u
ca
to
r
s
b
ec
o
m
e
em
b
r
o
iled
in
d
ev
elo
p
in
g
co
m
m
u
n
icatio
n
s
k
ills
in
s
ch
o
o
l to
co
n
v
ey
in
ten
t
an
d
en
s
u
r
e
ac
cu
r
ac
y
.
I
n
th
e
E
n
g
lis
h
lan
g
u
ag
e
,
th
e
m
ac
r
o
s
k
ills
tau
g
h
t
an
d
p
r
ac
ti
ce
d
in
clu
d
e
lis
ten
in
g
,
s
p
ea
k
in
g
,
r
ea
d
in
g
,
an
d
wr
itin
g
[
1
]
.
A
m
o
n
g
th
ese
m
ac
r
o
s
k
ills
,
s
p
ea
k
in
g
an
d
wr
itin
g
a
r
e
o
f
ten
co
n
s
id
er
e
d
th
e
h
ar
d
est
s
k
ills
to
d
ev
elo
p
b
ec
a
u
s
e
b
o
t
h
r
eq
u
ir
es
co
n
s
tan
t
p
r
ac
tice.
Hen
ce
,
th
ey
ar
e
d
ee
m
ed
as
o
u
tp
u
t
s
k
ills
.
Sev
er
al
f
ac
to
r
s
,
p
er
s
o
n
al
an
d
o
th
er
wi
s
e,
h
av
e
in
f
lu
en
ce
d
lear
n
er
s
’
ab
ilit
y
to
e
x
p
r
ess
th
e
m
s
elv
es
clea
r
ly
an
d
ef
f
ec
tiv
el
y
in
eith
er
s
p
ee
c
h
o
r
wr
itin
g
.
I
n
a
s
tu
d
y
t
h
at
lo
o
k
s
in
to
lan
g
u
ag
e
a
n
x
iety
am
o
n
g
E
n
g
lis
h
lan
g
u
a
g
e
lear
n
er
s
in
h
i
g
h
er
ed
u
ca
tio
n
[
2
]
,
th
e
m
ajo
r
ity
o
f
th
e
in
ter
v
iewe
d
lear
n
er
s
r
e
p
o
r
t
th
at
th
ey
ar
e
v
er
y
n
e
r
v
o
u
s
wh
e
n
s
p
ea
k
in
g
i
n
E
n
g
lis
h
an
d
t
h
at
th
ey
f
ac
e
g
r
ea
t
d
if
f
icu
lty
ex
p
r
ess
in
g
th
em
s
elv
es
in
E
n
g
lis
h
[
3
]
.
L
ea
r
n
er
s
h
a
v
e
lim
ited
cr
itical
ab
ilit
y
to
r
esp
o
n
d
ap
p
r
o
p
r
iately
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
.
5
,
Octo
b
er
20
25
:
33
6
7
-
33
7
8
3368
to
an
ac
ad
em
ic
tex
t
[
4
]
an
d
t
h
ey
ca
n
also
b
e
awa
r
e
o
f
th
e
ess
en
tialiti
e
s
o
f
ac
ad
em
ic
wr
itin
g
,
y
et
th
ey
f
in
d
d
if
f
icu
lty
in
m
aster
in
g
o
r
d
ev
e
lo
p
in
g
th
ese
s
k
ills
[
5
]
.
L
an
g
u
ag
e
cu
r
r
icu
lu
m
s
in
th
e
Ph
ilip
p
in
es
s
u
b
s
tan
tially
in
f
lu
en
ce
s
tu
d
en
ts
’
p
lace
m
e
n
t
i
n
o
v
er
all
class
r
o
o
m
p
er
f
o
r
m
an
ce
an
d
ac
h
iev
em
en
t
in
ex
a
m
in
atio
n
s
.
T
h
is
is
b
ec
au
s
e
co
r
e
s
u
b
jects
li
k
e
m
ath
em
atics
an
d
s
cien
ce
ar
e
s
tu
d
ied
an
d
tau
g
h
t
in
E
n
g
lis
h
.
I
t
is
ea
s
ier
to
f
ac
i
litate
co
m
p
r
eh
en
s
io
n
am
o
n
g
s
tu
d
en
ts
if
th
ey
ca
n
ea
s
ily
g
r
asp
co
n
ce
p
ts
an
d
to
p
ics
in
a
lan
g
u
ag
e
th
at
th
ey
m
aster
an
d
k
n
o
w
v
er
y
well.
C
o
m
m
o
n
is
s
u
es
th
at
Fil
ip
in
o
lear
n
er
s
en
co
u
n
ter
in
s
tu
d
y
in
g
th
e
E
n
g
lis
h
lan
g
u
ag
e
in
clu
d
e
lim
ited
ex
p
o
s
u
r
e
to
t
h
e
lan
g
u
ag
e
o
u
ts
id
e
th
e
class
r
o
o
m
,
th
e
in
ev
itab
le
r
elian
ce
o
n
an
d
u
s
e
o
f
d
ialec
ts
at
h
o
m
e,
an
d
i
n
s
u
f
f
icien
t p
r
ac
t
ice
in
s
p
ea
k
in
g
an
d
wr
itin
g
[
6
]
.
L
ac
k
o
f
o
p
p
o
r
tu
n
i
ties
f
o
r
m
ea
n
in
g
f
u
l
co
m
m
u
n
ic
atio
n
in
E
n
g
lis
h
o
f
ten
lea
d
s
to
f
ee
lin
g
s
o
f
a
n
x
iet
y
an
d
a
d
ec
r
ea
s
e
in
lan
g
u
ag
e
co
n
f
id
en
ce
[
7
]
.
Fu
r
th
er
m
o
r
e,
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
o
lo
g
ies
o
f
ten
f
ail
to
en
g
ag
e
s
tu
d
e
n
ts
,
r
esu
ltin
g
in
f
ailu
r
e
to
ac
h
iev
e
o
u
tco
m
es.
Of
ten
tim
es,
tech
n
o
lo
g
y
is
tap
p
ed
to
h
elp
allev
iate
t
h
e
p
r
o
b
l
em
.
Ho
wev
er
,
en
h
a
n
cin
g
co
m
m
u
n
icatio
n
s
k
ills
th
r
o
u
g
h
tech
n
o
lo
g
y
is
a
task
in
g
g
o
al,
to
o
.
Stu
d
ies
s
h
o
w
th
at
m
o
s
t
s
tu
d
en
ts
f
in
d
te
ch
n
o
lo
g
y
-
en
h
an
ce
d
lear
n
in
g
en
g
a
g
in
g
,
wh
ic
h
f
ac
ilit
ates
E
n
g
lis
h
p
r
ac
tice
o
u
ts
id
e
th
e
class
r
o
o
m
,
an
d
AI
-
p
o
wer
ed
to
o
ls
ar
e
p
r
aise
d
f
o
r
b
o
o
s
tin
g
m
o
tiv
atio
n
an
d
p
r
o
f
icien
c
y
co
m
p
ar
ed
to
tr
a
d
itio
n
al
m
eth
o
d
s
[
8
]
,
it
is
cr
u
cially
im
p
o
r
tan
t
to
d
esig
n
an
d
im
p
lem
en
t
a
p
ed
a
g
o
g
ically
v
ali
d
cu
r
r
icu
lu
m
,
o
n
e
th
at
is
s
p
ec
if
ic
to
th
e
g
o
als
o
f
a
p
r
o
g
r
am
.
I
n
th
e
Ph
ilip
p
in
es,
th
e
class
r
o
o
m
h
as
b
ec
o
m
e
th
e
s
o
lid
g
r
o
u
n
d
f
o
r
m
ea
n
in
g
f
u
l
in
ter
ac
tio
n
.
Me
an
wh
ile,
E
n
g
lis
h
lan
g
u
ag
e
p
r
o
f
icien
cy
is
co
n
s
id
er
ed
cr
u
cial
f
o
r
ac
ad
em
ic
p
e
r
f
o
r
m
a
n
ce
a
n
d
s
u
cc
ess
.
T
h
e
s
t
u
d
y
o
f
Me
n
d
o
za
[
9
]
co
n
clu
d
es
th
at
s
tu
d
en
ts
’
E
n
g
lis
h
lan
g
u
ag
e
p
r
o
f
icien
cy
co
u
ld
p
r
ed
ict
s
tu
d
e
n
t’
s
ac
ad
em
ic
p
er
f
o
r
m
an
ce
in
s
cien
ce
,
m
ath
em
atics
,
an
d
E
n
g
lis
h
.
T
h
is
is
b
ec
au
s
e
th
e
m
ed
iu
m
o
f
in
s
tr
u
ctio
n
u
s
ed
i
n
teac
h
in
g
th
e
s
ai
d
s
u
b
jects
is
E
n
g
lis
h
.
T
h
u
s
,
E
n
g
lis
h
lan
g
u
ag
e
p
r
o
g
r
am
s
in
s
ch
o
o
l
s
h
o
u
ld
b
e
g
i
v
en
atten
tio
n
.
Ho
wev
er
,
s
tu
d
en
ts
en
co
u
n
ter
m
a
n
y
c
h
allen
g
es
in
wr
itin
g
i
n
E
n
g
lis
h
.
Fo
r
ex
a
m
p
le,
m
a
n
y
E
n
g
lis
h
teac
h
er
s
ten
d
to
s
tick
to
th
e
tr
ad
itio
n
al
r
o
te
lear
n
in
g
s
tr
ate
g
y
wh
ich
o
n
ly
lim
its
o
p
p
o
r
t
u
n
ities
f
o
r
s
tu
d
en
ts
to
en
g
a
g
e
in
m
ea
n
in
g
f
u
l
wr
itin
g
ac
tiv
ities
in
th
e
class
r
o
o
m
s
u
p
p
o
s
ed
ly
aim
ed
t
o
h
elp
t
h
em
es
tab
lis
h
th
eir
p
er
s
o
n
al
wr
itin
g
s
ty
le
[
1
0
]
.
T
o
war
d
s
th
e
latter
p
ar
t
o
f
th
e
2
1
s
t
ce
n
tu
r
y
,
th
e
Ph
ilip
p
in
e
e
d
u
ca
tio
n
al
s
y
s
tem
m
ay
h
av
e
r
ea
ch
ed
its
tu
r
n
in
g
p
o
in
t,
as
it
s
ee
k
s
to
ad
d
r
ess
co
n
ce
r
n
s
with
th
e
d
e
v
elo
p
m
en
t
o
f
lin
g
u
is
tic
ab
ilit
ies
am
o
n
g
Fil
ip
in
o
s
tu
d
en
ts
,
an
d
th
e
r
ei
n
f
o
r
ce
m
en
t
o
f
th
eir
ac
a
d
em
ic
ac
h
ie
v
em
en
ts
o
n
th
e
o
th
er
.
As
s
u
ch
,
th
e
c
o
u
n
tr
y
’
s
tr
ad
itio
n
al
ed
g
e
in
E
n
g
lis
h
la
n
g
u
ag
e
p
r
o
f
icien
cy
is
s
lo
wly
b
ein
g
c
h
allen
g
ed
b
y
n
o
n
-
E
n
g
l
is
h
-
s
p
ea
k
in
g
Asi
an
co
u
n
tr
ies
[
1
1
]
.
I
n
lin
e
with
th
ese
is
s
u
es,
f
u
r
th
er
r
ef
o
r
m
ati
o
n
o
f
th
e
co
u
n
tr
y
’
s
E
n
g
lis
h
lan
g
u
ag
e
e
d
u
ca
tio
n
(
E
L
E
)
is
ex
p
ec
ted
s
o
o
n
,
b
ec
a
u
s
e
it
m
ay
ad
d
r
ess
th
e
n
ee
d
f
o
r
alig
n
m
e
n
t
o
f
th
e
o
v
er
all
g
o
al,
s
tan
d
ar
d
s
,
an
d
ass
es
s
m
en
t
o
f
th
e
p
r
o
g
r
am
.
A
m
id
s
t
all
th
ese,
it
is
also
eq
u
a
lly
im
p
o
r
ta
n
t
to
d
is
cu
s
s
co
n
ce
r
n
s
in
th
e
E
n
g
lis
h
lan
g
u
ag
e
p
r
o
g
r
am
s
in
th
e
c
o
n
t
ex
t o
f
o
t
h
er
ar
ea
s
o
f
s
tu
d
y
,
s
p
ec
if
ically
in
th
e
Ph
ilip
p
in
e
s
ettin
g
.
C
o
m
m
is
s
io
n
o
n
Hig
h
er
E
d
u
ca
tio
n
(
C
HE
D)
Me
m
o
r
an
d
u
m
No
.
2
0
,
s
er
ies
o
f
2
0
1
3
,
A
r
ticle
1
cites
th
at
th
e
New
Gen
er
al
E
d
u
ca
tio
n
(
GE
)
cu
r
r
icu
lu
m
f
o
r
all
u
n
d
e
r
g
r
ad
u
ate
s
tu
d
en
ts
r
eg
ar
d
less
o
f
th
eir
m
ajo
r
aim
s
to
“e
x
p
o
s
e
th
em
to
v
ar
io
u
s
d
o
m
ain
s
o
f
k
n
o
wled
g
e
an
d
way
s
o
f
co
m
p
r
eh
en
d
in
g
s
o
cial
an
d
n
atu
r
al
r
ea
liti
es,
d
ev
elo
p
in
g
in
th
e
p
r
o
ce
s
s
in
t
ellec
tu
al
co
m
p
eten
cies
s
u
ch
as
cr
itical,
an
aly
tical
an
d
cr
e
ativ
e
th
in
k
in
g
,
an
d
m
u
ltip
le
f
o
r
m
s
o
f
ex
p
r
ess
io
n
....
”
(
p
.
2
)
.
T
o
s
u
p
p
o
r
t
C
HE
D
Me
m
o
r
an
d
u
m
No
.
2
0
,
C
HE
D
lik
ewi
s
e
u
n
d
er
s
co
r
e
d
in
C
HE
D
Me
m
o
r
an
d
u
m
No
.
6
9
,
s
er
ies
o
f
2
0
1
7
,
th
e
im
p
o
r
tan
ce
o
f
th
e
GE
f
ac
u
lty
tr
ain
i
n
g
f
o
r
n
ew
g
en
er
al
ed
u
ca
tio
n
c
o
r
e
c
o
u
r
s
es
,
an
d
th
e
o
b
jectiv
e
was
to
d
ev
elo
p
ed
u
ca
t
o
r
s
’
in
tellectu
al
co
m
p
eten
cies
.
T
h
e
tr
ain
in
g
f
o
cu
s
ed
o
n
t
h
e
p
e
d
ag
o
g
y
an
d
in
ter
d
is
cip
lin
ar
ity
o
f
th
e
n
ew
GE
c
o
u
r
s
es.
Me
an
wh
ile,
g
r
a
d
u
ates
o
f
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
ar
e
e
x
p
ec
ted
to
b
e
ef
f
ec
tiv
e
o
r
al
a
n
d
wr
itten
co
m
m
u
n
icato
r
s
[
1
2
]
.
Pro
f
icien
cy
in
o
r
al
a
n
d
wr
itten
c
o
m
m
u
n
icatio
n
m
u
s
t
b
e
u
n
d
er
s
c
o
r
ed
in
d
ev
el
o
p
in
g
f
u
tu
r
e
teac
h
er
s
wh
o
p
la
y
an
in
teg
r
al
r
o
le
in
d
ev
elo
p
in
g
lear
n
er
s
’
s
k
ills
an
d
attitu
d
es
in
th
e
2
1
s
t
ce
n
tu
r
y
.
T
h
is
is
ju
s
t
o
n
e
o
f
th
e
ei
g
h
t
p
r
o
g
r
a
m
o
u
tc
o
m
es
o
u
tlin
ed
i
n
th
e
c
u
r
r
icu
lu
m
o
f
th
e
b
ac
h
elo
r
o
f
s
ec
o
n
d
ar
y
e
d
u
ca
tio
n
(
B
SEd
)
m
ajo
r
in
E
n
g
lis
h
at
th
e
W
est
Vis
ay
a
s
State
Un
iv
er
s
i
ty
(
W
VSU)
.
