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Hig
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Sco
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VOSv
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C
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I
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la
ac
r
o
s
s
v
ar
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s
co
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tr
ies
[
1
]
.
C
B
L
en
co
u
r
ag
es
ed
u
ca
to
r
s
to
r
elate
ac
ad
em
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t
to
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ld
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its
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ap
p
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citizen
s
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s
,
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d
f
u
tu
r
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p
r
o
f
ess
io
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[
2
]
.
Un
lik
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in
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d
s
th
at
o
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ates
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with
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p
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tan
d
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ld
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in
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if
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s
ar
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co
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tex
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.
Ab
u
-
R
ash
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l
.
[
3
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b
u
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J
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n
g
’
s
f
r
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m
ewo
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k
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f
f
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al
d
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m
ain
s
,
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p
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asizin
g
th
eir
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elev
a
n
ce
in
CBL
:
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)
T
h
e
p
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r
s
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d
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m
ain
,
wh
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co
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n
ec
ts
s
cien
tific
k
n
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wled
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e
to
s
tu
d
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’
p
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s
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al
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x
p
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ce
s
,
en
h
an
cin
g
th
eir
a
b
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to
a
p
p
ly
co
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ce
p
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in
r
ea
l
-
life
s
itu
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s
;
ii)
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h
e
s
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s
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cieta
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d
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m
ain
,
wh
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s
tu
d
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s
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m
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n
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,
ad
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in
g
co
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tem
p
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;
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in
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v
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k
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Acc
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Gü
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Vo
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s
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[
4
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,
c
o
n
tex
t
i
n
C
B
L
is
n
o
t
m
er
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an
ex
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s
s
,
co
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tr
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r
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ld
s
itu
atio
n
s
th
at
en
h
an
c
e
au
th
en
ticity
in
ed
u
ca
tio
n
al
ex
p
er
ien
ce
s
.
Desp
ite
th
e
in
cr
ea
s
in
g
ap
p
lica
tio
n
o
f
C
B
L
,
its
im
p
lem
en
tati
o
n
a
n
d
e
f
f
ec
tiv
en
ess
in
h
ig
h
er
ed
u
ca
tio
n
r
em
ain
u
n
d
er
e
x
p
lo
r
e
d
.
W
h
ile
C
B
L
h
as
b
ee
n
in
teg
r
ated
ac
r
o
s
s
d
if
f
er
en
t
ed
u
ca
tio
n
al
lev
els
,
its
s
ig
n
if
ican
ce
in
h
ig
h
er
ed
u
ca
tio
n
is
p
ar
ticu
lar
ly
n
o
tewo
r
th
y
,
as
u
n
iv
er
s
ities
aim
to
b
r
id
g
e
th
e
g
ap
b
etwe
en
ac
ad
em
ic
k
n
o
wled
g
e
an
d
p
r
o
f
ess
io
n
al
p
r
ac
tice.
R
esear
ch
o
n
C
B
L
h
as
d
em
o
n
s
tr
ated
its
ef
f
ec
tiv
en
ess
in
en
h
an
cin
g
lear
n
er
s
’
u
n
d
er
s
tan
d
in
g
,
im
p
r
o
v
in
g
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
an
d
d
ev
elo
p
in
g
ess
en
tial
s
k
ills
s
u
ch
as
p
r
o
b
lem
-
s
o
lv
in
g
,
a
p
p
ly
in
g
k
n
o
wled
g
e
to
r
ea
l
-
wo
r
ld
s
itu
atio
n
s
,
h
i
g
h
er
-
o
r
d
er
th
in
k
in
g
,
an
d
r
ea
s
o
n
in
g
s
k
ills
[
5
]
.
I
n
h
ig
h
er
e
d
u
ca
tio
n
,
th
ese
co
m
p
eten
cies
ar
e
ess
en
tial
f
o
r
p
r
o
d
u
cin
g
g
r
ad
u
ates
wh
o
ar
e
w
ell
-
eq
u
ip
p
ed
f
o
r
th
e
ev
o
lv
in
g
d
em
an
d
s
o
f
th
e
w
o
r
k
f
o
r
ce
,
m
a
k
in
g
th
e
ad
o
p
tio
n
o
f
C
B
L
a
s
tr
ateg
ic
p
r
io
r
ity
f
o
r
u
n
iv
er
s
ities
wo
r
ld
wid
e.
Stu
d
ies
o
n
C
B
L
in
h
ig
h
er
ed
u
ca
tio
n
r
ev
ea
l
th
at
it
h
elp
s
s
tu
d
en
ts
m
ee
t
th
e
lear
n
in
g
o
u
tc
o
m
es
r
eq
u
ir
ed
b
y
t
h
eir
ac
ad
em
ic
p
r
o
g
r
am
s
an
d
ac
q
u
ir
e
th
e
n
ec
ess
ar
y
co
m
p
eten
cies f
o
r
f
u
tu
r
e
ca
r
ee
r
s
[
6
]
,
[
7
]
.
T
h
e
in
teg
r
atio
n
o
f
C
B
L
in
u
n
iv
er
s
ity
cu
r
r
ic
u
la
allo
ws
s
tu
d
en
ts
to
en
g
ag
e
in
e
x
p
er
ie
n
tial
lear
n
in
g
,
wh
er
e
th
eo
r
etica
l
k
n
o
wled
g
e
is
co
n
tin
u
o
u
s
ly
a
p
p
lied
t
o
s
o
lv
e
p
r
ac
tical
ch
allen
g
es.
C
h
a
s
h
k
o
[
8
]
u
s
ed
th
e
Aca
d
em
ic
Mo
d
el
Un
ited
Na
tio
n
s
to
m
o
d
el
r
ea
l
-
life
p
r
o
f
ess
io
n
al
s
ce
n
ar
io
s
f
o
r
s
tu
d
e
n
ts
,
p
r
o
m
o
ti
n
g
th
e
d
ev
elo
p
m
e
n
t
o
f
in
ter
c
u
ltu
r
al
co
m
m
u
n
icatio
n
,
p
er
s
o
n
al
a
u
to
n
o
m
y
,
an
d
p
r
o
f
ess
io
n
al
s
k
ills
.
Far
zi
e
t
a
l
.
[
9
]
e
n
g
a
g
e
d
n
u
r
s
in
g
s
tu
d
en
ts
in
d
is
cu
s
s
io
n
s
o
n
r
ea
l
-
life
s
ce
n
ar
io
s
an
d
ex
p
er
ie
n
tial
lear
n
in
g
to
en
h
an
ce
th
eir
u
n
d
er
s
tan
d
i
n
g
o
f
p
r
o
f
ess
io
n
a
l
b
eh
av
io
r
an
d
th
e
ac
tu
al
w
o
r
k
en
v
ir
o
n
m
en
t.
T
h
e
s
im
u
l
atio
n
o
f
r
ea
l
-
wo
r
ld
air
cr
af
t
d
esig
n
p
r
o
ce
s
s
es
en
ab
les
s
tu
d
en
ts
to
th
in
k
lik
e
p
r
o
f
ess
io
n
als
with
o
u
t
b
ein
g
co
n
s
tr
ain
ed
b
y
ac
ad
e
m
ic
s
o
lu
tio
n
s
[
1
0
]
.
T
h
ese
ex
am
p
l
es
h
ig
h
lig
h
t
th
e
ef
f
ec
tiv
e
n
ess
o
f
C
B
L
in
p
r
e
p
ar
in
g
s
tu
d
en
ts
f
o
r
r
ea
l
-
wo
r
ld
p
r
o
f
ess
io
n
s
b
y
f
o
s
ter
in
g
p
r
o
b
l
em
-
s
o
lv
in
g
ab
ilit
ies,
ad
ap
tab
il
ity
,
an
d
d
o
m
ain
-
s
p
ec
if
ic
ex
p
e
r
tis
e.
T
h
u
s
,
C
B
L
is
a
s
u
itab
le
ap
p
r
o
ac
h
in
h
ig
h
er
ed
u
ca
tio
n
,
h
elp
in
g
s
tu
d
en
ts
ac
q
u
ir
e
th
e
k
n
o
wled
g
e
an
d
s
k
ill
s
n
ee
d
ed
f
o
r
f
u
tu
r
e
jo
b
s
.
Ho
wev
er
,
wh
ile
n
u
m
er
o
u
s
ca
s
e
s
tu
d
ies
o
n
C
B
L
im
p
le
m
en
tatio
n
ex
is
t,
a
co
m
p
r
eh
en
s
iv
e,
s
y
s
tem
atic,
an
d
d
ata
-
d
r
iv
e
n
ev
alu
atio
n
o
f
its
r
e
s
ea
r
ch
tr
en
d
s
in
h
ig
h
er
e
d
u
ca
ti
o
n
r
em
ain
s
lack
i
n
g
.
T
o
d
ate,
n
o
p
r
io
r
s
tu
d
y
h
as
h
o
lis
tically
an
aly
ze
d
C
B
L
r
e
s
ea
r
ch
f
r
o
m
a
b
i
b
lio
m
etr
ic
p
er
s
p
ec
tiv
e,
m
ap
p
in
g
its
ev
o
lu
tio
n
,
k
ey
th
em
es,
an
d
r
esear
ch
g
ap
s
o
v
er
tim
e.
