The Development of a Mathematical Model of an Algorithm for Constructing an Individual Educational Trajectory for the Development of Methodological Competence among IT Discipline Teachers

Response to Reviewer 1 Comments

1. Summary

Thank you very much for taking the time to review this manuscript. Your comments and suggestions were very important to us. Please read the detailed responses below and the relevant changes/adjustments highlighted in the section "Track changes to resubmitted files".

2. Point-by-point response to Comments and Suggestions for Authors

Comments 1:

The Introduction and Literature review are lacking cohesion and support for the claims. If this is a review of literature, please cite the sources of your information. A few examples below:

On page 2, you note “The conducted analysis reveals . .” and then list eight bullet points, but what analysis are you talking about? Can you site the source of these results?

On p. 4 you say “it is evidence that across various frameworks . . .certain consistent components emerge”. However, the prior paragraphs are used to reinforce your list of 8 competencies and only one of your 3 consistent components align with the verbiage of the 8 in your list. What various frameworks are you referencing for common components? Is personal personal-motivational or only part of that component defined earlier? Which of your 8 components fall under the activity-related components? How do these 3 categorizes relate to your assessment of competence later in the page (under firstly)?.]

Response 1:

Thank you for pointing this out. We agree with this comment. We agree with this comment. Therefore, we have made the following changes

“[the text in the manuscript has been updated with the text below].”

Line [47-55]

The analysis of the content and methods of competence-based training for specialists in various fields highlights the importance of an activity-based approach. Ryabykhina [2] emphasizes that responsibility for educational activities and search for effective solutions to pedagogical problems are key values for teachers. Mâţă [3] asserts that competence is always manifested in activities related to solving professional tasks. Liu Y, Zhao L, Su Y-S [4] underscore that the role of teachers is to organize student learning activities, emphasizing that teaching is primarily about organization and facilitating learning.

From this, we can conclude that a lack of methodological competence among IT discipline teachers may lead to a number of problems in teaching IT specialties.

Line [367-381]

In their scientific paper, the authors [29] determined the new structure of the model of methodological competence of IT teachers. The possession of the components specified in the model is considered as a necessary condition for improving the level of pedagogical activity aimed at achieving new educational results stated in the state educational standards of education and involves the continuous development of methodological competence.

Based on the analysis of theoretical material, the analysis of the teacher's professional activity, the structure of the teacher's methodological competence proposed in modern research and scientific works [30-31], the need for revision and integration of the com-ponents of the model for a more accurate reflection of their impact on the educational process was revealed (Table 1).

In the study, authors proceed from the position that methodological competence is based on the correlation of interrelated motivation, value orientations, theoretical knowledge, practical skills, professional qualities of a person and reflection. These kinds of skills have been collectively referred to as "soft skills".

Comments 2:

On p. 4 you list multiple sources that “contributed to the definition of [assessment] criteria” but not what they actually contributed. Can you talk about the criteria and scales and then cite the source for that criteria?

I should also be able to read the literature review to get all important information that relates to your study without having to read each cited literature myself. So on p. 5 instead of just telling me there are a few important studies I should read to learn about competencies, please list the key findings of those studies that relates to this paper (what are the key skills/competencies? what is the approach? What are the important methodological foundations?).

Response 2:

Agree. We have revised this point accordingly. And added explanations to the section of the Literary Review

“[the text in the manuscript has been updated with the text below].”

Line [100-147]

An analysis of theoretical aspects in the scientific literature on higher education and the professional-pedagogical activities of university teachers reveals that there is currently no unified interpretation of the terms “methodological competence” and “teacher’s methodological competency.” Overall, researchers agree that competence is an objective condition encompassing a set of powers, rights, and responsibilities, as well as a generalized approach to actions that contribute to effective problem-solving. In turn, competency is defined as an integrative characteristic of an individual, reflecting a formed system of attitudes and internal qualities that enable a person to realize their competencies [6].

Researcher Liliana Mâţă [3] asserts that the formation of competence occurs through generalization, involving multiple abilities within a single context. She claims that every individual is capable to independently develop their competence by leveraging specific internal resources, such as intellectual abilities, practical skills, individual qualities, and motivation. According to the researcher, these internal resources encompass knowledge, skills, abilities, competencies, and value orientations.

