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an
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[
1
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-
[
4
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.
R
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[
5
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[
6
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h
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T
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(
I
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f
ac
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9
]
,
[
10
].
Evaluation Warning : The document was created with Spire.PDF for Python.
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TEL
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Vo
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20
,
No
.
1
,
Feb
r
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ar
y
20
22
:
2
0
1
-
211
202
Acc
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to
[
11
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,
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1
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n
in
g
m
eth
o
d
s
[
1
5
]
.
I
n
th
e
s
am
e
asp
ec
t,
alth
o
u
g
h
m
a
n
y
en
co
u
r
ag
in
g
in
itiativ
es
in
th
e
ad
o
p
tio
n
o
f
e
-
lear
n
in
g
,
th
e
r
e
ar
e
s
till
s
o
m
e
r
estrictio
n
s
th
at
h
in
d
er
t
h
e
ad
o
p
tio
n
o
f
e
-
lear
n
in
g
i
n
d
ev
el
o
p
in
g
co
u
n
tr
ie
s
[
1
6
]
.
Acc
o
r
d
in
g
to
[
1
7
]
,
t
h
e
f
am
iliar
ity
with
e
-
lear
n
in
g
am
o
n
g
s
tu
d
en
ts
in
th
e
Un
ited
States
o
f
Am
e
r
ic
a
(
USA
)
is
n
o
t
th
e
ca
s
e
as
t
h
e
Asi
an
s
tu
d
en
ts
.
C
o
n
s
eq
u
en
tly
,
th
e
au
th
o
r
s
f
in
d
it
ess
en
tial
to
in
v
esti
g
ate
d
e
ter
m
in
an
ts
o
f
e
-
lear
n
in
g
ad
o
p
t
io
n
in
I
r
aq
i
Hig
h
er
E
d
u
ca
tio
n
I
n
s
titu
tio
n
s
b
y
a
p
p
l
y
in
g
th
e
tec
h
n
o
lo
g
y
o
r
g
an
izati
o
n
an
d
en
v
ir
o
n
m
e
n
tal
(
T
OE
)
f
r
am
ewo
r
k
.
T
h
e
r
est
o
f
th
e
p
ap
er
is
o
r
g
an
ized
as
f
o
llo
ws
:
s
ec
tio
n
2
p
r
esen
ts
th
e
r
elev
an
t
liter
at
u
r
e
r
ev
iew.
Sectio
n
3
d
escr
ib
es
th
e
r
esea
r
ch
m
o
d
el
a
n
d
r
elate
d
h
y
p
o
th
eses
co
n
ce
r
n
in
g
h
i
g
h
lig
h
tin
g
all
r
esear
ch
m
o
d
el
co
m
p
o
n
en
ts
.
Sectio
n
4
o
u
tlin
es
th
e
r
esear
ch
m
eth
o
d
o
lo
g
y
u
s
ed
.
I
n
s
ec
tio
n
5
th
e
a
n
aly
s
is
o
f
th
e
r
esu
lts
is
di
s
cu
s
s
ed
b
ased
o
n
d
if
f
er
en
t
c
o
n
s
titu
en
ts
.
W
h
i
le
s
e
c
t
i
o
n
6
i
l
lu
s
t
r
a
t
es
t
h
e
d
i
s
c
u
s
s
i
o
n
o
n
t
h
e
f
in
d
i
n
g
s
.
F
i
n
al
l
y
,
t
h
e
p
a
p
e
r
'
s
c
o
n
c
l
u
s
i
o
n
s
a
n
d
s
o
m
e
r
e
c
o
m
m
e
n
d
a
t
i
o
n
s
f
o
r
f
u
t
u
r
e
d
i
r
e
c
t
i
o
n
i
n
t
h
is
f
i
el
d
o
f
k
n
o
w
l
e
d
g
e
w
e
r
e
h
i
g
h
l
i
g
h
t
e
d
.
2.
RE
VI
E
W
O
F
L
I
T
E
RA
T
UR
E
W
ith
th
e
ad
v
en
t
o
f
tech
n
o
lo
g
y
,
th
e
ed
u
ca
tio
n
p
r
o
ce
s
s
h
as
u
n
d
er
g
o
n
e
n
o
tewo
r
th
y
ch
a
n
g
es.
Ma
n
y
tech
n
iq
u
es,
alg
o
r
ith
m
s
,
an
d
m
o
d
els
h
av
e
b
ee
n
in
v
ested
i
n
an
d
u
s
ed
to
m
an
a
g
e
th
e
le
ar
n
in
g
p
r
o
ce
s
s
.
T
wo
d
ec
ad
es
ag
o
,
th
e
ter
m
e
-
lear
n
in
g
was
lim
ited
to
th
e
lear
n
in
g
p
r
o
ce
s
s
t
h
at
u
s
ed
elec
tr
o
n
ics
as
a
m
eth
o
d
to
d
eliv
er
lear
n
in
g
,
in
ad
d
itio
n
to
th
e
f
ac
t
th
at
e
-
lear
n
in
g
at
th
at
tim
e
wa
s
n
o
t
wid
ely
a
cc
ep
ted
.
W
ith
th
e
d
ev
elo
p
m
e
n
t
o
f
tech
n
o
lo
g
y
a
n
d
th
e
ab
u
n
d
an
ce
o
f
th
e
I
n
ter
n
et
an
d
o
th
er
s
u
p
p
o
r
tin
g
ap
p
li
ca
tio
n
s
th
at
d
ep
en
d
o
n
th
e
I
n
ter
n
et,
s
ev
er
al
d
is
tin
c
t
an
d
eleg
a
n
t
en
v
ir
o
n
m
e
n
ts
an
d
p
latf
o
r
m
s
h
av
e
b
ee
n
cr
ea
ted
an
d
b
e
co
m
e
r
ea
d
y
f
o
r
u
s
e
b
y
th
e
p
u
b
lic,
co
m
m
o
n
ly
r
ef
er
s
to
as
o
n
lin
e
c
o
u
r
s
es
[
1
8
]
-
[
2
2
].
E
-
lear
n
in
g
an
d
o
v
er
tim
e
b
ec
am
e
f
am
iliar
an
d
m
o
r
e
co
m
m
o
n
d
u
e
to
b
ein
g
th
e
m
o
s
t
ef
f
ec
tiv
e
m
eth
o
d
in
th
e
ed
u
ca
tio
n
p
r
o
ce
s
s
in
ad
d
itio
n
to
d
is
s
em
in
atin
g
k
n
o
wled
g
e
in
all
in
s
titu
tio
n
s
o
f
h
ig
h
e
r
ed
u
ca
tio
n
[
2
3
]
.
I
n
th
is
r
eg
a
r
d
,
E
-
lear
n
in
g
p
lay
ed
a
p
r
o
m
in
e
n
t
r
o
le
in
m
o
v
in
g
f
o
r
war
d
th
e
p
er
f
o
r
m
an
ce
o
f
e
-
le
ar
n
in
g
u
s
er
s
(
p
r
o
f
ess
o
r
s
an
d
s
tu
d
en
ts
)
,
wh
ich
in
tu
r
n
im
p
r
o
v
es
th
e
q
u
ality
o
f
teac
h
in
g
m
eth
o
d
s
an
d
it
h
a
s
,
th
er
ef
o
r
e,
b
ec
o
m
e
a
s
ig
n
if
ican
t
f
ac
ilit
ato
r
f
o
r
d
is
tan
ce
an
d
o
n
lin
e
ed
u
ca
ti
o
n
p
r
o
g
r
a
m
m
er
s
,
e
-
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
an
d
m
o
b
ile
a
p
p
licatio
n
lear
n
in
g
[
24
]
.
