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14
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20
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p
lem
e
n
tin
g
s
u
c
h
co
m
p
r
eh
en
s
iv
e
c
u
r
r
icu
la
c
an
b
e
c
h
allen
g
in
g
,
r
eq
u
ir
in
g
s
u
b
s
tan
tial
r
ev
is
io
n
s
to
ex
is
tin
g
ed
u
ca
tio
n
al
f
r
a
m
ewo
r
k
s
an
d
p
ed
ag
o
g
ical
p
r
ac
tices
[
8
]
–
[1
0
]
.
B
y
lev
er
ag
in
g
d
ata
an
aly
tics
an
d
ev
id
en
ce
-
b
ased
ap
p
r
o
ac
h
es,
ed
u
ca
tio
n
al
p
lan
n
er
s
ca
n
m
a
k
e
m
o
r
e
in
f
o
r
m
e
d
d
ec
is
io
n
s
th
at
en
h
an
ce
s
tu
d
e
n
t
o
u
tc
o
m
es
an
d
o
p
er
atio
n
al
ef
f
icien
cy
.
C
o
llab
o
r
atio
n
s
an
d
p
a
r
tn
er
s
h
ip
s
with
s
tak
eh
o
ld
er
s
,
in
clu
d
i
n
g
g
o
v
er
n
m
en
t
ag
en
cies,
p
r
iv
ate
s
ec
to
r
s
,
an
d
in
ter
n
atio
n
al
o
r
g
an
iza
tio
n
s
,
ca
n
p
r
o
v
id
e
ad
d
itio
n
al
r
eso
u
r
ce
s
a
n
d
in
s
ig
h
ts
,
f
o
s
ter
in
g
a
m
o
r
e
h
o
lis
tic
an
d
in
clu
s
iv
e
ap
p
r
o
ac
h
to
e
d
u
ca
tio
n
[1
1
]
–
[1
3
]
.
Fu
r
th
er
m
o
r
e
,
th
e
o
n
g
o
in
g
a
d
v
an
ce
m
e
n
ts
in
ed
u
ca
tio
n
al
r
esear
ch
an
d
p
e
d
ag
o
g
ical
in
n
o
v
atio
n
s
o
f
f
e
r
o
p
p
o
r
tu
n
ities
to
r
eim
ag
in
e
tr
a
d
itio
n
al
lear
n
in
g
m
o
d
els.
Per
s
o
n
alize
d
lear
n
in
g
,
co
m
p
ete
n
c
y
-
b
ased
ed
u
ca
tio
n
,
an
d
ex
p
er
ie
n
tial
lear
n
in
g
ar
e
j
u
s
t
a
f
ew
ex
am
p
les
o
f
ap
p
r
o
a
ch
es
th
at
ca
n
b
e
in
teg
r
ated
in
t
o
s
tr
ateg
ic
p
lan
s
to
ca
ter
to
d
iv
er
s
e
s
tu
d
e
n
t n
ee
d
s
an
d
lear
n
in
g
s
ty
les
.
Stra
teg
ic
ed
u
ca
tio
n
al
p
lan
n
i
n
g
p
lay
s
a
v
ital
r
o
le
in
s
h
ap
in
g
th
e
f
u
tu
r
e
o
f
ac
ad
e
m
ic
p
r
o
g
r
am
s
an
d
in
s
titu
tio
n
s
.
Ho
wev
er
,
ch
allen
g
es
s
u
ch
as
en
v
ir
o
n
m
en
tal
u
n
p
r
ed
ictab
ilit
y
an
d
th
e
alig
n
m
e
n
t
o
f
tech
n
o
lo
g
ical
ad
v
an
ce
m
e
n
ts
p
o
s
e
s
ig
n
if
ican
t
b
ar
r
ie
r
s
.
Fo
r
in
s
tan
ce
,
Do
wsett
et
a
l
.
[1
4
]
d
is
cu
s
s
th
e
d
estab
ilizatio
n
ca
u
s
ed
b
y
em
er
g
in
g
tech
n
o
lo
g
ies,
lik
e
r
o
b
o
tics
an
d
ar
tific
ial
in
tellig
en
ce
(
AI
)
,
wh
ich
n
o
t
o
n
ly
tr
an
s
f
o
r
m
co
n
s
tr
u
ctio
n
b
u
t
also
d
is
r
u
p
t
p
lan
n
i
n
g
s
tr
u
ctu
r
es
with
in
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
.
T
h
e
am
b
ig
u
ity
s
u
r
r
o
u
n
d
in
g
tech
n
o
lo
g
y
ad
o
p
tio
n
p
r
esen
ts
a
ch
allen
g
e
in
in
teg
r
atin
g
th
ese
in
n
o
v
atio
n
s
in
to
ed
u
ca
tio
n
al
p
lan
n
in
g
.
Similar
ly
,
L
o
za
n
o
-
Nieto
[1
5
]
h
ig
h
lig
h
ts
th
e
lim
itatio
n
s
o
f
in
s
ti
tu
tio
n
al
-
lev
el
s
tr
ateg
ic
p
lan
s
in
a
cc
o
m
m
o
d
atin
g
th
e
s
p
ec
if
ic
n
ee
d
s
o
f
ac
ad
em
ic
p
r
o
g
r
am
s
,
p
a
r
ticu
lar
ly
in
tech
n
ical
f
ield
s
s
u
ch
as
elec
tr
ica
l
en
g
in
ee
r
in
g
.
T
h
ese
lim
itatio
n
s
u
n
d
er
s
co
r
e
th
e
n
e
ce
s
s
ity
o
f
d
ev
elo
p
in
g
s
tr
ateg
i
c
p
lan
s
at
th
e
p
r
o
g
r
am
lev
el
to
f
o
s
ter
r
elev
an
t
ed
u
ca
tio
n
al
o
u
tc
o
m
es.
Mo
r
eo
v
er
,
E
v
is
[
16
]
e
x
am
in
es
h
o
w
t
h
e
p
o
p
u
lar
izatio
n
o
f
in
ter
d
is
cip
lin
ar
y
r
esear
ch
in
B
r
itis
h
Hig
h
er
E
d
u
ca
tio
n
I
n
s
ti
tu
tio
n
s
,
wh
ile
b
en
ef
icial
f
o
r
s
o
m
e
ac
ad
em
ic
d
is
cip
lin
es
lik
e
ar
ch
ae
o
lo
g
y
,
o
f
ten
r
ec
eiv
es
m
in
im
al
f
in
an
cial
b
a
ck
in
g
.
T
h
e
lack
o
f
s
u
b
s
tan
tial
f
u
n
d
in
g
f
o
r
in
ter
d
is
cip
lin
ar
y
in
itiativ
es
f
u
r
th
er
co
m
p
licates
s
tr
ateg
ic
p
lan
n
in
g
in
e
d
u
ca
tio
n
al
co
n
te
x
ts
.
Op
p
o
r
tu
n
ities
f
o
r
im
p
r
o
v
em
e
n
t
ex
is
t
in
ad
o
p
tin
g
m
o
r
e
tar
g
eted
s
tr
ateg
ic
p
lan
n
in
g
ap
p
r
o
ac
h
es.
W
alk
er
et
a
l
.
[
17
]
e
m
p
h
asize
th
e
im
p
o
r
ta
n
ce
o
f
s
tr
ateg
ic
p
lan
n
in
g
i
n
s
u
p
p
o
r
tin
g
th
e
im
p
lem
en
tatio
n
o
f
p
h
y
s
ical
ac
tiv
ity
a
p
p
r
o
ac
h
es
in
elem
en
tar
y
s
ch
o
o
ls
.
T
h
eir
r
esear
ch
r
e
v
ea
ls
th
at
co
m
p
r
eh
e
n
s
iv
e
s
tr
ateg
ic
p
lan
s
,
wh
en
co
m
b
in
e
d
with
ap
p
r
o
p
r
iate
tr
ain
in
g
an
d
s
u
p
p
o
r
t
m
ec
h
an
is
m
s
,
ca
n
s
ig
n
if
ican
tly
im
p
r
o
v
e
th
e
e
f
f
ec
tiv
en
ess
o
f
ed
u
ca
tio
n
al
i
n
t
er
v
en
tio
n
s
.
T
h
is
f
in
d
in
g
is
f
u
r
th
er
s
u
p
p
o
r
ted
b
y
R
ah
im
et
a
l
.
[
18
]
wh
o
s
e
w
o
r
k
o
n
s
tr
ateg
ic
p
lan
n
in
g
f
o
r
p
h
y
s
ical
ed
u
ca
tio
n
in
I
r
an
ian
s
ch
o
o
ls
u
s
in
g
t
h
e
q
u
an
titativ
e
s
tr
ateg
ic
p
lan
n
in
g
m
atr
ix
(
QSPM)
d
e
m
o
n
s
tr
at
es
h
o
w
well
-
s
tr
u
ctu
r
e
d
p
lan
s
ca
n
p
r
io
r
itize
k
ey
ed
u
ca
tio
n
al
s
tr
ateg
ies
d
esp
ite
r
eso
u
r
ce
lim
itatio
n
s
.
T
h
ese
s
tu
d
ies
s
u
g
g
est
th
at,
w
h
en
s
tr
a
teg
ically
ex
ec
u
ted
,
p
lan
n
in
g
ca
n
lead
t
o
en
h
a
n
ce
d
ed
u
ca
tio
n
al
p
er
f
o
r
m
an
ce
,
ev
e
n
in
r
eso
u
r
ce
-
co
n
s
tr
ain
ed
en
v
ir
o
n
m
en
ts
.
