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CC B
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SA
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C
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A
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:
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Kin
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al
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.
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s
a
1.
I
NT
RO
D
UCT
I
O
N
E
-
lear
n
i
n
g
is
d
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i
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ed
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“
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ter
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te
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f
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atio
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ctio
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ee
n
s
t
u
d
en
t
s
a
n
d
in
s
tr
u
cto
r
s
”
[
1
]
.
Usag
e
o
f
e
-
lear
n
i
n
g
is
a
co
m
m
o
n
m
eth
o
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o
f
d
eliv
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in
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u
ca
tio
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i
t
y
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t
u
d
en
t
s
an
d
h
a
s
m
an
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en
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f
its
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tu
d
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ts
,
ac
ad
e
m
ic
s
taf
f
a
n
d
u
n
iv
er
s
itie
s
[
2
]
.
No
w
ad
a
y
s
,
e
-
le
ar
n
in
g
s
y
s
te
m
s
ar
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w
id
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y
u
s
e
d
b
y
all
ed
u
ca
tio
n
a
l
s
y
s
te
m
s
[
3
]
.
E
-
lear
n
in
g
s
y
s
te
m
s
h
elp
u
n
iv
er
s
ities
to
p
r
o
v
id
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lear
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in
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a
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d
to
m
a
n
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g
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tio
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p
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s
s
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o
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d
er
to
d
eliv
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it
in
a
n
e
f
f
ec
ti
v
e
w
a
y
[
4
]
.
E
-
lear
n
i
n
g
en
h
a
n
ce
s
ed
u
ca
tio
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al
o
u
tco
m
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a
n
d
p
r
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d
u
ctiv
it
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a
s
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t
u
d
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ts
ca
n
u
s
e
it
a
n
y
w
h
er
e
an
d
an
y
ti
m
e
[
5
]
.
I
n
[
6
]
s
tated
th
at
e
-
lear
n
in
g
i
s
b
etter
th
a
n
tr
ad
itio
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al
m
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h
o
d
s
b
ec
au
s
e
it
in
cr
ea
s
es
t
h
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ef
f
icie
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c
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a
n
d
ef
f
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tiv
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n
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s
o
f
lear
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i
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g
an
d
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co
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ag
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s
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t
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to
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a
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ta
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to
ac
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ac
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[
7
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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N:
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)
1557
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i
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clu
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o
b
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,
v
ir
tu
a
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clas
s
r
o
o
m
s
,
an
al
y
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r
ep
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ts
,
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lear
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j
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r
ep
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s
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(
L
OR
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te
m
(
Mo
o
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an
d
an
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tf
o
lio
[
8
]
.
W
h
ils
t
in
it
iate
d
w
ith
g
o
o
d
in
ten
tio
n
s
,
m
a
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-
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n
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p
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o
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ec
ts
f
ail
to
b
e
ad
o
p
te
d
.
T
h
er
e
a
r
e
m
an
y
r
ea
s
o
n
s
ass
o
ciate
d
w
it
h
th
e
s
e
f
ailed
p
r
o
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,
h
o
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th
e
m
o
s
t
i
m
p
o
r
tan
t
f
ac
t
o
r
id
en
tif
ied
is
th
a
t
s
tak
e
h
o
ld
er
s
ar
e
n
o
t
r
ea
d
y
to
ad
o
p
t
th
e
s
y
s
t
e
m
.
I
n
o
th
er
w
o
r
d
s
,
m
an
a
g
er
s
s
tar
t
u
s
i
n
g
e
-
lear
n
i
n
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s
y
s
te
m
s
w
it
h
o
u
t
p
r
ep
ar
in
g
all
s
tak
e
h
o
ld
er
s
an
d
u
s
er
s
f
o
r
th
e
s
y
s
te
m
’
s
u
p
t
ak
e
[2
]
,
[
9]
.
E
-
lear
n
in
g
r
ea
d
in
es
s
in
d
icate
s
th
e
in
s
t
itu
tio
n
’
s
r
ea
d
in
e
s
s
to
u
s
e
a
n
d
i
m
p
le
m
en
t
t
h
e
e
-
lear
n
i
n
g
p
r
o
j
ec
t.
T
ec
h
n
o
lo
g
ical
r
ea
d
in
es
s
p
la
y
s
a
k
e
y
r
o
le
in
th
e
ef
f
ec
ti
v
e
an
d
ef
f
icie
n
t
u
s
e
o
f
e
-
lear
n
i
n
g
s
y
s
te
m
s
[
1
0
]
.
A
lm
aia
h
an
d
Ma
s
ita
[
1
1
]
r
ec
o
m
m
en
d
ed
th
at
ca
r
ef
u
ll
y
co
n
s
id
er
in
g
an
d
as
s
es
s
i
n
g
r
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in
ess
e
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co
u
r
a
g
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u
n
iv
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it
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to
th
e
e
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f
ec
tiv
e
ad
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n
o
f
m
o
b
ile
lear
n
i
n
g
.
