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ap
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tech
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a
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an
d
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tr
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s
f
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esh
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p
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r
k
an
d
ev
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ay
life
.
I
n
th
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in
d
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5
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a,
cr
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tech
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m
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eten
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ar
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wid
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v
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e,
f
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g
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win
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k
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as th
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ar
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less
s
u
s
ce
p
tib
le
to
au
to
m
atio
n
an
d
r
o
b
o
tics
[
1
]
.
A
lack
o
f
th
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s
k
ill
s
in
cr
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s
e
s
th
e
r
is
k
o
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r
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tu
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ities
am
id
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g
o
in
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tech
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o
lo
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ch
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g
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[
2
]
.
At
th
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g
lo
b
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lev
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h
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u
ca
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p
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ted
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ter
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r
ea
tiv
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,
co
llab
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,
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d
life
lo
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I
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ter
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,
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t
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p
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d
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.
U
NE
SC
O
h
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th
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n
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to
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ed
esig
n
lear
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to
s
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p
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m
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f
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d
lear
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’
ca
p
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d
to
tech
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g
ical
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s
o
cieta
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ch
an
g
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[
3
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.
Similar
ly
,
th
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OE
C
D’
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u
ca
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tlo
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2
0
2
5
[
4
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s
tr
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th
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ag
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,
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i
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co
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tech
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ab
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r
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f
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m
ic
co
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p
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[
5
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.
Ho
wev
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e
p
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f
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m
th
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W
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ld
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co
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Fo
r
u
m
[
2
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an
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3229
Of
f
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E
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tio
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C
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cil
[
6
]
in
d
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p
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T
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Desp
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r
a
m
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k
s
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e
m
ain
lim
ited
[
7
]
–
[
1
0
]
.
Desig
n
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in
k
in
g
(
DT
)
s
u
p
p
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[
1
1
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y
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ig
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[
1
2
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[
1
8
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.
T
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n
er
s
,
wh
o
ex
p
ec
t
f
lex
ib
le
an
d
i
n
ter
ac
tiv
e
lear
n
in
g
[
1
9
]
.
DT
-
b
ased
lear
n
in
g
th
u
s
r
e
q
u
ir
es
b
len
d
e
d
le
ar
n
in
g
(
B
L
)
to
s
u
p
p
o
r
t
iter
ativ
e
p
r
o
ce
s
s
es
[
2
0
]
.
Ho
wev
er
,
B
L
an
d
DT
ar
e
o
f
ten
tr
ea
ted
s
ep
ar
ately
,
with
lim
ited
atten
tio
n
to
p
r
o
ce
s
s
-
lev
el
r
eg
u
latio
n
.
Alth
o
u
g
h
p
lan
-
do
-
ch
ec
k
-
ac
t
(
PDC
A
)
i
s
wid
ely
u
s
ed
in
q
u
ality
im
p
r
o
v
em
e
n
t
[
2
1
]
,
it
is
r
ar
ely
em
b
e
d
d
ed
in
DT
-
b
ased
in
s
tr
u
ctio
n
.
As
a
r
esu
lt,
g
u
id
an
ce
o
n
in
te
g
r
atin
g
d
eliv
er
y
,
cr
ea
tiv
e
p
r
o
ce
s
s
es,
an
d
q
u
ality
r
eg
u
latio
n
r
em
ain
s
lim
ited
,
wh
ile
ass
es
s
m
en
ts
co
n
tin
u
e
to
f
o
cu
s
o
n
o
u
tp
u
ts
r
ath
e
r
t
h
an
p
r
o
ce
s
s
-
b
ased
d
ev
elo
p
m
e
n
t [
2
2
]
,
[
2
3
]
.
T
o
ad
d
r
ess
th
ese
g
ap
s
,
th
is
s
tu
d
y
d
e
v
elo
p
s
an
d
v
alid
ates
th
e
b
le
n
d
ed
lear
n
in
g
d
esig
n
th
in
k
in
g
p
lan
-
do
-
ch
ec
k
-
ac
t
(
B
L
DT
PDC
A
)
m
o
d
el,
in
teg
r
atin
g
BL
,
DT
,
an
d
PDC
A
to
s
u
p
p
o
r
t
c
r
ea
tiv
e
th
in
k
i
n
g
in
h
ig
h
er
e
d
u
ca
tio
n
.
DT
s
er
v
es
as
th
e
co
r
e
p
r
o
ce
s
s
,
BL
as
t
h
e
d
eliv
er
y
m
o
d
e
,
an
d
PDC
A
as
an
em
b
ed
d
e
d
m
ec
h
an
is
m
f
o
r
c
o
n
tin
u
o
u
s
q
u
ality
r
eg
u
latio
n
.
T
h
e
s
tu
d
y
co
n
tr
ib
u
tes
b
y
:
i
)
r
ec
o
n
ce
p
tu
alizin
g
PDC
A
as
an
in
ter
n
al,
s
tag
e
-
b
ased
r
eg
u
lato
r
y
m
ec
h
a
n
is
m
with
in
DT
;
ii
)
p
r
o
p
o
s
in
g
a
n
in
teg
r
ated
f
r
am
ewo
r
k
lin
k
in
g
in
s
tr
u
ctio
n
al
d
eliv
er
y
,
c
r
ea
tiv
e
p
r
o
ce
s
s
es,
an
d
q
u
ality
r
eg
u
latio
n
;
an
d
iii
)
a
d
v
an
cin
g
p
r
o
ce
s
s
-
b
ased
ass
ess
m
en
t
b
y
alig
n
in
g
T
o
r
r
a
n
ce
a
n
d
Gu
ilfo
r
d
’
s
d
im
en
s
io
n
s
with
o
b
s
er
v
ab
le
s
tu
d
e
n
t
ar
tifa
cts.
T
h
e
o
b
jectiv
es
ar
e
to
:
i
)
s
y
n
th
esize
th
e
u
n
d
er
l
y
in
g
p
r
in
cip
les;
ii
)
d
ev
elo
p
th
e
m
o
d
el;
an
d
iii
)
ev
alu
ate
its
co
n
te
n
t
v
alid
ity
th
r
o
u
g
h
ex
p
er
t r
e
v
iew.
2.
T
H
E
O
R
E
T
I
CA
L
AND
CO
NCEPT
UAL F
O
UN
DAT
I
O
NS
2
.
1
.
Cre
a
t
iv
e
t
hin
k
ing
C
r
ea
tiv
e
th
in
k
in
g
is
a
k
e
y
c
o
m
p
eten
cy
f
o
r
2
1
s
t
-
ce
n
t
u
r
y
lear
n
er
s
,
s
u
p
p
o
r
tin
g
ad
a
p
tatio
n
,
p
r
o
b
lem
-
s
o
lv
in
g
,
an
d
v
alu
e
cr
ea
tio
n
i
n
d
ig
ital
co
n
tex
ts
[
2
4
]
.
I
t
in
v
o
l
v
es
g
en
er
atin
g
an
d
r
ef
in
in
g
id
e
as
to
p
r
o
d
u
ce
n
o
v
el
an
d
u
s
ef
u
l
o
u
tco
m
es
[
2
5
]
–
[
3
0
]
,
an
d
ca
n
b
e
d
ev
elo
p
ed
th
r
o
u
g
h
f
le
x
ib
le
lear
n
i
n
g
p
r
ac
tices
[
3
1
]
.
