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Go
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1352
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e
r
E
d
u
c
ati
o
n
(
MO
HE
)
is
s
u
e
d
g
u
i
d
eli
n
es
f
o
r
o
r
g
a
n
iz
in
g
lim
i
ted
f
ac
e
-
to
-
f
a
ce
s
ess
i
o
n
s
t
o
a
d
d
r
ess
l
ea
r
n
in
g
d
is
p
ar
ities
c
a
u
s
e
d
b
y
e
m
e
r
g
e
n
c
y
o
n
li
n
e
le
ar
n
i
n
g
an
d
th
e
s
u
s
p
e
n
s
io
n
o
f
p
r
ac
t
ica
l
c
lass
es
d
u
r
i
n
g
t
h
e
p
a
n
d
em
ic
[
1
3
]
.
S
u
b
s
e
q
u
en
t
ly
,
s
ta
r
ti
n
g
f
r
o
m
Ma
r
c
h
1
,
2
0
2
2
,
th
e
g
o
v
e
r
n
m
e
n
t
i
m
p
le
m
e
n
te
d
a
p
h
ase
d
r
eo
p
en
i
n
g
o
f
ca
m
p
u
s
es
f
o
r
s
tu
d
e
n
t
s
e
n
r
o
l
le
d
i
n
h
i
g
h
e
r
ed
u
c
ati
o
n
in
s
tit
u
ti
o
n
s
(
H
E
I
s
)
u
n
d
e
r
t
h
e
MO
HE
,
wit
h
c
am
p
u
s
ca
p
ac
it
y
r
a
n
g
i
n
g
f
r
o
m
7
0
%
t
o
1
0
0
%
[
1
4
]
.
T
h
e
r
esu
m
p
tio
n
o
f
in
-
p
er
s
o
n
c
lass
es
is
cr
u
cial
f
o
r
co
m
m
u
n
ity
co
lleg
e
p
r
o
g
r
a
m
s
f
o
cu
s
ed
o
n
p
r
ac
tical
an
d
s
p
ec
ialized
s
k
ills
,
wh
er
e
h
an
d
s
-
o
n
lear
n
in
g
is
m
o
s
t
ef
f
ec
tiv
e.
Ho
wev
er
,
s
ev
er
al
s
tu
d
ies
h
av
e
in
d
icate
d
th
at
r
eo
p
en
i
n
g
s
ch
o
o
ls
m
ay
c
o
n
tr
ib
u
te
to
in
cr
ea
s
ed
an
x
iety
an
d
d
e
p
r
ess
io
n
am
o
n
g
s
tu
d
en
ts
[
1
5
]
,
[
1
6
]
.
Giv
en
th
e
n
eg
ativ
e
im
p
ac
t
an
d
h
ei
g
h
ten
ed
f
ea
r
ca
u
s
ed
b
y
th
e
C
OVI
D
-
1
9
o
u
t
b
r
ea
k
am
o
n
g
co
lleg
e
s
tu
d
en
ts
[
1
7
]
,
it
is
ess
en
tial
to
u
n
d
er
s
tan
d
th
e
k
e
y
f
ac
to
r
s
in
f
l
u
en
cin
g
th
eir
willin
g
n
ess
to
p
ar
ticip
ate
in
f
ac
e
-
to
-
f
ac
e
class
es
as
in
s
titu
tio
n
s
p
r
ep
ar
e
f
o
r
th
e
s
af
e
r
etu
r
n
o
f
s
tu
d
en
ts
to
ca
m
p
u
s
es
[
1
8
]
.
Mo
r
eo
v
e
r
,
ac
c
o
r
d
in
g
to
a
s
u
r
v
ey
co
n
d
u
cte
d
b
y
th
e
B
E
AN
o
r
g
a
n
izatio
n
am
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
in
Vietn
am
,
4
6
.
2
% o
f
r
e
s
p
o
n
d
en
ts
ex
p
r
ess
ed
a
p
r
ef
er
e
n
ce
f
o
r
s
tu
d
y
in
g
o
n
c
am
p
u
s
r
ath
er
t
h
an
o
n
lin
e
o
n
ce
C
OVI
D
-
1
9
is
u
n
d
er
c
o
n
tr
o
l.
Ad
d
itio
n
ally
,
3
5
.
3
%
o
f
s
tu
d
en
ts
s
h
o
wed
a
n
in
ter
est in
b
len
d
e
d
lear
n
in
g
,
wh
ile
o
n
l
y
4
.
6
% p
r
ef
er
r
e
d
o
n
lin
e
lear
n
i
n
g
[
1
9
]
.
Ho
wev
er
,
liter
atu
r
e
o
n
th
e
d
eter
m
in
an
ts
o
f
co
m
m
u
n
ity
co
lleg
e
s
tu
d
en
ts
’
b
eh
av
i
o
r
al
in
t
en
tio
n
s
to
atten
d
f
ac
e
-
to
-
f
ac
e
class
es
is
lim
ited
[
2
0
]
,
[
2
1
]
.
Mo
s
t
ex
i
s
tin
g
r
esear
ch
o
n
co
m
m
u
n
ity
co
lleg
e
ed
u
ca
tio
n
ce
n
ter
s
o
n
s
tu
d
en
ts
’
ex
p
er
ien
ce
s
[
2
2
]
,
[
2
3
]
a
n
d
s
atis
f
ac
tio
n
with
o
n
lin
e
lear
n
i
n
g
[
2
4
]
,
[
2
5
]
.
As
C
OVI
D
-
19
r
estrictio
n
s
ea
s
e
b
o
th
in
co
u
n
tr
y
an
d
g
lo
b
all
y
,
in
v
esti
g
atin
g
s
tu
d
en
ts
’
in
ten
tio
n
s
to
war
d
s
o
n
-
ca
m
p
u
s
lear
n
in
g
b
ec
o
m
es
in
cr
ea
s
in
g
ly
im
p
o
r
ta
n
t
[
2
6
]
.