T
h
is
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
s
y
s
tem
atica
lly
in
v
esti
g
atin
g
it
s
ap
p
licatio
n
s
to
o
p
tim
ize
its
im
p
ac
t
o
n
s
tu
d
en
t
lear
n
in
g
an
d
em
p
lo
y
ab
ilit
y
.
Ma
n
y
au
th
o
r
s
h
av
e
c
o
n
d
u
cted
r
esear
c
h
o
n
C
B
L
in
h
ig
h
er
ed
u
ca
tio
n
o
n
to
p
ics
s
u
ch
as
th
e
r
o
le
an
d
ch
allen
g
es
o
f
C
B
L
[
1
1
]
,
s
p
ec
ialized
tea
ch
er
g
u
id
an
ce
[
1
2
]
,
an
d
co
n
tex
t
d
ev
elo
p
m
en
t
f
o
r
im
p
le
m
en
tin
g
C
B
L
[
1
3
]
.
C
o
m
p
r
eh
en
s
iv
e
r
ev
iews
o
f
C
B
L
in
ed
u
ca
tio
n
al
s
cien
ce
u
s
in
g
b
i
b
lio
m
etr
ic
m
et
h
o
d
s
a
n
d
Sco
p
u
s
a
n
d
W
o
S
d
atab
ases
h
av
e
b
ee
n
co
n
d
u
cte
d
b
y
Mo
r
a
l
e
s
[
1
4
]
an
d
Kan
an
d
Ku
m
a
s
[
1
5
]
.
I
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
s
o
m
e
a
u
t
h
o
r
s
h
a
v
e
r
e
v
i
e
w
e
d
s
p
e
c
i
f
i
c
r
o
l
e
s
o
f
C
B
L
[
1
6
]
o
r
e
x
a
m
i
n
e
d
s
t
u
d
i
e
s
w
i
t
h
i
n
a
p
a
r
t
i
c
u
l
a
r
d
is
cip
lin
e
[
1
1
]
.
Nev
er
th
eless
,
ex
is
tin
g
r
ev
iews
r
em
ai
n
f
r
ag
m
en
ted
,
o
f
te
n
f
o
cu
s
in
g
o
n
s
p
ec
if
ic
d
is
cip
lin
es
o
r
ad
o
p
tin
g
lim
ited
m
eth
o
d
o
l
o
g
ical
s
co
p
es
.
T
h
i
s
s
t
u
d
y
ad
d
r
ess
es
a
cr
itical
g
a
p
b
y
co
n
d
u
ctin
g
a
s
y
s
tem
atic
,
l
a
r
g
e
-
s
c
a
l
e
b
i
b
l
i
o
m
e
t
r
i
c
an
aly
s
is
o
f
C
B
L
r
e
s
e
a
r
c
h
in
h
ig
h
er
ed
u
ca
tio
n
,
i
d
en
tify
in
g
k
e
y
tr
en
d
s
,
in
f
lu
en
tial
au
th
o
r
s
,
l
ea
d
in
g
in
s
titu
tio
n
s
,
an
d
th
em
atic
d
e
v
elo
p
m
e
n
ts
o
v
er
th
e
p
ast th
r
ee
d
ec
ad
es
.
A
s
y
s
tem
atic
ev
alu
atio
n
o
f
th
e
d
ev
elo
p
m
en
t,
tr
en
d
s
,
an
d
r
esear
ch
d
ir
ec
tio
n
s
o
f
C
B
L
in
h
ig
h
e
r
ed
u
ca
tio
n
is
n
ec
ess
ar
y
to
p
r
o
v
id
e
a
co
m
p
r
eh
e
n
s
iv
e
p
er
s
p
e
ctiv
e
an
d
g
u
id
e
f
u
tu
r
e
in
v
esti
g
atio
n
s
.
T
h
is
s
tu
d
y
h
as
b
o
th
th
eo
r
etica
l
an
d
p
r
ac
ti
ca
l
s
ig
n
if
ican
ce
.
First,
an
in
-
d
ep
th
r
ev
iew
o
f
C
B
L
r
esear
ch
t
r
en
d
s
f
r
o
m
1
9
9
2
to
2
0
2
3
will
clar
if
y
its
ev
o
lu
tio
n
,
id
en
tify
k
ey
th
em
atic
ar
ea
s
,
an
d
h
ig
h
lig
h
t
g
ap
s
r
eq
u
ir
in
g
f
u
r
th
er
ex
p
l
o
r
atio
n
.
I
d
en
tify
in
g
th
ese
tr
en
d
s
will
s
u
p
p
o
r
t
th
e
ef
f
ec
tiv
e
in
te
g
r
atio
n
o
f
C
B
L
in
to
u
n
iv
er
s
ity
cu
r
r
icu
la,
th
er
e
b
y
im
p
r
o
v
in
g
e
d
u
ca
tio
n
q
u
ality
an
d
e
n
h
an
cin
g
s
tu
d
e
n
ts
’
jo
b
r
ea
d
in
ess
.
On
a
g
lo
b
al
s
ca
le,
h
ig
h
e
r
e
d
u
ca
tio
n
in
s
titu
tio
n
s
f
ac
e
in
cr
ea
s
in
g
p
r
e
s
s
u
r
e
to
r
e
f
o
r
m
cu
r
r
icu
la
to
ali
g
n
with
wo
r
k
f
o
r
ce
d
em
a
n
d
s
.
C
B
L
f
ac
ilit
ates
th
is
tr
an
s
f
o
r
m
atio
n
b
y
p
r
o
m
o
tin
g
ex
p
e
r
ien
tial
lear
n
in
g
,
c
r
itical
th
in
k
in
g
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
.
I
n
d
ev
elo
p
in
g
co
u
n
tr
ies,
wh
er
e
tr
ad
itio
n
al
lectu
r
e
-
b
ased
m
eth
o
d
s
s
till
d
o
m
in
ate,
u
n
d
er
s
tan
d
i
n
g
h
o
w
C
B
L
ca
n
b
e
ef
f
ec
tiv
ely
im
p
lem
en
ted
co
u
l
d
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
f
o
r
cu
r
r
ic
u
lu
m
in
n
o
v
atio
n
.
At
th
e
lo
ca
l
lev
el,
s
tu
d
y
in
g
C
B
L
in
h
ig
h
e
r
ed
u
ca
tio
n
is
cr
u
cial
f
o
r
en
h
an
cin
g
s
tu
d
en
t
em
p
lo
y
a
b
ilit
y
an
d
en
s
u
r
in
g
g
r
ad
u
ates
ca
n
ad
ap
t
to
lab
o
r
m
ar
k
et
s
h
if
ts
.
Un
lik
e
p
r
im
ar
y
an
d
s
ec
o
n
d
ar
y
e
d
u
ca
tio
n
,
wh
ich
f
o
cu
s
o
n
f
o
u
n
d
atio
n
al
k
n
o
wled
g
e,
h
ig
h
e
r
ed
u
ca
tio
n
m
u
s
t
p
r
ep
ar
e
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r
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ea
l
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ld
p
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T
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L
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am
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u
b
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e
n
d
s
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i
n
f
l
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tia
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co
n
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r
i
b
u
tio
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h
e
m
a
tic
ev
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l
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ti
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n
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o
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3
.
Un
l
ik
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p
r
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r
ev
iews
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i
b
li
o
m
et
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ch
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
:
40
50
-
406
5
4052
B
y
an
al
y
zi
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i
b
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m
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tr
ic
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al
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o
a
n
s
wer
t
h
e
f
o
l
lo
wi
n
g
r
es
ea
r
c
h
q
u
es
ti
o
n
s
:
i)
W
h
at
is
t
h
e
to
tal
n
u
m
b
e
r
o
f
p
u
b
lic
ati
o
n
s
,
g
r
o
wt
h
r
at
e,
a
n
d
o
v
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r
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t
r
e
n
d
s
i
n
C
B
L
r
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e
ar
ch
in
h
ig
h
er
ed
u
c
ati
o
n
?
ii)
W
h
ic
h
c
o
u
n
t
r
i
es
a
n
d
i
n
s
ti
tu
ti
o
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s
h
a
v
e
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g
n
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f
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ti
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iii)
W
h
o
a
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t
h
e
m
o
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t
p
r
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lif
ic
a
u
t
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r
s
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n
t
h
is
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o
p
ic
?
iv
)
W
h
ic
h
s
o
u
r
c
es
h
a
v
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h
e
h
i
g
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t
n
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p
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?
v)
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h
at
i
n
s
i
g
h
ts
ar
e
p
r
o
v
id
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d
b
y
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e
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o
s
t
-
cit
ed
p
u
b
l
ic
ati
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o
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C
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L
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h
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r
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d
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v
i
)
W
h
at
a
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t
h
e
t
h
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m
es
a
n
d
r
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r
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tle
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a
b
s
t
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ac
t
,
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d
k
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r
d
an
al
y
s
is
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v
ii
)
W
h
ic
h
s
u
b
j
ec
t
a
r
e
as
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av
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th
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ig
h
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s
o
n
C
B
L
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i
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2.
M
E
T
H
O
D
I
n
th
is
s
tu
d
y
,
b
ib
lio
m
etr
ic
an
aly
s
is
wa
s
em
p
lo
y
ed
to
an
aly
ze
d
ata.
T
h
is
m
eth
o
d
co
llects
q
u
an
titativ
e
in
f
o
r
m
atio
n
o
n
p
u
b
licatio
n
s
a
n
d
citatio
n
s
[
1
7
]
,
an
d
it
is
wid
ely
u
s
ed
to
tr
ac
k
s
cien
tific
d
ev
elo
p
m
en
ts
ac
r
o
s
s
d
if
f
er
en
t
f
ield
s
[
1
8
]
.
