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a
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c
to
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d
e
r
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n
d
u
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p
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ti
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s.
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li
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ire
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s
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se
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o
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g
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r
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m
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h
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a
n
g
(U
M
P
),
a
n
d
U
n
iv
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rsitas
S
u
law
e
si
Ba
ra
t
(USB).
T
h
e
d
a
ta
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s
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n
a
ly
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e
d
d
e
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n
ti
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su
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th
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t
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ly
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te
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t
h
e
p
r
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ss
in
g
fe
e
d
b
a
c
k
.
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h
e
fe
e
d
b
a
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k
re
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d
is
d
o
m
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ted
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ra
l
fe
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d
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(UN
M
a
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USB),
w
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tailed
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d
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d
b
a
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g
e
n
e
ra
ll
y
re
c
e
iv
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d
b
y
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stu
d
e
n
ts.
Ad
d
it
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o
n
a
ll
y
,
t
h
e
e
x
p
e
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ted
a
n
d
e
ffe
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v
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d
b
a
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k
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d
t
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sa
m
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p
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th
a
t
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a
ls
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n
d
g
ro
u
p
s
m
u
st
in
tera
c
t
wh
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is
in
li
n
e
with
th
e
n
e
w
p
a
ra
d
ig
m
.
Th
e
re
su
lt
s
a
lso
s
h
o
w
ed
th
e
i
d
e
a
l
ti
m
e
f
o
r
p
r
o
v
id
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n
g
f
e
e
d
b
a
c
k
is
5
-
1
0
d
a
y
s
f
o
r
v
a
rio
u
s
t
y
p
e
s
o
f
a
ss
ig
n
m
e
n
ts
a
n
d
1
5
-
2
0
d
a
y
s
f
o
r
th
e
se
s.
Th
e
se
re
su
lt
s
p
r
o
v
id
e
e
d
u
c
a
to
rs
with
i
n
fo
rm
a
ti
o
n
o
n
stra
teg
ies
a
n
d
a
p
p
r
o
a
c
h
e
s
in
fe
e
d
b
a
c
k
p
ra
c
ti
c
e
s
th
a
t
a
re
re
lev
a
n
t
a
n
d
e
ffe
c
ti
v
e
in
e
n
h
a
n
c
in
g
st
u
d
e
n
t
lea
rn
in
g
b
a
se
d
o
n
t
h
e
n
e
w
p
a
ra
d
i
g
m
.
K
ey
w
o
r
d
s
:
Feed
b
ac
k
Feed
b
ac
k
p
r
ac
tice
L
ea
r
n
er
-
ce
n
ter
ed
f
ee
d
b
ac
k
New
f
ee
d
b
ac
k
p
ar
ad
ig
m
Stu
d
en
ts
’
p
er
s
p
ec
tiv
e
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ma
r
lin
a
Um
m
as Ge
n
is
a
Dep
ar
tm
en
t o
f
B
io
lo
g
y
E
d
u
ca
tio
n
,
Po
s
tg
r
ad
u
ate,
Un
iv
er
s
itas
Mu
h
am
m
ad
i
y
ah
Palem
b
an
g
Palem
b
an
g
,
So
u
t
h
Su
m
ater
a,
I
n
d
o
n
esia
E
m
ail: lin
ag
en
is
a@
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ah
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o
.
co
m
1.
I
NT
RO
D
UCT
I
O
N
Feed
b
ac
k
p
r
ac
tice
is
an
in
teg
r
al
p
ar
t
o
f
lear
n
in
g
in
h
ig
h
e
r
e
d
u
ca
tio
n
.
I
n
t
h
e
p
ast
f
iv
e
y
ea
r
s
,
f
ee
d
b
ac
k
r
esear
ch
h
as
g
ain
ed
a
lo
t
o
f
atten
tio
n
an
d
in
c
r
ea
s
ed
,
s
u
ch
as
r
esear
ch
r
elate
d
to
f
ee
d
b
a
ck
liter
ac
y
[
1
]
–
[
3
]
,
ef
f
ec
tiv
e
f
ee
d
b
ac
k
m
o
d
el
[
4
]
–
[
7
]
,
a
n
d
th
e
c
o
r
r
elatio
n
b
etwe
en
f
ee
d
b
ac
k
an
d
s
elf
-
ef
f
icac
y
[
8
]
.
T
h
e
f
ee
d
b
ac
k
r
esear
ch
tr
en
d
will
co
n
tin
u
e
to
d
ev
elo
p
as
an
im
p
o
r
tan
t
co
m
p
o
n
e
n
t
in
r
ea
lizin
g
th
e
im
p
lem
en
tatio
n
o
f
ef
f
ec
tiv
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lear
n
in
g
in
s
ch
o
o
ls
an
d
h
ig
h
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ed
u
ca
tio
n
[
9
]
,
[
1
0
]
,
as
well
as
it
s
p
o
ten
tial
to
im
p
r
o
v
e
lear
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i
n
g
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tco
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es
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p
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m
an
ce
[
1
1
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,
[
1
2
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,
a
n
d
s
tu
d
en
t
m
o
tiv
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n
[
1
3
]
,
[
1
4
]
.
H
o
wev
er
,
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n
ac
tu
al
p
r
ac
tice,
f
ee
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b
ac
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t
alwa
y
s
in
v
o
lv
e
s
tu
d
en
ts
as
en
v
is
ag
ed
[
1
5
]
.
T
h
ese
r
esu
lts
s
er
v
e
as
th
e
f
o
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n
d
atio
n
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a
p
ar
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s
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if
t t
o
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d
f
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ac
k
an
d
s
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v
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as a
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ce
f
o
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elate
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ld
f
ee
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ac
k
p
ar
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d
ig
m
p
lace
s
s
tu
d
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ts
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n
ly
as
in
f
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m
atio
n
r
ec
ip
ien
ts
an
d
ten
d
s
to
b
e
p
ass
iv
e
[
1
6
]
.
