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p
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s
[
1
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,
[
2
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.
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d
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p
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[
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[
4
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Sen
tim
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I
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J
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Vo
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14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
37
-
49
38
aim
s
to
id
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tify
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[
5
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Fo
cu
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v
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ity
ed
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ca
tio
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ased
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atica
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[
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An
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am
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b
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d
en
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h
av
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f
u
lly
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co
r
p
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ate
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to
th
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ield
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f
o
r
m
atio
n
r
eg
a
r
d
in
g
th
e
o
p
in
io
n
s
o
r
em
o
tio
n
s
ex
p
r
ess
ed
b
y
s
tu
d
e
n
ts
an
d
teac
h
er
s
,
an
d
wh
o
s
e
d
ata
ex
tr
ac
tio
n
is
p
o
s
s
ib
le
f
r
o
m
s
o
cial
n
etwo
r
k
s
[
1
0
]
.
I
t
is
im
p
o
r
tan
t
t
o
k
ee
p
i
n
m
in
d
th
at
th
e
ass
ess
m
en
t
o
f
u
n
iv
e
r
s
ity
ed
u
ca
tio
n
al
q
u
ality
is
ass
o
ciate
d
with
th
e
lev
el
at
wh
ich
th
e
s
er
v
ices
p
r
o
v
id
ed
m
ee
t
th
e
r
eq
u
ir
em
e
n
ts
an
d
ex
p
ec
tatio
n
s
o
f
th
e
s
tu
d
en
ts
,
an
d
it
is
th
a
t
th
e
s
tu
d
en
t satis
f
ied
with
th
e
s
er
v
ices r
ec
eiv
ed
co
n
f
ir
m
s
th
ei
r
q
u
ality
[
1
1
]
,
[
1
2
]
.
T
o
d
eter
m
in
e
th
e
d
eg
r
ee
o
f
s
atis
f
ac
tio
n
th
at
s
tu
d
en
ts
h
av
e
with
r
esp
ec
t
to
ed
u
ca
tio
n
al
q
u
ality
,
th
ey
ar
e
r
eq
u
ir
ed
to
m
a
k
e
a
s
u
b
jectiv
e
ass
es
s
m
en
t
th
at
in
v
o
lv
es
ex
p
ec
tatio
n
s
ab
o
u
t
th
eir
tr
ain
i
n
g
n
ee
d
s
an
d
th
ei
r
m
o
tiv
atio
n
r
e
g
ar
d
in
g
th
e
ed
u
c
atio
n
al
s
er
v
ice
r
ec
eiv
ed
[
1
3
]
–
[
1
5
]
.
T
h
e
q
u
ality
o
f
e
d
u
ca
tio
n
is
lar
g
ely
f
o
cu
s
ed
o
n
s
tu
d
en
t
s
atis
f
ac
tio
n
,
alth
o
u
g
h
it
is
r
ec
o
g
n
ized
th
at
th
e
p
er
ce
p
tio
n
o
f
s
atis
f
ac
tio
n
with
ed
u
ca
tio
n
al
q
u
ality
is
v
ar
iab
le,
s
in
ce
it
ca
n
ch
a
n
g
e
s
u
d
d
en
l
y
,
h
o
wev
er
th
e
m
o
n
ito
r
in
g
all
o
ws
th
e
a
p
p
licatio
n
o
f
v
ar
io
u
s
co
n
tr
o
l
m
eth
o
d
s
th
at
lead
to
a
c
o
n
tin
u
o
u
s
im
p
r
o
v
em
e
n
t
o
f
th
e
p
r
o
ce
s
s
es
[
1
6
]
,
[
1
7
]
.
I
t
is
n
ec
ess
ar
y
to
ev
alu
ate
th
e
im
p
ac
t
o
f
s
tu
d
e
n
t
s
atis
f
ac
tio
n
in
th
e
u
n
iv
er
s
ity
en
v
ir
o
n
m
e
n
t,
wh
ich
in
clu
d
es
all
th
e
s
er
v
ic
es
th
at
th
e
s
tu
d
en
t
r
eq
u
ir
es
to
h
a
v
e
a
q
u
ality
co
m
p
r
eh
en
s
iv
e
e
d
u
ca
tio
n
[
1
8
]
,
[
1
9
]
.
T
h
e
an
aly
s
is
o
f
s
tu
d
e
n
t
s
atis
f
ac
tio
n
with
th
e
ed
u
ca
tio
n
th
ey
r
ec
eiv
e
is
a
n
i
m
p
er
ativ
e
a
n
d
r
elev
an
t
asp
ec
t
to
b
e
ca
r
r
ie
d
o
u
t
p
e
r
m
an
e
n
tly
,
in
o
r
d
er
to
h
a
v
e
in
d
icato
r
s
o
f
wh
at
is
b
ein
g
o
f
f
er
ed
as
a
q
u
ality
teac
h
in
g
s
e
r
v
ice
[
2
0
]
,
[
2
1
]
.
L
ik
ewise,
u
n
iv
er
s
ity
s
atis
f
ac
tio
n
with
th
e
q
u
ality
o
f
th
e
ed
u
ca
t
io
n
al
s
er
v
ice
is
u
s
u
ally
a
v
er
y
s
u
b
jectiv
e
cr
iter
io
n
an
d
d
ep
en
d
s
o
n
em
o
tio
n
al
s
tates
[
2
2
]
,
[
2
3
]
.
T
h
e
r
o
le
o
f
t
h
e
s
tu
d
en
t
is
o
f
v
ital
im
p
o
r
tan
ce
f
o
r
th
e
ev
alu
atio
n
an
d
ac
c
r
ed
itatio
n
p
r
o
ce
s
s
es
o
f
th
e
u
n
iv
er
s
ities
,
s
in
ce
th
e
d
iag
n
o
s
is
o
f
th
e
le
v
el
o
f
s
atis
f
ac
tio
n
o
f
th
e
in
s
titu
tio
n
al
co
n
d
itio
n
s
an
d
o
f
th
e
s
u
b
s
tan
tiv
e
f
u
n
ctio
n
s
allo
ws t
h
e
u
n
iv
e
r
s
ities
to
im
p
r
o
v
e
th
e
q
u
ality
o
f
t
h
e
s
er
v
ices [
2
4
]
–
[
2
6
]
.
T
h
er
ef
o
r
e,
th
is
a
r
ticle
aim
s
to
g
en
er
ate
k
n
o
wled
g
e
f
r
o
m
a
s
y
s
tem
atic
r
ev
iew
o
n
f
in
d
in
g
s
a
n
d
r
esu
lts
lin
k
ed
to
p
r
ac
tical
ca
s
es in
wh
ich
s
en
tim
en
t a
n
aly
s
is
was a
p
p
lied
,
f
o
r
th
e
i
d
en
tific
atio
n
o
f
s
tu
d
en
t satis
f
ac
tio
n
,
s
ee
k
in
g
th
e
tr
ian
g
u
latio
n
o
f
as
p
ec
ts
.
s
ig
n
if
ican
t
as
a
r
ea
s
o
f
a
p
p
licatio
n
,
c
o
n
tr
ib
u
tio
n
s
o
b
tain
ed
a
n
d
lim
itatio
n
s
p
r
esen
ted
.
T
h
is
r
esear
ch
aim
s
to
b
en
ef
it
th
e
co
n
s
tr
u
ctio
n
o
f
a
s
tate
o
f
th
e
ar
t
o
n
th
e
u
s
e
an
d
ap
p
licatio
n
o
f
s
en
tim
en
t
an
aly
s
is
in
h
ig
h
er
e
d
u
ca
tio
n
,
i
d
en
tify
in
g
th
e
k
n
o
wled
g
e
g
ap
s
o
n
wh
ich
f
u
tu
r
e
s
tu
d
ies
s
h
o
u
ld
f
o
cu
s
.
An
o
th
er
b
en
ef
it
o
f
th
is
s
y
s
tem
atic
r
ev
iew
is
to
g
e
n
er
ate
a
r
ef
lectio
n
o
n
th
e
v
ar
io
u
s
s
o
lu
tio
n
s
th
at
ar
tific
ial
in
tellig
en
ce
(
AI
)
an
d
d
ata
s
cien
ce
b
r
i
n
g
to
th
e
d
if
f
er
en
t
ar
ea
s
o
f
h
ig
h
er
ed
u
ca
tio
n
.
