I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
1
,
Feb
r
u
ar
y
2
0
2
5
,
p
p
.
74
~
84
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
1
4
i
1
.
2
9
9
6
2
74
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
A scien
tom
etric
r
ev
iew of digita
l
com
petency a
mo
ng
educa
tors
during
t
he
pas
t
10
y
ea
rs
Nur
Da
nia
M
o
hd
Ro
s
li
1
,
M
a
s
Nida
M
d K
ha
m
ba
ri
1
,
Su
L
ua
n Wo
ng
1
,
No
o
r
Sy
a
m
ila
h Z
a
k
a
ria
2
,
K
a
m
ila
h Abdu
lla
h
1
,
Siti
Ra
b
a
’
a
h H
a
m
za
h
3
,
P
riscill
a
M
o
s
es
4
,
Nur
Aira
Abdra
him
3
1
D
e
p
a
r
t
me
n
t
o
f
S
c
i
e
n
c
e
a
n
d
Te
c
h
n
i
c
a
l
E
d
u
c
a
t
i
o
n
,
F
a
c
u
l
t
y
o
f
Ed
u
c
a
t
i
o
n
a
l
S
t
u
d
i
e
s
,
U
n
i
v
e
r
si
t
i
P
u
t
r
a
M
a
l
a
y
si
a
,
S
e
l
a
n
g
o
r
,
M
a
l
a
y
s
i
a
2
D
e
p
a
r
t
me
n
t
o
f
C
o
u
n
s
e
l
o
r
E
d
u
c
a
t
i
o
n
a
n
d
C
o
u
n
se
l
i
n
g
P
sy
c
h
o
l
o
g
y
,
F
a
c
u
l
t
y
o
f
E
d
u
c
a
t
i
o
n
a
l
S
t
u
d
i
e
s
,
U
n
i
v
e
r
si
t
i
P
u
t
r
a
M
a
l
a
y
s
i
a
,
S
e
l
a
n
g
o
r
,
M
a
l
a
y
si
a
3
D
e
p
a
r
t
me
n
t
o
f
P
r
o
f
e
ss
i
o
n
a
l
D
e
v
e
l
o
p
men
t
a
n
d
C
o
n
t
i
n
u
i
n
g
Ed
u
c
a
t
i
o
n
,
F
a
c
u
l
t
y
o
f
E
d
u
c
a
t
i
o
n
a
l
S
t
u
d
i
e
s
,
U
n
i
v
e
r
si
t
i
P
u
t
r
a
M
a
l
a
y
s
i
a
,
S
e
l
a
n
g
o
r
,
M
a
l
a
y
s
i
a
4
D
e
p
a
r
t
me
n
t
o
f
G
e
n
e
r
a
l
S
t
u
d
i
e
s,
F
a
c
u
l
t
y
o
f
C
r
e
a
t
i
v
e
I
n
d
u
s
t
r
i
e
s
,
U
n
i
v
e
r
si
t
i
T
u
n
k
u
A
b
d
u
l
R
a
h
m
a
n
,
S
e
l
a
n
g
o
r
,
M
a
l
a
y
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
an
1
6
,
2
0
2
4
R
ev
is
ed
J
u
l 3
1
,
2
0
2
4
Acc
ep
ted
Au
g
1
1
,
2
0
2
4
Th
is
stu
d
y
i
n
tere
st
in
e
x
a
m
in
i
n
g
th
e
d
i
g
it
a
l
c
o
m
p
e
ten
c
y
o
f
e
d
u
c
a
to
rs
in
e
d
u
c
a
ti
o
n
a
l
in
stit
u
ti
o
n
s.
Di
g
it
a
l
c
o
m
p
e
ten
c
y
is
o
f
u
tmo
st
im
p
o
rtan
c
e
in
to
d
a
y
’
s
tec
h
n
o
l
o
g
ica
ll
y
a
d
v
a
n
c
e
d
so
c
iety
d
u
e
to
t
h
e
p
e
rv
a
si
v
e
n
e
ss
o
f
tec
h
n
o
l
o
g
y
n
o
t
o
n
l
y
i
n
t
h
e
c
las
sro
o
m
b
u
t
a
lso
in
o
u
r
d
a
il
y
li
v
e
s.
Th
is
st
u
d
y
a
n
a
ly
z
e
d
1
,
1
8
9
j
o
u
r
n
a
l
a
rti
c
les
fro
m
th
e
S
c
o
p
u
s
d
a
tab
a
se
b
a
se
d
o
n
b
ib
li
o
g
ra
p
h
ic
c
o
u
p
li
n
g
a
n
d
c
o
-
wo
rd
a
n
a
l
y
sis
u
si
n
g
b
ib
li
o
m
e
tri
c
a
n
a
ly
sis.
Th
e
p
e
ri
o
d
o
f
ti
m
e
c
o
v
e
re
d
b
y
t
h
e
stu
d
y
wa
s
fro
m
2
0
1
3
t
o
2
0
2
2
.
F
i
n
d
i
n
g
s
in
d
ica
ted
t
h
a
t
th
e
re
h
a
s
b
e
e
n
a
n
in
c
re
a
se
in
th
e
n
u
m
b
e
r
o
f
stu
d
ies
c
o
n
c
e
n
tratin
g
o
n
d
i
g
it
a
l
c
o
m
p
e
t
e
n
c
y
a
m
o
n
g
e
d
u
c
a
to
r
s,
with
t
h
i
s
in
c
re
a
se
b
e
c
o
m
in
g
m
o
re
p
r
o
n
o
u
n
c
e
d
d
u
r
in
g
th
e
COV
ID
-
1
9
o
u
t
b
re
a
k
.
S
ig
n
ifi
c
a
n
t
th
e
m
e
s
e
m
e
rg
e
d
in
re
latio
n
t
o
e
d
u
c
a
to
rs
’
d
i
g
it
a
l
c
o
m
p
e
ten
c
e
,
p
a
rti
c
u
larl
y
c
o
n
c
e
rn
in
g
t
h
e
sig
n
ifi
c
a
n
c
e
a
n
d
g
lo
b
a
l
imp
a
c
t
o
f
t
h
e
se
c
h
a
ra
c
teristics
.
Bib
li
o
g
ra
p
h
ic
c
o
u
p
li
n
g
y
ield
s
fi
v
e
c
lu
ste
rs
fo
r
c
u
rre
n
t
re
se
a
rc
h
,
wh
e
re
a
s
c
o
-
wo
rd
a
n
a
ly
sis
y
ield
s
fo
u
r
c
l
u
ste
rs
fo
r
p
re
d
icti
n
g
f
u
tu
re
tren
d
s.
A
s
a
re
su
lt
,
so
m
e
su
g
g
e
stio
n
s
we
re
m
a
d
e
with
th
e
i
n
ten
t
io
n
o
f
c
o
n
tri
b
u
t
i
n
g
t
o
th
e
re
lev
a
n
t
re
se
a
rc
h
c
o
m
m
u
n
it
y
b
a
se
d
o
n
stu
d
y
’s
fin
d
in
g
s
.
K
ey
w
o
r
d
s
:
B
ib
lio
m
etr
ic
an
aly
s
is
Dig
ital c
o
m
p
eten
cies
E
d
u
ca
to
r
s
Sco
p
u
s
d
atab
ase
VOSv
iewe
r
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ma
s
Nid
a
Md
Kh
am
b
ar
i
Dep
ar
tm
en
t o
f
Scien
ce
an
d
T
e
ch
n
ical
E
d
u
ca
tio
n
,
Facu
lty
o
f
E
d
u
ca
tio
n
al
Stu
d
ies
,
Un
iv
e
r
s
iti Pu
tr
a
Ma
lay
s
ia
4
3
4
0
0
Ser
d
an
g
,
Selan
g
o
r
,
Ma
l
ay
s
ia
E
m
ail: k
h
am
asn
id
a@
u
p
m
.
e
d
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
R
ap
id
tech
n
o
lo
g
ical
d
ev
el
o
p
m
en
t
in
th
e
2
1
s
t
ce
n
t
u
r
y
is
u
n
q
u
esti
o
n
ab
ly
tr
an
s
f
o
r
m
ativ
e
an
d
h
as
th
e
p
o
ten
tial
to
h
av
e
a
s
u
b
s
tan
tial
im
p
ac
t
o
n
m
an
y
f
ac
ets
o
f
o
u
r
liv
es.
T
ec
h
n
o
lo
g
y
is
tr
a
n
s
f
o
r
m
in
g
th
e
lan
d
s
ca
p
e
o
f
ed
u
ca
tio
n
,
f
ac
ilit
atin
g
n
ew
f
o
r
m
s
o
f
lear
n
in
g
a
n
d
in
cr
ea
s
in
g
ac
ce
s
s
to
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
.
W
e
h
av
e
n
o
o
p
tio
n
b
u
t
to
p
r
ep
ar
e
o
u
r
s
el
v
es
b
y
ac
q
u
ir
in
g
th
e
ess
en
tial
s
k
ills
an
d
co
m
p
eten
cies
f
o
r
s
u
cc
ess
in
th
e
co
n
tem
p
o
r
ar
y
wo
r
ld
.
I
n
ter
n
et
an
d
d
ig
ital
tech
n
o
lo
g
ies
ar
e
n
o
w
s
o
wid
ely
u
s
ed
th
at
th
ey
h
av
e
b
ec
o
m
e
a
n
in
teg
r
al
p
ar
t
o
f
o
u
r
d
aily
ex
is
ten
ce
.
Dig
ital
co
m
p
eten
ce
ca
n
b
e
d
escr
ib
ed
as
a
s
et
o
f
s
k
i
lls
to
o
p
tim
ize
o
u
r
d
aily
ac
tiv
ities
th
r
o
u
g
h
tech
n
o
lo
g
y
[
1
]
,
[
2
]
.
I
n
li
n
e
with
th
e
r
ec
o
m
m
en
d
atio
n
s
estab
lis
h
ed
b
y
t
h
e
E
u
r
o
p
ea
n
Un
io
n
C
o
u
n
cil
o
f
2
2
Ma
y
2
0
1
8
r
e
g
ar
d
in
g
k
ey
co
m
p
eten
cies
f
o
r
life
lo
n
g
lear
n
in
g
,
all
citizen
s
s
h
o
u
ld
d
e
v
elo
p
d
ig
ital c
o
m
p
eten
ce
as a
co
r
e
ca
p
ab
ilit
y
o
f
co
n
tin
u
o
u
s
lear
n
in
g
.
T
h
ey
id
en
tify
d
i
g
ital c
o
m
p
e
ten
ce
as o
n
e
o
f
th
e
eig
h
t
ess
en
tial
life
s
k
ills
.
I
m
m
ed
iately
af
ter
,
th
ey
cr
ea
t
ed
th
e
E
u
r
o
p
ea
n
d
i
g
ital
co
m
p
eten
ce
f
r
am
ewo
r
k
(
Dig
C
o
m
p
)
,
w
h
ich
p
r
o
v
id
es
a
r
e
f
er
en
ce
f
r
a
m
ewo
r
k
to
s
u
p
p
o
r
t
th
e
d
ev
elo
p
m
en
t
o
f
d
ig
ital
liter
ac
y
f
o
r
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
A
s
cien
to
metric revie
w
o
f d
ig
ita
l c
o
mp
eten
cy
a
m
o
n
g
e
d
u
ca
t
o
r
s
d
u
r
in
g
th
e
p
a
s
t
…
(
N
u
r
Da
n
ia
Mo
h
d
R
o
s
li
)
75
in
d
iv
id
u
als
to
p
a
r
ticip
ate
f
u
lly
in
th
e
d
ig
ital
wo
r
l
d
[
1
]
,
[
3
]
.
As
d
em
o
n
s
tr
ated
in
d
i
g
ital
co
m
p
eten
ce
o
f
ed
u
ca
to
r
s
(
Dig
C
o
m
p
E
d
u
)
[
4
]
,
th
e
s
tu
d
ies
h
av
e
s
in
ce
ev
o
lv
ed
in
to
a
n
ed
u
ca
tio
n
al
i
n
itiativ
e
th
at
p
r
o
v
i
d
es
a
r
ef
er
en
ce
f
o
r
tr
ai
n
in
g
a
n
d
ev
al
u
atio
n
p
u
r
p
o
s
es.
I
n
f
o
r
m
atio
n
an
d
co
m
m
u
n
icat
io
n
tech
n
o
lo
g
y
(
I
C
T
)
is
b
ein
g
em
b
r
ac
ed
b
y
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
s
ar
o
u
n
d
th
e
g
lo
b
e
as
o
n
e
o
f
th
e
p
r
im
a
r
y
m
ea
n
s
to
estab
li
s
h
an
d
m
ain
tain
co
n
n
ec
tio
n
s
with
d
i
v
er
s
e
an
d
d
y
n
am
ic
teac
h
i
n
g
an
d
lear
n
in
g
at
an
y
tim
e
a
n
d
p
lace
.
T
h
e
in
f
o
r
m
atio
n
s
o
ciety
n
o
w
f
ac
e
s
n
ew
is
s
u
es
d
u
e
to
th
e
I
C
T
’
s
r
ap
id
d
ev
elo
p
m
en
t,
in
clu
d
in
g
th
e
n
ee
d
to
em
p
lo
y
tech
n
o
lo
g
y
to
p
r
e
p
ar
e
s
tu
d
e
n
ts
f
o
r
th
e
r
ea
l
wo
r
ld
an
d
th
e
co
n
tin
u
o
u
s
ly
c
h
an
g
in
g
n
atu
r
e
o
f
th
e
jo
b
m
ar
k
et
[
5
]
.
I
n
th
is
r
e
g
ar
d
,
I
C
T
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
in
t
h
e
d
ev
elo
p
m
e
n
t
o
f
ed
u
ca
t
o
r
s
’
g
en
er
ic
co
m
p
eten
cies
[
6
]
,
[
7
]
.
T
h
ey
s
h
o
u
ld
b
e
p
r
o
f
icien
t
in
p
r
o
d
u
cin
g
an
d
m
an
ag
in
g
d
ig
ital
m
ater
ial
f
o
r
ed
u
ca
tio
n
al
p
u
r
p
o
s
es
wh
il
e
also
s
er
v
in
g
as
r
o
le
m
o
d
e
ls
f
o
r
s
tu
d
en
ts
b
y
ex
h
ib
itin
g
a
p
p
r
o
p
r
iate
an
d
eth
ical
tech
n
o
lo
g
y
u
s
e
[
8
]
-
[
1
2
]
.
T
h
e
r
esear
ch
liter
atu
r
e
o
n
d
ig
ital
co
m
p
eten
ce
h
as
g
ain
e
d
e
n
o
r
m
o
u
s
tr
ac
tio
n
in
e
d
u
ca
tio
n
al
p
r
ac
tice
an
d
m
o
s
t
s
ch
o
lar
s
h
a
d
a
g
r
ee
d
th
at
it
is
g
r
o
win
g
at
a
f
ast
an
d
s
tead
y
p
ac
e
[
1
3
]
,
[
1
4
]
.
T
h
e
C
OVI
D
-
1
9
p
a
n
d
em
ic
s
aw
a
q
u
ick
tr
an
s
itio
n
to
e
m
er
g
en
cy
r
e
m
o
te
teac
h
in
g
(
E
R
T
)
,
m
ak
in
g
ed
u
ca
to
r
d
ig
i
tal
co
m
p
eten
cy
a
r
eq
u
ir
em
e
n
t
f
o
r
e
v
er
y
o
n
e.
Un
iv
er
s
ities
im
m
ed
iately
ex
p
an
d
ed
t
h
eir
o
f
f
e
r
in
g
o
f
d
i
g
ital
s
er
v
ices
an
d
tr
an
s
itio
n
ed
th
eir
s
u
p
p
o
r
t,
teac
h
in
g
,
a
n
d
lear
n
in
g
p
r
o
ce
s
s
es
to
th
e
o
n
lin
e
en
v
i
r
o
n
m
e
n
t
[
1
5
]
,
[
1
6
]
.
T
h
e
p
ac
e
an
d
s
co
p
e
o
f
th
is
r
esp
o
n
s
e
p
u
t
h
ea
v
y
d
em
a
n
d
s
o
n
th
e
o
n
lin
e
lear
n
in
g
[
1
7
]
,
[
1
8
]
.
T
h
e
E
R
T
p
r
ac
tices
ac
ce
ler
ate
th
e
atten
tio
n
to
war
d
s
ed
u
ca
to
r
s
’
d
ig
ital
co
m
p
eten
ce
(
E
DC
)
an
d
th
u
s
,
th
e
r
e
is
a
n
ee
d
to
b
e
tter
u
n
d
er
s
tan
d
th
e
tr
en
d
s
s
h
o
wn
b
y
p
ast an
d
cu
r
r
en
t stu
d
ies to
h
elp
s
th
is
in
f
o
r
m
f
u
tu
r
e
p
r
ac
tices.
T
h
e
in
ter
est
in
d
ig
ital
c
o
m
p
et
en
ce
in
ed
u
ca
tio
n
al
co
n
tex
t
h
as
led
to
a
p
r
o
life
r
atio
n
o
f
lite
r
atu
r
e
o
v
er
th
e
p
ast
d
ec
ad
e
[
1
9
]
,
[
2
0
]
,
a
n
d
th
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
was
to
p
r
o
d
u
ce
a
n
ab
u
n
d
an
c
e
o
f
r
ev
iews
o
n
th
e
s
u
b
ject.
Fro
m
th
e
in
ce
p
tio
n
o
f
d
ig
ital
co
m
p
eten
ce
to
its
cu
r
r
en
t
lev
el,
th
e
liter
atu
r
e
is
tr
ac
ed
,
tak
in
g
in
to
ac
co
u
n
t
th
e
r
ec
en
t
r
is
e
in
r
esear
ch
b
r
o
u
g
h
t
o
n
b
y
th
e
C
OVI
D
-
1
9
p
an
d
em
ic.
T
h
is
m
eth
o
d
o
lo
g
y
will
ass
is
t
r
esear
ch
er
s
in
ex
p
lo
r
in
g
an
d
g
ain
in
g
a
d
ee
p
er
co
m
p
r
eh
e
n
s
io
n
o
f
th
is
f
ield
,
as
well
as
i
n
p
r
ed
ictin
g
f
u
t
u
r
e
E
DC
tr
en
d
s
.
I
n
ad
d
itio
n
,
t
h
is
s
tu
d
y
will
ascer
tain
th
e
f
o
c
u
s
o
f
p
r
ev
i
o
u
s
s
tu
d
ies
co
n
d
u
cted
o
v
e
r
th
e
p
ast
d
ec
ad
e,
as
well
as
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
in
f
lu
e
n
tial
clu
s
ter
s
an
d
th
em
es
o
f
E
DC
ad
o
p
tio
n
th
at
m
a
y
b
e
r
elev
an
t in
f
u
tu
r
e
y
ea
r
s
,
ev
en
af
ter
C
OVI
D
-
1
9
s
u
b
s
id
es.
