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ev
id
e
n
ce
o
f
th
e
in
f
lu
e
n
ce
o
f
a
n
u
m
b
e
r
o
f
ac
ad
em
ic
an
d
b
eh
av
io
r
al
f
ac
to
r
s
—
lik
e
atten
d
an
ce
,
test
s
co
r
es,
an
d
s
u
b
m
is
s
io
n
o
f
ass
ig
n
m
en
ts
—
o
n
s
tu
d
en
t
o
u
tc
o
m
es.
Fo
r
in
s
tan
ce
,
a
s
tu
d
y
estab
lis
h
ed
th
at
class
p
ar
ticip
atio
n
ac
ts
as
a
m
ed
iatin
g
v
ar
iab
le
b
etw
ee
n
atten
d
an
ce
an
d
ac
ad
em
ic
s
u
cc
ess
,
h
en
ce
d
r
awin
g
p
ar
ticu
lar
in
ter
est
to
th
e
f
ac
t
th
at
en
g
ag
em
en
t
is
o
n
e
o
f
th
e
lead
in
g
p
er
f
o
r
m
an
ce
p
r
ed
icto
r
s
[
8
]
.
I
n
lin
e
with
th
is
,
an
o
th
e
r
s
tu
d
y
f
o
u
n
d
th
at
test
s
co
r
es
r
ep
r
esen
t
a
s
tr
o
n
g
p
r
ed
icto
r
o
f
ac
ad
em
ic
s
u
cc
ess
,
esp
ec
ially
wh
en
u
s
ed
in
c
o
m
b
in
atio
n
with
p
ast
ac
ad
em
ic
r
ec
o
r
d
s
[
9
]
.
All
to
o
o
f
ten
,
h
o
wev
er
,
th
ese
f
ac
t
o
r
s
ar
e
ex
a
m
in
ed
in
is
o
latio
n
,
leav
in
g
a
g
ap
in
o
u
r
u
n
d
e
r
s
tan
d
in
g
o
f
h
o
w
th
ey
in
ter
ac
t
a
n
d
th
e
co
m
b
i
n
ed
e
f
f
ec
ts
o
n
s
tu
d
en
t
o
u
tco
m
es.
Oth
er
s
tu
d
ies
d
id
n
o
t
ex
p
l
o
r
e
B
an
g
lad
esh
i
ed
u
ca
tio
n
c
o
n
tex
t
i
n
ter
m
s
o
f
s
tu
d
e
n
t
p
e
r
f
o
r
m
an
ce
an
d
lear
n
in
g
b
eh
a
v
io
r
.
T
h
is
g
ap
is
p
ar
ticu
lar
l
y
im
p
o
r
tan
t
i
n
B
an
g
lad
esh
,
wh
e
r
e
th
e
in
tr
o
d
u
ctio
n
o
f
E
n
g
lis
h
-
m
ed
iu
m
in
s
tr
u
ctio
n
h
as
b
ee
n
b
len
d
ed
with
d
i
g
ital
lear
n
in
g
tech
n
o
lo
g
ies
in
ch
an
g
in
g
th
e
f
ac
e
o
f
ed
u
ca
t
io
n
[
1
0
]
,
[
1
1
]
.
W
h
ile
th
e
p
r
ese
n
ce
o
f
E
n
g
lis
h
as
a
m
ed
iu
m
o
f
in
s
tr
u
ctio
n
(
EMI
)
in
th
e
h
ig
h
er
ed
u
ca
tio
n
co
n
tex
t
h
as
o
f
ten
b
ee
n
ass
o
ciate
d
with
in
cr
ea
s
ed
o
p
p
o
r
t
u
n
ities
an
d
b
etter
em
p
lo
y
m
e
n
t
p
r
o
s
p
ec
ts
,
it
also
p
o
s
es
ch
alle
n
g
es
o
f
ac
ad
e
m
ic
en
g
a
g
em
en
t
a
n
d
th
e
ef
f
e
ctiv
e
in
teg
r
atio
n
o
f
d
ig
ital to
o
ls
[
1
0
]
,
[
1
2
]
.
Sch
o
lar
s
s
h
o
wed
th
at
class
p
ar
ticip
atio
n
p
lay
e
d
a
m
ed
ia
tin
g
r
o
le
in
th
e
r
elatio
n
s
h
i
p
b
etwe
en
atten
d
an
ce
an
d
a
ca
d
em
ic
p
e
r
f
o
r
m
an
ce
,
th
er
eb
y
u
n
d
er
s
co
r
i
n
g
th
e
v
e
r
y
im
p
o
r
tan
t
r
o
le
o
f
en
g
a
g
em
en
t
in
p
r
ed
ictin
g
ed
u
ca
tio
n
al
o
u
tc
o
m
es
[
8
]
.
An
o
th
er
s
tu
d
y
f
o
u
n
d
th
at
a
s
u
p
p
o
r
tiv
e
s
ch
o
o
l
clim
ate
r
ed
u
ce
s
tr
u
an
cy
,
wh
ich
m
ig
h
t
b
e
o
f
r
elev
an
ce
in
th
e
B
an
g
lad
esh
i
s
et
tin
g
[
1
3
]
.
I
n
ad
d
itio
n
,
an
o
t
h
er
s
tu
d
y
co
n
f
ir
m
ed
th
at
atten
d
an
ce
p
o
s
itiv
ely
im
p
ac
ts
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
p
ar
tic
u
lar
ly
f
o
r
s
tu
d
e
n
ts
with
lo
wer
ac
h
iev
em
en
t
lev
els
[
1
4
]
.
Sch
o
la
r
s
h
y
p
o
th
esized
th
at
u
n
iv
er
s
ity
atten
d
an
ce
,
wh
ile
o
f
ten
ass
o
ciate
d
with
b
etter
cr
itical
an
d
cr
ea
tiv
e
th
in
k
in
g
,
r
esu
lted
in
n
o
s
u
ch
ass
o
ciatio
n
f
r
o
m
th
eir
s
tu
d
y
r
esu
lts
,
th
er
eb
y
s
u
g
g
esti
n
g
t
h
e
n
ee
d
f
o
r
f
u
r
th
er
in
v
esti
g
atio
n
[
1
5
]
.
T
ak
e
n
to
g
eth
er
,
t
h
ese
r
esu
lts
p
r
o
v
id
e
s
u
p
p
o
r
t
f
o
r
t
h
e
d
ata
m
in
i
n
g
a
p
p
licatio
n
s
o
f
tech
n
iq
u
es
s
u
ch
as
d
ec
is
io
n
tr
ee
s
an
d
K
-
m
ea
n
s
clu
s
ter
in
g
in
th
e
a
n
aly
s
is
o
f
ac
ad
e
m
ic
en
g
ag
em
e
n
t
an
d
p
r
ed
ictio
n
o
f
s
tu
d
en
t
s
u
cc
ess
.
I
n
a
r
elate
d
s
tu
d
y
,
it
is
d
em
o
n
s
tr
ated
th
e
ef
f
ec
tiv
en
ess
o
f
m
ac
h
in
e
lear
n
in
g
m
eth
o
d
s
,
u
s
in
g
m
id
ter
m
e
x
a
m
in
atio
n
s
co
r
es
as
a
p
r
i
n
cip
a
l
v
ar
iab
le
to
e
f
f
ec
tiv
ely
p
r
ed
i
ct
f
in
al
ex
am
in
atio
n
g
r
ad
es
[
6
]
.
An
o
th
er
s
tu
d
y
em
p
h
asized
s
tu
d
en
t
en
g
ag
e
m
en
t,
wh
er
e
s
tu
d
en
ts
’
s
co
r
es
ar
e
o
f
ten
co
n
d
itio
n
e
d
o
n
th
in
g
s
lik
e
atten
d
in
g
class
es
an
d
u
s
in
g
r
eso
u
r
ce
s
,
th
u
s
m
ak
i
n
g
th
em
r
e
f
lectiv
e
o
f
b
ig
g
er
a
ca
d
em
ic
b
eh
av
i
o
r
s
[
1
6
]
.
Sch
o
lar
s
also
n
o
ted
th
at
r
esil
ien
ce
an
d
g
r
it,
th
o
u
g
h
i
m
p
o
r
tan
t,
h
a
d
s
m
aller
co
r
r
elatio
n
s
with
ac
ad
em
ic
o
u
tco
m
es th
an
ac
a
d
em
ic
en
g
a
g
em
en
t r
eg
a
r
d
in
g
ex
am
p
er
f
o
r
m
an
ce
[
7
]
.
T
h
ese
r
esear
ch
f
in
d
in
g
s
s
u
p
p
o
r
t
th
e
f
ac
t
th
at
ex
am
in
ati
o
n
s
co
r
es
ar
e
o
n
e
o
f
t
h
e
m
o
s
t
cr
itical
v
ar
iab
les
in
p
r
ed
ictin
g
s
tu
d
e
n
t
p
er
f
o
r
m
an
ce
,
wh
ich
alig
n
s
with
th
e
g
o
al
o
f
th
e
cu
r
r
e
n
t
s
tu
d
y
to
p
r
e
d
ict
ac
ad
em
ic
s
u
cc
ess
an
d
id
en
tify
lear
n
in
g
p
atter
n
s
with
in
th
e
h
ig
h
er
ed
u
ca
tio
n
s
ettin
g
in
B
an
g
lad
esh
.
R
esear
ch
p
lace
s
m
u
ch
em
p
h
asis
o
n
th
e
s
u
b
m
is
s
io
n
o
f
ass
ig
n
m
en
ts
with
r
eg
a
r
d
t
o
ac
a
d
em
ic
s
u
cc
ess
an
d
as
o
n
e
o
f
th
e
m
ajo
r
in
d
icato
r
s
o
f
s
tu
d
e
n
t
p
e
r
f
o
r
m
a
n
ce
.
A
s
ch
o
lar
p
r
o
v
ed
t
h
at
in
-
class
g
r
o
u
p
ass
ig
n
m
en
t
s
(
I
GAs)
im
p
r
o
v
ed
th
e
p
er
f
o
r
m
an
ce
o
f
u
n
d
er
ac
h
iev
in
g
s
tu
d
en
ts
in
ac
co
u
n
tin
g
co
u
r
s
es,
p
ar
ticu
lar
ly
o
n
ex
a
m
in
atio
n
q
u
esti
o
n
s
r
elate
d
to
th
o
s
e
ass
ig
n
m
en
ts
,
wh
ich
m
ay
m
ea
n
th
at
ass
ig
n
m
en
ts
ca
n
s
er
v
e
s
tu
d
en
ts
as
a
u
s
ef
u
l
m
ec
h
an
is
m
f
o
r
s
tr
en
g
th
en
in
g
th
eir
lear
n
in
g
[
1
7
]
.
A
r
elate
d
s
tu
d
y
o
b
s
er
v
e
d
h
o
w
s
tu
d
en
ts
u
s
e
th
e
f
lex
ib
ilit
y
o
f
ass
ig
n
m
en
t
s
u
b
m
is
s
io
n
tim
es
an
d
s
h
o
wed
th
at
d
elay
ed
s
u
b
m
is
s
io
n
s
,
r
eg
ar
d
less
o
f
an
y
tim
e
lim
its
,
n
eg
ativ
ely
in
f
lu
e
n
ce
ac
ad
em
ic
p
er
f
o
r
m
an
ce
[
1
8
]
.
