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1
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C
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Occ
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a
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u
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CC B
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C
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A
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s
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v
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b
le
[
1
]
,
li
k
ewise
af
f
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g
t
h
e
d
el
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r
y
o
f
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x
p
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[
2
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.
T
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2
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%
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t
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[
3
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.
T
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4
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T
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[
5
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Ac
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[
6
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.
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q
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T
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8
8
2
2
Let
’
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b
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Th
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a
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tece
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en
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o
f c
h
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’
s
ke
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co
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r
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(
B
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La
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cr
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u
s
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m
ain
ly
t
h
r
o
u
g
h
v
o
ca
tio
n
al
ed
u
ca
tio
n
[
7
]
.
I
n
I
n
d
o
n
esia,
t
h
e
p
r
o
g
r
a
m
f
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ca
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tau
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r
s
p
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if
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o
f
em
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lo
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en
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[
8
]
.
Ho
wev
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,
v
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ates h
a
v
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ate
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ca
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.
I
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2
0
1
9
,
th
e
u
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em
p
lo
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m
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t
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a
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in
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5
0
,
0
0
0
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o
n
s
co
m
p
ar
e
d
to
th
e
p
r
e
v
io
u
s
y
ea
r
,
wh
ile
th
e
o
p
en
u
n
em
p
lo
y
m
en
t
r
ate
d
ec
r
ea
s
ed
b
y
0
.
0
6
p
er
ce
n
tag
e
p
o
i
n
ts
.
Acc
o
r
d
in
g
to
th
e
l
ev
el
o
f
ed
u
ca
tio
n
,
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
ls
co
n
tr
i
b
u
te
th
e
m
o
s
t
to
th
e
o
p
en
u
n
e
m
p
lo
y
m
e
n
t
r
ate
at
1
0
.
4
2
%
,
th
e
m
o
s
t
s
ig
n
if
ican
t
p
er
ce
n
tag
e
am
o
n
g
all
o
th
er
l
ev
els
o
f
ed
u
ca
tio
n
[
9
]
.
T
h
e
u
n
em
p
lo
y
m
en
t
d
ata
f
o
r
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
l
g
r
ad
u
ates
d
em
o
n
s
tr
ate
th
at
th
e
ac
tu
al
co
n
d
itio
n
o
f
q
u
alif
icatio
n
s
f
o
r
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
l
g
r
ad
u
ates
h
as
n
o
t
m
et
th
e
n
ee
d
s
o
f
th
e
wo
r
ld
o
f
wo
r
k
an
d
h
as n
o
t b
ee
n
ab
le
to
f
u
lf
ill th
e
p
u
r
p
o
s
e
o
f
v
o
ca
tio
n
al
ed
u
ca
tio
n
,
wh
ich
is
to
ass
is
t
in
d
iv
id
u
als
in
id
e
n
tify
in
g
t
h
eir
s
u
itab
ilit
y
,
r
ea
d
i
n
ess
,
an
d
wo
r
k
ca
p
ac
ity
[
8
]
,
[
1
0
]
.
I
n
ad
d
itio
n
,
j
o
b
ch
ar
ac
ter
is
tics
o
f
th
e
2
1
s
t
c
en
tu
r
y
,
s
u
ch
as
i
n
cr
ea
s
ed
a
u
to
m
atio
n
a
n
d
tech
n
o
l
o
g
y
,
h
av
e
co
n
tr
ib
u
te
d
to
g
r
ad
u
ates
’
lack
o
f
r
ea
d
in
ess
f
o
r
th
e
wo
r
k
f
o
r
ce
.
T
h
er
e
ar
e
s
ev
er
al
ca
u
s
es
o
f
th
e
h
ig
h
u
n
em
p
l
o
y
m
en
t
r
ate
am
o
n
g
th
o
s
e
with
a
h
ig
h
s
ch
o
o
l
d
ip
lo
m
a
in
a
tech
n
ical
o
r
tr
ad
e
ar
ea
.
On
e
o
f
th
e
is
s
u
es
th
at
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
ls
f
ac
e
is
th
at
th
e
v
o
ca
tio
n
al
e
d
u
ca
tio
n
s
y
s
tem
th
ey
wer
e
b
u
ilt
o
n
is
n
o
l
o
n
g
e
r
ad
e
q
u
ate
to
m
ee
t
th
e
n
ee
d
s
o
f
to
d
ay
’
s
p
u
p
ils
[
1
1
]
.
Am
o
n
g
th
ese
n
o
n
s
en
s
ical
r
eq
u
ests
is
th
e
tr
a
in
in
g
o
f
wo
r
k
er
s
f
o
r
o
cc
u
p
ati
o
n
s
th
at
will
b
e
o
b
s
o
lete
s
o
o
n
[
1
2
]
.
Fu
r
th
e
r
m
o
r
e
,
m
o
s
t
s
ch
o
o
ls
ar
e
o
n
ly
ab
le
t
o
d
ev
elo
p
h
u
m
an
r
eso
u
r
ce
s
th
at
ca
n
wo
r
k
in
tec
h
n
ical
s
o
r
ts
o
f
lab
o
r
(
r
e
g
u
lar
an
d
m
an
u
al
lab
o
r
)
,
an
d
th
is
h
as
n
o
t
y
et
led
to
p
r
e
p
ar
in
g
a
w
o
r
k
f
o
r
ce
th
at
wo
r
k
s
i
n
to
p
-
l
ev
el
p
o
s
itio
n
s
lik
e
m
an
ag
em
en
t
an
d
th
e
ar
ts
[
1
3
]
,
[
1
4
]
.
Similar
ly
,
Ma
h
f
u
d
et
a
l
.
[
1
5
]
f
o
u
n
d
th
at
m
an
y
p
e
o
p
l
e
wh
o
ea
r
n
d
eg
r
ee
s
in
v
o
ca
tio
n
al
f
ield
s
f
ee
l u
n
p
r
e
p
ar
ed
to
e
n
ter
th
e
w
o
r
k
f
o
r
ce
.
Fu
r
th
er
m
o
r
e
,
p
ast
r
esear
c
h
h
as
s
h
o
wn
th
at
th
e
c
o
m
p
ete
n
cy
g
a
p
b
etwe
en
v
o
ca
tio
n
al
ed
u
ca
tio
n
in
s
titu
tio
n
s
an
d
th
e
n
ee
d
s
o
f
th
e
wo
r
ld
o
f
wo
r
k
is
th
e
p
r
im
ar
y
ca
u
s
e
o
f
th
e
d
if
f
icu
lties
en
co
u
n
ter
ed
b
y
v
o
ca
tio
n
al
ed
u
ca
tio
n
.
Z
o
p
iatis
[
1
6
]
s
tate
s
th
at
s
tu
d
en
ts
o
f
ten
h
av
e
d
if
f
icu
lty
a
p
p
ly
in
g
wh
at
th
ey
h
av
e
lear
n
ed
in
th
e
class
r
o
o
m
to
“
r
ea
l
-
wo
r
l
d
”
s
ce
n
ar
io
s
.
Me
an
wh
ile,
J
au
h
ar
i
[
1
7
]
s
tates
d
is
cr
ep
an
cies
b
etwe
en
h
o
tel
s
ec
to
r
n
ee
d
s
an
d
r
ec
r
u
itm
en
t
ef
f
o
r
ts
r
eg
ar
d
in
g
r
eq
u
is
ite
s
k
ills
h
av
e
b
ee
n
f
o
u
n
d
.
R
ay
b
o
u
ld
a
n
d
W
ilk
in
s
[
1
8
]
f
o
u
n
d
a
s
im
ilar
d
is
cr
ep
an
cy
b
etwe
en
wh
at
th
e
i
n
d
u
s
tr
y
ex
p
ec
ts
an
d
wh
at
s
tu
d
e
n
ts
th
in
k
ar
e
th
e
m
o
s
t
cr
itical
ab
ilit
ies
f
o
r
g
r
ad
u
ates.
Fo
r
e
x
am
p
le,
a
s
tu
d
y
b
y
Ay
o
n
m
ik
e
an
d
Ok
ek
e
[
1
9
]
f
o
u
n
d
th
at
th
o
s
e
with
d
eg
r
ee
s
in
v
o
ca
tio
n
al
ed
u
ca
tio
n
wer
e
d
e
f
icien
t in
v
a
r
io
u
s
ess
en
tial c
o
m
p
eten
cies,
th
e
v
ast m
ajo
r
ity
o
f
wh
ich
wer
e
b
r
o
ad
ab
ilit
ies.
I
n
p
ar
ticu
lar
,
r
esear
ch
s
h
o
ws
th
at
m
an
y
g
r
ad
u
ates
lack
cr
itical
p
r
ac
tical
ex
p
er
ien
ce
,
wh
ich
i
s
cr
itical
to
s
u
cc
ess
in
a
f
ast
-
p
ac
ed
en
v
ir
o
n
m
e
n
t,
wh
er
e
cr
ea
tiv
ity
m
u
s
t
alig
n
with
m
ar
k
et
d
em
a
n
d
an
d
p
r
o
f
itab
ilit
y
[
2
0
]
.
E
n
tr
ep
r
en
e
u
r
s
in
th
e
cu
lin
ar
y
in
d
u
s
tr
y
h
av
e
r
aised
c
o
n
ce
r
n
s
th
at
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
o
f
ten
f
ail
to
eq
u
ip
s
tu
d
en
ts
with
th
e
co
m
p
le
x
co
m
p
eten
cies
n
ee
d
e
d
to
e
x
c
el,
in
clu
d
in
g
lead
er
s
h
ip
,
b
u
s
in
ess
ac
u
m
en
an
d
ef
f
ec
tiv
e
m
an
a
g
er
ial
s
k
ills
[
2
1
]
.
T
h
e
s
tu
d
y
’
s
p
r
elim
in
ar
y
r
esea
r
ch
f
o
u
n
d
th
at
a
v
ar
iet
y
o
f
co
n
ce
r
n
s
s
u
r
f
ac
e
d
o
u
ts
id
e
th
o
s
e
r
elate
d
to
s
tu
d
en
t
co
m
p
eten
cy
,
s
u
ch
as
a
p
er
ce
p
tio
n
th
at
in
d
u
s
tr
y
co
m
m
itm
en
t
(
I
C
)
was
s
till
s
u
b
p
ar
.
T
h
e
a
p
p
r
e
n
ticesh
ip
s
ch
em
e
is
th
e
o
n
ly
p
r
o
g
r
a
m
i
n
v
o
lv
in
g
th
e
b
u
s
in
ess
wo
r
ld
th
at
h
as
b
ee
n
ex
ec
u
ted
s
u
cc
es
s
f
u
lly
.
W
h
ile
o
th
er
in
itiativ
es,
s
u
ch
as
teac
h
in
g
f
ac
to
r
ies
an
d
g
u
est
lectu
r
er
s
,
m
ay
h
elp
s
tu
d
en
ts
p
r
e
p
ar
e
f
o
r
th
e
wo
r
k
in
g
w
o
r
ld
,
th
is
o
n
e
d
o
es
n
o
t.
T
h
e
q
u
alif
i
ca
tio
n
s
o
f
r
ec
e
n
t
g
r
ad
u
ates
o
f
cu
lin
ar
y
ar
ts
p
r
o
g
r
am
s
ar
e
s
o
m
etim
es
s
u
b
p
ar
f
o
r
o
th
er
r
e
aso
n
s
as
well.
Stu
d
en
t
jo
b
c
h
o
ices
ar
e
m
et
with
litt
le
s
o
cial
s
u
p
p
o
r
t
(
SS
)
,
v
o
ca
tio
n
al
ed
u
ca
tio
n
f
alls
s
h
o
r
t,
an
d
c
u
lin
ar
y
s
ch
o
o
l stu
d
en
ts
lack
co
n
f
id
e
n
ce
in
th
ei
r
a
b
ilit
y
to
s
u
cc
ee
d
in
th
e
k
itch
en
.
R
ef
er
r
in
g
t
o
th
e
em
p
ir
ical
f
in
d
in
g
s
o
f
p
ast
s
tu
d
ies,
v
o
c
atio
n
al
h
ig
h
s
ch
o
o
ls
m
u
s
t
a
lter
th
eir
ed
u
ca
tio
n
al
s
y
s
tem
to
b
e
d
em
an
d
-
d
r
i
v
en
.
T
h
e
d
e
m
an
d
-
d
r
iv
e
n
p
ar
ad
ig
m
is
th
e
d
ev
elo
p
m
en
t o
f
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
ls
b
ased
o
n
th
e
n
ee
d
s
o
f
th
e
b
u
s
in
ess
an
d
in
d
u
s
tr
y
s
ec
to
r
s
as
v
o
ca
tio
n
al
h
i
g
h
s
ch
o
o
l
g
r
ad
u
ate
co
n
s
u
m
er
s
.
