I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
15
,
No
.
1
,
Feb
r
u
ar
y
20
26
,
p
p
.
387
~
398
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
15
i
1
.
3
5
3
4
9
387
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
The dif
ficult
ies t
h
a
t
beset
senio
r hi
g
h scho
o
l student
s in
resea
rch wr
iting
a
nd presenta
tions
J
o
s
eph B
.
Q
uin
t
o
1
,
G
irlie
C.
J
im
enez
2
,
I
llu
m
ina
da
S.
M
e
nzi
3
1
D
e
p
a
r
t
me
n
t
o
f
E
n
g
l
i
s
h
,
C
o
l
l
e
g
e
o
f
A
r
t
s a
n
d
H
u
m
a
n
i
t
i
e
s
,
B
e
n
g
u
e
t
S
t
a
t
e
U
n
i
v
e
r
si
t
y
,
La
Tr
i
n
i
d
a
d
,
P
h
i
l
i
p
p
i
n
e
s
2
D
e
p
a
r
t
me
n
t
o
f
S
e
n
i
o
r
H
i
g
h
S
c
h
o
o
l
,
U
n
i
v
e
r
si
t
y
o
f
t
h
e
C
o
r
d
i
l
l
e
r
a
s
,
B
a
g
u
i
o
C
i
t
y
,
P
h
i
l
i
p
p
i
n
e
s
3
D
e
p
a
r
t
me
n
t
o
f
S
c
i
e
n
c
e
,
U
n
i
v
e
r
si
t
y
o
f
B
a
g
u
i
o
S
c
i
e
n
c
e
H
i
g
h
S
c
h
o
o
l
,
B
a
g
u
i
o
C
i
t
y
,
P
h
i
l
i
p
p
i
n
e
s
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Ap
r
1
,
2
0
2
5
R
ev
is
ed
Dec
3
,
202
5
Acc
ep
ted
J
an
13
,
2
0
2
6
Wr
it
in
g
a
n
d
p
re
se
n
ti
n
g
re
se
a
rc
h
a
re
e
n
d
e
a
v
o
rs
t
h
a
t
se
n
i
o
r
h
i
g
h
sc
h
o
o
l
stu
d
e
n
ts
h
a
v
e
to
h
u
r
d
le
i
n
th
e
P
h
il
ip
p
in
e
s.
T
h
e
re
fo
re
,
th
is
re
se
a
rc
h
a
ime
d
a
t
u
n
ra
v
e
ll
i
n
g
t
h
e
d
ime
n
sio
n
s
o
f
th
e
d
iffi
c
u
lt
ies
fa
c
e
d
b
y
se
n
i
o
r
h
i
g
h
sc
h
o
o
l
stu
d
e
n
ts
i
n
th
e
ir
re
se
a
rc
h
writi
n
g
a
n
d
re
se
a
rc
h
p
re
se
n
tatio
n
s
t
h
ro
u
g
h
a
se
q
u
e
n
ti
a
l
q
u
a
li
tati
v
e
m
ix
e
d
-
m
e
th
o
d
s
d
e
sig
n
.
P
rima
ry
d
a
ta
wa
s
g
a
th
e
re
d
th
ro
u
g
h
a
q
u
a
li
tati
v
e
su
rv
e
y
o
f
4
4
8
st
u
d
e
n
ts
,
wh
il
e
se
c
o
n
d
a
ry
d
a
ta
wa
s
o
b
tai
n
e
d
v
ia
1
0
f
o
c
u
s
g
ro
u
p
s
wit
h
7
-
1
0
m
e
m
b
e
rs
re
p
re
se
n
ti
n
g
th
e
d
iffere
n
t
stra
n
d
s
in
o
n
e
p
ri
v
a
te
se
n
io
r
h
ig
h
sc
h
o
o
l
in
Ba
g
u
io
Ci
ty
,
P
h
il
ip
p
in
e
s
.
All
th
e
se
p
a
rti
c
ip
a
n
ts
we
re
se
lec
ted
u
si
n
g
c
o
m
b
i
n
e
d
q
u
o
ta
a
n
d
p
u
r
p
o
siv
e
sa
m
p
li
n
g
.
Th
e
m
a
ti
c
a
n
a
ly
sis c
o
u
p
led
with
a
n
it
e
ra
ti
v
e
p
ro
c
e
d
u
re
wa
s u
ti
li
z
e
d
to
trea
t
th
e
h
a
rv
e
ste
d
q
u
a
li
tati
v
e
d
a
ta.
F
i
n
d
in
g
s
re
v
e
a
led
th
a
t
th
e
d
ime
n
sio
n
s
o
f
th
e
d
iffi
c
u
lt
ies
fa
c
e
d
b
y
st
u
d
e
n
t
-
re
se
a
rc
h
e
rs
in
re
se
a
rc
h
writi
n
g
a
re
h
e
a
lt
h
-
re
late
d
,
m
a
n
u
sc
rip
t
-
re
late
d
,
p
e
o
p
le
-
re
late
d
,
a
n
d
re
so
u
rc
e
s
-
re
late
d
,
wh
il
e
th
e
d
ime
n
sio
n
s
i
n
re
se
a
rc
h
p
re
s
e
n
tatio
n
s
a
re
in
n
e
r
-
d
irec
ted
a
n
d
o
u
ter
-
d
irec
ted
.
Th
is
re
se
a
rc
h
a
d
d
s
to
t
h
e
c
u
rre
n
t
b
o
d
y
o
f
k
n
o
wle
d
g
e
,
c
a
n
c
o
n
tri
b
u
te
t
o
a
c
h
iev
in
g
t
h
e
Un
it
e
d
Na
ti
o
n
s
su
sta
in
a
b
le
d
e
v
e
lo
p
m
e
n
t
g
o
a
l
4
.
5
a
n
d
4
.
7
o
n
e
q
u
a
l
e
d
u
c
a
ti
o
n
a
c
c
e
ss
a
n
d
g
l
o
b
a
l
c
it
ize
n
s
h
ip
s
k
il
ls,
a
n
d
re
c
o
m
m
e
n
d
s
re
se
a
rc
h
traje
c
to
ries
.
K
ey
w
o
r
d
s
:
Dif
f
icu
lties
K
-
12
Or
al
p
r
esen
tatio
n
Pra
ctica
l r
esear
ch
R
esear
ch
wr
itin
g
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
I
llu
m
in
ad
a
S.
Me
n
zi
Dep
ar
tm
en
t o
f
Scien
ce
,
Un
iv
e
r
s
ity
o
f
B
ag
u
io
Scien
ce
Hig
h
Sch
o
o
l
Gen
er
al
L
u
n
a
R
o
ad
,
B
ag
u
io
C
ity
,
Ph
ilip
p
in
es
E
m
ail: illu
m
in
ad
a.
m
en
zi@
e.
u
b
ag
u
io
.
e
d
u
1.
I
NT
RO
D
UCT
I
O
N
T
o
en
h
an
ce
th
e
b
asic
ed
u
ca
tio
n
p
r
o
g
r
a
m
in
th
e
Ph
ilip
p
in
es,
to
b
e
at
p
ar
with
o
th
er
co
u
n
tr
i
es,
an
d
to
p
r
o
d
u
ce
g
lo
b
ally
c
o
m
p
etitiv
e
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
,
R
ep
u
b
li
c
Act
No
.
1
0
5
3
3
s
er
ies
2
0
1
2
was
s
ig
n
ed
wh
ich
aim
ed
at
ad
d
in
g
two
m
o
r
e
y
e
ar
s
to
th
e
o
ld
1
0
-
y
ea
r
p
r
e
-
u
n
i
v
er
s
ity
cy
cle
[
1
]
.
T
h
is
p
r
o
g
r
a
m
is
n
o
w
co
m
m
o
n
ly
k
n
o
wn
as
th
e
K
-
1
2
p
r
o
g
r
am
.
Par
t
o
f
th
is
K
-
1
2
p
r
o
g
r
am
is
th
e
in
clu
s
io
n
o
f
ap
p
lied
tr
ac
k
s
u
b
jects
in
r
esear
ch
.
T
h
ese
s
u
b
jects a
r
e
p
r
ac
tical
r
e
s
ea
r
ch
1
an
d
p
r
ac
tical
r
esear
ch
2.
Pra
ctica
l
r
esear
ch
1
f
o
cu
s
es
o
n
h
o
n
i
n
g
th
e
cr
itical
th
in
k
in
g
s
k
ills
o
f
s
tu
d
en
ts
th
r
o
u
g
h
q
u
alitativ
e
r
esear
ch
,
wh
er
ea
s
p
r
ac
tical
r
esear
ch
2
f
o
cu
s
es
o
n
d
e
v
e
lo
p
in
g
t
h
e
s
am
e
s
k
ills
b
u
t
with
q
u
a
n
titativ
e
r
esear
ch
[
2
]
.
T
h
ese
s
u
b
jects seek
to
en
ab
le
s
tu
d
e
n
ts
to
p
r
o
d
u
ce
an
d
s
h
ar
e
in
f
o
r
m
atio
n
in
th
eir
f
ield
s
o
f
in
ter
est
an
d
,
g
en
er
ally
,
d
e
v
elo
p
t
h
eir
s
k
ills
as
ca
p
ab
le
co
m
m
u
n
ity
p
r
o
b
lem
-
s
o
lv
er
s
a
n
d
p
r
ac
tical
r
e
s
ea
r
ch
er
s
b
ec
au
s
e
it
is
th
e
b
est
way
to
u
n
d
er
s
ta
n
d
a
to
p
ic
a
n
d
th
e
b
asis
o
f
ev
er
y
ac
co
m
p
lis
h
m
en
t
o
r
ad
v
a
n
ce
m
en
t
n
o
m
atter
wh
at
th
e
d
is
cip
lin
e
is
b
ein
g
e
x
p
lo
r
ed
[
3
]
.
As
a
to
p
ic
an
d
a
m
ea
n
s
o
f
in
s
tr
u
ctio
n
,
th
e
g
o
al
o
f
r
esear
ch
is
to
g
iv
e
lear
n
er
s
a
way
to
g
r
o
w
th
eir
ab
ilit
y
to
cr
itically
s
o
lv
e
p
r
o
b
lem
s
an
d
d
ev
elo
p
in
ter
p
er
s
o
n
al
s
k
ills
[
4
]
.
As a
d
is
cip
lin
e,
r
esear
ch
h
o
ld
s
th
e
s
tu
d
en
ts
with
th
e
m
atter
,
m
an
n
er
,
o
r
p
r
o
b
lem
s
in
th
eir
o
wn
f
ield
[
5
]
.
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
387
-
398
388
Stu
d
en
ts
’
attitu
d
es
[
6
]
–
[
9
]
,
c
ap
ab
ilit
ies
[
5
]
,
[
1
0
]
,
[
1
1
]
,
an
d
ch
allen
g
es
[
1
2
]
,
[
1
3
]
to
war
d
r
esear
ch
s
u
b
jects
h
av
e
b
ee
n
in
v
esti
g
ated
b
y
p
r
ev
io
u
s
r
esear
ch
er
s
.
Alth
o
u
g
h
s
tu
d
en
ts
ac
k
n
o
wl
ed
g
ed
th
at
lear
n
in
g
r
esear
ch
is
b
en
ef
icial
an
d
p
e
r
tin
en
t
to
d
aily
life
[
1
4
]
,
an
im
p
o
r
tan
t
p
a
r
t
o
f
th
eir
ed
u
ca
tio
n
,
an
d
an
im
p
o
r
tan
t
m
ea
n
s
to
co
m
p
lete
s
u
ch
ac
tiv
ities
[
9
]
,
m
an
y
s
tu
d
en
ts
h
a
v
e
b
iases
to
war
d
r
esear
ch
as
th
ey
r
ec
o
g
n
ize
th
at
th
e
s
u
b
ject
is
d
if
f
icu
lt
an
d
ch
alle
n
g
in
g
[
5
]
.
Similar
ly
,
Ma
n
r
iq
u
e
-
Gallo
s
[
8
]
f
o
u
n
d
t
h
at
th
e
lev
el
o
f
an
x
iety
o
f
s
tu
d
en
ts
is
d
ir
ec
tly
r
elate
d
to
th
eir
attitu
d
e
to
war
d
r
esear
ch
.
T
h
e
lo
wer
th
eir
an
x
iety
lev
el
,
th
e
m
o
r
e
p
o
s
itiv
e
attitu
d
e
th
ey
h
av
e
c
o
n
ce
r
n
in
g
r
esear
ch
.
Fu
r
th
er
m
o
r
e,
Vo
s
s
en
et
a
l.
[
9
]
f
o
u
n
d
t
h
r
o
u
g
h
an
ex
p
e
r
im
en
t
th
at
s
tu
d
en
ts
wh
o
to
o
k
ad
d
itio
n
a
l
tr
ain
in
g
in
r
esear
ch
g
e
n
er
a
lly
h
av
e
m
o
r
e
p
o
s
itiv
e
attitu
d
es
to
war
d
d
o
in
g
r
esear
ch
an
d
d
esig
n
ac
tiv
ities
th
an
th
o
s
e
s
tu
d
en
ts
wh
o
h
ad
r
eg
u
lar
tr
ain
in
g
.
T
h
er
ef
o
r
e,
a
s
tu
d
en
t
’
s
attitu
d
e
to
war
d
r
esear
ch
is
a
g
o
o
d
i
n
d
icato
r
o
f
h
is
o
r
h
e
r
r
esear
ch
s
k
ills
d
ev
elo
p
m
e
n
t,
wh
ic
h
ca
n
in
f
lu
en
ce
th
e
s
tu
d
en
t
’
s
in
clin
atio
n
to
p
e
r
f
o
r
m
r
esear
ch
[
1
5
]
.
T
h
e
ca
p
ab
ilit
y
o
f
s
tu
d
e
n
ts
in
co
n
d
u
ctin
g
r
e
s
ea
r
ch
is
also
an
ap
t
co
n
s
id
er
atio
n
.
E
s
tacio
et
a
l.
[
1
0
]
f
o
u
n
d
th
at
s
tu
d
en
ts
wer
e
ca
p
ab
le
o
f
r
e
v
iewin
g
r
el
ated
liter
atu
r
e
an
d
in
ter
p
r
etin
g
r
esear
ch
r
esu
lts
b
u
t
h
ad
d
if
f
icu
lty
with
th
e
n
atu
r
e
o
f
in
q
u
ir
y
an
d
m
e
th
o
d
o
lo
g
y
.
I
n
f
ac
t,
San
to
s
[
1
6
]
m
en
tio
n
e
d
th
at
s
tu
d
en
ts
ar
e
h
ig
h
ly
co
m
p
eten
t
i
n
d
eliv
er
in
g
wr
itten
r
esear
ch
m
eth
o
d
s
,
co
llectin
g
an
d
an
aly
zin
g
d
ata,
d
r
awin
g
lo
g
ical
f
in
d
in
g
s
,
an
d
o
f
f
er
in
g
r
ec
o
m
m
en
d
atio
n
s
b
ased
o
n
th
o
s
e
co
n
clu
s
io
n
s
.
S
tu
d
en
ts
r
ec
o
g
n
ize
s
ev
er
al
c
h
allen
g
es
wh
ich
in
clu
d
e
th
e
in
tr
icac
ies
o
f
th
e
s
u
b
ject,
th
e
tim
e
r
eq
u
ir
em
en
t,
is
s
u
es
with
th
eir
teac
h
er
s
an
d
g
r
o
u
p
m
ates,
an
d
th
e
b
u
lk
o
f
o
th
er
ac
tiv
ities
[
1
7
]
.
C
o
r
r
esp
o
n
d
in
g
ly
,
Sig
u
an
a
n
d
E
cija
[
1
8
]
f
o
u
n
d
th
at
7
5
%
o
f
s
tu
d
en
t
-
r
esear
ch
er
s
f
elt
th
at
t
h
eir
co
m
p
lian
ce
a
n
d
co
m
p
letio
n
o
f
th
e
r
esear
ch
wer
e
s
ig
n
if
ican
tly
h
am
p
er
e
d
b
y
f
in
an
cial
r
estrictio
n
s
.
At
th
e
s
am
e
tim
e,
7
1
%
o
f
s
tu
d
en
ts
s
tated
th
at
th
e
m
o
s
t
ch
allen
g
in
g
p
ar
t o
f
co
n
d
u
ctin
g
r
esear
ch
is
th
e
lim
ited
tim
e
d
u
e
to
o
th
e
r
s
u
b
jects’
r
eq
u
ir
em
en
ts
[
6
]
.
Ap
ar
t
f
r
o
m
wr
itin
g
th
e
r
esea
r
ch
p
a
p
er
,
av
ailab
le
liter
atu
r
e
s
h
o
wed
t
h
at
o
r
al
p
r
esen
tatio
n
s
o
r
o
r
al
d
ef
en
s
es
p
lay
a
s
ig
n
if
ican
t
r
o
le
in
th
e
s
u
cc
ess
o
f
s
tu
d
e
n
t
-
r
esear
ch
er
s
.
L
au
et
a
l.
[
1
9
]
e
x
p
r
ess
ed
th
at
r
esear
ch
er
s
g
iv
e
im
p
o
r
tan
ce
t
o
th
e
p
r
e
p
ar
atio
n
o
f
o
r
al
d
e
f
e
n
s
e
as
it
is
r
e
g
ar
d
e
d
n
o
t
o
n
ly
as
th
e
p
in
n
ac
le
o
f
y
ea
r
s
o
f
h
ar
d
wo
r
k
b
u
t
also
f
u
lf
ills
a
m
u
lti
-
f
ac
eted
f
u
n
c
tio
n
th
at
in
clu
d
es
ex
am
in
ati
o
n
,
in
itiatio
n
,
an
d
ce
leb
r
atio
n
.
I
n
o
th
er
wo
r
d
s
,
it
s
er
v
es
as
a
cu
lm
in
atio
n
o
f
th
e
wh
o
le
s
tu
d
y
.
O
r
al
d
ef
e
n
s
es
p
o
s
e
a
s
ig
n
if
ican
t
d
if
f
icu
lty
to
r
esear
ch
e
r
s
an
d
s
o
th
ey
ap
p
ly
v
ar
ie
d
m
ec
h
an
is
m
s
to
d
ea
l
with
th
e
o
r
al
p
r
esen
tatio
n
s
[
2
0
]
.
C
o
n
s
eq
u
en
tly
,
o
r
al
d
e
f
en
s
es
r
esu
lt
in
an
ticip
ato
r
y
a
n
x
iety
an
d
s
u
s
tain
h
ig
h
s
y
m
p
ath
et
ic
n
er
v
o
u
s
s
y
s
tem
ac
tiv
atio
n
o
f
r
esear
ch
er
s
r
eg
a
r
d
less
o
f
th
e
lan
g
u
a
g
e
u
s
ed
d
u
r
in
g
th
e
p
r
esen
tatio
n
[
2
1
]
.
