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Alo
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COV
ID
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1
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re
strictio
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K
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:
Gr
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tu
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In
-
p
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s
o
n
in
s
tr
u
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n
On
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g
Satis
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Sch
o
o
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T
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CC B
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C
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p
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A
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:
R
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Mic
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ae
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Od
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C
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Nu
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s
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a
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d
C
o
lleg
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f
E
d
u
ca
tio
n
,
W
est Vis
ay
as State
Un
iv
er
s
ity
L
a
Paz,
I
lo
ilo
C
ity
,
Ph
ilip
p
in
e
s
E
m
ail:
r
m
o
d
u
ca
d
o
@
wv
s
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.
ed
u
.
p
h
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
C
OVI
D
-
1
9
p
an
d
em
ic
h
as
p
r
ec
ip
itated
u
n
p
a
r
alleled
d
is
r
u
p
tio
n
i
n
h
ig
h
er
e
d
u
ca
tio
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,
n
e
ce
s
s
itatin
g
th
at
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
an
d
s
tu
d
en
ts
ac
clim
ate
to
r
em
o
te
an
d
o
n
lin
e
lear
n
in
g
m
o
d
alit
ies
[
1
]
–
[
3
]
.
B
ef
o
r
e
th
e
p
an
d
em
ic,
g
r
ad
u
ate
s
ch
o
o
ls
in
th
e
Ph
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p
in
es
p
r
im
ar
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co
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d
u
cted
class
es
in
th
e
t
r
ad
itio
n
al
f
ac
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-
to
-
f
ac
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f
o
r
m
[
4
]
.
Ho
wev
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r
,
with
th
e
o
n
s
et
o
f
th
e
p
a
n
d
em
ic,
t
h
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y
tr
an
s
itio
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ed
to
th
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e
m
er
g
i
n
g
o
n
lin
e
lea
r
n
in
g
m
o
d
ality
.
Gr
a
d
u
ate
s
tu
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p
u
r
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u
in
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a
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v
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d
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g
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th
at
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eq
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r
ig
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o
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s
co
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r
s
e
wo
r
k
an
d
r
esear
ch
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av
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f
o
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th
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m
s
elv
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in
ter
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f
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ch
a
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ab
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p
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d
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m
ic
an
d
th
e
s
h
if
t
in
lear
n
in
g
m
o
d
ality
[
5
]
,
[
6
]
.
I
n
th
e
Ph
ilip
p
in
e
co
n
tex
t,
r
esear
ch
d
u
r
in
g
th
e
ea
r
ly
p
a
r
t
o
f
th
e
p
an
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em
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s
h
o
wed
th
at
g
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ate
s
tu
d
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en
co
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n
ter
ed
lev
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o
f
s
tr
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,
f
ea
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,
an
d
an
x
iety
r
a
n
g
in
g
f
r
o
m
m
o
d
er
ate
to
h
ig
h
[
7
]
.
Ad
d
itio
n
ally
,
s
o
m
e
ch
alle
n
g
es
ex
p
er
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ce
d
p
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t
o
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n
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lo
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d
in
ter
n
et
ac
c
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ib
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y
,
with
th
e
ac
q
u
is
itio
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o
f
p
aid
o
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lin
e
r
eso
u
r
ce
s
p
o
s
in
g
an
o
b
s
tacle
in
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illi
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r
esear
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-
r
elate
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task
s
ex
p
ec
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d
in
g
r
ad
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ate
s
tu
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ies
[
8
]
.
Sin
ce
th
e
o
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s
et
o
f
th
e
C
O
VI
D
-
1
9
p
an
d
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ed
u
ca
tio
n
al
in
s
titu
tio
n
s
in
th
e
Ph
il
ip
p
in
es
h
av
e
r
em
ain
ed
clo
s
ed
,
r
esu
ltin
g
in
o
n
e
o
f
t
h
e
lo
n
g
est
s
ch
o
o
l
b
r
ea
k
s
g
lo
b
ally
[
9
]
.
D
u
e
to
th
e
wid
esp
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d
a
v
ailab
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y
an
d
e
x
p
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d
is
tr
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u
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o
f
C
OVI
D
-
1
9
v
ac
cin
es,
alo
n
g
wi
th
th
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co
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clu
s
io
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o
f
t
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p
an
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’
s
cr
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p
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ase
[
1
0
]
,
r
estrictio
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s
h
av
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g
r
a
d
u
ally
r
elax
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,
a
n
d
h
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d
u
ca
tio
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s
titu
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s
an
d
s
ch
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ls
h
av
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r
esu
m
e
d
in
-
p
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s
o
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class
es
[
1
1
]
.
Hen
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,
th
e
in
te
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tio
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to
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in
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p
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in
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f
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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'
w
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(
A
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.
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223
o
f
f
-
ca
m
p
u
s
an
d
o
n
lin
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lear
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in
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r
eq
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.
T
r
an
s
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r
o
m
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to
f
ac
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to
-
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class
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ad
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s
tm
en
t
[
1
2
]
.
Af
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tim
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av
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p
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class
r
o
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s
ettin
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,
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d
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in
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in
h
a
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d
s
-
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in
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ac
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1
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E
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in
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in
s
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[
1
3
]
.
A
liter
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r
ev
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r
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tain
s
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ies
ex
p
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Fo
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o
l
r
eo
p
en
in
g
[
1
4
]
,
[
1
5
]
.
T
h
e
willin
g
n
ess
o
f
C
h
in
ese
p
ar
en
ts
to
s
en
d
t
h
eir
c
h
ild
r
en
b
ac
k
t
o
s
ch
o
o
l
af
ter
th
e
o
u
tb
r
ea
k
was
also
ass
ess
ed
[
1
6
]
.
A
s
tu
d
y
in
th
e
Un
ited
Kin
g
d
o
m
also
r
ep
o
r
ted
in
t
er
n
al
an
d
ex
te
r
n
al
ch
allen
g
es
in
t
h
e
r
e
v
er
s
e
tr
a
n
s
itio
n
o
f
s
h
if
tin
g
f
r
o
m
o
n
lin
e
to
o
f
f
lin
e
ed
u
ca
tio
n
[
1
7
]
.
A
cr
o
s
s
-
co
u
n
tr
y
co
m
p
ar
is
o
n
o
f
f
ea
r
o
f
r
etu
r
n
i
n
g
to
tr
ad
itio
n
al
class
es
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
i
n
v
o
lv
in
g
u
n
i
v
er
s
ity
s
tu
d
en
ts
f
r
o
m
Po
r
tu
g
al,
Fra
n
ce
,
E
n
g
lan
d
,
B
r
az
il,
an
d
Par
ag
u
ay
was
also
co
n
d
u
cted
[
1
8
]
.
A
s
tu
d
y
in
a
Per
u
v
ian
p
u
b
lic
u
n
iv
er
s
ity
r
ep
o
r
ted
s
y
m
p
to
m
s
o
f
d
e
p
r
ess
io
n
,
an
x
iety
,
an
d
s
tr
ess
in
s
tu
d
en
ts
wh
en
r
etu
r
n
in
g
to
tr
ad
itio
n
al
o
n
-
ca
m
p
u
s
class
es
[
1
9
]
.