Me
th
o
d
o
lo
g
ically
,
t
h
e
m
ix
ed
,
th
eo
r
etica
l
an
d
e
x
p
lo
r
ato
r
y
lev
el
ap
p
r
o
ac
h
will
b
e
u
s
ed
.
T
h
e
p
r
ef
e
r
r
ed
r
ep
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
-
an
aly
s
es
(
P
R
I
SMA
)
d
ec
lar
atio
n
was
u
s
ed
in
o
r
d
er
to
s
tr
ictly
an
d
r
ig
o
r
o
u
s
ly
d
eter
m
in
e
th
e
s
cien
tific
ar
ticles
to
b
e
in
clu
d
ed
in
th
e
s
y
s
tem
atic
r
ev
iew,
f
r
o
m
b
ib
lio
g
r
ap
h
ic
r
ep
o
s
ito
r
ie
s
,
s
u
ch
as
Sco
p
u
s
,
E
R
I
C
,
an
d
Go
o
g
le
Sch
o
la
r
,
wi
th
in
th
e
p
er
i
o
d
2
0
1
5
to
2
0
2
2
.
2.
M
E
T
H
O
D
2
.
1
.
L
ev
el,
a
pp
ro
a
ch
,
a
nd
met
ho
d
T
h
e
r
esear
ch
is
ex
p
lo
r
ato
r
y
le
v
el
s
in
ce
it
s
ee
k
s
to
id
en
tify
t
h
e
s
tate
o
f
th
e
ar
t
o
r
s
tate
o
f
t
h
e
q
u
esti
o
n
o
n
s
en
tim
en
t
an
aly
s
is
an
d
it
s
ap
p
licatio
n
to
i
d
en
tify
th
e
s
tu
d
en
t
s
atis
f
ac
tio
n
o
f
u
n
i
v
er
s
ity
s
tu
d
en
ts
;
an
d
co
n
tr
ib
u
te
to
t
h
e
g
en
e
r
atio
n
o
f
a
f
r
am
ewo
r
k
s
tate
o
r
r
ef
er
en
c
e
s
tate
f
o
r
f
u
tu
r
e
r
esear
ch
.
I
n
t
h
is
way
,
th
e
r
ev
iew
will
also
b
e
ad
d
r
ess
ed
u
n
d
er
a
m
ix
ed
ap
p
r
o
ac
h
,
th
is
b
ec
au
s
e
th
e
s
y
s
tem
atic
r
ev
iew
will
in
i
tially
q
u
alitativ
ely
ad
d
r
ess
th
e
an
aly
s
is
o
f
th
e
r
esu
lts
p
u
b
lis
h
ed
o
n
th
e
s
co
p
e
o
f
a
p
p
licatio
n
,
c
o
n
tr
ib
u
tio
n
s
an
d
lim
itatio
n
s
,
s
ee
k
in
g
to
ca
teg
o
r
ize
th
em
ac
co
r
d
in
g
to
b
i
n
d
in
g
asp
ec
ts
.
T
o
th
en
q
u
an
tif
y
an
d
d
eter
m
i
n
e
in
wh
ich
ca
teg
o
r
y
th
e
f
in
d
in
g
s
p
u
b
lis
h
ed
to
d
ate
ar
e
co
n
ce
n
tr
ated
to
a
g
r
ea
ter
o
r
less
er
ex
ten
t.
L
ik
ewise,
th
e
r
esear
ch
is
b
ased
o
n
th
e
m
eth
o
d
o
f
s
y
s
tem
atic
r
ev
i
ew
o
f
th
e
liter
atu
r
e,
wh
ic
h
s
ee
k
s
to
id
en
tif
y
,
s
elec
t,
ev
alu
at
e
an
d
q
u
alitativ
ely
s
y
n
th
esize
r
esu
lts
r
elate
d
to
th
e
tech
n
iq
u
e
o
f
s
en
tim
en
t
an
al
y
s
is
an
d
n
atu
r
al
lan
g
u
a
g
e
p
r
o
ce
s
s
in
g
,
to
estab
lis
h
h
o
w
th
ey
a
r
e
ap
p
lied
in
f
o
llo
w
u
p
s
atis
f
ac
tio
n
o
f
s
tu
d
e
n
ts
in
t
h
e
u
n
iv
e
r
s
ity
ed
u
ca
tio
n
al
f
ield
.
Fo
r
wh
ich
it
h
as
b
ee
n
estab
li
s
h
ed
to
f
o
r
m
u
late
th
r
ee
r
esear
ch
q
u
esti
o
n
s
(
R
Q)
,
in
o
r
d
er
to
co
n
d
u
ct
an
d
ac
h
ie
v
e
th
e
o
b
jectiv
es
o
f
th
e
s
y
s
tem
atic
r
ev
iew.
T
h
ese
q
u
esti
o
n
s
ar
e:
i)
in
w
h
at
ar
ea
s
o
f
th
e
e
d
u
ca
tio
n
al
s
y
s
tem
h
as
s
en
tim
en
t
an
aly
s
is
b
ee
n
u
s
ed
as
a
to
o
l
to
id
en
tify
s
tu
d
en
t
s
atis
f
ac
tio
n
?
(
R
Q1
)
;
ii)
wh
at
ar
e
t
h
e
lim
itatio
n
s
th
at
ar
is
e
wh
en
u
s
i
n
g
s
en
tim
en
t
a
n
aly
s
is
to
id
en
t
if
y
s
tu
d
en
t
s
atis
f
ac
tio
n
?
(
R
Q2
)
;
an
d
iii)
w
h
at
ar
e
th
e
lim
itatio
n
s
th
at
ar
is
e
wh
en
u
s
in
g
s
en
tim
en
t
an
aly
s
is
to
id
en
tify
s
tu
d
en
t
s
atis
f
ac
tio
n
?
(
R
Q3
)
.
T
h
ese
q
u
esti
o
n
s
r
ep
r
esen
t
o
n
e
o
f
th
e
f
u
n
d
am
e
n
tal
asp
ec
ts
f
o
r
ca
r
r
y
in
g
o
u
t
a
s
y
s
tem
atic
r
ev
iew,
s
in
ce
it
allo
ws
d
ef
in
in
g
th
e
b
ases
th
at
will
s
u
p
p
o
r
t
th
e
s
tr
u
ctu
r
ed
,
tr
an
s
p
a
r
en
t
an
d
ef
f
icien
t
s
ea
r
ch
o
f
th
e
ex
is
tin
g
liter
atu
r
e
[
2
7
]
,
[
2
8
]
.
T
h
u
s
,
th
e
PR
I
SMA
s
tatem
en
t
was
also
u
s
ed
,
with
th
e
p
u
r
p
o
s
e
o
f
s
y
s
tem
atizin
g
in
an
o
r
g
a
n
ized
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
I
d
en
tifi
ca
tio
n
o
f t
h
e
s
a
tis
fa
ctio
n
o
f u
n
ivers
ity
s
tu
d
en
ts
th
r
o
u
g
h
s
en
timen
t …
(
Oma
r
C
h
a
mo
r
r
o
-
A
ta
la
ya
)
39
m
an
n
er
th
e
ev
i
d
en
ce
f
o
u
n
d
o
n
th
e
s
u
b
ject
u
n
d
er
s
tu
d
y
.
I
n
th
is
r
eg
ar
d
,
p
r
ev
i
o
u
s
s
tu
d
ies
[
2
9
]
,
[
3
0
]
p
o
in
t
ed
o
u
t
th
at
th
is
s
tatem
en
t r
ig
o
r
o
u
s
ly
an
d
tr
an
s
p
ar
e
n
tly
o
r
g
an
izes th
e
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
s
s
.
2
.
2
.