Ov
er
all,
th
is
s
tu
d
y
is
n
o
tewo
r
th
y
b
ec
a
u
s
e
it
o
f
f
er
s
a
m
o
r
e
th
o
r
o
u
g
h
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
c
h
allen
g
es
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
in
th
e
Ph
ilip
p
in
es
en
co
u
n
te
r
wh
ile
co
m
p
o
s
in
g
an
d
p
r
esen
tin
g
th
eir
r
esear
ch
.
T
h
e
s
p
ec
if
ic
ex
p
er
ie
n
ce
s
o
f
s
en
i
o
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
ar
e
wo
r
th
in
v
esti
g
atin
g
s
in
ce
m
ajo
r
ity
o
f
s
tu
d
ies
co
n
ce
n
tr
ate
o
n
th
e
r
esear
ch
d
if
f
icu
lties
f
ac
ed
b
y
co
lleg
e
s
tu
d
en
ts
.
T
h
e
f
o
c
u
s
o
n
wr
itin
g
an
d
p
r
esen
tatio
n
,
wh
ich
is
u
n
co
m
m
o
n
in
ea
r
lie
r
s
tu
d
ies,
ad
d
s
f
r
esh
n
ess
to
th
e
liter
atu
r
e.
Als
o
,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
m
ig
h
t
lev
er
ag
e
t
h
e
u
n
iq
u
e
ch
alle
n
g
e
s
f
o
u
n
d
in
th
e
s
tu
d
y
to
d
ev
elo
p
f
o
cu
s
ed
r
esp
o
n
s
es.
Ultim
ately
,
t
h
is
s
tu
d
y
is
th
e
f
ir
s
t
to
id
en
tify
s
ix
d
im
en
s
io
n
s
o
f
r
esear
ch
d
if
f
icu
lties
am
o
n
g
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
u
s
in
g
a
s
eq
u
en
tial
q
u
alitativ
e
m
ix
ed
m
et
h
o
d
d
esig
n
.
W
ith
th
e
n
ew
Ph
ilip
p
in
e
cu
r
r
icu
lu
m
ca
lled
K
-
1
2
,
s
tu
d
en
t
s
in
s
en
io
r
h
ig
h
ar
e
r
e
q
u
ir
e
d
to
tak
e
p
r
ac
tical
r
esear
ch
1
an
d
2
s
u
b
jects
wh
er
e
th
e
f
ir
s
t
b
ec
o
m
e
s
a
p
r
er
eq
u
is
ite
o
f
th
e
o
th
er
.
I
n
th
e
s
en
io
r
h
ig
h
s
ch
o
o
l w
h
er
e
th
e
d
ata
wer
e
c
o
llected
,
p
r
ac
tical
r
esear
ch
1
an
d
2
ar
e
tak
en
b
y
g
r
ad
e
1
2
s
tu
d
en
ts
in
th
e
f
ir
s
t a
n
d
s
ec
o
n
d
tr
im
ester
s
o
f
ev
er
y
s
ch
o
o
l
y
ea
r
.
S
tu
d
e
n
ts
in
th
e
ch
o
s
en
lo
ca
le
o
f
th
is
s
tu
d
y
ar
e
r
eq
u
ir
e
d
to
o
r
ally
d
ef
en
d
th
ei
r
p
ap
er
s
b
o
th
in
p
r
ac
tical
r
esear
ch
1
an
d
p
r
ac
tical
r
esear
ch
2
.
T
h
ese
o
r
al
p
r
esen
tatio
n
s
in
clu
d
e
a
to
p
ic
d
ef
en
s
e
f
o
c
u
s
in
g
o
n
th
e
ch
o
s
en
to
p
ic
an
d
s
p
ec
if
ic
p
r
o
b
lem
s
;
a
p
r
o
p
o
s
al
d
ef
en
s
e
p
iv
o
tin
g
o
n
th
e
in
tr
o
d
u
ctio
n
an
d
m
et
h
o
d
o
l
o
g
y
p
ar
ts
o
f
th
eir
p
a
p
er
s
;
a
f
in
al
d
ef
en
s
e
f
o
cu
s
in
g
o
n
th
e
f
i
n
d
in
g
s
/r
esu
lts
an
d
d
is
cu
s
s
io
n
,
th
e
co
n
clu
s
io
n
s
,
a
n
d
r
ec
o
m
m
en
d
atio
n
s
; a
n
d
o
th
er
p
ar
ts
o
f
t
h
e
p
ap
e
r
.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
b
ee
n
c
o
n
d
u
cted
e
x
p
lo
r
in
g
th
e
d
if
f
ic
u
lties
f
ac
ed
b
y
u
n
d
e
r
g
r
ad
u
ate
s
tu
d
en
ts
in
th
e
co
n
d
u
ct
o
f
wr
itin
g
th
eses
an
d
r
esear
ch
wr
itin
g
i
n
g
en
e
r
al
[
1
3
]
,
[
2
2
]
,
[
2
3
]
.
Nev
er
t
h
el
ess
,
th
e
ch
allen
g
es
ex
p
er
ien
ce
d
b
y
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
in
th
e
Ph
ilip
p
in
es
in
co
n
d
u
ctin
g
th
eir
r
esear
ch
d
elv
in
g
in
to
th
e
asp
ec
ts
o
f
wr
itin
g
an
d
o
r
al
p
r
esen
tatio
n
s
h
av
e
y
et
t
o
b
e
e
x
p
lo
r
ed
d
ee
p
er
.
I
t
is
also
n
o
tab
l
e
th
at
wh
ile
s
tu
d
ies
ex
ten
s
iv
ely
ex
p
lo
r
ed
to
p
ics
r
elatin
g
to
w
r
itin
g
th
eses
an
d
d
is
s
er
tatio
n
s
,
o
r
al
ass
ess
m
en
t
f
o
r
m
s
s
u
ch
as
p
r
esen
tatio
n
s
o
r
d
ef
en
s
es h
av
e
b
ee
n
lar
g
el
y
u
n
m
ap
p
e
d
[
2
4
]
.
T
h
is
s
tu
d
y
aim
s
t
o
ex
p
lo
r
e
th
e
d
if
f
icu
lties
f
ac
ed
b
y
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
i
n
th
ei
r
p
r
ac
tical
r
esear
ch
s
u
b
jects.
T
h
is
s
tu
d
y
is
g
u
id
ed
b
y
th
e
r
esear
ch
q
u
e
s
tio
n
:
wh
at
ar
e
th
e
d
im
en
s
io
n
s
o
f
t
h
e
d
if
f
icu
lties
f
ac
ed
b
y
s
en
io
r
h
i
g
h
s
ch
o
o
l
r
esear
ch
er
s
in
th
eir
r
esear
ch
wr
itin
g
an
d
r
esear
ch
p
r
esen
ta
tio
n
s
?
T
h
r
o
u
g
h
th
is
s
tu
d
y
,
th
e
f
in
d
in
g
s
aim
to
co
n
tr
ib
u
te
to
th
e
g
r
o
win
g
b
o
d
y
o
f
k
n
o
wled
g
e
o
n
th
e
d
if
f
icu
lt
ies
f
ac
ed
b
y
s
en
io
r
h
ig
h
s
ch
o
o
l
r
esear
ch
er
s
in
th
e
ir
r
esear
ch
wr
itin
g
an
d
r
esear
ch
p
r
esen
tatio
n
s
an
d
o
f
f
e
r
s
o
m
e
in
s
ig
h
ts
o
n
h
o
w
teac
h
er
tr
ain
in
g
ca
n
ca
p
ac
ita
te
th
e
g
en
er
al
ca
p
ab
ilit
ies
an
d
p
er
f
o
r
m
a
n
ce
o
f
s
en
io
r
h
i
g
h
s
ch
o
o
l
s
tu
d
en
ts
th
er
eb
y
c
o
n
tr
ib
u
tin
g
to
t
h
e
r
ea
lizatio
n
o
f
Un
ited
Natio
n
s
s
u
s
t
ain
ab
le
d
ev
elo
p
m
en
t
g
o
al
4
.
5
an
d
4
.
7
.
T
h
is
s
tu
d
y
is
a
n
ch
o
r
ed
o
n
m
u
ltip
le
th
eo
r
ies
th
at
s
u
p
p
o
r
t
th
e
d
i
f
f
icu
lties
o
f
s
tu
d
en
ts
in
r
esear
ch
wr
itin
g
an
d
p
r
esen
tatio
n
.
T
h
e
co
m
p
le
x
ity
o
f
th
e
r
esear
ch
p
r
o
ce
s
s
is
s
u
p
p
o
r
ted
b
y
th
e
co
g
n
itiv
e
lo
a
d
th
e
o
r
y
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
d
iffi
cu
lties
th
a
t b
eset sen
io
r
h
ig
h
s
ch
o
o
l stu
d
en
ts
in
r
esea
r
ch
w
r
itin
g
a
n
d
…
(
J
o
s
ep
h
B
.
Qu
in
to
)
389
wh
ich
id
en
tifie
s
th
e
w
o
r
k
in
g
m
em
o
r
y
as
th
e
co
n
s
cio
u
s
p
r
o
ce
s
s
o
f
th
in
k
in
g
.
Sin
ce
th
e
w
o
r
k
in
g
m
em
o
r
y
is
lim
ited
,
s
tu
d
en
ts
m
ay
s
tr
u
g
g
l
e
wh
en
to
o
m
u
c
h
in
f
o
r
m
atio
n
an
d
task
s
ar
e
g
iv
en
with
o
u
t
s
ca
f
f
o
ld
in
g
[
2
5
]
.
Fu
r
th
er
m
o
r
e
,
ex
p
e
r
ien
tial
lear
n
in
g
th
eo
r
y
d
e
m
o
n
s
tr
ates
th
at
s
tu
d
en
t
en
g
ag
e
m
en
t
is
en
h
an
ce
d
th
r
o
u
g
h
h
an
d
s
-
o
n
,
r
ef
lectiv
e
lear
n
in
g
ex
p
e
r
ien
ce
s
.
I
t
em
p
h
asizes
th
at
s
tu
d
en
ts
s
h
o
u
ld
ac
tiv
ely
p
ar
ticip
ate
in
all
asp
ec
ts
o
f
lear
n
in
g
,
as
ex
p
er
ie
n
ce
is
cr
u
cial
to
th
e
lear
n
in
g
p
r
o
ce
s
s
[
2
6
]
.
I
n
th
e
s
am
e
way
,
s
tu
d
en
t
s
lear
n
b
etter
wh
en
th
ey
ar
e
en
g
ag
ed
in
th
e
c
o
n
d
u
ct
o
f
r
esear
ch
,
f
r
o
m
to
p
ic
g
en
e
r
atio
n
to
r
esear
c
h
p
r
esen
tatio
n
.
T
o
ad
d
,
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
th
eo
r
y
v
iews
lear
n
in
g
as
an
ac
tiv
e
p
r
o
ce
s
s
wh
er
e
p
eo
p
le
b
u
ild
th
eir
o
wn
u
n
d
er
s
tan
d
in
g
.
T
h
is
p
r
o
ce
s
s
h
ap
p
en
s
lar
g
ely
th
r
o
u
g
h
s
o
cial
an
d
cu
ltu
r
al
i
n
ter
ac
tio
n
s
,
n
o
t
ju
s
t
in
d
iv
id
u
ally
.
So
cial
co
n
s
tr
u
cti
v
is
m
em
p
h
asizes
th
at
ef
f
ec
tiv
e
teac
h
in
g
an
d
lear
n
in
g
ar
e
f
u
n
d
am
en
tally
r
elian
t
o
n
s
o
cial
in
ter
ac
tio
n
an
d
g
r
o
u
p
d
is
cu
s
s
io
n
s
,
th
u
s
r
elatin
g
to
th
e
co
n
d
u
ct
o
f
r
esear
ch
wh
er
e
p
ee
r
c
o
llab
o
r
atio
n
an
d
teac
h
er
s
u
p
p
o
r
t
ar
e
n
ec
e
s
s
ar
y
[
2
7
]
.
A
d
d
itio
n
ally
,
g
u
id
an
ce
an
d
s
u
p
p
o
r
t
f
r
o
m
teac
h
er
s
as
ad
v
is
er
s
ar
e
s
u
p
p
o
r
ted
b
y
t
h
e
zo
n
e
o
f
p
r
o
x
im
al
d
ev
elo
p
m
e
n
t
(
Z
PD)
.
T
h
e
Z
PD
em
p
h
asizes
th
at
a
s
tu
d
en
t
ca
n
ac
co
m
p
lis
h
ac
tiv
ities
m
o
r
e
s
u
cc
ess
f
u
lly
with
th
e
g
u
id
an
ce
o
f
a
m
o
r
e
p
r
o
f
icien
t
in
d
iv
id
u
al
[
2
8
]
.
W
ith
o
u
t
ex
p
er
t
s
ca
f
f
o
ld
in
g
t
h
r
o
u
g
h
teac
h
er
m
en
to
r
s
h
ip
a
n
d
r
esear
ch
g
u
id
an
ce
,
s
tu
d
en
ts
will
n
o
t
p
r
o
g
r
ess
to
h
ig
h
e
r
r
esear
c
h
s
k
ills
in
d
ep
en
d
en
tly
.
T
h
e
co
n
f
id
e
n
ce
o
f
s
tu
d
en
ts
in
r
esear
ch
wr
itin
g
an
d
p
r
esen
ta
tio
n
is
u
n
d
er
p
in
n
ed
b
y
th
e
s
el
f
-
ef
f
icac
y
th
eo
r
y
.
Self
-
ef
f
icac
y
is
an
in
d
iv
id
u
al'
s
b
elief
in
th
eir
ab
ilit
y
to
s
u
cc
ee
d
in
s
p
ec
if
ic
s
itu
ati
o
n
s
o
r
ac
co
m
p
lis
h
a
task
.
R
esear
ch
i
n
d
icate
s
th
at
s
elf
-
ef
f
icac
y
f
u
n
ctio
n
s
as
a
p
iv
o
tal
in
ter
n
al
m
o
tiv
atio
n
al
p
r
o
ce
s
s
wh
ich
in
tu
r
n
af
f
ec
ts
th
e
d
eg
r
ee
o
f
ef
f
o
r
t
e
x
er
ted
,
th
e
lev
el
o
f
p
er
s
is
ten
ce
d
em
o
n
s
tr
ated
,
an
d
th
e
u
ltima
te
attain
m
en
t
o
f
g
o
als
[
2
9
]
.
Stu
d
e
n
ts
wh
o
h
a
v
e
lo
w
co
n
f
id
en
ce
m
ay
h
av
e
p
o
o
r
p
er
f
o
r
m
a
n
ce
n
o
t
o
n
ly
in
wr
itin
g
r
esear
ch
p
ap
er
s
b
u
t
also
i
n
th
eir
r
esea
r
ch
p
r
esen
tatio
n
.
Ad
d
itio
n
ally
,
s
elf
-
d
eter
m
in
atio
n
th
eo
r
y
s
u
p
p
o
r
ts
th
e
s
tu
d
en
t
en
g
ag
em
e
n
t
in
r
esear
ch
.
Self
-
d
eter
m
in
atio
n
th
eo
r
y
d
etails
th
e
p
r
o
ce
s
s
f
o
r
u
n
d
er
s
tan
d
in
g
th
e
d
ev
el
o
p
m
en
t
o
f
m
o
tiv
atio
n
an
d
its
im
p
ac
t
o
n
h
u
m
an
b
eh
a
v
io
r
an
d
well
-
b
ei
n
g
.
T
h
e
th
eo
r
y
p
o
s
its
th
at
th
e
em
er
g
en
ce
o
f
h
i
g
h
-
q
u
ality
m
o
tiv
atio
n
a
n
d
o
p
ti
m
al
f
u
n
ctio
n
in
g
is
co
n
tin
g
e
n
t
u
p
o
n
th
e
f
u
lf
illme
n
t
o
f
th
r
ee
f
u
n
d
am
en
tal
p
s
y
ch
o
lo
g
ical
n
ee
d
s
in
clu
d
i
n
g
th
e
n
ee
d
f
o
r
r
elate
d
n
ess
,
th
e
n
ee
d
f
o
r
c
o
m
p
eten
ce
,
an
d
t
h
e
n
ee
d
f
o
r
au
to
n
o
m
y
[
3
0
]
.
Fin
ally
,
in
th
e
co
n
te
x
t
o
f
o
r
al
d
ef
en
s
e,
s
tu
d
en
ts
m
ay
u
n
d
er
p
er
f
o
r
m
in
p
r
esen
tatio
n
s
d
u
e
to
s
p
ee
ch
an
x
iety
.
T
h
is
is
s
u
p
p
o
r
ted
b
y
t
h
e
co
m
m
u
n
icatio
n
ap
p
r
eh
e
n
s
io
n
th
e
o
r
y
,
wh
ich
is
th
e
f
ee
lin
g
o
f
an
x
iety
o
r
f
ea
r
s
o
m
eo
n
e
e
x
p
er
ie
n
ce
s
wh
en
t
h
ey
m
u
s
t
co
m
m
u
n
icate
with
o
th
er
s
.
T
h
is
f
ea
r
o
f
p
a
r
ticip
atin
g
ca
n
n
e
g
ativ
ely
im
p
ac
t
a
s
tu
d
e
n
t'
s
ac
ad
em
ic
s
u
cc
ess
an
d
t
h
eir
a
b
ilit
y
to
lear
n
,
esp
ec
ially
i
n
ter
m
s
o
f
th
eir
co
g
n
itiv
e,
af
f
ec
tiv
e,
an
d
p
s
y
ch
o
m
o
to
r
s
k
ills
[
3
1
]
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
A
s
eq
u
en
tial
q
u
alitativ
e
m
i
x
ed
m
eth
o
d
d
esig
n
was
in
co
r
p
o
r
ated
in
th
is
s
tu
d
y
b
e
ca
u
s
e
th
e
in
v
esti
g
ato
r
s
co
m
b
i
n
ed
two
q
u
alitativ
e
tech
n
iq
u
es.
T
h
e
p
r
im
ar
y
c
o
m
p
o
n
en
t
was
ac
h
iev
ed
th
r
o
u
g
h
a
q
u
alitativ
e
s
u
r
v
ey
,
wh
ile
a
s
er
ies
o
f
f
o
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
(
FGDs
)
s
er
v
ed
as
th
e
s
u
p
p
l
em
en
tal
co
m
p
o
n
e
n
t
[
3
2
]
.