T
h
e
e
x
p
er
ie
n
ce
s
o
f
s
tu
d
en
ts
in
h
ig
h
e
r
ed
u
ca
tio
n
i
n
V
en
ez
u
ela,
E
cu
a
d
o
r
,
an
d
C
h
ile
r
etu
r
n
in
g
to
f
ac
e
-
to
-
f
ac
e
class
r
o
o
m
s
wer
e
also
d
o
cu
m
en
ted
[
2
0
]
.
Stu
d
ies
wer
e
also
co
n
d
u
cted
in
th
e
Ph
ilip
p
in
e
s
ettin
g
[
1
2
]
,
[
1
3
]
.
Desp
ite
r
esear
ch
o
n
r
etu
r
n
to
in
-
p
er
s
o
n
class
es,
r
ese
ar
ch
am
o
n
g
g
r
ad
u
ate
s
tu
d
e
n
ts
is
s
til
l
u
n
d
er
r
ep
r
esen
ted
.
T
h
is
s
tu
d
y
d
elv
es
in
to
th
e
co
m
p
le
x
in
ter
p
lay
o
f
v
ar
io
u
s
f
ac
to
r
s
th
at
in
f
l
u
en
ce
th
e
in
ten
tio
n
o
f
g
r
a
d
u
ate
s
tu
d
en
ts
to
r
et
u
r
n
to
in
-
p
er
s
o
n
in
s
tr
u
ctio
n
.
B
y
in
v
esti
g
atin
g
th
e
r
o
le
o
f
th
ese
f
a
cto
r
s
,
th
is
r
esear
ch
aim
s
to
s
h
ed
lig
h
t
o
n
th
e
i
n
tr
i
ca
te
f
ac
to
r
s
in
f
lu
e
n
cin
g
th
e
d
e
cisi
o
n
s
o
f
g
r
ad
u
ate
s
tu
d
en
ts
,
t
h
u
s
co
n
tr
ib
u
tin
g
to
th
e
b
r
o
a
d
er
d
ialo
g
u
e
o
n
h
ig
h
er
ed
u
ca
tio
n
in
a
p
o
s
t
-
p
a
n
d
e
m
ic
wo
r
ld
.
Fu
r
th
er
,
u
n
d
e
r
s
tan
d
in
g
t
h
e
in
tr
icate
r
elatio
n
s
h
ip
s
b
etwe
en
th
ese
p
r
ed
icto
r
s
ca
n
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
f
o
r
ed
u
ca
t
io
n
al
in
s
titu
tio
n
s
,
p
o
licy
m
ak
er
s
,
an
d
ac
ad
em
ic
a
d
v
is
o
r
s
,
en
a
b
lin
g
th
e
m
to
m
ak
e
in
f
o
r
m
ed
d
ec
is
io
n
s
ab
o
u
t
th
e
f
u
tu
r
e
o
f
g
r
ad
u
ate
ed
u
ca
tio
n
d
u
r
in
g
an
d
b
ey
o
n
d
t
h
e
p
an
d
em
ic.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n a
nd
pa
rt
icipa
nts
T
h
is
s
tu
d
y
u
s
ed
a
d
escr
ip
tiv
e,
co
r
r
elatio
n
al,
cr
o
s
s
-
s
ec
tio
n
al
r
esear
ch
d
esig
n
.
I
n
2
0
2
2
,
d
u
r
in
g
th
e
in
itial
s
tag
e
o
f
th
e
Ph
ilip
p
in
es
’
tr
an
s
itio
n
b
ac
k
to
in
-
p
e
r
s
o
n
in
s
tr
u
ctio
n
,
1
7
8
g
r
a
d
u
ate
s
tu
d
en
ts
o
f
t
h
e
c
o
lleg
e
o
f
ed
u
ca
tio
n
o
f
a
Un
iv
er
s
ity
i
n
W
ester
n
Ph
ilip
p
in
es
ac
tiv
el
y
p
a
r
ticip
ated
in
th
e
s
tu
d
y
.
T
h
e
m
in
im
u
m
r
e
q
u
ir
ed
s
am
p
le
s
ize
b
ased
o
n
a
-
p
r
io
r
i
s
am
p
le
s
ize
ca
lcu
lato
r
f
o
r
m
u
ltip
le
r
eg
r
ess
io
n
with
n
in
e
p
r
ed
icto
r
v
ar
iab
les,
.
1
5
an
ticip
ated
ef
f
ec
t size,
.
8
0
d
es
ir
ed
s
tatis
tical
p
o
wer
lev
el,
an
d
a
5
% p
r
o
b
ab
ilit
y
lev
el
is
o
n
ly
1
1
3
.
2
.
2
.
Su
rv
ey
i
ns
t
rum
ent
s
T
h
e
d
ata
c
o
llectio
n
to
o
l
f
o
r
t
h
is
s
u
r
v
ey
in
cl
u
d
ed
f
o
u
r
p
a
r
ts
.
T
h
e
f
ir
s
t
p
ar
t
ask
ed
ab
o
u
t
p
ar
ticip
an
ts
'
p
er
s
o
n
al
ch
ar
ac
ter
is
tics
,
wh
ich
in
clu
d
e
ag
e,
s
ex
,
r
esid
en
ce
,
m
ar
ital
s
tatu
s
,
d
eg
r
ee
p
r
o
g
r
a
m
,
wo
r
k
s
tatu
s
,
an
d
v
ac
cin
atio
n
s
tatu
s
.
T
wo
q
u
esti
o
n
s
o
n
s
ch
o
o
l
r
e
o
p
en
i
n
g
p
er
c
ep
tio
n
s
o
f
p
e
r
ce
iv
ed
s
af
ety
an
d
wo
r
r
y
(
“Wh
at
d
o
y
o
u
th
in
k
th
e
co
n
d
itio
n
s
will
b
e
lik
e
wh
en
th
e
s
ch
o
o
l
r
eo
p
en
s
?”
an
d
“Ho
w
d
o
y
o
u
f
ee
l
ab
o
u
t
s
ch
o
o
ls
r
eo
p
en
in
g
?”
)
wer
e
ad
o
p
ted
f
r
o
m
ea
r
lier
I
n
d
o
n
esian
r
esear
ch
[
1
4
]
.
T
h
e
7
-
item
o
n
lin
e
l
ea
r
n
in
g
s
atis
f
ac
tio
n
s
ca
le
[
2
1
]
was
ad
o
p
ted
with
5
-
p
o
in
t
L
ik
er
t
r
esp
o
n
s
e
o
p
ti
o
n
s
r
an
g
in
g
f
r
o
m
“
1
-
s
tr
o
n
g
l
y
d
is
ag
r
ee
”
to
“5
-
s
tr
o
n
g
ly
a
g
r
ee
”
a
n
d
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
.