R
elev
an
ce
o
r
“
lin
k
an
d
m
atch
”
ef
f
o
r
ts
b
etwe
en
th
e
wo
r
ld
s
o
f
ed
u
ca
tio
n
an
d
w
o
r
k
ca
n
b
e
m
ad
e
to
p
r
ep
ar
e
s
tu
d
e
n
ts
,
wo
r
k
er
s
,
an
d
citizen
s
f
o
r
s
u
cc
ess
in
g
lo
b
al
s
k
ills
co
m
p
etitio
n
s
[2
2
]
–
[2
4
]
.
R
elev
an
ce
is
a
s
ig
n
if
ican
t
is
s
u
e
in
th
e
d
ev
elo
p
m
en
t
o
f
v
o
ca
tio
n
al
ed
u
ca
tio
n
to
p
r
ep
a
r
e
s
tu
d
en
ts
,
wo
r
k
er
s
,
an
d
citizen
s
f
o
r
s
u
cc
ess
in
g
lo
b
al
s
k
ills
co
m
p
etitio
n
s
.
C
o
n
s
eq
u
en
tly
,
v
o
ca
ti
o
n
al
h
i
g
h
s
ch
o
o
ls
p
la
y
a
cr
u
c
ial
r
o
le
in
tr
ain
in
g
h
u
m
an
r
eso
u
r
ce
s
with
co
m
p
etitiv
e
an
d
co
m
p
ar
ativ
e
a
d
v
an
ta
g
es to
co
m
p
ete
an
d
ad
ap
t t
o
f
u
t
u
r
e
d
em
a
n
d
s
.
T
h
e
n
ee
d
f
o
r
i
n
ter
d
is
cip
lin
a
r
y
s
k
ills
in
to
u
r
is
m
is
g
r
o
win
g
[2
5
]
.
T
h
e
ter
m
“
in
te
r
d
is
cip
lin
ar
y
co
m
p
eten
ce
in
th
e
f
ield
o
f
to
u
r
is
m
”
r
ef
er
s
to
th
e
ac
q
u
is
itio
n
o
f
s
k
ills
an
d
k
n
o
wled
g
e
in
th
e
to
u
r
is
t
in
d
u
s
tr
y
th
at
m
ay
b
e
ap
p
lied
to
co
m
p
l
etin
g
task
s
an
d
d
u
ties
in
o
th
er
r
elate
d
f
ield
s
,
s
u
ch
as
th
e
tr
av
el
an
d
h
o
s
p
itality
in
d
u
s
tr
ies.
Peo
p
le
r
eq
u
ir
e
th
e
s
e
ess
en
tial
s
k
ill
s
f
o
r
th
eir
p
r
o
f
ess
io
n
al
an
d
p
er
s
o
n
al
g
r
o
wth
to
ad
ap
t
to
an
ev
er
-
ev
o
lv
in
g
wo
r
k
en
v
ir
o
n
m
en
t.
Ma
s
ter
y
o
f
co
r
e
co
m
p
eten
cies
p
r
o
v
id
es
a
f
o
u
n
d
atio
n
f
o
r
s
k
ill
d
ev
elo
p
m
en
t
in
s
u
b
s
eq
u
en
t
lear
n
in
g
c
y
cles
[2
6
]
,
p
a
r
ticu
lar
ly
in
th
e
co
n
tex
t
o
f
p
r
o
f
ess
io
n
al
s
k
ill
ac
q
u
is
itio
n
.
Acc
o
r
d
in
g
to
T
u
p
ar
o
v
a
et
a
l
.
[2
7
]
an
d
th
e
E
u
r
o
p
ea
n
C
o
m
m
is
s
io
n
[2
8
]
,
f
u
n
d
am
e
n
tal
s
k
ills
ar
e
ess
e
n
tial
f
o
r
p
eo
p
le
to
ac
h
iev
e
h
ap
p
in
ess
,
g
r
o
w
as
c
itizen
s
,
p
ar
ticip
ate
f
u
lly
in
s
o
ciety
,
f
in
d
g
ain
f
u
l
em
p
lo
y
m
e
n
t,
an
d
a
d
v
an
ce
in
th
eir
p
r
o
f
ess
io
n
al
liv
es.
C
r
itical
co
m
p
eten
cy
d
e
v
elo
p
m
e
n
t
is
also
cr
u
cial
f
o
r
p
r
o
m
o
tin
g
s
u
s
tain
ab
le
g
r
o
wth
an
d
in
cr
ea
s
in
g
o
p
p
o
r
tu
n
ities
f
o
r
life
lo
n
g
ed
u
ca
tio
n
[2
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
.
14
,
No
.
5
,
Octo
b
er
20
25
:
4
0
0
6
-
401
8
4008
T
h
eo
r
etica
lly
,
ess
en
tial
co
m
p
eten
cies
en
co
m
p
ass
n
o
t
o
n
ly
a
co
llectio
n
o
f
k
n
o
wled
g
e
b
u
t
also
a
co
llectio
n
o
f
s
k
ills
,
attitu
d
es,
an
d
v
alu
es
[2
6
]
.
Acc
o
r
d
in
g
to
T
u
p
ar
o
v
a
et
a
l
.
[2
7
]
,
co
r
e
co
m
p
eten
cies
co
m
b
in
e
co
n
tex
t
-
ap
p
r
o
p
r
iate
k
n
o
wled
g
e,
ab
ilit
ies,
an
d
attitu
d
es.
T
h
e
Min
is
ter
o
f
Ma
n
p
o
wer
an
d
T
r
an
s
m
ig
r
atio
n
o
f
th
e
R
ep
u
b
lic
o
f
I
n
d
o
n
esia
s
tated
th
at
co
r
e
co
m
p
eten
cies
ar
e
t
h
e
b
r
o
a
d
a
b
ilit
ies
r
eq
u
ir
ed
to
m
ee
t
p
er
f
o
r
m
an
c
e
cr
iter
ia
at
th
e
lev
el
o
f
w
o
r
k
r
e
q
u
ir
ed
f
o
r
th
e
task
s
an
d
r
esp
o
n
s
ib
ilit
ies
o
f
a
s
p
ec
if
ic
jo
b
[
29
]
.
T
h
u
s
,
th
e
c
h
ef
’
s
k
ey
co
m
p
ete
n
cies
(
C
KC
)
ar
e
a
co
llectio
n
o
f
n
atu
r
al
talen
ts
th
at
s
er
v
e
as
p
er
f
o
r
m
an
ce
s
tan
d
ar
d
s
f
o
r
f
u
lf
illi
n
g
th
e
ch
ef
’
s
d
u
ty
an
d
r
esp
o
n
s
ib
ilit
y
.
E
x
p
er
ts
h
a
v
e
d
i
f
f
er
en
t
id
ea
s
a
b
o
u
t
wh
at
m
ak
es
u
p
a
ch
e
f
’
s
cr
itical
co
m
p
eten
cies.
Stu
d
y
b
y
Hu
[3
0
]
,
f
o
r
e
x
am
p
le,
s
tated
th
at
a
n
i
n
n
o
v
ativ
e
ch
ef
n
ee
d
s
to
b
e
g
o
o
d
at
p
r
o
d
u
ct,
c
u
ltu
r
e,
m
a
n
ag
em
en
t,
s
er
v
ice,
ae
s
th
etics,
cr
ea
tiv
ity
,
an
d
tec
h
n
o
lo
g
y
.
Oth
er
th
in
g
s
y
o
u
n
e
ed
to
b
e
a
ch
ef
ar
e
atten
tio
n
to
d
etail,
b
u
s
in
ess
k
n
o
wled
g
e,
clea
n
lin
ess
,
cr
ea
ti
v
ity
,
co
o
k
in
g
s
k
ills
,
th
e
ab
ilit
y
to
m
ak
e
q
u
ick
d
ec
is
io
n
s
,
m
o
tiv
atio
n
,
th
e
ab
ilit
y
to
d
o
m
o
r
e
th
a
n
o
n
e
th
in
g
at
o
n
ce
,
o
r
g
an
izatio
n
al
s
k
ills
,
an
d
team
wo
r
k
[3
1
]
.
Allen
an
d
I
o
m
air
e
[3
2
]
m
en
tio
n
ed
t
h
at
a
h
ea
d
ch
ef
n
e
ed
s
to
m
ee
t
s
tan
d
ar
d
s
o
f
p
r
o
f
e
s
s
io
n
alis
m
,
p
er
s
o
n
ality
,
lead
er
s
h
ip
,
m
an
ag
em
e
n
t,
an
d
in
ter
ac
tio
n
with
th
e
w
o
r
k
en
v
ir
o
n
m
en
t.
T
h
e
n
ee
d
f
o
r
ch
ef
s
to
h
av
e
k
ey
s
k
ills
is
cr
itical
in
a
wo
r
ld
o
f
wo
r
k
th
at
is
co
n
s
tan
tly
ch
an
g
in
g
.
E
v
en
th
o
u
g
h
m
a
n
y
s
tu
d
ies
in
th
e
p
ast
s
h
o
wed
h
o
w
v
ital
k
ey
c
o
m
p
eten
cies
ar
e
f
o
r
a
ch
ef
’
s
ca
r
ee
r
,
th
ese
s
tu
d
ies we
r
e
o
n
ly
ab
le
to
id
en
tif
y
th
e
m
;
th
ey
d
id
n
o
t
s
h
o
w
h
o
w
ea
c
h
ch
ef
co
u
l
d
d
e
v
elo
p
th
eir
k
ey
c
o
m
p
eten
cies.
B
an
d
u
r
a
[3
3
]
s
tu
d
y
o
f
th
e
s
o
c
ial
lear
n
in
g
th
e
o
r
y
s
h
o
wed
th
at
s
tu
d
en
t
lear
n
in
g
s
u
cc
ess
,
as
m
ea
s
u
r
ed
b
y
c
h
an
g
es
in
b
e
h
av
io
r
,
is
m
a
in
ly
af
f
ec
te
d
b
y
e
n
v
ir
o
n
m
en
ta
l
f
ac
to
r
s
an
d
in
d
iv
id
u
al
tr
aits
(
p
er
s
o
n
al)
.
So
,
it
is
clea
r
th
at
d
e
v
elo
p
in
g
k
e
y
ch
e
f
s
k
ills
to
ac
h
iev
e
lea
r
n
in
g
o
u
tco
m
es
in
s
ch
o
o
ls
n
ee
d
s
to
m
ak
e
s
u
r
e
t
h
at
th
e
ed
u
ca
tio
n
s
y
s
tem
wo
r
k
s
well
at
th
e
s
am
e
tim
e
b
etwe
en
i
m
p
o
r
tan
t
f
ac
to
r
s
lik
e
p
e
r
s
o
n
a
l
an
d
en
v
ir
o
n
m
e
n
tal
f
ac
to
r
s
.
R
ef
er
r
in
g
to
th
is
th
eo
r
y
,
th
e
th
r
ee
d
im
e
n
s
io
n
s
o
f
s
o
cial
lear
n
in
g
th
eo
r
y
ar
e
tu
r
n
e
d
in
to
f
iv
e
ess
en
tial
f
ac
to
r
s
f
o
r
d
ev
elo
p
in
g
k
e
y
ch
ef
s
k
ills
in
v
o
ca
tio
n
al
s
tu
d
en
ts
:
i
)
p
ar
tn
er
;
ii
)
p
lace
;
iii
)
p
r
o
ce
s
s
;
iv
)
p
er
s
o
n
al
;
an
d
v
)
p
r
o
d
u
ct,
o
r
th
e
5
P
v
o
ca
tio
n
al
lear
n
in
g
f
ac
to
r
.
I
n
s
o
cia
l
lear
n
in
g
th
eo
r
y
,
th
e
f
ir
s
t
th
r
e
e
f
ac
to
r
s
s
h
o
w
th
e
en
v
ir
o
n
m
en
tal
d
im
en
s
io
n
.
T
h
e
p
er
s
o
n
al
f
ac
to
r
s
h
o
ws
th
e
p
er
s
o
n
al
d
im
en
s
io
n
,
an
d
th
e
p
r
o
d
u
ct
f
ac
to
r
s
h
o
ws
th
e
b
eh
av
i
o
r
al
d
im
en
s
io
n
.
First,
th
e
p
ar
tn
er
f
ac
to
r
is
th
e
r
o
le
o
f
b
u
s
in
ess
o
r
th
e
co
m
m
u
n
ity
in
ac
tiv
ities
f
o
r
v
o
ca
tio
n
a
l
lear
n
in
g
,
s
u
ch
as
b
u
s
in
ess
co
m
m
itm
en
t.
