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5
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w
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s
:
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C
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19
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PAC
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CC B
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C
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A
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R
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Ku
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Dep
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Un
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s
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Neg
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ta
J
l.
C
o
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o
No
.
1
,
Kar
an
g
m
a
lan
g
,
C
atu
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tu
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g
al,
Kec
am
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Dep
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Kab
u
p
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Slem
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Dae
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5
5
2
8
1
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m
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@
u
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ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
C
ar
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r
s
ar
e
in
f
lu
en
ce
d
b
y
v
ar
io
u
s
co
n
tex
tu
al
f
ac
to
r
s
s
u
ch
as
cu
ltu
r
e
an
d
n
atio
n
al
co
n
d
itio
n
s
,
ec
o
n
o
m
ic
is
s
u
es,
p
o
liti
ca
l
cli
m
ate
an
d
p
er
s
o
n
al
v
a
r
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les
s
u
ch
as
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
[
1
]
.
All
th
ese
s
itu
atio
n
s
r
eq
u
ir
e
in
d
iv
id
u
als
t
o
ad
a
p
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with
d
if
f
er
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n
t
r
o
les
a
n
d
tr
an
s
itio
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s
in
o
r
d
er
to
m
a
n
a
g
e
life
a
n
d
ac
h
iev
e
ce
r
tain
g
o
als
[
2
]
,
[
3
]
.
On
e
o
f
th
e
p
s
y
ch
o
lo
g
ical
co
n
ce
p
ts
u
s
ed
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ex
p
lain
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p
r
o
b
lem
s
is
k
n
o
wn
as
ca
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ad
ap
tab
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.
C
ar
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r
ad
ap
tab
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is
d
ef
in
ed
as
a
s
et
o
f
attitu
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es,
co
m
p
eten
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an
d
b
eh
av
io
r
s
u
s
ed
b
y
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n
d
iv
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to
ad
ap
t
th
em
s
elv
es
with
th
e
ap
p
r
o
p
r
iate
j
obs
[
4
]
,
[
5
]
.
C
ar
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r
ad
ap
tab
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is
a
m
u
ltid
im
en
s
io
n
al
co
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s
tr
u
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m
ad
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o
f
v
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s
d
im
e
n
s
io
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s
r
ef
lectin
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d
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r
s
e
k
in
d
s
o
f
a
s
p
ec
ts
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p
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s
o
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ality
,
m
o
tiv
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tio
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,
p
r
e
p
ar
ed
n
ess
,
s
tr
en
g
th
,
b
eh
a
v
io
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an
d
attitu
d
e
[
6
]
.
C
ar
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r
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a
p
tab
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y
d
im
en
s
io
n
s
in
clu
d
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co
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v
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in
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co
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k
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ak
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c
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ity
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i
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n
e'
s
ab
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to
f
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allen
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[
5
]
.
Sp
ec
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ically
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co
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r
n
r
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s
to
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e'
s
co
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r
n
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a
v
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th
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ca
r
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t
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t
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b
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p
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ar
in
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wn
s
elf
in
e
v
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y
s
itu
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th
at
m
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h
t
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ap
p
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.
C
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n
tr
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f
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to
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'
s
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tr
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s
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ac
c
o
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d
in
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ly
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th
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k
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s
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th
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d
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to
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v
in
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a
k
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av
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th
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s
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C
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in
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n
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s
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in
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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Sci
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Vo
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Ma
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6
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370
362
s
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p
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r
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th
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v
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[
2
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Acc
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p
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s
o
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al
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d
s
o
cial
co
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s
tr
u
ctio
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[
4
]
.
L
ater
,
p
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o
p
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will
ad
ap
t
to
f
in
is
h
th
eir
task
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b
y
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in
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x
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a
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d
u
n
ex
p
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d
itio
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s
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f
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C
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1
9
p
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ap
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in
2
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2
0
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esp
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T
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1
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[
7
]
,
[
8
]
.
T
h
is
p
h
e
n
o
m
en
o
n
r
esu
lted
cr
is
is
-
r
esp
o
n
s
e
m
ig
r
atio
n
with
o
n
lin
e
lear
n
in
g
as
th
e
ed
u
ca
ti
o
n
al
p
latf
o
r
m
.
At
th
e
b
eg
i
n
n
i
n
g
o
f
th
e
C
OVI
D
-
1
9
p
an
d
em
ic,
o
n
lin
e
lear
n
in
g
was seen
as d
if
f
icu
lt n
o
t o
n
l
y
b
y
s
tu
d
en
ts
b
u
t a
ls
o
b
y
teac
h
e
r
s
.
B
o
th
teac
h
er
s
in
I
n
d
o
n
esia
a
n
d
Ma
lay
s
ia
r
e
p
o
r
ted
d
if
f
icu
lties
in
s
h
if
tin
g
lear
n
in
g
p
r
o
ce
s
s
f
r
o
m
f
ac
e
to
f
ac
e
to
o
n
lin
e
lear
n
in
g
,
esp
ec
ially
d
u
e
t
o
teac
h
er
s
'
lim
ited
ab
ilit
y
in
u
s
in
g
d
ig
ital
te
ch
n
o
lo
g
y
d
e
v
ices.
T
ea
ch
er
s
s
o
m
etim
es
h
av
e
lim
ited
ex
p
er
ien
ce
in
u
s
in
g
d
ig
ital
tech
n
o
lo
g
ies
f
o
r
teac
h
i
n
g
[
9
]
,
wh
er
ea
s
d
ec
id
in
g
o
n
lear
n
i
n
g
m
et
h
o
d
s
th
at
a
r
e
ap
p
r
o
p
r
iate
an
d
r
ele
v
an
t
f
o
r
o
n
lin
e
lear
n
in
g
h
ig
h
l
y
d
e
p
e
n
d
s
o
n
t
h
e
teac
h
er
s
'
s
k
ills
an
d
m
aster
y
o
f
th
e
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
t
ec
h
n
o
lo
g
ies
[
1
0
]
.
Fo
r
th
is
r
ea
s
o
n
,
th
e
s
h
if
t
f
r
o
m
f
ac
e
-
to
-
f
ac
e
t
o
o
n
lin
e
lear
n
in
g
is
s
ee
n
as a
s
o
u
r
ce
o
f
s
tr
ess
f
o
r
teac
h
er
s
[
1
1
]
.
C
OVI
D
-
19
p
an
d
em
ic
h
ig
h
lig
h
ted
u
n
p
r
ec
ed
e
n
ted
ch
allen
g
e
s
th
at
f
o
r
ce
d
teac
h
er
s
to
ad
a
p
t
to
o
n
lin
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t
[
1
2
]
.
T
h
is
ch
an
g
e
in
en
v
ir
o
n
m
e
n
t
als
o
cr
ea
ted
p
r
o
b
lem
s
f
o
r
teac
h
e
r
s
'
ca
r
ee
r
.
L
ea
r
n
i
n
g
p
r
o
ce
s
s
es
wer
e
h
in
d
er
ed
,
as
also
th
e
s
er
v
ices
g
iv
en
to
s
tu
d
en
ts
d
u
e
to
d
if
f
icu
lties
in
h
av
in
g
d
ir
ec
t
co
n
tact.
Mo
r
eo
v
er
,
s
tr
ess
wer
e
h
eig
h
t
en
ed
s
in
ce
teac
h
e
r
s
wer
e
d
e
m
an
d
ed
t
o
m
aster
v
ar
io
u
s
s
k
ills
in
s
h
o
r
t
p
er
io
d
o
f
tim
e.
