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th
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tech
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s
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p
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o
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th
e
tr
ain
in
g
o
f
p
r
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o
o
l
teac
h
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s
[
1
]
.
T
h
e
im
p
lem
en
tatio
n
o
f
th
e
p
r
in
cip
le
o
f
co
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tin
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aim
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lace
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en
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p
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esc
h
o
o
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ch
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r
e
n
’
s
d
ev
elo
p
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en
t
[
2
]
.
T
h
e
s
u
cc
ess
o
f
ch
ild
r
e
n
’
s
m
aster
y
o
f
p
r
im
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r
y
s
ch
o
o
l
p
r
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r
am
s
d
ep
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s
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t
h
e
d
eg
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ee
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ea
d
in
ess
f
o
r
s
ch
o
o
l
e
d
u
ca
tio
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[
3
]
.
On
e
i
m
p
o
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tan
t
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th
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estab
lis
h
m
en
t
o
f
b
asic
elem
en
ts
o
f
alg
o
r
ith
m
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cu
ltu
r
e
in
p
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o
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ch
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en
,
wh
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is
d
ir
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tly
lin
k
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to
th
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ev
elo
p
m
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t o
f
l
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g
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d
s
tr
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k
in
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ec
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ar
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in
t
o
d
ay
’
s
in
f
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m
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s
o
ciety
[
4
]
.
R
esea
r
c
h
e
r
s
d
ef
in
e
al
g
o
r
it
h
m
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s
k
i
lls
(
AS
)
as
t
h
e
a
b
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it
y
t
o
b
r
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ak
d
o
wn
c
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m
p
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x
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tio
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n
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elem
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te
p
s
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p
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t
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as
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a
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d
s
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t
o
f
s
eq
u
e
n
t
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o
p
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r
at
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n
s
[
5
]
.
T
h
es
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s
k
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ls
als
o
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cl
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d
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p
la
n
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s
tr
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ly
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o
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p
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d
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x
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in
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a
cti
o
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s
i
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cl
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li
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is
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m
s
.
T
h
u
s
,
AS
m
ir
r
o
r
th
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s
tr
u
ctu
r
e
o
f
ed
u
ca
tio
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al
ac
tiv
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: g
o
al
s
ettin
g
,
p
la
n
n
in
g
,
i
m
p
lem
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tatio
n
,
co
n
t
r
o
l,
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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J
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Vo
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15
,
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Ap
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20
26
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1
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3
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Ma
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r
esear
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s
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th
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p
u
r
p
o
s
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l
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o
r
m
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f
al
g
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ith
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ltu
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is
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s
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ly
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in
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s
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ca
tio
n
,
b
eg
i
n
n
in
g
at
p
r
esch
o
o
l
ag
e
[
6
]
.
T
h
e
ab
i
lity
to
co
n
s
cio
u
s
ly
s
u
b
o
r
d
in
ate
ac
tio
n
s
t
o
r
u
les,
cr
ea
te
an
d
p
er
f
o
r
m
s
eq
u
e
n
ce
s
o
f
s
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s
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d
co
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t
th
e
m
f
o
r
m
s
th
e
b
asis
o
f
AS
in
p
r
esch
o
o
l
ch
ild
r
en
.
T
h
ese
s
k
il
ls
u
n
d
er
p
in
th
e
f
o
r
m
atio
n
o
f
p
r
er
eq
u
is
ites
f
o
r
ed
u
ca
tio
n
al
a
ctiv
ities
,
wh
ich
ar
e
ess
en
tial
ac
h
iev
em
en
ts
at
th
e
co
m
p
letio
n
o
f
p
r
esch
o
o
l
ed
u
c
atio
n
(
PE)
.
Stu
d
ies
h
av
e
d
em
o
n
s
tr
ated
th
at
o
ld
er
p
r
esch
o
o
l
c
h
ild
r
en
ar
e
ca
p
ab
l
e
o
f
lea
r
n
in
g
g
e
n
er
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m
eth
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d
s
o
f
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r
ith
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ac
tio
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aim
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d
at
s
o
lv
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itiv
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p
r
o
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lem
s
,
th
er
e
b
y
d
e
v
elo
p
in
g
AS
[
7
]
.
Ho
wev
er
,
m
eta
-
an
al
y
s
es
in
d
icate
th
at
th
e
d
ev
elo
p
m
en
t
o
f
alg
o
r
it
h
m
ic
cu
ltu
r
e
in
p
r
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o
o
l a
g
e
r
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ai
n
s
in
s
u
f
f
icien
tly
s
tu
d
ied
Vo
r
o
n
in
a
et
a
l.
[
8
]
,
i
n
clu
d
in
g
in
Ka
za
k
h
s
tan
.
T
h
e
cu
r
r
en
t
p
er
io
d
o
f
ed
u
ca
ti
o
n
al
tr
an
s
f
o
r
m
atio
n
in
Kaz
ak
h
s
tan
is
ch
ar
ac
ter
ized
b
y
r
ad
i
ca
l
ch
an
g
es
at
all
lev
els
[
9
]
–
[
1
3
]
.
A
u
n
if
i
ed
ed
u
ca
tio
n
al
s
p
ac
e
is
b
ein
g
estab
lis
h
ed
,
f
o
cu
s
ed
o
n
th
e
d
ev
elo
p
m
e
n
t
o
f
th
e
ch
ild
’
s
p
er
s
o
n
ality
[
1
4
]
.
PE
r
e
p
r
esen
ts
th
e
f
ir
s
t
lin
k
in
th
e
c
o
n
tin
u
o
u
s
d
ev
elo
p
m
en
t
o
f
p
er
s
o
n
ality
,
aim
in
g
to
en
s
u
r
e
th
at
ch
ild
r
e
n
ac
h
ie
v
e
th
e
n
ec
ess
ar
y
r
ea
d
in
ess
f
o
r
s
u
cc
ess
f
u
l m
aster
y
o
f
p
r
im
a
r
y
s
ch
o
o
l p
r
o
g
r
am
s
[
1
5
]
.
At
p
r
esen
t,
th
e
s
tu
d
y
o
f
alg
o
r
ith
m
ic
th
in
k
in
g
,
a
co
r
e
co
m
p
o
n
en
t
o
f
AS,
is
m
ain
ly
ass
o
ciate
d
with
teac
h
in
g
m
ath
em
atics
an
d
co
m
p
u
ter
s
cien
ce
at
s
ch
o
o
l
[
1
6
]
.
Ho
wev
er
,
th
e
f
o
r
m
atio
n
o
f
AS
in
p
r
esch
o
o
l
ch
ild
r
en
with
in
th
e
m
ath
em
ati
cs
cu
r
r
icu
lu
m
h
as
r
ec
eiv
ed
in
s
u
f
f
icien
t
atten
tio
n
an
d
h
as
n
o
t
b
ec
o
m
e
a
s
u
b
ject
o
f
d
e
d
icate
d
r
esear
ch
in
Kaz
ak
h
s
tan
.
Desp
ite
g
r
o
win
g
in
t
er
est
in
alg
o
r
ith
m
ic
th
i
n
k
in
g
,
em
p
ir
ical
s
tu
d
ies
ex
am
in
in
g
m
o
d
u
lar
lea
r
n
in
g
(
ML
)
as
a
s
tr
u
ctu
r
ed
ap
p
r
o
ac
h
f
o
r
p
r
e
p
ar
in
g
p
r
esch
o
o
l
teac
h
er
s
to
d
ev
elo
p
AS
in
ea
r
ly
ch
ild
h
o
o
d
r
em
ain
lim
ited
,
p
ar
ticu
lar
ly
in
th
e
co
n
te
x
t
o
f
Kaz
ak
h
s
tan
.
T
h
is
g
ap
n
e
g
ativ
ely
af
f
ec
ts
th
e
p
r
ac
tical
im
p
lem
en
tatio
n
o
f
AS
d
ev
elo
p
m
en
t.
A
n
aly
s
is
o
f
cu
r
r
en
t
PE
p
r
o
g
r
am
s
s
h
o
ws
lim
ited
atten
tio
n
to
AS
f
o
r
m
atio
n
.
E
d
u
ca
to
r
s
o
f
t
en
r
ely
o
n
u
n
s
y
s
tem
atic
u
s
e
o
f
alg
o
r
ith
m
s
o
n
ly
at
ce
r
tain
s
tag
es
o
f
teac
h
in
g
m
ath
em
atics
an
d
with
in
r
ep
r
o
d
u
ctiv
e
lear
n
i
n
g
ac
tiv
ities
.