T
h
e
in
teg
r
atio
n
o
f
s
u
s
tain
ab
le
s
tr
ateg
ic
p
lan
n
in
g
p
r
ac
tices
also
h
o
ld
s
p
r
o
m
is
e
f
o
r
en
h
an
cin
g
ed
u
ca
tio
n
al
o
u
tco
m
es.
Su
cu
o
ğ
lu
an
d
E
r
d
em
[
19
]
d
em
o
n
s
tr
ate
h
o
w
s
u
s
tain
ab
le
p
lan
n
in
g
in
T
u
r
k
is
h
p
r
im
ar
y
s
ch
o
o
ls
p
o
s
itiv
ely
im
p
ac
ts
to
t
al
q
u
ality
m
an
a
g
em
en
t
(
T
QM
)
p
r
ac
tices.
T
h
is
f
in
d
in
g
h
ig
h
l
ig
h
ts
th
e
p
o
ten
tial
f
o
r
s
tr
ateg
ic
ed
u
ca
tio
n
al
p
lan
n
in
g
to
co
n
tr
ib
u
te
to
b
r
o
a
d
er
o
r
g
an
izatio
n
al
g
o
als,
s
u
ch
as
q
u
ality
m
an
ag
em
en
t,
b
y
alig
n
in
g
s
tr
ateg
ic
o
b
jectiv
es
with
s
u
s
tain
ab
ilit
y
p
r
in
cip
les.
Ad
d
itio
n
ally
,
W
en
d
lin
g
an
d
E
v
an
s
[2
0
]
em
p
h
asize
th
e
r
o
le
o
f
co
m
m
u
n
ity
en
g
ag
em
e
n
t
in
in
s
titu
tio
n
-
lev
el
s
tr
ateg
ic
p
lan
s
.
T
h
eir
an
aly
s
is
o
f
s
tr
ateg
ic
p
lan
s
f
r
o
m
Am
e
r
ican
h
ig
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
s
s
h
o
ws
th
at
in
s
titu
tio
n
s
in
teg
r
atin
g
co
m
m
u
n
ity
en
g
ag
em
en
t
in
to
th
eir
s
tr
ateg
ic
o
b
jectiv
es a
r
e
b
etter
eq
u
ip
p
ed
to
a
d
d
r
ess
th
e
ev
o
l
v
in
g
n
ee
d
s
o
f
t
h
eir
co
m
m
u
n
ities
,
cr
ea
tin
g
n
ew
o
p
p
o
r
tu
n
ities
f
o
r
co
lla
b
o
r
atio
n
a
n
d
g
r
o
wth
.
Desp
ite
th
ese
o
p
p
o
r
tu
n
ities
,
s
ev
er
al
s
y
s
tem
ic
ch
allen
g
es
h
in
d
er
th
e
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
o
f
s
tr
ateg
ic
p
lan
s
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
Al
-
T
wijr
i
e
t
a
l
.
[2
1
]
id
e
n
tify
a
m
o
d
er
ate
lev
el
o
f
s
tr
ateg
ic
in
f
o
r
m
atio
n
s
y
s
tem
im
p
lem
en
tatio
n
in
em
er
g
in
g
u
n
iv
er
s
ities
,
lar
g
ely
d
u
e
to
is
s
u
es
with
en
v
ir
o
n
m
e
n
tal
an
aly
s
is
an
d
g
o
al
s
ettin
g
.
T
h
e
s
tu
d
y
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
im
p
r
o
v
e
d
tech
n
ical
s
u
p
p
o
r
t,
tr
ain
in
g
,
an
d
clea
r
e
r
ad
o
p
tio
n
r
eg
u
latio
n
s
.
Mo
r
eo
v
er
,
Ab
d
u
laal
et
a
l
.
[2
2
]
ar
g
u
e
th
at
f
in
a
n
cial
s
u
s
tain
ab
ilit
y
r
em
ain
s
a
m
ajo
r
ch
allen
g
e
f
o
r
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
,
wh
ich
n
ec
ess
itates
ac
cu
r
ate
p
r
io
r
itizatio
n
o
f
in
v
estme
n
t
in
itiativ
es
to
m
ain
tain
lo
n
g
-
ter
m
v
iab
ilit
y
.
T
h
es
e
f
in
d
in
g
s
illu
s
tr
ate
th
at
wh
ile
s
tr
ateg
ic
p
lan
n
in
g
o
f
f
er
s
s
ig
n
if
ican
t
p
o
ten
tial,
its
s
u
cc
es
s
f
u
l
im
p
lem
en
tatio
n
r
eq
u
ir
es
ad
d
r
ess
in
g
tech
n
i
ca
l,
f
in
an
cial,
an
d
r
eg
u
lato
r
y
ch
allen
g
es.
T
h
e
s
tu
d
ies
an
aly
ze
d
h
er
e
p
r
o
v
id
e
in
s
ig
h
ts
in
to
h
o
w
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
ca
n
n
av
ig
ate
th
e
co
m
p
lex
ities
o
f
s
tr
ateg
ic
p
lan
n
in
g
to
en
h
an
ce
th
eir
o
v
er
all
ef
f
ec
tiv
en
ess
an
d
ad
ap
tab
ilit
y
in
an
ev
er
-
ev
o
l
v
in
g
ed
u
ca
tio
n
al
lan
d
s
ca
p
e.
Stra
teg
ic
ed
u
ca
tio
n
al
p
lan
n
in
g
f
ac
es
s
ev
er
al
ch
allen
g
es,
in
clu
d
in
g
tech
n
o
lo
g
ical
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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N:
2252
-
8
8
2
2
C
h
a
llen
g
es a
n
d
o
p
p
o
r
tu
n
ities
in
s
tr
a
teg
ic
ed
u
ca
tio
n
a
l p
la
n
n
in
g
:
a
s
ystema
tic
liter
a
tu
r
e
r
e
view
(
S
ema
il E
n
d
o
)
1623
d
is
r
u
p
tio
n
s
,
r
eso
u
r
ce
c
o
n
s
tr
ain
ts
,
an
d
in
s
u
f
f
icien
t
in
ter
d
is
ci
p
lin
ar
y
s
u
p
p
o
r
t.
Ho
wev
er
,
o
p
p
o
r
tu
n
ities
ex
is
t
to
o
v
er
co
m
e
th
ese
ch
allen
g
es
b
y
ad
o
p
tin
g
tar
g
eted
,
s
u
s
tain
a
b
le
an
d
co
m
m
u
n
ity
-
en
g
ag
ed
s
tr
ateg
ic
p
lan
n
in
g
ap
p
r
o
ac
h
es.
T
o
f
u
r
th
er
e
x
p
lo
r
e
th
e
o
p
p
o
r
tu
n
ities
an
d
ch
alle
n
g
es
o
f
s
tr
ateg
ic
p
lan
n
in
g
in
e
d
u
ca
tio
n
,
th
is
s
tu
d
y
is
g
u
id
ed
b
y
th
e
f
o
llo
win
g
r
es
ea
r
ch
q
u
esti
o
n
s
:
i)
Ho
w
ca
n
in
n
o
v
ativ
e
ed
u
ca
tio
n
al
s
tr
ateg
ies
b
e
ef
f
ec
tiv
ely
in
teg
r
ated
in
to
e
x
is
tin
g
f
r
am
ew
o
r
k
s
to
en
h
an
ce
s
tu
d
en
t o
u
tco
m
es?
ii)
W
h
at
ar
e
th
e
k
ey
f
ac
to
r
s
in
f
lu
en
cin
g
s
u
cc
ess
f
u
l o
r
g
an
izatio
n
al
ch
an
g
e
m
a
n
ag
em
e
n
t in
h
ig
h
er
ed
u
ca
tio
n
?
iii)
Ho
w
h
as
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
in
f
lu
en
ce
d
ed
u
ca
tio
n
al
s
tr
ateg
ies
an
d
o
u
tco
m
es
ac
r
o
s
s
d
if
f
er
en
t
r
eg
io
n
s
an
d
ed
u
ca
tio
n
al
lev
els?
T
h
e
p
r
i
m
a
r
y
a
i
m
o
f
t
h
is
a
r
ti
c
le
i
s
t
o
i
d
e
n
t
i
f
y
t
h
e
k
e
y
c
h
a
l
l
en
g
e
s
t
h
a
t
e
d
u
c
at
i
o
n
a
l
i
n
s
ti
t
u
t
io
n
s
f
a
c
e
in
s
t
r
a
t
e
g
i
c
p
l
a
n
n
i
n
g
,
p
a
r
t
i
c
u
la
r
l
y
i
n
r
es
p
o
n
s
e
t
o
s
o
ci
o
-
e
c
o
n
o
m
i
c,
t
e
c
h
n
o
l
o
g
i
c
a
l
,
a
n
d
g
l
o
b
a
l
d
i
s
r
u
p
t
i
o
n
s
s
u
c
h
as
t
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
m
i
c
.
A
d
d
i
t
io
n
a
l
l
y
,
t
h
e
a
r
t
i
cl
e
s
e
e
k
s
t
o
e
x
p
l
o
r
e
o
p
p
o
r
t
u
n
i
t
i
e
s
f
o
r
i
n
te
g
r
a
t
i
n
g
i
n
n
o
v
a
t
i
v
e
e
d
u
c
a
t
i
o
n
a
l
s
t
r
at
e
g
i
es
i
n
t
o
e
x
is
t
i
n
g
f
r
a
m
e
w
o
r
k
s
t
o
e
n
h
a
n
c
e
s
tu
d
e
n
t
o
u
t
c
o
m
e
s
a
n
d
i
n
s
t
it
u
t
i
o
n
a
l
a
d
a
p
t
a
b
i
l
it
y
.