T
o
r
r
an
ce
an
d
Gu
ilfo
r
d
d
e
f
in
e
cr
ea
tiv
ity
t
h
r
o
u
g
h
f
o
u
r
c
o
m
p
o
n
en
ts
-
f
lu
en
cy
,
f
lex
i
b
ilit
y
,
o
r
ig
in
ality
,
an
d
elab
o
r
atio
n
-
r
ep
r
esen
tin
g
th
e
ab
ilit
y
to
g
en
er
ate,
s
h
if
t,
in
n
o
v
ate,
an
d
r
ef
in
e
id
ea
s
[
2
6
]
,
[
3
2
]
–
[
3
5
]
.
2
.
2
.
Cre
a
t
iv
e
t
hin
k
ing
f
a
ct
o
rs
Hu
m
an
cr
ea
tiv
ity
in
v
o
lv
es
p
e
r
ce
p
tio
n
,
m
em
o
r
y
,
a
n
d
d
ec
is
i
o
n
-
m
ak
i
n
g
p
r
o
ce
s
s
es
th
at
g
en
er
ate
n
o
v
el
o
u
tco
m
es.
Pls
ek
[
3
6
]
id
en
tifie
s
atten
tio
n
,
escap
e,
an
d
m
o
v
e
m
en
t
as
co
r
e
p
r
in
cip
les
s
u
p
p
o
r
tin
g
d
i
v
er
g
e
n
t
an
d
co
n
v
er
g
en
t
th
in
k
in
g
[
2
6
]
,
[
3
7
]
.
I
n
ed
u
ca
tio
n
al
co
n
tex
ts
,
cr
ea
t
iv
ity
is
also
s
h
ap
ed
b
y
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t.
On
lin
e
an
d
v
ir
tu
al
en
v
i
r
o
n
m
en
ts
s
u
p
p
o
r
t
s
elf
-
d
ir
ec
ted
lea
r
n
in
g
,
ex
p
lo
r
atio
n
,
an
d
ex
p
er
im
en
tatio
n
th
r
o
u
g
h
ac
ce
s
s
to
d
ig
ital
to
o
ls
an
d
r
e
s
o
u
r
ce
s
[
3
8
]
,
[
3
9
]
,
wh
ile
als
o
en
ab
lin
g
co
llab
o
r
atio
n
,
f
ee
d
b
ac
k
,
a
n
d
iter
ativ
e
r
ef
lectio
n
[
4
0
]
–
[
4
2
]
.
2
.
3
.
Cha
ra
c
t
er
is
t
ics o
f
s
t
ud
ent
s
in educa
t
io
na
l t
ra
ns
f
o
rm
a
t
io
n in t
he
dig
it
a
l e
ra
Dig
ital
-
er
a
ed
u
ca
tio
n
em
p
h
a
s
izes
in
ter
ac
tiv
e,
f
lex
ib
le,
a
n
d
p
e
r
s
o
n
alize
d
lea
r
n
in
g
ali
g
n
ed
with
lear
n
er
s
’
ch
ar
ac
ter
is
tics
[
4
3
]
.
Mo
s
t
u
n
d
er
g
r
ad
u
ates
ar
e
G
en
er
atio
n
Z
,
wh
o
p
r
e
f
er
h
an
d
s
-
o
n
,
tech
n
o
lo
g
y
-
en
h
an
ce
d
e
n
v
ir
o
n
m
en
ts
th
at
s
u
p
p
o
r
t
en
g
ag
e
m
en
t
an
d
d
ev
el
o
p
m
en
t
[
1
8
]
.
I
n
co
n
tr
ast,
tr
ad
i
tio
n
al
lectu
r
e
-
b
ased
in
s
tr
u
ctio
n
o
f
ten
r
ed
u
ce
s
atten
tio
n
a
n
d
m
o
tiv
atio
n
[
4
4
]
.
A
d
d
itio
n
ally
,
p
o
s
itiv
e
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
th
at
en
co
u
r
a
g
e
in
ter
ac
tio
n
an
d
ac
ti
v
e
p
ar
ticip
atio
n
s
ig
n
if
ican
tly
i
n
f
lu
en
ce
Gen
er
atio
n
Z
s
tu
d
e
n
ts
’
m
o
tiv
atio
n
a
n
d
ac
ad
em
ic
s
u
cc
ess
,
u
n
d
er
s
co
r
i
n
g
th
e
n
ee
d
f
o
r
in
s
tr
u
ctio
n
al
a
p
p
r
o
ac
h
es a
lig
n
e
d
with
th
eir
lea
r
n
in
g
p
r
ef
er
e
n
ce
s
.
2
.
4
.
Desig
n
t
hin
k
ing
DT
is
a
h
u
m
an
-
ce
n
ter
ed
ap
p
r
o
ac
h
th
at
p
r
o
m
o
tes
cr
ea
tiv
ity
th
r
o
u
g
h
in
q
u
ir
y
,
co
llab
o
r
atio
n
,
an
d
iter
ativ
e
p
r
o
b
lem
-
s
o
l
v
in
g
.
I
t
em
p
h
asizes
tr
an
s
f
o
r
m
in
g
a
b
s
tr
ac
t
k
n
o
wled
g
e
i
n
to
tan
g
ib
le
o
u
tco
m
es
th
r
o
u
g
h
cy
cles
o
f
id
ea
tio
n
,
e
x
p
er
im
e
n
tatio
n
,
an
d
r
ef
in
em
en
t
[
4
5
]
,
[
4
6
]
.
I
n
e
d
u
ca
tio
n
,
DT
en
h
a
n
ce
s
cr
ea
tiv
ity
an
d
en
g
ag
em
e
n
t
b
y
e
n
ab
lin
g
le
ar
n
er
s
to
ad
d
r
ess
au
th
en
tic
p
r
o
b
lem
s
th
r
o
u
g
h
c
o
llab
o
r
ativ
e
an
d
r
ef
lectiv
e
p
r
o
ce
s
s
es
[
1
2
]
,
[
4
7
]
–
[
4
9
]
.
T
h
e
DT
p
r
o
ce
s
s
co
n
s
is
t
s
o
f
f
iv
e
co
r
e
s
tag
es:
i)
e
m
p
ath
izin
g
,
wh
ich
f
o
cu
s
es
o
n
d
ev
elo
p
in
g
a
d
ee
p
u
n
d
er
s
tan
d
in
g
o
f
u
s
er
s
’
n
ee
d
s
;
ii)
d
ef
in
i
n
g
,
wh
ich
s
y
n
th
esizes
in
s
ig
h
ts
to
clea
r
ly
f
r
am
e
th
e
p
r
o
b
lem
;
iii)
i
d
ea
tin
g
,
wh
ic
h
g
en
e
r
ates
an
d
ev
alu
ates
d
iv
er
s
e
s
o
lu
tio
n
id
ea
s
b
ased
o
n
f
ea
s
ib
ilit
y
a
n
d
ap
p
licab
ilit
y
[
1
0
]
;
i
v
)
p
r
o
to
t
y
p
in
g
,
wh
ich
in
v
o
l
v
es
r
ap
id
d
ev
elo
p
m
en
t
an
d
r
ef
in
e
m
en
t
o
f
s
o
lu
ti
o
n
s
;
an
d
v
)
t
esti
n
g
,
w
h
ich
e
v
alu
ates
ef
f
ec
tiv
en
ess
th
r
o
u
g
h
u
s
er
f
ee
d
b
ac
k
an
d
in
f
o
r
m
s
f
u
r
th
er
im
p
r
o
v
em
en
t
[
4
5
]
,
[
5
0
]
.
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
.