T
h
is
s
tu
d
y
p
r
o
p
o
s
es
co
n
d
u
cti
n
g
a
q
u
an
titativ
e
liter
atu
r
e
r
ev
iew
u
tili
zin
g
b
ib
lio
m
etr
ic
an
al
y
s
is
o
f
th
e
Sco
p
u
s
d
atab
ase.
E
v
en
th
o
u
g
h
o
th
er
s
tu
d
ies
[
1
3
]
,
[
2
1
]
h
av
e
u
tili
ze
d
a
s
im
ilar
m
eth
o
d
o
lo
g
y
,
th
e
v
is
u
aliza
tio
n
o
f
d
ig
ital c
o
m
p
eten
cy
o
v
er
th
e
p
ast d
ec
ad
e
h
as c
o
n
tr
ib
u
ted
to
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
th
e
k
n
o
wled
g
e
d
iv
id
e
.
T
h
e
th
r
ee
s
tu
d
ies
ar
e
d
ef
icien
t
in
ce
r
tain
r
esp
ec
ts
,
as
th
ey
f
o
cu
s
s
o
lely
o
n
s
tu
d
ies
f
r
o
m
th
e
W
eb
o
f
Scien
ce
d
atab
ase
an
d
lim
it
th
eir
s
ea
r
ch
s
tr
in
g
to
“
d
ig
ital
co
m
p
eten
ce
an
d
teac
h
e
r
s
”
[
1
3
]
,
t
h
u
s
ex
clu
d
in
g
th
e
o
v
er
wh
elm
in
g
m
ajo
r
ity
o
f
r
e
lev
an
t
p
u
b
licatio
n
s
.
C
is
n
er
o
s
et
a
l.
[
2
2
]
f
o
cu
s
es
o
n
E
DC
in
p
o
s
ts
ec
o
n
d
ar
y
ed
u
ca
tio
n
,
wh
e
r
ea
s
B
ab
er
et
a
l.
[
2
1
]
p
r
esen
ted
n
o
n
-
e
d
u
ca
to
r
-
s
p
ec
if
ic
d
ig
ital
co
m
p
eten
c
y
l
iter
atu
r
e
p
u
b
lis
h
ed
f
r
o
m
2
0
1
7
to
2
0
2
2
.
T
o
th
e
b
e
s
t
o
f
th
e
au
th
o
r
'
s
k
n
o
wled
g
e,
n
o
n
e
o
f
t
h
ese
p
r
e
v
io
u
s
s
tu
d
ies
ar
e
s
p
ec
if
ic
t
o
th
e
co
n
tex
t
o
f
all
ed
u
ca
to
r
s
,
r
e
g
ar
d
less
o
f
s
ch
o
o
ls
o
r
h
ig
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
s
,
m
ak
in
g
th
i
s
r
ev
iew
th
e
f
in
est
o
f
its
k
in
d
.
T
h
r
o
u
g
h
b
ib
lio
g
r
a
p
h
ic
co
u
p
lin
g
an
d
co
-
wo
r
d
an
aly
s
is
,
th
is
s
tu
d
y
p
r
o
p
o
s
es
s
u
ch
an
ap
p
r
o
ac
h
.
T
h
e
f
o
llo
win
g
r
esear
ch
o
b
jectiv
e
s
ar
e
th
er
ef
o
r
e
p
r
esen
ted
:
i
)
to
ac
ce
s
s
th
e
p
r
esen
t
k
n
o
wled
g
e
o
n
d
ig
ital
co
m
p
eten
cy
am
o
n
g
ed
u
ca
to
r
s
th
r
o
u
g
h
b
ib
lio
g
r
a
p
h
ic
c
o
u
p
lin
g
;
an
d
ii)
t
o
d
is
co
v
e
r
th
e
tr
en
d
s
an
d
d
ir
ec
tio
n
s
o
f
s
tu
d
ies o
n
d
ig
ital c
o
m
p
eten
cy
am
o
n
g
e
d
u
ca
to
r
s
th
r
o
u
g
h
co
-
wo
r
d
an
aly
s
is
.
2.
M
E
T
H
O
D
2
.
1
.
B
ibl
io
m
et
ric
a
n
a
l
y
s
is
T
h
e
b
i
b
lio
m
etr
ic
a
p
p
r
o
ac
h
is
a
q
u
a
n
titativ
e
s
tr
ateg
y
th
at
em
p
lo
y
s
a
s
cien
to
m
etr
ic
r
e
v
iew
t
o
an
aly
ze
b
ib
lio
g
r
ap
h
ic
d
atab
ases
[
2
3
]
,
[
2
4
]
.
T
h
e
d
ev
el
o
p
m
en
t
o
f
b
ib
lio
m
etr
ic
s
o
f
twar
e
lik
e
VOSv
iewe
r
,
L
ex
im
an
ce
r
,
an
d
Gep
h
i
co
n
tr
ib
u
te
d
to
its
p
o
p
u
lar
ity
.
I
t
is
also
d
u
e
to
t
h
e
d
ev
elo
p
m
en
t
o
f
s
cien
tific
d
atab
ases
s
u
ch
as
Sco
p
u
s
,
Pu
b
ME
d
,
a
n
d
W
eb
o
f
Scien
ce
.
Var
io
u
s
d
is
cip
lin
es,
in
clu
d
in
g
e
d
u
ca
tio
n
al
p
o
licy
a
n
d
lead
er
s
h
ip
[
2
5
]
,
[
2
6
]
,
e
d
u
ca
tio
n
al
tech
n
o
l
o
g
y
[
2
4
]
,
[
2
7
]
an
d
e
d
u
ca
tio
n
al
p
s
y
c
h
o
lo
g
y
[
2
8
]
,
[
2
9
]
h
av
e
u
tili
ze
d
th
e
m
eth
o
d
.
T
h
is
s
tu
d
y
u
tili
ze
d
th
e
f
o
llo
win
g
tw
o
b
ib
lio
m
etr
ic
a
n
aly
s
es:
i)
B
ib
lio
g
r
ap
h
ic
c
o
u
p
lin
g
:
A
m
eth
o
d
f
o
r
m
ea
s
u
r
in
g
t
h
e
s
im
ilar
i
ty
o
r
r
elatio
n
s
h
ip
b
etwe
en
p
u
b
licatio
n
s
b
ased
o
n
th
eir
s
h
a
r
ed
r
e
f
er
en
ce
s
.
T
h
is
an
aly
s
is
r
ev
ea
ls
th
e
r
elatio
n
s
h
ip
b
etwe
en
cited
p
u
b
lica
tio
n
s
[
2
3
]
,
[
3
0
]
.
Usi
n
g
th
is
m
eth
o
d
o
lo
g
y
,
it
is
p
o
s
s
ib
le
to
v
is
u
alize
r
ec
en
t
co
n
tr
ib
u
tio
n
s
th
at
h
a
v
e
n
o
t
y
et
h
ad
a
s
ig
n
if
ican
t
im
p
ac
t,
th
u
s
r
ef
lectin
g
th
e
m
o
s
t
r
ec
en
t
s
cien
tific
o
u
tp
u
t
in
th
e
f
ield
[
3
1
]
.
I
n
th
is
s
tu
d
y
,
th
is
an
aly
s
is
is
u
s
ed
to
ev
alu
ate
th
e
p
r
esen
t k
n
o
wled
g
e
s
tr
u
ctu
r
e
r
eg
ar
d
in
g
e
d
u
ca
t
o
r
s
'
d
ig
ital c
o
m
p
eten
cy
o
v
er
t
h
e
p
ast d
ec
ad
e.
ii)
Co
-
wo
r
d
an
aly
s
is
,
also
k
n
o
wn
as
co
-
o
cc
u
r
r
en
ce
o
f
k
e
y
wo
r
d
s
,
is
a
tech
n
iq
u
e
u
s
ed
to
ev
alu
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
k
e
y
wo
r
d
s
.
T
h
e
k
ey
wo
r
d
s
ar
e
ex
tr
ac
te
d
f
r
o
m
t
h
e
titl
e,
a
b
s
tr
ac
t,
an
d
o
th
er
k
ey
wo
r
d
s
o
f
th
e
p
u
b
licatio
n
[
3
2
]
.
B
ased
o
n
th
e
an
aly
s
is
'
s
n
o
tab
le
ter
m
s
,
f
u
tu
r
e
r
esear
ch
d
is
cip
lin
e
s
an
d
d
i
r
ec
tio
n
s
ca
n
b
e
p
r
ed
icted
[
2
3
]
,
[
3
3
]
.
Prio
r
to
th
is
r
esear
ch
,
th
is
an
aly
s
is
ev
alu
ates
th
e
tr
ajec
to
r
y
an
d
tr
en
d
o
f
ed
u
ca
to
r
s
'
d
ig
ital c
o
m
p
eten
ce
o
v
er
th
e
p
ast d
ec
ad
e.
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
:
74
-
84
76
2
.
2
.
Da
t
a
c
o
llect
io
n m
et
ho
d
T
h
is
s
tu
d
y
u
s
ed
t
h
e
s
ea
r
ch
p
h
r
ase
s
h
o
wn
in
T
a
b
le
1
t
o
class
if
y
r
elev
a
n
t
p
u
b
licatio
n
s
o
n
i)
ed
u
ca
to
r
s
;
ii)
d
ig
ital
co
m
p
eten
ce
;
an
d
ii
i)
th
e
p
r
ev
io
u
s
10
y
ea
r
s
b
y
u
s
in
g
th
e
"T
I
T
L
E
-
AB
S
-
KE
Y"
an
d
"PUB
YE
AR
"
s
ea
r
ch
o
p
tio
n
s
in
th
e
Sco
p
u
s
d
atab
ase.
T
h
is
s
tu
d
y
c
o
n
ce
n
tr
ates
o
n
q
u
e
r
ies
f
r
o
m
a
r
ticle
titl
es,
k
ey
wo
r
d
s
,
an
d
ab
s
tr
ac
ts
in
o
r
d
er
to
h
ig
h
lig
h
t th
e
r
elev
an
t
is
s
u
e
th
at
is
cr
u
cial
p
r
io
r
to
th
e
n
ee
d
f
o
r
r
esear
c
h
[
3
4
]
.
Usi
n
g
AND
B
o
o
lean
o
p
er
ato
r
s
t
o
lin
k
tw
o
s
p
h
er
es,
th
e
two
p
r
im
ar
y
k
ey
wo
r
d
s
wer
e
id
en
tifie
d
.
I
n
o
r
d
er
t
o
b
r
o
ad
e
n
t
h
e
r
esu
lt,
s
ea
r
ch
in
g
k
ey
wo
r
d
s
ar
e
ex
p
an
d
ed
b
y
u
s
in
g
a
d
d
itio
n
al
r
elate
d
an
d
s
y
n
o
n
y
m
wo
r
d
s
an
d
ter
m
in
o
lo
g
ies
id
en
tifie
d
f
r
o
m
o
th
e
r
liter
atu
r
e
s
,
an
d
d
ictio
n
a
r
y
an
d
th
esau
r
u
s
.
On
ly
jo
u
r
n
al
ar
ticles we
r
e
in
clu
d
ed
to
ass
u
r
e
th
e
q
u
ality
o
f
t
h
e
r
etr
iev
ed
d
ata
b
ase,
an
d
all
o
th
er
ty
p
es
o
f
p
u
b
licatio
n
s
(
b
o
o
k
s
,
b
o
o
k
ch
ap
ter
s
,
co
n
f
er
e
n
ce
p
r
o
ce
ed
i
n
g
s
,
ed
ito
r
ials
,
a
n
d
wh
ite
p
a
p
er
s
)
wer
e
ex
cl
u
d
ed
.
L
im
itin
g
jo
u
r
n
al
p
u
b
licatio
n
s
en
s
u
r
es
h
ig
h
-
q
u
ality
,
p
ee
r
-
r
e
v
iewe
d
p
u
b
licatio
n
s
ar
e
f
u
r
th
er
an
aly
ze
d
wh
e
n
p
r
esen
tin
g
th
e
to
p
ic'
s
ac
tu
al
k
n
o
wled
g
e
s
tr
u
ctu
r
e
[
3
5
]
,
[
3
6
]
.
As
p
ar
t
o
f
th
e
d
ata
s
et,
C
SV
-
f
o
r
m
atted
d
ata
was
ex
p
o
r
ted
an
d
th
e
b
ib
lio
m
etr
ic
s
o
f
twar
e
VOS
v
iewe
r
v
er
s
io
n
1
.
6
.
1
8
was
u
s
ed
to
a
n
aly
ze
th
e
tex
ts
in
o
r
d
er
t
o
d
eter
m
in
e
th
e
citatio
n
m
etr
ics an
d
v
ar
i
o
u
s
o
th
er
r
ates.
T
ab
le
1
.
Key
wo
r
d
s
ea
r
ch
s
tr
in
g
f
r
o
m
Sco
p
u
s
No
K
e
y
w
o
r
d
s
R
a
t
i
o
n
a
l
e
1
"
t
e
a
c
h
e
r
*
”
O
R
“
e
d
u
c
a
t
o
r
*
”
O
R
“
l
e
c
t
u
r
e
r
*
"
To
i
d
e
n
t
i
f
y
l
i
t
e
r
a
t
u
r
e
l
i
m
i
t
e
d
t
o
e
d
u
c
a
t
o
r
s.
2
“
D
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
y
”
O
R
“
d
i
g
i
t
a
l
c
o
mp
e
t
e
n
c
i
e
s”
O
R
“
d
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
e
”
O
R
“
d
i
g
i
t
a
l
sk
i
l
l
*
”
O
R
“
d
i
g
i
t
a
l
p
r
o
f
i
c
i
e
n
c
y
"
To
i
d
e
n
t
i
f
y
l
i
t
e
r
a
t
u
r
e
r
e
l
a
t
e
d
t
o
d
i
g
i
t
a
l
c
o
mp
e
t
e
n
c
y
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
Data
o
f
th
is
s
tu
d
y
wer
e
ex
tr
ac
ted
o
n
Ma
y
2
3
,
2
0
2
3
.
T
h
e
in
it
ial
r
ec
o
r
d
y
ield
ed
1
,
8
2
8
r
esu
lts
.
Fu
r
th
er
ex
clu
s
io
n
s
wer
e
m
a
d
e
af
te
r
li
m
itin
g
th
e
s
o
u
r
ce
t
y
p
e
i
n
to
jo
u
r
n
al
ar
ticles
an
d
1
,
1
8
9
ar
ticl
es
wer
e
f
o
u
n
d
af
ter
th
is
s
ea
r
ch
.
T
h
er
e
ar
e
1
2
,
2
8
5
citatio
n
s
in
to
tal.
T
h
ese
p
u
b
lic
atio
n
s
h
av
e
an
h
-
in
d
ex
o
f
5
4
,
m
ea
n
in
g
th
at
5
4
o
f
th
e
1
,
1
8
9
ar
ticles
co
n
s
id
er
ed
f
o
r
t
h
e
h
-
in
d
e
x
h
av
e
b
ee
n
cit
ed
at
least
5
4
tim
es.
T
h
e
n
u
m
b
er
o
f
ar
ticles
an
d
citatio
n
s
b
ased
o
n
k
ey
wo
r
d
s
ap
p
lied
to
th
e
d
ata
b
ase
is
d
ep
icted
in
Fig
u
r
e
1
.
Fro
m
2
0
1
3
to
2
0
1
9
,
f
ewe
r
ar
ticles
wer
e
p
u
b
lis
h
ed
an
d
cited
r
e
g
ar
d
in
g
d
i
g
ital
co
m
p
eten
ce
am
o
n
g
ed
u
ca
to
r
s
.
T
h
er
e
is
a
s
u
r
g
e
i
n
p
u
b
licatio
n
s
a
n
d
citatio
n
s
d
u
r
in
g
th
e
C
o
v
id
-
1
9
ep
id
em
ic,
wh
ich
s
p
an
s
th
e
y
ea
r
s
2
0
2
0
t
o
2
0
2
2
.
T
h
is
tr
e
n
d
in
d
icate
s
th
at
r
esear
ch
er
s
ar
e
ac
tiv
ely
en
g
ag
e
d
in
E
DC
r
esear
ch
an
d
r
ec
o
m
m
e
n
d
in
g
m
o
r
e
in
th
e
f
u
tu
r
e
y
ea
r
s
,
as th
is
f
ield
is
p
er
tin
en
t to
th
e
d
ev
elo
p
m
e
n
t o
f
tec
h
n
o
lo
g
y
u
s
e
in
ed
u
ca
tio
n
al
co
n
tex
t
[
3
7
]
,
[
3
8
]
.
Fig
u
r
e
1
.
Nu
m
b
er
E
DC
-
r
elate
d
p
u
b
licatio
n
s
an
d
citatio
n
s
3
.
1
.
B
ibl
io
g
ra
ph
ic
co
up
l
ing
A
to
tal
o
f
5
1
ar
ticles
o
u
t
o
f
1
,
1
8
9
s
atis
f
ied
th
e
m
in
im
u
m
citatio
n
r
eq
u
i
r
em
en
t
o
f
5
8
.
T
h
ese
5
1
ar
ticles
wer
e
d
iv
id
ed
in
to
f
iv
e
clu
s
ter
s
.
Mu
ltip
le
ex
p
er
im
en
ts
wer
e
co
n
d
u
cted
to
estab
lis
h
th
e
th
r
esh
o
ld
s
in
o
r
d
er
to
e
n
s
u
r
e
th
e
clu
s
ter
s
'
d
ep
en
d
a
b
ilit
y
.
T
h
e
an
al
y
s
is
ex
clu
d
es
ar
ticles
with
a
b
ib
lio
g
r
ap
h
ic
c
o
u
p
lin
g
f
r
eq
u
e
n
cy
b
elo
w
th
e
th
r
esh
o
ld
.
A
th
r
esh
o
ld
t
h
at
is
to
o
h
i
g
h
wo
u
ld
r
esu
lt
in
o
v
er
-
f
ilter
in
g
,
wh
er
ea
s
a
th
r
esh
o
ld
th
at
is
to
o
lo
w
wo
u
ld
r
esu
lt
i
n
u
n
d
er
-
f
ilter
in
g
an
d
th
e
co
n
s
tr
u
ctio
n
o
f
an
ex
ce
s
s
iv
e
n
u
m
b
er
o
f
cl
u
s
ter
s
[
3
9
]
.
