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C
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A
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:
I
b
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Hass
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Dir
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u
.
iq
1.
I
NT
RO
D
UCT
I
O
N
I
n
th
e
last
ten
y
ea
r
s
,
t
h
e
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v
a
n
ce
m
en
t
in
m
o
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ile
tech
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g
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h
as
ch
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g
e
d
th
e
way
o
f
d
o
in
g
b
u
s
in
ess
as
well
as
ed
u
ca
tio
n
[
1
]
.
Mo
b
i
le
lear
n
in
g
(
M
-
lear
n
in
g
)
h
as
b
ec
o
m
e
an
in
teg
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p
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t
o
f
th
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e
d
u
ca
tio
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al
s
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tem
.
T
h
is
im
p
o
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tan
ce
o
f
M
-
lear
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g
h
as
b
o
o
m
ed
in
th
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last
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m
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s
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to
th
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s
p
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ea
d
o
f
C
o
r
o
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av
ir
u
s
d
is
ea
s
e
2
0
1
9
(
C
OVI
D
-
19
)
a
n
d
th
e
s
h
if
t
o
f
g
o
v
er
n
m
en
ts
to
war
d
o
n
lin
e
lear
n
in
g
[
2
]
.
I
n
t
h
is
en
v
ir
o
n
m
e
n
t,
th
e
r
ea
d
in
ess
o
f
teac
h
er
s
t
o
u
s
e
M
-
lear
n
in
g
f
o
r
teac
h
i
n
g
E
n
g
li
s
h
f
o
r
ei
g
n
la
n
g
u
a
g
e
(
E
FL)
as
a
s
ec
o
n
d
la
n
g
u
a
g
e
n
ee
d
s
to
b
e
ass
ess
ed
[
3
]
.
T
h
is
is
b
ec
au
s
e
th
e
teac
h
er
s
p
e
r
ce
p
tio
n
an
d
r
ea
d
in
ess
to
u
s
e
th
e
M
-
lear
n
in
g
is
im
p
o
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tan
t
f
o
r
th
e
s
u
cc
ess
o
f
t
h
e
E
FL
teac
h
in
g
an
d
lear
n
in
g
[
4
]
.
I
t
is
also
ess
en
tial
an
d
u
s
ef
u
l
in
en
h
a
n
cin
g
t
h
e
E
FL
ca
p
ab
ilit
ies o
f
s
tu
d
en
ts
[
5
]
.
Stu
d
ies
in
d
icate
th
at
teac
h
in
g
an
d
lear
n
in
g
E
FL
h
as
b
ec
o
m
e
ea
s
ier
with
th
e
u
s
e
o
f
M
-
le
ar
n
in
g
[6
]
.
M
-
lear
n
in
g
h
as
a
g
r
ea
t
p
o
te
n
tial
to
b
e
th
e
d
o
m
in
an
t
m
o
d
el
o
f
teac
h
in
g
all
s
u
b
jects.
I
t
is
f
lex
ib
le
an
d
allo
ws
teac
h
er
s
an
d
s
tu
d
en
ts
to
atten
d
an
d
p
ar
ticip
ate
in
class
es
at
an
y
tim
e
f
r
o
m
a
n
y
wh
er
e
[
7
]
.
M
-
lear
n
in
g
is
d
ef
in
ed
as
“a
n
y
lear
n
in
g
th
at
h
ap
p
e
n
s
wh
en
th
e
lear
n
er
is
n
o
t
at
a
f
ix
ed
,
p
r
ed
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m
in
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d
lo
ca
ti
o
n
,
o
r
lear
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in
g
t
h
at
h
ap
p
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s
wh
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n
th
e
lear
n
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tak
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s
ad
v
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tag
e
o
f
th
e
lear
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in
g
o
p
p
o
r
tu
n
ities
o
f
f
er
ed
b
y
m
o
b
ile
t
ec
h
n
o
lo
g
ies”
[
8
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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d
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J
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g
&
C
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p
Sci
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N:
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4
7
5
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Th
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L te
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…
(
I
b
tih
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Ha
s
s
a
n
Mu
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s
a
)
881
Desp
ite
th
e
n
ee
d
o
f
M
-
lear
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in
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cu
r
r
en
tly
,
p
r
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r
liter
atu
r
e
in
d
icate
th
at
th
e
r
ea
d
in
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f
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teac
h
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s
to
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tech
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in
teac
h
i
n
g
is
s
til
l
wea
k
o
r
m
o
d
e
r
ate
[
9
]
,
[
1
0
]
a
n
d
th
e
y
r
elate
d
th
e
r
ea
s
o
n
s
to
th
e
lack
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o
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tech
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I
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s
k
ills
an
d
th
e
p
er
ce
p
tio
n
o
f
teac
h
e
r
s
r
eg
ar
d
in
g
th
e
M
-
lear
n
in
g
[
1
1
]
.
Nev
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th
eless
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p
r
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s
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ies
in
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icate
d
th
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if
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tech
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teac
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s
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ld
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tr
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to
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e
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tio
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s
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M
-
lea
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n
in
g
f
o
r
teac
h
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g
E
FL
[
1
2
]
,
[
1
3
]
.
Ag
ain
s
t
th
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b
ac
k
g
r
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d
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p
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e
d
escr
ip
tiv
e
in
n
atu
r
e.
Mo
s
t
o
f
p
r
ev
io
u
s
s
tu
d
ies
a
ttem
p
ted
to
d
escr
ib
e
th
e
l
ev
el
o
f
r
ea
d
i
n
ess
with
o
u
t
ex
am
in
in
g
th
e
ca
u
s
ality
b
etwe
en
p
r
ed
icto
r
s
o
r
an
tece
d
en
ts
of
th
e
r
ea
d
i
n
ess
o
f
E
FL
teac
h
er
s
to
u
s
e
th
e
M
-
lear
n
in
g
[
3
]
,
[
1
4
]
,
[
1
5
]
.
P
r
io
r
liter
atu
r
e
also
f
o
cu
s
ed
o
n
th
e
r
ea
d
in
ess
o
f
s
tu
d
en
ts
wh
ile
th
e
teac
h
er
wh
o
i
s
th
e
co
r
e
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
h
as
r
ec
eiv
ed
less
atten
tio
n
[
1
6
]
,
[
1
7
]
.
Am
o
n
g
th
e
s
tu
d
ies
th
at
h
av
e
ex
am
in
ed
th
e
r
ea
d
in
ess
,
th
e
o
v
er
wh
elm
in
g
m
ajo
r
ity
h
as
d
e
p
lo
y
ed
th
e
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
(
T
AM
)
[
1
8
]
.
A
m
eta
-
a
n
aly
s
is
s
tu
d
y
f
o
u
n
d
t
h
at
T
AM
h
as
d
o
m
in
ated
th
e
f
ield
o
f
M
-
lear
n
in
g
an
d
it
ca
n
ex
p
lai
n
4
0
%
o
f
th
e
b
e
h
av
io
r
al
in
te
n
tio
n
(
B
I
)
o
f
E
FL
teac
h
er
s
[
1
7
]
.
Oth
er
s
tu
d
ies
p
o
in
ted
o
u
t
th
at
u
n
if
ie
d
th
eo
r
y
o
f
ac
ce
p
ta
n
ce
an
d
u
s
e
o
f
tec
h
n
o
lo
g
y
(
UT
AUT
)
is
b
etter
th
an
T
AM
an
d
it
ca
n
ex
p
lain
7
0
%
o
f
th
e
v
ar
iatio
n
in
B
I
an
d
r
ea
d
in
ess
o
f
E
FL
teac
h
er
s
[
1
9
]
.
I
n
ad
d
itio
n
,
th
e
o
r
ies
s
u
ch
as
s
o
cial
co
g
n
itiv
e
th
eo
r
y
(
SC
T
)
p
r
ed
ic
ts
th
at
th
er
e
ar
e
p
r
ed
icto
r
s
th
at
ar
e
lin
k
ed
to
h
u
m
a
n
f
ac
to
r
s
as
well
a
s
co
g
n
itiv
e
f
ac
to
r
s
an
d
en
v
ir
o
n
m
e
n
tal
f
ac
to
r
s
th
at
lead
a
n
in
d
iv
id
u
al
to
p
er
f
o
r
m
a
s
p
ec
if
ic
b
eh
a
v
io
r
[
2
0
]
.
A
co
m
b
in
atio
n
o
f
th
ese
th
eo
r
ies ca
n
en
h
a
n
ce
t
h
e
p
r
ed
ictab
ilit
y
o
f
th
e
r
ea
d
in
e
s
s
o
f
E
FL
teac
h
er
to
u
s
e
M
-
lea
r
n
in
g
[
2
1
]
.
Nev
er
th
eless
,
p
r
ev
io
u
s
s
tu
d
i
es
ca
r
r
ied
o
u
t
in
d
e
v
elo
p
ed
co
u
n
t
r
ies
wh
ile
s
tu
d
ies
in
d
ev
elo
p
in
g
co
u
n
tr
ies
ar
e
lim
ited
[
2
2
]
.
Du
r
in
g
th
e
C
OVI
D
-
19
,
all
co
u
n
tr
ies
ad
o
p
ted
th
e
o
n
lin
e
lea
r
n
in
g
an
d
th
er
e
is
a
n
ee
d
to
ex
am
in
e
th
e
r
ea
d
in
es
s
n
o
t
o
n
l
y
in
th
e
d
e
v
elo
p
e
d
b
u
t
also
in
th
e
d
ev
el
o
p
in
g
co
u
n
tr
ies.
I
n
I
r
aq
,
th
e
g
o
v
er
n
m
en
t
r
ef
r
ain
ed
f
r
o
m
p
r
ac
ticin
g
th
e
tr
ad
itio
n
al
lear
n
i
n
g
to
s
to
p
th
e
s
p
r
ea
d
o
f
C
OVI
D
-
19
.
Sch
o
o
ls
an
d
teac
h
er
s
ar
e
in
s
tr
u
cted
to
d
o
o
n
lin
e
teac
h
in
g
.
T
h
e
wid
e
m
ajo
r
it
y
o
f
p
eo
p
le
ac
ce
s
s
th
e
m
ater
ial
u
s
in
g
th
e
m
o
b
ile.
Ho
wev
e
r
,
it
is
n
o
t
k
n
o
wn
to
wh
at
d
e
g
r
ee
t
h
e
tea
ch
er
s
ar
e
r
ea
d
y
an
d
ca
n
c
o
p
e
with
th
e
s
h
if
t
o
f
teac
h
in
g
E
FL
u
s
in
g
M
-
lear
n
in
g
.
C
o
n
s
eq
u
en
tly
,
th
is
s
tu
d
y
ai
m
s
to
id
en
tify
th
e
p
r
ed
icto
r
s
o
f
r
ea
d
in
ess
o
f
E
FL
teac
h
er
s
to
u
s
e
M
-
lear
n
in
g
in
I
r
aq
i
p
u
b
lic
s
ch
o
o
ls
.