A
s
tu
d
y
b
y
[
1
2
]
f
o
u
n
d
t
h
at
t
ec
h
n
o
lo
g
ical
r
ea
d
in
e
s
s
p
la
y
e
d
a
k
e
y
r
o
le
i
n
t
h
e
s
u
cc
u
s
s
f
u
l
ad
o
p
tio
n
o
f
e
-
lear
n
i
n
g
in
Sa
u
d
i
A
r
ab
ia.
A
lack
o
f
ass
e
s
s
m
e
n
t
o
f
in
s
tit
u
ti
o
n
al
r
ea
d
in
ess
is
also
a
k
e
y
i
s
s
u
e
as
s
o
ciate
d
w
it
h
f
ailed
e
-
lear
n
i
n
g
s
y
s
te
m
ad
o
p
tio
n
[
1
0
]
.
A
cc
o
r
d
in
g
to
[
4
]
,
th
e
t
h
r
ee
p
r
ev
io
u
s
s
t
u
d
ies
f
o
u
n
d
th
at
u
n
i
v
er
s
it
y
r
ea
d
in
ess
,
i
n
cl
u
d
in
g
s
t
u
d
en
ts
’
r
ea
d
in
ess
,
f
ac
u
lt
y
r
ea
d
in
es
s
an
d
in
s
tit
u
tio
n
a
l
r
ea
d
in
es
s
,
ar
e
k
e
y
f
ac
to
r
s
i
n
t
h
e
f
ail
u
r
e
o
f
e
-
lear
n
i
n
g
ad
o
p
tio
n
in
u
n
iv
er
s
ities
.
A
m
o
r
e
r
e
ce
n
t
s
t
u
d
y
b
y
[
1
3
]
clai
m
ed
th
at
r
ea
d
in
es
s
f
o
r
e
-
lear
n
i
n
g
p
la
y
s
a
k
e
y
r
o
le
an
d
h
as a
s
i
g
n
i
f
ica
n
t i
m
p
ac
t o
n
l
ea
r
n
in
g
.
Gen
d
er
an
d
ex
p
er
ien
ce
s
i
g
n
i
f
ican
tl
y
i
n
f
l
u
en
ce
tec
h
n
o
lo
g
y
ad
o
p
tio
n
a
n
d
ac
ce
p
ta
n
ce
in
A
r
ab
co
u
n
tr
ies
[
1
4
]
,
[
1
5
]
.
A
s
t
u
d
y
ex
a
m
in
i
n
g
t
h
e
i
n
f
lu
e
n
ce
o
f
g
e
n
d
er
o
n
t
h
e
e
-
lear
n
i
n
g
r
ea
d
in
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s
o
f
Ho
n
g
Ko
n
g
’
s
p
r
im
ar
y
an
d
s
ec
o
n
d
ar
y
s
ch
o
o
l
in
-
s
er
v
ice
a
n
d
tr
ain
ee
tea
ch
er
s
in
d
icate
d
t
h
at
m
ale
s
wer
e
b
etter
at
u
s
in
g
in
f
o
r
m
atio
n
a
n
d
co
m
m
u
n
icat
io
n
tech
n
o
lo
g
y
(
I
C
T
)
th
an
f
e
m
ales
[
1
6
]
.
Dif
f
er
e
n
ce
s
h
a
v
e
also
b
ee
n
s
h
o
w
n
b
et
w
ee
n
f
e
m
ale
a
n
d
m
a
le
s
t
u
d
en
t
s
r
eg
ar
d
in
g
t
h
eir
s
ati
s
f
a
ctio
n
w
it
h
e
-
lear
n
i
n
g
ac
tiv
iti
es
in
t
w
o
E
u
r
o
p
ea
n
u
n
i
v
er
s
i
ties
[
1
7
]
.
A
r
ec
en
t
s
t
u
d
y
ab
o
u
t
e
-
lear
n
in
g
ad
o
p
tio
n
an
d
ac
ce
p
tan
ce
in
P
ak
i
s
ta
n
s
h
o
w
ed
th
a
t
f
e
m
ale
s
tu
d
e
n
ts
ar
e
m
o
r
e
s
u
s
ce
p
t
ib
le
to
s
o
cial
i
n
f
l
u
e
n
ce
a
n
d
m
o
r
e
a
n
x
io
u
s
th
a
n
m
ale
s
t
u
d
en
t
s
[
1
8
]
.
P
r
ev
io
u
s
s
t
u
d
ie
s
h
av
e
f
o
u
n
d
d
if
f
er
en
ce
s
b
et
w
e
en
les
s
ex
p
er
ien
ce
d
u
s
er
s
a
n
d
m
o
r
e
e
x
p
er
ien
ce
d
u
s
er
s
r
eg
ar
d
in
g
s
o
cieta
l
i
m
p
ac
t
to
ac
ce
p
t
n
e
w
tech
n
o
lo
g
ie
s
[
1
9
]
.
A
m
o
r
e
r
ec
en
t
s
tu
d
y
f
o
u
n
d
th
at,
in
P
ak
is
ta
n
,
l
ess
e
x
p
er
ien
ce
d
s
tu
d
e
n
ts
w
er
e
m
o
r
e
i
m
p
ac
ted
b
y
s
o
cial
in
f
l
u
en
ce
s
th
a
n
m
o
r
e
ex
p
er
ien
ce
d
s
tu
d
en
ts
i
n
r
elatio
n
to
e
-
lear
n
in
g
ad
o
p
tio
n
an
d
ac
ce
p
tan
ce
[
1
8
]
.