Kansanen, Pertti [7],  define competence as a quality influenced by external factors, developed over a lifetime, and manifested through activities and interactions with others. It is based on knowledge and individual characteristics that evolve within the educational process and become its outcome.

             Given the general understanding of competencies in the educational field and drawing from scientific research on the specifics of a teacher’s methodological competence, as well as considering the nuances of professional-pedagogical training and their teaching activities, we can conclude that methodological competence is a structural component of professional competence. It represents an integrative characteristic of a teacher’s personality, encompassing knowledge and skills related to the development, selection, and application of appropriate teaching technologies and methods for solving educational tasks related to instruction, upbringing, and student development. Additionally, it involves awareness of these approaches as valuable orientations and proficiency in reflection and continuous improvement of one’s own methodological practices.

According to Karl Schweizer, Merle Steinwascher, Helfried Moosbrugger, and Siegbert Reiss [8], the foundation for the formation, emergence, and manifestation of a university teacher’s methodological competence lies in a combination of developed competencies: didactic, organizational, scientific, socio-psychological, and instrumental.

Considering the research findings of these authors and reviewing an extensive list of works by both domestic and international scholars on the given topic, particularly the works of Görlich A., Ebert T., Bauer D., Grasl M., Hofer M., Lammerding-Köppel M., and Fabri G. [9], which focus on the development of methodological competence among medical university teachers, we can highlight the model proposed by the author of the article. This model identifies the following six competency areas: educational activities in medicine, student-centered teaching approaches, socio-communicative skills of teachers, role modeling and professionalism, reflection and advancement of personal pedagogical practices, and systemic teaching and training within professional contexts.

Based on the highlighted areas of competence identified by researchers, it is evident that these aspects contribute equally to the development of methodological competence. For each competency area, specific components can be defined, aligned with educational goals, and illustrated with practical examples to facilitate their application in practice.

The aforementioned studies serve as a foundation for identifying the key components of methodological competence among IT discipline teachers, where the main components were identified [29].

Comments 3:

How did you analyze the various literature, documents, and research material? How was your analysis constrained or organized based on the various competencies from your literature review? What were would looking for in your analysis? What are the citations for the various documents you analyzed? How is the system of continuous education of teachers related to your research methodology (as it has a large presence in your “Part 4 Main” section of the paper)? How does your methodology relate to calculating the optimal trajectory of students (another large component of paper)?

I am not sure what you mean by your Part 4 title “Main part”. Is this the results of your research methology from Part 3 or an explanation of how you analyzed information in part 3? It reads like a continuation of a literature review.

Response 3:

Agree. We have revised this point accordingly. And updated the Research methodology section.

“[the text in the manuscript has been updated with the text below].”

But at the beginning of the Main part section, we provide links to our work on this topic, since this article is a continuation of our work in this area.

Line [323-356]

To determine  the range of problems, the following steps were taken: 1) theoretical analysis of scientific psychological-pedagogical and specialized literature related to the research topic (works by domestic and foreign scholars); 2) analysis of legislative and normative documents regarding the organization of professional development for teachers (laws and regulatory acts of the Republic of Kazakhstan). For this purpose, qualitative methods such as comparative, aspect-oriented, and content analysis were employed. Overall, more than 200 scientific papers were analyzed for the purposes of this study, with more than 40 were used directly.

To achieve the objectives of the study, the following methods were used: the methodology of project vector management to build a learning trajectory for teachers of IT disciplines. To calculate the optimal learning trajectory of students, the method of cal-culating the achievement of target points was used. The Monte Carlo method was im-plemented to model probabilistic models in the methodology of design vector control.

For the research, the following methods were employed: analysis of pedagogical, psychological, and methodological literature; pedagogical modeling; observation of IT discipline teachers’ and students’ activities during the educational process; surveys and interviews with teachers; testing of teachers; pedagogical experiments; and statistical methods for data processing.

The implementation of the model developed by the authors in their work [22] involves the following stages enhancing the methodological competence of IT discipline teachers during professional development: initial preparatory (pre-course), theoretical and practical (courses) and implementation (post-course). Therefore, in the process of experimental work, the methods were divided into three categories:

a) methods of installation, input diagnostics, which are used at the beginning of teacher training in advanced training courses to differentiate course participants by the level of formation of methodological competence;

b) methods of current, in-depth diagnostics to track intermediate results and the effectiveness of the course preparation process, identify problems and difficulties of students;

c) the methods used in the final diagnosis after completion of advanced training courses to assess the success of students in completing course training programs and to determine the levels of formation of methodological competence of IT discipline teachers. The evaluation of diagnostic tools was carried out taking into account the quality criteria (according to K.Ingenkamp): validity, reliability, objectivity.