Stu
d
ies
h
av
e
an
al
y
ze
d
t
h
e
in
t
er
ac
tio
n
o
f
ag
e
with
o
t
h
er
f
ac
to
r
s
,
s
u
ch
as
m
o
tiv
atio
n
an
d
p
er
s
o
n
ality
,
wh
ich
co
llectiv
ely
d
eter
m
in
e
lear
n
in
g
s
tr
ateg
ies
an
d
o
u
tc
o
m
es
[
1
9
]
–
[
2
3
]
.
Sch
o
lar
s
al
s
o
f
o
u
n
d
th
at
a
g
e
d
eter
m
in
es
s
tu
d
en
ts
’
en
g
ag
e
m
en
t
in
p
ee
r
in
ter
ac
tio
n
s
an
d
s
u
g
g
ested
th
at
y
o
u
n
g
er
lear
n
er
s
b
en
ef
it
m
o
r
e
in
in
ter
ac
tiv
e
lear
n
in
g
co
n
te
x
ts
[
1
4
]
.
T
h
e
r
esu
lts
in
d
icate
th
at
ag
e
s
er
v
es
as
a
s
ig
n
if
ican
t
f
ac
to
r
af
f
ec
tin
g
ac
ad
em
ic
b
eh
a
v
io
r
s
,
wh
ich
m
ay
p
lay
a
v
ital
r
o
le
in
f
o
r
ec
asti
n
g
s
tu
d
en
t
p
er
f
o
r
m
an
ce
an
d
r
ec
o
g
n
izin
g
u
n
i
q
u
e
lear
n
in
g
p
atter
n
s
.
T
h
e
co
n
v
en
tio
n
al
teac
h
i
n
g
m
eth
o
d
s
r
em
ain
p
r
ev
alen
t,
with
a
s
ig
n
if
ican
t
n
u
m
b
e
r
o
f
ed
u
ca
to
r
s
lack
in
g
f
am
iliar
ity
with
an
d
r
ag
o
g
ical
o
r
h
eu
tag
o
g
ical
f
r
am
ewo
r
k
s
,
th
er
eb
y
co
n
s
tr
ain
in
g
s
tu
d
en
t
-
ce
n
ter
ed
ed
u
ca
tio
n
al
p
r
ac
tices
[
1
2
]
.
Sch
o
lar
s
also
n
o
ted
th
at
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
ac
ce
ler
ated
th
e
ad
o
p
tio
n
o
f
d
ig
ital
lear
n
in
g
[
1
1
]
;
h
o
wev
er
,
s
tu
d
en
ts
’
ten
d
e
n
cy
to
en
g
a
g
e
with
tech
n
o
lo
g
y
is
a
v
ital
f
ac
to
r
d
eter
m
in
in
g
its
ef
f
ec
tiv
e
n
ess
[
2
0
]
–
[
2
3
]
.
B
esid
es
ac
ad
em
ic
s
o
u
r
ce
s
,
ag
e
h
as
also
b
ee
n
estab
lis
h
ed
a
s
a
d
eter
m
in
an
t
v
a
r
iab
le
th
at
in
f
lu
en
ce
s
lear
n
in
g
b
e
h
av
io
r
s
.
Stu
d
ies
in
d
icate
th
at
y
o
u
n
g
lear
n
er
s
t
en
d
to
s
h
o
w
d
if
f
er
e
n
t
tr
en
d
s
in
r
eg
ar
d
to
th
eir
p
ar
ticip
atio
n
in
ac
tiv
ities
an
d
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
co
m
p
a
r
ed
to
o
ld
er
lear
n
er
s
,
wh
ic
h
e
s
s
en
tially
s
u
g
g
ests
th
at
ag
e
is
a
cr
itical
f
ac
to
r
in
s
h
ap
in
g
lear
n
i
n
g
b
e
h
av
io
r
s
[
1
3
]
,
[
1
4
]
.
No
t
m
u
ch
r
esear
ch
,
h
o
wev
er
,
e
x
is
ts
to
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
7
2
-
3881
3874
estab
lis
h
th
e
in
ter
ac
tio
n
b
et
wee
n
ag
e
an
d
th
ese
o
t
h
er
v
ar
iab
les:
atten
d
an
ce
,
ex
a
m
in
atio
n
s
co
r
es,
an
d
ass
ig
n
m
en
t
s
u
b
m
is
s
io
n
r
ates,
in
th
e
co
n
tex
t
o
f
h
ig
h
e
r
ed
u
ca
tio
n
in
B
an
g
lad
esh
.
T
h
e
p
r
esen
t
s
tu
d
y
tr
ies
to
f
ill
th
is
g
ap
b
y
e
n
co
m
p
ass
in
g
th
ese
f
ac
to
r
s
in
a
co
m
p
r
eh
en
s
iv
e
m
o
d
el
o
f
ac
ad
em
ic
ac
h
iev
em
en
t
wh
ile
u
n
v
eilin
g
f
u
n
d
am
e
n
tal
tr
en
d
s
in
lear
n
in
g
.
E
v
en
th
o
u
g
h
d
i
g
ital
r
eso
u
r
c
es
cr
ea
te
n
ew
lear
n
in
g
o
p
p
o
r
tu
n
ities
,
th
e
ex
ten
t
to
wh
ich
s
tu
d
en
ts
ar
e
willin
g
an
d
ab
le
t
o
en
g
ag
e
with
th
ese
p
l
atf
o
r
m
s
v
ar
ies
s
ig
n
if
ica
n
tly
an
d
th
is
h
eter
o
g
en
eit
y
s
h
o
u
ld
b
e
c
o
n
s
id
er
ed
in
p
r
ed
ic
tin
g
s
tu
d
en
t su
cc
ess
[
1
1
]
.
T
h
is
s
tu
d
y
u
s
es
d
ec
is
io
n
tr
e
es
in
id
en
tif
y
in
g
,
in
a
clea
r
an
d
d
is
tin
g
u
is
h
ab
le
m
an
n
er
,
th
e
m
o
s
t
im
p
o
r
tan
t
s
tu
d
en
t
ac
h
iev
em
e
n
t
p
r
e
d
icto
r
s
,
h
e
n
ce
allo
win
g
a
m
u
c
h
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
th
e
f
ac
to
r
s
th
at
lead
to
s
u
cc
ess
in
h
ig
h
er
ed
u
ca
tio
n
in
B
an
g
lad
esh
.
K
-
m
ea
n
s
clu
s
ter
in
g
is
ap
p
lied
to
id
en
tify
d
if
f
er
en
t le
ar
n
in
g
b
eh
av
io
r
p
atter
n
s
b
y
s
tu
d
en
ts
,
allo
win
g
g
r
o
u
p
in
g
o
f
s
tu
d
e
n
ts
in
r
esp
ec
tiv
e
class
es
b
ased
o
n
th
eir
lev
el
o
f
ac
ad
em
ic
en
g
ag
e
m
en
t.
T
h
is
m
eth
o
d
o
l
o
g
y
is
in
lin
e
with
t
h
e
f
in
d
in
g
s
r
ep
o
r
te
d
in
p
ast
s
tu
d
ies,
wh
ich
ar
g
u
e
th
at
s
tu
d
en
t
e
n
g
ag
e
m
en
t,
i
n
t
er
m
s
o
f
atten
d
an
ce
an
d
p
ar
ticip
atio
n
,
p
lay
s
a
s
u
b
s
tan
tial
r
o
le
in
d
eter
m
in
in
g
ac
ad
em
ic
p
er
f
o
r
m
an
ce
b
u
t
r
e
m
ain
s
u
n
d
er
-
ex
p
lo
r
ed
in
d
ata
m
in
in
g
m
eth
o
d
o
l
o
g
ies [
1
5
]
,
[
1
6
]
.
T
h
is
s
tu
d
y
c
o
u
ld
b
e
an
im
p
o
r
tan
t
ad
d
itio
n
to
th
e
liter
atu
r
e,
as
it
f
ills
th
e
cu
r
r
en
t
g
ap
in
p
r
o
v
id
in
g
a
b
r
o
ad
,
d
ata
-
d
r
iv
e
n
ass
ess
m
en
t
o
f
th
e
m
ajo
r
f
ac
to
r
s
d
eter
m
i
n
in
g
s
tu
d
en
t
ac
h
iev
em
e
n
t
an
d
lear
n
in
g
b
eh
av
i
o
r
s
in
B
an
g
lad
esh
.
Su
ch
in
teg
r
a
tio
n
h
elp
s
to
m
ak
e
th
e
r
esear
ch
m
u
ch
clea
r
er
in
th
e
elu
cid
atio
n
o
f
th
e
in
ter
r
elatio
n
s
am
o
n
g
atten
d
a
n
ce
,
ex
am
in
atio
n
s
co
r
es,
a
n
d
ass
ig
n
m
en
t
s
u
b
m
is
s
io
n
r
ate
s
,
ag
e,
an
d
d
ig
ital
en
g
ag
em
e
n
t
with
in
a
s
in
g
u
la
r
m
o
d
el
o
f
ex
p
lain
in
g
ac
a
d
e
m
ic
p
er
f
o
r
m
an
ce
.
T
h
is
s
tu
d
y
an
s
wer
s
th
e
two
r
esear
ch
q
u
esti
o
n
s
:
i)
H
o
w
ca
n
d
ec
is
io
n
tr
ee
s
b
e
u
s
ed
to
p
r
e
d
ict
s
tu
d
en
t p
e
r
f
o
r
m
an
ce
in
B
an
g
lad
esh
i h
ig
h
er
ed
u
c
atio
n
?
ii)
Ho
w
ca
n
K
-
m
ea
n
s
clu
s
ter
in
g
id
en
tify
u
n
iq
u
e
lear
n
in
g
b
eh
a
v
io
r
s
am
o
n
g
s
tu
d
e
n
ts
in
B
an
g
lad
esh
’
s
h
ig
h
er
ed
u
ca
tio
n
s
ec
to
r
?
2.
M
E
T
H
O
D
T
h
is
r
esear
ch
u
s
es
d
ec
is
io
n
tr
ee
s
an
d
K
-
m
ea
n
s
clu
s
ter
in
g
te
ch
n
iq
u
es
to
p
r
ed
ict
s
tu
d
e
n
t
p
e
r
f
o
r
m
a
n
ce
an
d
to
id
en
tif
y
d
is
tin
ctiv
e
lear
n
in
g
p
atter
n
s
in
a
p
r
iv
ate
u
n
i
v
er
s
ity
in
B
an
g
lad
esh
.
T
h
e
s
tu
d
y
f
o
cu
s
es
o
n
u
s
in
g
s
tu
d
en
t
d
ata
to
a
n
s
wer
cr
itic
al
r
esear
ch
q
u
esti
o
n
s
r
e
g
ar
d
i
n
g
ac
a
d
em
ic
o
u
tco
m
es
a
n
d
t
h
e
class
if
icatio
n
o
f
lear
n
in
g
b
e
h
av
io
r
in
B
an
g
lad
e
s
h
i c
o
n
tex
t.
2
.
1
.
Da
t
a
c
o
llect
io
n a
nd
prepa
ra
t
io
n
A
s
am
p
le
o
f
1
,
2
0
0
an
o
n
y
m
o
u
s
s
tu
d
en
t
r
ec
o
r
d
s
was
u
s
e
d
f
o
r
th
is
p
r
esen
t
s
tu
d
y
,
co
v
er
in
g
two
ac
ad
em
ic
y
ea
r
s
f
r
o
m
a
p
r
iv
ate
u
n
iv
er
s
ity
in
B
an
g
lad
esh
.