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
A
s
cien
to
metric revie
w
o
f d
ig
ita
l c
o
mp
eten
cy
a
m
o
n
g
e
d
u
ca
t
o
r
s
d
u
r
in
g
th
e
p
a
s
t
…
(
N
u
r
Da
n
ia
Mo
h
d
R
o
s
li
)
77
Giv
en
th
at
b
ib
lio
g
r
a
p
h
ic
co
u
p
l
in
g
d
ep
en
d
s
o
n
citin
g
p
u
b
licat
io
n
s
,
in
f
lu
en
tial p
u
b
licatio
n
s
s
h
o
u
ld
b
e
i
d
en
tifie
d
u
s
in
g
to
tal
lin
k
s
tr
en
g
th
(
T
L
S).
Usi
n
g
th
e
en
tire
n
u
m
b
er
o
f
citatio
n
s
wo
u
ld
b
e
d
e
tr
im
en
tal
to
m
o
r
e
co
n
tem
p
o
r
ar
y
wo
r
k
s
[
4
0
]
.
I
n
th
is
s
tu
d
y
,
R
ø
k
en
es
et
a
l.
[
4
1
]
(
T
L
S=1
0
0
)
,
R
eiso
ğ
lu
an
d
C
eb
i
[
4
2
]
(
T
L
S=9
4
)
,
an
d
Gu
d
m
u
n
d
s
d
o
ttir
an
d
Hatlev
ik
[
4
3
]
(
T
L
S=8
2
)
ar
e
th
e
to
p
th
r
ee
ar
ticles b
ased
o
n
T
L
S.
T
ab
le
2
lis
ts
th
e
to
p
10
ar
ticles ac
co
r
d
in
g
to
th
e
b
i
b
lio
g
r
ap
h
ic
co
u
p
lin
g
an
al
y
s
is
.
T
h
e
n
etwo
r
k
v
is
u
aliza
tio
n
o
f
b
ib
lio
g
r
ap
h
ic
co
u
p
lin
g
is
d
ep
icted
in
Fig
u
r
e
2
.
T
h
e
f
i
v
e
cl
u
s
ter
s
ar
e
m
an
if
estl
y
d
is
tin
ct
f
r
o
m
o
n
e
an
o
th
er
.
E
DC
cu
r
r
en
t
tr
en
d
s
an
d
p
r
o
s
p
ec
tiv
e
d
e
v
elo
p
m
en
t
ar
e
d
is
cu
s
s
ed
.
T
h
e
clu
s
ter
s
'
th
em
es
ar
e
d
er
iv
ed
f
r
o
m
an
in
d
u
ctiv
e
i
n
ter
p
r
etatio
n
o
f
r
ep
r
esen
tativ
e
clu
s
ter
ar
tic
les
an
d
a
s
y
n
th
esis
o
f
co
m
m
o
n
th
e
m
es a
n
d
r
esear
ch
s
tr
an
d
s
.
T
ab
le
2
.
T
o
p
10
ar
ticles in
b
ib
lio
g
r
ap
h
ic
c
o
u
p
lin
g
an
aly
s
is
N
o
.
A
u
t
h
o
r
(
s)
C
i
t
a
t
i
o
n
To
t
a
l
l
i
n
k
s
t
r
e
n
g
t
h
1.
R
ø
k
e
n
e
s
e
t
a
l
.
[
4
1
]
83
1
0
0
2.
R
e
i
s
o
ğ
l
u
a
n
d
Ç
e
b
i
[
4
2
]
59
94
3.
G
u
d
m
u
n
d
s
d
o
t
t
i
r
a
n
d
H
a
t
l
e
v
i
k
[
4
3
]
1
8
0
82
4.
S
t
a
r
k
e
y
[
4
4
]
1
0
0
70
5.
H
a
t
l
e
v
i
k
[
4
5
]
88
68
6.
Tø
m
t
e
[
4
6
]
84
62
7.
M
a
r
t
í
n
e
t
a
l
.
[
4
7
]
66
60
8.
I
n
st
e
f
j
o
r
d
a
n
d
M
u
n
t
h
e
[
4
8
]
78
60
9.
P
e
t
t
e
r
sso
n
[
4
9
]
1
4
2
57
10
H
a
t
l
e
v
i
k
e
t
a
l
.
[
5
0
]
87
52
Fig
u
r
e
2
.
B
ib
lio
g
r
a
p
h
ic
co
u
p
li
n
g
o
f
E
DC
On
th
e
b
asis
o
f
th
e
r
esear
c
h
er
'
s
in
d
u
ctiv
e
in
ter
p
r
etatio
n
,
th
e
f
ir
s
t th
r
ee
clu
s
ter
s
ar
e
f
u
r
t
h
er
d
ev
elo
p
e
d
.
T
h
e
f
o
llo
win
g
ex
p
la
n
atio
n
wa
s
g
iv
en
f
o
r
th
e
clu
s
ter
s
:
−
T
h
e
lar
g
est
clu
s
ter
,
clu
s
ter
1
(
r
ed
)
h
as
1
3
ar
ticles
with
th
e
f
o
llo
win
g
th
em
es:
“
n
av
i
g
atin
g
th
e
d
i
g
ital
f
r
o
n
tier
:
o
v
er
co
m
in
g
c
h
allen
g
es
to
d
ev
elo
p
d
ig
ital
co
m
p
ete
n
ce
”.
Acc
o
r
d
i
n
g
to
t
h
eir
ag
e
n
cy
,
ed
u
ca
to
r
s
’
p
r
o
p
e
n
s
ity
to
en
g
ag
e
in
tr
a
n
s
f
o
r
m
ativ
e
ac
tio
n
d
esp
ite
co
n
s
tr
ain
ts
v
ar
ies.
I
n
an
ef
f
o
r
t
to
o
v
er
co
m
e
th
e
o
b
s
tacle
s
,
teac
h
er
s
wh
o
b
attle
d
with
i
n
s
titu
tio
n
al
s
u
p
p
o
r
t
a
n
d
a
lack
o
f
d
ig
ital
co
m
p
eten
c
y
tu
r
n
ed
to
t
h
eir
n
etwo
r
k
s
an
d
c
o
lleag
u
es
f
o
r
h
elp
as
well
as
s
elf
-
h
elp
[
51
]
.
C
o
n
s
id
er
in
g
wh
at
ed
u
ca
t
o
r
s
wen
t
th
r
o
u
g
h
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
e
m
ic,
E
R
T
f
ac
es
th
r
ee
ch
allen
g
es
co
n
s
is
t
o
f
ed
u
ca
tio
n
al,
tech
n
o
lo
g
ical,
an
d
s
o
cieta
l
ch
allen
g
es
to
en
s
u
r
e
th
at
all
s
tu
d
en
ts
h
av
e
eq
u
al
ac
ce
s
s
to
ed
u
ca
tio
n
[
52
]
.
Pro
f
es
s
io
n
als
m
u
s
t
b
e
en
d
o
wed
with
d
i
g
ital
co
m
p
et
en
cy
s
k
ills
d
u
e
to
th
e
h
ig
h
er
ed
u
ca
tio
n
s
ec
to
r
'
s
in
cr
ea
s
ed
u
s
e
o
f
d
i
g
ital
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
:
74
-
84
78
tech
n
o
lo
g
y
.
B
o
n
d
et
a
l.
[
53
]
d
is
co
v
er
ed
th
at
d
u
r
in
g
teac
h
in
g
an
d
lear
n
in
g
,
a
s
m
all
n
u
m
b
er
o
f
d
ig
ital
to
o
ls
ar
e
u
s
ed
b
y
teac
h
er
s
an
d
s
tu
d
e
n
ts
f
o
r
m
o
s
tly
ass
im
ilativ
e
wo
r
k
.
−
C
lu
s
ter
2
(
g
r
ee
n
)
h
as
1
1
a
r
ticles
an
d
a
t
h
em
e
o
f
“
u
n
leash
in
g
th
e
p
o
wer
o
f
d
ig
it
al
co
m
p
eten
ce
:
em
p
o
wer
in
g
e
d
u
ca
to
r
s
f
o
r
tr
an
s
f
o
r
m
ativ
e
p
ed
a
g
o
g
y
”
.
I
n
o
r
d
er
to
p
r
o
d
u
ce
d
ig
ital
teac
h
in
g
,
teac
h
er
ed
u
ca
to
r
s
n
ee
d
a
lo
t
o
f
p
e
d
ag
o
g
ical
s
u
p
p
o
r
t
b
ec
a
u
s
e
it
h
as
b
ee
n
f
o
u
n
d
th
at
th
ey
d
o
n
o
t
p
r
im
ar
ily
em
p
lo
y
d
ig
ital
to
o
ls
f
o
r
p
ed
ag
o
g
ical
g
o
als.
I
t
is
r
ec
o
m
m
e
n
d
ed
th
at
ed
u
ca
to
r
s
s
h
o
u
ld
u
s
e
d
ig
ital
to
o
ls
to
f
i
n
d
t
h
e
p
ed
ag
o
g
ical
s
u
r
p
lu
s
v
alu
e
in
t
h
eir
p
ar
ticu
la
r
teac
h
in
g
an
d
le
ar
n
in
g
c
o
n
tex
t
in
o
r
d
er
to
b
o
o
s
t
m
o
tiv
atio
n
,
as
d
em
o
n
s
tr
ated
b
y
s
ea
s
o
n
ed
e
d
u
ca
to
r
s
[
54
]
.
T
h
e
v
ar
ian
ce
in
g
en
er
al
s
ch
o
o
l
I
C
T
cu
ltu
r
e
wer
e
g
r
ea
tly
ex
p
lain
ed
b
y
s
o
m
e
p
r
ed
icto
r
s
co
n
s
is
tin
g
:
i
)
th
e
p
r
o
p
o
r
tio
n
o
f
in
s
tr
u
cto
r
s
wh
o
o
f
ten
u
s
e
I
C
T
in
th
e
class
r
o
o
m
;
ii)
th
e
u
s
e
o
f
tech
n
o
lo
g
y
t
o
im
p
r
o
v
e
p
ed
ag
o
g
y
;
iii)
teac
h
er
s
'
d
ig
ital
co
m
p
eten
ce
;
iv
)
teac
h
er
s
'
cr
ea
tio
n
o
f
t
h
e
co
n
ten
t
;
v
)
its
d
esig
n
b
y
teac
h
er
s
;
v
i
)
p
ed
ag
o
g
ical
u
p
d
atin
g
o
f
class
web
s
ites
;
v
ii)
e
-
co
m
m
u
n
icatio
n
b
etwe
en
f
ac
u
lty
m
em
b
er
s
;
an
d
v
iii)
e
-
co
m
m
u
n
icatio
n
b
etwe
en
teac
h
er
s
an
d
p
ar
en
ts
.
I
n
ad
d
itio
n
,
it
is
an
ticip
ated
th
at
th
e
I
C
T
cu
ltu
r
e
o
f
s
ch
o
o
l
s
as
a
wh
o
le
will
en
d
u
r
e
s
u
b
s
tan
tial
ch
an
g
es
o
v
er
tim
e
[
55
]
.
−
C
lu
s
ter
3
(
b
l
u
e)
with
1
1
ar
ticl
es
is
th
em
ed
as
“
em
p
o
we
r
in
g
ed
u
ca
to
r
s
:
cu
ltiv
atin
g
e
x
ce
llen
ce
in
t
h
e
d
i
g
ital
ag
e
”
.
T
h
e
ass
ess
m
en
t
o
f
th
e
g
r
o
wth
o
f
teac
h
er
s
'
d
ig
ital
co
m
p
eten
ce
r
ev
ea
ls
a
lack
o
f
teac
h
er
s
'
ab
ilit
y
to
p
r
o
d
u
ce
d
i
g
ital
m
ater
ial
an
d
in
ef
f
ec
tiv
e
I
C
T
tr
ain
in
g
s
,
b
o
th
o
f
wh
ic
h
co
n
tr
ib
u
te
to
th
e
en
d
u
r
i
n
g
d
if
f
icu
lties
in
th
e
g
r
o
wth
o
f
teac
h
er
s
'
d
ig
ital
co
m
p
eten
ce
[
56
]
.
I
m
p
r
o
v
in
g
q
u
ality
a
n
d
ed
u
ca
tio
n
al
p
er
f
o
r
m
an
ce
is
n
o
t
o
n
ly
d
ep
e
n
d
en
t
o
n
th
e
a
v
ailab
ilit
y
o
f
I
C
T
to
co
n
s
u
m
e
k
n
o
wled
g
e,
b
u
t
also
to
en
r
ich
,
cr
ea
te,
an
d
p
r
o
d
u
ce
it.
I
n
th
is
r
eg
ar
d
,
it
is
cr
u
cial
to
in
v
est
in
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
as
a
m
ea
n
s
o
f
en
co
u
r
a
g
in
g
ed
u
ca
t
o
r
s
to
u
tili
ze
tech
n
o
lo
g
y
d
if
f
e
r
en
tly
[
57
]
.
C
o
llab
o
r
ativ
e
lear
n
in
g
an
d
au
th
o
r
s
h
ip
ar
e
ess
en
tial
f
o
r
f
o
s
ter
in
g
th
e
p
r
o
f
ess
io
n
al
g
r
o
wth
o
f
u
n
i
v
er
s
ity
in
s
tr
u
cto
r
s
an
d
th
e
d
ig
ital
liter
ac
y
o
f
th
eir
s
tu
d
en
ts
.
Similar
ly
,
it
is
ess
en
tial
to
p
r
io
r
itize
c
o
m
m
u
n
icatio
n
an
d
co
llab
o
r
atio
n
d
u
r
in
g
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
b
y
u
tili
zin
g
h
elp
f
u
l d
ig
ital r
eso
u
r
ce
s
[
58
]
.
T
h
e
clu
s
ter
,
th
em
e,
n
u
m
b
er
o
f
p
u
b
licatio
n
s
,
an
d
r
ep
r
esen
tativ
e
p
u
b
licatio
n
s
ar
e
in
clu
d
ed
in
th
e
s
y
n
o
p
s
is
o
f
r
elate
d
liter
atu
r
es o
n
E
DC
in
T
ab
le
3
.
T
ab
le
3
.
A
s
u
m
m
a
r
y
o
f
th
e
r
el
ated
liter
atu
r
e
o
n
E
DC
f
r
o
m
b
ib
lio
g
r
ap
h
ic
co
u
p
lin
g
C
l
u
st
e
r
s
Th
e
m
e
N
u
mb
e
r
o
f
p
u
b
l
i
c
a
t
i
o
n
s
R
e
p
r
e
se
n
t
a
t
i
v
e
p
u
b
l
i
c
a
t
i
o
n
1
(
r
e
d
)
N
a
v
i
g
a
t
i
n
g
t
h
e
d
i
g
i
t
a
l
f
r
o
n
t
i
e
r
:
O
v
e
r
c
o
mi
n
g
c
h
a
l
l
e
n
g
e
s t
o
d
e
v
e
l
o
p
d
i
g
i
t
a
l
c
o
mp
e
t
e
n
c
e
13
[
5
1
]
;
[
5
2
]
;
[
5
3
]
2
(
g
r
e
e
n
)
U
n
l
e
a
s
h
i
n
g
t
h
e
p
o
w
e
r
o
f
d
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
e
:
Em
p
o
w
e
r
i
n
g
e
d
u
c
a
t
o
r
s f
o
r
t
r
a
n
sf
o
r
ma
t
i
v
e
p
e
d
a
g
o
g
y
11
[
5
4
]
,
[
5
5
]
3
(
b
l
u
e
)
Emp
o
w
e
r
i
n
g
e
d
u
c
a
t
o
r
s:
C
u
l
t
i
v
a
t
i
n
g
e
x
c
e
l
l
e
n
c
e
i
n
t
h
e
d
i
g
i
t
a
l
a
g
e
11
[
5
6
]
,
[
5
7
]
,
[
5
8
]
3
.
2
.
Co
-
wo
rd
a
na
ly
s
is
T
h
e
s
am
e
d
atab
ase
was
u
s
ed
f
o
r
t
h
e
co
-
wo
r
d
an
aly
s
is
p
r
o
d
u
ce
s
f
o
u
r
cl
u
s
ter
s
f
r
o
m
6
1
o
f
3
,
5
3
1
k
ey
wo
r
d
s
th
at
m
et
1
7
th
r
esh
o
ld
s
.
T
h
e
th
r
esh
o
ld
was
f
in
al
ized
af
ter
1
5
tr
ials
in
o
r
d
er
t
o
p
r
o
d
u
ce
t
h
e
m
o
s
t
r
eliab
le
an
d
ef
f
icien
t
n
etwo
r
k
v
is
u
aliza
tio
n
,
wh
er
e
th
is
an
aly
s
is
d
ep
icts
s
tab
le
clu
s
ter
s
.
“
Dig
ital
co
m
p
eten
ce
”
(
3
3
9
)
,
“
teac
h
in
g
”
(
1
0
6
)
,
an
d
“
ed
u
ca
tio
n
”
(
1
0
0
)
ar
e
th
e
t
h
r
ee
ter
m
s
with
th
e
m
a
x
im
u
m
f
r
eq
u
en
cy
o
f
c
o
-
o
cc
u
r
r
e
n
ce
.
T
h
ese
th
r
ee
k
ey
wo
r
d
s
h
av
e
th
e
h
ig
h
est
T
L
S
r
ep
r
esen
tatio
n
,
co
r
r
esp
o
n
d
in
g
ly
.
T
h
e
to
p
1
5
co
-
o
cc
u
r
r
in
g
k
e
y
wo
r
d
s
ac
co
r
d
in
g
to
T
L
S in
th
is
s
tu
d
y
ar
e
p
r
ese
n
ted
in
T
ab
le
4
.
T
ab
le
4
.
T
h
e
h
ig
h
est 1
5
k
e
y
wo
r
d
s
o
n
E
DC
r
esear
ch
N
o
.
K
e
y
w
o
r
d
s
O
c
c
u
r
r
e
n
c
e
s
To
t
a
l
l
i
n
k
s
t
r
e
n
g
t
h
1.
D
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
e
3
3
9
7
7
0
2.
Te
a
c
h
i
n
g
1
0
6
5
7
8
3.
Ed
u
c
a
t
i
o
n
1
0
0
5
2
0
4.
C
O
V
I
D
-
19
1
1
8
4
6
8
5.
H
u
ma
n
47
4
6
5
6.
e
-
Le
a
r
n
i
n
g
96
4
5
3
7.
H
i
g
h
e
r
e
d
u
c
a
t
i
o
n
1
5
4
4
4
9
8.
Te
a
c
h
e
r
t
r
a
i
n
i
n
g
1
4
9
4
2
5
9.
A
r
t
i
c
l
e
38
4
1
1
1
0
.
Le
a
r
n
i
n
g
57
3
4
1
1
1
.
S
t
u
d
e
n
t
s
72
3
3
5
1
2
.
Te
a
c
h
e
r
46
3
2
0
1
3
.
