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b
e
co
llected
in
a
teac
h
er
o
r
p
r
o
s
p
ec
tiv
e
teac
h
er
[
2
]
,
[
3
]
.
Desp
ite
th
e
im
p
o
r
tan
ce
o
f
T
PAC
K
,
th
er
e
h
a
v
e
b
ee
n
f
ew
attem
p
ts
to
g
ath
e
r
d
ata
a
b
o
u
t
th
e
wo
r
ld
wid
e
s
cien
tific
p
r
o
d
u
ctio
n
o
f
T
P
AC
K.
On
e
o
f
th
e
m
eth
o
d
s
u
s
ed
b
y
r
esear
ch
e
r
s
is
a
lit
er
atu
r
e
r
ev
iew
with
b
ib
lio
m
etr
ic
an
aly
s
is
.
T
h
e
b
ib
lio
m
etr
ic
an
al
y
s
is
p
r
o
v
id
ed
a
p
r
ec
is
e
m
eth
o
d
to
ev
alu
ate
th
e
c
o
n
tr
ib
u
ti
o
n
o
f
a
p
ap
er
to
th
e
ad
v
an
ce
m
e
n
t
o
f
k
n
o
wled
g
e
[
4
]
-
[
6
]
.
B
ib
lio
m
etr
ic
i
n
d
icato
r
s
,
in
clu
d
in
g
r
esear
ch
f
ield
s
,
d
o
cu
m
e
n
t
s
o
u
r
ce
s
,
p
u
b
licatio
n
o
u
tp
u
ts
,
d
o
cu
m
e
n
t
s
o
u
r
ce
s
,
lan
g
u
a
g
e
s
o
u
r
ce
s
,
d
is
tr
ib
u
tio
n
o
f
co
u
n
tr
ies
an
d
in
s
titu
tio
n
s
,
to
p
au
th
o
r
s
,
n
u
m
b
e
r
o
f
citatio
n
s
,
an
d
au
t
h
o
r
k
ey
w
o
r
d
s
,
h
av
e
b
ee
n
f
r
e
q
u
en
tly
u
s
ed
to
a
n
aly
z
e
th
e
tr
e
n
d
s
[
4
]
-
[
8
]
.
T
h
is
s
tu
d
y
aim
s
to
an
aly
ze
th
e
tr
en
d
s
o
f
T
PAC
K
r
esear
ch
in
th
e
last
f
iv
e
y
ea
r
s
(
2
0
1
5
-
2
0
1
9
)
to
h
elp
ed
u
ca
tio
n
al
r
esear
ch
er
s
co
m
p
r
eh
en
d
t
h
e
lan
d
s
ca
p
e
o
f
g
lo
b
al
T
PAC
K.
T
h
r
o
u
g
h
th
is
r
esear
ch
,
th
e
r
esear
ch
er
s
ex
p
lo
r
ed
s
o
m
e
p
ar
a
m
eter
s
o
r
i
n
ter
r
elatio
n
s
h
ip
s
am
o
n
g
v
a
r
iab
les
o
n
T
PAC
K,
s
u
ch
as
th
e
p
r
o
d
u
ct
o
f
T
PAC
K,
th
e
u
s
e
o
f
r
esear
ch
d
esig
n
in
T
PAC
K,
T
PAC
K
an
d
b
e
lief
s
,
T
PAC
K
r
elatin
g
to
g
e
n
d
er
a
n
d
s
cien
ce
,
tech
n
o
lo
g
y
,
e
n
g
in
ee
r
in
g
,
an
d
m
ath
em
atics
(
STE
M
)
,
th
e
m
o
s
t
in
f
lu
en
ce
d
r
esear
ch
er
o
f
T
PAC
K,
an
d
th
e
p
o
licy
a
b
o
u
t
T
PAC
K.
T
h
u
s
,
t
h
is
s
tu
d
y
f
o
cu
s
ed
o
n
th
e
r
esear
ch
tr
e
n
d
o
n
tech
n
o
l
o
g
ical
p
ed
ag
o
g
ical
co
n
ten
t
k
n
o
wled
g
e
o
n
in
te
r
v
al
2
0
1
5
-
2
0
1
9
with
s
ix
r
esear
ch
q
u
esti
o
n
s
:
i)
To
wh
at
ex
te
n
t
d
id
th
e
p
u
b
lic
atio
n
o
u
tp
u
t,
d
o
cu
m
en
t
s
o
u
r
ce
s
,
an
d
lan
g
u
ag
e
s
o
u
r
ce
s
o
f
T
P
AC
K
in
2
0
1
5
-
2019?
ii)
T
o
wh
at
ex
ten
t
d
id
th
e
d
is
tr
ib
u
tio
n
o
f
p
u
b
licatio
n
o
f
T
PAC
K
ac
r
o
s
s
co
u
n
tr
ies an
d
i
n
s
titu
tes in
th
e
wo
r
ld
?
iii)
W
h
o
wer
e
th
e
to
p
a
u
th
o
r
s
in
r
esear
ch
in
g
o
f
T
PAC
K
in
th
e
w
o
r
ld
?
iv
)
Ho
w
d
id
th
e
p
u
b
licatio
n
p
atter
n
s
o
f
T
PAC
K
b
ase
o
n
s
o
u
r
ce
t
itles
?
v)
Ho
w
d
id
th
e
v
is
u
aliza
tio
n
r
esu
lts
o
f
th
e
r
esear
ch
tr
e
n
d
o
f
T
P
AC
K?
v
i)
T
o
wh
at
ex
ten
t
d
id
th
e
c
o
n
tr
ib
u
tio
n
o
f
I
n
d
o
n
esian
r
esear
c
h
er
s
o
n
r
esear
ch
in
g
T
PAC
K?
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
O
v
er
v
iew
o
f
t
ec
hn
o
lo
g
ica
l p
eda
g
o
g
ica
l c
o
nte
nt
k
no
wledg
e
T
PAC
K
is
teac
h
er
k
n
o
wled
g
e
an
d
co
m
p
eten
ce
th
at
Sh
u
l
m
an
f
ir
s
t
d
ev
elo
p
ed
in
1
9
8
6
-
1
9
8
7
[
9
]
.
T
PAC
K
d
escr
ib
es
s
cien
tific
i
n
s
ig
h
ts
in
tech
n
o
lo
g
y
,
ed
u
ca
ti
o
n
,
an
d
f
ield
s
o
f
s
tu
d
y
an
d
th
eir
u
s
e
in
lear
n
in
g
[3
]
,
[
9
]
,
[
1
0
]
.
T
PAC
K
f
r
am
e
wo
r
k
ca
n
b
e
s
ee
n
in
Fig
u
r
e
1
(
a
)
.
Fu
r
th
e
r
m
o
r
e
,
th
e
m
o
s
t
in
f
lu
en
tial
o
n
T
PAC
K,
[
9
]
d
escr
ib
e
T
PAC
K
in
m
o
r
e
d
etail
o
n
its
elem
en
ts
,
in
clu
d
in
g
T
K,
C
K,
PK,
PC
K,
PTK,
an
d
T
PK,
wh
ic
h
s
u
b
s
eq
u
en
tly
f
o
r
m
T
PAC
K
as sh
o
wn
in
Fig
u
r
e
1
(
b
)
.