4
,
Au
g
u
s
t
20
26
:
3
2
2
8
-
3
2
4
0
3230
Alth
o
u
g
h
DT
ef
f
ec
tiv
ely
s
u
p
p
o
r
ts
cr
ea
tiv
e
id
ea
tio
n
an
d
p
r
o
b
lem
-
s
o
lv
in
g
,
it
lack
s
ex
p
licit
m
ec
h
an
is
m
s
f
o
r
s
y
s
tem
atic
q
u
ality
r
eg
u
latio
n
ac
r
o
s
s
s
tag
e
s
.
As
a
r
esu
lt,
th
e
q
u
ality
an
d
f
ea
s
ib
ilit
y
o
f
s
tu
d
en
t
-
g
en
er
ated
s
o
lu
tio
n
s
m
ay
v
ar
y
,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
a
co
m
p
lem
e
n
tar
y
f
r
am
ewo
r
k
to
s
u
p
p
o
r
t
s
tr
u
ctu
r
ed
ev
alu
atio
n
an
d
co
n
tin
u
o
u
s
im
p
r
o
v
em
en
t t
h
r
o
u
g
h
o
u
t th
e
d
esig
n
p
r
o
ce
s
s
.
2
.
5
.
De
m
ing
’
s
c
y
cle
P
DCA
W
h
ile
DT
p
r
o
m
o
tes
cr
ea
tiv
it
y
th
r
o
u
g
h
iter
ativ
e
ex
p
lo
r
atio
n
,
it
o
f
ten
lac
k
s
ex
p
licit
m
ec
h
an
is
m
s
f
o
r
s
y
s
tem
atic
q
u
ality
co
n
tr
o
l
an
d
d
is
cip
lin
ed
im
p
r
o
v
em
e
n
t
ac
r
o
s
s
s
tag
es,
lead
in
g
to
in
co
n
s
is
ten
cies
in
lear
n
in
g
o
u
tco
m
es [
1
3
]
,
[
1
8
]
.
T
h
e
PDC
A
cy
cle
ad
d
r
ess
es th
is
g
ap
b
y
p
r
o
v
id
i
n
g
a
s
tr
u
ctu
r
e
d
m
ec
h
an
is
m
f
o
r
co
n
tin
u
o
u
s
im
p
r
o
v
em
e
n
t:
p
la
n
d
e
f
in
es
o
b
jectiv
es
an
d
s
tr
ateg
ies,
d
o
i
m
p
lem
en
ts
lear
n
in
g
ac
tiv
ities
,
c
h
ec
k
ev
alu
ates
o
u
tco
m
es
ag
ain
s
t
estab
lis
h
ed
cr
iter
ia,
an
d
a
ct
r
ef
in
es
p
r
o
ce
s
s
es
b
ased
o
n
ev
alu
ativ
e
ev
id
en
ce
[
2
1
]
,
[
5
1
]
.
I
n
ed
u
ca
tio
n
al
co
n
tex
ts
,
PDC
A
em
b
ed
s
s
y
s
tem
atic
r
ef
le
ctio
n
an
d
iter
ativ
e
v
alid
atio
n
with
in
th
e
lear
n
in
g
p
r
o
ce
s
s
[
5
2
]
,
[
5
3
]
,
th
er
eb
y
s
tr
en
g
th
en
in
g
th
e
alig
n
m
en
t
b
et
wee
n
cr
ea
tiv
e
o
u
t
p
u
ts
an
d
in
s
t
r
u
ctio
n
al
o
b
jectiv
es
[
5
4
]
.
C
o
n
s
eq
u
en
tly
,
i
n
teg
r
at
in
g
PDC
A
with
DT
en
ab
les
a
m
o
r
e
co
n
tr
o
lled
,
q
u
ality
-
ass
u
r
ed
,
an
d
p
ed
ag
o
g
ically
r
eliab
le
iter
ativ
e
lear
n
in
g
p
r
o
ce
s
s
.
2
.
6
.
B
lended
l
ea
rning
I
n
h
ig
h
er
ed
u
ca
tio
n
,
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
es
th
at
f
o
s
ter
cr
ea
tiv
ity
s
h
o
u
ld
en
ab
le
lear
n
er
s
to
an
aly
ze
in
f
o
r
m
atio
n
,
o
r
g
a
n
ize
k
n
o
wle
d
g
e,
p
r
o
d
u
ce
ar
tifa
cts,
a
n
d
s
y
s
tem
atica
lly
ev
alu
ate
th
eir
wo
r
k
.
T
h
ese
o
u
tco
m
es
ar
e
s
u
p
p
o
r
ted
b
y
ac
tiv
e
lear
n
i
n
g
s
tr
ateg
ies,
s
u
ch
as
b
r
ain
s
to
r
m
in
g
,
r
o
le
p
la
y
in
g
,
an
d
p
r
o
ject
-
b
ased
lear
n
in
g
,
wh
ich
p
r
o
m
o
te
th
e
ap
p
licatio
n
o
f
d
o
m
ain
-
s
p
ec
if
ic
k
n
o
wled
g
e
to
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
[
5
5
]
.
B
L
d
ef
in
ed
as
th
e
in
teg
r
atio
n
o
f
f
ac
e
-
to
-
f
ac
e
a
n
d
o
n
lin
e
i
n
s
tr
u
ctio
n
,
en
h
a
n
ce
s
f
lex
ib
ilit
y
an
d
r
e
d
u
ce
s
tim
e
an
d
lo
ca
tio
n
co
n
s
tr
ain
ts
,
m
ak
in
g
it
well
s
u
ited
f
o
r
cr
ea
tiv
ity
-
o
r
ien
ted
lear
n
in
g
in
d
ig
ital
co
n
tex
ts
[
5
6
]
.
Prio
r
s
tu
d
ies
in
d
icate
th
at
o
n
lin
e
co
m
p
o
n
en
ts
ty
p
ically
co
n
s
titu
te
3
0
%
–
8
0
%
o
f
in
s
tr
u
ctio
n
al
co
n
t
en
t
in
ef
f
ec
tiv
e
B
L
d
esig
n
s
[
5
7
]
–
[
5
9
]
.
W
ith
in
th
e
B
L
DT
PD
C
A
f
r
am
ewo
r
k
,
B
L
en
ab
les
iter
ativ
e
en
g
ag
em
en
t,
co
llab
o
r
atio
n
,
an
d
co
n
tin
u
o
u
s
f
ee
d
b
ac
k
,
with
in
s
tr
u
cto
r
s
f
ac
ilit
atin
g
an
d
le
ar
n
er
s
ac
tiv
ely
co
n
s
tr
u
ctin
g
k
n
o
wled
g
e
ac
r
o
s
s
p
h
y
s
ical
an
d
v
ir
tu
al
en
v
ir
o
n
m
en
ts
[
6
0
]
.
T
h
is
f
lex
i
b
ilit
y
alig
n
s
with
DT
an
d
s
u
p
p
o
r
ts
em
b
ed
d
in
g
th
e
PDC
A
cy
cle
as a
m
ec
h
an
is
m
f
o
r
q
u
ality
co
n
tr
o
l a
n
d
co
n
tin
u
o
u
s
im
p
r
o
v
em
en
t.
2
.
7
.
I
nte
g
ra
t
iv
e
s
y
nthesis
o
f
B
L
D
T
a
nd
P
DCA
f
o
r
t
he
B
L
DT
P
D
CA
lea
rning
m
o
del
T
h
e
in
teg
r
atio
n
o
f
B
L
,
DT
,
a
n
d
th
e
PDC
A
cy
cle
co
n
s
titu
te
s
a
co
m
p
lem
e
n
tar
y
s
y
s
tem
f
o
r
f
o
s
ter
in
g
cr
ea
tiv
e
th
in
k
in
g
.
