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Gr
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I
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A
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ased
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R
Us)
is
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ev
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ted
to
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d
g
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ate
s
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Us
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s
c
h
allen
g
es
in
m
ain
tain
in
g
th
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s
tat
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s
[
1
]
.
T
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allen
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I
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R
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2
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claim
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3
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Ma
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tr
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wil
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th
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all
in
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lv
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T
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ased
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eig
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cr
iter
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i)
th
e
q
u
an
tity
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d
q
u
ality
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f
th
e
r
esear
ch
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r
s
th
at
in
v
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lv
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as
p
r
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n
cip
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
2
2
5
2
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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
7
-
27
18
in
v
esti
g
ato
r
s
o
f
r
esear
ch
p
r
o
jects
;
ii)
th
e
q
u
an
tity
a
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q
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alit
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iii)
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a
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v
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v
iii)
th
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v
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[
4
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,
[
5
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.
I
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r
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ate
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u
ca
tio
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s
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b
s
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n
t
in
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I
n
o
r
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to
s
u
s
tain
th
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R
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tatu
s
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th
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f
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id
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o
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th
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d
eliv
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o
f
g
r
ad
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ate
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ca
t
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:
th
e
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r
r
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lu
m
an
d
d
eliv
er
y
elem
en
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f
th
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p
r
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r
a
m
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d
p
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li
ca
tio
n
,
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d
lear
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in
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ch
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p
p
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r
t
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er
v
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[
6
]
.
T
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ai
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tain
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m
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g
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ca
tio
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Desp
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th
at
R
Us
p
lay
in
ad
v
a
n
cin
g
k
n
o
wled
g
e
wh
ich
ar
e
f
o
s
ter
in
g
in
n
o
v
atio
n
,
a
n
d
co
n
t
r
ib
u
tin
g
to
s
o
cieta
l
d
ev
elo
p
m
e
n
t,
th
ese
in
s
titu
tio
n
s
f
ac
e
n
u
m
er
o
u
s
ch
allen
g
es
in
m
ain
tain
in
g
t
h
eir
s
tatu
s
.
R
ec
en
t
r
ed
u
ctio
n
s
in
p
u
b
lic
f
u
n
d
in
g
f
o
r
h
ig
h
er
ed
u
ca
tio
n
h
av
e
in
ten
s
if
ied
th
ese
ch
allen
g
es,
r
e
q
u
ir
in
g
R
Us
to
s
ee
k
alter
n
ativ
e
m
e
an
s
o
f
s
u
s
tain
in
g
th
eir
g
r
a
d
u
ate
ed
u
ca
ti
o
n
p
r
o
g
r
am
s
.
T
h
e
s
u
s
tain
ab
ilit
y
o
f
g
r
ad
u
ate
ed
u
ca
tio
n
in
R
Us
is
o
f
p
a
r
am
o
u
n
t
im
p
o
r
tan
ce
,
n
o
t
o
n
ly
f
o
r
th
ese
in
s
titu
tio
n
s
th
em
s
elv
es
b
u
t
also
f
o
r
t
h
e
b
r
o
ad
er
c
o
m
m
u
n
ity
th
at
r
elies
o
n
th
eir
co
n
t
r
ib
u
tio
n
s
t
o
k
n
o
wled
g
e
an
d
s
o
ciety
.
Ho
wev
er
,
a
co
m
p
r
e
h
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
s
p
ec
if
ic
f
ac
to
r
s
co
n
tr
ib
u
tin
g
to
th
e
s
u
s
tain
ab
ilit
y
o
f
g
r
ad
u
ate
ed
u
ca
tio
n
i
n
Ma
lay
s
ian
R
Us
r
em
ain
s
an
ess
en
tial
b
u
t
u
n
a
d
d
r
ess
ed
asp
ec
t.
T
h
is
k
n
o
wle
d
g
e
g
a
p
p
r
esen
ts
a
s
ig
n
if
ican
t
im
p
ed
im
e
n
t
to
th
e
ef
f
ec
tiv
e
p
lan
n
in
g
an
d
m
an
ag
em
en
t
o
f
th
ese
in
s
titu
tio
n
s
.
T
h
er
ef
o
r
e
,
th
is
s
tu
d
y
aim
s
to
f
ill
t
h
is
v
o
id
b
y
i
n
v
esti
g
atin
g
th
e
r
esear
ch
u
n
iv
e
r
s
ity
m
o
d
els
a
n
d
co
n
ce
p
ts
a
cr
o
s
s
co
u
n
tr
ies
a
n
d
id
en
tify
in
g
t
h
e
f
ac
to
r
s
th
at
c
o
n
tr
ib
u
te
to
t
h
e
s
u
s
tain
ab
ilit
y
o
f
g
r
a
d
u
ate
ed
u
ca
tio
n
in
M
alay
s
ian
R
Us.
T
h
e
r
esear
ch
q
u
esti
o
n
s
f
o
r
th
is
s
tu
d
y
ar
e:
i)
W
h
at
ar
e
th
e
r
esear
ch
u
n
iv
er
s
i
ty
m
o
d
els an
d
co
n
ce
p
ts
ac
r
o
s
s
co
u
n
tr
ies?
ii)
W
h
at
f
ac
to
r
s
co
n
tr
ib
u
te
t
o
th
e
s
u
s
tain
ab
ilit
y
o
f
g
r
ad
u
ate
ed
u
c
atio
n
in
Ma
lay
s
ian
R
Us?
T
h
is
s
tu
d
y
m
ak
es
a
s
ig
n
if
ica
n
t
co
n
tr
ib
u
tio
n
b
y
ad
o
p
tin
g
a
h
o
lis
tic
ap
p
r
o
ac
h
th
at
in
co
r
p
o
r
ates
b
o
th
ex
p
er
t
o
p
in
io
n
s
a
n
d
a
co
m
p
r
e
h
en
s
iv
e
liter
atu
r
e
r
ev
iew
o
f
r
e
s
ea
r
ch
u
n
iv
e
r
s
ity
m
o
d
els
in
o
t
h
er
co
u
n
tr
ies.
T
h
is
d
is
tin
ctiv
e
m
eth
o
d
o
lo
g
y
o
f
f
er
s
a
f
r
esh
an
d
in
clu
s
iv
e
p
er
s
p
ec
tiv
e
o
n
id
en
tif
y
in
g
f
ac
to
r
s
f
o
r
s
u
s
tain
in
g
g
r
ad
u
ate
ed
u
ca
tio
n
i
n
th
e
f
u
tu
r
e.
I
n
th
is
s
tu
d
y
,
t
h
e
Un
iv
e
r
s
ity
R
esear
ch
Sy
s
tem
Mo
d
el
(
UR
SM)
b
y
Frisch
m
an
n
[
7
]
h
as
b
ee
n
id
en
tifie
d
as
th
e
m
o
d
el
th
at
is
s
u
itab
le
to
b
e
ex
p
an
d
e
d
in
th
is
s
tu
d
y
.
T
h
er
e
f
o
r
e,
s
ev
en
co
m
p
o
n
e
n
ts
o
f
g
r
ad
u
ate
e
d
u
ca
tio
n
d
im
en
s
io
n
s
h
av
e
b
ee
n
s
u
g
g
ested
b
ased
o
n
Frisch
m
an
n
[
7
]
a
n
d
o
th
er
r
esear
ch
u
n
iv
e
r
s
ity
co
n
ce
p
ts
th
at
f
r
e
q
u
en
tly
p
r
ac
t
ices
b
y
o
th
er
co
u
n
tr
ies.
T
h
e
d
im
en
s
io
n
s
ar
e
g
o
v
er
n
an
ce
o
f
g
r
ad
u
ate
ed
u
ca
tio
n
,
q
u
ality
o
f
s
u
p
er
v
is
io
n
,
q
u
alit
y
o
f
s
tu
d
en
ts
,
q
u
ality
o
f
p
r
o
g
r
am
,
r
esear
ch
f
ac
ilit
ies,
r
esea
r
ch
ec
o
s
y
s
tem
,
an
d
f
in
an
cial
ass
is
tan
ce
.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
in
cl
u
d
es
two
p
ar
t
s
:
a
s
y
s
tem
atic
liter
atu
r
e
r
ev
i
ew
as
a
f
ir
s
t
p
a
r
t
an
d
in
ter
v
iews
with
ex
p
er
ts
as
th
e
s
ec
o
n
d
p
ar
t.
T
h
e
s
y
s
tem
atic
r
ev
iew
p
r
o
v
id
es
an
o
v
er
v
iew
o
f
t
h
e
cr
itical
an
aly
s
is
o
f
co
m
p
leted
s
tu
d
ies.
T
h
r
o
u
g
h
th
e
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
s
s
,
1
3
0
r
ele
v
an
t
ar
ticles
f
r
o
m
th
e
y
ea
r
2
0
0
0
to
2
0
1
8
we
r
e
an
aly
ze
d
to
id
en
tif
y
th
e
a
p
p
r
o
p
r
iate
co
m
p
o
n
en
ts
o
f
g
r
ad
u
ate
ed
u
ca
tio
n
in
s
u
s
tain
in
g
th
e
R
Us
cu
ltu
r
e.
T
h
e
in
clu
s
io
n
cr
iter
ia
f
o
r
s
elec
tin
g
th
e
ar
ticles
ar
e
ar
ticles
p
u
b
lis
h
ed
f
r
o
m
2
0
0
0
to
2
0
1
8
w
h
ich
wer
e
m
ain
ly
o
n
r
esear
ch
u
n
iv
e
r
s
ity
an
d
g
r
ad
u
ate
ed
u
ca
tio
n
,
a
r
ticles
p
u
b
lis
h
ed
in
E
n
g
lis
h
o
r
Ma
lay
,
a
n
d
f
u
ll
-
tex
t
ar
ticles
wer
e
av
ailab
le
f
o
r
d
o
wn
lo
a
d
.
I
n
ter
v
iews
wer
e
co
n
d
u
cted
with
s
ix
ex
p
er
ts
in
g
r
ad
u
at
e
ed
u
ca
tio
n
an
d
r
esear
ch
wh
o
wer
e
p
u
r
p
o
s
iv
ely
s
elec
ted
b
ased
o
n
th
eir
ac
ad
em
ic
ad
m
in
is
tr
ativ
e
r
o
les
in
r
esear
ch
o
r
g
r
ad
u
ate
ed
u
ca
tio
n
,
ex
p
er
ien
ce
in
s
u
p
er
v
is
in
g
an
d
g
r
ad
u
atin
g
Ph
.
