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ize
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s
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Neg
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Stre
et
No
.
1
De
p
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k
,
Slem
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,
Yo
g
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ar
ta
,
I
n
d
o
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ail:
r
is
k
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id
1.
I
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D
UCT
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T
h
e
d
e
v
elo
p
m
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t
o
f
s
elf
-
ab
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with
wo
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k
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f
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m
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ce
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th
e
ac
ad
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w
o
r
ld
is
th
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b
asis
f
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r
p
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f
o
r
m
an
ce
s
k
ills
.
Ster
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ty
p
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p
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p
le,
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f
ten
f
r
o
m
an
ea
r
ly
ag
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av
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ee
n
o
b
s
ess
ed
with
th
e
id
ea
th
at
in
tellig
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o
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talen
ts
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d
ab
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ar
e
f
ix
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f
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d
s
et
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eliev
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s
k
ill
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d
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a
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d
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t
ca
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it
im
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h
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as
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g
et
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p
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k
v
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th
e
ar
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o
v
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u
p
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e
ar
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s
wh
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e
th
e
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ar
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n
o
t
[
1
]
.
Un
iv
e
r
s
itas
Neg
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i Y
o
g
y
ak
ar
ta
(
UNY)
,
a
p
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o
f
s
u
p
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u
c
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u
n
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s
ities
in
So
u
th
ea
s
t
Asi
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co
m
m
itted
to
ac
h
iev
in
g
th
e
q
u
ality
o
f
W
o
r
ld
-
C
lass
Un
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s
ity
(
W
C
U
)
.
T
h
e
m
ain
g
o
al
is
to
im
p
r
o
v
e
q
u
ality
to
ex
p
a
n
d
ac
ce
s
s
to
ed
u
ca
tio
n
at
th
e
in
ter
n
atio
n
al
lev
el
[
2
]
.
T
h
e
s
ig
n
if
ican
t
d
ev
elo
p
m
en
t
o
f
u
n
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v
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ality
is
in
r
eso
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s
,
esp
ec
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lly
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o
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lectu
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s
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p
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tes
to
r
esear
ch
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d
p
u
b
licatio
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p
r
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u
ctiv
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[
3
]
.
T
h
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r
ea
lity
s
h
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ws
th
at
th
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p
u
b
licatio
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p
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2
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af
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Sin
g
ap
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s
o
th
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is
th
e
f
o
cu
s
o
f
UNY
in
h
ea
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in
g
to
war
d
W
C
U.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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2252
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8
8
2
2
Dev
elo
p
men
t o
f g
r
o
w
th
min
d
s
et
in
h
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h
er e
d
u
ca
tio
n
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n
s
u
p
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t o
f th
e
…
(
R
is
ky
S
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w
a
n
)
3807
T
h
e
p
u
r
p
o
s
e
o
f
lectu
r
er
s
is
to
b
ec
o
m
e
ed
u
ca
t
o
r
s
an
d
p
r
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d
u
ctiv
e
r
esear
ch
er
s
.
T
h
e
lectu
r
e
r
m
in
d
s
et
d
ev
elo
p
m
e
n
t
p
r
o
g
r
am
aim
s
to
im
p
r
o
v
e
t
h
e
r
esu
lts
b
y
o
p
tim
izin
g
th
eir
p
er
f
o
r
m
a
n
ce
[
4
]
.
L
ec
tu
r
er
s
'
b
u
s
y
n
ess
n
eg
ativ
ely
in
f
lu
e
n
ce
s
teac
h
in
g
p
er
f
o
r
m
a
n
ce
in
h
ig
h
er
e
d
u
ca
ti
o
n
[
5
]
.
T
h
u
s
,
en
th
u
s
iasm
is
n
ee
d
ed
to
in
cr
ea
s
e
th
e
m
o
tiv
atio
n
to
teac
h
lectu
r
er
s
.
UNY
p
o
licy
p
r
o
v
i
d
es
alter
n
ativ
e
s
o
lu
tio
n
s
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in
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th
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g
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in
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s
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g
.
Var
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s
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r
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wth
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m
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ig
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ca
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itiv
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p
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o
v
in
g
lear
n
i
n
g
ac
h
iev
e
m
en
t
[
6
]
,
[
7
]
.
Me
an
wh
ile,
ap
p
ly
in
g
a
g
r
o
wth
m
in
d
s
et
in
h
ig
h
er
ed
u
ca
tio
n
ca
n
in
cr
ea
s
e
ac
ad
em
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s
elf
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y
to
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n
cr
ea
s
e
an
in
d
e
p
en
d
e
n
t
m
in
d
s
et
[
8
]
–
[
1
0
]
.
T
h
e
co
n
tex
t
th
at
UNY
will c
ar
r
y
o
u
t is to
m
ak
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all
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ad
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p
en
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m
in
d
s
ets to
f
u
r
th
er
im
p
r
o
v
e
th
eir
q
u
ality
an
d
o
u
t
p
u
t.
C
r
ea
tiv
ity
is
th
e
m
ain
k
ey
to
s
ee
in
g
h
o
w
m
u
ch
a
p
er
s
o
n
h
as
ex
p
er
ien
ce
d
a
ch
an
g
e
f
r
o
m
a
f
ix
e
d
m
in
d
s
et
to
a
g
r
o
wth
m
in
d
s
et
[
1
1
]
,
[
1
2
]
.
C
r
ea
tiv
e
lectu
r
er
s
will
also
p
r
o
v
id
e
k
n
o
wled
g
e
an
d
cr
ea
tiv
e
teac
h
in
g
m
et
h
o
d
s
[
1
3
]
.
Gr
o
wth
m
i
n
d
s
ets,
m
o
tiv
atio
n
,
an
d
c
r
ea
tiv
ity
ar
e
in
ter
t
win
ed
an
d
in
f
l
u
en
ce
ea
ch
o
th
er
'
s
attitu
d
es,
b
elief
s
,
an
d
cr
ea
tiv
e
o
u
tp
u
t
in
r
ea
l
life
[
1
4
]
.
T
h
u
s
,
cr
ea
tiv
ity
is
o
n
e
o
f
th
e
i
n
d
icato
r
s
in
d
eter
m
in
in
g
t
h
e
g
r
o
wth
m
in
d
s
et,
s
o
it
h
as
a
s
ig
n
if
ican
t
in
f
lu
en
ce
o
n
t
h
e
p
er
f
o
r
m
a
n
ce
o
f
e
d
u
ca
to
r
s
,
esp
ec
ially
in
u
n
iv
er
s
ities
.
Acc
o
r
d
in
g
to
a
r
ec
en
t
g
lo
b
a
l
r
ep
o
r
t
f
r
o
m
th
e
o
r
g
an
izati
o
n
f
o
r
ec
o
n
o
m
ic
co
o
p
er
atio
n
an
d
th
e
d
ev
elo
p
m
e
n
t
o
f
a
co
lleg
e,
h
av
i
n
g
a
g
r
o
wth
m
in
d
s
et
g
iv
es
o
n
e
th
e
co
n
f
i
d
en
ce
th
at
th
ei
r
in
tellig
en
ce
an
d
ab
ilit
ies
m
ay
b
e
g
r
o
wn
an
d
im
p
r
o
v
e
d
o
v
er
tim
e,
wh
ich
is
lin
k
ed
t
o
in
cr
ea
s
ed
ac
ad
em
ic
ac
h
iev
e
m
en
t.
R
esu
lts
f
r
o
m
Pro
g
r
am
f
o
r
I
n
ter
n
atio
n
al
Stu
d
en
t
Ass
ess
m
en
t
(
PISA)
2
0
1
8
s
h
o
w
th
at
t
h
e
m
ajo
r
ity
o
f
s
tu
d
e
n
ts
in
Or
g
a
n
izatio
n
f
o
r
E
c
o
n
o
m
ic
C
o
o
p
e
r
atio
n
a
n
d
Dev
elo
p
m
en
t
(
OE
C
D)
co
u
n
tr
ies
ar
e
e
x
p
er
ien
ci
n
g
a
g
r
o
wth
m
in
d
s
et,
as
ev
id
en
ce
d
b
y
th
eir
r
esp
o
n
s
es with
s
co
r
es
o
f
1
an
d
2
(
lo
w)
w
ith
th
e
s
tatem
en
t,
"Yo
u
r
i
n
tellig
en
ce
is
s
o
m
eth
in
g
ab
o
u
t
y
o
u
th
at
y
o
u
ca
n
n
o
t
ch
a
n
g
e
m
u
ch
.