Sea
rc
h str
a
t
eg
y
As
f
o
r
th
e
s
ea
r
ch
s
tr
ateg
y
,
d
es
cr
ip
to
r
s
r
elate
d
to
th
e
r
esear
ch
q
u
esti
o
n
s
wer
e
u
s
ed
,
lin
k
in
g
th
em
with
th
e
k
ey
wo
r
d
s
wr
itten
in
b
o
th
Sp
an
is
h
an
d
E
n
g
lis
h
,
th
ese
b
ein
g
:
“
a
n
a
lis
is
d
e
s
en
tim
ien
to
s
”,
“sen
tim
en
t
an
aly
s
is
”,
“
s
a
tis
fa
cc
ió
n
”,
“satis
f
ac
tio
n
”,
“
p
ercep
ció
n
d
e
la
s
a
tis
fa
cc
ió
n
”,
“p
er
ce
p
tio
n
o
f
s
atis
f
ac
tio
n
”,
“
E
s
tu
d
ia
n
tes
”,
“stu
d
en
ts
”,
“
a
lu
mn
o
s
”,
“
Un
ivers
id
a
d
”,
“
Un
iv
er
s
ity
”,
“E
d
u
ca
ció
n
s
u
p
er
io
r
”
an
d
“Hig
h
er
ed
u
ca
tio
n
”.
T
h
u
s
,
a
s
ea
r
ch
p
r
o
to
co
l
b
ased
o
n
th
e
ass
o
ciatio
n
o
f
k
ey
wo
r
d
s
th
r
o
u
g
h
B
o
o
le
an
in
teg
r
atio
n
s
was
also
u
s
ed
,
r
esp
ec
tin
g
th
e
s
ea
r
ch
f
o
r
m
s
o
f
ea
ch
d
atab
ase
(
S
co
p
u
s
,
E
R
I
C
an
d
Go
o
g
le
Sch
o
lar
)
,
as
s
h
o
wn
in
T
ab
le
1
.
I
n
th
is
r
eg
ar
d
,
Ozd
a
m
li
an
d
Kar
ag
o
zlu
[
3
1
]
p
o
in
t
ed
o
u
t
th
at
th
r
o
u
g
h
th
e
B
o
o
lean
in
teg
r
ato
r
s
,
th
e
s
ea
r
ch
s
tr
ateg
ies
o
f
th
e
s
o
u
r
c
es
th
at
will
b
e
p
ar
t
o
f
th
e
r
esear
ch
ar
ticles
to
b
e
co
n
s
id
er
e
d
in
th
e
s
y
s
tem
atic
r
ev
iew
o
f
liter
atu
r
e
ar
e
estab
lis
h
ed
.
T
ab
le
1
.
Sear
ch
eq
u
atio
n
th
r
o
u
g
h
B
o
o
lean
in
d
icato
r
s
D
a
t
a
b
a
s
e
S
e
a
r
c
h
e
q
u
a
t
i
o
n
ER
I
C
((
“A
n
á
l
i
si
s
d
e
se
n
t
i
mi
e
n
t
o
s
”
O
R
“
se
n
t
i
me
n
t
a
n
a
l
y
si
s
”
)
A
N
D
(
(
(
“
sat
i
sf
a
c
c
i
ó
n
”
O
R
“
sa
t
i
sf
a
c
t
i
o
n
”
O
R
“
p
e
r
c
e
p
c
i
ó
n
d
e
l
a
sat
i
sf
a
c
c
i
ó
n
”
O
R
“
p
e
r
c
e
p
t
i
o
n
o
f
s
a
t
i
s
f
a
c
t
i
o
n
”
)
A
N
D
(
“
e
st
u
d
i
a
n
t
e
s
”
O
R
“
s
t
u
d
e
n
t
s
”
O
R
“
a
l
u
mn
o
s
”
)
)
A
N
D
(
“
u
n
i
v
e
r
si
d
a
d
”
O
R
“
u
n
i
v
e
r
si
t
y
”
O
R
“
e
d
u
c
a
c
i
ó
n
s
u
p
e
r
i
o
r
”
O
R
“
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
”
)))
S
c
o
p
u
s
(
(
TI
TLE
-
A
B
S
-
K
EY
(
a
n
á
l
i
s
i
s
A
N
D
d
e
A
N
D
se
n
t
i
mi
e
n
t
o
s)
O
R
TI
T
LE
-
A
B
S
-
K
EY
(
se
n
t
i
me
n
t
A
N
D
a
n
a
l
y
s
i
s
)
)
)
A
N
D
(
(
(
(
TI
TLE
-
A
B
S
-
K
EY
(
sa
t
i
sf
a
c
c
i
ó
n
)
O
R
TI
T
LE
-
A
B
S
-
K
EY
(
sat
i
sf
a
c
t
i
o
n
)
O
R
TI
T
LE
-
A
B
S
-
K
EY
(
p
e
r
c
e
p
c
i
ó
n
A
N
D
d
e
A
N
D
l
a
A
N
D
sat
i
sf
a
c
c
i
ó
n
)
O
R
TI
T
LE
-
A
B
S
-
K
EY
(
p
e
r
c
e
p
t
i
o
n
A
N
D
o
f
A
N
D
sat
i
sf
a
c
t
i
o
n
)
)
)
A
N
D
(
(
TI
TLE
-
A
B
S
-
K
EY
(
e
st
u
d
i
a
n
t
e
s)
O
R
TI
TLE
-
A
B
S
-
K
E
Y
(
st
u
d
e
n
t
s)
O
R
TI
TLE
-
A
B
S
-
K
EY
(
a
l
u
m
n
o
s)
)
)
)
A
N
D
(
(
TI
TLE
-
A
B
S
-
K
E
Y
(
u
n
i
v
e
r
si
d
a
d
)
O
R
TI
TL
E
-
A
B
S
-
K
EY
(
u
n
i
v
e
r
si
t
y
)
O
R
TI
T
LE
-
A
B
S
-
K
EY
(
e
d
u
c
a
c
i
ó
n
A
N
D
su
p
e
r
i
o
r
)
O
R
TI
TL
E
-
A
B
S
-
K
EY
(
h
i
g
h
e
r
A
N
D
e
d
u
c
a
t
i
o
n
)
)
)
)
G
o
o
g
l
e
S
c
h
o
l
a
r
((
“A
n
á
l
i
si
s
d
e
se
n
t
i
mi
e
n
t
o
s
”
O
R
“
se
n
t
i
me
n
t
a
n
a
l
y
si
s
”
)
A
N
D
(
(
(
“
sat
i
sf
a
c
c
i
ó
n
”
O
R
“
sa
t
i
sf
a
c
t
i
o
n
”
O
R
“
p
e
r
c
e
p
c
i
ó
n
d
e
l
a
sat
i
sf
a
c
c
i
ó
n
”
O
R
“
p
e
r
c
e
p
t
i
o
n
o
f
s
a
t
i
s
f
a
c
t
i
o
n
”
)
A
N
D
(
“
e
st
u
d
i
a
n
t
e
s
”
O
R
“
s
t
u
d
e
n
t
s
”
O
R
“
a
l
u
mn
o
s
”
)
)
A
N
D
(
“
u
n
i
v
e
r
si
d
a
d
”
O
R
“
u
n
i
v
e
r
si
t
y
”
O
R
“
e
d
u
c
a
c
i
ó
n
s
u
p
e
r
i
o
r
”
O
R
“
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
”
)))
2
.
3
.
I
nclus
io
n a
nd
ex
clus
io
n
cr
it
er
ia
T
h
e
in
clu
s
io
n
an
d
ex
clu
s
io
n
cr
iter
ia
d
ef
i
n
ed
t
o
ca
r
r
y
o
u
t
th
e
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
s
s
wer
e
estab
lis
h
ed
an
d
d
ef
i
n
ed
with
th
e
p
u
r
p
o
s
e
o
f
c
o
n
tr
ib
u
tin
g
t
o
o
b
tain
in
g
elig
ib
le
ar
ticles
t
h
at
ar
e
s
ig
n
if
ican
tly
r
elate
d
to
th
e
r
esear
ch
q
u
esti
o
n
s
an
d
th
at
co
n
t
r
ib
u
te
to
m
in
im
izin
g
s
o
m
e
ty
p
e
o
f
b
ias
in
th
e
in
f
o
r
m
atio
n
ex
tr
ac
tio
n
s
to
b
e
o
b
tain
e
d
f
r
o
m
th
e
ar
ticles
id
en
tifie
d
f
r
o
m
th
e
s
ea
r
ch
s
tr
ateg
y
.
