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
20
25
,
p
p
.
1
79
~
1
87
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
14
i
1
.
2
9
1
9
1
179
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
G
eneri
c green
ski
lls:
m
a
turi
ty lev
el
of vo
ca
tiona
l edu
ca
tion
teachers a
nd
stud
ents in
Indo
nesia
F
a
rid Mu
t
o
hh
a
ri
1
,
P
utu
S
ud
ira
1
,
P
a
rdj
o
no
1
,
Su
y
it
no
2
,
W
a
rj
u
3
,
F
a
j
a
r
Da
nu
r
I
s
na
nty
o
4
,
Nuur Wa
chi
d Abd
ul M
a
j
id
5
1
D
e
p
a
r
t
me
n
t
o
f
Te
c
h
n
o
l
o
g
y
a
n
d
V
o
c
a
t
i
o
n
a
l
Ed
u
c
a
t
i
o
n
,
U
n
i
v
e
r
si
t
a
s
N
e
g
e
r
i
Y
o
g
y
a
k
a
r
t
a
,
Y
o
g
y
a
k
a
r
t
a
,
I
n
d
o
n
e
s
i
a
2
D
e
p
a
r
t
me
n
t
o
f
A
u
t
o
m
o
t
i
v
e
En
g
i
n
e
e
r
i
n
g
E
d
u
c
a
t
i
o
n
,
U
n
i
v
e
r
si
t
a
s
M
u
h
a
mm
a
d
i
y
a
h
P
u
r
w
o
r
e
j
o
,
P
u
r
w
o
r
e
j
o
,
I
n
d
o
n
e
si
a
3
D
e
p
a
r
t
me
n
t
o
f
M
e
c
h
a
n
i
c
a
l
E
n
g
i
n
e
e
r
i
n
g
E
d
u
c
a
t
i
o
n
,
U
n
i
v
e
r
si
t
a
s
N
e
g
e
r
i
S
u
r
a
b
a
y
a
,
S
u
r
a
b
a
y
a
,
I
n
d
o
n
e
si
a
4
D
e
p
a
r
t
me
n
t
o
f
B
u
i
l
d
i
n
g
En
g
i
n
e
e
r
i
n
g
Ed
u
c
a
t
i
o
n
,
U
n
i
v
e
r
s
i
t
a
s Se
b
e
l
a
s
M
a
r
e
t
,
S
u
r
a
k
a
r
t
a
,
I
n
d
o
n
e
s
i
a
5
D
e
p
a
r
t
me
n
t
o
f
I
n
f
o
r
mat
i
o
n
S
y
s
t
e
m
a
n
d
Te
c
h
n
o
l
o
g
y
Ed
u
c
a
t
i
o
n
,
U
n
i
v
e
r
si
t
a
s Pen
d
i
d
i
k
a
n
I
n
d
o
n
e
si
a
,
B
a
n
d
u
n
g
,
I
n
d
o
n
e
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
No
v
9
,
2
0
2
3
R
ev
is
ed
J
u
n
21
,
2
0
2
4
Acc
ep
ted
m
m
d
d
,
y
y
y
y
Vo
c
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
(VE)
is
o
n
e
o
f
t
h
e
in
sti
tu
ti
o
n
s
t
h
a
t
m
u
st
a
n
sw
e
r
e
n
v
iro
n
m
e
n
tal
p
r
o
b
lem
s
b
y
p
r
o
v
i
d
in
g
g
re
e
n
j
o
b
s
k
il
ls
t
o
it
s
stu
d
e
n
ts.
Ho
we
v
e
r,
VE
in
In
d
o
n
e
sia
stil
l
e
x
p
e
rien
c
e
v
a
rio
u
s
o
b
sta
c
les
in
p
ro
v
id
i
n
g
th
is
p
ro
v
isio
n
,
so
th
e
a
im
o
f
t
h
is
re
se
a
rc
h
a
ims
to
a
n
a
l
y
z
e
th
e
e
x
t
e
n
t
o
f
t
h
e
lev
e
l
o
f
g
re
e
n
sk
il
ls
(G
S
)
in
tea
c
h
e
rs
a
n
d
stu
d
e
n
ts
i
n
t
h
is
c
o
u
n
t
ry
,
wh
ic
h
in
c
lu
d
e
s
th
e
d
ime
n
sio
n
s
o
f
c
o
g
n
it
iv
e
,
i
n
terp
e
rso
n
a
l
a
n
d
i
n
t
ra
p
e
rso
n
a
l
c
o
m
p
e
ten
c
e
a
s
a
n
il
lu
stra
ti
o
n
fo
r
d
e
v
e
l
o
p
i
n
g
a
p
ri
o
rit
y
sc
a
le
fo
r
imp
ro
v
e
m
e
n
t.
In
a
d
d
it
i
o
n
,
e
x
a
m
in
in
g
t
h
e
d
iffere
n
c
e
s
a
n
d
c
o
rre
latio
n
s
b
e
twe
e
n
d
ime
n
si
o
n
s
a
n
d
t
h
e
c
o
n
t
rib
u
ti
o
n
o
f
d
ime
n
si
o
n
s
to
GS
a
s
a
wh
o
le
is
a
n
a
d
d
it
i
o
n
a
l
g
o
a
l.
Th
e
su
r
v
e
y
m
e
th
o
d
wa
s
c
a
rried
o
u
t
u
sin
g
a
g
e
n
e
ric
G
S
q
u
e
stio
n
n
a
ire
in
str
u
m
e
n
t
in
VE
th
a
t
h
a
v
e
Ad
iwi
y
a
ta
sta
tu
s.
Da
ta
we
re
a
n
a
ly
z
e
d
u
si
n
g
t
h
re
e
sta
g
e
s:
d
e
sc
rip
ti
v
e
a
n
a
l
y
sis,
AN
OV
A
-
p
o
st
h
o
c
Tu
k
e
y
tes
t,
a
n
d
p
a
th
a
n
a
ly
sis.
As
a
re
su
lt
,
stu
d
e
n
ts
’
G
S
stil
l
sh
o
w
a
lo
w
c
a
teg
o
ry
,
wh
il
e
tea
c
h
e
rs
g
e
t
a
h
i
g
h
c
a
teg
o
r
y
.
Be
twe
e
n
d
ime
n
sio
n
s
sh
o
w
n
o
sig
n
ifi
c
a
n
t
d
iffere
n
c
e
s.
F
i
n
a
ll
y
,
a
ll
c
o
m
p
e
ten
c
ies
h
a
v
e
a
si
g
n
if
ica
n
t
re
lati
o
n
s
h
i
p
a
n
d
c
a
n
c
o
n
stru
c
t
o
v
e
ra
ll
G
S
.
T
h
e
se
re
su
lt
s
i
n
d
ica
te
th
a
t
th
e
re
is
stil
l
a
n
e
e
d
to
stre
n
g
th
e
n
tea
c
h
e
r
c
o
m
p
e
ten
c
ies
in
G
S
-
b
a
se
d
lea
rn
in
g
m
a
n
a
g
e
m
e
n
t
a
n
d
stre
n
g
th
e
n
c
o
ll
a
b
o
ra
ti
o
n
wit
h
a
ll
l
e
v
e
ls o
f
so
c
iety
.
K
ey
w
o
r
d
s
:
Gr
ee
n
ec
o
n
o
m
y
Gr
ee
n
in
d
u
s
tr
y
Gr
ee
n
jo
b
Gr
ee
n
s
ch
o
o
l
Gr
ee
n
s
k
ills
Vo
ca
tio
n
al
ed
u
ca
tio
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Far
id
Mu
to
h
h
a
r
i
D
e
p
a
r
t
m
e
n
t
o
f
T
e
c
h
n
o
l
o
g
y
a
n
d
V
o
c
a
t
i
o
n
a
l
E
d
u
c
at
i
o
n
,
U
n
i
v
e
r
s
i
t
as
Ne
g
e
r
i
Y
o
g
y
a
k
a
r
t
a
J
l.
C
o
lo
m
b
o
Yo
g
y
a
k
ar
ta
No
.
1
,
Kar
an
g
Ma
lan
g
,
Dep
o
k
,
5
5
2
8
1
Slem
an
,
I
n
d
o
n
esia
E
m
ail:
f
ar
id
m
u
to
h
h
ar
i.
2
0
2
2
@
s
tu
d
en
t.u
n
y
.
c.
id
1.
I
NT
RO
D
UCT
I
O
N
Fro
m
th
e
p
ast
u
n
til
n
o
w,
p
r
o
b
lem
s
r
elate
d
t
o
th
e
en
v
ir
o
n
m
en
t
h
av
e
alwa
y
s
d
ev
elo
p
e
d
a
n
d
h
a
v
e
n
o
en
d
,
c
o
n
s
id
er
in
g
th
e
v
er
y
h
ig
h
u
r
g
e
n
cy
to
b
e
s
o
lv
e
d
.
I
n
f
ac
t,
th
is
p
r
o
b
lem
h
as
b
ec
o
m
e
in
cr
ea
s
in
g
ly
s
u
r
p
r
is
in
g
in
th
e
last
d
ec
ad
e.
W
o
r
ld
W
ild
life
Fu
n
d
[
1
]
r
e
v
ea
led
a
6
9
%
d
ec
lin
e
in
th
e
q
u
ality
o
f
e
co
s
y
s
tem
s
o
n
ea
r
th
.
Mo
r
eo
v
er
,
f
r
o
m
th
e
r
esu
lts
o
f
co
m
p
ar
ativ
e
s
tu
d
ies
in
v
ar
io
u
s
co
u
n
tr
ies,
en
v
ir
o
n
m
en
tal
d
eg
r
ad
atio
n
ten
d
s
to
b
e
m
o
r
e
s
ev
er
e
in
d
ev
elo
p
in
g
co
u
n
tr
ies,
in
clu
d
in
g
I
n
d
o
n
esia
[
2
]
–
[
5
]
.
Of
co
u
r
s
e,
th
is
p
r
o
b
l
em
is
im
p
o
r
tan
t
f
o
r
h
u
m
an
s
to
s
o
lv
e,
c
o
n
s
id
er
in
g
th
at
th
e
lea
d
in
g
t
h
eo
r
y
o
f
an
th
r
o
p
o
ce
n
tr
is
m
em
p
h
asizes
th
at
h
u
m
an
s
a
r
e
th
e
m
o
s
t
d
eter
m
in
in
g
cr
ea
tu
r
es
in
th
e
ec
o
s
y
s
tem
o
r
d
er
[
6
]
.
B
u
i
ld
in
g
h
u
m
an
awa
r
en
ess
an
d
s
k
ills
in
p
r
eser
v
in
g
ec
o
s
y
s
tem
s
is
v
er
y
im
p
o
r
tan
t
to
b
u
ild
h
u
m
an
awa
r
en
ess
an
d
s
k
ills
in
p
r
eser
v
in
g
ec
o
s
y
s
tem
s
[
7
]
,
[
8
]
.
Ultim
ately
,
all
is
s
u
es
r
eg
ar
d
in
g
en
v
ir
o
n
m
e
n
tal
s
u
s
tain
ab
ilit
y
b
ec
am
e
o
n
e
o
f
th
e
b
ac
k
g
r
o
u
n
d
s
f
o
r
th
e
p
u
b
licatio
n
o
f
th
e
s
ev
e
n
teen
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t g
o
als (
SDGs
)
in
itiated
b
y
th
e
Un
ited
Natio
n
s
(
UN)
[
9
]
.
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
:
1
79
-
1
87
180
I
n
o
r
d
er
to
o
v
e
r
co
m
e
en
v
ir
o
n
m
en
tal
p
r
o
b
lem
s
a
n
d
h
elp
ac
h
iev
e
SDGs
,
th
e
co
n
ce
p
t
o
f
ed
u
ca
tio
n
f
o
r
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t
(
E
SD)
h
as
b
ee
n
wid
ely
c
o
n
s
id
er
ed
an
d
d
ev
elo
p
e
d
[
1
0
]
.
E
SD
h
as
ac
tu
ally
b
ee
n
in
tr
o
d
u
ce
d
a
lo
n
g
tim
e
ag
o
;
Go
u
g
h
et
a
l
.
[
6
]
s
tated
th
at
s
in
ce
th
e
ea
r
ly
1
9
8
0
s
th
is
co
n
ce
p
t
h
as
b
ec
o
m
e
an
in
ter
n
atio
n
al
d
is
co
u
r
s
e.
T
h
e
o
r
ien
tatio
n
is
to
tr
ain
h
u
m
a
n
s
en
s
itiv
ity
to
war
d
s
ec
o
s
y
s
tem
s
u
s
tain
ab
ilit
y
th
r
o
u
g
h
ed
u
ca
tio
n
.
E
SD
ca
r
r
ies
o
u
t
t
h
e
m
ain
m
is
s
io
n
o
f
d
ev
el
o
p
in
g
g
r
ee
n
e
d
u
ca
tio
n
as
a
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t
p
ath
th
r
o
u
g
h
p
r
o
v
id
in
g
g
r
ee
n
s
k
ills
(
GS)
to
teac
h
er
s
an
d
s
tu
d
en
ts
[
1
1
]
.
Alth
o
u
g
h
th
e
r
e
is
n
o
clea
r
h
is
to
r
y
o
f
im
p
lem
en
tatio
n
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
Pav
lo
v
a
[
1
0
]
em
p
h
asized
th
at
E
SD
m
u
s
t
b
e
em
b
ed
d
ed
in
v
o
ca
tio
n
al
e
d
u
ca
tio
n
(
VE
)
in
s
t
itu
tio
n
s
.
T
h
is
m
ea
n
s
th
at
it
is
v
er
y
im
p
o
r
ta
n
t
th
at
VE
p
lay
s
an
im
p
o
r
tan
t r
o
le
in
SD
b
y
ac
q
u
ir
in
g
an
d
ap
p
ly
i
n
g
g
r
ee
n
co
n
ce
p
ts
in
lear
n
in
g
[
1
2
]
.
T
h
is
is
n
o
t
with
o
u
t
r
ea
s
o
n
co
n
s
id
er
in
g
th
e
n
atu
r
e
o
f
VE
wh
ich
p
r
o
v
id
es
wo
r
k
co
m
p
eten
cies
ac
co
r
d
in
g
to
in
d
u
s
tr
y
n
ee
d
s
[
1
3
]
.
Me
an
wh
ile,
in
d
u
s
tr
y
is
k
n
o
wn
as
o
n
e
o
f
th
e
lar
g
est
co
n
tr
ib
u
to
r
s
to
waste
a
n
d
ec
o
s
y
s
tem
d
am
ag
e
[
1
]
,
[
1
4
]
.
T
h
er
ef
o
r
e,
th
er
e
is
n
o
ch
o
ice
b
u
t t
o
ca
r
ef
u
lly
teac
h
g
r
ee
n
jo
b
s
th
r
o
u
g
h
g
r
e
en
VE
f
o
r
SD
[
1
5
]
.
T
ea
ch
in
g
a
b
o
u
t
g
r
ee
n
jo
b
s
th
r
o
u
g
h
VE
ce
r
tain
ly
r
eq
u
ir
es
ef
f
o
r
ts
th
at
ar
e
n
o
t
ea
s
y
.
I
n
th
is
ca
s
e,
it
is
v
er
y
n
ec
ess
ar
y
to
m
aster
GS,
b
o
th
f
o
r
teac
h
er
s
an
d
s
tu
d
en
ts
[
1
6
]
–
[
1
8
]
.
GS
ar
e
th
e
s
k
ill
s
n
ee
d
ed
to
r
ed
u
ce
en
v
ir
o
n
m
en
tal
im
p
ac
ts
an
d
s
u
p
p
o
r
t
ec
o
n
o
m
ic
r
estru
ctu
r
i
n
g
with
th
e
aim
o
f
ac
h
iev
in
g
a
clea
n
er
,
m
o
r
e
clim
ate
-
r
esil
ien
t
an
d
ef
f
icien
t
ec
o
n
o
m
y
th
at
p
r
eser
v
es
th
e
en
v
ir
o
n
m
en
t
an
d
p
r
o
v
id
es
d
ec
en
t
wo
r
k
in
g
co
n
d
itio
n
s
.