Seco
n
d
is
th
e
p
lace
f
ac
to
r
o
r
s
o
cial
en
v
ir
o
n
m
en
t,
wh
ic
h
in
clu
d
es
all
th
e
p
h
y
s
ical
an
d
s
o
cial
th
in
g
s
th
at
af
f
ec
t
a
p
er
s
o
n
’
s
d
ev
el
o
p
m
en
t
in
th
e
p
lace
wh
e
r
e
th
ey
lear
n
[3
4
]
.
Fo
r
ex
am
p
le,
SS
,
lear
n
in
g
cu
ltu
r
e
,
an
d
lear
n
in
g
clim
ate
ar
e
all
th
in
g
s
th
a
t
m
ak
e
a
p
lace
a
n
ex
ce
llen
t
p
l
ac
e
to
lear
n
.
T
h
ir
d
,
th
e
p
r
o
ce
s
s
f
ac
to
r
r
ef
e
r
s
to
th
e
s
tep
s
p
eo
p
le
tak
e
t
o
m
ak
e
a
s
et
o
f
ch
a
n
g
es
in
b
e
h
av
io
r
th
at
will
h
ap
p
en
as
a
r
esu
lt
o
f
lear
n
in
g
.
T
h
e
q
u
ality
o
f
th
e
teac
h
er
’
s
teac
h
in
g
to
h
elp
s
tu
d
en
ts
m
aster
th
e
lear
n
i
n
g
o
u
tco
m
es
is
p
ar
t
o
f
th
e
p
r
o
ce
s
s
f
ac
to
r
.
Fo
u
r
th
,
s
tu
d
en
ts
’
p
er
s
o
n
alities
p
lay
a
r
o
le
in
lear
n
in
g
to
m
aster
a
s
et
o
f
ex
p
ec
ted
co
m
p
eten
cies.
T
h
is
f
ac
to
r
h
as
in
f
o
r
m
atio
n
ab
o
u
t
tr
aits
,
p
er
s
o
n
ality
,
p
s
y
ch
o
lo
g
y
,
an
d
in
tellig
en
ce
.
L
astl
y
,
th
e
p
r
o
d
u
ct
f
ac
to
r
in
lear
n
in
g
is
s
ee
n
as
th
e
r
esu
lt
o
f
lear
n
in
g
ac
tiv
ities
,
wh
ich
ar
e
s
ee
n
as
ch
an
g
es
in
h
o
w
s
tu
d
en
ts
ac
t.
I
n
th
is
ca
s
e,
it
ca
n
b
e
s
h
o
wn
b
y
th
e
s
k
ills
o
r
ab
ilit
ies
g
ain
ed
th
r
o
u
g
h
lear
n
i
n
g
.
I
t
is
th
o
u
g
h
t
th
at
th
e
im
p
o
r
ta
n
ce
o
f
estab
lis
h
in
g
ess
en
tial
co
m
p
eten
cies
in
v
o
ca
tio
n
al
e
d
u
ca
tio
n
in
s
titu
tio
n
s
m
ay
p
r
o
d
u
ce
h
u
m
an
r
eso
u
r
ce
s
wh
o
ar
e
p
r
o
f
icien
t
in
th
eir
d
is
cip
lin
es
an
d
h
ig
h
ly
co
m
p
etitiv
e
in
th
e
g
lo
b
al
lab
o
r
m
ar
k
et.
I
n
n
u
m
er
o
u
s
r
esear
ch
,
s
p
ec
ialis
ts
h
av
e
d
em
o
n
s
tr
ated
th
e
s
ig
n
if
i
ca
n
ce
o
f
f
u
n
d
am
e
n
tal
s
k
ills
f
o
r
co
o
k
s
[3
0
]
–
[3
2
]
,
[3
5
]
–
[
39
]
.
Fu
tu
r
e
r
esear
ch
m
u
s
t
elu
cid
ate
p
r
o
ce
s
s
es
f
o
r
g
en
er
atin
g
o
r
d
e
v
elo
p
in
g
a
C
KC
in
in
d
iv
id
u
als,
p
ar
ticu
lar
ly
v
o
ca
tio
n
al
h
ig
h
s
c
h
o
o
l
s
tu
d
en
ts
,
b
ased
o
n
id
e
n
tify
in
g
th
e
C
KC
f
r
o
m
ea
r
lier
s
tu
d
ies.
T
h
is
f
o
llo
w
-
u
p
is
ess
en
tial
f
o
r
en
s
u
r
in
g
th
e
av
ailab
ilit
y
o
f
q
u
alif
ied
c
h
e
f
ca
n
d
id
ates
th
r
o
u
g
h
v
o
ca
tio
n
al
s
ch
o
o
ls
an
d
th
e
ed
u
ca
tio
n
s
y
s
tem
.
I
n
ad
d
itio
n
,
o
th
e
r
s
tu
d
ies
r
ev
ea
l
th
at
th
e
ac
h
iev
em
en
t
o
f
s
t
u
d
en
t
lear
n
i
n
g
o
u
tco
m
es
in
t
h
e
f
o
r
m
o
f
ac
h
iev
in
g
a
s
et
o
f
co
m
p
eten
ci
es
in
v
o
ca
tio
n
al
e
d
u
ca
tio
n
is
in
f
lu
en
ce
d
b
y
s
ev
er
al
s
ig
n
if
ica
n
t
f
ac
to
r
s
,
s
u
ch
as
th
e
co
m
m
itm
en
t
o
f
th
e
in
d
u
s
tr
y
in
th
e
f
o
r
m
o
f
in
v
o
l
v
em
en
t
[4
0
]
–
[4
2
]
,
SS
[4
3
]
,
[
4
4
]
,
q
u
ality
o
f
v
o
ca
tio
n
al
teac
h
in
g
[4
5
]
,
[
4
6
]
,
a
n
d
o
cc
u
p
atio
n
al
s
elf
-
ef
f
icac
y
(
OSE)
[4
7
]
–
[
49
]
.
Dev
elo
p
in
g
ch
ef
’
s
ess
en
tial
co
m
p
eten
ce
s
f
o
r
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
is
th
er
ef
o
r
e
r
eg
ar
d
ed
to
n
ec
ess
itate
a
co
llab
o
r
ativ
e
r
o
l
e
in
v
o
l
v
in
g
IC
,
SS
,
q
u
ality
o
f
v
o
ca
tio
n
al
i
n
s
tr
u
ctio
n
,
a
n
d
OSE
.
As
a
r
esu
lt,
t
h
er
e
is
a
p
r
ess
in
g
n
ee
d
f
o
r
r
esear
ch
in
to
th
e
in
te
r
p
lay
b
etwe
en
in
d
u
s
tr
y
d
ed
icatio
n
(
p
ar
t
n
er
)
,
SS
(
p
lace
)
,
in
s
t
r
u
ctio
n
al
e
x
ce
llen
ce
(
p
r
o
ce
s
s
)
,
an
d
in
d
i
v
id
u
al
co
n
f
id
en
ce
in
o
n
e
’
s
ab
ilit
y
to
s
u
cc
ee
d
in
o
n
e
’
s
ch
o
s
en
p
r
o
f
e
s
s
io
n
(
p
er
s
o
n
al)
an
d
th
eir
im
p
ac
t o
n
th
e
f
o
r
m
atio
n
o
f
s
tu
d
en
ts
’
k
ey
co
m
p
ete
n
cies (
p
r
o
d
u
cts)
in
th
e
cu
lin
ar
y
s
ch
o
o
l.
T
h
is
was d
o
n
e
to
g
et
a
b
ir
d
’
s
-
ey
e
v
iew
o
f
th
e
m
ain
f
ac
to
r
s
in
s
h
ap
in
g
f
u
tu
r
e
ch
ef
s
’
f
u
n
d
am
en
tal
s
k
ill
s
ets.
T
h
is
s
tu
d
y
aim
ed
to
id
en
tif
y
a
f
r
am
ewo
r
k
f
o
r
p
r
ep
ar
in
g
cu
lin
ar
y
s
ch
o
o
l
s
tu
d
en
ts
f
o
r
th
e
ch
allen
g
es
th
ey
will
f
ac
e
in
th
e
wo
r
k
p
lace
o
f
th
e
twen
ty
-
f
ir
s
t
ce
n
tu
r
y
b
y
h
elp
in
g
th
e
m
ac
q
u
ir
e
th
e
n
ec
ess
ar
y
s
k
ills
an
d
k
n
o
wled
g
e.
C
u
lin
ar
y
s
ch
o
o
ls
p
la
ce
a
h
i
g
h
v
alu
e
o
n
s
tu
d
en
ts
lear
n
in
g
ab
o
u
t
th
e
c
h
ef
’
s
k
ey
co
m
p
eten
ce
s
tr
u
ctu
r
e
m
o
d
el
s
o
th
at
th
ey
ca
n
s
en
d
o
u
t
co
m
p
eten
t
an
d
co
m
p
etitiv
e
g
r
ad
u
ates
i
n
to
th
e
wo
r
k
f
o
r
ce
.
Fig
u
r
e
1
d
ep
icts
th
e
th
eo
r
etica
l
f
r
am
ewo
r
k
f
o
r
th
is
in
v
esti
g
atio
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
Let
’
s
b
e
a
ch
ef!
Th
e
a
n
tece
d
en
ts
o
f c
h
ef
’
s
ke
y
co
mp
eten
cies fo
r
vo
ca
tio
n
a
l
…
(
B
a
d
r
a
n
in
g
s
i
h
La
s
ta
r
iw
a
ti
)
4009
Fig
u
r
e
1
is
a
c
o
n
ce
p
t
u
al
m
o
d
e
l
d
ev
elo
p
ed
b
ased
o
n
p
r
ev
i
o
u
s
liter
atu
r
e
s
tu
d
ies.
A
ch
e
f
’
s
co
m
p
eten
ce
is
in
f
lu
en
ce
d
b
y
IC
,
SS
,
teac
h
i
n
g
q
u
ality
(
T
Q)
,
a
n
d
OSE
o
f
v
o
ca
tio
n
al
s
tu
d
e
n
ts
.
I
n
ad
d
itio
n
,
OSE
also
ac
ts
as
a
m
ed
iato
r
o
n
th
e
ef
f
ec
ts
o
f
IC
,
SS
,
an
d
TQ
o
n
ch
ef
co
m
p
e
ten
ce
.
Fu
r
th
er
m
o
r
e,
we
b
eliev
e
s
ev
er
al
h
y
p
o
th
eses
n
ee
d
to
b
e
test
ed
in
th
is
s
tu
d
y
,
n
am
ely
:
-
H1
:
IC
h
as
a
d
ir
ec
t
p
o
s
itiv
e
in
f
lu
en
ce
o
n
th
e
f
o
r
m
atio
n
o
f
k
e
y
co
m
p
eten
cy
ch
ef
s
in
cu
lin
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
-
H2
:
SS
h
as
a
d
ir
ec
t
p
o
s
itiv
e
in
f
lu
en
ce
o
n
th
e
f
o
r
m
atio
n
o
f
k
ey
co
m
p
eten
c
y
ch
ef
s
in
cu
lin
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
-
H3
:
TQ
h
as
a
d
ir
ec
t
p
o
s
itiv
e
in
f
lu
en
ce
o
n
th
e
f
o
r
m
atio
n
o
f
k
ey
c
o
m
p
eten
cy
ch
e
f
s
in
cu
lin
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
-
H4
:
OSE
h
as
a
d
ir
ec
t
p
o
s
itiv
e
in
f
lu
en
ce
o
n
th
e
f
o
r
m
atio
n
o
f
k
ey
c
o
m
p
eten
c
y
ch
ef
s
in
cu
lin
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
-
H5
:
OSE
m
ed
iates
th
e
ef
f
ec
t
o
f
in
d
u
s
tr
ial
co
m
m
itm
en
t
o
n
th
e
f
o
r
m
atio
n
o
f
k
ey
c
o
m
p
eten
cy
ch
ef
s
in
cu
lin
ar
y
s
ch
o
o
l stu
d
en
ts
.
-
H6
:
OSE
m
ed
iates
th
e
ef
f
ec
ts
o
f
SS
o
n
th
e
f
o
r
m
atio
n
o
f
k
ey
co
m
p
ete
n
cy
ch
ef
s
f
o
r
c
u
lin
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
-
H7
:
OSE
m
ed
iates th
e
ef
f
ec
t o
f
TQ
o
n
th
e
f
o
r
m
atio
n
o
f
k
e
y
co
m
p
eten
cy
ch
ef
s
in
c
u
lin
ar
y
s
ch
o
o
l stu
d
en
ts
.
Fig
u
r
e
1
.
A
h
y
p
o
th
etica
l m
o
d
e
l
f
o
r
ch
e
f
’
s
k
ey
c
o
m
p
eten
c
y
d
ev
elo
p
m
en
t
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
u
s
es
a
q
u
esti
o
n
n
air
e
as
a
d
ata
co
llectio
n
to
o
l
[5
0
]
.
