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K
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C
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icatio
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s
k
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Dig
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ch
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k
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Fu
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Sk
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T
ea
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s
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p
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n
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rticle
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CC B
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li
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se
.
C
o
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r
e
s
p
o
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A
uth
o
r
:
Mo
h
d
I
s
a
Ham
za
h
Facu
lty
o
f
E
d
u
ca
tio
n
,
Natio
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a
l U
n
iv
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s
ity
o
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Ma
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B
an
g
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Selan
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_
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1.
I
NT
RO
D
UCT
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O
N
T
h
e
f
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s
k
ills
o
f
teac
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co
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p
ass
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s
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n
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k
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ir
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co
m
p
lex
e
d
u
ca
ti
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n
al
lan
d
s
ca
p
e
[
1
]
–
[
3
]
.
R
ap
id
ch
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g
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in
tech
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l
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y
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d
s
t
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p
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an
in
cr
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s
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d
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am
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wo
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[
4
]
.
T
h
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cu
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r
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is
s
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in
2
1
s
t
-
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ca
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k
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cr
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in
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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2252
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S
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f
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kills
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(
N
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2801
[
5
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–
[
7
]
.
T
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in
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u
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ac
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to
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g
.
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W
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ca
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[
8
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–
[
1
0
]
.
Alt
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[
1
1
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T
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i
n
g
o
f
th
e
r
e
q
u
i
r
e
d
s
k
ills
a
n
d
id
e
n
t
if
y
g
a
p
s
in
ex
is
ti
n
g
p
r
o
f
e
s
s
io
n
al
d
e
v
e
lo
p
m
e
n
t
p
r
o
g
r
a
m
s
.
T
h
e
c
o
n
tr
i
b
u
ti
o
n
o
f
t
h
is
s
t
u
d
y
lies
i
n
its
p
r
o
p
o
s
al
to
d
es
ig
n
a
more
ef
f
ec
t
iv
e
p
r
o
f
ess
i
o
n
a
l
d
ev
el
o
p
m
en
t
p
r
o
g
r
a
m
t
h
at
n
o
t
o
n
l
y
f
o
cu
s
es
o
n
te
c
h
n
ic
al
s
k
ills
b
u
t
als
o
in
c
lu
d
es
d
i
g
i
tal
t
ec
h
n
o
lo
g
y
s
k
il
ls
,
c
o
m
m
u
n
ic
ati
o
n
s
k
i
lls
,
li
f
e
lo
n
g
le
ar
n
i
n
g
s
k
ills
,
a
n
d
co
m
p
r
e
h
e
n
s
i
v
e
s
o
ci
o
-
e
m
o
ti
o
n
al
s
k
i
lls
,
t
o
e
n
s
u
r
e
t
h
a
t
t
ea
c
h
er
s
a
r
e
eq
u
i
p
p
e
d
t
o
m
e
et
t
h
e
d
em
a
n
d
s
o
f
f
u
t
u
r
e
e
d
u
c
ati
o
n
.
T
h
is
ap
p
r
o
ac
h
w
ill
le
ad
t
o
m
o
r
e
h
o
lis
tic
t
r
ai
n
i
n
g
,
e
n
a
b
l
in
g
te
ac
h
e
r
s
t
o
in
te
g
r
at
e
d
i
g
it
al
t
ec
h
n
o
l
o
g
y
,
c
o
m
m
u
n
ica
ti
o
n
,
lif
el
o
n
g
le
ar
n
i
n
g
,
an
d
s
o
ci
o
-
e
m
o
ti
o
n
al
s
k
ills
m
o
r
e
e
f
f
ec
ti
v
el
y
in
to
t
h
e
ir
t
ea
c
h
i
n
g
p
r
a
cti
ce
s
[
1
2
]
,
[
1
3
]
.
Alth
o
u
g
h
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew
(
SLR)
is
r
ec
o
g
n
ized
as
a
c
r
u
cial
s
tep
in
r
esear
ch
,
th
er
e
ar
e
s
ev
er
al
ch
allen
g
es
th
at
h
in
d
er
its
f
r
eq
u
en
cy
an
d
lim
it
its
s
co
p
e.
I
t
is
u
n
d
en
ia
b
le
th
at
s
tu
d
ie
s
s
u
ch
as
[
1
0
]
,
[
1
1
]
ad
d
r
ess
is
s
u
es
r
elate
d
to
teac
h
er
s
k
ills
.
Ho
wev
er
,
it
s
h
o
u
l
d
b
e
n
o
te
d
th
at
Gu
s
en
b
au
e
r
an
d
Had
d
awa
y
[
1
4
]
s
p
ec
if
ically
d
is
cu
s
s
th
e
f
o
r
m
a
tio
n
o
f
v
o
ca
tio
n
al
s
k
ills
f
o
r
s
p
o
r
ts
teac
h
er
s
,
a
n
d
t
h
is
s
tu
d
y
d
o
es
n
o
t
i
n
v
esti
g
ate
in
-
d
ep
th
th
e
r
elatio
n
s
h
ip
b
etw
ee
n
th
e
s
k
ills
d
ef
in
e
d
in
t
h
e
a
r
ticle
an
d
th
e
d
em
an
d
s
an
d
ch
allen
g
es
r
elate
d
to
ch
an
g
es
in
th
e
ed
u
ca
tio
n
al
lan
d
s
ca
p
e.
Similar
ly
,
So
b
o
lev
a
et
a
l.
[
1
0
]
to
u
c
h
es
o
n
th
e
ch
a
r
ac
ter
is
tics
o
f
team
-
b
u
ild
in
g
s
k
ills
f
o
r
teac
h
e
r
s
,
b
u
t
th
is
s
tu
d
y
d
o
es
n
o
t
th
o
r
o
u
g
h
ly
ex
am
i
n
e
th
e
a
d
ap
tab
le
lear
n
in
g
e
n
v
ir
o
n
m
en
t
n
ee
d
ed
t
o
m
ee
t
t
h
e
r
e
q
u
ir
em
en
ts
o
f
teac
h
e
r
s
in
ac
q
u
ir
in
g
th
e
n
ec
ess
ar
y
f
u
tu
r
e
s
k
ills
.
T
h
e
cu
r
r
en
t
f
o
cu
s
o
n
SLR
o
n
f
u
tu
r
e
teac
h
er
s
k
ills
is
in
ad
eq
u
ate
d
u
e
to
its
lim
it
atio
n
s
,
s
u
ch
as
lim
ited
s
o
u
r
ce
co
v
er
ag
e,
lack
o
f
s
y
s
tem
atic
m
eth
o
d
o
lo
g
y
,
an
d
p
o
ten
tial
s
elec
tiv
e
lab
ellin
g
.
T
h
er
ef
o
r
e,
SLR
is
cr
u
cia
l
f
o
r
p
r
o
v
i
d
in
g
a
co
m
p
r
eh
e
n
s
iv
e
o
v
e
r
v
iew
o
f
th
e
r
esear
ch
lan
d
s
ca
p
e
[
1
2
]
.
T
h
is
SLR
wa
s
g
u
id
ed
b
y
th
e
p
r
im
ar
y
r
esear
c
h
q
u
esti
o
n
:
h
o
w
d
o
f
u
tu
r
e
teac
h
er
s
’
s
k
ills
im
p
ac
t
th
eir
ef
f
ec
tiv
en
ess
in
en
h
an
cin
g
s
tu
d
en
t
en
g
a
g
em
en
t
in
s
ch
o
o
ls
?
Th
is
SLR
aim
ed
at
ex
am
i
n
in
g
f
u
t
u
r
e
teac
h
e
r
s
k
ills
.
I
t
co
n
tr
ib
u
tes
s
ig
n
if
ican
tly
to
b
o
th
p
r
ac
tical
an
d
ac
a
d
em
ic
f
ield
s
,
e
n
ab
lin
g
ed
u
ca
to
r
s
to
a
p
p
ly
v
ar
io
u
s
s
k
ills
in
th
eir
teac
h
in
g
p
r
ac
tices
an
d
r
esear
ch
er
s
to
ex
p
an
d
th
e
s
co
p
e
o
f
th
is
s
tu
d
y
to
en
h
an
ce
th
eir
k
n
o
wled
g
e.
T
h
e
u
n
iq
u
en
ess
o
f
th
is
s
tu
d
y
lies
in
its
ap
p
r
o
ac
h
,
wh
ich
co
m
b
i
n
es
d
ig
ital
tech
n
o
lo
g
y
,
co
m
m
u
n
icatio
n
,
life
lo
n
g
lea
r
n
in
g
,
a
n
d
s
o
cio
-
em
o
tio
n
al
s
k
ills
in
to
a
co
m
p
r
eh
en
s
iv
e
f
r
am
ewo
r
k
.
T
h
is
ap
p
r
o
ac
h
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t,
w
h
ich
n
e
ed
s
to
b
e
ad
a
p
ted
alo
n
g
s
id
e
tech
n
o
lo
g
ical
ad
v
a
n
ce
m
en
ts
an
d
ch
an
g
es
in
s
tu
d
en
t
n
ee
d
s
.
B
y
in
teg
r
atin
g
s
o
cial
an
d
co
g
n
itiv
e
s
k
ills
,
th
is
s
tu
d
y
aim
s
to
em
p
o
wer
teac
h
e
r
s
as
ag
en
ts
o
f
ch
an
g
e
ca
p
ab
le
o
f
a
d
ap
tin
g
to
th
e
in
c
r
ea
s
in
g
ly
co
m
p
lex
n
ee
d
s
o
f
s
tu
d
en
ts
.
T
h
r
o
u
g
h
th
is
s
tu
d
y
,
it
is
h
o
p
ed
th
at
m
o
r
e
d
y
n
a
m
ic
an
d
ef
f
ec
ti
v
e
s
o
lu
tio
n
s
will
b
e
p
r
o
v
id
e
d
t
o
im
p
r
o
v
e
th
e
q
u
ality
o
f
ed
u
ca
tio
n
a
n
d
d
ev
e
lo
p
teac
h
e
r
c
o
m
p
eten
cies
b
e
tter
s
u
ited
to
th
e
ch
allen
g
es o
f
f
u
tu
r
e
e
d
u
ca
tio
n
[
8
]
–
[
1
0
]
.
2.
M
E
T
H
O
D
A
q
u
alitativ
e
ap
p
r
o
ac
h
f
o
llo
win
g
p
r
e
f
er
r
e
d
r
e
p
o
r
tin
g
ite
m
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
-
an
aly
s
es
(
PR
I
SMA
)
wr
itin
g
s
tan
d
ar
d
s
,
wh
ic
h
in
v
o
lv
es
th
e
s
tep
s
o
f
id
en
tific
atio
n
,
s
elec
tio
n
,
ass
ess
m
en
t,
an
d
s
y
n
th
esis
o
f
r
ele
v
an
t
s
tu
d
ies.
Strict
s
elec
tio
n
cr
iter
ia
wer
e
e
s
tab
lis
h
ed
to
en
s
u
r
e
th
e
q
u
alit
y
an
d
r
ele
v
an
ce
o
f
th
e
ar
ticles.