D.
s
tu
d
en
ts
,
an
d
ac
tiv
e
ac
ad
em
ic
s
taf
f
p
o
s
itio
n
s
.
T
h
e
p
u
r
p
o
s
e
o
f
co
n
d
u
ctin
g
in
ter
v
iews
with
ex
p
er
ts
is
to
tr
ian
g
u
late
th
e
f
in
d
in
g
s
f
r
o
m
th
e
cr
itical
an
aly
s
is
o
f
th
e
liter
atu
r
e
r
ev
iew.
T
h
e
in
ter
v
iews
wer
e
d
o
n
e
f
ac
e
to
f
ac
e
an
d
o
n
li
n
e.
T
h
e
tr
an
s
cr
ip
tio
n
s
o
f
t
h
e
in
ter
v
i
ews
wer
e
an
aly
ze
d
u
s
in
g
th
em
atic
an
aly
s
is
th
r
o
u
g
h
NViv
o
1
2
.
T
h
e
tr
an
s
cr
ip
tio
n
s
o
f
th
e
in
ter
v
iews
wer
e
s
y
s
te
m
atica
lly
an
aly
ze
d
to
u
n
c
o
v
er
th
em
es
an
d
p
atte
r
n
s
with
in
th
e
d
ata.
T
h
is
an
aly
s
is
was
co
n
d
u
cted
u
s
in
g
d
ed
u
ctiv
e
t
h
em
atic
an
aly
s
is
,
a
m
eth
o
d
th
at
allo
ws
f
o
r
th
e
i
d
en
tific
atio
n
o
f
p
r
ed
eter
m
in
ed
t
h
em
es
g
u
i
d
ed
b
y
estab
lis
h
ed
f
r
am
ewo
r
k
s
.
T
o
f
ac
ilit
ate
th
is
p
r
o
ce
s
s
,
we
em
p
lo
y
ed
NViv
o
1
2
,
a
q
u
alitativ
e
d
ata
an
aly
s
is
s
o
f
twar
e,
wh
ich
s
tr
ea
m
lin
ed
th
e
m
an
ag
e
m
en
t
an
d
r
etr
iev
al
o
f
co
d
ed
d
ata
s
eg
m
en
ts
.
T
h
e
c
o
d
in
g
ap
p
r
o
ac
h
was
d
e
d
u
ctiv
e,
alig
n
in
g
with
th
e
s
ev
en
co
m
p
o
n
en
ts
o
f
g
r
a
d
u
ate
ed
u
ca
tio
n
d
im
en
s
io
n
s
o
u
tlin
ed
b
y
Fri
s
ch
m
an
n
[
7
]
.
T
h
ese
s
ev
en
p
r
e
d
ef
in
e
d
c
o
d
es
s
er
v
e
d
as
th
e
f
o
u
n
d
atio
n
f
o
r
o
u
r
c
o
d
in
g
s
ch
em
e,
wh
ich
was
s
y
s
tem
atica
lly
ap
p
lied
to
th
e
in
ter
v
iew
d
ata.
C
o
d
in
g
was
an
iter
ativ
e
p
r
o
ce
s
s
,
with
e
ac
h
tr
an
s
cr
ip
t
r
ev
iewe
d
m
u
lti
p
le
tim
es
to
e
n
s
u
r
e
ac
cu
r
ac
y
an
d
co
n
s
is
ten
cy
in
c
o
d
e
ap
p
licatio
n
.
T
h
is
ap
p
r
o
ac
h
f
ac
ilit
ated
a
co
m
p
r
eh
en
s
iv
e
ex
p
lo
r
atio
n
o
f
th
e
d
ata,
allo
win
g
u
s
to
e
x
tr
ac
t m
e
an
in
g
f
u
l i
n
s
ig
h
ts
an
d
p
atter
n
s
in
alig
n
m
en
t w
ith
o
u
r
r
esear
ch
o
b
jectiv
es.
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
F
a
cto
r
s
th
a
t c
o
n
tr
ib
u
te
to
t
h
e
s
u
s
ta
in
a
b
ilit
y
o
f g
r
a
d
u
a
te
ed
u
ca
tio
n
in
Ma
la
ysia
n
…
(
Mo
h
d
F
a
th
i S
a
r
ima
n
)
19
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
F
ind
ing
s
f
ro
m
cr
it
ica
l a
na
ly
s
is
T
h
e
r
esear
ch
u
n
iv
er
s
ity
m
o
d
el
an
d
co
n
ce
p
t
h
as
b
ee
n
tak
e
n
f
r
o
m
v
ar
io
u
s
s
tu
d
ies
an
d
ca
teg
o
r
ized
ac
co
r
d
in
g
to
c
o
u
n
tr
y
,
m
o
d
el,
an
d
co
n
ce
p
t,
a
n
d
th
e
co
n
te
x
t
is
ca
teg
o
r
ized
ac
co
r
d
in
g
to
c
o
u
n
tr
y
,
m
o
d
el,
an
d
co
n
ce
p
t,
an
d
th
e
co
n
tex
t
is
s
u
p
p
o
r
ted
a
n
d
p
r
ac
ticed
in
t
h
e
R
Us.
Fu
r
th
er
m
o
r
e
,
th
e
r
esea
r
ch
er
h
as
id
en
tifie
d
th
at
th
e
co
n
tex
ts
s
h
o
wn
ten
d
to
em
p
h
asize
g
r
a
d
u
ate
ed
u
ca
t
io
n
.
Gr
ad
u
ate
ed
u
ca
tio
n
is
o
n
e
o
f
th
e
im
p
o
r
tan
t
co
m
p
o
n
en
ts
in
R
Us
wh
er
eb
y
it
s
u
p
p
o
r
ts
th
e
r
esear
ch
ec
o
s
y
s
t
em
an
d
ca
n
b
ec
o
m
e
o
n
e
o
f
th
e
f
ac
to
r
s
s
u
s
tain
in
g
th
e
R
Us.
T
h
er
e
a
r
e
s
ev
er
al
r
esear
ch
u
n
i
v
er
s
ity
m
o
d
els
,
s
u
ch
as
T
h
e
Un
iv
e
r
s
ity
R
esear
ch
Sy
s
tem
[
7
]
[
8
]
,
W
o
r
ld
C
lass
Un
iv
er
s
ity
Mo
d
el
[
9
]
,
[
1
0
]
,
New
Am
er
ican
Un
iv
er
s
ity
Mo
d
el
[
1
1
]
,
m
o
d
els
b
ased
o
n
co
u
n
tr
ies;
Per
u
[
1
2
]
,
[
1
3
]
,
C
h
in
a
[
1
4
]
–
[
1
7
]
,
Ho
n
g
Ko
n
g
[
1
7
]
–
[
1
9
]
,
T
aiwa
n
[
2
0
]
,
[
2
1
]
,
Ko
r
ea
[
2
2
]
,
B
r
az
il
[
2
3
]
,
[
2
4
]
,
Ger
m
an
y
[
2
3
]
,
[
2
5
]
,
J
ap
an
[
9
]
,
[
2
6
]
,
[
2
7
]
,
an
d
Sin
g
ap
o
r
e
[
1
9
]
,
[
2
8
]
,
[
2
9
]
.
T
h
e
u
n
iv
e
r
s
ity
m
o
d
el
a
n
d
c
o
n
ce
p
t
wer
e
ca
teg
o
r
ized
,
a
n
d
th
e
s
im
ilar
ities
b
etwe
en
th
em
wer
e
an
aly
ze
d
ac
co
r
d
in
g
to
10
in
d
icato
r
s
wh
ich
wer
e
f
u
n
d
in
g
(
F
D)
,
in
d
u
s
tr
ial
p
ar
tn
er
s
h
ip
(
I
N
P),
p
u
b
licatio
n
(
PB
)
,
q
u
ality
m
ea
s
u
r
e
p
e
r
f
o
r
m
an
c
e
(
QM
P),
en
r
o
lm
en
t,
s
tu
d
e
n
t
ex
p
er
ien
ce
a
n
d
talen
t
(
E
NR
)
,
m
an
ag
em
en
t,
g
o
v
er
n
an
ce
an
d
HR
(
MG
H)
,
in
ter
n
atio
n
aliza
tio
n
an
d
g
l
o
b
aliza
tio
n
(
I
G)
,
tech
n
o
lo
g
y
,
in
f
r
astru
ctu
r
e
an
d
f
ac
ilit
ies
(
T
I
F),
ac
ad
em
ic,
tea
ch
in
g
a
n
d
r
esear
ch
(
AT
R
)
,
a
n
d
f
in
an
cial
(
FIN
)
.
T
a
b
le
1
s
h
o
ws
th
e
m
atr
ix
o
f
th
e
R
Us
co
n
ce
p
t
with
t
h
e
ten
in
d
i
ca
to
r
s
ac
r
o
s
s
co
u
n
tr
ies.
Su
b
s
eq
u
en
tly
,
T
ab
le
2
s
h
o
ws
th
e
m
ap
p
in
g
o
f
g
r
ad
u
ate
ed
u
ca
tio
n
d
im
e
n
s
io
n
s
b
y
Fris
ch
m
an
n
[
7
]
with
th
e
te
n
in
d
i
ca
to
r
s
o
f
R
Us.
T
h
e
m
ap
p
in
g
p
r
o
v
id
es
v
alu
ab
le
in
s
ig
h
ts
in
to
h
o
w
g
r
ad
u
ate
e
d
u
ca
tio
n
d
im
e
n
s
io
n
s
r
elate
to
th
e
b
r
o
ad
e
r
co
n
tex
t
o
f
r
esear
ch
u
n
iv
e
r
s
ities
,
en
r
ich
in
g
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
ir
s
ig
n
if
ican
ce
.
T
ab
le
1
.
