I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
4
,
A
u
g
u
s
t
20
25
,
p
p
.
2
6
1
7
~
2
6
2
7
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
14
i
4
.
3
1
4
8
6
2617
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Influence
of
in
for
ma
tion a
nd com
munica
tion t
echn
o
lo
g
ies o
n
a
ca
demic resilien
ce in
v
ulne
ra
ble c
o
ntex
ts
M
a
rio
M
a
ce
a
-
Ana
y
a
1
,
J
eny
Va
rg
a
s
-
M
o
re
no
2
,
Rubén B
a
ena
-
Na
v
a
rr
o
1
,
3,
4
1
D
e
p
a
r
t
me
n
t
o
f
S
y
s
t
e
ms
E
n
g
i
n
e
e
r
i
n
g
,
F
a
c
u
l
t
y
o
f
E
n
g
i
n
e
e
r
i
n
g
,
U
n
i
v
e
r
si
d
a
d
d
e
C
ó
r
d
o
b
a
,
M
o
n
t
e
r
í
a
,
C
o
l
o
m
b
i
a
2
D
o
c
t
o
r
a
t
e
i
n
E
d
u
c
a
t
i
o
n
a
l
S
c
i
e
n
c
e
s,
F
a
c
u
l
t
y
o
f
H
u
ma
n
i
t
i
e
s
a
n
d
Ed
u
c
a
t
i
o
n
a
l
S
c
i
e
n
c
e
s,
U
n
i
v
e
r
si
d
a
d
M
e
t
r
o
p
o
l
i
t
a
n
a
d
e
Ed
u
c
a
c
i
ó
n
,
C
i
e
n
c
i
a
y
Te
c
n
o
l
o
g
í
a
(
U
M
EC
I
T)
,
P
a
n
a
ma
C
i
t
y
,
P
a
n
a
ma
3
S
y
st
e
ms E
n
g
i
n
e
e
r
i
n
g
P
r
o
g
r
a
m,
F
a
c
u
l
t
y
o
f
En
g
i
n
e
e
r
i
n
g
,
U
n
i
v
e
r
si
d
a
d
C
o
o
p
e
r
a
t
i
v
a
d
e
C
o
l
o
m
b
i
a
,
M
o
n
t
e
r
í
a
,
C
o
l
o
m
b
i
a
4
P
o
st
d
o
c
t
o
r
a
l
P
r
o
g
r
a
m i
n
S
c
i
e
n
c
e
,
R
e
sea
r
c
h
,
a
n
d
M
e
t
h
o
d
o
l
o
g
y
,
U
n
i
v
e
r
si
d
a
d
d
e
l
Z
u
l
i
a
,
C
o
s
t
a
O
r
i
e
n
t
a
l
d
e
l
L
a
g
o
(
LU
Z
-
C
O
L)
a
n
d
I
n
t
e
r
n
a
t
i
o
n
a
l
C
e
n
t
e
r
f
o
r
A
d
v
a
n
c
e
d
S
t
u
d
i
e
s (C
i
e
a
-
S
y
p
a
l
)
,
C
a
b
i
m
a
s,
V
e
n
e
z
u
e
l
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
u
n
7
,
2024
R
ev
is
ed
May
7
,
2
0
2
5
Acc
ep
ted
May
26
,
2
0
2
5
Th
is
st
u
d
y
i
n
v
e
sti
g
a
tes
h
o
w
t
h
e
u
se
o
f
i
n
fo
rm
a
ti
o
n
a
n
d
c
o
m
m
u
n
ica
ti
o
n
tec
h
n
o
l
o
g
ies
(ICT
)
i
n
flu
e
n
c
e
s
th
e
a
c
a
d
e
m
ic
re
sili
e
n
c
e
o
f
h
ig
h
sc
h
o
o
l
stu
d
e
n
ts
i
n
S
o
a
c
h
a
,
Co
l
o
m
b
ia,
a
n
a
re
a
with
sig
n
ifi
c
a
n
t
so
c
i
o
e
c
o
n
o
m
ic
c
h
a
ll
e
n
g
e
s.
T
h
e
o
b
jec
ti
v
e
o
f
t
h
e
r
e
se
a
rc
h
is t
o
a
n
a
ly
z
e
wh
e
th
e
r
g
re
a
ter ac
c
e
ss
to
a
n
d
p
ro
p
e
r
u
se
o
f
IC
T
c
a
n
imp
ro
v
e
st
u
d
e
n
ts
’
a
b
il
it
y
to
fa
c
e
a
c
a
d
e
m
ic
a
n
d
e
m
o
ti
o
n
a
l
a
d
v
e
rsiti
e
s.
A
m
ix
e
d
m
e
th
o
d
o
l
o
g
y
wa
s
a
p
p
l
ied
,
c
o
m
b
in
i
n
g
q
u
a
n
t
it
a
ti
v
e
su
r
v
e
y
s
a
n
d
q
u
a
li
tati
v
e
in
terv
iew
s
with
3
0
0
st
u
d
e
n
ts
f
ro
m
th
re
e
e
d
u
c
a
ti
o
n
a
l
in
sti
tu
ti
o
n
s,
m
e
a
su
rin
g
ICT
u
se
a
n
d
a
c
a
d
e
m
ic
re
sili
e
n
c
e
th
ro
u
g
h
v
a
li
d
a
ted
sc
a
les
.
Th
e
f
in
d
in
g
s
r
e
v
e
a
led
a
sig
n
ifi
c
a
n
t
p
o
siti
v
e
c
o
rre
latio
n
(r=
0
.
9
5
)
b
e
twe
e
n
ICT
u
se
a
n
d
a
c
a
d
e
m
ic
re
sili
e
n
c
e
,
d
e
m
o
n
stra
ti
n
g
t
h
a
t
stu
d
e
n
ts
wh
o
u
se
d
ICT
m
o
r
e
fre
q
u
e
n
tl
y
s
h
o
we
d
h
i
g
h
e
r
lev
e
ls
o
f
se
lf
-
e
ffica
c
y
,
b
e
tt
e
r
stre
ss
m
a
n
a
g
e
m
e
n
t,
a
n
d
m
o
re
e
fficie
n
t
a
c
a
d
e
m
ic
o
rg
a
n
iza
ti
o
n
.
Th
e
se
re
su
lt
s
h
ig
h
li
g
h
t
t
h
e
imp
o
rtan
c
e
o
f
i
n
teg
ra
ti
n
g
ICT
in
t
o
e
d
u
c
a
ti
o
n
a
l
p
o
l
icie
s
in
v
u
ln
e
ra
b
le
c
o
n
tex
ts,
g
i
v
e
n
t
h
e
ir
imp
a
c
t
o
n
b
o
t
h
a
c
a
d
e
m
ic
p
e
rfo
rm
a
n
c
e
a
n
d
stu
d
e
n
ts
’
e
m
o
ti
o
n
a
l
we
ll
-
b
e
i
n
g
.
It
is
re
c
o
m
m
e
n
d
e
d
to
p
ri
o
rit
ize
d
i
g
it
a
l
c
o
m
p
e
ten
c
e
train
in
g
in
e
d
u
c
a
ti
o
n
a
l
in
stit
u
ti
o
n
s
to
stre
n
g
t
h
e
n
st
u
d
e
n
t
s'
a
b
il
it
ies
to
fa
c
e
a
c
a
d
e
m
ic
a
n
d
e
m
o
ti
o
n
a
l
c
h
a
ll
e
n
g
e
s.
K
ey
w
o
r
d
s
:
Aca
d
em
ic
r
esil
ien
ce
E
d
u
ca
tio
n
al
tech
n
o
lo
g
y
Hig
h
s
ch
o
o
l stu
d
en
ts
Ho
lis
tic
s
tu
d
y
I
C
T
Vu
ln
er
ab
le
co
n
tex
ts
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
R
u
b
én
B
ae
n
a
-
Nav
ar
r
o
Dep
ar
tm
en
t o
f
Sy
s
tem
s
E
n
g
in
ee
r
in
g
,
Facu
lty
o
f
E
n
g
in
ee
r
in
g
,
Un
iv
er
s
id
ad
d
e
C
ó
r
d
o
b
a
Mo
n
ter
ía
(
C
ó
r
d
o
b
a)
,
C
o
lo
m
b
i
a
E
m
ail:
r
b
ae
n
a@
co
r
r
eo
.
u
n
ico
r
d
o
b
a.
e
d
u
.
co
1.
I
NT
RO
D
UCT
I
O
N
Aca
d
em
ic
r
esil
ien
ce
an
d
th
e
u
s
e
o
f
in
f
o
r
m
atio
n
an
d
c
o
m
m
u
n
icatio
n
tech
n
o
lo
g
ies
(
I
C
T
)
h
av
e
g
ain
ed
s
ig
n
if
ican
t
atten
tio
n
d
u
e
to
th
eir
p
o
te
n
tial
to
im
p
r
o
v
e
s
tu
d
en
t
p
e
r
f
o
r
m
an
ce
i
n
ch
all
en
g
in
g
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
[
1
]
,
[
2
]
.
Aca
d
e
m
ic
r
esil
ien
ce
r
ef
er
s
to
s
tu
d
e
n
ts
’
ab
ilit
y
to
o
v
er
c
o
m
e
ad
v
er
s
ity
an
d
co
n
tin
u
e
th
eir
s
tu
d
ies,
wh
ile
I
C
T
p
r
o
v
i
d
es
to
o
ls
an
d
r
eso
u
r
ce
s
th
at
s
u
p
p
o
r
t
th
is
p
r
o
ce
s
s
[
3
]
,
[
4
]
.
I
n
v
u
ln
er
ab
le
c
o
n
tex
ts
,
s
u
ch
as
So
ac
h
a,
C
o
lo
m
b
ia,
wh
er
e
s
o
cio
ec
o
n
o
m
ic
in
eq
u
a
liti
es
lim
it
ac
ce
s
s
to
ed
u
ca
tio
n
,
I
C
T
ca
n
p
lay
a
cr
u
cial
r
o
le
in
o
v
e
r
co
m
in
g
b
o
th
ac
ad
em
ic
a
n
d
p
er
s
o
n
al
b
a
r
r
i
er
s
[
5
]
.
So
ac
h
a
ex
em
p
lifie
s
ch
allen
g
es
p
r
esen
t
in
m
an
y
r
eg
io
n
s
o
f
L
atin
Am
er
ic
a,
m
ak
in
g
it
a
n
id
ea
l
ca
s
e
to
s
t
u
d
y
h
o
w
I
C
T
ca
n
e
n
h
an
ce
ac
a
d
em
ic
r
esil
ien
ce
in
s
u
ch
co
n
tex
ts
.
T
h
e
m
ain
p
r
o
b
lem
ad
d
r
ess
ed
in
th
is
p
ap
er
is
th
e
lim
ited
u
n
d
e
r
s
tan
d
in
g
o
f
h
o
w
I
C
T
im
p
ac
ts
ac
ad
em
ic
r
esil
ien
ce
in
v
u
l
n
e
r
ab
le
ar
ea
s
lik
e
So
ac
h
a,
wh
e
r
e
s
tu
d
en
ts
f
ac
e
s
ig
n
if
ican
t
s
o
cio
ec
o
n
o
m
ic
an
d
ed
u
ca
tio
n
al
b
ar
r
ier
s
.
Alth
o
u
g
h
m
an
y
s
tu
d
ies
h
av
e
e
x
am
in
ed
th
e
r
o
le
o
f
I
C
T
in
u
r
b
an
ed
u
ca
tio
n
al
s
ettin
g
s
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
6
1
7
-
2
6
2
7
2618
th
er
e
is
a
lack
o
f
r
esear
ch
f
o
c
u
s
in
g
o
n
r
eg
io
n
s
with
lim
ited
ac
ce
s
s
to
in
f
r
astru
ct
u
r
e
a
n
d
te
ch
n
o
lo
g
y
,
leav
in
g
a
g
ap
in
k
n
o
wled
g
e
ab
o
u
t
th
e
tr
an
s
f
o
r
m
ativ
e
p
o
ten
tial
o
f
I
C
T
in
im
p
r
o
v
i
n
g
r
esil
ien
ce
an
d
a
ca
d
em
ic
o
u
tco
m
es
in
s
u
ch
d
is
ad
v
an
tag
e
d
ar
ea
s
.
T
h
e
ce
n
tr
al
is
s
u
e
is
to
d
ete
r
m
in
e
wh
eth
e
r
I
C
T
ca
n
b
e
a
n
ef
f
ec
tiv
e
to
o
l
in
b
r
id
g
in
g
th
ese
e
d
u
ca
tio
n
al
g
ap
s
an
d
e
n
h
an
ci
n
g
s
tu
d
e
n
ts
'
ab
ilit
y
to
p
er
s
is
t
in
th
eir
s
tu
d
ies
d
esp
ite
th
e
ch
allen
g
es th
ey
f
ac
e
.
Alth
o
u
g
h
m
an
y
s
tu
d
ies
h
av
e
ad
d
r
ess
ed
th
e
r
o
le
o
f
I
C
T
in
ed
u
ca
tio
n
,
m
o
s
t
f
o
c
u
s
o
n
u
r
b
an
s
ettin
g
s
,
leav
in
g
g
a
p
s
in
u
n
d
e
r
s
tan
d
in
g
h
o
w
I
C
T
im
p
ac
ts
v
u
ln
er
ab
l
e
ar
ea
s
lik
e
So
ac
h
a
[
6
]
.
So
ac
h
a,
with
its
lim
ited
in
f
r
astru
ctu
r
e
a
n
d
ac
ce
s
s
to
I
C
T
,
p
r
esen
ts
u
n
iq
u
e
c
h
allen
g
es
th
at
h
av
e
n
o
t
b
ee
n
th
o
r
o
u
g
h
ly
ex
p
lo
r
ed
.
B
y
f
o
cu
s
in
g
o
n
So
ac
h
a,
th
is
s
tu
d
y
aim
s
to
p
r
o
v
id
e
in
s
ig
h
ts
ap
p
licab
le
to
o
th
er
r
eg
io
n
s
f
ac
in
g
s
im
ilar
co
n
d
itio
n
s
,
s
u
ch
as p
ar
ts
o
f
Per
u
a
n
d
B
o
li
v
ia,
wh
er
e
ed
u
ca
tio
n
al
in
e
q
u
al
ities
p
er
s
is
t.