Stu
d
en
t
d
is
s
atis
f
ac
tio
n
ca
n
b
e
s
ee
n
f
r
o
m
v
ar
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u
s
asp
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ts
o
f
th
is
p
r
ac
tice.
Feed
b
ac
k
co
m
m
e
n
ts
ar
e
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e
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f
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id
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[
1
5
]
.
Me
an
wh
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t
h
e
latest
v
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lace
s
f
ee
d
b
a
ck
as
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etwe
en
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ec
ip
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t
an
d
th
e
g
iv
er
o
f
f
ee
d
b
a
ck
wh
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em
p
h
asizes
th
e
ac
t
iv
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in
v
o
lv
em
en
t
o
f
s
tu
d
en
ts
in
th
e
in
f
o
r
m
atio
n
t
h
ey
r
ec
eiv
e
[
8
]
,
[
1
8
]
,
[
1
9
]
.
So
u
r
ce
s
o
f
f
ee
d
b
ac
k
in
f
o
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m
atio
n
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ly
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e
f
r
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lectu
r
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s
b
u
t
th
r
o
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g
h
a
r
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o
n
s
tr
u
ctio
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p
r
o
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s
s
b
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t
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ac
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d
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a
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with
in
f
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m
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s
o
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ce
s
with
co
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ev
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y
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s
elf
[
2
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.
T
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f
er
e
n
c
e
in
v
iews
s
h
o
ws
th
at
cu
r
r
en
t
f
ee
d
b
ac
k
d
o
es
n
o
t
o
n
ly
d
ep
e
n
d
o
n
th
e
m
ess
ag
e
g
iv
en
,
b
u
t
also
o
n
h
o
w
th
e
m
ess
ag
e
is
co
n
v
ey
ed
,
r
ec
ei
v
ed
,
an
d
p
r
o
ce
s
s
ed
.
Feed
b
ac
k
as
an
in
ter
ac
tio
n
p
r
o
ce
s
s
is
in
f
lu
en
ce
d
b
y
v
ar
io
u
s
f
ac
to
r
s
th
at
af
f
ec
t
th
e
q
u
ality
o
f
r
ec
eiv
i
n
g
f
ee
d
b
ac
k
.
C
u
ltu
r
e
in
f
lu
e
n
ce
s
attitu
d
es
an
d
ac
ce
p
tan
ce
o
f
f
e
ed
b
ac
k
[
2
1
]
,
[
2
2
]
,
as
well
as
an
u
n
d
e
r
s
tan
d
in
g
o
f
its
r
o
le
in
th
e
f
ee
d
b
ac
k
p
r
o
ce
s
s
[
2
3
]
.
I
t w
as f
u
r
th
er
e
x
p
lain
e
d
th
at
th
e
in
ter
ac
tio
n
b
etwe
en
co
n
tex
tu
al
v
ar
ia
b
les
an
d
in
d
iv
id
u
al
v
ar
iab
les
d
eter
m
in
es
th
e
ac
tiv
e
in
v
o
lv
em
en
t
o
f
s
tu
d
en
ts
b
ased
o
n
f
ee
d
b
ac
k
[
2
4
]
.
C
o
n
tex
tu
al
v
ar
iab
les
r
elate
d
to
th
e
h
ig
h
er
ed
u
ca
tio
n
en
v
i
r
o
n
m
e
n
t
s
u
ch
as
th
e
tex
tu
al
lev
el
(
f
ea
tu
r
es
in
f
ee
d
b
ac
k
)
,
in
ter
p
er
s
o
n
al
(
r
elatio
n
s
h
ip
w
ith
th
e
teac
h
er
)
,
teac
h
i
n
g
le
v
el
(
in
s
tr
u
cto
r
,
c
u
r
r
icu
l
u
m
)
,
an
d
s
o
cio
cu
ltu
r
al
(
teac
h
er
an
d
s
tu
d
en
t
r
o
les)
[
2
4
]
–
[
2
7
]
.
T
h
e
in
d
iv
id
u
al
d
im
e
n
s
io
n
r
elate
s
to
o
n
e
’
s
b
elief
s
an
d
g
o
als
r
elate
d
to
f
ee
d
b
ac
k
[
2
8
]
,
ex
p
er
ien
ce
in
r
ec
eiv
in
g
f
ee
d
b
ac
k
[
2
2
]
,
[
2
5
]
,
[
2
9
]
,
as
well
as
o
n
e
’
s
ac
a
d
em
ic
ab
ilit
ies
[
3
0
]
in
clu
d
in
g
g
en
d
e
r
d
if
f
e
r
en
ce
s
[
3
1
]
.
T
h
e
im
p
o
r
tan
ce
o
f
f
ee
d
b
ac
k
in
h
ig
h
er
ed
u
ca
tio
n
h
as
b
ee
n
s
tu
d
ied
,
b
u
t
th
e
m
ain
is
s
u
e
is
th
at
f
ee
d
b
ac
k
p
r
ac
tices
h
av
e
n
o
t
b
ee
n
ad
e
q
u
ately
u
n
d
e
r
s
to
o
d
r
eg
ar
d
in
g
h
o
w
th
e
y
h
a
v
e
s
u
p
p
o
r
te
d
ac
tiv
e
in
ter
ac
tio
n
s
.
T
h
ese
p
r
ac
tices
also
d
o
n
o
t
tak
e
in
to
ac
co
u
n
t
an
d
ac
c
o
m
m
o
d
ate
f
ac
t
o
r
s
af
f
ec
tin
g
th
e
f
ee
d
b
ac
k
p
r
o
ce
s
s
.
