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m
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[
1
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,
ex
p
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itatio
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p
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[
2
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[
6
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.
I
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[
7
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–
[
1
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.
T
h
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[
1
2
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[
1
5
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.
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[
1
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1
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Dis
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[
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[
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,
[
1
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[
2
2
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[
2
3
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I
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Def
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s
[
2
4
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.
Ho
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m
aster
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f
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r
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lim
ited
[
2
5
]
–
[
2
7
]
,
p
o
te
n
tially
h
in
d
er
in
g
s
tu
d
en
ts
’
ab
i
lity
to
ad
ap
t
in
tim
es
o
f
cr
is
is
.
Mo
r
eo
v
er
,
litt
le
r
es
ea
r
ch
h
as
ex
am
in
e
d
t
h
e
u
s
e
o
f
L
S
in
d
e
v
elo
p
in
g
c
o
u
n
tr
ies,
p
ar
ticu
lar
ly
in
ed
u
ca
tio
n
al
co
n
tex
ts
af
f
ec
ted
b
y
m
ajo
r
h
ea
lth
cr
is
es
[
2
8
]
,
[
2
9
]
.
T
h
e
ef
f
ec
tiv
en
ess
o
f
o
n
lin
e
lear
n
in
g
is
d
ir
ec
tly
in
f
lu
e
n
ce
d
b
y
s
y
n
c
h
r
o
n
o
u
s
an
d
as
y
n
ch
r
o
n
o
u
s
teac
h
in
g
a
p
p
r
o
ac
h
es.
R
ea
l
-
ti
m
e
in
ter
ac
tio
n
ch
a
r
ac
ter
is
tic
o
f
s
y
n
c
h
r
o
n
o
u
s
m
o
d
alities
f
o
s
ter
h
ig
h
er
s
tu
d
en
t
en
g
ag
em
e
n
t,
wh
ile
asy
n
ch
r
o
n
o
u
s
m
eth
o
d
s
p
r
o
v
id
e
f
lex
ib
ilit
y
th
at
s
u
p
p
o
r
ts
au
to
n
o
m
o
u
s
lear
n
in
g
,
th
o
u
g
h
p
o
ten
tially
at
th
e
ex
p
en
s
e
o
f
s
tu
d
en
t
en
g
a
g
em
en
t
[
9
]
,
[
1
0
]
,
[
3
0
]
.
A
co
m
b
i
n
atio
n
o
f
b
o
th
m
o
d
alities
is
id
en
tifie
d
as
o
p
tim
al
f
o
r
en
h
a
n
cin
g
p
e
d
ag
o
g
ical
ef
f
ec
tiv
en
e
s
s
an
d
im
p
r
o
v
i
n
g
s
tu
d
en
t
s
ati
s
f
ac
tio
n
[
1
1
]
,
[
2
1
]
.
Nev
er
th
eless
,
th
e
lack
o
f
p
h
y
s
ical
in
ter
ac
tio
n
s
in
h
er
e
n
t
i
n
DL
m
a
y
n
e
g
ativ
ely
a
f
f
ec
t
s
tu
d
en
ts
’
s
en
s
e
o
f
co
m
m
u
n
ity
an
d
b
elo
n
g
in
g
,
c
r
u
cial
asp
ec
ts
in
tech
n
ical
an
d
p
r
o
f
ess
io
n
al
tr
ain
in
g
p
r
o
g
r
am
s
[
1
0
]
,
[
2
1
]
,
[
3
1
]
.
Un
lik
e
p
r
e
v
io
u
s
s
tu
d
ies,
w
h
ich
h
a
v
e
p
r
ed
o
m
i
n
an
tly
f
o
cu
s
ed
o
n
g
e
n
er
al
e
d
u
ca
tio
n
al
c
o
n
tex
ts
o
r
b
r
o
ad
ly
ev
alu
ate
d
th
e
o
v
er
all
ef
f
ec
tiv
en
ess
o
f
DL
,
th
e
p
r
esen
t
s
tu
d
y
in
tr
o
d
u
ce
s
a
s
ig
n
if
ican
t
n
o
v
elty
b
y
s
p
ec
if
ically
in
v
esti
g
atin
g
L
S
ad
o
p
ted
b
y
n
u
r
s
in
g
s
tu
d
e
n
ts
d
u
r
in
g
th
e
C
OVI
D
-
1
9
lo
c
k
d
o
wn
with
in
th
e
p
ar
ticu
lar
co
n
tex
t
o
f
a
d
ev
elo
p
in
g
co
u
n
tr
y
,
n
am
el
y
Mo
r
o
cc
o
.
Fu
r
th
er
m
o
r
e,
it
ad
o
p
ts
an
in
n
o
v
ativ
e
ap
p
r
o
ac
h
b
y
th
o
r
o
u
g
h
ly
ex
am
in
i
n
g
th
e
p
er
s
o
n
al,
tech
n
o
lo
g
ical,
an
d
p
ed
ag
o
g
ical
d
eter
m
in
a
n
ts
in
f
lu
en
cin
g
th
e
ad
o
p
tio
n
o
f
th
ese
s
tr
ateg
ies,
th
u
s
p
r
o
v
id
in
g
a
co
m
p
r
e
h
en
s
iv
e
u
n
d
er
s
tan
d
in
g
tailo
r
ed
s
p
ec
if
ically
to
th
e
ch
ar
ac
ter
is
tics
an
d
r
eq
u
ir
em
en
ts
o
f
n
u
r
s
in
g
ed
u
ca
tio
n
.
W
ith
in
th
is
p
er
s
p
e
ctiv
e,
th
e
p
r
ec
is
e
o
b
jectiv
es
o
f
th
is
r
esear
ch
ar
e
i
)
to
i
d
en
tify
th
e
m
o
s
t
f
r
eq
u
e
n
tly
ad
o
p
ted
L
S
b
y
n
u
r
s
in
g
s
tu
d
en
ts
in
DL
co
n
tex
ts
an
d
ii
)
to
r
ig
o
r
o
u
s
ly
an
aly
ze
th
e
p
er
s
o
n
al,
tech
n
o
lo
g
ical,
an
d
p
ed
ag
o
g
ical
f
ac
to
r
s
ass
o
ciat
ed
with
th
ese
s
tr
ateg
ies.
T
h
e
f
in
d
in
g
s
will
en
ab
le
th
e
d
ev
elo
p
m
en
t
o
f
c
o
n
cr
ete,
tar
g
eted
r
ec
o
m
m
en
d
atio
n
s
ai
m
ed
at
o
p
tim
izin
g
o
n
lin
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
ef
f
ec
tiv
ely
s
tr
u
ctu
r
i
n
g
th
e
ac
q
u
is
itio
n
o
f
a
p
p
r
o
p
r
iate
L
S,
a
n
d
s
tr
en
g
th
e
n
in
g
p
ed
a
g
o
g
ical
s
u
p
p
o
r
t
in
n
u
r
s
in
g
ed
u
ca
tio
n
p
r
o
g
r
am
s
,
as we
ll a
s
m
o
r
e
b
r
o
ad
ly
with
in
h
ea
lth
s
cien
ce
s
tr
ain
in
g
.
2.
M
E
T
H
O
D
2
.
1
.
Study
des
ig
n a
nd
t
a
rg
et
po
pu
la
t
io
n
T
h
is
cr
o
s
s
-
s
ec
tio
n
al
d
escr
ip
tiv
e
s
tu
d
y
was
co
n
d
u
cted
am
o
n
g
2
0
0
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
e
n
r
o
lled
in
v
ar
io
u
s
p
r
o
g
r
a
m
s
at
th
e
Hig
h
er
I
n
s
titu
te
o
f
Nu
r
s
in
g
a
n
d
He
alth
T
ec
h
n
iq
u
es
o
f
Ma
r
r
ak
ec
h
(
I
SP
I
T
S
-
M)
.
Data
co
llectio
n
was
ca
r
r
ied
o
u
t o
n
li
n
e
u
s
in
g
an
o
n
lin
e
q
u
esti
o
n
n
ai
r
e
ad
m
in
is
ter
ed
o
v
er
th
r
ee
m
o
n
th
s
(
Ap
r
il
to
J
u
n
e
2
0
2
0
)
.
Par
ticip
an
ts
wer
e
r
ec
r
u
ited
th
r
o
u
g
h
n
o
n
-
p
r
o
b
ab
ilit
y
s
am
p
lin
g
(
co
n
v
en
ien
c
e
s
am
p
lin
g
)
,
b
ased
o
n
th
eir
av
ailab
ilit
y
an
d
ac
ce
s
s
to
th
e
o
n
lin
e
p
latf
o
r
m
.
