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ts
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k
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eq
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b
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[
1
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[
3
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.
T
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ev
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[
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8
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J
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Vo
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14
,
No
.
5
,
Octo
b
er
20
25
:
4
1
4
9
-
416
3
4150
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k
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n
o
v
atio
n
[
5
]
,
[
6
]
.
W
ith
o
u
t
ad
d
r
ess
in
g
th
ese
p
ed
ag
o
g
ical
s
h
o
r
tco
m
in
g
s
,
s
tu
d
en
ts
will
co
n
tin
u
e
to
s
tr
u
g
g
le
in
m
ee
tin
g
in
d
u
s
tr
y
s
tan
d
a
r
d
s
,
p
o
ten
tially
h
i
n
d
er
in
g
t
h
eir
f
u
tu
r
e
ca
r
ee
r
s
an
d
th
e
d
ev
elo
p
m
en
t o
f
th
e
cu
lt
u
r
a
l secto
r
.
Desig
n
th
in
k
in
g
em
er
g
es
as
an
o
p
tim
al
s
o
lu
tio
n
to
ad
d
r
ess
th
e
g
ap
b
etwe
en
d
esig
n
ed
u
ca
tio
n
an
d
in
d
u
s
tr
y
n
ee
d
s
f
o
r
s
ev
er
al
co
m
p
ellin
g
r
ea
s
o
n
s
[
7
]
–
[
9
]
.
I
t
f
o
s
ter
s
a
u
s
er
-
ce
n
ter
ed
ap
p
r
o
a
ch
th
at
en
co
u
r
ag
es
s
tu
d
en
ts
to
em
p
ath
ize
with
t
h
e
n
ee
d
s
o
f
s
tak
eh
o
ld
er
s
,
le
ad
in
g
to
m
o
r
e
r
ele
v
an
t
an
d
im
p
ac
tf
u
l
cu
ltu
r
al
p
r
o
jects.
Ad
d
itio
n
ally
,
d
esig
n
th
in
k
in
g
c
u
ltiv
ates
a
m
in
d
s
et
o
f
in
n
o
v
atio
n
an
d
ad
ap
ta
b
ilit
y
,
wh
ich
is
cr
u
cial
in
th
e
r
ap
id
ly
ev
o
lv
in
g
c
u
ltu
r
a
l
an
d
cr
ea
tiv
e
in
d
u
s
tr
ies
[
1
0
]
–
[
1
2
]
.
B
y
en
co
u
r
ag
i
n
g
s
tu
d
en
ts
to
ap
p
r
o
ac
h
ch
allen
g
es
with
cr
ea
tiv
ity
an
d
r
esil
ien
ce
,
th
is
m
et
h
o
d
o
lo
g
y
e
n
h
an
ce
s
p
r
o
b
le
m
-
s
o
lv
in
g
s
k
ills
an
d
e
q
u
ip
s
s
tu
d
en
ts
with
th
e
to
o
ls
to
c
o
llab
o
r
ate
ef
f
ec
tiv
ely
ac
r
o
s
s
d
is
cip
lin
es,
en
s
u
r
in
g
m
ea
n
i
n
g
f
u
l
co
n
tr
ib
u
tio
n
s
to
d
iv
er
s
e
cu
ltu
r
al
in
itiativ
es [
3
]
,
[
8
]
,
[
1
3
]
.
On
e
o
f
its
k
e
y
s
tr
en
g
th
s
is
t
h
e
ab
ilit
y
to
b
r
id
g
e
th
e
d
iv
i
d
e
b
etwe
en
t
h
eo
r
etica
l
k
n
o
w
led
g
e
an
d
p
r
ac
tical
ap
p
licatio
n
.
B
y
in
teg
r
atin
g
r
ea
l
-
wo
r
l
d
p
r
o
jects
an
d
in
d
u
s
tr
y
co
llab
o
r
atio
n
s
in
to
th
e
cu
r
r
icu
lu
m
,
d
esig
n
th
in
k
in
g
h
el
p
s
s
tu
d
en
ts
u
n
d
er
s
tan
d
th
e
p
r
o
f
o
u
n
d
ess
en
ce
o
f
m
o
d
er
n
cu
ltu
r
al
p
r
o
d
u
ct
d
esig
n
,
f
o
s
ter
in
g
a
d
ee
p
er
ap
p
r
ec
iatio
n
f
o
r
its
co
m
p
lex
ities
wh
ile
allo
win
g
f
o
r
ex
p
e
r
im
en
tatio
n
a
n
d
in
n
o
v
atio
n
in
ad
d
r
ess
in
g
r
ea
l
s
o
cieta
l
n
ee
d
s
[
1
4
]
.
Mo
r
e
o
v
er
,
it
p
r
o
m
o
tes
th
e
d
ev
elo
p
m
en
t
o
f
ess
en
tial
s
o
f
t
s
k
il
ls
h
ig
h
ly
v
alu
ed
in
th
e
in
d
u
s
tr
y
,
in
clu
d
in
g
em
p
ath
y
,
p
r
o
b
lem
-
s
o
lv
in
g
,
cr
itical
th
in
k
in
g
,
c
o
llab
o
r
atio
n
,
c
o
m
m
u
n
icatio
n
,
a
n
d
ad
ap
tab
ilit
y
[
5
]
,
[
7
]
.
I
n
th
e
co
n
tex
t
o
f
cu
lt
u
r
al
p
r
o
ject
p
l
an
n
in
g
,
d
esig
n
th
in
k
in
g
e
n
co
u
r
ag
es
s
tu
d
en
ts
to
co
n
s
id
er
d
i
v
er
s
e
p
er
s
p
ec
tiv
e
s
an
d
cu
ltu
r
al
n
u
an
ce
s
,
wh
i
ch
is
p
ar
ticu
lar
l
y
v
alu
ab
le
i
n
C
h
in
a
’
s
cu
ltu
r
al
in
d
u
s
tr
ies,
wh
er
e
b
len
d
i
n
g
tr
ad
itio
n
al
elem
en
ts
with
co
n
t
em
p
o
r
ar
y
in
n
o
v
atio
n
is
cr
u
ci
al.
Fu
r
th
er
m
o
r
e
,
it
f
ac
ilit
ates
in
d
u
s
tr
y
-
ed
u
ca
tio
n
alig
n
m
en
t
b
y
p
r
o
v
id
in
g
a
f
r
am
ewo
r
k
f
o
r
cl
o
s
er
co
ll
ab
o
r
atio
n
b
etwe
en
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
an
d
in
d
u
s
tr
y
p
ar
tn
er
s
[
1
3
]
.
I
n
v
o
lv
in
g
in
d
u
s
tr
y
p
r
o
f
ess
io
n
als
in
cu
r
r
icu
lu
m
d
ev
elo
p
m
e
n
t
an
d
p
r
o
ject
wo
r
k
en
s
u
r
es
th
at
ed
u
ca
tio
n
r
em
ain
s
r
elev
an
t
an
d
alig
n
ed
with
cu
r
r
e
n
t
in
d
u
s
tr
y
n
ee
d
s
.
T
h
e
iter
ativ
e
n
atu
r
e
o
f
d
esig
n
th
in
k
in
g
,
with
its
em
p
h
asis
o
n
p
r
o
to
ty
p
in
g
an
d
test
in
g
,
teac
h
es
s
tu
d
en
ts
th
e
v
alu
e
o
f
co
n
tin
u
o
u
s
im
p
r
o
v
em
en
t
a
n
d
lear
n
in
g
f
r
o
m
f
ailu
r
e
—
an
ess
en
tial
m
in
d
s
et
in
th
e
f
ast
-
p
ac
e
d
cu
ltu
r
al
an
d
cr
ea
tiv
e
in
d
u
s
tr
ie
s
[
1
5
]
.
Ultim
ately
,
d
esig
n
th
i
n
k
in
g
is
well
-
s
u
ited
f
o
r
ad
d
r
e
s
s
in
g
th
e
co
m
p
lex
,
m
u
ltifa
ce
ted
ch
allen
g
es
f
ac
e
d
in
cu
ltu
r
al
p
r
o
ject
p
la
n
n
i
n
g
,
e
n
co
u
r
ag
in
g
in
ter
d
is
cip
lin
ar
y
th
in
k
in
g
a
n
d
co
llab
o
r
atio
n
th
at
allo
ws
s
tu
d
en
ts
to
a
p
p
r
o
ac
h
p
r
o
b
lem
s
f
r
o
m
m
u
ltip
le
an
g
les
a
n
d
d
ev
el
o
p
h
o
lis
tic
s
o
lu
tio
n
s
[
1
6
]
–
[
1
8
]
.
T
h
is
ap
p
r
o
ac
h
n
o
t
o
n
ly
en
h
an
ce
s
s
tu
d
en
ts
’
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
b
u
t
also
p
r
ep
ar
es
th
em
f
o
r
r
ea
l
-
wo
r
ld
s
ce
n
ar
io
s
wh
e
r
e
ad
ap
tab
ilit
y
an
d
in
n
o
v
atio
n
ar
e
c
r
u
cial
f
o
r
s
u
cc
ess
.
T
o
ad
d
r
ess
th
is
p
r
ess
in
g
n
e
ed
,
th
is
s
tu
d
y
em
p
l
o
y
ed
a
q
u
alitativ
e
m
eth
o
d
o
lo
g
y
.
T
h
is
ap
p
r
o
ac
h
in
clu
d
ed
a
co
m
p
r
eh
e
n
s
iv
e
r
ev
iew
o
f
r
elev
an
t
liter
atu
r
e
to
u
n
d
er
s
tan
d
th
e
cu
r
r
en
t
s
tate
o
f
cu
ltu
r
al
p
r
o
ject
p
lan
n
in
g
ed
u
ca
tio
n
a
n
d
th
e
p
o
ten
tial
o
f
d
esig
n
th
i
n
k
in
g
in
en
h
an
ci
n
g
e
d
u
ca
tio
n
al
q
u
alit
y
.
Fu
r
th
e
r
m
o
r
e,
th
e
m
eth
o
d
o
l
o
g
y
in
v
o
lv
ed
th
e
a
n
a
ly
s
is
o
f
ca
s
e
s
tu
d
ies
th
at
illu
s
t
r
ate
s
u
cc
ess
f
u
l
ap
p
licatio
n
s
o
f
d
esig
n
th
in
k
in
g
in
v
ar
io
u
s
c
u
ltu
r
al
p
r
o
jects,
p
r
o
v
id
in
g
p
r
ac
tical
in
s
ig
h
ts
in
to
its
im
p
lem
en
tatio
n
an
d
im
p
ac
t
o
n
ed
u
ca
tio
n
al
o
u
tco
m
es.
T
h
e
s
tu
d
y
also
in
cl
u
d
ed
d
r
a
f
tin
g
an
in
n
o
v
ativ
e
p
ed
ag
o
g
ical
m
o
d
el
th
at
in
teg
r
a
tes
d
esig
n
th
in
k
in
g
p
r
in
cip
les
in
to
t
h
e
cu
r
r
icu
lu
m
o
f
c
u
ltu
r
al
p
r
o
ject
p
la
n
n
in
g
,
an
d
en
g
ag
in
g
in
d
is
cu
s
s
io
n
s
with
f
iv
e
ex
p
er
ts
in
th
e
f
ield
to
r
ef
in
e
an
d
v
alid
at
e
th
e
p
r
o
p
o
s
ed
m
o
d
el,
en
s
u
r
i
n
g
it
is
g
r
o
u
n
d
ed
in
b
o
th
th
e
o
r
etica
l
in
s
ig
h
ts
an
d
p
r
ac
tical
ex
p
er
tis
e.
Ultim
atel
y
,
th
is
ap
p
r
o
ac
h
f
ac
ilit
ated
an
in
-
d
ep
th
ex
p
lo
r
atio
n
o
f
ex
i
s
tin
g
ch
allen
g
es
an
d
o
p
p
o
r
tu
n
ities
in
teac
h
in
g
cu
ltu
r
al
p
r
o
ject
p
lan
n
i
n
g
,
lead
in
g
to
th
e
d
ev
elo
p
m
e
n
t
o
f
a
tailo
r
ed
p
ed
ag
o
g
ica
l
m
o
d
el
aim
ed
at
alig
n
in
g
e
d
u
ca
tio
n
al
p
r
ac
tices with
in
d
u
s
tr
y
n
ee
d
s
.
T
h
is
s
tu
d
y
in
tr
o
d
u
ce
s
a
p
io
n
ee
r
in
g
d
is
co
v
er
,
d
e
f
in
e,
d
esi
g
n
,
d
ev
elo
p
,
an
d
d
e
p
lo
y
(
5
Ds
)
d
esig
n
th
in
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
e
d
ag
o
g
y
tailo
r
e
d
f
o
r
c
u
ltu
r
al
p
r
o
ject
p
la
n
n
in
g
at
SUFE
,
u
n
iq
u
ely
i
n
teg
r
atin
g
C
h
in
ese
cu
ltu
r
al
s
y
m
b
o
lis
m
(
lan
ter
n
s
)
with
d
esig
n
t
h
in
k
in
g
p
r
in
ci
p
les.
Un
lik
e
ex
is
tin
g
m
o
d
els,
it
b
r
id
g
es
th
eo
r
etica
l
k
n
o
wled
g
e
a
n
d
p
r
ac
tical
s
k
ills
in
a
cu
ltu
r
ally
r
e
s
o
n
an
t
f
r
am
ew
o
r
k
,
ad
d
r
ess
in
g
a
g
ap
in
cu
ltu
r
ally
s
p
ec
if
ic
d
esig
n
th
in
k
in
g
ap
p
li
ca
tio
n
s
.
R
ef
in
ed
th
r
o
u
g
h
ex
p
er
t
f
ee
d
b
ac
k
,
it
f
o
s
ter
s
cr
ea
tiv
ity
,
em
p
ath
y
,
a
n
d
r
ea
l
-
wo
r
ld
p
r
o
b
le
m
-
s
o
lv
in
g
,
o
f
f
er
in
g
a
tr
an
s
f
o
r
m
ativ
e
e
d
u
c
atio
n
al
to
o
l.
I
ts
co
n
tex
tu
al
ad
ap
tatio
n
to
C
h
in
a
’
s
cu
ltu
r
al
in
d
u
s
tr
ies
an
d
f
o
c
u
s
o
n
s
tu
d
e
n
t
-
ce
n
ter
e
d
lear
n
in
g
d
is
tin
g
u
is
h
it
as
a
n
o
v
el
c
o
n
t
r
ib
u
tio
n
to
d
esig
n
th
in
k
in
g
i
n
ed
u
ca
tio
n
.
I
t
f
o
c
u
s
es
o
n
th
e
cu
ltu
r
al
p
r
o
ject
p
l
an
n
in
g
c
o
u
r
s
e
at
SUFE
in
C
h
in
a.
Ho
wev
e
r
,
its
im
p
licatio
n
s
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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N:
2252
-
8
8
2
2
Desig
n
-
th
in
kin
g
in
te
g
r
a
tio
n
in
cu
ltu
r
a
l p
r
o
ject
p
la
n
n
in
g
:
b
r
id
g
in
g
t
h
eo
r
y
a
n
d
p
r
a
ctice
(
S
h
i
yo
n
g
Zh
a
n
g
)
4151
ch
an
g
in
g
in
d
u
s
tr
y
.
Ultim
ately
,
th
is
s
tu
d
y
aim
s
to
y
ield
in
v
a
lu
ab
le
in
s
ig
h
ts
a
n
d
s
u
b
s
tan
tial
ad
v
a
n
ce
m
en
ts
f
o
r
b
o
th
s
tu
d
en
ts
an
d
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
,
p
o
ten
tially
s
er
v
in
g
as
a
m
o
d
el
f
o
r
o
th
er
u
n
iv
er
s
ities
f
ac
in
g
s
im
ilar
ch
allen
g
es in
cu
ltu
r
al
a
n
d
c
r
ea
tiv
e
ed
u
ca
tio
n
.