I
n
t
h
is
r
eg
ar
d
,
s
ev
er
al
r
esear
ch
er
s
[
3
2
]
,
[
3
3
]
p
o
in
t
o
u
t
th
at
af
ter
h
av
in
g
id
en
tifie
d
s
cien
tific
ar
ticles
th
r
o
u
g
h
s
ea
r
ch
s
tr
ateg
ies,
it
is
n
ec
ess
ar
y
to
estab
lis
h
in
clu
s
io
n
an
d
ex
clu
s
io
n
cr
iter
ia
th
at
d
ef
in
e
th
e
s
ea
r
ch
f
o
cu
s
ed
o
n
w
h
at
y
o
u
r
ea
lly
wan
t
to
d
is
cu
s
s
in
th
e
s
y
s
tem
atic
r
ev
iew.
T
ab
le
2
s
p
ec
if
ies
t
h
e
in
clu
s
io
n
a
n
d
ex
clu
s
io
n
cr
iter
ia
u
s
ed
f
o
r
th
e
co
llectio
n
o
f
s
cien
tific
ar
ticle
s
.
T
h
e
cr
iter
ia
f
o
cu
s
ed
o
n
th
e
r
ig
o
r
o
f
th
e
r
e
v
iew
o
f
th
e
s
cien
tific
ar
ticle,
its
av
ailab
ilit
y
o
r
ac
ce
s
s
,
th
e
p
er
i
o
d
o
f
p
u
b
licatio
n
an
d
th
e
lan
g
u
ag
e
in
wh
ic
h
it wa
s
wr
itten
.
T
ab
le
2
.
I
n
clu
s
io
n
an
d
ex
clu
s
i
o
n
cr
iter
ia
I
n
c
l
u
s
i
o
n
c
r
i
t
e
r
i
a
Ex
c
l
u
si
o
n
c
r
i
t
e
r
i
a
B
i
b
l
i
o
g
r
a
p
h
i
c
so
u
r
c
e
s m
u
st
b
e
s
c
i
e
n
t
i
f
i
c
a
r
t
i
c
l
e
s s
u
b
mi
t
t
e
d
t
o
p
e
e
r
r
e
v
i
e
w
.
C
o
n
f
e
r
e
n
c
e
p
r
o
c
e
e
d
i
n
g
s,
b
o
o
k
s
o
r
t
h
e
ses.
A
r
t
i
c
l
e
s
a
v
a
i
l
a
b
l
e
i
n
f
u
l
l
t
e
x
t
o
r
o
p
e
n
a
c
c
e
ss.
A
r
t
i
c
l
e
s
i
n
w
h
i
c
h
y
o
u
o
n
l
y
h
a
v
e
a
c
c
e
s
s t
o
t
h
e
i
r
a
b
s
t
r
a
c
t
A
r
t
i
c
l
e
s
p
u
b
l
i
s
h
e
d
d
u
r
i
n
g
t
h
e
y
e
a
r
s
2
0
1
5
t
o
2
0
2
2
A
r
t
i
c
l
e
s
p
u
b
l
i
s
h
e
d
i
n
y
e
a
r
s
p
r
i
o
r
t
o
2
0
1
5
A
r
t
i
c
l
e
s wr
i
t
t
e
n
i
n
S
p
a
n
i
s
h
a
n
d
En
g
l
i
s
h
A
r
t
i
c
l
e
s wr
i
t
t
e
n
i
n
l
a
n
g
u
a
g
e
s
o
t
h
e
r
t
h
a
n
E
n
g
l
i
sh
o
r
S
p
a
n
i
sh
B
i
b
l
i
o
g
r
a
p
h
i
c
so
u
r
c
e
s m
u
st
b
e
s
c
i
e
n
t
i
f
i
c
a
r
t
i
c
l
e
s s
u
b
mi
t
t
e
d
t
o
p
e
e
r
r
e
v
i
e
w
.
C
o
n
f
e
r
e
n
c
e
p
r
o
c
e
e
d
i
n
g
s,
b
o
o
k
s
o
r
t
h
e
ses.
2
.
4
.
Da
t
a
e
x
t
ra
ct
i
o
n a
nd
cr
it
ica
l e
v
a
lua
t
io
n
I
n
r
elatio
n
to
d
ata
ex
tr
ac
tio
n
,
Fig
u
r
e
1
s
h
o
ws
th
e
f
lo
wch
ar
t
th
at
s
h
o
ws
h
o
w
th
e
s
cien
tif
ic
ar
ticles
h
av
e
b
ee
n
r
ig
o
r
o
u
s
ly
s
elec
ted
to
r
ed
u
ce
a
n
y
ty
p
e
o
f
b
ias
in
t
h
e
s
ea
r
ch
f
o
r
b
ib
lio
g
r
a
p
h
ic
s
o
u
r
ce
s
.
I
t
s
h
o
u
ld
b
e
n
o
ted
th
at
f
o
r
th
e
co
n
s
tr
u
ctio
n
o
f
th
e
s
tag
es
o
f
th
e
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ally
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2
2
5
2
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8
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2
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I
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t
J
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v
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&
R
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d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
37
-
49
40
Fig
u
r
e
1
.
PR
I
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f
lo
wch
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t
u
s
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to
ex
tr
ac
t scien
tific
ar
ticl
es f
o
r
s
y
s
tem
atic
r
ev
iew
3.
RE
SU
L
T
S
Of
th
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ar
ticles
f
in
ally
ch
o
s
en
f
o
r
th
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tem
atic
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iew
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th
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E
R
I
C
,
Sco
p
u
s
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d
G
o
o
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Sch
o
lar
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ata
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was
id
en
tifie
d
th
at
in
r
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en
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n
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ctio
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tific
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n
s
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s
is
ap
p
lied
to
th
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id
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tu
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en
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f
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tio
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u
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iv
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ity
.
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h
at
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etwe
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ea
r
s
2
0
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9
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n
d
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0
2
2
,
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8
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9
%
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f
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ticle
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y
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atic
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v
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ee
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ed
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r
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ter
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etail,
Fig
u
r
e
2
s
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o
ws th
e
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cien
tific
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y
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
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v
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&
R
es E
d
u
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I
SS
N:
2252
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2
2
I
d
en
tifi
ca
tio
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f t
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a
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f u
n
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timen
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(
Oma
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C
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mo
r
r
o
-
A
ta
la
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)
41
3
.
1
.
I
n
wha
t
a
re
a
s
o
f
t
he
educa
t
io
na
l
s
y
s
t
em
ha
s
s
ent
im
ent
a
na
ly
s
is
been
us
e
d
a
s
a
t
o
o
l
t
o
identif
y
s
t
ud
ent
s
a
t
is
f
a
ct
io
n?
Fro
m
th
e
s
y
s
tem
atic
r
ev
iew
o
f
th
e
liter
atu
r
e,
it
was
p
o
s
s
ib
le
to
d
eter
m
in
e
th
at
th
e
a
r
ea
s
o
f
th
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ed
u
ca
tio
n
al
s
y
s
tem
in
wh
ic
h
s
en
tim
en
t
an
aly
s
is
was
u
s
ed
as
a
to
o
l
f
o
r
th
e
id
en
tific
atio
n
o
f
u
n
iv
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s
ity
s
tu
d
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n
t
s
atis
f
ac
tio
n
ar
e
to
a
g
r
ea
ter
ex
ten
t
in
th
e
“a
ca
d
em
ic
f
ield
”,
r
ep
r
esen
tin
g
7
7
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8
%
o
f
th
e
to
tal
n
u
m
b
er
o
f
s
cien
tific
ar
ticles
r
ev
iewe
d
,
as
well
as
b
ein
g
ap
p
lied
in
th
e
f
ield
o
f
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n
i
v
er
s
ity
s
tu
d
en
t
well
-
b
ein
g
”
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ep
r
esen
tin
g
1
8
.
5
%,
wh
ile
to
a
less
er
ex
ten
t
it
was
p
o
s
s
ib
le
to
id
en
tify
th
at
it
is
ap
p
lied
in
th
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f
ield
o
f
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m
a
g
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th
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ed
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ca
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al
in
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titu
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n
”
r
ep
r
esen
tin
g
3
.
7
%
o
f
th
e
to
tal
ar
ticles
r
ev
iewe
d
.