T
h
e
in
clu
s
io
n
c
r
iter
ia
wer
e
a
s
:
b
ein
g
en
r
o
lled
in
an
u
n
d
er
g
r
ad
u
ate
p
r
o
g
r
am
at
I
SP
I
T
S
-
M,
h
av
in
g
p
ar
ticip
ated
in
DL
co
u
r
s
es
d
u
r
in
g
th
e
co
n
f
in
e
m
en
t
p
er
io
d
(
Ma
r
ch
to
J
u
n
e
2
0
2
0
)
,
an
d
v
o
l
u
n
tar
ily
co
n
s
en
tin
g
to
p
ar
ticip
ate
in
th
e
s
tu
d
y
.
T
h
e
to
tal
s
tu
d
en
t
p
o
p
u
latio
n
at
I
SP
I
T
S
-
M
f
o
r
th
e
2
0
1
9
–
2
0
2
0
ac
ad
em
ic
y
ea
r
was
6
4
8
s
tu
d
e
n
ts
.
T
h
e
to
tal
s
am
p
le
s
ize
was c
alcu
lated
u
s
in
g
C
o
ch
r
an
’
s
f
o
r
m
u
la
.
=
2
×
(
1
−
)
2
w
h
er
e
,
n
=
r
eq
u
ir
e
d
s
am
p
le
s
ize
t
=
co
n
f
id
en
ce
le
v
el
at
9
5
% (
s
ta
n
d
ar
d
v
alu
e:
1
.
9
6
)
p
=
esti
m
ated
p
r
ev
alen
ce
m
=
m
ar
g
in
o
f
er
r
o
r
at
5
% (
s
tan
d
ar
d
v
al
u
e:
0
.
0
5
)
T
h
e
m
in
im
u
m
r
eq
u
ir
e
d
s
am
p
le
s
ize
was
2
4
1
p
ar
ticip
a
n
ts
.
Ho
wev
er
,
af
ter
ex
clu
d
in
g
i
n
co
m
p
lete
q
u
esti
o
n
n
air
es,
th
e
f
in
al
s
am
p
le
co
n
s
is
ted
o
f
2
0
0
s
tu
d
en
ts
,
r
ep
r
esen
tin
g
ap
p
r
o
x
im
ately
3
1
%
o
f
th
e
tar
g
et
p
o
p
u
latio
n
.
Alth
o
u
g
h
s
lig
h
tly
b
elo
w
th
e
th
eo
r
etica
l
esti
m
ate,
th
is
s
am
p
le
s
ize
is
s
u
f
f
icien
t
f
o
r
r
eliab
le
d
escr
ip
tiv
e
an
d
i
n
f
er
en
tial a
n
a
ly
s
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
.
5
,
Octo
b
er
20
25
:
4
0
6
6
-
407
5
4068
2
.
2
.
Da
t
a
c
o
llect
io
n ins
t
rum
ent
A
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
air
e
,
s
p
ec
if
ically
d
esig
n
ed
f
o
r
t
h
is
s
t
u
d
y
,
was
u
tili
ze
d
.
I
t
was
d
is
tr
ib
u
ted
v
ia
th
e
I
SP
I
T
S
-
M
o
f
f
icial
o
n
lin
e
p
latf
o
r
m
an
d
th
r
o
u
g
h
s
o
cial
m
ed
ia
to
m
ax
im
ize
p
a
r
ticip
atio
n
.
T
h
e
q
u
esti
o
n
n
air
e
p
r
im
ar
ily
co
m
p
r
is
ed
clo
s
ed
-
en
d
ed
q
u
esti
o
n
s
,
m
u
ltip
le
-
c
h
o
i
ce
q
u
est
io
n
s
,
an
d
L
ik
er
t
-
ty
p
e
s
ca
les
(
1
=n
o
t
at
all,
5=
co
m
p
letely
)
to
ass
ess
s
a
ti
s
f
ac
tio
n
,
L
S,
an
d
p
ar
ticip
an
t
s
’
p
er
ce
p
tio
n
s
.
T
h
e
av
er
ag
e
tim
e
r
eq
u
ir
ed
to
co
m
p
lete
th
e
q
u
esti
o
n
n
air
e
wa
s
esti
m
ated
at
1
0
m
in
u
tes,
b
as
ed
o
n
f
ee
d
b
ac
k
f
r
o
m
th
e
p
r
ete
s
t.
T
h
e
q
u
esti
o
n
n
air
e
co
m
p
r
is
ed
t
h
r
ee
m
ain
s
ec
tio
n
s
.
T
h
e
f
ir
s
t
c
o
v
er
ed
d
em
o
g
r
ap
h
ic
an
d
ac
ad
em
ic
d
ata,
in
clu
d
in
g
g
e
n
d
er
,
ag
e,
lev
el
o
f
s
tu
d
y
,
p
r
o
g
r
a
m
,
an
d
p
lace
o
f
r
esid
en
ce
.
T
h
e
s
ec
o
n
d
s
ec
tio
n
f
o
cu
s
ed
o
n
s
tu
d
en
ts
’
ex
p
er
ie
n
ce
s
with
DL
,
p
ar
ticu
lar
l
y
th
eir
p
r
ev
i
o
u
s
ex
p
o
s
u
r
e,
co
u
r
s
e
ac
ce
s
s
ib
ilit
y
,
o
v
er
all
s
atis
f
ac
tio
n
,
an
d
ad
ap
tatio
n
t
o
p
ed
a
g
o
g
ical
ap
p
r
o
ac
h
es.
Fin
ally
,
th
e
th
ir
d
s
ec
tio
n
ex
p
lo
r
e
d
L
S,
d
r
awi
n
g
in
s
p
ir
atio
n
f
r
o
m
th
e
Mes
Ou
tils
d
e
Tr
a
va
il
I
n
t
ellec
tu
el
(
My
I
n
tellectu
al
W
o
r
k
T
o
o
ls
)
f
r
am
ew
o
r
k
[
3
2
]
.
T
h
is
s
ec
tio
n
ass
es
s
ed
co
g
n
itiv
e
s
tr
ateg
ies
(
m
em
o
r
i
za
tio
n
,
r
ef
o
r
m
u
latio
n
,
ex
e
m
p
lific
atio
n
)
,
m
etac
o
g
n
itiv
e
s
t
r
ateg
ies
(
p
lan
n
in
g
,
s
elf
-
ass
es
s
m
en
t)
,
an
d
af
f
e
ctiv
e
s
tr
ateg
ies (
en
g
ag
em
en
t/in
v
o
lv
em
en
t)
.
2
.
3
.
Va
lid
a
t
i
o
n o
f
t
he
qu
estio
nn
a
ire
T
h
e
q
u
esti
o
n
n
air
e
u
n
d
er
wen
t
a
two
-
s
tag
e
v
alid
atio
n
p
r
o
c
ess
.
First,
a
p
an
el
o
f
th
r
ee
ex
p
er
ts
in
p
ed
ag
o
g
y
an
d
ed
u
ca
tio
n
ass
ess
ed
co
n
ten
t
v
alid
ity
,
lead
in
g
to
ad
ju
s
tm
en
ts
th
at
s
im
p
lifie
d
am
b
ig
u
o
u
s
q
u
esti
o
n
s
an
d
in
co
r
p
o
r
ated
e
x
am
p
les
to
clar
if
y
s
p
ec
if
ic
c
o
n
ce
p
ts
.
Fo
llo
win
g
th
is
,
a
p
r
etest
was
co
n
d
u
cte
d
with
f
if
teen
s
tu
d
e
n
ts
wh
o
w
er
e
ex
clu
d
ed
f
r
o
m
th
e
m
ai
n
s
am
p
le.
T
h
eir
f
ee
d
b
ac
k
co
n
tr
ib
u
ted
to
r
ef
in
i
n
g
tech
n
ical
d
ef
i
n
itio
n
s
an
d
r
ed
u
cin
g
t
h
e
n
u
m
b
e
r
o
f
o
p
tio
n
s
in
t
h
e
s
atis
f
ac
tio
n
s
ca
les.
T
h
e
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t
was
co
n
f
ir
m
ed
with
a
C
r
o
n
b
ac
h
’
s
a
lp
h
a
c
o
ef
f
icien
t
o
f
0
.
7
2
,
i
n
d
icatin
g
ac
ce
p
tab
le
in
ter
n
al
co
n
s
is
ten
cy
.
2
.
4
.
Da
t
a
c
o
llect
io
n a
nd
a
na
ly
s
is
Data
wer
e
co
llected
an
o
n
y
m
o
u
s
ly
o
n
lin
e
,
in
co
m
p
lian
ce
with
eth
ical
s
tan
d
a
r
d
s
,
a
n
d
an
al
y
ze
d
u
s
in
g
SP
SS
(
v
er
s
io
n
2
5
.
0
)
f
o
llo
win
g
a
r
ig
o
r
o
u
s
m
eth
o
d
o
lo
g
y
.
D
escr
ip
tiv
e
an
aly
s
is
wa
s
co
n
d
u
cted
to
s
u
m
m
ar
ize
q
u
alitativ
e
v
ar
ia
b
les
u
s
in
g
f
r
e
q
u
en
cies
an
d
p
e
r
ce
n
tag
es,
w
h
ile
q
u
an
titativ
e
v
ar
iab
les
wer
e
ex
p
r
ess
ed
as
m
ea
n
s
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
.