T
h
e
c
o
m
in
g
s
ec
tio
n
s
elab
o
r
ates
o
n
th
e
liter
atu
r
e
r
ev
iews,
m
eth
o
d
s
,
r
esu
lts
,
d
is
cu
s
s
io
n
,
a
n
d
co
n
clu
s
io
n
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
A
ND
CO
NCEP
T
UA
L
F
RAM
E
WO
RK
I
n
th
is
s
ec
tio
n
,
th
e
M
-
lear
n
in
g
as
well
as
th
e
th
eo
r
etica
l
f
r
am
ewo
r
k
a
n
d
co
n
ce
p
tu
al
f
r
a
m
ewo
r
k
ar
e
d
is
cu
s
s
ed
.
T
h
e
s
ec
tio
n
s
s
tar
t
s
b
y
d
is
cu
s
s
in
g
M
-
lear
in
g
an
d
its
ap
p
licatio
n
s
.
T
h
e
s
ec
tio
n
also
d
is
u
css
e
s
th
e
th
eo
r
etica
l
f
r
am
ew
o
r
k
o
f
th
is
s
tu
d
y
.
L
astl
y
,
th
e
c
o
n
ce
p
tu
al
f
r
am
ewo
r
k
an
d
th
e
h
y
p
o
th
e
s
e
s
d
ev
elo
p
m
e
n
t
ar
e
d
is
cu
s
s
ed
.
2
.
1
.
M
o
bil
e
lea
rning
T
h
e
in
tr
o
d
u
ctio
n
o
f
th
e
in
ter
n
et
d
u
r
in
g
last
ce
n
tu
r
y
h
as
r
e
v
o
lu
tio
n
ized
all
th
e
asp
ec
t
o
f
life
,
b
u
s
in
ess
,
an
d
ed
u
ca
tio
n
[
2
3
]
,
[
2
4
]
.
I
n
ter
n
et
h
as
cr
ea
ted
n
ew
way
s
o
f
lear
n
in
g
,
s
ea
r
ch
in
g
,
an
d
e
d
u
c
atin
g
.
I
n
th
e
2
0
1
0
s
,
th
e
s
m
ar
tp
h
o
n
e
h
as
em
er
g
e
d
an
d
p
r
o
v
id
ed
u
s
er
s
with
a
cc
ess
to
ed
u
ca
tio
n
al
m
ater
ia
ls
[
2
5
]
.
Usi
n
g
th
e
Sm
ar
tp
h
o
n
e,
th
e
M
-
lea
r
n
in
g
h
as th
e
p
o
ten
tial to
en
h
an
ce
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
an
d
s
y
s
tem
.
I
t h
as b
ee
n
u
s
ed
in
ed
u
ca
tin
g
an
d
lear
n
i
n
g
b
y
wid
e
p
o
p
u
latio
n
ar
o
u
n
d
th
e
w
o
r
ld
[
7
]
.
R
esear
ch
er
s
ar
e
with
t
h
e
o
p
in
io
n
th
at
th
e
u
s
ag
e
an
d
r
ea
d
in
ess
o
f
u
s
in
g
M
-
lear
n
in
g
r
e
q
u
ir
es
t
o
ex
a
m
in
e
th
e
p
s
y
ch
o
l
o
g
ical
s
id
e
o
f
th
e
u
s
er
s
.
Fo
r
th
is
r
ea
s
o
n
,
th
ey
s
u
g
g
ested
th
at
th
e
M
-
lear
n
in
g
s
h
o
u
ld
b
e
d
esig
n
ed
to
s
u
it
th
e
h
u
m
an
b
e
h
av
i
o
r
.
Po
s
itiv
e
attitu
d
e
to
war
d
M
-
lear
n
in
g
lead
s
to
u
s
in
g
th
e
tech
n
o
lo
g
y
[
2
6
]
.
T
h
is
s
tu
d
y
lo
o
k
s
in
to
th
e
r
ea
d
in
ess
o
f
u
s
in
g
M
-
lear
n
in
g
b
y
E
FL
teac
h
e
r
s
s
in
ce
th
e
tech
n
o
lo
g
y
h
as b
ec
o
m
e
ess
en
tial f
o
r
teac
h
in
g
E
FL
in
I
r
aq
.
2
.
2
.
T
heo
re
t
ica
l
f
ra
m
ewo
rk
T
AM
is
a
d
o
m
in
a
n
t
ac
ce
p
ta
n
c
e
m
o
d
el
th
at
h
as b
ee
n
u
s
ed
b
y
m
o
s
t
o
f
p
r
e
v
io
u
s
s
tu
d
ies
to
ex
am
in
e
th
e
r
ea
d
in
ess
,
ac
ce
p
tan
ce
,
an
d
ad
o
p
tio
n
o
f
M
-
lear
n
in
g
b
y
E
FL
teac
h
er
s
[
1
7
]
,
[
2
7
]
.
T
AM
i
n
cl
u
d
es
th
e
ea
s
e
o
f
u
s
e
an
d
u
s
ef
u
ln
ess
as
well
as
th
e
attitu
d
e.
Nev
er
th
eless
,
T
AM
was
cr
itic
ized
o
n
th
e
g
r
o
u
n
d
o
f
its
ex
p
lan
ato
r
y
p
o
w
e
r
a
s
i
t
c
a
n
e
x
p
la
i
n
o
n
l
y
4
0
%
o
f
t
h
e
B
I
w
h
il
e
U
T
A
U
T
ca
n
e
x
p
l
a
i
n
7
0
%
[
1
9
]
.
U
T
A
U
T
in
c
l
u
d
e
s
v
a
r
i
a
b
le
s
o
f
p
e
r
f
o
r
m
a
n
c
e
e
x
p
e
c
t
a
n
c
y
(
P
E
)
,
e
f
f
o
r
t
e
x
p
e
c
t
a
n
c
y
(
E
E
)
,
s
o
c
i
al
i
n
f
l
u
e
n
c
e
(
S
I
)
,
a
n
d
f
a
c
i
li
t
at
in
g
c
o
n
d
i
t
i
o
n
s
(
FC
)
.
T
h
e
S
C
T
p
o
in
te
d
o
u
t
th
at
th
e
h
u
m
an
b
eh
a
v
io
r
is
d
eter
m
in
e
d
b
y
th
r
ee
g
r
o
u
p
o
f
f
ac
t
o
r
s
th
at
in
clu
d
e
p
er
s
o
n
al,
en
v
ir
o
n
m
en
tal
an
d
b
eh
av
io
r
a
l
f
ac
to
r
s
.
Self
-
ef
f
icac
y
an
d
s
k
ills
ar
e
am
o
n
g
th
e
b
eh
a
v
io
r
al
f
ac
to
r
s
wh
ile
k
n
o
wled
g
e,
attitu
d
e
an
d
ex
p
ec
tatio
n
ar
e
p
er
s
o
n
al
f
ac
to
r
s
.
T
h
e
en
v
ir
o
n
m
e
n
tal
f
ac
to
r
s
in
clu
d
e
th
e
s
o
cial
n
o
r
m
s
an
d
th
e
in
f
lu
en
ce
o
f
o
t
h
er
s
[
2
0
]
.
T
h
ese
th
r
ee
th
eo
r
ies
h
as
s
i
m
ilar
v
ar
iab
les.
Fo
r
in
s
tan
ce
,
th
e
ea
s
e
o
f
u
s
e
is
s
im
ilar
to
EE
an
d
u
s
ef
u
ln
ess
is
s
im
ilar
to
PE
[
2
8
]
.
Attitu
d
e
is
a
v
ar
iab
le
in
T
A
M
an
d
SC
T
wh
ile
in
f
lu
en
ce
o
f
o
th
er
s
is
ex
is
ted
in
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
5
0
2
-
4
7
5
2
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci,
Vo
l.
24
,
No
.
2
,
No
v
em
b
er
2
0
2
1
:
8
80
-
88
7
882
UT
AUT
an
d
SC
T
.
T
h
er
ef
o
r
e
,
in
th
is
s
tu
d
y
,
th
e
v
ar
iab
les
o
f
UT
AUT
n
am
ely
,
PE
,
E
E
,
S
I
as
well
as
FC
ar
e
in
clu
d
ed
.
Attitu
d
e
is
p
r
o
p
o
s
ed
b
y
T
AM
as
a
m
ed
iatin
g
v
a
r
iab
le
an
d
in
th
is
s
tu
d
y
,
it
i
s
in
cl
u
d
ed
as
a
m
ed
iato
r
.
Self
-
ef
f
icac
y
f
r
o
m
SC
T
is
a
m
o
d
er
atin
g
v
ar
ia
b
le.
T
h
u
s
,
th
e
s
tu
d
y
co
m
b
in
es
th
e
th
r
ee
t
h
eo
r
ies
to
en
h
an
ce
th
e
ex
p
lan
ato
r
y
p
o
we
r
o
f
t
h
e
m
o
d
el
an
d
p
r
e
d
ict
th
e
r
ea
d
in
ess
o
f
E
FL
teac
h
er
s
to
u
s
e
M
-
lear
n
in
g
i
n
I
r
a
q
.
2
.
3
.
C
o
ncept
ua
l f
ra
m
ew
o
rk
B
ased
o
n
th
e
th
eo
r
y
o
f
T
AM
an
d
UT
AUT
as
well
as
th
e
S
C
T
,
th
e
r
ea
d
in
ess
o
f
in
d
iv
id
u
al
to
u
s
e
a
n
ew
s
y
s
tem
s
u
ch
as
M
-
lear
n
in
g
co
u
ld
b
e
d
eter
m
i
n
ed
b
y
th
e
b
en
ef
its
an
d
ef
f
o
r
ts
as
well
as
th
e
ef
f
ec
t
o
f
o
th
er
s
o
n
th
e
in
d
iv
id
u
al
(
SI
)
.
I
n
a
d
d
itio
n
,
th
e
i
n
f
r
astru
ct
u
r
e
an
d
th
e
eq
u
i
p
m
en
t
th
at
ar
e
r
e
q
u
ir
ed
to
u
s
e
th
e
tech
n
o
lo
g
y
a
r
e
ess
en
tial
to
m
a
k
e
th
e
u
s
e
a
r
ea
lity
.
T
h
e
FC
th
at
h
elp
s
i
n
u
s
in
g
th
e
tech
n
o
l
o
g
y
is
im
p
o
r
tan
t.
A
d
eter
m
in
in
g
v
a
r
iab
le
is
th
e
attitu
d
e
to
war
d
th
e
tech
n
o
lo
g
y
.
Self
-
ef
f
icac
y
in
u
s
in
g
th
e
tech
n
o
lo
g
y
is
an
ess
en
tial
f
o
r
u
s
in
g
M
-
lear
n
in
g
.
B
ased
o
n
th
e
th
eo
r
ies
an
d
th
e
ex
is
tin
g
liter
atu
r
e,
th
is
s
tu
d
y
p
r
o
p
o
s
es
th
at
PE,
E
E
,
SI,
an
d
FC
will h
av
e
a
d
i
r
ec
t e
f
f
ec
t o
n
th
e
r
ea
d
in
ess
to
u
s
e
M
-
lear
n
in
g
b
y
E
FL
teac
h
er
s
in
I
r
aq
.
T
h
e
s
tu
d
y
p
r
o
p
o
s
ed
th
at
th
is
ef
f
ec
t
will
b
e
m
ed
iated
b
y
t
h
e
attitu
d
e
o
f
E
FL
teac
h
er
s
an
d
m
o
d
e
r
ated
b
y
th
eir
tec
h
n
o
lo
g
y
s
elf
-
ef
f
icac
y
.