PR
I
SMA,
co
n
s
i
s
ti
n
g
o
f
2
7
item
s
,
is
a
p
u
b
lis
h
in
g
s
tan
d
ar
d
u
s
ed
in
m
ed
icin
e
an
d
p
u
b
lic
h
ea
lt
h
an
d
r
em
ain
s
r
elev
an
t
in
s
o
cial
s
c
ien
ce
r
esear
ch
.
Ad
h
er
i
n
g
to
th
e
PR
I
SMA
g
u
id
elin
es
h
elp
s
r
ed
u
ce
b
ias
an
d
s
y
n
th
esize
th
e
SLR
ef
f
ec
tiv
ely
,
th
u
s
m
ak
in
g
a
m
ea
n
in
g
f
u
l
co
n
tr
ib
u
tio
n
to
r
esear
ch
[
1
5
]
.
Fo
r
o
u
r
ar
ticle
s
ea
r
ch
,
we
u
tili
ze
d
two
m
ain
d
atab
ases
:
W
eb
o
f
Scien
ce
(
W
o
S)
an
d
Sco
p
u
s
,
alo
n
g
with
Go
o
g
le
Sch
o
lar
f
o
r
ad
d
itio
n
al
s
u
p
p
o
r
t.
Def
in
in
g
th
e
r
esear
ch
q
u
esti
o
n
s
(
R
Qs)
is
a
cr
u
cial
s
tep
in
th
e
p
lan
n
in
g
p
h
ase
an
d
is
f
u
n
d
am
e
n
tal
to
an
y
SLR,
as
it
d
r
iv
es
th
e
en
tire
r
e
v
iew
m
eth
o
d
o
lo
g
y
.
Giv
en
th
at
o
u
r
SLR
ai
m
s
to
id
en
tify
an
d
an
aly
ze
th
e
cu
r
r
e
n
t
s
tate
o
f
r
esear
ch
,
we
em
p
lo
y
ed
th
e
p
o
p
u
latio
n
,
in
ter
est,
an
d
co
n
te
x
t
(
PICo
)
f
r
am
ewo
r
k
,
a
m
n
em
o
n
ic
d
esig
n
ed
f
o
r
f
o
r
m
u
latin
g
R
Qs
in
q
u
alitativ
e
r
esear
ch
.
PICo
,
with
ea
ch
c
o
m
p
o
n
en
t
s
er
v
in
g
a
s
p
ec
if
ic
p
u
r
p
o
s
e
in
q
u
esti
o
n
f
o
r
m
u
latio
n
.
-
Po
p
u
latio
n
(
P):
t
h
is
r
ef
er
s
to
th
e
g
r
o
u
p
o
r
p
ar
ticip
an
ts
o
f
in
ter
est
in
th
e
s
tu
d
y
.
I
t
s
p
ec
if
ies
wh
o
th
e
r
esear
ch
is
f
o
cu
s
ed
o
n
,
s
u
ch
as a
s
p
ec
if
ic
d
em
o
g
r
ap
h
ic,
p
atie
n
t g
r
o
u
p
,
o
r
co
m
m
u
n
ity
.
-
I
n
ter
est (
I
)
:
t
h
is
r
ep
r
esen
ts
th
e
m
ain
f
o
cu
s
o
r
p
h
en
o
m
e
n
o
n
o
f
in
ter
est in
th
e
s
tu
d
y
.
I
t c
o
u
ld
b
e
a
p
ar
ticu
lar
ex
p
er
ien
ce
,
b
eh
av
i
o
r
,
in
te
r
v
en
tio
n
,
o
r
is
s
u
e
th
at
th
e
r
esear
ch
aim
s
to
ex
p
lo
r
e
o
r
u
n
d
er
s
tan
d
.
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
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
8
0
0
-
2
8
1
1
2802
-
C
o
n
tex
t
(
C
o
)
:
t
h
is
d
ef
in
es
th
e
s
ettin
g
,
en
v
ir
o
n
m
en
t,
o
r
s
p
ec
if
ic
co
n
tex
t
in
wh
ich
th
e
p
o
p
u
latio
n
a
n
d
in
ter
est
ar
e
s
itu
ated
.
I
t
m
ig
h
t
r
ef
er
to
g
eo
g
r
a
p
h
ical
lo
ca
tio
n
,
cu
ltu
r
al
o
r
s
o
cial
s
ettin
g
s
,
o
r
an
y
o
th
er
r
elev
an
t b
ac
k
d
r
o
p
f
o
r
th
e
r
ese
ar
ch
.
E
m
p
lo
y
in
g
th
e
PICo
f
r
am
ew
o
r
k
ai
d
s
in
o
r
g
a
n
izin
g
R
Qs
in
a
clea
r
an
d
s
y
s
tem
atic
m
an
n
er
b
y
d
is
s
ec
tin
g
th
e
ess
en
tia
l
elem
en
ts
o
f
th
e
s
tu
d
y
in
to
th
r
ee
co
m
p
o
n
en
ts
.
T
h
is
m
eth
o
d
g
u
ar
an
tees
a
f
o
cu
s
ed
r
esear
ch
d
ir
ec
tio
n
a
n
d
well
-
d
ef
in
ed
q
u
esti
o
n
s
,
f
ac
ilit
atin
g
th
e
p
r
o
ce
s
s
o
f
lo
ca
tin
g
r
e
lev
an
t
liter
atu
r
e
o
r
d
esig
n
in
g
th
e
s
tu
d
y
.
T
h
is
r
esear
ch
h
as f
o
r
m
u
lated
o
n
e
r
esear
ch
q
u
esti
o
n
.
2
.
1
.
I
dentif
ica
t
io
n
T
h
e
SLR
b
e
g
in
s
with
t
h
e
id
e
n
tific
atio
n
o
f
r
elev
an
t
k
ey
wo
r
d
s
to
s
ea
r
ch
f
o
r
r
elate
d
s
o
u
r
ce
s
.
T
h
r
e
e
m
ain
k
ey
wo
r
d
s
wer
e
estab
lis
h
ed
:
s
k
ill
u
tili
za
tio
n
,
teac
h
in
g
,
an
d
f
u
tu
r
e.
T
o
ex
p
a
n
d
th
e
s
ea
r
ch
,
s
y
n
o
n
y
m
s
,
r
elate
d
wo
r
d
s
,
a
n
d
v
ar
iatio
n
s
wer
e
s
o
u
g
h
t.
An
o
n
lin
e
th
esa
u
r
u
s
,
p
r
ev
io
u
s
s
tu
d
ies,
t
h
e
Sc
o
p
u
s
d
atab
ase,
an
d
ex
p
er
t
d
is
cu
s
s
io
n
s
wer
e
u
s
ed
to
en
s
u
r
e
th
e
k
ey
wo
r
d
s
u
s
ed
wer
e
r
elev
an
t
an
d
co
m
p
r
eh
e
n
s
iv
e.
T
h
e
r
esu
lts
o
f
th
is
id
en
tific
atio
n
p
r
o
ce
s
s
ca
n
b
e
r
ef
er
e
n
ce
d
in
T
ab
le
1
.
T
ab
le
1.
Sear
ch
s
tr
in
g
f
o
r
m
ed
f
o
r
th
e
p
u
r
p
o
s
e
o
f
a
r
ticle
s
ea
r
ch
/d
atab
ase
r
ef
er
e
n
ce
B
ased
o
n
th
e
s
elec
ted
k
e
y
wo
r
d
s
,
th
e
p
r
o
ce
s
s
o
f
s
ea
r
ch
i
n
g
f
o
r
ar
ticles
in
th
e
SLR
in
v
o
lv
ed
two
m
ain
d
atab
ases
:
W
o
S
an
d
Sco
p
u
s
,
with
Go
o
g
le
Sch
o
lar
as
a
s
u
p
p
lem
en
tar
y
r
eso
u
r
ce
.
E
ac
h
d
a
tab
ase
h
as
its
o
wn
ju
s
tific
atio
n
.
W
o
S
is
r
ec
o
g
n
i
ze
d
f
o
r
its
q
u
ality
an
d
ac
cu
r
ac
y
in
i
n
d
ex
in
g
h
ig
h
-
q
u
ality
jo
u
r
n
als
[
1
6
]
an
d
p
r
o
v
id
es
d
etailed
b
ib
lio
m
etr
ic
in
f
o
r
m
atio
n
to
ass
ess
th
e
im
p
ac
t
o
f
s
tu
d
ies.
Sco
p
u
s
,
o
n
th
e
o
th
er
h
an
d
,
is
p
o
p
u
lar
f
o
r
its
b
r
o
ad
co
v
er
ag
e
[
1
4
]
,
[
1
7
]
,
an
d
p
r
ec
is
e
b
i
b
lio
m
etr
ic
an
al
y
s
is
.
Go
o
g
le
S
ch
o
lar
o
f
f
er
s
o
p
e
n
ac
ce
s
s
to
a
wid
e
r
an
g
e
o
f
r
eso
u
r
ce
s
,
in
clu
d
in
g
jo
u
r
n
als an
d
th
eses
th
at
m
ay
n
o
t b
e
av
ailab
l
e
in
o
th
er
d
atab
ases
[
1
7
]
.
Ho
wev
e
r
,
it
is
im
p
o
r
tan
t
to
n
o
te
t
h
at
Go
o
g
le
Sch
o
lar
m
ay
p
r
o
d
u
ce
a
lar
g
er
n
u
m
b
e
r
o
f
less
r
ig
o
r
o
u
s
ly
v
etted
r
esu
lts
[
1
8
]
,
n
ec
ess
itati
n
g
ca
r
ef
u
l scr
ee
n
in
g
.
Ov
er
all,
th
e
co
m
b
in
atio
n
o
f
th
ese
th
r
ee
d
atab
ases
p
r
o
v
id
es
co
m
p
r
eh
e
n
s
iv
e
an
d
v
ar
ied
c
o
v
er
ag
e
f
o
r
th
e
SLR.
T
h
e
s
ea
r
ch
tech
n
i
q
u
es
u
s
ed
t
o
f
in
d
a
r
ticles
o
r
r
ef
er
e
n
ce
s
in
W
o
S
an
d
Sco
p
u
s
in
v
o
lv
ed
ad
v
an
ce
d
s
ea
r
ch
in
g
u
s
in
g
b
asic
f
u
n
ctio
n
s
s
u
ch
as
B
o
o
lean
o
p
er
at
o
r
s
(
AND,
OR
)
,
p
h
r
ase
s
ea
r
ch
in
g
,
tr
u
n
ca
tio
n
,
wild
ca
r
d
,
an
d
f
ield
c
o
d
es (
T
ab
le
1
)
.
Ad
d
itio
n
ally
,
a
m
a
n
u
al
s
ea
r
ch
was c
o
n
d
u
cted
u
s
in
g
h
a
n
d
p
ick
in
g
m
eth
o
d
s
in
Go
o
g
le
Sch
o
lar
an
d
th
e
s
n
o
wb
allin
g
tech
n
iq
u
e
o
n
th
e
s
elec
ted
ar
ticles.
A
to
tal
o
f
1
7
,
4
8
5
ar
ticles
wer
e
o
b
tain
ed
f
r
o
m
Sco
p
u
s
an
d
3
7
,
8
7
7
f
r
o
m
W
o
S
,
an
d
all
th
e
s
e
ar
ticles
w
ill
u
n
d
er
g
o
th
e
s
ec
o
n
d
s
tag
e
o
f
th
e
s
y
s
tem
atic
s
ea
r
ch
s
tr
ateg
y
,
wh
ich
is
s
cr
ee
n
in
g
.
