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[
3
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[
4
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[
5
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–
[
7
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8
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I
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14
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6
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Dec
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20
25
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9
5
7
-
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9
6
5
4958
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n
s
ar
e
ex
p
er
ien
cin
g
a
s
h
o
r
tag
e
o
f
teac
h
er
s
with
d
ig
ital sk
ills
[
1
3
]
,
[
1
4
]
.
Kaz
ak
h
s
tan
i
ed
u
ca
tio
n
h
i
g
h
li
g
h
ts
th
e
lo
n
g
-
s
tan
d
i
n
g
ten
s
io
n
b
etwe
en
th
e
r
ap
i
d
ad
v
a
n
ce
m
en
t
o
f
th
e
d
ig
ital
wo
r
ld
a
n
d
t
h
e
en
tr
e
n
ch
ed
co
n
s
er
v
atis
m
o
f
u
n
iv
er
s
ity
cu
r
r
icu
la,
o
r
g
a
n
izatio
n
al
s
tr
u
c
tu
r
es,
an
d
teac
h
in
g
m
eth
o
d
o
l
o
g
ies
[
1
5
]
.
C
o
n
s
eq
u
en
tly
,
th
e
cu
r
r
en
t
s
tate
o
f
PS
am
o
n
g
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
in
Kaz
ak
h
s
tan
i
s
ch
o
o
ls
s
u
g
g
ests
th
at
u
n
iv
er
s
ity
tr
ain
in
g
f
o
r
p
r
o
s
p
ec
tiv
e
t
ea
ch
er
s
co
u
ld
b
e
m
o
r
e
clo
s
ely
alig
n
ed
with
th
e
n
ee
d
s
o
f
co
n
tem
p
o
r
ar
y
p
r
im
a
r
y
e
d
u
ca
tio
n
[
1
6
]
.
On
e
o
f
th
e
p
r
im
ar
y
o
b
s
tacle
s
to
th
e
ex
te
n
s
iv
e
u
s
e
o
f
d
ig
ital
tech
n
o
lo
g
ies
(
DT
)
i
n
teac
h
i
n
g
p
r
o
f
ess
io
n
s
is
th
e
lack
o
f
n
ec
ess
ar
y
s
k
ills
f
o
r
ef
f
ec
tiv
e
ly
u
tili
zin
g
d
ig
ital
p
r
o
d
u
cts,
s
er
v
ices,
an
d
co
n
ten
t.
Desp
ite
s
tu
d
en
ts
’
p
r
ac
tical
in
ter
est
in
th
e
p
r
o
f
ess
io
n
al
ap
p
licatio
n
o
f
th
ese
tech
n
o
lo
g
ies,
th
e
y
ar
e
o
f
ten
u
n
p
r
ep
a
r
ed
f
o
r
s
u
ch
ac
tiv
ities
d
u
e
to
g
a
p
s
in
th
eir
p
r
o
f
ess
io
n
a
l tr
ain
in
g
.
W
h
ile
m
an
y
s
tu
d
ies
ex
p
lo
r
e
th
e
r
o
le
o
f
DT
,
th
er
e
is
lim
ited
r
esear
ch
s
p
ec
if
ically
tar
g
etin
g
h
o
w
th
ese
to
o
ls
en
h
an
ce
th
e
PS
o
f
p
r
o
s
p
ec
tiv
e
teac
h
er
s
d
u
r
in
g
th
ei
r
tr
ain
in
g
p
h
ase,
p
ar
ticu
la
r
ly
in
co
u
n
t
r
ies
lik
e
Kaz
ak
h
s
tan
[
1
7
]
.
Fu
r
t
h
er
m
o
r
e
,
cu
r
r
en
t
d
ig
italizatio
n
s
tr
ateg
i
es
in
Kaz
ak
h
s
tan
f
o
cu
s
lar
g
ely
o
n
in
f
r
astru
ctu
r
e
an
d
ad
m
i
n
is
tr
ativ
e
m
o
d
er
n
iz
atio
n
,
with
in
s
u
f
f
icien
t
atten
tio
n
g
iv
e
n
to
d
ev
elo
p
in
g
d
ig
ital
p
ed
ag
o
g
ical
co
m
p
eten
cies
am
o
n
g
f
u
tu
r
e
ed
u
ca
to
r
s
.
T
ea
c
h
er
tr
ain
i
n
g
p
r
o
g
r
am
s
in
Kaz
a
k
h
s
tan
i
u
n
iv
er
s
ities
o
f
ten
em
p
h
asize
th
eo
r
etica
l
k
n
o
wl
ed
g
e
o
v
er
p
r
ac
tical
d
ig
ital
co
m
p
eten
cies,
leav
in
g
g
r
ad
u
ates
u
n
p
r
ep
a
r
ed
t
o
ef
f
ec
tiv
ely
in
teg
r
ate
m
o
d
e
r
n
t
o
o
ls
in
to
r
ea
l c
lass
r
o
o
m
s
ettin
g
s
.
T
h
is
g
ap
is
f
u
r
th
e
r
wid
e
n
ed
b
y
th
e
lack
o
f
s
y
s
tem
atic
ass
ess
m
en
t
o
f
d
ig
ital
p
e
d
ag
o
g
y
tr
a
in
in
g
a
n
d
th
e
ab
s
en
ce
o
f
s
tan
d
ar
d
ized
f
r
am
ewo
r
k
s
f
o
r
in
co
r
p
o
r
atin
g
D
T
in
to
teac
h
er
ed
u
ca
tio
n
.
E
x
is
tin
g
r
esear
ch
r
ar
ely
ev
alu
ates
cu
r
r
en
t
DT
tr
ain
in
g
p
r
ac
tices
in
p
r
im
ar
y
ed
u
ca
tio
n
o
r
p
r
o
v
id
es
a
c
o
m
p
r
e
h
e
n
s
iv
e
ap
p
r
o
ac
h
t
o
id
en
tify
in
g
g
ap
s
a
n
d
s
u
g
g
esti
n
g
im
p
r
o
v
e
m
en
ts
.
T
h
e
u
r
g
en
cy
o
f
th
is
r
esear
ch
is
u
n
d
e
r
s
co
r
ed
b
y
t
h
e
r
a
p
id
d
ig
ital
tr
an
s
f
o
r
m
atio
n
o
f
e
d
u
c
atio
n
in
Kaz
a
k
h
s
tan
,
d
r
iv
en
b
y
n
atio
n
al
in
itiativ
es
s
u
ch
as
“
Dig
ital
Kaz
ak
h
s
tan
”
an
d
th
e
C
o
n
ce
p
t
o
f
Dig
ital
T
r
an
s
f
o
r
m
atio
n
a
n
d
C
y
b
e
r
s
ec
u
r
i
ty
2
0
2
3
–
2
0
2
9
.
As
p
r
im
ar
y
s
ch
o
o
ls
in
cr
ea
s
in
g
ly
ad
o
p
t
d
ig
ital
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
th
e
m
is
m
atch
b
etwe
en
teac
h
er
p
r
ep
ar
atio
n
a
n
d
class
r
o
o
m
d
em
an
d
s
r
is
k
s
u
n
d
er
m
i
n
in
g
th
e
ef
f
ec
tiv
e
n
ess
o
f
ed
u
ca
tio
n
al
r
ef
o
r
m
s
.
W
ith
o
u
t
a
s
tr
u
ctu
r
ed
ap
p
r
o
a
ch
to
s
tr
en
g
th
en
in
g
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
d
ig
ital
co
m
p
eten
cies,
th
e
q
u
ality
o
f
p
r
i
m
ar
y
ed
u
ca
tio
n
an
d
,
co
n
s
eq
u
e
n
tly
,
b
r
o
a
d
er
g
o
als
r
elate
d
to
d
ig
ital liter
ac
y
a
n
d
i
n
n
o
v
atio
n
co
u
ld
b
e
c
o
m
p
r
o
m
i
s
ed
.
T
h
e
n
o
v
elty
o
f
th
is
s
tu
d
y
lies
in
ex
p
licitly
ad
d
r
ess
in
g
th
ese
g
ap
s
b
y
ev
alu
atin
g
th
e
r
o
le
o
f
DT
in
d
ev
elo
p
in
g
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
PS
d
u
r
in
g
th
eir
i
n
itial
tr
ain
in
g
p
h
ase
an
a
r
ea
th
a
t
h
as
b
ee
n
lar
g
ely
o
v
er
lo
o
k
ed
in
Kaz
ak
h
s
tan
an
d
co
m
p
ar
ab
le
ed
u
ca
tio
n
al
s
y
s
tem
s
.
