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T
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1447
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a
n
tag
es
an
d
lim
itatio
n
s
,
as
well
as
d
is
cu
s
s
in
g
k
ey
is
s
u
es to
en
h
an
ce
its
ef
f
ec
tiv
en
ess
[
8
]
.
I
n
te
r
n
ati
o
n
a
l
s
t
u
d
ies
:
t
h
e
b
l
e
n
d
e
d
l
ea
r
n
in
g
m
o
d
el
h
as
b
e
en
wi
d
el
y
r
e
c
o
g
n
i
ze
d
b
y
i
n
t
er
n
a
ti
o
n
al
s
ch
o
l
ar
s
as
o
n
e
o
f
t
h
e
d
o
m
i
n
a
n
t
tr
e
n
d
s
i
n
h
i
g
h
e
r
ed
u
ca
t
io
n
i
n
n
o
v
a
ti
o
n
i
n
th
e
2
1
s
t
ce
n
t
u
r
y
[
9
]
,
[
1
0
]
.
T
h
e
r
e
is
an
ar
g
u
m
en
t
t
h
at
b
l
en
d
ed
l
ea
r
n
i
n
g
is
n
o
t
m
e
r
el
y
a
c
o
m
b
i
n
a
tio
n
o
f
o
n
li
n
e
a
n
d
f
ac
e
-
to
-
f
a
ce
in
s
tr
u
c
ti
o
n
,
b
u
t
a
p
ed
ag
o
g
i
ca
l
m
o
d
el
t
h
at
f
o
s
te
r
s
l
ea
r
n
e
r
s
’
ac
t
iv
e
e
n
g
a
g
e
m
e
n
t
an
d
c
r
ea
t
iv
it
y
wit
h
i
n
d
iv
e
r
s
e
l
ea
r
n
in
g
en
v
i
r
o
n
m
e
n
ts
[
1
1
]
.
E
m
p
i
r
i
ca
l
s
tu
d
ies
h
a
v
e
d
e
m
o
n
s
tr
ate
d
t
h
a
t
b
le
n
d
e
d
le
ar
n
i
n
g
im
p
r
o
v
es
s
t
u
d
e
n
t
p
ar
tic
ip
ati
o
n
,
en
h
a
n
ce
s
s
el
f
-
s
tu
d
y
ca
p
ac
it
y
,
an
d
b
ett
er
s
u
p
p
o
r
ts
t
h
e
d
e
v
el
o
p
m
e
n
t
o
f
cr
iti
ca
l
t
h
i
n
k
i
n
g
a
n
d
c
o
ll
ab
o
r
a
ti
o
n
s
k
ills
[
1
2
]
,
[
1
3
]
.
I
n
s
p
e
ci
aliz
e
d
f
i
el
d
s
s
u
c
h
as
m
il
ita
r
y
a
n
d
d
e
f
e
n
s
e
ed
u
c
ati
o
n
,
s
e
v
er
al
s
t
u
d
ies
s
u
g
g
est
t
h
at
in
te
g
r
at
in
g
o
n
li
n
e
an
d
f
a
ce
-
to
-
f
a
ce
m
o
d
e
s
c
a
n
e
n
h
a
n
ce
tr
ai
n
i
n
g
e
f
f
ec
t
iv
e
n
ess
,
p
a
r
ti
c
u
la
r
l
y
i
n
t
h
e
o
r
etic
al
c
o
m
p
o
n
e
n
ts
,
th
e
r
eb
y
all
o
ca
t
in
g
m
o
r
e
t
im
e
f
o
r
p
r
ac
t
ic
al
ex
er
cis
es
[
1
4
]
,
[
1
5
]
.
T
h
is
h
ig
h
lig
h
ts
th
e
p
o
ten
tial
o
f
b
len
d
e
d
lear
n
in
g
in
d
is
cip
lin
es th
at
r
eq
u
ir
e
b
o
th
th
eo
r
etica
l k
n
o
wled
g
e
an
d
p
r
ac
tical
s
k
ills
[
1
6
]
,
[
1
7
]
.
Stu
d
ies
in
Viet
Nam
:
b
le
n
d
ed
lear
n
in
g
h
as
attr
ac
ted
in
cr
ea
s
in
g
s
ch
o
lar
ly
atten
tio
n
i
n
r
ec
en
t
y
ea
r
s
,
esp
ec
ially
af
ter
th
e
C
OVI
D
-
1
9
p
an
d
e
m
ic.
T
h
er
e
is
a
s
tu
d
y
ass
er
ted
th
at
b
len
d
ed
lear
n
in
g
co
n
tr
i
b
u
tes
to
im
p
r
o
v
in
g
tr
ain
in
g
q
u
ality
,
e
n
ab
lin
g
s
tu
d
en
ts
to
d
ev
el
o
p
s
elf
-
s
tu
d
y
ca
p
ac
ity
an
d
ad
a
p
t
to
d
ig
ital
lear
n
in
g
en
v
ir
o
n
m
en
ts
[
1
8
]
.
T
h
er
e
is
also
a
s
tu
d
y
th
at
e
m
p
h
asized
b
len
d
ed
lear
n
in
g
n
o
t
o
n
ly
e
n
ab
les
lectu
r
er
s
to
in
n
o
v
ate
th
ei
r
teac
h
in
g
m
eth
o
d
s
b
u
t
also
en
c
o
u
r
ag
es
s
tu
d
en
ts
to
d
ev
elo
p
tech
n
o
l
o
g
ical
s
k
ills
an
d
s
tr
en
g
th
en
co
llab
o
r
ativ
e
lear
n
in
g
[
1
9
]
.
I
n
ad
d
itio
n
,
an
o
th
er
r
esear
c
h
h
ig
h
lig
h
ted
th
at
co
m
b
i
n
in
g
o
n
li
n
e
an
d
f
ac
e
-
to
-
f
ac
e
lear
n
in
g
ex
p
an
d
s
ac
ce
s
s
to
k
n
o
wled
g
e
an
d
b
etter
s
u
p
p
o
r
ts
s
tu
d
en
ts
in
p
er
s
o
n
alizin
g
th
e
ir
lear
n
in
g
p
r
o
ce
s
s
[
2
0
]
.
Ho
wev
er
,
m
o
s
t
o
f
th
ese
s
tu
d
ies
h
av
e
f
o
c
u
s
ed
o
n
f
i
eld
s
s
u
ch
as
ec
o
n
o
m
ics,
b
u
s
in
ess
ad
m
in
is
tr
atio
n
,
m
ed
icin
e,
o
r
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
.
R
esear
ch
d
ir
ec
tly
r
ela
ted
to
NDSE
r
em
ain
s
lim
ited
.
T
h
is
cr
ea
tes
a
g
a
p
th
at
war
r
an
ts
f
u
r
th
er
e
x
p
lo
r
ati
o
n
,
as
NDSE
is
a
d
is
tin
ctiv
e
s
u
b
ject
th
at
r
eq
u
ir
es
b
o
th
th
e
o
r
etica
l
k
n
o
wled
g
e
an
d
m
ilit
ar
y
tr
ain
i
n
g
,
p
o
s
in
g
u
n
iq
u
e
ch
allen
g
es f
o
r
t
h
e
im
p
le
m
en
tatio
n
o
f
b
len
d
e
d
lear
n
i
n
g
.