Ma
tr
ix
o
f
r
esear
c
h
u
n
iv
er
s
ities
with
10
in
d
icato
r
s
C
o
u
n
t
r
y
FD
M
G
H
A
TR
EN
R
Q
M
P
IG
TI
F
I
N
P
PB
F
I
N
M
a
l
a
y
si
a
/
/
/
/
/
/
/
K
o
r
e
a
/
/
/
/
I
n
d
i
a
/
/
/
/
/
/
C
h
i
n
a
/
/
/
/
/
/
Jap
a
n
/
/
/
/
Ta
i
w
a
n
/
/
/
/
UK
/
/
/
/
/
/
US
/
/
/
/
G
e
r
man
y
/
/
/
/
/
/
A
u
st
r
a
l
i
a
/
/
/
/
/
S
i
n
g
a
p
o
r
e
/
/
B
r
a
z
i
l
/
/
/
/
12
11
7
6
5
5
5
3
2
2
T
ab
le
2
.
Ma
p
p
in
g
o
f
g
r
ad
u
ate
ed
u
ca
tio
n
d
im
en
s
io
n
s
with
10
in
d
icato
r
s
o
f
r
esear
ch
u
n
iv
er
s
ities
G
r
a
d
u
a
t
e
e
d
u
c
a
t
i
o
n
d
i
m
e
n
si
o
n
s
FD
I
N
P
PB
Q
M
P
EN
R
M
G
H
IG
TI
F
A
TR
F
I
N
G
o
v
e
r
n
a
n
c
e
o
f
g
r
a
d
u
a
t
e
ma
n
a
g
e
me
n
t
-
/
-
Q
u
a
l
i
t
y
o
f
s
u
p
e
r
v
i
si
o
n
/
Q
u
a
l
i
t
y
o
f
s
t
u
d
e
n
t
s
/
/
/
Q
u
a
l
i
t
y
o
f
p
r
o
g
r
a
m
/
/
/
R
e
se
a
r
c
h
f
a
c
i
l
i
t
i
e
s
/
R
e
se
a
r
c
h
e
c
o
sy
s
t
e
m
/
/
/
F
i
n
a
n
c
i
a
l
a
ssi
s
t
a
n
c
e
/
/
3
.
2
.
F
ind
ing
s
f
ro
m
inte
rv
iews
3
.
2
.
1
.
Dim
ens
io
n o
f
g
r
a
du
a
t
e
educa
t
io
n
T
h
e
f
in
d
in
g
s
f
r
o
m
th
e
in
ter
v
ie
ws alig
n
with
an
d
co
r
r
o
b
o
r
ate
th
e
cr
itical
an
aly
s
is
o
f
p
r
ev
io
u
s
r
esear
ch
o
n
th
e
f
ac
to
r
s
in
f
lu
e
n
cin
g
s
u
s
tain
ab
le
g
r
ad
u
ate
ed
u
ca
tio
n
.
T
h
e
r
esu
lts
o
f
th
e
in
ter
v
iews a
r
e
s
h
o
wn
in
Fig
u
r
e
1
.
Acc
o
r
d
in
g
t
o
th
e
in
te
r
v
iew
s
,
all
s
ix
ex
p
er
ts
v
er
if
ied
th
e
d
im
en
s
io
n
s
o
f
g
r
a
d
u
ate
ed
u
ca
tio
n
t
o
b
e
:
i
)
g
o
v
e
r
n
an
ce
o
f
g
r
ad
u
ate
e
d
u
ca
tio
n
;
ii
)
q
u
ality
o
f
s
u
p
e
r
v
is
io
n
;
iii
)
q
u
ality
o
f
p
r
o
g
r
am
s
;
iv
)
q
u
ality
o
f
s
tu
d
en
ts
;
v
)
r
esear
ch
f
ac
ilit
i
es
;
vi
)
r
esear
ch
ec
o
s
y
s
tem
;
an
d
v
ii
)
f
in
an
cial
ass
is
tan
ce
.
E
ac
h
in
ter
v
iewe
e
elab
o
r
ated
u
p
o
n
an
d
v
er
if
ied
th
e
s
ev
en
d
im
en
s
io
n
s
o
f
g
r
a
d
u
ate
ed
u
ca
tio
n
b
ased
o
n
th
e
ir
b
ac
k
g
r
o
u
n
d
an
d
ex
p
er
ien
ce
s
as
an
a
d
m
in
is
tr
ato
r
in
r
esear
ch
,
in
g
r
ad
u
ate
ac
ad
em
ic
m
an
ag
em
e
n
t,
in
g
r
ad
u
ate
s
tu
d
en
t
af
f
air
s
,
o
r
as
an
ac
ad
em
ician
wh
o
h
a
d
r
ec
en
tly
r
ec
eiv
ed
a
Ph
.
D.
a
n
d
u
n
d
er
tak
e
n
th
e
g
r
a
d
u
ate
ed
u
ca
tio
n
jo
u
r
n
e
y
in
a
Ma
lay
s
ian
R
Us.
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
7
-
27
20
Fig
u
r
e
1
.
NViv
o
an
aly
s
is
–
s
ev
en
d
im
e
n
s
io
n
s
o
f
g
r
ad
u
ate
e
d
u
ca
tio
n
3
.
2
.
2
.
G
o
v
e
rna
nce
o
f
g
r
a
du
a
t
e
educa
t
io
n
Acc
o
r
d
in
g
to
th
e
in
ter
v
iews,
f
o
r
th
e
f
ir
s
t
d
im
en
s
io
n
,
g
o
v
er
n
a
n
ce
o
f
g
r
ad
u
ate
ed
u
c
atio
n
,
th
e
h
ig
h
lig
h
ted
item
s
ar
e
s
tr
u
ctu
r
e,
cu
s
to
d
ian
,
b
u
d
g
et,
s
tr
ateg
ic
co
m
m
u
n
icatio
n
,
r
esear
c
h
in
s
titu
tes
an
d
ce
n
ter
s
,
s
co
p
e,
s
tan
d
ar
d
o
p
e
r
atin
g
p
r
o
ce
d
u
r
e,
c
o
d
e
o
f
p
r
ac
tice,
a
n
d
p
o
licy
.
Fo
u
r
ex
p
er
ts
co
m
m
en
ted
o
n
g
o
v
er
n
an
c
e
s
tr
u
ctu
r
e
(
E
x
p
er
t
2
,
E
x
p
er
t
4
,
E
x
p
er
t
5
a
n
d
E
x
p
er
t
6
)
,
b
u
t
th
eir
co
m
m
e
n
ts
d
if
f
er
f
r
o
m
o
n
e
a
n
o
th
er
.
T
h
e
f
o
llo
win
g
ar
e
th
eir
co
m
m
en
ts
:
E
x
p
er
t
4
:
“
S
in
ce
g
r
a
d
u
a
te
r
esea
r
ch
s
tu
d
en
ts
w
o
r
k
to
w
a
r
d
s
th
e
g
o
a
ls
o
f
th
e
Dep
u
ty
V
ice
C
h
a
n
ce
llo
r
R
esea
r
ch
,
i
t
is
m
o
r
e
a
p
p
r
o
p
r
ia
te
fo
r
th
e
g
r
a
d
u
a
te
s
ch
o
o
l
t
o
b
e
p
a
r
t
o
f
th
is
p
o
r
tfo
lio
.
B
u
t I
s
u
g
g
est th
a
t th
e
in
s
titu
tio
n
s
h
o
u
ld
h
a
ve
a
clea
r
g
o
ve
r
n
a
n
ce
s
tr
u
ctu
r
e.
”
E
x
p
er
t
2
:
“
Go
ve
r
n
a
n
ce
o
f
t
h
e
u
n
ivers
ity
is
d
ep
en
d
en
t
o
n
th
e
r
eso
u
r
ce
s
a
n
d
o
r
g
a
n
iz
a
tio
n
a
l
s
tr
u
ctu
r
e
o
f th
e
u
n
ivers
ity.
A
t th
e
en
d
o
f th
e
d
a
y,
th
ere
is
n
o
r
ig
h
t o
r
w
r
o
n
g
mo
d
el
fo
r
it.
”
Fro
m
th
e
c
o
m
m
en
ts
an
d
s
u
g
g
esti
o
n
s
,
it
h
as
b
ee
n
d
is
co
v
er
ed
th
at
th
e
g
o
v
e
r
n
an
ce
s
tr
u
ct
u
r
e
is
v
er
y
im
p
o
r
tan
t
to
ac
co
m
p
lis
h
th
e
m
is
s
io
n
an
d
g
o
al
o
f
th
e
i
n
s
titu
tio
n
.
B
esid
es,
th
is
s
tr
u
ctu
r
e
also
d
eter
m
in
es
th
e
o
p
er
atio
n
al
ef
f
icien
cy
o
f
th
e
in
s
titu
tio
n
.
Fig
u
r
e
2
s
h
o
ws
h
o
w
th
e
co
n
n
ec
tio
n
s
b
etwe
en
th
e
r
esp
o
n
s
es
f
r
o
m
ex
p
er
t’
s
lin
k
with
th
e
s
u
b
-
f
ac
t
o
r
s
o
f
th
e
g
o
v
e
r
n
an
ce
d
im
en
s
i
o
n
.
Fig
u
r
e
2
.
NViv
o
an
aly
s
is
–
g
o
v
er
n
an
ce
o
f
g
r
ad
u
ate
e
d
u
ca
tio
n
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
F
a
cto
r
s
th
a
t c
o
n
tr
ib
u
te
to
t
h
e
s
u
s
ta
in
a
b
ilit
y
o
f g
r
a
d
u
a
te
ed
u
ca
tio
n
in
Ma
la
ysia
n
…
(
Mo
h
d
F
a
th
i S
a
r
ima
n
)
21
Sev
er
al
r
esear
ch
[
30
]
–
[3
2
]
h
a
v
e
p
r
o
p
o
s
ed
th
at
g
o
v
e
r
n
an
ce
en
co
m
p
ass
es
v
ar
io
u
s
asp
ec
ts
,
s
u
ch
as
th
e
im
p
lem
en
tatio
n
o
f
u
n
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elate
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ata
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ate
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ese
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in
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s
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d
icate
alig
n
m
en
t
b
etwe
en
t
h
e
Go
v
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ce
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Gr
ad
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at
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Ma
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t f
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d
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e
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g
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ested
b
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Ag
h
io
n
et
a
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.
[
30
]
.
3
.
