I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
5
,
Octo
b
er
20
25
,
p
p
.
3
8
8
2
~
3
8
9
0
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
14
i
5
.
3
4
2
2
4
3882
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
The educa
tiona
l a
ccom
plish
ments s
ca
le:
dev
elo
pmen
t
a
nd
v
a
lida
tion in t
he
c
o
ntex
t
of e
duca
tio
n instit
utions
Anil DCo
s
t
a
1
,
J
o
s
eph Cha
ck
o
Chenna
t
t
us
er
ry
1
,
K
ennedy
Andrew
T
ho
m
a
s
2
1
D
e
p
a
r
t
me
n
t
o
f
I
n
t
e
r
n
a
t
i
o
n
a
l
S
t
u
d
i
e
s,
P
o
l
i
t
i
c
a
l
S
c
i
e
n
c
e
a
n
d
H
i
st
o
r
y
,
C
h
r
i
s
t
U
n
i
v
e
r
si
t
y
,
B
a
n
g
a
l
o
r
e
,
I
n
d
i
a
2
S
c
h
o
o
l
o
f
E
d
u
c
a
t
i
o
n
,
C
h
r
i
st
U
n
i
v
e
r
si
t
y
,
B
a
n
g
a
l
o
r
e
,
I
n
d
i
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Dec
21
,
2
0
2
4
R
ev
is
ed
May
9
,
2
0
2
5
Acc
ep
ted
J
u
n
18
,
2
0
2
5
Ed
u
c
a
ti
o
n
a
l
in
st
it
u
t
io
n
s
p
lay
a
si
g
n
ifi
c
a
n
t
r
o
le
in
f
o
ste
rin
g
a
c
a
d
e
m
ic
g
ro
wth
a
n
d
p
e
rso
n
a
l
d
e
v
e
lo
p
m
e
n
t.
Ho
we
v
e
r,
th
e
re
is
a
lac
k
o
f
sta
n
d
a
rd
ize
d
t
o
o
ls
t
o
a
ss
e
ss
th
e
imp
a
c
t
o
f
e
d
u
c
a
ti
o
n
a
l
a
c
c
o
m
p
li
sh
m
e
n
ts
(EA),
p
a
rti
c
u
larly
in
teg
ra
ti
n
g
d
ime
n
sio
n
s
su
c
h
a
s
q
u
a
li
ty
,
v
a
lu
e
-
b
a
se
d
,
in
teg
ra
te
d
,
a
n
d
c
u
lt
u
re
-
e
n
h
a
n
c
e
d
e
d
u
c
a
ti
o
n
.
Th
is
p
a
p
e
r
a
ims
to
c
re
a
te
a
n
d
v
a
li
d
a
te
a
m
e
a
su
re
m
e
n
t
to
o
l
t
h
a
t
a
ss
e
ss
e
s
h
o
w
EA
im
p
a
c
ts
stu
d
e
n
ts
a
n
d
in
stit
u
ti
o
n
s
to
fo
ste
r
a
c
a
d
e
m
ic
g
ro
wth
,
p
e
rso
n
a
l
d
e
v
e
lo
p
m
e
n
t,
a
n
d
i
n
stit
u
ti
o
n
a
l
e
ffe
c
ti
v
e
n
e
ss
,
c
o
n
tri
b
u
ti
n
g
t
o
th
e
o
v
e
ra
ll
q
u
a
li
t
y
o
f
e
d
u
c
a
ti
o
n
.
T
h
e
d
a
ta
wa
s
c
o
l
lec
ted
fro
m
1
2
0
p
a
rti
c
ip
a
n
ts,
i
n
c
lu
d
in
g
re
l
ig
io
u
s
h
e
a
d
s,
d
irec
to
rs,
p
ri
n
c
i
p
a
ls,
a
n
d
c
o
o
rd
i
n
a
to
rs
o
f
ten
sc
h
o
o
ls
ru
n
b
y
a
sp
e
c
ifi
c
re
li
g
i
o
u
s
c
o
n
g
re
g
a
ti
o
n
.
Th
e
stu
d
y
im
p
lem
e
n
ted
a
th
re
e
-
sta
g
e
sy
ste
m
a
ti
c
p
ro
c
e
d
u
re
i
n
th
e
d
e
v
e
l
o
p
m
e
n
t
o
f
th
e
sc
a
le.
S
tag
e
o
n
e
c
o
n
siste
d
o
f
it
e
m
g
e
n
e
ra
ti
o
n
,
li
tera
tu
re
re
v
iew
,
a
n
d
e
x
p
e
rt
ju
d
g
m
e
n
t
.
Th
e
se
c
o
n
d
sta
g
e
v
a
li
d
a
ted
th
e
sc
a
le
a
n
d
wa
s
fo
ll
o
we
d
b
y
a
n
it
e
m
a
n
a
l
y
sis,
p
rin
c
i
p
a
l
c
o
m
p
o
n
e
n
t
wi
th
v
a
rima
x
r
o
tati
o
n
(e
x
p
l
o
ra
to
r
y
fa
c
to
r
a
n
a
ly
sis)
u
sin
g
Ka
ise
r
n
o
r
m
a
li
z
a
ti
o
n
o
n
IB
M
S
P
S
S
2
6
.
T
h
e
th
ird
ste
p
re
su
lt
e
d
i
n
t
h
e
fi
n
a
l
re
li
a
b
il
it
y
a
n
d
v
a
li
d
it
y
o
f
t
h
e
sc
a
le.
A
fi
n
a
l
1
9
-
it
e
m
e
d
u
c
a
ti
o
n
a
l
a
c
c
o
m
p
li
sh
m
e
n
ts
sc
a
le
(EAS
)
is
p
sy
c
h
o
m
e
tri
c
a
ll
y
re
l
iab
le
a
n
d
o
f
p
o
ten
ti
a
l
u
se
to
p
o
li
c
y
m
a
k
e
rs
g
l
o
b
a
ll
y
,
c
o
m
p
a
rin
g
st
u
d
e
n
t
a
n
d
tea
c
h
e
r
p
e
rc
e
p
ti
o
n
s
,
e
sp
e
c
ially
with
re
li
g
io
u
s
c
o
n
g
re
g
a
ti
o
n
a
l
a
ffil
iati
o
n
s.
Th
is
sc
a
le
c
a
n
p
a
rti
c
u
larl
y
b
e
u
se
d
b
y
e
a
c
h
in
stit
u
ti
o
n
t
o
e
v
a
l
u
a
te
th
e
EA
a
n
d
c
a
n
a
lso
b
e
u
se
d
b
y
o
t
h
e
r
re
se
a
rc
h
e
rs fo
r
fu
rth
e
r
re
se
a
rc
h.
K
ey
w
o
r
d
s
:
Acc
o
m
p
lis
h
m
en
ts
C
o
n
g
r
eg
atio
n
I
n
teg
r
ated
e
d
u
ca
tio
n
Qu
ality
ed
u
ca
tio
n
Scale
d
ev
elo
p
m
en
t
Valu
e
-
b
ased
ed
u
ca
tio
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
An
il DCo
s
ta
Dep
ar
tm
en
t o
f
I
n
ter
n
atio
n
al
Stu
d
ies,
Po
liti
ca
l Scie
n
ce
an
d
His
to
r
y
,
C
h
r
is
t U
n
iv
er
s
ity
5
6
0
0
2
9
B
an
g
alo
r
e,
I
n
d
ia
E
m
ail:
an
il.c
o
s
ta@
r
es.c
h
r
is
tu
n
iv
er
s
ity
.
in
1.
I
NT
RO
D
UCT
I
O
N
E
d
u
ca
tio
n
al
ac
co
m
p
lis
h
m
en
ts
(
E
A)
ar
e
th
e
r
esu
lts
o
f
an
in
d
iv
id
u
al’
s
lear
n
in
g
jo
u
r
n
e
y
,
wh
ich
in
clu
d
es
b
o
th
ac
a
d
em
ic
a
n
d
s
k
ills
et
d
ev
elo
p
m
e
n
t,
p
er
s
o
n
al
g
r
o
wth
,
m
iles
to
n
es
in
d
i
v
id
u
als
attain
,
an
d
co
n
tr
ib
u
tio
n
s
to
s
o
ciety
[
1
]
.
T
h
ese
ac
co
m
p
lis
h
m
en
ts
co
n
tr
ib
u
te
to
o
u
r
id
en
tity
,
th
e
o
p
p
o
r
tu
n
ities
,
an
d
th
e
o
v
er
all
im
p
ac
t
o
n
s
o
ciety
.
A
p
er
s
o
n
’
s
E
A
ar
e
d
ete
r
m
in
ed
b
y
b
o
th
th
ei
r
f
o
r
m
al
ac
a
d
em
ic
ac
h
iev
em
en
ts
an
d
th
e
d
ev
elo
p
m
e
n
t
o
f
s
k
ills
,
k
n
o
wle
d
g
e,
a
n
d
p
er
s
o
n
al
g
r
o
wth
[
2
]
,
[
3
]
.
T
h
ese
s
u
cc
ess
es
ca
n
b
e
f
o
u
n
d
at
ev
e
r
y
le
v
el
o
f
o
u
r
ed
u
c
atio
n
al
s
y
s
tem
,
f
r
o
m
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
ti
o
n
t
o
h
ig
h
e
r
ed
u
ca
tio
n
an
d
b
ey
o
n
d
.
T
o
ac
h
iev
e
e
d
u
ca
tio
n
al
s
u
cc
ess
,
it
is
o
f
ten
n
ec
ess
ar
y
to
im
p
lem
en
t
an
d
d
ev
el
o
p
u
n
iq
u
e
a
p
p
r
o
ac
h
es,
m
eth
o
d
s
,
an
d
s
tr
ateg
ies
to
en
h
an
ce
s
tu
d
en
t
en
g
a
g
em
en
t,
cr
iti
ca
l
th
in
k
in
g
,
an
d
lear
n
in
g
o
u
tc
o
m
es.
I
n
n
o
v
atio
n
s
in
p
ed
a
g
o
g
y
m
ay
in
clu
d
e
i
n
q
u
ir
y
-
b
ased
lear
n
in
g
,
p
r
o
je
ct
-
b
ased
lear
n
in
g
,
e
x
p
er
ien
ti
al
lear
n
in
g
,
f
lip
p
e
d
class
r
o
o
m
s
,
an
d
co
llab
o
r
ativ
e
lear
n
in
g
[
4
]
.
I
t
also
in
clu
d
es
in
teg
r
atin
g
i
n
ter
d
is
cip
lin
ar
y
c
o
n
ten
t,
in
co
r
p
o
r
atin
g
r
ea
l
-
wo
r
ld
a
p
p
licatio
n
s
,
p
r
o
m
o
tin
g
cu
ltu
r
al
d
iv
er
s
ity
a
n
d
i
n
clu
s
iv
ity
,
an
d
c
u
ltiv
atin
g
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
s
u
ch
as c
r
ea
tiv
ity
,
co
m
m
u
n
icatio
n
,
an
d
p
r
o
b
lem
-
s
o
lv
i
n
g
[
5
]
,
[
6
]
.
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
Th
e
ed
u
ca
tio
n
a
l a
cc
o
mp
lis
h
men
ts
s
ca
le:
d
ev
elo
p
men
t a
n
d
v
a
lid
a
tio
n
in
th
e
co
n
text
o
f
…
(
A
n
il DCo
s
ta
)
3883
Ach
iev
in
g
e
d
u
ca
tio
n
al
s
u
cc
e
s
s
also
en
co
m
p
ass
es
co
n
tr
ib
u
tio
n
s
to
r
esear
ch
an
d
s
ch
o
l
ar
s
h
ip
th
at
ad
v
an
ce
o
u
r
u
n
d
er
s
tan
d
in
g
o
f
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
[
7
]
,
[
8
]
.
I
n
ad
d
itio
n
to
f
o
r
m
al
e
d
u
ca
tio
n
al
ac
h
iev
em
en
ts
,
it
in
clu
d
es
s
k
ill
d
ev
elo
p
m
en
t,
p
er
s
o
n
al
g
r
o
wt
h
,
an
d
th
e
p
o
ten
tial
p
o
s
itiv
e
im
p
ac
t
o
n
th
e
p
e
o
p
le
an
d
c
o
m
m
u
n
ity
as
a
wh
o
le.
A
well
-
r
o
u
n
d
ed
ed
u
ca
tio
n
em
p
o
wer
s
in
d
iv
id
u
als
to
co
n
tr
i
b
u
t
e
m
ea
n
in
g
f
u
lly
to
a
wid
e
r
an
g
e
o
f
ar
ea
s
in
s
o
ciety
.
T
h
u
s
,
to
m
ee
t
th
e
lear
n
e
r
s
’
ch
an
g
in
g
n
ee
d
s
an
d
ch
allen
g
es
in
d
iv
er
s
e
co
n
te
x
ts
,
ed
u
ca
to
r
s
,
r
esear
ch
er
s
,
p
o
lic
y
m
ak
er
s
,
ad
m
in
is
tr
ato
r
s
,
s
tu
d
en
ts
,
an
d
s
tak
eh
o
ld
er
s
co
ll
ab
o
r
ate
to
i
n
n
o
v
ate,
im
p
r
o
v
e,
an
d
t
r
an
s
f
o
r
m
ed
u
ca
t
io
n
al
s
y
s
tem
s
an
d
p
r
ac
tices
[
9
]
,
[
1
0
]
.
Sev
er
al
s
tu
d
ies
h
av
e
b
ee
n
ca
r
r
ied
o
u
t
an
d
p
u
b
lis
h
ed
in
r
ep
u
ted
Sco
p
u
s
jo
u
r
n
als
to
id
en
tify
th
e
f
ac
to
r
s
,
b
ar
r
ier
s
,
o
r
d
eter
m
in
an
ts
o
f
ed
u
ca
tio
n
al
p
atter
n
i
n
g
,
n
am
ely
s
tu
d
en
t
en
g
ag
em
e
n
t
[
1
1
]
,
in
tellectu
al
p
r
o
p
er
t
y
cr
ea
tio
n
ca
p
a
b
ilit
y
[
1
2
]
,
wo
r
k
b
eh
a
v
io
r
i
n
h
ig
h
er
ed
u
ca
tio
n
[
1
3
]
,
lea
r
n
in
g
o
u
tco
m
e
o
f
o
p
en
ed
u
ca
tio
n
[
1
4
]
,
s
p
ac
e
a
n
d
s
ca
le
in
h
ig
h
er
e
d
u
ca
tio
n
[
1
5
]
.
Sev
er
al
d
if
f
er
e
n
t
s
ca
les
ar
e
av
ailab
le
to
m
ea
s
u
r
e
p
er
ce
iv
ed
s
er
v
ice
q
u
ality
[
1
6
]
,
th
in
k
in
g
m
i
n
d
s
et
[
1
7
]
,
a
n
d
s
er
v
ice
q
u
ality
[
1
8
]
.
Ho
wev
er
,
r
esear
ch
o
n
E
A
in
th
e
I
n
d
ian
co
n
tex
t
an
d
th
e
f
r
a
m
ewo
r
k
o
f
r
elig
i
o
u
s
co
n
g
r
eg
a
tio
n
s
r
em
ain
s
r
elativ
ely
s
ca
r
ce
.
