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Self
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I
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f
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lo
o
k
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g
at
th
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s
th
at
h
av
e
h
a
p
p
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.
Sch
ö
n
[
1
]
s
tated
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r
ef
l
ec
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th
in
k
in
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is
a
n
ec
ess
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ex
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p
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to
m
ak
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ch
an
g
es
to
d
a
y
.
Hae
r
tel
[
2
]
m
en
tio
n
e
d
th
at
s
elf
-
ass
e
s
s
m
en
t
is
a
p
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o
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s
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llectin
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ata
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d
in
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m
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ab
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teac
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em
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in
teac
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.
B
o
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Falch
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o
v
[
3
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o
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h
at
s
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-
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can
p
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ly
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A
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th
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o
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s
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m
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also
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n
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tr
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t
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s
th
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u
s
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to
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to
m
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k
e
an
y
p
lan
s
an
d
ac
tio
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f
r
o
m
it.
Me
zir
o
w
[
4
]
m
en
tio
n
ed
th
at
r
ef
lectio
n
is
a
p
er
s
o
n
s
’
b
elief
to
r
esp
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d
on
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o
m
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be
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th
u
s
iast
ic
an
d
alwa
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s
r
esp
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n
d
.
Halim
et
a
l.
[
5
]
s
tated
th
at
th
e
s
tu
d
y
of
t
h
e
co
n
ce
p
t
of
teac
h
er
ev
alu
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an
d
ass
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is
ess
en
tial
b
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au
s
e
th
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b
elief
s
or
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m
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will
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f
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th
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p
r
ac
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in
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
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Self
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im
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o
r
ta
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t
asp
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in
th
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d
e
v
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p
m
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n
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of
teac
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[
6
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[
7
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wh
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n
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s
to
be
tak
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in
to
ac
co
u
n
t
by
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teac
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Stru
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[
8
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s
tated
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at
s
elf
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ass
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tan
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th
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No
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ain
et
a
l.
[
9
]
also
s
tated
th
at
c
r
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lec
tio
n
is
th
e
d
r
iv
in
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f
o
r
ce
f
o
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t
ea
ch
er
ch
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e
an
d
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en
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l.
T
h
e
g
o
o
d
of
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p
r
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s
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is
ab
le
to
d
e
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elo
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th
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lev
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of
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p
r
o
f
es
s
io
n
alis
m
.
Pre
v
io
u
s
s
tu
d
y
[
6
]
p
r
o
v
ed
th
at
s
elf
-
ass
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t
h
as
s
ig
n
if
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tio
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to
p
r
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f
ess
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b
eh
av
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or
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ev
elo
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r
o
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,
wh
ich
was
3
5
.
1
%
(
p
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0
5
)
.
Ho
war
d
[
1
0
]
also
s
tat
ed
th
at
co
n
tin
u
o
u
s
teac
h
er
r
ef
lectio
n
is
one
of
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h
e
r
eq
u
ir
e
m
en
ts
in
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ed
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ca
tio
n
to
war
d
s
p
r
o
f
ess
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n
alis
m
.
Hae
r
tel
[
2
]
also
ad
d
ed
th
at
s
elf
-
ass
ess
m
en
t
will
ad
d
d
ata
to
th
e
teac
h
er
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s
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i
ev
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t.
Ho
wev
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,
th
e
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e
ar
e
s
ev
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al
is
s
u
es
ar
is
e
in
s
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-
ass
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m
en
t
an
d
teac
h
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p
r
o
f
ess
io
n
alis
m
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s
m
en
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ar
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ap
p
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s
.
Mc
Nam
ar
a
an
d
B
u
r
to
n
[
1
1
]
s
tated
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at
th
e
s
t
u
d
y
ab
o
u
t
teac
h
in
g
b
eh
av
io
r
an
d
s
elf
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ass
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is
s
till
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ied
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p
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tan
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p
r
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v
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n
g
e
d
u
ca
tio
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.
Yü
ce
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d
Mir
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[
1
2
]
also
r
ev
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led
th
at
teac
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er
s
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not
im
p
lem
e
n
t
s
elf
-
ass
es
s
m
en
t
in
th
e
co
n
tex
t
of
th
e
r
ea
l
class
ev
en
t
h
ey
h
ad
ad
m
itted
th
at
th
ey
lik
e
it
to
be
im
p
lem
en
ted
.
T
h
is
s
tatem
en
t
was
o
n
ce
v
o
ic
ed
by
I
wan
ick
i
a
n
d
Mc
e
ar
ch
er
n
[
1
3
]
t
h
at
s
elf
-
ass
ess
m
en
t
is
r
ar
ely
u
s
ed
ev
en
t
h
o
u
g
h
it
is
an
ef
f
ec
tiv
e
tech
n
iq
u
e
in
id
en
tif
y
in
g
teac
h
er
d
ev
el
o
p
m
en
t
n
ee
d
s
.
T
h
is
s
tatem
en
t
s
u
p
p
o
r
ted
by
R
o
zlan
[
1
4
]
with
th
e
h
ig
h
lig
h
ts
of
th
e
r
ev
iew
of
s
elf
-
ass
es
s
m
en
t
s
tu
d
y
,
it
can
be
c
o
n
clu
d
e
d
th
at
r
ef
lectiv
e
p
r
ac
tice
in
ed
u
ca
tio
n
s
till
c
o
n
s
id
er
ed
l
o
w
-
u
s
ed
alth
o
u
g
h
it
is
b
en
ef
its
to
i
m
p
r
o
v
e
teac
h
in
g
an
d
k
n
o
wled
g
e
ac
q
u
is
itio
n
.
Seco
n
d
ly
,
is
s
u
es
r
elate
d
to
s
elf
-
ass
es
s
m
en
t
r
esear
ch
es
th
at
h
av
e
b
ee
n
ca
r
r
ied
out
wer
e
g
iv
e
an
in
ac
cu
r
ate
ass
ess
m
en
t.
T
h
is
was
s
ta
ted
by
Vejv
o
d
a
et
a
l.
[
1
5
]
th
at
s
elf
-
ass
es
s
m
en
t
is
o
f
ten
c
r
iticized
f
o
r
b
ein
g
in
ac
c
u
r
ate
a
n
d
b
i
as.
T
h
is
s
tatem
en
t
s
u
p
p
o
r
ted
by
E
r
n
s
t
et
a
l.
[
1
6
]
wh
ich
s
tated
th
at
th
e
ac
cu
r
ac
y
of
teac
h
er
s
’
s
elf
-
ass
ess
m
en
t
is
little
k
n
o
wn
esp
ec
ially
r
elate
d
to
in
d
iv
i
d
u
a
l
s
elf
-
ass
es
s
m
en
t.
T
h
ir
d
ly
,
lack
of
r
esear
ch
r
ela
ted
to
s
elf
-
ass
ess
m
en
t
am
o
n
g
teac
h
er
s
,
as
M
u
h
am
ad
[
1
7
]
s
tated
th
at
m
o
s
t
s
tu
d
ies
to
war
d
s
th
e
f
o
r
m
atio
n
of
s
elf
-
co
n
ce
p
t
was
f
o
cu
s
ed
more
on
s
tu
d
en
ts
th
an
teac
h
er
s
.
Fo
u
r
th
,
th
er
e
ar
e
is
s
u
es
r
elate
d
to
th
e
lo
w
p
r
o
f
ess
io
n
alis
m
of
r
elig
io
u
s
teac
h
er
s
h
ad
id
e
n
tifie
d
.
S
tu
d
y
by
R
ah
m
an
et
a
l.
[
1
8
]
f
o
u
n
d
th
at
th
e
lev
el
of
q
u
ali
ty
of
alu
m
n
i
A
I
AS
-
PNU
of
r
elig
io
u
s
teac
h
er
s
wer
e
at
v
er
y
wo
r
r
y
i
n
g
lev
el.
Hig
h
est
ass
es
s
m
en
t
f
o
r
teac
h
er
q
u
ality
item
s
r
ea
ch
ed
r
ela
tiv
ely
lo
w
p
e
r
ce
n
tag
e
f
o
r
g
o
o
d
ev
al
u
atio
n
.
Fo
r
ex
am
p
le,
th
e
h
ig
h
est
r
atin
g
(
g
o
o
d
)
f
o
r
m
o
r
al
p
r
ac
tice
item
is
4
0
%,
in
tellectu
al
s
k
ills
item
(
2
6
%),
s
o
cial
an
d
co
m
m
u
n
icatio
n
item
s
(
6
0
%),
k
n
o
wled
g
e
item
s
(
5
5
%)
an
d
tr
u
s
t
an
d
r
esp
o
n
s
ib
ilit
y
item
s
(
4
3
%).
Fifth
,
is
s
u
e
r
elate
d
to
p
r
o
f
es
s
io
n
alis
m
can
also
be
s
ee
n
on
th
e
lo
w
lev
el
of
p
r
o
f
ess
io
n
alis
m
of
teac
h
er
s
.
Patah
an
d
B
o
o
n
[
1
9
]
s
tated
th
at
th
e
lo
w
lev
el
of
teac
h
er
p
r
o
f
ess
io
n
alis
m
ca
u
s
ed
by
u
n
b
alan
ce
d
v
ar
iab
le
d
ef
in
itio
n
of
p
r
o
f
ess
io
n
alis
m
.
C
r
am
er
et
a
l.
[
2
0
]
also
n
o
ted
t
h
at
teac
h
er
p
r
o
f
ess
io
n
alis
m
is
co
n
ce
p
tu
alize
d
d
if
f
e
r
en
tly
in
th
eo
r
etica
l
ter
m
s
.
T
h
is
v
iew
can
be
f
o
u
n
d
in
a
s
tu
d
y
by
L
iu
et
a
l.
[
2
1
]
on
k
n
o
wled
g
e,
s
k
ills
,
an
d
ten
d
e
n
cies
of
a
teac
h
er
in
th
eir
p
r
o
f
e
s
s
io
n
al
p
r
ac
tice.
T
h
e
r
e
ar
e
also
co
n
t
r
ad
ictio
n
s
in
th
e
p
er
ce
p
tio
n
of
teac
h
er
s
a
n
d
s
o
ciety
to
war
d
s
teac
h
er
p
r
o
f
ess
io
n
alis
m
wh
ich
is
s
ig
n
if
ican
t
[
2
2
]
.
T
h
e
co
n
tr
ad
ictio
n
also
f
o
u
n
d
in
m
a
n
ag
em
en
t
of
teac
h
e
r
p
r
o
f
ess
io
n
alis
m
wh
ich
s
o
m
e
of
th
em
ar
e
ex
am
-
o
r
ien
te
d
or
q
u
ality
o
r
ie
n
ted
[
2
3
]
.
T
h
e
im
p
lem
en
tatio
n
of
teac
h
er
less
o
n
p
lan
s
th
at
ca
u
s
ed
f
r
o
m
th
e
n
o
tio
n
of
p
r
o
f
ess
io
n
alis
m
,
ac
co
u
n
tin
g
f
o
r
teac
h
er
ag
e
n
cy
,
s
elf
-
e
f
f
ic
ac
y
an
d
au
to
n
o
m
y
of
th
e
te
ac
h
er
h
im
s
elf
also
ex
is
ted
th
e
in
co
n
s
is
ten
cy
[
2
4
]
.
Fin
ally
,
th
e
is
s
u
e
r
elate
d
to
th
e
k
n
o
wled
g
e
an
d
p
er
ce
p
t
io
n
of
th
e
teac
h
er
p
r
o
f
ess
io
n
alis
m
is
lo
w.
Z
h
a
n
g
an
d
L
i
u
[
2
3
]
id
e
n
tifie
d
th
r
ee
p
atter
n
s
teac
h
er
’
s
r
ea
ctio
n
to
p
r
o
f
ess
io
n
alis
m
n
am
ely
‘
W
h
y
b
o
th
er
?
’
,
‘
Fig
h
t
’
,
an
d
‘
No
m
ea
n
in
g
’
wh
ich
o
v
er
all
s
h
o
wed
a
lack
of
p
er
ce
p
tio
n
of
e
n
co
u
r
ag
in
g
p
r
o
f
ess
io
n
alis
m
.
Kesh
m
ir
i
et
a
l.
[
2
5
]
also
f
o
u
n
d
th
at
ad
h
e
r
e
n
ce
to
p
r
o
f
ess
io
n
al
v
alu
es
am
o
n
g
ed
u
ca
to
r
s
is
lo
w
wh
ich
is
less
th
an
50%
(
p
=0
.
0
0
2
)
co
m
p
ar
ed
to
ac
co
u
n
tab
ilit
y
to
war
d
s
p
r
o
f
ess
io
n
al
task
s
.
T
h
is
s
itu
atio
n
als
o
p
r
o
v
e
d
by
Han
if
ah
et
a
l.
[
2
6
]
th
at
f
o
u
n
d
th
at
th
e
co
r
r
elatio
n
an
aly
s
is
b
etwe
en
teac
h
er
s
’
u
n
d
er
s
tan
d
i
n
g
an
d
k
n
o
wled
g
e
a
n
d
v
al
u
es
of
teac
h
er
p
r
o
f
ess
io
n
alis
m
wer
e
m
o
d
er
ate
wh
ich
ar
e
k
n
o
wled
g
e
(
r
=0
.
3
9
2
)
an
d
v
alu
e
(
r
=0
.
3
0
0
)
.
It
can
be
c
o
n
clu
d
ed
,
f
r
o
m
th
e
is
s
u
es
an
d
p
r
o
b
lem
s
s
tated
s
h
o
wed
t
h
at
s
e
lf
-
ass
ess
m
en
t
an
d
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
of
teac
h
er
s
ar
e
two
im
p
o
r
tan
t
th
in
g
s
to
en
s
u
r
e
an
ed
u
ca
tio
n
al
g
r
o
wth
.
C
o
n
s
eq
u
en
tly
,
teac
h
er
s
n
ee
d
to
eq
u
ip
th
em
s
elv
es
with
r
ef
lectiv
e
s
tr
ateg
ies
as
a
p
r
io
r
ity
f
o
r
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
[
1
1
]
wh
ich
is
a
n
ec
ess
ity
f
o
r
im
p
r
o
v
em
e
n
t
an
d
m
ea
n
in
g
f
u
l
s
elf
-
ch
an
g
e
[
2
7
]
.
T
ea
ch
er
s
n
ee
d
to
awa
r
e
to
i
m
p
r
o
v
e
th
eir
s
k
ills
an
d
c
o
m
p
eten
cy
in
o
r
d
er
to
ac
h
ie
v
e
th
e
ex
p
ec
ted
le
v
el
of
p
r
o
f
ess
io
n
alis
m
.