All
o
f
th
em
ca
n
b
e
class
if
ied
as
g
en
er
ic
co
m
p
eten
cies
an
d
s
p
ec
if
ic
(
task
-
o
r
ie
n
ted
)
co
m
p
eten
cies
r
eq
u
ir
ed
f
o
r
a
s
p
ec
if
ic
jo
b
.
B
o
th
ty
p
es
o
f
co
m
p
eten
cies
ar
e
u
s
ed
in
s
p
ec
if
ic
co
n
tex
ts
an
d
r
eq
u
ir
e
k
n
o
wled
g
e
,
s
k
ills
,
an
d
attitu
d
es (
o
r
b
elief
s
,
d
is
p
o
s
itio
n
s
,
an
d
v
al
u
es)
[
1
9
]
.
Ho
wev
er
,
it
s
ee
m
s
th
at
GS
h
a
v
e
n
o
t
b
ee
n
f
u
lly
m
aster
ed
b
y
teac
h
er
s
an
d
s
tu
d
e
n
ts
.
T
h
is
is
ev
id
en
ce
d
b
y
th
e
lack
o
f
awa
r
e
n
ess
o
f
en
v
ir
o
n
m
en
tal
s
u
s
tain
ab
ilit
y
th
at
VE
g
r
ad
u
ates
in
s
o
m
e
c
o
u
n
t
r
i
e
s
h
a
v
e
w
h
e
n
w
o
r
k
i
n
g
[
5
]
,
[
2
0
]
.
Ap
ar
t
f
r
o
m
th
at,
th
e
r
esu
lts
o
f
o
b
s
er
v
atio
n
s
in
s
o
m
e
VE
in
I
n
d
o
n
esia
f
o
u
n
d
th
at
th
er
e
ar
e
s
till
m
an
y
s
ch
o
o
l
r
esid
en
ts
wh
o
ar
e
in
d
if
f
er
en
t
to
th
e
r
u
b
b
is
h
s
ca
tter
ed
ar
o
u
n
d
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t.
E
v
en
wh
en
d
o
in
g
p
r
ac
tical
lear
n
in
g
,
r
eso
u
r
ce
ef
f
icien
cy
is
v
er
y
lo
w.
T
h
ese
p
r
o
b
lem
s
ar
e
th
e
b
ac
k
g
r
o
u
n
d
t
o
th
e
im
p
o
r
tan
ce
o
f
th
is
r
esear
ch
b
ein
g
ca
r
r
ie
d
o
u
t
to
an
aly
ze
th
e
ex
ten
t
to
wh
ich
th
e
lev
el
o
f
GS
is
m
aster
ed
b
y
teac
h
er
s
an
d
s
tu
d
en
ts
s
o
th
at
t
h
e
co
m
p
eten
t
a
u
th
o
r
ities
ca
n
u
n
d
er
s
tan
d
an
d
tak
e
s
p
ec
if
ic
a
ctio
n
s
to
o
v
er
co
m
e
th
em
.
T
h
is
r
esear
ch
aim
s
to
m
ea
s
u
r
e
th
e
lev
el
o
f
GS
in
te
ac
h
er
s
an
d
s
tu
d
e
n
ts
at
VE
.
So
m
e
o
f
th
e
r
esear
ch
q
u
esti
o
n
s
in
clu
d
e:
i)
W
h
at
is
th
e
lev
el
o
f
m
atu
r
ity
o
f
g
en
er
ic
GS
in
teac
h
er
s
an
d
s
t
u
d
en
ts
in
VE
?
ii)
W
h
at
ar
e
th
e
s
ig
n
if
ican
t d
if
f
er
en
ce
s
b
etwe
en
d
im
en
s
io
n
s
o
f
g
en
er
ic
GS
in
teac
h
er
s
an
d
s
tu
d
en
ts
?
iii)
W
h
at
is
th
e
ex
ten
t o
f
co
g
n
itiv
e,
in
ter
p
er
s
o
n
al,
an
d
in
tr
a
p
er
s
o
n
al
co
m
p
eten
cies in
co
n
s
tr
u
c
tin
g
g
en
er
ic
GS
in
teac
h
er
s
an
d
s
tu
d
e
n
ts
i
n
VE
?
2.
M
E
T
H
O
D
T
h
is
r
esear
ch
f
o
c
u
s
es
o
n
u
n
c
o
v
er
in
g
an
d
d
escr
ib
in
g
th
e
le
v
el
o
f
GS
in
s
tu
d
e
n
ts
b
y
co
n
d
u
ctin
g
a
s
u
r
v
ey
t
h
at
ad
o
p
ts
a
d
esig
n
f
r
o
m
[
2
1
]
.
I
n
g
en
er
al,
th
e
r
esear
ch
b
e
g
an
b
y
o
b
s
er
v
in
g
p
h
en
o
m
en
a
r
elate
d
to
s
y
m
p
to
m
s
o
r
s
h
ad
o
ws
r
elate
d
to
p
r
o
b
lem
s
i
n
en
v
ir
o
n
m
en
t
-
b
ased
lear
n
in
g
in
VE
.
T
h
e
e
x
is
tin
g
p
h
e
n
o
m
en
a
wer
e
th
en
s
tu
d
ied
in
d
e
p
th
t
o
an
aly
ze
th
e
r
elatio
n
s
h
ip
b
e
twee
n
asp
ec
ts
as
th
e
ca
u
s
e
o
f
p
r
o
b
lem
s
in
VE
teac
h
er
s
’
an
d
s
tu
d
en
ts
’
GS.
T
h
e
o
b
s
er
v
e
d
p
h
e
n
o
m
en
o
n
is
id
en
tifie
d
as
a
s
co
p
e
th
at
f
o
r
m
s
th
e
co
n
ce
p
t
o
f
GS
in
lear
n
in
g
.
C
o
n
s
id
er
i
n
g
t
h
e
li
m
itatio
n
s
o
f
r
esear
ch
er
s
to
ex
p
lo
r
e
f
u
r
th
e
r
,
it
was
n
ex
t
d
ec
id
ed
to
m
ea
s
u
r
e
th
e
ex
ten
t o
f
s
tu
d
en
ts
'
GS to
an
aly
ze
th
e
lev
el
o
f
ea
ch
d
im
en
s
io
n
(
co
g
n
itiv
e,
in
ter
p
er
s
o
n
al
,
an
d
in
tr
ap
er
s
o
n
al)
.
All
th
r
ee
ar
e
in
ter
p
r
eted
in
th
e
f
o
r
m
o
f
le
v
els
an
d
co
m
p
ar
is
o
n
s
ar
e
m
ad
e
b
etwe
en
d
im
en
s
io
n
s
to
clar
if
y
th
e
wea
k
n
ess
es
o
r
ad
v
an
tag
es
b
et
wee
n
d
im
en
s
io
n
s
th
at
co
n
s
tr
u
ct
GS.
T
h
e
in
f
lu
en
ce
o
f
th
e
t
h
r
ee
d
im
en
s
io
n
s
is
also
m
ea
s
u
r
ed
to
test
th
eir
co
n
tr
ib
u
tio
n
to
GS,
th
er
e
b
y
also
clar
if
y
in
g
th
e
p
o
s
s
ib
ilit
y
o
f
d
eter
m
in
in
g
p
r
io
r
ity
s
ca
les f
o
r
im
p
r
o
v
i
n
g
d
im
e
n
s
io
n
s
s
eq
u
en
tially
b
ased
o
n
th
e
r
e
s
u
ltin
g
co
r
r
elatio
n
c
o
ef
f
icien
ts
.
2
.
1
.
Resea
rc
h pa
rt
icipa
nts
T
h
e
r
ese
a
r
c
h
w
as
c
o
n
d
u
cte
d
a
t
ei
g
h
t
V
E
i
n
I
n
d
o
n
es
ia
.
V
E
w
ith
Ad
iwi
y
a
ta
s
tat
u
s
ar
e
p
la
ce
s
in
v
o
l
v
e
d
in
d
at
a
c
o
l
lec
ti
o
n
,
c
o
n
s
i
d
e
r
i
n
g
t
h
a
t
A
d
iwi
y
ata
is
a
g
r
ee
n
s
c
h
o
o
l
p
r
o
g
r
a
m
i
n
I
n
d
o
n
esi
a.
T
h
e
ei
g
h
t
VE
s
we
r
e
co
n
s
i
d
e
r
e
d
b
ase
d
o
n
r
ec
o
m
m
e
n
d
ati
o
n
s
f
r
o
m
t
h
e
m
i
n
is
tr
y
o
f
en
v
i
r
o
n
m
e
n
t
a
n
d
f
o
r
est
r
y
i
n
I
n
d
o
n
esia
.
Ap
a
r
t f
r
o
m
th
a
t,
w
e
a
ls
o
lim
it
t
h
a
t
al
l
V
E
s
in
v
o
l
v
e
d
ar
e
t
h
o
s
e
w
h
o
h
av
e
o
b
t
ai
n
e
d
A
d
iw
iy
at
a
s
tat
u
s
f
o
r
m
o
r
e
th
a
n
f
iv
e
y
e
ar
s
,
i
n
a
cc
o
r
d
a
n
ce
wit
h
c
o
n
s
id
e
r
ati
o
n
s
f
r
o
m
[
1
3
]
,
t
h
at
VE
n
o
m
i
n
ati
o
n
s
i
n
i
m
p
le
m
e
n
ti
n
g
a
le
ar
n
i
n
g
a
cti
v
it
y
ca
n
b
e
c
all
ed
ef
f
e
cti
v
e
i
f
t
h
e
y
a
r
e
c
o
n
s
is
te
n
t
f
o
r
at
l
ea
s
t
f
i
v
e
y
ea
r
s
.
T
h
e
n
,
o
u
r
f
i
r
s
t
co
n
s
i
d
er
ati
o
n
i
n
s
el
ec
t
in
g
p
a
r
ti
ci
p
a
n
ts
w
as
e
n
s
u
r
in
g
t
h
ei
r
wil
li
n
g
n
ess
t
o
ta
k
e
p
ar
t
in
th
e
p
r
o
ce
s
s
o
f
f
illi
n
g
o
u
t
t
h
e
q
u
esti
o
n
n
ai
r
e
.
T
h
is
is
im
p
o
r
t
an
t
as
an
an
tic
ip
at
o
r
y
s
t
ep
to
a
v
o
id
ir
r
a
ti
o
n
ali
ty
o
f
th
e
r
es
u
lti
n
g
d
at
a.
F
u
r
t
h
e
r
m
o
r
e
,
t
h
e
s
ec
o
n
d
co
n
s
i
d
e
r
a
ti
o
n
,
we
ad
ju
s
te
d
th
e
r
es
ea
r
c
h
c
o
n
te
x
t
b
y
n
o
t
i
n
v
o
l
v
i
n
g
n
e
w
tea
c
h
e
r
s
o
r
s
t
u
d
en
ts
w
h
o
h
ad
b
e
en
a
t
s
ch
o
o
l
f
o
r
l
ess
t
h
a
n
o
n
e
y
e
ar
,
s
o
t
h
at
p
ar
tic
ip
a
n
ts
f
o
cu
s
e
d
o
n
w
o
r
k
e
x
p
e
r
ie
n
c
e
o
r
s
tu
d
y
i
n
g
at
s
c
h
o
o
l
f
o
r
m
o
r
e
th
a
n
o
n
e
y
ea
r
.
T
h
is
was
d
o
n
e
,
co
n
s
i
d
er
in
g
th
at
th
e
co
n
t
ex
t
o
f
t
h
is
r
esea
r
ch
r
ef
er
s
t
o
GS
w
h
ic
h
r
eq
u
i
r
e
ti
m
e
t
o
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
Gen
eric g
r
ee
n
s
kills
:
ma
tu
r
ity
leve
l o
f v
o
ca
tio
n
a
l e
d
u
c
a
tio
n
t
ea
ch
ers
a
n
d
s
tu
d
e
n
ts
in
…
(
F
a
r
id
Mu
to
h
h
a
r
i
)
181
b
e
b
u
il
t
a
n
d
a
d
a
p
t
e
d
t
o
t
h
e
ac
h
ie
v
em
en
t
o
f
wo
r
k
c
o
m
p
ete
n
c
ies
i
n
V
E
.
W
e
a
d
o
p
t
a
v
o
l
u
n
t
ar
y
s
i
m
p
le
r
a
n
d
o
m
s
am
p
li
n
g
tec
h
n
i
q
u
e
[
2
2
]
.
W
e
r
ea
c
h
e
d
t
h
e
e
n
d
wit
h
3
1
8
p
a
r
t
ic
ip
a
n
ts
d
i
v
i
d
e
d
i
n
t
o
:
8
8
te
ac
h
e
r
s
a
n
d
2
3
0
s
t
u
d
e
n
ts
.
2
.
2
.
Su
rv
ey
qu
estio
nn
a
ire
ins
t
rum
ent
s
T
h
e
q
u
esti
o
n
n
air
e
to
m
ea
s
u
r
e
th
e
lev
el
o
f
GS w
as p
r
ep
ar
ed
b
ased
o
n
th
e
d
ev
el
o
p
m
e
n
t o
f
i
n
s
tr
u
m
en
ts
th
at
h
ad
b
ee
n
f
o
r
m
u
lated
b
y
p
r
ev
io
u
s
r
elev
an
t
r
esear
ch
.
W
e
f
ilter
ed
v
a
r
io
u
s
r
esear
ch
in
s
tr
u
m
en
ts
to
o
b
tain
in
s
tr
u
m
en
t
cr
iter
ia
th
at
f
it
th
e
ch
ar
ac
ter
is
tics
o
f
th
e
r
esear
ch
we
co
n
d
u
cted
.
Me
asu
r
em
en
ts
in
th
e
q
u
esti
o
n
n
air
e
a
d
o
p
ted
a
f
o
u
r
-
p
o
in
t
L
ik
er
t
s
ca
le,
with
th
e
o
p
tio
n
s
v
er
y
l
o
w
(
VL
)
,
l
o
w
(
L
)
,
h
ig
h
(
H
)
,
an
d
v
er
y
h
ig
h
(
VH)
.
T
h
e
GS
in
s
tr
u
m
en
t
in
q
u
esti
o
n
in
clu
d
es
th
e
d
im
en
s
io
n
s
o
f
co
g
n
itiv
e
co
m
p
eten
ce
(
C
C
)
,
in
ter
p
er
s
o
n
al
c
o
m
p
eten
ce
(
I
C
)
an
d
in
tr
a
p
er
s
o
n
al
c
o
m
p
e
ten
ce
(
I
aC)
.
T
h
e
CC
d
im
en
s
io
n
r
ef
er
s
to
th
e
f
u
n
d
am
e
n
tal
asp
ec
ts
n
ee
d
ed
as
a
b
asi
s
f
o
r
co
n
s
tr
u
ctin
g
g
r
ee
n
b
eh
av
io
r
.
W
e
co
m
p
iled
th
ir
ty
-
f
o
u
r
item
s
b
y
ad
o
p
tin
g
t
h
e
in
s
tr
u
m
en
t
f
o
r
m
u
lated
b
y
Pav
lo
v
a
[
2
3
]
w
h
ich
is
class
if
ied
in
to
s
ix
in
d
icato
r
s
o
n
th
e
CC
d
im
en
s
io
n
.
T
h
e
s
ix
in
d
icat
o
r
s
in
clu
d
e:
g
r
ee
n
awa
r
en
ess
,
g
r
ee
n
liter
ac
y
,
willin
g
n
ess
to
lear
n
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t,
n
ee
d
s
an
al
y
s
is
s
k
ills
,
s
y
s
tem
an
d
r
is
k
an
aly
s
is
,
an
d
g
r
ee
n
in
n
o
v
atio
n
s
k
ills
.
T
h
en
,
th
e
q
u
esti
o
n
n
air
e
to
m
ea
s
u
r
e
IC
h
ad
a
to
tal
o
f
24
item
s
with
f
o
u
r
i
n
d
icato
r
s
ad
o
p
ted
f
r
o
m
[
2
4
]
.
T
h
e
f
o
u
r
in
d
icato
r
s
in
clu
d
e
g
r
ee
n
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
,
co
m
m
u
n
icatio
n
a
n
d
n
eg
o
tiatio
n
s
k
ills
,
m
an
ag
em
en
t
co
o
r
d
in
atio
n
s
k
ills
,
an
d
g
r
ee
n
m
ar
k
etin
g
s
k
ills
.