Fro
m
th
e
r
esear
ch
p
r
o
b
lem
s
,
t
h
e
r
esear
ch
e
r
f
o
r
m
u
lated
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
i
)
Ho
w
ca
n
a
p
r
o
t
o
ty
p
e
o
f
d
esig
n
th
in
k
i
n
g
-
b
ased
i
n
n
o
v
ativ
e
p
e
d
ag
o
g
y
b
e
d
ev
elo
p
ed
f
o
r
teac
h
in
g
c
r
ea
tiv
e
p
lan
n
in
g
o
f
cu
ltu
r
al
p
r
o
jects
at
SUFE,
C
h
i
n
a?
an
d
ii)
I
n
wh
at
way
s
ca
n
t
h
e
d
esig
n
th
in
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
ed
ag
o
g
y
b
e
r
ef
in
ed
an
d
im
p
r
o
v
ed
f
o
r
th
e
cr
ea
tiv
e
p
lan
n
in
g
o
f
cu
ltu
r
al
p
r
o
jects
co
u
r
s
e
at
SUFE,
C
h
in
a?
Acc
o
r
d
in
g
ly
,
th
is
s
tu
d
y
s
ets f
o
r
th
two
p
r
im
ar
y
o
b
jectiv
es: i)
to
cr
ea
te
a
p
r
o
to
ty
p
e
o
f
d
esig
n
th
i
n
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
e
d
ag
o
g
y
f
o
r
teac
h
in
g
th
e
c
r
ea
tiv
e
p
lan
n
in
g
o
f
cu
ltu
r
al
p
r
o
jects
a
t
S
UFE,
C
h
in
a
an
d
ii)
to
r
ef
in
e
a
d
esig
n
th
in
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
ed
a
g
o
g
y
in
th
e
cr
ea
tiv
e
p
lan
n
in
g
o
f
cu
ltu
r
al
p
r
o
jects
at
SUFE,
C
h
in
a.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
Def
ini
t
io
n o
f
des
ig
n t
hin
k
ing
a
nd
it
s
a
pp
lica
t
io
n in e
du
ca
t
io
n
As
an
in
tellectu
al
co
n
s
tr
u
ct,
“
d
esig
n
th
in
k
in
g
”
e
m
er
g
es
f
r
o
m
th
e
d
is
cip
lin
e
o
f
d
esig
n
,
h
av
i
n
g
g
ar
n
er
e
d
s
ig
n
if
ican
t
atten
tio
n
co
n
c
o
m
itan
t
with
th
e
p
r
o
life
r
atio
n
o
f
h
u
m
a
n
-
ce
n
ter
e
d
d
esig
n
m
eth
o
d
o
l
o
g
ies
d
u
r
in
g
th
e
1
9
8
0
s
[
7
]
,
[
8
]
,
[
1
9
]
.
W
ith
in
th
e
s
cien
tific
d
o
m
ain
,
d
esig
n
th
in
k
in
g
is
co
n
ce
p
t
u
alize
d
as a
d
is
tin
ctiv
e
“c
o
g
n
itiv
e
f
r
am
ewo
r
k
.
”
Ma
g
i
s
tr
etti
et
a
l.
[
1
9
]
is
r
ec
o
g
n
ize
d
as
th
e
p
io
n
ee
r
in
g
s
ch
o
lar
wh
o
ar
ticu
lated
th
e
co
n
ce
p
t
o
f
d
esig
n
t
h
in
k
in
g
.
I
n
h
is
s
em
in
al
wo
r
k
,
“
th
e
s
c
ien
ce
s
o
f
th
e
ar
tific
ial
,
”
Ma
g
is
tr
etti
et
a
l.
[
1
9
]
d
elin
ea
te
th
e
d
is
tin
ctio
n
b
etwe
en
d
esig
n
s
cien
ce
a
n
d
n
atu
r
al
s
cien
ce
,
em
p
lo
y
in
g
th
e
te
r
m
“
d
esig
n
th
in
k
i
n
g
”
to
en
ca
p
s
u
late
th
e
co
g
n
itiv
e
s
t
r
ateg
ies
an
d
p
r
o
ce
s
s
es
u
tili
ze
d
b
y
d
esig
n
er
s
in
ad
d
r
ess
in
g
d
esig
n
-
r
elate
d
ch
allen
g
es.
W
h
ile
Villier
s
[
7
]
an
d
Fo
s
ter
[
8
]
c
o
n
test
Ma
g
is
tr
etti
et
a
l.
[
1
9
]
ch
a
r
ac
ter
izatio
n
o
f
“
d
esig
n
s
cien
ce
”
as p
r
ed
icate
d
u
p
o
n
a
s
tr
u
ctu
r
e
d
ap
p
r
o
ac
h
to
p
r
o
b
lem
-
s
o
l
v
in
g
,
th
ey
u
n
d
er
s
co
r
e
in
s
tead
th
e
ar
tis
tic
an
d
in
tu
itiv
e
f
ac
u
lties
th
at
p
r
ac
titi
o
n
e
r
s
o
f
d
esig
n
em
p
l
o
y
t
o
co
m
p
r
e
h
en
d
an
d
r
eso
lv
e
co
m
p
lex
is
s
u
es
in
c
o
n
tex
ts
m
ar
k
ed
b
y
u
n
c
er
tain
ty
,
am
b
ig
u
ity
,
an
d
in
s
tab
ilit
y
.
R
esear
ch
b
y
Pin
k
o
w
[
1
5
]
h
as
ch
ar
ac
ter
ized
d
esig
n
th
in
k
i
n
g
as
a
s
tr
ateg
ic
ap
p
r
o
ac
h
to
c
o
llab
o
r
ativ
e
an
d
cr
ea
tiv
e
p
r
o
b
lem
-
s
o
lv
i
n
g
th
at
s
tem
s
f
r
o
m
th
e
m
eth
o
d
o
lo
g
ies
o
f
d
esig
n
er
s
,
s
er
v
in
g
as
a
m
ec
h
an
is
m
to
p
r
o
p
el
i
n
n
o
v
atio
n
a
n
d
t
o
o
r
g
a
n
ize
cr
ea
tiv
e
p
r
o
ce
s
s
es
ac
r
o
s
s
v
ar
io
u
s
f
ield
s
o
f
s
tu
d
y
.
I
n
ter
e
s
t
in
h
o
w
d
esig
n
er
s
wo
r
k
an
d
th
in
k
g
r
ad
u
ally
s
h
if
t
ed
f
r
o
m
th
e
p
u
r
v
iew
o
f
d
esig
n
er
s
an
d
ar
ch
itects to
o
th
e
r
f
iel
d
s
.
C
o
m
in
g
in
to
th
e
ea
r
ly
2
1
s
t
ce
n
tu
r
y
,
d
esig
n
th
in
k
in
g
h
as
b
ee
n
wid
ely
s
tu
d
ied
,
ac
ce
p
ted
,
an
d
ap
p
lied
in
m
o
r
e
f
ield
s
[
2
0
]
.
R
ec
en
tly
,
d
esig
n
th
in
k
in
g
h
as
b
ec
o
m
e
an
o
p
en
f
ield
,
c
h
ar
ac
t
er
ized
b
y
g
r
ad
u
al
o
v
er
lap
with
o
th
e
r
d
is
cip
lin
es,
b
ein
g
p
r
o
m
o
te
d
in
r
esear
c
h
a
n
d
p
r
ac
tice
in
m
an
ag
em
en
t,
ed
u
ca
tio
n
,
m
ed
icin
e,
s
o
cio
l
o
g
y
,
an
d
o
th
er
f
ield
s
[
1
0
]
.
T
ak
in
g
o
n
e
o
f
th
e
m
o
s
t sig
n
if
ican
t f
ea
tu
r
es
o
f
d
esig
n
t
h
in
k
in
g
:
c
r
ea
tiv
ity
i
n
to
ac
co
u
n
t,
d
esig
n
th
in
k
i
n
g
is
a
h
u
m
an
-
ce
n
ter
ed
ap
p
r
o
ac
h
th
at
aim
s
to
s
o
lv
e
p
r
o
b
lem
s
in
u
n
ce
r
tain
an
d
am
b
ig
u
o
u
s
s
itu
atio
n
s
th
r
o
u
g
h
th
e
p
r
o
ce
s
s
o
f
u
s
in
g
ef
f
ec
tiv
e
d
esig
n
m
eth
o
d
s
co
n
d
u
cted
b
y
p
r
o
f
ess
io
n
al
d
esig
n
er
s
[
1
6
]
.
I
n
th
e
f
ield
o
f
ed
u
ca
tio
n
,
Stan
f
o
r
d
Un
iv
er
s
ity
h
as
ac
h
iev
ed
in
teg
r
atin
g
d
esig
n
th
i
n
k
in
g
in
to
ed
u
ca
tio
n
a
n
d
d
iv
id
ed
th
e
m
o
d
el
in
to
f
i
v
e
s
ec
tio
n
s
:
em
p
ath
y
,
d
ef
i
n
e
,
id
ea
tio
n
,
p
r
o
to
ty
p
e,
an
d
test
[
1
7
]
.
T
h
e
em
p
ath
y
s
tag
e
em
p
h
asizes
u
n
d
er
s
tan
d
in
g
th
e
n
ee
d
s
an
d
p
e
r
s
p
ec
tiv
es
o
f
th
e
en
d
-
u
s
er
s
.
B
y
em
p
ath
izin
g
with
th
e
u
s
er
s
,
ed
u
ca
to
r
s
ca
n
g
ain
in
s
ig
h
ts
in
to
th
eir
m
o
tiv
atio
n
s
,
ch
allen
g
es,
an
d
asp
ir
atio
n
s
.
T
h
e
d
ef
i
n
e
s
tag
e
in
v
o
lv
es sy
n
th
esizin
g
th
e
i
n
f
o
r
m
atio
n
g
ath
e
r
ed
d
u
r
in
g
th
e
e
m
p
ath
y
s
tag
e
an
d
id
en
tif
y
in
g
t
h
e
co
r
e
p
r
o
b
lem
s
o
r
ch
allen
g
es
th
at
n
ee
d
to
b
e
ad
d
r
ess
ed
.
I
n
th
e
id
ea
tio
n
s
tag
e,
cr
ea
tiv
ity
an
d
in
n
o
v
atio
n
co
m
e
in
to
p
lay
[
3
]
.
T
h
e
team
m
em
b
er
s
ar
e
en
co
u
r
ag
ed
to
s
h
ar
e
th
eir
v
iewp
o
in
ts
an
d
in
s
p
ir
e
o
n
e
a
n
o
th
er
,
g
en
e
r
atin
g
as
m
an
y
i
d
ea
s
as
p
o
s
s
ib
le
[
1
7
]
.
Pro
to
t
y
p
e
s
tag
e
in
v
o
lv
es
tr
an
s
f
o
r
m
i
n
g
th
e
s
elec
ted
id
ea
s
in
to
tan
g
ib
le
f
o
r
m
s
,
s
u
ch
as
les
s
o
n
p
lan
s
,
teac
h
in
g
m
ater
ials
,
o
r
class
r
o
o
m
ac
tiv
ities
.
Pro
to
ty
p
in
g
allo
ws
ed
u
ca
to
r
s
t
o
v
is
u
a
lize
an
d
test
th
eir
id
ea
s
in
a
r
ea
l
-
wo
r
ld
c
o
n
tex
t,
en
ab
lin
g
th
em
to
r
ef
in
e
an
d
i
m
p
r
o
v
e
th
eir
teac
h
in
g
m
eth
o
d
s
b
ased
o
n
f
ee
d
b
ac
k
an
d
o
b
s
er
v
atio
n
s
.
T
h
e
f
in
al
s
tag
e,
th
e
t
est,
in
v
o
lv
es
im
p
lem
en
tin
g
th
e
p
r
o
t
o
ty
p
es
in
th
e
class
r
o
o
m
an
d
ev
alu
atin
g
th
eir
ef
f
ec
tiv
e
n
ess
.
T
h
is
s
tag
e
allo
ws
ed
u
ca
to
r
s
to
g
ath
er
v
alu
a
b
le
f
ee
d
b
ac
k
f
r
o
m
s
tu
d
en
ts
an
d
o
th
er
s
tak
eh
o
l
d
er
s
[
1
9
]
.
B
esid
es
th
e
d
esig
n
th
in
k
in
g
m
o
d
el
p
r
o
p
o
s
ed
b
y
Stan
f
o
r
d
Un
iv
er
s
ity
,
v
ar
io
u
s
s
ch
o
lar
s
h
av
e
p
r
o
p
o
s
ed
th
eir
u
n
d
er
s
tan
d
i
n
g
s
f
o
r
ap
p
ly
in
g
d
esig
n
th
in
k
in
g
in
ed
u
ca
tio
n
.
T
h
e
r
esear
ch
er
team
f
r
o
m
No
r
way
h
as
ex
p
r
ess
ed
th
at
d
esig
n
th
in
k
i
n
g
is
a
m
o
d
e
o
f
th
in
k
i
n
g
e
m
p
lo
y
ed
in
d
esig
n
-
b
ased
ac
tiv
ities
.
I
t
ca
n
b
e
ch
ar
ac
ter
ized
as
a
s
y
s
tem
atic,
in
tellig
en
t
p
r
o
ce
s
s
in
wh
ich
d
esig
n
er
s
g
en
er
ate,
ev
alu
ate,
a
n
d
s
p
ec
if
y
co
n
ce
p
ts
f
o
r
d
ev
ices,
s
y
s
tem
s
,
o
r
p
r
o
ce
s
s
es
wh
o
s
e
f
o
r
m
a
n
d
f
u
n
ctio
n
ac
h
iev
e
clien
ts
’
o
b
jectiv
es
o
r
u
s
er
s
’
n
ee
d
s
wh
ile
s
atis
f
y
in
g
a
s
p
ec
if
ied
s
et
o
f
co
n
s
tr
ain
ts
[
9
]
.
T
h
e
ev
o
lu
t
io
n
o
f
d
esig
n
p
r
ac
tices
d
ev
elo
p
ed
at
Stan
f
o
r
d
Un
iv
er
s
ity
h
as
b
ee
n
a
n
aly
ze
d
,
an
d
it
h
as
b
ee
n
f
o
u
n
d
th
at
d
esig
n
q
u
alities
elu
cid
ate
d
e
s
ig
n
th
in
k
in
g
as
a
co
g
n
itiv
e
p
r
o
ce
s
s
.
A
h
u
m
an
is
tic
p
er
s
p
ec
tiv
e
o
n
in
n
o
v
atio
n
t
h
eo
r
y
an
d
p
r
ac
tice
is
o
f
f
er
ed
b
y
th
is
v
alu
e
-
d
r
iv
e
n
p
r
o
ce
s
s
[
1
6
]
.
Fu
r
th
e
r
m
o
r
e
,
an
in
n
o
v
ati
o
n
m
a
n
ag
em
e
n
t
s
ch
em
a
o
f
d
esig
n
q
u
alities
ess
en
tial
f
o
r
d
e
v
elo
p
in
g
d
esig
n
-
d
r
iv
e
n
in
n
o
v
ati
o
n
ca
p
ab
ilit
ies
in
o
r
g
a
n
izatio
n
s
an
d
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
s
is
also
o
f
f
er
ed
[
2
1
]
.
Me
an
wh
ile,
Kelly
an
d
Ger
o
[
1
3
]
h
a
v
e
d
is
co
v
er
ed
th
at
ap
p
ly
in
g
d
esig
n
th
in
k
i
n
g
i
n
to
ed
u
ca
ti
o
n
m
ai
n
ly
co
n
tain
s
an
aly
zin
g
th
e
s
itu
atio
n
,
d
ef
in
in
g
th
e
p
r
o
b
lem
,
m
o
d
elin
g
id
ea
s
,
d
esig
n
in
g
p
r
o
to
ty
p
es,
p
r
ed
ictin
g
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
:
4
1
4
9
-
416
3
4152
r
esu
lts
,
q
u
esti
o
n
in
g
u
n
ex
p
ec
t
ed
o
u
tco
m
es,
a
n
d
m
an
a
g
in
g
th
e
d
esig
n
p
r
o
ce
s
s
.