B
L
p
r
o
v
id
e
s
a
f
lex
ib
le,
co
llab
o
r
ativ
e
en
v
ir
o
n
m
e
n
t,
wh
ile
DT
o
f
f
er
s
a
n
iter
ativ
e
p
r
o
ce
s
s
.
Ho
wev
er
,
th
ese
ap
p
r
o
ac
h
es
a
r
e
o
f
ten
a
p
p
lied
in
is
o
latio
n
an
d
lack
p
r
o
ce
s
s
-
lev
el
q
u
alit
y
r
eg
u
latio
n
.
I
n
th
e
p
r
o
p
o
s
ed
f
r
am
ewo
r
k
,
B
L
s
er
v
es
as
th
e
i
n
s
tr
u
ctio
n
al
e
n
v
i
r
o
n
m
en
t,
an
d
DT
o
p
e
r
ates
a
s
th
e
co
r
e
p
r
o
ce
s
s
alig
n
ed
with
f
lex
ib
ilit
y
,
f
lu
en
cy
,
o
r
ig
in
ality
,
an
d
elab
o
r
atio
n
.
T
h
e
n
o
v
elty
o
f
th
e
B
L
DT
PDC
A
m
o
d
el
lies
in
em
b
ed
d
in
g
th
e
PDC
A
cy
cle
with
in
ea
ch
s
tag
e
o
f
DT
as
an
in
ter
n
al
r
eg
u
lato
r
y
m
ec
h
an
i
s
m
.
T
h
is
in
teg
r
atio
n
in
tr
o
d
u
ce
s
p
r
o
ce
s
s
-
lev
el
q
u
ali
ty
co
n
tr
o
l
b
y
s
tr
u
ct
u
r
in
g
p
lan
n
in
g
,
im
p
lem
en
tatio
n
,
ev
alu
at
io
n
,
an
d
r
ef
i
n
em
en
t
th
r
o
u
g
h
o
u
t
th
e
cr
ea
tiv
e
p
r
o
c
ess
,
en
ab
lin
g
co
n
tin
u
o
u
s
m
o
n
ito
r
in
g
a
n
d
iter
ativ
e
im
p
r
o
v
em
en
t
o
f
s
tu
d
en
t
-
g
en
er
ated
id
ea
s
an
d
ar
tifa
cts.
C
o
n
s
eq
u
en
tly
,
cr
ea
tiv
e
o
u
tp
u
t
s
ar
e
n
o
t
o
n
ly
n
o
v
el
b
u
t
also
r
ef
in
ed
,
f
ea
s
ib
le,
an
d
co
n
tex
tu
ally
ap
p
r
o
p
r
iate.
T
h
e
m
o
d
el
co
n
ce
p
tu
alize
s
cr
ea
tiv
e
th
in
k
in
g
as
th
e
o
u
tc
o
m
e
o
f
in
ter
ac
tio
n
s
am
o
n
g
B
L
,
DT
,
an
d
PDC
A,
with
lear
n
er
s
en
g
a
g
in
g
i
n
iter
ativ
e
c
y
cles
o
f
id
ea
g
en
er
atio
n
,
ev
alu
atio
n
,
a
n
d
r
e
f
in
em
en
t,
as illu
s
tr
ated
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
f
r
a
m
ewo
r
k
o
f
t
h
e
B
L
DT
PDC
A
m
o
d
el
in
teg
r
atin
g
B
L
DT
an
d
th
e
PDC
A
c
y
cle
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
A
b
len
d
ed
lea
r
n
in
g
m
o
d
el
fo
r
crea
tive
th
in
kin
g
d
ev
elo
p
men
t
(
N
u
tta
p
o
n
g
P
r
a
s
erts
u
n
g
)
3231
3.
M
E
T
H
O
D
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
m
o
d
e
l
d
ev
elo
p
m
e
n
t
an
d
v
alid
atio
n
d
esig
n
to
d
e
v
elo
p
an
d
v
alid
ate
a
BL
m
o
d
el
in
teg
r
atin
g
DT
a
n
d
th
e
PDC
A
cy
cle.
C
lo
u
d
co
m
p
u
tin
g
was
s
elec
ted
as
th
e
in
s
tr
u
ctio
n
al
co
n
te
x
t
d
u
e
to
its
co
m
p
lex
ity
an
d
em
p
h
asis
o
n
h
ig
h
er
-
o
r
d
e
r
th
in
k
in
g
an
d
s
y
s
tem
d
esig
n
.
T
ask
s
r
eq
u
ir
e
tr
an
s
f
o
r
m
in
g
ab
s
tr
ac
t
co
n
ce
p
ts
in
to
tech
n
o
lo
g
ical
p
r
o
to
ty
p
es
th
r
o
u
g
h
iter
ativ
e
r
ef
in
em
en
t,
alig
n
in
g
with
DT
an
d
PDC
A.
Ad
d
itio
n
ally
,
its
r
ele
v
an
ce
t
o
i
n
d
u
s
tr
y
5
.
0
m
ak
es
it
s
u
itab
le
f
o
r
ex
a
m
in
in
g
u
n
d
er
g
r
ad
u
ate
c
r
ea
tiv
e
th
in
k
i
n
g
i
n
tech
n
o
lo
g
y
-
en
h
an
ce
d
e
n
v
ir
o
n
m
en
ts
.
3
.
1
.
P
a
rt
icipa
nts
Fiv
e
ex
p
er
ts
wer
e
s
elec
ted
th
r
o
u
g
h
p
u
r
p
o
s
iv
e
s
am
p
lin
g
to
v
alid
ate
th
e
B
L
DT
PD
C
A
lear
n
i
n
g
m
o
d
el.
All
wer
e
b
ased
in
T
h
ailan
d
,
h
eld
d
o
cto
r
al
d
eg
r
ee
s
(
Ph
.
D.
o
r
E
d
.
D.
)
,
an
d
wer
e
eith
er
ass
is
tan
t
p
r
o
f
ess
o
r
s
o
r
h
ig
h
er
,
o
r
in
d
ep
e
n
d
en
t
ex
p
e
r
ts
with
at
lea
s
t
f
iv
e
y
ea
r
s
o
f
ex
p
er
ien
c
e
in
cu
r
r
icu
lu
m
d
ev
elo
p
m
en
t
an
d
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
.
T
h
eir
ex
p
er
tis
e
en
s
u
r
e
d
b
o
th
t
h
eo
r
e
tical
r
ig
o
r
a
n
d
p
r
ac
tical
r
elev
a
n
ce
in
tec
h
n
o
lo
g
y
-
en
h
an
ce
d
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
.
T
h
e
ex
p
er
ts
ev
alu
ated
th
e
ac
cu
r
ac
y
an
d
co
n
ten
t
v
alid
ity
o
f
th
e
m
o
d
el.
Prio
r
g
u
id
elin
es
in
d
icate
th
at
p
an
e
ls
o
f
th
r
ee
to
f
iv
e
e
x
p
er
ts
ar
e
s
u
f
f
icien
t
f
o
r
c
o
n
ten
t
v
a
lid
atio
n
,
with
f
iv
e
p
r
o
v
id
i
n
g
g
r
ea
ter
s
tab
ilit
y
o
f
i
tem
-
o
b
jectiv
e
co
n
g
r
u
en
ce
(
I
OC
)
esti
m
ates
[
6
1
]
,
[
6
2
]
;
th
er
ef
o
r
e,
th
e
s
am
p
le
s
iz
e
was c
o
n
s
id
er
ed
ap
p
r
o
p
r
iate.
3
.
2
.
Resea
rc
h
ins
t
rum
ent
s
3
.
2
.
1
.