2
.
3
.
Q
ua
lity
o
f
s
up
er
v
is
io
n
B
ased
o
n
Fi
g
u
r
e
3
,
all
th
e
ex
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e
r
ts
h
a
v
e
a
g
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ee
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o
n
t
h
e
n
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ed
f
o
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c
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g
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alit
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.
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f
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t
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ix
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r
ts
(
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r
t
1
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er
t
3
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r
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2
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5
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p
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r
,
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is
s
u
g
g
est
e
d
t
h
e
p
o
te
n
ti
al
s
u
p
e
r
v
is
o
r
att
en
d
s
p
ec
i
f
i
c
p
u
b
lica
ti
o
n
c
o
u
r
s
es
a
n
d
o
b
ta
in
a
r
esea
r
c
h
g
r
a
n
t
t
o
s
u
p
er
v
is
e
r
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r
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h
s
t
u
d
e
n
ts
wit
h
th
e
c
u
r
r
e
n
t
d
e
m
an
d
o
f
p
u
b
li
c
ati
o
n
a
n
d
th
e
n
a
tu
r
e
o
f
r
ese
a
r
c
h
th
at
n
ee
d
s
f
i
n
a
n
cia
l
ass
is
tan
ce
t
o
f
u
n
d
t
h
e
r
es
ea
r
c
h
ac
t
iv
iti
es.
E
x
p
er
t
1
:
“
A
ll
s
u
p
ervis
o
r
s
,
in
o
r
d
er
to
s
u
p
ervis
e,
n
ee
d
a
r
es
ea
r
ch
g
r
a
n
t,
esp
ec
ia
lly
fo
r
th
o
s
e
w
h
o
a
r
e
in
s
cien
ce
a
n
d
tech
n
o
lo
g
y,
a
s
it
r
eq
u
ir
es
a
lo
t
o
f
fu
n
d
s
to
d
o
a
n
a
lyses
a
n
d
s
o
o
n
.
E
ve
n
in
th
e
field
o
f
s
o
cia
l
s
ci
en
ce
,
s
o
me
a
llo
ca
tio
n
a
n
d
fu
n
d
in
g
fo
r
d
a
ta
co
llectio
n
is
n
ee
d
ed
.
”
Fig
u
r
e
3
.
NViv
o
an
aly
s
is
–
q
u
ality
o
f
s
u
p
er
v
is
io
n
All
th
e
in
ter
v
iewe
es
h
av
e
ag
r
ee
d
th
at
s
u
p
er
v
is
io
n
tr
ai
n
in
g
i
s
co
m
p
u
ls
o
r
y
to
p
r
ep
a
r
e
th
e
s
u
p
er
v
is
o
r
with
ad
eq
u
ate
tr
ain
in
g
in
s
u
p
er
v
is
io
n
s
k
ills
to
s
et
s
tan
d
ar
d
s
an
d
r
eq
u
ir
em
en
ts
f
o
r
q
u
ality
s
u
p
er
v
is
io
n
.
T
h
eir
co
n
s
en
s
u
s
u
n
d
er
s
co
r
es
th
e
p
i
v
o
tal
r
o
le
th
at
s
u
p
e
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n
tr
ain
in
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s
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r
ep
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tiv
e
s
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r
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en
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r
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e
d
eliv
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ig
h
-
q
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ality
s
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.
T
h
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f
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llo
win
g
is
an
ex
am
p
le
o
f
E
x
p
e
r
t
3
’
s
co
m
m
e
n
t:
E
x
p
er
t
3
:
“
S
u
p
ervis
o
r
tr
a
in
in
g
is
co
mp
u
ls
o
r
y
fo
r
n
ew
s
u
p
ervis
o
r
s
b
ec
a
u
s
e
a
ll
s
u
p
ervis
o
r
s
mu
s
t
u
n
d
erg
o
a
ce
r
ta
in
p
r
o
ce
s
s
b
efo
r
e
q
u
a
lifyin
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a
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a
s
u
p
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r
a
n
d
b
ei
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g
fa
ir
to
s
tu
d
en
ts
.
I
t
is
g
o
o
d
fo
r
s
u
p
ervis
o
r
s
to
b
e
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r
ep
a
r
ed
to
tr
a
in
a
n
d
g
u
id
e
s
tu
d
en
ts
.
”
T
h
is
f
in
d
in
g
alig
n
s
with
th
e
p
r
ev
io
u
s
r
esear
ch
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5
]
,
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3
]
,
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4
]
,
wh
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r
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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R
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Vo
l
.
14
,
No
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1
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Feb
r
u
a
r
y
20
25
:
1
7
-
27
22
h
as
id
en
tifie
d
th
e
q
u
ality
o
f
s
u
p
er
v
is
io
n
as
a
cr
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cial
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t
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ested
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r
e
r
esear
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r
an
t
s
to
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f
ec
tiv
ely
s
u
p
er
v
is
e
r
esear
ch
s
tu
d
en
ts
.
3
.
2
.
4
.
Q
ua
lity
o
f
s
t
ud
ent
Qu
ality
o
f
s
tu
d
en
ts
,
th
e
th
i
r
d
d
im
en
s
io
n
,
em
p
h
asizes
th
e
ad
m
is
s
io
n
r
eq
u
ir
em
e
n
ts
,
en
r
o
lm
en
t
o
f
s
tu
d
en
ts
,
s
k
ills
,
p
u
b
licatio
n
s
,
an
d
b
r
id
g
in
g
p
r
o
g
r
a
m
as
p
r
esen
ted
in
Fig
u
r
e
4
.
Fiv
e
in
ter
v
ie
wee
s
elab
o
r
ated
o
n
th
e
en
r
o
lm
en
t
o
f
g
r
ad
u
ate
s
tu
d
en
ts
an
d
p
u
b
licatio
n
.
T
h
e
co
m
m
en
ts
a
r
e
th
at
th
e
en
r
o
lm
en
t
o
f
g
r
ad
u
ate
s
tu
d
en
ts
is
o
n
e
o
f
th
e
k
ey
co
m
p
o
n
e
n
ts
in
R
Us.
Oth
er
th
an
th
at,
g
r
ad
u
ate
s
tu
d
en
ts
p
lay
im
p
o
r
tan
t
r
o
les
in
p
r
o
d
u
cin
g
r
esear
ch
.
E
x
p
er
t
4
:
“
O
n
e
o
f
th
e
ke
y
co
mp
o
n
en
ts
o
f
a
n
y
r
esea
r
ch
-
in
t
en
s
ive
u
n
ivers
ity
is
a
vib
r
a
n
t
co
h
o
r
t
o
f
g
r
a
d
u
a
te
r
esea
r
ch
s
tu
d
en
ts
.
”
E
x
p
er
t
2
:
“
To
s
u
s
ta
in
a
r
esea
r
ch
u
n
ivers
ity,
th
e
p
r
io
r
ity
is
to
h
a
ve
ma
n
y
s
tu
d
en
ts
to
d
o
r
esea
r
ch
a
n
d
r
esea
r
ch
g
r
a
n
ts
to
fin
a
n
ce
th
e
r
esea
r
ch
a
ctivity.
”
E
x
p
er
t
5
:
“
Yes
,
it
s
h
o
u
ld
b
e
a
s
s
o
cia
ted
.
B
esid
es
a
ca
d
emic
ia
n
s
,
th
e
r
esea
r
ch
va
lu
e
ch
a
i
n
fo
r
th
e
R
Us s
h
o
u
ld
a
ls
o
d
efin
itely
in
v
o
lve
s
tu
d
en
ts
.
”
Fig
u
r
e
4
.
NViv
o
an
aly
s
is
–
q
u
ality
o
f
s
tu
d
en
ts
I
n
th
is
p
r
esen
t
s
tu
d
y
,
t
h
e
im
p
o
r
tan
t
in
d
icato
r
s
id
en
tifie
d
f
o
r
ass
ess
in
g
th
e
q
u
ality
o
f
s
tu
d
en
ts
wer
e
s
k
ills
,
p
u
b
licatio
n
s
,
an
d
b
r
id
g
in
g
p
r
o
g
r
am
s
.
T
h
ese
in
d
icato
r
s
r
ef
lect
th
e
ca
p
ab
ilit
ies
an
d
th
e
q
u
ality
o
f
th
e
s
tu
d
en
ts
en
r
o
lled
in
th
e
in
s
titu
tio
n
.
Alth
o
u
g
h
t
h
er
e
ar
e
n
o
s
p
ec
if
ic
r
eq
u
ir
em
e
n
ts
f
o
r
s
k
il
ls
u
p
o
n
a
d
m
is
s
io
n
,
s
k
ills
will
b
e
d
ev
elo
p
ed
d
u
r
in
g
th
e
s
tu
d
y
p
r
o
ce
s
s
.
Ho
wev
er
,
if
th
e
p
o
ten
tial
s
tu
d
e
n
ts
alr
e
ad
y
h
a
v
e
th
em
,
th
is
r
ep
r
esen
ts
ad
d
ed
v
alu
e
f
o
r
th
e
s
u
p
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v
is
o
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an
d
in
s
titu
tio
n
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t
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p
e
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iate
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ce
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er
io
r
o
u
tco
m
es.
T
h
e
f
o
llo
w
in
g
is
an
ex
am
p
le
o
f
E
x
p
er
t
2
’
s
co
m
m
en
t:
E
x
p
er
t
2
:
“
I
n
terms
o
f
s
k
ills
,
b
efo
r
e
en
teri
n
g
Gra
d
u
a
te
E
d
u
ca
tio
n
,
I
d
id
n
’
t
s
p
ec
ify
a
n
y
s
kill
r
eq
u
ir
eme
n
t
a
s
lo
n
g
a
s
th
e
s
tu
d
en
t
h
a
d
a
g
o
o
d
a
ttit
u
d
e
to
lea
r
n
in
g
d
u
r
in
g
t
h
e
p
r
o
ce
s
s
o
f
g
ettin
g
th
eir ma
s
ter’s d
eg
r
ee
o
r
P
h
.
D.