T
h
e
liter
atu
r
e
r
ev
iew
i
n
d
icat
es
th
at
b
len
d
e
d
lear
n
in
g
h
as
b
ee
n
co
n
f
ir
m
ed
to
b
e
ef
f
ec
tiv
e
b
o
th
in
ter
n
atio
n
ally
an
d
in
Viet
Nam
.
Nev
er
th
eless
,
in
th
e
f
ield
o
f
NDSE
,
e
x
is
tin
g
r
esear
ch
is
s
till
s
ca
r
ce
,
with
a
lack
o
f
em
p
ir
ical
ev
id
en
ce
r
e
g
ar
d
in
g
its
ef
f
ec
tiv
en
ess
in
h
i
g
h
er
ed
u
ca
tio
n
.
T
h
er
ef
o
r
e,
th
i
s
s
tu
d
y
f
o
cu
s
es
o
n
ap
p
ly
in
g
th
e
b
len
d
e
d
lear
n
in
g
m
o
d
el
in
NDSE
f
o
r
u
n
iv
e
r
s
ity
s
tu
d
en
ts
in
Viet
Nam
,
aim
i
n
g
to
p
r
o
v
id
e
d
ata
an
d
co
n
tr
ib
u
te
to
b
o
th
t
h
eo
r
y
an
d
p
r
ac
tice.
T
h
e
r
esear
c
h
q
u
e
s
tio
n
s
p
o
s
ed
ar
e
:
i)
Ho
w
is
th
e
b
len
d
ed
lea
r
n
in
g
m
o
d
el
ap
p
lied
in
NDSE
f
o
r
u
n
iv
er
s
ity
s
tu
d
en
ts
in
Viet
Nam
?
ii)
W
h
at
im
p
ac
ts
d
o
es th
e
ap
p
lica
tio
n
o
f
th
is
m
o
d
el
h
a
v
e
o
n
teac
h
in
g
an
d
lear
n
in
g
ac
tiv
ities
?
iii)
W
h
at
ch
allen
g
es a
n
d
o
b
s
tacle
s
s
h
o
u
ld
b
e
ad
d
r
ess
ed
to
im
p
r
o
v
e
its
ef
f
ec
tiv
en
ess
?
NDSE
,
wh
ich
m
an
d
ates
th
e
in
teg
r
atio
n
o
f
ac
a
d
em
ic
th
eo
r
y
with
r
ig
o
r
o
u
s
p
h
y
s
ical
an
d
m
ilit
ar
y
tr
ain
in
g
,
p
r
esen
ts
a
u
n
iq
u
e
p
e
d
ag
o
g
ical
ch
allen
g
e
f
o
r
b
len
d
ed
lear
n
in
g
im
p
lem
en
tatio
n
c
o
m
p
ar
ed
t
o
p
u
r
ely
th
eo
r
etica
l
d
is
cip
lin
es.
Ma
x
im
izin
g
lear
n
in
g
ef
f
ec
tiv
e
n
ess
r
eq
u
ir
es
a
m
o
d
el
th
at
s
ea
m
less
ly
co
n
n
ec
ts
o
n
lin
e
th
eo
r
etica
l
s
tu
d
y
with
h
ig
h
-
s
ta
k
es,
h
an
d
s
-
o
n
,
f
ac
e
-
to
-
f
ac
e
p
r
ac
tical
ex
er
cises
.
Ag
ain
s
t
th
i
s
b
ac
k
d
r
o
p
,
th
e
m
ain
r
esear
ch
p
r
o
b
lem
a
d
d
r
ess
ed
b
y
th
is
s
tu
d
y
is
th
e
lac
k
o
f
e
m
p
ir
ical
ev
id
en
ce
an
d
a
v
ali
d
ated
f
r
am
ew
o
r
k
t
o
ass
es
s
th
e
ap
p
licatio
n
,
ch
allen
g
es,
an
d
im
p
ac
t o
f
t
h
e
b
len
d
e
d
lear
n
in
g
m
o
d
el
s
p
ec
if
ically
with
in
th
e
co
n
tex
t o
f
NDSE
f
o
r
u
n
iv
e
r
s
ity
s
tu
d
en
ts
in
Viet
Nam
.
2.
M
E
T
H
O
D
2
.
1
.
T
heo
re
t
ica
l
f
o
un
da
t
io
n
T
h
e
b
len
d
ed
lear
n
in
g
m
o
d
el
i
s
g
r
o
u
n
d
ed
i
n
co
n
s
tr
u
ctiv
is
t
th
eo
r
y
,
in
wh
ic
h
lear
n
e
r
s
p
lay
a
ce
n
tr
al
r
o
le,
ac
tiv
ely
c
o
n
s
tr
u
ctin
g
k
n
o
wled
g
e
th
r
o
u
g
h
in
ter
ac
tio
n
an
d
ex
p
er
ien
ce
[
2
]
,
[
3
]
.
I
n
a
d
d
itio
n
,
e
x
p
er
ien
tial
lear
n
in
g
th
eo
r
y
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
in
teg
r
atin
g
th
eo
r
y
with
p
r
ac
tice
in
th
e
lear
n
in
g
p
r
o
ce
s
s
[
2
1
]
.
T
h
is
p
r
o
v
id
es
th
e
b
asis
f
o
r
ap
p
ly
in
g
b
len
d
e
d
lear
n
in
g
in
NDSE
,
a
s
u
b
ject
t
h
at
en
c
o
m
p
as
s
es
b
o
th
th
e
o
r
etica
l
k
n
o
wled
g
e
an
d
s
p
ec
ialized
m
ilit
ar
y
p
r
ac
tice
[
2
2
]
,
[
2
3
]
.
Fu
r
th
er
m
o
r
e,
th
e
c
o
m
m
u
n
ity
o
f
i
n
q
u
ir
y
(
C
o
I
)
f
r
am
ewo
r
k
is
also
em
p
lo
y
e
d
t
o
an
aly
ze
th
e
ef
f
ec
tiv
e
n
ess
o
f
b
len
d
ed
lear
n
in
g
[
2
4
]
.
T
h
is
f
r
am
ewo
r
k
h
ig
h
lig
h
ts
th
r
ee
cr
itical
elem
e
n
ts
in
a
lea
r
n
in
g
en
v
ir
o
n
m
e
n
t:
co
g
n
itiv
e
p
r
esen
ce
,
s
o
cial
p
r
esen
ce
,
an
d
teac
h
in
g
p
r
esen
ce
.
T
h
ese
elem
en
ts
ar
e
clo
s
ely
i
n
ter
co
n
n
ec
te
d
,
cr
ea
tin
g
c
o
h
er
en
ce
in
b
len
d
ed
teac
h
in
g
an
d
lear
n
in
g
ac
tiv
ities
.