H
u
ma
n
s
28
3
0
3
1
4
.
I
C
T
1
2
1
2
7
1
1
5
.
A
d
u
l
t
22
2
6
5
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
A
s
cien
to
metric revie
w
o
f d
ig
ita
l c
o
mp
eten
cy
a
m
o
n
g
e
d
u
ca
t
o
r
s
d
u
r
in
g
th
e
p
a
s
t
…
(
N
u
r
Da
n
ia
Mo
h
d
R
o
s
li
)
79
Fig
u
r
e
3
s
h
o
ws
th
e
c
o
-
wo
r
d
an
aly
s
is
's
n
etwo
r
k
s
tr
u
ctu
r
e.
I
t
clea
r
ly
d
em
o
n
s
tr
ates
f
o
u
r
co
m
p
ac
t,
in
ter
co
n
n
ec
ted
clu
s
ter
s
r
ep
r
e
s
en
tin
g
f
o
u
r
d
is
tin
ct
to
p
ics.
Par
ticu
lar
ly
,
clu
s
ter
3
(
b
lu
e
)
is
in
teg
r
ated
with
clu
s
ter
2
(
g
r
ee
n
)
an
d
clu
s
ter
4
(
y
ello
w)
,
wh
er
ea
s
clu
s
ter
1
(
r
ed
)
h
as
th
e
d
en
s
est
clu
s
ter
an
d
is
in
ter
co
r
r
elate
d
with
all
th
r
ee
o
th
er
cl
u
s
ter
s
.
Fig
u
r
e
3
.
C
o
-
wo
r
d
an
al
y
s
is
o
n
E
DC
T
h
e
f
ir
s
t th
r
ee
clu
s
ter
s
wer
e
d
i
s
cu
s
s
ed
an
d
th
em
ed
ac
c
o
r
d
in
g
to
r
esear
ch
er
s
’
in
ter
p
r
etiv
e
e
v
alu
atio
n
.
E
ac
h
clu
s
ter
wer
e
ex
p
lain
ed
a
s
:
−
2
2
k
ey
wo
r
d
s
f
o
r
m
e
d
clu
s
ter
1
(
r
ed
)
wh
ich
ca
n
b
e
th
em
ed
as
“
n
av
ig
atin
g
th
e
n
ew
n
o
r
m
al:
tr
an
s
f
o
r
m
in
g
ed
u
ca
tio
n
th
r
o
u
g
h
d
i
g
ital
co
m
p
eten
ce
an
d
in
n
o
v
atio
n
”.
D
u
r
in
g
th
e
s
ch
o
o
l
clo
s
u
r
e
,
teac
h
er
s
en
co
u
n
ter
ed
d
if
f
icu
lties
ad
ap
tin
g
to
o
n
lin
e
teac
h
in
g
,
an
d
it
was
d
is
co
v
e
r
ed
th
at
th
e
teac
h
e
r
s
'
d
ig
ital
co
m
p
eten
ce
,
as
well
as
ed
u
ca
tio
n
al
o
p
p
o
r
tu
n
ities
to
ac
q
u
ir
e
d
i
g
ital
s
k
ills
,
wer
e
cr
u
cial
[5
9
]
,
[
60
]
.
T
ej
ed
o
r
et
a
l.
[
61
]
co
n
d
u
cte
d
a
s
tu
d
y
p
r
im
a
r
ily
to
ex
am
in
e
h
o
w
h
ig
h
e
r
ed
u
ca
tio
n
in
s
titu
tio
n
s
in
th
r
ee
co
u
n
tr
ies
h
a
v
e
r
esp
o
n
d
ed
t
o
th
e
g
lo
b
al
clo
s
u
r
e
s
itu
atio
n
,
with
a
f
o
cu
s
o
n
t
h
e
d
ev
elo
p
m
en
t
o
f
d
ig
ital
liter
ac
y
.
T
o
en
s
u
r
e
d
ig
ital
liter
ac
y
,
th
e
r
esu
lts
s
u
g
g
est
r
eth
in
k
in
g
lear
n
in
g
in
h
ig
h
er
ed
u
ca
tio
n
an
d
r
ein
f
o
r
cin
g
im
p
o
r
ta
n
t
is
s
u
es
s
u
ch
as
co
m
m
u
n
icatio
n
,
teac
h
in
g
,
an
d
d
ig
ital
co
m
p
eten
cies.
I
n
ad
d
itio
n
,
in
o
r
d
er
to
attain
th
e
o
p
tim
al
lev
el
o
f
d
ig
ital
s
k
ills
,
a
tr
ain
in
g
p
r
o
g
r
am
s
h
o
u
ld
b
e
im
p
lem
en
ted
s
p
ec
if
ically
f
o
r
teac
h
er
s
with
a
lo
w
p
er
ce
p
tio
n
o
f
t
h
eir
o
wn
d
i
g
ital sk
ills
[
3
8
]
.
−
C
lu
s
ter
2
(
g
r
ee
n
)
is
f
o
r
m
ed
f
r
o
m
1
6
k
e
y
wo
r
d
s
,
t
h
em
ed
as
“
s
y
n
er
g
y
o
f
c
o
m
p
eten
ce
an
d
d
i
g
ital
tech
n
o
lo
g
y
:
em
p
o
wer
in
g
h
u
m
a
n
-
ce
n
ter
e
d
lear
n
in
g
in
th
e
d
ig
ital a
g
e
”.
T
o
in
teg
r
ate
d
ig
ital te
ch
n
o
lo
g
y
an
d
f
o
s
ter
d
ig
ital
co
m
p
eten
ce
,
s
ch
o
o
ls
n
ee
d
m
o
r
e
th
an
an
a
m
b
itio
u
s
cu
r
r
icu
lu
m
an
d
f
u
n
d
am
en
tal
in
f
r
astru
ct
u
r
e
[
62
]
.
T
h
is
is
d
u
e
to
th
e
f
ac
t
t
h
at
teac
h
er
s
'
u
s
e
o
f
tech
n
o
l
o
g
y
in
d
aily
in
s
tr
u
ctio
n
was
lim
ited
d
u
e
to
th
e
lim
ited
av
ailab
ilit
y
o
f
d
ig
ital
tech
n
o
l
o
g
y
to
s
u
p
p
o
r
t
tr
ad
itio
n
al
tea
ch
er
-
ce
n
ter
e
d
p
r
ac
tices
,
r
esu
ltin
g
in
lo
w
p
u
p
il
en
g
ag
em
e
n
t.
T
ec
h
n
o
lo
g
y
-
m
ed
iated
ed
u
ca
tio
n
h
as
b
ee
n
s
h
o
wn
to
en
h
an
ce
th
e
lea
r
n
in
g
p
r
o
c
ess
o
f
s
tu
d
en
ts
b
y
en
h
an
ci
n
g
th
eir
wr
itin
g
s
k
ills
,
co
m
p
r
eh
en
s
io
n
,
an
d
ap
p
licatio
n
o
f
n
ew
liter
ac
ies
[
63
]
.
Similar
ly
,
u
tili
zin
g
tech
n
o
l
o
g
y
in
lib
r
ar
i
es
im
p
r
o
v
es
s
tu
d
e
n
ts
'
ab
ilit
y
to
lear
n
s
ig
n
i
f
ican
tly
m
o
r
e
t
h
an
em
p
lo
y
in
g
d
ig
ital liter
ac
y
in
s
tr
u
cto
r
s
o
r
in
tr
o
d
u
ci
n
g
th
em
to
an
I
C
T
-
b
a
s
ed
cu
r
r
icu
lu
m
[
64
]
.
−
W
ith
1
2
k
ey
wo
r
d
s
,
clu
s
ter
3
(
b
lu
e)
is
f
o
r
m
ed
with
“
b
r
id
g
in
g
th
e
g
ap
:
em
p
o
wer
in
g
ed
u
ca
t
io
n
in
th
e
d
ig
ital
er
a
th
r
o
u
g
h
Dig
C
o
m
p
E
d
u
a
n
d
m
o
tiv
atio
n
”
th
em
e.
T
ec
h
n
ical
an
d
p
r
o
f
ess
io
n
al
co
n
ce
r
n
s
we
r
e
r
ated
h
ig
h
e
r
th
an
p
ed
ag
o
g
ical
an
d
d
ig
ital
c
o
m
p
eten
ce
-
r
elate
d
co
n
ce
r
n
s
[
65
]
.
T
h
er
e
wer
e
1
1
5
s
ec
o
n
d
ar
y
s
ch
o
o
l
m
u
s
ic
in
s
tr
u
cto
r
s
in
Sp
ain
r
ep
o
r
ted
th
at
ag
e,
attitu
d
e
to
war
d
s
I
C
T
,
an
d
m
o
tiv
atio
n
in
teac
h
in
g
p
r
ac
tice
ar
e
p
r
ed
ictiv
e
v
ar
ia
b
les
f
o
r
h
ig
h
t
ec
h
n
o
lo
g
y
co
m
p
eten
cy
in
th
e
class
r
o
o
m
[
6
]
.
Dig
ital
co
m
p
eten
cies
ca
n
b
e
f
o
s
ter
ed
am
o
n
g
p
r
e
-
s
er
v
ice
t
ea
ch
er
s
b
y
cu
ltiv
atin
g
s
k
ills
f
o
r
in
f
o
r
m
atio
n
liter
ac
y
co
lla
b
o
r
atio
n
,
d
ig
ital
well
-
b
ein
g
,
p
r
o
v
id
i
n
g
ad
e
q
u
at
e
d
ig
ital c
o
m
p
eten
c
y
tr
ain
in
g
s
,
an
d
im
p
lem
en
tin
g
h
an
d
s
-
o
n
ex
p
er
ien
ce
[
4
2
]
.
T
h
e
r
esu
lts
f
r
o
m
co
-
wo
r
d
a
n
aly
s
is
ar
e
s
u
m
m
ar
ized
in
T
a
b
le
5
alo
n
g
with
th
e
clu
s
ter
,
th
em
e,
n
u
m
b
er
o
f
k
ey
wo
r
d
s
,
a
n
d
r
e
p
r
esen
tativ
e
k
ey
wo
r
d
s
.
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
:
74
-
84
80
T
ab
le
5
.
Su
m
m
a
r
y
o
f
th
e
c
o
-
w
o
r
d
s
tu
d
y
o
n
E
DC
C
l
u
st
e
r
Th
e
m
e
N
u
mb
e
r
o
f
k
e
y
w
o
r
d
s
R
e
p
r
e
se
n
t
a
t
i
v
e
k
e
y
w
o
r
d
s
1
(
r
e
d
)
N
a
v
i
g
a
t
i
n
g
t
h
e
n
e
w
n
o
r
mal
:
t
r
a
n
sf
o
r
m
i
n
g
e
d
u
c
a
t
i
o
n
t
h
r
o
u
g
h
d
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
e
a
n
d
i
n
n
o
v
a
t
i
o
n
22
C
O
V
I
D
-
1
9
,
d
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
e
,
d
i
g
i
t
a
l
l
i
t
e
r
a
c
y
,
d
i
g
i
t
a
l
i
z
a
t
i
o
n
,
d
i
st
a
n
c
e
e
d
u
c
a
t
i
o
n
,
e
d
u
c
a
t
i
o
n
a
l
i
n
n
o
v
a
t
i
o
n
2
(
g
r
e
e
n
)
S
y
n
e
r
g
y
O
f
C
o
m
p
e
t
e
n
c
e
a
n
d
D
i
g
i
t
a
l
Te
c
h
n
o
l
o
g
y
:
Emp
o
w
e
r
i
n
g
H
u
ma
n
-
C
e
n
t
e
r
e
d
Le
a
r
n
i
n
g
i
n
T
h
e
D
i
g
i
t
a
l
A
g
e
16
C
o
m
p
e
t
e
n
c
e
,
c
u
r
r
i
c
u
l
u
m,
d
i
g
i
t
a
l
t
e
c
h
n
o
l
o
g
y
,
h
u
ma
n
,
l
e
a
r
n
i
n
g
,
t
e
a
c
h
e
r
3
(
b
l
u
e
)
B
r
i
d
g
i
n
g
Th
e
G
a
p
:
Em
p
o
w
e
r
i
n
g
E
d
u
c
a
t
i
o
n
i
n
Th
e
D
i
g
i
t
a
l
Er
a
T
h
r
o
u
g
h
D
i
g
C
o
mp
Ed
u
a
n
d
M
o
t
i
v
a
t
i
o
n
12
D
i
g
C
o
m
p
E
d
u
,
d
i
g
i
t
a
l
d
i
v
i
d
e
,
e
-
l
e
a
r
n
i
n
g
,
i
n
f
o
r
mat
i
o
n
l
i
t
e
r
a
c
y
,
m
o
t
i
v
a
t
i
o
n
,
p
r
o
f
e
ss
i
o
n
a
l
d
e
v
e
l
o
p
me
n
t
4.
CO
NCLU
SI
O
N
Dig
ital
co
m
p
eten
cy
a
m
o
n
g
ed
u
ca
to
r
s
d
is
cu
s
s
ed
ed
u
ca
t
o
r
s
’
k
n
o
wled
g
e
,
ab
ilit
ies,
attitu
d
es,
an
d
b
eh
av
io
r
s
r
elate
d
to
th
e
e
f
f
ic
ien
t
u
s
e
o
f
d
ig
ital
tech
n
o
lo
g
ies
in
ed
u
ca
tio
n
al
co
n
tex
ts
.
I
t
en
tails
h
av
in
g
th
e
s
k
ills
to
u
s
e
d
ig
ital
r
eso
u
r
ce
s
,
p
latf
o
r
m
s
,
a
n
d
tech
n
o
lo
g
ies
f
o
r
lear
n
in
g
,
teac
h
in
g
,
a
n
d
ca
r
e
er
d
e
v
elo
p
m
e
n
t.
I
n
th
is
s
tu
d
y
,
th
e
s
ea
r
ch
q
u
er
y
p
er
tain
in
g
to
d
ig
ital
co
m
p
eten
cy
am
o
n
g
ed
u
ca
to
r
s
was
u
ti
lized
to
r
ev
iew
th
e
E
DC
-
r
elate
d
jo
u
r
n
al
ar
ticles
p
u
b
lis
h
ed
i
n
th
e
p
ast
d
ec
a
d
e.
T
h
e
b
ib
lio
m
etr
ic
d
ata
o
f
1
,
1
8
9
ar
ticles
in
th
e
ed
u
ca
tio
n
al
r
esear
ch
ca
teg
o
r
y
o
f
Sco
p
u
s
wer
e
an
aly
ze
d
an
d
b
ib
lio
m
etr
ic
p
er
f
o
r
m
an
ce
a
n
d
s
cien
ce
m
ap
p
in
g
tech
n
iq
u
es
wer
e
u
s
ed
to
cr
ea
t
e
a
d
ata
s
et
f
o
r
th
e
s
tu
d
y
.
On
th
e
b
asis
o
f
th
e
f
in
d
in
g
s
,
t
h
r
e
e
co
n
cl
u
s
io
n
s
wer
e
d
r
awn
.
First,
m
o
r
e
r
esear
ch
er
s
ar
e
n
o
w
lo
o
k
i
n
g
t
o
war
d
s
E
D
C
af
ter
2
0
1
9
.
I
n
lig
h
t
o
f
th
is
,
th
e
f
ac
t
th
at
8
9
6
o
f
th
e
to
tal
r
esear
ch
ar
ticles
wer
e
p
u
b
lis
h
ed
i
n
th
e
last
th
r
ee
y
ea
r
s
(
2
0
2
0
:
t=2
1
0
;
2
0
2
1
:
t
=3
0
3
;
2
0
2
2
:
t=3
8
3
)
s
u
g
g
ests
th
at
th
ese
y
ea
r
s
ac
co
u
n
ted
f
o
r
m
o
r
e
th
a
n
h
alf
o
f
al
l
E
DC
p
u
b
licatio
n
s
in
th
e
Sco
p
u
s
d
atab
ase.
T
h
is
m
ay
s
u
g
g
est
th
at
in
o
r
d
er
f
o
r
ed
u
ca
to
r
s
to
b
e
p
r
ep
ar
e
d
f
o
r
t
h
e
u
p
co
m
in
g
d
i
g
ital
ag
e,
d
ig
it
al
co
m
p
eten
cy
will
b
ec
o
m
e
o
n
e
o
f
th
e
m
o
s
t im
p
o
r
tan
t c
o
r
e
ab
ilit
ies.
Ad
d
itio
n
ally
,
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
h
as
ex
p
ed
ited
th
e
r
e
q
u
ir
em
en
t
f
o
r
ed
u
ca
to
r
s
to
im
p
r
o
v
e
th
eir
d
ig
ital
liter
ac
y
in
o
r
d
e
r
to
s
u
c
ce
s
s
f
u
lly
en
g
ag
e
s
tu
d
e
n
ts
in
d
is
tan
ce
lear
n
in
g
s
itu
atio
n
s
.
E
v
en
th
o
u
g
h
th
is
f
ield
h
as
b
ee
n
g
ath
er
i
n
g
p
o
p
u
lar
ity
s
in
ce
b
ef
o
r
e
th
e
p
a
n
d
em
ic,
it
h
as
r
ea
ch
ed
its
ze
n
ith
n
o
w
th
a
t
all
ed
u
ca
t
o
r
s
an
d
s
tu
d
en
ts
ar
e
r
e
q
u
ir
e
d
to
p
ar
t
icip
ate
in
d
is
tan
ce
lear
n
in
g
.
C
o
n
s
eq
u
en
tly
,
E
DC
r
esear
c
h
is
an
ticip
ated
to
in
cr
ea
s
e
to
m
ee
t
th
e
d
em
an
d
f
o
r
d
ig
italizatio
n
in
ed
u
ca
tio
n
.
T
h
r
o
u
g
h
b
i
b
lio
m
etr
ic
c
o
u
p
li
n
g
,
th
e
in
tellectu
al
s
tr
u
ctu
r
e
o
f
th
e
E
DC
k
n
o
wle
d
g
e
b
ase
r
ev
ea
le
d
th
e
th
r
ee
m
o
s
t
g
er
m
an
e
th
e
m
es
ex
tr
ac
ted
f
r
o
m
ea
c
h
clu
s
ter
:
i
)
n
av
ig
ati
n
g
t
h
e
d
i
g
ital
f
r
o
n
t
ier
:
o
v
er
c
o
m
in
g
ch
allen
g
es
to
d
ev
elo
p
d
ig
ital
co
m
p
eten
ce
;
ii)
u
n
leash
in
g
t
h
e
p
o
wer
o
f
d
ig
ital
co
m
p
eten
ce
:
em
p
o
wer
in
g
e
d
u
ca
to
r
s
f
o
r
tr
an
s
f
o
r
m
ativ
e
p
e
d
ag
o
g
y
;
an
d
iii)
em
p
o
wer
in
g
ed
u
ca
to
r
s
:
cu
ltiv
atin
g
ex
ce
lle
n
ce
in
t
h
e
d
i
g
ital
ag
e.