Un
lik
e
p
r
ev
io
u
s
r
esear
ch
,
th
is
s
tu
d
y
n
o
t
o
n
ly
ass
es
s
es
th
e
ef
f
ec
tiv
en
ess
o
f
d
ig
ital
tech
n
o
lo
g
y
tr
ain
in
g
b
u
t
also
h
ig
h
lig
h
ts
s
y
s
tem
ic
s
h
o
r
tco
m
in
g
s
an
d
p
r
o
v
id
es
ev
id
en
ce
-
b
ased
r
ec
o
m
m
en
d
atio
n
s
f
o
r
im
p
r
o
v
in
g
te
ac
h
er
e
d
u
ca
tio
n
p
r
ac
tices
i
n
a
r
ap
id
ly
d
ig
italizin
g
co
n
tex
t.
Acc
o
r
d
i
n
g
ly
,
th
is
s
t
u
d
y
aim
s
to
in
v
esti
g
ate
th
e
ef
f
ec
tiv
en
ess
o
f
DT
in
en
h
an
cin
g
th
e
PS
o
f
p
r
o
s
p
ec
tiv
e
teac
h
er
s
.
Dig
ital
to
o
ls
h
av
e
th
e
p
o
ten
tial
t
o
s
ca
le
u
p
tr
ain
in
g
an
d
im
p
r
o
v
e
th
e
q
u
ality
o
f
ed
u
ca
tio
n
,
m
ak
in
g
th
is
r
esear
c
h
h
ig
h
l
y
r
elev
a
n
t.
T
h
e
s
tu
d
y
’
s
ce
n
tr
al
r
esear
ch
q
u
esti
o
n
is
on
h
o
w
ef
f
ec
tiv
e
ar
e
DT
in
en
h
an
ci
n
g
th
e
PS
o
f
p
r
o
s
p
ec
tiv
e
teac
h
er
s
.
2.
T
H
E
CO
M
P
RE
H
E
NS
I
VE
T
H
E
O
RE
T
I
CA
L
B
ASI
S
W
h
en
s
h
ap
in
g
th
e
p
er
s
o
n
ality
o
f
a
teac
h
er
at
a
u
n
iv
er
s
ity
,
it
is
e
s
s
en
tial
to
ex
am
in
e
th
e
f
u
tu
r
e
p
r
o
f
ess
io
n
al
th
r
o
u
g
h
th
e
len
s
o
f
th
e
q
u
alities
,
attr
ib
u
tes,
an
d
ch
ar
ac
ter
is
tics
th
at
co
n
tr
ib
u
te
to
th
eir
s
u
cc
ess
in
th
e
p
r
o
f
ess
io
n
.
I
d
en
tify
i
n
g
a
n
d
u
n
d
er
s
tan
d
in
g
th
e
s
tr
u
ct
u
r
e
o
f
th
ese
p
r
o
f
ess
io
n
ally
im
p
o
r
tan
t
p
e
r
s
o
n
al
q
u
alities
,
wh
ich
f
o
s
ter
ac
tiv
e
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
e
n
t,
s
er
v
es
s
ev
er
al
p
u
r
p
o
s
es.
First,
it
h
el
p
s
f
o
r
m
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
teac
h
in
g
p
r
o
f
ess
io
n
.
Seco
n
d
,
it
en
ab
les
th
e
d
esig
n
o
f
cu
r
r
ic
u
la
an
d
p
r
o
g
r
a
m
s
th
at
alig
n
with
th
e
d
em
an
d
s
p
lace
d
o
n
u
n
iv
er
s
ity
g
r
ad
u
ates
b
y
t
h
eir
c
h
o
s
en
f
ield
.
T
h
i
r
d
,
it
p
r
o
v
id
es
th
e
u
n
iv
er
s
ity
with
s
cien
tific
ally
g
r
o
u
n
d
e
d
d
ata
o
n
h
o
w
to
d
ev
elo
p
th
e
q
u
alities
in
s
tu
d
en
t
s
th
at
ar
e
n
ec
ess
ar
y
f
o
r
ef
f
ec
tiv
e
p
r
o
f
ess
io
n
al
ac
tiv
ity
,
th
er
eb
y
b
etter
p
r
ep
ar
in
g
th
em
f
o
r
in
d
e
p
en
d
e
n
t
wo
r
k
in
th
eir
ch
o
s
en
p
r
o
f
ess
io
n
[
1
8
]
.
I
t
s
h
o
u
l
d
b
e
n
o
ted
t
h
at
th
e
ter
m
“
p
r
o
f
ess
io
n
al
s
k
ills
”
is
o
f
ten
u
s
ed
in
te
r
ch
an
g
ea
b
ly
i
n
th
e
liter
atu
r
e
with
co
n
ce
p
ts
s
u
ch
as
“
p
r
o
f
ess
io
n
alis
m
”
,
“
p
r
o
f
ess
io
n
al
tr
ain
in
g
”
,
“
p
r
o
f
ess
io
n
al
m
aster
y
”
,
an
d
“
q
u
alif
icatio
n
”
[
1
9
]
.
R
esear
c
h
er
s
f
r
e
q
u
en
tly
d
o
n
o
t
d
is
tin
g
u
is
h
co
n
s
id
er
ab
ly
b
etwe
en
t
h
ese
ter
m
s
,
wh
ic
h
co
m
p
licate
th
e
o
v
er
all
an
aly
s
i
s
o
f
th
e
m
u
ltid
im
e
n
s
io
n
al
co
n
ce
p
t o
f
a
teac
h
e
r
’
s
PS
[
2
0
]
.
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
n
h
a
n
cin
g
p
r
o
fess
io
n
a
l skills
o
f p
r
o
s
p
ec
tive
tea
ch
ers
in
K
a
z
a
kh
s
ta
n
th
r
o
u
g
h
…
(
Zh
en
is
ku
l A
s
s
ylb
a
ye
va
)
4959
Mo
d
er
n
ed
u
ca
tio
n
im
p
o
s
es
n
ew
d
em
an
d
s
o
n
teac
h
er
s
,
p
ar
ticu
lar
ly
with
th
e
in
tr
o
d
u
ctio
n
o
f
a
co
m
p
eten
cy
-
b
ased
ap
p
r
o
ac
h
an
d
th
e
d
ig
italizatio
n
o
f
ed
u
ca
tio
n
[
2
1
]
.
On
o
n
e
h
an
d
,
d
ig
italizatio
n
o
f
f
er
s
ex
p
an
s
iv
e
teac
h
in
g
o
p
p
o
r
tu
n
i
ties
,
s
u
ch
as
ac
ce
s
s
to
h
ig
h
ly
q
u
alif
ied
teac
h
er
s
f
r
o
m
p
r
esti
g
io
u
s
u
n
iv
er
s
ities
,
th
e
u
s
e
o
f
v
is
u
al
aid
s
,
th
e
a
b
ilit
y
to
r
ea
ch
a
wid
e
a
u
d
ie
n
ce
,
an
d
t
h
e
o
p
tio
n
o
f
d
is
tan
ce
lear
n
in
g
w
h
en
n
ec
ess
ar
y
.
On
th
e
o
th
e
r
h
a
n
d
,
th
er
e
a
r
e
s
o
m
e
lim
itatio
n
s
,
as
ce
r
tain
asp
ec
ts
o
f
lear
n
in
g
s
u
ch
as
th
e
d
ev
elo
p
m
e
n
t
o
f
s
o
cial
c
o
m
p
eten
cies,
s
p
ec
if
ic
s
k
ills
an
d
ab
ilit
ies
in
p
r
im
ar
y
s
ch
o
o
l
c
h
ild
r
en
,
an
d
ce
r
tain
p
r
o
f
ess
io
n
al
co
m
p
eten
cies
in
u
n
iv
er
s
ity
s
tu
d
e
n
ts
ca
n
o
n
ly
b
e
ef
f
ec
tiv
ely
co
n
v
ey
e
d
th
r
o
u
g
h
liv
e
,
in
-
p
er
s
o
n
in
ter
ac
tio
n
.
T
h
e
r
e
ar
e
also
c
h
a
llen
g
es
r
elate
d
to
th
e
a
d
d
itio
n
al
tim
e
r
eq
u
ir
ed
f
o
r
class
p
r
ep
ar
atio
n
,
th
e
lac
k
o
f
n
ec
ess
ar
y
tech
n
o
lo
g
ical
c
o
m
p
eten
cies
am
o
n
g
teac
h
er
s
,
an
d
in
s
u
f
f
icien
t
m
o
tiv
atio
n
a
m
o
n
g
b
o
th
s
tu
d
en
ts
an
d
teac
h
er
s
[
2
2
]
–
[
2
4
]
.
