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r
esear
ch
p
r
o
jects.
On
th
e
r
esear
ch
asp
ec
t,
Fu
en
tes
[
1
4
]
,
f
o
r
ex
am
p
le,
ex
am
i
n
ed
th
e
r
esear
ch
d
i
f
f
icu
lties
o
f
1
3
6
r
an
d
o
m
l
y
s
elec
ted
B
ac
h
elo
r
o
f
E
lem
e
n
tar
y
E
d
u
c
atio
n
(
B
E
E
D)
an
d
B
ac
h
elo
r
o
f
Seco
n
d
ar
y
E
d
u
ca
tio
n
(
B
SED)
s
tu
d
en
ts
wh
o
wer
e
en
r
o
lled
in
r
esear
ch
co
u
r
s
es.
T
h
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
r
e
v
ea
led
th
at
s
tu
d
en
ts
en
c
o
u
n
ter
e
d
s
ev
er
a
l
p
r
o
b
lem
s
r
elate
d
to
th
e
c
o
n
d
u
ct
o
f
r
ese
ar
ch
.
T
h
e
m
o
s
t
co
m
m
o
n
p
r
o
b
lem
s
wer
e
lack
o
f
tim
e/cla
s
s
s
ch
ed
u
le,
lack
o
f
f
in
an
cial
s
u
p
p
o
r
t,
lack
o
f
b
ac
k
g
r
o
u
n
d
k
n
o
wled
g
e
o
n
r
esear
ch
m
eth
o
d
o
l
o
g
y
,
an
d
lack
o
f
r
esear
ch
in
ter
est.
I
n
ad
d
itio
n
,
T
o
q
u
e
r
o
[
1
5
]
e
x
p
lo
r
ed
r
es
ea
r
ch
co
m
p
eten
ce
a
n
d
r
esear
ch
d
if
f
icu
lties
in
ac
tio
n
r
esear
ch
am
o
n
g
1
3
3
r
an
d
o
m
l
y
ch
o
s
en
p
r
eser
v
ice
t
ea
ch
er
s
.
Fin
d
in
g
s
r
ev
ea
led
th
at
th
e
p
r
eser
v
ice
teac
h
er
s
h
ad
b
eg
in
n
in
g
r
esear
c
h
s
k
ills
.
T
h
e
s
tu
d
y
also
r
ep
o
r
ted
th
at
th
e
p
ar
ticip
an
ts
f
ac
e
d
d
if
f
i
cu
lties
in
c
o
n
d
u
ctin
g
th
eir
ac
ti
o
n
r
esear
ch
.
T
h
ese
d
if
f
icu
lties
wer
e
attr
ib
u
ted
to
liter
atu
r
e
r
ev
iew
an
d
th
e
r
esear
ch
co
n
ce
p
tu
aliza
tio
n
.
As
r
eg
ar
d
s
th
e
ac
ad
em
ic
wr
iti
n
g
co
m
p
o
n
e
n
t,
liter
atu
r
e
also
s
h
o
ws
th
at
p
r
eser
v
ice
teac
h
er
s
h
av
e
f
ac
ed
a
wid
e
r
an
g
e
o
f
ch
allen
g
es.
N
u
r
[
1
6
]
in
v
esti
g
ated
th
e
ac
ad
e
m
ic
wr
itin
g
o
f
3
7
0
E
n
g
lis
h
E
d
u
ca
tio
n
s
tu
d
e
n
ts
at
a
u
n
iv
er
s
ity
in
I
n
d
o
n
esia.
T
h
e
s
tu
d
y
u
n
co
v
er
ed
th
at
wh
ile
s
tu
d
en
ts
p
er
ce
iv
ed
t
h
e
im
p
o
r
tan
ce
o
f
ess
ay
elem
en
ts
an
d
ac
ad
em
ic
w
o
r
k
s
u
c
h
a
s
o
u
tlin
in
g
,
p
a
r
ap
h
r
asin
g
an
d
p
r
o
d
u
cin
g
co
m
p
lete
ac
ad
em
ic
wr
itin
g
,
th
ey
en
co
u
n
ter
e
d
p
r
o
b
lem
s
in
id
e
a
d
ev
elo
p
m
e
n
t,
g
r
am
m
ar
,
v
o
ca
b
u
lar
y
,
a
n
d
lan
g
u
ag
e
ex
p
r
e
s
s
io
n
s
.
Me
an
wh
il
e,
a
s
tu
d
y
b
y
Su
laim
an
an
d
Mu
h
ajir
[
1
7
]
ex
a
m
in
ed
t
h
e
d
if
f
i
cu
lties
o
f
E
n
g
lis
h
e
d
u
ca
tio
n
s
tu
d
en
ts
in
wr
itin
g
s
cien
tific
wo
r
k
.
T
h
e
s
tu
d
y
in
v
o
lv
ed
4
4
s
tu
d
en
ts
m
ajo
r
in
g
in
E
n
g
lis
h
lan
g
u
ag
e
e
d
u
ca
tio
n
in
I
n
d
o
n
esia.
T
h
e
r
esu
lts
in
d
icate
d
th
at
s
tu
d
en
ts
f
ac
ed
a
v
ar
iety
o
f
ac
a
d
em
i
c
wr
itin
g
d
if
f
icu
lties
wh
ich
in
clu
d
ed
g
r
am
m
ar
,
s
cien
tific
wr
itin
g
s
ty
le,
v
o
ca
b
u
lar
y
,
s
p
ellin
g
a
n
d
co
h
er
en
ce
,
wr
itin
g
ar
r
an
g
e
m
en
t,
an
d
p
u
n
ctu
atio
n
.
T
h
r
ee
co
m
m
o
n
e
r
r
o
r
s
s
u
ch
as
s
p
ellin
g
,
u
s
e
o
f
ca
p
ital
letter
s
,
an
d
p
u
n
ctu
atio
n
s
wer
e
f
o
u
n
d
.
Fu
r
t
h
er
m
o
r
e
,
T
h
ao
a
n
d
Qu
y
ên
[
1
8
]
in
v
esti
g
ated
ac
a
d
e
m
ic
wr
itin
g
d
if
f
icu
lties
o
f
E
n
g
lis
h
-
m
ajo
r
ed
s
tu
d
e
n
ts
in
Vietn
am
,
in
clu
d
in
g
th
o
s
e
tak
in
g
E
n
g
lis
h
lan
g
u
a
g
e
ed
u
c
atio
n
p
r
o
g
r
am
.
T
h
e
s
tu
d
y
u
s
ed
a
q
u
an
titativ
e
r
esear
ch
d
e
s
ig
n
in
v
o
lv
i
n
g
1
2
6
s
tu
d
en
ts
wh
o
wer
e
in
th
eir
s
ec
o
n
d
-
y
ea
r
lev
el.
T
h
e
f
in
d
i
n
g
s
s
h
o
wed
th
at
th
e
s
tu
d
e
n
ts
en
co
u
n
ter
ed
a
m
u
ltit
u
d
e
o
f
ac
ad
em
ic
w
r
itin
g
d
if
f
icu
lties
.
T
h
e
m
o
s
t
co
m
m
o
n
d
if
f
icu
lti
es
f
ac
ed
b
y
th
e
r
esp
o
n
d
en
ts
we
r
e
o
r
g
a
n
izatio
n
a
n
d
u
s
e
o
f
g
r
a
m
m
ar
a
n
d
p
u
n
ctu
ati
o
n
/cap
italizatio
n
.