"
On
th
e
o
t
h
er
h
an
d
,
at
least
ab
o
u
t
6
0
%
o
f
I
n
d
o
n
esian
s
tu
d
en
ts
b
eliev
e
th
ey
ca
n
n
o
t
ch
an
g
e
t
h
eir
in
tel
lig
en
ce
.
T
h
is
is
a
f
ix
ed
m
in
d
s
et
[
1
5
]
.
Stu
d
e
n
ts
f
r
o
m
th
e
D
o
m
in
ican
R
ep
u
b
lic,
Ko
s
o
v
o
,
Pan
am
a,
a
n
d
th
e
Ph
ilip
p
in
es
—
all
o
f
wh
ich
h
ad
lo
w
ab
ilit
y
in
d
ex
ac
h
ie
v
em
en
t
o
n
th
e
2
0
1
8
PISA
test
—
h
av
e
b
ee
n
th
e
s
u
b
ject
o
f
p
er
tin
en
t
r
esear
ch
[
1
6
]
.
T
h
e
ad
d
itio
n
al
f
u
n
ctio
n
o
f
th
e
g
r
o
wth
m
in
d
s
et
in
s
tu
d
en
ts
b
ec
o
m
es
an
in
teg
r
al
p
ar
t
o
f
th
e
d
e
v
elo
p
m
e
n
t
o
f
o
n
e'
s
em
o
tio
n
s
an
d
b
e
h
av
io
r
[
1
7
]
,
[
1
8
]
.
L
ea
r
n
i
n
g
in
h
ig
h
er
ed
u
ca
tio
n
ten
d
s
to
b
e
in
f
lu
en
c
ed
b
y
t
h
e
r
o
le
o
f
lectu
r
er
s
in
a
s
p
ec
ts
o
f
cr
ea
tiv
ity
an
d
in
n
o
v
a
tio
n
in
teac
h
in
g
.
I
n
an
ef
f
ec
tiv
e
teac
h
i
n
g
p
r
o
ce
s
s
,
lectu
r
er
s
m
u
s
t
h
av
e
s
tr
o
n
g
co
n
f
id
en
ce
in
lear
n
in
g
[
1
9
]
,
[
2
0
]
.
I
n
th
e
p
r
ac
tice
o
f
lear
n
in
g
in
Fin
lan
d
,
alth
o
u
g
h
t
ea
ch
er
s
d
o
n
o
t
h
av
e
a
h
i
g
h
g
r
o
wth
m
in
d
s
et,
lear
n
in
g
is
ca
r
r
ied
o
u
t
with
lear
n
in
g
p
atter
n
s
an
d
p
r
o
ce
d
u
r
es
ce
n
te
r
ed
o
n
th
e
m
in
d
s
et
o
f
s
tu
d
en
ts
[
2
1
]
–
[
2
3
]
.
Me
an
wh
ile,
a
g
r
o
wth
m
in
d
s
et
ca
n
im
p
r
o
v
e
a
p
er
s
o
n
'
s
r
ea
s
o
n
in
g
ab
ilit
y
.
L
ik
ewise,
co
n
f
id
e
n
ce
lev
els
ca
n
b
e
o
p
tim
ized
th
r
o
u
g
h
ef
f
ec
tiv
e
in
ter
v
en
tio
n
s
[
2
4
]
,
[
2
5
]
.
T
h
is
m
ea
n
s
th
at
b
y
o
p
tim
izin
g
th
e
g
r
o
wth
m
in
d
s
et,
lectu
r
er
s
ca
n
o
p
tim
ize
th
eir
r
ea
s
o
n
in
g
a
n
d
ac
a
d
em
ic
p
e
r
f
o
r
m
an
ce
[
2
6
]
.
T
h
is
s
tu
d
y
wan
ts
to
d
e
v
elo
p
a
n
in
s
tr
u
m
e
n
t
to
m
ea
s
u
r
e
th
e
g
r
o
wt
h
m
in
d
s
et
o
f
lectu
r
er
in
u
n
iv
er
s
i
ties
,
wh
ich
is
as
s
o
ciate
d
with
p
er
f
o
r
m
an
ce
an
d
p
r
o
f
ess
io
n
alis
m
in
in
s
titu
tio
n
s
,
esp
ec
ially
at
UNY.
B
y
k
n
o
win
g
th
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
th
e
g
r
o
wth
m
in
d
s
et
o
f
lectu
r
e
r
s
,
it
will
a
ls
o
b
e
s
ee
n
th
at
th
e
m
o
s
t
d
o
m
in
an
t
s
u
p
p
o
r
t
f
o
r
c
h
an
g
es
in
p
er
f
o
r
m
a
n
ce
a
n
d
p
r
o
d
u
ctiv
ity
in
u
n
iv
er
s
ities
will
b
e
s
ee
n
.
T
h
u
s
,
th
e
m
ain
p
u
r
p
o
s
e
o
f
th
is
p
ap
e
r
is
to
d
ev
elo
p
an
d
im
p
lem
en
t
a
g
r
o
wth
m
i
n
d
s
et
as
th
e
r
ele
v
an
ce
o
f
th
e
m
ain
v
is
io
n
o
f
a
WCU
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
Def
ini
t
io
n o
f
g
ro
wt
h
m
ind
s
e
t
T
h
e
id
ea
th
at
in
tellig
en
ce
,
alo
n
g
with
o
th
er
tr
aits
,
s
k
ills
,
an
d
ap
titu
d
es,
m
ay
b
e
en
h
an
ce
d
th
r
o
u
g
h
h
a
r
d
wo
r
k
,
ed
u
ca
tio
n
,
an
d
co
m
m
itm
en
t is k
n
o
wn
as a
g
r
o
wth
m
in
d
s
et
[
1
]
.
At
th
e
s
am
e
tim
e,
th
e
o
p
p
o
s
ite
is
a
f
ix
ed
m
in
d
s
et.
I
n
o
th
er
wo
r
d
s
,
in
tellig
en
ce
an
d
o
t
h
er
q
u
alities
,
ab
ilit
ies,
an
d
talen
ts
ar
e
f
ix
ed
q
u
al
ities
an
d
ca
n
n
o
t b
e
d
ev
elo
p
e
d
s
ig
n
if
ican
tly
.
Her
e
it c
an
b
e
co
n
clu
d
e
d
th
at
a
g
r
o
wth
m
in
d
s
et
is
a
p
er
s
o
n
'
s
m
ain
p
ath
th
at
will m
a
k
e
a
ch
an
g
e
f
o
r
th
e
b
etter
.
T
h
e
d
ef
in
itio
n
o
f
a
m
in
d
s
et
d
ev
elo
p
s
g
r
ad
u
ally
,
"I
n
a
g
r
o
wth
m
in
d
s
et,
p
eo
p
le
b
eliev
e
th
at
th
eir
m
o
s
t
b
asic
ab
ilit
ies
ca
n
b
e
d
e
v
elo
p
ed
t
h
r
o
u
g
h
d
ed
ic
atio
n
an
d
h
ar
d
wo
r
k
,
a
n
d
talen
t
is
o
n
ly
th
e
s
tar
tin
g
p
o
in
t.
T
h
is
v
iew
cr
ea
tes
lear
n
i
n
g
an
d
r
esil
ien
ce
,
wh
ich
is
s
o
im
p
o
r
tan
t
f
o
r
g
r
ea
t
ac
h
iev
em
e
n
ts
.
"
An
y
o
n
e
wh
o
b
eliev
es
in
a
g
r
o
wth
m
in
d
s
et
will
b
e
ea
s
y
to
f
ac
e
ac
ad
em
ic
ch
allen
g
es,
esp
ec
ially
in
h
i
g
h
er
ed
u
ca
tio
n
[
2
7
]
.