Fig
u
r
e
1
s
h
o
ws t
h
e
p
r
o
p
o
s
ed
m
o
d
el.
Fig
u
r
e
1
.
Pro
p
o
s
ed
m
o
d
el
2
.
3
.
1
.
P
er
f
o
r
m
a
nce
ex
pect
a
ncy
a
nd
re
a
din
ess
P
E
is
t
h
e
p
e
r
ce
i
v
e
d
b
e
n
e
f
i
ts
f
r
o
m
u
s
i
n
g
a
s
y
s
t
e
m
.
S
e
v
e
r
al
s
t
u
d
i
e
s
i
n
d
i
c
a
t
e
d
t
h
a
t
h
i
g
h
le
v
el
o
f
P
E
is
i
m
p
o
r
t
a
n
t
f
o
r
e
n
c
o
u
r
a
g
i
n
g
E
F
L
t
e
a
c
h
e
r
s
t
o
u
s
e
M
-
l
ea
r
n
i
n
g
.
F
o
r
i
n
s
t
a
n
c
e
,
i
n
t
h
e
s
t
u
d
y
o
f
[
1
9
]
,
P
E
a
f
f
e
c
t
e
d
s
i
g
n
i
f
i
c
a
n
t
l
y
t
h
e
u
s
e
o
f
M
-
l
e
ar
n
i
n
g
b
y
E
F
L
t
e
ac
h
e
r
s
.
O
t
h
e
r
s
t
u
d
i
es
t
h
at
d
e
p
l
o
y
e
d
T
AM
u
s
e
d
t
h
e
u
s
e
f
u
l
n
e
s
s
w
h
i
c
h
i
s
s
i
m
il
a
r
t
o
P
E
a
n
d
f
o
u
n
d
t
h
a
t
t
h
i
s
v
a
r
i
a
b
le
h
a
s
a
n
im
p
o
r
t
a
n
t
e
f
f
e
c
t
o
n
t
h
e
u
s
e
o
f
M
-
l
e
a
r
n
i
n
g
b
y
E
F
L
t
e
a
c
h
e
r
s
[
3
]
,
[
1
4
]
,
[
1
5
]
.
I
n
t
h
is
s
t
u
d
y
,
t
h
e
P
E
is
e
x
p
e
c
te
d
t
o
a
f
f
e
c
t
p
o
s
i
t
i
v
el
y
t
h
e
r
e
a
d
i
n
es
s
o
f
E
F
L
te
a
c
h
e
r
s
t
o
u
s
e
M
-
l
e
a
r
n
i
n
g
.
T
h
u
s
,
it
i
s
h
y
p
o
t
h
es
i
z
e
d
.
H
1
:
P
E
a
f
f
e
ct
s
p
o
s
i
ti
v
e
l
y
t
h
e
r
e
a
d
i
n
e
s
s
o
f
E
F
L
t
e
a
c
h
e
r
s
t
o
u
s
e
M
-
l
ea
r
n
i
n
g
.
2
.
3
.
2
.
E
f
f
o
rt
e
x
pect
a
ncy
a
nd
re
a
din
ess
E
E
r
ef
er
s
to
th
e
p
h
y
s
ical
an
d
m
en
tal
ef
f
o
r
ts
n
ee
d
ed
b
y
an
E
FL
teac
h
er
s
to
u
s
e
M
-
lear
n
in
g
.
Po
s
itiv
e
p
er
ce
p
tio
n
a
b
o
u
t
th
e
E
E
is
im
p
o
r
tan
t
to
en
h
an
ce
th
e
B
I
to
u
s
e
M
-
lear
n
in
g
[
1
7
]
.
I
n
th
e
s
tu
d
y
o
f
[
7
]
,
E
E
af
f
ec
ted
th
e
r
ea
d
in
ess
o
f
E
F
L
teac
h
er
s
.
Similar
ly
,
in
th
e
s
tu
d
y
o
f
[
19]
,
E
E
also
f
o
u
n
d
to
h
av
e
s
ig
n
if
ica
n
t
ef
f
ec
t
o
n
th
e
u
s
e
o
f
M
-
lear
n
in
g
b
y
E
FL
teac
h
e
r
s
.
Oth
er
s
tu
d
ies
th
at
d
ep
l
o
y
ed
th
e
T
AM
m
o
d
el
s
u
ch
as
[
1
5
]
,
[
1
4
]
f
o
u
n
d
th
e
ea
s
e
o
f
u
s
e
af
f
ec
ted
p
o
s
itiv
ely
th
e
r
ea
d
in
ess
an
d
ac
ce
p
tan
ce
o
f
M
-
lear
n
in
g
b
y
E
FL
teac
h
er
s
.
C
o
n
s
eq
u
en
tly
,
it is
p
r
o
p
o
s
ed
th
at
E
E
will a
f
f
ec
t th
e
r
ea
d
in
es
s
o
f
E
FL
teac
h
er
s
in
I
r
aq
i sch
o
o
ls
.
T
h
er
ef
o
r
e,
it is
h
y
p
o
th
esized
.
H2
: E
E
af
f
ec
ts
p
o
s
itiv
ely
th
e
r
ea
d
i
n
ess
o
f
teac
h
er
s
to
u
s
e
M
-
lear
n
i
n
g
.
2
.
3
.
3
.
So
cia
l inf
luence
a
nd
re
a
din
ess
SI
is
th
e
ef
f
ec
t
o
f
o
t
h
er
s
o
n
t
h
e
d
ec
is
io
n
o
f
E
FL
teac
h
e
r
s
t
o
u
s
e
M
-
lea
r
n
in
g
.
Sev
er
al
s
tu
d
ies
f
o
u
n
d
th
at
th
e
ef
f
ec
t
o
f
SI
o
n
r
ea
d
i
n
ess
an
d
ac
ce
p
tan
ce
o
f
M
-
le
ar
n
in
g
is
p
o
s
itiv
e
an
d
s
ig
n
if
i
ca
n
t
[
1
9
]
.
UT
AUT
th
eo
r
y
s
u
g
g
ested
th
at
t
h
e
SI
is
im
p
o
r
tan
t
v
ar
iab
le
f
o
r
t
h
e
u
s
e
o
f
a
tec
h
n
o
l
o
g
y
[
2
8
]
,
[
2
9
]
.
I
n
ad
d
itio
n
,
t
h
e
th
eo
r
y
o
f
SC
T
in
d
icate
s
th
at
SI
is
im
p
o
r
tan
t
f
o
r
af
f
ec
tin
g
t
h
e
h
u
m
an
b
eh
av
io
r
[
2
0
]
.
B
ased
o
n
th
e
a
b
o
v
e,
it
is
ex
p
ec
ted
th
at
SI
will
h
a
v
e
a
p
o
s
itiv
e
ef
f
ec
t
o
n
r
ea
d
in
ess
o
f
E
FL
te
ac
h
e
r
s
to
u
s
e
M
-
l
ea
r
n
in
g
.
T
h
u
s
,
it
is
h
y
p
o
th
esized
.
H3
: SI
af
f
ec
ts
p
o
s
itiv
ely
th
e
r
ea
d
in
ess
to
u
s
e
M
-
lear
n
in
g
b
y
E
FL
teac
h
e
r
s
.
2
.
3
.
4
.
F
a
cil
it
a
t
ing
c
o
nd
it
io
n a
nd
re
a
din
es
s
F
C
is
t
h
e
i
n
f
r
a
s
t
r
u
c
t
u
r
e
a
n
d
o
r
g
a
n
i
z
a
t
i
o
n
a
l
s
u
p
p
o
r
t
f
o
r
u
s
i
n
g
t
h
e
M
-
l
e
a
r
n
i
n
g
b
y
E
F
L
t
e
a
c
h
e
r
s
.
U
T
A
U
T
p
r
o
p
o
s
e
d
t
h
a
t
FC
is
c
r
i
t
ic
a
l
a
n
d
e
s
s
e
n
t
i
al
f
o
r
a
n
y
u
s
e
o
f
a
n
ew
t
e
c
h
n
o
l
o
g
y
.
P
r
e
v
i
o
u
s
s
t
u
d
ie
s
f
o
u
n
d
t
h
a
t
F
C
is
an
i
m
p
o
r
t
a
n
t
p
r
e
d
i
c
t
o
r
o
f
u
s
i
n
g
a
n
d
a
c
c
e
p
t
i
n
g
a
t
e
c
h
n
o
l
o
g
y
[
7
]
,
[
1
3
]
,
[
1
7
]
.
I
n
t
h
e
s
t
u
d
y
o
f
[
1
9
]
,
[
3
0
]
,
[
3
1
]
,
FC
h
as
a
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
I
SS
N:
2502
-
4
7
5
2
Th
e
r
ea
d
in
ess
o
f I
r
a
q
i E
F
L te
a
ch
ers
to
u
s
e
mo
b
ile
lea
r
n
in
g
in
tea
ch
in
g
E
n
g
lis
h
…
(
I
b
tih
a
l
Ha
s
s
a
n
Mu
s
s
a
)
883
p
o
s
itiv
e
s
ig
n
if
ican
t
ef
f
ec
t
o
n
th
e
r
ea
d
in
ess
an
d
ac
ce
p
tan
c
e
o
f
M
-
lear
n
in
g
b
y
E
FL
tea
ch
er
s
.
T
h
u
s
,
in
t
h
is
s
tu
d
y
,
FC
is
ex
p
ec
ted
to
h
av
e
a
p
o
s
itiv
e
ef
f
ec
t
o
n
r
ea
d
i
n
ess
o
f
E
FL
teac
h
er
s
to
u
s
e
M
-
le
ar
n
in
g
.
Hen
ce
,
it
is
h
y
p
o
th
esized
.
H4
: FC
h
as a
s
ig
n
if
ican
t p
o
s
itiv
e
ef
f
ec
t o
n
th
e
r
ea
d
in
ess
to
u
s
e
M
-
lear
n
in
g
b
y
E
FL
teac
h
er
s
.
2
.
3
.
5
.
M
edia
t
ing
ro
el
o
f
a
t
t
it
ud
e
Attitu
d
e
was
p
r
o
p
o
s
ed
in
s
ev
er
al
th
eo
r
ies
as
an
im
p
o
r
tan
t
v
ar
iab
le.
Fo
r
in
s
tan
ce
,
in
th
e
th
eo
r
y
o
f
p
lan
n
ed
b
eh
av
io
u
r
(
T
PB
)
b
y
[
3
2
]
,
attitu
d
e
was
p
r
o
p
o
s
ed
as
a
p
r
ed
icto
r
o
f
B
I
.
Ho
wev
e
r
,
i
n
th
e
T
AM
m
o
d
el,
th
e
v
ar
iab
le
was
p
r
o
p
o
s
ed
t
o
m
ed
iate
t
h
e
ef
f
ec
t
o
f
ea
s
e
o
f
u
s
e
an
d
u
s
ef
u
ln
ess
o
n
B
I
[
1
8
]
.
Attitu
d
e
was
f
o
u
n
d
to
m
ed
iate
th
e
ef
f
ec
t
o
f
PP
an
d
E
E
o
n
ad
o
p
tio
n
o
f
clo
u
d
co
m
p
u
tin
g
[
3
3
]
.
