I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
6
,
No
.
2
,
J
u
n
e
201
7
,
p
p
.
1
5
7
~
1
6
3
I
SS
N:
2252
-
8822
15
7
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ia
e
s
jo
u
r
n
a
l.c
o
m/o
n
lin
e/in
d
ex
.
p
h
p
/I
JE
R
E
For
m
a
t
of
O
pt
io
ns in
M
ultipl
e Cho
ice Test
Vis
-
a
-
Vis
Tes
t
Pe
rfor
m
a
nce
H
er
m
a
bet
h O
.
B
endu
lo
1
,
E
r
l
ind
a
D.
T
ib
us
2
,
Rho
do
ra
A.
B
a
nd
e
3
,
Vo
lt
a
ire
Q
.
O
y
zo
n
4
,
No
rber
t
o
E
.
M
illa
5
,
M
y
rna
L
.
M
a
c
a
lin
a
o
6
1,
2
S
o
u
t
h
e
rn
L
e
y
te S
tate
Un
iv
e
rsit
y
-
CT
E,
P
h
il
ip
p
in
e
s
3,
5
V
is
a
y
a
s S
tate
Un
iv
e
rsit
y
,
P
h
il
i
p
p
i
n
e
s
4,
6
L
e
y
te No
rm
a
l
Un
iv
e
rsit
y
,
P
h
i
li
p
p
i
n
e
s
Art
icle
I
nfo
AB
ST
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Mar
16
,
2
0
1
7
R
ev
i
s
ed
Ma
y
2
5
,
2
0
1
7
A
cc
ep
ted
Ma
y
31
,
2
0
1
7
T
e
stin
g
o
r
e
v
a
lu
a
ti
o
n
in
a
n
e
d
u
c
a
ti
o
n
a
l
c
o
n
tex
t
is
p
rim
a
ril
y
u
se
d
to
m
e
a
su
re
o
r
e
v
a
lu
a
te
a
n
d
a
u
th
e
n
ti
c
a
te
th
e
a
c
a
d
e
m
ic
re
a
d
in
e
ss
,
lea
rn
in
g
a
d
v
a
n
c
e
m
e
n
t,
a
c
q
u
isit
io
n
o
f
sk
il
ls,
o
r
in
stru
c
ti
o
n
a
l
n
e
e
d
s
o
f
lea
rn
e
rs.
T
h
is
stu
d
y
tri
e
d
to
d
e
term
in
e
w
h
e
th
e
r
th
e
v
a
ried
c
o
m
b
in
a
ti
o
n
s
o
f
a
rra
n
g
e
m
e
n
ts
o
f
o
p
ti
o
n
s
a
n
d
letter
c
a
se
s
in
a
M
u
lt
i
p
le
-
Ch
o
ice
T
e
st
(M
CT
)
a
ff
e
c
t
th
e
tes
t
p
e
rf
o
rm
a
n
c
e
o
f
th
e
h
o
m
o
g
e
n
o
u
s
BEE
D
stu
d
e
n
ts
.
A
tes
t
wa
s
d
e
sig
n
e
d
a
n
d
a
d
m
i
n
istere
d
to
tes
t
th
e
p
e
rf
o
rm
a
n
c
e
a
c
ro
ss
tes
t
it
e
m
s
e
m
p
lo
y
in
g
d
iff
e
re
n
t
a
rra
n
g
e
m
e
n
t
s
o
f
o
p
ti
o
n
s
(Ca
sc
a
d
in
g
Ey
e
M
o
v
e
m
e
n
t,
In
v
e
rted
N
Ey
e
M
o
v
e
m
e
n
t,
Z
Ey
e
M
o
v
e
m
e
n
t,
a
n
d
O
n
e
-
li
n
e
Ho
riz
o
n
tal
Ey
e
M
o
v
e
m
e
n
t)
a
n
d
a
c
ro
ss
c
a
se
o
f
letter
o
p
ti
o
n
s
(u
p
p
e
r
a
n
d
l
o
w
e
r
c
a
se
),
th
a
t
is,
a
to
tal
o
f
e
ig
h
t
(8
)
trea
t
m
e
n
ts.
T
h
e
sta
ti
stica
l
a
n
a
l
y
se
s
re
v
e
a
l
e
d
th
a
t
th
e
re
is
a
n
i
n
sig
n
if
ica
n
t
d
if
f
e
r
e
n
c
e
in
t
h
e
m
e
a
n
p
e
rf
o
r
m
a
n
c
e
o
f
stu
d
e
n
ts
in
re
latio
n
to
letter
c
a
se
s
a
n
d
a
rra
n
g
e
m
e
n
t
o
f
letter
c
h
o
ice
s
in
a
m
u
lt
ip
le
c
h
o
ice
tes
t
.
T
h
u
s,
th
e
tes
t
p
e
rf
o
rm
a
n
c
e
o
f
stu
d
e
n
ts
in
a
m
u
lt
ip
le
c
h
o
ice
ty
p
e
o
f
tes
t
d
o
e
s
n
o
t
d
e
p
e
n
d
o
n
e
it
h
e
r
lette
r
c
a
se
s
o
r
a
rra
n
g
e
m
e
n
t
o
f
letter ch
o
ice
s.
K
ey
w
o
r
d
:
T
esti
n
g
T
est
F
o
r
m
at
M
u
ltip
le
-
C
h
o
ice
T
est
E
v
alu
a
tio
n
S
tu
d
e
n
t
P
er
f
o
r
m
an
ce
Co
p
y
rig
h
t
©
2
0
1
7
In
stit
u
te o
f
A
d
v
a
n
c
e
d
E
n
g
i
n
e
e
rin
g
a
n
d
S
c
ien
c
e
.
Al
l
rig
h
ts
re
se
rv
e
d
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
E
r
lin
d
a
D.
T
ib
u
s
,
A
r
t
s
an
d
L
e
tter
s
Dep
ar
t
m
e
n
t
,
So
u
t
h
er
n
L
e
y
te
State
U
n
iv
er
s
i
t
y
-
C
T
E
,
San
I
s
id
r
o
,
T
o
m
as Op
p
u
s
,
So
u
th
er
n
L
e
y
te
,
P
h
i
li
p
p
in
e
s
.
E
m
ail:
er
ltib
u
s
@
g
m
ai
l.c
o
m
1.
I
NT
RO
D
UCT
I
O
N
T
est
tak
in
g
i
s
a
s
alie
n
t
p
ar
t
in
th
e
teac
h
i
n
g
-
lear
n
in
g
p
r
o
ce
s
s
,
th
r
o
u
g
h
w
h
ic
h
teac
h
er
s
will
b
ec
o
m
e
ce
r
tain
as
to
t
h
e
lear
n
in
g
a
n
d
p
r
o
g
r
ess
th
a
t s
tu
d
e
n
ts
m
a
k
e
i
n
th
e
c
lass
.
T
ea
ch
er
s
,
w
h
e
n
m
a
k
in
g
o
r
co
n
s
tr
u
ctin
g
test
ite
m
s
,
tak
e
i
n
to
co
n
s
id
er
atio
n
p
r
in
cip
les
an
d
g
u
id
eli
n
es
s
et
an
d
ac
ce
p
ted
as
s
tan
d
ar
d
;
h
o
w
e
v
er
,
w
it
h
t
h
e
ed
u
ca
tio
n
’
s
i
n
cli
n
atio
n
o
f
b
ec
o
m
in
g
m
o
r
e
s
t
u
d
en
t
-
ce
n
t
er
e
d
,
an
is
s
u
e
t
h
at
ca
ll
s
atten
tio
n
n
o
w
ad
a
y
s
is
t
h
at
w
h
et
h
er
o
r
n
o
t
i
n
th
e
f
o
r
m
u
l
atio
n
o
f
test
ite
m
s
teac
h
er
s
p
lace
i
m
p
o
r
tan
ce
an
d
co
n
s
id
er
atio
n
o
n
s
t
u
d
en
t
s
’
p
r
ef
er
en
ce
s
an
d
li
k
es,
a
m
o
n
g
o
th
er
s
,
an
d
n
o
t j
u
s
t
w
h
at
t
h
e
y
(
teac
h
er
s
)
o
p
t a
n
d
th
in
k
as b
es
t.
An
asp
ec
t
in
t
h
e
lear
n
er
-
ce
n
t
er
ed
ed
u
ca
tio
n
is
th
e
r
ec
o
g
n
it
io
n
o
f
lear
n
i
n
g
s
t
y
le
p
r
ef
er
en
ce
s
w
h
ic
h
h
as
b
ee
n
w
id
el
y
ac
ce
p
ted
i
n
th
e
teac
h
i
n
g
-
lear
n
in
g
e
n
v
ir
o
n
m
e
n
t.
Ho
w
e
v
er
,
[
1
]
n
o
ted
th
at
t
h
e
p
h
a
s
e
o
f
ass
es
s
i
n
g
a
lear
n
er
’
s
́
k
n
o
w
led
g
e
is
r
ar
ely
in
c
lu
d
ed
in
th
e
p
r
o
ce
s
s
o
f
ac
co
m
m
o
d
ati
n
g
th
e
ir
p
r
ef
er
en
ce
s
.
T
h
is
is
v
er
y
cr
u
cia
l
b
ec
au
s
e
“
“
i
f
an
y
asp
ec
t
o
f
a
test
is
u
n
f
a
m
iliar
t
o
ca
n
d
id
ates,
th
e
y
ar
e
li
k
el
y
t
o
p
er
f
o
r
m
les
s
w
ell
th
an
t
h
e
y
w
o
u
ld
d
o
o
th
er
w
is
e
(
o
n
s
u
b
s
eq
u
e
n
tl
y
ta
k
i
n
g
a
p
ar
allel
v
er
s
io
n
,
f
o
r
ex
a
m
p
le)
”
[
2
]
.