Fin
ally
,
th
e
d
im
en
s
io
n
s
o
f
teac
h
er
a
n
d
s
tu
d
en
t
I
aC
ar
e
m
ea
s
u
r
ed
with
a
to
tal
o
f
16
it
em
s
with
th
r
ee
m
ain
in
d
icato
r
s
ad
o
p
ted
f
r
o
m
Ser
n
et
a
l.
[
2
5
]
in
clu
d
i
n
g
g
r
ee
n
ad
ap
tatio
n
an
d
tr
an
s
itio
n
,
g
r
ee
n
en
tr
ep
r
en
eu
r
s
h
i
p
s
k
ills
,
an
d
g
r
ee
n
tech
n
o
lo
g
y
s
k
ills
.
B
ef
o
r
e
b
ein
g
u
s
ed
f
o
r
d
ata
co
llectio
n
,
th
e
q
u
esti
o
n
n
air
e
wa
s
co
n
f
ir
m
e
d
a
g
ain
r
eg
ar
d
in
g
i
ts
v
alid
ity
an
d
r
eliab
ilit
y
.
W
e
ad
o
p
ted
t
wo
m
eth
o
d
s
to
s
tr
en
g
th
en
th
e
v
alid
ity
in
d
e
x
,
n
am
el
y
co
n
ten
t
v
alid
ity
b
ased
o
n
ex
p
er
t
o
p
in
io
n
in
te
r
p
r
eted
wi
th
Aik
en
v
alu
es
a
n
d
co
n
s
tr
u
ct
v
alid
ity
b
ased
o
n
f
ield
tr
i
als
an
aly
ze
d
u
s
in
g
co
n
f
ir
m
ato
r
y
f
ac
to
r
a
n
aly
s
is
(
C
FA)
.
T
h
e
r
esu
lts
o
f
th
is
test
ar
e
s
h
o
wn
in
T
ab
le
1
.
Ap
ar
t
f
r
o
m
th
at,
we
also
co
n
s
id
er
ed
th
e
lev
el
o
f
r
atio
n
a
lity
o
f
th
e
d
ata
b
ased
o
n
th
e
c
r
iter
ia
f
o
r
f
illi
n
g
o
u
t
th
e
GS
q
u
esti
o
n
n
air
e.
I
t
to
o
k
a
m
in
im
u
m
o
f
18
m
in
u
tes
to
an
s
wer
a
to
tal
o
f
7
4
item
s
in
th
e
q
u
esti
o
n
n
air
e,
s
o
d
ata
f
r
o
m
p
ar
ticip
a
n
ts
wh
o
co
m
p
leted
it
in
less
th
an
th
at
tim
e
was
n
o
t
in
clu
d
e
d
in
t
h
e
an
aly
s
is
.
I
n
th
is
ca
s
e,
4
7
d
ata
d
id
n
o
t
m
ee
t
th
ese
cr
iter
ia
an
d
wer
e
elim
in
ate
d
,
s
o
th
e
f
in
al
d
ata
o
f
p
ar
ticip
an
ts
an
aly
ze
d
was 2
6
9
.
B
ased
o
n
th
e
r
esu
lts
o
f
th
e
v
alid
ity
test
,
in
g
en
e
r
al,
s
tr
o
n
g
clar
ity
o
f
v
alid
it
y
is
o
b
ta
in
ed
,
th
u
s
m
ee
tin
g
th
e
cr
ed
ib
ilit
y
r
eq
u
ir
e
m
en
ts
o
f
th
e
q
u
esti
o
n
n
air
e.
First,
a
co
n
ten
t
v
alid
ity
test
,
b
as
ed
o
n
th
e
o
p
in
io
n
s
o
f
f
o
u
r
ex
p
er
ts
,
o
b
tain
e
d
an
A
ik
en
(
V)
v
alu
e
f
o
r
all
in
d
icato
r
s
g
r
ea
ter
th
an
0
.
8
0
0
,
s
o
it
was
d
ec
lar
ed
to
h
av
e
a
h
ig
h
v
alid
ity
in
d
ex
[
2
6
]
.
T
h
e
co
n
s
tr
u
ct
test
f
u
r
th
er
s
tr
en
g
t
h
en
s
th
e
v
alid
ity
e
x
p
r
ess
ed
b
y
th
e
l
o
ad
in
g
f
ac
to
r
(
L
F)
v
alu
e
a
b
o
v
e
0
.
7
0
0
in
te
s
tin
g
u
s
in
g
Sm
ar
t
-
PLS
[
2
7
]
.
T
h
en
,
th
e
r
eliab
ilit
y
test
is
d
e
s
cr
ib
ed
th
r
o
u
g
h
th
e
co
m
p
o
s
ite
r
eliab
ilit
y
(
C
R
)
c
o
ef
f
icien
t,
Alp
h
a
v
alu
e,
an
d
av
er
a
g
e
v
a
r
ian
ce
ex
tr
ac
ted
(
AVE
)
.
T
h
e
r
esu
lts
o
b
tain
ed
f
o
r
all
co
n
s
tr
u
cts h
av
e
h
ig
h
r
eliab
ilit
y
[
2
8
]
.
T
ab
le
2
d
etails th
e
lev
el
o
f
r
eliab
ilit
y
i
n
th
is
s
tu
d
y
.
T
ab
le
1
.
Me
asu
r
in
g
th
e
v
alid
ity
o
f
th
e
q
u
esti
o
n
n
air
e
I
n
d
i
c
a
t
o
r
Ex
p
e
r
t
(
r
a
t
e
r
)
S₁
S₂
S₃
S₄
∑s
n
(
c
-
1)
V
C
o
n
st
r
u
c
t
I
2
3
4
LF
p
C
C
1
4
4
4
4
3
3
3
3
12
12
1
.
0
0
0
0
.
7
1
2
0
.
0
0
0
C
C
2
3
4
4
4
2
3
3
3
11
12
0
.
9
1
7
0
.
7
6
9
0
.
0
0
0
C
C
3
4
4
4
4
3
3
3
3
12
12
1
.
0
0
0
0
.
7
1
8
0
.
0
0
0
C
C
4
3
4
3
4
2
3
2
3
10
12
0
.
8
3
3
0
.
7
5
9
0
.
0
0
0
C
C
5
4
4
4
4
3
3
3
3
12
12
1
.
0
0
0
0
.
7
4
4
0
.
0
0
0
C
C
6
3
4
4
4
2
3
3
3
11
12
0
.
9
1
7
0
.
8
1
3
0
.
0
0
0
I
C
1
4
4
4
4
3
3
3
3
12
12
1
.
0
0
0
0
.
8
4
8
0
.
0
0
0
I
C
2
4
4
4
4
3
3
3
3
12
12
1
.
0
0
0
0
.
8
5
0
0
.
0
0
0
I
C
3
4
4
4
4
3
3
3
3
12
12
1
.
0
0
0
0
.
8
8
2
0
.
0
0
0
I
C
4
3
4
3
4
2
3
2
3
10
12
0
.
8
3
3
0
.
8
2
7
0
.
0
0
0
I
a
C
1
4
4
4
4
3
3
3
3
12
12
1
.
0
0
0
0
.
9
3
7
0
.
0
0
0
I
a
C
2
4
3
4
3
3
2
3
2
10
12
0
.
8
3
3
0
.
8
3
1
0
.
0
0
0
I
a
C
3
4
4
4
4
3
3
3
3
12
12
1
.
0
0
0
0
.
9
1
4
0
.
0
0
0
G
S
1
3
4
3
4
2
3
2
3
10
12
0
.
8
3
3
0
.
8
0
3
0
.
0
0
0
G
S
2
4
4
4
4
3
3
3
3
12
12
1
.
0
0
0
0
.
8
9
3
0
.
0
0
0
G
S
3
3
4
4
4
2
3
3
3
11
12
0
.
9
1
7
0
.
8
3
6
0
.
0
0
0
T
ab
le
2
.
Me
asu
r
in
g
th
e
r
eliab
i
lity
o
f
th
e
q
u
esti
o
n
n
air
e
C
o
n
st
r
u
c
t
M
e
a
n
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
A
l
p
h
a
CR
AVE
G
S
*
3
.
4
4
2
0
.
7
9
1
0
.
8
5
2
0
.
9
0
0
0
.
6
9
2
CC
3
.
5
2
4
0
.
8
2
8
0
.
8
4
2
0
.
9
0
5
0
.
7
6
1
IC
3
.
7
2
3
1
.
0
5
9
0
.
8
3
8
0
.
8
8
5
0
.
6
0
7
I
a
C
3
.
7
8
2
0
.
9
0
6
0
.
9
2
3
0
.
9
4
2
0
.
7
6
6
N
o
t
e
:
*
=
m
a
i
n
c
o
n
s
t
r
u
c
t
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
:
1
79
-
1
87
182
2
.
3
.
St
a
t
is
t
ica
l a
na
ly
s
is
B
ef
o
r
e
an
aly
s
is
,
th
e
d
ata
is
f
ir
s
t
f
ilter
ed
b
ased
o
n
th
e
cr
it
er
ia
ex
p
lain
e
d
i
n
th
e
p
r
ev
io
u
s
p
o
in
t
t
o
en
s
u
r
e
its
lev
el
o
f
r
atio
n
ality
.
W
e
u
s
ed
th
r
ee
d
if
f
er
e
n
t
s
tatis
tical
an
aly
s
is
m
eth
o
d
s
to
m
ea
s
u
r
e
th
e
d
ep
t
h
o
f
th
e
co
llected
d
ata.
First,
th
e
d
ata
was
an
aly
ze
d
d
escr
ip
tiv
ely
in
r
elatio
n
to
its
ce
n
tr
al
ten
d
e
n
cy
(
m
ea
n
,
m
ed
ia
n
,
m
o
d
e,
an
d
s
tan
d
ar
d
d
ev
iatio
n
)
an
d
f
o
llo
wed
b
y
ca
teg
o
r
izat
io
n
o
f
th
e
m
ea
n
s
co
r
e
b
ased
o
n
f
iv
e
ca
teg
o
r
ies,
n
am
ely
v
er
y
lo
w,
lo
w,
av
er
a
g
e,
h
ig
h
a
n
d
v
e
r
y
h
ig
h
,
wh
ic
h
ar
e
d
etailed
in
T
ab
le
3
.
Nex
t,
we
ca
r
r
ied
o
u
t
a
co
m
p
ar
is
o
n
test
to
v
is
u
alize
th
e
co
m
p
ar
is
o
n
b
etwe
en
d
im
e
n
s
io
n
s
an
d
in
d
icato
r
s
.
Po
s
t
h
o
c
test
u
s
in
g
T
u
k
e
y
T
est
m
eth
o
d
was
ad
o
p
te
d
to
m
ea
s
u
r
e
th
e
co
m
p
a
r
is
o
n
ac
c
u
r
ately
.
Descr
ip
tiv
e
test
in
g
an
d
p
o
s
t
h
o
c
test
s
wer
e
ca
r
r
ied
o
u
t
u
s
in
g
SP
SS
V
2
3
s
o
f
twar
e.
Me
an
wh
ile,
a
co
r
r
el
atio
n
test
with
th
e
h
elp
o
f
Sm
ar
tPLS
3
is
u
s
ed
to
m
ea
s
u
r
e
th
e
co
n
tr
ib
u
tio
n
o
f
ea
ch
d
im
en
s
io
n
i
n
co
n
s
tr
u
ctin
g
GS.
T
ab
le
3
.
Gr
ee
n
s
k
ills
lev
el
ca
teg
o
r
izatio
n
[
2
9
]
I
n
t
e
r
v
a
l
s
c
o
r
e
B
a
se
d
o
n
m
e
a
n
C
a
t
e
g
o
r
y
+
1
.
5
<
≤
+
3
.
0
3
.
2
6
–
4
.
0
0
V
e
r
y
h
i
g
h
+
0
<
≤
+
1
.
5
2
.
5
1
–
3
.
2
5
H
i
g
h
−
1
.
5
<
≤
+
0
1
.
7
6
–
2
.
5
0
Lo
w
−
3
.
0
≤
≤
−
1
.
5
1
.
0
0
–
1
.
7
5
V
e
r
y
l
ow
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
G
re
en
s
k
ills
lev
el
des
cr
i
ptio
n
T
h
e
lev
el
o
f
GS
in
teac
h
er
s
a
n
d
s
tu
d
e
n
ts
d
escr
ib
es
th
e
ex
te
n
t
to
w
h
ich
teac
h
er
s
an
d
s
tu
d
en
ts
h
av
e
co
m
p
eten
ce
in
co
g
n
itiv
e,
in
te
r
p
er
s
o
n
al
an
d
in
tr
ap
er
s
o
n
al
d
im
en
s
io
n
s
.
T
h
ese
th
r
ee
ar
e
b
as
ic
co
n
s
tr
u
ctio
n
s
o
r
g
en
er
al
co
n
s
tr
u
ctio
n
s
o
f
i
n
h
er
en
t
GS
an
d
ar
e
ab
le
t
o
b
ec
o
m
e
r
ea
d
in
ess
ca
p
ital
f
o
r
teac
h
er
s
an
d
s
tu
d
e
n
ts
in
h
elp
in
g
to
p
r
eser
v
e
th
e
e
n
v
ir
o
n
m
en
t.
I
n
th
is
ca
s
e,
all
d
im
en
s
io
n
s
o
f
GS
ar
e
d
eter
m
in
e
d
b
y
lev
el
ca
teg
o
r
ies,
wh
ich
r
ef
er
to
th
e
av
er
ag
e
s
c
o
r
e
(
m
ea
n
)
o
b
tain
ed
b
y
ea
ch
in
d
icato
r
an
d
th
e
to
tal
s
co
r
e
f
o
r
ea
ch
d
im
en
s
io
n
.
T
ab
le
4
p
r
esen
ts
th
e
lev
el
o
f
GS in
s
tu
d
en
ts
an
d
teac
h
er
s
.
As p
r
esen
ted
in
T
ab
le
3
,
th
e
IC
d
im
en
s
io
n
is
th
e
GS
d
im
en
s
io
n
with
th
e
h
i
g
h
est
lev
el
o
f
attain
m
en
t.
As
an
aly
ze
d
,
th
e
d
im
e
n
s
io
n
o
f
IC
am
o
n
g
s
tu
d
en
ts
is
at
th
e
h
ig
h
est
lev
el
(
M=
2
.
5
9
4
)
.
Me
an
wh
ile,
th
e
I
aC
d
im
en
s
io
n
was
th
e
d
im
en
s
io
n
with
th
e
l
o
west
lev
el
o
f
g
ain
(
M=
2
.
1
8
8
)
.
Fin
ally
,
th
e
CC
d
im
en
s
io
n
o
cc
u
p
ies
a
lo
w
ca
teg
o
r
y
lev
el
(
M=
2
.
3
0
0
)
.
I
n
th
is
d
im
en
s
io
n
,
all
in
d
icato
r
s
ar
e
in
th
e
s
p
o
tlig
h
t
b
ec
au
s
e
th
ey
h
av
e
a
lo
w
ca
t
eg
o
r
y
.
As
p
r
esen
ted
in
T
ab
le
4
,
th
e
d
im
en
s
io
n
o
f
teac
h
er
IC
is
th
e
d
im
en
s
io
n
t
h
at
also
o
b
tain
s
th
e
h
ig
h
est
l
ev
el
o
f
GS.
As
an
aly
ze
d
,
th
e
d
im
en
s
io
n
o
f
IC
in
teac
h
er
s
is
at
th
e
h
ig
h
est
lev
el
(
M=
2
.
9
1
7
)
.
Me
an
wh
ile,
t
h
e
I
aC
d
im
en
s
io
n
is
th
e
d
im
en
s
i
o
n
with
th
e
lo
west
lev
el
with
a
lo
w
ca
teg
o
r
y
(
M=
2
.
2
4
2
)
.
L
astl
y
,
th
e
CC
d
im
en
s
io
n
o
cc
u
p
ies a
h
ig
h
ca
te
g
o
r
y
l
ev
el
(
M=
2
.
6
3
9
)
.
T
ab
le
4
.