T
h
ese
c
lu
s
ter
s
s
h
o
wed
th
at
in
o
r
d
er
to
m
ain
tain
teac
h
in
g
an
d
lear
n
in
g
r
eg
ar
d
less
o
f
th
e
s
itu
atio
n
,
ed
u
ca
to
r
s
m
u
s
t
r
e
m
ain
ad
ap
tab
le
an
d
willin
g
to
lear
n
n
ew
d
ig
ital
s
k
ills
an
d
u
s
e
d
ig
ital
tech
n
o
l
o
g
ies.
T
h
r
o
u
g
h
c
o
-
wo
r
d
an
al
y
s
is
,
th
e
f
u
tu
r
e
tr
en
d
s
o
f
E
D
C
h
av
e
r
ev
ea
led
th
e
th
r
ee
m
o
s
t
p
r
o
m
in
en
t
t
h
em
e
s
ex
tr
ac
ted
f
r
o
m
ea
ch
cl
u
s
ter
:
i
)
n
av
ig
atin
g
th
e
n
ew
n
o
r
m
al:
tr
an
s
f
o
r
m
in
g
ed
u
ca
tio
n
th
r
o
u
g
h
d
i
g
ital
co
m
p
eten
ce
an
d
in
n
o
v
atio
n
;
ii)
s
y
n
er
g
y
o
f
co
m
p
eten
ce
an
d
d
ig
ital
tech
n
o
lo
g
y
:
em
p
o
wer
in
g
h
u
m
an
-
ce
n
ter
ed
lear
n
in
g
in
th
e
d
ig
ital
ag
e
;
an
d
iii)
b
r
id
g
in
g
th
e
g
ap
:
em
p
o
wer
in
g
ed
u
ca
tio
n
in
th
e
d
ig
ital
er
a
th
r
o
u
g
h
Dig
C
o
m
p
E
d
u
a
n
d
m
o
tiv
a
tio
n
.
T
h
ese
clu
s
ter
s
s
u
g
g
ested
th
at
in
to
d
a
y
’
s
r
ap
i
d
ly
ev
o
lv
in
g
d
ig
ital
la
n
d
s
ca
p
e,
d
i
g
ital
co
m
p
eten
c
y
is
c
r
u
cial
f
o
r
ed
u
ca
to
r
s
to
m
ee
t
th
e
n
ee
d
s
o
f
2
1
s
t
ce
n
t
u
r
y
lear
n
er
s
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
in
v
esti
g
ate
an
d
ex
p
an
d
u
p
o
n
th
e
ev
al
u
atio
n
s
o
f
th
e
ass
o
ciatio
n
b
etwe
en
E
DC
an
d
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
e
s
.
T
h
is
r
esear
ch
m
a
y
ex
p
lo
r
e
h
o
w
e
d
u
ca
to
r
s
u
s
e
d
ig
ital
to
o
ls
,
r
eso
u
r
ce
s
,
an
d
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
af
f
ec
t
s
tu
d
en
t
en
g
ag
em
en
t,
ac
h
ie
v
em
en
t,
an
d
2
1
s
t
ce
n
tu
r
y
s
k
ill
d
ev
elo
p
m
en
t.
R
esear
ch
in
th
is
ar
ea
ca
n
id
en
tify
th
e
m
o
s
t
ef
f
ec
tiv
e
way
s
to
in
teg
r
ate
tech
n
o
l
o
g
y
in
to
in
s
tr
u
ctio
n
al
p
r
ac
tices
an
d
d
esig
n
d
ig
ital
lear
n
in
g
e
n
v
ir
o
n
m
en
t
th
at
p
r
o
m
o
te
s
tu
d
en
t
en
g
ag
em
e
n
t,
cr
itical
th
in
k
in
g
,
an
d
ac
ad
em
ic
ac
h
iev
em
en
t.
Stu
d
ies f
r
o
m
d
if
f
er
en
t c
o
u
n
tr
ies o
r
r
e
g
io
n
s
ar
e
ex
p
ec
ted
to
c
o
n
tr
ib
u
tes b
r
o
ad
e
n
b
o
d
y
k
n
o
wled
g
e
o
f
E
DC
as
d
if
f
er
en
t
co
u
n
tr
ies
m
ig
h
t
d
if
f
e
r
in
ed
u
ca
tio
n
al
p
o
licies
an
d
in
itiativ
es
r
eg
ar
d
in
g
d
ig
ital
in
teg
r
atio
n
in
s
ch
o
o
ls
.
I
n
ad
d
itio
n
,
ac
ce
s
s
to
tech
n
o
lo
g
y
a
n
d
i
n
ter
n
et
co
n
n
ec
tiv
ity
v
ar
ies
s
ig
n
if
ican
tly
ac
r
o
s
s
co
u
n
t
r
ies
th
at
m
ig
h
t g
iv
e
a
d
if
f
e
r
en
t v
ie
w
to
war
d
s
E
DC
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
is
s
tu
d
y
is
s
u
p
p
o
r
te
d
f
in
a
n
cially
b
y
t
h
e
Fu
n
d
a
m
en
tal
R
esear
ch
Gr
an
t
Sch
em
e
(
FR
GS)
o
f
th
e
Ma
lay
s
ian
Min
is
tr
y
o
f
E
d
u
ca
tio
n
(
FR
GS/1
/2
0
2
2
/SS
I
0
7
/UPM/0
2
/1
)
.
T
h
e
ass
is
tan
ce
o
f
th
e
R
esear
ch
Ma
n
ag
em
en
t
C
en
ter
(
R
MC)
o
f
Un
iv
e
r
s
iti
Pu
tr
a
Ma
lay
s
ia
in
c
o
o
r
d
in
atin
g
an
d
d
is
tr
ib
u
tin
g
f
u
n
d
s
f
o
r
th
is
r
esear
ch
is
g
r
ea
tly
ap
p
r
ec
iated
.
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
A
s
cien
to
metric revie
w
o
f d
ig
ita
l c
o
mp
eten
cy
a
m
o
n
g
e
d
u
ca
t
o
r
s
d
u
r
in
g
th
e
p
a
s
t
…
(
N
u
r
Da
n
ia
Mo
h
d
R
o
s
li
)
81
RE
F
E
R
E
NC
E
S
[
1
]
A
.
F
e
r
r
a
r
i
,
Y
.
P
u
n
i
e
,
a
n
d
B
.
N
.
B
r
e
č
k
o
,
D
I
G
C
O
M
P:
A
Fra
m
e
w
o
rk
f
o
r
D
e
v
e
l
o
p
i
n
g
a
n
d
U
n
d
e
rs
t
a
n
d
i
n
g
D
i
g
i
t
a
l
C
o
m
p
e
t
e
n
c
e
i
n
Eu
r
o
p
e
.
P
u
b
l
i
c
a
t
i
o
n
s Of
f
i
c
e
o
f
t
h
e
E
u
r
o
p
e
a
n
U
n
i
o
n
,
2
0
1
3
.
d
o
i
:
1
0
.
2
7
8
8
/
5
2
9
6
6
.
[
2
]
T.
B
a
sh
k
i
r
e
v
a
,
A
.
B
a
sh
k
i
r
e
v
a
,
A
.
M
o
r
o
z
o
v
,
S
.
Ts
v
e
t
k
o
v
,
a
n
d
A
.
P
o
p
o
v
,
“
P
r
o
b
l
e
ms
o
f
t
h
e
f
o
r
ma
t
i
o
n
o
f
d
i
g
i
t
a
l
c
o
mp
e
t
e
n
c
e
i
n
t
h
e
mo
d
e
r
n
e
d
u
c
a
t
i
o
n
a
l
s
p
a
c
e
,
”
J
o
u
r
n
a
l
o
f
P
h
y
s
i
c
s:
C
o
n
f
e
r
e
n
c
e
S
e
ri
e
s
,
v
o
l
.
1
6
9
1
,
n
o
.
1
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
8
/
1
7
4
2
-
6
5
9
6
/
1
6
9
1
/
1
/
0
1
2
1
3
0
.
[
3
]
R
.
V
u
o
r
i
k
a
r
i
,
Y
.
P
u
n
i
e
,
S
.
C
a
r
r
e
t
e
r
o
G
o
mez
,
a
n
d
G
.
V
a
n
D
e
n
B
r
a
n
d
e
,
D
i
g
C
o
m
p
2
.
0
:
T
h
e
D
i
g
i
t
a
l
C
o
m
p
e
t
e
n
c
e
Fra
m
e
w
o
r
k
f
o
r
C
i
t
i
ze
n
s.
U
p
d
a
t
e
P
h
a
se
1
:
t
h
e
C
o
n
c
e
p
t
u
a
l
Re
f
e
re
n
c
e
M
o
d
e
l
.
P
u
b
l
i
c
a
t
i
o
n
s
O
f
f
i
c
e
o
f
t
h
e
E
u
r
o
p
e
a
n
U
n
i
o
n
,
Lu
x
e
mb
o
u
r
g
(
Lu
x
e
m
b
o
u
r
g
)
,
2
0
1
6
.
d
o
i
:
1
0
.
2
7
9
1
/
6
0
7
2
1
8
.
[
4
]
C
.
R
e
d
e
c
k
e
r
,
Eu
r
o
p
e
a
n
Fr
a
m
e
w
o
r
k
f
o
r
t
h
e
D
i
g
i
t
a
l
C
o
m
p
e
t
e
n
c
e
o
f
E
d
u
c
a
t
o
rs:
D
i
g
C
o
m
p
E
d
u
.
P
u
b
l
i
c
a
t
i
o
n
s
O
f
f
i
c
e
o
f
t
h
e
Eu
r
o
p
e
a
n
U
n
i
o
n
,
2
0
1
7
.
d
o
i
:
1
0
.
2
7
6
0
/
1
5
9
7
7
0
.
[
5
]
A
.
I
.
d
o
s
S
a
n
t
o
s
,
E.
C
h
i
n
k
e
s
,
M
.
A
.
G
.
C
a
r
v
a
l
h
o
,
C
.
M
.
V
.
S
o
l
ó
r
z
a
n
o
,
a
n
d
L.
S
.
M
a
r
r
o
n
i
,
“
Th
e
d
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
e
o
f
a
c
a
d
e
m
i
c
s
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
i
s
t
h
e
g
l
a
ss
h
a
l
f
e
mp
t
y
o
r
h
a
l
f
f
u
l
l
?
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
0
,
n
o
.
1
,
p
.
9
,
F
e
b
.
2
0
2
3
,
d
o
i
:
1
0
.
1
1
8
6
/
s
4
1
2
3
9
-
0
2
2
-
0
0
3
7
6
-
0.
[
6
]
F
.
D
.
G
u
i
l
l
é
n
-
G
á
m
e
z
a
n
d
M
.
J.
M
a
y
o
r
g
a
-
F
e
r
n
á
n
d
e
z
,
“
P
r
e
d
i
c
t
i
o
n
o
f
F
a
c
t
o
r
s
Th
a
t
A
f
f
e
c
t
t
h
e
K
n
o
w
l
e
d
g
e
a
n
d
U
se
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
P
r
o
f
e
sso
r
s
f
r
o
m
S
p
a
i
n
M
a
k
e
o
f
I
C
T
R
e
s
o
u
r
c
e
s
t
o
T
e
a
c
h
,
Ev
a
l
u
a
t
e
a
n
d
R
e
sea
r
c
h
:
A
S
t
u
d
y
w
i
t
h
R
e
se
a
r
c
h
M
e
t
h
o
d
s
i
n
Ed
u
c
a
t
i
o
n
a
l
Te
c
h
n
o
l
o
g
y
,
”
E
d
u
c
a
t
i
o
n
S
c
i
e
n
c
e
s
,
v
o
l
.
1
0
,
n
o
.
1
0
,
p
.
2
7
6
,
O
c
t
.
2
0
2
0
,
d
o
i
:
1
0
.
3
3
9
0
/
e
d
u
c
sc
i
1
0
1
0
0
2
7
6
.
[
7
]
S
.
S
.
A
b
u
H
a
n
i
f
a
h
,
N
.
G
h
a
z
a
l
i
,
A
.
F
.
M
.
A
y
u
b
,
a
n
d
R
.
R
o
sl
a
n
,
“
P
r
e
d
i
c
t
i
n
g
t
e
a
c
h
e
r
s’
u
se
o
f
d
i
g
i
t
a
l
t
e
c
h
n
o
l
o
g
y
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
l
u
a
t
i
o
n
a
n
d
Re
s
e
a
r
c
h
i
n
E
d
u
c
a
t
i
o
n
(
I
J
ERE)
,
v
o
l
.
1
2
,
n
o
.
2
,
p
.
5
5
5
,
J
u
n
.
2
0
2
3
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
1
2
i
2
.
2
4
2
3
7
.
[
8
]
K
.
C
a
r
n
e
s
-
H
o
l
t
,
R
.
P
.
M
a
d
d
o
x
,
J
.
W
a
r
r
e
n
,
M
.
M
o
r
g
a
n
,
a
n
d
N
.
S
.
Za
k
a
r
i
a
,
“
U
s
i
n
g
b
o
o
k
m
a
r
k
s
:
A
n
a
p
p
r
o
a
c
h
t
o
su
p
p
o
r
t
e
t
h
i
c
a
l
d
e
c
i
si
o
n
m
a
k
i
n
g
i
n
p
l
a
y
t
h
e
r
a
p
y
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Pl
a
y
T
h
e
ra
p
y
,
v
o
l
.
2
5
,
n
o
.
4
,
p
.
1
7
6
,
2
0
1
6
,
d
o
i
:
1
0
.
1
0
3
7
/
p
l
a
0
0
4
0
3
8
0
.
[
9
]
J.
W
a
r
r
e
n
,
G
.
Za
v
a
s
c
h
i
,
C
.
C
o
v
e
l
l
o
,
a
n
d
N
.
S
.
Z
a
k
a
r
i
a
,
“
T
h
e
U
se
o
f
B
o
o
k
m
a
r
k
s
i
n
Te
a
c
h
i
n
g
C
o
u
n
sel
i
n
g
E
t
h
i
c
s,”
J
o
u
rn
a
l
o
f
C
re
a
t
i
v
i
t
y
i
n
Me
n
t
a
l
H
e
a
l
t
h
,
v
o
l
.
7
,
n
o
.
2
,
p
p
.
1
8
7
–
2
0
1
,
A
p
r
.
2
0
1
2
,
d
o
i
:
1
0
.
1
0
8
0
/
1
5
4
0
1
3
8
3
.
2
0
1
2
.
6
8
5
0
2
7
.
[
1
0
]
N
.
S
.
Za
k
a
r
i
a
,
M
.
I
.
S
a
r
i
p
a
n
,
N
.
S
u
b
a
r
i
ma
n
i
a
m,
a
n
d
A
.
I
smai
l
,
“
A
ssess
i
n
g
E
t
h
o
s
h
u
n
t
a
s
a
G
a
m
i
f
i
c
a
t
i
o
n
-
B
a
se
d
M
o
b
i
l
e
A
p
p
i
n
Et
h
i
c
s
E
d
u
c
a
t
i
o
n
:
P
i
l
o
t
M
i
x
e
d
-
M
e
t
h
o
d
s St
u
d
y
,
”
J
MIR
S
e
ri
o
u
s G
a
m
e
s
,
v
o
l
.
8
,
n
o
.
3
,
p
.
e
1
8
2
4
7
,
A
u
g
.
2
0
2
0
,
d
o
i
:
1
0
.
2
1
9
6
/
1
8
2
4
7
.
[
1
1
]
N
.
S
.
Za
k
a
r
i
a
,
N
.
S
u
b
a
r
i
ma
n
i
a
m,
W
.
M
.
W
a
n
J
a
a
f
a
r
,
A
.
F
.
M
o
h
d
A
y
u
b
,
a
n
d
M
.
I
.
S
a
r
i
p
a
n
,
“
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
a
n
d
i
n
i
t
i
a
l
mea
s
u
r
e
me
n
t
o
f
c
o
u
n
se
l
i
n
g
e
t
h
i
c
s
c
o
mp
e
t
e
n
c
y
:
t
h
e
i
n
f
l
u
e
n
c
e
o
f
sp
i
r
i
t
u
a
l
i
t
y
a
n
d
se
l
f
-
e
f
f
i
c
a
c
y
,
”
Eu
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
T
ra
i
n
i
n
g
a
n
d
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
4
6
,
n
o
.
3
/
4
,
p
p
.
2
8
5
–
3
0
1
,
M
a
y
2
0
2
2
,
d
o
i
:
1
0
.
1
1
0
8
/
EJ
TD
-
02
-
2
0
2
0
-
0
0
1
6
.
[
1
2
]
N
.
S
.
Z
a
k
a
r
i
a
,
J
.
W
a
r
r
e
n
,
a
n
d
A
b
.
R
.
B
a
k
a
r
,
“
C
o
u
n
sel
i
n
g
Et
h
i
c
s
Ed
u
c
a
t
i
o
n
f
o
r
E
n
h
a
n
c
e
d
P
r
o
f
e
ss
i
o
n
a
l
I
d
e
n
t
i
t
y
a
n
d
D
e
v
e
l
o
p
me
n
t
:
G
u
i
d
a
n
c
e
a
n
d
C
o
u
n
se
l
i
n
g
T
e
a
c
h
e
r
s
L
i
f
e
l
o
n
g
Le
a
r
n
i
n
g
A
c
q
u
i
si
t
i
o
n
Em
p
o
w
e
r
e
d
,
”
i
n
T
e
a
c
h
e
r
Em
p
o
w
e
rm
e
n
t
T
o
w
a
rd
Pro
f
e
ss
i
o
n
a
l
D
e
v
e
l
o
p
m
e
n
t
a
n
d
Pr
a
c
t
i
c
e
s
,
S
i
n
g
a
p
o
r
e
:
S
p
r
i
n
g
e
r
S
i
n
g
a
p
o
r
e
,
2
0
1
7
,
p
p
.
1
5
3
–
1
6
6
.
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
9
8
1
-
10
-
4
1
5
1
-
8
_
1
0
.
[
1
3
]
M
.
K
.
A
y
d
i
n
a
n
d
T.
Y
i
l
d
i
r
i
m
,
“
Te
a
c
h
e
r
s’
D
i
g
i
t
a
l
C
o
m
p
e
t
e
n
c
e
:
B
i
b
l
i
o
me
t
r
i
c
A
n
a
l
y
si
s
o
f
t
h
e
P
u
b
l
i
c
a
t
i
o
n
s
o
f
t
h
e
W
e
b
o
f
S
c
i
e
n
c
e
S
c
i
e
n
t
o
m
e
t
r
i
c
D
a
t
a
b
a
se,
”
I
n
f
o
rm
a
t
i
o
n
T
e
c
h
n
o
l
o
g
i
e
s
a
n
d
L
e
a
r
n
i
n
g
T
o
o
l
s
,
v
o
l
.
