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.
13
,
No
.
5
,
Octo
b
er
2
0
2
4
,
p
p
.
2
9
9
6
~
300
7
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/ijer
e.
v
13
i
5
.
2
9
0
1
1
2996
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
The a
cceptanc
e m
o
del f
o
r camera
si
mula
tors
as
a lea
rning
media
f
o
r Indo
ne
sia
n vo
ca
tiona
l student
No
v
ia
n Ang
g
is
Su
wa
s
t
ik
a
1,
2
,
M
a
s
lin
M
a
s
ro
m
1
,
Q
o
ri
Q
o
ni
t
a
3
,
Ra
hm
a
t
Ya
s
ira
nd
i
4
,
H
ila
l H
ud
a
n Nuha
2
1
D
e
p
a
r
t
me
n
t
o
f
I
n
t
e
l
l
i
g
e
n
c
e
I
n
f
o
r
m
a
t
i
c
s,
F
a
c
u
l
t
y
o
f
A
r
t
i
f
i
c
i
a
l
I
n
t
e
l
l
i
g
e
n
c
e
,
U
n
i
v
e
r
si
t
i
Te
k
n
o
l
o
g
i
M
a
l
a
y
si
a
,
K
u
a
l
a
Lu
m
p
u
r
,
M
a
l
a
y
si
a
2
I
n
f
o
r
mat
i
o
n
T
e
c
h
n
o
l
o
g
y
,
S
c
h
o
o
l
o
f
C
o
m
p
u
t
i
n
g
,
Te
l
k
o
m
U
n
i
v
e
r
si
t
y
,
B
a
n
d
u
n
g
,
I
n
d
o
n
e
si
a
3
B
r
o
d
a
c
a
s
t
i
n
g
a
n
d
F
i
l
m E
x
p
e
r
t
i
se
P
r
o
g
r
a
m,
P
u
b
l
i
c
V
o
c
a
t
i
o
n
a
l
H
i
g
h
S
c
h
o
o
l
1
0
B
a
n
d
u
n
g
,
B
a
n
d
u
n
g
,
I
n
d
o
n
e
s
i
a
4
D
e
p
a
r
t
me
n
t
o
f
I
n
f
o
r
mat
i
o
n
Te
c
h
n
o
l
o
g
y
,
S
c
h
o
o
l
o
f
I
n
f
o
r
ma
t
i
o
n
Te
c
h
n
o
l
o
g
y
,
K
i
n
g
M
o
n
g
k
u
t
’
s I
n
st
i
t
u
t
e
o
f
Te
c
h
n
o
l
o
g
y
La
d
k
r
a
b
a
n
g
,
La
d
k
r
a
b
a
n
g
,
Th
a
i
l
a
n
d
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Oct
25
,
2
0
2
3
R
ev
is
ed
Feb
10
,
2
0
2
4
Acc
ep
ted
Feb
19
,
2
0
2
4
Th
is
st
u
d
y
i
n
v
e
sti
g
a
tes
th
e
a
c
c
e
p
tan
c
e
o
f
c
a
m
e
ra
sim
u
lato
r
tec
h
n
o
lo
g
y
a
s
a
lea
rn
in
g
m
e
d
ia
b
y
I
n
d
o
n
e
sia
n
v
o
c
a
ti
o
n
a
l
h
ig
h
sc
h
o
o
l
(VH
S
)
stu
d
e
n
ts
a
n
d
e
x
a
m
in
e
s
th
e
re
latio
n
s
h
ip
s
a
m
o
n
g
in
fl
u
e
n
c
i
n
g
fa
c
to
rs.
It
p
r
o
p
o
se
s
a
n
a
c
c
e
p
tan
c
e
m
o
d
e
l
in
teg
ra
ti
n
g
th
e
tec
h
n
o
l
o
g
y
a
c
c
e
p
tan
c
e
m
o
d
e
l
(TAM
)
3
a
n
d
th
e
u
n
ifi
e
d
th
e
o
ry
o
f
a
c
c
e
p
tan
c
e
a
n
d
u
se
o
f
tec
h
n
o
lo
g
y
(UTAU
T).
Ten
fa
c
to
rs
imp
a
c
ti
n
g
tec
h
n
o
lo
g
y
a
c
c
e
p
tan
c
e
we
re
id
e
n
ti
fied
,
re
su
lt
i
n
g
i
n
t
h
e
fo
rm
u
latio
n
o
f
1
5
h
y
p
o
th
e
se
s
re
g
a
rd
in
g
i
n
ter
-
c
o
n
str
u
c
t
re
lati
o
n
s
h
i
p
s.
I
n
th
is
e
m
p
iri
c
a
l
stu
d
y
,
a
q
u
a
n
ti
tativ
e
a
p
p
ro
a
c
h
wa
s
e
m
p
lo
y
e
d
,
d
istri
b
u
t
in
g
q
u
e
stio
n
n
a
i
re
s
to
2
0
0
stu
d
e
n
ts
a
t
P
u
b
li
c
Vo
c
a
ti
o
n
a
l
Hi
g
h
S
c
h
o
o
l
1
0
i
n
Ba
n
d
u
n
g
,
s
p
e
c
ializin
g
i
n
b
ro
a
d
c
a
stin
g
a
n
d
fil
m
m
a
k
i
n
g
p
r
o
g
ra
m
s.
Afte
r
a
n
a
ly
z
in
g
1
4
5
v
a
li
d
re
sp
o
n
se
s,
th
e
stu
d
y
p
r
o
g
re
ss
e
d
i
n
tw
o
s
tag
e
s:
th
e
m
e
a
su
re
m
e
n
t
m
o
d
e
l
a
n
d
t
h
e
stru
c
tu
ra
l
m
o
d
e
l.
T
h
e
e
v
a
lu
a
ti
o
n
o
f
th
e
m
e
a
su
re
m
e
n
t
m
o
d
e
l
c
o
n
firme
d
t
h
e
v
a
li
d
it
y
o
f
a
ll
in
d
ica
to
rs
a
n
d
c
o
n
stru
c
ts,
e
n
su
rin
g
c
o
m
p
li
a
n
c
e
wi
th
th
e
e
sta
b
li
sh
e
d
sta
n
d
a
r
d
s.
I
n
th
e
stru
c
t
u
ra
l
m
o
d
e
l
e
v
a
lu
a
ti
o
n
,
o
n
e
c
o
n
str
u
c
t
(
c
o
m
p
u
ter
a
n
x
iet
y
)
a
n
d
fo
u
r
in
te
r
-
c
o
n
stru
c
t
re
latio
n
sh
i
p
s
we
re
e
x
c
lu
d
e
d
.
Th
i
s
re
se
a
rc
h
e
n
h
a
n
c
e
s
o
u
r
u
n
d
e
rst
a
n
d
in
g
o
f
fa
c
to
rs
in
fl
u
e
n
c
in
g
c
a
m
e
ra
sim
u
lato
r
tec
h
n
o
l
o
g
y
a
c
c
e
p
tan
c
e
a
m
o
n
g
VH
S
stu
d
e
n
ts
i
n
In
d
o
n
e
sia
,
sh
e
d
d
in
g
l
ig
h
t
o
n
th
e
c
o
m
p
le
x
i
ti
e
s
o
f
th
e
ir
d
e
c
isio
n
-
m
a
k
in
g
p
ro
c
e
ss
in
a
d
o
p
ti
n
g
t
h
is e
d
u
c
a
ti
o
n
a
l
t
o
o
l.
K
ey
w
o
r
d
s
:
Acc
ep
tan
ce
m
o
d
el
C
am
er
a
s
im
u
lato
r
T
AM
3
UT
AUT
Vo
ca
tio
n
al
ed
u
ca
tio
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
No
v
ian
An
g
g
is
Su
wastik
a
Dep
ar
tm
en
t o
f
I
n
tellig
en
ce
I
n
f
o
r
m
atics,
Facu
lty
o
f
Ar
tific
ial
I
n
tellig
en
ce
,
Un
iv
e
r
s
iti T
ek
n
o
lo
g
i M
alay
s
ia
Su
ltan
Yah
y
a
Petr
a
s
tr
ee
t
,
Ku
ala
L
u
m
p
u
r
-
5
4
1
0
0
,
Ma
lay
s
ia
E
m
ail:
an
g
g
is
@
telk
o
m
u
n
iv
er
s
ity
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
Du
r
in
g
t
h
e
f
o
u
r
th
in
d
u
s
tr
ial
r
ev
o
lu
tio
n
(
I
R
4
.
0
)
,
v
ar
io
u
s
tech
n
o
lo
g
y
-
b
ased
in
n
o
v
atio
n
s
em
er
g
e
d
,
d
is
r
u
p
tin
g
n
u
m
er
o
u
s
asp
ec
ts
o
f
h
u
m
an
life
,
p
ar
ticu
lar
ly
i
n
m
an
u
f
ac
tu
r
in
g
a
n
d
in
d
u
s
tr
y
[
1
]
,
[
2
]
T
h
e
d
em
an
d
f
o
r
wo
r
k
e
r
co
m
p
eten
cies
co
n
t
in
u
es
to
ev
o
lv
e
in
r
esp
o
n
s
e
to
th
e
ch
allen
g
es
an
d
co
m
p
etitio
n
in
th
e
in
d
u
s
tr
ial
wo
r
ld
[
3
]
,
[
4
]
.
W
o
r
k
er
s
m
u
s
t
p
o
s
s
ess
h
ig
h
-
lev
el
tech
n
ical
s
k
ills
,
ad
v
an
ce
d
co
g
n
itiv
e
ab
i
liti
es,
an
d
ef
f
ec
tiv
e
in
ter
p
er
s
o
n
al
s
k
ills
to
co
m
p
ete
s
u
cc
ess
f
u
lly
in
th
e
I
R
4
.
0
er
a
[
5
]
.
T
h
is
s
itu
atio
n
p
o
s
es
a
ch
allen
g
e
f
o
r
th
e
ed
u
ca
tio
n
s
ec
to
r
,
p
a
r
ticu
lar
ly
h
ig
h
e
r
ed
u
ca
tio
n
i
n
s
titu
tio
n
s
an
d
v
o
ca
tio
n
al
s
ch
o
o
ls
,
i
n
p
r
o
v
id
in
g
g
r
ad
u
ates
wh
o
m
ee
t th
e
cr
iter
ia
d
em
an
d
ed
b
y
t
h
e
in
d
u
s
tr
y
.
I
n
I
n
d
o
n
esia,
ed
u
ca
tio
n
al
in
s
ti
tu
tio
n
s
p
r
o
v
id
in
g
v
o
ca
tio
n
al
e
d
u
ca
tio
n
o
p
er
ate
at
b
o
th
th
e
h
ig
h
s
ch
o
o
l
an
d
co
lleg
e
lev
els.
Sp
ec
if
ically
,
at
th
e
h
i
g
h
s
ch
o
o
l
lev
el,
th
ese
in
s
titu
tio
n
s
ar
e
k
n
o
wn
as
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
l
s
(
VHS)
.
I
n
th
e
last
f
i
v
e
y
ea
r
s
,
th
e
a
n
n
u
al
e
n
r
o
llm
en
t
o
f
s
tu
d
en
ts
in
VHS
h
as
r
ea
ch
ed
5
m
illi
o
n
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
Th
e
a
cc
ep
ta
n
ce
mo
d
el
fo
r
ca
m
era
s
imu
la
to
r
s
a
s
a
lea
r
n
in
g
med
ia
fo
r
… (
N
o
via
n
A
n
g
g
is
S
u
w
a
s
tika
)
2997
an
n
u
ally
,
d
is
tr
ib
u
ted
ac
r
o
s
s
ap
p
r
o
x
im
ately
1
4
,
0
0
0
v
o
ca
tio
n
al
s
ch
o
o
ls
[
6
]
.
Ho
wev
er
,
th
e
is
s
u
e
o
f
lo
w
-
q
u
ality
v
o
ca
tio
n
al
ed
u
ca
tio
n
p
er
s
is
ts
i
n
I
n
d
o
n
esia.
B
ased
o
n
s
tatis
tics
p
r
o
v
id
ed
b
y
t
h
e
C
en
tr
al
Statis
tics
Ag
en
cy
,
th
e
o
p
en
u
n
em
p
lo
y
m
e
n
t
r
ate
a
m
o
n
g
VHS
g
r
a
d
u
ates
r
em
ai
n
ed
h
ig
h
,
co
n
s
is
ten
tly
r
an
k
in
g
at
th
e
to
p
f
r
o
m
2
0
2
0
to
2
0
2
2
,
r
ea
ch
in
g
1
3
.
5
5
%
in
2
0
2
0
a
n
d
9
.
4
2
%
in
2
0
2
2
[
7
]
.
T
h
e
ch
allen
g
es
f
ac
in
g
v
o
ca
t
io
n
al
ed
u
ca
tio
n
ar
e
m
u
ltifa
ce
ted
,
in
clu
d
in
g
co
n
ce
r
n
s
r
eg
ar
d
in
g
th
e
ac
ce
s
s
ib
ilit
y
o
f
f
ac
ilit
ies
an
d
in
f
r
astru
ct
u
r
e
[
8
]
.
Am
o
n
g
th
e
ex
p
er
tis
e
p
r
o
g
r
am
s
o
f
f
er
e
d
with
in
VHS
ar
e
b
r
o
ad
ca
s
tin
g
a
n
d
f
ilm
m
ak
in
g
,
wh
e
r
e
ca
m
er
as
s
er
v
e
as
ess
en
tial
lear
n
in
g
to
o
ls
.
I
n
t
h
is
co
n
tex
t,
th
e
s
h
o
r
tag
e
o
f
p
h
y
s
ical
ca
m
er
as
im
p
ed
es
s
tu
d
en
ts
'
a
b
ilit
y
to
en
g
ag
e
in
in
d
ep
en
d
en
t
a
n
d
u
n
r
estricte
d
p
r
ac
tice.
Ad
d
r
ess
in
g
th
is
ch
allen
g
e,
an
in
n
o
v
ativ
e
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
-
b
ased
p
r
o
d
u
ct,
th
e
ca
m
er
a
s
im
u
lato
r
ap
p
licatio
n
,
h
as
em
er
g
ed
,
with
its
ac
ce
p
tan
ce
p
lay
in
g
a
p
iv
o
tal
r
o
le
in
p
r
ed
ictin
g
its
s
u
cc
ess
as a
s
u
p
p
o
r
tiv
e
lear
n
in
g
to
o
l [
9
]
–
[
1
1
]
.
W
ith
in
th
e
co
n
tex
t
o
f
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
els
in
ed
u
ca
tio
n
,
as
elu
cid
ated
b
y
m
u
ltip
le
s
y
s
tem
atic
r
ev
iews
co
n
d
u
cted
with
in
th
e
ed
u
ca
tio
n
al
d
o
m
a
in
,
two
m
o
d
els
em
er
g
e
as
th
e
m
o
s
t
f
r
eq
u
en
tly
u
tili
ze
d
:
th
e
T
ec
h
n
o
lo
g
y
Ac
ce
p
tan
ce
Mo
d
el
(
T
AM
)
an
d
th
e
Un
if
ied
T
h
eo
r
y
o
f
Acc
ep
tan
ce
an
d
Use
o
f
T
ec
h
n
o
lo
g
y
(
UT
AUT
)
[
9
]
,
[
1
2
]
–
[
1
4
]
.
B
o
th
m
o
d
els
p
o
s
s
es
s
th
eir
r
esp
ec
tiv
e
m
er
it
s
an
d
lim
itatio
n
s
,
n
ec
ess
itatin
g
ca
r
ef
u
l
co
n
s
id
er
atio
n
in
t
h
eir
ap
p
licatio
n
.
I
n
teg
r
atin
g
b
o
th
T
AM
m
o
d
els
(
ex
ten
d
ed
a
n
d
its
d
er
iv
ativ
es)
with
th
e
UT
AUT
m
o
d
el
is
a
r
esp
o
n
s
e
aim
ed
a
t
ad
d
r
ess
in
g
th
e
lim
itatio
n
s
o
f
b
o
th
m
o
d
els
[
1
5
]
.
T
h
e
r
esear
ch
o
b
jectiv
es
o
f
th
i
s
s
tu
d
y
ar
e
as:
i
)
t
o
id
e
n
tify
v
ar
io
u
s
f
ac
to
r
s
in
f
lu
e
n
cin
g
t
h
e
ac
ce
p
tan
ce
o
f
th
e
ca
m
er
a
s
im
u
lato
r
b
y
v
o
ca
tio
n
al
s
tu
d
en
ts
b
ased
o
n
T
AM
3
a
n
d
UT
AUT
m
o
d
el
;
an
d
ii
)
to
b
u
ild
a
n
d
an
aly
ze
a
n
ac
ce
p
tan
ce
m
o
d
el
b
ased
o
n
t
h
e
r
elatio
n
s
h
ip
s
b
etwe
en
th
ese
in
f
lu
en
cin
g
f
ac
to
r
s
.
T
o
ac
h
iev
e
th
e
r
esear
ch
o
b
jectiv
es,
th
is
s
tu
d
y
em
p
lo
y
s
em
p
ir
ical
r
esear
ch
with
a
q
u
a
n
titativ
e
r
esear
ch
m
eth
o
d
an
d
a
n
aly
ze
s
th
e
co
llected
d
ata
u
s
in
g
m
u
ltiv
a
r
iate
an
aly
s
is
m
eth
o
d
s
.
T
h
is
r
esear
ch
r
ep
r
esen
ts
o
n
e
o
f
th
e
f
ir
s
t
s
tu
d
ies
to
in
teg
r
ate
th
e
T
AM
an
d
UT
A
UT
m
o
d
els
to
ass
ess
th
e
ac
ce
p
tan
ce
o
f
v
o
ca
tio
n
al
h
ig
h
e
d
u
ca
tio
n
s
tu
d
e
n
ts
in
u
s
in
g
s
im
u
lato
r
tech
n
o
lo
g
y
as
lear
n
in
g
m
e
d
ia
in
I
n
d
o
n
esia.
2.
P
RO
P
O
SE
D
M
O
D
E
L
2
.
1
.
Ref
er
ence
s
mo
del
An
ef
f
ec
tiv
e
s
o
lu
tio
n
to
af
f
o
r
d
s
tu
d
e
n
ts
co
s
t
-
ef
f
ec
tiv
e
an
d
v
e
r
s
atile
lear
n
in
g
o
p
p
o
r
t
u
n
ities
is
th
e
u
tili
za
tio
n
o
f
d
i
g
ital
ca
m
er
a
s
im
u
lato
r
s
.
A
ca
m
er
a
s
im
u
lato
r
is
an
in
ter
ac
tiv
e
v
ir
tu
al
ca
m
e
r
a
th
at
r
ep
licates
th
e
f
u
n
ctio
n
s
a
n
d
co
m
p
o
n
e
n
ts
o
f
ac
tu
al
co
m
p
le
x
ca
m
e
r
as
[
1
6
]
.
B
y
u
tili
zin
g
a
ca
m
e
r
a
s
i
m
u
lato
r
,
u
s
er
s
ar
e
p
r
ac
tically
g
iv
en
th
e
ch
a
n
ce
t
o
ex
p
er
im
e
n
t
with
v
ar
io
u
s
s
ettin
g
s
an
y
tim
e
an
d
an
y
wh
er
e,
th
er
eb
y
en
h
an
cin
g
th
eir
ab
ilit
y
t
o
p
r
ed
ict
s
ettin
g
s
wh
en
co
n
d
u
ctin
g
r
ea
l
s
h
o
o
ts
[
1
7
]
.