Sev
er
al
r
e
s
ea
r
ch
er
s
n
o
ted
th
e
i
n
cr
ea
s
in
g
d
em
an
d
f
o
r
s
p
ec
ialis
ts
with
d
ig
ital
p
r
o
f
ess
io
n
al
co
m
p
eten
cies,
y
et
th
er
e
is
a
n
o
ticea
b
le
s
h
o
r
tag
e
o
f
teac
h
er
s
eq
u
ip
p
e
d
with
th
ese
s
k
ill
s
[
2
5
]
.
So
m
e
r
esear
ch
er
s
h
av
e
n
o
ted
t
h
e
r
is
k
s
o
f
in
tellectu
al
d
eg
r
ad
atio
n
lin
k
ed
to
th
e
r
eg
u
lar
u
s
e
o
f
DT
[
2
6
]
.
Ov
er
co
m
in
g
t
h
ese
ch
allen
g
es
r
eq
u
ir
es
in
n
o
v
ativ
e
r
esear
ch
,
ef
f
ec
tiv
e
u
s
e
o
f
DT
,
an
d
th
e
ap
p
licatio
n
o
f
t
h
is
k
n
o
wled
g
e
to
s
tim
u
late
th
e
d
ev
elo
p
m
en
t
o
f
PS
in
teac
h
er
ca
n
d
id
ates
[
2
7
]
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
ex
am
i
n
es
ad
ap
tiv
e
d
ig
ital
co
m
m
u
n
icatio
n
an
d
th
e
ab
ilit
y
to
ef
f
ec
tiv
ely
u
s
e
o
n
lin
e
p
la
tf
o
r
m
s
f
o
r
in
te
r
ac
tin
g
with
s
tu
d
en
ts
,
p
ar
e
n
ts
,
an
d
co
lleag
u
es.
I
t
also
co
n
s
id
er
s
s
k
ills
in
d
ig
ital
co
n
ten
t
c
r
ea
tio
n
an
d
m
an
ag
em
en
t,
s
u
ch
as
d
esig
n
in
g
in
ter
ac
tiv
e
ed
u
ca
tio
n
al
m
ater
ials
,
m
u
lti
m
ed
ia
r
eso
u
r
ce
s
,
an
d
o
n
lin
e
co
u
r
s
e
m
o
d
u
les.
A
f
u
r
th
e
r
ar
ea
o
f
f
o
cu
s
is
d
ata
-
d
r
iv
e
n
teac
h
in
g
an
d
d
ec
is
io
n
-
m
ak
in
g
,
wh
ich
in
v
o
lv
es
lev
er
ag
in
g
ed
u
ca
tio
n
al
an
al
y
tics
an
d
ar
tific
ial
in
tellig
en
ce
o
r
AI
-
b
ased
r
ec
o
m
m
en
d
atio
n
s
to
e
n
h
an
ce
th
e
l
ea
r
n
in
g
e
x
p
er
ien
ce
.
T
h
e
s
u
b
ch
ap
ter
s
er
v
es
as
a
s
tr
u
ctu
r
al
f
o
u
n
d
atio
n
f
o
r
t
h
e
r
esear
ch
b
y
d
ef
in
in
g
k
e
y
co
n
ce
p
ts
,
r
elatio
n
s
h
ip
s
,
an
d
th
e
o
r
etica
l
p
er
s
p
ec
tiv
es
th
at
g
u
id
e
t
h
e
s
tu
d
y
.
I
t
p
r
o
v
i
d
es
a
s
y
s
tem
atic
r
ep
r
esen
tatio
n
o
f
th
e
is
s
u
e
u
n
d
er
s
tu
d
y
a
n
d
estab
lis
h
es
a
lo
g
ical
co
n
n
ec
tio
n
b
etwe
en
v
ar
ia
b
les,
th
eo
r
ies,
an
d
th
e
r
esear
ch
o
b
jectiv
es.
Fig
u
r
e
1
illu
s
tr
ates
th
e
s
tr
u
ctu
r
ed
r
elatio
n
s
h
ip
b
etwe
en
th
e
tr
ai
n
in
g
in
t
er
v
en
tio
n
s
(
in
p
u
t)
,
im
p
lem
en
tatio
n
p
r
o
ce
s
s
,
an
d
ex
p
ec
ted
o
u
tco
m
es,
wh
ich
f
o
r
m
th
e
co
r
e
co
m
p
o
n
e
n
ts
o
f
th
is
s
tu
d
y
.
T
h
e
m
o
d
el
m
ap
s
th
e
r
elatio
n
s
h
ip
s
b
etwe
e
n
in
p
u
t,
p
r
o
ce
s
s
,
an
d
o
u
tc
o
m
e
s
,
en
s
u
r
in
g
a
clea
r
an
d
s
tr
u
ctu
r
ed
u
n
d
er
s
tan
d
i
n
g
o
f
h
o
w
d
ig
ital te
ch
n
o
l
o
g
y
a
f
f
e
cts tea
ch
er
p
r
ep
ar
atio
n
.
T
r
ain
in
g
in
ter
v
e
n
tio
n
(
in
p
u
t)
f
o
c
u
s
es
th
e
in
itial
c
o
n
d
itio
n
s
in
f
lu
e
n
cin
g
teac
h
er
tr
ain
in
g
.
I
t
d
if
f
e
r
en
tiates
b
etwe
en
s
p
ec
ialized
d
ig
ital
tr
ain
in
g
in
t
er
v
en
tio
n
s
(
wh
ich
i
n
teg
r
ate
d
ig
ital
to
o
ls
in
to
p
ed
ag
o
g
ical
m
eth
o
d
s
)
an
d
tr
a
d
itio
n
al
tr
ain
in
g
m
eth
o
d
s
(
wh
i
ch
r
ely
o
n
co
n
v
en
tio
n
al
teac
h
i
n
g
s
tr
ateg
ies).
T
h
e
k
ey
o
b
jectiv
e
at
th
is
s
tag
e
is
to
d
eter
m
in
e
wh
eth
er
a
s
p
e
cialize
d
d
ig
ital
tr
ain
in
g
a
p
p
r
o
ac
h
lead
s
t
o
b
etter
p
r
ep
ar
e
d
n
ess
am
o
n
g
f
u
tu
r
e
tea
ch
er
s
co
m
p
ar
e
d
to
tr
a
d
itio
n
al
t
r
ain
in
g
.
T
h
e
im
p
lem
e
n
tatio
n
p
r
o
ce
s
s
d
escr
ib
es
h
o
w
th
e
tr
ain
in
g
in
ter
v
en
tio
n
is
ap
p
lied
i
n
r
ea
l
e
d
u
ca
tio
n
al
s
ettin
g
s
.
I
t
co
m
p
ar
es
th
e
d
ig
ital
ap
p
r
o
ac
h
(
e.
g
.
,
in
te
g
r
atin
g
AI
-
b
ased
lear
n
i
n
g
p
latf
o
r
m
s
,
lear
n
in
g
m
an
ag
em
en
t
s
y
s
tem
(
L
MS)
,
an
d
i
n
ter
ac
tiv
e
d
ig
ital
r
eso
u
r
ce
s
)
with
tr
a
d
itio
n
al
teac
h
in
g
m
eth
o
d
o
lo
g
ies
(
e.
g
.
,
tex
tb
o
o
k
-
b
ased
lear
n
i
n
g
,
f
ac
e
-
to
-
f
ac
e
lectu
r
es).
T
h
e
p
r
o
ce
s
s
s
tag
e
ex
am
in
es
th
e
ef
f
ec
tiv
en
ess
o
f
d
ig
ital
tech
n
o
lo
g
y
in
d
eliv
er
in
g
PS
a
n
d
ev
alu
ates its
im
p
ac
t o
n
in
s
tr
u
ctio
n
al
s
tr
ateg
ies.
Ou
tco
m
es
(
d
ep
en
d
en
t
v
ar
ia
b
le)
r
ep
r
esen
t
th
e
ex
p
ec
ted
r
esu
lts
o
f
th
e
im
p
lem
en
ted
tr
ain
in
g
in
ter
v
en
tio
n
.
T
h
e
s
tu
d
y
f
o
cu
s
es
o
n
two
p
r
im
a
r
y
o
u
tco
m
es:
s
k
ill
d
ev
elo
p
m
e
n
t
an
d
p
r
o
f
ess
io
n
al
g
r
o
wth
.
T
h
is
s
tag
e
ass
ess
e
s
wh
eth
er
teac
h
er
s
tr
ain
ed
t
h
r
o
u
g
h
d
ig
ital
m
eth
o
d
s
d
em
o
n
s
tr
ate
s
tr
o
n
g
er
co
m
p
eten
cies
th
an
th
o
s
e
tr
ain
ed
th
r
o
u
g
h
tr
ad
itio
n
al
ap
p
r
o
ac
h
es.