B
iv
ar
iate
an
aly
s
is
ex
am
in
ed
ass
o
ciatio
n
s
b
etwe
en
ca
teg
o
r
ical
v
ar
iab
les
u
s
in
g
th
e
C
h
i
-
s
q
u
ar
e
test
(
χ²)
an
d
Fis
h
er
’
s
ex
ac
t
test
.
T
h
e
C
h
i
-
s
q
u
ar
e
test
was
ap
p
lied
wh
en
ex
p
ec
ted
f
r
eq
u
e
n
cies
in
ea
ch
ce
ll
e
x
ce
ed
ed
f
iv
e
.
I
f
m
o
r
e
th
a
n
2
0
%
o
f
ce
lls
h
ad
ex
p
ec
ted
f
r
eq
u
e
n
cies
b
elo
w
f
iv
e
,
Fis
h
er
’
s
ex
ac
t
test
,
b
ased
o
n
th
e
h
y
p
er
g
e
o
m
etr
ic
d
is
tr
ib
u
tio
n
,
was u
s
ed
.
Statis
tic
al
s
ig
n
if
ican
ce
was set a
t p
≤
0
.
0
5
[
3
3
]
,
[
3
4
]
.
Fo
r
m
u
ltiv
ar
iate
an
aly
s
is
,
v
a
r
iab
les
with
s
ig
n
if
ican
t
ass
o
ciatio
n
s
in
th
e
b
iv
a
r
iate
an
a
ly
s
is
wer
e
in
co
r
p
o
r
ated
in
to
g
e
n
er
alize
d
esti
m
atin
g
eq
u
atio
n
(
GE
E
)
m
o
d
els
to
ass
ess
th
e
s
im
u
ltan
eo
u
s
im
p
ac
t
o
f
m
u
ltip
le
ex
p
lan
ato
r
y
f
ac
to
r
s
o
n
L
S
[
3
5
]
.
T
h
e
GE
E
m
o
d
el
was
ch
o
s
en
f
o
r
its
ab
ilit
y
to
ac
co
u
n
t
f
o
r
in
tr
a
-
in
d
iv
id
u
al
co
r
r
elatio
n
s
an
d
p
r
o
v
id
e
r
o
b
u
s
t
esti
m
ate
s
in
lo
n
g
itu
d
in
al
o
r
cr
o
s
s
-
s
ec
tio
n
al
d
ata
with
s
tr
u
ctu
r
al
d
e
p
en
d
e
n
cies
[
3
6
]
.
T
h
is
ap
p
r
o
ac
h
is
p
ar
ticu
lar
l
y
well
-
s
u
ited
f
o
r
m
o
d
elin
g
th
e
i
n
f
lu
en
ce
o
f
m
u
ltip
le
ex
p
lan
ato
r
y
f
ac
to
r
s
o
n
th
e
a
d
o
p
tio
n
o
f
L
S.
B
eta
co
e
f
f
icien
ts
(
β)
wer
e
esti
m
ated
f
o
r
ea
ch
ex
p
lan
ato
r
y
v
ar
iab
le,
an
d
o
d
d
s
r
atio
s
(
OR
)
wer
e
c
o
m
p
u
ted
t
o
ass
ess
th
e
r
elativ
e
i
m
p
ac
t
o
f
ea
ch
f
ac
to
r
.
C
o
n
f
i
d
e
n
ce
in
ter
v
als
(
C
I
)
at
9
5
%
(
9
5
%
C
I
)
wer
e
u
s
ed
t
o
e
v
alu
ate
esti
m
ate
p
r
ec
is
io
n
,
with
s
tatis
tical
s
ig
n
if
ican
ce
s
et
at
p
<
0
.
0
5
[
3
6
]
.
T
h
e
o
v
er
all
q
u
ality
o
f
th
e
m
o
d
el
was
ass
es
s
ed
u
s
in
g
Nag
elk
er
k
e
’
s
Ps
e
udo
-
R
²,
wh
ich
q
u
a
n
tifie
s
th
e
p
r
o
p
o
r
tio
n
o
f
v
ar
ian
ce
ex
p
lain
e
d
b
y
t
h
e
m
o
d
el,
wh
ile
th
e
W
ald
C
h
i
-
s
q
u
ar
e
test
ev
alu
ated
th
e
m
o
d
el
’
s
g
lo
b
al
s
ig
n
if
ican
ce
[
3
7
]
.
T
h
is
m
eth
o
d
o
lo
g
y
,
co
m
p
lem
en
ted
b
y
ess
en
tial
d
iag
n
o
s
tics
,
f
ac
ilit
ated
th
e
id
e
n
tific
atio
n
o
f
k
e
y
d
eter
m
in
an
ts
o
f
L
S wh
ile
en
s
u
r
in
g
r
o
b
u
s
t a
n
d
r
eliab
le
f
in
d
in
g
s
.
3.
RE
SU
L
T
S
3
.
1
.
Descript
iv
e
a
na
ly
s
is
3
.
1
.
1
.
P
a
rt
icipa
nt
cha
ra
c
t
er
i
s
t
ics a
nd
di
s
t
a
nce
lea
rning
p
ra
ct
ices
T
h
e
s
tu
d
y
in
clu
d
ed
2
0
0
s
tu
d
e
n
t
s
,
p
r
ed
o
m
in
a
n
tly
f
em
ale
(
7
6
%,
n
=
1
5
2
)
,
with
a
m
ea
n
ag
e
o
f
2
0
y
ea
r
s
(
s
tan
d
ar
d
d
ev
iatio
n
=
2
.
3
9
)
.
M
o
s
t
p
ar
ticip
an
ts
liv
ed
in
u
r
b
an
ar
ea
s
(
7
4
.
5
%,
n
=
1
4
9
)
,
p
r
im
a
r
ily
with
th
ei
r
p
ar
en
ts
(
8
5
%,
n
=
1
7
0
)
,
a
n
d
wer
e
en
r
o
lle
d
in
n
u
r
s
in
g
p
r
o
g
r
am
s
(
8
1
.
5
%,
n
=
1
6
3
)
.
Alt
h
o
u
g
h
3
3
%
(
n
=
6
6
)
r
ep
o
r
ted
s
elec
tin
g
th
eir
f
ield
o
f
s
tu
d
y
b
y
ch
an
c
e,
9
1
% (
n
=
1
8
2
)
ex
p
r
ess
ed
s
atis
f
ac
tio
n
with
th
eir
ch
o
ice.
R
eg
ar
d
in
g
DL
,
7
9
.
5
%
(
n
=
1
5
9
)
h
ad
n
o
p
r
io
r
ex
p
er
ie
n
ce
with
th
is
m
o
d
e
o
f
e
d
u
ca
tio
n
.
C
o
u
r
s
es
wer
e
p
r
ed
o
m
i
n
an
tly
d
eliv
er
ed
s
y
n
ch
r
o
n
o
u
s
ly
(
4
3
%,
n
=
86
)
,
with
f
ix
ed
s
ch
ed
u
les
(
7
7
%,
n
=
1
5
4
)
an
d
teac
h
in
g
m
ater
ials
p
r
o
v
i
d
ed
p
r
io
r
to
s
ess
io
n
s
(
7
9
%,
n
=
1
5
8
)
.
So
cial
m
ed
ia
p
latf
o
r
m
s
wer
e
th
e
p
r
im
a
r
y
to
o
ls
u
s
ed
(
8
0
%,
n=
1
6
0
)
.
I
n
ter
m
s
o
f
tec
h
n
o
lo
g
y
,
9
6
.
5
%
(
n
=
1
9
3
)
h
ad
ac
ce
s
s
to
ap
p
r
o
p
r
iate
d
ev
ices,
p
r
i
m
ar
ily
s
m
ar
tp
h
o
n
es
(
9
0
.
3
%,
n
=
1
8
0
)
.
Ho
wev
er
,
o
n
l
y
5
9
%
(
n
=
1
1
8
)
h
ad
u
n
r
est
r
icted
in
ter
n
et
ac
ce
s
s
.
De
s
p
ite
th
ese
r
eso
u
r
ce
s
,
6
9
.
5
%
(
n
=
1
3
9
)
e
x
p
r
ess
ed
d
is
s
atis
f
ac
tio
n
with
DL
,
an
d
5
6
%
(
n
=
1
1
2
)
r
ated
t
h
eir
tech
n
o
lo
g
ical
p
r
o
f
icien
c
y
as
av
er
ag
e,
h
ig
h
lig
h
tin
g
a
n
e
ed
f
o
r
ad
d
itio
n
al
tr
ain
in
g
.
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
Lea
r
n
in
g
s
tr
a
teg
ies in
d
is
ta
n
ce
n
u
r
s
in
g
ed
u
c
a
tio
n
d
u
r
in
g
th
e
C
OV
I
D
-
1
9
lo
ck
d
o
w
n
:
…
(
K
h
a
d
ija
A
it Mo
u
s
s
a
)
4069
3
.