T
h
e
d
at
a
co
llected
u
s
in
g
th
is
m
eth
o
d
is
h
ig
h
ly
b
en
ef
icial
f
o
r
r
es
ea
r
ch
er
s
s
ee
k
in
g
to
id
en
tify
f
u
t
u
r
e
r
esear
ch
d
ir
ec
ti
o
n
s
[
3
]
.
T
h
e
d
ata
was
ex
tr
ac
te
d
f
r
o
m
Sco
p
u
s
,
th
e
lar
g
est
an
d
m
o
s
t
wid
ely
u
s
ed
s
cien
tific
d
atab
ase
f
o
r
th
e
s
o
cial
s
cien
ce
s
[
1
9
]
,
[
2
0
]
.
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h
is
d
atab
ase
o
r
g
a
n
izes
d
ata
b
y
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ch
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ield
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,
w
h
ich
is
co
n
v
en
ie
n
t
f
o
r
s
ea
r
ch
i
n
g
an
d
b
ib
lio
m
etr
ic
an
aly
s
is
.
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h
e
d
ata
co
llectio
n
p
r
o
ce
s
s
is
ca
r
r
ied
o
u
t
th
r
o
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g
h
th
e
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r
ef
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e
d
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tin
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tem
atic
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ev
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n
d
m
eta
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a
n
aly
s
es
(
PR
I
SMA
)
d
iag
r
am
,
as seen
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
T
h
e
PR
I
SMA
d
iag
r
am
r
ep
r
esen
ts
n
ar
r
o
win
g
th
e
an
aly
s
is
d
ataset
o
f
ap
p
ly
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g
C
B
L
in
h
ig
h
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r
ed
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ca
tio
n
T
h
e
f
ir
s
t
is
id
en
tific
atio
n
.
T
h
e
ce
n
tr
al
k
e
y
wo
r
d
o
f
t
h
is
s
tu
d
y
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“
co
n
tex
t
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ased
lear
n
i
n
g
”
.
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m
e
r
elate
d
an
d
clo
s
e
k
ey
wo
r
d
s
ar
e
also
u
s
ed
.
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h
ese
k
ey
wo
r
d
s
ar
e
co
m
b
in
ed
with
th
e
k
e
y
wo
r
d
o
f
th
e
lev
el
o
f
ed
u
ca
tio
n
th
at
th
e
s
tu
d
y
is
tar
g
etin
g
h
ig
h
er
ed
u
ca
tio
n
.
T
h
ese
k
ey
wo
r
d
s
ar
e
s
ea
r
ch
ed
in
th
e
d
o
cu
m
en
t
’
s
ab
s
tr
ac
t,
k
ey
wo
r
d
s
,
an
d
titl
e.
T
h
e
d
o
cu
m
en
t
ty
p
e
is
lim
ited
to
s
cien
tific
p
u
b
licatio
n
s
an
d
co
n
f
er
e
n
ce
p
ap
er
s
wr
itten
in
E
n
g
lis
h
p
u
b
lis
h
ed
b
ef
o
r
e
2
0
2
4
.
T
h
e
r
esu
lts
o
b
ta
in
ed
4
9
6
d
o
cu
m
en
ts
(
d
ata
co
llected
o
n
Ap
r
il
6
,
2
0
2
4
)
wh
en
p
er
f
o
r
m
th
e
d
ata
q
u
er
y
s
tr
in
g
th
r
o
u
g
h
Sco
p
u
s
.
Step
2
is
s
cr
ee
n
in
g
.
T
h
is
s
tep
in
v
o
lv
ed
f
ilter
in
g
to
s
elec
t
p
u
b
licatio
n
s
th
at
alig
n
with
th
e
r
esear
c
h
o
b
jectiv
es.
I
n
th
e
in
itial
f
ilter
in
g
p
h
ase,
th
e
r
esear
ch
team
ex
clu
d
ed
1
3
6
p
u
b
licatio
n
s
d
u
e
to
in
ac
cu
r
ate
o
r
i
n
co
m
p
l
ete
in
f
o
r
m
atio
n
.
At
th
e
en
d
o
f
th
is
p
h
ase,
3
6
0
p
u
b
licatio
n
s
wer
e
r
etain
ed
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d
m
o
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to
th
e
n
ex
t
s
tep
.
T
h
i
r
d
ly
is
elig
ib
ilit
y
.
An
ad
d
itio
n
al
2
0
7
p
u
b
licatio
n
s
To
tal
stu
d
y
o
f
CB
L
in
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
i
n
S
CO
P
US
d
atab
as
e (n
=
4
9
6
)
To
tal
stu
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ies
a
fter fi
lt
e
ri
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g
d
a
ta
(n
=
3
6
0
)
Ex
c
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d
e
d
a
ta u
si
n
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p
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ra
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e
ter se
t
(n
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3
6
)
S
tu
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ies
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fter sc
re
e
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in
g
f
o
r
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li
g
ib
il
it
y
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5
3
)
S
tu
d
ies
e
x
c
lu
d
e
d
b
a
se
d
o
n
re
v
iew
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f
e
li
g
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i
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ty
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2
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7
)
Nu
m
b
e
r
o
f
st
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d
ies
f
o
r
b
ib
li
o
m
e
tri
c
s a
n
a
ly
sis
(n
=
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5
3
)
Identi
fica
tio
n
S
c
r
e
e
n
in
g
Inclu
d
e
d
Eli
g
ib
i
li
ty
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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N:
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r
e
in
-
d
ep
th
a
n
aly
s
is
.
T
wo
to
o
l
s
wer
e
s
elec
ted
f
o
r
d
ata
an
aly
s
is
:
B
ib
lio
m
etr
ix
an
d
VO
Sv
iewe
r
s
o
f
twar
e.
Ad
d
itio
n
ally
,
Mic
r
o
s
o
f
t E
x
ce
l
was u
tili
ze
d
to
ag
g
r
eg
ate
d
ata
b
y
co
u
n
tr
y
a
n
d
p
er
io
d
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
G
ener
a
l inf
o
rm
a
t
i
o
n a
nd
pu
bli
ca
t
io
n t
re
nd
s
Gen
er
al
in
f
o
r
m
atio
n
ab
o
u
t
t
h
e
co
llected
d
ataset
o
n
C
B
L
in
h
ig
h
er
ed
u
ca
tio
n
is
p
r
esen
ted
in
T
ab
le
1
.
Fro
m
1
9
9
2
to
2
0
2
3
,
1
5
3
p
u
b
licatio
n
s
in
clu
d
in
g
1
0
6
a
r
ticles
(
ac
co
u
n
tin
g
f
o
r
6
9
.
3
%)
an
d
4
7
co
n
f
e
r
en
ce
p
a
p
er
s
(
ac
co
u
n
tin
g
f
o
r
3
0
.
7
%),
wer
e
is
s
u
ed
f
r
o
m
1
2
6
d
if
f
er
en
t
s
o
u
r
ce
s
,
u
tili
zin
g
5
,
8
1
9
r
ef
er
en
ce
s
.
T
h
e
an
n
u
al
g
r
o
wth
r
ate
o
f
p
u
b
licatio
n
s
i
s
7
.
7
1
%
,
a
n
d
t
h
e
a
v
e
r
a
g
e
d
o
c
u
m
e
n
t
a
g
e
i
s
7
.
6
5
y
e
a
r
s
.
T
h
e
4
4
3
a
u
t
h
o
r
s
c
o
n
t
r
i
b
u
t
e
d
t
o
t
h
e
d
a
t
a
s
et
,
i
n
c
l
u
d
i
n
g
2
0
a
u
t
h
o
r
s
o
f
s
i
n
g
l
e
-
a
u
t
h
o
r
e
d
d
o
c
u
m
e
n
t
s
.
T
h
e
r
em
ain
in
g
au
th
o
r
s
c
o
llab
o
r
ated
,
with
an
av
er
ag
e
o
f
2
.
9
9
a
u
th
o
r
s
p
e
r
p
u
b
licatio
n
an
d
a
n
in
ter
n
atio
n
al
co
llab
o
r
atio
n
r
ate
o
f
1
2
.
4
2
%.
T
h
e
H
-
i
n
d
e
x
o
f
t
h
e
d
atas
et
e
x
t
r
a
cte
d
f
r
o
m
Sc
o
p
u
s
is
1
9
,
w
h
i
ch
m
e
an
s
th
at
o
u
t
o
f
1
5
3
p
u
b
li
ca
ti
o
n
s
,
1
9
p
u
b
lic
ati
o
n
s
ar
e
cit
ed
a
t
l
ea
s
t
1
9
t
im
es.
Ac
c
o
r
d
i
n
g
t
o
t
h
e
c
a
lcu
lat
io
n
r
es
u
lts
,
t
h
e
t
o
t
al
c
u
m
u
la
ti
v
e
ci
tat
io
n
s
o
f
th
e
1
5
3
p
u
b
lic
ati
o
n
s
a
r
e
1
,
5
3
8
,
s
o
t
h
e
a
v
e
r
a
g
e
n
u
m
b
er
o
f
cit
ati
o
n
s
p
e
r
p
u
b
l
ica
ti
o
n
is
1
0
.
5
.