I
n
th
is
way
,
th
e
r
esear
ch
er
s
g
ain
ed
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
th
e
d
im
en
s
io
n
s
o
f
th
e
d
if
f
icu
lties
f
ac
ed
b
y
s
en
io
r
h
ig
h
s
ch
o
o
l r
esear
c
h
er
s
in
th
eir
r
esear
ch
wr
itin
g
an
d
r
esear
ch
p
r
esen
tatio
n
s
[
3
3
]
,
[
3
4
]
.
2
.
2
.
Site
a
nd
pa
rt
icipa
nts
T
h
r
o
u
g
h
a
co
m
b
in
e
d
q
u
o
ta
a
n
d
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
es,
4
4
8
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
d
u
r
in
g
th
e
th
ir
d
tr
im
ester
o
f
th
e
s
ch
o
o
l
y
ea
r
2
0
2
2
-
2
0
2
3
in
o
n
e
p
r
iv
ate
s
ch
o
o
l
in
B
ag
u
io
C
ity
,
Ph
ilip
p
in
es
p
ar
ticip
ated
in
th
e
o
n
lin
e
s
u
r
v
ey
.
T
h
e
cr
iter
ia
wer
e
as:
i
)
en
r
o
lled
in
s
en
io
r
h
ig
h
s
ch
o
o
l
at
th
e
ch
o
s
en
p
r
iv
ate
s
ch
o
o
l
d
u
r
in
g
th
e
co
n
d
u
ct
o
f
th
e
s
tu
d
y
;
ii
)
b
elo
n
g
ed
to
o
n
e
o
f
th
e
s
tr
an
d
s
in
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
in
ee
r
in
g
,
an
d
m
ath
em
atics
(
STE
M)
,
h
u
m
an
ities
an
d
s
o
cial
s
cien
ce
s
(
HUM
SS
)
,
ac
co
u
n
tan
cy
,
b
u
s
in
ess
,
an
d
m
an
ag
em
en
t
(
AB
M)
,
g
en
e
r
al
ac
ad
em
ic
s
tr
an
d
(
GAS)
,
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
s
tech
n
o
lo
g
y
(
I
C
T
)
,
o
r
h
o
m
e
ec
o
n
o
m
ics
(
HE
)
w
h
ich
s
er
v
ed
as
th
e
q
u
o
ta
in
th
e
s
tu
d
y
[
3
5
]
;
iii
)
atten
d
e
d
th
e
f
in
al
d
ef
en
s
e
o
f
h
is
/h
er
r
esear
ch
;
an
d
iv
)
willin
g
to
p
ar
ticip
ate
in
th
e
o
n
lin
e
s
u
r
v
e
y
.
T
o
b
e
s
p
ec
if
ic,
1
2
6
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
r
esp
o
n
d
ed
to
th
e
o
n
lin
e
s
u
r
v
e
y
f
r
o
m
STE
M,
1
4
9
f
r
o
m
HUM
SS
,
1
2
8
f
r
o
m
AB
M,
2
4
f
r
o
m
I
C
T
,
an
d
2
1
f
r
o
m
HE
.
T
h
r
o
u
g
h
in
v
itatio
n
letter
s
,
th
e
r
esear
ch
er
s
wer
e
ab
le
t
o
g
ath
e
r
1
0
g
r
o
u
p
s
co
n
s
is
tin
g
o
f
7
-
1
0
m
em
b
er
s
ac
r
o
s
s
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tr
an
d
s
f
o
r
th
e
FGDs
,
wh
ich
w
as
m
o
r
e
th
an
ad
eq
u
ate
to
e
n
r
ich
an
d
cla
r
if
y
th
e
th
em
es
cr
ea
ted
th
r
o
u
g
h
th
e
o
n
lin
e
s
u
r
v
ey
s
in
ce
Hen
n
in
k
a
n
d
Kaiser
[
3
6
]
s
u
g
g
ested
th
at
4
-
8
f
o
cu
s
g
r
o
u
p
s
ar
e
s
u
f
f
icien
t
to
r
ea
ch
d
ata
s
atu
r
atio
n
.
Ov
er
all,
2
3
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
p
ar
ticip
ate
d
f
r
o
m
STE
M,
2
1
f
r
o
m
HUM
SS
,
2
1
f
r
o
m
AB
M,
8
f
r
o
m
I
C
T
,
an
d
8
f
r
o
m
HE
.
2
.
3
.
I
ns
t
rum
ent
a
t
io
n
T
h
e
co
r
e
co
r
p
u
s
o
f
d
ata
w
as
co
llected
v
ia
a
q
u
alitativ
e
s
u
r
v
ey
v
alid
ated
b
y
an
e
x
p
er
t
with
a
d
o
cto
r
ate
d
eg
r
ee
.
A
Go
o
g
le
Fo
r
m
was
cr
ea
ted
co
n
tai
n
in
g
f
iv
e
o
p
en
-
en
d
e
d
q
u
esti
o
n
s
to
s
u
r
v
ey
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
387
-
398
390
d
if
f
icu
lties
f
ac
ed
b
y
s
en
io
r
h
i
g
h
s
ch
o
o
l
r
esear
ch
e
r
s
in
th
e
f
o
llo
win
g
:
i
)
r
esear
ch
p
a
p
er
w
r
itin
g
;
ii)
r
esear
ch
p
r
esen
tatio
n
/o
r
al
d
ef
e
n
s
e;
iii)
g
r
o
u
p
m
em
b
er
s
;
iv
)
r
esear
ch
ad
v
is
er
s
;
an
d
v
)
o
th
er
d
if
f
icu
l
ties
.
T
h
e
s
ec
o
n
d
ar
y
in
s
tr
u
m
en
t
was
a
n
in
te
r
v
iew
p
r
o
to
co
l
v
alid
ated
b
y
a
n
e
x
p
er
t
with
a
d
o
cto
r
ate
d
eg
r
ee
,
s
p
ec
if
ically
cr
ea
te
d
b
ased
o
n
th
e
f
in
d
in
g
s
o
f
th
e
q
u
alitativ
e
s
u
r
v
ey
.
T
h
e
r
e
s
ea
r
ch
er
s
cr
af
ted
1
6
q
u
esti
o
n
s
to
elicit
s
p
ec
if
ic
r
esp
o
n
s
es
ab
o
u
t
th
e
d
if
f
icu
ltie
s
f
ac
ed
b
y
s
en
i
o
r
h
ig
h
s
ch
o
o
l
r
esear
ch
er
s
in
r
esear
ch
p
ap
er
wr
itin
g
,
6
q
u
esti
o
n
s
in
r
esear
ch
p
r
esen
tatio
n
/o
r
al
d
ef
en
s
e,
4
q
u
esti
o
n
s
in
r
elatio
n
to
th
eir
g
r
o
u
p
m
em
b
er
s
,
6
q
u
esti
o
n
s
in
r
elatio
n
to
th
eir
r
esear
ch
a
d
v
is
er
s
,
an
d
4
q
u
esti
o
n
s
in
r
elatio
n
to
o
t
h
er
d
if
f
icu
lties
.
2
.
4
.
Da
t
a
g
a
t
hering
pro
ce
du
re
Sin
ce
o
n
e
o
f
th
e
r
esear
c
h
er
s
was
th
e
r
esear
ch
co
o
r
d
in
at
o
r
i
n
th
e
s
elec
ted
s
ite,
th
e
r
esear
ch
er
s
h
ad
to
s
ee
k
ass
is
tan
ce
f
r
o
m
r
esear
ch
ad
v
is
er
s
ac
r
o
s
s
s
en
io
r
h
ig
h
s
c
h
o
o
l stra
n
d
s
to
d
is
tr
ib
u
te
th
e
c
o
n
s
en
t le
tter
as we
ll
as
th
e
q
u
alitativ
e
s
u
r
v
ey
v
ia
Go
o
g
le
Fo
r
m
.
T
h
e
r
ea
f
ter
,
th
e
r
esear
ch
ad
v
is
er
s
h
ad
to
s
en
d
th
e
Go
o
g
le
Fo
r
m
to
th
eir
r
esp
ec
tiv
e
g
r
o
u
p
ch
at
r
o
o
m
s
o
n
Face
b
o
o
k
Me
s
s
en
g
er
.
Af
ter
two
wee
k
s
o
f
d
ata
co
llectio
n
,
th
em
ati
c
an
aly
s
is
en
s
u
ed
.
T
h
e
n
e
x
t step
was to
r
ec
r
u
it in
f
o
r
m
an
ts
f
o
r
t
h
e
FGDs
v
ia
r
eq
u
est letter
s
w
h
ich
also
co
n
tain
e
d
th
e
q
u
esti
o
n
s
to
b
e
ask
e
d
.
T
h
e
r
esear
ch
er
s
o
n
ce
ag
ain
ca
p
i
talized
o
n
th
e
r
esear
ch
ad
v
is
e
r
s
f
o
r
th
is
m
atter
.
On
ce
th
e
s
ch
ed
u
les
wer
e
s
et
with
th
e
ap
p
r
o
v
al
o
f
th
e
p
a
r
ticip
an
ts
,
th
e
r
esear
ch
er
s
m
o
d
e
r
ated
th
e
r
ec
o
r
d
e
d
FGDs
o
n
lin
e
v
ia
Z
o
o
m
an
d
G
o
o
g
le
Me
et
v
id
eo
telec
o
n
f
er
e
n
cin
g
.
T
h
e
FGDs
r
an
ap
p
r
o
x
i
m
ately
6
5
m
in
u
tes.
Af
ter
q
u
ite
s
o
m
e
tim
e,
th
e
r
e
s
ea
r
ch
er
s
en
s
u
r
ed
th
at
th
e
tr
a
n
s
cr
ip
ts
o
f
th
e
FGDs
wer
e
s
en
t
p
er
s
o
n
ally
to
th
e
p
ar
ticip
an
ts
o
n
Face
b
o
o
k
Me
s
s
en
g
er
f
o
r
f
ee
d
b
ac
k
o
r
m
em
b
e
r
ch
ec
k
[
3
7
]
.
2
.
5
.
Ana
ly
s
is
o
f
da
t
a
T
h
e
d
escr
ip
tiv
e
p
h
e
n
o
m
en
o
lo
g
y
o
f
Su
n
d
ler
et
a
l.
[
3
8
]
was
u
tili
ze
d
to
th
em
atica
lly
an
aly
z
e
th
e
d
ata
f
r
o
m
th
e
o
n
lin
e
s
u
r
v
ey
.
T
h
e
wh
o
le
p
r
o
ce
s
s
in
v
o
lv
ed
h
av
in
g
a
s
en
s
e
o
f
f
am
iliar
ity
with
th
e
v
o
l
u
m
es
o
f
r
esp
o
n
s
es
f
r
o
m
th
e
s
en
io
r
h
i
g
h
s
ch
o
o
l
s
tu
d
en
ts
b
y
r
ea
d
in
g
ea
ch
r
esp
o
n
s
e
with
an
o
p
e
n
m
in
d
.
T
h
is
was
f
o
llo
wed
b
y
attem
p
tin
g
to
s
ea
r
ch
f
o
r
m
ea
n
i
n
g
s
an
d
p
r
el
im
in
ar
y
th
em
es
a
n
d
o
r
g
an
izi
n
g
th
e
th
em
es
in
to
a
co
h
esiv
e
wh
o
le.
Fu
r
t
h
er
m
o
r
e,
th
e
r
esear
ch
er
s
n
ee
d
ed
to
i
n
teg
r
ate
an
iter
ativ
e
p
r
o
ce
d
u
r
e
b
y
an
aly
zi
n
g
an
d
r
ev
iewin
g
n
o
t
o
n
ly
th
e
f
in
d
in
g
s
in
th
e
q
u
alitativ
e
s
u
r
v
e
y
b
u
t
also
th
e
r
esp
o
n
s
es
o
f
t
h
e
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
in
th
e
FGDs
o
v
er
a
n
d
o
v
e
r
a
g
ain
[
3
9
]
.
T
h
is
p
r
o
ce
s
s
en
tailed
b
o
th
in
d
iv
i
d
u
al
a
n
d
g
r
o
u
p
d
is
cu
s
s
io
n
s
am
o
n
g
t
h
e
r
esear
ch
e
r
s
to
r
ec
o
n
cile
s
im
ilar
ities
an
d
d
if
f
er
en
ce
s
in
th
e
co
d
es
t
o
p
r
o
d
u
ce
th
e
f
in
al
th
em
es
an
d
s
u
b
th
em
es
[
4
0
]
,
[
4
1
]
.
Fin
ally
,
th
e
f
in
d
in
g
s
wer
e
r
e
p
o
r
ted
,
as su
g
g
ested
b
y
Su
n
d
ler
et
a
l.
[
3
8
]
,
ac
co
r
d
in
g
to
th
e
th
em
es,
d
escr
ip
tiv
e
tex
ts
,
an
d
q
u
o
tes
lifte
d
f
r
o
m
th
e
r
esp
o
n
s
es
d
u
r
in
g
th
e
FGDs
.
Ps
eu
d
o
n
y
m
s
wer
e
u
s
ed
to
co
n
ce
al
th
e
id
e
n
tity
o
f
t
h
e
in
f
o
r
m
an
ts
f
o
r
et
h
ical
co
n
s
id
er
atio
n
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
r
o
u
g
h
a
co
m
b
in
atio
n
o
f
two
q
u
alitativ
e
tech
n
iq
u
es
in
h
ar
v
esti
n
g
d
ata,
th
e
r
esear
ch
er
s
id
en
tifie
d
s
ev
er
al
d
im
en
s
io
n
s
o
f
th
e
d
if
f
icu
lties
f
ac
ed
b
y
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
in
th
eir
r
esear
ch
wr
itin
g
.
T
h
ese
d
im
en
s
io
n
s
in
clu
d
e
ch
allen
g
e
s
r
elate
d
to
h
ea
lth
,
m
an
u
s
cr
i
p
t
p
r
ep
a
r
atio
n
,
p
eo
p
le,
an
d
r
eso
u
r
ce
s
.
Fig
u
r
e
1
illu
s
tr
ates th
ese
d
im
en
s
io
n
s
.
Fig
u
r
e
1
.
T
h
e
d
if
f
icu
lties
in
r
e
s
ea
r
ch
wr
itin
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
d
iffi
cu
lties
th
a
t b
eset sen
io
r
h
ig
h
s
ch
o
o
l stu
d
en
ts
in
r
esea
r
ch
w
r
itin
g
a
n
d
…
(
J
o
s
ep
h
B
.
Qu
in
to
)
391
3
.
1
.
Dif
f
icultie
s
in re
s
ea
rc
h wr
it
ing
T
h
e
f
ir
s
t
d
im
en
s
io
n
in
th
e
d
if
f
icu
lties
f
ac
ed
b
y
s
en
io
r
h
i
g
h
s
ch
o
o
l
r
esear
ch
er
s
in
th
ei
r
r
esear
ch
wr
itin
g
is
h
ea
lth
-
r
elate
d
.
T
h
e
s
u
b
th
em
es
u
n
d
er
th
is
co
n
s
tr
u
c
t
ar
e
p
h
y
s
ical
an
d
p
s
y
ch
o
-
e
m
o
tio
n
al
d
if
f
icu
lties
.
W
h
en
it
co
m
es
to
p
h
y
s
ical
d
if
f
icu
lties
,
s
tu
d
en
ts
p
i
n
p
o
in
t
ed
th
at
th
ey
ex
p
e
r
ien
ce
d
p
h
y
s
ical
s
tr
ess
wh
ich
af
f
ec
ted
th
eir
p
h
y
s
ical
h
ea
lth
as
s
o
m
e
s
tu
d
en
ts
b
ec
am
e
s
ick
,
o
r
s
o
m
e
s
tu
d
en
ts
’
u
n
d
e
r
ly
in
g
illn
ess
es
wo
r
s
en
ed
.
Un
d
er
p
s
y
c
h
o
-
em
o
tio
n
al
d
if
f
i
cu
lties
,
s
tu
d
en
ts
m
en
tio
n
ed
th
at
th
ey
wer
e
m
en
tally
a
n
d
e
m
o
tio
n
ally
d
r
ain
e
d
d
u
e
to
p
r
ess
u
r
e
an
d
b
r
ea
k
d
o
w
n
s
.
T
h
ese
ac
co
u
n
ts
ar
e
co
n
s
is
ten
t
with
s
tu
d
ies
s
h
o
win
g
th
at
s
tu
d
en
t
-
r
esear
ch
er
s
o
f
ten
ex
p
e
r
ien
ce
s
tr
ess
-
r
elate
d
s
y
m
p
to
m
s
s
u
ch
as
an
x
iety
,
f
atig
u
e
,
an
d
o
t
h
er
h
ea
lth
p
r
o
b
lem
s
d
u
r
in
g
th
e
r
esear
ch
p
r
o
ce
s
s
[
4
2
]
,
[
4
3
]
.
T
h
u
s
,
it
is
im
p
o
r
tan
t
to
m
ain
tain
g
o
o
d
p
h
y
s
ical
an
d
m
e
n
tal
well
-
b
ein
g
in
o
r
d
er
t
o
co
m
p
lete
th
e
r
esear
c
h
wr
itin
g
p
r
o
ject
[
4
4
]
.
T
h
e
s
ec
o
n
d
d
im
e
n
s
io
n
p
u
t
f
o
r
war
d
b
y
th
e
p
ar
ticip
an
ts
is
m
an
u
s
cr
ip
t
-
r
elate
d
,
wh
ic
h
in
clu
d
es
d
if
f
icu
lties
in
wr
itin
g
th
e
in
tr
o
d
u
ctio
n
,
th
e
m
eth
o
d
o
lo
g
y
,
an
d
th
e
r
esu
lts
an
d
d
is
cu
s
s
io
n
.
Pa
r
ticip
an
ts
ad
m
itted
th
at
th
ey
f
o
u
n
d
it
ch
allen
g
in
g
to
s
tar
t
th
eir
r
esear
ch
in
tr
o
d
u
ctio
n
s
p
ec
if
ically
i
n
cr
a
f
tin
g
th
eir
r
esear
ch
p
r
o
b
lem
s
an
d
r
ev
iew
o
f
r
elat
ed
liter
atu
r
e.
Yu
n
u
s
et
a
l.
[
4
5
]
d
is
cu
s
s
ed
th
at
p
r
o
b
lem
f
o
r
m
u
latio
n
s
,
r
esear
ch
o
b
jectiv
es,
r
esear
ch
g
a
p
s
,
elem
en
ts
th
at
s
er
v
e
as
th
e
p
r
im
ar
y
ju
s
tific
atio
n
f
o
r
th
ei
r
ch
o
ice
o
f
to
p
ic,
a
n
d
r
e
v
iew
o
f
r
elate
d
liter
atu
r
e
ar
e
co
n
s
i
d
er
ed
c
h
allen
g
in
g
s
ec
tio
n
s
o
f
th
e
in
tr
o
d
u
ctio
n
,
wh
ich
ar
e
co
n
s
is
ten
t
with
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
.