1
.
2
.
Ado
pte
d lea
rning
s
t
ra
t
eg
ies
T
h
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
(
8
4
.
5
%,
n
=
1
6
9
)
r
e
p
o
r
te
d
h
av
in
g
n
o
s
p
ec
if
ic
k
n
o
wled
g
e
o
f
L
S,
in
d
icatin
g
an
in
tu
itiv
e
r
ath
er
th
an
ex
p
licit
u
s
e
o
f
th
ese
s
tr
ateg
ies.
T
h
e
m
o
s
t
f
r
eq
u
en
tly
ad
o
p
ted
s
tr
ateg
ies
in
clu
d
ed
wo
r
k
p
lan
n
in
g
an
d
tim
e
m
an
ag
em
e
n
t
(
6
3
.
8
%,
n
=
1
2
7
)
,
m
em
o
r
iza
tio
n
th
r
o
u
g
h
ap
p
r
o
p
r
iatio
n
(
5
8
.
9
%,
n
=
1
1
8
)
,
an
d
ac
ad
em
ic
en
g
ag
e
m
en
t
(
4
7
.
6
%
,
n
=9
5
)
.
Ad
d
itio
n
ally
,
4
1
.
6
%
(
n
=
8
3
)
m
en
tio
n
e
d
u
s
in
g
r
e
f
o
r
m
u
latio
n
s
tr
ateg
ies
an
d
id
en
tif
y
in
g
r
elatio
n
s
h
ip
s
b
etwe
en
co
u
r
s
e
id
ea
s
.
Un
d
er
s
tan
d
in
g
h
o
w
s
tu
d
en
ts
ad
ap
t
th
eir
L
S
in
a
DL
co
n
tex
t
is
es
s
en
tial
f
o
r
d
ev
elo
p
in
g
tar
g
eted
p
ed
ag
o
g
ical
in
ter
v
en
tio
n
s
.
Fig
u
r
e
1
p
r
o
v
id
es
a
v
is
u
al
r
ep
r
esen
tatio
n
o
f
th
e
d
is
tr
ib
u
tio
n
o
f
th
ese
s
tr
ateg
ies,
em
p
h
asizin
g
th
e
p
r
e
d
o
m
in
a
n
ce
o
f
co
g
n
itiv
e
an
d
m
etac
o
g
n
itiv
e
ap
p
r
o
ac
h
es.
I
t
illu
s
tr
ates
h
o
w
s
tu
d
en
ts
in
tu
itiv
ely
d
e
v
elo
p
s
tr
ateg
ies
d
esp
ite
th
e
a
b
s
en
ce
o
f
ex
p
l
icit
in
s
tr
u
ctio
n
in
L
S,
r
ein
f
o
r
cin
g
th
e
n
ee
d
f
o
r
s
tr
u
ctu
r
ed
tr
ain
in
g
to
e
n
h
an
ce
lear
n
in
g
ef
f
icien
cy
.
Fig
u
r
e
1
.
LS
d
u
r
in
g
th
e
lo
c
k
d
o
wn
3
.
2
.
B
iv
a
ria
t
e
a
na
ly
s
is
:
a
s
s
o
cia
t
io
ns
bet
wee
n v
a
ria
bles
a
nd
lea
rning
s
t
ra
t
eg
ies
Descr
ip
tiv
e
an
aly
s
es
id
en
tifie
d
tr
en
d
s
in
DL
p
r
ac
tices
an
d
L
S
ad
o
p
ted
b
y
s
tu
d
e
n
ts
.
T
h
ese
p
r
elim
in
ar
y
f
in
d
i
n
g
s
g
u
id
ed
a
b
iv
a
r
iate
an
aly
s
is
to
e
x
am
in
e
s
ig
n
if
ican
t
ass
o
ciatio
n
s
b
etwe
en
s
tu
d
e
n
t
ch
ar
ac
ter
is
tics
,
DL
p
r
ac
tices,
an
d
L
S
,
as sh
o
wn
in
T
ab
le
1
.
T
h
e
k
ey
r
esu
lts
ar
e
as:
−
Kn
o
wled
g
e
o
f
L
S:
s
tu
d
en
ts
with
p
r
io
r
k
n
o
wled
g
e
o
f
L
S
wer
e
m
o
r
e
lik
ely
to
u
s
e
s
tr
ateg
ie
s
s
u
ch
as
r
ef
o
r
m
u
latio
n
(
p
=
0
.
0
4
7
)
an
d
a
n
ticip
atin
g
ev
alu
atio
n
o
r
k
n
o
w
led
g
e
ap
p
licatio
n
s
itu
atio
n
s
(
p
=
0
.
0
0
7
)
.
T
h
ese
r
esu
lts
h
ig
h
lig
h
t th
e
im
p
o
r
tan
c
e
o
f
g
u
id
ed
lear
n
in
g
with
e
x
p
l
icit stra
teg
ies.
−
Pro
f
icien
cy
in
d
ig
ital
to
o
ls
:
s
tr
o
n
g
p
r
o
f
icien
cy
in
d
ig
ital
to
o
ls
was
p
o
s
itiv
ely
as
s
o
ciate
d
with
m
ea
n
in
g
-
m
ak
in
g
an
d
in
f
o
r
m
atio
n
-
s
ee
k
in
g
s
tr
ateg
ies
(
p
=
0
.
0
1
7
)
as
well
as
wo
r
k
p
lan
n
in
g
an
d
tim
e
m
an
ag
em
en
t
(
p
=
0
.
0
2
7
)
,
s
u
g
g
esti
n
g
th
at
tec
h
n
o
lo
g
ical
s
k
ills
en
h
a
n
ce
o
r
g
a
n
izatio
n
an
d
co
g
n
itiv
e
en
g
a
g
e
m
en
t.
−
I
n
ter
n
et
ac
ce
s
s
:
s
tu
d
en
ts
with
u
n
r
estricte
d
in
ter
n
et
ac
ce
s
s
wer
e
m
o
r
e
lik
ely
to
em
p
lo
y
s
tr
ateg
ies
s
u
ch
as
id
en
tify
in
g
r
elatio
n
s
h
ip
s
b
etwe
en
co
u
r
s
e
co
n
ce
p
ts
(
p
=
0
.
0
1
2
)
an
d
an
ticip
atin
g
ev
alu
ati
o
n
s
o
r
k
n
o
wled
g
e
ap
p
licatio
n
(
p
=
0
.
0
1
2
)
.
T
h
is
u
n
d
er
s
co
r
es
th
e
c
r
itical
r
o
le
o
f
tech
n
o
lo
g
ical
ac
ce
s
s
ib
ilit
y
in
s
u
p
p
o
r
tin
g
s
tr
u
ctu
r
ed
lear
n
i
n
g
.
−
DL
m
o
d
e:
s
tu
d
en
ts
f
o
llo
wi
n
g
a
b
len
d
e
d
lear
n
in
g
m
o
d
el
(
s
y
n
ch
r
o
n
o
u
s
an
d
asy
n
ch
r
o
n
o
u
s
)
wer
e
s
ig
n
if
ican
tly
m
o
r
e
lik
ely
to
ad
o
p
t
ex
em
p
lific
atio
n
s
tr
ateg
ies
(
p
=
0
.
0
1
3
)
,
in
f
o
r
m
atio
n
r
eo
r
g
an
iz
atio
n
(
p
=
0
.
0
2
9
)
,
an
d
ac
ad
e
m
ic
en
g
ag
em
en
t
(
p
=
0
.
0
4
5
)
.
T
h
ese
f
i
n
d
in
g
s
h
ig
h
lig
h
t
th
e
e
f
f
ec
tiv
e
n
ess
o
f
b
le
n
d
ed
o
n
lin
e
lear
n
in
g
in
f
o
s
ter
in
g
ac
t
iv
e
en
g
ag
e
m
en
t a
n
d
d
ee
p
e
r
le
ar
n
in
g
.
−
Satis
f
ac
tio
n
with
DL
:
s
tu
d
en
t
s
s
atis
f
ied
with
DL
m
o
d
alities
m
o
r
e
f
r
e
q
u
en
tly
em
p
l
o
y
ed
s
tr
a
teg
ies
s
u
ch
as
r
ef
o
r
m
u
latio
n
(
p
=
0
.
0
1
1
)
,
id
en
tify
in
g
r
elatio
n
s
h
ip
s
(
p
<
0
.
0
0
1
)
,
an
d
s
elf
-
ass
ess
m
en
t
o
f
ab
ili
ties
(
p
=
0
.
0
4
3
)
.
T
h
ese
ass
o
ciatio
n
s
s
u
g
g
est
th
at
p
ed
ag
o
g
ical
s
atis
f
ac
tio
n
is
a
k
ey
d
r
iv
e
r
f
o
r
p
r
o
m
o
tin
g
e
f
f
ec
tiv
e
lear
n
in
g
p
r
ac
tices.