I
t
is
also
a
m
ed
iatin
g
v
ar
iab
le
in
th
e
s
tu
d
y
o
f
[
3
4
]
,
[
35
]
wh
er
e
attitu
d
e
m
ed
iated
th
e
r
elatio
n
s
h
i
p
am
o
n
g
th
e
v
ar
ia
b
les.
I
n
th
is
s
tu
d
y
an
d
b
ased
o
n
T
AM
,
attitu
d
e
is
co
n
s
id
er
ed
as
a
m
ed
iatin
g
v
ar
i
ab
le.
T
h
u
s
,
it
i
s
h
y
p
o
th
esized
.
H5
:
Att
itu
d
e
m
ed
iates
th
e
ef
f
ec
t
o
f
PE
o
n
r
ea
d
in
ess
to
E
FL
teac
h
er
to
u
s
e
M
-
lear
n
in
g
.
H6
:
Attitu
d
e
m
ed
iates
th
e
ef
f
ec
t
o
f
E
E
o
n
r
ea
d
in
ess
to
E
FL
teac
h
er
t
o
u
s
e
M
-
lear
n
in
g
.
H7
:
Attitu
d
e
m
ed
iates
th
e
ef
f
ec
t
o
f
SI
o
n
r
ea
d
in
ess
to
E
FL
teac
h
er
to
u
s
e
M
-
lear
n
in
g
.
2
.
3
.
6
.
M
o
dera
t
ing
ro
le
o
f
t
ec
hn
o
lo
g
y
s
elf
-
ef
f
i
ca
c
y
T
ec
h
n
o
lo
g
y
s
elf
-
e
f
f
icac
y
(
T
SE)
is
th
e
ab
ilit
y
o
f
E
FL
teac
h
er
s
to
u
s
e
t
h
e
M
-
lear
n
in
g
[
3
6
]
.
T
SE
d
if
f
er
s
am
o
n
g
teac
h
er
s
a
n
d
th
is
cr
ea
tes
d
if
f
e
r
en
ce
s
in
t
h
eir
p
e
r
ce
p
tio
n
s
ab
o
u
t
M
-
lear
n
in
g
[
1
2
]
.
I
t
is
o
n
e
o
f
th
e
m
o
s
t
im
p
o
r
ta
n
t
v
a
r
iab
les
wh
en
it
co
m
es
t
o
ass
ess
in
g
th
e
willin
g
n
ess
o
f
E
FL
teac
h
er
s
to
u
s
e
a
tech
n
o
lo
g
y
[
1
3
]
.
L
o
w
T
SE
i
s
th
e
r
ea
s
o
n
b
e
h
in
d
n
o
t
u
s
in
g
th
e
tech
n
o
lo
g
y
am
o
n
g
teac
h
er
s
[
9
]
.
L
ev
el
o
f
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icat
io
n
tech
n
o
lo
g
y
(
I
C
T
)
is
a
d
eter
m
in
an
t
f
ac
to
r
in
u
s
in
g
tech
n
o
lo
g
y
am
o
n
g
teac
h
er
s
[
1
0
]
.
I
n
th
e
s
tu
d
y
o
f
[
3
1
]
,
T
SE
was f
o
u
n
d
as a
n
im
p
o
r
tan
t v
ar
iab
le
to
af
f
ec
t th
e
B
I
to
u
s
e
M
-
lear
n
in
g
.
Few
s
tu
d
ies
ex
am
in
e
th
e
m
o
d
er
atin
g
ef
f
ec
t
o
f
T
SE.
Fo
r
e
x
am
p
le,
in
th
e
s
tu
d
y
o
f
[
3
7
]
,
T
SE
m
o
d
er
ated
th
e
ef
f
ec
t
o
f
u
s
ef
u
l
n
ess
o
n
c
o
n
ti
n
u
an
ce
i
n
ten
tio
n
to
u
s
e
th
e
tech
n
o
lo
g
y
.
I
n
t
h
is
s
tu
d
y
,
T
SE
is
ex
p
ec
ted
t
o
m
o
d
er
ate
th
e
ef
f
ec
t
o
f
PE,
E
E
,
an
d
SI
o
n
R
UM
L
.
A
cc
o
r
d
in
g
ly
,
it
is
h
y
p
o
th
esized
.
H8
:
T
SE
m
o
d
er
ates
th
e
ef
f
ec
t
o
f
PE
o
n
r
ea
d
i
n
ess
o
f
E
FL
teac
h
er
.
H9
:
T
SE
m
o
d
e
r
at
es
th
e
ef
f
ec
t
o
f
E
E
o
n
r
ea
d
in
e
s
s
o
f
E
FL
teac
h
er
.
H1
0
: T
SE
m
o
d
e
r
ates th
e
ef
f
ec
t o
f
SI
o
n
r
ea
d
in
ess
o
f
E
FL
teac
h
er
.
3.
M
E
T
H
O
DO
L
O
G
Y
T
h
e
p
o
p
u
l
a
t
i
o
n
o
f
t
h
is
s
t
u
d
y
is
t
h
e
t
ea
c
h
e
r
s
o
f
E
F
L
i
n
I
r
a
q
i
p
u
b
l
i
c
s
c
h
o
o
l
.
P
a
r
t
i
c
u
l
a
r
l
y
,
t
e
a
ch
e
r
s
i
n
t
h
e
p
u
b
l
i
c
s
c
h
o
o
l
s
o
f
K
a
r
b
a
la
a
r
e
t
h
e
r
e
s
p
o
n
d
e
n
t
s
o
f
t
h
i
s
s
t
u
d
y
.
T
h
e
r
e
a
s
o
n
f
o
r
c
h
o
o
s
i
n
g
t
h
o
s
e
t
e
a
c
h
e
r
s
is
d
u
e
t
h
e
f
a
c
t
t
h
at
t
h
e
s
c
h
o
o
ls
i
n
K
a
r
b
a
la
a
r
e
m
o
v
i
n
g
t
o
d
i
s
t
a
n
c
e
l
e
a
r
n
i
n
g
a
n
d
t
h
e
u
s
a
g
e
o
f
o
n
l
i
n
e
l
e
a
r
n
i
n
g
c
o
m
p
a
r
e
d
w
it
h
m
a
j
o
r
c
i
t
y
s
u
c
h
a
s
B
a
g
h
d
a
d
,
t
h
e
c
a
p
i
t
a
l
o
f
I
r
a
q
i
s
l
o
w
i
n
K
a
r
b
a
l
a
s
c
h
o
o
ls
.
T
h
e
r
e
a
r
e
7
1
2
E
F
L
t
e
a
c
h
e
r
s
i
n
p
u
b
l
i
c
s
c
h
o
o
l
s
.
T
h
e
s
a
m
p
l
i
n
g
t
e
c
h
n
i
q
u
e
i
n
t
h
i
s
s
t
u
d
y
i
s
r
a
n
d
o
m
.
T
h
u
s
,
t
o
d
e
t
e
r
m
i
n
e
t
h
e
s
a
m
p
le
s
i
ze
,
t
h
e
s
t
u
d
y
d
e
p
l
o
y
e
d
t
h
e
f
o
r
m
u
l
a
g
i
v
e
n
b
y
[
3
8
]
.
A
q
u
e
s
t
i
o
n
n
a
i
r
e
a
d
o
p
t
e
d
f
r
o
m
p
r
e
v
i
o
u
s
s
t
u
d
i
e
s
w
as
u
s
e
d
t
o
c
o
l
l
e
c
t
t
h
e
d
a
t
a
.
T
h
e
m
e
a
s
u
r
e
m
e
n
t
o
f
E
E
,
P
E
,
S
I
an
d
F
C
w
e
r
e
a
d
o
p
t
e
d
f
r
o
m
[
2
8
]
,
[
3
9
]
.
M
e
a
s
u
r
e
m
e
n
t
o
f
a
t
ti
t
u
d
e
a
n
d
s
e
l
f
-
e
f
f
i
c
a
c
y
w
e
r
e
a
d
o
p
t
e
d
f
r
o
m
[
1
7
]
,
[
4
0
]
a
n
d
r
e
a
d
i
n
e
s
s
t
o
u
s
e
M
-
l
e
a
r
n
i
n
g
w
a
s
a
d
o
p
t
e
d
f
r
o
m
[
4
0
]
.
T
wo
ac
ad
em
ic
s
taf
f
with
Ph
D
d
eg
r
ee
s
a
n
d
a
d
eq
u
ate
e
x
p
er
ie
n
ce
o
f
m
o
r
e
th
an
1
0
y
ea
r
s
in
tech
n
o
lo
g
y
ad
o
p
tio
n
v
alid
ated
th
e
q
u
esti
o
n
n
air
e
an
d
a
p
ilo
t
s
tu
d
y
was
c
o
n
d
u
cte
d
to
co
n
f
ir
m
th
e
r
elia
b
ilit
y
.
A
to
tal
o
f
2
5
0
qu
esti
o
n
n
air
es
wer
e
d
is
tr
ib
u
ted
u
s
in
g
o
n
lin
e
q
u
esti
o
n
n
air
e
in
E
n
g
lis
h
an
d
Ar
ab
ic
lan
g
u
a
g
es.
T
h
e
d
ata
was
co
llected
f
r
o
m
1
7
6
teac
h
e
r
s
.
Miss
in
g
v
alu
e
wer
e
ch
ec
k
e
d
as
well
as
o
u
tlier
s
r
esu
ltin
g
in
d
eletin
g
1
3
r
esp
o
n
s
es.
Data
was
n
o
r
m
ally
d
is
tr
ib
u
ted
,
an
d
it
h
as
n
o
m
u
ltico
llin
ea
r
ity
is
s
u
e.
T
h
e
co
m
p
lete
an
d
u
s
ab
le
r
esp
o
n
s
e
is
1
6
3
with
r
esp
o
n
s
e
r
ate
o
f
6
5
.
2
%.
4.
F
I
NDING
S
4
.
1
.
P
ro
f
ile
o
f
t
he
re
s
po
nd
ent
s
T
h
e
r
esp
o
n
d
en
ts
o
f
t
h
is
s
tu
d
y
ar
e
teac
h
er
s
o
f
E
FL.
A
to
tal
o
f
1
6
3
teac
h
er
s
h
a
v
e
p
a
r
ticip
ated
in
th
is
s
tu
d
y
.
Ou
t
o
f
w
h
ich
,
9
8
(
6
0
%)
ar
e
m
ales.
T
h
e
r
esp
o
n
d
e
n
ts
r
an
g
ed
b
etwe
en
3
0
an
d
a
b
o
v
e
5
0
y
ea
r
s
o
l
d
with
ex
p
er
ien
ce
b
etwe
en
less
th
an
5
y
ea
r
s
a
n
d
ab
o
v
e
th
a
n
2
0
y
ea
r
s
.
T
h
e
r
esp
o
n
d
e
n
ts
ar
e
s
till
in
th
eir
m
id
d
le
ca
r
ee
r
,
an
d
th
is
ca
n
b
e
n
o
ted
f
r
o
m
th
e
e
x
p
er
ien
ce
o
f
5
7
.
1
%,
wh
ich
is
less
th
an
1
5
y
ea
r
s
.
4
.
2
.
M
ea
s
urem
ent
m
o
del
T
h
e
d
ata
o
f
th
is
s
tu
d
y
p
r
o
ce
s
s
ed
u
s
in
g
s
m
ar
t
p
ar
tial
least
s
q
u
ar
e
(
s
m
ar
t
PLS)
.