Fig
u
r
e
1
.
T
h
e
T
PAC
K
f
r
am
ewo
r
k
[
3
]
,
[
9]
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
R
esea
r
ch
tr
en
d
o
n
TPA
C
K
th
r
o
u
g
h
b
ib
lio
metric a
n
a
lysi
s
(
2
0
1
5
-
2
0
1
9
)
(
N
a
d
i S
u
p
r
a
p
to
)
1377
I
n
d
ev
elo
p
ed
co
u
n
tr
ies,
teac
h
er
co
m
p
eten
ce
is
k
n
o
wn
as
T
PAC
K
[
1
1
]
-
[
1
3
]
.
T
PAC
K
c
o
n
s
is
ts
o
f
th
r
ee
ess
en
tial
co
m
p
o
n
en
ts
,
n
am
ely
Ped
ag
o
g
ical
Kn
o
wled
g
e
(
PK)
,
C
o
n
ten
t
Kn
o
wled
g
e
(
C
K)
,
a
n
d
T
ec
h
n
o
lo
g
ical
Kn
o
wled
g
e
(
T
K)
.
T
h
e
th
r
ee
c
o
m
p
o
n
en
ts
f
o
r
m
a
s
p
ec
if
ic
s
u
b
ject
p
ed
a
g
o
g
y
,
in
clu
d
in
g
T
PK,
T
C
K,
an
d
PC
K,
f
o
r
m
in
g
T
PA
C
K.
T
h
e
T
PAC
K
f
r
am
ewo
r
k
is
in
cr
ea
s
in
g
in
u
s
e
b
y
ed
u
ca
tio
n
an
d
ed
u
ca
tio
n
al
tec
h
n
o
lo
g
y
r
esear
ch
er
s
wo
r
ld
wid
e
wh
o
wer
e
in
ter
est
ed
in
is
s
u
es
r
elate
d
to
tech
n
o
lo
g
y
i
n
teg
r
atio
n
.
R
ec
en
tly
,
“a
co
n
ce
p
tu
al
m
o
d
el
ca
lled
tech
n
o
l
o
g
ical
p
e
d
ag
o
g
i
ca
l
co
n
ten
t
k
n
o
wled
g
e
(
T
PAC
K)
was
in
tr
o
d
u
ce
d
to
th
e
e
d
u
ca
tio
n
al
r
esear
ch
co
m
m
u
n
ity
”
[
1
4
]
.
R
esear
ch
er
s
h
av
e
i
n
v
o
lv
e
d
t
h
e
m
o
d
el
wi
th
s
ig
n
if
ican
t
in
itial
en
th
u
s
iasm,
as
ev
i
d
en
ce
d
b
y
th
e
r
ap
id
g
r
o
wth
o
f
s
p
ec
ial
in
ter
est
g
r
o
u
p
s
an
d
T
PAC
K
s
tr
an
d
s
at
th
e
ed
u
ca
tio
n
a
l
ass
o
ciatio
n
an
d
co
n
f
er
e
n
ce
s
.
Ma
n
y
r
esear
c
h
er
s
r
ec
o
g
n
ize
th
e
b
r
o
a
d
ap
p
ea
l a
n
d
p
o
te
n
tial o
f
th
e
T
PAC
K
m
o
d
el.
3.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
s
tu
d
y
was
u
tili
ze
d
a
d
esk
s
tu
d
y
with
a
b
ib
lio
m
etr
ic
an
al
y
s
is
o
f
p
ap
er
s
th
at
we
ex
p
ec
t
p
r
o
v
id
es
a
v
alu
ab
le
r
e
f
er
en
ce
f
o
r
f
u
t
u
r
e
r
esear
ch
[
4
]
-
[
8
]
,
[
15
]
,
[
1
6
]
.
T
h
e
ter
m
b
i
b
lio
m
etr
ics
was
f
ir
s
t
b
y
Pritch
a
r
d
[
1
7
]
,
“h
o
p
in
g
th
at
th
e
ter
m
wo
u
ld
b
e
u
s
ed
ex
p
licitly
i
n
all
s
tu
d
ie
s
wh
i
ch
s
ee
k
t
o
q
u
an
tify
th
e
p
r
o
ce
s
s
es
o
f
wr
itten
co
m
m
u
n
icatio
n
a
n
d
w
o
u
ld
q
u
ick
ly
g
ain
ac
ce
p
ta
n
ce
in
th
e
f
i
eld
o
f
in
f
o
r
m
atio
n
s
cien
ce
”
[
1
8
]
.
T
h
e
r
esear
ch
er
s
o
p
tim
ized
E
ls
ev
ier
’
s
Sco
p
u
s
d
atab
ase,
th
e
lar
g
est
ac
ad
em
ic
d
atab
ase
in
th
e
wo
r
ld
.
I
n
s
cien
tific
r
esear
ch
,
it
is
cr
u
cial
to
g
et
a
b
r
o
ad
e
r
p
er
s
p
ec
tiv
e
o
f
r
esear
ch
alr
ea
d
y
b
ei
n
g
co
n
d
u
cted
co
n
ce
r
n
in
g
r
ele
v
an
t
co
n
ten
t
an
d
a
b
ib
lio
m
etr
ic
an
aly
s
is
p
r
o
f
ile
o
n
th
e
r
esear
ch
t
r
ajec
to
r
y
a
n
d
d
y
n
a
m
ics
o
f
th
e
r
esear
ch
a
ctiv
ities
wo
r
ld
wid
e.
“T
PAC
K”
an
d
“m
ath
em
atics
o
r
p
h
y
s
i
cs
o
r
ch
em
is
tr
y
o
r
b
i
o
lo
g
y
o
r
s
cien
ce
ed
u
ca
tio
n
”
wer
e
u
s
ed
as
th
e
f
ilter
to
s
ea
r
ch
titl
es,
ab
s
tr
ac
ts
,
an
d
k
ey
wo
r
d
s
f
r
o
m
2
0
1
5
to
2
0
1
9
.
T
h
e
s
ea
r
ch
s
tr
ateg
y
was a
titl
e:
“tp
a
ck
”
A
N
D
p
h
ysics
OR
ma
th
ema
tics
OR
ch
emistr
y
OR
b
io
lo
g
y
OR
s
cien
ce
A
N
D
(
LIMI
T
-
TO
(
P
UB
YEA
R
,
2
0
1
9
)
OR
LIMI
T
-
TO
(
P
UB
YE
A
R
,
2
0
1
8
)
OR
LIMI
T
-
TO
(
P
U
B
YEA
R
,
2
0
1
7
)
OR
LIMI
T
-
TO
(
P
UB
YEA
R
,
2
0
1
6
)
OR
LIMI
T
-
TO (
P
UB
YEA
R
,
2
0
1
5
)
)
T
h
e
d
ata
c
o
llectio
n
was
co
n
d
u
cted
in
Octo
b
er
2
0
2
0
.