T
h
e
ch
o
s
en
s
am
p
le
s
ize
s
atis
f
ie
s
t
h
e
s
u
g
g
esti
o
n
s
o
f
a
s
ch
o
lar
,
wh
ich
s
tate
th
at
th
e
d
atasets
o
f
1
,
0
0
0
–
1
,
5
0
0
r
ec
o
r
d
s
en
s
u
r
e
r
o
b
u
s
t
p
r
ed
ictio
n
s
f
o
r
d
ata
m
i
n
in
g
tech
n
iq
u
es
in
clu
d
i
n
g
d
ec
is
io
n
tr
ee
s
an
d
K
-
m
ea
n
s
clu
s
te
r
in
g
[
2
4
]
.
T
h
e
m
ain
ac
ad
e
m
ic
an
d
b
eh
a
v
io
r
al
v
ar
iab
les
av
ailab
le
in
th
is
d
ataset
in
clu
d
e:
ag
e,
atten
d
an
ce
(
%),
ex
am
s
co
r
es,
ass
ig
n
m
en
t
s
u
b
m
is
s
io
n
(
%),
an
d
cu
m
u
lativ
e
g
r
ad
e
p
o
i
n
t
av
e
r
ag
e
(
C
GPA
)
.
Miss
in
g
v
alu
es
we
r
e
im
p
u
te
d
u
s
in
g
m
ea
n
im
p
u
ta
tio
n
,
f
o
llo
win
g
t
h
e
r
ec
o
m
m
en
d
atio
n
o
f
th
e
s
ch
o
l
ar
s
to
av
o
id
b
ias
wh
ile
p
r
ese
r
v
in
g
d
ata
q
u
ality
[
2
5
]
.
T
h
e
co
n
tin
u
o
u
s
f
ea
tu
r
es
s
u
ch
as
atten
d
a
n
ce
(
%),
e
x
am
s
co
r
es,
an
d
C
GPA
wer
e
n
o
r
m
alize
d
u
s
in
g
th
e
m
in
-
m
a
x
s
c
alin
g
to
en
s
u
r
e
th
at
th
e
f
ea
tu
r
es
ar
e
co
m
p
ar
ab
le
b
etwe
en
ea
ch
o
th
er
[
2
6
]
.
T
h
e
d
ataset
was
th
en
s
p
lit
in
t
o
a
tr
a
in
in
g
s
et
(
8
0
%)
an
d
a
test
s
et
(
2
0
%)
f
o
r
m
o
d
el
p
e
r
f
o
r
m
an
ce
e
v
alu
atio
n
a
n
d
g
en
er
aliza
b
ilit
y
.
T
h
e
in
clu
s
io
n
cr
iter
ia
f
o
r
th
is
s
tu
d
y
wer
e
an
o
n
y
m
ize
d
s
tu
d
en
t
r
ec
o
r
d
s
f
r
o
m
a
p
r
iv
ate
u
n
iv
er
s
ity
in
B
an
g
lad
esh
f
o
r
two
ac
a
d
em
ic
y
ea
r
s
.
A
to
tal
o
f
1
,
2
0
0
r
ec
o
r
d
s
wer
e
s
elec
ted
to
m
ee
t
th
e
r
ec
o
m
m
en
d
e
d
d
ataset
s
ize
o
f
1
,
0
0
0
to
1
,
5
0
0
,
th
u
s
allo
win
g
f
o
r
a
cc
u
r
ate
p
r
ed
ictio
n
s
f
o
r
d
ata
m
in
in
g
tec
h
n
iq
u
es
,
s
u
ch
as
d
ec
is
io
n
tr
ee
s
an
d
K
-
m
ea
n
s
clu
s
ter
in
g
.
Data
en
tr
ies
f
allin
g
o
u
ts
id
e
t
h
e
s
p
ec
if
ied
ac
a
d
em
ic
y
ea
r
s
o
r
with
in
c
o
m
p
lete
in
f
o
r
m
atio
n
,
wh
ich
m
ig
h
t a
f
f
e
ct
th
e
ac
cu
r
ac
y
o
f
th
e
an
aly
s
is
to
a
g
r
ea
t e
x
te
n
t,
wer
e
ex
cl
u
d
e
d
f
r
o
m
th
e
s
tu
d
y
.
2
.
2
.
Dec
is
io
n
t
re
e
m
o
del f
o
r
predict
ing
s
t
ud
e
nt
perf
o
rm
a
nce
T
o
an
s
wer
th
e
f
ir
s
t
r
esear
ch
q
u
esti
o
n
,
th
e
class
if
icatio
n
an
d
r
eg
r
ess
io
n
tr
ee
s
(
C
AR
T
)
alg
o
r
ith
m
was
ap
p
lied
[
2
7
]
.
T
h
e
d
ep
en
d
en
t
v
ar
iab
le,
p
er
f
o
r
m
an
ce
ca
teg
o
r
y
,
was
d
e
r
iv
ed
f
r
o
m
C
GPA
a
n
d
ca
teg
o
r
ized
in
to
th
r
ee
class
es:
h
ig
h
p
er
f
o
r
m
an
c
e
(
C
GPA>3
.
7
5
)
,
av
er
ag
e
p
e
r
f
o
r
m
an
ce
(
C
GPA
2
.
5
–
3
.
7
5
)
,
an
d
lo
w
p
er
f
o
r
m
an
ce
(
C
GPA<2
.
5
)
.
T
h
e
p
r
ed
icto
r
v
ar
iab
les
in
clu
d
ed
ag
e,
atten
d
a
n
ce
(
%),
e
x
am
s
co
r
es
an
d
ass
ig
n
m
en
t
s
u
b
m
is
s
io
n
(
%),
th
u
s
co
v
er
in
g
b
o
th
ac
a
d
em
ic
an
d
b
e
h
av
io
r
al
d
y
n
am
ics.
T
h
e
an
aly
s
is
s
u
p
p
o
r
ted
th
at
h
ig
h
lev
els
o
f
atten
d
an
ce
an
d
ex
am
s
co
r
es
ar
e
b
o
th
s
tr
o
n
g
p
r
ed
icto
r
s
o
f
g
o
o
d
p
e
r
f
o
r
m
an
ce
,
wh
ic
h
is
co
n
s
is
ten
t
with
p
r
ev
io
u
s
f
i
n
d
in
g
s
[
2
6
]
.
T
o
a
v
o
id
o
v
er
f
itti
n
g
,
p
r
u
n
in
g
m
e
th
o
d
s
wer
e
ap
p
lied
,
an
d
m
o
d
el
v
alid
atio
n
was
co
m
p
leted
b
ased
o
n
1
0
-
f
o
ld
cr
o
s
s
-
v
alid
atio
n
.
Per
f
o
r
m
an
ce
m
etr
ics,
s
u
ch
as a
cc
u
r
ac
y
,
p
r
ec
is
io
n
,
r
ec
all,
an
d
F1
s
co
r
e,
s
h
o
wed
ex
ce
llen
t
p
r
ed
ic
tiv
e
ac
cu
r
ac
y
,
with
all
t
h
e
m
et
r
ics h
av
in
g
v
alu
es o
v
er
0
.
9
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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&
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SS
N:
2252
-
8
8
2
2
P
r
ed
ictin
g
s
tu
d
en
t p
erfo
r
ma
n
c
e
a
n
d
i
d
en
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lea
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in
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b
eh
a
vio
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(
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i H
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)
3875
2
.
3
.
K
-
m
e
a
ns
clus
t
er
ing
f
o
r
identif
y
ing
lea
rning
beha
v
io
rs
T
h
e
s
ec
o
n
d
r
esear
c
h
q
u
esti
o
n
was
an
aly
ze
d
th
r
o
u
g
h
th
e
u
s
e
o
f
K
-
m
ea
n
s
cl
u
s
ter
in
g
.
T
h
e
f
o
llo
win
g
in
p
u
t
v
ar
ia
b
les,
atten
d
an
ce
(
%),
ex
am
s
co
r
es,
ag
e,
an
d
ass
ig
n
m
en
t
s
u
b
m
is
s
io
n
(
%)
wer
e
ch
o
s
en
to
r
e
p
r
esen
t
s
tu
d
en
t
d
is
cip
lin
e
an
d
en
g
ag
e
m
en
t
.
T
h
r
o
u
g
h
th
e
E
l
b
o
w
m
e
th
o
d
,
it
was
id
en
tifie
d
th
at
th
r
ee
clu
s
ter
s
f
o
r
m
ed
th
e
o
p
tim
al
n
u
m
b
er
[
2
8
]
,
a
f
in
d
in
g
f
u
r
th
e
r
ju
s
tifie
d
b
y
a
Sil
h
o
u
ette
s
co
r
e
o
f
0
.
5
4
,
in
d
icatin
g
m
o
d
e
r
ate
clu
s
ter
in
g
ef
f
ec
tiv
e
n
ess
[
2
9
]
.
Data
n
o
r
m
aliza
tio
n
an
d
th
e
r
em
o
v
al
o
f
o
u
tlier
s
wer
e
cr
iti
ca
l
to
en
s
u
r
in
g
th
e
s
p
h
er
ical
ass
u
m
p
tio
n
o
f
K
-
m
e
an
s
.
T
h
e
clu
s
ter
in
g
r
ev
ea
led
t
h
r
ee
g
r
o
u
p
s
:
ac
tiv
e
lear
n
er
s
(
h
ig
h
atten
d
a
n
ce
a
n
d
co
n
s
is
ten
t
s
u
b
m
is
s
io
n
s
)
,
p
ass
i
v
e
lear
n
er
s
(
m
o
d
er
ate
e
n
g
ag
e
m
en
t)
,
an
d
at
-
r
is
k
s
tu
d
e
n
ts
(
lo
w
atten
d
an
ce
a
n
d
s
u
b
m
is
s
io
n
s
,
d
esp
ite
h
ig
h
ex
a
m
s
co
r
es).
Valid
atio
n
b
y
C
GPA
co
n
f
ir
m
ed
t
h
at
th
e
clu
s
ter
s
wer
e
alig
n
ed
with
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
p
r
o
v
id
ed
ac
tio
n
ab
le
in
s
ig
h
ts
in
to
v
ar
ied
lear
n
in
g
b
eh
av
io
r
s
.
2
.
4
.
Va
lid
a
t
i
o
n a
nd
benchm
a
rk
ing
o
f
mo
dels
T
o
ad
d
r
ess
th
e
is
s
u
es
o
f
r
elia
b
ilit
y
an
d
g
en
er
aliza
b
ilit
y
,
m
o
d
els
in
th
is
s
tu
d
y
h
av
e
g
o
n
e
t
h
r
o
u
g
h
th
e
v
alid
atio
n
p
r
o
ce
s
s
es.
T
h
e
d
e
cisi
o
n
tr
ee
m
o
d
el
was
v
alid
ated
u
s
in
g
1
0
-
f
o
ld
cr
o
s
s
-
v
alid
atio
n
,
u
s
in
g
s
u
ch
m
etr
ics
as
ac
cu
r
ac
y
,
p
r
ec
is
io
n
,
r
ec
all,
a
n
d
F1
s
co
r
e
to
a
v
o
id
th
e
r
is
k
o
f
o
v
er
f
itti
n
g
an
d
m
a
x
im
ize
th
e
p
r
ed
ictiv
e
p
o
wer
o
f
th
e
m
o
d
e
l
[
3
0
]
,
[
3
1
]
.