I
n
t
h
is
an
aly
s
is
,
th
er
e
ar
e
two
lev
els.
T
h
e
f
i
r
s
t
is
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
an
d
it
i
s
ass
es
s
ed
b
y
lo
o
k
in
g
at
th
e
f
ac
to
r
l
o
ad
i
n
g
(
FL)
,
r
eliab
ilit
ies
s
u
ch
as
cr
o
n
b
ac
h
’
s
alp
h
a
(
C
A)
an
d
co
m
p
o
s
ite
r
eliab
ilit
y
(
C
R
)
.
I
n
ad
d
itio
n
,
av
er
ag
e
v
ar
ia
n
ce
ex
tr
ac
ted
(
AVE
)
is
u
s
ed
to
ass
ess
th
e
co
n
v
er
g
en
t
v
alid
ity
[
4
1
]
,
[
4
2
]
.
B
ased
o
n
t
h
e
cu
t
o
f
f
v
alu
e
o
f
FL,
s
o
m
e
o
f
th
e
item
s
s
u
ch
as
AT
2
,
E
E
1
,
PE1
,
an
d
FC
4
,
wer
e
d
elete
d
d
u
e
to
lo
w
FL.
T
h
e
cr
iter
ia
o
f
C
A,
an
d
C
R
wer
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
5
0
2
-
4
7
5
2
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci,
Vo
l.
24
,
No
.
2
,
No
v
em
b
er
2
0
2
1
:
8
80
-
88
7
884
ac
h
iev
ed
b
ec
a
u
s
e
th
e
v
al
u
es
o
f
C
A
an
d
C
R
ar
e
g
r
ea
te
r
t
h
an
0
.
7
0
as
s
h
o
w
n
in
T
a
b
le
1
.
I
n
ad
d
itio
n
,
th
e
co
n
v
er
g
en
t
v
alid
ity
is
ac
h
iev
e
d
b
ec
au
s
e
th
e
v
alu
e
o
f
AVE
a
r
e
g
r
ea
ter
th
an
0
.
5
0
.
T
h
e
last
cr
itier
ia
is
to
ass
ess
th
e
d
is
cr
im
in
an
t
v
alid
itiy
.
R
esear
ch
er
s
s
u
g
g
ested
t
h
at
th
e
d
is
cr
im
in
an
t
v
alid
ity
is
ac
h
ie
v
e
d
if
th
e
s
q
u
ar
e
r
o
o
t
o
f
th
e
AVE
is
lar
g
er
th
an
t
h
e
cr
o
s
s
lo
ad
in
g
o
f
th
e
v
ar
iab
l
es
[
4
1
]
,
[
4
2
]
.
I
n
T
a
b
le
1
it
c
an
b
e
s
ee
n
th
at
th
e
s
q
u
ar
e
r
o
o
t
o
f
AVE
u
n
d
er
lin
ed
as
s
h
o
wn
in
T
ab
le
1
,
is
g
r
ea
ter
th
an
th
e
cr
o
s
s
lo
ad
in
g
in
d
icatin
g
th
at
th
e
d
is
cr
im
in
an
t
v
alid
ity
is
ac
h
iev
ed
.
T
h
u
s
,
b
ased
o
n
T
ab
le
1
,
it
is
co
n
clu
d
ed
th
at
all
th
e
cr
iter
ia
o
f
a
s
s
ess
in
g
th
e
m
ea
s
u
r
em
en
t m
o
d
el
wer
e
ac
h
i
ev
ed
.
T
h
e
s
ec
o
n
d
le
v
el
o
f
s
m
a
r
t PL
S is
th
e
s
tr
u
ctu
r
al
m
o
d
el.
T
ab
le
1
.
R
esu
lt o
f
ass
ess
in
g
th
e
m
ea
s
u
r
em
en
t m
o
d
el
CA
CR
AVE
AT
EE
FC
PE
R
U
M
L
SI
TSE
AT
0
.
9
5
0
.
9
6
0
.
8
3
0
.
9
1
EE
0
.
9
0
0
.
9
2
0
.
7
1
0
.
4
0
0
.
8
4
FC
0
.
9
4
0
.
9
6
0
.
9
0
0
.
4
6
0
.
3
1
0
.
9
5
PE
0
.
9
1
0
.
9
4
0
.
7
9
0
.
4
2
0
.
4
2
0
.
2
9
0
.
8
9
R
U
M
L
0
.
9
4
0
.
9
6
0
.
8
2
0
.
5
8
0
.
3
7
0
.
6
1
0
.
3
8
0
.
9
0
SI
0
.
9
4
0
.
9
5
0
.
8
1
0
.
5
1
0
.
2
6
0
.
2
4
0
.
3
7
0
.
3
1
0
.
9
0
TSE
0
.
8
4
0
.
8
8
0
.
6
4
0
.
4
8
0
.
3
2
0
.
5
0
0
.
4
5
0
.
6
9
0
.
3
5
0
.
8
0
4
.
3
.
Str
uct
ura
l
m
o
del
T
o
a
s
s
e
s
s
t
h
e
s
t
r
u
c
t
u
r
a
l
m
o
d
e
l
,
r
e
s
e
a
r
c
h
e
r
s
s
u
g
g
e
s
t
e
d
t
o
e
x
a
m
i
n
e
t
h
e
R
-
s
q
u
a
r
e
(
R
2
)
,
w
h
i
c
h
i
s
a
c
c
e
p
t
a
b
l
e
i
f
i
t
i
s
g
r
e
a
t
e
r
t
h
a
n
0
.
2
5
w
h
i
l
e
t
h
e
F
-
s
q
u
a
r
e
(
f
2
)
o
r
t
h
e
e
f
f
e
c
t
s
i
z
e
i
s
a
c
c
e
p
t
a
b
l
e
i
f
t
h
e
v
a
l
u
e
i
s
g
r
e
a
t
e
r
t
h
a
n
0
.
0
2
.
Q
-
s
q
u
a
r
e
(
Q
2
)
o
r
p
r
e
d
i
c
t
i
v
e
r
e
l
e
v
a
n
c
e
s
h
o
u
l
d
b
e
g
r
e
a
t
e
r
t
h
a
n
z
e
r
o
.
T
h
e
p
a
t
h
c
o
e
f
f
i
c
i
e
n
t
i
s
a
c
c
e
p
t
a
b
l
e
i
f
t
h
e
P
-
v
a
l
u
e
i
s
l
e
s
s
t
h
a
n
0
.
0
5
[
4
1
]
,
[
4
3
]
.
F
i
g
u
r
e
2
s
h
o
w
s
t
h
e
s
t
r
u
c
t
u
r
a
l
m
o
d
e
l
o
f
t
h
e
d
i
r
e
c
t
a
n
d
m
e
d
i
a
t
i
n
g
e
f
f
e
c
t
.
Fig
u
r
e
2
.
Stru
ctu
r
al
m
o
d
el
T
ab
le
2
p
r
esen
ts
th
e
f
i
n
d
in
g
s
o
f
ev
alu
ati
n
g
th
e
s
tr
u
ctu
r
al
m
o
d
el.
I
t
s
h
o
ws
th
e
h
y
p
o
t
h
eses
test
in
g
f
o
r
th
e
d
ir
ec
t
ef
f
ec
t
o
f
PE,
E
E
,
S
I
,
FC
o
n
th
e
r
ea
d
in
ess
to
u
s
e
M
-
lear
n
in
g
(
R
UM
L
)
.
I
t
s
h
o
w
s
also
th
e
r
esu
lts
o
f
test
in
g
attitu
d
e
(
AT
)
as
a
m
ed
iato
r
an
d
T
SE
as
a
m
o
d
er
ato
r
.
T
h
e
tab
le
s
h
o
ws
th
e
h
y
p
o
th
esis
(
H)
,
p
ath
co
ef
f
icien
t
(
B
)
,
s
tan
d
ar
d
d
ev
ia
tio
n
(
Std
)
,
t
-
v
alu
e
(
T
)
,
p
-
v
alu
e
(
P),
as
well
as
th
e
F
-
s
q
u
ar
e
(
F
2
)
,
Q
-
s
q
u
ar
e
(
Q
2
)
,
an
d
R
-
s
q
u
ar
e
(
R
2
)
.
T
h
e
m
o
d
el
s
wer
e
ab
le
to
ex
p
lain
6
1
%
in
th
e
v
ar
iatio
n
o
f
r
ea
d
in
ess
to
u
s
e
M
-
lear
n
in
g
.
All
th
e
Q
2
ar
e
g
r
ea
te
r
th
an
ze
r
o
s
u
p
p
o
r
tin
g
th
e
n
o
tio
n
th
at
t
h
e
in
d
ep
en
d
e
n
t
v
ar
iab
les
ar
e
ca
p
ab
le
o
f
p
r
e
d
ictin
g
th
e
d
ep
e
n
d
e
n
t
v
ar
iab
les.
T
h
e
f
2
o
f
s
o
m
e
p
ath
s
wer
e
r
ejec
ted
d
u
e
to
th
e
n
o
tio
n
t
h
at
th
e
r
ela
ted
h
y
p
o
th
esis
ar
e
r
ejec
ted
as we
ll.
T
h
is
is
in
lin
e
with
th
e
s
u
g
g
esti
o
n
o
f
p
r
e
v
io
u
s
s
tu
d
ies
[
4
4
]
,
[
4
5
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
I
SS
N:
2502
-
4
7
5
2
Th
e
r
ea
d
in
ess
o
f I
r
a
q
i E
F
L te
a
ch
ers
to
u
s
e
mo
b
ile
lea
r
n
in
g
in
tea
ch
in
g
E
n
g
lis
h
…
(
I
b
tih
a
l
Ha
s
s
a
n
Mu
s
s
a
)
885
T
ab
le
2
.
R
esu
lts
o
f
test
in
g
th
e
s
tr
u
ctu
r
al
m
o
d
el
H
B
S
t
d
T
P
f2
Q2
R2
S
i
g
n
i
f
i
c
a
n
c
e
H1
P
E
-
>
R
U
M
L
0
.
1
4
0
.
0
5
2
.
7
1
0
.
0
1
0
.
0
4
0
.
5
9
0
.
4
3
Y
e
s
H2
EE
-
>
R
U
M
L
0
.
1
4
0
.
0
5
2
.
7
5
0
.
0
1
0
.
0
4
Y
e
s
H3
S
I
-
>
R
U
M
L
0
.
1
0
0
.
0
5
2
.
0
5
0
.
0
4
0
.
0
3
Y
e
s
H4
F
C
-
>
R
U
M
L
0
.
5
0
0
.
0
5
1
0
.
3
6
0
.
0
0
0
.
3
8
Y
e
s
H5
P
E
-
>
A
T
-
>
R
U
M
L
0
.
0
7
0
.
0
2
3
.
0
4
0
.
0
0
0
.
0
4
.
5
7
.
6
1
Y
e
s
H6
EE
-
>
A
T
-
>
R
U
M
L
0
.
0
9
0
.
0
2
3
.
5
2
0
.
0
0
0
.
0
7
Y
e
s
H
7
S
I
-
>
A
T
-
>
R
U
M
L
0
.
1
5
0
.
0
3
4
.
7
9
0
.
0
0
0
.
2
0
Y
e
s
H8
TSE*
P
E
-
>
R
U
M
L
0
.