Comments 4:

Issues with Main/Results?? (If this is research, this would be results; if this is theory, do you need research methodology or just share theory?)

Response 4:

Agree. Accordingly, we have added the results of testing methods and models to emphasize this point

“[the text in the manuscript has been updated with the text below].

Line [763-772 & table 4]

Line [922-94 &9 table 5]

Comments 5:

Table 1 – What are the “before/after” categories indicating under components? Please define how to read this table.

Table 2 has the same levels from your literature review, but drastically different definitions. How are these tow levels tied to each other?

Response 5:

Comment on Table 1: After analyzing various scientific articles, we concluded that the current formulation of the components of methodological competence lacks clarity and precision. Therefore, we have proposed an upgrade to the names and definitions of these components.

Comment on Table 2: The table presents different formulations of levels of methodological competence, but they all refer to the same essential aspects, as determined by our analysis of relevant scientific literature.

Comments 6:

 Page 10-15 provide multiple equations for calculating student trajectory – do these all come from the Monte Carlo methods (which should be cited) or if not, where do they come from and how are they validated?

Table 2 has the same levels from your literature review, but drastically different definitions. How are these tow levels tied to each other?

Pg 14 (line 508) states that evaluation of student learning trajectory will achieve the learning goals and obstaint he necessary competencies. Are these student competencies or teacher competencies? And if measuring student, how does that build teacher competencies? (this justification needed to support Table 3 claims that levels of manifestation are directly related to levels of competency formation).

Table 2 has the same levels from your literature review, but drastically different definitions. How are these tow levels tied to each other?

Response 6:

Agree. We have changed this point in our work accordingly.

“[the text in the manuscript has been updated with the text below].”

Line [445-464]

The method for calculating the optimal learning trajectory (referred to as «move-ment») of IT discipline teachers (referred to as «learners») to achieve the target points of educational programs involves using the Monte Carlo method. We chose this group of numerical methods because they rely on generating a large number of realizations of a stochastic (random) process. This process is designed to match the probabilistic charac-teristics of the relevant quantities in the problem being solved. In other words, it models processes with uncertainty, for example, in our case constructing teachers’ learning tra-jectories - accounting for individual variations. Since each IT discipline teacher has their own set of personal competencies, we need to tailor a unique learning trajectory for each teacher based on the specific methodological competencies they lack from a pedagogical perspective. In this article, we apply the method of calculating the optimal trajectory of learners within the project-vector management methodology, specifically utilizing the Monte Carlo method to calculate probabilistic learning trajectories for IT discipline teachers based on their required methodological competencies.

Project-vector management methodology has been tested in several systems im-plemented for managing educational processes and universities as a whole [41-42].

At the same time, the distribution of probabilities when choosing the learning tra-jectory of students will be calculated through the priority of the components of the stu-dent's training for the formation of certain competencies and the formation of the student's knowledge and skills.

3. Response to Comments on the Quality of English Language

Point 1:

On p. 3, for consistency – should “component” be capitalized or not capitalized in your numbered list.

Line 157-165 is a single fragmented sentence. Restructure for readability.

Line 168 – “for example” in parenthesis would be written e.g.,

Lin 361-363 – Missing part of a sentence?

На стр. 3 для единообразия – следует ли в вашем нумерованном списке писать слово “компонент” с заглавной буквы или без нее

Строки 157-165 представляют собой одно фрагментарное предложение. Измените структуру для удобства чтения

Строка 168 – “например” в круглых скобках было бы написано, например

Строка 361-363 – Пропущенная часть предложения

Response 1:   

These comments have been taken into account and the text of the work has been adjusted according to the comments.

Response to Reviewer 2 Comments

1. Summary

Thank you very much for taking the time to review this manuscript. Your comments and suggestions were very important to us. Please read the detailed responses below and the relevant changes/adjustments highlighted in the section "Track changes to resubmitted files".

2. Point-by-point response to Comments and Suggestions for Authors

Comments 1:

A critical number of references are missing from the introduction part and literature review, e.g.