A
lo
n
g
w
it
h
t
h
e
s
a
m
e
li
n
e
o
f
ar
g
u
m
e
n
t,
[
3
]
r
ep
o
r
ted
th
at
alth
o
u
g
h
i
n
n
o
v
atio
n
s
i
n
i
n
s
tr
u
ctio
n
th
a
t
r
esp
o
n
d
to
d
if
f
er
en
t
lear
n
er
s
’
s
t
y
le
s
an
d
p
r
ef
er
e
n
ce
s
li
k
e
v
ar
iet
y
o
f
i
n
s
tr
u
ctio
n
al
tech
n
iq
u
e
s
an
d
m
a
ter
ials
ar
e
i
m
p
le
m
en
ted
,
t
h
e
is
s
u
e
o
n
as
s
ess
m
en
t
h
as
n
o
t
r
ec
eiv
ed
th
e
s
a
m
e
a
m
o
u
n
t
o
f
atte
n
tio
n
.
I
t
w
a
s
f
u
r
th
er
ar
g
u
ed
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
6
,
No
.
2
,
J
u
n
e
20
1
7
:
1
5
7
–
1
6
3
158
th
at
if
teac
h
er
s
ca
n
a
g
r
ee
t
h
at
s
t
u
d
en
t
s
h
av
e
d
if
f
er
e
n
t
m
et
h
o
d
s
f
o
r
lear
n
in
g
,
d
o
es
it
n
o
t
s
tan
d
to
r
ea
s
o
n
t
h
at
th
e
y
h
a
v
e
d
if
f
er
en
t
m
et
h
o
d
s
o
f
r
ep
r
o
d
u
cin
g
t
h
i
s
k
n
o
w
led
g
e
a
s
w
e
ll?
R
ef
er
e
n
ce
[
4
]
r
ev
ie
w
ed
ex
is
t
en
t
liter
at
u
r
es
a
n
d
r
ep
o
r
ted
t
h
at
s
t
u
d
en
ts
’
lear
n
i
n
g
s
t
y
le
p
r
ef
er
en
ce
s
s
ee
m
to
b
e
co
r
r
elate
d
w
it
h
t
h
e
ir
class
p
er
f
o
r
m
an
ce
w
h
e
n
tea
ch
in
g
s
t
y
le
s
m
atc
h
w
it
h
s
t
u
d
e
n
ts
’
lear
n
i
n
g
s
t
y
le;
b
u
t
th
e
y
r
ec
o
g
n
ize
t
h
e
d
ea
r
th
o
f
liter
atu
r
e
t
h
at
co
n
ce
r
n
s
lear
n
in
g
p
r
ef
er
e
n
ce
an
d
p
er
f
o
r
m
a
n
ce
w
it
h
r
esp
ec
t
to
t
y
p
e
o
f
ex
a
m
i
n
atio
n
u
s
ed
.
C
o
n
s
eq
u
e
n
tl
y
,
t
h
e
y
v
en
t
u
r
ed
o
n
f
i
n
d
in
g
o
u
t
lear
n
er
s
’
p
er
f
o
r
m
an
ce
in
a
M
u
ltip
le
C
h
o
ice
T
est if
it i
s
s
i
g
n
if
ican
tl
y
in
f
l
u
e
n
ce
d
b
y
t
h
eir
lear
n
i
n
g
s
t
y
le
p
r
ef
er
e
n
ce
s
.
R
ef
er
e
n
c
e
[
5
]
v
e
n
tu
r
ed
o
n
a
s
tu
d
y
t
h
at
id
en
ti
f
ied
s
t
u
d
en
t
s
’
p
r
ef
er
en
ce
o
n
ar
r
a
n
g
e
m
e
n
ts
an
d
letter
ca
s
e
o
f
o
p
tio
n
s
i
n
a
m
u
lti
p
le
-
ch
o
ice
tes
t.
T
h
e
s
tu
d
y
r
ev
ea
led
th
at
s
tu
d
e
n
ts
p
r
ef
er
r
ed
th
e
C
ascad
in
g
ar
r
an
g
e
m
en
t
o
p
tio
n
s
,
w
h
ile
th
eir
lea
s
t
p
r
ef
er
r
ed
ar
r
an
g
e
m
en
t
o
f
o
p
tio
n
s
w
a
s
t
h
e
O
n
e
-
lin
e
h
o
r
izo
n
ta
l
ar
r
an
g
e
m
en
t.
Mo
r
eo
v
er
,
th
eir
p
r
ef
er
en
ce
w
as
b
ased
o
n
t
h
e
r
ea
s
o
n
t
h
at
t
h
e
ca
s
ca
d
in
g
o
p
tio
n
is
ea
s
y
to
t
h
e
e
y
e
an
d
d
o
es
n
o
t
co
n
tr
ib
u
te
to
co
n
f
u
s
io
n
an
d
w
h
ic
h
m
ea
n
s
les
s
er
ef
f
o
r
t
o
n
t
h
e
test
tak
er
s
’
p
ar
t.
T
h
is
r
ep
o
r
ted
r
ea
s
o
n
co
n
f
o
r
m
s
t
o
w
h
at
r
e
f
er
en
ce
s
[
6
]
-
[
1
3
]
ass
er
ted
t
h
at
p
eo
p
le
w
a
n
t
t
h
eir
c
h
o
ice
to
b
e
ea
s
y
.
T
h
is
s
tu
d
y
’
s
f
i
n
d
in
g
s
led
t
h
e
r
esear
ch
er
s
t
o
ar
g
u
e
th
a
t
in
co
n
s
tr
u
cti
n
g
a
Mu
ltip
le
C
h
o
ice
T
est,
o
n
e
h
as
to
co
n
s
id
er
u
s
in
g
th
e
C
a
s
ca
d
in
g
ar
r
an
g
e
m
e
n
t o
f
o
p
tio
n
s
.
T
h
e
co
n
s
id
er
atio
n
co
n
ce
r
n
i
n
g
o
p
tio
n
s
i
n
t
h
e
MCT
,
s
p
ec
if
ica
ll
y
th
e
ar
r
an
g
e
m
e
n
t
o
f
o
p
tio
n
s
is
w
it
h
i
n
th
e
d
o
m
ai
n
o
f
e
y
e
m
o
v
e
m
e
n
t
o
r
th
e
e
y
e
-
m
i
n
d
li
n
k
i
n
v
i
s
u
al
co
g
n
itio
n
.
R
e
f
er
en
ce
[
1
4
]
i
n
t
r
o
d
u
ce
d
th
e
“g
az
e
-
co
n
tin
g
e
n
t
m
o
v
i
n
g
w
i
n
d
o
w
p
ar
ad
ig
m
”
w
h
ic
h
ass
er
t
s
th
at
te
x
t
p
r
esen
ted
d
u
r
i
n
g
a
n
y
g
i
v
e
n
f
ix
a
tio
n
is
d
ir
ec
tl
y
m
an
ip
u
lated
b
y
ch
a
n
g
in
g
t
h
e
d
is
p
la
y
as
a
f
u
n
ctio
n
o
f
e
y
e
p
o
s
itio
n
;
t
h
u
s
,
te
x
t
w
i
th
in
t
h
e
w
i
n
d
o
w
r
eg
io
n
(
ar
ea
o
f
tex
t
v
is
ib
le
to
r
ea
d
er
)
is
d
is
p
lay
ed
n
o
r
m
al
l
y
,
a
n
d
t
h
o
s
e
o
u
ts
id
e
th
e
w
i
n
d
o
w
i
s
m
u
tilated
in
s
o
m
e
w
a
y
.
T
h
i
s
f
u
r
t
h
er
p
o
in
ted
o
u
t
th
a
t
r
ea
d
er
s
ca
n
o
n
l
y
p
r
o
ce
s
s
in
f
o
r
m
a
tio
n
co
n
tai
n
ed
i
n
a
ce
r
tai
n
v
is
u
al
f
ield
(
w
i
n
d
o
w
)
i
n
a
s
in
g
le
f
ix
a
tio
n
.
Fi
g
u
r
e
1
illu
s
tr
ates
m
o
v
in
g
w
i
n
d
o
w
p
ar
ad
ig
m
.
Fig
u
r
e
1
.
Mo
v
in
g
W
in
d
o
w
P
a
r
ad
ig
m
T
h
e
m
o
v
i
n
g
w
in
d
o
w
p
ar
ad
ig
m
is
ap
tl
y
e
m
p
lo
y
ed
i
n
t
h
e
s
tr
u
ctu
r
i
n
g
o
f
t
h
e
M
C
T
o
p
tio
n
s
,
w
h
er
e
ea
c
h
o
p
tio
n
is
co
n
s
id
er
ed
a
w
i
n
d
o
w
o
r
a
v
is
u
a
l
f
ield
in
w
h
ic
h
test
tak
er
s
p
r
o
ce
s
s
in
f
o
r
m
atio
n
in
a
s
in
g
le
f
i
x
atio
n
.