On
th
e
o
th
er
h
a
n
d
,
e
-
lear
n
i
n
g
p
r
o
v
id
e
d
m
o
r
e
o
p
p
o
r
tu
n
ities
f
o
r
th
o
s
e
wis
h
in
g
to
co
m
p
lete
th
eir
s
tu
d
ies
b
ec
au
s
e
th
e
r
eq
u
ir
em
en
ts
o
f
e
-
lear
n
in
g
ar
e
m
u
c
h
ea
s
ier
th
an
tr
ad
itio
n
al
ed
u
ca
tio
n
r
eq
u
ir
em
e
n
ts
,
as
e
-
ed
u
ca
tio
n
u
s
er
s
d
o
n
o
t
h
a
v
e
to
atten
d
class
o
r
h
av
e
a
f
ix
e
d
tim
e
f
o
r
lectu
r
es.
W
h
ile
[
2
5
]
in
d
icate
d
th
at
th
e
s
m
o
o
th
n
atu
r
e
o
f
e
-
lear
n
in
g
d
ep
en
d
s
en
tire
ly
o
n
th
e
a
v
ailab
ilit
y
o
f
th
e
I
n
te
r
n
et.
An
o
t
h
er
ch
ar
ac
ter
is
tic
o
f
e
-
lear
n
in
g
is
allo
win
g
s
tu
d
e
n
t
s
th
e
o
p
p
o
r
tu
n
ity
to
c
o
m
p
lete
th
eir
s
tu
d
ies
at
th
e
s
am
e
tim
e
as
th
ey
p
u
r
s
u
e
th
eir
wo
r
k
a
n
d
th
u
s
th
e
y
will
n
o
t
lo
s
e
th
eir
jo
b
s
[
2
6
]
-
[
2
8
]
.
I
n
lin
e
with
th
e
ab
o
v
e
s
itu
atio
n
s
,
th
e
g
r
ad
u
al
in
cr
ea
s
e
in
th
e
n
u
m
b
er
s
o
f
e
-
lear
n
in
g
m
at
er
ials
is
o
u
tlin
ed
d
u
e
to
o
b
tain
ed
in
co
m
es
f
o
r
(
ac
a
d
em
ics
an
d
s
tu
d
en
ts
)
as
well
as th
e
ad
v
en
t o
f
d
if
f
er
en
t t
y
p
e
s
o
f
e
-
lear
n
in
g
[
2
9
]
,
[
30
].
T
h
er
e
ar
e
m
an
y
m
o
d
els,
a
p
p
r
o
ac
h
es,
an
d
m
eth
o
d
s
th
at
h
av
e
em
er
g
e
d
to
d
ev
elo
p
e
-
le
ar
n
in
g
a
n
d
in
v
esti
g
ate
th
e
a
d
o
p
tio
n
o
f
e
-
l
ea
r
n
in
g
.
Ho
wev
er
,
th
e
m
ai
n
p
u
r
p
o
s
e
o
f
th
e
m
u
ltip
licity
o
f
a
p
p
r
o
ac
h
es
is
n
o
t
to
r
ep
lace
it
with
tr
ad
itio
n
al
ed
u
ca
tio
n
,
b
u
t
to
em
b
e
d
m
o
d
e
r
n
elec
tr
o
n
ic
tech
n
o
l
o
g
ies
to
s
u
p
p
o
r
t
th
e
en
tire
lear
n
in
g
p
r
o
ce
s
s
.
As
s
u
p
p
o
r
te
d
b
y
[
3
1
]
,
[
3
2
]
.
I
n
t
h
e
er
a
o
f
e
-
lear
n
in
g
in
v
estme
n
t,
th
er
e
a
r
e
two
m
ai
n
ty
p
es;
th
e
f
ir
s
t
o
n
e
is
r
e
g
ar
d
ed
as
co
u
r
s
e
m
an
ag
em
en
t
s
y
s
tem
s
(
C
MS)
.
W
h
ile
th
e
s
ec
o
n
d
o
n
e
is
r
eg
ar
d
e
d
as
lear
n
in
g
m
an
a
g
em
en
t sy
s
tem
s
(
E
MS)
.
A
b
r
ief
d
escr
ip
tio
n
o
f
ea
c
h
o
n
e
was o
u
tlin
ed
in
th
e
f
o
llo
win
g
p
ar
ag
r
ap
h
s
.
C
MS
i
s
r
eg
ar
d
ed
as
a
co
llec
tio
n
o
f
to
o
ls
th
at
en
a
b
le
ac
a
d
em
ics
to
d
esig
n
an
o
n
lin
e
c
o
u
r
s
e
an
d
p
u
b
lis
h
it
in
th
e
e
-
lear
n
in
g
en
v
ir
o
n
m
e
n
t
with
o
u
t
th
e
n
ee
d
t
o
d
ea
l
with
an
y
p
r
o
g
r
am
m
in
g
lan
g
u
ag
es.
I
t'
s
also
k
n
o
wn
as
co
n
ten
t
m
a
n
ag
em
e
n
t
s
y
s
tem
s
wh
ich
was
i
n
tr
o
d
u
ce
d
in
1
9
9
0
an
d
ad
o
p
ted
as
a
n
im
p
o
r
tan
t
p
ar
t
o
f
m
o
d
er
n
h
ig
h
er
ed
u
ca
tio
n
.
I
t'
s
co
n
s
is
ts
o
f
two
ty
p
es
o
f
co
m
p
o
n
en
ts
,
a
d
m
in
is
tr
ativ
e
c
o
m
p
o
n
en
ts
th
at
in
v
o
l
v
e
class
li
s
ts
an
d
s
tu
d
en
t
g
r
ad
e
r
ec
o
r
d
s
:
an
d
lear
n
i
n
g
co
m
p
o
n
en
ts
th
at
in
clu
d
e
all
teac
h
i
n
g
asp
ec
ts
s
u
ch
as
s
tu
d
en
t in
ter
ac
tio
n
a
n
d
lear
n
in
g
o
b
jects
[
33
]
,
[
34
]
.
L
ea
r
n
in
g
m
an
a
g
em
en
t
s
y
s
te
m
s
(
LMS
)
is
r
eg
a
r
d
ed
as
a
s
o
f
twar
e
p
r
o
g
r
am
th
at
d
o
m
in
ates
th
e
e
-
lear
n
in
g
co
u
r
s
es
s
u
ch
as
ad
m
in
is
tr
atio
n
,
d
o
cu
m
e
n
tatio
n
,
tr
ac
k
in
g
,
r
ep
o
r
tin
g
,
an
d
d
el
iv
er
y
o
f
elec
tr
o
n
ic
ed
u
ca
tio
n
al
tech
n
o
l
o
g
y
r
esp
o
n
s
ib
le
f
o
r
all
p
h
ases
o
f
th
e
lea
r
n
in
g
p
r
o
ce
s
s
.
I
t's
co
n
s
id
er
ed
as
an
in
f
r
astru
ctu
r
e
th
at
is
to
ac
h
iev
e
an
d
m
an
ag
e
th
e
lear
n
in
g
co
n
te
n
t
[
3
5
]
.