A
g
r
o
wth
m
in
d
s
et
is
a
r
ep
r
esen
tatio
n
o
f
g
r
ea
t
p
o
s
itiv
e
m
o
tiv
atio
n
to
ch
an
g
e
o
n
e'
s
b
eh
av
io
r
in
all
ac
tiv
ities
[
2
8
]
.
T
h
u
s
,
a
g
r
o
wth
m
in
d
s
et
is
o
n
e
o
f
th
e
s
o
lu
tio
n
s
to
ac
h
iev
in
g
g
r
ea
t a
ch
iev
em
e
n
ts
in
o
u
r
ac
tiv
ities
an
d
p
o
s
itiv
ely
af
f
ec
tin
g
a
p
er
s
o
n
.
2
.
2
.
T
he
pro
ce
s
s
o
f
dev
elo
pin
g
a
g
ro
wt
h m
ind
s
et
A
ch
an
g
e
in
o
n
e'
s
m
in
d
s
et
r
eq
u
ir
es
ef
f
ec
tiv
e
tr
ig
g
e
r
s
th
at
en
co
u
r
ag
e
p
o
s
itiv
e
th
o
u
g
h
ts
.
Ac
co
r
d
in
g
to
B
r
o
ck
an
d
Hu
n
d
ley
[
1
]
,
th
er
e
ar
e
s
tep
s
to
d
e
v
elo
p
a
g
r
o
wth
m
in
d
s
et
in
a
p
er
s
o
n
:
i
)
b
r
in
g
i
n
g
o
u
t
s
elf
-
awa
r
en
ess
,
u
n
d
er
s
tan
d
i
n
g
wh
at
y
o
u
wan
t,
h
o
w
y
o
u
f
ee
l,
an
d
wh
y
y
o
u
ar
e
m
o
tiv
ated
to
ac
t
in
a
ce
r
tain
wa
y
;
ii
)
s
tr
en
g
th
en
in
g
th
e
ch
ain
o
f
p
o
wer
,
co
o
p
er
atin
g
with
o
th
er
s
a
n
d
h
av
in
g
a
r
es
p
o
n
s
ib
ilit
y
to
h
elp
o
th
e
r
s
in
n
e
ed
;
iii
)
s
tr
en
g
t
h
en
s
b
r
ain
p
o
wer
,
s
tr
en
g
th
e
n
in
g
b
r
a
in
p
o
we
r
ca
n
b
e
d
o
n
e
b
y
tr
ain
i
n
g
th
e
b
r
ain
with
th
in
g
s
th
at
s
tr
en
g
th
en
th
e
b
r
ai
n
'
s
co
n
ce
n
tr
atio
n
p
o
wer
,
f
o
r
e
x
a
m
p
le
r
id
in
g
a
o
n
e
-
w
h
ee
led
b
icy
cle;
iv
)
d
ev
elo
p
in
g
em
o
t
io
n
al
in
t
ellig
en
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
.
6
,
Dec
em
b
er
2
0
2
4
:
3
8
0
6
-
3
8
1
7
3808
p
er
f
o
r
m
ed
b
y
m
ain
tain
in
g
th
e
em
o
tio
n
al
co
n
n
ec
tio
n
with
th
e
task
s
it
p
er
f
o
r
m
s
;
v
)
b
e
g
r
atef
u
l,
alwa
y
s
b
e
g
r
atef
u
l
in
th
e
f
ac
e
o
f
p
r
o
b
le
m
s
an
d
s
o
m
eth
in
g
d
if
f
icu
lt
with
f
ailu
r
e,
s
u
ch
an
attitu
d
e
w
ill
m
ak
e
in
d
iv
id
u
als
s
tr
o
n
g
er
an
d
s
u
r
v
i
v
e
with
s
u
c
ce
s
s
f
u
l
r
esu
lts
;
vi
)
u
n
d
er
s
tan
d
in
g
c
o
r
e
v
alu
es,
u
n
d
e
r
s
tan
d
th
e
v
alu
es
we
h
a
v
e
to
s
o
lv
e
p
r
o
b
lem
s
.
T
h
is
will
s
tr
en
g
th
en
u
s
in
m
an
y
way
s
;
an
d
v
ii
)
d
ev
elo
p
in
g
e
m
p
ath
y
a
n
d
r
esp
o
n
d
in
g
to
an
e
v
en
t
will
p
r
o
v
id
e
a
n
ef
f
ec
tiv
e
m
in
d
s
et
ch
an
g
e.
Fr
o
m
th
e
s
ev
en
s
tep
s
o
f
o
p
tim
izin
g
th
e
g
r
o
wt
h
m
in
d
s
et,
it
ca
n
b
e
co
n
clu
d
e
d
th
at
th
e
d
e
v
elo
p
m
e
n
t
o
f
a
g
r
o
wth
m
in
d
s
et
ca
n
b
e
d
o
n
e
b
y
m
ax
im
izin
g
th
e
p
o
te
n
tial
in
o
n
eself
b
y
d
ev
elo
p
in
g
p
o
s
itiv
e
v
alu
es
an
d
th
o
u
g
h
ts
in
o
u
r
s
elv
es.
Peo
p
le
ca
n
b
e
tr
ain
ed
to
ad
o
p
t
a
m
o
r
e
p
o
s
itiv
e
o
u
tlo
o
k
,
an
d
th
eir
s
k
i
lls
ca
n
b
e
e
n
h
an
ce
d
b
y
e
x
p
er
ien
ce
,
ed
u
ca
tio
n
,
an
d
s
elf
-
wo
r
k
[
2
5
]
,
[
2
9
]
,
[
3
0
]
.
2
.
3
.
G
ro
wt
h
m
ind
s
et
needs
f
o
r
lect
urer
s
T
h
e
im
p
o
r
tan
ce
o
f
a
g
r
o
wth
m
in
d
s
et
f
o
r
lectu
r
er
s
in
h
ig
h
er
ed
u
ca
tio
n
ac
co
r
d
in
g
to
S
k
in
d
er
an
d
T
o
r
y
an
i
k
[
3
1
]
,
th
e
r
e
ar
e
s
ev
er
al
s
tep
s
th
at
will
h
el
p
y
o
u
d
e
v
e
lo
p
a
cr
ea
tiv
ity
an
d
g
r
o
wth
m
i
n
d
s
et
as:
i
)
t
r
y
to
b
e
o
p
en
to
n
ew
in
f
o
r
m
atio
n
,
to
e
x
p
er
ien
ce
; ii)
if
y
o
u
h
a
v
e
an
y
id
ea
s
,
s
h
ar
e
with
it
,
a
n
d
p
r
o
v
e
th
at
it c
an
wo
r
k
.
B
e
p
lay
f
u
l,
h
av
e
a
p
la
y
f
u
l
attitu
d
e
to
ev
e
r
y
s
itu
atio
n
an
d
ev
er
y
c
h
an
g
e
i
n
life
;
iii
)
t
a
k
e
o
n
y
o
u
r
ch
allen
g
es
b
r
a
v
ely
.
E
v
er
y
ch
allen
g
e
is
an
o
p
p
o
r
tu
n
ity
;
iv
)
p
ay
atten
tio
n
t
o
y
o
u
r
wo
r
d
s
an
d
th
o
u
g
h
ts
;
v
)
s
to
p
s
e
ek
in
g
ap
p
r
o
v
al
f
r
o
m
o
th
er
s
.
T
h
is
is
a
wo
r
t
h
less
id
ea
f
r
o
m
its
in
ce
p
tio
n
.
E
v
er
y
o
n
e
will
tr
y
to
p
e
r
s
u
ad
e
y
o
u
t
h
at
th
ey
k
n
o
w
b
etter
,
an
d
th
o
s
e
wh
o
k
n
o
w
d
o
n
o
t
h
a
v
e
tim
e
f
o
r
y
o
u
.
B
e
y
o
u
r
s
elf
,
an
d
d
o
n
o
t
co
p
y
o
th
e
r
s
.
L
ea
r
n
an
d
ch
an
g
e
th
ese
id
ea
s
f
o
r
y
o
u
r
s
elf
;
an
d
vi
)
l
ea
r
n
in
g
i
s
h
ar
d
wo
r
k
an
d
tak
es tim
e.