I
n
th
e
s
co
p
e
o
f
th
is
s
tu
d
y
,
th
e
“a
p
p
licatio
n
o
f
th
e
b
len
d
ed
le
ar
n
in
g
m
o
d
el
in
NDSE
f
o
r
u
n
iv
er
s
ity
s
tu
d
en
ts
in
Viet
Nam
”
is
u
n
d
er
s
to
o
d
as
th
e
p
r
o
ce
s
s
o
f
o
r
g
an
izin
g
NDSE
co
u
r
s
es
th
r
o
u
g
h
th
e
in
teg
r
atio
n
o
f
f
ac
e
-
to
-
f
ac
e
class
r
o
o
m
lear
n
in
g
an
d
o
n
lin
e
lear
n
in
g
o
n
d
ig
ital
p
latf
o
r
m
s
.
T
h
is
ap
p
licatio
n
in
v
o
lv
es
lev
e
r
ag
in
g
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
in
f
r
astru
ctu
r
e,
en
h
an
cin
g
th
e
d
i
g
ital
co
m
p
ete
n
cies
o
f
lectu
r
er
s
an
d
s
tu
d
e
n
ts
,
an
d
co
m
b
in
in
g
teac
h
in
g
m
eth
o
d
s
to
in
c
r
ea
s
e
p
ar
ticip
atio
n
,
lea
r
n
in
g
in
te
r
est,
s
elf
-
s
tu
d
y
ab
ilit
y
,
an
d
t
h
e
ef
f
ec
tiv
en
ess
o
f
ac
q
u
ir
in
g
NDSE
k
n
o
wled
g
e
a
n
d
s
k
ills
.
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
2
6
:
1
4
4
6
-
1
4
5
3
1448
2
.
2
.
Resea
rc
h
m
o
del
B
ased
o
n
th
e
th
eo
r
etica
l
f
o
u
n
d
atio
n
o
f
b
len
d
ed
lear
n
in
g
an
d
th
e
p
ar
ticu
lar
ch
ar
ac
ter
is
tics
o
f
NDSE
,
th
is
s
tu
d
y
d
ev
elo
p
s
a
r
esear
c
h
m
o
d
el
co
m
p
r
is
in
g
th
r
ee
m
ain
co
m
p
o
n
en
ts
.
First,
th
e
in
p
u
t
f
ac
to
r
s
in
clu
d
e
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
i
n
f
r
a
s
tr
u
ctu
r
e
an
d
t
h
e
d
i
g
ital
co
m
p
eten
cies
o
f
lectu
r
er
s
an
d
s
tu
d
en
ts
,
wh
ich
ar
e
p
r
er
eq
u
is
ites
f
o
r
im
p
lem
en
tin
g
b
len
d
e
d
lear
n
i
n
g
.
Seco
n
d
,
th
e
m
ed
iatin
g
f
ac
to
r
s
ar
e
th
e
lev
el
o
f
b
len
d
ed
lear
n
in
g
a
p
p
licatio
n
an
d
s
tu
d
e
n
ts
’
in
ter
ac
tio
n
an
d
lear
n
in
g
i
n
ter
est.
T
h
ir
d
,
th
e
o
u
t
p
u
t
f
ac
t
o
r
is
r
ef
lecte
d
in
th
e
lear
n
in
g
o
u
tco
m
es
o
f
NDSE
.
T
h
is
m
o
d
el
en
a
b
les
an
an
al
y
s
is
o
f
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
im
p
lem
en
tatio
n
co
n
d
itio
n
s
,
th
e
ex
te
n
t
o
f
ap
p
licatio
n
,
an
d
th
e
lear
n
in
g
e
x
p
er
ien
ce
,
th
er
eb
y
e
v
alu
atin
g
t
h
e
im
p
ac
t
o
f
b
len
d
e
d
lear
n
in
g
o
n
NDSE
lear
n
in
g
o
u
tco
m
es.
B
ased
o
n
th
e
th
eo
r
et
ical
f
o
u
n
d
atio
n
a
n
d
th
e
p
r
o
p
o
s
ed
h
y
p
o
th
eses
,
th
e
h
y
p
o
th
esized
r
elatio
n
s
h
ip
s
ar
e
v
is
u
ally
r
ep
r
esen
ted
in
th
e
co
n
ce
p
tu
al
m
o
d
el
in
Fig
u
r
e
1
.
Dr
awin
g
f
r
o
m
th
e
th
eo
r
etica
l f
o
u
n
d
atio
n
an
d
r
esear
ch
m
o
d
el,
th
e
au
t
h
o
r
p
r
o
p
o
s
es f
iv
e
h
y
p
o
th
eses
as:
−
H1
:
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
i
n
f
r
astru
ctu
r
e
p
o
s
itiv
ely
in
f
l
u
e
n
ce
s
th
e
lev
el
o
f
b
len
d
ed
lear
n
in
g
ap
p
licatio
n
in
NDSE
.
−
H2
:
th
e
d
ig
ital
co
m
p
eten
cies
o
f
lectu
r
er
s
an
d
s
tu
d
en
ts
p
o
s
itiv
ely
in
f
lu
en
ce
th
e
le
v
el
o
f
b
len
d
ed
lear
n
in
g
ap
p
licatio
n
.
−
H3
:
th
e
ap
p
licatio
n
o
f
b
le
n
d
ed
lear
n
in
g
p
o
s
itiv
ely
in
f
lu
e
n
ce
s
s
tu
d
en
ts
’
in
ter
ac
tio
n
a
n
d
lear
n
in
g
in
ter
est
.
−
H4
:
s
tu
d
en
ts
’
in
ter
ac
tio
n
a
n
d
l
ea
r
n
in
g
in
te
r
est p
o
s
itiv
ely
in
f
l
u
en
ce
NDSE
lear
n
in
g
o
u
tco
m
es
.
−
H5
:
th
e
ap
p
licatio
n
o
f
b
le
n
d
ed
lear
n
in
g
h
as a
d
ir
ec
t p
o
s
itiv
e
ef
f
ec
t o
n
NDSE
lear
n
i
n
g
o
u
tc
o
m
es.
Fig
u
r
e
1
.
Pro
p
o
s
ed
r
esear
c
h
m
o
d
el
2
.
3
.
Resea
rc
h
m
e
t
ho
do
lo
g
y
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
m
ix
e
d
-
m
eth
o
d
s
ap
p
r
o
ac
h
.
I
n
th
e
in
itial
s
tag
e,
a
q
u
alitativ
e
m
eth
o
d
was
ap
p
lied
th
r
o
u
g
h
d
o
c
u
m
en
t
an
aly
s
is
to
d
ev
elo
p
th
e
th
eo
r
etica
l
m
o
d
el,
f
o
r
m
u
late
r
esear
c
h
h
y
p
o
th
eses
,
an
d
d
esig
n
p
r
elim
in
a
r
y
m
ea
s
u
r
e
m
en
t
s
ca
les.
B
ased
o
n
th
is
f
o
u
n
d
atio
n
,
th
e
s
u
b
s
eq
u
en
t
s
tag
e
im
p
lem
en
ted
a
q
u
an
titativ
e
m
eth
o
d
to
test
th
e
m
o
d
el
an
d
h
y
p
o
th
eses
.