Sev
er
al
co
n
tr
ad
ictio
n
s
h
av
e
b
ee
n
id
en
tifie
d
:
i
)
b
etwe
en
th
e
o
b
jectiv
e
n
ee
d
to
d
ev
elo
p
AS
in
o
ld
er
p
r
esch
o
o
ler
s
an
d
th
e
in
s
u
f
f
icie
n
t
th
eo
r
etica
l
an
d
p
r
ac
tical
g
u
id
an
ce
in
th
is
ar
ea
;
ii
)
b
etwe
en
m
o
d
er
n
r
e
q
u
ir
em
en
ts
f
o
r
PE
s
p
ec
ialis
ts
a
n
d
th
e
in
s
u
f
f
icien
t
co
n
s
id
er
atio
n
o
f
th
ese
r
eq
u
ir
e
m
en
ts
in
th
eir
p
r
o
f
ess
io
n
al
tr
a
in
in
g
;
iii
)
b
etwe
en
th
e
n
ee
d
to
d
ev
elo
p
r
ea
d
in
ess
in
f
u
t
u
r
e
s
p
ec
ialis
ts
to
f
o
s
ter
AS
an
d
t
h
e
a
b
s
en
ce
o
f
t
h
eo
r
et
ical
d
ev
elo
p
m
en
ts
o
u
tlin
in
g
t
h
e
ess
en
ce
,
c
o
n
ten
t,
an
d
tech
n
o
lo
g
ical
s
u
p
p
o
r
t
f
o
r
th
is
p
r
o
c
ess
,
an
d
iv
)
p
o
o
r
d
e
v
elo
p
m
en
t
o
f
co
n
ce
p
tu
al
a
n
d
d
iag
n
o
s
tic
to
o
ls
,
as
well
as
th
e
lack
o
f
p
r
o
v
e
n
p
r
o
g
r
am
s
an
d
m
o
d
els
f
o
r
d
e
v
elo
p
in
g
p
r
o
f
ess
io
n
al
r
ea
d
in
ess
,
in
clu
d
in
g
in
s
tr
u
m
e
n
ts
f
o
r
q
u
an
titativ
e
ass
ess
m
en
t [
1
7
]
.
Ad
d
itio
n
ally
,
th
is
s
tu
d
y
ad
d
r
e
s
s
es
a
cr
it
ical
an
d
u
n
d
er
s
tu
d
ie
d
ar
ea
o
f
PE
b
y
e
x
am
in
in
g
th
e
tr
ain
in
g
o
f
f
u
tu
r
e
PE
s
p
ec
ialis
ts
u
s
in
g
in
n
o
v
ativ
e
e
d
u
ca
tio
n
al
tech
n
o
lo
g
ies.
ML
o
cc
u
p
ies
a
k
ey
p
lace
am
o
n
g
t
h
ese
tech
n
o
lo
g
ies.
Un
lik
e
p
r
e
v
io
u
s
s
tu
d
ies,
th
is
s
tu
d
y
ex
am
in
es
h
o
w
a
m
o
d
u
lar
a
p
p
r
o
ac
h
en
s
u
r
es
f
lex
ib
ilit
y
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
in
d
i
v
id
u
alize
s
lear
n
in
g
,
a
n
d
em
p
h
asizes
p
r
ac
tical
co
m
p
ete
n
cies.
T
h
is
ap
p
r
o
ac
h
alig
n
s
with
m
o
d
er
n
p
r
in
ci
p
les
o
f
cu
r
r
icu
lu
m
d
e
v
elo
p
m
e
n
t
an
d
p
r
o
f
ess
io
n
al
tr
ain
in
g
s
t
an
d
ar
d
s
.
T
h
r
o
u
g
h
ev
id
en
ce
-
b
ased
an
aly
s
is
,
th
e
s
tu
d
y
p
r
o
v
i
d
es
a
co
m
p
r
e
h
en
s
iv
e
u
n
d
e
r
s
tan
d
in
g
o
f
h
o
w
ef
f
ec
t
iv
e
im
p
lem
en
tatio
n
o
f
ML
en
h
an
ce
s
s
tu
d
en
ts
’
co
m
p
eten
cies
in
d
ev
elo
p
in
g
AS
in
p
r
esch
o
o
l
ch
ild
r
en
.
Acc
o
r
d
in
g
ly
,
th
is
s
tu
d
y
ass
es
s
ed
th
e
im
p
ac
t
o
f
ML
o
n
th
e
ef
f
ec
tiv
en
ess
o
f
tr
ain
i
n
g
f
u
tu
r
e
ed
u
ca
to
r
s
to
d
e
v
el
o
p
AS
i
n
p
r
esch
o
o
l
ch
ild
r
en
.
T
h
e
k
ey
r
esear
ch
q
u
esti
o
n
g
u
i
d
in
g
th
is
s
tu
d
y
is
:
in
wh
at
way
s
d
o
es
ML
tech
n
o
lo
g
y
en
h
an
ce
th
e
ab
ilit
y
o
f
p
r
e
-
s
er
v
ice
p
r
esch
o
o
l te
ac
h
er
s
to
s
u
p
p
o
r
t A
S d
ev
el
o
p
m
en
t in
p
r
esch
o
o
l c
h
ild
r
e
n
?
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
T
h
e
an
aly
s
is
o
f
p
r
ev
i
o
u
s
s
tu
d
ies
m
ad
e
it
p
o
s
s
ib
le
to
clar
if
y
th
e
c
o
n
ce
p
t
o
f
AS,
d
eter
m
in
e
th
eir
p
o
s
itio
n
with
in
th
e
g
e
n
er
al
s
tr
u
ctu
r
e
o
f
h
u
m
an
co
g
n
itiv
e
ab
ilit
ies,
an
d
id
en
tif
y
in
d
icato
r
s
u
s
ed
f
o
r
th
eir
ass
es
s
m
en
t
[
1
8
]
,
[
1
9
]
.
AS
ar
e
u
n
d
er
s
to
o
d
as
co
g
n
itiv
e
ab
ilit
ies
th
at
en
ab
le
a
ch
ild
to
p
lan
,
o
r
g
a
n
ize,
an
d
ex
ec
u
te
s
eq
u
e
n
ce
s
o
f
ac
tio
n
s
aim
ed
at
s
o
lv
in
g
p
r
o
b
lem
s
a
n
d
ac
h
ie
v
in
g
m
ea
n
in
g
f
u
l
r
esu
lt
s
[
2
0
]
.
T
h
ese
s
k
ills
ar
e
clo
s
ely
r
elate
d
to
lear
n
in
g
ab
ilit
ies,
wh
ich
r
ef
lect
th
e
ca
p
ac
ity
to
ac
q
u
ir
e
an
d
ap
p
l
y
k
n
o
wled
g
e,
m
aster
n
ew
m
eth
o
d
s
o
f
ac
tio
n
,
a
n
d
f
u
n
ctio
n
e
f
f
ec
tiv
ely
in
n
o
v
e
l
s
itu
atio
n
s
.
C
r
ea
tiv
e
th
in
k
in
g
,
wh
ich
u
n
d
er
lies
alg
o
r
ith
m
ic
ac
tiv
ity
,
is
ch
a
r
ac
ter
ized
b
y
c
o
n
tr
o
l a
n
d
al
g
o
r
ith
m
city
,
th
at
is
,
b
y
a
d
h
er
e
n
ce
to
r
u
les [
2
1
]
.
I
n
ea
r
lier
p
s
y
ch
o
lo
g
ical
an
d
p
ed
ag
o
g
ical
liter
atu
r
e,
th
e
ter
m
s
“sk
ill”
an
d
“a
lg
o
r
ith
m
”
wer
e
tr
ea
ted
s
ep
ar
ately
[
2
2
]
.
Dictio
n
ar
ies
d
ef
in
e
an
alg
o
r
ith
m
as
a
m
eth
o
d
f
o
r
s
o
lv
in
g
a
p
ar
ticu
lar
p
r
o
b
lem
wh
ich
,
wh
en
f
o
llo
wed
co
r
r
ec
tly
,
g
u
ar
an
tee
s
o
b
tain
in
g
a
s
o
lu
tio
n
[
2
3
]
,
[
2
4
]
.
I
n
p
e
d
ag
o
g
y
a
n
d
p
s
y
c
h
o
lo
g
y
,
th
e
co
n
ce
p
t
is
in
ter
p
r
eted
m
o
r
e
f
lex
ib
ly
:
a
n
alg
o
r
ith
m
is
r
eg
ar
d
e
d
as
a
s
tr
u
ctu
r
ed
s
y
s
tem
o
f
o
p
er
at
io
n
s
p
er
f
o
r
m
ed
in
ac
co
r
d
an
ce
with
s
p
ec
if
ic
r
u
l
es
to
s
o
lv
e
a
p
r
o
b
lem
,
with
em
p
h
asis
p
lace
d
o
n
f
o
r
m
atio
n
,
ac
q
u
is
itio
n
,
an
d
ap
p
licatio
n
r
ath
e
r
th
an
s
tr
ict
m
ath
em
atica
l
f
o
r
m
alis
m
[
2
5
]
,
[
2
6
]
.
AS
wer
e
tr
ad
itio
n
ally
v
iewe
d
as
th
e
ab
ilit
y
to
m
an
ip
u
late
co
m
p
lex
ex
p
r
ess
io
n
s
to
r
ea
ch
s
o
lu
tio
n
s
an
d
wer
e
m
ain
ly
ass
o
ciate
d
with
m
ath
em
atica
l
g
if
ted
n
ess
[
2
7
]
,
[
2
8
]
.
C
o
n
tem
p
o
r
ar
y
r
esear
ch
d
em
o
n
s
tr
ates
a
b
r
o
ad
e
r
u
n
d
er
s
tan
d
in
g
o
f
alg
o
r
ith
m
ic
ab
ilit
ies,
s
h
ap
ed
b
y
ev
o
lv
in
g
e
d
u
ca
tio
n
al
p
a
r
ad
ig
m
s
an
d
th
e
in
teg
r
atio
n
o
f
in
f
o
r
m
atio
n
tech
n
o
lo
g
ies.