9
5
f
o
r
th
is
s
tu
d
y
.
An
o
t
h
er
s
ca
le
was
ad
o
p
ted
to
ass
ess
g
r
ad
u
ate
s
tu
d
en
ts
'
in
-
p
er
s
o
n
in
s
tr
u
ctio
n
in
ten
tio
n
[
1
3
]
.
T
h
e
s
ca
le
co
n
s
is
ted
o
f
5
item
s
an
s
wer
ab
le
b
y
“1
-
s
tr
o
n
g
l
y
d
is
ag
r
ee
”
to
“5
-
s
tr
o
n
g
ly
ag
r
ee
.
”
T
ab
le
1
s
h
o
ws
th
e
n
u
m
er
ica
l
v
alu
es
a
n
d
r
esp
o
n
s
e
o
p
tio
n
s
o
f
th
e
L
ik
er
t
s
ca
le.
Mo
r
eo
v
er
,
th
e
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
th
e
s
ca
le
f
o
r
th
is
s
tu
d
y
s
am
p
le
was h
ig
h
ly
r
eliab
le,
with
a
v
alu
e
o
f
.
9
7
.
T
ab
le
1
.
R
esp
o
n
s
e
o
p
ti
o
n
s
an
d
n
u
m
er
ical
v
al
u
es o
f
th
e
L
ik
er
t
s
ca
le
N
u
meri
c
a
l
v
a
l
u
e
s
I
n
t
e
r
p
r
e
t
a
t
i
o
n
5
S
t
r
o
n
g
l
y
a
g
r
e
e
4
A
g
r
e
e
3
N
e
i
t
h
e
r
a
g
r
e
e
o
r
d
i
s
a
g
r
e
e
2
D
i
sag
r
e
e
1
S
t
r
o
n
g
l
y
d
i
sa
g
r
e
e
2
.
3
.
Da
t
a
c
o
llect
io
n
An
o
n
lin
e
s
u
r
v
e
y
m
eth
o
d
o
l
o
g
y
was
em
p
lo
y
ed
t
o
g
at
h
er
d
ata
f
o
r
th
is
s
tu
d
y
.
T
h
e
s
u
r
v
e
y
wa
s
d
esig
n
ed
to
in
v
esti
g
ate
v
ar
io
u
s
f
ac
to
r
s
in
f
lu
en
cin
g
th
e
i
n
ten
tio
n
o
f
g
r
ad
u
ate
s
tu
d
en
ts
to
atten
d
in
-
p
er
s
o
n
in
s
tr
u
ctio
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
:
222
-
228
224
am
o
n
g
g
r
a
d
u
ate
s
tu
d
en
ts
.
T
o
co
m
m
en
ce
th
e
d
ata
c
o
llectio
n
p
r
o
ce
s
s
,
ad
m
in
is
tr
ativ
e
clea
r
an
ce
was
o
b
tain
ed
f
o
r
th
e
ac
ad
em
ic
r
esear
ch
'
s
tech
n
ical
an
d
eth
ical
co
n
d
u
ct.
T
h
e
s
u
r
v
ey
to
o
l
was
d
is
tr
ib
u
ted
v
ia
Go
o
g
le
Fo
r
m
s
,
o
f
f
er
in
g
p
a
r
ticip
an
ts
a
u
s
er
-
f
r
i
en
d
ly
a
n
d
ea
s
ily
ac
ce
s
s
ib
le
p
latf
o
r
m
.
T
h
e
s
u
r
v
ey
r
em
ain
e
d
o
p
en
f
o
r
r
esp
o
n
s
es
f
r
o
m
Ma
r
ch
to
Ap
r
il
2
0
2
2
.
Par
ticip
an
ts
wer
e
in
s
tr
u
cted
to
p
r
o
v
id
e
h
o
n
est
an
d
th
o
u
g
h
tf
u
l
r
esp
o
n
s
es
to
co
n
tr
ib
u
te
v
alu
ab
le
in
s
ig
h
ts
to
th
e
r
esear
ch
.
Up
o
n
th
e
s
u
r
v
e
y
'
s
clo
s
u
r
e,
th
e
co
llected
d
ata
wer
e
ex
p
o
r
ted
f
r
o
m
Go
o
g
le
Fo
r
m
s
f
o
r
f
u
r
th
er
a
n
al
y
s
is
p
er
th
e
s
tu
d
y
'
s
o
b
jectiv
es.
2
.
4
.
St
a
t
is
t
ica
l da
t
a
a
na
ly
s
is
Data
an
aly
s
is
wa
s
co
n
d
u
cted
u
tili
zin
g
I
B
M
SP
SS
v
er
s
io
n
2
6
.
Descr
ip
tiv
e
s
tatis
tics
(
f
r
eq
u
e
n
cy
,
p
er
ce
n
tag
e,
s
tan
d
ar
d
d
ev
iatio
n
s
,
an
d
m
ea
n
)
wer
e
u
s
ed
to
ch
ar
ac
ter
ize
th
e
d
ata.
I
n
f
er
en
tial
s
tati
s
tical
tes
ts
wer
e
em
p
lo
y
ed
to
ex
p
lo
r
e
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
an
d
co
r
r
elatio
n
s
,
in
clu
d
in
g
th
e
t
-
test
f
o
r
I
n
d
ep
e
n
d
en
t
Sam
p
les,
o
n
e
-
way
ANOV
A,
an
d
Pear
s
o
n
’
s
r
.
Mu
ltip
le
r
eg
r
ess
io
n
an
al
y
s
is
was
u
tili
ze
d
to
d
eter
m
in
e
s
ig
n
if
ican
t p
r
ed
icto
r
s
,
an
d
th
e
s
ig
n
if
ican
ce
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was set a
t .
0
5
alp
h
a.
3.
RE
SU
L
T
S
T
ab
le
2
s
h
o
ws
th
at
t
h
e
av
e
r
a
g
e
ag
e
o
f
th
e
p
ar
ticip
an
ts
w
as
2
9
,
an
d
all
(
1
0
0
%)
wer
e
v
ac
cin
ated
ag
ain
s
t
C
OVI
D
-
1
9
.
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h
e
m
ajo
r
ity
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em
ale
(
8
0
.
3
%),
r
esid
in
g
in
t
o
wn
s
(
6
7
.
4
%),
s
in
g
le
(
7
3
%),
e
n
r
o
lled
in
th
e
m
aster
s
’
d
e
g
r
ee
p
r
o
g
r
am
(
7
7
.
5
%),
an
d
p
r
esen
tly
wo
r
k
in
g
o
r
em
p
lo
y
ed
(
8
9
.
3
%).
T
ab
le
3
s
h
o
ws
th
at
4
0
.
4
%
f
elt
n
o
t
s
o
s
af
e
an
d
th
at
th
er
e
was
a
p
o
s
s
ib
ilit
y
o
f
s
p
r
ea
d
in
g
C
OVI
D
-
1
9
,
wh
ile
3
9
.