On
e
p
ar
ticip
an
t p
u
t f
o
r
th
:
“
Wh
a
t
w
e
r
ea
lly
s
tr
u
g
g
led
w
ith
w
a
s
crea
tin
g
th
e
r
esea
r
ch
q
u
esti
o
n
s
ma
kin
g
s
u
r
e
th
a
t
th
e
y
w
ere
r
ela
ted
to
o
n
e
a
n
o
th
er.
I
t to
o
k
u
s
a
ve
r
y
lo
n
g
time
in
t
h
is
p
a
r
t o
f th
e
r
esea
r
ch
.
”
(
P8
)
Stu
d
en
ts
also
s
tr
u
g
g
led
to
wr
ite
th
e
r
esear
ch
m
eth
o
d
o
lo
g
y
.
J
ilch
a
[
4
6
]
r
ev
ea
led
a
s
ig
n
if
ica
n
t
n
u
m
b
e
r
o
f
s
tu
d
en
ts
f
ac
e
d
if
f
icu
lties
in
r
esear
ch
d
esig
n
.
T
h
eir
s
tr
u
g
g
les
in
clu
d
e
s
elec
tin
g
s
u
itab
le
m
eth
o
d
o
l
o
g
ies,
in
clu
d
in
g
th
e
id
e
n
tific
atio
n
o
f
ap
p
r
o
p
r
iate
m
ate
r
ials
an
d
la
b
o
r
ato
r
y
p
r
o
ce
d
u
r
es,
ad
d
r
ess
in
g
b
iases
in
d
esig
n
an
d
d
ata
co
llectio
n
,
an
d
g
u
ar
an
teein
g
th
e
r
eliab
ilit
y
an
d
v
alid
ity
o
f
th
eir
r
esear
ch
.
An
o
th
er
p
r
o
b
lem
in
th
e
m
eth
o
d
o
l
o
g
y
s
ec
tio
n
is
ch
o
o
s
in
g
r
esear
ch
in
s
tr
u
m
en
ts
,
wh
ich
is
an
ex
is
tin
g
p
r
o
b
le
m
in
th
e
liter
atu
r
e
ac
co
r
d
in
g
to
Qasem
an
d
Z
ay
id
[
2
2
]
.
T
h
e
last
m
an
u
s
cr
ip
t
-
r
elate
d
d
i
f
f
icu
lty
lies
in
th
e
d
is
cu
s
s
io
n
o
f
th
e
s
tu
d
y
'
s
r
esu
lts
.
Stu
d
en
ts
en
co
u
n
ter
ch
allen
g
es
to
in
ter
p
r
et
an
d
d
es
cr
ib
e
th
e
r
esear
ch
r
esu
lt
[
4
7
]
b
ec
au
s
e
wr
itin
g
a
r
esear
ch
d
is
cu
s
s
io
n
r
eq
u
ir
es
an
ex
tr
em
ely
h
ig
h
lev
el
o
f
co
g
n
itiv
e
an
d
m
etac
o
g
n
itiv
e
ca
p
ab
ilit
ies
[
4
8
]
.
C
h
allen
g
es
in
r
esear
ch
ca
n
b
e
ex
p
lain
ed
b
y
co
g
n
itiv
e
lo
a
d
t
h
eo
r
y
,
wh
ich
ex
p
lain
s
t
h
at
d
if
f
icu
lties
ar
is
e
wh
en
th
e
d
em
a
n
d
s
o
f
a
task
e
x
ce
e
d
th
e
ca
p
ac
ity
o
f
an
in
d
iv
id
u
al'
s
wo
r
k
in
g
m
em
o
r
y
,
o
r
th
eir
c
o
n
s
cio
u
s
th
in
k
in
g
p
r
o
ce
s
s
.
T
h
e
p
e
n
u
ltima
te
d
im
en
s
io
n
i
n
th
e
p
ar
ticip
an
ts
’
d
if
f
ic
u
lties
in
r
esear
ch
wr
itin
g
is
p
eo
p
le
-
r
elate
d
.
T
h
r
ee
co
m
p
o
n
e
n
ts
s
u
ch
as
p
an
el
m
em
b
er
s
,
ad
v
is
er
s
,
an
d
f
ello
w
r
esear
ch
er
s
b
u
ild
u
p
th
e
th
em
e
u
n
d
e
r
th
is
d
im
en
s
io
n
.
On
e
is
s
u
e
r
aised
b
y
s
en
io
r
h
ig
h
s
tu
d
en
ts
is
th
e
co
n
f
lict
b
etwe
en
p
an
el
m
e
m
b
er
s
an
d
a
d
v
is
er
s
.
Similar
to
h
o
w
teac
h
e
r
s
p
lay
a
cr
u
cial
r
o
le
in
s
tu
d
e
n
t
lear
n
in
g
th
r
o
u
g
h
g
u
id
a
n
ce
a
n
d
co
ac
h
in
g
[
4
9
]
,
a
d
v
is
er
s
an
d
p
an
el
m
em
b
e
r
s
ar
e
ess
en
tial
in
en
h
an
cin
g
r
esear
ch
q
u
ality
b
y
p
r
o
v
id
i
n
g
co
n
s
tr
u
cti
v
e
f
ee
d
b
ac
k
wh
ich
s
er
v
es
as
a
p
ar
am
o
u
n
t
s
tr
ateg
y
f
o
r
im
p
r
o
v
in
g
o
u
tc
o
m
es
[
5
0
]
.
Stu
d
en
ts
m
en
tio
n
e
d
th
a
t
in
s
tr
u
ctio
n
s
an
d
s
u
g
g
esti
o
n
s
f
r
o
m
th
eir
ad
v
is
e
r
s
wer
e
co
n
tr
ad
icted
b
y
p
a
n
e
l
m
em
b
er
s
o
r
v
ice
v
er
s
a.
T
h
i
s
led
to
co
n
f
u
s
io
n
am
o
n
g
s
tu
d
e
n
ts
in
wr
itin
g
th
ei
r
r
esear
ch
as e
v
id
e
n
ce
d
b
y
wh
at
p
ar
ticip
an
t
1
9
s
h
ar
ed
.
“
We
mis
s
ed
w
h
a
t
th
e
p
a
n
el
m
emb
ers
w
a
n
ted
,
s
o
w
e
ju
s
t
fo
l
lo
w
ed
o
u
r
a
d
viser
.
Wh
en
o
u
r
s
ec
o
n
d
d
efen
s
e
to
o
k
p
la
ce
,
th
e
p
a
n
el
mem
b
ers
a
n
d
o
u
r
a
d
viser
h
a
d
d
iffer
en
t
s
u
g
g
esti
o
n
s
a
n
d
d
ir
ec
tio
n
s
fo
r
w
h
a
t th
ey
w
a
n
ted
u
s
to
d
o
.
”
(
P1
9
)
An
o
th
er
k
ey
d
if
f
icu
lty
s
tu
d
e
n
ts
f
ac
ed
was
th
e
lack
o
f
co
n
s
is
ten
t
g
u
id
an
ce
f
r
o
m
th
eir
ad
v
is
er
s
,
wh
o
wer
e
u
n
av
ailab
le,
u
n
clea
r
in
th
eir
in
s
tr
u
ctio
n
s
,
o
r
d
ela
y
ed
in
g
iv
in
g
f
ee
d
b
ac
k
.
T
h
is
alig
n
s
with
th
e
Z
PD
th
eo
r
y
,
wh
ich
p
o
s
its
th
at
p
r
o
p
er
g
u
id
an
ce
is
cr
u
cial
f
o
r
r
esear
ch
er
s
'
d
ev
elo
p
m
e
n
t
.
T
h
ese
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
in
th
e
r
esear
ch
o
f
B
asto
la
an
d
H
u
[
1
3
]
wh
o
s
tated
th
at
s
tu
d
e
n
ts
wer
e
d
is
s
atis
f
ied
with
th
eir
s
u
p
er
v
is
o
r
s
’
p
o
o
r
tim
e
m
an
a
g
em
en
t
o
r
ap
p
ar
en
t
u
n
willin
g
n
ess
to
m
ak
e
tim
e
f
o
r
th
em
,
n
o
tin
g
th
at
th
e
s
u
p
er
v
is
o
r
s
’
m
u
ltip
le
r
esp
o
n
s
ib
ilit
ies
o
f
ten
p
r
ev
e
n
ted
th
em
f
r
o
m
p
r
o
v
id
i
n
g
d
etailed
,
in
-
d
ep
th
,
an
d
co
n
s
tr
u
ctiv
e
f
ee
d
b
ac
k
.
Mo
s
t
s
u
p
er
v
is
o
r
s
also
r
ar
ely
a
n
s
wer
em
ails
o
r
p
h
o
n
e
m
ess
ag
es
an
d
h
ar
d
ly
o
f
f
e
r
co
n
s
tr
u
ctiv
e
f
ee
d
b
ac
k
,
as
r
e
v
e
aled
in
th
e
s
tu
d
y
o
f
Sh
a
h
s
av
ar
an
d
Ko
u
r
ep
az
[
5
1
]
.
T
h
ese
r
es
u
lts
h
ig
h
lig
h
t
h
o
w
cr
u
cial
it
is
f
o
r
s
u
p
er
v
is
o
r
s
to
g
iv
e
s
tu
d
en
ts
th
e
n
ec
ess
ar
y
d
ir
ec
tio
n
,
m
o
d
elin
g
,
an
d
clar
i
ty
in
o
r
d
er
to
h
el
p
th
em
b
ec
o
m
e
co
m
p
ete
n
t a
n
d
s
elf
-
ass
u
r
ed
in
th
esis
wr
itin
g
[
5
2
]
.
T
h
e
p
ar
ticip
an
ts
also
ex
p
r
ess
ed
d
if
f
icu
lties
with
th
eir
f
ello
w
s
tu
d
en
t
-
r
esear
ch
er
s
.
T
h
eir
d
if
f
icu
lties
ce
n
ter
ed
ar
o
u
n
d
lo
w
-
q
u
ality
o
u
tp
u
ts
an
d
in
co
n
s
is
ten
t p
ar
ticip
atio
n
.
Acc
o
r
d
in
g
to
Fer
o
lin
o
et
a
l.
[
5
3
]
,
r
esear
ch
wr
itin
g
is
a
team
ef
f
o
r
t
th
at
r
eq
u
ir
es
s
tu
d
en
t
-
r
esear
ch
er
s
'
co
n
tr
ib
u
tio
n
.
I
n
f
ac
t,
co
llab
o
r
a
tio
n
p
r
o
d
u
ce
d
tex
ts
th
at
wer
e
h
ig
h
e
r
q
u
ality
a
n
d
m
o
r
e
ac
cu
r
ate
o
v
er
all
i
n
ter
m
s
o
f
co
n
ten
t,
s
tr
u
ctu
r
e,
a
n
d
id
ea
o
r
g
an
izatio
n
[
5
4
]
.
B
u
t
th
en
,
c
o
llab
o
r
atio
n
s
ee
m
ed
to
b
e
a
ch
allen
g
e
f
o
r
s
o
m
e
o
f
th
e
p
ar
ticip
a
n
ts
in
th
is
s
tu
d
y
.
So
cial
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
387
-
398
392
co
n
s
tr
u
ctiv
is
m
p
r
o
v
id
es
a
th
e
o
r
etica
l
b
asis
f
o
r
r
esear
c
h
co
l
lab
o
r
atio
n
,
f
r
am
in
g
lear
n
in
g
a
s
an
ac
tiv
e
p
r
o
ce
s
s
b
u
ilt
th
r
o
u
g
h
s
o
cial
an
d
cu
ltu
r
al
in
ter
ac
tio
n
s
.
T
h
is
th
eo
r
y
s
tr
ess
e
s
th
at
ef
f
ec
tiv
e
lear
n
i
n
g
r
elies
o
n
s
o
cial
in
ter
ac
tio
n
an
d
g
r
o
u
p
d
is
cu
s
s
io
n
s
,
wh
ich
d
ir
ec
tly
s
u
p
p
o
r
ts
th
e
n
ee
d
f
o
r
p
ee
r
co
llab
o
r
atio
n
an
d
teac
h
er
g
u
id
an
ce
i
n
r
esear
ch
.
T
h
e
f
in
al
d
im
e
n
s
io
n
in
th
e
d
if
f
icu
lties
f
ac
ed
b
y
s
en
io
r
h
i
g
h
s
ch
o
o
l
r
esear
ch
er
s
in
th
ei
r
r
esear
ch
wr
itin
g
is
r
eso
u
r
ce
-
r
elate
d
.
I
t
en
co
m
p
ass
es
f
in
an
cial
co
n
s
tr
ain
ts
,
in
ter
n
et
co
n
n
ec
tiv
ity
is
s
u
es,
an
d
lab
o
r
ato
r
y
ac
ce
s
s
ch
allen
g
es.
Firstl
y
,
s
tu
d
en
ts
r
ep
o
r
te
d
th
at
f
in
an
cial
lim
itatio
n
s
wer
e
a
co
m
m
o
n
h
u
r
d
le,
esp
ec
ially
d
u
e
to
th
e
f
r
eq
u
e
n
t
n
ee
d
to
p
r
i
n
t
an
d
r
ep
r
in
t
d
r
a
f
ts
.
R
esear
ch
,
af
ter
all,
d
e
m
an
d
s
f
in
an
c
ial
f
o
r
titu
d
e
[
5
5
]
.
C
o
n
s
is
ten
t
with
th
is
,
s
tu
d
en
ts
o
f
ten
en
co
u
n
ter
d
i
f
f
icu
lties
ac
q
u
ir
in
g
n
ec
ess
ar
y
r
eso
u
r
c
es
d
u
r
in
g
r
esear
c
h
p
r
ep
ar
atio
n
[
5
6
]
.
As
Qiu
an
d
L
i
[
5
7
]
s
u
g
g
est,
s
ca
r
ce
f
in
an
ci
al
r
eso
u
r
ce
s
ca
n
s
ig
n
if
ican
tly
u
n
d
er
m
i
n
e
s
tu
d
en
ts
'
m
o
tiv
atio
n
to
c
o
m
p
lete
r
esear
ch
-
r
elate
d
task
s
.
Seco
n
d
ly
,
in
ter
m
itten
t
in
ter
n
e
t
co
n
n
ec
tiv
ity
co
m
p
o
u
n
d
ed
th
ese
ch
allen
g
es,
p
a
r
ticu
lar
ly
f
o
r
s
tu
d
en
ts
r
esid
in
g
in
r
em
o
te
ar
ea
s
.
Djatm
ik
a
et
a
l
[
5
8
]
h
ig
h
li
g
h
t
h
o
w
u
n
s
tab
le
in
ter
n
et
co
n
n
ec
t
io
n
s
d
is
r
u
p
t
o
n
lin
e
r
esear
ch
s
u
p
er
v
is
io
n
.
Similar
l
y
,
T
iwar
i
[
5
9
]
id
en
tifie
s
s
lo
w
o
r
u
n
av
ailab
le
in
te
r
n
et
ac
ce
s
s
as
an
o
th
er
o
b
s
tacle
s
tu
d
en
ts
f
ac
e
wh
ile
wr
itin
g
th
eir
th
eses
.
Fin
ally
,
s
tu
d
en
ts
f
o
u
n
d
it d
if
f
icu
lt to
ac
ce
s
s
av
ailab
le
lab
o
r
ato
r
ies an
d
eq
u
ip
m
en
t
n
ec
ess
ar
y
f
o
r
th
eir
r
esear
ch
with
in
th
eir
city
.
P1
2
r
em
ar
k
ed
:
“
S
in
ce
o
u
r
r
esea
r
ch
w
a
s
a
b
o
u
t
b
io
-
eth
a
n
o
l,
w
e
n
ee
d
ed
la
b
o
r
a
to
r
y
eq
u
ip
me
n
t
like
g
a
s
ch
r
o
ma
to
g
r
a
p
h
y
in
o
n
e
o
f
o
u
r
p
a
r
a
mete
r
s
.
Desp
ite
o
u
r
b
est
effo
r
t
in
fin
d
in
g
it
in
th
e
c
ity,
w
e
fa
iled
b
ec
a
u
s
e
it w
a
s
n
o
t a
v
a
ila
b
le
.
”
(
P1
2
)
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
a
co
m
p
r
eh
en
s
iv
e
a
p
p
r
o
ac
h
is
ess
en
tial
to
ass
is
t
s
en
io
r
h
ig
h
s
ch
o
o
l
r
esear
ch
er
s
.
I
n
teg
r
atin
g
welln
ess
ed
u
ca
tio
n
,
p
r
o
v
id
in
g
s
tr
ess
m
an
ag
em
en
t
wo
r
k
s
h
o
p
s
,
an
d
estab
lis
h
in
g
r
ea
lis
tic
wo
r
k
lo
ad
s
ar
e
ess
en
tial
f
o
r
a
d
d
r
ess
in
g
h
ea
lth
-
r
elate
d
ch
allen
g
es
a
n
d
p
r
ev
en
tin
g
p
h
y
s
ical
an
d
p
s
y
c
h
o
-
em
o
tio
n
al
b
u
r
n
o
u
t.
Sch
o
o
ls
m
ay
o
f
f
er
f
o
cu
s
ed
in
s
tr
u
ctio
n
o
n
f
o
r
m
u
latin
g
r
esear
ch
q
u
esti
o
n
s
,
p
er
f
o
r
m
in
g
liter
atu
r
e
r
ev
iews,
m
aster
in
g
m
eth
o
d
o
lo
g
ies,
an
d
in
ter
p
r
etin
g
r
esu
lts
to
ad
d
r
ess
m
an
u
s
cr
ip
t
-
r
elate
d
ch
allen
g
es,
wh
ile
also
g
u
a
r
an
t
ee
in
g
ac
ce
s
s
to
ac
ad
em
ic
r
eso
u
r
ce
s
.
Peo
p
le
-
r
elate
d
ch
allen
g
es
ca
n
b
e
allev
iate
d
th
r
o
u
g
h
en
h
an
ce
d
co
m
m
u
n
ic
atio
n
an
d
alig
n
m
en
t
b
etwe
en
ad
v
is
er
s
an
d
p
an
el
m
e
m
b
er
s
,
im
p
r
o
v
ed
tr
ai
n
in
g
an
d
ac
ce
s
s
ib
ilit
y
f
o
r
a
d
v
is
er
s
,
an
d
th
e
ex
p
licit
in
s
tr
u
ctio
n
o
f
co
llab
o
r
atio
n
an
d
ac
c
o
u
n
tab
ili
ty
s
k
ills
to
s
tu
d
e
n
t
-
r
esear
ch
er
s
.