Ho
wev
er
,
wh
en
ca
r
r
y
i
n
g
o
u
t a
m
o
r
e
in
-
d
e
p
th
r
ev
iew
o
f
th
e
“
an
aly
ze
d
d
im
en
s
io
n
s
”
th
r
o
u
g
h
s
en
tim
en
t
an
aly
s
is
th
at
wer
e
ad
d
r
ess
ed
in
ea
ch
o
f
th
e
ar
ea
s
o
f
ap
p
licatio
n
id
en
tifie
d
in
th
e
s
y
s
tem
atic
r
ev
iew,
it
is
f
o
u
n
d
t
h
at
7
7
.
7
8
%
o
f
ap
p
licatio
n
s
th
a
t
f
o
cu
s
o
n
in
th
e
“a
ca
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em
ic”
f
ield
,
7
0
.
4
%
ar
e
lin
k
ed
to
th
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“stu
d
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t
ex
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ce
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n
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g
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s
”
an
d
7
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4
%
with
th
e
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p
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ir
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en
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.
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ik
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with
r
esp
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t
to
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f
ield
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f
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3
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7
%
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e
lin
k
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to
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e
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f
f
ec
ts
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n
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n
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en
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en
ts
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y
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OVI
D
-
1
9
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7
.
4
%
with
th
e
“e
m
o
tio
n
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tate
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f
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tu
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en
t
”
an
d
in
th
e
s
am
e
p
er
ce
n
tag
e
7
.
4
%
with
“lib
r
ar
y
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er
v
ice”
.
Fig
u
r
e
3
s
h
o
ws
th
e
p
er
ce
n
tag
e
o
f
r
ev
iewe
d
s
cien
tific
ar
ticles
g
r
o
u
p
ed
b
y
“f
iel
d
o
f
ap
p
licatio
n
”
a
n
d
“a
n
aly
ze
d
d
im
e
n
s
io
n
”
th
r
o
u
g
h
s
en
tim
en
t a
n
aly
s
is
.
Fig
u
r
e
3
.
Per
ce
n
ta
g
e
d
is
tr
ib
u
ti
o
n
o
f
s
cien
tific
ar
ticles b
y
f
iel
d
o
f
a
p
p
licatio
n
an
d
d
im
e
n
s
io
n
an
aly
ze
d
Ho
wev
er
,
f
r
o
m
th
e
id
e
n
tific
atio
n
o
f
th
e
“a
n
aly
ze
d
d
im
e
n
s
io
n
s
”,
it
was
also
p
o
s
s
ib
le
to
d
ete
r
m
in
e
th
e
“e
v
alu
ated
in
d
icato
r
s
”
p
e
r
d
i
m
en
s
io
n
an
aly
ze
d
i
n
ea
ch
s
cien
tific
ar
ticle.
I
t
was
id
en
tifie
d
th
at
th
e
d
im
en
s
io
n
with
th
e
g
r
ea
test
n
u
m
b
er
o
f
in
d
icato
r
s
is
th
e
s
o
-
ca
lled
“stu
d
en
t
ex
p
e
r
ien
ce
o
n
th
e
teac
h
in
g
-
lear
n
in
g
p
r
o
ce
s
s
”.
Fig
u
r
e
4
s
h
o
ws
th
e
to
tal
n
u
m
b
er
o
f
ar
ticles
th
at
h
av
e
f
o
c
u
s
ed
o
n
th
is
d
im
en
s
io
n
,
3
7
%
h
av
e
e
v
alu
ated
t
h
e
in
d
icato
r
“p
e
r
ce
p
tio
n
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f
o
n
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n
e
lear
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in
g
”,
2
6
%
th
e
in
d
ic
ato
r
“p
er
ce
p
tio
n
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h
e
lear
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g
e
x
p
er
ien
ce
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OC
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u
r
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es”
an
d
1
6
%
th
e
in
d
icato
r
“p
e
r
ce
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tio
n
o
f
teac
h
i
n
g
p
e
r
f
o
r
m
an
c
e”
,
am
o
n
g
t
h
e
m
o
s
t
p
r
o
m
in
e
n
t.
T
ab
le
3
co
n
tain
s
i
n
d
etail
th
e
r
est
o
f
th
e
in
d
icato
r
s
e
v
al
u
ated
in
th
e
d
if
f
er
e
n
t
s
cien
ti
f
ic
ar
ticles
an
aly
ze
d
in
th
is
s
y
s
tem
atic
r
ev
iew.
T
ak
in
g
th
e
ca
s
e
o
f
th
e
d
im
en
s
io
n
“stu
d
en
t
ex
p
er
ie
n
ce
o
f
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t
”
as
a
n
ex
am
p
le
,
its
in
d
icato
r
s
ar
e
“p
er
ce
p
tio
n
o
f
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atis
f
ac
tio
n
with
lear
n
in
g
o
f
th
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
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3
.
2
.
Wha
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ha
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a
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a
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R
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u
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5
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4
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I
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2252
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3
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3
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Wha
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Fig
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r
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t
i
s
r
e
c
o
mm
e
n
d
e
d
t
o
m
a
k
e
a
g
r
e
a
t
e
r
n
u
mb
e
r
o
f
c
o
m
p
a
r
i
s
o
n
s wi
t
h
o
t
h
e
r
a
l
g
o
r
i
t
h
ms
.
[
5
3
]
I
n
f
o
r
mat
i
o
n
w
a
s
c
o
l
l
e
c
t
e
d
o
n
l
y
f
r
o
m
t
h
e
C
o
u
r
sera.
c
o
m
p
a
g
e
a
n
d
st
r
i
c
t
l
y
a
b
o
u
t
b
u
s
i
n
e
ss
c
o
u
r
ses
;
t
h
e
r
e
f
o
r
e
,
t
h
e
r
e
s
u
l
t
s a
r
e
l
i
m
i
t
e
d
t
o
t
h
o
s
e
c
o
n
t
e
x
t
s.
[
4
6
]
O
p
i
n
i
o
n
s
w
e
r
e
o
n
l
y
c
o
l
l
e
c
t
e
d
f
o
r
st
u
d
e
n
t
s
o
f
o
n
e
s
u
b
j
e
c
t
,
so
t
h
e
s
t
u
d
y
s
h
o
u
l
d
b
e
e
x
t
e
n
d
e
d
t
o
s
t
u
d
e
n
t
s
o
f
o
t
h
e
r
s
u
b
j
e
c
t
s
.
[
5
2
]
La
c
k
o
f
a
Le
x
i
c
o
n
a
n
d
g
r
a
mm
a
t
i
c
a
l
r
u
l
e
s t
h
a
t
a
l
l
o
w
t
o
i
mp
r
o
v
e
t
h
e
p
r
e
c
i
si
o
n
o
f
t
h
e
st
u
d
e
n
t
s'
f
e
e
l
i
n
g
s
Th
e
m
o
st
c
r
i
t
i
c
a
l
l
i
m
i
t
a
t
i
o
n
w
a
s
t
h
e
l
a
c
k
o
f
a
l
e
x
i
c
o
n
t
h
a
t
a
l
l
o
w
s
t
h
e
p
r
e
c
i
s
e
i
d
e
n
t
i
f
i
c
a
t
i
o
n
o
f
t
h
e
p
o
l
a
r
i
t
i
e
s
i
n
t
h
e
T
u
r
k
i
sh
l
a
n
g
u
a
g
e
.
[
3
6
]
Th
e
l
i
m
i
t
a
t
i
o
n
i
n
t
h
e
r
e
se
a
r
c
h
c
e
n
t
e
r
e
d
o
n
t
h
e
n
o
n
-
o
b
ser
v
a
n
c
e
o
f
g
r
a
mm
a
t
i
c
a
l
r
u
l
e
s
.
[
3
7
]
La
c
k
o
f
a
n
a
l
y
si
s
o
n
p
o
s
si
b
l
e
b
i
a
s
i
n
t
h
e
c
o
l
l
e
c
t
e
d
d
a
t
a
Th
e
st
u
d
e
n
t
p
o
p
u
l
a
t
i
o
n
,
b
e
i
n
g
c
l
a
ss
mat
e
s
f
r
o
m
t
h
e
sa
me
u
n
i
v
e
r
si
t
y
i
n
st
i
t
u
t
i
o
n
,
c
a
n
g
e
n
e
r
a
t
e
b
i
a
se
d
r
e
sp
o
n
ses.
[
4
9
]
4.