Sp
ec
if
ic
to
th
is
d
i
s
cip
lin
e
is
th
e
g
o
al
o
f
u
s
in
g
tech
n
o
lo
g
y
in
f
ac
ili
tatin
g
lan
g
u
a
g
e
lear
n
in
g
a
n
d
teac
h
in
g
,
wh
ich
n
ec
ess
itates
th
e
in
teg
r
ati
o
n
o
f
m
u
ltimo
d
al
co
n
tex
t in
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
.
Me
an
wh
ile,
am
o
n
g
th
e
e
x
ter
n
al
ca
m
p
u
s
es
o
f
W
VSU
,
p
r
e
-
s
er
v
ice
teac
h
er
s
ar
e
en
co
u
r
a
g
ed
to
u
s
e
tech
n
o
lo
g
y
d
u
r
i
n
g
class
r
o
o
m
in
s
tr
u
ctio
n
to
f
ac
ilit
ate
lectu
r
e
d
is
cu
s
s
io
n
s
an
d
o
th
er
d
y
n
am
ic
ac
tiv
ities
.
T
h
e
u
s
e
o
f
m
u
ltime
d
ia
to
o
ls
a
n
d
e
q
u
ip
m
en
t
is
in
teg
r
ate
d
in
to
th
e
teac
h
in
g
p
r
o
f
ess
io
n
,
an
d
m
u
ch
s
o
i
n
s
tu
d
e
n
ts
’
ac
tiv
ities
,
as
s
ig
n
m
en
ts
,
an
d
o
th
er
co
-
cu
r
r
icu
lar
ac
tiv
ities
.
Ho
wev
er
,
it
is
q
u
ite
o
b
v
io
u
s
th
a
t
in
th
e
p
r
ep
ar
atio
n
o
f
in
s
tr
u
ctio
n
al
m
ater
ials
(
I
M
)
,
m
an
u
als,
o
r
m
o
d
u
les,
th
er
e
h
as
b
ee
n
m
i
n
im
al
ef
f
o
r
t
to
in
tr
o
d
u
ce
a
m
u
ltimo
d
al
ap
p
r
o
ac
h
in
th
e
co
n
tex
t o
f
in
s
tr
u
ctio
n
as th
er
e
is
m
u
ch
f
o
cu
s
o
n
th
e
p
r
esen
tatio
n
o
f
tex
tu
al
i
n
f
o
r
m
atio
n
d
u
r
in
g
lectu
r
e
d
is
cu
s
s
io
n
s
o
r
ev
en
in
in
d
iv
id
u
al
o
r
g
r
o
u
p
r
ep
o
r
tin
g
.
On
th
is
p
r
em
is
e,
it
b
ec
o
m
es
a
s
ig
n
if
ican
t
o
b
lig
atio
n
o
f
co
ll
eg
es
an
d
u
n
iv
er
s
ities
to
p
r
ep
a
r
e
s
tu
d
en
ts
o
n
h
o
w
to
liv
e
a
n
d
p
a
r
ticip
ate
in
th
e
2
1
s
t c
en
tu
r
y
liter
ate
way
s
o
f
b
eh
av
i
n
g
an
d
d
o
i
n
g
th
in
g
s
.
As th
e
y
o
u
th
ar
e
ch
allen
g
ed
to
c
o
n
n
ec
t
an
d
en
t
h
u
s
iast
ically
u
s
e
E
n
g
lis
h
in
an
I
C
T
-
s
atu
r
ated
wo
r
ld
,
it
b
e
h
o
o
v
es
ed
u
ca
to
r
s
to
f
o
cu
s
o
n
m
u
lti
-
liter
ac
y
a
n
d
s
k
ills
u
p
g
r
ad
in
g
to
p
r
ep
a
r
e
th
em
to
m
ee
t
th
e
d
em
an
d
s
o
f
tim
e.
Fo
r
s
tu
d
en
t
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
E
xp
lo
r
in
g
err
o
r
p
a
tter
n
s
in
E
n
g
lis
h
w
r
itin
g
:
a
p
a
th
w
a
y
to
in
n
o
va
tive
mu
ltimo
d
a
l
…
(
Jo
s
h
u
a
B
.
Tu
p
a
s
)
3369
lear
n
in
g
to
o
cc
u
r
s
u
b
s
tan
tially
,
it
h
as
to
g
o
b
ey
o
n
d
th
e
f
o
u
r
walls
o
f
th
e
class
r
o
o
m
ac
r
o
s
s
h
o
m
e,
s
ch
o
o
l,
an
d
lo
ca
l c
o
m
m
u
n
ities
wh
er
e
co
n
v
en
tio
n
al
teac
h
in
g
m
ay
n
o
t b
e
t
h
e
co
m
m
o
n
g
r
o
u
n
d
f
o
r
tr
u
e
ed
u
ca
tio
n
.
Acc
o
r
d
in
g
to
Ham
ad
et
a
l.
[
3
]
,
a
lan
g
u
ag
e
cu
r
r
icu
lu
m
th
at
ad
v
an
ce
s
in
clu
s
iv
e,
lear
n
in
g
-
by
-
d
o
in
g
ex
p
er
ien
ce
s
wo
u
ld
e
n
co
u
r
ag
e
m
o
r
e
m
ea
n
i
n
g
f
u
l
lea
r
n
in
g
.
An
im
p
r
o
v
e
d
E
n
g
lis
h
lan
g
u
a
g
e
cu
r
r
icu
l
u
m
th
at
o
p
er
ates
o
n
r
ef
lectiv
e
lear
n
i
n
g
p
ed
ag
o
g
y
wo
u
ld
m
o
tiv
at
e
lear
n
er
s
to
b
ec
o
m
e
in
d
ep
en
d
en
t
an
d
cr
itical
lan
g
u
ag
e
lea
r
n
er
s
in
lin
e
with
th
e
cu
r
r
en
t
tr
e
n
d
s
in
lan
g
u
ag
e
lear
n
in
g
.
Un
f
o
r
tu
n
ately
,
an
s
wer
in
g
r
ea
d
in
g
co
m
p
r
eh
e
n
s
io
n
q
u
esti
o
n
s
a
n
d
ess
ay
wr
itin
g
with
lim
ited
lis
ten
in
g
an
d
s
p
ea
k
in
g
ex
er
cises
m
ain
ly
ch
ar
ac
ter
izes
tr
ad
itio
n
al
class
r
o
o
m
p
r
ac
tices.
On
e
way
to
e
n
h
an
ce
E
n
g
lis
h
lan
g
u
ag
e
p
r
o
g
r
am
s
is
th
e
in
ten
s
iv
e
an
aly
s
is
o
f
s
tu
d
en
ts
’
E
n
g
lis
h
lan
g
u
ag
e
s
k
ills
b
y
s
tu
d
y
i
n
g
th
e
e
r
r
o
r
s
t
h
at
th
ey
co
m
m
o
n
ly
m
ak
e
i
n
th
e
class
r
o
o
m
,
o
r
wh
ile
s
tu
d
y
in
g
th
e
lan
g
u
ag
e.
Do
in
g
th
is
ca
n
h
ig
h
lig
h
t
s
tu
d
en
ts
’
wea
k
n
ess
es
in
wr
itin
g
,
p
ar
ticu
lar
ly
in
th
e
f
ield
s
o
f
s
p
ellin
g
,
g
r
am
m
ar
,
s
en
ten
ce
s
tr
u
ctu
r
e,
a
n
d
p
u
n
ctu
atio
n
,
am
o
n
g
m
an
y
o
t
h
er
s
[
1
3
]
.
C
o
n
s
id
er
in
g
th
ese
wea
k
n
ess
es
an
d
er
r
o
r
s
,
p
r
ev
io
u
s
s
tu
d
ies
h
av
e
r
ep
o
r
ted
f
ew
m
eth
o
d
s
o
r
way
s
to
m
itig
ate
wr
itin
g
er
r
o
r
s
th
r
o
u
g
h
r
elev
a
n
t
ac
tiv
ities
s
u
ch
as
g
r
ap
h
ic
o
r
g
an
izer
s
tr
ateg
ies
[
1
4
]
,
p
ee
r
a
s
s
es
s
m
en
t
[
1
5
]
,
an
d
tech
n
o
lo
g
y
-
ass
is
ted
lear
n
in
g
[
1
6
]
.
T
h
ese
f
in
d
i
n
g
s
r
elate
to
th
e
im
p
o
r
tan
ce
o
f
a
n
ee
d
-
s
p
e
cif
ic
in
teg
r
atio
n
o
f
m
u
ltimo
d
al
in
s
tr
u
ctio
n
al
to
o
l
s
o
r
s
tr
ateg
ies
in
th
e
teac
h
in
g
-
lear
n
in
g
p
r
o
ce
s
s
.
I
n
th
e
c
o
n
tex
t
o
f
t
h
is
s
tu
d
y
,
m
u
ltimo
d
al
IM
m
a
y
b
e
d
escr
i
b
ed
as
lear
n
in
g
m
ater
ials
th
at
u
s
e
v
ar
io
u
s
s
em
io
tic
m
o
d
es
(
e.
g
.
,
tex
t,
im
a
g
es,
au
d
io
,
a
n
d
v
i
d
eo
)
to
d
eliv
er
c
o
n
ten
t a
n
d
f
ac
ilit
ate
u
n
d
er
s
tan
d
in
g
am
o
n
g
s
tu
d
en
ts
[
1
7
]
.
A
b
etter
u
n
d
er
s
tan
d
in
g
o
f
eit
h
er
s
p
ee
ch
o
r
wr
itin
g
e
r
r
o
r
s
m
ay
co
n
tr
ib
u
te
to
teac
h
in
g
ef
f
ec
tiv
en
ess
wh
ile
f
o
cu
s
in
g
o
n
m
u
ltimo
d
ality
in
d
e
v
elo
p
in
g
lear
n
er
s
’
s
k
i
lls
an
d
attitu
d
es
in
t
h
e
2
1
s
t
ce
n
tu
r
y
.
Hen
ce
,
t
h
is
s
tu
d
y
is
p
ar
ticu
lar
ly
d
ir
ec
ted
to
war
d
s
f
in
d
in
g
o
u
t
an
d
an
a
ly
zin
g
s
tu
d
en
ts
’
er
r
o
r
s
in
wr
itin
g
to
d
ev
elo
p
a
n
E
n
g
lis
h
m
u
ltimo
d
al
I
M
th
at
ap
p
r
o
p
r
iately
a
d
d
r
ess
es
th
e
g
ap
in
t
h
eir
wr
itin
g
s
k
ills
.
Ho
wev
er
,
th
is
s
tu
d
y
is
o
n
ly
lim
ited
t
o
th
e
d
ev
elo
p
m
e
n
t
an
d
e
v
alu
atio
n
o
f
I
M
b
ased
o
n
s
tu
d
en
ts
’
c
o
m
m
o
n
wr
itin
g
er
r
o
r
s
.
W
ith
th
is
in
m
in
d
,
th
is
s
tu
d
y
is
f
o
c
u
s
ed
o
n
an
s
wer
in
g
th
e
f
o
llo
win
g
r
esea
r
ch
q
u
esti
o
n
s
:
−
W
h
at
ar
e
th
e
co
m
m
o
n
wr
itin
g
er
r
o
r
s
o
f
th
e
f
r
esh
m
a
n
B
SEd
E
n
g
lis
h
m
ajo
r
s
tu
d
e
n
ts
?
−
W
h
at
I
M
ca
n
b
e
d
ev
elo
p
ed
an
d
wh
at
ar
e
its
f
ea
tu
r
es
to
ad
d
r
ess
th
e
co
m
m
o
n
wr
itin
g
er
r
o
r
s
o
f
th
e
f
r
esh
m
an
B
SEd
E
n
g
lis
h
m
aj
o
r
s
tu
d
en
ts
?
−
W
h
at
is
th
e
lev
el
o
f
ac
ce
p
tab
ilit
y
o
f
th
e
I
M
as
to
o
b
jectiv
es
;
p
h
y
s
ical
asp
ec
ts
;
ac
tiv
itie
s
;
ac
cu
r
ac
y
an
d
up
-
to
-
d
ated
n
ess
o
f
in
f
o
r
m
atio
n
;
an
d
ass
ess
m
en
t a
s
ev
alu
ated
b
y
th
e
p
an
el
o
f
ex
p
er
ts
?
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
d
ev
elo
p
m
en
tal
r
esear
ch
d
esig
n
to
u
n
d
er
s
tan
d
co
m
m
o
n
wr
itin
g
er
r
o
r
s
am
o
n
g
B
SEd
s
tu
d
en
ts
.
Dev
elo
p
m
en
tal
r
esear
ch
in
I
M
d
ev
elo
p
m
en
t d
en
o
tes
a
s
y
s
tem
atic
ap
p
r
o
ac
h
en
co
m
p
ass
in
g
th
e
d
esig
n
,
d
ev
el
o
p
m
en
t,
a
n
d
e
v
alu
atio
n
o
f
e
d
u
ca
tio
n
al
p
r
o
g
r
am
s
,
p
r
o
ce
s
s
es,
an
d
p
r
o
d
u
cts
to
ascer
tain
th
eir
ad
h
er
en
ce
t
o
d
ef
i
n
ed
s
tan
d
ar
d
s
o
f
in
ter
n
al
co
n
s
is
ten
cy
an
d
ef
f
icac
y
[
1
8
]
.
Mo
r
e
o
v
er
,
it
is
d
escr
ib
ed
as
th
e
s
tu
d
y
o
f
th
e
i
n
s
tr
u
ctio
n
al
d
esi
g
n
,
d
e
v
elo
p
m
e
n
t,
an
d
e
v
alu
ati
o
n
p
r
o
ce
s
s
as
a
wh
o
le
o
r
in
te
r
m
s
o
f
its
p
ar
ticu
lar
p
r
o
ce
s
s
co
m
p
o
n
en
ts
[
1
9
]
.
I
t
c
an
s
tu
d
y
s
p
ec
if
ic
in
s
tr
u
ctio
n
al
d
esig
n
ef
f
o
r
ts
o
r
e
v
alu
ate
b
r
o
ad
er
p
r
o
ce
s
s
es
an
d
to
o
ls
.
T
h
is
s
tu
d
y
f
o
llo
we
d
th
e
in
p
u
t,
p
r
o
ce
s
s
,
an
d
o
u
tp
u
t
(
I
PO
)
m
o
d
el
a
n
d
u
tili
ze
d
th
e
ty
p
e
I
d
ev
elo
p
m
en
tal
r
esear
ch
d
esig
n
.
T
h
e
I
PO
m
o
d
el
is
a
f
r
am
ewo
r
k
u
s
ed
to
an
aly
ze
an
d
o
p
tim
ize
th
e
ed
u
c
atio
n
al
s
y
s
tem
b
y
ca
teg
o
r
izin
g
its
m
ain
co
m
p
o
n
en
ts
in
to
th
r
ee
d
is
tin
ct
s
tag
es:
in
p
u
t,
p
r
o
ce
s
s
,
an
d
o
u
tp
u
t
.
Dev
elo
p
m
en
tal
r
esear
ch
d
esig
n
is
ca
teg
o
r
ized
in
to
two
ty
p
es:
ty
p
e
I
an
d
t
y
p
e
I
I
.
C
o
n
s
id
er
in
g
th
e
o
b
jectiv
e
s
o
f
th
is
p
ap
er
,
th
e
t
y
p
e
I
d
e
v
elo
p
m
e
n
tal
r
esear
c
h
d
esig
n
is
u
tili
ze
d
.
T
h
e
t
y
p
e
I
d
ev
elo
p
m
en
tal
r
esear
ch
d
esig
n
is
wh
er
e
th
e
p
r
o
d
u
ct
d
ev
elo
p
m
en
t
p
r
o
ce
s
s
is
u
s
ed
in
a
p
ar
ticu
lar
s
itu
atio
n
d
escr
ib
ed
an
d
an
aly
ze
d
,
a
n
d
th
e
f
in
al
p
r
o
d
u
ct
is
ev
alu
ated
.
Similar
ly
,
th
is
p
ap
er
p
r
esen
ts
th
e
d
esig
n
an
d
d
e
v
elo
p
m
en
t
o
f
a
m
u
ltimo
d
al
I
M
an
d
its
ev
alu
atio
n
b
ased
o
n
a
s
et
o
f
cr
iter
ia.