T
h
is
s
tu
d
y
is
th
e
f
ir
s
t
to
ev
alu
ate
th
e
d
if
f
er
en
t
d
im
en
s
io
n
s
o
f
E
A
in
in
s
titu
tio
n
s
b
y
tak
in
g
in
to
ac
co
u
n
t
th
e
q
u
ality
,
v
alu
es,
an
d
cu
ltu
r
al
asp
ec
ts
o
f
h
ig
h
er
ed
u
c
atio
n
in
I
n
d
ia.
W
h
ile
v
ar
io
u
s
s
ca
les
ex
is
t
f
o
r
m
ea
s
u
r
in
g
s
er
v
ice
q
u
a
lity
an
d
s
tu
d
en
t
p
er
ce
p
tio
n
s
,
th
e
E
A
m
ea
s
u
r
em
en
t
to
o
l
s
p
ec
if
ically
ass
es
s
es
b
o
th
s
tu
d
en
t
an
d
in
s
titu
tio
n
al
d
ev
elo
p
m
en
t,
p
ar
ticu
lar
ly
th
o
s
e
af
f
iliated
with
r
elig
i
o
u
s
co
n
g
r
eg
atio
n
s
.
Un
lik
e
p
r
e
v
io
u
s
s
t
u
d
ies
th
at
ass
ess
eith
er
s
tu
d
e
n
t
p
er
f
o
r
m
a
n
ce
o
r
in
s
titu
tio
n
al
ef
f
ec
tiv
en
ess
in
is
o
latio
n
,
th
is
r
esear
ch
estab
lis
h
es
a
co
n
n
ec
tio
n
b
etwe
en
E
A
an
d
th
e
o
v
er
all
p
er
f
o
r
m
an
ce
o
f
s
ch
o
o
ls
an
d
c
o
lleg
es.
T
h
e
s
tu
d
y
is
n
o
v
el
b
ec
au
s
e
it
co
v
er
s
s
p
ec
if
ic
d
ata
f
r
o
m
C
ath
o
lic
-
r
u
n
in
s
titu
tio
n
s
o
f
r
elig
io
u
s
co
n
g
r
eg
atio
n
an
d
h
o
w
C
h
r
is
tian
-
b
ased
ed
u
ca
tio
n
p
air
s
v
alu
e
an
d
cu
ltu
r
e
with
ac
ad
em
ic
g
r
o
wth
,
an
ar
ea
t
h
a
t
h
as
r
em
ain
ed
lar
g
ely
u
n
e
x
p
l
o
r
ed
in
p
r
e
v
io
u
s
r
esear
ch
.
Ho
wev
er
,
th
e
s
ca
le’
s
ap
p
licatio
n
also
ex
ten
d
s
b
ey
o
n
d
r
elig
io
u
s
co
n
g
r
eg
atio
n
s
,
m
ak
in
g
it a
g
lo
b
ally
r
elev
an
t to
o
l th
at
ca
n
b
e
r
ef
in
ed
an
d
ex
p
a
n
d
ed
to
s
u
it
v
ar
io
u
s
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
s
,
th
er
eb
y
h
el
p
in
g
elev
ate
ed
u
ca
tio
n
q
u
ality
an
d
m
an
ag
em
en
t stra
teg
ies wo
r
ld
wid
e.
T
h
e
ed
u
ca
tio
n
al
ac
c
o
m
p
lis
h
m
en
ts
s
ca
le
(
E
AS)
o
f
f
e
r
s
s
ev
er
a
l
k
ey
c
o
n
tr
ib
u
tio
n
s
.
First,
it
f
o
llo
ws
th
e
b
est
p
r
ac
tices
f
o
r
d
ev
elo
p
i
n
g
ass
es
s
m
en
t
to
o
ls
wh
ile
co
n
tr
i
b
u
tin
g
to
r
esear
ch
o
n
u
n
d
er
s
t
an
d
in
g
e
d
u
ca
tio
n
al
ac
h
iev
em
en
ts
.
Seco
n
d
,
it
a
d
d
r
ess
es
a
g
ap
th
at
was
id
e
n
tifie
d
r
eg
a
r
d
in
g
th
e
lac
k
o
f
em
p
h
asis
th
at
E
A
h
as
p
lace
d
o
n
v
alid
m
ea
s
u
r
es.
Fin
ally
,
th
is
p
ap
er
s
er
v
es
as
an
in
itial
s
tep
th
at
p
av
es
th
e
way
f
o
r
f
u
tu
r
e
r
esear
ch
to
f
u
r
th
er
r
ef
in
e
a
t
o
o
l
f
o
r
m
ea
s
u
r
in
g
ed
u
ca
tio
n
al
co
m
p
eten
ci
es,
with
p
o
ten
tial
a
p
p
licatio
n
s
in
b
o
th
e
d
u
ca
tio
n
al
an
d
r
esear
ch
s
ettin
g
s
.
2.
M
E
T
H
O
D
T
h
e
f
ir
s
t
s
tep
in
s
ca
le
d
ev
elo
p
m
en
t
was
b
u
ild
in
g
a
c
o
m
p
r
eh
en
s
iv
e
item
p
o
o
l
th
at
c
o
n
s
is
ten
tly
m
ea
s
u
r
es
th
e
c
o
n
s
tr
u
ct.
Fo
r
th
e
p
r
elim
in
ar
y
ass
ess
m
en
t,
4
2
item
s
r
elate
d
to
EA
wer
e
f
o
r
m
ed
f
o
llo
win
g
a
s
y
s
tem
atic
r
ev
iew
o
f
th
e
r
ele
v
an
t
liter
atu
r
e.
T
h
e
L
ik
er
t
s
c
ale,
s
tr
u
ctu
r
ed
in
a
L
ik
er
t
-
ty
p
e
f
o
r
m
at,
r
eq
u
ir
ed
p
ar
ticip
an
ts
to
r
ate
ea
ch
s
tatem
en
t
o
n
a
f
iv
e
-
p
o
in
t
s
ca
le,
wi
th
5
in
d
icatin
g
“stro
n
g
l
y
ag
r
e
e”
an
d
1
in
d
icatin
g
“stro
n
g
ly
d
is
ag
r
ee
.
”
T
h
e
item
s
en
co
m
p
ass
ed
r
elev
an
t
liter
atu
r
e
r
ev
iew
o
n
h
is
to
r
ical
asp
ec
ts
,
cu
r
r
e
n
t
p
r
ac
tices,
p
r
ef
er
r
e
d
lead
er
s
h
ip
,
an
d
f
u
tu
r
e
p
er
s
p
ec
tiv
es o
n
e
d
u
ca
tio
n
al
ac
h
iev
em
en
ts
an
d
o
b
jectiv
es.
2
.
1
.
Va
lid
a
t
i
o
n m
et
ho
ds
T
h
e
s
tr
en
g
th
an
d
r
eliab
ilit
y
o
f
an
y
r
esear
ch
s
tu
d
y
ar
e
b
ased
o
n
th
e
v
alid
ity
an
d
r
eliab
ilit
y
asp
ec
t
o
f
in
s
tr
u
m
en
ts
o
r
m
ea
s
u
r
em
e
n
t
m
eth
o
d
s
u
s
ed
to
c
o
llect
th
e
d
ata.
Valid
ity
in
d
icate
s
wh
eth
er
th
ese
to
o
ls
ar
e
s
u
itab
le,
p
r
ec
is
e,
an
d
ac
cu
r
ate
in
m
ea
s
u
r
in
g
wh
at
th
e
y
ar
e
d
esig
n
ed
to
ass
ess
[
1
9
]
.
T
h
e
i
tem
s
in
th
e
cu
r
r
en
t
to
o
l
wer
e
ad
ap
ted
f
r
o
m
ex
is
tin
g
s
o
u
r
ce
s
an
d
d
ev
elo
p
ed
b
y
th
e
in
v
esti
g
ato
r
to
en
s
u
r
e
alig
n
m
en
t
with
th
e
r
esear
ch
o
b
jectiv
es.
Step
s
f
o
ll
o
wed
f
o
r
th
e
co
n
s
tr
u
ctio
n
o
f
t
h
e
s
ca
le:
2
.
1
.
1
.
E
x
pert
v
a
lid
a
t
io
n
T
h
e
ex
p
e
r
t
ju
d
g
m
en
t
was
em
p
lo
y
ed
to
ass
ess
th
e
E
AS.
T
h
e
item
s
wer
e
d
ev
elo
p
e
d
b
ased
o
n
in
s
ig
h
ts
g
ain
ed
f
r
o
m
an
e
x
ten
s
iv
e
r
ev
i
ew
o
f
r
ele
v
an
t
liter
atu
r
e
an
d
f
ee
d
b
ac
k
f
r
o
m
s
u
b
ject
m
atter
e
x
p
er
ts
in
th
e
f
ield
s
o
f
h
is
to
r
y
,
p
s
y
ch
o
lo
g
y
,
a
n
d
m
an
ag
em
en
t
f
r
o
m
ex
te
r
n
al
u
n
i
v
er
s
ities
.
Ad
d
itio
n
ally
,
a
f
ew
Ph
.
D
.
s
ch
o
lar
s
f
r
o
m
a
s
p
ec
if
ic
r
elig
io
u
s
c
o
n
g
r
eg
ati
o
n
co
n
tr
ib
u
ted
th
eir
p
er
s
p
ec
ti
v
es.
T
h
is
ap
p
r
o
ac
h
en
s
u
r
e
d
th
at
th
e
s
ca
le’
s
i
tem
s
wer
e
b
o
th
co
m
p
r
eh
en
s
iv
e
an
d
g
r
o
u
n
d
ed
in
a
r
an
g
e
o
f
ac
ad
e
m
ic
an
d
p
r
ac
tical
ex
p
er
tis
e,
th
er
eb
y
en
h
a
n
cin
g
th
e
s
ca
le’
s
co
n
ten
t v
alid
ity
.
I
n
iti
all
y
,
t
h
e
s
t
u
d
y
c
o
m
p
r
is
e
d
4
2
ite
m
s
f
o
c
u
s
e
d
o
n
EA
,
esp
ec
i
all
y
ali
g
n
e
d
wi
th
p
ed
ag
o
g
y
a
n
d
ed
u
c
ati
o
n
al
i
n
s
tit
u
t
io
n
s
in
I
n
d
i
a.
T
o
e
n
s
u
r
e
c
o
n
te
n
t
v
ali
d
i
ty
,
th
e
s
ca
le
u
n
d
e
r
we
n
t
a
r
i
g
o
r
o
u
s
r
e
v
i
ew
b
y
a
p
an
el
o
f
s
i
x
e
x
p
er
ts
,
i
n
c
lu
d
i
n
g
p
r
o
f
ess
io
n
als
f
r
o
m
d
iv
er
s
e
ac
ad
e
m
ic
f
iel
d
s
.
T
h
ei
r
r
e
v
iew
p
la
y
ed
a
p
iv
o
t
al
r
o
l
e
in
r
e
f
i
n
i
n
g
an
d
s
h
a
p
i
n
g
t
h
e
it
em
s
,
e
n
s
u
r
i
n
g
t
h
e
s
ca
le
’
s
ali
g
n
m
en
t
wit
h
t
h
e
s
t
u
d
y
’
s
o
b
j
ec
t
iv
es
in
th
e
I
n
d
i
a
n
co
n
t
e
x
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
8
8
2
-
3890
3884
Fu
r
th
er
,
t
h
e
r
em
ain
in
g
item
s
wer
e
p
r
e
-
test
ed
b
y
two
s
en
io
r
s
u
p
er
v
is
o
r
s
,
ea
ch
with
o
v
er
2
5
y
ea
r
s
o
f
ex
p
er
ien
ce
p
u
b
lis
h
in
g
in
r
ep
u
t
ed
jo
u
r
n
als
an
d
h
o
ld
in
g
k
ey
a
d
m
in
is
tr
ativ
e
p
o
s
itio
n
s
s
u
ch
a
s
v
ice
ch
an
ce
llo
r
o
r
d
ir
ec
to
r
i
n
th
eir
r
esp
ec
tiv
e
u
n
iv
er
s
ities
.
Af
ter
ca
r
ef
u
l
e
v
a
lu
atio
n
,
3
9
o
u
t
o
f
th
e
o
r
ig
in
al
4
2
item
s
wer
e
co
n
s
id
er
ed
v
alid
an
d
s
ig
n
if
ica
n
t
f
o
r
in
cl
u
s
io
n
.
B
y
r
etain
in
g
3
9
item
s
t
h
at
m
et
th
e
c
r
iter
ia
estab
lis
h
ed
b
y
th
e
ex
p
er
t
p
an
el,
t
h
e
r
esear
ch
er
s
f
o
llo
wed
a
s
y
s
tem
atic
an
d
v
a
lid
ated
ap
p
r
o
ac
h
to
s
ca
le
d
ev
elo
p
m
en
t,
en
s
u
r
in
g
th
at
th
e
f
in
al
v
er
s
io
n
o
f
th
e
E
AS
is
b
o
th
r
eliab
le
an
d
v
ali
d
f
o
r
m
ea
s
u
r
in
g
E
A
in
th
e
c
o
n
tex
t
o
f
e
d
u
ca
tio
n
in
s
titu
tio
n
s
an
d
p
ed
a
g
o
g
y
.
2
.
1
.
2
.
P
ilo
t
s
t
ud
y
T
h
e
r
esear
ch
e
r
s
co
n
d
u
cted
a
p
ilo
t
s
tu
d
y
with
a
s
am
p
le
o
f
1
2
0
p
ar
ticip
a
n
ts
,
in
clu
d
in
g
r
elig
i
o
u
s
h
ea
d
s
,
d
ir
ec
to
r
s
,
p
r
in
cip
als
,
an
d
co
o
r
d
in
ato
r
s
o
f
ten
s
ch
o
o
ls
r
u
n
b
y
a
s
p
ec
if
ic
r
elig
io
u
s
co
n
g
r
eg
atio
n
.
Fo
r
p
ilo
t
test
in
g
,
a
3
9
-
item
q
u
esti
o
n
n
ai
r
e
was
d
ev
elo
p
ed
an
d
ass
ess
e
d
u
s
in
g
a
f
iv
e
-
p
o
in
t
L
ik
er
t
s
c
ale
(
r
an
g
in
g
f
r
o
m
5
–
“
s
tr
o
n
g
ly
a
g
r
ee
,
”
4
–
“
ag
r
ee
,
”
3
–
“
u
n
d
ec
id
ed
,
”
2
–
“
d
is
ag
r
ee
,
”
an
d
1
–
“
s
tr
o
n
g
ly
d
is
ag
r
ee
”)
.
T
h
is
L
ik
er
t
-
ty
p
e
f
o
r
m
at
is
co
m
m
o
n
ly
em
p
lo
y
ed
in
s
ca
le
d
ev
elo
p
m
en
t
to
ca
p
tu
r
e
p
ar
ticip
an
t
r
esp
o
n
s
es
o
n
a
co
n
tin
u
u
m
,
f
ac
ilit
atin
g
n
u
an
ce
d
d
ata
co
lle
ctio
n
.