”
On
th
e
o
th
er
h
a
n
d
,
o
n
e
o
f
th
e
ex
p
er
ts
(
E
x
p
er
t
3
)
em
p
h
asized
th
at
th
e
s
y
s
tem
a
n
d
s
u
p
er
v
is
o
r
m
u
s
t
b
e
g
o
o
d
a
n
d
co
m
p
eten
t in
th
e
f
ir
s
t p
lace
to
en
co
u
r
ag
e
a
n
d
d
ev
elo
p
th
e
g
r
ad
u
ate
s
tu
d
en
ts
’
s
k
ills
wh
ile
th
ey
ar
e
o
n
th
e
p
r
o
g
r
am
.
Fu
r
th
er
m
o
r
e,
la
n
g
u
ag
e
is
o
n
e
o
f
th
e
k
ey
p
o
in
ts
f
o
r
g
r
a
d
u
ate
s
tu
d
e
n
ts
,
as
th
e
m
ater
ials
an
d
r
eso
u
r
ce
s
ar
e
all
in
E
n
g
lis
h
.
I
n
ad
d
itio
n
,
o
th
er
s
o
f
t
s
k
ills
ar
e
al
s
o
im
p
o
r
tan
t
wh
ile
d
o
in
g
r
esear
ch
.
Gr
ap
r
ag
asem
et
a
l.
[3
5
]
em
p
h
asized
th
e
s
ig
n
if
ican
ce
o
f
E
n
g
l
is
h
p
r
o
f
icien
cy
as a
cr
iter
io
n
f
o
r
ad
m
is
s
io
n
.
3
.
2
.
5
.
Q
ua
lity
o
f
p
ro
g
r
a
m
T
h
e
f
o
u
r
th
d
im
e
n
s
io
n
wh
ich
is
p
r
o
g
r
am
q
u
ality
,
co
n
s
is
ts
o
f
r
esear
ch
o
u
tp
u
t
in
a
p
r
o
g
r
am
,
th
e
im
p
ac
t
an
d
o
u
tp
u
t
o
f
th
e
p
r
o
g
r
am
,
p
u
b
licatio
n
,
in
co
m
e
g
e
n
er
atio
n
,
r
esear
ch
weig
h
tag
e,
an
d
th
e
g
r
ad
u
ate
p
r
o
g
r
am
as
d
is
p
lay
ed
in
Fig
u
r
e
5
.
All
o
f
th
e
ex
p
er
t
in
ter
v
iewe
es
b
el
iev
ed
th
at
th
e
is
s
u
e
was
n
o
t
ab
o
u
t
wh
eth
er
t
h
e
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
F
a
cto
r
s
th
a
t c
o
n
tr
ib
u
te
to
t
h
e
s
u
s
ta
in
a
b
ilit
y
o
f g
r
a
d
u
a
te
ed
u
ca
tio
n
in
Ma
la
ysia
n
…
(
Mo
h
d
F
a
th
i S
a
r
ima
n
)
23
p
r
o
g
r
a
m
s
h
o
u
ld
f
o
cu
s
m
o
r
e
o
n
th
e
tau
g
h
t
co
u
r
s
e
o
r
f
u
ll
r
es
ea
r
ch
,
it
was
ab
o
u
t
th
e
r
esear
ch
o
u
tp
u
t
f
r
o
m
th
e
p
r
o
g
r
a
m
an
d
t
h
e
p
u
b
licatio
n
s
.
Fu
r
th
er
m
o
r
e,
th
e
tau
g
h
t
co
u
r
s
e
p
r
o
g
r
am
ca
n
also
h
av
e
a
m
aster
’
s
p
r
o
ject,
m
ea
n
in
g
th
at
s
tu
d
e
n
ts
co
n
d
u
ct
r
esear
ch
.
T
h
e
p
u
b
licatio
n
h
as
lo
n
g
b
ee
n
a
m
ai
n
o
u
tp
u
t
f
o
r
r
esear
c
h
.
G
r
ad
u
ate
e
d
u
ca
tio
n
is
n
o
e
x
ce
p
t
io
n
to
th
e
r
eq
u
ir
em
e
n
t
f
o
r
s
tu
d
en
ts
to
p
u
b
lis
h
d
u
r
in
g
th
ei
r
s
tu
d
y
b
ef
o
r
e
s
u
b
m
itti
n
g
f
o
r
ex
a
m
in
atio
n
.
Go
o
d
q
u
ality
d
eb
ates
an
d
d
is
cu
s
s
io
n
s
wer
e
h
eld
ab
o
u
t
p
u
b
licatio
n
s
ac
co
r
d
in
g
to
th
eir
r
esear
c
h
ar
e
a,
wh
eth
er
it
was
en
g
in
ee
r
in
g
,
s
cien
ce
an
d
tech
n
o
lo
g
y
,
o
r
s
o
cial
s
cien
ce
an
d
th
e
h
u
m
an
ities
.
E
x
p
er
t
1
:
“
I
t
o
ta
lly
d
is
a
g
r
e
e
th
a
t
o
n
ly
ce
r
ta
in
field
s
o
f
r
esea
r
ch
ca
n
p
r
o
d
u
ce
h
ig
h
imp
a
ct
p
u
b
lica
tio
n
s
.
A
cc
o
r
d
in
g
to
S
c
o
p
u
s
,
N
US
p
r
o
d
u
ce
4
8
%
o
f
h
i
g
h
imp
a
ct
p
u
b
lica
tio
n
s
fr
o
m
th
e
s
o
cia
l scien
ce
field
.
”
E
x
p
er
t
3
:
“
A
s
f
o
r
p
u
b
lica
tio
n
,
a
ll
field
s
h
a
ve
c
h
a
n
c
es
to
p
u
b
lis
h
in
to
p
j
o
u
r
n
a
ls
a
cc
o
r
d
in
g
to
yo
u
r
a
r
ea
.
E
ve
n
th
o
u
g
h
it
is
less
cita
tio
n
it
ca
n
b
e
a
Q1
j
o
u
r
n
a
l
d
esp
ite
o
f
h
o
w
mu
c
h
th
e
imp
a
ct
fa
cto
r
ca
n
b
e
fr
o
m
0
.
0
1
to
6
0
in
n
a
tu
r
a
l
s
cien
ce
s
.
B
u
t
it
d
ep
en
d
s
o
n
h
o
w
g
o
o
d
o
f
th
e
r
esea
r
ch
th
a
t y
o
u
d
id
.
”
Fig
u
r
e
5
.
NViv
o
an
aly
s
is
–
q
u
ality
o
f
p
r
o
g
r
am
3
.
2
.
6
.
Resea
rc
h
f
a
cilit
ies
T
h
e
f
if
th
d
im
en
s
io
n
,
r
esear
c
h
f
ac
ilit
ies,
in
clu
d
es
s
er
v
ices
f
o
r
g
r
a
d
u
ate
s
tu
d
e
n
ts
o
f
f
e
r
ed
b
y
th
e
in
s
titu
tio
n
p
r
o
v
id
in
g
th
e
g
r
ad
u
ate
ed
u
ca
tio
n
.
Fig
u
r
e
6
s
h
o
ws
in
ter
v
iewe
es’
r
esp
o
n
s
es
o
n
all
th
e
s
u
b
-
f
ac
to
r
s
o
f
th
e
f
if
th
d
im
en
s
io
n
.
R
esear
ch
f
ac
ilit
ies
in
clu
d
e
lab
o
r
ato
r
ies,
eq
u
ip
m
en
t,
m
ater
ials
,
s
o
f
twar
e,
wo
r
k
s
p
ac
es,
a
n
d
ac
ce
s
s
to
o
n
lin
e
m
ater
ial,
s
u
c
h
as
jo
u
r
n
al
a
r
ticles,
to
s
u
p
p
o
r
t
th
e
lear
n
i
n
g
p
r
o
ce
s
s
o
f
g
r
ad
u
ate
ed
u
ca
tio
n
.
T
h
e
ec
o
s
y
s
tem
ca
n
b
e
d
iv
id
ed
in
to
r
esear
ch
e
q
u
ip
m
e
n
t,
co
n
d
u
civ
e
w
o
r
k
s
p
ac
es
an
d
r
es
ea
r
ch
lab
o
r
ato
r
ies,
co
llab
o
r
atio
n
with
o
t
h
er
r
ese
ar
ch
f
ac
ilit
ies,
o
n
lin
e
r
eso
u
r
ce
s
,
r
esear
ch
m
ater
ial,
an
d
m
ain
ten
an
ce
.
Su
ch
f
ac
ilit
ies ar
e
ess
en
tial to
ex
p
an
d
in
g
g
r
ad
u
ate
e
d
u
ca
tio
n
.
E
x
p
er
t 4
:
“
H
a
vin
g
th
e
fa
cilities
n
ee
d
ed
to
d
o
th
e
r
esea
r
ch
is
d
efin
itely
a
mu
s
t.
”
E
x
p
er
t
3
:
“
Th
is
is
n
o
t
ta
ke
n
in
to
co
n
s
id
era
tio
n
w
h
en
w
e
h
a
v
e
a
lo
t
o
f
s
tu
d
en
ts
b
u
t
to
q
u
e
u
e
fo
r
th
e
s
a
me
eq
u
ip
men
t a
n
d
d
o
th
e
ex
p
erimen
t o
u
ts
id
e
th
e
u
n
ivers
ity.
”
E
x
p
er
t 5
:
“
Yes
.
I
t is a
mu
s
t to
h
a
ve
a
d
eq
u
a
te
r
esea
r
ch
fa
cilities
to
r
ela
te
it to
R
Us s
ta
tu
s
.
”
A
co
n
d
u
civ
e
wo
r
k
in
g
en
v
i
r
o
n
m
en
t
r
e
f
er
s
to
a
g
o
o
d
p
lac
e
in
th
e
R
Us
s
im
p
ly
b
ec
au
s
e
s
u
ch
an
en
v
ir
o
n
m
en
t
will
s
tim
u
late
ca
lm
an
d
cr
ea
tiv
ity
to
p
r
o
d
u
ce
g
o
o
d
q
u
ality
r
esear
ch
.
E
v
en
t
h
o
u
g
h
th
e
n
atu
r
e
o
f
r
esear
ch
d
if
f
er
s
f
r
o
m
o
n
e
f
i
eld
to
an
o
th
e
r
,
th
e
e
n
v
ir
o
n
m
en
t
ca
n
h
av
e
a
p
o
s
itiv
e
im
p
ac
t.