T
h
is
s
tu
d
y
u
s
ed
th
e
C
am
er
aSim
Pro
v
er
s
io
n
th
at
p
r
o
v
i
d
es
a
3
D
g
am
e
ap
p
licatio
n
ac
ce
s
s
ib
le
o
f
f
lin
e
f
o
r
s
im
u
latin
g
p
h
o
t
o
ca
p
tu
r
e
with
v
ar
io
u
s
ty
p
es
o
f
len
s
es,
m
o
d
es,
an
d
s
ettin
g
s
s
im
ilar
to
an
ac
tu
al
ca
m
er
a.
Nad
al
et
a
l.
[
1
8
]
i
n
th
eir
p
u
b
licatio
n
d
is
cu
s
s
in
g
th
e
d
ef
i
n
itio
n
s
an
d
m
ea
s
u
r
em
en
ts
o
f
t
ec
h
n
o
lo
g
y
ac
ce
p
tab
ilit
y
,
ac
ce
p
tan
ce
,
an
d
ad
o
p
tio
n
,
s
u
m
m
ar
ized
th
at
r
esear
ch
er
s
o
f
ten
in
ter
ch
an
g
ea
b
ly
u
s
e
th
ese
th
r
ee
ter
m
s
with
v
ar
y
in
g
m
ea
n
in
g
s
.
I
n
th
is
s
tu
d
y
,
th
e
ter
m
“
t
ec
h
n
o
lo
g
y
ac
ce
p
tan
ce
”
is
d
e
f
in
ed
as
th
e
u
s
er
'
s
willin
g
n
ess
to
v
o
lu
n
tar
ily
o
r
i
n
ten
tio
n
ally
em
b
r
ac
e
an
d
u
tili
ze
tech
n
o
lo
g
y
to
s
u
p
p
o
r
t
task
co
m
p
letio
n
[
1
8
]
–
[
2
0
]
.
Nu
m
e
r
o
u
s
liter
atu
r
e
r
ev
i
ews
h
av
e
co
v
er
ed
v
ar
io
u
s
m
o
d
els
th
at
d
escr
ib
e
h
o
w
u
s
er
s
a
cc
ep
t
o
r
ad
o
p
t
n
ew
tech
n
o
lo
g
y
an
d
th
e
f
ac
t
o
r
s
in
f
lu
en
cin
g
tech
n
o
lo
g
y
ac
ce
p
tan
ce
.
T
h
ese
m
o
d
els
co
m
p
r
is
e
th
e
T
h
eo
r
y
o
f
R
ea
s
o
n
ed
Actio
n
(
T
R
A)
,
T
h
eo
r
y
o
f
Plan
n
ed
B
eh
av
io
r
(
T
PB
)
,
T
h
eo
r
y
o
f
I
n
ter
p
er
s
o
n
al
B
eh
av
io
r
(
T
I
B
)
,
T
ec
h
n
o
lo
g
y
Acc
ep
tan
ce
Mo
d
el
(
T
AM
)
an
d
its
ex
ten
s
io
n
s
,
Dif
f
u
s
io
n
o
f
I
n
n
o
v
atio
n
s
T
h
e
o
r
y
(
DOI
)
,
an
d
t
h
e
Un
if
ied
T
h
e
o
r
y
o
f
Acc
ep
tan
c
e
an
d
Use
o
f
T
ec
h
n
o
l
o
g
y
(
UT
AUT
)
[
1
1
]
,
[
2
1
]
.
Am
o
n
g
th
es
e
m
o
d
els,
two
h
av
e
g
ain
ed
wid
esp
r
ea
d
u
s
ag
e
a
n
d
v
alid
atio
n
in
ass
ess
in
g
u
s
er
b
e
h
av
io
r
to
war
d
tech
n
o
lo
g
y
a
d
o
p
tio
n
in
th
e
ed
u
ca
tio
n
c
o
n
tex
t: T
AM
an
d
UT
AUT
[
9
]
,
[
1
2
]
–
[
1
4
]
,
[
2
1
]
.
T
ec
h
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
els
,
o
r
ig
in
ally
d
ev
elo
p
ed
b
y
Dav
is
,
h
as
b
ee
n
p
r
o
v
en
ef
f
ec
tiv
e
in
p
r
ed
ictin
g
u
s
er
ac
ce
p
tan
ce
o
f
in
f
o
r
m
atio
n
s
y
s
tem
-
b
ased
tech
n
o
lo
g
y
.
T
AM
u
tili
ze
s
two
m
ain
co
n
s
tr
u
cts,
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e
(
PEOU
)
an
d
p
er
ce
i
v
ed
u
s
ef
u
ln
ess
(
PU
)
,
to
p
r
ed
ict
u
s
er
ac
ce
p
tan
ce
o
f
n
ew
tec
h
n
o
lo
g
y
.
Ov
er
th
e
y
ea
r
s
,
T
AM
h
as
b
e
en
ex
p
an
d
ed
to
in
clu
d
e
u
s
er
r
eso
u
r
ce
s
,
later
ter
m
ed
e
x
ter
n
al
co
n
tr
o
l
f
ac
to
r
s
.
Ven
k
atesh
et
a
l
[
2
2
]
ex
ten
d
ed
T
AM
'
s
f
o
cu
s
to
f
ac
to
r
s
t
h
at
s
u
p
p
o
r
t
PU
,
b
eh
a
v
io
r
al
i
n
ten
tio
n
(
BI
)
,
an
d
m
o
d
er
ato
r
v
a
r
iab
les
o
r
f
ac
to
r
s
(
ex
p
er
ien
ce
an
d
v
o
lu
n
ta
r
in
e
s
s
)
,
r
esu
ltin
g
in
T
AM
2
.
On
th
e
o
th
er
h
a
n
d
,
th
e
d
ev
elo
p
m
e
n
t
o
f
T
AM
with
a
f
o
cu
s
o
n
f
ac
to
r
s
th
at
s
u
p
p
o
r
t
th
e
PEOU
fa
cto
r
,
p
r
o
p
o
s
ed
b
y
Ven
k
atesh
an
d
B
ala
[
2
3
]
,
is
k
n
o
wn
as T
AM
3
.
I
n
a
n
o
th
er
p
u
b
licatio
n
,
Ven
k
atesh
et
a
l.
[
2
4
]
i
d
en
tifie
d
an
d
s
u
m
m
ar
ized
k
ey
f
ac
to
r
s
f
r
o
m
v
ar
i
o
u
s
p
r
io
r
m
o
d
els
to
m
ea
s
u
r
e
BI
an
d
ac
tu
al
tech
n
o
lo
g
y
u
s
ag
e,
co
n
s
o
lid
atin
g
th
e
m
in
to
f
o
u
r
f
ac
to
r
s
:
p
er
f
o
r
m
an
ce
e
x
p
ec
tan
cy
,
ef
f
o
r
t
ex
p
ec
tan
c
y
,
s
o
cial
in
f
l
u
en
c
e,
an
d
f
ac
ilit
atin
g
co
n
d
itio
n
s
(
FC
)
.
T
h
is
m
o
d
el
is
k
n
o
wn
as
UT
AUT
.
I
n
th
eir
p
u
b
licatio
n
,
Ven
k
atesh
claim
ed
th
at
UT
AUT
ca
n
en
h
an
ce
p
r
ed
ictio
n
ef
f
icien
c
y
b
y
u
p
to
7
0
% in
tech
n
o
lo
g
y
ac
ce
p
tan
ce
.
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
.
13
,
No
.
5
,
Octo
b
er
2
0
2
4
:
2
9
9
6
-
300
7
2998
W
ith
in
th
e
co
n
tex
t
o
f
v
o
ca
t
io
n
al
ed
u
ca
tio
n
,
T
AM
h
as
b
ee
n
ex
ten
s
iv
ely
u
s
ed
to
ev
alu
ate
th
e
ac
ce
p
tan
ce
am
o
n
g
teac
h
e
r
s
o
r
s
tu
d
en
ts
to
war
d
s
u
s
in
g
lear
n
i
n
g
tec
h
n
o
lo
g
ies
.
An
to
n
ietti
et
a
l
.
[
2
5
]
c
o
n
d
u
cte
d
an
an
aly
s
is
o
f
teac
h
er
s
'
in
ten
tio
n
s
to
u
s
e
d
ig
ital
to
o
ls
b
y
ap
p
ly
in
g
T
AM
.
T
h
e
r
esu
lts
o
f
th
e
d
ata
an
aly
s
is
s
h
o
wed
th
at
teac
h
er
s
'
b
elief
in
th
eir
d
ig
ital
co
m
p
ete
n
ce
s
ig
n
i
f
ican
tly
af
f
ec
ts
PU
,
PEOU
,
an
d
BI
.
R
esear
ch
b
y
Z
ar
af
s
h
an
i
et
a
l
.
[
2
6
]
ex
am
i
n
ed
h
o
w
ex
ter
n
al
f
ac
to
r
s
r
el
ated
to
T
AM
(
s
u
ch
as
f
ac
ilit
atin
g
co
n
d
itio
n
s
,
av
ailab
le
r
eso
u
r
ce
s
,
jo
b
r
elev
a
n
ce
,
s
elf
-
ef
f
icac
y
,
s
u
b
jectiv
e
n
o
r
m
s
,
a
g
e,
an
d
co
m
p
u
ter
an
x
iety
)
in
f
lu
e
n
ce
PU
,
PEOU
,
BI
,
an
d
ac
tu
al
u
s
ag
e.
T
h
eir
s
tu
d
y
,
wh
ic
h
in
v
o
lv
e
d
s
ec
o
n
d
ar
y
-
lev
el
v
o
ca
tio
n
al
ag
r
icu
ltu
r
e
s
u
b
jects
in
I
r
an
,
r
ev
ea
led
th
at
th
e
p
r
o
p
o
s
ed
m
o
d
if
icatio
n
s
to
T
AM
'
s
ex
ter
n
al
f
ac
t
o
r
s
h
a
d
s
ig
n
if
ica
n
t
ef
f
ec
ts
,
e
x
ce
p
t
f
o
r
th
e
in
f
lu
e
n
ce
o
f
SE
o
n
B
I
,
ag
e
o
n
PU
,
an
d
a
v
ailab
le
r
eso
u
r
c
es
o
n
PU
.
Yan
to
et
a
l
.
[
2
7
]
co
n
d
u
cted
a
s
tu
d
y
o
n
th
e
u
s
e
o
f
T
AM
to
ev
alu
ate
th
e
ac
ce
p
tan
ce
o
f
v
ir
tu
al
la
b
o
r
ato
r
ies
in
e
n
h
an
cin
g
p
r
ac
tical
p
o
wer
elec
tr
o
n
ics
lear
n
in
g
at
Un
iv
e
r
s
itas
Neg
er
i
Pad
an
g
.
T
h
e
a
n
aly
s
is
r
ev
ea
led
th
at
all
f
ac
to
r
s
with
in
T
A
M
h
ad
a
s
ig
n
if
ican
t
an
d
p
o
s
itiv
e
in
f
lu
e
n
ce
,
f
r
o
m
i
n
d
ep
en
d
en
t
to
d
e
p
en
d
e
n
t
f
ac
t
o
r
s
.
C
h
atter
jee
et
a
l
.
[
2
8
]
ca
r
r
ied
o
u
t
q
u
a
n
titativ
e
r
esear
ch
to
in
v
esti
g
ate
th
e
m
o
d
er
atin
g
r
o
les
o
f
p
ee
r
i
n
f
lu
en
ce
an
d
g
o
v
e
r
n
m
e
n
t
s
u
p
p
o
r
t
in
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
tech
n
o
lo
g
y
in
v
o
ca
tio
n
al
ed
u
ca
tio
n
.
T
h
e
s
tu
d
y
em
p
h
asized
th
e
m
o
d
e
r
atin
g
v
ar
iab
les
th
at
co
u
ld
im
p
r
o
v
e
t
h
e
in
ten
tio
n
o
f
u
s
er
s
to
ad
o
p
t te
c
h
n
o
lo
g
y
in
v
o
ca
tio
n
al
ed
u
ca
tio
n
s
ettin
g
s
.
Z
h
an
g
et
a
l.
[
2
9
]
c
o
n
d
u
cted
a
s
tu
d
y
o
n
th
e
a
p
p
licatio
n
o
f
UT
AUT
in
v
o
ca
tio
n
al
ed
u
ca
tio
n
,
id
en
tify
in
g
th
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
h
ig
h
er
v
o
ca
tio
n
al
s
tu
d
en
ts
'
u
s
e
o
f
e
-
lear
n
in
g
.
T
h
e
s
tu
d
y
u
tili
ze
d
SEM
m
eth
o
d
o
l
o
g
y
an
d
f
o
u
n
d
t
h
at
PU
an
d
FC
h
av
e
a
s
ig
n
if
ican
t
i
m
p
ac
t
o
n
th
e
ac
ce
p
tan
ce
o
f
e
-
l
ea
r
n
in
g
s
y
s
tem
s
.
I
n
a
s
e
p
a
r
at
e
s
t
u
d
y
,
L
i
e
t
a
l
.
[
3
0
]
e
x
p
l
o
r
e
d
t
h
e
a
c
c
e
p
t
a
n
c
e
o
f
m
o
b
i
l
e
l
ea
r
n
i
n
g
i
n
C
h
i
n
a'
s
v
o
c
a
ti
o
n
a
l
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
th
r
o
u
g
h
UT
AUT
.
T
h
e
SEM
an
aly
s
is
o
f
th
e
d
ata
s
h
o
wed
th
at
SE
s
ig
n
if
ican
tly
af
f
ec
ts
ef
f
o
r
t
ex
p
ec
tan
cies,
p
er
f
o
r
m
an
ce
ex
p
ec
tan
cies,
s
o
c
ial
in
f
lu
en
ce
,
an
d
FC
.
Ad
d
itio
n
ally
,
r
esear
ch
b
y
L
i
et
a
l
.
[
3
1
]
o
n
th
e
ac
ce
p
tan
ce
b
eh
av
io
r
to
war
d
s
b
len
d
ed
lear
n
in
g
am
o
n
g
s
tu
d
e
n
ts
in
s
ec
o
n
d
ar
y
v
o
ca
tio
n
al
s
ch
o
o
ls
u
s
ed
a
m
o
d
if
ied
UT
AUT
m
o
d
el
an
d
r
ev
ea
led
th
at
SE
an
d
p
er
ce
iv
e
d
jo
y
f
u
ln
ess
h
av
e
a
s
tr
o
n
g
er
in
f
l
u
en
ce
th
a
n
o
th
e
r
f
ac
to
r
s
.
T
h
e
liter
atu
r
e
r
ev
iew
f
o
r
th
e
g
r
o
u
n
d
ed
m
o
d
el
r
ev
ea
ls
th
at
tw
o
p
r
o
m
i
n
en
t
m
o
d
els
f
o
r
m
ea
s
u
r
in
g
u
s
er
b
eh
av
io
r
in
ad
o
p
tin
g
in
f
o
r
m
at
io
n
tech
n
o
l
o
g
y
with
in
th
e
ed
u
ca
tio
n
s
ec
to
r
ar
e
T
AM
a
n
d
UT
AUT
.
Ho
wev
er
,
th
e
T
AM
m
o
d
el
is
cr
itiq
u
ed
f
o
r
its
s
im
p
licity
an
d
lim
i
ted
s
co
p
e,
as
it
d
o
es
n
o
t
ad
eq
u
ately
ac
co
u
n
t
f
o
r
f
ac
t
o
r
s
th
at
in
f
lu
e
n
ce
u
s
er
in
ten
tio
n
s
an
d
b
eh
a
v
io
r
s
,
s
u
c
h
as
c
o
n
t
r
o
l
b
e
h
av
io
r
s
b
y
th
e
u
s
er
an
d
en
v
ir
o
n
m
e
n
tal
o
r
s
o
cial
in
f
lu
en
ce
s
[
1
5
]
,
[
3
2
]
,
[
3
3
]
.
Ven
k
atesh
an
d
B
ala
[
2
3
]
ar
g
u
e
d
f
o
r
t
h
e
in
clu
s
io
n
o
f
ex
ter
n
al
f
ac
to
r
s
p
er
tin
en
t
to
th
e
s
p
ec
if
ic
tech
n
o
lo
g
y
,
its
co
n
tex
t
,
an
d
th
e
c
h
a
r
ac
ter
is
tics
o
f
th
e
u
s
er
.
T
AM
3
is
an
ad
v
an
ce
m
e
n
t
o
v
er
t
h
e
o
r
ig
in
al
T
AM
,
d
esig
n
ed
to
o
v
er
c
o
m
e
its
f
laws b
y
i
n
co
r
p
o
r
atin
g
v
ar
io
u
s
ex
ter
n
al
f
ac
to
r
s
af
f
ec
tin
g
PU
an
d
E
PU.
Alth
o
u
g
h
T
AM
3
s
ee
k
s
to
ad
d
r
ess
s
o
m
e
o
f
th
e
o
r
ig
in
al
m
o
d
el'
s
d
ef
icien
cies,
it
in
tr
o
d
u
ce
s
ex
ter
n
al
f
ac
to
r
s
th
at
m
ig
h
t
n
o
t
b
e
r
elev
an
t
in
an
ed
u
ca
tio
n
al
s
ettin
g
.
T
h
e
UT
AUT
m
o
d
el,
to
o
,
h
as
b
ee
n
cr
iticized
f
o
r
its
ex
p
lan
ato
r
y
p
o
wer
r
eg
a
r
d
i
n
g
B
I
u
n
d
er
ce
r
tain
co
n
d
itio
n
s
an
d
its
ef
f
ec
tiv
e
n
ess
in
ac
ce
p
tan
ce
m
ea
s
u
r
em
e
n
t
[
3
4
]
.
B
u
ab
e
n
g
-
An
d
o
h
a
n
d
B
aa
h
[
1
5
]
h
av
e
d
is
cu
s
s
ed
th
e
in
co
n
s
is
ten
t
r
esu
lts
o
f
UT
A
UT
ap
p
licatio
n
s
in
ed
u
ca
tio
n
a
n
d
s
u
g
g
ested
co
m
b
in
in
g
UT
AUT
with
T
AM
3
to
ev
alu
ate
teac
h
er
s
'
willi
n
g
n
ess
to
u
tili
ze
a
lear
n
in
g
m
a
n
ag
em
en
t
s
y
s
tem
.
T
h
is
s
tu
d
y
in
tr
o
d
u
ce
s
a
co
m
b
in
ed
m
o
d
el
o
f
UT
AUT
a
n
d
T
AM
3
to
ass
ess
v
o
ca
tio
n
al
ed
u
ca
tio
n
s
tu
d
en
ts
'
ac
ce
p
tan
ce
o
f
u
s
in
g
a
ca
m
er
a
s
im
u
lato
r
,
m
ak
in
g
s
p
ec
if
ic
ad
ju
s
tm
en
ts
to
b
o
th
m
o
d
els'
co
n
s
tr
u
cts
to
en
s
u
r
e
r
elev
an
ce
to
th
e
r
esear
ch
c
o
n
tex
t.
T
h
is
in
clu
d
es
m
o
d
if
y
i
n
g
s
ev
er
al
ex
ter
n
al
co
n
s
tr
u
cts f
r
o
m
b
o
th
T
AM
3
a
n
d
UT
AUT
to
b
etter
s
u
it th
e
r
esear
ch
s
u
b
jects.
2
.
2
.
