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Univ
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me
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L
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bi
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Sa
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d
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IEQ
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s
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ra
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wh
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p
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n
t
c
rit
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t
u
n
d
e
rstu
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ied
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rn
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n
g
e
n
v
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ro
n
m
e
n
ts.
Us
in
g
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r
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d
a
ta
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m
3
8
3
Ch
in
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se
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ts,
t
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y
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e
m
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ly
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rm
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TC)
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n
d
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n
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q
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sp
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id
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li
tera
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ts an
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su
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s sh
a
p
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lea
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K
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w
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s
:
Aca
d
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ac
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iev
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t
C
o
lleg
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d
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I
n
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en
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m
en
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L
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ag
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m
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Un
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s
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lib
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ar
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T
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CC B
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C
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p
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A
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:
Saf
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Aq
b
ar
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Sch
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1.
I
NT
RO
D
UCT
I
O
N
T
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in
d
o
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en
v
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m
e
n
t
q
u
ality
(
I
E
Q)
,
co
n
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tio
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ally
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co
m
p
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s
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f
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t
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th
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m
f
o
r
t
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T
C
)
,
v
is
u
al
co
m
f
o
r
t
(
VC
)
,
an
d
in
d
o
o
r
a
ir
q
u
ality
(
I
AQ)
,
co
n
s
titu
tes
a
p
iv
o
tal
r
esear
ch
d
o
m
ain
d
u
e
to
its
p
r
o
f
o
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n
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in
f
lu
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ce
o
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h
u
m
an
well
-
b
ein
g
an
d
p
e
r
f
o
r
m
an
ce
[
1
]
.
I
ts
s
ig
n
if
ican
ce
h
as
in
ten
s
if
ied
in
r
ec
en
t
y
ea
r
s
,
p
ar
ticu
lar
ly
in
ed
u
ca
tio
n
al
ar
ch
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r
e,
p
r
o
m
p
tin
g
s
ch
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lar
s
to
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g
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atten
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to
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s
er
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atis
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an
d
ex
p
r
ess
iv
en
ess
in
s
ch
o
o
l
b
u
ild
in
g
s
[
2
]
.
Dr
awin
g
o
n
p
r
in
cip
les
f
r
o
m
en
v
ir
o
n
m
en
tal
p
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lear
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p
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,
w
h
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e
r
s
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th
e
d
y
n
am
ic
in
ter
p
lay
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etwe
en
in
d
iv
id
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als
an
d
th
eir
p
h
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s
ical
s
u
r
r
o
u
n
d
in
g
s
,
it
is
ev
id
en
t
th
at
s
tu
d
en
ts
’
ex
te
n
s
iv
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tim
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s
p
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t
in
th
ese
ac
a
d
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s
ettin
g
s
r
en
d
er
s
I
E
Q
p
a
r
am
et
er
s
cr
itical
[
3
]
,
[
4
]
.
T
h
ese
d
i
v
er
s
e
p
ar
am
eter
s
ar
e
u
n
d
er
s
to
o
d
to
p
r
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f
o
u
n
d
ly
s
h
ap
e
s
tu
d
en
t
h
ea
lth
a
n
d
le
ar
n
in
g
o
u
tco
m
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b
y
en
g
a
g
in
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co
g
n
itiv
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f
u
n
ctio
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s
t
h
r
o
u
g
h
v
ar
i
o
u
s
s
en
s
o
r
y
ch
an
n
els
(
e.
g
.
,
s
ig
h
t,
h
ea
r
i
n
g
,
an
d
to
u
c
h
)
[
5
]
.
T
h
is
m
ec
h
an
is
m
,
f
u
r
th
er
elu
ci
d
ated
b
y
co
g
n
itiv
e
er
g
o
n
o
m
ics,
h
ig
h
lig
h
ts
h
o
w
am
b
ien
t
co
n
d
itio
n
s
d
ir
ec
tly
af
f
ec
t
m
en
ta
l
p
r
o
ce
s
s
es
v
ital
to
ef
f
ec
tiv
e
lear
n
in
g
,
th
er
eb
y
d
em
o
n
s
tr
ab
ly
co
n
tr
ib
u
tin
g
to
ac
ad
em
ic
ac
h
iev
em
e
n
t
(
AA)
[
6
]
,
[
7
]
.
AA
r
ef
er
s
to
wh
at
s
tu
d
en
ts
ai
m
to
ac
h
iev
e
in
th
eir
e
d
u
ca
tio
n
,
in
clu
d
i
n
g
test
s
co
r
es,
en
g
a
g
em
en
t,
an
d
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v
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all
u
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d
e
r
s
tan
d
in
g
o
f
wh
at
th
ey
ar
e
lear
n
in
g
[
8
]
.
I
t
p
lay
s
a
v
ital
r
o
le
in
th
e
f
u
tu
r
e
d
ev
e
lo
p
m
en
t
an
d
s
o
cial
ev
alu
atio
n
o
f
co
lleg
e
s
tu
d
e
n
ts
[
9
]
,
[
1
0
]
.
Sch
o
lar
s
in
v
ar
io
u
s
co
u
n
tr
ies
h
a
v
e
co
n
f
ir
m
ed
t
h
r
o
u
g
h
r
esear
ch
th
at
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
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d
u
c
I
SS
N:
2252
-
8
8
2
2
Un
ivers
ity
lib
r
a
r
y
in
d
o
o
r
en
viro
n
men
t q
u
a
lity a
n
d
s
tu
d
e
n
t a
ch
ieve
men
t:
med
ia
tin
g
…
(
Lin
g
b
in
g
X
ie
)
1599
th
e
I
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Q
o
f
th
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in
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v
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m
en
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ca
n
af
f
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t
s
tu
d
en
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’
co
g
n
itiv
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esp
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lear
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ilit
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p
ac
t
s
tu
d
en
ts
’
lear
n
in
g
ef
f
icien
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an
d
AA
[
1
1
]
,
[
1
2
]
.
Ho
wev
er
,
th
e
p
ath
wa
y
s
th
r
o
u
g
h
wh
ich
I
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ltima
tely
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a
n
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lates
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to
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lex
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b
y
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tu
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ac
tiv
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n
g
ag
e
m
en
t
with
t
h
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lear
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i
n
g
p
r
o
ce
s
s
.
R
o
o
t
ed
in
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
y
,
lear
n
in
g
e
n
g
ag
e
m
en
t
(
L
E
)
is
co
n
ce
p
tu
alize
d
as
s
tu
d
en
ts
’
co
n
s
cio
u
s
an
d
ac
tiv
e
in
v
o
lv
em
en
t
in
lear
n
in
g
task
s
[
1
3
]
.
L
E
is
a
last
in
g
,
p
o
s
itiv
e
p
s
y
ch
o
lo
g
ica
l
s
tate
ch
ar
ac
ter
ized
b
y
th
r
ee
k
ey
co
m
p
o
n
en
ts
:
d
ed
icatio
n
,
v
i
g
o
r
,
a
n
d
ab
s
o
r
p
tio
n
.
Ded
icatio
n
r
ep
r
esen
ts
a
s
tr
o
n
g
co
m
m
itm
e
n
t
to
ed
u
ca
tio
n
,
m
ar
k
e
d
b
y
en
th
u
s
iasm
an
d
a
s
en
s
e
o
f
p
u
r
p
o
s
e.
Vig
o
r
r
e
f
lects
m
en
tal
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er
g
y
an
d
p
er
s
is
ten
ce
in
lear
n
in
g
,
h
elp
in
g
s
tu
d
en
ts
o
v
er
co
m
e
ch
allen
g
es.
Ab
s
o
r
p
tio
n
in
v
o
lv
es
d
ee
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c
o
n
ce
n
tr
ati
o
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i
n
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ich
lear
n
e
r
s
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ec
o
m
e
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u
lly
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m
er
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ed
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ad
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ic
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o
f
ten
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s
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tr
ac
k
o
f
tim
e
[
1
4
]
.