R
eso
u
r
ce
-
r
elate
d
co
n
s
tr
ain
ts
n
ec
ess
ita
te
f
in
an
cial
liter
ac
y
tr
ain
in
g
,
th
e
ex
p
lo
r
atio
n
o
f
s
ch
o
o
l
-
f
u
n
d
e
d
r
eso
u
r
ce
s
,
th
e
ass
u
r
an
ce
o
f
eq
u
itab
le
in
ter
n
et
ac
ce
s
s
,
an
d
th
e
p
r
o
ac
tiv
e
s
ec
u
r
in
g
o
r
f
ac
ilit
atio
n
o
f
ac
ce
s
s
to
ess
en
tial la
b
o
r
ato
r
y
eq
u
ip
m
en
t.
3
.
2
.
Dif
f
icultie
s
in
re
s
ea
rc
h pre
s
ent
a
t
io
n
Usi
n
g
a
s
eq
u
en
tial
q
u
alitati
v
e
m
ix
ed
m
eth
o
d
s
d
esig
n
,
th
e
r
esear
ch
er
s
id
e
n
tifie
d
two
m
ain
d
im
en
s
io
n
s
o
f
th
e
d
if
f
icu
lties
f
ac
ed
b
y
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
in
th
eir
r
esear
ch
p
r
esen
tatio
n
s
.
T
h
ese
d
im
en
s
io
n
s
ar
e
class
if
ied
as in
n
er
-
d
ir
ec
ted
an
d
o
u
ter
-
d
ir
ec
te
d
.
Fig
u
r
e
2
illu
s
tr
ates th
ese
d
if
f
icu
lties
.
Fig
u
r
e
2
.
T
h
e
d
if
f
icu
lties
in
r
e
s
ea
r
ch
p
r
esen
tatio
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
Th
e
d
iffi
cu
lties
th
a
t b
eset sen
io
r
h
ig
h
s
ch
o
o
l stu
d
en
ts
in
r
esea
r
ch
w
r
itin
g
a
n
d
…
(
J
o
s
ep
h
B
.
Qu
in
to
)
393
3
.
2
.
1
.
I
nn
er
-
direct
ed
diff
icul
t
ies
T
h
e
f
o
r
em
o
s
t
d
im
en
s
io
n
r
eg
ar
d
in
g
th
e
in
n
er
-
d
ir
ec
ted
d
if
f
icu
lties
f
ac
ed
b
y
s
en
io
r
h
i
g
h
s
ch
o
o
l
r
esear
ch
er
s
in
th
ei
r
r
esear
ch
p
r
esen
tatio
n
s
is
en
ca
p
s
u
lated
b
y
th
eir
co
m
p
eten
ce
a
n
d
p
s
y
ch
o
lo
g
ical
d
is
tr
ess
.
R
esear
ch
-
s
tu
d
en
ts
ac
k
n
o
wled
g
ed
in
co
m
p
eten
ce
as
a
m
aj
o
r
h
u
r
d
le.
T
h
is
in
co
m
p
eten
c
e
is
r
o
o
ted
f
r
o
m
s
tu
d
en
ts
’
f
u
ll
u
n
d
er
s
tan
d
in
g
o
f
th
eir
r
esear
ch
,
th
ei
r
u
s
e
o
f
th
e
E
n
g
lis
h
lan
g
u
ag
e,
g
r
o
u
p
m
e
m
b
er
s
wh
o
s
tr
u
g
g
led
to
a
n
s
wer
ev
en
b
as
ic
q
u
esti
o
n
s
d
u
r
i
n
g
p
r
esen
tatio
n
s
,
an
d
in
ad
eq
u
ate
p
r
e
p
ar
ati
o
n
an
d
in
s
u
f
f
icien
t
m
aster
y
o
f
th
eir
r
esear
ch
.
I
n
d
ee
d
,
th
er
e
is
a
n
ee
d
f
o
r
s
tu
d
e
n
ts
to
elev
ate
th
eir
co
m
p
eten
ce
to
im
p
r
o
v
e
th
eir
o
r
al
p
r
esen
tatio
n
s
k
ills
[
6
0
]
,
[
6
1
]
b
ec
au
s
e
p
r
esen
tatio
n
co
m
p
eten
ce
is
a
s
ig
n
if
ican
t
2
1
s
t
-
ce
n
tu
r
y
s
k
ill
th
a
t
s
tu
d
en
ts
m
u
s
t
d
ev
elo
p
[
6
2
]
.
Fu
r
th
er
m
o
r
e
,
r
esear
ch
s
h
o
w
p
r
ep
ar
atio
n
wh
ich
in
clu
d
es
c
o
n
ten
t
m
aster
y
an
d
p
r
ac
tice
to
b
e
s
u
cc
ess
f
u
l
in
p
r
esen
tatio
n
s
is
im
p
er
ativ
e
[
6
3
]
,
[
6
4
]
.
T
h
is
f
in
d
in
g
is
al
s
o
co
r
r
o
b
o
r
ated
b
y
Ma
r
d
in
in
g
r
u
m
an
d
R
am
ad
h
a
n
i
[
6
5
]
w
h
o
claim
ed
th
at
s
tu
d
e
n
ts
’
lo
w
m
aster
y
ca
u
s
ed
l
o
w
-
q
u
ality
p
r
esen
tatio
n
r
esu
lts
.
Ma
n
y
r
esear
ch
er
s
p
o
in
ted
o
u
t
th
at
s
tu
d
en
ts
ex
p
er
ien
c
e
d
is
tr
ess
in
E
n
g
lis
h
lan
g
u
ag
e
u
s
e
s
p
ec
if
ically
in
s
p
ea
k
in
g
p
u
b
licly
[
6
6
]
,
[
6
7
]
,
ca
u
s
ed
b
y
wo
r
r
y
o
f
n
e
g
ativ
e
f
ee
d
b
ac
k
[
6
8
]
,
[
6
9
]
a
n
d
s
p
e
cif
ic
asp
ec
ts
o
f
th
e
E
n
g
lis
h
lan
g
u
a
g
e
s
u
ch
as lex
ic
o
n
an
d
g
r
am
m
ar
[
7
0
]
.
An
o
th
er
in
n
er
-
d
ir
ec
ted
d
i
f
f
i
cu
lty
th
at
th
e
s
tu
d
en
ts
f
ac
ed
d
u
r
in
g
r
esear
ch
p
r
esen
tatio
n
s
was
p
s
y
ch
o
lo
g
ical
d
is
tr
ess
.
I
t
co
v
er
s
an
x
iety
,
m
en
tal
b
lo
ck
,
p
r
ess
u
r
e,
lack
o
f
co
n
f
id
e
n
ce
,
a
n
d
o
r
g
an
izatio
n
o
f
th
o
u
g
h
t
.
T
h
is
is
co
n
s
is
ten
t w
it
h
th
e
co
m
m
u
n
icatio
n
a
p
p
r
e
h
e
n
s
io
n
th
eo
r
y
,
wh
ich
a
d
d
r
ess
es th
e
f
ee
lin
g
o
f
d
r
ea
d
o
r
u
n
ea
s
e
ab
o
u
t
co
m
m
u
n
icatin
g
with
o
th
er
s
.
Stu
d
en
ts
r
ep
o
r
ted
ex
p
er
ien
ci
n
g
in
ten
s
e
an
x
iety
o
r
n
er
v
o
u
s
n
ess
d
u
r
in
g
p
r
esen
tatio
n
s
.
T
h
is
led
to
m
em
o
r
y
lap
s
es,
m
ak
in
g
it
d
if
f
icu
lt
f
o
r
th
em
to
r
ec
all
th
eir
p
r
ep
ar
ed
m
ater
ial
an
d
an
s
wer
th
e
p
an
el
m
em
b
er
s
’
q
u
esti
o
n
s
ef
f
ec
tiv
ely
.
T
h
is
is
s
ee
n
in
th
e
f
o
llo
win
g
:
“
Du
e
to
n
ervo
u
s
n
ess
b
efo
r
e
th
e
p
r
esen
ta
tio
n
,
ev
eryth
in
g
t
h
a
t
I
r
ev
iew
ed
o
r
I
s
tu
d
ied
g
o
t
lo
s
t.
”
(
P5
1
)
“
I
t
s
ee
ms
th
a
t
n
o
ma
tter
h
o
w
mu
ch
I
p
r
ep
a
r
e,
I
ca
n
't
s
ee
m
to
s
h
a
ke
o
ff
th
e
feelin
g
o
f
n
erv
o
u
s
n
ess
.
Th
is
a
n
xiety
th
en
lea
d
s
to
s
elf
-
d
o
u
b
t,
ma
kin
g
me
q
u
esti
o
n
w
h
eth
er
I
ca
n
a
n
s
w
er
th
eir
q
u
esti
o
n
s
effec
tively…
”
(
P
21)
An
x
iety
o
r
n
er
v
o
u
s
n
ess
is
a
p
r
ev
alen
t
o
b
s
tacle
s
tu
d
en
ts
f
ac
e
wh
en
p
r
esen
tin
g
,
s
ig
n
if
ican
tly
im
p
ac
tin
g
th
eir
p
e
r
f
o
r
m
an
ce
,
esp
ec
ially
in
f
r
o
n
t
o
f
an
au
d
i
en
ce
[
7
1
]
–
[
7
4
]
.
R
iy
ad
i
et
a
l.
[
7
5
]
e
x
p
lain
ed
th
a
t
o
r
al
p
r
esen
tatio
n
a
n
x
iety
is
p
r
ed
o
m
i
n
an
tly
in
f
l
u
en
ce
d
b
y
co
g
n
itiv
e
f
ac
to
r
s
,
in
clu
d
in
g
n
eg
ativ
e
th
o
u
g
h
t
p
atter
n
s
an
d
in
s
u
f
f
icien
t p
r
ep
a
r
atio
n
.
Fu
r
th
er
m
o
r
e,
th
ese
ar
e
f
r
eq
u
e
n
tly
in
ten
s
if
ied
b
y
a
p
r
o
p
en
s
ity
to
en
v
is
io
n
wo
r
s
t
-
ca
s
e
s
itu
atio
n
s
an
d
ex
ce
s
s
iv
ely
co
n
ce
n
tr
ate
o
n
n
e
g
ativ
e
id
ea
s
,
r
esu
ltin
g
in
co
g
n
iti
v
e
d
is
to
r
tio
n
s
th
at
am
p
lify
s
tr
ess
an
d
im
p
ed
e
co
n
ce
n
tr
atio
n
d
u
r
in
g
p
r
esen
tatio
n
s
.
Me
n
tal
b
lo
ck
is
an
o
th
er
p
s
y
ch
o
lo
g
ical
d
is
tr
ess
th
at
s
t
u
d
en
ts
ex
p
er
ie
n
ce
d
in
th
eir
r
esear
ch
p
r
esen
tatio
n
s
.
Stu
d
en
ts
claim
ed
th
at
t
h
is
m
en
tal
b
lo
ck
is
also
a
r
esu
lt
o
f
an
x
iety
.
N
aser
an
d
I
s
a
[
7
6
]
co
r
r
o
b
o
r
ated
th
at
an
x
iety
a
n
d
d
is
tr
ess
ca
n
in
f
lu
en
ce
p
er
f
o
r
m
an
ce
n
eg
ativ
el
y
.
Fo
r
th
e
r
esear
ch
er
s
in
th
is
s
tu
d
y
,
an
x
iety
led
th
e
m
to
f
o
r
g
et
wh
a
t th
ey
h
ad
p
r
ep
a
r
ed
a
n
d
co
m
e
o
u
t m
en
tally
em
p
ty
d
u
r
in
g
th
e
ir
p
r
esen
tatio
n
s
.
Ad
d
itio
n
ally
,
s
tu
d
en
ts
r
ep
o
r
te
d
ex
p
er
ie
n
cin
g
p
s
y
ch
o
lo
g
ical
d
is
tr
ess
m
an
if
ested
in
p
r
ess
u
r
e,
lack
o
f
co
n
f
id
en
ce
,
an
d
d
if
f
icu
lty
o
r
g
an
izin
g
th
eir
th
o
u
g
h
ts
.
T
h
e
p
r
ess
u
r
e
ass
o
ciate
d
with
p
r
esen
tatio
n
s
was c
ited
as a
p
r
im
ar
y
ca
u
s
e,
lead
in
g
to
p
o
o
r
p
er
f
o
r
m
an
ce
,
d
im
in
is
h
ed
co
n
f
id
en
ce
,
a
n
d
s
u
b
s
eq
u
e
n
t
ch
al
len
g
es
in
co
h
er
en
t
th
o
u
g
h
t
p
r
o
ce
s
s
es.
On
e
p
ar
tici
p
an
t a
ck
n
o
wled
g
ed
:
“
F
o
r
me,
th
e
th
r
ee
ma
in
ch
a
llen
g
es
a
r
e
co
n
fid
en
ce
,
men
ta
l
b
lo
ck
s
,
a
n
d
th
e
a
b
ilit
y
to
o
r
g
a
n
iz
e
th
o
u
g
h
ts
.
C
o
n
fid
en
ce
is
cru
cia
l
b
ec
a
u
s
e
n
o
t
ev
eryo
n
e
ca
n
s
p
ea
k
co
n
fid
en
tly
in
fr
o
n
t
o
f
o
th
ers
.
Wh
en
th
is
h
a
p
p
en
s
,
w
e
lo
s
e
th
e
a
b
ilit
y
to
d
elive
r
o
u
r
t
h
o
u
g
h
ts
clea
r
ly,
w
h
ich
lea
d
s
to
th
e
a
u
d
ien
ce
n
o
t u
n
d
ers
ta
n
d
in
g
w
h
a
t we
’
r
e
s
a
yin
g
.
”
(
P1
5
)
Pre
v
io
u
s
r
esear
ch
co
n
clu
d
ed
t
h
at
s
elf
-
co
n
f
id
en
ce
g
r
ea
tly
af
f
ec
ts
s
tu
d
en
ts
’
s
p
ea
k
in
g
s
k
ills
[
7
7
]
,
[
7
8
]
lik
e
p
r
o
n
u
n
ciatio
n
[
7
9
]
an
d
a
ca
d
em
ic
p
er
f
o
r
m
an
ce
[
8
0
]
as
a
wh
o
le.
Mo
n
ev
a
an
d
T
r
i
b
u
n
alo
[
8
1
]
a
r
g
u
e
d
th
a
t
a
h
ig
h
er
lev
el
o
f
s
elf
-
co
n
f
id
e
n
ce
r
esu
lted
in
f
aster
an
d
b
etter
p
er
f
o
r
m
a
n
ce
wh
ile
a
lo
wer
co
n
f
id
en
ce
lev
e
l
r
esu
lted
in
less
p
ar
ticip
atio
n
a
n
d
lo
wer
p
er
f
o
r
m
an
ce
.
T
h
u
s
,
s
tu
d
en
ts
n
ee
d
p
r
o
p
e
r
an
d
co
n
s
is
ten
t
g
u
id
an
ce
to
b
o
o
s
t
th
eir
s
elf
-
co
n
f
id
e
n
ce
[
8
2
]
.
I
n
o
r
g
an
izin
g
th
o
u
g
h
ts
,
Vice
n
te
[
8
3
]
ar
g
u
ed
th
at
th
e
p
r
o
ce
s
s
o
f
co
n
v
er
tin
g
th
o
u
g
h
ts
in
to
wo
r
d
s
is
q
u
ite
co
m
p
licated
.
Fra
n
k
f
o
r
t
[
8
4
]
d
ef
en
d
ed
th
at
th
e
tr
u
e
m
ea
n
in
g
o
f
s
o
m
eth
in
g
s
aid
o
n
ly
h
a
p
p
en
s
wh
en
it
is
ac
tu
a
lly
s
aid
.
T
h
is
d
if
f
icu
lty
o
f
o
r
g
an
izin
g
th
o
u
g
h
ts
d
u
r
in
g
p
u
b
li
c
s
p
ea
k
in
g
o
r
o
r
al
p
r
esen
tatio
n
was
also
o
b
s
er
v
ed
in
s
tu
d
en
ts
f
r
o
m
So
u
th
Ko
r
ea
[
8
5
]
.
Fin
ally
,
th
ese
d
if
f
icu
l
ties
in
p
r
esen
tatio
n
ca
n
b
e
f
u
r
th
er
s
u
p
p
o
r
te
d
b
y
s
elf
-
d
eter
m
in
atio
n
th
eo
r
y
wh
ic
h
s
tates
th
at
m
o
tiv
atio
n
an
d
w
ell
-
b
ein
g
ar
e
d
r
iv
e
n
b
y
m
ee
tin
g
th
r
ee
co
r
e
p
s
y
ch
o
l
o
g
ical
n
ee
d
s
: r
elate
d
n
ess
,
co
m
p
eten
ce
,
an
d
au
to
n
o
m
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
387
-
398
394
3
.
2
.
2
.
O
ute
r
-
direct
ed
diff
icultie
s
T
h
e
s
ec
o
n
d
d
im
en
s
io
n
o
f
th
e
s
tu
d
en
ts
’
d
if
f
icu
lty
i
n
r
esear
ch
p
r
esen
tatio
n
is
o
u
ter
-
d
ir
ec
ted
.
T
h
is
d
im
en
s
io
n
in
clu
d
es
tim
e
co
n
s
tr
ain
ts
an
d
th
e
n
atu
r
e
o
f
q
u
esti
o
n
s
th
r
o
w
n
at
th
em
b
y
th
e
p
an
el
m
em
b
er
s
d
u
r
in
g
th
eir
r
esear
ch
p
r
esen
tatio
n
s
.
W
h
ile
p
r
ep
ar
in
g
f
o
r
th
e
o
r
al
p
r
esen
tatio
n
s
,
s
tu
d
en
ts
h
ad
to
o
p
er
ate
at
a
lim
ited
tim
e.
Du
e
to
tim
e
co
n
s
tr
ain
ts
,
s
tu
d
en
ts
s
tr
u
g
g
led
to
m
a
s
ter
th
eir
p
r
esen
tatio
n
co
n
te
n
t
an
d
co
llab
o
r
ate
ef
f
ec
tiv
ely
f
o
r
a
c
o
h
esiv
e
a
n
d
s
y
n
ch
r
o
n
ize
d
d
eliv
er
y
.
Acc
o
r
d
in
g
t
o
R
az
ali
et
a
l.
[
8
6
]
,
s
tu
d
en
ts
f
r
eq
u
en
tly
cit
e
in
s
u
f
f
icien
t
tim
e
as
a
b
ar
r
ier
t
o
co
m
p
letin
g
ac
ad
em
ic
task
s
.
