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d
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s
h
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In
a
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t
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m
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c
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q
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sc
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o
rre
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a
n
d
m
u
lt
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a
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n
c
o
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t,
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h
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s
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t
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e
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1
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5
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T
h
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re
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re
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t
h
is
stu
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y
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v
id
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s
in
sig
h
ts
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d
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c
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ti
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m
a
k
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t
o
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h
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ti
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stra
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in
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HEIs
e
s
p
e
c
ially
i
n
f
o
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u
sin
g
o
n
c
a
re
e
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o
p
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o
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ts.
K
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w
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r
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s
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C
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p
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2
3
,
th
e
f
ig
u
r
e
r
o
s
e
s
lig
h
tly
f
r
o
m
8
0
2
.
9
th
o
u
s
an
d
to
8
2
0
.
2
th
o
u
s
an
d
,
r
ef
lectin
g
a
m
o
d
est
in
cr
ea
s
e
o
f
1
7
.
3
th
o
u
s
an
d
.
T
h
is
tr
en
d
m
ay
in
d
icate
a
g
r
o
win
g
n
u
m
b
e
r
o
f
g
r
ad
u
ates
ch
o
o
s
in
g
to
d
elay
wo
r
k
f
o
r
ce
en
tr
y
,
p
o
s
s
ib
ly
d
u
e
to
ev
o
l
v
in
g
ca
r
ee
r
p
r
ef
er
en
ce
s
,
f
u
r
t
h
er
e
d
u
ca
tio
n
,
o
r
p
er
ce
iv
e
d
jo
b
m
ar
k
et
ch
all
en
g
es
[
2
]
.
T
h
u
s
,
th
e
PHEI
s
s
h
o
u
ld
f
u
r
th
e
r
d
etec
t
th
e
lack
in
g
ar
ea
with
in
in
s
titu
tio
n
th
at
co
n
tr
ib
u
te
to
t
h
is
s
tati
s
tic.
T
ab
l
e
1
.
Nu
m
b
er
o
f
g
r
ad
u
a
te
s
o
u
t
s
i
d
e
th
e
la
b
o
r
f
o
r
ce
in
Ma
l
ay
s
ia
(
2
0
2
2
–
2
0
2
3
)
Y
e
a
r
N
u
mb
e
r
o
f
g
r
a
d
u
a
t
e
s o
u
t
si
d
e
l
a
b
o
r
f
o
r
c
e
2022
8
0
2
.
9
2023
8
2
0
.
2
Ad
d
itio
n
ally
,
th
e
2
0
2
3
d
ata
s
h
o
ws
th
at
m
o
s
t
g
r
ad
u
ates
in
th
e
lab
o
r
f
o
r
ce
co
m
e
f
r
o
m
u
r
b
an
a
r
ea
s
(
9
1
.
3
%),
wh
ile
o
n
ly
a
s
m
all
p
o
r
tio
n
(
8
.
7
%)
ar
e
f
r
o
m
r
u
r
al
s
ettin
g
s
[
2
]
.
T
h
is
clea
r
g
ap
s
u
g
g
ests
th
at
s
tu
d
en
ts
in
r
u
r
al
ar
ea
s
m
ay
n
o
t
b
e
r
ec
ei
v
in
g
th
e
s
am
e
lev
el
o
f
s
u
p
p
o
r
t,
ex
p
o
s
u
r
e,
o
r
o
p
p
o
r
tu
n
ities
as
th
o
s
e
in
citie
s
.
I
n
p
lace
s
lik
e
Pah
an
g
,
wh
er
e
m
an
y
p
u
b
lic
u
n
i
v
er
s
ities
ar
e
lo
ca
ted
in
less
u
r
b
an
ize
d
ar
ea
s
,
th
ese
d
if
f
er
en
ce
s
m
atter
[
3
]
.
T
h
is
r
aises
im
p
o
r
tan
t
q
u
esti
o
n
s
ab
o
u
t
h
o
w
th
e
q
u
ality
o
f
s
er
v
ices
an
d
lear
n
in
g
en
v
ir
o
n
m
en
ts
v
ar
y
ac
r
o
s
s
r
eg
io
n
s
an
d
h
o
w
th
ese
d
if
f
er
en
ce
s
m
ig
h
t
af
f
ec
t
h
o
w
s
atis
f
ied
s
tu
d
en
ts
f
ee
l
w
ith
th
ei
r
o
v
er
all
u
n
iv
er
s
ity
ex
p
er
ien
ce
.
G
r
ad
u
ates’
lab
o
r
f
o
r
ce
p
ar
ticip
atio
n
b
y
s
tr
ata
in
Ma
lay
s
ia
is
s
h
o
wn
in
T
ab
le
2
.
T
ab
l
e
2
.
Gr
ad
u
a
te
s
’
l
ab
o
r
f
o
r
c
e
p
ar
ti
ci
p
a
tio
n
b
y
s
t
r
a
ta
in
Ma
lay
s
i
a
(
2
0
2
3
)
S
t
r
a
t
a
P
e
r
c
e
n
t
a
g
e
(
%
)
U
r
b
a
n
9
1
.
3
R
u
r
a
l
8
.
7
No
tab
ly
,
at
in
ter
n
atio
n
al
lev
e
l,
th
eir
ed
u
ca
tio
n
al
in
s
titu
tio
n
al
h
as
tak
en
an
ac
tio
n
p
u
ttin
g
s
tu
d
en
t
s
atis
f
ac
tio
n
to
ev
alu
ate
th
eir
o
p
er
atio
n
al
s
u
cc
ess
.
Fo
r
e
x
am
p
le,
th
e
Au
s
tr
alian
g
o
v
e
r
n
m
en
t
estab
lis
h
ed
a
f
u
n
d
in
g
s
y
s
tem
wh
ich
p
r
o
v
id
es
f
in
an
cial
s
u
p
p
o
r
t
to
u
n
iv
er
s
ities
b
ased
o
n
th
eir
ab
ilit
y
to
d
eliv
er
h
ig
h
-
q
u
ality
s
tu
d
en
t
ex
p
er
ien
c
es
[
4
]
.
W
h
er
eb
y
,
t
h
e
allo
ca
tio
n
o
f
r
eso
u
r
ce
s
to
h
ig
h
e
r
ed
u
ca
tio
n
in
s
titu
tio
n
s
in
th
is
co
u
n
tr
y
ar
e
d
ep
e
n
d
s
h
ea
v
ily
o
n
s
tu
d
en
t
s
atis
f
ac
tio
n
r
atin
g
s
.
T
h
u
s
,
th
e
m
o
d
e
r
n
ed
u
ca
t
io
n
al
en
v
ir
o
n
m
en
t
h
as u
s
es st
u
d
en
t satis
f
ac
tio
n
as a
p
r
im
ar
y
p
er
f
o
r
m
an
ce
m
etr
ic
f
o
r
th
e
in
s
titu
tio
n
s
[
4
]
.
Fo
llo
win
g
th
is
o
b
s
er
v
atio
n
,
th
e
p
h
y
s
ical
elem
en
ts
o
f
ed
u
ca
tio
n
al
s
er
v
ices
in
clu
d
i
n
g
f
ac
ilit
y
co
n
d
itio
n
ar
e
s
tr
o
n
g
l
y
f
o
u
n
d
s
af
f
ec
ted
s
tu
d
en
t
s
atis
f
ac
tio
n
.
T
h
is
was
b
ein
g
p
r
o
v
e
b
y
r
esear
ch
co
n
d
u
cted
b
y
Kad
r
i
et
a
l
.
[
5
]
th
at
s
tu
d
en
ts
s
tr
o
n
g
ly
ass
ess
th
eir
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
an
d
f
ac
ilit
ies
d
u
r
in
g
th
eir
ev
al
u
atio
n
o
f
s
er
v
ice
q
u
ality
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
as
a
p
r
im
ar
y
f
a
cto
r
to
th
eir
s
atis
f
ac
tio
n
.
T
h
is
was
s
u
p
p
o
r
ted
b
y
R
af
ati
et
a
l
.
[
4
]
wh
o
co
n
f
ir
m
s
th
at
h
ig
h
en
r
o
lm
en
t
lev
els
o
f
s
tu
d
en
ts
will
cr
ea
te
lo
wer
s
atis
f
ac
tio
n
to
th
e
f
ac
ilit
y
s
er
v
ices,
wh
ich
r
esu
l
tin
g
in
d
ec
r
ea
s
ed
ed
u
ca
tio
n
al
q
u
ality
p
er
ce
p
tio
n
am
o
n
g
s
tu
d
en
ts
.
T
h
er
ef
o
r
e,
th
ese
f
ac
to
r
s
d
em
o
n
s
tr
ate
h
o
w
in
s
titu
tio
n
s
s
h
o
w
th
eir
d
ed
i
ca
tio
n
to
im
p
r
o
v
in
g
f
ac
ilit
ies
an
d
s
er
v
ices
wh
ich
d
ir
ec
tly
in
f
lu
e
n
ce
s
tu
d
en
t le
ar
n
in
g
ex
p
er
ien
ce
s
.