H
y
po
t
hes
es
E
ac
h
co
n
s
tr
u
ct
with
in
th
e
U
T
AUT
f
r
am
ewo
r
k
h
as
its
r
o
o
ts
in
o
t
h
er
m
o
d
els.
Fo
r
in
s
tan
ce
,
th
e
“
p
er
f
o
r
m
an
ce
ex
p
ec
tan
cy
”
c
o
n
s
tr
u
ct
d
r
aws
f
r
o
m
th
e
“
PU
”
co
n
s
tr
u
ct
in
T
AM
o
r
th
e
“
r
elativ
e
ad
v
an
tag
e
”
c
o
n
s
t
r
u
c
t
i
n
DO
I
.
Si
m
i
l
a
r
l
y
,
t
h
e
“
e
f
f
o
r
t
e
x
p
e
c
t
a
n
c
y
”
c
o
n
s
t
r
u
c
t i
s
r
o
o
t
e
d
i
n
t
h
e
“
P
E
OU
”
c
o
n
s
tr
u
c
t
o
f
T
A
M
,
w
h
il
e
t
h
e
“
s
o
c
i
al
i
n
f
l
u
e
n
c
e
”
c
o
n
s
t
r
u
ct
o
r
i
g
i
n
a
t
e
s
f
r
o
m
t
h
e
“
SN
”
o
f
T
R
A
,
T
AM
2
,
a
n
d
T
A
M
3
[
2
1
]
.
A
d
d
i
t
i
o
n
a
l
l
y
,
t
h
e
“
FC
”
c
o
n
s
t
r
u
ct
c
a
n
b
e
t
r
a
c
e
d
b
a
c
k
t
o
t
h
e
“
p
e
r
c
e
i
v
e
d
b
e
h
a
v
i
o
r
a
l
c
o
n
t
r
o
l
”
c
o
n
s
t
r
u
c
t
i
n
T
P
B
a
n
d
T
A
M
[
2
1
]
,
[
2
4
]
.
I
n
th
is
r
esear
ch
,
th
e
ac
ce
p
tan
ce
m
o
d
el
f
o
r
th
e
ca
m
er
a
s
im
u
lato
r
am
o
n
g
I
n
d
o
n
esian
VH
S
s
tu
d
en
ts
in
v
o
lv
ed
a
d
ap
tatio
n
s
o
f
co
n
s
tr
u
cts
f
r
o
m
b
o
th
T
AM
3
a
n
d
UT
AUT
.
T
h
e
p
r
o
p
o
s
ed
m
o
d
el
in
th
is
s
tu
d
y
co
m
p
r
is
es
s
ix
in
d
ep
en
d
en
t
co
n
s
tr
u
cts:
FC
,
SN,
o
u
tp
u
t
q
u
al
ity
(
OUT
)
,
SE
,
ANX,
an
d
p
e
r
ce
iv
ed
en
jo
y
m
en
t
(
PEJ).
Ad
d
itio
n
ally
,
th
er
e
ar
e
f
o
u
r
d
ep
e
n
d
en
t
co
n
s
tr
u
cts:
P
U,
PEOU
,
attitu
d
e
to
war
d
s
u
s
in
g
(
AT
U
)
,
an
d
B
I
.
Fro
m
th
e
s
elec
ted
co
n
s
tr
u
cts,
h
y
p
o
th
eses
wer
e
f
o
r
m
u
la
ted
b
y
in
teg
r
atin
g
r
elatio
n
s
h
ip
s
am
o
n
g
th
ese
co
n
s
tr
u
cts.
T
ab
le
1
p
r
esen
t th
e
h
y
p
o
t
h
esis
f
r
o
m
th
e
r
elatio
n
b
etwe
en
co
n
s
tr
u
cts.
2
.
3
.
P
r
o
po
s
ed
m
o
del
T
h
e
m
o
d
el
p
r
o
p
o
s
ed
in
th
is
s
tu
d
y
is
g
r
o
u
n
d
e
d
o
n
c
h
o
s
en
f
a
cto
r
s
,
with
th
e
in
ter
r
elatio
n
s
a
m
o
n
g
th
ese
f
ac
to
r
s
d
ep
icted
in
Fig
u
r
e
1
.
I
n
th
e
p
r
o
p
o
s
ed
m
o
d
el
o
f
a
cc
ep
tan
ce
,
ten
f
ac
to
r
s
ar
e
in
t
eg
r
ated
,
co
m
b
in
in
g
T
AM
3
a
n
d
UT
AUT
.
Six
co
n
s
tr
u
cts
with
in
th
e
m
o
d
el
ar
e
d
er
iv
ed
f
r
o
m
th
e
co
n
s
tr
u
cts
co
n
s
titu
tin
g
UT
AUT
an
d
T
AM
3
,
s
er
v
in
g
as
in
d
e
p
en
d
en
t
v
ar
iab
les.
Me
a
n
wh
ile,
f
o
u
r
d
ep
en
d
en
t
v
ar
iab
les
ar
e
PU,
PEOU
,
AT
U,
an
d
B
I
.
B
I
is
th
e
p
r
im
ar
y
d
e
p
e
n
d
en
t c
o
n
s
tr
u
ct
o
f
t
h
e
p
r
o
p
o
s
e
d
m
o
d
el.
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
Th
e
a
cc
ep
ta
n
ce
mo
d
el
fo
r
ca
m
era
s
imu
la
to
r
s
a
s
a
lea
r
n
in
g
med
ia
fo
r
… (
N
o
via
n
A
n
g
g
is
S
u
w
a
s
tika
)
2999
T
ab
le
1
.
Hy
p
o
th
eses
C
o
n
st
r
u
c
t
s
H
y
p
o
t
h
e
s
e
s
S
t
a
t
e
me
n
t
R
e
f
e
r
e
n
c
e
s
ANX
H1
A
N
X
e
x
e
r
t
s a
si
g
n
i
f
i
c
a
n
t
a
n
d
n
e
g
a
t
i
v
e
i
n
f
l
u
e
n
c
e
o
n
P
EO
U
.
R
e
g
a
r
d
i
n
g
t
h
e
a
d
o
p
t
i
o
n
o
f
e
-
l
e
a
r
n
i
n
g
i
n
I
n
d
o
n
e
si
a
a
m
i
d
t
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
mi
c
,
A
N
X
s
i
g
n
i
f
i
c
a
n
t
l
y
i
n
f
l
u
e
n
c
e
d
t
h
e
P
EO
U
[
3
5
]
.
SE
H2
S
E
si
g
n
i
f
i
c
a
n
t
l
y
a
n
d
p
o
s
i
t
i
v
e
l
y
i
n
f
l
u
e
n
c
e
s
P
EO
U
.
A
mi
d
t
h
e
C
o
v
i
d
-
1
9
p
a
n
d
e
m
i
c
,
t
h
e
a
d
o
p
t
i
o
n
o
f
e
-
l
e
a
r
n
i
n
g
i
n
I
n
d
o
n
e
s
i
a
r
e
v
e
a
l
e
d
t
h
a
t
S
E
si
g
n
i
f
i
c
a
n
t
l
y
a
f
f
e
c
t
s
t
h
e
P
EO
U
[
3
5
]
.
C
h
e
n
's
st
u
d
y
i
n
d
i
c
a
t
e
s
t
h
a
t
S
E
si
g
n
i
f
i
c
a
n
t
l
y
e
n
h
a
n
c
e
s
b
o
t
h
P
U
a
n
d
P
EO
U
[
3
6
]
.
P
EJ
H
3
a
P
EJ
e
x
e
r
t
s
a
si
g
n
i
f
i
c
a
n
t
a
n
d
p
o
s
i
t
i
v
e
i
n
f
l
u
e
n
c
e
o
n
P
EO
U
.
I
n
t
h
e
c
o
n
t
e
x
t
o
f
a
d
o
p
t
i
n
g
e
-
l
e
a
r
n
i
n
g
i
n
I
n
d
o
n
e
si
a
f
o
l
l
o
w
i
n
g
t
h
e
C
O
V
I
D
-
1
9
o
u
t
b
r
e
a
k
,
P
E
h
a
s
a
s
i
g
n
i
f
i
c
a
n
t
l
y
p
o
si
t
i
v
e
e
f
f
e
c
t
o
n
b
o
t
h
P
EO
U
a
n
d
P
U
[
3
5
]
.
H
3
b
P
EJ
e
x
e
r
t
s
a
si
g
n
i
f
i
c
a
n
t
a
n
d
p
o
s
i
t
i
v
e
i
n
f
l
u
e
n
c
e
o
n
P
U
.
B
a
g
d
i
a
n
d
B
u
l
sara's
[
3
7
]
r
e
se
a
r
c
h
f
o
u
n
d
t
h
a
t
P
E
s
i
g
n
i
f
i
c
a
n
t
l
y
a
f
f
e
c
t
s
P
EO
U
a
n
d
P
U
r
e
g
a
r
d
i
n
g
d
i
g
i
t
a
l
n
a
t
i
v
e
s'
i
n
t
e
n
t
i
o
n
s
t
o
w
a
r
d
s
o
n
l
i
n
e
l
e
a
r
n
i
n
g
.
OUT
H4
O
U
T
h
a
s
a
si
g
n
i
f
i
c
a
n
t
a
n
d
p
o
s
i
t
i
v
e
i
n
f
l
u
e
n
c
e
o
n
P
U
.
I
n
v
e
st
i
g
a
t
i
n
g
t
h
e
a
d
o
p
t
i
o
n
o
f
o
n
l
i
n
e
l
e
a
r
n
i
n
g
a
m
o
n
g
u
n
i
v
e
r
si
t
y
st
u
d
e
n
t
s
i
n
I
r
a
n
d
u
r
i
n
g
a
n
d
a
f
t
e
r
C
o
v
i
d
-
1
9
s
h
o
w
e
d
t
h
a
t
O
U
T
si
g
n
i
f
i
c
a
n
t
l
y
a
f
f
e
c
t
s
b
o
t
h
P
EO
U
a
n
d
P
U
[
3
8
]
.
I
n
t
h
e
st
u
d
y
b
y
F
a
t
h
e
ma
e
t
a
l
.
[
3
9
]
o
n
t
h
e
u
se
o
f
l
e
a
r
n
i
n
g
ma
n
a
g
e
me
n
t
sy
s
t
e
ms
(
LM
S
)
i
n
r
u
r
a
l
U
S
A
f
o
r
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
s
t
i
t
u
t
i
o
n
s,
i
t
w
a
s
d
i
sc
o
v
e
r
e
d
t
h
a
t
O
U
T
si
g
n
i
f
i
c
a
n
t
l
y
a
n
d
p
o
s
i
t
i
v
e
l
y
i
n
f
l
u
e
n
c
e
s PU
.
SN
H
5
a
S
N
h
a
v
e
a
s
i
g
n
i
f
i
c
a
n
t
a
n
d
p
o
s
i
t
i
v
e
i
n
f
l
u
e
n
c
e
o
n
P
U
.
B
i
n
y
a
mi
n
e
t
a
l
.
[
4
0
]
a
n
a
l
y
z
e
d
t
h
e
i
n
f
l
u
e
n
c
e
o
f
S
N
o
n
s
t
u
d
e
n
t
s' a
c
c
e
p
t
a
n
c
e
o
f
LM
S
i
n
S
a
u
d
i
A
r
a
b
i
a
,
w
i
t
h
r
e
s
u
l
t
s
s
h
o
w
i
n
g
t
h
a
t
t
h
e
S
N
c
o
n
s
t
r
u
c
t
si
g
n
i
f
i
c
a
n
t
l
y
a
f
f
e
c
t
s
P
U
.
A
n
e
v
a
l
u
a
t
i
o
n
o
f
t
h
e
a
c
c
e
p
t
a
n
c
e
o
f
v
i
d
e
o
c
o
n
f
e
r
e
n
c
i
n
g
t
o
s
u
p
p
o
r
t
d
i
s
t
a
n
c
e
l
e
a
r
n
i
n
g
d
u
r
i
n
g
t
h
e
C
o
v
i
d
-
1
9
p
a
n
d
e
m
i
c
i
mp
a
c
t
i
n
V
i
e
t
n
a
m
i
n
d
i
c
a
t
e
d
t
h
a
t
S
N
s
i
g
n
i
f
i
c
a
n
t
l
y
i
n
f
l
u
e
n
c
e
s
B
I
[
4
1
]
.
H
5
b
S
N
h
a
v
e
a
s
i
g
n
i
f
i
c
a
n
t
a
n
d
p
o
s
i
t
i
v
e
i
n
f
l
u
e
n
c
e
o
n
B
I
.
FC
H
6
a
F
C
h
a
v
e
a
s
i
g
n
i
f
i
c
a
n
t
a
n
d
p
o
s
i
t
i
v
e
i
m
p
a
c
t
o
n
P
EO
U
.
B
u
a
b
e
n
g
-
A
n
d
o
h
a
n
d
B
a
a
h
[
1
5
]
p
r
o
p
o
s
e
d
a
n
i
n
t
e
g
r
a
t
e
d
mo
d
e
l
c
o
mb
i
n
i
n
g
U
TA
U
T
a
n
d
TA
M
t
o
a
ss
e
ss
p
r
e
-
ser
v
i
c
e
t
e
a
c
h
e
r
s'
i
n
t
e
n
t
i
o
n
s
t
o
u
se
L
M
S
,
d
e
m
o
n
st
r
a
t
i
n
g
t
h
a
t
F
C
a
f
f
e
c
t
U
TA
U
T's
e
f
f
o
r
t
e
x
p
e
c
t
a
n
c
y
o
r
TA
M
's
P
EO
U
.
S
i
mi
l
a
r
l
y
,
a
n
e
x
p
a
n
d
e
d
m
o
d
e
l
t
h
a
t
m
e
r
g
e
s
TA
M
a
n
d
U
TA
U
T
f
o
r
e
v
a
l
u
a
t
i
n
g
t
h
e
a
c
c
e
p
t
a
n
c
e
o
f
p
o
d
c
a
s
t
i
n
g
i
n
a
u
n
i
v
e
r
si
t
y
s
e
t
t
i
n
g
i
n
t
h
e
U
S
A
s
u
g
g
e
st
s
t
h
a
t
F
C
h
a
v
e
a
n
i
n
f
l
u
e
n
c
e
o
n
P
U
a
n
d
B
I
[
4
2
]
.
H
6
b
FC
h
a
v
e
a
s
i
g
n
i
f
i
c
a
n
t
a
n
d
p
o
s
i
t
i
v
e
i
m
p
a
c
t
o
n
P
U
.
H
6
c
FC
h
a
v
e
a
s
i
g
n
i
f
i
c
a
n
t
a
n
d
p
o
s
i
t
i
v
e
i
m
p
a
c
t
o
n
A
TU
P
EO
U
H
7
a
P
EO
U
h
a
s
a
s
i
g
n
i
f
i
c
a
n
t
a
n
d
p
o
s
i
t
i
v
e
i
m
p
a
c
t
o
n
P
U
.
N
u
mer
o
u
s
p
u
b
l
i
c
a
t
i
o
n
s
t
h
a
t
c
o
r
r
o
b
o
r
a
t
e
t
h
i
s
st
a
t
e
me
n
t
e
n
c
o
m
p
a
ss
t
h
e
a
d
o
p
t
i
o
n
o
f
e
-
l
e
a
r
n
i
n
g
i
n
I
n
d
o
n
e
s
i
a
a
mi
d
s
t
t
h
e
C
o
v
i
d
-
1
9
p
a
n
d
e
mi
c
[
3
5
]
,
a
st
u
d
y
o
n
t
h
e
a
c
c
e
p
t
a
n
c
e
o
f
e
-
p
o
r
t
f
o
l
i
o
s
b
y
2
4
2
s
t
u
d
e
n
t
s
i
n
t
h
e
U
K
[
4
3
]
,
a
n
a
n
a
l
y
si
s
o
f
L
M
S
u
sa
g
e
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
st
i
t
u
t
i
o
n
s
i
n
t
h
e
U
S
A
[
3
9
]
,
a
n
d
a
r
e
s
e
a
r
c
h
i
n
t
o
t
h
e
f
a
c
t
o
r
s
i
n
f
l
u
e
n
c
i
n
g
s
t
u
d
e
n
t
b
e
h
a
v
i
o
r
t
o
w
a
r
d
s
m
a
ssi
v
e
o
p
e
n
o
n
l
i
n
e
c
o
u
r
ses
(
M
O
O
C
s
)
a
d
o
p
t
i
o
n
i
n
M
a
l
a
y
si
a
[
4
4
]
.
H
7
b
P
EO
U
h
a
s
a
s
i
g
n
i
f
i
c
a
n
t
a
n
d
p
o
s
i
t
i
v
e
i
m
p
a
c
t
o
n
A
TU
.
PU
H
8
a
P
U
h
a
s
a
s
i
g
n
i
f
i
c
a
n
t
p
o
s
i
t
i
v
e
i
mp
a
c
t
o
n
A
TU
.
I
n
r
e
sea
r
c
h
f
o
c
u
s
i
n
g
o
n
t
h
e
a
c
c
e
p
t
a
n
c
e
o
f
e
-
l
e
a
r
n
i
n
g
i
n
I
n
d
o
n
e
s
i
a
a
m
i
d
t
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
mi
c
,
P
U
w
a
s
f
o
u
n
d
t
o
si
g
n
i
f
i
c
a
n
t
l
y
i
n
f
l
u
e
n
c
e
B
I
[
3
5
]
.
S
i
mi
l
a
r
l
y
,
i
n
t
h
e
c
a
se
o
f
e
-
l
e
a
r
n
i
n
g
a
c
c
e
p
t
a
n
c
e
a
m
o
n
g
j
u
n
i
o
r
h
i
g
h
sc
h
o
o
l
t
e
a
c
h
e
r
s
i
n
T
a
i
w
a
n
,
P
U
h
a
d
a
s
i
g
n
i
f
i
c
a
n
t
e
f
f
e
c
t
o
n
B
I
[
3
6
]
.
A
n
e
x
t
e
n
d
e
d
TA
M
u
se
d
t
o
e
x
a
mi
n
e
t
h
e
a
d
o
p
t
i
o
n
o
f
L
M
S
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
r
e
v
e
a
l
e
d
t
h
a
t
P
U
h
a
d
a
s
i
g
n
i
f
i
c
a
n
t
i
mp
a
c
t
o
n
b
o
t
h
A
TU
a
n
d
B
I
[
3
9
]
.
H
8
b
P
U
h
a
s
a
s
i
g
n
i
f
i
c
a
n
t
p
o
s
i
t
i
v
e
i
mp
a
c
t
o
n
BI
.
A
TU
H9
A
TU
h
a
s
a
si
g
n
i
f
i
c
a
n
t
a
n
d
p
o
s
i
t
i
v
e
i
m
p
a
c
t
o
n
B
I
.
I
n
t
h
e
p
u
b
l
i
c
a
t
i
o
n
b
y
Z
o
b
e
i
d
i
e
t
a
l
.
[
3
8
]
t
h
e
A
TU
c
o
n
st
r
u
c
t
si
g
n
i
f
i
c
a
n
t
l
y
i
mp
a
c
t
s B
I
.
F
a
t
h
e
ma
e
t
a
l
.
[
3
9
]
p
u
b
l
i
s
h
e
d
r
e
s
u
l
t
s fr
o
m
a
n
e
v
a
l
u
a
t
i
o
n
o
f
L
M
S
a
c
c
e
p
t
a
n
c
e
a
mo
n
g
f
a
c
u
l
t
y
mem
b
e
r
s
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
d
e
m
o
n
st
r
a
t
i
n
g
t
h
a
t
A
TU
si
g
n
i
f
i
c
a
n
t
l
y
i
n
f
l
u
e
n
c
e
s
B
I
.