Alth
o
u
g
h
co
n
s
id
er
ab
le
r
esear
ch
h
as
b
ee
n
d
ev
o
te
d
to
ex
am
in
in
g
r
esear
ch
an
d
ac
a
d
em
ic
wr
itin
g
in
v
ar
io
u
s
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
,
m
ajo
r
ity
o
f
th
ese
s
tu
d
ies
h
av
e
ten
d
ed
to
f
o
cu
s
eith
er
o
n
r
esear
ch
asp
ec
t
o
r
o
n
ac
ad
em
ic
wr
itin
g
,
with
o
u
t
in
v
esti
g
atin
g
th
e
two
co
n
s
tr
u
c
ts
to
g
eth
er
f
r
o
m
th
e
s
am
e
s
et
o
f
p
ar
ticip
a
n
ts
.
T
h
e
r
esear
ch
er
s
ar
g
u
e
th
at
k
n
o
wled
g
e
o
f
r
esear
c
h
m
et
h
o
d
o
lo
g
y
an
d
ac
a
d
em
ic
wr
itin
g
s
k
ills
s
h
o
u
ld
n
o
t
b
e
ta
k
en
s
ep
ar
ately
s
in
ce
r
esear
ch
r
ep
o
r
t
wr
itin
g
,
wh
ich
clea
r
ly
r
eq
u
i
r
es
ac
ad
em
ic
wr
itin
g
s
k
ills
,
i
s
an
in
teg
r
al
s
k
ill
f
o
r
p
r
eser
v
ice
elem
en
tar
y
teac
h
e
r
s
tak
in
g
a
r
esear
c
h
co
u
r
s
e.
Fu
r
th
er
,
litt
le
is
k
n
o
wn
a
b
o
u
t
th
e
r
esear
ch
an
d
ac
ad
em
ic
wr
itin
g
n
ee
d
s
o
f
Fil
ip
in
o
p
r
eser
v
ice
elem
en
tar
y
tea
ch
er
s
.
Hen
ce
,
th
is
s
tu
d
y
was
co
n
d
u
ct
ed
to
u
n
d
er
s
tan
d
t
h
e
r
esear
c
h
a
n
d
ac
a
d
em
ic
wr
itin
g
n
ee
d
s
o
f
p
r
eser
v
ice
elem
en
tar
y
teac
h
er
s
.
T
h
e
p
r
esen
t
s
tu
d
y
s
p
ec
if
ically
s
ee
k
s
to
an
s
wer
th
e
f
o
llo
win
g
r
esear
ch
o
b
jectiv
es:
d
escr
ib
e
th
e
r
esear
ch
n
ee
d
s
o
f
p
r
eser
v
i
ce
elem
en
tar
y
teac
h
e
r
s
an
d
d
escr
ib
e
th
e
p
ar
ticip
an
ts
’
ac
ad
em
ic
wr
itin
g
n
ee
d
s
.
T
h
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
h
o
p
e
to
ad
v
an
ce
p
r
ac
tical
im
p
licati
o
n
s
th
at
will
s
h
ed
lig
h
t
o
n
t
h
e
t
ea
ch
in
g
o
f
r
esear
ch
wr
itin
g
f
o
r
teac
h
er
ed
u
ca
tio
n
s
tu
d
en
ts
,
esp
ec
ially
th
e
elem
en
t
ar
y
ed
u
ca
tio
n
s
tu
d
en
ts
.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
was
a
m
i
x
ed
m
et
h
o
d
s
r
esear
c
h
,
s
p
ec
if
ically
a
p
p
ly
in
g
C
r
eswell
an
d
Plan
o
-
C
lar
k
[
1
9
]
s
eq
u
en
tial
-
ex
p
lan
ato
r
y
d
esig
n
.
T
h
e
em
p
lo
y
m
e
n
t
o
f
s
u
ch
r
esear
ch
d
esig
n
was
co
n
s
is
ten
t
wit
h
th
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
to
ca
p
tu
r
e
an
in
-
d
ep
th
u
n
d
er
s
tan
d
in
g
o
f
th
e
p
ar
ticip
an
ts
’
r
esear
ch
an
d
ac
ad
em
ic
wr
itin
g
n
ee
d
s
wh
er
eb
y
th
e
q
u
alitativ
e
d
ata
c
o
llectio
n
an
d
an
aly
s
is
wer
e
u
s
ed
t
o
b
u
ild
o
n
t
h
e
q
u
an
titativ
e
r
esu
lts
.
T
h
e
d
ata
in
ter
p
r
etatio
n
s
wer
e
s
o
u
g
h
t
b
ased
o
n
th
e
an
aly
s
es
o
f
th
e
q
u
a
n
titativ
e
an
d
q
u
alitativ
e
d
ata
to
p
r
o
v
id
e
a
co
m
p
r
eh
e
n
s
iv
e
ac
co
u
n
t o
f
t
h
e
p
ar
tic
ip
an
ts
’
r
esear
ch
a
n
d
ac
a
d
em
ic
wr
itin
g
n
ee
d
s
.
T
h
e
p
ar
ticip
an
ts
o
f
th
e
s
tu
d
y
wer
e
p
r
eser
v
ice
teac
h
er
s
,
tak
i
n
g
a
B
E
E
D
at
a
s
tate
u
n
iv
er
s
it
y
in
a
r
u
r
al
ar
ea
in
th
e
Ph
ilip
p
in
es.
A
to
tal
8
0
s
tu
d
en
ts
wer
e
r
ec
r
u
ited
to
p
ar
ticip
ate
in
th
e
q
u
an
titativ
e
p
h
ase
o
f
th
e
s
tu
d
y
.
Of
th
e
8
0
p
a
r
ticip
an
ts
,
6
0
wer
e
f
em
ale
s
tu
d
en
ts
wh
ile
2
0
wer
e
m
ale.
Ma
jo
r
ity
o
f
th
e
p
ar
tic
ip
an
ts
wer
e
o
n
th
eir
th
ir
d
-
y
ea
r
lev
el
wh
o
eith
er
h
a
d
co
m
p
leted
a
r
esear
c
h
c
o
u
r
s
e,
wer
e
tak
in
g
th
e
co
u
r
s
e,
o
r
h
ad
y
et
to
tak
e
th
e
co
u
r
s
e
d
u
r
in
g
th
e
co
n
d
u
ct
o
f
t
h
e
s
tu
d
y
.
R
eg
ar
d
less
o
f
th
ese
class
if
icatio
n
s
,
all
o
f
th
em
h
a
d
tak
en
q
u
an
titativ
e
an
d
q
u
alitativ
e
r
esear
ch
co
u
r
s
es
d
u
r
in
g
th
eir
s
en
io
r
h
ig
h
s
ch
o
o
l
p
r
o
g
r
am
.
T
h
e
p
a
r
ticip
an
ts
wer
e
s
elec
ted
th
r
o
u
g
h
a
co
n
v
en
ie
n
ce
s
am
p
li
n
g
.