Fo
llo
win
g
th
e
ad
m
in
is
tr
atio
n
o
f
th
e
3
9
item
s
,
item
an
aly
s
is
was
co
n
d
u
cted
to
ass
ess
th
e
q
u
ality
o
f
ea
ch
item
.
T
h
e
item
-
to
-
t
o
tal
c
o
r
r
elatio
n
was
u
s
ed
as
th
e
p
r
i
m
ar
y
cr
iter
i
o
n
,
w
h
er
e
item
s
th
at
co
r
r
elate
with
t
h
e
to
tal
s
co
r
e
in
d
icate
th
at
th
ey
co
n
tr
ib
u
te
to
th
e
o
v
er
all
co
n
s
tr
u
ct
b
ein
g
m
e
asu
r
ed
.
B
ased
o
n
Kh
er
if
an
d
L
aty
p
o
v
a
[
2
0
]
r
ec
o
m
m
en
d
atio
n
,
an
item
-
to
-
t
o
tal
co
r
r
elatio
n
t
h
r
esh
o
ld
o
f
0
.
5
was
u
s
ed
t
o
d
eter
m
in
e
ac
ce
p
tab
le
item
s
.
As
a
r
esu
lt,
s
ev
en
item
s
with
item
-
to
-
to
tal
co
r
r
elatio
n
s
b
elo
w
0
.
5
wer
e
elim
in
ated
.
T
h
e
d
eletio
n
o
f
s
ev
en
item
s
s
u
b
s
eq
u
en
tly
in
cr
ea
s
ed
th
e
s
ca
le’
s
r
eliab
ilit
y
,
as
in
d
icate
d
b
y
a
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
0
.
9
5
1
,
r
e
f
lectin
g
ex
ce
llen
t in
ter
n
al
c
o
n
s
is
ten
cy
[
2
1
]
.
T
h
e
p
r
in
cip
al
co
m
p
o
n
en
t
an
al
y
s
is
(
P
C
A)
wa
s
ca
r
r
ied
o
u
t
o
n
th
e
3
2
item
s
o
f
th
e
E
AS
to
ass
es
s
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
q
u
esti
o
n
n
air
e.
T
h
e
Kaiser
–
Me
y
er
–
Ol
k
in
(
KM
O)
in
d
ex
o
b
tain
ed
was
0
.
8
9
3
,
wh
ich
is
clo
s
e
to
th
e
m
er
ito
r
io
u
s
r
an
g
e;
h
o
wev
er
,
it
is
well
ab
o
v
e
th
e
m
in
im
u
m
cr
iter
ia
o
f
.
6
[
2
2
]
.
Fro
m
th
is
v
alu
e,
th
e
s
am
p
le
s
ize
is
ad
eq
u
ate
to
b
e
s
u
b
jecte
d
to
th
e
esti
m
ates
o
f
co
r
r
elatio
n
am
o
n
g
th
e
v
ar
iab
les.
Fu
r
th
er
,
B
ar
tlett’s
test
o
f
s
p
h
er
icity
r
ev
ea
led
a
s
tatis
tical
s
ig
n
if
ican
ce
o
f
0
.
0
0
0
(
i.e
.
,
p
<
0
.
0
0
5
)
[
2
3
]
.
Hen
ce
,
th
e
d
ata
was
s
u
itab
le
f
o
r
f
ac
to
r
an
aly
s
is
.
3.
RE
SU
L
T
S
3
.
1
.
F
a
ct
o
r
a
na
ly
s
is
T
h
e
ex
p
lo
r
ato
r
y
f
ac
to
r
an
aly
s
is
(
E
FA)
was
co
n
d
u
cted
o
n
th
e
3
2
item
s
r
etain
ed
af
ter
th
e
s
ca
le
p
u
r
if
icatio
n
a
n
d
r
eliab
ilit
y
ass
ess
m
en
t.
Facto
r
an
aly
s
is
was
p
er
f
o
r
m
ed
o
n
a
s
am
p
le
o
f
1
2
0
p
ar
ticip
an
ts
u
s
in
g
I
B
M
SP
S
S
v
er
s
io
n
2
6
,
aim
in
g
to
id
en
tif
y
an
d
elim
in
ate
item
s
th
at
d
id
n
o
t
ac
c
u
r
ately
m
e
asu
r
e
th
e
in
ten
d
e
d
co
m
p
o
n
en
ts
o
r
d
id
n
o
t
alig
n
with
s
p
ec
if
ic
f
ac
to
r
s
with
in
th
e
r
esear
ch
i
n
s
tr
u
m
en
t.
PC
A
with
v
ar
im
ax
r
o
tatio
n
was u
tili
ze
d
to
f
ac
il
itate
th
e
f
a
cto
r
an
aly
s
is
.
I
tem
s
wi
th
f
ac
to
r
lo
ad
in
g
s
less
th
an
0
.
5
wer
e
r
em
o
v
ed
,
lead
in
g
to
a
f
in
al
s
et
o
f
1
9
item
s
o
r
g
an
ized
in
to
f
o
u
r
f
ac
to
r
s
.
An
y
c
o
ef
f
icien
ts
u
n
d
e
r
0
.
5
wer
e
n
o
t
d
is
p
lay
ed
in
th
e
an
aly
s
is
in
o
r
d
er
to
im
p
r
o
v
e
clar
ity
an
d
f
o
cu
s
.
T
h
e
co
m
m
o
n
alities
o
f
all
r
etain
ed
m
ea
s
u
r
es
wer
e
r
elativ
ely
lar
g
e,
ex
ce
ed
in
g
0
.
5
,
in
d
icati
n
g
th
at
th
e
item
s
h
ad
a
s
ig
n
i
f
ican
t
p
o
r
tio
n
o
f
th
eir
v
a
r
ian
c
e
ex
p
lain
ed
b
y
th
e
f
ac
to
r
s
.
A
to
tal
o
f
1
9
item
s
f
o
r
all
f
o
u
r
f
ac
to
r
s
s
h
o
wn
in
T
ab
l
e
1
wer
e
r
etain
e
d
.
3
.
2
.
F
a
ct
o
r
lo
a
din
g
s
T
h
e
f
ac
t
o
r
lo
a
d
i
n
g
s
ar
e
p
r
es
en
ted
i
n
T
a
b
le
1
.
Af
t
e
r
p
er
f
o
r
m
i
n
g
a
r
o
t
ate
d
p
r
i
n
ci
p
al
co
m
p
o
n
en
t
m
a
tr
i
x
o
n
t
h
e
i
n
iti
al
3
2
ite
m
s
,
1
3
ite
m
s
w
er
e
i
d
e
n
t
if
ie
d
as
u
n
s
u
i
ta
b
le
f
o
r
i
n
cl
u
s
i
o
n
a
n
d
w
er
e
s
u
b
s
e
q
u
e
n
tl
y
e
x
cl
u
d
e
d
.
T
h
is
p
r
o
ce
s
s
r
es
u
lt
e
d
in
t
h
e
s
e
lect
io
n
o
f
1
9
ite
m
s
t
h
at
y
i
el
d
e
d
f
o
u
r
d
is
t
in
ct
f
ac
to
r
s
.
A
f
a
ct
o
r
lo
a
d
i
n
g
o
f
0
.
5
0
o
r
g
r
ea
te
r
is
co
n
s
i
d
e
r
ed
a
cc
ep
ta
b
l
e
f
o
r
s
a
m
p
le
s
iz
es
u
p
t
o
1
2
0
i
n
E
FA
[
2
4
]
.
T
a
b
le
2
lis
ts
t
h
e
d
is
tr
i
b
u
ti
o
n
s
o
f
ite
m
s
d
et
e
r
m
i
n
ed
b
y
t
h
e
f
a
ct
o
r
a
n
a
ly
s
is
,
p
r
o
v
id
in
g
a
c
o
m
p
l
et
e
s
u
m
m
a
r
y
o
f
t
h
es
e
f
ac
t
o
r
s
.
3
.
3
.
F
a
ct
o
rs a
nd
t
heir
dis
t
ributio
n
T
h
e
f
ac
to
r
s
an
d
th
eir
d
is
tr
ib
u
t
io
n
s
ar
e
p
r
esen
ted
in
T
ab
le
2
.
Ma
lk
ewitz
et
a
l.
[
2
1
]
em
p
h
a
s
ized
th
at
wh
en
m
u
ltip
le
f
ac
to
r
s
ar
e
p
r
e
s
en
t,
r
eliab
ilit
y
s
h
o
u
ld
b
e
ca
lcu
lated
s
ep
ar
ately
f
o
r
th
e
item
s
co
r
r
esp
o
n
d
in
g
to
ea
ch
f
ac
to
r
.
C
o
n
s
eq
u
en
tly
,
C
r
o
n
b
ac
h
’
s
alp
h
a
was
co
m
p
u
ted
f
o
r
ea
ch
o
f
th
e
f
o
u
r
s
u
b
s
ca
les
id
en
tifie
d
th
r
o
u
g
h
E
FA,
as
d
etailed
in
T
ab
le
2
.
Kh
er
if
an
d
L
aty
p
o
v
a
[
2
0
]
in
d
icate
d
th
at
C
r
o
n
b
ac
h
’
s
alp
h
a
t
h
r
esh
o
ld
o
f
at
least
0
.
6
0
is
ac
ce
p
ta
b
le,
with
a
v
al
u
e
ab
o
v
e
0
.
7
0
c
o
n
s
id
er
ed
h
ig
h
ly
r
eliab
le.
I
n
th
is
s
tu
d
y
,
th
e
r
eliab
ilit
y
f
o
r
th
e
f
ir
s
t
th
r
ee
s
u
b
s
ca
les
was
f
o
u
n
d
to
b
e
a
b
o
v
e
0
.
8
0
,
in
d
icatin
g
ex
ce
llen
t
in
ter
n
al
c
o
n
s
is
ten
cy
.
T
h
ese
f
in
d
in
g
s
p
r
o
v
id
e
s
tr
o
n
g
ev
id
e
n
ce
o
f
th
e
r
eliab
ilit
y
o
f
th
e
d
ev
elo
p
ed
s
ca
le.
T
h
e
p
r
esen
t
s
tu
d
y
em
p
lo
y
ed
I
B
M
SP
SS
v
er
s
io
n
2
6
to
d
eter
m
in
e
th
e
r
eliab
ilit
y
o
f
ea
ch
f
ac
to
r
r
elate
d
to
E
A
s
ep
ar
ately
.
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
Th
e
ed
u
ca
tio
n
a
l a
cc
o
mp
lis
h
men
ts
s
ca
le:
d
ev
elo
p
men
t a
n
d
v
a
lid
a
tio
n
in
th
e
co
n
text
o
f
…
(
A
n
il DCo
s
ta
)
3885
T
ab
le
1
.
Facto
r
l
o
ad
in
g
s
E
AS
I
t
e
m
n
o.
I
t
e
m
C
o
m
p
o
n
e
n
t
s
c
o
r
r
e
s
p
o
n
d
i
n
g
w
i
t
h
f
a
c
t
o
r
l
o
a
d
i
n
g
s
1
2
3
4
EA
1
Th
e
c
o
n
g
r
e
g
a
t
i
o
n
h
a
s
a
v
i
si
o
n
f
o
r
e
d
u
c
a
t
i
o
n
a
l
e
m
p
o
w
e
r
me
n
t
.
0
.
7
0
0
EA
2
Th
e
e
d
u
c
a
t
i
o
n
a
l
i
n
st
i
t
u
t
i
o
n
s
o
f
t
h
e
c
o
n
g
r
e
g
a
t
i
o
n
h
a
v
e
i
m
p
l
e
me
n
t
e
d
t
h
e
c
h
a
r
i
sm
o
f
t
h
e
c
o
n
g
r
e
g
a
t
i
o
n
.
0
.
5
7
7
EA
3
Th
e
e
d
u
c
a
t
i
o
n
a
l
i
n
st
i
t
u
t
i
o
n
s
o
f
t
h
e
c
o
n
g
r
e
g
a
t
i
o
n
h
a
v
e
a
n
e
x
c
e
l
l
e
n
t
a
d
m
i
n
i
st
r
a
t
i
v
e
b
o
d
y
t
o
a
c
h
i
e
v
e
t
h
e
d
e
s
i
r
e
d
g
o
a
l
s
.
0
.
5
7
4
EA
4
Th
e
e
d
u
c
a
t
i
o
n
a
l
i
n
st
i
t
u
t
i
o
n
s
o
f
t
h
e
c
o
n
g
r
e
g
a
t
i
o
n
p
r
o
m
o
t
e
q
u
a
l
i
t
y
-
b
a
s
e
d
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
.
0
.
5
5
3
EA
5
T
h
e
e
d
u
c
a
t
i
o
n
a
l
i
n
s
t
i
t
u
t
i
o
n
s
o
f
t
h
e
c
o
n
g
r
e
g
a
t
i
o
n
s
t
r
i
v
e
t
o
w
a
r
d
s
e
r
v
i
c
e
-
o
r
i
e
n
t
e
d
e
d
u
c
a
t
i
o
n
.
0
.
6
8
6
EA
6
T
h
e
e
d
u
c
a
t
i
o
n
a
l
i
n
s
t
i
t
u
t
i
o
n
s
o
f
t
h
e
c
o
n
g
r
e
g
a
t
i
o
n
w
o
r
k
a
c
c
o
r
d
i
n
g
t
o
i
t
s
mo
t
t
o
.
0
.
6
7
7
EA
7
Th
e
e
d
u
c
a
t
i
o
n
a
l
i
n
st
i
t
u
t
i
o
n
s
o
f
t
h
e
c
o
n
g
r
e
g
a
t
i
o
n
c
o
n
c
e
n
t
r
a
t
e
o
n
d
i
f
f
e
r
e
n
c
e
s
i
n
e
v
e
r
y
c
h
i
l
d
.
0
.
6
5
8
EA
8
Th
e
e
d
u
c
a
t
i
o
n
i
n
s
t
i
t
u
t
i
o
n
s
o
f
t
h
e
c
o
n
g
r
e
g
a
t
i
o
n
h
a
v
e
s
t
r
i
v
e
d
t
o
r
e
-
l
i
v
e
t
h
e
v
a
l
u
e
s
o
f
t
h
e
f
o
u
n
d
e
r
o
f
t
h
e
c
o
n
g
r
e
g
a
t
i
o
n
.
0
.
7
2
7
EA
9
Th
e
e
d
u
c
a
t
i
o
n
a
l
i
n
st
i
t
u
t
i
o
n
s
o
f
t
h
e
c
o
n
g
r
e
g
a
t
i
o
n
f
o
c
u
s
o
n
t
h
e
ser
v
a
n
t
l
e
a
d
e
r
sh
i
p
m
o
d
e
l
.
0
.
7
4
4
EA
1
0
T
h
e
e
d
u
c
a
t
i
o
n
a
l
i
n
s
t
i
t
u
t
i
o
n
s
o
f
t
h
e
c
o
n
g
r
e
g
a
t
i
o
n
r
e
a
c
h
o
u
t
to
t
h
e
p
o
o
r
c
h
i
l
d
r
e
n
i
n
t
h
e
v
i
c
i
n
i
t
y
.