Sp
ee
d
is
n
o
t im
p
o
r
tan
t.
2
.
4
.
Cre
a
t
iv
e
lea
rning
T
h
e
ed
u
ca
to
r
'
s
g
r
o
wth
m
in
d
s
e
t w
ay
o
f
th
in
k
in
g
is
h
o
w
th
e
g
r
o
wth
m
in
d
s
et
ca
n
lea
d
to
m
aj
o
r
ch
an
g
es
in
th
e
wa
y
p
e
o
p
le
t
h
in
k
ab
o
u
t
th
em
s
elv
es
an
d
th
eir
liv
es.
A
cc
o
r
d
in
g
to
Dwe
ck
a
n
d
Yea
g
e
r
[
2
7
]
,
th
e
teac
h
in
g
co
m
p
eten
ce
o
f
a
lectu
r
er
ca
n
b
e
o
p
tim
ized
th
r
o
u
g
h
s
ev
er
al
s
tag
es:
i
)
n
o
h
esit
atio
n
in
ex
p
o
s
in
g
cr
ea
tiv
e
i
d
ea
s
th
r
o
u
g
h
class
r
o
o
m
lear
n
in
g
;
ii
)
h
av
in
g
a
tar
g
et
to
ac
h
iev
e
ac
ad
em
ic
ac
h
iev
em
en
t;
iii)
a
lway
s
im
p
r
o
v
in
g
wh
at
r
esu
lts
h
av
e
b
ee
n
ac
h
iev
ed
.
Fo
r
ex
am
p
le,
w
h
en
d
o
in
g
r
esear
ch
an
d
n
o
t
p
ass
in
g
,
it
ca
n
r
ef
lect
q
u
ality
im
p
r
o
v
em
e
n
t
in
th
e
f
u
t
u
r
e;
iv
)
wo
r
k
h
ar
d
an
d
f
o
cu
s
o
n
c
o
m
p
letin
g
t
h
e
ass
ig
n
ed
task
s
;
an
d
v
)
t
r
y
to
a
v
o
id
f
ailu
r
es
th
at
h
av
e
alr
ea
d
y
b
ee
n
ex
p
er
ien
ce
d
.
Setiawan
et
a
l
.
[
3
2
]
d
e
v
elo
p
ed
a
c
u
r
r
icu
lu
m
th
at
is
in
f
lu
en
ce
d
b
y
teac
h
er
cr
ea
tiv
ity
in
ea
r
ly
lear
n
in
g
.
So
,
th
e
cr
ea
tiv
ity
o
f
lectu
r
er
s
co
m
es
f
r
o
m
p
o
s
itiv
e
t
h
o
u
g
h
ts
th
at
d
e
p
ar
t
f
r
o
m
th
e
g
r
o
wth
m
in
d
s
et
[
3
3
]
.
A
g
r
o
wth
m
in
d
s
et
in
o
n
e'
s
teac
h
in
g
a
b
ilit
y
an
d
cr
ea
tiv
ity
p
o
s
itiv
ely
p
r
ed
icts
a
lectu
r
er
'
s
ab
ilit
y
an
d
p
er
f
o
r
m
an
ce
in
o
th
er
r
esp
ec
ts
[
3
4
]
,
[
3
5
]
.
T
h
u
s
,
wh
en
s
o
m
eo
n
e
h
a
s
a
s
tr
o
n
g
g
r
o
wt
h
m
in
d
s
et,
cr
ea
tiv
ity
in
teac
h
i
n
g
will b
e
s
ee
n
.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
des
ig
n
T
h
is
r
esear
ch
is
a
r
esear
ch
a
n
d
d
e
v
elo
p
m
e
n
t
(
R
&
D
)
m
ea
s
u
r
in
g
th
e
q
u
ality
o
f
u
n
iv
er
s
i
ty
g
r
o
wth
m
in
d
s
et
in
s
tr
u
m
en
ts
.
Valid
atio
n
was
ca
r
r
ied
o
u
t
with
co
n
s
tr
u
ct
v
alid
ity
u
s
in
g
s
ec
o
n
d
-
o
r
d
e
r
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
(
C
FA)
.
Af
ter
th
at,
f
u
r
th
er
an
aly
s
is
was
ca
r
r
ied
o
u
t
b
y
ex
am
in
in
g
th
e
in
f
l
u
en
ce
o
f
m
o
d
er
ate
v
a
r
iab
les
th
at
af
f
ec
t
t
h
e
g
r
o
wth
m
in
d
s
et
o
f
t
h
e
lectu
r
e
r
s
.
Fu
r
th
er
a
n
aly
s
is
was
ca
r
r
ied
o
u
t
u
s
in
g
s
tr
u
ctu
r
al
e
q
u
atio
n
m
o
d
elin
g
(
SEM
)
with
co
v
a
r
ian
ce
an
aly
s
is
o
f
s
ev
er
al
v
ar
iab
les
b
ein
g
m
ea
s
u
r
ed
.
T
h
e
m
ea
s
u
r
es
u
s
ed
wer
e
ad
ap
ted
f
r
o
m
th
o
s
e
o
f
C
h
en
et
a
l
.
[
3
6
]
wh
o
d
ev
el
o
p
ed
a
m
ea
s
u
r
e
with
a
g
r
o
wth
m
in
d
s
ca
le:
s
tr
u
ctu
r
al
v
alid
ity
,
m
ea
s
u
r
em
en
t m
o
d
el,
an
d
p
iec
es o
f
ev
id
en
ce
o
f
d
ir
ec
t a
n
d
in
d
ir
ec
t e
f
f
ec
ts
.
3
.
2
.
Sa
m
pli
ng
a
nd
da
t
a
co
llect
io
n
T
h
e
s
am
p
lin
g
tech
n
iq
u
e
u
s
in
g
Slo
v
in
[
3
7
]
with
a
s
ig
n
if
ican
ce
o
f
5
%
with
th
e
cr
iter
ia
f
o
r
th
e
to
tal
p
o
p
u
latio
n
is
1
,
3
9
2
lectu
r
er
s
f
r
o
m
s
ev
en
f
ac
u
lties
.
T
h
e
r
esear
ch
r
esu
lts
h
av
e
b
ee
n
d
ec
lar
e
d
eth
ically
f
ea
s
ib
le
b
y
th
e
r
esear
c
h
eth
ics
co
m
m
it
tee
o
f
th
e
r
esear
c
h
in
s
titu
te
an
d
co
m
m
u
n
ity
s
er
v
ice
o
f
UN
Y
with
th
e
n
u
m
b
er
B
/1
5
.
2
/UN3
4
.
2
1
/TU
/2
0
2
2
,
w
h
ich
th
e
c
h
air
m
an
o
f
th
e
r
esea
r
c
h
eth
ics
co
m
m
is
s
io
n
en
d
o
r
s
ed
.
Acc
o
r
d
in
g
t
o
th
e
2
0
1
6
C
I
OM
S
g
u
id
elin
es,
r
esear
ch
d
ee
m
ed
eth
ically
ac
ce
p
ta
b
le
in
ac
co
r
d
an
ce
with
th
e
f
o
llo
win
g
s
ev
en
W
HO
s
tan
d
ar
d
s
,
in
clu
d
in
g
:
i
)
s
o
cial
v
alu
es
;
ii)
s
c
ien
tific
v
alu
es
;
iii)
eq
u
itab
le
ass
e
s
s
m
en
t
an
d
b
en
ef
its
;
iv
)
r
is
k
s
;
v
)
p
er
s
u
asio
n
/ex
p
lo
itatio
n
;
v
i)
co
n
f
id
en
tiality
an
d
p
r
i
v
ac
y
;
a
n
d
v
ii)
in
f
o
r
m
ed
co
n
s
en
t
[
3
8
]
.
T
h
is
is
in
d
icate
d
b
y
th
e
f
u
lf
illme
n
t
o
f
th
e
in
d
icato
r
s
o
f
ea
ch
s
tan
d
ar
d
.
T
h
e
r
esear
c
h
p
ar
ticip
an
ts
h
av
e
g
iv
en
p
er
m
is
s
io
n
f
o
r
th
eir
d
ata
to
b
e
u
s
ed
to
p
u
b
lis
h
r
esear
c
h
ar
ticles.