T
h
is
ed
u
ca
tio
n
al
p
s
y
c
h
o
lo
g
y
h
ig
h
lig
h
ts
th
e
in
ter
ac
tio
n
b
et
wee
n
en
er
g
y
,
em
o
tio
n
al
co
n
n
ec
tio
n
,
an
d
f
o
cu
s
ed
atten
tio
n
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
R
esear
ch
co
n
s
is
ten
tly
d
em
o
n
s
tr
ates
th
at
lear
n
in
g
s
p
ac
e
d
esig
n
s
ig
n
if
ican
tly
im
p
ac
ts
s
tu
d
en
t
b
eh
av
io
r
a
n
d
L
E
,
in
f
lu
e
n
cin
g
atten
tiv
en
ess
,
co
g
n
itiv
e
ab
ilit
y
,
an
d
m
o
tiv
atio
n
[
1
5
]
.
Op
tim
ized
en
v
ir
o
n
m
en
ts
,
alig
n
in
g
with
lear
n
in
g
s
p
ac
e
th
eo
r
y
,
ca
n
n
o
tab
ly
en
h
an
ce
s
tu
d
en
ts
’
in
clin
atio
n
to
in
v
est m
o
r
e
e
n
er
g
y
an
d
f
o
c
u
s
in
th
eir
s
tu
d
ies
[
4
]
.
Stu
d
ies
h
av
e
f
o
u
n
d
th
at
th
e
d
esig
n
o
f
th
e
lea
r
n
in
g
e
n
v
i
r
o
n
m
en
t
s
ig
n
if
ica
n
tly
af
f
ec
ts
s
tu
d
en
ts
’
lear
n
in
g
b
eh
av
io
r
an
d
ca
n
p
r
o
m
o
te
o
r
lim
it
th
eir
p
ar
ticip
a
tio
n
to
a
ce
r
tain
ex
te
n
t
[
1
6
]
,
in
clu
d
in
g
s
tu
d
en
ts
’
atten
tiv
en
ess
,
co
g
n
itiv
e
a
b
ilit
y
,
an
d
m
o
tiv
atio
n
[
1
7
]
.
Acc
o
r
d
in
g
ly
,
wh
at
im
p
ac
t
ca
n
th
ese
c
h
an
g
es
in
lear
n
in
g
s
tate
u
ltima
tely
h
av
e
o
n
s
tu
d
e
n
ts
’
en
g
ag
em
e
n
t
in
lear
n
in
g
?
T
o
an
s
wer
th
is
q
u
esti
o
n
,
r
ese
ar
ch
er
s
h
av
e
d
o
n
e
a
s
er
ies
o
f
r
elate
d
s
tu
d
ies.
Fo
r
in
s
tan
ce
,
Gu
o
et
a
l.
[
1
8
]
e
x
am
in
ed
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
u
ltip
le
f
a
cto
r
s
,
en
co
m
p
ass
in
g
ac
ad
em
ic
s
elf
-
co
n
ce
p
t,
p
er
ce
p
tio
n
s
o
f
th
e
le
ar
n
in
g
en
v
ir
o
n
m
e
n
t,
LE
,
an
d
lear
n
in
g
o
u
tc
o
m
es.
T
h
e
f
in
d
in
g
s
d
em
o
n
s
tr
ate
th
at
s
tu
d
en
ts
wh
o
lear
n
in
m
o
r
e
p
o
s
itiv
e
en
v
ir
o
n
m
e
n
ts
ten
d
to
d
ev
o
te
m
o
r
e
en
e
r
g
y
to
th
eir
s
tu
d
ies an
d
a
r
e
m
o
r
e
f
o
cu
s
ed
,
wh
ich
ca
n
u
ltima
tely
af
f
ec
t le
ar
n
in
g
o
u
tco
m
es.
Du
r
in
g
th
is
p
r
o
ce
s
s
,
s
tu
d
en
ts
’
au
to
n
o
m
o
u
s
lear
n
in
g
a
b
ilit
y
an
d
s
elf
-
d
is
cip
lin
e
im
p
r
o
v
e,
an
d
th
e
d
ev
elo
p
m
e
n
t
o
f
th
ese
ab
ilit
ies
d
ir
ec
tly
af
f
ec
ts
th
e
d
eg
r
ee
o
f
en
g
ag
em
e
n
t
in
lear
n
in
g
[
1
9
]
.
Fu
r
th
er
m
o
r
e
,
if
th
e
lear
n
in
g
s
p
ac
e
p
r
o
v
i
d
es
s
tu
d
en
ts
with
p
o
s
itiv
e
in
ce
n
tiv
es
a
n
d
s
u
p
p
o
r
t,
th
eir
willin
g
n
ess
to
p
ar
ticip
ate
an
d
th
eir
lear
n
in
g
p
er
f
o
r
m
an
ce
will
g
en
er
ally
b
e
m
o
r
e
p
o
s
itiv
e
[
2
0
]
.
I
n
d
ee
d
,
h
i
g
h
-
lev
el
lear
n
i
n
g
h
as
a
p
r
o
f
o
u
n
d
im
p
ac
t o
n
s
tu
d
e
n
ts
’
AA,
an
d
c
o
n
tin
u
o
u
s
p
ar
ticip
atio
n
is
cr
u
c
ial
to
ac
ad
em
ic
s
u
cc
ess
.
Nev
er
th
eless
,
d
esp
ite
th
e
estab
lis
h
ed
im
p
o
r
tan
c
e
o
f
I
E
Q
an
d
its
d
em
o
n
s
tr
ated
im
p
ac
t
o
n
ac
ad
em
ic
o
u
tco
m
es,
an
d
th
e
cr
itical
m
ed
iatin
g
r
o
le
o
f
L
E
,
e
x
tan
t
r
esear
ch
p
r
ed
o
m
in
a
n
tly
f
o
cu
s
es
o
n
class
r
o
o
m
en
v
ir
o
n
m
en
ts
,
leav
in
g
o
th
er
c
r
u
cial
lear
n
in
g
s
p
ac
es,
s
u
ch
a
s
u
n
iv
er
s
ity
lib
r
ar
ies,
s
ig
n
if
ic
an
tly
u
n
d
e
r
ex
p
lo
r
ed
[
2
1
]
.
Sp
ec
i
f
ically
,
wh
ile
p
r
e
v
io
u
s
s
tu
d
ies
h
av
e
co
n
d
u
cte
d
in
-
d
e
p
th
ex
p
lo
r
atio
n
s
o
f
I
E
Q
in
class
r
o
o
m
s
,
r
esear
ch
o
n
its
im
p
ac
t
in
lib
r
ar
ies
—
s
p
ac
es
wi
th
s
im
ilar
ly
h
ig
h
u
s
ag
e
r
ates
an
d
d
en
s
e
p
o
p
u
latio
n
s
,
u
n
iq
u
el
y
d
esig
n
ed
to
f
o
s
ter
in
d
e
p
en
d
e
n
t
lear
n
in
g
—
r
em
ai
n
s
n
o
tab
ly
in
s
u
f
f
icien
t
[
2
2
]
.
H
o
wev
er
,
t
h
e
ca
m
p
u
s
lear
n
in
g
en
v
ir
o
n
m
en
t sig
n
if
ican
tly
af
f
e
cts s
tu
d
en
ts
’
p
u
r
s
u
it o
f
k
n
o
wle
d
g
e
an
d
en
g
a
g
em
en
t in
ed
u
ca
t
io
n
[
2
3
]
.
T
h
e
u
n
iv
er
s
ity
lib
r
a
r
y
,
as
o
n
e
o
f
th
e
ess
en
tial
b
u
ild
in
g
s
in
u
n
iv
er
s
ity
ed
u
ca
tio
n
,
p
r
o
v
id
es
a
p
latf
o
r
m
f
o
r
co
lleg
e
s
tu
d
en
ts
to
s
tu
d
y
an
d
co
n
d
u
ct
in
d
ep
en
d
en
t
r
e
s
ea
r
ch
[
2
4
]
.
Desp
ite
th
e
r
ap
i
d
d
ev
elo
p
m
e
n
t
o
f
e
-
lib
r
ar
ies,
co
lleg
e
s
tu
d
en
ts
’
d
em
an
d
f
o
r
u
n
iv
er
s
ity
lib
r
ar
ies
is
n
o
t
d
ec
r
ea
s
in
g
b
u
t
in
cr
ea
s
in
g
[
2
3
]
.
Fu
r
th
er
m
o
r
e
,
lib
r
ar
y
u
s
ag
e
co
r
r
elate
s
with
s
tu
d
en
ts
’
AA
[
2
5
]
.