I
C
T
h
as
d
em
o
n
s
tr
ated
its
tr
an
s
f
o
r
m
ativ
e
ca
p
ac
ity
i
n
ed
u
ca
tio
n
b
y
f
ac
ilit
atin
g
ac
ce
s
s
to
in
f
o
r
m
atio
n
an
d
p
r
o
m
o
tin
g
d
y
n
am
ic,
in
te
r
ac
tiv
e
lear
n
in
g
m
eth
o
d
s
.
I
n
v
u
ln
er
ab
le
co
n
tex
ts
,
I
C
T
is
k
ey
to
b
r
id
g
in
g
th
e
d
ig
ital
d
iv
id
e
an
d
o
f
f
er
in
g
e
q
u
itab
le
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
[
7
]
–
[
9
]
.
Ho
wev
er
,
lim
i
ted
ac
ce
s
s
to
I
C
T
r
eso
u
r
ce
s
an
d
d
i
g
ital
s
k
ills
ca
n
p
er
p
etu
ate
ex
is
tin
g
in
eq
u
alities
,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
p
o
licies
th
at
in
teg
r
ate
I
C
T
at
all
e
d
u
ca
tio
n
al
lev
els
[
1
0
]
.
Pre
v
i
o
u
s
r
ese
ar
ch
h
as
s
h
o
w
n
th
at
I
C
T
ca
n
im
p
r
o
v
e
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
,
s
u
ch
as
in
th
e
ca
s
e
o
f
th
e
I
NSTA
L
p
r
o
ject
in
Sin
d
h
,
Pak
is
tan
,
wh
ich
in
cr
ea
s
e
d
s
tu
d
en
ts
'
s
cien
ce
g
r
ad
es
s
ig
n
if
ican
tly
[
1
1
]
,
an
d
in
Sp
ain
,
wh
er
e
f
am
ily
,
teac
h
er
s
,
an
d
p
ee
r
s
p
lay
ed
a
k
ey
r
o
le
in
s
u
p
p
o
r
tin
g
ac
ad
em
ic
r
esil
ien
ce
[
1
2
]
.
T
h
e
C
OVI
D
-
1
9
p
a
n
d
em
ic
f
u
r
t
h
er
h
ig
h
lig
h
ted
I
C
T
’
s
im
p
o
r
ta
n
ce
in
m
ain
tain
in
g
ac
ad
em
ic
r
esil
ien
ce
d
u
r
i
n
g
d
is
r
u
p
tio
n
s
,
esp
ec
ially
in
v
u
ln
e
r
a
b
le
co
n
tex
ts
lik
e
So
ac
h
a
[
1
3
]
.
T
h
is
s
tu
d
y
h
y
p
o
th
esizes
th
at
in
ten
s
iv
e
an
d
ap
p
r
o
p
r
iate
u
s
e
o
f
I
C
T
is
p
o
s
i
tiv
ely
co
r
r
elate
d
with
h
ig
h
er
lev
els
o
f
ac
ad
e
m
ic
r
e
s
ilien
ce
in
s
tu
d
en
ts
.
T
o
test
t
h
is
h
y
p
o
th
esis
,
a
m
ix
e
d
-
m
eth
o
d
s
ap
p
r
o
ac
h
was
em
p
lo
y
ed
,
co
m
b
in
in
g
q
u
an
titativ
e
s
u
r
v
ey
s
to
m
ea
s
u
r
e
I
C
T
u
s
ag
e
a
n
d
r
esil
ien
ce
lev
el
s
,
with
q
u
alitativ
e
in
ter
v
iews to
ex
p
lo
r
e
s
tu
d
en
ts
'
ex
p
er
ien
ce
s
with
I
C
T
[
1
4
]
,
[
1
5
]
.
T
h
e
r
esear
ch
q
u
esti
o
n
s
g
u
i
d
in
g
th
is
s
tu
d
y
a
r
e:
i)
W
h
at
is
th
e
lev
el
o
f
I
C
T
u
s
e
a
m
o
n
g
s
ec
o
n
d
ar
y
s
tu
d
en
ts
in
S
o
ac
h
a?
ii)
I
s
th
er
e
a
s
ig
n
if
ican
t r
elatio
n
s
h
ip
b
etwe
en
I
C
T
u
s
e
a
n
d
s
tu
d
en
ts
'
ac
ad
em
ic
r
esil
ien
ce
?
iii)
Ho
w
d
o
es
ac
ad
e
m
ic
r
esil
ien
ce
v
ar
y
ac
co
r
d
in
g
to
th
e
lev
el
o
f
I
C
T
u
s
e
ac
r
o
s
s
d
if
f
e
r
e
n
t
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
?
Pre
v
io
u
s
r
esear
ch
s
h
o
ws
th
at
d
ig
ital
co
m
p
eten
cies
an
d
s
elf
-
ef
f
icac
y
in
I
C
T
u
s
e
ar
e
lin
k
ed
to
g
r
ea
ter
m
o
tiv
atio
n
an
d
m
o
r
e
e
f
f
ec
ti
v
e
s
tu
d
y
ap
p
r
o
ac
h
es
[
1
0
]
.
Mo
r
eo
v
er
,
p
r
o
g
r
am
s
d
esig
n
e
d
to
en
h
a
n
ce
d
ig
ital
r
esil
ien
ce
h
av
e
b
ee
n
s
h
o
wn
t
o
im
p
r
o
v
e
ac
ad
em
ic
r
esil
ien
ce
an
d
f
o
s
ter
m
etac
o
g
n
itiv
e
s
elf
-
r
eg
u
latio
n
[
1
6
]
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
I
C
T
ca
n
b
e
a
p
o
wer
f
u
l
to
o
l
f
o
r
d
ev
elo
p
in
g
s
k
ills
n
ec
ess
ar
y
f
o
r
ac
ad
em
ic
s
u
cc
ess
,
p
ar
ticu
lar
ly
in
a
r
ea
s
lik
e
So
ac
h
a
wh
er
e
ed
u
ca
tio
n
al
an
d
s
o
ci
o
ec
o
n
o
m
ic
lim
itatio
n
s
p
er
s
is
t.
So
ac
h
a
f
ac
es
u
n
iq
u
e
ch
allen
g
es
in
ac
ce
s
s
to
q
u
ality
ed
u
ca
tio
n
d
u
e
to
its
s
o
cio
ec
o
n
o
m
ic
co
n
d
itio
n
s
.
I
C
T
in
ter
v
en
tio
n
s
ca
n
h
elp
all
ev
iate
th
ese
ch
allen
g
es
b
y
r
ed
u
cin
g
s
tr
ess
,
p
r
o
m
o
tin
g
s
ch
o
o
l
en
g
ag
em
en
t,
a
n
d
s
u
p
p
o
r
tin
g
s
tu
d
en
ts
'
p
s
y
ch
o
lo
g
ical
well
-
b
ein
g
,
all
o
f
w
h
ich
ar
e
cr
itical
f
o
r
ac
ad
e
m
ic
s
u
cc
ess
[
1
7
]
,
[
1
8
]
.
T
h
e
p
an
d
em
ic
r
ein
f
o
r
ce
d
th
e
im
p
o
r
tan
ce
o
f
I
C
T
in
e
n
s
u
r
in
g
ed
u
ca
tio
n
al
c
o
n
tin
u
ity
,
esp
ec
ially
in
ar
ea
s
with
lim
ited
tr
ad
itio
n
al
ed
u
ca
tio
n
al
in
f
r
astru
ctu
r
e
[
1
9
]
.
T
h
is
s
tu
d
y
aim
s
to
ad
d
r
ess
g
ap
s
in
r
esear
ch
b
y
co
n
tr
ib
u
tin
g
v
alu
ab
le
in
s
ig
h
ts
in
to
h
o
w
I
C
T
ca
n
en
h
an
ce
ac
ad
e
m
ic
r
esil
ien
ce
in
v
u
ln
er
ab
le
r
e
g
io
n
s
.
Ad
d
itio
n
ally
,
it
u
n
d
er
s
co
r
es
th
e
n
ee
d
f
o
r
f
u
t
u
r
e
r
esear
ch
to
e
v
alu
ate
t
h
e
lo
n
g
-
ter
m
ef
f
ec
ts
o
f
I
C
T
in
ter
v
en
tio
n
s
an
d
ex
p
lo
r
e
em
er
g
in
g
tech
n
o
lo
g
ies
lik
e
ar
tific
ial
in
tellig
en
ce
to
f
u
r
th
e
r
im
p
r
o
v
e
ac
a
d
em
ic
r
esil
ien
c
e
in
d
is
ad
v
an
tag
ed
ar
ea
s
[
2
0
]
–
[
2
3
]
.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
a
d
o
p
ts
a
h
o
lis
tic
m
eth
o
d
o
lo
g
ical
ap
p
r
o
ac
h
,
i
n
teg
r
atin
g
v
ar
io
u
s
ep
is
tem
o
l
o
g
ical
an
d
m
eth
o
d
o
l
o
g
ical
p
er
s
p
ec
tiv
es
t
o
ad
d
r
ess
th
e
c
o
m
p
lex
ity
o
f
t
h
e
p
h
en
o
m
en
o
n
b
ein
g
in
v
esti
g
ated
[
2
4
]
,
[
2
5
]
.
T
h
is
ap
p
r
o
ac
h
en
ab
les a
co
m
p
r
e
h
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
r
el
atio
n
s
h
ip
b
etwe
en
I
C
T
an
d
ac
ad
em
ic
r
esil
ien
ce
,
as
it
co
n
s
id
er
s
b
o
th
o
b
jectiv
e
an
d
s
u
b
jectiv
e
d
i
m
en
s
io
n
s
.
T
h
e
tr
ian
g
u
latio
n
o
f
q
u
an
titativ
e
a
n
d
q
u
alitativ
e
d
ata
s
tr
en
g
th
en
s
th
e
v
alid
ity
o
f
th
e
r
esu
lts
,
p
r
o
v
id
in
g
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
s
o
cio
ec
o
n
o
m
ic
co
n
te
x
t
an
d
in
d
iv
id
u
al
p
er
ce
p
tio
n
s
o
f
th
e
s
tu
d
en
ts
.
2
.
1
.
Appro
a
ch
a
nd
t
y
pe
o
f
re
s
ea
rc
h
A
m
ix
ed
-
m
et
h
o
d
s
a
p
p
r
o
ac
h
was
em
p
lo
y
ed
,
co
m
b
in
in
g
q
u
alitativ
e
an
d
q
u
an
titativ
e
te
ch
n
iq
u
es
to
in
v
esti
g
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
I
C
T
u
s
e
an
d
ac
a
d
em
i
c
r
esil
ien
ce
[
2
4
]
,
[
2
5
]
.
T
h
is
ap
p
r
o
ac
h
n
o
t
o
n
ly
en
ab
les
th
e
d
escr
ip
tio
n
o
f
m
ea
s
u
r
ab
le
ch
ar
ac
ter
is
tics
b
u
t
also
o
f
f
er
s
a
d
ee
p
er
e
x
p
l
o
r
atio
n
o
f
s
tu
d
en
ts
'
s
u
b
jectiv
e
ex
p
er
ien
ce
s
.
B
y
in
teg
r
atin
g
b
o
th
d
ata
ty
p
es,
t
h
e
s
tu
d
y
ca
p
tu
r
es
a
b
r
o
ad
er
an
d
m
o
r
e
n
u
an
ce
d
u
n
d
er
s
tan
d
i
n
g
o
f
h
o
w
I
C
T
im
p
ac
ts
ac
ad
em
ic
r
esil
ien
ce
[
2
6
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
I
n
flu
en
ce
o
f i
n
fo
r
ma
tio
n
a
n
d
c
o
mmu
n
ica
tio
n
tec
h
n
o
lo
g
ies o
n
a
ca
d
emic
r
esil
ien
ce
…
(
Ma
r
io
Ma
ce
a
-
A
n
a
ya
)
2619
2
.
2
.
Resea
rc
h
d
esig
n
T
h
e
r
esear
ch
d
esig
n
is
d
escr
ip
tiv
e
-
co
r
r
elatio
n
al,
f
o
cu
s
in
g
o
n
b
o
th
th
e
d
escr
ip
tio
n
o
f
I
C
T
u
s
ag
e
lev
els
an
d
th
e
r
elatio
n
s
h
ip
b
etwe
en
I
C
T
u
s
e
an
d
ac
a
d
em
ic
r
esil
ien
ce
.
T
h
is
d
esig
n
aim
s
to
g
en
er
ate
ed
u
ca
tio
n
al
p
r
o
p
o
s
als,
s
u
ch
as
an
I
C
T
-
b
ased
d
id
ac
tic
m
o
d
el
to
s
tr
en
g
th
en
r
esil
ien
ce
[
2
7
]
.
T
h
e
in
cl
u
s
io
n
o
f
th
is
p
r
o
jectiv
e
ap
p
r
o
ac
h
alig
n
s
with
th
e
s
tu
d
y
'
s
g
o
al
o
f
im
p
r
o
v
in
g
ed
u
ca
tio
n
al
s
tr
ateg
ies
in
So
ac
h
a,
C
o
lo
m
b
ia
[
2
8
]
.
T
h
e
in
teg
r
atio
n
o
f
q
u
an
titativ
e
an
d
q
u
alitativ
e
tech
n
i
q
u
es
—
s
u
ch
as
s
tr
u
ctu
r
ed
s
u
r
v
ey
s
an
d
th
em
atic
in
ter
v
iews
—
en
ab
les
a
r
ich
e
r
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
d
i
g
ital
en
v
ir
o
n
m
en
ts
in
f
lu
en
c
e
s
tu
d
en
ts
'
co
p
in
g
ca
p
ac
ities
.
Mo
r
eo
v
er
,
th
is
d
es
ig
n
f
ac
ilit
ates
th
e
ar
ticu
latio
n
o
f
s
tatis
tical
f
in
d
in
g
s
with
r
ea
l
-
wo
r
ld
ed
u
ca
tio
n
al
d
y
n
am
ics,
in
f
o
r
m
in
g
th
e
cr
ea
ti
o
n
o
f
r
elev
an
t
p
ed
ag
o
g
ical
in
n
o
v
atio
n
s
.
2
.
3
.
P
o
pu
la
t
io
n a
nd
s
a
m
ple
T
h
e
s
tu
d
y
tar
g
ete
d
h
i
g
h
s
ch
o
o
l
s
tu
d
en
ts
f
r
o
m
th
r
ee
ed
u
ca
t
io
n
al
in
s
titu
tio
n
s
in
So
ac
h
a.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
was
em
p
lo
y
ed
,
s
elec
tin
g
s
tu
d
en
ts
r
ep
r
esen
tativ
e
o
f
ac
ad
em
ic
an
d
tech
n
o
lo
g
ica
l
v
u
ln
er
ab
ilit
y
.