I
n
t
h
e
st
u
d
y
c
o
n
d
u
c
t
e
d
b
y
A
l
-
H
a
j
r
i
e
t
a
l
.
[
4
5
]
r
e
g
a
r
d
i
n
g
t
h
e
a
d
o
p
t
i
o
n
o
f
a
c
l
o
u
d
c
o
mp
u
t
i
n
g
s
y
st
e
m
f
o
r
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
O
ma
n
,
i
t
w
a
s
d
e
mo
n
st
r
a
t
e
d
t
h
a
t
P
U
si
g
n
i
f
i
c
a
n
t
l
y
i
n
f
l
u
e
n
c
e
s
B
I
.
BI
-
M
a
i
n
d
e
p
e
n
d
e
n
t
c
o
n
st
r
u
c
t
B
I
a
c
t
s
a
s
a
m
o
t
i
v
a
t
i
n
g
f
a
c
t
o
r
a
f
f
e
c
t
i
n
g
sp
e
c
i
f
i
c
b
e
h
a
v
i
o
r
s,
w
i
t
h
a
st
r
o
n
g
e
r
i
n
t
e
n
t
i
o
n
t
o
e
n
g
a
g
e
i
n
a
b
e
h
a
v
i
o
r
i
n
c
r
e
a
si
n
g
t
h
e
p
r
o
b
a
b
i
l
i
t
y
o
f
i
t
s
e
x
e
c
u
t
i
o
n
[
1
5
]
,
[
4
6
]
.
3.
M
E
T
H
O
D
3
.
1
.
Det
er
m
ini
ng
t
he
s
ub
j
ec
t
a
nd
s
a
m
ple size
T
h
is
s
tu
d
y
tar
g
ets
s
tu
d
en
ts
e
n
r
o
lled
in
th
e
VHS
b
r
o
ad
ca
s
tin
g
a
n
d
f
ilm
p
r
o
g
r
am
.
T
h
e
r
es
ea
r
ch
was
co
n
d
u
cte
d
in
W
est
J
av
a
Pro
v
in
ce
,
wh
ich
h
as
th
e
h
ig
h
est
n
u
m
b
er
o
f
v
o
ca
tio
n
al
s
ch
o
o
l
s
tu
d
en
ts
in
I
n
d
o
n
esia
[
4
7
]
.
Pu
b
lic
Vo
ca
tio
n
al
Hig
h
Sch
o
o
l
1
0
B
an
d
u
n
g
is
o
n
e
o
f
th
e
s
ch
o
o
ls
lo
ca
ted
in
th
e
city
o
f
B
an
d
u
n
g
,
W
est
J
av
a
Pro
v
in
ce
,
I
n
d
o
n
esia,
o
f
f
er
in
g
a
b
r
o
ad
ca
s
tin
g
an
d
f
il
m
p
r
o
g
r
am
.
T
h
e
to
tal
n
u
m
b
e
r
o
f
s
tu
d
en
ts
in
th
e
b
r
o
ad
ca
s
tin
g
an
d
f
ilm
d
ep
ar
t
m
en
t
in
2
0
2
3
is
3
0
2
.
T
o
d
ete
r
m
in
e
th
e
s
am
p
le
s
ize,
th
is
r
e
s
ea
r
ch
em
p
lo
y
s
th
e
Kr
ejcie
an
d
Mo
r
g
an
m
et
h
o
d
,
wh
ich
is
s
u
itab
le
f
o
r
s
m
all
p
o
p
u
latio
n
s
izes
an
d
f
ac
ilit
ates
t
h
e
ca
lcu
latio
n
o
f
th
e
m
ar
g
in
o
f
er
r
o
r
to
c
o
n
tr
o
l
th
e
p
r
ec
is
io
n
o
f
s
am
p
le
esti
m
ates
[
4
8
]
.
W
ith
a
co
n
f
id
en
ce
l
ev
el
o
f
9
5
%
an
d
a
m
ar
g
in
o
f
er
r
o
r
o
f
6
%,
t
h
e
m
i
n
im
u
m
s
am
p
le
s
ize
u
s
ed
i
n
th
i
s
s
tu
d
y
is
1
4
2
s
tu
d
e
n
ts
.
T
h
is
s
tu
d
y
u
s
ed
1
4
5
v
alid
r
esp
o
n
s
es f
r
o
m
s
tu
d
e
n
ts
.
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
.
13
,
No
.
5
,
Octo
b
er
2
0
2
4
:
2
9
9
6
-
300
7
3000
Fig
u
r
e
1
.
T
h
e
p
r
o
p
o
s
ed
ac
ce
p
t
an
ce
m
o
d
el
f
ea
tu
r
in
g
h
y
p
o
th
e
s
es d
er
iv
ed
f
r
o
m
in
teg
r
atin
g
T
AM
3
an
d
UT
AUT
3
.
2
.
I
ns
t
rum
ent
dev
elo
pm
en
t
a
nd
da
t
a
co
llect
io
n
T
h
e
d
ev
elo
p
m
en
t
o
f
th
e
q
u
esti
o
n
n
air
e
in
s
tr
u
m
e
n
t
in
v
o
l
v
ed
ad
ap
tin
g
item
s
f
r
o
m
T
AM
3
[
2
3
]
,
an
d
UT
AUT
[
4
9
]
to
s
u
it
th
e
s
p
ec
i
f
ic
co
n
tex
t
o
f
th
is
s
tu
d
y
.
Qu
e
s
tio
n
m
o
d
if
icatio
n
s
wer
e
m
ad
e
to
alig
n
with
th
e
u
s
ag
e
o
f
th
e
ca
m
er
a
s
im
u
lato
r
,
th
e
ch
ar
ac
ter
is
tics
o
f
th
e
p
ar
t
icip
an
ts
,
ed
u
ca
tio
n
al
lev
els,
a
n
d
th
e
r
esear
ch
s
ite.
C
o
n
s
tr
u
ctin
g
th
e
in
s
tr
u
m
e
n
t
d
r
ew
u
p
o
n
in
s
ig
h
ts
f
r
o
m
v
a
r
io
u
s
s
tu
d
ies
[
2
6
]
,
[
2
7
]
,
[
2
9
]
,
[
3
1
]
,
[
3
5
]
.
T
h
e
q
u
esti
o
n
s
wer
e
s
tr
u
ctu
r
ed
o
n
a
f
iv
e
-
p
o
in
t
L
ik
er
t
s
ca
le,
s
p
an
n
in
g
f
r
o
m
‘
s
tr
o
n
g
l
y
d
is
ag
r
ee
’
an
d
‘
d
is
ag
r
ee
’
to
‘
n
eu
tr
al,
’
‘
a
g
r
ee
,
’
an
d
‘
s
tr
o
n
g
ly
ag
r
ee
’
.
T
h
ese
r
esp
o
n
s
es
wer
e
ass
ig
n
ed
n
u
m
er
ical
v
alu
es,
with
‘
s
tr
o
n
g
ly
d
is
ag
r
ee
’
ass
ig
n
ed
a
s
co
r
e
o
f
1
,
‘
d
is
ag
r
ee
’
ass
ig
n
ed
2
,
‘
n
e
u
tr
al
’
r
ec
eiv
in
g
3
,
‘
a
g
r
ee
’
s
et
at
4
,
an
d
‘
s
tr
o
n
g
l
y
ag
r
ee
’
allo
tted
5
.
Ho
wev
er
,
f
o
r
co
n
s
tr
u
cts
th
at
h
av
e
a
n
eg
ativ
e
im
p
ac
t,
th
e
n
u
m
er
ical
v
alu
es
ar
e
r
ev
er
s
ed
co
m
p
ar
ed
to
th
o
s
e
with
a
p
o
s
itiv
e
im
p
ac
t.
B
ef
o
r
e
d
is
tr
ib
u
tio
n
to
th
e
s
tu
d
en
ts
,
th
e
in
s
tr
u
m
en
t
u
n
d
er
wen
t
th
o
r
o
u
g
h
ev
alu
ati
o
n
an
d
v
ali
d
atio
n
b
y
f
iv
e
ed
u
ca
to
r
s
f
r
o
m
th
e
v
o
ca
tio
n
al
p
r
o
g
r
am
at
Pu
b
lic
Vo
c
atio
n
al
Hig
h
Sch
o
o
l
1
0
B
an
d
u
n
g
.
Am
o
n
g
th
ei
r
r
esp
o
n
s
ib
ilit
ies
as
v
alid
ato
r
s
,
th
ey
e
n
s
u
r
ed
th
e
s
em
a
n
tic
v
alid
ity
o
f
th
e
in
s
tr
u
m
en
t,
g
iv
en
its
u
s
e
in
th
e
I
n
d
o
n
esian
lan
g
u
ag
e.
T
h
e
r
ese
ar
ch
in
s
tr
u
m
en
t w
as d
is
s
em
in
ated
elec
tr
o
n
ically
th
r
o
u
g
h
g
r
o
u
p
ch
an
n
els with
in
an
in
s
tan
t
m
ess
ag
in
g
ap
p
lic
atio
n
,
u
tili
zin
g
a
tailo
r
e
d
s
u
r
v
ey
f
o
r
m
.
T
h
e
d
is
tr
ib
u
tio
n
s
tr
ateg
y
in
v
o
lv
e
d
d
is
p
atch
in
g
t
h
e
s
u
r
v
ey
to
a
s
am
p
le
o
f
2
0
0
s
tu
d
en
ts
s
elec
ted
at
r
an
d
o
m
,
s
u
b
s
eq
u
en
t
to
th
eir
p
a
r
ticip
atio
n
i
n
p
r
ac
tical
s
ess
io
n
s
in
v
o
lv
in
g
th
e
ca
m
er
a
s
im
u
lato
r
.
B
ef
o
r
e
in
i
tiatin
g
d
ata
co
llectio
n
,
all
s
tu
d
en
ts
wer
e
p
r
o
v
id
ed
with
th
e
o
p
p
o
r
tu
n
ity
to
f
u
lly
en
g
ag
e
with
an
d
ex
p
lo
r
e
th
e
f
ea
tu
r
es
o
f
th
e
ca
m
e
r
a
s
im
u
lato
r
.
Data
co
llectio
n
to
o
k
p
lace
o
v
er
a
o
n
e
-
wee
k
p
e
r
io
d
in
Au
g
u
s
t 2
0
2
3
.
3.
3
.
Da
t
a
a
na
ly
s
is
T
h
e
co
llected
d
ata
wer
e
an
aly
ze
d
u
s
in
g
p
a
r
tial
least
s
q
u
ar
e
(
PLS)
an
d
s
tatis
tical
an
aly
s
is
tech
n
iq
u
es
em
p
lo
y
in
g
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
.
PLS
-
SEM
is
a
p
r
ec
is
e
m
eth
o
d
f
o
r
ev
al
u
atin
g
ex
p
lo
r
ato
r
y
s
tu
d
ies
[
2
8
]
,
[
5
0
]
.
Mo
r
eo
v
e
r
,
th
is
m
eth
o
d
d
o
es
n
o
t
n
e
ce
s
s
itate
m
u
ltiv
ar
iate
n
o
r
m
ality
[
5
1
]
,
s
u
p
p
o
r
ts
p
r
ed
ictiv
e
m
o
d
elin
g
ca
p
ab
ilit
y
[
5
2
]
,
[
5
3
]
,
an
d
d
o
es
n
o
t
i
m
p
o
s
e
r
estrictio
n
s
o
n
v
ar
io
u
s
ty
p
es
o
f
r
esear
ch
s
am
p
les
[
5
1
]
.
Sm
ar
tPLS
was
em
p
lo
y
ed
in
t
h
is
s
tu
d
y
f
o
r
d
ata
co
m
p
u
tatio
n
.
Data
a
n
aly
s
is
co
m
p
r
is
ed
two
s
tag
es:
m
ea
s
u
r
em
en
t
m
o
d
el
a
n
d
m
ea
s
u
r
em
en
t
s
tr
u
ctu
r
al
m
o
d
el
[
5
2
]
.
T
h
e
m
ea
s
u
r
em
e
n
t
m
o
d
el
was
co
n
d
u
cte
d
to
ev
alu
ate
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
laten
t
an
d
o
b
s
er
v
ed
ite
m
s
,
u
s
in
g
s
ig
n
if
ican
t
lo
a
d
in
g
,
co
n
v
er
g
en
t v
alid
ity
(
C
V)
,
an
d
d
is
cr
im
in
an
t
v
alid
i
ty
(
DV)
as
th
e
cr
iter
ia
f
o
r
ass
ess
m
en
t.
T
h
e
m
ea
s
u
r
em
en
t
s
tr
u
ctu
r
al
m
o
d
el
was
co
n
d
u
cte
d
to
estab
lis
h
th
e
co
n
n
ec
tio
n
s
b
etwe
en
d
e
p
en
d
e
n
t
an
d
in
d
e
p
en
d
e
n
t
v
ar
iab
les
o
r
co
n
s
tr
u
cts.
T
h
e
an
aly
s
is
o
f
th
e
s
tr
u
ctu
r
al
m
o
d
e
l e
m
p
lo
y
ed
p
r
ed
ictiv
e
r
elev
an
ce
co
n
tr
ast an
d
h
y
p
o
th
eses
test
in
g
m
eth
o
d
s
.
Sig
n
if
ican
t
lo
ad
in
g
is
em
p
lo
y
ed
to
ass
ess
th
e
co
r
r
elatio
n
b
e
twee
n
s
tatem
en
ts
o
r
in
d
icato
r
s
an
d
th
eir
r
esp
ec
tiv
e
co
n
s
tr
u
cts.
I
d
ea
lly
,
s
ig
n
if
ican
t
lo
ad
in
g
v
alu
es
s
h
o
u
ld
b
e
ab
o
v
e
0
.
6
,
o
r
m
o
r
e
p
r
ec
is
ely
,
0
.
7
o
r
h
ig
h
er
[
5
3
]
.
C
o
n
v
er
g
e
n
t
v
alid
ity
s
er
v
es
to
m
ea
s
u
r
e
th
e
co
n
tr
ib
u
tio
n
s
o
f
th
e
co
n
s
titu
en
t
in
s
tr
u
m
e
n
ts
o
r
in
d
icato
r
s
to
th
eir
r
esp
ec
tiv
e
co
n
s
tr
u
cts.
CV
m
ea
s
u
r
em
en
t
in
v
o
lv
es
an
an
aly
s
is
o
f
item
'
s
o
u
ter
lo
ad
in
g
,
en
co
m
p
ass
in
g
th
e
ev
alu
atio
n
o
f
C
r
o
n
b
ac
h
'
s
alp
h
a,
co
m
p
o
s
ite
r
eliab
ilit
y
(
C
R
)
,
an
d
a
v
er
ag
e
v
ar
ia
n
ce
ex
tr
ac
ted
(
AVE
)
.
T
h
e
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
Th
e
a
cc
ep
ta
n
ce
mo
d
el
fo
r
ca
m
era
s
imu
la
to
r
s
a
s
a
lea
r
n
in
g
med
ia
fo
r
… (
N
o
via
n
A
n
g
g
is
S
u
w
a
s
tika
)
3001
ac
ce
p
ted
s
tan
d
ar
d
s
f
o
r
th
ese
v
alu
es
ar
e
a
C
r
o
n
b
ac
h
'
s
alp
h
a
o
f
ab
o
v
e
0
.
7
,
a
m
in
im
u
m
C
R
o
f
0
.
7
,
an
d
a
n
AVE
v
alu
e
o
f
at
least 0
.
5
[
5
4
]
,
[
5
5
]
.
T
h
e
DV
is
to
m
ea
s
u
r
e
th
e
d
is
tin
ctio
n
s
b
etwe
en
co
n
s
tr
u
cts
w
ith
in
a
m
o
d
el.
T
h
e
m
ea
s
u
r
em
en
t
o
f
DV
u
tili
ze
s
th
e
Fo
r
n
ell
-
L
ar
ck
e
r
cr
iter
io
n
,
cr
o
s
s
lo
ad
in
g
s
,
an
d
h
e
ter
o
tr
ait
-
m
o
n
o
tr
ait
r
atio
o
f
c
o
r
r
elatio
n
s
(
HT
MT
)
.
T
h
e
Fo
r
n
ell
-
L
ar
ck
e
r
c
r
iter
i
o
n
ca
lcu
latio
n
in
v
o
lv
es
tak
i
n
g
th
e
s
q
u
ar
e
r
o
o
t
o
f
t
h
e
AVE
v
alu
es
[
5
4
]
.
C
o
n
s
tr
u
cts
ar
e
d
is
tin
ct
f
r
o
m
o
n
e
an
o
th
er
o
r
d
is
cr
im
in
ately
v
alid
if
th
e
s
q
u
ar
e
r
o
o
t
o
f
th
eir
AVE
v
alu
e
is
g
r
ea
ter
th
an
th
e
co
r
r
elatio
n
with
o
th
e
r
co
n
s
tr
u
cts.
I
n
th
e
cr
o
s
s
lo
ad
in
g
s
ap
p
r
o
ac
h
,
it
is
ex
p
ec
ted
th
at
th
e
m
in
im
u
m
v
alu
e
f
o
r
a
co
n
s
tr
u
ct
s
h
o
u
ld
ex
ce
e
d
0
.
7
,
an
d
a
co
n
s
tr
u
ct
is
d
ee
m
ed
v
a
lid
if
its
o
wn
cr
o
s
s
-
lo
ad
in
g
v
alu
e
s
u
r
p
ass
es
th
e
cr
o
s
s
-
lo
ad
in
g
v
alu
es
of
o
th
er
co
n
s
tr
u
cts
[
5
6
]
.
I
n
th
e
ca
s
e
o
f
HT
MT
,
co
n
s
tr
u
cts ar
e
ca
teg
o
r
ized
as v
alid
if
th
eir
HT
MT
v
alu
e
is
less
th
an
0
.
9
[
5
7
]
.
Fo
r
s
tr
u
ct
u
r
al
m
o
d
el
an
al
y
s
is
p
u
r
p
o
s
es
,
th
is
s
tu
d
y
ca
lcu
lates
th
e
R
2
v
alu
e
f
o
r
ea
ch
c
o
n
s
tr
u
ct
an
d
v
er
i
f
ies
th
at
th
e
en
d
o
g
en
o
u
s
c
o
n
s
tr
u
cts
h
av
e
a
v
al
u
e
g
r
ea
ter
th
an
0
.
1
t
o
en
s
u
r
e
a
n
ad
eq
u
ately
e
x
p
lain
ed
v
ar
ia
n
c
e
[
5
8
]
.
Fu
r
th
e
r
m
o
r
e
,
to
ass
es
s
h
y
p
o
th
eses
test
in
g
,
ea
c
h
r
e
latio
n
s
h
ip
b
etwe
en
co
n
s
tr
u
cts
in
th
e
p
r
o
p
o
s
ed
m
o
d
el
s
h
o
u
ld
ex
h
i
b
it
a
p
ath
co
ef
f
icien
t
g
r
ea
ter
th
an
0
.
2
[
5
9
]
,
t
-
v
alu
es
s
h
o
u
l
d
ex
ce
ed
1
.
9
6
,
a
n
d
p
-
v
alu
es sh
o
u
ld
b
e
less
th
an
0
.
0
5
[
4
3
]
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.
1
.
Resul
t
s
4
.
1
.
1
.