Ma
n
y
a
u
th
o
r
s
u
s
e
th
e
ter
m
s
“a
lg
o
r
ith
m
ic
th
in
k
i
n
g
”
an
d
“a
lg
o
r
ith
m
ic
ab
ilit
ies”
in
ter
ch
an
g
ea
b
ly
;
h
o
wev
er
,
th
e
y
s
h
o
u
l
d
b
e
d
is
tin
g
u
is
h
ed
.
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
Mo
d
u
la
r
lea
r
n
in
g
fo
r
p
r
ep
a
r
in
g
p
r
esch
o
o
l te
a
ch
ers
to
d
ev
el
o
p
a
lg
o
r
ith
mic
s
kills
in
… (
Da
r
ig
a
A
z
imb
a
ye
va
)
1541
Alg
o
r
ith
m
ic
a
b
ilit
ies
in
v
o
lv
e
r
ec
o
g
n
izin
g
a
f
in
al
g
o
al
a
n
d
co
n
s
tr
u
ctin
g
o
r
f
o
llo
win
g
a
s
eq
u
en
ce
o
f
s
tep
s
(
an
alg
o
r
ith
m
)
to
ac
h
iev
e
it
[
2
9
]
.
T
h
ese
ab
ilit
ies
in
clu
d
e
o
r
g
an
izin
g
,
s
eq
u
en
cin
g
,
an
d
p
er
f
o
r
m
in
g
ac
tio
n
s
,
as
well
as c
r
ea
tiv
e
alg
o
r
ith
m
izatio
n
an
d
co
d
i
n
g
[
3
0
]
.
2
.
1
.
Alg
o
rit
hm
ic
s
k
ills
in s
enio
r
prescho
o
l a
g
e
T
h
e
p
r
esen
t
r
esear
ch
f
o
cu
s
es
o
n
ch
ild
r
en
ag
e
d
6
–
7
,
a
p
er
io
d
d
u
r
i
n
g
wh
ic
h
co
g
n
itiv
e
f
u
n
ctio
n
s
s
u
ch
as
th
in
k
in
g
,
m
em
o
r
y
,
p
er
ce
p
tio
n
,
an
d
r
e
p
r
esen
tatio
n
b
eg
i
n
to
o
p
er
ate
in
an
in
teg
r
ativ
e
m
an
n
e
r
,
th
e
r
eb
y
o
p
en
in
g
n
ew
d
ev
elo
p
m
e
n
tal
tr
ajec
to
r
ies
[
3
1
]
.
Vis
u
al
-
f
ig
u
r
a
tiv
e
th
in
k
in
g
d
ev
elo
p
s
ac
tiv
ely
an
d
is
s
u
p
p
o
r
ted
b
y
th
e
ab
ilit
y
t
o
d
if
f
er
en
tiate
b
etwe
en
r
ea
l
o
b
jects
an
d
th
eir
m
o
d
els,
as
well
as
b
y
th
e
u
n
d
e
r
s
tan
d
in
g
o
f
s
im
p
le
ca
u
s
al
r
elatio
n
s
h
ip
s
.
R
eg
u
lato
r
y
s
p
ee
ch
f
u
n
ctio
n
s
,
v
o
liti
o
n
al
co
n
tr
o
l,
a
n
d
awa
r
en
ess
o
f
ac
tio
n
s
in
cr
ea
s
e,
en
ab
lin
g
g
o
al
p
lan
n
in
g
,
an
ti
cip
atio
n
o
f
o
u
tc
o
m
es,
an
d
a
n
aly
s
is
o
f
co
n
d
itio
n
s
in
r
elatio
n
to
o
b
jectiv
es.
C
h
ild
r
en
lear
n
to
b
r
ea
k
d
o
w
n
a
g
en
er
al
g
o
al
in
t
o
s
u
b
-
g
o
als
an
d
to
u
n
d
er
s
tan
d
th
eir
in
te
r
r
e
latio
n
s
—
an
ab
ilit
y
th
at
is
u
n
iv
er
s
al,
s
in
ce
s
o
lv
in
g
co
m
p
lex
task
s
r
eq
u
ir
es
a
h
ier
ar
ch
ically
o
r
g
an
ized
g
o
al
s
tr
u
ctu
r
e
an
d
r
ef
lectio
n
o
n
task
co
n
d
itio
n
s
.
Acc
o
r
d
in
g
to
Piag
et
an
d
I
n
h
eld
er
[
3
2
]
,
th
e
em
er
g
en
ce
o
f
s
y
m
b
o
lic
f
u
n
ctio
n
an
d
elem
en
ts
o
f
o
p
er
atio
n
al
in
tellig
en
ce
allo
ws
ch
ild
r
en
to
an
ticip
ate
p
r
ev
io
u
s
ly
u
n
p
e
r
ce
iv
ed
ev
en
ts
.
T
h
ese
d
ev
elo
p
m
en
tal
f
ea
tu
r
es
in
d
icate
th
at
s
en
i
o
r
p
r
esch
o
o
l
ag
e
p
r
o
v
id
es
th
e
c
o
g
n
itiv
e
p
r
er
e
q
u
is
ites
n
ec
ess
ar
y
f
o
r
alg
o
r
it
h
m
ic
ac
tiv
ity
an
d
,
co
n
s
eq
u
en
tly
,
f
o
r
th
e
d
ev
elo
p
m
e
n
t
o
f
AS.
T
o
f
u
r
th
er
s
y
s
tem
atize
th
e
th
eo
r
eti
ca
l
f
r
am
ewo
r
k
a
n
d
h
ig
h
lig
h
t th
e
m
ain
co
m
p
o
n
en
t
s
o
f
alg
o
r
ith
m
ic
a
b
ilit
ies,
T
ab
le
1
p
r
esen
ts
th
e
s
tr
u
ctu
r
e
o
f
A
S.
T
ab
le
1
.
Stru
ctu
r
e
o
f
AS
G
r
o
u
p
C
h
a
r
a
c
t
e
r
i
s
t
i
c
I
n
d
i
c
a
t
o
r
s
A
l
g
o
r
i
t
h
m
i
c
a
c
t
i
v
i
t
y
S
k
i
l
l
s
i
n
c
o
n
s
t
r
u
c
t
i
n
g
a
n
d
a
p
p
l
y
i
n
g
a
l
g
o
r
i
t
h
ms
P
l
a
n
n
i
n
g
;
s
e
q
u
e
n
c
i
n
g
;
g
o
a
l
-
set
t
i
n
g
;
a
l
g
o
r
i
t
h
m
c
r
e
a
t
i
o
n
;
f
o
l
l
o
w
i
n
g
r
u
l
e
s
;
a
p
p
l
y
i
n
g
k
n
o
w
n
a
l
g
o
r
i
t
h
ms;
i
n
f
o
r
mat
i
o
n
e
n
c
o
d
i
n
g
F
e
a
t
u
r
e
s
o
f
me
n
t
a
l
a
c
t
i
v
i
t
y
A
b
i
l
i
t
i
e
s
i
n
t
h
i
n
k
i
n
g
a
n
d
a
n
a
l
y
si
s
R
e
a
s
o
n
i
n
g
;
t
a
s
k
a
n
a
l
y
s
i
s;
c
l
e
a
r
e
x
p
r
e
ssi
o
n
;
f
l
e
x
i
b
l
e
t
h
i
n
k
i
n
g
;
p
r
o
c
e
ss
d
e
c
o
mp
o
s
i
t
i
o
n
;
a
b
st
r
a
c
t
t
h
i
n
k
i
n
g
(
d
i
a
g
r
a
m
s/
m
o
d
e
l
s)
C
r
e
a
t
i
v
e
c
o
mp
o
n
e
n
t
A
b
i
l
i
t
i
e
s
i
n
a
l
g
o
r
i
t
h
m
v
a
r
i
a
b
i
l
i
t
y
a
n
d
o
p
t
i
m
i
z
a
t
i
o
n
A
d
a
p
t
i
n
g
a
l
g
o
r
i
t
h
ms;
c
h
o
o
s
i
n
g
o
p
t
i
ma
l
s
o
l
u
t
i
o
n
s
;
c
r
e
a
t
i
v
e
a
l
g
o
r
i
t
h
mi
z
a
t
i
o
n
;
g
e
n
e
r
a
t
i
n
g
m
u
l
t
i
p
l
e
so
l
u
t
i
o
n
s
2
.
2
.
C
o
m
pu
t
a
t
io
na
l
t
hin
k
ing
a
s
a
f
r
a
m
ewo
r
k
At
th
e
in
ter
n
atio
n
al
lev
el,
th
e
d
ev
elo
p
m
e
n
t
o
f
AS
is
co
n
s
id
er
ed
th
r
o
u
g
h
th
e
len
s
o
f
co
m
p
u
tatio
n
al
th
in
k
in
g
(
CT
)
[
3
3
]
–
[
3
5
]
.
C
T
is
n
o
t
m
er
ely
a
tech
n
ical
o
r
m
ath
em
atica
l
a
b
ilit
y
,
b
u
t
a
u
n
iv
e
r
s
al
s
ty
le
o
f
th
in
k
in
g
ap
p
licab
le
ac
r
o
s
s
ed
u
ca
tio
n
al
d
o
m
ain
s
,
in
cl
u
d
in
g
PE
[
3
6
]
,
[
3
7
]
.