W
ith
in
t
h
e
co
n
s
id
er
atio
n
o
f
m
an
ag
in
g
th
e
teac
h
in
g
p
r
o
ce
s
s
,
L
y
n
ch
et
a
l
.
[
9
]
s
u
g
g
est
t
h
at
cu
r
r
icu
l
u
m
d
esig
n
s
h
o
u
ld
co
n
s
id
er
s
tu
d
e
n
ts
’
ac
tiv
e
p
ar
ticip
atio
n
,
th
e
cr
ea
t
io
n
o
f
e
x
p
er
ien
tial
s
p
ac
e
,
an
d
a
c
o
m
b
i
n
atio
n
o
f
g
u
id
a
n
ce
f
r
o
m
o
t
h
er
s
an
d
s
elf
-
p
r
ac
tice.
I
n
c
o
n
tr
ast,
th
ey
ad
v
o
ca
te
p
r
o
b
lem
-
s
o
lv
in
g
as t
h
e
p
r
im
ar
y
s
tr
ateg
y
.
Div
er
s
e
au
th
o
r
s
an
d
in
s
titu
tio
n
s
h
av
e
m
ad
e
s
ig
n
if
ican
t c
o
n
tr
ib
u
tio
n
s
in
b
r
o
ad
e
n
in
g
th
e
ap
p
licatio
n
o
f
d
esig
n
th
in
k
i
n
g
in
to
ed
u
ca
tio
n
.
Hav
in
g
attem
p
ted
to
o
p
tim
ize
ed
u
ca
tio
n
al
e
x
p
er
ien
ce
s
o
f
m
ed
ical
s
tu
d
en
ts
,
Deitte
an
d
Om
ar
y
[
2
2
]
h
a
v
e
ap
p
lied
d
esig
n
th
in
k
in
g
in
r
ad
io
lo
g
y
ed
u
ca
tio
n
,
h
av
in
g
f
o
u
n
d
th
at
d
esig
n
th
in
k
in
g
p
r
o
v
id
es in
n
o
v
ativ
e
s
o
lu
tio
n
s
in
m
ed
ical
ed
u
ca
tio
n
th
r
o
u
g
h
th
e
d
esig
n
th
in
k
i
n
g
p
r
o
ce
s
s
.
R
e
s
ea
r
ch
b
y
B
r
av
o
et
a
l.
[
2
3
]
h
as
ch
o
s
en
two
s
ch
o
o
ls
at
C
h
ile
as
r
es
ea
r
ch
tar
g
ets,
h
a
v
in
g
a
p
p
lied
d
esig
n
th
in
k
i
n
g
in
s
o
lv
in
g
th
e
ed
u
ca
ti
o
n
al
p
r
o
b
l
em
s
.
T
h
ey
f
o
u
n
d
th
at
i
n
teg
r
at
in
g
d
esig
n
th
in
k
in
g
in
to
ed
u
c
atio
n
an
d
teac
h
in
g
ca
n
h
elp
to
im
p
r
o
v
e
s
tu
d
en
ts
’
m
o
tiv
atio
n
an
d
en
g
ag
e
m
en
t
in
lear
n
in
g
an
d
to
d
ev
elo
p
s
tu
d
en
ts
’
in
n
o
v
ativ
e
th
in
k
in
g
a
n
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
[
2
3
]
.
2
.
2
.
Desig
n t
hin
k
ing
m
o
del f
o
r
e
du
ca
t
io
na
l a
dm
ini
s
t
ra
t
io
n
T
h
e
p
r
o
t
o
ty
p
e
o
f
th
e
in
n
o
v
ativ
e
p
ed
ag
o
g
y
en
h
an
ce
d
b
y
d
esig
n
th
in
k
in
g
is
g
r
ea
tly
ass
o
ciate
d
with
th
e
d
esig
n
th
in
k
in
g
m
o
d
el.
T
h
er
ef
o
r
e,
in
th
is
p
ar
t,
d
if
f
er
en
t
d
esig
n
th
in
k
in
g
m
o
d
els
wo
u
ld
b
e
in
tr
o
d
u
ce
d
co
n
cr
etely
.
T
h
e
f
ir
s
t
d
esig
n
t
h
in
k
in
g
m
o
d
el
is
th
e
d
o
u
b
le
d
iam
o
n
d
m
o
d
el.
T
h
e
d
o
u
b
le
d
iam
o
n
d
m
o
d
el
is
in
tr
o
d
u
ce
d
b
y
th
e
B
r
itis
h
Desig
n
C
o
u
n
cil,
b
ein
g
m
ad
e
u
p
o
f
f
o
u
r
s
tag
es:
d
is
co
v
e
r
,
d
e
f
in
e,
d
e
v
elo
p
,
a
n
d
d
eliv
er
[
1
8
]
.
T
h
e
f
ir
s
t
s
tag
e
o
f
d
is
co
v
er
y
is
aim
ed
at
id
en
tify
in
g
th
e
u
s
er
’
s
ce
n
tr
al
d
em
an
d
th
r
o
u
g
h
th
in
g
s
lik
e
m
ar
k
et
an
d
u
s
er
r
esear
ch
an
d
s
ec
o
n
d
ar
y
s
o
u
r
ce
r
esear
ch
.
T
h
is
s
tag
e
is
th
e
d
iv
er
g
en
t
s
tag
e
wh
er
e
d
esig
n
th
in
k
er
s
s
h
o
u
ld
m
ain
tain
a
b
r
o
ad
len
s
as
th
ey
g
ath
er
k
n
o
w
led
g
e
an
d
in
f
o
r
m
atio
n
.
C
o
m
i
n
g
in
to
th
e
d
ef
in
in
g
s
tag
e
is
ch
ar
ac
ter
ized
b
y
d
esi
g
n
th
in
k
er
s
s
if
tin
g
th
r
o
u
g
h
th
e
k
n
o
wled
g
e
b
ein
g
ac
q
u
ir
ed
t
o
s
o
lv
e
th
e
p
o
s
s
ib
le
p
r
o
b
lem
s
b
ein
g
i
d
en
tifie
d
i
n
th
e
d
is
co
v
er
y
wo
r
d
.
Af
ter
k
n
o
win
g
th
e
p
o
ten
tial
p
r
o
b
lem
s
an
d
t
h
e
r
eso
u
r
ce
s
r
eq
u
ir
ed
in
th
e
d
is
co
v
er
y
an
d
d
ef
in
e
s
tag
es,
th
e
d
e
v
elo
p
m
en
t
s
tag
e
aim
s
t
o
allo
ca
te
th
e
r
elev
an
t
r
eso
u
r
ce
s
n
ec
ess
ar
y
an
d
d
e
v
elo
p
th
e
p
o
s
s
ib
le
s
o
lu
tio
n
s
to
s
o
lv
e
th
e
p
o
ten
tial
p
r
o
b
lem
s
.
Af
te
r
th
e
a
v
ailab
le
s
o
lu
tio
n
is
p
r
o
p
o
s
ed
,
it
is
th
e
n
ex
t
s
tep
to
d
eliv
er
th
is
s
o
lu
tio
n
in
to
p
r
ac
tice.
I
n
th
is
s
en
s
e,
th
e
d
eliv
er
y
s
tag
e
in
clu
d
es
th
e
f
in
al
test
in
g
,
m
ar
k
etin
g
,
an
d
lau
n
ch
o
f
th
e
s
o
lu
tio
n
an
d
e
n
c
o
m
p
ass
es
th
e
ev
alu
atio
n
an
d
f
ee
d
b
ac
k
lo
o
p
s
f
o
r
th
e
n
ew
d
esig
n
.
T
h
e
s
ec
o
n
d
m
o
d
el
is
th
e
m
o
d
el
cr
ea
ted
b
y
th
e
I
n
ter
n
ati
o
n
al
Desig
n
f
o
r
C
h
an
g
e.
I
t
p
r
o
p
o
s
es
a
m
eth
o
d
o
l
o
g
y
o
f
f
o
u
r
s
tep
s
,
f
o
r
ch
ild
r
en
an
d
y
o
u
n
g
p
eo
p
le
t
o
d
ev
elo
p
cr
ea
tiv
e
p
r
o
p
o
s
als
to
s
o
lv
e
p
r
o
b
lem
s
o
f
th
eir
co
m
m
u
n
ities
.
I
t
s
ee
k
s
t
o
d
ev
elo
p
lead
e
r
s
h
ip
,
em
p
ath
y
,
co
llab
o
r
atio
n
,
an
d
p
r
o
m
o
te
an
aly
tical
th
in
k
in
g
an
d
cr
ea
tiv
ity
.
T
h
e
s
tag
es
h
av
e
p
icto
g
r
am
s
an
d
m
o
tiv
atin
g
n
am
es
as
f
ee
l,
im
ag
in
e,
d
o
,
an
d
s
h
ar
e
[
2
4
]
.
T
h
ese
s
tag
es
n
o
t
o
n
l
y
en
c
o
u
r
a
g
e
ac
ti
v
e
p
ar
ticip
atio
n
b
u
t
also
em
p
o
wer
y
o
u
n
g
in
d
iv
id
u
als
to
tak
e
o
wn
er
s
h
ip
o
f
th
ei
r
id
ea
s
,
f
o
s
ter
in
g
a
s
en
s
e
o
f
ag
e
n
cy
in
a
d
d
r
ess
in
g
co
m
m
u
n
ity
ch
allen
g
es.
T
h
e
th
ir
d
m
o
d
el
is
ca
lled
m
o
d
el
b
ein
g
u
s
ed
as
an
in
n
o
v
ativ
e
teac
h
in
g
a
p
p
r
o
ac
h
f
o
r
teac
h
e
r
s
teac
h
in
g
in
s
tr
u
ctio
n
al
less
o
n
s
[
2
5
]
.
T
h
e
d
esig
n
th
in
k
i
n
g
an
d
in
s
tr
u
ct
io
n
al
less
o
n
s
(
DT
AI
L
)
m
o
d
el
is
m
ad
e
u
p
o
f
f
iv
e
s
tep
s
in
to
tal:
p
r
o
b
lem
d
e
f
in
in
g
,
p
er
s
p
ec
tiv
e
d
is
co
v
er
in
g
,
s
o
l
u
tio
n
ex
p
lo
r
in
g
,
p
r
o
to
ty
p
e
test
in
g
,
an
d
r
ef
lectin
g
.
E
ac
h
p
h
r
ase
co
m
p
en
s
ates
f
o
r
ea
ch
o
th
er
,
aim
i
n
g
to
cu
ltiv
at
e
s
tu
d
en
t’
s
p
r
ac
tical
s
o
lv
in
g
p
r
o
b
lem
ab
ilit
y
s
o
as
to
im
p
r
o
v
e
lear
n
in
g
e
f
f
icien
cy
f
u
r
th
e
r
ly
[
2
5
]
.
T
h
e
DT
AI
L
m
o
d
el
co
n
s
is
ts
o
f
f
iv
e
p
h
ases
aim
ed
at
d
e
v
elo
p
in
g
s
tu
d
en
ts
’
p
r
o
b
lem
-
s
o
lv
in
g
s
k
i
lls
[
2
5
]
.
I
n
th
e
p
r
o
b
lem
d
ef
i
n
in
g
p
h
ase
,
ed
u
ca
to
r
s
h
elp
s
tu
d
en
ts
ar
ticu
late
th
e
p
r
o
b
lem
,
f
o
s
ter
in
g
cr
itical
th
i
n
k
in
g
.
T
h
e
p
er
s
p
ec
tiv
e
d
is
co
v
er
in
g
p
h
ase
en
co
u
r
ag
es
ex
p
lo
r
atio
n
o
f
d
iv
er
s
e
v
iewp
o
in
ts
,
en
h
an
ci
n
g
em
p
ath
y
an
d
u
n
d
e
r
s
tan
d
in
g
.
I
n
th
e
s
o
lu
tio
n
ex
p
lo
r
in
g
p
h
ase
,
s
tu
d
en
ts
b
r
ain
s
to
r
m
p
o
ten
tial
s
o
lu
tio
n
s
,
p
r
o
m
o
tin
g
cr
ea
tiv
ity
.
T
h
e
p
r
o
to
ty
p
e
test
in
g
p
h
ase
allo
ws
f
o
r
p
r
ac
tical
i
m
p
lem
en
tatio
n
a
n
d
r
ef
in
em
en
t
o
f
id
ea
s
b
ased
o
n
f
ee
d
b
ac
k
,
b
u
ild
in
g
r
esil
ien
ce
.
Fin
ally
,
th
e
r
ef
lectin
g
p
h
ase
en
ab
les
s
tu
d
en
ts
to
ass
es
s
th
eir
lear
n
in
g
a
n
d
im
p
r
o
v
e
f
u
tu
r
e
p
r
o
b
lem
-
s
o
lv
in
g
ef
f
o
r
ts
.
T
o
g
eth
er
,
t
h
ese
p
h
ase
s
en
h
an
ce
s
tu
d
en
ts
’
lear
n
in
g
ef
f
icien
cy
a
n
d
ef
f
ec
tiv
en
ess
in
r
ea
l
-
wo
r
ld
a
p
p
licatio
n
s
.
T
h
e
f
o
r
th
d
esig
n
t
h
in
k
in
g
m
o
d
el
is
an
i
n
teg
r
ated
th
in
k
i
n
g
m
eth
o
d
th
at
co
m
b
in
es
m
at
u
r
e
co
n
ce
p
ts
,
m
eth
o
d
s
,
an
d
t
o
o
ls
,
wid
ely
u
ti
lized
in
th
e
f
ield
o
f
e
d
u
ca
tio
n
[
2
6
]
.
I
t ser
v
es a
s
a
s
tr
u
ctu
r
ed
f
r
am
ewo
r
k
aim
e
d
at
en
h
an
cin
g
s
tu
d
e
n
ts
’
ca
r
ee
r
p
la
n
n
in
g
ab
ilit
ies,
p
ar
ticu
lar
l
y
wi
th
in
v
o
ca
tio
n
al
c
o
lleg
e
s
ettin
g
s
.
T
h
e
c
o
m
p
o
n
en
ts
o
f
th
is
ed
u
ca
tio
n
al
m
o
d
el
b
ased
o
n
d
esig
n
th
in
k
in
g
in
c
lu
d
e
f
iv
e
k
ey
asp
ec
ts
o
f
ca
r
ee
r
p
lan
n
in
g
[
2
6
]
:
i)
s
elf
-
an
aly
s
is
:
e
n
co
u
r
ag
in
g
s
tu
d
en
ts
to
r
ef
lect
o
n
th
ei
r
s
tr
en
g
th
s
,
wea
k
n
ess
es,
in
ter
ests
,
an
d
v
alu
es
;
ii)
en
v
ir
o
n
m
en
tal
an
aly
s
is
:
h
elp
in
g
s
tu
d
en
ts
ass
ess
th
e
ex
t
er
n
al
f
ac
to
r
s
th
at
in
f
lu
e
n
ce
th
eir
ca
r
ee
r
ch
o
ices,
s
u
ch
as
jo
b
m
ar
k
et
tr
en
d
s
an
d
o
p
p
o
r
tu
n
ities
;
iii)
g
o
al
e
s
tab
l
is
h
m
en
t:
g
u
id
in
g
s
tu
d
en
ts
in
s
ettin
g
r
ea
lis
tic
an
d
ac
h
iev
ab
le
ca
r
ee
r
g
o
als
;
iv
)
s
tr
ateg
y
d
e
v
elo
p
m
e
n
t:
a
s
s
is
tin
g
s
tu
d
en
ts
in
f
o
r
m
u
latin
g
ac
tio
n
ab
le
p
lan
s
to
r
ea
c
h
th
eir
ca
r
ee
r
o
b
jectiv
es
;
an
d
v)
ev
alu
atio
n
an
d
m
o
d
if
icatio
n
:
p
r
o
v
id
in
g
a
f
r
a
m
ewo
r
k
f
o
r
s
tu
d
en
ts
to
ass
ess
th
eir
p
r
o
g
r
ess
an
d
m
a
k
e
n
ec
ess
ar
y
ad
ju
s
tm
en
ts
to
th
eir
s
tr
ateg
ies
[
2
6
]
.