T
h
is
s
tu
d
y
u
s
es
f
o
u
r
f
ac
to
r
s
id
en
ti
f
ied
in
a
p
r
ev
io
u
s
s
tu
d
y
[
2
]
to
m
ea
s
u
r
e
f
ac
u
lt
y
m
e
m
b
er
s
’
r
ea
d
in
ess
to
u
s
e
t
h
e
e
-
lear
n
in
g
p
lat
f
o
r
m
in
S
h
aq
r
a
U
n
iv
er
s
it
y
,
n
a
m
el
y
,
s
el
f
-
ef
f
icac
y
o
f
u
s
i
n
g
I
C
T
,
s
elf
co
n
f
id
en
ce
i
n
d
ea
lin
g
w
i
th
e
-
lear
n
in
g
,
attit
u
d
e
to
w
ar
d
s
e
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lear
n
in
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a
n
d
ed
u
ca
tio
n
al
n
ee
d
s
to
w
ar
d
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e
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lear
n
in
g
(
F
ig
u
r
e
1
)
.
T
h
e
d
ef
in
i
tio
n
o
f
ed
u
ca
tio
n
al
n
ee
d
s
to
w
ar
d
s
e
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lear
n
in
g
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ess
i
s
"
o
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e'
s
p
er
ce
p
tio
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o
f
h
is
/
h
er
ed
u
ca
t
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eq
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en
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alo
n
g
w
it
h
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n
e
'
s
co
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e
s
'
n
ee
d
s
”.
Self
-
e
f
f
icac
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o
f
u
s
ag
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to
war
d
s
I
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is
d
ef
in
ed
as
"
th
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d
eg
r
ee
t
o
w
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eliev
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in
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/
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to
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[
2
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.
Fig
u
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1
.
C
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h
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ta
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to
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in
t
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d
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tr
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s
y
s
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B
ec
a
u
s
e
th
e
ab
s
en
ce
o
f
a
n
as
s
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m
en
t
o
f
in
s
tit
u
tio
n
a
l
r
ea
d
in
es
s
i
s
al
s
o
a
k
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y
i
s
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t
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d
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f
ailed
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-
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n
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s
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s
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m
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[
1
0
]
,
it
is
v
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y
i
m
p
o
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tan
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to
ex
a
m
i
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[4
]
,
[
2
0
]
.
T
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r
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as
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m
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y
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a
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er
s
’
r
ea
d
in
e
s
s
to
u
s
e
t
h
e
e
-
le
ar
n
in
g
p
lat
f
o
r
m
.
Mo
r
e
s
p
ec
if
icall
y
,
t
h
e
r
esear
ch
q
u
esti
o
n
s
ar
e:
i)
A
r
e
f
ac
u
lt
y
m
e
m
b
er
s
r
ea
d
y
to
u
s
e
th
e
p
lat
f
o
r
m
e
-
lear
n
in
g
in
S
h
aq
r
a
Un
iv
e
r
s
it
y
?
; ii)
A
r
e
th
er
e
an
y
d
i
f
f
er
e
n
ce
s
b
et
w
ee
n
f
e
m
al
e
an
d
m
ale
f
ac
u
lt
y
m
e
m
b
er
s
’
r
ea
d
in
ess
to
u
s
e
th
e
e
-
lear
n
in
g
p
latf
o
r
m
i
n
Sh
aq
r
a
Un
i
v
er
s
it
y
?
;
i
ii)
A
r
e
t
h
er
e
an
y
d
if
f
er
en
ce
s
b
et
w
ee
n
f
ac
u
lt
y
m
e
m
b
er
s
’
w
h
o
h
a
v
e
n
ev
er
e
x
p
er
ien
ce
d
e
-
lear
n
in
g
an
d
f
ac
u
l
t
y
m
e
m
b
er
s
’
w
h
o
ar
e
ex
p
er
ien
ce
d
r
eg
ar
d
in
g
th
eir
r
ea
d
in
ess
to
u
s
e
th
e
e
-
lear
n
i
n
g
p
latf
o
r
m
at
Sh
aq
r
a
Un
i
v
er
s
it
y
?
2.
M
E
T
H
O
DO
L
O
G
Y
T
h
is
s
tu
d
y
ad
o
p
ted
a
q
u
an
titat
iv
e
m
et
h
o
d
b
y
ad
o
p
tin
g
an
o
n
lin
e
q
u
est
io
n
n
air
e.
A
q
u
est
io
n
n
air
e
w
a
s
u
s
ed
to
co
llect
th
e
d
ata
as
it
is
a
co
s
t
-
ef
f
ec
tiv
e,
ef
f
icie
n
t
an
d
ap
p
r
o
p
r
iate
t
o
o
l
to
r
ea
ch
f
e
m
ale
an
d
m
ale
p
ar
ticip
an
ts
[
2
1
]
.