Fu
r
t
h
er
m
o
r
e
,
th
e
s
tu
d
y
f
o
cu
s
ed
o
n
cr
ea
tin
g
an
d
ass
ess
in
g
m
u
ltimo
d
al
I
M
in
E
n
g
lis
h
to
en
h
an
ce
th
e
wr
itin
g
s
k
ills
o
f
B
SEd
E
n
g
lis
h
s
tu
d
en
ts
o
r
p
r
e
-
s
er
v
ice
E
n
g
lis
h
teac
h
er
s
.
2
.
1
.
Respo
nd
ent
s
T
h
e
r
esp
o
n
d
en
ts
o
f
th
is
s
tu
d
y
wer
e
39
o
u
t
o
f
43
f
ir
s
t
-
y
ea
r
B
SEd
E
n
g
lis
h
m
ajo
r
s
tu
d
en
ts
wh
o
wer
e
tak
in
g
th
e
s
u
b
ject
E
L
E
2
0
2
-
s
t
r
u
ctu
r
e
o
f
E
n
g
lis
h
d
u
r
in
g
th
e
s
ec
o
n
d
s
em
ester
o
f
th
e
ac
ad
e
m
ic
y
ea
r
2
0
2
2
-
2
0
2
3
.
T
h
is
s
am
p
le
s
ize
was
o
b
tain
ed
with
th
e
u
s
e
o
f
C
o
ch
r
an
f
o
r
m
u
la
ass
u
m
in
g
a
9
5
%
co
n
f
id
en
ce
lev
el.
T
h
e
r
esp
o
n
d
en
ts
wer
e
ask
e
d
to
an
s
wer
th
e
q
u
esti
o
n
n
air
es
f
o
r
wr
i
tin
g
p
r
o
f
icien
cy
b
ef
o
r
e
d
esig
n
in
g
an
d
d
ev
elo
p
in
g
th
e
IM
.
Stu
d
e
n
ts
’
r
esp
o
n
s
es
to
th
e
q
u
esti
o
n
n
air
es
wer
e
u
til
ized
as
b
aselin
e
in
p
u
ts
to
th
e
d
ev
elo
p
m
en
t
o
f
a
m
u
ltimo
d
al
I
M
f
o
r
ELE
.
R
ec
o
r
d
s
f
r
o
m
th
e
Of
f
ice
o
f
th
e
R
eg
is
tr
ar
o
f
th
e
u
n
iv
er
s
ity
s
h
o
ws
th
at
th
er
e
ar
e
4
3
o
f
f
icially
en
r
o
lled
f
ir
s
t
-
y
ea
r
B
SEd
s
tu
d
en
ts
m
ajo
r
in
g
in
E
n
g
lis
h
.
Fro
m
th
is
p
o
p
u
latio
n
,
r
esp
o
n
d
en
ts
wer
e
ch
o
s
en
th
r
o
u
g
h
r
an
d
o
m
s
am
p
l
in
g
u
s
in
g
th
e
f
is
h
b
o
wl
tech
n
iq
u
e.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
33
6
7
-
33
7
8
3370
2.
2
.
E
v
a
lua
t
o
rs
Facu
lty
m
em
b
er
s
teac
h
in
g
th
e
E
L
E
2
0
2
s
u
b
ject,
E
n
g
lis
h
f
ac
u
lty
,
an
d
cu
r
r
icu
lu
m
e
x
p
er
t
s
v
alid
ated
th
e
E
n
g
lis
h
IM
.
T
h
ey
also
s
er
v
ed
as
ev
alu
ato
r
s
o
f
th
e
ef
f
ici
en
cy
an
d
u
s
ab
ilit
y
o
f
th
e
s
aid
IM
.
Mo
r
eo
v
er
,
th
r
ee
E
n
g
lis
h
f
ac
u
lt
y
f
r
o
m
th
e
s
ch
o
o
l
o
f
teac
h
er
ed
u
ca
tio
n
wer
e
also
ask
ed
to
s
er
v
e
as
ev
alu
at
o
r
s
.
T
h
ese
f
ac
u
lty
wer
e
p
u
r
p
o
s
iv
ely
ch
o
s
en
b
ase
d
o
n
th
ei
r
e
x
p
er
tis
e
in
teac
h
in
g
d
if
f
er
en
t
s
u
b
jects
in
E
n
g
lis
h
.
T
h
eir
c
o
m
m
en
ts
an
d
s
u
g
g
esti
o
n
s
ab
o
u
t
th
e
I
M
wer
e
co
n
s
id
er
ed
as
th
ey
ar
e
ess
en
tial
in
th
e
iter
ativ
e
p
r
o
ce
s
s
o
f
th
e
d
esig
n
as
well
as in
th
e
d
ev
elo
p
m
e
n
t a
n
d
im
p
r
o
v
em
en
t
o
f
th
e
IM
.
2.
3
.
E
t
hica
l
co
ns
idera
t
io
n
T
h
e
co
n
d
u
ct
o
f
t
h
is
s
tu
d
y
was
g
u
id
ed
b
y
th
e
r
u
les
an
d
co
d
e
o
f
eth
ics
b
ased
o
n
t
h
e
s
tan
d
a
r
d
s
o
f
th
e
Am
er
ican
Ps
y
ch
o
lo
g
ical
Ass
o
ciatio
n
[
2
0
]
.
T
h
at
is
,
th
is
s
tu
d
y
m
u
s
t
“
d
o
n
o
h
ar
m
”
t
o
th
e
r
esp
o
n
d
en
ts
.
Fu
r
th
er
m
o
r
e
,
eth
ical
g
u
id
elin
es
s
u
ch
as
p
r
iv
ac
y
an
d
co
n
f
id
en
tiality
in
c
o
n
d
u
ctin
g
eth
i
ca
l
r
esear
ch
we
r
e
o
b
s
er
v
ed
.
T
o
d
o
th
is
,
th
e
r
esear
ch
er
s
aw
to
it
th
at
r
esp
o
n
d
e
n
ts
wer
e
b
r
ief
ed
f
ir
s
t
as
t
o
th
e
n
atu
r
e
o
f
th
e
s
tu
d
y
d
u
r
in
g
th
e
o
r
ien
tatio
n
m
ee
tin
g
b
ef
o
r
e
th
e
c
o
n
d
u
ct
o
f
th
e
s
tu
d
y
s
o
th
at
m
atter
s
ab
o
u
t
p
er
s
o
n
al
p
r
o
tectio
n
,
p
r
iv
ac
y
,
an
d
co
n
f
id
en
tiality
ar
e
co
n
s
id
er
ab
l
y
well
d
is
cu
s
s
ed
.
T
h
e
f
o
llo
win
g
eth
ical
p
r
in
cip
les
wer
e
o
b
s
er
v
e
d
b
y
th
e
r
esear
ch
e
r
in
th
e
co
n
d
u
ct
o
f
th
e
s
tu
d
y
:
i
)
R
eq
u
est
f
o
r
p
er
m
is
s
io
n
to
co
n
d
u
ct
th
e
s
tu
d
y
f
r
o
m
t
h
e
ca
m
p
u
s
ad
m
in
is
tr
ato
r
an
d
s
ch
o
o
l
d
i
r
e
cto
r
;
ii
)
S
o
licitatio
n
o
f
i
n
f
o
r
m
ed
co
n
s
en
t
f
o
r
m
f
r
o
m
th
e
r
esp
o
n
d
e
n
ts
b
ef
o
r
e
th
e
co
n
d
u
ct
o
f
th
e
s
tu
d
y
f
o
r
willin
g
n
ess
an
d
v
o
lu
n
teer
is
m
;
an
d
iii)
A
d
h
er
en
ce
t
o
s
tr
ict
co
n
f
id
en
tiality
an
d
r
esp
o
n
d
en
ts
’
a
n
o
n
y
m
ity
.
2.
4
.
Da
t
a
g
a
t
hering
ins
t
rum
ent
s
T
h
e
in
s
tr
u
m
e
n
ts
u
s
ed
i
n
th
e
d
ev
elo
p
m
e
n
t
o
f
IM
b
ased
o
n
th
e
co
m
m
o
n
wr
itin
g
e
r
r
o
r
s
o
f
f
r
esh
m
an
B
SEd
E
n
g
lis
h
m
ajo
r
s
tu
d
en
ts
ar
e
as:
i)
Qu
esti
o
n
n
air
e
f
o
r
wr
itin
g
ass
e
s
s
m
en
t
:
t
o
g
au
g
e
u
n
d
e
r
s
tan
d
i
n
g
o
f
s
tu
d
en
ts
’
wr
itin
g
er
r
o
r
s
,
a
r
esear
c
h
er
-
m
ad
e
q
u
esti
o
n
n
air
e
was
m
ad
e
ad
ap
tin
g
d
etails
f
r
o
m
th
at
o
f
Ng
h
ik
em
b
u
a
[
2
1
]
.
T
h
e
q
u
esti
o
n
n
air
e
is
co
m
p
o
s
ed
o
f
two
s
ec
tio
n
s
,
n
am
ely
:
i
)
S
ec
tio
n
A
,
r
esp
o
n
d
e
n
t’
s
p
r
o
f
ile
an
d
ii)
S
ec
tio
n
b
,
ess
ay
wr
itin
g
ac
tiv
ity
u
s
in
g
p
ictu
r
es
as
to
o
ls
f
o
r
wr
itin
g
.
Pictu
r
e
talk
will
b
e
th
e
r
esp
o
n
d
en
ts
’
wr
itin
g
ac
tiv
ity
.
I
n
p
ictu
r
e
talk
,
s
tu
d
en
ts
ar
e
tas
k
ed
to
wr
ite
ab
o
u
t
th
e
p
ictu
r
es
o
r
d
r
awin
g
s
p
r
esen
ted
to
th
em
b
y
t
h
e
r
esear
ch
er
.
R
esp
o
n
d
en
ts
wer
e
ask
ed
to
co
n
s
tr
u
ct
an
ess
ay
(
o
n
ly
o
n
e)
b
ased
o
n
th
eir
ex
p
er
i
en
ce
s
th
r
o
u
g
h
th
e
g
iv
en
p
ictu
r
es.
W
r
itin
g
er
r
o
r
s
wer
e
id
en
tifie
d
u
s
in
g
a
m
atr
ix
.
T
h
ese
er
r
o
r
s
ar
e
co
d
e
d
an
d
th
ey
wer
e
id
en
tifie
d
ac
c
o
r
d
in
g
to
s
o
u
r
ce
s
an
d
class
if
icatio
n
.
Fo
r
t
h
is
s
tu
d
y
,
th
e
r
esear
ch
er
id
en
tifie
d
er
r
o
r
s
b
ase
d
o
n
a
m
u
ltimo
d
al
c
o
n
tex
t
f
o
r
ea
s
y
u
n
d
er
s
tan
d
in
g
o
f
s
u
ch
er
r
o
r
s
c
o
m
m
itted
b
y
th
e
r
es
p
o
n
d
e
n
ts
with
em
p
h
asis
o
n
th
e
two
t
y
p
es o
f
wr
itin
g
er
r
o
r
s
: in
ter
lin
g
u
al
an
d
in
tr
alin
g
u
al.
ii)
I
n
s
tr
u
ctio
n
al
m
ater
ial
ev
alu
at
io
n
f
o
r
m
(
I
ME
F
)
:
t
h
e
I
ME
F
was
ad
ap
ted
f
r
o
m
th
e
ev
alu
a
tio
n
f
o
r
m
f
o
r
p
r
in
ted
i
n
s
tr
u
ctio
n
al
m
ater
ials
(
W
VSU
-
I
QA
-
SOI
-
05
-
F0
1
f
r
o
m
th
e
Of
f
ice
o
f
th
e
Dir
ec
to
r
o
f
I
n
s
tr
u
ctio
n
an
d
Qu
ality
Ass
u
r
an
ce
(
DI
Q
A)
o
f
W
VSU.
T
h
is
ev
alu
atio
n
f
o
r
m
was
u
tili
ze
d
to
ev
alu
ate
th
e
d
e
v
elo
p
e
d
I
M
as
th
e
latter
n
ee
d
s
to
b
e
v
alid
ated
b
y
e
x
p
er
ts
f
o
r
ac
ce
p
tab
ilit
y
u
s
in
g
th
e
f
o
llo
win
g
cr
iter
ia:
o
b
jectiv
es,
p
h
y
s
ical
asp
ec
ts
,
a
ctiv
ities
,
ac
cu
r
ac
y
an
d
u
p
-
to
-
d
ated
n
ess
o
f
in
f
o
r
m
atio
n
,
a
n
d
a
s
s
es
s
m
en
t.
2.
5
.
Resea
rc
h
pro
ce
du
re
Sin
ce
th
is
s
tu
d
y
ad
o
p
ted
th
e
I
PO
f
r
am
ewo
r
k
in
t
h
e
d
ev
el
o
p
m
en
t
o
f
IM
f
o
r
E
L
E
2
0
2
s
tr
u
ctu
r
e
o
f
E
n
g
lis
h
f
o
llo
win
g
t
h
e
d
ev
elo
p
m
en
t
r
esear
ch
d
esig
n
,
t
h
e
p
r
o
ce
s
s
was
r
u
n
th
r
o
u
g
h
i
n
d
etail
as
r
ev
ea
led
in
th
e
ex
p
lan
atio
n
s
:
2
.
5
.
1
.
I
n
pu
t
s
t
a
g
e
T
h
e
in
itial
p
h
ase
o
f
th
is
s
tu
d
y
is
th
e
g
ath
er
in
g
o
f
d
ata
b
y
co
n
d
u
ctin
g
th
e
in
s
tr
u
m
e
n
t.
A
to
tal
o
f
3
9
s
tu
d
en
ts
wer
e
r
an
d
o
m
ly
ch
o
s
en
to
b
e
t
h
e
r
esp
o
n
d
en
ts
o
f
th
e
s
tu
d
y
o
u
t
o
f
th
e
4
3
-
s
tu
d
en
t
p
o
p
u
latio
n
o
f
t
h
e
B
SEd
-
1
A
s
ec
tio
n
.
T
h
ese
s
tu
d
en
ts
u
n
d
er
wen
t
a
2
0
-
m
i
n
u
te
o
r
ien
tatio
n
as
to
th
e
p
r
o
ce
ed
in
g
s
o
f
th
e
co
n
d
u
ct
o
f
th
e
q
u
esti
o
n
n
air
e
alo
n
g
with
t
h
e
p
r
o
to
co
ls
t
o
b
e
o
b
s
er
v
ed
a
n
d
f
o
llo
wed
.
T
h
e
co
n
d
u
ct
o
f
t
h
e
q
u
esti
o
n
n
air
e
f
o
r
wr
itin
g
ass
ess
m
en
t
an
d
in
ter
v
iew
was
d
o
n
e
at
th
e
m
o
s
t
co
n
v
en
ien
t
tim
e
f
o
r
th
e
s
tu
d
e
n
ts
f
o
r
a
m
a
x
im
u
m
o
f
9
0
m
in
u
tes
with
a
b
r
ea
k
at
ea
ch
s
ess
io
n
.
T
h
ey
wer
e
p
r
o
p
er
ly
o
r
ien
ted
as
well
as
ca
r
ef
u
lly
o
b
s
er
v
ed
an
d
m
eticu
lo
u
s
ly
s
u
p
er
v
is
ed
as
to
th
e
n
atu
r
e
an
d
co
n
d
u
ct
o
f
th
e
ac
tiv
ity
.
T
h
e
r
esp
o
n
d
en
ts
wer
e
g
iv
en
an
h
o
u
r
t
o
f
in
is
h
an
s
wer
in
g
th
e
q
u
esti
o
n
n
air
e.
B
o
th
th
e
r
esear
ch
er
an
d
th
e
s
u
b
ject
i
n
s
tr
u
cto
r
h
elp
e
d
in
f
ac
ilit
atin
g
t
h
e
co
n
d
u
ct
o
f
th
e
q
u
esti
o
n
n
air
e
.