Qu
alitativ
e
d
ata
wer
e
an
aly
z
ed
u
s
in
g
th
em
atic
an
aly
s
is
.
T
h
e
r
esu
lts
h
elp
ed
r
ef
in
e
th
e
th
eo
r
etica
l
m
o
d
e
l,
p
r
o
p
o
s
e
r
esear
ch
h
y
p
o
th
e
s
es,
an
d
co
n
s
tr
u
ct
p
r
elim
in
ar
y
m
ea
s
u
r
em
en
t scal
es f
o
r
laten
t v
ar
ia
b
les,
th
er
eb
y
p
r
o
v
i
d
in
g
th
e
b
asis
f
o
r
th
e
q
u
an
titativ
e
p
h
ase.
Prio
r
to
th
e
m
ai
n
s
u
r
v
e
y
,
th
e
m
ea
s
u
r
em
en
t
s
ca
les
wer
e
s
u
b
jecte
d
to
p
ilo
t
test
in
g
with
5
0
s
tu
d
en
ts
.
C
o
n
ten
t
v
alid
ity
was
estab
li
s
h
ed
th
r
o
u
g
h
ex
p
er
t
r
ev
iew
b
y
th
r
ee
NDSE
p
ed
ag
o
g
y
s
p
ec
ialis
ts
.
C
o
n
s
tr
u
ct
v
alid
ity
was
s
u
b
s
eq
u
en
tly
co
n
f
ir
m
ed
u
s
in
g
e
x
p
lo
r
ato
r
y
f
a
cto
r
an
aly
s
is
(
E
FA)
,
f
o
llo
we
d
b
y
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
(
C
FA)
,
en
s
u
r
in
g
th
e
s
ca
les’
r
eliab
ilit
y
an
d
v
alid
ity
.
T
h
e
s
am
p
le
was
o
b
tain
ed
u
s
i
n
g
a
p
r
o
b
ab
ilit
y
s
am
p
lin
g
ap
p
r
o
ac
h
.
Sp
ec
if
ically
,
a
m
u
lti
-
s
tag
e
clu
s
ter
s
am
p
lin
g
tech
n
i
q
u
e
was
em
p
lo
y
ed
t
o
s
elec
t
3
1
2
s
tu
d
e
n
ts
f
r
o
m
a
r
ep
r
esen
tativ
e
g
r
o
u
p
o
f
u
n
iv
er
s
ities
in
Viet
Nam
th
at
o
f
f
icially
im
p
lem
en
t
b
len
d
ed
NDSE
co
u
r
s
es.
T
h
e
s
elec
tio
n
cr
iter
ia
en
s
u
r
ed
th
at
p
ar
ticip
an
ts
h
ad
co
m
p
leted
at
least o
n
e
b
len
d
e
d
NDSE
m
o
d
u
le,
m
ax
im
izin
g
th
e
r
elev
an
ce
o
f
th
eir
f
ee
d
b
ac
k
.
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
A
p
p
ly
th
e
b
le
n
d
ed
le
a
r
n
in
g
m
o
d
el
in
n
a
tio
n
a
l
d
efen
s
e
a
n
d
s
ec
u
r
ity
ed
u
ca
tio
n
fo
r
…
(
N
g
u
y
en
Lin
h
P
h
o
n
g
)
1449
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Su
rv
ey
s
a
m
ple c
o
llect
io
n r
esu
lt
s
T
h
e
s
u
r
v
ey
was
c
o
n
d
u
cted
with
a
v
alid
s
am
p
le
o
f
3
1
2
s
tu
d
en
ts
f
r
o
m
u
n
iv
er
s
ities
in
Viet
Nam
wh
o
h
ad
p
ar
ticip
ated
i
n
th
e
NDSE
co
u
r
s
e
th
r
o
u
g
h
b
len
d
e
d
lear
n
i
n
g
,
u
s
in
g
p
r
o
b
ab
ilit
y
s
am
p
lin
g
m
eth
o
d
s
.
Am
o
n
g
th
em
,
4
7
.
2
%
wer
e
m
ale
an
d
5
2
.
8
%
wer
e
f
em
ale.
T
h
e
p
r
o
p
o
r
tio
n
o
f
f
ir
s
t
-
an
d
s
ec
o
n
d
-
y
ea
r
s
tu
d
en
ts
ac
co
u
n
ted
f
o
r
5
1
.
9
%,
wh
ile
th
ir
d
-
y
ea
r
s
t
u
d
en
ts
an
d
ab
o
v
e
ac
co
u
n
te
d
f
o
r
4
8
.
1
%.
T
h
e
d
em
o
g
r
ap
h
ic
c
h
ar
ac
ter
is
tics
o
f
th
e
s
am
p
le
ar
e
s
u
m
m
ar
ized
i
n
T
ab
le
1
,
s
h
o
win
g
a
r
elativ
ely
b
ala
n
ce
d
d
is
tr
ib
u
tio
n
b
y
g
en
d
er
an
d
y
ea
r
o
f
s
tu
d
y
.
T
h
e
d
escr
ip
tiv
e
s
tatis
tic
s
,
as
i
n
T
ab
le
2
,
in
d
icate
th
at
th
e
m
ea
n
v
alu
es
o
f
th
e
v
ar
iab
le
g
r
o
u
p
s
r
an
g
e
f
r
o
m
3
.
8
1
to
3
.
9
6
,
r
e
f
lectin
g
a
r
elativ
ely
h
i
g
h
lev
el
o
f
s
tu
d
e
n
t
ag
r
ee
m
e
n
t.
T
h
e
s
tan
d
ar
d
d
e
v
iatio
n
s
r
an
g
e
f
r
o
m
0
.
7
4
t
o
0
.
8
1
,
s
u
g
g
esti
n
g
a
m
o
d
er
ate
d
eg
r
ee
o
f
d
ata
d
is
p
er
s
i
o
n
.
Sk
ewn
ess
an
d
k
u
r
to
s
is
v
a
lu
es
f
all
with
in
±
1
,
in
d
icatin
g
th
at
th
e
d
ata
ar
e
ap
p
r
o
x
im
ately
n
o
r
m
ally
d
is
tr
ib
u
ted
an
d
s
u
itab
le
f
o
r
f
ac
to
r
an
a
ly
s
is
an
d
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
.
T
ab
le
1
.
C
h
ar
ac
ter
is
tics
o
f
th
e
s
u
r
v
ey
s
am
p
le
C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
F
r
e
q
u
e
n
c
y
(
n
)
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
M
a
l
e
1
4
7
4
7
.
2
F
e
mal
e
1
6
5
5
2
.
8
Y
e
a
r
o
f
s
t
u
d
y
Y
e
a
r
1
–
2
1
6
2
5
1
.
9
Y
e
a
r
3
a
n
d
a
b
o
v
e
1
5
0
4
8
.
1
To
t
a
l
3
1
2
1
0
0
.
0
T
ab
le
2
.