T
h
e
g
r
o
w
th
tr
e
n
d
i
n
th
e
n
u
m
b
e
r
o
f
p
u
b
li
ca
t
io
n
s
a
n
d
th
e
a
n
n
u
a
l
cu
m
u
la
ti
v
e
ci
tat
io
n
s
f
r
o
m
1
9
9
2
t
o
2
0
2
3
is
s
h
o
w
n
i
n
F
ig
u
r
e
2
.
T
h
e
b
ib
lio
m
et
r
ic
an
aly
s
is
o
f
C
B
L
in
ed
u
ca
tio
n
al
s
cien
ce
was
co
n
d
u
cted
b
y
Fay
zu
llin
a
et
a
l
.
[
2
1
]
u
s
in
g
th
e
Sco
p
u
s
d
atab
ase
a
n
d
Kan
an
d
Ku
m
as
[
1
5
]
u
s
in
g
t
h
e
W
o
S
d
atab
ase.
Ho
wev
er
,
t
h
is
s
tu
d
y
is
th
e
f
ir
s
t
to
f
o
cu
s
o
n
h
ig
h
e
r
ed
u
ca
tio
n
with
in
th
e
Sco
p
u
s
d
atab
ase.
Acc
o
r
d
in
g
to
th
e
d
ata
p
r
es
en
ted
in
Fig
u
r
e
2
,
p
u
b
licatio
n
s
o
n
C
B
L
in
h
ig
h
e
r
ed
u
ca
tio
n
b
eg
a
n
ap
p
ea
r
in
g
i
n
th
e
Sco
p
u
s
d
ata
b
ase
b
etwe
en
1
9
9
2
an
d
2
0
0
8
.
Ho
wev
er
,
th
e
n
u
m
b
e
r
o
f
s
tu
d
i
es
d
u
r
in
g
th
is
p
er
io
d
was
m
in
i
m
al,
with
o
n
ly
o
n
e
o
r
two
p
u
b
licatio
n
s
ea
ch
y
ea
r
.
T
h
e
f
ir
s
t
p
u
b
licatio
n
e
m
er
g
ed
in
1
9
9
2
,
b
u
t
it
was
n
o
t
u
n
til
1
9
9
7
t
h
at
th
e
s
ec
o
n
d
p
u
b
licatio
n
ap
p
ea
r
ed
.
Du
r
in
g
th
is
p
h
ase,
a
to
tal
o
f
1
1
p
u
b
licatio
n
s
wer
e
r
elea
s
ed
.
T
h
e
y
ea
r
2
0
0
9
m
ar
k
ed
a
s
h
if
t,
with
f
iv
e
p
u
b
licatio
n
s
s
ig
n
alin
g
th
e
b
eg
in
n
i
n
g
o
f
a
s
tead
y
in
cr
ea
s
e
co
m
p
ar
ed
to
th
e
p
r
ev
io
u
s
p
er
i
o
d
.
Ov
er
th
e
n
ex
t
s
ev
en
y
ea
r
s
,
f
r
o
m
2
0
1
0
to
2
0
1
7
,
th
er
e
was
n
o
tab
le
g
r
o
wth
in
th
e
n
u
m
b
e
r
o
f
p
u
b
licatio
n
s
.
A
to
tal
o
f
6
1
p
u
b
licatio
n
s
wer
e
r
elea
s
ed
d
u
r
i
n
g
t
h
is
p
er
io
d
,
wi
th
th
e
n
u
m
b
e
r
o
f
an
n
u
al
p
u
b
li
ca
tio
n
s
r
an
g
in
g
f
r
o
m
ze
r
o
to
s
ix
.
T
h
e
p
er
io
d
f
r
o
m
2
0
1
8
to
2
0
2
3
s
aw
th
e
h
ig
h
est
n
u
m
b
er
o
f
p
u
b
licatio
n
s
,
with
7
4
ar
ticles
(
ac
co
u
n
tin
g
f
o
r
4
8
.
4
%
o
f
all
p
u
b
licatio
n
s
d
u
r
in
g
th
e
e
n
tire
s
tu
d
y
p
er
io
d
)
.
Ho
wev
er
,
th
e
g
r
o
wth
p
atter
n
was
in
co
n
s
is
ten
t.
W
h
ile
th
e
lo
west
n
u
m
b
er
o
f
p
u
b
licatio
n
s
o
cc
u
r
r
ed
in
2
0
1
9
,
with
o
n
ly
s
ix
ar
tic
les,
2
0
2
0
a
n
d
2
0
2
2
r
ec
o
r
d
ed
s
ig
n
if
ican
tly
h
i
g
h
er
n
u
m
b
er
s
,
with
1
9
an
d
2
0
p
u
b
licatio
n
s
,
r
esp
ec
tiv
ely
.
T
ab
le
1
.
Ma
in
i
n
f
o
r
m
atio
n
ab
o
u
t th
e
d
ata
D
e
scri
p
t
i
o
n
R
e
s
u
l
t
s
Ti
mes
p
a
n
1
9
9
2
:
2
0
2
3
S
o
u
r
c
e
s (
j
o
u
r
n
a
l
s
,
b
o
o
k
s
)
1
2
6
D
o
c
u
me
n
t
s
1
5
3
A
n
n
u
a
l
g
r
o
w
t
h
r
a
t
e
(
%
)
7
.
7
1
D
o
c
u
me
n
t
a
v
e
r
a
g
e
a
g
e
7
.
6
5
A
v
e
r
a
g
e
c
i
t
a
t
i
o
n
s
p
e
r
d
o
c
9
.
5
6
2
R
e
f
e
r
e
n
c
e
s
5
,
8
1
9
D
o
c
u
me
n
t
c
o
n
t
e
n
t
s
K
e
y
w
o
r
d
s
p
l
u
s
6
4
2
A
u
t
h
o
r
’
s
k
e
y
w
o
r
d
s
5
4
1
A
u
t
h
o
r
s
4
4
3
A
u
t
h
o
r
s
o
f
s
i
n
g
l
e
-
a
u
t
h
o
r
e
d
d
o
c
s
20
A
u
t
h
o
r
s
c
o
l
l
a
b
o
r
a
t
i
o
n
S
i
n
g
l
e
-
a
u
t
h
o
r
e
d
d
o
c
s
20
Co
-
a
u
t
h
o
r
s
p
e
r
d
o
c
2
.
9
9
I
n
t
e
r
n
a
t
i
o
n
a
l
c
o
-
a
u
t
h
o
r
s
h
i
p
s
(
%
)
1
2
.
4
2
D
o
c
u
me
n
t
t
y
p
e
s
A
r
t
i
c
l
e
1
0
6
C
o
n
f
e
r
e
n
c
e
p
a
p
e
r
47
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
:
40
50
-
406
5
4054
Fig
u
r
e
2
.
T
h
e
cu
m
u
lativ
e
an
n
u
al
n
u
m
b
er
o
f
p
u
b
licatio
n
s
an
d
citatio
n
s
o
f
C
B
L
s
tu
d
ies
T
h
is
is
m
ain
ly
d
u
e
to
th
e
p
o
w
er
f
u
l
in
f
lu
e
n
ce
o
f
g
l
o
b
aliza
tio
n
,
wh
ich
h
as
em
p
h
asized
th
e
u
r
g
en
c
y
o
f
f
o
r
eig
n
lan
g
u
ag
e
p
r
o
f
icien
cy
an
d
in
ter
c
u
ltu
r
al
c
o
m
m
u
n
icatio
n
s
k
ills
as
ess
en
tial
f
o
r
s
tu
d
e
n
ts
to
in
teg
r
ate
in
t
o
m
u
lticu
ltu
r
al
s
o
cieties
[
2
2
]
.
Ad
d
itio
n
ally
,
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
s
p
u
r
r
e
d
r
esear
ch
o
n
u
s
in
g
s
o
f
twar
e
an
d
o
n
lin
e
t
o
o
ls
in
ed
u
ca
tio
n
[
2
3
]
,
[
2
4
]
.
As
a
r
esu
lt,
m
o
s
t
s
tu
d
ies
in
2
0
2
0
an
d
2
0
2
2
f
o
c
u
s
ed
o
n
u
s
in
g
m
u
lticu
ltu
r
al
co
n
te
x
ts
to
teac
h
f
o
r
eig
n
lan
g
u
a
g
es
an
d
e
m
p
lo
y
in
g
s
o
f
twar
e
a
n
d
o
n
lin
e
to
o
l
s
to
cr
ea
te
lear
n
in
g
co
n
tex
ts
[
2
5
]
–
[
2
7
]
.
3
.
2
.
Co
ntr
ibu
t
io
ns
by
c
o
un
t
ry
A
co
u
n
tr
y
’
s
co
n
tr
ib
u
tio
n
to
a
r
esear
ch
to
p
ic
ca
n
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
in
to
its
lev
el
o
f
in
ter
est,
s
cien
tific
ca
p
ac
ity
,
an
d
r
esear
ch
p
o
licies
o
r
s
tr
ateg
ies.
I
n
th
is
ca
s
e,
th
e
co
n
tr
ib
u
tio
n
s
o
f
v
ar
io
u
s
co
u
n
tr
ies
to
C
B
L
in
h
ig
h
er
e
d
u
ca
tio
n
wer
e
an
aly
ze
d
b
y
ex
am
in
in
g
th
e
n
u
m
b
er
o
f
p
u
b
licatio
n
s
,
citatio
n
co
u
n
ts
,
an
d
d
etails
o
f
f
u
n
d
ed
r
esear
ch
.