B
y
alig
n
in
g
th
ese
f
iv
e
asp
ec
ts
o
f
ca
r
ee
r
p
lan
n
in
g
with
t
h
e
f
i
v
e
s
tep
s
o
f
d
esig
n
th
in
k
in
g
,
ed
u
ca
to
r
s
c
an
cr
ea
te
a
m
o
r
e
en
g
a
g
in
g
an
d
ef
f
ec
tiv
e
lear
n
in
g
ex
p
er
ien
ce
.
T
h
is
ap
p
r
o
ac
h
n
o
t
o
n
ly
e
n
h
an
ce
s
s
tu
d
en
ts
’
ca
r
e
er
p
lan
n
in
g
s
k
ills
b
u
t
also
f
o
s
ter
s
a
d
y
n
am
ic
a
n
d
in
ter
ac
tiv
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
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
Desig
n
-
th
in
kin
g
in
te
g
r
a
tio
n
in
cu
ltu
r
a
l p
r
o
ject
p
la
n
n
in
g
:
b
r
id
g
in
g
t
h
eo
r
y
a
n
d
p
r
a
ctice
(
S
h
i
yo
n
g
Zh
a
n
g
)
4153
2
.
3
.
F
urt
her
a
pp
lica
t
io
n o
f
des
ig
n t
hin
k
ing
into
educa
t
io
n
Sin
ce
2
0
2
0
,
liter
ac
ies
r
elev
a
n
t
to
d
esig
n
th
in
k
in
g
h
av
e
co
n
tin
u
ed
to
e
v
o
lv
e.
I
n
th
e
f
ield
o
f
en
tr
ep
r
en
e
u
r
s
h
ip
ed
u
ca
tio
n
,
Ma
n
s
o
o
r
i
an
d
L
ac
k
é
u
s
[
2
7
]
ex
p
lo
r
ed
th
e
i
n
ter
s
ec
tio
n
o
f
d
esig
n
th
in
k
in
g
a
n
d
en
tr
ep
r
en
e
u
r
s
h
ip
,
f
o
cu
s
in
g
o
n
ap
p
r
o
ac
h
es
lik
e
ef
f
ec
tu
atio
n
an
d
d
is
co
v
er
y
-
d
r
iv
en
p
lan
n
in
g
.
I
t
em
p
h
asized
id
en
tify
in
g
o
p
p
o
r
tu
n
ities
,
cr
ea
tin
g
v
alu
e
p
r
o
p
o
s
itio
n
s
,
an
d
d
ev
elo
p
in
g
b
u
s
in
ess
m
o
d
els.
T
h
eir
co
n
tr
ib
u
tio
n
is
s
u
itab
le
f
o
r
en
tr
ep
r
en
e
u
r
s
h
ip
ed
u
ca
tio
n
an
d
co
u
r
s
es
th
at
aim
to
d
ev
elo
p
in
n
o
v
atio
n
an
d
en
tr
ep
r
en
e
u
r
ial
s
k
ills
[
2
7
]
.
T
ak
i
n
g
in
to
co
n
s
id
er
ati
o
n
th
e
iter
ativ
e
n
atu
r
e
o
f
d
e
s
ig
n
th
in
k
i
n
g
,
th
e
d
esig
n
th
i
n
k
in
g
m
o
d
el
f
ir
s
t
p
r
o
p
o
s
ed
b
y
Pata
[
1
6
]
was
f
u
r
th
er
e
x
p
lo
r
e
d
.
T
h
is
d
esig
n
th
in
k
in
g
m
o
d
el,
wh
ich
in
co
r
p
o
r
ated
th
r
ee
s
tag
es
—
ex
p
lo
r
e
-
c
r
ea
te
-
r
ef
in
e
—
en
c
o
u
r
ag
ed
ex
p
lo
r
atio
n
o
f
id
ea
s
,
cr
ea
tio
n
o
f
p
r
o
to
ty
p
es,
an
d
co
n
tin
u
o
u
s
r
ef
in
em
e
n
t
b
ased
o
n
f
ee
d
b
ac
k
[
1
9
]
.
Su
b
s
eq
u
en
tly
,
a
d
u
al
-
p
r
o
ce
s
s
m
o
d
el
f
o
r
ad
d
r
ess
in
g
co
m
p
lex
d
e
s
ig
n
p
r
o
b
lem
s
was
o
f
f
er
ed
,
co
m
b
in
in
g
d
esig
n
t
h
in
k
in
g
with
co
m
p
u
tatio
n
al
th
in
k
in
g
.
I
t
i
n
co
r
p
o
r
ated
ele
m
en
ts
lik
e
s
y
s
tem
s
th
in
k
in
g
,
ab
s
tr
ac
tio
n
,
an
d
a
lg
o
r
ith
m
ic
t
h
in
k
in
g
,
a
v
ailab
le
f
o
r
s
cien
ce
,
tec
h
n
o
lo
g
y
,
en
g
in
ee
r
in
g
,
an
d
m
ath
em
atic
s
(
STE
M)
ed
u
ca
tio
n
an
d
c
o
u
r
s
es th
at
in
v
o
lv
e
d
ig
i
tal
d
esig
n
an
d
d
ev
elo
p
m
en
t
[
2
8
]
.
Desp
ite
th
e
g
r
o
win
g
b
o
d
y
o
f
r
esear
ch
o
n
d
esig
n
th
in
k
in
g
,
s
ev
er
al
g
ap
s
th
at
cu
r
r
en
t
liter
ac
ies
r
em
ain
.
W
h
ile
d
esig
n
th
in
k
in
g
h
as
b
e
en
wid
ely
a
p
p
lied
in
v
ar
i
o
u
s
f
ield
s
,
its
ap
p
licatio
n
in
cu
ltu
r
al
p
r
o
ject
p
lan
n
in
g
ed
u
ca
tio
n
r
em
ai
n
s
lim
ited
.
Ad
d
itio
n
ally
,
th
er
e
is
a
n
ee
d
f
o
r
m
o
r
e
q
u
alitativ
e
r
esea
r
ch
o
n
th
e
s
p
ec
if
ic
ed
u
ca
tio
n
al
m
o
d
el
b
ased
o
n
d
esig
n
th
in
k
in
g
to
b
r
i
d
g
e
th
is
th
eo
r
etica
l
g
ap
.
B
y
d
e
v
elo
p
i
n
g
an
d
r
ef
in
in
g
an
in
n
o
v
ativ
e
p
ed
ag
o
g
y
s
p
ec
if
ic
ally
tailo
r
ed
f
o
r
th
e
cu
ltu
r
al
p
r
o
ject
p
lan
n
in
g
ed
u
ca
tio
n
,
th
e
p
r
o
p
o
s
ed
5
Ds
d
esig
n
th
in
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
ed
ag
o
g
y
alig
n
s
with
estab
lis
h
ed
d
esig
n
th
in
k
in
g
p
r
in
cip
les,
an
d
in
co
r
p
o
r
ates
elem
en
ts
f
r
o
m
v
ar
io
u
s
d
esig
n
th
i
n
k
in
g
m
o
d
els.
T
h
is
in
teg
r
atio
n
e
n
s
u
r
es
a
co
m
p
r
eh
e
n
s
iv
e
an
d
s
tr
u
ctu
r
ed
ap
p
r
o
ac
h
to
teac
h
in
g
cu
ltu
r
al
p
r
o
ject
p
lan
n
in
g
,
f
o
s
ter
in
g
k
ey
s
k
ills
s
u
ch
as
em
p
ath
y
,
co
llab
o
r
atio
n
,
cr
ea
tiv
ity
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
.
2
.
4
.
Desig
n t
hin
k
ing
f
ra
m
ewo
rk
a
do
ptio
n
T
h
e
n
ec
ess
ity
f
o
r
a
d
esig
n
th
in
k
in
g
m
o
d
el
in
cu
ltu
r
e
-
r
elate
d
s
u
b
jects in
C
h
in
a
i
s
in
cr
ea
s
in
g
ly
ev
id
en
t.
As
cu
ltu
r
al
ed
u
ca
tio
n
ev
o
l
v
es,
it
is
ess
en
tial
to
a
d
o
p
t
in
n
o
v
a
tiv
e
p
ed
a
g
o
g
ical
f
r
am
ewo
r
k
s
t
h
at
ca
n
ef
f
ec
tiv
el
y
ad
d
r
ess
th
e
co
m
p
lex
ities
o
f
c
u
ltu
r
al
d
y
n
a
m
ics
an
d
s
o
cial
is
s
u
es
[
6
]
.
Desig
n
th
in
k
in
g
,
with
its
co
r
e
p
r
in
cip
les
o
f
em
p
ath
y
,
id
ea
tio
n
,
p
r
o
to
ty
p
in
g
,
an
d
test
in
g
,
s
er
v
es
as
a
p
o
wer
f
u
l
to
o
l
to
en
h
an
ce
c
u
ltu
r
al
ed
u
ca
tio
n
.
I
n
a
r
ap
id
ly
ch
an
g
in
g
s
o
ciety
,
s
tu
d
en
ts
m
u
s
t
d
ev
elo
p
s
o
p
h
is
ticated
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ills
t
h
at
allo
w
th
e
m
to
n
av
ig
ate
cu
ltu
r
al
n
u
an
ce
s
an
d
ch
allen
g
es.
B
y
in
teg
r
atin
g
d
esig
n
th
in
k
in
g
in
to
c
u
ltu
r
e
-
r
elate
d
s
u
b
jects,
ed
u
ca
to
r
s
ca
n
f
o
s
ter
a
co
llab
o
r
ativ
e
en
v
ir
o
n
m
en
t
wh
e
r
e
s
t
u
d
en
ts
ac
tiv
ely
en
g
a
g
e
with
d
iv
er
s
e
p
er
s
p
ec
tiv
es
an
d
lear
n
t
o
em
p
ath
ize
with
v
ar
io
u
s
cu
ltu
r
al
co
n
tex
ts
.
T
h
is
ap
p
r
o
ac
h
n
o
t
o
n
ly
en
r
ic
h
es
th
eir
u
n
d
er
s
tan
d
i
n
g
o
f
c
u
l
tu
r
al
h
er
itag
e
b
u
t
also
eq
u
ip
s
th
em
with
th
e
ab
ilit
y
t
o
a
d
d
r
ess
co
n
tem
p
o
r
ar
y
cu
ltu
r
al
is
s
u
es
cr
ea
tiv
ely
an
d
ef
f
ec
tiv
ely
.
Mo
r
eo
v
er
,
a
d
esig
n
t
h
in
k
in
g
m
o
d
el
en
co
u
r
ag
es
s
tu
d
en
ts
to
p
r
o
to
t
y
p
e
s
o
lu
tio
n
s
an
d
r
i
g
o
r
o
u
s
ly
test
th
eir
id
ea
s
,
p
r
o
m
o
tin
g
a
h
a
n
d
s
-
o
n
lear
n
in
g
ex
p
e
r
ien
ce
th
at
alig
n
s
with
r
ea
l
-
wo
r
ld
ap
p
licatio
n
s
.
T
h
is
is
p
ar
ticu
lar
ly
r
elev
an
t
in
C
h
in
a,
wh
er
e
th
e
in
ter
p
lay
o
f
tr
ad
itio
n
an
d
m
o
d
er
n
ity
p
r
esen
ts
u
n
iq
u
e
ch
allen
g
es
th
at
r
eq
u
ir
e
in
n
o
v
a
tiv
e
s
o
lu
tio
n
s
.
B
y
em
p
o
wer
in
g
s
tu
d
e
n
ts
with
a
u
s
er
-
ce
n
ter
ed
ap
p
r
o
ac
h
,
we
ca
n
cu
ltiv
ate
a
g
en
er
atio
n
o
f
cu
ltu
r
ally
awa
r
e
in
d
iv
id
u
als
wh
o
ar
e
ca
p
a
b
le
o
f
co
n
tr
ib
u
tin
g
p
o
s
itiv
ely
to
s
o
ciety
.
I
n
co
n
clu
s
io
n
,
th
e
in
teg
r
atio
n
o
f
d
esig
n
th
in
k
in
g
in
to
c
u
ltu
r
e
-
r
elate
d
s
u
b
jects
in
C
h
in
a
is
n
o
t
ju
s
t
b
en
ef
icial;
it
is
ess
en
tial
f
o
r
p
r
ep
ar
in
g
s
tu
d
en
ts
to
tack
le
th
e
co
m
p
le
x
ities
o
f
cu
lt
u
r
al
u
n
d
er
s
tan
d
in
g
an
d
s
o
cial
co
h
esio
n
in
a
n
in
cr
ea
s
in
g
ly
in
t
er
co
n
n
ec
ted
wo
r
ld
.
3.
RE
S
E
ARCH
M
E
T
H
O
D
3
.
1
.
Study
d
esig
n
T
h
e
r
esear
ch
eth
ics
f
o
r
th
is
s
tu
d
y
wer
e
d
ee
m
e
d
ex
em
p
t
d
u
e
to
its
clas
s
if
icatio
n
as
lo
w
-
r
is
k
r
esear
ch
.
T
h
is
d
esig
n
atio
n
in
d
icate
s
th
at
th
e
p
o
ten
tial
f
o
r
h
ar
m
o
r
d
is
co
m
f
o
r
t
to
p
a
r
ticip
an
ts
is
m
in
im
al.
Ad
d
itio
n
ally
,
th
e
co
n
s
en
t
f
o
r
m
p
r
o
v
id
e
d
to
all
p
ar
ticip
an
ts
clea
r
ly
s
tated
th
at
th
eir
in
v
o
lv
em
en
t
was
en
tire
ly
v
o
lu
n
ta
r
y
.
T
h
ey
wer
e
in
f
o
r
m
e
d
th
at
th
e
y
h
a
d
th
e
r
ig
h
t
to
with
d
r
aw
f
r
o
m
th
e
s
tu
d
y
at
an
y
tim
e,
en
s
u
r
in
g
th
at
th
ei
r
p
ar
ticip
atio
n
was
b
ased
o
n
i
n
f
o
r
m
e
d
co
n
s
en
t
a
n
d
r
esp
ec
t
f
o
r
th
eir
a
u
to
n
o
m
y
.
T
h
is
ap
p
r
o
ac
h
alig
n
s
with
eth
ical
r
esear
ch
p
r
ac
tices,
s
af
e
g
u
ar
d
in
g
t
h
e
r
i
g
h
ts
an
d
well
-
b
ein
g
o
f
all
p
ar
ticip
an
ts
i
n
v
o
lv
e
d
in
th
e
e
v
alu
atio
n
o
f
th
e
i
n
n
o
v
ativ
e
p
e
d
ag
o
g
y
.
T
h
e
r
esear
ch
p
r
im
ar
ily
em
p
lo
y
s
q
u
alitativ
e
m
eth
o
d
o
lo
g
y
t
o
d
ev
elo
p
an
d
r
ef
i
n
e
an
in
n
o
v
ativ
e
p
ed
ag
o
g
y
g
r
o
u
n
d
ed
i
n
d
esig
n
th
in
k
in
g
.
I
t
s
p
ec
if
ically
aim
s
to
p
r
o
p
o
s
e
an
d
cu
ltiv
ate
a
d
esig
n
th
in
k
in
g
-
b
ased
p
ed
ag
o
g
y
th
at
alig
n
s
with
th
e
p
r
o
f
ess
io
n
al
te
ac
h
in
g
o
f
cr
ea
tiv
e
p
lan
n
in
g
f
o
r
cu
ltu
r
al
p
r
o
jects
.
T
h
e
p
r
o
ce
s
s
co
m
m
en
ce
d
with
th
e
cr
ea
tio
n
o
f
a
n
o
r
ig
in
al
p
r
o
to
ty
p
e
o
f
d
esig
n
th
in
k
i
n
g
,
w
h
ich
th
e
r
esear
c
h
er
s
u
cc
ess
f
u
lly
co
m
p
leted
.