C
o
n
s
id
er
in
g
th
e
tak
er
s
’
e
y
e
m
o
v
e
m
e
n
t
d
eter
m
in
ed
t
h
r
o
u
g
h
m
o
v
i
n
g
w
i
n
d
o
w
in
g
o
i
n
g
th
r
o
u
g
h
t
h
e
s
eq
u
e
n
ce
o
f
o
p
tio
n
s
d
eter
m
in
ed
th
r
o
u
g
h
le
tter
s
eq
u
en
ce
s
a
,
b
,
c
,
o
r
d,
it
is
n
o
te
w
o
r
th
y
to
b
r
id
g
e
co
n
n
ec
tio
n
b
et
w
ee
n
an
d
a
m
o
n
g
e
y
e
m
o
v
e
m
e
n
t
a
n
d
test
tak
er
s
’
p
r
ef
er
e
n
ce
o
f
o
p
tio
n
s
i
n
t
h
e
MCT
,
an
d
to
d
elv
e
in
to
f
i
n
d
i
n
g
o
u
t
w
h
et
h
er
o
r
n
o
t
ey
e
m
o
v
e
m
e
n
t
p
o
s
es
an
ef
f
ec
t
to
in
f
o
r
m
ati
o
n
p
r
o
ce
s
s
in
g
as
a
f
f
ec
ted
b
y
ar
r
an
g
e
m
en
t
o
f
t
h
e
s
eq
u
en
ce
o
f
o
p
tio
n
s
.
MCT
o
p
tio
n
s
ar
e
co
m
m
o
n
l
y
a
r
r
an
g
ed
as
f
o
llo
w
s
w
h
ic
h
[
5
]
lab
elled
as:
C
ascad
in
g
E
y
e
Mo
v
e
m
e
n
t,
Z
E
y
e
Mo
v
e
m
en
t,
I
n
v
er
ted
N
E
y
e
Mo
v
e
m
en
t,
an
d
On
e
-
li
n
e
H
o
r
izo
n
tal
E
y
e
Mo
v
e
m
en
t.
Fig
u
r
e
2
.
C
ascad
in
g
E
y
e
Mo
v
e
m
e
n
t
Fig
u
r
e
3
.
Z
E
y
e
Mo
v
e
m
e
n
t
Fig
u
r
e
4
.
I
n
v
er
ted
N
E
y
e
Mo
v
e
m
en
t
A.
tr
o
ch
aic
B.
ia
m
b
ic
C.
d
ac
ty
lic
D.
an
ap
esti
c
A.
tr
o
ch
aic
B
.
iam
b
ic
C.
d
ac
ty
lic
D.
an
ap
esti
c
A.
tr
o
ch
aic
C
.
d
ac
ty
lic
B.
ia
m
b
ic
D.
an
ap
esti
c
XXX
XXX
H
A
N
DSOME
F
R
OG
KI
SS
E
D
XXX
XX
XXX
XXX
XXX
XXX
XXX
XXXX
X
XXXX
X
XXXF
R
O
G
KI
SS
E
D
T
HE
P
R
I
NC
E
SS
XXXX
XXX
X
XX
XX
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
F
o
r
ma
t o
f O
p
tio
n
s
in
a
Mu
ltip
le
C
h
o
ice
Tes
t V
is
-
a
-
V
is
Tes
t P
erfo
r
ma
n
ce
(
Herma
b
eth
O.
B
en
d
u
lo
)
159
Fig
u
r
e
5
.
On
e
-
lin
e
Ho
r
izo
n
ta
l E
y
e
Mo
v
e
m
en
t
T
r
ac
in
g
th
e
e
y
e
-
m
o
v
e
m
e
n
t
i
n
th
e
C
ascad
i
n
g
ar
r
an
g
e
m
e
n
t,
i
t
is
s
ee
n
to
b
e
p
r
esen
t
in
g
o
n
e
w
i
n
d
o
w
i
n
ev
er
y
li
n
e;
t
h
u
s
,
r
eq
u
ir
i
n
g
a
s
in
g
le
f
ix
at
io
n
i
n
ev
er
y
li
n
e,
a
n
d
e
y
e
m
o
v
e
m
e
n
t
is
d
ir
ec
ted
d
o
w
n
w
ar
d
s
to
t
h
e
o
th
er
o
p
tio
n
s
ar
r
an
g
ed
v
er
tica
ll
y
i
n
t
h
e
s
u
cc
ess
i
v
e
n
e
x
t
t
h
r
ee
lin
es.
I
n
th
e
Z
o
p
tio
n
,
t
h
er
e
ar
e
t
w
o
w
i
n
d
o
w
s
i
n
ev
er
y
lin
e
an
d
e
y
es
ar
e
to
e
x
ec
u
te
a
r
et
u
r
n
s
w
ee
p
g
o
in
g
to
th
e
n
e
x
t
o
p
tio
n
s
i
n
t
h
e
o
th
er
t
w
o
w
i
n
d
o
w
s
co
n
tain
ed
i
n
th
e
n
e
x
t
li
n
e.
T
h
e
I
n
v
er
ted
N
o
p
tio
n
is
ar
r
an
g
e
d
b
y
s
i
tu
ati
n
g
t
w
o
w
i
n
d
o
w
s
i
n
e
ac
h
li
n
e,
b
u
t
e
y
e
m
o
v
e
m
e
n
t
i
s
d
ir
ec
ted
f
r
o
m
t
h
e
f
ir
s
t
w
i
n
d
o
w
i
n
t
h
e
f
ir
s
t
lin
e
to
th
e
f
ir
s
t
w
in
d
o
w
i
n
t
h
e
n
ex
t
li
n
e
a
n
d
is
t
h
e
n
d
ir
ec
ted
to
m
o
v
e
u
p
to
th
e
s
e
co
n
d
w
in
d
o
w
in
th
e
f
ir
s
t
lin
e
th
e
n
m
o
v
e
s
d
o
w
n
to
t
h
e
s
ec
o
n
d
w
in
d
o
w
in
th
e
s
ec
o
n
d
lin
e.
T
h
e
On
e
-
l
in
e
h
o
r
izo
n
tal
m
o
v
e
m
e
n
t
is
ar
r
an
g
e
d
w
ith
f
o
u
r
w
i
n
d
o
w
s
co
n
tain
ed
in
o
n
e
lin
e,
in
w
h
ic
h
e
y
e
m
o
v
e
m
e
n
t is d
ir
ec
t
ed
f
r
o
m
t
h
e
f
ir
s
t
w
i
n
d
o
w
to
th
e
s
ec
o
n
d
,
th
ir
d
,
an
d
f
o
u
r
t
h
w
i
n
d
o
w
s
.
T
h
e
test
s
tr
u
ct
u
r
e,
w
h
et
h
er
as
b
ased
o
n
teac
h
er
s
’
o
p
tio
n
o
r
b
ased
o
n
s
tu
d
e
n
ts
’
p
r
ef
er
en
ce
s
,
h
as
to
b
e
lo
o
k
ed
in
to
i
n
th
e
co
n
te
x
t
o
f
s
t
u
d
en
t
s
’
test
p
er
f
o
r
m
a
n
ce
,
b
ec
au
s
e
a
f
ter
all,
w
h
a
t
m
atter
s
m
o
s
t
i
n
test
i
n
g
i
s
s
tu
d
e
n
ts
’
p
er
f
o
r
m
a
n
ce
as
m
a
n
i
f
ested
t
h
r
o
u
g
h
te
s
t
s
co
r
es.
T
h
is
s
tu
d
y
atte
m
p
ted
to
f
i
n
d
o
u
t
in
f
o
r
m
at
io
n
t
h
at
af
f
ir
m
s
o
r
n
eg
ate
s
t
h
e
ass
u
m
p
tio
n
th
a
t
w
h
e
n
s
tr
u
ct
u
r
e
o
f
f
o
r
m
at
o
f
o
p
tio
n
s
in
th
e
te
s
t
ite
m
s
ar
e
b
ased
o
n
test
-
tak
er
s
’
p
r
ef
er
en
ce
,
th
e
b
etter
o
r
th
e
h
i
g
h
er
w
ill
b
e
t
h
e
te
s
t
p
er
f
o
r
m
a
n
ce
o
r
s
co
r
es.
T
h
is
v
en
tu
r
ed
o
n
f
i
n
d
i
n
g
o
u
t
in
f
o
r
m
atio
n
o
n
s
t
u
d
en
t
s
'
t
est
p
er
f
o
r
m
an
ce
ac
r
o
s
s
tes
t
it
e
m
s
e
m
p
lo
y
i
n
g
d
if
f
er
en
t
ar
r
a
n
g
e
m
e
n
t
o
f
o
p
tio
n
s
(
C
ascad
in
g
E
y
e
Mo
v
e
m
e
n
t,
I
n
v
er
ted
N
E
y
e
Mo
v
e
m
e
n
t,
Z
E
y
e
Mo
v
e
m
en
t,
a
n
d
On
e
-
li
n
e
Ho
r
izo
n
tal
E
y
e
Mo
v
e
m
e
n
t)
an
d
ac
r
o
s
s
ca
s
e
o
f
letter
o
p
tio
n
s
(
u
p
p
er
an
d
lo
w
e
r
ca
s
e)
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
r
esear
ch
e
m
p
lo
y
ed
d
e
s
cr
ip
tiv
e
-
co
m
p
ar
ati
v
e
d
esi
g
n
.
T
h
is
d
esig
n
w
as
u
s
ed
to
d
escr
ib
e
th
e
p
er
f
o
r
m
a
n
ce
o
f
t
h
e
s
t
u
d
en
ts
a
s
w
e
ll
as
co
m
p
ar
e
th
e
ir
p
er
f
o
r
m
an
ce
ac
r
o
s
s
d
i
f
f
er
en
t
f
o
r
m
ats
o
n
ar
r
an
g
e
m
e
n
t
an
d
letter
ca
s
e
s
.