T
he
B
L
D
T
P
DC
A
lea
rning
m
o
del
T
h
e
B
L
DT
PDC
A
lear
n
in
g
m
o
d
el
s
er
v
ed
as
th
e
p
r
im
ar
y
r
e
s
ea
r
ch
o
u
tp
u
t.
T
h
e
m
o
d
el
i
n
teg
r
ates
BL
,
DT
,
an
d
th
e
PDC
A
cy
cle
an
d
was d
ev
elo
p
ed
f
o
r
e
x
p
er
t e
v
alu
atio
n
o
f
its
s
u
itab
ilit
y
an
d
co
n
ten
t v
alid
ity
.
3
.
2
.
2
.
T
he
co
nte
nt
v
a
lid
it
y
ev
a
lua
t
io
n f
o
r
m
C
o
n
ten
t
v
alid
ity
was
ass
ess
ed
u
s
in
g
th
e
I
OC
in
d
e
x
.
E
x
p
er
t
s
r
ated
ea
c
h
item
o
n
a
th
r
ee
-
p
o
in
t
s
ca
le
(
+1
=
r
ele
v
an
t,
0
=
u
n
clea
r
,
−1
=
n
o
t
r
elev
an
t
)
.
I
OC
v
alu
es
w
er
e
ca
lcu
lated
b
y
av
e
r
ag
in
g
ex
p
er
t
r
atin
g
s
f
o
r
ea
c
h
item
,
p
r
o
v
id
i
n
g
a
q
u
an
titativ
e
m
ea
s
u
r
e
o
f
th
e
d
e
g
r
ee
o
f
a
g
r
ee
m
en
t
r
eg
ar
d
in
g
item
r
elev
an
ce
.
Valu
es
≥
0
.
5
0
wer
e
co
n
s
id
er
e
d
ac
ce
p
ta
b
le,
0
.
5
0
–
0
.
7
9
in
d
icate
d
m
o
d
er
ate
co
n
g
r
u
en
ce
,
an
d
≥
0
.
8
0
in
d
i
ca
ted
h
ig
h
co
n
ten
t
v
alid
ity
[
6
1
]
,
[
6
3
]
,
[
6
4
]
.
3
.
3
.
Da
t
a
c
o
llect
io
n
3
.
3
.
1
.
L
it
er
a
t
ure
re
v
iew
a
nd
s
y
nthesi
s
R
elev
an
t
p
r
in
cip
les,
th
eo
r
ies,
co
n
ce
p
ts
,
an
d
co
m
p
o
n
en
ts
r
elate
d
to
B
L
,
DT
,
an
d
PDC
A
wer
e
s
y
s
tem
atica
lly
r
ev
iewe
d
an
d
s
y
n
th
esized
to
estab
lis
h
a
th
eo
r
etica
l f
o
u
n
d
atio
n
f
o
r
m
o
d
el
d
e
v
elo
p
m
en
t.
3
.
3
.
2
.
M
o
del desig
n a
nd
dev
elo
pm
ent
T
h
e
s
y
n
th
esized
f
in
d
in
g
s
wer
e
u
s
ed
to
d
esig
n
an
d
d
ev
elo
p
th
e
B
L
DT
PD
C
A
lear
n
in
g
m
o
d
el,
wh
ich
co
n
s
is
ted
o
f
th
r
ee
c
o
r
e
co
m
p
o
n
en
ts
: in
p
u
t,
p
r
o
ce
s
s
,
an
d
o
u
tp
u
t.
3
.
3
.
3
.
M
o
del v
a
lid
a
t
io
n
T
h
e
p
r
elim
in
ar
y
B
L
DT
PDC
A
m
o
d
el
was
ev
alu
ated
b
y
f
iv
e
ex
p
er
ts
f
o
r
co
n
ten
t
v
alid
ity
an
d
o
v
er
all
s
u
itab
ilit
y
u
s
in
g
a
s
tr
u
ctu
r
ed
ass
ess
m
en
t
f
o
r
m
ad
m
in
is
ter
ed
o
n
lin
e.
E
x
p
er
ts
wer
e
p
r
o
v
id
ed
with
a
d
etailed
d
escr
ip
tio
n
o
f
th
e
m
o
d
el,
in
clu
d
in
g
its
co
m
p
o
n
en
ts
an
d
co
n
ce
p
tu
al
f
r
am
ewo
r
k
,
p
r
io
r
to
ev
alu
atio
n
.
E
ac
h
ex
p
er
t in
d
ep
en
d
en
tly
r
ated
th
e
item
s
,
an
d
q
u
alitativ
e
f
ee
d
b
ac
k
was c
o
llected
to
in
f
o
r
m
m
o
d
el
r
ef
in
em
en
t.
3
.
4
.
Da
t
a
a
na
ly
s
is
3
.
4
.
1
.
Co
nte
nt
v
a
lid
it
y
a
na
ly
s
is
T
h
e
I
OC
in
d
ex
was
ca
lcu
lated
b
y
av
er
ag
i
n
g
e
x
p
er
t
r
atin
g
s
f
o
r
ea
c
h
item
,
p
r
o
v
id
in
g
a
q
u
an
titativ
e
m
ea
s
u
r
e
o
f
ag
r
ee
m
en
t
r
e
g
ar
d
in
g
item
r
elev
an
ce
.
I
OC
v
alu
es
≥
0
.
5
0
wer
e
c
o
n
s
id
er
ed
ac
c
ep
tab
le,
0
.
5
0
–
0
.
7
9
in
d
icate
d
m
o
d
er
ate
co
n
g
r
u
e
n
c
e,
an
d
≥
0
.
8
0
in
d
icate
d
h
ig
h
c
o
n
ten
t v
alid
ity
.
[
6
1
]
,
[
6
3
]
,
[
6
4
]
.
3
.
4
.
2
.
M
o
del su
it
a
bil
it
y
a
na
ly
s
is
Descr
ip
tiv
e
s
tatis
t
ics
(
m
ea
n
o
r
M
an
d
s
tan
d
ar
d
d
ev
iatio
n
o
r
SD
)
wer
e
u
s
ed
to
ass
ess
t
h
e
o
v
e
r
all
ap
p
r
o
p
r
iaten
ess
o
f
th
e
m
o
d
el.
T
h
e
M
s
co
r
es
wer
e
in
t
er
p
r
eted
u
s
in
g
p
r
e
d
ef
in
ed
c
r
iter
ia,
with
h
ig
h
er
v
alu
es
in
d
icatin
g
g
r
ea
te
r
s
u
it
ab
ilit
y
,
wh
ile
SD
r
e
f
lecte
d
th
e
lev
el
o
f
a
g
r
ee
m
en
t
am
o
n
g
ex
p
er
ts
,
with
l
o
wer
v
alu
es
in
d
icatin
g
s
tr
o
n
g
er
co
n
s
en
s
u
s
[
6
5
]
.
C
o
m
b
in
ed
with
I
OC
an
aly
s
is
,
th
e
r
esu
lts
p
r
o
v
id
e
e
v
id
en
ce
o
f
co
n
ten
t
v
alid
it
y
an
d
co
n
ce
p
tu
al
alig
n
m
en
t.
T
h
is
f
o
r
m
o
f
v
alid
atio
n
is
wid
ely
r
ec
o
m
m
e
n
d
ed
in
ed
u
ca
tio
n
al
d
esig
n
r
esear
ch
to
en
s
u
r
e
th
eo
r
etica
l
co
h
er
en
ce
an
d
s
tr
u
ctu
r
al
ap
p
r
o
p
r
iaten
ess
p
r
io
r
to
em
p
ir
ical
im
p
lem
en
tatio
n
[
6
6
]
.