T
h
e
f
o
llo
win
g
s
tatem
en
t c
ap
tu
r
es E
x
p
er
t
3
’
s
co
m
m
en
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
7
-
27
24
E
x
p
er
t
3
:
“
Oth
er
th
a
n
r
esea
r
ch
fa
cilities
a
n
d
e
q
u
ip
men
t,
w
e
a
ls
o
n
ee
d
to
p
r
o
vid
e
s
tu
d
en
ts
w
ith
a
s
p
a
ce
fo
r
a
co
n
d
u
cive
w
o
r
kin
g
en
viro
n
men
t.
F
o
r
ex
a
mp
le,
u
n
ivers
ities
o
ve
r
s
ea
s
p
r
o
vid
e
ve
r
y
g
o
o
d
w
o
r
ksp
a
ce
s
s
o
th
a
t
th
e
s
tu
d
en
t
feels
mo
tiva
ted
a
n
d
co
mfo
r
ta
b
le
t
o
s
tu
d
y,
a
n
d
it
is
b
ette
r
th
a
n
th
eir
h
o
me,
s
o
th
ey
feel
th
ey
d
o
n
’
t
w
a
n
t
to
g
o
b
a
ck
.
Th
e
g
r
ea
t
en
viro
n
men
t
w
ill
s
ti
mu
la
te
th
e
s
tu
d
en
t
to
b
e
crea
tive
a
n
d
ca
lm
a
n
d
h
elp
s
th
em
to
p
r
o
d
u
ce
a
g
o
o
d
q
u
a
lity res
ea
r
ch
o
u
tp
u
t.
”
Fig
u
r
e
6
.
NViv
o
an
aly
s
is
–
r
es
ea
r
ch
f
ac
ilit
ies
Acc
o
r
d
in
g
to
t
h
e
in
ter
v
iews,
th
r
ee
o
f
th
e
s
ix
ex
p
e
r
ts
(
E
x
p
e
r
t
3
,
E
x
p
e
r
t
5
an
d
E
x
p
er
t
6
)
m
en
tio
n
ed
th
at
eq
u
ip
m
en
t
an
d
lab
o
r
ato
r
i
es
ar
e
im
p
o
r
tan
t
f
o
r
g
r
ad
u
ate
s
tu
d
en
ts
to
co
n
d
u
ct
th
eir
r
esear
ch
.
T
h
ey
n
o
r
m
ally
q
u
eu
ed
f
o
r
th
e
s
am
e
eq
u
ip
m
en
t,
an
d
at
tim
es,
s
tu
d
en
ts
m
u
s
t
u
s
e
o
th
er
in
s
titu
tio
n
s
'
f
ac
ilit
ies.
I
n
th
eir
d
is
cu
s
s
io
n
s
,
th
ese
ex
p
er
ts
em
p
h
asized
th
at
th
e
lim
ited
av
ail
ab
ilit
y
o
f
eq
u
ip
m
en
t
an
d
la
b
o
r
ato
r
y
s
p
ac
e
d
id
n
o
t
o
n
ly
h
am
p
e
r
th
e
ef
f
icien
cy
o
f
g
r
a
d
u
ate
s
tu
d
en
ts
'
r
esear
ch
b
u
t
th
e
r
eso
u
r
ce
allo
ca
tio
n
s
f
o
r
im
p
r
o
v
i
n
g
th
e
f
ac
ilit
ies n
ee
d
ed
to
b
e
in
c
r
ea
s
ed
as we
ll.
3
.
2
.
7
.
Resea
rc
h
e
co
s
y
s
t
em
Nex
t,
Fig
u
r
e
7
s
h
o
ws
th
e
NViv
o
an
aly
s
is
o
f
th
e
s
ix
th
d
im
e
n
s
io
n
,
n
am
ely
,
th
e
r
esear
ch
e
co
s
y
s
tem
,
wh
ich
co
m
b
in
es
th
e
p
h
y
s
ical
an
d
en
v
ir
o
n
m
en
t
o
f
th
e
r
es
ea
r
ch
ed
u
ca
tio
n
in
an
in
s
titu
tio
n
.
T
h
e
r
esear
ch
ec
o
s
y
s
tem
in
a
u
n
iv
er
s
ity
in
clu
d
es
an
ef
f
icien
t
ce
n
tr
aliz
ed
s
u
p
p
o
r
t
s
y
s
tem
,
s
k
ill
d
e
v
elo
p
m
en
t
tr
ai
n
in
g
,
o
r
g
an
izin
g
wo
r
k
s
h
o
p
s
an
d
c
o
n
f
er
e
n
ce
s
,
b
asic
s
tu
d
y
p
lan
s
,
an
d
r
esear
ch
s
tr
u
ctu
r
e
an
d
r
esear
ch
p
r
o
p
o
s
al
wo
r
k
s
h
o
p
s
.
Fo
u
r
o
u
t
o
f
th
e
s
ix
in
ter
v
iewe
es
em
p
h
asized
th
at
an
e
f
f
icien
t
ce
n
tr
alize
d
s
u
p
p
o
r
t
s
y
s
tem
is
cr
u
cial
to
g
r
a
d
u
ate
ed
u
ca
tio
n
s
im
p
l
y
b
ec
a
u
s
e
s
tu
d
en
ts
n
ee
d
g
o
o
d
s
u
p
p
o
r
t
to
h
elp
th
em
with
th
eir
s
tu
d
ies
an
d
r
esear
ch
.
T
h
e
s
u
p
p
o
r
t
m
u
s
t
b
e
ce
n
tr
alize
d
s
o
all
s
tu
d
en
ts
c
an
r
ef
e
r
to
o
n
e
p
lace
t
o
o
b
tain
th
e
s
u
p
p
o
r
t.
Sk
ills
an
d
d
ev
el
o
p
m
e
n
t
tr
ain
in
g
f
o
r
g
r
ad
u
ate
s
tu
d
e
n
ts
m
u
s
t
b
e
co
n
d
u
cted
alo
n
g
s
id
e
th
e
p
r
o
g
r
am
to
p
r
ep
ar
e
s
tu
d
en
ts
with
th
e
n
ec
ess
ar
y
attr
ib
u
tes
an
d
s
k
ills
af
ter
g
r
a
d
u
atio
n
.
I
n
th
e
i
n
ter
v
iewe
es'
ex
p
er
ien
ce
,
m
o
s
t
R
Us
p
r
o
v
id
e
wh
at
th
e
s
tu
d
en
t n
ee
d
s
,
b
u
t f
u
r
th
er
im
p
r
o
v
em
en
t is r
e
q
u
ir
ed
.
Her
e
ar
e
th
e
th
o
u
g
h
ts
th
ey
s
h
a
r
ed
:
E
x
p
er
t
2
:
“
We
h
a
ve
a
g
o
o
d
s
u
p
p
o
r
t
p
r
o
g
r
a
m
fo
r
s
tu
d
en
ts
co
mp
a
r
ed
to
w
h
ere
I
’
ve
b
ee
n
ta
kin
g
my
P
h
D
in
t
h
e
UK
.
B
u
t
th
e
t
h
in
g
th
a
t
w
e
n
ee
d
t
o
imp
r
o
ve
is
th
e
q
u
a
lity,
a
n
d
th
e
r
esp
o
n
s
e
time
mu
s
t b
e
q
u
ick
a
n
d
a
p
p
r
o
p
r
ia
te
w
h
en
s
tu
d
en
ts
r
eq
u
ir
e
a
s
s
is
ta
n
ce
.
”
E
x
p
er
t
3
:
“
Th
ere
is
g
en
era
l
a
n
d
s
p
ec
ific
s
u
p
p
o
r
t
fo
r
ex
p
ert
P
G
s
tu
d
en
ts
.
We
n
ee
d
a
g
o
o
d
s
u
p
p
o
r
t
s
ystem
fo
r
s
tu
d
en
ts
;
fo
r
ex
a
mp
le,
if
a
s
tu
d
en
t
n
ee
d
s
to
u
s
e
r
esea
r
ch
s
o
ftw
a
r
e
s
u
ch
a
s
S
P
S
S
,
MATLAB
,
th
e
u
n
ivers
ity
s
h
o
u
ld
h
a
ve
a
o
n
e
s
to
p
ce
n
t
er
a
n
d
ex
p
erts
to
g
u
i
d
e
th
em
a
n
d
co
n
d
u
ct
tr
a
in
in
g
a
n
d
a
s
s
is
ta
n
ce
.
On
e
mo
r
e
ex
a
mp
le
-
w
e
ca
n
a
ls
o
h
a
ve
a
o
n
e
s
to
p
ce
n
ter
to
p
erio
d
ica
lly
p
r
o
vi
d
e
tr
a
in
in
g
fo
r
w
r
itin
g
th
eses
,
jo
u
r
n
a
l
p
a
p
ers
,
a
n
d
ma
kin
g
p
r
esen
ta
tio
n
s
lid
es.
”
E
x
p
er
t
5
:
“
Yes
,
th
e
u
n
ivers
ity
s
h
o
u
ld
in
itia
te
mo
r
e
s
u
p
p
o
r
t
p
r
o
g
r
a
ms.
I
b
eliev
e
th
a
t
th
e
s
e
co
u
ld
en
h
a
n
ce
a
n
d
n
u
r
tu
r
e
th
e
r
esea
r
ch
cu
ltu
r
e
a
n
d
v
a
lu
es.
”
E
x
p
er
t 6
:
“
I
n
teg
r
a
ted
,
in
co
r
p
o
r
a
ted
,
s
tr
o
n
g
s
u
p
p
o
r
t sys
tems..
.
th
ey
a
r
e
a
mu
s
t h
a
ve
.
”
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
F
a
cto
r
s
th
a
t c
o
n
tr
ib
u
te
to
t
h
e
s
u
s
ta
in
a
b
ilit
y
o
f g
r
a
d
u
a
te
ed
u
ca
tio
n
in
Ma
la
ysia
n
…
(
Mo
h
d
F
a
th
i S
a
r
ima
n
)
25
Fig
u
r
e
7
.
NViv
o
an
aly
s
is
–
r
es
ea
r
ch
ec
o
s
y
s
tem
3
.
2
.
8
.