As
em
p
h
asized
by
Mu
tm
ai
n
ah
[
2
8
]
,
s
elf
-
a
s
s
es
s
m
en
t
is
an
ef
f
o
r
t
t
h
at
ab
le
to
d
r
iv
e
p
eo
p
l
e
to
war
d
s
lo
v
in
g
Allah
SW
T
m
o
r
e,
b
ec
o
m
e
s
o
m
eo
n
e
b
ette
r
an
d
ab
le
to
ac
h
iev
e
m
o
r
e
m
ea
n
in
g
f
u
l
life
.
Self
-
ass
es
s
m
en
t
was
co
n
s
id
er
ed
s
u
cc
ess
f
u
l
if
it
is
r
elate
d
to
th
e
teac
h
er
’
s
o
wn
n
ee
d
s
.
T
h
e
r
ef
o
r
e,
th
e
r
esear
ch
e
r
s
ten
d
to
ex
p
lo
r
e
th
e
c
o
n
ce
p
t
of
s
elf
-
ass
es
s
m
en
t
in
th
e
co
n
te
x
t
of
I
E
T
by
s
tu
d
y
in
g
at
its
d
ef
in
itio
n
,
p
u
r
p
o
s
e,
th
e
asp
ec
ts
th
at
n
ee
d
to
be
o
b
s
er
v
ed
,
th
e
ap
p
r
o
p
r
iate
tim
e
to
ca
r
r
y
out
s
elf
-
ass
ess
m
en
t
an
d
wh
at
ar
e
th
e
p
o
s
s
ib
le
o
b
s
tacle
s
th
at
ar
is
e
to
p
r
ac
tice
it.
T
h
e
IETs
p
o
i
n
t
of
v
iew
ab
o
u
t
s
elf
-
ass
ess
m
en
t
is
im
p
o
r
tan
t
to
g
iv
e
th
e
r
ea
l
p
ictu
r
e
of
its
im
p
lem
en
tatio
n
as
it
is
a
p
h
en
o
m
en
o
n
s
tu
d
y
an
d
f
o
r
t
h
e
liter
atu
r
e
its
elf
.
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
S
elf
-
a
s
s
ess
men
t o
f seco
n
d
a
r
y
s
ch
o
o
l I
s
la
mic
ed
u
ca
tio
n
tea
c
h
er:
v
a
lid
ity
a
n
d
r
elia
b
ilit
y
…
(
A
z
w
a
n
i Ma
s
u
w
a
i
)
963
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
A
q
u
alitativ
e
r
esear
ch
s
tu
d
y
is
a
p
h
en
o
m
e
n
o
n
s
tu
d
y
th
at
f
o
cu
s
es
on
a
p
r
o
ce
s
s
an
d
ev
en
t
ac
tiv
ely
in
b
u
ild
in
g
th
e
r
ea
lity
an
d
m
ea
n
in
g
of
cu
ltu
r
e
h
o
lis
tically
.
B
ased
on
q
u
alitativ
e
m
eth
o
d
s
,
t
h
is
ty
p
e
of
s
tu
d
y
is
p
r
o
ce
s
s
-
o
r
ien
ted
an
d
more
co
n
ce
r
n
ed
with
th
e
d
y
n
a
m
ic
r
ea
lity
of
th
e
r
esu
lts
of
th
e
s
tu
d
y
.
T
h
e
q
u
alitativ
e
an
aly
s
is
ca
r
r
ied
out
is
b
ased
on
th
e
m
atic
an
aly
s
is
an
d
u
s
es
in
d
u
ctiv
e
lo
g
ic,
wh
ich
is
a
p
r
o
ce
s
s
of
th
in
k
in
g
f
r
o
m
g
en
er
al
th
in
g
s
to
s
p
ec
if
ic
th
in
g
s
.
Ob
s
er
v
atio
n
s
in
th
e
co
n
tex
t
of
q
u
alitativ
e
s
tu
d
y
ar
e
n
atu
r
al
a
n
d
in
d
ep
e
n
d
en
t
a
n
d
f
o
c
u
s
on
o
n
ly
a
f
ew
ca
s
es
an
d
s
u
b
jects
b
ased
on
a
h
o
lis
tic
p
ar
ad
ig
m
.
R
esear
ch
er
s
of
q
u
alitativ
e
s
tu
d
y
ar
e
also
clo
s
er
to
th
e
d
ata
wh
er
e
an
y
p
er
s
p
ec
tiv
e
in
v
o
lv
es
in
s
id
er
s
or
th
e
r
esear
ch
er
h
im
s
elf
is
d
ir
ec
tly
in
v
o
lv
ed
in
th
e
s
tu
d
y
[
2
9
]
.
Qu
alitativ
e
r
esear
ch
er
s
n
ee
d
to
test
an
d
d
em
o
n
s
tr
ate
th
at
th
eir
r
esear
ch
is
r
eliab
le.
C
r
ed
ib
ilit
y
in
q
u
an
titativ
e
r
esear
ch
d
ep
e
n
d
s
on
th
e
c
o
n
s
t
r
u
ctio
n
of
th
e
in
s
tr
u
m
en
t,
but
in
q
u
alitativ
e
r
esear
ch
th
e
r
e
s
ea
r
ch
er
h
im
s
elf
is
th
e
in
s
tr
u
m
en
t
[
3
0
]
.
Acc
o
r
d
in
g
to
Piaw
[
3
1
]
,
th
er
e
ar
e
t
h
r
e
e
co
n
d
itio
n
s
th
at
d
ete
r
m
in
e
t
h
e
lev
el
of
v
alid
ity
an
d
r
eliab
ilit
y
in
th
e
m
ea
s
u
r
em
en
t
of
r
esear
ch
s
tu
d
ies,
n
am
ely
:
i)
u
n
tr
u
s
two
r
th
y
an
d
in
v
alid
is
lo
w
m
ea
s
u
r
em
en
t
r
eliab
ilit
y
a
n
d
lo
w
m
ea
s
u
r
em
en
t
v
alid
ity
;
i
i)
b
eliev
ab
le
but
in
v
alid
is
h
ig
h
m
ea
s
u
r
em
en
t
r
eliab
ilit
y
an
d
lo
w
m
ea
s
u
r
em
en
t
v
alid
ity
;
an
d
iii)
b
eliev
ab
le
an
d
v
alid
is
h
i
g
h
m
ea
s
u
r
e
m
en
t
r
eliab
ilit
y
an
d
h
ig
h
m
ea
s
u
r
em
e
n
t
v
alid
ity
.
Am
o
n
g
th
ese
th
r
ee
s
itu
atio
n
s
,
th
e
th
ir
d
o
p
tio
n
n
ee
d
s
to
be
r
ea
ch
ed
by
th
e
r
esear
ch
er
wh
o
ex
p
lain
s
th
at
th
e
m
ea
s
u
r
em
e
n
t
on
th
e
s
am
e
s
u
b
ject,
u
s
in
g
th
e
s
am
e
m
e
asu
r
in
g
d
e
v
ice,
th
e
co
llected
v
alu
es
ar
e
alm
o
s
t
id
en
tical,
all
co
r
r
esp
o
n
d
to
th
e
t
r
u
e
v
alu
e
of
th
e
m
ea
s
u
r
e
d
v
ar
iab
le;
m
ea
s
u
r
em
en
t
r
esu
lts
ar
e
v
er
y
m
ea
n
in
g
f
u
l;
a
n
d
th
e
f
ac
t
o
r
s
of
r
esear
ch
an
d
ac
cu
r
ate
m
ea
s
u
r
em
e
n
t
m
eth
o
d
s
u
s
ed
.
Sch
o
lar
s
f
r
eq
u
en
tly
d
is
cu
s
s
is
s
u
es
r
elate
d
to
t
h
e
v
alid
ity
of
q
u
alitativ
e
s
tu
d
ies.
W
h
ile
e
v
alu
atin
g
a
s
in
g
le
s
et
of
q
u
alitativ
e
s
tu
d
ie
s
is
p
er
m
is
s
ib
le
[
3
2
]
,
r
ely
in
g
on
ju
s
t
one
tech
n
iq
u
e
can
lead
to
er
r
o
r
s
ass
o
ciate
d
with
th
at
m
eth
o
d
.
Fo
r
i
n
s
tan
ce
,
in
ter
v
iew
tech
n
iq
u
es
o
f
te
n
lack
s
tan
d
ar
d
ized
p
r
o
ce
d
u
r
es,
wh
ich
can
i
m
p
ac
t
r
eliab
ilit
y
[
3
3
]
.
Fu
r
th
er
m
o
r
e,
R
o
b
s
o
n
[
3
3
]
n
o
ted
th
at
it
is
ch
allen
g
in
g
to
elim
in
ate
b
ias
es
or
in
f
lu
e
n
ce
s
in
in
ter
v
iews.
To
ad
d
r
ess
th
ese
is
s
u
es,
Patto
n
[
3
0
]
r
ec
o
m
m
en
d
ed
u
s
in
g
a
c
o
m
b
in
atio
n
of
o
p
en
an
d
s
em
i
-
s
tr
u
ctu
r
ed
i
n
ter
v
iews.
Ad
d
itio
n
ally
,
to
k
ee
p
in
ter
v
iews
f
o
c
u
s
ed
on
th
e
s
tu
d
y
’
s
co
n
tex
t,
r
esear
ch
er
s
s
h
o
u
l
d
p
r
ep
ar
e
a
lis
t
of
g
en
er
al
q
u
esti
o
n
s
r
elate
d
to
th
e
to
p
ic
u
n
d
er
i
n
v
esti
g
atio
n
[
3
0
]
.
Giv
en
th
e
f
o
cu
s
of
t
h
is
s
tu
d
y
on
s
elf
-
ass
ess
m
en
t,
th
e
r
esea
r
ch
er
s
elec
ted
a
q
u
alitativ
e
ap
p
r
o
ac
h
as
th
e
m
o
s
t
s
u
itab
le
m
eth
o
d
to
t
h
o
r
o
u
g
h
ly
in
v
esti
g
ate
th
e
p
h
e
n
o
m
en
o
n
am
o
n
g
I
E
T
s
.
Par
tici
p
an
ts
wer
e
c
h
o
s
en
u
s
in
g
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tec
h
n
iq
u
es,
tar
g
etin
g
in
d
iv
id
u
als
with
ex
ten
s
iv
e
ex
p
er
ien
ce
in
th
e
f
ield
wh
o
m
et
s
p
ec
if
ic
cr
iter
ia
an
d
p
o
s
s
ess
e
d
r
elev
an
t
in
f
o
r
m
atio
n
r
elate
d
to
th
e
p
h
en
o
m
e
n
o
n
u
n
d
er
s
t
u
d
y
[
3
4
]
,
[
3
5
]
.
T
h
is
r
esear
ch
will
co
n
ce
n
tr
ate
on
a
q
u
alitativ
e
s
tu
d
y
,
with
a
f
o
cu
s
on
v
alid
it
y
an
d
r
eliab
ilit
y
[
3
1
]
,
an
d
will
also
ad
d
r
ess
th
e
eth
ical
co
n
s
id
er
atio
n
s
cr
u
cial
f
o
r
s
tr
en
g
th
en
in
g
th
e
s
tu
d
y
’
s
cr
ed
ib
ilit
y
.
Sp
ec
if
ic
ally
,
th
e
o
b
jectiv
es
of
th
is
s
tu
d
y
ar
e:
i)
t
o
o
b
tain
th
e
v
alid
ity
of
th
e
in
ter
v
iew
d
a
ta
f
r
o
m
th
e
v
er
if
icatio
n
of
th
e
p
ar
ticip
an
ts
;
ii)
t
o
o
b
tain
th
e
v
alid
ity
of
th
e
th
e
m
e
of
q
u
alitativ
e
d
ata
f
r
o
m
e
x
p
er
t
v
alid
atio
n
;
a
n
d
iii)
t
o
o
b
tain
th
e
r
eliab
ilit
y
of
in
ter
v
iew
d
ata
with
d
ata
tr
ian
g
u
latio
n
.
T
h
e
in
ten
d
e
d
au
d
ie
n
ce
f
o
r
th
is
s
tu
d
y
in
clu
d
es
r
esear
ch
er
s
u
s
in
g
a
q
u
alitativ
e
ap
p
r
o
ac
h
an
d
th
o
s
e
em
p
lo
y
in
g
in
ter
v
iew
tech
n
i
q
u
es
f
o
r
d
ata
co
llectio
n
.
T
h
is
au
d
ien
ce
can
b
en
e
f
it
f
r
o
m
u
n
d
er
s
tan
d
i
n
g
t
h
e
n
ec
ess
ar
y
s
tep
s
an
d
s
tr
ateg
ies
to
ac
h
iev
e
v
alid
ity
a
n
d
r
elia
b
ilit
y
in
t
h
eir
d
ata.
Ad
d
itio
n
al
ly
,
f
o
c
u
s
in
g
on
th
e
cr
ed
ib
ilit
y
of
r
esear
ch
d
ata
wil
l
en
h
an
ce
th
eir
co
m
p
r
eh
en
s
io
n
of
v
alid
ity
a
n
d
r
eliab
ilit
y
asp
ec
ts
.
2
.
2
.
Va
lid
it
y
a
nd
re
lia
bil
it
y
T
r
o
ch
im
[
3
6
]
d
escr
ib
e
d
r
eliab
ilit
y
as
th
e
s
tu
d
y
’
s
a
b
ilit
y
to
a
ch
iev
e
co
n
s
is
ten
t
r
esu
lts
wh
en
th
e
s
am
e
m
ea
s
u
r
em
en
t
is
ad
m
in
is
ter
ed
r
ep
ea
ted
ly
.
Ho
we
v
er
,
r
eli
ab
ilit
y
is
d
if
f
icu
lt
to
d
eter
m
in
e
ac
cu
r
ately
in
q
u
alitativ
e
r
esear
ch
b
ec
au
s
e
h
u
m
an
b
eh
av
io
r
is
not
s
tatic
ev
en
in
th
e
s
am
e
s
itu
atio
n
wh
en
r
ep
licatin
g
or
r
ep
ea
tin
g
t
h
e
s
tu
d
y
.