1.     44 - 45 - In the article, the authors propose a conceptual model within the domain of education, serving as the basis for constructing an efficient mathematical model which is specifically designed to create individualized learning trajectories for IT discipline teachers with the focus on managing the process of methodological competence development during the synthesis of training courses. The authors propose an innovative approach to teacher retraining, centered around individualized needs and abilities, with the aim of enhancing the quality of education in the field of information technology.  – what kind of analysis? There are no references to this!

Во вступительной части и обзоре литературы отсутствует критическое количество ссылок, например:

1. С. 44 - 45 - В статье авторы предлагают концептуальную модель в области образования, служащую основой для построения эффективной математической модели, специально разработанной для создания индивидуальных траекторий обучения преподавателей ИТ-дисциплин с акцентом на управление процессом развития методологической компетентности в ходе синтеза учебные курсы. Авторы предлагают инновационный подход к переподготовке учителей, ориентированный на индивидуальные потребности и способности, с целью повышения качества образования в области информационных технологий. – что это за анализ? Ссылок на это нет!

Response 1:

Thank you for pointing this out. We agree with this comment. We agree with this comment. Therefore, we have made the following changes

“[the text in the manuscript has been updated with the text below].”

Line [47-55]

The analysis of the content and methods of competence-based training for specialists in various fields highlights the importance of an activity-based approach. Ryabykhina [2] emphasizes that responsibility for educational activities and search for effective solutions to pedagogical problems are key values for teachers. Mâţă [3] asserts that competence is always manifested in activities related to solving professional tasks. Liu Y, Zhao L, Su Y-S [4] underscore that the role of teachers is to organize student learning activities, emphasizing that teaching is primarily about organization and facilitating learning.

From this, we can conclude that a lack of methodological competence among IT discipline teachers may lead to a number of problems in teaching IT specialties.

Line [367-381]

In their scientific paper, the authors [29] determined the new structure of the model of methodological competence of IT teachers. The possession of the components specified in the model is considered as a necessary condition for improving the level of pedagogical activity aimed at achieving new educational results stated in the state educational standards of education and involves the continuous development of methodological competence.

Based on the analysis of theoretical material, the analysis of the teacher's professional activity, the structure of the teacher's methodological competence proposed in modern research and scientific works [30-31], the need for revision and integration of the com-ponents of the model for a more accurate reflection of their impact on the educational process was revealed (Table 1).

In the study, authors proceed from the position that methodological competence is based on the correlation of interrelated motivation, value orientations, theoretical knowledge, practical skills, professional qualities of a person and reflection. These kinds of skills have been collectively referred to as "soft skills".

Comments 2:

88 - 89  - Taking into account the general understanding of the essence of competencies in the 88 educational field, based on scientific research on the specifics of a teacher's methodologi-89 cal competence, as well as considering the peculiarities of professional pedagogical train-90 ing and his pedagogical activity, it was concluded that methodological competence is a 91 structural component of professional competence and an integrative characteristic of a 92 teacher's personality, including knowledge and skills of development, selection and the 93 use of appropriate technologies and methods for solving pedagogical tasks related to teaching, upbringing and development of students, awareness of them as value orienta-95 tions, as well as possession of reflection and the ability to improve their own methodolog-96 ical activities. – what research? What kind of literature and research was used, how the statements can be proved.

3.     101 – 126 – no references

Response 2:

Agree. We have revised this point accordingly. And added explanations to the section of the Literary Review

“[the text in the manuscript has been updated with the text below].”

Line [100-147]

An analysis of theoretical aspects in the scientific literature on higher education and the professional-pedagogical activities of university teachers reveals that there is currently no unified interpretation of the terms “methodological competence” and “teacher’s methodological competency.” Overall, researchers agree that competence is an objective condition encompassing a set of powers, rights, and responsibilities, as well as a generalized approach to actions that contribute to effective problem-solving. In turn, competency is defined as an integrative characteristic of an individual, reflecting a formed system of attitudes and internal qualities that enable a person to realize their competencies [6].

Researcher Liliana Mâţă [3] asserts that the formation of competence occurs through generalization, involving multiple abilities within a single context. She claims that every individual is capable to independently develop their competence by leveraging specific internal resources, such as intellectual abilities, practical skills, individual qualities, and motivation. According to the researcher, these internal resources encompass knowledge, skills, abilities, competencies, and value orientations.