9
1
,
n
o
.
5
,
p
p
.
2
0
5
–
2
2
0
,
2
0
2
2
,
d
o
i
:
1
0
.
3
3
4
0
7
/
i
t
l
t
.
v
9
1
i
5
.
5
0
4
8
.
[
1
4
]
Y
.
Zh
a
o
,
A
.
M
.
P
.
L
l
o
r
e
n
t
e
,
a
n
d
M
.
C
.
S
á
n
c
h
e
z
G
ó
m
e
z
,
“
D
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
e
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
r
e
se
a
r
c
h
:
A
s
y
s
t
e
mat
i
c
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
,
”
C
o
m
p
u
t
e
rs
a
n
d
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
6
8
,
p
.
1
0
4
2
1
2
,
J
u
l
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
o
m
p
e
d
u
.
2
0
2
1
.
1
0
4
2
1
2
.
[
1
5
]
J.
C
h
e
n
,
“
A
sc
i
e
n
t
o
me
t
r
i
c
a
n
a
l
y
si
s
o
f
i
n
f
o
r
m
a
t
i
o
n
t
e
c
h
n
o
l
o
g
y
i
n
s
u
s
t
a
i
n
a
b
l
e
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
k
n
o
w
l
e
d
g
e
s
t
r
u
c
t
u
r
e
a
n
d
f
r
o
n
t
i
e
r
t
r
e
n
d
s,
”
D
i
sc
o
v
e
r
S
u
s
t
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
4
,
n
o
.
1
,
p
.
3
5
,
A
u
g
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
0
7
/
s
4
3
6
2
1
-
0
2
3
-
0
0
1
4
8
-
4.
[
1
6
]
N
.
B
.
Z
.
A
b
i
d
i
n
e
t
a
l
.
,
“
A
F
i
v
e
-
Y
e
a
r
B
i
b
l
i
o
m
e
t
r
i
c
A
n
a
l
y
s
i
s
o
f
E
d
u
c
a
t
i
o
n
4
.
0
a
n
d
D
i
r
e
c
t
i
o
n
f
o
r
E
d
u
c
a
t
i
o
n
5
.
0
F
u
t
u
r
e
R
e
s
e
a
r
c
h
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
L
e
a
r
n
i
n
g
,
T
e
a
c
h
i
n
g
a
n
d
E
d
u
c
a
t
i
o
n
a
l
Re
s
e
a
r
c
h
,
v
o
l
.
2
2
,
n
o
.
9
,
p
.
3
8
2
,
2
0
2
3
,
d
o
i
:
1
0
.
2
6
8
0
3
/
i
j
l
t
e
r
.
2
2
.
9
.
2
1
.
[
1
7
]
H
.
C
o
o
k
,
T.
A
p
p
s,
K
.
B
e
c
k
ma
n
,
a
n
d
S
.
B
e
n
n
e
t
t
,
“
D
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
e
f
o
r
e
m
e
r
g
e
n
c
y
r
e
m
o
t
e
t
e
a
c
h
i
n
g
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
u
n
d
e
r
s
t
a
n
d
i
n
g
t
h
e
p
r
e
se
n
t
a
n
d
a
n
t
i
c
i
p
a
t
i
n
g
t
h
e
f
u
t
u
r
e
,
”
E
d
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
Re
se
a
rc
h
a
n
d
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
7
1
,
n
o
.
1
,
p
p
.
7
–
3
2
,
F
e
b
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
4
2
3
-
0
2
3
-
1
0
1
9
4
-
4.
[
1
8
]
Z.
Z
u
l
h
e
r
ma
n
,
F
.
M
.
Za
i
n
,
a
n
d
S
.
N
.
S
a
i
l
i
n
,
“
F
a
c
t
o
r
s
o
f
u
s
i
n
g
e
-
l
e
a
r
n
i
n
g
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
a
n
d
i
t
s
i
mp
a
c
t
o
n
s
t
u
d
e
n
t
l
e
a
r
n
i
n
g
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
E
v
a
l
u
a
t
i
o
n
a
n
d
R
e
se
a
rc
h
i
n
Ed
u
c
a
t
i
o
n
(
I
J
ERE)
,
v
o
l
.
1
2
,
n
o
.
1
,
p
.
3
7
7
,
M
a
r
.
2
0
2
3
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
1
2
i
1
.
2
3
9
1
2
.
[
1
9
]
V
.
B
a
s
i
l
o
t
t
a
-
G
ó
me
z
-
P
a
b
l
o
s,
M
.
M
a
t
a
r
r
a
n
z
,
L
.
A
.
C
a
s
a
d
o
-
A
r
a
n
d
a
,
a
n
d
A
.
O
t
t
o
,
“
Te
a
c
h
e
r
s’
d
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
i
e
s
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
a
sy
s
t
e
m
a
t
i
c
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
9
,
n
o
.
1
,
2
0
2
2
,
d
o
i
:
1
0
.
1
1
8
6
/
s4
1
2
3
9
-
0
2
1
-
0
0
3
1
2
-
8.
[
2
0
]
J.
B
e
r
n
h
a
r
d
a
n
d
U
.
R
u
ss
ma
n
n
,
“
D
i
g
i
t
a
l
i
z
a
t
i
o
n
i
n
p
u
b
l
i
c
r
e
l
a
t
i
o
n
s
—
C
h
a
n
g
i
n
g
c
o
m
p
e
t
e
n
c
e
s:
A
l
o
n
g
i
t
u
d
i
n
a
l
a
n
a
l
y
si
s
o
f
s
k
i
l
l
s
r
e
q
u
i
r
e
d
i
n
P
R
j
o
b
a
d
s,”
P
u
b
l
i
c
R
e
l
a
t
i
o
n
s
Re
v
i
e
w
,
v
o
l
.
4
9
,
n
o
.
1
,
p
.
1
0
2
2
8
3
,
M
a
r
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
p
u
b
r
e
v
.
2
0
2
2
.
1
0
2
2
8
3
.
[
2
1
]
H
.
B
a
b
e
r
,
M
.
F
a
n
e
a
-
I
v
a
n
o
v
i
c
i
,
Y
.
T.
Le
e
,
a
n
d
H
.
T
i
n
m
a
z
,
“
A
b
i
b
l
i
o
me
t
r
i
c
a
n
a
l
y
si
s
o
f
d
i
g
i
t
a
l
l
i
t
e
r
a
c
y
r
e
s
e
a
r
c
h
a
n
d
e
m
e
r
g
i
n
g
t
h
e
mes
p
r
e
-
d
u
r
i
n
g
C
O
V
I
D
-
1
9
p
a
n
d
e
mi
c
,
”
I
n
f
o
rm
a
t
i
o
n
a
n
d
L
e
a
rn
i
n
g
S
c
i
e
n
c
e
,
v
o
l
.
1
2
3
,
n
o
.
3
–
4
,
p
p
.
2
1
4
–
2
3
2
,
2
0
2
2
,
d
o
i
:
1
0
.
1
1
0
8
/
I
LS
-
10
-
2
0
2
1
-
0
0
9
0
.
[
2
2
]
A
.
C
i
s
n
e
r
o
s
-
B
a
r
a
h
o
n
a
,
L
.
M
a
r
q
u
é
s
M
o
l
í
a
s,
G
.
S
a
m
a
n
i
e
g
o
Er
a
z
o
,
M
.
U
v
i
d
i
a
-
F
a
ss
l
e
r
,
G
.
d
e
l
a
C
r
u
z
-
F
e
r
n
á
n
d
e
z
,
a
n
d
W
.
C
a
s
t
r
o
-
O
r
t
i
z
,
“
Te
a
c
h
i
n
g
D
i
g
i
t
a
l
C
o
mp
e
t
e
n
c
e
i
n
H
i
g
h
e
r
Ed
u
c
a
t
i
o
n
.
A
C
o
m
p
r
e
h
e
n
s
i
v
e
S
c
i
e
n
t
i
f
i
c
M
a
p
p
i
n
g
A
n
a
l
y
s
i
s
w
i
t
h
R
st
u
d
i
o
,
”
C
o
m
m
u
n
i
c
a
t
i
o
n
s
i
n
C
o
m
p
u
t
e
r
a
n
d
I
n
f
o
rm
a
t
i
o
n
S
c
i
e
n
c
e
D
o
c
t
o
ra
l
S
y
m
p
o
si
u
m
o
n
I
n
f
o
rm
a
t
i
o
n
a
n
d
C
o
m
m
u
n
i
c
a
t
i
o
n
T
e
c
h
n
o
l
o
g
i
e
s
,
2
0
2
2
,
p
p
.
1
4
–
3
1
.
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
3
-
0
3
1
-
1
8
3
4
7
-
8
_
2
.
[
2
3
]
N
.
D
o
n
t
h
u
,
S
.
K
u
mar,
D
.
M
u
k
h
e
r
j
e
e
,
N
.
P
a
n
d
e
y
,
a
n
d
W
.
M
.
L
i
m,
“
H
o
w
t
o
c
o
n
d
u
c
t
a
b
i
b
l
i
o
m
e
t
r
i
c
a
n
a
l
y
si
s
:
A
n
o
v
e
r
v
i
e
w
a
n
d
g
u
i
d
e
l
i
n
e
s,
”
J
o
u
rn
a
l
o
f
Bu
s
i
n
e
ss
Re
s
e
a
rc
h
,
v
o
l
.
1
3
3
,
p
p
.
2
8
5
–
2
9
6
,
S
e
p
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
j
b
u
sr
e
s.
2
0
2
1
.
0
4
.
0
7
0
.
[
2
4
]
M
.
A
.
F
a
u
z
i
,
“
E
-
l
e
a
r
n
i
n
g
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
s
t
i
t
u
t
i
o
n
s
d
u
r
i
n
g
C
O
V
I
D
-
1
9
p
a
n
d
e
mi
c
:
c
u
r
r
e
n
t
a
n
d
f
u
t
u
r
e
t
r
e
n
d
s
t
h
r
o
u
g
h
b
i
b
l
i
o
met
r
i
c
a
n
a
l
y
s
i
s,”
H
e
l
i
y
o
n
,
v
o
l
.
8
,
n
o
.
5
,
p
.
e
0
9
4
3
3
,
M
a
y
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
h
e
l
i
y
o
n
.
2
0
2
2
.
e
0
9
4
3
3
.
[
2
5
]
J.
Li
,
E
.
X
u
e
,
J
.
C
a
o
,
Y
.
H
e
,
Y
.
W
u
,
a
n
d
H
.
H
o
u
,
“
K
n
o
w
l
e
d
g
e
M
a
p
p
i
n
g
o
f
t
h
e
R
u
r
a
l
Te
a
c
h
e
r
D
e
v
e
l
o
p
me
n
t
P
o
l
i
c
y
i
n
C
h
i
n
a
:
A
B
i
b
l
i
o
m
e
t
r
i
c
A
n
a
l
y
s
i
s
o
n
W
e
b
o
f
S
c
i
e
n
c
e
,
”
S
u
st
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
5
,
n
o
.
9
,
p
.
7
0
5
7
,
A
p
r
.
2
0
2
3
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
5
0
9
7
0
5
7
.
[
2
6
]
N
.
G
a
z
a
l
i
a
n
d
N
.
S
a
a
d
,
“
B
i
b
l
i
o
me
t
r
i
c
a
n
a
l
y
si
s
o
f
l
e
a
d
e
r
s
h
i
p
a
n
d
p
h
y
si
c
a
l
e
d
u
c
a
t
i
o
n
b
a
se
d
o
n
S
c
o
p
u
s
d
a
t
a
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
l
u
a
t
i
o
n
a
n
d
Re
s
e
a
r
c
h
i
n
Ed
u
c
a
t
i
o
n
(
I
J
E
RE)
,
v
o
l
.
1
2
,
n
o
.
3
,
p
.
1
1
7
4
,
S
e
p
.
2
0
2
3
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
1
2
i
3
.
2
2
9
2
2
.
[
2
7
]
M
.
F
u
a
d
,
E
.
S
u
y
a
n
t
o
,
S
u
m
a
r
n
o
,
U
.
A
.
M
u
h
a
mm
a
d
,
a
n
d
S
u
p
a
r
m
a
n
,
“
A
B
i
b
l
i
o
m
e
t
r
i
c
A
n
a
l
y
si
s
o
f
Te
c
h
n
o
l
o
g
y
-
B
a
s
e
d
F
o
r
e
i
g
n
La
n
g
u
a
g
e
Le
a
r
n
i
n
g
d
u
r
i
n
g
t
h
e
C
O
V
I
D
-
1
9
P
a
n
d
e
mi
c
:
D
i
r
e
c
t
i
o
n
f
o
r
I
n
d
o
n
e
s
i
a
La
n
g
u
a
g
e
Le
a
r
n
i
n
g
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
I
n
f
o
rm
a
t
i
o
n
a
n
d
E
d
u
c
a
t
i
o
n
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
1
2
,
n
o
.
1
0
,
p
p
.
9
8
3
–
9
9
5
,
2
0
2
2
,
d
o
i
:
1
0
.
1
8
1
7
8
/
i
j
i
e
t
.
2
0
2
2
.
1
2
.
1
0
.
1
7
1
0
.
[
2
8
]
V
.
G
ó
m
e
z
-
D
o
mí
n
g
u
e
z
,
D
.
N
a
v
a
r
r
o
-
M
a
t
e
u
,
V
.
J
.
P
r
a
d
o
-
G
a
sc
ó
,
a
n
d
T.
G
ó
mez
-
D
o
mí
n
g
u
e
z
,
“
H
o
w
M
u
c
h
D
o
W
e
C
a
r
e
a
b
o
u
t
Te
a
c
h
e
r
B
u
r
n
o
u
t
d
u
r
i
n
g
t
h
e
P
a
n
d
e
mi
c
:
A
B
i
b
l
i
o
m
e
t
r
i
c
R
e
v
i
e
w
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
En
v
i
r
o
n
m
e
n
t
a
l
R
e
se
a
rc
h
a
n
d
P
u
b
l
i
c
H
e
a
l
t
h
,
v
o
l
.
1
9
,
n
o
.
1
2
,
p
.
7
1
3
4
,
J
u
n
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
9
0
/
i
j
e
r
p
h
1
9
1
2
7
1
3
4
.
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
:
74
-
84
82
[
2
9
]
H
.
K
a
m
a
r
r
u
d
i
n
,
O
.
T
a
l
i
b
,
N
.
K
a
m
a
r
u
d
i
n
,
N
.
I
smai
l
,
a
n
d
A
.
A
.
M
.
Za
mi
n
,
“
E
x
a
m
i
n
i
n
g
t
h
e
Tr
e
n
d
o
f
R
e
s
e
a
r
c
h
o
n
A
c
t
i
v
e
En
g
a
g
e
m
e
n
t
i
n
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
:
B
i
b
l
i
o
me
t
r
i
c
A
n
a
l
y
si
s,”
J
o
u
r
n
a
l
o
f
T
u
r
k
i
s
h
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
9
,
n
o
.
3
,
p
p
.
9
3
7
–
9
5
7
,
S
e
p
.
2
0
2
2
,
d
o
i
:
1
0
.
3
6
6
8
1
/
t
u
s
e
d
.
2
0
2
2
.
1
5
7
.
[
3
0
]
F
.
A
.
F
.
F
e
r
r
e
i
r
a
,
“
M
a
p
p
i
n
g
t
h
e
f
i
e
l
d
o
f
a
r
t
s
-
b
a
s
e
d
ma
n
a
g
e
m
e
n
t
:
B
i
b
l
i
o
g
r
a
p
h
i
c
c
o
u
p
l
i
n
g
a
n
d
c
o
-
c
i
t
a
t
i
o
n
a
n
a
l
y
ses
,
”
J
o
u
r
n
a
l
o
f
Bu
si
n
e
ss R
e
se
a
rc
h
,
v
o
l
.
8
5
,
p
p
.
3
4
8
–
3
5
7
,
A
p
r
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
j
b
u
sr
e
s.
2
0
1
7
.
0
3
.
0
2
6
.
[
3
1
]
V
.
P
.
G
.
B
r
e
t
a
s
a
n
d
I
.
A
l
o
n
,
“
F
r
a
n
c
h
i
si
n
g
r
e
s
e
a
r
c
h
o
n
e
merg
i
n
g
mar
k
e
t
s
:
B
i
b
l
i
o
me
t
r
i
c
a
n
d
c
o
n
t
e
n
t
a
n
a
l
y
s
e
s,
”
J
o
u
rn
a
l
o
f
Bu
s
i
n
e
ss
Re
se
a
rc
h
,
v
o
l
.
1
3
3
,
p
p
.
5
1
–
6
5
,
S
e
p
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
j
b
u
sr
e
s.
2
0
2
1
.
0
4
.
0
6
7
.
[
3
2
]
N
.
J.
v
a
n
E
c
k
a
n
d
L.
W
a
l
t
ma
n
,
“
S
o
f
t
w
a
r
e
su
r
v
e
y
:
V
O
S
v
i
e
w
e
r
,
a
c
o
m
p
u
t
e
r
p
r
o
g
r
a
m
f
o
r
b
i
b
l
i
o
m
e
t
r
i
c
m
a
p
p
i
n
g
,
”
S
c
i
e
n
t
o
m
e
t
ri
c
s
,
v
o
l
.
8
4
,
n
o
.
2
,
p
p
.
5
2
3
–
5
3
8
,
A
u
g
.
2
0
1
0
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
1
1
9
2
-
0
0
9
-
0
1
4
6
-
3.
[
3
3
]
N
.
J.
v
a
n
E
c
k
a
n
d
L
.
W
a
l
t
ma
n
,
“
V
i
s
u
a
l
i
z
i
n
g
B
i
b
l
i
o
m
e
t
r
i
c
N
e
t
w
o
r
k
s,
”
i
n
Me
a
su
r
i
n
g
S
c
h
o
l
a
r
l
y
I
m
p
a
c
t
:
M
e
t
h
o
d
s
a
n
d
Pr
a
c
t
i
c
e
,
C
h
a
m:
S
p
r
i
n
g
e
r
I
n
t
e
r
n
a
t
i
o
n
a
l
P
u
b
l
i
s
h
i
n
g
,
2
0
1
4
,
p
p
.
2
8
5
–
3
2
0
.
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
3
-
319
-
1
0
3
7
7
-
8
_
1
3
.
[
3
4
]
A
.
A
h
mi
a
n
d
R
.