0
0
0
.
0
6
0
.
0
6
0
.
9
6
0
.
0
0
.
4
6
0
.
5
8
N
o
H9
TSE*
EE
-
>
R
U
M
L
0
.
0
0
0
.
0
5
0
.
0
8
0
.
9
3
0
.
0
0
N
o
H
1
0
TSE*
S
I
-
>
R
U
M
L
0
.
0
1
0
.
0
6
0
.
2
0
0
.
8
4
0
.
0
0
N
o
TSE
-
>
R
U
M
L
0
.
4
8
0
.
0
5
9
.
5
9
0
.
0
0
0
.
3
5
Y
e
s
4
.
4
.
H
y
po
t
hes
es t
esting
T
h
e
f
in
d
in
g
s
in
T
ab
le
2
s
h
o
w
th
at
th
e
d
ir
ec
t
ef
f
ec
t
h
y
p
o
th
e
s
es
wer
e
al
l
ac
ce
p
ted
.
T
h
e
ef
f
ec
t
o
f
PE,
E
E
,
SI
an
d
FC
o
n
R
UM
L
is
p
o
s
itiv
e
an
d
s
ig
n
if
ica
n
t
in
d
icati
n
g
th
at
th
e
f
o
u
r
v
ar
iab
les
o
f
UT
AUT
ar
e
cr
itical
in
p
r
e
d
ictin
g
th
e
R
UM
L
b
y
E
FL
teac
h
er
s
in
I
r
aq
.
A
cc
o
r
d
i
n
g
ly
,
H1
,
H2
,
H3
,
a
n
d
H4
ar
e
s
u
p
p
o
r
ted
.
Fo
r
th
e
m
ed
iatin
g
r
o
le
o
f
attitu
d
e,
th
e
f
in
d
in
g
s
s
h
o
wed
th
at
o
n
ce
att
itu
d
e
en
ter
ed
in
th
e
p
at
h
,
th
e
d
ir
ec
t
ef
f
ec
t
tu
r
n
e
d
f
r
o
m
s
ig
n
if
ican
t
t
o
in
s
ig
n
if
ica
n
t
in
d
icatin
g
th
at
attitu
d
e
is
a
f
u
ll
m
ed
iato
r
b
etwe
en
th
e
P
E
,
E
E
,
an
d
SI
with
R
UM
L
.
Acc
o
r
d
in
g
ly
,
H5
,
H6
,
an
d
H7
ar
e
s
u
p
p
o
r
ted
.
Fo
r
t
h
e
m
o
d
er
atin
g
e
f
f
ec
t
o
f
tech
n
o
lo
g
y
s
elf
-
ef
f
icac
y
(
T
SE)
,
it
ca
n
b
e
s
ee
n
in
T
ab
le
2
th
at
th
e
h
y
p
o
th
eses
wer
e
r
ej
ec
ted
.
T
ec
h
n
o
lo
g
y
s
elf
-
ef
f
icac
y
d
id
n
o
t
m
o
d
er
ate
th
e
ef
f
ec
t
o
f
PE,
E
E
,
an
d
SI
o
n
R
UM
L
.
Ho
wev
er
,
it
h
as
a
s
ig
n
if
ican
t
d
ir
ec
t
ef
f
ec
t
o
n
R
UM
L
.
T
h
u
s
,
H8
,
H9
,
H1
0
ar
e
r
ejec
ted
.
5.
DIS
CU
SS
I
O
N
AND
I
M
P
L
I
CATI
O
N
S
T
h
is
s
tu
d
y
h
as
d
ev
elo
p
ed
te
n
h
y
p
o
th
eses
an
d
test
ed
th
em
to
u
n
d
er
s
tan
d
t
h
e
p
r
ed
ict
o
r
s
o
f
th
e
r
ea
d
in
ess
o
f
E
FL
teac
h
er
s
to
u
s
e
M
-
lear
n
in
g
.
T
h
e
f
in
d
i
n
g
s
s
u
g
g
ested
th
at
FC
is
th
e
m
o
s
t
c
r
itical
f
ac
to
r
f
o
r
th
e
R
UM
L
.
T
h
is
is
f
o
llo
wed
b
y
PE
an
d
E
E
eq
u
ally
an
d
th
en
SI.
T
h
e
r
ea
s
o
n
s
f
o
r
th
e
FC
to
b
e
th
e
m
o
s
t
im
p
o
r
tan
t
co
u
ld
b
e
d
u
e
to
t
h
e
n
o
tio
n
th
at
in
f
r
astru
ctu
r
e
a
n
d
eq
u
ip
m
en
t
to
u
s
e
M
-
lea
r
n
in
g
ar
e
ess
en
tial
in
a
co
u
n
tr
y
s
u
ch
as
I
r
aq
wh
e
r
e
th
e
co
u
n
tr
y
a
r
e
r
e
-
b
u
ild
in
g
its
in
f
r
astru
ctu
r
e
af
ter
l
o
n
g
p
er
i
o
d
o
f
in
s
ta
b
ilit
y
.
F
u
r
th
er
,
th
e
b
en
ef
its
o
f
u
s
in
g
th
e
s
y
s
tem
i
s
im
p
o
r
tan
t
f
o
r
th
e
teac
h
er
s
as
well
a
s
th
e
d
eg
r
ee
to
wh
ich
th
e
u
s
e
is
ea
s
y
an
d
u
n
d
er
s
tan
d
a
b
le
b
y
th
e
teac
h
er
s
.
T
h
ese
f
in
d
in
g
s
ar
e
in
lin
e
with
th
e
UT
AUT
an
d
T
AM
t
h
eo
r
y
an
d
th
ey
ar
e
also
co
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5
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T
h
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f
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h
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tech
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elf
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icac
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is
n
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t
a
m
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atin
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we
v
er
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it
h
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a
s
tr
o
n
g
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ir
ec
t
ef
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t
o
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icatin
g
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ar
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f
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-
lear
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g
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d
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4
9
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.
Dec
is
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m
ak
er
s
ar
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s
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ested
to
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h
a
n
ce
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te
ch
n
o
lo
g
y
s
elf
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ef
f
ica
cy
o
f
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FL
teac
h
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s
.
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h
is
co
u
ld
b
e
b
y
in
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tr
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co
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r
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t
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s
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th
e
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-
lear
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a
n
d
th
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tec
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n
o
lo
g
i
ca
l a
p
p
licatio
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s
.
T
h
e
s
tu
d
y
h
as
m
ad
e
a
co
n
tr
ib
u
tio
n
to
th
e
liter
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r
e
b
y
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a
m
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r
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i
n
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lear
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ile
s
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ies
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in
th
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ase
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f
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lit
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6.
CO
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.
Ala
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Ab
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.
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A.
Bu
sta
m
a
m
,
“
M
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B.
Al
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Ara
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Du
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COV
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:
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M
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Of
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Tr
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J
.
Crit
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Rev
.
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L.
Va
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.
T
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V
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,
“
EF
L
Tea
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Us
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Un
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in
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.
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[4
]
R.
M
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tru
k
,
“
Co
n
fro
n
ti
n
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t
h
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c
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f
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ALL
:
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.
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rg
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.
[5
]
I.
H.
M
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A.
S
.
Iz
k
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“
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EF
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In
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.
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.
[6
]
M
.
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b
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M
.
P
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,
“
M
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b
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Lea
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to
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.
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]
A.
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h
a
m
su
d
d
in
,
E.
Wah
a
b
,
N.
H.
Ab
d
u
ll
a
h
,
a
n
d
A.
S
u
ra
t
k
o
n
,
“
M
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e
Lea
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2
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.
[8
]
J.
F
e
se
r,
“
m
Lea
rn
in
g
is
n
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e
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.
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h
5
.
[9
]
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Li
z
a
a
n
d
E.
A
n
d
ri
y
a
n
ti
,
“
Dig
it
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tera
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y
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c
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Re
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o
f
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ig
it
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o
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ies
,
”
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.
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d
u
c
.
L
e
a
rn
.
,
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1
4
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o
.
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u
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v
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4
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1
.
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3
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2
5
.
[1
0
]
J.
O.
Et
c
u
b
a
n
,
D.
E.
M
a
rc
ial
,
a
n
d
C.
S
.
Ab
e
ll
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n
o
sa
,
“
In
fo
rm
a
ti
o
n
a
n
d
Co
m
m
u
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o
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Tec
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Re
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c
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e
rs i
n
Ce
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u
,
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il
ip
p
i
n
e
s
,
"
U
NP
Res
.
J
.
,
v
o
l.
2
5
,
n
o
.
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c
e
m
b
e
r,
p
p
.
1
-
1
7
,
2
0
1
6
.
[1
1
]
R.
Da
sh
tes
tan
i,
“
Im
p
lem
e
n
ti
n
g
m
o
b
il
e
-
a
ss
isted
lan
g
u
a
g
e
lea
rn
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n
g
(M
ALL)
in
a
n
EF
L
c
o
n
tex
t:
Ira
n
ian
EF
L
tea
c
h
e
rs’
p
e
rsp
e
c
ti
v
e
s
o
n
c
h
a
ll
e
n
g
e
s
a
n
d
a
ffo
rd
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n
c
e
s,”
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AL
T
CAL
L
J
.
,
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l.
9
,
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o
.
2
,
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p
.
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9
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4
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/
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ll
.
v
9
n
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.
1
5
3
.
[1
2
]
W.
Zen
g
,
“
In
fo
rm
a
ti
o
n
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c
h
in
g
Ab
il
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o
f
EF
L
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c
h
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rs
in
Ap
p
li
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a
ti
o
n
-
o
rien
ted
C
o
ll
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e
,
”
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.
P
h
y
s.
Co
n
f.
S
e
r.
,
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l.
1
5
3
3
,
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o
.
4
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0
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o
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0
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7
6
.
[1
3
]
E.
Ha
rm
a
n
d
a
o
ğ
l
u
Ba
z
,
P
.
T.
Ce
p
h
e
,
a
n
d
C.
Ba
lçık
a
n
lı
,
“
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d
e
rsta
n
d
in
g
EF
L
p
re
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se
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tea
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h
e
rs’
b
e
h
a
v
io
ra
l
in
ten
ti
o
n
s
to
u
se
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lo
u
d
a
p
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li
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a
ti
o
n
s,”
E
-
L
e
a
rn
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n
g
Di
g
it
.
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e
d
ia
,
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l
.
1
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o
.
3
,
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p
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2
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9
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o
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0
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2
7
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0
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8
3
4
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5
8
.
[1
4
]
V.
F
.
F
it
r
ian
i,
“
P
o
rtray
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n
g
EF
L
st
u
d
e
n
ts’
lea
rn
in
g
sty
les
i
n
u
t
il
izin
g
m
o
b
i
le
-
a
ss
isted
lan
g
u
a
g
e
lea
rn
in
g
:
h
o
w
t
o
b
e
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g
o
o
d
lan
g
u
a
g
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lea
rn
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r
,
”
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o
u
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n
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l
o
f
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e
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c
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g
&
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e
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g
E
n
g
li
s
h
in
M
u
lt
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lt
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ra
l
Co
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tex
ts
,
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l
.
4
,
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o
.
1
,
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p
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0
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:/
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.
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n
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e
x
.
p
h
p
/t
lem
c
/i
n
d
e
x
[1
5
]
A.