W
h
ile
s
o
m
e
s
tu
d
ies
h
av
e
ex
p
lo
r
ed
s
ch
o
o
l
r
e
o
p
en
i
n
g
af
ter
tem
p
o
r
ar
y
clo
s
u
r
es d
u
e
to
p
a
n
d
em
ic
th
r
e
ats,
th
ese
ef
f
o
r
ts
p
r
im
ar
ily
f
o
c
u
s
ed
o
n
teac
h
e
r
s
an
d
p
a
r
en
ts
[
2
7
]
–
[
3
0
]
.
T
h
er
e
is
a
clea
r
n
ee
d
f
o
r
d
ed
icate
d
r
esear
ch
th
at
s
p
ec
if
ically
ex
am
i
n
es
th
e
p
er
s
p
ec
tiv
es
an
d
in
t
en
tio
n
s
o
f
s
tu
d
en
ts
r
eg
ar
d
in
g
th
eir
r
etu
r
n
to
i
n
-
p
e
r
s
o
n
class
es.
T
h
er
ef
o
r
e,
th
e
p
r
im
ar
y
o
b
jectiv
e
o
f
th
is
r
esear
ch
is
to
ex
p
lo
r
e
th
e
f
ac
to
r
s
in
f
lu
e
n
cin
g
th
e
i
n
clin
a
tio
n
o
f
s
tu
d
en
ts
e
n
r
o
lled
in
E
n
g
lis
h
s
u
b
jects
to
e
n
g
ag
e
in
in
-
p
er
s
o
n
in
s
tr
u
ctio
n
af
ter
n
ea
r
ly
two
y
ea
r
s
o
f
r
em
o
te
lear
n
in
g
.
2.
M
E
T
H
O
D
I
n
t
h
i
s
cr
o
s
s
-
s
ec
t
io
n
al
s
tu
d
y
,
r
esear
ch
er
s
f
o
c
u
s
e
d
o
n
s
t
u
d
e
n
ts
f
r
o
m
a
co
m
m
u
n
ity
co
ll
e
g
e
i
n
t
h
e
K
e
d
a
h
r
e
g
i
o
n
o
f
M
a
l
a
y
s
i
a
w
h
o
w
e
r
e
en
r
o
l
l
e
d
i
n
a
n
E
n
g
lis
h
s
u
b
j
e
ct
.
Of
t
h
e
1
3
0
elig
ib
le
s
t
u
d
e
n
ts
,
1
2
2
p
a
r
t
i
c
i
p
a
t
e
d
i
n
t
h
e
s
u
r
v
e
y
,
r
e
s
u
l
ti
n
g
i
n
a
r
esp
o
n
s
e
r
a
t
e
o
f
9
3
.
8
%
.
Data
co
llectio
n
t
o
o
k
p
lace
i
n
S
e
p
t
e
m
b
e
r
2
0
2
2
v
i
a
Go
o
g
le
F
o
r
m
s
.
B
ef
o
r
e
p
ar
ticip
atin
g
,
a
l
l
r
e
s
p
o
n
d
e
n
t
s
w
e
r
e
f
u
l
l
y
i
n
f
o
r
m
e
d
a
b
o
u
t
t
h
e
s
t
u
d
y
’
s
p
u
r
p
o
s
e
a
n
d
p
r
o
v
i
d
e
d
e
x
p
l
i
c
i
t
co
n
s
en
t
.
T
o
en
s
u
r
e
an
o
n
y
m
ity
,
n
o
p
er
s
o
n
ally
id
e
n
tifia
b
le
in
f
o
r
m
atio
n
was
co
llected
f
r
o
m
th
e
p
ar
ticip
an
ts
.
T
h
e
r
esear
ch
in
s
tr
u
m
en
t
in
th
is
s
tu
d
y
was
ad
ap
ted
f
r
o
m
Od
u
ca
d
o
et
a
l.
[
2
1
]
wh
ich
is
b
ased
o
n
th
e
th
eo
r
y
o
f
p
lan
n
ed
b
eh
av
io
r
.
T
h
e
b
ac
k
-
tr
an
s
latio
n
m
eth
o
d
in
v
o
lv
ed
two
k
ey
s
tep
s
.
First,
a
q
u
alif
ied
tr
an
s
lato
r
,
wh
o
is
a
n
ativ
e
s
p
ea
k
er
o
f
t
h
e
tar
g
et
lan
g
u
ag
e
(
Ma
lay
la
n
g
u
a
g
e
)
,
tr
a
n
s
lated
th
e
q
u
esti
o
n
n
ai
r
e
f
r
o
m
th
e
s
o
u
r
ce
lan
g
u
ag
e
(
E
n
g
lis
h
)
i
n
to
Ma
la
y
lan
g
u
a
g
e
to
e
n
s
u
r
e
ac
cu
r
ac
y
.
T
h
en
,
an
o
t
h
er
in
d
ep
en
d
en
t
tr
an
s
lato
r
,
also
a
n
ativ
e
s
p
ea
k
er
o
f
Ma
lay
lan
g
u
ag
e
,
b
ac
k
tr
an
s
lated
th
e
q
u
esti
o
n
n
air
e
in
to
E
n
g
lis
h
with
o
u
t
ac
ce
s
s
to
th
e
o
r
ig
in
al
v
er
s
io
n
.
T
h
is
p
r
o
ce
s
s
h
elp
s
id
en
tify
p
o
ten
tial
is
s
u
es
an
d
en
s
u
r
es
a
f
aith
f
u
l
tr
an
s
lat
io
n
,
e
n
h
an
cin
g
th
e
o
v
er
all
q
u
ality
a
n
d
c
o
n
s
is
ten
cy
o
f
th
e
f
in
al
q
u
esti
o
n
n
air
e.