W
h
ile
ex
is
tin
g
s
tu
d
ies
h
av
e
d
em
o
n
s
tr
ated
th
at
p
r
o
lo
n
g
ed
o
cc
u
p
an
cy
an
d
h
ig
h
u
s
er
d
en
s
ity
s
ig
n
if
ican
tly
co
m
p
r
o
m
is
e
I
E
Q
in
class
r
o
o
m
s
ettin
g
s
,
th
er
e
is
n
o
r
esear
ch
o
n
w
h
eth
er
th
e
I
E
Q
o
f
u
n
iv
e
r
s
ity
lib
r
ar
ies ca
n
r
ea
ch
s
u
ch
a
co
n
cl
u
s
io
n
.
C
r
itically
,
th
e
in
tr
icate
co
r
r
el
atio
n
m
ec
h
an
is
m
am
o
n
g
li
b
r
a
r
y
I
E
Q,
L
E
,
an
d
AA,
wh
ich
co
n
s
titu
tes
th
e
p
r
ec
is
e
co
r
e
is
s
u
e
ad
d
r
e
s
s
ed
b
y
th
is
s
tu
d
y
,
h
as
n
o
t
b
ee
n
s
y
s
tem
atica
lly
ex
p
lo
r
e
d
,
p
ar
ticu
lar
ly
t
h
e
m
ed
iatin
g
r
o
le
o
f
L
E
.
Pre
v
io
u
s
wo
r
k
b
y
Z
h
an
g
[
26
]
in
C
h
in
ese
u
n
iv
er
s
ity
lib
r
ar
ies,
f
o
r
in
s
tan
ce
,
s
u
g
g
ests
th
at
I
E
Q
in
f
lu
en
ce
s
s
tu
d
en
t
en
g
ag
em
en
t.
Yet,
its
l
im
ited
s
am
p
l
e
s
ize
n
ec
es
s
itates
f
u
r
th
er
v
alid
atio
n
,
esp
ec
ially
g
iv
en
th
e
t
y
p
ically
lo
wer
r
ec
o
r
d
ed
s
tu
d
en
t
p
ar
ticip
atio
n
r
ates in
C
h
in
a
[
2
3
]
.
T
o
ad
d
r
ess
th
is
cr
itical
r
esear
ch
g
ap
,
th
is
p
r
esen
t
s
tu
d
y
c
lar
if
ies
h
o
w
th
e
q
u
ality
o
f
t
h
e
lib
r
ar
y
en
v
ir
o
n
m
en
t
q
u
ality
in
f
lu
en
ce
s
lear
n
in
g
o
u
tco
m
es
th
r
o
u
g
h
LE
.
As
th
e
f
ir
s
t
co
m
p
r
eh
en
s
i
v
e
s
tu
d
y
to
ex
p
lo
r
e
th
e
r
elatio
n
s
h
ip
am
o
n
g
I
E
Q,
L
E
,
an
d
AA
in
lib
r
ar
ies,
th
is
r
esear
ch
p
r
o
v
id
es
v
al
u
ab
le
g
u
i
d
an
ce
f
o
r
e
d
u
ca
tio
n
p
o
licy
m
ak
er
s
,
ca
m
p
u
s
p
lan
n
e
r
s
,
in
s
tr
u
ctio
n
al
d
esig
n
er
s
,
an
d
s
tu
d
en
t
s
u
p
p
o
r
t
s
er
v
ice
p
r
o
f
ess
io
n
als.
I
t
h
elp
s
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
f
o
r
m
u
l
ate
s
cien
tific
s
p
ac
e
m
an
ag
e
m
en
t
s
tr
ateg
ies,
g
u
id
es
ar
ch
it
ec
ts
in
co
n
s
tr
u
ctin
g
a
m
o
r
e
s
u
p
p
o
r
tiv
e
p
h
y
s
ical
e
n
v
ir
o
n
m
en
t
f
o
r
lear
n
in
g
,
an
d
p
r
o
v
id
es
s
tu
d
en
ts
with
a
d
ir
ec
tio
n
f
o
r
s
ec
u
r
in
g
b
etter
lear
n
in
g
r
eso
u
r
ce
s
.
2.
M
E
T
H
O
D
2
.
1
.
Study
a
re
a
T
h
is
s
tu
d
y
f
o
c
u
s
es
o
n
Fu
zh
o
u
Un
iv
er
s
ity
L
ib
r
ar
y
—
a
L
u
b
an
Priz
e
-
win
n
in
g
f
ac
ilit
y
with
4
,
9
3
6
r
ea
d
in
g
s
ea
ts
—
s
elec
ted
d
u
e
t
o
th
e
in
s
titu
tio
n
’
s
s
tatu
s
a
s
a
to
p
-
tier
“
Do
u
b
le
First
-
C
lass
”
u
n
iv
er
s
ity
in
Fu
jian
Pro
v
in
ce
,
s
er
v
i
n
g
o
v
er
4
2
,
0
0
0
h
ig
h
-
ac
h
iev
in
g
s
tu
d
en
ts
wh
o
d
em
o
n
s
tr
ate
s
tr
o
n
g
d
e
m
an
d
f
o
r
lib
r
ar
y
r
eso
u
r
ce
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
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2
2
5
2
-
8
8
2
2
I
n
t
J
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v
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&
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Vo
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15
,
No
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2
,
Ap
r
il
20
26
:
1
5
9
8
-
1
6
0
6
1600
As
o
n
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f
C
h
in
a
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p
5
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n
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er
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ities
,
Fu
zh
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u
Un
iv
er
s
ity
attr
ac
ts
ac
ad
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o
u
ts
tan
d
in
g
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n
d
er
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r
ad
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ates
(
6
2
%
o
f
its
s
tu
d
en
t
b
o
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an
d
r
ec
eiv
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o
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u
s
t
g
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atter
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iv
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atial
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ir
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ic
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ased
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Fig
u
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e
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T
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e
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etails o
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y
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elin
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g
u
r
e
1
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r
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as:
−
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:
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lib
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I
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Q
h
as a
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Fig
u
r
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1
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el
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[
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R
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[
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m
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icate
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l
e
t
e
p
r
o
f
e
s
si
o
n
a
l
a
ss
i
g
n
me
n
t
s
66
1
7
.
2
P
r
e
p
a
r
e
f
o
r
e
x
a
mi
n
a
t
i
o
n
s
2
4
5
6
4
.
0
A
c
a
d
e
mi
c
r
e
s
e
a
r
c
h
72
1
8
.
8
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
3
.
1
.
1
.
Descript
io
n a
nd
co
rr
ela
t
io
n a
na
ly
s
is
T
ab
le
2
p
r
o
v
id
es
th
e
d
escr
ip
tiv
e
s
tatis
tics
an
d
co
r
r
elatio
n
s
o
f
th
e
lib
r
ar
y
I
E
Q,
L
E
,
an
d
co
lleg
e
s
tu
d
en
ts
’
AA.
Sp
ec
if
ically
,
li
b
r
ar
y
I
E
Q
(
M=
4
.
0
2
0
,
SD=0
.
4
7
5
)
,
co
lleg
e
s
tu
d
en
ts
s
co
r
ed
o
n
T
C
(
M=
4
.
0
6
9
,
SD=0
.
6
8
9
)
,
VC
(
M=
4
.
0
6
0
,
S
D=
0
.
5
6
5
)
,
AC
(
M=
3
.
9
8
8
,
SD=0
.
5
8
7
)
,
an
d
I
AQ
(
M=
3
.
9
6
4
,
SD=0
.
6
3
0
)
.
I
n
ter
m
s
o
f
L
E
(
M=
3
.
8
6
0
,
SD=0
.
6
8
9
)
,
co
lleg
e
s
tu
d
en
ts
s
co
r
ed
o
n
v
ig
o
r
(
M=
3
.
9
1
0
,
SD=0
.
7
2
8
)
,
d
ed
icatio
n
(
M=
3
.
8
7
4
,
SD=0
.
7
7
9
)
,
an
d
a
b
s
o
r
p
tio
n
(
M=
3
.
7
9
6
,
SD=0
.
6
8
0
)
.
Fu
r
t
h
er
m
o
r
e,
f
o
r
co
lleg
e
s
tu
d
en
ts
’
AA,
m
ea
s
u
r
ed
b
y
th
eir
C
GPA,
th
ey
s
co
r
ed
o
n
(
M=
3
.