T
h
e
to
tal
s
am
p
le
co
m
p
r
is
ed
3
0
0
s
tu
d
en
ts
,
eq
u
ally
d
is
tr
ib
u
ted
a
m
o
n
g
L
as
Villas
,
R
icau
r
te,
an
d
E
d
u
ar
d
o
San
to
s
s
ch
o
o
ls
,
as
s
h
o
wn
in
Fig
u
r
e
1
(
f
o
r
s
am
p
le
d
is
tr
ib
u
tio
n
)
.
T
h
is
en
s
u
r
es
th
at
th
e
v
ar
iab
ilit
y
in
I
C
T
u
s
ag
e
an
d
r
esil
ien
ce
lev
els
is
ad
eq
u
ately
r
ep
r
esen
ted
,
allo
win
g
f
o
r
m
e
an
in
g
f
u
l
c
o
m
p
ar
is
o
n
s
b
etwe
e
n
in
s
titu
tio
n
s
[
2
9
]
.
Sam
p
lin
g
cr
iter
ia
in
clu
d
e
d
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
,
ac
ce
s
s
to
I
C
T
,
an
d
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
,
r
ef
lectin
g
th
e
b
r
o
ad
e
r
in
eq
u
alities
p
r
esen
t in
So
ac
h
a.
Fig
u
r
e
1
.
Sam
p
le
d
is
tr
ib
u
tio
n
b
y
ed
u
ca
tio
n
al
in
s
titu
tio
n
Pre
v
io
u
s
s
tu
d
ies
h
av
e
em
p
h
a
s
ized
th
e
im
p
o
r
tan
ce
o
f
h
av
i
n
g
an
ad
e
q
u
ate
s
am
p
le
s
ize
to
o
b
tain
s
tatis
t
ically
s
ig
n
if
ican
t
an
d
g
e
n
er
aliza
b
le
r
esu
lts
.
I
n
d
escr
ip
t
iv
e
an
d
co
r
r
elatio
n
al
r
esear
ch
,
a
s
am
p
le
s
ize
o
f
at
least
1
0
0
in
d
iv
id
u
als
p
er
g
r
o
u
p
is
ty
p
ically
s
u
f
f
icien
t
t
o
d
etec
t
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
an
d
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
ia
b
les.
T
h
is
s
tu
d
y
f
o
llo
ws
th
ese
r
ec
o
m
m
en
d
atio
n
s
,
en
s
u
r
in
g
th
at
th
e
s
elec
ted
s
am
p
le
allo
ws
f
o
r
a
th
o
r
o
u
g
h
an
d
co
m
p
lete
an
aly
s
is
.
T
h
e
in
teg
r
atio
n
o
f
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata
f
ac
ilit
ates
tr
ian
g
u
latio
n
,
in
cr
ea
s
in
g
th
e
v
alid
ity
an
d
r
eliab
ilit
y
o
f
th
e
r
esu
lts
[
3
0
]
.
2
.
4
.
Da
t
a
co
llect
io
n t
ec
hn
iqu
es a
nd
ins
t
r
um
ent
s
Data
co
llectio
n
c
o
m
b
in
e
d
q
u
an
titativ
e
an
d
q
u
alitativ
e
m
et
h
o
d
s
.
T
h
e
q
u
an
titativ
e
s
u
r
v
ey
s
in
clu
d
ed
two
v
alid
ated
s
ca
les:
o
n
e
f
o
r
I
C
T
u
s
ag
e
an
d
o
n
e
f
o
r
ac
a
d
em
ic
r
esil
ien
ce
,
b
o
th
ad
ap
ted
f
o
r
th
e
C
o
lo
m
b
ian
co
n
tex
t
th
r
o
u
g
h
cu
ltu
r
al
an
d
lin
g
u
is
tic
ad
ju
s
tm
en
ts
.
T
h
ese
s
u
r
v
ey
s
we
r
e
ad
m
in
is
ter
ed
to
all
p
ar
ticip
an
ts
.
Qu
alitativ
e
d
ata
wer
e
g
ath
e
r
ed
th
r
o
u
g
h
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
with
3
0
r
an
d
o
m
ly
s
elec
ted
s
tu
d
en
ts
,
f
o
cu
s
in
g
o
n
th
ei
r
ex
p
er
ien
ce
s
with
I
C
T
an
d
its
im
p
ac
t
o
n
r
es
ilien
ce
.
T
h
e
q
u
alitativ
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
th
em
atic
an
aly
s
is
to
id
en
tify
p
atter
n
s
in
th
e
s
tu
d
en
ts
'
r
esp
o
n
s
es
[
1
4
]
.
T
h
is
in
teg
r
atio
n
o
f
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata
allo
ws f
o
r
a
c
o
m
p
r
eh
e
n
s
iv
e
v
iew
o
f
th
e
r
ela
tio
n
s
h
ip
b
etwe
en
I
C
T
an
d
r
esi
lien
ce
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
6
1
7
-
2
6
2
7
2620
2
.
5
.
Va
lid
a
t
io
n a
nd
r
elia
bil
it
y
T
h
e
co
n
ten
t
v
alid
atio
n
o
f
th
e
in
s
tr
u
m
en
ts
was
co
n
d
u
cted
b
y
a
p
an
el
o
f
f
iv
e
ex
p
e
r
ts
in
I
C
T
an
d
ac
ad
em
ic
r
esil
ien
ce
.
T
h
ese
e
x
p
er
ts
,
with
b
ac
k
g
r
o
u
n
d
s
in
ed
u
ca
tio
n
al
tec
h
n
o
lo
g
y
an
d
p
s
y
ch
o
lo
g
y
,
en
s
u
r
ed
th
at
th
e
in
s
tr
u
m
en
ts
wer
e
c
o
n
tex
tu
ally
ap
p
r
o
p
r
iate
f
o
r
t
h
e
s
tu
d
en
ts
o
f
So
ac
h
a.
T
h
e
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
en
ts
was
ev
alu
ated
u
s
in
g
C
r
o
n
b
ac
h
’
s
a
lp
h
a,
with
b
o
th
s
ca
les
ex
ce
ed
in
g
a
v
alu
e
o
f
0
.
8
5
,
in
d
icatin
g
h
ig
h
in
ter
n
al
co
n
s
is
ten
cy
,
as
s
h
o
wn
in
Fig
u
r
e
2
(
f
o
r
in
t
er
n
al
co
n
s
is
ten
cy
r
esu
lts
)
.
T
h
is
h
ig
h
r
eliab
ilit
y
co
n
f
ir
m
s
th
at
th
e
i
n
s
tr
u
m
en
ts
ar
e
r
o
b
u
s
t a
n
d
s
u
itab
le
f
o
r
th
e
s
tu
d
y
’
s
o
b
jectiv
es
[
3
1
]
,
[
3
2
]
.
Fig
u
r
e
2
.
I
n
ter
n
al
c
o
n
s
is
ten
cy
o
f
in
s
tr
u
m
en
ts
2
.
6
.
Da
t
a
co
llect
io
n pro
ce
du
re
T
h
e
d
ata
co
llectio
n
p
r
o
ce
s
s
was
co
n
d
u
cted
in
th
r
ee
p
h
ases
:
i)
Pre
p
ar
atio
n
p
h
ase:
in
s
tr
u
m
en
ts
wer
e
ad
ap
ted
t
o
th
e
C
o
lo
m
b
ian
co
n
tex
t,
a
n
d
th
e
r
esear
c
h
te
am
was
tr
ain
ed
in
a
d
m
in
is
ter
in
g
s
u
r
v
ey
s
an
d
co
n
d
u
ctin
g
in
ter
v
iews.
T
h
e
a
d
ap
tatio
n
p
r
o
ce
s
s
en
s
u
r
e
d
cu
l
tu
r
al
r
elev
an
ce
an
d
ef
f
icien
c
y
in
d
ata
co
llectio
n
;
ii)
C
o
llectio
n
p
h
ase:
q
u
a
n
titativ
e
s
u
r
v
ey
s
wer
e
ad
m
in
is
ter
ed
o
n
lin
e,
wh
ile
in
te
r
v
iews
wer
e
co
n
d
u
cte
d
b
o
t
h
in
p
er
s
o
n
an
d
v
i
r
tu
ally
,
d
ep
en
d
in
g
o
n
th
e
co
n
d
itio
n
s
at
e
ac
h
in
s
titu
tio
n
.
T
h
is
m
ix
ed
ap
p
r
o
ac
h
p
r
o
v
id
e
d
f
lex
ib
ilit
y
an
d
m
ax
im
ized
p
ar
t
icip
atio
n
;
an
d
iii)
An
aly
s
is
p
h
ase:
q
u
an
titativ
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
SP
SS
f
o
r
s
tatis
tical
co
r
r
elatio
n
s
,
wh
ile
q
u
alitativ
e
d
ata
wer
e
an
aly
ze
d
th
r
o
u
g
h
NViv
o
f
o
r
th
e
m
atic
an
aly
s
is
[
3
3
]
.
T
h
is
co
m
b
in
atio
n
o
f
to
o
ls
en
s
u
r
ed
a
th
o
r
o
u
g
h
an
al
y
s
is
,
id
en
tify
in
g
k
e
y
p
atter
n
s
an
d
r
el
atio
n
s
h
ip
s
b
etwe
en
I
C
T
u
s
e
an
d
ac
ad
em
ic
r
esil
ien
ce
.
2
.
7
.
E
t
hica
l
c
o
ns
idera
t
io
ns
E
th
ical
p
r
in
cip
les
wer
e
r
ig
o
r
o
u
s
ly
f
o
llo
wed
th
r
o
u
g
h
o
u
t
th
e
s
tu
d
y
.
I
n
f
o
r
m
e
d
co
n
s
en
t
w
as
o
b
tain
ed
f
r
o
m
all
p
ar
ticip
an
ts
an
d
th
eir
g
u
ar
d
ian
s
,
en
s
u
r
in
g
th
ey
u
n
d
er
s
to
o
d
th
e
p
u
r
p
o
s
e
o
f
th
e
r
esear
ch
an
d
h
ad
th
e
o
p
tio
n
to
with
d
r
aw
at
an
y
tim
e.
C
o
n
f
id
en
tiality
was
s
tr
ictly
m
ain
tain
ed
,
with
all
d
ata
an
o
n
y
m
ized
to
p
r
o
tect
p
ar
ticip
an
ts
'
id
en
titi
es
[
1
7
]
.
T
h
ese
m
ea
s
u
r
es e
n
s
u
r
ed
th
at
t
h
e
r
esear
ch
ad
h
e
r
ed
to
eth
ical
s
tan
d
ar
d
s
.
2
.
8
.
E
qu
a
t
io
ns
a
n
d
s
t
a
t
is
t
ica
l a
na
ly
s
is
T
h
e
p
r
im
a
r
y
s
tatis
tical
an
aly
s
is
in
v
o
lv
ed
Pear
s
o
n
’
s
co
r
r
elatio
n
co
ef
f
icien
t
(
r
)
to
m
ea
s
u
r
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
I
C
T
u
s
e
an
d
ac
ad
em
ic
r
esil
ien
ce
.
Pear
s
o
n
’
s
co
r
r
elatio
n
is
ca
lcu
lated
u
s
in
g
(
1
)
.
=
∑
(
−
̅
)
(
−
̅
)
√
∑
(
−
̅
)
2
∑
(
−
̅
)
2
(
1
)
W
h
er
e
:
X
i
an
d
Y
i
ar
e
th
e
in
d
iv
id
u
al
v
al
u
es o
f
th
e
v
ar
iab
les
(
I
C
T
u
s
e)
an
d
Y
(
ac
a
d
em
ic
r
esil
ien
ce
)
.
̅
y
̅
ar
e
th
e
m
ea
n
s
o
f
th
e
r
esp
ec
tiv
e
v
ar
iab
les
[
3
3
]
.
T
h
is
an
aly
s
is
d
eter
m
in
ed
th
e
ex
is
ten
ce
an
d
m
ag
n
itu
d
e
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
I
C
T
u
s
e
an
d
ac
ad
em
ic
r
esil
ien
ce
am
o
n
g
s
tu
d
e
n
ts
,
p
r
o
v
id
in
g
v
alu
ab
le
in
f
o
r
m
atio
n
f
o
r
th
e
d
ev
el
o
p
m
en
t
o
f
e
d
u
ca
tio
n
al
in
ter
v
en
tio
n
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
I
n
flu
en
ce
o
f i
n
fo
r
ma
tio
n
a
n
d
c
o
mmu
n
ica
tio
n
tec
h
n
o
lo
g
ies o
n
a
ca
d
emic
r
esil
ien
ce
…
(
Ma
r
io
Ma
ce
a
-
A
n
a
ya
)
2621
2
.
9
.
H
o
lis
t
ic
re
s
ea
rc
h m
et
ho
do
lo
g
y
s
chem
e
T
h
e
o
v
e
r
all
m
eth
o
d
o
lo
g
y
o
f
t
h
e
s
tu
d
y
is
s
u
m
m
ar
ize
d
in
Fig
u
r
e
3
,
wh
ich
illu
s
tr
ates
th
e
in
t
eg
r
atio
n
o
f
ep
is
tem
o
lo
g
ical
an
d
m
eth
o
d
o
lo
g
ical
p
er
s
p
ec
tiv
es,
th
e
s
a
m
p
lin
g
p
r
o
ce
s
s
,
d
ata
co
llectio
n
tech
n
iq
u
es,
an
d
an
aly
s
is
p
r
o
ce
d
u
r
es.
T
h
is
v
is
u
al
r
ep
r
esen
tatio
n
h
ig
h
lig
h
t
s
h
o
w
d
escr
ip
tiv
e
-
co
r
r
elatio
n
al
an
d
p
r
o
jectiv
e
co
m
p
o
n
en
ts
co
n
v
er
g
e
to
a
d
d
r
ess
b
o
th
em
p
ir
ical
m
ea
s
u
r
em
en
t
an
d
ed
u
ca
tio
n
al
tr
an
s
f
o
r
m
atio
n
.
T
h
e
s
ch
em
e
also
em
p
h
asizes
th
e
s
eq
u
en
tial
ar
ticu
latio
n
o
f
p
r
e
p
ar
atio
n
,
ex
ec
u
tio
n
,
an
d
an
aly
s
is
p
h
ases
.