Mo
r
eo
v
er
,
s
tu
d
en
t
s
atis
f
ac
tio
n
h
as
b
ee
n
co
n
s
is
ten
tly
lin
k
e
d
to
th
e
ed
u
ca
tio
n
al
s
u
p
p
o
r
t
p
r
o
v
id
e
d
b
y
in
s
titu
tio
n
s
th
r
o
u
g
h
ac
ad
em
ic
ad
v
is
in
g
an
d
ca
r
ee
r
s
er
v
ices.
Acc
o
r
d
in
g
to
W
ee
r
asin
g
h
e
an
d
Fer
n
an
d
o
[
6
]
,
th
e
ad
eq
u
ac
y
o
f
ca
r
ee
r
s
er
v
ice
s
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
in
s
h
ap
in
g
s
tu
d
e
n
ts
’
o
v
er
all
s
atis
f
ac
tio
n
,
esp
ec
ially
in
ter
m
s
o
f
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
c
es.
T
h
is
is
b
ec
au
s
e
b
y
h
av
in
g
a
clea
r
p
ictu
r
e
o
f
th
eir
ca
r
ee
r
p
ath
s
,
s
tu
d
en
ts
will
f
ee
l
m
o
r
e
en
g
ag
ed
in
teac
h
in
g
an
d
lear
n
i
n
g
p
r
o
ce
s
s
.
As
s
u
p
p
o
r
ted
b
y
Pah
a
r
ia
[
7
]
,
wh
o
d
escr
ib
es
s
tu
d
en
t
s
atis
f
ac
tio
n
as
a
m
u
lti
-
d
im
en
s
io
n
al
co
n
ce
p
t,
it
is
im
p
o
r
tan
t
f
o
r
PHEI
s
to
m
ak
e
a
h
o
lis
tic
d
ev
elo
p
m
e
n
t
an
d
g
u
id
an
ce
in
cr
ea
tin
g
a
p
o
s
itiv
e
ac
ad
em
ic
ex
p
e
r
ien
ce
f
o
r
s
tu
d
en
ts
.
T
h
u
s
,
im
p
r
o
v
in
g
t
h
e
ac
a
d
em
ic
ad
v
is
in
g
a
n
d
ca
r
ee
r
s
er
v
ices is v
ital to
en
s
u
r
e
s
tu
d
en
t satis
f
ac
tio
n
in
PHEI
s
.
L
astl
y
,
th
e
im
p
o
r
tan
ce
o
f
teac
h
in
g
q
u
ality
s
tan
d
s
as
an
ess
en
tial
f
ac
to
r
th
at
ca
n
n
o
t
b
e
ig
n
o
r
ed
b
y
t
h
e
PHEI
s
.
T
h
e
q
u
ality
o
f
in
s
tr
u
ct
io
n
d
ir
ec
tly
r
elate
s
to
s
tu
d
en
t
en
g
ag
em
e
n
t
lev
els
an
d
th
eir
o
v
er
all
s
atis
f
ac
tio
n
.
Nex
t,
p
r
ev
io
u
s
r
esear
ch
[
8
]
,
[
9
]
d
em
o
n
s
tr
ate
th
at
s
tu
d
en
t
s
a
tis
f
ac
tio
n
f
ee
d
b
ac
k
s
er
v
es
as
a
s
tr
o
n
g
in
s
tr
u
m
en
t
to
en
h
a
n
ce
teac
h
in
g
a
p
p
r
o
ac
h
es.
T
h
er
ef
o
r
e,
PHEI
s
in
Pah
an
g
n
ee
d
to
d
ir
ec
t
th
eir
ef
f
o
r
ts
to
war
d
s
tr
en
g
th
e
n
in
g
s
tu
d
en
t
s
atis
f
ac
tio
n
b
y
f
o
c
u
s
in
g
o
n
th
r
ee
ess
en
tial
asp
ec
ts
wh
ich
in
clu
d
e
teac
h
in
g
a
n
d
lear
n
in
g
m
et
h
o
d
s
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
524
-
534
526
p
h
y
s
ical
lear
n
in
g
en
v
ir
o
n
m
e
n
t
co
n
d
itio
n
s
an
d
ca
r
ee
r
p
ath
t
o
m
ee
t
th
e
ex
p
ec
tatio
n
s
o
f
s
tu
d
en
t
co
m
m
u
n
ity
.
T
h
er
e
is
s
till
lim
ited
ev
id
en
c
e
th
at
s
p
ec
if
ically
ex
a
m
in
es
n
o
n
-
u
r
b
an
s
tates
s
u
ch
as
Pah
an
g
,
wh
e
r
e
u
n
iq
u
e
g
eo
g
r
a
p
h
ical
an
d
s
o
cio
-
ec
o
n
o
m
ic
co
n
d
itio
n
s
m
ay
s
h
ap
e
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
a
n
d
e
x
p
ec
t
atio
n
s
in
d
is
tin
ctiv
e
way
s
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
Student
s
’
s
a
t
is
f
a
ct
io
n in
p
ub
lic
hig
her
educa
t
io
n in
s
t
it
utio
ns
PHEI
s
r
ef
er
s
to
th
e
p
u
r
s
u
it
o
f
ad
v
an
ce
d
s
tu
d
ies
a
n
d
lear
n
in
g
af
ter
co
m
p
letin
g
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
b
y
p
u
b
lic
s
ec
to
r
s
.
I
ts
p
r
im
ar
ily
in
v
o
lv
es c
o
lleg
e
o
r
u
n
iv
er
s
ities
lev
el
th
at
s
er
v
e
as c
en
ter
s
f
o
r
s
tu
d
en
ts
to
attain
h
ig
h
er
q
u
alif
icatio
n
s
.
No
wad
a
y
s
,
h
ig
h
e
r
e
d
u
ca
tio
n
p
lay
s
a
n
ess
en
tial
r
o
le
in
s
h
ap
i
n
g
e
m
p
l
o
y
m
en
t
p
r
o
s
p
ec
ts
.
Ap
ar
t
f
r
o
m
t
h
at,
it
is
also
cr
u
cial
f
o
r
th
e
d
ev
el
o
p
m
e
n
t
o
f
h
u
m
an
ca
p
ital
a
n
d
t
h
e
en
h
an
ce
m
en
t
o
f
s
o
cio
ec
o
n
o
m
ic
o
u
tco
m
es
[
1
0
]
.
R
ec
en
tly
,
in
Ma
lay
s
ia,
m
an
y
PHEI
s
ar
e
b
ec
o
m
in
g
awa
r
e
o
f
h
o
w
s
tu
d
en
ts
v
iew
th
e
q
u
ality
o
f
th
eir
ed
u
ca
ti
o
n
,
wh
er
eb
y
,
th
ey
n
o
t
o
n
ly
wan
t
to
g
ain
s
ac
a
d
em
ic
ac
h
iev
e
m
en
t
o
n
ly
th
at
b
ein
g
p
o
r
tr
ay
in
ac
ad
e
m
ic
ce
r
tifi
ca
tio
n
s
.
Yet,
m
o
s
t
o
f
s
tu
d
en
ts
also
em
p
h
asis
ab
o
u
t
t
h
e
o
p
p
o
r
tu
n
ity
o
f
em
p
lo
y
ab
ilit
y
af
ter
th
eir
g
r
a
d
u
ates.
T
h
e
r
ef
o
r
e
,
it
is
v
ital
f
o
r
th
ese
i
n
s
titu
tio
n
s
to
ac
k
n
o
wled
g
e
th
e
lin
k
b
etwe
en
s
er
v
ice
q
u
ality
t
h
at
th
ey
p
r
o
v
id
ed
a
n
d
s
tu
d
e
n
t satis
f
ac
tio
n
[
1
1
]
.
Ho
wev
er
,
it
is
b
ein
g
u
n
d
er
s
ta
n
d
ab
le
th
at
s
tu
d
en
t
s
atis
f
ac
tio
n
is
a
co
m
p
lex
co
n
s
tr
u
ct
in
f
l
u
en
ce
d
b
y
v
ar
io
u
s
f
ac
t
o
r
s
.
Stu
d
en
t
s
atis
f
ac
tio
n
h
as
b
ec
o
m
e
a
k
e
y
ar
ea
o
f
r
esear
ch
in
th
e
i
n
cr
ea
s
in
g
ly
co
m
p
etitiv
e
ed
u
ca
tio
n
al
lan
d
s
ca
p
e
d
u
e
to
its
s
ig
n
if
ican
t
in
f
lu
en
ce
o
n
in
s
titu
tio
n
al
s
u
cc
ess
an
d
th
e
r
e
cr
u
itm
en
t
o
f
f
u
tu
r
e
s
tu
d
en
ts
.
T
h
is
m
atter
is
d
ee
m
ed
as
an
im
p
o
r
tan
t
n
o
t
o
n
l
y
to
in
s
titu
tio
n
s
b
u
t
also
to
th
e
s
tu
d
en
ts
th
em
s
elv
es
[
1
2
]
.