I
t
was
2
0
7
5
d
o
cu
m
en
ts
th
at
f
u
lf
illed
th
e
s
ea
r
ch
in
g
cr
iter
ia.
Mic
r
o
s
o
f
t
E
x
ce
l
was
u
s
ed
t
o
an
al
y
ze
th
e
d
ata.
T
h
e
in
v
esti
g
atio
n
was
c
o
n
d
u
cte
d
to
an
aly
ze
th
e
r
esear
ch
tr
en
d
s
,
in
clu
d
in
g
ch
ar
ac
ter
is
tics
o
f
p
u
b
licati
o
n
o
u
tp
u
ts
,
d
o
cu
m
en
t
s
o
u
r
ce
s
,
lan
g
u
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4.
RE
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L
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S AN
D
D
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N
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.
1
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P
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r
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ts
o
n
T
PAC
K
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u
r
in
g
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0
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0
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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s
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e
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ten
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ies
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d
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lan
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s
with
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tal
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ical
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NT
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o
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y
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e
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s
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te
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d
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ca
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No
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m
al
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r
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ity
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itas
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o
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g
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e
te
n
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d
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n
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ib
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e
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o
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t
to
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n
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Me
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ile,
o
th
er
in
s
titu
tio
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wer
e
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o
m
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ated
b
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d
th
e
Neth
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lan
d
s
.
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ab
le
1
.
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m
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er
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f
d
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m
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t
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No
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n
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n
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s
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T
o
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h
ai
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lly
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s
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n
d
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g
(
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wer
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m
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o
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g
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p
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s
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e
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o
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f
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e
f
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m
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e
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w
h
ile,
C
h
ai
an
d
T
s
ai
ar
e
th
e
r
ep
r
esen
tativ
e
t
o
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a
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th
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r
s
f
r
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m
T
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n
.
Gen
er
ally
,
th
e
p
e
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f
o
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ce
o
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a
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th
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s
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e
with
t
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e
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o
f
th
e
ar
ticle
all
y
ea
r
s
,
as
in
d
icate
d
in
T
ab
le
2
.
Fo
r
ex
am
p
le,
Vo
o
g
t
(
5
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s
)
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d
T
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r
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2
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s
)
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ec
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k
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to
p
f
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n
t
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Octo
b
er
2
0
2
0
.
Me
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wh
ile,
T
ab
le
3
d
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e
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n
o
f
ar
ticles
in
t
h
e
d
u
r
atio
n
o
f
2
0
1
5
-
2
0
1
9
.
I
t
was
lis
ted
th
at
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t
h
o
r
s
s
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c
h
as
[
2
0
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[
2
3
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r
esu
lted
in
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eir
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ticles as th
e
to
p
5
citati
o
n
s
in
2
0
1
5
-
2
0
1
9
.
T
ab
le
2
.
T
o
p
citatio
n
o
f
ar
ticle
all
y
ea
r
s
A
u
t
h
o
r
(
s)
Jo
u
r
n
a
l
N
u
mb
e
r
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f
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i
t
a
t
i
o
n
s
S
c
h
m
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d
t
,
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t
a
l
.
[
2
4
]
J.
R
e
s.
Te
c
h
.
E
d
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c
.
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2
(
2
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[
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J.
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[
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J.
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To
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e
T
PA
C
K
f
r
am
ewo
r
k
,
th
e
teac
h
er
h
as
to
b
eliev
e
in
it
[
3
1
]
.
Pre
s
er
v
ice
teac
h
er
s
’
T
PAC
K
b
el
ief
s
an
d
attitu
d
es
to
war
d
s
im
u
latio
n
s
wer
e
also
r
esear
ch
ed
b
y
p
r
e
v
io
u
s
r
esear
ch
er
s
[
3
2
]
.
A
s
y
s
tem
atic
r
ev
iew
o
n
T
PAC
K
h
as
also
b
ec
o
m
e
a
co
n
ce
r
n
am
o
n
g
r
esear
ch
er
s
g
lo
b
ally
.
F
ig
u
r
e
8
s
h
o
ws
th
e
to
p
r
esear
ch
er
a
n
d
its
clu
s
ter
in
r
esear
ch
in
g
T
PAC
K.
C
h
ai
an
d
T
o
n
d
eu
r
h
a
v
e
b
ec
o
m
e
a
lead
er
in
ea
ch
clu
s
ter
[
2
7
]
,
[
3
0
]
.
On
th
e
o
th
e
r
h
a
n
d
,
Mish
r
a
a
n
d
Ko
eh
ler
we
r
e
th
e
m
o
s
t in
f
lu
en
ce
d
r
esear
ch
er
s
o
n
T
PAC
K
in
2
0
1
5
-
2
0
1
9
[
9
]
,
[
1
1
]
.
Fig
u
r
e
6
.
T
PAC
K
in
r
elatin
g
t
o
STE
M
an
d
g
en
d
er
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
R
esea
r
ch
tr
en
d
o
n
TPA
C
K
th
r
o
u
g
h
b
ib
lio
metric a
n
a
lysi
s
(
2
0
1
5
-
2
0
1
9
)
(
N
a
d
i S
u
p
r
a
p
to
)
1381
Fig
u
r
e
7
.
T
PAC
K
in
r
elatin
g
t
o
b
elief
s
an
d
p
o
licy
Fig
u
r
e
8
.
T
o
p
r
esear
c
h
er
s
an
d
th
e
m
o
s
t in
f
lu
en
ce
d
r
esear
ch
e
r
s
o
n
T
PAC
K
4
.
6
.
T
he
co
ntr
ibu
t
io
n o
f
I
n
do
nes
i
a
n
re
s
ea
rc
hers
o
n T
P
ACK
I
n
to
tal,
I
n
d
o
n
esia
co
n
tr
ib
u
te
d
1
2
7
d
o
cu
m
en
ts
r
elate
d
to
T
PAC
K
in
th
e
last
f
iv
e
y
ea
r
s
f
r
o
m
2
0
7
5
d
o
cu
m
e
n
ts
.
Of
th
is
n
u
m
b
er
,
it
was
6
4
%
p
u
b
lis
h
ed
in
th
e
p
r
o
ce
ed
in
g
s
o
r
th
e
r
esu
lts
o
f
th
e
co
n
f
er
en
ce
p
ap
er
,
wh
ile
th
e
r
em
ain
in
g
3
6
% is
in
th
e
f
o
r
m
o
f
jo
u
r
n
al
p
ap
er
s
.
I
f
r
esear
ch
e
r
s
in
th
e
w
o
r
ld
p
r
o
d
u
ce
d
s
ix
clu
s
ter
s
r
elate
d
to
tr
en
d
s
r
esear
ch
o
n
T
PAC
K,
th
er
e
wer
e
o
n
ly
f
o
u
r
clu
s
ter
s
p
r
o
d
u
ce
d
b
y
I
n
d
o
n
esian
r
esear
ch
er
s
.
T
h
e
f
ir
s
t
clu
s
ter
(
r
ed
co
l
o
r
)
was
T
PAC
K
in
r
elatin
g
to
s
k
ills
.