T
o
g
eth
er
,
th
ese
elem
en
ts
p
r
o
v
id
e
a
co
m
p
r
e
h
en
s
iv
e
f
r
am
ewo
r
k
to
s
u
p
p
o
r
t
ev
id
en
ce
-
b
ased
p
ed
ag
o
g
i
ca
l
in
n
o
v
atio
n
in
v
u
ln
er
ab
le
e
d
u
ca
tio
n
al
co
n
tex
t
s
.
Fig
u
r
e
3
.
Ho
lis
tic
r
esear
ch
m
e
th
o
d
o
lo
g
y
s
ch
em
e
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
s
tu
d
y
in
v
o
lv
ed
3
0
0
s
tu
d
e
n
ts
f
r
o
m
th
r
ee
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
in
So
ac
h
a,
C
o
lo
m
b
ia
.
I
C
T
u
s
e
an
d
ac
ad
em
ic
r
esil
ien
ce
wer
e
m
ea
s
u
r
ed
o
n
a
s
ca
le
f
r
o
m
1
t
o
5
.
T
h
e
r
esu
lts
in
d
icate
th
at
th
e
E
d
u
ar
d
o
San
to
s
E
d
u
ca
tio
n
al
I
n
s
titu
tio
n
r
ep
o
r
ted
th
e
h
ig
h
est
lev
els
o
f
I
C
T
u
s
e
an
d
ac
ad
em
ic
r
esil
ien
ce
,
wh
ile
R
icau
r
te
r
ep
o
r
ted
th
e
l
o
west.
L
as
Villas
was
in
an
in
ter
m
ed
iate
p
o
s
itio
n
.
T
h
is
v
ar
iatio
n
h
ig
h
lig
h
ts
th
e
d
is
p
ar
ities
in
ac
ce
s
s
to
an
d
u
tili
za
tio
n
o
f
I
C
T
,
wh
ich
ap
p
ea
r
to
c
o
r
r
elate
with
lev
els
o
f
ac
a
d
em
ic
r
esil
ien
ce
.
T
h
e
an
aly
s
is
s
u
g
g
ests
th
at
g
r
ea
ter
u
s
e
o
f
I
C
T
m
ig
h
t
f
o
s
ter
h
ig
h
er
l
ev
els
o
f
r
esil
ien
ce
,
p
ar
ticu
lar
ly
in
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
wh
er
e
ac
ce
s
s
to
tech
n
o
lo
g
y
is
m
o
r
e
c
o
n
s
is
ten
t.
T
h
e
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
u
s
ed
f
o
r
d
ata
co
llectio
n
p
r
o
v
id
ed
b
o
th
q
u
an
titativ
e
a
n
d
q
u
alitativ
e
in
s
ig
h
ts
.
Qu
an
titativ
e
d
ata,
g
ath
er
ed
v
ia
s
ca
les
ad
ap
ted
f
o
r
th
e
C
o
lo
m
b
ian
c
o
n
tex
t,
w
er
e
an
aly
ze
d
u
s
in
g
d
escr
ip
tiv
e
an
d
co
r
r
elatio
n
al
s
tatis
tics
.
T
ab
les
1
an
d
2
s
u
m
m
ar
ize
th
e
r
esu
lts
o
f
I
C
T
u
s
e
an
d
ac
ad
em
ic
r
esil
ien
ce
b
y
in
s
titu
tio
n
,
r
esp
e
ctiv
ely
.
T
ab
le
1
.
Av
e
r
ag
e
l
ev
els o
f
I
C
T
u
s
e
b
y
ed
u
ca
tio
n
al
in
s
titu
tio
n
I
t
e
m
La
s Vi
l
l
a
s
R
i
c
a
u
r
t
e
Ed
u
a
r
d
o
S
a
n
t
o
s
U
se
o
f
I
C
T
f
o
r
r
e
s
e
a
r
c
h
4
.
3
3
.
9
4
.
6
U
se
o
f
I
C
T
f
o
r
sc
h
o
o
l
a
ssi
g
n
me
n
t
s
4
.
2
3
.
7
4
.
5
U
se
o
f
I
C
T
f
o
r
c
o
mm
u
n
i
c
a
t
i
o
n
4
.
1
3
.
8
4
.
4
U
se
o
f
I
C
T
f
o
r
e
n
t
e
r
t
a
i
n
me
n
t
4
.
2
3
.
9
4
.
5
O
v
e
r
a
l
l
a
v
e
r
a
g
e
4
.
2
3
.
8
4
.
5
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
6
1
7
-
2
6
2
7
2622
T
ab
le
2
.
Av
e
r
ag
e
lev
els o
f
ac
a
d
em
ic
r
esil
ien
ce
b
y
e
d
u
ca
tio
n
al
in
s
titu
tio
n
I
t
e
m
La
s Vi
l
l
a
s
R
i
c
a
u
r
t
e
Ed
u
a
r
d
o
S
a
n
t
o
s
S
e
l
f
-
e
f
f
i
c
a
c
y
3
.
8
3
.
4
4
.
2
S
t
r
e
ss m
a
n
a
g
e
me
n
t
3
.
7
3
.
5
4
.
0
A
d
a
p
t
a
t
i
o
n
t
o
a
c
a
d
e
mi
c
c
h
a
n
g
e
s
3
.
6
3
.
4
3
.
9
S
e
e
k
i
n
g
a
c
a
d
e
mi
c
a
n
d
e
mo
t
i
o
n
a
l
s
u
p
p
o
r
t
3
.
7
3
.
3
4
.
0
O
v
e
r
a
l
l
a
v
e
r
a
g
e
3
.
7
3
.
5
4
.
0
As
s
ee
n
in
Ta
b
les
1
an
d
2
,
th
e
d
if
f
er
en
ce
s
ac
r
o
s
s
in
s
titu
ti
o
n
s
h
ig
h
lig
h
t
th
e
im
p
ac
t
o
f
I
C
T
u
s
e
o
n
s
tu
d
en
ts
'
ca
p
ac
ity
to
co
p
e
with
ac
ad
em
ic
ch
allen
g
es.
Stu
d
en
t
s
at
E
d
u
ar
d
o
San
to
s
r
ep
o
r
ted
f
r
eq
u
en
t u
s
e
o
f
I
C
T
to
o
ls
f
o
r
ac
ad
em
ic
p
u
r
p
o
s
es,
wh
ich
is
r
ef
lecte
d
in
th
eir
h
ig
h
er
lev
els
o
f
s
elf
-
ef
f
icac
y
an
d
s
tr
ess
m
an
ag
em
en
t
co
m
p
ar
ed
to
s
tu
d
e
n
ts
at
R
icau
r
te,
wh
er
e
I
C
T
u
s
e
was
less
p
r
ev
alen
t.
T
h
is
f
in
d
in
g
s
u
g
g
ests
th
at
th
e
ap
p
r
o
p
r
iate
in
teg
r
atio
n
o
f
I
C
T
ca
n
en
h
an
ce
ac
ad
em
ic
r
esil
ien
ce
,
en
ab
lin
g
s
tu
d
en
ts
to
b
etter
o
r
g
an
ize
th
eir
wo
r
k
an
d
m
an
a
g
e
ac
ad
em
ic
s
t
r
ess
.
Ad
d
itio
n
ally
,
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
wer
e
co
n
d
u
ct
ed
with
a
r
an
d
o
m
ly
s
elec
ted
s
u
b
s
am
p
le
o
f
6
0
s
tu
d
en
ts
to
ex
p
lo
r
e
th
eir
p
er
s
o
n
al
ex
p
e
r
ien
ce
s
with
I
C
T
an
d
its
in
f
lu
en
ce
o
n
r
esil
ien
ce
.
T
ab
le
3
p
r
esen
ts
th
e
k
ey
th
em
es
th
at
em
er
g
ed
f
r
o
m
th
ese
in
ter
v
iews,
wh
ich
w
er
e
an
aly
ze
d
u
s
in
g
th
em
atic
an
aly
s
is
.
T
h
e
q
u
alitativ
e
f
in
d
in
g
s
co
m
p
lem
en
t
th
e
q
u
an
titativ
e
r
esu
lts
,
r
ev
ea
lin
g
th
at
s
tu
d
en
ts
p
er
ce
iv
e
I
C
T
as
ess
en
tial
f
o
r
o
r
g
an
izin
g
ac
ad
e
m
ic
task
s
,
ac
ce
s
s
in
g
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
,
an
d
in
ter
ac
tin
g
with
teac
h
er
s
an
d
p
ee
r
s
.
T
h
ese
p
e
r
ce
p
tio
n
s
a
r
e
c
o
n
s
is
ten
t
with
p
r
ev
io
u
s
s
tu
d
ie
s
,
wh
ich
h
ig
h
lig
h
t
th
e
p
o
s
itiv
e
r
o
le
th
at
I
C
T
p
lay
s
in
en
h
an
cin
g
ac
ad
em
ic
r
esil
ien
ce
b
y
p
r
o
v
id
in
g
to
o
ls
th
at
s
u
p
p
o
r
t
s
tu
d
en
ts
in
o
v
e
r
co
m
in
g
ch
allen
g
es
[
1
0
]
,
[
1
6
]
.
Stu
d
en
ts
wh
o
r
ep
o
r
ted
h
ig
h
e
r
I
C
T
u
s
e
also
in
d
i
ca
ted
th
at
th
ese
to
o
ls
h
elp
ed
th
em
m
an
ag
e
th
eir
ac
ad
em
ic
task
s
m
o
r
e
ef
f
e
ctiv
e
ly
.
T
h
e
co
r
r
elatio
n
al
an
aly
s
is
,
u
s
in
g
Pear
s
o
n
’
s
c
o
ef
f
icien
t
(
=0
.
9
5
)
,
d
em
o
n
s
tr
ated
a
s
tr
o
n
g
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
I
C
T
u
s
e
an
d
ac
ad
em
ic
r
esil
ien
ce
,
f
u
r
th
e
r
r
ein
f
o
r
cin
g
th
e
id
ea
th
at
in
cr
ea
s
ed
u
s
e
o
f
I
C
T
is
ass
o
ciate
d
with
b
etter
ac
ad
e
m
ic
r
esil
ien
ce
o
u
tco
m
es.
T
h
is
f
in
d
in
g
alig
n
s
with
p
r
ev
io
u
s
r
esear
ch
th
at
lin
k
s
I
C
T
u
s
e
with
im
p
r
o
v
em
e
n
ts
in
ac
ad
em
ic
p
er
f
o
r
m
an
c
e
an
d
r
esil
ien
ce
[
1
0
]
,
[
1
6
]
.
Ho
wev
er
,
th
e
r
elatio
n
s
h
ip
b
etwe
en
I
C
T
u
s
e
an
d
ac
ad
em
ic
r
esil
ien
ce
is
n
o
t
u
n
if
o
r
m
ac
r
o
s
s
all
co
n
tex
ts
,
as
s
ev
er
al
d
em
o
g
r
ap
h
ic
f
ac
t
o
r
s
also
p
lay
a
s
ig
n
if
ican
t r
o
le.
T
ab
le
3
.
E
m
e
r
g
in
g
th
em
es f
r
o
m
q
u
alitativ
e
in
ter
v
iews o
n
I
C
T
u
s
e
an
d
ac
a
d
em
ic
r
esil
ien
ce
C
a
t
e
g
o
r
y
D
e
scri
p
t
i
o
n
Ex
a
m
p
l
e
r
e
sp
o
n
se
S
t
u
d
y
o
r
g
a
n
i
z
a
t
i
o
n
H
o
w
I
C
T
h
e
l
p
s
st
u
d
e
n
t
s
o
r
g
a
n
i
z
e
t
h
e
i
r
t
a
s
k
s a
n
d
a
c
a
d
e
m
i
c
a
c
t
i
v
i
t
i
e
s.
“
I
u
se
my
t
a
b
l
e
t
t
o
m
a
k
e
t
o
-
d
o
l
i
s
t
s
a
n
d
c
h
e
c
k
t
h
e
sc
h
o
o
l
c
a
l
e
n
d
a
r
d
a
i
l
y
.
”
A
c
c
e
ss
t
o
r
e
s
o
u
r
c
e
s
Th
e
e
a
s
e
w
i
t
h
w
h
i
c
h
st
u
d
e
n
t
s
a
c
c
e
ss
d
i
g
i
t
a
l
e
d
u
c
a
t
i
o
n
a
l
m
a
t
e
r
i
a
l
s.
“
I
c
a
n
s
e
a
r
c
h
f
o
r
i
n
f
o
r
m
a
t
i
o
n
o
n
t
h
e
i
n
t
e
r
n
e
t
a
n
d
w
a
t
c
h
e
d
u
c
a
t
i
o
n
a
l
v
i
d
e
o
s
t
h
a
t
h
e
l
p
m
e
u
n
d
e
r
st
a
n
d
su
b
j
e
c
t
s
b
e
t
t
e
r
.
”
I
n
t
e
r
a
c
t
i
o
n
a
n
d
s
u
p
p
o
r
t
I
n
t
e
r
a
c
t
i
o
n
w
i
t
h
p
e
e
r
s
a
n
d
t
e
a
c
h
e
r
s
t
h
r
o
u
g
h
d
i
g
i
t
a
l
p
l
a
t
f
o
r
ms
.
“
I
c
h
a
t
w
i
t
h
my
c
l
a
ssm
a
t
e
s
a
n
d
t
e
a
c
h
e
r
s
t
o
r
e
s
o
l
v
e
d
o
u
b
t
s
a
n
d
w
o
r
k
o
n
g
r
o
u
p
p
r
o
j
e
c
t
s.
”
3
.
1
.
I
nfluence
o
f
dem
o
g
ra
ph
ic
f
a
ct
o
rs
I
t
is
im
p
o
r
tan
t
to
c
o
n
s
id
er
t
h
at
d
em
o
g
r
ap
h
ic
f
ac
to
r
s
,
s
u
c
h
as
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
,
g
en
d
er
,
a
n
d
ac
ce
s
s
to
tech
n
o
lo
g
y
,
s
ig
n
if
i
ca
n
tly
in
f
lu
en
ce
h
o
w
I
C
T
im
p
ac
ts
ac
ad
em
ic
r
esil
ien
ce
.
V
ar
io
u
s
s
tu
d
ies
h
av
e
s
h
o
wn
th
at
s
tu
d
en
ts
f
r
o
m
h
ig
h
er
s
o
cio
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
s
ten
d
to
h
av
e
b
etter
ac
ce
s
s
to
I
C
T
,
wh
ich
in
tu
r
n
en
h
an
ce
s
th
eir
r
esil
ien
ce
[
1
7
]
.