Su
c
h
s
am
p
lin
g
tec
h
n
iq
u
e
allo
wed
th
e
r
esear
ch
er
s
t
o
c
h
o
o
s
e
m
em
b
er
s
o
f
th
e
tar
g
et
p
o
p
u
latio
n
w
h
en
s
p
ec
if
i
c
v
iab
le
cr
iter
ia,
s
u
ch
as
ac
ce
s
s
ib
ilit
y
,
g
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2
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I
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J
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&
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d
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c
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Vo
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14
,
No
.
3
,
J
u
n
e
20
25
:
2
0
7
0
-
2
0
7
8
2072
to
p
ar
ticip
ate
ar
e
attain
ed
[
2
0
]
.
Ad
d
itio
n
ally
,
it
is
im
p
o
r
tan
t
to
n
o
te
th
at
th
e
s
tu
d
y
was
co
n
d
u
cted
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic;
h
en
ce
,
th
e
cr
iter
ia
wer
e
s
ig
n
if
ica
n
t
co
n
s
id
er
atio
n
s
f
o
r
a
s
u
c
ce
s
s
f
u
l
p
ar
ticip
an
t
r
ec
r
u
itm
en
t.
Fu
r
th
er
,
s
u
ch
cr
iter
ia
b
ec
am
e
th
e
b
asis
f
o
r
ar
r
iv
in
g
at
th
e
s
am
p
le
s
ize
o
f
th
e
s
tu
d
y
.
Fo
r
th
e
q
u
alitativ
e
p
h
ase,
s
ev
en
s
tu
d
en
ts
f
r
o
m
th
o
s
e
wh
o
p
ar
ticip
ated
in
th
e
q
u
an
titativ
e
s
tr
an
d
o
f
th
e
s
tu
d
y
wer
e
r
ec
r
u
ited
.
C
o
n
v
e
n
ien
ce
s
am
p
li
n
g
was
also
em
p
lo
y
ed
in
th
e
p
ar
ticip
an
t
s
elec
tio
n
.
I
n
itially
,
a
r
o
u
n
d
2
0
s
tu
d
e
n
ts
wer
e
co
n
tacte
d
to
p
ar
ticip
ate.
Ho
wev
er
,
d
u
e
to
ac
ce
s
s
ib
ilit
y
an
d
willin
g
n
ess
to
p
a
r
ticip
ate,
o
n
ly
s
ev
e
n
s
tu
d
e
n
ts
s
u
cc
ess
f
u
lly
p
ar
ticip
ated
in
th
e
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew.
T
wo
s
ets
o
f
r
esear
c
h
in
s
tr
u
m
e
n
ts
wer
e
u
s
ed
i
n
th
e
d
ata
c
o
lle
ctio
n
.
T
h
e
f
ir
s
t
was
a
3
0
-
item
s
tr
u
ctu
r
ed
s
u
r
v
ey
q
u
esti
o
n
n
air
e
u
s
ed
i
n
th
e
q
u
an
titativ
e
p
h
ase
o
f
th
e
s
t
u
d
y
.
T
h
e
s
u
r
v
e
y
co
n
tain
e
d
two
p
ar
ts
.
T
h
e
f
i
r
s
t
p
ar
t
was
a
f
iv
e
-
p
o
i
n
t
r
atin
g
s
ca
le
ad
ap
ted
f
r
o
m
th
e
s
tu
d
y
o
f
M
ee
r
ah
et
a
l.
[
2
1
]
,
wh
ich
i
n
ten
d
ed
to
ex
am
in
e
th
e
r
esear
ch
ar
ea
s
wh
ic
h
th
e
s
tu
d
e
n
ts
n
ee
d
ed
s
u
p
p
o
r
t.
T
h
e
o
r
ig
in
al
n
u
m
b
er
o
f
item
s
was
1
3
.
U
p
o
n
v
alid
atio
n
,
s
o
m
e
item
s
f
r
o
m
th
e
o
r
ig
in
al
v
er
s
i
o
n
wer
e
m
o
d
if
ied
an
d
o
th
e
r
s
wer
e
r
em
o
v
ed
wh
ile
n
ew
it
e
m
s
wer
e
ad
d
ed
.
Fo
r
in
s
tan
ce
,
w
r
itin
g
a
n
ab
s
tr
ac
t
was
r
em
o
v
ed
s
in
ce
s
u
ch
item
m
ea
s
u
r
ed
wr
itin
g
n
ee
d
s
in
s
tead
o
f
r
esear
ch
n
ee
d
s
.
An
o
th
er
ex
am
p
le
o
f
ch
a
n
g
es
was
th
at
ch
o
o
s
in
g
an
ap
p
r
o
p
r
iate
m
eth
o
d
o
f
a
n
aly
s
is
o
f
d
ata
was
m
o
d
if
ied
,
m
a
k
in
g
it m
o
r
e
s
p
ec
if
ic
to
a
n
aly
zi
n
g
q
u
an
titativ
e
d
ata
u
s
in
g
a
p
p
r
o
p
r
i
ate
s
tatis
tical
to
o
ls
an
d
a
n
aly
zin
g
q
u
alitativ
e
d
at
a
u
s
in
g
th
em
atic
an
aly
s
is
.
I
n
ad
d
itio
n
,
s
o
m
e
item
s
th
at
wer
e
n
o
t
in
th
e
o
r
ig
in
al
in
s
tr
u
m
en
t
(
e.
g
.
d
r
awin
g
co
n
clu
s
io
n
s
b
ased
o
n
th
e
r
esu
lt
o
f
a
r
esear
c
h
s
tu
d
y
)
wer
e
a
d
d
ed
to
m
ak
e
a
f
in
al
1
5
.
T
h
e
s
ec
o
n
d
p
ar
t
o
f
th
e
s
u
r
v
ey
was
also
a
f
iv
e
-
p
o
in
t
r
a
tin
g
s
ca
le
ad
ap
ted
f
r
o
m
th
e
s
tu
d
y
o
f
Al
-
Hash
em
i
et
a
l
.
[
2
2
]
to
m
ea
s
u
r
e
s
tu
d
en
ts
’
ac
ad
em
ic
wr
itin
g
n
ee
d
s
.
T
h
e
o
r
ig
in
al
v
er
s
io
n
o
f
th
e
in
s
tr
u
m
e
n
t
co
n
s
is
ted
o
f
1
4
item
s
.
So
m
e
ch
an
g
es
wer
e
m
a
d
e
u
p
o
n
v
alid
atio
n
.
Fo
r
e
x
am
p
le
,
o
v
er
all
ac
ad
em
ic
wr
itin
g
a
c
tiv
ity
was
r
em
o
v
ed
as
th
e
item
was
n
o
t
d
ee
m
ed
s
p
ec
if
ic.
On
o
th
er
h
an
d
,
u
s
in
g
p
r
o
p
er
m
ec
h
a
n
ical
co
n
v
en
tio
n
s
(
e.
g
.
APA
s
ty
le)
was m
o
d
if
i
ed
to
c
itin
g
s
o
u
r
ce
s
p
r
o
p
er
l
y
with
in
t
h
e
b
o
d
y
o
f
a
p
ap
er
f
o
llo
win
g
ce
r
tain
m
ec
h
an
ical
co
n
v
en
tio
n
s
(
e.
g
.
APA
s
ty
le)
an
d
l
is
tin
g
r
ef
er
en
ce
s
p
r
o
p
er
l
y
f
o
llo
win
g
ce
r
tain
m
ec
h
a
n
ical
co
n
v
en
tio
n
s
(
e.
g
.
APA
s
ty
le)
.