No
n
-
s
ig
n
if
ican
t
v
ar
iab
les
wer
e
ex
clu
d
e
d
f
r
o
m
th
e
m
u
ltiv
ar
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ate
an
aly
s
is
to
f
o
cu
s
o
n
th
e
m
o
s
t
r
elev
an
t
f
ac
to
r
s
.
T
h
ese
f
in
d
in
g
s
p
r
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v
id
e
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f
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e
ter
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in
an
ts
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f
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th
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I
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14
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20
25
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6
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407
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4070
T
ab
le
1
.
Key
ass
o
ciatio
n
s
b
et
wee
n
ex
p
lan
ato
r
y
f
ac
t
o
r
s
an
d
ad
o
p
tio
n
o
f
LS
Ex
p
l
a
n
a
t
o
r
y
f
a
c
t
o
r
s
A
sso
c
i
a
t
e
d
st
r
a
t
e
g
i
e
s
p
-
v
a
l
u
e
K
n
o
w
l
e
d
g
e
o
f
LS
R
e
f
o
r
m
u
l
a
t
i
o
n
0
.
0
4
7
*
F
A
n
t
i
c
i
p
a
t
i
n
g
e
v
a
l
u
a
t
i
o
n
o
r
k
n
o
w
l
e
d
g
e
a
p
p
l
i
c
a
t
i
o
n
si
t
u
a
t
i
o
n
s
0
.
0
0
7
*
F
P
r
o
f
i
c
i
e
n
c
y
w
i
t
h
d
i
g
i
t
a
l
t
o
o
l
s
M
e
a
n
i
n
g
-
ma
k
i
n
g
a
n
d
i
n
f
o
r
ma
t
i
o
n
-
s
e
e
k
i
n
g
0
.
0
1
7
*
W
o
r
k
p
l
a
n
n
i
n
g
a
n
d
t
i
me
ma
n
a
g
e
m
e
n
t
0
.
0
2
7
*
U
n
r
e
st
r
i
c
t
e
d
i
n
t
e
r
n
e
t
a
c
c
e
ss
I
d
e
n
t
i
f
y
i
n
g
r
e
l
a
t
i
o
n
sh
i
p
s
b
e
t
w
e
e
n
c
o
u
r
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d
e
a
s
0
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0
1
2
*
A
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t
i
c
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p
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l
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t
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t
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2
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F
D
L
mo
d
e
Ex
e
m
p
l
i
f
i
c
a
t
i
o
n
0
.
0
1
3
*
I
n
f
o
r
mat
i
o
n
r
e
o
r
g
a
n
i
z
a
t
i
o
n
0
.
0
2
9
*
S
t
u
d
y
e
n
g
a
g
e
me
n
t
0
.
0
4
5
*
S
a
t
i
sf
a
c
t
i
o
n
w
i
t
h
D
L
R
e
f
o
r
m
u
l
a
t
i
o
n
0
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0
1
1
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F
I
d
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n
t
i
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a
t
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sh
i
p
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w
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n
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r
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d
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s
<
0
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0
0
1
*
S
e
l
f
-
a
ssess
me
n
t
o
f
a
b
i
l
i
t
i
e
s
0
.
0
4
3
*
*
S
t
a
t
i
s
t
i
c
a
l
si
g
n
i
f
i
c
a
n
c
e
a
t
p
<
0
.
0
5
;
F
:
C
h
i
-
s
q
u
a
r
e
t
e
st
(
χ
²)
w
a
s
u
se
d
w
h
e
n
e
x
p
e
c
t
e
d
f
r
e
q
u
e
n
c
i
e
s
w
e
r
e
s
u
f
f
i
c
i
e
n
t
;
F
i
sh
e
r
’
s e
x
a
c
t
t
e
s
t
w
a
s
a
p
p
l
i
e
d
i
n
o
t
h
e
r
c
a
ses
.
3
.
3
.
M
ultiv
a
ria
t
e
a
na
ly
s
is
:
key
det
er
m
ina
nts
o
f
lea
rning
s
t
ra
t
eg
ies
T
h
e
m
u
ltiv
ar
iate
an
aly
s
is
,
co
n
d
u
cte
d
u
s
in
g
GE
E
m
o
d
els,
id
en
tifie
d
two
k
ey
d
eter
m
in
an
ts
in
f
lu
en
cin
g
th
e
L
S a
d
o
p
ted
b
y
s
tu
d
en
ts
,
as seen
in
T
ab
le
2
.
−
DL
m
o
d
e:
s
tu
d
en
ts
en
r
o
lled
i
n
an
asy
n
ch
r
o
n
o
u
s
teac
h
in
g
m
o
d
e
wer
e
s
ig
n
if
ican
tly
less
lik
ely
to
ad
o
p
t
L
S
co
m
p
ar
e
d
t
o
th
o
s
e
b
e
n
ef
itin
g
f
r
o
m
a
m
ix
ed
m
o
d
e
(
s
y
n
ch
r
o
n
o
u
s
an
d
asy
n
c
h
r
o
n
o
u
s
)
(
O
R
=0
.
6
2
1
; 9
5
%
C
I
:[
0
.
4
2
6
–
0
.
9
0
6
]
;
p
=
0
.
0
1
3
)
.
T
h
is
r
esu
lt
h
ig
h
lig
h
ts
th
e
i
m
p
o
r
tan
ce
o
f
c
o
m
b
i
n
in
g
s
y
n
ch
r
o
n
o
u
s
an
d
asy
n
ch
r
o
n
o
u
s
ap
p
r
o
ac
h
es to
m
ax
im
ize
p
ed
a
g
o
g
ical
ef
f
ec
tiv
en
ess
.
−
Satis
f
ac
tio
n
with
DL
:
s
tu
d
en
t
s
s
ati
s
f
ied
with
DL
wer
e
1
.
4
tim
es
m
o
r
e
lik
ely
to
ad
o
p
t
ef
f
ec
tiv
e
L
S
co
m
p
ar
ed
to
d
is
s
atis
f
ied
s
tu
d
en
ts
(
OR
=1
.
4
4
6
; 9
5
% C
I
:
[
1
.
0
6
4
–
1
.
9
6
9
]
; p
=
0
.
0
1
9
)
,
em
p
h
asizin
g
th
e
ce
n
tr
al
r
o
le
o
f
s
atis
f
ac
tio
n
in
f
o
s
ter
in
g
o
p
tim
al
lear
n
in
g
b
eh
av
io
r
s
.
Oth
er
f
ac
to
r
s
ex
am
in
e
d
,
s
u
ch
as p
r
o
f
icien
cy
with
d
i
g
ital to
o
l
s
,
in
ter
n
et
ac
ce
s
s
,
an
d
k
n
o
wle
d
g
e
o
f
L
S,
s
h
o
wed
p
o
s
itiv
e
tr
en
d
s
b
u
t
d
id
n
o
t
r
ea
c
h
s
tatis
tical
s
ig
n
if
ican
ce
.
Alth
o
u
g
h
th
e
p
s
eu
d
o
-
R
²
v
alu
e
o
f
0
.
2
8
in
d
icate
s
th
at
th
e
m
o
d
el
ex
p
lain
s
2
8
%
o
f
th
e
v
ar
iab
ilit
y
in
L
S,
th
ese
f
in
d
i
n
g
s
s
u
g
g
est
th
at
ad
d
itio
n
al
co
n
tex
tu
al
f
ac
to
r
s
r
em
ai
n
to
b
e
ex
p
l
o
r
ed
f
o
r
a
m
o
r
e
c
o
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
i
n
g
o
f
L
S
ad
o
p
tio
n
.
T
ab
le
2
s
u
m
m
ar
izes
th
ese
p
r
ed
ictiv
e
f
ac
to
r
s
b
y
p
r
esen
tin
g
th
eir
OR
,
CI
,
an
d
s
tatis
tical
s
ig
n
if
ican
ce
.
Fig
u
r
e
2
p
r
o
v
id
es
a
v
is
u
al
r
e
p
r
esen
tatio
n
o
f
t
h
ese
f
in
d
in
g
s
,
d
ep
ictin
g
th
e
OR
an
d
9
5
%
C
I
f
o
r
th
e
k
ey
p
r
ed
icto
r
s
in
th
e
m
u
ltiv
a
r
iate
m
o
d
el.
T
h
e
p
lo
tted
p
o
in
ts
co
r
r
esp
o
n
d
to
th
e
esti
m
ated
OR
,
wh
ile
th
e
er
r
o
r
b
a
r
s
in
d
icate
th
e
C
I
.
C
I
in
clu
d
in
g
th
e
v
alu
e
o
f
1
in
d
icate
n
o
n
-
s
ig
n
if
ican
ce
,
wh
er
ea
s
n
a
r
r
o
wer
in
ter
v
als
r
ein
f
o
r
ce
th
e
r
o
b
u
s
tn
ess
o
f
th
e
ass
o
ciatio
n
.