7
9
8
,
SD=0
.
6
9
1
)
.
T
ab
le
2
.
Me
an
s
,
s
tan
d
a
r
d
d
e
v
i
atio
n
s
,
an
d
co
r
r
elatio
n
s
V
a
r
i
a
b
l
e
s/
s
t
a
t
i
st
i
c
s
1
2
3
1
.
I
EQ
2
.
LE
0
.
4
1
4
*
*
*
3
.
AA
0
.
3
9
6
*
*
*
0
.
7
1
0
*
*
*
M
e
a
n
4
.
0
2
0
3
.
8
6
0
3
.
7
6
8
SD
0
.
4
7
5
0
.
6
8
9
0
.
6
9
1
C
r
o
n
b
a
c
h
’
s a
l
p
h
a
0
.
8
4
1
0
.
9
5
5
*
*
*
p
<
0
.
0
0
1
T
ab
le
2
s
h
o
ws
th
e
m
ea
n
s
,
s
tan
d
ar
d
d
ev
iatio
n
s
,
an
d
c
o
r
r
el
atio
n
s
.
T
h
er
e
was
a
s
ig
n
if
ican
t
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
lib
r
ar
y
I
E
Q
an
d
L
E
(
r
=
0
.
4
1
4
,
p
<
0
.
0
0
1
)
an
d
a
s
tatis
tically
s
ig
n
if
ican
t
p
o
s
itiv
e
co
r
r
elatio
n
with
AA
(
r
=0
.
3
9
6
,
p
<0
.
0
0
1
)
.
I
n
s
tr
u
m
en
tal
s
u
p
p
o
r
t
also
h
a
d
a
s
ig
n
if
ican
t
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
L
E
an
d
AA
(
r
=0
.
7
1
0
,
p
<
0
.
0
0
1
)
.
3
.
1
.
2
.
M
edia
t
io
n
t
est
T
o
ass
ess
th
e
m
ed
iatin
g
ef
f
e
ct
o
f
L
E
,
th
e
b
ias
-
co
r
r
ec
ted
n
o
n
p
a
r
am
etr
ic
p
e
r
ce
n
tile
B
o
o
ts
tr
ap
p
in
g
m
eth
o
d
was
u
tili
ze
d
.
T
ab
le
3
illu
s
tr
ates
th
at
th
e
d
ir
ec
t
ef
f
ec
t
o
f
lib
r
ar
y
I
E
Q
o
n
co
lleg
e
s
tu
d
en
ts
’
AA
was
s
ig
n
if
ican
t
(
β=0
.
1
7
9
,
Z
>1
.
9
6
,
9
5
%
C
I
=[
0
.
0
6
7
,
0
.
2
9
1
]
)
.
T
h
e
to
tal
ef
f
ec
t
o
f
lib
r
ar
y
I
E
Q
o
n
co
lleg
e
s
tu
d
en
ts
’
AA
was
s
ig
n
if
ican
t
(
β=0
.
5
7
6
,
Z
>1
.
9
6
,
9
5
%
C
I
=[
0
.
4
4
1
,
0
.
7
1
1
]
)
,
wh
ile
th
e
m
ed
iatio
n
o
f
L
E
(
β=0
.
3
9
7
,
Z
>1
.
9
6
,
95%
C
I
=[
0
.
2
9
5
,
0
.
5
1
1
]
)
r
ea
c
h
ed
a
s
tatis
tical
s
ig
n
if
ican
ce
lev
el.
T
h
e
m
ed
iatio
n
o
f
L
E
w
as
ca
lcu
lated
to
b
e
6
8
.
9
%
o
f
th
e
to
tal
ef
f
ec
t.
T
h
u
s
,
th
e
ef
f
ec
t
o
f
lib
r
ar
y
I
E
Q
o
n
co
lleg
e
s
tu
d
en
ts
’
AA
was
p
ar
tially
m
ed
iated
b
y
LE.
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
.
2
,
Ap
r
il
20
26
:
1
5
9
8
-
1
6
0
6
1602
T
ab
le
3
.
Path
co
e
f
f
icien
t te
s
t
M
e
d
i
a
t
i
o
n
e
f
f
e
c
t
t
e
st
P
o
i
n
t
e
st
i
mat
e
B
o
o
t
s
t
r
a
p
S
E
Z
B
o
o
t
s
t
r
a
p
p
i
n
g
9
5
%
C
I
M
e
d
i
a
t
i
o
n
e
f
f
e
c
t
p
r
o
p
o
r
t
i
o
n
Lo
w
e
r
U
p
p
e
r
To
t
a
l
e
f
f
e
c
t
0
.
5
7
6
0
.
0
6
9
9
.
7
6
3
0
.
4
4
1
0
.
7
1
1
-
D
i
r
e
c
t
e
f
f
e
c
t
0
.
1
7
9
0
.
0
5
7
3
.
1
4
0
0
.
0
6
7
0
.
2
9
1
-
I
n
d
i
r
e
c
t
e
f
f
e
c
t
(
LE
)
0
.
3
9
7
0
.
0
5
4
7
.
3
5
2
0
.
2
9
5
0
.
5
1
1
6
8
.
9
%
3
.
2
.
Dis
cus
s
io
n
W
ith
in
th
e
o
v
er
ar
ch
in
g
f
r
am
ewo
r
k
s
o
f
en
v
ir
o
n
m
en
tal
p
s
y
ch
o
lo
g
y
an
d
lear
n
in
g
s
p
ac
e
th
eo
r
y
,
th
is
s
tu
d
y
ex
p
lo
r
e
d
th
e
u
n
iv
er
s
ity
lib
r
ar
y
I
E
Q
am
o
n
g
c
o
lleg
e
s
tu
d
en
ts
in
C
h
in
a.
I
t e
x
am
in
ed
t
h
e
p
o
s
itiv
e
ef
f
ec
ts
o
f
u
n
iv
er
s
ity
lib
r
ar
y
I
E
Q,
co
lleg
e
s
tu
d
en
ts
’
AA,
an
d
L
E
.
Ad
d
itio
n
ally
,
th
e
m
e
d
iatin
g
r
o
les
o
f
L
E
b
etwe
en
th
e
u
n
iv
er
s
ity
lib
r
ar
y
I
E
Q
an
d
c
o
lleg
e
s
tu
d
en
ts
’
AA
wer
e
test
ed
.
T
h
e
p
r
esen
t
f
in
d
in
g
s
p
r
o
v
id
e
d
s
ev
er
al
im
p
o
r
tan
t
in
s
ig
h
ts
.
First,
th
is
s
tu
d
y
’
s
r
esu
lts
s
h
o
wed
th
at
u
n
iv
er
s
ity
lib
r
ar
y
I
E
Q
h
ad
a
s
ig
n
if
ican
t
p
o
s
itiv
e
ef
f
ec
t
o
n
co
lleg
e
s
tu
d
en
ts
’
AA.
Hen
ce
,
th
e
h
y
p
o
th
esis
was
ac
ce
p
ted
.
T
h
is
f
in
d
in
g
is
lin
k
ed
t
o
p
r
e
v
io
u
s
s
tu
d
ies
[
2
9
]
,
[
30
]
.
T
h
is
f
in
d
in
g
p
r
o
v
id
es
i
n
s
titu
tio
n
s
with
a
clea
r
f
r
am
ewo
r
k
to
u
s
e
I
E
Q
m
et
r
ics
to
s
u
p
p
o
r
t
ac
a
d
em
ic
s
u
cc
ess
.
I
n
s
titu
tio
n
s
ca
n
tr
ac
k
k
ey
I
E
Q
m
etr
ics
tied
to
l
o
n
g
-
ter
m
AA
(
TC
,
AC
,
air
q
u
ality
)
an
d
s
et
m
in
i
m
u
m
s
tan
d
ar
d
s
b
ased
o
n
o
u
r
s
tu
d
y
’
s
f
in
d
in
g
s
.
Fo
r
ex
am
p
le,
if
T
C
m
etr
ics
f
all
o
u
ts
id
e
a
f
o
c
u
s
-
s
u
p
p
o
r
tin
g
r
an
g
e,
in
s
titu
tio
n
s
ca
n
ad
ju
s
t
h
ea
tin
g
,
v
en
tilatio
n
,
an
d
air
c
o
n
d
itio
n
in
g
(
HVAC
)
s
y
s
tem
s
to
r
esto
r
e
co
n
d
itio
n
s
th
at
b
o
o
s
t stu
d
en
ts
’
in
f
o
r
m
atio
n
r
e
ten
tio
n
an
d
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
.