T
h
e
a
r
t
i
c
l
e
a
ls
o
p
r
o
v
i
d
e
ac
t
i
o
n
a
b
l
e
i
n
s
i
g
h
t
s
f
o
r
e
d
u
c
a
t
i
o
n
al
p
o
l
icy
m
a
k
e
r
s
a
n
d
l
e
a
d
e
r
s
o
n
i
n
c
o
r
p
o
r
a
t
i
n
g
f
l
e
x
i
b
il
i
t
y
,
s
t
a
k
e
h
o
l
d
e
r
e
n
g
a
g
e
m
e
n
t
,
a
n
d
co
n
t
i
n
u
o
u
s
i
m
p
r
o
v
e
m
e
n
t
i
n
t
o
s
tr
a
t
e
g
i
c
e
d
u
c
a
ti
o
n
a
l
p
l
a
n
n
i
n
g
p
r
o
c
e
s
s
e
s
.
2.
M
E
T
H
O
D
T
h
is
s
ec
tio
n
d
etailin
g
th
e
p
r
ef
er
r
ed
r
ep
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
e
ta
-
an
aly
s
es
(
PR
I
SMA)
p
u
b
licatio
n
s
tan
d
ar
d
s
.
Fu
r
th
er
,
th
e
au
th
o
r
s
p
r
o
v
id
e
an
in
-
d
ep
th
d
is
cu
s
s
io
n
o
n
th
e
f
o
r
m
u
latio
n
o
f
th
e
r
esear
ch
q
u
esti
o
n
,
th
e
m
e
th
o
d
o
lo
g
ies
u
s
ed
f
o
r
id
en
tif
y
i
n
g
,
s
cr
ee
n
in
g
an
d
d
eter
m
in
in
g
th
e
elig
ib
ilit
y
o
f
s
y
s
tem
atic
s
ea
r
ch
es,
to
g
eth
er
with
th
e
ap
p
r
o
ac
h
es f
o
r
q
u
alit
y
ass
ess
m
en
t,
d
ata
co
llectio
n
an
d
an
aly
s
is
.
2
.
1
.
I
dentif
ica
t
io
n
T
o
ch
o
o
s
e
a
s
izab
le
v
o
lu
m
e
o
f
r
elev
an
t
liter
atu
r
e
f
o
r
th
is
in
v
esti
g
atio
n
,
s
ev
er
al
cr
u
cial
p
h
ases
in
th
e
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
s
s
wer
e
u
s
ed
.
Fo
llo
win
g
th
e
s
elec
tio
n
o
f
k
ey
w
o
r
d
s
,
a
s
ea
r
ch
f
o
r
ass
o
ciate
d
ter
m
s
was
co
n
d
u
cte
d
th
r
o
u
g
h
th
e
u
s
e
o
f
d
ictio
n
ar
ies,
th
esau
r
i,
en
c
y
clo
p
ed
ias,
an
d
p
r
io
r
r
esear
ch
.
Se
ar
ch
s
tr
in
g
s
f
o
r
th
e
Sco
p
u
s
an
d
W
eb
o
f
Scien
ce
(
W
o
S)
d
atab
ases
wer
e
cr
ea
ted
,
an
d
all
p
e
r
tin
en
t
p
h
r
ases
wer
e
p
r
esen
ted
in
T
ab
le
1
.
T
wo
d
atab
ases
wer
e
s
u
cc
ess
f
u
lly
u
s
ed
to
ex
tr
ac
t
2
,
4
2
9
p
u
b
licatio
n
s
th
at
wer
e
p
e
r
tin
en
t
to
th
e
s
tu
d
y
is
s
u
e
d
u
r
in
g
th
e
f
ir
s
t p
h
ase
o
f
th
e
s
y
s
tem
atic
r
ev
iew
.
T
ab
le
1
.
T
h
e
s
ea
r
ch
s
tr
in
g
S
o
u
r
c
e
Th
e
se
a
r
c
h
st
r
i
n
g
S
c
o
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:
J
u
n
.
2
0
2
4
2
.
2
.
Scre
ening
T
h
e
co
llectio
n
o
f
p
o
s
s
ib
ly
p
er
tin
en
t
r
esear
ch
item
s
is
ass
ess
ed
in
th
e
s
cr
ee
n
in
g
p
r
o
c
ess
to
s
ee
wh
eth
er
o
r
n
o
t
th
ey
ar
e
co
n
s
is
ten
t
with
th
e
p
r
ed
eter
m
in
e
d
r
esear
ch
q
u
esti
o
n
s
.
C
h
o
o
s
i
n
g
r
esear
ch
t
o
p
ics
p
er
tain
in
g
to
th
e
u
s
e
o
f
c
h
allen
g
es
an
d
o
p
p
o
r
tu
n
ities
i
n
s
tr
ateg
ic
e
d
u
ca
tio
n
al
p
lan
n
in
g
is
o
n
e
o
f
th
e
co
n
ten
t
-
r
elate
d
cr
iter
ia
th
at
ar
e
f
r
eq
u
en
tly
e
m
p
lo
y
e
d
in
th
is
s
tag
e.
Du
p
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s
u
st
a
i
n
a
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l
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t
y
2
0
2
1
4
[4
4
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C
h
a
l
l
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n
g
e
s
o
f
EL
T
d
u
r
i
n
g
t
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mal
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a
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k
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y
a
n
d
P
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l
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t
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2
0
2
3
5
[4
5
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n
d
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st
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d
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t
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l
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v
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2
0
2
2
6
[
46
]
A
n
a
l
y
s
i
s
o
f
i
m
p
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t
a
n
c
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o
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a
n
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l
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2
0
2
3
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[
47
]
N
a
v
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g
a
t
i
n
g
t
h
e
C
O
V
I
D
-
1
9
p
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:
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g
2
0
2
4
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[
48
]
A
sy
st
e
ma
t
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c
f
r
a
mew
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r
k
f
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r
c
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mp
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f
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c
a
2
0
2
4
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[
49
]
H
o
w
ma
n
y
a
n
d
w
h
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c
h
p
h
y
s
i
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B
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2
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[
17
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st
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11
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H
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2
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3
.
1
.
E
du
ca
t
io
na
l
s
t
ra
t
e
g
ies a
nd
inn
o
v
a
t
io
ns
E
d
u
ca
tio
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al
s
tr
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an
d
in
n
o
v
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s
r
em
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p
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f
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v
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g
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d
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tab
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u
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tio
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s
y
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tem
s
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An
aly
zin
g
v
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r
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esear
ch
ar
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r
ev
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d
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ap
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h
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ca
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f
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co
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p
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cy
ass
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m
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ts
to
in
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v
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e
teac
h
in
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p
r
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r
am
s
an
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r
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lu
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Evaluation Warning : The document was created with Spire.PDF for Python.
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2
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J
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14
,
No
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3
,
J
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20
25
:
1
6
2
1
-
1
6
3
2
1626
tr
an
s
f
o
r
m
atio
n
s
.
T
h
is
an
aly
s
is
in
teg
r
ates
f
in
d
in
g
s
f
r
o
m
m
u
lt
ip
le
s
tu
d
ies
to
p
r
o
v
id
e
a
th
o
r
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g
h
u
n
d
er
s
tan
d
in
g
o
f
th
e
cu
r
r
en
t
lan
d
s
ca
p
e
in
ed
u
ca
tio
n
al
s
tr
ateg
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an
d
in
n
o
v
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n
s
.
T
h
e
im
p
lem
en
tatio
n
o
f
s
tr
ateg
ic
p
lan
n
in
g
in
ed
u
ca
tio
n
is
cr
u
cial
f
o
r
its
d
ev
elo
p
m
en
t
an
d
ef
f
ec
tiv
e
n
e
s
s
.
T
h
e
s
tu
d
y
b
y
Mu
k
h
am
etz
y
an
o
v
a
et
a
l
.
[2
4
]
d
is
cu
s
s
es
th
e
s
tr
ateg
ic
p
lan
n
in
g
in
R
u
s
s
ian
ed
u
ca
tio
n
,
h
ig
h
lig
h
tin
g
th
e
ab
s
en
ce
o
f
a
co
m
p
r
eh
en
s
iv
e
n
atio
n
al
s
tr
ateg
y
.
I
n
s
tead
,
r
eg
io
n
al
s
tr
ateg
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f
o
cu
s
o
n
lo
ca
l
ch
allen
g
es
with
o
u
t
ad
d
r
ess
in
g
b
r
o
ad
e
r
n
atio
n
al
an
d
g
lo
b
al
ed
u
ca
tio
n
al
d
em
an
d
s
.
T
h
is
lac
k
o
f
a
u
n
if
ied
s
tr
ateg
y
h
in
d
er
s
th
e
p
o
ten
tial
f
o
r
g
r
o
u
n
d
b
r
ea
k
in
g
ad
v
an
ce
m
e
n
ts
in
th
e
R
u
s
s
ian
ed
u
ca
tio
n
al
s
y
s
tem
.
R
ah
im
et
a
l
.
[
18
]
em
p
h
asize
th
e
n
ee
d
f
o
r
s
tr
ateg
ic
p
l
an
n
in
g
in
p
h
y
s
ical
ed
u
ca
tio
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with
in
I
r
a
n
ian
s
ch
o
o
ls
,
u
s
in
g
th
e
QSPM
m
atr
ix
to
p
r
io
r
itize
s
tr
ateg
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th
at
en
h
an
ce
m
o
to
r
liter
ac
y
an
d
p
r
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m
o
te
a
h
ea
lth
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life
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ty
le.