F
ina
ncia
l
a
s
s
is
t
a
nce
T
h
e
s
ev
en
th
a
n
d
f
i
n
al
d
im
en
s
io
n
is
f
in
an
cial
ass
is
tan
ce
.
Fin
an
cial
ass
is
tan
ce
is
th
e
m
o
s
t
im
p
o
r
tan
t
elem
en
t in
g
r
a
d
u
ate
ed
u
ca
tio
n
as sh
o
wn
in
Fig
u
r
e
8
.
W
ith
o
u
t
f
in
an
cial
ass
is
tan
ce
,
n
o
s
tu
d
e
n
ts
will b
e
en
r
o
lled
to
co
n
d
u
ct
r
esear
ch
an
d
f
o
llo
w
th
e
p
r
o
g
r
am
.
T
h
u
s
,
R
Us
m
u
s
t
p
r
o
v
id
e
m
o
n
etar
y
s
u
p
p
o
r
t
an
d
f
in
d
allo
ca
tio
n
s
f
o
r
f
in
a
n
cial
ass
is
tan
ce
.
All
t
h
e
in
ter
v
iewe
es
ag
r
ee
d
th
at
al
l
s
u
p
er
v
is
o
r
s
s
h
o
u
ld
b
e
p
r
o
v
i
d
ed
with
a
g
r
an
t
to
co
n
d
u
ct
r
esear
c
h
.
I
n
s
u
p
er
v
is
i
n
g
r
esear
ch
s
tu
d
e
n
ts
,
s
u
p
er
v
is
o
r
s
m
u
s
t
b
e
en
titl
ed
to
r
esear
c
h
g
r
an
ts
to
o
f
f
er
th
e
s
tu
d
en
ts
th
e
s
u
p
p
o
r
t
th
ey
n
e
e
d
.
Ho
wev
er
,
d
u
e
to
th
e
cu
r
r
en
t
ec
o
n
o
m
ic
s
tate,
r
esear
ch
g
r
a
n
ts
ar
e
v
er
y
lim
ited
an
d
co
m
p
etitiv
e
f
o
r
th
em
is
f
i
er
ce
.
E
f
f
ec
tiv
e
g
r
ad
u
ate
ed
u
ca
tio
n
e
x
p
an
s
io
n
r
eq
u
i
r
es
a
s
u
f
f
icien
t
b
u
d
g
et,
as
h
ig
h
lig
h
ted
in
p
r
ev
i
o
u
s
s
tu
d
y
[2
2
],
[
3
6
]
,
w
h
o
u
n
d
e
r
s
co
r
ed
t
h
e
r
eso
u
r
ce
-
in
ten
s
iv
e
n
atu
r
e
o
f
R
Us
th
at
r
ely
o
n
p
u
b
lic
f
u
n
d
in
g
an
d
ex
ter
n
a
l
s
o
u
r
ce
s
to
s
u
p
p
o
r
t
v
ital
elem
en
ts
s
u
ch
as
ac
ad
em
ic
g
o
v
e
r
n
an
ce
,
talen
ted
h
u
m
an
r
eso
u
r
ce
s
,
an
d
ac
a
d
em
ic
cu
ltu
r
e.
T
h
e
in
ter
v
iews with
ex
p
er
ts
in
th
is
s
tu
d
y
f
u
r
th
e
r
ec
h
o
ed
th
e
ch
allen
g
es p
o
s
ed
b
y
li
m
ited
s
ch
o
lar
s
h
ip
s
,
allo
ca
tio
n
s
,
f
u
n
d
i
n
g
,
a
n
d
r
es
ea
r
ch
g
r
a
n
ts
d
u
e
to
in
s
u
f
f
icien
t
in
ter
n
al
f
u
n
d
s
.
All
th
e
c
o
m
m
en
ts
f
r
o
m
th
e
in
ter
v
iewe
es sh
o
w
th
at
th
ey
v
i
ewe
d
it a
s
ess
en
tial:
E
x
p
er
t 1
:
“
S
o
cia
l scien
ce
a
ls
o
n
ee
d
s
s
o
me
a
llo
ca
tio
n
a
n
d
fu
n
d
in
g
fo
r
d
a
ta
co
llectio
n
.
”
E
x
p
er
t
2
:
“
To
s
u
s
ta
in
a
r
esea
r
ch
u
n
ivers
ity,
th
e
p
r
io
r
ity
i
s
to
h
a
ve
ma
n
y
s
tu
d
en
ts
d
o
in
g
r
esea
r
ch
a
n
d
r
esea
r
ch
g
r
a
n
ts
to
fin
a
n
ce
th
e
r
esea
r
ch
a
ctivity.
”
E
x
p
er
t
3
:
“
F
o
r
fin
a
n
cia
l
a
s
s
is
ta
n
ce
,
I
feel
th
a
t
w
e
s
till
la
ck
th
e
b
u
d
g
et
to
p
r
o
vid
e
in
t
erms
o
f
q
u
a
n
tity
fo
r
s
tu
d
en
ts
.
We
p
r
o
vid
e
o
n
ly
a
limited
q
u
a
n
tity
o
f
fin
a
n
cia
l
a
s
s
is
ta
n
ce
a
s
w
e
h
a
ve
a
limited
b
u
d
g
et
a
llo
ca
ti
o
n
a
n
d
r
esea
r
ch
g
r
a
n
ts
.
”
E
x
p
er
t 5
:
“
Ma
y
b
e
th
ere
s
h
o
u
l
d
b
e
p
le
n
ty
o
f sch
o
la
r
s
h
ip
s
a
n
d
r
esea
r
ch
g
r
a
n
ts
.
”
Fig
u
r
e
8
.
NViv
o
an
aly
s
is
–
f
in
an
cial
ass
is
tan
ce
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
1
7
-
27
26
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
d
r
aws
o
n
th
e
d
et
er
m
in
an
ts
co
n
tr
ib
u
tin
g
to
th
e
s
u
s
tain
ab
ilit
y
o
f
g
r
ad
u
ate
e
d
u
ca
tio
n
in
Ma
lay
s
ian
u
n
iv
er
s
ities
.
E
m
p
l
o
y
in
g
th
e
UR
SM
as
its
f
o
u
n
d
atio
n
al
f
r
a
m
ewo
r
k
,
it
id
e
n
tifie
s
s
p
ec
if
ic
f
ac
to
r
s
in
teg
r
al
to
s
u
s
tain
ab
le
g
r
ad
u
ate
ed
u
ca
tio
n
,
in
clu
d
in
g
g
o
v
er
n
a
n
ce
o
f
g
r
a
d
u
ate
ed
u
ca
tio
n
,
q
u
ality
o
f
s
u
p
er
v
is
io
n
,
q
u
ality
o
f
r
esear
ch
p
r
o
g
r
a
m
s
,
q
u
ality
o
f
s
tu
d
e
n
ts
,
r
esear
ch
f
ac
ilit
ies,
r
esear
ch
ec
o
s
y
s
tem
s
,
a
n
d
f
in
an
cial
ass
is
tan
ce
.
T
h
ese
f
in
d
in
g
s
alig
n
with
p
r
i
o
r
r
esear
c
h
an
d
u
n
d
er
s
co
r
e
th
e
p
iv
o
tal
r
o
le
o
f
th
ese
f
ac
to
r
s
in
u
p
h
o
ld
in
g
th
e
q
u
ality
an
d
s
u
cc
ess
o
f
g
r
ad
u
ate
e
d
u
ca
tio
n
.
Mo
r
eo
v
er
,
t
h
is
s
tu
d
y
e
x
ten
d
s
th
e
UR
SM
th
eo
r
y
b
y
in
tr
o
d
u
cin
g
two
ad
d
itio
n
a
l
d
im
en
s
io
n
s
,
en
ca
p
s
u
latin
g
h
u
m
an
ca
p
ital
with
in
q
u
ality
o
f
s
u
p
er
v
is
io
n
an
d
q
u
ality
o
f
s
tu
d
e
n
ts
,
g
o
v
er
n
a
n
ce
ca
p
ital
with
in
g
o
v
er
n
an
ce
o
f
g
r
ad
u
ate
m
an
a
g
em
en
t
an
d
q
u
ality
o
f
r
esear
c
h
p
r
o
g
r
a
m
,
p
h
y
s
ical
ca
p
ital
wi
th
in
r
esear
ch
f
ac
ilit
ies,
in
tellectu
al
ca
p
ital
with
in
r
esear
ch
ec
o
s
y
s
tem
s
,
an
d
f
in
an
cial
ca
p
ital
with
in
f
in
a
n
c
ial
ass
i
s
tan
ce
,
p
r
o
v
id
i
n
g
a
c
o
m
p
r
eh
en
s
iv
e
f
r
am
ewo
r
k
tailo
r
ed
to
th
e
c
o
n
tex
t
o
f
s
u
s
tain
ab
le
g
r
ad
u
ate
ed
u
ca
tio
n
in
Ma
lay
s
ia.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
is
ar
ticle
is
s
u
p
p
o
r
ted
b
y
Un
iv
e
r
s
iti
T
ek
n
o
lo
g
i
M
alay
s
ia
Fu
n
d
am
en
tal
R
esear
ch
Gr
an
t
(
Q.
J
1
3
0
0
0
0
.
3
8
5
3
.
2
2
H5
8
)
i
n
itiated
b
y
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iv
e
r
s
iti
T
ek
n
o
l
o
g
i
Ma
lay
s
ia
an
d
Min
is
tr
y
o
f
Hig
h
er
E
d
u
ca
tio
n
Ma
lay
s
ia
.
RE
F
E
R
E
NC
E
S
[
1
]
K
.
M
o
h
r
ma
n
,
W
.
M
a
,
a
n
d
D
.
B
a
k
e
r
,
“
Th
e
r
e
s
e
a
r
c
h
u
n
i
v
e
r
si
t
y
i
n
t
r
a
n
s
i
t
i
o
n
:
t
h
e
e
m
e
r
g
i
n
g
g
l
o
b
a
l
m
o
d
e
l
,
”
H
i
g
h
e
r E
d
u
c
a
t
i
o
n
Po
l
i
c
y
,
v
o
l
.
2
1
,
n
o
.
1
,
p
p
.
5
–
2
7
,
M
a
r
.