Sig
nifica
nt
lo
a
din
g
Fig
u
r
e
2
.
illu
s
tr
ates
th
e
s
ig
n
i
f
ican
t
lo
ad
in
g
v
alu
es
ass
o
ciate
d
with
ea
ch
in
s
tr
u
m
e
n
t
r
elat
iv
e
to
its
co
r
r
esp
o
n
d
in
g
co
n
s
tr
u
ct.
T
h
e
s
ig
n
if
ican
t
lo
ad
in
g
s
f
o
r
all
in
d
icato
r
s
with
in
ea
ch
co
n
s
tr
u
ct
ar
e
ab
o
v
e
0
.
7
.
T
h
e
lo
west
s
ig
n
if
ican
t
lo
ad
in
g
v
alu
e
is
0
.
7
0
3
f
o
r
th
e
SN
co
n
s
tr
u
ct
with
SN1
in
s
tr
u
m
en
t
r
eg
ar
d
in
g
th
e
in
f
lu
en
ce
o
f
th
e
n
ea
r
est
en
v
ir
o
n
m
e
n
t
o
n
s
y
s
tem
u
s
ag
e.
T
h
e
h
ig
h
est
s
ig
n
if
ican
t
lo
ad
in
g
v
alu
e
is
0
.
9
2
9
f
o
r
th
e
PU
co
n
s
tr
u
ct
with
PU3
in
s
tr
u
m
en
t r
eg
ar
d
in
g
th
e
en
h
an
ce
m
en
t
o
f
s
tu
d
e
n
t le
ar
n
in
g
e
f
f
ec
tiv
en
ess
af
ter
u
s
i
n
g
th
e
d
ev
ice.
4
.
1
.
2
.
Co
nv
er
g
ent
v
a
lid
it
y
T
h
e
o
u
tco
m
es
o
f
th
e
CV
ass
e
s
s
m
en
ts
,
co
n
d
u
cted
v
ia
C
r
o
n
b
a
ch
’
s
alp
h
a,
C
R
,
an
d
AVE
,
ar
e
d
is
p
lay
ed
in
T
ab
le
2
.
T
h
e
ass
ess
m
en
t
o
f
CV
u
s
in
g
C
r
o
n
b
ac
h
'
s
alp
h
a,
C
R
,
an
d
AVE
ca
lcu
latio
n
s
in
d
icate
s
th
at
al
l
co
m
p
u
ted
v
alu
es
a
d
h
er
e
to
th
e
estab
lis
h
ed
v
alid
ity
c
r
iter
ia
o
f
th
e
r
esp
ec
tiv
e
ca
lcu
latio
n
m
eth
o
d
.
Sp
ec
if
ically
,
wh
en
ev
alu
atin
g
CV
th
r
o
u
g
h
C
r
o
n
b
ac
h
'
s
alp
h
a,
all
co
n
s
tr
u
cts
ex
h
ib
it
v
alu
es
ex
ce
ed
in
g
th
e
r
ec
o
m
m
en
d
ed
th
r
esh
o
ld
o
f
0
.
7
.
T
h
e
AT
U
co
n
s
tr
u
ct
attain
s
th
e
h
ig
h
est
C
r
o
n
b
ac
h
'
s
alp
h
a
v
alu
e
at
0
.
8
9
2
,
wh
ile
th
e
FC
an
d
SN
co
n
s
tr
u
cts
ex
h
ib
it
th
e
lo
west
v
alu
es
at
0
.
7
8
3
.
Mo
r
eo
v
er
,
C
R
ca
lcu
latio
n
s
co
n
s
is
ten
tly
y
ield
v
alu
es
ex
ce
ed
in
g
th
e
0
.
7
b
e
n
ch
m
ar
k
ac
r
o
s
s
all
co
n
s
tr
u
cts.
N
o
tab
ly
,
th
e
AT
U
an
d
PU
co
n
s
tr
u
cts
ex
h
ib
it
th
e
h
ig
h
est
C
R
v
alu
es
at
0
.
9
2
5
,
with
th
e
SN
co
n
s
tr
u
ct
r
eg
is
ter
in
g
th
e
lo
west
C
R
v
alu
e
at
0
.
8
5
9
.
Ad
d
itio
n
ally
,
th
e
co
m
p
u
tatio
n
o
f
AVE
v
alu
es
f
o
r
all
co
n
s
tr
u
cts
d
em
o
n
s
tr
ates
th
eir
co
n
f
o
r
m
ity
to
th
e
s
tip
u
lated
v
alid
ity
s
tan
d
ar
d
,
with
ea
ch
c
o
n
s
tr
u
ct
s
u
r
p
ass
in
g
th
e
m
in
im
u
m
th
r
esh
o
ld
o
f
0
.
5
.
T
h
e
h
ig
h
est
AVE
v
alu
e,
0
.
8
5
2
,
is
o
b
s
er
v
ed
in
o
n
e
o
f
th
e
co
n
s
tr
u
cts,
wh
ile
th
e
lo
west AV
E
v
alu
e
am
o
n
g
th
e
c
o
n
s
tr
u
cts is
0
.
6
0
4
.
4
.
1
.
3
.
Dis
cr
im
ina
nt
v
a
lid
it
y
T
h
e
ass
ess
m
en
t
o
f
DV
u
tili
ze
d
th
r
ee
d
if
f
er
en
t
ap
p
r
o
ac
h
es.
Fin
d
in
g
s
f
r
o
m
th
e
Fo
r
n
e
ll
-
L
ar
ck
er
cr
iter
io
n
m
eth
o
d
r
ev
ea
l
th
at
th
e
s
q
u
ar
e
r
o
o
t
o
f
th
e
AVE
f
o
r
ea
ch
co
n
s
tr
u
ct
is
h
ig
h
er
in
co
m
p
ar
is
o
n
to
th
at
o
f
th
e
o
th
er
co
n
s
tr
u
cts.
T
h
e
s
q
u
ar
e
r
o
o
t
o
f
t
h
e
AVE
v
alu
es
f
o
r
th
e
co
n
s
tr
u
cts
ar
e
as:
AT
U=
0
.
8
6
9
,
B
I
=0
.
8
7
9
,
ANX=
0
.
8
4
4
,
FC
=0
.
8
3
5
,
OUT
=0
.
9
2
3
,
PEOU
=0
.
8
4
6
,
PEJ=0
.
8
8
2
,
PU=0
.
8
6
9
,
SE=
0
.
8
0
4
,
an
d
SN=0
.
7
7
7
.
Su
b
s
eq
u
en
tly
,
th
e
cr
o
s
s
-
lo
ad
in
g
m
eth
o
d
was
em
p
lo
y
ed
,
y
ield
in
g
th
e
f
o
llo
win
g
v
al
u
es:
AN
X
(
ANX1
=0
.
8
8
4
,
ANX2
=0
.
8
0
4
,
ANX3
=0
.
8
4
2
)
,
AT
U
(
AT
U1
=0
.
8
5
0
,
AT
U2
=0
.
8
7
9
,
AT
U3
=
0
.
9
0
0
,
AT
U4
=0
.
8
4
6
)
,
B
I
(
B
I
1
=0
.
8
8
8
,
B
I
2
=0
.
8
9
2
,
B
I
3
=0
.
8
5
6
)
,
F
C
(
FC
1
=0
.
8
6
9
,
FC
2
=0
.
8
2
4
,
FC
3
=0
.
8
1
1
)
,
OUT
(
OUT
1
=0
.
9
2
3
,
OUT
2
=0
.
9
2
3
)
,
PEJ
(
PEJ1
=0
.
9
1
3
,
PEJ2
=0
.
8
6
3
,
PEJ3
=0
.
8
7
0
)
,
PEO
U
(
PEOU
1
=0
.
8
4
3
,
PEOU
2
=0
.
8
3
5
,
PEOU
3
=0
.
8
7
6
,
PEOU
4
=0
.
8
2
8
)
,
PU
(
PU1
=0
.
8
0
5
,
PU2
=0
.
8
9
1
,
PU3
=0
.
9
2
9
,
PU4
=0
.
8
4
5
)
,
SE
(
SE1
=0
.
7
9
2
,
SE
2
=0
.
7
2
1
,
SE3
=0
.
8
7
4
,
SE4
=0
.
8
2
2
)
,
an
d
SN
(
SN1
=0
.
7
0
3
,
SN2
=
0
.
7
8
0
,
SN3
=0
.
8
1
9
,
SN4
=0
.
8
0
3
)
.
Fro
m
t
h
e
ev
alu
at
io
n
with
th
e
cr
o
s
s
-
lo
ad
in
g
m
et
h
o
d
,
all
c
o
n
s
tr
u
ct
v
alu
es a
r
e
a
b
o
v
e
0
.
7
.
T
h
e
th
ir
d
m
et
h
o
d
u
s
e
d
t
o
ass
ess
D
V
in
v
o
l
v
e
d
t
h
e
H
T
MT
.
T
h
e
r
es
u
l
ts
o
f
t
h
e
DV
c
alc
u
l
a
tio
n
u
s
in
g
HT
M
T
s
h
o
w
th
at
all
co
n
s
t
r
u
c
t
v
al
u
es
a
r
e
b
el
o
w
0
.
9
.
B
ase
d
o
n
t
h
e
o
u
tc
o
m
es
d
e
r
i
v
e
d
f
r
o
m
t
h
e
t
h
r
ee
m
et
h
o
d
s
em
p
l
o
y
e
d
to
ass
ess
D
V,
it
is
e
v
i
d
e
n
t
t
h
at
a
ll
c
o
n
s
tr
u
cts
u
n
d
e
r
s
c
r
u
ti
n
y
a
d
h
e
r
e
t
o
t
h
e
p
r
es
c
r
i
b
ed
v
ali
d
i
ty
c
r
i
te
r
ia
.
4
.
1
.
4
.
P
re
dict
iv
e
re
lev
a
nce
I
n
th
e
co
n
tex
t
o
f
th
e
AT
U
c
o
n
s
tr
u
ct,
th
e
R
2
v
al
u
e
s
tan
d
s
at
0
.
5
9
6
,
s
ig
n
if
y
i
n
g
th
at
5
9
.
6
%
o
f
th
e
v
a
r
i
a
n
c
e
w
i
t
h
i
n
A
T
U
c
a
n
b
e
e
l
u
c
i
d
a
t
e
d
b
y
t
h
e
p
r
e
d
i
c
t
o
r
s
o
r
i
n
d
e
p
e
n
d
e
n
t
c
o
n
s
t
r
u
c
t
s
i
n
f
l
u
e
n
c
i
n
g
A
T
U
.
T
h
e
p
r
e
d
i
c
t
o
r
s
p
er
tain
in
g
to
th
e
AT
U
co
n
s
tr
u
ct
ex
h
ib
it
a
f
av
o
r
a
b
le
f
it,
as
in
d
icate
d
b
y
th
e
ad
ju
s
ted
R
2
v
alu
e
o
f
0
.
5
8
7
.
Similar
ly
,
f
o
r
th
e
PEOU
,
PU,
an
d
B
I
co
n
s
tr
u
cts,
th
eir
r
esp
ec
tiv
e
R
2
v
al
u
es
ar
e
0
.
5
0
2
,
0
.
5
8
4
,
an
d
0
.
6
2
3
,
ac
co
m
p
an
ied
b
y
ad
ju
s
t
ed
R
2
v
alu
es o
f
0
.
4
8
8
,
0
.
5
6
9
,
an
d
0
.
6
1
5
.
T
h
ese
v
alu
es
co
lle
ctiv
ely
im
p
ly
r
o
b
u
s
t
f
its
f
o
r
th
ese
co
n
s
tr
u
cts.
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
.
13
,
No
.
5
,
Octo
b
er
2
0
2
4
:
2
9
9
6
-
300
7
3002
Fig
u
r
e
2
.
R
esu
lts
o
f
s
ig
n
if
ican
t lo
ad
in
g
s
T
ab
le
2
.
R
esu
lt o
f
CV
test
C
o
n
st
r
u
c
t
s
C
r
o
n
b
a
c
h
’
s a
l
p
h
a
CR
AVE
A
TU
0
.
8
9
2
0
.
9
2
5
0
.
7
5
5
BI
0
.
8
5
3
0
.
9
1
1
0
.
7
7
3
ANX
0
.
8
0
6
0
.
8
8
1
0
.
7
1
3
FC
0
.
7
8
3
0
.
8
7
3
0
.
6
9
7
OUT
0
.
8
2
7
0
.
9
2
0
0
.
8
5
2
P
EO
U
0
.
8
6
7
0
.
9
0
9
0
.
7
1
5
P
EJ
0
.
8
5
8
0
.
9
1
3
0
.
7
7
9
PU
0
.
8
9
0
0
.
9
2
5
0
.
7
5
5
SE
0
.
8
1
7
0
.
8
8
0
0
.
6
4
7
SN
0
.
7
8
3
0
.
8
5
9
0
.
6
0
4
4
.
1
.
5
.
H
y
po
t
hes
es
t
esting
a
nd
f
ina
l m
o
del
T
h
e
h
y
p
o
th
eses
test
in
g
p
r
o
ce
s
s
in
v
o
lv
ed
th
e
co
m
p
u
tat
io
n
o
f
p
ath
co
ef
f
icien
ts
(
β)
f
o
r
ea
ch
h
y
p
o
th
esis
.
Stati
s
tical
s
ig
n
if
ican
ce
was
attr
ib
u
ted
to
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
co
n
s
tr
u
cts
wh
en
th
e
p
ath
co
ef
f
icien
t
(
β)
ex
ce
ed
e
d
0
.
2
.
An
aly
s
is
o
f
th
e
m
ea
s
u
r
em
e
n
t
o
u
tco
m
es
r
ev
ea
led
h
y
p
o
th
e
s
es
f
o
r
wh
ich
p
ath
co
ef
f
icien
ts
(
β)
f
ell
b
elo
w
th
e
th
r
esh
o
ld
o
f
0
.
2
,
s
p
ec
if
ically
:
H1
(
ANX
→
PEOU
)
with
a
co
ef
f
icien
t
o
f
-
0
.
0
3
2
,
H3
b
(
PEJ
→
PU)
with
a
co
ef
f
ic
ien
t
o
f
0
.
1
2
9
,
H6
b
(
FC
→
PU)
with
a
co
ef
f
icien
t o
f
0
.
0
1
9
,
an
d
H6
c
(
FC
→
AT
U)
with
a
co
ef
f
icien
t
o
f
0
.
0
1
6
.
S
u
b
s
eq
u
en
t
an
al
y
s
es
em
p
lo
y
ed
th
e
t
-
s
tatis
tic
an
d
p
-
v
alu
es.
A
cr
itical
t
-
s
tati
s
tic
v
alu
e
o
f
1
.
9
6
was
u
s
ed
to
in
d
i
ca
te
th
e
p
r
esen
ce
o
f
a
s
ig
n
i
f
ican
t
r
elatio
n
s
h
ip
b
etwe
en
c
o
n
s
tr
u
cts.
B
ased
o
n
t
h
is
cr
iter
io
n
,
f
o
u
r
h
y
p
o
t
h
eses
y
ield
ed
t
-
s
tatis
tic
v
alu
es
b
elo
w
1
.
9
6
:
H1
(
0
.
1
1
4
)
,
H3
b
(
1
.
9
1
0
)
,
H6
b
(
0
.
2
0
1
)
,
an
d
H6
c
(
0
.
1
5
1
)
.
T
h
e
ass
ess
m
en
t
o
f
p
-
v
alu
es
r
eq
u
ir
ed
r
elatio
n
s
h
ip
s
b
etwe
en
co
n
s
tr
u
cts
to
h
av
e
v
alu
es
b
elo
w
0
.
0
5
to
b
e
co
n
s
id
er
ed
s
tatis
tically
s
ig
n
if
ican
t.
Hy
p
o
th
eses
th
at
f
ai
led
to
m
ee
t
th
is
cr
iter
io
n
wer
e
H1
(
0
.
9
0
9
)
,
H3
b
(
0
.
0
5
7
)
,
H6
b
(
0
.
8
4
1
)
,
an
d
H
6
c
(
0
.
8
8
0
)
.
C
o
n
s
eq
u
en
tly
,
f
o
u
r
h
y
p
o
th
eses
(
H1
,
H3
b
,
H6
b
,
an
d
H
6
c)
we
r
e
r
ejec
ted
.
Deta
iled
in
f
o
r
m
ati
o
n
o
n
th
e
h
y
p
o
th
eses
(
H
)
,
β
co
ef
f
icien
t
v
alu
es
(
β
)
,
s
tan
d
a
r
d
d
ev
iatio
n
s
(
SD
)
,
t
-
s
tatis
t
ic
v
alu
es
(
t
)
,
p
-
v
alu
es
(
p
)
,
a
n
d
f
in
d
in
g
s
(
F
)
ar
e
p
r
es
en
ted
in
T
ab
le
3
.
W
ith
in
th
i
s
f
in
al
m
o
d
el,
o
n
e
co
n
s
tr
u
ct,
ANX,
was
ex
clu
d
e
d
,
alo
n
g
with
th
e
r
e
m
o
v
al
o
f
t
h
r
ee
in
ter
-
c
o
n
s
tr
u
ct
ass
o
ciatio
n
s
,
s
p
ec
if
ically
,
th
e
co
n
n
ec
tio
n
s
b
etwe
en
PEJ to
PU,
FC
to
PU,
an
d
FC
to
AT
U
.
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
Th
e
a
cc
ep
ta
n
ce
mo
d
el
fo
r
ca
m
era
s
imu
la
to
r
s
a
s
a
lea
r
n
in
g
med
ia
fo
r
… (
N
o
via
n
A
n
g
g
is
S
u
w
a
s
tika
)
3003
T
ab
le
3
.
Hy
p
o
th
eses
test
in
g
r
e
s
u
lts
H
y
p
o
t
h
e
s
e
s
C
o
n
st
r
u
c
t
s
β
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
t
-
st
a
t
i
s
t
i
c
s
p
-
v
a
l
u
e
s
F
i
n
d
i
n
g
s
H1
ANX
→
P
EO
U
-
0
.
0
1
3
0
.
1
1
6
0
.
1
1
4
0
.
9
0
9
R
e
j
e
c
t
e
d
H2
SE
→
P
EO
U
0
.
3
3
7
0
.
0
6
8
4
.
9
6
7
0
.
0
0
0
A
c
c
e
p
t
e
d
H
3
a
P
EJ
→
P
EO
U
0
.
2
3
0
0
.
0
6
8
3
.
3
5
4
0
.
0
0
1
A
c
c
e
p
t
e
d
H
3
b
P
EJ
→
PU
0
.
1
2
9
0
.
0
6
8
1
.
9
1
0
0
.
0
5
7
R
e
j
e
c
t
e
d
H4
OUT
→
PU
0
.
2
8
0
0
.
0
8
5
3
.
3
0
3
0
.
0
0
1
A
c
c
e
p
t
e
d
H
5
a
SN
→
PU
0
.
3
4
3
0
.
0
7
6
4
.
5
2
7
0
.
0
0
0
A
c
c
e
p
t
e
d
H
5
b
SN
→
BI
0
.
2
0
4
0
.
0
6
9
2
.
9
6
8
0
.
0
0
3
A
c
c
e
p
t
e
d
H
6
a
FC
→
P
EO
U
0
.
2
9
2
0
.
0
7
8
3
.
7
4
2
0
.
0
0
0
A
c
c
e
p
t
e
d
H
6
b
FC
→
PU
0
.
0
1
9
0
.
0
9
4
0
.
2
0
1
0
.
8
4
1
R
e
j
e
c
t
e
d
H
6
c
FC
→
A
TU
0
.