A
s
th
e
d
u
ca
t
io
n
s
y
s
te
m
i
n
Sa
u
d
i
A
r
ab
ia
is
g
en
d
er
s
ep
ar
ated
,
a
q
u
esti
o
n
n
air
e
w
as
co
n
s
id
er
ed
to
b
e
an
ap
p
r
o
p
r
iate
m
et
h
o
d
to
co
llect
d
ata
f
r
o
m
m
ale
a
n
d
f
e
m
ale
f
ac
u
l
t
y
m
e
m
b
er
s
.
2
.
1
.
Q
ues
t
io
nn
ia
re
T
h
e
q
u
esti
o
n
n
air
e
u
s
ed
in
th
is
s
tu
d
y
to
co
llect
d
ata
w
a
s
v
alid
ated
an
d
u
tili
z
ed
b
y
p
r
ev
io
u
s
s
t
u
d
ies
s
u
c
h
as
[
2
]
an
d
it
w
as
m
o
d
i
f
ied
s
li
g
h
tl
y
i
n
p
h
r
ase
s
to
s
u
it
th
e
s
tu
d
y
ai
m
s
.
As
th
e
m
aj
o
u
r
it
y
o
f
th
e
tar
g
et
p
o
p
u
latio
n
w
er
e
n
ati
v
e
A
r
ab
ic
s
p
ea
k
er
s
,
t
h
e
q
u
es
tio
n
n
air
e
w
as
tr
a
n
s
la
te
d
in
to
A
r
ab
ic,
an
d
it
w
as
v
alid
a
ted
b
y
t
h
r
ee
ex
p
er
ts
o
f
tr
an
s
latio
n
i
n
o
r
d
er
to
av
o
i
d
w
o
r
d
in
g
i
s
s
u
es.
T
h
e
q
u
e
s
tio
n
n
air
e
h
a
s
t
h
r
ee
p
ar
ts
.
P
ar
t
1
co
n
tain
s
t
h
e
g
en
er
al
in
f
o
r
m
atio
n
ab
o
u
t
t
h
e
s
tu
d
y
a
n
d
in
s
tr
u
c
tio
n
s
o
n
h
o
w
to
co
m
p
lete
t
h
e
q
u
e
s
tio
n
n
air
e.
I
t
a
ls
o
in
cl
u
d
es
e
th
ical
in
f
o
r
m
atio
n
,
to
o
b
tain
co
n
s
e
n
t
f
r
o
m
th
e
p
ar
ticip
an
t
s
.
P
ar
t 2
r
elate
s
to
th
e
d
e
m
o
g
r
ap
h
ic
d
ata
o
f
th
e
p
ar
ticip
an
ts
.
P
ar
t 3
m
ea
s
u
r
e
s
th
e
f
ac
u
lt
y
m
e
m
b
er
s
'
r
ea
d
in
es
s
to
u
s
e
t
h
e
e
-
lear
n
in
g
p
lat
f
o
r
m
v
ia
f
o
u
r
f
ac
t
o
r
s
: self
-
e
f
f
icac
y
o
f
u
s
a
g
e
to
w
ar
d
s
ict,
s
el
f
co
n
f
id
en
ce
in
e
-
lear
n
i
n
g
,
attitu
d
e
to
w
ar
d
s
e
-
lear
n
i
n
g
a
n
d
ed
u
ca
ti
o
n
al
n
ee
d
s
to
w
ar
d
s
e
-
lear
n
i
n
g
.
E
ac
h
o
f
t
h
e
f
ac
to
r
s
w
as
s
co
r
ed
o
n
a
f
i
v
e
-
p
o
i
n
t
lik
er
t
s
ca
le
(
5
=stro
n
g
l
y
a
g
r
e
e
(
s
tr
o
n
g
l
y
r
ea
d
y
)
,
4
=a
g
r
ee
(
r
ea
d
y
)
,
3
=
n
eu
tr
al
(
m
o
d
er
ate
)
,
2
=
d
is
ag
r
ee
(
n
o
t
r
ea
d
y
)
a
n
d
1
=stro
n
g
l
y
d
is
a
g
r
ee
(
s
t
r
o
n
g
l
y
n
o
t r
ea
d
y
)
)
.
2
.
2
.
P
a
rt
icipa
nts a
nd
s
a
m
pli
ng
t
ec
hn
iqu
e
(
da
t
a
co
llect
io
n
)
I
n
th
is
s
t
u
d
y
,
f
ac
u
l
t
y
m
e
m
b
er
s
in
Sh
aq
r
a
Un
i
v
er
s
it
y
in
all
d
ep
ar
tm
e
n
ts
w
er
e
th
e
tar
g
et
p
o
p
u
latio
n
.
R
an
d
o
m
s
a
m
p
l
in
g
w
as
u
s
ed
to
co
llect
d
ata
to
g
en
er
aliz
e
th
e
r
es
u
lts
to
t
h
e
w
h
o
le
p
o
p
u
latio
n
[
2
2
]
.