DIS
CU
SS
I
O
N
I
n
r
elatio
n
to
th
e
r
esu
lts
o
b
tain
ed
f
r
o
m
th
e
s
y
s
tem
atic
r
ev
ie
w
r
eg
ar
d
i
n
g
t
h
e
f
ir
s
t
r
esear
c
h
q
u
esti
o
n
,
in
wh
ich
it
was
id
en
tifie
d
th
at
7
7
.
8
%
o
f
th
e
r
ev
iewe
d
m
an
u
s
cr
ip
ts
f
o
cu
s
th
eir
s
tu
d
ies
o
n
th
e
ac
ad
e
m
ic
f
ield
,
1
8
.
5
%
o
n
th
e
well
-
b
ei
n
g
o
f
th
e
s
tu
d
en
ts
an
d
th
e
3
.
7
%
in
th
e
im
ag
e
o
f
th
e
ed
u
ca
tio
n
al
in
s
ti
tu
tio
n
.
R
esear
ch
by
Pu
r
aiv
an
et
a
l.
[
6
1
]
s
tate
d
th
a
t
it
is
r
elev
an
t
to
ap
p
ly
s
en
tim
en
t
an
aly
s
is
to
th
e
ac
ad
em
ic
f
ield
s
in
ce
th
is
to
o
l
allo
ws
th
e
id
en
tific
atio
n
o
f
p
h
en
o
m
e
n
a
th
at
im
p
ac
t
th
e
lear
n
in
g
p
r
o
ce
s
s
.
I
n
ad
d
itio
n
,
C
h
an
ch
í
et
a
l.
[
5
]
in
th
eir
r
esear
ch
wo
r
k
i
n
wh
ich
th
ey
ap
p
lied
s
en
tim
e
n
t
an
aly
s
is
to
id
en
tify
th
e
s
atis
f
a
ctio
n
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
,
th
ey
o
b
tain
as
r
esu
lts
v
ar
io
u
s
r
ef
lectio
n
s
o
n
th
e
s
t
u
d
en
t
’
s
n
ee
d
s
in
th
e
o
n
lin
e
le
ar
n
in
g
p
r
o
ce
s
s
an
d
asp
ec
ts
to
b
e
im
p
r
o
v
ed
b
y
th
e
teac
h
er
in
th
is
s
am
e
f
ield
.
T
h
e
s
e
two
in
v
esti
g
atio
n
s
ag
r
ee
wi
th
wh
at
was
f
o
u
n
d
in
th
is
s
y
s
tem
atic
r
ev
iew,
s
in
c
e
th
e
ap
p
licatio
n
s
o
f
s
en
tim
en
t
an
aly
s
is
to
a
g
r
ea
ter
ex
ten
t
ar
e
clo
s
ely
lin
k
ed
to
2
2
.
2
2
%
1
8
.
5
2
%
7
.
4
1
%
3
.
7
0
%
0
.
0
0
%
5
.
0
0
%
1
0
.0
0
%
1
5
.
0
0
%
2
0
.
0
0
%
2
5
.
0
0
%
Lo
w
st
u
d
e
n
t
p
a
r
t
i
c
i
p
a
t
i
o
n
r
at
e
a
n
d
c
l
a
ss
i
m
b
a
l
a
n
c
e
D
a
t
a
c
o
l
l
e
c
t
i
o
n
b
a
sed
o
n
a
sin
g
l
e
st
u
d
y
p
o
p
u
l
at
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o
n
La
c
k
o
f
a
Le
x
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c
o
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n
d
g
r
a
m
m
a
t
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al
ru
l
es
t
h
at
a
l
l
o
w
t
o
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mp
r
o
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h
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p
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si
o
n
o
f
t
h
e
st
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t
s'
f
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l
i
n
g
s
La
c
k
o
f
a
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si
s o
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e
b
i
a
s i
n
t
h
e
c
o
l
l
e
ct
ed
d
at
a
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
I
d
en
tifi
ca
tio
n
o
f t
h
e
s
a
tis
fa
ctio
n
o
f u
n
ivers
ity
s
tu
d
en
ts
th
r
o
u
g
h
s
en
timen
t …
(
Oma
r
C
h
a
mo
r
r
o
-
A
ta
la
ya
)
45
its
ap
p
licatio
n
o
r
ac
tio
n
o
n
in
d
icato
r
s
in
th
e
ac
ad
em
ic
f
ield
,
th
at
is
,
o
n
th
e
teac
h
in
g
-
lear
n
in
g
p
r
o
ce
s
s
.
Ho
wev
er
,
th
er
e
ar
e
s
tu
d
ies
th
at
co
n
tex
tu
alize
th
e
ap
p
licatio
n
o
f
s
en
tim
en
t
an
aly
s
is
in
u
n
i
v
er
s
ity
ed
u
ca
tio
n
to
th
e
p
an
d
em
ic
p
er
io
d
.
T
h
u
s
,
J
im
én
ez
et
a
l.
[
6
2
]
th
r
o
u
g
h
th
eir
r
esear
ch
o
n
s
en
tim
en
t
an
aly
s
is
in
h
ig
h
er
ed
u
ca
tio
n
,
wer
e
ab
le
t
o
id
en
t
if
y
s
tu
d
en
t
s
atis
f
ac
tio
n
r
e
g
ar
d
in
g
teac
h
e
r
p
e
r
f
o
r
m
an
ce
in
d
if
f
er
en
t
p
er
io
d
s
o
f
tim
e,
m
an
ag
in
g
to
d
eter
m
in
e
th
at
teac
h
er
s
s
h
o
wed
a
g
o
o
d
p
r
e
d
is
p
o
s
itio
n
f
o
r
th
e
d
e
v
elo
p
m
en
t
o
f
th
eir
ac
ad
em
ic
ac
tiv
ities
d
u
r
in
g
th
e
p
an
d
em
ic
p
er
io
d
.
I
n
th
is
r
eg
a
r
d
,
Pér
ez
-
Su
asn
av
as
et
a
l.
[
6
3
]
in
th
eir
s
tu
d
y
o
n
d
ata
m
in
in
g
i
n
h
ig
h
er
ed
u
ca
tio
n
c
o
n
clu
d
e
th
at
th
e
m
ain
u
s
es
o
f
d
ata
m
in
in
g
in
ed
u
ca
tio
n
ar
e
f
r
am
ed
in
th
e
id
en
tific
atio
n
o
f
p
r
o
b
lem
s
,
ca
teg
o
r
izatio
n
o
f
o
p
in
i
o
n
s
,
as
well
as
ev
alu
atin
g
s
tu
d
en
t
co
m
p
lain
ts
an
d
p
r
ef
er
en
ce
s
r
elate
d
to
th
e
C
OVI
D
-
1
9
.
T
h
ese
two
in
v
esti
g
atio
n
s
co
n
tr
ib
u
te
t
o
estab
lis
h
in
g
th
at
d
ata
m
in
i
n
g
an
d
s
en
tim
en
t
a
n
aly
s
is
ar
e
m
o
r
e
f
o
cu
s
ed
o
n
th
e
s
ea
r
ch
f
o
r
u
n
iv
e
r
s
ity
well
-
b
ein
g
,
id
en
t
if
y
in
g
th
e
p
o
s
s
ib
le
ef
f
ec
ts
o
f
co
n
f
in
em
en
t
b
y
C
O
VI
D
-
19.
L
ik
ewise,
in
r
elatio
n
to
th
e
r
esu
lts
o
b
tain
ed
f
r
o
m
th
e
s
y
s
tem
atic
r
ev
iew
r
eg
ar
d
in
g
th
e
s
ec
o
n
d
r
esear
ch
q
u
esti
o
n
,
in
w
h
ich
i
t
was
id
en
tifie
d
th
at
o
f
t
h
e
s
cien
tific
ar
ticles
r
ev
iewe
d
,
1
1
.
1
1
%
f
o
cu
s
ed
o
n
id
en
tify
in
g
asp
ec
ts
o
f
th
e
s
tu
d
en
t,
4
0
.
7
4
%
f
o
cu
s
ed
o
n
id
en
tify
in
g
asp
ec
ts
f
o
r
t
h
e
im
p
r
o
v
e
m
en
t
o
f
d
ec
is
io
n
-
m
ak
in
g
b
y
m
an
a
g
er
s
,
an
d
4
8
.