T
h
is
s
tr
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ic
ap
p
r
o
ac
h
is
e
s
s
en
tial
f
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r
ac
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in
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tio
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tar
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am
id
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lim
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r
eso
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r
ce
s
.
R
esear
ch
b
y
C
r
ab
tr
ee
et
a
l
.
[
29
]
o
n
s
tu
d
en
t
en
g
ag
em
e
n
t
s
tr
ateg
ies
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
s
tr
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ic
p
lan
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in
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a
n
d
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lead
e
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s
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ip
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lv
em
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t
in
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v
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ier
s
to
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f
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s
tu
d
en
t
en
g
ag
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n
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T
h
ese
s
tu
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ies
co
llectiv
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u
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d
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co
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t
h
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cr
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r
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f
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tr
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p
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in
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.
Similar
ly
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in
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ex
p
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ed
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v
ar
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u
s
c
o
n
tex
ts
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Fu
lto
n
et
a
l
.
[2
5
]
s
tu
d
ied
c
o
m
p
eten
cy
ass
ess
m
en
t
in
u
n
d
er
g
r
ad
u
ate
m
e
d
ical
ed
u
ca
tio
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u
s
in
g
a
p
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-
p
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th
ir
d
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p
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ty
ex
a
m
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a
tio
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ig
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im
p
r
o
v
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m
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in
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m
p
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u
ch
a
s
s
tr
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p
lan
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in
g
an
d
lead
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s
h
i
p
.
T
h
e
f
in
d
in
g
s
s
u
g
g
ested
th
at
r
ep
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ted
ass
ess
m
en
ts
ar
e
v
ital
f
o
r
d
o
cu
m
en
tin
g
c
o
m
p
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attain
m
en
t,
alig
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with
ea
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lier
s
tu
d
ies
em
p
h
asizin
g
th
e
n
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d
f
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co
m
p
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n
s
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m
eth
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s
in
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ca
tio
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p
r
o
g
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am
s
.
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h
is
a
p
p
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h
is
f
u
r
th
er
s
u
p
p
o
r
ted
b
y
R
o
s
s
et
a
l
.
[
28
]
w
h
o
ex
am
in
ed
lead
er
s
h
ip
cu
r
r
icu
la
in
A
u
s
tr
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d
N
ew
Z
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lan
d
m
ed
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ch
o
o
ls
.
T
h
eir
s
tu
d
y
r
ev
ea
led
g
ap
s
in
k
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co
m
p
eten
cies,
s
u
ch
as
f
in
an
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m
an
ag
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n
t
an
d
s
tr
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p
lan
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,
wh
ile
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o
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g
th
e
im
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f
lead
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h
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n
g
in
teg
r
ate
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ac
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v
ar
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s
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u
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jects.
T
h
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f
in
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in
d
icate
th
at
wh
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u
ca
tio
n
al
in
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titu
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m
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tr
id
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in
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tiv
e
in
m
an
a
g
in
g
tr
an
s
itio
n
s
an
d
p
r
o
m
o
tin
g
in
cl
u
s
iv
ity
.
Fu
r
th
er
m
o
r
e,
th
e
s
tu
d
y
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
lea
d
er
s
h
ip
d
ev
elo
p
m
en
t
p
r
o
g
r
a
m
s
th
at
f
o
cu
s
o
n
s
tr
ate
g
ic
p
lan
n
in
g
an
d
d
ec
is
io
n
-
m
a
k
in
g
clar
ity
.
T
h
ese
p
r
o
g
r
am
s
h
elp
lead
er
s
ad
d
r
ess
ch
allen
g
es p
r
o
ac
tiv
el
y
an
d
im
p
lem
en
t c
h
an
g
es th
at
alig
n
wit
h
th
e
in
s
titu
tio
n
'
s
lo
n
g
-
ter
m
g
o
als.
T
h
e
d
u
al
asp
ec
t
o
f
th
e
im
p
li
ca
tio
n
s
-
ad
d
r
ess
in
g
o
b
s
er
v
ed
ch
allen
g
es
an
d
lev
er
a
g
in
g
co
ac
h
in
g
f
o
r
s
k
ill
d
ev
elo
p
m
e
n
t
-
p
r
o
v
id
es
a
co
m
p
r
eh
en
s
iv
e
ap
p
r
o
ac
h
to
en
h
a
n
cin
g
lead
er
s
h
ip
ef
f
ec
t
iv
en
ess
in
h
i
g
h
e
r
ed
u
ca
tio
n
[3
3
]
.
T
h
e
cu
ltiv
ati
o
n
o
f
c
o
r
e
co
m
p
etitiv
en
ess
is
v
ital
f
o
r
th
e
d
ev
el
o
p
m
en
t
o
f
h
ig
h
e
r
ed
u
ca
ti
o
n
in
s
titu
tio
n
s
.
W
u
an
d
Z
h
a
n
g
[3
4
]
d
is
cu
s
s
th
at
co
r
e
co
m
p
etitiv
en
ess
,
en
co
m
p
ass
in
g
in
tan
g
ib
le
ab
ilit
ies
lik
e
in
n
o
v
atio
n
in
m
a
n
ag
em
e
n
t
m
o
d
els
an
d
ac
a
d
em
ic
p
r
o
d
u
cti
o
n
ca
p
ac
ity
,
is
cr
u
cial
f
o
r
im
p
r
o
v
in
g
talen
t
tr
ain
in
g
q
u
ality
.
T
h
e
co
n
tin
u
o
u
s
im
p
r
o
v
em
en
t
o
f
e
d
u
ca
tio
n
al
r
eso
u
r
ce
s
,
f
u
n
d
in
g
,
an
d
s
cien
tific
o
u
tp
u
t
ar
e
in
d
icativ
e
o
f
en
h
an
ce
d
co
r
e
co
m
p
etitiv
en
ess
in
C
h
in
ese
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
T
h
e
s
tu
d
y
p
r
o
p
o
s
es
s
ev
er
al
ev
alu
atio
n
in
d
ex
es
f
o
r
co
r
e
co
m
p
etitiv
en
ess
,
in
clu
d
in
g
s
ch
o
o
l
-
r
u
n
n
i
n
g
p
h
ilo
s
o
p
h
y
,
ca
m
p
u
s
cu
ltu
r
e
co
n
s
tr
u
ctio
n
ca
p
ac
ity
,
an
d
h
u
m
an
r
eso
u
r
ce
m
a
n
ag
em
e
n
t
in
n
o
v
atio
n
ca
p
ac
ity
.
W
u
an
d
Z
h
an
g
[3
4
]
p
r
o
v
i
d
e
a
f
r
am
ewo
r
k
f
o
r
in
s
titu
tio
n
s
to
ass
es
s
th
eir
s
tr
en
g
th
s
an
d
id
en
tify
ar
ea
s
f
o
r
im
p
r
o
v
em
e
n
t,
th
u
s
g
u
id
in
g
s
tr
ateg
ic
d
ev
elo
p
m
e
n
t
an
d
e
n
h
an
ci
n
g
t
h
eir
o
v
er
all
c
o
m
p
etitiv
en
ess
.
E
q
u
ity
an
d
in
clu
s
io
n
a
r
e
ce
n
t
r
al
to
th
e
s
tr
ateg
ic
p
lan
n
in
g
p
r
o
ce
s
s
es
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
C
ar
ls
o
n
et
a
l
.
[3
5
]
illu
s
tr
ate
th
is
th
r
o
u
g
h
th
e
d
esig
n
i
n
g
f
o
r
s
u
cc
ess
in
itiativ
e
at
B
o
r
o
u
g
h
o
f
Ma
n
h
attan
C
o
m
m
u
n
ity
C
o
lleg
e,
wh
ich
u
s
es
a
ch
ar
r
ette
p
r
o
ce
s
s
to
ad
d
r
ess
g
ap
s
in
g
r
a
d
u
atio
n
an
d
r
eten
ti
o
n
r
ates
am
o
n
g
d
if
f
er
en
t
et
h
n
ic
an
d
g
e
n
d
er
g
r
o
u
p
s
.
T
h
is
in
i
tiativ
e
en
g
ag
es
th
e
en
tire
co
lleg
e
co
m
m
u
n
ity
in
d
is
cu
s
s
io
n
s
an
d
ac
tio
n
p
lan
n
in
g
,
f
o
s
ter
in
g
a
co
llab
o
r
ativ
e
en
v
ir
o
n
m
en
t
th
at
p
r
io
r
itizes
eq
u
ity
an
d
in
clu
s
i
o
n
.
T
h
e
ch
ar
r
ette
p
r
o
ce
s
s
is
p
ar
ticu
lar
ly
ef
f
ec
tiv
e
in
h
ig
h
er
ed
u
ca
tio
n
as
it
en
co
u
r
a
g
es
p
u
b
lic
s
ch
o
lar
s
h
ip
an
d
ac
tiv
e
p
ar
ticip
atio
n
f
r
o
m
all
s
tak
e
h
o
ld
er
s
,
m
o
v
in
g
b
ey
o
n
d
m
er
e
d
is
cu
s
s
io
n
s
to
ac
tio
n
ab
le
s
tr
at
eg
ies.
T
h
is
m
eth
o
d
h
elp
s
id
e
n
tify
cr
itical
b
a
r
r
ier
s
to
e
q
u
it
y
an
d
in
clu
s
io
n
an
d
d
ev
elo
p
co
m
p
r
eh
e
n
s
iv
e
p
lan
s
to
ad
d
r
ess
th
em
,
th
er
eb
y
p
r
o
m
o
tin
g
a
m
o
r
e
in
clu
s
iv
e
ed
u
c
atio
n
al
en
v
ir
o
n
m
e
n
t
[3
5
]
.