T
h
e
h
an
d
p
ick
in
g
m
eth
o
d
in
v
o
lv
es
th
e
m
an
u
al
s
elec
tio
n
o
f
ar
ticles
f
r
o
m
s
ea
r
ch
r
esu
lts
,
allo
win
g
r
esear
ch
er
s
to
ass
ess
th
e
q
u
a
lity
an
d
r
elev
an
ce
m
o
r
e
ca
r
e
f
u
lly
.
T
h
is
p
r
o
ce
s
s
b
e
g
in
s
w
ith
a
s
ea
r
ch
u
s
in
g
k
ey
wo
r
d
s
in
Go
o
g
le
Sch
o
lar
,
wh
ich
d
is
p
lay
s
a
v
ar
iety
o
f
s
o
u
r
ce
s
s
u
ch
as
jo
u
r
n
als
an
d
th
eses
.
Ar
ticles
ar
e
ev
alu
ated
b
y
r
ea
d
in
g
th
e
ab
s
tr
ac
ts
to
d
eter
m
in
e
th
eir
s
u
itab
ilit
y
f
o
r
th
e
r
esear
ch
to
p
ic
b
e
f
o
r
e
r
ea
d
in
g
th
e
f
u
ll
tex
t,
wh
ile
co
n
s
id
er
in
g
f
ac
to
r
s
s
u
ch
as
th
e
p
u
b
lis
h
er
,
p
u
b
licatio
n
y
ea
r
,
an
d
r
ef
er
e
n
ce
s
tatu
s
(
p
ee
r
-
r
e
v
iewe
d
)
.
R
elev
an
t
an
d
h
ig
h
-
q
u
ality
ar
t
icles
ar
e
s
av
ed
f
o
r
f
u
r
t
h
er
a
n
aly
s
is
.
Ad
d
itio
n
ally
,
th
e
s
n
o
wb
allin
g
m
eth
o
d
is
u
s
ed
to
f
in
d
ad
d
itio
n
al
s
o
u
r
ce
s
b
y
e
x
am
in
in
g
th
e
r
ef
er
en
ce
s
in
th
e
s
elec
ted
ar
ticles
an
d
u
s
in
g
th
e
“
c
ited
b
y
”
f
u
n
ctio
n
in
Go
o
g
le
Sch
o
lar
.
E
ac
h
n
ew
a
r
ticle
o
b
tain
ed
th
r
o
u
g
h
s
n
o
w
b
allin
g
is
r
e
-
ev
alu
ated
u
s
in
g
th
e
h
an
d
p
ic
k
in
g
p
r
o
ce
s
s
to
en
s
u
r
e
its
r
elev
an
ce
an
d
q
u
ality
.
2
.
2
.
Scre
ening
A
to
tal
o
f
5
5
,
3
6
2
ar
ticles
o
b
tain
ed
th
r
o
u
g
h
th
e
id
en
tific
atio
n
p
r
o
ce
s
s
will
b
e
s
cr
ee
n
ed
in
th
e
s
cr
ee
n
in
g
p
h
ase.
I
n
th
is
s
tag
e,
ea
ch
ar
ticle
is
an
aly
ze
d
b
ased
o
n
in
clu
s
io
n
an
d
ex
clu
s
io
n
cr
i
ter
ia
to
en
s
u
r
e
th
at
o
n
ly
r
ele
v
an
t
a
n
d
h
ig
h
-
q
u
alit
y
s
o
u
r
ce
s
ar
e
s
elec
ted
f
o
r
f
u
r
t
h
er
r
esear
ch
[
1
8
]
.
T
h
e
f
ir
s
t
in
clu
s
io
n
cr
iter
io
n
is
th
e
p
u
b
licatio
n
y
ea
r
,
with
o
n
ly
ar
ticles
f
r
o
m
2
0
1
9
to
2
0
2
3
co
n
s
id
er
ed
,
b
ased
o
n
th
e
c
o
n
ce
p
t
o
f
r
esear
ch
m
atu
r
ity
p
r
esen
ted
b
y
Kr
a
u
s
et
a
l
.
[
1
9
]
.
T
h
e
s
ec
o
n
d
c
r
iter
io
n
f
o
cu
s
es
o
n
jo
u
r
n
al
a
r
ticles,
as
th
ese
h
av
e
u
n
d
er
g
o
n
e
ex
p
er
t
r
ev
iew
b
e
f
o
r
e
p
u
b
licatio
n
to
en
s
u
r
e
t
h
eir
q
u
ality
an
d
cr
ed
ib
ilit
y
.
T
h
e
th
ir
d
cr
iter
io
n
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
lan
g
u
ag
e;
o
n
ly
ar
ticles
in
Ma
lay
an
d
E
n
g
lis
h
ar
e
s
elec
ted
to
e
n
s
u
r
e
g
o
o
d
co
m
p
r
eh
e
n
s
io
n
.
S
o
u
r
c
e
D
a
t
a
b
a
s
e
se
a
r
c
h
s
t
r
i
n
g
W
o
S
(
n
=
1
7
,
4
8
5
)
TS=
(
(
“
e
x
p
e
r
t
i
se”
O
R
“
c
o
m
p
e
t
e
n
c
e
”
O
R
“
p
r
o
f
i
c
i
e
n
c
y
”
O
R
“
i
n
g
e
n
u
i
t
y
”
O
R
“
t
e
c
h
n
i
q
u
e
”
O
R
“
d
e
x
t
e
r
i
t
y
”
O
R
“
s
a
v
v
y
”
)
A
N
D
(
“
l
e
a
r
n
*
”
O
R
“
c
o
a
c
h
*
”
O
R
“
t
r
a
i
n
*
”
O
R
“
g
u
i
d
a
n
c
e
”
O
R
“
t
u
t
o
r
*
”
O
R
“
i
n
s
t
r
u
c
t
i
o
n
”
O
R
“
t
e
a
c
h
i
n
g
”
)
A
N
D
(
“
e
v
e
n
t
u
a
l
”
O
R
“
f
o
r
t
h
c
o
mi
n
g
”
O
R
“
i
mm
i
n
e
n
t
”
O
R
“
i
m
p
e
n
d
i
n
g
”
O
R
“
p
l
a
n
n
e
d
”
O
R
“
p
r
o
sp
e
c
t
i
v
e
”
O
R
“
s
u
b
se
q
u
e
n
t
”
)
)
S
c
o
p
u
s
(
n
=
3
7
,
8
7
7
)
TS=
(
(
“
e
x
p
e
r
t
i
se”
O
R
“
c
o
m
p
e
t
e
n
c
e
”
O
R
“
p
r
o
f
i
c
i
e
n
c
y
”
O
R
“
i
n
g
e
n
u
i
t
y
”
O
R
“
t
e
c
h
n
i
q
u
e
”
O
R
“
d
e
x
t
e
r
i
t
y
”
O
R
“
s
a
v
v
y
”
)
A
N
D
(
“
l
e
a
r
n
*
”
O
R
“
c
o
a
c
h
*
”
O
R
“
t
r
a
i
n
*
”
O
R
“
g
u
i
d
a
n
c
e
”
O
R
“
t
u
t
o
r
*
”
O
R
“
i
n
s
t
r
u
c
t
i
o
n
”
O
R
“
t
e
a
c
h
i
n
g
”
)
A
N
D
(
“
e
v
e
n
t
u
a
l
”
O
R
“
f
o
r
t
h
c
o
mi
n
g
”
O
R
“
i
mm
i
n
e
n
t
”
O
R
“
i
m
p
e
n
d
i
n
g
”
O
R
“
p
l
a
n
n
e
d
”
O
R
“
p
r
o
sp
e
c
t
i
v
e
”
O
R
“
s
u
b
se
q
u
e
n
t
”
)
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
ystema
tic
liter
a
tu
r
e
r
ev
ie
w
:
f
u
tu
r
e
s
kills
o
f
tea
ch
ers
(
N
o
r
S
h
a
msi
d
a
r
Za
in
o
r
)
2803
T
h
e
f
o
u
r
th
in
cl
u
s
io
n
cr
iter
io
n
in
th
is
SL
R
i
s
th
e
r
eq
u
ir
em
en
t
f
o
r
em
p
ir
ical
d
ata.
On
l
y
r
elev
an
t
em
p
ir
ical
d
ata
will
b
e
in
clu
d
ed
,
wh
ile
r
ev
iew
ar
ticles
will
n
o
t
b
e
co
n
s
id
er
ed
.
T
h
is
is
b
ec
au
s
e
th
e
m
ain
f
o
cu
s
o
f
th
e
SLR
is
to
id
en
tify
an
d
an
aly
ze
th
e
f
in
d
in
g
s
o
f
p
r
e
v
io
u
s
s
tu
d
ies.
T
h
e
f
if
th
cr
iter
io
n
em
p
h
asizes
th
at
th
e
s
elec
ted
ar
ticles
m
u
s
t
p
r
esen
t
f
in
d
in
g
s
r
elate
d
to
f
u
tu
r
e
teac
h
er
s
k
ills
.
Ar
ticles
d
is
cu
s
s
in
g
o
th
er
s
k
ills
,
s
u
ch
as
tech
n
ical
s
k
ills
,
ar
ts
an
d
c
r
ea
tiv
ity
,
an
d
f
in
an
cial
s
k
ills
,
will
b
e
ex
clu
d
e
d
.
T
h
is
is
im
p
o
r
ta
n
t
to
en
s
u
r
e
th
at
all
s
elec
ted
ar
ticles
p
r
o
v
id
e
r
elev
an
t
f
in
d
in
g
s
f
o
r
th
is
SLR
,
as
s
ee
n
in
T
ab
le
2
.
I
n
th
e
s
ec
o
n
d
p
h
ase
o
f
th
e
s
cr
ee
n
in
g
p
r
o
ce
s
s
,
a
to
tal
o
f
5
4
,
7
1
8
ar
ticles
wer
e
d
is
ca
r
d
e
d
f
o
r
n
o
t
m
ee
tin
g
th
e
estab
lis
h
ed
cr
iter
ia,
leav
in
g
1
0
7
a
r
ticles
f
o
r
t
h
e
n
e
x
t
s
tag
e.
T
h
is
s
tep
allo
ws
th
e
r
esear
c
h
er
to
p
r
o
v
i
d
e
a
m
o
r
e
in
-
d
e
p
th
an
d
p
r
ec
is
e
f
o
cu
s
i
n
th
e
s
tu
d
y
.
T
h
is
d
etailed
ex
cl
u
s
io
n
p
r
o
ce
s
s
,
g
u
id
ed
b
y
t
h
e
ex
p
er
tis
e
o
f
t
h
e
r
esear
ch
e
r
,
is
k
ey
to
a
b
etter
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
r
esear
c
h
.
T
ab
le
2
.