Fo
r
in
s
tan
ce
,
Fan
et
a
l.
[
2
9
]
s
tated
th
at
s
tu
d
en
ts
’
u
s
e
o
f
li
b
r
ar
ies
as
a
co
n
s
u
m
p
tio
n
b
eh
av
io
r
,
an
d
a
s
tu
d
y
u
s
in
g
th
e
AB
C
atti
tu
d
in
al
th
eo
r
y
m
o
d
el
f
o
u
n
d
th
at
t
h
e
lib
r
ar
y
’
s
in
d
o
o
r
en
v
ir
o
n
m
e
n
t
h
as
a
s
ig
n
if
ican
t
in
f
lu
en
ce
o
n
s
tu
d
en
ts
’
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
.
L
ik
ewise,
B
r
in
k
et
a
l.
[
30
]
ad
o
p
ted
a
q
u
an
titativ
e
ap
p
r
o
ac
h
co
m
b
in
in
g
s
u
b
jectiv
e
an
d
o
b
j
ec
tiv
e
r
esear
ch
m
eth
o
d
s
to
co
n
clu
d
e
th
at
th
e
q
u
ality
o
f
th
e
in
d
o
o
r
en
v
ir
o
n
m
en
t
h
as
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
s
t
u
d
en
ts
’
ac
ad
em
ic
o
u
tco
m
es,
with
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
th
e
in
d
o
o
r
th
er
m
al
en
v
ir
o
n
m
en
t b
ein
g
cr
itical.
N
o
n
eth
eless
,
th
e
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
in
h
is
s
tu
d
y
r
ef
er
s
to
s
h
o
r
t
-
ter
m
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
.
Hen
ce
,
th
e
r
esu
lts
o
f
th
e
p
r
esen
t
s
tu
d
y
,
wh
ich
d
em
o
n
s
tr
ate
s
tu
d
en
ts
’
lo
n
g
-
ter
m
AA,
f
u
r
th
er
im
p
r
o
v
e
t
h
is
asp
ec
t o
f
th
e
r
ese
ar
ch
.
Ho
wev
er
,
th
is
r
esu
lt
is
in
co
n
s
is
ten
t
with
Z
h
an
g
[
2
6
]
,
w
h
ich
ar
g
u
es
th
at
lib
r
a
r
y
I
E
Q
h
as
n
o
d
ir
ec
t
ef
f
ec
t
o
n
s
tu
d
e
n
ts
’
AA
an
d
t
h
at
s
atis
f
ac
tio
n
f
u
lly
m
ed
iate
s
th
e
ass
o
ciatio
n
b
etwe
en
lib
r
ar
y
I
E
Q
an
d
AA.
Po
s
s
ib
le
r
ea
s
o
n
s
f
o
r
th
is
d
i
f
f
er
en
t
r
esu
lt
in
cl
u
d
e
t
h
at,
in
h
is
r
esear
ch
q
u
esti
o
n
n
air
e,
TC
an
d
AC
wer
e
m
ea
s
u
r
ed
b
y
o
n
ly
two
f
ac
to
r
s
,
“
co
m
f
o
r
tab
le
tem
p
er
atu
r
e
”
an
d
“
b
ac
k
g
r
o
u
n
d
n
o
is
e
”
;
th
e
m
ea
s
u
r
em
e
n
t
o
f
in
d
o
o
r
en
v
i
r
o
n
m
e
n
ts
in
b
u
ild
in
g
s
s
h
o
u
ld
b
e
m
o
r
e
d
etailed
[
2
]
.
T
h
e
s
ca
le
in
t
h
is
s
tu
d
y
w
as
s
u
b
d
iv
id
ed
i
n
to
th
r
ee
q
u
esti
o
n
s
f
o
r
TC
:
“
h
u
m
i
d
ity
”
,
“
tem
p
er
at
u
r
e
”
,
a
n
d
“
c
o
m
f
o
r
t
”
;
an
d
two
q
u
esti
o
n
s
f
o
r
AC
m
ea
s
u
r
em
en
ts
wer
e
ca
r
r
ied
o
u
t.
T
h
is
d
is
co
v
er
y
co
n
f
i
r
m
s
th
e
im
p
ac
t
o
f
I
E
Q
d
im
e
n
s
io
n
s
o
n
s
tu
d
en
ts
’
AA
an
d
p
r
o
v
i
d
es
em
p
ir
ical
s
u
p
p
o
r
t
f
o
r
C
h
in
a
’
s
co
d
e
f
o
r
d
esig
n
o
f
lib
r
ar
y
b
u
ild
i
n
g
s
(
J
GJ
3
8
-
2
0
1
5
)
.
T
h
is
co
r
e
p
o
licy
estab
lis
h
es
m
an
d
ato
r
y
e
n
v
ir
o
n
m
en
tal
s
ta
n
d
ar
d
s
f
o
r
ed
u
ca
tio
n
al
b
u
ild
i
n
g
s
.
Fo
r
ca
m
p
u
s
p
lan
n
in
g
,
th
is
m
ea
n
s
d
esig
n
in
g
lib
r
ar
y
s
p
ac
es
with
I
E
Q
d
if
f
er
en
tiatio
n
:
q
u
iet
zo
n
es
(
f
o
r
f
o
c
u
s
ed
lear
n
in
g
)
n
ee
d
s
tr
icter
ac
o
u
s
tic
co
n
tr
o
l
[
31
]
.
At
th
e
s
am
e
tim
e,
g
r
o
u
p
ar
ea
s
r
eq
u
ir
e
ad
ju
s
tab
le
th
e
r
m
al/v
is
u
al
p
ar
am
eter
s
to
f
it
c
o
llab
o
r
ativ
e
task
s
[
32
]
.
Po
o
r
T
C
an
d
I
AQ
d
is
tr
ac
t
s
tu
d
en
ts
an
d
ca
u
s
e
h
ea
lth
is
s
u
es;
p
o
o
r
lig
h
tin
g
r
ed
u
ce
s
aler
tn
ess
,
an
d
n
o
is
e
im
p
air
s
co
n
ce
n
tr
atio
n
[
2
1
]
.
T
h
u
s
,
o
p
t
im
ized
I
E
Q
is
a
p
o
licy
-
c
o
m
p
lian
t,
p
lan
n
in
g
-
d
r
iv
en
f
o
u
n
d
atio
n
f
o
r
ef
f
ec
tiv
e
lear
n
in
g
.
Seco
n
d
,
t
h
e
r
esu
lts
s
h
o
wed
t
h
at
u
n
i
v
er
s
ity
lib
r
ar
y
I
E
Q
h
a
d
a
s
ig
n
i
f
ican
t
p
o
s
itiv
e
im
p
a
ct
o
n
L
E
.
T
h
er
ef
o
r
e,
th
e
h
y
p
o
t
h
esis
was
ac
ce
p
ted
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
s
ev
er
al
p
r
io
r
s
tu
d
ies
[
2
3
]
,
[
32
]
.
Stu
d
y
by
Z
h
en
g
et
a
l.
[
2
3
]
f
o
u
n
d
t
h
at
th
e
lib
r
ar
y
’
s
I
E
Q
p
o
s
itiv
ely
af
f
ec
ts
s
tu
d
e
n
ts
’
L
E
,
an
d
th
at
th
e
d
ir
ec
t
e
f
f
ec
t
is
m
o
r
e
s
ig
n
if
ican
t
am
o
n
g
lib
er
al
ar
ts
s
tu
d
en
ts
th
an
am
o
n
g
s
cien
ce
s
tu
d
en
ts
.
T
h
is
alig
n
s
with
o
u
r
f
in
d
in
g
s
to
in
f
o
r
m
ca
m
p
u
s
d
esig
n
an
d
lib
r
ar
y
r
e
n
o
v
atio
n
.