R
esear
ch
er
s
h
av
e
m
o
s
tly
f
o
cu
s
ed
o
n
tr
ad
itio
n
al
f
ee
d
b
ac
k
m
eth
o
d
s
,
wh
ich
o
f
te
n
in
v
o
lv
e
lectu
r
e
r
s
g
iv
in
g
f
ee
d
b
ac
k
t
o
s
tu
d
en
ts
i
n
o
n
e
d
ir
ec
tio
n
with
o
u
t
in
v
o
lv
i
n
g
th
e
m
in
d
is
cu
s
s
io
n
,
ass
ess
i
n
g
r
esu
lts
,
lim
itin
g
f
ee
d
b
ac
k
f
o
r
m
ats
to
w
r
itten
co
m
m
en
ts
,
an
d
ig
n
o
r
in
g
c
o
n
tex
tu
al
f
ac
to
r
s
an
d
in
d
iv
i
d
u
a
l
d
if
f
er
en
ce
s
[
1
7
]
.
Me
an
wh
ile,
r
esear
ch
in
to
th
e
p
r
ac
tice
o
f
n
ew
p
ar
ad
ig
m
f
e
ed
b
ac
k
h
as
n
o
t
y
et
b
ee
n
ca
r
r
ied
o
u
t.
E
x
am
in
in
g
f
ee
d
b
ac
k
in
h
ig
h
e
r
ed
u
ca
tio
n
ca
n
p
r
o
v
id
e
a
d
ee
p
er
u
n
d
er
s
ta
n
d
in
g
o
f
h
o
w
to
im
p
r
o
v
e
s
tu
d
en
t
lear
n
in
g
th
r
o
u
g
h
f
ee
d
b
ac
k
.
E
x
am
i
n
in
g
f
ee
d
b
ac
k
p
r
ac
tices
s
h
o
u
ld
in
cl
u
d
e
s
tu
d
en
ts
'
v
iews
b
ec
au
s
e
lectu
r
er
s
'
an
d
s
tu
d
en
ts
'
v
iews
d
if
f
er
in
p
r
ac
tice
[
3
2
]
,
[
3
3
]
.
T
h
er
ef
o
r
e,
it
is
im
p
o
r
tan
t
to
s
tu
d
y
f
ee
d
b
ac
k
p
r
ac
tices
in
h
ig
h
er
ed
u
ca
tio
n
f
r
o
m
th
e
p
er
s
p
ec
tiv
e
o
f
s
tu
d
en
ts
wh
o
in
ter
ac
t d
ir
ec
tly
with
c
o
n
tex
t
u
al
f
ac
to
r
s
.
T
h
e
s
tu
d
y
aim
s
to
in
v
esti
g
ate
wh
eth
er
f
ee
d
b
ac
k
p
r
ac
tices
in
h
ig
h
er
ed
u
ca
tio
n
h
a
v
e
f
ac
ilit
ated
ac
tiv
e
s
tu
d
en
t
in
ter
ac
tio
n
,
an
d
h
o
w
c
o
n
tex
tu
al
a
n
d
i
n
d
iv
id
u
al
f
ac
to
r
s
ar
e
co
n
s
id
er
ed
.
T
h
e
r
esear
c
h
was
co
n
d
u
cted
b
y
ex
p
lo
r
in
g
s
tu
d
en
ts
’
p
er
ce
p
ti
o
n
s
o
f
f
ee
d
b
ac
k
p
r
ac
tices
an
d
wh
at
th
ey
ex
p
ec
t
to
g
ain
an
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
f
ee
d
b
ac
k
p
r
ac
tices
ar
e
im
p
le
m
en
ted
in
h
ig
h
er
ed
u
ca
tio
n
.
T
h
e
r
esear
ch
co
n
s
id
er
s
u
n
iv
e
r
s
ity
d
if
f
er
en
ce
s
an
d
g
en
d
er
d
if
f
er
e
n
ce
s
,
co
n
s
id
er
in
g
ea
ch
u
n
iv
er
s
ity
h
as
a
u
n
iq
u
e
cu
ltu
r
e
an
d
en
v
ir
o
n
m
e
n
t,
an
d
g
en
d
er
d
if
f
er
e
n
ce
s
ca
n
in
f
lu
en
ce
f
ee
d
b
ac
k
p
r
ef
er
en
ce
s
.
T
h
e
r
esu
lts
o
b
tain
ed
ar
e
ex
p
ec
ted
to
p
r
o
v
id
e
in
p
u
t
f
o
r
ed
u
ca
to
r
s
o
n
th
e
d
ev
elo
p
m
e
n
t
o
f
s
tr
ateg
ies
a
n
d
ap
p
r
o
ac
h
es
i
n
f
ee
d
b
ac
k
p
r
ac
tices
th
at
ar
e
r
elev
an
t,
an
d
ef
f
e
ctiv
e
in
e
n
h
an
ci
n
g
s
tu
d
en
t le
ar
n
in
g
an
d
d
ev
elo
p
m
en
t in
h
ig
h
er
ed
u
ca
tio
n
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
d
ata
co
llectio
n
u
s
ed
a
q
u
esti
o
n
n
air
e
f
r
o
m
Mu
llin
er
an
d
B
o
h
n
ac
k
er
-
B
r
u
ce
[
3
4
]
,
[
3
5
]
wh
ich
h
ad
b
ee
n
m
o
d
i
f
ied
ac
co
r
d
in
g
to
r
esear
ch
n
ee
d
s
.
Valid
ity
a
n
d
r
eliab
ilit
y
test
s
wer
e
co
n
d
u
cted
b
e
f
o
r
e
th
e
d
is
tr
ib
u
tio
n
o
f
th
e
q
u
esti
o
n
n
ai
r
e
in
s
tr
u
m
en
t.