T
h
e
K
-
m
ea
n
s
clu
s
ter
in
g
m
o
d
el
was
v
alid
ate
d
b
y
Sil
h
o
u
ette
s
co
r
e,
wh
ich
p
r
o
v
id
e
d
th
e
d
is
tin
ctio
n
s
an
d
p
r
o
x
im
ities
am
o
n
g
all
th
e
clu
s
ter
s
.
C
o
m
p
a
r
in
g
t
h
e
r
esu
lts
f
r
o
m
b
o
t
h
m
o
d
els
to
s
im
p
ler
ap
p
r
o
ac
h
es
—
lin
ea
r
r
eg
r
ess
io
n
,
co
n
ce
r
n
in
g
f
o
r
ec
asti
n
g
p
er
f
o
r
m
an
ce
,
an
d
m
an
u
al
class
if
icatio
n
,
with
r
eg
ar
d
to
th
e
r
ec
o
g
n
itio
n
o
f
lear
n
in
g
b
eh
av
io
r
s
—
s
h
o
wed
th
e
f
o
llo
w
in
g
:
t
h
ese
an
al
y
s
es,
th
er
ef
o
r
e,
b
r
o
u
g
h
t
o
u
t
th
e
in
cr
ea
s
ed
p
r
ec
is
io
n
an
d
p
atter
n
r
ec
o
g
n
itio
n
o
f
th
e
d
ata
m
in
in
g
m
o
d
els,
h
en
ce
p
r
o
v
in
g
v
alu
a
b
le
to
war
d
th
e
d
er
iv
atio
n
o
f
m
ea
n
in
g
f
u
l in
f
o
r
m
atio
n
f
r
o
m
th
e
d
ata
s
et.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
T
h
e
p
r
esen
t
r
esear
c
h
wo
r
k
ap
p
lies
d
ec
is
io
n
tr
ee
s
an
d
K
-
m
ea
n
s
clu
s
ter
in
g
to
a
n
aly
ze
s
tu
d
en
t
p
er
f
o
r
m
an
ce
a
n
d
lear
n
in
g
p
at
ter
n
s
in
a
u
n
i
v
er
s
ity
s
etu
p
.
W
ith
th
is
,
th
e
m
o
s
t
im
p
o
r
tan
t
a
ca
d
em
ic
in
d
icato
r
s
an
d
u
n
iq
u
e
lear
n
er
p
r
o
f
iles
a
r
e
g
iv
e
n
.
T
h
ese
ar
e
ess
en
tial
f
o
r
s
k
etch
in
g
en
g
a
g
em
en
t
tr
en
d
s
in
v
iew
an
d
en
ab
lin
g
s
tr
ateg
ies to
war
d
b
etter
ed
u
ca
tio
n
al
o
u
tco
m
es in
B
an
g
lad
esh
i u
n
i
v
er
s
ities
.
3
.
1
.
1
.
Dec
is
io
n
t
re
e
m
o
del r
e
s
ults
T
h
e
d
ec
is
i
o
n
tr
ee
m
o
d
el
s
h
o
ws
e
x
ce
l
le
n
t
p
r
e
d
ic
ti
v
e
a
cc
u
r
ac
y
i
n
t
h
e
cl
ass
if
ic
ati
o
n
o
f
s
t
u
d
e
n
t
p
e
r
f
o
r
m
a
n
c
e,
s
u
c
h
as
t
h
at
i
n
d
i
ca
t
ed
b
y
p
r
ec
is
i
o
n
,
r
ec
all
,
an
d
F1
-
s
c
o
r
es,
wh
ic
h
r
a
n
g
e
b
et
we
en
0
.
9
8
an
d
1
.
0
0
f
o
r
all
t
h
e
ca
t
eg
o
r
i
es.
S
u
c
h
a
m
e
a
s
u
r
e
b
r
i
n
g
s
t
o
li
g
h
t
t
h
e
m
o
d
el
’
s
a
b
i
lit
y
t
o
l
o
we
r
b
o
th
T
y
p
e
I
an
d
T
y
p
e
I
I
er
r
o
r
s
wh
i
le
en
s
u
r
i
n
g
c
o
n
s
i
d
e
r
a
b
l
e
class
i
f
i
ca
t
io
n
r
eli
ab
ilit
y
.
T
h
e
s
u
p
p
o
r
t
v
a
lu
es,
i
n
d
ic
ati
v
e
o
f
th
e
a
ct
u
al
i
n
s
ta
n
ce
d
is
t
r
i
b
u
ti
o
n
i
n
t
h
e
d
atas
et,
f
u
r
t
h
e
r
r
e
in
f
o
r
ce
t
h
e
m
o
d
el
’
s
r
o
b
u
s
tn
ess
,
wh
ic
h
u
n
d
e
r
we
n
t
e
v
al
u
ati
o
n
wi
th
a
t
o
ta
l o
f
3
6
0
ca
s
es.
T
h
e
w
ei
g
h
te
d
av
er
a
g
es
f
o
r
p
r
ec
is
i
o
n
,
r
e
ca
l
l,
a
n
d
F
1
-
s
c
o
r
e
a
ll
ali
g
n
at
0
.
9
9
,
i
n
d
i
c
ati
n
g
h
o
m
o
g
e
n
e
o
u
s
p
e
r
f
o
r
m
a
n
c
e
ac
r
o
s
s
t
h
e
d
if
f
e
r
e
n
t
s
t
u
d
e
n
ts
class
es
.
T
h
es
e
r
es
u
lts
u
n
d
e
r
s
c
o
r
e
t
h
e
e
f
f
ec
t
iv
e
n
ess
o
f
t
h
is
m
o
d
el
in
id
e
n
t
if
y
i
n
g
k
e
y
p
e
r
f
o
r
m
a
n
c
e
t
r
e
n
d
s
;
as
s
u
c
h
,
i
t
o
f
f
er
s
ac
t
io
n
ab
l
e
i
n
s
i
g
h
ts
f
o
r
t
im
el
y
i
n
te
r
v
en
t
io
n
a
n
d
ta
il
o
r
ed
ac
a
d
e
m
i
c
ass
is
t
an
ce
.
T
h
e
m
e
th
o
d
o
lo
g
i
ca
l
r
i
g
o
r
o
f
t
h
e
s
t
u
d
y
,
i
n
c
o
r
p
o
r
at
in
g
c
r
o
s
s
-
v
ali
d
ati
o
n
an
d
p
r
u
n
i
n
g
tec
h
n
i
q
u
es,
m
it
ig
at
es
th
e
r
is
k
o
f
o
v
e
r
f
itt
in
g
an
d
e
n
h
a
n
ce
s
t
h
e
m
o
d
el'
s
g
en
e
r
ali
za
b
i
lit
y
i
n
t
h
e
co
n
t
ex
t
o
f
h
i
g
h
e
r
ed
u
c
ati
o
n
in
B
a
n
g
la
d
esh
.
T
h
e
f
i
n
d
in
g
s
a
r
e
m
e
n
ti
o
n
e
d
in
T
a
b
l
e
1
.
T
ab
le
1
.
Dec
is
io
n
tr
ee
: stu
d
e
n
t p
er
f
o
r
m
an
ce
m
et
r
ics
P
r
e
c
i
s
i
o
n
R
e
c
a
l
l
F1
-
sc
o
r
e
S
u
p
p
o
r
t
0
.
9
8
0
.
9
8
0
.
9
8
1
0
9
.
0
0
0
.
9
9
0
.
9
9
0
.
9
9
1
8
0
.
0
0
1
.
0
0
1
.
0
0
1
.
0
0
7
1
.
0
0
0
.
9
9
0
.
9
9
0
.
9
9
0
.
9
9
0
.
9
9
0
.
9
9
0
.
9
9
3
6
0
.
0
0
0
.
9
9
0
.
9
9
0
.
9
9
3
6
0
.
0
0
3
.
1
.
2
.
K
-
m
ea
ns
clus
t
er
ing
re
s
ults
a.
C
lu
s
ter
ch
ar
ac
ter
is
tics
b
y
ac
ad
em
ic
en
g
a
g
em
en
t a
n
d
p
e
r
f
o
r
m
an
ce
K
-
m
ea
n
s
clu
s
ter
in
g
an
aly
s
is
p
o
in
ted
o
u
t
th
r
ee
clea
r
s
tu
d
en
t
p
r
o
f
iles
b
ased
o
n
th
eir
ac
ad
em
ic
en
g
ag
em
e
n
t
an
d
p
er
f
o
r
m
an
ce
.
C
lu
s
ter
1
,
o
r
“a
ctiv
e
lear
n
er
s
,
”
co
n
s
is
ts
o
f
y
o
u
n
g
e
r
s
tu
d
en
ts
(
av
er
ag
e
ag
e
2
0
.
7
2
)
wh
o
h
av
e
th
e
h
ig
h
est
p
er
ce
n
tag
e
o
f
atten
d
an
ce
(
9
1
.
2
2
%),
s
u
b
m
itti
n
g
ass
ig
n
m
en
ts
(
8
0
.
5
4
%),
a
n
d
h
ig
h
s
co
r
es
o
n
ex
am
s
(
8
3
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5
4
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,
r
esu
ltin
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s
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o
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g
a
v
er
ag
e
C
GPA
o
f
3
.
1
5
.
C
lu
s
ter
2
,
“
p
a
s
s
iv
e
lear
n
er
s
,
”
h
as
s
tu
d
en
ts
with
m
o
d
er
ate
en
g
a
g
em
en
t
in
ter
m
s
o
f
av
e
r
ag
e
atte
n
d
an
ce
at
7
6
.
6
3
%,
av
er
ag
e
ex
am
s
co
r
es
o
f
6
3
.
7
8
,
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
7
2
-
3881
3876
an
d
ass
ig
n
m
en
t
s
u
b
m
is
s
io
n
r
a
tes
o
f
6
4
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8
5
%
th
at
r
esu
lted
in
a
lo
wer
C
GPA
co
m
p
ar
ed
to
th
e
th
r
ee
clu
s
ter
s
,
at
2
.
5
8
.
On
th
e
o
th
e
r
h
a
n
d
,
C
lu
s
ter
3
,
“at
-
r
is
k
s
tu
d
en
ts
,
”
c
o
n
s
is
ts
o
f
o
ld
er
s
tu
d
en
ts
(
m
ea
n
ag
e
2
4
.
9
3
)
w
h
o
h
av
e
th
e
lo
west
atten
d
a
n
ce
(
5
9
.
6
2
%)
an
d
ass
ig
n
m
en
t
s
u
b
m
is
s
io
n
s
(
5
2
.
5
5
%),
b
u
t
r
ep
o
r
t
v
er
y
h
ig
h
e
x
am
s
co
r
es
(
9
4
.
3
4
)
an
d
r
elativ
ely
m
o
d
er
ate
C
G
PA
(
2
.
6
9
)
.
T
h
ese
f
in
d
in
g
s
,
as
s
h
o
wn
in
T
ab
le
2
,
em
p
h
asize
d
if
f
er
en
t
lear
n
in
g
b
e
h
av
io
r
s
,
wh
ich
allo
w
tailo
r
ed
in
ter
v
e
n
tio
n
s
to
im
p
r
o
v
e
ac
a
d
em
ic
s
u
cc
ess
.
T
ab
le
2
.