M
o
r
eo
v
e
r
,
p
r
esen
tin
g
id
ea
s
o
b
jectiv
ely
was
ad
d
ed
,
m
ak
in
g
a
to
tal
n
u
m
b
e
r
o
f
1
5
item
s
.
C
o
n
s
eq
u
en
tly
,
th
e
3
0
-
item
s
u
r
v
ey
q
u
esti
o
n
n
air
e
was
p
ilo
t
test
ed
am
o
n
g
2
0
p
r
e
s
er
v
ice
elem
en
tar
y
teac
h
er
s
o
f
wh
ich
th
e
r
esu
lt
y
ield
ed
a
n
o
v
er
all
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
0
.
9
7
,
with
0
.
9
7
o
n
th
e
r
esear
ch
n
ee
d
s
s
ca
le
an
d
0
.
9
5
o
n
th
e
ac
ad
e
m
ic
wr
itin
g
n
ee
d
s
s
ca
le.
T
h
e
s
ec
o
n
d
s
et
o
f
th
e
r
esear
ch
in
s
tr
u
m
en
t
was
a
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
q
u
esti
o
n
n
air
e
wh
ich
c
o
n
tain
ed
f
iv
e
b
r
o
ad
q
u
esti
o
n
s
o
n
s
tu
d
e
n
ts
’
ch
allen
g
es
in
ter
m
s
o
f
r
esear
ch
a
n
d
ac
ad
em
ic
wr
itin
g
.
T
h
ese
q
u
esti
o
n
s
wer
e
f
o
r
m
u
lated
b
ased
o
n
th
e
r
esu
lts
o
b
tain
ed
f
r
o
m
th
e
q
u
a
n
titativ
e
an
aly
s
is
s
in
ce
th
ey
in
ten
tly
s
er
v
e
d
as
f
o
llo
w
-
u
p
q
u
esti
o
n
s
o
n
th
e
in
itial p
h
ase
o
f
th
e
s
tu
d
y
.
T
h
e
d
ata
co
llectio
n
was
u
n
d
er
t
ak
en
p
u
r
ely
o
n
lin
e.
Fo
r
th
e
q
u
an
titativ
e
p
h
ase,
th
e
s
u
r
v
e
y
q
u
esti
o
n
n
air
e
was
f
ir
s
t
en
co
d
ed
to
Go
o
g
le
Fo
r
m
s
.
A
lin
k
to
th
e
Go
o
g
le
Fo
r
m
s
was
th
en
s
en
t
to
th
e
p
o
ten
tial
p
ar
ticip
an
ts
o
n
lin
e
v
ia
Face
b
o
o
k
Me
s
s
en
g
er
.
Par
ticip
an
ts
’
in
f
o
r
m
e
d
co
n
s
en
t
was
s
o
u
g
h
t
b
ef
o
r
e
ac
ce
s
s
to
th
e
s
u
r
v
ey
f
o
r
m
was
f
u
lly
g
r
an
ted
.
T
h
is
was
to
en
s
u
r
e
eth
ical
s
tan
d
ar
d
s
i
n
th
e
d
ata
co
llectio
n
.
Par
ticip
an
ts
w
er
e
g
iv
e
n
two
wee
k
s
to
an
s
wer
th
e
s
u
r
v
ey
.
Af
ter
tw
o
wee
k
s
,
th
e
r
esp
o
n
s
es
wer
e
r
etr
iev
ed
,
co
n
v
er
ted
to
a
n
E
x
ce
l
f
ile,
an
d
p
r
ep
ar
e
d
f
o
r
s
tatis
tical
an
aly
s
is
.
Fo
r
th
e
q
u
alitativ
e
p
h
ase
o
f
t
h
e
s
tu
d
y
,
an
o
n
lin
e
wr
itten
i
n
ter
v
iew
v
ia
Me
s
s
en
g
er
was
co
n
d
u
cte
d
.
I
n
itially
,
th
e
p
ar
ti
cip
an
ts
wer
e
s
ch
ed
u
led
f
o
r
o
r
al
in
ter
v
iew
v
ia
Z
o
o
m
.
H
o
wev
er
,
d
u
e
t
o
in
ter
n
et
co
n
n
ec
tiv
ity
is
s
u
es,
th
e
p
ar
ticip
an
ts
o
p
ted
to
r
ec
eiv
e
th
e
in
te
r
v
iew
q
u
esti
o
n
s
v
ia
Me
s
s
en
g
er
an
d
an
s
wer
th
e
m
th
r
o
u
g
h
s
u
ch
p
latf
o
r
m
asy
n
ch
r
o
n
o
u
s
ly
.
T
h
e
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata
wer
e
a
n
aly
ze
d
s
ep
ar
a
tely
.
Descr
ip
tiv
e
s
tatis
tics
was
u
s
ed
f
o
r
p
er
f
o
r
m
in
g
th
e
q
u
a
n
titativ
e
d
ata
an
aly
s
is
in
wh
ich
th
e
m
ea
n
an
d
s
tan
d
ar
d
d
ev
iatio
n
o
f
ea
ch
item
in
th
e
s
u
r
v
ey
q
u
esti
o
n
n
air
e
wer
e
ca
lcu
lated
u
s
in
g
th
e
Mic
r
o
s
o
f
t
E
x
ce
l.
T
o
ass
es
s
th
e
r
esear
ch
an
d
ac
ad
e
m
ic
wr
itin
g
n
ee
d
s
o
f
th
e
p
ar
ticip
a
n
ts
,
ag
g
r
eg
ate
m
e
an
an
d
s
tan
d
a
r
d
d
ev
iatio
n
f
o
r
ea
ch
p
a
r
t
o
f
th
e
q
u
esti
o
n
n
air
e
wer
e
th
en
o
b
tain
ed
.
T
ab
le
1
p
r
esen
ts
th
e
in
ter
p
r
eta
tio
n
o
f
th
e
ag
g
r
eg
ate
m
ea
n
s
o
f
th
e
in
d
iv
id
u
al
item
s
in
th
e
s
u
r
v
ey
q
u
esti
o
n
n
air
e.
On
th
e
co
n
tr
ar
y
,
co
n
ten
t
an
aly
s
is
wa
s
em
p
lo
y
ed
f
o
r
d
o
i
n
g
th
e
q
u
alitativ
e
d
ata
an
aly
s
is
.
As
q
u
alitativ
e
d
ata
wer
e
m
ea
n
t
to
s
u
b
s
tan
tiate
th
e
q
u
an
titativ
e
r
esu
lts
,
th
e
u
n
its
o
f
th
e
q
u
alitativ
e
co
n
ten
t
an
aly
s
is
wer
e
th
e
s
p
ec
if
ic
ar
ea
s
in
r
esear
ch
an
d
ac
ad
em
ic
wr
itin
g
wh
er
e
th
e
p
a
r
ticip
an
ts
ex
h
ib
ited
h
ig
h
est n
e
ed
s
.
T
h
eir
ac
co
u
n
ts
with
r
esp
ec
t
to
th
ese
ar
ea
s
we
r
e
ca
r
ef
u
lly
ex
am
i
n
ed
to
p
r
o
v
i
d
e
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
t
h
e
d
if
f
er
e
n
t
f
ac
ets
ch
ar
ac
ter
izin
g
th
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2073
3.