9
%
an
d
4
1
%
f
elt
wo
r
r
ied
an
d
less
wo
r
r
ied
ab
o
u
t
s
ch
o
o
l
r
eo
p
en
in
g
,
r
esp
ec
tiv
e
ly
.
R
eg
ar
d
in
g
o
n
lin
e
lea
r
n
in
g
s
atis
f
ac
tio
n
,
3
4
.
3
%
wer
e
m
o
d
er
ately
s
atis
f
ied
,
an
d
4
0
.
4
%
wer
e
h
ig
h
l
y
s
atis
f
ied
.
A
to
tal
o
f
2
8
.
1
%
an
d
3
7
.
1
%
h
ad
h
ig
h
to
v
er
y
h
ig
h
in
ten
tio
n
s
to
atten
d
in
-
p
e
r
s
o
n
in
s
tr
u
ctio
n
,
r
esp
ec
tiv
ely
.
T
ab
le
2
.
Per
s
o
n
al
c
h
ar
ac
ter
is
tics
V
a
r
i
a
b
l
e
s
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
A
g
e
[
M
=
2
9
.
1
9
,
S
D
=
7
.
4
4
]
G
e
n
d
e
r
M
a
l
e
35
1
9
.
7
%
F
e
mal
e
1
4
3
8
0
.
3
%
R
e
si
d
e
n
c
e
C
i
t
y
58
3
2
.
6
%
To
w
n
1
2
0
6
7
.
4
%
M
a
r
i
t
a
l
s
t
a
t
u
s
S
i
n
g
l
e
1
3
0
7
3
.
0
%
M
a
r
r
i
e
d
48
2
7
.
0
%
D
e
g
r
e
e
p
r
o
g
r
a
m
M
a
s
t
e
r
s
1
3
8
7
7
.
5
%
D
o
c
t
o
r
a
l
40
2
2
.
5
%
W
o
r
k
st
a
t
u
s
No
19
1
0
.
7
%
Y
e
s
1
5
9
8
9
.
3
%
V
a
c
c
i
n
a
t
i
o
n
s
t
a
t
u
s
Y
e
s
1
7
8
1
0
0
%
No
-
-
N
o
t
e
:
M
=
m
e
a
n
,
S
D
:
s
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
T
ab
le
3
.
Sch
o
o
l
r
eo
p
en
in
g
p
er
ce
p
tio
n
,
o
n
lin
e
lear
n
i
n
g
s
atis
f
ac
tio
n
,
in
-
p
e
r
s
o
n
class
es in
ten
tio
n
V
a
r
i
a
b
l
e
s
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
W
h
a
t
d
o
y
o
u
t
h
i
n
k
t
h
e
c
o
n
d
i
t
i
o
n
s
w
i
l
l
b
e
l
i
k
e
w
h
e
n
t
h
e
sc
h
o
o
l
r
e
o
p
e
n
s
?
S
a
f
e
a
n
d
u
n
l
i
k
e
l
y
t
o
s
p
r
e
a
d
C
O
V
I
D
-
19
45
2
5
.
3
%
N
o
t
s
o
s
a
f
e
,
a
n
d
t
h
e
r
e
i
s
a
p
o
ssi
b
i
l
i
t
y
o
f
s
p
r
e
a
d
i
n
g
C
O
V
I
D
-
19
72
4
0
.
4
%
U
n
safe
w
i
t
h
t
h
e
p
o
ssi
b
i
l
i
t
y
o
f
sp
r
e
a
d
i
n
g
C
O
V
I
D
-
19
11
6
.
2
%
U
n
p
r
e
d
i
c
t
a
b
l
e
48
2
7
.
0
%
I
d
o
n
o
t
k
n
o
w
2
1
.
1
%
H
o
w
d
o
y
o
u
f
e
e
l
a
b
o
u
t
sch
o
o
l
s
r
e
o
p
e
n
i
n
g
?
V
e
r
y
w
o
r
r
i
e
d
9
5
.
1
%
W
o
r
r
i
e
d
71
3
9
.
9
%
Le
ss w
o
r
r
i
e
d
73
4
1
.
0
%
N
o
t
w
o
r
r
i
e
d
17
9
.
6
%
U
n
su
r
e
8
4
.
5
%
Le
v
e
l
o
f
S
a
t
i
sf
a
c
t
i
o
n
[
M
=
3
.
6
2
,
S
D
=
.
8
6
]
V
e
r
y
h
i
g
h
30
1
6
.
9
%
H
i
g
h
72
4
0
.
4
%
M
o
d
e
r
a
t
e
61
3
4
.
3
%
Lo
w
13
7
.
3
%
V
e
r
y
l
o
w
2
1
.
1
%
Le
v
e
l
o
f
I
n
t
e
n
t
i
o
n
[
M
=
3
.
9
0
,
S
D
=
1
.
0
2
]
V
e
r
y
h
i
g
h
66
3
7
.
1
%
H
i
g
h
50
2
8
.
1
%
M
o
d
e
r
a
t
e
41
2
3
.
0
%
Lo
w
18
1
0
.
1
%
V
e
r
y
L
o
w
3
1
.
7
%
N
o
t
e
:
V
e
r
y
l
o
w
=
1
.
0
0
-
1
.
5
0
,
L
o
w
=
1
.
5
1
-
2
.
5
0
,
M
o
d
e
r
a
t
e
=
2
.
5
1
-
3
.
5
0
,
H
i
g
h
=
3
.
5
1
-
4
.
5
0
,
V
e
r
y
h
i
g
h
=
4
.
5
1
-
5
.
0
0
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
-
8
8
2
2
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d
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w
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ta
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p
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tio
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a
n
d
o
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s
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p
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A
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C
.
P
en
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)
225
T
ab
le
4
s
h
o
ws
th
at
th
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t
-
test
f
o
r
I
n
d
ep
e
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d
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Sam
p
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r
ev
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led
th
at
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was
a
s
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d
if
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d
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.
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e
s
ig
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if
i
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t
p
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ed
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r
s
o
f
g
r
ad
u
ate
s
tu
d
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ts
’
in
ten
tio
n
to
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d
in
-
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r
s
o
n
in
s
tr
u
ctio
n
ex
p
lain
in
g
2
7
% o
f
th
e
v
ar
ian
ce
.
T
ab
le
4
.
Ass
o
ciate
d
f
ac
to
r
s
o
f
in
ten
tio
n
to
atten
d
in
-
p
er
s
o
n
i
n
s
tr
u
ctio
n
V
a
r
i
a
b
l
e
s
B
i
v
a
r
i
a
t
e
a
n
a
l
y
si
s
R
e
g
r
e
ssi
o
n
a
n
a
l
y
si
s
M
(
S
D
)
Te
st
st
a
t
i
s
t
i
c
s
p
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v
a
l
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e
B
p
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v
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l
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2
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1
9
1
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4
9
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F
e
mal
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3
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3
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b
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ss w
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:
R
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=
.