T
h
e
d
ata
wer
e
co
llec
ted
u
s
in
g
s
elf
-
ad
m
in
is
ter
ed
q
u
esti
o
n
n
ai
r
es,
in
wh
ich
r
esp
o
n
d
en
ts
an
s
wer
ed
th
e
q
u
esti
o
n
n
air
e
q
u
esti
o
n
s
with
o
u
t
ass
is
tan
ce
f
r
o
m
d
ata
co
llecto
r
s
[5
1
]
.
Qu
esti
o
n
n
air
es
wer
e
d
e
liv
er
ed
to
r
esp
o
n
d
en
ts
d
ir
ec
tly
an
d
tak
en
b
ac
k
b
y
d
ata
co
llecto
r
s
.
R
esp
o
n
d
en
ts
in
v
o
l
v
ed
i
n
d
ata
co
llectio
n
wer
e
3
9
2
cu
lin
ar
y
s
ch
o
o
l
s
tu
d
en
ts
f
r
o
m
s
ev
e
n
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
ls
in
Yo
g
y
ak
a
r
ta,
I
n
d
o
n
esia
,
as
s
h
o
wn
in
T
ab
le
1
.
T
h
e
c
r
iter
ia
f
o
r
s
tu
d
en
ts
in
v
o
lv
e
d
wer
e
th
ir
d
-
g
r
ad
e
s
tu
d
en
ts
o
f
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
ls
f
o
r
t
h
e
C
u
lin
ar
y
Dep
ar
tm
e
n
t
in
Yo
g
y
ak
a
r
ta
wh
o
h
a
d
p
ar
ticip
ated
in
an
in
ter
n
s
h
ip
p
r
o
g
r
a
m
in
th
e
in
d
u
s
tr
y
.
R
esp
o
n
d
en
ts
f
illed
in
q
u
esti
o
n
item
s
ac
co
r
d
in
g
to
th
e
q
u
esti
o
n
n
air
e
in
s
tr
u
ctio
n
s
with
o
u
t
ass
is
tan
ce
f
r
o
m
r
esear
ch
er
s
o
r
d
ata
co
llecto
r
s
.
Data
co
llectio
n
f
o
r
ea
ch
v
ar
iab
le
is
ca
r
r
ied
o
u
t
u
s
in
g
s
elf
-
r
ep
o
r
t.
I
n
o
th
er
w
o
r
d
s
,
s
tu
d
en
ts
r
ated
th
eir
p
er
ce
p
tio
n
s
o
f
IC
,
SS
,
q
u
ality
o
f
v
o
ca
tio
n
al
teac
h
in
g
,
OSE
,
an
d
C
KC
.
Data
o
n
th
e
C
KC
was
r
ev
ea
led
with
th
e
ch
ef
’
s
k
e
y
co
m
p
eten
cy
q
u
esti
o
n
n
air
e,
d
ev
elo
p
ed
an
d
ad
ap
ted
f
r
o
m
th
e
r
esu
lts
o
f
p
r
ev
io
u
s
s
tu
d
ies
[
3
2
]
,
[
3
5
]
,
[
3
6
]
,
[
5
2
]
.
T
h
e
d
e
v
elo
p
e
d
in
s
tr
u
m
e
n
t
co
n
s
is
ts
o
f
eig
h
t
co
n
s
tr
u
cts:
cu
lin
ar
y
s
k
ills
,
f
o
o
d
h
y
g
ien
e
an
d
s
af
ety
,
cr
e
ativ
ity
,
ae
s
th
etics,
in
ter
p
er
s
o
n
al,
b
u
s
in
ess
s
en
s
e,
lead
er
s
h
ip
,
a
n
d
m
an
ag
e
r
ial.
T
h
e
eig
h
t
k
ey
co
m
p
eten
cies
ar
e
u
s
ed
as
i
n
d
icato
r
s
in
th
is
s
t
u
d
y
.
Fu
r
th
er
m
o
r
e,
ea
ch
in
d
icato
r
is
tr
an
s
lated
in
to
s
m
aller
co
m
p
o
n
en
ts
.
T
h
ese
co
m
p
o
n
en
ts
ar
e
th
e
q
u
esti
o
n
s
in
th
e
k
ey
co
m
p
eten
cy
q
u
esti
o
n
n
ai
r
e.
In
d
u
stry
c
o
m
m
it
m
e
n
t
Tea
c
h
in
g
q
u
a
li
t
y
S
o
c
ial
s
u
p
p
o
rt
Ke
y
c
o
m
p
e
ten
c
ies
Oc
c
u
p
a
ti
o
n
a
l
se
lf
-
e
ffica
c
y
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
.
5
,
Octo
b
er
20
25
:
4
0
0
6
-
401
8
4010
T
ab
le
1
.
Dem
o
g
r
ap
h
ics o
f
r
es
ea
r
ch
r
esp
o
n
d
en
ts
A
t
t
r
i
b
u
t
e
C
a
t
e
g
o
r
y
N
P
e
r
c
e
n
t
a
g
e
(
%
)
G
e
n
d
e
r
M
a
n
46
1
1
.
7
W
o
ma
n
3
4
6
8
8
.
3
A
g
e
1
7
y
e
a
r
s
o
l
d
1
8
5
4
7
.
2
1
8
y
e
a
r
s
o
l
d
1
9
7
5
0
.
3
1
9
y
e
a
r
s
o
l
d
8
2
2
0
y
e
a
r
s
o
l
d
2
0
.
5
W
h
i
c
h
sc
h
o
o
l
a
r
e
y
o
u
f
r
o
m?
S
t
a
t
e
V
o
c
a
t
i
o
n
a
l
H
i
g
h
S
c
h
o
o
l
A
50
1
2
.
8
S
t
a
t
e
V
o
c
a
t
i
o
n
a
l
H
i
g
h
S
c
h
o
o
l
B
52
1
3
.
3
S
t
a
t
e
V
o
c
a
t
i
o
n
a
l
H
i
g
h
S
c
h
o
o
l
C
35
8
.
9
S
t
a
t
e
V
o
c
a
t
i
o
n
a
l
H
i
g
h
S
c
h
o
o
l
D
23
5
.
9
S
t
a
t
e
V
o
c
a
t
i
o
n
a
l
H
i
g
h
S
c
h
o
o
l
E
39
9
.
9
S
t
a
t
e
V
o
c
a
t
i
o
n
a
l
H
i
g
h
S
c
h
o
o
l
F
78
1
9
.
9
S
t
a
t
e
V
o
c
a
t
i
o
n
a
l
H
i
g
h
S
c
h
o
o
l
G
1
1
5
2
9
.
3
Me
an
wh
ile,
th
e
in
d
u
s
tr
ial
co
m
m
itm
en
t
q
u
esti
o
n
n
air
e
r
ev
e
aled
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
in
d
u
s
tr
ial
co
m
m
itm
en
t,
d
ev
elo
p
e
d
an
d
ad
ap
ted
f
r
o
m
p
r
ev
io
u
s
s
tu
d
ie
s
[5
3
]
,
[5
4
]
.
R
ef
er
r
in
g
to
t
h
e
s
tu
d
y
,
th
e
r
e
ar
e
ess
en
tial
in
d
icato
r
s
in
r
ev
ea
lin
g
th
e
in
d
u
s
tr
y
’
s
co
m
m
itm
en
t: c
o
m
p
en
s
atio
n
,
ca
r
ee
r
o
p
p
o
r
tu
n
ities
,
p
er
f
o
r
m
an
ce
ap
p
r
aisal,
in
v
o
l
v
em
en
t/p
ar
tici
p
atio
n
,
an
d
em
p
o
wer
m
en
t.
T
h
e
d
escr
ip
tio
n
o
f
ea
c
h
in
d
icato
r
in
to
s
m
aller
co
m
p
o
n
en
ts
is
ad
ap
ted
to
th
e
co
n
tex
t
o
f
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t
in
v
o
ca
tio
n
al
s
ch
o
o
ls
.
T
h
ese
co
m
p
o
n
e
n
ts
ar
e
th
e
q
u
esti
o
n
s
in
t
h
e
IC
q
u
e
s
tio
n
n
air
e
.
Data
o
n
SS
f
elt
b
y
s
tu
d
e
n
ts
was
r
ev
ea
led
b
y
t
h
e
SS
q
u
es
tio
n
n
air
e
,
d
e
v
elo
p
e
d
an
d
ad
a
p
ted
f
r
o
m
R
ay
an
d
Miller
[5
5
]
in
s
tr
u
m
e
n
t
to
m
ea
s
u
r
e
SS
f
r
o
m
teac
h
er
s
,
f
r
ien
d
s
,
an
d
f
am
ily
.
Fu
r
th
e
r
m
o
r
e,
ea
ch
o
f
th
ese
in
d
icato
r
s
is
d
escr
ib
ed
in
th
e
f
o
r
m
o
f
s
m
aller
s
u
p
p
o
r
t
co
m
p
o
n
e
n
ts
,
in
clu
d
in
g
teac
h
er
,
f
r
ien
d
an
d
f
am
ily
s
u
p
p
o
r
t.
I
n
ad
d
itio
n
,
th
e
v
o
c
atio
n
al
TQ
q
u
esti
o
n
n
air
e
r
ev
ea
led
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
TQ
in
v
o
ca
tio
n
al
ed
u
ca
tio
n
wer
e
d
ev
elo
p
ed
an
d
ad
ap
ted
f
r
o
m
a
s
tu
d
y
co
n
d
u
cted
b
y
Far
ad
ay
et
a
l
.
[5
6
]
r
eg
ar
d
in
g
ef
f
ec
tiv
e
teac
h
in
g
an
d
lear
n
in
g
in
v
o
ca
tio
n
al
ed
u
ca
tio
n
.
T
h
e
s
tu
d
y
c
o
n
tain
s
ef
f
ec
tiv
e
teac
h
in
g
an
d
lear
n
in
g
in
d
icato
r
s
in
v
o
ca
tio
n
al
e
d
u
ca
tio
n
,
in
clu
d
in
g
teac
h
in
g
m
o
d
els,
teac
h
in
g
s
k
ills
,
teac
h
in
g
r
elatio
n
s
h
i
p
s
,
teac
h
in
g
co
n
tex
ts
,
an
d
teac
h
in
g
r
ef
lectio
n
.
Fu
r
th
e
r
m
o
r
e,
ea
c
h
o
f
th
ese
in
d
icato
r
s
is
tr
an
s
lated
in
to
s
m
aller
co
m
p
o
n
e
n
ts
.
T
h
e
ch
ef
OSE
q
u
esti
o
n
n
ai
r
e
r
ev
ea
led
th
e
c
h
ef
p
r
o
f
ess
io
n
’
s
OSE
f
o
r
s
tu
d
en
ts
,
d
ev
elo
p
ed
a
n
d
ad
a
p
ted
f
r
o
m
Z
elen
a
k
’
s
in
s
tr
u
m
en
t
[5
7
]
.
C
h
ef
OSE
f
o
r
v
o
ca
tio
n
al
s
tu
d
en
ts
is
ex
p
lain
ed
th
r
o
u
g
h
s
ev
er
al
in
d
icato
r
s
co
n
s
is
tin
g
o
f
en
ac
tiv
e
ex
p
e
r
ie
n
ce
s
,
m
o
d
elin
g
ex
p
er
ien
ce
s
,
v
er
b
al
o
r
s
o
cial
p
er
s
u
asio
n
,
an
d
em
o
tio
n
al
s
tates.
Fu
r
th
er
m
o
r
e
,
ea
ch
o
f
th
ese
in
d
icato
r
s
is
tr
an
s
lated
in
to
s
m
aller
co
m
p
o
n
e
n
ts
.
T
h
ese
co
m
p
o
n
e
n
ts
f
o
r
m
th
e
q
u
esti
o
n
s
in
t
h
e
c
o
o
k
OSE
q
u
esti
o
n
n
air
e.
All
q
u
esti
o
n
n
a
ir
es
in
th
is
s
tu
d
y
u
s
ed
a
L
ik
er
t
s
ca
le
with
f
iv
e
alter
n
ativ
e
an
s
wer
s
:
s
tr
o
n
g
ly
ag
r
ee
,
ag
r
ee
,
n
e
u
tr
al,
d
is
ag
r
ee
an
d
d
is
ag
r
ee
.
T
h
e
s
co
r
i
n
g
w
eig
h
ts
u
s
ed
in
clu
d
e
s
tr
o
n
g
ly
ag
r
ee
=5
,
a
g
r
ee
=4
,
n
e
u
tr
al=
3
,
d
is
ag
r
ee
=
2
,
d
is
ag
r
ee
=
1
.