W
ith
in
th
e
o
n
lin
e
lear
n
in
g
p
r
o
ce
s
s
,
th
e
em
er
g
in
g
q
u
esti
o
n
is
h
o
w
d
o
teac
h
er
s
'
co
m
p
eten
cies
an
d
tr
ain
in
g
in
d
ig
ital
co
m
p
eten
cies
co
n
tr
ib
u
te
to
teac
h
er
s
'
m
aster
y
in
f
ac
in
g
ch
allen
g
e
s
[
1
2
]
.
D
u
r
in
g
th
e
m
en
tio
n
ed
s
itu
atio
n
,
teac
h
er
s
wer
e
en
c
o
u
r
a
g
ed
t
o
h
a
v
e
a
ca
r
ee
r
ad
ap
tab
ilit
y
.
W
ith
c
ar
ee
r
ad
a
p
tab
ilit
y
,
teac
h
er
s
ar
e
m
o
r
e
r
ea
d
y
to
h
an
d
le
u
n
ex
p
ec
te
d
ca
r
ee
r
-
r
el
ated
task
s
[
4
]
.
Hen
ce
,
t
h
e
e
n
v
ir
o
n
m
en
tal
s
h
if
t
d
em
an
d
s
in
teac
h
e
r
s
'
wo
r
k
in
g
m
ec
h
an
is
m
s
ca
n
b
e
h
an
d
led
well.
In
o
n
lin
e
lear
n
in
g
,
teac
h
er
s
n
ee
d
to
h
av
e
v
a
r
io
u
s
co
m
p
et
en
cies
s
u
ch
as
tech
n
ical
co
m
p
eten
cies,
o
n
lin
e
e
n
v
ir
o
n
m
en
t
m
an
ag
e
m
en
t,
an
d
o
n
lin
e
in
ter
a
ctio
n
[
1
3
]
.
C
ar
ee
r
a
d
ap
tab
ilit
y
i
n
o
n
lin
e
lear
n
in
g
is
g
r
ea
tly
in
f
lu
en
ce
d
b
y
tea
ch
er
s
'
ab
ilit
y
to
in
teg
r
ate
m
ater
ials
an
d
tea
ch
in
g
with
tech
n
o
lo
g
y
,
o
r
wh
at
is
k
n
o
wn
as
th
e
tech
n
o
lo
g
ical,
p
ed
a
g
o
g
ical
a
n
d
co
n
te
n
t
k
n
o
wled
g
e
(
T
PAC
K)
f
r
am
ewo
r
k
.
I
t
is
im
p
lied
t
h
at
o
n
lin
e
lear
n
in
g
is
h
ig
h
ly
d
ep
e
n
d
en
t
o
n
tech
n
o
lo
g
y
.
O
n
lin
e
lear
n
in
g
ca
n
b
e
a
ch
iev
ed
th
r
o
u
g
h
o
n
lin
e
ch
at,
v
id
eo
co
n
f
e
r
en
cin
g
u
s
in
g
Z
o
o
m
o
r
Go
o
g
le
Me
et,
o
r
a
co
m
b
i
n
atio
n
o
f
b
o
th
[
1
4
]
.
Alth
o
u
g
h
o
n
lin
e
lear
n
in
g
h
ad
s
ev
er
al
ad
v
an
tag
es
d
u
r
in
g
th
e
p
a
n
d
em
ic,
s
u
ch
as c
o
n
v
en
ie
n
ce
,
ac
ce
s
s
ib
ilit
y
[
1
5
]
,
an
d
f
lex
i
b
ilit
y
[
1
6
]
,
th
er
e
ar
e
s
till
d
i
s
ad
v
an
tag
es
an
d
u
n
r
eso
lv
ed
is
s
u
es r
elate
d
t
o
o
n
lin
e
lear
n
in
g
.
Var
io
u
s
is
s
u
es
f
ac
ed
d
u
r
in
g
o
n
lin
e
lear
n
in
g
wer
e
id
en
tifie
d
s
u
ch
as
th
e
lack
o
f
f
ac
ilit
ies
s
u
p
p
o
r
t,
u
n
p
r
e
p
ar
ed
teac
h
e
r
in
o
r
g
an
iz
in
g
e
-
lear
n
in
g
,
an
d
d
if
f
ic
u
lties
in
d
eliv
er
in
g
m
ater
ial.
T
h
e
av
ailab
le
f
ac
ilit
ies
wer
e
f
o
u
n
d
n
o
t
m
ee
t
th
e
r
eq
u
i
r
em
en
ts
o
f
o
n
lin
e
lear
n
in
g
s
u
ch
as
b
ad
in
ter
n
et
co
n
n
ec
tiv
ity
[
8
]
.
Ma
n
y
teac
h
e
r
wer
e
u
n
p
r
e
p
ar
ed
in
o
r
g
a
n
is
in
g
e
-
lea
r
n
in
g
wh
ich
r
ep
r
esen
ted
in
teac
h
er
s
'
in
ab
ilit
y
in
u
s
in
g
tech
n
o
lo
g
y
[
1
4
]
.
T
ea
ch
er
s
also
m
et
v
ar
io
u
s
ch
allen
g
es
in
d
eliv
er
in
g
m
ate
r
ial
s
u
ch
as
h
o
w
to
ex
p
lain
m
at
er
ials
o
n
lin
e
[
1
4
]
,
in
ef
f
icien
cy
[
1
5
]
,
m
o
r
e
tim
e
ta
k
in
g
[
1
6
]
,
a
n
d
d
if
f
icu
lties
in
te
ac
h
in
g
p
r
ac
tical
s
u
b
jects
[
1
7
]
.
T
h
r
ee
th
in
g
s
th
at
n
ee
d
to
b
e
a
ch
iev
ed
in
o
n
lin
e
lear
n
in
g
ar
e
r
elate
d
to
th
e
o
n
lin
e
lear
n
er
s
,
m
ater
ials
(
co
n
ten
ts
)
,
an
d
th
e
teac
h
er
s
[
1
8
]
.
I
n
ter
m
s
o
f
th
e
o
n
lin
e
le
ar
n
er
s
,
teac
h
er
s
n
ee
d
to
u
n
d
e
r
s
tan
d
th
eir
s
tu
d
en
ts
'
h
o
p
e,
p
r
e
p
ar
ed
n
ess
,
id
en
titi
es
an
d
th
eir
p
ar
ticip
atio
n
s
.
I
n
ter
m
s
o
f
m
ate
r
ials
,
th
er
e
a
r
e
f
o
u
r
th
in
g
s
n
ee
d
to
b
e
ad
d
r
ess
ed
:
i
)
th
e
n
ee
d
to
d
e
v
elo
p
th
e
m
ater
ials
,
ii
)
th
e
n
ee
d
f
o
r
m
u
ltime
d
ia
in
teg
r
atio
n
,
iii
)
th
e
n
ee
d
to
im
p
lem
en
t
lear
n
i
n
g
s
tr
ateg
ies
in
m
ater
ials
d
e
v
elo
p
m
en
t
a
n
d
iv
)
co
n
s
id
er
atio
n
s
f
o
r
m
ate
r
ials
d
ev
elo
p
m
e
n
t.
T
ea
ch
er
s
ar
e
r
esp
o
n
s
ib
le
to
p
r
ep
ar
e
a
n
d
p
lan
th
e
m
ater
ia
ls
f
o
r
o
n
lin
e
class
es.