T
o
s
u
m
it
u
p
,
th
e
m
ain
d
if
f
e
r
en
ce
b
etwe
en
C
MS
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
T
E
L
KOM
NI
KA
T
elec
o
m
m
u
n
C
o
m
p
u
t E
l Co
n
tr
o
l
Dete
r
min
a
n
ts
o
f e
-
lea
r
n
in
g
a
d
o
p
tio
n
in
h
ig
h
er e
d
u
ca
tio
n
in
…
(
S
o
r
ee
n
A
mee
n
F
a
tta
h
)
203
L
MS
is
th
at
th
e
C
MS
i
s
u
s
ed
as
a
d
o
cu
m
en
t
v
iewe
r
an
d
a
m
o
r
e
p
ass
iv
e
s
y
s
tem
.
W
h
er
ea
s
L
MS
i
s
a
lear
n
er
'
s
m
o
tiv
atio
n
a
n
d
lear
n
er
'
s
in
ter
ac
tio
n
o
f
e
-
lear
n
i
n
g
a
p
p
licatio
n
.
T
OE
f
r
a
m
ewo
r
k
was
u
s
ed
b
y
s
ev
er
al
s
tu
d
ies
as
a
co
n
cr
ete
t
h
eo
r
etica
l
f
r
am
ew
o
r
k
to
g
et
a
f
u
ll
u
n
d
er
s
tan
d
i
n
g
o
f
tech
n
o
l
o
g
y
ad
o
p
tio
n
,
as
clea
r
ly
tab
u
lated
i
n
T
ab
le
1
.
T
ab
le
1
.
T
OE
a
d
o
p
tio
n
Te
c
h
n
o
l
o
g
i
e
s A
d
o
p
t
i
o
n
To
e
C
o
n
st
r
u
c
t
o
r
s Us
e
d
R
e
l
e
v
a
n
t
R
e
f
e
r
e
n
c
e
s
1.
E
-
Le
a
r
n
i
n
g
A
d
o
p
t
i
o
n
A
l
l
TO
E
F
a
c
t
o
r
s
[
1
5
]
,
[
1
6
]
,
[
20
]
2.
E
-
C
o
m
merc
e
A
d
o
p
t
i
o
n
A
l
l
TO
E
F
a
c
t
o
r
s
[
3
6
]
,
[
3
7
]
3.
E
-
B
u
s
i
n
e
ss A
d
o
p
t
i
o
n
A
l
l
TO
E
F
a
c
t
o
r
s
[
3
8
]
4.
I
n
f
o
r
mat
i
o
n
T
e
c
h
n
o
l
o
g
y
A
d
o
p
t
i
o
n
A
l
l
TO
E
F
a
c
t
o
r
s
[
3
9
]
,
[
40
]
5
.
W
e
b
S
e
r
v
i
c
e
A
d
o
p
t
i
o
n
A
l
l
TO
E
F
a
c
t
o
r
s
[
4
1
]
6
.
M
o
b
i
l
e
A
p
p
l
i
c
a
t
i
o
n
A
d
o
p
t
i
o
n
A
l
l
TO
E
F
a
c
t
o
r
s
[
4
2
]
3.
RE
S
E
ARCH
M
O
DE
L
AND
H
YP
O
T
H
E
S
E
S
3
.
1
.
T
O
E
f
ra
m
ewo
rk
co
nte
x
t
s
T
h
e
f
ir
s
t
r
elea
s
e
o
f
t
h
e
T
OE
f
r
am
ewo
r
k
was
in
1
9
9
0
b
y
[
43
]
.
I
t
h
ig
h
li
g
h
ted
th
e
d
eter
m
in
an
ts
th
at
af
f
ec
t
th
e
ch
o
ice
o
f
a
p
ar
ticu
l
ar
tech
n
o
lo
g
y
a
n
d
th
e
lik
eli
h
o
o
d
o
f
its
ad
o
p
tio
n
b
y
th
e
p
a
r
ticu
lar
in
s
titu
tio
n
s
.
T
h
is
f
r
am
ewo
r
k
ass
u
m
es
th
at
th
er
e
ar
e
th
r
ee
o
r
g
an
izat
io
n
al
co
n
tex
ts
:
th
e
tech
n
o
lo
g
ical
co
n
tex
t,
th
e
o
r
g
an
izatio
n
al
co
n
tex
t,
an
d
t
h
e
en
v
ir
o
n
m
en
tal
co
n
tex
t
th
r
o
u
g
h
wh
ich
ce
r
tai
n
tech
n
o
lo
g
ies
ar
e
ad
o
p
ted
b
y
in
s
titu
tio
n
s
[
43
]
.
Similar
ly
,
r
esear
ch
er
s
in
th
e
in
f
o
r
m
atio
n
s
y
s
tem
s
(
I
S)
d
o
m
ain
u
n
d
o
u
b
ted
ly
r
elied
o
n
th
e
T
OE
f
r
am
ewo
r
k
to
in
v
esti
g
at
e
th
e
ad
o
p
tio
n
o
f
n
ew
tech
n
o
lo
g
ies
in
v
ar
io
u
s
s
ec
to
r
s
s
u
ch
as
e
-
co
m
m
er
ce
,
elec
tr
o
n
ic
b
a
n
k
in
g
,
e
-
b
u
s
in
ess
,
as
well
as
e
-
lear
n
in
g
[
3
7
]
,
[
3
8
]
,
[
4
4
]
.
Fig
u
r
e
1
v
is
u
alize
s
th
e
T
OE
Fra
m
ew
o
r
k
.
As
clea
r
ly
s
h
o
wn
f
r
o
m
Fig
u
r
e
1
,
T
h
e
T
OE
is
co
m
p
o
s
ed
o
f
th
r
ee
c
o
n
tex
ts
a
n
d
ea
ch
co
n
tex
t
h
as
its
co
n
s
tr
u
cts
as
m
en
tio
n
ed
in
m
an
y
r
ele
v
a
n
t
wo
r
k
s
[
3
6
]
,
[
4
5
]
.
A
b
r
ief
d
escr
ip
tio
n
o
f
ea
ch
co
n
te
x
t
an
d
its
co
n
s
tr
u
cts
h
a
s
b
ee
n
o
u
tlin
ed
in
th
e
n
ex
t
p
ar
a
g
r
ap
h
.
Fig
u
r
e
1
.
T
h
e
o
r
i
g
in
al
v
er
s
io
n
o
f
T
OE
f
r
a
m
ewo
r
k
3
.
1
.
1
.
T
ec
hn
o
lo
g
ica
l
co
nte
x
t
T
o
r
n
atzk
y
et
a
l.
[
4
3
]
in
s
in
u
ated
th
at
an
ad
o
p
tio
n
tech
n
o
lo
g
y
is
b
ased
o
n
th
e
av
ail
ab
ilit
y
an
d
f
am
iliar
ity
o
f
th
e
tech
n
o
lo
g
y
as
well
as
th
e
f
itn
es
s
wi
th
th
e
in
ter
n
al
tech
n
o
lo
g
y
in
f
r
astru
ctu
r
e.
An
o
th
er
lig
h
tn
in
g
d
ef
in
itio
n
f
o
r
tech
n
o
lo
g
y
co
n
tex
t
was
p
r
o
p
o
s
e
d
b
y
[
4
1
]
all
t
h
e
a
v
ailab
le
tech
n
o
lo
g
ies
t
o
th
e
en
ter
p
r
is
es
wh
eth
er
in
ter
n
al
o
r
ex
ter
n
al
m
a
y
b
e
b
e
n
ef
icia
l
in
en
h
an
cin
g
p
r
o
d
u
ctiv
ity
.