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6
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t
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,
c
P
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5
4.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
h
ig
h
lig
h
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th
e
im
p
o
r
tan
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o
f
co
n
s
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er
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g
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e
m
u
ltifa
ce
ted
f
ac
to
r
s
in
f
lu
en
cin
g
g
r
ad
u
ate
s
tu
d
en
ts
'
in
ten
tio
n
s
r
eg
ar
d
in
g
in
-
p
er
s
o
n
in
s
tr
u
ctio
n
.
Gr
a
d
u
ate
s
tu
d
en
ts
in
th
is
s
tu
d
y
h
ad
a
h
ig
h
in
te
n
tio
n
o
f
atten
d
in
g
f
ac
e
-
to
-
f
ac
e
class
es.
Similar
ly
,
n
u
r
s
in
g
s
tu
d
en
ts
in
th
e
Ph
ilip
p
in
es
s
tr
o
n
g
ly
d
esir
ed
to
r
etu
r
n
to
t
h
e
tr
ad
itio
n
al
m
o
d
e
o
f
in
s
tr
u
ctio
n
al
d
eliv
er
y
[
1
3
]
.
Als
o
,
w
h
ile
C
h
in
ese
p
ar
en
ts
wer
e
wo
r
r
ie
d
,
th
ey
wer
e
willin
g
to
b
r
i
n
g
th
eir
c
h
ild
r
en
b
ac
k
to
s
ch
o
o
l
a
n
d
r
ec
o
m
m
en
ce
class
es
[
1
6
]
.
Ho
wev
er
,
s
o
m
e
s
tu
d
ies
r
e
p
o
r
ted
o
th
er
wis
e.
Stu
d
en
ts
in
th
e
Un
i
ted
Kin
g
d
o
m
s
tr
o
n
g
ly
r
esis
ted
r
etu
r
n
in
g
to
o
f
f
lin
e
in
-
ca
m
p
u
s
class
es
[
1
7
]
.
I
t
m
u
s
t
b
e
n
o
ted
t
h
at
th
is
s
u
r
v
ey
was
co
n
d
u
cted
two
y
ea
r
s
af
ter
th
e
p
an
d
e
m
ic,
an
d
al
l
g
r
ad
u
ate
s
tu
d
en
ts
in
th
is
s
tu
d
y
h
ad
alr
ea
d
y
b
ee
n
v
ac
ci
n
ated
.
T
h
is
r
esear
ch
also
f
o
u
n
d
th
at
ab
o
u
t
5
0
%
o
f
th
e
s
tu
d
en
ts
wer
e
less
wo
r
r
ied
ab
o
u
t
r
etu
r
n
in
g
to
i
n
-
p
er
s
o
n
class
es
an
d
th
at
th
e
p
er
ce
p
ti
o
n
o
f
s
af
ety
a
n
d
co
n
ce
r
n
s
ab
o
u
t
s
ch
o
o
l r
eo
p
e
n
in
g
s
u
b
s
tan
tially
in
f
lu
en
ce
d
s
tu
d
en
ts
'
in
ten
tio
n
s
.
Per
ce
p
tio
n
o
f
th
e
r
is
k
p
o
s
ed
b
y
th
e
co
r
o
n
av
ir
u
s
d
ec
r
ea
s
ed
f
r
o
m
th
e
e
p
id
em
ic
to
th
e
p
o
s
t
-
ep
id
em
ic
p
h
ase,
r
ed
u
ci
n
g
p
r
o
tectiv
e
b
eh
a
v
io
r
s
[
2
2
]
.
Als
o
,
t
h
e
p
er
ce
p
tio
n
o
f
th
e
r
is
k
o
f
C
OV
I
D
-
1
9
in
f
ec
tio
n
n
o
ta
b
ly
d
ec
r
e
ased
f
o
llo
win
g
v
ac
cin
atio
n
[
2
3
]
.
T
h
is
co
u
ld
h
av
e
in
f
lu
en
ce
d
th
eir
g
r
ea
ter
d
esire
f
o
r
i
n
-
ca
m
p
u
s
class
es
co
m
p
ar
ed
to
s
u
r
v
e
y
s
co
n
d
u
cted
ea
r
lier
d
u
r
i
n
g
th
e
p
an
d
em
ic.
On
th
e
c
o
n
tr
ar
y
,
r
e
s
ea
r
ch
in
Per
u
d
is
clo
s
ed
th
at
6
7
.
2
%
e
x
p
r
ess
ed
a
p
p
r
e
h
en
s
io
n
ab
o
u
t
r
etu
r
n
i
n
g
to
in
-
p
er
s
o
n
class
es
[
1
0
]
.
Stu
d
e
n
ts
in
Sau
d
i
Ar
a
b
ia
at
a
p
r
iv
ate
u
n
iv
er
s
ity
wer
e
o
b
s
er
v
ed
to
b
e
ex
p
e
r
ien
cin
g
wo
r
r
y
an
d
s
tr
ess
d
u
e
to
C
OVI
D
-
1
9
,
wh
ich
h
ad
a
d
etr
im
e
n
ta
l
ef
f
ec
t
o
n
th
eir
co
m
f
o
r
t
lev
els
wh
ile
o
n
ca
m
p
u
s
s
h
o
r
tly
af
ter
th
e
r
et
u
r
n
to
in
-
p
er
s
o
n
class
es
[
2
4
]
.
Am
o
n
g
t
ea
ch
er
s
,
th
o
s
e
in
I
n
d
o
n
esia
w
er
e
also
co
n
ce
r
n
ed
ab
o
u
t
h
ea
lth
r
is
k
s
if
s
ch
o
o
ls
r
eo
p
en
[
1
4
]
.
T
ea
c
h
er
s
in
J
ap
an
,
No
r
way
,
an
d
Au
s
tr
alia
e
n
co
u
n
ter
e
d
an
x
iety
ab
o
u
t
in
f
ec
tio
n
im
p
ac
tin
g
th
ei
r
well
-
b
ein
g
a
f
ter
th
e
r
eo
p
e
n
in
g
o
f
s
ch
o
o
ls
am
id
t
h
e
C
OVI
D
-
1
9
p
an
d
em
ic
[
1
5
]
,
[
2
5
]
,
[
2
6
]
.
T
h
er
ef
o
r
e,
s
ch
o
o
l
s
m
u
s
t
p
r
io
r
itize
an
d
co
m
m
u
n
icate
s
af
ety
m
ea
s
u
r
es
ef
f
ec
tiv
ely
,
ad
d
r
ess
in
g
s
tu
d
en
ts
'
wo
r
r
ies
an
d
cr
ea
tin
g
a
tr
a
n
s
p
ar
en
t,
r
ea
s
s
u
r
in
g
en
v
ir
o
n
m
en
t.
R
eg
u
lar
u
p
d
a
tes
an
d
tr
an
s
p
ar
e
n
t
co
m
m
u
n
icatio
n
ab
o
u
t
s
af
ety
p
r
o
to
co
ls
m
ay
h
elp
allev
iate
co
n
ce
r
n
s
an
d
in
c
r
ea
s
e
s
tu
d
en
ts
’
willin
g
n
ess
to
r
ec
eiv
e
in
-
p
e
r
s
o
n
in
s
tr
u
ctio
n
[
2
7
]
.