T
h
e
n
u
m
b
e
r
o
f
s
a
m
p
les
with
p
u
r
p
o
s
iv
e
tech
n
iq
u
e
f
r
o
m
t
h
e
Slo
v
in
f
o
r
m
u
la
p
r
o
d
u
c
es
4
2
0
to
tal
s
am
p
les:
th
e
Facu
lty
o
f
So
cial
S
cien
ce
s
,
th
e
Facu
lty
o
f
Ma
th
em
atics
&
Scien
ce
s
,
an
d
th
e
Facu
lty
o
f
E
d
u
ca
tio
n
.
T
h
e
f
o
llo
win
g
ar
e
s
am
p
le
d
eta
ils
f
o
r
th
e
th
r
ee
f
ac
u
lties
in
d
at
a
co
llectio
n
wh
ich
ar
e
d
escr
ib
ed
in
T
ab
le
1
.
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
Dev
elo
p
men
t o
f g
r
o
w
th
min
d
s
et
in
h
ig
h
er e
d
u
ca
tio
n
i
n
s
u
p
p
o
r
t o
f th
e
…
(
R
is
ky
S
etia
w
a
n
)
3809
T
ab
le
1
.
Sam
p
le
s
ize
F
a
c
u
l
t
y
To
t
a
l
r
e
s
p
o
n
d
e
n
t
F
a
c
u
l
t
y
o
f
S
o
c
i
a
l
S
c
i
e
n
c
e
s
97
F
a
c
u
l
t
y
o
f
M
a
t
h
e
ma
t
i
c
s
a
n
d
S
c
i
e
n
c
e
s
1
4
8
F
a
c
u
l
t
y
o
f
E
d
u
c
a
t
i
o
n
1
7
5
3
.
3
.
Resea
rc
h
ins
t
rum
ent
s
a
n
d d
a
t
a
co
llect
i
o
n
I
n
s
tr
u
m
en
t
was
d
ev
elo
p
ed
f
r
o
m
an
in
s
tr
u
m
e
n
t
b
y
C
h
en
e
t
a
l
.
[
3
6
]
o
n
t
h
e
g
r
o
wth
m
in
d
s
et
s
ca
le
's
d
ev
elo
p
m
e
n
t:
p
r
o
o
f
o
f
its
m
ea
s
u
r
em
en
t
m
eth
o
d
o
lo
g
y
,
s
tr
u
c
tu
r
al
v
alid
ity
,
an
d
d
ir
ec
t
a
n
d
in
d
ir
ec
t
im
p
ac
ts
in
C
h
in
ese
s
am
p
les.
T
h
e
in
s
tr
u
m
en
t
was
d
ev
elo
p
e
d
f
r
o
m
t
h
e
i
n
s
tr
u
m
en
ts
an
d
th
eo
r
ies
s
tu
d
i
ed
an
d
th
en
ca
r
r
ied
o
u
t
co
n
ten
t
v
alid
ity
with
f
iv
e
ex
p
er
ts
in
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
y
.
T
h
e
in
s
tr
u
m
en
t
an
aly
ze
s
with
th
e
V
-
Aik
en
f
o
r
m
u
la
with
an
Aik
en
co
ef
f
ic
ien
t
o
f
m
o
r
e
th
a
n
0
.
9
.
T
h
e
in
s
tr
u
m
en
t
g
r
id
d
ev
elo
p
ed
in
t
h
is
s
tu
d
y
is
d
escr
ib
ed
in
T
ab
le
2
.
B
ased
o
n
th
ese
r
esu
lts
,
th
e
p
r
o
o
f
o
f
t
h
e
v
alid
ity
o
f
t
h
e
c
o
n
ten
ts
h
as m
et
th
e
r
e
q
u
ir
em
e
n
ts
o
f
m
in
im
u
m
r
eq
u
ir
em
e
n
ts
b
ased
o
n
th
e
V
-
Aik
en
tab
le,
w
h
ich
is
at
least
0
.
8
,
So
t
h
e
in
s
tr
u
m
e
n
t
is
wo
r
th
u
s
in
g
.
Data
was
co
llected
p
u
r
p
o
s
iv
ely
with
th
e
clu
s
ter
m
eth
o
d
in
ea
ch
s
tu
d
y
p
r
o
g
r
am
tak
en
b
y
f
o
u
r
lect
u
r
er
s
r
an
d
o
m
ly
.
T
h
e
in
s
tr
u
m
en
ts
u
s
ed
ar
e
o
n
lin
e
f
o
r
m
in
s
tr
u
m
e
n
t
s
u
s
in
g
g
o
o
g
le
f
o
r
m
s
with
ac
ce
s
s
r
est
r
ictio
n
s
o
n
ly
u
s
in
g
in
s
titu
tio
n
al
em
ail,
s
o
th
e
in
co
m
in
g
d
ata
is
en
s
u
r
e
d
to
b
e
v
ali
d
an
d
r
ep
r
esen
tativ
e.
T
ab
le
2
.
V
-
Aik
e
n
r
esu
lts
N
o
.
D
i
me
n
si
o
n
I
n
d
i
c
a
t
o
r
V
-
A
i
k
e
n
1
M
o
t
i
v
a
t
i
o
n
F
u
r
t
h
e
r
s
t
u
d
i
e
s
0
.
8
7
I
n
c
r
e
a
se
i
n
a
c
a
d
e
m
i
c
p
o
si
t
i
o
n
s
0
.
9
3
2
A
t
t
i
t
u
d
e
K
e
e
p
l
e
a
r
n
i
n
g
0
.
8
7
Ea
g
e
r
t
o
l
e
a
r
n
0
.
8
7
3
C
h
a
l
l
e
n
g
e
A
c
c
e
p
t
t
h
e
c
h
a
l
l
e
n
g
e
0
.
8
7
Tr
y
t
o
i
n
n
o
v
a
t
e
0
.
8
7
4
S
t
r
e
n
g
t
h
N
o
t
a
f
r
a
i
d
t
o
f
a
i
l
0
.
8
7
N
e
v
e
r
g
i
v
e
u
p
0
.
8
7
5
P
o
si
t
i
v
e
t
h
i
n
k
i
n
g
A
c
c
e
p
t
c
r
i
t
i
c
i
sm
0
.
9
3
P
o
si
t
i
v
e
w
o
r
k
0
.
9
3
A
v
e
r
a
g
e
0
.
8
9
3
.
4
.
Ana
ly
s
is
o
f
da
t
a
T
h
e
d
escr
ip
tiv
e
an
al
y
s
is
u
s
es
s
tan
d
ar
d
d
e
v
iatio
n
s
to
v
iew
th
e
d
is
tr
ib
u
tio
n
o
f
d
ata.
Me
a
n
wh
ile,
th
e
co
n
ten
t
v
alid
ity
an
aly
s
is
u
s
es
th
e
V
-
Aik
en
tech
n
iq
u
e
with
f
iv
e
r
ater
s
.
At
th
e
s
am
e
tim
e,
th
e
v
alid
ity
o
f
th
e
co
n
s
tr
u
ct
with
C
FA
is
in
th
e
s
ec
o
n
d
o
r
d
er
,
wh
ile
ad
v
an
ce
d
an
aly
s
is
u
s
es
th
e
SEM
an
aly
s
i
s
m
eth
o
d
to
s
ee
an
d
id
en
tify
th
e
r
elatio
n
s
h
ip
b
etwe
en
o
b
s
er
v
e
d
v
a
r
iab
les
an
d
m
o
d
er
ate
v
ar
iab
les.
T
h
e
m
ain
p
u
r
p
o
s
e
o
f
p
ath
an
aly
s
is
SEM
is
to
lo
o
k
at
th
e
r
elatio
n
s
h
ip
b
etwe
en
v
a
r
iab
les
th
at
h
av
e
ass
u
m
p
tio
n
s
an
d
h
a
v
e
a
d
ir
e
ct
in
f
lu
en
ce
o
n
th
e
Gr
o
wth
Min
d
s
et
an
d
p
er
f
o
r
m
a
n
ce
o
f
lectu
r
er
s
.