T
ea
c
h
er
’
s
an
d
s
tu
d
en
t
’
s
GS le
v
el
D
i
me
n
si
o
n
I
n
d
i
c
a
t
o
r
Te
a
c
h
e
r
s
S
t
u
d
e
n
t
s
A
v
e
r
a
g
e
C
a
t
e
g
o
r
y
A
v
e
r
a
g
e
C
a
t
e
g
o
r
y
CC
G
r
e
e
n
a
w
a
r
e
n
e
s
s
2
.
6
1
3
H
i
g
h
2
.
5
1
3
H
i
g
h
G
r
e
e
n
l
i
t
e
r
a
c
y
2
.
5
5
3
H
i
g
h
2
.
5
0
3
Lo
w
W
i
l
l
i
n
g
n
e
ss
t
o
l
e
a
r
n
s
u
s
t
a
i
n
a
b
l
e
d
e
v
e
l
o
p
m
e
n
t
2
.
6
7
1
H
i
g
h
2
.
3
6
0
Lo
w
N
e
e
d
s
a
n
a
l
y
s
i
s s
k
i
l
l
s
2
.
9
6
4
H
i
g
h
2
.
1
1
0
Lo
w
S
y
st
e
m a
n
d
r
i
s
k
a
n
a
l
y
s
i
s
2
.
8
8
5
H
i
g
h
2
.
1
7
9
Lo
w
G
r
e
e
n
i
n
n
o
v
a
t
i
o
n
sk
i
l
l
s
2
.
1
4
9
Lo
w
2
.
1
3
9
Lo
w
To
t
a
l
C
C
2
.
6
3
9
H
i
g
h
2
.
3
0
0
Lo
w
IC
G
r
e
e
n
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
s
k
i
l
l
s
2
.
7
9
8
Lo
w
2
.
4
1
3
Lo
w
C
o
mm
u
n
i
c
a
t
i
o
n
a
n
d
n
e
g
o
t
i
a
t
i
o
n
s
k
i
l
l
s
2
.
9
7
2
H
i
g
h
2
.
6
7
8
H
i
g
h
M
a
n
a
g
e
m
e
n
t
c
o
o
r
d
i
n
a
t
i
o
n
sk
i
l
l
s
2
.
9
9
1
H
i
g
h
2
.
6
9
2
H
i
g
h
G
r
e
e
n
mark
e
t
i
n
g
sk
i
l
l
s
2
.
9
0
8
H
i
g
h
2
.
6
6
1
H
i
g
h
To
t
a
l
I
C
2
.
9
1
7
H
i
g
h
2
.
5
9
4
H
i
g
h
I
a
C
A
d
a
p
t
a
t
i
o
n
a
n
d
g
r
e
e
n
t
r
a
n
si
t
i
o
n
2
.
5
3
4
H
i
g
h
2
.
5
1
6
H
i
g
h
G
r
e
e
n
e
n
t
r
e
p
r
e
n
e
u
r
sh
i
p
s
k
i
l
l
s
1
.
6
9
8
V
e
r
y
l
o
w
1
.
6
0
2
V
e
r
y
l
o
w
G
r
e
e
n
t
e
c
h
n
o
l
o
g
y
sk
i
l
l
s
2
.
4
9
3
Lo
w
2
.
4
4
7
Lo
w
To
t
a
l
I
a
C
2
.
2
4
2
Lo
w
2
.
1
8
8
Lo
w
T
h
ese
g
ain
s
ca
n
b
e
in
ter
p
r
et
ed
f
r
o
m
two
p
o
in
ts
o
f
v
iew
r
elate
d
to
th
e
av
er
a
g
e
o
f
tw
o
d
if
f
er
e
n
t
ca
teg
o
r
ies
o
b
tain
ed
b
y
teac
h
e
r
s
an
d
s
tu
d
en
ts
.
Firstl
y
,
th
e
o
v
er
all
GS
o
f
s
tu
d
en
ts
wer
e
f
o
u
n
d
to
b
e
at
a
lo
w
lev
el,
ev
en
th
o
u
g
h
th
e
r
esear
ch
was
co
n
d
u
cted
at
Ad
iwiy
ata
s
ch
o
o
ls
.
T
h
is
in
d
icate
s
th
at
en
v
ir
o
n
m
e
n
tal
ed
u
ca
tio
n
is
n
o
t
y
et
o
p
tim
al
in
its
im
p
lem
en
tatio
n
as
an
ef
f
o
r
t
to
eq
u
ip
s
tu
d
en
ts
with
GS
[
3
0
]
.
Ho
wev
er
,
IC
s
h
o
ws
h
ig
h
ac
ce
p
tan
ce
am
o
n
g
s
tu
d
en
ts
.
T
h
is
m
ea
n
s
th
at
IC
is
th
e
o
n
ly
d
im
en
s
io
n
o
f
GS
with
a
h
ig
h
lev
el
in
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
Gen
eric g
r
ee
n
s
kills
:
ma
tu
r
ity
leve
l o
f v
o
ca
tio
n
a
l e
d
u
c
a
tio
n
t
ea
ch
ers
a
n
d
s
tu
d
e
n
ts
in
…
(
F
a
r
id
Mu
to
h
h
a
r
i
)
183
s
tu
d
en
ts
.
T
h
is
m
ay
n
o
t
b
e
s
u
r
p
r
is
in
g
,
co
n
s
id
er
in
g
th
at
with
th
e
m
ass
iv
e
d
ev
elo
p
m
en
t
o
f
t
ec
h
n
o
lo
g
y
,
to
d
a
y
'
s
s
tu
d
en
ts
,
th
e
m
illen
n
ial
g
en
er
atio
n
,
ar
e
s
ee
n
as
b
ein
g
clo
s
er
to
tech
n
o
lo
g
y
f
o
r
th
e
p
u
r
p
o
s
e
o
f
s
ea
r
ch
in
g
f
o
r
in
f
o
r
m
atio
n
[
3
1
]
.
T
h
u
s
,
it
is
n
o
t
s
u
r
p
r
is
in
g
th
at
tech
n
ical
s
k
ills
,
in
clu
d
in
g
p
r
o
b
lem
-
s
o
lv
i
n
g
,
co
m
m
u
n
icatio
n
an
d
n
eg
o
tiatio
n
,
co
o
r
d
i
n
atio
n
an
d
m
ar
k
etin
g
,
a
r
e
q
u
ite
m
aster
ed
[
3
2
]
–
[
3
4
]
.
On
th
e
o
t
h
er
h
an
d
,
teac
h
er
s
o
v
er
all
h
av
e
a
h
ig
h
lev
el
o
f
m
atu
r
ity
in
GS.
T
h
is
in
d
icate
s
th
at
teac
h
er
s
ac
tu
ally
h
a
v
e
m
at
u
r
e
s
k
ills
b
u
t
n
ee
d
to
d
ev
el
o
p
teac
h
in
g
m
eth
o
d
s
t
o
teac
h
GS
ef
f
ec
tiv
el
y
to
th
ei
r
s
tu
d
en
ts
[
2
0
]
.
T
h
ese
r
esu
lts
also
in
v
ite
u
s
to
b
e
cr
itical
o
f
t
h
ese
f
in
d
i
n
g
s
,
th
a
t
GS
ar
e
in
v
er
s
ely
p
r
o
p
o
r
tio
n
al
b
etwe
en
teac
h
er
s
an
d
s
tu
d
en
ts
,
m
ea
n
in
g
th
a
t
th
er
e
is
a
g
a
p
in
th
e
t
r
an
s
f
er
o
f
g
r
ee
n
k
n
o
wled
g
e
an
d
s
k
ills
in
th
e
lear
n
in
g
p
r
o
ce
s
s
[
3
5
]
,
[
3
6
]
.
Ho
wev
e
r
,
s
tu
d
y
by
C
o
le
[
3
7
]
s
tated
th
at
t
h
e
r
o
le
o
f
teac
h
er
s
as
lear
n
in
g
m
a
n
ag
er
s
wh
o
ar
e
ab
le
to
en
co
u
r
a
g
e
s
tu
d
en
ts
to
g
r
ee
n
th
eir
s
k
ills
is
m
o
r
e
h
ig
h
lig
h
te
d
.
I
n
f
ac
t,
r
esear
ch
by
Ham
id
et
a
l
.
[
3
8
]
claim
ed
th
at
teac
h
er
s
in
d
e
v
elo
p
in
g
co
u
n
tr
y
h
a
v
e
a
g
r
ea
ter
ch
an
c
e
o
f
g
ettin
g
s
elf
-
d
ev
elo
p
m
en
t
o
p
p
o
r
tu
n
ities
r
elate
d
to
GS,
wh
ich
is
d
if
f
er
en
t
f
r
o
m
s
tu
d
e
n
ts
wh
o
r
ely
m
o
r
e
o
n
r
eso
u
r
ce
s
f
r
o
m
teac
h
e
r
s
a
n
d
p
e
r
h
ap
s
f
r
o
m
t
h
em
lear
n
in
g
in
d
ep
en
d
e
n
tly
if
th
ey
ar
e
ab
le
t
o
d
ir
ec
t th
e
m
s
elv
es to
lear
n
GS
.
3
.
2
.
Dif
f
er
ence
s
in g
re
en
s
k
ills
lev
els bet
wee
n
dim
ens
io
n
s
C
o
m
p
ar
is
o
n
s
n
ee
d
to
b
e
ca
r
r
i
ed
o
u
t
as
an
e
f
f
o
r
t
t
o
co
n
s
id
e
r
ten
d
en
cies
in
th
e
p
r
io
r
ity
s
ca
le
to
b
e
d
ir
ec
ted
to
war
d
s
im
p
r
o
v
em
e
n
t.
W
e
en
s
u
r
e
th
at
th
e
co
m
p
ar
is
o
n
r
ef
er
e
n
ce
s
ca
le
r
an
g
es
f
r
o
m
o
n
e
t
o
f
o
u
r
to
av
o
id
an
aly
s
is
er
r
o
r
s
in
SP
SS
.
W
e
ca
r
r
ied
o
u
t
two
tes
ts
at
o
n
ce
u
s
in
g
a
s
ig
n
if
ican
ce
lev
el
o
f
o
n
e
p
er
ce
n
t
an
d
f
iv
e
p
e
r
ce
n
t.
As
p
r
esen
ted
i
n
T
ab
le
5
,
th
e
p
o
s
t
h
o
c
test
u
s
in
g
th
e
Du
n
n
et
C
test
m
eth
o
d
s
h
o
ws
th
at
th
e
r
e
ar
e
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
in
all
d
im
en
s
io
n
s
.
T
h
is
m
ea
n
s
th
at
all
d
im
en
s
io
n
s
ac
tu
ally
h
av
e
ac
ce
p
tan
ce
th
at
is
n
o
t
m
u
ch
d
if
f
er
en
t.
T
h
ese
r
es
u
lts
s
h
o
w
th
at
th
e
co
m
p
ar
is
o
n
b
etwe
en
co
m
p
eten
cies
s
h
o
ws
th
at
th
er
e
ar
e
n
o
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
,
g
iv
in
g
an
im
p
o
r
tan
t
s
ig
n
al
th
at
all
co
m
p
eten
cies
n
ee
d
to
b
e
co
m
p
r
e
h
en
s
iv
ely
im
p
r
o
v
e
d
[
1
0
]
.
T
h
e
r
ef
o
r
e
,
Ham
za
et
a
l
.
[
3
9
]
s
u
g
g
est
ed
im
p
r
o
v
in
g
GS
th
r
o
u
g
h
t
h
r
ee
asp
ec
ts
,
n
am
ely
s
tr
en
g
th
en
in
g
c
o
llab
o
r
atio
n
with
s
tak
eh
o
ld
er
s
,
d
ev
elo
p
in
g
t
ea
ch
er
p
r
o
f
ess
io
n
alis
m
,
an
d
s
tr
en
g
th
en
i
n
g
a
s
o
lid
f
o
u
n
d
atio
n
,
esp
ec
ially
f
o
r
s
tu
d
en
ts
r
elate
d
to
e
n
v
ir
o
n
m
e
n
tal
awa
r
en
ess
.
R
esear
ch
b
y
Ham
id
et
a
l
.
[
3
8
]
p
r
o
v
id
es
f
ir
m
co
n
f
ir
m
atio
n
th
at
b
u
ild
in
g
h
u
m
a
n
r
eso
u
r
ce
s
in
ed
u
ca
tio
n
is
th
e
m
o
s
t
im
p
o
r
tan
t
asp
ec
t
as
an
ef
f
o
r
t
to
g
r
ee
n
th
e
ec
o
n
o
m
y
an
d
in
d
u
s
tr
y
.
I
n
th
is
asp
ec
t,
G
S
th
at
ar
e
b
u
ilt
f
r
o
m
awa
r
en
ess
ar
e
an
o
r
ien
tatio
n
th
at
m
u
s
t
c
o
n
tin
u
e
to
b
e
d
e
v
elo
p
ed
.
I
n
ad
d
itio
n
,
s
ev
er
al
s
tu
d
ies
[
3
6
]
,
[
3
7
]
r
ev
ea
led
th
at
im
p
r
o
v
in
g
GS
th
r
o
u
g
h
ed
u
ca
tio
n
is
also
in
f
lu
en
ce
d
b
y
th
e
r
ea
d
in
ess
o
f
s
ch
o
o
l in
f
r
astru
ctu
r
e
.
T
ab
le
5
.
C
o
m
p
a
r
is
o
n
b
etwe
en
d
im
en
s
io
n
s
o
f
GS
lev
els
C
o
m
p
a
r
i
so
n
b
e
t
w
e
e
n
d
i
m
e
n
si
o
n
s
Te
a
c
h
e
r
s
S
t
u
d
e
n
t
s
M
e
a
n
d
i
f
f
.
S
i
g
D
e
c
.
M
e
a
n
d
i
f
f
.
S
i
g
D
e
c
.
CC
IC
-
0
.
2
7
8
0
.
1
3
3
S
a
me
-
0
.
2
9
4
0
.
1
2
5
S
a
me
I
a
C
0
.
3
9
7
0
.
0
7
9
S
a
me
0
.
1
1
2
0
.
2
1
8
S
a
me
IC
CC
0
.
2
7
8
0
.
1
3
3
S
a
me
0
.
2
9
4
0
.
1
2
5
S
a
me
I
a
C
0
.
6
7
5
0
.
0
4
8
D
i
f
f
e
r
e
n
t
0
.
4
0
6
0
.
0
6
4
S
a
me
I
a
C
CC
-
0
.
3
9
7
0
.
0
7
9
S
a
me
-
0
.
1
1
2
0
.
2
1
8
S
a
me
IC
-
0
.
6
7
5
0
.
0
4
8
S
a
me
-
0
.
4
0
6
0
.
0
6
4
S
a
me
3
.
3
.
G
re
en
s
k
ills
co
ns
t
ruct
io
n is
ba
s
ed
o
n d
im
ens
io
ns
Alth
o
u
g
h
v
ar
i
o
u
s
th
e
o
r
ies
p
r
o
v
id
e
co
n
f
id
e
n
ce
th
at
th
e
lev
el
o
f
GS
in
teac
h
er
s
an
d
s
tu
d
en
ts
ca
n
n
o
t
b
e
s
ep
ar
ated
f
r
o
m
th
e
ex
ten
t
o
f
t
h
eir
co
g
n
itiv
e,
in
ter
p
e
r
s
o
n
al
an
d
in
tr
ap
er
s
o
n
al
co
m
p
eten
cie
s
.
Ho
wev
er
,
we
d
o
n
o
t
p
r
o
p
o
s
e
h
y
p
o
th
eses
th
at
d
ep
ar
t
f
r
o
m
e
x
is
tin
g
th
eo
r
ies.
W
e
o
n
ly
test
ed
th
e
e
x
ten
t
to
wh
ich
th
ese
th
r
ee
asp
ec
ts
co
n
s
tr
u
ct
GS
in
v
o
ca
ti
o
n
al
s
ch
o
o
l
teac
h
er
s
an
d
s
tu
d
en
ts
.
Ou
r
m
ain
c
o
n
s
id
er
atio
n
i
n
an
aly
zi
n
g
it
is
to
m
ap
a
p
r
io
r
ity
s
ca
le
to
d
im
en
s
io
n
s
to
m
a
k
e
s
y
s
tem
atic
im
p
r
o
v
em
en
ts
.