K
-
m
ea
n
s
clu
s
ter
in
g
:
ac
ad
em
ic
an
d
p
er
f
o
r
m
an
ce
ch
ar
ac
ter
is
tics
A
g
e
A
t
t
e
n
d
a
n
c
e
(
%)
Ex
a
m
s
c
o
r
e
s
A
ssi
g
n
me
n
t
s
u
b
m
i
ssi
o
n
(
%)
C
G
P
A
(
1
.
0
–
4
.
0
)
2
0
.
7
2
9
1
.
2
2
8
3
.
5
4
8
0
.
5
4
3
.
1
5
2
3
.
4
7
7
6
.
6
3
6
3
.
7
8
6
4
.
8
5
2
.
5
8
2
4
.
9
3
5
9
.
6
2
9
4
.
3
4
5
2
.
5
5
2
.
6
9
b.
W
ith
in
-
clu
s
ter
s
u
m
o
f
s
q
u
a
r
es
v
alu
es f
o
r
k
-
m
ea
n
s
clu
s
ter
i
n
g
T
h
e
f
o
llo
win
g
ar
e
th
e
with
in
-
clu
s
ter
s
u
m
o
f
s
q
u
ar
es
(
W
C
S
S
)
v
alu
es
th
at
s
h
o
w
th
e
v
ar
ia
n
ce
s
with
in
clu
s
ter
s
f
o
r
a
d
if
f
er
en
t
n
u
m
b
er
o
f
clu
s
ter
s
,
wh
ich
h
elp
s
in
d
eter
m
in
in
g
th
e
o
p
tim
al
n
u
m
b
er
o
f
clu
s
ter
s
th
at
th
e
K
-
m
ea
n
s
alg
o
r
ith
m
is
ab
le
to
ac
h
iev
e.
W
h
en
th
e
n
u
m
b
er
o
f
clu
s
ter
s
in
cr
ea
s
es
f
r
o
m
1
to
5
,
th
e
W
C
SS
v
alu
es
f
all
d
r
asti
ca
lly
,
in
d
icatin
g
m
o
r
e
d
ef
in
ab
le
clu
s
ter
s
.
Fo
r
o
n
e
c
lu
s
ter
,
th
e
W
C
SS
i
s
4
8
0
0
.
0
0
,
wh
ich
r
ef
lects
h
ig
h
in
ter
n
al
v
a
r
ian
ce
.
W
ith
two
cl
u
s
ter
s
,
W
C
S
S
d
r
o
p
s
t
o
2
6
9
8
.
0
8
;
with
th
r
ee
,
it
d
ec
r
ea
s
es
to
1
7
1
8
.
1
8
;
a
n
d
with
f
o
u
r
,
it
f
u
r
th
e
r
d
ec
r
ea
s
es
to
1
1
4
6
.
3
5
.
B
y
th
e
f
if
th
clu
s
ter
,
o
n
e
h
as
a
W
C
SS
o
f
8
9
0
.
0
2
,
in
d
icatin
g
d
im
in
is
h
in
g
r
etu
r
n
s
in
th
e
r
e
d
u
ctio
n
o
f
v
a
r
ian
ce
as
clu
s
ter
s
in
cr
ea
s
e.
T
h
e
s
teep
d
ec
lin
e
b
etwe
en
1
to
3
clu
s
ter
s
s
u
g
g
ests
th
at
th
r
ee
clu
s
ter
s
m
ay
b
alan
c
e
s
im
p
licity
with
m
o
d
el
f
it,
alig
n
in
g
with
th
e
“E
lb
o
w
”
in
t
h
e
E
lb
o
w
m
eth
o
d
.
T
h
is
co
n
f
i
r
m
s
th
e
ap
p
r
o
p
r
iaten
ess
o
f
t
h
r
ee
cl
u
s
ter
s
f
o
r
id
e
n
tify
in
g
d
is
tin
ct
s
tu
d
en
t
g
r
o
u
p
s
in
th
is
s
tu
d
y
.
T
h
e
f
in
d
in
g
s
ar
e
p
r
esen
ted
in
T
ab
l
e
3
.
T
ab
le
3
.
W
C
SS
f
o
r
o
p
tim
al
cl
u
s
ter
s
in
K
-
m
ea
n
s
N
u
mb
e
r
o
f
c
l
u
s
t
e
r
s
W
C
S
S
1
4
8
0
0
.
0
0
2
2
6
9
8
.
0
8
3
1
7
1
8
.
1
8
4
1
1
4
6
.
3
5
5
8
9
0
.
0
2
c.
Sil
h
o
u
ette
s
co
r
e
f
o
r
K
-
m
ea
n
s
clu
s
ter
in
g
T
h
e
Sil
h
o
u
ette
s
co
r
e
o
b
tain
ed
f
r
o
m
th
e
K
-
m
ea
n
s
clu
s
te
r
in
g
an
al
y
s
is
is
0
.
5
4
,
w
h
ich
in
d
icate
s
m
o
d
er
ate
clu
s
ter
in
g
q
u
ality
.
I
t
m
ea
s
u
r
es
th
e
ap
p
r
o
p
r
iaten
ess
o
f
th
e
ass
ig
n
m
en
t
o
f
d
ata
p
o
in
ts
to
th
eir
clu
s
ter
s
;
s
co
r
es
ar
e
clo
s
est
to
1
wh
e
n
th
e
clu
s
ter
s
ar
e
well
d
ef
in
ed
an
d
co
m
p
ac
t,
wh
ile
s
co
r
es
n
ea
r
0
s
ig
n
if
y
o
v
er
lap
p
i
n
g
clu
s
ter
s
.
A
s
co
r
e
o
f
0
.
5
4
,
th
er
ef
o
r
e,
s
ig
n
als
clu
s
ter
s
th
at
ar
e
we
ll
s
ep
ar
ated
b
u
t
n
o
t
p
er
f
ec
tly
s
o
,
with
s
o
m
e
o
v
er
lap
.
T
h
e
ac
h
ie
v
ed
co
h
esio
n
a
n
d
s
ep
ar
atio
n
p
r
o
v
id
e
ad
e
q
u
ate
r
eliab
ilit
y
f
o
r
th
e
id
en
tific
atio
n
o
f
cr
itical
p
atter
n
s
o
f
s
tu
d
en
t
le
ar
n
in
g
b
eh
av
io
r
s
,
wh
ich
s
u
p
p
o
r
t
f
u
r
th
er
cl
u
s
ter
in
g
m
eth
o
d
im
p
r
o
v
em
en
t
o
r
ad
d
itio
n
al
f
ea
tu
r
e
s
elec
tio
n
s
.
3
.
2
.
Dis
cus
s
io
n
3
.
2
.
1
.
P
er
f
o
r
m
a
nce
a
nd
lea
r
nin
g
beha
v
io
r
o
f
B
a
ng
la
des
h
i st
ud
ent
s
T
h
e
d
ec
is
io
n
tr
ee
m
o
d
el
r
esu
lts
d
em
o
n
s
tr
ate
p
er
f
ec
t
p
r
ed
ictiv
e
ac
cu
r
ac
y
in
s
tu
d
en
t
p
e
r
f
o
r
m
a
n
ce
class
if
icatio
n
,
with
p
r
ec
is
io
n
,
r
ec
all,
an
d
F1
-
s
co
r
es
all
e
x
c
ee
d
in
g
0
.
9
8
in
ea
c
h
class
.
T
h
e
m
o
d
el,
s
h
o
wed
a
g
o
o
d
ca
p
ab
ilit
y
o
f
c
o
r
r
ec
tly
cl
ass
if
y
in
g
s
tu
d
en
ts
in
to
th
r
ee
c
lass
es
:
h
ig
h
,
av
e
r
ag
e,
a
n
d
l
o
w
p
er
f
o
r
m
er
s
,
b
ased
o
n
th
e
v
ar
iab
les
o
f
atten
d
an
c
e,
ex
am
in
atio
n
s
co
r
es,
an
d
a
s
s
ig
n
m
en
t
s
u
b
m
is
s
io
n
.
T
h
ese
r
esu
lts
alig
n
with
p
r
ev
io
u
s
f
in
d
i
n
g
s
,
wh
ich
h
av
e
id
en
tifie
d
in
-
class
p
ar
ticip
at
io
n
,
a
f
ea
tu
r
e
clo
s
ely
r
elate
d
to
atten
d
an
ce
,
as
a
s
ig
n
if
ican
t
in
d
icato
r
o
f
ac
ad
e
m
ic
s
u
cc
ess
[
8
]
.
Similar
ly
,
s
c
h
o
lar
s
h
av
e
f
o
u
n
d
ex
a
m
s
co
r
e
s
to
b
e
s
ig
n
if
ican
tly
cr
u
cial
in
m
ea
s
u
r
in
g
s
tu
d
en
t
a
ch
iev
em
en
t,
wh
ich
alig
n
s
with
s
tu
d
y
'
s
f
in
d
in
g
s
th
at
s
h
o
w
ex
am
p
er
f
o
r
m
a
n
ce
to
b
e
o
n
e
o
f
th
e
cr
itical
f
ea
t
u
r
es
in
th
e
p
er
f
o
r
m
an
ce
o
f
th
e
d
ec
i
s
io
n
tr
ee
m
o
d
el
[
9
]
.
Similar
ly
,
th
e
h
ig
h
v
alu
es
o
f
p
r
ec
is
io
n
an
d
r
ec
all
f
r
o
m
th
e
m
o
d
el
g
i
v
e
ev
i
d
en
ce
t
h
at
it
eq
u
ally
r
ed
u
ce
s
T
y
p
e
I
an
d
T
y
p
e
I
I
e
r
r
o
r
s
,
wh
ich
i
s
v
ital
f
o
r
th
e
c
o
n
s
is
ten
t
class
if
icatio
n
o
f
s
tu
d
en
t
p
er
f
o
r
m
a
n
ce
.
I
n
th
is
way
,
wh
ile
th
e
m
o
d
el
in
h
er
its
th
e
p
r
in
cip
les
o
f
lea
r
n
in
g
an
aly
tic
s
th
eo
r
y
,
it d
o
es
s
o
th
r
o
u
g
h
d
a
ta
-
in
f
o
r
m
e
d
in
s
ig
h
ts
,
p
r
o
v
id
i
n
g
ea
r
ly
in
te
r
v
en
tio
n
an
d
g
u
i
d
an
ce
f
o
r
in
f
o
r
m
e
d
d
ec
is
io
n
-
m
ak
in
g
i
n
a
co
u
r
s
e
o
f
ac
tio
n
to
im
p
r
o
v
e
s
tu
d
e
n
t o
u
tc
o
m
es
[
5
]
.
T
h
e
m
o
d
el
p
er
f
o
r
m
s
ex
ce
p
ti
o
n
ally
well,
with
weig
h
ted
av
er
ag
es
o
f
0
.
9
9
ac
r
o
s
s
all
m
ea
s
u
r
es,
u
n
d
er
s
co
r
i
n
g
its
r
eliab
ilit
y
ac
r
o
s
s
a
v
ar
iety
o
f
s
tu
d
en
t
p
o
p
u
l
atio
n
s
an
d
ac
ad
em
ic
b
e
h
av
io
r
s
.
T
h
is
s
u
p
p
o
r
ts
th
e
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
P
r
ed
ictin
g
s
tu
d
en
t p
erfo
r
ma
n
c
e
a
n
d
i
d
en
tifyin
g
lea
r
n
in
g
b
eh
a
vio
r
s
u
s
in
g
d
ec
is
io
n
…
(
Md
.