W
h
ile
tim
e
co
n
s
tr
ain
ts
ar
e
in
d
ee
d
a
ch
allen
g
e
in
p
r
ep
ar
in
g
f
o
r
r
esear
ch
p
r
esen
tatio
n
s
,
s
tu
d
en
ts
o
f
ten
s
tr
u
g
g
le
with
tim
e
m
an
ag
em
en
t.
B
alan
cin
g
ac
ad
em
i
c
d
em
an
d
s
with
d
aily
life
ca
n
b
e
d
if
f
icu
lt
[
8
6
]
,
[
8
7
]
.
Pro
cr
a
s
tin
atio
n
,
in
ef
f
ec
tiv
e
p
r
io
r
itiz
atio
n
,
an
d
a
lack
o
f
p
lan
n
in
g
co
n
tr
ib
u
te
s
ig
n
if
ican
t
ly
to
p
o
o
r
tim
e
m
a
n
ag
em
e
n
t a
m
o
n
g
s
tu
d
e
n
ts
[
8
8
]
.
An
o
th
er
c
h
allen
g
e
th
at
th
e
r
e
s
ea
r
ch
er
s
f
ac
ed
was
th
e
n
atu
r
e
o
f
th
e
q
u
esti
o
n
s
p
o
s
ed
b
y
th
e
p
an
el
m
em
b
er
s
d
u
r
in
g
th
eir
p
r
esen
tatio
n
s
.
Acc
o
r
d
i
n
g
to
t
h
e
s
tu
d
en
ts
,
th
ese
q
u
esti
o
n
s
s
ig
n
if
ica
n
tly
im
p
ac
te
d
th
eir
p
er
f
o
r
m
an
ce
.
T
h
e
q
u
esti
o
n
s
wer
e
eith
er
to
o
d
if
f
icu
lt
to
c
o
m
p
r
eh
e
n
d
o
r
u
n
r
elate
d
to
t
h
e
s
tu
d
y
.
T
h
e
p
a
n
el
m
em
b
er
s
’
d
iv
e
r
g
en
t,
o
f
ten
c
o
n
tr
ad
icto
r
y
v
iewp
o
in
ts
s
ig
n
if
ica
n
tly
in
f
lu
en
ce
d
th
e
q
u
esti
o
n
s
p
o
s
ed
.
Acc
o
r
d
in
g
to
Sh
en
et
a
l.
[
8
9
]
,
s
tu
d
en
ts
’
ab
ilit
ies
to
an
s
wer
q
u
esti
o
n
s
v
ar
y
b
ased
o
n
d
if
f
icu
lty
lev
el,
with
s
o
m
e
s
tu
d
en
ts
d
em
o
n
s
tr
atin
g
q
u
ick
er
co
g
n
itiv
e
p
r
o
ce
s
s
in
g
th
an
o
th
er
s
.
An
a
y
a
et
a
l.
[
9
0
]
r
elate
th
is
d
is
p
ar
ity
o
f
p
r
o
ce
s
s
in
g
o
f
q
u
e
s
tio
n
s
to
p
r
ev
io
u
s
k
n
o
wled
g
e
an
d
en
tr
y
lev
el
o
f
s
tu
d
en
ts
.
T
h
u
s
,
it
is
im
p
o
r
tan
t
th
at
q
u
esti
o
n
s
’
lev
el
o
f
d
if
f
ic
u
lty
is
to
b
e
co
n
s
id
er
e
d
as it c
an
g
r
ea
tly
a
f
f
ec
t th
e
p
er
f
o
r
m
an
ce
o
f
s
tu
d
en
ts
[
9
1
]
.
T
h
e
f
in
d
i
n
g
s
o
f
t
h
is
s
tu
d
y
ca
r
r
y
im
p
o
r
tan
t
im
p
licatio
n
s
f
o
r
b
o
th
ed
u
ca
tio
n
al
p
r
ac
tice
a
n
d
p
o
licy
.
I
n
n
er
-
d
ir
ec
ted
ch
allen
g
es,
s
u
ch
as
r
esear
ch
in
co
m
p
eten
c
e,
lim
ited
E
n
g
lis
h
lan
g
u
ag
e
p
r
o
f
icien
cy
,
a
n
d
p
s
y
ch
o
lo
g
ical
d
is
tr
ess
,
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
tar
g
eted
i
n
ter
v
en
tio
n
s
.
T
h
ese
m
a
y
in
cl
u
d
e
wo
r
k
s
h
o
p
s
o
n
an
x
iety
m
a
n
ag
em
e
n
t,
s
p
ec
iali
ze
d
lan
g
u
ag
e
s
u
p
p
o
r
t,
a
n
d
e
x
p
licit
in
s
tr
u
ctio
n
o
n
s
tr
u
ct
u
r
in
g
p
r
esen
tatio
n
s
.
At
th
e
p
o
licy
lev
el,
th
e
r
e
is
a
clea
r
n
ee
d
to
in
teg
r
ate
p
u
b
lic
s
p
ea
k
in
g
an
d
p
s
y
ch
o
l
o
g
ical
co
p
in
g
s
tr
ateg
ies
in
to
th
e
cu
r
r
icu
lu
m
,
alo
n
g
with
ac
ce
s
s
ib
le
s
tu
d
en
t
s
u
p
p
o
r
t
s
er
v
ices.
T
o
ad
d
r
ess
o
u
ter
-
d
ir
ec
ted
c
h
allen
g
es
s
u
ch
as
tim
e
co
n
s
tr
ain
ts
,
ed
u
ca
to
r
s
ca
n
im
p
lem
en
t
s
tr
u
ctu
r
ed
tim
elin
es,
r
eh
ea
r
s
al
s
ch
ed
u
les,
an
d
s
ca
f
f
o
ld
ed
task
s
to
h
elp
s
tu
d
en
ts
m
an
ag
e
th
eir
tim
e
m
o
r
e
ef
f
icien
tly
.
Me
an
wh
ile,
p
r
ac
tical
m
ea
s
u
r
es
s
h
o
u
ld
in
clu
d
e
th
e
d
ev
elo
p
m
en
t
o
f
s
tan
d
a
r
d
ized
p
r
o
to
co
ls
f
o
r
p
an
el
m
em
b
e
r
s
,
en
h
an
ce
d
co
o
r
d
in
atio
n
b
etwe
en
a
d
v
is
er
s
an
d
p
an
els,
a
n
d
im
p
r
o
v
e
d
f
ee
d
b
ac
k
m
ec
h
an
i
s
m
s
.
Po
licies
s
h
o
u
ld
also
p
r
o
m
o
te
co
llab
o
r
atio
n
a
n
d
c
o
n
s
is
ten
t
as
s
ess
m
en
t
p
r
ac
tices to
cr
ea
te
a
m
o
r
e
s
u
p
p
o
r
tiv
e
ac
ad
e
m
ic
en
v
ir
o
n
m
e
n
t.
4.
CO
NCLU
SI
O
N
T
h
is
s
eq
u
en
tial q
u
alitativ
e
m
ix
ed
-
m
eth
o
d
s
s
tu
d
y
p
av
e
d
th
e
way
f
o
r
th
e
d
im
en
s
io
n
s
o
f
t
h
e
d
if
f
icu
lties
f
ac
ed
b
y
s
en
io
r
h
ig
h
s
ch
o
o
l
r
e
s
ea
r
ch
er
s
in
th
eir
r
esear
ch
wr
i
tin
g
an
d
r
esear
ch
p
r
esen
tatio
n
s
.
T
h
e
d
im
en
s
io
n
s
in
th
eir
r
esear
c
h
wr
itin
g
ar
e
r
elate
d
to
h
ea
lth
,
m
an
u
s
cr
ip
t,
p
eo
p
le,
a
n
d
r
eso
u
r
ce
s
,
wh
e
r
ea
s
th
e
d
im
en
s
io
n
s
in
th
eir
r
esear
ch
p
r
esen
tatio
n
s
ar
e
in
n
er
-
d
ir
ec
te
d
an
d
o
u
ter
-
d
i
r
ec
ted
.
R
esear
ch
teac
h
in
g
an
d
ad
v
is
in
g
r
eq
u
ir
e
co
n
s
cien
tio
u
s
d
ed
icatio
n
,
c
o
n
t
en
t
k
n
o
wled
g
e,
an
d
p
ed
a
g
o
g
ic
al
co
m
p
eten
ce
.
I
n
th
is
r
e
g
ar
d
,
th
er
e
is
a
n
ee
d
f
o
r
tr
ain
in
g
to
ca
p
ac
itate
s
en
io
r
h
i
g
h
s
ch
o
o
l
r
esear
c
h
teac
h
er
s
o
n
th
e
cu
r
r
e
n
t
tr
en
d
s
an
d
b
est
p
r
ac
tices
in
r
esear
ch
p
ed
ag
o
g
y
an
d
r
esear
ch
s
u
p
er
v
is
io
n
with
th
e
o
b
jectiv
es
o
f
ap
p
ly
i
n
g
t
h
ese
tr
en
d
s
an
d
p
r
ac
tices
in
teac
h
in
g
r
esear
ch
an
d
to
d
ev
elo
p
th
eir
ex
p
er
tis
e
in
t
h
e
d
iag
n
o
s
is
o
f
r
esear
ch
m
a
n
u
s
cr
ip
ts
.
Ad
d
r
e
s
s
in
g
th
e
id
en
tifie
d
r
esear
ch
wr
itin
g
a
n
d
p
r
esen
t
atio
n
d
if
f
ic
u
lties
in
th
is
s
tu
d
y
co
u
ld
im
p
r
o
v
e
th
e
g
en
er
al
ca
p
ab
ilit
ies
an
d
p
er
f
o
r
m
an
ce
o
f
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
th
er
eb
y
c
o
n
tr
ib
u
tin
g
to
t
h
e
r
ea
lizatio
n
o
f
Un
ited
Natio
n
s
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t
g
o
al
4
.
5
o
n
eq
u
al
ac
ce
s
s
to
all
l
ev
els
o
f
ed
u
ca
tio
n
an
d
4
.
7
o
n
en
s
u
r
in
g
th
at
all
lear
n
er
s
ac
q
u
ir
e
th
e
k
n
o
wled
g
e
an
d
s
k
ills
n
ee
d
ed
to
p
r
o
m
o
te
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t
th
r
o
u
g
h
g
lo
b
a
l
citizen
s
h
ip
.
J
u
s
t
lik
e
an
y
r
esear
ch
,
lim
itati
o
n
s
ca
n
b
e
f
o
u
n
d
i
n
th
is
s
tu
d
y
.
Hen
ce
,
th
e
f
o
llo
win
g
r
ec
o
m
m
en
d
atio
n
s
co
u
ld
b
e
co
n
s
id
er
e
d
.
First,
th
e
r
esear
ch
is
a
co
m
b
in
atio
n
o
f
q
u
alitativ
e
m
eth
o
d
s
wh
ich
in
h
er
en
tly
m
ea
n
s
th
a
t
g
en
er
alizin
g
th
e
f
i
n
d
in
g
s
to
o
t
h
er
co
n
tex
ts
n
ee
d
s
to
b
e
tak
e
n
with
ca
u
tio
n
.
Seco
n
d
,
a
q
u
e
s
tio
n
n
air
e
co
u
ld
b
e
cr
af
ted
in
co
r
p
o
r
atin
g
th
e
d
i
m
en
s
io
n
s
o
f
th
e
d
if
f
icu
lties
f
ac
ed
b
y
s
en
io
r
h
ig
h
s
ch
o
o
l
r
esear
ch
er
s
in
th
eir
r
esear
ch
wr
itin
g
an
d
r
esear
c
h
p
r
esen
tatio
n
s
.
T
h
ir
d
,
o
th
er
r
esear
ch
er
s
co
u
ld
u
tili
ze
a
s
eq
u
en
tial
m
ix
ed
-
m
eth
o
d
s
d
esig
n
u
s
in
g
th
e
n
e
wly
-
cr
af
ted
q
u
esti
o
n
n
air
e
as
th
e
in
s
tr
u
m
en
t
in
th
e
co
llectio
n
o
f
th
e
q
u
a
n
titativ
e
d
ata
an
d
a
s
er
ies
o
f
in
ter
v
iews
in
th
e
co
llectio
n
o
f
q
u
alitativ
e
d
ata
to
d
ig
d
ee
p
er
in
th
e
ex
tr
em
e
r
esu
lts
.
L
astl
y
,
th
is
r
esear
ch
o
n
ly
f
o
cu
s
ed
o
n
th
e
ex
p
er
ien
ce
s
o
f
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
wh
ich
is
wh
y
it
i
s
wo
r
th
in
v
esti
g
atin
g
r
esear
ch
teac
h
e
r
s
’
p
er
s
p
ec
tiv
es a
n
d
ex
p
er
ie
n
ce
s
in
teac
h
in
g
p
r
ac
tical
r
esear
ch
1
an
d
2
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
d
iffi
cu
lties
th
a
t b
eset sen
io
r
h
ig
h
s
ch
o
o
l stu
d
en
ts
in
r
esea
r
ch
w
r
itin
g
a
n
d
…
(
J
o
s
ep
h
B
.
Qu
in
to
)
395
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
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
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
J
o
s
ep
h
B
.
Qu
in
to
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Gir
lie
C
.
J
im
en
ez
i
✓
✓
✓
✓
✓
✓
✓
✓
✓
I
llu
m
in
ad
a
S.
Me
n
zi
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
I
NF
O
RM
E
D
CO
NS
E
N
T
W
e
h
av
e
o
b
tain
ed
in
f
o
r
m
ed
c
o
n
s
en
t f
r
o
m
all
in
d
iv
id
u
als in
c
lu
d
ed
in
t
h
is
s
tu
d
y
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
t
h
at
s
u
p
p
o
r
ts
th
e
f
i
n
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
ail
ab
le
o
n
r
eq
u
est
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
th
o
r
,
[
I
SM]
.
T
h
e
d
ata,
w
h
ich
co
n
tain
in
f
o
r
m
atio
n
th
at
co
u
ld
co
m
p
r
o
m
is
e
th
e
p
r
iv
ac
y
o
f
r
esear
c
h
p
ar
ticip
an
ts
,
is
n
o
t p
u
b
licly
av
ailab
le
d
u
e
to
ce
r
tain
r
estrictio
n
s
.
RE
F
E
R
E
NC
E
S
[
1
]
F
.
Q
.
A
b
r
a
g
a
n
,
V
.
A
b
a
r
c
a
s
,
I
.
M
.
A
q
u
i
n
o
,
a
n
d
R
.
E.
B
a
g
o
n
g
o
n
,
“
R
e
se
a
r
c
h
R
e
v
i
e
w
o
n
K
-
1
2
C
u
r
r
i
c
u
l
u
m
I
mp
l
e
men
t
a
t
i
o
n
i
n
T
h
e
P
h
i
l
i
p
p
i
n
e
s:
A
G
e
n
e
r
i
c
P
e
r
sp
e
c
t
i
v
e
,
”
Eu
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
a
n
d
S
o
c
i
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
7
,
n
o
.
1
,
p
p
.
1
–
8
,
2
0
2
2
.
[
2
]
R
.
M
o
l
i
n
a
,
“
D
e
v
e
l
o
p
m
e
n
t
o
f
a
n
i
n
st
r
u
me
n
t
t
o
m
e
a
s
u
r
e
p
r
a
c
t
i
c
a
l
r
e
se
a
r
c
h
c
o
m
p
e
t
e
n
c
i
e
s
i
n
s
e
n
i
o
r
h
i
g
h
sc
h
o
o
l
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
R
e
se
a
rc
h
e
rs
,
v
o
l
.
1
0
,
n
o
.
4
,
p
p
.
2
0
–
3
6
,
2
0
1
9
.
[
3
]
A
.
G
h
o
l
a
m
,
“
I
n
q
u
i
r
y
-
B
a
s
e
d
Le
a
r
n
i
n
g
:
S
t
u
d
e
n
t
Te
a
c
h
e
r
s’
C
h
a
l
l
e
n
g
e
s
a
n
d
P
e
r
c
e
p
t
i
o
n
s,”
J
o
u
r
n
a
l
o
f
I
n
q
u
i
ry
a
n
d
A
c
t
i
o
n
i
n
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
0
,
n
o
.
2
,
p
p
.
1
1
2
–
1
3
3
,
2
0
1
9
.
[
4
]
E.
E.
L
a
c
s
o
n
a
n
d
E
.
A
.
D
e
j
o
s
,
“
R
e
se
a
r
c
h
S
k
i
l
l
s Sc
a
l
e
f
o
r
S
e
n
i
o
r
H
i
g
h
S
c
h
o
o
l
S
t
u
d
e
n
t
s
:
D
e
v
e
l
o
p
me
n
t
a
n
d
V
a
l
i
d
a
t
i
o
n
,
”
Psy
c
h
o
l
o
g
y
a
n
d
Ed
u
c
a
t
i
o
n
:
A
M
u
l
t
i
d
i
sc
i
p
l
i
n
a
ry
J
o
u
r
n
a
l
,
v
o
l
.
2
,
n
o
.
4
,
p
p
.
1
–
7
,
2
0
2
2
.
[
5
]
W
.
F
r
i
a
l
e
s
,
“
B
e
g
i
n
n
e
r
s’
L
e
a
r
n
i
n
g
E
x
p
e
r
i
e
n
c
e
s
i
n
Q
u
a
l
i
t
a
t
i
v
e
R
e
se
a
r
c
h
:
I
n
p
u
t
s
f
o
r
C
u
r
r
i
c
u
l
u
m
E
n
h
a
n
c
e
me
n
t
o
f
S
e
n
i
o
r
H
i
g
h
S
c
h
o
o
l
i
n
P
r
a
c
t
i
c
a
l
R
e
se
a
r
c
h
,
”
J
PAIR
I
n
st
i
t
u
t
i
o
n
a
l
Re
s
e
a
r
c
h
,
v
o
l
.
1
3
,
n
o
.
1
,
p
p
.
2
8
–
4
6
,
O
c
t
.
2
0
1
9
,
d
o
i
:
1
0
.
7
7
1
9
/
i
r
j
.
v
1
3
i
1
.
7
8
1
.
[
6
]
R
.
C
.
B
a
n
g
a
l
a
n
a
n
d
J.
B
.
H
i
p
o
n
a
,
“
S
e
n
i
o
r
H
i
g
h
S
t
u
d
e
n
t
s’
A
t
t
i
t
u
d
e
a
n
d
B
a
r
r
i
e
r
s
i
n
C
o
n
d
u
c
t
i
n
g
a
R
e
se
a
r
c
h
:
A
P
l
a
t
f
o
r
m
to
En
h
a
n
c
e
S
c
i
e
n
t
i
f
i
c
P
e
d
a
g
o
g
i
c
a
l
Le
a
r
n
i
n
g
,
”
C
o
s
m
o
s A
n
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Ar
t
a
n
d
H
i
g
h
e
r E
d
u
c
a
t
i
o
n
,
v
o
l
.