W
e
ca
r
r
ie
d
o
u
t
two
test
s
at
o
n
ce
u
s
in
g
a
s
ig
n
if
ican
ce
lev
el
o
f
1%
an
d
5%
.
I
n
th
is
ca
s
e,
ea
ch
d
im
en
s
io
n
r
ep
r
esen
ts
d
ata
f
r
o
m
ea
ch
in
d
icato
r
,
wh
ile
g
r
ee
n
f
in
e
(
GS)
r
ep
r
esen
ts
to
tal
d
ata
f
r
o
m
ea
ch
d
im
en
s
io
n
.
Sm
ar
t
-
PLS
was
u
s
ed
as
a
to
o
l
f
o
r
d
ata
an
aly
s
is
,
an
d
it
was
c
o
n
f
ir
m
ed
t
h
at
th
e
n
u
m
b
er
o
f
s
am
p
les
h
a
d
m
et
th
e
cr
iter
ia.
T
a
b
le
6
an
d
F
ig
u
r
e
1
p
r
esen
t
th
e
r
esu
lts
o
f
a
d
etailed
a
n
aly
s
is
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
GS
an
d
GS
d
im
en
s
io
n
s
.
T
h
e
co
n
s
tr
u
ctio
n
o
f
GS
wh
ich
in
clu
d
es th
e
th
r
ee
s
p
ec
if
ied
d
im
en
s
io
n
s
was te
s
ted
s
ig
n
if
ica
n
tly
.
T
h
is
g
iv
es a
s
tr
o
n
g
s
ig
n
al
th
at
th
ese
th
r
ee
ar
e
m
ajo
r
b
asic a
s
s
ets f
o
r
teac
h
er
s
an
d
s
tu
d
en
ts
in
i
n
f
lu
en
cin
g
th
e
ac
h
iev
em
en
t
o
f
GS
.
R
esear
ch
f
r
o
m
Pav
lo
v
a
[
4
0
]
c
o
n
f
ir
m
ed
th
at
co
g
n
itiv
e,
in
ter
p
er
s
o
n
al
a
n
d
i
n
tr
ap
er
s
o
n
al
co
m
p
eten
cies
ar
e
g
en
er
al
g
r
ee
n
co
m
p
eten
cie
s
th
at
m
u
s
t
b
e
m
aster
ed
.
All
t
h
r
ee
ar
e
in
ter
co
n
n
ec
ted
an
d
b
u
ild
GS
as
a
wh
o
le.
T
h
is
is
also
ag
r
ee
d
with
o
th
er
r
esear
ch
wh
ich
r
ev
ea
ls
th
at
th
ese
th
r
ee
a
r
e
th
e
f
o
u
n
d
atio
n
f
o
r
g
r
ee
n
in
g
v
o
ca
tio
n
al
s
ch
o
o
ls
wh
ich
ar
e
o
r
ien
ted
to
wa
r
d
s
h
elp
in
g
b
u
ild
a
g
r
ee
n
ec
o
n
o
m
y
th
r
o
u
g
h
g
r
ee
n
in
g
in
d
u
s
tr
y
[
8
]
,
[
4
1
]
.
T
h
e
CC
d
im
en
s
io
n
r
ef
e
r
s
to
th
e
f
u
n
d
am
e
n
tal
asp
ec
ts
n
ee
d
e
d
as
a
b
asis
f
o
r
b
u
ild
i
n
g
e
n
v
ir
o
n
m
en
tall
y
f
r
ien
d
ly
b
eh
a
v
io
r
.
T
h
ese
f
u
n
d
am
en
tals
ar
e
v
e
r
y
n
ec
ess
ar
y
,
b
ec
au
s
e
th
ey
r
elate
to
th
in
g
s
t
h
at
ar
e
p
ar
ticip
ato
r
y
an
d
liter
ate
in
im
p
lem
en
tin
g
en
v
ir
o
n
m
e
n
tally
f
r
ien
d
ly
wo
r
k
p
r
o
ce
s
s
es
wh
ich
ar
e
v
er
y
im
p
o
r
tan
t
to
b
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
:
1
79
-
1
87
184
im
p
lem
en
ted
b
y
HR
in
VE
[
4
2
]
.
T
h
en
,
IC
in
GS is r
ela
ted
t
o
p
r
o
b
lem
an
al
y
s
is
s
k
ill
s
an
d
h
o
w
to
ca
m
p
aig
n
f
o
r
th
e
g
r
ee
n
m
o
v
em
en
t
to
o
th
er
p
e
o
p
le
o
r
g
r
o
u
p
s
.
T
h
is
is
v
er
y
im
p
o
r
tan
t,
b
ec
au
s
e
it
is
h
o
p
e
d
th
a
t
en
v
ir
o
n
m
en
tally
f
r
ien
d
l
y
h
u
m
an
r
eso
u
r
ce
s
will
also
b
e
ab
le
to
ca
m
p
aig
n
f
o
r
en
v
ir
o
n
m
en
tally
f
r
ien
d
ly
m
o
v
em
en
ts
wid
ely
[
4
3
]
.
Fi
n
ally
,
I
aC
is
g
en
er
ally
im
p
licit
in
th
e
g
r
o
wth
o
f
g
r
ee
n
en
tr
ep
r
e
n
eu
r
s
h
ip
.
E
n
v
ir
o
n
m
en
tally
f
r
ien
d
ly
en
t
r
ep
r
en
e
u
r
s
h
ip
s
k
ills
ar
e
ex
p
e
cted
to
b
e
at
th
e
f
o
r
ef
r
o
n
t
o
f
b
u
ild
in
g
a
g
r
ee
n
ec
o
n
o
m
y
in
th
e
f
u
tu
r
e
[
4
4
]
,
[
4
5
]
.
T
ab
le
6
.
Path
an
al
y
s
is
r
esu
lt
P
a
t
h
Est
i
m
a
t
e
d
SE
p
D
e
c
i
s
i
o
n
G
S
c
o
n
st
r
u
c
t
i
o
n
CC
→
GS
0
.
3
6
8
0
.
0
0
0
0
.
0
0
0
*
*
S
i
g
n
i
f
i
c
a
n
t
IC
→
GS
0
.
3
0
0
0
.
0
0
0
0
.
0
0
0
*
*
S
i
g
n
i
f
i
c
a
n
t
I
a
C
→
GS
0
.
1
6
1
0
.
0
0
2
0
.
0
0
0
*
S
i
g
n
i
f
i
c
a
n
t
C
o
r
r
e
l
a
t
i
o
n
b
e
t
w
e
e
n
v
a
r
i
a
b
l
e
s
CC
↔
IC
0
.
7
6
8
0
.
0
0
0
0
.
0
0
0
*
*
S
i
g
n
i
f
i
c
a
n
t
CC
↔
I
a
C
0
.
6
1
9
0
.
0
0
5
0
.
0
0
0
*
*
S
i
g
n
i
f
i
c
a
n
t
IC
↔
I
a
C
0
.
1
9
8
0
.
0
0
1
0
.
0
0
4
*
S
i
g
n
i
f
i
c
a
n
t
Th
e
l
e
v
e
l
o
f
s
i
g
n
i
f
i
c
a
n
c
e
*
p
<
0
.
0
5
;
*
*
p
<
0
.
0
1
Fig
u
r
e
1
.
Path
a
n
aly
s
is
4.
CO
NCLU
SI
O
N
E
v
en
th
o
u
g
h
g
r
ee
n
s
k
ills
ar
e
b
ein
g
p
r
o
m
o
ted
a
lo
t,
o
n
e
o
f
wh
ich
is
th
r
o
u
g
h
th
e
Ad
iwiy
ata
s
ch
o
o
l
p
r
o
g
r
a
m
in
I
n
d
o
n
esia,
th
e
p
r
o
ce
s
s
o
f
lear
n
in
g
th
e
m
s
till
f
ac
es
s
ig
n
if
ican
t
o
b
s
tacle
s
in
v
o
ca
tio
n
al
ed
u
ca
tio
n
.
T
h
is
h
as
b
ee
n
p
r
o
v
en
th
r
o
u
g
h
an
aly
s
is
o
f
th
e
lev
el
o
f
GS
in
teac
h
er
s
an
d
s
tu
d
en
ts
,
s
o
it
s
ti
ll
n
ee
d
s
to
b
e
re
-
ev
alu
ated
.
T
h
e
lack
o
f
ac
h
iev
em
en
t
o
f
GS
is
d
u
e
to
th
e
n
o
n
-
o
p
tim
al
im
p
lem
en
tatio
n
o
f
en
v
ir
o
n
m
e
n
tal
ed
u
ca
tio
n
as
co
n
ce
p
tu
alize
d
in
th
e
Ad
iwiy
ata
p
r
o
g
r
am
.
T
h
e
m
o
s
t
im
p
o
r
tan
t
th
in
g
th
at
i
s
s
till
n
eg
lecte
d
b
y
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
ls
is
th
at
s
tu
d
en
t
co
m
p
eten
cy
is
s
till
lo
w,
wh
ile
teac
h
er
s
ar
e
in
a
h
ig
h
p
o
s
itio
n
.
T
h
is
in
d
icate
s
th
at
teac
h
er
s
n
ee
d
r
ein
f
o
r
ce
m
e
n
t
o
n
h
o
w
to
teac
h
GS
ef
f
ec
tiv
ely
to
th
eir
s
tu
d
en
ts
.
T
h
er
ef
o
r
e,
it
is
v
er
y
im
p
o
r
tan
t
to
d
ev
elo
p
g
r
e
en
p
ed
ag
o
g
y
-
b
ased
teac
h
in
g
co
m
p
eten
cies
o
p
tim
ally
.
A
p
ar
t
f
r
o
m
th
at,
i
n
th
is
ca
s
e
s
y
n
er
g
y
is
n
ee
d
e
d
f
r
o
m
a
ll lev
els o
f
s
o
ciety
to
p
lay
a
r
o
le
in
b
u
ild
in
g
a
s
u
s
tain
ab
le
g
r
e
en
s
ch
o
o
l to
g
eth
er
.
RE
F
E
R
E
NC
E
S
[
1
]
W
o
r
l
d
W
i
l
d
l
i
f
e
F
u
n
d
,
“
E
n
v
i
r
o
n
m
e
n
t
a
l
d
a
ma
g
e
,
”
W
o
rl
d
Wi
l
d
l
i
f
e
F
u
n
d
,
2
0
2
2
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
w
w
w
.
w
o
r
l
d
w
i
l
d
l
i
f
e
.
o
r
g
/
p
a
g
e
s/
l
i
v
i
n
g
-
p
l
a
n
e
t
-
r
e
p
o
r
t
-
2
0
2
2
.
[
2
]
M
.
D
e
m
i
r
,
H
.
R
j
o
u
b
,
a
n
d
M
.
Y
e
si
l
t
a
s,
“
En
v
i
r
o
n
me
n
t
a
l
a
w
a
r
e
n
e
ss a
n
d
g
u
e
st
s’
i
n
t
e
n
t
i
o
n
t
o
v
i
s
i
t
g
r
e
e
n
h
o
t
e
l
s:
t
h
e
med
i
a
t
i
o
n
r
o
l
e
o
f
c
o
n
su
mp
t
i
o
n
v
a
l
u
e
s,”
PLo
S
O
N
E
,
v
o
l
.
1
6
,
n
o
.
5
,
p
.
e
0
2
4
8
8
1
5
,
2
0
2
1
,
d
o
i
:
1
0
.
1
3
7
1
/
j
o
u
r
n
a
l
.
p
o
n
e
.
0
2
4
8
8
1
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
Gen
eric g
r
ee
n
s
kills
:
ma
tu
r
ity
leve
l o
f v
o
ca
tio
n
a
l e
d
u
c
a
tio
n
t
ea
ch
ers
a
n
d
s
tu
d
e
n
ts
in
…
(
F
a
r
id
Mu
to
h
h
a
r
i
)
185
[
3
]
H
.
F
a
n
,
H
.
M
.
I
smai
l
,
a
n
d
S
.
M
.
R
e
z
a
,
“
Te
c
h
n
o
l
o
g
i
c
a
l
i
n
n
o
v
a
t
i
o
n
,
i
n
f
r
a
s
t
r
u
c
t
u
r
e
a
n
d
i
n
d
u
s
t
r
i
a
l
g
r
o
w
t
h
i
n
B
a
n
g
l
a
d
e
sh
:
e
mp
i
r
i
c
a
l
e
v
i
d
e
n
c
e
f
r
o
m a
r
d
l
a
n
d
g
r
a
n
g
e
r
c
a
u
sa
l
i
t
y
a
p
p
r
o
a
c
h
,
”
Asi
a
n
E
c
o
n
o
m
i
c
a
n
d
F
i
n
a
n
c
i
a
l
Re
v
i
e
w
,
v
o
l
.
8
,
n
o
.
7
,
p
p
.
9
6
4
–
9
8
5
,
2
0
1
8
,
d
o
i
:
1
0
.
1
8
4
8
8
/
j
o
u
r
n
a
l
.
a
e
f
r
.
2
0
1
8
.
8
7
.
9
6
4
.
9
8
5
.
[
4
]
L.
F
u
e
t
a
l
.
,
“
E
n
v
i
r
o
n
m
e
n
t
a
l
a
w
a
r
e
n
e
ss
a
n
d
p
r
o
-
e
n
v
i
r
o
n
m
e
n
t
a
l
b
e
h
a
v
i
o
r
w
i
t
h
i
n
C
h
i
n
a
’
s
r
o
a
d
f
r
e
i
g
h
t
t
r
a
n
s
p
o
r
t
a
t
i
o
n
i
n
d
u
s
t
r
y
:
mo
d
e
r
a
t
i
n
g
r
o
l
e
o
f
p
e
r
c
e
i
v
e
d
p
o
l
i
c
y
e
f
f
e
c
t
i
v
e
n
e
ss,
”
J
o
u
r
n
a
l
o
f
C
l
e
a
n
e
r
P
ro
d
u
c
t
i
o
n
,
v
o
l
.
2
5
2
,
n
o
.
1
,
p
.
1
1
9
7
9
6
,
A
p
r
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
j
c
l
e
p
r
o
.
2
0
1
9
.
1
1
9
7
9
6
.
[
5
]
M.
-
M
.
G
e
n
g
a
n
d
L.
-
Y
.
H
e
,
“
En
v
i
r
o
n
me
n
t
a
l
r
e
g
u
l
a
t
i
o
n
,
e
n
v
i
r
o
n
me
n
t
a
l
a
w
a
r
e
n
e
ss
a
n
d
e
n
v
i
r
o
n
m
e
n
t
a
l
g
o
v
e
r
n
a
n
c
e
sa
t
i
sf
a
c
t
i
o
n
,
”
S
u
s
t
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
3
,
n
o
.
7
,
p
.
3
9
6
0
,
A
p
r
.
2
0
2
1
,
d
o
i
:
1
0
.
3
3
9
0
/
su
1
3
0
7
3
9
6
0
.
[
6
]
A
.
G
o
u
g
h
,
J.
C
.
-
K
.
Le
e
,
a
n
d
E.
P
.
K
.
Tsa
n
g
,
G
re
e
n
sc
h
o
o
l
s
g
l
o
b
a
l
l
y
:
s
t
o
r
i
e
s
o
f
i
m
p
a
c
t
o
n
e
d
u
c
a
t
i
o
n
f
o
r
su
s
t
a
i
n
a
b
l
e
d
e
v
e
l
o
p
m
e
n
t
.
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
2
0
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
3
-
0
3
0
-
4
6
8
2
0
-
0.
[
7
]
Y
.
M
a
o
,
K
.
Li
u
,
a
n
d
J.
Z
h
o
u
,
“
E
v
o
l
u
t
i
o
n
o
f
g
r
e
e
n
i
n
d
u
st
r
i
a
l
g
r
o
w
t
h
b
e
t
w
e
e
n
Eu
r
o
p
e
a
n
d
C
h
i
n
a
b
a
s
e
d
o
n
t
h
e
e
n
e
r
g
y
c
o
n
su
m
p
t
i
o
n
mo
d
e
l
,
”
S
u
st
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
1
,
n
o
.
2
4
,
p
.