An
d
u
jar
a
n
d
F
.
Z.
Na
d
if,
“
Ev
a
lu
a
ti
n
g
a
n
i
n
c
lu
si
v
e
b
len
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e
d
lea
rn
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g
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v
iro
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m
e
n
t
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n
E
F
L:
a
fli
p
p
e
d
a
p
p
ro
a
c
h
,
”
Co
mp
u
t
.
Assist.
L
a
n
g
.
L
e
a
rn
.
,
v
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l
.
3
9
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o
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o
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2
2
1
.
2
0
2
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7
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3
.
[1
6
]
N.
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u
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ra
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ti
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g
sih
,
E.
N.
F
a
d
il
a
,
a
n
d
Z.
Ah
m
a
d
,
“
Li
ste
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lt
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-
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,
v
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l.
1
,
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o
.
1
,
p
p
.
1
-
1
1
,
2
0
2
0
.
[1
7
]
R.
S
c
h
e
re
r,
F
.
S
id
d
iq
,
a
n
d
J.
T
o
n
d
e
u
r,
“
T
h
e
re
latio
n
b
e
twe
e
n
tea
c
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e
rs’
e
m
p
h
a
sis
o
n
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
st
u
d
e
n
ts’
d
ig
it
a
l
i
n
fo
rm
a
ti
o
n
a
n
d
c
o
m
m
u
n
i
c
a
ti
o
n
sk
il
ls
a
n
d
c
o
m
p
u
ter
se
lf
-
e
ffica
c
y
:
th
e
m
o
d
e
ra
ti
n
g
r
o
les
o
f
a
g
e
a
n
d
g
e
n
d
e
r,
"
L
a
rg
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-
sc
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le A
ss
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ss
Ed
u
c
4
,
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o
.
1
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0
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6
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0
5
3
6
-
0
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6
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0
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3
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-
4
.
[1
8
]
F
.
D.
Da
v
is,
“
P
e
rc
e
iv
e
d
Us
e
fu
l
n
e
ss
,
P
e
rc
e
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e
d
Eas
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o
f
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e
,
a
n
d
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r
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e
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tan
c
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o
f
In
f
o
rm
a
ti
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n
Tec
h
n
o
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o
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y
,
”
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o
u
rc
e
M
IS
Q.
,
v
o
l.
1
3
,
n
o
.
3
,
p
p
.
3
1
9
-
3
4
0
,
1
9
8
9
,
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o
i
:
1
0
.
2
3
0
7
/
2
4
9
0
0
8
.
[1
9
]
C.
Li
,
H.
Ho
,
S
.
I
p
a
n
d
P
.
K.
M
a
,
"
Bl
e
n
d
e
d
L
e
a
r
n
in
g
:
E
d
u
c
a
ti
o
n
a
l
I
n
n
o
v
a
t
io
n
fo
r
Per
so
n
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l
ize
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L
e
a
rn
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n
g
"
,
v
o
l.
1
1
5
4
6
.
S
p
r
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r
In
tern
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,
2
0
1
9
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o
i
:
1
0
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1
0
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7
/
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7
8
-
3
-
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0
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1
5
6
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-
0
.
[2
0
]
A.
Ba
n
d
u
ra
,
“
S
o
c
ial
c
o
g
n
i
ti
v
e
t
h
e
o
ry
o
f
se
lf
-
re
g
u
lati
o
n
,
”
Or
g
a
n
.
Beh
a
v
.
Hu
m
.
De
c
is.
Pr
o
c
e
ss
.
,
v
o
l.
5
0
,
n
o
.
2
,
p
p
.
2
4
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-
2
8
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,
1
9
9
1
,
d
o
i:
1
0
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1
0
1
6
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0
7
4
9
-
5
9
7
8
(
9
1
)
9
0
0
2
2
-
L.
[2
1
]
M
.
H.
Ka
y
a
li
,
N.
S
a
fie
,
a
n
d
M
.
M
u
k
h
tar,
“
Li
tera
tu
re
Re
v
iew
o
f
Clo
u
d
Ba
se
d
E
-
lea
rn
in
g
Ad
o
p
ti
o
n
b
y
S
tu
d
e
n
ts:
S
tate
o
f
t
h
e
Art
a
n
d
Dire
c
ti
o
n
f
o
r
F
u
tu
re
Wo
r
k
,
”
IOP
C
o
n
f
.
S
e
r.
M
a
ter
.
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c
i.
En
g
.
,
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o
l.
1
6
0
,
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o
.
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6
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p
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0
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-
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9
9
X/
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6
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/
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/0
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8
7
.
[2
2
]
M
.
H.
Ka
y
a
li
,
N.
S
a
fie
,
a
n
d
M
.
M
u
k
h
tar,
“
Ad
o
p
ti
o
n
o
f
Clo
u
d
Ba
se
d
E
-
Lea
rn
i
n
g
:
A
S
y
ste
m
a
ti
c
L
i
tera
tu
re
Re
v
iew
o
f
Ad
o
p
ti
o
n
F
a
c
to
rs
a
n
d
T
h
e
o
ries
,
”
J
.
En
g
.
A
p
p
l.
S
c
i.
,
v
o
l
.
1
1
,
n
o
.
8
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p
.
1
8
3
9
-
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8
4
5
,
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0
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6
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0
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3
6
4
7
8
/
jea
sc
i.
2
0
1
6
.
1
8
3
9
.
1
8
4
5
.
[2
3
]
S
.
S
.
Ala
m
,
N
.
M
.
H
.
N
.
Ha
sh
im
,
M
.
Ah
m
a
d
,
C
.
A
.
C
.
Wel,
S
.
M
.
No
r
a
n
d
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.
A
.
Om
a
r,
“
Ne
g
a
t
iv
e
a
n
d
p
o
siti
v
e
imp
a
c
t
o
f
in
tern
e
t
a
d
d
icti
o
n
o
n
y
o
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n
g
a
d
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lt
s:
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e
ricia
l
stu
d
y
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n
M
a
lay
sia
,
”
In
ten
g
ib
le
c
a
p
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l
,
v
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l.
1
0
,
n
o
.
3
,
p
p
.
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-
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3
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4
,
d
o
i:
1
0
.
3
9
2
6
/
i
c
.
4
5
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
I
SS
N:
2502
-
4
7
5
2
Th
e
r
ea
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in
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r
a
q
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F
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to
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mo
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n
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lis
h
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(
I
b
tih
a
l
Ha
s
s
a
n
Mu
s
s
a
)
887
[2
4
]
D.
M
.
Wan
y
o
ik
e
,
E.
M
u
k
u
lu
,
a
n
d
A.
G
.
Waiti
t
u
,
“
ICT
Attri
b
u
tes
a
s
De
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m
in
a
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ts
o
f
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tern
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a
n
Ke
n
y
a
,
”
I
n
t.
J
.
Arts Co
mm
e
r.
,
v
o
l.
1
,
n
o
.
7
,
p
p
.
6
5
-
7
5
,
2
0
1
2
.
[2
5
]
J.
S
tev
e
n
s,
“
I
n
tern
e
t
S
tats &
F
a
c
ts f
o
r
2
0
1
6
,
”
2
0
1
6
.
[2
6
]
I.
Ro
sd
ian
a
a
n
d
A.
E.
S
u
li
st
y
a
wa
ti
,
“
M
o
b
il
e
As
siste
d
Lan
g
u
a
g
e
Lea
r
n
in
g
:
P
ra
c
ti
c
e
s
a
n
d
Re
a
d
in
e
ss
in
E
F
L
S
p
e
a
k
in
g
Clas
s,”
E
-
S
tru
c
tu
r
a
l
,
v
o
l.
2
,
n
o
.
0
1
,
p
p
.
5
1
-
6
7
,
2
0
1
9
,
d
o
i:
1
0
.
3
3
6
3
3
/es
.
v
2
i1
.
2
4
3
0
.
[2
7
]
D.
Zh
a
n
g
a
n
d
P
.
P
é
re
z
-
P
a
re
d
e
s,
“
Ch
in
e
se
p
o
st
g
ra
d
u
a
te
E
F
L
lea
rn
e
rs’
se
lf
-
d
irec
ted
u
se
o
f
m
o
b
il
e
E
n
g
li
s
h
lea
rn
i
n
g
re
so
u
rc
e
s,”
Co
mp
u
t
.
Assist.
L
a
n
g
.
L
e
a
rn
.
,
n
o
.
S
e
p
tem
b
e
r,
2
0
1
9
,
d
o
i
:
1
0
.
1
0
8
0
/0
9
5
8
8
2
2
1
.
2
0
1
9
.
1
6
6
2
4
5
5
.
[2
8
]
V.
Ve
n
k
a
tes
h
,
M
.
M
o
rr
is,
G
.
Da
v
is
,
a
n
d
F
.
Da
v
is,
“
Us
e
r
Ac
c
e
p
tan
c
e
o
f
In
fo
rm
a
ti
o
n
Tec
h
n
o
lo
g
y
:
T
o
wa
rd
a
Un
ifi
e
d
Vie
w,”
M
IS
Q.
,
v
o
l.
2
7
,
n
o
.
3
,
p
p
.
4
2
5
-
4
7
8
,
2
0
0
3
,
d
o
i
:
1
0
.
2
3
0
7
/
3
0
0
3
6
5
4
0
.
[2
9
]
V.
Ve
n
k
a
tes
h
,
J.
Y.
L.
Th
o
n
g
,
a
n
d
X.
Xu
,
“
Co
n
s
u
m
e
r
Ac
c
e
p
tan
c
e
a
n
d
Us
e
o
f
In
f
o
rm
a
ti
o
n
Tec
h
n
o
l
o
g
y
:
E
x
ten
d
in
g
th
e
Un
ifi
e
d
T
h
e
o
r
y
o
f
Ac
c
e
p
ta
n
c
e
a
n
d
Us
e
o
f
Tec
h
n
o
lo
g
y
,
”
M
IS
Q.
,
v
o
l.
3
6
,
n
o
.
1
,
p
p
.
1
5
7
-
1
7
8
,
2
0
1
2
,
d
o
i:
1
0
.
2
3
0
7
/4
1
4
1
0
4
1
2
.
[3
0
]
M
.
S
.
M
.
S
o
li
m
a
n
,
N.
Ka
ria,
S
.
M
o
e
in
z
a
d
e
h
,
M
.
S
.
Isla
m
,
a
n
d
I.
M
a
h
m
u
d
,
“
M
o
d
e
ll
in
g
i
n
ten
ti
o
n
to
u
s
e
ERP
sy
ste
m
s
a
m
o
n
g
h
ig
h
e
r
e
d
u
c
a
ti
o
n
i
n
stit
u
ti
o
n
s
i
n
Eg
y
p
t:
UTAU
T
p
e
rsp
e
c
ti
v
e
,
”
In
t.
J
.
S
u
p
p
ly
Ch
a
in
M
a
n
a
g
.
,
v
o
l.
8
,
n
o
.
2
,
p
p
.
4
2
9
-
4
4
0
,
2
0
1
9
.
[3
1
]
R.
Li
,
Z
.
M
e
n
g
,
M
.
T
ian
,
Z
.
Z
h
a
n
g
,
C
.
Ni
,
a
n
d
W.