T
h
e
r
ef
o
r
e
,
it
can
be
u
n
d
er
s
to
o
d
th
at
in
t
h
e
co
n
te
x
t
of
q
u
alitativ
e
r
esear
ch
,
th
e
co
n
ce
p
t
of
r
eliab
ilit
y
is
r
elate
d
to
th
e
is
s
u
e
of
r
eliab
ilit
y
an
d
co
n
s
is
ten
cy
of
d
ata
c
o
llected
wh
er
e
th
e
m
ain
q
u
esti
o
n
is
not
th
at
th
e
s
am
e
f
in
d
in
g
s
will
be
f
o
u
n
d
ag
ain
but
th
at
th
e
r
esu
lts
or
f
in
d
in
g
s
of
th
e
s
tu
d
y
ar
e
co
n
s
is
ten
t
with
th
e
d
ata
co
llected
[
3
7
]
.
T
h
is
is
clo
s
ely
r
elate
d
to
th
e
c
o
n
ce
p
t
of
q
u
ality
r
esear
ch
wh
er
e
r
eliab
il
ity
is
a
co
n
ce
p
t
th
at
ass
es
s
es
q
u
ality
in
q
u
an
titativ
e
s
tu
d
ies
with
th
e
“
p
u
r
p
o
s
e
of
ex
p
lain
i
n
g
”
w
h
ile
th
e
co
n
ce
p
t
of
q
u
ality
in
q
u
alitativ
e
s
tu
d
ies
aim
s
to
“
g
en
er
ate
u
n
d
er
s
tan
d
i
n
g
”
[
3
8
]
.
Sten
b
ac
k
a
[
3
8
]
v
iew
in
d
is
cu
s
s
in
g
th
e
co
n
ce
p
t
of
r
eliab
ilit
y
in
q
u
alitativ
e
r
esear
ch
is
in
lin
e
wi
th
th
e
v
iew
of
o
th
er
r
esear
ch
er
s
[
3
1
]
,
[
3
7
]
,
[
3
9
]
wh
o
ass
er
t
th
at
th
e
d
if
f
er
e
n
ce
in
th
e
p
u
r
p
o
s
e
of
ass
ess
in
g
th
e
q
u
ality
of
r
esear
ch
in
q
u
an
titativ
e
a
n
d
q
u
a
n
titativ
e
r
esear
ch
is
one
of
th
e
r
ea
s
o
n
s
th
at
m
ak
es
th
e
co
n
ce
p
t
of
r
eliab
ilit
y
ir
r
elev
an
t
in
r
esear
ch
q
u
alitativ
e.
Ho
wev
er
,
th
er
e
ar
e
also
s
ev
er
al
r
esear
ch
er
s
wh
o
s
u
p
p
o
r
t
t
h
e
co
n
ce
p
t
of
r
eliab
ilit
y
in
q
u
alitativ
e
s
tu
d
ies
[
3
0
]
,
[
4
0
]
,
[
4
1
]
wh
o
in
s
is
t
th
at
v
alid
ity
an
d
r
eliab
ilit
y
ar
e
two
c
o
n
ce
p
ts
t
h
at
a
r
e
in
ter
r
elate
d
an
d
im
p
o
r
tan
t
wh
en
d
esig
n
in
g
a
s
tu
d
y
,
an
aly
zin
g
d
ata
an
d
in
a
n
aly
zin
g
th
e
q
u
ality
of
a
s
tu
d
y
.
To
m
ak
e
it
more
s
p
ec
if
ic,
th
e
ter
m
r
eliab
ilit
y
is
en
tire
ly
r
eser
v
ed
f
o
r
q
u
an
tita
tiv
e
s
tu
d
ies.
W
h
er
ea
s
,
f
o
r
q
u
alitativ
e
s
tu
d
ies,
th
e
ter
m
d
ep
en
d
en
cy
is
u
s
ed
to
r
ef
er
to
th
e
co
n
ce
p
t
of
r
eliab
ilit
y
[
4
1
]
.
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
:
96
1
-
9
7
4
964
In
q
u
alitativ
e
r
esear
ch
,
s
o
m
e
s
ch
o
lar
s
ar
g
u
e
t
h
at
th
e
ter
m
“
v
alid
ity
”
m
ay
not
ap
p
l
y
,
but
th
ey
r
ec
o
g
n
ize
th
e
n
ee
d
to
d
ev
elo
p
s
u
itab
le
m
eth
o
d
s
f
o
r
ass
ess
in
g
q
u
alitativ
e
s
tu
d
ies.
C
r
eswell
an
d
Miller
[
4
2
]
s
u
g
g
est
th
at
a
r
esear
ch
er
’
s
p
er
ce
p
tio
n
of
v
alid
ity
an
d
t
h
eir
ch
o
s
en
p
ar
a
d
ig
m
in
f
lu
e
n
ce
how
v
alid
ity
is
u
n
d
er
s
to
o
d
.
C
o
n
s
eq
u
e
n
tly
,
r
e
s
ea
r
ch
er
s
h
av
e
d
e
v
elo
p
e
d
th
e
ir
o
wn
in
ter
p
r
etatio
n
s
of
v
ali
d
ity
an
d
i
n
tr
o
d
u
ce
d
v
ar
io
u
s
ter
m
s
to
d
escr
ib
e
it.
C
o
m
m
o
n
ly
u
s
ed
co
n
ce
p
ts
in
clu
d
e
q
u
ality
,
r
ig
o
r
,
tr
u
s
two
r
th
in
ess
,
cr
ed
ib
ilit
y
,
d
ep
en
d
a
b
ilit
y
,
an
d
co
n
f
i
r
m
ab
i
lity
[
3
4
]
,
[
3
8
]
,
[
4
1
]
,
[
4
3
]
,
[
4
4
]
.
Valid
ity
in
th
e
q
u
alitativ
e
p
ar
ad
ig
m
h
as
b
ee
n
d
e
f
in
ed
as
th
e
ex
ten
t
to
wh
ich
r
esear
c
h
f
in
d
in
g
s
ac
cu
r
ately
d
escr
ib
e
th
e
r
ea
l
s
i
tu
atio
n
an
d
ar
e
s
u
p
p
o
r
ted
by
ev
id
en
ce
,
en
s
u
r
in
g
th
ey
ar
e
tr
u
e
an
d
ce
r
tain
[
3
4
]
.
Q
u
alitativ
e
r
esear
ch
can
be
c
o
n
s
id
er
ed
tr
u
s
two
r
th
y
if
o
th
er
s
,
ev
en
th
o
s
e
wh
o
o
n
ly
r
ea
d
t
h
e
r
esear
ch
r
e
p
o
r
t,
r
ec
o
g
n
ize
th
e
f
in
d
in
g
s
as
r
ef
lectiv
e
of
th
eir
o
wn
ex
p
er
ie
n
c
es
[
3
1
]
.
T
h
is
co
n
ce
p
t
is
r
ef
er
r
ed
to
as
ex
ter
n
al
v
alid
ity
,
wh
ich
p
er
tain
s
to
th
e
g
en
er
aliza
b
ilit
y
of
r
esear
ch
f
in
d
in
g
s
to
o
th
er
s
itu
atio
n
s
[
3
7
]
.
To
en
h
a
n
ce
th
e
r
eliab
ilit
y
of
q
u
alitativ
e
r
esear
ch
,
Piaw
[
3
1
]
s
u
g
g
ests
s
ev
er
al
k
ey
s
tr
ateg
ies
f
o
r
r
esear
c
h
er
s
to
co
n
s
id
er
.
T
h
ese
in
clu
d
e
em
p
lo
y
in
g
tr
ian
g
u
latio
n
m
eth
o
d
s
,
u
tili
zin
g
tr
ain
ed
r
esear
ch
er
s
,
im
p
lem
en
tin
g
p
ee
r
r
ev
iew,
a
n
d
u
s
in
g
n
o
te
-
tak
in
g
to
o
ls
as
ev
id
en
ce
.
Deta
iled
d
escr
ip
tio
n
s
of
th
ese
s
tr
ateg
ies
ar
e
p
r
o
v
id
e
d
in
T
a
b
le
1.
R
eliab
ilit
y
an
d
v
alid
ity
in
r
es
ea
r
ch
ar
e
ess
en
tial
f
o
r
en
s
u
r
in
g
th
at
th
e
d
ata
is
r
o
b
u
s
t,
r
e
p
licab
le,
an
d
th
e
r
esu
lts
ar
e
ac
cu
r
ate,
th
u
s
m
ain
tain
in
g
th
e
in
teg
r
ity
an
d
q
u
ality
of
th
e
m
ea
s
u
r
e
m
en
t
in
s
tr
u
m
en
t
[
4
5
]
.
C
r
eswell
[
4
6
]
h
ig
h
lig
h
t
ed
th
at
v
alid
ity
an
d
r
eliab
ilit
y
ar
e
k
ey
f
ac
to
r
s
in
d
eter
m
in
in
g
an
in
s
tr
u
m
en
t’
s
s
u
itab
ilit
y
an
d
u
s
ab
ilit
y
.
Piaw
[
3
1
]
d
ef
in
es
v
alid
ity
as
th
e
m
e
asu
r
em
en
t’
s
ab
ilit
y
to
ac
cu
r
ate
ly
ca
p
tu
r
e
t
h
e
tr
u
e
v
alu
e
of
a
co
n
ce
p
t
with
in
a
h
y
p
o
th
esis
.
T
h
is
v
iew
al
ig
n
s
with
Ker
lin
g
er
an
d
L
ee
[
4
7
]
,
wh
o
ass
er
ts
th
at
v
alid
ity
m
ea
s
u
r
es
th
e
ac
cu
r
ac
y
of
a
m
ea
s
u
r
em
en
t
to
o
l
in
r
e
f
lectin
g
th
e
v
ar
ia
b
le
it
is
in
ten
d
ed
to
ass
ess
.
T
ab
le
1.
T
ec
h
n
iq
u
es
to
i
n
cr
ea
s
e
th
e
r
eliab
ilit
y
of
q
u
alitativ
e
s
tu
d
ies
No
Te
c
h
n
i
q
u
e
s
Ex
p
l
a
n
a
t
i
o
n
Ex
a
m
p
l
e
1
U
si
n
g
t
h
e
t
r
i
a
n
g
u
l
a
t
i
o
n
met
h
o
d
U
si
n
g
s
e
v
e
r
a
l
d
i
f
f
e
r
e
n
t
r
e
sea
r
c
h
e
r
s
In
an
i
n
t
e
r
v
i
e
w
sess
i
o
n
,
se
v
e
r
a
l
i
n
t
e
r
v
i
e
w
e
r
s
a
r
e
u
s
e
d
to
a
sk
t
h
e
sam
e
q
u
e
st
i
o
n
s
at
d
i
f
f
e
r
e
n
t
i
n
t
e
r
v
a
l
s
Do
r
e
s
e
a
r
c
h
at
d
i
f
f
e
r
e
n
t
t
i
m
e
s
Do
r
e
s
e
a
r
c
h
in
d
i
f
f
e
r
e
n
t
p
l
a
c
e
s
2
U
si
n
g
a
t
r
a
i
n
e
d
r
e
sea
r
c
h
e
r
I
n
v
o
l
v
e
t
r
a
i
n
e
d
r
e
s
e
a
r
c
h
e
r
s
to
ma
k
e
c
a
r
e
f
u
l
a
n
d
s
y
st
e
ma
t
i
c
o
b
s
e
r
v
a
t
i
o
n
s
a
n
d
r
e
p
o
r
t
s
3
U
si
n
g
p
e
e
r
r
e
v
i
e
w
C
o
m
p
a
r
i
n
g
t
h
e
r
e
s
e
a
r
c
h
d
a
t
a
r
e
c
o
r
d
e
d
by
t
h
e
r
e
s
e
a
r
c
h
e
r
a
n
d
t
h
e
o
p
i
n
i
o
n
s
of
p
e
e
r
s
a
b
o
u
t
t
h
e
s
u
b
j
e
c
t
4
U
si
n
g
a
r
e
c
o
r
d
e
r
as
e
v
i
d
e
n
c
e
A
r
e
c
o
r
d
i
n
g
t
o
o
l
as
p
r
o
o
f
of
t
h
e
r
e
l
i
a
b
i
l
i
t
y
of
t
h
e
st
u
d
y
t
h
a
t
r
e
c
o
r
d
s
t
h
e
r
e
s
u
l
t
s
of
t
h
e
i
n
t
e
r
v
i
e
w
/
o
b
serv
a
t
i
o
n
ses
si
o
n
I
n
t
e
r
v
i
e
w
f
o
r
ms
,
c
a
sse
t
t
e
r
e
c
o
r
d
e
r
s,
v
i
d
e
o
t
a
p
e
s
a
n
d
so
on
2
.
2
.
1
.
Va
lid
it
y
Valid
ity
,
ac
co
r
d
i
n
g
to
C
am
p
b
ell
an
d
Fis
k
e
[
4
8
]
,
is
th
e
a
g
r
e
em
en
t
b
etwe
en
two
attem
p
ts
to
m
ea
s
u
r
e
th
e
s
am
e
c
h
ar
ac
ter
is
tic
m
ax
i
m
ally
with
d
if
f
er
e
n
t
m
eth
o
d
s
.
Valid
ity
also
ac
co
r
d
i
n
g
to
s
o
m
e
o
th
e
r
wr
iter
s
ca
n
be
d
ef
in
e
d
with
s
ev
er
al
s
p
ec
if
ic
m
ea
n
in
g
s
.
Am
o
n
g
th
em
is
r
elate
d
to
r
esear
c
h
in
s
tr
u
m
e
n
ts
f
r
o
m
wh
ic
h
d
ata
can
be
in
f
er
r
e
d
,
wh
ich
ar
e
in
s
tr
u
m
en
ts
th
at
h
av
e:
i
)
ap
p
r
o
p
r
iaten
ess
[
4
9
]
,
[
5
0
]
;
ii
)
tr
u
th
f
u
ln
ess
[
5
1
]
–
[
5
3
]
;
iii
)
m
ea
n
in
g
f
u
ln
ess
[
5
4
]
,
[
5
5
]
;
an
d
iv
)
u
s
ef
u
ln
ess
[
5
6
]
,
[
5
7
]
.
Valid
ity
m
ea
s
u
r
es
th
e
ac
cu
r
a
cy
of
an
in
s
tr
u
m
en
t
in
a
s
tu
d
y
,
en
s
u
r
in
g
th
at
it
ca
p
tu
r
es
al
l
r
elev
an
t
f
ea
tu
r
es
or
co
n
ce
p
ts
b
ein
g
ass
ess
ed
[
3
0
]
.