7
1
6
8
,
D
e
c
.
2
0
1
9
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
1
2
4
7
1
6
8
.
[
8
]
E.
Y
a
f
i
,
S
.
Te
h
se
e
n
,
a
n
d
S
.
A
.
H
a
i
d
e
r
,
“
I
mp
a
c
t
o
f
g
r
e
e
n
t
r
a
i
n
i
n
g
o
n
e
n
v
i
r
o
n
me
n
t
a
l
p
e
r
f
o
r
m
a
n
c
e
t
h
r
o
u
g
h
med
i
a
t
i
n
g
r
o
l
e
o
f
c
o
m
p
e
t
e
n
c
i
e
s
a
n
d
mo
t
i
v
a
t
i
o
n
,
”
S
u
s
t
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
3
,
n
o
.
1
0
,
p
.
5
6
2
4
,
M
a
y
2
0
2
1
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
3
1
0
5
6
2
4
.
[
9
]
E.
S
.
K
a
ss
i
m,
T.
A
.
M
.
Ta
j
m
i
,
H
.
H
a
i
r
u
d
d
i
n
,
A
.
M
.
A
.
M
a
l
i
k
,
a
n
d
S
.
U
.
M
.
To
b
i
,
“
M
a
p
p
i
n
g
so
c
i
a
l
e
n
t
e
r
p
r
i
s
e
t
o
s
u
st
a
i
n
a
b
l
e
d
e
v
e
l
o
p
me
n
t
g
o
a
l
s,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
E
n
v
i
ro
n
m
e
n
t
a
n
d
S
u
s
t
a
i
n
a
b
l
e
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
1
9
,
n
o
.
2
,
p
p
.
2
0
9
–
2
3
7
,
2
0
2
0
,
d
o
i
:
1
0
.
1
5
0
4
/
I
JES
D
.
2
0
2
0
.
1
0
6
6
7
4
.
[
1
0
]
M
.
P
a
v
l
o
v
a
,
T
e
c
h
n
o
l
o
g
y
a
n
d
v
o
c
a
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
f
o
r
su
s
t
a
i
n
a
b
l
e
d
e
v
e
l
o
p
m
e
n
t
:
e
m
p
o
w
e
r
i
n
g
i
n
d
i
v
i
d
u
a
l
s
f
o
r
t
h
e
f
u
t
u
r
e
,
D
o
r
d
r
e
c
h
t
:
S
p
r
i
n
g
e
r
N
e
t
h
e
r
l
a
n
d
s,
2
0
0
9
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
1
-
4
0
2
0
-
5
2
7
9
-
8.
[
1
1
]
M
.
J.
A
.
d
e
l
O
l
m
o
-
F
e
r
n
á
n
d
e
z
,
C
.
R
o
d
r
í
g
u
e
z
-
Ji
mé
n
e
z
,
M
.
J.
S
a
n
t
o
s
-
V
i
l
l
a
l
b
a
,
a
n
d
G
.
G
ó
m
e
z
-
G
a
r
c
í
a
,
“
S
u
s
t
a
i
n
a
b
l
e
d
e
v
e
l
o
p
m
e
n
t
e
d
u
c
a
t
i
o
n
i
n
t
h
e
u
n
i
v
e
r
s
i
t
y
c
o
n
t
e
x
t
:
a
b
i
b
l
i
o
met
r
i
c
a
n
a
l
y
si
s
,
”
F
o
rm
a
c
i
ó
n
u
n
i
v
e
rs
i
t
a
ri
a
,
v
o
l
.
1
4
,
n
o
.
3
,
p
p
.
8
5
–
9
4
,
Ju
n
.
2
0
2
1
,
d
o
i
:
1
0
.
4
0
6
7
/
S
0
7
1
8
-
5
0
0
6
2
0
2
1
0
0
0
3
0
0
0
8
5
.
[
1
2
]
C
.
J
a
e
g
e
r
,
“
C
h
o
i
c
e
f
o
r
C
h
i
n
a
:
w
h
a
t
r
o
l
e
f
o
r
v
o
c
a
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
i
n
g
r
e
e
n
g
r
o
w
t
h
?
”
C
h
i
n
a
&
W
o
rl
d
Ec
o
n
o
m
y
,
v
o
l
.
2
2
,
n
o
.
5
,
p
p
.
5
5
–
7
5
,
S
e
p
.
2
0
1
4
,
d
o
i
:
1
0
.
1
1
1
1
/
j
.
1
7
4
9
-
1
2
4
X
.
2
0
1
4
.
1
2
0
8
4
.
x
.
[
1
3
]
S
.
B
i
l
l
e
t
t
,
Vo
c
a
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
:
p
u
r
p
o
s
e
s,
t
r
a
d
i
t
i
o
n
s
a
n
d
p
ro
sp
e
c
t
s
.
D
o
r
d
r
e
c
h
t
:
S
p
r
i
n
g
e
r
N
e
t
h
e
r
l
a
n
d
s,
2
0
1
1
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
94
-
0
0
7
-
1
9
5
4
-
5.
[
1
4
]
A
.
A
.
O
l
a
j
i
r
e
,
“
T
h
e
b
r
e
w
i
n
g
i
n
d
u
st
r
y
a
n
d
e
n
v
i
r
o
n
me
n
t
a
l
c
h
a
l
l
e
n
g
e
s,
”
J
o
u
r
n
a
l
o
f
C
l
e
a
n
e
r
Pr
o
d
u
c
t
i
o
n
,
v
o
l
.
2
5
6
,
n
o
.
1
,
p
.
1
0
2
8
1
7
,
M
a
y
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
j
c
l
e
p
r
o
.
2
0
1
2
.
0
3
.
0
0
3
.
[
1
5
]
A
.
K
a
l
i
a
p
p
a
n
a
n
d
H
.
H
a
mi
d
,
“
G
r
e
e
n
t
e
c
h
n
o
l
o
g
y
:
a
m
u
st
o
r
a
n
e
e
d
i
n
TV
ET
e
d
u
c
a
t
i
o
n
i
n
M
a
l
a
y
s
i
a
?
”
J
o
u
r
n
a
l
o
f
T
e
c
h
n
i
c
a
l
Ed
u
c
a
t
i
o
n
a
n
d
T
ra
i
n
i
n
g
,
v
o
l
.
1
3
,
n
o
.
1
,
p
p
.
8
6
–
9
6
,
2
0
2
1
,
d
o
i
:
1
0
.
3
0
8
8
0
/
j
t
e
t
.
2
0
2
1
.
1
3
.
0
1
.
0
0
9
.
[
1
6
]
S
.
M
c
G
r
a
t
h
a
n
d
L.
P
o
w
e
l
l
,
“
S
k
i
l
l
s
f
o
r
su
s
t
a
i
n
a
b
l
e
d
e
v
e
l
o
p
m
e
n
t
:
t
r
a
n
sf
o
r
mi
n
g
v
o
c
a
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
a
n
d
t
r
a
i
n
i
n
g
b
e
y
o
n
d
2
0
1
5
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
5
0
,
n
o
.
1
,
p
p
.
1
2
–
1
9
,
S
e
p
.
2
0
1
6
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
i
j
e
d
u
d
e
v
.
2
0
1
6
.
0
5
.
0
0
6
.
[
1
7
]
N
.
K
h
o
l
i
f
a
h
,
M
.
S
.
K
u
r
d
i
,
M
.
N
u
r
t
a
n
t
o
,
F
.
M
u
t
o
h
h
a
r
i
,
M
.
F
a
w
a
i
d
,
a
n
d
T.
S
.
S
u
b
r
a
ma
n
i
a
m,
“
Th
e
r
o
l
e
o
f
t
e
a
c
h
e
r
sel
f
-
e
f
f
i
c
a
c
y
o
n
t
h
e
i
n
st
r
u
c
t
i
o
n
a
l
q
u
a
l
i
t
y
i
n
2
1
st
c
e
n
t
u
r
y
:
a
s
t
u
d
y
o
n
v
o
c
a
t
i
o
n
a
l
t
e
a
c
h
e
r
s
,
I
n
d
o
n
e
si
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
se
a
rc
h
i
n
E
d
u
c
a
t
i
o
n
(
I
J
E
RE)
,
v
o
l
.
1
2
,
n
o
.
2
,
p
p
.
9
9
8
–
1
0
0
6
,
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
3
9
4
9
.
[
1
8
]
N
.
K
h
o
l
i
f
a
h
,
H
.
S
o
f
y
a
n
,
P
a
r
d
j
o
n
o
,
P
.
S
u
d
i
r
a
,
a
n
d
M
.
N
u
r
t
a
n
t
o
,
“
Ex
p
l
i
c
a
t
i
n
g
t
h
e
e
x
p
e
r
i
e
n
c
e
o
f
b
e
g
i
n
n
e
r
v
o
c
a
t
i
o
n
a
l
t
e
a
c
h
e
r
s,
”
T
EM
J
o
u
rn
a
l
,
v
o
l
.
1
0
,
n
o
.
2
,
p
p
.
7
1
9
–
7
2
3
,
M
a
y
2
0
2
1
,
d
o
i
:
1
0
.
1
8
4
2
1
/
TE
M
1
0
2
-
2
8
.
[
1
9
]
M
.
P
a
v
l
o
v
a
a
n
d
M
.
S
i
n
g
h
,
Re
c
o
g
n
i
zi
n
g
g
re
e
n
s
k
i
l
l
s
t
h
ro
u
g
h
n
o
n
-
f
o
rm
a
l
l
e
a
r
n
i
n
g
:
a
c
o
m
p
a
ra
t
i
v
e
s
t
u
d
y
i
n
Asi
a
,
S
i
n
g
a
p
o
r
e
:
S
p
r
i
n
g
e
r
N
a
t
u
r
e
S
i
n
g
a
p
o
r
e
,
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
9
8
1
-
19
-
2
0
7
2
-
1.
[
2
0
]
M
.
N
.
H
a
n
d
a
y
a
n
i
,
M
.
A
l
i
,
D
.
W
a
h
y
u
d
i
n
,
a
n
d
M
.
M
u
k
h
i
d
i
n
,
“
G
r
e
e
n
s
k
i
l
l
s
u
n
d
e
r
st
a
n
d
i
n
g
o
f
a
g
r
i
c
u
l
t
u
r
a
l
v
o
c
a
t
i
o
n
a
l
s
c
h
o
o
l
t
e
a
c
h
e
r
s
a
r
o
u
n
d
W
e
s
t
Ja
v
a
I
n
d
o
n
e
s
i
a
,
”
I
n
d
o
n
e
s
i
a
n
J
o
u
rn
a
l
o
f
S
c
i
e
n
c
e
a
n
d
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
5
,
n
o
.
1
,
p
p
.
2
0
–
2
9
,
Jan
.
2
0
2
0
,
d
o
i
:
1
0
.
1
7
5
0
9
/
i
j
o
s
t
.
v
5
i
1
.
2
2
8
9
7
.
[
2
1
]
L.
M
.
R
e
a
a
n
d
R
.
A
.
P
a
r
k
e
r
,
D
e
si
g
n
i
n
g
a
n
d
c
o
n
d
u
c
t
i
n
g
s
u
r
v
e
y
re
se
a
rc
h
:
a
c
o
m
p
re
h
e
n
si
v
e
g
u
i
d
e
,
4
t
h
e
d
.
H
o
b
o
k
e
n
,
N
J:
J
o
h
n
W
i
l
e
y
& So
n
s
,
2
0
1
4
.
[
2
2
]
J.
W
.
C
r
e
ssw
e
l
l
,
Re
s
e
a
rc
h
d
e
s
i
g
n
:
q
u
a
l
i
t
a
t
i
v
e
,
q
u
a
n
t
i
t
a
t
i
v
e
,
a
n
d
m
i
x
e
d
m
e
t
h
o
d
s
a
p
p
ro
a
c
h
e
s
,
3
r
d
e
d
.
T
h
o
u
s
a
n
d
O
a
k
s,
C
A
:
S
A
G
E
P
u
b
l
i
c
a
t
i
o
n
s
,
I
n
c
,
2
0
0
9
.
[
2
3
]
M
.
P
a
v
l
o
v
a
,
“
Emer
g
i
n
g
e
n
v
i
r
o
n
me
n
t
a
l
i
n
d
u
st
r
i
e
s:
i
mp
a
c
t
o
n
r
e
q
u
i
r
e
d
s
k
i
l
l
s
a
n
d
TV
ET
s
y
st
e
ms,”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
T
ra
i
n
i
n
g
R
e
se
a
rc
h
,
v
o
l
.
1
7
,
n
o
.
s
u
p
1
,
p
p
.
1
4
4
–
1
5
8
,
J
u
l
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
8
0
/
1
4
4
8
0
2
2
0
.
2
0
1
9
.
1
6
3
9
2
7
6
.
[
2
4
]
A
.
Y
u
s
o
f
,
N
.
A
.
A
t
a
n
,
J.
H
a
r
u
n
,
M
.
S
.
R
o
s
l
i
,
a
n
d
U
.
M
.
A
b
d
M
a
j
i
d
,
“
S
t
u
d
e
n
t
s
e
n
g
a
g
e
me
n
t
a
n
d
d
e
v
e
l
o
p
m
e
n
t
o
f
g
e
n
e
r
i
c
s
k
i
l
l
s
i
n
g
a
m
i
f
i
e
d
h
y
b
r
i
d
s
e
r
v
i
c
e
-
l
e
a
r
n
i
n
g
c
o
u
r
se,
”
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
rn
i
n
g
(
i
J
ET)
,
v
o
l
.
1
6
,
n
o
.
2
4
,
p
p
.
2
2
0
–
2
4
3
,
D
e
c
.
2
0
2
1
,
d
o
i
:
1
0
.
3
9
9
1
/
i
j
e
t
.
v
1
6
i
2
4
.
2
7
4
8
1
.
[
2
5
]
L.
C
.
S
e
r
n
,
N
.
B
a
h
a
r
o
m
,
L.
M
.
F
o
o
n
g
,
W
.
M
.
W
.
H
.
N
a
d
r
a
h
,
R
.
D
.
I
sl
a
mi
a
h
,
a
n
d
A
.
A
.
,
“
I
n
t
e
g
r
a
t
i
n
g
g
r
e
e
n
sk
i
l
l
s
i
n
t
o
TV
E
T
c
u
r
r
i
c
u
l
a
i
n
p
o
l
y
t
e
c
h
n
i
c
s
M
a
l
a
y
si
a
,
”
J
o
u
rn
a
l
o
f
T
e
c
h
n
i
c
a
l
E
d
u
c
a
t
i
o
n
a
n
d
T
ra
i
n
i
n
g
,
v
o
l
.
1
3
,
n
o
.
3
,
p
p
.
1
5
–
1
9
,
S
e
p
.
2
0
2
1
,
d
o
i
:
1
0
.
3
0
8
8
0
/
j
t
e
t
.
2
0
2
1
.
1
3
.
0
3
.
0
0
2
.
[
2
6
]
M
.
F
.
B
a
h
a
r
u
d
d
i
n
,
M
.
N
.
M
a
sr
e
k
,
a
n
d
S
.
M
.
S
h
u
h
i
d
a
n
,
“
C
o
n
t
e
n
t
v
a
l
i
d
i
t
y
o
f
a
ssessm
e
n
t
i
n
s
t
r
u
m
e
n
t
f
o
r
i
n
n
o
v
a
t
i
v
e
w
o
r
k
b
e
h
a
v
i
o
u
r
o
f
M
a
l
a
y
si
a
n
s
c
h
o
o
l
t
e
a
c
h
e
r
s
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
S
c
i
e
n
t
i
f
i
c
a
n
d
T
e
c
h
n
o
l
o
g
y
R
e
se
a
rc
h
,
v
o
l
.
9
,
n
o
.
4
,
p
p
.
1
9
4
0
–
1
9
4
6
,
2
0
2
0
.
[
2
7
]
J.
F
.
H
a
i
r
Jr
,
C
.
M
.
R
i
n
g
l
e
,
G
.
T.
M
.
H
u
l
t
,
N
.
P
.
D
a
n
k
s
,
M
.
S
a
r
st
e
d
t
,
a
n
d
S
.