L
ea
r
n
in
g
m
ater
ials
ar
e
n
o
t
s
im
p
ly
co
p
ied
f
r
o
m
f
ac
e
-
to
-
f
ac
e
lear
n
in
g
to
o
n
lin
e
lear
n
i
n
g
.
T
ea
ch
er
s
s
till
n
ee
d
to
in
teg
r
ate
th
e
co
n
ten
t,
p
ed
ag
o
g
ical
co
n
s
id
er
atio
n
s
a
n
d
tech
n
o
lo
g
y
wh
ile
d
esig
n
i
n
g
o
n
lin
e
class
es
[
1
9
]
.
T
ea
c
h
er
s
n
ee
d
to
h
av
e
a
k
n
o
wled
g
e
o
n
wh
ich
tech
n
o
l
o
g
y
is
ap
p
r
o
p
r
iate
f
o
r
th
e
o
n
l
in
e
lear
n
in
g
ac
tiv
ities
.
L
ast
ly
,
f
r
o
m
th
e
teac
h
er
s
'
p
er
s
p
ec
tiv
e,
teac
h
er
s
n
ee
d
t
o
h
av
e
a
tr
an
s
itio
n
f
r
o
m
f
ac
e
-
to
-
f
ac
e
to
o
n
lin
e,
m
an
a
g
e
ti
m
e
an
d
a
d
ju
s
t
th
e
teac
h
in
g
s
ty
les
[
1
8
]
.
B
ased
o
n
th
ese
ex
p
lan
atio
n
s
,
it
is
clea
r
teac
h
er
s
'
ab
il
ity
in
in
teg
r
atin
g
lear
n
in
g
m
ater
ials
,
p
ed
ag
o
g
ical
m
eth
o
d
s
an
d
tech
n
o
lo
g
y
r
elate
d
to
T
PAC
K
is
v
er
y
e
n
c
o
u
r
a
g
ed
.
T
ec
h
n
o
lo
g
ica
l,
p
ed
ag
o
g
ical,
a
n
d
co
n
ten
t
k
n
o
wled
g
e
(
T
PAC
K)
is
k
n
o
wled
g
e
th
at
is
n
ee
d
ed
b
y
th
e
teac
h
er
s
to
cr
ea
te
ef
f
e
ctiv
e
tech
n
o
lo
g
ical
in
teg
r
atio
n
to
lear
n
i
n
g
p
r
o
ce
s
s
.
T
PAC
K
f
r
am
ewo
r
k
em
p
h
a
s
izes
th
e
r
elatio
n
s
b
etwe
en
te
ac
h
er
s
k
n
o
wled
g
e
with
th
e
co
n
ten
ts
,
p
e
d
ag
o
g
ical
m
eth
o
d
s
an
d
tech
n
o
lo
g
y
to
cr
ea
te
ef
f
ec
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t
[
1
9
]
.
T
PAC
K
d
ev
elo
p
m
en
t
b
y
tea
ch
er
s
is
im
p
o
r
tan
t
to
cr
ea
te
ef
f
ec
tiv
e
lear
n
in
g
with
tech
n
o
lo
g
y
.
T
h
e
T
PAC
K
f
r
am
ewo
r
k
is
ex
p
lain
ed
b
y
th
e
i
n
ter
ac
tio
n
o
f
th
r
ee
f
u
n
d
am
e
n
tal
k
n
o
wled
g
e
:
co
n
t
en
t,
p
ed
ag
o
g
y
a
n
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Pu
b
lic
Hea
lth
Sci
I
SS
N:
2252
-
8
8
0
6
Th
e
r
o
le
o
f TP
A
C
K
o
n
ca
r
ee
r
a
d
a
p
ta
b
ilit
y
a
mo
n
g
tea
ch
ers
in
…
(
R
o
s
ita
E
n
d
a
n
g
K
u
s
ma
r
ya
n
i)
363
tech
n
o
lo
g
y
.
Mo
r
e
o
v
er
,
th
e
r
e
is
in
ter
ac
tio
n
b
etwe
en
th
e
co
m
p
o
n
en
ts
,
p
ed
a
g
o
g
ical
co
n
ten
t
k
n
o
wled
g
e
(
PC
K)
,
tech
n
o
lo
g
ical
co
n
te
n
t
k
n
o
wl
ed
g
e
(
T
C
K)
,
tech
n
o
lo
g
ical
p
ed
ag
o
g
ical
k
n
o
wled
g
e
(
T
P
K)
an
d
tech
n
o
lo
g
y
,
p
ed
ag
o
g
y
an
d
co
n
ten
t
k
n
o
wle
d
g
e
(
T
PAC
K)
.
T
h
e
in
ter
ac
tio
n
b
etwe
en
all
th
e
co
m
p
o
n
en
ts
p
r
o
d
u
ce
s
th
e
k
in
d
o
f
k
n
o
wled
g
e
n
ee
d
ed
to
ac
h
iev
e
b
etter
tech
n
o
lo
g
y
in
teg
r
atio
n
d
u
r
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
[
9
]
.
T
PAC
K
f
r
am
ewo
r
k
was
b
u
ilt
u
p
o
n
s
ev
en
elem
en
ts
an
d
ex
p
lain
e
d
s
ev
en
teac
h
er
s
'
k
n
o
wled
g
e
d
o
m
ai
n
s
as
th
e
h
ea
r
t o
f
a
g
o
o
d
lea
r
n
in
g
p
r
o
ce
s
s
[
9
]
,
[
1
9
]
.
T
PAC
K
d
o
m
ain
s
ar
e
d
ep
ict
ed
in
Fig
u
r
e
1
.
Fig
u
r
e
1.
T
ec
h
n
o
l
o
g
ical
p
ed
a
g
o
g
ical
co
n
ten
t
k
n
o
wled
g
e
(
T
P
AC
K)
f
r
am
ewo
r
k
[
9
]
a.
C
o
n
ten
t
k
n
o
wled
g
e
(
C
K)
o
r
k
n
o
wled
g
e
r
elate
d
t
o
co
n
ten
t
is
teac
h
er
s
'
k
n
o
wled
g
e
r
e
g
ar
d
in
g
co
u
r
s
e
m
ater
ials
th
at
ar
e
b
ein
g
tau
g
h
t
o
r
lear
n
ed
.
T
ea
ch
e
r
s
n
e
ed
to
u
n
d
er
s
tan
d
th
e
d
ep
th
o
f
f
u
n
d
a
m
en
tal
k
n
o
wled
g
e
o
f
th
e
s
u
b
ject
th
e
y
ar
e
teac
h
in
g
.
T
ea
ch
e
r
s
also
n
ee
d
to
h
av
e
an
u
n
d
er
s
tan
d
i
n
g
o
n
h
o
w
ea
c
h
s
u
b
ject
m
ig
h
t
h
av
e
d
i
f
f
er
en
t
ch
ar
ac
ter
is
tics
f
o
r
ea
c
h
c
o
n
t
en
t.
W
h
en
th
e
te
ac
h
er
s
f
ail
t
o
h
a
v
e
a
d
ee
p
k
n
o
wled
g
e,
s
tu
d
en
ts
ar
e
af
f
ec
ted
b
y
r
ec
eiv
in
g
i
n
co
r
r
ec
t i
n
f
o
r
m
atio
n
.
b.
Ped
ag
o
g
ical
k
n
o
wled
g
e
(
PK)
p
ed
ag
o
g
ical
k
n
o
wled
g
e
is
te
ac
h
er
s
'
k
n
o
wled
g
e
o
n
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
es,
p
r
ac
tices,
an
d
m
eth
o
d
s
.