Descr
ip
tiv
e
s
tatis
tics
o
f
o
b
s
er
v
ed
v
a
r
iab
le
g
r
o
u
p
s
V
a
r
i
a
b
l
e
g
r
o
u
p
s
M
e
a
n
SD
S
k
e
w
n
e
ss
K
u
r
t
o
si
s
I
n
f
o
r
mat
i
o
n
t
e
c
h
n
o
l
o
g
y
i
n
f
r
a
s
t
r
u
c
t
u
r
e
3
.
8
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ig
ital
co
m
p
eten
ce
,
b
len
d
e
d
lear
n
in
g
,
lear
n
in
g
in
ter
est,
an
d
lear
n
i
n
g
o
u
tc
o
m
es.
T
h
u
s
,
all
r
esear
c
h
h
y
p
o
th
eses
wer
e
s
u
p
p
o
r
ted
,
co
n
f
ir
m
in
g
th
e
ef
f
e
ctiv
en
ess
o
f
ap
p
ly
in
g
b
len
d
ed
lear
n
in
g
in
NDSE
at
u
n
iv
er
s
ities
in
Viet
Nam
.
T
ab
le
6
.
SEM
r
esu
lts
o
f
th
e
r
e
s
ea
r
ch
m
o
d
el
H
y
p
o
t
h
e
s
e
s
P
a
t
h
c
o
e
f
f
i
c
i
e
n
t
(
β)
p
-
v
a
l
u
e
R
e
s
u
l
t
H
1
:
I
T
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n
f
r
a
st
r
u
c
t
u
r
e
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l
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d
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d
l
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a
r
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i
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g
0
.
3
1
<
0
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S
u
p
p
o
r
t
e
d
H
2
:
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i
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t
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l
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e
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c
e
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l
e
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e
d
l
e
a
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g
0
.
3
4
<
0
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0
1
S
u
p
p
o
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t
e
d
H
3
:
B
l
e
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d
e
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r
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i
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t
e
r
e
st
0
.
4
1
<
0
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0
1
S
u
p
p
o
r
t
e
d
H
4
:
Le
a
r
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t
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s
t
→
Le
a
r
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o
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t
c
o
m
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s
0
.
2
7
<
0
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0
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S
u
p
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o
r
t
e
d
H
5
:
B
l
e
n
d
e
d
l
e
a
r
n
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n
g
→
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e
a
r
n
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g
o
u
t
c
o
m
e
s
0
.
1
9
<
0
.
0
5
S
u
p
p
o
r
t
e
d
Fig
u
r
e
2
.
SEM
m
o
d
el
s
tr
u
ctu
r
e
(
u
s
in
g
an
al
y
s
is
o
f
m
o
m
en
t st
r
u
ctu
r
e
(
A
MO
S
)
)
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8
8
2
2
A
p
p
ly
th
e
b
le
n
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a
r
n
in
g
m
o
d
el
in
n
a
tio
n
a
l
d
efen
s
e
a
n
d
s
ec
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r
ity
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1451
3
.
6
.
Dis
cus
s
io
n
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
in
d
icate
th
at
th
e
b
len
d
e
d
lear
n
in
g
m
o
d
el
in
teac
h
in
g
NDSE
is
a
p
p
r
o
p
r
iate
an
d
g
en
er
ates
p
o
s
itiv
e
ef
f
e
cts
f
o
r
s
tu
d
en
ts
.
I
n
f
o
r
m
atio
n
tech
n
o
lo
g
y
in
f
r
astru
ctu
r
e
an
d
th
e
d
ig
ital
co
m
p
eten
cies
o
f
lectu
r
er
s
a
n
d
s
tu
d
en
ts
ar
e
cr
u
cial
f
ac
to
r
s
in
f
lu
en
cin
g
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
th
e
m
o
d
el
[
2
5
]
,
[
2
6
]
.
T
h
is
alig
n
s
with
in
ter
n
atio
n
al
s
tu
d
ies,
wh
ich
af
f
ir
m
e
d
th
at
tech
n
ica
l
in
f
r
astru
ctu
r
e
an
d
d
ig
ital
co
m
p
ete
n
ce
f
o
r
m
th
e
f
o
u
n
d
atio
n
f
o
r
t
h
e
e
f
f
ec
tiv
e
ap
p
licatio
n
o
f
b
len
d
e
d
l
ea
r
n
in
g
[
9
]
,
[
1
1
]
.
A
n
o
tewo
r
th
y
p
o
i
n
t
is
th
at
s
t
u
d
en
ts
’
lear
n
in
g
in
ter
est
p
lay
s
a
m
ed
iatin
g
r
o
le
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
ap
p
licatio
n
o
f
b
len
d
e
d
lear
n
i
n
g
an
d
lear
n
i
n
g
o
u
tco
m
es.
T
h
is
r
esu
lt
is
co
n
s
is
ten
t
with
wh
o
ar
g
u
ed
th
at
b
len
d
ed
lear
n
in
g
n
o
t
o
n
ly
im
p
r
o
v
es
a
ca
d
em
ic
p
er
f
o
r
m
a
n
ce
b
u
t
als
o
en
h
a
n
ce
s
lear
n
e
r
s
’
m
o
tiv
ati
o
n
an
d
e
n
g
ag
em
e
n
t
[
1
2
]
.
I
n
th
e
Vietn
am
ese
c
o
n
te
x
t,
it
r
ep
o
r
te
d
b
len
d
ed
lear
n
i
n
g
f
o
s
ter
s
g
r
ea
ter
s
tu
d
e
n
t
in
ter
e
s
t
an
d
s
elf
-
d
ir
ec
ted
lear
n
in
g
.
Mo
r
e
o
v
er
,
th
e
r
esu
lt
s
s
u
g
g
est th
at
ap
p
ly
in
g
b
len
d
e
d
lear
n
in
g
in
NDSE
r
eq
u
ir
es c
h
an
g
es in
lectu
r
er
s
’
teac
h
in
g
a
p
p
r
o
ac
h
es.
B
ey
o
n
d
in
teg
r
atin
g
tec
h
n
o
lo
g
y
,
lectu
r
er
s
n
ee
d
t
o
d
esig
n
d
iv
e
r
s
e
lea
r
n
in
g
ac
tiv
ities
th
at
clo
s
ely
co
m
b
in
e
f
ac
e
-
to
-
f
ac
e
an
d
o
n
lin
e
m
o
d
es
in
o
r
d
er
to
m
ax
im
ize
s
tu
d
en
ts
’
s
elf
-
s
tu
d
y
ca
p
ac
ity
an
d
in
ter
ac
tio
n
[
2
7
]
,
[
2
8
]
.
T
h
is
p
r
e
s
en
ts
b
o
th
a
ch
allen
g
e
a
n
d
an
o
p
p
o
r
tu
n
ity
f
o
r
in
n
o
v
atio
n
in
NDSE
teac
h
in
g
-
a
s
u
b
ject
th
at
h
as o
f
ten
b
ee
n
co
n
s
id
er
ed
r
ig
id
an
d
o
v
er
l
y
th
eo
r
etica
l.