R
a
y
,
Pa
r
t
i
a
l
l
e
a
s
t
sq
u
a
r
e
s
st
ru
c
t
u
r
a
l
e
q
u
a
t
i
o
n
m
o
d
e
l
i
n
g
(
PL
S
-
S
EM
)
u
si
n
g
R
.
C
h
a
m:
S
p
r
i
n
g
e
r
N
a
t
u
r
e
S
w
i
t
z
e
r
l
a
n
d
A
G
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
3
-
0
3
0
-
8
0
5
1
9
-
7.
[
2
8
]
C
.
F
o
r
n
e
l
l
a
n
d
D
.
F
.
La
r
c
k
e
r
,
“
E
v
a
l
u
a
t
i
n
g
st
r
u
c
t
u
r
a
l
e
q
u
a
t
i
o
n
mo
d
e
l
s
w
i
t
h
u
n
o
b
s
e
r
v
a
b
l
e
v
a
r
i
a
b
l
e
s
a
n
d
me
a
s
u
r
e
me
n
t
e
r
r
o
r
,
”
J
o
u
rn
a
l
o
f
M
a
rke
t
i
n
g
R
e
se
a
rc
h
,
v
o
l
.
1
8
,
n
o
.
1
,
p
p
.
3
9
–
5
0
,
F
e
b
.
1
9
8
1
,
d
o
i
:
1
0
.
1
1
7
7
/
0
0
2
2
2
4
3
7
8
1
0
1
8
0
0
1
0
4
.
[
2
9
]
T.
Y
a
m
a
n
e
,
S
t
a
t
i
s
t
i
c
s:
a
n
i
n
t
r
o
d
u
c
t
o
r
y
a
n
a
l
y
si
s
,
2
n
d
e
d
.
N
e
w
Y
o
r
k
:
H
a
r
p
e
r
a
n
d
R
o
w
,
1
9
6
7
.
[
3
0
]
B
.
L
i
a
n
d
I
.
Ei
l
k
s
,
“
A
s
y
s
t
e
m
a
t
i
c
r
e
v
i
e
w
o
f
t
h
e
g
r
e
e
n
a
n
d
s
u
st
a
i
n
a
b
l
e
c
h
e
m
i
st
r
y
e
d
u
c
a
t
i
o
n
r
e
se
a
r
c
h
l
i
t
e
r
a
t
u
r
e
i
n
mai
n
l
a
n
d
C
h
i
n
a
,
”
S
u
s
t
a
i
n
a
b
l
e
C
h
e
m
i
s
t
ry
a
n
d
P
h
a
rm
a
c
y
,
v
o
l
.
2
1
,
p
.
1
0
0
4
4
6
,
J
u
n
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
sc
p
.
2
0
2
1
.
1
0
0
4
4
6
.
[
3
1
]
V
.
P
.
V
i
s
h
n
e
v
s
k
y
,
O
.
H
a
r
k
u
sh
e
n
k
o
,
M
.
Y
.
Z
a
n
i
z
d
r
a
,
a
n
d
S
.
I
.
K
n
i
a
z
i
e
v
,
“
D
i
g
i
t
a
l
a
n
d
g
r
e
e
n
e
c
o
n
o
m
y
:
c
o
mm
o
n
g
r
o
u
n
d
s
a
n
d
c
o
n
t
r
a
d
i
c
t
i
o
n
s
,
”
S
c
i
e
n
c
e
a
n
d
I
n
n
o
v
a
t
i
o
n
,
v
o
l
.
1
7
,
n
o
.
3
,
p
p
.
1
4
–
2
7
,
2
0
2
1
,
d
o
i
:
1
0
.
1
5
4
0
7
/
sc
i
n
e
1
7
.
0
3
.
0
1
4
.
[
3
2
]
M
.
A
s
t
u
t
i
,
Z.
A
r
i
f
i
n
,
M
.
N
u
r
t
a
n
t
o
,
F
.
M
u
t
o
h
h
a
r
i
,
a
n
d
W
.
W
a
r
j
u
,
“
T
h
e
ma
t
u
r
i
t
y
l
e
v
e
l
s
o
f
t
h
e
d
i
g
i
t
a
l
t
e
c
h
n
o
l
o
g
y
c
o
m
p
e
t
e
n
c
e
i
n
v
o
c
a
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
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
1
,
n
o
.
2
,
p
p
.
5
9
6
–
6
0
3
,
Ju
n
.
2
0
2
2
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
1
1
i
2
.
2
2
2
5
8
.
[
3
3
]
M
.
A
s
t
u
t
i
,
Z.
A
r
i
f
i
n
,
F
.
M
u
t
o
h
h
a
r
i
,
a
n
d
M
.
N
u
r
t
a
n
t
o
,
“
C
o
mp
e
t
e
n
c
y
o
f
d
i
g
i
t
a
l
t
e
c
h
n
o
l
o
g
y
:
t
h
e
mat
u
r
i
t
y
l
e
v
e
l
s
o
f
t
e
a
c
h
e
r
s
a
n
d
st
u
d
e
n
t
s
i
n
v
o
c
a
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
i
n
I
n
d
o
n
e
s
i
a
,
”
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
i
o
n
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
5
,
n
o
.
2
,
p
p
.
2
5
4
–
2
6
2
,
Ju
n
.
2
0
2
1
,
d
o
i
:
1
0
.
2
3
8
8
7
/
j
e
t
.
v
5
i
3
.
3
5
1
0
8
.
[
3
4
]
F
.
M
u
t
o
h
h
a
r
i
,
H
.
S
o
f
y
a
n
,
a
n
d
M
.
N
u
r
t
a
n
t
o
,
“
Te
c
h
n
o
l
o
g
i
c
a
l
c
o
m
p
e
t
e
n
c
i
e
s:
a
s
t
u
d
y
o
n
t
h
e
a
c
c
e
p
t
a
n
c
e
o
f
d
i
g
i
t
a
l
t
e
c
h
n
o
l
o
g
y
o
n
v
o
c
a
t
i
o
n
a
l
t
e
a
c
h
e
r
s
i
n
I
n
d
o
n
e
s
i
a
,
”
i
n
Pro
c
e
e
d
i
n
g
s
o
f
t
h
e
1
st
I
n
t
e
r
n
a
t
i
o
n
a
l
C
o
n
f
e
re
n
c
e
o
n
L
a
w
,
S
o
c
i
a
l
S
c
i
e
n
c
e
,
Ec
o
n
o
m
i
c
s
,
a
n
d
Ed
u
c
a
t
i
o
n
,
I
C
L
S
S
E
E
2
0
2
1
,
J
a
k
a
r
t
a
:
E
A
I
,
2
0
2
1
,
p
p
.
1
–
1
1
,
d
o
i
:
1
0
.
4
1
0
8
/
e
a
i
.
6
-
3
-
2
0
2
1
.
2
3
0
5
9
7
1
.
[
3
5
]
M
.
C
h
e
n
,
E.
J
e
r
o
n
e
n
,
a
n
d
A
.
W
a
n
g
,
“
W
h
a
t
l
i
e
s
b
e
h
i
n
d
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
g
r
e
e
n
c
h
e
m
i
st
r
y
t
o
p
r
o
m
o
t
e
s
u
st
a
i
n
a
b
i
l
i
t
y
e
d
u
c
a
t
i
o
n
?
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
:
1
79
-
1
87
186
A
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
n
v
i
r
o
n
m
e
n
t
a
l
Re
se
a
r
c
h
a
n
d
P
u
b
l
i
c
H
e
a
l
t
h
,
v
o
l
.
1
7
,
n
o
.
2
1
.
p
.
7
8
7
6
,
2
0
2
0
,
d
o
i
:
1
0
.
3
3
9
0
/
i
j
e
r
p
h
1
7
2
1
7
8
7
6
.
[
3
6
]
L.
B
.
C
o
l
e
a
n
d
E.
M
.
H
a
m
i
l
t
o
n
,
“
C
a
n
a
g
r
e
e
n
s
c
h
o
o
l
b
u
i
l
d
i
n
g
t
e
a
c
h
?
A
p
r
e
-
a
n
d
p
o
st
-
o
c
c
u
p
a
n
c
y
e
v
a
l
u
a
t
i
o
n
o
f
a
t
e
a
c
h
i
n
g
g
r
e
e
n
sch
o
o
l
b
u
i
l
d
i
n
g
,
”
E
n
v
i
r
o
n
m
e
n
t
a
n
d
B
e
h
a
v
i
o
r
,
v
o
l
.
5
2
,
n
o
.
1
0
,
p
p
.
1
0
4
7
–
1
0
7
8
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
7
7
/
0
0
1
3
9
1
6
5
1
8
8
2
5
2
8
3
.
[
3
7
]
L.
B
.
C
o
l
e
,
“
T
h
e
t
e
a
c
h
i
n
g
g
r
e
e
n
sch
o
o
l
b
u
i
l
d
i
n
g
:
a
f
r
a
m
e
w
o
r
k
f
o
r
l
i
n
k
i
n
g
a
r
c
h
i
t
e
c
t
u
r
e
a
n
d
e
n
v
i
r
o
n
m
e
n
t
a
l
e
d
u
c
a
t
i
o
n
,
”
En
v
i
r
o
n
m
e
n
t
a
l
E
d
u
c
a
t
i
o
n
Re
s
e
a
r
c
h
,
v
o
l
.
2
0
,
n
o
.
6
,
p
p
.
8
3
6
–
8
5
7
,
N
o
v
.
2
0
1
4
,
d
o
i
:
1
0
.
1
0
8
0
/
1
3
5
0
4
6
2
2
.
2
0
1
3
.
8
3
3
5
8
6
.
[
3
8
]
M
.
Z
.
A
.
H
a
mi
d
,
Z
.
H
a
ssa
n
,
M
.
S
.
N
o
r
d
i
n
,
Y
.
K
a
mi
n
,
N
.
A
.
A
t
a
n
,
a
n
d
N
.
S
u
h
a
i
r
o
m,
“
G
e
n
e
r
i
c
g
r
e
e
n
s
k
i
l
l
s
i
n
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
:
mea
n
i
n
g
a
n
d
i
m
p
l
e
me
n
t
a
t
i
o
n
,
”
U
n
i
v
e
rsa
l
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
Re
s
e
a
r
c
h
,
v
o
l
.
7
,
n
o
.
1
2
A
,
p
p
.
1
2
1
–
1
2
6
,
D
e
c
.
2
0
1
9
,
d
o
i
:
1
0
.
1
3
1
8
9
/
u
j
e
r
.
2
0
1
9
.
0
7
1
9
1
5
.
[
3
9
]
S
.
H
a
m
z
a
,
A
.
H
.
M
.
J
a
ma
l
,
a
n
d
Y
.
K
a
m
i
n
,
“
I
n
t
e
g
r
a
t
i
o
n
f
a
c
t
o
r
s
o
f
g
r
e
e
n
sk
i
l
l
s
i
n
t
o
b
u
i
l
d
i
n
g
c
o
n
s
t
r
u
c
t
i
o
n
t
r
a
d
e
p
r
o
g
r
a
mm
e
i
n
N
i
g
e
r
i
a
,
”
J
o
u
r
n
a
l
o
f
T
e
c
h
n
i
c
a
l
E
d
u
c
a
t
i
o
n
a
n
d
T
r
a
i
n
i
n
g
,
v
o
l
.
1
2
,
n
o
.
1
,
p
p
.
1
–
1
0
,
2
0
2
0
,
d
o
i
:
1
0
.
3
0
8
8
0
/
j
t
e
t
.
2
0
2
0
.
1
2
.
0
1
.
0
0
1
.
[
4
0
]
M
.
P
a
v
l
o
v
a
,
“
F
o
s
t
e
r
i
n
g
i
n
c
l
u
si
v
e
,
s
u
st
a
i
n
a
b
l
e
e
c
o
n
o
mi
c
g
r
o
w
t
h
a
n
d
‘
g
r
e
e
n
’
s
k
i
l
l
s
d
e
v
e
l
o
p
m
e
n
t
i
n
l
e
a
r
n
i
n
g
c
i
t
i
e
s
t
h
r
o
u
g
h
p
a
r
t
n
e
r
s
h
i
p
s,
”
I
n
t
e
rn
a
t
i
o
n
a
l
Re
v
i
e
w
o
f
Ed
u
c
a
t
i
o
n
,
v
o
l
.
6
4
,
n
o
.
3
,
p
p
.
3
3
9
–
3
5
4
,
J
u
n
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
1
5
9
-
018
-
9
7
1
8
-
x.
[
4
1
]
M
.
I
v
a
n
o
v
a
,
S
.
I
v
a
n
o
v
,
a
n
d
I
.
P
e
t
k
o
v
a
,
“
G
r
e
e
n
sk
i
l
l
s
g
a
p
i
n
t
h
e
B
u
l
g
a
r
i
a
n
t
o
u
r
i
sm
i
n
d
u
s
t
r
y
,
”
S
u
s
t
a
i
n
a
b
i
l
i
t
y
a
n
d
C
l
i
m
a
t
e
C
h
a
n
g
e
,
v
o
l
.
1
4
,
n
o
.
4
,
p
p
.
2
3
8
–
2
4
8
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
8
9
/
s
c
c
.
2
0
2
1
.
0
0
1
6
.
[
4
2
]
M
.
N
.
F
i
t
r
i
y
a
n
t
o
,
D
i
p
l
a
n
,
a
n
d
A
.
P
r
i
b
a
d
i
,
“
G
r
e
e
n
s
k
i
l
l
s
i
n
v
o
c
a
t
i
o
n
a
l
l
e
a
r
n
i
n
g
t
h
r
o
u
g
h
t
h
e
p
r
o
j
e
c
t
c
i
t
i
z
e
n
m
o
d
e
l
,
”
i
n
I
n
t
e
rn
a
t
i
o
n
a
l
C
o
n
f
e
re
n
c
e
o
n
T
e
c
h
n
o
l
o
g
y
a
n
d
Vo
c
a
t
i
o
n
a
l
T
e
a
c
h
e
rs
,
2
0
2
1
,
p
.
0
1
2
0
4
8
,
d
o
i
:
1
0
.
1
0
8
8
/
1
7
4
2
-
6
5
9
6
/
1
8
3
3
/
1
/
0
1
2
0
4
8
.
[
4
3
]
R
.
T
a
h
i
r
,
M
.
R
.
A
t
h
a
r
,
F
.
F
a
i
sa
l
,
N
.
u
n
N
.
S
h
a
h
a
n
i
,
a
n
d
B
.
S
o
l
a
n
g
i
,
“
G
r
e
e
n
o
r
g
a
n
i
z
a
t
i
o
n
a
l
c
u
l
t
u
r
e
:
a
r
e
v
i
e
w
o
f
l
i
t
e
r
a
t
u
r
e
a
n
d
f
u
t
u
r
e
r
e
sea
r
c
h
a
g
e
n
d
a
,
”
A
n
n
a
l
s
o
f
C
o
n
t
e
m
p
o
r
a
r
y
D
e
v
e
l
o
p
m
e
n
t
s
i
n
M
a
n
a
g
e
m
e
n
t
&
H
R
,
v
o
l
.
1
,
n
o
.
1
,
p
p
.
2
3
–
3
8
,
M
a
y
2
0
1
9
,
d
o
i
:
1
0
.
3
3
1
6
6
/
A
C
D
M
H
R
.
2
0
1
9
.
0
1
.
0
0
4
.
[
4
4
]
V
.
R
a
m
a
m
u
r
u
t
h
y
,
D
.
D
e
w
i
t
t
,
a
n
d
N
.
A
l
i
a
s,
“
T
h
e
n
e
e
d
f
o
r
t
e
c
h
n
i
c
a
l
c
o
mm
u
n
i
c
a
t
i
o
n
f
o
r
2
1
s
t
c
e
n
t
u
r
y
l
e
a
r
n
i
n
g
i
n
TV
ET
i
n
s
t
i
t
u
t
i
o
n
s:
p
e
r
c
e
p
t
i
o
n
s
o
f
i
n
d
u
st
r
y
e
x
p
e
r
t
s,
”
J
o
u
rn
a
l
o
f
T
e
c
h
n
i
c
a
l
E
d
u
c
a
t
i
o
n
a
n
d
T
ra
i
n
i
n
g
,
v
o
l
.
1
3
,
n
o
.
1
,
p
p
.