M
o
h
a
ma
d
,
“
B
i
b
l
i
o
m
e
t
r
i
c
A
n
a
l
y
s
i
s
o
f
G
l
o
b
a
l
S
c
i
e
n
t
i
f
i
c
L
i
t
e
r
a
t
u
r
e
o
n
W
e
b
A
c
c
e
ssi
b
i
l
i
t
y
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Re
c
e
n
t
T
e
c
h
n
o
l
o
g
y
a
n
d
E
n
g
i
n
e
e
r
i
n
g
(
I
J
RTE)
,
v
o
l
.
7
,
n
o
.
6
S
2
,
2
0
1
9
.
[
3
5
]
M
.
B
u
d
l
e
r
,
I
.
Žu
p
i
č
,
a
n
d
P
.
Tr
k
m
a
n
,
“
Th
e
d
e
v
e
l
o
p
me
n
t
o
f
b
u
s
i
n
e
ss
mo
d
e
l
r
e
sea
r
c
h
:
A
b
i
b
l
i
o
me
t
r
i
c
r
e
v
i
e
w
,
”
J
o
u
rn
a
l
o
f
Bu
si
n
e
ss
Re
se
a
rc
h
,
v
o
l
.
1
3
5
,
p
p
.
4
8
0
–
4
9
5
,
O
c
t
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
j
b
u
sr
e
s.
2
0
2
1
.
0
6
.
0
4
5
.
[
3
6
]
H
.
K
h
a
l
d
i
a
n
d
V
.
P
r
a
d
o
-
G
a
sc
ó
,
“
B
i
b
l
i
o
m
e
t
r
i
c
ma
p
s
a
n
d
c
o
-
w
o
r
d
a
n
a
l
y
si
s
o
f
t
h
e
l
i
t
e
r
a
t
u
r
e
o
n
i
n
t
e
r
n
a
t
i
o
n
a
l
c
o
o
p
e
r
a
t
i
o
n
o
n
mi
g
r
a
t
i
o
n
,
”
Q
u
a
l
i
t
y
&
Q
u
a
n
t
i
t
y
,
v
o
l
.
5
5
,
n
o
.
5
,
p
p
.
1
8
4
5
–
1
8
6
9
,
O
c
t
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
1
3
5
-
020
-
0
1
0
8
5
-
4.
[
3
7
]
F
.
H
u
a
n
g
,
M
.
Z
h
a
o
,
J.
Q
i
,
a
n
d
R
.
Z
h
a
n
g
,
“
En
g
l
i
s
h
t
e
a
c
h
e
r
s’
p
e
r
c
e
p
t
i
o
n
s
o
f
e
m
e
r
g
e
n
c
y
r
e
mo
t
e
t
e
a
c
h
i
n
g
:
Em
o
t
i
o
n
a
l
a
t
t
i
t
u
d
e
s,
p
r
o
f
e
ss
i
o
n
a
l
i
d
e
n
t
i
t
y
,
a
n
d
c
o
p
i
n
g
s
t
r
a
t
e
g
i
e
s,
”
Fr
o
n
t
i
e
rs
i
n
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
3
,
Ja
n
.
2
0
2
3
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
g
.
2
0
2
2
.
1
0
6
4
9
6
3
.
[
3
8
]
C
.
S
á
n
c
h
e
z
-
C
r
u
z
a
d
o
,
R
.
S
a
n
t
i
a
g
o
C
a
mp
i
ó
n
,
a
n
d
M
.
T.
S
á
n
c
h
e
z
-
C
o
mp
a
ñ
a
,
“
Te
a
c
h
e
r
D
i
g
i
t
a
l
Li
t
e
r
a
c
y
:
Th
e
I
n
d
i
s
p
u
t
a
b
l
e
C
h
a
l
l
e
n
g
e
a
f
t
e
r
C
O
V
I
D
-
1
9
,
”
S
u
st
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
3
,
n
o
.
4
,
p
.
1
8
5
8
,
F
e
b
.
2
0
2
1
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
3
0
4
1
8
5
8
.
[
3
9
]
D
.
G
e
n
g
,
Y
.
F
e
n
g
,
a
n
d
Q
.
Z
h
u
,
“
S
u
st
a
i
n
a
b
l
e
d
e
s
i
g
n
f
o
r
u
s
e
r
s:
a
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
a
n
d
b
i
b
l
i
o
met
r
i
c
a
n
a
l
y
s
i
s
,
”
En
v
i
r
o
n
m
e
n
t
a
l
S
c
i
e
n
c
e
a
n
d
P
o
l
l
u
t
i
o
n
Re
se
a
r
c
h
,
v
o
l
.
2
7
,
n
o
.
2
4
,
p
p
.
2
9
8
2
4
–
2
9
8
3
6
,
A
u
g
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
3
5
6
-
020
-
0
9
2
8
3
-
1.
[
4
0
]
I
.
Zu
p
i
c
a
n
d
T.
Č
a
t
e
r
,
“
B
i
b
l
i
o
m
e
t
r
i
c
M
e
t
h
o
d
s
i
n
M
a
n
a
g
e
me
n
t
a
n
d
O
r
g
a
n
i
z
a
t
i
o
n
,
”
O
r
g
a
n
i
z
a
t
i
o
n
a
l
Re
s
e
a
r
c
h
Me
t
h
o
d
s
,
v
o
l
.
1
8
,
n
o
.
3
,
p
p
.
4
2
9
–
4
7
2
,
Ju
l
.
2
0
1
5
,
d
o
i
:
1
0
.
1
1
7
7
/
1
0
9
4
4
2
8
1
1
4
5
6
2
6
2
9
.
[
4
1
]
F
.
M
.
R
ø
k
e
n
e
s
e
t
a
l
.
,
“
Te
a
c
h
e
r
Ed
u
c
a
t
o
r
s’
P
r
o
f
e
ss
i
o
n
a
l
D
i
g
i
t
a
l
C
o
m
p
e
t
e
n
c
e
i
n
P
r
i
mar
y
a
n
d
L
o
w
e
r
S
e
c
o
n
d
a
r
y
S
c
h
o
o
l
Te
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
”
N
o
r
d
i
c
J
o
u
rn
a
l
o
f
D
i
g
i
t
a
l
L
i
t
e
ra
c
y
,
v
o
l
.
1
7
,
n
o
.
1
,
p
p
.
4
6
–
6
0
,
A
p
r
.
2
0
2
2
,
d
o
i
:
1
0
.
1
8
2
6
1
/
n
j
d
l
.
1
7
.
1
.
4
.
[
4
2
]
İ
.
R
e
i
s
o
ğ
l
u
a
n
d
A
.
Ç
e
b
i
,
“
H
o
w
c
a
n
t
h
e
d
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
e
s o
f
p
r
e
-
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
b
e
d
e
v
e
l
o
p
e
d
?
Ex
a
mi
n
i
n
g
a
c
a
se
s
t
u
d
y
t
h
r
o
u
g
h
t
h
e
l
e
n
s
o
f
D
i
g
C
o
m
p
a
n
d
D
i
g
C
o
m
p
E
d
u
,
”
C
o
m
p
u
t
e
rs
a
n
d
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
5
6
,
O
c
t
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
o
m
p
e
d
u
.
2
0
2
0
.
1
0
3
9
4
0
.
[
4
3
]
G
.
B
.
G
u
d
m
u
n
d
s
d
o
t
t
i
r
a
n
d
O
.
E
.
H
a
t
l
e
v
i
k
,
“
N
e
w
l
y
q
u
a
l
i
f
i
e
d
t
e
a
c
h
e
r
s’
p
r
o
f
e
ssi
o
n
a
l
d
i
g
i
t
a
l
c
o
mp
e
t
e
n
c
e
:
i
mp
l
i
c
a
t
i
o
n
s
f
o
r
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
,
”
E
u
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
T
e
a
c
h
e
r E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
1
,
n
o
.
2
,
p
p
.
2
1
4
–
2
3
1
,
2
0
1
8
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
6
1
9
7
6
8
.
2
0
1
7
.
1
4
1
6
0
8
5
.
[
4
4
]
L.
S
t
a
r
k
e
y
,
“
A
r
e
v
i
e
w
o
f
r
e
sea
r
c
h
e
x
p
l
o
r
i
n
g
t
e
a
c
h
e
r
p
r
e
p
a
r
a
t
i
o
n
f
o
r
t
h
e
d
i
g
i
t
a
l
a
g
e
,
”
C
a
m
b
r
i
d
g
e
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
,
v
o
l
.
5
0
,
n
o
.
1
,
p
p
.
3
7
–
5
6
,
J
a
n
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
0
/
0
3
0
5
7
6
4
X
.
2
0
1
9
.
1
6
2
5
8
6
7
.
[
4
5
]
O
.
E.
H
a
t
l
e
v
i
k
,
“
E
x
a
m
i
n
i
n
g
t
h
e
R
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
Te
a
c
h
e
r
s’
S
e
l
f
-
Ef
f
i
c
a
c
y
,
t
h
e
i
r
D
i
g
i
t
a
l
C
o
m
p
e
t
e
n
c
e
,
S
t
r
a
t
e
g
i
e
s
t
o
Ev
a
l
u
a
t
e
I
n
f
o
r
mat
i
o
n
,
a
n
d
u
s
e
o
f
I
C
T
a
t
S
c
h
o
o
l
,
”
S
c
a
n
d
i
n
a
v
i
a
n
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
Re
se
a
r
c
h
,
v
o
l
.
6
1
,
n
o
.
5
,
p
p
.
5
5
5
–
5
6
7
,
S
e
p
.
2
0
1
7
,
d
o
i
:
1
0
.
1
0
8
0
/
0
0
3
1
3
8
3
1
.
2
0
1
6
.
1
1
7
2
5
0
1
.
[
4
6
]
C
.
E.
Tø
m
t
e
,
“
E
d
u
c
a
t
i
n
g
Te
a
c
h
e
r
s
f
o
r
t
h
e
N
e
w
M
i
l
l
e
n
n
i
u
m
?
-
Te
a
c
h
e
r
t
r
a
i
n
i
n
g
,
I
C
T
a
n
d
d
i
g
i
t
a
l
c
o
mp
e
t
e
n
c
e
,
”
N
o
rd
i
c
J
o
u
r
n
a
l
o
f
D
i
g
i
t
a
l
L
i
t
e
ra
c
y
,
v
o
l
.
1
0
,
p
p
.
1
3
8
–
1
5
4
,
O
c
t
.
2
0
1
5
,
d
o
i
:
1
0
.
1
8
2
6
1
/
I
S
S
N
1
8
9
1
-
9
4
3
X
-
2
0
1
5
-
J
u
b
i
l
e
u
msn
u
mm
e
r
-
1
0
.
[
4
7
]
S
.
C
a
si
l
l
a
s
M
a
r
t
í
n
,
M
.
C
a
b
e
z
a
s
G
o
n
z
á
l
e
z
,
a
n
d
F
.
J.
G
a
r
c
í
a
P
e
ñ
a
l
v
o
,
“
D
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
e
o
f
e
a
r
l
y
c
h
i
l
d
h
o
o
d
e
d
u
c
a
t
i
o
n
t
e
a
c
h
e
r
s:
a
t
t
i
t
u
d
e
,
k
n
o
w
l
e
d
g
e
a
n
d
u
se
o
f
I
C
T,
”
Eu
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
T
e
a
c
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
3
,
n
o
.
2
,
p
p
.
2
1
0
–
2
2
3
,
M
a
r
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
6
1
9
7
6
8
.
2
0
1
9
.
1
6
8
1
3
9
3
.
[
4
8
]
E.
I
n
st
e
f
j
o
r
d
a
n
d
E
.
M
u
n
t
h
e
,
“
P
r
e
p
a
r
i
n
g
p
r
e
-
ser
v
i
c
e
t
e
a
c
h
e
r
s
t
o
i
n
t
e
g
r
a
t
e
t
e
c
h
n
o
l
o
g
y
:
a
n
a
n
a
l
y
si
s
o
f
t
h
e
e
m
p
h
a
s
i
s
o
n
d
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
e
i
n
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
c
u
r
r
i
c
u
l
a
,
”
E
u
ro
p
e
a
n
J
o
u
r
n
a
l
o
f
T
e
a
c
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
9
,
n
o
.
1
,
p
p
.
7
7
–
9
3
,
Ja
n
.
2
0
1
6
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
6
1
9
7
6
8
.
2
0
1
5
.
1
1
0
0
6
0
2
.
[
4
9
]
F
.
P
e
t
t
e
r
sso
n
,
“
O
n
t
h
e
i
ss
u
e
s
o
f
d
i
g
i
t
a
l
c
o
mp
e
t
e
n
c
e
i
n
e
d
u
c
a
t
i
o
n
a
l
c
o
n
t
e
x
t
s
–
a
r
e
v
i
e
w
o
f
l
i
t
e
r
a
t
u
r
e
,
”
E
d
u
c
a
t
i
o
n
a
n
d
I
n
f
o
rm
a
t
i
o
n
T
e
c
h
n
o
l
o
g
i
e
s
,
v
o
l
.
2
3
,
n
o
.
3
,
p
p
.
1
0
0
5
–
1
0
2
1
,
M
a
y
2
0
1
8
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
6
3
9
-
0
1
7
-
9
6
4
9
-
3.
[
5
0
]
O
.
E.
H
a
t
l
e
v
i
k
,
G
.
O
t
t
e
s
t
a
d
,
a
n
d
I
.
T
h
r
o
n
d
se
n
,
“
P
r
e
d
i
c
t
o
r
s
o
f
d
i
g
i
t
a
l
c
o
mp
e
t
e
n
c
e
i
n
7
t
h
g
r
a
d
e
:
a
m
u
l
t
i
l
e
v
e
l
a
n
a
l
y
si
s
,
”
J
o
u
r
n
a
l
o
f
C
o
m
p
u
t
e
r
Ass
i
st
e
d
L
e
a
r
n
i
n
g
,
v
o
l
.
3
1
,
n
o
.
3
,
p
p
.
2
2
0
–
2
3
1
,
Ju
n
.
2
0
1
5
,
d
o
i
:
1
0
.
1
1
1
1
/
j
c
a
l
.
1
2
0
6
5
.
[
51
]
C
.
D
a
mşa
,
M
.
L
a
n
g
f
o
r
d
,
D
.
U
e
h
a
r
a
,
a
n
d
R
.
S
c
h
e
r
e
r
,
“
T
e
a
c
h
e
r
s’
a
g
e
n
c
y
a
n
d
o
n
l
i
n
e
e
d
u
c
a
t
i
o
n
i
n
t
i
mes
o
f
c
r
i
si
s,”
C
o
m
p
u
t
e
rs
i
n
H
u
m
a
n
B
e
h
a
v
i
o
r
,
v
o
l
.
1
2
1
,
p
.
1
0
6
7
9
3
,
A
u
g
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
h
b
.
2
0
2
1
.
1
0
6
7
9
3
.
[
52
]
F
.
F
e
r
r
i
,
P
.
G
r
i
f
o
n
i
,
a
n
d
T.
G
u
z
z
o
,
“
O
n
l
i
n
e
L
e
a
r
n
i
n
g
a
n
d
Em
e
r
g
e
n
c
y
R
e
m
o
t
e
T
e
a
c
h
i
n
g
:
O
p
p
o
r
t
u
n
i
t
i
e
s
a
n
d
C
h
a
l
l
e
n
g
e
s
i
n
Emerg
e
n
c
y
S
i
t
u
a
t
i
o
n
s,
”
S
o
c
i
e
t
i
e
s
,
v
o
l
.
1
0
,
n
o
.
4
,
p
.
8
6
,
N
o
v
.
2
0
2
0
,
d
o
i
:
1
0
.
3
3
9
0
/
so
c
1
0
0
4
0
0
8
6
.
[
53
]
M
.
B
o
n
d
,
V
.
I
.
M
a
r
í
n
,
C
.
D
o
l
c
h
,
S
.
B
e
d
e
n
l
i
e
r
,
a
n
d
O
.
Z
a
w
a
c
k
i
-
R
i
c
h
t
e
r
,
“
D
i
g
i
t
a
l
t
r
a
n
sf
o
r
mat
i
o
n
i
n
G
e
r
ma
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
st
u
d
e
n
t
a
n
d
t
e
a
c
h
e
r
p
e
r
c
e
p
t
i
o
n
s
a
n
d
u
s
a
g
e
o
f
d
i
g
i
t
a
l
m
e
d
i
a
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
i
n
H
i
g
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
5
,
n
o
.
1
,
p
.
4
8
,
D
e
c
.
2
0
1
8
,
d
o
i
:
1
0
.
1
1
8
6
/
s4
1
2
3
9
-
0
1
8
-
0
1
3
0
-
1.
[
54
]
L.
A
m
h
a
g
,
L
.
H
e
l
l
st
r
ö
m,
a
n
d
M
.
S
t
i
g
mar,
“
Te
a
c
h
e
r
E
d
u
c
a
t
o
r
s’
U
se
o
f
D
i
g
i
t
a
l
T
o
o
l
s
a
n
d
N
e
e
d
s
f
o
r
D
i
g
i
t
a
l
C
o
m
p
e
t
e
n
c
e
i
n
H
i
g
h
e
r
Ed
u
c
a
t
i
o
n
,
”
J
o
u
r
n
a
l
o
f
D
i
g
i
t
a
l
L
e
a
r
n
i
n
g
i
n
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
3
5
,
n
o
.
4
,
p
p
.
2
0
3
–
2
2
0
,
O
c
t
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
8
0
/
2
1
5
3
2
9
7
4
.
2
0
1
9
.
1
6
4
6
1
6
9
.
[
55
]
T.
S
h
a
m
i
r
-
I
n
b
a
l
a
n
d
I
.
B
l
a
u
,
“
D
e
v
e
l
o
p
i
n
g
D
i
g
i
t
a
l
W
i
s
d
o
m
b
y
S
t
u
d
e
n
t
s
a
n
d
T
e
a
c
h
e
r
s,”
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
C
o
m
p
u
t
i
n
g
Re
se
a
rc
h
,
v
o
l
.
5
4
,
n
o
.
7
,
p
p
.
9
6
7
–
9
9
6
,
D
e
c
.
2
0
1
6
,
d
o
i
:
1
0
.
1
1
7
7
/
0
7
3
5
6
3
3
1
1
6
6
4
9
3
7
5
.
[
56
]
E.
G
a
r
z
ó
n
A
r
t
a
c
h
o
,
T
.
S
.
M
a
r
t
í
n
e
z
,
J.
L.
O
r
t
e
g
a
M
a
r
t
í
n
,
J
.
A
.
M
a
r
í
n
M
a
r
í
n
,
a
n
d
G
.