Ma
h
a
d
h
i H
a
s
a
n
)
3877
p
r
ev
io
u
s
wo
r
k
th
at
m
ac
h
in
e
l
ea
r
n
in
g
alg
o
r
ith
m
s
,
s
u
ch
as
d
ec
is
io
n
tr
ee
s
,
ca
n
b
e
ef
f
ec
tiv
e
ly
u
s
ed
in
m
ak
in
g
p
r
ed
ictio
n
s
ab
o
u
t
ac
ad
e
m
ic
s
u
cc
ess
b
ased
o
n
cr
itical
p
r
ed
ict
o
r
s
,
in
clu
d
in
g
ex
a
m
in
atio
n
o
u
tco
m
es
[
6
]
.
I
t
also
em
p
lo
y
s
th
e
m
o
s
t
r
ig
o
r
o
u
s
m
eth
o
d
s
o
f
v
alid
atio
n
u
s
ed
in
t
h
is
s
tu
d
y
,
s
u
ch
as
cr
o
s
s
-
v
alid
a
tio
n
an
d
p
r
u
n
in
g
,
to
m
itig
ate
o
v
er
f
itti
n
g
an
d
en
h
a
n
ce
th
e
g
e
n
er
aliza
b
ilit
y
o
f
th
e
r
esu
lts
.
T
h
is
m
eth
o
d
o
lo
g
ica
l
r
ig
o
r
alig
n
s
with
s
ch
o
lar
ly
s
tatem
en
ts
o
n
th
e
i
m
p
o
r
tan
ce
o
f
ac
c
u
r
ate
an
d
s
tab
le
p
r
ed
ictio
n
s
in
th
e
d
o
m
ain
o
f
lear
n
in
g
an
aly
tics
[
5
]
.
T
h
e
cu
r
r
en
t
p
ap
er
r
ep
o
r
ts
f
in
d
i
n
g
s
th
at
s
h
o
w
d
ec
is
io
n
t
r
ee
s
,
with
h
i
g
h
class
if
icatio
n
ac
cu
r
ac
y
,
ca
n
b
e
a
n
ef
f
ec
tiv
e
to
o
l
f
o
r
p
r
ed
ictin
g
s
tu
d
en
ts
'
p
er
f
o
r
m
a
n
ce
in
B
an
g
lad
esh
i
h
ig
h
e
r
ed
u
ca
tio
n
,
esp
ec
ially
in
s
ce
n
ar
io
s
wh
er
e
tr
ad
itio
n
al
ass
ess
m
en
t
m
eth
o
d
s
m
ay
p
o
o
r
l
y
r
ep
r
es
en
t
th
e
co
m
p
lex
in
ter
p
lay
o
f
f
ac
to
r
s
in
f
lu
en
cin
g
ac
ad
em
ic
s
u
cc
ess
.
K
-
m
ea
n
s
cl
u
s
te
r
i
n
g
a
n
al
y
s
is
i
d
e
n
ti
f
i
e
d
t
h
r
ee
d
is
ti
n
ct
s
t
u
d
e
n
t
p
r
o
f
i
les
b
as
e
d
o
n
ac
ad
em
ic
e
n
g
a
g
e
m
e
n
t
an
d
p
e
r
f
o
r
m
an
ce
,
t
h
e
r
e
b
y
u
n
r
a
v
el
in
g
t
h
e
m
u
lti
f
ac
e
te
d
n
at
u
r
e
o
f
s
tu
d
e
n
t
b
e
h
av
io
r
s
a
n
d
t
h
e
d
ete
r
m
in
a
n
ts
le
a
d
i
n
g
to
ac
a
d
e
m
ic
s
u
cc
ess
.
C
l
u
s
te
r
1
,
r
e
f
e
r
r
e
d
to
as
“
ac
t
iv
e
le
ar
n
e
r
s
,
”
c
o
m
p
r
is
es
y
o
u
n
g
e
r
s
tu
d
e
n
ts
wit
h
h
ig
h
atte
n
d
a
n
c
e
r
at
es
(
9
1
.
2
2
%)
,
h
i
g
h
s
u
b
m
is
s
i
o
n
r
a
tes
f
o
r
ass
ig
n
m
e
n
ts
(
8
0
.
5
4
%
)
,
a
n
d
h
i
g
h
e
x
a
m
i
n
at
io
n
s
co
r
es
(
8
3
.
5
4
%
)
,
r
es
u
l
ti
n
g
i
n
a
s
t
r
o
n
g
a
v
e
r
a
g
e
C
GPA
o
f
3
.
1
5
.
T
h
e
s
e
o
b
s
e
r
v
ati
o
n
s
i
n
th
is
cl
u
s
te
r
ar
e
co
n
s
is
te
n
t
wi
th
th
e
f
i
n
d
i
n
g
s
o
f
p
r
e
ce
d
i
n
g
s
c
h
o
la
r
s
,
wh
o
c
o
n
c
lu
d
ed
t
h
a
t
h
ig
h
le
v
e
ls
o
f
e
n
g
a
g
e
m
e
n
t
,
p
ar
ti
cu
l
a
r
l
y
in
t
er
m
s
o
f
atte
n
d
a
n
c
e
a
n
d
p
a
r
ti
ci
p
a
ti
o
n
,
ar
e
s
t
r
o
n
g
l
y
c
o
r
r
el
ate
d
w
it
h
a
ca
d
e
m
ic
s
u
cc
ess
[
8
]
.
B
ase
d
o
n
l
ea
r
n
in
g
a
n
al
y
ti
cs
th
e
o
r
y
,
th
e
i
d
en
ti
f
ie
d
p
a
tte
r
n
s
co
n
f
i
r
m
t
h
at
e
n
g
a
g
e
m
e
n
t
m
etr
ics
h
e
lp
p
r
ed
ict
ac
a
d
e
m
ic
o
u
tc
o
m
es
,
t
h
e
r
e
b
y
p
r
o
v
i
d
i
n
g
a
cti
o
n
a
b
le
i
n
s
i
g
h
ts
f
o
r
ea
r
l
y
i
n
t
er
v
e
n
t
io
n
s
[
5
]
.
I
n
s
h
ar
p
co
n
t
r
ast,
C
lu
s
te
r
2
,
la
b
e
le
d
“
p
ass
iv
e
lea
r
n
e
r
s
,
”
c
o
m
p
r
is
es
s
tu
d
e
n
ts
wit
h
m
o
d
e
r
at
e
le
v
e
ls
o
f
e
n
g
a
g
em
e
n
t
,
c
h
ar
ac
t
er
iz
ed
b
y
a
7
6
.
6
3
%
at
te
n
d
a
n
c
e
r
ate
,
an
a
v
e
r
a
g
e
e
x
am
s
c
o
r
e
o
f
6
3
.
7
8
,
a
n
d
a
6
4
.
8
5
%
r
at
e
o
f
ass
i
g
n
m
en
t
s
u
b
m
is
s
io
n
s
.
C
o
r
r
esp
o
n
d
in
g
l
y
,
t
h
e
l
o
w
er
av
er
ag
e
c
u
m
u
l
ati
v
e
GP
A
o
f
2
.
5
8
is
m
atc
h
ed
b
y
t
h
is
t
r
e
n
d
.
T
h
is
r
es
u
l
t
is
co
n
s
is
te
n
t
wit
h
t
h
e
b
r
o
a
d
er
t
r
e
n
d
i
n
ed
u
c
ati
o
n
al
s
c
h
o
la
r
s
h
i
p
,
w
h
i
c
h
s
u
g
g
ests
t
h
a
t
l
o
we
r
l
e
v
els
o
f
e
n
g
a
g
e
m
e
n
t
r
es
u
l
t
i
n
l
o
we
r
l
ev
e
ls
o
f
le
a
r
n
in
g
[
1
5
]
.
T
h
ese
f
i
n
d
in
g
s
e
m
p
h
asi
ze
t
h
e
i
m
p
o
r
t
an
ce
o
f
u
s
i
n
g
d
ata
an
a
ly
t
ics
f
o
r
m
an
a
g
i
n
g
s
t
u
d
e
n
t
e
n
g
a
g
e
m
e
n
t
,
as
it
is
f
o
u
n
d
th
at
s
t
u
d
e
n
ts
e
x
h
i
b
it
in
g
d
is
e
n
g
a
g
em
en
t
te
n
d
to
h
a
v
e
l
o
wer
ac
a
d
em
i
c
ac
h
i
e
v
e
m
e
n
ts
.
T
h
is
ca
l
ls
f
o
r
tail
o
r
-
m
a
d
e
s
tr
at
eg
ies
to
b
r
i
n
g
t
h
es
e
s
tu
d
e
n
ts
b
ac
k
in
to
t
h
e
le
ar
n
i
n
g
p
r
o
c
ess
.
L
astl
y
,
C
l
u
s
te
r
3
,
“a
t
-
r
is
k
s
t
u
d
e
n
ts
,
”
co
m
p
r
is
es
t
h
e
o
l
d
est
s
tu
d
en
ts
wit
h
th
e
l
o
wes
t
att
e
n
d
a
n
ce
r
a
t
es
(
5
9
.
6
2
%)
an
d
s
u
b
m
is
s
i
o
n
r
ates
o
f
ass
i
g
n
m
e
n
ts
(
5
2
.
5
5
%
)
,
y
et
s
u
r
p
r
is
i
n
g
l
y
h
i
g
h
e
x
a
m
s
co
r
es
(
9
4
.
3
4
%
)
,
r
es
u
lt
in
g
in
a
m
o
d
e
r
ate
c
u
m
u
lat
iv
e
GPA
o
f
2
.
6
9
.
So
m
e
s
tu
d
en
ts
,
alth
o
u
g
h
n
o
t
ex
h
ib
itin
g
m
u
ch
en
g
ag
em
en
t
in
o
th
er
asp
ec
ts
,
m
ay
h
av
e
ac
h
iev
ed
h
ig
h
er
r
esu
lts
in
ex
am
s
b
y
u
s
i
n
g
cr
am
m
in
g
tec
h
n
iq
u
es
o
r
o
t
h
er
f
o
c
u
s
ed
s
tu
d
y
h
ab
its
[
7
]
.
T
h
is
co
u
ld
h
ig
h
lig
h
t
th
e
in
h
er
e
n
t
co
m
p
lex
ity
ass
o
ciate
d
with
s
tu
d
en
t
p
er
f
o
r
m
a
n
ce
an
d
d
em
o
n
s
tr
ate
th
e
n
ee
d
to
a
p
p
ly
lear
n
in
g
an
aly
tics
th
eo
r
y
to
s
cr
u
tin
ize
th
ese
b
eh
av
io
r
s
[
5
]
.
T
h
is
cr
ea
tes
d
if
f
er
en
t
im
p
licatio
n
s
f
o
r
s
tu
d
en
ts
wh
o
h
a
v
e
lo
w
lev
els
o
f
en
g
ag
em
en
t,
as
t
h
ey
m
a
y
n
ee
d
v
ar
io
u
s
k
in
d
s
o
f
s
u
p
p
o
r
t,
s
u
ch
as
m
eth
o
d
s
f
o
r
test
p
r
ep
a
r
atio
n
o
r
p
o
s
s
ib
ly
ev
en
tr
ain
i
n
g
in
tim
e
m
an
ag
em
e
n
t.