0
1
6
0
.
1
0
6
0
.
1
5
1
0
.
8
8
0
R
e
j
e
c
t
e
d
H
7
a
P
EO
U
→
PU
0
.
2
2
2
0
.
0
8
6
2
.
5
7
0
0
.
0
1
0
A
c
c
e
p
t
e
d
H
7
b
P
EO
U
→
A
TU
0
.
3
3
2
0
.
0
9
3
3
.
5
8
8
0
.
0
0
0
A
c
c
e
p
t
e
d
H
8
a
PU
→
A
TU
0
.
5
1
3
0
.
1
1
0
4
.
6
5
5
0
.
0
0
0
A
c
c
e
p
t
e
d
H
8
b
PU
→
BI
0
.
3
5
1
0
.
0
8
9
3
.
9
3
5
0
.
0
0
0
A
c
c
e
p
t
e
d
H9
A
TU
→
BI
0
.
3
4
4
0
.
0
8
7
3
.
9
5
2
0
.
0
0
0
A
c
c
e
p
t
e
d
4
.
2
.
Dis
cus
s
io
n
T
h
e
an
aly
s
is
co
n
d
u
cted
u
s
in
g
th
e
PLS
-
SEM
m
eth
o
d
o
n
th
e
m
ea
s
u
r
e
m
en
t
m
o
d
el,
em
p
lo
y
in
g
s
ig
n
if
ican
t
lo
ad
in
g
,
C
V
,
an
d
DV
ass
es
s
m
en
ts
,
h
as
s
h
o
wn
r
esu
lts
af
f
ir
m
in
g
th
e
f
u
lf
illme
n
t
o
f
t
h
e
p
r
escr
ib
ed
v
alid
ity
cr
iter
ia
f
o
r
all
p
r
o
p
o
s
ed
in
d
icato
r
s
.
Sig
n
if
ican
t
l
o
ad
in
g
ca
lcu
latio
n
s
i
n
d
icate
th
at
all
co
n
s
titu
en
t
in
d
icato
r
s
co
n
tr
ib
u
tin
g
to
th
e
p
r
o
p
o
s
ed
co
n
s
tr
u
cts attain
v
al
u
es e
x
ce
ed
in
g
t
h
e
0
.
7
th
r
esh
o
l
d
s
.
Fu
r
th
er
m
o
r
e,
th
e
C
V
co
m
p
u
tatio
n
s
,
p
e
r
f
o
r
m
ed
th
r
o
u
g
h
th
r
ee
d
is
tin
ct
m
eth
o
d
s
(
C
r
o
n
b
ac
h
'
s
alp
h
a,
C
R
,
an
d
AVE
)
,
d
em
o
n
s
tr
ate
th
at
ea
ch
co
n
s
tr
u
ct
s
u
r
p
ass
es
th
e
v
alid
ity
th
r
esh
o
ld
s
estab
lis
h
ed
b
y
th
eir
r
esp
ec
tiv
e
m
eth
o
d
s
.
Ad
d
itio
n
ally
,
DV
ca
lcu
latio
n
s
,
aim
ed
at
a
s
s
es
s
in
g
th
e
d
is
tin
ctio
n
s
am
o
n
g
i
n
d
icato
r
s
ac
r
o
s
s
co
n
s
tr
u
cts
th
r
o
u
g
h
th
r
ee
m
eth
o
d
s
(
Fo
r
n
ell
-
L
ar
c
k
er
c
r
iter
io
n
,
cr
o
s
s
-
lo
ad
in
g
s
,
an
d
HT
MT
)
,
af
f
i
r
m
t
h
at
all
c
o
n
s
tr
u
ct
s
m
ee
t
th
e
v
alid
ity
cr
iter
ia
s
et
f
o
r
th
b
y
ea
ch
o
f
th
e
s
e
ap
p
r
o
ac
h
es.
T
h
e
ass
ess
m
en
t
o
f
th
e
s
tr
u
ctu
r
al
m
o
d
el
was
ex
ec
u
ted
th
r
o
u
g
h
two
m
eth
o
d
s
:
th
e
ca
lcu
latio
n
o
f
R
2
an
d
th
e
m
ea
s
u
r
em
en
t
o
f
in
ter
-
co
n
s
tr
u
ct
im
p
ac
ts
em
p
lo
y
in
g
p
ath
co
ef
f
icien
ts
(
β),
t
-
v
alu
es,
an
d
p
-
v
alu
es.
T
h
e
o
u
tco
m
es
d
er
i
v
ed
f
r
o
m
th
e
R
2
ca
lcu
latio
n
s
in
d
icate
th
at
all
v
alu
es
ass
o
ciate
d
with
th
e
d
e
p
en
d
en
t
c
o
n
s
tr
u
cts
s
u
r
p
ass
th
e
th
r
esh
o
ld
o
f
0
.
1
,
s
ig
n
if
y
in
g
a
n
o
ta
b
le
an
d
s
t
atis
tically
s
ig
n
if
ican
t
in
f
lu
en
ce
o
f
in
d
e
p
en
d
e
n
t
co
n
s
tr
u
cts
o
n
th
e
d
ep
e
n
d
en
t
co
u
n
ter
p
a
r
ts
.
T
h
e
v
ali
d
atio
n
o
f
h
y
p
o
th
eses
was
p
er
f
o
r
m
ed
b
y
m
ea
s
u
r
i
n
g
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
co
n
s
tr
u
cts,
r
esu
ltin
g
in
th
e
r
ejec
tio
n
o
f
f
o
u
r
o
u
t
o
f
th
e
1
5
p
r
o
p
o
s
ed
h
y
p
o
t
h
eses
.
T
h
e
ass
es
s
m
en
t
o
f
i
n
ter
-
co
n
s
tr
u
ct
r
elatio
n
s
h
ip
s
r
esu
lted
i
n
th
e
e
lim
in
atio
n
o
f
o
n
e
c
o
n
s
tr
u
ct
(
n
am
ely
,
ANX
)
an
d
th
e
ex
clu
s
io
n
o
f
f
o
u
r
in
te
r
-
co
n
s
tr
u
ct
r
elatio
n
s
h
ip
s
f
r
o
m
th
e
p
r
o
p
o
s
ed
m
o
d
el.
s
ig
n
if
ica
n
tl
y
,
in
th
e
c
o
n
tex
t
o
f
th
is
s
tu
d
y
,
th
er
e
was
an
ab
s
e
n
ce
o
f
o
b
s
er
v
ab
le
i
n
f
lu
en
ce
e
m
an
atin
g
f
r
o
m
th
e
ANX
co
n
s
tr
u
ct
o
n
th
e
PEOU
co
n
s
tr
u
ct.
T
h
is
o
b
s
er
v
atio
n
c
o
n
tr
asts
with
f
in
d
in
g
s
f
r
o
m
s
tu
d
ies
r
eg
ar
d
in
g
th
e
ac
ce
p
ta
n
ce
an
d
ad
o
p
tio
n
o
f
e
-
lear
n
in
g
in
I
n
d
o
n
esia
[
3
8
]
an
d
in
T
aiwa
n
[
3
8
]
.
I
n
a
n
alter
n
ativ
e
r
esear
ch
co
n
te
x
t
f
o
cu
s
ed
o
n
th
e
m
ea
s
u
r
em
en
t
o
f
e
-
p
o
r
tf
o
li
o
s
am
o
n
g
s
tu
d
en
ts
in
th
e
Un
ited
Kin
g
d
o
m
,
th
e
in
f
l
u
en
ce
o
f
A
NX
on
PEOU
wa
s
n
o
ted
,
alb
eit
with
o
u
t
ac
h
iev
in
g
s
tatis
t
ical
s
ig
n
if
ican
ce
[
3
7
]
.
T
h
e
ANX
co
n
s
tr
u
ct
is
in
h
er
en
tly
ass
o
ciate
d
with
in
d
iv
id
u
als'
ap
p
r
eh
en
s
io
n
s
an
d
f
ea
r
s
r
eg
ar
d
in
g
th
e
u
tili
za
tio
n
o
f
co
m
p
u
ter
-
b
ased
d
ig
ital
tech
n
o
lo
g
y
.
I
n
th
is
s
tu
d
y
,
th
e
p
ar
ticip
an
ts
,
wh
o
c
o
n
s
titu
te
th
e
s
u
b
ject
o
f
in
v
esti
g
atio
n
,
p
o
s
s
ess
ed
an
av
er
ag
e
ag
e
r
an
g
e
o
f
1
3
-
1
6
y
ea
r
s
an
d
wer
e
b
o
r
n
b
etwe
en
2
0
0
7
a
n
d
2
0
1
0
,
class
if
y
in
g
t
h
em
as
b
elo
n
g
in
g
to
g
e
n
er
ati
o
n
Z
.
Me
m
b
e
r
s
o
f
g
en
er
atio
n
Z
,
o
f
ten
r
ef
er
r
ed
to
as
th
e
d
ig
ital
g
en
er
atio
n
,
ar
e
c
h
ar
ac
ter
ized
b
y
th
eir
ea
r
ly
e
x
p
o
s
u
r
e
to
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
,
wh
i
ch
h
as
r
en
d
er
e
d
th
em
h
ig
h
ly
ad
ep
t
at
u
s
in
g
v
ar
i
o
u
s
ty
p
es
o
f
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
in
th
eir
d
aily
r
o
u
ti
n
es
[
3
9
]
.
C
o
n
s
eq
u
en
tly
,
th
eir
f
am
iliar
ity
an
d
co
m
f
o
r
t
with
d
iv
er
s
e
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
ty
p
es m
a
y
ac
co
u
n
t
f
o
r
th
e
o
b
s
er
v
e
d
ab
s
en
ce
o
f
f
e
ar
s
r
elate
d
to
its
u
s
e.
I
n
th
is
in
v
esti
g
atio
n
,
th
e
u
tili
za
tio
n
o
f
th
e
ca
m
e
r
a
s
im
u
la
to
r
co
n
s
tr
u
ct
with
in
th
e
co
n
t
ex
t
o
f
PE
ex
h
ib
its
a
s
ig
n
if
ican
ce
im
p
ac
t
o
n
PEOU
,
alig
n
in
g
with
f
in
d
in
g
s
f
r
o
m
s
ev
er
al
p
r
io
r
s
tu
d
ies
[
3
5
]
–
[
3
7
]
,
[
6
0
]
.
No
n
eth
eless
,
d
is
tin
ctiv
e
o
u
tc
o
m
es
em
er
g
e
wh
en
ex
am
i
n
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
PE
an
d
PU,
as
th
e
h
y
p
o
th
esis
lin
k
in
g
th
ese
two
co
n
s
tr
u
cts
is
r
ejec
ted
in
th
is
s
tu
d
y
,
d
esp
ite
th
e
t
-
v
alu
es
an
d
p
-
v
alu
es
ca
lcu
lated
b
ein
g
in
clo
s
e
p
r
o
x
im
ity
to
t
h
e
p
r
ed
e
f
in
ed
th
r
esh
o
ld
.
T
wo
o
th
er
r
elatio
n
s
h
ip
s
,
n
a
m
ely
FC
to
war
d
s
PU
an
d
AT
U,
also
y
ield
r
ejec
ted
h
y
p
o
th
eses
.
T
h
is
o
u
tco
m
e
h
o
ld
s
p
ar
ticu
lar
in
ter
est,
esp
ec
ially
g
iv
en
t
h
e
p
r
io
r
p
u
b
licatio
n
b
y
Fath
em
a
et
a
l
.
[
3
9
]
,
wh
ich
p
o
s
ited
t
h
at
FC
ex
er
ted
n
o
in
f
lu
en
ce
o
n
PEOU
.
Desp
ite
th
e
d
iv
er
s
e
f
u
n
ctio
n
alities
an
d
m
o
d
es
av
a
ilab
le
in
p
h
o
t
o
g
r
a
p
h
y
,
ca
m
er
a
s
im
u
lato
r
s
o
f
ten
ex
h
ib
it
r
elat
iv
e
s
im
p
licity
an
d
lim
ited
f
u
n
ctio
n
ality
co
m
p
ar
e
d
to
o
th
er
tech
n
o
l
o
g
ical
m
o
d
el
s
s
u
ch
as
L
MS,
MO
OC
s
,
o
r
e
-
lear
n
in
g
p
latf
o
r
m
s
.
C
o
n
s
eq
u
en
tly
,
th
e
u
tili
za
tio
n
o
f
ca
m
er
a
s
im
u
lato
r
s
ten
d
s
to
b
e
c
o
n
f
in
e
d
to
s
p
ec
if
ic
lear
n
in
g
ac
tiv
ities
,
p
o
ten
tially
co
n
tr
ib
u
tin
g
to
lo
wer
p
er
ce
p
tio
n
s
o
f
u
s
ef
u
ln
ess
wh
en
co
m
p
ar
ed
to
p
er
ce
p
ti
o
n
s
o
f
ea
s
e
o
f
u
s
e
am
o
n
g
s
tu
d
e
n
ts
.
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
.
13
,
No
.
5
,
Octo
b
er
2
0
2
4
:
2
9
9
6
-
300
7
3004
Fro
m
th
e
p
r
ac
tical
im
p
licatio
n
p
er
s
p
ec
tiv
e,
th
is
s
tu
d
y
eq
u
i
p
s
ed
u
ca
to
r
s
an
d
v
o
ca
tio
n
al
i
n
s
titu
tio
n
s
with
th
e
m
ea
n
s
to
f
o
r
m
u
late
a
p
p
r
o
p
r
iate
s
tr
ateg
ies
wh
en
s
el
ec
tin
g
o
r
im
p
lem
en
tin
g
s
im
u
lato
r
-
b
ased
lear
n
in
g
to
o
ls
.
T
h
is
in
v
o
lv
es
a
f
o
cu
s
o
n
th
e
in
f
lu
e
n
tial
f
ac
to
r
s
a
n
d
co
n
s
tr
u
cts
th
at
ca
n
b
e
ef
f
ec
t
iv
ely
m
an
a
g
ed
a
n
d
co
n
tr
o
lled
to
en
h
a
n
ce
th
e
ed
u
ca
tio
n
al
ex
p
er
ie
n
ce
f
o
r
v
o
ca
tio
n
al
-
lev
el
s
tu
d
en
ts
.
Fr
o
m
a
th
eo
r
etica
l
im
p
licatio
n
s
s
tan
d
p
o
in
t,
th
is
s
tu
d
y
'
s
r
esu
lts
elab
o
r
ate
o
n
th
e
in
teg
r
atio
n
o
f
th
e
ad
a
p
ted
T
AM
3
an
d
UT
AUT
m
o
d
els,
p
r
o
v
id
i
n
g
a
d
etailed
v
iew
o
f
th
e
f
ac
to
r
s
o
r
co
n
s
t
r
u
cts
th
at
s
u
p
p
o
r
t
s
tu
d
en
t
ac
ce
p
tan
ce
o
f
ca
m
e
r
a
s
im
u
lato
r
tech
n
o
lo
g
y
f
o
r
ed
u
ca
tio
n
al
p
u
r
p
o
s
es
in
th
e
I
n
d
o
n
esian
v
o
ca
tio
n
al
s
ch
o
o
l
co
n
tex
t.
T
h
ese
r
esu
lts
h
av
e
im
p
licatio
n
s
,
s
er
v
in
g
a
s
a
v
alu
ab
le
r
ef
er
e
n
ce
an
d
s
o
u
r
ce
o
f
in
s
ig
h
t
f
o
r
o
th
er
r
esear
ch
er
s
an
d
th
e
d
ep
lo
y
m
e
n
t o
f
s
im
u
lato
r
-
b
ase
d
lear
n
in
g
tech
n
o
l
o
g
y
a
m
o
n
g
v
o
ca
tio
n
al
s
ch
o
o
l stu
d
en
ts
.
T
h
is
r
esear
ch
h
as
a
lim
itatio
n
,
p
r
im
a
r
ily
s
tem
m
in
g
f
r
o
m
its
ex
clu
s
iv
e
f
o
cu
s
o
n
a
s
in
g
le
e
d
u
ca
tio
n
al
in
s
titu
tio
n
.
W
ith
in
th
e
c
o
n
tex
t
o
f
v
o
ca
tio
n
al
ed
u
ca
tio
n
i
n
I
n
d
o
n
esia,
a
ch
allen
g
e
ar
is
es
f
r
o
m
th
e
s
ig
n
if
ican
t
d
is
p
ar
ity
b
etwe
en
s
ch
o
o
ls
lo
c
ated
in
u
r
b
a
n
an
d
r
em
o
te
a
r
e
as
[
8
]
.
T
h
is
s
itu
atio
n
p
r
esen
ts
an
o
p
p
o
r
tu
n
ity
f
o
r
f
u
tu
r
e
r
esear
ch
e
n
d
ea
v
o
r
s
aim
ed
at
co
n
d
u
ctin
g
co
m
p
a
r
ativ
e
an
aly
s
es o
f
th
e
f
ac
to
r
s
in
f
lu
en
cin
g
th
e
ac
ce
p
tan
ce
o
f
s
im
u
lato
r
tech
n
o
lo
g
y
am
o
n
g
VHS
s
tu
d
en
ts
in
u
r
b
a
n
an
d
r
em
o
te
ar
ea
s
.
Su
ch
s
tu
d
ies
h
a
v
e
th
e
p
o
ten
tial
to
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
d
y
n
a
m
ics
at
p
lay
ac
r
o
s
s
d
iv
er
s
e
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
ts
,
s
h
ed
d
in
g
lig
h
t
o
n
th
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
tech
n
o
lo
g
y
ac
ce
p
tan
ce
a
m
o
n
g
VHS
s
tu
d
en
ts
in
v
ar
y
in
g
co
n
t
ex
ts
,
s
u
b
jects,
an
d
d
if
f
er
en
t ty
p
es o
f
tech
n
o
lo
g
ies.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
h
as
id
e
n
tifie
d
t
h
e
f
ac
to
r
s
th
at
in
f
lu
e
n
ce
th
e
ac
c
ep
tan
ce
o
f
ca
m
er
a
s
im
u
lato
r
t
ec
h
n
o
lo
g
y
am
o
n
g
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
in
I
n
d
o
n
esia.
T
h
ese
f
ac
to
r
s
h
av
e
b
ee
n
d
er
iv
ed
f
r
o
m
two
well
-
estab
lis
h
ed
ac
ce
p
tan
ce
m
o
d
el
s
:
T
AM
3
an
d
UT
AUT
,
wh
i
ch
h
av
e
u
n
d
er
g
o
n
e
e
m
p
ir
ical
v
alid
atio
n
i
n
p
r
io
r
r
esear
ch
with
in
th
e
ed
u
ca
tio
n
s
ec
to
r
.
T
h
e
e
x
am
in
atio
n
h
as
r
ev
ea
led
ten
f
ac
to
r
s
esti
m
ated
to
ex
er
t
s
ig
n
if
ica
n
t
in
f
lu
en
ce
o
n
ca
m
e
r
a
s
im
u
lato
r
ac
ce
p
tan
ce
:
f
ac
ilit
atin
g
co
n
d
itio
n
s
,
s
u
b
jectiv
e
n
o
r
m
s
,
o
u
tp
u
t
q
u
ality
,
s
elf
-
ef
f
icac
y
,
co
m
p
u
ter
an
x
iety
,
p
e
r
ce
iv
ed
en
jo
y
m
en
t,
p
er
c
eiv
ed
u
s
ef
u
ln
ess
,
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e,
attitu
d
e
to
war
d
u
s
in
g
,
an
d
b
e
h
av
io
r
al
in
te
n
tio
n
.