Fo
r
an
in
s
tr
u
m
e
n
t,
th
e
p
u
r
p
o
s
e
of
en
s
u
r
in
g
v
alid
ity
is
to
g
u
ar
an
tee
th
at
th
e
item
s
in
clu
d
ed
ac
cu
r
a
tely
r
ef
lect
th
e
co
n
ce
p
t
b
ei
n
g
m
ea
s
u
r
ed
:
i)
d
ef
en
s
ib
ilit
y
,
b
ec
au
s
e
th
e
r
esu
lts
of
th
e
s
tu
d
y
ar
e
ac
c
u
r
ate
an
d
u
s
e
f
u
l
[
5
8
]
,
[
5
9
]
;
ii)
a
cc
u
r
ac
y
,
th
a
t
is
in
an
s
wer
in
g
th
e
r
esear
c
h
q
u
esti
o
n
[
6
0
]
,
[
6
1
]
;
iii)
ap
p
r
o
p
r
iaten
ess
,
wh
ich
is
r
elev
an
t
to
th
e
p
u
r
p
o
s
e
of
th
e
s
tu
d
y
;
iv
)
m
ea
n
in
g
f
u
l
n
ess
,
th
at
is
g
iv
in
g
m
ea
n
in
g
to
d
ata
t
h
r
o
u
g
h
s
co
r
es
[
5
4
]
,
[
5
5
]
;
an
d
v)
u
s
ef
u
ln
ess
,
th
at
is
b
ein
g
ab
le
to
m
ak
e
d
ec
is
io
n
s
in
r
elatio
n
to
wh
at
is
b
ein
g
s
o
u
g
h
t
or
p
r
o
d
u
ce
d
b
ec
au
s
e
th
e
r
esu
lts
of
th
e
ass
ess
m
en
t
can
p
r
o
v
id
e
m
ea
n
i
n
g
f
u
l
in
f
o
r
m
atio
n
ab
o
u
t
th
e
to
p
ic
an
d
v
ar
iab
les
to
be
m
ea
s
u
r
ed
to
i
n
f
er
r
esear
ch
d
ata
[
5
6
]
,
[
5
7
]
.
In
th
is
s
tu
d
y
,
t
h
e
r
esear
ch
er
h
as
co
n
s
id
er
ed
b
o
t
h
in
ter
n
al
a
n
d
ex
ter
n
al
v
alid
it
y
.
I
n
ter
n
al
v
alid
ity
is
a
lev
el
at
wh
ich
th
e
co
n
cl
u
s
io
n
s
/in
f
er
en
ce
s
m
ad
e
by
th
e
r
ese
ar
ch
er
a
b
o
u
t
th
e
r
elatio
n
s
h
ip
b
etwe
en
v
a
r
iab
les
an
d
ev
en
ts
can
be
tr
u
s
ted
.
Mc
Millan
et
a
l.
[
6
2
]
s
tated
th
at
it
r
ef
er
s
more
to
t
h
e
g
en
e
r
al
c
o
n
ce
p
t,
ad
j
u
s
tm
en
t
b
etwe
en
th
e
ca
teg
o
r
ies
an
d
i
n
ter
p
r
etatio
n
s
m
ad
e
by
th
e
r
esea
r
ch
er
with
wh
at
ac
t
u
ally
h
a
p
p
en
ed
.
T
h
e
in
cr
ea
s
e
in
th
e
d
eter
m
in
atio
n
of
in
ter
n
al
v
alid
ity
u
s
ed
by
th
e
r
ese
ar
ch
er
f
o
r
th
is
s
tu
d
y
is
th
e
tr
ian
g
u
latio
n
m
et
h
o
d
(
m
u
ltip
u
r
p
o
s
e
m
eth
o
d
s
of
d
ata
co
llectio
n
)
.
It
is
u
s
ed
wh
e
n
co
llectin
g
d
ata
f
r
o
m
m
u
ltip
l
e
s
o
u
r
ce
s
,
s
u
c
h
as
d
o
cu
m
e
n
t
an
aly
s
is
an
d
in
d
iv
id
u
al
in
ter
v
iews.
T
h
e
m
eth
o
d
of
tr
ian
g
u
latio
n
u
s
ed
with
th
e
aim
of
r
esear
ch
er
s
can
r
esear
ch
a
p
h
en
o
m
e
n
o
n
f
r
o
m
v
ar
io
u
s
p
er
s
p
ec
tiv
es.
It
n
o
t
o
n
ly
ad
d
s
ev
i
d
en
ce
,
v
alid
a
tes
d
ata
an
d
c
o
n
f
id
e
n
ce
in
th
e
co
n
s
is
ten
cy
of
in
f
o
r
m
atio
n
o
b
tain
ed
,
but
al
s
o
s
u
p
p
o
r
ts
d
ata
f
r
o
m
v
ar
io
u
s
s
o
u
r
ce
s
.
T
h
e
u
s
ed
of
th
i
s
m
eth
o
d
ca
n
h
el
p
r
esear
ch
er
s
to
r
esear
ch
an
d
o
b
tain
v
ar
io
u
s
in
f
o
r
m
atio
n
f
r
o
m
v
ar
io
u
s
p
er
s
p
ec
tiv
es
[
3
0
]
,
[
3
4
]
,
[
6
3
]
.
Fo
r
ex
am
p
le,
th
e
r
esear
ch
er
tr
ian
g
u
lated
th
e
in
ter
v
iew
d
ata
by
co
m
p
ar
in
g
r
esp
o
n
s
es
f
r
o
m
d
if
f
er
en
t
r
esp
o
n
d
en
ts
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
S
elf
-
a
s
s
ess
men
t o
f seco
n
d
a
r
y
s
ch
o
o
l I
s
la
mic
ed
u
ca
tio
n
tea
c
h
er:
v
a
lid
ity
a
n
d
r
elia
b
ilit
y
…
(
A
z
w
a
n
i Ma
s
u
w
a
i
)
965
an
d
in
f
o
r
m
an
ts
,
a
n
d
by
in
t
eg
r
atin
g
f
i
n
d
in
g
s
with
d
o
cu
m
en
t
an
aly
s
is
.
Ad
d
itio
n
ally
,
tr
ian
g
u
latio
n
was
p
er
f
o
r
m
ed
ac
r
o
s
s
m
u
ltip
le
r
esear
ch
s
ites
an
d
co
m
b
i
n
ed
q
u
al
itativ
e
d
ata
with
q
u
an
titativ
e
d
ata.
T
r
an
s
f
er
ab
ilit
y
is
an
em
p
ir
ical
m
atter
th
at
d
ep
en
d
s
on
th
e
d
e
g
r
ee
of
s
im
ilar
ity
b
etwe
en
th
e
co
n
tex
t
of
d
eliv
er
y
an
d
r
ec
ep
tio
n
[
4
1
]
.
T
r
an
s
f
er
ab
ilit
y
in
f
e
r
en
ce
s
ca
n
n
o
t
be
m
ad
e
by
r
esear
ch
e
r
s
b
ec
au
s
e
th
ey
o
n
ly
know
th
e
co
n
tex
t
of
th
e
p
r
esen
tatio
n
.
W
h
at
th
e
r
esear
ch
er
can
do
is
to
g
en
er
alize
f
r
o
m
th
e
s
am
p
le
to
th
e
p
o
p
u
latio
n
,
or
f
r
o
m
one
s
ettin
g
to
an
o
th
er
.
R
esear
ch
er
s
can
also
tr
an
s
f
er
in
f
er
en
ce
s
/s
u
m
m
ar
ies
f
r
o
m
co
n
tex
ts
(
ce
r
tain
s
ettin
g
s
)
to
o
th
e
r
s
ettin
g
s
[
6
4
]
.
In
th
is
s
tu
d
y
,
th
e
r
esear
ch
e
r
e
m
p
lo
y
ed
an
in
d
u
ctiv
e
ap
p
r
o
ac
h
,
co
llectin
g
d
ata
f
r
o
m
s
p
ec
if
i
c
ex
am
p
les
to
d
ev
elo
p
a
th
eo
r
y
or
ab
s
tr
ac
t
co
n
ce
p
t.
T
h
is
g
en
er
aliza
tio
n
p
r
o
ce
s
s
ex
ten
d
s
f
r
o
m
p
a
r
ticu
lar
s
ettin
g
s
to
b
r
o
ad
e
r
co
n
tex
ts
,
h
elp
in
g
to
d
ef
in
e
co
n
s
tr
u
cts
m
o
r
e
clea
r
l
y
[
6
4
]
.
Fo
r
in
s
tan
ce
,
th
e
r
esear
c
h
er
id
e
n
tifie
d
k
ey
asp
ec
ts
r
elate
d
to
s
e
lf
-
ass
es
s
m
en
t
to
co
n
s
tr
u
ct
th
e
s
tu
d
y
’
s
th
eo
r
etica
l
f
r
am
ewo
r
k
.
T
h
e
in
ter
v
iews
r
ev
ea
led
th
at
th
ese
ab
s
tr
ac
t
co
n
ce
p
ts
c
o
u
ld
be
f
u
r
th
er
ex
p
a
n
d
ed
an
d
r
e
f
in
ed
f
o
r
more
p
r
ec
is
e
d
e
f
in
i
tio
n
s
.
To
e
n
h
an
ce
ex
ter
n
al
v
alid
ity
,
th
e
r
esear
ch
er
s
u
tili
ze
d
s
ev
er
al
s
tr
ateg
ies
r
ec
o
m
m
en
d
e
d
by
Me
r
r
iam
[
3
4
]
an
d
L
in
co
ln
[
4
1
]
,
in
clu
d
in
g
c
o
m
p
ar
a
b
ilit
y
,
tr
an
s
latab
ilit
y
,
an
d
m
em
b
er
ch
ec
k
i
n
g
.
T
h
e
co
m
p
ar
is
o
n
i
n
v
o
lv
es
th
e
ch
ar
ac
ter
is
tics
of
th
e
p
ar
ticip
an
ts
,
th
e
d
o
cu
m
en
ts
u
s
ed
,
th
e
a
n
aly
s
is
an
d
co
n
ce
p
ts
u
s
ed
in
th
e
s
tu
d
y
w
er
e
b
ec
o
m
e
an
i
n
f
o
r
m
atio
n
f
o
r
r
esear
ch
er
f
o
r
f
u
r
th
er
s
tu
d
ies.
T
h
er
ef
o
r
e,
th
e
r
esear
ch
er
will
ask
th
e
s
tu
d
y
p
ar
ticip
an
ts
in
th
e
in
ter
v
iew
to
d
ef
in
e
ea
c
h
co
n
s
tr
u
ct
p
r
esen
ted
in
o
r
d
e
r
to
g
et
a
clea
r
er
m
ea
n
in
g
.
T
h
e
tr
a
n
s
latio
n
s
tr
ateg
y
is
to
ex
p
lain
th
e
th
eo
r
etica
l
f
r
am
ewo
r
k
u
s
ed
in
t
h
e
s
tu
d
y
clea
r
ly
an
d
in
d
etail
so
th
at
o
th
er
r
esear
ch
er
s
can
u
s
e
th
e
s
am
e
f
r
a
m
ewo
r
k
in
f
u
r
th
er
s
tu
d
ies
in
th
e
f
u
t
u
r
e.
A
p
ee
r
r
ev
iew
s
tr
ateg
y
was
u
s
ed
by
r
ec
o
n
n
ec
tin
g
with
th
e
i
n
ter
v
iew
s
tu
d
y
p
ar
ticip
an
ts
to
ch
ec
k
th
e
v
alid
ity
of
th
e
d
ata
in
ter
p
r
eta
tio
n
th
r
o
u
g
h
th
e
p
r
ev
io
u
s
in
ter
v
iew
p
r
o
ce
s
s
an
d
o
b
tain
in
g
th
eir
co
n
s
en
t
[
4
4
]
.
T
h
is
s
tr
ateg
y
is
aim
ed
at
v
er
i
f
y
in
g
in
f
o
r
m
atio
n
to
in
cr
ea
s
e
a
cc
u
r
ac
y
,
cr
ed
ib
ilit
y
,
v
alid
ity
a
n
d
tr
a
n
s
f
er
ab
ilit
y
of
in
f
o
r
m
atio
n
.
T
h
e
s
tep
tak
en
by
th
e
r
esear
ch
e
r
is
to
co
n
tact
in
ter
v
iew
r
esp
o
n
d
e
n
ts
to
c
h
ec
k
an
d
en
s
u
r
e
th
e
ac
cu
r
ac
y
of
all
th
e
in
f
o
r
m
atio
n
an
d
f
ac
ts
p
r
o
v
id
ed
by
th
e
m
th
r
o
u
g
h
t
h
e
m
e
m
b
er
ch
ec
k
f
o
r
m
.
I
t
is
ca
r
r
ied
o
u
t
with
th
e
aim
of
r
esp
o
n
d
e
n
ts
can
ch
ec
k
th
e
d
ata
an
d
p
r
eli
m
in
ar
y
in
ter
p
r
etatio
n
s
to
en
s
u
r
e
th
e
ac
cu
r
ac
y
an
d
ap
p
r
o
p
r
iaten
ess
of
th
e
f
in
d
i
n
g
s
th
r
o
u
g
h
o
u
t
th
e
s
tu
d
y
.
Peer
c
h
ec
k
ev
alu
atio
n
is
u
s
ed
wh
er
e
f
ello
w
r
esear
ch
er
s
in
th
e
f
ield
of
I
s
lam
ic
ed
u
ca
tio
n
ch
ec
k
th
e
in
ter
v
iew
d
ata
to
en
s
u
r
e
th
at
th
e
in
ter
p
r
et
atio
n
m
ad
e
by
th
e
r
esear
ch
er
is
in
lin
e
with
o
th
e
r
in
d
iv
id
u
als.
Me
m
b
er
ch
ec
k
in
g
can
be
d
o
n
e
eith
er
th
r
o
u
g
h
o
u
t
th
e
in
v
esti
g
atio
n
or
at
th
e
co
n
clu
s
io
n
s
tag
e
to
ac
h
iev
e
a
cr
ed
ib
le
r
ev
iew
[
6
4
]
.
At
th
is
s
tag
e,
th
e
r
esear
ch
er
will
ask
f
r
ien
d
s
wh
o
ar
e
in
th
e
s
ce
n
e
to
m
ak
e
an
an
aly
tical
r
ev
iew
r
elate
d
to
c
ateg
o
r
ies,
co
n
clu
s
io
n
s
an
d
th
e
r
esear
ch
er
’
s
in
ter
p
r
etatio
n
of
th
e
s
u
b
ject
b
ein
g
s
tu
d
ied
.
Sp
r
ad
le
y
[
6
5
]
s
u
g
g
es
ted
th
at
s
tr
u
ctu
r
e
d
q
u
esti
o
n
s
be
ask
ed
to
in
f
o
r
m
an
ts
to
co
n
f
ir
m
th
e
an
aly
tical
d
o
m
ain
th
at
h
as
b
ee
n
c
o
n
s
tr
u
cted
by
th
e
r
esear
c
h
er
.