9
,
n
o
.
2
,
p
p
.
1
–
6
,
2
0
2
0
.
[
7
]
J.
D
i
g
a
m
o
n
a
n
d
J.
D
e
La
P
e
n
a
,
“
Te
a
c
h
e
r
S
u
p
p
o
r
t
o
n
S
t
u
d
e
n
t
s’
A
t
t
i
t
u
d
e
t
o
w
a
r
d
R
e
se
a
r
c
h
W
r
i
t
i
n
g
,
”
J
PAIR
Mu
l
t
i
d
i
sc
i
p
l
i
n
a
r
y
Re
se
a
rc
h
,
v
o
l
.
5
0
,
n
o
.
1
,
p
p
.
1
9
9
–
2
0
9
,
2
0
2
2
,
d
o
i
:
1
0
.
7
7
1
9
/
j
p
a
i
r
.
v
5
0
i
1
.
8
2
1
.
[
8
]
B
.
M
a
n
r
i
q
u
e
-
G
a
l
l
o
s
,
“
S
e
n
i
o
r
H
i
g
h
S
c
h
o
o
l
S
t
u
d
e
n
t
s’
A
t
t
i
t
u
d
e
s
T
o
w
a
r
d
s
R
e
sea
r
c
h
,
”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
n
d
Pra
c
t
i
c
e
,
v
o
l
.
1
3
,
n
o
.
2
0
,
J
u
l
.
2
0
2
2
,
d
o
i
:
1
0
.
7
1
7
6
/
j
e
p
/
1
3
-
20
-
0
6
.
[
9
]
T.
E
.
V
o
sse
n
,
I
.
H
e
n
z
e
,
R
.
C
.
A
.
R
i
p
p
e
,
J.
H
.
V
a
n
D
r
i
e
l
,
a
n
d
M
.
J.
D
e
V
r
i
e
s,
“
A
t
t
i
t
u
d
e
s
o
f
s
e
c
o
n
d
a
r
y
s
c
h
o
o
l
s
t
u
d
e
n
t
s
t
o
w
a
r
d
s
d
o
i
n
g
r
e
s
e
a
r
c
h
a
n
d
d
e
si
g
n
a
c
t
i
v
i
t
i
e
s,”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
0
,
n
o
.
1
3
,
p
p
.
1
6
2
9
–
1
6
5
2
,
S
e
p
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
8
0
/
0
9
5
0
0
6
9
3
.
2
0
1
8
.
1
4
9
4
3
9
5
.
[
1
0
]
L.
C
.
Est
a
c
i
o
,
A
.
B
.
B
a
r
c
e
l
o
n
a
,
a
n
d
I
.
P
.
M
e
j
i
a
,
“
R
e
se
a
r
c
h
C
a
p
a
b
i
l
i
t
i
e
s
o
f
S
e
n
i
o
r
H
i
g
h
S
c
h
o
o
l
S
t
u
d
e
n
t
s
,
”
C
o
m
m
u
n
i
t
y
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
1
,
n
o
.
1
,
p
p
.
3
7
0
–
3
7
7
,
2
0
1
8
.
[
1
1
]
R
.
K
a
r
a
k
a
,
J.
R
a
v
i
,
H
.
S
h
a
i
k
,
a
n
d
S
.
S
h
a
ms
h
u
d
d
i
n
,
“
I
mp
a
c
t
o
f
C
o
mm
u
n
i
c
a
t
i
o
n
a
n
d
Le
a
d
e
r
sh
i
p
o
n
O
r
g
a
n
i
sat
i
o
n
a
l
P
e
r
f
o
r
ma
n
c
e
,
”
EPRA
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Mu
l
t
i
d
i
sci
p
l
i
n
a
r
y
R
e
se
a
rc
h
(
I
J
MR
)
,
v
o
l
.
6
,
n
o
.
7
,
p
p
.
4
1
6
–
4
2
5
,
2
0
2
0
,
d
o
i
:
1
0
.
3
6
7
1
3
/
e
p
r
a
3
1
1
8
.
[
1
2
]
S
.
M
.
A
l
si
e
d
a
n
d
N
.
W
.
I
b
r
a
h
i
m,
“
Ex
p
l
o
r
i
n
g
C
h
a
l
l
e
n
g
e
s
E
n
c
o
u
n
t
e
r
e
d
b
y
EFL
L
i
b
y
a
n
Le
a
r
n
e
r
s
i
n
R
e
s
e
a
r
c
h
Te
a
c
h
i
n
g
a
n
d
W
r
i
t
i
n
g
,
”
I
AFO
R
J
o
u
r
n
a
l
o
f
L
a
n
g
u
a
g
e
L
e
a
rn
i
n
g
,
v
o
l
.
3
,
n
o
.
2
,
Ja
n
.
2
0
1
8
,
d
o
i
:
1
0
.
2
2
4
9
2
/
i
j
l
l
.
3
.
2
.
0
6
.
[
1
3
]
M
.
N.
B
a
st
o
l
a
a
n
d
G
.
H
u
,
“
‘
C
h
a
s
i
n
g
my
su
p
e
r
v
i
s
o
r
a
l
l
d
a
y
l
o
n
g
l
i
k
e
a
h
u
n
g
r
y
c
h
i
l
d
s
e
e
k
i
n
g
h
e
r
m
o
t
h
e
r
!
’
:
S
t
u
d
e
n
t
s’
p
e
r
c
e
p
t
i
o
n
s
o
f
su
p
e
r
v
i
so
r
y
f
e
e
d
b
a
c
k
,
”
S
t
u
d
i
e
s
i
n
E
d
u
c
a
t
i
o
n
a
l
E
v
a
l
u
a
t
i
o
n
,
v
o
l
.
7
0
,
p
.
1
0
1
0
5
5
,
S
e
p
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
st
u
e
d
u
c
.
2
0
2
1
.
1
0
1
0
5
5
.
[
1
4
]
M
.
J.
R
o
x
a
s,
“
A
t
t
i
t
u
d
e
s
o
f
S
e
n
i
o
r
H
i
g
h
S
c
h
o
o
l
S
t
u
d
e
n
t
s
t
o
w
a
r
d
s
R
e
se
a
r
c
h
:
A
n
Ex
p
l
o
r
a
t
o
r
y
S
t
u
d
y
,
”
S
S
RN
E
l
e
c
t
r
o
n
i
c
J
o
u
r
n
a
l
,
2
0
2
0
,
d
o
i
:
1
0
.
2
1
3
9
/
ssr
n
.
3
5
8
3
2
2
5
.
[
1
5
]
E.
S
e
r
r
a
n
o
,
“
A
t
t
i
t
u
d
e
s
t
o
w
a
r
d
r
e
s
e
a
r
c
h
a
n
d
i
t
s
i
m
p
a
c
t
t
o
r
e
se
a
r
c
h
s
k
i
l
l
s
d
e
v
e
l
o
p
me
n
t
a
mo
n
g
G
r
a
d
e
1
2
s
t
u
d
e
n
t
s
o
f
M
e
y
c
a
u
a
y
a
n
N
a
t
i
o
n
a
l
H
i
g
h
S
c
h
o
o
l
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
M
u
l
t
i
d
i
s
c
i
p
l
i
n
a
ry:
A
p
p
l
i
e
d
Bu
s
i
n
e
ss
a
n
d
E
d
u
c
a
t
i
o
n
Re
se
a
r
c
h
,
v
o
l
.
3
,
n
o
.
3
,
p
p
.
4
3
3
–
4
4
0
,
M
a
r
.
2
0
2
2
,
d
o
i
:
1
0
.
1
1
5
9
4
/
i
j
m
a
b
e
r
.
0
3
.
0
3
.
1
3
.
[
1
6
]
J.
M
.
S
a
n
t
o
s,
“
A
ss
e
ssi
n
g
t
h
e
R
e
s
e
a
r
c
h
C
a
p
a
b
i
l
i
t
y
o
f
S
e
n
i
o
r
H
i
g
h
S
c
h
o
o
l
S
t
u
d
e
n
t
s
o
f
a
G
o
v
e
r
n
me
n
t
L
a
b
o
r
a
t
o
r
y
H
i
g
h
S
c
h
o
o
l
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
n
g
l
i
s
h
a
n
d
Ed
u
c
a
t
i
o
n
,
v
o
l
.
8
,
n
o
.
2
,
p
p
.
2
5
1
–
2
6
2
,
2
0
1
9
.
[
1
7
]
R
.
D
.
S
a
n
c
h
e
z
,
A
.
M
.
P
.
S
a
n
c
h
e
z
,
a
n
d
J.
J
.
D
.
S
a
n
c
h
e
z
,
“
D
e
l
v
i
n
g
i
n
t
o
t
h
e
i
n
t
e
g
r
a
t
i
o
n
o
f
r
e
sea
r
c
h
su
b
j
e
c
t
s i
n
t
h
e
j
u
n
i
o
r
h
i
g
h
sc
h
o
o
l
c
u
r
r
i
c
u
l
u
m
f
r
o
m
t
h
e
l
e
a
r
n
e
r
s’
p
o
i
n
t
o
f
v
i
e
w
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
O
p
e
n
-
Ac
c
e
ss,
I
n
t
e
r
d
i
sci
p
l
i
n
a
r
y
and
N
e
w
E
d
u
c
a
t
i
o
n
a
l
D
i
sco
v
e
r
i
e
s
o
f
ET
C
O
R
Ed
u
c
a
t
i
o
n
a
l
R
e
se
a
rc
h
C
e
n
t
e
r
,
v
o
l
.
2
,
n
o
.
1
,
p
p
.
4
3
2
–
4
4
2
,
2
0
2
3
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
387
-
398
396
[
1
8
]
C
.
N
.
S
i
g
u
a
n
a
n
d
J.
D
.
E
c
i
j
a
,
“
C
h
a
l
l
e
n
g
e
s
e
n
c
o
u
n
t
e
r
e
d
b
y
s
e
n
i
o
r
h
i
g
h
s
c
h
o
o
l
s
t
u
d
e
n
t
s’
r
e
s
e
a
r
c
h
e
r
s
i
n
S
a
l
c
e
d
o
1
D
i
st
r
i
c
t
,
”
C
e
n
t
r
a
l
Asi
a
n
J
o
u
r
n
a
l
o
f
L
i
t
e
r
a
t
u
re
,
P
h
i
l
o
so
p
h
y
a
n
d
C
u
l
t
u
re
,
v
o
l
.
1
,
n
o
.
1
,
p
p
.
2
6
–
2
8
,
2
0
2
0
.
[
1
9
]
K
.
La
u
,
C
.
-
Y
.
L
i
n
,
a
n
d
E
.
O
d
l
e
,
“
‘
I
a
m
j
u
st
sa
y
i
n
g
ma
y
b
e
…’
:
E
n
g
a
g
e
m
e
n
t
i
n
d
i
ss
e
r
t
a
t
i
o
n
d
e
f
e
n
ses
,
”
L
a
n
g
u
a
g
e
a
n
d
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
5
,
n
o
.
1
,
p
p
.
1
–
2
1
,
J
a
n
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
8
0
/
0
9
5
0
0
7
8
2
.
2
0
2
0
.
1
8
2
8
4
5
0
.
[
2
0
]
E.
O
.
L
.
La
n
t
s
o
g
h
t
,
“
Ef
f
e
c
t
i
v
e
n
e
ss
o
f
D
o
c
t
o
r
a
l
D
e
f
e
n
se
P
r
e
p
a
r
a
t
i
o
n
M
e
t
h
o
d
s
,
”
E
d
u
c
a
t
i
o
n
S
c
i
e
n
c
e
s
,
v
o
l
.
1
2
,
n
o
.
7
,
p
.
4
7
3
,
J
u
l
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
9
0
/
e
d
u
c
sc
i
1
2
0
7
0
4
7
3
.
[
2
1
]
A
.
R
a
mí
r
e
z
-
A
d
r
a
d
o
s
e
t
a
l
.
,
“
Th
e
e
f
f
e
c
t
o
f
f
i
n
a
l
d
i
sser
t
a
t
i
o
n
d
e
f
e
n
se
l
a
n
g
u
a
g
e
,
n
a
t
i
v
e
v
s.
n
o
n
-
n
a
t
i
v
e
,
i
n
t
h
e
p
sy
c
h
o
p
h
y
si
o
l
o
g
i
c
a
l
st
r
e
ss
r
e
s
p
o
n
s
e
o
f
u
n
i
v
e
r
si
t
y
s
t
u
d
e
n
t
s
,
”
Ph
y
si
o
l
o
g
y
a
n
d
B
e
h
a
v
i
o
r
,
v
o
l
.
2
2
4
,
p
.
1
1
3
0
4
3
,
O
c
t
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
p
h
y
sb
e
h
.
2
0
2
0
.
1
1
3
0
4
3
.
[
2
2
]
F
.
A
.
A
.
Q
a
s
e
m
a
n
d
E.
I
.
Za
y
i
d
,
“
T
h
e
c
h
a
l
l
e
n
g
e
s
a
n
d
p
r
o
b
l
e
ms
f
a
c
e
d
b
y
s
t
u
d
e
n
t
s
i
n
t
h
e
e
a
r
l
y
s
t
a
g
e
o
f
w
r
i
t
i
n
g
r
e
sea
r
c
h
p
r
o
j
e
c
t
s
i
n
l
2
,
U
n
i
v
e
r
si
t
y
o
f
B
i
sh
a
,
S
a
u
d
i
A
r
a
b
i
a
,
”
E
u
ro
p
e
a
n
J
o
u
r
n
a
l
o
f
S
p
e
c
i
a
l
E
d
u
c
a
t
i
o
n
R
e
se
a
rc
h
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
3
2
–
4
7
,
2
0
1
9
.
[
2
3
]
A
.
A
z
m
a
t
a
n
d
J.
M
a
t
e
r
,
“
S
t
u
d
e
n
t
s
E
x
p
e
r
i
e
n
c
e
i
n
C
o
m
p
l
e
t
i
n
g
T
h
e
s
i
s
a
t
U
n
d
e
r
g
r
a
d
u
a
t
e
L
e
v
e
l
,
”
J
o
u
r
n
a
l
o
f
M
a
t
e
ri
a
l
s
a
n
d
En
v
i
r
o
n
m
e
n
t
a
l
S
c
i
e
n
c
e
,
v
o
l
.
1
3
,
n
o
.
3
,
p
p
.
2
9
1
–
3
0
0
,
2
0
2
2
.
[
2
4
]
C.
-
Y
.
Li
n
,
“
P
r
a
g
mat
i
c
f
o
r
c
e
m
o
d
i
f
i
e
r
s
i
n
E
n
g
l
i
s
h
-
me
d
i
u
m
m
a
st
e
r
’
s
t
h
e
si
s
d
e
f
e
n
ses
i
n
T
a
i
w
a
n
u
n
i
v
e
r
si
t
i
e
s,”
E
n
g
l
i
sh
f
o
r
S
p
e
c
i
f
i
c
Pu
r
p
o
s
e
s
,
v
o
l
.
5
8
,
p
p
.
3
0
–
4
2
,
A
p
r
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
e
sp
.
2
0
1
9
.
1
2
.
0
0
4
.
[
2
5
]
A
.
R
.
S
t
r
o
h
m
a
i
e
r
,
T.
Eh
m
k
e
,
H
.
H
ä
r
t
i
g
,
a
n
d
D
.
L
e
i
ss
,
“
O
n
t
h
e
r
o
l
e
o
f
l
i
n
g
u
i
st
i
c
f
e
a
t
u
r
e
s
f
o
r
c
o
m
p
r
e
h
e
n
si
o
n
a
n
d
l
e
a
r
n
i
n
g
f
r
o
m
S
TEM
t
e
x
t
s.
A
met
a
-
a
n
a
l
y
s
i
s,
”
E
d
u
c
a
t
i
o
n
a
l
Re
s
e
a
rc
h
R
e
v
i
e
w
,
v
o
l
.
3
9
,
p
.
1
0
0
5
3
3
,
M
a
y
2
0
2
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
e
d
u
r
e
v
.
2
0
2
3
.
1
0
0
5
3
3
.
[
2
6
]
Y
.
K
o
n
g
,
“
Th
e
R
o
l
e
o
f
Ex
p
e
r
i
e
n
t
i
a
l
Le
a
r
n
i
n
g
o
n
S
t
u
d
e
n
t
s’
M
o
t
i
v
a
t
i
o
n
a
n
d
C
l
a
s
sr
o
o
m
E
n
g
a
g
e
m
e
n
t
,
”
Fr
o
n
t
i
e
r
s
i
n
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
2
,
n
o
.
1
,
O
c
t
.
2
0
2
1
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
g
.
2
0
2
1
.
7
7
1
2
7
2
.
[
2
7
]
H.
-
N
.
D
o
,
B
.
N
.
D
o
,
a
n
d
M
.
H
.
N
g
u
y
e
n
,
“
H
o
w
d
o
c
o
n
st
r
u
c
t
i
v
i
sm
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
s
g
e
n
e
r
a
t
e
b
e
t
t
e
r
m
o
t
i
v
a
t
i
o
n
a
n
d
l
e
a
r
n
i
n
g
st
r
a
t
e
g
i
e
s
?
T
h
e
D
e
si
g
n
S
c
i
e
n
c
e
A
p
p
r
o
a
c
h
,
”
H
e
l
i
y
o
n
,
v
o
l
.
9
,
n
o
.
1
2
,
p
.
e
2
2
8
6
2
,
D
e
c
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
h
e
l
i
y
o
n
.
2
0
2
3
.
e
2
2
8
6
2
.
[
2
8
]
P
.
S
ma
g
o
r
i
n
s
k
y
,
“
D
e
c
o
n
f
l
a
t
i
n
g
t
h
e
ZPD
a
n
d
i
n
st
r
u
c
t
i
o
n
a
l
sca
f
f
o
l
d
i
n
g
:
R
e
t
r
a
n
s
l
a
t
i
n
g
a
n
d
r
e
c
o
n
c
e
i
v
i
n
g
t
h
e
z
o
n
e
o
f
p
r
o
x
i
ma
l
d
e
v
e
l
o
p
me
n
t
a
s
t
h
e
z
o
n
e
o
f
n
e
x
t
d
e
v
e
l
o
p
m
e
n
t
,
”
L
e
a
r
n
i
n
g
,
C
u
l
t
u
re
a
n
d
S
o
c
i
a
l
I
n
t
e
r
a
c
t
i
o
n
,
v
o
l
.
1
6
,
p
p
.
7
0
–
7
5
,
M
a
r
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
l
c
si
.
2
0
1
7
.
1
0
.
0
0
9
.
[
2
9
]
D
.
H
.
S
c
h
u
n
k
a
n
d
M
.