T
h
e
f
o
llo
win
g
is
th
e
ca
teg
o
r
izatio
n
f
o
r
th
e
g
r
o
wth
m
in
d
s
et
lev
el
o
f
lectu
r
er
s
,
wh
ich
will
b
e
co
r
r
elate
d
with
o
th
er
m
o
d
er
ate
v
ar
iab
les,
n
am
ely
ag
e,
ed
u
ca
tio
n
al
lev
el,
ac
ad
em
ic
lev
el,
g
en
d
er
,
an
d
tr
ain
in
g
.
T
h
r
o
u
g
h
SEM
ca
n
b
e
an
aly
ze
d
th
e
m
o
d
er
ate
v
ar
iab
les
th
at
h
av
e
th
e
m
o
s
t
in
f
lu
en
ce
.
T
h
e
d
is
tr
ib
u
tio
n
i
n
th
e
ca
teg
o
r
izatio
n
o
f
d
ata
o
n
g
r
o
wth
m
in
d
s
et
m
ea
s
u
r
em
en
ts
is
d
escr
ib
ed
in
T
ab
le
3
.
T
ab
le
3
.
Dis
tr
ib
u
tio
n
o
f
lectu
r
er
d
ata
ca
teg
o
r
izatio
n
N
o
.
R
a
n
g
e
C
a
t
e
g
o
r
y
1
S
D
+
M
e
a
n
>
X
H
i
g
h
2
SD
-
M
e
a
n
>
X
>
S
D
+
M
e
a
n
M
o
d
e
r
a
t
e
3
X
<
d
e
v
-
M
e
a
n
Lo
w
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.
1
.
Resul
t
s
4
.
1
.
1
.
Descript
iv
e
a
na
ly
s
is
T
h
e
r
esu
lts
o
f
m
ea
s
u
r
in
g
g
r
o
wth
m
in
d
s
et
ab
ilit
y
will
p
r
o
v
i
d
e
an
o
v
er
v
iew
o
f
th
e
b
e
n
ch
m
ar
k
in
g
a
n
d
ca
teg
o
r
izatio
n
o
f
th
e
g
r
o
wth
m
in
d
s
et
lev
el
o
f
ea
ch
r
esp
o
n
d
en
t.
T
h
e
ca
teg
o
r
izatio
n
is
d
o
n
e
b
y
ca
lcu
latin
g
th
e
d
is
tan
ce
o
n
th
e
s
tan
d
ar
d
d
ev
ia
tio
n
f
r
o
m
t
h
e
d
ata
u
s
ed
,
n
am
el
y
with
a
s
tan
d
ar
d
d
e
v
iatio
n
o
f
3
.
8
1
.
T
h
e
r
esu
lts
o
f
th
e
d
escr
ip
tiv
e
an
aly
s
is
f
o
r
ca
t
eg
o
r
izatio
n
s
h
o
wed
th
at
lectu
r
er
s
wh
o
h
ad
a
"lo
w"
g
r
o
wth
m
in
d
s
et
ab
ilit
y
wer
e
2
7
o
r
1
4
%,
wh
ile
with
a
"m
o
d
er
ate"
g
r
o
wth
m
in
d
s
et
o
f
8
1
o
r
4
0
%,
an
d
a
"h
ig
h
"
g
r
o
wth
m
in
d
s
et
ca
teg
o
r
y
o
f
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
.
6
,
Dec
em
b
er
2
0
2
4
:
3
8
0
6
-
3
8
1
7
3810
9
2
o
r
4
6
%.
I
t c
an
b
e
co
n
clu
d
e
d
th
at
th
e
ca
teg
o
r
izatio
n
o
f
lec
tu
r
er
s
'
g
r
o
wth
m
in
d
s
et
ab
ilit
ies h
as b
ee
n
in
clu
d
ed
in
th
e
"m
o
d
er
ate"
c
r
iter
ia
with
an
av
er
a
g
e
to
tal
o
f
4
6
.
0
8
.
I
t
ca
n
b
e
c
o
n
clu
d
ed
t
h
at
th
e
a
b
ilit
y
o
f
lectu
r
e
r
s
'
g
r
o
wth
m
in
d
s
et
h
as su
p
p
o
r
te
d
p
er
f
o
r
m
an
ce
in
o
p
tim
izin
g
p
e
r
f
o
r
m
a
n
ce
at
UNY.
4
.
1
.
2
.
G
ro
wt
h
m
ind
s
et
pro
pe
rt
ies
B
u
ild
in
g
th
e
ap
p
r
o
p
r
iate
to
o
ls
is
th
e
f
ir
s
t
s
tep
in
c
o
n
d
u
ctin
g
a
g
r
o
wth
m
in
d
s
et
s
tu
d
y
f
o
r
le
ctu
r
er
s
s
o
th
at
th
e
d
ata
g
ath
er
ed
r
ef
lects f
in
d
in
g
s
b
ased
o
n
em
p
ir
ical
d
ata.
T
h
e
r
esp
o
n
d
en
t d
ata
u
s
ed
was a
s
m
an
y
as 4
2
0
lectu
r
er
s
at
UNY.
First,
at
th
e
s
tag
e
o
f
p
r
ep
a
r
in
g
t
h
e
d
r
af
t
i
n
s
tr
u
m
en
t,
it
is
ca
r
r
ied
o
u
t:
i
)
id
en
tify
in
g
asp
ec
ts
an
d
in
d
icato
r
s
o
f
th
e
g
r
o
wth
m
in
d
s
et
th
r
o
u
g
h
th
e
s
tu
d
y
o
f
ap
p
r
o
p
r
iate
th
eo
r
ies
;
ii
)
co
m
p
ilin
g
an
d
co
n
s
tr
u
ctin
g
th
e
s
p
ec
if
icatio
n
s
an
d
f
o
r
m
s
o
f
th
e
in
s
tr
u
m
en
t
with
th
e
h
elp
o
f
th
r
ee
ex
p
e
r
ts
in
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
y
an
d
ch
ar
ac
ter
ed
u
ca
tio
n
;
an
d
iii
)
v
alid
ate
in
s
tr
u
m
en
ts
th
at
h
av
e
b
ee
n
m
ad
e
b
y
t
h
e
Delp
h
i
m
et
h
o
d
.
T
a
b
le
4
s
h
o
ws
th
e
v
alu
es o
f
Kaiser
Me
y
e
r
Olk
in
(
KM
O)
an
d
B
ar
tlett
’
s
g
r
o
wth
m
in
d
s
et
lectu
r
er
in
s
tr
u
m
e
n
ts
.
T
h
e
B
ar
tlett te
s
t sig
n
if
ican
ce
f
o
r
th
e
d
escr
ip
tio
n
in
T
ab
le
4
is
0
.
0
0
0
,
wh
ile
th
e
em
p
ir
ical
r
es
u
lts
u
s
in
g
th
e
KM
O
-
m
ea
s
u
r
e
o
f
s
am
p
lin
g
ad
e
q
u
ac
y
(
MSA)
v
alu
es
ar
e
0
.
8
8
2
o
r
g
r
ea
ter
t
h
an
0
.
5
.
As
a
r
esu
lt,
we
ca
n
s
ay
th
at
th
e
a
n
aly
s
is
's
f
in
d
in
g
s
a
r
e
n
o
tewo
r
t
h
y
.
T
h
u
s
,
f
ac
to
r
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al
y
s
is
o
f
th
e
g
r
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m
in
d
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l
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r
an
te
d
.
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o
o
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item
s
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am
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m
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n
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ex
tr
ac
tio
n
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r
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ce
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s
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s
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r
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ied
o
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t
th
at
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ates
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y
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m
p
o
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ts
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er
y
g
en
er
ated
f
ac
to
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h
as a
n
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en
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alu
e;
f
ac
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r
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at
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t
[
3
9
]
.
T
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d
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m
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tio
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es
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o
m
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an
t
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m
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[
4
0
]
.
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f
th
e
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r
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o
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ar
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ait
[
4
1
]
.
L
et
th
e
eig
en
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u
es
o
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th
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f
ir
s
t
f
ac
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r
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e
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alu
es u
p
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ltip
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d
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o
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n
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s
e,
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ca
n
s
ay
th
at
th
e
one
-
d
im
e
n
s
io
n
al
co
n
d
itio
n
is
s
atis
f
ied
.