T
h
er
e
is
d
if
f
er
en
t
co
n
te
x
t
o
f
k
ey
to
ac
h
iev
e
s
tu
d
en
t
s
atis
f
ac
tio
n
in
PHEI
s
in
clu
d
in
g
lear
n
in
g
q
u
ality
,
ca
r
ee
r
o
p
p
o
r
tu
n
ities
an
d
f
ac
ili
ty
q
u
ality
.
T
o
b
e
n
o
te
d
h
er
e
t
h
at,
th
is
s
tu
d
y
is
v
e
r
y
im
p
o
r
ta
n
t
to
b
e
c
o
n
d
u
cted
b
ec
au
s
e
s
tu
d
ies
h
av
e
s
h
o
wn
th
at
s
tu
d
en
t
s
atis
f
ac
tio
n
ca
n
in
f
lu
en
ce
s
tu
d
e
n
ts
’
p
er
f
o
r
m
a
n
ce
s
s
u
ch
as
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
,
r
eten
tio
n
r
ate
,
a
n
d
m
o
tiv
atio
n
lev
el
[
1
3
]
.
I
n
r
ec
e
n
t
y
ea
r
s
,
s
tu
d
en
ts
’
p
er
ce
p
tio
n
h
as
b
ec
o
m
e
an
is
s
u
ed
n
o
t
o
n
l
y
in
Ma
lay
s
ia
b
u
t
a
r
o
u
n
d
th
e
wo
r
ld
s
.
Fo
r
ex
am
p
le,
I
n
d
ia’
s
Natio
n
al
Ass
e
s
s
m
en
t
an
d
Acc
r
ed
itatio
n
C
o
u
n
cil
(
NAAC)
h
as
in
tr
o
d
u
ce
d
t
h
e
s
tu
d
en
t
s
atis
f
ac
tio
n
s
u
r
v
ey
(
S
SS
)
to
b
etter
u
n
d
er
s
tan
d
h
o
w
s
tu
d
en
ts
p
er
ce
iv
e
th
e
q
u
ality
o
f
ed
u
ca
tio
n
a
n
d
s
er
v
ices
in
th
eir
in
s
titu
tio
n
s
.
T
h
e
in
s
ig
h
ts
g
ath
er
e
d
n
o
t
o
n
l
y
h
el
p
in
s
titu
tio
n
s
r
ef
lect
o
n
th
eir
s
tr
en
g
th
s
an
d
g
ap
s
b
u
t
also
c
o
n
tr
ib
u
te
to
t
h
eir
o
v
er
all
ac
c
r
ed
itatio
n
s
tan
d
in
g
[
1
4
]
.
Desp
ite
th
is
,
d
is
cu
s
s
io
n
s
o
n
s
tu
d
e
n
t
s
atis
f
ac
tio
n
with
ed
u
ca
tio
n
al
q
u
ality
o
f
ten
r
aise c
o
n
ce
r
n
s
ab
o
u
t f
r
am
in
g
s
tu
d
en
ts
as c
o
n
s
u
m
er
s
,
p
o
r
tr
ay
in
g
th
e
is
s
u
es
o
f
s
tu
d
en
t
s
ati
s
f
ac
tio
n
ar
e
n
ev
er
en
d
in
g
[
1
5
]
.
I
n
s
u
m
m
ar
y
,
PHEI
s
s
h
o
u
ld
c
o
n
c
en
tr
ate
o
n
ess
en
tial
f
ac
to
r
s
wh
ich
af
f
ec
t
s
tu
d
en
t
p
er
ce
p
tio
n
s
o
f
q
u
ality
an
d
s
a
tis
f
ac
tio
n
to
cr
ea
te
an
e
n
v
ir
o
n
m
en
t
th
at
s
u
p
p
o
r
ts
s
tu
d
en
t su
cc
ess
.
2
.
2
.
Q
ua
lity
o
f
t
ea
ching
a
nd
lea
r
nin
g
(
Q
T
)
R
ec
en
t
s
tu
d
ies
h
av
e
d
em
o
n
s
tr
ated
th
at
s
tu
d
en
t
-
ce
n
ter
e
d
teac
h
in
g
ap
p
r
o
ac
h
es
was
s
ig
n
if
ican
tly
en
h
an
ce
th
e
q
u
ality
o
f
ed
u
ca
tio
n
b
y
f
o
s
ter
in
g
a
m
o
r
e
en
g
a
g
in
g
an
d
d
y
n
am
ic
lear
n
in
g
en
v
ir
o
n
m
en
t.
Acc
o
r
d
in
g
to
B
er
g
d
ah
l
et
a
l.
[
1
6
]
,
th
ese
m
eth
o
d
s
n
ee
d
g
o
b
ey
o
n
d
tr
a
d
i
tio
n
al
lectu
r
e
f
o
r
m
ats
b
y
in
c
o
r
p
o
r
atin
g
in
ter
ac
tiv
e
elem
en
ts
th
at
r
elate
lea
r
n
in
g
t
o
r
ea
l
-
life
s
ce
n
ar
io
s
a
n
d
c
ar
ee
r
asp
ir
atio
n
s
.
T
h
is
s
h
if
t
n
o
t
o
n
ly
im
p
r
o
v
es
s
tu
d
e
n
t
en
g
ag
em
e
n
t,
b
u
t
it’s
also
m
o
tiv
atin
g
s
tu
d
en
t
to
tak
e
an
ac
tiv
e
r
o
le
in
th
eir
ac
ad
em
ic
jo
u
r
n
ey
.
T
h
er
eb
y
,
en
h
an
cin
g
o
v
er
all
s
tu
d
e
n
t
s
atis
f
ac
tio
n
with
th
eir
ed
u
ca
t
io
n
al
ex
p
er
ien
ce
s
.
Ad
d
itio
n
a
lly
,
th
e
s
tr
ateg
ies
im
p
lem
en
tatio
n
b
y
u
s
in
g
ac
ti
v
e
lear
n
in
g
,
s
u
c
h
as
p
r
o
ject
-
b
ased
lear
n
in
g
an
d
c
o
llab
o
r
ativ
e
d
is
cu
s
s
io
n
s
,
h
av
e
b
ee
n
s
h
o
wn
to
co
n
tr
ib
u
te
to
h
ig
h
er
c
o
g
n
itiv
e
a
n
d
e
m
o
tio
n
al
en
g
ag
em
e
n
t,
u
ltima
tely
lea
d
in
g
to
i
m
p
r
o
v
ed
ac
ad
em
ic
p
er
f
o
r
m
an
ce
[
1
7
]
.
Ap
ar
t
f
r
o
m
th
at,
ass
ess
m
en
t
p
lay
s
a
cr
u
cial
r
o
le
in
s
h
ap
in
g
th
e
lear
n
in
g
ex
p
er
ien
ce
,
its
s
er
v
e
n
o
t
m
er
ely
as
a
g
r
a
d
in
g
m
ec
h
an
is
m
b
u
t
also
as
an
in
te
g
r
al
p
ar
t
o
f
th
e
e
d
u
ca
tio
n
al
p
r
o
ce
s
s
.
No
wad
ay
s
,
s
tu
d
en
ts
ar
e
f
ee
lin
g
b
o
r
ed
if
th
e
PHEI
s
u
s
in
g
a
tr
ad
itio
n
al
way
o
f
a
s
s
es
s
m
en
t
s
u
ch
as
r
ep
o
r
tin
g
.
Stu
d
en
ts
lo
o
k
in
to
ef
f
ec
tiv
e
ass
ess
m
en
t
s
tr
ateg
i
es,
s
u
ch
as
r
o
le
p
lay
a
n
d
d
eb
ate
th
at
ca
n
s
ig
n
if
ican
tl
y
en
h
a
n
ce
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
s
atis
f
ac
tio
n
.
Fo
r
in
s
tan
ce
,
Ng
an
d
Y
u
[
1
8
]
f
o
u
n
d
th
at
d
ialo
g
ic
in
ter
ac
tio
n
s
d
u
r
in
g
p
ee
r
ass
es
s
m
en
ts
f
o
s
ter
ac
tiv
e
p
ar
ticip
atio
n
,
wh
ich
d
i
r
ec
tly
,
in
f
lu
en
ce
s
s
tu
d
en
ts
'
p
er
f
o
r
m
a
n
ce
an
d
s
atis
f
ac
tio
n
lev
els.
L
astl
y
,
as
s
u
p
p
o
r
ted
b
y
E
v
an
s
an
d
Z
h
u
[
1
9
]
wh
o
d
e
v
elo
p
ed
th
e
ass
ess
m
en
t
en
g
ag
em
en
t
s
ca
le
(
AE
S),
wh
ich
p
r
o
v
id
es
in
s
ig
h
ts
in
to
h
o
w
s
tu
d
en
ts
en
g
ag
e
with
ass
ess
m
en
t
task
s
,
en
ab
lin
g
tim
ely
in
ter
v
en
tio
n
s
th
at
ca
n
en
h
a
n
ce
th
eir
lear
n
in
g
e
x
p
er
ien
ce
s
.