K
.
D
i
B
e
n
e
d
e
t
t
o
,
“
S
e
l
f
-
e
f
f
i
c
a
c
y
a
n
d
h
u
ma
n
mo
t
i
v
a
t
i
o
n
,
”
i
n
A
d
v
a
n
c
e
s
i
n
M
o
t
i
v
a
t
i
o
n
S
c
i
e
n
c
e
,
El
s
e
v
i
e
r
A
c
a
d
e
mi
c
P
r
e
ss
,
2
0
2
1
,
p
p
.
1
5
3
–
1
7
9
,
d
o
i
:
1
0
.
1
0
1
6
/
b
s.
a
d
ms.
2
0
2
0
.
1
0
.
0
0
1
.
[
3
0
]
M
.
M
a
n
n
i
n
e
n
,
R
.
D
i
s
h
m
a
n
,
Y
.
H
w
a
n
g
,
E.
M
a
g
r
u
m,
Y
.
D
e
n
g
,
a
n
d
S
.
Y
l
i
-
P
i
i
p
a
r
i
,
“
S
e
l
f
-
d
e
t
e
r
mi
n
a
t
i
o
n
t
h
e
o
r
y
b
a
se
d
i
n
s
t
r
u
c
t
i
o
n
a
l
i
n
t
e
r
v
e
n
t
i
o
n
s
a
n
d
m
o
t
i
v
a
t
i
o
n
a
l
r
e
g
u
l
a
t
i
o
n
s
i
n
o
r
g
a
n
i
z
e
d
p
h
y
s
i
c
a
l
a
c
t
i
v
i
t
y
:
A
sy
st
e
ma
t
i
c
r
e
v
i
e
w
a
n
d
mu
l
t
i
v
a
r
i
a
t
e
me
t
a
-
a
n
a
l
y
si
s,
”
Psy
c
h
o
l
o
g
y
o
f
S
p
o
rt
a
n
d
Ex
e
rc
i
se
,
v
o
l
.
6
2
,
p
.
1
0
2
2
4
8
,
S
e
p
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
p
s
y
c
h
s
p
o
r
t
.
2
0
2
2
.
1
0
2
2
4
8
.
[
3
1
]
S
.
A
g
r
a
w
a
l
a
n
d
S
.
M
.
K
r
i
sh
n
a
,
“
C
o
mm
u
n
i
c
a
t
i
o
n
A
p
p
r
e
h
e
n
si
o
n
a
n
d
P
s
y
c
h
o
l
o
g
i
c
a
l
W
e
l
l
-
B
e
i
n
g
o
f
S
t
u
d
e
n
t
s
i
n
O
n
l
i
n
e
Le
a
r
n
i
n
g
,
”
Be
h
a
v
i
o
ra
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
1
,
n
o
.
1
1
,
p
.
1
4
5
,
O
c
t
.
2
0
2
1
,
d
o
i
:
1
0
.
3
3
9
0
/
b
s1
1
1
1
0
1
4
5
.
[
3
2
]
S
.
S
h
a
b
i
n
a
,
T.
K
.
A
mi
t
,
a
n
d
P
.
Er
a
m,
“
F
o
c
u
s
G
r
o
u
p
D
i
s
c
u
ssi
o
n
:
A
n
E
merg
i
n
g
Q
u
a
l
i
t
a
t
i
v
e
T
o
o
l
f
o
r
E
d
u
c
a
t
i
o
n
a
l
R
e
se
a
r
c
h
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
R
e
se
a
rc
h
a
n
d
R
e
v
i
e
w
,
v
o
l
.
1
1
,
n
o
.
9
,
p
p
.
3
0
2
–
3
0
8
,
S
e
p
.
2
0
2
4
,
d
o
i
:
1
0
.
5
2
4
0
3
/
i
j
r
r
.
2
0
2
4
0
9
3
2
.
[
3
3
]
F
.
A
l
me
i
d
a
,
“
S
t
r
a
t
e
g
i
e
s
to
P
e
r
f
o
r
m
a
M
i
x
e
d
M
e
t
h
o
d
s
S
t
u
d
y
,
”
E
u
r
o
p
e
a
n
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
i
o
n
S
t
u
d
i
e
s
,
v
o
l
.
5
,
n
o
.
1
,
p
p
.
1
3
7
–
1
5
1
,
2
0
1
8
.
[
3
4
]
C
.
J
a
c
k
s
o
n
,
D
.
R
.
V
a
u
g
h
a
n
,
a
n
d
L.
B
r
o
w
n
,
“
D
i
s
c
o
v
e
r
i
n
g
l
i
v
e
d
e
x
p
e
r
i
e
n
c
e
s
t
h
r
o
u
g
h
d
e
s
c
r
i
p
t
i
v
e
p
h
e
n
o
m
e
n
o
l
o
g
y
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
C
o
n
t
e
m
p
o
ra
r
y
H
o
s
p
i
t
a
l
i
t
y
Ma
n
a
g
e
m
e
n
t
,
v
o
l
.
3
0
,
n
o
.
1
1
,
p
p
.
3
3
0
9
–
3
3
2
5
,
N
o
v
.
2
0
1
8
,
d
o
i
:
1
0
.
1
1
0
8
/
I
JC
H
M
-
10
-
2
0
1
7
-
0
7
0
7
.
[
3
5
]
I
.
N
.
F
u
t
r
i
,
T.
R
i
sf
a
n
d
y
,
a
n
d
M
.
H
.
I
b
r
a
h
i
m
,
“
Q
u
o
t
a
s
a
m
p
l
i
n
g
met
h
o
d
i
n
o
n
l
i
n
e
h
o
u
se
h
o
l
d
s
u
r
v
e
y
s
,
”
Me
t
h
o
d
sX
,
v
o
l
.
9
,
p
.
1
0
1
8
7
7
,
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
me
x
.
2
0
2
2
.
1
0
1
8
7
7
.
[
3
6
]
M
.
H
e
n
n
i
n
k
a
n
d
B
.
N
.
K
a
i
ser,
“
S
a
m
p
l
e
si
z
e
s
f
o
r
sat
u
r
a
t
i
o
n
i
n
q
u
a
l
i
t
a
t
i
v
e
r
e
sea
r
c
h
:
A
s
y
st
e
ma
t
i
c
r
e
v
i
e
w
o
f
e
m
p
i
r
i
c
a
l
t
e
s
t
s,”
S
o
c
i
a
l
S
c
i
e
n
c
e
and
Me
d
i
c
i
n
e
,
v
o
l
.
2
9
2
,
p
.
1
1
4
5
2
3
,
J
a
n
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
so
c
sc
i
med
.
2
0
2
1
.
1
1
4
5
2
3
.
[
3
7
]
P
.
G
.
L
y
o
n
s
,
S
.
A
.
G
a
u
s
e
,
M
.
N
.
Ea
k
i
n
,
B
.
C
.
O
’
B
r
i
e
n
,
a
n
d
L.
S
a
n
t
h
o
sh
,
“
S
e
v
e
n
P
r
a
c
t
i
c
a
l
R
e
c
o
m
me
n
d
a
t
i
o
n
s
f
o
r
D
e
si
g
n
i
n
g
a
n
d
C
o
n
d
u
c
t
i
n
g
Q
u
a
l
i
t
a
t
i
v
e
R
e
se
a
r
c
h
i
n
M
e
d
i
c
a
l
E
d
u
c
a
t
i
o
n
,
”
AT
S
S
c
h
o
l
a
r
,
v
o
l
.
5
,
n
o
.
2
,
p
p
.
2
3
1
–
2
4
1
,
Ju
n
.
2
0
2
4
,
d
o
i
:
1
0
.
3
4
1
9
7
/
a
t
s
-
sch
o
l
a
r
.
2
0
2
3
-
0
1
4
4
P
S
.
[
3
8
]
A
.
J.
S
u
n
d
l
e
r
,
E.
L
i
n
d
b
e
r
g
,
C
.
N
i
l
ss
o
n
,
a
n
d
L.
P
a
l
mér
,
“
Q
u
a
l
i
t
a
t
i
v
e
t
h
e
mat
i
c
a
n
a
l
y
s
i
s
b
a
se
d
o
n
d
e
scri
p
t
i
v
e
p
h
e
n
o
m
e
n
o
l
o
g
y
,
”
N
u
rs
i
n
g
O
p
e
n
,
v
o
l
.
6
,
n
o
.
3
,
p
p
.
7
3
3
–
7
3
9
,
Ju
l
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
0
2
/
n
o
p
2
.
2
7
5
.
[
3
9
]
D
.
L.
M
o
r
g
a
n
a
n
d
A
.
N
i
c
a
,
“
I
t
e
r
a
t
i
v
e
Th
e
m
a
t
i
c
I
n
q
u
i
r
y
:
A
N
e
w
M
e
t
h
o
d
f
o
r
A
n
a
l
y
z
i
n
g
Q
u
a
l
i
t
a
t
i
v
e
D
a
t
a
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Q
u
a
l
i
t
a
t
i
v
e
Me
t
h
o
d
s
,
v
o
l
.
1
9
,
p
p
.
1
–
1
1
,
J
a
n
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
7
7
/
1
6
0
9
4
0
6
9
2
0
9
5
5
1
1
8
.
[
4
0
]
C
.
O
’
C
o
n
n
o
r
a
n
d
H
.
J
o
f
f
e
,
“
I
n
t
e
r
c
o
d
e
r
R
e
l
i
a
b
i
l
i
t
y
i
n
Q
u
a
l
i
t
a
t
i
v
e
R
e
se
a
r
c
h
:
D
e
b
a
t
e
s
a
n
d
P
r
a
c
t
i
c
a
l
G
u
i
d
e
l
i
n
e
s,”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Q
u
a
l
i
t
a
t
i
v
e
M
e
t
h
o
d
s
,
v
o
l
.
1
9
,
n
o
.
1
,
J
a
n
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
7
7
/
1
6
0
9
4
0
6
9
1
9
8
9
9
2
2
0
.
[
4
1
]
D
.
B
y
r
n
e
,
“
A
w
o
r
k
e
d
e
x
a
m
p
l
e
o
f
B
r
a
u
n
a
n
d
C
l
a
r
k
e
’
s
a
p
p
r
o
a
c
h
t
o
r
e
f
l
e
x
i
v
e
t
h
e
m
a
t
i
c
a
n
a
l
y
si
s
,
”
Q
u
a
l
i
t
y
a
n
d
Q
u
a
n
t
i
t
y
,
v
o
l
.
5
6
,
n
o
.
3
,
p
p
.
1
3
9
1
–
1
4
1
2
,
J
u
n
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
1
3
5
-
0
2
1
-
0
1
1
8
2
-
y.
[
4
2
]
H
.
A
n
N
g
u
y
e
n
e
t
a
l
.
,
“
F
a
c
t
o
r
s
i
n
f
l
u
e
n
c
i
n
g
S
t
r
e
ss
,
A
n
x
i
e
t
y
,
a
n
d
D
e
p
r
e
ssi
o
n
i
n
S
t
u
d
e
n
t
s
r
e
g
a
r
d
i
n
g
T
h
e
Th
e
si
s
P
r
o
c
e
ss,
”
J
o
u
rn
a
l
o
f
Me
n
t
a
l
H
e
a
l
t
h
a
n
d
C
l
i
n
i
c
a
l
P
syc
h
o
l
o
g
y
,
v
o
l
.
S
1
,
n
o
.
1
,
p
p
.
3
0
–
4
1
,
A
p
r
.
2
0
2
5
,
d
o
i
:
1
0
.
2
9
2
4
5
/
2
5
7
8
-
2
9
5
9
/
2
0
2
5
/
1
.
1
3
3
9
.
[
4
3
]
E.
Er
mi
a
t
i
,
R
.
W
i
d
i
a
s
i
h
,
Y
.
S
u
r
y
a
t
i
,
a
n
d
M
.
M
u
r
t
i
a
n
i
n
g
si
h
,
“
S
t
u
d
e
n
t
Ex
p
e
r
i
e
n
c
e
i
n
C
o
m
p
l
e
t
i
n
g
T
h
e
s
i
s
a
n
d
i
t
s
I
mp
l
i
c
a
t
i
o
n
s
f
o
r
I
n
t
e
r
n
a
t
i
o
n
a
l
S
t
u
d
e
n
t
s
i
n
I
n
d
o
n
e
s
i
a
,
”
O
p
e
n
Ac
c
e
ss
M
a
c
e
d
o
n
i
a
n
J
o
u
r
n
a
l
o
f
M
e
d
i
c
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
9
,
n
o
.
T
6
,
p
p
.
4
5
–
5
1
,
N
o
v
.
2
0
2
1
,
d
o
i
:
1
0
.
3
8
8
9
/
o
a
mj
ms.
2
0
2
1
.
7
3
6
7
.
[
4
4
]
A
.
K
u
r
n
i
a
w
a
t
i
a
n
d
A
.
E.
P
.
A
t
m
o
j
o
,
“
EFL
t
h
e
s
i
s
w
r
i
t
i
n
g
a
n
x
i
e
t
y
:
C
a
u
se
s,
e
f
f
e
c
t
s,
a
n
d
c
o
p
i
n
g
st
r
a
t
e
g
i
e
s,
”
E
n
J
o
u
rM
e
(
E
n
g
l
i
s
h
J
o
u
rn
a
l
o
f
Me
r
d
e
k
a
)
:
C
u
l
t
u
re
,
L
a
n
g
u
a
g
e
,
a
n
d
T
e
a
c
h
i
n
g
o
f
E
n
g
l
i
s
h
,
v
o
l
.
7
,
n
o
.
2
,
p
p
.
1
3
7
–
1
5
1
,
D
e
c
.
2
0
2
2
,
d
o
i
:
1
0
.
2
6
9
0
5
/
e
n
j
o
u
r
m
e
.
v
7
i
2
.
8
0
0
4
.
[
4
5
]
M
.
Y
u
n
u
s,
B
.
B
a
c
h
t
i
a
r
,
S
.
S
y
a
f
r
u
d
d
i
n
,
J.
J
u
h
a
n
a
,
a
n
d
D
.
M
.
R
a
c
h
m
a
n
i
n
g
si
h
,
“
S
t
u
d
e
n
t
s’
C
o
n
c
e
p
t
i
o
n
s
o
f
C
h
a
l
l
e
n
g
e
s
i
n
W
r
i
t
i
n
g
Th
e
s
i
s:
A
C
a
s
e
o
f
P
o
st
g
r
a
d
u
a
t
e
C
o
n
t
e
x
t
,
”
AL
-
I
S
H
L
AH
:
J
u
rn
a
l
Pe
n
d
i
d
i
k
a
n
,
v
o
l
.
1
5
,
n
o
.
4
,
N
o
v
.
2
0
2
3
,
d
o
i
:
1
0
.
3
5
4
4
5
/
a
l
i
s
h
l
a
h
.
v
1
5
i
4
.
4
0
9
5
.
[
4
6
]
K
.
J
i
l
c
h
a
,
“
I
d
e
n
t
i
f
y
i
n
g
e
x
i
st
i
n
g
r
e
s
e
a
r
c
h
c
h
a
l
l
e
n
g
e
s
a
n
d
e
n
h
a
n
c
i
n
g
o
u
t
c
o
m
e
s
t
h
r
o
u
g
h
t
h
e
d
e
v
e
l
o
p
me
n
t
o
f
s
t
a
n
d
a
r
d
i
z
e
d
met
h
o
d
o
l
o
g
i
e
s
,
”
H
u
m
a
n
i
t
i
e
s
a
n
d
S
o
c
i
a
l
S
c
i
e
n
c
e
s
C
o
m
m
u
n
i
c
a
t
i
o
n
s
,
v
o
l
.
1
2
,
n
o
.
1
,
p
.
1
8
7
,
F
e
b
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
5
7
/
s4
1
5
9
9
-
024
-
0
4
2
6
9
-
7.
[
4
7
]
C
.
D
.
S
a
f
i
t
r
i
,
S
.
A
z
i
sa
h
,
a
n
d
M
.
J
.
A
n
n
u
r
,
“
T
h
e
a
n
a
l
y
si
s
o
f
st
u
d
e
n
t
s’
c
h
a
l
l
e
n
g
e
s
t
o
t
h
e
s
i
s
w
r
i
t
i
n
g
a
t
U
I
N
A
l
a
u
d
d
i
n
M
a
k
a
ssar,
”
En
g
l
i
sh
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
f
o
r E
FL
L
e
a
r
n
e
rs
,
v
o
l
.
3
,
n
o
.
2
,
p
.
4
1
,
S
e
p
.
2
0
2
1
,
d
o
i
:
1
0
.
2
4
2
5
2
/
e
l
t
i
e
s
.
v
3
i
2
.
2
1
0
1
3
.
[
4
8
]
L.
S
h
e
n
,
L.
J.
Z
h
a
n
g
,
a
n
d
S
.
C
a
r
t
e
r
,
“
U
n
d
e
r
st
a
n
d
i
n
g
d
o
c
t
o
r
a
l
s
t
u
d
e
n
t
s’
n
e
e
d
s
f
o
r
t
h
e
si
s
d
i
s
c
u
ss
i
o
n
w
r
i
t
i
n
g
a
n
d
s
u
p
e
r
v
i
so
r
y
c
u
r
r
i
c
u
l
u
m
d
e
v
e
l
o
p
me
n
t
:
a
s
o
c
i
o
c
u
l
t
u
r
a
l
t
h
e
o
r
y
p
e
r
s
p
e
c
t
i
v
e
,
”
L
a
n
g
u
a
g
e
,
C
u
l
t
u
re
a
n
d
C
u
rr
i
c
u
l
u
m
,
v
o
l
.
3
7
,
n
o
.
4
,
p
p
.
4
5
6
–
4
7
1
,
O
c
t
.
2
0
2
4
,
d
o
i
:
1
0
.
1
0
8
0
/
0
7
9
0
8
3
1
8
.
2
0
2
4
.
2
3
5
4
2
6
0
.
[
4
9
]
D
.
C
a
r
l
e
ss
a
n
d
D
.
B
o
u
d
,
“
T
h
e
d
e
v
e
l
o
p
me
n
t
o
f
st
u
d
e
n
t
f
e
e
d
b
a
c
k
l
i
t
e
r
a
c
y
:
e
n
a
b
l
i
n
g
u
p
t
a
k
e
o
f
f
e
e
d
b
a
c
k
,
”
Ass
e
ssm
e
n
t
a
n
d
Ev
a
l
u
a
t
i
o
n
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
3
,
n
o
.
8
,
p
p
.
1
3
1
5
–
1
3
2
5
,
N
o
v
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
6
0
2
9
3
8
.
2
0
1
8
.
1
4
6
3
3
5
4
.
Evaluation Warning : The document was created with Spire.PDF for Python.