Stra
teg
ic
p
lan
n
in
g
at
t
h
e
p
r
o
g
r
am
lev
el
ca
n
ad
d
r
es
s
s
p
ec
if
ic
n
ee
d
s
an
d
ch
allen
g
es
th
at
m
ig
h
t
b
e
o
v
er
lo
o
k
ed
at
th
e
in
s
titu
tio
n
al
lev
el.
L
o
za
n
o
-
Nieto
[1
5
]
ar
g
u
es
th
at
s
tr
ateg
ic
p
lan
s
d
ev
elo
p
ed
at
th
e
p
r
o
g
r
am
lev
el,
p
ar
ticu
lar
ly
f
o
r
d
is
cip
lin
es
lik
e
elec
tr
ical
en
g
in
ee
r
in
g
,
ca
n
p
r
o
v
id
e
d
etailed
an
d
a
ctio
n
ab
le
s
tr
ateg
ies
th
at
s
tr
en
g
th
en
in
d
iv
id
u
al
ac
a
d
em
ic
p
r
o
g
r
am
s
.
T
h
is
ap
p
r
o
a
ch
en
s
u
r
es
th
at
th
e
u
n
iq
u
e
r
e
q
u
ir
em
en
ts
o
f
ea
ch
p
r
o
g
r
a
m
ar
e
m
et
an
d
f
ac
ilit
ates
m
ea
n
in
g
f
u
l
d
ialo
g
u
e
a
m
o
n
g
f
ac
u
lty
an
d
ac
ad
em
ic
s
taf
f
.
Pro
g
r
am
-
le
v
el
s
tr
ateg
ic
p
lan
n
in
g
allo
ws
f
o
r
g
r
ea
ter
s
p
ec
if
icity
an
d
ad
ap
tab
ilit
y
,
ad
d
r
ess
in
g
p
ar
ticu
lar
ch
allen
g
es
a
n
d
o
p
p
o
r
tu
n
ities
with
in
a
d
is
cip
lin
e.
I
t
also
en
c
o
u
r
ag
es
c
o
llab
o
r
atio
n
am
o
n
g
s
tak
e
h
o
l
d
er
s
,
f
o
s
ter
in
g
an
en
v
ir
o
n
m
en
t w
h
er
e
s
tr
ateg
ic
g
o
als ar
e
alig
n
ed
with
th
e
p
r
o
g
r
am
’
s
n
ee
d
s
an
d
o
b
jectiv
es
[1
5
]
.
Su
s
tain
ab
ilit
y
an
d
m
an
ag
e
m
en
t
ef
f
ec
tiv
en
ess
ar
e
in
cr
ea
s
in
g
ly
im
p
o
r
tan
t
i
n
h
ig
h
er
ed
u
ca
tio
n
.
Ma
tto
s
et
a
l
.
[
36
]
u
tili
ze
th
e
B
ald
r
ig
e
ex
ce
llen
ce
m
o
d
el
to
an
aly
ze
th
ese
f
ac
to
r
s
at
th
e
Fed
er
al
Un
iv
er
s
ity
o
f
San
ta
C
atar
in
a.
T
h
e
s
tu
d
y
f
i
n
d
s
th
at
lead
e
r
s
h
ip
,
a
f
o
c
u
s
o
n
s
tu
d
e
n
ts
an
d
s
o
ciety
,
an
d
s
tr
ateg
ic
p
lan
n
i
n
g
s
ig
n
if
ican
tly
in
f
lu
en
ce
m
an
ag
em
en
t
ef
f
ec
tiv
en
ess
.
T
r
an
s
p
ar
en
cy
an
d
c
o
m
p
eten
c
y
-
b
ased
m
an
ag
em
en
t
ar
e
also
cr
u
cial
f
o
r
im
p
r
o
v
i
n
g
w
o
r
k
p
r
o
ce
s
s
es.
T
h
e
s
tu
d
y
h
ig
h
lig
h
ts
t
h
e
n
ee
d
f
o
r
h
ig
h
e
r
ed
u
ca
tio
n
in
s
titu
tio
n
s
to
ad
o
p
t
q
u
ality
m
an
ag
e
m
en
t m
o
d
els t
h
at
em
p
h
asize
s
u
s
tain
ab
ilit
y
an
d
co
n
tin
u
o
u
s
im
p
r
o
v
em
e
n
t.
B
y
f
o
cu
s
in
g
o
n
th
ese
ar
ea
s
,
in
s
titu
tio
n
s
ca
n
en
h
an
c
e
th
eir
p
e
r
f
o
r
m
an
ce
a
n
d
ac
h
ie
v
e
lo
n
g
-
ter
m
s
u
s
tain
ab
ilit
y
[
36
]
.
T
h
e
tr
an
s
itio
n
t
o
d
is
tan
ce
lear
n
in
g
d
u
r
i
n
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
p
o
s
ed
s
ig
n
if
ican
t
ch
allen
g
es
f
o
r
ed
u
c
atio
n
al
in
s
titu
tio
n
s
.
J
u
s
as
et
a
l
.
[
37
]
d
e
v
elo
p
ed
s
ev
er
al
m
o
d
els
to
g
u
i
d
e
th
e
s
tr
ateg
ic
p
lan
n
in
g
an
d
im
p
lem
en
tatio
n
o
f
d
is
tan
ce
lear
n
in
g
.
T
h
ese
m
o
d
els
ad
d
r
e
s
s
v
ar
io
u
s
asp
ec
ts
,
in
clu
d
in
g
i
n
f
r
astru
ctu
r
e,
co
m
p
eten
cies,
a
n
d
v
ir
tu
al
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
p
r
o
v
id
in
g
c
o
m
p
r
eh
en
s
iv
e
g
u
id
elin
es
f
o
r
in
s
titu
tio
n
s
to
n
av
ig
ate
th
e
co
m
p
lex
ities
o
f
d
is
tan
ce
ed
u
ca
tio
n
.
T
h
e
s
tu
d
y
em
p
h
a
s
izes
th
e
im
p
o
r
tan
ce
o
f
s
tr
a
teg
ic
p
lan
n
in
g
in
en
s
u
r
in
g
s
u
cc
ess
f
u
l
d
is
tan
ce
lear
n
in
g
ex
p
er
ien
ce
s
.
B
y
ad
o
p
tin
g
th
ese
m
o
d
els,
in
s
titu
tio
n
s
ca
n
b
etter
p
r
ep
ar
e
f
o
r
a
n
d
m
a
n
ag
e
th
e
tr
a
n
s
itio
n
to
o
n
lin
e
e
d
u
ca
tio
n
,
en
s
u
r
in
g
co
n
tin
u
ity
a
n
d
q
u
ality
o
f
lea
r
n
in
g
d
u
r
in
g
d
is
r
u
p
tio
n
s
[
37
]
.
T
h
e
p
an
d
em
ic
h
as
ac
ce
ler
ate
d
th
e
n
ee
d
f
o
r
s
tr
ateg
ic
m
an
ag
em
en
t
in
d
ig
ital
ed
u
ca
tio
n
.
Stu
d
y
b
y
B
ax
ter
et
a
l
.
[
38
]
ex
am
in
ed
t
h
e
im
p
ac
t
o
f
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
o
n
th
e
s
tr
ateg
ic
p
la
n
n
in
g
p
r
o
ce
s
s
es
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
ls
i
n
E
n
g
lan
d
.
T
h
eir
r
esear
ch
id
e
n
tifie
d
a
s
ig
n
if
ican
t
s
h
if
t
in
h
o
w
s
ch
o
o
ls
ap
p
r
o
ac
h
e
d
d
ig
ital
lear
n
in
g
,
n
o
tin
g
th
at
th
e
p
an
d
em
ic
h
ad
f
o
r
ce
d
lead
er
s
to
in
n
o
v
ate
an
d
ad
a
p
t
th
eir
s
tr
ateg
ic
p
lan
s
.
Ho
wev
er
,
b
ar
r
ier
s
s
u
ch
as
m
ater
ial
co
n
s
tr
ain
ts
an
d
cu
ltu
r
al
r
esis
tan
ce
r
em
ain
ed
,
s
h
o
win
g
th
e
co
m
p
l
ex
ity
o
f
in
teg
r
atin
g
d
ig
ital
s
tr
ateg
ies
in
to
tr
ad
itio
n
al
ed
u
ca
tio
n
al
s
ettin
g
s
.
Stra
teg
ic
co
llab
o
r
atio
n
is
a
p
o
wer
f
u
l
ap
p
r
o
ac
h
f
o
r
o
v
er
co
m
i
n
g
ch
allen
g
es
i
n
b
asic
ed
u
ca
tio
n
.
T
ah
ili
et
a
l
.
[
39
]
e
x
p
lo
r
e
d
t
h
e
d
ev
elo
p
m
en
t
o
f
a
s
tr
ateg
ic
co
llab
o
r
atio
n
m
o
d
el
in
I
n
d
o
n
esia,
wh
ich
in
clu
d
es
s
ch
o
o
l
c
o
llab
o
r
atio
n
n
etwo
r
k
s
,
s
tr
ateg
ic
lead
er
s
h
ip
,
an
d
in
n
o
v
atio
n
in
s
ch
o
o
l
cu
ltu
r
e.