2
.
3
.
Q
ua
lity
o
f
f
a
cilit
ies a
nd
infr
a
s
t
ruct
ure
(
Q
F
)
Ad
d
itio
n
ally
,
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
n
ee
d
to
f
o
c
u
s
o
n
d
e
v
elo
p
in
g
p
h
y
s
ical
a
n
d
d
i
g
ital
in
f
r
astru
ctu
r
e
b
ec
a
u
s
e
th
ese
el
em
en
ts
d
ir
ec
tly
af
f
ec
t
s
tu
d
en
t
ex
p
er
ien
ce
s
an
d
s
atis
f
ac
tio
n
lev
els.
Stu
d
en
ts
u
s
e
f
ac
ilit
y
co
n
d
itio
n
s
an
d
r
eso
u
r
ce
av
ailab
ilit
y
in
clu
d
i
n
g
la
b
o
r
ato
r
y
an
d
lib
r
ar
y
ac
ce
s
s
to
d
eter
m
in
e
t
h
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527
p
er
ce
p
tio
n
o
f
e
d
u
ca
tio
n
al
q
u
ality
[
1
3
]
.
E
d
u
ca
tio
n
al
in
s
titu
tio
n
s
th
at
im
p
lem
en
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d
ig
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p
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b
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s
tu
d
en
t
en
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ag
em
en
t
a
n
d
s
ati
s
f
ac
tio
n
s
.
T
h
is
was
s
u
p
p
o
r
ted
b
y
p
r
ev
io
u
s
s
tu
d
y
[
2
0
]
wh
ich
s
h
o
ws
th
at
b
etter
f
ac
ilit
y
q
u
ality
,
r
esu
lts
in
b
ette
r
s
tu
d
en
t
o
u
tco
m
es
an
d
h
i
g
h
er
s
atis
f
ac
tio
n
lev
els.
T
h
u
s
,
s
u
ch
in
v
estme
n
ts
co
n
tin
u
e
to
b
e
ess
en
tial f
o
r
d
ev
elo
p
i
n
g
an
o
p
tim
al
lear
n
in
g
en
v
ir
o
n
m
en
t.
Nex
t,
d
ig
ital
tech
n
o
lo
g
ies
to
g
eth
er
with
v
ir
tu
al
r
eso
u
r
ce
s
f
u
n
ctio
n
is
a
f
u
n
d
a
m
en
tal
elem
en
t
wh
ich
en
h
an
ce
ed
u
ca
tio
n
al
ef
f
ec
tiv
e
n
ess
an
d
s
tu
d
en
t
s
atis
f
ac
tio
n
.
As
s
tated
b
y
Alen
ez
i
[
2
1
]
wh
o
d
em
o
n
s
tr
ates
th
at
u
n
iv
er
s
ities
wh
ich
im
p
lem
en
t
n
ew
tech
n
o
lo
g
ical
ap
p
r
o
ac
h
es
p
r
o
v
id
e
s
tu
d
en
ts
with
b
etter
i
n
f
o
r
m
atio
n
ac
ce
s
s
an
d
im
p
r
o
v
ed
ed
u
ca
to
r
-
lear
n
e
r
in
ter
ac
tio
n
s
,
wh
ich
r
esu
lts
in
h
ig
h
er
s
tu
d
en
t
en
r
o
lm
en
t.
T
h
is
was
in
l
in
e
with
s
tu
d
y
b
y
R
af
iq
et
a
l
.
[
2
2
]
w
h
o
s
tated
th
at
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
th
at
p
r
o
v
id
e
ad
ap
tab
le
lear
n
in
g
o
p
tio
n
s
th
r
o
u
g
h
o
n
lin
e
p
latf
o
r
m
s
an
d
d
ig
ital
co
m
m
u
n
icatio
n
t
o
o
ls
wh
ich
ac
co
m
m
o
d
ate
d
if
f
er
e
n
t
lear
n
in
g
ap
p
r
o
ac
h
es
en
h
an
ce
s
tu
d
en
t
s
atis
f
ac
tio
n
.
T
h
u
s
,
th
e
i
n
teg
r
atio
n
o
f
d
ig
ita
l
f
ac
ilit
ies
with
in
f
r
astru
ctu
r
e
d
ev
elo
p
m
e
n
t
allo
ws
in
s
titu
tio
n
s
to
f
u
lf
il p
r
esen
t stu
d
en
t r
eq
u
ir
em
en
ts
wh
ile
p
r
e
p
a
r
in
g
f
o
r
f
u
t
u
r
e
ed
u
ca
tio
n
al
n
ee
d
s
.
2
.
4
.
Q
ua
lity
o
f
c
a
re
er
a
nd
f
uture
o
pp
o
rt
un
it
ies
(
Q
C)
Mo
r
eo
v
er
,
u
n
d
er
s
tan
d
in
g
th
e
alig
n
m
en
t
b
etwe
en
ed
u
ca
tio
n
an
d
ca
r
ee
r
r
ea
d
i
n
ess
is
im
p
er
ativ
e
f
o
r
en
h
an
cin
g
s
tu
d
en
t
s
atis
f
ac
tio
n
in
h
ig
h
er
e
d
u
ca
tio
n
.
Nu
m
er
o
u
s
s
tu
d
ies
h
ig
h
lig
h
t
th
at
s
tu
d
e
n
t
in
cr
ea
s
in
g
ly
s
ee
k
ed
u
ca
tio
n
al
e
x
p
er
ien
ce
s
t
h
at
eq
u
ip
th
e
m
with
th
e
s
k
ills
an
d
k
n
o
wled
g
e
n
ec
ess
ar
y
f
o
r
s
u
cc
ess
f
u
l
ca
r
ee
r
s
.
As
s
u
p
p
o
r
ted
b
y
J
am
es
-
Ma
ce
ac
h
er
n
[
2
3
]
,
wh
o
em
p
h
asi
ze
th
at
s
tu
d
en
ts
'
ex
p
ec
tatio
n
s
r
eg
ar
d
in
g
ca
r
ee
r
p
r
ep
ar
atio
n
s
ig
n
if
ica
n
tly
in
f
lu
en
ce
th
eir
o
v
er
all
s
atis
f
ac
tio
n
with
th
eir
ac
ad
em
ic
p
r
o
g
r
am
s
.
Fu
r
th
er
m
o
r
e,
in
s
titu
tio
n
s
th
at
p
r
io
r
itize
ex
p
er
ien
tial
lear
n
in
g
o
p
p
o
r
tu
n
itie
s
,
s
u
ch
as
in
ter
n
s
h
ip
s
an
d
co
o
p
er
ativ
e
ed
u
ca
tio
n
p
r
o
g
r
a
m
s
,
cr
ea
te
p
ath
way
s
f
o
r
s
tu
d
en
ts
to
co
n
n
ec
t
th
eo
r
etica
l
k
n
o
wled
g
e
with
p
r
ac
tical
ap
p
licatio
n
[
2
4
]
.
T
h
is
alig
n
m
en
t
in
cr
ea
s
es
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
o
f
th
e
v
alu
e
o
f
t
h
eir
ed
u
ca
tio
n
a
n
d
th
eir
p
r
ep
ar
ed
n
ess
f
o
r
f
u
t
u
r
e
em
p
lo
y
m
e
n
t,
th
er
eb
y
en
h
an
ci
n
g
s
atis
f
ac
tio
n
lev
els.
L
astl
y
,
ca
r
ee
r
s
u
p
p
o
r
t
s
er
v
ices,
in
clu
d
in
g
co
u
n
s
ellin
g
,
m
e
n
to
r
s
h
ip
,
an
d
jo
b
p
lace
m
en
t
ass
is
tan
ce
,
ar
e
ess
en
tial
in
m
ee
tin
g
s
tu
d
en
ts
'
ex
p
ec
tatio
n
s
f
o
r
f
u
tu
r
e
o
p
p
o
r
tu
n
ities
.
Sah
ito
et
a
l
.
[
2
5
]
p
o
in
ted
o
u
t
th
at
ef
f
ec
tiv
e
ca
r
ee
r
s
er
v
ices
n
o
t o
n
ly
g
u
id
e
s
tu
d
e
n
ts
in
m
ak
in
g
i
n
f
o
r
m
e
d
ca
r
ee
r
c
h
o
ices,
b
u
t
al
s
o
f
o
s
ter
a
s
en
s
e
o
f
in
s
titu
tio
n
al
lo
y
alty
an
d
s
atis
f
ac
tio
n
.
I
n
s
titu
tio
n
s
th
at
ac
tiv
e
ly
en
g
ag
e
with
in
d
u
s
tr
y
s
tak
e
h
o
ld
er
s
to
d
ev
elo
p
r
elev
an
t
cu
r
r
icu
la
a
n
d
p
r
o
v
id
e
ca
r
ee
r
-
o
r
ien
ted
r
eso
u
r
ce
s
te
n
d
to
s
ee
h
ig
h
e
r
lev
els
o
f
s
tu
d
en
t
s
atis
f
ac
tio
n
an
d
r
eten
tio
n
.