G
ó
mez
G
a
r
c
í
a
,
“
Te
a
c
h
e
r
Tr
a
i
n
i
n
g
i
n
Li
f
e
l
o
n
g
Le
a
r
n
i
n
g
—
T
h
e
I
mp
o
r
t
a
n
c
e
o
f
D
i
g
i
t
a
l
C
o
m
p
e
t
e
n
c
e
i
n
t
h
e
En
c
o
u
r
a
g
e
me
n
t
o
f
Te
a
c
h
i
n
g
I
n
n
o
v
a
t
i
o
n
,
”
S
u
s
t
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
2
,
n
o
.
7
,
p
.
2
8
5
2
,
A
p
r
.
2
0
2
0
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
2
0
7
2
8
5
2
.
[5
7
]
J.
C
a
b
e
r
o
A
l
m
e
n
a
r
a
a
n
d
A
.
M
a
r
t
í
n
e
z
G
i
m
e
n
o
,
“
La
s
TI
C
y
l
a
f
o
r
mac
i
ó
n
i
n
i
c
i
a
l
d
e
l
o
s
d
o
c
e
n
t
e
s
.
M
o
d
e
l
o
s
y
c
o
mp
e
t
e
n
c
i
a
s
d
i
g
i
t
a
l
e
s,
”
(
i
n
S
p
a
n
i
s
h
)
,
Pr
o
f
e
so
r
a
d
o
,
Re
v
i
st
a
d
e
C
u
rr
í
c
u
l
u
m
y
Fo
rm
a
c
i
ó
n
d
e
l
P
ro
f
e
s
o
r
a
d
o
,
v
o
l
.
2
3
,
n
o
.
3
,
p
p
.
2
4
7
–
2
6
8
,
S
e
p
.
2
0
1
9
,
d
o
i
:
1
0
.
3
0
8
2
7
/
p
r
o
f
e
so
r
a
d
o
.
v
2
3
i
3
.
9
4
2
1
.
[5
8
]
M
.
D
o
m
i
n
g
o
-
C
o
sc
o
l
l
o
l
a
,
A
.
B
o
s
c
o
-
P
a
n
i
a
g
u
a
,
S
.
C
a
r
r
a
s
c
o
-
S
e
g
o
v
i
a
,
a
n
d
J.
-
A
.
S
á
n
c
h
e
z
-
V
a
l
e
r
o
,
“
F
o
me
n
t
a
n
d
o
l
a
c
o
mp
e
t
e
n
c
i
a
d
i
g
i
t
a
l
d
o
c
e
n
t
e
e
n
l
a
u
n
i
v
e
r
si
d
a
d
:
P
e
r
c
e
p
c
i
ó
n
d
e
e
st
u
d
i
a
n
t
e
s
y
d
o
c
e
n
t
e
s,
”
Re
v
i
s
t
a
d
e
I
n
v
e
st
i
g
a
c
i
ó
n
Ed
u
c
a
t
i
v
a
,
v
o
l
.
3
8
,
n
o
.
1
,
p
p
.
1
6
7
–
1
8
2
,
D
e
c
.
2
0
1
9
,
d
o
i
:
1
0
.
6
0
1
8
/
r
i
e
.
3
4
0
5
5
1
.
[
59
]
J.
K
ö
n
i
g
,
D
.
J.
J
ä
g
e
r
-
B
i
e
l
a
,
a
n
d
N
.
G
l
u
t
s
c
h
,
“
A
d
a
p
t
i
n
g
t
o
o
n
l
i
n
e
t
e
a
c
h
i
n
g
d
u
r
i
n
g
C
O
V
I
D
-
1
9
s
c
h
o
o
l
c
l
o
s
u
r
e
:
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
a
n
d
t
e
a
c
h
e
r
c
o
m
p
e
t
e
n
c
e
e
f
f
e
c
t
s
a
mo
n
g
e
a
r
l
y
c
a
r
e
e
r
t
e
a
c
h
e
r
s
i
n
G
e
r
ma
n
y
,
”
E
u
ro
p
e
a
n
J
o
u
rn
a
l
o
f
T
e
a
c
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
3
,
n
o
.
4
,
p
p
.
6
0
8
–
6
2
2
,
A
u
g
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
6
1
9
7
6
8
.
2
0
2
0
.
1
8
0
9
6
5
0
.
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
A
s
cien
to
metric revie
w
o
f d
ig
ita
l c
o
mp
eten
cy
a
m
o
n
g
e
d
u
ca
t
o
r
s
d
u
r
in
g
th
e
p
a
s
t
…
(
N
u
r
Da
n
ia
Mo
h
d
R
o
s
li
)
83
[
60
]
F
.
W
o
l
t
r
a
n
,
K
.
-
T.
Li
n
d
n
e
r
,
T.
D
z
o
j
i
c
,
a
n
d
S
.
S
c
h
w
a
b
,
“
W
i
l
l
–
S
k
i
l
l
–
T
o
o
l
C
o
m
p
o
n
e
n
t
s
a
s
K
e
y
F
a
c
t
o
r
s
f
o
r
D
i
g
i
t
a
l
M
e
d
i
a
I
mp
l
e
me
n
t
a
t
i
o
n
i
n
Ed
u
c
a
t
i
o
n
:
A
u
st
r
i
a
n
Te
a
c
h
e
r
s’
E
x
p
e
r
i
e
n
c
e
s
w
i
t
h
D
i
g
i
t
a
l
F
o
r
ms
o
f
I
n
st
r
u
c
t
i
o
n
d
u
r
i
n
g
t
h
e
C
O
V
I
D
-
1
9
P
a
n
d
e
m
i
c
,
”
E
l
e
c
t
r
o
n
i
c
s (B
a
se
l
)
,
v
o
l
.
1
1
,
n
o
.
1
2
,
p
.
1
8
0
5
,
Ju
n
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
9
0
/
e
l
e
c
t
r
o
n
i
c
s1
1
1
2
1
8
0
5
.
[
61
]
S
.
Te
j
e
d
o
r
,
L.
C
e
r
v
i
,
A
.
P
é
r
e
z
-
Esc
o
d
a
,
a
n
d
F
.
T
.
J
u
mb
o
,
“
D
i
g
i
t
a
l
L
i
t
e
r
a
c
y
a
n
d
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
d
u
r
i
n
g
C
O
V
I
D
-
1
9
L
o
c
k
d
o
w
n
:
S
p
a
i
n
,
I
t
a
l
y
,
a
n
d
Ec
u
a
d
o
r
,
”
Pu
b
l
i
c
a
t
i
o
n
s
,
v
o
l
.
8
,
n
o
.
4
,
p
.
4
8
,
N
o
v
.
2
0
2
0
,
d
o
i
:
1
0
.
3
3
9
0
/
p
u
b
l
i
c
a
t
i
o
n
s8
0
4
0
0
4
8
.
[
62
]
M
.
B
l
i
k
st
a
d
-
B
a
l
a
s
a
n
d
K
.
K
l
e
t
t
e
,
“
S
t
i
l
l
a
l
o
n
g
w
a
y
t
o
g
o
,
”
Eu
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
C
a
r
d
i
o
-
t
h
o
r
a
c
i
c
S
u
rg
e
ry
,
v
o
l
.
6
3
,
n
o
.
6
,
p
p
.
5
5
–
6
8
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
9
3
/
e
j
c
t
s/
e
z
a
d
2
1
9
.
[
63
]
C
.
W
i
l
l
i
a
ms
a
n
d
S
.
B
e
a
m,
“
T
e
c
h
n
o
l
o
g
y
a
n
d
w
r
i
t
i
n
g
:
R
e
v
i
e
w
o
f
r
e
sea
r
c
h
,
”
C
o
m
p
u
t
e
rs
a
n
d
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
2
8
,
p
p
.
2
2
7
–
2
4
2
,
Ja
n
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
o
mp
e
d
u
.
2
0
1
8
.
0
9
.
0
2
4
.
[
64
]
M
.
R
a
f
i
,
Z.
Ji
a
n
M
i
n
g
,
a
n
d
K
.
A
h
mad
,
“
T
e
c
h
n
o
l
o
g
y
i
n
t
e
g
r
a
t
i
o
n
f
o
r
st
u
d
e
n
t
s’
i
n
f
o
r
m
a
t
i
o
n
a
n
d
d
i
g
i
t
a
l
l
i
t
e
r
a
c
y
e
d
u
c
a
t
i
o
n
i
n
a
c
a
d
e
m
i
c
l
i
b
r
a
r
i
e
s,
”
I
n
f
o
rm
a
t
i
o
n
D
i
s
c
o
v
e
ry
a
n
d
D
e
l
i
v
e
r
y
,
v
o
l
.
4
7
,
n
o
.
4
,
p
p
.
2
0
3
–
2
1
7
,
N
o
v
.
2
0
1
9
,
d
o
i
:
1
0
.
1
1
0
8
/
I
D
D
-
07
-
2
0
1
9
-
0
0
4
9
.
[
65
]
F
.
M
.
Es
t
e
v
e
-
M
o
n
,
M
.
Á
.
L
l
o
p
i
s
-
N
e
b
o
t
,
V
.
V
i
ñ
o
l
e
s
-
C
o
se
n
t
i
n
o
,
a
n
d
J.
A
d
e
l
l
-
S
e
g
u
r
a
,
“
D
i
g
i
t
a
l
T
e
a
c
h
i
n
g
C
o
m
p
e
t
e
n
c
e
o
f
U
n
i
v
e
r
si
t
y
Te
a
c
h
e
r
s:
Le
v
e
l
s
a
n
d
T
e
a
c
h
i
n
g
T
y
p
o
l
o
g
i
e
s
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Em
e
r
g
i
n
g
T
e
c
h
n
o
l
o
g
i
e
s
i
n
L
e
a
r
n
i
n
g
(
i
J
ET)
,
v
o
l
.
1
7
,
n
o
.
1
3
,
p
p
.
2
0
0
–
2
1
6
,
J
u
l
.
2
0
2
2
,
d
o
i
:
1
0
.
3
9
9
1
/
i
j
e
t
.
v
1
7
i
1
3
.
2
4
3
4
5
.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Nur
Da
n
i
a
M
o
h
d
Ro
sli
is
a
M
S
c
.
st
u
d
e
n
t
o
f
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
a
l
S
t
u
d
ies
,
Un
iv
e
rsiti
P
u
tra
M
a
lay
sia
.
T
h
e
p
rima
ry
a
re
a
o
f
i
n
v
e
sti
g
a
ti
o
n
i
n
h
e
r
re
se
a
rc
h
p
e
rtain
s
t
o
t
h
e
d
ig
it
a
l
lea
rn
i
n
g
a
g
il
it
y
a
n
d
c
o
m
p
e
ten
c
y
o
f
e
d
u
c
a
to
rs
a
s
th
e
y
tran
siti
o
n
to
a
n
o
n
li
n
e
a
n
d
b
len
d
e
d
lea
rn
in
g
e
n
v
ir
o
n
m
e
n
t.
T
h
e
o
b
jec
ti
v
e
o
f
h
e
r
o
n
g
o
i
n
g
e
n
d
e
a
v
o
r
wa
s
to
e
sta
b
li
s
h
a
fra
m
e
wo
r
k
th
a
t
wo
u
l
d
p
ro
m
o
te
d
ig
it
a
l
lea
rn
in
g
a
g
il
i
ty
a
m
o
n
g
e
d
u
c
a
to
rs
in
M
a
lay
sia
,
wit
h
t
h
e
u
lt
ima
te
g
o
a
l
o
f
g
u
a
ra
n
tee
in
g
a
su
sta
in
a
b
le
a
n
d
h
i
g
h
-
q
u
a
li
t
y
e
d
u
c
a
ti
o
n
fo
r
fo
rth
c
o
m
in
g
g
e
n
e
ra
ti
o
n
s.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
d
a
n
iar
o
z
ie@
g
m
a
il
.
c
o
m
.
Ma
s
Nid
a
M
d
K
h
a
m
b
a
r
i
h
a
s a
P
h
.
D.
in
Cu
rric
u
lu
m
a
n
d
In
str
u
c
ti
o
n
(Ed
u
c
a
ti
o
n
a
l
Co
m
m
u
n
ica
ti
o
n
s
a
n
d
Tec
h
n
o
l
o
g
y
)
fr
o
m
Un
i
v
e
rsity
o
f
Wi
sc
o
n
si
n
-
M
a
d
iso
n
.
S
h
e
is
p
re
se
n
tl
y
a
S
e
n
io
r
Lec
tu
re
r
a
t
F
a
c
u
l
ty
o
f
E
d
u
c
a
ti
o
n
a
l
S
t
u
d
ies
in
Un
i
v
e
rsiti
P
u
tra
M
a
lay
sia
.
He
r
c
u
r
re
n
t
re
se
a
rc
h
in
tere
st
in
c
lu
d
e
s
In
f
o
rm
a
ti
o
n
Tec
h
n
o
l
o
g
y
,
Ed
u
c
a
ti
o
n
a
l
Tec
h
n
o
l
o
g
y
,
Tea
c
h
e
rs
P
ro
fe
ss
io
n
a
l
De
v
e
lo
p
m
e
n
t
,
Lap
t
o
p
s
i
n
E
d
u
c
a
ti
o
n
,
In
tera
c
ti
v
e
W
h
it
e
b
o
a
rd
s
i
n
E
d
u
c
a
ti
o
n
a
n
d
Cu
lt
u
ra
l
Hist
o
rica
l
Ac
ti
v
it
y
Th
e
o
ry
(CHA
T).
S
h
e
c
a
n
b
e
re
a
c
h
e
d
v
ia
e
m
a
il
:
k
h
a
m
a
sn
id
a
@u
p
m
.
e
d
u
.
m
y
.
S
u
Lu
a
n
W
o
n
g
e
a
rn
e
d
h
e
r
P
h
D
in
e
d
u
c
a
ti
o
n
a
l
tec
h
n
o
lo
g
y
fro
m
Un
iv
e
rsiti
P
u
tra
M
a
lay
sia
(UPM
)
i
n
2
0
0
3
a
n
d
c
u
rre
n
tl
y
h
o
l
d
s
th
e
p
o
siti
o
n
o
f
P
ro
fe
ss
o
r
a
t
th
e
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
a
l
S
tu
d
ies
,
UPM
.
S
h
e
se
rv
e
s
a
s
a
n
Ex
e
c
u
ti
v
e
Co
m
m
i
tt
e
e
M
e
m
b
e
r
fo
r
t
h
e
As
ia
-
P
a
c
ifi
c
S
o
c
iety
f
o
r
Co
m
p
u
ters
i
n
Ed
u
c
a
ti
o
n
(APS
CE)
.
No
tab
ly
,
in
2
0
1
1
,
s
h
e
fo
u
n
d
e
d
th
e
S
p
e
c
ial
In
tere
st
G
ro
u
p
—
De
v
e
lo
p
m
e
n
t
o
f
In
f
o
rm
a
ti
o
n
a
n
d
C
o
m
m
u
n
ica
ti
o
n
Tec
h
n
o
l
o
g
y
in
t
h
e
As
ia
-
P
a
c
ifi
c
Ne
ig
h
b
o
rh
o
o
d
,
a
i
m
e
d
a
t
b
rid
g
i
n
g
th
e
re
se
a
rc
h
d
iv
i
d
e
b
e
twe
e
n
sc
h
o
lars
in
d
e
v
e
lo
p
in
g
a
n
d
d
e
v
e
l
o
p
e
d
c
o
u
n
t
ries
.
He
r
c
o
m
m
it
m
e
n
t
a
n
d
d
i
li
g
e
n
t
e
ffo
rts
i
n
c
o
n
tri
b
u
ti
n
g
to
th
e
As
ia
-
P
a
c
ifi
c
re
se
a
rc
h
c
o
m
m
u
n
it
y
we
re
re
c
o
g
n
ize
d
wh
e
n
sh
e
a
ss
u
m
e
d
th
e
p
re
stig
i
o
u
s
r
o
le
o
f
P
re
sid
e
n
t
o
f
AP
S
CE
fr
o
m
2
0
1
6
to
2
0
1
7
.
W
o
n
g
’
s
lea
d
e
rsh
ip
h
a
s
sig
n
ifi
c
a
n
t
ly
imp
a
c
ted
th
e
o
rg
a
n
iza
ti
o
n
,
re
flec
ti
n
g
h
e
r
d
e
d
ica
ti
o
n
to
a
d
v
a
n
c
in
g
e
d
u
c
a
ti
o
n
a
n
d
tec
h
n
o
lo
g
y
re
se
a
rc
h
in
th
e
re
g
io
n
.
S
h
e
c
a
n
b
e
re
a
c
h
e
d
v
ia e
m
a
il
:
su
lu
a
n
@
u
p
m
.
e
d
u
.
m
y
.
No
o
r
S
y
a
m
il
a
h
Za
k
a
r
ia
o
b
tai
n
e
d
h
e
r
P
h
.
D.
in
C
o
u
n
se
lo
r
Ed
u
c
a
ti
o
n
a
n
d
S
u
p
e
r
v
isio
n
fr
o
m
Un
iv
e
rsity
o
f
Wy
o
m
in
g
,
U
S
A.
S
h
e
is
a
n
As
so
c
iate
P
ro
fe
ss
o
r
a
t
th
e
De
p
a
rtme
n
t
o
f
Co
u
n
se
lo
r
Ed
u
c
a
ti
o
n
a
n
d
Co
u
n
se
li
n
g
P
sy
c
h
o
l
o
g
y
,
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
a
l
S
tu
d
ies
,
Un
iv
e
rsiti
P
u
tra
M
a
lay
si
a
.
He
r
c
u
rre
n
t
fo
c
u
s
o
f
in
tere
st
is
fo
re
g
ro
u
n
d
e
d
o
n
c
o
u
n
se
l
o
r
e
d
u
c
a
ti
o
n
a
n
d
su
p
e
r
v
isio
n
,
with
h
e
r
re
se
a
rc
h
e
n
th
u
sia
sm
s
a
re
in
c
o
u
n
se
li
n
g
e
th
ics
e
d
u
c
a
ti
o
n
a
s
we
ll
a
s
tea
c
h
e
r
e
d
u
c
a
ti
o
n
a
n
d
p
ro
fe
ss
io
n
a
li
sm
.
S
h
e
is
a
lso
p
a
ss
io
n
a
te
a
b
o
u
t
c
u
rr
icu
lu
m
d
e
sig
n
a
n
d
d
e
v
e
l
o
p
m
e
n
t,
e
d
u
c
a
ti
o
n
a
l
t
e
c
h
n
o
l
o
g
y
a
n
d
st
u
d
e
n
ts’
h
o
l
isti
c
d
e
v
e
lo
p
m
e
n
t.
S
h
e
c
a
n
b
e
re
a
c
h
e
d
v
ia em
a
il
:
sy
a
m
il
a
h
@u
p
m
.
e
d
u
.
m
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.