If
th
e
in
f
o
r
m
an
t
ex
p
r
ess
es
ag
r
ee
m
en
t
with
th
e
in
ter
p
r
etatio
n
of
th
e
f
o
llo
win
g
r
esear
ch
er
,
it
is
p
r
o
o
f
of
th
e
c
r
ed
ib
ilit
y
of
a
d
ec
is
io
n
or
f
in
d
i
n
g
o
b
tai
n
ed
.
2
.
2
.
2
.
Relia
bil
it
y
R
eliab
ilit
y
was
d
ef
in
ed
as
a
m
ea
s
u
r
em
en
t
v
alu
e
th
at
ca
n
be
u
s
ed
as
a
g
u
i
d
e
to
d
eter
m
in
e
th
e
co
n
s
is
ten
cy
of
an
item
’
s
s
co
r
e
[
6
6
]
.
It
is
an
im
p
o
r
tan
t
elem
e
n
t
in
th
e
co
n
ce
p
t
of
r
eliab
ilit
y
wh
ich
m
ea
n
s
th
at
if
th
e
s
am
e
item
is
test
ed
s
ev
er
al
tim
es
to
th
e
s
am
e
s
u
b
ject,
th
e
n
th
e
r
esu
lt/an
s
wer
s
co
r
e
g
iv
e
n
r
em
ain
s
th
e
s
am
e
or
alm
o
s
t
th
e
s
am
e.
It
also
r
e
f
er
s
to
th
e
s
tab
ilit
y
of
a
m
ea
s
u
r
e
or
m
ea
s
u
r
in
g
t
o
o
l
or
s
tu
d
y
or
q
u
esti
o
n
n
air
e
ac
r
o
s
s
tim
e
ag
ain
s
t
an
id
ea
[
3
4
]
.
On
e
of
th
e
m
ain
p
u
r
p
o
s
es
of
ac
h
iev
i
n
g
r
eliab
ilit
y
is
to
f
in
d
o
u
t
wh
eth
er
t
h
e
m
ea
s
u
r
e
g
iv
es
th
e
s
am
e
a
n
s
wer
wh
en
it
is
u
s
ed
to
m
ea
s
u
r
e
th
e
s
am
e
c
o
n
ce
p
t
to
th
e
s
am
e
p
o
p
u
latio
n
or
s
am
p
le
or
r
esp
o
n
d
e
n
t
[
4
7
]
,
[
6
7
]
.
In
q
u
alitativ
e
r
esear
ch
,
r
eliab
ilit
y
is
th
e
ex
ten
t
to
wh
ich
t
h
e
r
esear
ch
er
can
be
tr
u
s
ted
by
o
th
e
r
s
d
u
e
to
in
teg
r
ity
,
h
o
n
esty
(
tr
u
s
two
r
th
in
ess
)
an
d
p
er
s
o
n
ality
s
h
o
wn
[
2
6
]
.
It
is
also
s
aid
to
be
d
ep
en
d
a
b
ilit
y
wh
ich
is
th
e
e
x
ten
t
to
wh
ich
a
s
tu
d
y
h
as
in
teg
r
ity
an
d
h
o
n
esty
s
h
o
wn
to
en
co
u
r
ag
e
o
th
e
r
r
esear
ch
er
s
to
d
ep
e
n
d
on
it
an
d
th
e
s
tu
d
y
ca
n
be
r
ep
ea
ted
.
T
h
e
r
eliab
ilit
y
of
th
e
q
u
alitativ
e
d
ata
in
th
is
s
tu
d
y
is
r
elate
d
to
th
e
r
esear
ch
er
’
s
o
b
s
er
v
at
io
n
s
ab
o
u
t
th
e
IET
wh
eth
er
it
h
as
in
ter
n
al
or
ex
ter
n
al
co
n
s
is
ten
cy
.
I
n
ter
n
al
co
n
s
is
ten
cy
r
ef
er
s
to
th
e
d
ata
o
b
tain
ed
o
r
g
an
ized
in
a
m
ea
n
i
n
g
f
u
l
way
.
W
h
ile
ex
ter
n
al
co
n
s
is
ten
cy
is
co
n
f
ir
m
ed
by
ch
ec
k
i
n
g
o
b
s
er
v
atio
n
s
o
b
tain
ed
with
v
ar
io
u
s
o
th
er
d
ata
s
o
u
r
c
es
[
6
8
]
.
T
h
e
r
eliab
ilit
y
u
s
ed
by
th
e
r
esear
ch
er
in
th
is
q
u
alitativ
e
s
tu
d
y
in
v
o
l
v
es
s
ev
er
al
s
tep
s
as
s
u
g
g
ested
by
C
r
eswell
an
d
Po
th
[
3
5
]
,
n
am
ely
v
er
if
icatio
n
of
s
em
i
-
s
tr
u
ctu
r
ed
q
u
esti
o
n
in
v
en
to
r
y
by
s
u
p
er
v
is
o
r
s
an
d
ex
p
er
ts
in
th
e
f
ield
,
p
ilo
t
s
tu
d
i
es,
d
ata
tr
ian
g
u
latio
n
,
f
ield
n
o
t
e
r
ep
o
r
ts
an
d
d
iar
y
,
ex
p
er
t
v
e
r
if
icatio
n
of
th
em
es
wh
ich
is
b
u
ilt,
a
lo
n
g
p
e
r
io
d
of
tim
e
in
t
h
e
s
tu
d
y
.
Fin
ally
,
th
e
C
o
h
en
Kap
p
a
ca
lcu
latio
n
of
th
e
lev
el
of
ex
p
er
t
ag
r
ee
m
en
t
on
th
e
th
em
e
w
as
also
p
er
f
o
r
m
e
d
.
2.
3.
Sa
m
ple
T
h
e
s
am
p
le
f
o
r
t
h
e
p
r
e
-
f
ield
s
tu
d
y
was
co
n
d
u
cted
with
I
E
T
.
W
h
ile
f
o
r
th
e
ac
tu
al
s
tu
d
y
,
th
e
s
tu
d
y
p
ar
ticip
an
ts
h
av
e
b
ee
n
d
ete
r
m
in
ed
u
s
in
g
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
es
with
th
e
p
ar
ticip
an
t
s
elec
tio
n
cr
iter
ia
th
at
h
av
e
b
ee
n
s
et.
T
h
e
a
d
v
a
n
tag
e
of
th
is
tech
n
i
q
u
e
is
p
r
a
ctica
l
b
ec
au
s
e
th
e
in
d
iv
id
u
als
b
ein
g
s
tu
d
ied
a
r
e
s
u
itab
le
an
d
q
u
alif
ied
a
n
d
not
m
u
ch
tim
e
is
n
ee
d
e
d
to
g
ain
th
e
tr
u
s
t
of
th
e
s
tu
d
y
p
a
r
ticip
a
n
ts
[
6
9
]
.
T
h
u
s
,
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
96
1
-
9
7
4
966
u
s
e
of
th
is
tech
n
iq
u
e
ca
n
in
cr
ea
s
e
th
e
h
ig
h
d
eg
r
ee
of
r
eliab
ilit
y
wh
er
ea
s
th
e
p
ar
ticip
an
ts
wer
e
s
elec
ted
b
ased
on
th
e
r
esp
o
n
d
e
n
t
’
s
o
wn
a
b
ilit
y
,
willin
g
n
ess
,
an
d
r
ea
d
in
ess
to
p
r
o
v
i
d
e
an
y
in
f
o
r
m
atio
n
n
ee
d
ed
to
an
s
we
r
r
esear
ch
q
u
esti
o
n
s
.
B
ased
on
th
ese
estab
lis
h
ed
cr
iter
ia,
s
ix
s
tu
d
y
p
ar
ticip
an
ts
wer
e
s
elec
ted
.
W
ith
s
ix
in
ter
v
iews
co
n
d
u
cte
d
,
th
e
c
o
n
clu
s
io
n
h
as
b
ee
n
d
r
awn
a
n
d
th
e
d
ata
co
llected
is
s
atu
r
ated
.
2
.
4
.
I
ns
t
rum
ent
a
t
io
n
2
.
4
.
1
.
P
re
pa
ra
t
i
o
n
of
inte
rv
ie
w
pro
t
o
co
l
Mo
s
t
q
u
alitativ
e
s
tu
d
ies
in
th
e
f
ield
of
ed
u
ca
tio
n
h
av
e
m
a
k
e
p
r
e
-
f
ield
s
tu
d
ies
as
one
of
th
e
im
p
o
r
tan
t
asp
ec
ts
of
th
e
s
tu
d
y
[
7
0
]
–
[
7
3
]
.
T
h
e
p
u
r
p
o
s
e
of
p
r
e
-
f
ield
s
tu
d
y
in
q
u
alitativ
e
r
esear
c
h
is
to
id
en
tify
th
e
ap
p
r
o
p
r
iaten
ess
of
t
h
e
in
ter
v
iew
in
s
tr
u
m
en
t
u
s
ed
f
o
r
th
e
r
esp
o
n
d
en
ts
.
In
th
is
s
tu
d
y
,
a
s
em
i
-
s
tr
u
ctu
r
e
d
in
ter
v
iew
in
s
tr
u
m
en
t
was
p
r
e
p
ar
ed
b
ef
o
r
e
b
ein
g
h
a
n
d
ed
o
v
er
to
th
e
s
u
p
er
v
is
o
r
to
s
ee
th
e
alig
n
m
en
t
b
etwe
en
th
e
r
esear
ch
o
b
jectiv
es
an
d
th
em
es
with
th
e
r
esear
ch
q
u
esti
o
n
s
.
T
h
is
s
tep
of
v
alid
ity
is
v
e
r
y
im
p
o
r
tan
t
as
one
of
th
e
v
alid
atio
n
s
in
q
u
alitativ
e
r
esear
ch
[
7
4
]
.
T
h
e
v
er
if
icati
o
n
of
s
u
p
er
v
is
o
r
s
an
d
co
lleag
u
es
in
th
is
s
tu
d
y
is
also
one
of
th
e
f
o
r
m
s
of
d
a
ta
r
eliab
ilit
y
.
O
ne
of
v
alid
it
y
of
q
u
alitativ
e
d
ata
is
th
r
o
u
g
h
v
e
r
if
icatio
n
of
s
u
p
er
v
is
o
r
s
an
d
f
ello
w
r
esear
ch
er
s
on
th
e
r
eg
u
lar
ity
of
th
e
r
esear
ch
co
n
d
u
cted
[
6
7
]
.
T
h
e
p
r
ep
ar
atio
n
of
in
ter
v
iew
p
r
o
to
co
l
q
u
esti
o
n
s
was
done
s
ev
er
al
tim
es
u
n
til
it
r
ea
lly
m
et
th
e
r
eq
u
ir
em
en
ts
of
th
e
s
tu
d
y
.
Dr
af
t
of
in
ter
v
iew
p
r
o
t
o
co
l
q
u
esti
o
n
co
n
s
tr
u
ctio
n
was
d
o
n
e
s
in
ce
May
11
th
,
2
0
2
2
u
n
til
it
was
co
n
f
ir
m
ed
by
th
e
s
u
p
er
v
is
o
r
on
J
u
n
e
3
rd
,
2
0
2
2
to
be
tak
e
n
to
th
e
e
x
p
er
t
e
v
alu
a
tio
n
s
tag
e.
2.
4
.2
.
Va
lid
a
t
io
n
of
inte
r
v
iew
pro
t
o
co
l
At
th
e
ex
p
er
t
v
alid
atio
n
s
tag
e,
two
p
an
els
of
ex
p
er
ts
,
one
c
o
m
p
r
is
in
g
I
s
lam
ic
ed
u
ca
tio
n
s
p
ec
ialis
t
s
an
d
th
e
o
th
er
co
n
s
is
tin
g
of
q
u
alitativ
e
r
esear
ch
ex
p
er
ts
wer
e
ap
p
o
in
ted
.
An
o
f
f
icial
em
ail
was
s
en
t
to
th
ese
ex
p
er
ts
,
wh
ich
in
clu
d
ed
s
ev
er
al
attac
h
ed
d
o
cu
m
e
n
ts
f
o
r
th
e
v
alid
atio
n
p
r
o
ce
s
s
.
T
h
ese
attac
h
m
en
ts
in
clu
d
ed
th
e
in
ter
v
iew
p
r
o
to
c
o
l
ex
p
er
t
r
ev
iew
v
alid
ity
f
o
r
m
a
n
d
th
e
in
ter
v
iew
p
r
o
to
co
l
v
alid
ity
r
ev
iew
d
ec
lar
atio
n
f
o
r
m
.
Af
ter
r
ec
eiv
in
g
f
ee
d
b
ac
k
f
r
o
m
b
o
th
ex
p
e
r
t
p
a
n
els,
th
e
co
m
m
e
n
ts
an
d
s
u
g
g
esti
o
n
s
wer
e
r
ev
iewe
d
with
th
e
s
u
p
er
v
is
o
r
to
r
ef
in
e
th
e
in
t
er
v
iew
p
r
o
to
co
l
q
u
esti
o
n
s
.
By
J
u
n
e
17
th
,
2
0
2
2
,
t
h
e
in
ter
v
iew
p
r
o
to
c
o
l
h
a
d
b
ee
n
f
u
lly
r
e
v
is
ed
an
d
was
r
ea
d
y
f
o
r
t
h
e
p
ilo
t
s
tu
d
y
.
T
ab
le
2
d
etails
th
e
ch
r
o
n
o
lo
g
y
of
t
h
e
p
r
e
p
ar
atio
n
an
d
v
er
if
icatio
n
of
th
e
in
ter
v
iew
p
r
o
to
co
l
q
u
esti
o
n
s
.
T
a
b
le
3
d
is
p
lay
s
th
e
in
ter
v
iew
q
u
esti
o
n
s
u
s
ed
f
o
r
ex
p
er
t
v
alid
atio
n
,
wh
ile
T
ab
le
4
lis
ts
th
e
f
in
al
r
esear
ch
i
n
ter
v
iew
q
u
esti
o
n
s
.
2
.
5
.
Da
t
a
c
o
llect
io
n
2
.
5
.
1
.