T
h
e
q
u
esti
o
n
n
air
e
co
n
s
is
ted
o
f
2
0
item
s
,
with
f
iv
e
item
s
co
r
r
esp
o
n
d
in
g
to
ea
ch
o
f
th
e
f
o
u
r
co
n
s
tr
u
cts
o
f
th
e
th
eo
r
y
o
f
p
lan
n
e
d
b
e
h
av
io
r
:
attitu
d
e,
s
u
b
jectiv
e
n
o
r
m
,
p
e
r
ce
iv
ed
b
e
h
av
io
r
al
co
n
tr
o
l
(
PB
C
)
,
an
d
b
eh
av
io
r
al
in
te
n
tio
n
.
Fo
r
ex
a
m
p
le,
s
am
p
le
item
s
in
clu
d
ed
s
tatem
en
ts
lik
e
“
I
b
eliev
e
it
is
o
k
ay
to
atten
d
lim
ited
f
ac
e
-
to
-
f
ac
e
class
es
”
f
o
r
attitu
d
e
an
d
“
I
p
la
n
to
atten
d
lim
ited
f
ac
e
-
to
-
f
ac
e
class
es
”
f
o
r
b
eh
av
io
r
al
in
ten
tio
n
.
Par
ticip
an
ts
r
ated
all
item
s
o
n
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le,
r
an
g
in
g
f
r
o
m
1
=
s
tr
o
n
g
ly
d
is
ag
r
ee
to
5
=
s
tr
o
n
g
ly
ag
r
ee
.
Data
an
aly
s
is
was
p
er
f
o
r
m
ed
u
s
in
g
I
B
M
s
tatis
t
ical
p
ac
k
ag
e
f
o
r
th
e
s
o
ci
al
s
cien
ce
s
(
SP
SS
)
v
er
s
io
n
2
6
.
Descr
ip
tiv
e
s
tatis
tics
,
in
clu
d
in
g
f
r
eq
u
e
n
cies
(
p
e
r
ce
n
tag
es)
a
n
d
m
ea
n
s
(
with
s
tan
d
ar
d
d
e
v
iatio
n
s
)
,
wer
e
u
s
ed
to
d
escr
ib
e
th
e
r
esp
o
n
s
es.
T
o
e
x
p
lo
r
e
ass
o
ciatio
n
s
am
o
n
g
k
e
y
v
ar
iab
les,
Pear
s
o
n
’
s
co
r
r
elatio
n
was
ap
p
lied
.
Ad
d
itio
n
ally
,
m
u
ltip
le
lin
ea
r
r
eg
r
ess
io
n
was
co
n
d
u
cted
to
id
e
n
tify
s
ig
n
if
ica
n
t
p
r
ed
icto
r
s
,
with
s
tatis
t
ical
s
ig
n
if
ican
ce
r
ec
o
g
n
i
ze
d
at
a
lev
el
o
f
p
<
0
.
0
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
P
r
ed
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g
s
tu
d
en
ts
’
in
ten
tio
n
s
fo
r
p
o
s
t
-
C
OV
I
D
-
1
9
fa
ce
-
to
-
f
a
ce
cla
s
s
es
(
Wei B
o
o
n
Qu
a
h
)
1353
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
ab
le
1
s
h
o
ws
th
at
th
e
av
er
a
g
e
ag
e
o
f
th
e
s
tu
d
e
n
ts
was
1
8
y
ea
r
s
o
ld
.
Am
o
n
g
th
e
r
esp
o
n
d
en
ts
,
6
3
(
5
1
.
6
%)
wer
e
f
em
ales,
an
d
5
9
(
4
8
.
4
%)
wer
e
m
ales.
T
h
e
eth
n
ic
d
is
tr
ib
u
tio
n
in
d
icate
s
th
at
1
1
4
(
9
3
.
4
%)
r
esp
o
n
d
en
ts
wer
e
Ma
lay
,
3
(
2
.
5
%)
wer
e
C
h
in
ese,
3
(
2
.
5
%)
wer
e
I
n
d
ian
,
an
d
o
n
ly
2
(
1
.
6
%)
id
en
tifie
d
as Siam
.
B
ased
o
n
th
e
d
ata
in
T
ab
le
1
,
it
ca
n
b
e
o
b
s
er
v
ed
th
at
th
e
s
tu
d
en
ts
en
r
o
lled
i
n
th
e
ce
r
tifi
ca
te
o
f
au
to
m
o
tiv
e
p
r
o
g
r
a
m
wer
e
th
e
m
o
s
t
r
esp
o
n
s
iv
e
to
th
e
s
u
r
v
ey
,
ac
co
u
n
tin
g
f
o
r
n
ea
r
ly
h
alf
o
f
th
e
p
ar
tici
p
an
ts
(
4
5
.
1
%).
T
h
e
ce
r
tific
ate
o
f
h
o
tel
o
p
e
r
atio
n
an
d
ce
r
tific
ate
o
f
cu
lin
a
r
y
f
o
llo
wed
with
en
r
o
llm
en
t
p
er
ce
n
t
ag
es
o
f
2
0
.
5
%
an
d
1
7
.
2
%,
r
esp
ec
tiv
ely
.
R
eg
a
r
d
in
g
th
e
s
u
b
jects
en
r
o
lled
,
a
s
ig
n
if
ican
t
m
ajo
r
ity
o
f
6
0
.
7
%
o
f
th
e
s
tu
d
en
ts
o
p
ted
f
o
r
c
o
m
m
u
n
icativ
e
E
n
g
lis
h
.
W
o
r
k
p
lace
E
n
g
lis
h
h
ad
an
e
n
r
o
llm
en
t
o
f
3
2
.