T
h
is
d
em
o
n
s
tr
ates
th
e
im
p
o
r
tan
ce
o
f
d
ef
i
n
in
g
d
if
f
er
en
t
lear
n
in
g
b
eh
av
io
r
s
wh
en
in
ter
v
en
in
g
to
im
p
r
o
v
e
o
u
tco
m
es f
o
r
s
tu
d
e
n
ts
.
On
e
o
f
th
e
k
ey
g
o
als o
f
lear
n
in
g
an
aly
tics
is
to
in
f
o
r
m
d
ec
is
io
n
-
m
ak
i
n
g
an
d
r
ef
in
e
ed
u
ca
tio
n
al
p
r
ac
tices.
Fu
r
th
er
m
o
r
e
,
th
e
W
C
SS
s
u
p
p
o
r
ts
th
e
ex
is
ten
ce
o
f
th
r
ee
clu
s
ter
s
,
as
it
d
r
am
atica
lly
d
ec
r
ea
s
es
f
r
o
m
4
8
0
0
.
0
0
f
o
r
o
n
e
clu
s
ter
to
1
7
1
8
.
1
8
f
o
r
th
r
ee
cl
u
s
ter
s
,
in
d
icatin
g
b
etter
-
d
ef
i
n
ed
g
r
o
u
p
in
g
s
.
T
h
is
is
in
ag
r
ee
m
en
t
with
th
e
E
lb
o
w
m
e
th
o
d
,
wh
ich
d
em
o
n
s
tr
ates
th
at
th
r
ee
clu
s
ter
s
s
tr
ik
e
a
b
alan
ce
b
etwe
en
s
im
p
licity
an
d
m
o
d
el
f
it
—
th
at
is
,
th
e
clu
s
ter
in
g
ap
p
r
o
ac
h
ef
f
ec
tiv
ely
is
o
lates
d
is
tin
ct
s
tu
d
en
t
p
r
o
f
iles
.
T
h
e
f
in
d
in
g
s
alig
n
with
th
o
s
e
o
f
s
ch
o
lar
s
wh
o
h
av
e
also
ap
p
lied
clu
s
ter
in
g
te
ch
n
iq
u
es
to
g
r
o
u
p
d
if
f
er
e
n
t
lear
n
er
ty
p
es,
th
er
e
b
y
d
em
o
n
s
tr
atin
g
th
e
ef
f
ec
tiv
en
e
s
s
o
f
clu
s
ter
in
g
in
d
is
co
v
er
in
g
h
id
d
en
p
atter
n
s
in
ed
u
ca
tio
n
a
l
d
ata
[
1
6
]
.
Fu
r
th
e
r
in
cr
ea
s
es
in
clu
s
ter
in
g
b
ey
o
n
d
th
r
ee
s
h
o
w
in
cr
e
asin
g
ly
m
ar
g
in
al
d
ec
r
ea
s
es
in
th
e
wit
h
in
-
clu
s
ter
s
u
m
o
f
s
q
u
ar
es
,
wh
ich
v
in
d
icate
s
th
e
d
ec
is
io
n
to
lim
it
th
e
n
u
m
b
er
o
f
clu
s
ter
s
to
th
r
ee
f
o
r
o
p
tim
al
r
esu
lts
.
T
h
is
in
d
icate
s
th
at,
th
r
o
u
g
h
th
e
u
s
e
o
f
K
-
m
ea
n
s
cl
u
s
ter
in
g
o
n
ac
ad
em
ic
en
g
ag
em
en
t
an
d
p
e
r
f
o
r
m
a
n
ce
d
ata,
an
ef
f
ec
tiv
e
way
o
f
g
r
o
u
p
in
g
s
tu
d
en
ts
with
s
im
ilar
lear
n
in
g
b
e
h
av
io
r
s
ca
n
b
e
ac
h
iev
ed
,
p
r
o
v
id
in
g
in
s
ig
h
ts
th
at
g
u
id
e
p
er
s
o
n
alize
d
teac
h
in
g
s
tr
ateg
ies
an
d
in
ter
v
en
tio
n
s
.
T
h
e
r
esu
lts
also
s
u
p
p
o
r
t
lear
n
i
n
g
an
aly
tics
th
eo
r
y
,
wh
ich
ad
v
o
ca
tes
f
o
r
u
s
in
g
c
lu
s
ter
in
g
to
s
eg
m
en
t
s
tu
d
en
t
s
in
to
m
ea
n
in
g
f
u
l
g
r
o
u
p
s
,
al
lo
win
g
p
r
ev
ailin
g
in
ter
v
en
tio
n
s
to
ca
ter
to
th
e
s
p
ec
if
ic
n
ee
d
s
o
f
ea
c
h
g
r
o
u
p
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
c
o
m
b
in
es
d
ec
is
io
n
tr
ee
m
eth
o
d
o
lo
g
ies
with
K
-
m
ea
n
s
clu
s
ter
in
g
tech
n
iq
u
es
to
p
r
ed
ic
t
ac
ad
em
ic
s
u
cc
ess
an
d
id
e
n
tify
d
is
tin
ctiv
e
lear
n
in
g
p
atter
n
s
with
in
th
e
co
n
tex
t
o
f
h
i
g
h
er
ed
u
ca
tio
n
in
B
an
g
lad
esh
.
B
y
in
teg
r
atin
g
a
wid
e
r
an
g
e
o
f
e
d
u
ca
tio
n
al
a
n
d
b
e
h
av
io
r
al
i
n
d
icato
r
s
,
th
is
s
tu
d
y
d
e
v
elo
p
s
an
in
clu
s
iv
e
f
r
am
ewo
r
k
f
o
r
u
n
d
er
s
tan
d
in
g
s
tu
d
en
t
s
u
cc
ess
.
T
h
e
f
in
d
in
g
s
will
h
elp
en
h
an
c
e
lear
n
in
g
an
aly
tics
th
eo
r
y
b
y
d
em
o
n
s
tr
atin
g
th
e
i
m
p
o
r
tan
ce
o
f
d
ata
-
i
n
f
o
r
m
ed
d
ec
is
io
n
-
m
ak
in
g
with
in
e
d
u
ca
ti
o
n
al
o
r
g
an
izatio
n
s
an
d
in
s
h
if
tin
g
to
war
d
a
n
u
an
ce
d
u
n
d
er
s
tan
d
in
g
o
f
p
at
ter
n
s
th
at
im
p
ac
t
ac
ad
em
ic
o
u
tco
m
es,
th
er
eb
y
s
u
p
p
o
r
tin
g
tar
g
eted
s
tr
ateg
ies
aim
ed
at
im
p
r
o
v
in
g
s
tu
d
en
t
ac
h
iev
em
en
t.
T
h
e
f
in
d
i
n
g
s
d
em
o
n
s
tr
ate
th
at
it
wo
u
ld
b
e
p
r
u
d
en
t
f
o
r
th
e
in
s
titu
tio
n
s
o
f
h
ig
h
er
ed
u
ca
tio
n
i
n
B
an
g
lad
esh
t
o
f
o
llo
w
d
ata
m
in
in
g
t
o
o
ls
th
at
ca
n
h
elp
ex
ten
s
iv
ely
in
an
al
y
zin
g
th
e
ac
ad
em
ic
a
n
d
b
e
h
av
io
r
al
d
ata
o
f
s
tu
d
e
n
ts
.
I
m
p
r
o
v
e
m
en
ts
in
d
ata
co
llectio
n
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
7
2
-
3881
3878
tech
n
iq
u
es,
p
ar
ticu
la
r
ly
ab
o
u
t
class
atten
d
an
ce
,
s
u
b
m
itted
ass
ig
n
m
en
ts
,
an
d
o
n
lin
e
en
g
a
g
e
m
en
t,
will
r
esu
lt
in
m
o
r
e
ac
c
u
r
ate
p
r
ed
ictio
n
s
a
n
d
in
d
iv
id
u
alize
d
ac
ad
e
m
ic
s
u
p
p
o
r
t.
C
u
s
to
m
ized
in
ter
v
e
n
tio
n
s
,
b
ased
o
n
s
tu
d
en
t
p
r
o
f
iles
—
co
m
p
lete
with
clas
s
if
icatio
n
s
s
u
ch
as
“a
ctiv
e
le
ar
n
er
s
”
an
d
“a
t
-
r
is
k
s
tu
d
en
ts
”
—
ar
e
ex
p
ec
ted
to
in
cr
ea
s
e
s
tu
d
en
t e
n
g
a
g
em
en
t f
u
r
th
er
,
d
ec
r
ea
s
e
th
e
d
r
o
p
o
u
t r
a
te,
an
d
r
aise o
v
er
all
ac
ad
em
ic
ac
h
iev
em
en
t.
T
h
e
p
r
esen
t
s
tu
d
y
is
lim
ite
d
to
u
s
in
g
d
ata
f
r
o
m
o
n
ly
o
n
e
in
s
titu
tio
n
,
wh
ich
m
ay
lim
it
th
e
g
en
er
aliza
b
ilit
y
o
f
t
h
e
f
in
d
i
n
g
s
to
o
th
er
e
d
u
ca
tio
n
al
s
e
ttin
g
s
.
Fu
r
th
er
m
o
r
e
,
th
e
s
tu
d
y
f
o
c
u
s
es
alm
o
s
t
ex
clu
s
iv
ely
o
n
ac
a
d
em
ic
an
d
b
eh
av
io
r
al
d
im
en
s
io
n
s
,
wh
ile
ig
n
o
r
in
g
o
th
er
f
ac
to
r
s
th
at
co
u
ld
in
f
lu
en
ce
s
tu
d
e
n
t
p
er
f
o
r
m
an
ce
,
s
u
ch
as
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
o
r
o
t
h
er
ex
o
g
e
n
o
u
s
v
ar
iab
les.
C
o
n
s
eq
u
e
n
tly
,
th
e
p
r
ec
is
io
n
an
d
ap
p
r
o
p
r
iaten
ess
o
f
th
e
m
o
d
el
i
n
o
th
er
e
d
u
ca
tio
n
al
s
ettin
g
s
wi
ll r
eq
u
ir
e
r
e
v
alid
atio
n
.
T
h
is
s
tu
d
y
d
em
o
n
s
tr
ates
th
e
ef
f
ec
tiv
en
ess
o
f
u
s
in
g
d
ec
is
io
n
tr
ee
s
an
d
K
-
m
ea
n
s
clu
s
ter
in
g
m
eth
o
d
s
f
o
r
p
r
ed
ictin
g
s
tu
d
en
t
o
u
tc
o
m
es
an
d
i
d
en
tify
in
g
d
is
tin
ctiv
e
lear
n
in
g
p
atter
n
s
in
h
ig
h
er
ed
u
ca
tio
n
in
B
an
g
lad
esh
.
T
h
e
s
tu
d
y
s
y
n
th
e
s
izes
cr
itical
ac
ad
em
ic
an
d
b
e
h
av
io
r
al
f
ac
to
r
s
i
n
to
a
co
m
p
r
e
h
en
s
iv
e
f
r
am
ewo
r
k
to
ex
p
lain
s
tu
d
en
t
s
u
cc
ess
an
d
in
f
o
r
m
tar
g
eted
in
te
r
v
en
tio
n
s
.
T
h
is
r
esear
ch
also
p
r
o
g
r
e
s
s
es
th
e
d
o
m
ain
o
f
lear
n
in
g
an
aly
tics
an
d
h
ig
h
li
g
h
ts
th
e
im
p
o
r
tan
ce
o
f
d
ata
-
d
r
iv
en
d
ec
is
io
n
-
m
ak
in
g
.