T
o
s
u
m
it
u
p
,
th
e
tech
n
o
lo
g
y
co
n
tex
t
illu
s
tr
ates
b
o
th
th
e
cu
r
r
e
n
t
tech
n
o
lo
g
ies
th
at
ar
e
u
s
ed
an
d
n
ewly
ad
o
p
ted
tech
n
o
l
o
g
ies,
wh
ich
o
r
g
a
n
izatio
n
s
ar
e
in
ten
d
ed
to
u
s
e.
T
ec
h
n
o
lo
g
y
is
an
im
p
o
r
tan
t
ele
m
en
t
wh
en
i
n
f
o
r
m
atio
n
t
ec
h
n
o
lo
g
y
(
I
T
)
is
to
b
e
in
te
g
r
ated
in
to
th
e
h
ig
h
er
e
d
u
ca
tio
n
s
ec
to
r
.
3
.
1
.
2
.
O
rg
a
niza
t
io
na
l
co
nte
x
t
T
h
e
o
r
g
a
n
izatio
n
al
co
n
tex
t
p
er
tain
s
to
th
e
ch
ar
ac
ter
is
tics
an
d
th
e
o
r
g
an
izatio
n
'
s
r
eso
u
r
ce
s
.
I
t in
clu
d
es
th
e
o
r
g
an
izatio
n
'
s
s
ize,
d
eg
r
e
e
o
f
ce
n
tr
aliza
tio
n
,
h
u
m
a
n
r
e
s
o
u
r
ce
s
,
an
d
lin
k
ag
es
a
m
o
n
g
th
e
o
r
g
an
izatio
n
'
s
s
taf
f
.
Acc
o
r
d
in
g
to
[
4
3
]
,
th
e
o
r
g
an
izatio
n
co
n
tex
t
p
o
in
ts
to
a
co
llectio
n
o
f
ch
ar
ac
ter
is
tics
o
f
an
en
ter
p
r
is
e
th
at
v
is
u
alize
th
e
p
r
o
ce
s
s
es
an
d
s
tr
u
ctu
r
e
wh
ic
h
eith
er
lim
it
o
r
ai
d
th
e
ad
o
p
ti
o
n
o
f
tec
h
n
o
lo
g
ic
al
in
n
o
v
atio
n
.
[
4
1
]
I
n
n
o
v
a
t
i
o
n
T
e
c
h
n
o
l
o
g
y
A
d
o
p
t
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o
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(
e
-
L
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g
)
T
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R
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
1
6
9
3
-
6
9
3
0
TEL
KOM
NI
KA
T
elec
o
m
m
u
n
C
o
m
p
u
t E
l
C
o
n
tr
o
l
,
Vo
l.
20
,
No
.
1
,
Feb
r
u
ar
y
20
22
:
2
0
1
-
211
204
in
ter
p
r
eted
th
e
o
r
g
an
izatio
n
al
co
n
tex
t
as
a
co
llectio
n
o
f
all
av
ailab
le
r
eso
u
r
ce
s
i
n
s
u
p
p
o
r
t
in
g
th
e
ac
ce
p
tan
ce
an
d
s
atis
f
ac
tio
n
o
f
th
e
in
n
o
v
at
io
n
.
3
.
1
.
3
.
E
nv
iro
nm
ent
a
l
co
nte
x
t
T
h
e
en
v
ir
o
n
m
en
tal
co
n
te
x
t
is
co
n
ce
r
n
e
d
with
th
e
o
r
g
an
izati
o
n
'
s
s
ize
an
d
o
r
g
an
izatio
n
'
s
s
tr
u
ctu
r
e,
th
e
o
r
g
an
izatio
n
'
s
co
m
p
etito
r
s
,
th
e
m
ac
r
o
ec
o
n
o
m
ic
co
n
tex
t,
a
n
d
th
e
r
eg
u
lato
r
y
en
v
i
r
o
n
m
e
n
t.
B
ased
o
n
th
e
[
4
3
]
d
ef
in
itio
n
,
t
h
e
en
v
ir
o
n
m
e
n
tal
co
n
tex
t
is
all
r
e
g
ar
d
s
to
t
h
e
p
latf
o
r
m
wh
er
e
th
e
o
r
g
an
i
za
tio
n
o
p
e
r
ates,
it
d
escr
ib
es
th
e
en
v
ir
o
n
m
en
tal
s
itu
atio
n
s
in
wh
ich
th
e
o
r
g
a
n
iza
tio
n
co
n
d
u
cts
th
e
s
er
v
ices
[
6
]
,
[
4
4
]
.
Acc
o
r
d
i
n
g
ly
,
I
t in
clu
d
es th
e
s
tr
u
ctu
r
e
o
f
t
h
e
o
r
g
an
izatio
n
'
s
co
m
p
etito
r
s
an
d
r
eg
u
lato
r
y
en
v
ir
o
n
m
e
n
t
[
4
3
]
.
3
.
2
.
Resea
rc
h
hy
po
t
hes
e
s
Hav
in
g
d
etailed
t
h
e
s
tag
es
in
th
e
co
n
te
x
t
o
f
t
h
is
s
tu
d
y
,
th
e
co
n
s
tr
u
cts
th
at
wer
e
c
o
n
s
id
er
ed
an
d
ad
o
p
ted
f
r
o
m
th
e
s
tu
d
ies
[
3
6
]
,
[
3
9
]
,
[
4
2
]
,
[
4
3
]
t
o
id
en
ti
f
y
d
eter
m
i
n
an
ts
o
f
e
-
lear
n
in
g
ad
o
p
tio
n
in
I
r
aq
.
C
o
n
s
eq
u
en
tly
,
a
lis
t o
f
r
e
f
in
ed
h
y
p
o
t
h
eses
w
as d
ev
elo
p
ed
b
a
s
ed
o
n
th
e
T
OE
f
r
am
ewo
r
k
(
s
ee
Fig
u
r
e
1
)
.
−
H1
:
T
h
er
e
is
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
r
elativ
e
ad
v
a
n
tag
e
an
d
e
-
lear
n
in
g
a
d
o
p
tio
n
.
E
x
p
lan
atio
n
:
w
h
en
ev
er
t
h
e
in
ter
est
ea
r
n
ed
o
r
r
elativ
e
a
d
v
an
ta
g
e
o
f
e
-
lea
r
n
in
g
h
ig
h
as
in
cr
ea
s
ed
o
p
p
o
r
tu
n
ities
f
o
r
th
e
ed
u
ca
tio
n
o
r
g
an
izatio
n
to
allo
ca
te
m
o
r
e
tech
n
o
lo
g
ical,
ad
m
i
n
is
tr
ativ
e,
f
in
an
cial,
an
d
o
th
er
s
o
u
r
ce
s
.
T
h
u
s
,
it
ca
n
b
e
in
d
icate
d
th
at
th
e
r
ate
o
f
e
-
lear
n
in
g
a
d
o
p
tio
n
is
in
f
lu
en
ce
d
b
y
th
e
ad
v
an
tag
es
o
f
f
er
ed
as
s
u
p
p
o
r
ted
b
y
[
3
6
]
,
[
3
9
]
,
[
40
]
.
On
th
is
b
asis
,
h
y
p
o
th
esis
(
H1
)
h
as b
ee
n
f
o
r
m
u
lated
.
−
H2
:
T
h
er
e
is
a
n
e
g
ativ
e
r
elatio
n
s
h
ip
b
etwe
en
tech
n
ical
co
m
p
lex
ity
an
d
e
-
lea
r
n
in
g
ad
o
p
tio
n
.