T
h
e
p
r
im
a
r
y
co
n
s
id
er
atio
n
i
n
th
is
s
tag
e
was
th
e
d
eter
m
in
atio
n
o
f
lea
r
n
er
s
’
n
ee
d
s
b
ase
d
o
n
er
r
o
r
an
aly
s
is
an
d
ass
es
s
m
en
t
o
f
th
eir
wr
itin
g
s
k
ills
.
An
aly
s
is
an
d
ev
alu
atio
n
o
f
th
ese
er
r
o
r
s
wer
e
d
o
n
e
th
r
o
u
g
h
wr
itin
g
ass
ess
m
en
ts
.
C
o
m
m
o
n
wr
itin
g
er
r
o
r
s
wer
e
tallied
,
ta
b
u
lated
,
an
d
an
aly
ze
d
.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
wer
e
s
tatis
tically
tr
ea
ted
an
d
an
a
ly
ze
d
u
s
in
g
r
an
k
,
f
r
eq
u
e
n
cy
,
m
ea
n
,
an
d
s
tan
d
ar
d
d
ev
iatio
n
f
o
r
d
escr
ip
tiv
e
s
tati
s
tics
.
I
n
ter
p
r
etatio
n
o
f
th
e
n
ee
d
s
ass
es
s
m
en
t
r
esu
lts
p
r
o
v
id
ed
b
aselin
e
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
E
xp
lo
r
in
g
err
o
r
p
a
tter
n
s
in
E
n
g
lis
h
w
r
itin
g
:
a
p
a
th
w
a
y
to
in
n
o
va
tive
mu
ltimo
d
a
l
…
(
Jo
s
h
u
a
B
.
Tu
p
a
s
)
3371
d
ata
th
at
wo
u
ld
d
eter
m
i
n
e
th
e
lear
n
in
g
g
ap
s
to
b
e
u
s
ed
as
i
n
p
u
ts
in
th
e
s
elec
tio
n
an
d
d
esig
n
o
f
a
p
p
r
o
p
r
iat
e
IM
.
Me
an
wh
ile,
th
e
E
L
E
2
0
2
s
y
llab
u
s
was
r
ev
iewe
d
as
to
its
co
n
ten
t
co
v
e
r
ag
e
an
d
o
u
tc
o
m
es
-
b
ased
teac
h
in
g
an
d
lear
n
in
g
s
tr
ateg
ies as a
d
d
r
ess
ed
in
th
e
s
tip
u
latio
n
s
o
f
C
MO
7
4
an
d
7
5
,
s
.
2
0
1
7
.
2
.
5
.
2
.
P
ro
ce
s
s
s
t
a
g
e
A
f
ter
th
e
co
n
d
u
ct
o
f
d
ata
g
a
th
er
in
g
in
th
e
i
n
p
u
t
s
tag
e,
th
e
r
esear
ch
er
s
tu
d
ie
d
an
d
an
a
ly
ze
d
th
e
r
esp
o
n
d
en
ts
’
co
m
m
o
n
wr
itin
g
er
r
o
r
s
,
lo
o
k
e
d
in
to
th
eir
lev
el
o
f
s
p
ea
k
in
g
an
d
wr
itin
g
s
k
ill
s
,
an
d
lis
ted
d
o
wn
p
r
o
b
a
b
le
ac
tiv
ities
th
at
wo
u
l
d
ad
d
r
ess
th
e
lear
n
in
g
g
a
p
s
wh
ile
at
th
e
s
am
e
tim
e
d
r
af
tin
g
t
h
e
to
p
ics
o
r
less
o
n
s
to
b
e
tac
k
led
i
n
lin
e
with
th
e
co
u
r
s
e
o
b
jectiv
es
an
d
lear
n
in
g
o
u
tco
m
es
s
p
ec
if
ically
m
en
ti
o
n
ed
a
n
d
o
u
tlin
ed
in
th
e
s
y
llab
u
s
.
First
in
th
e
p
r
ese
n
tatio
n
is
th
e
u
n
it
titl
e
with
th
e
s
tated
g
en
er
al
o
b
jectiv
es
o
r
lear
n
in
g
o
u
tc
o
m
es.
T
h
is
is
f
o
llo
wed
b
y
an
in
tr
o
d
u
ctio
n
o
f
wh
at
th
e
u
n
it
is
all
ab
o
u
t
o
r
t
h
e
r
atio
n
ale
o
f
all
t
h
e
less
o
n
s
p
r
o
p
er
.
Up
o
n
p
r
esen
tatio
n
o
f
ea
ch
less
o
n
,
s
p
ec
if
ic
lear
n
in
g
o
b
jectiv
es
ar
e
laid
d
o
wn
f
o
r
s
tu
d
en
ts
to
f
o
llo
w
to
g
u
id
e
th
em
in
th
eir
s
tu
d
y
.
T
h
is
is
t
h
en
f
o
llo
wed
b
y
a
m
o
tiv
atin
g
ac
tiv
ity
th
at
s
er
v
es
to
ac
tiv
at
e
lear
n
er
s
’
s
ch
em
a
.
Af
ter
war
d
,
a
b
r
ief
d
is
cu
s
s
io
n
o
f
th
e
less
o
n
is
p
r
esen
ted
,
f
o
ll
o
wed
b
y
th
r
ee
o
r
m
o
r
e
r
elev
a
n
t
task
s
to
p
er
k
u
p
lear
n
er
s
’
in
ter
est
in
th
e
to
p
ic
wh
ile
at
th
e
s
am
e
tim
e
h
elp
in
g
th
em
d
ev
elo
p
th
eir
p
r
o
d
u
cti
v
e
s
k
ills
.
T
h
er
e
ar
e
o
th
er
s
u
g
g
ested
ac
tiv
ities
m
e
n
tio
n
ed
in
ea
c
h
less
o
n
t
o
f
u
r
t
h
er
eq
u
ip
th
em
with
k
n
o
wled
g
e
an
d
s
k
ills
.
Her
e,
ev
er
y
less
o
n
is
p
r
esen
ted
wit
h
task
s
f
o
r
m
u
ltimo
d
al
lear
n
i
n
g
.
I
n
d
iv
id
u
al,
co
llab
o
r
ativ
e,
an
d
co
m
m
u
n
icativ
e
ex
er
cises
ar
e
g
iv
en
to
en
s
u
r
e
h
an
d
s
-
o
n
an
d
m
ea
n
in
g
f
u
l
ex
p
er
ien
ce
.
A
p
ap
er
-
an
d
-
p
en
cil
t
est
is
th
en
d
o
n
e
to
d
eter
m
in
e
lear
n
er
s
’
lev
el
o
f
u
n
d
er
s
tan
d
in
g
o
f
th
e
less
o
n
s
d
i
s
cu
s
s
ed
an
d
th
e
task
s
p
r
esen
te
d
.
T
h
e
f
in
al
p
ar
t
o
f
th
e
less
o
n
is
th
e
g
iv
in
g
o
f
ass
ig
n
m
en
ts
f
o
r
lear
n
er
s
’
f
u
r
th
e
r
s
tu
d
y
an
d
in
-
d
ep
th
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
less
o
n
.
Sin
ce
th
e
tar
g
et
m
ater
ial
is
a
m
u
ltimo
d
al
E
n
g
lis
h
IM
,
t
h
e
p
lan
n
in
g
o
f
th
e
in
s
tr
u
ctio
n
al
d
esig
n
was
ca
r
r
ied
o
u
t
u
s
in
g
p
e
r
f
o
r
m
an
c
e
-
b
ased
an
d
m
etac
o
g
n
itiv
e
a
ctiv
ities
th
at
ar
e
en
r
ic
h
ed
wi
th
m
u
ltime
d
ia
an
d
m
u
ltil
iter
ate
d
etails
o
f
in
f
o
r
m
atio
n
,
an
d
f
o
llo
win
g
Me
r
r
ill’s
f
ir
s
t
p
r
in
cip
les
o
f
in
s
tr
u
ctio
n
,
th
ese
task
s
wer
e
ca
r
ef
u
lly
s
elec
ted
a
n
d
alig
n
ed
with
th
e
co
u
r
s
e
in
s
tr
u
ctio
n
al
o
b
jectiv
es.
T
h
e
co
n
ce
p
tu
aliza
ti
o
n
o
f
a
m
u
ltimo
d
al
E
n
g
lis
h
I
M
is
ca
r
r
ied
o
u
t
ag
ain
s
t
th
e
b
ac
k
d
r
o
p
o
f
Me
r
r
ill
’
s
f
iv
e
p
r
escr
ip
tiv
e
in
s
tr
u
ctio
n
al
p
r
in
cip
les
th
at
en
h
an
ce
th
e
q
u
ality
o
f
i
n
s
tr
u
ctio
n
ac
r
o
s
s
all
s
itu
atio
n
s
[
2
2
]
.
T
h
ese
p
r
i
n
cip
les
h
av
e
to
d
o
with
task
-
ce
n
ter
ed
n
ess
,
ac
tiv
atio
n
,
d
em
o
n
s
tr
atio
n
,
ap
p
licatio
n
,
an
d
in
te
g
r
atio
n
.
T
h
e
h
ig
h
lig
h
ts
o
f
th
ese
p
r
i
n
c
ip
les
wer
e
en
ca
p
s
u
lated
in
th
e
b
lu
ep
r
in
t
o
f
th
e
in
s
tr
u
ctio
n
al
d
esig
n
,
wh
ile
as
to
th
e
p
h
y
s
ical
asp
ec
ts
,
th
e
o
u
tlin
e,
f
o
r
m
at,
an
d
lay
o
u
t
o
f
th
e
in
s
tr
u
ctio
n
al
p
ac
k
ag
e
wer
e
p
lan
n
e
d
an
d
s
k
etch
ed
o
u
t
u
s
in
g
p
u
b
licatio
n
s
o
f
twar
e
s
u
ch
as
Ad
o
b
e
I
n
Desig
n
an
d
Ph
o
to
s
h
o
p
.
T
o
ex
p
lain
f
u
r
th
er
a
n
d
i
n
d
etail,
th
e
b
lu
e
p
r
in
t
o
f
th
e
d
e
s
ig
n
o
f
th
e
m
u
ltimo
d
al
E
n
g
lis
h
I
M
b
ased
o
n
th
e
f
ir
s
t
p
r
in
ci
p
les
o
f
in
s
tr
u
ctio
n
was e
x
ec
u
ted
th
r
o
u
g
h
th
e
in
tr
o
d
u
ctio
n
o
f
th
e
d
if
f
e
r
en
t sectio
n
s
o
f
th
e
c
o
u
r
s
e
wo
r
k
b
o
o
k
,
a
s
:
i)
A
c
t
i
v
a
ti
o
n
:
t
h
i
s
is
w
h
e
r
e
a
c
t
i
v
a
t
i
n
g
p
r
i
o
r
k
n
o
w
l
e
d
g
e
o
c
c
u
r
s
b
a
s
e
d
o
n
t
h
e
l
e
a
r
n
e
r
s
’
s
c
h
e
m
a
.
I
t
i
s
t
h
e
m
i
n
d
-
o
p
e
n
i
n
g
p
a
r
t
o
f
t
h
e
l
e
s
s
o
n
t
h
at
t
r
i
e
s
t
o
c
a
p
t
u
r
e
t
h
e
i
n
t
e
r
e
s
t
o
f
t
h
e
r
e
a
d
e
r
s
b
e
f
o
r
e
g
o
i
n
g
i
n
t
o
t
h
e
g
i
s
t
o
f
t
h
e
d
i
s
c
u
s
s
i
o
n
.
T
h
is
is
f
o
u
n
d
i
n
t
h
e
‘
l
e
t
u
s
d
o
t
h
i
s
’
s
e
ct
i
o
n
w
h
e
r
e
a
m
o
t
i
v
a
t
i
n
g
a
ct
i
v
it
y
i
s
p
r
e
s
e
n
t
e
d
b
e
f
o
r
e
t
h
e
l
e
s
s
o
n
p
r
o
p
e
r
.
ii)
T
a
s
k
-
c
e
n
t
e
r
e
d
n
es
s
:
h
e
r
e
,
l
e
a
r
n
e
r
s
a
r
e
g
u
i
d
e
d
t
h
r
o
u
g
h
a
p
r
e
s
e
n
t
a
t
i
o
n
o
f
ess
e
n
t
i
al
i
n
f
o
r
m
a
tio
n
a
b
o
u
t
t
h
e
t
o
p
i
c
.
T
h
i
s
i
s
f
o
u
n
d
i
n
t
h
e
s
e
c
t
i
o
n
t
h
a
t
s
e
r
v
e
s
as
a
s
p
r
i
n
g
b
o
a
r
d
f
o
r
d
i
s
c
u
s
s
i
o
n
a
n
d
w
h
e
r
e
t
h
e
y
a
l
s
o
f
i
n
d
i
n
t
e
r
e
s
t
i
n
d
o
i
n
g
t
h
e
t
a
s
k
a
n
d
g
a
t
h
e
r
i
n
g
t
i
d
b
i
ts
o
f
k
n
o
w
l
e
d
g
e
in
d
e
p
e
n
d
e
n
t
l
y
a
n
d
/
o
r
c
o
l
l
a
b
o
r
a
ti
v
e
l
y
.
T
h
i
s
is
c
a
p
t
u
r
e
d
a
n
d
a
c
t
u
a
l
i
ze
d
i
n
t
h
e
‘
r
e
a
d
a
n
d
t
h
i
n
k
’
a
n
d
‘
d
o
y
o
u
k
n
o
w
?
’
s
e
c
ti
o
n
s
.
iii)
A
p
p
l
i
c
a
ti
o
n
:
l
e
a
r
n
e
r
s
a
p
p
l
y
s
k
i
l
ls
t
h
r
o
u
g
h
p
r
o
c
e
d
u
r
a
l
a
n
d
s
u
p
p
o
r
t
i
v
e
i
n
f
o
r
m
a
t
i
o
n
f
o
u
n
d
i
n
t
h
e
l
e
s
s
o
n
a
n
d
t
h
r
o
u
g
h
a
s
e
l
e
c
t
i
o
n
o
f
r
e
l
e
v
a
n
t,
s
e
q
u
e
n
t
i
a
l
,
a
n
d
s
c
a
f
f
o
l
d
i
n
g
ta
s
k
s
.
T
h
is
is
g
e
n
e
r
a
t
e
d
i
n
t
h
e
s
e
c
ti
o
n
w
h
e
r
e
t
h
e
y
l
e
a
r
n
t
o
e
n
g
a
g
e
i
n
c
o
g
n
i
t
i
v
e
e
x
e
r
ci
s
es
a
n
d
t
o
u
n
d
e
r
s
t
a
n
d
t
h
e
l
ess
o
n
w
it
h
i
n
th
e
b
o
u
n
d
s
o
f
m
u
l
t
i
m
o
d
a
l
it
i
es
.
i
v
)
I
n
t
e
g
r
a
t
i
o
n
:
i
n
t
h
is
s
e
c
ti
o
n
,
o
p
p
o
r
t
u
n
i
t
i
e
s
a
r
e
p
r
o
v
i
d
e
d
f
o
r
t
h
e
l
e
a
r
n
e
r
s
t
o
i
n
te
g
r
a
t
e
w
h
a
t
t
h
e
y
h
a
v
e
l
e
a
r
n
e
d
a
n
d
e
x
p
l
o
r
e
n
e
w
w
a
y
s
o
f
u
s
i
n
g
t
h
e
m
.
H
e
r
e
,
l
ea
r
n
e
r
s
u
n
d
e
r
g
o
a
s
s
ess
m
e
n
t
o
r
e
n
r
i
c
h
m
e
n
t
e
x
e
r
cis
e
s
.
v)
D
e
m
o
n
s
t
r
a
ti
o
n
:
i
n
t
h
e
p
r
es
e
n
ta
t
i
o
n
o
f
t
h
i
s
p
r
i
n
c
i
p
l
e
,
t
h
e
l
e
a
r
n
e
r
s
p
e
r
f
o
r
m
s
k
i
l
ls
(
o
r
p
a
r
t
-
t
a
s
k
s
)
t
h
r
o
u
g
h
a
p
r
o
v
i
s
i
o
n
o
f
p
r
o
c
e
d
u
r
a
l
a
n
d
s
u
p
p
o
r
t
i
v
e
i
n
f
o
r
m
a
t
i
o
n
.