E
t
hics
o
f
co
nd
uct
ing
inte
rv
iews
T
y
p
ically
,
s
tu
d
y
p
ar
ticip
an
ts
an
d
th
e
r
esear
ch
er
m
u
s
t
a
g
r
ee
o
n
th
e
s
tu
d
y
’
s
o
b
jectiv
es
to
e
n
s
u
r
e
alig
n
m
en
t
b
etwe
en
th
e
asp
ec
t
s
an
aly
ze
d
an
d
th
e
p
ar
ticip
an
ts
’
p
er
s
p
ec
tiv
es
[
7
5
]
.
T
h
is
co
n
s
en
t
is
cr
u
cial
f
o
r
m
ak
in
g
p
ar
ticip
a
n
ts
awa
r
e
o
f
th
e
s
tu
d
y
’
s
g
o
als
an
d
th
e
d
ata
n
ee
d
ed
,
as
well
a
s
f
o
r
p
r
o
v
id
in
g
th
em
with
p
r
elim
in
ar
y
g
u
id
a
n
ce
,
e
n
s
u
r
in
g
th
eir
c
o
m
f
o
r
t,
an
d
ac
h
iev
i
n
g
h
ig
h
-
q
u
ality
d
ata.
Fo
r
th
is
s
tu
d
y
,
th
e
r
esear
ch
er
p
r
ep
ar
e
d
a
r
esear
ch
p
ar
ticip
an
t
co
n
s
en
t
f
o
r
m
,
wh
ich
wa
s
p
r
o
v
id
ed
to
p
ar
ticip
an
ts
b
ef
o
r
e
th
e
in
ter
v
iew
s
ess
io
n
s
b
eg
an
.
T
h
is
f
o
r
m
also
s
er
v
es
as
a
co
n
tr
ac
t
b
etw
ee
n
th
e
r
esear
ch
e
r
an
d
th
e
p
ar
ticip
an
ts
f
o
r
d
at
a
co
llectio
n
p
u
r
p
o
s
es.
T
h
e
s
tu
d
y
p
ar
ticip
a
n
t
co
n
s
en
t
f
o
r
m
in
clu
d
es
s
ev
er
al
k
ey
d
e
tails
:
th
e
r
esear
ch
er
’
s
s
elf
-
id
en
tific
atio
n
,
th
e
b
ac
k
g
r
o
u
n
d
o
f
th
e
s
tu
d
y
,
a
d
escr
ip
tio
n
o
f
th
e
s
tu
d
y
p
r
o
ce
d
u
r
es,
an
d
a
s
tatem
en
t
o
n
c
o
n
f
id
en
tiality
eth
ics.
I
t
also
p
r
o
v
id
es
s
p
ac
e
f
o
r
p
a
r
ticip
an
ts
to
ask
q
u
esti
o
n
s
an
d
in
clu
d
es
co
n
tact
in
f
o
r
m
atio
n
f
o
r
th
e
r
esear
ch
er
.
Ad
d
itio
n
ally
,
th
e
f
o
r
m
f
ea
tu
r
e
s
an
ac
k
n
o
wled
g
m
en
t sectio
n
wh
er
e
b
o
th
t
h
e
p
ar
ticip
an
t a
n
d
r
esear
ch
er
co
n
f
ir
m
th
eir
ag
r
ee
m
e
n
t.
T
ab
le
2.
Pre
p
a
r
atio
n
an
d
v
alid
atio
n
o
f
th
e
in
ter
v
iew
p
r
o
to
co
l
ch
r
o
n
o
lo
g
y
D
a
t
e
M
a
t
t
e
r
N
o
t
e
s
11
th
M
a
y
2
0
2
2
D
r
a
f
t
f
i
r
st
i
n
t
e
r
v
i
e
w
p
r
o
t
o
c
o
l
q
u
e
s
t
i
o
n
s
To
w
a
r
d
s
t
h
e
c
o
n
st
r
u
c
t
i
o
n
of
t
h
e
s
t
u
d
y
12
th
M
a
y
2
0
2
2
D
r
a
f
t
se
c
o
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On
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r
e
-
f
ield
s
tu
d
y
r
esu
lts
,
r
ev
iewe
d
by
t
h
e
r
esea
r
ch
er
a
n
d
ap
p
r
o
v
ed
by
th
e
s
u
p
er
v
is
o
r
,
in
d
icate
d
alig
n
m
en
t
b
etwe
en
th
e
r
esp
o
n
s
es
an
d
th
e
s
tu
d
y
’
s
o
b
jecti
v
es.
Ho
wev
er
,
th
e
r
esear
ch
er
id
en
tifie
d
th
e
n
e
ed
to
en
h
an
ce
t
h
e
q
u
esti
o
n
i
n
g
tech
n
iq
u
e
by
co
n
s
id
er
in
g
th
e
r
esp
o
n
d
en
t
’
s
d
escr
ip
tio
n
s
an
d
im
p
r
o
v
in
g
p
r
o
b
in
g
s
tr
ateg
ies.
T
h
e
r
esu
lts
of
th
e
p
r
e
-
f
ield
s
tu
d
y
,
alo
n
g
with
th
e
f
ield
n
o
te
r
ep
o
r
t,
wer
e
s
u
b
m
itted
to
th
e
s
u
p
er
v
is
o
r
f
o
r
r
ev
iew
to
en
s
u
r
e
th
at
th
e
in
ter
v
iew
r
esu
lts
alig
n
ed
with
th
e
s
tu
d
y
’
s
o
b
jectiv
es.
T
h
e
s
u
p
e
r
v
is
o
r
also
ass
es
s
ed
how
th
e
r
esear
ch
er
d
o
cu
m
e
n
ted
th
e
f
ield
n
o
tes.
Fo
llo
win
g
th
is
r
ev
iew,
th
e
r
esear
ch
er
r
ec
eiv
ed
ap
p
r
o
v
al
f
r
o
m
th
e
s
u
p
e
r
v
is
o
r
to
p
r
o
ce
e
d
with
th
e
ac
tu
al
s
tu
d
y
.
b.
F
ield
s
t
ud
y
(
a
ct
ua
l st
ud
y
)
Af
ter
th
e
p
r
e
-
f
ield
s
tu
d
y
h
as
b
ee
n
co
n
d
u
cte
d
,
it
is
f
o
llo
wed
up
with
an
ac
tu
al
s
tu
d
y
in
th
e
f
ield
s
tar
ts
with
th
e
d
eter
m
i
n
atio
n
of
s
tu
d
y
p
a
r
ticip
an
ts
wh
ich
u
s
es
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
es.
T
h
e
cr
iter
ia
f
o
r
t
h
e
s
elec
tio
n
of
p
ar
ticip
an
ts
wer
e
s
et
as
s
tated
by
Me
r
r
iam
[
3
4
]
.
T
h
e
f
o
u
r
cr
iter
ia
s
et
f
o
r
t
h
e
s
elec
tio
n
of
s
tu
d
y
p
ar
ticip
an
ts
ar
e
as:
i
)
ex
p
er
ie
n
ce
d
in
th
e
f
ield
of
I
s
lam
ic
ed
u
ca
tio
n
;
ii
)
ex
p
er
ien
ce
d
in
t
h
e
f
ield
f
o
r
o
v
er
15
y
ea
r
s
;
iii
)
teac
h
in
g
s
u
b
jects
r
elate
d
to
I
s
lam
ic
ed
u
ca
tio
n
;
an
d
iv
)
ap
p
r
o
ac
h
a
b
le
,
f
r
ie
n
d
l
y
,
an
d
co
o
p
er
ativ
e.
B
as
e
d
on
t
h
e
s
e
es
t
a
b
l
i
s
h
e
d
c
r
i
te
r
i
a
,
s
i
x
s
t
u
d
y
p
a
r
t
i
ci
p
a
n
t
s
w
e
r
e
s
e
l
ec
t
e
d
a
n
d
w
il
l
i
n
g
to
c
o
o
p
e
r
a
t
e
f
o
r
t
h
i
s
a
c
t
u
a
l
s
tu
d
y
p
r
o
ce
s
s
.
A
s
u
m
m
ar
y
of
t
h
e
d
em
o
g
r
ap
h
ics
of
th
e
s
tu
d
y
p
ar
ticip
an
ts
can
be
s
ee
n
in
T
a
b
le
5.
B
ef
o
r
e
co
n
d
u
ctin
g
th
e
in
ter
v
iew
s
ess
io
n
s
,
th
e
r
esear
ch
er
o
b
tain
ed
p
r
elim
in
ar
y
co
n
s
en
t
f
r
o
m
t
h
e
s
tu
d
y
p
ar
ticip
an
ts
.
An
o
f
f
ici
al
em
ail
was
s
en
t
to
ea
ch
p
ar
ticip
an
t
d
etailin
g
th
e
in
ten
t
io
n
to
co
n
d
u
ct
th
e
in
ter
v
iew
an
d
in
clu
d
in
g
s
ev
er
al
attac
h
m
en
ts
:
th
e
ap
p
o
in
tm
e
n
t
letter
,
a
s
tu
d
y
s
y
n
o
p
s
is
,
th
e
in
ter
v
iew
p
r
o
to
c
o
l
in
s
tr
u
m
en
t,
an
d
th
e
r
esp
o
n
d
en
t
co
n
s
en
t
f
o
r
m
.
Af
ter
r
e
ce
iv
in
g
co
n
s
en
t,
th
e
r
esear
ch
er
co
n
tacte
d
th
e
p
ar
ticip
an
ts
v
ia
telep
h
o
n
e,
m
e
s
s
ag
e,
o
r
em
ail
to
s
ch
ed
u
le
a
m
u
tu
ally
ag
r
ee
d
-
u
p
o
n
d
ate,
ti
m
e,
an
d
lo
ca
tio
n
f
o
r
th
e
in
ter
v
iews.
On
ce
all
d
etail
s
wer
e
co
n
f
ir
m
e
d
,
th
e
in
ter
v
ie
ws we
r
e
co
n
d
u
cted
i
n
a
well
-
o
r
g
an
ized
m
a
n
n
er
.
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
:
96
1
-
9
7
4
968
T
ab
le
5.
Stu
d
y
p
ar
ticip
a
n
t d
e
m
o
g
r
ap
h
ics
P
a
r
t
i
c
i
p
a
n
t
N
i
c
k
n
a
me
Ex
p
e
r
i
e
n
c
e
in
I
sl
a
mi
c
e
d
u
c
a
t
i
o
n
Ex
p
e
r
i
e
n
c
e
p
e
r
i
o
d
P
a
r
t
i
c
i
p
a
n
t
1
Te
a
c
h
e
r
R
a
b
i
a
h
Ex
c
e
l
l
e
n
t
Te
a
c
h
e
r
of
I
sl
a
mi
c
E
d
u
c
a
t
i
o
n
;
C
h
a
i
r
ma
n
of
t
h
e
C
o
mm
i
t
t
e
e
;
P
r
e
a
c
h
i
n
g
Tr
a
i
n
e
r
;
S
P
M
Ex
a
m
P
a
p
e
r
M
a
r
k
e
r
s
;
A
r
e
a
A
p
p
r
a
i
s
e
r
;
I
t
e
m
D
r
a
f
t
e
r
26
y
e
a
r
s
P
a
r
t
i
c
i
p
a
n
t
2
Te
a
c
h
e
r
N
o
r
z
i
h
a
n
Tu
t
o
r
;
S
e
n
i
o
r
L
e
c
t
u
r
e
r
;
D
e
p
u
t
y
D
e
a
n
17
y
e
a
r
s
P
a
r
t
i
c
i
p
a
n
t
3
Te
a
c
h
e
r
M
a
r
i
a
S
e
n
i
o
r
A
ss
i
st
a
n
t
C
u
r
r
i
c
u
l
u
m
;
Ev
e
n
i
n
g
S
e
n
i
o
r
A
ssi
s
t
a
n
t
;
S
e
n
i
o
r
T
e
a
c
h
e
r
of
H
u
ma
n
i
t
i
e
s
;
C
h
a
i
r
ma
n
of
t
h
e
C
o
mm
i
t
t
e
e
;
C
o
m
mi
t
t
e
e
of
t
h
e
I
sl
a
mi
c
P
r
i
n
c
e
s
s
M
o
v
e
me
n
t
;
I
sl
a
mi
c
E
d
u
c
a
t
i
o
n
Tr
a
i
n
e
r
;
Co
-
c
u
r
r
i
c
u
l
a
r
T
e
c
h
n
i
c
a
l
O
f
f
i
c
e
r
Tr
a
i
n
e
r
;
SPM
Ex
a
m
P
a
p
e
r
M
a
r
k
e
r
s
;
A
r
e
a
A
p
p
r
a
i
ser
;
I
t
e
m
D
r
a
f
t
e
r
31
y
e
a
r
s
P
a
r
t
i
c
i
p
a
n
t
4
Te
a
c
h
e
r
N
o
r
i
a
h
Co
-
C
u
r
r
i
c
u
l
u
m
Tr
a
i
n
e
r
;
S
e
c
r
e
t
a
r
y
of
R
e
f
e
r
e
e
;
S
e
c
r
e
t
a
r
y
of
t
h
e
I
sl
a
mi
c
Ed
u
c
a
t
i
o
n
C
o
m
mi
t
t
e
e
;
ADNI
D
e
p
u
t
y
D
i
r
e
c
t
o
r
27
y
e
a
r
s
P
a
r
t
i
c
i
p
a
n
t
5
Te
a
c
h
e
r
F
a
u
z
i
a
h
Tu
t
o
r
;
S
e
n
i
o
r
L
e
c
t
u
r
e
r
;
H
e
a
d
of
S
t
u
d
y
C
e
n
t
e
r
20
y
e
a
r
s
P
a
r
t
i
c
i
p
a
n
t
6
Te
a
c
h
e
r
R
o
s
M
e
d
i
a
T
e
a
c
h
e
r
;
S
p
e
c
i
a
l
Ed
u
c
a
t
i
o
n
Te
a
c
h
e
r
;
S
e
n
i
o
r
Le
c
t
u
r
e
r
25
y
e
a
r
s
2
.
6
.
Da
t
a
a
na
ly
s
is
T
h
e
in
ter
v
iew
d
ata
was
an
aly
ze
d
u
s
in
g
th
em
atic
an
aly
s
is
[
3
4
]
.
T
h
e
v
alid
atio
n
of
th
em
es
by
ex
p
er
ts
was
as
s
es
s
ed
u
s
in
g
C
o
h
en
Ka
p
p
a
I
n
d
e
x
[
7
6
]
.