Me
an
wh
ile,
th
e
s
ec
o
n
d
clu
s
ter
(
y
ello
w)
was
T
PAC
K
co
n
ce
r
n
in
g
its
co
m
p
eten
ce
,
n
ee
d
s
,
p
r
ac
tice,
im
p
ac
t,
an
d
ch
allen
g
e
.
T
h
e
th
i
r
d
clu
s
ter
(
g
r
ee
n
)
was
T
PAC
K
in
co
n
n
ec
tin
g
with
q
u
an
titat
i
v
e
p
ar
am
eter
s
s
u
ch
as
test
,
v
alu
e,
in
s
tr
u
m
en
t,
ass
ess
m
en
t,
an
d
s
tatis
tic
s
.
T
h
e
last
clu
s
ter
(
b
lu
e)
in
d
icate
d
T
PAC
K
u
n
d
er
its
co
m
p
o
n
en
t a
n
d
f
r
am
ew
o
r
k
.
Fig
u
r
e
9
.
T
h
e
wh
o
le
p
ictu
r
e
o
f
r
esear
ch
o
n
T
PAC
K
p
er
f
o
r
m
e
d
b
y
I
n
d
o
n
esian
r
esear
ch
e
r
s
d
u
r
in
g
2
0
1
5
-
2
0
1
9
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
4
,
Dec
em
b
er
2
0
2
1
:
13
75
-
13
85
1382
T
ab
le
5
illu
s
tr
ates
h
o
w
th
e
r
an
k
o
f
I
n
d
o
n
esian
in
s
titu
tio
n
in
p
r
o
d
u
cin
g
d
o
cu
m
en
ts
o
n
T
PAC
K.
Al
l
th
e
to
p
10
ar
e
teac
h
er
-
p
r
o
d
u
c
in
g
u
n
iv
er
s
ities
.
E
x
ce
p
t
f
o
r
n
u
m
b
er
s
ev
en
a
n
d
te
n
,
all
u
n
i
v
er
s
ities
ab
o
v
e
ar
e
p
u
b
lic
u
n
iv
er
s
ities
o
f
d
o
cu
m
e
n
ts
o
f
T
PAC
K
ac
r
o
s
s
I
n
d
o
n
e
s
ian
in
s
titu
tio
n
(
2
0
1
5
-
2
0
1
9
)
.
Me
an
wh
ile,
th
e
to
p
I
n
d
o
n
esian
r
esear
ch
er
o
n
T
P
AC
K
li
s
ted
th
e
n
am
e
s
u
ch
a
s
Paid
i
(
7
d
o
cu
m
e
n
ts
)
,
Ast
u
ti
(
5
)
,
Pra
d
a
n
a
(
5
)
,
R
ian
d
i (
5
)
,
Sin
ag
a
(
5
)
,
an
d
W
i
d
o
r
etn
o
(
5
)
wer
e
th
e
m
o
s
t p
r
o
d
u
ctiv
e
au
th
o
r
s
in
th
is
to
p
ic
f
r
o
m
I
n
d
o
n
esia
.
I
t
was
n
o
d
if
f
e
r
en
t
r
a
n
k
f
r
o
m
th
e
wo
r
ld
in
ter
m
s
o
f
T
PAC
K
f
r
o
m
I
n
d
o
n
esia
(
2
0
1
5
-
2
0
1
9
)
s
o
u
r
c
e
titl
es;
J
o
u
r
n
al
o
f
Ph
y
s
ics
C
o
n
f
er
en
ce
was
a
lead
in
g
co
n
f
er
en
ce
s
er
ies
th
at
co
n
tain
s
ar
ticles
ab
o
u
t
T
PAC
K.
AI
P
C
o
n
f
er
en
ce
Pro
ce
e
d
in
g
f
o
llo
wed
t
h
is
m
o
s
t
s
ig
n
if
ica
n
t
n
u
m
b
er
.
Me
an
wh
ile,
f
o
r
th
e
jo
u
r
n
al
ca
teg
o
r
y
,
J
u
r
n
al
Pen
d
id
ik
a
n
I
PA
I
n
d
o
n
esia
(
n
u
m
b
er
3
)
,
also
f
r
o
m
I
n
d
o
n
esia,
is
also
s
u
p
er
i
o
r
in
p
r
o
d
u
cin
g
T
PAC
K
d
o
cu
m
e
n
ts
.
T
ab
le
6
also
in
d
icate
s
th
at
I
n
d
o
n
esia'
s
co
n
tr
ib
u
tio
n
to
r
esear
ch
o
n
T
PAC
K
is
m
o
r
e
in
th
e
p
r
o
ce
ed
in
g
s
th
an
in
th
e
jo
u
r
n
a
l.
T
ab
le
5
.
Nu
m
b
er
o
f
d
o
cu
m
en
t
s
o
f
T
PAC
K
ac
r
o
s
s
I
n
d
o
n
esian
in
s
titu
tio
n
(
2
0
1
5
-
2
0
1
9
)
No
U
n
i
v
e
r
si
t
y
N
u
mb
e
r
o
f
d
o
c
u
m
e
n
t
s
1
U
n
i
v
e
r
si
t
a
s
S
e
b
e
l
a
s
M
a
r
e
t
23
2
U
n
i
v
e
r
si
t
a
s
P
e
n
d
i
d
i
k
a
n
I
n
d
o
n
e
si
a
22
3
U
n
i
v
e
r
si
t
a
s
N
e
g
e
r
i
Y
o
g
y
a
k
a
r
t
a
17
4
U
n
i
v
e
r
si
t
a
s
N
e
g
e
r
i
M
a
l
a
n
g
7
5
U
n
i
v
e
r
si
t
a
s
N
e
g
e
r
i
Ja
k
a
r
t
a
6
6
U
n
i
v
e
r
si
t
a
s
N
e
g
e
r
i
S
e
mar
a
n
g
4
7
U
n
i
v
e
r
si
t
a
s
M
u
h
a
mm
a
d
i
y
a
h
S
u
r
a
k
a
r
t
a
3
8
U
n
i
v
e
r
si
t
a
s
N
e
g
e
r
i
S
u
r
a
b
a
y
a
3
9
U
n
i
v
e
r
si
t
a
s
M
u
s
a
mu
s
M
e
r
a
u
k
e
3
10
S
u
r
y
a
U
n
i
v
e
r
si
t
y
2
T
ab
le
6
.
Nu
m
b
er
o
f
d
o
cu
m
en
t
s
o
n
T
PAC
K
f
r
o
m
I
n
d
o
n
esia (
2
0
1
5
-
2
0
1
9
)
ac
r
o
s
s
s
o
u
r
ce
titl
es
No
N
a
me
o
f
J
o
u
r
n
a
l
o
r
C
o
n
f
e
r
e
n
c
e
N
u
mb
e
r
o
f
d
o
c
u
m
e
n
t
s
1
J.
o
f
P
h
y
s.
C
o
n
f
.
S
e
r
.
60
2
A
I
P
C
o
n
f
.
P
r
o
c
.
9
3
J.
P
e
n
d
.