T
h
e
c
o
u
r
s
e
w
o
r
k
b
o
o
k
i
s
l
o
c
a
t
e
d
i
n
t
h
e
s
e
c
ti
o
n
w
h
e
r
e
t
h
e
y
a
r
e
g
e
n
e
r
a
l
l
y
p
e
r
s
u
a
d
e
d
to
e
x
h
i
b
i
t
t
h
e
i
r
c
r
e
a
ti
v
i
t
y
a
n
d
in
n
o
v
a
t
i
v
e
n
e
s
s
i
n
u
s
i
n
g
t
e
c
h
n
o
lo
g
y
a
n
d
o
t
h
e
r
l
e
a
r
n
i
n
g
t
o
o
l
s
.
T
h
i
s
i
s
t
h
e
p
a
r
t
t
h
a
t
s
a
y
s
le
a
r
n
i
n
g
is
k
n
o
w
i
n
g
w
h
a
t
o
n
e
k
n
o
w
s
t
o
k
n
o
w
t
h
em
f
u
l
l
y
.
T
h
i
s
i
s
f
a
c
i
l
it
a
t
e
d
a
n
d
r
e
a
li
z
e
d
i
n
t
h
e
‘
g
o
i
n
g
f
u
r
t
h
e
r
’
s
e
c
t
i
o
n
.
H
a
v
i
n
g
r
e
a
l
i
z
e
d
t
h
es
e
p
r
i
n
c
i
p
l
es
o
f
i
n
s
t
r
u
c
t
i
o
n
i
n
t
h
e
d
i
f
f
e
r
e
n
t
s
e
c
ti
o
n
s
o
f
a
m
u
l
t
i
m
o
d
a
l
E
n
g
l
is
h
IM
,
t
h
e
r
e
s
e
a
r
c
h
e
r
s
a
w
t
o
it
t
h
a
t
w
h
i
l
e
s
u
c
h
d
e
v
e
l
o
p
e
d
m
a
t
e
r
i
al
is
t
h
o
u
g
h
t
o
u
t
t
o
b
e
i
n
t
e
r
e
s
ti
n
g
l
y
m
o
d
u
l
a
r
a
s
w
e
ll
as
e
s
s
e
n
t
i
a
ll
y
i
n
t
e
r
a
ct
i
v
e
i
n
t
h
e
i
n
i
t
i
a
l
p
r
es
e
n
t
at
i
o
n
o
f
e
a
c
h
l
es
s
o
n
a
n
d
d
u
r
i
n
g
d
i
s
c
u
s
s
i
o
n
p
r
o
p
e
r
,
t
h
e
r
e
h
a
s
t
o
b
e
a
r
e
a
s
o
n
a
b
l
y
r
e
le
v
a
n
t
f
e
e
d
b
a
c
k
in
g
o
f
p
e
r
f
o
r
m
a
n
c
e
t
o
m
e
as
u
r
e
t
h
e
e
x
te
n
t
wi
t
h
w
h
i
c
h
t
h
e
l
e
ar
n
e
r
s
h
a
v
e
at
t
a
i
n
ed
o
b
j
e
c
t
i
v
e
l
y
t
h
e
l
e
a
r
n
i
n
g
o
u
t
c
o
m
e
s
o
f
t
h
e
u
n
it
a
t
t
h
e
e
n
d
p
a
r
t
o
f
t
h
e
l
es
s
o
n
.
T
h
is
w
a
y
,
t
h
e
l
ea
r
n
e
r
s
c
a
n
d
e
te
r
m
i
n
e
t
h
e
i
r
w
ea
k
n
e
s
s
e
s
a
n
d
s
t
r
e
n
g
t
h
s
b
y
s
e
l
f
-
e
v
al
u
a
t
i
n
g
t
h
e
e
f
f
o
r
ts
th
e
y
h
a
v
e
m
a
d
e
a
n
d
t
h
e
t
as
k
s
t
h
e
y
h
a
v
e
p
e
r
f
o
r
m
e
d
.
T
h
i
s
is
r
e
v
e
a
l
e
d
i
n
t
h
e
c
o
u
r
s
e
w
o
r
k
b
o
o
k
’
s
‘
y
o
u
r
s
c
o
r
e
b
o
a
r
d
’
s
e
c
ti
o
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
.
5
,
Octo
b
er
20
25
:
33
6
7
-
33
7
8
3372
2
.
5
.
3
.
O
utput
s
t
a
g
e
T
h
is
s
tag
e
’
s
p
r
im
ar
y
o
b
jectiv
e
was
to
p
ac
k
ag
e
th
e
I
M
in
a
way
th
at
i
n
co
r
p
o
r
ates
ev
alu
ato
r
s
’
co
m
m
en
ts
an
d
s
u
g
g
esti
o
n
s
.
T
h
e
ev
alu
atio
n
o
f
a
m
u
ltimo
d
al
E
n
g
lis
h
teac
h
in
g
r
eso
u
r
ce
b
y
a
p
an
el
o
f
s
p
ec
ialis
t
s
u
tili
zin
g
th
e
ev
alu
a
tio
n
q
u
esti
o
n
n
air
e
s
er
v
e
d
as
th
e
s
tag
e
’
s
cu
lm
in
atio
n
.
Descr
ip
tiv
e
s
tatis
tic
s
wer
e
u
s
ed
to
ex
am
in
e
an
d
in
ter
p
r
et
th
e
ev
alu
atio
n
d
ata
to
ass
ess
h
o
w
ac
ce
p
tab
le
th
e
teac
h
in
g
m
ater
ial
was.
Fig
u
r
e
1
s
h
o
ws th
e
c
o
v
er
a
n
d
Fig
u
r
e
2
s
h
o
ws
a
s
am
p
le
p
a
g
e
o
f
th
e
d
e
v
elo
p
e
d
m
u
ltimo
d
al
I
M.
Fig
u
r
e
1
.
T
h
e
co
v
er
d
esig
n
o
f
E
L
E
2
0
2
Fig
u
r
e
2
.
S
am
p
le
p
ag
e
o
n
h
o
w
m
u
ltimo
d
ality
is
in
teg
r
ated
in
to
t
h
e
ac
tiv
ities
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Co
mm
o
n
writ
ing
er
ro
rs
o
f
f
re
s
hm
a
n
B
SE
d
E
ng
lis
h
m
a
j
o
r
s
t
ud
ent
s
T
h
e
co
m
m
o
n
wr
itin
g
er
r
o
r
s
o
f
f
r
esh
m
an
B
SEd
E
n
g
lis
h
m
aj
o
r
s
tu
d
en
ts
ar
e
d
is
cu
s
s
ed
in
ter
m
s
o
f
th
e
two
ty
p
es
o
f
wr
itin
g
e
r
r
o
r
s
:
in
ter
lin
g
u
al
a
n
d
in
tr
alin
g
u
al,
th
a
t
is
p
r
esen
ted
in
T
ab
le
1
.
Am
o
n
g
th
e
12
c
o
m
m
o
n
in
ter
lin
g
u
al
er
r
o
r
s
,
t
h
e
s
ev
en
in
ter
lin
g
u
al
e
r
r
o
r
s
t
h
at
r
an
k
ed
th
e
h
ig
h
est
in
f
r
e
q
u
en
c
y
wer
e
o
b
tain
ed
.
T
h
e
e
r
r
o
r
with
th
e
h
ig
h
est
f
r
eq
u
e
n
cy
is
t
h
e
wr
o
n
g
u
s
e
o
f
ten
s
es
(
r
a
n
k
=
1
,
f
=1
0
5
)
.
Oth
e
r
er
r
o
r
s
f
o
llo
w
s
u
it,
in
a
p
ar
ticu
la
r
o
r
d
er
as:
ca
p
italizatio
n
(
r
an
k
=2
,
f
=3
6
)
,
co
m
m
a
(
r
an
k
=3
,
f
=3
4
)
,
p
r
e
p
o
s
itio
n
(
r
a
n
k
=4
,
f
=
3
2
)
,
n
o
u
n
(
r
an
k
=
5
,
f
=3
0
)
,
a
r
ticle
(
r
a
n
k
=6
,
f
=2
1
)
,
an
d
f
u
ll
s
to
p
(
r
an
k
=7
,
f
=1
4
)
.
Data
r
ev
ea
ls
th
at
o
b
v
io
u
s
ly
,
t
h
e
f
r
esh
m
a
n
E
n
g
lis
h
m
ajo
r
s
tu
d
en
ts
ar
e
n
o
t
m
eti
cu
lo
u
s
ly
k
ee
n
ab
o
u
t
th
e
p
r
o
p
er
an
d
ap
p
r
o
p
r
iate
u
s
e
o
f
ten
s
es
in
s
en
ten
ce
co
n
s
tr
u
ctio
n
,
an
d
m
o
r
e
s
o
in
wr
itin
g
co
m
p
o
s
itio
n
.
E
r
r
o
r
s
in
ca
p
italizatio
n
,
co
m
m
as,
p
r
e
p
o
s
itio
n
s
,
an
d
n
o
u
n
n
u
m
b
er
s
an
d
o
m
is
s
io
n
,
o
n
t
h
e
o
th
e
r
h
an
d
,
ar
e
f
o
u
n
d
to
h
av
e
alm
o
s
t
s
im
ilar
n
u
m
b
er
s
o
f
o
cc
u
r
r
en
ce
o
r
f
r
eq
u
e
n
cy
.
T
h
e
r
esu
lts
p
r
esen
ted
s
h
o
w
th
at
er
r
o
r
s
in
th
e
u
s
e
o
f
ten
s
es
ar
e
th
e
m
o
s
t
p
r
ev
alen
t
a
m
o
n
g
th
e
p
ar
ticip
an
ts
’
wr
itten
ess
ay
o
u
t
p
u
ts
;
wh
ile
th
e
er
r
o
r
o
f
n
o
t
u
s
in
g
a
f
u
ll
s
to
p
(
i.e
.
,
u
s
in
g
a
co
m
m
a
b
etwe
en
two
co
m
p
lete
s
en
ten
ce
s
)
is
th
e
least
p
r
ev
alen
t
in
ter
lin
g
u
al
er
r
o
r
.
E
r
r
o
r
s
in
ten
s
es
m
ay
b
e
lin
k
e
d
to
s
en
ten
ce
-
lev
el
er
r
o
r
s
th
at
p
lay
ed
a
cr
u
cial
r
o
le
in
s
tu
d
en
t’
s
ess
ay
s
co
r
es
[
2
3
]
,
b
ec
au
s
e
ten
s
e
er
r
o
r
s
ten
d
to
s
tr
o
n
g
ly
af
f
ec
t
s
en
ten
ce
co
n
s
tr
u
ctio
n
.
T
h
ese
er
r
o
r
s
ar
e
also
f
r
eq
u
en
t
a
m
o
n
g
th
e
ca
teg
o
r
ies
o
f
er
r
o
r
s
m
e
n
tio
n
ed
i
n
p
r
e
v
io
u
s
r
esear
ch
[
2
4
]
–
[
2
6
]
.
R
esear
ch
i
n
d
icate
s
th
at
s
tu
d
en
ts
o
f
te
n
s
tr
u
g
g
le
with
t
h
e
co
r
r
ec
t
u
s
e
o
f
v
er
b
ten
s
es,
lead
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
xp
lo
r
in
g
err
o
r
p
a
tter
n
s
in
E
n
g
lis
h
w
r
itin
g
:
a
p
a
th
w
a
y
to
in
n
o
va
tive
mu
ltimo
d
a
l
…
(
Jo
s
h
u
a
B
.
Tu
p
a
s
)
3373
to
in
co
n
s
is
ten
cies
in
th
eir
wr
itin
g
[
2
7
]
.
Similar
ly
,
a
s
tu
d
y
i
n
2
0
2
2
also
r
e
p
o
r
te
d
co
m
m
o
n
er
r
o
r
s
in
th
e
u
s
e
o
f
ar
ticles
[
2
8
]
.
I
n
o
th
er
f
o
r
m
s
o
f
ELE
,
er
r
o
r
s
ar
e
also
co
m
m
o
n
in
wr
itin
g
.
Fo
r
ex
am
p
le
,
Ma
lay
s
ian
ter
tiar
y
s
tu
d
en
ts
s
tu
d
y
in
g
th
e
E
n
g
lis
h
lan
g
u
a
g
e
te
n
d
t
o
m
a
k
e
m
is
t
ak
es
in
s
u
b
ject
-
v
er
b
ag
r
ee
m
e
n
t
an
d
v
e
r
b
te
n
s
es
[
2
9
]
,
wh
ich
is
also
a
s
im
ilar
r
esu
lt
to
th
e
r
esu
lts
o
f
th
is
s
tu
d
y
.
Sev
er
al
f
ac
to
r
s
c
o
n
tr
ib
u
te
to
er
r
o
r
s
in
E
n
g
lis
h
wr
itin
g
,
in
clu
d
in
g
f
ir
s
t
lan
g
u
a
g
e
in
ter
f
e
r
en
ce
,
o
v
e
r
g
en
e
r
aliza
tio
n
o
f
E
n
g
lis
h
r
u
les,
a
n
d
in
a
d
eq
u
ate
e
x
p
o
s
u
r
e
to
th
e
tar
g
et
la
n
g
u
a
g
e
[
3
0
]
.
T
ab
l
e
1
p
r
esen
ts
th
e
r
esu
lts
o
f
t
h
e
q
u
esti
o
n
n
ai
r
e
o
n
th
e
co
m
m
o
n
wr
itin
g
er
r
o
r
s
o
f
f
r
esh
m
an
B
SEd
E
n
g
lis
h
m
ajo
r
s
tu
d
en
ts
.
Me
an
wh
ile,
g
iv
e
n
th
e
21
co
m
m
o
n
in
t
r
alin
g
u
a
l
er
r
o
r
s
,
th
e
s
ev
e
n
h
ig
h
est in
ter
m
s
o
f
f
r
eq
u
en
cy
an
d
r
an
k
s
wer
e
o
b
tain
e
d
,
as
p
r
esen
t
ed
in
T
ab
le
2
.
T
ab
le
1
.
C
o
m
m
o
n
in
ter
lin
g
u
al
wr
itin
g
er
r
o
r
s
o
f
f
r
esh
m
an
B
SEd
E
n
g
lis
h
m
ajo
r
s
tu
d
en
ts
C
l
a
s
si
f
i
c
a
t
i
o
n
o
f
e
r
r
o
r
F
R
a
n
k
Te
n
s
e
1
0
5
1
C
a
p
i
t
a
l
i
z
a
t
i
o
n
36
2
C
o
mm
a
34
3
P
r
e
p
o
si
t
i
o
n
32
4
N
o
u
n
30
5
A
r
t
i
c
l
e
21
6
F
u
l
l
s
t
o
p
14
7
T
ab
le
2
.
C
o
m
m
o
n
in
tr
alin
g
u
al
wr
itin
g
er
r
o
r
s
o
f
f
ir
s
t
-
y
ea
r
B
SEd
E
n
g
lis
h
m
ajo
r
s
tu
d
en
ts
C
l
a
s
si
f
i
c
a
t
i
o
n
o
f
e
r
r
o
r
F
R
a
n
k
U
n
n
e
c
e
s
sary
w
o
r
d
1
0
6
1
P
u
n
c
t
u
a
t
i
o
n
46
2
R
u
n
-
o
n
s
e
n
t
e
n
c
e
s
44
3
W
o
r
d
c
h
o
i
c
e
41
4
F
r
a
g
me
n
t
25
5
P
r
o
n
o
u
n
(
i
n
a
p
p
r
o
p
r
i
a
t
e
u
se)
17
7
P
r
o
n
o
u
n
a
n
t
e
c
e
d
e
n
t
a
g
r
e
e
me
n
t
/
p
r
o
n
o
u
n
sh
i
f
t
i
n
t
e
r
s
e
n
t
e
n
c
e
17
7
S
p
e
l
l
i
n
g
17
7
T
h
e
er
r
o
r
with
th
e
h
ig
h
est
f
r
eq
u
en
cy
f
alls
o
n
th
e
r
esp
o
n
d
e
n
ts
’
ten
d
en
cy
to
u
s
e
u
n
n
ec
ess
ar
y
wo
r
d
s
(
r
an
k
=1
,
f
=1
0
6
)
.