I
n
clu
s
io
n
cr
iter
ia
u
s
ed
C
r
i
t
e
r
i
o
n
I
n
c
l
u
s
i
o
n
c
r
i
t
e
r
i
a
P
u
b
l
i
c
a
t
i
o
n
y
e
a
r
F
i
v
e
y
e
a
r
(
2
0
1
9
t
o
2
0
2
3
)
P
u
b
l
i
c
a
t
i
o
n
t
y
p
e
Jo
u
r
n
a
l
a
r
t
i
c
l
e
La
n
g
u
a
g
e
t
y
p
e
M
a
l
a
y
a
n
d
E
n
g
l
i
sh
Ty
p
e
o
f
f
i
n
d
i
n
g
s
Emp
i
r
i
c
a
l
i
n
n
a
t
u
r
e
F
o
c
u
s
o
f
f
i
n
d
i
n
g
s
D
a
t
a
r
e
l
a
t
e
d
t
o
f
u
t
u
r
e
t
e
a
c
h
e
r
s
k
i
l
l
s
2
.
3
.
E
lig
ibi
lity
E
lig
ib
ilit
y
s
cr
ee
n
in
g
is
th
e
s
ec
o
n
d
p
r
o
ce
s
s
in
th
e
s
cr
ee
n
i
n
g
p
h
ase
co
n
d
u
cted
o
n
all
a
r
ticles
th
at
p
ass
ed
th
e
in
itial
s
cr
ee
n
in
g
s
tag
e
in
th
e
SLR.
T
h
e
p
u
r
p
o
s
e
is
to
ass
ess
th
e
r
elev
an
ce
o
f
ea
c
h
ar
ticle
ag
ai
n
s
t
th
e
estab
lis
h
ed
r
esear
ch
cr
iter
ia.
I
n
th
is
p
r
o
ce
s
s
,
th
e
titl
e
an
d
ab
s
tr
ac
t
o
f
ea
ch
ar
ticle
ar
e
r
ea
d
in
f
u
ll.
I
f
th
e
r
elev
an
ce
o
f
an
ar
ticle
r
em
ai
n
s
u
n
clea
r
af
ter
r
ev
iewin
g
th
e
titl
e
an
d
ab
s
tr
ac
t,
th
e
m
eth
o
d
o
lo
g
y
,
r
esu
lts
,
an
d
d
is
cu
s
s
io
n
s
ec
tio
n
s
o
f
th
e
ar
tic
le
will b
e
ex
am
in
ed
in
g
r
ea
ter
d
ep
th
.
Du
r
in
g
t
h
is
p
r
o
ce
s
s
,
9
3
a
r
ticles
wer
e
ex
clu
d
e
d
f
o
r
b
ein
g
ir
r
elev
an
t,
leav
in
g
1
5
r
ele
v
a
n
t
ar
ticles
s
elec
ted
f
o
r
th
e
n
ex
t
s
tag
e
o
f
th
e
s
tu
d
y
.
T
h
e
ex
clu
d
e
d
a
r
ticles
d
id
n
o
t
f
o
cu
s
o
n
teac
h
er
s
k
ills
b
u
t
r
ath
er
o
n
en
g
in
ee
r
in
g
s
k
ills
,
p
r
o
ject
m
an
ag
em
en
t,
an
d
o
th
er
ty
p
es
s
u
ch
as
r
ev
iew
p
ap
er
s
,
p
r
o
ce
ed
in
g
s
p
ap
er
s
,
b
o
o
k
ch
ap
ter
s
,
ed
ito
r
ial
m
ate
r
ials
,
m
ee
tin
g
ab
s
tr
ac
ts
,
ar
ticles
p
u
b
lis
h
ed
b
ef
o
r
e
2
0
1
9
,
a
n
d
th
o
s
e
wr
itten
in
lan
g
u
a
g
es
o
th
er
th
an
E
n
g
lis
h
.
T
h
is
m
eticu
lo
u
s
s
elec
tio
n
p
r
o
ce
s
s
en
s
u
r
es
th
at
o
n
ly
ar
ticles
m
ee
tin
g
th
e
r
esear
ch
cr
iter
ia
an
d
f
o
c
u
s
in
g
o
n
teac
h
er
s
k
ills
ar
e
co
n
tin
u
e
d
,
p
r
o
v
id
in
g
a
s
o
lid
f
o
u
n
d
atio
n
f
o
r
f
u
r
th
er
a
n
aly
s
is
an
d
s
y
n
th
esis
in
th
e
SLR.
T
h
e
s
y
s
tem
atic
s
ea
r
ch
p
r
o
ce
s
s
u
s
in
g
PR
I
SMA
ca
n
b
e
s
ee
n
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
PR
I
SMA
f
lo
w
d
iag
r
am
f
o
r
s
y
s
tem
atic
r
ev
iew
[
2
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
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
8
0
0
-
2
8
1
1
2804
2
.
4
.
Ass
ess
m
ent
o
f
a
rt
icle
T
h
e
ar
ticle
q
u
ality
ass
ess
m
en
t
p
r
o
ce
s
s
h
el
p
s
to
e
v
alu
ate
t
h
e
r
ig
o
r
o
f
s
tu
d
ies
b
y
m
in
im
izin
g
b
ias
an
d
id
en
tify
in
g
m
eth
o
d
o
lo
g
ical
wea
k
n
ess
es
[
2
]
,
[
2
1
]
.
T
h
r
e
e
r
ev
iewe
r
s
h
a
v
e
b
ee
n
s
elec
ted
f
r
o
m
am
o
n
g
r
esear
ch
er
s
to
co
n
d
u
ct
t
h
is
q
u
ality
ass
es
s
m
en
t.
C
o
llab
o
r
atio
n
ef
f
o
r
ts
am
o
n
g
r
ev
iewe
r
s
ar
e
cr
u
cial
to
e
n
s
u
r
in
g
th
o
r
o
u
g
h
an
d
co
n
s
is
ten
t
ev
alu
atio
n
s
.
Giv
en
th
at
SLR
s
y
n
th
esizes
ar
ticle
s
f
r
o
m
v
ar
io
u
s
ty
p
es
o
f
s
tu
d
ies
(
q
u
an
titativ
e
+
q
u
alitativ
e
+
m
ix
ed
m
eth
o
d
s
)
,
r
e
v
iewe
r
s
u
tili
ze
th
e
m
ix
ed
m
eth
o
d
ap
p
r
ai
s
al
to
o
l
(
MM
AT
)
to
ass
is
t th
em
in
ass
ess
in
g
th
e
s
t
u
d
y
q
u
ality
[
2
2
]
.
E
ac
h
ar
ticle
o
r
r
ef
er
en
ce
will
b
e
ass
ess
ed
b
ased
o
n
two
f
u
n
d
am
e
n
tal
cr
iter
ia
an
d
f
iv
e
s
p
ec
if
ic
cr
iter
ia,
wh
ich
will
b
e
ad
ap
ted
to
th
e
s
tu
d
y
d
esig
n
o
f
th
e
r
esear
ch
er
.
T
h
e
ev
alu
atio
n
b
eg
in
s
with
th
e
two
b
asic
cr
iter
ia:
th
e
clar
ity
o
f
th
e
r
esear
ch
q
u
esti
o
n
an
d
th
e
ab
ilit
y
o
f
th
e
d
ata
to
an
s
wer
th
e
r
esear
ch
q
u
esti
o
n
,
b
e
f
o
r
e
b
ein
g
class
if
ied
ac
co
r
d
in
g
to
th
e
s
tu
d
y
d
esig
n
(
q
u
alitativ
e,
q
u
an
titativ
e,
o
r
m
i
x
ed
m
e
th
o
d
s
)
.
E
v
alu
ato
r
s
p
r
o
v
id
e
a
Yes
o
r
No
a
n
s
wer
f
o
r
ea
c
h
cr
iter
io
n
,
an
d
if
th
er
e
is
an
y
u
n
ce
r
tain
ty
,
th
e
y
will
r
esp
o
n
d
with
ca
n
n
o
t
tell.
Mu
tu
al
ag
r
ee
m
en
t
am
o
n
g
th
e
th
r
ee
ev
al
u
ato
r
s
is
r
eq
u
ir
ed
f
o
r
ea
c
h
ass
ess
m
en
t,
an
d
if
co
n
s
en
s
u
s
is
n
o
t
r
ea
ch
ed
,
th
ey
will
s
ee
k
a
s
ec
o
n
d
o
p
i
n
io
n
.
On
ly
ar
ticles
th
at
m
ee
t
at
lea
s
t
th
r
ee
o
u
t
o
f
f
iv
e
cr
iter
ia
will
b
e
co
n
s
id
er
ed
h
ig
h
-
q
u
ality
an
d
in
clu
d
ed
in
t
h
e
SLR.
T
h
is
en
s
u
r
es
th
at
o
n
ly
r
elev
an
t
an
d
h
ig
h
-
q
u
ality
s
o
u
r
ce
s
ar
e
in
clu
d
ed
in
th
e
an
al
y
s
is
,
as
s
e
e
n
in
T
ab
le
3
.
T
h
er
e
f
o
r
e,
o
u
t
o
f
th
e
1
5
ar
ticles
ass
ess
ed
,
1
4
m
et
at
least
th
r
e
e
cr
iter
ia,
in
d
icatin
g
h
ig
h
q
u
ality
an
d
r
elev
an
ce
in
th
e
co
n
tex
t
o
f
th
is
s
tu
d
y
.
T
ab
le
3.
Qu
ality
ass
ess
m
en
t
t
a
b
l
e
No
B
a
si
c
c
r
i
t
e
r
i
a
/
st
u
d
y
c
r
i
t
e
r
i
a
[2
3
]
[2
4
]
[2
5
]
[
26
]
[
27
]
[
28
]
[
29
]
[
30
]
[
31
]
[
32
]
[
33
]
[
34
]
[
35
]
1
I
s t
h
e
r
e
s
e
a
r
c
h
q
u
e
s
t
i
o
n
c
l
e
a
r
l
y
st
a
t
e
d
?
N
N
2
C
a
n
t
h
e
o
b
t
a
i
n
e
d
d
a
t
a
a
n
sw
e
r
t
h
e
r
e
se
a
r
c
h
q
u
e
s
t
i
o
n
?
Y
Y
Q
u
a
l
i
t
a
t
i
v
e
c
r
i
t
e
r
i
a
1
I
s
t
h
e
q
u
a
l
i
t
a
t
i
v
e
a
p
p
r
o
a
c
h
u
se
d
a
p
p
r
o
p
r
i
a
t
e
t
o
a
n
sw
e
r
t
h
e
r
e
se
a
r
c
h
q
u
e
st
i
o
n
?
Y
Y
2
D
o
e
s
t
h
e
m
e
t
h
o
d
o
l
o
g
y
o
f
q
u
a
l
i
t
a
t
i
v
e
d
a
t
a
c
o
l
l
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R
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2
.
5
.
Da
t
a
e
x
t
ra
ct
i
o
n a
nd
a
na
ly
s
is
T
h
e
n
e
x
t
s
t
ag
e
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n
v
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l
v
es
e
x
t
r
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m
t
h
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ar
tic
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t
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at
h
a
v
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e
v
al
u
at
ed
f
o
r
q
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ali
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b
y
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r
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r
c
h
e
r
s
.
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h
is
SLR
ai
m
s
t
o
ex
p
l
o
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e
p
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r
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t
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k
il
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ch
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s
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r
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p
r
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a
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:
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a
b
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r
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an
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ai
d
Evaluation Warning : The document was created with Spire.PDF for Python.