T
h
e
p
r
o
p
o
s
ed
ac
ce
p
tan
ce
m
o
d
el
in
t
h
is
s
tu
d
y
is
r
o
o
ted
in
th
e
in
ter
r
elatio
n
s
h
ip
s
am
o
n
g
th
es
e
co
n
s
tr
u
cts.
Usi
n
g
PLS
-
SEM
as
th
e
an
aly
tical
m
eth
o
d
,
a
t
h
o
r
o
u
g
h
e
v
alu
atio
n
o
f
th
e
p
r
o
p
o
s
ed
m
o
d
el
was
ca
r
r
ied
o
u
t,
co
v
e
r
in
g
b
o
th
t
h
e
m
ea
s
u
r
em
en
t
o
f
th
e
m
o
d
el
an
d
t
h
e
m
ea
s
u
r
em
en
t
o
f
th
e
s
tr
u
ctu
r
al
m
o
d
el.
T
h
e
r
esu
lts
o
f
th
e
m
ea
s
u
r
em
e
n
t
m
o
d
el
an
aly
s
is
co
n
f
ir
m
th
at
all
in
d
icato
r
s
an
d
th
eir
r
esp
ec
tiv
e
co
n
s
tr
u
cts
alig
n
with
th
e
v
alid
ity
cr
iter
ia.
I
n
th
e
ev
alu
atio
n
o
f
th
e
s
tr
u
ct
u
r
al
m
o
d
el,
am
o
n
g
th
e
in
itially
co
n
s
id
er
ed
ten
co
n
s
tr
u
cts,
o
n
e
o
f
co
n
s
tr
u
ct
(
n
a
m
ely
co
m
p
u
ter
an
x
iety
)
,
an
d
f
o
u
r
in
ter
-
c
o
n
s
tr
u
ct
r
elatio
n
s
h
ip
s
h
av
e
b
ee
n
ex
clu
d
ed
f
r
o
m
th
e
f
i
n
al
m
o
d
el.
T
h
e
r
esear
ch
h
as
cu
lm
in
ated
in
th
e
f
o
r
m
u
latio
n
o
f
a
co
m
p
r
eh
e
n
s
iv
e
m
o
d
el
th
at
in
teg
r
ates
elem
en
ts
o
f
T
AM
3
an
d
th
e
UT
AUT
m
o
d
el.
T
h
is
m
o
d
el
o
f
f
er
s
a
f
r
am
ewo
r
k
to
ass
ess
th
e
ac
ce
p
tan
ce
o
f
ca
m
e
r
a
s
im
u
lato
r
tech
n
o
lo
g
y
am
o
n
g
s
tu
d
en
ts
in
I
n
d
o
n
esian
VHS
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
is
r
esear
ch
is
s
u
p
p
o
r
ted
b
y
PP
M
at
T
elk
o
m
Un
iv
er
s
ity
u
n
d
e
r
I
n
te
r
n
atio
n
al
R
esear
ch
Gr
an
t
Sch
em
e
n
o
5
1
/PNLT
3
/PP
M/2
0
2
3
.
RE
F
E
R
E
NC
E
S
[
1
]
B
.
B
r
i
k
,
B
.
B
e
t
t
a
y
e
b
,
M
.
S
a
h
n
o
u
n
,
a
n
d
F
.
D
u
v
a
l
,
“
T
o
w
a
r
d
s
p
r
e
d
i
c
t
i
n
g
sy
s
t
e
m
d
i
sr
u
p
t
i
o
n
i
n
i
n
d
u
st
r
y
4
.
0
:
m
a
c
h
i
n
e
l
e
a
r
n
i
n
g
-
b
a
se
d
a
p
p
r
o
a
c
h
,
”
Pr
o
c
e
d
i
a
C
o
m
p
u
t
e
r
S
c
i
e
n
c
e
,
v
o
l
.
1
5
1
,
p
p
.
6
6
7
–
6
7
4
,
Ja
n
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
p
r
o
c
s.
2
0
1
9
.
0
4
.
0
8
9
[
2
]
K.
-
D
.
Th
o
b
e
n
,
S
.
W
i
e
s
n
e
r
,
a
n
d
T.
W
u
e
s
t
,
“
‘
I
n
d
u
s
t
r
y
4
.
0
’
a
n
d
sm
a
r
t
m
a
n
u
f
a
c
t
u
r
i
n
g
-
a
r
e
v
i
e
w
o
f
r
e
s
e
a
r
c
h
i
ss
u
e
s
a
n
d
a
p
p
l
i
c
a
t
i
o
n
e
x
a
m
p
l
e
s
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
A
u
t
o
m
a
t
i
o
n
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
1
1
,
n
o
.
1
,
p
p
.
4
–
1
6
,
2
0
1
7
,
d
o
i
:
1
0
.
2
0
9
6
5
/
i
j
a
t
.
2
0
1
7
.
p
0
0
0
4
[
3
]
M
c
K
i
n
s
e
y
&
C
o
m
p
a
n
y
,
“
W
h
a
t
a
r
e
i
n
d
u
s
t
r
y
4
.
0
,
t
h
e
f
o
u
r
t
h
i
n
d
u
st
r
i
a
l
r
e
v
o
l
u
t
i
o
n
,
a
n
d
4
I
R
?
”
M
c
K
i
n
s
e
y
&
C
o
mp
a
n
y
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s:
/
/
w
w
w
.
mc
k
i
n
se
y
.
c
o
m
/
f
e
a
t
u
r
e
d
-
i
n
s
i
g
h
t
s/
m
c
k
i
n
se
y
-
e
x
p
l
a
i
n
e
r
s/
w
h
a
t
-
a
r
e
-
i
n
d
u
st
r
y
-
4
-
0
-
t
h
e
-
f
o
u
r
t
h
-
i
n
d
u
s
t
r
i
a
l
-
r
e
v
o
l
u
t
i
o
n
-
a
n
d
-
4
i
r
(
A
c
c
e
s
se
d
:
M
a
r
.
2
2
,
2
0
2
3
).
[
4
]
N
.
F
.
A
.
R
a
h
i
m,
M
.
N
.
S
a
r
k
a
w
i
,
A
.
R
.
Jaa
f
f
a
r
,
J.
S
h
a
msu
d
d
i
n
,
Y
.
S
a
l
a
m
z
a
d
e
h
,
a
n
d
S
.
M
.
A
b
d
e
l
h
a
y
,
“
F
u
t
u
r
e
o
f
j
o
b
s
i
n
I
R
4
.
0
e
r
a
:
t
h
e
e
ss
e
n
t
i
a
l
t
e
c
h
n
o
l
o
g
i
e
s
a
n
d
s
k
i
l
l
s
o
f
t
h
e
f
u
t
u
r
e
j
o
b
s,
”
i
n
H
a
n
d
b
o
o
k
o
f
r
e
se
a
rc
h
o
n
b
u
i
l
d
i
n
g
g
re
e
n
e
r
e
c
o
n
o
m
i
c
s
a
n
d
a
d
o
p
t
i
n
g
d
i
g
i
t
a
l
t
o
o
l
s i
n
t
h
e
e
ra
o
f
c
l
i
m
a
t
e
c
h
a
n
g
e
,
I
G
I
G
l
o
b
a
l
,
2
0
2
2
,
p
p
.
3
0
6
–
323
,
doi
:
1
0
.
4
0
1
8
/
9
7
8
-
1
-
6
6
8
4
-
4
6
1
0
-
2
.
c
h
0
1
6
.
[
5
]
N
.
M
.
B
.
M
.
M
u
d
z
a
r
a
n
d
K
.
W
.
C
h
e
w
,
“
C
h
a
n
g
e
i
n
l
a
b
o
u
r
f
o
r
c
e
s
k
i
l
l
s
e
t
f
o
r
t
h
e
f
o
u
r
t
h
i
n
d
u
s
t
r
i
a
l
r
e
v
o
l
u
t
i
o
n
:
a
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
1
3
,
n
o
.
5
,
p
p
.
9
6
9
–
9
7
8
,
O
c
t
.
2
0
2
2
,
d
o
i
:
1
0
.
1
4
7
1
6
/
i
j
t
e
c
h
.
v
1
3
i
5
.
5
8
7
5
.
[
6
]
I
n
d
o
n
e
si
a
n
M
i
n
i
st
r
y
o
f
E
d
u
c
a
t
i
o
n
,
C
u
l
t
u
r
e
,
R
e
s
e
a
r
c
h
a
n
d
Te
c
h
n
o
l
o
g
y
,
“
B
a
s
i
c
e
d
u
c
a
t
i
o
n
d
a
t
a
(
i
n
I
n
d
o
n
e
s
i
a
n
:
D
a
t
a
p
o
k
o
k
p
e
n
d
i
d
i
k
a
n
)
,
”
d
a
p
o
.
k
e
md
i
k
b
u
d
.
g
o
.
i
d
.
,
2
0
2
2
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
d
a
p
o
.
k
e
m
d
i
k
b
u
d
.
g
o
.
i
d
/
p
d
(
A
c
c
e
ss
e
d
:
J
u
l
.
2
9
,
2
0
2
3
).
[
7
]
C
e
n
t
r
a
l
B
u
r
e
a
u
o
f
S
t
a
t
i
st
i
c
s
,
“
S
t
a
t
e
o
f
I
n
d
o
n
e
s
i
a
n
e
m
p
l
o
y
me
n
t
A
u
g
u
st
2
0
2
2
(
i
n
I
n
d
o
n
e
si
a
n
)
,
”
b
p
s.
g
o
.
i
d
.
,
2
0
2
2
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s:
/
/
w
w
w
.
b
p
s.
g
o
.
i
d
/
p
r
e
s
sr
e
l
e
a
se/
2
0
2
2
/
1
1
/
0
7
/
1
9
1
6
/
a
g
u
s
t
u
s
-
2
0
2
2
--
t
i
n
g
k
a
t
-
p
e
n
g
a
n
g
g
u
r
a
n
-
t
e
r
b
u
k
a
--
t
p
t
--
seb
e
sar
-
5
-
86
-
p
e
r
se
n
-
d
a
n
-
r
a
t
a
-
r
a
t
a
-
u
p
a
h
-
b
u
r
u
h
-
se
b
e
sar
-
3
-
07
-
j
u
t
a
-
r
u
p
i
a
h
-
p
e
r
-
b
u
l
a
n
.
h
t
m
l
(
A
c
c
e
ss
e
d
:
J
u
l
.
2
7
,
2
0
2
3
).
[
8
]
S
u
h
a
r
n
o
,
N
.
A
.
P
a
m
b
u
d
i
,
a
n
d
B
.
H
a
r
j
a
n
t
o
,
“
V
o
c
a
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
i
n
I
n
d
o
n
e
si
a
:
h
i
s
t
o
r
y
,
d
e
v
e
l
o
p
me
n
t
,
o
p
p
o
r
t
u
n
i
t
i
e
s
,
a
n
d
c
h
a
l
l
e
n
g
e
s,”
C
h
i
l
d
re
n
a
n
d
Y
o
u
t
h
S
e
r
v
i
c
e
s
Re
v
i
e
w
,
v
o
l
.
1
1
5
,
p
.
1
0
5
0
9
2
,
A
u
g
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
h
i
l
d
y
o
u
t
h
.
2
0
2
0
.
1
0
5
0
9
2
.
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
Th
e
a
cc
ep
ta
n
ce
mo
d
el
fo
r
ca
m
era
s
imu
la
to
r
s
a
s
a
lea
r
n
in
g
med
ia
fo
r
… (
N
o
via
n
A
n
g
g
is
S
u
w
a
s
tika
)
3005
[
9
]
A
.
G
r
a
n
i
ć
,
“
E
d
u
c
a
t
i
o
n
a
l
t
e
c
h
n
o
l
o
g
y
a
d
o
p
t
i
o
n
:
a
s
y
st
e
ma
t
i
c
r
e
v
i
e
w
,
”
Ed
u
c
a
t
i
o
n
a
n
d
I
n
f
o
rm
a
t
i
o
n
T
e
c
h
n
o
l
o
g
i
e
s
,
v
o
l
.
2
7
,
n
o
.
7
,
p
p
.
9
7
2
5
–
9
7
4
4
,
A
p
r
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
6
3
9
-
0
2
2
-
1
0
9
5
1
-
7
.
[
1
0
]
A
.
G
r
a
n
i
ć
,
“
T
e
c
h
n
o
l
o
g
y
a
c
c
e
p
t
a
n
c
e
a
n
d
a
d
o
p
t
i
o
n
i
n
e
d
u
c
a
t
i
o
n
,
”
i
n
H
a
n
d
b
o
o
k
o
f
o
p
e
n
,
d
i
s
t
a
n
c
e
a
n
d
d
i
g
i
t
a
l
e
d
u
c
a
t
i
o
n
,
O
.
Za
w
a
c
k
i
-
R
i
c
h
t
e
r
a
n
d
I
.
Ju
n
g
,
Ed
s
.
,
S
i
n
g
a
p
o
r
e
:
S
p
r
i
n
g
e
r
N
a
t
u
r
e
S
i
n
g
a
p
o
r
e
,
2
0
2
3
,
p
p
.
1
8
3
–
1
9
7
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
9
8
1
-
19
-
2
0
8
0
-
6
_
1
1
.
[
1
1
]
H
.
T
a
h
e
r
d
o
o
st
,
“
A
r
e
v
i
e
w
o
f
t
e
c
h
n
o
l
o
g
y
a
c
c
e
p
t
a
n
c
e
a
n
d
a
d
o
p
t
i
o
n
mo
d
e
l
s
a
n
d
t
h
e
o
r
i
e
s
,
”
Pr
o
c
e
d
i
a
Ma
n
u
f
a
c
t
u
ri
n
g
,
v
o
l
.
2
2
,
p
p
.
9
6
0
–
9
6
7
,
J
a
n
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
p
r
o
mf
g
.
2
0
1
8
.
0
3
.
1
3
7
.
[
1
2
]
A
.
G
r
a
n
i
ć
a
n
d
N
.
M
a
r
a
n
g
u
n
i
ć
,
“
Te
c
h
n
o
l
o
g
y
a
c
c
e
p
t
a
n
c
e
mo
d
e
l
i
n
e
d
u
c
a
t
i
o
n
a
l
c
o
n
t
e
x
t
:
a
s
y
st
e
ma
t
i
c
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
,
”
Br
i
t
i
sh
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
5
0
,
n
o
.
5
,
p
p
.
2
5
7
2
–
2
5
9
3
,
S
e
p
.
2
0
1
9
,
d
o
i
:
1
0
.
1
1
1
1
/
b
j
e
t
.
1
2
8
6
4
.
[
1
3
]
J.
V
a
l
v
e
r
d
e
-
B
e
r
r
o
c
o
s
o
,
M
.
d
e
l
C
.
G
a
r
r
i
d
o
-
A
r
r
o
y
o
,
C
.
B
u
r
g
o
s
-
V
i
d
e
l
a
,
a
n
d
M
.
B
.
M
o
r
a
l
e
s
-
C
e
v
a
l
l
o
s
,
“
Tr
e
n
d
s
i
n
e
d
u
c
a
t
i
o
n
a
l
r
e
sea
r
c
h
a
b
o
u
t
e
-
l
e
a
r
n
i
n
g
:
a
sy
s
t
e
m
a
t
i
c
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
(
2
0
0
9
–
2
0
1
8
)
,
”
S
u
st
a
i
n
a
b
i
l
i
t
y
:
S
c
i
e
n
c
e
,
Pra
c
t
i
c
e
a
n
d
Po
l
i
c
y
,
v
o
l
.
1
2
,
n
o
.
1
2
,
p
.
5
1
5
3
,
Ju
n
.
2
0
2
0
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
2
1
2
5
1
5
3
.
[
1
4
]
T.
Te
o
,
X
.
F
a
n
,
a
n
d
J.
D
u
,
“
Te
c
h
n
o
l
o
g
y
a
c
c
e
p
t
a
n
c
e
a
m
o
n
g
p
r
e
-
ser
v
i
c
e
t
e
a
c
h
e
r
s:
d
o
e
s
g
e
n
d
e
r
ma
t
t
e
r
?
”
Au
s
t
r
a
l
a
si
a
n
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
(
AJ
ET
)
,
v
o
l
.
3
1
,
n
o
.
3
,
p
p
.
2
3
5
–
2
5
1
,
M
a
y
2
0
1
5
,
d
o
i
:
1
0
.
1
4
7
4
2
/
a
j
e
t
.
1
6
7
2
.
[
1
5
]
C
.
B
u
a
b
e
n
g
-
A
n
d
o
h
a
n
d
C
.
B
a
a
h
,
“
P
r
e
-
serv
i
c
e
t
e
a
c
h
e
r
s’
i
n
t
e
n
t
i
o
n
t
o
u
s
e
l
e
a
r
n
i
n
g
ma
n
a
g
e
me
n
t
s
y
s
t
e
m
:
a
n
i
n
t
e
g
r
a
t
i
o
n
o
f
U
TA
U
T
a
n
d
TA
M
,
”
I
n
t
e
r
a
c
t
i
v
e
T
e
c
h
n
o
l
o
g
y
a
n
d
S
m
a
rt
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
7
,
n
o
.
4
,
p
p
.
4
5
5
–
4
7
4
,
J
a
n
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
0
8
/
I
TSE
-
02
-
2
0
2
0
-
0
0
2
8
.
[
1
6
]
J.
C
h
e
n
e
t
a
l
.
,
“
D
i
g
i
t
a
l
c
a
mer
a
i
m
a
g
i
n
g
s
y
st
e
m
si
mu
l
a
t
i
o
n
,
”
I
EE
E
T
ra
n
s
a
c
t
i
o
n
s
o
n
E
l
e
c
t
r
o
n
D
e
v
i
c
e
s
,
v
o
l
.
5
6
,
n
o
.
1
1
,
p
p
.
2
4
9
6
–
2
5
0
5
,
N
o
v
.
2
0
0
9
,
d
o
i
:
1
0
.
1
1
0
9
/
TED
.
2
0
0
9
.
2
0
3
0
9
9
5
.
[
1
7
]
M
.
G
l
u
c
k
,
“
9
o
n
l
i
n
e
c
a
mer
a
s
i
m
u
l
a
t
o
r
s
t
o
i
m
p
r
o
v
e
y
o
u
r
p
h
o
t
o
g
r
a
p
h
y
s
k
i
l
l
,
”
a
d
o
r
a
m
a
.
c
o
m
,
2
0
2
2
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
w
w
w
.
a
d
o
r
a
ma.
c
o
m/
a
l
c
/
9
-
o
n
l
i
n
e
-
c
a
m
e
r
a
-
si
m
u
l
a
t
o
r
s
-
to
-
h
e
l
p
-
y
o
u
r
-
p
h
o
t
o
g
r
a
p
h
y
-
s
k
i
l
l
/
(
A
c
c
e
sse
d
:
Ju
l
.
2
9
,
2
0
2
3
).
[
1
8
]
C
.
N
a
d
a
l
,
G
.
D
o
h
e
r
t
y
,
a
n
d
C
.
S
a
s
,
“
T
e
c
h
n
o
l
o
g
y
a
c
c
e
p
t
a
b
i
l
i
t
y
,
a
c
c
e
p
t
a
n
c
e
a
n
d
a
d
o
p
t
i
o
n
-
d
e
f
i
n
i
t
i
o
n
s
a
n
d
mea
su
r
e
me
n
t
,
”
i
n
2
0
1
9
C
H
I
c
o
n
f
e
r
e
n
c
e
o
n
h
u
m
a
n
f
a
c
t
o
rs
i
n
c
o
m
p
u
t
i
n
g
syst
e
m
s
,
2
0
1
9
,
p
p
.