Kansanen, Pertti [7],  define competence as a quality influenced by external factors, developed over a lifetime, and manifested through activities and interactions with others. It is based on knowledge and individual characteristics that evolve within the educational process and become its outcome.

             Given the general understanding of competencies in the educational field and drawing from scientific research on the specifics of a teacher’s methodological competence, as well as considering the nuances of professional-pedagogical training and their teaching activities, we can conclude that methodological competence is a structural component of professional competence. It represents an integrative characteristic of a teacher’s personality, encompassing knowledge and skills related to the development, selection, and application of appropriate teaching technologies and methods for solving educational tasks related to instruction, upbringing, and student development. Additionally, it involves awareness of these approaches as valuable orientations and proficiency in reflection and continuous improvement of one’s own methodological practices.

According to Karl Schweizer, Merle Steinwascher, Helfried Moosbrugger, and Siegbert Reiss [8], the foundation for the formation, emergence, and manifestation of a university teacher’s methodological competence lies in a combination of developed competencies: didactic, organizational, scientific, socio-psychological, and instrumental.

Considering the research findings of these authors and reviewing an extensive list of works by both domestic and international scholars on the given topic, particularly the works of Görlich A., Ebert T., Bauer D., Grasl M., Hofer M., Lammerding-Köppel M., and Fabri G. [9], which focus on the development of methodological competence among medical university teachers, we can highlight the model proposed by the author of the article. This model identifies the following six competency areas: educational activities in medicine, student-centered teaching approaches, socio-communicative skills of teachers, role modeling and professionalism, reflection and advancement of personal pedagogical practices, and systemic teaching and training within professional contexts.

Based on the highlighted areas of competence identified by researchers, it is evident that these aspects contribute equally to the development of methodological competence. For each competency area, specific components can be defined, aligned with educational goals, and illustrated with practical examples to facilitate their application in practice.

The aforementioned studies serve as a foundation for identifying the key components of methodological competence among IT discipline teachers, where the main components were identified [29].

Comments 3:

4.     127 – 130 Research on professional education, pedagogical competence, instructional activities 127 of teachers, teaching and upbringing methodologies (Hoffman, J. V., Svrcek, N., Lammert, C., Daly-Lesch, A.) has demonstrated that experts highly value these components as as the most important and useful in the context of actual pedagogical practice [4]. – different styles for referencing has been used

5.     140 – 141 - Many pedagogical theories and concepts, such as constructivism, sociocultural ap proach, etc., emphasize the importance of these components for the successful training and development of teachers of IT disciplines. – reference missing

6.     No references from Line 170-225.

It is very important that the relevant scientific articles are used in the literature analysis and the statements are supported by references.

Response 3:

Agree. We have revised this point accordingly. And updated the Research methodology and Literature review sections.

“[the text in the manuscript has been updated with the text below].”

Line [323-356]

To determine  the range of problems, the following steps were taken: 1) theoretical analysis of scientific psychological-pedagogical and specialized literature related to the research topic (works by domestic and foreign scholars); 2) analysis of legislative and normative documents regarding the organization of professional development for teachers (laws and regulatory acts of the Republic of Kazakhstan). For this purpose, qualitative methods such as comparative, aspect-oriented, and content analysis were employed. Overall, more than 200 scientific papers were analyzed for the purposes of this study, with more than 40 were used directly.

To achieve the objectives of the study, the following methods were used: the methodology of project vector management to build a learning trajectory for teachers of IT disciplines. To calculate the optimal learning trajectory of students, the method of cal-culating the achievement of target points was used. The Monte Carlo method was im-plemented to model probabilistic models in the methodology of design vector control.

For the research, the following methods were employed: analysis of pedagogical, psychological, and methodological literature; pedagogical modeling; observation of IT discipline teachers’ and students’ activities during the educational process; surveys and interviews with teachers; testing of teachers; pedagogical experiments; and statistical methods for data processing.