Su
b
s
eq
u
en
tly
,
b
ased
o
n
th
is
p
r
o
to
t
y
p
e,
an
o
r
i
g
in
al
iter
atio
n
o
f
t
h
e
d
esig
n
t
h
in
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
e
d
ag
o
g
y
w
as
f
o
r
m
u
lated
.
T
h
is
iter
atio
n
was
th
en
s
u
b
jecte
d
to
ev
alu
atio
n
b
y
f
iv
e
ex
p
er
ts
,
wh
o
ass
ess
ed
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
p
r
o
p
o
s
ed
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
.
I
n
f
o
r
m
e
d
b
y
th
e
ex
p
er
ts
’
f
ee
d
b
ac
k
,
th
e
r
esear
ch
er
u
n
d
e
r
to
o
k
a
r
ef
in
e
m
en
t
o
f
th
e
p
r
o
to
ty
p
e,
u
ltima
tely
r
esu
ltin
g
in
th
e
estab
lis
h
m
en
t
o
f
a
f
in
al
m
o
d
e
l
o
f
in
n
o
v
ativ
e
p
e
d
ag
o
g
y
.
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
:
4
1
4
9
-
416
3
4154
3
.
2
.
Resea
rc
h ins
t
rum
ent
s
I
n
th
e
p
r
esen
t
s
tu
d
y
,
two
d
is
tin
ct
r
esear
ch
in
s
tr
u
m
e
n
ts
h
av
e
b
ee
n
em
p
lo
y
ed
t
o
f
ac
ilit
ate
co
m
p
r
eh
e
n
s
iv
e
an
aly
s
is
.
T
h
e
f
ir
s
t
in
s
tr
u
m
en
t
is
d
er
iv
e
d
f
r
o
m
th
e
f
r
a
m
ewo
r
k
estab
lis
h
ed
in
t
h
e
liter
atu
r
e
r
ev
iew,
wh
ich
p
r
o
v
id
es
a
t
h
eo
r
etica
l
f
o
u
n
d
atio
n
f
o
r
th
e
in
v
esti
g
atio
n
.
T
h
e
s
ec
o
n
d
in
s
tr
u
m
en
t
is
a
m
eticu
lo
u
s
ly
d
esig
n
e
d
less
o
n
p
lan
,
wh
ich
s
er
v
es
to
elu
ci
d
ate
th
e
in
tr
icate
c
o
n
tex
t
o
f
th
e
s
u
b
ject
m
atter
u
n
d
er
co
n
s
id
er
atio
n
.
Fin
ally
,
t
h
e
th
ir
d
in
s
tr
u
m
en
t
is
an
ac
h
ie
v
e
m
en
t
test
,
wh
ich
en
ab
les
ex
p
er
ts
to
ass
ess
an
d
q
u
an
tify
th
e
m
ea
s
u
r
e
m
en
t
o
f
co
n
tex
tu
al
u
n
d
e
r
s
tan
d
in
g
.
T
o
g
eth
er
,
th
ese
in
s
tr
u
m
en
ts
co
n
tr
ib
u
te
to
a
r
o
b
u
s
t
m
eth
o
d
o
l
o
g
ical
ap
p
r
o
ac
h
,
en
s
u
r
in
g
a
t
h
o
r
o
u
g
h
ex
p
l
o
r
atio
n
o
f
th
e
r
esear
ch
o
b
jectiv
es.
3
.
2
.
1
.
Desig
n t
hin
k
ing
f
ra
m
e
wo
rk
T
h
e
s
ig
n
if
ican
t
p
e
d
ag
o
g
ical
a
p
p
r
o
ac
h
was
m
eticu
l
o
u
s
ly
d
e
v
elo
p
ed
b
ased
o
n
th
e
f
o
u
n
d
ati
o
n
al
ten
ets
o
f
d
esig
n
th
in
k
in
g
.
Desig
n
th
in
k
in
g
s
er
v
es
to
h
ig
h
lig
h
t
th
e
cr
itical
r
o
le
o
f
em
p
ath
y
t
o
war
d
s
p
r
o
s
p
ec
tiv
e
s
tak
eh
o
ld
er
s
,
ass
is
t
lear
n
er
s
i
n
en
g
ag
in
g
in
id
ea
tio
n
s
ess
io
n
s
to
g
en
er
ate
in
n
o
v
ativ
e
co
n
ce
p
ts
,
an
d
p
r
o
p
o
s
e
v
iab
le
s
o
lu
tio
n
s
.
T
h
r
o
u
g
h
an
ass
es
s
m
en
t
o
f
th
e
p
r
o
p
o
s
ed
s
o
lu
tio
n
s
,
it
f
u
r
th
e
r
en
c
o
u
r
a
g
e
s
lear
n
er
s
to
cr
ea
te
p
r
o
to
ty
p
es
an
d
ev
alu
ate
th
eir
ef
f
icac
y
.
C
o
n
s
id
er
in
g
th
e
in
s
tr
u
ctio
n
al
r
eq
u
ir
e
m
en
ts
o
f
th
e
c
r
ea
tiv
e
p
lan
n
in
g
o
f
cu
ltu
r
al
p
r
o
jects
,
th
e
r
atio
n
al
e
f
o
r
im
p
lem
en
tin
g
th
e
d
esig
n
th
in
k
in
g
f
r
a
m
ewo
r
k
m
a
y
b
e
d
er
iv
ed
f
r
o
m
its
ex
ce
p
tio
n
al
ca
p
ac
ity
to
f
o
s
ter
ad
v
an
ce
d
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
i
lls
,
en
co
u
r
ag
e
a
c
o
o
p
e
r
ativ
e
le
ar
n
in
g
atm
o
s
p
h
er
e
,
an
d
im
p
ar
t
t
o
lear
n
er
s
a
d
ee
p
u
n
d
er
s
tan
d
in
g
o
f
th
e
en
d
-
u
s
er
’
s
n
ee
d
s
an
d
th
e
ch
allen
g
es
th
ey
en
co
u
n
ter
[
2
9
]
,
[
3
0
]
.
B
y
in
co
r
p
o
r
atin
g
d
esig
n
th
in
k
in
g
in
to
th
e
e
d
u
ca
tio
n
al
f
r
am
ewo
r
k
,
th
is
p
ar
ad
ig
m
co
u
l
d
eq
u
ip
s
tu
d
en
ts
with
th
e
ca
p
ab
ilit
ies
to
c
o
n
f
r
o
n
t
in
tr
icate
c
h
allen
g
es
th
r
o
u
g
h
cr
ea
tiv
ity
,
em
p
at
h
y
,
a
n
d
in
n
o
v
ativ
e
ap
p
r
o
ac
h
es
.
3
.
2
.
2
.
L
ess
o
n pla
n
T
h
e
less
o
n
p
lan
was
m
ain
ly
u
s
ed
in
th
e
im
p
lem
en
tatio
n
p
r
o
ce
s
s
o
f
th
e
i
n
n
o
v
ativ
e
p
e
d
a
g
o
g
y
.
T
h
e
u
ltima
te
g
o
al
o
f
t
h
e
cr
ea
tiv
e
p
lan
n
in
g
o
f
c
u
ltu
r
al
p
r
o
jects
was
to
cu
ltiv
ate
s
tu
d
en
ts
’
ab
i
liti
es
in
f
in
d
in
g
th
e
em
p
ath
ized
p
o
in
t
with
ce
n
tr
al
tar
g
ets
an
d
d
e
v
elo
p
in
g
h
i
g
h
-
q
u
ality
an
d
m
o
d
er
n
ized
c
u
ltu
r
e
p
r
o
t
o
ty
p
es.
T
h
u
s
,
th
e
less
o
n
p
lan
p
r
im
ar
ily
ad
o
p
ted
a
s
tu
d
en
t
-
ce
n
ter
e
d
tea
ch
in
g
a
p
p
r
o
ac
h
b
y
d
esig
n
in
g
v
ar
io
u
s
teac
h
in
g
ac
tiv
ities
s
u
ch
as
u
s
er
r
esear
c
h
d
esig
n
,
d
em
an
d
an
al
y
s
is
,
id
ea
g
en
e
r
atio
n
,
p
r
o
to
ty
p
e
d
esig
n
,
test
iter
atio
n
,
an
d
o
th
er
teac
h
in
g
ac
tiv
ities
.
T
h
e
th
eo
r
etica
l
k
n
o
wled
g
e
o
f
th
e
cr
ea
tiv
e
p
lan
n
in
g
o
f
c
u
ltu
r
al
p
r
o
jects
was
f
in
ally
co
m
b
in
ed
with
t
h
e
m
et
h
o
d
s
an
d
to
o
ls
o
f
d
esig
n
th
in
k
in
g
,
b
r
o
ad
en
in
g
s
tu
d
e
n
ts
’
in
n
o
v
a
tiv
e
th
in
k
in
g
,
an
d
im
p
r
o
v
in
g
t
h
eir
a
b
ilit
y
to
ap
p
ly
th
e
o
r
etica
l
k
n
o
wled
g
e
to
p
r
ac
tice.
On
th
e
o
t
h
er
h
an
d
,
th
e
c
o
r
r
esp
o
n
d
in
g
less
o
n
p
lan
cu
ltiv
ated
“a
p
p
licatio
n
-
o
r
ien
te
d
”
talen
ts
wh
o
ca
n
s
o
lv
e
p
r
ac
tical
p
r
o
b
lem
s
.
3
.
2
.
3
.
Achiev
em
ent
t
est
T
h
e
f
in
al
s
tag
e
o
f
th
e
d
esig
n
t
h
in
k
in
g
p
r
o
ce
s
s
is
test
in
g
.
C
o
n
s
eq
u
en
tly
,
it
is
im
p
er
ativ
e
to
d
ev
elo
p
a
n
ap
p
r
o
p
r
iate
ass
ess
m
en
t
to
ev
alu
ate
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
e
p
r
o
p
o
s
ed
in
n
o
v
ativ
e
p
ed
ag
o
g
y
.
I
n
alig
n
m
en
t
with
th
e
n
ew
less
o
n
p
lan
,
th
is
ass
ess
m
en
t
was
s
tr
u
ctu
r
ed
as
a
m
u
ltip
le
-
ch
o
ice
test
th
at
en
c
o
m
p
ass
es
th
e
r
eq
u
is
ite
k
n
o
wled
g
e
a
n
d
s
k
ills
n
ec
ess
a
r
y
f
o
r
d
esig
n
in
g
cu
ltu
r
al
p
r
o
j
ec
t
co
m
p
o
n
e
n
ts
.
Ad
d
itio
n
ally
,
it
in
clu
d
es
a
s
er
ies
o
f
in
teg
r
ated
q
u
esti
o
n
s
th
at
co
m
b
in
e
elem
e
n
ts
o
f
d
esig
n
th
in
k
in
g
with
cu
ltu
r
al
p
r
o
ject
d
ev
elo
p
m
en
t.
B
y
co
n
ce
n
tr
atin
g
o
n
ass
ess
in
g
s
tu
d
en
ts
’
ac
tu
al
ca
p
a
b
ilit
ies
in
cr
ea
tin
g
m
o
d
er
n
ize
d
cu
ltu
r
al
p
r
o
jects,
th
e
ac
h
iev
em
en
t te
s
t w
as a
d
m
in
is
ter
ed
at
th
e
co
n
clu
s
io
n
o
f
th
e
i
n
s
tr
u
ctio
n
al
p
er
io
d
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.
1
.
A
dev
elo
pm
ent
o
f
t
he
des
ig
n t
hin
k
ing
pro
t
o
t
y
pe
T
h
e
p
r
o
to
t
y
p
e
was
co
n
ce
iv
ed
th
r
o
u
g
h
a
co
m
p
r
eh
en
s
iv
e
ex
am
in
atio
n
o
f
estab
lis
h
ed
d
esi
g
n
th
in
k
in
g
f
r
am
ewo
r
k
s
d
elin
e
ated
with
i
n
th
e
s
ch
o
lar
ly
liter
atu
r
e.
T
h
eo
r
etica
lly
,
n
u
m
e
r
o
u
s
m
o
d
els
wer
e
id
en
tifie
d
as
ex
ce
p
tio
n
ally
ap
p
r
o
p
r
iate.
T
h
er
e
ex
is
t
two
ca
teg
o
r
ies
with
in
th
e
f
r
am
ewo
r
k
:
th
e
f
o
u
n
d
ati
o
n
al
d
esig
n
th
in
k
in
g
m
o
d
el
d
ev
elo
p
ed
b
y
th
e
Stan
f
o
r
d
C
en
ter
f
o
r
Pro
f
ess
io
n
al
Dev
elo
p
m
en
t,
wh
ich
e
n
co
m
p
ass
es
f
iv
e
d
is
tin
ct
s
tag
es [
9
]
,
[
1
9
]
,
[
2
5
]
,
[
2
6
]
,
[
3
1
]
,
[
3
2
]
,
an
d
an
alter
n
ativ
e
m
o
d
el
p
r
o
p
o
s
ed
b
y
L
y
n
c
h
et
a
l
.
[
9
]
wh
ich
co
n
s
is
ts
o
f
f
o
u
r
s
tag
es.
Fig
u
r
e
1
ex
em
p
lifie
s
th
e
iter
ativ
e
p
r
o
ce
s
s
in
v
o
lv
ed
in
th
e
d
ev
el
o
p
m
en
t
o
f
t
h
e
d
esig
n
th
in
k
in
g
p
r
o
to
ty
p
e,
wh
ich
is
co
m
p
o
s
ed
o
f
two
s
ep
ar
ate
p
h
ases
.
Step
o
n
e
in
v
o
l
v
ed
p
r
o
p
o
s
in
g
d
esig
n
th
in
k
in
g
co
n
ce
p
ts
f
r
o
m
liter
atu
r
e
to
a
g
r
o
u
p
o
f
ex
p
er
ts
.
T
h
e
r
esear
ch
er
p
r
esen
ted
th
ese
two
d
esig
n
th
in
k
in
g
m
o
d
els
an
d
ex
p
lain
ed
wh
y
th
e
y
ar
e
s
u
itab
le
f
o
r
th
e
s
u
b
ject
o
f
cu
ltu
r
al
p
r
o
ject
p
lan
n
in
g
.
T
h
e
d
esig
n
th
in
k
in
g
m
o
d
el
p
r
o
p
o
s
ed
b
y
t
h
e
Stan
f
o
r
d
C
en
ter
in
co
r
p
o
r
ated
f
iv
e
p
h
ases
:
em
p
ath
y
;
d
ef
i
n
e
;
id
ea
t
e
;
p
r
o
t
o
ty
p
e
;
test
an
d
r
ef
in
e
.
E
ac
h
s
tag
e
c
o
m
p
lem
e
n
ts
th
e
o
th
er
s
an
d
f
u
n
ctio
n
s
co
h
esiv
ely
.
T
h
e
e
m
p
ath
y
p
h
as
e
h
elp
s
ex
p
lo
r
e
th
e
p
o
in
ts
th
at
m
o
tiv
ate
co
n
s
u
m
e
r
s
.
B
ased
o
n
th
ese
in
s
ig
h
ts
,
th
e
d
ef
in
e
s
tag
e
h
elp
ed
to
co
n
f
ir
m
s
p
ec
if
ic
o
b
jectiv
es.
Usi
n
g
t
h
ese
o
b
jectiv
es
as
a
f
o
u
n
d
ati
o
n
,
t
h
e
id
ea
te
p
h
ase
p
r
o
m
o
te
d
th
e
ex
p
l
o
r
atio
n
a
n
d
f
o
r
m
atio
n
o
f
d
iv
er
s
e
id
ea
s
.
I
n
cu
ltu
r
al
p
r
o
ject
p
la
n
n
in
g
,
tr
a
n
s
f
o
r
m
i
n
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
Desig
n
-
th
in
kin
g
in
te
g
r
a
tio
n
in
cu
ltu
r
a
l p
r
o
ject
p
la
n
n
in
g
:
b
r
id
g
in
g
t
h
eo
r
y
a
n
d
p
r
a
ctice
(
S
h
i
yo
n
g
Zh
a
n
g
)
4155
in
n
o
v
ativ
e
id
ea
s
in
t
o
ac
tu
al
m
o
ck
-
u
p
s
an
d
ac
tio
n
p
la
n
s
was
ess
en
tial.