T
h
u
s
,
b
y
f
o
cu
s
in
g
o
n
ca
r
ee
r
r
ea
d
in
ess
as
a
cr
u
c
ial
asp
ec
t
o
f
th
eir
ed
u
ca
tio
n
a
l
o
f
f
er
in
g
s
,
h
ig
h
e
r
ed
u
ca
tio
n
in
s
titu
tio
n
s
ca
n
s
ig
n
if
ican
tly
en
h
an
ce
th
e
o
v
er
al
l
s
tu
d
en
t
ex
p
er
ien
ce
an
d
s
atis
f
ac
tio
n
[
2
6
]
.
T
h
e
co
n
ce
p
tu
al
f
r
am
ewo
r
k
is
illu
s
tr
ated
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
f
r
a
m
ewo
r
k
3.
M
E
T
H
O
D
T
h
is
s
tu
d
y
im
p
lem
en
ts
q
u
an
tit
ativ
e
m
eth
o
d
s
to
in
v
esti
g
ate
s
tu
d
en
t
s
atis
f
ac
tio
n
at
PHEI
s
in
Ku
an
tan
,
Pah
an
g
,
Ma
lay
s
ia.
T
h
is
s
tu
d
y
was
co
n
d
u
cted
in
Ku
an
tan
,
t
h
e
s
tate
ca
p
ital
o
f
Pah
an
g
,
b
ec
au
s
e
it
h
o
s
ts
th
e
lar
g
est
co
n
ce
n
tr
atio
n
o
f
PHEI
s
in
th
e
r
eg
i
o
n
.
T
h
e
r
esear
c
h
r
esp
o
n
d
en
ts
ca
m
e
f
r
o
m
v
ar
i
o
u
s
p
u
b
lic
in
s
titu
tio
n
s
in
Ku
an
tan
.
Stra
tifie
d
r
an
d
o
m
s
am
p
lin
g
was
em
p
lo
y
ed
to
en
s
u
r
e
th
at
th
e
s
am
p
le
r
ef
lecte
d
a
d
iv
er
s
e
m
ix
o
f
s
tu
d
en
ts
ac
r
o
s
s
d
if
f
er
en
t
ac
a
d
em
ic
lev
els
an
d
e
d
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
s
.
T
h
e
r
esear
ch
was
u
s
ed
G*
Po
wer
an
aly
s
is
to
d
eter
m
in
e
th
e
s
a
m
p
le
s
ize
wh
ich
wo
u
ld
p
r
o
d
u
ce
r
eliab
le
s
tatis
tical
o
u
tco
m
es
[
2
7
]
.
Ap
ar
t
f
r
o
m
th
at,
th
e
s
am
p
le
s
ize
f
o
r
th
is
s
tu
d
y
was
d
eter
m
in
ed
b
y
u
s
in
g
G*
Po
wer
3
.
1
s
o
f
twar
e,
ap
p
ly
in
g
a
s
tatis
tical
p
o
wer
lev
el
o
f
0
.
8
0
,
a
s
ig
n
if
i
ca
n
ce
lev
el
(
α
)
o
f
0
.
0
5
,
a
n
d
a
m
ed
iu
m
e
f
f
ec
t
s
ize
(
r
=0
.
3
0
)
,
wh
ich
alig
n
with
co
m
m
o
n
l
y
ac
ce
p
te
d
s
tan
d
ar
d
s
in
s
o
cial
s
cien
ce
r
esear
ch
.
Fr
o
m
th
is
an
aly
s
is
,
it’s
in
d
icate
d
th
at
a
m
i
n
im
u
m
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
524
-
534
528
8
4
r
esp
o
n
d
en
ts
wo
u
ld
b
e
ad
e
q
u
ate
to
en
s
u
r
e
s
tatis
tical
r
eliab
ilit
y
.
Ho
wev
er
,
to
s
tr
en
g
th
en
t
h
e
s
tu
d
y
’
s
v
alid
ity
an
d
allo
w
f
o
r
b
r
o
ad
e
r
r
e
p
r
esen
tatio
n
,
a
to
tal
o
f
1
2
0
r
esp
o
n
d
en
ts
wer
e
s
elec
ted
as
a
s
am
p
le.
T
h
is
a
p
p
r
o
ac
h
en
s
u
r
ed
d
iv
er
s
ity
ac
r
o
s
s
ac
ad
em
ic
lev
els
an
d
ed
u
ca
tio
n
a
l
b
ac
k
g
r
o
u
n
d
s
am
o
n
g
s
tu
d
en
ts
f
r
o
m
PHEI
s
in
Ku
an
tan
,
Pah
an
g
,
Ma
lay
s
ia.
Oth
er
th
an
th
at,
th
e
d
ata
co
llectio
n
in
s
tr
u
m
en
t
co
n
s
is
ted
o
f
a
s
tr
u
ctu
r
ed
q
u
e
s
tio
n
n
air
e.
T
h
e
q
u
esti
o
n
n
air
e
was
b
e
d
i
v
id
ed
to
f
o
u
r
s
ec
tio
n
s
.
First
s
e
ctio
n
s
b
eg
in
with
d
e
p
en
d
e
n
t
v
ar
iab
les
r
elate
d
t
o
s
tu
d
en
t
s
atis
f
ac
tio
n
in
PHEI
s
Pah
an
g
,
Ma
lay
s
ia
;
s
ec
o
n
d
s
e
ctio
n
r
elate
d
t
o
q
u
ality
o
f
tea
ch
in
g
a
n
d
lear
n
in
g
(
QT
)
;
th
ir
d
s
ec
tio
n
r
elate
d
to
q
u
ality
o
f
f
ac
ilit
ies
an
d
i
n
f
r
astru
ctu
r
e
(
QF)
;
a
n
d
last
ly
r
e
lated
to
q
u
ality
o
f
ca
r
ee
r
an
d
f
u
t
u
r
e
o
p
p
o
r
tu
n
itie
s
(
QC
)
.
T
h
e
r
esear
ch
in
s
tr
u
m
en
t
was
ad
ap
ted
f
r
o
m
v
alid
at
ed
p
ast
s
tu
d
ies
an
d
u
tili
ze
d
a
5
-
p
o
in
t
L
i
k
er
t
s
ca
le
r
an
g
in
g
f
r
o
m
“
s
tr
o
n
g
ly
d
is
ag
r
ee
”
to
“
s
tr
o
n
g
ly
a
g
r
ee
”
.
T
h
e
q
u
esti
o
n
n
air
e
was
d
ev
elo
p
e
d
b
y
d
er
i
v
in
g
k
e
y
co
n
s
tr
u
cts
an
d
item
s
f
r
o
m
th
e
liter
atu
r
e
r
ev
iew
o
n
s
tu
d
en
t
s
atis
f
ac
tio
n
an
d
s
er
v
ice
q
u
ality
in
h
ig
h
e
r
ed
u
ca
tio
n
[
6
]
,
[
7
]
,
[
1
1
]
,
[
1
3
]
.
Fo
r
th
is
s
tu
d
y
,
a
p
ilo
t
s
tu
d
y
was
co
n
d
u
cted
to
ass
ess
th
e
q
u
esti
o
n
n
air
e’
s
r
eliab
ilit
y
an
d
clar
ity
,
f
o
llo
wed
b
y
v
alid
ity
an
d
r
eliab
ilit
y
test
in
g
.
T
h
e
s
ta
tis
tical
s
o
f
twar
e
to
an
aly
ze
d
ata
was
co
n
d
u
cted
b
y
u
s
in
g
SP
SS
v
er
s
io
n
2
6
.
0
.
T
h
e
an
aly
s
is
th
at
h
as
b
ee
n
r
u
n
is
d
escr
ip
tiv
e
s
tatis
t
ics to
s
u
m
m
ar
ize
d
em
o
g
r
ap
h
ic
d
ata,
o
th
e
r
th
an
th
at,
in
f
er
en
tial statis
tical
m
eth
o
d
s
,
in
clu
d
in
g
c
o
r
r
elatio
n
an
d
m
u
ltip
le
r
eg
r
ess
io
n
an
aly
s
is
,
wer
e
u
s
ed
to
ex
am
in
e
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
iab
les
an
d
test
th
e
r
esear
ch
h
y
p
o
th
eses
.
T
h
is
s
tu
d
y
ad
h
er
ed
to
s
tan
d
ar
d
r
esear
ch
eth
ics
p
r
o
ce
d
u
r
es.
Par
ticip
atio
n
was
v
o
lu
n
tar
y
,
an
d
all
r
esp
o
n
d
en
ts
wer
e
in
f
o
r
m
ed
ab
o
u
t
th
e
s
tu
d
y
’
s
o
b
jectiv
es
an
d
ass
u
r
ed
o
f
th
e
co
n
f
id
en
tiality
an
d
an
o
n
y
m
ity
o
f
th
eir
r
esp
o
n
s
es.