T
h
e
q
u
esti
o
n
n
air
e
w
as
m
ad
e
av
ail
ab
le
to
f
ac
u
lt
y
m
e
m
b
er
s
o
n
t
h
e
1
0
th
o
f
Feb
r
u
ar
y
2
0
2
0
.
T
o
en
s
u
r
e
all
f
ac
u
l
t
y
m
e
m
b
er
s
co
u
ld
b
e
r
ea
ch
ed
an
d
th
at
th
e
q
u
e
s
tio
n
n
air
e
w
as
a
v
ailab
le
to
all
o
f
th
e
m
,
t
h
e
r
es
ea
r
ch
er
s
en
t
t
h
e
li
n
k
to
th
e
q
u
esti
o
n
n
air
e
to
th
e
Dea
n
s
o
f
ea
c
h
co
lleg
e
to
d
is
tr
ib
u
te
to
th
e
f
ac
u
lt
y
m
e
m
b
er
s
in
t
w
o
s
ec
tio
n
s
(
m
ale
an
d
f
e
m
ale)
.
Mo
r
e
th
an
4
0
0
q
u
esti
o
n
n
air
es
w
er
e
d
is
tr
ib
u
ted
an
d
1
2
8
w
er
e
r
etu
r
n
ed
w
i
th
f
u
ll r
esp
o
n
s
es.
2
.
3
.
Ana
ly
s
is
t
ests
T
o
an
aly
s
e
t
h
e
d
ata,
t
h
e
r
ese
ar
ch
er
s
a
n
al
y
s
ed
t
h
e
d
ata
u
s
i
n
g
SP
SS
Stati
s
tics
v
er
s
io
n
2
5
.
Firstl
y
,
d
em
o
g
r
ap
h
ic
d
ata
w
as
a
n
a
n
l
y
s
ed
us
in
g
f
r
eq
u
e
n
cies
o
f
d
esc
r
ip
tiv
e
s
ta
tis
tic
s
.
T
h
en
,
th
e
r
e
s
ea
r
ch
er
s
m
ea
s
u
r
ed
th
e
in
s
tr
u
m
e
n
t
co
n
s
is
it
n
e
y
u
s
i
n
g
C
r
o
n
b
ac
h
’
s
alp
h
a
te
s
t.
A
f
t
er
th
at,
th
e
r
esra
ch
er
s
u
s
ed
a
m
ea
n
s
co
r
e
s
tatis
tic
an
d
s
ta
n
d
ar
d
d
e
v
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n
(
s
ee
T
ab
le
1
)
as u
s
ed
i
n
a
p
r
ev
io
u
s
s
t
u
d
ies
[
2
3
]
.
A
l
s
o
,
T
-
test
s
w
er
e
u
s
ed
to
a
n
al
y
s
e
t
h
e
d
if
f
er
e
n
ce
s
i
n
g
e
n
d
er
an
d
u
s
a
g
e
ex
p
er
ien
ce
o
f
f
ac
u
lt
y
m
e
m
b
er
s
’
r
ea
d
in
es
s
to
u
s
e
t
h
e
e
-
lear
n
in
g
p
lat
f
o
r
m
.
T
ab
le
1
.
I
n
ter
p
r
etatio
n
o
f
f
ac
u
lt
y
m
e
m
b
er
s
’
r
ea
d
in
e
s
s
to
u
s
e
th
e
e
-
lear
n
i
n
g
p
lat
f
o
r
m
[
2
3
]
M
e
a
n
S
c
o
r
e
R
a
n
g
e
I
n
t
e
r
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r
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ss
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1559
3.
RE
SU
L
T
S
3
.
1
.
Cha
ra
c
t
er
is
t
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f
pa
rt
i
cipa
nts
As
s
ee
n
i
n
T
ab
le
2
,
th
e
m
aj
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p
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7
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er
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s
t
p
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ticip
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t
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6
7
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s
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ta
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p
r
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9
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an
d
ass
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ciate
p
r
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r
s
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%).
Mo
s
t
p
ar
ticip
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ts
w
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n
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Sa
u
d
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7
7
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w
ith
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d
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p
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ticip
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ts
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s
t
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ad
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h
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ex
p
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ab
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C
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ter
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f
p
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ts
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n
f
o
r
mat
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u
mb
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p
a
r
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p
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s
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F
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38
2
9
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o
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l
1
2
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1
0
0
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c
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r
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1
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a
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51
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l
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s
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ee
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m
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.
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.
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it
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ex
p
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a
s
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t.
T
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f
ac
to
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u
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tio
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DIS
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Facu
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ticip
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S
h
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r
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Un
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v
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s
it
y
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Mo
r
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s
p
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if
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,
t
h
e
r
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lts
r
ev
ea
led
th
at
s
el
f
-
e
f
f
icac
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f
u
s
a
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to
w
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h
ad
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h
i
g
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est
m
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th
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l
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n
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f
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n
r
ea
d
in
e
s
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)
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T
h
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u
lt
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n
tr
ad
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t
h
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s
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m
an
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t
u
d
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s
u
c
h
as
[
2
6
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,
[
2
7
]
w
h
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f
o
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d
t
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at
E
d
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ca
tio
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2
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w
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th
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s
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f
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f
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h
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co
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lo
w
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s
t
m
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co
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in
H
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Un
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it
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T
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y
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lts
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Un
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ter
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e
s
e
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s
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o
w
t
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f
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m
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m
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er
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e
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o
f
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d
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d
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t
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cr
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ial.