W
e
u
tili
ze
SP
SS
v
er
s
io
n
2
0
t
o
ass
u
r
e
th
e
v
alid
ity
a
n
d
d
ep
en
d
ab
ilit
y
o
f
ea
c
h
v
a
r
iab
le
’
s
item
s
.
T
h
e
Am
o
s
1
8
p
r
o
g
r
am
en
ab
led
u
s
to
d
o
a
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
an
aly
s
is
,
wh
ich
we
em
p
lo
y
ed
to
v
alid
ate
o
u
r
h
y
p
o
th
eses
an
d
m
o
d
els.
First,
th
e
m
o
d
el
’
s
ap
p
r
o
p
r
iaten
ess
is
d
eter
m
in
ed
b
y
co
m
p
ar
in
g
it
to
a
s
et
b
en
ch
m
ar
k
[5
8
]
.
I
n
ad
d
itio
n
,
t
h
e
d
er
iv
e
d
p
-
v
alu
e
alo
n
g
th
e
p
ath
o
f
r
eg
r
ess
io
n
was
ex
am
i
n
ed
to
ev
alu
ate
th
e
r
esear
ch
h
y
p
o
th
esis
at
a
s
ig
n
if
ican
ce
lev
el
o
f
0
.
0
5
.
I
f
t
h
e
p
-
v
alu
e
is
lar
g
er
t
h
an
0
.
0
5
,
th
e
h
y
p
o
th
esis
is
d
ee
m
ed
f
alse; if
it i
s
les
s
th
an
0
.
0
5
,
th
e
h
y
p
o
th
esis
is
d
ee
m
ed
v
alid
.
T
o
in
v
esti
g
ate
th
e
r
elev
an
ce
o
f
t
h
e
in
v
o
lv
em
e
n
t o
f
s
o
cial
s
elf
-
ef
f
icac
y
m
ed
iato
r
s
in
th
is
s
tu
d
y
m
o
d
el,
th
e
b
o
o
ts
tr
ap
p
in
g
co
n
f
i
d
en
ce
in
ter
v
al
(
C
I
)
esti
m
atio
n
m
eth
o
d
is
u
tili
ze
d
.
T
h
is
s
tu
d
y
u
s
es 2
0
0
b
o
o
ts
tr
ap
s
am
p
les an
d
h
as a
9
0
% c
o
n
f
id
e
n
ce
lev
el.
3.
RE
SU
L
T
S
3
.
1
.
T
est
t
he
v
a
lid
it
y
a
nd
re
lia
bil
it
y
o
f
t
he
qu
estio
nn
a
ire
T
h
e
v
alid
ity
test
o
f
th
e
c
h
ef
c
o
m
p
eten
cy
q
u
esti
o
n
n
air
e,
IC
,
SS
,
an
d
q
u
ality
o
f
v
o
ca
tio
n
al
teac
h
in
g
is
s
h
o
wn
in
T
a
b
le
2
.
All
item
s
in
th
is
s
tu
d
y
’
s
q
u
esti
o
n
n
air
e
p
r
o
v
ed
v
alid
with
th
e
ac
q
u
is
itio
n
o
f
Pear
s
o
n
c
o
r
r
elatio
n
s
co
r
es
r
a
n
g
in
g
f
r
o
m
0
.
2
6
7
to
0
.
7
3
6
(
Sig
.
=
0
.
0
0
0
~0
.
0
4
1
)
.
I
n
a
d
d
itio
n
,
C
r
o
n
b
ac
h
’
s
a
lp
h
a
s
co
r
es
r
an
g
ed
f
r
o
m
0
.
7
4
4
to
0
.
9
0
8
,
wh
ich
m
ea
n
t
th
at
all
o
f
th
e
q
u
esti
o
n
n
air
es
in
th
is
s
tu
d
y
wer
e
r
eliab
le
f
o
r
m
ea
s
u
r
in
g
ch
e
f
co
m
p
eten
ce
,
IC
,
SS
,
an
d
q
u
ality
o
f
v
o
ca
tio
n
al
teac
h
in
g
.
3
.
2
.
Str
uct
ura
l e
qu
a
t
io
n
m
o
delin
g
a
na
ly
s
is
SEM
an
aly
s
is
was
u
s
ed
to
id
e
n
tify
th
e
an
tece
d
en
ts
o
f
m
aster
in
g
k
ey
c
h
ef
c
o
m
p
eten
cies
f
o
r
cu
lin
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
B
ased
o
n
th
e
th
eo
r
etica
l
s
tu
d
y
,
s
ev
er
al
c
r
itical
an
tece
d
en
t
f
ac
to
r
s
wer
e
o
b
tain
ed
in
m
aster
in
g
th
e
k
ey
ch
ef
c
o
m
p
eten
cies
f
o
r
s
tu
d
en
ts
:
IC
,
SS
,
q
u
ality
o
f
v
o
ca
tio
n
al
teac
h
in
g
,
a
n
d
ch
e
f
OSE
.
T
h
e
f
ir
s
t
th
r
ee
f
ac
to
r
s
,
IC
,
SS
,
an
d
q
u
ality
o
f
v
o
ca
tio
n
al
teac
h
in
g
,
ac
t
as
ex
o
g
en
o
u
s
v
ar
iab
les.
Me
an
wh
i
le,
th
e
ch
ef
’
s
OSE
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
Let
’
s
b
e
a
ch
ef!
Th
e
a
n
tece
d
en
ts
o
f c
h
ef
’
s
ke
y
co
mp
eten
cies fo
r
vo
ca
tio
n
a
l
…
(
B
a
d
r
a
n
in
g
s
i
h
La
s
ta
r
iw
a
ti
)
4011
ac
ts
as
an
en
d
o
g
en
o
u
s
v
ar
iab
le
an
d
,
at
th
e
s
am
e
tim
e,
as
a
m
ed
iato
r
b
etwe
en
th
e
r
elatio
n
s
h
ip
o
f
th
e
th
r
ee
ex
o
g
en
o
u
s
v
ar
ia
b
les to
th
e
C
KC
.
T
h
e
r
esu
lts
o
f
th
e
SEM
an
aly
s
is
u
s
in
g
SP
SS
AM
OS
2
1
f
o
r
W
in
d
o
ws
ar
e
s
h
o
wn
i
n
Fig
u
r
e
2
.
At
a
g
lan
ce
,
th
e
r
esu
lts
o
f
th
is
an
a
ly
s
is
h
av
e
s
h
o
wn
a
g
o
o
d
f
it
m
o
d
el
with
th
e
ac
q
u
is
itio
n
o
f
g
o
o
d
n
ess
o
f
in
d
ex
(
GFI
)
,
co
m
p
ar
ativ
e
f
it
in
d
ex
(
C
FI)
,
an
d
r
o
o
t
m
ea
n
s
q
u
ar
e
er
r
o
r
o
f
ap
p
r
o
x
im
atio
n
(
R
MSE
A)
s
co
r
es
th
at
m
ee
t
th
e
cr
iter
ia.
Ho
wev
er
,
th
e
C
h
i
-
s
q
u
ar
e
v
alu
e
is
s
till
to
o
h
ig
h
(
g
r
ea
ter
th
a
n
2
.
d
f
)
,
an
d
th
is
m
o
d
el
ca
n
s
till
b
e
o
p
tim
ized
b
y
m
o
d
if
y
in
g
it.
Mo
d
if
y
in
g
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th
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eg
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e
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ath
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th
e
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ices
in
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r
e
2
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SEM
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al
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is
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ir
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t m
o
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el
Af
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ak
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y
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ig
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e
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e
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o
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e
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al
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h
av
e
in
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e
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A
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R
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p
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d
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T
h
e
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0
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0
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th
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alu
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h
e
r
esu
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o
f
th
e
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an
al
y
s
is
o
n
th
e
m
o
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el
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h
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w
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m
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el
f
it
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as
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in
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ab
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3
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h
e
f
it
m
o
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el
test
in
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ab
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3
s
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th
at
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e
C
m
in
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ex
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m
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wev
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h
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s
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ar
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p
r
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r
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t
m
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ar
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(
R
MR)
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o
w
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ar
e
n
o
t
f
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au
s
e
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o
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m
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Ov
er
all,
s
ev
en
in
d
ices
s
h
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it
m
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d
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r
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in
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th
at
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tire
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m
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d
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ch
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aster
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f
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o
r
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lin
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s
ch
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o
l
s
tu
d
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ts
is
ac
ce
p
tab
le
an
d
h
as
b
ee
n
test
ed
em
p
ir
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.
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I
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th
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y
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e
s
h
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wn
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T
ab
le
4
.
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u
r
e
3
.
SEM
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al
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s
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th
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m
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V
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r
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n
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h
e
r
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icate
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th
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n
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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v
al
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R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Let
’
s
b
e
a
ch
ef!
Th
e
a
n
tece
d
en
ts
o
f c
h
ef
’
s
ke
y
co
mp
eten
cies fo
r
vo
ca
tio
n
a
l
…
(
B
a
d
r
a
n
in
g
s
i
h
La
s
ta
r
iw
a
ti
)
4013
h
y
p
o
th
esis
is
r
ejec
ted
)
.
An
o
th
er
f
in
d
in
g
,
test
in
g
th
e
th
ir
d
h
y
p
o
th
esis
,
ass
u
m
es
th
at
th
e
q
u
ality
o
f
v
o
ca
tio
n
al
teac
h
in
g
s
ig
n
if
ican
tly
p
o
s
itiv
ely
af
f
ec
ts
th
e
m
aster
y
o
f
C
KC
f
o
r
cu
lin
ar
y
s
tu
d
en
ts
.
B
ased
o
n
th
e
o
u
t
p
u
t
o
f
th
e
SEM
an
aly
s
is
w
ith
Am
o
s
in
T
ab
le
4
,
th
e
esti
m
ated
v
alu
e
o
f
th
e
s
tan
d
ar
d
ized
r
eg
r
ess
io
n
w
eig
h
ts
is
0
.
1
7
1
,
an
d
th
e
p
-
v
alu
e
is
v
er
y
s
m
all
(
s
m
a
ller
th
an
0
.
0
0
1
/*
*
*
;
th
e
th
ir
d
h
y
p
o
th
esis
is
ac
ce
p
ted
)
.
W
e
h
av
e
also
p
r
o
v
en
t
h
at
ch
ef
OSE
s
ig
n
if
ican
tly
h
as
a
d
ir
ec
t
p
o
s
itiv
e
ef
f
ec
t
o
n
th
e
m
aster
y
o
f
C
KC
f
o
r
cu
lin
ar
y
s
tu
d
en
ts
(
esti
m
ate=
0
.
4
6
7
; p
-
v
alu
e<
0
.
0
5
; th
e
f
o
u
r
th
h
y
p
o
th
esis
is
ac
c
ep
ted
)
.
Me
an
wh
ile,
test
in
g
th
e
s
ig
n
if
i
ca
n
ce
o
f
th
e
r
o
le
o
f
th
e
ch
ef
’
s
OSE
m
ed
iato
r
i
n
th
is
r
esear
ch
m
o
d
el
u
s
es
th
e
esti
m
ated
b
o
o
ts
tr
ap
p
in
g
CI
an
aly
s
is
tech
n
iq
u
e.
T
h
is
s
tu
d
y
u
s
ed
f
iv
e
h
u
n
d
r
e
d
b
o
o
ts
tr
ap
s
am
p
les
with
a
9
0
%
co
n
f
id
e
n
ce
lev
el.
T
h
is
an
aly
s
is
tech
n
iq
u
e
test
s
th
e
eig
h
t
h
,
n
in
th
,
a
n
d
ten
th
h
y
p
o
th
eses
.
T
h
e
r
esu
lts
o
f
th
e
m
ed
iatio
n
r
o
le
s
ig
n
if
ican
ce
test
with
th
e
b
o
o
ts
tr
ap
p
in
g
m
et
h
o
d
ar
e
s
h
o
wn
i
n
T
ab
le
5
.
I
n
th
e
m
ed
iatio
n
test
,
o
u
r
s
tu
d
y
s
h
o
ws
th
at
ch
ef
OSE
s
ig
n
i
f
ican
tly
m
ed
iates
th
e
ef
f
ec
t
o
f
I
C
o
n
th
e
m
aster
y
o
f
C
KC
f
o
r
cu
lin
ar
y
s
ch
o
o
l
s
tu
d
en
ts
(
esti
m
ate=
0
.
2
1
6
;
p
-
v
alu
e=
0
.
0
0
2
;
C
I
=0
.
1
4
8
~0
.
3
2
0
;
th
e
f
if
t
h
h
y
p
o
th
esis
is
ac
ce
p
ted
)
.
T
h
e
ty
p
e
o
f
m
ed
iatio
n
in
th
is
r
elatio
n
s
h
ip
is
p
ar
tial
m
ed
iatio
n
.