R
esear
ch
s
h
o
w
s
th
at
ch
ild
r
en
ag
ed
5
–
7
ca
n
en
g
a
g
e
in
ea
r
ly
C
T
p
r
ac
tices
with
o
u
t
co
m
p
u
ter
s
,
u
s
in
g
g
am
es,
m
a
n
ip
u
lativ
es,
v
is
u
al
m
o
d
els,
an
d
ca
r
d
-
b
ased
ac
tiv
ities
(
“u
n
p
lu
g
g
ed
C
T
”)
[
3
8
]
,
[
3
9
]
.
T
h
e
k
ey
co
m
p
o
n
en
ts
o
f
C
T
ca
n
b
e
o
p
er
atio
n
alize
d
f
o
r
ea
r
ly
ch
ild
h
o
o
d
e
d
u
ca
tio
n
.
T
a
b
le
2
s
u
m
m
ar
izes e
ac
h
c
o
m
p
o
n
en
t a
n
d
its
co
r
r
esp
o
n
d
in
g
d
ef
in
itio
n
.
I
n
th
e
p
r
esen
t
s
tu
d
y
,
C
T
is
c
o
n
s
id
er
ed
a
b
r
o
a
d
er
co
g
n
itiv
e
f
r
am
ewo
r
k
with
in
wh
ich
AS
ar
e
s
itu
ated
.
W
h
ile
C
T
en
co
m
p
ass
es
s
ev
er
al
in
ter
r
elate
d
c
o
m
p
o
n
en
ts
s
u
ch
as
d
ec
o
m
p
o
s
itio
n
,
a
b
s
tr
ac
tio
n
,
p
atter
n
r
ec
o
g
n
itio
n
,
an
d
d
eb
u
g
g
i
n
g
,
AS
r
ep
r
esen
t
th
e
o
p
er
atio
n
al
an
d
ac
tio
n
-
o
r
ien
ted
d
im
en
s
io
n
o
f
C
T
,
s
p
ec
if
ically
r
elate
d
to
co
n
s
tr
u
ctin
g
,
o
r
g
a
n
izin
g
,
an
d
ex
ec
u
tin
g
s
tep
-
by
-
s
tep
p
r
o
ce
d
u
r
es.
T
h
u
s
,
AS
ar
e
co
n
ce
p
tu
alize
d
as
a
s
tr
u
ctu
r
ed
s
u
b
s
et
o
f
C
T
th
at
r
ef
lects
its
p
r
o
ce
d
u
r
al
an
d
g
o
al
-
d
ir
ec
ted
asp
ec
ts
in
ea
r
ly
ch
ild
h
o
o
d
e
d
u
ca
tio
n
.
T
h
is
d
is
tin
ctio
n
allo
ws
u
s
to
tr
ea
t
C
T
as
a
th
eo
r
etica
l
u
m
b
r
ella
co
n
s
tr
u
ct
an
d
AS
as
its
d
ev
elo
p
m
en
tally
ap
p
r
o
p
r
iate
an
d
m
ea
s
u
r
ab
le
m
an
if
estatio
n
in
s
en
io
r
p
r
esch
o
o
l a
g
e.
2
.
3
.
M
o
du
la
r
lea
rning
in t
he
co
nte
x
t
o
f
co
m
pu
t
a
t
io
na
l t
hi
nk
ing
ML
is
an
ed
u
ca
tio
n
al
s
tr
ateg
y
th
at
alig
n
s
clo
s
ely
with
C
T
p
r
in
cip
les.
ML
d
iv
id
es
lear
n
i
n
g
co
n
ten
t
in
to
in
d
ep
e
n
d
en
t,
lo
g
ically
s
tr
u
ctu
r
ed
m
o
d
u
les,
ea
ch
c
o
n
tain
in
g
th
eo
r
y
,
p
r
ac
tice,
a
n
d
r
e
f
lectio
n
.
I
n
a
d
d
itio
n
t
o
th
e
co
r
e
C
T
co
m
p
o
n
en
ts
,
e
f
f
ec
tiv
e
d
ev
elo
p
m
en
t
o
f
C
T
a
b
ilit
ies
in
p
r
esch
o
o
l
ch
ild
r
e
n
ca
n
b
e
s
u
p
p
o
r
ted
th
r
o
u
g
h
s
p
ec
if
ic
p
ed
a
g
o
g
ical
s
tr
ateg
ies.
W
ith
in
th
is
f
r
am
e
wo
r
k
,
ML
is
v
iewe
d
as
a
p
ed
ag
o
g
ical
m
ec
h
an
is
m
th
at
s
u
p
p
o
r
ts
th
e
s
tr
u
ctu
r
ed
d
e
v
elo
p
m
en
t
o
f
C
T
th
r
o
u
g
h
th
e
g
r
ad
u
al
f
o
r
m
atio
n
o
f
AS.
B
y
o
r
g
an
izin
g
co
n
ten
t
in
to
lo
g
ically
s
eq
u
en
ce
d
m
o
d
u
les,
ML
p
r
o
v
id
es
co
n
d
itio
n
s
f
o
r
p
r
ac
ticin
g
d
ec
o
m
p
o
s
itio
n
,
s
eq
u
en
cin
g
,
an
d
a
l
g
o
r
i
t
h
m
i
c
d
es
i
g
n
i
n
a
n
a
g
e
-
ap
p
r
o
p
r
i
a
t
e
f
o
r
m
a
t
.
T
a
b
l
e
3
p
r
e
s
e
n
t
s
t
h
es
e
s
t
r
a
t
e
g
i
e
s
a
l
o
n
g
w
i
t
h
th
eir
d
escr
ip
tio
n
s
.
T
ab
le
2
.
Key
c
o
m
p
o
n
en
ts
o
f
C
T
C
T
c
o
m
p
o
n
e
n
t
D
e
scri
p
t
i
o
n
D
e
c
o
m
p
o
si
t
i
o
n
B
r
e
a
k
i
n
g
a
t
a
sk
i
n
t
o
sm
a
l
l
e
r
,
ma
n
a
g
e
a
b
l
e
p
a
r
t
s
S
e
q
u
e
n
c
i
n
g
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
26
:
1
5
3
9
-
1
5
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0
1542
T
ab
le
3
.
Ped
ag
o
g
ical
s
tr
ateg
ie
s
f
o
r
d
ev
el
o
p
in
g
C
T
in
p
r
esch
o
o
l c
h
ild
r
e
n
S
t
r
a
t
e
g
y
D
e
scri
p
t
i
o
n
S
t
e
p
w
i
se
d
e
v
e
l
o
p
me
n
t
P
r
o
g
r
e
ss
i
v
e
f
o
r
ma
t
i
o
n
o
f
C
T
a
b
i
l
i
t
i
e
s
f
r
o
m si
m
p
l
e
t
o
c
o
m
p
l
e
x
H
a
n
d
s
-
o
n
p
r
a
c
t
i
c
e
O
p
p
o
r
t
u
n
i
t
i
e
s
f
o
r
m
a
n
i
p
u
l
a
t
i
v
e
s
,
g
a
m
e
s,
a
n
d
s
i
m
u
l
a
t
i
o
n
s
D
e
b
u
g
g
i
n
g
e
x
p
e
r
i
e
n
c
e
s
C
h
i
l
d
r
e
n
d
e
t
e
c
t
a
n
d
c
o
r
r
e
c
t
mi
s
t
a
k
e
s
i
n
t
h
e
i
r
s
e
q
u
e
n
c
e
s
o
f
a
c
t
i
o
n
s
A
u
t
o
n
o
m
y
a
n
d
r
e
c
o
n
s
t
r
u
c
t
i
o
n
o
f
k
n
o
w
l
e
d
g
e
Le
a
r
n
e
r
s re
o
r
g
a
n
i
z
e
t
h
e
i
r
k
n
o
w
l
e
d
g
e
a
n
d
t
r
a
n
sf
e
r
i
t
a
c
r
o
ss
c
o
n
t
e
x
t
s
Te
a
c
h
e
r
f
a
c
i
l
i
t
a
t
i
o
n
Ed
u
c
a
t
o
r
s g
u
i
d
e
C
T
d
e
v
e
l
o
p
m
e
n
t
,
p
r
o
v
i
d
e
f
o
r
ma
t
i
v
e
a
ss
e
ssm
e
n
t
,
a
n
d
m
o
d
e
l
r
e
f
l
e
c
t
i
v
e
p
r
a
c
t
i
c
e
3.
M
E
T
H
O
D
3
.
1
.
Study
des
ig
n
T
h
e
s
tu
d
y
em
p
l
o
y
ed
a
q
u
a
n
titativ
e
ap
p
r
o
ac
h
u
s
in
g
an
ex
p
er
im
en
tal
d
esig
n
[
4
0
]
.
A
p
r
e
-
test
–
in
ter
v
en
tio
n
–
p
o
s
t
-
test
(
p
r
e
-
test
/p
o
s
t
-
test
)
d
esig
n
was
im
p
lem
en
ted
.