T
h
e
ac
c
u
r
ac
y
,
ac
cu
r
ac
y
o
f
in
f
o
r
m
atio
n
co
n
s
tr
u
ctio
n
,
a
n
d
clar
ity
o
f
wo
r
d
s
an
d
p
h
r
ases
in
ea
ch
s
en
ten
ce
o
f
th
e
in
s
tr
u
m
en
t
wer
e
r
ev
iewe
d
b
y
s
ix
ed
u
c
atio
n
an
d
teac
h
in
g
ex
p
er
ts
.
T
h
e
in
s
tr
u
m
en
t
v
alid
i
ty
was
ca
lcu
lated
u
s
in
g
Aik
en
’
s
V
[
3
6
]
.
I
t
was
ca
teg
o
r
ized
as
v
alid
if
it
h
ad
a
m
in
im
u
m
Aik
e
n
’
s
V
o
f
0
.
8
9
d
u
e
t
o
th
e
u
s
e
o
f
s
ix
ex
p
e
r
ts
to
v
alid
ate
it.
R
eliab
ilit
y
te
s
tin
g
was
b
ased
o
n
C
r
o
n
b
ac
h
’
s
a
lp
h
a
v
alu
e,
wh
er
e
an
ac
ce
p
tab
le
s
co
r
e
was
>0
.
7
[
3
7
]
.
B
ased
o
n
th
e
r
esu
lts
o
f
th
e
v
alid
ity
an
d
r
eliab
ilit
y
test
o
f
t
h
e
in
s
tr
u
m
en
t,
th
e
Aik
en
v
alu
e
an
d
C
r
o
n
b
ac
h
’
s
a
lp
h
a
v
alu
e
w
er
e
0
.
9
1
a
n
d
0
.
8
3
,
r
esp
ec
tiv
ely
.
T
h
ese
r
esu
lts
in
d
icate
d
th
at
th
e
in
s
tr
u
m
e
n
t
u
s
ed
was
v
alid
an
d
r
eliab
l
e.
Fu
r
th
er
m
o
r
e,
th
e
q
u
esti
o
n
n
air
e
was
d
is
tr
ib
u
ted
v
ia
a
Go
o
g
le
Fo
r
m
to
f
ac
il
itate
d
ata
co
llectio
n
an
d
in
te
r
p
r
etatio
n
at
t
h
r
ee
u
n
iv
er
s
ities
f
r
o
m
I
n
d
o
n
esia
,
n
am
ely
Un
iv
er
s
itas
Su
lawe
s
i B
ar
at
(
USB
)
,
Un
iv
er
s
itas
Neg
er
i M
ak
ass
ar
(
UNM
)
,
an
d
Un
iv
er
s
itas
Mu
h
am
m
a
d
iy
ah
Palem
b
an
g
(
UM
P).
B
ased
o
n
th
e
q
u
esti
o
n
n
air
es
co
llected
,
th
e
n
u
m
b
er
o
f
s
tu
d
e
n
ts
was
4
1
8
,
co
n
s
is
tin
g
o
f
1
4
7
s
tu
d
en
ts
f
r
o
m
USB
(
48
m
ale
an
d
99
f
em
ale)
,
1
5
7
s
tu
d
en
ts
f
r
o
m
U
NM
(
56
m
ale
a
n
d
1
0
1
f
e
m
ale)
,
an
d
1
1
4
s
tu
d
en
ts
f
r
o
m
UM
P
(
45
m
ale
an
d
69
f
em
ale)
.
All
s
tu
d
en
t
q
u
esti
o
n
n
air
e
d
ata
was
u
s
ed
as
th
e
r
es
ea
r
ch
s
am
p
le.
T
h
is
s
am
p
le
s
ize
wa
s
co
n
s
id
er
ed
s
u
f
f
icien
t
,
ac
co
r
d
in
g
to
R
o
s
co
e
[
3
8
]
wh
o
s
tated
th
at
th
e
m
in
im
u
m
s
am
p
le
s
ize
f
o
r
ea
ch
ca
teg
o
r
y
was
3
0
.
I
n
t
h
is
s
tu
d
y
,
th
e
s
am
p
le
s
ize
f
o
r
ea
ch
ca
teg
o
r
y
(
u
n
i
v
er
s
ity
an
d
g
en
d
er
)
>
3
0
s
am
p
les
wer
e
q
u
ite
r
ep
r
esen
tativ
e.
T
h
e
n
,
th
e
q
u
esti
o
n
n
air
e
r
esu
lts
we
r
e
an
aly
ze
d
d
escr
ip
tiv
ely
a
n
d
q
u
an
titativ
ely
.
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
.
2
,
Ap
r
il
20
25
:
1
1
2
4
-
1
1
3
3
1126
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
T
he
inte
ns
it
y
o
f
re
ce
iv
i
ng
f
ee
db
a
ck
T
h
e
in
ten
s
ity
o
f
r
ec
eiv
in
g
f
ee
d
b
ac
k
af
f
ec
ts
h
o
w
th
e
f
ee
d
b
ac
k
is
p
r
o
ce
s
s
ed
b
y
s
tu
d
e
n
ts
.
Mo
s
t
s
tu
d
en
ts
ag
r
ee
th
at
th
ey
alwa
y
s
r
ec
eiv
e
f
ee
d
b
ac
k
(
8
5
%)
co
m
p
ar
ed
to
n
o
t
alwa
y
s
r
ec
eiv
in
g
f
ee
d
b
ac
k
(
1
5
%)
,
as
s
h
o
wn
in
Fig
u
r
e
1
(
a)
.
T
h
e
d
ata
th
at
h
as
b
ee
n
o
b
tain
ed
is
f
u
r
th
er
an
aly
ze
d
to
s
ee
d
if
f
e
r
en
c
es
in
th
e
p
er
ce
n
ta
g
e
in
ten
s
ity
o
f
r
ec
eiv
in
g
f
ee
d
b
a
ck
f
r
o
m
th
e
th
r
ee
u
n
iv
e
r
s
ities
as
p
r
esen
ted
in
Fig
u
r
e
1
(
b
)
.