0
.
7
4
5
EA
1
1
Th
e
l
e
a
d
e
r
s o
f
t
h
e
e
d
u
c
a
t
i
o
n
a
l
i
n
st
i
t
u
t
i
o
n
s
o
f
t
h
e
c
o
n
g
r
e
g
a
t
i
o
n
w
i
l
l
st
r
i
v
e
to
w
a
l
k
in
t
h
e
f
o
o
t
p
r
i
n
t
s
of
t
h
e
i
r
f
o
u
n
d
e
r
s
a
i
n
t
.
0
.
6
6
1
EA
1
2
I
n
t
h
e
f
u
t
u
r
e
,
t
h
e
e
d
u
c
a
t
i
o
n
a
l
i
n
s
t
i
t
u
t
i
o
n
s
o
f
t
h
e
c
o
n
g
r
e
g
a
t
i
o
n
w
i
l
l
c
o
n
t
i
n
u
e
t
o
i
m
p
a
r
t
mo
r
a
l
a
n
d
sp
i
r
i
t
u
a
l
a
c
c
o
m
p
a
n
i
me
n
t
to
t
h
e
s
t
u
d
e
n
t
s
.
0
.
6
9
8
EA
1
3
Th
e
e
d
u
c
a
t
i
o
n
a
l
i
n
st
i
t
u
t
i
o
n
s
o
f
t
h
e
c
o
n
g
r
e
g
a
t
i
o
n
w
i
l
l
st
r
i
v
e
f
o
r
t
h
e
h
o
l
i
st
i
c
d
e
v
e
l
o
p
me
n
t
o
f
t
h
e
st
u
d
e
n
t
s.
0
.
7
8
4
EA
1
4
Th
e
e
d
u
c
a
t
i
o
n
a
l
i
n
st
i
t
u
t
i
o
n
s
o
f
t
h
e
c
o
n
g
r
e
g
a
t
i
o
n
w
i
l
l
st
r
i
v
e
f
o
r
t
h
e
a
l
l
-
r
o
u
n
d
d
e
v
e
l
o
p
me
n
t
o
f
t
h
e
c
h
i
l
d
r
e
n
.
0
.
7
2
5
EA
1
5
Th
e
c
o
n
g
r
e
g
a
t
i
o
n
w
i
l
l
f
o
s
t
e
r
s
c
h
o
o
l
l
e
a
d
e
r
s
b
y
f
o
r
mi
n
g
a
n
e
n
v
i
r
o
n
me
n
t
f
o
r
f
r
e
e
c
o
mm
u
n
i
c
a
t
i
o
n
,
w
h
e
r
e
e
v
e
r
y
b
o
d
y
s
h
a
r
e
s h
i
s/
h
e
r
o
p
i
n
i
o
n
.
0
.
5
8
7
EA
1
6
Th
e
e
d
u
c
a
t
i
o
n
a
l
i
n
st
i
t
u
t
i
o
n
s
o
f
t
h
e
c
o
n
g
r
e
g
a
t
i
o
n
h
a
v
e
g
i
v
e
n
i
mp
o
r
t
a
n
c
e
t
o
r
e
sp
e
c
t
t
h
e
c
u
l
t
u
r
e
o
f
t
h
e
s
o
c
i
e
t
y
.
0
.
6
4
0
EA
1
7
Th
e
e
d
u
c
a
t
i
o
n
a
l
i
n
st
i
t
u
t
i
o
n
s
o
f
t
h
e
c
o
n
g
r
e
g
a
t
i
o
n
h
a
s
c
o
n
d
u
c
t
e
d
v
a
r
i
o
u
s a
c
t
i
v
i
t
i
e
s t
o
p
r
o
m
o
t
e
c
u
l
t
u
r
a
l
e
n
r
i
c
h
me
n
t
a
m
o
n
g
t
h
e
s
t
u
d
e
n
t
s
.
0
.
7
8
5
EA
1
8
Th
e
e
d
u
c
a
t
i
o
n
a
l
i
n
st
i
t
u
t
i
o
n
s
o
f
t
h
e
c
o
n
g
r
e
g
a
t
i
o
n
p
r
o
v
i
d
e
e
f
f
e
c
t
i
v
e
l
e
a
d
e
r
s
h
i
p
i
n
e
v
e
r
y
c
o
n
c
e
r
n
i
n
g
m
a
t
t
e
r
o
f
t
h
e
c
u
r
r
i
c
u
l
u
m
.
0
.
6
1
3
EA
1
9
Th
e
e
d
u
c
a
t
i
o
n
a
l
i
n
st
i
t
u
t
i
o
n
s
o
f
t
h
e
c
o
n
g
r
e
g
a
t
i
o
n
a
r
e
c
o
n
c
e
r
n
e
d
a
b
o
u
t
c
a
p
a
c
i
t
y
b
u
i
l
d
i
n
g
o
f
t
h
e
st
a
f
f
.
0
.
6
2
5
T
ab
le
2
.
T
a
b
le
o
f
f
ac
to
r
s
an
d
d
is
tr
ib
u
tio
n
s
S
l
.
N
o
F
a
c
t
o
r
S
u
b
s
c
a
l
e
s
n
o
f
i
t
e
ms
R
e
l
i
a
b
i
l
i
t
y
(
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
)
1.
F
a
c
t
o
r
1
Q
u
a
l
i
t
y
e
d
u
c
a
t
i
o
n
1
-
7
0
.
8
6
0
2.
F
a
c
t
o
r
2
V
a
l
u
e
-
b
a
se
d
e
d
u
c
a
t
i
o
n
8
-
11
0
.
8
0
2
3.
F
a
c
t
o
r
3
I
n
t
e
g
r
a
t
e
d
e
d
u
c
a
t
i
o
n
12
-
15
0
.
8
1
0
4.
F
a
c
t
o
r
4
C
u
l
t
u
r
e
-
e
n
h
a
n
c
e
d
e
d
u
c
a
t
i
o
n
16
-
19
0
.
7
9
5
3
.
4
.
Sco
ring
m
et
ho
do
lo
g
y
f
o
r
educa
t
io
na
l a
cc
o
m
pli
s
hm
e
nts sca
le
T
h
e
item
s
wer
e
s
co
r
ed
u
s
in
g
a
L
ik
er
t
s
ca
le.
T
h
e
s
ca
le
was
p
r
ep
ar
e
d
in
th
e
L
ik
er
t
s
ca
le
m
o
d
el
with
f
iv
e
alter
n
ativ
es
to
an
s
wer
,
i.e
.
,
s
tr
o
n
g
ly
a
g
r
ee
,
ag
r
ee
,
u
n
d
ec
id
ed
,
d
is
ag
r
ee
,
a
n
d
s
tr
o
n
g
ly
d
i
s
ag
r
ee
,
with
s
co
r
es
o
f
5
,
4
,
3
,
2
,
an
d
1
,
r
esp
ec
tiv
ely
.
C
u
m
u
lativ
e
s
co
r
in
g
wa
s
d
o
n
e
b
y
g
iv
in
g
5
p
o
in
ts
to
th
e
m
o
s
t
f
a
v
o
r
a
b
le
r
esp
o
n
s
e
an
d
1
p
o
in
t to
th
e
m
o
s
t n
eg
ativ
e
r
esp
o
n
s
e.
3
.
5
.
Relia
bil
it
y
a
na
l
y
s
is
3
.
5
.
1
.
Cro
nb
a
ch’
s
a
lph
a
C
r
o
n
b
ac
h
al
p
h
a
is
a
m
ea
s
u
r
e
o
f
th
e
in
ter
n
al
c
o
n
s
is
ten
cy
o
f
a
to
o
l,
r
ef
lectin
g
h
o
w
cl
o
s
ely
r
elate
d
th
e
item
s
ar
e
to
each
o
th
er
[
2
1
]
.
T
h
e
o
b
tain
ed
v
alu
e
o
f
C
r
o
n
b
ac
h
’
s
alp
h
a
ca
n
b
e
in
ter
p
r
ete
d
in
v
ar
io
u
s
way
s
.
Klin
e
[
2
5
]
s
u
g
g
ests
an
alp
h
a
o
f
0
.
7
to
0
.
8
is
ac
ce
p
tab
le
f
o
r
co
g
n
itiv
e
an
d
a
b
ilit
y
test
s
.
T
h
ey
r
ec
o
g
n
ize
th
at
wh
en
s
tu
d
y
in
g
p
s
y
ch
o
lo
g
ical
co
n
s
tr
u
cts,
r
eliab
ilit
y
v
alu
es
lo
wer
th
an
0
.
7
ca
n
b
e
ac
ce
p
tab
le
b
ec
au
s
e
o
f
th
e
in
h
er
en
t
v
ar
iab
ilit
y
in
w
h
at
is
b
ein
g
m
ea
s
u
r
e
d
.
Ad
d
itio
n
ally
,
it
i
s
im
p
o
r
tan
t
to
n
o
te
t
h
at
th
e
n
u
m
b
e
r
o
f
item
s
o
n
th
e
s
ca
le
ca
n
af
f
ec
t
th
e
C
r
o
n
b
ac
h
alp
h
a
v
alu
e.
DeV
ellis
an
d
T
h
o
r
p
e
[
2
6
]
p
r
o
v
id
e
s
p
ec
if
ic
r
an
g
es
f
o
r
in
ter
p
r
etin
g
C
r
o
n
b
ac
h
’
s
alp
h
a
f
o
r
r
esear
c
h
s
ca
les:
b
elo
w
0
.6
(
u
n
ac
ce
p
tab
le
)
;
0
.
6
t
o
0
.
6
5
(
u
n
d
esira
b
le
)
;
0
.
6
5
to
0
.
7
(
m
in
im
ally
ac
ce
p
tab
le
)
;
b
etwe
en
0
.
7
to
0
.
8
(
r
esp
ec
tab
le
);
an
d
f
r
o
m
0
.
8
to
0
.
9
class
if
ied
as
v
er
y
g
o
o
d
.
I
n
th
is
s
tu
d
y
,
th
e
C
r
o
n
b
ac
h
’
s
a
lp
h
a
f
o
r
t
h
e
1
9
item
s
o
f
th
e
E
AS w
as f
o
u
n
d
to
b
e
0
.
9
2
1
,
in
d
icatin
g
a
v
er
y
g
o
o
d
m
ea
s
u
r
e
o
f
in
ter
n
al
co
n
s
is
ten
cy
,
co
n
s
is
ten
t
with
th
e
s
tan
d
ar
d
s
s
et
b
y
DeV
elli
s
an
d
T
h
o
r
p
e
[
2
6
]
.
T
h
is
s
tr
o
n
g
r
eliab
ilit
y
p
r
o
v
i
d
es
co
n
f
i
d
en
c
e
in
th
e
s
ca
le’
s
ef
f
ec
tiv
en
es
s
as
a
v
alid
in
s
tr
u
m
en
t
f
o
r
m
ea
s
u
r
in
g
E
A,
as
s
u
m
m
ar
ized
in
T
a
b
le
3
.
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
:
3
8
8
2
-
3890
3886
T
ab
le
3
.
C
r
o
n
b
ac
h
’
s
alp
h
a
r
eli
ab
ilit
y
co
ef
f
icien
ts
f
o
r
th
e
E
A
S
R
e
l
i
a
b
i
l
i
t
y
st
a
t
i
st
i
c
s
n
u
m
b
e
r
o
f
i
t
e
ms
C
r
o
n
b
a
c
h
’
s a
l
p
h
a
19
0
.
9
2
1
3
.
5
.
2
.
Split
-
ha
lf
co
ef
f
icient
T
h
e
s
p
lit
-
h
alf
r
eliab
ilit
y
m
ea
s
u
r
e
ev
al
u
ates
th
e
c
o
n
s
is
ten
cy
o
f
a
to
o
l
b
y
co
r
r
elatin
g
r
esu
lts
f
r
o
m
h
alf
o
n
e
an
d
h
al
f
two
.
T
a
b
le
4
p
r
esen
ts
s
tati
s
tics
f
o
r
th
e
s
p
lit
-
h
alf
r
eliab
ilit
y
o
f
th
e
E
AS
.
I
n
ter
n
al
co
n
s
is
ten
cy
(
Gu
tm
an
n
s
p
lit
-
h
al
f
co
e
f
f
icien
t)
f
o
r
th
e
1
9
item
s
o
f
th
e
s
ca
le
was
f
o
u
n
d
to
b
e
0
.
8
6
5
,
with
th
e
test
item
s
d
iv
id
ed
in
t
o
two
,
f
ir
s
t
h
al
f
an
d
s
ec
o
n
d
h
alf
.
R
eliab
ilit
y
f
o
r
th
ese
two
g
r
o
u
p
s
o
f
item
s
wa
s
q
u
an
tifie
d
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a
0
.
8
6
2
(
n
=1
0
)
an
d
0
.
8
7
2
(
n
=0
9
)
,
r
esp
ec
tiv
ely
.
T
h
e
r
esear
ch
er
s
ca
lcu
lat
ed
th
e
co
r
r
elatio
n
in
th
is
s
am
e
m
an
n
er
b
u
t
n
o
w
a
p
p
lied
it
to
h
o
w
cl
o
s
ely
alig
n
e
d
(
r
elate
d
)
ea
ch
o
f
th
ese
two
f
o
r
m
s
was,
with
a
to
tal
s
co
r
e
f
o
r
t
h
at
g
r
o
u
p
o
f
te
s
t item
s
o
f
0
.
7
6
2
.
T
ab
le
4
.
Sp
lit
-
h
alf
r
eliab
ilit
y
s
tatis
tic
s
o
f
th
e
E
AS
R
e
l
i
a
b
i
l
i
t
y
st
a
t
i
st
i
c
s
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
P
a
r
t
1
V
a
l
u
e
0
.
8
6
2
N
o
o
f
i
t
e
ms
10
a
P
a
r
t
2
V
a
l
u
e
0
.
8
7
2
N
o
f
i
t
e
m
s
9
b
To
t
a
l
N
o
f
I
t
e
ms
19
C
o
r
r
e
l
a
t
i
o
n
b
e
t
w
e
e
n
f
o
r
ms
0
.
7
6
2
S
p
e
a
r
m
a
n
-
b
r
o
w
n
c
o
e
f
f
i
c
i
e
n
t
Eq
u
a
l
l
e
n
g
t
h
0
.
8
6
5
U
n
e
q
u
a
l
l
e
n
g
t
h
0
.
8
6
5
G
u
t
t
ma
n
s
p
l
i
t
-
h
a
l
f
c
o
e
f
f
i
c
i
e
n
t
0
.
8
6
5
a
Th
e
i
t
e
ms
a
r
e
:
Q
1
,
Q
2
,
Q
3
,
Q
4
,
Q
5
,
Q
6
,
Q
7
,
Q
8
,
Q
9
,
Q
1
0
.
b
Th
e
i
t
e
ms
a
r
e
:
Q
1
1
,
Q
1
2
,
Q
1
3
,
Q
1
4
,
Q
1
5
,
Q
1
6
,
Q
1
7
,
Q
1
8
,
Q
1
9
.