I
n
th
is
co
n
tex
t,
t
h
e
p
r
o
to
ty
p
e
p
h
ase
is
ad
v
an
tag
e
o
u
s
f
o
r
tr
a
n
s
f
o
r
m
in
g
ab
s
tr
ac
t
id
ea
s
in
to
tan
g
ib
le
r
ea
liti
es
[
6
]
.
T
h
e
tes
t
p
h
ase
ex
am
in
ed
th
e
q
u
ality
o
f
th
e
p
r
o
to
ty
p
e
an
d
p
r
o
v
id
es
f
ee
d
b
ac
k
,
lead
in
g
t
o
m
o
r
e
ef
f
e
ctiv
e
an
d
im
p
ac
t
f
u
l o
u
tco
m
es.
An
o
th
er
s
elec
ted
d
esig
n
th
in
k
in
g
m
o
d
el
is
in
en
tr
ep
r
en
e
u
r
s
h
ip
ed
u
ca
tio
n
at
a
No
r
weg
ian
u
n
iv
er
s
ity
,
f
o
cu
s
in
g
o
n
a
m
aster
’
s
lev
el
c
o
u
r
s
e
in
co
r
p
o
r
ate
en
tr
e
p
r
en
e
u
r
s
h
ip
[
9
]
.
T
h
e
r
esear
ch
p
r
o
v
id
es
v
alu
ab
le
i
n
s
ig
h
ts
in
to
h
o
w
co
m
b
in
in
g
tech
n
o
lo
g
y
an
d
e
n
tr
ep
r
e
n
eu
r
s
h
ip
th
r
o
u
g
h
d
esig
n
th
in
k
in
g
ca
n
en
h
an
c
e
s
tu
d
en
ts
’
lear
n
in
g
ex
p
er
ien
ce
s
in
h
ig
h
e
r
ed
u
ca
tio
n
.
T
h
e
an
aly
s
is
o
f
s
tu
d
en
ts
’
r
ef
lectio
n
s
r
e
v
ea
led
f
o
u
r
m
ai
n
th
em
es:
i
)
B
ein
g
ch
allen
g
ed
:
s
tu
d
en
ts
f
o
u
n
d
t
h
e
co
u
r
s
e
d
em
an
d
i
n
g
d
u
e
t
o
task
co
m
p
lex
ity
,
team
d
y
n
am
ics,
an
d
tim
e
co
n
s
tr
ain
ts
.
W
h
ile
in
itially
s
tr
ess
f
u
l,
m
o
s
t
s
tu
d
en
ts
u
ltima
tely
v
iewe
d
th
ese
ch
allen
g
es
as
v
alu
ab
le
lear
n
in
g
o
p
p
o
r
tu
n
ities
th
at
p
u
s
h
ed
th
e
m
o
u
t
o
f
th
eir
co
m
f
o
r
t
zo
n
e
s
;
ii
)
Dev
elo
p
in
g
tan
g
en
tial
s
k
ills
:
p
ar
ticip
an
ts
r
ep
o
r
ted
s
ig
n
if
ican
t
im
p
r
o
v
e
m
en
ts
in
v
ar
io
u
s
s
o
f
t
s
k
ills
,
in
clu
d
in
g
em
p
ath
y
,
team
wo
r
k
,
co
m
m
u
n
icatio
n
,
n
etwo
r
k
in
g
,
an
d
h
an
d
lin
g
am
b
ig
u
ity
.
T
h
ese
s
k
ills
,
o
f
ten
n
o
t
ex
p
licitly
tau
g
h
t,
em
er
g
e
d
as
a
r
esu
lt
o
f
th
e
co
u
r
s
e
s
tr
u
ctu
r
e
an
d
d
esig
n
th
in
k
in
g
p
r
o
ce
s
s
;
iii
)
Dev
elo
p
in
g
k
n
o
wled
g
e:
s
tu
d
en
ts
g
ai
n
ed
s
p
ec
if
ic
k
n
o
wled
g
e
ab
o
u
t
co
m
m
e
r
cializin
g
tech
n
o
lo
g
y
an
d
d
esig
n
th
in
k
i
n
g
as
a
m
eth
o
d
.
T
h
e
y
ap
p
r
ec
iated
lear
n
in
g
ab
o
u
t
b
o
t
h
th
e
th
eo
r
etica
l
asp
ec
ts
an
d
p
r
ac
tical
ap
p
licatio
n
s
o
f
th
ese
co
n
ce
p
ts
in
a
co
r
p
o
r
ate
s
ettin
g
;
an
d
iv
)
Seein
g
r
ea
l
-
life
ap
p
licatio
n
:
m
a
n
y
s
tu
d
e
n
t
s
r
ep
o
r
ted
im
m
ed
iate
ap
p
licatio
n
s
o
f
th
ei
r
lear
n
in
g
in
th
eir
cu
r
r
en
t
j
o
b
s
,
f
u
t
u
r
e
ca
r
ee
r
s
,
an
d
e
v
en
p
er
s
o
n
al
liv
es.
T
h
is
tr
an
s
f
er
o
f
k
n
o
wled
g
e
b
ey
o
n
d
th
e
class
r
o
o
m
s
ettin
g
in
d
icate
s
a
d
ee
p
an
d
tr
an
s
f
o
r
m
atio
n
al
lea
r
n
in
g
ex
p
er
ien
ce
.
T
h
e
s
tu
d
y
f
in
d
in
g
s
s
u
g
g
est
th
at
d
esig
n
th
in
k
in
g
ca
n
b
e
a
n
ef
f
ec
tiv
e
ap
p
r
o
ac
h
f
o
r
teac
h
in
g
en
tr
ep
r
en
eu
r
s
h
ip
to
s
cien
ce
an
d
en
g
i
n
ee
r
in
g
s
tu
d
en
ts
in
No
r
weg
ia
n
h
ig
h
er
ed
u
ca
tio
n
,
p
r
o
v
id
i
n
g
th
em
with
b
o
th
tech
n
ical
k
n
o
wled
g
e
an
d
ess
en
tial so
f
t sk
ills
f
o
r
th
e
2
1
s
t c
en
tu
r
y
wo
r
k
p
lace
.
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
f
r
a
m
ewo
r
k
f
o
r
d
ev
el
o
p
in
g
th
e
d
esig
n
th
in
k
in
g
p
r
o
t
o
ty
p
e
Step
two
in
v
o
lv
ed
co
n
d
u
ctin
g
a
b
r
ain
s
to
r
m
in
g
s
ess
io
n
with
a
g
r
o
u
p
o
f
f
iv
e
e
x
p
er
ts
.
T
h
e
d
is
cu
s
s
io
n
aim
ed
to
d
e
v
elo
p
a
p
r
o
to
t
y
p
e
f
o
r
th
e
d
esig
n
th
in
k
in
g
m
o
d
el.
Firstl
y
,
alth
o
u
g
h
th
e
Stan
f
o
r
d
C
en
ter
m
o
d
el
p
r
o
v
id
e
d
a
c
o
m
p
r
e
h
en
s
iv
e
f
r
am
ewo
r
k
f
o
r
d
esig
n
th
in
k
in
g
,
it
lack
ed
s
p
ec
if
ic
g
u
id
a
n
c
e
o
n
in
c
o
r
p
o
r
atin
g
cu
ltu
r
al
asp
ec
ts
in
to
th
e
p
r
o
c
ess
.
Me
an
wh
ile,
th
e
m
o
d
el
p
r
o
p
o
s
ed
b
y
L
y
n
c
h
et
a
l
.
[
9
]
d
id
n
o
t
ex
p
licitly
ad
d
r
ess
th
e
iter
ativ
e
n
atu
r
e
o
f
cu
ltu
r
al
p
r
o
ject
p
lan
n
in
g
.
T
h
e
r
ef
o
r
e,
t
h
er
e
was
a
n
ee
d
f
o
r
a
n
in
teg
r
ativ
e
m
o
d
el
L
y
n
c
h
e
t
a
l
.
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
:
4
1
4
9
-
416
3
4156
co
m
b
in
in
g
d
esig
n
th
in
k
in
g
e
lem
en
ts
with
cu
ltu
r
al
elem
en
ts
.
Seco
n
d
ly
,
th
e
f
iv
e
e
x
p
er
t
s
p
r
o
p
o
s
ed
s
ev
er
al
r
ec
o
m
m
en
d
atio
n
s
f
o
r
th
e
5
D
s
p
ed
ag
o
g
y
.
T
o
b
eg
in
with
,
th
e
5
Ds
p
e
d
ag
o
g
y
s
h
o
u
ld
i
n
co
r
p
o
r
ate
cu
ltu
r
al
co
n
tex
t
b
y
an
al
y
zin
g
c
u
ltu
r
al
tr
en
d
s
,
tr
ad
itio
n
s
,
a
n
d
p
r
ef
e
r
e
n
ce
s
o
f
th
e
tar
g
et
a
u
d
ien
ce
.
I
t
s
h
o
u
ld
e
m
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
u
n
d
e
r
s
tan
d
i
n
g
th
e
cu
ltu
r
al
co
n
te
x
t
o
f
th
e
p
r
o
ject.
Ad
d
itio
n
ally
,
th
e
m
o
d
el
s
h
o
u
ld
ex
p
licitly
in
co
r
p
o
r
ate
m
ec
h
an
is
m
s
f
o
r
iter
ativ
e
d
ev
elo
p
m
en
t
an
d
r
e
f
in
em
en
t
o
f
th
e
p
r
o
ject
p
lan
,
in
clu
d
in
g
r
eg
u
lar
f
ee
d
b
ac
k
lo
o
p
s
,
p
r
o
to
ty
p
in
g
,
an
d
test
in
g
.
Fu
r
th
er
m
o
r
e,
t
h
e
5
Ds
p
ed
a
g
o
g
y
s
h
o
u
ld
b
e
d
e
s
ig
n
ed
to
e
v
alu
ate
s
tu
d
en
ts
’
d
esig
n
th
in
k
i
n
g
s
k
ill
s
,
cr
ea
tiv
ity
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies.
Step
th
r
ee
in
v
o
lv
ed
p
r
o
p
o
s
i
n
g
a
p
r
o
t
o
ty
p
e
o
f
th
e
5
Ds
p
ed
ag
o
g
y
,
in
teg
r
atin
g
d
esig
n
th
in
k
i
n
g
elem
en
ts
an
d
c
u
ltu
r
al
elem
e
n
t
s
.
T
h
e
5
Ds p
r
o
to
t
y
p
e
c
o
n
s
is
ted
o
f
f
iv
e
p
h
ases
:
d
is
co
v
er
,
d
e
f
in
e,
d
esig
n
,
d
e
v
elo
p
,
an
d
d
ep
lo
y
.
Dis
co
v
er
p
h
ase
a
im
ed
to
id
en
tify
th
e
ce
n
tr
al
ta
r
g
et.
T
h
e
o
r
ig
i
n
o
f
cu
ltu
r
al
p
r
o
ject
d
esig
n
lied
in
m
ee
tin
g
co
n
s
u
m
er
d
em
a
n
d
.
T
h
u
s
,
th
e
in
s
tr
u
cto
r
s
h
o
u
ld
g
u
id
e
s
tu
d
en
ts
to
ex
p
lo
r
e
c
o
n
s
u
m
er
n
ee
d
s
to
ac
cu
r
ately
co
n
f
ir
m
th
e
p
r
o
je
ct
d
em
an
d
.
I
n
th
e
d
ef
in
e
p
h
ase,
p
r
o
b
lem
s
,
o
b
jectiv
es,
a
n
d
co
n
s
tr
ain
ts
wer
e
ac
cu
r
ately
o
r
ien
ted
.
B
ased
o
n
th
e
p
r
o
ject
d
em
a
n
d
,
th
e
p
r
o
ject
g
r
o
u
p
d
eter
m
in
ed
a
r
esear
ch
o
b
jectiv
e.
Ad
d
itio
n
ally
,
d
ef
in
in
g
ex
is
tin
g
p
r
o
b
lem
s
an
d
s
co
p
in
g
co
n
s
tr
ain
ts
,
s
u
ch
as
b
u
d
g
et
an
d
tim
e,
wer
e
cr
u
cial
f
o
r
f
o
r
m
in
g
a
s
o
lu
tio
n
[
2
9
]
.
Desig
n
p
h
ase
in
v
o
lv
ed
g
e
n
er
ati
n
g
ef
f
ec
tiv
e
id
ea
s
an
d
cr
ea
t
in
g
co
r
r
esp
o
n
d
in
g
s
o
lu
tio
n
s
b
ased
o
n
th
e
an
aly
s
i
s
o
f
cu
r
r
e
n
t p
r
o
b
lem
s
an
d
c
o
n
s
tr
ain
ts
[
3
3
]
.
Dev
elo
p
p
h
ase
f
o
cu
s
ed
o
n
p
r
o
p
o
s
in
g
th
e
p
r
o
t
o
ty
p
e
a
n
d
im
p
lem
en
ti
n
g
th
e
p
r
o
ject.
Pr
o
p
o
s
in
g
th
e
p
r
o
to
ty
p
e
tr
an
s
f
o
r
m
ed
a
b
s
tr
ac
t
id
ea
s
in
to
r
ea
lity
,
wh
ile
im
p
lem
en
tin
g
th
e
p
r
o
j
ec
t
p
r
o
v
id
ed
f
u
r
th
er
g
u
id
an
c
e
f
o
r
r
ev
is
io
n
.
Fin
ally
,
in
th
e
d
ep
lo
y
p
h
ase,
th
e
ef
f
ec
tiv
e
o
u
tp
u
t
was
v
er
if
ied
an
d
in
tr
o
d
u
ce
d
to
th
e
m
a
r
k
et
to
o
b
tain
f
ee
d
b
ac
k
f
r
o
m
co
n
s
u
m
er
s
.
T
h
is
in
teg
r
ated
m
o
d
el,
co
m
b
in
in
g
d
esig
n
th
in
k
in
g
with
cu
ltu
r
al
p
r
o
ject
p
lan
n
in
g
,
aim
e
d
to
b
r
i
d
g
e
th
e
g
a
p
b
etwe
en
th
eo
r
etica
l
k
n
o
wled
g
e
an
d
p
r
ac
tical
ap
p
licatio
n
,
en
s
u
r
in
g
s
tu
d
en
ts
ar
e
well
-
e
q
u
ip
p
e
d
to
tack
le
co
m
p
lex
ch
allen
g
es in
th
e
cu
lt
u
r
al
in
d
u
s
tr
ies
.
4
.
2
.
A
dev
elo
pm
ent
o
f
a
des
ig
n t
hin
k
ing
-
ba
s
ed
in
no
v
a
t
iv
e
pe
da
g
o
g
y
I
n
d
ev
elo
p
in
g
a
d
esig
n
th
in
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
ed
ag
o
g
y
f
o
r
th
e
co
u
r
s
e
cr
ea
tiv
e
p
l
an
n
in
g
o
f
cu
ltu
r
al
p
r
o
ject
s
at
SUFE,
an
ed
u
ca
tio
n
al
m
o
d
el
ca
lled
th
e
5
Ds
p
ed
ag
o
g
y
was
cr
ea
ted
th
r
o
u
g
h
two
m
ai
n
r
esear
ch
in
s
tr
u
m
en
ts
:
a
d
etai
led
less
o
n
p
lan
an
d
an
ac
h
ie
v
em
en
t
test
.
T
h
e
in
itial
p
h
ase
o
f
th
is
r
esear
ch
in
v
o
lv
ed
th
e
m
eticu
l
o
u
s
d
e
v
e
lo
p
m
en
t
o
f
a
co
m
p
r
eh
en
s
iv
e
f
r
am
ewo
r
k
.
B
u
ild
in
g
u
p
o
n
th
e
p
r
o
p
o
s
ed
d
esig
n
th
in
k
in
g
p
r
o
to
ty
p
e,
th
e
o
r
ig
in
al
5
Ds
m
o
d
el
was
r
ef
in
ed
to
b
etter
ac
co
m
m
o
d
ate
th
e
i
n
tr
ica
cies
o
f
th
e
teac
h
in
g
p
r
o
ce
s
s
.