T
h
is
m
o
d
el
aim
s
to
im
p
r
o
v
e
ed
u
ca
tio
n
q
u
ality
th
r
o
u
g
h
c
o
llab
o
r
ativ
e
p
la
n
n
in
g
an
d
in
n
o
v
atio
n
.
T
h
e
s
tu
d
y
h
ig
h
lig
h
ts
th
e
b
e
n
ef
its
o
f
s
tr
ateg
ic
co
llab
o
r
atio
n
in
ac
h
iev
in
g
s
u
s
tain
ab
le
ed
u
ca
tio
n
im
p
r
o
v
em
e
n
ts
.
B
y
f
o
s
ter
in
g
p
ar
tn
er
s
h
ip
s
am
o
n
g
s
ch
o
o
ls
,
teac
h
er
s
,
an
d
lo
ca
l
g
o
v
e
r
n
m
e
n
ts
,
th
is
ap
p
r
o
ac
h
f
ac
ilit
ates
th
e
s
h
ar
in
g
o
f
r
eso
u
r
ce
s
an
d
b
est
p
r
ac
tices,
lead
in
g
to
e
n
h
an
ce
d
e
d
u
ca
tio
n
al
o
u
t
co
m
es
[
39
]
.
Hig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
h
av
e
a
p
iv
o
tal
r
o
le
i
n
ad
v
a
n
cin
g
th
e
Un
ited
Natio
n
s
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t
g
o
als
(
SDGs
)
.
Sin
g
h
an
d
B
les
s
in
g
er
[4
0
]
ex
a
m
in
e
th
e
in
teg
r
ati
o
n
o
f
SDGs
in
u
n
iv
er
s
ities
i
n
th
e
Un
ited
Ar
ab
E
m
ir
ates,
id
en
tify
in
g
c
h
allen
g
es
s
u
ch
as
p
r
io
r
itizatio
n
,
en
v
ir
o
n
m
en
tal
f
o
o
tp
r
in
t
r
e
d
u
ctio
n
,
an
d
co
llab
o
r
atio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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14
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3
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J
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25
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1
6
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3
2
1628
T
h
e
s
tu
d
y
s
u
g
g
ests
th
at
g
o
v
er
n
m
en
tal
p
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licy
ch
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g
es
ca
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s
u
p
p
o
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ad
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wh
ile
h
ig
h
lig
h
tin
g
th
e
lim
ited
im
p
ac
t
o
f
c
u
r
r
en
t
r
esear
ch
an
d
co
llab
o
r
ativ
e
p
r
o
jects.
T
h
is
s
tu
d
y
u
n
d
er
s
co
r
e
s
th
e
im
p
o
r
ta
n
ce
o
f
s
tr
ateg
ic
p
lan
n
in
g
i
n
alig
n
in
g
u
n
iv
e
r
s
ity
in
itiativ
es
with
g
lo
b
al
s
u
s
tain
ab
ilit
y
g
o
als.
B
y
ad
d
r
ess
in
g
th
ese
ch
allen
g
es,
in
s
titu
tio
n
s
ca
n
co
n
tr
ib
u
te
m
o
r
e
ef
f
ec
tiv
el
y
to
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t a
n
d
s
o
cieta
l p
r
o
g
r
ess
[4
0
]
.
3
.
3
.
I
m
pa
c
t
a
nd
a
da
pta
t
i
o
n t
o
ex
t
er
na
l
cha
lleng
es in e
du
ca
t
io
n
T
h
e
ed
u
ca
tio
n
al
lan
d
s
ca
p
e
h
as
f
ac
ed
n
u
m
er
o
u
s
ex
ter
n
al
ch
al
len
g
es,
n
ec
ess
itatin
g
ad
ap
tiv
e
s
tr
ateg
ies
to
m
ain
tain
an
d
im
p
r
o
v
e
ed
u
c
atio
n
al
o
u
tco
m
es.
T
h
ese
ch
allen
g
es r
an
g
e
f
r
o
m
th
e
g
lo
b
al
C
OVI
D
-
1
9
p
an
d
e
m
ic
to
s
o
cio
-
ec
o
n
o
m
ic
an
d
tech
n
o
lo
g
ical
s
h
if
ts
.
T
h
is
an
aly
s
is
d
elv
es
in
to
v
ar
io
u
s
s
tu
d
ies
ad
d
r
ess
in
g
th
e
im
p
ac
t
an
d
a
d
ap
tatio
n
s
tr
ateg
ies
em
p
lo
y
ed
b
y
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
to
n
av
ig
ate
th
ese
ex
te
r
n
al
ch
allen
g
es.
T
h
e
C
OVI
D
-
1
9
p
an
d
em
ic
h
as
s
ig
n
if
ican
tly
im
p
ac
ted
e
d
u
ca
tio
n
al
s
y
s
tem
s
wo
r
ld
wid
e,
p
r
o
m
p
tin
g
a
s
wif
t
tr
an
s
itio
n
to
o
n
lin
e
lear
n
in
g
.
R
esear
ch
by
Ass
aiq
eli
et
a
l
.
[4
4
]
ex
a
m
in
e
th
e
ch
allen
g
es
f
ac
ed
b
y
E
n
g
lis
h
lan
g
u
a
g
e
f
ac
u
lty
in
Ma
lay
s
ia,
T
u
r
k
ey
,
an
d
Palest
in
e
d
u
r
in
g
th
is
tr
an
s
itio
n
.
T
h
e
s
tu
d
y
id
en
tifie
s
k
ey
is
s
u
es
s
u
ch
as
th
e
ef
f
ec
tiv
en
ess
o
f
o
n
lin
e
teac
h
i
n
g
,
d
if
f
icu
lties
in
im
p
lem
en
ta
tio
n
,
an
d
s
tu
d
en
t
en
g
a
g
em
en
t
.
Facu
lty
m
em
b
er
s
n
o
ted
th
at
wh
ile
o
n
lin
e
lear
n
i
n
g
was
ess
en
tial
d
u
r
in
g
th
e
p
a
n
d
em
ic,
its
s
u
cc
ess
was
co
n
tin
g
en
t
o
n
a
d
d
r
ess
in
g
th
ese
ch
allen
g
es
t
h
r
o
u
g
h
s
tr
ateg
ic
p
lan
n
in
g
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
Xu
et
a
l
.
[
47
]
h
ig
h
lig
h
t
th
e
ex
p
er
ien
ce
s
o
f
d
o
cto
r
al
s
tu
d
e
n
ts
in
an
o
n
lin
e
Sin
o
-
No
r
d
ic
s
u
m
m
er
s
ch
o
o
l
o
n
ag
i
n
g
.
T
h
e
s
tu
d
y
r
ev
ea
ls
th
at
wh
ile
s
tu
d
en
ts
g
ain
ed
v
alu
ab
le
in
s
ig
h
ts
,
th
ey
f
ac
ed
ch
a
llen
g
es
s
u
ch
as
lim
ited
s
o
ci
al
in
ter
ac
tio
n
an
d
s
ch
ed
u
lin
g
co
n
f
licts
,
em
p
h
asizin
g
th
e
n
ee
d
f
o
r
im
p
r
o
v
ed
s
tr
ateg
ic
p
lan
n
in
g
an
d
co
m
m
u
n
icatio
n
in
o
n
lin
e
ed
u
ca
tio
n
.
I
n
So
u
th
Af
r
ica,
th
e
f
o
r
m
ati
o
n
an
d
o
p
er
atio
n
o
f
p
r
o
f
ess
io
n
al
lear
n
in
g
c
o
m
m
u
n
ities
(
PLCs
)
h
av
e
b
ee
n
p
iv
o
tal
in
s
u
p
p
o
r
tin
g
teac
h
er
s
'
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
Z
u
lu
a
n
d
Mu
k
er
ed
zi
[4
1
]
e
x
p
lo
r
e
th
e
f
u
n
ctio
n
in
g
o
f
two
teac
h
er
le
ar
n
in
g
c
o
m
m
u
n
ities
in
Kwa
Z
u
lu
-
Nata
l,
r
ev
ea
lin
g
th
at
ef
f
e
ctiv
e
PLCs
r
eq
u
ir
e
m
ea
n
in
g
f
u
l
s
tak
eh
o
l
d
er
in
v
o
l
v
em
en
t.
Ajib
ad
e
an
d
B
er
tr
am
[4
2
]
f
u
r
t
h
er
i
n
v
esti
g
ate
th
e
r
o
l
e
o
f
d
is
tr
ict
teac
h
er
d
ev
elo
p
m
e
n
t
ce
n
ter
s
(
DT
DC
s
)
in
Kwa
Z
u
lu
-
Nata
l.
T
h
eir
f
in
d
in
g
s
in
d
icate
th
at
wh
ile
DT
DC
s
p
r
o
v
id
e
v
alu
ab
le
r
eso
u
r
ce
s
f
o
r
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t,
th
eir
p
o
te
n
tial
r
em
ain
s
u
n
tap
p
ed
d
u
e
to
u
n
d
er
u
tili
za
tio
n
o
f
av
ailab
le
f
ac
ilit
ies.
T
h
ese
s
tu
d
ies
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
s
tr
ateg
ic
s
u
p
p
o
r
t
a
n
d
r
e
s
o
u
r
ce
u
tili
za
tio
n
in
en
h
an
cin
g
teac
h
er
lear
n
in
g
an
d
d
ev
elo
p
m
en
t
in
ch
allen
g
in
g
co
n
te
x
ts
.
T
h
e
s
tr
ateg
ic
m
an
ag
em
en
t
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
d
u
r
in
g
cr
is
es
is
cr
u
cial
f
o
r
m
ain
tain
in
g
s
u
s
tain
ab
ilit
y
an
d
ef
f
ec
ti
v
en
ess
.