T
h
ese
k
n
o
wled
g
es
in
clu
d
e
k
n
o
wled
g
e
in
class
m
an
ag
em
en
t,
ev
alu
atio
n
,
d
ev
elo
p
m
en
t,
teac
h
in
g
p
la
n
s
an
d
s
tu
d
en
ts
'
lear
n
in
g
p
r
o
ce
s
s
.
c.
T
ec
h
n
o
lo
g
ical
k
n
o
wled
g
e
(
T
K)
is
k
n
o
wled
g
e
o
n
u
s
in
g
te
ch
n
o
lo
g
y
an
d
in
f
o
r
m
atio
n
.
T
ea
ch
er
s
n
ee
d
to
h
av
e
a
v
ast
u
n
d
e
r
s
tan
d
in
g
in
i
n
f
o
r
m
atio
n
al
tech
n
o
l
o
g
y
to
b
e
ab
le
to
im
p
lem
en
t
th
em
p
r
o
d
u
ctiv
ely
in
th
eir
wo
r
k
p
lace
an
d
d
aily
life
s
ettin
g
s
,
to
k
n
o
w
wh
en
in
f
o
r
m
ati
o
n
al
tech
n
o
lo
g
y
ca
n
h
elp
ac
h
i
ev
e
g
o
als
an
d
to
k
ee
p
ad
a
p
tin
g
to
i
n
f
o
r
m
atio
n
a
l te
ch
n
o
lo
g
y
g
r
o
wth
an
d
ch
an
g
es.
d.
Ped
ag
o
g
ical
c
o
n
ten
t
k
n
o
wled
g
e
(
PC
K)
is
teac
h
er
s
'
s
k
ills
in
in
ter
p
r
etin
g
lear
n
in
g
m
ater
ial
s
,
in
lo
o
k
in
g
f
o
r
v
ar
io
u
s
way
s
o
f
p
r
esen
tin
g
th
e
m
ater
ials
an
d
in
ad
ju
s
tin
g
th
e
m
ater
ials
with
s
tu
d
en
ts
'
p
r
ev
io
u
s
k
n
o
wled
g
e
.
Ped
ag
o
g
ical
co
n
ten
t k
n
o
wled
g
e
is
d
if
f
er
en
t f
o
r
ea
ch
co
n
ten
t
ar
ea
,
s
in
ce
it in
teg
r
ates c
o
n
te
n
t a
n
d
p
ed
ag
o
g
y
f
o
r
th
e
g
o
als o
f
d
ev
elo
p
in
g
b
etter
teac
h
in
g
p
r
ac
tices f
o
r
ea
c
h
co
n
ten
t a
r
ea
.
e.
T
ec
h
n
o
lo
g
ical
p
e
d
ag
o
g
ical
k
n
o
wled
g
e
(
T
PK)
r
e
f
er
s
to
k
n
o
wled
g
e
o
n
h
o
w
v
ar
io
u
s
tech
n
o
lo
g
ies
ca
n
b
e
u
s
ed
f
o
r
teac
h
in
g
a
n
d
u
n
d
er
s
ta
n
d
in
g
t
h
at
tech
n
o
l
o
g
y
u
s
e
ca
n
ch
a
n
g
e
teac
h
e
r
s
'
teac
h
in
g
m
eth
o
d
s
in
class
.
f.
T
ec
h
n
o
lo
g
ical
co
n
ten
t
k
n
o
wle
d
g
e
(
T
C
K)
r
ef
er
s
to
h
o
w
tec
h
n
o
lo
g
ical
k
n
o
wled
g
e
ca
n
m
ak
e
n
o
v
el
s
p
ec
if
ic
r
ep
r
esen
tatio
n
s
.
T
h
is
k
n
o
wle
d
g
e
s
h
o
ws
h
o
w
teac
h
er
s
ca
n
u
n
d
er
s
tan
d
an
d
ch
a
n
g
e
s
t
u
d
en
ts
'
way
s
o
f
co
n
ce
p
t le
ar
n
i
n
g
an
d
u
n
d
er
s
ta
n
d
in
g
with
in
o
n
e
c
o
n
ten
t a
r
ea
.
g.
T
ec
h
n
o
lo
g
ical
p
ed
a
g
o
g
ical
c
o
n
ten
t
k
n
o
wled
g
e
(
T
PAC
K)
r
ef
er
s
to
k
n
o
wled
g
e
n
ee
d
ed
b
y
teac
h
er
s
to
in
teg
r
ate
tech
n
o
lo
g
y
in
teac
h
i
n
g
with
in
ev
er
y
co
n
ten
t
ar
ea
.
T
ea
ch
er
s
n
ee
d
to
h
av
e
in
tu
itiv
e
u
n
d
er
s
tan
d
in
g
o
n
co
m
p
le
x
in
ter
ac
tio
n
b
etwe
en
th
r
ee
f
u
n
d
am
en
tal
k
n
o
wle
d
g
e
(
C
K,
PK
an
d
T
K)
b
y
p
r
e
s
en
tin
g
co
n
ten
ts
u
s
in
g
th
e
ap
p
r
o
p
r
iate
m
eth
o
d
s
an
d
p
e
d
ag
o
g
ical
tech
n
o
l
o
g
ies.
T
h
e
ab
ilit
y
to
ad
a
p
t
is
v
er
y
i
m
p
o
r
tan
t
f
o
r
teac
h
er
s
,
esp
ec
ia
lly
wh
en
t
h
ey
h
av
e
t
o
f
ac
e
u
n
p
r
ed
ictab
le
ch
an
g
es,
s
u
ch
as
th
e
s
h
if
t
f
r
o
m
f
ac
e
-
to
-
f
ac
e
to
o
n
lin
e
lear
n
in
g
.
Oth
er
f
ac
to
r
s
th
a
t
s
u
p
p
o
r
t
teac
h
er
s
'
ad
ap
tab
ilit
y
in
lear
n
in
g
ar
e
th
eir
m
aster
y
o
f
tech
n
o
lo
g
ical,
p
ed
ag
o
g
ical
an
d
co
n
ten
t
k
n
o
wled
g
e
(
T
PAC
K)
.
I
t
is
im
p
o
r
tan
t
to
lear
n
h
o
w
T
PA
C
K
is
r
elate
d
to
a
n
d
ca
n
in
f
lu
e
n
ce
teac
h
er
s
'
p
r
o
f
ess
io
n
al
ad
a
p
tab
ilit
y
.
Kn
o
win
g
th
at
b
o
th
p
lay
a
b
ig
r
o
le
in
s
u
p
p
o
r
tin
g
lear
n
in
g
s
u
cc
ess
an
d
th
at
o
n
lin
e
lear
n
in
g
s
k
ills
a
r
e
s
till
n
ee
d
ed
an
d
co
n
tin
u
e
d
esp
ite
th
e
s
u
b
s
id
e
d
p
an
d
em
ic
,
th
is
r
esear
ch
aim
s
to
in
v
esti
g
ate
th
e
in
f
lu
en
ce
o
f
tech
n
o
l
o
g
ical,
p
ed
ag
o
g
ical
an
d
c
o
n
ten
t
k
n
o
w
led
g
e
(
T
PAC
K)
o
n
teac
h
er
s
'
ca
r
ee
r
ad
ap
ta
b
ilit
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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B
ased
o
n
th
e
p
r
ev
io
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ex
p
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atio
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u
r
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o
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am
in
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tech
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ical,
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ed
ag
o
g
ical
an
d
c
o
n
ten
t
k
n
o
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T
PAC
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r
ee
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ical,
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ical
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Ma
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n
T
h
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p
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t
a
w
a
s
a
n
al
y
z
e
d
u
s
i
n
g
p
a
r
t
i
a
l
l
e
as
t
s
q
u
a
r
e
s
t
r
u
c
t
u
r
al
e
q
u
a
t
i
o
n
m
o
d
e
l
l
i
n
g
(
P
L
S
-
SE
M
)
.