T
h
e
p
r
esen
tatio
n
wh
ich
was
q
u
ite
h
ig
h
f
o
r
UM
P
s
tu
d
en
ts
s
h
o
wed
m
o
r
e
f
r
eq
u
en
t
in
ten
s
ity
,
f
o
llo
wed
b
y
U
SB
an
d
UNM
.
T
h
e
h
ig
h
er
f
r
eq
u
en
cy
allo
ws
s
tu
d
en
ts
to
h
av
e
b
etter
lea
r
n
in
g
m
o
tiv
atio
n
.
B
esid
es
th
at,
if
t
h
e
f
ee
d
b
ac
k
is
g
iv
en
ef
f
ec
tiv
ely
,
it will a
f
f
ec
t stu
d
e
n
ts
'
ab
ilit
y
to
p
r
o
ce
s
s
an
d
u
n
d
er
s
tan
d
f
ee
d
b
ac
k
in
f
o
r
m
atio
n
[
3
9
]
.
(
a)
(
b
)
Fig
u
r
e
1
.
C
o
m
p
a
r
is
o
n
o
f
s
tu
d
e
n
ts
’
in
ten
s
ity
o
f
r
ec
eiv
i
n
g
f
ee
d
b
ac
k
in
(
a
)
g
e
n
er
al
an
d
(
b
)
u
n
i
v
er
s
ity
3
.
2
.
E
f
f
ec
t
i
v
eness
a
nd
f
ea
t
ures t
ha
t
s
ho
uld
be
inc
lud
e
d in
f
ee
db
a
ck
Po
s
itiv
e
b
elief
in
th
e
r
o
le
o
f
f
ee
d
b
ac
k
p
r
o
v
id
es
awa
r
en
ess
th
at
f
ee
d
b
ac
k
is
co
n
s
tr
u
ctiv
e.
I
t w
ill
av
o
id
b
ein
g
d
e
f
en
s
iv
e
in
r
ec
eiv
in
g
in
f
o
r
m
atio
n
o
r
cr
iticis
m
f
r
o
m
lectu
r
er
s
[
4
0
]
.
I
n
g
e
n
er
al,
s
tu
d
en
ts
th
in
k
th
a
t
f
ee
d
b
ac
k
p
lay
s
a
n
e
f
f
ec
tiv
e
r
o
le
an
d
h
as
an
im
p
ac
t
o
n
th
e
q
u
ality
o
f
th
eir
wo
r
k
.
T
h
e
m
aj
o
r
ity
o
f
s
tu
d
e
n
ts
at
UM
P,
USB
,
an
d
UNM
ag
r
e
e
th
at
f
ee
d
b
ac
k
is
v
e
r
y
ef
f
e
ctiv
e
in
i
n
f
lu
en
ci
n
g
w
o
r
k
q
u
ality
as
s
h
o
wn
in
Fig
u
r
e
2
(
a
)
.
T
h
er
e
ar
e
n
o
s
ig
n
i
f
ican
t
d
if
f
e
r
en
ce
s
b
etwe
en
u
n
i
v
er
s
ities
with
av
er
ag
e
p
e
r
ce
n
t
ag
es
o
f
m
o
d
er
ately
ef
f
ec
tiv
e
an
d
h
ig
h
ly
ef
f
ec
tiv
e.
T
h
is
m
ea
n
s
th
at
d
if
f
er
en
ce
s
i
n
u
n
iv
er
s
ities
d
o
n
o
t
in
f
lu
en
c
e
s
tu
d
en
ts
'
p
o
s
itiv
e
v
iews
o
f
f
ee
d
b
ac
k
o
n
t
h
e
q
u
ality
o
f
th
ei
r
wo
r
k
.
B
ased
o
n
g
e
n
d
er
ca
teg
o
r
y
as
p
r
esen
ted
in
Fig
u
r
e
2
(
b
)
,
f
em
ale
s
tu
d
en
ts
h
av
e
a
m
o
r
e
d
o
m
in
a
n
t
p
er
s
p
ec
tiv
e
(
7
0
%)
wh
o
s
tated
th
at
f
ee
d
b
ac
k
is
v
er
y
ef
f
ec
tiv
e
in
in
f
lu
en
ci
n
g
th
e
q
u
ality
o
f
th
eir
wo
r
k
co
m
p
ar
ed
to
m
ale
s
tu
d
e
n
ts
(
5
0
%),
wh
ile
th
e
q
u
ite
ef
f
ec
tiv
e
ca
te
g
o
r
y
is
d
o
m
i
n
ated
b
y
m
ale
s
tu
d
en
ts
th
an
f
em
ale
s
tu
d
en
ts
.
I
n
g
e
n
er
al,
f
ee
d
b
ac
k
is
co
n
s
id
er
ed
v
e
r
y
ef
f
ec
tiv
e
in
im
p
r
o
v
i
n
g
th
e
q
u
ality
o
f
s
tu
d
e
n
t
wo
r
k
b
ased
o
n
th
e
u
n
iv
e
r
s
ity
.
T
h
is
ca
n
b
e
c
au
s
ed
b
y
s
ev
er
al
f
ac
to
r
s
,
s
u
ch
as
u
n
iv
e
r
s
ity
cu
ltu
r
es
th
at
em
p
h
asize
s
tu
d
en
t
-
ce
n
ter
ed
lear
n
in
g
an
d
f
ac
ilit
ate
co
n
s
tr
u
ctiv
e
f
ee
d
b
ac
k
.
U
n
iv
er
s
ity
p
o
licy
r
eq
u
ir
es
lectu
r
er
s
to
p
r
o
v
id
e
wr
itten
f
ee
d
b
ac
k
to
s
tu
d
en
ts
p
er
io
d
ic
ally
.