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
f
r
a
m
ewo
r
k
o
f
t
h
e
s
tu
d
y
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
em
p
l
o
y
ed
a
q
u
asi
-
ex
p
er
im
en
tal
p
r
etest
-
p
o
s
ttes
t
d
esig
n
to
e
x
am
in
e
p
o
ten
tial
c
au
s
e
-
an
d
-
ef
f
ec
t
r
elatio
n
s
h
ip
s
.
T
h
is
d
es
ig
n
in
v
o
lv
es
ad
m
in
is
ter
in
g
a
p
r
etest
.
A
n
ass
ess
m
en
t
co
n
d
u
cted
b
ef
o
r
e
th
e
in
ter
v
en
tio
n
a
n
d
a
p
o
s
ttes
t
.
It
ev
alu
ates
th
e
p
ar
ticip
a
n
ts
f
o
l
lo
win
g
th
e
in
ter
v
en
tio
n
[
2
8
]
.
Fig
u
r
e
2
s
h
o
ws
th
e
r
esear
ch
s
tag
es,
ac
tiv
ities
,
an
d
in
d
icato
r
s
m
ea
s
u
r
ed
.
Tr
ai
n
i
n
g
i
n
t
er
v
en
t
i
o
n
(
S
p
ec
i
a
l
i
z
e
d
v
s.
Tr
ad
i
t
i
o
n
al
)
P
r
o
ce
ss
es
(
D
i
g
i
t
a
l
/
Tr
ad
i
t
i
o
n
a
l
m
et
h
o
d
s)
Ou
t
c
o
m
e
s
(
P
r
o
f
essi
o
n
al
s
k
i
l
l
s)
P
r
o
f
e
ssi
o
n
a
l
sk
i
l
l
s (T
e
a
c
h
i
n
g
s
t
r
a
t
e
g
i
e
s,
c
o
l
l
a
b
o
r
a
t
i
o
n
,
d
i
g
i
t
a
l
l
i
t
e
r
a
c
y
)
Le
a
r
n
i
n
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o
u
t
c
o
mes
(
D
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g
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t
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l
i
n
t
e
g
r
a
t
i
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n
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c
o
n
f
i
d
e
n
c
e
,
l
e
s
so
n
d
e
s
i
g
n
)
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
.
6
,
Dec
em
b
er
20
25
:
4
9
5
7
-
4
9
6
5
4960
Fig
u
r
e
2
.
R
esear
ch
s
tag
es
3
.
2
.
Resea
rc
h sa
m
ple f
o
rm
a
t
i
o
n
All
p
r
o
s
p
ec
tiv
e
teac
h
er
s
en
r
o
lled
at
Ab
ai
Kaz
ak
h
Natio
n
a
l
Ped
ag
o
g
ical
Un
iv
er
s
ity
wh
o
m
et
th
e
s
tu
d
y
’
s
elig
ib
ilit
y
c
r
iter
ia
wer
e
in
v
ited
to
p
ar
ticip
ate.
E
lig
ib
ilit
y
cr
iter
ia
in
clu
d
ed
b
ein
g
a
n
en
r
o
lled
s
tu
d
e
n
t
in
a
teac
h
er
p
r
ep
a
r
atio
n
p
r
o
g
r
a
m
an
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ticip
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iate
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p
lied
[
2
9
]
,
as in
(
1
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:
0
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2
p
(
1
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e2
(
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Af
ter
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ly
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ased
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Ab
ai
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ag
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7
8
r
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ilit
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T
h
e
f
ir
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o
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o
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(
C
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co
n
s
is
ted
o
f
8
7
p
ar
ticip
an
ts
(
t
r
ad
itio
n
al
tr
ain
in
g
m
eth
o
d
s
)
.
T
h
e
s
ec
o
n
d
is
e
x
p
er
im
en
tal
g
r
o
u
p
(
E
G)
co
n
s
is
ted
of
9
1
p
ar
ticip
an
ts
(
d
ig
ital te
ch
n
o
lo
g
y
-
b
ased
tr
ain
i
n
g
in
ter
v
en
tio
n
)
.
B
ef
o
r
e
th
e
in
ter
v
en
tio
n
,
p
r
ete
s
t
s
co
r
es
wer
e
co
llected
to
v
er
if
y
th
at
b
o
th
g
r
o
u
p
s
wer
e
s
tatis
tically
co
m
p
ar
ab
le
i
n
ter
m
s
o
f
th
eir
i
n
itial
PS
lev
els.
T
h
is
s
tep
co
n
f
ir
m
ed
th
at
p
o
s
t
-
in
ter
v
en
tio
n
d
i
f
f
er
en
ce
s
wer
e
d
u
e
to
th
e
d
ig
ital
tr
ain
in
g
in
ter
v
en
tio
n
r
ath
er
th
an
p
r
e
-
ex
is
tin
g
d
is
p
ar
ities
b
etwe
en
g
r
o
u
p
s
.
B
y
em
p
lo
y
in
g
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
an
d
b
aselin
e
v
er
if
icatio
n
,
th
is
s
tu
d
y
e
n
s
u
r
e
s
th
at
f
in
d
in
g
s
ar
e
s
cien
tific
ally
v
alid
,
r
e
p
licab
le,
an
d
ap
p
licab
le
to
f
u
t
u
r
e
teac
h
e
r
tr
ain
in
g
p
r
o
g
r
am
s
.
3
.
3
.
P
ro
ce
du
re
T
h
is
p
r
o
ce
d
u
r
e
en
s
u
r
es
a
th
o
r
o
u
g
h
an
d
tr
an
s
p
ar
en
t
m
eth
o
d
f
o
r
ev
alu
atin
g
th
e
ef
f
ec
tiv
en
es
s
o
f
DT
in
im
p
r
o
v
in
g
p
r
o
s
p
ec
tiv
e
teac
h
e
r
s
’
PS
.
T
h
e
s
tu
d
y
last
ed
ap
p
r
o
x
im
ately
s
ix
m
o
n
th
s
,
f
r
o
m
Sep
tem
b
er
to
Feb
r
u
ar
y
2
0
2
3
,
with
a
to
tal
o
f
2
5
wee
k
s
.
Ses
s
io
n
s
to
o
k
p
lace
b
o
th
o
n
lin
e
an
d
o
f
f
lin
e,
with
o
n
e
o
n
e
-
h
o
u
r
s
ess
io
n
h
eld
ea
ch
wee
k
.
T
h
er
e
wer
e
to
tal
o
f
1
3
o
f
f
lin
e
a
n
d
1
2
o
n
lin
e
s
ess
io
n
s
.
T
ab
le
1
s
u
m
m
ar
izes th
e
p
r
im
ar
y
f
o
cu
s
ar
ea
s
an
d
s
p
ec
if
ic
s
k
ill
d
ev
elo
p
m
e
n
t
tar
g
ets.
Var
io
u
s
m
eth
o
d
s
an
d
tech
n
iq
u
es
wer
e
u
s
ed
d
u
r
in
g
th
e
s
ess
io
n
s
to
im
p
r
o
v
e
PS
.
T
h
ese
m
eth
o
d
s
wer
e
in
teg
r
ated
in
to
in
d
i
v
id
u
al
lectu
r
es
b
ased
o
n
th
e
to
p
i
c.
Var
io
u
s
ac
tiv
ity
f
o
r
m
ats
wer
e
in
tr
o
d
u
ce
d
an
d
u
s
ed
in
d
if
f
er
en
t
lectu
r
es.
T
h
e
PS
lectu
r
es
wer
e
p
r
im
ar
ily
a
b
o
u
t
th
e
p
ed
ag
o
g
ical
p
r
o
ce
s
s
an
d
ed
u
ca
tio
n
.
Ab
ai
Kaz
ak
h
Natio
n
al
Ped
ag
o
g
ic
al
Un
iv
er
s
ity
’
s
ed
u
ca
tio
n
al
m
eth
o
d
o
l
o
g
is
ts
an
d
Ph
.
D
.
h
o
ld
er
s
in
c
o
m
p
u
ter
s
cien
ce
p
r
o
v
id
ed
d
ig
ital tr
ain
in
g
.
3
.
4
.
I
ns
t
rum
ent
s
a
nd
da
t
a
co
llect
io
n
T
h
e
s
u
r
v
ey
ai
m
s
to
ass
ess
th
e
ef
f
ec
tiv
en
ess
o
f
d
ig
ital
tr
ai
n
in
g
in
DT
o
n
p
r
o
s
p
ec
tiv
e
te
ac
h
er
s
’
PS
.
I
t
in
clu
d
es
q
u
esti
o
n
s
th
at
ev
alu
ate
p
ar
ticip
an
ts
’
p
er
ce
p
tio
n
s
,
ex
p
er
ien
ce
s
,
an
d
s
k
ill
d
e
v
elo
p
m
en
t.
T
a
b
le
2
s
h
o
ws
th
e
s
u
r
v
ey
s
tr
u
ctu
r
e
.