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itiv
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ec
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s
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th
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y
b
eliev
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th
at
it
is
a
g
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o
d
id
ea
.
A
s
th
i
s
f
ac
to
r
is
i
m
p
o
r
tan
t
in
u
s
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n
g
a
n
e
-
lear
n
i
n
g
p
latf
o
r
m
s
u
cc
es
s
f
u
ll
y
,
S
h
aq
r
a
Un
i
v
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s
it
y
s
h
o
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ld
m
a
k
e
a
v
ailab
le
a
war
en
ess
co
u
r
s
es
a
n
d
s
e
m
i
n
ar
s
ab
o
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t
t
h
i
s
p
r
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j
ec
t
in
o
r
d
er
to
im
p
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v
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d
e
s
to
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s
in
g
t
h
e
p
lat
f
o
r
m
.
T
h
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r
esu
l
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m
a
y
al
s
o
in
d
icate
t
h
at
f
ac
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y
m
e
m
b
er
s
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av
e
n
o
t
e
n
o
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g
h
co
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f
id
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ce
to
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s
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an
e
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lear
n
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p
latf
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m
,
s
o
Sh
aq
r
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U
n
i
v
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it
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s
h
o
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ld
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ev
elo
p
s
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ec
i
f
ic
p
r
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g
r
a
m
s
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s
u
c
h
a
s
a
n
a
w
ar
e
n
es
s
p
r
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g
r
a
m
,
i
n
o
r
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er
to
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cr
ea
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ce
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.
T
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s
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w
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e
m
b
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s
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ed
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l
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f
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f
f
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f
u
s
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g
e
to
w
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s
I
C
T
,
in
d
icatin
g
th
at
th
e
y
w
i
ll
f
ac
e
d
if
f
ic
u
ltie
s
i
n
u
s
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n
g
an
e
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lear
n
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n
g
p
lat
f
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r
m
b
ec
au
s
e
t
h
e
y
h
a
v
e
ad
eq
u
ate
tech
n
ical
s
k
ill
s
.
Ho
w
e
v
er
,
S
h
aq
r
a
Un
iv
er
s
it
y
s
h
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ld
m
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k
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tr
ain
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g
co
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s
es
a
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m
e
m
b
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s
to
en
s
u
r
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th
e
y
ar
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d
y
to
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s
e
t
h
e
tec
h
n
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l
asp
ec
ts
o
f
a
n
e
-
l
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r
n
in
g
p
lat
f
o
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m
.
Fi
n
all
y
,
f
ac
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y
m
e
m
b
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s
h
a
v
e
s
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f
f
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n
t
k
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led
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o
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tio
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eq
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m
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ts
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e
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.
Ho
w
e
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er
,
Sh
aq
r
a
Un
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v
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it
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s
h
o
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ld
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m
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T
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th
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ad
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b
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-
lear
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g
.
T
h
is
w
as
s
u
p
p
o
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ted
b
y
[
2
8
]
,
w
h
o
f
o
u
n
d
a
s
i
g
n
i
f
ica
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m
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s
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b
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its
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d
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p
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1
2
]
,
w
h
o
f
o
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n
d
t
h
at
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to
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a
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d
th
o
s
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w
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o
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p
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5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
ai
m
ed
to
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f
ac
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s
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s
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in
th
is
s
t
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d
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m
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b
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u
s
ed
in
o
th
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co
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tex
ts
to
ass
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f
ac
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y
m
e
m
b
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s
’
r
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d
in
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s
s
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g
s
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te
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s
.
RE
F
E
R
E
NC
E
S
[1
]
A
.
S
a
n
g
rà
,
D.
V
lac
h
o
p
o
u
l
o
s,
a
n
d
N.
Ca
b
re
ra
,
“
Bu
il
d
i
n
g
a
n
i
n
c
lu
s
iv
e
d
e
f
in
it
io
n
o
f
e
-
lea
rn
in
g
:
A
n
a
p
p
ro
a
c
h
t
o
t
h
e
c
o
n
c
e
p
tu
a
l
f
ra
m
e
w
o
r
k
,
”
T
h
e
In
ter
n
a
ti
o
n
a
l
Rev
iew
o
f
Res
e
a
rc
h
i
n
O
p
e
n
a
n
d
Distrib
u
ted
L
e
a
rn
i
n
g
,
v
o
l
.
1
3
,
n
o
.
2
,
A
p
r.
2
0
1
2
,
d
o
i:
1
0
.
1
9
1
7
3
/i
rr
o
d
l
.
v
1
3
i
2
.
1
1
6
1
.
[2
]
Ö.
De
m
ir
a
n
d
H.