T
h
e
lectu
r
er
'
s
ap
p
r
o
ac
h
is
to
u
s
e
ac
t
iv
e
lear
n
in
g
m
e
th
o
d
s
an
d
p
r
o
v
id
e
co
n
s
tr
u
ctiv
e
f
ee
d
b
ac
k
.
Hav
in
g
ac
ce
s
s
to
ad
eq
u
ate
u
n
iv
er
s
ity
r
eso
u
r
ce
s
to
p
r
o
v
i
d
e
q
u
ality
f
e
ed
b
ac
k
,
an
d
b
ein
g
p
r
o
ac
tiv
e
in
s
ee
k
in
g
f
ee
d
b
ac
k
an
d
u
tili
zin
g
it.
Me
an
wh
ile,
b
ased
o
n
g
en
d
er
,
f
ee
d
b
ac
k
is
also
v
er
y
ef
f
ec
tiv
e
in
im
p
r
o
v
in
g
th
e
q
u
ality
o
f
s
tu
d
en
t
wo
r
k
,
esp
ec
ially
f
o
r
f
em
al
e
s
tu
d
en
ts
.
T
h
is
m
a
y
b
e
a
r
esu
lt
o
f
f
em
ale'
s
n
ee
d
f
o
r
m
o
r
e
s
p
ec
if
ic
a
n
d
co
n
s
tr
u
ctiv
e
f
ee
d
b
ac
k
to
im
p
r
o
v
e
t
h
eir
co
n
f
id
en
ce
,
f
em
ale
lear
n
i
n
g
s
ty
les
th
at
p
r
ef
e
r
v
er
b
al
an
d
n
o
n
-
v
e
r
b
al
f
ee
d
b
ac
k
,
an
d
s
o
cieta
l ster
eo
ty
p
es a
b
o
u
t f
em
ale
wo
r
k
r
o
les.
Stu
d
en
ts
'
o
p
in
io
n
s
ab
o
u
t
i
d
ea
l
f
ee
d
b
ac
k
we
r
e
e
x
p
lo
r
e
d
with
th
e
q
u
esti
o
n
o
f
wh
at
f
ee
d
b
ac
k
f
ea
tu
r
es
s
h
o
u
ld
ex
is
t
in
f
ee
d
b
ac
k
.
UM
P
an
d
USB
s
tu
d
en
t
s
n
ee
d
m
o
r
e
s
p
ec
if
ic
f
e
ed
b
ac
k
e
x
p
lain
in
g
wea
k
n
ess
es/mis
tak
es
(
3
5
%)
,
as
s
h
o
wn
in
Fig
u
r
e
2
(
c)
.
C
lear
f
ee
d
b
ac
k
with
d
etailed
an
d
ac
tio
n
ab
l
e
in
s
tr
u
ctio
n
s
h
elp
t
h
em
im
p
r
o
v
e
th
eir
p
er
f
o
r
m
an
ce
im
p
r
o
v
i
n
g
th
e
q
u
ality
o
f
s
u
b
s
eq
u
en
t
wo
r
k
.
I
n
c
o
n
tr
ast
to
UM
P
an
d
USB
s
tu
d
en
ts
,
UNM
s
tu
d
en
ts
ap
a
r
t
f
r
o
m
wan
ti
n
g
s
p
ec
if
ic
f
ee
d
b
ac
k
ex
p
lain
in
g
wea
k
n
ess
es/mis
tak
es
(
3
9
%),
also
ag
r
ee
to
f
ac
e
-
to
-
f
ac
e
d
is
cu
s
s
io
n
s
(
3
2
%).
T
h
is
illu
s
tr
ate
s
t
h
at
UNM
s
tu
d
en
ts
n
ee
d
m
o
r
e
d
ir
ec
t
in
ter
ac
tio
n
with
lectu
r
er
s
to
u
n
d
er
s
tan
d
f
ee
d
b
ac
k
an
d
h
o
w
to
ap
p
l
y
i
t
in
th
eir
wo
r
k
to
im
p
r
o
v
e
t
h
e
q
u
ality
o
f
t
h
eir
u
n
d
er
s
tan
d
in
g
.
T
h
e
f
ee
d
b
a
ck
f
e
atu
r
e
b
ased
o
n
g
e
n
d
er
as
p
r
esen
ted
in
Fig
u
r
e
2
(
d
)
S
S
1
1
1
a
s
e
c
e
i
vi
ng
F
e
e
d a
c
ot
a
a
s
r
e
c
e
i
vi
ng
f
e
e
d a
c
re
s
e
n
t
a
t
i
o
n
e
c
e
i
v
i
n
g
F
e
e
d
a
c
o
f
re
s
p
o
n
d
e
n
t
s
F
e
e
d
a
c
n
t
e
n
s
i
t
a
s
e
d
o
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v
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a
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i
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i
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e
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d
a
c
o
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a
a
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c
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v
i
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fe
e
d
a
c
1
1
re
s
e
n
t
a
t
i
o
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c
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i
v
i
n
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F
e
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d
a
c
o
f
re
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p
o
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t
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
E
xp
lo
r
in
g
n
ew fee
d
b
a
ck
p
r
a
ct
ices p
a
r
a
d
ig
m
in
h
ig
h
er e
d
u
c
a
tio
n
:
s
tu
d
en
ts
’
…
(
Ma
r
lin
a
U
mma
s
Gen
is
a
)
1127
s
h
o
ws
m
ale
s
tu
d
en
ts
p
r
ef
er
f
a
ce
-
to
-
f
ac
e
d
is
cu
s
s
io
n
f
ee
d
b
ac
k
(
3
1
%),
wh
ich
m
ea
n
s
th
at
m
ales
v
alu
e
clea
r
an
d
ac
tio
n
ab
le
f
ee
d
b
ac
k
m
o
r
e,
an
d
d
ir
ec
t
in
ter
ac
tio
n
with
lectu
r
er
s
.