RE
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2
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a
r
esear
ch
q
u
esti
o
n
.
T
h
is
r
esu
lt
is
co
n
s
is
ten
t
with
T
o
q
u
e
r
o
s
tu
d
y
[
1
5
]
,
wh
er
e
p
r
eser
v
ice
teac
h
er
s
also
en
co
u
n
ter
ed
d
if
f
icu
lties
o
n
r
esear
ch
co
n
ce
p
tu
aliza
tio
n
.
I
n
f
ac
t,
B
u
r
n
s
[
2
6
]
s
tated
th
at
g
en
e
r
atin
g
a
p
r
elim
in
ar
y
id
ea
is
o
n
e
o
f
th
e
m
an
y
f
ac
ets
in
r
esear
ch
wh
er
e
e
v
en
teac
h
er
s
n
ee
d
ad
d
itio
n
al
s
u
p
p
o
r
t a
n
d
tr
ain
in
g
.
T
h
e
q
u
alitativ
e
an
aly
s
is
,
as
ca
n
b
e
s
ee
n
in
T
ab
le
3
,
s
h
o
ws
th
at
th
e
s
tu
d
en
ts
’
r
esear
ch
n
ee
d
s
wer
e
in
f
lu
en
ce
d
b
y
s
ix
th
em
es:
r
esear
ch
p
r
o
ce
s
s
,
r
esear
ch
er
,
p
ar
ticip
an
t,
d
ata,
ex
p
er
t,
an
d
p
h
y
s
ical
r
eso
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r
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s
.
I
n
ter
esti
n
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ly
,
th
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f
in
d
in
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s
s
u
g
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est
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at
th
e
p
ar
t
icip
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ts
n
o
t
o
n
l
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e
d
s
u
p
p
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ter
m
s
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f
r
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eth
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d
o
l
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u
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also
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ter
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f
ac
to
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ch
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r
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b
l
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n
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y
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a
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t
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r
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r
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v
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l
t
c
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r
r
o
b
o
r
a
t
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s
F
u
e
n
t
e
s
[
1
4
]
s
t
u
d
y
.
A
d
d
i
t
i
o
n
a
l
l
y
,
t
h
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p
a
r
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d
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n
d
o
n
o
t
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a
v
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p
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p
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c
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f
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r
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f
f
o
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.
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at
k
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win
g
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wh
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r
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to
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o
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r
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at
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s
ef
u
l
to
an
s
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esear
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h
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o
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p
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r
tan
t
f
o
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a
s
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l
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p
r
o
ject.
R
em
ar
k
ab
ly
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t
h
e
p
ar
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ts
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ep
o
r
te
d
th
at
as
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d
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th
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cc
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ig
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tial
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p
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tial
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ea
s
o
n
f
o
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th
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esu
lt
co
u
ld
b
e
th
at
th
e
p
ar
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ts
m
ay
s
till
b
e
co
n
s
id
er
ed
as
n
o
v
ice
r
esear
ch
er
s
.
Hen
ce
,
th
ey
m
ay
n
o
t
h
av
e
f
u
lly
em
b
r
ac
ed
th
e
attr
ib
u
tes o
f
b
ei
n
g
a
r
esear
ch
er
y
et.
T
ab
le
3
.
Qu
alitativ
e
an
al
y
s
is
o
f
th
e
p
ar
ticip
a
n
ts
’
r
esear
ch
n
ee
d
s
G
e
n
e
r
a
t
e
d
t
h
e
m
e
s
Th
e
m
e
d
e
f
i
n
i
t
i
o
n
s
K
n
o
w
l
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d
g
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o
f
t
h
e
r
e
se
a
r
c
h
p
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o
c
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ss
Th
i
s
c
o
v
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r
s
a
w
i
d
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a
r
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a
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o
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c
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mu
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t
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t
o
p
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,
sea
r
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h
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f
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r
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o
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a
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,
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o
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a
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ma
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mm
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a
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o
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,
a
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d
a
t
a
.
R
e
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.
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c
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p
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3
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2
.
Aca
de
m
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writ
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needs
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t
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preserv
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T
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e
r
a
t
e
i
d
e
a
s,
w
r
i
t
e
a
g
o
o
d
r
e
sea
r
c
h
t
i
t
l
e
,
i
n
v
e
st
t
i
me
p
l
a
n
n
i
n
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t
o
w
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i
t
e
,
c
h
o
o
si
n
g
a
g
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o
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r
e
s
e
a
r
c
h
t
o
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i
c
,
b
e
i
n
g
se
n
si
t
i
v
e
t
o
r
e
a
d
e
r
s
,
a
n
d
e
st
a
b
l
i
s
h
c
o
n
n
e
c
t
i
o
n
t
o
r
e
a
d
e
r
s
)
.
I
n
ter
esti
n
g
ly
,
f
r
o
m
th
e
q
u
alitativ
e
an
d
q
u
a
n
titativ
e
an
aly
s
is
,
t
h
e
p
ar
ticip
a
n
ts
also
r
ep
o
r
ted
n
ee
d
s
o
n
t
h
e
wr
itin
g
p
r
o
ce
s
s
es,
wh
ich
T
r
u
o
n
g
an
d
T
r
an
[
2
8
]
co
n
s
id
er
as
h
ig
h
er
-
o
r
d
e
r
s
elf
-
r
eg
u
lated
th
i
n
k
in
g
s
k
ills
.
T
h
ese
n
ee
d
s
en
c
o
m
p
ass
s
ev
er
al
ac
tiv
ities
in
v
o
l
v
ed
wh
en
p
er
f
o
r
m
in
g
an
ac
ad
em
ic
wr
itin
g
task
,
s
u
ch
as
in
v
esti
n
g
tim
e
p
lan
n
in
g
to
wr
ite,
g
en
er
atin
g
id
ea
s
,
p
r
ep
ar
in
g
an
o
u
tlin
e,
b
ein
g
s
en
s
itiv
e
to
r
ea
d
er
s
,
am
o
n
g
o
th
er
s
.
Plan
n
in
g
m
ay
b
e
an
ess
en
tial
s
tag
e
in
wr
itin
g
s
in
ce
it
allo
ws
th
e
wr
i
ter
s
to
b
r
ai
n
s
to
r
m
a
n
d
co
n
ce
p
tu
alize
id
ea
s
.
Hen
ce
,
allo
win
g
s
tu
d
en
ts
an
am
p
le
ti
m
e
to
p
lan
th
eir
wr
itin
g
task
s
co
u
ld
b
e
v
ital
f
o
r
g
e
n
er
atin
g
a
u
s
ef
u
l
co
n
ten
t
a
n
d
p
r
ep
ar
in
g
a
well
-
o
r
g
an
ized
o
u
t
lin
e.
I
n
ad
d
itio
n
,
b
ei
n
g
s
en
s
itiv
e
to
r
ea
d
e
r
s
is
a
m
u
ch
-
ex
p
ec
t
ed
s
k
ill
in
ac
ad
em
i
c
wr
itin
g
b
ec
au
s
e
a
wr
iter
h
as
to
th
in
k
o
f
h
is
au
d
ien
ce
as
an
im
ag
in
ed
r
ea
d
er
wh
o
m
ay
f
o
r
m
u
late
a
r
ea
s
o
n
ed
r
esp
o
n
s
e
[
2
9
]
.