T
h
i
s
t
e
c
h
n
i
q
u
e
w
a
s
c
h
o
s
e
n
d
u
e
t
o
i
t
s
co
m
p
atib
ilit
y
i
n
t
e
s
t
i
n
g
t
h
e
a
s
s
o
ci
a
t
i
o
n
b
e
tw
e
e
n
n
e
w
c
o
n
s
t
r
u
c
t
s
,
w
h
e
r
e
t
h
e
r
e
w
a
s
a
l
a
c
k
o
f
s
u
p
p
o
r
t
f
r
o
m
p
r
e
v
i
o
u
s
s
t
u
d
i
es
.
T
h
is
r
e
s
e
a
r
c
h
f
o
c
u
s
e
d
o
n
t
h
e
i
n
f
l
u
e
n
c
e
o
f
T
P
AC
K
e
l
e
m
e
n
ts
,
e
s
p
e
c
i
al
l
y
t
h
e
7
th
d
o
m
a
i
n
t
o
f
o
u
r
c
a
r
e
e
r
a
d
a
p
t
a
b
i
li
t
y
d
i
m
e
n
s
i
o
n
s
.
T
h
e
7
th
d
o
m
a
i
n
w
a
s
c
h
o
s
e
n
s
i
n
c
e
i
t
w
as
t
h
e
d
o
m
a
i
n
t
h
a
t
i
n
t
e
g
r
a
t
es
al
l
t
h
r
ee
:
p
e
d
a
g
o
g
i
c
a
l
k
n
o
wl
e
d
g
e
,
c
o
n
t
e
n
t
,
a
n
d
t
e
c
h
n
o
l
o
g
y
m
as
t
e
r
y
.
I
n
e
v
a
l
u
a
t
i
n
g
t
h
e
m
o
d
e
l
,
P
L
S
-
S
E
M
v
i
e
w
e
d
t
h
e
m
o
d
e
l
u
s
i
n
g
t
h
e
m
e
a
s
u
r
e
m
en
t
m
o
d
e
l
(
h
o
w
m
e
as
u
r
e
d
v
a
r
ia
b
l
e
s
r
e
p
r
es
e
n
ts
t
h
e
c
o
n
s
t
r
u
c
t
)
a
n
d
s
t
r
u
c
t
u
r
a
l
m
o
d
e
l
(
h
o
w
c
o
n
s
t
r
u
c
t
s
a
r
e
a
s
s
o
c
i
a
t
e
d
w
it
h
e
a
c
h
o
t
h
e
r
)
[
2
8
]
.
I
n
P
L
S
-
S
E
M
,
t
h
e
m
e
a
s
u
r
e
m
e
n
t
m
o
d
e
l
is
a
ls
o
k
n
o
w
n
a
s
out
e
r
m
o
d
e
l
a
n
d
t
h
e
s
tr
u
c
t
u
r
a
l
m
o
d
e
l
i
s
o
f
t
e
n
r
e
f
e
r
r
ed
t
o
i
n
n
e
r
m
o
d
e
l
.
I
n
t
h
i
s
r
e
s
e
a
c
h
,
t
h
e
o
u
t
e
r
m
o
d
e
l
w
a
s
e
v
a
l
u
at
e
d
u
s
i
n
g
c
o
n
v
e
r
g
e
n
t
v
a
l
i
d
i
t
y
,
d
i
s
c
r
i
m
i
n
a
n
t
v
a
l
i
d
i
t
y
,
a
n
d
c
o
m
p
o
s
i
t
e
r
e
l
i
a
b
i
li
t
y
.
Me
a
n
w
h
i
le
t
h
e
i
n
n
e
r
m
o
d
e
l
w
as
e
x
a
m
i
n
e
d
u
s
i
n
g
p
a
t
h
c
o
e
f
f
i
c
ie
n
t
,
c
o
e
f
f
ic
i
e
n
t
d
e
t
e
r
m
i
n
a
ti
o
n
,
a
n
d
p
r
e
d
i
c
t
i
v
e
r
e
l
e
v
a
n
ce
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
B
ased
o
n
h
y
p
o
t
h
esis
test
in
g
u
s
in
g
PLS,
th
e
m
o
d
el
o
u
ter
r
esu
lts
an
aly
s
is
ca
n
b
e
ex
p
lain
ed
f
r
o
m
co
n
v
er
g
en
t
v
alid
ity
,
d
is
cr
im
in
an
t
v
alid
ity
,
an
d
c
o
m
p
o
s
ite
r
eliab
ilit
y
.
I
n
ter
m
o
f
c
o
n
v
e
r
g
e
n
t
v
alid
ity
,
s
ec
o
n
d
o
r
d
er
co
n
f
ir
m
ato
r
y
an
aly
s
is
s
h
o
wed
th
at
m
o
s
t
o
f
th
e
ca
r
ee
r
a
d
ap
tab
ilit
y
an
d
T
PAC
K
co
m
p
o
n
en
ts
h
av
e
f
ac
to
r
lo
ad
in
g
s
>.
7
0
.
On
ly
o
n
e
T
PAC
K
item
h
as
a
f
ac
to
r
lo
ad
in
g
b
elo
w
.
7
0
,
w
h
ich
is
item
5
(
"I
am
ab
le
to
m
o
d
if
y
m
y
teac
h
in
g
s
ty
les
b
ased
o
n
s
tu
d
en
ts
'
k
n
o
wled
g
e
a
n
d
s
k
ills
")
with
f
ac
to
r
lo
ad
in
g
.
6
9
2
.
T
h
is
r
esu
lt
in
d
icate
d
m
ea
s
u
r
em
en
t
co
n
s
tr
u
cts
o
f
t
h
is
r
ese
ar
ch
h
av
e
a
co
n
v
er
g
en
t
v
alid
ity
.
Me
an
wh
ile
in
t
er
m
o
f
d
is
cr
im
in
a
n
t
v
alid
ity
,
cr
o
s
s
lo
ad
in
g
s
v
alu
e
f
o
r
ea
ch
ca
r
ee
r
a
d
ap
tab
ilit
y
an
d
T
PAC
K
co
m
p
o
n
en
ts
ar
e
b
ig
g
er
th
an
t
h
eir
cr
o
s
s
lo
ad
in
g
s
with
o
t
h
er
d
im
en
s
io
n
s
.
B
ased
o
n
th
ese
r
esu
lts
,
it
is
co
n
clu
d
ed
th
at
th
e
r
esear
c
h
c
o
n
s
tr
u
cts
h
av
e
m
et
th
e
d
is
cr
im
in
an
t
v
alid
ity
.
T
h
e
n
,
f
r
o
m
ter
m
o
f
r
eliab
ilit
y
,
s
esu
lts
o
f
c
o
m
p
o
s
ite
r
eliab
ilit
y
an
aly
s
is
ar
e
p
r
esen
ted
in
T
ab
le
4
,
w
h
ich
s
h
o
wed
ea
c
h
co
n
s
tr
u
ct
h
as a
g
o
o
d
co
m
p
o
s
ite
s
co
r
e
ab
o
v
e
.