Fo
r
t
y
-
f
o
u
r
(
4
4
)
p
er
ce
n
t,
co
m
p
r
is
i
n
g
o
f
1
7
6
s
tu
d
en
ts
,
o
f
t
h
e
to
tal
p
o
p
u
la
tio
n
o
f
th
e
s
ec
o
n
d
y
ea
r
B
ac
h
elo
r
o
f
E
le
m
en
tar
y
E
d
u
ca
t
io
n
(
B
E
E
D)
s
tu
d
e
n
ts
o
f
L
e
y
te
No
r
m
a
l
U
n
i
v
er
s
it
y
w
er
e
r
an
d
o
m
l
y
s
elec
ted
to
p
ar
ticip
ate
in
th
is
s
tu
d
y
.
T
o
m
in
i
m
ize
t
h
e
p
o
s
s
ib
le
co
n
f
o
u
n
d
in
g
ef
f
ec
t
o
f
g
en
d
er
o
n
th
e
test
p
er
f
o
r
m
a
n
ce
,
all
f
e
m
ales
w
er
e
tak
e
n
as
r
esp
o
n
d
e
n
ts
.
T
h
e
r
es
p
o
n
d
en
ts
w
er
e
d
iv
id
ed
in
to
ei
g
h
t
(
8
)
g
r
o
u
p
s
,
an
d
a
ll
g
r
o
u
p
s
to
o
k
th
e
s
a
m
e
te
s
t
b
u
t
w
er
e
ass
i
g
n
ed
to
d
if
f
er
en
t
ar
r
an
g
e
m
en
t
s
o
f
o
p
tio
n
s
(
C
ascad
i
n
g
E
y
e
Mo
v
e
m
e
n
t,
I
n
v
er
ted
N
E
y
e
Mo
v
e
m
e
n
t,
Z
E
y
e
Mo
v
e
m
e
n
t,
an
d
O
n
e
-
li
n
e
Ho
r
izo
n
tal
E
y
e
Mo
v
e
m
e
n
t)
a
n
d
ac
r
o
s
s
ca
s
e
o
f
letter
o
p
tio
n
s
(
u
p
p
er
an
d
lo
w
er
ca
s
e)
.
A
n
av
er
ag
e
o
f
t
w
e
n
t
y
-
t
w
o
(
2
2
)
s
tu
d
en
ts
to
o
k
ea
c
h
te
s
t
t
y
p
e.
T
h
e
test
co
n
s
is
ted
o
f
6
0
item
s
lif
ted
f
r
o
m
p
u
b
lis
h
ed
L
ice
n
s
u
r
e
E
x
a
m
in
at
io
n
T
est
(
L
E
T
)
R
ev
ie
w
er
s
.
I
t
co
v
er
ed
th
e
f
o
llo
w
i
n
g
s
u
b
j
e
ct
ar
ea
s
:
E
n
g
lis
h
,
Fil
ip
i
n
o
,
Scien
ce
,
So
cial
Scie
n
ce
,
an
d
I
n
f
o
r
m
atio
n
C
o
m
m
u
n
ica
tio
n
T
ec
h
n
o
lo
g
y
.
A
ll
s
et
o
f
te
s
ts
h
ad
s
i
m
ilar
te
s
t
ite
m
s
;
t
h
e
tes
ts
d
i
f
f
er
ed
in
th
e
ar
r
an
g
e
m
en
t
o
f
ch
o
ices
an
d
ac
r
o
s
s
ca
s
e
o
f
letter
o
p
tio
n
s
(
u
p
p
er
an
d
lo
w
er
ca
s
e)
.
T
h
e
ar
r
an
g
e
m
e
n
t
s
o
f
ch
o
ices
s
u
g
g
ested
b
y
[5
]
w
er
e
u
s
ed
:
A
r
r
an
g
e
m
en
t 1
: Cas
ca
d
i
n
g
E
y
e
Mo
v
e
m
e
n
t
–
lo
w
er
ca
s
e
A
r
r
an
g
e
m
en
t 2
: Cas
ca
d
i
n
g
E
y
e
Mo
v
e
m
e
n
t
–
u
p
p
er
ca
s
e
A.
tr
o
ch
aic
B
.
iam
b
ic
C
.
d
ac
ty
lic
D.
an
ap
esti
c
A.
I
p
r
ef
er
let
ter
Q
B.
I
p
r
ef
er
letter
Q
C.
I
p
r
ef
er
letter
Q
D.
I
p
r
ef
er
letter
Q
a.
I
p
r
ef
er
letter
Q
b.
I
p
r
ef
er
letter
Q
c.
I
p
r
ef
er
letter
Q
d.
I
p
r
ef
er
letter
Q
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
6
,
No
.
2
,
J
u
n
e
20
1
7
:
1
5
7
–
1
6
3
160
A
r
r
an
g
e
m
en
t 3
: Z
E
y
e
Mo
v
e
m
en
t
–
lo
w
er
ca
s
e
A
r
r
an
g
e
m
en
t 4
: Z
E
y
e
Mo
v
e
m
en
t
–
u
p
p
er
ca
s
e
A
r
r
an
g
e
m
en
t 5
: I
n
v
er
ted
N
E
y
e
Mo
v
e
m
e
n
t
–
lo
w
er
ca
s
e
A
r
r
an
g
e
m
en
t 6
: I
n
v
er
ted
N
E
y
e
Mo
v
e
m
e
n
t
–
u
p
p
er
ca
s
e
A
r
r
an
g
e
m
en
t 7
: O
n
e
-
li
n
e
Ho
r
izo
n
tal
E
y
e
Mo
v
e
m
e
n
t
–
lo
w
er
ca
s
e
A
r
r
an
g
e
m
en
t 8
: O
n
e
-
li
n
e
Ho
r
izo
n
tal
E
y
e
Mo
v
e
m
e
n
t
–
u
p
p
er
ca
s
e
T
h
e
test
s
co
r
es
w
er
e
tab
u
late
d
ac
co
r
d
in
g
to
s
u
b
j
ec
t
ar
ea
s
p
er
test
t
y
p
e.
T
h
ese
w
er
e
an
al
y
ze
d
u
s
i
n
g
Stata.
T
h
e
s
t
u
d
en
ts
’
te
s
t
s
co
r
es
i
n
ea
c
h
s
u
b
j
ec
t
ar
ea
w
er
e
co
m
p
ar
ed
ac
co
r
d
in
g
to
th
e
ar
r
an
g
e
m
e
n
t
s
o
f
c
h
o
ices
an
d
ac
r
o
s
s
ca
s
e
o
f
letter
o
p
tio
n
s
(
u
p
p
er
an
d
lo
w
er
ca
s
e)
u
s
i
n
g
f
ac
to
r
ial
a
n
al
y
s
is
o
f
v
ar
ia
n
ce
(
A
NOV
A
)
.
3.
RE
SU
L
T
S
A
ND
AN
AL
Y
SI
S
3
.
1
.
P
er
f
o
r
m
a
nce
o
f
Student
s
Ac
co
rding
t
o
L
et
t
er
Ca
s
e
s
a
nd
Arr
a
ng
e
m
e
nt
s
o
f
L
et
t
er
Cho
ices
T
ab
le
1
s
h
o
w
s
th
e
m
ea
n
p
er
f
o
r
m
an
ce
o
f
t
h
e
r
esp
o
n
d
en
ts
ac
r
o
s
s
th
e
eig
h
t
(
8
)
d
if
f
er
en
t
co
m
b
in
a
t
io
n
s
o
f
letter
ca
s
es
an
d
ar
r
an
g
e
m
e
n
t
s
o
f
le
tter
ch
o
ices
i
n
a
m
u
lti
p
le
-
ch
o
ice
tes
t.
Fu
r
t
h
er
m
o
r
e,
th
e
tab
le
ap
p
ar
en
tl
y
ex
h
ib
it
s
th
e
r
a
n
k
i
n
g
o
f
t
h
e
ar
r
an
g
e
m
e
n
t
s
o
f
o
p
tio
n
s
f
o
r
u
p
p
er
an
d
lo
w
er
ca
s
e
s
.
As
r
ev
e
aled
,
th
e
On
e
-
li
n
e
Ho
r
izo
n
tal
ar
r
an
g
e
m
e
n
t
o
f
ch
o
ices
r
an
k
s
f
ir
s
t
w
it
h
a
m
ea
n
o
f
3
4
.
7
7
.
T
h
e
s
ec
o
n
d
in
r
a
n
k
is
th
e
I
n
v
er
ted
N
ar
r
an
g
e
m
en
t
w
it
h
a
m
ea
n
o
f
3
2
.
4
1
w
h
i
le
th
e
Z
ar
r
an
g
e
m
e
n
t
r
an
k
s
th
ir
d
w
it
h
a
m
ea
n
o
f
3
1
.
5
2
an
d
last
l
y
,
th
e
C
ascad
in
g
ar
r
an
g
e
m
en
t r
a
n
k
s
f
o
u
r
t
h
w
it
h
a
m
ea
n
o
f
3
0
.
1
9
.
A
d
d
itio
n
al
l
y
,
f
o
r
t
h
e
u
p
p
er
ca
s
e,
t
h
e
i
n
v
er
ted
N
ar
r
an
g
e
m
en
t
r
an
k
s
f
ir
s
t
w
i
th
a
m
ea
n
o
f
3
4
.