3
.
5
.
Da
t
a
a
na
ly
s
is
T
h
e
an
aly
s
is
o
f
d
ata
co
llecte
d
f
r
o
m
th
e
p
r
etest
-
p
o
s
ttes
t
ex
p
er
im
en
tal
d
esig
n
was
co
n
d
u
cted
u
s
in
g
s
t
a
ti
s
t
i
c
al
m
e
t
h
o
d
s
,
w
it
h
a
f
o
c
u
s
o
n
d
e
t
e
r
m
i
n
i
n
g
t
h
e
i
m
p
ac
t
o
f
t
h
e
i
n
t
e
r
v
e
n
t
i
o
n
a
n
d
e
x
p
l
o
r
i
n
g
r
e
l
a
t
i
o
n
s
h
i
p
s
b
e
t
w
e
e
n
v
a
r
i
a
b
l
e
s
.
C
o
r
r
e
la
t
i
o
n
a
n
a
l
y
s
is
w
a
s
u
s
e
d
t
o
i
d
e
n
t
i
f
y
s
i
g
n
i
f
i
c
a
n
t
r
e
l
a
ti
o
n
s
h
i
p
s
b
e
t
w
e
e
n
v
a
r
i
a
b
l
e
s
,
i
n
d
i
c
a
t
i
n
g
f
a
c
t
o
r
s
t
h
a
t
i
n
f
l
u
e
n
c
e
s
k
i
ll
d
e
v
e
l
o
p
m
e
n
t
.
A
one
-
w
a
y
a
n
a
l
y
s
i
s
o
f
v
a
r
i
a
n
c
e
(
A
NO
V
A
)
w
as
u
s
e
d
t
o
d
e
t
e
r
m
i
n
e
w
h
e
t
h
e
r
t
h
e
i
n
t
e
r
v
e
n
t
i
o
n
r
e
s
u
l
te
d
i
n
a
s
t
a
t
is
ti
c
a
ll
y
s
ig
n
i
f
i
c
a
n
t
i
n
c
r
e
as
e
i
n
P
S
f
o
r
E
G
c
o
m
p
a
r
e
d
t
o
C
G
.
•
A
ct
i
v
i
t
i
e
s
:
A
d
m
i
n
i
stra
t
i
o
n
of
the
p
r
e
t
e
st
to
b
o
t
h
g
r
o
u
p
s
.
Co
l
l
e
ct
i
o
n
of
b
a
se
l
i
n
e
d
at
a
to
i
d
e
n
t
i
f
y
i
n
i
t
i
a
l
sk
i
l
l
l
e
v
e
l
s
a
n
d
e
n
su
r
e
g
r
o
u
p
e
q
u
i
v
a
l
e
n
c
e
.
•
I
n
d
i
c
a
t
o
r
s
m
e
a
su
r
e
d
:
k
n
o
w
l
e
d
g
e
,
a
t
t
i
t
u
d
e
s,
a
n
d
se
l
f
-
p
e
r
c
e
i
v
e
d
a
b
i
l
i
t
i
e
s
r
e
l
a
t
e
d
to
p
r
o
f
e
ssi
o
n
a
l
t
e
a
c
h
i
n
g
sk
i
l
l
s
.
F
a
mi
l
i
a
r
i
t
y
w
i
t
h
DT
u
se
d
in
e
d
u
c
a
t
i
o
n
a
l
c
o
n
t
e
x
t
s
.
P
re
t
e
st
s
tag
e
•
A
c
t
i
v
i
t
i
e
s
:
i
m
p
l
e
me
n
t
a
t
i
o
n
of
d
i
g
i
t
a
l
t
e
c
h
n
o
l
o
g
y
-
b
a
se
d
p
r
o
f
e
ssi
o
n
a
l
t
r
a
i
n
i
n
g
f
o
r
t
h
e
e
x
p
r
e
r
i
me
n
t
a
l
g
r
o
u
p
.
•
I
n
d
i
c
a
t
o
r
s
m
e
a
su
r
e
d
:
e
n
g
a
g
e
me
n
t
l
e
v
e
l
s
w
i
t
h
d
i
g
i
t
a
l
t
o
o
l
s
.
P
r
o
g
r
e
ss
in
t
a
r
g
e
t
e
d
PS
.
•
C
o
n
t
r
o
l
g
r
o
u
p
a
ct
i
v
i
t
i
e
s
:
r
e
g
u
l
ar
t
e
ac
h
e
r
t
r
ai
n
i
n
g
m
e
t
h
o
d
s
w
i
t
h
o
u
t
e
x
p
o
su
r
e
to
t
h
e
d
i
g
i
t
al
i
n
t
e
r
v
e
n
t
i
o
n
.
•
I
n
d
i
c
a
t
o
r
s
m
e
a
su
r
e
d
:
c
h
a
n
g
e
s
in
PS
t
h
r
o
u
g
h
c
o
n
v
e
n
t
i
o
n
a
l
t
r
a
i
n
i
n
g
me
t
h
o
d
s
.
In
terv
e
n
ti
o
n
s
tag
e
(
EG
)
•
A
c
t
i
v
i
t
i
e
s
:
a
d
m
i
n
i
st
r
a
t
i
o
n
of
t
h
e
p
o
st
t
e
st
to
b
o
t
h
g
r
o
u
p
s
.
C
o
mp
a
r
i
so
n
of
r
e
su
l
t
s
b
e
t
w
e
e
n
p
r
e
t
e
st
a
n
d
p
o
st
t
e
st
f
o
r
e
a
c
h
g
r
o
u
p
.
•
I
n
d
i
c
a
t
o
r
s
m
e
a
s
u
r
e
d
:
i
m
p
r
o
v
e
me
n
t
in
PS
.
D
i
f
f
e
r
e
n
c
e
s
in
o
u
t
c
o
me
s
b
e
t
w
e
e
n
e
x
p
r
e
r
i
me
n
t
a
l
g
r
o
u
p
a
n
d
c
o
n
t
r
o
l
g
r
o
u
p
.
P
o
st
t
e
st
s
tag
e
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t
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n
d
d
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t
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man
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t
O
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l
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n
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t
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h
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si
n
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t
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i
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o
o
m
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M
i
c
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t
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ms
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e
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t
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e
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e
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l
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t
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c
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e
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l
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c
k
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o
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mp
r
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a
mw
o
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k
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d
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o
r
d
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t
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i
n
d
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g
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t
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l
e
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v
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r
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n
m
e
n
t
s
D
i
g
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t
a
l
r
e
s
o
u
r
c
e
man
a
g
e
me
n
t
O
r
g
a
n
i
z
i
n
g
,
s
h
a
r
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n
g
,
a
n
d
a
c
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e
ss
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g
t
e
a
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h
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n
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r
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r
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e
s
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l
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n
v
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r
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n
m
e
n
t
s (e
.
g
.
,
G
o
o
g
l
e
D
r
i
v
e
)
Ef
f
i
c
i
e
n
t
m
a
n
a
g
e
me
n
t
o
f
d
i
g
i
t
a
l
t
e
a
c
h
i
n
g
a
sse
t
s
T
ab
le
2
.
R
esear
ch
in
s
tr
u
m
e
n
t
V
a
r
i
a
b
l
e
O
b
j
e
c
t
i
v
e
S
t
a
t
e
me
n
t
M
e
a
su
r
e
me
n
t
s
c
a
l
e
Tr
a
i
n
i
n
g
i
n
t
e
r
v
e
n
t
i
o
n
(
I
V
)
I
d
e
n
t
i
f
y
t
r
a
i
n
i
n
g
m
e
t
h
o
d
e
x
p
o
s
u
r
e
W
h
a
t
t
y
p
e
o
f
t
r
a
i
n
i
n
g
h
a
v
e
y
o
u
r
e
c
e
i
v
e
d
?
(
t
r
a
d
i
t
i
o
n
a
l
/
d
i
g
i
t
a
l
)
C
a
t
e
g
o
r
i
c
a
l
(
t
r
a
d
i
t
i
o
n
a
l
/
d
i
g
i
t
a
l
)
D
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
y
d
e
v
e
l
o
p
me
n
t
(
M
V
)
A
ssess
d
i
g
i
t
a
l
l
i
t
e
r
a
c
y
a
n
d
a
b
i
l
i
t
y
t
o
i
n
t
e
g
r
a
t
e
D
T
i
n
t
o
t
e
a
c
h
i
n
g
R
a
t
e
y
o
u
r
c
o
n
f
i
d
e
n
c
e
i
n
u
s
i
n
g
LM
S
(
M
o
o
d
l
e
,
G
o
o
g
l
e
C
l
a
ssr
o
o
m)
.