Yu
rd
u
g
ü
l,
“
In
v
e
stig
a
ti
o
n
o
f
Eff
e
c
t
O
f
E
-
L
e
a
rn
in
g
Re
a
d
in
e
ss
Lev
e
ls
o
f
Ac
a
d
e
m
ic
S
taff
o
n
th
o
se
o
f
Un
iv
e
rsiti
e
s,”
in
I
n
ter
n
a
ti
o
n
a
l
B
u
sin
e
ss
&
Ed
u
c
a
ti
o
n
C
o
n
fer
e
n
c
e
s,
2
0
1
5
.
T
h
e
Clu
te
In
sti
tu
te,
Ne
w
Y
o
rk
Cit
y
,
N
Y
,
US
A,
2
0
1
5
,
p
p
.
2
5
8
-
2
5
9
.
[3
]
M
.
A
.
A
l
m
a
iah
,
M
.
A
.
Ja
li
l,
a
n
d
M
.
M
a
n
,
“
Ex
ten
d
i
n
g
th
e
T
A
M
to
e
x
a
m
in
e
th
e
e
ffe
c
ts
o
f
q
u
a
li
ty
f
e
a
tu
re
s
o
n
m
o
b
il
e
lea
rn
in
g
a
c
c
e
p
tan
c
e
,
”
J
o
u
rn
a
l
o
f
Co
m
p
u
ter
s
in
Ed
u
c
a
ti
o
n
,
v
o
l.
3
,
n
o
.
4
,
p
p
.
4
5
3
–
4
8
5
,
A
u
g
.
2
0
1
6
,
d
o
i:
1
0
.
1
0
0
7
/s4
0
6
9
2
-
0
1
6
-
0
0
7
4
-
1.
[4
]
M
.
A
.
A
lma
iah
,
A
.
A
l
-
Kh
a
sa
w
n
e
h
,
a
n
d
A
.
A
lt
h
u
n
i
b
a
t,
“
Ex
p
lo
ri
n
g
th
e
c
rit
ica
l
c
h
a
ll
e
n
g
e
s
a
n
d
f
a
c
to
rs
in
f
lu
e
n
c
i
n
g
th
e
E
-
lea
rn
in
g
sy
ste
m
u
sa
g
e
d
u
ri
n
g
C
OV
ID
-
1
9
p
a
n
d
e
m
ic,”
Ed
u
c
a
ti
o
n
a
n
d
I
n
fo
rm
a
ti
o
n
T
e
c
h
n
o
lo
g
ies
,
v
o
l.
2
5
,
M
a
y
2
0
2
0
,
d
o
i:
1
0
.
1
0
0
7
/s1
0
6
3
9
-
0
2
0
-
1
0
2
1
9
-
y.
[5
]
J.
L
e
e
,
H.
D
.
S
o
n
g
,
a
n
d
A
.
Ho
n
g
,
“
Ex
p
lo
ri
n
g
F
a
c
to
rs,
a
n
d
I
n
d
ica
to
rs
f
o
r
M
e
a
su
rin
g
S
tu
d
e
n
ts’
S
u
sta
in
a
b
le
En
g
a
g
e
m
e
n
t
in
e
-
L
e
a
rn
in
g
,
”
S
u
st
a
in
a
b
i
li
ty
,
v
o
l
.
1
1
,
n
o
.
4
,
p
p
.
1
–
1
2
,
F
e
b
.
2
0
1
9
,
d
o
i:
1
0
.
3
3
9
0
/s
u
1
1
0
4
0
9
8
5
.
[6
]
N.
W
.
A
.
M
a
ji
d
,
T
.
Ri
d
w
a
n
,
A
.
F
a
u
z
i,
a
n
d
R.
Hik
m
a
w
a
n
,
“
In
te
g
ra
ti
n
g
o
f
E
-
lea
rn
i
n
g
t
o
Im
p
ro
v
e
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u
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ts
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ten
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in
5
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ter
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d
V
o
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d
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(
ICT
VE
T
),
2
0
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8
.
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n
ti
s P
re
ss
,
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n
d
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2
0
1
9
.
p
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3
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7
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.
[7
]
D.
N.
B
in
sa
if
,
“
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h
e
Im
p
a
c
t
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f
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in
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latf
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to
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o
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y
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se
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u
d
i
El
e
c
tro
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iv
e
rsity
,
”
In
ter
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a
ti
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a
l
J
o
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rn
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8
,
p
p
.
2
3
5
–
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4
4
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0
2
0
,
[
On
li
n
e
]
.
A
v
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il
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le:
h
tt
p
s:/
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a
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stra
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t_
id
=
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.
[8
]
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“
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Un
iv
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rsity
Lau
n
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.
[9
]
M
.
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.
Hu
n
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,
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Ch
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u
,
C.
H.
C
h
e
n
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1
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.
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l
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.
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b
d
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l
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l
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ter
n
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2
]
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d
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.
A
l
m
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lh
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m
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A
c
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sin
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lp
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o
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1
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.
[1
3
]
S
.
P
.
Ku
m
a
r,
“
I
m
p
a
c
t
o
f
On
li
n
e
L
e
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rn
in
g
Re
a
d
in
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n
S
tu
d
e
n
ts
S
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ti
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a
c
ti
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n
in
Hig
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ti
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In
stit
u
ti
o
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s,
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ti
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0
7
.