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2252
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8
8
2
2
S
ystema
tic
liter
a
tu
r
e
r
ev
ie
w
:
f
u
tu
r
e
s
kills
o
f
tea
ch
ers
(
N
o
r
S
h
a
msi
d
a
r
Za
in
o
r
)
2805
an
al
y
s
is
.
Si
n
ce
t
h
is
S
L
R
is
a
n
in
te
g
r
ati
v
e
s
t
u
d
y
en
c
o
m
p
ass
i
n
g
v
a
r
i
o
u
s
r
es
ea
r
c
h
d
esig
n
s
(
q
u
a
n
t
ita
ti
v
e
,
q
u
ali
tat
iv
e,
a
n
d
m
i
x
e
d
m
e
th
o
d
s
)
,
q
u
al
ita
ti
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e
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al
y
s
is
is
d
ee
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ed
t
h
e
m
o
s
t
s
u
i
ta
b
le
a
p
p
r
o
a
ch
[
2
]
.
Di
f
f
e
r
e
n
t
t
y
p
es
o
f
an
al
y
s
is
c
an
b
e
ap
p
l
ie
d
i
n
q
u
al
ita
ti
v
e
s
y
n
th
esis
,
a
n
d
ac
c
o
r
d
i
n
g
to
N
o
y
es
e
t
a
l.
[
36
]
,
t
h
e
m
at
ic
a
n
a
ly
s
is
is
o
n
e
o
f
t
h
e
m
o
s
t
ef
f
e
cti
v
e
m
et
h
o
d
s
f
o
r
i
n
t
e
r
p
r
e
ti
n
g
f
i
n
d
in
g
s
f
r
o
m
d
i
v
e
r
s
e
r
ese
a
r
c
h
d
es
ig
n
s
.
T
h
e
ai
m
o
f
t
h
e
m
at
ic
an
al
y
s
is
is
to
d
et
ec
t
p
at
te
r
n
s
b
a
s
ed
o
n
s
i
m
il
ar
ities
o
r
c
o
n
n
e
cti
o
n
s
f
o
u
n
d
in
t
h
e
e
x
t
r
a
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ed
s
t
u
d
y
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tify
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p
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if
ic
t
h
em
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s
,
ea
ch
f
in
d
i
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g
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th
o
r
o
u
g
h
ly
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n
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ze
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Fin
d
i
n
g
s
ex
h
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itin
g
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im
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ities
o
r
r
elatio
n
s
h
ip
s
a
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g
r
o
u
p
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t
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g
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n
to
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atasets
an
d
ass
ig
n
ed
c
o
r
r
esp
o
n
d
in
g
th
em
es
[
37
]
.
T
h
is
p
r
o
ce
s
s
led
to
th
e
id
en
tific
atio
n
o
f
f
o
u
r
m
ain
th
em
es:
i
)
d
ig
ital
tech
n
o
lo
g
y
s
k
ills
;
ii
)
co
m
m
u
n
icati
o
n
s
k
ills
;
iii
)
life
lo
n
g
lear
n
in
g
s
k
ills
;
an
d
iv
)
s
o
cio
-
e
m
o
tio
n
al
s
k
ills
.
Fu
r
th
er
ex
am
i
n
atio
n
o
f
th
e
f
in
d
in
g
s
with
in
ea
ch
th
em
e
r
esu
lted
in
th
e
cr
ea
tio
n
o
f
s
u
b
t
h
em
es,
to
talin
g
s
ix
teen
s
u
b
th
em
es.
All
th
e
th
em
es
an
d
s
u
b
th
em
es
ar
e
r
ev
iewe
d
,
lead
in
g
to
f
o
u
r
m
ain
th
em
es
with
f
o
u
r
s
u
b
th
em
es
f
o
r
ea
ch
.
Fo
llo
wi
n
g
th
is
,
a
v
alid
atio
n
p
r
o
ce
s
s
is
co
n
d
u
cted
b
y
two
ex
p
er
ts
: o
n
e
s
p
ec
ializin
g
i
n
SLR an
d
th
e
o
th
e
r
in
ed
u
ca
tio
n
.
B
o
th
ex
p
er
ts
co
n
f
ir
m
th
at
th
e
id
en
tifie
d
th
em
es
an
d
s
u
b
th
e
m
es
ar
e
r
elev
an
t
an
d
ap
p
r
o
p
r
iate
to
th
e
R
Qs
,
a
s
s
h
o
wn
in
T
ab
le
4
.
Of
th
e
1
4
ar
ticles an
aly
ze
d
,
it wa
s
f
o
u
n
d
th
at
th
e
p
r
ev
i
o
u
s
s
tu
d
ies u
tili
ze
d
a
v
ar
iety
o
f
r
esear
ch
m
eth
o
d
s
co
n
ce
r
n
i
n
g
th
e
f
u
t
u
r
e
s
k
ills
o
f
teac
h
er
s
:
4
ar
ticles
em
p
lo
y
ed
q
u
alitativ
e
m
eth
o
d
s
,
7
u
s
ed
q
u
an
titativ
e
m
eth
o
d
s
[
38
]
,
a
n
d
3
u
tili
ze
d
m
ix
ed
m
eth
o
d
s
.
T
h
is
h
ig
h
lig
h
ts
th
e
d
iv
er
s
e
a
p
p
r
o
ac
h
es
tak
en
in
s
tu
d
y
in
g
teac
h
er
s
'
f
u
tu
r
e
s
k
i
lls
,
u
n
d
er
lin
in
g
th
e
im
p
o
r
tan
ce
o
f
u
s
in
g
m
u
ltip
le
m
eth
o
d
o
lo
g
ies
to
g
ain
a
th
o
r
o
u
g
h
u
n
d
e
r
s
tan
d
in
g
.
B
y
d
ee
p
ly
ex
a
m
in
in
g
t
h
ese
th
em
es
an
d
s
u
b
th
em
es,
we
ca
n
b
e
tter
u
n
d
er
s
tan
d
th
e
r
eq
u
ir
em
e
n
ts
an
d
o
p
p
o
r
t
u
n
ities
f
o
r
en
h
a
n
cin
g
teac
h
e
r
s
'
s
k
ill
s
in
th
e
co
n
tex
t
o
f
f
u
tu
r
e
ed
u
ca
tio
n
,
wh
ile
also
r
ec
o
g
n
izin
g
an
y
lim
itatio
n
s
th
at
m
ay
h
av
e
ex
is
ted
in
ea
r
lier
s
tu
d
ies.
T
ab
le
4
.
C
lass
if
icatio
n
o
f
s
tu
d
y
d
esig
n
,
ca
teg
o
r
ies,
an
d
th
em
es
S
t
u
d
y
D
e
si
g
n
D
i
g
i
t
a
l
t
e
c
h
n
o
l
o
g
y
s
k
i
l
l
’
s
C
o
mm
u
n
i
c
a
t
i
o
n
sk
i
l
l
s
S
u
b
t
h
e
me
(
i
f
a
n
)
K
n
o
w
l
e
d
g
e
A
t
t
i
t
u
d
e
S
e
l
f
-
e
f
f
i
c
a
c
y
M
o
t
i
v
a
t
i
o
n
K
n
o
w
l
e
d
g
e
A
t
t
i
t
u
d
e
A
w
a
r
e
n
e
ss
R
e
se
a
r
c
h
p
l
a
n
n
i
n
g
1
QN
√
√
√
√
√
√
√
2
QN
√
√
3
QL
√
√
4
MX
5
MX
S
t
u
d
y
Li
f
e
l
o
n
g
l
e
a
r
n
i
n
g
sk
i
l
l
s
S
o
c
i
o
-
e
m
o
t
i
o
n
a
l
sk
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l
l
s
M
e
t
a
c
o
g
n
i
t
i
v
e
a
w
a
r
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n
e
ss
C
u
r
i
o
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i
t
y
P
e
r
sev
e
r
a
n
c
e
M
o
t
i
v
a
t
i
o
n
O
p
t
i
mi
sm
P
r
o
so
c
i
a
l
Emo
t
i
o
n
Emp
a
t
h
y
1
QN
2
QN
√
√
√
√
3
QL
4
MX
√
√
√
√
5
MX
√
√
Q
N
:
q
u
a
n
t
i
t
a
t
i
v
e
;
Q
L:
q
u
a
l
i
t
a
t
i
v
e
;
M
I
X
:
mi
x
m
e
t
h
o
d
T
h
e
s
elec
ted
ar
ticles
f
o
r
th
i
s
s
y
s
tem
atic
r
ev
iew
r
ev
o
lv
e
ar
o
u
n
d
t
h
e
f
u
tu
r
e
s
k
ills
o
f
teac
h
er
s
.
Su
p
p
o
r
tin
g
s
tu
d
ies
a
r
e
s
h
o
w
n
in
T
ab
le
3
.
B
ased
o
n
T
a
b
le
5
[
2
3
]
–
[
3
4
]
,
[
3
9
]
,
[
4
0
]
(
s
ee
Ap
p
en
d
ix
)
,
1
4
ar
ticles
h
av
e
b
ee
n
ch
o
s
en
f
r
o
m
th
e
Sc
o
p
u
s
an
d
W
o
S
d
atab
ases
.
T
h
ese
d
atab
ases
wer
e
s
elec
ted
b
as
ed
o
n
th
e
q
u
ality
o
f
th
e
ar
ticles,
p
ar
ticu
lar
l
y
in
th
e
f
ield
o
f
e
d
u
ca
tio
n
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
r
elate
s
to
t
h
e
s
k
ills
r
eq
u
ir
e
d
b
y
teac
h
er
s
to
f
ac
e
ch
allen
g
es in
f
u
tu
r
e
teac
h
i
n
g
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
s
ec
tio
n
d
is
cu
s
s
es
th
e
b
ac
k
g
r
o
u
n
d
o
f
1
4
s
elec
ted
ar
ticles/
r
ef
er
en
ce
s
in
th
e
SLR,
with
two
p
u
b
lis
h
ed
i
n
2
0
2
3
,
f
o
u
r
in
2
0
2
2
,
f
o
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r
in
2
0
2
1
,
th
r
ee
in
2
0
2
0
,
a
n
d
o
n
e
in
2
0
1
9
.