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
.
4
,
Au
g
u
s
t
20
26
:
3
2
2
8
-
3
2
4
0
3232
3
.
5
.
M
et
ho
do
lo
g
ic
a
l
lim
it
a
t
io
ns
Desp
ite
s
y
s
tem
atic
v
alid
atio
n
,
th
is
s
tu
d
y
h
as
s
ev
er
al
lim
itat
io
n
s
.
First,
th
e
m
o
d
el
was
ev
alu
ated
b
y
a
s
m
all
ex
p
er
t
p
an
el,
wh
ich
,
alth
o
u
g
h
m
et
h
o
d
o
lo
g
ically
ac
ce
p
tab
le,
m
a
y
lim
it
g
e
n
er
a
lizab
ilit
y
.
Seco
n
d
,
v
alid
atio
n
f
o
c
u
s
ed
o
n
c
o
n
t
en
t
co
n
g
r
u
en
ce
r
ath
er
th
a
n
em
p
ir
ical
ef
f
ec
tiv
en
ess
in
au
th
en
tic
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
Fu
tu
r
e
r
esear
c
h
s
h
o
u
ld
e
m
p
lo
y
ex
p
er
im
en
t
al
o
r
q
u
asi
-
ex
p
er
im
en
tal
d
esig
n
s
to
ex
am
in
e
th
e
im
p
ac
t o
f
th
e
B
L
DT
PDC
A
m
o
d
el
o
n
s
tu
d
en
ts
’
cr
ea
tiv
e
th
i
n
k
in
g
o
u
tco
m
es.
4.
RE
SU
L
T
S
T
h
i
s
s
ec
tio
n
r
e
p
o
r
t
s
f
i
n
d
in
g
s
f
r
o
m
th
e
d
ev
e
lo
p
m
en
t
an
d
ex
p
er
t
v
al
id
a
t
io
n
o
f
th
e
B
L
DT
PD
C
A
m
o
d
el
,
em
p
h
a
s
i
zin
g
co
n
t
en
t
v
ali
d
i
ty
an
d
c
o
n
ce
p
tu
al
a
l
i
g
n
m
en
t
am
o
n
g
BL
,
DT
,
P
D
C
A,
an
d
cr
ea
tiv
e
th
in
k
in
g
.
4
.
1
.
Dev
el
o
pm
ent
o
f
t
he
B
L
DT
P
DCA
lea
rni
ng
m
o
del
T
h
e
B
L
DT
PD
C
A
lear
n
in
g
m
o
d
el
was
d
ev
elo
p
ed
th
r
o
u
g
h
a
th
eo
r
etica
l
s
y
n
th
esis
aim
ed
at
en
h
an
cin
g
th
e
cr
ea
tiv
e
th
in
k
i
n
g
s
k
ills
o
f
h
ig
h
er
e
d
u
ca
tio
n
s
tu
d
e
n
ts
.
T
h
e
m
o
d
el
co
n
s
is
ts
o
f
th
r
ee
co
r
e
co
m
p
o
n
en
ts
:
in
p
u
t
,
p
r
o
ce
s
s
,
an
d
o
u
tp
u
t,
as illu
s
tr
ated
in
Fig
u
r
e
2
.
4
.
1
.
1
.
I
np
ut
c
o
m
po
nent
o
f
t
h
e
B
L
D
T
P
DCA
lea
rni
ng
m
o
del
T
h
e
in
p
u
t
c
o
m
p
o
n
en
t
o
f
th
e
B
L
DT
PD
C
A
m
o
d
el
co
m
p
r
is
es
th
r
ee
elem
en
ts
in
Fig
u
r
e
2
:
k
n
o
wled
g
e,
lear
n
er
s
,
an
d
teac
h
er
.
Kn
o
wl
ed
g
e
r
ef
e
r
s
to
d
o
m
ain
-
s
p
ec
if
ic
co
n
ten
t
in
clo
u
d
co
m
p
u
ti
n
g
,
in
clu
d
in
g
k
ey
co
n
ce
p
ts
an
d
p
r
in
ci
p
les,
p
r
o
v
id
ed
b
y
th
e
i
n
s
tr
u
cto
r
a
n
d
ap
p
lied
b
y
lear
n
e
r
s
to
s
u
p
p
o
r
t
p
r
o
b
lem
s
o
lv
in
g
.
L
ea
r
n
er
s
ac
tiv
ely
e
n
g
ag
e
in
l
ea
r
n
in
g
ac
tiv
ities
,
p
r
o
b
lem
s
o
lv
in
g
,
id
ea
ex
ch
a
n
g
e,
an
d
co
l
lab
o
r
atio
n
.
T
ea
ch
er
ac
ts
as
a
f
ac
ilit
ato
r
an
d
co
ac
h
,
p
r
o
v
id
in
g
ex
p
er
tis
e,
s
tr
u
ctu
r
in
g
ac
tiv
ities
,
an
d
d
esig
n
in
g
co
m
m
u
n
icatio
n
an
d
ass
es
s
m
en
t stra
teg
ies.
4
.
1
.
2
.
P
ro
ce
s
s
T
h
e
B
L
DT
PDC
A
lear
n
in
g
p
r
o
ce
s
s
in
teg
r
ates
DT
as
th
e
co
r
e
p
r
o
ce
s
s
,
th
e
PDC
A
c
y
cle
as
an
em
b
ed
d
e
d
q
u
ality
im
p
r
o
v
e
m
e
n
t
m
ec
h
an
is
m
,
an
d
B
L
as
th
e
d
eliv
er
y
m
o
d
e.
I
n
s
tr
u
ctio
n
f
o
llo
ws
a
b
len
d
ed
f
o
r
m
at
(
7
0
%
f
ac
e
-
to
-
f
ac
e,
3
0
%
o
n
lin
e)
,
as
illu
s
tr
ated
i
n
Fig
u
r
e
2
.
Face
-
to
-
f
ac
e
s
e
s
s
io
n
s
s
u
p
p
o
r
t
t
h
e
em
p
ath
ize,
d
ef
in
e,
an
d
id
ea
t
e
s
tag
es,
em
p
h
asizin
g
co
llab
o
r
atio
n
,
d
is
cu
s
s
io
n
,
an
d
s
h
ar
ed
u
n
d
er
s
tan
d
in
g
.
On
lin
e
lear
n
in
g
is
ap
p
lied
i
n
th
e
p
r
o
to
ty
p
e
an
d
test
s
tag
es
v
ia
a
v
ir
t
u
al
p
latf
o
r
m
(
s
p
atial.
io
)
,
en
a
b
lin
g
ex
ten
d
ed
c
o
llab
o
r
atio
n
,
co
n
ti
n
u
o
u
s
f
ee
d
b
ac
k
,
a
n
d
ev
al
u
atio
n
o
f
p
r
o
to
t
y
p
es
b
ased
o
n
u
s
er
ex
p
er
ien
ce
an
d
u
s
ab
ilit
y
.
T
h
e
in
teg
r
ated
DT
–
PDC
A
p
r
o
ce
s
s
s
p
an
s
all
f
iv
e
DT
s
tag
es,
with
P
DC
A
em
b
ed
d
ed
to
s
tr
u
ctu
r
e
iter
ativ
e
cy
cles
o
f
p
lan
n
in
g
,
ac
tio
n
,
ev
alu
atio
n
,
a
n
d
r
ef
i
n
em
en
t.