3
.
5
.
3
.
G
utt
m
a
n’s La
m
bd
a
T
h
e
L
am
b
d
a
in
d
ices
d
escr
ib
e
d
b
y
Gu
ttm
an
wer
e
ca
lcu
lated
b
y
s
p
litt
in
g
th
e
item
s
o
n
a
te
s
t
in
to
two
h
alv
es
in
a
way
th
at
m
ax
im
ized
th
e
co
v
ar
ian
ce
o
f
s
co
r
es
b
etwe
en
th
ese
two
h
alv
es.
T
ab
le
5
p
r
esen
ts
th
e
r
esu
lts
o
f
Gu
ttm
a
n
’
s
r
eliab
ilit
y
s
tatis
tics
o
f
th
e
E
AS.
T
ab
le
5
s
h
o
ws
s
ix
Gu
ttm
an
L
am
b
d
a
in
d
ices
n
u
m
b
e
r
ed
in
o
r
d
er
,
e
.
g
.
,
L
am
b
d
a
1
,
2
,
.
.
.
5
,
an
d
L
am
b
d
a
6
.
T
h
e
L
am
b
d
a
2
ca
lcu
lated
in
ter
-
f
o
r
m
r
eliab
ilit
ies
o
f
p
ar
allel
f
o
r
m
s
,
wh
ich
p
r
o
v
i
d
es
an
esti
m
ate
o
f
th
e
co
r
r
elatio
n
b
etwe
e
n
p
ar
allel
f
o
r
m
s
0
.
9
2
3
,
o
r
9
2
.
3
%
o
f
th
e
v
ar
ia
n
ce
,
is
a
tr
u
e
s
co
r
e
an
d
o
n
ly
7
.
7
%
d
u
e
to
m
ea
s
u
r
em
e
n
t
er
r
o
r
.
E
ac
h
o
f
t
h
e
s
ix
L
am
b
d
a
m
e
asu
r
es
ar
e
o
v
er
0
.
8
,
wh
ich
s
ig
n
if
ied
a
s
u
f
f
icien
t r
el
iab
ilit
y
o
f
th
e
test
.
T
ab
le
5
.
Gu
ttm
an
’
s
r
eliab
ilit
y
an
aly
s
is
f
o
r
th
e
E
AS
P
a
r
t
i
c
u
l
a
r
s
La
mb
d
a
i
n
d
i
c
e
s
C
o
r
r
e
l
a
t
i
o
n
La
mb
d
a
1
0
.
8
7
3
2
0
.
9
2
3
3
0
.
9
2
1
4
0
.
8
6
5
5
0
.
9
0
2
6
0
.
9
4
1
n
o
f
i
t
e
ms
19
3
.
6
.
Descript
iv
e
s
t
a
t
is
t
ics o
f
educa
t
io
na
l a
cc
o
m
pli
s
hm
ent
s
s
ca
le
T
ab
le
6
g
iv
es
th
e
d
escr
ip
tiv
e
o
f
th
e
1
9
item
s
o
f
th
e
E
AS
,
with
r
esp
ec
t
to
th
eir
m
ea
n
an
d
s
tan
d
ar
d
d
ev
iatio
n
.
T
h
e
m
ea
n
an
d
s
tan
d
ar
d
d
ev
iatio
n
wer
e
ca
lcu
lated
to
b
e
7
8
.
5
7
an
d
9
.
8
9
6
,
r
esp
ec
tiv
ely
.
T
h
e
n
o
r
m
s
o
f
th
e
s
ca
le
wer
e
ca
lcu
lated
u
s
in
g
th
e
m
ea
n
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
.
3
.
7
.
No
r
m
s
o
f
educa
t
io
na
l a
cc
o
m
pli
s
hm
ent
s
s
ca
le
No
r
m
s
f
o
r
th
e
1
9
item
s
o
f
t
h
e
E
A
wer
e
estab
lis
h
ed
b
ase
d
o
n
th
e
m
ea
n
an
d
s
tan
d
ar
d
d
ev
iatio
n
(
M+
/
-
SD)
as g
iv
en
in
T
ab
le
7
.
Sco
r
es o
f
th
e
r
esp
o
n
d
en
ts
o
b
t
ain
ed
b
elo
w
6
7
wer
e
r
an
k
ed
a
s
‘
lo
w;
th
o
s
e
in
th
e
r
an
g
e
o
f
6
7
-
8
8
wer
e
ca
teg
o
r
ized
as
b
ein
g
‘
m
o
d
er
ate’
s
co
r
e
s
,
an
d
th
o
s
e
8
9
an
d
ab
o
v
e
we
r
e
r
a
n
k
ed
as
b
ei
n
g
‘
h
ig
h
.
’
T
h
u
s
,
th
e
r
eliab
ilit
y
(
alp
h
a)
estab
lis
h
ed
f
o
r
th
e
1
9
item
s
o
f
E
AS
wa
s
ca
lcu
lated
to
b
e
0
.
9
2
1
.
T
h
is
s
ca
le
is
v
alu
ab
le
f
o
r
e
d
u
ca
tio
n
al
ass
ess
m
en
t a
n
d
d
ec
is
io
n
-
m
a
k
in
g
f
o
r
d
if
f
er
en
t in
s
titu
tio
n
s
.
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
Th
e
ed
u
ca
tio
n
a
l a
cc
o
mp
lis
h
men
ts
s
ca
le:
d
ev
elo
p
men
t a
n
d
v
a
lid
a
tio
n
in
th
e
co
n
text
o
f
…
(
A
n
il DCo
s
ta
)
3887
T
ab
le
6
.
R
esu
lts
o
f
d
escr
ip
tiv
e
s
tatis
tic
s
o
f
E
AS
n
o
f
i
t
e
ms
M
i
n
i
m
u
m
M
a
x
i
m
u
m
M
SD
19
47
98
7
8
.
5
7
9
.
8
9
6
T
ab
le
7
.
No
r
m
s
o
f
E
AS
Lo
w
M
o
d
e
r
a
t
e
H
i
g
h
B
e
l
o
w
6
8
68
-
88
A
b
o
v
e
8
9
4.
DIS
CU
SS
I
O
N
Alth
o
u
g
h
I
n
d
ia
h
as
b
r
o
ad
en
e
d
th
e
p
r
o
v
is
io
n
o
f
ed
u
ca
tio
n
with
n
o
tab
le
ac
h
iev
em
e
n
ts
b
y
h
a
v
in
g
in
s
titu
tes
lik
e
I
n
d
ian
I
n
s
titu
te
s
o
f
T
ec
h
n
o
lo
g
y
(
I
I
T
s
)
an
d
I
n
d
ian
I
n
s
titu
tes
o
f
Ma
n
ag
em
e
n
t
(
I
I
Ms)
,
th
er
e
ar
e
s
till
p
o
licy
v
o
i
d
s
th
at
n
ee
d
att
en
tio
n
in
th
e
co
n
te
x
t
o
f
EA
.
Desp
ite
th
e
en
ac
tm
e
n
t
o
f
p
o
licies
lik
e
th
e
R
ig
h
t
t
o
E
d
u
ca
tio
n
Act
an
d
th
e
Nati
o
n
al
E
ar
ly
C
h
ild
h
o
o
d
C
ar
e
an
d
E
d
u
ca
tio
n
(
E
C
C
E
)
Po
licy
,
wh
ich
en
s
u
r
e
ed
u
ca
tio
n
f
o
r
ch
ild
r
en
a
n
d
ea
r
ly
ch
ild
h
o
o
d
ca
r
e,
ch
allen
g
es
p
er
s
is
t
in
ter
m
s
o
f
q
u
ality
,
e
q
u
ity
,
an
d
o
u
tco
m
es
ac
r
o
s
s
v
ar
io
u
s
ed
u
ca
tio
n
al
lev
els.
On
th
e
o
n
e
h
an
d
,
I
n
d
ia
h
a
s
a
lar
g
e
n
u
m
b
er
o
f
u
n
iv
er
s
ities
,
b
u
t
th
e
s
tate
o
f
af
f
air
s
r
elate
d
t
o
q
u
ality
in
ed
u
ca
tio
n
is
d
e
p
lo
r
ab
le
,
an
d
y
et
s
k
ill
d
ev
elo
p
m
e
n
t
an
d
em
p
lo
y
ab
ilit
y
s
it
as
m
ajo
r
ch
allen
g
es
[
2
7
]
,
[
2
8
]
.
Fil
lin
g
th
ese
p
o
licy
g
ap
s
is
ess
en
tial
to
th
e
c
o
n
tin
u
e
d
s
tr
en
g
th
e
n
in
g
o
f
EA
in
th
e
co
u
n
tr
y
.
T
h
e
liter
ac
y
r
ate
h
as
s
h
o
wn
s
ig
n
if
ican
t
im
p
r
o
v
em
en
t,
esp
ec
i
ally
in
r
u
r
al
ar
ea
s
,
an
d
th
e
r
e
h
as
b
ee
n
a
n
o
tab
le
in
c
r
ea
s
e
in
e
d
u
ca
tio
n
ex
p
en
d
itu
r
e
–
f
r
o
m
0
.
6
4
%
o
f
GDP
in
1
9
5
2
to
4
.
1
3
%
in
2
0
1
4
,
b
u
t
c
h
allen
g
es
p
er
s
is
t
(
Min
is
tr
y
o
f
Statis
tics
an
d
Pro
g
r
am
m
e
I
m
p
lem
en
t
atio
n
)
.
T
h
ese
in
clu
d
e
d
is
p
ar
i
ties
in
ed
u
ca
tio
n
al
q
u
ality
b
etwe
en
u
r
b
an
an
d
r
u
r
al
ar
ea
s
,
in
s
u
f
f
icien
t
i
n
f
r
as
tr
u
ctu
r
e,
a
n
d
a
n
ee
d
f
o
r
b
ett
er
-
tr
ain
ed
teac
h
er
s
.
Alth
o
u
g
h
th
e
r
is
e
in
liter
ac
y
r
ates
r
ef
lects
p
r
o
g
r
ess
in
r
ea
ch
i
n
g
m
ar
g
i
n
alize
d
co
m
m
u
n
ities
,
th
er
e
is
s
till
m
u
ch
wo
r
k
to
b
e
d
o
n
e
to
en
s
u
r
e
e
q
u
itab
le
ac
ce
s
s
to
q
u
ality
ed
u
ca
tio
n
an
d
to
ad
d
r
ess
th
e
g
ap
s
in
ed
u
ca
tio
n
al
o
u
tco
m
es a
cr
o
s
s
d
if
f
e
r
en
t r
e
g
io
n
s
an
d
s
o
cio
ec
o
n
o
m
ic
g
r
o
u
p
s
.
I
n
d
ia
h
as
m
a
d
e
s
ig
n
if
ican
t
p
r
o
g
r
ess
in
r
ed
u
cin
g
th
e
n
u
m
b
e
r
o
f
o
u
t
-
of
-
s
ch
o
o
l
c
h
ild
r
en
f
r
o
m
1
3
.
4
6
m
illi
o
n
in
2
0
0
6
to
6
.
1
m
illi
o
n
in
2
0
1
4
,
b
u
t
m
ajo
r
ch
all
en
g
es
r
em
ain
,
p
ar
tic
u
lar
ly
in
r
etain
in
g
s
tu
d
en
ts
th
r
o
u
g
h
o
u
t
th
e
ed
u
ca
tio
n
cy
cl
e.
Nea
r
ly
2
9
%
o
f
s
tu
d
en
ts
d
r
o
p
o
u
t
b
ef
o
r
e
co
m
p
letin
g
ele
m
en
tar
y
ed
u
ca
ti
o
n
,
d
is
p
r
o
p
o
r
tio
n
ately
a
f
f
ec
tin
g
m
ar
g
in
alize
d
g
r
o
u
p
s
.
Ad
d
itio
n
ally
,
ar
o
u
n
d
h
alf
o
f
ad
o
lesc
en
ts
d
o
n
o
t
f
in
is
h
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
,
an
d
2
0
m
illi
o
n
ch
ild
r
e
n
a
r
e
n
o
t
atten
d
in
g
p
r
esch
o
o
l
(
SR
I
-
I
MRB
Su
r
v
ey
s
,
2
0
0
9
an
d
2
0
1
4
)
.
T
h
e
f
ac
t
t
h
at
n
ea
r
l
y
5
0
0
m
illi
o
n
p
r
im
ar
y
s
ch
o
o
l
ch
il
d
r
en
a
r
e
n
o
t
ac
h
iev
i
n
g
g
r
ad
e
-
ap
p
r
o
p
r
iate
lear
n
i
n
g
lev
els
u
n
d
er
s
co
r
es
th
e
d
if
f
ic
u
lty
o
f
m
ee
tin
g
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t
g
o
al
4
(
SDG
4
)
,
wh
ich
aim
s
f
o
r
in
clu
s
iv
e
an
d
eq
u
itab
le
q
u
ality
ed
u
ca
tio
n
f
o
r
all
in
I
n
d
ia
(
R
ap
id
Su
r
v
ey
o
f
C
h
ild
r
e
n
2
0
1
3
to
2
0
1
4
,
Min
is
tr
y
o
f
W
o
m
en
an
d
C
h
ild
Dev
el
o
p
m
en
t
(
MWC
D)
an
d
Natio
n
al
Ach
iev
em
e
n
t
Su
r
v
e
y
,
N
atio
n
al
C
o
u
n
cil
o
f
E
d
u
ca
tio
n
al
R
esear
ch
an
d
T
r
a
in
in
g
(
NC
E
R
T
)
,
2
0
1
7
)
.
T
h
ese
g
ap
s
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
i
n
ten
s
if
ied
ef
f
o
r
ts
to
ad
d
r
ess
d
is
p
ar
ities
an
d
im
p
r
o
v
e
ed
u
ca
tio
n
q
u
ality
at
all
lev
el
s
.
I
n
d
ia’
s
ed
u
ca
tio
n
s
y
s
tem
p
r
es
en
ts
s
ig
n
if
ican
t b
ar
r
ier
s
f
o
r
s
tu
d
en
ts
tr
y
in
g
to
p
r
o
g
r
ess
to
h
ig
h
er
lev
els,
with
s
tar
k
is
s
u
es
s
u
ch
as
h
i
g
h
u
n
em
p
lo
y
m
e
n
t
r
ates
am
o
n
g
y
o
u
t
h
with
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
(
1
8
.
1
0
%
)
co
m
p
ar
ed
to
th
o
s
e
with
p
r
im
a
r
y
ed
u
ca
tio
n
(
1
1
.
6
0
%).
Acc
o
r
d
in
g
t
o
th
e
r
ep
o
r
t
b
y
th
e
Natio
n
al
Sam
p
le
Su
r
v
e
y
Or
g
an
izatio
n
(
NSSO),
th
e
q
u
ality
o
f
ed
u
ca
tio
n
is
co
m
p
r
o
m
is
ed
,
as
n
ea
r
ly
o
n
e
-
th
ir
d
o
f
teac
h
er
s
ar
e
n
o
t
ad
eq
u
ately
q
u
alif
ied
,
a
n
d
th
e
r
elian
ce
o
n
r
o
te
lear
n
i
n
g
s
tifle
s
cr
itical
th
in
k
in
g
an
d
p
r
ac
t
ical
ap
p
licatio
n
o
f
k
n
o
wled
g
e.