Fu
r
th
er
m
o
r
e
,
ch
ef
OSE
was
s
h
o
wn
to
s
ig
n
if
ican
t
ly
m
ed
iate
th
e
ef
f
ec
t
o
f
SS
o
n
th
e
m
aster
y
o
f
C
KC
f
o
r
cu
lin
ar
y
s
ch
o
o
l
s
tu
d
en
ts
(
esti
m
ate=
0
.
1
2
1
;
p
-
v
alu
e=
0
.
0
0
5
;
C
I
=0
.
0
5
6
~0
.
2
1
4
;
s
ix
th
h
y
p
o
th
esis
ac
ce
p
ted
)
.
T
h
e
ty
p
e
o
f
m
ed
iatio
n
in
th
is
r
elatio
n
s
h
ip
is
f
u
ll
m
ed
iatio
n
.
An
d
last
ly
,
ch
ef
OSE
also
s
ig
n
if
ican
tly
m
ed
iates
th
e
in
f
l
u
en
ce
o
f
th
e
q
u
ality
o
f
v
o
ca
tio
n
al
teac
h
in
g
o
n
th
e
m
aster
y
o
f
C
KC
f
o
r
cu
lin
ar
y
s
ch
o
o
l
s
tu
d
en
ts
(
esti
m
ate=
0
.
1
2
8
;
p
-
v
alu
e=
0
.
0
0
3
;
C
I
=0
.
0
7
2
~0
.
2
1
1
; th
e
s
ev
en
th
h
y
p
o
th
esis
is
ac
ce
p
ted
)
.
T
ab
le
5
.
Stan
d
a
r
d
ized
ef
f
ec
t
a
n
d
b
o
o
ts
tr
ap
p
in
g
o
n
f
u
ll m
o
d
e
l
SEM
R
e
g
r
e
ssi
o
n
p
a
t
h
S
t
a
n
d
a
r
d
i
z
e
d
d
i
r
e
c
t
e
f
f
e
c
t
S
t
a
n
d
a
r
d
i
z
e
d
i
n
d
i
r
e
c
t
e
f
f
e
c
t
S
t
a
n
d
a
r
d
i
z
e
d
t
o
t
a
l
e
f
f
e
c
t
Est
i
m
a
t
e
P
-
v
a
l
u
e
Est
i
m
a
t
e
P
-
v
a
l
u
e
Est
i
m
a
t
e
P
-
v
a
l
u
e
I
C
→
O
S
E
0
.
4
6
3
0
.
0
0
3
-
-
0
.
4
6
3
0
.
0
0
3
SS
→
O
S
E
0
.
2
5
9
0
.
0
0
5
-
-
0
.
2
5
9
0
.
0
0
5
TQ
→
O
S
E
0
.
2
7
4
0
.
0
0
2
-
-
0
.
2
7
4
0
.
0
0
2
O
S
E
→
C
K
C
0
.
4
6
7
0
.
0
0
9
-
-
0
.
4
6
7
0
.
0
0
9
TQ
→
C
K
C
0
.
1
7
1
0
.
0
0
1
0
.
1
2
8
0
.
0
0
3
0
.
2
9
9
0
.
0
0
3
IC
→
C
K
C
0
.
2
6
2
0
.
0
0
3
0
.
2
1
6
0
.
0
0
2
0
.
4
7
8
0
.
0
0
2
SS
→
C
K
C
0
.
0
9
7
0
.
1
3
9
0
.
1
2
1
0
.
0
0
5
0
.
2
1
8
0
.
0
0
4
4.
DIS
CU
SS
I
O
N
T
h
e
r
o
le
o
f
cu
lin
a
r
y
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
ls
in
p
r
ep
ar
in
g
p
r
o
s
p
ec
tiv
e
p
r
o
f
ess
io
n
al
wo
r
k
er
s
in
t
h
e
cu
lin
ar
y
f
ield
h
as
b
ee
n
in
th
e
s
p
o
tlig
h
t.
C
u
lin
ar
y
s
ch
o
o
l
is
co
n
s
id
er
ed
an
ess
en
tial
p
r
o
g
r
am
f
o
r
p
r
ep
ar
i
n
g
p
r
o
f
ess
io
n
al
c
h
ef
s
th
r
o
u
g
h
t
h
e
ed
u
ca
tio
n
s
y
s
tem
.
I
n
ad
d
itio
n
,
m
aster
y
o
f
k
e
y
c
h
ef
co
m
p
ete
n
cies
f
o
r
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
l stu
d
en
t
s
is
ess
en
tia
l to
b
ec
o
m
in
g
a
p
r
o
f
ess
io
n
al
ch
ef
.
I
n
th
is
co
n
tex
t
,
th
e
C
K
C
m
u
s
t b
e
in
ter
n
alize
d
th
r
o
u
g
h
th
e
ed
u
ca
tio
n
cu
r
r
ic
u
lu
m
in
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
ls
.
T
h
e
ac
h
iev
em
en
t
o
f
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es
in
th
e
f
o
r
m
o
f
b
eh
a
v
io
r
c
h
an
g
e
d
e
p
en
d
s
o
n
two
d
im
en
s
io
n
s
:
th
e
en
v
ir
o
n
m
en
tal
d
im
e
n
s
io
n
an
d
in
d
iv
id
u
al
ch
ar
ac
te
r
is
tics
[3
3
]
.
T
h
er
ef
o
r
e,
m
aster
y
o
f
th
e
C
KC
f
o
r
c
u
lin
ar
y
s
ch
o
o
l
s
tu
d
en
ts
n
ee
d
s
to
en
s
u
r
e
th
at
th
e
e
d
u
ca
tio
n
s
y
s
tem
r
u
n
s
well
s
im
u
ltan
e
o
u
s
ly
b
etwe
en
im
p
o
r
tan
t
a
n
tece
d
en
t
f
ac
to
r
s
,
wh
ich
in
clu
d
e
p
er
s
o
n
al
an
d
en
v
ir
o
n
m
en
tal
d
im
en
s
io
n
s
.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
r
ev
e
al
th
at
IC
s
ig
n
if
ican
tly
h
as
a
d
ir
ec
t
p
o
s
itiv
e
ef
f
ec
t
o
n
th
e
m
aster
y
o
f
C
KC
f
o
r
cu
lin
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
ese
f
in
d
in
g
s
in
d
icat
e
th
at
in
d
u
s
tr
y
co
n
t
r
ib
u
tio
n
s
in
p
r
o
v
i
d
in
g
ca
r
ee
r
o
p
p
o
r
tu
n
ities
,
p
er
f
o
r
m
a
n
ce
a
p
p
r
aisal,
p
ar
ticip
atio
n
,
an
d
s
tu
d
en
t
em
p
o
wer
m
en
t
ca
n
im
p
r
o
v
e
cu
lin
ar
y
s
ch
o
o
l
s
tu
d
en
ts
’
m
aster
y
o
f
k
ey
ch
e
f
co
m
p
ete
n
cies.
T
h
e
in
d
u
s
tr
y
’
s
r
o
le
in
v
o
ca
tio
n
al
lear
n
in
g
is
d
ef
in
ed
as
th
e
ex
ten
t
to
w
h
ich
th
e
in
d
u
s
tr
y
’
s
co
m
m
itm
en
t
is
d
i
r
ec
tly
in
v
o
lv
ed
in
p
r
ep
a
r
in
g
an
d
d
ev
el
o
p
in
g
h
u
m
an
r
eso
u
r
ce
s
to
en
ter
th
e
w
o
r
ld
o
f
wo
r
k
.
On
e
f
o
r
m
o
f
IC
in
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
l
lear
n
in
g
is
b
e
in
g
in
v
o
lv
ed
in
an
ap
p
r
en
ticesh
ip
p
r
o
g
r
am
.
T
h
e
in
d
u
s
tr
y
p
lay
s
a
v
ital
r
o
le
in
d
ev
elo
p
in
g
s
tu
d
en
ts
’
co
m
p
et
en
ce
in
p
r
ac
ticin
g
f
ield
wo
r
k
[4
1
]
.
Pre
v
io
u
s
s
tu
d
y
also
r
ev
ea
le
d
th
at
IC
to
b
ei
n
g
in
v
o
lv
ed
in
th
e
lear
n
in
g
p
r
o
ce
s
s
co
u
ld
p
r
o
v
id
e
r
ea
l
ex
p
er
ien
ce
s
,
b
u
ild
ca
r
ee
r
n
etwo
r
k
s
,
a
n
d
d
e
v
elo
p
s
tu
d
en
t
s
k
ills
n
o
t
[4
0
]
.
I
n
d
u
s
tr
y
in
v
o
l
v
em
en
t
in
v
o
ca
tio
n
al
ed
u
ca
tio
n
is
n
ec
ess
ar
y
to
en
s
u
r
e
th
e
s
u
s
tain
ab
ilit
y
o
f
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
ls
.
I
n
ad
d
itio
n
,
b
u
ild
in
g
p
ar
tn
er
s
h
ip
s
with
in
d
u
s
tr
y
is
o
n
e
o
f
th
e
ch
ar
ac
ter
is
tics
o
f
th
e
co
n
ce
p
t o
f
wo
r
k
-
b
ased
lear
n
in
g
(
W
B
L
)
[
59
]
.
An
o
th
er
f
in
d
in
g
is
th
at
SS
d
o
es
n
o
t
s
ig
n
if
ican
tly
p
o
s
itiv
e
ly
af
f
ec
t
th
e
m
aster
y
o
f
th
e
C
KC
f
o
r
cu
lin
ar
y
s
ch
o
o
l
s
tu
d
e
n
ts
.
T
h
e
s
e
r
esu
lts
s
h
o
w
d
if
f
er
e
n
t
f
in
d
in
g
s
f
r
o
m
p
r
ev
io
u
s
s
tu
d
ies.
T
h
eo
r
etica
lly
,
SS
is
b
eliev
ed
to
in
f
lu
e
n
ce
m
aster
y
o
f
k
ey
ch
e
f
co
m
p
eten
cies
f
o
r
v
o
ca
tio
n
al
h
i
g
h
s
ch
o
o
l
s
tu
d
en
ts
.
SS
f
r
o
m
teac
h
er
s
,
p
ee
r
s
,
an
d
p
ar
en
ts
ca
n
en
co
u
r
a
g
e
p
o
s
itiv
e
ac
ad
e
m
ic
o
u
tco
m
es
an
d
p
r
ev
e
n
t
n
e
g
ativ
e
p
s
y
ch
o
lo
g
ical
em
er
g
en
ce
d
u
r
in
g
ad
o
lescen
ce
[6
0
]
,
[
6
1
]
.
Oth
e
r
s
tu
d
ies
also
s
tate
th
at
SS
ca
n
af
f
ec
t
th
ei
r
p
h
y
s
ical,
m
e
n
tal,
an
d
s
o
cial
b
eh
a
v
io
r
[6
2
]
.
T
h
is
SS
is
a
s
o
cial
r
eso
u
r
ce
th
at
s
tu
d
en
ts
f
ee
l
f
o
r
m
aster
in
g
th
eir
k
e
y
c
h
ef
co
m
p
eten
cies.
Stu
d
en
t
SS
s
o
u
r
ce
s
in
clu
d
e
teac
h
e
r
s
,
f
r
ien
d
s
,
an
d
f
am
ily
.
I
n
ad
d
itio
n
,
th
is
SS
in
clu
d
es
tan
g
ib
le
s
u
p
p
o
r
t,
ap
p
r
aisal
s
u
p
p
o
r
t,
an
d
b
elo
n
g
in
g
s
u
p
p
o
r
t.
Sev
er
al
p
o
s
s
ib
ilit
ies
ca
u
s
e
th
is
to
h
ap
p
en
;
n
a
m
ely
,
o
n
e
o
f
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
.
5
,
Octo
b
er
20
25
:
4
0
0
6
-
401
8
4014
th
e
ac
h
iev
em
e
n
ts
o
f
s
tu
d
en
t
’
s
p
er
ce
p
tio
n
s
o
f
t
h
eir
SS
v
a
r
ies,
an
d
th
e
teac
h
er
’
s
s
o
u
r
ce
o
f
s
u
p
p
o
r
t
f
o
r
s
tu
d
en
t
’
s
m
aster
y
o
f
k
ey
ch
ef
co
m
p
et
en
cies
is
th
e
h
ig
h
est.
T
h
ey
a
r
e
n
ex
t,
f
o
llo
wed
b
y
th
e
s
u
p
p
o
r
t
o
f
f
am
ily
an
d
f
r
ien
d
s
.