0
2
.
T
h
e
Z
ar
r
an
g
e
m
en
t
is
s
ec
o
n
d
in
r
an
k
w
it
h
a
m
ea
n
o
f
3
3
.
6
3
w
h
il
e
th
e
C
ascad
i
n
g
ar
r
an
g
e
m
en
t
r
an
k
s
t
h
ir
d
w
it
h
a
m
ea
n
o
f
3
3
.
6
1
an
d
th
e
On
e
-
l
in
e
h
o
r
izo
n
tal
ar
r
an
g
e
m
e
n
t r
an
k
s
last
w
it
h
a
m
ea
n
o
f
3
2
.
2
3
.
a.
I
p
r
ef
er
letter
Q
b
.
I
p
r
ef
er
letter
Q
c.
I
p
r
ef
er
letter
Q
d
.
I
p
r
ef
er
letter
Q
A.
I
p
r
ef
er
letter
Q
B
.
I
p
r
ef
er
letter
Q
C.
I
p
r
ef
er
letter
Q
D.
I
p
r
ef
er
letter
Q
a.
I
p
r
ef
er
letter
Q
c.
I
p
r
ef
er
letter
Q
b.
I
p
r
ef
er
letter
Q
d
.
I
p
r
ef
er
letter
Q
A.
I
p
r
ef
er
letter
Q
C
.
I
p
r
ef
er
letter
Q
B.
I
p
r
ef
er
letter
Q
D.
I
p
r
ef
er
letter
Q
a.
I
p
r
ef
er
letter
Q
b
.
I
p
r
ef
er
letter
Q
c.
I
p
r
ef
er
letter
Q
d
.
I
p
r
ef
er
letter
Q
A.
I
p
r
ef
er
letter
Q
B
.
I
p
r
ef
er
letter
Q
C
.
I
p
r
ef
er
letter
Q
D.
I
p
r
ef
er
l
etter
Q
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
F
o
r
ma
t o
f O
p
tio
n
s
in
a
Mu
ltip
le
C
h
o
ice
Tes
t V
is
-
a
-
V
is
Tes
t P
erfo
r
ma
n
ce
(
Herma
b
eth
O.
B
en
d
u
lo
)
161
T
ab
le
1
.
Me
an
P
er
f
o
r
m
an
ce
o
f
Stu
d
en
t
s
A
cc
o
r
d
in
g
to
L
etter
C
ases
a
n
d
A
r
r
an
g
e
m
e
n
t
s
o
f
L
etter
C
h
o
ices
in
a
Mu
lt
ip
le
C
h
o
ice
T
est
F
o
n
t
A
r
r
a
n
g
e
me
n
t
P
e
r
f
o
r
man
c
e
L
o
w
e
r
H
o
r
i
z
o
n
t
a
l
3
4
.
7
7
I
n
v
e
r
t
e
d
N
3
2
.
4
1
Z
3
1
.
5
2
C
a
sc
a
d
i
n
g
3
0
.
1
9
U
p
p
e
r
I
n
v
e
r
t
e
d
N
3
4
.
0
2
Z
3
3
.
6
3
C
a
sc
a
d
i
n
g
3
3
.
6
1
H
o
r
i
z
o
n
t
a
l
3
2
.
2
3
Ho
w
e
v
er
,
w
it
h
t
h
is
r
an
k
in
g
,
i
t
is
o
s
te
n
s
ib
l
y
n
o
ticea
b
le
t
h
at
t
h
er
e
is
ce
r
tai
n
l
y
a
n
e
g
li
g
ib
le
d
if
f
er
e
n
ce
in
th
e
m
ea
n
p
er
f
o
r
m
a
n
ce
o
f
s
tu
d
en
t
s
ac
co
r
d
in
g
to
letter
ca
s
es
an
d
ar
r
an
g
e
m
en
t
s
o
f
letter
ch
o
ices
in
a
m
u
ltip
le
-
ch
o
ice
tes
t
.
T
h
u
s
,
th
e
ar
r
an
g
e
m
e
n
t
s
o
f
ch
o
ice
s
ac
r
o
s
s
ca
s
e
o
f
letter
o
p
tio
n
s
i
n
th
e
m
u
lt
ip
le
-
c
h
o
ic
e
ite
m
s
h
ad
v
er
y
l
i
m
i
ted
ef
f
ec
t
o
n
th
e
r
e
s
p
o
n
d
en
ts
’
te
s
t
p
er
f
o
r
m
a
n
ce
.
T
h
is
f
in
d
i
n
g
tell
s
th
at
t
h
e
m
ar
k
eti
n
g
p
r
in
c
ip
les
as
s
h
ar
ed
b
y
[
9
]
p
r
o
p
ag
ated
b
y
[
1
2
]
o
n
th
e
F
ix
a
tio
n
B
ias,
an
d
b
y
[
1
3
]
o
n
C
e
n
tr
al
Gaz
e
C
a
s
ca
d
e
E
f
f
ec
t
co
u
ld
n
o
t
b
e
ap
p
lied
in
e
x
a
m
in
in
g
lear
n
er
s
’
ch
o
ice
f
o
r
th
e
ir
o
p
tio
n
o
f
a
n
s
wer
s
in
te
s
t
ta
k
i
n
g
.
Fu
r
t
h
er
m
o
r
e,
[
5
]
r
ec
o
m
m
en
d
a
tio
n
o
f
s
etti
n
g
ar
r
a
n
g
e
m
e
n
t
o
f
o
p
tio
n
f
o
r
an
s
w
er
s
o
f
te
s
t
i
n
a
ca
s
ca
d
in
g
m
a
n
n
er
is
s
o
m
e
h
o
w
n
e
g
ated
,
as
r
esu
l
t
s
h
o
w
ed
th
at
t
h
er
e
is
a
v
er
y
n
eg
li
g
ib
le
ef
f
ec
t
o
f
t
h
e
ar
r
an
g
e
m
en
t
to
test
s
co
r
es.
T
ab
le
2
s
tr
o
n
g
l
y
j
u
s
t
if
ies
f
u
r
t
h
er
th
is
clai
m
.
3
.
2
.
Rela
t
io
ns
hip
o
f
Arr
a
ng
e
m
en
t
s
o
f
O
ptio
ns
a
nd
L
et
t
er
Ca
s
es t
o
T
est
P
er
f
o
r
m
a
nce
T
ab
le
2
s
h
o
w
s
th
e
an
al
y
s
is
o
f
v
ar
ian
ce
o
f
t
h
e
p
er
f
o
r
m
an
ce
o
f
s
tu
d
e
n
ts
.
U
s
i
n
g
th
e
f
ac
to
r
ial
A
N
OV
A
,
th
e
tab
le
r
ev
ea
l
s
t
h
e
m
ea
n
p
e
r
f
o
r
m
an
ce
o
f
s
t
u
d
en
ts
b
et
w
ee
n
th
e
t
w
o
letter
ca
s
es
(
lo
w
er
o
r
u
p
p
er
ca
s
e)
,
o
r
a
m
o
n
g
t
h
e
f
o
u
r
d
i
f
f
er
en
t
ar
r
a
n
g
e
m
e
n
ts
(
Ho
r
i
zo
n
tal,
C
a
s
ca
d
in
g
,
I
n
v
er
ted
N,
o
r
Z
)
.
I
t
is
a
p
p
ar
en
t
in
t
h
e
tab
le
th
at
t
h
e
in
ter
ac
t
io
n
e
f
f
ec
t
b
et
w
ee
n
ar
r
an
g
e
m
e
n
t
s
o
f
o
p
ti
o
n
s
a
n
d
t
h
e
letter
ca
s
es
to
th
e
s
t
u
d
en
t
s
’
tes
t
p
er
f
o
r
m
a
n
ce
i
s
n
o
t
s
i
g
n
if
ican
t
(
p
=0
.
1
5
3
5
)
.
L
ik
e
w
i
s
e,
t
h
e
m
a
in
e
f
f
ec
ts
o
f
A
r
r
an
g
e
m
en
t
(
p
=0
.
6
5
4
9
)
an
d
L
etter
C
ase
(
p
=0
.
2
3
5
4
)
ar
e
n
o
t
s
ig
n
i
f
ican
t.
T
h
ese
r
e
s
u
l
ts
i
n
d
icate
th
at
tak
e
n
s
i
n
g
l
y
o
r
i
n
co
m
b
i
n
ati
o
n
,
A
r
r
an
g
e
m
e
n
t
s
o
f
L
etter
C
h
o
ices
an
d
L
etter
C
ase
(
u
p
p
er
ca
s
e
o
r
lo
w
er
ca
s
e)
d
o
n
o
t
af
f
ec
t
t
h
e
p
er
f
o
r
m
a
n
ce
o
f
t
h
e
s
t
u
d
en
ts
i
n
th
e
m
u
lt
ip
le
-
c
h
o
ice
t
y
p
e
tes
t.
T
a
b
le
2
.
A
n
al
y
s
is
o
f
Var
ian
ce
o
f
th
e
P
er
f
o
r
m
an
ce
o
f
St
u
d
en
ts
T
h
ese
f
in
d
i
n
g
s
ar
e
co
n
s
is
ten
t
w
it
h
t
h
e
f
i
n
d
i
n
g
s
o
f
r
ef
er
en
ce
[
1
5
]
an
d
[
1
6
]
an
d
th
eir
co
lle
ag
u
e
s
w
h
o
s
tu
d
ied
a
lis
t
o
f
w
o
r
d
s
p
r
in
ted
in
f
o
n
ts
o
f
v
ar
y
in
g
s
izes
an
d
j
u
d
g
ed
h
o
w
li
k
el
y
r
esp
o
n
d
e
n
t
s
w
o
u
ld
r
e
m
e
m
b
er
th
e
m
o
n
s
o
m
e
later
te
s
ts
.