Acc
o
r
d
in
g
to
th
e
co
llected
d
ataset,
5
2
co
u
n
tr
ies
h
av
e
co
n
tr
ib
u
ted
to
p
u
b
licatio
n
s
o
n
C
B
L
in
h
ig
h
e
r
ed
u
ca
tio
n
.
T
h
e
t
o
p
s
ev
en
co
u
n
tr
ies
with
th
e
h
ig
h
est
n
u
m
b
er
o
f
p
u
b
licatio
n
s
ar
e
lis
ted
in
T
ab
le
2
.
T
h
e
USA
lead
s
th
e
l
is
t
w
ith
1
5
p
u
b
licatio
n
s
(
r
ep
r
esen
tin
g
9
.
8
%
o
f
all
p
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ig
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ac
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ap
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g
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m
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tr
alia
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k
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ir
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ly
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e
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o
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Dan
g
et
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l.
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n
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s
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m
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ab
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r
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P
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tal
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C
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tal
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C
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citatio
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er
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a
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SC
P
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u
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MCP
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h
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av
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g
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n
u
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f
citati
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s
p
er
p
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licatio
n
(
T
C
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v
ar
ies
am
o
n
g
th
ese
co
u
n
t
r
ies.
Desp
ite
h
av
in
g
f
ewe
r
p
u
b
licatio
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s
th
an
th
e
to
p
two
co
u
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tr
ies,
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tr
alia
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as
th
e
h
ig
h
est
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at
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B
y
co
m
p
ar
is
o
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t
h
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USA
an
d
th
e
UK,
wh
ich
h
av
e
th
r
ee
an
d
twice
as m
an
y
p
u
b
licatio
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s
as Au
s
tr
alia,
r
an
k
s
ec
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n
d
an
d
th
ir
d
in
th
is
ca
teg
o
r
y
.
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h
is
d
is
cr
ep
an
cy
is
p
ar
tly
d
u
e
to
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s
tr
alia
o
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ly
s
tar
tin
g
to
p
u
b
lis
h
o
n
C
B
L
in
h
ig
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d
u
ca
tio
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2
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,
w
h
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USA’
s
f
ir
s
t
p
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ap
p
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a
n
d
th
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’
s
in
1
9
9
9
.
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o
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g
th
e
p
u
b
licatio
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s
f
r
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m
th
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c
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s
ix
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n
v
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lv
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d
in
ter
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atio
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c
o
llab
o
r
atio
n
s
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p
ar
ticu
lar
l
y
b
etwe
en
au
th
o
r
s
f
r
o
m
th
e
USA,
UK,
an
d
Au
s
tr
alia.
T
h
e
r
e
m
ain
in
g
p
u
b
licatio
n
s
wer
e
p
u
b
lis
h
ed
b
y
au
th
o
r
s
f
r
o
m
th
e
s
am
e
co
u
n
t
r
y
.
T
o
ex
p
lo
r
e
th
e
USA
’
s
d
o
m
in
an
ce
in
p
u
b
licatio
n
o
u
tp
u
t,
th
e
au
th
o
r
s
in
v
esti
g
ated
th
e
s
o
u
r
ce
s
o
f
f
u
n
d
in
g
f
o
r
C
B
L
r
esear
ch
in
v
ar
io
u
s
co
u
n
tr
ies.
Acc
o
r
d
in
g
to
th
e
d
ata
co
llected
,
4
8
o
u
t o
f
t
h
e
1
5
3
p
u
b
licatio
n
s
o
n
C
B
L
in
h
ig
h
er
ed
u
ca
tio
n
wer
e
f
u
n
d
e
d
b
y
3
7
o
r
g
an
izati
o
n
s
.
T
h
ese
o
r
g
a
n
izatio
n
s
co
m
e
f
r
o
m
1
7
co
u
n
tr
ies
an
d
o
n
e
E
u
r
o
p
ea
n
Un
io
n
f
u
n
d
in
g
o
r
g
an
izatio
n
.
T
h
e
t
o
p
f
iv
e
o
r
g
an
izatio
n
s
with
th
e
h
ig
h
est
n
u
m
b
er
o
f
f
u
n
d
e
d
p
r
o
jects a
r
e
s
h
o
wn
in
T
ab
le
3
.
T
ab
le
3
.
T
o
p
f
iv
e
f
u
n
d
in
g
o
r
g
an
izatio
n
s
R
a
n
k
F
u
n
d
i
n
g
s
p
o
n
s
o
r
C
o
u
n
t
r
y
N
u
mb
e
r
s
1
N
a
t
i
o
n
a
l
S
c
i
e
n
c
e
F
o
u
n
d
a
t
i
o
n
U
S
A
8
2
Eu
s
k
a
l
H
e
r
r
i
k
o
U
n
i
b
e
r
t
s
i
t
a
t
e
a
S
p
a
i
n
2
3
U
n
i
v
e
r
si
d
a
d
d
e
V
a
l
l
a
d
o
l
i
d
S
p
a
i
n
2
4
N
a
t
i
o
n
a
l
O
f
f
i
c
e
f
o
r
P
h
i
l
o
so
p
h
y
a
n
d
S
o
c
i
a
l
S
c
i
e
n
c
e
s
C
h
i
n
a
2
5
M
o
n
a
sh
U
n
i
v
e
r
si
t
y
A
u
st
r
a
l
i
a
2
As
s
h
o
wn
in
T
ab
le
3
,
th
e
Nati
o
n
al
Scien
ce
Fo
u
n
d
atio
n
(
NSF)
f
r
o
m
th
e
USA
to
p
s
th
e
lis
t
with
eig
h
t
f
u
n
d
e
d
p
r
o
jects.
T
h
e
o
th
er
o
r
g
an
izatio
n
s
in
t
h
e
t
o
p
f
iv
e
ea
ch
f
u
n
d
ed
two
p
r
o
jects.
T
wo
Sp
an
is
h
u
n
iv
e
r
s
ities
jo
in
tly
f
u
n
d
e
d
th
r
ee
p
u
b
licatio
n
s
,
in
clu
d
in
g
“
I
m
p
lem
en
tin
g
citizen
s
cien
ce
p
r
o
g
r
am
m
e
s
in
th
e
co
n
tex
t
o
f
u
n
iv
er
s
ity
g
a
r
d
en
s
to
p
r
o
m
o
te
teac
h
er
s
’
s
cien
tific
liter
ac
y
:
a
s
tu
d
y
ca
s
e
o
n
s
o
il
,
”
f
u
n
d
ed
b
y
b
o
th
in
s
titu
tio
n
s
.
T
wo
r
ec
en
t
p
u
b
licatio
n
s
f
r
o
m
C
h
in
a
(
2
0
2
0
an
d
2
0
2
2
)
wer
e
f
u
n
d
ed
b
y
th
e
Natio
n
al
Of
f
ice
f
o
r
Ph
ilo
s
o
p
h
y
an
d
So
cial
Scien
ce
s
.
Fin
ally
,
Mo
n
ash
Un
iv
er
s
ity
in
Au
s
tr
alia
f
u
n
d
ed
two
p
u
b
licatio
n
s
.
I
n
ter
es
tin
g
ly
,
8
o
u
t
o
f
1
5
p
u
b
licatio
n
s
f
r
o
m
th
e
USA
(
5
3
.
3
%)
wer
e
f
u
n
d
e
d
b
y
th
e
NSF
,
m
ak
in
g
it
a
s
ig
n
if
ica
n
t
co
n
tr
ib
u
to
r
to
C
B
L
r
esear
ch
.
T
h
e
NSF
was
also
th
e
s
ec
o
n
d
-
lar
g
est
f
u
n
d
er
o
f
C
B
L
r
esear
ch
in
ed
u
ca
tio
n
al
s
cien
ce
as
o
f
2
0
2
2
[
2
1
]
.
As
ca
n
b
e
s
ee
n
,
th
e
NSF
is
o
n
e
o
f
th
e
o
r
g
an
izatio
n
s
th
at
h
as
a
v
ital
r
o
le
in
p
r
o
v
id
in
g
s
cien
tific
p
u
b
licatio
n
s
o
n
C
B
L
to
p
ics,
esp
ec
ially
C
B
L
in
h
ig
h
er
ed
u
ca
tio
n
in
th
e
Un
ited
States
.
3
.
3
.
Co
ntr
ibu
t
io
ns
by
in
s
t
it
utio
n
s
a
nd
a
utho
rs
Acc
o
r
d
in
g
to
th
e
d
ata
co
llected
,
au
th
o
r
s
co
n
tr
ib
u
tin
g
to
r
esear
ch
o
n
C
B
L
in
h
ig
h
er
ed
u
ca
t
io
n
co
m
e
f
r
o
m
1
6
0
in
s
titu
tio
n
s
ac
r
o
s
s
5
2
co
u
n
t
r
ies.
T
h
e
n
u
m
b
er
o
f
a
u
th
o
r
s
co
n
tr
ib
u
tin
g
v
ar
ies am
o
n
g
th
ese
in
s
titu
tio
n
s
.
T
h
e
to
p
n
in
e
in
s
titu
tio
n
s
with
th
e
h
ig
h
est n
u
m
b
er
o
f
au
t
h
o
r
s
ar
e
p
r
esen
ted
in
T
ab
le
4
.
T
ab
le
4
.