Li
k
e
r
t
s
c
a
l
e
(
1
-
5)
H
o
w
o
f
t
e
n
d
o
y
o
u
u
se
o
n
l
i
n
e
t
e
a
c
h
i
n
g
p
l
a
t
f
o
r
ms
(
Z
o
o
m
,
M
i
c
r
o
s
o
f
t
Te
a
ms)
?
O
r
d
i
n
a
l
(
n
e
v
e
r
–
a
l
w
a
y
s
)
C
a
n
y
o
u
t
r
o
u
b
l
e
s
h
o
o
t
t
e
c
h
n
i
c
a
l
i
ssu
e
s
i
n
d
e
p
e
n
d
e
n
t
l
y
?
Li
k
e
r
t
s
c
a
l
e
(
1
-
5)
Te
a
c
h
i
n
g
i
n
t
e
g
r
a
t
i
o
n
(
D
V
1
)
Ev
a
l
u
a
t
e
t
h
e
a
b
i
l
i
t
y
t
o
i
n
c
o
r
p
o
r
a
t
e
D
T
i
n
t
o
t
e
a
c
h
i
n
g
st
r
a
t
e
g
i
e
s
H
o
w
f
r
e
q
u
e
n
t
l
y
d
o
y
o
u
u
se
d
i
g
i
t
a
l
r
e
s
o
u
r
c
e
s
i
n
l
e
ss
o
n
p
l
a
n
s
?
O
r
d
i
n
a
l
(
n
e
v
e
r
–
a
l
w
a
y
s)
R
a
t
e
y
o
u
r
a
b
i
l
i
t
y
t
o
d
e
si
g
n
i
n
t
e
r
a
c
t
i
v
e
d
i
g
i
t
a
l
l
e
ss
o
n
s
.
Li
k
e
r
t
s
c
a
l
e
(
1
-
5)
D
o
y
o
u
f
e
e
l
c
o
n
f
i
d
e
n
t
a
l
i
g
n
i
n
g
d
i
g
i
t
a
l
t
o
o
l
s
w
i
t
h
l
e
sso
n
o
b
j
e
c
t
i
v
e
s
?
B
i
n
a
r
y
(
Y
e
s/
N
o
)
C
o
l
l
a
b
o
r
a
t
i
o
n
a
n
d
c
o
mm
u
n
i
c
a
t
i
o
n
sk
i
l
l
s (D
V
2
)
M
e
a
su
r
e
t
h
e
i
m
p
a
c
t
o
f
D
T
o
n
t
e
a
mw
o
r
k
a
n
d
p
r
o
f
e
ss
i
o
n
a
l
i
n
t
e
r
a
c
t
i
o
n
H
o
w
o
f
t
e
n
d
o
y
o
u
u
se
d
i
g
i
t
a
l
c
o
l
l
a
b
o
r
a
t
i
o
n
t
o
o
l
s
(
Tr
e
l
l
o
,
S
l
a
c
k
)
t
o
w
o
r
k
w
i
t
h
c
o
l
l
e
a
g
u
e
s?
O
r
d
i
n
a
l
(
n
e
v
e
r
–
a
l
w
a
y
s)
R
a
t
e
y
o
u
r
c
o
mf
o
r
t
i
n
s
h
a
r
i
n
g
r
e
s
o
u
r
c
e
s v
i
a
c
l
o
u
d
p
l
a
t
f
o
r
ms (
G
o
o
g
l
e
D
r
i
v
e
,
O
n
e
D
r
i
v
e
)
.
Li
k
e
r
t
s
c
a
l
e
(
1
-
5)
H
o
w
e
f
f
e
c
t
i
v
e
a
r
e
d
i
g
i
t
a
l
t
o
o
l
s
i
n
i
mp
r
o
v
i
n
g
t
e
a
m
c
o
o
r
d
i
n
a
t
i
o
n
?
Li
k
e
r
t
s
c
a
l
e
(
1
-
5)
Te
a
c
h
i
n
g
e
f
f
e
c
t
i
v
e
n
e
ss
a
n
d
p
r
o
f
e
ss
i
o
n
a
l
g
r
o
w
t
h
(
D
V
3
)
A
ssess
c
h
a
n
g
e
s
i
n
t
e
a
c
h
i
n
g
c
o
n
f
i
d
e
n
c
e
a
n
d
e
f
f
e
c
t
i
v
e
n
e
ss
H
o
w
c
o
n
f
i
d
e
n
t
a
r
e
y
o
u
i
n
i
n
t
e
g
r
a
t
i
n
g
d
i
g
i
t
a
l
t
o
o
l
s
i
n
t
o
y
o
u
r
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
?
Li
k
e
r
t
s
c
a
l
e
(
1
-
5)
D
o
y
o
u
f
e
e
l
t
h
e
t
r
a
i
n
i
n
g
i
m
p
r
o
v
e
d
y
o
u
r
a
b
i
l
i
t
y
t
o
d
e
l
i
v
e
r
l
e
sso
n
s
e
f
f
e
c
t
i
v
e
l
y
?
B
i
n
a
r
y
(
Y
e
s/
N
o
)
R
a
t
e
t
h
e
r
e
l
e
v
a
n
c
e
o
f
t
h
e
t
r
a
i
n
i
n
g
c
o
n
t
e
n
t
t
o
y
o
u
r
t
e
a
c
h
i
n
g
n
e
e
d
s.
Li
k
e
r
t
s
c
a
l
e
(
1
-
5)
W
h
a
t
w
e
r
e
t
h
e
mo
s
t
v
a
l
u
a
b
l
e
a
s
p
e
c
t
s
o
f
t
h
e
t
r
a
i
n
i
n
g
p
r
o
g
r
a
m
?
O
p
e
n
-
e
n
d
e
d
W
h
a
t
c
h
a
l
l
e
n
g
e
s
d
i
d
y
o
u
f
a
c
e
d
u
r
i
n
g
t
h
e
t
r
a
i
n
i
n
g
?
O
p
e
n
-
e
n
d
e
d
H
o
w
w
o
u
l
d
y
o
u
su
g
g
e
s
t
i
mp
r
o
v
i
n
g
t
h
e
t
r
a
i
n
i
n
g
p
r
o
g
r
a
m
?
O
p
e
n
-
e
n
d
e
d
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.
1
.
Wha
t
a
re
t
he
re
s
ults o
f
a
pre
t
est
a
dm
ini
s
t
er
ed
t
o
t
he
pa
rt
icipa
nts bef
o
re
inte
rv
ent
io
n?
As
ca
n
b
e
s
ee
n
in
T
a
b
le
3
,
lo
w
d
ig
ital
liter
ac
y
in
C
G
is
ass
o
ciate
d
with
tr
ad
itio
n
al
teac
h
i
n
g
m
eth
o
d
s
,
wea
k
er
co
llab
o
r
atio
n
s
k
ills
,
an
d
lo
wer
co
n
f
id
en
ce
in
u
s
in
g
d
ig
ital
to
o
ls
.
T
h
is
is
r
ef
lecte
d
in
th
e
n
eg
ativ
e
co
r
r
elatio
n
s
b
etwe
en
d
ig
ital
l
iter
ac
y
an
d
teac
h
in
g
s
tr
ateg
ies
(
r
=
-
0
.
3
5
)
,
co
llab
o
r
atio
n
s
k
ills
(
r
=
-
0
.
2
9
)
,
a
n
d
co
n
f
id
en
ce
in
d
ig
ital
t
o
o
ls
(
r
=
-
0
.
4
2
)
.
I
n
E
G,
s
im
ilar
n
eg
a
tiv
e
co
r
r
elatio
n
s
wer
e
a
p
p
lie
d
b
etwe
en
d
ig
ital
liter
ac
y
an
d
teac
h
in
g
s
tr
ateg
ies
(
r
=
-
0
.
3
0
)
,
co
llab
o
r
atio
n
s
k
ills
(
r
=
-
0
.
2
5
)
,
an
d
c
o
n
f
i
d
en
ce
in
d
ig
ital
to
o
ls
(r=
-
0
.
3
8
)
,
r
ef
lectin
g
th
e
ass
u
m
p
tio
n
t
h
at
lo
wer
d
ig
ital
lit
er
ac
y
in
E
G
is
also
lin
k
ed
t
o
m
o
r
e
tr
a
d
itio
n
al
teac
h
in
g
m
eth
o
d
s
an
d
lo
wer
co
llab
o
r
atio
n
an
d
to
o
l
u
s
ag
e
co
n
f
id
e
n
ce
.
T
h
e
teac
h
i
n
g
s
tr
ateg
ies
an
d
co
llab
o
r
atio
n
s
k
ills
s
h
o
w
s
tr
o
n
g
p
o
s
itiv
e
co
r
r
elatio
n
s
in
b
o
th
g
r
o
u
p
s
,
in
d
icatin
g
th
at
t
ea
ch
er
s
with
b
etter
s
tr
ateg
ies ten
d
to
co
llab
o
r
ate
m
o
r
e
ef
f
ec
tiv
el
y
an
d
v
ice
v
e
r
s
a.