9
.
T
ab
le
4
.
C
o
m
p
o
s
ite
v
alid
ity
s
co
r
es
C
o
m
p
o
si
t
e
r
e
l
i
a
b
i
l
i
t
y
(
r
h
o
_
a
)
C
o
n
c
e
r
n
.
9
1
9
C
o
n
t
r
o
l
.
9
0
1
C
u
r
i
o
s
i
t
y
.
9
2
3
C
o
n
f
i
d
e
n
c
e
.
9
1
2
TPA
C
K
.
8
5
7
T
h
e
in
n
er
m
o
d
el
r
esu
lts
an
aly
s
is
ca
n
b
e
ex
p
lain
ed
f
r
o
m
p
ath
co
ef
f
icien
t,
c
o
ef
f
icien
t
d
eter
m
in
atio
n
(R
2
)
,
an
d
p
r
e
d
ictiv
e
r
elev
a
n
ce
.
As
s
h
o
wn
in
T
ab
le
5
,
p
ath
co
ef
f
icien
ts
an
al
y
s
is
s
h
o
wed
th
at
T
PAC
K
in
f
lu
en
ce
s
all
ca
r
ee
r
ad
ap
tab
ilit
y
d
im
en
s
io
n
s
(
co
n
ce
r
n
,
c
o
n
tr
o
l,
cu
r
io
s
ity
,
an
d
co
n
f
id
e
n
ce
)
d
ir
ec
tly
,
with
p
o
s
itiv
e
d
ir
ec
tio
n
an
d
th
e
ef
f
ec
ts
ar
e
s
ig
n
if
ican
t.
T
h
ese
r
es
u
lts
wer
e
b
ased
o
n
th
e
p
o
s
itiv
e
s
ig
n
o
f
th
e
p
ath
an
aly
s
is
co
ef
f
icien
t
an
d
its
v
a
lu
e
was
b
ig
g
er
th
an
1
.
9
6
(
t
s
tatis
tics
>1
.
9
6
)
,
with
p
-
v
alu
e<
.
0
5
.
Mo
r
e
d
etails
o
n
p
ath
an
aly
s
is
r
esu
lts
ar
e
p
r
ese
n
ted
i
n
T
ab
le
5
.
C
o
ef
f
icien
t
o
f
d
eter
m
in
atio
n
an
al
y
s
is
o
f
T
P
AC
K
o
n
all
C
ar
ee
r
Ad
ap
tab
ilit
y
d
im
e
n
s
io
n
s
s
h
o
w
ed
lo
w
s
co
r
e
o
n
co
n
t
r
o
l
a
n
d
m
ed
iu
m
o
n
th
e
o
th
er
th
r
ee
(
c
o
n
ce
r
n
,
cu
r
i
o
s
ity
an
d
co
n
f
id
en
ce
)
.
T
h
e
r
esu
lts
ar
e
s
h
o
wn
in
T
ab
le
6
.
B
ased
o
n
th
e
an
aly
s
is
co
n
d
u
cted
,
Q
2
v
alu
e
was
g
en
er
ated
as
a
wh
o
le
to
g
ath
er
in
f
o
r
m
atio
n
a
b
o
u
t
t
h
e
m
o
d
el'
s
p
r
ed
ictiv
e
r
elev
an
ce
.
T
h
is
in
f
o
r
m
atio
n
ca
n
b
e
s
ee
n
i
n
T
a
b
le
7
.
Q
2
v
alu
e
m
ea
s
u
r
em
en
ts
wer
e
ca
lcu
lated
with
th
e
f
o
llo
win
g
f
o
r
m
u
la:
Q
2
=1
-
(1
-
R
1
2
)
(
1
-
R
2
2
)
(
1
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R
3
2
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(
1
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4
2
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Q
2
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.
2
7
1
)
(
1
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0
.
2
4
4
)
(
1
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0
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1
3
5
)
(1
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2
6
0
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Q
2
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2
9
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5
6
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8
6
5
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7
4
0
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Q
2
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-
0
.
3
5
2
7
7
4
4
7
2
Q
2
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.
6
4
7
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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ased
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th
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6
4
7
(
Q
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wh
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icate
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th
e
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el
h
as
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p
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7
%
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f
th
e
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PAC
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n
C
ar
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tab
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.
Stru
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r
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m
o
d
el
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f
T
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n
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r
ee
r
a
d
ap
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lity
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ep
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Fig
u
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e
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.
T
ab
le
5
.
Path
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f
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o
f
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c
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K
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n
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l
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7
9
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0
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5
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5
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3
6
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0
0
0
TPA
C
K
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>
C
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n
f
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e
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5
0
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4
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3
0
3
.
0
0
0
T
ab
le
6
.
R
2
Valu
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f
T
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f
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ts
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ee
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8
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1
4
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u
r
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t
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6
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6
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C
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n
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2
5
2
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2
5
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ab
le
7
.
Pre
d
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an
ce
v
alu
e
(
Q2
)
D
i
me
n
si
o
n
Q²
C
o
n
c
e
r
n
.
2
7
1
C
o
n
f
i
d
e
n
c
e
.
2
4
4
C
o
n
t
r
o
l
.
1
3
5
C
u
r
i
o
s
i
t
y
.
2
6
0
Fig
u
r
e
2
.
Stru
ctu
r
al
m
o
d
el
o
f
T
PAC
K
o
n
ca
r
ee
r
ad
ap
tab
ilit
y
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8
8
0
6
Th
e
r
o
le
o
f TP
A
C
K
o
n
ca
r
ee
r
a
d
a
p
ta
b
ilit
y
a
mo
n
g
tea
ch
ers
in
…
(
R
o
s
ita
E
n
d
a
n
g
K
u
s
ma
r
ya
n
i)
367
T
h
is
r
esear
ch
ar
g
u
es
th
at
T
P
AC
K
will
h
av
e
a
r
o
le
in
p
r
e
d
ictin
g
teac
h
er
s
'
ca
r
ee
r
ad
a
p
tab
ilit
y
in
I
n
d
o
n
esia
an
d
Ma
lay
s
ia.
W
o
r
k
in
g
e
n
v
ir
o
n
m
en
t
c
h
an
g
e
h
as
a
s
ig
n
if
ican
t
im
p
licatio
n
o
n
c
ar
ee
r
ch
a
r
ac
ter
is
tics
an
d
co
m
p
lex
ity
as
well
as
wo
r
k
d
em
a
n
d
s
[
2
9
]
,
[
3
0
]
.
W
ith
t
h
e
ch
an
g
e,
tech
n
o
lo
g
y
m
aster
y
is
a
v
er
y
cr
u
cial
m
atter
to
co
n
s
id
er
.
C
OVI
D
-
1
9
p
a
n
d
em
ic
h
ad
g
iv
en
w
o
r
k
er
s
a
co
n
s
eq
u
en
ce
,
teac
h
er
s
in
cl
u
d
ed
,
to
lim
it
th
eir
in
ter
ac
tio
n
wit
h
o
th
er
p
e
o
p
le
.
T
ea
ch
er
s
wer
e
f
ac
ed
with
t
h
e
ch
allen
g
e
to
m
a
n
ag
e
o
n
lin
e
lear
n
in
g
a
n
d
to
m
ain
tain
co
m
m
u
n
icatio
n
b
y
g
iv
in
g
s
tu
d
en
ts
th
eir
n
ee
d
ed
lear
n
in
g
s
u
p
p
o
r
t
[
1
2
]
.