Ad
d
itio
n
ally
,
th
e
cu
r
r
icu
lu
m
is
o
f
ten
o
u
t
d
ated
,
an
d
s
ch
o
o
ls
,
esp
ec
ially
in
r
u
r
a
l
ar
ea
s
,
s
u
f
f
er
f
r
o
m
in
ad
eq
u
ate
in
f
r
astru
ctu
r
e,
lack
in
g
ess
en
tials
lik
e
elec
tr
icity
,
clea
n
wate
r
,
an
d
s
an
itatio
n
[
2
9
]
,
[
3
0
]
.
Seco
n
d
ly
,
r
e
g
ar
d
in
g
v
alu
e
-
b
a
s
ed
ed
u
ca
tio
n
,
th
e
Natio
n
al
Stu
d
y
o
n
T
e
n
Yea
r
Sch
o
o
l
C
u
r
r
icu
lu
m
I
m
p
lem
en
tatio
n
b
y
NC
E
R
T
r
ec
o
m
m
en
d
e
d
t
h
at
m
o
r
al
e
d
u
c
atio
n
b
e
in
clu
d
ed
in
t
h
e
s
ch
o
o
l
cu
r
r
icu
lu
m
,
an
d
en
co
u
r
a
g
em
en
t
o
f
ch
ar
ac
ter
b
u
ild
in
g
,
p
r
o
g
r
am
s
f
o
r
s
o
cial
s
er
v
ice,
p
h
y
s
ical
ed
u
ca
tio
n
,
an
d
cu
ltu
r
al
p
r
o
g
r
a
m
s
s
h
o
u
ld
b
e
p
r
o
m
o
ted
.
T
h
e
Natio
n
al
C
u
r
r
icu
lu
m
Fra
m
ewo
r
k
s
o
f
2
0
0
0
a
n
d
2
0
0
5
ad
v
o
ca
ted
f
o
r
th
e
in
clu
s
io
n
o
f
v
alu
e
ed
u
ca
tio
n
a
n
d
p
ea
ce
e
d
u
ca
tio
n
to
ad
d
r
ess
b
o
th
n
atio
n
al
an
d
g
lo
b
al
co
n
ce
r
n
s
.
T
h
e
n
atio
n
al
e
d
u
ca
tio
n
p
o
licy
(
NE
P)
2
0
2
0
f
u
r
th
e
r
em
p
h
asizes
th
e
n
ee
d
to
in
co
r
p
o
r
ate
eth
ical
r
ea
s
o
n
in
g
,
tr
ad
iti
o
n
al
I
n
d
ian
v
alu
es
,
s
u
ch
as
s
ev
a
(
s
er
v
ice
)
,
a
h
ims
a
(
n
o
n
-
v
i
o
len
ce
)
,
s
w
a
ch
ch
a
t
a
(
clea
n
lin
ess
)
,
s
a
t
ya
(
tr
u
t
h
f
u
ln
ess
)
,
n
is
h
ka
ma
ka
r
ma
(
s
elf
less
o
r
d
esire
less
ac
tio
n
)
,
s
h
a
n
th
i
(
p
ea
ce
)
,
s
ac
r
if
ice,
to
ler
an
ce
,
d
i
v
er
s
ity
,
p
lu
r
alis
m
,
r
ig
h
teo
u
s
co
n
d
u
ct,
g
e
n
d
er
s
en
s
itiv
ity
,
r
esp
ec
t
f
o
r
eld
er
s
an
d
all
p
eo
p
le
[
3
1
]
.
T
h
ese
in
itiativ
es
aim
to
n
u
r
tu
r
e
n
o
t
o
n
ly
ac
a
d
em
ic
d
e
v
elo
p
m
en
t
b
u
t
also
th
e
m
o
r
al
an
d
et
h
ical
g
r
o
wth
o
f
s
tu
d
en
ts
,
p
r
e
p
ar
in
g
th
e
m
to
b
e
r
esp
o
n
s
ib
le
citizen
s
.
T
h
e
s
tu
d
y
also
u
n
d
e
r
lin
es
th
e
im
p
o
r
tan
ce
o
f
cu
ltu
r
e
-
em
b
e
d
d
ed
ed
u
ca
tio
n
in
I
n
d
ia’
s
m
u
lti
-
cu
ltu
r
ally
d
iv
er
s
e
s
o
cio
-
cu
ltu
r
al
lan
d
s
ca
p
e.
T
h
e
NE
P
1
9
8
6
r
ec
o
g
n
ize
d
th
e
im
p
o
r
tan
ce
o
f
m
ak
in
g
ed
u
ca
tio
n
c
u
ltu
r
e
-
b
ased
to
r
ef
lect
th
e
co
u
n
tr
y
’
s
m
u
lti
-
eth
n
ic
an
d
m
u
lti
-
r
elig
i
o
u
s
co
n
tex
ts
.
T
h
e
C
en
tr
e
f
o
r
C
u
ltu
r
al
R
eso
u
r
ce
s
an
d
T
r
ain
in
g
,
Delh
i
(
C
C
R
T
)
em
p
h
asized
th
at
ef
f
ec
tiv
e
ed
u
ca
tio
n
m
u
s
t
ad
d
r
ess
s
tu
d
en
ts
’
c
o
g
n
itiv
e,
em
o
tio
n
al,
a
n
d
s
p
ir
itu
al
n
ee
d
s
b
y
in
teg
r
atin
g
c
u
ltu
r
al
ele
m
en
ts
.
T
h
e
NE
P
2
0
2
0
h
as
r
e
iter
ated
th
is
aim
o
f
en
s
u
r
in
g
th
at
th
er
e
is
n
o
n
eg
at
io
n
o
f
d
iv
e
r
s
ity
an
d
l
o
ca
l
r
ea
li
ties
in
cu
r
r
icu
lu
m
,
p
e
d
ag
o
g
y
,
an
d
p
o
licies
wh
ile
ad
v
o
ca
tin
g
f
o
r
I
n
d
ia
n
lan
g
u
a
g
es,
ar
ts
,
an
d
cu
ltu
r
e
[
3
2
]
.
T
h
is
is
f
o
llo
wed
b
y
a
n
ap
p
r
o
a
ch
th
at
ass
u
r
es
an
ed
u
ca
tio
n
t
h
at
alig
n
s
with
th
e
cu
ltu
r
al
h
er
itag
e
an
d
id
en
tity
o
f
lear
n
e
r
s
,
th
er
eb
y
m
a
k
in
g
it
m
o
r
e
r
elev
an
t
a
n
d
wh
o
leso
m
e.
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
:
3
8
8
2
-
3890
3888
I
n
th
e
en
d
,
th
e
E
A
to
o
l
n
o
t
o
n
ly
en
h
an
ce
s
th
e
EA
o
f
in
s
titu
tio
n
s
b
u
t
also
h
elp
s
d
ev
elo
p
a
q
u
ality
,
in
teg
r
ated
,
v
alu
e
-
b
ased
,
an
d
cu
ltu
r
e
-
en
h
an
ce
d
e
d
u
ca
tio
n
.
I
t
lay
s
em
p
h
asis
o
n
teac
h
er
tr
ain
in
g
,
cu
r
r
icu
lu
m
m
o
d
er
n
izatio
n
,
a
n
d
i
n
f
r
astru
ct
u
r
al
d
e
v
elo
p
m
e
n
t,
esp
ec
ially
i
n
r
u
r
al
ar
ea
s
.
I
t
also
f
o
cu
s
es
o
n
th
e
g
o
v
er
n
m
e
n
tal
f
u
n
ctio
n
o
f
p
r
o
v
id
i
n
g
ed
u
ca
tio
n
to
all,
r
eg
ar
d
less
o
f
s
o
cial
class
.
Fu
r
th
er
m
o
r
e,
p
o
licies lik
e
th
e
NE
P
2
0
2
0
a
n
d
s
ch
em
es
s
u
ch
as
th
e
S
a
mg
r
a
S
h
iksh
a
A
b
h
iya
n
(
t
h
e
n
atio
n
a
l
ed
u
ca
tio
n
m
is
s
io
n
)
an
d
R
a
s
h
tr
iya
Ma
d
h
ya
mik
S
h
iksh
a
A
b
h
iya
n
(
n
atio
n
al
m
is
s
io
n
f
o
r
s
ec
o
n
d
ar
y
ed
u
c
atio
n
)
ar
e
cr
u
cial
f
o
r
en
h
an
cin
g
th
e
q
u
ality
o
f
ed
u
ca
tio
n
ac
r
o
s
s
all
lev
els.
Ho
wev
er
,
to
im
p
lem
en
t
th
es
e
ef
f
ec
tiv
ely
,
s
tr
o
n
g
g
o
v
er
n
a
n
ce
an
d
m
o
n
ito
r
in
g
m
ec
h
an
is
m
s
ar
e
n
ec
ess
ar
y
.
U
ltima
tely
,
th
e
p
a
p
er
s
er
v
es
as
a
r
eso
u
r
ce
f
o
r
r
esear
ch
er
s
,
p
o
licy
m
ak
er
s
,
an
d
ed
u
ca
to
r
s
co
m
m
itted
to
f
o
s
ter
in
g
a
h
o
lis
tic,
q
u
ality
s
y
s
tem
o
f
e
d
u
ca
tio
n
t
h
at
m
o
d
er
n
i
ze
s
with
tim
e
an
d
in
teg
r
ates in
clu
s
iv
ity
o
n
a
g
lo
b
al
s
ca
le.
5.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
d
ev
elo
p
ed
an
d
v
alid
ated
th
e
E
AS,
a
5
-
p
o
in
t
L
ik
er
t
-
ty
p
e
s
ca
le
d
esig
n
ed
to
a
s
s
es
s
th
e
ac
co
m
p
lis
h
m
en
ts
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
T
h
e
p
r
o
c
ess
f
o
llo
wed
d
is
tin
ct
p
h
ases
,
in
clu
d
in
g
item
g
en
er
atio
n
,
c
o
n
ten
t
v
alid
atio
n
,
s
ca
le
co
n
s
tr
u
ctio
n
,
an
d
e
v
alu
atio
n
o
f
th
e
s
ca
le
’
s
d
im
en
s
i
o
n
s
,
r
eliab
ilit
y
,
an
d
v
alid
ity
.
Du
r
i
n
g
t
h
e
d
e
v
elo
p
m
en
t,
th
e
s
ca
le
u
n
d
e
r
wen
t
s
cr
u
tin
y
f
o
r
f
ac
e
v
alid
ity
a
n
d
co
n
ten
t
v
alid
ity
.
R
eliab
ilit
y
m
ea
s
u
r
es
f
o
r
th
e
o
v
er
all
s
ca
le
a
n
d
its
f
o
u
r
s
u
b
s
ca
les
wer
e
estab
lis
h
ed
.
T
h
is
p
r
o
p
o
s
ed
s
tu
d
y
p
r
o
v
id
es
v
alu
ab
le
co
n
tr
ib
u
tio
n
s
to
th
e
ed
u
c
atio
n
al
s
ce
n
ar
i
o
.
First,
it
en
h
an
ce
s
th
e
e
x
is
tin
g
liter
atu
r
e
b
y
cr
ea
tin
g
an
d
v
alid
atin
g
a
to
o
l
to
m
ea
s
u
r
e
E
A
in
ac
ad
em
ic
s
ettin
g
s
.
Seco
n
d
,
it
p
r
o
v
id
es
a
s
ca
le
th
at
ca
n
g
ath
e
r
ess
en
tial
in
s
ig
h
ts
in
to
in
s
titu
tio
n
s
’
n
ee
d
s
an
d
g
o
als
r
elate
d
t
o
E
A,
as
well
as
g
u
id
e
e
d
u
ca
t
io
n
al
m
an
a
g
em
en
t
ef
f
o
r
ts
.
T
h
ir
d
,
th
e
s
tu
d
y
d
ee
p
en
s
th
e
u
n
d
e
r
s
tan
d
in
g
o
f
E
A
with
in
th
e
I
n
d
ia
n
ed
u
ca
tio
n
al
co
n
tex
t.
Fin
ally
,
it
ex
p
an
d
s
t
h
e
c
u
r
r
en
t
b
o
d
y
o
f
r
esear
ch
b
y
ex
p
l
o
r
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
E
A
an
d
th
e
p
er
f
o
r
m
a
n
ce
o
f
s
ch
o
o
ls
o
r
c
o
lleg
es.
T
h
is
s
ca
le
ca
n
h
el
p
p
o
licy
m
ak
er
s
u
n
d
er
s
tan
d
th
e
p
er
f
o
r
m
a
n
ce
ac
h
iev
ed
b
y
v
ar
io
u
s
in
s
titu
tio
n
s
,
esp
ec
ially
r
elig
io
u
s
co
n
g
r
e
g
atio
n
s
,
m
a
k
in
g
it
a
v
alu
ab
le
to
o
l
f
o
r
ed
u
ca
tio
n
al
ev
alu
atio
n
a
n
d
d
ec
is
io
n
v
alu
e.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT
)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
An
il DCo
s
ta
✓
✓
✓
✓
✓
✓
✓
J
o
s
ep
h
C
h
ac
k
o
C
h
en
n
attu
s
er
r
y
✓
✓
✓
✓
✓
✓
✓
Ken
n
ed
y
An
d
r
ew
T
h
o
m
as
✓
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
DATA AV
AI
L
AB
I
L
I
T
Y
Der
iv
ed
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
av
ailab
le
f
r
o
m
th
e
co
r
r
esp
o
n
d
i
n
g
a
u
th
o
r
[
AD]
,
o
n
r
eq
u
est.
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
Th
e
ed
u
ca
tio
n
a
l a
cc
o
mp
lis
h
men
ts
s
ca
le:
d
ev
elo
p
men
t a
n
d
v
a
lid
a
tio
n
in
th
e
co
n
text
o
f
…
(
A
n
il DCo
s
ta
)
3889
RE
F
E
R
E
NC
E
S
[
1
]
S
.
D
j
a
m
b
a
z
o
v
a
-
P
o
p
o
r
d
a
n
o
s
k
a
,
“
I
mp
l
i
c
a
t
i
o
n
s
o
f
e
m
o
t
i
o
n
r
e
g
u
l
a
t
i
o
n
o
n
y
o
u
n
g
c
h
i
l
d
r
e
n
’
s
e
m
o
t
i
o
n
a
l
w
e
l
l
b
e
i
n
g
a
n
d
e
d
u
c
a
t
i
o
n
a
l
a
c
h
i
e
v
e
me
n
t
,
”
E
d
u
c
a
t
i
o
n
a
l
Re
v
i
e
w
,
v
o
l
.
6
8
,
n
o
.
4
,
p
p
.
4
9
7
–
5
1
5
,
O
c
t
.
2
0
1
6
,
d
o
i
:
1
0
.
1
0
8
0
/
0
0
1
3
1
9
1
1
.
2
0
1
6
.
1
1
4
4
5
5
9
.
[
2
]
B
.