T
h
e
ex
p
er
im
en
tal
g
r
o
u
p
(
E
G)
co
n
s
is
ted
o
f
s
tu
d
en
ts
p
ar
ticip
atin
g
in
th
e
ML
p
r
o
g
r
am
,
wh
ile
th
e
co
n
t
r
o
l
g
r
o
u
p
(
C
G)
in
clu
d
ed
s
tu
d
en
ts
f
o
llo
win
g
th
e
tr
ad
itio
n
al
cu
r
r
ic
u
lu
m
.
3
.
2
.
Sa
m
pli
ng
A
to
tal
o
f
3
2
0
s
tu
d
en
ts
w
er
e
s
elec
ted
f
r
o
m
Ab
ai
Ka
za
k
h
Natio
n
al
Ped
ag
o
g
ical
Un
iv
er
s
ity
.
T
h
e
p
a
r
ticip
an
ts
wer
e
e
n
r
o
lle
d
in
f
o
u
r
p
r
o
g
r
am
s
r
elate
d
t
o
p
r
esch
o
o
l
a
n
d
s
o
cial
p
ed
a
g
o
g
y
,
as
d
etailed
in
T
ab
le
4
.
Of
th
ese,
1
6
0
s
tu
d
e
n
ts
wer
e
ass
ig
n
ed
to
th
e
E
G
an
d
1
6
0
s
tu
d
en
ts
to
th
e
C
G.
T
h
e
ass
ig
n
m
en
t
p
r
o
ce
d
u
r
e
was
r
an
d
o
m
ized
with
in
ea
ch
p
r
o
g
r
am
to
en
s
u
r
e
a
b
alan
ce
d
d
is
tr
ib
u
tio
n
o
f
p
ar
ticip
an
ts
ac
r
o
s
s
g
r
o
u
p
s
.
T
h
is
m
eth
o
d
m
in
im
i
ze
d
p
o
te
n
tial
b
ias
an
d
en
s
u
r
ed
co
m
p
ar
ab
le
g
r
o
u
p
co
m
p
o
s
itio
n
in
ter
m
s
o
f
p
r
o
g
r
a
m
r
e
p
r
esen
tatio
n
an
d
a
g
e.
All
p
a
r
ticip
an
ts
wer
e
f
e
m
ale,
r
ef
lectin
g
th
e
p
r
ed
o
m
in
an
ce
o
f
wo
m
en
in
th
e
PE
p
r
o
f
ess
io
n
in
Kaz
ak
h
s
tan
.
T
o
ac
co
u
n
t
f
o
r
p
o
ten
tial
c
o
n
f
o
u
n
d
in
g
v
a
r
iab
les,
d
escr
ip
tiv
e
d
ata
wer
e
c
o
llected
o
n
p
ar
ticip
a
n
ts
’
ag
e,
p
r
o
g
r
a
m
o
f
s
tu
d
y
,
a
n
d
p
r
io
r
p
r
o
f
ess
io
n
al
ex
p
e
r
ien
ce
.
Alth
o
u
g
h
g
e
n
d
er
was
u
n
if
o
r
m
,
o
th
er
ex
ter
n
al
f
ac
to
r
s
s
u
ch
a
s
p
r
ev
io
u
s
p
e
d
ag
o
g
ical
ex
p
e
r
ien
ce
,
co
u
r
s
e
wo
r
k
lo
a
d
,
a
n
d
p
r
o
g
r
am
-
s
p
ec
if
ic
d
if
f
er
en
ce
s
wer
e
r
ec
o
r
d
e
d
to
a
llo
w
co
n
tr
o
lled
a
n
aly
s
is
o
f
th
e
ef
f
ec
ts
o
f
ML
.
T
ab
le
4
.
Par
ticip
an
t c
h
ar
ac
ter
i
s
tics
C
a
t
e
g
o
r
y
EG
(
n
)
EG
(
%)
C
G
(
n
)
C
G
(
%)
A
g
e
18
–
2
2
y
e
a
r
s
90
5
6
.
2
5
88
55
23
–
2
7
y
e
a
r
s
45
2
8
.
1
3
47
2
9
.
3
8
28
–
3
2
y
e
a
r
s
15
9
.
3
8
15
9
.
3
8
3
3
+
y
e
a
r
s
10
6
.
2
4
10
6
.
2
4
To
t
a
l
1
6
0
1
0
0
1
6
0
1
0
0
G
e
n
d
e
r
F
e
mal
e
1
6
0
1
0
0
1
6
0
1
0
0
M
a
l
e
0
0
0
0
To
t
a
l
1
6
0
1
0
0
1
6
0
1
0
0
P
r
o
g
r
a
m
/
c
o
u
r
se
P
E
a
n
d
u
p
b
r
i
n
g
i
n
g
60
3
7
.
5
60
3
7
.
5
PE
50
3
1
.
2
5
50
3
1
.
2
5
S
o
c
i
a
l
p
e
d
a
g
o
g
y
a
n
d
se
l
f
-
c
o
g
n
i
t
i
o
n
35
2
1
.
8
8
35
2
1
.
8
8
S
o
c
i
a
l
p
e
d
a
g
o
g
y
15
9
.
3
7
15
9
.
3
7
To
t
a
l
1
6
0
1
0
0
1
6
0
1
0
0
3
.
3
.
P
r
o
ce
du
re
T
h
e
ML
p
r
o
g
r
am
f
o
llo
ws
a
s
tr
u
ctu
r
ed
ap
p
r
o
ac
h
t
h
at
in
teg
r
ates
th
eo
r
etica
l
k
n
o
wled
g
e,
h
an
d
s
-
o
n
ac
tiv
ities
,
an
d
r
ef
lectiv
e
p
r
ac
tice.
T
r
ain
in
g
was
im
p
lem
e
n
ted
o
v
er
a
1
2
-
wee
k
p
e
r
io
d
,
with
wee
k
ly
2
-
h
o
u
r
s
ess
io
n
s
,
b
alan
cin
g
th
eo
r
etica
l
in
s
tr
u
ctio
n
with
p
r
ac
tical
ap
p
l
icatio
n
.
E
G
p
a
r
ticip
an
ts
en
g
ag
ed
in
b
o
th
f
ac
e
-
to
-
f
ac
e
in
s
tr
u
ctio
n
an
d
p
r
ac
tical
wo
r
k
s
h
o
p
s
,
wh
ile
C
G
p
ar
ticip
an
ts
r
ec
eiv
ed
s
tan
d
ar
d
cu
r
r
ic
u
lu
m
in
s
tr
u
ctio
n
.
T
h
e
m
eth
o
d
s
ch
o
s
en
f
o
r
ML
ar
e
e
x
p
licitly
alig
n
ed
with
C
T
p
r
i
n
cip
les,
wh
ich
u
n
d
er
p
in
th
e
d
ev
elo
p
m
en
t
o
f
AS.
L
ec
tu
r
es
an
d
s
em
in
ar
s
p
r
o
v
id
ed
th
eo
r
etica
l
f
o
u
n
d
atio
n
s
an
d
s
u
p
p
o
r
ted
ab
s
tr
ac
tio
n
a
n
d
p
atter
n
r
ec
o
g
n
itio
n
.
Pra
ctica
l
ex
er
cises
an
d
s
im
u
latio
n
s
allo
wed
p
ar
ticip
an
ts
to
d
esig
n
an
d
im
p
lem
en
t
al
g
o
r
ith
m
s
,
f
o
s
ter
in
g
d
ec
o
m
p
o
s
itio
n
,
s
eq
u
en
cin
g
,
a
n
d
alg
o
r
ith
m
ic
d
esig
n
.
Mic
r
o
-
p
r
o
jects
an
d
r
o
le
-
p
lay
in
g
a
ctiv
ities
en
co
u
r
ag
ed
d
eb
u
g
g
in
g
an
d
cr
ea
tiv
e
p
r
o
b
l
em
-
s
o
lv
in
g
in
r
ea
l
-
wo
r
ld
co
n
t
ex
ts
.
T
ab
le
5
p
r
esen
ts
th
e
wee
k
ly
s
tr
u
ctu
r
e
o
f
t
h
e
in
ter
v
en
tio
n
p
lan
,
in
d
icatin
g
t
h
e
to
p
ics co
v
e
r
ed
an
d
th
e
teac
h
in
g
m
eth
o
d
s
ap
p
lied
ea
ch
we
ek
.
T
o
co
n
tr
o
l
f
o
r
in
s
tr
u
cto
r
-
r
elat
ed
ef
f
ec
ts
,
th
e
s
am
e
teac
h
in
g
t
ea
m
was
in
v
o
lv
ed
in
d
eliv
er
in
g
b
o
th
th
e
ML
p
r
o
g
r
am
an
d
t
h
e
tr
ad
itio
n
al
cu
r
r
icu
lu
m
.
I
n
s
tr
u
ct
o
r
s
f
o
llo
wed
p
r
ed
ef
i
n
ed
in
s
tr
u
ctio
n
al
p
lan
s
to
en
s
u
r
e
co
n
s
is
ten
cy
ac
r
o
s
s
g
r
o
u
p
s
.
T
o
m
o
n
it
o
r
im
p
lem
en
tatio
n
f
id
el
ity
,
wee
k
ly
r
ef
lectiv
e
lo
g
s
an
d
s
ess
io
n
ch
ec
k
lis
ts
wer
e
co
m
p
leted
b
y
in
s
tr
u
cto
r
s
an
d
r
ev
iewe
d
b
y
th
e
r
ese
ar
ch
team
.