C
am
p
u
s
d
esig
n
s
h
o
u
ld
p
lace
lib
r
ar
y
q
u
iet
zo
n
es
n
ea
r
h
u
m
an
ities
teac
h
in
g
b
u
ild
i
n
g
s
to
s
u
p
p
o
r
t
lib
e
r
al
ar
ts
s
tu
d
e
n
ts
’
f
o
cu
s
ed
r
ea
d
in
g
,
a
n
d
th
e
s
e
zo
n
es
s
h
o
u
ld
b
e
s
u
b
ject
to
s
tr
ict
ac
o
u
s
tic
co
n
tr
o
l
to
r
e
d
u
ce
d
is
tr
ac
tio
n
s
.
Gr
o
u
p
s
tu
d
y
z
o
n
es
f
o
r
s
cien
ce
s
tu
d
en
ts
’
co
llab
o
r
ativ
e
task
s
s
h
o
u
ld
b
e
lo
ca
te
d
in
l
o
w
-
tr
af
f
ic
ar
ea
s
,
with
a
d
ju
s
tab
le
T
C
to
ac
co
m
m
o
d
ate
d
i
f
f
er
en
t
g
r
o
u
p
n
ee
d
s
.
L
ib
r
ar
y
r
en
o
v
atio
n
s
h
o
u
ld
p
r
io
r
itize
im
p
r
o
v
i
n
g
VC
an
d
air
q
u
ality
,
as
th
ese
f
ac
t
o
r
s
d
ir
ec
tly
en
h
an
ce
LE
.
T
h
er
ef
o
r
e,
ev
id
e
n
ce
-
b
ased
d
esig
n
an
d
r
en
o
v
atio
n
a
r
e
th
e
m
o
s
t c
r
itical
f
ac
to
r
s
to
p
r
o
m
o
te
s
tu
d
en
ts
’
LE
[
33
]
.
Me
an
wh
ile,
B
h
an
d
ar
i
et
a
l.
[
32
]
co
n
f
ir
m
ed
a
p
o
s
itiv
e
co
r
r
el
atio
n
b
etwe
en
AC
an
d
s
tu
d
en
t
s
’
L
E
an
d
p
r
o
d
u
ctiv
ity
,
an
d
f
o
u
n
d
th
at
n
o
is
e
f
r
o
m
elec
tr
ic
f
an
s
in
s
id
e
th
e
b
u
ild
in
g
h
ad
a
g
r
ea
ter
im
p
ac
t
o
n
s
tu
d
en
ts
’
L
E
th
an
n
o
is
e
f
r
o
m
th
e
s
tr
ee
t
o
u
t
s
id
e.
A
co
m
f
o
r
tab
le
lear
n
in
g
en
v
ir
o
n
m
en
t
f
o
r
s
tu
d
en
ts
p
r
es
u
p
p
o
s
es
a
f
av
o
r
ab
le
lis
ten
in
g
en
v
ir
o
n
m
e
n
t
[
34
]
.
Ho
wev
er
,
p
r
e
v
io
u
s
s
tu
d
ies
s
eld
o
m
ex
am
in
ed
th
e
ef
f
ec
t
o
f
th
e
f
o
u
r
I
E
Q
f
ac
to
r
s
o
n
s
tu
d
en
ts
’
lear
n
in
g
p
ar
ticip
atio
n
,
a
f
in
d
in
g
s
u
p
p
o
r
te
d
b
y
th
is
s
tu
d
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
Un
ivers
ity
lib
r
a
r
y
in
d
o
o
r
en
viro
n
men
t q
u
a
lity a
n
d
s
tu
d
e
n
t a
ch
ieve
men
t:
med
ia
tin
g
…
(
Lin
g
b
in
g
X
ie
)
1603
Stab
le
TC
r
ed
u
ce
s
m
en
tal
d
is
tr
ac
tio
n
to
m
ai
n
tain
atten
tio
n
,
s
u
f
f
icien
t
VC
ea
s
es
ey
e
s
tr
ain
to
k
ee
p
in
f
o
r
m
atio
n
p
r
o
ce
s
s
in
g
ef
f
ic
ien
t,
an
d
g
o
o
d
AC
b
lo
ck
s
in
ter
f
er
en
ce
to
d
ee
p
en
th
in
k
in
g
,
all
o
f
wh
ich
co
llectiv
ely
en
h
an
ce
L
E
’
s
v
ig
o
r
,
d
ed
icatio
n
,
an
d
ab
s
o
r
p
tio
n
[
33
]
.
L
E
is
an
ess
en
tial
in
d
ic
ato
r
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
,
an
d
s
tu
d
en
ts
with
a
h
ig
h
L
E
s
co
r
e
will
h
a
v
e
m
o
r
e
o
p
p
o
r
tu
n
ities
f
o
r
s
u
cc
ess
.
I
t
c
an
d
ev
el
o
p
s
tu
d
en
ts
in
to
b
etter
lear
n
er
s
[
2
0
]
.
Hen
ce
,
f
u
tu
r
e
r
esear
ch
a
n
d
d
esig
n
m
u
s
t
im
p
r
o
v
e
I
E
Q
in
lo
n
g
-
d
u
r
atio
n
s
tu
d
y
ar
ea
s
(
esp
ec
ially
lib
r
ar
ies)
to
in
cr
ea
s
e
s
tu
d
en
t e
n
g
ag
em
e
n
t.
T
h
is
o
u
tco
m
e
s
tr
o
n
g
ly
r
eso
n
ates
with
lear
n
in
g
s
p
ac
e
t
h
eo
r
y
,
wh
ich
p
o
s
its
th
at
we
ll
-
d
esig
n
ed
p
h
y
s
ical
en
v
ir
o
n
m
en
ts
in
h
er
e
n
tly
en
co
u
r
ag
e
ac
tiv
e
p
ar
ticip
atio
n
.
Fo
r
ex
am
p
le,
o
p
tim
ize
d
VC
,
s
u
ch
as
s
o
f
t
ar
tific
ial
lig
h
tin
g
,
s
ig
n
if
ican
t
ly
en
h
an
ce
s
lear
n
in
g
c
o
m
f
o
r
t
an
d
e
n
g
ag
em
e
n
t
[
35
]
.
T
h
is
ef
f
ec
t
is
well
u
n
d
er
s
to
o
d
in
co
g
n
itiv
e
er
g
o
n
o
m
ics:
r
ed
u
ce
d
v
is
u
al
s
tr
ain
m
in
im
izes
co
g
n
itiv
e
lo
ad
,
th
er
eb
y
f
ac
ilit
atin
g
s
u
s
tain
ed
atten
tio
n
an
d
ac
tiv
e
em
o
tio
n
al
en
g
ag
em
en
t
[
36
]
.
Fu
r
th
er
m
o
r
e
,
th
is
o
u
tco
m
e
c
o
n
f
ir
m
s
th
at
lib
r
ar
y
I
E
Q
h
as
a
s
ig
n
if
ican
t
p
o
s
itiv
e
in
f
lu
e
n
ce
o
n
LE
,
wh
ich
p
r
o
v
id
es
a
clea
r
p
ath
f
o
r
u
n
i
v
er
s
ities
to
u
s
e
I
E
Q
d
at
a
to
o
p
tim
ize
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
.
Un
iv
er
s
ities
ca
n
in
s
tall
s
en
s
o
r
s
to
m
o
n
ito
r
k
ey
e
n
v
ir
o
n
m
en
tal
in
d
ica
to
r
s
r
eg
u
lar
ly
,
s
u
c
h
as
tem
p
er
atu
r
e
co
n
d
itio
n
s
,
lig
h
tin
g
,
n
o
is
e
p
o
llu
tio
n
,
a
n
d
air
q
u
ality
,
an
d
co
n
n
ec
t
th
is
d
ata
to
s
tu
d
en
t
b
eh
a
v
io
r
r
ec
o
r
d
s
lik
e
s
tu
d
y
zo
n
e
p
r
ef
er
en
ce
s
an
d
task
t
y
p
es.
T
h
is
co
n
n
ec
tio
n
h
el
p
s
id
en
tify
s
p
ec
if
ic
en
v
i
r
o
n
m
e
n
t
al
is
s
u
es
af
f
ec
tin
g
en
g
ag
em
e
n
t,
s
u
ch
as
ad
ju
s
tin
g
n
o
is
e
lev
els
in
h
ig
h
-
tr
af
f
ic
ar
ea
s
if
d
ata
s
h
o
ws
lo
wer
en
g
ag
em
en
t
th
e
r
e.