T
h
e
r
esear
ch
er
s
w
er
e
m
o
s
t c
o
n
f
id
e
n
t t
h
at
r
esp
o
n
d
en
ts
w
o
u
ld
r
e
m
e
m
b
er
th
e
w
o
r
d
s
i
n
lar
g
e
p
r
in
t,
r
ati
n
g
f
o
n
t
s
ize
(
ea
s
e
o
f
p
r
o
ce
s
s
in
g
)
as
m
o
r
e
l
ik
el
y
to
s
u
s
tai
n
m
e
m
o
r
y
e
v
en
th
a
n
r
ep
ea
ted
p
r
ac
t
ice.
Ho
w
e
v
er
,
t
h
e
f
i
n
d
in
g
s
o
f
th
eir
s
t
u
d
y
r
e
v
ea
led
t
h
at
o
n
r
ea
l
tes
ts
,
f
o
n
t
s
ize
h
ad
m
ad
e
n
o
d
i
f
f
e
r
en
ce
an
d
p
r
ac
tice
p
aid
o
f
f
.
An
o
t
h
er
s
i
m
ilar
r
elat
ed
s
tu
d
y
co
n
d
u
cted
b
y
[
5
]
r
ev
ea
led
th
at
th
e
f
o
n
t
s
ize
o
f
a
te
s
t
h
a
s
n
o
s
i
g
n
if
ican
t
ef
f
ec
t o
n
a
s
t
u
d
en
t
's o
v
e
r
all
p
er
f
o
r
m
an
ce
o
n
th
e
te
s
t.
4.
CO
NCLU
SI
O
N
T
h
e
v
ar
ied
co
m
b
in
atio
n
s
o
f
le
tter
ca
s
es
an
d
ar
r
an
g
e
m
en
t
s
o
f
letter
ch
o
ices
in
a
m
u
lt
ip
le
-
c
h
o
ice
test
d
o
n
o
t
s
ig
n
i
f
ica
n
tl
y
a
f
f
ec
t
th
e
test
p
er
f
o
r
m
a
n
ce
o
f
all
t
h
e
r
esp
o
n
d
en
ts
.
Me
a
n
i
n
g
,
t
h
e
r
e
s
p
o
n
d
en
t
’
s
o
v
er
-
al
l
s
co
r
e
(
test
p
er
f
o
r
m
a
n
ce
)
h
a
s
n
o
s
ig
n
i
f
ica
n
t
as
s
o
ciatio
n
b
et
w
ee
n
an
d
a
m
o
n
g
e
y
e
m
o
v
e
m
en
ts
a
n
d
test
ta
k
er
s
’
p
r
ef
er
en
ce
o
f
o
p
tio
n
s
i
n
a
m
u
l
tip
le
ch
o
ice
test
.
I
s
s
u
e
s
ab
o
u
t
v
alid
it
y
o
f
t
h
e
m
u
ltip
le
c
h
o
ice
tes
t a
s
a
m
ea
n
s
o
f
m
ea
s
u
r
in
g
t
h
e
o
v
er
-
all
p
r
o
f
icien
c
y
a
n
d
kn
o
w
led
g
e
o
f
t
h
e
s
tu
d
e
n
ts
a
n
d
w
h
et
h
er
t
h
e
q
u
e
s
tio
n
s
ar
e
p
r
ed
o
m
i
n
an
tl
y
m
ea
s
u
r
in
g
t
h
e
p
er
f
o
r
m
a
n
ce
r
at
h
er
th
an
th
e
ab
ilit
y
to
d
ea
l
s
u
cc
ess
f
u
l
l
y
w
i
th
m
u
ltip
le
c
h
o
ice
test
ite
m
s
s
h
o
u
ld
ca
u
tio
u
s
l
y
b
e
co
n
s
id
er
ed
in
co
n
s
tr
u
ct
in
g
tes
ts
,
esp
ec
iall
y
i
n
Natio
n
al
B
o
ar
d
e
x
a
m
i
n
atio
n
s
.
S
o
u
r
c
e
o
f
V
a
r
i
a
t
i
o
n
S
u
m o
f
S
q
u
a
r
e
s
df
M
S
F
P
r
o
b
>
F
A
r
r
a
n
g
e
me
n
t
5
8
.
4
7
5
5
7
6
3
1
9
.
4
9
1
8
6
0
.
5
4
0
.
6
5
4
9
L
e
t
t
e
r
C
a
se
5
1
.
1
2
9
2
7
2
1
5
1
.
1
2
9
2
7
1
.
4
2
0
.
2
3
5
4
I
n
t
e
r
a
c
t
i
o
n
1
9
2
.
3
7
3
2
6
3
6
4
.
1
2
4
4
2
1
.
7
8
0
.
1
5
3
5
Er
r
o
r
5
2
9
5
.
0
1
5
7
1
4
7
3
6
.
0
2
0
5
2
T
o
t
a
l
56
0
7
.
6
3
6
5
1
5
4
3
6
.
4
1
3
2
2
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
6
,
No
.
2
,
J
u
n
e
20
1
7
:
1
5
7
–
1
6
3
162
I
t
is
r
ec
o
m
m
e
n
d
ed
th
at
a
s
i
m
ilar
s
t
u
d
y
b
e
co
n
d
u
cted
u
s
i
n
g
s
tu
d
e
n
ts
o
f
o
th
er
d
eg
r
ee
p
r
o
g
r
am
s
i
n
o
th
er
s
tate
u
n
i
v
er
s
i
ties
an
d
c
o
lleg
es.
I
t
is
o
n
l
y
th
e
n
t
h
at
s
atis
f
ac
to
r
y
a
n
d
co
n
cl
u
s
iv
e
g
e
n
er
aliza
tio
n
s
ca
n
b
e
ar
r
iv
ed
at.
Fu
r
t
h
er
,
th
e
m
u
lt
i
p
le
-
ch
o
ice
te
s
t
ite
m
s
h
av
e
to
b
e
ca
r
ef
u
ll
y
e
x
a
m
i
n
ed
f
o
r
t
h
eir
r
eliab
ilit
y
a
n
d
v
alid
it
y
.
ACK
NO
WL
E
D
G
E
M
E
NT
S
W
e
w
o
u
ld
lik
e
to
th
a
n
k
Dr
.
A
r
iel
B
.
L
u
n
za
g
a
an
d
all
s
ec
o
n
d
y
ea
r
B
E
E
D
r
esp
o
n
d
en
ts
o
f
L
e
y
te
No
r
m
a
l U
n
i
v
er
s
i
t
y
.
RE
F
E
R
E
NC
E
S
[1
]
I.
S
im
o
n
o
v
a
,
“
A
ss
e
ss
m
e
n
t
p
re
f
e
r
e
nc
e
s
a
n
d
lea
rn
in
g
sty
les
in
ES
P
,
”
J
o
u
rn
a
l
o
f
L
a
n
g
u
a
g
e
a
n
d
Cu
l
t
u
ra
l
E
d
u
c
a
ti
o
n
,
v
ol
/i
ss
u
e
:
4
(
3
)
,
2
0
1
6
.
[2
]
A
.
Hu
g
h
e
s,
“
Tes
ti
n
g
f
o
r
lan
g
u
a
g
e
tea
c
h
e
rs
,”
Ca
m
b
rid
g
e
Un
iv
e
rsit
y
P
re
ss
,
L
o
n
d
o
n
,
1
9
9
2
.
[3
]
A
.
L
e
it
h
n
e
r,
“
Do
stu
d
e
n
t
lea
rn
i
n
g
st
y
les
tran
sla
te
to
d
iff
e
re
n
t
“
tes
ti
n
g
st
y
les
?
”
J
o
u
rn
a
l
o
f
Po
li
ti
c
a
l
S
c
ie
n
c
e
Ed
u
c
a
ti
o
n
,
v
ol
/i
ss
u
e
:
7
(
4
),
p
p
.
416
-
4
3
3
,
2
0
1
1
.
[4
]
C.
Hs
ieh
,
e
t
a
l
.
,
“
Do
e
s
st
u
d
e
n
t
lea
rn
i
n
g
sty
le
a
ff
e
c
t
p
e
rf
o
r
m
a
n
c
e
o
n
d
if
f
e
r
e
n
t
f
o
rm
a
ts
o
f
b
i
o
m
e
c
h
a
n
ics
e
x
a
m
in
a
ti
o
n
s?
”
S
p
o
rts B
io
me
c
h
a
n
ics
,
v
ol
/i
ss
u
e
:
1
1
(
1
),
p
p
.
1
0
8
-
1
1
9
,
2
0
1
2
.
[5
]
V
.
Oy
z
o
n
,
e
t
a
l.
,
“
P
re
f
e
re
n
c
e
o
f
s
tu
d
e
n
ts
o
n
th
e
f
o
rm
a
t
o
f
o
p
ti
o
n
s
i
n
a
m
u
lt
ip
le
-
c
h
o
ice
tes
t
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Eva
l
u
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
(
IJ
ER
E)
,
v
ol
/
issu
e
:
5
(
4
),
p
p
.
3
1
~
3
8
,
2
0
1
6
.
[6
]
N.