T
r
ib
b
le
[
3
0
]
ca
l
ls
th
is
as
wr
iter
’
s
co
n
te
x
t
k
n
o
wled
g
e
in
wh
ich
th
e
wr
iter
s
h
o
u
ld
d
ev
elo
p
a
d
ee
p
u
n
d
er
s
tan
d
i
n
g
ab
o
u
t w
h
er
e
th
e
tex
t w
il
l b
e
r
ea
d
.
Pre
v
io
u
s
wo
r
k
s
ac
r
o
s
s
d
if
f
er
en
t
h
ig
h
er
e
d
u
ca
tio
n
co
n
tex
t
s
co
r
r
o
b
o
r
ate
th
e
s
tu
d
y
’
s
f
i
n
d
in
g
s
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
wr
itin
g
n
e
ed
s
.
Fo
r
ex
a
m
p
le,
Pad
a
g
as
an
d
Haja
n
[
3
1
]
r
ep
o
r
ted
a
wid
e
r
an
g
e
o
f
ac
a
d
em
ic
wr
itin
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n
ee
d
s
o
f
n
u
r
s
in
g
s
tu
d
en
ts
wh
ich
in
clu
d
ed
co
r
r
ec
t
u
s
ag
e
an
d
g
r
am
m
ar
an
d
a
d
h
er
e
n
ce
to
an
ac
ad
em
i
c
wr
itin
g
s
ty
le.
A
s
tu
d
y
b
y
Ga
g
alan
g
[
3
2
]
also
r
ev
ea
led
p
r
e
p
o
n
d
e
r
an
t
g
r
am
m
atica
l
e
r
r
o
r
s
,
less
k
n
o
wled
g
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o
f
m
ec
h
an
ics,
an
d
lac
k
o
f
E
n
g
lis
h
v
o
ca
b
u
lar
y
as a
ca
d
em
ic
wr
itin
g
p
r
o
b
lem
s
o
f
c
o
lleg
e
f
r
esh
m
en
s
tu
d
en
ts
.
I
n
th
e
c
o
n
tex
t
o
f
p
r
eser
v
ice
t
ea
ch
er
ed
u
ca
tio
n
,
s
ev
e
r
al
s
tu
d
ies
h
av
e
also
r
e
p
o
r
ted
s
im
ilar
f
in
d
in
g
s
.
Nu
r
[
1
6
]
d
is
co
v
er
e
d
th
at
wh
il
e
s
tu
d
en
ts
p
er
ce
iv
ed
th
e
im
p
o
r
tan
ce
o
f
ess
ay
elem
en
ts
an
d
a
ca
d
em
ic
wo
r
k
s
u
c
h
as
o
u
tlin
in
g
,
p
a
r
ap
h
r
asin
g
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n
d
p
r
o
d
u
cin
g
co
m
p
lete
ac
ad
em
ic
wr
itin
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,
th
e
y
f
ac
e
d
p
r
o
b
lem
s
i
n
d
e
v
elo
p
in
g
id
ea
s
,
g
r
am
m
ar
,
v
o
ca
b
u
lar
y
,
an
d
lan
g
u
ag
e
e
x
p
r
ess
io
n
s
.
I
n
ad
d
itio
n
,
Su
laim
an
an
d
Mu
h
ajir
[
1
7
]
s
tu
d
y
wh
ich
ex
am
in
e
d
th
e
d
if
f
icu
lties
o
f
E
n
g
lis
h
ed
u
ca
tio
n
s
tu
d
en
ts
in
wr
itin
g
s
cie
n
tific
wo
r
k
in
d
icate
d
th
at
s
tu
d
en
ts
f
ac
ed
a
v
ar
iety
o
f
ac
a
d
em
ic
wr
itin
g
d
if
f
icu
lti
es
wh
ich
in
cl
u
d
ed
g
r
a
m
m
ar
,
s
cien
tific
wr
itin
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s
ty
le,
v
o
ca
b
u
lar
y
,
s
p
ellin
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a
n
d
co
h
er
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ce
,
wr
itin
g
ar
r
an
g
em
e
n
t,
an
d
p
u
n
ctu
atio
n
.
T
h
r
ee
co
m
m
o
n
er
r
o
r
s
wer
e
f
o
u
n
d
s
u
ch
as
s
p
ellin
g
,
u
s
e
o
f
ca
p
ital
letter
s
,
an
d
p
u
n
ctu
atio
n
s
.
Fu
r
th
er
m
o
r
e,
T
h
ao
a
n
d
Q
u
y
ên
[
1
8
]
s
h
o
wed
t
h
at
th
e
s
tu
d
en
ts
en
co
u
n
ter
ed
a
m
u
ltit
u
d
e
o
f
ac
ad
e
m
ic
wr
itin
g
d
if
f
icu
lties
,
o
f
wh
ich
th
e
m
o
s
t
co
m
m
o
n
d
if
f
icu
lties
f
ac
ed
wer
e
o
r
g
an
izatio
n
a
n
d
u
s
e
o
f
g
r
a
m
m
ar
a
n
d
p
u
n
ctu
ati
o
n
/cap
italizatio
n
.
T
h
e
s
tu
d
y
o
f
f
er
s
s
ev
er
al
p
ed
ag
o
g
ical
im
p
licatio
n
s
u
s
ef
u
l
f
o
r
teac
h
er
s
h
an
d
lin
g
a
r
esear
ch
wr
itin
g
co
u
r
s
e,
esp
ec
ially
in
t
h
e
co
n
t
ex
t
o
f
teac
h
e
r
ed
u
ca
tio
n
p
r
o
g
r
am
s
.
T
h
er
e
is
clea
r
ly
a
n
ee
d
to
s
tr
en
g
th
en
th
e
teac
h
in
g
o
f
ad
v
a
n
ce
d
r
esear
ch
tech
n
iq
u
es
an
d
p
r
o
ce
s
s
es
f
o
r
p
r
eser
v
ice
elem
en
tar
y
teac
h
er
s
s
o
th
at
th
ey
co
u
ld
b
e
m
o
r
e
e
q
u
ip
p
e
d
to
co
n
d
u
ct
r
esear
ch
p
r
o
jects
in
d
ep
en
d
e
n
tly
.
I
t
s
h
o
u
ld
b
e
n
o
ted
th
at
th
ese
s
tu
d
en
ts
h
ad
u
n
d
er
tak
e
n
alr
ea
d
y
r
esear
ch
c
o
u
r
s
es
in
th
eir
s
en
io
r
h
ig
h
s
ch
o
o
l;
h
en
ce
,
th
ey
s
h
o
u
ld
b
e
r
ec
a
lib
r
ated
with
r
esp
ec
t
to
th
e
r
ea
l
-
wo
r
ld
a
p
p
licatio
n
o
f
an
u
n
d
e
r
g
r
a
d
u
ate
r
esear
ch
c
o
u
r
s
e,
th
at
is
,
to
tak
e
it
n
o
t
o
n
ly
a
s
p
ar
t
o
f
th
e
d
e
g
r
ee
r
eq
u
ir
em
e
n
ts
b
u
t
m
o
r
e
im
p
o
r
tan
tly
as
a
m
ea
n
s
to
ca
p
ac
ita
t
e
th
em
s
elv
es
to
co
n
d
u
ct
q
u
ality
r
esear
ch
th
at
is
u
s
ef
u
l
f
o
r
th
eir
p
e
r
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t.