T
h
e
s
elec
ted
ar
ticles/
r
ef
er
en
ce
s
wer
e
p
u
b
lis
h
ed
in
v
ar
io
u
s
jo
u
r
n
als:
Peg
em
J
o
u
r
n
al
o
f
E
d
u
ca
tio
n
an
d
I
n
s
tr
u
ct
io
n
(
2
)
,
E
d
u
ca
tio
n
Scien
ce
s
(
2
)
,
I
n
ter
n
atio
n
al
J
o
u
r
n
al
o
f
I
n
s
tr
u
ctio
n
(
1
)
,
Au
s
tr
alian
J
o
u
r
n
al
o
f
T
ea
c
h
er
E
d
u
ca
tio
n
(
1
)
,
T
ec
h
n
o
lo
g
y
,
Kn
o
wled
g
e,
an
d
L
ea
r
n
in
g
(
1
)
,
I
n
ter
n
atio
n
al
J
o
u
r
n
al
o
f
Hig
h
er
E
d
u
ca
tio
n
(
1
)
,
E
d
u
ca
tio
n
al
R
esear
ch
in
I
n
f
o
r
m
atio
n
T
e
ch
n
o
lo
g
ies,
E
m
p
ir
ical
R
esea
r
ch
in
Vo
ca
tio
n
al
E
d
u
ca
tio
n
an
d
T
r
ain
in
g
(
1
)
,
I
n
ter
n
atio
n
al
E
lectr
o
n
ic
J
o
u
r
n
al
o
f
E
lem
en
tar
y
E
d
u
ca
tio
n
(
1
)
,
L
ea
r
n
in
g
,
C
u
ltu
r
e,
an
d
So
cial
I
n
ter
ac
tio
n
(
1
)
,
B
r
itis
h
J
o
u
r
n
al
o
f
E
d
u
ca
tio
n
al
T
ec
h
n
o
lo
g
y
(
1
)
,
a
n
d
C
o
n
tem
p
o
r
ar
y
E
d
u
ca
tio
n
al
T
ec
h
n
o
lo
g
y
(
1
)
.
T
h
is
SLR
id
en
tifie
s
f
o
u
r
ess
en
tial
s
k
ills
f
o
r
f
u
tu
r
e
teac
h
e
r
s
:
d
ig
ital
tech
n
o
l
o
g
y
,
co
m
m
u
n
icatio
n
,
life
lo
n
g
lear
n
i
n
g
,
a
n
d
s
o
cio
-
em
o
tio
n
al.
T
h
ese
s
k
ills
ar
e
cr
u
cial
f
o
r
q
u
ality
a
n
d
r
elev
an
ce
in
a
d
y
n
a
m
ic
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t.
R
esear
ch
er
s
an
aly
ze
d
v
a
r
io
u
s
s
o
u
r
ce
s
an
d
d
atab
ases
to
id
e
n
tify
em
er
g
in
g
tr
en
d
s
i
n
teac
h
er
s
k
ills
r
esear
ch
.
T
h
ese
s
k
ills
ar
e
ess
en
tial f
o
r
a
s
u
cc
es
s
f
u
l te
ac
h
in
g
ca
r
ee
r
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
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2
I
n
t
J
E
v
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&
R
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,
Vo
l
.
14
,
No
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4
,
Au
g
u
s
t
20
25
:
2
8
0
0
-
2
8
1
1
2806
3
.
1
.
Dig
it
a
l t
ec
hn
o
lo
g
y
s
k
ills
T
h
e
s
tu
d
y
f
o
cu
s
es
o
n
th
e
im
p
o
r
tan
ce
o
f
d
ig
ital
tech
n
o
lo
g
ica
l
s
k
ills
in
th
e
f
o
u
r
th
in
d
u
s
tr
ial
r
ev
o
lu
tio
n
[4
1
]
,
[
4
2
]
.
I
t
h
ig
h
lig
h
ts
f
o
u
r
s
u
b
th
em
es:
k
n
o
wled
g
e,
attitu
d
e
an
d
d
is
cip
lin
e,
s
elf
-
ef
f
icac
y
,
an
d
m
o
tiv
ati
o
n
.
Kn
o
wled
g
e
r
ef
er
s
to
th
e
u
n
d
er
s
tan
d
in
g
o
f
d
ig
ital
tec
h
n
o
lo
g
ies
[
38
]
.
Attitu
d
e
r
e
f
lects
co
m
m
itm
en
t
to
co
n
tin
u
o
u
s
lear
n
in
g
an
d
d
ev
e
lo
p
m
en
t
[
28
]
,
[
32
]
,
wh
ile
d
is
cip
lin
e
r
ef
er
s
to
th
e
ab
ilit
y
to
ef
f
ec
tiv
ely
m
an
ag
e
tech
n
o
lo
g
y
u
s
e
in
teac
h
in
g
an
d
lear
n
in
g
[
32
]
.
Hig
h
lev
els
o
f
s
elf
-
ef
f
icac
y
en
co
u
r
ag
e
teac
h
er
s
to
co
n
tin
u
e
lear
n
in
g
an
d
g
r
o
w
as
p
r
o
f
es
s
io
n
als,
an
d
h
elp
th
em
o
v
er
c
o
m
e
o
b
s
tacle
s
in
d
ig
ital
lear
n
in
g
[
32
]
.
Fin
ally
,
m
o
tiv
atio
n
,
as
h
ig
h
ly
m
o
tiv
ated
teac
h
er
s
ar
e
m
o
r
e
lik
el
y
to
co
n
tin
u
e
h
o
n
in
g
th
eir
d
ig
ital
tech
n
o
lo
g
y
s
k
ills
[
28
]
,
[
32
]
,
[
43
]
.
T
h
e
s
tu
d
y
r
ev
ea
led
t
h
at
m
an
y
teac
h
er
s
ar
e
n
o
t
p
r
o
f
icien
t
in
u
s
in
g
d
ig
ital
tech
n
o
lo
g
y
f
o
r
tea
ch
in
g
an
d
lear
n
in
g
[
28
]
,
[
33
]
,
[
44
]
.
T
h
i
s
is
a
tr
en
d
th
at
h
as
b
ee
n
a
b
u
r
d
e
n
f
o
r
s
o
m
e
teac
h
er
s
wh
o
p
r
e
f
er
tr
a
d
itio
n
al
m
eth
o
d
s
,
p
ar
ticu
lar
ly
o
l
d
er
an
d
m
o
r
e
ex
p
e
r
ien
ce
d
teac
h
er
s
[
32
]
.
Ma
n
y
b
ar
r
ier
s
h
in
d
er
teac
h
er
s
f
r
o
m
en
h
an
cin
g
th
e
u
s
e
o
f
d
ig
ital
tech
n
o
lo
g
y
,
in
clu
d
in
g
s
u
p
p
o
r
t,
tim
e,
an
d
tech
n
o
lo
g
y
-
r
elate
d
f
ac
ilit
ies
[
27
]
,
[
38
]
.
T
h
er
ef
o
r
e,
th
e
lack
o
f
d
ig
ital
tech
n
o
lo
g
y
s
k
ills
am
o
n
g
teac
h
er
s
ca
n
im
p
ed
e
ed
u
ca
tio
n
al
p
r
o
g
r
ess
an
d
lim
it
s
tu
d
en
t
d
ev
elo
p
m
en
t
[
39
]
,
[
44
]
,
[
45
]
.
T
h
e
lac
k
o
f
p
r
o
f
icie
n
cy
in
tech
n
o
lo
g
y
i
n
teac
h
in
g
is
ca
u
s
in
g
a
g
ap
b
etwe
en
tr
ad
itio
n
al
m
eth
o
d
s
an
d
s
tu
d
en
ts
'
n
ee
d
s
in
a
d
i
g
ital
s
o
ciety
.
Ad
d
r
ess
in
g
th
is
r
eq
u
ir
es
o
n
g
o
in
g
tr
ain
in
g
an
d
s
u
p
p
o
r
t f
o
r
teac
h
e
r
s
to
m
aster
n
ew
tech
n
o
lo
g
ies
an
d
ef
f
ec
tiv
el
y
u
s
e
th
em
i
n
th
e
teac
h
in
g
p
r
o
ce
s
s
.
3
.
2
.
Co
mm
un
ica
t
io
n sk
ills
C
o
m
m
u
n
ica
ti
o
n
s
k
i
lls
a
r
e
es
s
en
t
ial
f
o
r
te
ac
h
e
r
s
a
n
d
s
t
u
d
en
ts
to
u
n
d
e
r
s
ta
n
d
l
ess
o
n
s
[
46
]
,
[
47
]
.
I
t
h
ig
h
l
ig
h
ts
f
o
u
r
s
u
b
t
h
e
m
es
:
k
n
o
wl
e
d
g
e,
a
ttit
u
d
e
,
aw
ar
en
ess
,
a
n
d
ca
r
e
f
u
l
p
l
a
n
n
in
g
.
F
i
r
s
t,
k
n
o
wle
d
g
e
o
f
cu
l
tu
r
al
d
i
v
e
r
s
it
y
,
l
an
g
u
a
g
es
,
a
n
d
s
t
u
d
e
n
ts
'
b
ac
k
g
r
o
u
n
d
s
h
el
p
s
tea
ch
e
r
s
u
s
e
i
n
c
l
u
s
iv
e
ap
p
r
o
ac
h
es
[
24
]
.
Se
co
n
d
,
a
c
o
u
r
a
g
e
o
u
s
atti
tu
d
e
h
e
lp
s
o
v
er
co
m
e
f
ea
r
o
f
f
ail
u
r
e
,
esp
ec
ia
lly
w
h
e
n
c
o
n
v
ey
in
g
n
ew
i
d
e
as
[
24
]
,
[
36
]
.
T
h
i
r
d
,
h
i
g
h
s
el
f
-
awa
r
e
n
ess
a
n
d
e
n
v
i
r
o
n
m
en
tal
a
wa
r
e
n
ess
p
r
e
v
e
n
t
m
is
u
n
d
er
s
t
a
n
d
in
g
s
a
n
d
c
o
n
f
l
i
cts,
m
a
k
i
n
g
tea
c
h
e
r
s
m
o
r
e
ef
f
e
cti
v
e
co
m
m
u
n
i
ca
t
o
r
s
[
24
]
.
L
astl
y
,
ca
r
e
f
u
l
p
la
n
n
i
n
g
is
c
r
u
cia
l
f
o
r
tea
c
h
e
r
s
to
b
e
b
ett
e
r
p
r
e
p
a
r
e
d
f
o
r
tea
ch
in
g
,
en
h
an
ci
n
g
co
m
m
u
n
i
ca
ti
o
n
e
f
f
i
ci
en
c
y
an
d
s
k
ills
,
an
d
f
o
s
te
r
i
n
g
m
e
a
n
i
n
g
f
u
l
le
ar
n
i
n
g
f
o
r
s
t
u
d
e
n
ts
[
25
]
.
I
n
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
s
k
ills
am
o
n
g
teac
h
er
s
h
in
d
er
ed
u
ca
tio
n
al
g
o
als
[
24
]
,
as
th
ey
s
tr
u
g
g
le
to
ad
ap
t
to
jo
b
d
em
a
n
d
s
,
u
n
d
e
r
s
tan
d
s
tu
d
en
ts
'
p
s
y
ch
o
lo
g
y
[
25
]
,
r
ec
o
g
n
ize
n
o
n
-
v
e
r
b
al
c
u
es,
an
d
m
a
n
ag
e
in
ter
ac
tio
n
s
with
cu
ltu
r
al
s
e
n
s
itiv
ity
.
T
h
is
lead
s
to
a
l
ac
k
o
f
u
n
d
er
s
tan
d
in
g
o
f
s
tu
d
en
ts
'
n
ee
d
s
an
d
b
ac
k
g
r
o
u
n
d
s
,
p
ar
ticu
lar
ly
f
o
r
th
o
s
e
f
r
o
m
d
iv
er
s
e
cu
ltu
r
al
c
o
n
tex
ts
[
32
]
,
wh
ich
ca
n
b
e
f
u
r
t
h
er
co
m
p
licated
b
y
p
h
y
s
ical
ex
h
a
u
s
tio
n
an
d
d
if
f
ic
u
lty
in
u
n
d
er
s
tan
d
i
n
g
s
tu
d
e
n
ts
'
p
s
y
ch
o
lo
g
y
.