T
h
is
v
is
u
aliza
tio
n
aid
s
in
co
m
p
ar
in
g
th
e
im
p
ac
t o
f
d
if
f
e
r
en
t
v
ar
iab
les
o
n
L
S
ad
o
p
tio
n
.
Fin
ally
,
th
e
o
v
er
all
m
o
d
el
f
it
(
χ²=
2
1
.
5
8
;
p
=0
.
0
0
4
)
co
n
f
ir
m
s
th
e
r
ele
v
an
ce
o
f
th
e
in
clu
d
ed
v
a
r
iab
les
in
ex
p
lain
in
g
th
e
o
b
s
er
v
ed
v
ar
iatio
n
s
in
L
S a
d
o
p
tio
n
am
o
n
g
s
tu
d
en
ts
.
T
ab
le
2
.
Pre
d
ictiv
e
f
ac
to
r
s
o
f
LS
id
en
tifie
d
b
y
th
e
GE
E
m
o
d
el
Ex
p
l
a
n
a
t
o
r
y
f
a
c
t
o
rs
C
o
e
f
f
i
c
i
e
n
t
β
OR
9
5
%
C
I
p
-
v
a
l
u
e
M
o
d
e
o
f
D
L
(
a
s
y
n
c
h
r
o
n
o
u
s
v
s
.
m
i
x
e
d
)
-
0
.
4
7
6
0
.
6
2
1
[
0
.
4
2
6
;
0
.
9
0
6
]
0
.
0
1
3
*
S
a
t
i
sf
a
c
t
i
o
n
w
i
t
h
D
L
(
Y
e
s)
0
.
3
6
9
1
.
4
4
6
[
1
.
0
6
4
;
1
.
9
6
9
]
0
.
0
1
9
*
*
S
t
a
t
i
s
t
i
c
a
l
s
i
g
n
i
f
i
c
a
n
c
e
a
t
p
<
0
.
0
5
Fig
u
r
e
2
.
Fo
r
est p
l
o
t o
f
OR
f
o
r
p
r
ed
ictiv
e
f
ac
to
r
s
o
f
LS
(
GE
E
m
o
d
e)
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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SS
N:
2252
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8
8
2
2
Lea
r
n
in
g
s
tr
a
teg
ies in
d
is
ta
n
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n
u
r
s
in
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c
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tio
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o
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(
K
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4071
4.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
an
aly
ze
d
th
e
L
S
ad
o
p
ted
b
y
n
u
r
s
in
g
s
tu
d
en
ts
in
th
e
co
n
tex
t
o
f
DL
im
p
o
s
ed
b
y
th
e
C
OVI
D
-
1
9
p
an
d
em
ic.
T
h
e
r
es
u
lts
r
ev
ea
l
a
h
ig
h
p
r
ev
ale
n
ce
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
ies,
s
u
ch
as
p
lan
n
in
g
an
d
tim
e
m
an
ag
em
e
n
t
(
6
3
.
8
%)
,
as
well
as
co
g
n
itiv
e
s
tr
ateg
ies,
in
clu
d
in
g
m
em
o
r
iz
atio
n
(
5
8
.
9
%)
a
n
d
r
ef
o
r
m
u
latio
n
(
4
1
.
6
%)
.
T
h
ese
f
in
d
in
g
s
c
o
n
f
ir
m
th
at
ev
en
with
o
u
t
e
x
p
licit
k
n
o
wled
g
e
o
f
L
S
(
8
4
.
5
%),
s
tu
d
en
ts
in
tu
itiv
ely
d
e
v
elo
p
s
tr
ateg
ies
to
m
an
ag
e
th
eir
lear
n
in
g
[
2
5
]
,
[
2
7
]
.
T
h
ese
s
tu
d
ies
h
ig
h
lig
h
ted
a
s
tr
o
n
g
co
r
r
elatio
n
b
etwe
en
L
S
tr
ain
in
g
an
d
ac
ad
e
m
ic
s
u
cc
ess
.
Ho
wev
er
,
o
u
r
r
esu
lts
s
h
o
w
th
at
wh
ile
s
tu
d
en
ts
s
p
o
n
tan
eo
u
s
ly
ad
o
p
t
L
S,
th
ese
s
tr
ateg
ies
m
ay
h
av
e
lim
itat
io
n
s
in
ter
m
s
o
f
ef
f
icien
cy
an
d
s
tr
u
ctu
r
e.
T
h
u
s
,
alth
o
u
g
h
s
tu
d
en
ts
im
p
lem
en
t
L
S,
th
ey
co
u
l
d
b
en
e
f
it f
r
o
m
s
tr
u
ctu
r
ed
in
s
tr
u
ctio
n
.
T
h
er
ef
o
r
e,
it
is
ess
en
tial
to
i
n
teg
r
ate
ex
p
licit
L
S
tr
ain
in
g
in
to
n
u
r
s
in
g
cu
r
r
icu
la
to
b
ett
er
s
u
p
p
o
r
t
s
tu
d
en
ts
in
DL
.
T
h
e
o
r
g
an
iza
tio
n
o
f
wo
r
k
s
h
o
p
s
,
s
elf
-
r
eg
u
latio
n
m
o
d
u
les,
an
d
in
d
iv
id
u
al
ized
s
u
p
p
o
r
t
co
u
ld
en
h
an
ce
th
e
e
f
f
ec
tiv
en
ess
o
f
ad
o
p
ted
s
tr
ateg
ies
an
d
i
m
p
r
o
v
e
p
er
f
o
r
m
an
ce
in
DL
s
ettin
g
s
.
T
h
e
m
u
ltiv
ar
iate
an
aly
s
is
h
ig
h
lig
h
ts
two
k
ey
f
ac
to
r
s
in
f
lu
en
cin
g
t
h
e
ad
o
p
tio
n
o
f
L
S:
th
e
DL
m
o
d
e
a
n
d
s
tu
d
en
t
s
atis
f
ac
tio
n
,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
p
ed
ag
o
g
ical
co
n
d
itio
n
s
in
th
e
ef
f
ec
tiv
en
ess
o
f
th
ese
s
tr
ateg
ies.
T
h
e
r
esu
lts
in
d
icate
th
at
s
tu
d
en
ts
f
o
llo
win
g
a
b
len
d
ed
lear
n
i
n
g
m
o
d
el
(
s
y
n
ch
r
o
n
o
u
s
an
d
asy
n
ch
r
o
n
o
u
s
)
ar
e
m
o
r
e
l
ik
ely
to
ad
o
p
t
e
f
f
ec
tiv
e
L
S
(
OR
=0
.
6
2
1
;
p
=
0
.
0
1
3
)
.
T
h
ese
f
in
d
in
g
s
alig
n
with
s
ev
er
al
s
tu
d
ies
[
1
1
]
,
[
2
1
]
,
wh
o
d
em
o
n
s
tr
ate
th
at
th
e
co
m
b
in
a
tio
n
o
f
r
ea
l
-
tim
e
in
ter
ac
tio
n
s
an
d
au
to
n
o
m
o
u
s
lear
n
in
g
en
h
an
ce
s
en
g
ag
em
en
t.
Ho
wev
er
,
th
e
r
esu
lts
co
n
t
r
ast
with
th
o
s
e
o
f
Pre
g
o
wsk
a
et
a
l.
[
1
0
]
,
wh
o
ar
g
u
e
th
at
asy
n
ch
r
o
n
o
u
s
lear
n
i
n
g
en
h
an
ce
s
au
to
n
o
m
y
an
d
im
p
r
o
v
es
in
d
iv
id
u
al
o
r
g
an
izatio
n
.
T
h
is
d
is
cr
ep
an
cy
m
ay
s
tem
f
r
o
m
th
e
s
p
ec
if
ic
d
em
an
d
s
o
f
h
ea
lth
s
cien
ce
s
ed
u
ca
tio
n
,
wh
ich
r
e
q
u
ir
e
g
r
ea
ter
in
s
tr
u
ctio
n
al
s
u
p
p
o
r
t
d
u
e
to
its
p
r
ac
tical
n
atu
r
e.
C
o
n
s
eq
u
en
tly
,
a
b
len
d
e
d
o
n
li
n
e
lear
n
in
g
m
o
d
el,
in
teg
r
atin
g
in
ter
ac
tiv
e
s
y
n
ch
r
o
n
o
u
s
s
ess
io
n
s
an
d
s
tr
u
ctu
r
ed
asy
n
ch
r
o
n
o
u
s
ac
tiv
ities
,
ap
p
ea
r
s
to
b
e
th
e
o
p
tim
al
ap
p
r
o
ac
h
.
Ad
d
itio
n
ally
,
tr
ain
in
g
ed
u
c
ato
r
s
in
d
ig
ital
to
o
ls
is
cr
u
cial
to
f
u
lly
lev
e
r
ag
in
g
th
e
b
en
ef
its
o
f
b
len
d
e
d
lear
n
i
n
g
.