T
h
is
m
ea
n
s
th
at
SS
f
r
o
m
teac
h
er
s
,
f
r
ien
d
s
,
an
d
f
am
ily
h
as
n
o
t
b
ee
n
ab
le
to
s
ig
n
if
ican
tly
im
p
ac
t
th
e
m
aster
y
o
f
k
e
y
co
m
p
eten
cy
c
h
ef
s
f
o
r
v
o
ca
tio
n
al
h
i
g
h
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
e
s
tu
d
y
r
esu
lts
s
h
o
w
th
at
th
e
q
u
ality
o
f
v
o
ca
tio
n
al
teac
h
in
g
s
ig
n
if
ican
tly
h
as
a
d
ir
ec
t
p
o
s
itiv
e
ef
f
ec
t
o
n
th
e
m
aster
y
o
f
C
KC
f
o
r
c
u
lin
ar
y
s
ch
o
o
l
s
tu
d
en
t
s
.
T
h
is
f
in
d
i
n
g
r
ein
f
o
r
ce
s
th
e
r
esu
lts
o
f
p
r
e
v
io
u
s
s
tu
d
ies,
wh
ich
s
tate
th
at
ad
eq
u
ate
TQ
in
v
o
ca
tio
n
al
ed
u
ca
ti
o
n
is
b
en
e
f
icial
in
ac
h
iev
in
g
t
h
e
ex
p
ec
ted
lear
n
in
g
o
u
tco
m
es
[5
6
]
,
[
6
3
]
.
I
n
t
h
is
s
tu
d
y
,
th
e
q
u
ality
o
f
v
o
ca
tio
n
a
l
teac
h
in
g
in
clu
d
es
th
e
ex
ten
t
to
wh
ich
teac
h
in
g
m
o
d
els,
teac
h
in
g
s
k
ills
,
teac
h
in
g
r
elatio
n
s
h
ip
s
,
teac
h
in
g
co
n
tex
ts
,
an
d
teac
h
in
g
r
e
f
lectio
n
s
ar
e
ca
r
r
ie
d
o
u
t
b
y
teac
h
er
s
in
t
h
e
teac
h
in
g
a
n
d
lear
n
in
g
p
r
o
ce
s
s
in
class
.
Su
p
p
o
s
e
y
o
u
l
o
o
k
at
th
e
lo
ad
i
n
g
f
ac
to
r
g
ain
f
o
r
ea
c
h
in
d
icato
r
o
n
t
h
e
v
ar
iab
le
q
u
ality
o
f
v
o
ca
tio
n
al
teac
h
i
n
g
.
I
n
th
at
ca
s
e,
it
is
o
b
tain
ed
th
at
th
e
teac
h
in
g
r
elatio
n
s
h
ip
in
d
icato
r
h
as
th
e
m
o
s
t
s
ig
n
if
ican
t
co
n
tr
ib
u
tio
n
.
T
h
e
teac
h
er
’
s
awa
r
en
ess
to
b
u
ild
atten
tio
n
,
ap
p
r
ec
iatio
n
,
in
te
r
ac
tio
n
,
an
d
p
o
s
itiv
e
r
esp
o
n
s
es
to
s
tu
d
en
ts
is
es
s
en
tial.
I
n
p
r
in
cip
le,
th
e
m
ain
g
o
al
o
f
b
u
ild
in
g
a
teac
h
in
g
r
elatio
n
s
h
i
p
b
etwe
en
teac
h
er
s
a
n
d
s
tu
d
e
n
ts
is
to
o
b
tain
in
f
o
r
m
atio
n
o
n
s
tu
d
en
ts
’
lear
n
in
g
n
ee
d
s
.
T
h
u
s
,
teac
h
i
n
g
s
tr
ateg
i
es m
u
s
t b
e
d
ev
elo
p
ed
b
ased
o
n
s
tu
d
en
t
’
s
lear
n
in
g
n
ee
d
s
.
W
e
also
f
o
u
n
d
th
at
ch
ef
OSE
s
ig
n
if
ican
tly
p
o
s
itiv
ely
af
f
ec
t
ed
th
e
m
aster
y
o
f
t
h
e
C
KC
f
o
r
cu
lin
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
is
f
in
d
in
g
r
ein
f
o
r
ce
s
th
e
r
esu
lts
o
f
p
r
ev
io
u
s
s
tu
d
ies,
wh
ich
s
tated
th
at
OSE
h
as
a
s
ig
n
if
ican
t
r
o
le
in
p
e
r
f
o
r
m
an
ce
[
49
]
.
I
n
ad
d
itio
n
,
OSE
h
as
b
ee
n
p
o
s
itiv
ely
ass
o
ciate
d
with
p
r
o
f
ess
io
n
al
p
er
f
o
r
m
an
ce
,
s
k
ills
d
ev
elo
p
m
en
t,
jo
b
in
v
o
lv
em
e
n
t,
p
o
s
i
tiv
e
attitu
d
es
to
war
d
th
e
o
r
g
an
izatio
n
,
an
d
jo
b
s
atis
f
ac
tio
n
[6
4
]
,
[
6
5
]
.
I
n
th
is
s
tu
d
y
,
OSE
d
escr
ib
es
th
e
ex
ten
t
to
wh
ich
s
tu
d
en
ts
’
co
n
f
id
en
ce
in
m
aster
in
g
th
e
ch
ef
’
s
o
cc
u
p
atio
n
.
Stu
d
en
ts
r
ep
o
r
ted
th
eir
c
h
ef
OSE
b
y
s
elf
-
r
ep
o
r
tin
g
a
b
o
u
t
r
ea
ctiv
e
m
aster
y
ex
p
er
ie
n
ce
s
,
m
o
d
elin
g
e
x
p
er
ien
ce
s
,
s
o
cial
p
er
s
u
asio
n
,
an
d
em
o
tio
n
al
s
tates r
elate
d
to
ch
ef
o
cc
u
p
atio
n
s
.
I
n
ad
d
itio
n
,
we
p
r
o
v
e
th
at
c
h
e
f
OSE
s
ig
n
if
ican
tly
m
ed
iates
th
e
ef
f
ec
t
o
f
IC
o
n
th
e
m
aster
y
o
f
C
K
C
f
o
r
c
u
lin
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
is
m
ed
iatio
n
r
o
le
is
p
ar
tial
m
ed
iatio
n
.
T
h
e
in
f
lu
en
ce
o
f
in
d
u
s
tr
ial
co
m
m
itm
en
t
to
m
aster
in
g
th
e
C
KC
b
y
in
v
o
lv
in
g
t
h
e
ch
e
f
’
s
OSE
as
a
m
ed
iato
r
g
iv
es
a
m
o
r
e
s
ig
n
if
i
ca
n
t
in
f
lu
e
n
ce
th
an
with
o
u
t
m
ed
iatio
n
.
On
e
f
o
r
m
o
f
IC
to
lear
n
in
g
i
n
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
ls
is
in
v
o
lv
em
en
t
in
ap
p
r
en
ticesh
ip
p
r
o
g
r
a
m
s
o
r
o
n
-
th
e
-
j
o
b
tr
ain
i
n
g
.
T
h
e
s
tu
d
en
ts
’
wo
r
k
ex
p
e
r
ien
ce
wh
ile
ap
p
r
en
ticin
g
in
th
e
in
d
u
s
tr
y
b
o
o
s
ts
th
eir
co
n
f
id
e
n
ce
to
b
ec
o
m
e
s
k
i
lled
in
th
e
o
cc
u
p
atio
n
al
ch
e
f
.
T
h
e
r
o
u
tin
e
o
f
s
tu
d
e
n
ts
d
o
in
g
ch
ef
’
s
o
cc
u
p
atio
n
al
task
s
d
u
r
in
g
th
e
a
p
p
r
e
n
ticesh
ip
h
as
en
co
u
r
ag
ed
th
em
to
b
e
m
o
r
e
co
n
f
id
en
t
i
n
b
ein
g
ab
l
e
to
wo
r
k
as
ch
e
f
s
.
An
d
in
th
e
e
n
d
,
it will sim
u
ltan
eo
u
s
ly
in
f
l
u
en
ce
th
e
m
aster
y
o
f
C
KC
f
o
r
cu
lin
ar
y
s
ch
o
o
l st
u
d
en
ts
.
Als
o
,
th
is
s
tu
d
y
ex
am
i
n
es
th
e
m
ed
iatin
g
r
o
le
o
f
ch
ef
OSE
o
n
th
e
e
f
f
ec
t
o
f
SS
o
n
th
e
m
ast
er
y
o
f
C
KC
f
o
r
cu
lin
ar
y
s
ch
o
o
l
s
tu
d
e
n
ts
.
Ou
r
f
in
d
in
g
s
s
h
o
w
th
at
ch
ef
OSE
s
ig
n
if
ican
tly
m
ed
iates
th
e
ef
f
ec
t
o
f
SS
o
n
th
e
m
aster
y
o
f
C
KC
f
o
r
c
u
lin
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
R
ef
er
r
in
g
to
p
r
ev
io
u
s
f
i
n
d
in
g
s
in
th
is
s
tu
d
y
,
SS
f
r
o
m
teac
h
er
s
,
f
r
ien
d
s
,
an
d
f
am
ily
d
id
n
o
t
d
ir
ec
tly
af
f
ec
t
th
e
m
aster
y
o
f
t
h
e
C
KC
.
Ho
wev
er
,
th
is
SS
ca
n
s
h
ap
e
s
tu
d
en
ts
’
co
n
f
id
en
ce
o
r
s
elf
-
ef
f
icac
y
to
war
d
wo
r
k
ab
ilit
ies
in
ch
ef
o
cc
u
p
atio
n
s
.
I
n
t
h
e
en
d
,
t
h
ey
ca
n
s
im
u
ltan
eo
u
s
l
y
en
co
u
r
a
g
e
th
e
m
aster
y
o
f
k
ey
ch
ef
co
m
p
ete
n
cies
f
o
r
cu
lin
a
r
y
s
ch
o
o
l
s
tu
d
en
ts
.
SS
f
r
o
m
t
ea
ch
er
s
,
p
ee
r
s
,
an
d
p
ar
en
ts
ca
n
en
c
o
u
r
ag
e
th
e
f
o
r
m
atio
n
o
f
p
o
s
itiv
e
p
s
y
ch
o
l
o
g
y
d
u
r
i
n
g
ad
o
lescen
ce
[6
0
]
,
[
6
1
]
.
I
n
ad
d
itio
n
,
s
tu
d
en
ts
will
d
ev
elo
p
s
elf
-
co
n
f
id
en
ce
an
d
co
m
p
eten
ce
wh
en
th
ey
f
ee
l
ac
ce
p
ted
b
y
th
ei
r
p
ee
r
s
[6
6
]
.
T
h
ese
r
esu
lts
also
r
ein
f
o
r
ce
th
e
f
in
d
in
g
s
o
f
p
r
e
v
io
u
s
s
tu
d
ies,
wh
i
ch
r
ev
ea
led
th
at
SS
f
r
o
m
tea
ch
er
s
,
f
r
ien
d
s
,
a
n
d
s
ch
o
o
l
in
s
titu
tio
n
s
in
f
l
u
en
ce
s
s
tu
d
en
ts
’
ab
ilit
y
e
x
p
ec
tatio
n
s
an
d
s
im
u
ltan
e
o
u
s
ly
in
f
lu
en
ce
s
th
eir
b
eh
av
i
o
r
a
n
d
p
er
f
o
r
m
an
ce
[6
7
]
.
T
h
u
s
,
it
ca
n
b
e
c
o
n
clu
d
e
d
th
at
c
h
ef
OSE
ca
n
s
tr
en
g
th
e
n
th
e
ef
f
ec
t
o
f
SS
o
n
th
e
m
aster
y
o
f
C
KC
f
o
r
cu
lin
ar
y
s
ch
o
o
l stu
d
e
n
ts
.
L
astl
y
,
o
u
r
s
tu
d
y
p
r
o
v
es
th
at
ch
ef
OSE
s
ig
n
if
ican
tly
m
ed
i
ates
th
e
ef
f
ec
t
o
f
v
o
ca
tio
n
al
TQ
o
n
th
e
m
aster
y
o
f
C
KC
f
o
r
cu
lin
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
ese
r
esu
l
ts
co
r
r
o
b
o
r
ate
p
r
ev
i
o
u
s
s
tu
d
ies
wh
ich
s
tate
th
at
teac
h
er
s
’
teac
h
in
g
s
k
ills
in
d
ir
ec
tly
in
f
lu
en
ce
s
tu
d
e
n
t
lear
n
i
n
g
o
u
tc
o
m
es
th
r
o
u
g
h
th
eir
p
s
y
ch
o
lo
g
ical
co
n
tr
o
l
[4
6
]
.