Ad
d
itio
n
ally
,
ex
p
er
im
en
tal
an
d
C
G
atten
d
ed
class
es
s
ep
ar
ately
an
d
wer
e
s
ch
ed
u
le
d
at
d
if
f
er
e
n
t
tim
es
to
m
in
im
ize
in
ter
ac
tio
n
an
d
p
o
ten
tial
co
n
tam
in
atio
n
b
etwe
en
p
a
r
ticip
an
ts
.
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
Mo
d
u
la
r
lea
r
n
in
g
fo
r
p
r
ep
a
r
in
g
p
r
esch
o
o
l te
a
ch
ers
to
d
ev
el
o
p
a
lg
o
r
ith
mic
s
kills
in
… (
Da
r
ig
a
A
z
imb
a
ye
va
)
1543
T
ab
le
5
.
W
ee
k
ly
in
ter
v
en
tio
n
p
lan
an
d
in
s
tr
u
ctio
n
al
m
eth
o
d
s
W
e
e
k
M
o
d
u
l
e
/
t
o
p
i
c
M
e
t
h
o
d
s a
n
d
f
o
r
ms o
f
w
o
r
k
1
I
n
t
r
o
d
u
c
t
i
o
n
t
o
a
l
g
o
r
i
t
h
mi
c
c
u
l
t
u
r
e
Le
c
t
u
r
e
,
s
e
mi
n
a
r
,
g
u
i
d
e
d
d
i
sc
u
ssi
o
n
2
P
r
i
n
c
i
p
l
e
s
o
f
a
l
g
o
r
i
t
h
m
i
c
t
h
i
n
k
i
n
g
i
n
p
r
e
sch
o
o
l
e
r
s
Le
c
t
u
r
e
,
g
r
o
u
p
d
i
sc
u
ss
i
o
n
,
c
a
se
s
t
u
d
i
e
s
3
S
t
e
p
-
by
-
st
e
p
p
l
a
n
n
i
n
g
a
n
d
s
e
q
u
e
n
c
i
n
g
Le
c
t
u
r
e
,
p
r
a
c
t
i
c
a
l
e
x
e
r
c
i
s
e
s,
m
i
c
r
o
-
t
a
s
k
s
4
V
i
su
a
l
t
o
o
l
s a
n
d
m
a
t
e
r
i
a
l
s fo
r
a
l
g
o
r
i
t
h
mi
c
t
a
s
k
s
S
e
mi
n
a
r
,
h
a
n
d
s
-
o
n
e
x
e
r
c
i
ses,
d
e
m
o
n
s
t
r
a
t
i
o
n
s
5
G
a
me
-
b
a
se
d
l
e
a
r
n
i
n
g
f
o
r
A
S
P
r
a
c
t
i
c
a
l
s
e
ssi
o
n
s,
r
o
l
e
-
p
l
a
y
i
n
g
,
s
i
mu
l
a
t
i
o
n
s
6
M
i
c
r
o
-
p
r
o
j
e
c
t
p
l
a
n
n
i
n
g
P
r
o
j
e
c
t
-
b
a
se
d
l
e
a
r
n
i
n
g
,
c
o
l
l
a
b
o
r
a
t
i
v
e
w
o
r
k
7
I
mp
l
e
me
n
t
a
t
i
o
n
o
f
a
l
g
o
r
i
t
h
mi
c
l
e
ss
o
n
s (sim
u
l
a
t
i
o
n
s)
P
r
a
c
t
i
c
a
l
s
e
ssi
o
n
s,
s
u
p
e
r
v
i
se
d
t
e
a
c
h
i
n
g
8
I
n
t
e
r
a
c
t
i
o
n
st
r
a
t
e
g
i
e
s wi
t
h
c
h
i
l
d
r
e
n
P
r
a
c
t
i
c
a
l
s
e
ssi
o
n
s,
g
r
o
u
p
d
i
s
c
u
ss
i
o
n
,
p
e
e
r
f
e
e
d
b
a
c
k
9
A
d
v
a
n
c
e
d
a
l
g
o
r
i
t
h
mi
c
e
x
e
r
c
i
s
e
s
P
r
a
c
t
i
c
a
l
a
p
p
l
i
c
a
t
i
o
n
,
mi
c
r
o
-
p
r
o
j
e
c
t
s,
p
r
o
b
l
e
m
-
so
l
v
i
n
g
10
R
e
f
l
e
c
t
i
o
n
a
n
d
se
l
f
-
a
ssessm
e
n
t
R
e
f
l
e
c
t
i
v
e
j
o
u
r
n
a
l
s,
p
e
e
r
d
i
sc
u
ss
i
o
n
,
men
t
o
r
f
e
e
d
b
a
c
k
11
C
o
n
s
o
l
i
d
a
t
i
o
n
o
f
s
k
i
l
l
s
P
r
a
c
t
i
c
a
l
e
x
e
r
c
i
s
e
s,
si
m
u
l
a
t
e
d
l
e
s
so
n
s
12
S
u
mm
a
t
i
v
e
e
v
a
l
u
a
t
i
o
n
a
n
d
f
e
e
d
b
a
c
k
G
r
o
u
p
d
i
s
c
u
ss
i
o
n
,
f
i
n
a
l
e
x
e
r
c
i
s
e
s,
p
o
r
t
f
o
l
i
o
r
e
v
i
e
w
3
.
3
.
1
.
E
t
hica
l c
o
ns
idera
t
io
ns
T
h
e
s
tu
d
y
ad
h
e
r
ed
to
eth
ical
s
tan
d
ar
d
s
f
o
r
r
esear
ch
i
n
v
o
lv
i
n
g
h
u
m
a
n
p
ar
ticip
a
n
ts
.
All
p
ar
ticip
an
ts
wer
e
in
f
o
r
m
e
d
ab
o
u
t
th
e
o
b
j
ec
tiv
es
an
d
p
r
o
ce
d
u
r
es,
ass
u
r
ed
o
f
an
o
n
y
m
ity
,
a
n
d
in
f
o
r
m
ed
o
f
th
eir
r
ig
h
t
to
v
o
lu
n
tar
y
p
ar
ticip
atio
n
.
Par
ti
cip
an
ts
co
u
ld
with
d
r
aw
at
an
y
tim
e
with
o
u
t
co
n
s
eq
u
en
ce
s
.
Data
wer
e
s
to
r
ed
s
ec
u
r
ely
an
d
u
s
ed
ex
clu
s
iv
ely
f
o
r
ac
ad
em
ic
p
u
r
p
o
s
es,
with
ac
ce
s
s
r
estric
ted
to
th
e
r
esear
ch
team
.
T
h
e
s
tu
d
y
in
v
o
lv
ed
n
o
p
r
o
ce
d
u
r
es
t
h
at
c
o
u
ld
ca
u
s
e
h
ar
m
a
n
d
r
ec
eiv
ed
ap
p
r
o
v
al
f
r
o
m
t
h
e
Un
iv
er
s
ity
E
th
ics
C
o
m
m
ittee.
T
h
ese
p
r
o
ce
d
u
r
es
e
n
s
u
r
ed
co
m
p
lian
ce
with
i
n
ter
n
atio
n
al
et
h
ical
s
tan
d
ar
d
s
f
o
r
ed
u
ca
tio
n
a
l
r
esear
ch
in
v
o
lv
in
g
h
u
m
an
p
ar
ticip
an
ts
.
3
.
4
.
I
ns
t
rum
ent
s
T
h
e
in
s
tr
u
m
e
n
ts
wer
e
d
ev
elo
p
ed
b
y
th
e
r
esear
ch
team
to
a
s
s
es
s
f
u
tu
r
e
ed
u
ca
to
r
s
’
c
o
m
p
e
ten
cies
in
f
o
s
ter
in
g
AS
in
p
r
esch
o
o
l
ch
i
ld
r
en
b
e
f
o
r
e
a
n
d
af
ter
p
ar
tici
p
atio
n
in
th
e
ML
p
r
o
g
r
am
.
C
o
n
ten
t
v
alid
ity
was
estab
lis
h
ed
th
r
o
u
g
h
e
x
p
er
t
r
e
v
iew
b
y
th
r
ee
s
p
ec
ialis
ts
in
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
,
w
h
o
co
n
f
ir
m
ed
th
e
r
elev
an
ce
,
clar
ity
,
an
d
alig
n
m
en
t
o
f
item
s
with
k
ey
p
r
o
f
ess
io
n
al
s
tan
d
ar
d
s
(
p
lan
n
in
g
an
d
im
p
lem
en
tatio
n
o
f
alg
o
r
ith
m
ic
ac
tiv
ities
,
s
eq
u
e
n
cin
g
,
d
eb
u
g
g
in
g
,
a
n
d
p
r
o
b
lem
-
s
o
lv
in
g
s
u
p
p
o
r
t)
.
A
p
il
o
t
s
tu
d
y
in
v
o
l
v
in
g
3
0
s
tu
d
en
ts
was
co
n
d
u
cted
to
r
ef
in
e
item
clar
ity
an
d
s
co
r
in
g
p
r
o
ce
d
u
r
es.
T
h
e
s
am
e
p
ilo
t
d
ata
wer
e
u
s
ed
t
o
ad
ju
s
t
th
e
an
aly
tic
r
u
b
r
ic
an
d
ex
am
in
e
p
r
elim
in
ar
y
item
-
le
v
el
ch
ar
ac
ter
is
tics
.