R
esear
ch
b
y
Sh
am
m
i
et
a
l
.
[4
3
]
p
r
o
v
i
d
e
a
s
tr
ateg
ic
ass
ess
m
en
t
o
f
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
i
n
B
an
g
lad
esh
,
f
o
cu
s
in
g
o
n
lo
ck
d
o
wn
s
ce
n
ar
io
s
an
d
p
u
b
lic
p
er
ce
p
tio
n
.
T
h
e
s
tu
d
y
s
u
g
g
ests
th
at
m
ain
tain
i
n
g
p
ar
ti
al
lo
ck
d
o
wn
s
with
ec
o
n
o
m
ic
ac
tiv
ities
,
g
u
id
ed
b
y
h
ea
lth
p
r
o
to
co
ls
,
is
th
e
b
est
s
tr
ateg
y
f
o
r
m
an
ag
in
g
th
e
p
an
d
e
m
ic'
s
s
o
cio
-
ec
o
n
o
m
ic
im
p
ac
ts
.
T
h
is
ap
p
r
o
ac
h
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
s
tr
ateg
ic
p
lan
n
in
g
an
d
p
u
b
lic
co
m
m
u
n
icatio
n
in
cr
is
is
m
an
ag
em
en
t.
Similar
ly
,
C
r
o
m
m
elin
et
a
l
.
[4
5
]
ex
p
l
o
r
e
th
e
liv
ed
ex
p
er
ien
ce
s
o
f
r
esid
en
ts
in
r
eg
io
n
al
Au
s
tr
alian
cities,
n
o
tin
g
th
e
n
ee
d
f
o
r
lo
n
g
-
ter
m
s
tr
ateg
ic
p
l
an
n
in
g
t
o
ad
d
r
ess
p
o
p
u
latio
n
g
r
o
wth
a
n
d
r
e
g
io
n
al
d
ev
elo
p
m
e
n
t
ch
allen
g
es.
T
h
i
s
r
esear
ch
em
p
h
asizes
th
e
n
e
ce
s
s
ity
o
f
p
lace
-
b
ased
p
o
lici
es
tailo
r
ed
to
lo
ca
l
co
n
tex
ts
to
en
h
a
n
ce
th
e
b
en
ef
i
ts
o
f
r
eg
io
n
al
liv
i
n
g
.
T
h
e
g
lo
b
al
C
OVI
D
-
1
9
p
an
d
e
m
ic
b
r
o
u
g
h
t
a
r
an
g
e
o
f
ch
alle
n
g
es
th
at
r
eq
u
ir
ed
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
to
ad
o
p
t
d
i
g
ital
lear
n
in
g
m
o
d
els
r
ap
id
ly
.
T
h
e
s
h
if
t
to
e
-
lear
n
in
g
was
p
ar
ticu
lar
ly
c
h
allen
g
in
g
f
o
r
in
s
titu
tio
n
s
th
at
h
ad
lim
ited
in
f
r
astru
ctu
r
e
,
as
ev
id
en
ce
d
b
y
th
e
ca
s
e
o
f
Un
iv
er
s
itas
I
s
lam
Neg
er
i
Ala
u
d
d
in
Ma
k
ass
ar
in
I
n
d
o
n
esia.
Ma
th
ar
et
a
l
.
[5
0
]
h
ig
h
li
g
h
ted
t
h
at,
wh
ile
s
tu
d
en
ts
em
b
r
ac
e
d
e
-
lear
n
in
g
with
p
latf
o
r
m
s
lik
e
C
lar
o
lin
e,
f
ac
u
lty
m
em
b
er
s
f
ac
ed
d
if
f
ic
u
lties
im
p
lem
en
tin
g
th
ese
d
ig
ital
s
o
lu
tio
n
s
d
u
e
to
a
lac
k
o
f
p
r
io
r
ex
p
er
ien
ce
a
n
d
i
n
s
u
f
f
icien
t
tr
ain
in
g
.
Similar
ly
,
Vice
n
te
et
a
l
.
[5
3
]
id
e
n
tifie
d
th
e
co
n
s
tr
ai
n
ts
f
ac
ed
b
y
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
in
Po
r
tu
g
al,
wh
er
e
d
ig
ital in
n
o
v
atio
n
was h
in
d
er
ed
b
y
in
ad
e
q
u
ate
in
f
r
astru
ctu
r
e,
lim
ited
f
u
n
d
in
g
,
an
d
a
c
o
n
s
er
v
ativ
e
ac
ad
em
ic
cu
ltu
r
e.
B
o
th
s
tu
d
ies
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
in
s
titu
tio
n
al
s
u
p
p
o
r
t
an
d
in
f
r
astru
ct
u
r
e
d
ev
el
o
p
m
e
n
t
to
n
av
ig
ate
ex
ter
n
al
ch
alle
n
g
es
ef
f
ec
tiv
ely
.
Vice
n
te
et
a
l
.
[5
3
]
ex
am
in
e
th
e
b
ar
r
ier
s
to
d
ig
ital
in
n
o
v
atio
n
in
Po
r
tu
g
u
ese
u
n
iv
er
s
ities
an
d
p
o
ly
tech
n
ic
in
s
titu
tes,
id
en
tify
in
g
lim
ited
in
f
r
astru
ctu
r
e,
f
u
n
d
i
n
g
,
an
d
t
ec
h
n
o
lo
g
ical
r
eso
u
r
ce
s
as
m
ajo
r
o
b
s
tacle
s
.
T
h
e
s
tu
d
y
ca
lls
f
o
r
m
o
d
er
n
izatio
n
ef
f
o
r
ts
to
o
v
er
co
m
e
th
ese
co
n
s
tr
ain
ts
an
d
s
u
p
p
o
r
t r
eg
i
o
n
al
d
e
v
elo
p
m
en
t.
E
x
ter
n
al
c
h
allen
g
es
s
u
ch
as
v
ac
cin
e
h
esit
an
cy
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
d
em
o
n
s
tr
ated
th
e
b
r
o
ad
e
r
s
o
cieta
l
im
p
licatio
n
s
o
f
ed
u
ca
tio
n
.
Aca
r
-
B
u
r
k
a
y
an
d
C
r
is
tian
[5
1
]
e
x
am
i
n
ed
th
e
co
g
n
itiv
e
u
n
d
er
p
in
n
in
g
s
o
f
v
ac
cin
e
h
e
s
itan
cy
,
r
ev
ea
lin
g
h
o
w
in
d
iv
i
d
u
al
d
if
f
er
e
n
ce
s
in
ex
ec
u
tiv
e
f
u
n
ctio
n
,
s
u
ch
as
atten
tio
n
al
co
n
tr
o
l
a
n
d
co
g
n
i
tiv
e
f
lex
ib
ilit
y
,
af
f
ec
ted
p
u
b
l
ic
tr
u
s
t
in
v
ac
cin
es.
T
h
e
s
tu
d
y
s
u
g
g
ested
th
at
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
co
u
l
d
p
lay
a
s
ig
n
if
ican
t
r
o
le
in
a
d
d
r
ess
in
g
p
u
b
lic
h
ea
lth
c
r
is
es
b
y
p
r
o
m
o
tin
g
cr
itical
th
in
k
in
g
an
d
r
ed
u
ci
n
g
s
u
s
ce
p
tib
ilit
y
to
m
is
in
f
o
r
m
atio
n
.
Similar
ly
,
W
alk
er
et
a
l
.
[
17
]
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
im
p
lem
en
tin
g
s
tr
ateg
ic
ap
p
r
o
ac
h
es
in
ed
u
ca
tio
n
th
at
e
n
co
u
r
ag
e
p
h
y
s
ical
ac
tiv
ity
in
s
ch
o
o
ls
.
T
h
eir
f
in
d
in
g
s
p
o
in
ted
t
o
th
e
n
ee
d
f
o
r
s
tr
ateg
ic
p
lan
n
in
g
in
a
d
d
r
ess
in
g
h
ea
lth
an
d
wellb
ein
g
ch
allen
g
es
with
in
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
ts
,
as
class
r
o
o
m
-
b
ased
p
h
y
s
ical
ac
tiv
ities
s
u
p
p
o
r
ted
s
tu
d
en
ts
’
o
v
er
all
d
ev
elo
p
m
e
n
t
d
u
r
in
g
c
h
allen
g
in
g
tim
es.
W
alk
er
et
a
l
.
[
17
]
h
ig
h
lig
h
t
th
e
im
p
lem
en
tatio
n
s
tr
ateg
ies
n
ee
d
ed
to
s
u
p
p
o
r
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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2252
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8
8
2
2
C
h
a
llen
g
es a
n
d
o
p
p
o
r
tu
n
ities
in
s
tr
a
teg
ic
ed
u
ca
tio
n
a
l p
la
n
n
in
g
:
a
s
ystema
tic
liter
a
tu
r
e
r
e
view
(
S
ema
il E
n
d
o
)
1629
class
r
o
o
m
-
b
ased
p
h
y
s
ical
ac
tiv
ity
in
elem
en
tar
y
s
ch
o
o
ls
.
T
h
e
s
tu
d
y
id
en
tifie
s
k
ey
s
tr
ateg
ies
s
u
ch
as
p
r
o
g
r
am
ch
am
p
io
n
s
,
s
taf
f
tr
ain
i
n
g
,
s
tr
ateg
ic
p
lan
n
in
g
,
an
d
p
o
s
itiv
e
r
ein
f
o
r
ce
m
e
n
ts
,
wh
ich
ar
e
c
r
u
cial
f
o
r
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
.