4
.
2
.
Wha
t
a
re
t
he
re
s
ults o
f
t
he
po
s
t
t
est
a
dm
ini
s
t
er
ed
t
o
pa
rt
i
cipa
nts f
o
llo
wing
t
he
inte
rv
ent
io
ns
?
T
ab
le
4
s
h
o
ws
a
m
o
d
er
ate
p
o
s
itiv
e
co
r
r
elatio
n
(
r
=0
.
4
5
,
p
<
0
.
0
5
)
b
etwe
en
im
p
r
o
v
in
g
d
ig
i
tal
liter
ac
y
an
d
teac
h
in
g
s
tr
ateg
ies
in
C
G,
b
u
t
n
o
t
as
s
tr
o
n
g
as
in
E
G.
Af
ter
f
o
llo
win
g
tr
ad
itio
n
al
teac
h
er
tr
ain
in
g
m
eth
o
d
s
,
th
e
CG
s
h
o
ws
m
o
d
er
ate
to
s
tr
o
n
g
p
o
s
itiv
e
co
r
r
elatio
n
s
b
etwe
en
d
ig
ital
liter
ac
y
,
teac
h
in
g
s
tr
ateg
ies,
co
llab
o
r
atio
n
s
k
ills
,
an
d
co
n
f
i
d
en
ce
in
d
ig
ital
to
o
ls
.
Ho
we
v
er
,
th
e
im
p
r
o
v
em
en
ts
ar
e
less
p
r
o
n
o
u
n
ce
d
th
an
in
Evaluation Warning : The document was created with Spire.PDF for Python.
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2252
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8
8
2
2
I
n
t
J
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v
al
&
R
es E
d
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c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
9
5
7
-
4
9
6
5
4962
E
G,
r
ef
lectin
g
th
e
lim
ited
im
p
ac
t
o
f
tr
ad
itio
n
al
m
eth
o
d
s
o
n
en
h
an
cin
g
d
i
g
ital
s
k
ills
.
I
n
co
n
tr
ast,
E
G,
wh
ich
r
ec
eiv
ed
t
h
e
d
i
g
ital
tech
n
o
lo
g
y
-
b
ased
i
n
ter
v
en
tio
n
,
s
h
o
ws
s
tr
o
n
g
er
p
o
s
itiv
e
co
r
r
elatio
n
s
a
cr
o
s
s
all
v
ar
iab
les,
p
ar
ticu
lar
ly
b
etwe
en
d
ig
ital
liter
ac
y
an
d
co
n
f
id
en
ce
i
n
d
ig
ita
l
to
o
ls
(
r
=0
.
6
2
)
.
T
h
is
h
ig
h
lig
h
t
s
th
e
ef
f
ec
tiv
en
ess
o
f
d
ig
ital
tech
n
o
l
o
g
y
in
ter
v
e
n
tio
n
s
in
en
h
an
ci
n
g
d
ig
ital
l
iter
ac
y
,
teac
h
in
g
s
tr
ateg
ies,
co
llab
o
r
atio
n
,
a
n
d
co
n
f
id
en
ce
in
u
s
in
g
d
ig
ital to
o
ls
.
T
h
e
p
o
s
t
test
r
esu
lts
s
h
o
w
th
at
th
e
d
i
g
ital
tech
n
o
lo
g
y
-
b
as
ed
in
ter
v
e
n
tio
n
h
ad
a
m
o
r
e
s
ig
n
if
ican
t
p
o
s
itiv
e
im
p
ac
t
o
n
t
h
e
EG
,
wh
ich
s
u
p
p
o
r
ts
th
e
h
y
p
o
th
esis
th
at
DT
ca
n
im
p
r
o
v
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
PS
m
o
r
e
ef
f
ec
tiv
ely
th
a
n
tr
ad
itio
n
al
teac
h
er
tr
ai
n
in
g
m
eth
o
d
s
[
3
0
]
,
[
3
1
]
.
T
a
b
le
5
s
h
o
ws
th
e
r
esu
lts
o
f
a
one
-
way
ANOV
A
th
at
co
m
p
ar
es
th
e
p
o
s
t
test
s
co
r
es
b
etwe
en
C
G
an
d
E
G.
C
G
an
d
E
G
h
ad
a
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
(
F=9
.
7
2
,
p
=0
.
0
0
2
)
as
r
ev
ea
led
b
y
th
e
one
-
way
ANOV
A.
E
G’
s
h
ig
h
er
s
co
r
e
o
n
d
ig
ital
lit
er
ac
y
in
d
icate
s
th
at
th
e
d
ig
ital
tech
n
o
lo
g
y
-
b
ased
in
ter
v
en
tio
n
h
ad
a
s
ig
n
if
ica
n
t
im
p
ac
t
o
n
th
eir
d
i
g
ital
liter
ac
y
co
m
p
ar
e
d
to
C
G.
T
h
er
e
was
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
teac
h
in
g
s
tr
ateg
ies
(
F=1
5
.
8
4
,
p
<
0
.
0
0
1
)
,
with
E
G
ac
h
iev
in
g
b
etter
r
esu
lts
.
Acc
o
r
d
in
g
to
th
e
f
in
d
in
g
s
,
th
e
d
ig
ital
tech
n
o
lo
g
y
i
n
ter
v
en
tio
n
h
a
d
a
s
ig
n
if
ican
t
p
o
s
itiv
e
im
p
ac
t
o
n
teac
h
in
g
s
tr
ateg
ies.
T
h
e
two
g
r
o
u
p
s
’
co
llab
o
r
atio
n
s
k
ills
d
if
f
er
ed
s
ig
n
i
f
ican
tly
(
F=7
.
5
9
,
p
=0
.
0
0
6
)
,
with
E
G
o
u
tp
er
f
o
r
m
in
g
th
e
CG
.
T
h
is
s
u
g
g
ests
th
at
th
e
in
ter
v
en
tio
n
h
elp
ed
E
G
p
ar
ticip
an
ts
im
p
r
o
v
e
th
eir
co
llab
o
r
atio
n
s
k
ills
.
T
h
er
e
was
also
a
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
in
c
o
n
f
id
e
n
c
e
wh
en
u
s
in
g
d
ig
ital
to
o
ls
(
F
=1
0
.
4
7
,
p
=0
.
0
0
1
)
,
with
E
G
h
av
in
g
s
ig
n
if
ican
tl
y
m
o
r
e
co
n
f
id
e
n
ce
.
T
h
is
d
e
m
o
n
s
tr
ates
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
th
e
d
ig
ital
tech
n
o
lo
g
y
in
ter
v
en
tio
n
in
i
n
c
r
ea
s
in
g
p
ar
ticip
a
n
ts
’
co
n
f
id
en
ce
in
u
s
in
g
d
ig
ital
t
o
o
ls
.
T
h
is
f
in
d
in
g
is
c
o
n
s
is
ten
t
with
p
r
ev
i
o
u
s
r
esear
ch
in
d
icatin
g
th
at
d
ig
ital
liter
ac
y
an
d
teac
h
in
g
s
tr
ateg
ies
ar
e
b
est
d
ev
elo
p
e
d
th
r
o
u
g
h
s
p
ec
ialized
,
tech
n
o
lo
g
y
-
f
o
cu
s
ed
tr
ain
in
g
r
ath
er
th
a
n
co
n
v
en
t
io
n
al
ed
u
ca
tio
n
al
m
eth
o
d
s
[
3
2
]
,
[
3
3
]
.
T
ab
le
3
.
C
o
r
r
elatio
n
an
aly
s
is
r
esu
lts
o
f
th
e
p
r
e
test
f
o
r
C
G
an
d
E
G
G
r
o
u
p
V
a
r
i
a
b
l
e
D
i
g
i
t
a
l
l
i
t
e
r
a
c
y
Te
a
c
h
i
n
g
s
t
r
a
t
e
g
i
e
s
C
o
l
l
a
b
o
r
a
t
i
o
n
sk
i
l
l
s
C
o
n
f
i
d
e
n
c
e
i
n
d
i
g
i
t
a
l
t
o
o
l
s
C
G
(
n
=
8
7
)
D
i
g
i
t
a
l
l
i
t
e
r
a
c
y
1
-
0
.
3
5
-
0
.
2
9
-
0
.
4
2
Te
a
c
h
i
n
g
s
t
r
a
t
e
g
i
e
s
-
0
.
3
5
1
0
.
4
9
0
.
5
1
C
o
l
l
a
b
o
r
a
t
i
o
n
sk
i
l
l
s
-
0
.
2
9
0
.
4
9
1
0
.