8
%,
m
ak
in
g
it
th
e
s
ec
o
n
d
m
o
s
t
p
o
p
u
lar
s
u
b
ject.
B
u
s
in
ess
E
n
g
lis
h
1
h
ad
th
e
l
o
west e
n
r
o
llm
e
n
t a
t 6
.
6
% o
f
th
e
to
tal
p
a
r
ticip
an
ts
.
A
p
ilo
t
s
tu
d
y
h
as
b
ee
n
co
n
d
u
cted
to
test
th
e
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t.
A
to
tal
o
f
3
0
r
esp
o
n
d
en
ts
with
th
e
s
am
e
ch
ar
ac
ter
is
tics
as
th
e
r
ea
l
r
esp
o
n
d
en
ts
wer
e
in
v
o
lv
ed
in
th
is
p
ilo
t
s
tu
d
y
.
All
th
e
co
n
s
tr
u
cts
d
em
o
n
s
tr
ated
s
tr
o
n
g
r
eliab
ilit
y
v
alu
es:
attitu
d
e
(
0
.
7
7
1
)
,
s
u
b
jectiv
e
n
o
r
m
(
0
.
8
3
2
)
,
PB
C
(
0
.
7
5
6
)
,
an
d
in
ten
tio
n
(
0
.
7
4
8
)
.
T
h
e
p
r
esen
t
s
tu
d
y
ai
m
ed
to
ex
a
m
in
e
th
e
c
o
r
r
elati
o
n
s
b
etwe
en
f
o
u
r
v
ar
iab
les:
attitu
d
e,
s
u
b
jectiv
e
n
o
r
m
,
PB
C
,
an
d
b
eh
av
i
o
r
al
in
t
en
tio
n
.
T
h
e
Pear
s
o
n
c
o
r
r
elatio
n
co
ef
f
icie
n
ts
s
h
o
wed
th
at
s
u
b
jectiv
e
n
o
r
m
h
ad
a
s
ig
n
if
ican
t p
o
s
itiv
e
co
r
r
elatio
n
with
b
eh
av
io
r
al
in
ten
tio
n
(
r
=0
.
6
4
1
,
p
<0
.
0
1
)
,
f
o
llo
wed
b
y
PB
C
,
wh
ich
also
h
ad
a
s
ig
n
if
ican
t
p
o
s
itiv
e
co
r
r
elati
o
n
with
b
eh
av
io
r
al
in
ten
tio
n
(
r
=0
.
7
5
4
,
p
<0
.
0
1
)
.
I
n
co
n
tr
ast,
attitu
d
e
h
ad
a
wea
k
an
d
in
s
ig
n
if
ican
t
co
r
r
elatio
n
with
b
eh
av
io
r
al
in
te
n
tio
n
o
f
s
tu
d
en
ts
to
atten
d
lim
ited
f
ac
e‐
to
f
ac
e
class
es
(
r
=
-
0
.
0
3
8
,
p
=
0
.
6
7
6
)
,
as sh
o
wn
in
T
ab
le
2
.
Mu
ltip
le
r
eg
r
ess
io
n
an
aly
s
is
is
a
s
tati
s
tical
m
eth
o
d
u
s
ed
to
p
r
ed
ict
th
e
d
e
p
en
d
e
n
t
v
ar
iab
le
'
s
o
u
tco
m
e
b
ased
o
n
in
d
ep
e
n
d
en
t
v
ar
ia
b
l
es.
T
h
e
aim
o
f
th
e
s
tu
d
y
was
to
in
v
esti
g
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
r
ee
p
r
ed
icto
r
v
ar
iab
les:
PB
C
,
attit
u
d
e,
an
d
s
u
b
jectiv
e
n
o
r
m
,
wit
h
th
e
d
ep
e
n
d
en
t
v
ar
iab
le
-
b
e
h
av
io
r
al
in
ten
tio
n
.
T
h
e
r
esu
lts
o
b
tai
n
ed
f
r
o
m
th
e
s
tatis
tical
an
aly
s
is
s
h
o
wed
a
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
p
r
ed
icto
r
v
ar
iab
les an
d
b
eh
av
i
o
r
al
in
ten
tio
n
,
as p
r
esen
ted
in
T
ab
le
3
.
T
h
e
m
u
ltip
le
r
eg
r
ess
io
n
an
aly
s
is
s
h
o
wed
a
m
o
d
er
ate
to
h
ig
h
R
-
s
q
u
a
r
ed
v
alu
e
(
0
.
5
8
6
)
,
in
d
icatin
g
th
at
t
h
e
m
o
d
el
was a
b
le
to
e
x
p
lain
ap
p
r
o
x
im
ately
5
9
%
o
f
th
e
v
ar
iatio
n
in
b
eh
a
v
io
r
al
in
ten
tio
n
.
T
h
e
ANOV
A
r
esu
lts
r
ev
ea
led
th
at
t
h
e
r
e
g
r
ess
io
n
m
o
d
el
was
s
tatis
t
ically
s
ig
n
if
ican
t
(
F
=5
5
.
5
8
8
,
p
=0
.
0
0
0
)
with
a
p
-
v
alu
e
less
th
an
0
.
0
0
1
,
in
d
icatin
g
th
at
th
e
p
r
e
d
icto
r
v
ar
iab
les
jo
in
tly
co
n
t
r
ib
u
ted
s
ig
n
if
ican
tly
to
th
e
p
r
ed
ictio
n
o
f
b
e
h
av
io
r
al
in
ten
tio
n
.
T
a
b
le
4
illu
s
tr
ates
th
e
in
f
lu
en
ce
o
f
attitu
d
e,
s
u
b
jecti
v
e
n
o
r
m
,
an
d
PB
C
o
n
b
eh
a
v
io
r
al
in
ten
tio
n
.