I
n
th
e
co
n
tex
t
o
f
th
is
s
tu
d
y
,
s
tu
d
en
ts
at
E
d
u
a
r
d
o
San
to
s
—
lik
ely
b
en
ef
itin
g
f
r
o
m
b
etter
ac
ce
s
s
to
I
C
T
—
d
em
o
n
s
tr
ated
h
ig
h
er
r
esil
ien
ce
lev
els
co
m
p
ar
e
d
to
t
h
o
s
e
at
R
icau
r
te,
wh
er
e
ac
ce
s
s
to
tech
n
o
lo
g
y
was
m
o
r
e
lim
ited
.
T
h
is
r
ein
f
o
r
ce
s
th
e
id
ea
th
at
eq
u
itab
le
ac
ce
s
s
t
o
I
C
T
is
cr
u
cial
f
o
r
f
o
s
ter
in
g
r
esil
ien
ce
in
s
tu
d
e
n
ts
f
r
o
m
all
b
ac
k
g
r
o
u
n
d
s
[
3
4
]
.
Fu
r
th
er
m
o
r
e
,
u
n
eq
u
al
ac
ce
s
s
t
o
I
C
T
ca
n
wid
en
th
e
g
ap
in
ac
ad
em
ic
r
esil
ien
ce
b
etwe
en
s
tu
d
en
ts
f
r
o
m
d
if
f
er
en
t so
cio
ec
o
n
o
m
ic
c
o
n
te
x
ts
.
I
n
v
u
l
n
er
ab
le
en
v
ir
o
n
m
en
t
s
,
wh
er
e
s
tu
d
en
ts
m
ay
n
o
t h
av
e
co
n
s
is
ten
t a
cc
ess
to
d
ig
ital
d
ev
ices
o
r
r
elia
b
le
in
ter
n
et,
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
I
C
T
o
n
r
esil
ien
ce
is
lik
ely
to
b
e
d
im
in
is
h
ed
.
T
h
is
f
in
d
in
g
h
ig
h
lig
h
ts
th
e
im
p
o
r
ta
n
ce
o
f
ed
u
ca
tio
n
al
p
o
licies
th
at
p
r
o
m
o
te
eq
u
itab
le
ac
ce
s
s
to
I
C
T
,
en
s
u
r
in
g
th
at
all
s
tu
d
en
ts
h
av
e
th
e
o
p
p
o
r
tu
n
ity
to
b
en
e
f
it
f
r
o
m
t
h
ese
to
o
ls
[
3
5
]
.
Su
ch
p
o
licies
ar
e
ess
en
tial
f
o
r
r
ed
u
cin
g
d
is
p
ar
ities
in
ac
ad
em
ic
o
u
tco
m
es
an
d
en
s
u
r
in
g
th
at
s
tu
d
en
ts
f
r
o
m
all
s
o
cio
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
s
ca
n
d
ev
elo
p
t
h
e
r
esil
ien
ce
n
ec
ess
ar
y
to
o
v
er
co
m
e
ac
ad
em
ic
c
h
allen
g
es.
3
.
2
.
T
heo
re
t
ica
l
im
pli
ca
t
io
ns
a
nd
educa
t
io
na
l f
ra
m
ew
o
rk
s
T
h
ese
f
in
d
in
g
s
ar
e
c
o
n
s
is
ten
t
with
m
o
d
er
n
ed
u
ca
tio
n
al
th
eo
r
ies,
s
u
ch
as
th
e
p
r
in
cip
le
-
b
ased
ap
p
r
o
ac
h
to
r
esil
ien
ce
cu
r
r
icu
lu
m
d
esig
n
,
w
h
ich
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
a
s
tu
d
en
t
-
ce
n
ter
ed
,
s
tr
en
g
th
s
-
b
ased
ap
p
r
o
ac
h
to
b
u
ild
in
g
r
esil
ien
ce
[
3
4
]
.
I
n
teg
r
atin
g
I
C
T
in
to
ed
u
ca
tio
n
al
c
u
r
r
icu
la
ca
n
en
h
an
ce
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
I
n
flu
en
ce
o
f i
n
fo
r
ma
tio
n
a
n
d
c
o
mmu
n
ica
tio
n
tec
h
n
o
lo
g
ies o
n
a
ca
d
emic
r
esil
ien
ce
…
(
Ma
r
io
Ma
ce
a
-
A
n
a
ya
)
2623
b
o
th
th
e
tech
n
ical
s
k
ills
an
d
th
e
em
o
tio
n
al
r
esil
ien
ce
o
f
s
tu
d
en
ts
.
I
n
p
ar
ticu
lar
,
p
r
o
g
r
am
s
th
at
f
o
cu
s
o
n
d
ev
elo
p
in
g
r
esil
ien
ce
th
r
o
u
g
h
th
e
u
s
e
o
f
I
C
T
h
av
e
b
ee
n
s
h
o
wn
to
s
ig
n
if
ican
tly
im
p
r
o
v
e
s
t
u
d
en
ts
'
ca
p
ac
ity
to
m
an
ag
e
ac
ad
e
m
ic
s
tr
ess
an
d
ad
ap
t to
ch
allen
g
es
[
1
5
]
.
Mo
r
eo
v
er
,
in
co
r
p
o
r
atin
g
r
esil
ien
ce
m
o
d
u
les
in
to
th
e
cu
r
r
icu
lu
m
,
s
u
p
p
o
r
ted
b
y
I
C
T
,
ca
n
h
elp
s
tu
d
en
ts
d
ev
elo
p
th
e
s
k
ills
n
e
ed
ed
to
n
a
v
ig
ate
ac
a
d
em
ic
c
h
allen
g
es
m
o
r
e
ef
f
ec
ti
v
ely
.
T
h
i
s
ap
p
r
o
ac
h
n
o
t
o
n
ly
s
u
p
p
o
r
ts
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
b
u
t
also
c
o
n
tr
ib
u
tes
to
s
tu
d
en
ts
'
em
o
tio
n
al
well
-
b
ein
g
b
y
p
r
o
v
id
i
n
g
th
e
m
with
to
o
ls
to
m
an
ag
e
s
tr
ess
an
d
s
ee
k
s
u
p
p
o
r
t
wh
en
n
ee
d
ed
.
Fig
u
r
e
4
illu
s
tr
ates
th
e
av
er
ag
e
lev
els
o
f
I
C
T
u
s
e
an
d
ac
ad
em
ic
r
esil
ien
ce
ac
r
o
s
s
th
e
th
r
ee
in
s
titu
tio
n
s
.
T
o
g
ain
a
m
o
r
e
n
u
a
n
ce
d
u
n
d
er
s
tan
d
in
g
o
f
th
e
d
ata,
th
e
s
p
ec
if
ic
co
m
p
o
n
e
n
ts
o
f
I
C
T
u
s
e
an
d
ac
ad
em
ic
r
esil
ien
ce
wer
e
f
u
r
t
h
er
an
aly
ze
d
.
T
h
e
r
esu
lts
s
h
o
w
th
at
s
tu
d
en
ts
wh
o
u
s
ed
I
C
T
m
o
r
e
f
r
eq
u
en
tly
wer
e
b
etter
ab
le
to
ad
a
p
t
to
a
ca
d
em
ic
ch
allen
g
es,
o
r
g
a
n
ize
th
eir
s
tu
d
ies,
an
d
ac
ce
s
s
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
.
T
h
is
s
u
g
g
ests
a
p
o
s
s
ib
le
ca
u
s
al
r
elatio
n
s
h
ip
b
etwe
en
I
C
T
u
s
e
an
d
r
esil
ien
ce
,
as seen
in
Fig
u
r
e
5
.
Fig
u
r
e
4
.
I
C
T
u
s
e
a
n
d
ac
ad
e
m
ic
r
esil
ien
ce
b
y
ed
u
ca
tio
n
al
in
s
titu
tio
n
Fig
u
r
e
5
.
C
o
m
p
o
n
en
ts
o
f
I
C
T
u
s
e
an
d
ac
ad
em
ic
r
esil
ien
ce
b
y
ed
u
ca
tio
n
al
in
s
titu
tio
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
6
1
7
-
2
6
2
7
2624
3
.
3
.
B
ro
a
der
im
pli
ca
t
io
ns
a
nd
f
uture
re
s
ea
rc
h
T
h
is
s
tu
d
y
co
n
f
ir
m
s
a
s
ig
n
if
ic
an
t
r
elatio
n
s
h
ip
b
etwe
en
in
ten
s
iv
e
I
C
T
u
s
e
an
d
ac
ad
em
ic
r
e
s
ilien
ce
in
s
tu
d
en
ts
f
r
o
m
v
u
ln
e
r
ab
le
c
o
n
t
ex
ts
,
with
a
p
o
s
itiv
e
co
r
r
elati
o
n
f
o
u
n
d
b
etwe
en
b
o
t
h
v
a
r
iab
les
(
=0
.
9
5
)
[
3
3
]
.
T
h
e
h
ig
h
in
ter
n
al
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
en
ts
u
s
ed
,
as
d
em
o
n
s
tr
ated
b
y
C
r
o
n
b
ac
h
’
s
a
lp
h
a
co
e
f
f
icien
ts
ex
ce
ed
in
g
0
.
8
5
,
r
ein
f
o
r
ce
s
th
e
r
o
b
u
s
tn
ess
o
f
th
e
p
r
ev
io
u
s
f
in
d
in
g
s
[3
6
]
,
[
3
7
]
.
Ad
d
itio
n
ally
,
th
e
q
u
alitativ
e
in
ter
v
iews
r
ev
ea
led
th
at
s
tu
d
e
n
ts
r
ec
o
g
n
ize
I
C
T
as
a
v
alu
ab
le
to
o
l
f
o
r
o
r
g
an
izin
g
ac
a
d
em
ic
task
s
,
ac
ce
s
s
in
g
r
eso
u
r
ce
s
,
an
d
m
an
ag
i
n
g
s
tr
ess
[
1
4
]
.
Stu
d
en
ts
at
th
e
E
d
u
ar
d
o
San
to
s
E
d
u
ca
tio
n
al
I
n
s
titu
tio
n
,
wh
o
r
ep
o
r
ted
th
e
h
ig
h
est
lev
els
o
f
I
C
T
u
s
e,
h
ig
h
lig
h
ted
h
o
w
th
ese
to
o
ls
h
elp
ed
th
em
o
v
er
co
m
e
b
o
th
ac
ad
em
ic
an
d
em
o
tio
n
al
b
ar
r
ier
s
[
5
]
.
T
h
is
u
n
d
er
s
co
r
es
th
e
im
p
o
r
ta
n
ce
o
f
in
teg
r
atin
g
I
C
T
in
to
ed
u
ca
t
io
n
al
s
tr
ateg
ies
d
esig
n
ed
to
f
o
s
ter
r
esil
ien
ce
i
n
v
u
ln
er
ab
le
co
n
tex
ts
.
T
h
e
r
o
l
e
o
f
I
C
T
in
s
u
p
p
o
r
tin
g
s
tu
d
en
ts
’
em
o
tio
n
al
an
d
p
s
y
ch
o
l
o
g
ical
well
-
b
ein
g
is
esp
ec
ially
cr
itical,
as
it
en
ab
l
es
th
em
to
m
an
a
g
e
s
tr
ess
an
d
ad
ap
t
m
o
r
e
e
f
f
ec
tiv
ely
t
o
a
ca
d
em
ic
ch
allen
g
es
[
3
1
]
,
[
3
7
]
.
Fu
r
th
er
m
o
r
e,
d
u
r
i
n
g
ed
u
ca
tio
n
al
d
is
r
u
p
tio
n
s
s
u
ch
as
th
e
C
OVI
D
-
1
9
p
an
d
e
m
ic,
I
C
T
p
lay
ed
a
cr
u
cial
r
o
le
in
m
ain
tain
in
g
c
o
n
tin
u
ity
an
d
s
u
p
p
o
r
tin
g
r
esil
ien
ce
[
1
8
]
.
T
h
e
ev
id
en
ce
p
r
esen
ted
ex
p
an
d
s
ex
is
tin
g
k
n
o
wled
g
e
a
b
o
u
t
t
h
e
im
p
ac
t
o
f
I
C
T
o
n
e
d
u
ca
tio
n
,
s
h
o
win
g
th
at,
b
ey
o
n
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
I
C
T
ca
n
p
o
s
itiv
ely
in
f
lu
en
ce
s
tu
d
en
ts
’
em
o
tio
n
al
well
-
b
ein
g
.
Pre
v
io
u
s
r
esear
ch
o
n
d
ig
ital
r
esil
ien
ce
an
d
s
elf
-
r
e
g
u
latio
n
s
u
p
p
o
r
ts
th
ese
f
in
d
in
g
s
,
as
I
C
T
ca
n
h
elp
r
ed
u
ce
ac
ad
em
i
c
s
tr
ess
an
d
im
p
r
o
v
e
m
etac
o
g
n
i
tiv
e
s
tr
ateg
ies
[
5
]
,
[
1
7
]
.
T
h
is
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
ed
u
ca
tio
n
al
p
o
licies
th
at
p
r
io
r
itize
d
ig
ital
co
m
p
eten
cie
s
f
o
r
b
o
th
s
tu
d
en
ts
an
d
teac
h
er
s
,
en
s
u
r
in
g
th
at
th
e
y
ca
n
f
u
lly
b
en
ef
it
f
r
o
m
th
e
in
teg
r
atio
n
o
f
I
C
T
in
to
lear
n
in
g
p
r
o
ce
s
s
es.
Mo
r
eo
v
er
,
alth
o
u
g
h
th
is
s
tu
d
y
is
co
n
tex
tu
alize
d
in
So
ac
h
a,
C
o
lo
m
b
ia,
th
e
f
in
d
in
g
s
ca
n
b
e
ap
p
lied
to
o
th
er
r
e
g
io
n
s
f
ac
i
n
g
s
im
ilar
s
o
cio
-
ec
o
n
o
m
ic
ch
allen
g
es.
I
C
T
co
u
ld
p
lay
a
k
e
y
r
o
le
in
p
r
o
m
o
tin
g
ac
ad
em
ic
r
esil
ien
ce
in
o
th
er
v
u
ln
e
r
ab
le
ar
ea
s
in
C
o
lo
m
b
ia
a
n
d
L
atin
Am
er
ica,
wh
er
e
th
e
im
p
lem
e
n
tatio
n
o
f
s
tr
ateg
ies
th
at
in
teg
r
ate
I
C
T
i
n
to
ed
u
ca
tio
n
al
p
r
ac
tices
co
u
ld
h
elp
a
d
d
r
ess
g
ap
s
in
r
eso
u
r
ce
s
a
n
d
ac
ce
s
s
[
1
2
]
,
[
2
2
]
,
[
3
8
]
.