I
P
A
I
n
d
o
.
5
4
I
n
t
.
J.
I
n
n
o
v
.
C
r
e
a
t
i
v
i
t
y
&
C
h
a
n
g
e
4
5
I
O
P
C
o
n
f
.
S
e
r
i
e
s
M
a
t
.
S
c
i
.
&
E
n
g
.
4
6
I
n
t
.
J.
Le
a
r
n
.
Te
a
c
h
.
& E
d
u
c
.
R
e
s.
3
7
I
O
P
C
o
n
f
.
S
e
r
.
E
a
r
t
h
&
En
v
.
S
c
i
.
3
8
J.
T
u
r
k
i
sh
S
c
i
.
E
d
u
c
.
3
9
5
t
h
I
n
t
.
C
o
n
f
.
o
n
E
d
u
c
.
& T
e
c
h
.
I
C
ET
2
0
1
9
2
10
A
si
a
n
EFL
J.
2
5.
DIS
CU
SS
I
O
N
So
m
e
r
esear
ch
es
o
n
T
PAC
K
h
av
e
b
ee
n
co
n
d
u
cted
b
y
s
ev
er
al
r
esear
ch
er
s
[
3
3
]
-
[
3
8
]
.
Ho
w
ev
er
,
a
f
ew
s
tu
d
ies
f
o
cu
s
ed
o
n
s
y
s
tem
atic
r
ev
iew
an
d
b
ib
lio
m
etr
ic
an
al
y
s
is
[
3
9
]
-
[
4
1
]
.
T
h
e
r
esu
lts
o
f
th
is
r
esear
ch
g
iv
e
a
n
ew
len
s
o
f
r
esear
ch
tr
en
d
s
o
f
T
PAC
K
th
r
o
u
g
h
b
i
b
lio
m
etr
ic
an
aly
s
is
.
T
h
e
au
th
o
r
s
co
n
tin
u
ed
p
r
e
v
io
u
s
r
esear
ch
er
s
’
ex
p
er
ien
ce
s
co
n
d
u
ctin
g
a
liter
atu
r
e
r
e
v
iew
[
4
2
]
-
[
4
6
]
to
ca
p
tu
r
e
all
v
ar
iab
les
r
elate
d
t
o
s
cien
to
m
etr
ics
o
n
T
PAC
K.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
co
m
p
le
m
en
ted
th
e
s
tu
d
y
b
y
So
le
r
-
C
o
s
ta
,
et
a
l.
[
4
7
]
,
wh
o
r
esear
ch
ed
T
PAC
K
b
ased
o
n
th
e
W
eb
o
f
Scien
ce
.
I
n
co
n
tr
a
s
t,
th
is
s
tu
d
y
u
s
ed
th
e
Sco
p
u
s
d
atab
ase,
th
e
m
o
s
t
p
o
p
u
lar
d
ata
b
ase
in
th
e
wo
r
l
d
.
T
h
er
ef
o
r
e,
f
u
tu
r
e
r
esear
ch
ca
n
co
m
p
ar
e
d
ata
f
r
o
m
th
e
W
eb
o
f
Scien
ce
an
d
Sco
p
u
s
.
I
n
s
im
p
le,
i
n
th
e
last
f
iv
e
y
ea
r
s
(
2
0
1
5
-
2
0
1
9
)
,
th
e
n
u
m
b
er
o
f
d
o
c
u
m
en
ts
o
f
T
PAC
K
ac
r
o
s
s
th
e
y
ea
r
was
in
cr
ea
s
ed
s
ig
n
if
ican
tly
,
m
o
s
t
ar
ticles
u
s
ed
E
n
g
lis
h
as
th
e
lan
g
u
a
g
e
o
f
a
r
ticles
(
1
9
9
7
d
o
cu
m
en
ts
o
r
9
6
%)
as
well
as
th
e
s
tu
d
y
p
er
f
o
r
m
ed
b
y
So
ler
-
C
o
s
ta
,
et
a
l.
[
4
7
]
.
I
t
was
clea
r
th
e
d
o
m
i
n
an
c
e
o
f
th
e
USA
an
d
f
o
llo
wed
b
y
Au
s
tr
alia
an
d
T
u
r
k
ey
in
th
is
d
o
m
ain
.
I
n
th
e
m
i
d
d
le
n
u
m
b
er
s
o
f
d
o
cu
m
e
n
ts
,
C
h
in
a,
I
n
d
o
n
esia,
an
d
Sp
ain
h
av
e
also
c
o
n
tr
ib
u
te
d
t
o
r
esear
ch
o
n
T
PAC
K.
Nan
y
an
g
T
ec
h
n
o
lo
g
ical
U
n
iv
er
s
ity
(
NT
U)
,
Sin
g
ap
o
r
e,
co
n
tr
ib
u
ted
th
e
m
o
s
t
d
o
cu
m
e
n
ts
o
n
T
PAC
K.
Me
an
wh
ile,
I
n
d
o
n
esia
h
as
p
lace
d
two
o
f
its
r
ep
r
esen
tativ
es
(
Un
iv
er
s
itas
Seb
elas
Ma
r
et
a
n
d
Un
i
v
er
s
itas
Pen
d
id
ik
an
I
n
d
o
n
esia)
.
T
h
is
r
esu
lt
was
als
o
in
-
lin
e
d
with
th
e
s
tu
d
y
o
f
Nu
an
g
c
h
aler
m
[
3
4
]
an
d
Ar
if
in
[
3
5
]
.
I
n
d
o
n
esian
in
s
titu
tio
n
s
ex
p
r
ess
ed
th
eir
d
o
m
in
an
ce
o
n
t
h
e
r
esear
ch
o
n
T
PAC
K
in
r
elatin
g
to
s
k
ills
,
T
PAC
K
co
n
ce
r
n
in
g
its
co
m
p
ete
n
ce
,
n
ee
d
s
,
p
r
ac
tice,
im
p
ac
t,
an
d
ch
allen
g
e,
T
PAC
K
in
co
n
n
ec
tin
g
with
q
u
an
titativ
e
p
a
r
am
e
ter
s
s
u
ch
as
test
,
v
alu
e,
in
s
tr
u
m
en
t,
ass
ess
m
en
t,
an
d
s
tatis
tics
.
Ho
wev
er
,
I
n
d
o
n
esian
in
s
titu
tio
n
s
s
h
o
u
ld
im
p
r
o
v
e
th
eir
r
esear
ch
o
n
T
PAC
K
r
eg
ar
d
in
g
r
esear
ch
d
esig
n
,
T
PAC
K
an
d
b
elief
s
,
T
PAC
K
r
elatin
g
to
g
en
d
er
a
n
d
STE
M,
an
d
th
e
p
o
licy
r
elatin
g
to
T
PAC
K.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
R
esea
r
ch
tr
en
d
o
n
TPA
C
K
th
r
o
u
g
h
b
ib
lio
metric a
n
a
lysi
s
(
2
0
1
5
-
2
0
1
9
)
(
N
a
d
i S
u
p
r
a
p
to
)
1383
C
h
ai,
Po
lly
,
T
o
n
d
e
u
r
,
Niess
,
Vo
o
g
t,
K
o
h
,
Z
h
an
g
,
Mish
r
a,
T
s
ai,
an
d
W
an
g
wer
e
th
e
m
o
s
t
p
r
o
d
u
ctiv
e
au
th
o
r
s
o
n
th
is
to
p
ic.