1
5
%
f
o
cu
s
ed
o
n
id
e
n
tify
in
g
asp
ec
ts
o
f
th
e
teac
h
i
n
g
ac
tiv
ity
.
I
n
th
is
r
eg
ar
d
,
Mo
n
je
et
a
l.
[
6
]
co
n
clu
d
e
d
th
at
s
en
tim
en
t
a
n
aly
s
is
h
elp
s
to
id
e
n
tify
asp
ec
ts
r
elate
d
to
teac
h
in
g
p
er
f
o
r
m
an
ce
an
d
ac
tiv
ity
,
s
in
ce
s
en
tim
en
t
an
aly
s
is
r
ep
r
ese
n
ts
an
ev
alu
atio
n
to
o
l
th
at
h
elp
s
to
id
en
tify
th
e
d
eg
r
ee
o
f
p
r
o
g
r
ess
o
f
ed
u
ca
tio
n
al
s
tr
ateg
ies
an
d
th
e
r
elatio
n
s
h
ip
b
etwe
en
teac
h
er
s
an
d
s
tu
d
en
ts
,
ev
alu
atin
g
th
e
d
ev
el
o
p
m
en
t
an
d
f
u
lf
illme
n
t
o
f
th
e
o
b
jectiv
es
s
et
b
y
t
h
e
teac
h
er
.
L
ik
ewise,
s
en
tim
en
t
an
aly
s
is
allo
ws
ex
tr
ac
tin
g
in
f
o
r
m
atio
n
f
r
o
m
s
tu
d
en
ts
to
g
e
n
er
ate
f
ee
d
b
ac
k
o
n
th
e
teac
h
er
’
s
wo
r
k
o
r
ac
tiv
it
y
[
6
4
]
,
[
6
5
]
.
B
ased
o
n
th
e
af
o
r
em
e
n
tio
n
ed
s
tatem
en
ts
,
it
ca
n
b
e
estab
li
s
h
ed
th
at
wh
at
was
d
eter
m
in
ed
in
th
is
s
y
s
tem
atic
r
ev
iew
s
tu
d
y
is
co
h
er
en
t
an
d
co
n
s
is
ten
t
with
wh
at
th
e
au
th
o
r
s
in
d
icate
d
.
Ho
w
ev
er
,
th
e
a
n
aly
s
is
o
f
f
ee
lin
g
s
also
allo
ws
ex
tr
ac
tin
g
in
f
o
r
m
atio
n
o
n
asp
ec
ts
r
elat
ed
to
th
e
em
o
tio
n
al
s
tate
o
f
t
h
e
s
tu
d
en
t
in
ce
r
tain
p
ar
ticu
lar
c
o
n
tex
ts
.
I
n
th
is
r
e
g
ar
d
,
Z
en
g
et
a
l.
[
6
6
]
id
en
tifi
ed
th
r
o
u
g
h
th
e
s
en
tim
en
t
an
a
ly
s
is
th
at
s
tu
d
en
ts
,
wh
en
atten
d
in
g
a
co
n
f
er
en
ce
,
at
s
o
m
e
p
o
in
t
ex
p
r
ess
th
eir
d
is
co
m
f
o
r
t
o
r
d
is
ag
r
ee
m
e
n
t
with
th
e
teac
h
in
g
m
ater
ials
o
r
r
eso
u
r
ce
s
,
an
d
e
x
p
r
ess
it
th
r
o
u
g
h
th
e
co
n
s
tan
t
s
en
d
in
g
o
f
d
an
m
a
k
u
s
,
t
h
u
s
co
n
clu
d
in
g
th
at
th
e
teac
h
er
s
m
u
s
t
p
ay
s
p
ec
ial
att
en
tio
n
to
p
r
o
v
id
e
th
e
n
ec
ess
ar
y
f
ee
d
b
ac
k
in
th
e
teac
h
in
g
p
r
o
ce
s
s
.
L
ik
ewise,
with
in
th
e
ca
teg
o
r
ies id
en
tifie
d
in
th
is
s
y
s
tem
atic
r
ev
iew
o
n
th
e
asp
ec
ts
in
wh
ich
s
en
tim
en
t
an
aly
s
is
is
ap
p
lied
in
u
n
i
v
er
s
ity
ed
u
ca
tio
n
is
with
r
esp
ec
t
to
id
en
tif
y
in
g
th
e
f
ee
l
in
g
s
o
f
s
tu
d
en
ts
f
o
r
th
e
im
p
r
o
v
em
en
t o
f
d
ec
is
io
n
-
m
ak
in
g
b
y
m
a
n
ag
er
s
.
I
n
th
is
r
eg
ar
d
,
L
asri
et
a
l.
[
6
7
]
d
ev
elo
p
ed
an
ap
p
licatio
n
th
at
p
r
o
v
id
ed
r
ea
l
-
tim
e
r
an
k
in
g
o
f
s
tu
d
en
t
o
p
in
io
n
s
en
tim
en
ts
th
r
o
u
g
h
a
s
o
cial
n
etwo
r
k
.
I
t
co
n
clu
d
es
th
at
th
r
o
u
g
h
th
is
p
r
ed
ictiv
e
s
y
s
tem
o
f
class
if
icatio
n
o
f
s
en
tim
en
t,
th
e
in
s
titu
tio
n
s
th
at
r
u
n
th
e
u
n
iv
er
s
ities
,
s
u
ch
as
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
,
m
ay
h
av
e
in
f
o
r
m
atio
n
to
im
p
r
o
v
e
d
ec
is
io
n
-
m
ak
in
g
.
Fin
ally
,
in
r
elatio
n
to
th
e
r
esu
lts
o
b
tain
ed
f
r
o
m
t
h
e
s
y
s
tem
atic
r
ev
iew
r
eg
ar
d
in
g
th
e
th
ir
d
r
esear
c
h
q
u
esti
o
n
,
Pan
ico
[
6
8
]
in
h
is
r
esear
ch
p
ap
e
r
s
tate
d
th
at
s
in
c
e
s
en
tim
en
t
an
aly
s
is
is
a
r
elat
iv
ely
r
ec
en
t
f
ield
o
f
s
tu
d
y
,
it
s
till
p
r
esen
ts
s
ev
er
al
p
r
o
b
lem
s
a
n
d
lim
itatio
n
s
th
at
d
o
n
o
t
allo
w
th
e
ac
cu
r
ac
y
o
f
t
h
e
r
esu
lts
to
r
ea
c
h
1
0
0
%.
B
ein
g
awa
r
e
o
f
t
h
e
co
m
p
lex
p
r
o
ce
s
s
th
at
in
v
o
l
v
es
ap
p
ly
in
g
s
en
tim
en
t
an
aly
s
is
f
o
r
th
e
class
if
icatio
n
o
f
u
n
iv
er
s
ity
s
tu
d
en
t
s
atis
f
ac
tio
n
,
it
is
im
p
o
r
tan
t
to
d
is
cu
s
s
th
a
t
f
o
r
th
e
a
p
p
licatio
n
o
f
th
is
to
o
l
to
b
e
v
ia
b
le,
it
is
im
p
o
r
tan
t
t
h
at
s
tu
d
en
ts
,
teac
h
e
r
s
,
m
an
ag
e
r
s
an
d
th
e
ac
a
d
em
i
c
co
m
m
u
n
ity
in
g
e
n
er
ally
g
et
f
u
lly
in
v
o
lv
ed
with
th
ese
ty
p
es
o
f
a
p
p
licatio
n
s
.
T
h
is
m
ea
n
s
th
at
th
er
e
m
u
s
t
b
e
r
eg
u
latio
n
s
th
at
s
u
p
p
o
r
t
th
ese
a
p
p
licatio
n
s
an
d
t
h
at
th
ey
ar
e
n
o
t
s
im
p
ly
wo
r
k
s
o
r
s
tu
d
ies
o
f
s
p
ec
if
ic
ca
s
es
with
o
u
t
n
o
r
m
ativ
e
s
u
p
p
o
r
t
o
r
with
o
u
t
r
eg
u
latio
n
s
estab
lis
h
ed
b
y
th
e
u
n
iv
er
s
ity
.
5.