Mo
r
eo
v
er
,
s
tu
d
en
t
s
atis
f
ac
tio
n
with
DL
also
p
lay
s
a
cr
u
cial
r
o
le
in
L
S
ad
o
p
tio
n
(
O
R
=1
.
4
4
6
;
p=
0
.
0
1
9
)
.
T
h
is
f
in
d
i
n
g
s
u
p
p
o
r
ts
th
e
wo
r
k
o
f
Ar
co
et
a
l.
[
3
8
]
,
wh
o
d
em
o
n
s
tr
ated
th
at
a
p
o
s
itiv
e
p
er
ce
p
tio
n
o
f
th
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
is
s
tr
o
n
g
ly
ass
o
ciate
d
with
ac
ad
e
m
ic
en
g
a
g
em
en
t.
Ho
wev
er
,
o
u
r
c
o
n
clu
s
io
n
s
d
if
f
er
f
r
o
m
th
o
s
e
o
f
Mish
r
a
et
a
l.
[
2
0
]
,
wh
o
ass
o
ciate
s
tu
d
en
t
d
is
s
atis
f
ac
tio
n
p
r
im
ar
ily
with
tech
n
o
l
o
g
ical
a
n
d
p
ed
ag
o
g
ical
co
n
s
tr
ain
ts
.
I
n
o
u
r
s
am
p
le,
th
ese
asp
ec
ts
d
id
n
o
t
r
ea
ch
s
tatis
tical
s
ig
n
if
ican
ce
,
lik
ely
d
u
e
to
th
e
r
elativ
ely
h
o
m
o
g
e
n
eo
u
s
ac
ce
s
s
to
d
ig
ital
r
eso
u
r
ce
s
.
T
h
u
s
,
s
tu
d
en
t
s
atis
f
ac
tio
n
,
wh
ich
is
lar
g
ely
s
h
a
p
ed
b
y
in
ter
ac
tio
n
q
u
ality
a
n
d
c
o
n
ten
t
s
tr
u
ctu
r
e
,
m
ay
b
e
a
k
e
y
d
eter
m
in
an
t
o
f
e
n
g
ag
e
m
en
t
a
n
d
a
ca
d
em
ic
s
u
cc
ess
in
DL
s
ettin
g
s
.
I
t
is
cr
u
cial
to
f
o
s
ter
an
in
ter
ac
tiv
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t
,
in
co
r
p
o
r
atin
g
d
is
c
u
s
s
io
n
f
o
r
u
m
s
a
n
d
co
llab
o
r
ativ
e
p
latf
o
r
m
s
.
Fu
r
th
er
m
o
r
e
,
in
d
iv
i
d
u
alize
d
f
ee
d
b
ac
k
s
ess
io
n
s
,
as
well
as
in
itiativ
es
aim
ed
at
s
tr
en
g
th
en
in
g
s
tu
d
en
ts
’
s
en
s
e
o
f
b
elo
n
g
i
n
g
to
a
lear
n
i
n
g
co
m
m
u
n
ity
(
e.
g
.
,
g
r
o
u
p
ac
tiv
ities
,
m
en
to
r
in
g
,
v
ir
tu
al
clin
ical
s
u
p
er
v
is
io
n
)
,
c
o
u
ld
e
n
h
an
ce
s
atis
f
ac
tio
n
an
d
s
tu
d
e
n
t
p
er
f
o
r
m
an
ce
.
R
eg
ar
d
in
g
d
ig
ital
co
m
p
ete
n
ci
es
,
o
u
r
s
tu
d
y
r
ev
ea
ls
th
at
th
e
y
d
id
n
o
t
h
a
v
e
a
d
ir
ec
t
im
p
a
ct
o
n
th
e
o
v
er
all
ad
o
p
tio
n
o
f
L
S.
Ho
wev
er
,
th
ey
s
ig
n
if
ican
tly
in
f
lu
en
ce
d
s
en
s
e
-
m
ak
in
g
a
n
d
i
n
f
o
r
m
atio
n
r
etr
iev
al
s
tr
ateg
ies
(
p
=
0.
0
1
7
)
,
h
ig
h
lig
h
t
in
g
th
eir
im
p
o
r
tan
ce
in
a
u
to
n
o
m
o
u
s
lear
n
in
g
m
an
a
g
em
en
t
.
T
h
is
f
in
d
in
g
alig
n
s
with
Du
ar
te
an
d
R
o
d
r
íg
u
ez
[
3
9
]
,
wh
o
e
m
p
h
asized
th
e
r
o
l
e
o
f
d
ig
ital
s
k
ills
in
o
p
tim
izin
g
o
n
lin
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
Ho
wev
e
r
,
it
co
n
tr
asts
with
th
e
c
o
n
clu
s
i
o
n
s
o
f
T
o
r
u
n
[
4
0
]
,
wh
o
id
en
tifie
d
e
-
lear
n
in
g
r
ea
d
in
ess
—
in
clu
d
in
g
d
ig
ital to
o
l tr
ain
in
g
—
as a
s
tr
o
n
g
p
r
ed
i
cto
r
o
f
ac
ad
em
ic
s
u
cc
ess
in
D
L
.
T
h
is
d
is
cr
ep
an
cy
is
lik
ely
d
u
e
to
th
e
s
p
ec
if
ici
ties
o
f
n
u
r
s
in
g
e
d
u
ca
tio
n
,
wh
er
e
th
e
ac
q
u
is
itio
n
o
f
th
e
o
r
etica
l
an
d
p
r
ac
tical
k
n
o
wled
g
e
o
f
ten
tak
es
p
r
ec
e
d
en
ce
o
v
er
d
ig
ital
to
o
l
p
r
o
f
icien
cy
.
No
n
eth
eless
,
o
u
r
r
esu
lts
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
in
teg
r
atin
g
d
ig
i
tal
liter
ac
y
tr
ain
in
g
in
to
cu
r
r
ic
u
la,
p
ar
ticu
lar
ly
to
f
ac
ilit
ate
p
latf
o
r
m
n
av
i
g
atio
n
,
th
e
u
s
e
o
f
s
im
u
latio
n
tec
h
n
o
lo
g
ies,
an
d
th
e
m
a
n
ag
em
e
n
t o
f
d
ig
ital r
eso
u
r
ce
s
.
T
h
e
an
aly
s
is
o
f
in
s
titu
tio
n
al
i
n
itiativ
es
r
ev
ea
ls
th
at
p
lan
n
in
g
an
d
tim
e
m
a
n
ag
em
e
n
t
wer
e
f
ac
ilit
ated
b
y
th
e
ea
r
l
y
d
is
tr
ib
u
ti
o
n
o
f
c
o
u
r
s
e
m
ater
ials
(
7
9
%)
an
d
th
e
r
eg
u
lar
p
u
b
licatio
n
o
f
s
ch
e
d
u
les
(
7
7
%).
T
h
ese
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
with
L
ó
p
ez
et
a
l.
[
4
1
]
,
wh
o
s
u
g
g
e
s
t
th
at
s
tr
u
ctu
r
ed
ac
ce
s
s
to
p
e
d
ag
o
g
ical
r
eso
u
r
ce
s
en
h
an
ce
s
s
tu
d
en
t
s
elf
-
r
e
g
u
lat
io
n
.
T
h
e
in
teg
r
atio
n
o
f
a
d
v
an
ce
d
tech
n
o
lo
g
ies,
s
u
ch
as
ad
ap
tiv
e
lear
n
in
g
p
latf
o
r
m
s
an
d
in
tellig
en
t
tim
e
m
an
ag
em
en
t
to
o
ls
,
co
u
ld
f
u
r
t
h
er
en
h
an
ce
th
ese
in
itiativ
es
[
4
2
]
.
Ho
wev
er
,
th
e
ab
r
u
p
t
t
r
an
s
itio
n
to
DL
ex
ac
er
b
ated
s
elf
-
r
e
g
u
latio
n
d
if
f
icu
lties
am
o
n
g
s
o
m
e
s
tu
d
e
n
ts
,
l
ea
d
in
g
to
in
cr
ea
s
ed
s
tr
ess
an
d
an
x
iety
[
9
]
,
[
4
3
]
–
[
4
5
]
.
T
h
ese
r
esu
lts
h
ig
h
lig
h
t
t
h
e
n
ec
ess
ity
o
f
p
e
r
s
o
n
alize
d
s
u
p
p
o
r
t,
i
n
clu
d
in
g
m
en
to
r
s
h
ip
a
n
d
p
s
y
c
h
o
lo
g
ical
ass
is
tan
ce
,
to
m
itig
ate
th
ese
n
eg
ativ
e
ef
f
ec
ts
.
An
o
th
er
k
ey
asp
ec
t
co
n
ce
r
n
s
ac
ad
em
ic
en
g
ag
em
e
n
t,
wh
ich
is
s
ig
n
if
ican
tly
ass
o
ciate
d
wi
th
th
e
DL
m
o
d
e
(
p
=
0
.