E
q
u
itab
le
ac
ce
s
s
to
I
C
T
i
s
cr
u
cial
f
o
r
cr
ea
tin
g
in
clu
s
iv
e
le
ar
n
in
g
en
v
ir
o
n
m
en
ts
th
at
f
o
s
ter
r
esil
ien
ce
am
o
n
g
s
tu
d
en
ts
.
I
n
th
is
s
en
s
e,
t
h
e
im
p
lem
e
n
ta
tio
n
o
f
em
er
g
in
g
tech
n
o
lo
g
ie
s
,
s
u
ch
as
ad
a
p
tiv
e
lear
n
in
g
p
latf
o
r
m
s
,
co
u
ld
f
u
r
th
er
s
tr
en
g
th
en
ac
a
d
em
ic
r
esil
ien
ce
ac
r
o
s
s
a
v
ar
iety
o
f
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
ese
tech
n
o
lo
g
ies
p
r
o
v
id
e
p
er
s
o
n
alize
d
lear
n
in
g
ex
p
er
ien
ce
s
th
at
ca
n
s
u
p
p
o
r
t
s
tu
d
en
ts
’
ac
ad
em
ic
an
d
em
o
t
io
n
al
d
ev
elo
p
m
en
t
[
1
2
]
,
[
2
2
]
,
[
3
8
]
.
T
h
er
e
f
o
r
e,
t
h
e
tr
an
s
f
o
r
m
ativ
e
p
o
ten
tial
o
f
I
C
T
ex
te
n
d
s
b
e
y
o
n
d
lo
ca
l
co
n
tex
ts
an
d
o
f
f
er
s
o
p
p
o
r
tu
n
ities
f
o
r
im
p
r
o
v
in
g
b
o
th
lear
n
in
g
an
d
well
-
b
ein
g
o
n
a
b
r
o
a
d
er
,
in
ter
n
atio
n
al
s
ca
le.
Fin
ally
,
alth
o
u
g
h
th
e
cu
r
r
en
t
s
tu
d
y
f
o
cu
s
ed
o
n
th
r
ee
in
s
titu
tio
n
s
with
d
if
f
er
e
n
t
lev
els
o
f
I
C
T
ac
ce
s
s
,
wh
ich
lim
its
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
r
esu
lts
,
it
p
r
o
v
i
d
es
a
s
o
lid
f
o
u
n
d
atio
n
f
o
r
f
u
t
u
r
e
r
esear
ch
.
E
x
p
an
d
in
g
th
e
s
co
p
e
to
in
clu
d
e
a
g
r
ea
ter
v
ar
iety
o
f
e
d
u
ca
tio
n
al
co
n
tex
t
s
wo
u
ld
allo
w
f
o
r
m
o
r
e
co
m
p
r
eh
en
s
iv
e
v
alid
atio
n
o
f
th
e
f
in
d
in
g
s
.
Fu
r
th
er
s
tu
d
ie
s
s
h
o
u
ld
e
x
p
lo
r
e
th
e
im
p
ac
t
o
f
d
if
f
e
r
en
t
tec
h
n
o
l
o
g
ical
to
o
ls
,
s
u
ch
as
ad
ap
tiv
e
lear
n
in
g
p
latf
o
r
m
s
,
an
d
h
o
w
th
ey
ca
n
b
e
in
teg
r
ated
ef
f
e
ctiv
ely
in
to
ed
u
ca
tio
n
al
s
tr
ateg
ies
to
m
ax
im
ize
ac
ad
em
ic
an
d
em
o
tio
n
al
b
en
e
f
its
[
3
9
]
.
Su
ch
r
esear
ch
co
u
ld
o
f
f
er
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
m
ec
h
an
is
m
s
b
y
wh
ich
I
C
T
in
f
l
u
en
ce
s
r
esil
ien
ce
in
d
iv
er
s
e
e
d
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
ts
,
u
ltima
tely
e
n
h
an
cin
g
b
o
th
s
tu
d
e
n
ts
’
ac
ad
em
ic
s
u
cc
ess
an
d
em
o
tio
n
al
r
esil
ien
ce
[
4
0
]
,
[
4
1
]
.
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
f
in
d
in
g
s
co
n
f
ir
m
a
s
tr
o
n
g
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
e
twee
n
I
C
T
u
s
e
an
d
ac
a
d
em
ic
r
esil
ien
ce
am
o
n
g
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
in
So
ac
h
a,
C
o
lo
m
b
ia.
E
v
id
en
ce
f
r
o
m
t
h
e
E
d
u
ar
d
o
San
to
s
E
d
u
ca
tio
n
al
I
n
s
titu
tio
n
,
wh
er
e
s
tu
d
en
ts
r
ep
o
r
ted
th
e
h
i
g
h
est
lev
els
o
f
b
o
th
v
ar
iab
les,
h
ig
h
li
g
h
ts
I
C
T
’
s
tr
a
n
s
f
o
r
m
ati
v
e
r
o
le
in
f
o
s
ter
in
g
r
esil
ien
ce
,
s
elf
-
ef
f
icac
y
,
an
d
s
tr
ess
m
an
ag
em
en
t
in
v
u
ln
er
a
b
le
ed
u
ca
tio
n
al
c
o
n
tex
ts
.
T
h
is
co
r
r
elatio
n
alig
n
s
with
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t
g
o
al
4
(
SDG
4
)
,
wh
ich
ad
v
o
ca
tes
f
o
r
in
clu
s
iv
e,
eq
u
itab
le,
an
d
q
u
ality
ed
u
ca
tio
n
.
I
n
te
g
r
atin
g
I
C
T
p
e
d
ag
o
g
ically
n
o
t
o
n
ly
en
h
a
n
ce
s
ac
ce
s
s
to
ed
u
ca
tio
n
al
r
eso
u
r
c
es
b
u
t
also
s
u
p
p
o
r
ts
s
tu
d
en
ts
’
ab
ilit
y
to
o
r
g
an
ize
t
h
eir
s
tu
d
ies,
m
an
ag
e
ac
a
d
em
i
c
ch
allen
g
es,
an
d
m
ain
tain
e
m
o
tio
n
al
well
-
b
ein
g
,
m
ak
in
g
I
C
T
ess
en
tial f
o
r
r
esil
i
en
t,
m
o
tiv
atin
g
lear
n
in
g
en
v
ir
o
n
m
en
ts
th
at
ad
d
r
ess
b
o
th
ac
a
d
em
ic
an
d
p
er
s
o
n
al
g
r
o
wth
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
f
o
c
u
s
o
n
lo
n
g
itu
d
in
al
s
tu
d
ies
in
v
a
r
ied
ed
u
ca
tio
n
al
c
o
n
tex
ts
to
v
a
lid
ate
an
d
g
en
er
alize
th
ese
f
in
d
in
g
s
an
d
ex
p
lo
r
e
th
e
im
p
ac
t
o
f
em
e
r
g
in
g
tech
n
o
lo
g
ies
lik
e
ar
tific
i
al
in
tellig
en
ce
an
d
ad
ap
tiv
e
lear
n
in
g
p
latf
o
r
m
s
in
p
r
o
m
o
tin
g
ac
ad
em
ic
r
esil
ien
ce
an
d
em
o
tio
n
al
well
-
b
ein
g
.
T
o
s
u
p
p
o
r
t SDG
4
,
it
is
ess
en
tial
f
o
r
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
to
im
p
lem
en
t
p
o
licies
th
at
in
teg
r
ate
I
C
T
ef
f
ec
tiv
el
y
in
to
cu
r
r
icu
la
an
d
p
r
o
v
id
e
d
ig
ital
co
m
p
eten
c
y
tr
ain
in
g
f
o
r
b
o
th
s
tu
d
e
n
ts
an
d
teac
h
er
s
.
T
h
is
ap
p
r
o
ac
h
co
n
t
r
ib
u
tes
s
ig
n
if
ican
tly
to
cr
ea
tin
g
eq
u
itab
le
ed
u
ca
tio
n
al
o
p
p
o
r
tu
n
ities
,
s
u
p
p
o
r
tin
g
s
tu
d
en
ts
’
h
o
lis
tic
d
ev
elo
p
m
en
t,
an
d
f
u
lf
illi
n
g
in
ter
n
atio
n
al
co
m
m
itm
en
ts
to
in
clu
s
iv
e
an
d
s
u
p
p
o
r
tiv
e
lea
r
n
in
g
in
v
u
ln
er
ab
le
a
r
ea
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
I
n
flu
en
ce
o
f i
n
fo
r
ma
tio
n
a
n
d
c
o
mmu
n
ica
tio
n
tec
h
n
o
lo
g
ies o
n
a
ca
d
emic
r
esil
ien
ce
…
(
Ma
r
io
Ma
ce
a
-
A
n
a
ya
)
2625
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
s
wis
h
to
ex
p
r
ess
th
eir
s
in
ce
r
e
g
r
atitu
d
e
to
th
e
Un
iv
er
s
id
ad
d
e
C
ó
r
d
o
b
a
(
Mo
n
ter
ía,
C
o
lo
m
b
ia)
,
Un
i
v
er
s
id
ad
Me
tr
o
p
o
litan
a
d
e
E
d
u
ca
ció
n
,
C
ien
cia
y
T
ec
n
o
lo
g
ía
(
Pan
am
a)
,
Un
iv
e
r
s
id
ad
C
o
o
p
er
ativ
a
d
e
C
o
lo
m
b
ia
(
Mo
n
ter
ía,
C
o
lo
m
b
ia)
,
Un
i
v
er
s
id
ad
d
el
Z
u
lia
(
C
o
s
ta
Or
ien
tal
d
el
L
ag
o
,
L
UZ
-
C
OL
)
,
an
d
th
e
I
n
ter
n
atio
n
al
C
en
ter
f
o
r
Ad
v
an
ce
d
Stu
d
ies
(
C
iea
-
Sy
p
al)
(
Z
u
lia,
Ve
n
ez
u
ela)
f
o
r
th
eir
in
v
alu
ab
le
tech
n
o
lo
g
ical
a
n
d
a
ca
d
em
ic
s
u
p
p
o
r
t in
th
e
d
ev
elo
p
m
en
t o
f
p
r
o
ject
FI
-
05
-
1
9
a
n
d
I
NV2
9
3
6
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
r
esear
ch
was
f
u
n
d
ed
b
y
th
e
Un
iv
er
s
id
ad
d
e
C
ó
r
d
o
b
a
(
C
o
lo
m
b
ia)
th
r
o
u
g
h
in
s
titu
tio
n
al
s
u
p
p
o
r
t
p
r
o
v
id
e
d
to
th
e
p
r
o
ject
FI
-
05
-
1
9
an
d
in
ter
n
al
r
esear
ch
p
r
o
je
ct
I
NV2
9
3
6
.
T
h
e
a
u
th
o
r
s
g
r
at
ef
u
lly
ac
k
n
o
wled
g
e
th
is
f
in
an
cial
co
n
tr
ib
u
tio
n
,
wh
ich
en
ab
led
t
h
e
d
ev
el
o
p
m
en
t a
n
d
co
m
p
letio
n
o
f
th
e
s
tu
d
y
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Ma
r
io
Macea
-
An
ay
a
✓
✓
✓
✓
✓
✓
✓
✓
✓
J
en
y
Var
g
as
-
Mo
r
en
o
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
R
u
b
én
B
ae
n
a
-
Nav
ar
r
o
✓
✓
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
I
NF
O
RM
E
D
CO
NS
E
N
T
W
r
itten
in
f
o
r
m
ed
co
n
s
en
t
was
o
b
tain
ed
f
r
o
m
all
in
d
iv
id
u
als
in
clu
d
ed
in
t
h
is
s
tu
d
y
.
Fo
r
p
ar
ticip
an
ts
u
n
d
er
th
e
ag
e
o
f
1
8
,
co
n
s
en
t
was
also
p
r
o
v
id
e
d
b
y
th
eir
p
ar
en
ts
o
r
le
g
al
g
u
a
r
d
ian
s
.
A
ll
p
ar
ticip
an
ts
wer
e
clea
r
ly
in
f
o
r
m
ed
ab
o
u
t
th
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
,
th
e
v
o
lu
n
tar
y
n
at
u
r
e
o
f
th
ei
r
p
a
r
ticip
atio
n
,
th
eir
r
ig
h
t
to
with
d
r
aw
at
an
y
tim
e,
an
d
th
e
g
u
ar
an
tees
o
f
co
n
f
id
en
tiality
an
d
an
o
n
y
m
ity
.
Data
co
llec
tio
n
was
co
n
d
u
cted
with
f
u
ll
r
esp
ec
t
f
o
r
p
a
r
ticip
a
n
ts
’
p
r
iv
ac
y
an
d
d
ig
n
ity
,
in
ac
co
r
d
an
ce
with
ap
p
licab
le
n
ati
o
n
al
r
eg
u
latio
n
s
an
d
in
ter
n
atio
n
ally
ac
ce
p
ted
eth
ica
l stan
d
ar
d
s
,
in
clu
d
in
g
th
e
ten
et
s
o
f
th
e
Helsin
k
i D
ec
lar
atio
n
.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
e
r
esear
ch
in
v
o
lv
i
n
g
h
u
m
a
n
p
ar
ticip
an
ts
was
co
n
d
u
cted
in
f
u
ll
co
m
p
lian
ce
with
r
elev
a
n
t
n
atio
n
al
r
eg
u
latio
n
s
an
d
in
s
titu
tio
n
al
p
o
licies,
an
d
in
ac
co
r
d
an
ce
with
th
e
eth
ical
p
r
in
cip
les
o
u
tlin
ed
in
th
e
Helsin
k
i
Dec
lar
atio
n
.
All
n
ec
ess
ar
y
eth
ical
s
af
eg
u
ar
d
s
wer
e
im
p
lem
e
n
ted
to
en
s
u
r
e
th
e
p
r
o
tectio
n
,
co
n
f
id
en
tiality
,
an
d
well
-
b
ein
g
o
f
p
ar
ticip
an
ts
th
r
o
u
g
h
o
u
t a
ll st
ag
es o
f
th
e
s
tu
d
y
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
t
h
at
s
u
p
p
o
r
t
th
e
f
in
d
in
g
s
o
f
t
h
is
s
tu
d
y
ar
e
av
ailab
l
e
f
r
o
m
th
e
c
o
r
r
esp
o
n
d
in
g
au
th
o
r
[
R
B
N]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
Du
e
to
eth
ical
co
n
s
id
er
atio
n
s
a
n
d
th
e
in
clu
s
io
n
o
f
m
in
o
r
s
in
th
e
r
esear
ch
,
th
e
d
atasets
ar
e
n
o
t
p
u
b
licly
av
ailab
le
to
en
s
u
r
e
th
e
co
n
f
id
en
ti
ality
an
d
p
r
iv
ac
y
o
f
th
e
p
ar
ti
cip
an
ts
.