V
a
d
i
v
e
l
,
S
.
A
l
a
m,
I
.
N
i
k
p
o
o
,
a
n
d
B
.
A
j
a
n
i
l
,
“
T
h
e
I
mp
a
c
t
o
f
Lo
w
S
o
c
i
o
e
c
o
n
o
m
i
c
B
a
c
k
g
r
o
u
n
d
o
n
a
C
h
i
l
d
’
s
E
d
u
c
a
t
i
o
n
a
l
A
c
h
i
e
v
e
me
n
t
s,”
E
d
u
c
a
t
i
o
n
R
e
se
a
rc
h
I
n
t
e
rn
a
t
i
o
n
a
l
,
v
o
l
.
2
0
2
3
,
n
o
.
1
,
p
.
6
5
6
5
0
8
8
,
Ja
n
.
2
0
2
3
,
d
o
i
:
1
0
.
1
1
5
5
/
2
0
2
3
/
6
5
6
5
0
8
8
.
[
3
]
M
.
J
.
H
a
w
t
h
o
r
n
e
,
A
.
C
o
o
p
e
r
,
K
.
C
h
a
v
i
s,
T.
B
u
r
r
e
l
l
,
a
n
d
C
.
E
v
a
n
s,
“
A
b
i
l
i
t
y
a
n
d
r
e
s
p
o
n
si
b
i
l
i
t
y
:
N
e
e
d
f
o
r
C
o
g
n
i
t
i
o
n
a
n
d
st
u
d
y
h
a
b
i
t
s
i
n
a
c
a
d
e
mi
c
a
c
h
i
e
v
e
me
n
t
,
”
Re
s
e
a
r
c
h
i
n
H
i
g
h
e
r
Ed
u
c
a
t
i
o
n
J
o
u
rn
a
l
,
v
o
l
.
3
9
,
p
p
.
1
–
1
3
,
2
0
2
1
.
[
4
]
T.
K
o
n
s
t
(
e
.
P
e
n
t
t
i
l
ä
)
a
n
d
L.
K
a
i
r
i
st
o
-
M
e
r
t
a
n
e
n
,
“
D
e
v
e
l
o
p
i
n
g
i
n
n
o
v
a
t
i
o
n
p
e
d
a
g
o
g
y
a
p
p
r
o
a
c
h
,
”
O
n
t
h
e
H
o
ri
z
o
n
,
v
o
l
.
2
8
,
n
o
.
1
,
p
p
.
4
5
–
5
4
,
Ja
n
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
0
8
/
O
TH
-
08
-
2
0
1
9
-
0
0
6
0
.
[
5
]
A
.
E
.
G
o
t
t
f
r
i
e
d
,
K
.
S
.
J
.
P
r
e
st
o
n
,
A
.
W
.
G
o
t
t
f
r
i
e
d
,
P
.
H
.
O
l
i
v
e
r
,
D
.
E.
D
e
l
a
n
y
,
a
n
d
S
.
M
.
I
b
r
a
h
i
m,
“
P
a
t
h
w
a
y
s
f
r
o
m
p
a
r
e
n
t
a
l
st
i
m
u
l
a
t
i
o
n
o
f
c
h
i
l
d
r
e
n
’
s
c
u
r
i
o
s
i
t
y
t
o
h
i
g
h
sc
h
o
o
l
sci
e
n
c
e
c
o
u
r
se
a
c
c
o
mp
l
i
sh
me
n
t
s
a
n
d
sc
i
e
n
c
e
c
a
r
e
e
r
i
n
t
e
r
e
st
a
n
d
sk
i
l
l
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
8
,
n
o
.
1
2
,
p
p
.
1
9
7
2
–
1
9
9
5
,
A
u
g
.
2
0
1
6
,
d
o
i
:
1
0
.
1
0
8
0
/
0
9
5
0
0
6
9
3
.
2
0
1
6
.
1
2
2
0
6
9
0
.
[
6
]
M
.
W
.
M
e
y
e
r
a
n
d
D
.
N
o
r
m
a
n
,
“
C
h
a
n
g
i
n
g
D
e
si
g
n
E
d
u
c
a
t
i
o
n
f
o
r
t
h
e
2
1
st
C
e
n
t
u
r
y
,
”
S
h
e
J
i
:
T
h
e
J
o
u
r
n
a
l
o
f
D
e
s
i
g
n
,
E
c
o
n
o
m
i
c
s,
a
n
d
I
n
n
o
v
a
t
i
o
n
,
v
o
l
.
6
,
n
o
.
1
,
p
p
.
1
3
–
4
9
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
s
h
e
j
i
.
2
0
1
9
.
1
2
.
0
0
2
.
[
7
]
M
.
C
a
c
h
i
a
,
S
.
L
y
n
a
m,
a
n
d
R
.
S
t
o
c
k
,
“
A
c
a
d
e
mi
c
su
c
c
e
ss:
I
s
i
t
j
u
s
t
a
b
o
u
t
t
h
e
g
r
a
d
e
s?
”
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
P
e
d
a
g
o
g
i
e
s
,
v
o
l
.
3
,
n
o
.
1
,
p
p
.
4
3
4
–
4
3
9
,
J
a
n
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
8
0
/
2
3
7
5
2
6
9
6
.
2
0
1
8
.
1
4
6
2
0
9
6
.
[
8
]
A
.
A
l
a
m
a
n
d
A
.
M
o
h
a
n
t
y
,
“
P
r
e
d
i
c
t
i
n
g
S
t
u
d
e
n
t
s’
P
e
r
f
o
r
ma
n
c
e
Em
p
l
o
y
i
n
g
E
d
u
c
a
t
i
o
n
a
l
D
a
t
a
M
i
n
i
n
g
Te
c
h
n
i
q
u
e
s,
M
a
c
h
i
n
e
Le
a
r
n
i
n
g
,
a
n
d
L
e
a
r
n
i
n
g
A
n
a
l
y
t
i
c
s
,
”
i
n
I
n
t
e
r
n
a
t
i
o
n
a
l
C
o
n
f
e
r
e
n
c
e
o
n
C
o
m
m
u
n
i
c
a
t
i
o
n
,
N
e
t
w
o
r
k
s a
n
d
C
o
m
p
u
t
i
n
g
(
C
N
C
2
0
2
2
)
,
2
0
2
3
,
p
p
.
1
6
6
–
177
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
3
-
0
3
1
-
4
3
1
4
0
-
1
_
1
5
.
[
9
]
O
.
Er
st
a
d
,
R
.
M
i
ñ
o
,
a
n
d
P
.
R
i
v
e
r
a
-
V
a
r
g
a
s
,
“
Ed
u
c
a
t
i
o
n
a
l
p
r
a
c
t
i
c
e
s
t
o
t
r
a
n
sf
o
r
m
a
n
d
c
o
n
n
e
c
t
sc
h
o
o
l
s
a
n
d
c
o
mm
u
n
i
t
i
e
s
,
”
C
o
m
u
n
i
c
a
r
,
v
o
l
.
2
9
,
n
o
.
6
6
,
p
p
.
9
–
2
0
,
Jan
.
2
0
2
1
,
d
o
i
:
1
0
.
3
9
1
6
/
C
6
6
-
2
0
2
1
-
0
1
.
[
1
0
]
L.
Ji
m
e
n
e
z
a
n
d
S
.
S
a
r
g
r
a
d
,
“
A
W
e
l
l
-
R
o
u
n
d
e
d
E
d
u
c
a
t
i
o
n
:
R
e
t
h
i
n
k
i
n
g
W
h
a
t
i
s
E
x
p
e
c
t
e
d
o
f
H
i
g
h
S
c
h
o
o
l
,
”
2
0
1
8
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s:
/
/
e
r
i
c
.
e
d
.
g
o
v
/
?
i
d
=
ED
5
9
2
7
9
8
[
1
1
]
A
.
F
.
S
i
d
d
i
q
i
,
M
.
S
.
S
h
a
b
b
i
r
,
M
.
A
b
b
a
s,
A
.
M
a
h
m
o
o
d
,
a
n
d
R
.
S
a
l
ma
n
,
“
D
e
v
e
l
o
p
i
n
g
a
n
d
t
e
s
t
i
n
g
st
u
d
e
n
t
e
n
g
a
g
e
m
e
n
t
sc
a
l
e
f
o
r
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
a
l
s
t
u
d
e
n
t
s,”
J
o
u
rn
a
l
o
f
A
p
p
l
i
e
d
R
e
se
a
rc
h
i
n
H
i
g
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
4
,
n
o
.
1
,
p
p
.
4
2
4
–
4
3
9
,
J
a
n
.
2
0
2
2
,
d
o
i
:
1
0
.
1
1
0
8
/
JA
R
H
E
-
11
-
2
0
2
0
-
0
3
8
8
.
[
1
2
]
A
.
K
a
sh
y
a
p
a
n
d
R
.
A
g
r
a
w
a
l
,
“
S
c
a
l
e
d
e
v
e
l
o
p
me
n
t
a
n
d
mo
d
e
l
i
n
g
o
f
i
n
t
e
l
l
e
c
t
u
a
l
p
r
o
p
e
r
t
y
c
r
e
a
t
i
o
n
c
a
p
a
b
i
l
i
t
y
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
”
J
o
u
rn
a
l
o
f
I
n
t
e
l
l
e
c
t
u
a
l
C
a
p
i
t
a
l
,
v
o
l
.
2
1
,
n
o
.
1
,
p
p
.
1
1
5
–
1
3
8
,
D
e
c
.
2
0
1
9
,
d
o
i
:
1
0
.
1
1
0
8
/
JI
C
-
09
-
2
0
1
8
-
0
1
6
8
.
[
1
3
]
A
.
E.
A
.
H
.
A
y
o
u
b
,
S
.
M
.
A
l
ma
h
a
mi
d
,
a
n
d
L.
F
.
A
l
S
a
l
a
h
,
“
I
n
n
o
v
a
t
i
v
e
w
o
r
k
b
e
h
a
v
i
o
r
sc
a
l
e
:
d
e
v
e
l
o
p
m
e
n
t
a
n
d
v
a
l
i
d
a
t
i
o
n
o
f
p
sy
c
h
o
m
e
t
r
i
c
p
r
o
p
e
r
t
i
e
s
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
t
h
e
G
C
C
c
o
u
n
t
r
i
e
s,”
Eu
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
I
n
n
o
v
a
t
i
o
n
M
a
n
a
g
e
m
e
n
t
,
v
o
l
.
2
6
,
n
o
.
1
,
p
p
.
1
1
9
–
1
3
3
,
J
a
n
.
2
0
2
3
,
d
o
i
:
1
0
.
1
1
0
8
/
EJI
M
-
04
-
2
0
2
1
-
0
1
7
6
.
[
1
4
]
I
.
Ju
n
g
a
n
d
J.
Le
e
,
“
O
p
e
n
t
h
i
n
k
i
n
g
a
s
a
l
e
a
r
n
i
n
g
o
u
t
c
o
me
o
f
o
p
e
n
e
d
u
c
a
t
i
o
n
:
sc
a
l
e
d
e
v
e
l
o
p
m
e
n
t
a
n
d
v
a
l
i
d
a
t
i
o
n
,
”
D
i
st
a
n
c
e
Ed
u
c
a
t
i
o
n
,
v
o
l
.
4
3
,
n
o
.
1
,
p
p
.
1
1
9
–
1
3
8
,
J
a
n
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
8
0
/
0
1
5
8
7
9
1
9
.
2
0
2
1
.
2
0
2
0
6
2
0
.
[
1
5
]
S
.
M
a
r
g
i
n
s
o
n
,
“
S
p
a
c
e
a
n
d
s
c
a
l
e
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
t
h
e
g
l
o
n
a
c
a
l
a
g
e
n
c
y
h
e
u
r
i
s
t
i
c
r
e
v
i
s
i
t
e
d
,
”
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
8
4
,
n
o
.
6
,
p
p
.
1
3
6
5
–
1
3
9
5
,
D
e
c
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
7
3
4
-
0
2
2
-
0
0
9
5
5
-
0.
[
1
6
]
D
.
S
.
S
i
l
v
a
,
G
.
H
.
S
.
M
.
d
e
M
o
r
a
e
s
,
I
.
K
.
M
a
k
i
y
a
,
a
n
d
F
.
I
.
G
.
C
e
sar,
“
M
e
a
s
u
r
e
me
n
t
o
f
p
e
r
c
e
i
v
e
d
serv
i
c
e
q
u
a
l
i
t
y
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
s
t
i
t
u
t
i
o
n
s,
”
Q
u
a
l
i
t
y
A
ssu
r
a
n
c
e
i
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
5
,
n
o
.
4
,
p
p
.
4
1
5
–
4
3
9
,
S
e
p
.
2
0
1
7
,
d
o
i
:
1
0
.
1
1
0
8
/
Q
A
E
-
10
-
2
0
1
6
-
0
0
5
8
.
[
1
7
]
M
.
V
i
g
n
o
l
i
,
C
.
D
o
si
,
a
n
d
B
.
B
a
l
b
o
n
i
,
“
D
e
si
g
n
t
h
i
n
k
i
n
g
mi
n
d
se
t
:
sca
l
e
d
e
v
e
l
o
p
m
e
n
t
a
n
d
v
a
l
i
d
a
t
i
o
n
,
”
S
t
u
d
i
e
s
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
8
,
n
o
.
6
,
p
p
.
9
2
6
–
9
4
0
,
J
u
n
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
0
3
0
7
5
0
7
9
.
2
0
2
3
.
2
1
7
2
5
6
6
.
[
1
8
]
V
.
Te
e
r
o
o
v
e
n
g
a
d
u
m
,
T
.
J
.
K
a
mal
a
n
a
b
h
a
n
,
a
n
d
A
.
K
.
S
e
e
b
a
l
u
c
k
,
“
M
e
a
su
r
i
n
g
ser
v
i
c
e
q
u
a
l
i
t
y
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
”
Q
u
a
l
i
t
y
Assu
r
a
n
c
e
i
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
4
,
n
o
.
2
,
p
p
.
2
4
4
–
2
5
8
,
A
p
r
.
2
0
1
6
,
d
o
i
:
1
0
.
1
1
0
8
/
Q
A
E
-
06
-
2
0
1
4
-
0
0
2
8
.
[
1
9
]
Y
.
Zh
o
u
,
“
A
M
i
x
e
d
M
e
t
h
o
d
s
M
o
d
e
l
o
f
S
c
a
l
e
D
e
v
e
l
o
p
me
n
t
a
n
d
V
a
l
i
d
a
t
i
o
n
A
n
a
l
y
si
s,”
Me
a
s
u
reme
n
t
:
I
n
t
e
r
d
i
s
c
i
p
l
i
n
a
ry
Re
s
e
a
r
c
h
a
n
d
Pe
rs
p
e
c
t
i
v
e
s
,
v
o
l
.
1
7
,
n
o
.
1
,
p
p
.
3
8
–
4
7
,
J
a
n
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
8
0
/
1
5
3
6
6
3
6
7
.
2
0
1
8
.
1
4
7
9
0
8
8
.
[
2
0
]
F
.
K
h
e
r
i
f
a
n
d
A
.