Stu
d
e
n
ts
s
h
o
u
ld
also
b
e
m
ad
e
m
o
r
e
awa
r
e
o
f
th
eir
r
o
les
as
r
esear
ch
er
s
.
W
ith
th
is
in
m
i
n
d
,
th
e
y
s
h
o
u
ld
b
e
g
iv
en
m
o
r
e
ex
p
o
s
u
r
e
to
d
o
r
esear
ch
ac
tiv
it
ies
th
at
will
r
eq
u
ir
e
th
em
to
d
elin
ea
te
th
eir
p
e
r
s
o
n
a
l
attr
ib
u
tes
f
r
o
m
th
o
s
e
o
f
p
r
o
f
e
s
s
io
n
al
r
esear
ch
er
s
.
Field
ex
p
o
s
u
r
e
m
ay
also
h
elp
th
em
to
b
ec
o
m
e
m
o
r
e
attu
n
e
d
to
th
e
v
ar
y
in
g
n
atu
r
e
a
n
d
co
n
t
ex
t o
f
r
esear
c
h
p
ar
ticip
an
ts
.
Ad
d
itio
n
ally
,
with
th
e
lim
ited
r
eso
u
r
ce
s
,
s
tu
d
en
ts
s
h
o
u
ld
b
e
t
au
g
h
t
v
ar
i
o
u
s
way
s
o
n
h
o
w
to
g
ain
ac
ce
s
s
to
f
r
ee
ly
av
ailab
le
ac
ad
em
ic
an
d
p
r
o
f
ess
io
n
al
liter
atu
r
e.
I
t
is
im
p
o
r
tan
t
to
n
o
te
t
h
at
th
e
q
u
ality
o
f
s
tu
d
e
n
ts
’
r
esear
ch
o
u
tp
u
ts
m
ay
d
ep
e
n
d
o
n
th
eir
ac
ce
s
s
to
li
ter
atu
r
e.
Fu
r
th
er
m
o
r
e
,
wh
ile
it
is
tr
u
e
th
at
th
e
n
u
m
b
er
o
f
r
esear
ch
ex
p
e
r
ts
in
s
tate
u
n
i
v
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s
ities
lik
e
th
e
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n
e
s
tu
d
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d
in
th
is
r
esear
ch
m
a
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b
e
in
s
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f
icien
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ce
r
tain
m
ec
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an
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m
s
m
ay
b
e
ad
o
p
ted
b
y
r
esear
ch
i
n
s
tr
u
cto
r
s
to
en
s
u
r
e
th
at
s
tu
d
en
ts
s
till
g
et
th
e
m
o
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t
ex
p
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p
p
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p
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s
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r
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p
r
o
ject.
Fo
r
ex
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p
le,
s
tu
d
en
ts
wh
o
h
av
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
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
.
3
,
J
u
n
e
20
25
:
2
0
7
0
-
2
0
7
8
2076
ad
v
an
ce
d
k
n
o
wled
g
e
o
f
r
ese
ar
ch
m
a
y
wo
r
k
co
llab
o
r
ativ
e
ly
as
“b
u
d
d
y
”
o
f
t
h
o
s
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wh
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m
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m
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m
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d
o
l
o
g
ical
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u
p
p
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r
t,
an
d
t
h
o
s
e
wh
o
will
h
av
e
im
p
r
o
v
ed
as
a
p
r
o
ce
s
s
o
f
th
is
m
en
to
r
i
n
g
m
ay
s
er
v
e
as
p
ee
r
m
en
to
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s
to
th
o
s
e
n
ee
d
in
g
m
o
r
e
s
u
p
p
o
r
t
[
3
3
]
.
Aca
d
em
ic
wr
itin
g
s
k
ills
ar
e
a
s
im
p
o
r
tan
t
as
r
esear
ch
s
k
ills
f
o
r
p
r
eser
v
ice
teac
h
er
s
.
Giv
e
n
th
e
m
an
y
ac
ad
em
ic
wr
itin
g
co
u
r
s
es
th
at
s
tu
d
en
ts
m
ay
h
av
e
tak
en
s
in
ce
th
eir
s
en
io
r
h
ig
h
s
ch
o
o
l,
it
s
ee
m
s
v
er
y
cr
u
cial
th
at
g
en
r
e
k
n
o
wled
g
e
m
ay
b
e
n
ec
e
s
s
ar
y
f
o
r
th
em
t
o
d
ev
elo
p
e
f
f
ec
tiv
e
ac
ad
em
ic
wr
itin
g
s
k
ills
f
o
r
r
esear
ch
p
u
r
p
o
s
es.
Hen
ce
,
g
en
r
e
-
b
ased
ap
p
r
o
ac
h
to
wr
itin
g
p
ed
ag
o
g
y
m
ay
b
e
ad
o
p
ted
b
y
E
n
g
lis
h
lan
g
u
ag
e
in
s
tr
u
cto
r
s
to
r
aise
s
tu
d
en
ts
’
co
n
s
cio
u
s
n
ess
o
n
th
e
m
icr
o
an
d
m
ac
r
o
f
ea
tu
r
es
o
f
ac
ad
em
ic
wr
itin
g
r
eq
u
ir
ed
b
y
th
eir
d
is
co
u
r
s
e
co
m
m
u
n
ity
.
T
h
e
im
p
o
r
tan
ce
o
f
p
r
o
ce
s
s
ap
p
r
o
ac
h
ca
n
n
o
t
al
s
o
b
e
u
n
d
er
v
alu
ed
s
in
ce
clea
r
ly
th
e
s
tu
d
en
ts
also
n
ee
d
ed
s
u
p
p
o
r
t
in
ter
m
s
o
f
th
e
wr
itin
g
p
r
o
ce
s
s
es.
T
h
u
s
,
an
am
alg
am
atio
n
o
f
g
e
n
r
e
-
b
ased
ap
p
r
o
ac
h
an
d
p
r
o
ce
s
s
ap
p
r
o
ac
h
to
teac
h
in
g
wr
i
tin
g
m
ay
s
er
v
e
its
p
u
r
p
o
s
e
o
f
im
p
r
o
v
in
g
p
r
eser
v
ice
elem
e
n
tar
y
teac
h
er
s
’
ac
ad
em
ic
wr
itin
g
s
k
ills
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
h
as
in
v
esti
g
ated
th
e
r
esear
ch
an
d
ac
ad
em
ic
wr
itin
g
n
ee
d
s
o
f
p
r
eser
v
ice
elem
en
tar
y
teac
h
er
s
at
a
s
tate
u
n
iv
e
r
s
ity
in
a
Ph
ilip
p
in
e
r
u
r
al
ar
ea
.
B
ased
o
n
th
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
,
it
ca
n
b
e
co
n
clu
d
e
d
th
at
th
e
s
tu
d
en
ts
m
an
if
est
a
m
u
ltit
u
d
e
o
f
r
esear
ch
an
d
ac
ad
em
ic
wr
itin
g
n
ee
d
s
.
I
n
ter
m
s
o
f
r
esear
c
h
,
th
e
s
tu
d
en
ts
’
n
ee
d
s
v
ar
y
f
r
o
m
r
esear
ch
m
eth
o
d
o
lo
g
y
to
o
th
er
r
ele
v
an
t
asp
ec
ts
s
u
ch
as
p
h
y
s
ical
r
e
s
o
u
r
ce
s
,
ex
p
er
t
s
u
p
p
o
r
t
,
r
esear
ch
er
’
s
p
e
r
s
o
n
alities
,
n
at
u
r
e
o
f
r
esear
c
h
p
a
r
ticip
an
ts
,
an
d
q
u
ality
d
ata.