I
n
f
o
r
m
ed
c
o
n
s
en
t
was
o
b
tain
ed
p
r
io
r
to
d
at
a
co
llectio
n
.
L
astl
y
,
t
h
is
m
eth
o
d
o
lo
g
ical
ap
p
r
o
ac
h
h
as
p
r
o
v
id
e
d
an
em
p
ir
ical
in
s
ig
h
t
in
to
th
e
k
ey
d
eter
m
in
an
ts
o
f
s
tu
d
en
t
s
atis
f
ac
tio
n
to
war
d
s
h
ig
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
s
in
Ku
an
tan
,
Pah
an
g
,
Ma
lay
s
ia.
4.
RE
SU
L
T
S
T
h
is
s
ec
tio
n
f
o
cu
s
es
o
n
an
aly
zin
g
th
e
d
em
o
g
r
ap
h
ic
p
r
o
f
ile
o
f
th
e
r
esp
o
n
d
en
ts
.
Descr
ip
tiv
e
s
tatis
t
ics
ar
e
em
p
lo
y
ed
to
tr
a
n
s
f
o
r
m
r
a
w
d
ata
in
to
m
ea
n
in
g
f
u
l
in
f
o
r
m
atio
n
th
at
c
h
ar
ac
ter
izes
v
a
r
i
o
u
s
f
ac
to
r
s
with
in
th
e
p
o
p
u
latio
n
.
T
h
is
in
v
o
lv
es
o
r
g
an
izin
g
an
d
s
u
m
m
ar
izi
n
g
th
e
r
aw
d
ata
co
llecte
d
[
2
8
]
.
As
s
h
o
wn
in
T
ab
le
3
,
th
e
r
esp
o
n
d
en
ts
h
a
v
e
b
ee
n
ass
em
b
led
in
to
two
ca
teg
o
r
ies
o
f
g
e
n
d
er
wh
ich
is
m
ale
an
d
f
em
al
e.
T
h
e
p
e
r
ce
n
tag
e
o
f
r
esp
o
n
d
en
t
’
s
g
en
d
er
o
f
m
ale
is
4
8
.
3
%
an
d
r
esp
o
n
d
en
t’
s
g
en
d
er
o
f
f
em
ale
is
5
1
.
7
%.
T
h
e
r
esp
o
n
d
e
n
ts
also
h
av
e
b
ee
n
ass
em
b
led
in
to
f
o
u
r
ca
te
g
o
r
ies
o
f
a
g
e,
w
h
er
eb
y
,
t
h
e
h
i
g
h
er
r
esp
o
n
d
en
t
is
f
r
o
m
th
e
a
g
e
o
f
18
-
1
9
y
ea
r
s
o
ld
w
h
ich
is
4
4
.
2
%
an
d
th
e
lo
west
is
f
r
o
m
th
e
r
esp
o
n
d
en
t’
s
a
g
e
o
f
2
4
an
d
a
b
o
v
e
y
ea
r
s
o
ld
wh
ic
h
is
6
.
7
%.
Fu
r
t
h
er
m
o
r
e,
f
o
r
th
e
ed
u
ca
tio
n
al
lev
el,
th
e
h
ig
h
er
r
esp
o
n
d
en
ts
a
r
e
f
r
o
m
d
ip
lo
m
a
lev
el
wh
ich
in
d
icate
s
5
5
.
0
%
an
d
th
e
lo
wer
r
esp
o
n
d
en
ts
is
f
r
o
m
b
ac
h
elo
r
’
s
d
eg
r
ee
wh
ich
is
4
5
.
0
%.
Nex
t
,
th
e
p
er
ce
n
ta
g
e
o
f
r
esp
o
n
d
en
ts
f
r
o
m
in
s
titu
tio
n
B
is
h
ig
h
er
3
5
.
0
%,
f
o
llo
wed
b
y
in
s
titu
tio
n
A
2
5
.
0
%,
an
d
i
n
s
titu
tio
n
C
an
d
D
d
em
o
n
s
tr
ate
a
s
im
ilar
p
er
ce
n
tag
e
wh
ich
is
2
0
.
0
%.
L
astl
y
,
f
o
r
y
ea
r
o
f
s
tu
d
y
,
th
e
h
ig
h
e
r
r
esp
o
n
d
en
ts
co
m
e
f
r
o
m
1
s
t
y
ea
r
s
tu
d
en
t
w
h
ich
in
d
icate
s
;
4
5
.
0
%,
f
o
llo
wed
b
y
r
esp
o
n
d
en
ts
f
r
o
m
4
th
y
ea
r
s
tu
d
en
ts
;
2
7
.
5
%,
2
n
d
y
ea
r
s
tu
d
en
t; 1
5
.
8
% a
n
d
last
ly
3
r
d
y
ea
r
s
tu
d
en
t; 1
1
.
7
%.
T
ab
l
e
3
.
R
e
s
p
o
n
d
en
t’
s
p
r
o
f
il
e
V
a
r
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a
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l
e
R
e
s
p
o
n
d
e
n
t
’
s
p
r
o
f
i
l
e
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
M
a
l
e
58
4
8
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3
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mal
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62
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1
.
7
A
g
e
18
-
19
53
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4
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2
20
-
21
25
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0
.
8
22
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23
34
2
8
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3
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4
a
n
d
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Ed
u
c
a
t
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a
66
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5
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I
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I
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n
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t
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t
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B
42
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n
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24
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r
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r
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t
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r
33
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5
Ap
ar
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f
r
o
m
th
at,
T
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4
p
r
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ts
th
e
d
escr
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tiv
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s
tatis
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f
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th
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k
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th
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f
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QT
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m
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r
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g
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r
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3
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to
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8
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in
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at
r
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g
en
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ly
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r
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d
with
th
e
s
tatem
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r
eg
ar
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in
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u
ality
.
T
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h
est
m
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co
r
e
was
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b
s
er
v
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r
QT
2
(
M
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er
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m
o
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ate
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f
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r
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y
in
r
esp
o
n
s
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cr
o
s
s
all
co
n
s
tr
u
cts.
T
ab
l
e
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.
D
e
s
cr
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s
ta
t
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t
ic
C
o
n
st
r
u
c
t
I
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M
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a
n
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a
t
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o
n
QT
Q
T1
4
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0
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0
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8
4
7
Q
T2
4
.
0
8
0
.
7
7
3
Q
T3
3
.
8
5
0
.
8
5
7
Q
T4
4
.
0
5
0
.
8
2
9
QF
Q
F
1
3
.
8
9
0
.
8
8
7
Q
F
2
3
.
8
8
0
.
9
4
5
Q
F
3
3
.
8
5
0
.
8
5
7
Q
F
4
3
.
7
6
0
.
8
7
9
Q
F
5
3
.
8
7
0
.
9
0
7
Q
F
6
3
.
8
2
0
.
9
2
6
QC
Q
C
1
3
.
8
6
0
.
7
7
0
Q
C
2
3
.
9
7
0
.
7
1
6
T
ab
le
5
p
r
esen
ts
th
e
s
k
ewn
es
s
an
d
k
u
r
to
s
is
v
alu
es
f
o
r
th
e
s
tu
d
y
v
a
r
iab
les.
T
h
e
Sk
ewn
ess
v
alu
es
r
an
g
e
f
r
o
m
-
0
.
9
1
9
to
-
0
.
5
3
8
,
wh
ile
k
u
r
to
s
is
v
alu
es
r
an
g
e
f
r
o
m
1
.
6
2
5
to
2
.
7
7
9
,
all
with
in
th
e
ac
ce
p
tab
le
r
an
g
e
(
-
2
to
+
2
f
o
r
Sk
ewn
ess
,
-
7
t
o
+7
f
o
r
Ku
r
to
s
is
)
[
2
9
]
.
T
h
e
s
e
r
esu
lts
in
d
icate
th
at
th
e
d
ata
is
ap
p
r
o
x
im
ately
n
o
r
m
al,
s
u
p
p
o
r
tin
g
th
e
u
s
e
o
f
p
ar
am
etr
ic
test
s
s
u
ch
as
co
r
r
elatio
n
an
d
r
eg
r
ess
io
n
an
aly
s
i
s
.
T
ab
le
6
p
r
esen
ts
th
e
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
es
f
o
r
th
e
s
tu
d
y
v
ar
iab
les.
T
h
e
r
esu
lts
in
d
icate
th
at
QT
(
α
=0
.
7
6
1
)
an
d
QC
(
α
=0
.
7
3
7
)
d
em
o
n
s
tr
ate
ac
ce
p
tab
le
r
eliab
ilit
y
(
α
>0
.
7
0
)
.
Ho
wev
er
,
QF
(
α
=0
.
6
7
9
)
is
s
lig
h
tly
b
el
o
w
th
e
co
m
m
o
n
l
y
ac
ce
p
ted
t
h
r
esh
o
ld
,
s
u
g
g
esti
n
g
m
ar
g
in
al
r
eliab
ilit
y
.