E
x
p
lan
atio
n
:
t
h
e
co
m
p
lex
ity
i
n
in
n
o
v
ativ
e
tech
n
o
lo
g
y
d
ef
i
n
es
to
wh
at
ex
ten
t
u
s
er
s
en
co
u
n
ter
in
will
u
n
d
er
s
tan
d
t
h
e
tech
n
o
lo
g
y
ad
o
p
ted
.
T
h
er
e
is
an
in
v
er
s
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
co
m
p
lex
it
y
o
f
th
e
u
s
e
an
d
ad
o
p
ti
o
n
o
f
an
in
n
o
v
atio
n
.
T
h
u
s
,
th
e
m
o
r
e
n
o
ticea
b
le
th
e
c
o
m
p
lex
ity
o
f
u
s
in
g
e
-
lear
n
in
g
ap
p
licatio
n
s
,
th
e
o
p
p
o
r
tu
n
ity
to
u
s
e
its
ad
o
p
tio
n
will b
e
less
.
On
th
is
b
asis
,
h
y
p
o
t
h
esis
(
H2
)
h
as b
ee
n
p
r
o
p
o
s
ed
.
−
H3
: T
h
er
e
is
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
tech
n
ical
co
m
p
atib
ilit
y
an
d
e
-
lear
n
in
g
ad
o
p
ti
o
n
.
E
x
p
la
n
atio
n
:
a
cc
o
r
d
in
g
to
[
4
6
]
,
co
m
p
atib
ilit
y
is
a
d
eg
r
ee
o
f
in
n
o
v
atio
n
th
at
lin
es
with
an
d
c
o
n
s
is
ten
t
life
s
ty
le,
life
r
eq
u
ir
em
e
n
t,
tech
n
o
lo
g
ical
r
e
q
u
ir
em
en
t,
p
r
o
ce
s
s
,
an
d
v
alu
es.
Mo
s
t
p
r
ev
io
u
s
r
esear
ch
in
d
icate
s
th
at
th
e
co
m
p
atib
ilit
y
o
f
ad
o
p
ti
n
g
n
ew
tech
n
o
lo
g
y
h
as a
p
o
s
itiv
e
im
p
ac
t o
n
in
n
o
v
atio
n
s
[
4
7
-
4
9
]
.
−
H4
:
T
h
er
e
is
a
p
o
s
itiv
e
r
e
latio
n
s
h
ip
b
etwe
en
e
d
u
ca
tio
n
in
s
titu
te
s
izes
with
e
-
lear
n
in
g
a
d
o
p
tio
n
.
E
x
p
lan
atio
n
:
a
cc
o
r
d
in
g
to
[
50
]
,
th
e
ed
u
ca
tio
n
in
s
titu
te
s
ize
r
ef
er
to
s
taf
f
n
u
m
b
er
as we
ll a
s
ca
p
ital in
v
ested
in
s
u
ch
i
n
s
titu
te.
B
e
s
id
es,
lar
g
e
in
s
titu
tio
n
s
b
en
ef
it
m
o
r
e
f
r
o
m
ad
o
p
tin
g
n
ew
tech
n
o
lo
g
ies,
g
iv
en
th
e
g
r
ea
t
f
lex
ib
ilit
y
o
f
th
ese
i
n
s
titu
tio
n
s
an
d
th
e
ab
ilit
y
to
tak
e
r
is
k
s
[
3
8
]
.
I
t
ca
n
b
e
c
o
n
f
ir
m
e
d
t
h
at
m
o
s
t
o
f
th
e
I
r
aq
i
uni
v
er
s
ities
ar
e
lar
g
e
ed
u
ca
tio
n
al
in
s
titu
tes
an
d
m
o
r
e
lik
ely
s
u
itab
le
f
o
r
a
d
o
p
tin
g
n
ew
tec
h
n
o
lo
g
y
s
u
ch
as
(e
-
lear
n
in
g
)
.
T
h
e
r
ef
o
r
e,
h
y
p
o
t
h
esis
4
was p
r
o
p
o
s
ed
.
−
H5
:
T
h
er
e
is
a
p
o
s
itiv
e
r
e
latio
n
s
h
ip
b
etwe
en
t
o
p
m
a
n
ag
em
en
t
s
u
p
p
o
r
t
a
n
d
e
-
lear
n
in
g
a
d
o
p
tio
n
.
E
x
p
lan
a
tio
n
:
t
o
p
m
an
ag
em
e
n
t
s
u
p
p
o
r
t
m
ea
n
s
to
wh
at
ex
ten
t
th
e
to
p
m
an
ag
em
e
n
t
we'
ll
s
u
p
p
o
r
t
th
e
ad
o
p
tio
n
o
f
n
ew
tech
n
o
lo
g
y
s
u
ch
as
(
e
-
lear
n
i
n
g
)
[
5
1
]
.
R
e
ce
n
tly
,
e
-
lear
n
in
g
is
th
e
f
o
r
e
m
o
s
t
g
o
al
o
f
th
e
Min
is
tr
y
o
f
Hig
h
e
r
E
d
u
ca
tio
n
in
I
r
aq
,
it
is
,
th
er
ef
o
r
e,
p
o
s
s
ib
le
to
em
p
h
asize
th
e
av
ailab
ilit
y
o
f
f
u
ll
s
u
p
p
o
r
t
f
r
o
m
h
ig
h
e
r
d
ep
ar
tm
e
n
ts
,
an
d
f
o
r
t
h
is
,
it
will
b
e
o
f
g
r
ea
test
s
ig
n
if
ican
ce
to
to
p
m
an
a
g
em
e
n
t
in
s
u
p
p
o
r
t
o
f
th
e
ad
o
p
tio
n
o
f
e
-
lear
n
in
g
.
Fo
r
th
is
,
h
y
p
o
t
h
esis
5
was
f
o
r
m
u
l
ated
.
−
H6
:
T
h
er
e
is
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
I
S/IT
k
n
o
wled
g
e
an
d
e
-
lear
n
in
g
ad
o
p
tio
n
.
I
T
/I
S
k
n
o
wled
g
e
f
ac
to
r
m
ea
n
s
.
R
eg
ar
d
in
g
th
e
e
n
v
ir
o
n
m
en
tal
co
n
tex
t,
it
will
b
e
o
u
ts
id
e
th
e
s
co
p
e
o
f
th
is
s
tu
d
y
.
T
h
e
r
ef
o
r
e,
th
e
r
elate
d
h
y
p
o
th
eses
r
eg
ar
d
in
g
th
e
en
v
ir
o
n
m
en
tal
co
n
tex
t
will
n
o
t
b
e
tak
en
in
to
co
n
s
i
d
er
atio
n
in
th
is
s
tu
d
y
in
ten
tio
n
ally
.
T
h
e
h
y
p
o
th
esized
m
o
d
el
is
d
is
p
lay
ed
i
n
Fig
u
r
e
2
.
3
.
3
.
T
he
m
et
ho
do
l
o
g
y
us
ed
Gen
er
ally
,
ac
a
d
em
ic
r
esear
c
h
is
th
e
o
r
g
an
ized
an
d
s
y
s
tem
atic
m
eth
o
d
o
f
f
in
d
in
g
a
n
s
wer
s
to
q
u
esti
o
n
s
.
I
t
is
s
y
s
tem
atic
b
ec
au
s
e
it
is
a
p
r
o
ce
s
s
b
r
o
k
en
u
p
in
to
clea
r
s
tep
s
th
at
lead
to
co
n
clu
s
io
n
s
.