T
h
ese
lis
ts
h
av
e
also
s
u
p
p
o
r
ted
th
e
f
i
n
d
in
g
s
o
f
So
ler
-
C
o
s
ta
,
et
a
l.
[
4
7
]
.
I
t
m
ea
n
s
b
o
th
Sco
p
u
s
an
d
W
eb
o
f
Scien
ce
g
av
e
s
im
ilar
m
ap
r
esear
ch
o
n
T
PAC
K.
J
o
u
r
n
al
o
f
Ph
y
s
ics
C
o
n
f
er
en
ce
was
a
lead
in
g
co
n
f
er
en
ce
s
er
ies th
a
t
co
n
tain
s
ar
ticles ab
o
u
t T
PAC
K.
Me
an
wh
ile,
C
o
m
p
u
ter
a
n
d
E
d
u
ca
tio
n
-
E
ls
ev
ier
an
d
E
d
u
ca
tio
n
an
d
I
n
f
o
r
m
atio
n
T
ec
h
n
o
lo
g
ies
–
Sp
r
i
n
g
er
we
r
e
th
e
lead
in
g
jo
u
r
n
als
co
v
er
i
n
g
T
PAC
K
in
th
eir
co
n
ten
t.
T
h
e
f
in
d
in
g
s
wer
e
also
in
d
icate
d
th
at
it
was
s
o
m
e
p
ar
am
eter
s
o
r
in
ter
r
elatio
n
s
h
i
p
s
am
o
n
g
v
ar
iab
les
o
n
T
PAC
K,
s
u
ch
a
s
r
esear
ch
i
n
g
o
n
T
PAC
K,
P
C
K,
T
PA
C
K
an
d
s
er
v
ice
teac
h
er
s
,
th
e
p
r
o
d
u
ct
o
f
T
PAC
K,
th
e
u
s
e
o
f
r
esear
ch
d
esig
n
in
T
PAC
K,
T
PA
C
K
an
d
b
elief
s
,
T
PAC
K
r
elat
in
g
to
g
en
d
e
r
an
d
STE
M,
th
e
m
o
s
t
in
f
lu
en
ce
d
r
esear
ch
e
r
o
f
T
PA
C
K,
th
e
p
o
licy
r
elatin
g
T
PAC
K.
I
n
d
o
n
esia
its
elf
co
n
tr
ib
u
ted
1
2
7
d
o
cu
m
e
n
ts
r
elate
d
to
T
PAC
K
in
th
e
la
s
t
f
iv
e
y
ea
r
s
f
r
o
m
2
0
7
5
d
o
c
u
m
en
ts
.
All
th
e
to
p
ten
ar
e
teac
h
er
-
p
r
o
d
u
cin
g
u
n
iv
er
s
ities
.
I
t
was
n
o
ted
th
at
th
e
au
th
o
r
s
s
u
ch
as
Paid
i,
Ast
u
ti,
Pra
d
an
a,
R
ian
d
i,
Sin
ag
a,
a
n
d
W
id
o
r
etn
o
wer
e
th
e
m
o
s
t p
r
o
d
u
ctiv
e
in
th
is
to
p
ic
f
r
o
m
I
n
d
o
n
esia.
T
h
is
s
tu
d
y
h
as
s
ev
er
al
lim
itati
o
n
s
as
a
s
tan
d
ar
d
lim
itatio
n
o
f
co
n
d
u
ctin
g
b
ib
lio
m
etr
ic
an
al
y
s
is
:
i
)
A
s
ch
o
lar
m
ay
p
r
o
d
u
ce
s
ev
er
al
u
n
its
o
f
s
cien
tific
o
u
tp
u
t
(
b
o
o
k
s
,
jo
u
r
n
als),
b
u
t
t
h
is
s
m
all
wo
r
k
m
ay
b
ec
o
m
e
s
em
in
al
f
o
r
a
p
ar
ticu
lar
f
ield
an
d
s
ig
n
if
ican
tly
im
p
ac
t
th
e
s
ch
o
lar
s
h
ip
o
f
a
d
is
cip
lin
e.
Stan
d
ar
d
m
etr
ics,
s
u
c
h
as
h
-
in
d
ex
,
will
h
av
e
d
if
f
icu
lty
ac
co
u
n
tin
g
f
o
r
s
u
ch
s
itu
atio
n
s
;
ii
)
L
ar
g
e
r
esear
ch
team
s
ac
r
o
s
s
m
u
ltip
le
d
is
cip
lin
es
ca
n
p
r
o
d
u
ce
d
o
ze
n
s
o
r
h
u
n
d
r
ed
s
o
f
r
esear
ch
p
ap
er
s
,
ea
ch
with
ten
s
o
r
h
u
n
d
r
ed
s
o
f
au
th
o
r
s
.
T
h
ese
team
m
em
b
e
r
s
will
o
f
te
n
e
x
h
i
b
it
v
er
y
h
ig
h
im
p
ac
t
m
etr
ics
t
h
at
m
ay
n
o
t
ac
cu
r
ately
r
ef
lect
th
eir
ad
v
a
n
tag
e
o
n
th
e
p
itch
.
T
h
is
lim
itatio
n
is
also
r
elate
d
to
p
r
e
v
io
u
s
s
tu
d
ie
s
,
n
am
ely
[
4
8
]
-
[
5
1
]
.
T
h
er
e
f
o
r
e,
r
esear
ch
er
s
g
av
e
th
r
ee
r
ec
o
m
m
en
d
atio
n
s
f
o
r
f
u
tu
r
e
r
esear
ch
:
i
)
th
e
f
o
llo
win
g
r
esear
ch
e
r
s
s
h
o
u
ld
ta
k
e
i
n
to
ac
co
u
n
t
to
two
lim
itatio
n
s
ab
o
v
e
;
ii
)
I
t
is
s
u
g
g
ested
to
co
m
p
ar
e
d
ata
f
r
o
m
th
e
W
eb
o
f
Scien
ce
a
n
d
S
co
p
u
s
i
n
r
esear
c
h
in
g
T
PAC
K
;
an
d
iii
)
I
t
is
ess
en
tial
to
r
esear
ch
o
n
th
e
b
r
o
ad
e
r
co
v
er
ag
e
y
ea
r
.
F
o
r
ex
am
p
le,
r
es
ea
r
ch
o
n
T
PAC
K
in
2011
-
2
0
2
0
,
r
esear
ch
o
n
T
PA
C
K
in
2
0
2
0
-
2
0
2
4
,
an
d
th
e
p
r
ed
ictio
n
o
f
r
esear
c
h
o
n
T
P
AC
K
in
th
e
f
u
tu
r
e.