Ov
er
all,
th
e
in
s
tr
u
m
en
t
is
co
n
s
id
er
ed
r
eliab
le
f
o
r
f
u
r
th
er
a
n
aly
s
is
.
T
ab
le
7
p
r
esen
ts
th
e
r
eg
r
ess
io
n
co
e
f
f
icien
ts
f
o
r
t
h
e
s
tu
d
y
v
a
r
iab
les.
T
h
e
r
esu
lts
in
d
icate
th
at
QT
h
as
a
s
ig
n
if
ican
t
n
eg
ativ
e
ef
f
ec
t
o
n
s
tu
d
en
t
s
atis
f
ac
tio
n
(
β=
–
0
.
4
6
8
,
9
5
%
C
I
[
–
0
.
7
2
,
–
0
.
2
1
]
,
p
<0
.
0
0
1
)
,
s
u
g
g
esti
n
g
th
at
wh
ile
teac
h
in
g
q
u
ality
is
r
ec
o
g
n
ized
,
f
ac
to
r
s
s
u
ch
as
wo
r
k
lo
ad
o
r
teac
h
in
g
m
eth
o
d
s
m
ay
co
n
tr
ib
u
te
to
lo
wer
s
atis
f
ac
tio
n
lev
els.
I
n
co
n
tr
ast,
QC
h
as
a
s
ig
n
if
ican
t
p
o
s
itiv
e
im
p
ac
t
(
β=0
.
3
2
7
,
9
5
%
C
I
[
0
.
0
6
,
0
.
5
9
]
,
p
=0
.
0
1
5
)
,
in
d
icatin
g
th
at
ca
r
e
er
-
r
elate
d
s
u
p
p
o
r
t
p
lay
s
a
cr
u
c
ial
r
o
le
in
s
tu
d
en
t
s
atis
f
ac
tio
n
.
Ho
wev
er
,
QF
d
o
es
n
o
t
s
h
o
w
a
s
ig
n
if
ican
t
ef
f
ec
t
(
β=0
.
1
2
5
,
9
5
%
C
I
[
–
0
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1
1
,
0
.
3
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,
p
=0
.
3
0
1
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,
s
u
g
g
esti
n
g
th
at
s
tu
d
en
ts
m
ay
v
iew
in
f
r
astru
ctu
r
e
as
a
b
asic
n
ec
es
s
ity
r
ath
er
th
an
a
d
eter
m
in
an
t
o
f
s
atis
f
ac
tio
n
.
E
f
f
ec
t
s
ize
an
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ly
s
is
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icate
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th
at
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ad
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lar
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e
e
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ec
t,
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ed
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m
e
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d
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s
m
a
ll/n
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lig
ib
le
ef
f
ec
t
o
n
s
tu
d
en
t
s
atis
f
ac
tio
n
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T
h
ese
f
in
d
in
g
s
h
ig
h
lig
h
t th
e
im
p
o
r
ta
n
ce
o
f
ca
r
ee
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d
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el
o
p
m
en
t ser
v
ices in
en
h
an
cin
g
s
tu
d
en
t satis
f
ac
tio
n
,
wh
ile
also
s
u
g
g
esti
n
g
th
at
im
p
r
o
v
e
m
en
ts
in
teac
h
in
g
m
eth
o
d
s
an
d
wo
r
k
lo
ad
m
an
a
g
em
en
t
m
ay
b
e
n
e
ed
ed
to
ad
d
r
ess
th
e
n
eg
ativ
e
ass
o
ciatio
n
with
s
atis
f
ac
tio
n
.
T
ab
l
e
5
.
No
r
m
a
li
ty
te
s
t
C
o
n
st
r
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t
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k
e
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ss
K
u
r
t
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si
s
S
t
a
t
i
st
i
c
S
t
d
.
Er
r
o
r
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t
a
t
i
st
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c
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t
d
.
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r
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r
QT
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0
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5
3
8
0
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2
2
1
1
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6
2
5
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4
3
8
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0
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9
1
9
0
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2
2
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7
7
9
0
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4
3
8
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0
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5
4
5
0
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2
2
1
2
.
0
0
1
0
.
4
3
8
T
ab
l
e
6
.
C
r
o
n
b
a
ch
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s
alp
h
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V
a
r
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a
b
l
e
s
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f
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t
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ms
C
r
o
n
b
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h
’
s
a
l
p
h
a
QT
4
0
.
7
6
1
QF
6
0
.
6
7
9
QC
2
0
.
7
3
7
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
524
-
534
530
T
ab
l
e
7
.
R
eg
r
e
s
s
io
n
co
ef
f
i
ci
e
n
t
s
V
a
r
i
a
b
l
e
C
o
e
f
f
i
c
i
e
n
t
s
S
t
d
.
e
r
r
o
r
S
t
a
n
d
a
r
d
i
z
e
d
c
o
e
f
f
i
c
i
e
n
t
s
b
e
t
a
t
S
i
g
.
C
o
n
st
a
n
t
0
.
1
7
6
-
2
1
.
7
6
1
<
0
.
0
0
1
QT
0
.
0
6
0
-
0
.
4
6
8
-
3
.
4
0
7
<
0
.
0
0
1
QF
0
.
0
5
3
0
.
1
2
5
1
.
0
3
9
0
.
3
0
1
QC
0
.
0
6
0
0
.
3
2
7
2
.
4
5
8
0
.
0
1
5
T
h
e
r
esu
lts
s
h
o
wn
in
T
a
b
le
8
in
d
icate
th
at
H1
is
n
o
t
s
u
p
p
o
r
ted
,
as
QT
h
as
a
s
ig
n
if
ican
t
n
eg
ativ
e
ef
f
ec
t
o
n
s
tu
d
e
n
t
s
atis
f
ac
tio
n
(
B
=
-
0
.
4
6
8
,
p
<
0
.
0
0
1
)
.
T
h
is
s
u
g
g
ests
th
at
wh
ile
s
tu
d
e
n
ts
ac
k
n
o
wled
g
e
th
e
q
u
ality
o
f
teac
h
in
g
,
h
o
wev
e
r
,
th
e
f
ac
t
o
r
s
s
u
ch
as
h
ig
h
ac
ad
em
ic
wo
r
k
lo
ad
o
r
in
ef
f
ec
tiv
e
e
n
g
ag
e
m
en
t
m
eth
o
d
s
m
ay
co
n
tr
ib
u
te
t
o
d
is
s
atis
f
ac
tio
n
o
f
s
tu
d
en
ts
in
teac
h
in
g
a
n
d
lea
r
n
in
g
p
r
o
ce
s
s
.
Similar
ly
,
H2
i
s
n
o
t
s
u
p
p
o
r
ted
,
as
QF
d
o
es
n
o
t
h
a
v
e
a
s
ig
n
if
ican
t
ef
f
ec
t
o
n
s
tu
d
en
t
s
atis
f
ac
tio
n
(
B
=0
.
1
2
5
,
p
=
0
.
3
0
1
)
.
T
h
is
im
p
lies
th
at
s
tu
d
en
ts
m
ay
p
er
ce
iv
e
f
ac
ilit
ies
as
a
b
asic
r
eq
u
ir
em
en
t
r
ath
er
th
a
n
a
m
ajo
r
f
ac
to
r
in
f
lu
en
cin
g
th
eir
s
atis
f
ac
tio
n
in
ed
u
ca
tio
n
al
s
er
v
ices.
C
o
n
v
er
s
ely
,
H3
is
s
u
p
p
o
r
ted
,
as
Q
C
h
as
a
s
ig
n
if
ican
t
p
o
s
itiv
e
im
p
ac
t
o
n
s
tu
d
e
n
t
s
atis
f
ac
tio
n
(
B
=0
.
3
2
7
,
p
=
0
.
0
1
5
)
.
T
h
is
f
in
d
in
g
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
ca
r
ee
r
d
ev
el
o
p
m
en
t
p
r
o
g
r
am
s
,
jo
b
p
lace
m
en
t
ass
is
tan
ce
,
an
d
in
d
u
s
tr
y
lin
k
ag
es
in
s
h
ap
i
n
g
s
tu
d
en
t
s
atis
f
ac
tio
n
in
ed
u
ca
tio
n
al
s
er
v
ices.
T
h
er
ef
o
r
e
,
f
in
d
in
g
s
r
ec
o
m
m
en
d
ed
t
h
at
wh
ile
QC
f
o
u
n
d
a
s
ig
n
if
ica
n
ce
f
ac
to
r
co
n
tr
i
b
u
tin
g
th
e
s
tu
d
en
t
s
atis
f
ac
tio
n
,
h
o
wev
er
,
in
s
titu
tio
n
s
s
till
n
ee
d
to
r
e
-
ev
alu
ate
th
eir
teac
h
in
g
m
eth
o
d
s
an
d
wo
r
k
lo
ad
m
an
a
g
em
en
t to
in
o
r
d
er
t
o
im
p
r
o
v
e
t
h
e
s
tu
d
en
t e
x
p
er
ien
c
e.