[1
4
]
V
.
V
e
n
k
a
te
sh
a
n
d
F
.
D.
Da
v
is,
“
A
T
h
e
o
re
ti
c
a
l
Ex
ten
sio
n
o
f
th
e
T
e
c
h
n
o
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y
A
c
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e
p
tan
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e
M
o
d
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l:
F
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L
o
n
g
it
u
d
in
a
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F
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tu
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ies
,
”
M
a
n
a
g
e
me
n
t
S
c
ien
c
e
,
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4
6
,
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o
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2
,
p
p
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1
8
6
–
2
0
4
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b
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2
0
0
0
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1
0
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1
2
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n
sc
.
4
6
.
2
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1
8
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1
1
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2
6
.
[1
5
]
N.
Am
e
e
n
,
“
A
ra
b
u
se
rs’
a
c
c
e
p
tan
c
e
a
n
d
u
se
o
f
m
o
b
il
e
p
h
o
n
e
s:
a
c
a
se
o
f
y
o
u
n
g
u
se
rs
in
Ira
q
,
Jo
r
d
a
n
a
n
d
UA
E,
”
Do
c
to
ra
l
d
isse
rtati
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n
,
A
n
g
li
a
Ru
sk
in
Un
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,
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t
A
n
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li
a
,
Un
it
e
d
Kin
g
d
o
m
,
2
0
1
7
.
[1
6
]
K.
K.
T
.
S
o
a
n
d
P
.
S
w
a
tma
n
,
“
Th
e
d
im
in
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g
in
f
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n
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re
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tea
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h
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rs
in
Ho
n
g
Ko
n
g
,
”
in
T
h
ir
d
I
n
ter
n
a
t
io
n
a
l
Co
n
fer
e
n
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e
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Hy
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,
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r,
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2
0
1
0
,
p
p
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7
7
-
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8
8
.
[1
7
]
M
.
C
u
a
d
ra
d
o
-
G
a
rc
ía,
M
.
E.
R
u
iz
-
M
o
li
n
a
,
a
n
d
J.
D
.
M
o
n
to
r
o
-
P
o
n
s
,
“
A
re
th
e
re
g
e
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d
if
f
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n
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in
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u
se
a
n
d
a
ss
e
ss
m
e
n
t?
Ev
id
e
n
c
e
f
ro
m
a
n
in
teru
n
iv
e
rsity
o
n
li
n
e
p
ro
jec
t
in
Eu
r
o
p
e
,
”
Pr
o
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-
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2
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.
[1
8
]
F
.
Ka
n
w
a
l,
M
.
Re
h
m
a
n
,
a
n
d
M
.
A
.
M
a
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k
,
“
E
-
L
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a
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in
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A
d
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p
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a
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d
A
c
c
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in
P
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k
istan
:
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o
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ra
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Eff
e
c
t
o
f
G
e
n
d
e
r
a
n
d
Ex
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,
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v
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3
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.
2
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0
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Evaluation Warning : The document was created with Spire.PDF for Python.
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[1
9
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V
.
V
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n
k
a
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h
,
M
.
G
.
M
o
rris,
G
.
B.
Da
v
is,
a
n
d
F
.
D.
Da
v
is
,
“
Us
e
r
A
c
c
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f
In
f
o
rm
a
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T
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:
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[2
0
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M
.
A
.
A
lma
iah
,
M
.
A
.
Ja
li
l,
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n
d
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.
M
a
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stu
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d
a
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f
m
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m
:
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f
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n
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J
o
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v
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9
3
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.
2
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2
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1
6
.
[2
1
]
S
.
A
lh
a
rb
i
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n
d
S
.
Dre
w
,
“
Us
in
g
th
e
T
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Ac
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M
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Be
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In
ten
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to
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L
e
a
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in
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M
a
n
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m
e
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t
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y
ste
m
s,”
In
ter
n
a
ti
o
n
a
l
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o
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a
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o
f
Ad
v
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[2
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.
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,
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in
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e
,
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h
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ra
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,
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a
u
d
i
A
ra
b
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re
se
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rc
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in
tere
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in
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w
tec
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lo
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c
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g
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t,
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o
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tec
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)
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it
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rm
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.
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.
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ro
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t
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Un
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m
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De
p
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UK
.
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o
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is
w
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rk
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a
s
a
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c
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ro
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r
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t
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h
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’s
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o
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d
In
f
o
rm
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ti
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n
T
e
c
h
n
o
l
o
g
y
(CCIT
).
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e
is
a
lso
th
e
v
ic
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d
e
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n
f
o
r
d
e
v
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t
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d
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u
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.
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h
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s
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g
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t
se
v
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c
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u
rse
s
in
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m
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f
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in
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d
v
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se
m
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s
y
ste
m
s,
a
n
d
a
rti
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telli
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s.
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re
se
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h
in
tere
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rm
a
ti
o
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se
c
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rit
y
,
p
ro
g
ra
m
m
in
g
,
d
a
tab
a
se
,
im
a
g
e
p
ro
c
e
ss
in
g
.
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