I
m
p
r
o
v
in
g
co
m
m
u
n
icatio
n
s
k
ills
is
cr
u
cial
f
o
r
c
r
ea
tin
g
an
in
clu
s
iv
e
an
d
s
u
p
p
o
r
tiv
e
lear
n
i
n
g
en
v
ir
o
n
m
e
n
t.
I
t
allo
ws
teac
h
er
s
to
b
etter
u
n
d
er
s
tan
d
s
tu
d
en
ts
'
n
ee
d
s
an
d
b
u
ild
s
tr
o
n
g
er
r
elatio
n
s
h
ip
s
in
th
e
class
r
o
o
m
,
th
u
s
p
r
e
v
en
tin
g
n
e
g
ativ
e
in
ter
ac
tio
n
s
an
d
p
o
ten
tially
u
n
d
er
m
in
i
n
g
th
e
le
ar
n
in
g
p
r
o
ce
s
s
.
3
.
3
.
L
if
elo
ng
lea
rning
s
k
ills
L
if
el
o
n
g
lea
r
n
i
n
g
is
ess
e
n
t
ial
f
o
r
tea
c
h
e
r
s
t
o
a
d
a
p
t
t
o
s
o
ci
eta
l
a
n
d
g
lo
b
al
c
h
a
n
g
es
[
48
]
.
T
h
e
r
e
ar
e
f
o
u
r
s
u
b
th
e
m
es
i
d
e
n
t
if
ie
d
:
m
et
ac
o
g
n
iti
v
e
aw
ar
en
ess
,
c
u
r
io
s
it
y
,
p
e
r
s
e
v
e
r
an
ce
,
a
n
d
m
o
t
iv
ati
o
n
.
T
h
es
e
s
u
b
th
em
es
en
s
u
r
e
t
h
a
t
te
ac
h
e
r
s
r
e
m
ai
n
r
el
e
v
a
n
t
a
n
d
a
d
a
p
t
a
b
le
to
s
o
ciet
al
a
n
d
g
l
o
b
al
c
h
an
g
es.
T
h
e
f
i
r
s
t
s
u
b
th
em
e,
m
et
ac
o
g
n
iti
v
e
aw
ar
e
n
ess
,
h
el
p
s
tea
c
h
e
r
s
m
a
n
a
g
e
t
h
e
le
ar
n
i
n
g
p
r
o
ce
s
s
e
f
f
ec
t
iv
el
y
,
s
u
c
h
as
s
elf
-
ass
ess
m
e
n
t
an
d
tim
e
m
a
n
a
g
e
m
e
n
t
[
35
]
.
S
ec
o
n
d
,
c
u
r
i
o
s
it
y
d
r
i
v
es
tea
c
h
e
r
s
t
o
s
ee
k
in
f
o
r
m
a
ti
o
n
o
n
e
d
u
ca
ti
o
n
al
a
n
d
c
u
r
r
ic
u
l
u
m
d
e
v
e
lo
p
m
e
n
ts
,
h
el
p
i
n
g
to
d
e
v
elo
p
r
el
e
v
a
n
t
c
u
r
r
ic
u
la
[
32
]
.
T
h
ir
d
,
p
er
s
ev
er
a
n
ce
f
o
s
te
r
s
a
h
a
b
it
o
f
r
eg
u
l
ar
an
d
co
n
s
is
t
e
n
t
l
ea
r
n
i
n
g
[
2
]
,
al
lo
wi
n
g
te
ac
h
e
r
s
to
d
e
v
el
o
p
t
h
e
ir
s
k
il
ls
g
r
ad
u
all
y
.
Fi
n
al
ly
,
m
o
ti
v
ati
o
n
is
cr
u
c
ial
,
as
cle
ar
p
e
r
s
o
n
al
d
ev
el
o
p
m
en
t
g
o
als
g
u
i
d
e
te
ac
h
e
r
s
t
o
co
n
t
i
n
u
e
l
ea
r
n
in
g
a
n
d
i
m
p
r
o
v
i
n
g
t
h
ei
r
s
k
ills
[
32
]
.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
s
h
o
w
n
th
at
m
an
y
teac
h
er
s
,
p
ar
ticu
la
r
ly
th
o
s
e
teac
h
in
g
n
o
n
-
elec
tiv
e
s
u
b
jects,
p
o
s
s
ess
lim
ited
k
n
o
wled
g
e
an
d
lo
w
s
k
ills
[
35
]
,
[
40
]
.
Hig
h
wo
r
k
lo
ad
s
,
in
clu
d
i
n
g
ad
m
in
is
tr
ativ
e
task
s
,
m
an
ag
in
g
m
u
ltip
le
class
r
o
o
m
s
,
an
d
m
ee
tin
g
r
o
u
tin
e
teac
h
i
n
g
d
em
an
d
s
,
leav
e
teac
h
er
s
w
ith
in
s
u
f
f
icien
t
tim
e
an
d
en
er
g
y
to
en
g
ag
e
in
tr
ain
i
n
g
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
[
49
]
.
T
ea
ch
e
r
s
o
f
ten
ex
p
er
ien
ce
s
tr
ess
,
lo
s
s
o
f
en
th
u
s
iasm,
an
d
lac
k
o
f
m
o
ti
v
atio
n
to
im
p
r
o
v
e
th
eir
teac
h
in
g
q
u
ality
d
u
e
t
o
ad
m
i
n
is
tr
ativ
e
r
o
u
tin
es.
T
h
e
ch
allen
g
es
o
f
life
l
o
n
g
lea
r
n
in
g
s
u
g
g
est
th
at
m
a
n
y
teac
h
e
r
s
ar
e
tr
ap
p
e
d
in
a
d
m
in
is
tr
ativ
e
r
o
u
tin
es,
h
in
d
er
in
g
p
r
o
f
ess
io
n
al
g
r
o
wth
.
E
d
u
ca
ti
o
n
al
in
s
titu
tio
n
s
s
h
o
u
ld
f
o
cu
s
o
n
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
s
u
p
p
o
r
t
f
o
r
teac
h
er
s
to
co
n
tin
u
o
u
s
ly
im
p
r
o
v
e
th
eir
s
k
ills
an
d
k
n
o
wled
g
e,
th
e
r
eb
y
en
h
a
n
cin
g
th
e
o
v
er
all
q
u
ality
o
f
ed
u
ca
tio
n
.
3
.
4
.
So
cio
e
m
o
t
io
na
l sk
ills
So
cio
em
o
tio
n
al
s
k
ills
ar
e
ess
en
tial
f
o
r
teac
h
er
s
'
p
er
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
well
-
b
ein
g
,
f
o
cu
s
in
g
o
n
b
u
ild
in
g
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
with
s
tu
d
en
ts
[
1
7
]
,
[
50
]
,
[
51
]
.
T
h
er
e
ar
e
f
o
u
r
s
u
b
th
em
es:
o
p
tim
is
m
,
p
r
o
s
o
cial
b
eh
av
io
r
,
em
o
tio
n
s
,
an
d
em
p
ath
y
.
T
h
ese
s
k
ills
ar
e
cr
u
cial
f
o
r
teac
h
er
s
to
m
ain
tain
a
p
o
s
itiv
e
an
d
in
clu
s
iv
e
lear
n
in
g
en
v
ir
o
n
m
en
t.
First,
o
p
tim
is
tic
teac
h
er
s
ap
p
r
o
ac
h
ch
allen
g
es
with
a
p
o
s
itiv
e
attitu
d
e,
cr
ea
tin
g
a
n
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
S
ystema
tic
liter
a
tu
r
e
r
ev
ie
w
:
f
u
tu
r
e
s
kills
o
f
tea
ch
ers
(
N
o
r
S
h
a
msi
d
a
r
Za
in
o
r
)
2807
in
clu
s
iv
e
class
r
o
o
m
en
v
ir
o
n
m
en
t
[
25
]
,
[
35
]
,
[
52
]
.
Seco
n
d
,
p
r
o
s
o
cial
b
eh
a
v
io
r
s
tr
en
g
t
h
en
s
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
[
23
]
,
c
r
ea
tin
g
p
o
s
itiv
e
lear
n
in
g
ex
p
e
r
ien
ce
s
an
d
p
r
o
m
o
tin
g
c
o
llab
o
r
atio
n
.
T
h
ir
d
,
em
o
tio
n
al
m
an
ag
em
en
t
en
a
b
les
teac
h
er
s
to
r
esp
o
n
d
e
f
f
ec
tiv
ely
to
s
tu
d
en
ts
'
f
ee
lin
g
s
an
d
co
p
e
with
s
tr
ess
,
m
ain
tain
in
g
ca
lm
n
ess
d
u
r
in
g
teac
h
in
g
p
r
o
ce
s
s
es
[
23
]
,
[
35
]
.
Fin
ally
,
e
m
p
ath
y
d
ee
p
en
s
teac
h
er
s
'
u
n
d
er
s
tan
d
in
g
o
f
s
tu
d
e
n
ts
'
n
ee
d
s
an
d
f
ee
lin
g
s
,
en
h
a
n
cin
g
em
o
tio
n
al
r
elatio
n
s
h
ip
s
an
d
te
ac
h
in
g
ef
f
ec
tiv
en
ess
[
23
]
.
I
n
an
in
cr
ea
s
in
g
ly
co
m
p
lex
an
d
d
iv
er
s
e
ed
u
ca
tio
n
al
lan
d
s
c
ap
e,
teac
h
er
s
'
s
o
cio
-
em
o
tio
n
al
s
k
ills
ar
e
ess
en
tial
b
u
t
o
f
ten
o
v
er
lo
o
k
ed
an
d
d
ee
m
ed
ir
r
elev
a
n
t.
T
ea
ch
er
s
o
f
ten
lack
ad
e
q
u
at
e
tr
ain
in
g
i
n
s
o
cio
-
em
o
tio
n
al
s
k
ills
,
wh
ich
ca
n
le
ad
to
c
h
allen
g
es
in
class
r
o
o
m
m
an
ag
em
e
n
t
an
d
s
tu
d
en
t
i
n
ter
ac
tio
n
s
[
5
3
]
,
[
5
4
]
.
T
h
ese
s
k
ills
ca
n
ca
u
s
e
f
ee
li
n
g
s
o
f
in
s
ec
u
r
ity
an
d
co
llab
o
r
atio
n
d
if
f
ic
u
lties
[
30
]
,
[
31
]
,
[
40
]
.
T
h
er
ef
o
r
e
,
p
r
io
r
itizin
g
s
o
cio
-
em
o
tio
n
al
s
k
ills
in
teac
h
er
tr
ain
in
g
cu
r
r
icu
la
is
cr
u
cial
to
im
p
r
o
v
in
g
class
r
o
o
m
m
an
ag
em
en
t
an
d
p
o
s
itiv
ely
in
ter
ac
tin
g
with
s
tu
d
en
ts
[
55
]
.