Fro
m
a
p
r
ac
tical
p
er
s
p
ec
tiv
e,
th
e
s
tu
d
y
h
ig
h
lig
h
ts
th
r
ee
k
ey
im
p
licatio
n
s
.
First,
u
n
iv
er
s
ities
s
h
o
u
l
d
co
n
tin
u
e
to
i
n
v
est
in
an
d
u
p
g
r
ad
e
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
in
f
r
astru
ctu
r
e,
in
clu
d
in
g
in
ter
n
et
co
n
n
ec
tiv
ity
,
lear
n
in
g
m
a
n
ag
em
e
n
t
s
y
s
tem
s
(
L
MS)
,
an
d
s
u
p
p
o
r
tin
g
s
o
f
twar
e.
Seco
n
d
,
e
m
p
h
asis
s
h
o
u
ld
b
e
p
lace
d
o
n
en
h
an
cin
g
th
e
d
ig
ital
co
m
p
et
en
cies
o
f
b
o
th
lectu
r
er
s
an
d
s
tu
d
en
ts
to
en
s
u
r
e
ef
f
ec
tiv
e
ac
ce
s
s
to
an
d
u
s
e
o
f
o
n
lin
e
teac
h
i
n
g
a
n
d
lear
n
in
g
to
o
ls
.
T
h
ir
d
,
s
u
p
p
o
r
tiv
e
p
o
licies
f
o
r
lectu
r
er
s
ar
e
n
ee
d
e
d
t
o
r
ed
u
ce
wo
r
k
lo
a
d
p
r
ess
u
r
e
an
d
en
c
o
u
r
ag
e
c
r
ea
tiv
ity
in
ap
p
ly
in
g
b
len
d
ed
lear
n
in
g
[
2
9
]
.
Ho
wev
er
,
t
h
e
s
tu
d
y
also
ac
k
n
o
wled
g
es
s
ev
er
al
lim
itatio
n
s
.
First,
d
ata
wer
e
co
llected
f
r
o
m
s
elec
ted
u
n
iv
er
s
ities
,
wh
ich
m
ay
n
o
t
f
u
lly
r
ep
r
esen
t
th
e
d
iv
er
s
ity
o
f
in
s
titu
tio
n
s
n
atio
n
wid
e.
Seco
n
d
,
th
e
s
tu
d
y
m
a
in
ly
f
o
cu
s
ed
o
n
q
u
an
titativ
e
an
aly
s
is
with
SEM
,
wh
ile
f
ac
to
r
s
af
f
ec
tin
g
b
len
d
ed
lear
n
in
g
im
p
lem
en
tatio
n
m
ay
b
e
m
o
r
e
c
o
m
p
lex
an
d
r
eq
u
ir
e
f
u
r
th
e
r
ex
p
lo
r
atio
n
th
r
o
u
g
h
q
u
alitativ
e
m
eth
o
d
s
.
Ov
e
r
a
ll
,
t
h
e
f
i
n
d
i
n
g
s
r
ei
n
f
o
r
ce
e
v
i
d
en
ce
t
h
at
b
le
n
d
e
d
l
e
ar
n
i
n
g
is
a
n
ap
p
r
o
p
r
i
ate
a
p
p
r
o
ac
h
f
o
r
in
n
o
v
ati
n
g
NDS
E
i
n
s
t
r
u
ct
io
n
.
At
th
e
s
a
m
e
ti
m
e
,
t
h
e
s
tu
d
y
o
f
f
e
r
s
p
o
lic
y
an
d
m
a
n
ag
em
e
n
t
im
p
l
ic
ati
o
n
s
,
u
n
d
er
s
co
r
i
n
g
t
h
e
im
p
o
r
ta
n
c
e
o
f
i
n
t
eg
r
ati
n
g
t
ec
h
n
o
l
o
g
y
wit
h
p
e
d
a
g
o
g
i
ca
l
i
n
n
o
v
ati
o
n
t
o
en
h
a
n
c
e
te
ac
h
i
n
g
a
n
d
lea
r
n
i
n
g
q
u
a
lit
y
i
n
t
h
e
c
o
n
te
x
t
o
f
d
i
g
it
al
t
r
a
n
s
f
o
r
m
at
io
n
in
Viet
Na
m
h
ig
h
er
e
d
u
ca
t
io
n
.
Fu
r
th
e
r
m
o
r
e
,
t
h
es
e
f
i
n
d
in
g
s
c
ar
r
y
b
r
o
a
d
e
r
i
m
p
li
ca
ti
o
n
s
f
o
r
e
d
u
ca
t
io
n
al
p
o
l
ic
y
a
n
d
cu
r
r
ic
u
l
u
m
d
esi
g
n
.
P
o
li
cy
-
m
a
k
e
r
s
m
u
s
t
p
r
o
ac
t
iv
el
y
a
d
d
r
ess
p
o
te
n
t
ial
b
a
r
r
ie
r
s
s
u
c
h
as
r
esis
ta
n
ce
t
o
ch
an
g
e
am
o
n
g
v
e
te
r
a
n
f
ac
u
l
ty
m
em
b
er
s
w
h
o
a
r
e
ac
c
u
s
t
o
m
e
d
t
o
t
r
a
d
it
io
n
a
l
t
ea
ch
i
n
g
m
e
th
o
d
s
,
o
r
r
es
o
u
r
c
e
c
o
n
s
tr
ai
n
ts
i
n
l
ess
af
f
l
u
e
n
t
i
n
s
tit
u
ti
o
n
s
[
3
0
]
.
T
h
is
r
e
q
u
i
r
es
n
o
t
o
n
ly
im
m
e
d
i
ate
tec
h
n
o
lo
g
y
u
p
g
r
a
d
es
b
u
t
als
o
f
o
r
m
ali
ze
d
t
r
ai
n
i
n
g
,
i
n
c
e
n
ti
v
es
,
a
n
d
s
t
r
u
ct
u
r
al
s
u
p
p
o
r
t to
r
ed
u
ce
wo
r
k
lo
ad
a
n
d
en
co
u
r
ag
e
t
h
e
s
u
s
tai
n
ed
a
d
o
p
ti
o
n
o
f
in
n
o
v
at
iv
e
p
ed
ag
o
g
ic
al
m
o
d
els in
NDSE
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
test
ed
t
h
e
ap
p
licatio
n
o
f
th
e
b
len
d
ed
lea
r
n
in
g
m
o
d
el
in
teac
h
in
g
NDSE
f
o
r
u
n
iv
e
r
s
ity
s
tu
d
en
ts
in
Viet
Nam
.
T
h
e
r
es
u
lts
co
n
f
ir
m
th
at
i
n
f
o
r
m
atio
n
tech
n
o
lo
g
y
in
f
r
astru
ctu
r
e
an
d
d
ig
ital
co
m
p
ete
n
ce
p
o
s
itiv
ely
in
f
lu
e
n
ce
t
h
e
im
p
l
em
en
tatio
n
o
f
b
len
d
e
d
lear
n
in
g
.
At
th
e
s
am
e
tim
e,
b
len
d
e
d
lear
n
in
g
n
o
t
o
n
l
y
im
p
r
o
v
es
lear
n
in
g
o
u
tco
m
es
b
u
t
also
en
h
an
ce
s
s
tu
d
en
ts
’
lear
n
in
g
in
ter
est.