T
ab
le
4
.
Valu
e
o
f
KM
O
an
d
B
ar
tlett
’
s
lectu
r
er
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r
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m
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tr
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m
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M
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s
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M
O
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d
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0
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r
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e
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a
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g
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0
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0
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1
.
3
.
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nd
uct
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idi
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l t
ests
Facto
r
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aly
s
is
was
u
s
ed
in
o
n
e
-
d
im
en
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test
s
with
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e
SP
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aly
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l
f
ea
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en
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tili
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d
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ar
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ct
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r
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et
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ip
m
en
t
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r
io
r
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ac
to
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aly
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d
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n
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id
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n
e
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d
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s
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th
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p
r
er
eq
u
is
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f
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r
th
e
f
ac
to
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a
ly
s
is
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an
d
ea
ch
test
item
m
ea
s
u
r
ed
a
s
in
g
le
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ilit
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.
to
p
u
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e
-
d
im
en
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io
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ac
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o
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n
d
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th
e
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ar
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aly
tical
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lts
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h
e
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am
p
le
v
alid
it
y
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ass
e
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s
ed
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s
in
g
th
e
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-
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,
an
d
th
e
n
o
r
m
ality
o
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th
e
d
ata
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in
v
esti
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ated
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s
in
g
th
e
B
ar
tlett
test
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T
ab
le
5
p
r
o
v
id
es a
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p
lan
ati
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o
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th
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ex
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en
t'
s
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tco
m
es.
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h
en
we
f
i
n
d
th
at
t
h
e
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tal
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ar
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ce
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t
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ter
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h
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in
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i
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o
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ly
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ata
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u
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1
.
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h
e
d
is
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u
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h
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p
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UNY
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u
r
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it
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Su
b
s
eq
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tly
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SP
SS
d
o
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n
e
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s
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d
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d
ep
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r
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h
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h
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v
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d
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ly
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0
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in
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m
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h
0
.
8
9
1
V
e
r
y
g
o
o
d
5
P
o
si
t
i
v
e
t
h
o
u
g
h
t
s
0
.
7
7
9
G
o
o
d
T
ab
le
9
s
h
o
ws
th
at
th
e
lo
ad
in
g
f
ac
to
r
s
i
n
th
e
p
ath
d
iag
r
am
i
n
d
icate
th
at
th
e
co
v
ar
ian
ce
s
b
etwe
en
th
e
laten
t
an
d
o
b
s
er
v
ed
v
a
r
iab
les
h
av
e
co
ef
f
icien
ts
g
r
ea
ter
th
a
n
0
.
5
.
T
h
is
m
ea
n
s
th
at
th
e
en
tire
s
tr
u
ctu
r
al
m
o
d
el
an
aly
ze
d
b
y
C
FA
is
cla
s
s
if
ie
d
as
co
n
f
o
r
m
in
g
to
th
e
em
p
ir
ical
d
ata.
R
elev
an
t
to
th
e
p
r
e
v
io
u
s
r
esear
ch
[
4
4
]
,
d
ev
elo
p
e
d
an
in
s
tr
u
m
en
t
to
m
ea
s
u
r
e
th
e
g
r
o
wth
m
in
d
s
et
o
f
th
e
ex
p
lo
r
atio
n
o
f
p
h
a
r
m
ac
is
t
ass
o
ciatio
n
s
;
m
ee
ts
C
r
o
n
b
ac
h
’
s
v
alid
ity
a
n
d
r
elia
b
ilit
y
o
f
0
.
8
2
7
with
a
g
o
o
d
m
ea
s
u
r
e.
Similar
ly
,
Han
et
a
l
.
[
4
5
]
d
ev
elo
p
ed
an
in
s
tr
u
m
en
t
th
at
m
ea
s
u
r
es
th
e
m
o
r
al
g
r
o
wth
m
i
n
d
s
et
th
at
h
as
a
s
tr
o
n
g
co
r
r
elatio
n
with
o
th
er
p
s
y
ch
o
lo
g
ical
in
d
icato
r
s
.
4
.
2
.
Dis
cu
s
s
io
n
4
.
2
.
1
.
M
ea
s
urem
ent
m
o
del
T
h
e
n
ex
t
an
aly
s
is
is
to
co
n
d
u
ct
a
p
ath
an
aly
s
is
to
s
ee
th
e
m
o
d
er
ate
v
ar
iab
les
th
at
ar
e
r
e
g
r
ess
ed
in
to
t
h
e
d
ep
en
d
e
n
t
v
ar
iab
les,
n
am
el
y
th
e
ab
ilit
y
o
f
th
e
lectu
r
er
'
s
g
r
o
wth
m
in
d
s
et.
T
h
e
m
o
d
er
ate
v
ar
iab
les
in
clu
d
ed
in
clu
d
e
ag
e,
ed
u
ca
tio
n
lev
el,
ac
ad
em
ic
p
o
s
itio
n
s
,
g
en
d
er
,
a
n
d
g
r
o
wth
m
i
n
d
s
et
co
ac
h
in
g
tr
ain
in
g
o
f
th
e
f
iv
e
m
o
d
er
ate
v
ar
iab
les,
it
will
b
e
an
aly
ze
d
b
y
SEM
o
r
p
ath
a
n
aly
s
is
to
f
in
d
o
u
t
th
e
g
r
o
wth
m
in
d
s
et
m
o
d
el
in
lectu
r
er
s
at
UNY
th
at
is
m
o
s
t
ap
p
r
o
p
r
iate.
B
y
k
n
o
win
g
th
e
m
o
s
t
ap
p
r
o
p
r
iate
m
o
d
el,
it
will
b
e
p
o
s
s
ib
le
to
id
en
tify
wh
at
f
ac
to
r
s
m
u
s
t b
e
im
p
r
o
v
e
d
an
d
im
p
r
o
v
ed
to
o
p
tim
ize
th
e
g
r
o
wth
m
in
d
s
et
ab
ilit
y
o
f
lectu
r
er
s
.
T
h
e
f
o
llo
win
g
is
a
m
o
d
el
o
f
g
r
o
wt
h
m
in
d
s
et
ab
ilit
y
p
ath
an
aly
s
is
o
f
UNY
lectu
r
er
s
d
escr
ib
ed
in
Fig
u
r
e
3
.
Fig
u
r
e
3
s
h
o
ws
th
at
o
f
th
e
f
iv
e
m
o
d
e
r
ate
v
ar
iab
les,
th
e
o
n
e
th
at
h
as
th
e
m
o
s
t
in
f
l
u
en
ce
o
n
g
r
o
wth
m
in
d
s
et
ab
ilit
y
is
th
e
v
ar
iab
le
"a
ca
d
em
ic
p
o
s
itio
n
,
"
with
an
in
f
lu
en
ce
o
f
0
.
3
4
0
.
Me
an
wh
ile
,
th
o
s
e
th
at
h
av
e
an
in
f
lu
en
ce
b
u
t a
r
e
l
o
w
ar
e
th
e
v
ar
iab
les "c
o
ac
h
i
n
g
tr
ain
in
g
g
r
o
wth
m
in
d
s
et
"
an
d
"g
en
d
er
,
"
with
v
alu
es o
f
0
.
1
4
3
an
d
0
.
1
2
4
.
Me
an
wh
ile,
th
er
e
a
r
e
v
ar
iab
les
wh
o
s
e
in
f
lu
en
ce
is
v
er
y
s
m
all,
n
am
ely
th
e
v
ar
iab
l
es
"a
g
e"
an
d
"lev
el
o
f
ed
u
ca
tio
n
.
"
T
h
u
s
,
it
ca
n
b
e
c
o
n
clu
d
e
d
th
at
th
e
asp
ec
t
th
at
m
o
s
t
af
f
ec
ts
th
e
o
p
tim
izatio
n
o
f
th
e
g
r
o
wth
m
i
n
d
s
et
is
ac
ad
em
ic
p
o
s
itio
n
; in
o
th
er
wo
r
d
s
,
if
y
o
u
wa
n
t to
o
p
tim
ize
g
r
o
wth
m
in
d
s
et
ab
ilit
y
,
lectu
r
er
s
s
h
o
u
ld
s
tr
iv
e
to
r
aise
th
e
lev
el
o
f
th
eir
ac
ad
e
m
ic
p
o
s
itio
n
.