T
h
ese
u
n
n
e
ce
s
s
ar
y
wo
r
d
s
,
o
r
s
tu
d
en
ts
’
p
en
ch
an
t
f
o
r
v
er
b
iag
e,
r
ed
u
n
d
an
cy
,
an
d
u
s
e
o
f
u
n
q
u
alif
ied
r
ep
etitiv
e
wo
r
d
s
o
r
id
ea
s
in
wr
itin
g
ca
n
b
e
ass
o
ciate
d
with
th
eir
p
o
o
r
v
o
ca
b
u
l
ar
y
o
r
th
eir
lack
o
f
it.
Oth
er
er
r
o
r
s
f
o
llo
w
s
u
it,
i
n
p
ar
ticu
lar
o
r
d
er
,
as:
p
u
n
ctu
atio
n
(
r
a
n
k
=2
,
f
=4
6
)
,
r
u
n
-
o
n
s
en
ten
ce
s
(
r
an
k
=
3
,
f
=4
4
)
,
w
o
r
d
ch
o
ice
(
r
a
n
k
=4
,
f
=4
1
)
,
f
r
ag
m
e
n
t
(
r
an
k
=
5
,
f
=2
5
)
,
p
r
o
n
o
u
n
(
r
a
n
k
=7
,
f
=1
7
)
,
p
r
o
n
o
u
n
-
a
n
tece
d
en
t
ag
r
ee
m
en
t/p
r
o
n
o
u
n
s
h
if
t in
ter
-
s
en
ten
ce
(
r
an
k
=
7
,
f
=1
7
)
,
a
n
d
s
p
ellin
g
(
r
a
n
k
=7
,
f
=1
7
)
.
I
n
lin
e
with
th
e
r
esu
lts
o
f
th
e
s
tu
d
y
as
to
th
e
lev
el
o
f
s
p
ea
k
i
n
g
an
d
wr
itin
g
s
k
ills
o
f
th
e
r
esp
o
n
d
en
ts
,
ce
r
tain
is
s
u
es
an
d
co
n
ce
r
n
s
w
er
e
r
aised
to
r
elate
to
a
n
d
c
o
r
r
o
b
o
r
ate
th
e
c
o
m
m
o
n
f
in
d
in
g
s
o
f
o
th
er
s
tu
d
ies
in
er
r
o
r
an
aly
s
is
:
th
at
h
av
in
g
l
ex
ical
u
n
d
er
s
tan
d
in
g
is
v
ital
to
th
e
g
o
al
o
f
lan
g
u
a
g
e
p
r
o
f
icien
cy
,
an
d
th
at
s
tu
d
en
ts
’
wr
itin
g
s
k
ills
r
eq
u
ir
e
a
s
u
f
f
icien
t
am
o
u
n
t
o
f
v
o
ca
b
u
lar
y
f
o
r
ef
f
ec
tiv
e
en
h
a
n
ce
m
en
t
.
At
th
is
p
o
in
t,
th
e
s
tu
d
y
o
f
Ho
s
s
ain
et
a
l
.
[
2
3
]
o
n
Fil
ip
in
o
lear
n
er
s
’
E
SL
er
r
o
r
s
is
ju
s
tifia
b
ly
r
elev
a
n
t.
Stu
d
e
n
ts
n
ee
d
to
b
e
g
iv
en
m
o
r
e
ef
f
ec
tiv
e
s
tr
ateg
ies
o
n
h
o
w
to
en
lar
g
e
th
eir
v
o
ca
b
u
lar
y
f
o
r
ac
ad
em
ic
s
u
r
v
i
v
al.
L
ik
e
wis
e,
teac
h
er
s
n
ee
d
to
r
em
in
d
s
tu
d
e
n
ts
o
f
th
e
im
p
o
r
tan
ce
o
f
o
n
e
’
s
k
n
o
wled
g
e
o
f
er
r
o
r
s
in
p
u
n
ctu
atio
n
o
r
m
ec
h
an
ics
in
wr
itin
g
f
o
r
ef
f
ec
tiv
e
an
d
p
r
o
d
u
ctiv
e
s
elf
-
e
x
p
r
ess
io
n
.
3
.
2
.
Dev
el
o
pm
ent
o
f
m
ultimo
da
l ins
t
ruct
io
na
l m
a
t
er
ia
l
f
o
r
E
L
E
2
0
2
(
s
t
ruct
ure
o
f
E
ng
lis
h)
E
L
E
2
0
2
(
s
tr
u
ct
u
r
e
o
f
E
n
g
lis
h
)
is
o
n
e
o
f
th
e
s
u
b
jects o
f
th
e
B
S
E
d
m
ajo
r
in
th
e
E
n
g
lis
h
cu
r
r
icu
lu
m
.
I
t
f
o
cu
s
es
o
n
d
ev
el
o
p
in
g
lear
n
er
s
’
ab
ilit
y
to
u
s
e
th
e
p
h
o
n
o
lo
g
i
ca
l,
lex
ical,
s
y
n
tactic,
an
d
s
em
an
tic
s
tr
u
ctu
r
es
o
f
E
n
g
lis
h
in
wr
itten
an
d
o
r
al
co
m
m
u
n
icatio
n
.
I
t
f
u
r
th
er
eq
u
ip
s
th
em
with
s
k
ills
in
ex
p
lain
in
g
th
e
f
o
r
m
,
m
ea
n
in
g
,
an
d
u
s
e
o
f
v
ar
io
u
s
E
n
g
lis
h
lan
g
u
ag
e
s
tr
u
ctu
r
es
wh
i
ch
ar
e
u
s
ef
u
l
in
th
eir
r
o
le
as
f
u
tu
r
e
f
ac
ilit
ato
r
s
o
f
lan
g
u
ag
e
teac
h
in
g
an
d
lear
n
in
g
.
Gen
er
all
y
,
it
aim
s
to
d
ev
elo
p
th
ei
r
in
tellectu
al
co
m
p
eten
cies
th
r
o
u
g
h
a
h
ig
h
er
-
lev
el
tex
tu
al
an
d
v
is
u
al
co
m
p
r
eh
en
s
io
n
as
well
a
s
p
r
o
f
icien
t
an
d
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
with
r
ea
lis
tic
em
p
h
asis
s
p
ec
if
icall
y
o
n
wr
itin
g
,
s
p
ea
k
in
g
,
an
d
t
h
e
u
s
e
o
f
n
ew
tec
h
n
o
lo
g
ies
[
1
2
]
.
I
n
th
is
p
ap
er
,
s
tu
d
en
ts
’
wr
itin
g
s
k
ills
ar
e
e
x
am
in
ed
th
r
o
u
g
h
o
u
t
th
e
e
n
tire
t
y
o
f
th
e
c
o
u
r
s
e
E
L
E
2
0
2
.
T
h
e
id
en
tifie
d
co
m
m
o
n
wr
itin
g
er
r
o
r
s
wer
e
u
tili
ze
d
f
o
r
th
e
n
ex
t
p
h
ase
o
f
t
h
e
s
tu
d
y
:
th
e
d
ev
elo
p
m
en
t
o
f
th
e
m
u
lti
m
o
d
al
IM
.
T
h
e
I
M
was
d
ev
elo
p
ed
u
s
in
g
th
e
I
P
O
m
o
d
el
f
o
llo
win
g
Me
r
r
ill’s
f
ir
s
t
p
r
in
cip
les
o
f
i
n
s
tr
u
ctio
n
as
in
s
tr
u
ctio
n
al
g
u
id
elin
es in
less
o
n
p
lan
n
in
g
an
d
o
u
tlin
i
n
g
task
s
as we
ll a
s
in
th
e
cr
ea
tio
n
o
f
IM
[
3
1
]
.
T
o
s
er
v
e
as
in
p
u
ts
to
th
e
s
tu
d
y
,
th
e
r
esear
ch
er
h
as
p
er
f
o
r
m
ed
er
r
o
r
an
al
y
s
is
to
ac
q
u
ir
e
b
a
s
elin
e
d
ata
o
n
s
tu
d
en
ts
’
n
ee
d
s
b
ased
o
n
t
h
e
ass
es
s
m
en
t r
esu
lts
o
f
th
e
lev
el
o
f
wr
itin
g
s
k
ills
o
f
th
e
f
ir
s
t
-
y
ea
r
B
SEd
E
n
g
lis
h
m
ajo
r
s
tu
d
en
ts
.
Gath
er
ed
d
ata
wer
e
h
en
ce
f
o
r
t
h
u
s
ed
to
d
esig
n
I
M
b
ased
o
n
th
e
e
x
is
tin
g
co
u
r
s
e
o
u
tlin
e
an
d
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
.
5
,
Octo
b
er
20
25
:
33
6
7
-
33
7
8
3374
s
y
llab
u
s
th
at
wer
e
u
s
ed
as
a
g
u
id
in
g
f
r
am
ewo
r
k
an
d
o
b
tain
ed
f
r
o
m
th
e
ca
m
p
u
s
an
d
th
e
u
n
iv
er
s
ity
.
T
o
p
ics
wer
e
lik
ewise
s
elec
ted
to
s
u
it
s
tu
d
en
ts
’
n
ee
d
s
b
ased
o
n
C
HE
D
r
eq
u
ir
em
en
ts
in
d
ev
elo
p
in
g
B
SEd
E
n
g
lis
h
m
ajo
r
s
tu
d
en
ts
’
in
tellectu
al,
o
r
al,
an
d
wr
itten
co
m
p
eten
cies.
3
.
3
.
I
ntr
o
du
cing
m
ultim
o
da
lity
in t
he
ins
t
ruct
io
na
l m
a
t
e
ria
l
B
ased
o
n
th
e
t
o
p
ics
p
r
esen
ted
in
th
e
s
y
llab
u
s
f
o
r
th
e
co
u
r
s
e
E
L
E
2
0
2
,
th
e
r
esear
ch
er
i
n
teg
r
ated
th
e
co
n
ce
p
t
o
f
m
u
ltimo
d
ality
in
to
th
e
IM
.
First,
h
e
co
n
s
u
lted
t
h
e
C
o
m
m
o
n
E
u
r
o
p
e
an
Fra
m
e
wo
r
k
o
f
R
ef
er
e
n
ce
(
C
E
FR
)
in
lin
e
with
th
e
im
p
le
m
en
tatio
n
o
f
th
e
c
u
r
r
icu
l
u
m
in
lan
g
u
ag
e
ed
u
ca
tio
n
an
d
p
r
o
b
a
b
le
ac
tiv
ities
to
b
e
in
clu
d
ed
in
th
e
IM
.
T
h
e
C
E
FR
i
s
an
ac
tio
n
-
o
r
ien
ted
g
u
i
d
e
in
d
esig
n
in
g
cu
r
r
icu
la
an
d
co
u
r
s
es
b
ased
o
n
r
ea
l
-
wo
r
ld
co
m
m
u
n
icativ
e
n
ee
d
s
,
s
h
if
tin
g
awa
y
f
r
o
m
s
y
llab
u
s
es th
r
o
u
g
h
lan
g
u
a
g
e
s
tr
u
ctu
r
e
s
.
T
h
e
C
E
F
R
aim
s
to
“p
r
o
m
o
te
p
r
o
f
icien
c
y
p
er
s
p
ec
tiv
e
g
u
id
ed
b
y
‘
ca
n
d
o
’
d
es
cr
ip
to
r
s
r
ath
er
th
an
a
d
ef
icien
cy
-
p
er
s
p
ec
tiv
e
th
at
f
o
cu
s
es o
n
wh
at
th
e
lear
n
er
s
h
av
e
n
o
t
y
et
ac
q
u
ir
e
d
”
[
3
2
]
.
T
h
e
p
r
o
d
u
ctio
n
ac
tiv
ities
s
u
g
g
ested
b
y
th
e
C
E
FR
,
alo
n
g
with
o
th
er
ex
er
cises
g
lean
e
d
an
d
p
atter
n
e
d
af
ter
v
ar
io
u
s
ac
tiv
ities
m
en
tio
n
ed
in
s
ev
er
al
m
u
ltimo
d
al
r
ef
er
en
ce
s
,
s
er
v
ed
as
ex
am
p
les
to
f
o
llo
w
in
ac
co
m
p
lis
h
in
g
less
o
n
o
b
jectiv
es.
T
h
e
co
n
ce
p
t
o
f
m
u
ltimo
d
a
lity
is
in
teg
r
ated
in
to
th
ese
ac
tiv
ities
as
p
r
esen
ted
in
s
em
io
tic
r
eso
u
r
ce
s
s
u
ch
as
v
is
u
al
im
ag
es,
g
estu
r
es,
m
o
v
e
m
en
t,
p
o
s
tu
r
es,
s
o
u
n
d
,
an
d
o
t
h
er
f
o
r
m
s
o
f
m
ed
ia.
T
h
er
e
ar
e
th
r
ee
ac
tiv
ities
a
le
ar
n
er
m
a
y
ac
c
o
m
p
lis
h
af
ter
a
b
r
ief
in
tr
o
d
u
ctio
n
to
th
e
less
o
n
.
T
h
e
ass
ess
m
en
t
ex
er
cise
is
n
o
t
a
m
u
ltimo
d
al
ac
tiv
ity
s
in
ce
it
f
o
cu
s
es
o
n
ly
o
n
th
e
m
ea
s
u
r
em
en
t
o
r
d
e
ter
m
in
atio
n
o
f
th
e
lear
n
er
’
s
p
r
o
g
r
ess
,
p
ar
ticu
lar
ly
o
n
th
e
k
n
o
wled
g
e
lev
el.
Ho
wev
er
,
th
e
task
s
p
r
esen
ted
in
ea
ch
less
o
n
ar
e
m
u
ltimo
d
al
p
r
esen
tatio
n
s
o
f
h
o
w
wr
itin
g
an
d
s
p
ea
k
in
g
c
o
m
p
eten
cies
ca
n
b
e
en
h
a
n
ce
d
.
T
h
e
task
t
h
at
r
e
q
u
ir
es
lear
n
er
s
’
m
o
tiv
atio
n
t
o
d
o
d
ig
i
tal
ass
ig
n
m
en
ts
th
r
o
u
g
h
th
e
u
s
e
o
f
tech
n
o
l
o
g
y
(
e.
g
.
u
s
in
g
th
e
in
ter
n
et
)
is
a
g
o
o
d
ex
am
p
le
o
f
a
m
u
ltil
iter
ate
(
o
r
m
u
ltimo
d
al)
ac
tiv
ity
n
ec
ess
itatin
g
m
u
ltime
d
ia
k
n
o
w
-
h
o
w.
Pictu
r
es o
n
th
e
p
ag
es
ar
e
p
r
esen
ted
as
s
em
io
tic
r
e
s
o
u
r
ce
s
to
r
ev
ea
l
lear
n
er
s
’
t
h
o
u
g
h
ts
an
d
em
o
tio
n
s
(
i.e
.
,
an
o
th
er
m
u
ltimo
d
al
m
ea
n
in
g
-
m
a
k
in
g
r
ep
r
esen
tati
o
n
)
s
u
ch
th
at
t
h
ey
en
g
ag
e
lear
n
er
s
to
r
elate
th
eir
p
r
ev
io
u
s
ex
p
er
ie
n
ce
(
i.e
.
,
lear
n
er
s
’
s
ch
e
m
a)
th
r
o
u
g
h
th
e
in
tr
o
d
u
ctio
n
o
f
t
h
e
v
is
u
a
ls
.
T
o
elab
o
r
ate
f
u
r
th
er
,
t
h
ese
a
ctiv
ities
ar
e
p
r
esen
ted
b
ased
o
n
th
e
v
is
u
al,
au
d
ito
r
y
,
r
ea
d
/
wr
ite,
an
d
k
in
esth
etic
(
VARK
)
m
o
d
el
o
f
lear
n
in
g
,
wh
ich
ac
c
o
u
n
ts
f
o
r
lear
n
er
s
’
d
if
f
er
e
n
t
lear
n
in
g
s
ty
les.