T
o
p
n
i
n
e
in
s
titu
tio
n
with
m
an
y
au
t
h
o
r
s
p
ar
ticip
atin
g
in
p
u
b
licatio
n
R
a
n
k
I
n
st
i
t
u
t
i
o
n
C
o
u
n
t
r
y
A
u
t
h
o
r
s
A
r
t
i
c
l
e
s
To
t
a
l
c
i
t
a
t
i
o
n
s
1
U
r
a
l
S
t
a
t
e
U
n
i
v
e
r
si
t
y
o
f
Ec
o
n
o
m
i
c
s
U
S
A
7
2
5
2
Tr
a
V
i
n
h
U
n
i
v
e
r
si
t
y
V
i
e
t
n
a
m
7
1
0
3
N
o
r
w
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g
i
a
n
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n
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v
e
r
s
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t
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o
f
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c
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e
n
c
e
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n
d
Te
c
h
n
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l
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g
y
N
o
r
w
a
y
6
3
7
4
P
e
n
n
sy
l
v
a
n
i
a
S
t
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n
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si
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S
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6
1
20
5
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si
t
y
o
f
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e
b
r
a
s
k
a
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S
A
6
1
6
6
B
r
a
d
l
e
y
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n
i
v
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r
s
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t
y
U
S
A
5
1
29
7
Lo
r
e
s
t
a
n
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n
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v
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si
t
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f
M
e
d
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l
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8
P
r
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e
ss N
o
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r
a
h
B
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n
A
b
d
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l
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ma
n
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a
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i
a
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1
15
9
S
c
h
o
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l
o
f
C
h
e
mi
s
t
r
y
A
u
st
r
a
l
i
a
5
2
21
Acc
o
r
d
in
g
to
th
e
s
tatis
tics
,
th
e
m
o
s
t
s
ig
n
if
ican
t
co
n
tr
ib
u
to
r
b
y
co
u
n
tr
y
is
t
h
e
USA,
with
2
4
au
th
o
r
s
f
r
o
m
4
in
s
titu
tio
n
s
;
th
e
r
em
ai
n
in
g
co
u
n
tr
ies
h
av
e
o
n
e
in
s
titu
tio
n
.
R
eg
ar
d
in
g
th
e
n
u
m
b
er
o
f
au
th
o
r
s
,
th
e
to
p
n
in
e
in
s
titu
tio
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s
ar
e
two
:
Ur
al
State
Un
iv
er
s
ity
o
f
E
co
n
o
m
ics,
with
s
ev
en
au
th
o
r
s
p
ar
ticip
atin
g
in
two
p
u
b
licatio
n
s
;
T
r
a
Vin
h
Un
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er
s
ity
,
with
s
ev
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th
o
r
s
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ar
ticip
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g
in
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p
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b
licatio
n
.
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t
ar
e
th
r
ee
in
s
titu
tio
n
s
:
No
r
weg
ian
Un
iv
er
s
ity
o
f
Scien
ce
an
d
T
ec
h
n
o
lo
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y
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with
s
ix
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t
h
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r
s
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t
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h
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licatio
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s
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Pen
n
s
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n
ia
State
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iv
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ity
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d
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ity
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Neb
r
ask
a,
with
s
ix
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t
h
o
r
s
p
ar
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atin
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in
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p
u
b
licatio
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T
h
e
last
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e
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o
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r
in
s
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tio
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s
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with
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iv
e
au
th
o
r
s
p
ar
ticip
atin
g
in
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t
o
two
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u
b
licatio
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s
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h
e
to
tal
n
u
m
b
er
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f
citatio
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s
v
ar
ies
b
et
wee
n
in
s
titu
tio
n
s
.
T
h
e
r
ep
r
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tativ
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o
f
Vietn
am
is
T
r
a
Vin
h
Un
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s
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a
n
d
alth
o
u
g
h
it
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at
th
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p
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h
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er
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f
p
ar
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a
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th
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r
s
,
th
is
p
u
b
licatio
n
h
as
n
o
t
h
ad
an
y
citatio
n
s
.
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I
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2252
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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
:
40
50
-
406
5
4056
Me
an
wh
ile,
B
r
ad
ley
Un
iv
er
s
ity
is
in
th
e
g
r
o
u
p
with
th
e
f
ewe
s
t
au
th
o
r
s
in
th
e
t
op
n
in
e
b
u
t
h
as
th
e
h
ig
h
est
n
u
m
b
er
o
f
citatio
n
s
.
I
n
ter
m
s
o
f
p
u
b
licatio
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s
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b
ased
o
n
Sco
p
u
s
d
ata,
th
r
ee
af
f
iliatio
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e
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u
b
lis
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ed
t
h
r
ee
ar
ticles,
2
2
af
f
iliatio
n
s
h
av
e
p
u
b
lis
h
ed
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a
r
ticles,
an
d
1
3
5
af
f
iliatio
n
s
h
av
e
p
u
b
lis
h
ed
o
n
e
ar
ticle
ea
ch
.
T
h
e
af
f
iliatio
n
s
with
th
e
h
ig
h
est n
u
m
b
er
o
f
p
u
b
licatio
n
s
ar
e
d
etail
ed
in
T
ab
le
5
.
Acc
o
r
d
in
g
to
th
e
s
tatis
tics
,
th
e
Un
iv
er
s
ity
o
f
W
ar
wick
h
as
th
e
h
ig
h
est
n
u
m
b
e
r
o
f
citatio
n
s
with
2
7
,
th
e
No
r
weg
ian
Un
iv
e
r
s
ity
o
f
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ce
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d
T
ec
h
n
o
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en
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d
f
i
n
ally
,
th
e
Un
iv
e
r
s
ity
o
f
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alif
o
r
n
ia,
B
er
k
eley
,
with
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.
T
h
u
s
,
th
e
p
u
b
licatio
n
s
an
d
citatio
n
s
a
r
e
n
o
t
co
n
ce
n
tr
ated
in
ea
ch
a
f
f
iliatio
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u
t
ar
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s
ca
tter
ed
ac
r
o
s
s
d
if
f
er
en
t
af
f
iliatio
n
s
.
Mo
s
t
af
f
iliatio
n
s
o
n
ly
h
a
v
e
o
n
e
p
u
b
licatio
n
.
Ab
o
u
t
co
n
tr
ib
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tio
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b
y
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th
o
r
s
,
a
cc
o
r
d
in
g
to
th
e
d
ata
p
r
esen
ted
in
T
ab
le
1
,
4
4
3
au
th
o
r
s
h
av
e
p
u
b
lis
h
ed
o
n
th
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to
p
ic
o
f
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B
L
in
h
ig
h
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r
ed
u
ca
tio
n
.
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h
e
to
p
eig
h
t
au
th
o
r
s
with
th
e
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ig
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est
n
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m
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p
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e
lis
ted
in
T
a
b
le
6
.
T
h
e
PY(
T
C
)
co
lu
m
n
was a
d
d
e
d
to
s
h
o
w
t
h
e
n
u
m
b
e
r
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f
citatio
n
s
f
o
r
ea
c
h
p
u
b
licatio
n
.
T
ab
le
6
s
h
o
ws
th
at
th
e
p
u
b
licatio
n
p
er
io
d
f
o
r
th
ese
to
p
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t
au
th
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s
s
p
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s
f
r
o
m
2
0
0
9
to
2
0
2
3
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with
m
o
s
t
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th
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r
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p
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b
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h
in
g
with
in
a
s
h
o
r
t
tim
ef
r
am
e
(
less
th
an
f
o
u
r
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r
s
)
b
e
f
o
r
e
h
altin
g
f
u
r
th
er
p
u
b
licatio
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s
.
T
h
e
au
th
o
r
with
th
e
m
o
s
t
p
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l
icatio
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s
is
J
o
y
,
with
th
r
ee
p
u
b
licatio
n
s
an
d
2
7
citatio
n
s
.
T
h
e
r
em
ain
in
g
a
u
th
o
r
s
h
av
e
ea
ch
p
u
b
lis
h
ed
two
ar
ticles.
T
h
e
h
ig
h
est
citatio
n
co
u
n
t
b
elo
n
g
s
to
a
p
u
b
licatio
n
co
-
au
t
h
o
r
ed
b
y
An
to
n
cz
ak
an
d
C
o
ch
r
an
e
i
n
2
0
1
6
,
with
2
1
citatio
n
s
.
E
u
g
e
n
i
o
-
Go
za
lb
o
’
s
2
0
2
0
p
u
b
licatio
n
r
an
k
s
s
ec
o
n
d
with
1
5
citatio
n
s
.
L
i
f
r
o
m
Z
h
ejian
g
No
r
m
al
Un
iv
er
s
ity
,
C
h
in
a,
r
ep
r
esen
ts
Asi
a.
L
i
h
as
p
u
b
lis
h
ed
two
p
ap
er
s
,
with
th
e
2
0
2
0
p
ap
er
r
ec
eiv
in
g
10
citatio
n
s
,
wh
ile
th
e
2
0
2
3
p
ap
er
h
as
n
o
t
y
et
b
ee
n
cited
.
T
h
e
o
th
er
a
u
th
o
r
s
’
p
u
b
licatio
n
s
h
av
e
r
ec
eiv
ed
b
et
wee
n
4
an
d
1
1
citatio
n
s
.