B
eta
co
ef
f
icie
n
ts
ar
e
u
tili
ze
d
to
d
eter
m
in
e
th
e
d
ir
ec
tio
n
a
n
d
s
tr
en
g
th
o
f
th
e
r
elatio
n
s
h
ip
b
etw
ee
n
in
d
ep
e
n
d
en
t a
n
d
d
ep
en
d
e
n
t v
ar
iab
les.
T
ab
le
1
.
Dem
o
g
r
ap
h
ics r
esp
o
n
d
en
ts
V
a
r
i
a
b
l
e
V
a
l
u
e
A
g
e
1
8
.
7
1
(
a
v
e
r
a
g
e
)
G
e
n
d
e
r
M
a
l
e
5
9
(
4
8
.
4
%)
F
e
mal
e
6
3
(
5
1
.
6
%)
R
a
c
e
M
a
l
a
y
1
1
4
(
9
3
.
4
%)
C
h
i
n
e
se
3
(
2
.
5
%)
I
n
d
i
a
n
3
(
2
.
5
%)
S
i
a
m
2
(
1
.
6
%)
P
r
o
g
r
a
m
st
u
d
y
C
e
r
t
i
f
i
c
a
t
e
o
f
h
o
t
e
l
o
p
e
r
a
t
i
o
n
2
5
(
2
0
.
5
%)
C
e
r
t
i
f
i
c
a
t
e
o
f
c
u
l
i
n
a
r
y
2
1
(
1
7
.
2
%)
C
e
r
t
i
f
i
c
a
t
e
o
f
a
u
t
o
m
o
t
i
v
e
5
5
(
4
5
.
1
%)
C
e
r
t
i
f
i
c
a
t
e
o
f
b
e
a
u
t
y
a
n
d
sp
a
t
h
e
r
a
p
y
1
3
(
1
0
.
7
%)
D
i
p
l
o
m
a
i
n
b
e
a
u
t
y
t
h
e
r
a
p
y
8
(
6
.
6
%)
S
u
b
j
e
c
t
s
e
n
r
o
l
l
e
d
W
o
r
k
p
l
a
c
e
En
g
l
i
s
h
4
0
(
3
2
.
8
%)
C
o
mm
u
n
i
c
a
t
i
v
e
En
g
l
i
s
h
7
4
(
6
0
.
7
%)
B
u
s
i
n
e
ss
En
g
l
i
s
h
1
8
(
6
.
6
%)
T
ab
le
2
.
C
o
r
r
elatio
n
s
o
f
all
v
a
r
iab
les
A
t
t
i
t
u
d
e
S
u
b
j
e
c
t
i
v
e
n
o
r
m
P
B
C
B
e
h
a
v
i
o
r
a
l
i
n
t
e
n
t
i
o
n
P
e
a
r
so
n
c
o
r
r
e
l
a
t
i
o
n
-
0
.
0
3
8
0
.
6
4
1
**
0
.
7
5
4
**
S
i
g
.
(
2
-
t
a
i
l
e
d
)
0
.
6
7
6
0
.
0
0
0
0
.
0
0
0
N
1
2
2
1
2
2
1
2
2
*
*
.
C
o
r
r
e
l
a
t
i
o
n
i
s
si
g
n
i
f
i
c
a
n
t
a
t
t
h
e
0
.
0
1
l
e
v
e
l
(
2
-
t
a
i
l
e
d
)
.
T
ab
le
3
.
Mo
d
el
s
u
m
m
ar
y
o
f
r
e
latio
n
s
h
ip
b
etwe
en
attitu
d
e,
s
u
b
jectiv
e
n
o
r
m
,
PB
C
an
d
b
eh
av
io
r
al
in
ten
tio
n
M
o
d
e
l
R
R
s
q
u
a
r
e
A
d
j
u
st
e
d
R
s
q
u
a
r
e
S
t
d
.
Er
r
o
r
o
f
t
h
e
e
st
i
ma
t
e
F
S
i
g
.
1
0
.
7
6
5
a
0
.
5
8
6
0
.
5
7
5
0
.
7
3
0
7
6
5
5
.
5
8
8
0
.
0
0
0
b
a
.
D
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
:
b
e
h
a
v
i
o
r
a
l
i
n
t
e
n
t
i
o
n
b
.
P
r
e
d
i
c
t
o
r
s:
(
c
o
n
s
t
a
n
t
)
,
a
t
t
i
t
u
d
e
,
su
b
j
e
c
t
i
v
e
n
o
r
m,
P
B
C
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
3
5
1
-
1
3
5
6
1354
T
ab
le
4
.
T
h
e
im
p
ac
t o
f
th
e
atti
tu
d
e,
s
u
b
jectiv
e
n
o
r
m
,
an
d
PB
C
o
n
b
eh
av
i
o
r
al
in
ten
tio
n
C
o
e
f
f
i
c
i
e
n
t
s
a
M
o
d
e
l
U
n
st
a
n
d
a
r
d
i
z
e
d
c
o
e
f
f
i
c
i
e
n
t
s
S
t
a
n
d
a
r
d
i
z
e
d
c
o
e
f
f
i
c
i
e
n
t
s
t
S
i
g
.
B
S
t
d
.
Er
r
o
r
B
e
t
a
(
β)
1
(
C
o
n
st
a
n
t
)
0
.
4
7
7
0
.
1
4
5
3
.
2
9
9
0
.
0
0
1
A
t
t
i
t
u
d
e
-
0
.
0
7
4
0
.
0
5
1
-
0
.
0
8
6
-
1
.
4
5
3
0
.
1
4
9
S
u
b
j
e
c
t
i
v
e
n
o
r
m
0
.
1
2
9
0
.
0
8
1
0
.
1
4
6
1
.
5
8
0
0
.
1
1
7
P
B
C
0
.
6
8
0
0
.
0
9
7
0
.