T
h
e
VAR
K
m
o
d
el
e
x
p
lain
s
th
e
f
ac
t
th
at
s
tu
d
en
ts
lear
n
in
d
if
f
e
r
en
t
wa
y
s
—
e.
g
.
,
s
o
m
e
lear
n
b
y
m
er
ely
r
ea
d
in
g
,
o
th
er
s
b
y
lo
o
k
in
g
at
an
y
b
o
d
y
d
e
m
o
n
s
tr
atin
g
an
ac
t,
wh
ich
th
e
y
th
en
f
o
llo
w,
wh
ile
o
th
er
s
watc
h
t
h
e
v
id
eo
an
d
tak
e
n
o
tes th
er
ea
f
ter
[
3
3
]
.
3
.
4
.
T
he
un
iqu
e
f
ea
t
ures
o
f
t
he
ins
t
ruct
io
na
l m
a
t
er
ia
l
T
o
cr
ea
te
I
M
f
r
o
m
a
m
u
ltimo
d
al
p
er
s
p
ec
tiv
e,
th
e
r
esear
ch
e
r
m
ad
e
s
u
r
e
th
at
t
h
e
f
o
llo
win
g
f
ea
tu
r
es
ar
e
u
n
iq
u
ely
em
b
e
d
d
ed
in
th
e
wo
r
k
b
o
o
k
:
i)
T
ask
-
b
ased
o
r
ien
tatio
n
:
t
h
e
in
s
tr
u
ctio
n
al
m
an
u
al
co
n
tain
s
at
least th
r
ee
m
ajo
r
task
s
in
ea
ch
less
o
n
f
o
r
th
e
lear
n
er
s
to
f
o
llo
w
a
n
d
ac
co
m
p
lis
h
.
T
h
ese
a
r
e
s
p
ir
alin
g
ac
tiv
ities
r
an
g
in
g
f
r
o
m
a
s
im
p
le
r
ec
all
o
f
in
f
o
r
m
atio
n
to
in
d
i
v
id
u
al
o
r
co
llab
o
r
ativ
e
m
u
ltil
iter
ate
a
ctiv
ities
.
T
h
ey
a
r
e
m
ea
n
t
to
tap
lea
r
n
er
s
’
p
o
ten
tial to
d
e
v
elo
p
th
ei
r
s
p
ea
k
in
g
an
d
wr
itin
g
c
o
m
p
eten
cie
s
.
ii)
Min
im
alize
d
d
is
cu
s
s
io
n
:
a
s
th
e
in
s
tr
u
ctio
n
al
m
an
u
al
is
co
n
c
eiv
ed
to
b
e
a
s
u
p
p
lem
e
n
tar
y
t
o
o
l
in
ten
d
ed
t
o
d
ev
elo
p
lear
n
er
’
s
s
p
ea
k
in
g
an
d
wr
itin
g
s
k
ills
,
all
to
p
ics ar
e
laid
o
u
t in
s
u
ch
a
wa
y
th
at
less
o
n
s
ar
e
b
r
ief
ly
s
u
m
m
ed
u
p
o
r
r
ev
iewe
d
,
i.e
.
,
it
is
a
s
s
u
m
ed
th
at
m
ajo
r
tex
tb
o
o
k
s
ar
e
p
r
o
v
id
ed
elsewh
er
e
b
y
th
e
co
u
r
s
e
f
ac
ilit
ato
r
an
d
lear
n
er
s
ar
e
g
u
id
ed
to
wo
r
k
in
d
ep
en
d
en
tly
o
n
th
e
to
p
ics
b
y
d
o
in
g
r
ese
ar
ch
wo
r
k
an
d
in
-
d
ep
th
s
tu
d
y
o
f
th
e
less
o
n
s
.
T
h
is
f
o
llo
ws
th
e
p
r
in
ci
p
les
o
f
d
is
co
v
e
r
y
lear
n
in
g
f
o
llo
win
g
a
co
n
s
tr
u
ctiv
is
t v
iew
in
th
e
im
p
l
em
en
tatio
n
o
f
in
s
tr
u
ctio
n
.
iii)
Vis
u
ally
-
en
r
ich
ed
m
o
d
e
o
f
i
n
ter
ac
tio
n
:
v
is
u
a
ls
ar
e
co
n
s
i
d
er
ed
to
b
e
s
em
io
tic
r
eso
u
r
ce
s
th
at
h
elp
ca
p
tiv
ate
lear
n
er
s
’
in
ter
est
to
g
o
o
n
with
th
e
less
o
n
s
an
d
m
aster
th
e
n
ec
ess
ar
y
o
u
tp
u
t
s
k
ills
,
s
im
ilar
ly
in
th
e
f
o
r
m
o
f
a
p
ictu
r
e
talk
,
f
r
o
m
wh
ic
h
ac
tiv
ity
th
is
m
u
ltimo
d
al
i
n
s
tr
u
ctio
n
al
m
a
n
u
al
d
r
aws
its
in
s
p
ir
atio
n
.
T
h
is
id
ea
f
o
llo
ws th
e
p
r
in
cip
les o
f
th
e
co
m
m
u
n
ic
ativ
e
ap
p
r
o
ac
h
in
lan
g
u
ag
e
lea
r
n
in
g
.
W
ith
th
e
f
ea
tu
r
es
o
f
a
m
u
lti
m
o
d
al
I
M
in
m
in
d
,
th
e
r
ese
ar
ch
er
cr
af
te
d
th
e
lay
o
u
t
an
d
th
e
d
esig
n
o
f
th
e
p
r
o
to
ty
p
e
u
s
in
g
t
h
e
Ad
o
b
e
I
n
Desig
n
ap
p
licatio
n
,
a
n
d
with
t
h
e
co
m
m
e
n
ts
,
s
u
g
g
esti
o
n
s
,
an
d
r
ec
o
m
m
en
d
atio
n
s
f
r
o
m
t
h
e
p
a
n
el
o
f
tech
n
ical
an
d
cu
r
r
icu
lu
m
ex
p
e
r
ts
as
well
as
th
o
s
e
o
f
E
n
g
lis
h
f
ac
u
lty
e
v
al
u
ato
r
s
,
th
e
s
aid
I
M
was c
r
ea
ted
.
3
.
5
.
T
he
ev
a
lua
t
io
n
o
f
t
he
mu
lt
im
o
da
l
E
ng
lis
h
i
ns
t
ruct
io
na
l m
a
t
er
ia
l
T
o
d
eter
m
in
e
th
e
lev
el
o
f
ac
c
ep
tab
ilit
y
o
f
th
e
d
ev
el
o
p
ed
IM
,
th
e
r
esear
ch
er
u
tili
ze
d
th
e
u
n
iv
er
s
ity
’
s
ev
alu
atio
n
f
o
r
m
f
o
r
p
r
in
ted
IM
.
T
h
is
ev
alu
atio
n
f
o
r
m
was
ad
ap
ted
t
o
ad
d
r
ess
q
u
esti
o
n
s
i
n
r
elatio
n
to
t
h
e
IM
o
b
jectiv
es,
p
h
y
s
ical
asp
ec
ts
,
ac
tiv
ities
,
ac
cu
r
ac
y
an
d
u
p
-
to
-
d
ated
n
ess
o
f
in
f
o
r
m
atio
n
,
an
d
a
s
s
es
s
m
en
t.
Ov
er
all
r
esu
lts
in
d
icate
d
th
at,
as
f
ar
as
th
e
cr
iter
ia
s
u
ch
as
o
b
jectiv
es,
p
h
y
s
ical
asp
ec
ts
,
ac
tiv
ities
,
ac
cu
r
ac
y
an
d
up
-
to
-
d
ated
n
ess
o
f
in
f
o
r
m
atio
n
,
an
d
ass
ess
m
en
t
ar
e
co
n
ce
r
n
ed
,
th
e
m
u
ltimo
d
al
IM
wa
s
r
ated
to
b
e
v
er
y
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
E
xp
lo
r
in
g
err
o
r
p
a
tter
n
s
in
E
n
g
lis
h
w
r
itin
g
:
a
p
a
th
w
a
y
to
in
n
o
va
tive
mu
ltimo
d
a
l
…
(
Jo
s
h
u
a
B
.
Tu
p
a
s
)
3375
ac
ce
p
tab
le
,
co
n
f
o
r
m
in
g
to
ac
a
d
em
ic
s
tan
d
ar
d
s
an
d
g
u
id
elin
es.
E
x
p
er
ts
co
n
s
id
er
ed
th
e
s
aid
I
M
ap
p
r
o
p
r
iately
cr
af
ted
in
d
esig
n
an
d
lay
o
u
t,
r
ich
in
v
is
u
al
an
d
lin
g
u
is
tic
r
eso
u
r
ce
s
alo
n
g
with
its
co
h
esiv
e
an
d
d
y
n
am
ic
ac
tiv
ities
th
at
in
teg
r
ate
m
u
lti
m
ed
ia
to
o
ls
an
d
eq
u
i
p
m
en
t,
a
n
d
s
ad
d
led
with
h
an
d
s
-
o
n
p
er
f
o
r
m
an
ce
task
s
an
d
m
ea
s
u
r
ab
le
lear
n
in
g
o
u
tc
o
m
es.
T
ab
le
3
s
u
m
s
u
p
th
e
e
v
alu
ativ
e
p
o
in
ts
o
f
th
ese
cr
iter
ia.
T
ab
le
3
.
T
h
e
o
v
e
r
all
ev
alu
atio
n
o
f
th
e
m
u
ltimo
d
al
E
n
g
lis
h
I
M
Ev
a
l
u
a
t
i
o
n
c
r
i
t
e
r
i
a
SD
M
D
e
scri
p
t
i
o
n
1.
O
b
j
e
c
t
i
v
e
s
0
.
3
7
3
.
8
0
V
e
r
y
a
c
c
e
p
t
a
b
l
e
2.
P
h
y
si
c
a
l
a
s
p
e
c
t
s
0
.
3
2
3
.
8
5
V
e
r
y
a
c
c
e
p
t
a
b
l
e
3.
A
c
t
i
v
i
t
i
e
s
0
.
1
8
3
.
9
0
V
e
r
y
a
c
c
e
p
t
a
b
l
e
4
.
A
c
c
u
r
a
c
y
a
n
d
u
p
-
to
-
d
a
t
e
d
n
e
ss
o
f
i
n
f
o
r
mat
i
o
n
0
.
2
4
3
.
8
3
V
e
r
y
a
c
c
e
p
t
a
b
l
e
5.
A
ss
e
ssm
e
n
t
0
.
1
8
3
.
8
9
V
e
r
y
a
c
c
e
p
t
a
b
l
e
O
v
e
r
a
l
l
r
a
t
i
n
g
0
.
2
6
3
.
8
5
V
e
r
y
a
c
c
e
p
t
a
b
l
e
N
o
t
e
.
n
=
7
.
I
n
t
e
r
p
r
e
t
a
t
i
o
n
i
s
b
a
se
d
o
n
t
h
e
f
o
l
l
o
w
i
n
g
sca
l
e
/
c
r
i
t
e
r
i
a
:
1
.
0
0
–
1
.
5
0
=
b
a
r
e
l
y
a
c
c
e
p
t
a
b
l
e
;
1
.
5
1
–
2
.
5
0
=
m
o
d
e
r
a
t
e
l
y
a
c
c
e
p
t
a
b
l
e
;
2
.
5
1
–
3
.
5
0
=
a
c
c
e
p
t
a
b
l
e
;
3
.
5
1
–
4
.
0
0
=
v
e
r
y
a
c
c
e
p
t
a
b
l
e
.
T
h
e
in
teg
r
atio
n
o
f
m
u
ltimo
d
al
ity
in
th
e
p
r
o
d
u
ctio
n
o
f
I
M
in
E
n
g
lis
h
is
n
o
t
an
u
n
c
o
m
m
o
n
co
n
ce
p
t
i
n
th
e
2
1
s
t
-
ce
n
tu
r
y
tr
en
d
o
f
tea
ch
in
g
,
as
it
allo
ws
o
p
p
o
r
tu
n
ities
f
o
r
m
u
lti
-
f
ac
eted
lear
n
in
g
an
d
teac
h
in
g
.
T
h
e
af
o
r
em
en
tio
n
ed
f
i
n
d
in
g
s
alig
n
ed
with
th
e
r
esear
ch
b
y
B
ac
io
an
d
Sag
g
e
[
3
4
]
–
[
3
6
]
,
em
p
h
as
izin
g
th
e
n
ec
ess
ity
f
o
r
I
M
to
b
e
ap
p
r
o
p
r
iate
f
o
r
th
eir
in
ten
d
ed
u
s
er
s
,
b
ased
o
n
ac
ce
p
ta
b
le
o
b
jectiv
es,
c
o
n
ten
t,
ac
tiv
ities
,
an
d
ass
es
s
m
en
t.
T
h
is
ag
r
ee
m
en
t
w
as
f
u
r
th
er
r
ei
n
f
o
r
ce
d
b
y
th
e
f
i
n
d
in
g
s
o
f
E
m
b
ajad
o
r
s
tu
d
y
[
3
7
]
,
h
ig
h
lig
h
tin
g
th
e
ap
p
r
o
p
r
iate
u
s
e
o
f
in
s
tr
u
ctio
n
a
l r
eso
u
r
ce
s
b
y
e
d
u
ca
to
r
s
to
im
p
r
o
v
e
s
tu
d
e
n
t le
ar
n
in
g
.
4.
CO
NCLU
SI
O
N
T
h
e
f
ir
s
t
-
y
ea
r
B
SEd
E
n
g
lis
h
m
ajo
r
s
tu
d
en
ts
’
ab
ilit
y
to
wr
i
te
is
m
ain
ly
h
am
p
er
e
d
b
y
th
e
ir
lack
o
f
v
o
ca
b
u
lar
y
to
b
e
ab
le
to
ex
p
r
ess
th
eir
id
ea
s
,
th
o
u
g
h
ts
,
an
d
f
ee
lin
g
s
in
wr
itin
g
,
well
an
d
ef
f
ec
tiv
ely
.
As
m
u
ch
as
th
eir
d
esire
to
d
ev
elo
p
a
c
o
n
v
er
s
atio
n
al
s
k
ill
is
af
f
ec
ted
b
y
h
esit
atio
n
an
d
f
au
lty
u
tte
r
an
ce
s
f
o
r
wan
t
o
f
v
o
ca
b
u
lar
y
,
all
t
h
eir
ef
f
o
r
ts
to
o
r
g
a
n
ize
th
eir
th
o
u
g
h
ts
in
wr
itin
g
wer
e
a
f
f
ec
ted
b
y
v
ar
io
u
s
f
ac
to
r
s
lik
e
v
er
b
iag
e,
r
o
u
n
d
ab
o
u
t
ex
p
r
ess
io
n
s
,
p
o
o
r
k
n
o
wled
g
e
a
n
d
m
aster
y
o
f
th
e
te
n
s
es,
g
r
am
m
a
tical
m
is
tak
es,
an
d
p
o
o
r
u
n
d
er
s
tan
d
in
g
o
f
m
ec
h
a
n
ics
an
d
p
u
n
ctu
atio
n
.
Fra
g
m
e
n
tar
y
lin
es,
u
n
n
ec
ess
ar
y
wo
r
d
s
,
p
o
o
r
d
ictio
n
,
an
d
m
is
s
p
ellin
g
s
ca
n
b
e
attr
ib
u
te
d
to
a
p
o
o
r
d
ev
elo
p
m
en
t
o
r
b
u
ild
u
p
o
f
v
o
ca
b
u
lar
y
d
u
r
in
g
th
eir
ea
r
ly
y
ea
r
s
o
f
ed
u
ca
tio
n
.
Hen
ce
,
ev
en
t
u
ally
,
th
ey
f
in
d
a
lo
t
o
f
d
if
f
icu
ltie
s
in
ex
p
r
ess
in
g
th
em
s
elv
es
well
with
in
th
e
f
o
u
r
walls o
f
th
e
class
r
o
o
m
.