T
h
is
s
tu
d
y
also
d
em
o
n
s
tr
ate
d
th
at
o
n
lin
e
lear
n
i
n
g
s
atis
f
ac
tio
n
s
ig
n
if
ican
tly
d
eter
m
in
e
s
s
tu
d
en
ts
'
in
ten
tio
n
s
f
o
r
f
ac
e
-
to
-
f
ac
e
lear
n
in
g
.
Gr
ad
u
ate
s
tu
d
en
ts
wh
o
h
av
e
h
a
d
p
o
s
itiv
e
ex
p
er
i
en
ce
s
with
o
n
lin
e
lear
n
in
g
m
a
y
b
e
m
o
r
e
in
clin
ed
to
co
n
tin
u
e
with
th
is
m
o
d
ality
.
Ho
wev
er
,
th
o
s
e
wh
o
ar
e
d
is
s
atis
f
ied
m
ay
p
r
ef
er
i
n
-
p
er
s
o
n
in
s
tr
u
ctio
n
.
Satis
f
ac
tio
n
s
ig
n
if
ican
tly
in
f
l
u
en
ce
s
b
eh
a
v
io
r
al
in
ten
tio
n
[
2
8
]
.
I
t
h
as
also
b
ee
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
:
222
-
228
226
r
ep
o
r
ted
t
h
at
u
n
iv
e
r
s
ity
s
tu
d
en
ts
wh
o
f
av
o
r
a
d
is
tan
ce
lear
n
in
g
m
o
d
el
e
x
h
ib
it
n
o
ta
b
ly
ele
v
ated
lev
els
o
f
f
ea
r
o
f
r
etu
r
n
in
g
to
f
ac
e
-
to
-
f
ac
e
lear
n
in
g
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
[
1
8
]
.
B
esid
es,
wh
ile
th
is
s
tu
d
y
f
o
u
n
d
an
in
v
er
s
e
co
r
r
elatio
n
b
etwe
en
o
n
lin
e
lear
n
in
g
s
atis
f
ac
tio
n
an
d
in
ten
tio
n
to
atten
d
f
ac
e
-
to
-
f
ac
e
class
e
s
,
it
al
s
o
f
o
u
n
d
a
h
ig
h
o
n
lin
e
lear
n
in
g
s
atis
f
ac
tio
n
an
d
in
ten
tio
n
o
f
s
tu
d
en
ts
to
r
etu
r
n
to
f
ac
e
-
to
-
f
ac
e
class
es.
T
h
is
r
esu
lt
m
ay
s
u
g
g
est
s
tu
d
en
ts
p
r
ef
er
r
in
g
a
m
o
r
e
b
le
n
d
ed
a
p
p
r
o
ac
h
in
g
r
ad
u
ate
ed
u
ca
tio
n
.
Similar
ly
,
a
s
tu
d
y
in
R
o
m
an
ia
r
ec
o
m
m
en
d
ed
a
b
len
d
ed
lear
n
in
g
ap
p
r
o
ac
h
[
2
9
]
.
A
s
u
r
v
ey
am
o
n
g
s
tu
d
en
ts
in
C
h
ile,
Ven
ez
u
ela,
an
d
E
cu
ad
o
r
f
o
u
n
d
th
at
s
tu
d
en
ts
p
r
ef
er
a
b
le
n
d
ed
lear
n
in
g
a
p
p
r
o
ac
h
wh
en
co
m
p
ar
in
g
o
n
lin
e
an
d
in
-
p
e
r
s
o
n
in
s
tr
u
ctio
n
[
2
0
]
.
A
s
im
ilar
p
at
ter
n
was
n
o
ted
am
o
n
g
g
r
ad
u
a
te
s
tu
d
en
ts
in
th
e
Ph
ilip
p
in
es
wan
tin
g
a
b
len
d
ed
ty
p
e
o
f
g
r
a
d
u
ate
s
tu
d
y
[
4
]
.
A
b
len
d
e
d
lear
n
in
g
m
o
d
ality
p
r
o
m
o
tes
a
h
a
r
m
o
n
i
o
u
s
in
teg
r
at
io
n
o
f
f
ac
e
-
to
-
f
ac
e
an
d
d
ig
ital
ed
u
ca
tio
n
,
u
tili
zin
g
an
d
lev
er
a
g
in
g
th
e
s
tr
en
g
t
h
s
o
f
b
o
th
ap
p
r
o
ac
h
es
[
3
0
]
–
[
3
2
]
.
So
m
e
p
o
te
n
tial
ad
v
an
tag
es
o
f
b
le
n
d
ed
lear
n
i
n
g
en
co
m
p
ass
en
h
an
ce
d
p
ed
ag
o
g
y
,
in
c
r
ea
s
ed
en
g
a
g
em
en
t
in
lear
n
in
g
,
an
d
g
r
ea
ter
f
lex
i
b
ilit
y
in
teac
h
i
n
g
an
d
lear
n
i
n
g
m
et
h
o
d
o
lo
g
ies
[
3
3
]
.
On
e
s
tu
d
y
a
m
o
n
g
g
r
a
d
u
ate
s
tu
d
en
ts
d
is
clo
s
ed
th
at
th
e
ad
v
an
tag
es
o
f
b
len
d
e
d
lear
n
in
g
o
u
tweig
h
ed
its
ch
al
len
g
es
[
3
4
]
.
Of
f
er
in
g
s
tu
d
en
ts
o
p
tio
n
s
in
lear
n
in
g
m
o
d
alities
b
en
ef
its
s
tu
d
en
ts
[
3
5
]
.
Aca
d
em
ic
in
s
titu
tio
n
s
s
h
o
u
ld
en
h
a
n
ce
th
e
q
u
ality
o
f
t
h
eir
o
n
lin
e
lear
n
i
n
g
p
latf
o
r
m
s
an
d
tr
a
d
itio
n
al
f
a
ce
-
to
-
f
ac
e
d
eliv
er
y
to
g
u
a
r
a
n
tee
th
at
s
tu
d
e
n
ts
r
ec
eiv
e
q
u
ality
ed
u
ca
tio
n
al
in
s
tr
u
ctio
n
r
eg
ar
d
less
o
f
th
e
m
o
d
e
o
f
teac
h
i
n
g
an
d
d
el
iv
er
y
.
Nev
er
th
eless
,
a
r
ev
ie
w
s
tu
d
y
s
tr
o
n
g
ly
r
ec
o
m
m
en
d
s
co
n
d
u
ctin
g
e
x
ten
s
iv
e
r
esear
ch
o
n
b
len
d
e
d
lear
n
in
g
,
tak
in
g
in
to
ac
c
o
u
n
t th
e
lo
ca
l c
o
n
tex
t
[
3
6
]
.