The implementation of the model developed by the authors in their work [22] involves the following stages enhancing the methodological competence of IT discipline teachers during professional development: initial preparatory (pre-course), theoretical and practical (courses) and implementation (post-course). Therefore, in the process of experimental work, the methods were divided into three categories:

a) methods of installation, input diagnostics, which are used at the beginning of teacher training in advanced training courses to differentiate course participants by the level of formation of methodological competence;

b) methods of current, in-depth diagnostics to track intermediate results and the effectiveness of the course preparation process, identify problems and difficulties of students;

c) the methods used in the final diagnosis after completion of advanced training courses to assess the success of students in completing course training programs and to determine the levels of formation of methodological competence of IT discipline teachers. The evaluation of diagnostic tools was carried out taking into account the quality criteria (according to K.Ingenkamp): validity, reliability, objectivity.

Comments 4:

7.     The methodology lacks information about what databases were used, how many units were selected, in what period, in what language, by what keywords, what methods, what purposes were used. They should be described with sufficient detail to allow others to replicate and build on published results

Main part = results?

Response 4:

Agree. Accordingly, we have added the results of testing methods and models to emphasize this point. And updated the Research methodology section.

“[the text in the manuscript has been updated with the text below].”

Line [763-772 & table 4]

Line [922-94 &9 table 5]

Comments 5:

8.     The main part starts with actuality, but there is a lack of reference, similarly, the models shown in Table1 and Table 2 lack a reference and it is not clear on what basis they are built.

9.     It is not clear from where this statement comes - However, the analysis of the subject area revealed that professional development or retraining of teachers has a number of key factors:…

Response 5:

Agree. We have changed this point in our work accordingly.

“[the text in the manuscript has been updated with the text below].”

Line [394-400]

This structure of methodological competence (table 2) involves the process of changing it in moving from one level to another [34].

Based on the analysis of scientific papers, we believe that methodological competence, like other personal and professional qualities [35-36], can be formed at one of five levels (Table 2).

The development of methodological competence among IT discipline teachers is integrated within the lifelong learning concept. The modern structure of the continuing education system for teachers in the global context includes the following stages: mas-tering fundamental education in Kazakhstan [37-38], the period of adaptation and for-mation of professional activity of young teachers under the guidance of more experienced colleagues, professional development and self-education for practicing teachers.

However, the analysis of the subject area revealed that professional development or retraining of teachers has a number of key factors

Comments 6:

10.   Why excatly Monte Carlo method was used. Answer to it would be valuable to know for those who would like to replicate the study.

11.   The main part is detailed, filled with various methods, formulas, graphs, tables, but difficult to understand and it is not clear which of the used methods corresponds to the purpose of the research. It would be easier if the research questions and specific methods for achieving them were raised.

Please incorporate a discussion section in which you analyze the results and their interpretation concerning previous research and the initial hypotheses. Consider discussing the implications of the findings within a broad context, and highlight any limitations of the study. Additionally, please suggest potential avenues for future research.

Response 6:

Agree. We have changed this point in our work accordingly.

“[the text in the manuscript has been updated with the text below].”

Line [445-464]

The method for calculating the optimal learning trajectory (referred to as «move-ment») of IT discipline teachers (referred to as «learners») to achieve the target points of educational programs involves using the Monte Carlo method. We chose this group of numerical methods because they rely on generating a large number of realizations of a stochastic (random) process. This process is designed to match the probabilistic charac-teristics of the relevant quantities in the problem being solved. In other words, it models processes with uncertainty, for example, in our case constructing teachers’ learning tra-jectories - accounting for individual variations. Since each IT discipline teacher has their own set of personal competencies, we need to tailor a unique learning trajectory for each teacher based on the specific methodological competencies they lack from a pedagogical perspective. In this article, we apply the method of calculating the optimal trajectory of learners within the project-vector management methodology, specifically utilizing the Monte Carlo method to calculate probabilistic learning trajectories for IT discipline teachers based on their required methodological competencies.

Project-vector management methodology has been tested in several systems im-plemented for managing educational processes and universities as a whole [41-42].

At the same time, the distribution of probabilities when choosing the learning tra-jectory of students will be calculated through the priority of the components of the stu-dent's training for the formation of certain competencies and the formation of the student's knowledge and skills.

Line [937-941]

Based on this, continuing the professional development program to further enhance teachers’ competence in EG2 is recommend. Also, conducting additional research to identify specific factors contributing to competence improvement and adapting the pro-gram based on the discovered results would maximize effectiveness in future educational and professional contexts.

Thank you very much for taking the time to review this manuscript. Your comments and suggestions were very important to us. Please read the detailed responses below and the relevant changes/adjustments highlighted in the section "Track changes to resubmitted files".