I
n
s
tr
u
cto
r
s
ac
t
as
f
ac
ilit
at
o
r
s
,
g
u
id
in
g
th
ese
cy
cles to
en
s
u
r
e
co
n
tin
u
o
u
s
im
p
r
o
v
e
m
en
t a
n
d
p
r
o
ce
s
s
-
lev
el
q
u
ality
in
T
a
b
le
1
.
4
.
1
.
3
.
O
utput
s
T
h
e
o
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DIS
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y
v
ar
y
d
ep
e
n
d
in
g
o
n
tech
n
o
lo
g
ical
r
ea
d
in
ess
an
d
f
ee
d
b
a
ck
d
esig
n
q
u
ality
.
T
h
e
p
r
o
ce
s
s
co
m
p
o
n
e
n
t
s
h
o
wed
a
s
lig
h
tly
lo
wer
I
OC
(
0
.
9
7
)
,
p
ar
ticu
la
r
ly
f
o
r
th
e
in
teg
r
atio
n
o
f
B
L
,
DT
,
an
d
PDC
A
(
I
OC
=0
.
8
0
)
,
r
ef
lectin
g
th
e
co
m
p
lex
ity
o
f
o
p
er
atio
n
alizin
g
cr
o
s
s
-
f
r
am
ewo
r
k
in
teg
r
atio
n
.
T
h
is
f
in
d
in
g
alig
n
s
with
p
r
i
o
r
r
es
ea
r
ch
in
d
icatin
g
th
at,
alth
o
u
g
h
DT
s
u
p
p
o
r
ts
id
ea
tio
n
,
it
o
f
ten
lack
s
ex
p
licit
m
ec
h
an
is
m
s
f
o
r
s
y
s
tem
atic
q
u
ality
co
n
tr
o
l
an
d
d
is
cip
lin
ed
iter
ativ
e
im
p
r
o
v
em
en
t
[
1
3
]
,
[
1
8
]
,
[
6
8
]
.
E
x
p
er
t
r
ec
o
m
m
en
d
atio
n
s
to
clar
if
y
t
h
e
r
o
le
o
f
PDC
A
ac
r
o
s
s
DT
s
tag
es
ar
e
th
eo
r
etica
lly
g
r
o
u
n
d
ed
a
n
d
c
o
n
s
is
ten
t
with
p
r
io
r
wo
r
k
.
PDC
A
is
wi
d
ely
r
ec
o
g
n
ized
as
a
s
tr
u
ct
u
r
e
d
m
ec
h
an
is
m
f
o
r
c
o
n
tin
u
o
u
s
im
p
r
o
v
e
m
en
t
[
2
1
]
,
[
5
1
]
,
wh
ile
s
tag
e
-
lev
el
q
u
ality
r
eg
u
latio
n
is
ess
en
tial
to
en
s
u
r
e
th
at
cr
ea
tiv
e
o
u
tp
u
ts
ar
e
n
o
t
o
n
ly
n
o
v
el
b
u
t
also
tech
n
ically
r
o
b
u
s
t
an
d
e
d
u
ca
tio
n
ally
m
ea
n
i
n
g
f
u
l
[
1
1
]
,
[
7
1
]
.
T
h
e
lo
wer
I
OC
f
o
r
th
e
p
r
o
ce
s
s
co
m
p
o
n
en
t
s
u
g
g
ests
th
at
PD
C
A
in
teg
r
ati
o
n
,
wh
ile
co
n
ce
p
tu
ally
s
o
u
n
d
,
m
ay
lack
clar
ity
.
E
m
b
e
d
d
in
g
PDC
A
ac
r
o
s
s
DT
s
tag
es m
ay
in
cr
ea
s
e
p
r
o
ce
d
u
r
a
l c
o
m
p
lex
ity
an
d
cr
ea
te
ten
s
io
n
b
etwe
en
cr
ea
tiv
e
o
p
en
n
ess
an
d
p
r
o
ce
s
s
co
n
tr
o
l.
R
ig
id
u
s
e
m
ay
lim
it
ex
p
lo
r
atio
n
,
wh
er
ea
s
f
lex
ib
le
ap
p
licati
o
n
ca
n
en
h
a
n
ce
iter
ativ
e
r
ef
in
em
en
t
an
d
d
esig
n
r
o
b
u
s
tn
ess
.
T
h
ese
f
in
d
in
g
s
in
d
icate
th
at
PDC
A
d
o
es
n
o
t
in
h
er
en
tly
en
s
u
r
e
p
r
o
g
r
ess
iv
e
cr
ea
tiv
e
d
ev
elo
p
m
en
t,
as
its
ef
f
ec
tiv
en
ess
d
ep
en
d
s
o
n
im
p
lem
en
tatio
n
.
T
h
e
lo
wer
I
OC
lik
ely
r
ef
lects
t
h
e
co
m
p
lex
ity
o
f
cr
o
s
s
-
f
r
am
ewo
r
k
in
teg
r
atio
n
r
ath
er
th
a
n
a
s
tr
u
ctu
r
al
wea
k
n
e
s
s
.
Ov
er
all,
th
e
B
L
DT
PDC
A
m
o
d
el
d
em
o
n
s
tr
ates
co
h
er
en
t
in
teg
r
atio
n
o
f
B
L
,
D
T
,
an
d
PDC
A,
with
B
L
as
th
e
d
eliv
er
y
en
v
ir
o
n
m
en
t,
DT
a
s
th
e
co
r
e
p
r
o
ce
s
s
,
an
d
PDC
A
a
s
a
q
u
ality
r
eg
u
latio
n
m
ec
h
an
is
m
.
T
h
is
co
n
f
i
g
u
r
atio
n
ad
d
r
ess
es
lim
itatio
n
s
o
f
DT
in
lack
in
g
s
tr
u
ctu
r
ed
im
p
r
o
v
em
en
t
m
ec
h
an
is
m
s
[
1
3
]
,
[
1
8
]
,
wh
ile
BL
s
u
p
p
o
r
ts
iter
ativ
e
r
ef
in
em
en
t
an
d
c
o
n
tin
u
o
u
s
f
ee
d
b
ac
k
i
n
tech
n
o
lo
g
y
-
en
h
a
n
ce
d
en
v
ir
o
n
m
en
ts
,
c
o
n
s
is
ten
t w
ith
B
r
is
co
et
a
l.
[
2
0
]
.
Fro
m
a
h
ig
h
er
ed
u
ca
tio
n
p
o
licy
an
d
m
an
a
g
em
en
t
p
er
s
p
ec
tiv
e,
th
e
B
L
DT
PDC
A
lear
n
in
g
m
o
d
el
also
d
em
o
n
s
tr
ates
co
n
ce
p
tu
al
alig
n
m
en
t
with
o
u
tco
m
e
-
b
ased
e
d
u
ca
tio
n
(
OB
E
)
.
B
y
ex
p
licitly
lin
k
in
g
in
ten
d
e
d
lear
n
in
g
o
u
tc
o
m
es,
lear
n
in
g
a
ctiv
ities
,
an
d
ass
e
s
s
m
en
t p
r
o
ce
s
s
es,
th
e
m
o
d
el
p
r
o
v
id
es a
s
tr
u
ctu
r
ed
p
ath
wa
y
f
o
r
em
b
ed
d
in
g
cr
ea
tiv
e
th
in
k
in
g
as
a
m
ea
s
u
r
ab
le
co
m
p
eten
cy
with
in
tech
n
o
lo
g
y
-
o
r
ie
n
ted
cu
r
r
icu
la.