4
4
C
o
n
f
i
d
e
n
c
e
i
n
d
i
g
i
t
a
l
t
o
o
l
s
-
0
.
4
2
0
.
5
1
0
.
4
4
1
EG
(
n
=
9
1
)
D
i
g
i
t
a
l
l
i
t
e
r
a
c
y
1
-
0
.
3
0
-
0
.
2
5
-
0
.
3
8
Te
a
c
h
i
n
g
s
t
r
a
t
e
g
i
e
s
-
0
.
3
0
1
0
.
5
0
0
.
5
2
C
o
l
l
a
b
o
r
a
t
i
o
n
sk
i
l
l
s
-
0
.
2
5
0
.
5
0
1
0
.
4
5
C
o
n
f
i
d
e
n
c
e
i
n
d
i
g
i
t
a
l
t
o
o
l
s
-
0
.
3
8
0
.
5
2
0
.
4
5
1
T
ab
le
4
.
C
o
r
r
elatio
n
an
aly
s
is
r
esu
lts
o
f
th
e
p
o
s
t
test
f
o
r
C
G
an
d
E
G
G
r
o
u
p
V
a
r
i
a
b
l
e
D
i
g
i
t
a
l
l
i
t
e
r
a
c
y
Te
a
c
h
i
n
g
s
t
r
a
t
e
g
i
e
s
C
o
l
l
a
b
o
r
a
t
i
o
n
sk
i
l
l
s
C
o
n
f
i
d
e
n
c
e
i
n
d
i
g
i
t
a
l
t
o
o
l
s
C
G
(
n
=
8
7
)
D
i
g
i
t
a
l
l
i
t
e
r
a
c
y
1
0
.
4
5
0
.
3
9
0
.
5
1
Te
a
c
h
i
n
g
s
t
r
a
t
e
g
i
e
s
0
.
4
5
1
0
.
5
2
0
.
5
3
C
o
l
l
a
b
o
r
a
t
i
o
n
sk
i
l
l
s
0
.
3
9
0
.
5
2
1
0
.
4
7
C
o
n
f
i
d
e
n
c
e
i
n
d
i
g
i
t
a
l
t
o
o
l
s
0
.
5
1
0
.
5
3
0
.
4
7
1
EG
(
n
=
9
1
)
D
i
g
i
t
a
l
l
i
t
e
r
a
c
y
1
0
.
5
5
0
.
4
8
0
.
6
2
Te
a
c
h
i
n
g
s
t
r
a
t
e
g
i
e
s
0
.
5
5
1
0
.
5
9
0
.
6
0
C
o
l
l
a
b
o
r
a
t
i
o
n
sk
i
l
l
s
0
.
4
8
0
.
5
9
1
0
.
5
5
C
o
n
f
i
d
e
n
c
e
i
n
d
i
g
i
t
a
l
t
o
o
l
s
0
.
6
2
0
.
6
0
0
.
5
5
1
T
ab
le
5
.
On
e
-
way
ANOV
A
r
esu
lts
f
o
r
co
m
p
ar
i
n
g
p
o
s
t
test
s
c
o
r
es (
C
G
v
s
.
E
G)
V
a
r
i
a
b
l
e
G
r
o
u
p
M
e
a
n
SD
F
-
S
t
a
t
i
st
i
c
p
-
v
a
l
u
e
D
i
g
i
t
a
l
l
i
t
e
r
a
c
y
Te
a
c
h
i
n
g
s
t
r
a
t
e
g
i
e
s
CG
6
5
.
3
0
1
2
.
1
5
9
.
7
2
0
.
0
0
2
EG
7
4
.
5
0
1
0
.
0
1
C
o
l
l
a
b
o
r
a
t
i
o
n
sk
i
l
l
s
CG
5
8
.
2
5
1
1
.
8
8
1
5
.
8
4
<
0
.
0
0
1
EG
7
2
.
1
0
9
.
9
8
D
i
g
i
t
a
l
l
i
t
e
r
a
c
y
Te
a
c
h
i
n
g
s
t
r
a
t
e
g
i
e
s
CG
6
0
.
4
0
1
3
.
1
0
7
.
5
9
0
.
0
0
6
EG
6
8
.
3
0
1
1
.
7
2
C
o
l
l
a
b
o
r
a
t
i
o
n
sk
i
l
l
s
CG
5
6
.
7
5
1
4
.
0
2
1
0
.
4
7
0
.
0
0
1
EG
7
2
.
9
0
1
2
.
4
5
4
.
3
.
L
im
it
a
t
io
ns
a
nd
f
uture
re
s
ea
rc
h
W
h
ile
th
e
s
tu
d
y
’
s
f
in
d
in
g
s
o
f
f
er
v
alu
a
b
le
in
s
ig
h
ts
,
s
ev
er
al
li
m
itatio
n
s
s
h
o
u
ld
b
e
ac
k
n
o
wled
g
ed
.
T
h
e
s
tu
d
y
u
tili
ze
d
a
s
p
ec
if
ic
s
am
p
l
e
o
f
p
r
o
s
p
ec
tiv
e
teac
h
er
s
f
r
o
m
a
s
in
g
le
u
n
iv
er
s
ity
(
n
=1
7
8
)
,
wh
ich
m
ay
lim
it
th
e
g
en
er
aliza
b
ilit
y
o
f
t
h
e
r
esu
lts
to
o
th
er
teac
h
e
r
tr
ain
in
g
p
r
o
g
r
am
s
,
esp
ec
ially
th
o
s
e
in
d
i
f
f
er
en
t
co
n
tex
ts
o
r
co
u
n
tr
ies.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
p
r
io
r
itize
in
clu
d
in
g
la
r
g
er
an
d
m
o
r
e
d
i
v
er
s
e
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an
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wh
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F
UNDING
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NF
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Au
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DATA AV
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RE
F
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R
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NC
E
S
[
1
]
B
.
Á
.
B
e
r
e
mé
n
y
i
,
“
B
e
t
w
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e
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g
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o
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n
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e
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5
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0.
[
2
]
F
.
Jare
mu
s
,
K
.
S
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n
c
o
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k
,
S
.
P
a
t
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,
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.
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,
E.
P
r
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t
o
,
a
n
d
J.
G
o
r
e
,
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P
r
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o
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n
d
u
n
i
v
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si
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y
:
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e
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d
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r
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f
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,
”
Ed
u
c
a
t
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n
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Re
v
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.
7
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2
2
8
7
4
1
7
.
[
3
]
J.
R
a
z
ma
k
,
J
.
W
.
P
i
t
z
e
l
,
C
.
B
e
l
a
n
g
e
r
,
a
n
d
W
.
F
a
r
h
a
n
,
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r
u
s
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g
u
p
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me
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h
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d
s
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s
k
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n
t
o
m
o
r
r
o
w
’
s
e
n
v
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r
o
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m
e
n
t
,
”
J
o
u
r
n
a
l
o
f
Bu
s
i
n
e
ss
a
n
d
I
n
d
u
st
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Ma
r
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/
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B
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-
12
-
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0
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0
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5
3
3
.
[
4
]
W
.
W
.
S
t
a
n
t
o
n
a
n
d
A
.
D
.
A
.
S
t
a
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t
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,
“
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e
l
p
i
n
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b
u
s
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ss
st
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d
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t
s
a
c
q
u
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h
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s
k
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l
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s
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d
e
d
f
o
r
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c
a
r
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r
i
n
a
n
a
l
y
t
i
c
s
:
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c
o
m
p
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si
v
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d
u
s
t
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y
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ss
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t
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l
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q
u
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me
n
t
s,”
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e
c
i
s
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o
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S
c
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s
J
o
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l
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n
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o
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E
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,
v
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1
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1
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.
[
5
]
T.
P
o
t
a
p
c
h
u
k
,
O
.
M
a
k
a
r
u
k
,
N
.
K
r
a
v
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t
s,
a
n
d
N
.
A
n
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e
n
k
o
v
а
,
“
P
r
o
f
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ss
i
o
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se
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f
-
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t
i
f
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c
a
t
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f
f
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d
u
c
a
t
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s
a
s
a
f
o
r
m
o
f
p
e
r
s
o
n
a
l
g
r
o
w
t
h
,
”
J
o
u
r
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a
l
o
f
H
i
s
t
o
ry
C
u
l
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re
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Ar
t
R
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,
v
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.
[
6
]
A
.
R
o
t
h
e
s
,
M
.
S
.
Le
mo
s
,
a
n
d
T.
G
o
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ç
a
l
v
e
s,
“
T
h
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n
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s’
sel
f
-
d
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m
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a
t
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o
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a
n
d
p
e
r
so
n
a
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a
c
h
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v
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me
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o
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n
l
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a
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d
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a
g
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me
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t
:
a
me
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t
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