Ho
wev
er
,
th
e
r
esu
lts
o
f
th
is
s
tu
d
y
ca
n
c
o
n
tr
ib
u
te
to
en
r
ich
in
g
th
e
tr
ea
s
u
r
e
tr
o
v
e
o
f
s
p
ec
ial
k
n
o
wled
g
e
r
elate
d
to
th
e
liter
atu
r
e
o
n
T
PAC
K.
6.
CO
NCLU
SI
O
N
So
m
e
s
ig
n
if
ican
t
p
o
in
ts
h
av
e
b
ee
n
attain
e
d
o
n
t
h
e
r
esear
c
h
t
r
en
d
s
o
n
T
PAC
K
d
u
r
in
g
th
e
p
er
io
d
f
r
o
m
2
0
1
5
to
2
0
1
9
.
T
h
e
n
u
m
b
e
r
o
f
d
o
cu
m
e
n
ts
o
f
T
PAC
K
ac
r
o
s
s
t
h
e
y
ea
r
was
in
cr
ea
s
ed
,
wh
ich
wer
e
d
o
m
i
n
ated
b
y
ar
ticles
in
th
e
jo
u
r
n
al.
C
o
n
s
id
er
in
g
t
h
e
co
u
n
tr
ies
o
f
o
r
ig
in
,
i
t
was
clea
r
th
at
th
e
d
o
m
i
n
an
c
e
o
f
th
e
USA.
T
h
e
n
u
m
b
er
o
f
d
o
cu
m
en
ts
o
f
T
PAC
K
ac
r
o
s
s
in
s
titu
tio
n
in
d
icate
d
th
e
d
o
m
in
an
ce
o
f
in
s
t
itu
ti
o
n
f
r
o
m
Sin
g
a
p
o
r
e.
Me
an
wh
ile,
I
n
d
o
n
esia
p
u
t
th
e
ir
two
r
ep
r
esen
tativ
e’
s
in
s
titu
tio
n
s
:
Un
iv
er
s
itas
Seb
elas
Ma
r
et
an
d
Un
i
v
er
s
itas
Pen
d
id
ik
an
I
n
d
o
n
esia,
am
o
n
g
th
e
b
ig
10
in
s
titu
tio
n
s
in
th
e
wo
r
ld
th
at
co
n
tr
ib
u
ted
to
r
ese
ar
ch
in
g
o
n
T
PAC
K.
T
aiwa
n
an
d
th
e
US
A
h
av
e
a
ls
o
co
n
tr
ib
u
ted
t
h
e
m
o
s
t
p
r
o
d
u
ctiv
e
au
th
o
r
s
o
f
T
PAC
K.
J
o
u
r
n
al
o
f
Ph
y
s
ics
C
o
n
f
er
en
ce
was
a
lead
in
g
co
n
f
er
en
ce
s
er
ies
th
at
co
n
tain
s
ar
ticles
ab
o
u
t
T
PAC
K.
Me
an
w
h
ile,
C
o
m
p
u
ter
an
d
E
d
u
ca
tio
n
-
E
ls
ev
ier
wer
e
t
h
e
lead
in
g
jo
u
r
n
als
co
v
er
in
g
T
P
AC
K
in
th
is
to
p
i
c.
R
eg
ar
d
in
g
th
e
v
is
u
aliza
tio
n
o
f
r
esear
ch
tr
en
d
o
n
T
PAC
K
r
esu
lted
in
f
o
u
r
m
ajo
r
clu
s
ter
s
:
i)
T
PAC
K
as
a
s
y
s
tem
;
i
i)
T
PA
C
K
in
r
elatin
g
to
it
s
s
ca
le
;
iii)
T
PA
C
K
in
co
n
n
ec
tin
g
with
q
u
an
titativ
e
p
ar
am
eter
s
;
iv
)
T
PAC
K
u
n
d
er
b
eli
ef
s
,
in
ten
tio
n
,
a
n
d
tech
n
o
lo
g
y
a
cc
ep
tan
ce
.
I
n
d
o
n
esia
co
n
tr
ib
u
ted
1
2
7
d
o
cu
m
en
ts
r
elate
d
to
T
PAC
K
in
th
e
last
f
iv
e
y
ea
r
s
f
r
o
m
a
to
t
al
o
f
2
0
7
5
d
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,
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.
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2
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,
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3
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W
u
,
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4
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“
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5
]
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Ku
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V.
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“
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lo
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6
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.
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“
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p
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7
]
A.
P
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,
“
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tatisti
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Bi
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8
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M
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2
0
.
[1
9
]
N.
J.
Va
n
-
Eck
a
n
d
L
.
Waltma
n
,
“
VO
S
v
iew
e
r
M
a
n
u
a
l,
”
CWT
S
M
e
a
n
in
g
f
u
l
m
e
tri
c
s,
2
0
2
0
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s:/
/www
.
v
o
s
v
iew
e
r.
c
o
m
/d
o
c
u
m
e
n
tatio
n
/
M
a
n
u
a
l
_
VO
S
v
iew
e
r_
1
.
6
.
1
6
.
p
d
f
.
[2
0
]
C.
An
g
e
li
,
e
t
a
l.
,
“
A
K
-
6
C
o
m
p
u
tatio
n
a
l
Th
in
k
in
g
C
u
rricu
l
u
m
F
ra
m
e
wo
rk
:
Im
p
l
ica
ti
o
n
s
fo
r
Tea
c
h
e
r
Kn
o
wle
d
g
e
,
”
Ed
u
c
a
ti
o
n
T
e
c
h
n
o
l
o
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y
a
n
d
S
o
c
iet
y
,
v
o
l
.
1
9
,
n
o
.
3
,
p
p
.
4
7
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5
7
,
2
0
1
6
.
[2
1
]
S
.
G
h
a
v
ifek
r
a
n
d
W.
A.
W.
R
o
sd
y
,
“
Tea
c
h
in
g
a
n
d
Lea
rn
in
g
with
Tec
h
n
o
l
o
g
y
:
Eff
e
c
ti
v
e
n
e
ss
o
f
IC
T
In
teg
ra
ti
o
n
in
S
c
h
o
o
ls,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
in
Ed
u
c
a
ti
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n
a
n
d
S
c
ien
c
e
,
v
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l.
1
,
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o
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2
,
p
p
.
1
7
5
-
1
9
1
,
2
0
1
5
.
[2
2
]
J.
G
il
-
F
lo
re
s,
J.
Ro
d
rí
g
u
e
z
-
S
a
n
te
ro
,
a
n
d
J
.
To
rre
s
-
G
o
rd
il
l
o
,
“
F
a
c
to
rs
th
a
t
E
x
p
lai
n
th
e
Us
e
o
f
ICT
in
S
e
c
o
n
d
a
ry
-
Ed
u
c
a
ti
o
n
Clas
sro
o
m
s:
Th
e
Ro
l
e
o
f
Tea
c
h
e
r
Ch
a
ra
c
teristics
a
n
d
S
c
h
o
o
l
In
fra
str
u
c
tu
re
,
”
Co
mp
u
ter
in
Hu
ma
n
Beh
a
v
io
u
r,
v
o
l.
6
8
,
p
p
.
4
4
1
-
4
4
9
,
2
0
1
7
.