Xia
o
,
“
Ex
a
m
i
n
in
g
EF
L
lea
rn
e
rs’
in
d
iv
id
u
a
l
a
n
t
e
c
e
d
e
n
ts
o
n
t
h
e
a
d
o
p
t
io
n
o
f
a
u
to
m
a
ted
writi
n
g
e
v
a
lu
a
ti
o
n
in
C
h
in
a
,
”
Co
mp
u
t.
As
sist.
L
a
n
g
.
L
e
a
r
n
.
,
v
o
l.
3
2
,
n
o
.
7
,
p
p
.
7
8
4
-
8
0
4
,
2
0
1
9
,
d
o
i:
1
0
.
1
0
8
0
/
0
9
5
8
8
2
2
1
.
2
0
1
8
.
1
5
4
0
4
3
3
.
[3
2
]
I.
Ajz
e
n
,
“
Th
e
th
e
o
r
y
o
f
p
la
n
n
e
d
b
e
h
a
v
i
o
r,
”
Or
g
a
n
.
Be
h
a
v
.
Hu
m.
De
c
is.
Pro
c
e
ss
.
,
v
o
l.
5
0
,
n
o
.
2
,
p
p
.
1
7
9
-
2
1
1
1
9
9
1
,
d
o
i:
1
0
.
1
0
1
6
/0
7
4
9
-
5
9
7
8
(9
1
)9
0
0
2
0
-
T.
[3
3
]
M
.
Ka
y
a
li
,
N.
S
a
fie
,
a
n
d
M
.
M
u
k
h
tar,
“
T
h
e
Eff
e
c
t
o
f
I
n
d
i
v
id
u
a
l
F
a
c
to
rs
M
e
d
ia
ted
b
y
Tr
u
st
a
n
d
M
o
d
e
ra
ted
b
y
I
T
Kn
o
wle
d
g
e
o
n
S
tu
d
e
n
ts’
A
d
o
p
ti
o
n
o
f
Cl
o
u
d
Ba
se
d
E
-
lea
rn
in
g
,
”
I
n
t.
J
.
I
n
n
o
v
.
T
e
c
h
n
o
l.
Exp
l
o
r.
E
n
g
.
,
v
o
l
.
9
,
n
o
.
2
,
2
0
1
9
,
d
o
i:
1
0
.
1
1
8
6
/s
4
0
8
5
4
-
0
2
0
-
0
0
2
0
6
-
0
.
[3
4
]
K.
-
Y.
Lee
,
“
T
h
e
Im
p
a
c
t
o
f
P
riv
a
c
y
Co
n
c
e
rn
s
o
n
S
m
a
rtp
h
o
n
e
-
b
a
se
d
Ad
Bl
o
c
k
e
r
Us
e
I
n
ten
t:
M
e
d
iat
e
d
M
o
d
e
ra
ti
n
g
Eff
e
c
t
o
f
S
m
a
rtp
h
o
n
e
Li
tera
c
y
v
ia
Atti
tu
d
e
t
o
wa
rd
On
li
n
e
Vid
e
o
Ad
v
e
rti
si
n
g
,
”
J
.
Dig
it
.
C
o
n
ten
ts
S
o
c
.
,
v
o
l.
2
1
,
n
o
.
1
,
p
p
.
1
1
1
-
1
1
9
,
2
0
2
0
,
d
o
i:
1
0
.
9
7
2
8
/
d
c
s.2
0
2
0
.
2
1
.
1
.
1
1
1
.
[3
5
]
K.
Ra
m
e
sh
,
R.
S
a
h
a
,
S
.
G
o
sw
a
m
i
,
a
n
d
R.
Da
h
i
y
a
,
“
Co
n
su
m
e
r’s
re
sp
o
n
se
to
CS
R
a
c
ti
v
it
ies
:
M
e
d
iati
n
g
r
o
le o
f
b
ra
n
d
ima
g
e
a
n
d
b
ra
n
d
a
tt
it
u
d
e
,
”
C
o
rp
.
S
o
c
.
Res
p
o
n
sib
.
E
n
v
iro
n
.
M
a
n
a
g
.
,
v
o
l
.
2
6
,
n
o
.
2
,
p
p
.
3
7
7
-
3
8
7
,
2
0
1
9
,
d
o
i:
1
0
.
1
0
0
2
/cs
r.
1
6
8
9
.
[3
6
]
M
.
S
a
g
h
a
fi
-
As
l,
S
.
Al
ias
g
h
a
rz
a
d
e
h
,
a
n
d
M
.
As
g
h
a
ri
-
Ja
fa
ra
b
a
d
i,
“
F
a
c
t
o
rs
in
fl
u
e
n
c
in
g
we
ig
h
t
m
a
n
a
g
e
m
e
n
t
b
e
h
a
v
i
o
r
a
m
o
n
g
c
o
ll
e
g
e
stu
d
e
n
ts:
An
a
p
p
l
ica
ti
o
n
o
f
th
e
He
a
lt
h
Be
li
e
f
M
o
d
e
l,
”
PL
o
S
O
n
e
,
v
o
l.
1
5
,
n
o
.
2
,
p
p
.
1
-
1
5
,
2
0
2
0
,
d
o
i:
1
0
.
1
3
7
1
/j
o
u
r
n
a
l.
p
o
n
e
.
0
2
2
8
0
5
8
.
[3
7
]
G
.
Hu
a
n
g
a
n
d
Y.
Re
n
,
“
Li
n
k
in
g
tec
h
n
o
l
o
g
ica
l
fu
n
c
ti
o
n
s
o
f
fit
n
e
ss
m
o
b
il
e
a
p
p
s
wi
th
c
o
n
ti
n
u
a
n
c
e
u
sa
g
e
a
m
o
n
g
Ch
in
e
se
u
se
rs:
M
o
d
e
ra
ti
n
g
ro
le
o
f
e
x
e
rc
ise
se
lf
-
e
ffica
c
y
,
”
Co
mp
u
t.
Hu
m
a
n
Beh
a
v
.
,
v
o
l.
1
0
3
,
n
o
.
M
a
rc
h
2
0
1
9
,
p
p
.
1
5
1
-
1
6
0
,
2
0
2
0
,
d
o
i:
1
0
.
1
0
1
6
/
j
.
c
h
b
.
2
0
1
9
.
0
9
.
0
1
3
.
[3
8
]
U.
S
e
k
a
ra
n
a
n
d
R.
B
o
u
g
ie,
"
Res
e
a
rc
h
me
th
o
d
s f
o
r b
u
sin
e
ss
:
A
sk
il
l
b
u
i
ld
i
n
g
a
p
p
ro
a
c
h
,
"
Jo
h
n
Wi
ley
&
S
o
n
s,
2
0
1
6
.
[3
9
]
J.
W.
Li
a
n
,
“
Crit
ica
l
fa
c
to
rs
fo
r
c
lo
u
d
b
a
se
d
e
-
in
v
o
ice
se
rv
ice
a
d
o
p
ti
o
n
in
Taiwa
n
:
An
e
m
p
iri
c
a
l
st
u
d
y
,
”
In
t.
J
.
In
f
.
M
a
n
a
g
e
.
,
v
o
l.
3
5
,
n
o
.
1
,
p
p
.
9
8
-
1
0
9
,
2
0
1
5
,
d
o
i:
1
0
.
1
0
1
6
/
j.
ij
i
n
fo
m
g
t.
2
0
1
4
.
1
0
.
0
0
5
.
[4
0
]
Z.
M
o
o
sa
v
i,
D.
De
Wi
tt
,
a
n
d
Z.
Na
imie
,
“
EF
L
Un
d
e
rg
ra
d
u
a
te
L
e
a
rn
e
rs’
Re
a
d
in
e
ss
To
wa
rd
s
M
o
b
il
e
Lea
rn
i
n
g
,
”
Pro
c
e
e
d
in
g
4
t
h
In
t.
C
o
n
f.
Ed
u
c
.
,
v
o
l.
4
,
n
o
.
1
,
2
0
1
9
,
p
p
.
1
2
1
-
1
2
8
,
,
d
o
i:
1
0
.
1
7
5
0
1
/
2
4
2
4
6
7
0
0
.
2
0
1
8
.
4
2
1
5
.
[4
1
]
Ha
ir,
T.
M
.
Hu
lt
,
C.
M
.
Rin
g
le
,
a
n
d
M
.
S
a
rste
d
t,
"
A
p
rime
r
o
n
p
a
r
ti
a
l
lea
st
sq
u
a
re
s
stru
c
tu
ra
l
e
q
u
a
t
io
n
mo
d
e
li
n
g
,
"
2
n
d
e
d
.
Th
o
u
sa
n
d
Oa
k
e
s,
2
0
1
7
.
[4
2
]
S
.
Ala
a
ra
j,
Z.
A.
M
o
h
a
m
e
d
,
a
n
d
U.
S
.
Ah
m
a
d
Bu
sta
m
a
m
,
“
Ex
tern
a
l
G
ro
wth
S
trate
g
ies
a
n
d
Org
a
n
iza
ti
o
n
a
l
P
e
rfo
rm
a
n
c
e
in
Eme
rg
in
g
M
a
r
k
e
ts:
Th
e
M
e
d
iatin
g
R
o
le
o
f
I
n
ter
-
Org
a
n
iza
ti
o
n
a
l
Tr
u
st,”
Rev
.
I
n
t
.
Bu
s.
S
tra
teg
.
,
v
o
l.
2
8
,
n
o
.
2
,
p
p
.
2
0
6
-
2
2
2
,
2
0
1
8
,
d
o
i:
1
0
.
1
1
0
8
/RIBS
-
09
-
2
0
1
7
-
0
0
7
9
.
[4
3
]
P
.
B.
L
o
wry
a
n
d
J.
G
a
sk
in
,
“
P
a
rti
a
l
lea
st sq
u
a
re
s (P
LS
)
stru
c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
li
n
g
(S
E
M
)
fo
r
b
u
i
l
d
in
g
a
n
d
tes
ti
n
g
b
e
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:
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[4
4
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S
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.
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u
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e
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e
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ies
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[4
5
]
S
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o
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U.
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B
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sta
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rtain
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rm
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t.
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.
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c
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[4
6
]
M
.
Ka
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li
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.
Ala
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ra
j,
“
Ad
o
p
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De
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s :
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b
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TAM
a
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d
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t
.
J
.
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p
.
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0
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0
.
[4
7
]
S
.
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d
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h
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re
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ied
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lf
tec
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q
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,
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d
o
n
e
sia
n
J
o
u
rn
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f
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trica
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g
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m
p
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ter
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(IJ
EE
CS
)
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.
[4
8
]
A.
Ay
o
u
b
,
R
.
Na
jat,
a
n
d
A.
Ja
a
fa
r,
“
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re
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ra
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d
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sia
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J
o
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ter
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)
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.
[4
9
]
F
.
H.
M
o
h
a
m
m
e
d
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wa
d
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n
d
H.
H.
M
.
Ja
wa
d
,
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n
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ic
c
h
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c
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stit
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s
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g
e
x
p
l
o
ra
to
r
y
a
n
a
ly
sis,”
In
d
o
n
e
sia
n
J
o
u
r
n
a
l
o
f
El
e
c
trica
l
En
g
in
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e
rin
g
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n
d
Co
mp
u
ter
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c
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(IJ
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)
,
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1
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p
.
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s.v
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.
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1
.
p
p
5
6
6
-
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7
3
.
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