T
h
is
o
r
ien
tatio
n
is
co
n
s
is
ten
t
with
co
n
tem
p
o
r
a
r
y
h
ig
h
er
ed
u
ca
tio
n
p
o
licy
d
ir
ec
tio
n
s
th
at
em
p
h
asize
lear
n
er
-
ce
n
ter
e
d
ed
u
ca
tio
n
,
co
m
p
eten
cy
-
b
ased
c
u
r
r
icu
lu
m
d
esig
n
,
a
n
d
a
cc
o
u
n
tab
ilit
y
f
o
r
d
em
o
n
s
tr
ab
le
lear
n
in
g
o
u
tco
m
es
in
r
esp
o
n
s
e
to
co
m
p
le
x
s
o
cieta
l
an
d
tec
h
n
o
lo
g
ical
d
em
an
d
s
[
4
]
,
[
7
2
]
.
T
h
e
in
teg
r
atio
n
o
f
th
e
PDC
A
cy
cle
w
ith
in
th
e
B
L
DT
PDC
A
m
o
d
el
p
r
o
v
id
es
a
m
ec
h
an
is
m
f
o
r
lin
k
in
g
in
s
tr
u
ctio
n
al
d
esig
n
with
co
n
tin
u
o
u
s
q
u
ality
im
p
r
o
v
em
e
n
t.
B
y
s
tr
u
ctu
r
in
g
p
lan
n
in
g
,
m
o
n
ito
r
in
g
,
ev
alu
atio
n
,
a
n
d
r
e
f
i
n
em
en
t,
it
s
u
p
p
o
r
ts
s
y
s
tem
atic
tr
ac
k
in
g
an
d
e
v
id
e
n
ce
-
in
f
o
r
m
ed
im
p
r
o
v
em
en
t,
a
lig
n
in
g
with
h
ig
h
er
e
d
u
ca
tio
n
q
u
ality
ass
u
r
an
ce
f
r
am
ewo
r
k
s
em
p
h
asizin
g
co
n
t
in
u
o
u
s
en
h
an
ce
m
en
t a
n
d
d
ata
-
d
r
iv
en
d
ec
is
io
n
-
m
ak
in
g
[
4
]
,
[
7
3
]
.
Fro
m
a
th
eo
r
etica
l
p
er
s
p
ec
ti
v
e,
th
is
s
tu
d
y
a
d
v
an
ce
s
in
s
tr
u
ctio
n
al
d
esig
n
b
y
d
em
o
n
s
tr
atin
g
h
o
w
p
r
o
ce
s
s
-
lev
el
q
u
ality
r
e
g
u
lati
o
n
ca
n
b
e
s
y
s
tem
atica
lly
em
b
ed
d
ed
with
i
n
DT
-
b
ased
lea
r
n
in
g
.
W
h
ile
p
r
io
r
r
esear
ch
h
as
p
r
im
ar
ily
p
o
s
itio
n
ed
DT
as
a
f
r
am
ewo
r
k
f
o
r
f
o
s
ter
in
g
cr
ea
tiv
ity
,
th
is
s
tu
d
y
r
ec
o
n
ce
p
tu
alize
s
th
e
PDC
A
cy
cle
as
an
in
ter
n
al
r
eg
u
lato
r
y
m
ec
h
an
is
m
o
p
e
r
atin
g
ac
r
o
s
s
all
d
esig
n
s
tag
es.
T
h
is
in
teg
r
atio
n
estab
lis
h
es
a
clea
r
er
lin
k
ag
e
b
etwe
en
cr
ea
tiv
e
p
r
o
ce
s
s
es
an
d
q
u
ality
ass
u
r
an
ce
,
ad
d
r
ess
in
g
a
g
ap
in
ex
is
tin
g
m
o
d
els
wh
er
e
ex
p
lo
r
atio
n
an
d
ev
alu
atio
n
ar
e
o
f
ten
wea
k
l
y
co
n
n
ec
ted
.
Fro
m
a
p
r
ac
tic
al
p
er
s
p
ec
tiv
e,
th
e
B
L
DT
PD
C
A
m
o
d
el
p
r
o
v
id
es
a
s
tr
u
ctu
r
ed
ap
p
r
o
ac
h
f
o
r
d
esig
n
in
g
lear
n
i
n
g
ac
tiv
ities
th
at
p
r
o
m
o
te
cr
ea
tiv
ity
wh
ile
en
s
u
r
in
g
q
u
ality
co
n
t
r
o
l
.
I
t
g
u
id
es
th
e
allo
ca
tio
n
o
f
f
a
ce
-
to
-
f
ac
e
a
n
d
o
n
lin
e
ac
tiv
ities
ac
r
o
s
s
DT
s
tag
es
an
d
en
ab
les
co
n
tin
u
o
u
s
m
o
n
it
o
r
in
g
,
e
v
alu
atio
n
,
an
d
r
ef
in
em
en
t
th
r
o
u
g
h
th
e
PDC
A
cy
cle.
As
a
r
esu
lt,
cr
ea
tiv
e
th
in
k
in
g
ca
n
b
e
d
ev
elo
p
ed
an
d
ass
es
s
ed
m
o
r
e
s
y
s
tem
atica
lly
an
d
m
ea
s
u
r
a
b
ly
in
h
ig
h
er
e
d
u
c
atio
n
co
n
tex
ts
.
Desp
ite
th
ese
f
in
d
in
g
s
,
th
e
lo
wer
I
OC
f
o
r
th
e
Pro
ce
s
s
co
m
p
o
n
en
t
s
u
g
g
ests
th
at
c
r
o
s
s
-
s
tag
e
in
teg
r
atio
n
o
f
B
L
,
DT
,
an
d
PDC
A
r
eq
u
ir
es
clea
r
er
o
p
er
atio
n
aliza
tio
n
.
As
v
alid
atio
n
r
elied
o
n
ex
p
e
r
t
ju
d
g
m
en
t,
th
e
m
o
d
el’
s
ef
f
ec
ti
v
en
ess
in
p
r
ac
tice
r
em
ain
s
u
n
t
ested
an
d
m
ay
d
e
p
en
d
o
n
co
n
t
ex
tu
al
f
ac
to
r
s
s
u
ch
as
in
s
titu
tio
n
al
r
ea
d
in
ess
,
in
s
t
r
u
cto
r
ex
p
er
tis
e,
an
d
tech
n
o
l
o
g
y
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
e
m
p
lo
y
ex
p
er
im
en
tal,
q
u
asi
-
ex
p
er
im
e
n
tal,
o
r
d
esig
n
-
b
ased
a
p
p
r
o
ac
h
es
to
e
x
am
i
n
e
its
im
p
ac
t
o
n
cr
ea
tiv
e
th
i
n
k
in
g
in
au
t
h
en
tic
s
ettin
g
s
.
6.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
d
ev
elo
p
e
d
th
e
B
L
DT
PDC
A
m
o
d
el
as
an
in
teg
r
ated
f
r
am
ew
o
r
k
co
m
b
i
n
in
g
BL
,
DT
,
a
n
d
PDC
A
to
s
u
p
p
o
r
t
cr
ea
tiv
e
th
in
k
in
g
in
h
ig
h
e
r
ed
u
ca
tio
n
.
T
h
e
m
o
d
el
d
em
o
n
s
tr
ated
h
ig
h
c
o
n
ten
t
v
alid
ity
an
d
s
tr
o
n
g
co
n
ce
p
tu
al
alig
n
m
en
t.
T
h
eo
r
etica
lly
,
th
is
s
tu
d
y
co
n
tr
ib
u
tes
b
y
e
m
b
ed
d
in
g
PDC
A
as
a
p
r
o
ce
s
s
-
lev
el
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
A
b
len
d
ed
lea
r
n
in
g
m
o
d
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DATA AV
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[
NP]
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eq
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RE
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NC
E
S
[
1
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M
.
P
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