Ko
len
d
a
,
“
Ch
o
ice
P
sy
c
h
o
lo
g
y
:
A
h
u
g
e
li
st o
f
m
a
rk
e
ti
n
g
a
p
p
li
c
a
ti
o
n
s
,
”
K
o
len
d
a
E
n
ter
ta
i
n
me
n
t
L
L
C
,
2
0
1
6
.
[7
]
B.
B.
M
u
r
d
o
c
k
,
“
T
h
e
S
e
rial
P
o
si
ti
o
n
Ef
f
e
c
t
o
f
F
re
e
Re
c
a
ll
,”
J
o
u
rn
a
l
o
f
Exp
e
rime
n
t
a
l
Psy
c
h
o
lo
g
y
,
v
ol
/i
ss
u
e
:
64
(
5
),
p
p.
4
8
2
-
4
8
8
,
1
9
6
2
.
[8
]
N.
M
il
ler
a
n
d
D.
T
.
Ca
m
p
b
e
ll
,
“
Re
c
e
n
c
y
a
n
d
P
rim
a
c
y
in
P
e
rsu
a
si
o
n
a
s
a
F
u
n
u
c
ti
o
n
o
f
th
e
T
im
in
g
o
f
S
p
e
e
c
h
e
s
a
n
d
m
e
a
su
re
m
e
n
ts,
”
G
ra
d
u
a
te T
h
e
sis.
No
rth
w
e
ste
rn
Un
iv
e
rsity
,
1957
.
[9
]
N.
Ko
len
d
a
,
“
Ch
o
ice
P
sy
c
h
o
lo
g
y
:
A
h
u
g
e
li
st o
f
m
a
rk
e
ti
n
g
a
p
p
li
c
a
ti
o
n
s
,”
K
o
len
d
a
E
n
ter
ta
i
n
me
n
t
L
L
C
,
2
0
1
6
.
[1
0
]
C.
M
o
g
il
n
e
r,
e
t
a
l.
,
“
Et
e
rn
a
l
q
u
e
st
f
o
r
t
h
e
b
e
st:
S
e
q
u
e
n
ti
a
l
(v
s.
S
im
u
lt
a
n
e
o
u
s)
o
p
ti
o
n
p
re
se
n
tati
o
n
u
n
d
e
rm
in
e
s
c
h
o
ice
c
o
m
m
it
m
e
n
t
,”
J
o
u
rn
a
l
o
f
Co
n
su
me
r R
e
se
a
rc
h
,
F
o
rth
c
o
min
g
,
2
0
1
2
.
[1
1
]
N.
Ch
risten
f
e
ld
,
“
Ch
o
ice
s
f
ro
m
Id
e
n
ti
c
a
l
Op
ti
o
n
s
,”
Psy
c
h
o
l
o
g
ica
l
S
c
ien
c
e
s:
Res
e
a
rc
h
Re
p
o
rt
,
A
m
e
rica
n
P
sy
c
h
o
lo
g
ica
l
S
o
c
iety
, v
ol
/i
ss
u
e
:
6
(1
),
1
9
9
5
.
[1
2
]
B.
T
a
tl
e
r,
“
T
h
e
c
e
n
tral
f
ix
a
ti
o
n
b
ias
in
sc
e
n
e
v
iew
in
g
:
S
e
lec
ti
n
g
a
n
o
p
ti
m
a
l
v
iew
in
g
p
o
siti
o
n
i
n
d
e
p
e
n
d
e
n
tl
y
o
f
m
o
to
r
b
ias
e
s an
d
im
a
g
e
f
e
a
tu
re
d
i
strib
u
ti
o
n
s
,
”
J
o
u
rn
a
l
o
f
V
isio
n
,
v
ol
/i
ss
u
e
:
7
(
4
)
,
2
0
0
7
.
[1
3
]
A
tala
y
A
.
S
.
,
e
t
a
l
.,
“
S
h
in
n
i
n
g
in
th
e
c
e
n
ter:
Ce
n
tral
g
a
z
e
c
a
sc
a
d
e
e
ffe
c
t
o
n
p
ro
d
u
c
t
c
h
o
ice
,
”
J
o
u
rn
a
l
o
f
Co
n
su
me
r
Res
e
a
rc
h
,
v
o
l.
3
9
,
2
0
1
2
.
[1
4
]
G
.
W
.
M
c
Co
n
k
ie
a
n
d
K.
Ra
y
n
e
r,
“
T
h
e
sp
a
n
o
f
th
e
e
ff
e
c
ti
v
e
sti
m
u
l
u
s
d
u
rin
g
a
f
ix
a
ti
o
n
i
n
re
a
d
in
g
,
”
Per
c
e
p
ti
o
n
&
Psy
c
h
o
p
h
y
sic
s
,
v
o
l
.
1
7
,
pp.
5
7
8
-
5
8
6
,
1
9
7
5
.
[1
5
]
J.
P
rice
,
e
t
a
l.
,
“
T
h
e
ro
le
o
f
f
o
n
t
siz
e
a
n
d
f
o
n
t
sty
le
in
y
o
u
n
g
e
r
a
n
d
o
ld
e
r
a
d
u
lt
s’
p
re
d
icte
d
a
n
d
a
c
tu
a
l
re
c
a
ll
pe
rf
o
r
m
a
n
c
e
,
”
Ag
in
g
,
Ne
u
ro
p
sy
c
h
o
l
o
g
y
,
a
n
d
C
o
g
n
it
i
o
n
:
A
J
o
u
rn
a
l
o
n
N
o
rm
a
l
a
n
d
Dy
sfu
n
c
t
io
n
a
l
De
v
e
lo
p
me
n
t
,
v
ol
/i
ss
u
e
:
2
3
(3
),
2
0
1
6
.
[1
6
]
M
.
Cu
rrie
a
n
d
T
.
Ch
iram
a
n
e
e
,
“
Th
e
e
ff
e
c
t
o
f
th
e
m
u
lt
ip
le
-
c
h
o
ice
it
e
m
f
o
r
m
a
t
o
n
t
h
e
m
e
a
su
re
m
e
n
t
o
f
k
n
o
w
l
e
d
g
e
o
f
lan
g
u
a
g
e
stru
c
tu
re
,
”
L
a
n
g
u
a
g
e
T
e
stin
g
,
v
o
l/
issu
e
:
2
7
(
4
)
,
p
p
.
4
7
1
–
4
9
1
,
2
0
1
0
.
BI
O
G
RAP
H
I
E
S
O
F
AUTH
O
RS
He
r
m
a
b
e
th
Orte
g
a
Be
n
d
u
lo
is
a
n
A
s
sista
n
t
P
r
o
f
e
ss
o
r
o
f
S
o
u
th
e
rn
L
e
y
te
S
tate
Un
iv
e
r
sit
y
-
Co
ll
e
g
e
o
f
T
e
a
c
h
e
r
Ed
u
c
a
ti
o
n
c
a
m
p
u
s
h
a
n
d
li
n
g
En
g
li
sh
s
u
b
jec
ts
b
o
t
h
in
th
e
BEE
D
a
n
d
BS
ED
P
ro
g
ra
m
s
in
t
h
e
Co
ll
e
g
e
o
f
T
e
a
c
h
e
r
E
d
u
c
a
ti
o
n
.
S
h
e
h
a
s
c
o
-
a
u
th
o
re
d
a
re
se
a
rc
h
a
rti
c
le
e
n
ti
tl
e
d
“
M
o
rp
h
o
l
o
g
ica
l
A
n
a
l
y
sis
o
f
Ga
y
s
’
S
p
o
k
e
n
Disc
o
u
rse
”
p
u
b
li
s
h
e
d
b
y
th
e
JP
A
IR
M
u
lt
id
isc
ip
li
n
a
ry
Jo
u
n
a
l.
S
h
e
is
c
u
rre
n
t
ly
p
u
rsu
in
g
a
d
o
c
to
ra
te
d
e
g
re
e
,
Do
c
to
r
o
f
A
rts
in
Lan
g
u
a
g
e
T
e
a
c
h
in
g
a
t
L
e
y
t
e
No
rm
a
l
Un
iv
e
rsit
y
,
Tac
lo
b
a
n
Cit
y
.
Erl
in
d
a
Da
c
a
ra
T
ib
u
s
is
a
n
a
ss
istan
t
p
r
o
f
e
ss
o
r
o
f
th
e
A
rts
a
n
d
L
e
tt
e
rs
De
p
a
rt
m
e
n
t
o
f
S
o
u
t
h
e
rn
L
e
y
t
e
S
tate
Un
iv
e
rsit
y
-
Co
ll
e
g
e
o
f
T
e
a
c
h
e
r
Ed
u
c
a
ti
o
n
c
a
m
p
u
s.
S
h
e
tea
c
h
e
s
En
g
li
sh
a
n
d
L
it
e
ra
tu
re
su
b
jec
ts
b
o
th
i
n
t
h
e
u
n
d
e
rg
ra
d
u
a
te
a
n
d
g
ra
d
u
a
te
p
ro
g
ra
m
s.
S
h
e
f
in
ish
e
d
h
e
r
M
a
ste
r
in
En
g
li
sh
a
t
L
e
y
t
e
No
r
m
a
l
Un
iv
e
r
s
it
y
a
n
d
h
a
s
c
o
m
p
lete
d
th
e
a
c
a
d
e
m
ic
re
q
u
irem
e
n
ts
f
o
r
M
a
ste
r
o
f
A
rts
in
En
g
li
sh
-
T
ES
OL
a
t
S
il
li
m
a
n
Un
iv
e
rsity
.