T
h
e
r
ef
o
r
e,
teac
h
er
s
m
u
s
t
p
ay
atten
tio
n
to
th
e
p
s
y
ch
o
lo
g
ical
asp
ec
ts
o
f
s
tu
d
en
ts
in
th
e
teac
h
in
g
p
r
o
ce
s
s
in
class
to
s
u
p
p
o
r
t
th
e
ac
h
iev
em
en
t
o
f
p
lan
n
ed
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es,
n
am
el
y
in
th
e
f
o
r
m
o
f
m
aster
in
g
th
e
C
KC
.
Alth
o
u
g
h
th
e
q
u
alit
y
o
f
v
o
ca
tio
n
al
teac
h
in
g
in
f
lu
en
ce
s
th
e
m
aster
y
o
f
th
e
C
KC
,
th
e
m
ag
n
itu
d
e
o
f
th
e
ef
f
ec
t
is
n
o
t
g
r
ea
ter
wh
e
n
in
v
o
l
v
in
g
OSE
as
a
m
e
d
iato
r
.
I
n
o
th
er
wo
r
d
s
,
OSE
p
l
ay
s
a
v
ital
r
o
le
i
n
m
ax
im
izin
g
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es
b
y
m
aster
in
g
th
e
C
KC
.
Go
o
d
TQ
will
en
co
u
r
ag
e
th
e
cr
ea
tio
n
o
f
p
o
s
itiv
e
s
tu
d
en
t
lear
n
i
n
g
e
x
p
er
ien
ce
s
th
at
im
p
ac
t
th
e
f
o
r
m
atio
n
o
f
OSE
a
n
d
s
im
u
ltan
eo
u
s
ly
o
n
th
e
d
ev
elo
p
m
e
n
t o
f
k
ey
c
h
ef
co
m
p
eten
cies f
o
r
v
o
ca
tio
n
al
h
i
g
h
s
ch
o
o
l stu
d
en
ts
.
T
h
u
s
,
in
teg
r
ati
n
g
s
tu
d
e
n
t
s
itu
atio
n
al
an
d
p
er
s
o
n
al
asp
ec
ts
,
in
clu
d
in
g
TQ
f
ac
to
r
s
,
SS
,
IC
,
an
d
c
h
ef
OSE
,
is
es
s
en
tial
to
o
p
tim
ize
th
e
m
aster
y
o
f
C
KC
f
o
r
cu
lin
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
Sch
o
o
ls
m
u
s
t
s
tr
en
g
th
en
th
ese
f
ac
to
r
s
b
y
in
v
o
lv
in
g
v
a
r
io
u
s
p
ar
ties
s
u
ch
as
teac
h
e
r
s
,
s
tu
d
en
ts
,
p
ar
en
ts
,
a
n
d
in
d
u
s
tr
y
.
B
ec
au
s
e,
in
p
r
in
cip
le,
s
tak
eh
o
ld
er
s
y
n
er
g
y
is
an
ess
en
tial
asp
ec
t
o
f
th
e
s
u
cc
ess
o
f
lear
n
in
g
o
b
jectiv
es
in
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
ls
.
I
n
p
ar
ticu
lar
,
th
e
r
o
le
o
f
v
o
ca
ti
o
n
al
h
ig
h
s
ch
o
o
ls
in
th
e
cu
lin
ar
y
f
ield
is
to
r
ea
lize
s
k
illed
a
n
d
s
u
p
er
io
r
h
u
m
an
r
eso
u
r
ce
s
in
th
e
c
h
ef
p
r
o
f
ess
io
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
Let
’
s
b
e
a
ch
ef!
Th
e
a
n
tece
d
en
ts
o
f c
h
ef
’
s
ke
y
co
mp
eten
cies fo
r
vo
ca
tio
n
a
l
…
(
B
a
d
r
a
n
in
g
s
i
h
La
s
ta
r
iw
a
ti
)
4015
5.
CO
NCLU
SI
O
N
An
u
n
d
er
s
tan
d
in
g
o
f
th
e
m
a
s
ter
y
o
f
th
e
C
KC
an
d
h
o
w
th
e
f
o
r
m
in
g
f
ac
to
r
s
ar
e
s
ig
n
if
ican
t
f
o
r
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
l
s
tak
eh
o
ld
er
s
,
esp
ec
ially
teac
h
er
s
an
d
s
tu
d
en
ts
.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
an
s
wer
th
e
p
r
o
b
lem
s
o
f
p
r
e
v
io
u
s
s
tu
d
ies
t
h
at
h
av
e
n
o
t
ex
a
m
in
ed
h
o
w
to
f
o
r
m
a
C
KC
.
Ma
s
ter
y
o
f
a
C
KC
is
d
ir
ec
tly
an
d
s
ig
n
if
ican
tly
in
f
lu
e
n
ce
d
b
y
IC
,
q
u
ality
o
f
v
o
ca
tio
n
al
teac
h
i
n
g
,
an
d
OSE
o
f
c
h
ef
s
.
I
n
ad
d
itio
n
,
ch
e
f
OSE
is
a
m
ed
iato
r
o
n
t
h
e
in
f
lu
en
ce
o
f
IC
,
SS
,
an
d
th
e
q
u
ality
o
f
v
o
ca
tio
n
al
teac
h
in
g
o
n
th
e
m
aster
y
o
f
k
ey
c
h
ef
co
m
p
eten
cies
f
o
r
c
u
lin
ar
y
s
ch
o
o
l
s
tu
d
e
n
ts
.
T
h
e
r
o
le
o
f
p
a
r
tial
m
ed
iatio
n
is
s
h
o
w
n
b
y
t
h
e
m
ed
iatio
n
o
f
th
e
ch
ef
’
s
OSE
o
n
th
e
in
f
lu
en
ce
o
f
in
d
u
s
tr
ial
co
m
m
itm
en
t
a
n
d
t
h
e
q
u
ality
o
f
v
o
ca
tio
n
al
teac
h
in
g
o
n
th
e
m
aster
y
o
f
th
e
C
KC
f
o
r
cu
lin
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
Me
an
wh
ile,
th
e
r
o
le
o
f
f
u
ll
m
ed
iatio
n
was
s
h
o
wn
b
y
th
e
m
ed
iatio
n
o
f
ch
ef
OSE
o
n
th
e
e
f
f
ec
t o
f
SS
o
n
m
aster
in
g
k
ey
ch
e
f
co
m
p
eten
cies f
o
r
cu
lin
ar
y
s
ch
o
o
l st
u
d
en
ts
.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
h
a
v
e
im
p
licatio
n
s
f
o
r
th
e
im
p
o
r
t
an
ce
o
f
b
u
ild
in
g
in
teg
r
ated
e
n
g
ag
em
e
n
t
b
etwe
en
teac
h
er
s
,
in
d
u
s
tr
y
,
f
a
m
ily
,
f
r
ien
d
s
,
an
d
s
tu
d
en
ts
in
v
o
ca
tio
n
al
lear
n
in
g
to
ac
h
iev
e
lear
n
in
g
o
u
tco
m
es
b
y
m
aster
in
g
th
e
C
KC
.
T
h
e
C
KC
in
th
is
s
tu
d
y
n
ee
d
to
b
e
in
ter
n
alize
d
in
cu
r
r
icu
lu
m
d
ev
el
o
p
m
e
n
t
an
d
im
p
lem
en
tatio
n
o
f
lear
n
in
g
in
cu
lin
ar
y
s
ch
o
o
ls
.
T
h
e
d
ev
elo
p
m
en
t
o
f
th
e
v
o
ca
tio
n
al
h
i
g
h
s
ch
o
o
l
cu
r
r
icu
l
u
m
d
o
es
n
o
t
o
n
ly
co
n
s
id
er
th
e
n
ee
d
s
o
f
th
e
in
d
u
s
tr
ial
wo
r
ld
as
d
em
an
d
-
d
r
i
v
en
b
u
t
also
n
e
ed
s
to
co
n
s
id
er
th
e
n
ee
d
s
o
f
s
tu
d
en
ts
f
o
r
s
elf
-
ca
p
ac
ity
d
ev
elo
p
m
en
t.
T
h
er
e
f
o
r
e,
OSE
b
ec
o
m
es
an
ess
en
tial
p
er
s
o
n
al
asp
ec
t
o
f
s
u
p
p
o
r
tin
g
th
e
m
aster
y
o
f
C
KC
f
o
r
cu
lin
ar
y
s
ch
o
o
l stu
d
e
n
ts
.
T
h
is
r
esear
ch
h
as
s
ev
e
r
al
lim
i
tatio
n
s
.
On
e
o
f
th
e
lim
itatio
n
s
o
f
th
is
s
tu
d
y
is
th
at
th
is
r
es
ea
r
ch
u
s
es
s
elf
-
r
ep
o
r
t
tech
n
iq
u
es
to
co
lle
ct
d
ata,
s
o
th
er
e
is
a
p
o
ten
tial
f
o
r
b
ias.
T
h
is
is
b
ec
au
s
e
s
tu
d
e
n
ts
s
elf
-
ass
e
s
s
th
eir
m
aster
y
o
f
k
ey
c
h
ef
co
m
p
eten
cies,
s
o
th
is
as
s
es
s
m
en
t h
as th
e
p
o
ten
tial to
b
e
b
iased
an
d
s
u
b
jectiv
e.
T
h
er
ef
o
r
e,
f
u
r
th
er
r
esear
c
h
n
ee
d
s
to
in
v
o
lv
e
o
th
er
r
esp
o
n
d
en
ts
to
co
n
f
i
r
m
s
tu
d
en
t
an
s
wer
s
.
Oth
er
r
esp
o
n
d
e
n
ts
,
s
u
ch
as
teac
h
er
s
,
in
d
u
s
tr
y
,
o
r
c
o
lleag
u
es,
ca
n
b
e
in
v
o
lv
ed
to
g
et
m
o
r
e
o
b
jectiv
e
r
esu
lts
.
I
n
a
d
d
itio
n
,
f
u
r
th
er
r
esear
ch
n
ee
d
s
to
in
v
o
lv
e
r
esp
o
n
d
en
t
s
f
r
o
m
th
e
ch
ef
wo
r
k
f
o
r
ce
as
in
d
iv
id
u
als
d
ir
ec
tly
in
v
o
l
v
ed
in
th
e
ch
e
f
’
s
o
cc
u
p
atio
n
al
task
s
.
T
h
eir
in
v
o
lv
em
en
t
as
r
esp
o
n
d
e
n
ts
will
en
h
an
ce
th
e
co
n
tex
t
o
f
r
esea
r
ch
o
n
o
cc
u
p
atio
n
a
l
ch
ef
s
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
is
r
esear
ch
wo
u
ld
n
o
t
h
a
v
e
b
ee
n
p
o
s
s
ib
le
with
o
u
t
t
h
e
s
u
p
p
o
r
t
an
d
c
o
llab
o
r
atio
n
o
f
m
an
y
in
d
iv
id
u
als
an
d
in
s
titu
tio
n
s
.
First
an
d
f
o
r
e
m
o
s
t,
we
wo
u
ld
lik
e
to
ex
p
r
ess
m
y
s
in
ce
r
e
g
r
atitu
d
e
to
th
e
p
r
in
cip
als,
teac
h
er
s
,
an
d
s
tu
d
e
n
ts
o
f
th
e
Vo
ca
tio
n
al
Hig
h
Sc
h
o
o
ls
(
SMK
Neg
er
i)
in
Yo
g
y
ak
ar
ta,
p
ar
ticu
lar
l
y
th
o
s
e
in
th
e
cu
lin
a
r
y
ar
ts
p
r
o
g
r
am
,
f
o
r
t
h
eir
willin
g
n
ess
to
p
a
r
ticip
ate
in
th
is
s
tu
d
y
.
T
h
eir
in
s
ig
h
ts
,
en
th
u
s
iasm,
an
d
co
o
p
er
atio
n
g
r
ea
tly
en
r
ich
ed
th
e
q
u
ality
o
f
th
e
r
esear
ch
.
We
wo
u
ld
also
lik
e
to
ex
ten
d
m
y
ap
p
r
ec
iatio
n
to
th
e
Dep
ar
tm
e
n
t
o
f
E
d
u
ca
tio
n
in
Y
o
g
y
a
k
ar
ta
f
o
r
f
ac
ilit
atin
g
ac
ce
s
s
to
th
e
s
ch
o
o
ls
an
d
s
u
p
p
o
r
tin
g
th
e
d
at
a
co
llectio
n
p
r
o
ce
s
s
.
Sp
ec
ial
th
an
k
s
ar
e
d
u
e
t
o
th
e
cu
lin
a
r
y
s
tu
d
en
ts
wh
o
g
en
e
r
o
u
s
ly
s
h
ar
ed
th
eir
tim
e,
ex
p
er
tis
e,
an
d
e
x
p
er
ien
ce
s
d
u
r
in
g
th
e
in
ter
v
iews a
n
d
d
is
cu
s
s
io
n
s
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
r
esear
ch
r
ec
ei
v
ed
n
o
s
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