T
h
is
s
tu
d
y
s
p
ec
if
ically
co
n
ce
n
tr
ates
on
th
e
th
em
e
v
er
if
icatio
n
p
r
o
ce
s
s
co
n
d
u
cted
by
ap
p
o
in
t
ed
ex
p
er
ts
,
f
o
cu
s
in
g
on
th
e
v
al
id
ity
an
d
r
eliab
ilit
y
of
q
u
alitativ
e
r
esear
ch
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
To
o
bta
in
t
he
v
a
lid
it
y
of
t
he
inte
rv
iew
da
t
a
f
ro
m
t
he
v
er
if
ica
t
io
n
of
t
he
s
t
ud
y
pa
rt
icipa
nts
On
e
of
th
e
way
s
to
in
cr
ea
s
e
t
h
e
v
alid
ity
an
d
r
eliab
ilit
y
of
t
h
e
p
r
im
ar
y
q
u
alitativ
e
d
ata
co
llected
by
th
e
r
esear
ch
er
is
th
r
o
u
g
h
v
er
i
f
icatio
n
of
th
e
c
o
llected
in
ter
v
i
ew
d
ata
[
6
7
]
,
[
7
7
]
,
[
7
8
]
.
T
h
e
r
ec
o
r
d
in
g
co
n
d
u
cted
by
th
e
r
esear
ch
e
r
in
v
o
l
v
es
two
f
o
r
m
s
of
r
ec
o
r
d
in
g
,
n
am
ely
v
o
ice
r
ec
o
r
d
in
g
a
n
d
v
id
e
o
r
e
co
r
d
in
g
.
Ho
wev
er
,
th
is
v
id
eo
r
ec
o
r
d
in
g
was
o
n
ly
r
ec
o
r
d
e
d
af
ter
th
e
r
esear
ch
er
got
p
er
m
is
s
io
n
f
r
o
m
th
e
p
ar
ticip
an
ts
.
Vid
eo
r
ec
o
r
d
in
g
can
be
m
ad
e
u
s
in
g
Go
o
g
le
Meet
p
latf
o
r
m
th
at
ar
r
an
g
ed
b
etwe
en
th
e
r
esear
ch
er
an
d
th
e
p
a
r
ticip
an
ts
.
W
h
ile
f
ac
e
-
to
-
f
ac
e
m
ee
tin
g
s
,
th
er
e
is
no
v
id
eo
r
ec
o
r
d
i
n
g
was
m
ad
e.
Nev
er
th
eless
,
v
o
i
ce
r
ec
o
r
d
i
n
g
s
wer
e
m
ad
e
f
o
r
all
in
ter
v
iew
s
ess
io
n
s
co
n
d
u
cted
.
T
h
e
p
u
r
p
o
s
e
of
th
e
v
id
eo
r
ec
o
r
d
in
g
is
to
s
ee
f
ac
ial
ex
p
r
es
s
io
n
s
in
r
esp
o
n
s
e
to
th
e
q
u
est
io
n
s
.
T
h
is
v
id
eo
r
ec
o
r
d
in
g
is
to
s
u
p
p
o
r
t
th
e
v
o
ice
r
ec
o
r
d
in
g
so
t
h
at
th
e
r
esear
ch
er
ca
r
es
ab
o
u
t
each
p
a
r
ticip
an
t
’
s
an
s
wer
.
T
h
e
v
o
ice
r
ec
o
r
d
in
g
f
o
r
each
p
ar
ticip
an
t
was
th
en
tr
an
s
cr
ib
ed
r
ig
h
t
af
ter
t
h
e
in
ter
v
iew
en
d
ed
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th
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cted
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r
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ly
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at
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T
ab
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6
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p
lay
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ch
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th
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ter
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d
th
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ates
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s
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ip
ts
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e
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ar
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an
s
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o
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m
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ata
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te
p
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wer
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ca
r
r
ied
o
u
t
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r
ef
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atten
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ica
l
co
n
s
id
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atio
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an
d
p
ar
ticip
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n
t
v
er
if
icatio
n
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h
e
s
tr
ateg
y
aim
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e
n
h
an
ce
th
e
ac
cu
r
ac
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cr
ed
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b
ilit
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alid
ity
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an
d
tr
an
s
f
er
ab
ilit
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o
f
th
e
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f
o
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m
atio
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u
ltima
tely
en
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u
r
i
n
g
th
e
v
alid
ity
o
f
th
e
in
ter
v
iew
d
ata.
T
ab
le
6.
I
n
ter
v
iew
s
ess
io
n
an
d
tr
an
s
cr
ip
t p
r
e
p
ar
atio
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i
n
t
e
r
v
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e
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D
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t
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d
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I
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2252
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8
8
2
2
S
elf
-
a
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men
t o
f seco
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r
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ch
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(
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969
estab
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x
p
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ag
r
ee
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en
t
o
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th
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th
em
es
is
cr
u
cial
[
7
9
]
.
I
n
T
ab
le
7
,
th
e
C
o
h
en
Kap
p
a
L
ev
el
o
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a
g
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ee
m
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icato
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ter
-
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ate
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ater
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.
T
h
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ex
p
er
ts
ar
e
o
u
ts
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er
wh
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co
n
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ir
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s
th
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u
ctio
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e
b
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s
[
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9
]
.
An
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it
with
th
e
th
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u
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d
er
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tu
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y
[
8
0
]
.
Fo
r
th
is
p
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r
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e,
th
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ch
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T
ab
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8
.
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atic
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9
.
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Po
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[
6
8
]
,
an
d
ac
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a
h
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h
lev
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o
f
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r
e
em
en
t.
As
a
r
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lt,
th
e
v
alid
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f
t
h
e
q
u
alitativ
e
d
ata
th
em
es,
as v
alid
ated
b
y
e
x
p
er
ts
,
was e
s
tab
lis
h
ed
.
T
ab
le
7.
T
h
em
es
o
f
th
e
s
tu
d
y
N
o
.
Th
e
m
e
1
M
e
a
n
i
n
g
of
s
e
l
f
-
a
ss
e
ssm
e
n
t
2
P
u
r
p
o
se
of
s
e
l
f
-
a
ss
e
ssm
e
n
t
3
A
sp
e
c
t
s
of
s
e
l
f
-
a
sse
ssm
e
n
t
4
Ti
me
f
o
r
c
o
n
d
u
c
t
i
n
g
s
e
l
f
-
a
ss
e
ssm
e
n
t
5
Q
u
a
l
i
t
i
e
s
of
t
e
a
c
h
e
r
w
h
o
p
r
a
c
t
i
c
e
s
e
l
f
-
a
ssessm
e
n
t
6
C
h
a
l
l
e
n
g
e
s
e
n
c
o
u
n
t
e
r
e
d
in
s
e
l
f
-
a
ss
e
ss
men
t
T
ab
le
8.
L
is
t
of
e
x
p
er
t
p
an
els
o
f
ag
r
ee
m
en
t a
n
aly
s
is
o
f
q
u
ali
tativ
e
d
ata
th
em
e
co
n
s
tr
u
ctio
n
N
o
.
Ex
p
e
r
t
R
e
p
r
e
se
n
t
a
t
i
v
e
s
P
o
si
t
i
o
n
a
n
d
q
u
a
l
i
f
i
c
a
t
i
o
n
s
Ex
p
e
r
t
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se
Le
v
e
l
of
a
g
r
e
e
m
e
n
t
(
C
o
h
e
n
K
a
p
p
a
)
1
Ex
p
e
r
t
A
U
n
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v
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si
t
y
A
c
a
d
e
mi
c
D
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p
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t
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R
e
c
t
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sl
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c
p
e
d
a
g
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y
a
n
d
e
d
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c
a
t
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o
n
0
.
8
6
3
Ex
p
e
r
t
B
S
c
h
o
o
l
Ex
c
e
l
l
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a
c
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r
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ssessme
n
t
a
n
d
me
a
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r
e
me
n
t
,
I
sl
a
mi
c
e
d
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c
a
t
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.
8
4
2
Ex
p
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r
t
C
Ed
u
c
a
t
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r
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s
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n
s
t
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t
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e
d
u
c
a
t
i
o
n
0
.
8
1
T
ab
le
9.
C
o
h
e
n
Kap
p
a
le
v
el
o
f
ag
r
ee
m
en
t in
d
icato
r
I
n
d
i
c
a
t
o
r
V
a
l
u
e
P
e
r
f
e
c
t
a
g
r
e
e
m
e
n
t
0
.
8
1
-
1
.
0
0
S
u
b
s
t
a
n
t
i
a
l
0
.
6
1
-
0
.
8
0
M
o
d
e
r
a
t
e
0
.
4
1
-
0
.
6
0
S
l
i
g
h
t
0
.
0
0
-
0
.
4
0
3
.
3
.
To
o
bta
in
t
he
re
lia
bil
it
y
of
inte
rv
iew
da
t
a
wit
h
da
t
a
t
ria
ng
ula
t
io
n
On
e
of
th
e
way
s
to
m
ak
e
h
i
g
h
co
n
f
i
d
en
ce
of
q
u
alitativ
e
d
ata
is
to
im
p
lem
en
t
th
e
tr
ian
g
u
latio
n
b
etwe
en
th
e
d
ata
[
8
1
]
,
[
8
2
]
.
T
r
ian
g
u
latio
n
b
etwe
en
th
e
d
at
a
in
th
is
s
tu
d
y
was
ch
o
s
en
by
s
ev
er
al
m
eth
o
d
s
to
r
ea
ch
es
h
ig
h
lev
el
of
co
n
f
id
en
ce
of
th
e
d
ata
c
o
llected
.
T
h
e
m
eth
o
d
s
ch
o
s
en
a
r
e:
i)
t
he
tr
i
an
g
u
latio
n
of
m
u
lti
-
f
ield
s
tu
d
ies
(
m
u
ltip
le
ca
s
e
or
m
u
ltis
ite
s
tu
d
ies)
;
ii)
t
he
tr
ian
g
u
latio
n
b
etwe
en
in
ter
v
iew
d
a
ta
with
IET
;
iii)
t
he
tr
ian
g
u
latio
n
b
etwe
en
in
ter
v
iew
d
ata
of
p
ar
ticip
an
ts
with
ex
p
er
ts
(
co
n
s
is
t
of
a
d
m
in
is
tr
ato
r
s
an
d
ac
ad
e
m
ic
ex
p
er
ts
)
;
iv
)
t
he
tr
ian
g
u
latio
n
b
etwe
en
in
ter
v
iew
d
ata
with
o
b
s
er
v
atio
n
an
d
d
o
cu
m
en
t
a
n
aly
s
is
;
an
d
v
)
t
he
tr
ian
g
u
latio
n
b
etwe
en
q
u
alitati
v
e
an
d
q
u
an
titativ
e
d
ata
.
Acc
o
r
d
in
g
to
Sco
tt
[
8
3
]
,
th
e
r
eliab
ilit
y
of
d
ata
co
llected
f
r
o
m
in
ter
v
iews
is
m
ad
e
th
r
o
u
g
h
s
y
s
tem
atic
cr
o
s
s
-
r
ef
er
en
cin
g
of
in
f
o
r
m
ati
o
n
p
r
o
v
id
e
d
by
in
f
o
r
m
an
ts
on
th
e
s
am
e
lin
e.
R
eliab
ilit
y
was
ac
h
iev
ed
wh
e
n
th
e
s
am
e
in
f
o
r
m
atio
n
is
r
ep
ea
ted
s
ev
er
al
tim
es
in
one
lin
e
f
r
o
m
one
in
f
o
r
m
an
t
a
n
d
th
e
r
ese
ar
ch
er
can
u
s
e
th
is
tech
n
iq
u
e
d
u
r
in
g
th
e
d
ata
co
d
in
g
p
r
o
ce
s
s
th
r
o
u
g
h
in
ter
v
i
ew
tr
an
s
cr
ip
tio
n
.
T
r
ian
g
u
lati
o
n
b
etwe
en
v
ar
io
u
s
f
ield
s
(
m
u
ltip
le
ca
s
e
or
m
u
ltis
ite
s
tu
d
ies)
is
one
f
o
r
m
of
d
at
a
tr
ian
g
u
latio
n
with
h
ig
h
r
eliab
ilit
y
[
3
4
]
.
As
th
e
s
tu
d
y
of
v
ar
io
u
s
ca
s
es
was
a
s
tu
d
y
th
at
in
v
o
lv
e
d
v
ar
io
u
s
p
lace
s
of
th
e
f
ield
s
tu
d
y
.
Data
co
llected
an
d
an
aly
ze
d
wer
e
co
m
e
f
r
o
m
v
ar
io
u
s
f
ield
s
ites
.
Acc
o
r
d
in
g
to
Me
r
r
iam
[
3
4
]
,
th
is
k
in
d
of
d
ata
can
f
u
r
th
e
r
in
cr
ea
s
e
th
e
ex
ter
n
al
v
alid
ity
or
g
en
er
aliza
tio
n
of
r
esear
ch
f
in
d
in
g
s
.
3
.
3
.
1
.
Da
t
a
t
ria
ng
ula
t
io
n
bet
wee
n
pa
rt
icipa
nt
a
nd
info
rm
a
nt
inte
rv
iews
T
r
ian
g
u
latio
n
b
etwe
en
in
ter
v
i
ew
d
ata
of
th
e
m
ain
p
ar
ticip
an
ts
,
i.e
.
IET
with
s
u
p
p
o
r
t
p
a
r
ticip
an
ts
’
in
ter
v
iews
or
in
f
o
r
m
a
n
ts
.
T
h
e
tr
ian
g
u
latio
n
co
n
s
is
ts
o
f
:
i
)
IET
k
ey
d
ata
with
th
e
ad
m
in
is
tr
atio
n
;
ii
)
IET
k
ey
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
:
96
1
-
9
7
4
970
d
ata
with
p
o
licy
m
ak
er
s
;
an
d
iii
)
IET
k
e
y
d
ata
with
ac
a
d
em
ic
ex
p
er
ts
.
Du
r
i
n
g
th
e
s
tu
d
y
,
th
e
r
esear
ch
er
s
in
itially
in
f
o
r
m
ed
p
ar
ticip
an
ts
th
at
th
eir
in
ter
v
iews
wo
u
ld
be
cr
o
s
s
-
r
ef
er
en
ce
d
with
th
o
s
e
of
o
th
er
in
f
o
r
m
an
ts
.
T
h
is
ap
p
r
o
ac
h
was
in
ten
d
ed
to
p
r
ev
en
t
p
ar
ticip
a
n
ts
f
r
o
m
e
x
ag
g
er
atin
g
or
em
b
ellis
h
in
g
th
eir
r
esp
o
n
s
es.