Fin
ally
,
it
is
n
o
tewo
r
th
y
th
at
wo
r
k
s
tatu
s
em
er
g
e
d
as
a
s
ig
n
if
ican
t
p
r
e
d
icto
r
i
n
th
is
s
tu
d
y
.
Gr
ad
u
ate
s
tu
d
en
ts
wh
o
wer
e
wo
r
k
in
g
h
ad
g
r
ea
ter
in
clin
atio
n
s
to
atten
d
f
ac
e
-
to
-
f
ac
e
class
es.
R
ec
en
tly
p
u
b
lis
h
ed
r
esear
ch
lik
ewise
f
o
u
n
d
th
at
s
tu
d
en
t
s
tatu
s
(
a
s
tu
d
en
t
wo
r
k
i
n
g
p
ar
t
-
tim
e
co
m
p
a
r
ed
to
th
o
s
e
n
o
t
wo
r
k
in
g
p
ar
t
-
tim
e)
in
f
lu
en
ce
s
s
tu
d
en
ts
’
p
r
ef
er
en
ce
to
wa
r
d
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t
[
3
6
]
.
Per
h
ap
s
th
eir
ex
p
er
ien
c
e
wo
r
k
in
g
f
ac
e
-
to
-
f
ac
e
a
n
d
k
n
o
win
g
th
ey
ar
e
alr
ea
d
y
v
ac
cin
at
ed
m
ay
h
av
e
co
n
t
r
ib
u
ted
to
th
eir
r
ed
u
ce
d
c
o
n
ce
r
n
f
o
r
C
OVI
D
-
1
9
,
m
a
k
in
g
t
h
em
m
o
r
e
lik
ely
to
atten
d
f
ac
e
-
to
-
f
ac
e
s
ess
io
n
s
.
On
th
e
o
th
er
h
an
d
,
g
r
a
d
u
ate
s
tu
d
en
ts
wh
o
ar
e
n
o
t
wo
r
k
in
g
m
ay
b
e
h
esit
an
t
to
p
ar
ticip
ate
in
f
ac
e
-
to
-
f
ac
e
class
es
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
d
u
e
to
co
n
ce
r
n
s
ab
o
u
t
th
eir
h
ea
lth
an
d
s
af
ety
,
th
e
co
n
v
en
ie
n
ce
o
f
o
n
lin
e
lear
n
in
g
,
a
n
d
t
h
e
p
er
ce
iv
e
d
b
etter
q
u
ality
o
f
r
em
o
te
in
s
tr
u
ctio
n
co
m
p
a
r
ed
to
in
-
p
e
r
s
o
n
class
es.
No
n
eth
eless
,
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
s
tu
d
en
t
attr
ib
u
tes
co
r
r
elate
w
ith
th
eir
p
r
ef
er
e
n
ce
s
f
o
r
s
p
ec
if
ic
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
c
an
aid
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
an
d
e
d
u
ca
to
r
s
i
n
cr
af
tin
g
d
iv
er
s
e
a
n
d
e
n
g
ag
i
n
g
lear
n
in
g
ex
p
er
ien
ce
s
tailo
r
e
d
to
lear
n
er
s
'
u
n
iq
u
e
ch
ar
ac
ter
is
tics
an
d
ca
ter
to
g
r
a
d
u
ate
s
tu
d
en
ts
'
d
iv
er
s
e
wo
r
k
s
tatu
s
es
[
3
6
]
.
T
h
is
s
tu
d
y
h
as
ce
r
tain
lim
itat
io
n
s
th
at
s
h
o
u
ld
b
e
ac
k
n
o
wle
d
g
ed
.
I
t
p
r
im
ar
ily
f
o
cu
s
ed
o
n
g
r
ad
u
ate
s
tu
d
en
ts
o
f
th
e
C
o
lleg
e
o
f
E
d
u
ca
tio
n
,
wh
ich
r
estricts
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
in
d
i
n
g
s
to
th
e
s
p
ec
if
ics
o
f
th
e
Ph
ilip
p
in
e
co
n
tex
t.
T
o
im
p
r
o
v
e
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
c
o
n
clu
s
io
n
s
,
it
is
im
p
er
ativ
e
f
o
r
f
u
t
u
r
e
r
esear
ch
to
ex
p
an
d
t
h
e
s
am
p
le
s
ize
b
y
i
n
c
o
r
p
o
r
ati
n
g
g
r
ad
u
ate
s
tu
d
e
n
ts
f
r
o
m
d
iv
e
r
s
e
d
is
cip
lin
es
an
d
s
c
h
o
o
ls
.
I
n
a
d
d
itio
n
,
th
e
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
o
f
t
h
is
s
tu
d
y
p
o
s
es
co
n
s
tr
ain
ts
o
n
m
ak
in
g
ca
u
s
al
in
f
er
e
n
ce
s
,
as
it
o
n
ly
ex
p
lo
r
ed
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
p
r
e
d
icto
r
an
d
o
u
tco
m
es
v
ar
iab
les.
I
t
is
im
p
o
r
tan
t
to
n
o
te
th
at
th
e
o
u
tco
m
es
d
er
iv
e
d
f
r
o
m
th
is
r
esear
ch
ar
e
s
u
s
c
ep
tib
le
to
s
elf
-
r
ep
o
r
t
b
ias.
Giv
en
th
e
lim
itatio
n
s
,
ca
u
tio
n
is
ad
v
is
ed
wh
en
in
ter
p
r
etin
g
an
d
ap
p
ly
in
g
th
e
r
esear
ch
f
in
d
in
g
s
.
Desp
ite
t
h
ese
lim
itatio
n
s
,
th
e
s
tu
d
y
c
o
n
tr
ib
u
tes
v
alu
ab
le
in
s
ig
h
ts
to
th
e
ev
id
en
ce
co
n
ce
r
n
in
g
f
ac
to
r
s
af
f
ec
tin
g
th
e
in
ten
tio
n
to
atten
d
in
-
p
er
s
o
n
in
s
tr
u
ctio
n
a
f
ter
p
r
o
lo
n
g
ed
r
em
o
te
lear
n
i
n
g
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
'
s
r
e
s
u
lts
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
co
n
s
id
er
i
n
g
th
e
m
u
ltifa
ce
ted
f
ac
t
o
r
s
in
f
lu
en
cin
g
g
r
ad
u
ate
s
tu
d
e
n
ts
'
in
ten
tio
n
to
atten
d
in
-
p
er
s
o
n
in
s
tr
u
ctio
n
af
ter
lo
n
g
co
m
m
u
n
ity
q
u
a
r
an
tin
e
an
d
r
em
o
te
lear
n
in
g
.
T
h
e
th
r
ee
k
ey
p
r
ed
ic
to
r
s
,
n
am
ely
wo
r
k
s
tatu
s
,
p
er
c
eiv
ed
s
af
ety
an
d
co
n
ce
r
n
ab
o
u
t
s
ch
o
o
l
r
eo
p
e
n
in
g
,
an
d
o
n
lin
e
lear
n
in
g
s
atis
f
ac
tio
n
,
h
av
e
s
ig
n
i
f
ican
tly
co
n
tr
ib
u
t
ed
to
th
is
in
ten
tio
n
f
o
r
f
ac
e
-
to
-
f
ac
e
class
es a
m
o
n
g
g
r
ad
u
ate
s
tu
d
e
n
ts
.