1
4
8
–
1
5
8
,
2
0
2
1
,
d
o
i
:
1
0
.
3
0
8
8
0
/
j
t
e
t
.
2
0
2
1
.
1
3
.
0
1
.
0
1
6
.
[
4
5
]
C
.
M
u
a
n
g
me
e
,
Z.
D
a
c
k
o
-
P
i
k
i
e
w
i
c
z
,
N
.
M
e
e
k
a
e
w
k
u
n
c
h
o
r
n
,
N
.
K
a
ssa
k
o
r
n
,
a
n
d
B
.
K
h
a
l
i
d
,
“
G
r
e
e
n
e
n
t
r
e
p
r
e
n
e
u
r
i
a
l
o
r
i
e
n
t
a
t
i
o
n
a
n
d
g
r
e
e
n
i
n
n
o
v
a
t
i
o
n
i
n
sma
l
l
a
n
d
m
e
d
i
u
m
-
si
z
e
d
e
n
t
e
r
p
r
i
ses
(
S
M
Es)
,
”
S
o
c
i
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
0
,
n
o
.
4
,
p
.
1
3
6
,
2
0
2
1
,
d
o
i
:
1
0
.
3
3
9
0
/
s
o
c
sc
i
1
0
0
4
0
1
3
6
.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Fa
r
id
Mu
t
o
h
h
a
r
i
is
a
p
ro
fe
ss
io
n
a
l
lea
rn
e
r
with
a
m
a
ste
r
’
s
d
e
g
re
e
in
T
e
c
h
n
o
lo
g
y
a
n
d
Vo
c
a
ti
o
n
a
l
E
d
u
c
a
ti
o
n
.
He
h
a
s
b
e
e
n
in
v
o
lv
e
d
in
t
h
e
tea
c
h
i
n
g
a
n
d
lea
rn
i
n
g
p
ro
c
e
ss
in
v
o
c
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
f
o
r
th
e
las
t
3
y
e
a
rs.
He
is
a
lso
a
c
ti
v
e
i
n
wri
t
in
g
v
a
ri
o
u
s
jo
u
rn
a
l
a
rti
c
les
th
a
t
h
a
v
e
b
e
e
n
p
u
b
l
ish
e
d
in
re
p
u
tab
le
in
tern
a
ti
o
n
a
l
j
o
u
r
n
a
ls
a
n
d
n
a
ti
o
n
a
l
jo
u
rn
a
ls.
He
is
a
lso
a
c
ti
v
e
a
s
a
c
o
n
su
lt
a
n
t
a
n
d
s
p
e
a
k
e
r
o
n
sc
ien
t
ifi
c
p
u
b
li
c
a
ti
o
n
s
i
n
t
h
e
TVET
field
.
He
h
a
s
a
wo
rk
e
th
ic
a
n
d
is
in
d
o
i
n
g
re
se
a
rc
h
a
n
d
p
u
b
l
ica
ti
o
n
s
a
n
d
is
a
c
ti
v
e
ly
i
n
v
o
lv
e
d
i
n
se
v
e
ra
l
re
se
a
rc
h
p
ro
jec
ts
a
n
d
p
u
b
l
ish
e
s
o
n
v
a
ri
o
u
s
p
u
b
li
c
a
ti
o
n
p
latfo
rm
s
i
n
c
lu
d
i
n
g
S
c
o
p
u
s
a
n
d
n
o
n
-
S
c
o
p
u
s,
in
c
lu
d
in
g
b
o
o
k
s
a
n
d
d
i
g
it
a
l
m
e
d
ia.
He
c
u
rre
n
tl
y
se
rv
e
s
a
s
a
re
v
i
e
we
r
in
o
n
e
o
f
t
h
e
n
a
ti
o
n
a
l
jo
u
r
n
a
ls i
n
In
d
o
n
e
sia
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
fa
ri
d
m
u
to
h
h
a
ri.
2
0
2
2
@s
tu
d
e
n
t.
u
n
y
.
a
c
.
i
d
.
Pu
tu
S
u
d
ira
is a
p
ro
fe
ss
o
r
i
n
t
h
e
field
o
f
T
e
c
h
n
o
l
o
g
y
a
n
d
Vo
c
a
ti
o
n
a
l
E
d
u
c
a
ti
o
n
a
t
Yo
g
y
a
k
a
rta
S
tate
Un
iv
e
rsity
.
He
h
a
s
b
e
e
n
in
v
o
l
v
e
d
in
t
h
e
tea
c
h
i
n
g
a
n
d
lea
rn
in
g
p
r
o
c
e
ss
in
v
o
c
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
fo
r
m
o
re
t
h
a
n
2
5
y
e
a
rs.
He
is
a
lso
a
c
ti
v
e
in
writi
n
g
v
a
ri
o
u
s
j
o
u
r
n
a
l
a
rti
c
les
wh
ich
h
a
v
e
b
e
e
n
p
u
b
l
ish
e
d
in
re
p
u
tab
le i
n
tern
a
ti
o
n
a
l
j
o
u
r
n
a
ls an
d
n
a
ti
o
n
a
l
j
o
u
r
n
a
ls.
He
is
a
lso
a
c
ti
v
e
a
s
a
c
o
n
s
u
lt
a
n
t
a
n
d
sp
e
a
k
e
r
in
th
e
TVET
fiel
d
.
He
is
in
v
o
lv
e
d
i
n
se
v
e
ra
l
re
se
a
rc
h
p
ro
jec
ts
a
n
d
p
u
b
l
ish
e
s
o
n
v
a
ri
o
u
s
p
u
b
li
c
a
ti
o
n
p
latfo
rm
s
i
n
c
lu
d
i
n
g
S
c
o
p
u
s
a
n
d
n
o
n
-
S
c
o
p
u
s,
in
c
lu
d
in
g
b
o
o
k
s
a
n
d
d
i
g
it
a
l
m
e
d
ia.
Cu
rre
n
tl
y
,
h
e
is
th
e
h
e
a
d
o
f
th
e
stu
d
y
p
ro
g
ra
m
in
th
e
D
e
p
a
rtme
n
t
o
f
T
e
c
h
n
o
l
o
g
y
a
n
d
Vo
c
a
ti
o
n
a
l
E
d
u
c
a
ti
o
n
a
t
Y
o
g
y
a
k
a
rta
S
tate
Un
iv
e
rsity
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
p
u
t
u
p
a
n
ji
@u
n
y
.
a
c
.
id
.
Pa
r
d
jo
n
o
is
a
p
r
o
fe
ss
o
r
i
n
t
h
e
field
o
f
T
e
c
h
n
o
lo
g
y
a
n
d
Vo
c
a
ti
o
n
a
l
E
d
u
c
a
ti
o
n
a
t
Yo
g
y
a
k
a
rta
S
tate
Un
iv
e
rsity
.
He
h
a
s
b
e
e
n
in
v
o
l
v
e
d
in
t
h
e
tea
c
h
i
n
g
a
n
d
lea
rn
in
g
p
r
o
c
e
ss
in
v
o
c
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
fo
r
m
o
re
t
h
a
n
2
5
y
e
a
rs.
He
is
a
lso
a
c
ti
v
e
in
writi
n
g
v
a
ri
o
u
s
j
o
u
r
n
a
l
a
rti
c
les
wh
ich
h
a
v
e
b
e
e
n
p
u
b
l
ish
e
d
in
re
p
u
tab
le i
n
tern
a
ti
o
n
a
l
j
o
u
r
n
a
ls an
d
n
a
ti
o
n
a
l
j
o
u
r
n
a
ls.
He
is
a
lso
a
c
ti
v
e
a
s
a
c
o
n
s
u
lt
a
n
t
a
n
d
sp
e
a
k
e
r
in
th
e
TVET
fiel
d
.
He
is
in
v
o
lv
e
d
i
n
se
v
e
ra
l
re
se
a
rc
h
p
ro
jec
ts
a
n
d
p
u
b
l
ish
e
s
o
n
v
a
ri
o
u
s
p
u
b
li
c
a
ti
o
n
p
latfo
rm
s
i
n
c
lu
d
i
n
g
S
c
o
p
u
s
a
n
d
n
o
n
-
S
c
o
p
u
s,
in
c
lu
d
in
g
b
o
o
k
s
a
n
d
d
i
g
it
a
l
m
e
d
ia.
Cu
rre
n
tl
y
,
h
e
is
th
e
h
e
a
d
o
f
th
e
stu
d
y
p
ro
g
ra
m
in
th
e
De
p
a
rtme
n
t
o
f
Tec
h
n
o
l
o
g
y
a
n
d
Vo
c
a
ti
o
n
a
l
E
d
u
c
a
ti
o
n
a
t
Y
o
g
y
a
k
a
rta
S
tate
Un
iv
e
rsity
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
p
a
rd
j
o
n
o
@
u
n
y
.
a
c
.
id
.
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
Gen
eric g
r
ee
n
s
kills
:
ma
tu
r
ity
leve
l o
f v
o
ca
tio
n
a
l e
d
u
c
a
tio
n
t
ea
ch
ers
a
n
d
s
tu
d
e
n
ts
in
…
(
F
a
r
id
Mu
to
h
h
a
r
i
)
187
S
u
y
it
n
o
is
a
n
As
so
c
iate
P
ro
fe
ss
o
r
in
Au
to
m
o
ti
v
e
En
g
i
n
e
e
rin
g
Ed
u
c
a
ti
o
n
,
F
a
c
u
lt
y
o
f
Tea
c
h
e
r
a
n
d
Trai
n
in
g
a
n
d
Ed
u
c
a
ti
o
n
,
U
n
iv
e
rsitas
M
u
h
a
m
m
a
d
iy
a
h
P
u
rwo
re
jo
,
In
d
o
n
e
sia
.
He
is
c
u
rre
n
tl
y
in
tere
ste
d
in
t
h
e
t
h
e
m
e
s
o
f
a
u
to
m
o
ti
v
e
e
n
g
i
n
e
e
rin
g
,
e
d
u
c
a
ti
o
n
,
a
u
to
m
o
t
iv
e
e
n
g
in
e
e
rin
g
,
a
n
d
v
o
c
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
.
He
c
u
rre
n
tl
y
tea
c
h
e
s
c
o
u
rse
s
in
tec
h
n
ica
l
m
e
a
su
re
m
e
n
t,
re
se
a
rc
h
m
e
th
o
d
o
lo
g
y
,
a
n
d
t
ra
in
i
n
g
d
e
v
e
lo
p
m
e
n
t
in
a
u
to
m
o
t
iv
e
e
n
g
in
e
e
rin
g
e
d
u
c
a
ti
o
n
,
tea
c
h
e
r
train
in
g
a
n
d
e
d
u
c
a
ti
o
n
fa
c
u
lt
ies
.
He
h
a
s
p
u
b
l
ish
e
d
S
c
o
p
u
s
in
d
e
x
e
d
j
o
u
r
n
a
l
p
a
p
e
rs.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
y
i
tn
o
@u
m
p
wr
.
a
c
.
id
.
Wa
r
ju
is
re
c
e
iv
e
d
th
e
P
h
.
D.
d
e
g
re
e
in
tec
h
n
ica
l
a
n
d
v
o
c
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
fr
o
m
th
e
S
tate
U
n
iv
e
rsit
y
o
f
Y
o
g
y
a
k
a
rta
(UN
Y),
In
d
o
n
e
sia
.
He
h
a
s
o
v
e
r
1
6
y
e
a
rs
o
f
e
x
p
e
rien
c
e
a
s
a
n
a
c
a
d
e
m
icia
n
a
n
d
re
se
a
rc
h
e
r
with
th
e
Un
i
v
e
rsitas
Ne
g
e
ri
S
u
ra
b
a
y
a
(UN
ES
A),
wh
e
re
h
e
is
c
u
rre
n
tl
y
a
n
As
so
c
iate
P
ro
fe
ss
o
r
a
n
d
t
h
e
Vic
e
Dire
c
to
r
o
f
Ac
a
d
e
m
ic
Affa
ir
o
f
th
e
V
o
c
a
ti
o
n
a
l
P
ro
g
ra
m
,
UN
ES
A.
His
c
u
rre
n
t
re
se
a
rc
h
in
tere
st
in
c
lu
d
e
s
g
re
e
n
sc
h
o
o
l
,
e
d
u
c
a
ti
o
n
a
l
m
e
d
ia,
stu
d
e
n
ts’
lea
rn
in
g
a
n
d
d
e
v
e
l
o
p
m
e
n
t
a
t
v
a
ri
o
u
s
le
v
e
ls
a
n
d
a
re
a
s
o
f
v
o
c
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
wa
rju
@
u
n
e
sa
.
a
c
.
id
.
Fa
ja
r
Da
n
u
r
Is
n
a
n
ty
o
is
a
L
e
c
tu
re
r
a
n
d
R
e
se
a
rc
h
e
r
a
t
De
p
a
rtme
n
t
o
f
C
iv
il
En
g
i
n
e
e
rin
g
E
d
u
c
a
ti
o
n
,
S
e
b
e
las
M
a
re
t
Un
i
v
e
rsity
,
S
u
ra
k
a
rta,
I
n
d
o
n
e
sia
.
Re
se
a
rc
h
i
n
tere
st
in
th
e
fiel
d
o
f
g
re
e
n
TVET
,
v
o
c
a
ti
o
n
a
l
c
h
a
ra
c
ter
b
u
il
d
i
n
g
a
n
d
p
ro
j
e
c
t
-
b
a
se
d
lea
rn
in
g
in
c
lu
d
i
n
g
tea
c
h
in
g
fa
c
to
r
y
in
v
o
c
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
.
M
e
m
b
e
r
o
f
As
ian
Ac
a
d
e
m
ic
S
o
c
iety
fo
r
V
o
c
a
ti
o
n
a
l
Ed
u
c
a
ti
o
n
a
n
d
Trai
n
in
g
(AA
S
VE
T)
Un
iv
e
rsit
y
Ro
a
d
,
Do
u
li
u
Cit
y
,
Yu
n
li
n
Co
u
n
t
y
6
4
0
,
Taiwa
n
(R.
O.C).
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
isn
a
n
ty
o
@s
taff.u
n
s.a
c
.
id
.
Nuu
r
Wa
c
h
i
d
Ab
d
u
l
Ma
j
id
is
a
n
As
sista
n
t
P
r
o
fe
ss
o
r
a
t
Un
i
v
e
rsitas
P
e
n
d
i
d
ik
a
n
In
d
o
n
e
sia
,
I
n
d
o
n
e
sia
.
Cu
rre
n
t
ly
,
h
e
is
t
h
e
He
a
d
o
f
U
n
d
e
r
g
ra
d
u
a
te
P
ro
g
ra
m
in
In
f
o
rm
a
ti
o
n
S
y
ste
m
a
n
d
Tec
h
n
o
lo
g
y
Ed
u
c
a
ti
o
n
,
U
n
iv
e
rsitas
P
e
n
d
id
i
k
a
n
In
d
o
n
e
sia
a
n
d
He
a
d
o
f
Ce
n
ter
o
f
Ex
c
e
ll
e
n
c
e
in
Ad
v
a
n
c
e
Tec
h
n
o
lo
g
y
fo
r
S
u
sta
in
a
b
le
Ed
u
c
a
ti
o
n
,
Un
i
v
e
rsitas
P
e
n
d
id
ik
a
n
In
d
o
n
e
sia
,
In
d
o
n
e
sia
.
His
re
se
a
rc
h
in
tere
st
in
c
l
u
d
e
s
tec
h
n
o
l
o
g
y
a
n
d
v
o
c
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
a
n
d
tra
in
in
g
(TVE
T
),
i
n
stru
c
ti
o
n
a
l
m
e
d
ia
fo
r
lea
rn
in
g
,
m
a
n
a
g
e
m
e
n
t
i
n
fo
rm
a
ti
o
n
tec
h
n
o
l
o
g
y
,
a
n
d
h
u
m
a
n
re
so
u
rc
e
d
e
v
e
l
o
p
m
e
n
t
i
n
v
o
c
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
.
He
c
a
n
b
e
c
o
n
tac
te
d
a
t
e
m
a
il
:
n
u
u
rwa
c
h
id
@u
p
i.
e
d
u
.
Evaluation Warning : The document was created with Spire.PDF for Python.