Cu
rre
n
tl
y
,
sh
e
is
fin
ish
i
n
g
h
e
r
d
o
c
to
ra
te
d
e
g
re
e
,
Do
c
to
r
o
f
A
rts
in
L
a
n
g
u
a
g
e
T
e
a
c
h
in
g
,
a
t
L
e
y
te No
r
m
a
l
Un
iv
e
rsit
y
,
T
a
c
lo
b
a
n
Cit
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
F
o
r
ma
t o
f O
p
tio
n
s
in
a
Mu
ltip
le
C
h
o
ice
Tes
t V
is
-
a
-
V
is
Tes
t P
erfo
r
ma
n
ce
(
Herma
b
eth
O.
B
en
d
u
lo
)
163
Rh
o
d
o
ra
A
b
a
laje
n
Ba
n
d
e
is
c
u
rre
n
tl
y
p
u
rsu
i
n
g
h
e
r
d
o
c
to
ra
te
d
e
g
re
e
,
Do
c
to
r
o
f
A
rts
in
L
a
n
g
u
a
g
e
T
e
a
c
h
in
g
a
t
L
e
y
t
e
No
rm
a
l
Un
iv
e
rsit
y
,
T
a
c
lo
b
a
n
Cit
y
.
S
h
e
is
a
n
a
ss
istan
t
p
ro
f
e
ss
o
r
o
f
th
e
De
p
a
rtme
n
t
o
f
L
ib
e
r
a
l
A
rts
a
n
d
Be
h
a
v
io
ra
l
S
c
ien
c
e
s
a
t
V
isa
y
a
s
S
tate
Un
iv
e
rsit
y
,
B
a
y
b
a
y
Cit
y
,
L
e
y
t
e
,
w
h
e
re
sh
e
tea
c
h
e
s
lan
g
u
a
g
e
a
n
d
li
tera
tu
re
c
o
u
rse
s.
S
h
e
is
a
lan
g
u
a
g
e
e
d
it
o
r,
a
u
th
o
r
,
lec
tu
re
r,
a
n
d
p
re
se
n
ter
in
t
h
e
lo
c
a
l,
re
g
io
n
a
l,
n
a
ti
o
n
a
l,
a
n
d
in
ter
n
a
ti
o
n
a
l
c
o
n
v
e
n
ti
o
n
s
in
t
h
e
f
ield
o
f
lan
g
u
a
g
e
.
V
o
l
taire
Qu
iza
Oy
z
o
n
is
a
m
e
m
b
e
r
o
f
A
sia
-
P
a
c
if
ic
W
rit
e
rs
a
n
d
T
ra
n
sla
to
rs
A
ss
o
c
iatio
n
.
He
tea
c
h
e
s
li
tera
tu
re
a
n
d
s
o
c
ial
sc
ien
c
e
s
c
o
u
rse
s
a
t
th
e
L
e
y
t
e
No
rm
a
l
Un
iv
e
rsity
.
In
c
o
ll
a
b
o
ra
ti
o
n
w
it
h
o
th
e
rs,
h
e
h
a
s
e
d
it
e
d
b
o
o
k
s
su
c
h
a
s,
"
S
y
a
h
a
n
n
g
a
Hi
w
a
t:
A
n
Na
m
a
g
d
a
o
g
h
a
n
S
y
a
h
a
n
n
g
a
P
a
sid
u
n
g
o
g
E
d
u
a
rd
o
A
.
M
a
k
a
b
e
n
ta,
S
r.
P
a
ra
h
a
n
S
id
a
y
(2
0
1
0
,
w
it
h
M
ic
h
a
e
l
Ca
rlo
C.
V
il
las
&
Jo
se
N.
L
ian
z
a
),
p
u
b
li
s
h
e
d
b
y
S
in
iran
g
a
n
C
u
lt
u
re
&
A
rts
De
v
e
lo
p
m
e
n
t
Ce
n
ter:
L
e
y
te
No
r
m
a
l
Un
iv
e
rsit
y
,
Tac
lo
b
a
n
Cit
y
;
"
A
n
Ba
g
-
o
n
g
a
Orto
g
ra
p
i
y
a
h
a
n
W
in
a
ra
y
"
(2
0
1
2
,
w
it
h
Rica
rd
o
M
a
.
D.
No
las
c
o
a
n
d
F
iri
e
Jill
Ra
m
o
s),
"
S
y
a
h
a
n
n
g
a
Us
a
Ka
Yu
k
o
t
n
g
a
m
g
a
P
u
lo
n
g
n
g
a
A
g
so
b
G
a
m
it
o
n
h
a
W
in
a
ra
y
:
P
a
g
p
u
ru
l
o
n
g
a
n
p
a
ra
h
a
n
m
g
a
M
a
g
tu
ru
td
o
h
a
M
T
BM
L
E"
(2
0
1
3
,
w
it
h
Jo
h
n
M
a
rk
F
u
ll
m
e
r
a
n
d
Ev
e
l
y
n
C.
Cru
z
a
d
a
)
a
n
d
,
"
L
e
a
rn
e
r'
s
Clas
si
f
ied
Dic
ti
o
n
a
r
y
f
o
r
L
e
a
rn
in
g
En
g
li
sh
-
W
a
ra
y
-
Ka
n
a
-
In
a
b
a
k
n
o
n
-
T
a
g
a
lo
g
V
o
c
a
b
u
larie
s"
(2
0
1
4
,
w
it
h
Jo
h
n
M
a
rk
F
u
ll
m
e
r
a
n
d
Ev
e
l
y
n
C.
Cru
z
a
d
a
)
p
u
b
li
s
h
e
d
b
y
th
e
P
h
il
ip
p
i
n
e
s Co
m
m
issio
n
o
n
Hig
h
e
r
Ed
u
c
a
ti
o
n
.
No
rb
e
rto
Esp
e
jo
M
il
la
is
c
u
rre
n
t
ly
th
e
He
a
d
o
f
th
e
De
p
a
rtm
e
n
t
o
f
S
tatisti
c
s
a
n
d
a
f
a
c
u
lt
y
o
f
V
isa
y
a
s S
tate
Un
iv
e
rsit
y
,
B
a
y
b
a
y
Cit
y
,
Le
y
te.
He
h
a
s
f
in
ish
e
d
h
is
P
h
.
D i
n
S
tatist
ics
a
t
Un
iv
e
rsity
o
f
th
e
P
h
il
i
p
p
i
n
e
s,
L
o
s
Ba
n
o
s,
P
h
il
ip
p
in
e
s.
He
h
a
s
a
M
a
ste
r
’s
d
e
g
re
e
in
S
tatisti
c
s
f
ro
m
Un
iv
e
rsit
y
o
f
th
e
P
h
il
ip
p
in
e
s,
Dil
im
a
n
,
P
h
il
ip
p
in
e
s.
He
tea
c
h
e
s
a
ll
m
a
jo
r
su
b
jec
ts
in
S
tatisti
c
s
in
V
S
U,
a
n
d
a
re
g
u
lar
p
a
rt
-
ti
m
e
p
ro
f
e
ss
o
r
tea
c
h
in
g
S
tatisti
c
s
c
o
u
rse
s
in
th
e
g
ra
d
u
a
te
sc
h
o
o
l
o
f
L
e
y
t
e
No
r
m
a
l
Un
iv
e
r
sit
y
,
T
a
c
lo
b
a
n
Cit
y
.
He
is
a
n
a
c
ti
v
e
lec
tu
re
r,
a
u
th
o
r
,
a
n
d
p
re
se
n
ter
in
th
e
lo
c
a
l,
re
g
io
n
a
l,
n
a
ti
o
n
a
l
a
n
d
i
n
ter
n
a
ti
o
n
a
l
c
o
n
v
e
n
ti
o
n
s f
o
r
S
tatisti
c
s.
M
y
rn
a
L
a
b
e
si
g
M
a
c
a
li
n
a
o
is
a
f
a
c
u
lt
y
o
f
L
e
y
t
e
No
r
m
a
l
Un
iv
e
r
sit
y
in
T
a
c
lo
b
a
n
Cit
y
.
S
h
e
h
o
ld
s
a
P
h
.
D
i
n
L
in
g
u
isti
c
s,
w
it
h
sp
e
c
ializa
ti
o
n
i
n
A
p
p
li
e
d
L
in
g
u
isti
c
s,
f
ro
m
P
h
i
li
p
p
in
e
N
o
rm
a
l
Un
iv
e
rsit
y
.
S
h
e
h
a
s
a
M
a
ste
r’s
d
e
g
re
e
in
L
a
n
g
u
a
g
e
T
e
a
c
h
in
g
f
r
o
m
L
e
y
te
No
r
m
a
l
Un
iv
e
rsit
y
,
w
h
e
re
sh
e
a
lso
e
a
rn
e
d
h
e
r
Ba
c
h
e
lo
r
o
f
S
c
ien
c
e
in
El
e
m
e
n
tar
y
a
n
d
S
e
c
o
n
d
a
ry
Ed
u
c
a
ti
o
n
,
w
it
h
m
a
jo
r
in
En
g
li
sh
.
S
h
e
is
a
n
a
u
t
h
o
r
a
n
d
a
lec
t
u
re
r,
a
n
d
sh
e
tea
c
h
e
s
L
a
n
g
u
a
g
e
T
e
stin
g
,
a
m
o
n
g
o
th
e
r
su
b
jec
ts
in
th
e
g
ra
d
u
a
te sc
h
o
o
l
o
f
L
e
y
t
e
No
rm
a
l
Un
iv
e
rsit
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.