Aca
d
em
ically
,
th
e
s
tu
d
y
co
n
tr
ib
u
tes
em
p
ir
ical
ev
id
e
n
ce
o
n
t
h
e
ef
f
ec
tiv
e
n
ess
o
f
b
len
d
ed
lear
n
in
g
in
NDSE
-
a
h
ig
h
ly
s
p
ec
ialized
s
u
b
ject.
Pra
ctica
lly
,
th
e
r
esu
l
ts
h
ig
h
lig
h
t
th
e
n
ee
d
to
in
v
e
s
t
in
tech
n
o
lo
g
y
in
f
r
astru
ctu
r
e,
d
ev
elo
p
d
i
g
ital
co
m
p
eten
cies,
an
d
in
n
o
v
ate
te
ac
h
in
g
m
eth
o
d
s
t
o
im
p
r
o
v
e
tr
ain
in
g
q
u
ality
.
T
h
e
m
ain
lim
it
atio
n
s
o
f
th
e
s
tu
d
y
lie
in
th
e
s
am
p
le
s
co
p
e
an
d
m
eth
o
d
o
l
o
g
ical
ap
p
r
o
ac
h
;
th
e
r
ef
o
r
e,
f
u
tu
r
e
r
esear
ch
s
h
o
u
ld
ex
p
an
d
t
h
e
s
am
p
le
an
d
in
c
o
r
p
o
r
ate
q
u
alitativ
e
m
eth
o
d
s
to
g
ain
a
m
o
r
e
co
m
p
r
e
h
en
s
iv
e
u
n
d
er
s
tan
d
in
g
.
T
h
is
will
h
elp
s
tr
en
g
th
e
n
th
e
s
cien
tific
an
d
p
r
ac
tical
f
o
u
n
d
atio
n
f
o
r
ap
p
ly
in
g
b
len
d
ed
lear
n
in
g
in
NDSE
.
Aca
d
e
m
ically
,
th
e
s
tu
d
y
m
ak
es
a
u
n
iq
u
e
an
d
ess
en
tial
co
n
tr
ib
u
tio
n
b
y
p
r
o
v
id
i
n
g
e
m
p
ir
ical
ev
id
en
ce
v
alid
atin
g
th
e
ef
f
ec
tiv
en
ess
o
f
b
len
d
ed
lear
n
in
g
s
p
ec
if
ically
with
in
th
e
co
n
tex
t
o
f
NDSE
-
a
h
ig
h
ly
s
p
ec
ialized
d
is
cip
lin
e
k
n
o
wn
f
o
r
its
r
ig
id
s
tr
u
ctu
r
e
an
d
r
eq
u
ir
e
m
en
t
f
o
r
h
ig
h
-
s
tak
es
p
r
ac
tical
s
k
ill
ac
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u
is
itio
n
.
T
h
is
d
em
o
n
s
tr
ates
th
at
b
len
d
ed
lear
n
in
g
is
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v
iab
le,
h
ig
h
-
im
p
ac
t
ap
p
r
o
ac
h
ev
en
f
o
r
h
ig
h
ly
s
p
ec
ialized
,
p
r
ac
tical
cu
r
r
icu
la.
T
h
er
ef
o
r
e,
f
u
tu
r
e
r
esear
ch
s
h
o
u
ld
ex
p
a
n
d
th
e
s
am
p
le
s
co
p
e
to
in
clu
d
e
d
iv
e
r
s
e
in
s
titu
tio
n
al
ty
p
es
(
m
ilit
ar
y
ac
ad
em
ies
v
er
s
u
s
civ
ilia
n
u
n
iv
er
s
ities
)
an
d
in
c
o
r
p
o
r
ate
q
u
alitativ
e
m
eth
o
d
s
(
in
-
d
e
p
th
in
ter
v
iews
with
lectu
r
er
s
an
d
ad
m
in
is
tr
ato
r
s
)
to
g
ain
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
i
n
g
o
f
p
ed
a
g
o
g
ical
ch
allen
g
es
an
d
p
o
licy
im
p
le
m
en
tatio
n
b
a
r
r
ier
s
.
T
h
is
d
u
al
ap
p
r
o
ac
h
will
f
u
r
t
h
er
s
tr
en
g
th
en
t
h
e
s
cien
tific
an
d
p
r
ac
tical
f
o
u
n
d
atio
n
f
o
r
ap
p
ly
in
g
b
len
d
e
d
lear
n
in
g
in
NDSE
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
r
esear
ch
was f
u
n
d
e
d
b
y
Ho
C
h
i M
in
h
C
ity
Un
iv
er
s
ity
o
f
E
d
u
ca
tio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2
2
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2
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8
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I
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t
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2
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Ap
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20
2
6
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1452
AUTHO
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CO
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B
UT
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NS ST
A
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M
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u
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y
(
C
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in
d
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au
th
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tio
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,
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ed
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au
th
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h
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p
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tes,
an
d
f
ac
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co
llab
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Na
m
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Aut
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M
So
Va
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Vi
Su
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Fu
Ng
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en
L
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Ph
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n
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✓
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T
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an
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✓
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✓
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✓
✓
✓
Ng
o
Gia
B
ao
✓
✓
✓
✓
C
:
C
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p
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M
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Va
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Va
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P
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P
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Fu
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NT
Au
th
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s
s
tate
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co
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f
lict o
f
in
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est.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
au
th
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co
n
f
ir
m
s
th
at
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d
ata
s
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p
p
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tin
g
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e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
a
v
ailab
le
with
in
th
e
ar
ticle.
RE
F
E
R
E
NC
E
S
[
1
]
B
.
D
.
T
i
e
p
a
n
d
H
.
C
.
H
i
e
u
,
“
T
h
e
r
o
l
e
o
f
n
a
t
i
o
n
a
l
d
e
f
e
n
s
e
a
n
d
s
e
c
u
r
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t
y
e
d
u
c
a
t
i
o
n
i
n
u
n
i
v
e
r
s
i
t
i
e
s
t
o
d
a
y
,
”
(
i
n
V
i
e
t
n
a
m
e
s
e
)
,
V
i
e
t
N
a
m
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
3
,
n
o
.
2
,
p
p
.
1
4
8
–
1
5
3
,
2
0
2
3
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
t
c
g
d
.
t
a
p
c
h
i
g
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a
o
d
u
c
.
e
d
u
.
v
n
/
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n
d
e
x
.
p
h
p
/
t
a
p
c
h
i
/
a
r
t
i
c
l
e
/
v
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e
w
/
7
3
0
[
2
]
Y
.
Z
h
a
n
g
,
M
.
L
u
c
a
s
,
P
.
B
e
m
-
H
a
j
a
,
a
n
d
L
.