C
o
n
tr
ib
u
tio
n
s
b
y
i
n
s
titu
tio
n
s
an
d
au
th
o
r
s
in
d
icate
th
at
r
esear
ch
o
n
C
B
L
in
h
ig
h
er
e
d
u
ca
tio
n
r
em
ain
s
d
is
p
er
s
ed
an
d
h
as n
o
t
y
et
b
ee
n
co
n
ce
n
tr
ated
with
in
a
s
p
ec
if
ic
g
r
o
u
p
o
f
in
s
titu
tio
n
s
,
d
esp
ite
t
h
e
in
v
o
lv
e
m
en
t o
f
m
an
y
au
th
o
r
s
.
T
h
e
n
u
m
b
er
o
f
h
ig
h
ly
in
f
lu
en
tial
au
th
o
r
s
r
em
ain
s
lim
ited
,
an
d
th
eir
r
esear
ch
en
g
ag
e
m
en
t
ten
d
s
to
b
e
s
h
o
r
t
-
ter
m
.
T
h
is
s
u
g
g
ests
th
at
to
cr
ea
te
a
g
r
ea
ter
im
p
ac
t
in
th
is
f
ield
,
in
cr
ea
s
ed
atten
tio
n
f
r
o
m
r
esear
ch
er
s
is
n
ee
d
ed
to
f
o
s
ter
co
llab
o
r
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n
,
co
n
d
u
ct
in
-
d
ep
t
h
s
tu
d
ies,
an
d
en
s
u
r
e
s
u
s
tain
ed
p
ar
ticip
atio
n
.
T
ab
le
5
.
T
o
p
th
r
ee
af
f
iliatio
n
s
with
th
e
m
o
s
t p
u
b
licatio
n
s
R
a
n
k
A
f
f
i
l
i
a
t
i
o
n
C
o
u
n
t
r
y
TP
TC
1
U
n
i
v
e
r
si
t
y
o
f
W
a
r
w
i
c
k
UK
3
27
2
N
o
r
w
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g
i
a
n
U
n
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v
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s
i
t
y
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f
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c
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c
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a
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d
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c
h
n
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l
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g
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o
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w
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y
3
7
3
U
n
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n
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a
,
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e
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k
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l
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y
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S
A
3
5
T
ab
le
6
.
T
o
p
eig
h
t
au
th
o
r
s
with
th
e
m
o
s
t p
u
b
licatio
n
s
o
n
C
B
L
in
h
ig
h
e
r
ed
u
ca
tio
n
R
a
n
k
A
u
t
h
o
r
I
n
st
i
t
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t
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o
n
/
C
o
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t
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P
Y
(
TC
)
TP
TC
TC
/
TP
1
Jo
y
,
M
.
Th
e
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n
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v
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si
t
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f
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c
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,
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2
0
0
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)
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2
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2
0
1
0
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1
1
)
3
27
9
.
0
2
A
b
e
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n
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s
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6
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2
30
1
5
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4
C
o
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Eu
g
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t
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d
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n
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t
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w
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n
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0
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9
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2
13
6
.
5
7
N
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e
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g
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n
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I
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2252
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8
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20
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ased
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[
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4
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4
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ased
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[
4
4
]
.
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
C
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text
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2
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2
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d
o
u
ts
ta
n
d
i
n
g
…
(
H
u
a
Th
i To
a
n
)
4059
3
.
6
.
2
.
G
re
en
clus
t
er
T
h
is
g
r
o
u
p
in
clu
d
es
k
ey
wo
r
d
s
lik
e
“
n
u
r
s
in
g
ed
u
ca
tio
n
,
”
“
n
u
r
s
in
g
s
tu
d
en
t,
”
“
p
e
r
ce
p
tio
n
,
”
“
p
r
o
b
lem
-
b
ased
lear
n
in
g
,
”
“
p
s
y
ch
o
l
o
g
y
,
”
an
d
“
s
tu
d
en
t
-
ce
n
ter
ed
lear
n
in
g
.
”
T
h
ese
ar
ticles
d
is
cu
s
s
th
e
u
s
e
o
f
v
ir
t
u
al
r
ea
lity
(
VR
)
an
d
o
n
lin
e
to
o
ls
in
C
B
L
f
o
r
n
u
r
s
in
g
s
tu
d
en
ts
.
VR
s
im
u
lates
h
o
w
v
ir
tu
al
p
ar
en
ts
em
o
tio
n
ally
r
esp
o
n
d
t
o
p
e
d
iatr
ic
n
u
r
s
in
g
i
n
ter
v
en
tio
n
s
,
h
elp
in
g
s
tu
d
en
ts
b
etter
h
a
n
d
le
th
e
e
m
o
tio
n
al
r
ea
ctio
n
s
o
f
p
atien
ts
’
f
am
ilies
[
4
5
]
.
On
lin
e
to
o
ls
s
u
ch
as
Go
o
g
le
C
lass
r
o
o
m
an
d
Go
o
g
le
Me
et
en
h
a
n
ce
s
tu
d
en
t
co
llab
o
r
ativ
e
lear
n
in
g
[
2
5
]
,
wh
ile
Mic
r
o
s
o
f
t
T
ea
m
s
is
u
tili
ze
d
f
o
r
o
n
lin
e
ass
ess
m
en
t
s
[
2
3
]
.
R
esear
ch
also
f
o
cu
s
es
o
n
ch
an
g
es
in
s
tu
d
en
ts
’
attitu
d
e
s
an
d
p
er
ce
p
tio
n
s
wh
en
u
s
in
g
C
B
L
.
Sh
ay
esteh
f
ar
d
et
a
l
.
[
4
6
]
d
e
v
elo
p
e
d
an
ed
u
ca
tio
n
al
f
r
am
ew
o
r
k
to
tea
ch
eth
ical
s
en
s
itiv
ity
,
en
co
m
p
ass
in
g
p
u
r
p
o
s
e,
co
n
ten
t,
an
d
lear
n
in
g
m
eth
o
d
s
b
ased
o
n
m
o
r
al
p
er
ce
p
tio
n
,
e
m
o
tio
n
,
c
r
itical
th
in
k
in
g
,
an
d
co
llab
o
r
atio
n
f
in
d
in
g
s
.
Su
m
t
er
an
d
Owe
n
s
[
4
7
]
u
s
ed
h
ea
lth
an
d
b
io
lo
g
y
m
o
d
els
to
teac
h
ch
em
ical
co
n
ce
p
ts
,
in
cr
ea
s
in
g
s
tu
d
en
t
in
ter
est
in
ch
em
is
tr
y
an
d
b
r
id
g
in
g
th
e
co
g
n
itiv
e
g
a
p
b
et
wee
n
b
io
lo
g
y
an
d
ch
em
is
tr
y
.
3
.
6
.
3
.
Red
clus
t
er
T
h
is
clu
s
ter
co
n
tain
s
k
ey
wo
r
d
s
s
u
ch
as
“
tech
n
o
lo
g
y
,
”
“
s
o
f
twar
e
en
g
i
n
ee
r
in
g
,
”
“
s
er
io
u
s
g
am
es,
”
“
p
r
o
f
ess
io
n
al
asp
ec
ts
,
”
“
m
o
tiv
atio
n
,
”
“
m
o
b
ile
lear
n
in
g
,
”
“
lear
n
in
g
s
y
s
tem
s
,
”
“
k
n
o
wled
g
e
-
b
ased
s
y
s
tem
,
”
“
en
g
in
ee
r
in
g
ed
u
ca
tio
n
,
”
a
n
d
“
cu
r
r
icu
lu
m
.
”
T
h
is
clu
s
ter
i
n
clu
d
es
ar
ticles
th
at
ad
d
r
ess
th
e
u
s
e
o
f
VR
an
d
o
n
lin
e
to
o
ls
in
C
B
L
f
o
r
n
u
r
s
in
g
s
tu
d
en
ts
.
I
n
p
ar
ticu
lar
,
t
h
e
co
n
s
tr
u
ctio
n
o
f
co
n
tex
t
th
r
o
u
g
h
tech
n
o
lo
g
y
,
ed
u
ca
tio
n
al
g
am
es,
an
d
th
e
cr
ea
tio
n
o
f
m
o
b
ile
lear
n
in
g
to
o
l
s
s
u
itab
le
f
o
r
s
tu
d
en
ts
’
lear
n
in
g
s
ty
les,
lev
els,
an
d
lo
ca
tio
n
s
ar
e
in
ter
esti
n
g
.
C
y
b
er
s
ec
u
r
ity
g
am
es
u
s
ed
b
y
Gálik
o
v
á
et
a
l
.
[
4
8
]
h
elp
s
tu
d
en
ts
im
p
r
o
v
e
th
eir
s
ec
u
r
ity
awa
r
en
ess
an
d
cy
b
er
s
ec
u
r
ity
s
k
ills
.
Yam
ag
u
ch
i
et
a
l
.
[
4
9
]
em
p
lo
y
ed
a
m
o
b
ile
v
o
ca
b
u
lar
y
m
eter
to
h
elp
s
tu
d
en
ts
lear
n
n
ew
v
o
ca
b
u
lar
y
in
c
o
n
tex
t,
aid
i
n
g
r
eten
tio
n
wh
en
th
e
wo
r
d
s
ap
p
ea
r
e
d
in
s
en
ten
ce
s
.