An
y
ac
ce
s
s
r
eq
u
est will b
e
ev
alu
ated
i
n
ac
co
r
d
an
ce
with
i
n
s
titu
tio
n
al
an
d
eth
ical
g
u
id
elin
es.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
6
1
7
-
2
6
2
7
2626
RE
F
E
R
E
NC
E
S
[
1
]
E.
J.
d
e
l
o
s
R
e
y
e
s,
J
.
B
l
a
n
n
i
n
,
C
.
C
o
h
r
ssen
,
a
n
d
M
.
M
a
h
a
t
,
“
R
e
s
i
l
i
e
n
c
e
o
f
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
a
c
a
d
e
mi
c
s
i
n
t
h
e
t
i
me
o
f
2
1
s
t
c
e
n
t
u
r
y
p
a
n
d
e
mi
c
s:
a
n
a
r
r
a
t
i
v
e
r
e
v
i
e
w
,
”
J
o
u
rn
a
l
o
f
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
Po
l
i
c
y
a
n
d
M
a
n
a
g
e
m
e
n
t
,
v
o
l
.
4
4
,
n
o
.
1
,
p
p
.
3
9
–
5
6
,
Ja
n
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
8
0
/
1
3
6
0
0
8
0
X
.
2
0
2
1
.
1
9
8
9
7
3
6
.
[
2
]
M
.
D
.
A
n
g
e
l
e
s,
“
A
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
o
f
r
e
si
l
i
e
n
c
y
a
n
d
a
c
a
d
e
mi
c
p
e
r
f
o
r
ma
n
c
e
a
m
o
n
g
st
u
d
e
n
t
s
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
A
d
v
a
n
c
e
d
Re
se
a
rc
h
,
v
o
l
.
9
,
n
o
.
2
,
p
p
.
4
7
5
–
4
8
1
,
F
e
b
.
2
0
2
1
,
d
o
i
:
1
0
.
2
1
4
7
4
/
I
JA
R
0
1
/
1
2
4
7
1
.
[
3
]
J.
Z
h
e
n
g
,
K
.
C
h
e
u
n
g
,
a
n
d
P
.
S
i
t
,
“
I
d
e
n
t
i
f
y
i
n
g
k
e
y
f
e
a
t
u
r
e
s
o
f
r
e
s
i
l
i
e
n
t
st
u
d
e
n
t
s
i
n
d
i
g
i
t
a
l
r
e
a
d
i
n
g
:
I
n
s
i
g
h
t
s
f
r
o
m
a
ma
c
h
i
n
e
l
e
a
r
n
i
n
g
a
p
p
r
o
a
c
h
,
”
E
d
u
c
a
t
i
o
n
a
n
d
I
n
f
o
rm
a
t
i
o
n
T
e
c
h
n
o
l
o
g
i
e
s
,
v
o
l
.
2
9
,
n
o
.
2
,
p
p
.
2
2
7
7
–
2
3
0
1
,
F
e
b
.
2
0
2
4
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
6
3
9
-
023
-
11908
-
0.
[
4
]
M
.
C
a
ssare
t
t
o
,
A
.
Esp
i
n
o
s
a
,
a
n
d
C
.
C
h
a
u
,
“
Ef
f
e
c
t
s
o
f
r
e
si
l
i
e
n
c
e
,
so
c
i
a
l
s
u
p
p
o
r
t
,
a
n
d
a
c
a
d
e
m
i
c
se
l
f
-
e
f
f
i
c
a
c
y
,
o
n
me
n
t
a
l
h
e
a
l
t
h
a
mo
n
g
P
e
r
u
v
i
a
n
u
n
i
v
e
r
s
i
t
y
st
u
d
e
n
t
s
d
u
r
i
n
g
t
h
e
p
a
n
d
e
m
i
c
:
t
h
e
me
d
i
a
t
i
n
g
r
o
l
e
o
f
d
i
g
i
t
a
l
i
n
c
l
u
s
i
o
n
,
”
Fr
o
n
t
i
e
rs
i
n
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
5
,
p
.
1
2
8
2
2
8
1
,
J
u
l
.
2
0
2
4
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
g
.
2
0
2
4
.
1
2
8
2
2
8
1
.
[
5
]
F
.
Zh
a
o
a
n
d
G
.
Y
u
,
“
E
v
e
r
y
d
a
y
a
c
a
d
e
mi
c
r
e
s
i
l
i
e
n
c
e
:
A
c
t
i
v
e
a
d
a
p
t
i
o
n
t
o
e
v
e
r
y
d
a
y
a
c
a
d
e
mi
c
p
r
e
ss
u
r
e
s
,
”
A
d
v
a
n
c
e
s
i
n
Ps
y
c
h
o
l
o
g
i
c
a
l
S
c
i
e
n
c
e
,
v
o
l
.
2
6
,
n
o
.
6
,
p
p
.
1
0
5
4
–
1
0
6
2
,
Ju
n
.
2
0
1
8
,
d
o
i
:
1
0
.
3
7
2
4
/
S
P
.
J.
1
0
4
2
.
2
0
1
8
.
0
1
0
5
4
.
[
6
]
S
.
D
a
s
a
n
d
S
.
A
mi
r
u
d
d
i
n
,
“
D
i
g
i
t
a
l
E
d
u
c
a
t
i
o
n
,
M
e
n
t
a
l
R
e
s
i
l
i
e
n
c
e
a
n
d
Em
o
t
i
o
n
a
l
W
e
l
l
-
b
e
i
n
g
o
f
t
h
e
S
t
u
d
e
n
t
s
o
f
H
EI
s:
A
d
d
r
e
ssi
n
g
M
e
n
t
a
l
H
e
a
l
t
h
i
n
t
h
e
L
i
g
h
t
o
f
N
EP
2
0
2
0
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
f
o
r
M
u
l
t
i
d
i
s
c
i
p
l
i
n
a
ry
Re
s
e
a
r
c
h
,
v
o
l
.
5
,
n
o
.
6
,
p
p
.
1
–
1
0
,
D
e
c
.
2
0
2
3
,
d
o
i
:
1
0
.
3
6
9
4
8
/
i
j
f
mr
.
2
0
2
3
.
v
0
5
i
0
6
.
9
6
9
9
.
[
7
]
L.
B
o
e
sk
e
n
s
a
n
d
K
.
M
e
y
e
r
,
“
P
o
l
i
c
i
e
s
f
o
r
t
h
e
D
i
g
i
t
a
l
Tr
a
n
sf
o
r
m
a
t
i
o
n
o
f
S
c
h
o
o
l
E
d
u
c
a
t
i
o
n
:
E
v
i
d
e
n
c
e
f
r
o
m
t
h
e
P
o
l
i
c
y
S
u
r
v
e
y
o
n
S
c
h
o
o
l
E
d
u
c
a
t
i
o
n
i
n
t
h
e
D
i
g
i
t
a
l
A
g
e
,
”
O
EC
D
E
d
u
c
a
t
i
o
n
W
o
r
k
i
n
g
P
a
p
e
r
s
,
O
EC
D
P
u
b
l
i
s
h
i
n
g
,
2
0
2
5
,
d
o
i
:
1
0
.
1
7
8
7
/
4
6
4
d
a
b
4
d
-
e
n
.
[
8
]
S
o
f
t
w
a
r
e
S
t
r
e
e
t
s
,
“
I
mp
o
r
t
a
n
c
e
o
f
I
C
T
i
n
E
d
u
c
a
t
i
o
n
:
Em
p
o
w
e
r
i
n
g
t
h
e
F
u
t
u
r
e
G
e
n
e
r
a
t
i
o
n
,
”
s
o
f
t
w
a
r
e
s
t
r
e
e
t
s.
c
o
m.
A
c
c
e
ss
e
d
D
e
c
.
1
2
,
2
0
2
3
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
so
f
t
w
a
r
e
st
r
e
e
t
s.
c
o
m/
b
l
o
g
/
i
mp
o
r
t
a
n
c
e
-
of
-
i
c
t
-
in
-
e
d
u
c
a
t
i
o
n
/
[
9
]
U
N
ESCO
,
G
l
o
b
a
l
E
d
u
c
a
t
i
o
n
M
o
n
i
t
o
r
i
n
g
Re
p
o
rt
2
0
2
3
:
T
e
c
h
n
o
l
o
g
y
i
n
e
d
u
c
a
t
i
o
n
:
A
t
o
o
l
o
n
w
h
o
s
e
t
e
rm
s
?
P
a
r
i
s
:
U
N
ESCO
,
2
0
2
3
,
d
o
i
:
1
0
.
5
4
6
7
6
/
U
ZQ
V
8
5
0
1
.
[
1
0
]
O
.
E.
H
a
t
l
e
v
i
k
a
n
d
V
.
B
j
a
r
n
ø
,
“
E
x
a
m
i
n
i
n
g
t
h
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
r
e
s
i
l
i
e
n
c
e
t
o
d
i
g
i
t
a
l
d
i
s
t
r
a
c
t
i
o
n
s,
I
C
T
s
e
l
f
-
e
f
f
i
c
a
c
y
,
mo
t
i
v
a
t
i
o
n
,
a
p
p
r
o
a
c
h
e
s
t
o
s
t
u
d
y
i
n
g
,
a
n
d
t
i
me
s
p
e
n
t
o
n
i
n
d
i
v
i
d
u
a
l
s
t
u
d
i
e
s,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
0
2
,
p
.
1
0
3
3
2
6
,
Ju
n
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
2
1
.
1
0
3
3
2
6
.
[
1
1
]
A
.
A
.
R
i
n
d
,
M
.
M
.
A
s
a
d
,
S
.
A
.
M
a
r
r
i
,
F
.
S
h
e
r
w
a
n
i
,
a
n
d
F
.
U
.
R
e
h
m
a
n
,
“
H
o
w
i
n
t
e
g
r
a
t
i
o
n
o
f
i
n
f
o
r
m
a
t
i
o
n
a
n
d
c
o
mm
u
n
i
c
a
t
i
o
n
t
e
c
h
n
o
l
o
g
i
e
s
i
mp
a
c
t
a
c
a
d
e
mi
c
a
c
h
i
e
v
e
me
n
t
?
A
n
e
m
p
i
r
i
c
a
l
st
u
d
y
o
n
S
i
n
d
h
e
d
u
c
a
t
i
o
n
f
o
u
n
d
a
t
i
o
n
,
”
J
o
u
r
n
a
l
o
f
A
p
p
l
i
e
d
Re
s
e
a
r
c
h
i
n
H
i
g
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
4
,
n
o
.
4
,
p
p
.
1
7
6
1
–
1
7
7
2
,
D
e
c
.
2
0
2
2
,
d
o
i
:
1
0
.
1
1
0
8
/
J
A
R
H
E
-
05
-
2
0
2
1
-
0
1
7
7
.
[
1
2
]
R
.
C
u
b
e
r
o
-
P
é
r
e
z
,
M
.
C
u
b
e
r
o
,
J.
A
.
M
a
t
í
a
s
-
G
a
r
c
í
a
,
a
n
d
M
.
J.
B
a
s
c
ó
n
,
“
L
e
a
r
n
e
r
i
d
e
n
t
i
t
y
i
n
se
c
o
n
d
a
r
y
p
o
s
t
-
c
o
mp
u
l
s
o
r
y
e
d
u
c
a
t
i
o
n
st
u
d
e
n
t
s
f
r
o
m
A
r
e
a
s
i
n
N
e
e
d
o
f
S
o
c
i
a
l
Tr
a
n
sf
o
r
mat
i
o
n
:
a
n
e
x
a
m
p
l
e
o
f
r
e
si
l
i
e
n
c
e
,
”
E
u
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
Psy
c
h
o
l
o
g
y
o
f
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
9
,
n
o
.
2
,
p
p
.
5
3
5
–
5
5
6
,
J
u
n
.
2
0
2
4
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
2
1
2
-
0
2
3
-
0
0
7
0
4
-
6.
[
1
3
]
L.
V
i
d
a
l
-
M
e
l
i
á
,
M
.
Est
r
a
d
a
,
D
.
M
o
n
f
e
r
r
e
r
,
a
n
d
A
.
R
o
d
r
í
g
u
e
z
-
S
á
n
c
h
e
z
,
“
D
o
e
s M
i
n
d
f
u
l
n
e
ss
I
n
f
l
u
e
n
c
e
A
c
a
d
e
m
i
c
P
e
r
f
o
r
man
c
e
?
Th
e
R
o
l
e
o
f
R
e
si
l
i
e
n
c
e
i
n
E
d
u
c
a
t
i
o
n
f
o
r
S
u
st
a
i
n
a
b
l
e
D
e
v
e
l
o
p
me
n
t
,
”
S
u
s
t
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
4
,
n
o
.
7
,
p
.
4
2
5
1
,
A
p
r
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
4
0
7
4
2
5
1
.
[
1
4
]
V
.
B
r
a
u
n
a
n
d
V
.
C
l
a
r
k
e
,
“
I
s
t
h
e
ma
t
i
c
a
n
a
l
y
si
s
u
s
e
d
w
e
l
l
i
n
h
e
a
l
t
h
p
sy
c
h
o
l
o
g
y
?
A
c
r
i
t
i
c
a
l
r
e
v
i
e
w
o
f
p
u
b
l
i
s
h
e
d
r
e
s
e
a
r
c
h
,
w
i
t
h
r
e
c
o
m
me
n
d
a
t
i
o
n
s
f
o
r
q
u
a
l
i
t
y
p
r
a
c
t
i
c
e
a
n
d
r
e
p
o
r
t
i
n
g
,
”
H
e
a
l
t
h
Ps
y
c
h
o
l
o
g
y
R
e
v
i
e
w
,
v
o
l
.
1
7
,
n
o
.
4
,
p
p
.
6
9
5
–
7
1
8
,
O
c
t
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
1
7
4
3
7
1
9
9
.
2
0
2
2
.
2
1
6
1
5
9
4
.
[
1
5
]
T.
G
o
o
d
c
h
i
l
d
,
G
.
H
e
a
t
h
,
a
n
d
A
.