An
aly
s
es
in
d
icate
d
m
o
d
er
ate
v
ar
iab
ilit
y
in
item
d
if
f
icu
lty
an
d
ac
ce
p
ta
b
le
d
is
cr
im
in
atio
n
ca
p
ac
ity
,
s
u
g
g
esti
n
g
t
h
e
in
s
t
r
u
m
en
t’
s
s
u
itab
ilit
y
f
o
r
d
etec
tin
g
p
er
f
o
r
m
an
ce
d
i
f
f
er
en
ce
s
wh
ile
r
ed
u
cin
g
th
e
r
is
k
o
f
ce
ilin
g
ef
f
ec
ts
.
T
h
e
teac
h
er
co
m
p
eten
c
y
test
(
T
C
T
)
em
p
lo
y
e
d
a
0
–
3
a
n
aly
tic
s
co
r
in
g
r
u
b
r
ic
to
d
if
f
er
e
n
t
iate
lev
els
o
f
p
ed
a
g
o
g
ical
r
ea
s
o
n
in
g
.
A
s
co
r
e
o
f
0
in
d
icate
d
an
in
c
o
r
r
ec
t o
r
ir
r
e
lev
an
t r
esp
o
n
s
e;
1
r
ef
lecte
d
a
p
ar
tially
co
r
r
ec
t a
n
s
wer
with
lim
ited
ju
s
tific
atio
n
;
2
r
ep
r
esen
ted
a
n
ap
p
r
o
p
r
iate
r
esp
o
n
s
e
with
ad
eq
u
ate
j
u
s
tific
atio
n
b
u
t
m
in
o
r
o
m
is
s
io
n
s
;
an
d
3
d
em
o
n
s
tr
ated
co
m
p
r
eh
e
n
s
iv
e
u
n
d
e
r
s
tan
d
in
g
an
d
co
n
tex
t
u
ally
ap
p
r
o
p
r
iate
p
ed
ag
o
g
ical
d
ec
is
io
n
-
m
ak
in
g
alig
n
ed
with
C
T
p
r
in
cip
les.
Data
co
llectio
n
w
as
co
n
d
u
cted
u
n
d
er
s
tan
d
ar
d
i
ze
d
co
n
d
itio
n
s
,
an
d
an
o
n
y
m
o
u
s
id
en
tifie
r
s
wer
e
u
s
ed
to
m
atch
p
r
e
-
an
d
p
o
s
t
-
t
est
r
esu
lts
.
I
n
s
tr
u
m
en
ts
an
d
m
ea
s
u
r
es
u
s
ed
to
ev
alu
ate
th
e
ef
f
ec
ts
o
f
ML
ar
e
s
u
m
m
ar
ized
in
T
a
b
le
6
.
T
ab
le
6
.
T
o
o
ls
an
d
m
ea
s
u
r
es f
o
r
ev
alu
atin
g
th
e
ef
f
ec
ts
o
f
ML
I
n
st
r
u
me
n
t
D
e
scri
p
t
i
o
n
S
c
o
r
i
n
g
/
m
e
a
s
u
r
e
me
n
t
TC
T
(
A
p
p
e
n
d
i
x
A
)
A
ssesse
s
a
p
p
l
i
e
d
k
n
o
w
l
e
d
g
e
o
f
a
l
g
o
r
i
t
h
mi
c
c
u
l
t
u
r
e
a
n
d
p
e
d
a
g
o
g
i
c
a
l
d
e
c
i
s
i
o
n
-
mak
i
n
g
i
n
p
r
e
sc
h
o
o
l
se
t
t
i
n
g
s.
T
h
e
TC
T
i
n
c
l
u
d
e
s
1
0
s
c
e
n
a
r
i
o
-
b
a
se
d
i
t
e
ms
,
e
a
c
h
sco
r
e
d
0
–
3
p
o
i
n
t
s
b
a
s
e
d
o
n
t
h
e
a
p
p
r
o
p
r
i
a
t
e
n
e
ss
a
n
d
p
e
d
a
g
o
g
i
c
a
l
q
u
a
l
i
t
y
o
f
t
h
e
sel
e
c
t
e
d
r
e
s
p
o
n
se
.
T
h
i
s
a
n
a
l
y
t
i
c
s
c
o
r
i
n
g
a
p
p
r
o
a
c
h
r
e
f
l
e
c
t
s
t
h
e
c
o
m
p
e
t
e
n
c
e
-
b
a
s
e
d
n
a
t
u
r
e
o
f
t
h
e
i
n
st
r
u
me
n
t
a
n
d
a
l
i
g
n
s
w
i
t
h
i
t
s
f
o
c
u
s
o
n
a
p
p
l
i
e
d
d
e
c
i
s
i
o
n
-
mak
i
n
g
r
a
t
h
e
r
t
h
a
n
f
a
c
t
u
a
l
r
e
c
a
l
l
.
0
–
3
0
p
o
i
n
t
s
t
o
t
a
l
;
h
i
g
h
e
r
sco
r
e
s
i
n
d
i
c
a
t
e
st
r
o
n
g
e
r
a
p
p
l
i
e
d
c
o
m
p
e
t
e
n
c
y
S
e
l
f
-
a
ssess
me
n
t
q
u
e
st
i
o
n
n
a
i
r
e
(
S
A
Q
)
(
A
p
p
e
n
d
i
x
B
)
Ev
a
l
u
a
t
e
s
st
u
d
e
n
t
s’
c
o
n
f
i
d
e
n
c
e
i
n
a
p
p
l
y
i
n
g
a
l
g
o
r
i
t
h
m
i
c
t
e
a
c
h
i
n
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T
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o
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ased
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s
tr
ated
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’
s
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8
7
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2
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5
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,
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lecti
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tial
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p
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t
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m
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.
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24
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in
e
th
e
ef
f
e
ct
o
f
t
h
e
in
ter
v
en
tio
n
wh
ile
ac
co
u
n
tin
g
f
o
r
p
o
te
n
tial
co
n
f
o
u
n
d
in
g
v
ar
iab
les,
an
ANCOVA
was
co
n
d
u
cte
d
,
c
o
n
tr
o
llin
g
f
o
r
p
r
e
-
test
s
co
r
es,
ag
e,
an
d
p
r
o
g
r
a
m
.
Af
ter
co
n
t
r
o
llin
g
f
o
r
p
r
e
-
test
s
co
r
es,
ag
e,
an
d
p
r
o
g
r
am
,
th
e
in
ter
v
e
n
tio
n
ef
f
ec
t
r
em
ain
ed
h
ig
h
ly
s
ig
n
if
ican
t
(
F=3
1
2
.
4
,
p
<
0
.
0
0
1
,
η
²=
0
.
5
0
)
,
c
o
n
f
ir
m
in
g
th
at
im
p
r
o
v
em
e
n
ts
in
th
e
E
G
wer
e
d
u
e
to
th
e
ML
in
te
r
v
en
tio
n
r
ath
er
th
an
in
itial
d
if
f
er
en
ce
s
o
r
d
em
o
g
r
a
p
h
ic
f
a
cto
r
s
.
T
ab
le
1
0
p
r
esen
ts
th
e
A
NC
OVA
r
esu
lt
s
.
T
ab
le
1
0
.
ANCOVA
r
esu
lts
co
n
tr
o
llin
g
f
o
r
p
r
e
-
test
s
co
r
e,
a
g
e,
an
d
p
r
o
g
r
am
S
o
u
r
c
e
F
df
p
P
a
r
t
i
a
l
η²
G
r
o
u
p
(
EG
v
s
C
G
)
3
1
2
.
4
1
,
3
1
5
<
0
.
0
0
1
0
.
5
0
Pre
-
t
e
st
sc
o
r
e
4
2
.
1
1
,
3
1
5
<
0
.
0
0
1
0
.
1
2
A
g
e
3
.
8
1
,
3
1
5
0
.
0
5
0
.
0
1
P
r
o
g
r
a
m
7
.
5
3
,
3
1
5
<
0
.
0
0
1
0
.
0
6
5.
DIS
CU
SS
I
O
N
T
h
e
s
ig
n
if
ican
t
p
er
f
o
r
m
an
ce
g
ain
s
o
b
s
er
v
e
d
in
th
e
E
G
s
u
p
p
o
r
t
th
e
th
eo
r
etica
l
p
r
em
is
e
th
at
ML
ca
n
ac
t
as
a
ca
taly
s
t
f
o
r
p
ed
a
g
o
g
ical
tr
an
s
f
o
r
m
atio
n
b
y
en
h
a
n
cin
g
s
tu
d
en
ts
’
th
e
o
r
etica
l
a
n
d
p
r
ac
tical
s
k
ills
.
No
tab
ly
,
th
is
r
esear
ch
e
x
ten
d
s
th
e
ap
p
licatio
n
o
f
ML
b
e
y
o
n
d
well
-
r
eso
u
r
ce
d
,
W
ester
n
ed
u
ca
tio
n
s
y
s
tem
s
,
d
em
o
n
s
tr
atin
g
its
f
ea
s
ib
ilit
y
an
d
im
p
ac
t
in
a
d
ev
elo
p
i
n
g
C
en
tr
al
Asi
an
co
n
tex
t.