Me
an
wh
ile,
f
em
ale
s
tu
d
en
ts
wan
t
s
p
ec
if
ic
f
ee
d
b
ac
k
ex
p
lain
i
n
g
wea
k
n
ess
es
(
3
4
%).
Fem
ale
s
tu
d
en
ts
m
ay
n
ee
d
m
o
r
e
c
o
m
p
r
e
h
en
s
iv
e
an
d
s
u
p
p
o
r
tiv
e
f
ee
d
b
ac
k
,
in
clu
d
in
g
p
r
aise
f
o
r
th
eir
wo
r
k
.
T
h
e
f
ee
d
b
ac
k
f
ea
tu
r
e
is
n
ee
d
ed
b
y
s
tu
d
e
n
ts
b
ec
a
u
s
e
it
is
h
a
v
in
g
th
e
p
o
ten
tial
to
p
r
o
v
id
e
ef
f
ec
tiv
e
f
ee
d
b
ac
k
a
n
d
i
n
cr
ea
s
e
m
o
tiv
atio
n
.
Feed
b
ac
k
ac
co
m
p
an
ied
b
y
d
etailed
in
s
tr
u
ctio
n
s
will p
r
ev
en
t stu
d
e
n
ts
’
in
tr
in
s
ic
m
o
tiv
atio
n
f
r
o
m
d
ec
r
ea
s
in
g
[
4
1
]
.
(
a)
(
b
)
(
c)
(
d
)
Fig
u
r
e
2
.
C
o
m
p
a
r
is
o
n
o
f
th
e
e
f
f
ec
tiv
en
ess
s
h
o
u
ld
b
e
in
clu
d
e
d
in
f
ee
d
b
ac
k
b
ased
o
n
(
a
)
u
n
i
v
er
s
ity
an
d
(
b
)
g
e
n
d
er
,
an
d
f
ea
tu
r
es
s
h
o
u
l
d
b
e
in
clu
d
ed
in
f
ee
d
b
ac
k
b
as
ed
o
n
(
c
)
u
n
iv
er
s
ity
an
d
(
d
)
g
e
n
d
er
3
.
3
.
T
he
idea
l t
im
e
t
o
pro
v
id
e
f
ee
db
a
ck
T
h
e
id
ea
l
tim
e
o
f
f
ee
d
b
ac
k
i
s
cr
u
cial
to
ex
p
lo
r
e
b
ec
au
s
e
r
esear
ch
r
ev
ea
ls
f
ee
d
b
ac
k
will
o
n
ly
b
e
ef
f
ec
tiv
e
if
it
is
g
iv
en
b
y
th
e
e
x
p
ec
ted
tim
e
[
4
2
]
.
L
ate
f
ee
d
b
ac
k
is
less
v
alu
a
b
le
to
s
tu
d
en
t
s
s
in
ce
s
tu
d
en
t
h
av
e
m
o
v
ed
o
n
to
o
th
er
w
o
r
k
.
Fig
u
r
e
3
(
a
)
d
ep
icts
s
tu
d
en
t
o
p
in
i
o
n
s
o
f
th
e
o
p
tim
al
tim
e
f
o
r
f
ee
d
b
ac
k
o
n
v
a
r
io
u
s
ty
p
es
o
f
task
s
.
E
ac
h
s
tu
d
e
n
t
ag
r
ee
s
th
at
in
d
iv
i
d
u
al
ass
ig
n
m
en
ts
,
p
r
esen
tatio
n
s
,
g
r
o
u
p
ass
ig
n
m
en
ts
,
an
d
q
u
izze
s
n
ee
d
f
ee
d
b
ac
k
with
in
a
wee
k
.
Fo
r
th
esis
ass
ig
n
m
en
ts
,
USB
an
d
UNM
s
tu
d
en
ts
r
ec
o
m
m
en
d
f
o
u
r
ee
s
ith
r
esp
ec
tiv
e
p
er
ce
n
tag
es
o
f
an
d
.
r
esu
t
as
s
ig
n
if
ican
t
d
if
f
er
en
t,
s
tu
d
en
ts
’
r
esp
o
n
s
es
in
d
icate
d
th
e
h
ig
h
es
t
p
er
ce
n
tag
e
c
h
o
o
s
in
g
th
r
ee
w
ee
k
s
(
6
6
%)
co
m
p
ar
ed
with
s
tu
d
en
ts
wh
o
th
o
u
g
h
t
th
at
th
e
th
esis
s
h
o
u
ld
b
e
g
iv
en
f
ee
d
b
ac
k
with
in
f
o
u
r
wee
k
s
(
1
1
%).
B
ased
o
n
th
ese
f
in
d
in
g
s
,
th
er
e
is
a
tr
en
d
in
wh
ich
in
d
iv
id
u
al
ass
ig
n
m
en
ts
,
p
r
esen
tatio
n
ass
ig
n
m
e
n
ts
,
g
r
o
u
p
ass
ig
n
m
en
ts
,
an
d
q
u
izze
s
r
eq
u
ir
e
f
ee
d
b
ac
k
with
in
f
iv
e
wo
r
k
in
g
d
a
y
s
,
wh
er
ea
s
th
esis
a
s
s
ig
n
m
en
ts
d
iv
er
g
e.
Stu
d
en
t'
s
lev
el
ca
n
af
f
ec
t
th
eir
ch
o
ice
o
f
f
aster
f
ee
d
b
ac
k
.
Fo
r
ex
a
m
p
le,
s
tu
d
en
ts
wh
o
ar
e
co
m
p
letin
g
a
th
esis
will ten
d
to
ch
o
o
s
e
f
aster
f
ee
d
b
ac
k
.