1
–
6.
[
1
9
]
T.
T
e
o
,
T
e
c
h
n
o
l
o
g
y
a
c
c
e
p
t
a
n
c
e
i
n
e
d
u
c
a
t
i
o
n
,
v
o
l
.
V
I
I
,
2
2
1
.
A
ms
t
e
r
d
a
m
:
S
e
n
seP
u
b
l
i
s
h
e
r
R
o
t
t
e
r
d
a
m,
2
0
1
1
.
[
2
0
]
M
.
M
a
sr
o
m,
“
Te
c
h
n
o
l
o
g
y
a
c
c
e
p
t
a
n
c
e
mo
d
e
l
a
n
d
e
-
l
e
a
r
n
i
n
g
,
”
i
n
1
2
t
h
I
n
t
e
r
n
a
t
i
o
n
a
l
C
o
n
f
e
r
e
n
c
e
o
n
E
d
u
c
a
t
i
o
n
,
2
0
0
7
,
p
p
.
2
1
–
24
.
[
2
1
]
N
.
D
.
O
y
e
,
N
.
A
.
I
a
h
a
d
,
a
n
d
N
.
A
b
.
R
a
h
i
m
,
“
T
h
e
h
i
st
o
r
y
o
f
U
TA
U
T
m
o
d
e
l
a
n
d
i
t
s
i
m
p
a
c
t
o
n
I
C
T
a
c
c
e
p
t
a
n
c
e
a
n
d
u
s
a
g
e
b
y
a
c
a
d
e
m
i
c
i
a
n
s
,
”
E
d
u
c
a
t
i
o
n
a
n
d
I
n
f
o
r
m
a
t
i
o
n
T
e
c
h
n
o
l
o
g
i
e
s
,
v
o
l
.
1
9
,
n
o
.
1
,
p
p
.
2
5
1
–
2
7
0
,
M
a
r
.
2
0
1
4
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
6
3
9
-
012
-
9189
-
9.
[
2
2
]
V
.
V
e
n
k
a
t
e
s
h
,
F
.
D
a
v
i
s,
a
n
d
M
.
G
.
M
o
r
r
i
s,
“
D
e
a
d
o
r
a
l
i
v
e
?
T
h
e
d
e
v
e
l
o
p
me
n
t
,
t
r
a
j
e
c
t
o
r
y
a
n
d
f
u
t
u
r
e
o
f
t
e
c
h
n
o
l
o
g
y
a
d
o
p
t
i
o
n
r
e
sea
r
c
h
,
”
J
o
u
rn
a
l
o
f
t
h
e
AI
S
,
v
o
l
.
8
,
n
o
.
4
,
p
p
.
2
6
7
–
2
8
6
.
,
2
0
0
7
,
d
o
i
:
1
0
.
1
7
7
0
5
/
1
j
a
i
s.
0
0
1
2
0
.
[
2
3
]
V
.
V
e
n
k
a
t
e
s
h
a
n
d
H
.
B
a
l
a
,
“
T
e
c
h
n
o
l
o
g
y
a
c
c
e
p
t
a
n
c
e
m
o
d
e
l
3
a
n
d
a
r
e
s
e
a
r
c
h
a
g
e
n
d
a
o
n
i
n
t
e
r
v
e
n
t
i
o
n
s,
”
D
e
c
i
si
o
n
S
c
i
e
n
c
e
s
,
v
o
l
.
3
9
,
n
o
.
2
,
p
p
.
2
7
3
–
3
1
5
,
M
a
y
2
0
0
8
,
d
o
i
:
1
0
.
1
1
1
1
/
j
.
1
5
4
0
-
5
9
1
5
.
2
0
0
8
.
0
0
1
9
2
.
x
.
[
2
4
]
V
.
V
e
n
k
a
t
e
s
h
,
J
.
Y
.
L.
Th
o
n
g
,
a
n
d
X
.
X
u
,
“
U
n
i
f
i
e
d
t
h
e
o
r
y
o
f
a
c
c
e
p
t
a
n
c
e
a
n
d
u
se
o
f
t
e
c
h
n
o
l
o
g
y
:
a
sy
n
t
h
e
si
s
a
n
d
t
h
e
r
o
a
d
a
h
e
a
d
,
”
J
o
u
rn
a
l
o
f
t
h
e
Asso
c
i
a
t
i
o
n
f
o
r In
f
o
rm
a
t
i
o
n
S
y
s
t
e
m
s
,
v
o
l
.
1
7
,
n
o
.
5
,
p
p
.
3
2
8
–
3
7
6
,
2
0
1
6
,
d
o
i
:
1
0
.
1
7
7
0
5
/
1
j
a
i
s.
0
0
4
2
8
.
[
2
5
]
C
.
A
n
t
o
n
i
e
t
t
i
,
A
.
C
a
t
t
a
n
e
o
,
a
n
d
F
.
A
men
d
u
n
i
,
“
C
a
n
t
e
a
c
h
e
r
s’
d
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
e
i
n
f
l
u
e
n
c
e
t
e
c
h
n
o
l
o
g
y
a
c
c
e
p
t
a
n
c
e
i
n
v
o
c
a
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
?
”
C
o
m
p
u
t
e
rs
i
n
H
u
m
a
n
B
e
h
a
v
i
o
r
,
v
o
l
.
1
3
2
,
p
.
1
0
7
2
6
6
,
Ju
l
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
h
b
.
2
0
2
2
.
1
0
7
2
6
6
.
[
2
6
]
K
.
Za
r
a
f
s
h
a
n
i
,
A
.
S
o
l
a
y
m
a
n
i
,
M
.
D
’
I
t
r
i
,
M
.
M
.
H
e
l
ms,
a
n
d
S
.
S
a
n
j
a
b
i
,
“
E
v
a
l
u
a
t
i
n
g
t
e
c
h
n
o
l
o
g
y
a
c
c
e
p
t
a
n
c
e
i
n
a
g
r
i
c
u
l
t
u
r
a
l
e
d
u
c
a
t
i
o
n
i
n
I
r
a
n
:
a
st
u
d
y
o
f
v
o
c
a
t
i
o
n
a
l
a
g
r
i
c
u
l
t
u
r
e
t
e
a
c
h
e
r
s,”
S
o
c
i
a
l
S
c
i
e
n
c
e
s
&
H
u
m
a
n
i
t
i
e
s
O
p
e
n
,
v
o
l
.
2
,
n
o
.
1
,
p
.
1
0
0
0
4
1
,
Ja
n
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
ssa
h
o
.
2
0
2
0
.
1
0
0
0
4
1
.
[
2
7
]
D
.
T
.
P
.
Y
a
n
t
o
,
M
.
K
.
S
u
k
a
r
d
i
,
H
.
Za
sw
i
t
a
,
a
n
d
O
.
C
a
n
d
r
a
,
“
A
n
a
l
y
s
i
s
o
f
f
a
c
t
o
r
s
a
f
f
e
c
t
i
n
g
v
o
c
a
t
i
o
n
a
l
s
t
u
d
e
n
t
s’
i
n
t
e
n
t
i
o
n
s
t
o
u
s
e
a
v
i
r
t
u
a
l
l
a
b
o
r
a
t
o
r
y
b
a
s
e
d
o
n
t
h
e
t
e
c
h
n
o
l
o
g
y
a
c
c
e
p
t
a
n
c
e
m
o
d
e
l
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
I
n
t
e
r
a
c
t
i
v
e
Mo
b
i
l
e
T
e
c
h
n
o
l
o
g
i
e
s
(
i
J
I
M)
,
v
o
l
.
1
7
,
n
o
.
1
2
,
p
p
.
9
4
-
1
1
,
2
0
2
3
,
d
o
i
:
1
0
.
3
9
9
1
/
i
j
i
m
.
v
1
7
i
1
2
.
3
8
6
2
7
.
[
2
8
]
S
.
C
h
a
t
t
e
r
j
e
e
,
K
.
K
.
B
h
a
t
t
a
c
h
a
r
j
e
e
,
C
.
-
W
.
Ts
a
i
,
a
n
d
A
.
K
.
A
g
r
a
w
a
l
,
“
I
mp
a
c
t
o
f
p
e
e
r
i
n
f
l
u
e
n
c
e
a
n
d
g
o
v
e
r
n
men
t
su
p
p
o
r
t
f
o
r
su
c
c
e
ssf
u
l
a
d
o
p
t
i
o
n
o
f
t
e
c
h
n
o
l
o
g
y
f
o
r
v
o
c
a
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
:
A
q
u
a
n
t
i
t
a
t
i
v
e
st
u
d
y
u
s
i
n
g
P
LS
-
S
EM
t
e
c
h
n
i
q
u
e
,
”
Q
u
a
l
i
t
y
&
Q
u
a
n
t
i
t
y
,
v
o
l
.
5
5
,
n
o
.
6
,
p
p
.
2
0
4
1
–
2
0
6
4
,
D
e
c
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
1
3
5
-
021
-
0
1
1
0
0
-
2
.
[
2
9
]
Y
.
Zh
a
n
g
e
t
a
l
.
,
“
F
a
c
t
o
r
s
a
f
f
e
c
t
i
n
g
st
u
d
e
n
t
s’
f
l
o
w
e
x
p
e
r
i
e
n
c
e
o
f
e
-
l
e
a
r
n
i
n
g
sy
s
t
e
m
i
n
h
i
g
h
e
r
v
o
c
a
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
u
si
n
g
U
TA
U
T
a
n
d
st
r
u
c
t
u
r
a
l
e
q
u
a
t
i
o
n
m
o
d
e
l
i
n
g
a
p
p
r
o
a
c
h
e
s,
”
i
n
I
n
t
e
rn
a
t
i
o
n
a
l
C
o
n
f
e
r
e
n
c
e
o
n
Art
i
f
i
c
i
a
l
I
n
t
e
l
l
i
g
e
n
c
e
f
o
r
C
o
m
m
u
n
i
c
a
t
i
o
n
s
a
n
d
N
e
t
w
o
rks
,
2
0
2
1
,
p
p
.
3
6
2
–
3
7
7
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
3
-
0
3
0
-
6
9
0
6
6
-
3
_
3
2
.
[
3
0
]
Z.
L
i
,
A
.
Y
.
M
.
A
.
I
sl
a
m,
a
n
d
J.
M
.
S
p
e
c
t
o
r
,
“
U
n
p
a
c
k
i
n
g
mo
b
i
l
e
l
e
a
r
n
i
n
g
i
n
h
i
g
h
e
r
v
o
c
a
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
d
u
r
i
n
g
t
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
mi
c
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Mo
b
i
l
e
C
o
m
m
u
n
i
c
a
t
i
o
n
s
,
v
o
l
.
2
0
,
n
o
.
2
,
p
p
.
1
2
9
–
1
4
9
,
Jan
.
2
0
2
2
,
d
o
i
:
1
0
.
1
5
0
4
/
I
JM
C
.
2
0
2
2
.
1
2
1
4
6
5
.
[
3
1
]
B
.
Li
,
J
.
S
u
n
,
a
n
d
M
.
O
u
b
i
b
i
,
“
Th
e
a
c
c
e
p
t
a
n
c
e
b
e
h
a
v
i
o
r
o
f
b
l
e
n
d
e
d
l
e
a
r
n
i
n
g
i
n
sec
o
n
d
a
r
y
v
o
c
a
t
i
o
n
a
l
s
c
h
o
o
l
st
u
d
e
n
t
s
:
b
a
se
d
o
n
t
h
e
mo
d
i
f
i
e
d
U
TA
U
T
m
o
d
e
l
,
”
S
u
st
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
4
,
n
o
.
2
3
,
p
.
1
5
8
9
7
,
N
o
v
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
4
2
3
1
5
8
9
7
.
[
3
2
]
P
.
A
j
i
b
a
d
e
,
“
Te
c
h
n
o
l
o
g
y
a
c
c
e
p
t
a
n
c
e
mo
d
e
l
l
i
mi
t
a
t
i
o
n
s
a
n
d
c
r
i
t
i
c
i
sms
:
e
x
p
l
o
r
i
n
g
t
h
e
p
r
a
c
t
i
c
a
l
a
p
p
l
i
c
a
t
i
o
n
s
a
n
d
u
se
i
n
t
e
c
h
n
o
l
o
g
y
-
r
e
l
a
t
e
d
s
t
u
d
i
e
s,
mi
x
e
d
-
me
t
h
o
d
,
a
n
d
q
u
a
l
i
t
a
t
i
v
e
r
e
se
a
r
c
h
e
s,
”
L
i
b
r
a
ry
P
h
i
l
o
s
o
p
h
y
a
n
d
Pra
c
t
i
c
e
,
v
o
l
.
9
,
p
.
1
9
4
1
,
2
0
1
8
.
[
3
3
]
A
.
S
h
a
c
h
a
k
,
C
.
K
u
z
i
e
msk
y
,
a
n
d
C
.
P
e
t
e
r
s
e
n
,
“
B
e
y
o
n
d
TA
M
a
n
d
U
TA
U
T:
f
u
t
u
r
e
d
i
r
e
c
t
i
o
n
s
f
o
r
H
I
T
i
mp
l
e
m
e
n
t
a
t
i
o
n
r
e
s
e
a
r
c
h
,
”
J
o
u
rn
a
l
o
f
Bi
o
m
e
d
i
c
a
l
I
n
f
o
rm
a
t
i
c
s
,
v
o
l
.
1
0
0
,
p
.
1
0
3
3
1
5
,
D
e
c
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
j
b
i
.
2
0
1
9
.
1
0
3
3
1
5
.
[
3
4
]
M
.
D
.
W
i
l
l
i
a
ms
,
N
.
P
.
R
a
n
a
,
a
n
d
Y
.
K
.
D
w
i
v
e
d
i
,
“
T
h
e
u
n
i
f
i
e
d
t
h
e
o
r
y
o
f
a
c
c
e
p
t
a
n
c
e
a
n
d
u
s
e
o
f
t
e
c
h
n
o
l
o
g
y
(
U
T
A
U
T)
:
a
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
,
”
J
o
u
r
n
a
l
o
f
E
n
t
e
rp
r
i
se
I
n
f
o
r
m
a
t
i
o
n
M
a
n
a
g
e
m
e
n
t
,
v
o
l
.
2
8
,
n
o
.
3
,
p
p
.
4
4
3
–
4
8
8
,
Ja
n
.
2
0
1
5
,
d
o
i
:
1
0
.
1
1
0
8
/
JEI
M
-
09
-
2
0
1
4
-
0
0
8
8
.
[
3
5
]
Y
.
S
i
r
o
n
,
A
.
W
i
b
o
w
o
,
a
n
d
B
.
S
.
N
a
r
mad
i
t
y
a
,
“
F
a
c
t
o
r
s a
f
f
e
c
t
i
n
g
t
h
e
a
d
o
p
t
i
o
n
o
f
e
-
l
e
a
r
n
i
n
g
i
n
I
n
d
o
n
e
si
a
:
l
e
ss
o
n
f
r
o
m
C
O
V
I
D
-
1
9
,
”
J
o
u
rn
a
l
o
f
T
e
c
h
n
o
l
o
g
y
a
n
d
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
0
,
n
o
.
2
,
p
p
.
2
8
2
–
2
9
5
,
S
e
p
.
2
0
2
0
,
d
o
i
:
1
0
.
3
9
2
6
/
j
o
t
se
.
1
0
2
5
.
[
3
6
]
H.
-
R
.
C
h
e
n
a
n
d
H
.
-
F
.
Ts
e
n
g
,
“
F
a
c
t
o
r
s
t
h
a
t
i
n
f
l
u
e
n
c
e
a
c
c
e
p
t
a
n
c
e
o
f
w
e
b
-
b
a
sed
e
-
l
e
a
r
n
i
n
g
s
y
s
t
e
ms
f
o
r
t
h
e
i
n
-
serv
i
c
e
e
d
u
c
a
t
i
o
n
o
f
j
u
n
i
o
r
h
i
g
h
s
c
h
o
o
l
t
e
a
c
h
e
r
s
i
n
Ta
i
w
a
n
,
”
E
v
a
l
u
a
t
i
o
n
a
n
d
Pro
g
r
a
m
P
l
a
n
n
i
n
g
,
v
o
l
.
3
5
,
n
o
.
3
,
p
p
.
3
9
8
–
4
0
6
,
A
u
g
.
2
0
1
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
e
v
a
l
p
r
o
g
p
l
a
n
.
2
0
1
1
.
1
1
.
0
0
7
.
[
3
7
]
H
.
B
a
g
d
i
a
n
d
H
.
P
.
B
u
l
s
a
r
a
,
“
U
n
d
e
r
st
a
n
d
i
n
g
t
h
e
r
o
l
e
o
f
p
e
r
c
e
i
v
e
d
e
n
j
o
y
me
n
t
,
se
l
f
-
e
f
f
i
c
a
c
y
a
n
d
sy
s
t
e
m
a
c
c
e
ssi
b
i
l
i
t
y
:
d
i
g
i
t
a
l
n
a
t
i
v
e
s’
o
n
l
i
n
e
l
e
a
r
n
i
n
g
i
n
t
e
n
t
i
o
n
s,”
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
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
5
,
n
o
.
5
,
p
p
.
1
6
1
8
–
1
6
3
1
,
Ja
n
.
2
0
2
3
,
d
o
i
:
1
0
.
1
1
0
8
/
JA
R
H
E
-
09
-
2
0
2
2
-
0
3
0
2
.
[
3
8
]
T.
Z
o
b
e
i
d
i
,
S
.
B
.
H
o
m
a
y
o
o
n
,
M
.
Y
a
z
d
a
n
p
a
n
a
h
,
N
.
K
o
m
e
n
d
a
n
t
o
v
a
,
a
n
d
L.
A
.
W
a
r
n
e
r
,
“
Em
p
l
o
y
i
n
g
t
h
e
TA
M
i
n
p
r
e
d
i
c
t
i
n
g
t
h
e
u
s
e
o
f
o
n
l
i
n
e
l
e
a
r
n
i
n
g
d
u
r
i
n
g
a
n
d
b
e
y
o
n
d
t
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
mi
c
,
”
Fr
o
n
t
i
e
rs
i
n
Psy
c
h
o
l
o
g
y
,
v
o
l
.
1
4
,
p
.
1
1
0
4
6
5
3
,
2
0
2
3
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
g
.
2
0
2
3
.
1
1
0
4
6
5
3
.
[
3
9
]
N
.
F
a
t
h
e
m
a
,
D
.
S
h
a
n
n
o
n
,
a
n
d
M
.
R
o
s
s,
“
E
x
p
a
n
d
i
n
g
t
h
e
t
e
c
h
n
o
l
o
g
y
a
c
c
e
p
t
a
n
c
e
mo
d
e
l
(
TA
M
)
t
o
e
x
a
mi
n
e
f
a
c
u
l
t
y
u
se
o
f
l
e
a
r
n
i
n
g
man
a
g
e
me
n
t
s
y
s
t
e
ms (
L
M
S
s)
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
s
t
i
t
u
t
i
o
n
s,”
J
o
u
r
n
a
l
o
f
O
n
l
i
n
e
L
e
a
rn
i
n
g
a
n
d
T
e
a
c
h
i
n
g
,
v
o
l
.
1
1
,
n
o
.
2
,
p
p
.
2
1
0
–
2
3
3
,
2
0
1
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.