6
4
8
7
.
0
0
5
0
.
0
0
0
a
.
D
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
:
b
e
h
a
v
i
o
r
a
l
i
n
t
e
n
t
i
o
n
b
.
P
r
e
d
i
c
t
o
r
s:
(
c
o
n
s
t
a
n
t
)
,
a
t
t
i
t
u
d
e
,
su
b
j
e
c
t
i
v
e
n
o
r
m,
P
B
C
Acc
o
r
d
in
g
to
t
h
e
b
eta
co
ef
f
icien
ts
,
PB
C
ex
h
ib
ited
th
e
lar
g
est
co
ef
f
icien
t
(
0
.
6
4
8
)
,
in
d
icatin
g
th
e
m
o
s
t
s
ig
n
if
ican
t
im
p
ac
t
o
n
b
eh
a
v
i
o
r
al
in
ten
tio
n
,
f
o
llo
wed
b
y
s
u
b
jectiv
e
n
o
r
m
(
0
.
1
4
6
)
.
H
o
wev
er
,
th
e
ef
f
ec
t
o
f
attitu
d
e
was
n
o
t
s
ig
n
if
ican
t
(
-
0
.
0
8
6
)
.
T
h
e
s
ig
n
if
ica
n
ce
lev
el
o
f
ea
ch
in
d
e
p
en
d
e
n
t
v
ar
iab
le
is
s
h
o
wn
in
th
e
last
co
lu
m
n
,
with
o
n
ly
PB
C
d
is
p
lay
in
g
a
v
alu
e
o
f
less
th
an
0
.
0
5
,
s
ig
n
if
y
in
g
a
s
tr
o
n
g
r
elatio
n
s
h
ip
with
b
e
h
av
io
r
al
in
ten
tio
n
.
T
h
e
r
eg
r
ess
io
n
e
q
u
a
tio
n
d
er
iv
e
d
f
r
o
m
T
ab
le
4
is
,
a
s
in
(
1
)
.
=
0
.
477
+
0
.
680
(
1
)
W
h
er
e
,
Y
r
ep
r
esen
ts
b
eh
a
v
io
r
al
in
ten
tio
n
(
d
e
p
en
d
e
n
t v
ar
ia
b
le
)
;
PB
C
r
ep
r
esen
ts
p
er
ce
iv
ed
b
eh
av
io
r
al
c
o
n
tr
o
l
.
T
h
e
f
in
d
in
g
s
o
f
th
e
cu
r
r
en
t
s
tu
d
y
r
ev
ea
l
a
m
o
d
e
r
ate
lev
el
o
f
in
ten
tio
n
am
o
n
g
p
ar
ticip
an
ts
to
atten
d
lim
ited
f
ac
e
-
to
-
f
ac
e
class
es.
T
h
is
in
d
icate
s
th
at
s
tu
d
en
ts
en
r
o
lled
in
E
n
g
lis
h
s
u
b
jects
at
c
o
m
m
u
n
ity
co
lleg
es
p
r
ef
er
o
n
lin
e
class
es
o
v
er
f
ac
e
-
to
-
f
ac
e
class
es.
T
h
ese
s
tu
d
e
n
ts
h
av
e
b
ec
o
m
e
ac
cu
s
to
m
ed
to
o
n
lin
e
lear
n
in
g
d
u
e
to
t
h
e
p
an
d
em
ic
an
d
p
r
e
f
er
it
f
o
r
s
ev
er
al
r
ea
s
o
n
s
,
in
c
lu
d
in
g
its
f
lex
ib
ilit
y
[
3
1
]
an
d
co
n
v
e
n
ien
ce
[
3
2
]
.
Similar
ly
,
a
s
tu
d
y
co
n
d
u
cted
b
y
Z
h
en
g
et
a
l.
[
3
3
]
f
o
u
n
d
th
at
8
0
%
o
f
s
tu
d
e
n
ts
ex
p
r
ess
ed
a
d
esire
to
co
n
tin
u
e
with
s
o
m
e
f
o
r
m
o
f
o
n
lin
e
in
s
tr
u
ctio
n
,
p
r
ef
er
a
b
ly
a
co
m
b
i
n
atio
n
o
f
s
y
n
ch
r
o
n
o
u
s
an
d
a
s
y
n
ch
r
o
n
o
u
s
o
n
lin
e
lear
n
in
g
,
ev
en
af
ter
th
e
p
an
d
em
ic.
W
ith
th
is
ap
p
r
o
ac
h
,
s
tu
d
en
ts
n
o
lo
n
g
er
n
ee
d
to
s
p
en
d
tim
e
tr
av
elin
g
,
esp
ec
ially
if
th
ey
liv
e
f
ar
f
r
o
m
th
e
co
lleg
e
[
3
1
]
.
Ad
d
itio
n
ally
,
s
tu
d
en
ts
f
av
o
r
e
d
liv
e
o
n
lin
e
l
ea
r
n
in
g
b
ec
au
s
e
it
ca
n
b
e
r
ec
o
r
d
e
d
,
o
f
f
er
in
g
th
e
m
g
r
ea
ter
f
le
x
ib
ilit
y
in
th
eir
s
t
u
d
ies [
3
4
]
.
Ho
wev
er
,
in
c
o
n
tr
ast,
a
s
u
r
v
e
y
r
ep
o
r
ted
th
at
4
6
.
2
%
o
f
r
esp
o
n
d
en
ts
wan
ted
t
o
s
tu
d
y
o
n
ca
m
p
u
s
[
1
9
]
.
Un
s
tab
le
an
d
s
lo
w
in
ter
n
et
co
n
n
ec
tio
n
s
h
a
v
e
co
n
tr
ib
u
t
ed
to
th
e
in
ef
f
ec
tiv
e
n
ess
o
f
o
n
lin
e
lear
n
in
g
.