0
4
5
)
.
Sy
n
c
h
r
o
n
o
u
s
s
ess
io
n
s
,
m
en
tio
n
ed
b
y
4
3
%
o
f
s
tu
d
en
ts
,
ap
p
ea
r
to
h
a
v
e
f
o
s
ter
ed
h
ig
h
e
r
-
q
u
ality
p
e
d
ag
o
g
ical
in
ter
ac
tio
n
s
.
T
h
is
f
in
d
i
n
g
alig
n
s
with
p
r
ev
io
u
s
s
tu
d
ies
[
4
6
]
,
[
4
7
]
,
wh
ich
ar
g
u
e
th
at
well
-
s
tr
u
ctu
r
ed
s
y
n
ch
r
o
n
o
u
s
co
u
r
s
es
en
h
an
ce
en
g
ag
em
en
t
an
d
lear
n
in
g
o
u
tco
m
es.
Ho
wev
e
r
,
th
is
d
if
f
er
s
f
r
o
m
R
az
k
an
e
et
a
l.
[
4
8
]
,
wh
o
e
m
p
h
asize
th
e
n
ee
d
to
co
m
p
lem
en
t
s
y
n
ch
r
o
n
o
u
s
in
ter
ac
tio
n
s
with
ac
tiv
e
lear
n
in
g
ac
tiv
ities
.
T
h
ese
r
esu
lts
co
n
f
ir
m
th
at
a
b
ala
n
ce
b
etwe
en
s
y
n
c
h
r
o
n
o
u
s
an
d
asy
n
ch
r
o
n
o
u
s
f
o
r
m
ats
is
ess
en
tial
t
o
m
ax
im
ize
en
g
a
g
em
en
t a
n
d
ac
ad
em
ic
p
er
f
o
r
m
an
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
.
5
,
Octo
b
er
20
25
:
4
0
6
6
-
407
5
4072
Fin
ally
,
s
tu
d
en
t
d
is
s
atis
f
ac
tio
n
with
DL
(
6
9
.
5
%),
p
ar
ticu
la
r
ly
in
n
u
r
s
in
g
e
d
u
ca
tio
n
,
illu
s
tr
ates
th
e
lim
itatio
n
s
o
f
f
u
lly
r
em
o
te
lear
n
in
g
.
T
h
is
o
b
s
er
v
atio
n
is
s
h
a
r
ed
b
y
5
8
.
9
%
o
f
ed
u
ca
to
r
s
,
w
h
o
b
eliev
e
th
at
DL
d
o
es
n
o
t
ad
eq
u
ately
m
ee
t
th
e
r
eq
u
ir
em
e
n
ts
o
f
f
ac
e
-
to
-
f
ac
e
lear
n
in
g
[
1
8
]
.
T
h
ese
f
in
d
in
g
s
co
n
tr
ast
with
s
ev
er
al
s
tu
d
ies
[
4
9
]
,
[
5
0
]
,
wh
ich
e
m
p
h
asize
th
e
ad
v
an
tag
es
o
f
DL
f
o
r
th
eo
r
etica
l
in
s
tr
u
ctio
n
.
T
h
is
d
iv
er
g
en
ce
u
n
d
er
s
co
r
es
th
e
s
p
ec
if
ic
ch
all
en
g
es
o
f
h
ea
lth
s
cien
ce
s
ed
u
c
atio
n
,
wh
er
e
ex
p
e
r
ien
tial
lear
n
in
g
is
cr
u
cial.
T
h
e
in
teg
r
atio
n
o
f
ad
v
an
ce
d
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies
,
in
clu
d
i
n
g
d
ig
ital
s
im
u
latio
n
,
au
g
m
en
ted
r
ea
lity
,
an
d
r
em
o
t
e
clin
ical
s
u
p
er
v
is
io
n
,
r
ep
r
ese
n
ts
a
p
r
o
m
is
in
g
s
o
lu
tio
n
.
I
n
v
esti
n
g
in
h
ig
h
-
f
id
elity
s
im
u
latio
n
to
o
ls
an
d
estab
lis
h
in
g
p
ar
tn
er
s
h
ip
s
with
h
ea
lth
ca
r
e
in
s
titu
tio
n
s
f
o
r
r
e
m
o
te
clin
ical
tr
ain
in
g
co
u
ld
s
i
g
n
if
ican
tly
en
h
a
n
ce
DL
in
n
u
r
s
in
g
ed
u
ca
tio
n
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
h
ig
h
li
g
h
ts
th
e
im
p
o
r
tan
ce
o
f
eq
u
i
p
p
in
g
b
o
t
h
s
tu
d
en
ts
an
d
e
d
u
ca
to
r
s
with
ess
en
tial
s
k
ills
f
o
r
ef
f
ec
tiv
e
d
i
g
ital
an
d
b
le
n
d
ed
lear
n
in
g
.
W
h
ile
n
u
r
s
in
g
s
tu
d
en
ts
in
tu
itiv
ely
ad
o
p
t
m
etac
o
g
n
itiv
e
a
n
d
co
g
n
itiv
e
s
tr
ateg
ies,
th
e
lac
k
o
f
e
x
p
licit
k
n
o
wled
g
e
ab
o
u
t
L
S
u
n
d
e
r
s
co
r
es
th
e
n
ee
d
f
o
r
t
ar
g
eted
p
ed
ag
o
g
ical
in
ter
v
en
tio
n
s
.
T
h
e
f
in
d
in
g
s
r
e
v
ea
l
th
at
b
len
d
ed
lear
n
in
g
,
w
h
ich
en
h
a
n
ce
s
in
ter
ac
tio
n
,
s
tr
u
ctu
r
e,
a
n
d
s
tu
d
en
t
s
atis
f
ac
tio
n
,
is
a
k
ey
d
r
iv
er
o
f
L
S
ad
o
p
tio
n
.
I
n
c
o
n
tr
ast,
d
i
g
ital
liter
ac
y
a
n
d
i
n
ter
n
et
ac
c
ess
alo
n
e
wer
e
n
o
t
s
ig
n
if
ican
t
p
r
e
d
icto
r
s
,
s
u
g
g
esti
n
g
th
at
in
f
r
astru
ctu
r
e
m
u
s
t
b
e
co
m
p
lem
en
te
d
b
y
in
s
tr
u
ctio
n
al
s
u
p
p
o
r
t
to
o
p
tim
ize
th
e
lear
n
in
g
e
x
p
er
ie
n
ce
.
Giv
en
th
e
u
n
i
q
u
e
ch
allen
g
es
o
f
n
u
r
s
in
g
e
d
u
ca
tio
n
,
p
ar
t
icu
lar
ly
its
r
elian
ce
o
n
b
o
th
p
r
ac
tical
an
d
clin
ical
tr
ain
in
g
,
it
is
im
p
er
ativ
e
t
o
d
e
v
elo
p
p
ed
ag
o
g
ical
f
r
am
ewo
r
k
s
tailo
r
ed
to
h
an
d
s
-
o
n
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
T
h
ese
r
esu
lts
h
av
e
cr
itical
i
m
p
licatio
n
s
f
o
r
e
d
u
ca
tio
n
al
p
o
licy
m
ak
er
s
an
d
in
s
titu
tio
n
s
s
ee
k
in
g
to
en
h
an
ce
DL
in
h
ea
lth
s
cien
ce
s
ed
u
ca
tio
n
.
Stre
n
g
th
e
n
in
g
DL
r
eq
u
ir
es st
r
u
ctu
r
ed
L
S tr
ain
in
g
,
th
e
in
teg
r
atio
n
o
f
ad
ap
tiv
e
lear
n
in
g
tech
n
o
lo
g
ie
s
s
u
ch
as
AI
-
b
ased
p
latf
o
r
m
s
an
d
v
ir
tu
al
s
im
u
latio
n
s
,
an
d
th
e
p
r
o
m
o
tio
n
o
f
b
len
d
ed
lear
n
in
g
m
o
d
els
th
at
b
alan
ce
s
y
n
ch
r
o
n
o
u
s
an
d
as
y
n
ch
r
o
n
o
u
s
ap
p
r
o
ac
h
es.
Ad
d
itio
n
ally
,
o
n
g
o
in
g
p
ed
ag
o
g
ical
an
d
p
s
y
ch
o
lo
g
ical
s
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KAM
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RE
F
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R
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NC
E
S
[
1
]
O
.
B
.
A
d
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d
o
y
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n
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n
d
E
.
S
o
y
k
a
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,
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C
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0
.
[
2
]
I
.
B
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r
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p
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A
.
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D
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[
5
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J.
K
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.
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G
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o
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rn
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[
6
]
T.
Tr
u
s
t
a
n
d
J.
W
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a
l
e
n
,
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S
h
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[
1
9
]
R
.
K
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c
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.
Evaluation Warning : The document was created with Spire.PDF for Python.