La
t
y
p
o
v
a
,
“
P
r
i
n
c
i
p
a
l
c
o
m
p
o
n
e
n
t
a
n
a
l
y
si
s
,
”
i
n
Ma
c
h
i
n
e
L
e
a
rn
i
n
g
:
Me
t
h
o
d
s
a
n
d
Ap
p
l
i
c
a
t
i
o
n
s
t
o
Bra
i
n
D
i
s
o
r
d
e
rs
,
A
.
M
e
c
h
e
l
l
i
a
n
d
S
.
V
i
e
i
r
a
,
E
d
s.
Lo
n
d
o
n
:
A
c
a
d
e
mi
c
P
r
e
ss
,
2
0
2
0
,
p
p
.
2
0
9
–
2
2
5
,
d
o
i
:
1
0
.
1
0
1
6
/
B
9
7
8
-
0
-
12
-
8
1
5
7
3
9
-
8
.
0
0
0
1
2
-
2.
[
2
1
]
C
.
P
.
M
a
l
k
e
w
i
t
z
,
P
.
S
c
h
w
a
l
l
,
C
.
M
e
e
st
e
r
s,
a
n
d
J
.
H
a
r
d
t
,
“
Est
i
ma
t
i
n
g
r
e
l
i
a
b
i
l
i
t
y
:
A
c
o
m
p
a
r
i
so
n
o
f
C
r
o
n
b
a
c
h
’
s
α,
M
c
D
o
n
a
l
d
’
s
ωt
a
n
d
t
h
e
g
r
e
a
t
e
st
l
o
w
e
r
b
o
u
n
d
,
”
S
o
c
i
a
l
S
c
i
e
n
c
e
s
&
H
u
m
a
n
i
t
i
e
s
O
p
e
n
,
v
o
l
.
7
,
n
o
.
1
,
p
.
1
0
0
3
6
8
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
ss
a
h
o
.
2
0
2
2
.
1
0
0
3
6
8
.
[
2
2
]
M
.
P
.
G
.
B
r
o
e
n
e
t
a
l
.
,
“
F
a
c
t
o
r
a
n
a
l
y
si
s
o
f
t
h
e
H
a
mi
l
t
o
n
D
e
p
r
e
ssi
o
n
R
a
t
i
n
g
S
c
a
l
e
i
n
P
a
r
k
i
n
s
o
n
’
s d
i
s
e
a
s
e
,
”
Pa
r
k
i
n
so
n
i
sm
&
R
e
l
a
t
e
d
D
i
so
r
d
e
rs
,
v
o
l
.
2
1
,
n
o
.
2
,
p
p
.
1
4
2
–
1
4
6
,
F
e
b
.
2
0
1
5
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
p
a
r
k
r
e
l
d
i
s
.
2
0
1
4
.
1
1
.
0
1
6
.
[
2
3
]
P
.
Š
p
r
a
j
c
,
M
.
B
j
e
g
o
v
i
ć
,
a
n
d
B
.
V
a
si
ć
,
“
E
n
e
r
g
y
s
e
c
u
r
i
t
y
i
n
d
e
c
i
s
i
o
n
m
a
k
i
n
g
a
n
d
g
o
v
e
r
n
a
n
c
e
-
M
e
t
h
o
d
o
l
o
g
i
c
a
l
a
n
a
l
y
s
i
s
o
f
e
n
e
r
g
y
t
r
i
l
e
mm
a
i
n
d
e
x
,
”
Re
n
e
w
a
b
l
e
a
n
d
S
u
s
t
a
i
n
a
b
l
e
En
e
rg
y
R
e
v
i
e
w
s
,
v
o
l
.
1
1
4
,
p
.
1
0
9
3
4
1
,
O
c
t
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
r
ser
.
2
0
1
9
.
1
0
9
3
4
1
.
[
2
4
]
J.
B
.
S
c
h
r
e
i
b
e
r
,
“
I
ssu
e
s
a
n
d
r
e
c
o
m
m
e
n
d
a
t
i
o
n
s
f
o
r
e
x
p
l
o
r
a
t
o
r
y
f
a
c
t
o
r
a
n
a
l
y
si
s
a
n
d
p
r
i
n
c
i
p
a
l
c
o
m
p
o
n
e
n
t
a
n
a
l
y
s
i
s,”
Re
s
e
a
r
c
h
i
n
S
o
c
i
a
l
a
n
d
A
d
m
i
n
i
s
t
r
a
t
i
v
e
P
h
a
rm
a
c
y
,
v
o
l
.
1
7
,
n
o
.
5
,
p
p
.
1
0
0
4
–
1
0
1
1
,
M
a
y
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
sa
p
h
a
r
m.
2
0
2
0
.
0
7
.
0
2
7
.
[
2
5
]
P
.
K
l
i
n
e
,
H
a
n
d
b
o
o
k
o
f
P
syc
h
o
l
o
g
i
c
a
l
T
e
st
i
n
g
,
2
n
d
e
d
.
Lo
n
d
o
n
:
R
o
u
t
l
e
d
g
e
,
2
0
1
3
,
d
o
i
:
1
0
.
4
3
2
4
/
9
7
8
1
3
1
5
8
1
2
2
7
4
.
[
2
6
]
R
.
F
.
D
e
V
e
l
l
i
s
a
n
d
C
.
T.
Th
o
r
p
e
,
S
c
a
l
e
d
e
v
e
l
o
p
m
e
n
t
:
T
h
e
o
ry
a
n
d
a
p
p
l
i
c
a
t
i
o
n
s
,
5
t
h
e
d
.
Th
o
u
sa
n
d
O
a
k
s,
C
A
:
S
A
G
E
P
u
b
l
i
c
a
t
i
o
n
s,
I
n
c
.
,
2
0
2
1
.
[
2
7
]
N
.
S
i
n
g
a
l
,
“
C
h
a
l
l
e
n
g
e
s
a
n
d
o
p
p
o
r
t
u
n
i
t
i
e
s
i
n
e
f
f
o
r
t
s
t
o
w
a
r
d
s
i
n
c
l
u
si
v
e
e
d
u
c
a
t
i
o
n
:
r
e
f
l
e
c
t
i
o
n
s
f
r
o
m
I
n
d
i
a
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
I
n
c
l
u
s
i
v
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
3
,
n
o
.
7
–
8
,
p
p
.
8
2
7
–
8
4
0
,
A
u
g
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
8
0
/
1
3
6
0
3
1
1
6
.
2
0
1
9
.
1
6
2
4
8
4
5
.
[
2
8
]
P
.
G
.
A
l
t
b
a
c
h
,
“
I
n
d
i
a
’
s
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
c
h
a
l
l
e
n
g
e
s,
”
Asi
a
P
a
c
i
f
i
c
Ed
u
c
a
t
i
o
n
Re
v
i
e
w
,
v
o
l
.
1
5
,
n
o
.
4
,
p
p
.
5
0
3
–
5
1
0
,
D
e
c
.
2
0
1
4
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
2
5
6
4
-
014
-
9
3
3
5
-
8.
[
2
9
]
R
.
M
a
h
a
j
a
n
,
R
.
A
g
r
a
w
a
l
,
V
.
S
h
a
r
ma
,
a
n
d
V
.
N
a
n
g
i
a
,
“
A
n
a
l
y
si
s
o
f
c
h
a
l
l
e
n
g
e
s
f
o
r
m
a
n
a
g
e
me
n
t
e
d
u
c
a
t
i
o
n
i
n
I
n
d
i
a
u
si
n
g
t
o
t
a
l
i
n
t
e
r
p
r
e
t
i
v
e
s
t
r
u
c
t
u
r
a
l
m
o
d
e
l
l
i
n
g
,
”
Q
u
a
l
i
t
y
Ass
u
r
a
n
c
e
i
n
Ed
u
c
a
t
i
o
n
,
v
o
l
.
2
4
,
n
o
.
1
,
p
p
.
9
5
–
1
2
2
,
F
e
b
.
2
0
1
6
,
d
o
i
:
1
0
.
1
1
0
8
/
Q
A
E
-
07
-
2
0
1
3
-
0
0
3
0
.
[
3
0
]
A
.
A
l
a
m
,
“
C
h
a
l
l
e
n
g
e
s
a
n
d
P
o
ssi
b
i
l
i
t
i
e
s
i
n
T
e
a
c
h
i
n
g
a
n
d
Le
a
r
n
i
n
g
o
f
C
a
l
c
u
l
u
s:
A
C
a
se
S
t
u
d
y
o
f
I
n
d
i
a
,
”
J
o
u
r
n
a
l
f
o
r
t
h
e
E
d
u
c
a
t
i
o
n
o
f
G
i
f
t
e
d
Y
o
u
n
g
S
c
i
e
n
t
i
st
s
,
v
o
l
.
8
,
n
o
.
1
,
p
p
.
4
0
7
–
4
3
3
,
M
a
r
.
2
0
2
0
,
d
o
i
:
1
0
.
1
7
4
7
8
/
j
e
g
y
s.
6
6
0
2
0
1
.
[
3
1
]
V
.
K
.
P
a
t
i
l
a
n
d
K
.
D
.
P
a
t
i
l
,
“
Tr
a
d
i
t
i
o
n
a
l
I
n
d
i
a
n
E
d
u
c
a
t
i
o
n
V
a
l
u
e
s a
n
d
N
e
w
N
a
t
i
o
n
a
l
E
d
u
c
a
t
i
o
n
P
o
l
i
c
y
A
d
o
p
t
e
d
b
y
I
n
d
i
a
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
,
v
o
l
.
2
0
3
,
n
o
.
1
,
p
p
.
2
4
2
–
2
4
5
,
J
a
n
.
2
0
2
3
,
d
o
i
:
1
0
.
1
1
7
7
/
0
0
2
2
0
5
7
4
2
1
1
0
1
6
4
0
4
.
[
3
2
]
D
.
N
.
K
u
mari
a
n
d
D
.
Y
e
t
c
h
e
r
l
a
,
“
N
a
t
i
o
n
a
l
E
d
u
c
a
t
i
o
n
P
o
l
i
c
y
-
2
0
2
0
:
La
n
g
u
a
g
e
,
Li
t
e
r
a
t
u
r
e
a
n
d
C
u
l
t
u
r
e
,
”
J
o
u
r
n
a
l
o
f
P
o
si
t
i
v
e
S
c
h
o
o
l
Psy
c
h
o
l
o
g
y
,
v
o
l
.
6
,
n
o
.
1
0
,
p
p
.
3
9
7
4
–
3
9
7
7
,
2
0
2
2
.
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
:
3
8
8
2
-
3890
3890
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Ani
l
DC
o
st
a
is
a
d
o
c
t
o
ra
l
s
c
h
o
lar
a
t
th
e
De
p
a
rtme
n
t
o
f
I
n
te
rn
a
ti
o
n
a
l
S
t
u
d
ies
,
P
o
li
ti
c
a
l
S
c
ien
c
e
a
n
d
Histo
r
y
a
t
Ch
rist
Un
iv
e
rsit
y
,
Be
n
g
a
l
u
ru
,
In
d
ia.
He
h
a
s
c
o
m
p
lete
d
a
b
a
c
h
e
lo
r
o
f
e
d
u
c
a
ti
o
n
a
n
d
a
m
a
st
e
rs
in
h
isto
r
y
a
s
we
ll
a
s
c
o
u
n
se
ll
i
n
g
a
n
d
p
sy
c
h
o
t
h
e
ra
p
y
.
His
re
se
a
rc
h
fo
c
u
se
s
o
n
e
d
u
c
a
ti
o
n
a
l,
so
c
io
-
c
u
lt
u
ra
l
a
c
c
o
m
p
li
sh
m
e
n
ts,
lea
d
e
r
m
o
ti
v
e
s
,
a
n
d
c
o
n
g
re
g
a
ti
o
n
’s
c
u
lt
u
re
o
f
F
ra
n
c
isc
a
n
c
a
p
u
c
h
in
s
fr
o
m
a
h
ist
o
ric
a
l
p
e
rsp
e
c
ti
v
e
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
n
il
c
a
p
u
c
h
i
n
@g
m
a
il
.
c
o
m
;
a
n
il
.
c
o
sta
@re
s.c
h
ristu
n
i
v
e
rsity
.
i
n
.
J
o
se
p
h
Cha
c
k
o
Chen
n
a
ttu
se
r
r
y
is
th
e
v
ice
c
h
a
n
c
e
ll
o
r
o
f
Ch
rist
Un
iv
e
rsity
,
Ho
su
r
R
o
a
d
,
Be
n
g
a
lu
r
u
,
Ka
rn
a
tak
a
,
In
d
ia.
He
is
a
lso
a
n
a
ss
o
c
iate
p
ro
fe
ss
o
r
a
t
th
e
De
p
a
rtme
n
t
o
f
In
ter
n
a
ti
o
n
a
l
S
tu
d
ies
,
P
o
li
ti
c
a
l
S
c
ien
c
e
a
n
d
Histo
r
y
.
He
h
a
s p
u
b
l
i
sh
e
d
m
a
n
y
re
se
a
rc
h
a
rti
c
les
a
n
d
a
fe
w
b
o
o
k
s
i
n
S
c
o
p
u
s
j
o
u
rn
a
ls.
He
h
a
s
g
u
id
e
d
m
a
n
y
re
se
a
rc
h
sc
h
o
lars
in
th
e
De
p
a
rtme
n
t
o
f
Histo
r
y
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
jo
se
c
c
@c
h
ristu
n
i
v
e
rsity
.
i
n
.
K
e
n
n
e
d
y
And
r
e
w
Th
o
m
a
s
is
a
n
a
ss
o
c
iate
p
ro
fe
ss
o
r
a
t
th
e
S
c
h
o
o
l
o
f
E
d
u
c
a
ti
o
n
,
Ch
rist
Un
i
v
e
rsity
Ce
n
tral
Ca
m
p
u
s,
Ba
n
g
a
l
o
re
,
In
d
ia.
He
is
th
e
Dire
c
to
r
o
f
t
h
e
Ce
n
tre
fo
r
Ed
u
c
a
ti
o
n
Be
y
o
n
d
C
u
rricu
lu
m
(
CEDBEC)
a
t
Ch
r
ist
Un
i
v
e
rsity
.
He
h
a
s
a
u
th
o
re
d
a
n
u
m
b
e
r
o
f
a
rti
c
les
a
n
d
b
o
o
k
c
h
a
p
ters
i
n
t
h
e
S
c
o
p
u
s
j
o
u
rn
a
ls.
He
h
a
s
b
e
e
n
i
n
v
i
ted
to
m
a
n
y
i
n
stit
u
ti
o
n
s
a
s
a
re
so
u
rc
e
p
e
rso
n
.
He
h
a
s
b
e
e
n
a
ss
isti
n
g
P
h
.
D
.
c
a
n
d
i
d
a
tes
in
t
h
e
ir
e
ffo
rt
to
e
a
rn
a
d
o
c
t
o
ra
te.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
k
e
n
n
e
d
y
.
a
n
d
re
w@
c
h
rist
u
n
i
v
e
rsity
.
in
.
Evaluation Warning : The document was created with Spire.PDF for Python.