T
ea
ch
er
s
'
d
ig
ital
co
m
p
eten
cy
an
d
th
eir
o
p
p
o
r
tu
n
ities
to
lear
n
d
ig
ital
co
m
p
eten
cy
h
a
v
e
a
s
ig
n
if
ican
t
r
o
le
in
d
eter
m
in
i
n
g
teac
h
er
s
'
ab
ilit
y
to
ad
ap
t w
ith
o
n
lin
e
lear
n
in
g
a
f
ter
th
e
s
ch
o
o
l c
lo
s
u
r
e
d
u
r
i
n
g
th
e
p
an
d
em
ic
[
1
2
]
.
T
ea
ch
er
s
’
c
o
m
p
eten
cy
r
elate
d
to
tech
n
o
lo
g
ical
m
aster
y
in
m
an
a
g
in
g
t
h
eir
p
r
o
f
ess
io
n
al
task
s
is
k
n
o
w
n
as
T
PAC
K,
teac
h
er
s
'
d
ig
ital
co
m
p
ete
n
c
y
th
at
in
teg
r
ates
tech
n
o
lo
g
y
an
d
p
ed
ag
o
g
ical
d
ev
elo
p
m
en
t
t
o
cr
ea
te
co
n
ten
ts
o
r
m
ater
ials
th
at
ar
e
g
o
in
g
to
b
e
tau
g
h
t to
th
e
s
tu
d
en
ts
.
B
ased
o
n
p
ath
co
ef
f
icien
t
a
n
aly
s
is
f
r
o
m
Par
t
L
ea
s
t
Sq
u
ar
e,
it
was
f
o
u
n
d
th
at
T
PAC
K
h
as
a
s
ig
n
if
ican
t
p
o
s
itiv
e
in
f
lu
en
ce
o
n
all
f
o
u
r
ca
r
ee
r
ad
ap
ta
b
ilit
y
d
im
en
s
io
n
s
.
T
h
ese
r
esu
lts
wer
e
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ased
o
n
th
e
p
o
s
itiv
e
s
ig
n
o
f
th
e
p
ath
an
aly
s
is
co
ef
f
icien
t
an
d
its
v
alu
e
was
b
ig
g
er
th
an
1
.
9
6
(
t
s
tatis
tics
>1
.
9
6
)
,
with
p
-
v
alu
e<
.
0
5
.
T
h
ese
r
esu
lts
in
d
icate
d
th
at
T
PAC
K
h
as
a
s
ig
n
i
f
ican
t
r
o
le
f
o
r
teac
h
er
s
'
co
m
p
e
ten
cy
in
I
n
d
o
n
esia
an
d
Ma
lay
s
ia
in
h
an
d
lin
g
is
s
u
es
r
elate
d
to
ch
allen
g
es
o
f
in
teg
r
ated
d
ig
ital
tech
n
o
lo
g
y
an
d
p
ed
a
g
o
g
ical
m
aster
y
.
T
h
e
n
ee
d
to
co
n
tin
u
e
lear
n
in
g
p
r
o
ce
s
s
d
esp
ite
th
e
lim
itatio
n
o
f
teac
h
er
s
an
d
s
t
u
d
en
ts
’
in
ter
ac
tio
n
m
ad
e
tech
n
o
lo
g
y
u
s
e
in
lear
n
in
g
as
th
e
in
ev
itab
le
ch
o
ice.
T
o
im
p
r
o
v
e
teac
h
in
g
q
u
ality
,
in
teg
r
atin
g
c
o
n
ten
t
an
d
p
e
d
ag
o
g
y
with
tec
h
n
o
lo
g
y
h
as
b
ec
o
m
e
a
m
ain
p
r
io
r
ity
f
o
r
teac
h
er
s
[
3
1
]
.
T
ea
c
h
e
r
s
wh
o
h
a
v
e
h
ig
h
T
PAC
K
co
m
p
eten
cy
will
also
h
av
e
an
e
f
f
icac
y
t
o
f
ac
e
ca
r
ee
r
ch
allen
g
es
an
d
will
b
e
a
b
le
to
h
a
n
d
le
th
e
m
well.
Peo
p
le
u
s
e
f
o
u
r
s
o
u
r
ce
s
o
f
s
elf
-
r
eg
u
latio
n
(
co
n
ce
r
n
,
c
o
n
tr
o
l,
cu
r
io
s
ity
an
d
co
n
f
id
en
c
e)
to
ad
ap
t
with
p
r
ev
io
u
s
ly
u
n
k
n
o
wn
c
o
m
p
lex
p
r
o
b
lem
s
,
ca
r
ee
r
b
u
ild
i
n
g
tr
a
n
s
itio
n
s
an
d
u
n
p
lan
n
ed
o
b
s
tacle
s
an
d
p
h
en
o
m
en
o
n
[
3
2
]
.
Peo
p
le
co
u
l
d
n
o
t
alwa
y
s
r
ely
o
n
o
r
g
an
izatio
n
al
s
u
p
p
o
r
t
m
ec
h
an
is
m
f
o
r
ca
r
ee
r
s
u
cc
es
s
,
b
u
t
th
ey
n
ee
d
to
r
ely
o
n
t
h
eir
p
er
s
o
n
al
ab
ilit
y
,
c
ar
ee
r
ab
ilit
y
an
d
th
eir
s
u
b
jecti
v
e
ca
r
ee
r
e
x
p
er
ien
ce
s
[
3
3
]
.
I
n
ad
d
itio
n
t
o
th
e
in
f
lu
e
n
ce
o
f
T
PAC
K,
r
esu
lt
s
also
s
h
o
wed
t
h
e
v
alu
e
o
f
t
h
is
in
f
lu
en
ce
o
n
c
o
n
ce
r
n
as
m
u
ch
as
2
7
.
6
%,
co
n
tr
o
l
1
4
%,
cu
r
io
s
ity
2
6
.
6
%
a
n
d
c
o
n
f
i
d
e
n
ce
2
5
%.
T
h
e
T
PAC
K
R
2
o
n
ea
ch
d
im
en
s
io
n
o
f
ca
r
ee
r
ad
ap
ta
b
ilit
y
ar
e
co
n
s
id
er
ed
m
ed
i
u
m
in
s
tr
en
g
th
(
c
o
n
ce
r
n
,
co
n
f
id
en
ce
,
cu
r
i
o
s
ity
)
a
n
d
wea
k
(
c
o
n
tr
o
l)
.
C
o
ef
f
icien
t
o
f
d
eter
m
i
n
a
tio
n
(
R
2
)
r
ef
lects
th
e
lev
el
o
r
p
ar
t
o
f
laten
t
co
n
s
tr
u
cts
in
ex
p
lain
in
g
v
ar
ia
n
ce
s
an
d
th
er
ef
o
r
e
m
ea
s
u
r
es "g
o
o
d
o
f
f
i
t"
r
eg
r
ess
io
n
o
n
m
an
if
est item
s
g
ath
er
ed
em
p
ir
ically
[
3
4
]
.
C
o
n
t
r
o
l
d
i
m
e
n
s
i
o
n
r
e
f
e
r
s
t
o
i
n
d
i
v
i
d
u
a
l
n
e
e
d
t
o
g
i
v
e
i
n
f
l
u
e
n
c
e
o
n
c
a
r
e
e
r
i
s
s
u
e
s
t
h
a
t
a
r
e
b
ei
n
g
t
h
e
f
o
c
u
s
o
f
c
o
n
c
e
r
n
[
3
]
.