R
esear
ch
is
o
r
g
an
ized
b
ec
a
u
s
e
th
er
e
is
a
p
lan
n
e
d
s
tr
u
ct
u
r
e
o
r
m
eth
o
d
u
s
ed
to
r
ea
ch
th
e
co
n
clu
s
io
n
.
T
h
er
ef
o
r
e,
i
n
th
e
co
n
tex
t
o
f
th
is
s
tu
d
y
,
a
s
y
s
te
m
atic
r
esear
ch
p
r
o
ce
s
s
s
h
o
ws
a
way
th
at
th
e
r
esear
ch
o
b
je
ctiv
es
ar
e
ac
h
iev
ed
.
Gen
er
ally
,
it
co
n
clu
d
es;
r
esea
r
ch
d
esig
n
,
s
am
p
lin
g
s
elec
tio
n
,
r
esear
ch
I
n
s
tr
u
m
e
n
t,
as
we
ll
as
r
eliab
i
lity
an
d
v
alid
ity
o
f
m
ea
s
u
r
em
en
t in
s
tr
u
m
en
ts
.
3
.
3
.
1
.
S
a
m
ple a
nd
da
t
a
c
o
llect
io
n
In
th
e
co
n
tex
t o
f
th
is
s
tu
d
y
,
an
o
n
lin
e
in
s
tr
u
m
en
t (
q
u
esti
o
n
n
a
ir
e)
was d
ev
elo
p
ed
an
d
u
s
ed
i
n
b
etwe
en
(
Sep
tem
b
er
2
0
1
9
-
Mar
ch
2
0
2
0
)
.
Fo
r
s
am
p
le
s
elec
tio
n
,
t
h
e
c
o
n
v
en
ie
n
ce
s
am
p
lin
g
m
et
h
o
d
was
u
tili
ze
d
d
u
e
to
is
co
n
s
is
ten
t
w
ith
th
e
ap
p
r
o
a
ch
ad
o
p
ted
in
s
ev
er
al
p
r
ev
io
u
s
s
tu
d
ies
o
f
tech
n
o
lo
g
y
ad
o
p
tio
n
[
5
2
]
,
[
5
3
]
.
Fo
r
d
ata
an
aly
s
is
,
T
h
e
s
tat
is
tical
p
ac
k
ag
e
f
o
r
th
e
s
o
cial
s
cien
c
es
(
SP
SS
)
i
s
ch
o
s
en
b
ec
au
s
e
s
ev
er
al
s
tu
d
ies
ar
e
s
u
p
p
o
r
ted
t
h
e
em
p
lo
y
m
en
t
o
f
SP
SS
in
s
im
ilar
ty
p
es
o
f
r
esear
ch
[
5
4
]
,
[
5
5
]
.
SP
SS
v
2
5
is
also
u
tili
ze
d
b
ec
au
s
e
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min
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lea
r
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tio
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r
ee
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n
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a
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ilit
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test
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r
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iv
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y
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tem
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n
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p
r
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h
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t
o
f
th
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esp
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n
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ate
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i
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is
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alu
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u
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iv
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iate
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ltiv
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iate
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ich
r
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7
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s
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r
o
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p
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.
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h
u
s
,
th
e
to
tal
n
u
m
b
er
o
f
p
ar
ticip
ates
in
t
h
is
s
tu
d
y
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e
6
3
3
ca
s
es.
T
ab
le
2
illu
s
tr
ates
th
e
d
em
o
g
r
a
p
h
ic
d
ata
o
f
th
e
s
elec
ted
s
am
p
le.
T
ab
le
2
.
T
h
e
d
em
o
g
r
ap
h
ic
d
at
a
o
f
th
e
s
elec
ted
s
am
p
le
S
a
mp
l
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g
e
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88
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.
3
.
2
.
M
ea
s
ures
a
pp
lie
d
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o
ex
am
t
h
e
h
y
p
o
th
esized
m
o
d
el
illu
s
tr
ated
in
Fig
u
r
e
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io
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3
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3
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Co
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io
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a
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[
5
6
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5
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C
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eq
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ased
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1
H
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3
In
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O
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5
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6
Evaluation Warning : The document was created with Spire.PDF for Python.
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211
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1
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3
As
in
d
icate
d
in
T
ab
le
3
,
th
e
m
ajo
r
ity
o
f
th
e
in
s
tr
u
m
en
t'
s
item
s
ar
e
v
alid
an
d
s
u
itab
le
to
r
ep
r
esen
t
r
esp
ec
tiv
e
an
d
r
elev
an
t
d
im
en
s
io
n
s
.
No
tewo
r
th
y
,
t
h
e
v
alu
e
o
f
f
ac
to
r
lo
ad
in
g
s
is
g
r
ea
ter
t
h
an
0
.
5
0
,
w
h
ich
is
co
n
s
id
er
ed
ess
en
tially
s
ig
n
if
ican
t
an
d
well
-
d
ef
in
e
d
s
tr
u
ctu
r
es
as
s
u
p
p
o
r
ted
b
y
[
5
9
]
-
[
6
1
]
.
Hen
ce
f
o
r
th
,
th
is
Evaluation Warning : The document was created with Spire.PDF for Python.
T
E
L
KOM
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KA
T
elec
o
m
m
u
n
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o
m
p
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tr
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l
Dete
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min
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n
ts
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f e
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in
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ca
tio
n
in
…
(
S
o
r
ee
n
A
mee
n
F
a
tta
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)
207
r
esear
ch
u
tili
ze
a
s
ca
le
lo
ad
in
g
v
alu
e
≥
0
.
7
.
T
o
test
th
e
s
im
p
le
b
iv
ar
iate
r
elatio
n
s
h
ip
s
b
et
wee
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io
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th
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m
o
d
el,
th
e
"
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s
tr
u
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o
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el
(
GSM)
"
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ap
p
lied
an
d
t
h
e
p
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p
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ed
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y
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eses
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test
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r
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n
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ed
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e
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tex
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o
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etatio
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th
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n
th
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h
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asp
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t,
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o
n
e
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wa
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ANOV
A
test
was
co
n
d
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as
s
h
o
wn
i
n
T
ab
le
6
.
a
n
ew
class
if
icatio
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was
co
n
d
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ted
in
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s
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p
le
b
ased
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y
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ex
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h
i
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u
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I
n
th
is
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th
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s
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h
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f
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d
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s
g
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ed
f
r
o
m
ANOV
A
tes
t1
in
d
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th
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e
is
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im
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ac
t
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f
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u
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2
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,
an
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in
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d
in
T
ab
le
7
,
th
e
f
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s
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lect
th
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t
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in
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6
.
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To
t
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1
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p
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l
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e
0
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0
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1
N
o
t
e
:
S
TD
=
S
t
a
n
d
a
r
d
D
e
v
i
a
t
i
o
n
T
ab
le
7
.
Fin
d
in
g
s
o
f
d
is
cr
im
in
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t v
alid
ity
M
o
d
e
l
D
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o
n
s
C
RA
C
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2
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8
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M
0
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5
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2
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4
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8
8
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IS
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4
1
1
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1
1
0
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4
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3
3
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0
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5
5
2
0
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9
2
1
4.
H
YP
O
T
H
E
S
I
S T
E
S
T
I
NG
Hy
p
o
th
esis
test
in
g
is
an
ac
t
i
n
s
tatis
t
ics
u
s
ed
b
y
an
an
aly
s
t
to
test
an
a
s
s
u
m
p
tio
n
r
elate
d
to
s
am
p
le
d
ata.