Fu
r
th
er
m
o
r
e
,
a
s
tu
d
y
b
y
Alh
am
am
i
[
2
0
]
d
em
o
n
s
tr
ated
th
a
t
s
tu
d
en
ts
h
o
ld
m
o
r
e
p
o
s
itiv
e
b
elief
s
ab
o
u
t
PB
C
r
eg
ar
d
in
g
lan
g
u
a
g
e
lear
n
in
g
i
n
f
ac
e
-
to
-
f
ac
e
s
ettin
g
s
co
m
p
ar
ed
to
o
n
lin
e
s
ettin
g
s
.
T
h
e
f
in
d
in
g
s
in
d
icate
d
th
at
f
ac
e
-
to
-
f
ac
e
lan
g
u
ag
e
(
FLL
)
class
e
s
p
r
o
v
id
e
b
etter
o
p
p
o
r
tu
n
ities
f
o
r
in
ter
ac
tio
n
an
d
d
is
cu
s
s
io
n
s
with
in
s
tr
u
cto
r
s
th
an
o
n
lin
e
lan
g
u
a
g
e
-
lear
n
in
g
(
OL
L
)
class
es.
Ad
d
itio
n
ally
,
s
tu
d
en
ts
b
eliev
e
th
a
t
FLL
class
e
s
o
f
f
er
m
o
r
e
f
a
v
o
r
ab
le
cir
cu
m
s
tan
c
es
f
o
r
ask
in
g
q
u
esti
o
n
s
ab
o
u
t
ch
allen
g
in
g
to
p
ics,
an
d
t
h
ey
p
er
ce
i
v
e
th
at
in
s
tr
u
cto
r
s
ten
d
to
ex
p
lain
less
o
n
s
m
o
r
e
co
m
p
r
eh
e
n
s
iv
ely
in
FLL
class
es
co
m
p
ar
ed
to
th
eir
o
n
lin
e
co
u
n
ter
p
a
r
ts
.
An
o
th
er
f
ac
to
r
,
s
u
ch
as
s
tr
e
s
s
(
b
o
th
d
is
tr
ess
a
n
d
eu
s
tr
ess
)
,
also
af
f
ec
ts
s
tu
d
en
ts
’
in
ten
tio
n
s
to
p
er
s
is
t
with
d
i
s
tan
ce
lear
n
in
g
[
3
5
]
.
T
h
e
r
ef
o
r
e,
it
is
im
p
o
r
tan
t
to
p
r
o
v
id
e
ad
eq
u
ate
s
u
p
p
o
r
t
t
o
s
tu
d
en
ts
to
f
o
s
ter
a
p
o
s
itiv
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t a
n
d
s
u
s
tain
th
eir
in
te
r
est in
d
is
tan
ce
ed
u
ca
tio
n
.
T
h
e
r
esu
lts
o
f
o
u
r
s
tu
d
y
v
alid
ate
Ajze
n
’
s
th
eo
r
y
o
f
p
lan
n
e
d
b
eh
av
io
r
[
3
6
]
as
a
s
u
itab
le
f
r
am
ewo
r
k
f
o
r
e
x
p
lain
in
g
th
e
in
ten
tio
n
to
atten
d
lim
ited
f
ac
e
-
to
-
f
ac
e
class
es.
Am
o
n
g
t
h
e
v
ar
io
u
s
p
r
ed
icto
r
s
,
PB
C
em
er
g
ed
as
th
e
m
o
s
t
in
f
lu
en
t
ial
f
ac
to
r
in
d
eter
m
in
in
g
t
h
is
in
ten
tio
n
[
3
7
]
.
T
h
is
is
u
n
s
u
r
p
r
is
in
g
,
as
if
PB
C
af
f
ec
ts
b
eh
av
io
r
al
in
te
n
tio
n
to
war
d
s
atten
d
in
g
f
ac
e
-
to
-
f
ac
e
c
lass
es,
i
t
m
ea
n
s
th
at
an
in
d
iv
i
d
u
al
’
s
p
er
ce
p
tio
n
o
f
h
o
w
ea
s
y
o
r
d
if
f
icu
lt
it
is
to
atten
d
class
es
in
p
er
s
o
n
im
p
a
cts
th
eir
in
ten
tio
n
to
d
o
s
o
.
I
n
o
th
e
r
wo
r
d
s
,
if
an
in
d
iv
id
u
al
p
er
ce
i
v
es
atten
d
in
g
f
ac
e
-
to
-
f
ac
e
class
es
as
r
elativ
ely
ea
s
y
,
th
ey
ar
e
m
o
r
e
lik
ely
to
h
av
e
a
s
tr
o
n
g
er
in
ten
tio
n
to
atten
d
in
p
e
r
s
o
n
.
C
o
n
v
er
s
ely
,
if
th
ey
p
er
ce
iv
e
atten
d
in
g
class
es
in
p
er
s
o
n
as
d
if
f
icu
lt
o
r
ch
allen
g
in
g
,
th
eir
in
ten
tio
n
to
atten
d
in
p
er
s
o
n
m
ay
b
e
wea
k
er
.
I
n
th
is
s
tu
d
y
,
s
tu
d
en
ts
p
er
ce
iv
ed
th
at
atten
d
in
g
o
n
lin
e
class
es
is
m
o
r
e
ac
ce
s
s
ib
le,
co
n
v
en
ien
t,
an
d
ea
s
ier
f
o
r
ex
am
r
e
v
iew.
I
n
lin
e
with
t
h
is
,
a
s
tu
d
y
b
y
Z
b
o
u
n
an
d
Far
r
ah
[
3
8
]
also
r
ep
o
r
ted
th
at
ea
s
e
o
f
ac
ce
s
s
an
d
co
n
v
en
ien
ce
wer
e
k
ey
f
ac
to
r
s
in
f
lu
en
cin
g
s
tu
d
e
n
ts
’
p
r
ef
er
en
ce
f
o
r
co
n
tin
u
in
g
o
n
li
n
e
lear
n
in
g
.