C
o
n
t
r
o
l
al
s
o
r
e
f
e
r
s
t
o
i
n
d
i
v
i
d
u
a
l
a
b
i
l
it
y
t
o
m
a
k
e
d
e
c
is
i
o
n
s
a
n
d
b
e
r
e
s
p
o
n
s
i
b
l
e
o
n
s
el
f
-
d
e
v
e
l
o
p
m
e
n
t
a
c
c
o
r
d
i
n
g
t
o
t
h
e
i
r
w
o
r
k
.
T
h
e
s
m
a
l
l
c
o
n
t
r
i
b
u
t
io
n
o
f
T
P
A
C
K
o
n
c
o
n
t
r
o
l
d
i
m
e
n
s
i
o
n
i
m
p
l
i
e
d
t
h
at
t
e
a
c
h
e
r
s
'
d
i
g
it
a
l
c
o
m
p
e
t
e
n
c
y
h
as
n
o
t
b
e
e
n
e
n
o
u
g
h
f
o
r
t
h
e
m
t
o
c
o
n
t
r
o
l
a
n
d
t
a
k
e
r
es
p
o
n
s
i
b
il
i
ti
es
f
o
r
t
h
e
i
r
w
o
r
k
a
n
d
c
a
r
e
e
r
i
s
s
u
es
.
T
h
i
s
i
s
al
s
o
m
u
ch
r
e
l
a
t
e
d
t
o
t
e
ac
h
e
r
s
'
l
o
w
b
e
l
ief
i
n
t
h
e
i
r
a
b
i
li
t
y
t
o
i
n
t
e
g
r
at
e
t
ec
h
n
o
l
o
g
y
,
c
o
n
t
e
n
t
,
a
n
d
p
e
d
a
g
o
g
y
.
S
u
d
d
e
n
c
a
r
e
e
r
s
h
i
f
t
a
n
d
r
a
p
i
d
t
e
c
h
n
o
l
o
g
y
m
a
s
t
e
r
y
d
e
m
a
n
d
s
m
a
k
e
i
t
d
i
f
f
i
c
u
lt
f
o
r
t
e
a
c
h
e
r
s
t
o
t
a
k
e
r
e
s
p
o
n
s
i
b
il
i
ti
e
s
i
n
t
h
e
i
r
d
e
c
is
i
o
n
m
a
k
i
n
g
o
n
t
h
i
n
g
s
t
h
a
t
a
r
e
n
e
ed
e
d
t
o
b
e
d
o
n
e
i
n
t
h
e
l
e
a
r
n
i
n
g
p
r
o
c
e
s
s
.
I
n
d
iv
id
u
al
b
elief
in
th
eir
a
b
i
lity
an
d
p
er
s
o
n
al
c
o
m
p
eten
c
e
to
h
an
d
le
c
h
allen
g
in
g
s
itu
atio
n
an
d
s
tr
ess
f
u
l
ev
en
ts
i
s
o
n
e
im
p
o
r
tan
t
f
ac
to
r
in
ca
r
ee
r
ad
a
p
tab
ilit
y
[
3
5
]
.
T
h
e
p
o
s
s
ib
ilit
y
o
f
lim
ited
b
elief
in
o
n
e'
s
ab
ilit
y
in
m
aster
in
g
th
is
tech
n
o
lo
g
y
ca
u
s
es
d
ig
ital
co
m
p
ete
n
cy
s
u
ch
as
T
PAC
K
o
n
ly
h
as
a
s
m
all
im
p
ac
t
o
n
d
ec
is
io
n
m
ak
in
g
r
esp
o
n
s
ib
ilit
ies
in
h
an
d
lin
g
ca
r
ee
r
is
s
u
es.
On
th
e
o
t
h
er
h
a
n
d
,
T
PAC
K
h
as
a
m
ed
iu
m
in
f
lu
en
ce
o
n
co
n
ce
r
n
,
cu
r
io
s
it
y
,
an
d
c
o
n
f
i
d
en
ce
.
W
ith
th
is
T
PAC
K
co
n
tr
ib
u
tio
n
,
it
im
p
lies
th
at
s
o
m
eo
n
e
wh
o
h
as
h
ig
h
T
PAC
K
w
ill
h
av
e
a
ca
r
ee
r
ad
ap
tab
ilit
y
co
m
p
et
en
cy
.
So
m
eo
n
e
with
g
o
o
d
ca
r
ee
r
ad
ap
tab
ilit
y
is
s
o
m
eo
n
e
w
h
o
ca
r
es
ab
o
u
t
th
ei
r
f
u
t
u
r
e,
is
ab
le
to
ta
k
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ce
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wh
at
th
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wan
t
[
5
]
.
T
h
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h
ig
h
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m
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s
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ee
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d
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s
atis
f
ac
tio
n
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d
y
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ly
i
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co
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[
3
6
]
.
Pre
d
ictiv
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r
elev
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ce
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(
Q
2
)
g
en
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wh
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[
3
7
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im
p
lied
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at
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PAC
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ca
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tab
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ed
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k
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wo
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k
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[
5
]
.
L
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C
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[
3
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.
T
h
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s
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ap
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r
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[
3
9
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.
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tio
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m
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to
th
is
ar
tic
le.
RE
F
E
R
E
NC
E
S
[
1
]
J.
H
.
G
r
e
e
n
h
a
u
s,
G
.
A
.
C
a
l
l
a
n
a
n
,
a
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d
M
.
S
.
D
i
R
e
n
z
o
,
“
A
b
o
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n
d
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r
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p
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a
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s
,
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i
n
T
h
e
S
A
G
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a
n
d
b
o
o
k
o
f
O
r
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a
n
i
z
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t
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o
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a
l
B
e
h
a
v
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r
:
V
o
l
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m
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-
M
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c
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.
n
1
6
.
[
2
]
M
.
L.
S
a
v
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c
k
a
s
,
“
C
a
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:
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k
,
2
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,
p
p
.
1
4
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–
183.
[
3
]
D
.
S
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-
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m
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k
a
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,
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-
m
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t
:
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,
”
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v
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n
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o
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R
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.
[
4
]
M
.
L
.
S
a
v
i
c
k
a
s
,
“
C
a
r
e
e
r
a
d
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p
t
a
b
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l
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t
y
:
a
n
i
n
t
e
g
r
a
t
i
v
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c
o
n
st
r
u
c
t
f
o
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l
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f
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-
s
p
a
n
,
l
i
f
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-
s
p
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t
h
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o
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y
,
”
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a
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r
D
e
v
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o
p
m
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t
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y
,
v
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.
4
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o
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9
9
7
.
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b
0
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6
9
.
x
.
[
5
]
M
.
L
.
S
a
v
i
c
k
a
s
a
n
d
E
.
J
.
P
o
r
f
e
l
i
,
“
C
a
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r
a
d
a
p
t
-
a
b
i
l
i
t
i
e
s
s
c
a
l
e
:
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o
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s
t
r
u
c
t
i
o
n
,
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l
i
a
b
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l
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y
,
a
n
d
me
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s
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m
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t
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c
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a
c
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o
s
s
1
3
c
o
u
n
t
r
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e
s
,
”
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o
u
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n
a
l
o
f
V
o
c
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B
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.
j
v
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.
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.
[
6
]
P
.
J.
H
a
r
t
u
n
g
a
n
d
M
.
C
.
C
a
d
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t
,
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