Hy
p
o
th
esis
test
in
g
is
u
s
ed
to
ass
es
s
th
e
p
lau
s
ib
len
es
s
o
f
a
h
y
p
o
th
esis
b
y
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tili
zin
g
s
am
p
le
d
ata.
T
h
e
co
llected
d
ata
m
ig
h
t b
e
g
ath
er
ed
f
r
o
m
a
h
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g
e
a
m
o
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n
t
o
f
p
e
o
p
le.
C
o
n
s
eq
u
en
tly
,
Fig
u
r
e
3
p
o
in
ts
o
u
t th
e
o
v
e
r
all
f
in
d
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s
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e
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ig
n
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ican
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ip
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d
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r
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ized
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ath
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im
en
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n
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o
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th
e
r
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ch
m
o
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Fig
u
r
e
3
.
Ov
e
r
all
f
in
d
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g
s
o
f
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tr
u
ctu
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m
o
d
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g
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aly
s
is
I
n
n
o
v
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t
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o
n
T
e
c
h
n
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l
o
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y
A
d
o
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n
(
e
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L
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g
)
C
o
m
p
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T
e
c
h
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R
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d
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p
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b
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l
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H
1
H
2
H
3
I
n
s
t
i
t
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t
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S
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O
r
g
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5
H
4
H
6
0
.
4
3
2
0
.
3
1
7
0
.
4
7
1
0
.
5
1
1
0
.
3
6
8
0
.
5
1
1
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
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1
6
9
3
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6
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TEL
KOM
NI
KA
T
elec
o
m
m
u
n
C
o
m
p
u
t E
l
C
o
n
tr
o
l
,
Vo
l.
20
,
No
.
1
,
Feb
r
u
ar
y
20
22
:
2
0
1
-
211
208
5.
F
I
NDING
S O
F
H
YP
O
T
H
E
SI
S
T
E
S
T
I
NG
T
h
is
s
tu
d
y
aim
ed
t
o
ex
am
i
n
e
th
e
d
eter
m
in
a
n
ts
o
f
e
-
lear
n
in
g
ad
o
p
tio
n
in
HE
I
s
i
n
I
r
a
q
.
T
h
e
r
elativ
e
ad
v
an
tag
e
was
f
o
u
n
d
a
p
o
s
itiv
e
in
f
lu
e
n
ce
o
n
e
-
lear
n
in
g
a
d
o
p
tio
n
(
β
=
0
.
5
3
1
)
;
th
u
s
,
H1
is
a
cc
ep
ted
.
M
o
r
eo
v
e
r
,
th
e
in
f
lu
e
n
ce
o
f
co
m
p
lex
ity
o
n
th
e
e
-
lear
n
in
g
en
v
ir
o
n
m
en
t
was
f
o
u
n
d
to
b
e
n
o
t
s
ig
n
if
ican
t
,
p
<
0
.
1
5
(
β
=
0
.
0
7
2
)
.
T
h
er
e
f
o
r
e,
H2
w
as
ac
ce
p
ted
.
Me
an
wh
ile,
th
e
r
elatio
n
s
h
ip
b
etwe
en
tech
n
ica
l
co
m
p
atib
ilit
y
an
d
e
-
lear
n
in
g
a
d
o
p
tio
n
was
f
o
u
n
d
s
ig
n
if
ican
t,
(
β
=
0
.
5
4
2
)
;
h
en
c
e,
H3
is
ac
ce
p
ted
.
C
o
n
s
eq
u
en
t
ly
,
th
e
r
elatio
n
s
h
ip
b
etwe
en
ed
u
ca
tio
n
in
s
titu
te
s
izes
with
e
-
lear
n
in
g
a
d
o
p
tio
n
a
ls
o
was
f
o
u
n
d
s
ig
n
i
f
ican
t,
(
β
=
0
.
5
1
5
)
;
th
u
s
,
H4
is
ac
ce
p
ted
.
Similar
ly
,
th
e
r
elatio
n
s
h
ip
b
etwe
en
to
p
m
a
n
ag
e
m
en
t
s
u
p
p
o
r
t
a
n
d
e
-
lear
n
in
g
ad
o
p
tio
n
was
f
o
u
n
d
s
ig
n
if
ican
t,
(
β
=
0
.
5
1
5
)
;
th
er
ef
o
r
e,
H5
is
ac
ce
p
ted
.
Fin
ally
,
th
e
r
elatio
n
s
h
ip
b
e
twee
n
I
S/IT
k
n
o
wled
g
e
an
d
e
-
lear
n
in
g
a
d
o
p
tio
n
was f
o
u
n
d
s
ig
n
if
ican
t,
(
β =
0
.
5
6
7
)
; th
er
e
f
o
r
e,
H6
is
ac
ce
p
te
d
.
6.
RE
S
E
ARCH
I
M
P
L
I
CA
T
I
O
NS
I
t
is
clea
r
th
at
th
e
ec
o
n
o
m
ie
s
o
f
d
ev
elo
p
in
g
c
o
u
n
tr
ies
ar
e
v
er
y
lim
ited
c
o
m
p
ar
e
d
to
d
ev
elo
p
e
d
co
u
n
tr
ies
an
d
th
is
d
ir
ec
tly
af
f
ec
ts
th
e
ed
u
ca
tio
n
s
ec
to
r
,
b
u
t
th
is
d
o
es
n
o
t
p
r
ev
en
t
g
o
v
er
n
m
en
ts
in
d
ev
elo
p
in
g
co
u
n
tr
ies
f
r
o
m
d
o
i
n
g
th
eir
b
est
to
ca
tch
u
p
with
t
h
e
wo
r
ld
in
ter
m
s
o
f
a
d
o
p
tin
g
th
e
l
atest
tech
n
o
lo
g
ies.
Ho
wev
er
,
HE
I
s
s
till
lack
th
e
ad
o
p
tio
n
a
n
d
u
s
e
o
f
m
o
d
e
r
n
t
ec
h
n
o
lo
g
y
an
d
its
u
s
e
in
th
e
ed
u
ca
tio
n
p
r
o
ce
s
s
.
I
n
ad
eq
u
ate
r
eso
u
r
ce
s
an
d
lack
o
f
in
f
r
astru
ctu
r
e
ar
e
am
o
n
g
th
e
s
er
io
u
s
ch
allen
g
es
f
ac
in
g
th
ese
in
s
titu
tio
n
s
.
T
h
e
m
ain
f
in
d
in
g
s
o
f
th
is
r
es
ea
r
ch
h
a
v
e
c
o
n
s
id
er
ab
le
p
r
ac
t
ical
an
d
t
h
eo
r
etica
l
im
p
licatio
n
s
f
o
r
th
e
a
d
o
p
tio
n
an
d
u
tili
za
tio
n
o
f
e
-
lear
n
i
n
g
s
id
e
b
y
s
id
e
with
tr
ad
itio
n
al
lear
n
in
g
in
I
r
a
q
.
T
h
is
s
tu
d
y
h
elp
s
to
p
m
an
ag
em
en
t,
ac
ad
em
ic
s
taf
f
,
as
well
as
lec
tu
r
er
s
to
h
a
v
e
a
c
o
m
p
r
e
h
en
s
iv
e
lo
o
k
at
th
e
elem
e
n
ts
wh
en
th
ey
ar
e
ad
o
p
tin
g
e
-
lear
n
in
g
i
n
HE
I
s
th
ey
b
elo
n
g
to
.