T
wo
p
u
b
licatio
n
s
b
y
Yau
an
d
J
o
y
p
u
b
lis
h
ed
in
2
0
0
9
an
d
2
0
1
0
p
r
o
p
o
s
ed
a
to
o
l
to
r
etr
ie
v
e
co
n
tex
t
-
r
elate
d
in
f
o
r
m
atio
n
b
ased
o
n
lo
ca
tio
n
,
tim
e,
an
d
f
ac
to
r
s
r
elate
d
to
lear
n
in
g
s
ty
le,
k
n
o
wled
g
e
lev
el,
f
o
cu
s
,
an
d
in
ter
r
u
p
tio
n
f
r
e
q
u
en
c
y
,
p
r
o
v
id
in
g
ap
p
r
o
p
r
iate
lear
n
in
g
m
ater
ials
f
o
r
s
tu
d
en
ts
.
3
.
6
.
4
.
B
lue
clus
t
er
T
h
is
g
r
o
u
p
in
cl
u
d
es
k
ey
wo
r
d
s
lik
e
“
ac
ad
em
ic
wr
itin
g
,
”
“
ass
es
s
m
en
t,
”
“
co
llab
o
r
ativ
e
lear
n
in
g
,
”
“
co
m
p
u
ter
-
aid
ed
in
s
tr
u
ctio
n
,
”
“
d
is
tan
ce
ed
u
ca
tio
n
,
”
“
e
-
le
ar
n
in
g
,
”
a
n
d
“
s
o
cial
n
etwo
r
k
.
”
T
h
ese
ar
ticles
ex
p
lo
r
e
u
s
in
g
c
o
m
p
u
ter
-
ass
is
ted
lear
n
in
g
an
d
s
o
cial
n
etwo
r
k
s
to
c
r
ea
te
co
n
tex
ts
f
o
r
ap
p
ly
in
g
C
B
L
i
n
co
llab
o
r
ativ
e,
d
is
tan
ce
,
an
d
o
n
lin
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
Usi
n
g
C
B
L
in
v
ir
tu
al
lear
n
in
g
en
v
ir
o
n
m
en
ts
f
o
s
ter
s
cr
itical
th
in
k
in
g
in
s
tu
d
en
ts
[
5
0
]
wh
ile
in
co
r
p
o
r
atin
g
s
o
cial
n
etwo
r
k
s
in
to
co
n
tex
t
d
esig
n
e
n
h
an
ce
s
s
tu
d
en
t
en
g
ag
e
m
en
t
an
d
lear
n
in
g
ex
p
e
r
ien
ce
s
[
5
1
]
.
Vid
eo
l
ec
tu
r
es
d
is
tr
ib
u
ted
as
o
p
en
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
o
n
p
latf
o
r
m
s
lik
e
Yo
u
T
u
b
e
o
r
th
r
o
u
g
h
im
m
er
s
iv
e
ex
p
e
r
ien
ce
s
lik
e
Dr
ea
m
s
o
f
Dali
h
av
e
also
b
ee
n
u
s
ed
to
cr
ea
te
n
ew
lear
n
in
g
ex
p
e
r
ien
c
es th
at
in
cr
ea
s
e
s
tu
d
en
t in
ter
est an
d
p
ar
ticip
atio
n
in
less
o
n
s
[
5
2
]
,
[
5
3
]
.
T
o
f
u
r
th
er
clar
if
y
th
e
r
esear
ch
d
ir
ec
tio
n
s
r
elate
d
t
o
C
B
L
in
h
ig
h
er
ed
u
ca
tio
n
,
t
h
e
a
u
th
o
r
s
co
n
d
u
cte
d
an
an
aly
s
is
o
f
au
th
o
r
k
e
y
wo
r
d
s
f
o
r
th
e
p
er
io
d
2
0
1
8
–
2
0
2
3
,
a
s
s
ee
n
in
Fig
u
r
e
4
.
T
o
en
s
u
r
e
th
e
ac
cu
r
ac
y
o
f
th
e
r
esu
lts
,
k
ey
wo
r
d
s
th
at
d
i
d
n
o
t
d
ir
ec
tly
r
ef
lect
r
esear
ch
d
ir
ec
tio
n
s
b
u
t
we
r
e
m
e
r
ely
r
elat
ed
to
th
e
r
esear
ch
s
u
b
jects
wer
e
ex
clu
d
ed
.
T
h
e
an
aly
s
is
r
esu
lts
in
d
icate
th
at
“
co
n
tex
t
-
b
ased
lear
n
in
g
”
is
t
h
e
m
o
s
t
f
r
eq
u
en
tly
o
cc
u
r
r
in
g
k
e
y
wo
r
d
.
Ad
d
itio
n
ally
,
k
ey
wo
r
d
s
s
u
ch
as
“
b
len
d
ed
lear
n
in
g
,
”
“
teac
h
e
r
ed
u
ca
tio
n
,
”
“
e
-
lear
n
i
n
g
,
”
“
lear
n
in
g
s
y
s
tem
,
”
an
d
“
co
n
tex
t
-
b
ased
teac
h
in
g
”
wer
e
p
r
e
v
alen
t
d
u
r
in
g
2
0
1
9
–
2
0
2
1
,
r
ef
l
ec
tin
g
k
ey
r
esear
ch
tr
en
d
s
in
th
at
p
er
io
d
.
Me
a
n
wh
ile,
em
er
g
in
g
k
ey
w
o
r
d
s
i
n
r
e
ce
n
t
y
ea
r
s
in
clu
d
e
“
b
i
g
d
ata
p
r
ed
ictiv
e
an
al
y
s
is
,
”
“
ac
ad
em
ic
s
taf
f
co
m
p
eten
cies,
”
an
d
“
ag
en
cy
,
”
s
u
g
g
esti
n
g
an
ex
p
an
s
io
n
o
f
C
B
L
r
esear
ch
in
to
ar
ea
s
r
elate
d
to
b
ig
d
ata
an
al
y
s
is
,
f
ac
u
lty
co
m
p
eten
cy
d
e
v
elo
p
m
e
n
t,
an
d
lear
n
er
ag
en
c
y
.
T
h
e
c
o
m
p
ar
is
o
n
b
e
twe
en
th
e
t
r
e
n
d
t
o
p
ics
c
h
ar
t
a
n
d
t
h
e
r
es
ea
r
c
h
c
lu
s
te
r
s
b
y
co
lo
r
i
n
d
ic
at
es
t
h
a
t
C
B
L
is
n
o
t
co
n
f
i
n
e
d
t
o
a
f
i
x
e
d
r
ese
ar
ch
d
i
r
ec
ti
o
n
b
u
t
is
i
n
s
t
ea
d
d
if
f
e
r
e
n
ti
ate
d
b
ase
d
o
n
t
ar
g
e
t
g
r
o
u
p
s
a
n
d
r
ese
a
r
c
h
o
b
je
cti
v
es
.
T
h
e
p
r
ese
n
c
e
o
f
t
er
m
s
s
u
c
h
as
“
tea
c
h
e
r
e
d
u
ca
tio
n
,
”
“
co
n
t
ex
t
-
b
ase
d
tea
c
h
i
n
g
,
”
a
n
d
“
em
p
i
r
i
ca
l
s
tu
d
y
”
r
e
f
l
ec
ts
s
ig
n
i
f
i
ca
n
t
in
t
er
est
i
n
a
p
p
l
y
i
n
g
C
B
L
i
n
tea
ch
er
tr
ai
n
i
n
g
,
ali
g
n
i
n
g
wit
h
t
h
e
y
e
ll
o
w
cl
u
s
te
r
.
Stu
d
i
es wit
h
i
n
t
h
is
c
lu
s
te
r
e
m
p
h
asi
ze
t
h
at
C
B
L
n
o
t o
n
l
y
e
n
h
a
n
c
es
s
tu
d
en
t m
o
ti
v
ati
o
n
a
n
d
p
e
r
f
o
r
m
a
n
ce
b
u
t
a
ls
o
h
el
p
s
tea
c
h
e
r
s
d
e
v
el
o
p
c
o
n
t
ex
t
-
b
as
ed
te
ac
h
i
n
g
s
k
ills
.
T
h
e
r
ef
o
r
e,
f
o
r
e
f
f
ec
ti
v
e
C
B
L
im
p
l
e
m
e
n
ta
ti
o
n
,
ed
u
ca
t
o
r
s
n
e
ed
p
r
o
f
ess
io
n
al
s
u
p
p
o
r
t
a
n
d
a
co
n
d
u
ci
v
e
tea
c
h
i
n
g
en
v
i
r
o
n
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.
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d
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lik
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“
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a
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d
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te
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p
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t s
y
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s
.
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h
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ap
p
licatio
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o
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B
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in
d
ig
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en
v
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o
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l
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ter
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itical
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k
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t
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y
s
tem
s
an
d
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ca
tio
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al
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r
th
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m
o
r
e,
th
e
k
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w
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s
“so
f
twar
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ity
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d
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”
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ciate
d
with
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wh
ich
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p
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th
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f
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B
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with
tech
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lex
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le
lear
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n
v
ir
o
n
m
en
ts
.
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h
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alig
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s
with
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c
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r
r
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n
t
tr
en
d
o
f
lev
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lin
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lea
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s
,
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o
f
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s
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r
ity
,
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d
m
o
b
ile
tech
n
o
lo
g
ies
to
p
er
s
o
n
alize
lear
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in
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ex
p
er
ien
ce
s
.
T
h
e
em
e
r
g
en
ce
o
f
n
ew
k
ey
wo
r
d
s
s
u
ch
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