W
h
ile
th
is
s
tu
d
y
h
as
its
lim
itatio
n
s
,
it
p
r
o
v
id
es
ed
u
ca
to
r
s
an
d
p
o
licy
m
ak
er
s
with
v
alu
ab
le
in
s
ig
h
ts
in
to
d
ev
elo
p
i
n
g
m
o
r
e
ef
f
ec
tiv
e
ac
ad
em
ic
s
u
p
p
o
r
t stra
teg
ies,
th
er
eb
y
f
ac
ilit
atin
g
im
p
r
o
v
em
e
n
t in
s
tu
d
en
ts
’
p
e
r
f
o
r
m
an
ce
.
ACK
NO
WL
E
DG
M
E
N
T
S
W
e
ac
k
n
o
wled
g
e
th
e
s
u
p
p
o
r
t f
r
o
m
th
e
u
n
iv
er
s
ity
f
o
r
h
el
p
in
g
u
s
with
th
e
d
ata.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
s
tu
d
y
d
id
n
o
t r
ec
eiv
e
an
y
ex
ter
n
al
f
u
n
d
in
g
.
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
a
x
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
Md
.
Ma
h
ad
h
i H
asan
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Md
Nak
ib
u
l I
s
lam
✓
✓
✓
✓
✓
✓
✓
Md
I
k
r
am
u
l H
aq
u
e
Nir
jo
n
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Md
Sh
ar
if
Ud
d
i
n
✓
✓
✓
✓
✓
✓
✓
✓
✓
Md
.
Mu
n
tasi
r
Ma
m
u
n
✓
✓
✓
✓
✓
✓
Z
ah
ee
d
Alam
Mu
n
n
a
✓
✓
✓
✓
✓
✓
✓
Al
Ma
h
m
u
d
R
u
m
m
an
✓
✓
✓
✓
✓
✓
✓
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
&
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d
i
t
i
n
g
Vi
:
Vi
su
a
l
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z
a
t
i
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n
Su
:
Su
p
e
r
v
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s
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o
n
P
:
P
r
o
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c
t
a
d
mi
n
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st
r
a
t
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n
Fu
:
Fu
n
d
i
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g
a
c
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i
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t
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o
n
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NF
L
I
C
T
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N
T
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R
E
S
T
ST
A
T
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M
E
NT
T
h
e
au
th
o
r
s
d
ec
lar
e
th
at
th
e
r
e
is
n
o
co
n
f
lict o
f
in
ter
est in
th
is
s
tu
d
y
.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
e
r
esear
ch
was
ca
r
r
ied
o
u
t
s
tr
ictly
ac
co
r
d
in
g
to
et
h
ical
g
u
id
elin
es.
I
n
o
r
d
er
n
o
t
to
v
io
l
ate
p
r
iv
ac
y
an
d
to
p
r
o
tect
co
n
f
id
en
tiality
,
ac
co
r
d
in
g
to
th
e
laws
o
f
d
at
a
p
r
o
tectio
n
,
all
in
f
o
r
m
atio
n
co
n
ce
r
n
in
g
s
tu
d
en
ts
was
an
o
n
y
m
ized
.
I
n
f
o
r
m
ed
c
o
n
s
en
t
f
o
r
u
s
e
o
f
a
n
o
n
y
m
ize
d
d
ata
was
ac
q
u
ir
ed
f
r
o
m
th
e
u
n
iv
er
s
ity
,
an
d
th
e
d
ata
s
et
d
id
n
o
t in
cl
u
d
e
an
y
p
e
r
s
o
n
ally
id
en
tifia
b
le
i
n
f
o
r
m
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
P
r
ed
ictin
g
s
tu
d
en
t p
erfo
r
ma
n
c
e
a
n
d
i
d
en
tifyin
g
lea
r
n
in
g
b
eh
a
vio
r
s
u
s
in
g
d
ec
is
io
n
…
(
Md
.
Ma
h
a
d
h
i H
a
s
a
n
)
3879
DATA AV
AI
L
AB
I
L
I
T
Y
Der
iv
ed
d
ata
s
u
p
p
o
r
ti
n
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
au
th
o
r
[
MMH
]
,
o
n
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
M
.
M
.
H
o
ssa
i
n
,
“
E
n
g
l
i
sh
L
a
n
g
u
a
g
e
T
e
a
c
h
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n
g
t
h
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.
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[
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R
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[
2
9
]
J.
H
a
n
,
M
.
K
a
m
b
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r
,
a
n
d
J.
P
e
i
,
D
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t
a
m
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n
i
n
g
:
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o
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p
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B
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B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Md
.
Ma
h
a
d
h
i
H
a
sa
n
is
a
n
a
ss
istan
t
p
r
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o
r
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De
p
a
rtme
n
t
o
f
En
g
li
sh
a
n
d
Hu
m
a
n
it
ies
,
Un
iv
e
rsity
o
f
Li
b
e
ra
l
Arts
Ba
n
g
lad
e
sh
.
He
o
b
tain
e
d
h
is
P
h
.
D
.
in
Co
m
m
u
n
ica
ti
o
n
(n
e
w
m
e
d
ia
a
n
d
lan
g
u
a
g
e
)
fro
m
In
fra
stru
c
tu
re
Un
i
v
e
rsity
Ku
a
la
Lu
m
p
u
r
;
BA
fro
m
Co
m
il
la
Un
iv
e
rsity
;
a
n
d
a
n
M
A
in
TE
S
O
L
fro
m
BRAC
Un
iv
e
rsit
y
.
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re
se
a
rc
h
in
tere
sts
in
c
lu
d
e
n
e
w
m
e
d
ia
a
n
d
lan
g
u
a
g
e
,
e
rro
r
a
n
a
ly
s
is,
AI
in
e
d
u
c
a
ti
o
n
,
Ed
Tec
h
,
i
n
d
i
g
e
n
o
u
s
li
tera
tu
re
,
a
n
d
S
o
u
t
h
As
ian
l
it
e
ra
tu
re
.
He
is
a
lso
in
tere
ste
d
in
m
u
lt
i
d
isc
ip
li
n
a
ry
re
se
a
rc
h
wo
r
k
s.
He
h
a
s
tau
g
h
t
a
t
BRAC
Un
iv
e
rsity
,
S
o
u
t
h
e
a
st
Un
iv
e
rsity
,
I
n
fra
stru
c
tu
re
Un
i
v
e
r
sit
y
Ku
a
la
Lu
m
p
u
r
,
a
n
d
Eas
t
Wes
t
Un
iv
e
rsity
.
He
c
a
n
b
e
c
o
n
ta
c
ted
a
t
e
m
a
il
:
m
a
h
a
d
h
i4
b
d
@
g
m
a
il
.
c
o
m
.
Md
Na
k
ib
u
l
Is
la
m
is
a
c
e
rti
fied
d
a
ta
a
n
a
ly
st
wit
h
e
x
ten
si
v
e
e
x
p
e
rien
c
e
in
m
a
rk
e
ti
n
g
,
fi
n
a
n
c
e
,
a
n
d
sa
les
m
a
n
a
g
e
m
e
n
t.
He
is
c
u
rre
n
tl
y
p
u
rsu
i
n
g
a
m
a
ste
r’s
in
IT
with
a
fo
c
u
s
o
n
d
a
ta
m
a
n
a
g
e
m
e
n
t
a
n
d
a
n
a
ly
ti
c
s
,
wh
il
e
a
lso
e
n
g
a
g
e
d
in
a
d
a
ta
a
n
a
ly
ti
c
s
b
o
o
tca
m
p
a
t
th
e
Un
i
v
e
rsity
o
f
M
a
ry
lan
d
G
lo
b
a
l
Ca
m
p
u
s.
Wi
t
h
o
v
e
r
tw
o
y
e
a
rs
o
f
e
x
p
e
rien
c
e
a
s
a
d
a
ta
a
n
a
ly
s
t
a
n
d
n
in
e
y
e
a
rs
in
sa
les
a
n
d
m
a
rk
e
ti
n
g
,
h
e
h
a
s
su
c
c
e
s
sfu
ll
y
a
p
p
li
e
d
d
a
ta
-
d
riv
e
n
stra
teg
ies
to
e
x
c
e
e
d
targ
e
ts
a
s
a
Territ
o
ry
M
a
n
a
g
e
r
a
t
No
v
a
rti
s
Ba
n
g
lad
e
sh
Li
m
it
e
d
.
His
re
se
a
rc
h
fo
c
u
se
s
o
n
u
ti
li
z
i
n
g
d
a
ta
to
g
e
n
e
ra
te
v
a
l
u
a
b
le
fi
n
a
n
c
e
in
si
g
h
ts
a
n
d
e
n
h
a
n
c
e
b
u
sin
e
ss
d
e
c
isio
n
-
m
a
k
i
n
g
p
ro
c
e
ss
e
s.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
n
ih
6
4
4
@
g
m
a
il
.
c
o
m
.
Md
Ikra
m
u
l
H
a
q
u
e
Nir
jo
n
is
a
d
e
d
ica
ted
a
n
d
p
a
ss
io
n
a
te
in
d
i
v
id
u
a
l
with
a
stro
n
g
b
a
c
k
g
r
o
u
n
d
in
tec
h
n
o
l
o
g
y
a
n
d
in
n
o
v
a
ti
o
n
.
His
j
o
u
r
n
e
y
fr
o
m
a
y
o
u
n
g
tec
h
e
n
th
u
sia
st
to
a
n
a
sp
iri
n
g
d
a
ta
sc
ien
ti
st
is
m
a
rk
e
d
b
y
a
c
a
d
e
m
ic
e
x
c
e
ll
e
n
c
e
,
p
ro
fe
ss
io
n
a
l
g
r
o
wth
,
a
n
d
a
c
o
m
m
it
m
e
n
t
to
c
o
m
m
u
n
it
y
se
rv
ic
e
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
i
k
ra
m
n
irj
o
n
@g
m
a
il
.
c
o
m
.
Md
S
h
a
r
if
U
d
d
in
h
o
l
d
s
a
b
a
c
h
e
lo
r
’
s
i
n
s
o
ftwa
re
e
n
g
in
e
e
rin
g
a
n
d
a
m
a
ste
r
’
s
in
I
T
with
a
fo
c
u
s
o
n
so
ftwa
re
d
e
sig
n
a
n
d
m
a
n
a
g
e
m
e
n
t.
He
is
p
a
ss
io
n
a
te
a
b
o
u
t
t
h
e
IT
field
,
p
a
rti
c
u
larly
d
a
ta
a
n
a
ly
ti
c
s,
a
n
d
a
ims
to
b
e
c
o
m
e
a
d
a
ta
e
x
p
e
rt
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
m
d
sh
a
rif.
iu
k
l@g
m
a
il
.
c
o
m
.
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P
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it
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to
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in
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s
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to
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s
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m
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.
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c
a
n
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e
c
o
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tac
ted
a
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u
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m
a
m
u
n
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lab
.
e
d
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b
d
.
Za
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n
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a
s
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lec
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2
0
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.
Ap
a
rt
fro
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tea
c
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tera
tu
re
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a
n
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g
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o
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s,
h
e
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s
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p
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g
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d
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istrativ
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c
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h
e
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c
h
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irma
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d
e
p
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t.
Dr.
Zah
e
e
d
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p
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d
h
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BA
(
h
o
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s
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