Dif
f
er
en
ce
s
in
v
iews
b
ased
o
n
g
en
d
er
a
r
e
s
h
o
wn
in
Fig
u
r
e
3
(
b
)
.
Ma
le
a
n
d
f
em
ale
s
tu
d
en
ts
h
av
e
s
im
ilar
ities
in
ch
o
o
s
in
g
th
e
tim
e
to
g
iv
e
f
ee
d
b
ac
k
f
o
r
q
u
izz
es,
th
e
f
ee
d
b
ac
k
n
ee
d
s
to
b
e
g
iv
en
with
in
1
wee
k
(
ab
o
v
e
7
0
%).
I
n
d
iv
id
u
al
a
n
d
g
r
o
u
p
ass
ig
n
m
en
ts
d
em
o
n
s
tr
ate
th
at
f
e
m
ale
s
tu
d
en
ts
ex
p
ec
t
f
ee
d
b
ac
k
with
in
a
wee
k
(
ab
o
v
e
7
0
%),
b
u
t
m
ale
s
tu
d
en
ts
ex
p
ec
ted
f
ee
d
b
ac
k
f
o
r
g
r
o
u
p
ass
ig
n
m
e
n
ts
with
in
two
wee
k
s
(
ab
o
v
e
5
0
%).
An
o
th
er
r
esear
ch
th
at
i
s
in
lin
e
wi
th
th
e
r
esu
lts
s
h
o
w
s
th
at
th
e
m
ax
im
u
m
tim
e
s
tu
d
en
ts
ar
e
p
r
ep
ar
ed
to
r
ec
eiv
e
f
ee
d
b
ac
k
is
two
wee
k
s
[
4
2
]
.
Un
i
q
u
e
d
if
f
er
e
n
ce
s
ar
e
f
o
u
n
d
in
t
h
esis
,
m
ale
s
tu
d
en
ts
ten
d
to
h
av
e
f
ee
d
b
ac
k
with
in
3
wee
k
s
(
4
0
%),
wh
ile
f
em
ales
ar
e
d
o
m
in
a
ted
b
y
th
e
o
p
in
io
n
t
h
at
th
e
th
e
s
is
i
s
g
iv
en
f
ee
d
b
ac
k
with
in
4
wee
k
s
(
4
0
%).
1
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(
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(
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Fig
u
r
e
3
.
C
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p
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ased
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a
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d
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b
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en
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r
3
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4
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ee
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t
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f
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k
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e
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o
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t
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r
tain
ty
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o
f
f
ee
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b
ac
k
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s
h
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wn
in
Fig
u
r
e
4
(
a)
.
USB
s
tu
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en
ts
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e
v
er
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ig
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d
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g
f
ee
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b
ac
k
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r
t
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m
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ateg
ies
in
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ee
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b
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tice
[
4
3
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n
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UM
P
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ts
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ee
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atter
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s
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m
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icate
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ee
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k
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e
r
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[
4
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e
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g
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e
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ac
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t
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it
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ir
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[
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4
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ased
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ased
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r
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u
r
e
4
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b
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ail
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ee
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r
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t
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ar
ies
in
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r
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u
r
e
5
(
a)
.
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b
ac
k
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r
ac
tices
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P
wer
e
d
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m
in
ated
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y
r
esp
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e
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th
at
f
ee
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ac
k
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ec
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etailed
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m
p
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d
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s
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ac
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e
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s
f
ee
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b
ac
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th
e
f
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r
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o
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e
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n
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th
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m
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ec
tiv
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an
d
h
as
a
p
o
s
itiv
e
in
f
lu
en
ce
[
4
7
]
.
USB
an
d
UNM
s
h
o
w
th
e
s
am
e
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en
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wh
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e
s
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ig
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ter
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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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v
al
&
R
es E
d
u
c
I
SS
N:
2252
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(
Ma
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Gen
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1129
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NC
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[
1
]
.
C
a
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e
ss
a
n
d
.
o
u
d
,
“
h
e
d
e
v
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Ev
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n
H
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4
3
,
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o
.
8
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6
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9
3
8
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2
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1
4
6
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5
4
.
[
2
]
.
C
a
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e
ss
a
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d
.
i
n
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n
e
,
“
e
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H
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Ed
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8
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J
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2
5
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0
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2
3
7
2
.
[
3
]
.
H
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,
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e
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n
d
,
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t
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H
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Ed
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0
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3
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9
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3
5
.
[
4
]
.
.
g
r
i
c
o
a
,
F
.
J
.
r
i
n
s,
a
n
d
.
.
.
S
u
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n
s,
“
mp
a
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s’
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se
f
-
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,
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n
d
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o
n
,
”
Assessm
e
n
t
i
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Ed
u
c
a
t
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o
n
:
Pr
i
n
c
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p
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s,
P
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Pra
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,
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.
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p
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0
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6
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9
4
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6
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.
[
5
]
.
.
.
d
e
K
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,
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p
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d
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:
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st
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f
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f
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d
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c
p
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c
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sses,
”
Assessm
e
n
t
& E
v
a
l
u
a
t
i
o
n
i
n
H
i
g
h
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r
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d
u
c
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t
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n
,
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l
.
4
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,
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3
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:
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2
9
3
8
.
2
0
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1
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9
6
7
2
8
3
.
[
6
]
J.
H
.
i
e
m
i
n
e
n
,
J
.
a
i
,
.
o
u
d
,
a
n
d
.
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e
n
d
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s
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d
a
c
:
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d
t
h
e
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n
d
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v
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d
u
a
,
”
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t
a
n
d
Ev
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l
u
a
t
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n
H
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g
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8
8
7
0
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.
[
7
]
.
a
n
,
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d
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Br
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[
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