As
with
ac
ad
em
ic
wr
itin
g
,
th
e
s
tu
d
en
ts
’
n
ee
d
s
d
if
f
er
f
r
o
m
th
e
m
icr
o
lin
g
u
is
tic
elem
en
ts
n
e
ed
ed
in
ac
a
d
em
ic
wr
itin
g
s
u
ch
as
m
ec
h
an
ics
an
d
p
u
n
ctu
atio
n
an
d
g
r
a
m
m
ar
an
d
lan
g
u
ag
e
u
s
e
to
th
e
m
ac
r
o
li
n
g
u
is
tic
asp
ec
ts
s
u
ch
as
o
r
g
an
izatio
n
.
Ap
ar
t
f
r
o
m
th
e
lan
g
u
a
g
e
ele
m
en
ts
,
th
e
s
tu
d
en
ts
also
n
ee
d
s
u
p
p
o
r
t
in
ter
m
s
o
f
th
e
wr
itin
g
p
r
o
ce
s
s
es.
Desp
ite
th
ese
co
n
clu
s
io
n
s
,
it
s
h
o
u
ld
b
e
b
o
r
n
e
in
m
in
d
th
at
th
e
r
esear
ch
an
d
ac
ad
em
ic
wr
itin
g
n
ee
d
s
r
ep
o
r
ted
in
th
is
r
esear
ch
ar
e
o
n
ly
s
tu
d
e
n
ts
’
s
elf
-
r
ep
o
r
ts
.
Stu
d
en
ts
’
r
esear
ch
o
u
tp
u
t
s
wer
e
n
o
t
p
a
r
t
o
f
th
e
an
aly
s
is
.
I
n
a
d
d
itio
n
,
d
ata
we
r
e
lim
ited
to
s
tr
u
ctu
r
ed
s
u
r
v
ey
s
an
d
s
em
i
-
s
tr
u
ctu
r
ed
i
n
ter
v
iew
s
g
ath
er
ed
th
r
o
u
g
h
an
o
n
lin
e
p
latf
o
r
m
.
Hen
ce
,
a
n
u
m
b
er
o
f
r
ec
o
m
m
e
n
d
atio
n
s
a
r
e
f
o
r
war
d
e
d
to
ad
d
r
ess
th
e
lim
itatio
n
s
o
f
th
e
p
r
esen
t
wo
r
k
.
First
,
f
u
tu
r
e
r
esear
ch
m
ay
em
p
lo
y
a
tr
ian
g
u
latio
n
m
eth
o
d
u
s
in
g
s
tu
d
e
n
ts
’
r
esear
ch
r
ep
o
r
ts
to
ex
p
lo
r
e
th
eir
r
es
ea
r
ch
an
d
ac
a
d
em
ic
wr
itin
g
n
ee
d
s
.
Par
ticip
a
n
t
tr
ia
n
g
u
latio
n
wh
er
e
teac
h
er
s
ar
e
p
ar
t
o
f
th
e
s
tu
d
y
m
ay
also
b
e
u
n
d
er
tak
en
.
Seco
n
d
,
a
s
e
m
i
-
s
t
r
u
c
t
u
r
e
d
o
r
u
n
s
t
r
u
c
t
u
r
e
d
t
y
p
e
o
f
d
a
t
a
c
o
l
l
e
c
t
i
o
n
s
u
c
h
a
s
f
o
c
u
s
g
r
o
u
p
d
i
s
c
u
s
s
i
o
n
o
r
k
e
y
i
n
f
o
r
m
a
n
t
i
n
t
e
r
v
i
e
w
m
ay
b
e
ex
p
lo
ited
b
y
f
u
tu
r
e
r
esear
ch
er
s
to
p
r
o
v
i
d
e
a
r
ich
e
r
an
d
d
ee
p
er
ac
c
o
u
n
t
o
f
s
tu
d
en
ts
’
r
esear
ch
a
n
d
ac
ad
em
ic
wr
itin
g
n
ee
d
s
.
T
h
ir
d
,
f
u
tu
r
e
r
esear
ch
m
a
y
wan
t
t
o
f
o
cu
s
o
n
ly
o
n
s
tu
d
e
n
ts
en
r
o
lled
in
a
r
esear
ch
co
u
r
s
e.
ACK
NO
WL
E
DG
M
E
N
T
S
Au
th
o
r
s
wo
u
ld
lik
e
to
th
an
k
th
e
r
ev
iewe
r
s
f
o
r
e
n
s
u
r
in
g
t
h
e
r
i
g
o
r
an
d
q
u
ality
o
f
th
is
m
an
u
s
cr
ip
t
th
r
o
u
g
h
th
eir
in
s
ig
h
tf
u
l c
o
m
m
en
ts
an
d
co
n
s
tr
u
ctiv
e
f
ee
d
b
ac
k
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
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v
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AUTHO
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ax
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2077
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c
a
n
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c
o
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tac
ted
a
t
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m
a
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b
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jo
v
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h
a
jan
@m
su
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d
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c
to
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c
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r
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c
h
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s
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ll
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s
th
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c
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ra
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u
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t
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tate
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n
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l
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h
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p
p
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h
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ld
s
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ste
r
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i
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u
c
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ti
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with
a
m
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r
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u
c
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ti
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l
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m
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n
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stra
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in
2
0
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r
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h
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m
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d
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ti
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l
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lu
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h
a
s
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re
se
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p
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t
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n
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tern
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ti
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l
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re
n
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e
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rsity
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g
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d
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Cit
y
,
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h
il
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p
p
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n
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s.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
b
u
b
a
k
a
rra
d
ju
n
i@m
su
su
l
u
.
e
d
u
.
p
h
.
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isa
n
Uto
h
-
a
sim
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e
m
s
y
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p
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fe
ss
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r
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t
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h
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C
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ll
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f
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u
c
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ti
o
n
o
f
M
in
d
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n
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tate
Un
iv
e
rsity
Ta
wi
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Taw
i
Co
ll
e
g
e
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f
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h
n
o
lo
g
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n
d
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e
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n
o
g
ra
p
h
y
,
P
h
il
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p
p
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n
e
s.
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fin
is
h
e
d
h
is
Do
c
t
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f
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h
il
o
so
p
h
y
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c
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ti
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m
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Re
se
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rc
h
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n
d
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lu
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ti
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n
fr
o
m
th
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i
v
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rsity
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f
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a
n
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rlo
s,
Ce
b
u
Cit
y
,
P
h
il
i
p
p
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s.
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re
se
a
rc
h
in
tere
st
in
c
li
n
e
s
t
o
wa
rd
e
d
u
c
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ti
o
n
a
l
re
se
a
rc
h
,
re
se
a
rc
h
in
stru
m
e
n
ta
ti
o
n
,
e
v
a
lu
a
ti
o
n
re
se
a
rc
h
,
a
n
d
p
e
d
a
g
o
g
ica
l
re
se
a
rc
h
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
lh
isa
n
jem
sy
@m
su
taw
i
-
taw
i.
e
d
u
.
p
h
.
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