As
a
r
esu
lt,
each
t
h
em
e
d
ev
elo
p
e
d
s
h
o
wed
clea
r
a
n
d
h
ig
h
co
h
er
en
ce
,
with
co
n
s
is
ten
cy
o
b
s
er
v
ed
ac
r
o
s
s
th
e
in
ter
v
iews,
as
d
is
cu
s
s
ed
in
th
e
r
esear
ch
f
in
d
in
g
s
.
3
.
3
.
2
.
T
ria
ng
ula
t
io
n
of
inte
r
v
iew
da
t
a
wit
h do
cum
ent
a
n
a
ly
s
is
In
ad
d
itio
n
to
tr
ian
g
u
latin
g
th
e
in
ter
v
iew
d
ata,
th
e
r
esea
r
ch
er
also
u
s
ed
d
o
c
u
m
en
t
a
n
aly
s
is
to
en
h
an
ce
th
e
r
eliab
ilit
y
of
th
e
d
ata.
Do
cu
m
e
n
t
an
aly
s
is
s
er
v
ed
as
s
u
p
p
lem
e
n
tar
y
d
ata
th
at
s
u
p
p
o
r
te
d
th
e
in
ter
v
iew
f
in
d
in
g
s
but
c
o
u
ld
n
o
t
s
tan
d
alo
n
e
with
o
u
t
th
e
m
.
T
h
is
an
aly
s
is
in
clu
d
ed
r
ep
o
r
ts
d
etailin
g
asp
ec
ts
of
IETs
’
s
elf
-
ass
es
s
m
en
t,
r
ef
er
en
cin
g
ex
is
tin
g
in
s
tr
u
m
en
ts
,
p
o
licies,
Qu
r
an
ic
v
er
s
es,
an
d
p
r
ev
io
u
s
s
tu
d
ies.
E
m
p
lo
y
in
g
tr
ian
g
u
latio
n
with
d
o
cu
m
en
t
s
o
u
r
ce
s
h
elp
s
co
r
r
o
b
o
r
ate
a
n
d
ad
d
ev
id
en
ce
f
r
o
m
m
u
ltip
le
s
o
u
r
ce
s
,
th
er
eb
y
c
o
n
f
ir
m
i
n
g
an
d
v
alid
a
tin
g
th
e
in
f
o
r
m
atio
n
g
ath
er
e
d
f
r
o
m
in
ter
v
iews
an
d
o
b
s
er
v
atio
n
s
[
8
4
]
.
3
.
3
.
3
.
F
ield
no
t
es a
nd
dia
ry
re
f
er
ence
s
T
h
e
h
ig
h
r
eliab
ilit
y
v
alu
e
of
q
u
alitativ
e
d
ata
also
in
v
o
lv
es
t
h
e
ef
f
o
r
t
of
o
r
g
an
izin
g
d
ata
c
o
llectio
n
in
th
e
f
ield
[
6
7
]
.
E
v
i
d
en
ce
of
th
e
im
p
lem
en
tatio
n
of
d
ata
c
o
llectio
n
p
r
o
ce
s
s
s
u
ch
as
ap
p
o
in
tm
en
ts
,
f
o
r
m
al
an
d
in
f
o
r
m
al
in
ter
v
iews,
o
b
s
er
v
at
io
n
,
an
d
d
o
c
u
m
en
t
co
llectio
n
ar
e
also
a
f
o
r
m
of
h
ig
h
r
eliab
ilit
y
.
E
v
en
tu
ally
,
ev
er
y
im
p
le
m
en
tatio
n
of
d
ata
co
llectio
n
wo
r
k
in
th
e
f
ield
n
ee
d
s
to
be
in
f
o
r
m
e
d
in
a
r
ep
o
r
t
th
at
ca
lled
‘
f
iel
d
n
o
te
’
[
8
5
]
,
[
8
6
]
.
T
h
ese
f
ield
n
o
tes
ar
e
r
ein
f
o
r
ce
d
with
a
b
r
ief
d
iar
y
en
tr
y
of
th
e
r
esear
ch
e
r
.
To
f
ac
ilit
ate
th
e
cr
ea
tio
n
of
f
ie
ld
n
o
tes,
th
e
r
esear
ch
er
p
r
ep
a
r
ed
a
s
m
all
book
to
r
ec
o
r
d
d
eta
iled
n
o
tes
f
o
r
each
in
te
r
v
iew
s
ess
io
n
.
T
h
ese
b
o
o
k
lets
wer
e
s
y
s
tem
atica
lly
o
r
g
an
ize
d
in
to
a
co
m
p
lete
r
ep
o
r
t,
ca
teg
o
r
ized
by
th
e
p
latf
o
r
m
s
u
s
ed
[
8
6
]
.
In
ad
d
itio
n
,
d
iar
ies
wer
e
em
p
lo
y
ed
to
p
la
n
th
e
f
ield
r
esear
ch
an
d
s
er
v
e
as
p
ar
t
of
th
e
v
alid
atio
n
p
r
o
ce
s
s
[
8
7
]
to
r
ec
o
r
d
ed
all
a
p
p
o
in
tm
en
ts
,
lo
ca
tio
n
s
,
an
d
in
ter
v
iew
p
latf
o
r
m
s
.
T
h
e
r
esear
c
h
er
s
em
p
l
o
y
ed
tr
ian
g
u
latio
n
by
co
m
p
ar
in
g
r
e
s
p
o
n
s
es
f
r
o
m
v
a
r
io
u
s
r
esp
o
n
d
en
ts
an
d
in
f
o
r
m
a
n
ts
an
d
in
teg
r
atin
g
th
ese
f
in
d
in
g
s
with
d
o
c
u
m
en
t
an
aly
s
is
.
T
r
ian
g
u
latio
n
was
a
ls
o
ap
p
lied
ac
r
o
s
s
m
u
ltip
le
r
esear
ch
s
ites
an
d
in
v
o
lv
ed
c
o
m
b
in
in
g
q
u
alitativ
e
an
d
q
u
a
n
titativ
e
d
ata.
T
h
ese
m
eth
o
d
s
aim
ed
to
g
ath
er
in
f
o
r
m
atio
n
f
r
o
m
d
if
f
er
en
t
p
er
s
p
ec
tiv
es
an
d
m
in
im
ize
p
o
ten
tial
b
iases
or
in
f
l
u
en
ce
s
in
th
e
in
ter
v
iews,
th
er
eb
y
e
n
s
u
r
in
g
h
ig
h
d
ata
r
eli
ab
ilit
y
.
3
.
4
.
Dis
cus
s
io
n
B
ased
on
th
e
f
in
d
in
g
s
,
all
o
b
j
ec
tiv
es
h
av
e
b
ee
n
m
et
by
f
o
llo
win
g
th
e
r
ec
o
m
m
e
n
d
ed
s
tr
ateg
ies
an
d
tech
n
iq
u
es
f
o
r
en
s
u
r
in
g
v
alid
i
ty
an
d
r
eliab
ilit
y
in
q
u
alitativ
e
r
esear
ch
.
To
en
s
u
r
e
th
e
v
alid
i
ty
of
t
h
e
in
ter
v
iew
d
ata
th
r
o
u
g
h
p
ar
ticip
an
t
v
er
if
icatio
n
,
in
ter
v
iews
v
ia
Go
o
g
l
e
Meet
wer
e
v
id
e
o
-
r
ec
o
r
d
ed
,
wh
ile
f
ac
e
-
to
-
f
ac
e
in
ter
v
iews
wer
e
au
d
io
-
r
ec
o
r
d
ed
.
All
r
ec
o
r
d
in
g
s
will
be
tr
an
s
cr
ib
ed
,
an
d
th
e
tr
an
s
cr
ip
tio
n
s
will
be
r
ev
iewe
d
an
d
ap
p
r
o
v
ed
by
th
e
p
ar
ticip
a
n
ts
.
To
en
s
u
r
e
th
e
v
alid
ity
of
t
h
e
th
em
es
th
r
o
u
g
h
ex
p
er
t
v
e
r
if
icatio
n
,
th
e
r
esu
lts
of
th
e
th
em
e
a
n
aly
s
is
wer
e
r
ev
iewe
d
by
th
r
ee
e
x
p
er
ts
in
q
u
alitativ
e
r
esear
ch
.
T
h
is
v
alid
atio
n
p
r
o
ce
s
s
d
em
o
n
s
tr
ated
a
h
ig
h
lev
el
of
ag
r
ee
m
en
t,
as
i
n
d
icate
d
by
th
e
C
o
h
en
Kap
p
a
I
n
d
ex
.
Me
an
wh
ile,
to
en
s
u
r
e
th
e
r
eliab
ilit
y
of
th
e
in
te
r
v
iew
d
at
a,
d
ata
tr
ian
g
u
latio
n
was
em
p
l
o
y
ed
to
en
h
a
n
ce
co
n
f
id
en
ce
in
th
e
f
in
d
in
g
s
.
T
h
is
in
v
o
lv
ed
cr
o
s
s
-
r
ef
e
r
en
cin
g
d
ata
f
r
o
m
d
if
f
e
r
en
t
p
ar
ticip
an
t
s
an
d
in
f
o
r
m
a
n
ts
as
well
as
co
m
p
a
r
in
g
it
with
d
o
cu
m
e
n
t
an
aly
s
is
.
T
h
e
p
r
o
ce
s
s
es
im
p
lem
en
ted
wer
e
d
esig
n
ed
to
g
u
ar
a
n
tee
th
at
th
e
d
ata
is
tr
u
e,
ac
cu
r
ate,
an
d
m
ea
n
in
g
f
u
l,
m
ak
in
g
it
s
u
itab
le
f
o
r
th
e
cu
r
r
e
n
t
r
esear
ch
a
n
d
v
alu
ab
le
f
o
r
g
u
id
i
n
g
f
u
tu
r
e
s
tu
d
ies.
T
h
e
v
alid
ity
an
d
r
eliab
ilit
y
p
r
o
ce
s
s
ca
r
r
ied
out
in
th
is
s
tu
d
y
is
th
e
s
am
e
as
m
o
s
t
o
th
er
q
u
alitativ
e
s
tu
d
ies
in
v
o
lv
in
g
in
te
r
v
iews.
Am
o
n
g
th
em
ar
e
s
tu
d
ies
co
n
d
u
cted
by
He
n
r
y
an
d
T
h
o
r
s
en
[
8
8
]
,
p
ar
ticu
lar
l
y
,
t
h
e
u
s
e
of
f
ield
n
o
tes
was
u
s
ed
to
ex
p
lo
r
e
d
is
af
f
ec
tio
n
an
d
lack
of
p
ar
ticip
atio
n
in
r
esp
o
n
s
e
to
lan
g
u
ag
e
ac
tiv
ities
in
an
E
n
g
lis
h
as
a
f
o
r
eig
n
l
an
g
u
ag
e
(
E
FL)
class
r
o
o
m
.
T
h
e
f
ield
n
o
tes
an
d
o
b
s
er
v
ati
o
n
s
of
less
o
n
s
in
a
m
u
ltip
le
ca
s
e
s
tu
d
y
co
n
d
u
cte
d
in
lan
g
u
ag
e
class
r
o
o
m
s
in
Swed
en
h
av
e
b
ee
n
ex
am
in
e
d
to
g
ath
er
e
d
th
e
d
ata.
Me
an
wh
ile,
B
aten
b
u
r
g
et
a
l.
[
8
9
]
h
ad
u
s
ed
ex
p
e
r
t
v
alid
ati
o
n
an
d
d
ata
tr
ian
g
u
latio
n
b
et
wee
n
p
ar
ticip
an
ts
to
id
en
tify
th
e
in
ter
ac
tio
n
o
p
p
o
r
t
u
n
ities
in
each
c
h
ap
ter
of
in
te
r
ac
tio
n
al
o
p
p
o
r
t
u
n
ities
p
r
o
v
i
d
ed
in
Du
tch
co
u
r
s
e
books
f
o
r
E
FL.
T
h
e
c
o
d
in
g
s
ch
em
e
was
ch
ec
k
e
d
an
d
r
ec
h
ec
k
ed
ag
ai
n
s
t
s
am
p
les
of
th
e
d
ata
an
d
was
th
e
n
u
s
ed
by
tr
ain
e
d
ex
p
er
ts
.
In
s
tu
d
y
b
y
Mo
h
am
e
d
an
d
J
asm
i
[
9
0
]
,
th
e
s
tu
d
y
ex
p
l
o
r
e
tea
ch
in
g
a
n
d
lear
n
in
g
p
r
ac
tice
am
o
n
g
p
r
esch
o
o
l
I
s
lam
ic
ed
u
ca
tio
n
teac
h
e
r
s
,
th
e
v
alid
ity
of
th
e
d
ata
was
o
b
tain
e
d
th
r
o
u
g
h
tr
ian
g
u
latio
n
of
d
if
f
e
r
en
t
s
o
u
r
ce
s
of
d
ata,
lo
n
g
d
u
r
atio
n
of
d
ata
co
llectio
n
wh
ich
was
s
ix
m
o
n
th
s
an
d
v
alid
ated
by
th
e
p
a
r
ticip
an
ts
of
th
e
r
esear
ch
.
W
h
ils
t,
th
e
r
eliab
ilit
y
of
th
e
d
ata
was
o
b
tain
e
d
th
r
o
u
g
h
au
d
it
tr
ail
an
d
ex
p
er
ts
v
alid
atio
n
b
ased
on
C
o
h
en
Kap
p
a
co
r
r
elatio
n
v
alid
a
tio
n
.
Mo
r
eo
v
er
,
Sp
en
ad
e
r
et
a
l.
[
9
1
]
h
av
e
u
s
ed
t
r
ian
g
u
latio
n
of
i
n
ter
v
iew
d
ata
with
d
o
cu
m
en
t
a
n
aly
s
is
to
ex
p
lo
r
ed
th
e
u
s
e
of
co
n
ten
t
-
b
ased
in
s
tr
u
ctio
n
(
C
B
I
)
in
W
o
r
ld
lan
g
u
ag
e
teac
h
in
g
in
th
e
U
n
ited
States
.
T
h
e
an
aly
s
is
was
th
o
r
o
u
g
h
,
in
v
o
l
v
in
g
a
n
u
m
b
e
r
of
s
tag
es,
in
cl
u
d
in
g
p
r
elim
in
ar
y
ex
am
in
atio
n
of
s
elec
ted
u
n
its
,
d
ev
elo
p
in
g
a
n
d
v
er
if
y
i
n
g
g
u
id
elin
es
f
o
r
t
h
e
an
al
y
s
is
,
f
in
e
-
tu
n
in
g
ca
te
g
o
r
ies,
a
n
d
c
o
d
in
g
le
s
s
o
n
s
b
ased
on
th
e
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