T
h
e
r
e
is
a
co
r
r
elatio
n
b
etwe
en
c
h
ild
r
en
'
s
attitu
d
es
an
d
g
r
a
d
es
at
th
e
b
eg
in
n
in
g
o
f
th
e
ter
m
[
4
6
]
.
B
elief
s
o
n
b
asic
s
k
ill
ad
ap
ta
b
ilit
y
m
ay
n
o
t
b
e
lin
k
ed
to
a
ca
d
em
ic
s
u
cc
ess
o
r
r
esil
ien
ce
to
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etb
ac
k
s
.
s
ig
n
if
ic
an
tly
m
ed
iated
th
e
ef
f
ec
t
o
n
a
ttit
u
d
es
to
war
d
ed
u
ca
tio
n
a
n
d
th
e
ad
o
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tio
n
o
f
th
e
b
est
teac
h
in
g
p
r
ac
tices.
T
h
ese
f
in
d
in
g
s
s
u
p
p
o
r
t
th
e
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o
tio
n
th
at
e
m
o
tio
n
al
tr
aits
o
f
teac
h
er
s
—
s
u
ch
as
g
r
o
wth
m
in
d
s
et,
s
elf
-
ef
f
icac
y
,
an
d
p
r
o
f
ess
io
n
al
attitu
d
es
—
ar
e
cr
u
cia
l
f
o
r
t
h
eir
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
aid
i
n
th
e
d
ev
elo
p
m
e
n
t
o
f
u
s
ef
u
l
p
r
o
f
ess
io
n
al
ab
ilit
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in
ed
u
ca
to
r
s
a
n
d
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
.
o
f
f
e
r
s
r
ec
o
m
m
en
d
atio
n
s
f
o
r
lo
n
g
-
ter
m
d
ev
el
o
p
m
en
t
[
4
7
]
.
Fu
r
th
e
r
m
o
r
e,
f
r
o
m
s
ev
e
r
al
r
esear
ch
es
[
4
8
]
–
[
5
0
]
,
a
g
r
o
wth
m
in
d
s
et
ca
n
in
cr
ea
s
e
wr
itin
g
m
o
tiv
atio
n
a
n
d
k
n
o
wled
g
e
o
f
lectu
r
e
r
liter
ac
y
;
it
will
al
s
o
in
cr
ea
s
e
lect
u
r
er
p
r
o
d
u
ctiv
ity
in
th
eir
wo
r
k
.
T
h
is
will h
av
e
a
s
ig
n
if
ican
t p
o
s
itiv
e
ef
f
ec
t o
n
th
e
r
ea
lizatio
n
o
f
a
wo
r
ld
-
class
u
n
iv
er
s
ity
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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in
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s
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e
tte
r
a
ca
d
em
i
c
a
ch
i
ev
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m
en
t
[
7
]
,
[
5
1
]
.
Fu
r
th
er
m
o
r
e
,
o
th
er
r
es
ea
r
ch
s
h
o
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s
t
h
a
t
th
e
in
f
lu
en
ce
o
f
g
r
o
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et
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o
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av
e
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ig
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t
o
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a
p
er
s
o
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's
m
o
ti
v
a
tio
n
to
d
ev
elo
p
t
h
e
ir
ab
i
li
ti
e
s
[
5
2
]
–
[
5
4
]
.
R
e
lev
an
t
to
th
e
r
e
s
u
lt
s
o
f
th
e
r
e
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h
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lu
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an
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s
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o
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m
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ie
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o
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li
s
tic
al
ly
im
p
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e
q
u
a
li
ty
o
f
l
ec
tu
r
er
s
an
d
m
an
ag
e
m
en
t
in
h
ig
h
er
ed
u
ca
ti
o
n
.
L
ec
tu
r
er
p
er
f
o
r
m
an
c
e
n
e
ed
s
to
b
e
ev
al
u
a
ted
h
o
l
i
s
t
ic
al
ly
s
o
th
at
co
m
p
r
eh
en
s
iv
e
d
a
ta
m
a
y
o
b
ta
in
an
d
ca
n
u
s
e
in
m
ak
in
g
l
ec
t
u
r
er
s
'
d
ev
elo
p
m
en
t
an
d
em
p
o
w
er
m
e
n
t p
r
o
g
r
a
m
s
[
5
5
]
.
R
esear
ch
o
n
th
e
d
ev
elo
p
m
e
n
t
o
f
g
r
o
wth
m
in
d
s
et
in
h
ig
h
er
ed
u
ca
tio
n
ca
n
s
u
p
p
o
r
t
th
e
g
o
al
o
f
ev
en
m
ain
tain
in
g
th
e
titl
e
o
f
W
C
U
[
5
6
]
.
I
t
is
im
p
o
r
tan
t
f
o
r
ev
er
y
h
i
g
h
er
ed
u
ca
tio
n
in
s
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[
5
7
]
.
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RE
F
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R
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NC
E
S
[
1
]
A
.
B
r
o
c
k
a
n
d
H
.
H
u
n
d
l
e
y
,
T
h
e
g
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o
w
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h
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t
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s
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by
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t
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p
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c
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,
N
e
w
Y
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k
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S
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mo
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a
n
d
S
c
h
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s
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e
r
,
2
0
1
6
.
[
2
]
T
.
S
a
r
i
w
u
l
a
n
,
I
.
A
g
u
n
g
,
F
.
W
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.
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.
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a
p
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E
f
f
o
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a
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h
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w
a
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d
s
g
l
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p
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n
:
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n
d
o
n
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si
a
c
a
s
e
,
”
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n
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e
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n
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t
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l
J
o
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rn
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Ed
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t
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l
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0
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9
.
[
3
]
T.
L.
H
.
N
g
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n
,
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B
u
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m
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t
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si
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h
:
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h
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g
V
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t
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mes
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n
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[
4
]
A
.
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m,
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.
M
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sr
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,
a
n
d
M
.
T.
A
f
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,
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si
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P
a
k
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n
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o
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R
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Re
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[
5
]
W
a
h
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i
,
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p
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p
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m
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t
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f
i
c
J
o
u
rn
a
l
o
f
R
e
f
l
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t
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o
n
:
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o
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o
m
i
c
,
A
c
c
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,
Ma
n
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Bu
s
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o
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0
.
3
7
4
8
1
/
s
j
r
.
v
5
i
2
.
5
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.
[
6
]
D
.
S
.
Y
e
a
g
e
r
e
t
a
l
.
,
“
A
n
a
t
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o
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a
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e
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p
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me
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t
r
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re
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.
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[
7
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Š
.
B
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h
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í
k
a
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d
M
.
A
.
V
r
a
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k
a
,
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G
r
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mi
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f
u
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v
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si
t
y
a
p
p
l
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a
n
t
s,
”
Pe
rso
n
a
l
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t
y
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n
d
I
n
d
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d
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l
D
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.
p
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2
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.
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.
[
8
]
L.
Z
a
n
d
e
r
,
J.
B
r
o
u
w
e
r
,
E.
Ja
n
se
n
,
C
.
C
r
a
y
e
n
,
a
n
d
B
.
H
a
n
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o
v
e
r
,
“
A
c
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d
e
m
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s
e
l
f
-
e
f
f
i
c
a
c
y
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g
r
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m
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d
s
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t
s,
a
n
d
u
n
i
v
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r
si
t
y
s
t
u
d
e
n
t
s’
i
n
t
e
g
r
a
t
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o
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i
n
a
c
a
d
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mi
c
a
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p
p
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t
w
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k
s,
”
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e
a
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n
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n
g
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d
I
n
d
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v
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d
u
a
l
D
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.
[
9
]
Y.
-
K
.
H
w
a
n
g
,
C
.
-
H
.
Ji
,
a
n
d
C
.
Le
e
,
“
Emp
l
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y
men
t
st
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e
ss
a
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d
t
h
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H
a
p
p
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K
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t
y
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d
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s:
m
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f
f
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t
h
mi
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Me
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