I
n
d
o
in
g
s
o
,
it
ad
d
r
ess
es
a
cr
itical
g
ap
in
th
e
liter
atu
r
e
b
y
d
em
o
n
s
tr
atin
g
h
o
w
s
ca
lab
le,
tech
n
o
lo
g
y
-
s
u
p
p
o
r
ted
p
r
esch
o
o
l
teac
h
e
r
tr
ain
in
g
in
ter
v
en
tio
n
s
ca
n
b
e
a
d
ap
ted
to
l
o
ca
l
co
n
te
x
ts
with
o
u
t
co
m
p
r
o
m
is
in
g
in
s
tr
u
ctio
n
al
q
u
ality
[
4
1
]
–
[
4
5
]
.
Fu
r
th
er
m
o
r
e
,
th
e
s
tu
d
y
d
ee
p
e
n
s
th
eo
r
etica
l
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
ML
ca
n
b
e
in
te
g
r
ated
i
n
to
teac
h
in
g
c
y
cles
to
en
h
a
n
ce
th
e
co
m
p
eten
cies
o
f
f
u
tu
r
e
p
r
esch
o
o
l
teac
h
e
r
s
an
d
s
u
p
p
o
r
t
th
e
d
ev
elo
p
m
en
t
o
f
AS
in
c
h
ild
r
en
[
4
6
]
.
T
h
is
alig
n
s
with
co
n
tem
p
o
r
ar
y
th
eo
r
ies
o
f
p
r
esch
o
o
l
teac
h
er
co
m
p
ete
n
cy
d
e
v
el
o
p
m
en
t
an
d
ad
d
s
p
r
ac
tical
ev
id
en
ce
t
o
th
e
d
is
c
o
u
r
s
e
[
4
7
]
,
[
4
8
]
.
T
h
e
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
with
p
r
ev
i
o
u
s
s
tu
d
ies
co
n
f
ir
m
in
g
th
e
ef
f
ec
tiv
en
ess
o
f
ML
a
n
d
a
ctiv
e,
p
r
ac
tice
-
o
r
ien
ted
teac
h
i
n
g
s
tr
ateg
ies [
4
9
]
,
[
5
0
]
.
T
h
e
r
esu
lts
also
h
av
e
im
p
o
r
t
an
t
im
p
licatio
n
s
f
o
r
p
o
licy
,
s
u
p
p
o
r
tin
g
th
e
in
teg
r
atio
n
o
f
ML
in
to
p
r
esch
o
o
l
teac
h
er
tr
ain
in
g
s
ta
n
d
ar
d
s
in
Kaz
ak
h
s
tan
.
T
h
ey
p
r
o
v
id
e
a
f
o
u
n
d
atio
n
f
o
r
f
u
tu
r
e
co
m
p
ar
ativ
e
s
tu
d
ies
ex
am
in
in
g
h
o
w
c
u
ltu
r
ally
r
esp
o
n
s
iv
e
ad
ap
tatio
n
s
o
f
m
o
d
u
lar
tr
ai
n
in
g
m
o
d
els
p
e
r
f
o
r
m
ac
r
o
s
s
d
iv
er
s
e
ed
u
ca
tio
n
al
s
y
s
tem
s
.
Su
ch
in
s
ig
h
ts
ar
e
cr
itical
f
o
r
d
ev
el
o
p
in
g
s
u
s
tain
ab
le,
tech
n
o
lo
g
y
-
en
h
an
ce
d
p
r
esch
o
o
l
teac
h
er
ed
u
ca
tio
n
f
r
a
m
ewo
r
k
s
alig
n
ed
with
2
1
s
t
-
ce
n
tu
r
y
lear
n
in
g
g
o
als
.
6.
CO
NCLU
SI
O
N
I
n
s
u
m
m
ar
y
,
th
e
s
tu
d
y
p
r
o
v
i
d
es
co
m
p
ellin
g
e
v
id
en
ce
th
a
t
ML
s
u
b
s
tan
tially
im
p
r
o
v
es
s
tu
d
en
ts
’
p
r
o
f
ess
io
n
al
c
o
m
p
eten
ce
,
co
n
f
id
en
ce
in
p
ed
ag
o
g
ical
m
eth
o
d
s
,
an
d
p
r
ac
tical
s
k
ills
in
p
lan
n
i
n
g
a
n
d
c
o
n
d
u
ctin
g
class
es
f
o
r
p
r
esch
o
o
l
ch
ild
r
e
n
.
T
h
ese
r
esu
lts
ca
n
in
f
o
r
m
th
e
im
p
r
o
v
em
en
t
o
f
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
,
th
e
d
ev
elo
p
m
e
n
t
o
f
m
eth
o
d
o
lo
g
ic
al
r
ec
o
m
m
e
n
d
atio
n
s
,
an
d
th
e
b
r
o
ad
e
r
ad
o
p
tio
n
o
f
ML
f
r
a
m
ewo
r
k
s
in
p
r
esch
o
o
l
teac
h
er
tr
ain
in
g
in
Kaz
ak
h
s
ta
n
an
d
in
te
r
n
atio
n
ally
.
Desp
ite
th
e
p
o
s
itiv
e
r
esu
lts
o
b
tain
ed
i
n
th
is
s
tu
d
y
,
s
ev
er
al
lim
itatio
n
s
s
h
o
u
ld
b
e
co
n
s
id
e
r
ed
,
as
th
ey
m
ay
af
f
ec
t
th
e
in
ter
p
r
etatio
n
an
d
g
en
er
aliza
b
ili
ty
o
f
th
e
f
in
d
in
g
s
.
First,
th
e
s
tu
d
y
was
co
n
d
u
cted
ex
clu
s
iv
ely
am
o
n
g
s
tu
d
en
ts
o
f
Ab
ai
Kaz
ak
h
Natio
n
al
Ped
ag
o
g
ical
Un
iv
er
s
ity
,
wh
ich
r
estricts
b
o
t
h
th
e
g
e
o
g
r
ap
h
ical
an
d
i
n
s
titu
tio
n
al
s
co
p
e
o
f
th
e
s
am
p
le.
T
h
is
m
ay
r
e
d
u
ce
ex
ter
n
al
v
alid
ity
,
as
teac
h
er
p
r
ep
ar
atio
n
p
r
ac
tic
es
at
th
is
in
s
titu
tio
n
co
u
ld
d
if
f
er
f
r
o
m
th
o
s
e
u
s
ed
in
o
th
er
u
n
iv
er
s
ities
with
in
Kaz
ak
h
s
tan
o
r
in
ter
n
atio
n
all
y
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
th
er
ef
o
r
e
in
clu
d
e
m
u
lti
-
s
ite
s
tu
d
ies
in
v
o
lv
in
g
p
ar
ticip
an
ts
f
r
o
m
d
if
f
er
en
t
r
e
g
io
n
s
an
d
h
ig
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
s
to
ex
am
in
e
th
e
g
en
er
aliza
b
ilit
y
an
d
ap
p
licab
ilit
y
o
f
th
e
f
in
d
in
g
s
in
d
iv
er
s
e
ed
u
ca
tio
n
al
co
n
te
x
ts
.
Seco
n
d
,
all
s
tu
d
y
p
ar
ticip
an
ts
wer
e
f
em
ale,
r
ef
lectin
g
th
e
cu
r
r
en
t
d
e
m
o
g
r
ap
h
ic
s
tr
u
ctu
r
e
o
f
PE
p
r
o
g
r
am
s
in
Kaz
ak
h
s
tan
.
Ho
wev
er
,
th
is
lim
its
th
e
g
en
er
aliza
tio
n
o
f
th
e
r
esu
lts
to
a
m
ix
ed
-
g
en
d
er
p
o
p
u
latio
n
,
as
m
ale
p
r
eser
v
ice
teac
h
er
s
m
ay
ex
h
ib
it
d
if
f
e
r
en
t
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es
o
r
in
ter
ac
tio
n
s
ty
les.
Fu
tu
r
e
s
tu
d
ies
s
h
o
u
ld
co
n
s
id
er
in
clu
d
i
n
g
b
o
th
g
e
n
d
er
s
to
d
eter
m
in
e
wh
eth
e
r
th
e
ef
f
ec
ts
o
f
ML
ar
e
c
o
n
s
is
ten
t a
cr
o
s
s
a
m
o
r
e
d
iv
e
r
s
e
s
am
p
le.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
s
tu
d
y
r
ec
eiv
ed
n
o
s
p
ec
if
i
c
f
in
an
cial
s
u
p
p
o
r
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
26
:
1
5
3
9
-
1
5
5
0
1546
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
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Vi
Su
P
Fu
Dar
ig
a
Azim
b
ay
ev
a
✓
✓
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Ulb
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s
s
y
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Ky
y
ak
b
a
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ev
a
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Gu
lb
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h
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Sh
ir
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b
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Sau
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Yer
k
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ay
ev
a
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Aliy
a
Ko
s
s
h
y
g
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lo
v
a
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Galiy
a
Ab
ilb
ak
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Naz
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a
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k
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C
:
C
o
n
c
e
p
t
u
a
l
i
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a
t
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f
t
w
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Va
l
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t
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n
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[
1
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J.
T.
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mi
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.
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[
3
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4
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J.
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6
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A
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[
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L.
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[
9
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Evaluation Warning : The document was created with Spire.PDF for Python.