CO
NCLU
SI
O
N
T
h
e
r
esear
ch
c
o
n
clu
d
ed
th
at
t
h
e
ar
ea
s
in
wh
ich
s
en
tim
en
t
an
aly
s
is
is
ap
p
lied
as
a
to
o
l
t
o
id
en
tify
u
n
iv
er
s
ity
s
tu
d
en
t
s
atis
f
ac
tio
n
ar
e
ac
a
d
em
ic,
u
n
iv
er
s
ity
s
tu
d
en
t
well
-
b
ein
g
,
a
n
d
im
a
g
e
o
f
th
e
ed
u
ca
tio
n
al
in
s
titu
tio
n
,
b
ein
g
in
th
e
ac
ad
em
ic
f
ield
,
in
wh
ich
th
e
s
tu
d
ies
h
av
e
m
o
s
tly
f
o
cu
s
ed
,
r
ep
r
esen
tin
g
a
to
tal
o
f
7
7
.
8
%
o
f
th
e
t
o
tal
s
cien
tific
a
r
ticles
r
ev
iewe
d
.
W
ith
r
esp
ec
t
to
wh
ich
a
r
e
th
e
co
n
tr
i
b
u
tio
n
s
ac
h
iev
ed
th
r
o
u
g
h
th
e
an
aly
s
is
o
f
f
ee
lin
g
s
,
it
is
c
o
n
clu
d
e
d
th
at
th
r
ee
ca
teg
o
r
ies
co
u
ld
b
e
id
en
tifie
d
in
wh
ic
h
t
h
e
co
n
tr
i
b
u
tio
n
s
ar
e
g
r
o
u
p
ed
,
th
ese
b
ein
g
:
co
n
tr
ib
u
tio
n
f
o
c
u
s
ed
o
n
id
en
tif
y
in
g
asp
ec
ts
o
f
th
e
s
tu
d
en
ts
,
co
n
tr
ib
u
tio
n
f
o
c
u
s
ed
o
n
asp
ec
ts
o
f
th
e
teac
h
in
g
a
ctiv
ity
an
d
co
n
tr
ib
u
tio
n
f
o
c
u
s
ed
o
n
asp
ec
ts
f
o
r
d
ec
is
io
n
-
m
a
k
in
g
b
y
m
an
a
g
er
s
,
f
in
d
in
g
th
at
t
h
e
co
n
tr
ib
u
tio
n
f
o
cu
s
ed
o
n
asp
ec
ts
o
f
teac
h
in
g
ac
tiv
ity
is
th
e
o
n
e
th
at
th
e
s
t
u
d
ies
h
av
e
f
o
c
u
s
ed
o
n
th
e
m
o
s
t,
r
ep
r
esen
tin
g
4
8
.
1
5
%
o
f
th
e
to
tal
s
cien
tific
ar
ticles
r
ev
iewe
d
.
L
ik
ewise,
wi
th
r
esp
ec
t
to
wh
at
lim
itatio
n
s
h
av
e
ar
is
en
in
th
e
ap
p
licatio
n
o
f
s
en
tim
en
t
an
aly
s
is
,
it
is
co
n
clu
d
ed
th
at
f
o
u
r
c
ateg
o
r
ies
co
u
ld
b
e
id
en
tifie
d
,
th
ese
b
ein
g
:
lo
w
s
tu
d
en
t
p
ar
ticip
atio
n
r
ate
an
d
class
im
b
alan
ce
,
d
ata
co
llectio
n
b
ased
o
n
a
s
in
g
le
s
tu
d
y
p
o
p
u
latio
n
,
lack
o
f
a
le
x
ico
n
an
d
g
r
am
m
atica
l
r
u
les
th
at
allo
w
to
im
p
r
o
v
e
th
e
p
r
ec
is
io
n
o
f
th
e
s
tu
d
en
ts
’
f
ee
lin
g
s
an
d
lack
o
f
a
n
aly
s
is
o
n
th
e
p
o
s
s
ib
le
b
ias
in
th
e
d
ata
co
llected
,
b
ein
g
th
e
lo
w
r
ate
o
f
s
tu
d
en
t
p
ar
ticip
atio
n
a
n
d
class
im
b
alan
ce
,
th
e
lim
itatio
n
th
at
is
m
o
s
tly
h
av
e
p
r
esen
ted
in
th
e
s
t
u
d
ies,
r
ep
r
esen
tin
g
2
2
.
2
2
%
o
f
th
e
to
tal
s
cien
tific
a
r
ticles r
ev
iewe
d
.
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
37
-
49
46
RE
F
E
R
E
NC
E
S
[
1
]
D
.
C
e
d
e
n
o
-
M
o
r
e
n
o
a
n
d
M
.
V
a
r
g
a
s,
“
M
a
c
h
i
n
e
l
e
a
r
n
i
n
g
a
p
p
l
i
e
d
t
o
se
n
t
i
m
e
n
t
a
n
a
l
y
s
i
s,”
(
i
n
S
p
a
n
i
sh
)
,
I
+
D
T
e
c
n
o
l
ó
g
i
c
o
,
v
o
l
.
1
6
,
n
o
.
2
,
J
u
l
.
2
0
2
0
,
d
o
i
:
1
0
.
3
3
4
1
2
/
i
d
t
.
v
1
6
.
2
.
2
8
3
3
.
[
2
]
C
.
H
e
n
r
í
q
u
e
z
,
F
.
P
l
a
,
L
.
F
.
H
u
r
t
a
d
o
,
a
n
d
J.
G
u
z
m
a
n
,
“
A
s
p
e
c
t
-
b
a
se
d
se
n
t
i
men
t
a
n
a
l
y
s
i
s
u
si
n
g
o
n
t
o
l
o
g
i
e
s
a
n
d
mac
h
i
n
e
l
e
a
r
n
i
n
g
,
”
Pro
c
e
s
a
m
i
e
n
t
o
d
e
l
L
e
n
g
u
a
j
e
N
a
t
u
r
a
l
,
v
o
l
.
5
9
,
p
p
.
4
9
–
5
6
,
N
o
v
.
2
0
1
7
.
[
3
]
M
.
Y
.
L.
V
á
z
q
u
e
z
,
R
.
E
.
H
.
C
e
v
a
l
l
o
s,
a
n
d
J
.
E.
R
i
c
a
r
d
o
,
“
S
e
n
t
i
me
n
t
a
n
a
l
y
s
i
s:
A
t
o
o
l
f
o
r
st
u
d
y
i
n
g
q
u
a
l
i
t
a
t
i
v
e
d
a
t
a
i
n
l
e
g
a
l
r
e
sea
r
c
h
,
”
U
n
i
v
e
rsi
d
a
d
y
S
o
c
i
e
d
a
d
,
v
o
l
.
1
3
,
n
o
.
S
3
,
p
p
.
2
6
2
–
2
6
6
,
2
0
2
1
.
[
4
]
C
.
A
.
A
.
P
a
s
t
r
a
n
a
a
n
d
C
.
F
.
O
.
A
n
d
r
a
d
e
,
“
M
a
n
d
a
t
o
r
y
s
o
c
i
a
l
i
s
o
l
a
t
i
o
n
:
a
sen
t
i
m
e
n
t
a
n
a
l
y
si
s
u
s
i
n
g
m
a
c
h
i
n
e
l
e
a
r
n
i
n
g
,
”
S
u
m
a
d
e
N
e
g
o
c
i
o
s
,
v
o
l
.
1
2
,
n
o
.
2
6
,
p
p
.
1
–
1
3
,
2
0
2
1
,
d
o
i
:
1
0
.
1
4
3
4
9
/
su
mn
e
g
/
2
0
2
1
.
V
1
2
.
N
2
6
.
A
1
.
[
5
]
G
.
E.
C
h
a
n
c
h
i
,
M
.
A
.
O
sp
i
n
a
,
a
n
d
M
.
E.
O
sp
i
n
o
,
“
S
e
n
t
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m
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n
t
a
n
a
l
y
si
s
o
f
t
h
e
p
e
r
c
e
p
t
i
o
n
o
f
S
y
st
e
ms
E
n
g
i
n
e
e
r
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n
g
s
t
u
d
e
n
t
s
a
t
t
h
e
U
n
i
v
e
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si
t
y
o
f
C
a
r
t
a
g
e
n
a
(
C
o
l
o
mb
i
a
)
a
b
o
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t
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e
a
c
a
d
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m
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c
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c
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c
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