T
h
is
r
ef
in
em
en
t
was
ac
h
iev
ed
th
r
o
u
g
h
a
co
llab
o
r
at
iv
e
d
is
cu
s
s
io
n
am
o
n
g
f
iv
e
d
o
m
ain
ex
p
er
ts
,
wh
o
co
llectiv
ely
cr
af
ted
a
less
o
n
p
lan
,
a
n
d
a
n
ac
h
iev
em
en
t
test
tailo
r
ed
to
th
e
s
p
ec
if
ic
r
eq
u
i
r
em
en
ts
o
f
cu
ltu
r
al
p
r
o
ject
p
lan
n
in
g
,
e
n
s
u
r
in
g
alig
n
m
en
t w
ith
th
e
o
v
er
ar
c
h
in
g
p
r
in
cip
les o
f
d
esig
n
th
i
n
k
in
g
.
T
h
e
less
o
n
p
lan
was
at
th
e
c
o
r
e
f
o
r
th
e
c
o
n
d
u
ctio
n
o
f
th
e
5
Ds
in
n
o
v
ativ
e
p
ed
a
g
o
g
y
i
n
cr
ea
tiv
e
p
lan
n
in
g
o
f
cu
ltu
r
al
p
r
o
jects
.
T
o
b
e
m
o
r
e
ac
c
u
r
ate,
th
e
co
u
r
s
e
co
n
s
is
ted
o
f
3
2
u
n
its
teac
h
in
g
with
f
o
u
r
u
n
its
in
two
wee
k
s
teac
h
in
g
th
e
b
asic
co
n
ce
p
ts
an
d
th
eo
r
y
r
elev
an
t
t
o
cu
ltu
r
e
an
d
cu
ltu
r
al
p
r
o
jects.
C
o
r
r
esp
o
n
d
in
g
to
th
e
n
ew
less
o
n
p
la
n
o
f
th
e
p
r
o
p
o
s
ed
in
n
o
v
ativ
e
p
ed
ag
o
g
y
.
T
h
is
n
ew
less
o
n
p
lan
s
p
e
n
d
s
eig
h
t
u
n
its
o
n
teac
h
in
g
s
tu
d
en
ts
’
b
asic
co
n
ce
p
ts
an
d
ess
en
tial
th
eo
r
ies
in
th
e
f
o
r
m
o
f
co
u
r
s
e
d
is
cu
s
s
io
n
,
h
elp
in
g
s
tu
d
en
ts
to
g
ain
b
etter
u
n
d
er
s
tan
d
in
g
ab
o
u
t
th
e
c
o
r
e
c
o
n
ce
p
ts
a
n
d
n
ec
e
s
s
ar
y
cu
ltu
r
al
elem
e
n
ts
in
th
e
p
r
o
ject
d
esig
n
m
en
t
p
r
o
ce
s
s
.
I
n
th
e
n
ex
t
s
tep
,
co
m
p
letely
d
if
f
er
en
t
f
r
o
m
tr
ad
itio
n
al
teac
h
in
g
p
lan
s
,
th
e
n
ew
less
o
n
p
lan
ad
o
p
ted
1
6
u
n
its
o
f
p
r
ac
tical
teac
h
in
g
.
B
y
ad
o
p
tin
g
th
e
“stu
d
en
t
-
o
r
ien
tated
”
teac
h
in
g
m
eth
o
d
,
ea
c
h
s
ix
s
tu
d
en
ts
wer
e
d
iv
id
ed
in
t
o
o
n
e
cu
ltu
r
al
p
r
o
je
ct
g
r
o
u
p
an
d
g
iv
e
n
an
e
x
is
tin
g
cu
ltu
r
al
p
r
o
ject
g
ain
e
d
en
o
r
m
o
u
s
s
u
cc
ess
in
th
e
d
esig
n
f
ield
.
E
ac
h
g
r
o
u
p
d
is
cu
s
s
ed
th
e
d
esig
n
m
en
t
p
r
o
ce
s
s
o
f
th
e
c
u
ltu
r
al
p
r
o
ject
an
d
s
u
m
m
ar
ized
th
e
k
e
y
co
m
p
o
n
en
ts
co
n
tr
ib
u
ted
to
t
h
e
s
u
cc
ess
o
f
th
e
cu
r
r
e
n
t
teac
h
in
g
p
r
o
ce
s
s
.
On
ce
th
e
an
aly
s
is
was
co
m
p
leted
,
th
e
wh
o
le
cu
ltu
r
al
p
r
o
ject
g
r
o
u
p
s
p
en
t
3
0
m
in
u
tes
in
th
e
class
to
illu
s
tr
ate
th
eir
r
esu
lts
.
Af
ter
th
e
p
r
o
ject
a
n
aly
s
is
,
ea
ch
g
r
o
u
p
s
p
en
t
s
ix
u
n
its
in
co
n
d
u
ctin
g
a
s
elf
-
th
in
k
i
n
g
cu
l
tu
r
al
p
r
o
ject:
with
o
n
e
u
n
it
d
ef
in
in
g
th
e
p
r
o
ject
th
em
es,
two
u
n
its
in
d
esig
n
in
g
th
e
o
r
ig
in
al
p
r
o
t
o
ty
p
es,
two
u
n
its
in
f
in
is
h
in
g
th
e
c
u
ltu
r
al
p
r
o
ject
d
esig
n
m
en
t
,
an
d
o
n
e
u
n
it
in
test
in
g
th
e
c
u
ltu
r
al
p
r
o
ject.
R
eg
ar
d
in
g
th
e
last
eig
h
t
u
n
its
,
all
o
f
th
e
cu
lt
u
r
al
p
r
o
ject
g
r
o
u
p
s
s
h
ar
ed
th
eir
f
in
al
r
esu
lts
with
o
th
er
cu
ltu
r
al
p
r
o
ject
g
r
o
u
p
s
to
g
eth
e
r
a
n
d
t
h
e
teac
h
i
n
g
co
m
m
ittee
g
av
e
th
e
co
n
cr
ete
an
aly
s
is
an
d
c
r
itics
to
war
d
th
e
f
in
al
p
r
o
jects.
T
h
e
ac
h
iev
em
e
n
t
test
was
tak
en
ad
v
an
tag
e
in
ev
alu
atin
g
th
e
5
Ds
in
n
o
v
ativ
e
p
ed
ag
o
g
y
.
T
h
e
p
r
o
p
o
s
ed
5
Ds
in
n
o
v
ativ
e
p
ed
ag
o
g
y
c
u
ltiv
ated
s
tu
d
en
t’
s
ab
i
lity
m
ain
ly
in
f
iv
e
asp
ec
ts
:
d
is
co
v
er
in
g
t
h
e
u
s
er
’
s
n
ee
d
,
d
e
f
in
in
g
t
h
e
p
r
o
b
lem
s
,
d
esig
n
in
g
th
e
p
r
o
to
t
y
p
e,
d
ev
e
lo
p
in
g
th
e
s
o
l
u
tio
n
,
d
ep
lo
y
i
n
g
th
e
s
tr
ateg
y
,
b
ased
o
n
wh
ich
th
e
ac
h
iev
em
e
n
t
te
s
t
was
d
esig
n
ed
.
I
n
th
e
p
r
o
c
ess
o
f
d
esig
n
in
g
th
e
ac
h
iev
e
m
en
t
test
,
th
e
f
iv
e
in
v
o
lv
ed
ex
p
e
r
ts
h
ad
s
et
two
co
n
cr
ete
s
tan
d
ar
d
s
.
T
h
e
f
ir
s
t
s
tan
d
ar
d
s
tr
ess
ed
th
e
alig
n
m
en
t
with
cu
ltu
r
al
p
r
o
ject
p
lan
n
in
g
g
o
als
.
T
o
b
e
m
o
r
e
s
p
ec
if
ic,
ea
c
h
test
item
m
u
s
t
co
m
p
r
e
h
en
s
iv
ely
a
d
d
r
es
s
th
e
s
p
ec
if
ic
g
o
als
o
f
th
e
cu
ltu
r
al
p
r
o
ject
p
lan
n
in
g
c
u
r
r
icu
l
u
m
.
T
h
e
s
ec
o
n
d
s
tan
d
ar
d
is
m
ain
l
y
b
ased
o
n
th
e
s
tatis
tical
m
ea
s
u
r
ab
ilit
y
o
f
th
e
test
item
s
.
R
eg
ar
d
in
g
th
e
item
s
th
at
co
u
ld
n
o
t
b
e
m
ea
s
u
r
ed
t
h
r
o
u
g
h
s
tan
d
ar
d
s
tatis
tical
m
eth
o
d
s
,
th
ey
wer
e
ex
clu
d
ed
f
r
o
m
th
e
f
in
al
test
.
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
Desig
n
-
th
in
kin
g
in
te
g
r
a
tio
n
in
cu
ltu
r
a
l p
r
o
ject
p
la
n
n
in
g
:
b
r
id
g
in
g
t
h
eo
r
y
a
n
d
p
r
a
ctice
(
S
h
i
yo
n
g
Zh
a
n
g
)
4157
T
h
is
r
ig
o
r
o
u
s
r
ev
iew
p
r
o
ce
s
s
h
as
r
esu
lted
in
th
e
s
elec
tio
n
o
f
8
8
item
s
th
at
m
et
th
e
estab
lis
h
ed
cr
iter
ia,
en
s
u
r
in
g
t
h
at
th
e
test
co
u
ld
m
ea
s
u
r
e
s
tu
d
en
ts
’
p
r
o
f
icien
cy
an
d
th
e
alig
n
m
en
t
o
f
th
eir
lear
n
in
g
with
th
e
co
u
r
s
e
o
b
jectiv
es
e
f
f
ec
tiv
ely
.
I
n
th
e
8
8
item
s
,
ea
ch
item
b
elo
n
g
s
to
o
n
e
o
f
th
e
m
en
t
io
n
ed
f
iv
e
s
ec
tio
n
s
.
T
h
u
s
,
th
e
f
iv
e
s
ec
tio
n
s
h
av
e
7
,
2
4
,
1
8
,
3
4
,
1
5
test
item
s
s
ep
ar
ately
.
T
h
e
5
Ds
p
r
o
to
ty
p
e
c
o
m
p
r
is
e
d
o
f
f
iv
e
p
h
ases
:
i)
d
is
co
v
er
:
t
h
is
p
h
ase
f
o
cu
s
ed
o
n
id
en
tify
in
g
th
e
ce
n
tr
al
tar
g
et
b
y
u
n
d
er
s
tan
d
in
g
co
n
s
u
m
er
n
ee
d
s
,
wh
ich
f
o
r
m
th
e
b
asis
o
f
ac
cu
r
ate
p
r
o
ject
d
em
an
d
s
; ii)
d
ef
in
e
:
p
r
o
b
lem
s
,
o
b
jectiv
es,
an
d
co
n
s
tr
ain
ts
wer
e
clea
r
ly
o
r
ien
ted
,
en
s
u
r
in
g
th
at
p
r
o
ject
g
o
als
we
r
e
well
-
d
ef
in
ed
a
n
d
alig
n
ed
with
p
r
ac
tical
lim
itatio
n
s
s
u
ch
as
b
u
d
g
et
an
d
tim
e
;
iii)
d
esig
n
:
b
ased
o
n
t
h
e
id
en
t
if
ied
p
r
o
b
lem
s
a
n
d
co
n
s
tr
ain
ts
,
th
e
p
r
o
ject
g
r
o
u
p
g
en
er
ated
ef
f
ec
tiv
e
id
ea
s
an
d
cr
ea
tes
co
r
r
esp
o
n
d
i
n
g
s
o
lu
tio
n
s
;
iv
)
d
ev
elo
p
:
t
h
is
p
h
ase
in
v
o
lv
e
d
p
r
o
p
o
s
in
g
p
r
o
to
ty
p
es
an
d
im
p
lem
e
n
tin
g
th
e
p
r
o
ject,
tr
an
s
f
o
r
m
in
g
ab
s
tr
ac
t
id
ea
s
in
to
tan
g
ib
l
e
o
u
tco
m
es
an
d
g
u
id
in
g
f
u
r
t
h
er
r
ev
is
io
n
s
;
an
d
v
)
d
ep
lo
y
:
t
h
e
f
in
al
p
h
ase
v
e
r
if
ied
th
e
p
r
o
ject
’
s
ef
f
ec
tiv
en
ess
an
d
in
tr
o
d
u
ce
d
it to
th
e
m
ar
k
et
to
g
ath
er
co
n
s
u
m
er
f
ee
d
b
ac
k
.
T
h
e
ad
v
an
ce
m
en
t
o
f
5
Ds
p
ed
ag
o
g
y
s
ee
k
s
to
r
ec
o
n
cile
th
e
d
is
p
ar
ity
b
etwe
en
ab
s
tr
ac
t
th
eo
r
etica
l
co
n
s
tr
u
cts
an
d
th
eir
p
r
a
g
m
atic
im
p
lem
en
tatio
n
i
n
th
e
co
n
t
ex
t
o
f
c
u
ltu
r
al
p
r
o
ject
d
ev
el
o
p
m
en
t.
T
h
r
o
u
g
h
th
e
in
teg
r
atio
n
o
f
d
esig
n
th
in
k
in
g
p
r
in
cip
les
an
d
em
p
h
asis
o
n
c
y
clica
l
p
r
o
g
r
ess
io
n
an
d
en
h
a
n
ce
m
en
t,
th
is
g
r
o
u
n
d
b
r
ea
k
in
g
p
e
d
ag
o
g
ical
a
p
p
r
o
ac
h
e
q
u
ip
s
s
tu
d
e
n
ts
with
th
e
r
eq
u
is
ite
s
k
ills
to
ad
d
r
ess
m
u
ltifa
ce
ted
is
s
u
es
with
in
th
e
cu
ltu
r
al
s
ec
to
r
s
.
T
h
u
s
,
it
ca
n
f
o
s
ter
th
eir
d
esig
n
th
in
k
in
g
c
o
m
p
ete
n
cies,
im
ag
in
a
tiv
e
ca
p
ac
ities
,
an
d
an
aly
tical
p
r
o
b
le
m
-
s
o
lv
in
g
p
r
o
f
icien
cies in
p
r
ac
tical
s
ettin
g
s
.
4
.
3
.
Ref
inem
ent
o
f
t
he
5
Ds des
ig
n t
hin
k
ing
-
ba
s
ed
in
no
v
a
t
iv
e
peda
g
o
g
y
Fo
llo
win
g
an
ex
ten
s
iv
e
ev
alu
a
tio
n
co
n
d
u
cte
d
b
y
a
p
an
el
o
f
f
i
v
e
d
is
tin
g
u
is
h
ed
ex
p
er
ts
,
th
e
in
n
o
v
ativ
e
p
ed
ag
o
g
y
g
r
o
u
n
d
e
d
in
d
esig
n
th
in
k
in
g
h
as
u
n
d
er
g
o
n
e
r
ef
i
n
em
en
t,
c
u
lm
in
atin
g
in
th
e
e
s
tab
lis
h
m
en
t
o
f
th
e
5
Ds
d
esig
n
th
in
k
in
g
-
b
ased
i
n
n
o
v
ativ
e
p
ed
a
g
o
g
y
.
Fig
u
r
e
2
elu
cid
ates
th
e
m
o
d
el,
wh
i
ch
co
m
p
r
is
es
f
iv
e
d
is
cr
ete
p
h
ases
:
d
is
co
v
er
,
d
ef
i
n
e,
d
esig
n
,
d
e
v
elo
p
,
a
n
d
d
e
p
l
o
y
,
th
er
e
b
y
o
f
f
er
in
g
a
s
y
s
tem
atic
f
r
am
ewo
r
k
f
o
r
th
e
ed
u
ca
tio
n
o
f
cu
ltu
r
al
p
r
o
ject
p
lan
n
in
g
.