T
h
is
ty
p
ical
s
ce
n
ar
io
in
a
class
r
o
o
m
s
ettin
g
u
n
d
er
s
tan
d
ab
ly
r
eq
u
ir
es
ex
tr
a
co
n
s
id
er
atio
n
a
n
d
ca
r
e
f
u
l
ex
am
in
atio
n
o
f
th
e
cu
r
r
en
t
cu
r
r
icu
lu
m
an
d
i
n
s
tr
u
ctio
n
al
o
b
je
ctiv
es
o
f
th
e
in
s
titu
tio
n
.
Stu
d
e
n
ts
n
ee
d
m
o
r
e
tim
e
an
d
atten
tio
n
th
an
e
v
er
b
ef
o
r
e
to
m
aster
th
e
s
k
ills
n
ec
ess
ar
y
f
o
r
t
h
em
to
s
u
r
v
iv
e
in
th
e
2
1
s
t
ce
n
tu
r
y
.
Per
h
ap
s
,
in
n
o
v
atio
n
in
t
h
e
f
ield
o
f
i
n
s
tr
u
ctio
n
is
to
o
m
u
ch
f
o
r
a
p
r
ize
to
ask
,
b
u
t
g
i
v
en
th
e
d
em
a
n
d
s
f
o
r
h
i
g
h
-
en
d
jo
b
s
an
d
h
ig
h
er
in
co
m
e,
ed
u
ca
tio
n
n
ee
d
s
to
r
ev
is
it
its
ch
allen
g
es
b
ey
o
n
d
v
is
io
n
,
m
is
s
io
n
,
g
o
a
ls
,
an
d
o
b
jectiv
es.
T
h
u
s
,
lear
n
er
s
n
ee
d
to
b
e
g
lo
b
ally
co
m
p
etitiv
e
in
th
e
g
lo
b
al
m
ar
k
et
f
o
r
th
em
to
s
u
r
v
iv
e
in
a
f
ast
-
ch
an
g
in
g
wo
r
ld
.
W
ith
in
th
is
s
p
ec
tr
u
m
,
th
e
d
ev
elo
p
m
en
t
an
d
cr
ea
tio
n
o
f
a
r
e
lev
an
t
an
d
u
s
ab
le
m
u
ltimo
d
al
IM
th
at
is
s
u
ited
to
th
e
n
ee
d
s
o
f
th
e
lear
n
er
s
an
d
alig
n
ed
with
t
h
e
in
s
tr
u
ctio
n
al
o
b
jectiv
es
o
f
th
e
ac
ad
e
m
e
an
d
th
e
C
HE
D
m
an
d
ate
m
ay
b
e
s
ee
n
as
an
im
m
ed
iate
an
d
ap
p
r
o
p
r
iate
r
ec
o
u
r
s
e
to
ad
d
r
ess
th
e
p
r
o
b
lem
g
ap
s
o
n
s
tu
d
en
ts
’
wr
itten
an
d
o
r
al
co
m
p
ete
n
cie
s
.
W
o
r
k
in
g
o
u
t
an
ea
s
y
-
to
-
u
n
d
er
s
tan
d
,
ey
e
-
ca
tch
in
g
tex
t
w
ith
g
r
ap
h
ic
d
esig
n
s
,
illu
s
tr
atio
n
s
,
an
d
v
iv
id
im
ag
e
r
y
wh
ile
u
s
in
g
m
u
ltime
d
ia
to
o
ls
an
d
eq
u
ip
m
e
n
t
an
d
ap
p
ly
in
g
th
e
p
r
in
ci
p
les
o
f
m
u
ltil
iter
ac
y
ca
n
b
e
h
an
d
y
an
d
ef
f
icien
t
in
ca
r
r
y
in
g
in
s
tr
u
c
tio
n
s
to
war
d
s
k
ills
en
h
an
ce
m
en
t,
n
o
t
to
m
en
tio
n
th
e
s
er
ies o
f
co
llab
o
r
ativ
e
an
d
in
d
iv
id
u
al
task
s
to
b
e
f
o
llo
we
d
ac
co
r
d
in
g
to
s
tu
d
en
ts
’
p
ac
e
o
f
lear
n
in
g
.
T
h
e
I
M
as
a
s
u
p
p
lem
en
tar
y
aid
in
th
e
f
o
r
m
o
f
a
wo
r
k
b
o
o
k
m
a
y
f
ac
i
litate
th
e
m
etac
o
g
n
itiv
e
p
er
f
o
r
m
an
ce
o
f
s
tu
d
en
ts
wh
o
n
ee
d
h
elp
i
n
s
k
ills
u
p
g
r
ad
in
g
th
r
o
u
g
h
d
r
ills
an
d
ex
er
cises
in
th
e
co
m
f
o
r
t o
f
th
eir
tim
e.
T
h
e
wo
r
k
b
o
o
k
is
a
s
elf
-
in
s
tr
u
ctio
n
al
tex
t
th
at
tack
les
lan
g
u
ag
e
is
s
u
es
an
d
to
p
i
cs
o
n
s
y
n
tax
,
g
r
am
m
ar
,
v
o
ca
b
u
lar
y
,
p
h
o
n
o
lo
g
y
,
an
d
s
em
an
tics
wh
ile
s
im
u
ltan
eo
u
s
ly
h
ar
n
ess
in
g
s
tu
d
en
ts
’
o
r
al
an
d
wr
itten
p
o
ten
tial
an
d
ca
p
ab
ilit
ies
b
ased
o
n
th
e
s
p
ir
alin
g
p
r
i
n
cip
le
o
f
in
s
tr
u
ctio
n
.
T
h
e
b
u
ild
-
u
p
o
u
tp
u
t
s
k
ills
wo
r
k
b
o
o
k
is
co
m
p
lian
t
wi
th
th
e
r
eq
u
ir
em
en
ts
f
o
r
p
r
i
n
ted
ed
u
ca
tio
n
al
m
ater
ials
.
T
h
e
ex
er
cises
an
d
task
s
th
er
ein
ar
e
m
ea
n
t
to
i
n
tr
o
d
u
c
e
lear
n
er
s
to
wo
r
k
co
llab
o
r
ativ
ely
with
a
g
r
o
u
p
an
d
/o
r
in
d
i
v
id
u
ally
with
a
s
en
s
e
o
f
s
elf
-
r
elian
ce
th
r
o
u
g
h
s
k
ills
en
h
an
ce
m
en
t
b
ased
o
n
b
o
th
th
e
o
r
y
an
d
p
r
ac
tice.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
m
ea
n
t
to
co
n
t
r
ib
u
te
k
n
o
wled
g
e
an
d
in
s
ig
h
ts
to
t
h
e
f
ield
o
f
r
esear
ch
an
d
ex
te
n
s
io
n
wo
r
k
,
lear
n
in
g
an
d
in
s
tr
u
ctio
n
,
an
d
f
u
tu
r
e
r
e
s
ea
r
ch
.
T
h
e
o
u
tp
u
t
o
f
th
is
r
esear
ch
(
wh
ic
h
is
th
e
m
u
ltimo
d
al
IM
)
m
ay
b
e
u
tili
ze
d
f
o
r
ELE
,
n
o
t
o
n
ly
at
t
h
e
u
n
iv
er
s
ity
lev
el
b
u
t
also
ac
r
o
s
s
v
ar
io
u
s
lev
els
o
f
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
.
5
,
Octo
b
er
20
25
:
33
6
7
-
33
7
8
3376
ed
u
ca
tio
n
.
T
h
e
m
ater
ial
m
a
y
also
s
er
v
e
as
a
to
o
l
f
o
r
in
s
tr
u
ctio
n
an
d
th
e
b
asis
f
o
r
an
y
p
ed
a
g
o
g
ical
u
n
d
er
tak
i
n
g
s
f
o
r
lear
n
e
r
s
’
s
elf
-
en
h
a
n
ce
m
en
t
s
o
th
at
b
o
th
e
d
u
ca
to
r
s
an
d
cu
r
r
icu
lu
m
ex
p
er
ts
m
ay
r
ep
licate,
d
esig
n
,
an
d
d
ev
elo
p
I
M
tailo
r
e
d
-
f
it f
o
r
th
eir
o
w
n
s
et
o
f
lear
n
er
s
.
L
astl
y
,
th
e
f
in
d
in
g
s
p
r
esen
ted
in
th
is
p
ap
er
p
r
o
v
id
e
a
u
n
iq
u
e
p
er
s
p
ec
tiv
e
in
lo
o
k
in
g
in
to
th
e
cu
r
r
icu
lu
m
o
f
E
L
E
in
th
e
Ph
il
ip
p
in
es.
T
h
is
m
ay
also
en
c
o
m
p
ass
r
elev
an
t
is
s
u
es
an
d
co
n
ce
r
n
s
in
ed
u
ca
tio
n
in
o
th
er
co
u
n
tr
ies
wh
o
s
e
f
ir
s
t
lan
g
u
ag
e
is
n
o
t
E
n
g
lis
h
b
u
t
u
s
e
E
n
g
lis
h
as
a
m
ed
i
u
m
o
f
in
s
tr
u
ct
io
n
in
s
ch
o
o
ls
an
d
u
n
iv
er
s
ities
an
d
ev
en
i
n
d
if
f
e
r
en
t
in
d
u
s
tr
ies
an
d
b
u
s
in
ess
es.
E
x
am
in
in
g
t
h
e
wr
itin
g
er
r
o
r
s
o
f
h
ig
h
s
ch
o
o
l
a
n
d
u
n
iv
er
s
ity
s
tu
d
en
ts
m
a
y
h
elp
teac
h
er
s
p
r
o
v
id
e
a
p
p
r
o
p
r
iate
an
d
n
ee
d
-
s
p
ec
if
ic
i
n
s
tr
u
ctio
n
al
tech
n
iq
u
es
an
d
s
tr
ateg
ies
u
tili
zin
g
au
th
en
tic
an
d
p
r
ac
ticab
le
r
eso
u
r
ce
s
.
E
v
en
tu
ally
,
th
is
p
a
p
er
h
o
p
es
t
o
co
n
tr
ib
u
te
to
th
e
h
o
lis
tic
im
p
r
o
v
em
en
t o
f
th
e
wr
itin
g
s
k
ills
o
f
to
d
ay
’
s
y
o
u
n
g
e
r
g
en
er
atio
n
wh
o
will late
r
o
n
b
ec
o
m
e
th
e
d
r
i
v
in
g
f
o
r
ce
f
o
r
p
r
o
g
r
ess
an
d
p
o
s
itiv
e
ch
an
g
e
i
n
th
eir
r
esp
ec
tiv
e
ac
a
d
em
ic
co
m
m
u
n
ities
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
r
esear
ch
e
r
s
s
in
ce
r
ely
e
x
t
en
d
th
eir
h
ea
r
tf
elt
g
r
atitu
d
e
t
o
th
e
Un
iv
er
s
ity
R
esear
ch
De
v
elo
p
m
en
t
C
en
ter
o
f
W
est
Vis
ay
as
Stat
e
Un
iv
er
s
ity
f
o
r
its
in
v
alu
ab
le
f
in
an
cial
s
u
p
p
o
r
t,
wh
ich
m
ad
e
th
is
en
d
ea
v
o
r
p
o
s
s
ib
le.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
s
tu
d
y
is
u
n
d
er
th
e
r
e
s
ea
r
ch
g
r
a
n
t
f
r
o
m
W
est
Vis
ay
as
State
Un
iv
er
s
ity
–
R
ese
ar
ch
an
d
Dev
elo
p
m
en
t Cen
ter
(
W
VSU
-
UR
D
C
)
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
J
o
s
h
u
a
B
.
T
u
p
as
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Salv
ad
o
r
P.
B
ac
io
,
J
r
.
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
t
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
ailab
le
f
r
o
m
W
est
Vi
s
ay
as
Sta
te
Un
iv
er
s
ity
.
R
estrictio
n
s
ap
p
ly
to
th
e
av
ai
lab
ilit
y
o
f
t
h
ese
d
ata,
w
h
ich
wer
e
u
s
ed
u
n
d
er
licen
s
e
f
o
r
t
h
is
s
tu
d
y
.
Data
a
r
e
av
ailab
le
h
ttp
s
://d
r
iv
e.
g
o
o
g
le.
co
m
/d
r
iv
e/f
o
ld
er
s
/1
Pet8
Qn
Hr
zUo
L
KZ
UjzSAO3
T
C
o
6
Uil1
x
u
w?u
s
p
=d
r
iv
e_
lin
k
with
th
e
p
er
m
is
s
io
n
o
f
W
est V
is
ay
as State
Un
iv
er
s
ity
.
RE
F
E
R
E
NC
E
S
[
1
]
M
.
H
.
D
i
m
a
a
n
o
a
n
d
N
.
T.
T
.
H
ư
ơ
n
g
,
“
P
e
r
f
o
r
ma
n
c
e
a
n
d
d
i
f
f
i
c
u
l
t
i
e
s
i
n
En
g
l
i
sh
l
a
n
g
u
a
g
e
m
a
c
r
o
-
sk
i
l
l
s
b
y
f
r
e
sh
ma
n
st
u
d
e
n
t
s
i
n
sel
e
c
t
e
d
c
o
l
l
e
g
e
s
i
n
B
a
c
g
i
a
n
g
C
i
t
y
,
V
i
e
t
n
a
m
,
”
J
o
u
r
n
a
l
o
f
E
n
g
l
i
sh
L
a
n
g
u
a
g
e
a
n
d
L
i
t
e
r
a
t
u
re
,
v
o
l
.
1
1
,
n
o
.
3
,
p
p
.
1
1
3
9
–
1
1
4
8
,
Ju
n
.
2
0
1
9
,
d
o
i
:
1
0
.
1
7
7
2
2
/
j
e
l
l
.
v
1
1
i
3
.
4
1
6
.
[
2
]
R
.
J
.
A
p
o
r
b
o
,
“
La
n
g
u
a
g
e
A
n
x
i
e
t
y
o
f
ESL
L
e
a
r
n
e
r
s:
A
P
h
e
n
o
m
e
n
o
l
o
g
i
c
a
l
I
n
q
u
i
r
y
,
”
C
a
n
a
d
i
a
n
J
o
u
r
n
a
l
o
f
L
a
n
g
u
a
g
e
a
n
d
L
i
t
e
r
a
t
u
r
e
S
t
u
d
i
e
s
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
4
0
–
5
9
,
2
0
2
4
,
d
o
i
:
1
0
.
5
3
1
0
3
/
c
j
l
l
s.
v
4
i
1
.
1
4
6
.
[
3
]
H
.
A
.
I.
H
a
mad
,
M
.
S
a
a
d
,
a
n
d
M
.
F
.
S
a
e
d
,
“
A
n
a
l
y
z
i
n
g
E
n
g
l
i
s
h
S
p
e
a
k
i
n
g
P
r
o
f
i
c
i
e
n
c
y
a
n
d
C
h
a
l
l
e
n
g
e
s
A
mo
n
g
ESL
S
t
u
d
e
n
t
s
i
n
Li
b
y
a
:
A
Q
u
a
n
t
i
t
a
t
i
v
e
S
u
r
v
e
y
S
t
u
d
y
,
”
A
f
a
q
J
o
u
r
n
a
l
f
o
r
H
u
m
a
n
a
n
d
Ap
p
l
i
e
d
S
t
u
d
i
e
s
,
n
o
.
2
,
p
p
.
4
9
8
–
5
0
7
,
A
u
g
.
2
0
2
4
,
d
o
i
:
1
0
.
3
7
3
7
6
/
a
j
h
a
s.
v
i
2
.
6
8
6
7
.
[
4
]
K.
-
R
.
K
i
m
,
“
L
2
R
e
a
d
i
n
g
D
i
f
f
i
c
u
l
t
i
e
s
F
a
c
e
d
b
y
M
a
l
a
y
si
a
n
S
t
u
d
e
n
t
s
i
n
a
K
o
r
e
a
n
U
n
i
v
e
r
si
t
y
,
”
J
o
u
rn
a
l
o
f
D
i
g
i
t
a
l
C
o
n
v
e
r
g
e
n
c
e
,
v
o
l
.
1
9
,
n
o
.
2
,
p
p
.
2
1
–
3
2
,
2
0
2
1
,
d
o
i
:
1
0
.
1
4
4
0
0
/
JD
C
.
2
0
2
1
.
1
9
.
2
.
0
2
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.