I
n
th
e
e
v
o
lv
in
g
lan
d
s
ca
p
e
o
f
h
ig
h
er
ed
u
ca
t
io
n
,
th
is
r
esear
ch
u
n
d
er
s
co
r
es
th
e
s
ig
n
if
ican
ce
o
f
co
n
s
id
er
in
g
th
ese
f
ac
t
o
r
s
wh
en
ex
am
in
in
g
th
e
p
r
ef
er
e
n
ce
s
an
d
in
clin
atio
n
s
o
f
g
r
ad
u
at
e
s
tu
d
en
ts
to
war
d
s
r
etu
r
n
in
g
to
in
-
p
e
r
s
o
n
class
es
to
f
o
s
ter
a
m
o
r
e
r
esp
o
n
s
iv
e
an
d
ac
co
m
m
o
d
atin
g
lear
n
i
n
g
en
v
ir
o
n
m
en
t
in
g
r
ad
u
ate
ed
u
ca
tio
n
an
d
h
elp
m
ee
t
th
e
d
iv
er
s
e
n
ee
d
s
o
f
g
r
a
d
u
ate
s
tu
d
en
ts
in
th
e
p
o
s
t
-
p
a
n
d
em
ic
er
a.
Sch
o
o
l
ad
m
in
is
tr
ato
r
s
an
d
e
d
u
ca
tio
n
al
p
o
licy
m
ak
er
s
s
ee
k
in
g
to
d
esig
n
m
o
r
e
e
f
f
ec
tiv
e
a
p
p
r
o
ac
h
es
th
at
ad
d
r
ess
d
iv
er
s
e
n
ee
d
s
an
d
p
r
ef
er
e
n
ce
s
m
ay
c
o
n
s
id
er
a
m
o
r
e
f
lex
i
b
le
m
o
d
ality
c
o
m
b
in
in
g
f
ac
e
-
to
-
f
ac
e
an
d
o
n
lin
e
ed
u
ca
tio
n
in
d
eliv
er
in
g
g
r
a
d
u
a
te
p
r
o
g
r
am
s
an
d
e
n
s
u
r
in
g
t
h
e
s
af
e
o
p
er
atio
n
s
o
f
s
ch
o
o
ls
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
wo
u
ld
lik
e
to
th
a
n
k
th
e
p
ar
ticip
a
n
ts
wh
o
v
o
lu
n
tar
ily
an
s
wer
ed
t
h
e
s
u
r
v
ey
an
d
th
e
Dea
n
an
d
Ass
o
ciate
Dea
n
o
f
th
e
C
o
l
leg
e
o
f
E
d
u
ca
tio
n
Gr
ad
u
ate
Sch
o
o
l f
o
r
th
eir
v
alu
ab
le
ass
is
ta
n
ce
in
allo
win
g
t
h
e
r
esear
ch
er
s
to
co
n
d
u
ct
th
e
s
tu
d
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
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&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Gra
d
u
a
te
s
tu
d
en
ts
'
w
o
r
k
s
ta
tu
s
,
p
ercep
tio
n
,
a
n
d
o
n
lin
e
s
a
tis
fa
ctio
n
p
r
ed
ictin
g
…
(
A
ye
s
h
a
C
.
P
en
u
ela
)
227
RE
F
E
R
E
NC
E
S
[
1
]
M
.
Tr
e
v
e
,
“
W
h
a
t
C
O
V
I
D
-
1
9
h
a
s
i
n
t
r
o
d
u
c
e
d
i
n
t
o
e
d
u
c
a
t
i
o
n
:
c
h
a
l
l
e
n
g
e
s
f
a
c
i
n
g
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
(
H
EI
s)
,
”
H
i
g
h
e
r
Ed
u
c
a
t
i
o
n
Pe
d
a
g
o
g
i
e
s
,
v
o
l
.
6
,
n
o
.
1
,
p
p
.
2
1
2
–
2
2
7
,
Ja
n
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
8
0
/
2
3
7
5
2
6
9
6
.
2
0
2
1
.
1
9
5
1
6
1
6
.
[
2
]
P
.
S
i
n
g
h
,
S
.
P
.
J.,
R
.
R
a
n
j
a
n
,
B
.
K
.
D
u
b
e
y
,
a
n
d
C
.
S
.
B
.
S
i
n
g
h
,
“
A
n
e
x
p
l
o
r
a
t
o
r
y
st
u
d
y
o
n
p
e
r
c
e
i
v
e
d
o
n
l
i
n
e
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
o
f
u
n
i
v
e
r
si
t
y
s
t
u
d
e
n
t
s
d
u
r
i
n
g
t
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
mi
c
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
l
u
a
t
i
o
n
a
n
d
Re
s
e
a
rc
h
i
n
Ed
u
c
a
t
i
o
n
(
I
J
ER
E)
,
v
o
l
.
1
3
,
n
o
.
1
,
p
p
.
2
8
0
–
2
9
1
,
F
e
b
.
2
0
2
4
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
1
3
i
1
.
2
6
0
0
9
.
[
3
]
R
.
M
a
h
a
r
d
d
h
i
k
a
a
n
d
M
.
P
r
a
s
e
t
i
a
n
t
o
,
“
Le
a
r
n
i
n
g
f
r
o
m
C
O
V
I
D
-
1
9
:
h
o
w
I
n
d
o
n
e
si
a
n
En
g
l
i
s
h
t
e
a
c
h
e
r
s
s
e
e
c
o
m
p
u
t
e
r
-
a
s
si
s
t
e
d
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
?
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
l
u
a
t
i
o
n
a
n
d
Re
s
e
a
r
c
h
i
n
Ed
u
c
a
t
i
o
n
(
I
J
ER
E)
,
v
o
l
.
1
3
,
n
o
.
1
,
p
p
.
4
3
3
–
4
4
0
,
F
e
b
.
2
0
2
4
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
1
3
i
1
.
2
5
8
6
5
.
[
4
]
J.
N
ú
ñ
e
z
e
t
a
l
.
,
“
C
o
n
t
i
n
u
i
n
g
t
h
e
d
i
st
a
n
c
e
l
e
a
r
n
i
n
g
mo
d
a
l
i
t
y
o
f
g
r
a
d
u
a
t
e
s
t
u
d
i
e
s
i
n
p
o
s
t
-
C
O
V
I
D
P
h
i
l
i
p
p
i
n
e
s
:
A
su
r
v
e
y
,
”
FD
L
A
J
o
u
rn
a
l
,
v
o
l
.
7
,
p
.
3
,
2
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5
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6
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14
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Feb
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222
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228
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Ay
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P
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tate
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.
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rm
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p
h
.
Evaluation Warning : The document was created with Spire.PDF for Python.