T
h
is
will
n
o
t
o
n
ly
en
h
an
ce
s
tu
d
e
n
ts
'
lear
n
i
n
g
ex
p
er
ie
n
ce
s
b
u
t
also
p
r
ep
ar
e
teac
h
er
s
to
f
ac
e
g
r
ea
ter
ch
allen
g
es
in
to
d
a
y
’
s
ed
u
ca
tio
n
al
wo
r
ld
.
T
h
e
s
tu
d
y
s
u
g
g
ests
th
at
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
s
h
o
u
ld
r
ec
o
n
s
id
er
teac
h
er
p
r
ep
ar
atio
n
m
eth
o
d
s
,
em
p
h
asizin
g
co
m
m
u
n
icatio
n
,
tech
n
o
lo
g
y
,
life
lo
n
g
lear
n
in
g
,
an
d
s
o
cio
em
o
tio
n
al
ab
ilit
ies.
T
h
is
will
eq
u
ip
teac
h
er
s
to
h
a
n
d
le
co
n
tem
p
o
r
ar
y
ed
u
ca
tio
n
d
em
an
d
s
an
d
c
r
ea
te
co
m
p
etitiv
e
s
tu
d
en
ts
.
T
ea
ch
er
s
an
d
ed
u
ca
tio
n
al
lead
e
r
s
s
h
o
u
ld
co
llab
o
r
ate
to
id
en
tify
ch
allen
g
es
an
d
p
r
o
v
id
e
ef
f
ec
tiv
e
s
o
lu
tio
n
s
.
I
m
p
r
o
v
in
g
teac
h
er
a
b
ilit
ies
will
b
en
ef
it
th
e
o
v
er
all
ed
u
ca
tio
n
s
tan
d
a
r
d
an
d
cr
ea
te
f
u
tu
r
e
-
r
ea
d
y
s
tu
d
e
n
ts
.
4.
CO
NCLU
SI
O
N
T
h
e
im
p
licatio
n
s
o
f
th
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
s
n
ee
d
to
ch
an
g
e
t
h
e
ir
teac
h
er
tr
ain
in
g
ap
p
r
o
ac
h
es,
f
o
cu
s
in
g
o
n
f
o
u
r
k
e
y
s
k
ills
:
d
ig
ital
t
ec
h
n
o
lo
g
y
s
k
ills
,
co
m
m
u
n
ica
tio
n
s
k
ills
,
life
lo
n
g
lear
n
in
g
s
k
ills
,
an
d
s
o
cio
-
em
o
tio
n
al
s
k
ills
.
T
h
e
in
te
g
r
atio
n
o
f
d
i
g
ital
s
k
ills
in
to
th
e
cu
r
r
icu
lu
m
is
cr
u
cial
f
o
r
teac
h
er
s
to
ad
a
p
t
to
ch
an
g
es
i
n
ed
u
ca
tio
n
a
n
d
m
ee
t
th
e
n
ee
d
s
o
f
s
tu
d
en
ts
in
a
d
ig
ital
wo
r
ld
,
th
er
eb
y
p
r
ep
ar
i
n
g
th
em
to
ef
f
ec
tiv
ely
u
s
e
d
ig
ital
to
o
ls
an
d
im
p
r
o
v
e
s
tu
d
en
t
co
m
m
u
n
icatio
n
.
Pre
v
i
o
u
s
s
tu
d
ies
in
d
icate
th
at
teac
h
er
s
with
d
ig
ital
tec
h
n
o
lo
g
y
s
k
ills
en
h
a
n
ce
s
tu
d
e
n
t
en
g
ag
em
en
t,
wh
ile
s
o
cio
-
e
m
o
ti
o
n
al
s
k
ills
im
p
r
o
v
e
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
an
d
lear
n
in
g
o
u
tco
m
es.
E
n
co
u
r
ag
in
g
co
n
tin
u
o
u
s
tr
ain
in
g
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
ca
n
h
elp
teac
h
e
r
s
o
v
er
co
m
e
ch
allen
g
es
an
d
en
h
an
ce
t
h
eir
s
tu
d
en
t
r
elatio
n
s
h
ip
s
.
T
h
e
s
tu
d
y
s
u
g
g
ests
th
at
en
h
an
cin
g
s
o
cio
-
em
o
tio
n
al
s
k
ills
in
teac
h
er
s
ca
n
im
p
r
o
v
e
class
r
o
o
m
m
an
ag
em
en
t
f
o
s
ter
a
p
o
s
itiv
e
lear
n
in
g
en
v
i
r
o
n
m
e
n
t
,
an
d
en
h
a
n
ce
ed
u
ca
tio
n
q
u
ali
ty
.
I
t
also
s
u
g
g
ests
f
u
r
th
er
r
esear
ch
in
to
tr
ain
in
g
p
r
o
g
r
a
m
s
’
ef
f
ec
tiv
en
ess
an
d
th
eir
im
p
ac
t
o
n
teac
h
er
-
s
tu
d
e
n
t
r
elatio
n
s
h
ip
s
,
th
er
eb
y
p
r
e
p
ar
in
g
teac
h
er
s
f
o
r
f
u
tu
r
e
e
d
u
ca
tio
n
al
c
h
allen
g
es
an
d
en
h
an
cin
g
th
eir
co
m
p
etitiv
en
ess
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
s
ex
ten
d
th
eir
d
e
ep
est
ap
p
r
ec
iatio
n
to
all
p
ar
ties
wh
o
co
n
tr
ib
u
ted
in
f
o
r
m
atio
n
an
d
p
r
o
v
id
e
d
ass
is
tan
ce
in
th
e
i
m
p
lem
en
tatio
n
o
f
th
is
s
tu
d
y
.
Sp
ec
ial
th
an
k
s
ar
e
also
d
u
e
to
t
h
e
Facu
lty
o
f
E
d
u
ca
tio
n
,
Natio
n
al
Un
iv
er
s
ity
o
f
Ma
lay
s
ia
(
UKM
)
,
an
d
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
Ma
lay
s
ia
(
MO
E
)
f
o
r
th
ei
r
s
u
p
p
o
r
t a
n
d
co
llab
o
r
atio
n
i
n
e
n
s
u
r
in
g
th
e
s
u
cc
ess
o
f
t
h
is
co
llab
o
r
ativ
e
ef
f
o
r
t.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
r
esear
ch
was n
o
t
f
u
n
d
ed
b
y
an
y
g
r
a
n
t.
AUTHO
R
CO
NT
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B
UT
I
O
NS ST
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M
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T
h
is
jo
u
r
n
al
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s
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th
e
C
o
n
t
r
ib
u
to
r
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o
les
T
a
x
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o
m
y
(
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to
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n
ize
in
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d
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o
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tr
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h
ip
d
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an
d
f
ac
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Na
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Aut
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Evaluation Warning : The document was created with Spire.PDF for Python.
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d
in
s
titu
tio
n
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u
id
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es,
ad
h
e
r
in
g
to
th
e
p
r
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les
o
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tlin
ed
in
t
h
e
Helsin
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i
Dec
lar
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ec
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f
r
o
m
th
e
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t e
th
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m
m
ittee
o
f
th
e
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th
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s
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
au
th
o
r
s
co
n
f
ir
m
th
at
th
e
d
ata
s
u
p
p
o
r
tin
g
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
a
v
ailab
le
with
in
th
e
ar
ticle
[
an
d
/o
r
its
s
u
p
p
lem
en
ta
r
y
m
ater
ials
]
.
RE
F
E
R
E
NC
E
S
[
1
]
B
.
A
g
y
a
p
o
n
g
,
G
.
O
b
u
o
b
i
-
D
o
n
k
o
r
,
L
.
B
u
r
b
a
c
k
,
a
n
d
Y
.
W
e
i
,
“
S
t
r
e
ss,
b
u
r
n
o
u
t
,
a
n
x
i
e
t
y
a
n
d
d
e
p
r
e
ssi
o
n
a
m
o
n
g
t
e
a
c
h
e
r
s
:
a
sc
o
p
i
n
g
r
e
v
i
e
w
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
En
v
i
r
o
n
m
e
n
t
a
l
Re
se
a
r
c
h
a
n
d
Pu
b
l
i
c
H
e
a
l
t
h
,
v
o
l
.
1
9
,
n
o
.
1
7
,
p
.
1
0
7
0
6
,
A
u
g
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
9
0
/
i
j
e
r
p
h
1
9
1
7
1
0
7
0
6
.
[
2
]
J.
F
r
e
n
c
h
-
La
w
y
e
r
,
S
.
S
i
a
n
o
,
M
.
I
o
e
r
g
e
r
,
V
.
Y
o
u
n
g
,
a
n
d
M
.
A
.
Tu
r
k
,
“
H
e
a
l
t
h
i
n
f
o
r
ma
t
i
o
n
s
e
e
k
i
n
g
a
n
d
p
e
o
p
l
e
w
i
t
h
d
i
s
a
b
i
l
i
t
y
:
a
sy
st
e
ma
t
i
c
se
a
r
c
h
a
n
d
sc
o
p
i
n
g
r
e
v
i
e
w
,
”
D
i
s
a
b
i
l
i
t
y
a
n
d
H
e
a
l
t
h
J
o
u
r
n
a
l
,
v
o
l
.
1
4
,
n
o
.
1
,
p
.
1
0
0
9
8
3
,
Ja
n
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
d
h
j
o
.
2
0
2
0
.
1
0
0
9
8
3
.
[
3
]
A
.
Lo
h
r
,
M
.
S
a
i
l
e
r
,
M
.
S
t
a
d
l
e
r
,
a
n
d
F
.
F
i
sc
h
e
r
,
“
D
i
g
i
t
a
l
l
e
a
r
n
i
n
g
i
n
s
c
h
o
o
l
s
:
w
h
i
c
h
s
k
i
l
l
s
d
o
t
e
a
c
h
e
r
s
n
e
e
d
,
a
n
d
w
h
o
s
h
o
u
l
d
b
r
i
n
g
t
h
e
i
r
o
w
n
d
e
v
i
c
e
s?
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
5
2
,
p
.
1
0
4
7
8
8
,
D
e
c
.
2
0
2
4
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
2
4
.
1
0
4
7
8
8
.
[
4
]
S
.
K
a
r
a
,
“
P
r
o
s
p
e
c
t
i
v
e
V
i
s
u
a
l
A
r
t
s
Te
a
c
h
e
r
s
’
I
n
n
o
v
a
t
i
o
n
S
k
i
l
l
s
a
n
d
A
t
t
i
t
u
d
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9
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[
3
3
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[
36
]
J.
N
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y
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l
.
,
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seri
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:
met
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sess
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.
[
37
]
V
.
B
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V
.
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,
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.
[
38
]
J.
C
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o
‐
A
l
me
n
a
r
a
,
F
.
D
.
G
u
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‐
G
á
mez
,
J.
R
u
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z
‐
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mer
o
,
a
n
d
A
.
P
a
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o
s‐
R
o
d
r
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z
,
“
Te
a
c
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s’
d
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g
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p
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t
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o
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.
[
39
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C
.
A
v
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ı
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M
.
N
.
D
e
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z
,
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C
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5.
[
40
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[
42
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43
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[
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[
45
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[
46
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[
47
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[
48
]
S
.
O
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s
,
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s,
S
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[
49
]
K.
-
N
.
K
i
m
,
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T
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a
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s’
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[
50
]
J.
S.
P
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,
“
S
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