R
i
c
h
a
r
d
so
n
,
“
D
e
l
i
v
e
r
i
n
g
R
e
s
i
l
i
e
n
c
e
:
Em
b
e
d
d
i
n
g
a
R
e
s
i
l
i
e
n
c
e
B
u
i
l
d
i
n
g
M
o
d
u
l
e
i
n
t
o
F
i
r
s
t
-
Y
e
a
r
C
u
r
r
i
c
u
l
u
m,”
S
t
u
d
e
n
t
S
u
c
c
e
ss
,
v
o
l
.
1
4
,
n
o
.
2
,
p
p
.
3
0
–
4
0
,
J
u
l
.
2
0
2
3
,
d
o
i
:
1
0
.
5
2
0
4
/
ssj
.
2
8
8
3
.
[
1
6
]
W
.
H
.
D
.
A
n
g
e
t
a
l
.
,
“
R
e
si
l
i
e
n
c
e
f
o
r
U
n
d
e
r
g
r
a
d
u
a
t
e
S
t
u
d
e
n
t
s
:
D
e
v
e
l
o
p
m
e
n
t
a
n
d
E
v
a
l
u
a
t
i
o
n
o
f
a
Th
e
o
r
y
-
D
r
i
v
e
n
,
Ev
i
d
e
n
c
e
-
B
a
s
e
d
a
n
d
L
e
a
r
n
e
r
C
e
n
t
e
r
e
d
D
i
g
i
t
a
l
R
e
s
i
l
i
e
n
c
e
S
k
i
l
l
s
E
n
h
a
n
c
e
m
e
n
t
(
R
I
S
E)
P
r
o
g
r
a
m,”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
E
n
v
i
r
o
n
m
e
n
t
a
l
R
e
se
a
rc
h
a
n
d
Pu
b
l
i
c
H
e
a
l
t
h
,
v
o
l
.
1
9
,
n
o
.
1
9
,
p
.
1
2
7
2
9
,
O
c
t
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
9
0
/
i
j
e
r
p
h
1
9
1
9
1
2
7
2
9
.
[
1
7
]
N
.
J.
H
u
n
s
u
,
P
.
H
.
C
a
r
n
e
l
l
,
a
n
d
N
.
W
.
S
o
c
h
a
c
k
a
,
“
R
e
si
l
i
e
n
c
e
t
h
e
o
r
y
a
n
d
r
e
s
e
a
r
c
h
i
n
e
n
g
i
n
e
e
r
i
n
g
e
d
u
c
a
t
i
o
n
:
w
h
a
t
g
o
o
d
c
a
n
i
t
d
o
?
”
Eu
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
E
n
g
i
n
e
e
r
i
n
g
Ed
u
c
a
t
i
o
n
,
v
o
l
.
4
6
,
n
o
.
6
,
p
p
.
1
0
2
6
–
1
0
4
2
,
N
o
v
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
8
0
/
0
3
0
4
3
7
9
7
.
2
0
2
1
.
1
9
7
5
0
9
6
.
[
1
8
]
A
.
B
o
r
d
á
s,
“
I
n
v
e
st
i
g
a
t
i
o
n
o
f
R
e
s
i
l
i
e
n
c
e
a
m
o
n
g
Te
a
c
h
e
r
s
a
n
d
i
n
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
”
C
e
n
t
r
a
l
E
u
r
o
p
e
a
n
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
Re
se
a
rc
h
,
v
o
l
.
5
,
n
o
.
1
,
p
p
.
2
4
–
3
6
,
Ju
n
.
2
0
2
3
,
d
o
i
:
1
0
.
3
7
4
4
1
/
c
e
j
e
r
/
2
0
2
3
/
5
/
1
/
1
1
1
1
9
.
[
1
9
]
J.
C
.
R
.
C
h
a
m
o
r
r
o
,
“
R
e
s
i
l
i
e
n
c
e
i
n
t
h
e
c
o
n
t
e
x
t
o
f
u
n
i
v
e
r
si
t
y
st
u
d
i
e
s
,
”
(
i
n
S
p
a
n
i
s
h
)
,
Re
v
i
s
t
a
c
i
e
n
t
í
f
i
c
a
e
n
c
i
e
n
c
i
a
s
so
c
i
a
l
e
s
,
v
o
l
.
2
,
n
o
.
2
,
p
p
.
6
–
7
,
J
u
l
.
2
0
2
0
,
d
o
i
:
1
0
.
5
3
7
3
2
/
r
c
c
so
c
i
a
l
e
s/
0
2
.
0
2
.
2
0
2
0
.
6
.
[
2
0
]
S
.
H
o
l
d
sw
o
r
t
h
,
M
.
T
u
r
n
e
r
,
a
n
d
C
.
M
.
S
c
o
t
t
-
Y
o
u
n
g
,
“
…
N
o
t
d
r
o
w
n
i
n
g
,
w
a
v
i
n
g
.
R
e
si
l
i
e
n
c
e
a
n
d
u
n
i
v
e
r
si
t
y
:
a
s
t
u
d
e
n
t
p
e
r
s
p
e
c
t
i
v
e
,
”
S
t
u
d
i
e
s
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
3
,
n
o
.
1
1
,
p
p
.
1
8
3
7
–
1
8
5
3
,
N
o
v
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
8
0
/
0
3
0
7
5
0
7
9
.
2
0
1
7
.
1
2
8
4
1
9
3
.
[
2
1
]
H
.
F
u
a
n
d
N
.
W
a
n
g
,
“
T
h
e
C
u
r
r
e
n
t
S
t
a
t
e
o
f
R
e
sea
r
c
h
o
n
R
e
si
l
i
e
n
c
e
,
a
n
d
I
t
s
R
e
l
a
t
i
o
n
s
h
i
p
t
o
Ed
u
c
a
t
i
o
n
,
”
L
e
c
t
u
re
N
o
t
e
s
i
n
Ed
u
c
a
t
i
o
n
Psy
c
h
o
l
o
g
y
a
n
d
P
u
b
l
i
c
M
e
d
i
a
,
v
o
l
.
2
,
n
o
.
1
,
p
p
.
9
1
0
–
9
2
1
,
M
a
r
.
2
0
2
3
,
d
o
i
:
1
0
.
5
4
2
5
4
/
2
7
5
3
-
7
0
4
8
/
2
/
2
0
2
2
5
8
4
.
[
2
2
]
M
.
G
e
l
l
i
sc
h
,
G
.
M
o
r
o
s
a
n
-
P
u
o
p
o
l
o
,
O
.
T.
W
o
l
f
,
D
.
A
.
M
o
s
e
r
,
H
.
Z
a
e
h
r
e
s,
a
n
d
B
.
B
r
a
n
d
-
S
a
b
e
r
i
,
“
I
n
t
e
r
a
c
t
i
v
e
t
e
a
c
h
i
n
g
e
n
h
a
n
c
e
s
st
u
d
e
n
t
s’
p
h
y
si
o
l
o
g
i
c
a
l
a
r
o
u
sal
d
u
r
i
n
g
o
n
l
i
n
e
l
e
a
r
n
i
n
g
,
”
A
n
n
a
l
s
o
f
An
a
t
o
m
y
-
A
n
a
t
o
m
i
s
c
h
e
r
An
z
e
i
g
e
r
,
v
o
l
.
2
4
7
,
p
.
1
5
2
0
5
0
,
A
p
r
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
a
a
n
a
t
.
2
0
2
3
.
1
5
2
0
5
0
.
[
2
3
]
A
.
G
h
a
n
i
z
a
d
e
h
a
n
d
M
.
M
.
Y
a
z
d
i
,
“
R
e
si
l
i
e
n
c
e
i
n
v
i
r
t
u
a
l
e
d
u
c
a
t
i
o
n
:
D
e
s
i
g
n
i
n
g
a
n
d
v
a
l
i
d
a
t
i
n
g
a
s
c
a
l
e
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
”
E
x
ELL
,
v
o
l
.
1
1
,
n
o
.
2
,
p
p
.
1
7
2
–
1
9
7
,
D
e
c
.
2
0
2
3
,
d
o
i
:
1
0
.
2
4
7
8
/
e
x
e
l
l
-
2
0
2
3
-
0
0
1
1
.
[
2
4
]
J.
H.
d
e
B
a
r
r
e
r
a
,
“
P
r
o
j
e
c
t
i
v
e
R
e
s
e
a
r
c
h
:
B
e
y
o
n
d
Te
c
h
n
o
l
o
g
i
c
a
l
R
e
se
a
r
c
h
,
”
(
i
n
S
p
a
n
i
s
h
)
,
I
m
p
a
c
t
o
C
i
e
n
t
í
f
i
c
o
,
v
o
l
.
1
9
,
n
o
.
1
,
p
p
.
1
3
–
2
6
,
2
0
2
4
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
p
r
o
d
u
c
c
i
o
n
c
i
e
n
t
i
f
i
c
a
l
u
z
.
o
r
g
/
i
n
d
e
x
.
p
h
p
/
i
m
p
a
c
t
o
/
a
r
t
i
c
l
e
/
v
i
e
w
/
4
2
2
1
3
[
2
5
]
J.
P
i
n
e
d
o
-
L
ó
p
e
z
,
R
.
B
a
e
n
a
-
N
a
v
a
r
r
o
,
N
.
D
u
r
á
n
-
R
o
j
a
s,
L.
D
í
a
z
-
C
o
g
o
l
l
o
,
a
n
d
L
.
F
a
r
a
k
-
F
l
ó
r
e
z
,
“
En
e
r
g
y
Tr
a
n
s
i
t
i
o
n
i
n
C
o
l
o
m
b
i
a
:
A
n
I
mp
l
e
me
n
t
a
t
i
o
n
P
r
o
p
o
sa
l
f
o
r
S
M
Es,
”
S
u
s
t
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
6
,
n
o
.
1
7
,
p
.
7
2
6
3
,
A
u
g
.
2
0
2
4
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
6
1
7
7
2
6
3
.
[
2
6
]
K
.
D
a
l
i
a
n
d
D
.
C
h
a
r
b
o
n
n
e
a
u
,
“
T
h
e
H
o
l
i
st
i
c
Em
p
o
w
e
r
i
n
g
M
e
t
h
o
d
o
l
o
g
i
c
a
l
A
p
p
r
o
a
c
h
(
H
EM
A
)
:
P
u
t
t
i
n
g
P
a
r
t
i
c
i
p
a
n
t
s
i
n
t
h
e
D
r
i
v
e
r
’
s
S
e
a
t
,
”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
f
o
r L
i
b
ra
ry
a
n
d
I
n
f
o
rm
a
t
i
o
n
S
c
i
e
n
c
e
,
v
o
l
.
6
5
,
n
o
.
2
,
p
p
.
1
8
2
–
2
1
5
,
2
0
2
4
,
d
o
i
:
1
0
.
3
1
3
8
/
j
e
l
i
s
-
2
0
2
3
-
0
0
1
8
.
[
2
7
]
E.
W
e
y
a
n
t
,
“
R
e
se
a
r
c
h
D
e
s
i
g
n
:
Q
u
a
l
i
t
a
t
i
v
e
,
Q
u
a
n
t
i
t
a
t
i
v
e
,
a
n
d
M
i
x
e
d
M
e
t
h
o
d
s
A
p
p
r
o
a
c
h
e
s,
5
t
h
E
d
i
t
i
o
n
,
”
J
o
u
r
n
a
l
o
f
El
e
c
t
ro
n
i
c
Re
so
u
r
c
e
s
i
n
M
e
d
i
c
a
l
L
i
b
ra
ri
e
s
,
v
o
l
.
1
9
,
n
o
.
1
–
2
,
p
p
.
5
4
–
5
5
,
A
p
r
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
8
0
/
1
5
4
2
4
0
6
5
.
2
0
2
2
.
2
0
4
6
2
3
1
.
[
2
8
]
V
.
N
.
N
y
b
o
r
g
,
S
.
H
v
a
l
v
i
k
,
a
n
d
B
.
M
c
C
o
r
m
a
c
k
,
“
U
n
d
e
r
st
a
n
d
i
n
g
c
a
r
e
i
n
t
h
e
p
a
st
t
o
d
e
v
e
l
o
p
c
a
r
i
n
g
sc
i
e
n
c
e
o
f
t
h
e
f
u
t
u
r
e
:
a
h
i
s
t
o
r
i
c
a
l
me
t
h
o
d
o
l
o
g
i
c
a
l
a
p
p
r
o
a
c
h
,
”
S
c
a
n
d
i
n
a
v
i
a
n
J
o
u
rn
a
l
o
f
C
a
ri
n
g
S
c
i
e
n
c
e
s
,
v
o
l
.
3
2
,
n
o
.
4
,
p
p
.
1
4
8
5
–
1
4
9
1
,
D
e
c
.
2
0
1
8
,
d
o
i
:
1
0
.
1
1
1
1
/
s
c
s.
1
2
5
7
6
.
[
2
9
]
S
.
B
e
s
e
k
a
r
,
S
.
J
o
g
d
a
n
d
,
a
n
d
W
.
N
a
q
v
i
,
“
S
a
m
p
l
e
s
i
z
e
i
n
e
d
u
c
a
t
i
o
n
a
l
r
e
s
e
a
r
c
h
:
A
r
a
p
i
d
s
y
n
t
h
e
s
i
s,”
F
1
0
0
0
Re
s
e
a
r
c
h
,
v
o
l
.
1
2
,
p
.
1
2
9
1
,
O
c
t
.
2
0
2
3
,
d
o
i
:
1
0
.
1
2
6
8
8
/
f
1
0
0
0
r
e
sea
r
c
h
.
1
4
1
1
7
3
.
1
.
[
3
0
]
R
.
A
.
R
a
sh
w
a
n
,
“
A
n
E
v
a
l
u
a
t
i
o
n
S
t
u
d
y
o
f
t
h
e
U
ses
o
f
O
n
e
-
W
a
y
A
N
O
V
A
a
n
d
‘
T
-
Te
s
t
’
i
n
P
s
y
c
h
o
l
o
g
i
c
a
l
a
n
d
E
d
u
c
a
t
i
o
n
a
l
S
t
u
d
i
e
s
i
n
Li
g
h
t
o
f
S
a
m
p
l
e
S
i
z
e
,
T
e
st
P
o
w
e
r
a
n
d
Ef
f
e
c
t
S
i
z
e
,
”
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
a
n
d
Psy
c
h
o
l
o
g
i
c
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
2
1
,
n
o
.
4
,
p
p
.
1
1
5
–
1
4
8
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
1
2
7
8
5
/
j
e
p
s/
2
1
0
4
0
4
.
Evaluation Warning : The document was created with Spire.PDF for Python.