[2
3
]
C.
Kim
,
D.
Kim
,
J.
Yu
a
n
,
R.
B.
Hill
,
P
.
Do
sh
i
,
a
n
d
C.
N.
Th
a
i
,
“
Ro
b
o
ti
c
s
to
P
ro
m
o
te
El
e
m
e
n
tary
Ed
u
c
a
ti
o
n
P
re
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S
e
rv
ice
Tea
c
h
e
rs'
S
TE
M
En
g
a
g
e
m
e
n
t,
Lea
rn
in
g
,
a
n
d
Tea
c
h
i
n
g
,
”
C
o
mp
u
ter
&
E
d
u
c
a
ti
o
n
,
v
o
l.
9
1
,
p
p
.
1
4
-
3
1
,
2
0
1
5
.
[2
4
]
D.
A.
S
c
h
m
id
t,
E.
Ba
ra
n
,
A.
D.
Th
o
m
p
s
o
n
,
P
.
M
is
h
ra
,
M
.
J.
Ko
e
h
ler,
a
n
d
T.
S
.
S
h
i
n
,
“
Tec
h
n
o
lo
g
i
c
a
l
P
e
d
a
g
o
g
ica
l
Co
n
ten
t
Kn
o
wle
d
g
e
(TP
ACK
):
Th
e
De
v
e
lo
p
m
e
n
t
a
n
d
Va
li
d
a
ti
o
n
o
f
a
n
As
se
ss
m
e
n
t
In
stru
m
e
n
t
fo
r
P
re
se
rv
ice
Tea
c
h
e
rs,”
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
o
n
T
e
c
h
n
o
l
o
g
y
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n
E
d
u
c
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ti
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n
,
v
o
l
.
4
2
,
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o
.
2
,
p
p
.
1
2
3
-
1
4
9
,
2
0
0
9
.
[2
5
]
J.
Ha
rris,
P
.
M
ish
ra
,
a
n
d
M
.
K
o
e
h
ler,
“
Tea
c
h
e
rs’
tec
h
n
o
l
o
g
ica
l
p
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
o
wle
d
g
e
a
n
d
Lea
rn
i
n
g
Ac
ti
v
it
y
Ty
p
e
s:
Cu
rr
icu
lu
m
-
Ba
s
e
d
Tec
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n
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lo
g
y
In
te
g
ra
ti
o
n
Re
fr
a
in
e
d
,
”
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o
u
rn
a
l
o
f
Res
e
a
rc
h
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n
T
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lo
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Ed
u
c
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ti
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n
,
v
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l
.
4
1
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4
,
p
p
.
3
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3
-
4
1
6
,
2
0
0
9.
[2
6
]
J.
Vo
o
g
t
,
P
.
F
isse
r,
N.N.P
.
Ro
b
l
i
n
,
J.
To
n
d
e
u
r
,
a
n
d
J.
v
a
n
Bra
a
k
,
“
Tec
h
n
o
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o
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ica
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P
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d
a
g
o
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ica
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Co
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n
t
Kn
o
wle
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g
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-
A Rev
iew
o
f
t
h
e
Li
tera
tu
re
,
”
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o
u
r
n
a
l
o
f
C
o
mp
u
ter
Assiste
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L
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g
,
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l.
2
9
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o
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2
,
p
p
.
1
0
9
-
1
2
1
,
2
0
1
3
.
[2
7
]
J.
To
n
d
e
u
r,
e
t
a
l
.
,
“
P
re
p
a
rin
g
p
re
-
se
rv
ice
tea
c
h
e
rs
to
in
teg
ra
te
tec
h
n
o
lo
g
y
i
n
e
d
u
c
a
ti
o
n
:
A
sy
n
th
e
si
s
o
f
q
u
a
li
tati
v
e
e
v
id
e
n
c
e
,
”
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mp
u
ter
&
E
d
u
c
a
t
io
n
,
v
o
l.
5
9
,
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o
.
1
,
p
p
.
1
3
4
-
1
4
4
,
2
0
1
2
.
[2
8
]
T.
Va
lt
o
n
e
n
,
e
t
a
l.
,
“
T
h
e
imp
a
c
t
o
f
a
u
t
h
e
n
ti
c
lea
rn
in
g
e
x
p
e
rien
c
e
s
with
IC
T
o
n
p
re
-
se
rv
ice
tea
c
h
e
rs'
in
ten
ti
o
n
s
t
o
u
se
ICT
fo
r
tea
c
h
in
g
a
n
d
lea
rn
in
g
,
”
Co
mp
u
ter
&
Ed
u
c
a
ti
o
n
,
v
o
l.
8
1
,
p
p
.
4
9
-
5
8
,
2
0
1
5
.
[2
9
]
C.
S
.
Ch
a
i
,
“
Tea
c
h
e
r
P
r
o
fe
ss
io
n
a
l
De
v
e
lo
p
m
e
n
t
f
o
r
S
c
ien
c
e
,
Tec
h
n
o
l
o
g
y
,
En
g
in
e
e
rin
g
a
n
d
M
a
t
h
e
m
a
ti
c
s
(S
TE
M
)
Ed
u
c
a
ti
o
n
:
A
Re
v
iew
fro
m
th
e
P
e
rsp
e
c
ti
v
e
s
o
f
Tec
h
n
o
l
o
g
ica
l
P
e
d
a
g
o
g
ica
l
Co
n
ten
t
K
n
o
wle
d
g
e
(TP
ACK
),
”
T
h
e
Asia
-
Pa
c
if
ic E
d
u
c
a
ti
o
n
Res
e
a
rc
h
e
r,
v
o
l.
2
8
,
p
p
.
5
-
1
3
,
2
0
1
9
.
[3
0
]
J.
Ca
sté
ra
,
e
t
a
l.
,
“
S
e
lf
-
re
p
o
rted
TP
ACK
o
f
tea
c
h
e
r
e
d
u
c
a
to
rs
a
c
ro
ss
six
c
o
u
n
tri
e
s
in
As
ia
a
n
d
Eu
r
o
p
e
,
”
Ed
u
c
a
ti
o
n
a
n
d
In
f
o
rm
a
ti
o
n
T
e
c
h
n
o
lo
g
ies
,
v
o
l.
2
5
,
p
p
.
3
0
0
3
-
3
0
1
9
,
2
0
2
0
.
[3
1
]
L.
L.
Tao
p
a
n
,
N.
A
.
Dra
jati,
a
n
d
S
u
m
a
rd
i
“
Disc
o
v
e
ri
n
g
th
e
tea
c
h
e
r’s
b
e
li
e
fs
in
TP
ACK
fra
m
e
wo
rk
f
o
r
tea
c
h
i
n
g
En
g
li
s
h
i
n
h
ig
h
sc
h
o
o
l
,
”
I
n
d
o
n
e
si
a
n
J
o
u
rn
a
l
o
f
I
n
fo
rm
a
ti
c
s E
d
u
c
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ti
o
n
,
v
o
l.
3
,
n
o
.
1
,
p
p
.
1
-
1
1
,
2
0
1
9
.
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