Fu
r
th
er
m
o
r
e,
u
r
b
a
n
a
g
r
icu
ltu
r
e
h
as
em
e
r
g
ed
as
a
p
o
ten
tial
s
o
lu
tio
n
to
u
r
b
a
n
c
h
allen
g
es,
in
clu
d
in
g
o
v
er
cr
o
wd
in
g
an
d
u
n
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t.
Par
k
an
d
Sh
in
[
46
]
co
n
d
u
ct
an
im
p
o
r
tan
ce
-
p
er
f
o
r
m
an
ce
an
al
y
s
is
o
n
u
r
b
a
n
ag
r
icu
ltu
r
e,
em
p
h
asizin
g
its
h
ea
lth
,
s
o
cial
-
cu
ltu
r
al,
e
n
v
ir
o
n
m
en
tal
-
ec
o
lo
g
ical,
an
d
ec
o
n
o
m
ic
f
u
n
ctio
n
s
.
T
h
e
s
tu
d
y
r
ec
o
m
m
en
d
s
s
tr
ateg
ic
p
lan
n
in
g
to
en
h
a
n
ce
awa
r
en
ess
an
d
p
r
o
m
o
te
u
r
b
an
ag
r
icu
ltu
r
e,
h
ig
h
lig
h
tin
g
its
p
o
ten
tial to
co
n
tr
ib
u
te
to
s
u
s
tain
ab
le
u
r
b
a
n
d
ev
el
o
p
m
en
t.
T
h
e
p
a
n
d
e
m
ic
a
ls
o
i
n
f
lu
e
n
ce
d
h
o
w
ed
u
ca
t
io
n
s
y
s
t
em
s
r
es
p
o
n
d
e
d
t
o
s
o
ci
et
al
d
e
m
a
n
d
s
,
as
s
e
en
i
n
I
n
d
o
n
esi
a
’
s
n
e
e
d
t
o
m
a
n
ag
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its
g
r
o
w
in
g
e
lec
tr
o
n
i
c
wast
e
(
e
-
w
aste
)
p
r
o
b
le
m
.
W
i
b
o
w
o
et
a
l
.
[5
2
]
d
is
c
u
s
s
ed
h
o
w
p
u
b
lic
e
d
u
ca
t
io
n
b
ec
a
m
e
a
cr
it
ical
s
t
r
at
eg
y
in
a
d
d
r
ess
i
n
g
e
-
w
aste
m
a
n
ag
em
en
t.
Sc
h
o
o
ls
a
n
d
u
n
i
v
e
r
s
it
ies
p
l
ay
e
d
a
r
o
l
e
i
n
e
d
u
ca
ti
n
g
t
h
e
p
u
b
li
c
ab
o
u
t
s
u
s
t
ai
n
a
b
l
e
p
r
ac
t
ic
es,
h
i
g
h
li
g
h
ti
n
g
t
h
e
i
n
te
r
s
e
cti
o
n
o
f
e
n
v
ir
o
n
m
e
n
ta
l
is
s
u
es
an
d
e
d
u
ca
t
io
n
al
p
o
li
cies
.
W
h
ile
e
d
u
ca
t
io
n
s
y
s
te
m
s
w
er
e
p
r
i
m
a
r
il
y
f
o
c
u
s
e
d
o
n
c
o
n
ti
n
u
it
y
i
n
te
ac
h
i
n
g
,
t
h
e
b
r
o
ad
er
s
o
cie
tal
r
o
le
o
f
e
d
u
c
a
tio
n
i
n
r
a
is
i
n
g
awa
r
en
ess
o
f
c
r
iti
ca
l
is
s
u
es
l
ik
e
s
u
s
ta
in
ab
ili
t
y
b
ec
am
e
a
p
p
a
r
e
n
t
,
p
a
r
ti
c
u
la
r
l
y
i
n
r
eg
io
n
s
f
a
ci
n
g
s
ig
n
i
f
ic
a
n
t
en
v
i
r
o
n
m
e
n
t
al
c
h
al
len
g
es.
Sim
ila
r
l
y
,
Nw
ail
a
e
t
a
l
.
[
48
]
em
p
h
asi
ze
d
th
e
im
p
o
r
ta
n
c
e
o
f
s
tr
ate
g
i
c
f
r
am
e
wo
r
k
s
,
s
u
ch
as
c
r
i
tic
al
r
a
w
m
a
te
r
ia
ls
(
C
R
M
)
,
i
n
e
n
s
u
r
i
n
g
s
u
s
tai
n
a
b
i
lit
y
i
n
n
at
io
n
al
e
co
n
o
m
ic
p
o
lic
ies
,
f
u
r
th
e
r
d
em
o
n
s
t
r
ati
n
g
t
h
e
cr
u
cial
r
o
le
o
f
e
d
u
ca
t
io
n
i
n
s
h
a
p
i
n
g
in
f
o
r
m
e
d
a
n
d
r
es
p
o
n
s
ib
le
ci
tiz
en
s
.
T
h
e
m
e
d
ic
al
e
d
u
ca
ti
o
n
s
ec
to
r
h
as
als
o
f
ac
e
d
e
x
te
r
n
a
l
p
r
es
s
u
r
es,
n
o
t
a
b
l
y
t
h
e
g
r
o
wi
n
g
d
em
a
n
d
f
o
r
h
e
alt
h
c
ar
e
p
r
o
f
ess
i
o
n
als
am
id
an
o
n
g
o
i
n
g
g
l
o
b
al
s
h
o
r
t
a
g
e
.
S
ch
ef
f
e
r
e
t
a
l
.
[
49
]
c
o
n
d
u
ct
ed
a
c
o
m
p
a
r
at
iv
e
s
t
u
d
y
o
f
B
r
a
zil
a
n
d
S
p
ai
n
,
tw
o
c
o
u
n
tr
ies
t
h
at
e
x
p
a
n
d
e
d
t
h
e
ir
m
e
d
ic
al
ed
u
ca
t
io
n
ca
p
a
cit
y
t
o
a
d
d
r
ess
h
ea
lt
h
c
ar
e
d
e
m
a
n
d
s
.
B
o
t
h
c
o
u
n
t
r
i
es
f
ac
e
d
c
h
al
le
n
g
es
i
n
al
ig
n
i
n
g
t
h
e
s
u
p
p
ly
o
f
g
e
n
er
al
p
r
ac
t
iti
o
n
e
r
s
an
d
s
p
ec
ial
is
ts
wit
h
th
e
ac
t
u
a
l
h
ea
l
th
n
e
ed
s
o
f
th
eir
p
o
p
u
l
ati
o
n
s
.
T
h
e
s
t
u
d
y
r
e
v
e
ale
d
t
h
at
w
h
i
le
e
x
p
a
n
d
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n
g
m
e
d
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d
u
c
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o
n
in
s
t
it
u
ti
o
n
s
i
n
c
r
ea
s
e
d
t
h
e
n
u
m
b
er
o
f
p
h
y
s
i
cia
n
s
,
it
w
as
n
o
t
s
u
f
f
ic
ie
n
t
t
o
m
e
et
t
h
e
n
u
a
n
c
e
d
d
em
an
d
s
o
f
h
e
alt
h
c
ar
e
s
y
s
t
em
s
.
T
h
is
h
i
g
h
l
ig
h
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h
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n
t,
a
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d
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es
o
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o
p
tim
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p
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ca
ti
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4.
CO
NCLU
SI
O
N
A
co
m
p
r
eh
e
n
s
iv
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ap
p
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ac
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to
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ca
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y
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tem
s
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h
lig
h
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th
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im
p
o
r
tan
ce
o
f
s
tr
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lan
n
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,
in
n
o
v
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a
n
d
ac
tiv
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f
ac
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lty
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ar
ticip
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.
Su
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f
u
l
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u
ca
tio
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d
e
v
elo
p
m
en
t
r
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q
u
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es
well
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ed
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at
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d
d
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ess
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o
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n
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al
ch
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with
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f
o
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s
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e
n
h
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cin
g
cr
ea
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,
p
r
o
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o
lv
in
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s
k
ills
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d
p
r
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tical
ab
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r
o
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g
an
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n
o
v
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r
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th
at
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r
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ally
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f
ac
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lty
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v
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v
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m
en
t
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cr
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cial
in
d
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r
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n
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ch
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tab
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p
m
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t
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ad
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ate
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r
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tio
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r
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er
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u
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p
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tr
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n
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s
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e
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o
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th
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itiativ
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f
f
e
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t
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v
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d
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c
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ti
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p
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Evaluation Warning : The document was created with Spire.PDF for Python.
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AUTHO
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CO
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B
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u
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C
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to
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ax
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y
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C
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ize
in
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al
au
th
o
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tio
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r
ed
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ce
au
th
o
r
s
h
ip
d
is
p
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tes,
an
d
f
ac
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ate
co
llab
o
r
atio
n
.
Na
m
e
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f
Aut
ho
r
C
M
So
Va
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Vi
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Fu
Sem
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✓
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Ab
d
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alim
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Day
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Ab
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✓
C
:
C
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p
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M
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rm
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ter
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DATA AV
AI
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AB
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Data
av
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ata
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cr
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an
aly
ze
d
in
th
is
s
tu
d
y
.
RE
F
E
R
E
NC
E
S
[
1
]
J.
Je
o
n
g
,
D
.
H
o
n
g
,
J.
C
h
a
n
g
,
a
n
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.
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,
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F
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p
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K
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a
:
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[
2
]
Y
.
Li
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.
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