T
h
is
f
in
d
in
g
alig
n
s
with
p
r
ev
io
u
s
r
esear
ch
an
d
a
d
d
s
p
r
ac
tical
v
a
lu
e
b
y
o
u
tlin
in
g
a
clea
r
p
r
o
ce
s
s
f
o
r
tu
r
n
i
n
g
I
E
Q
d
ata
in
to
ac
tio
n
a
b
le
im
p
r
o
v
em
en
ts
[
1
1
]
,
[
1
7
]
.
T
h
ir
d
,
th
is
s
tu
d
y
’
s
r
esu
lts
in
d
icate
d
th
at
L
E
h
ad
a
s
ig
n
if
ica
n
t
p
o
s
itiv
e
im
p
ac
t
o
n
co
lleg
e
s
tu
d
en
ts
’
AA.
T
h
er
ef
o
r
e,
th
e
h
y
p
o
th
es
is
was
ac
ce
p
ted
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
w
ith
th
e
r
esu
lts
o
f
s
ev
er
al
p
r
io
r
s
tu
d
ies
[
37
]
–
[
39
]
a
n
d
e
x
ten
d
s
th
eir
wo
r
k
b
y
lin
k
in
g
L
E
-
AA
d
y
n
am
ics to
r
ea
l i
n
s
tr
u
ctio
n
al
p
r
ac
tices.
Fo
r
ex
am
p
le,
L
u
o
et
a
l.
[
37
]
co
n
f
ir
m
e
d
th
is
r
esu
lt
an
d
in
d
i
ca
ted
th
at
th
e
g
r
ea
ter
th
e
m
o
t
iv
atio
n
o
f
s
tu
d
en
ts
to
r
esis
t
em
o
tio
n
al
in
ter
f
er
en
ce
,
t
h
at
is
,
th
e
h
ig
h
er
L
E
,
th
e
g
r
ea
ter
th
e
p
o
s
s
ib
ilit
y
o
f
AA.
Acc
o
r
d
in
g
to
Qu
r
esh
i
et
a
l.
[
38
]
,
a
p
o
s
itiv
e
co
r
r
elatio
n
al
r
elatio
n
s
h
ip
e
x
is
ts
b
etwe
en
L
E
an
d
ac
ad
em
i
c
p
er
f
o
r
m
an
ce
,
an
d
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
ca
n
b
e
p
r
ed
icted
f
r
o
m
th
eir
L
E
.
E
s
tév
ez
et
a
l.
[
39
]
co
m
p
ar
ed
AA
am
o
n
g
s
tu
d
en
ts
with
d
if
f
er
e
n
t
lev
els o
f
L
E
,
an
d
f
o
u
n
d
th
at
s
tu
d
e
n
ts
with
h
ig
h
L
E
h
ad
h
ig
h
e
r
AA
th
an
th
o
s
e
with
lo
w
L
E
.
Ho
wev
er
,
h
is
s
tu
d
y
was
l
im
ited
to
th
e
p
r
im
ar
y
s
ch
o
o
l;
th
e
o
b
ject
o
f
th
is
s
tu
d
y
was
c
o
lleg
e
s
tu
d
en
ts
,
an
d
th
e
o
u
ts
id
e
o
f
th
e
class
r
o
o
m
(
t
h
e
lib
r
ar
y
)
was
ex
p
lo
r
ed
.
T
h
es
e
r
esu
lts
en
r
ich
th
e
in
v
esti
g
atio
n
in
th
is
f
ield
an
d
f
u
r
th
er
d
em
o
n
s
tr
ate
th
at
en
g
ag
em
en
t in
lear
n
in
g
is
im
p
o
r
ta
n
t
f
o
r
s
tu
d
e
n
ts
at
ev
er
y
lev
el.
Fin
ally
,
th
is
s
tu
d
y
’
s
r
esu
lts
d
em
o
n
s
tr
ated
th
at
L
E
p
ar
tial
ly
m
ed
iated
th
e
r
elatio
n
s
h
ip
b
etwe
en
u
n
iv
er
s
ity
lib
r
ar
y
I
E
Q
an
d
c
o
lleg
e
s
tu
d
en
ts
’
AA.
Hen
ce
,
th
e
h
y
p
o
th
esis
was
ac
ce
p
ted
.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
n
o
t
ex
am
in
e
d
th
e
r
o
le
o
f
L
E
i
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
I
E
Q
an
d
AA,
b
u
t
e
x
is
tin
g
s
tu
d
i
es
d
em
o
n
s
tr
ate
th
at
d
if
f
er
en
t
d
im
e
n
s
io
n
s
o
f
I
E
Q
p
o
s
itiv
ely
af
f
ec
t
L
E
[
1
1
]
,
[
32
]
,
[
40
]
.
Stu
d
en
ts
s
tu
d
y
in
g
in
a
f
av
o
r
a
b
le
in
d
o
o
r
en
v
ir
o
n
m
en
t
will
g
r
ea
tly
en
h
a
n
ce
th
eir
p
h
y
s
ical
an
d
p
s
y
c
h
o
l
o
g
ical
well
-
b
ein
g
[
30
]
.
Me
an
wh
ile,
lib
r
ar
i
es
ca
n
in
co
r
p
o
r
ate
I
E
Q
ch
ec
k
s
in
t
o
r
o
u
tin
e
s
u
p
p
o
r
t
—
f
o
r
e
x
a
m
p
le,
ass
ess
in
g
en
v
ir
o
n
m
e
n
tal
co
n
d
itio
n
s
wh
en
s
tu
d
en
ts
r
ep
o
r
t
lo
w
en
g
a
g
em
en
t
b
ef
o
r
e
p
r
o
v
i
d
in
g
ac
ad
e
m
ic
g
u
id
an
ce
.
T
h
is
ad
d
r
ess
es
a
co
m
m
o
n
g
ap
in
cu
r
r
en
t
s
er
v
ices,
wh
er
e
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
ar
e
o
f
te
n
ig
n
o
r
e
d
in
f
av
o
r
o
f
ac
ad
em
ic
-
o
n
ly
s
u
p
p
o
r
t.
T
h
e
h
y
p
o
th
esis
is
ac
ce
p
ted
,
an
d
th
is
m
ed
iatio
n
m
ec
h
an
is
m
h
ig
h
lig
h
ts
th
at
o
p
tim
izin
g
I
E
Q
ef
f
ec
tiv
ely
en
h
an
ce
s
th
e
v
alu
e
o
f
ex
is
tin
g
lear
n
i
n
g
s
u
p
p
o
r
t r
eso
u
r
ce
s
.
E
f
f
ec
tiv
e
lear
n
i
n
g
is
a
p
r
er
e
q
u
is
ite
f
o
r
th
e
cr
ea
tio
n
o
f
a
ctiv
e
lear
n
in
g
,
wh
ich
in
tu
r
n
im
p
r
o
v
es
co
n
ce
n
tr
atio
n
,
co
g
n
itiv
e
lev
e
l,
m
em
o
r
y
,
an
d
o
th
er
p
er
f
o
r
m
an
ce
s
wh
ile
lear
n
in
g
[
41
]
,
at
th
e
s
am
e
tim
e,
r
ed
u
ce
s
n
eg
ativ
e
em
o
ti
o
n
s
an
d
in
s
ec
u
r
ities
[
2
]
,
[
1
9
]
.
T
h
is
p
r
o
ce
s
s
d
ir
ec
tly
ex
p
lain
s
h
o
w
I
E
Q
im
p
r
o
v
em
e
n
ts
lead
to
m
ea
s
u
r
ab
le
AA
g
ai
n
s
:
o
u
r
r
esu
lts
s
h
o
w
th
at
I
E
Q
co
r
r
elate
s
s
ig
n
i
f
ican
tly
with
AA,
an
d
t
h
at
L
E
m
ed
iates
6
8
.
9
%
o
f
th
is
e
f
f
ec
t;
o
p
tim
izin
g
I
E
Q
(
e.
g
.
,
im
p
r
o
v
in
g
air
q
u
ality
o
r
lig
h
tin
g
)
en
h
an
ce
s
en
g
a
g
em
en
t,
wh
ich
th
en
tr
an
s
lates
in
to
h
i
g
h
er
C
GPA.
As
a
r
esu
lt,
s
tu
d
en
ts
ca
n
g
et
in
to
d
ee
p
lear
n
in
g
as
q
u
ick
ly
as
p
o
s
s
ib
le.