7.
CO
NCL
U
SI
O
N
T
h
e
m
ain
aim
o
f
th
is
s
tu
d
y
was
to
id
en
tify
th
e
d
eter
m
in
an
t
s
o
f
e
-
lear
n
in
g
ad
o
p
tio
n
in
HE
I
s
in
I
r
aq
.
R
eg
ar
d
in
g
s
cien
tific
r
esear
ch
,
th
is
s
tu
d
y
co
n
tr
ib
u
tes
to
th
e
b
o
d
y
o
f
k
n
o
wled
g
e
o
n
e
-
lear
n
i
n
g
b
y
in
v
esti
g
atin
g
an
d
ex
te
n
d
in
g
th
e
T
OE
f
r
am
e
wo
r
k
f
r
o
m
a
s
tu
d
en
t
a
n
d
lectu
r
er
'
s
p
er
s
p
ec
tiv
e.
T
h
r
ee
tech
n
o
lo
g
ical
f
ac
to
r
s
an
d
th
r
ee
o
r
g
an
izatio
n
al
f
ac
to
r
s
,
wh
ich
b
elo
n
g
to
t
h
e
T
OE
f
r
a
m
ewo
r
k
e
x
am
in
e
d
in
th
is
s
tu
d
y
.
Six
h
y
p
o
th
eses
wer
e
p
r
o
p
o
s
ed
a
n
d
t
h
e
s
tu
d
y
ac
ce
p
ted
all
o
f
th
ese
h
y
p
o
th
eses
.
T
h
e
f
in
d
in
g
s
also
illu
s
tr
ate
r
elativ
e
ad
v
an
tag
e
h
ad
a
p
o
s
itiv
e
in
f
lu
en
ce
o
n
s
tu
d
en
ts
an
d
lectu
r
er
s
'
in
e
-
lear
n
i
n
g
ad
o
p
tio
n
.
B
esid
es,
a
n
eg
ati
v
e
r
elatio
n
s
h
ip
was
f
o
u
n
d
b
etwe
en
tech
n
ical
co
m
p
lex
ity
an
d
e
-
lear
n
in
g
ad
o
p
tio
n
.
On
th
e
s
am
e
asp
ec
t,
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
was
f
o
u
n
d
b
etw
ee
n
tech
n
ical
co
m
p
atib
ilit
y
an
d
e
-
lear
n
in
g
ad
o
p
tio
n
.
Mo
r
eo
v
er
,
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
ed
u
ca
tio
n
s
in
s
titu
tes
s
izes
wi
t
h
e
-
lear
n
in
g
ad
o
p
tio
n
.
Similar
ly
,
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
was
f
o
u
n
d
b
etwe
en
to
p
m
an
ag
em
en
t
s
u
p
p
o
r
t
an
d
e
-
l
ea
r
n
in
g
ad
o
p
tio
n
.
Fin
all
y
,
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
was
f
o
u
n
d
b
etwe
en
I
S/I
T
k
n
o
wled
g
e
a
n
d
e
-
lear
n
in
g
ad
o
p
tio
n
.
T
h
e
o
v
er
all
f
in
d
in
g
s
f
r
o
m
th
is
s
tu
d
y
h
av
e
p
o
s
itio
n
e
d
as
a
co
n
tr
ib
u
tio
n
t
o
th
e
k
n
o
wled
g
e
o
n
e
-
L
ea
r
n
in
g
ad
o
p
tio
n
.
RE
F
E
R
E
NC
E
S
[
1
]
L.
D
e
n
g
a
n
d
N
.
J
.
T
a
v
a
r
e
s,
"
F
r
o
m
M
o
o
d
l
e
t
o
F
a
c
e
b
o
o
k
:
Ex
p
l
o
r
i
n
g
st
u
d
e
n
t
s'
mo
t
i
v
a
t
i
o
n
a
n
d
e
x
p
e
r
i
e
n
c
e
s
i
n
o
n
l
i
n
e
c
o
mm
u
n
i
t
i
e
s,
"
C
o
m
p
u
t
e
rs
& E
d
u
c
a
t
i
o
n
,
v
o
l
.
6
8
,
n
o
.
1
,
p
p
.
1
6
7
-
1
7
6
,
2
0
1
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
o
mp
e
d
u
.
2
0
1
3
.
0
4
.
0
2
8
.
[
2
]
V
.
A
r
k
o
r
f
u
l
a
n
d
N
.
A
b
a
i
d
o
o
,
"
T
h
e
r
o
l
e
o
f
e
-
l
e
a
r
n
i
n
g
,
a
d
v
a
n
t
a
g
e
s
a
n
d
d
i
s
a
d
v
a
n
t
a
g
e
s
o
f
i
t
s
a
d
o
p
t
i
o
n
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
"
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
I
n
s
t
ru
c
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
a
n
d
D
i
s
t
a
n
c
e
L
e
a
rn
i
n
g
,
v
o
l
.
1
2
,
n
o
.
1
,
p
p
.
2
9
-
4
2
,
2
0
1
5
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
w
w
w
.
i
j
e
r
n
.
c
o
m/
j
o
u
r
n
a
l
/
2
0
1
4
/
D
e
c
e
m
b
e
r
-
2
0
1
4
/
3
4
.
p
d
f
.
[
3
]
K
.
K
.
H
i
r
a
n
,
"
I
n
v
e
st
i
g
a
t
i
n
g
F
a
c
t
o
r
s
I
n
f
l
u
e
n
c
i
n
g
t
h
e
A
d
o
p
t
i
o
n
o
f
I
T
C
l
o
u
d
C
o
m
p
u
t
i
n
g
P
l
a
t
f
o
r
ms
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
:
C
a
se
o
f
S
u
b
-
S
a
h
a
r
a
n
A
f
r
i
c
a
W
i
t
h
I
T
P
r
o
f
e
ss
i
o
n
a
l
s
,
"
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
H
u
m
a
n
C
a
p
i
t
a
l
a
n
d
I
n
f
o
rm
a
t
i
o
n
T
e
c
h
n
o
l
o
g
y
Pr
o
f
e
ssi
o
n
a
l
s
(
I
J
H
C
I
T
P)
,
v
o
l
.
1
2
,
n
o
.
3
,
p
p
.
2
1
-
3
6
,
2
0
2
1
,
d
o
i
:
1
0
.
4
0
1
8
/
I
JH
C
I
TP.2
0
2
1
0
7
0
1
0
2
.
[
4
]
M
.
G
.
S
a
l
i
m
o
n
,
S
.
S
.
M
.
M
o
k
h
t
a
r
,
O
.
A
.
A
l
i
y
u
,
M
.
M
.
Y
u
sr
,
a
n
d
S
.
P
e
r
u
mal
,
"
S
o
l
v
i
n
g
e
-
l
e
a
r
n
i
n
g
a
d
o
p
t
i
o
n
i
n
t
e
n
t
i
o
n
p
u
z
z
l
e
s
a
mo
n
g
p
r
i
v
a
t
e
u
n
i
v
e
r
si
t
i
e
s
i
n
N
i
g
e
r
i
a
:
a
n
e
mp
i
r
i
c
a
l
a
p
p
r
o
a
c
h
,
"
J
o
u
r
n
a
l
o
f
A
p
p
l
i
e
d
R
e
se
a
rc
h
i
n
H
i
g
h
e
r
Ed
u
c
a
t
i
o
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