4.
CO
NCLU
SI
O
N
I
n
co
n
clu
s
io
n
,
th
is
s
tu
d
y
s
h
ed
s
lig
h
t
o
n
s
tu
d
en
ts
’
p
r
ef
er
en
ce
s
an
d
in
ten
tio
n
s
r
e
g
ar
d
i
n
g
lim
ited
f
ac
e
-
to
-
f
ac
e
class
es
v
er
s
u
s
o
n
lin
e
lear
n
in
g
,
s
p
ec
if
ically
with
i
n
th
e
co
n
tex
t
o
f
E
n
g
lis
h
s
u
b
je
cts
at
a
co
m
m
u
n
it
y
co
lleg
e.
T
h
e
f
in
d
in
g
s
h
ig
h
lig
h
t
a
m
o
d
e
r
ate
p
r
e
f
er
en
ce
am
o
n
g
s
tu
d
e
n
ts
f
o
r
o
n
lin
e
class
es,
d
r
iv
en
b
y
f
ac
to
r
s
s
u
ch
as
f
lex
ib
ilit
y
an
d
co
n
v
e
n
ien
ce
,
esp
ec
ially
in
th
e
o
n
g
o
in
g
p
a
n
d
em
ic.
PB
C
em
er
g
e
d
as
a
k
ey
p
r
ed
icto
r
s
ig
n
if
ican
tly
in
f
lu
en
cin
g
th
e
i
n
ten
tio
n
to
atten
d
f
ac
e
-
to
-
f
ac
e
class
es,
th
er
eb
y
s
u
p
p
o
r
tin
g
th
eo
r
y
o
f
p
lan
n
e
d
b
eh
av
io
r
.
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
P
r
ed
ictin
g
s
tu
d
en
ts
’
in
ten
tio
n
s
fo
r
p
o
s
t
-
C
OV
I
D
-
1
9
fa
ce
-
to
-
f
a
ce
cla
s
s
es
(
Wei B
o
o
n
Qu
a
h
)
1355
T
h
e
im
p
licatio
n
s
o
f
th
is
s
tu
d
y
ar
e
s
ig
n
if
ican
t.
First,
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
s
h
o
u
l
d
co
n
s
id
er
s
tu
d
en
ts
’
p
r
ef
er
en
ce
s
an
d
co
m
f
o
r
t
lev
els
wh
en
d
esig
n
in
g
lear
n
in
g
f
o
r
m
ats.
I
n
co
r
p
o
r
ati
n
g
b
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d
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th
at
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m
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o
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li
n
e,
an
d
f
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to
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f
ac
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co
m
p
o
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e
n
ts
co
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ld
ac
co
m
m
o
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ate
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iv
e
r
s
e
p
r
ef
er
en
ce
s
wh
ile
m
ain
tain
in
g
f
lex
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ilit
y
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n
d
,
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u
ca
to
r
s
n
ee
d
t
o
ad
d
r
ess
s
tu
d
en
ts
’
p
er
ce
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tio
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s
o
f
co
n
tr
o
l
o
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er
th
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lear
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in
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en
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ir
o
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m
en
t
b
y
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em
o
v
in
g
b
ar
r
ier
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d
p
r
o
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id
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ad
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o
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s
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ce
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th
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y
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u
r
a
g
in
g
g
r
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ter
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d
e
n
t p
ar
ticip
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is
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o
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tan
t
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e
co
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n
ize
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h
e
lim
itatio
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s
o
f
t
h
is
s
tu
d
y
,
in
clu
d
i
n
g
its
f
o
cu
s
o
n
a
s
p
ec
if
ic
co
m
m
u
n
ity
c
o
lleg
e
s
ettin
g
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d
d
is
cip
lin
e,
wh
ich
m
ay
li
m
it
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
.
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x
ter
n
al
f
ac
to
r
s
,
s
u
ch
as
th
e
p
a
n
d
em
ic
s
itu
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m
ay
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a
v
e
also
in
f
lu
en
ce
d
s
tu
d
e
n
t
p
r
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er
e
n
ce
s
d
u
r
in
g
d
ata
co
llectio
n
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
l
d
ex
p
lo
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e
p
r
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en
c
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ac
r
o
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io
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s
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cip
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d
i
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s
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f
o
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in
teg
r
atin
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len
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lear
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in
g
ap
p
r
o
ac
h
es
s
tr
ateg
ically
.
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lty
tr
ain
in
g
an
d
s
u
p
p
o
r
t
will
b
e
cr
u
cial
f
o
r
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f
ec
tiv
e
o
n
lin
e
in
s
tr
u
ctio
n
,
a
n
d
clea
r
g
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i
d
elin
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f
o
r
d
e
v
elo
p
in
g
a
n
d
d
eliv
er
in
g
b
le
n
d
ed
c
o
u
r
s
es
ar
e
ess
en
tial
f
o
r
en
s
u
r
in
g
co
n
s
is
ten
cy
an
d
q
u
ality
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d
itio
n
ally
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u
s
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g
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co
m
b
in
atio
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o
f
s
elf
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r
ep
o
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lea
r
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e
n
ce
s
o
v
er
tim
e.
RE
F
E
R
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NC
E
S
[
1
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.
I
sh
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d
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.
W
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.
A
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[
3
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[
5
]
J.
V
.
C
l
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d
I
.
C
.
N
.
R
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6
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A
.
G
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d
L.
M
.
K
r
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l
l
,
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[
7
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C
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,
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[
8
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R
.
G
.
G
h
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,
M
.
A
h
sa
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,
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.
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[
9
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D
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l
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