T
h
e
r
esp
o
n
d
in
g
g
o
o
d
lear
n
i
n
g
s
tate
is
co
n
s
is
ten
t
with
th
e
f
ac
to
r
s
n
ec
ess
ar
y
f
o
r
im
p
r
o
v
in
g
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
[
42
]
.
Fu
r
th
e
r
m
o
r
e,
it
h
as
b
ee
n
s
h
o
wn
th
at
L
E
m
ed
iates
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
u
n
iv
er
s
ity
en
v
ir
o
n
m
en
t
an
d
in
tellectu
al
d
ev
elo
p
m
e
n
t
[
43
]
.
T
h
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
co
n
f
i
r
m
ed
t
h
e
h
y
p
o
th
esis
o
n
th
is
b
asis
,
an
d
f
u
tu
r
e
r
esear
ch
s
h
o
u
ld
f
o
cu
s
o
n
th
e
im
p
o
r
tan
ce
o
f
L
E
b
y
co
n
s
id
er
in
g
im
p
r
o
v
em
en
ts
in
L
E
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
I
E
Q
an
d
s
tu
d
en
ts
’
AA.
T
h
is
cu
r
r
en
t
s
tu
d
y
,
wh
ich
s
h
o
ws
th
at
LE
m
ed
iates
I
E
Q’
s
ef
f
ec
t
o
n
AA
,
o
f
f
er
s
clea
r
im
p
licatio
n
s
f
o
r
th
r
ee
k
e
y
s
tak
eh
o
ld
er
g
r
o
u
p
s
.
Facility
m
an
ag
er
s
ca
n
u
s
e
I
E
Q
m
o
n
ito
r
i
n
g
r
esu
lts
to
p
lan
p
r
ev
en
tiv
e
m
ain
ten
an
ce
,
s
u
ch
as
r
eg
u
lar
v
en
tilatio
n
ch
ec
k
s
,
to
m
ain
tain
air
q
u
ality
th
at
s
u
p
p
o
r
ts
s
tu
d
en
ts
’
in
f
o
r
m
atio
n
r
eten
tio
n
.
E
d
u
ca
t
o
r
s
ca
n
ass
ig
n
task
s
b
ased
o
n
lib
r
ar
y
zo
n
es’
I
E
Q
ch
ar
ac
ter
is
tics
,
p
lacin
g
ex
am
p
r
ep
ar
atio
n
o
r
th
esis
wr
itin
g
in
ar
ea
s
with
b
etter
AC
an
d
VC
.
Po
licy
m
ak
er
s
ca
n
u
s
e
o
u
r
f
i
n
d
in
g
s
to
s
tr
e
n
g
th
en
e
d
u
ca
tio
n
al
b
u
ild
in
g
e
n
v
ir
o
n
m
en
tal
s
tan
d
a
r
d
s
,
en
s
u
r
in
g
th
ey
s
u
p
p
o
r
t c
o
n
d
itio
n
s
f
o
r
h
ig
h
er
s
tu
d
en
t g
r
ad
es.
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
.
2
,
Ap
r
il
20
26
:
1
5
9
8
-
1
6
0
6
1604
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
ex
am
in
e
d
h
o
w
t
h
e
IEQ
o
f
u
n
i
v
er
s
ity
lib
r
a
r
ies
in
f
lu
en
ce
s
AA
th
r
o
u
g
h
LE
,
g
r
o
u
n
d
e
d
in
ec
o
lo
g
ical
p
s
y
ch
o
lo
g
y
an
d
lear
n
in
g
s
p
ac
e
th
eo
r
y
.
T
h
e
f
in
d
in
g
s
s
h
o
w
th
at
u
n
iv
er
s
ity
lib
r
ar
y
I
E
Q
h
as
a
s
ig
n
if
ican
t im
p
ac
t o
n
co
lleg
e
s
tu
d
en
ts
’
AA
an
d
L
E
.
L
E
h
as a
s
ig
n
if
ican
t e
f
f
ec
t o
n
co
lleg
e
s
tu
d
en
ts
’
AA,
an
d
th
is
s
tu
d
y
co
n
f
ir
m
s
th
at
L
E
p
ar
tially
m
ed
iates
th
e
r
elatio
n
s
h
ip
b
etwe
en
I
E
Q
an
d
co
ll
eg
e
s
tu
d
en
ts
’
AA.
B
y
f
o
cu
s
in
g
o
n
lib
r
ar
y
en
v
ir
o
n
m
en
ts
r
ath
er
th
an
co
n
v
en
tio
n
al
class
r
o
o
m
s
ettin
g
s
,
th
e
s
tu
d
y
co
n
tr
ib
u
tes
n
ew
em
p
ir
ical
ev
id
e
n
ce
to
an
u
n
d
e
r
s
tu
d
ied
y
et
in
cr
ea
s
in
g
ly
im
p
o
r
tan
t
lear
n
in
g
s
p
ac
e.
T
h
e
r
es
u
lts
ex
ten
d
e
x
is
tin
g
I
E
Q
r
esear
ch
b
y
d
em
o
n
s
tr
atin
g
th
at
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
o
p
er
ate
n
o
t
o
n
ly
as
co
m
f
o
r
t
v
ar
iab
les
b
u
t
also
as
b
eh
av
io
r
al
an
d
ac
ad
e
m
ic
d
eter
m
in
an
ts
.
T
h
is
wo
r
k
th
u
s
en
r
ich
es
th
e
liter
atu
r
e
o
n
u
n
iv
er
s
ity
lear
n
in
g
en
v
ir
o
n
m
en
ts
an
d
s
u
p
p
o
r
ts
o
n
g
o
in
g
ef
f
o
r
ts
to
im
p
r
o
v
e
ed
u
ca
tio
n
al
q
u
ality
th
r
o
u
g
h
ev
i
d
en
ce
-
b
ased
s
p
atial
d
esig
n
.
T
h
e
p
r
ac
tical
im
p
licatio
n
s
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
u
n
iv
e
r
s
ities
to
p
r
io
r
itize
in
teg
r
ated
e
n
v
ir
o
n
m
en
tal
s
tr
ateg
ies
th
at
s
tr
en
g
th
en
A
C
,
VC
,
T
C
,
an
d
I
AQ
with
in
h
ig
h
-
u
s
e
s
tu
d
y
s
p
ac
es.
R
o
u
tin
e
m
o
n
ito
r
in
g
o
f
en
v
ir
o
n
m
en
tal
in
d
icato
r
s
an
d
in
co
r
p
o
r
atin
g
s
tu
d
en
t
f
ee
d
b
ac
k
ca
n
h
elp
in
s
titu
tio
n
s
ad
d
r
ess
is
s
u
e
s
th
at
af
f
ec
t
LE
an
d
,
i
n
tu
r
n
,
ac
ad
em
ic
o
u
tco
m
es.
Sev
er
al
lim
itatio
n
s
s
h
o
u
ld
b
e
a
ck
n
o
wled
g
ed
,
in
c
lu
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RE
F
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NC
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[
1
]
F
.
M
.
S
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k
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2
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M
.
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,
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[
3
]
N
.
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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1605
[
4
]
L.
B
e
n
a
d
e
,
“
T
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c
a
l
a
p
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[
5
]
M
.
P
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t
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i
,
S
.
T
o
r
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s
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,
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.
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a
b
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h
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a
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d
N
.
P
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o
d
i
,
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sc
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p
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ms:
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[
6
]
R
.
K
o
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r
a
l
a
a
n
d
K
.
M
a
h
a
r
j
a
n
,
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o
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v
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m
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p
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:
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.
[
7
]
B
.
N
.
Y
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n
g
,
W
.
O
.
B
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k
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.
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a
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.
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d
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n
v
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men
t
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a
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st
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p
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?
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d
E
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[
8
]
N
.
To
m
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se
v
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c
,
N
.
G
v
o
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d
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n
o
v
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c
,
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d
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.
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r
a
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s,
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w
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p
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d
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o
n
,
”
C
o
m
p
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&
Ed
u
c
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t
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o
n
,
v
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l
.
1
4
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.
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n
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0
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9
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3
6
7
6
.
[
9
]
O
.
T
o
y
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[
34
]
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[
35
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[
36
]
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[
37
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[
38
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[
39
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[
40
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41
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42
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