P
e
d
r
o
,
“
T
h
e
e
f
f
e
c
t
o
f
st
u
d
e
n
t
a
c
c
e
p
t
a
n
c
e
o
n
l
e
a
r
n
i
n
g
o
u
t
c
o
m
e
s:
A
I
-
g
e
n
e
r
a
t
e
d
s
h
o
r
t
v
i
d
e
o
s
v
e
r
s
u
s
p
a
p
e
r
ma
t
e
r
i
a
l
s
,
”
C
o
m
p
u
t
e
rs
a
n
d
E
d
u
c
a
t
i
o
n
:
Art
i
f
i
c
i
a
l
I
n
t
e
l
l
i
g
e
n
c
e
,
v
o
l
.
7
,
p
.
1
0
0
2
8
6
,
D
e
c
.
2
0
2
4
,
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:
1
0
.
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0
1
6
/
j
.
c
a
e
a
i
.
2
0
2
4
.
1
0
0
2
8
6
.
[
3
]
V
.
V
a
n
V
i
e
t
a
n
d
D
.
T.
T.
P
h
u
o
n
g
,
“
F
a
c
t
o
r
s
i
n
f
l
u
e
n
c
i
n
g
t
h
e
a
c
a
d
e
mi
c
p
e
r
f
o
r
man
c
e
o
f
t
h
e
st
u
d
e
n
t
s
,
”
V
N
U
J
o
u
rn
a
l
o
f
S
c
i
e
n
c
e
:
Ed
u
c
a
t
i
o
n
Re
se
a
r
c
h
,
v
o
l
.
3
3
,
n
o
.
3
,
p
p
.
2
7
–
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4
,
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e
p
.
2
0
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7
,
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o
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:
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0
.
2
5
0
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3
/
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5
8
8
-
1
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5
9
/
v
n
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e
r
.
4
0
7
0
.
[
4
]
N
.
T
.
L.
P
h
u
o
n
g
,
“
Ed
u
c
a
t
i
o
n
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n
n
o
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t
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o
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t
o
w
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s
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p
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a
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d
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t
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n
a
t
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l
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n
t
e
g
r
a
t
i
o
n
,
”
(
i
n
V
i
e
t
n
a
m
e
se),
V
i
e
t
N
a
m
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
8
,
n
o
.
S
1
,
p
p
.
1
–
7
,
2
0
2
2
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
:
/
/
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j
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s
.
v
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e
d
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.
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p
d
f
[
5
]
N
.
H
.
A
.
T
h
u
,
H
.
L.
Th
i
,
N
.
T.
H
.
N
h
i
,
V
.
T.
Q
.
C
h
i
,
a
n
d
T
.
T.
M
y
,
“
F
a
c
t
o
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s
a
sso
c
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a
t
e
d
w
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t
h
se
l
f
-
d
i
r
e
c
t
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d
l
e
a
r
n
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n
g
a
m
o
n
g
u
n
d
e
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g
r
a
d
u
a
t
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n
u
r
s
i
n
g
s
t
u
d
e
n
t
s
i
n
V
i
e
t
n
a
m,”
N
u
rse
E
d
u
c
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t
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o
n
i
n
Pr
a
c
t
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c
e
,
v
o
l
.
7
8
,
Ju
l
.
2
0
2
4
,
d
o
i
:
1
0
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1
0
1
6
/
j
.
n
e
p
r
.
2
0
2
4
.
1
0
4
0
3
1
.
[
6
]
I
.
S
a
p
u
t
r
a
a
n
d
M
.
H
a
d
a
d
,
“
I
n
t
e
r
n
a
l
i
z
a
t
i
o
n
o
f
l
o
c
a
l
w
i
s
d
o
m
o
f
t
h
e
K
a
j
a
n
g
Tr
i
b
e
a
s
a
s
o
u
r
c
e
o
f
n
a
t
i
o
n
a
l
d
e
f
e
n
s
e
v
a
l
u
e
s
:
a
c
i
t
i
z
e
n
s
h
i
p
e
d
u
c
a
t
i
o
n
p
e
r
s
p
e
c
t
i
v
e
,
”
M
o
n
a
r
a
J
o
u
r
n
a
l
:
M
u
l
t
i
d
i
sc
i
p
l
i
n
a
ry,
S
o
c
i
a
l
,
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7
.
[
2
2
]
N
.
T.
T
.
H
a
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a
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d
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.
M
.
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a
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.
[
2
3
]
A
.
H
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O
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.
[
2
4
]
D
.
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.
[
2
5
]
N
.
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i
,
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M
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n
V
i
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mes
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,
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6
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.
[
2
6
]
R
.
A
.
G
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e
,
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l
o
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a
l
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[
2
7
]
M
.
d
e
B
r
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.
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.
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n
,
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w
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l
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:
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s
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ma
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.
[
2
8
]
A
.
M
.
H
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l
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r
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t
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l
.
,
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l
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.
[
2
9
]
J.
F
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g
,
B
.
Y
u
,
W
.
H
.
T
a
n
,
Z.
D
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i
,
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sy
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PLO
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[
3
0
]
S
.
S
a
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a
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.
M
a
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d
a
l
,
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so
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:
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,
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o
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.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Ng
u
y
e
n
Lin
h
Ph
o
n
g
is
a
lec
tu
re
r
at
Ho
Ch
i
M
in
h
Cit
y
U
n
iv
e
r
sity
o
f
E
d
u
c
a
ti
o
n
.
He
wo
rk
s
at
th
e
F
a
c
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lt
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f
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t
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l
De
fe
n
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c
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ti
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t
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h
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s
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k
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k
fo
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d
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c
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ti
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n
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rre
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tl
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h
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s
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o
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sc
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a
t
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v
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p
u
b
li
c
ly
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c
c
e
p
ted
in
p
re
stig
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o
u
s
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o
u
r
n
a
ls
of
Vie
t
Na
m
.
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lo
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k
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f
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rwa
rd
to
c
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t
in
u
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g
to
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p
my
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se
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rc
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ti
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th
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w
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rld
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wa
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w
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fica
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by
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c
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ti
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d
Train
in
g
of
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t
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m
f
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t
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tas
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v
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e
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rs.
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c
a
n
b
e
c
o
n
tac
ted
a
t
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m
a
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h
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c
m
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e
d
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.
v
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.
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a
n
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e
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a
c
h
e
l
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r’s
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n
d
m
a
ste
r’s
d
e
g
re
e
s
in
Law
fro
m
Ho
Ch
i
M
in
h
Cit
y
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i
v
e
rsity
o
f
Law
.
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is
c
u
rre
n
tl
y
a
lec
tu
re
r
a
n
d
re
se
a
rc
h
e
r
a
t
th
e
F
a
c
u
lt
y
o
f
Law
,
To
n
Du
c
T
h
a
n
g
Un
i
v
e
rsity
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t
Na
m
.
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a
c
a
d
e
m
ic
in
tere
sts
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c
u
s
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tea
c
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g
m
e
th
o
d
,
c
rimi
n
a
l
law
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iv
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law
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la
b
o
r
law
,
a
n
d
h
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m
a
n
ri
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ts
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with
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n
e
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p
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b
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g
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c
a
n
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c
o
n
tac
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a
t
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m
a
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:
tran
t
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d
u
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v
n
.
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o
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ly
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t
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M
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d
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c
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