T
h
e
5
Ds
d
esig
n
th
in
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
ed
ag
o
g
y
h
as
b
ee
n
co
n
ce
iv
ed
with
in
t
h
e
p
r
o
f
o
u
n
d
co
n
tex
t o
f
C
h
in
ese
cu
ltu
r
al
h
e
r
itag
e,
with
ea
ch
p
h
ase
s
y
m
b
o
lized
b
y
a
C
h
in
ese
lan
ter
n
.
I
n
th
e
c
o
n
tex
t
o
f
C
h
in
ese
tr
ad
itio
n
,
lan
ter
n
s
s
ig
n
if
y
p
r
o
s
p
er
ity
an
d
a
u
s
p
icio
u
s
n
ess
,
en
ca
p
s
u
latin
g
th
e
asp
ir
atio
n
s
an
d
f
av
o
r
ab
le
r
esu
lts
th
at
th
is
p
ed
ag
o
g
ical
ap
p
r
o
a
ch
s
ee
k
s
to
ac
co
m
p
lis
h
[
3
2
]
,
[
3
4
]
.
B
y
in
teg
r
atin
g
th
ese
cu
ltu
r
ally
s
ig
n
if
ican
t
s
y
m
b
o
ls
,
th
e
5
Ds
m
o
d
el
n
o
t
o
n
l
y
alig
n
s
with
ed
u
ca
tio
n
al
g
o
al
s
b
u
t
also
r
eso
n
ate
s
p
r
o
f
o
u
n
d
l
y
with
C
h
in
ese
s
tu
d
en
ts
,
m
o
tiv
atin
g
th
e
m
to
em
b
r
ac
e
an
d
ad
o
p
t
th
is
av
a
n
t
-
g
ar
d
e
m
eth
o
d
o
lo
g
y
.
T
h
e
f
ig
u
r
e
e
n
co
m
p
ass
es task
s
f
r
o
m
two
p
er
s
p
ec
tiv
es th
at
o
f
th
e
in
s
tr
u
cto
r
an
d
th
at
o
f
th
e
s
tu
d
e
n
t
.
Fig
u
r
e
2
.
5
Ds d
esig
n
th
in
k
i
n
g
-
b
ased
in
n
o
v
ativ
e
p
ed
a
g
o
g
y
4
.
3
.
1
.
Dis
co
v
er
I
n
cu
ltu
r
al
p
r
o
ject
p
la
n
n
in
g
,
t
h
e
p
r
im
ar
y
g
o
al
was
to
d
esig
n
p
r
o
jects
th
at
s
atis
f
y
co
n
s
u
m
er
n
ee
d
s
,
p
lacin
g
th
e
c
o
n
s
u
m
er
at
th
e
c
o
r
e.
T
h
e
d
is
co
v
er
p
h
ase
in
v
o
lv
ed
d
iv
er
s
e
e
x
p
lo
r
atio
n
s
led
b
y
th
e
in
s
tr
u
cto
r
,
wh
o
g
u
id
ed
s
tu
d
en
ts
to
u
n
d
er
s
tan
d
th
e
f
u
n
d
a
m
en
tals
o
f
cu
ltu
r
al
p
r
o
jects.
Stu
d
en
ts
en
g
ag
ed
in
co
n
f
ir
m
in
g
th
e
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
:
4
1
4
9
-
416
3
4158
co
n
ce
p
ts
o
f
cu
ltu
r
al
p
r
o
jects
a
n
d
s
elec
tin
g
ap
p
r
o
p
r
iate
m
an
i
f
estatio
n
s
.
T
h
r
o
u
g
h
t
h
is
p
r
o
ce
s
s
,
th
ey
u
ltima
tely
u
n
co
v
e
r
th
e
r
ea
l
co
m
m
er
cial
d
em
an
d
o
f
co
n
s
u
m
er
s
,
wh
ich
p
r
o
v
id
e
d
s
p
ec
if
ic
d
ir
ec
tio
n
s
f
o
r
co
n
d
u
ctin
g
th
e
p
r
o
ject.
4
.
3
.
2
.
Def
ine
T
h
e
co
m
m
e
r
cial
d
em
an
d
id
en
t
if
ied
in
th
e
d
is
co
v
er
p
h
ase
g
u
i
d
ed
th
e
p
lan
n
in
g
o
f
th
e
cu
ltu
r
al
p
r
o
ject.
I
n
th
e
d
ef
i
n
e
p
h
ase,
th
e
in
s
tr
u
cto
r
ex
tr
ac
te
d
an
d
d
ef
in
ed
u
n
iq
u
e
attr
ib
u
tes
o
f
th
e
s
elec
ted
c
u
ltu
r
al
p
r
o
ject.
T
h
is
s
tep
en
s
u
r
ed
th
at
s
tu
d
en
ts
co
u
ld
s
et
clea
r
o
b
jectiv
es
an
d
ch
ar
ac
ter
is
tics
f
o
r
th
e
p
r
o
je
ct.
C
o
m
p
r
eh
en
s
iv
e
an
aly
s
is
o
f
th
ese
attr
ib
u
tes lea
d
s
to
h
ig
h
-
a
cc
u
r
ac
y
d
ef
in
itio
n
s
o
f
th
e
f
in
al
c
u
ltu
r
al
p
r
o
d
u
ct
’
s
ch
ar
ac
ter
is
tics
.
4
.
3
.
3
.
Desig
n
T
h
e
d
esig
n
p
h
ase
f
o
cu
s
ed
o
n
p
r
o
p
o
s
in
g
s
tr
ateg
ies
an
d
ad
o
p
tin
g
a
p
p
r
o
p
r
iate
p
lan
s
to
p
r
o
m
o
te
th
e
p
r
o
ject.
T
h
e
s
u
cc
ess
o
f
th
e
p
r
o
ject
h
in
g
es
o
n
s
elec
tin
g
a
s
tr
ateg
y
th
at
m
ee
ts
b
o
th
th
e
co
m
m
er
cial
d
em
an
d
a
n
d
th
e
d
ef
in
ed
c
h
ar
ac
ter
is
tics
o
f
th
e
f
in
al
cu
ltu
r
al
p
r
o
d
u
cts.
T
h
e
in
s
tr
u
cto
r
id
en
tifie
d
an
ef
f
ec
tiv
e
s
tr
ateg
y
th
at
en
g
ag
es
c
o
n
s
u
m
er
s
,
wh
ile
s
tu
d
en
ts
d
e
v
elo
p
e
d
co
n
cr
ete
p
l
an
s
to
im
p
lem
en
t
t
h
is
s
tr
ateg
y
.
T
h
e
r
esu
lt
is
a
well
-
d
esig
n
ed
p
lan
a
n
d
cr
ea
tiv
e
s
tr
ateg
y
.
4
.
3
.
4
.
Dev
elo
p
I
n
th
e
d
ev
elo
p
p
h
ase,
id
ea
s
an
d
co
n
ce
p
ts
f
r
o
m
p
r
ev
io
u
s
s
tag
es
wer
e
tr
an
s
f
o
r
m
e
d
in
t
o
tan
g
i
b
le
f
o
r
m
s
.
T
h
e
in
s
tr
u
cto
r
o
v
er
s
aw
th
e
d
ev
elo
p
m
en
t
o
f
th
e
co
n
f
i
r
m
ed
s
tr
ateg
y
an
d
tr
an
s
f
o
r
m
ed
th
e
co
n
cr
ete
p
lan
s
in
to
th
e
o
r
ig
in
al
f
o
r
m
o
f
cr
ea
tiv
e
c
u
ltu
r
al
-
ce
n
tr
ic
p
r
o
d
u
cts.
Stu
d
e
n
ts
p
lay
a
cr
u
cial
r
o
le
in
d
ev
el
o
p
in
g
a
n
d
f
o
r
m
i
n
g
th
e
p
r
o
to
t
y
p
e
o
f
th
e
f
in
alize
d
cu
ltu
r
al
p
r
o
d
u
cts.
T
h
is
s
tag
e
p
r
o
v
id
es
v
al
u
ab
le
in
s
ig
h
ts
f
o
r
r
ef
in
in
g
p
r
o
ject
p
lan
s
an
d
f
i
n
alizin
g
th
e
p
r
o
d
u
ct.
4
.
3
.
5
.
Deplo
y
T
h
e
d
ep
lo
y
p
h
ase
was
th
e
cu
l
m
in
atio
n
o
f
th
e
5
Ds
p
ed
ag
o
g
y
.
I
t
f
o
cu
s
es
o
n
th
e
m
ar
k
etiza
tio
n
o
f
th
e
f
in
al
p
r
o
to
ty
p
e.
T
h
e
in
s
tr
u
cto
r
s
elec
ted
an
d
ad
o
p
ted
m
ar
k
e
t
s
eg
m
en
tatio
n
s
tr
ateg
ies
to
e
n
s
u
r
e
th
e
p
r
o
d
u
cts
f
u
n
ctio
n
e
f
f
ec
tiv
ely
.
Stu
d
e
n
ts
o
b
tain
f
ee
d
b
ac
k
f
r
o
m
co
n
s
u
m
er
s
an
d
d
ep
l
o
y
r
e
v
is
ed
s
o
lu
tio
n
s
an
d
u
p
d
ated
p
r
o
d
u
cts.
T
h
e
o
u
tco
m
e
is
a
s
u
cc
ess
f
u
l c
r
ea
tiv
e
cu
ltu
r
al
p
r
o
d
u
ct
r
ea
d
y
f
o
r
t
h
e
m
ar
k
et.
T
h
e
5
Ds
d
esig
n
th
in
k
in
g
-
b
ased
in
n
o
v
ativ
e
p
ed
ag
o
g
y
b
e
g
a
n
with
d
is
co
v
er
in
g
co
m
m
e
r
ci
al
d
em
an
d
,
d
ef
in
in
g
p
r
o
d
u
ct
ch
ar
ac
ter
is
tics
,
an
d
p
r
o
p
o
s
in
g
co
r
r
esp
o
n
d
in
g
s
tr
ateg
ies
an
d
p
lan
s
in
th
e
d
ef
in
e
an
d
d
esig
n
p
h
ases
.
I
n
th
e
d
ev
elo
p
m
e
n
t
p
h
ase,
p
r
o
to
ty
p
es
wer
e
cr
ea
ted
,
p
r
o
v
id
in
g
b
o
th
th
e
in
s
tr
u
cto
r
an
d
s
tu
d
en
ts
with
in
tu
itiv
e
g
r
a
p
h
ics
f
o
r
f
u
r
th
er
r
ef
in
em
en
t
an
d
d
ep
l
o
y
m
en
t.
T
h
e
d
e
p
lo
y
p
h
ase
tr
a
n
s
f
o
r
m
e
d
p
r
o
ject
p
lan
s
in
to
r
ea
l
cr
ea
tiv
e
p
r
o
d
u
cts
an
d
en
s
u
r
es
th
eir
m
ar
k
etiza
tio
n
.
T
h
is
co
m
p
r
eh
e
n
s
iv
e
ap
p
r
o
ac
h
co
v
er
ed
all
s
ec
tio
n
s
o
f
cu
ltu
r
al
p
r
o
ject
p
lan
n
in
g
an
d
o
f
f
er
ed
p
r
ac
tical
g
u
id
an
ce
f
o
r
cu
ltu
r
al
p
r
o
ject
p
lan
n
i
n
g
ed
u
ca
tio
n
.
T
h
r
o
u
g
h
th
e
s
y
m
b
o
lis
m
o
f
th
e
lan
ter
n
s
,
t
h
e
5
Ds
m
o
d
el
n
o
t
o
n
l
y
r
e
p
r
esen
ted
th
e
s
tag
es
o
f
d
esig
n
th
in
k
in
g
b
u
t
also
in
teg
r
ated
cu
ltu
r
al
s
ig
n
if
ica
n
c
e,
en
h
an
cin
g
its
r
elev
an
ce
an
d
ap
p
ea
l to
C
h
in
ese
s
tu
d
en
ts
.
T
h
e
h
o
p
e
was th
at
all
C
h
in
ese
s
tu
d
en
ts
w
ill
ad
o
p
t
t
h
is
5
Ds
ap
p
r
o
ac
h
,
b
en
ef
itin
g
f
r
o
m
its
co
m
p
r
eh
en
s
iv
e
an
d
cu
ltu
r
ally
r
eso
n
an
t
f
r
am
ewo
r
k
f
o
r
in
n
o
v
ativ
e
cu
lt
u
r
al
p
r
o
ject
p
lan
n
in
g
.
4
.
4
.
Resea
rc
h lim
it
a
t
io
n
T
h
is
cu
r
r
en
t
s
tu
d
y
’
s
f
o
c
u
s
o
n
a
s
p
ec
if
ic
p
r
o
g
r
am
at
a
s
in
g
le
C
h
in
ese
u
n
iv
er
s
ity
s
h
o
u
ld
b
e
v
iewe
d
as
a
s
tr
en
g
th
r
ath
er
th
an
a
lim
itatio
n
.
B
y
co
n
ce
n
tr
atin
g
o
n
s
tu
d
en
ts
m
ajo
r
in
g
in
cr
ea
tiv
e
p
lan
n
in
g
o
f
cu
ltu
r
al
p
r
o
jects
at
th
is
in
s
ti
tu
tio
n
,
th
e
r
esear
ch
p
r
o
v
id
es
an
in
-
d
ep
th
,
co
n
tex
t
-
s
p
ec
if
ic
an
aly
s
is
th
at
is
h
ig
h
ly
r
elev
an
t
to
th
e
C
h
in
ese
h
ig
h
er
ed
u
ca
tio
n
lan
d
s
ca
p
e.
T
h
is
tar
g
eted
a
p
p
r
o
ac
h
allo
ws
f
o
r
a
n
u
an
ce
d
u
n
d
e
r
s
tan
d
in
g
o
f
h
o
w
d
esig
n
th
in
k
i
n
g
ca
n
b
e
e
f
f
ec
tiv
ely
in
teg
r
ated
i
n
to
cu
lt
u
r
ally
r
elev
an
t
en
t
r
ep
r
en
e
u
r
s
h
ip
ed
u
ca
tio
n
with
in
th
e
u
n
iq
u
e
c
u
ltu
r
al
an
d
ac
ad
em
ic
en
v
ir
o
n
m
en
t
o
f
C
h
in
a.
Fu
r
th
er
m
o
r
e
,
th
e
in
v
o
lv
em
e
n
t
o
f
ex
p
er
ts
with
ex
ten
s
iv
e
ex
p
er
ien
ce
in
th
e
f
ield
,
C
h
in
ese
cu
ltu
r
al
co
n
tex
ts
,
an
d
d
esig
n
th
in
k
i
n
g
m
eth
o
d
o
lo
g
ies
s
ig
n
if
ican
tly
en
h
an
ce
s
th
e
v
alid
ity
an
d
ap
p
licab
ilit
y
o
f
th
e
r
esear
ch
.
T
h
ei
r
ex
p
er
tis
e
en
s
u
r
es
th
at
th
e
in
n
o
v
ativ
e
p
ed
ag
o
g
y
is
n
o
t o
n
ly
th
e
o
r
etica
lly
s
o
u
n
d
b
u
t a
ls
o
p
r
ac
tically
r
elev
an
t t
o
th
e
C
h
in
ese
ed
u
ca
tio
n
al
an
d
cu
ltu
r
al
s
ettin
g
.
T
h
is
co
m
b
in
atio
n
o
f
lo
ca
l
ex
p
er
tis
e
an
d
d
esig
n
th
in
k
in
g
k
n
o
wled
g
e
p
r
o
v
id
es
a
r
o
b
u
s
t
f
o
u
n
d
atio
n
f
o
r
d
ev
elo
p
in
g
a
cu
ltu
r
ally
r
eso
n
a
n
t
p
ed
ag
o
g
ical
f
r
am
ewo
r
k
.
T
h
e
s
p
ec
if
icity
o
f
th
e
s
am
p
le
an
d
th
e
in
v
o
lv
e
m
en
t
o
f
ex
p
er
ien
ce
d
ex
p
e
r
ts
en
ab
le
a
m
o
r
e
d
etailed
ex
am
in
atio
n
o
f
th
e
p
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