2
0
0
8
,
d
o
i
:
1
0
.
1
0
5
7
/
p
a
l
g
r
a
v
e
.
h
e
p
.
8
3
0
0
1
7
5
.
[
2
]
F
.
H
.
T
.
R
h
o
d
e
s,
Re
i
n
v
e
n
t
i
n
g
t
h
e
Re
s
e
a
rc
h
U
n
i
v
e
rs
i
t
y
.
L
o
n
d
o
n
,
P
a
r
i
s,
G
e
n
e
v
e
:
E
C
O
N
O
M
I
C
A
,
2
0
0
4
.
[
3
]
R
.
I
b
r
a
h
i
m,
A
.
Z.
M
a
n
so
r
,
a
n
d
L.
A
mi
n
,
“
T
h
e
me
a
n
i
n
g
a
n
d
p
r
a
c
t
i
c
e
s
o
f
a
c
a
d
e
m
i
c
p
r
o
f
e
ss
i
o
n
a
l
i
sm:
v
i
e
w
s
f
r
o
m
a
c
a
d
e
m
i
c
s
i
n
a
r
e
sea
r
c
h
U
n
i
v
e
r
s
i
t
y
,
”
Pr
o
c
e
d
i
a
-
S
o
c
i
a
l
a
n
d
Be
h
a
v
i
o
r
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
5
9
,
p
p
.
5
2
0
–
5
2
7
,
2
0
1
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
s
b
s
p
r
o
.
2
0
1
2
.
0
9
.
3
0
9
.
[
4
]
I
.
M
.
Y
a
ssi
n
e
t
a
l
.
,
“
E
n
t
i
t
y
-
r
e
l
a
t
i
o
n
s
h
i
p
a
n
a
l
y
s
i
s fo
r
d
e
v
e
l
o
p
m
e
n
t
o
f
M
a
l
a
y
s
i
a
n
u
n
i
v
e
r
s
i
t
y
r
e
s
e
a
r
c
h
a
ss
e
ssm
e
n
t
i
n
s
t
r
u
me
n
t
(
M
y
R
A
)
i
n
f
o
r
mat
i
o
n
s
y
st
e
m,
”
i
n
2
0
1
1
I
EEE
I
n
t
e
rn
a
t
i
o
n
a
l
C
o
n
f
e
re
n
c
e
o
n
S
y
st
e
m
E
n
g
i
n
e
e
r
i
n
g
a
n
d
T
e
c
h
n
o
l
o
g
y
,
J
u
n
.
2
0
1
1
,
p
p
.
2
1
9
–
2
2
4
,
d
o
i
:
1
0
.
1
1
0
9
/
I
C
S
E
n
g
T.
2
0
1
1
.
5
9
9
3
4
5
4
.
[
5
]
N
.
M
.
S
h
e
r
i
f
f
a
n
d
N
.
A
b
d
u
l
l
a
h
,
“
R
e
s
e
a
r
c
h
u
n
i
v
e
r
s
i
t
i
e
s
i
n
M
a
l
a
y
si
a
:
w
h
a
t
b
e
h
o
l
d
s?”
Asi
a
n
J
o
u
r
n
a
l
o
f
U
n
i
v
e
rsi
t
y
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
3
,
n
o
.
2
,
p
p
.
3
5
–
5
0
,
2
0
1
7
.
[
6
]
E.
B
e
e
r
k
e
n
s
,
“
G
l
o
b
a
l
mo
d
e
l
s
f
o
r
t
h
e
n
a
t
i
o
n
a
l
r
e
s
e
a
r
c
h
u
n
i
v
e
r
si
t
y
:
a
d
o
p
t
i
o
n
a
n
d
a
d
a
p
t
a
t
i
o
n
i
n
I
n
d
o
n
e
s
i
a
a
n
d
M
a
l
a
y
s
i
a
,
”
G
l
o
b
a
l
i
s
a
t
i
o
n
,
S
o
c
i
e
t
i
e
s
a
n
d
E
d
u
c
a
t
i
o
n
,
v
o
l
.
8
,
n
o
.
3
,
p
p
.
3
6
9
–
3
9
1
,
S
e
p
.
2
0
1
0
,
d
o
i
:
1
0
.
1
0
8
0
/
1
4
7
6
7
7
2
4
.
2
0
1
0
.
5
0
5
0
9
9
.
[
7
]
B
.
M
.
F
r
i
sc
h
ma
n
n
,
“
T
h
e
p
u
l
l
o
f
p
a
t
e
n
t
s,”
F
o
rd
h
a
m
L
a
w
R
e
v
i
e
w
,
v
o
l
.
7
7
,
n
o
.
5
,
p
p
.
2
1
4
3
–
2
1
6
7
,
2
0
0
8
.
[
8
]
S
.
C
.
P
a
n
d
e
y
a
n
d
P
.
N
.
P
a
t
t
n
a
i
k
,
“
U
n
i
v
e
r
si
t
y
r
e
se
a
r
c
h
e
c
o
s
y
st
e
m:
a
c
o
n
c
e
p
t
u
a
l
u
n
d
e
r
st
a
n
d
i
n
g
,
”
Re
v
i
e
w
o
f
E
c
o
n
o
m
i
c
a
n
d
B
u
si
n
e
ss
S
t
u
d
i
e
s
,
v
o
l
.
8
,
n
o
.
1
,
p
p
.
1
6
9
–
1
8
1
,
Ju
n
.
2
0
1
5
,
d
o
i
:
1
0
.
1
5
1
5
/
r
e
b
s
-
2
0
1
6
-
0
0
2
1
.
[
9
]
M
.
I
sh
i
k
a
w
a
,
“
U
n
i
v
e
r
s
i
t
y
r
a
n
k
i
n
g
s,
g
l
o
b
a
l
m
o
d
e
l
s,
a
n
d
e
merg
i
n
g
h
e
g
e
m
o
n
y
:
c
r
i
t
i
c
a
l
a
n
a
l
y
si
s
f
r
o
m
J
a
p
a
n
,
”
J
o
u
r
n
a
l
o
f
S
t
u
d
i
e
s
i
n
I
n
t
e
r
n
a
t
i
o
n
a
l
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
3
,
n
o
.
2
,
p
p
.
1
5
9
–
1
7
3
,
Ju
n
.
2
0
0
9
,
d
o
i
:
1
0
.
1
1
7
7
/
1
0
2
8
3
1
5
3
0
8
3
3
0
8
5
3
.
[
10
]
J.
R
o
d
r
i
g
u
e
z
-
P
o
me
d
a
a
n
d
F
.
C
a
s
a
n
i
,
“
Le
g
i
t
i
m
a
t
i
n
g
t
h
e
w
o
r
l
d
-
c
l
a
ss
u
n
i
v
e
r
s
i
t
y
c
o
n
c
e
p
t
t
h
r
o
u
g
h
t
h
e
d
i
s
c
o
u
r
se
o
f
e
l
i
t
e
u
n
i
v
e
r
si
t
i
e
s’
p
r
e
si
d
e
n
t
s,”
H
i
g
h
e
r E
d
u
c
a
t
i
o
n
Re
s
e
a
r
c
h
& D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
3
5
,
n
o
.
6
,
p
.
1
2
6
9
,
2
0
1
6
,
d
o
i
:
1
0
.
1
0
8
0
/
0
7
2
9
4
3
6
0
.
2
0
1
6
.
1
1
6
0
8
7
7
.
[1
1
]
M
.
M
.
C
r
o
w
a
n
d
W
.
B
.
D
a
b
a
r
s,
“
A
n
e
w
mo
d
e
l
f
o
r
t
h
e
A
meri
c
a
n
r
e
se
a
r
c
h
u
n
i
v
e
r
si
t
y
,
”
I
ss
u
e
s
i
n
S
c
i
e
n
c
e
a
n
d
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
3
1
,
n
o
.
3
,
p
p
.
5
5
–
6
2
,
2
0
1
5
.
[1
2
]
C
.
L
a
v
a
l
l
e
a
n
d
V
.
L
.
d
e
N
i
c
o
l
a
s,
“
P
e
r
u
a
n
d
i
t
s
n
e
w
c
h
a
l
l
e
n
g
e
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
t
o
w
a
r
d
s
a
r
e
sea
r
c
h
u
n
i
v
e
r
s
i
t
y
,
”
PLO
S
O
N
E
,
v
o
l
.
1
2
,
n
o
.
8
,
p
.
e
0
1
8
2
6
3
1
,
A
u
g
.
2
0
1
7
,
d
o
i
:
1
0
.
1
3
7
1
/
j
o
u
r
n
a
l
.
p
o
n
e
.
0
1
8
2
6
3
1
.
[1
3
]
C
.
T
a
p
i
a
-
F
o
n
l
l
e
m,
B
.
F
r
a
i
j
o
-
S
i
n
g
,
V
.
C
o
r
r
a
l
-
V
e
r
d
u
g
o
,
a
n
d
A
.
O
.
V
a
l
d
e
z
,
“
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
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
st
i
t
u
t
i
o
n
s
:
i
t
s
i
n
f
l
u
e
n
c
e
o
n
t
h
e
p
r
o
-
s
u
st
a
i
n
a
b
i
l
i
t
y
o
r
i
e
n
t
a
t
i
o
n
o
f
M
e
x
i
c
a
n
s
t
u
d
e
n
t
s,”
S
AG
E
O
p
e
n
,
v
o
l
.
7
,
n
o
.
1
,
p
.
2
1
5
8
2
4
4
0
1
6
6
7
6
2
9
,
Ja
n
.
2
0
1
7
,
d
o
i
:
1
0
.
1
1
7
7
/
2
1
5
8
2
4
4
0
1
6
6
7
6
2
9
5
.
[1
4
]
S
.
W
a
n
b
i
n
g
,
“
A
n
a
n
a
l
y
si
s
o
f
t
h
e
i
ssu
e
s
i
n
d
e
v
e
l
o
p
i
n
g
r
e
sea
r
c
h
u
n
i
v
e
r
s
i
t
i
e
s
i
n
C
h
i
n
a
,
”
J
o
u
r
n
a
l
o
f
K
n
o
w
l
e
d
g
e
-
b
a
sed
I
n
n
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Evaluation Warning : The document was created with Spire.PDF for Python.