T
ab
l
e
8
.
Su
m
m
a
r
y
o
f
th
e
h
y
p
o
th
e
s
is
t
e
s
t
in
g
r
e
s
u
l
t
s
No
H
y
p
o
t
h
e
s
i
s
R
e
s
u
l
t
s
Ex
p
l
a
n
a
t
i
o
n
H1
Th
e
r
e
i
s
a
p
o
s
i
t
i
v
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
Q
T
a
n
d
s
t
u
d
e
n
t
sa
t
i
sf
a
c
t
i
o
n
N
o
t
s
u
p
p
o
r
t
e
d
N
e
g
a
t
i
v
e
a
n
d
s
i
g
n
i
f
i
c
a
n
t
r
e
l
a
t
i
o
n
sh
i
p
(
β
=
-
0
.
2
0
5
,
p
<
0
.
0
0
1
)
.
T
h
i
s
m
e
a
n
s
t
h
a
t
h
i
g
h
e
r
t
e
a
c
h
i
n
g
q
u
a
l
i
t
y
i
s
a
ss
o
c
i
a
t
e
d
w
i
t
h
l
o
w
e
r
st
u
d
e
n
t
s
a
t
i
sf
a
c
t
i
o
n
,
t
h
i
s
su
g
g
e
st
s
t
h
a
t
w
h
i
l
e
st
u
d
e
n
t
s
r
e
c
o
g
n
i
z
e
t
h
e
q
u
a
l
i
t
y
o
f
t
e
a
c
h
i
n
g
,
f
a
c
t
o
r
s
s
u
c
h
a
s wo
r
k
l
o
a
d
o
r
t
e
a
c
h
i
n
g
me
t
h
o
d
s m
a
y
l
e
a
d
t
o
d
i
ss
a
t
i
sf
a
c
t
i
o
n
.
H2
Th
e
r
e
i
s
a
p
o
s
i
t
i
v
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
Q
F
a
n
d
s
t
u
d
e
n
t
sa
t
i
sf
a
c
t
i
o
n
N
o
t
s
u
p
p
o
r
t
e
d
N
o
t
s
i
g
n
i
f
i
c
a
n
t
r
e
l
a
t
i
o
n
s
h
i
p
(
p
=
0
.
3
0
1
)
.
T
h
i
s
su
g
g
e
s
t
s
t
h
a
t
f
a
c
i
l
i
t
i
e
s
a
n
d
i
n
f
r
a
s
t
r
u
c
t
u
r
e
d
o
n
o
t
h
a
v
e
a
s
i
g
n
i
f
i
c
a
n
t
i
mp
a
c
t
o
n
st
u
d
e
n
t
s
a
t
i
sf
a
c
t
i
o
n
i
n
t
h
i
s s
t
u
d
y
’
s
mo
d
e
l
.
H3
Th
e
r
e
i
s
a
p
o
s
i
t
i
v
e
r
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l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
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n
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C
a
n
d
s
t
u
d
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n
t
sa
t
i
sf
a
c
t
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o
n
S
u
p
p
o
r
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e
d
P
o
si
t
i
v
e
a
n
d
s
i
g
n
i
f
i
c
a
n
t
r
e
l
a
t
i
o
n
sh
i
p
(
β
=
0
.
1
4
6
,
p
=
0
.
0
1
5
)
.
T
h
i
s
m
e
a
n
s
t
h
a
t
b
e
t
t
e
r
c
a
r
e
e
r
a
n
d
f
u
t
u
r
e
o
p
p
o
r
t
u
n
i
t
i
e
s
p
o
s
i
t
i
v
e
l
y
i
mp
a
c
t
s
t
u
d
e
n
t
sat
i
sf
a
c
t
i
o
n
.
U
n
i
v
e
r
si
t
i
e
s
t
h
a
t
p
r
o
v
i
d
e
s
t
r
o
n
g
c
a
r
e
e
r
s
u
p
p
o
r
t
ser
v
i
c
e
s
e
n
h
a
n
c
e
st
u
d
e
n
t
sa
t
i
sf
a
c
t
i
o
n
.
5.
DIS
CU
SS
I
O
N
5
.
1
.
Q
ua
lity
o
f
t
ea
ching
a
nd
lea
r
nin
g
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
in
d
icate
th
er
e
is
a
s
ig
n
if
ican
t
n
eg
ativ
e
r
elatio
n
s
h
ip
b
etwe
en
QT
an
d
s
tu
d
en
t
s
atis
f
ac
tio
n
(
β
=
-
0
.
4
6
8
,
p
<0
.
0
0
1
)
.
T
h
is
f
in
d
in
g
c
o
n
tr
ad
icts
with
co
n
v
e
n
tio
n
al
ex
p
ec
tatio
n
s
th
at
p
r
esu
m
e
wh
er
e
th
e
is
a
h
ig
h
er
teac
h
in
g
q
u
ality
,
th
e
r
e
is
a
h
ig
h
er
s
tu
d
en
t’
s
s
atis
f
ac
tio
n
.
A
p
o
s
s
ib
le
ex
p
lan
atio
n
th
at
d
r
awn
th
is
s
itu
atio
n
h
ap
p
en
in
PHEI
s
in
Pah
an
g
,
Ma
lay
s
ia
is
,
wh
ile
s
tu
d
en
ts
ac
k
n
o
wled
g
e
th
e
q
u
ality
o
f
in
s
tr
u
ctio
n
,
t
h
ey
m
ay
ex
p
e
r
ien
ce
a
h
ig
h
ac
a
d
em
ic
p
r
ess
u
r
e
an
d
ex
ce
s
s
iv
e
wo
r
k
lo
a
d
lead
in
g
to
s
tu
d
en
ts
f
ee
l
d
is
s
atis
f
ac
tio
n
.
T
h
is
alig
n
s
w
ith
p
r
e
v
io
u
s
s
tu
d
ies
s
u
g
g
esti
n
g
th
at,
s
tu
d
en
ts
v
al
u
e
n
o
t
o
n
l
y
th
e
co
n
te
n
t
th
at
b
ein
g
d
eliv
er
e
d
b
y
lectu
r
er
,
b
u
t
also
th
e
way
it
is
tau
g
h
t,
in
clu
d
i
n
g
in
ter
ac
tiv
e
an
d
s
tu
d
en
t
-
c
e
n
ter
e
d
ap
p
r
o
ac
h
es
[
3
0
]
.
I
n
a
d
d
itio
n
,
On
ah
et
a
l.
[
3
1
]
also
f
o
u
n
d
th
at
s
tu
d
en
ts
r
ep
o
r
ted
l
o
wer
s
atis
f
ac
tio
n
lev
els
wh
en
teac
h
in
g
m
eth
o
d
s
d
id
n
o
t
al
ig
n
with
th
eir
lear
n
in
g
p
r
ef
er
en
ce
s
an
d
ex
p
ec
tatio
n
s
.
T
h
u
s
,
th
is
ev
id
en
ce
s
u
p
p
o
r
ted
t
h
at
QT
is
s
ig
n
if
ican
t f
ac
to
r
s
co
n
t
r
ib
u
tin
g
to
s
tu
d
e
n
t satis
f
ac
tio
n
.
T
o
ad
d
r
ess
th
is
is
s
u
e,
it
is
c
r
u
cial
f
o
r
th
e
f
ac
u
lty
to
f
o
s
ter
in
g
a
m
o
r
e
in
ter
ac
tiv
e
lear
n
in
g
e
n
v
ir
o
n
m
e
n
t
an
d
ass
ess
m
en
t
m
eth
o
d
s
th
at
m
ay
h
el
p
m
itig
ate
s
tr
ess
lev
els
an
d
im
p
r
o
v
e
o
v
er
all
s
atis
f
ac
tio
n
o
f
s
tu
d
e
n
ts
.
Fo
r
in
s
tan
t,
p
r
ev
io
u
s
r
esear
ch
m
a
d
e
b
y
T
ad
ess
e
et
a
l
.
[
3
2
]
h
as
s
h
o
wn
th
at
im
p
lem
en
tin
g
p
r
o
b
lem
-
b
ased
lear
n
in
g
an
d
o
th
e
r
in
ter
ac
tiv
e
tec
h
n
iq
u
es
ca
n
s
ig
n
if
ican
tly
b
o
o
s
t
s
tu
d
en
t
s
atis
f
ac
tio
n
b
y
p
r
o
m
o
tin
g
d
ee
p
er
lear
n
in
g
a
n
d
ac
tiv
e
p
ar
ticip
atio
n
.
T
h
u
s
,
f
u
t
u
r
e
s
tu
d
ies
co
u
ld
f
u
r
th
er
e
x
p
l
o
r
e
s
p
ec
if
ic
teac
h
in
g
a
n
d
ass
ess
m
en
ts
f
ac
to
r
s
th
at
co
n
tr
ib
u
te
to
th
is
n
eg
ativ
e
r
el
atio
n
s
h
ip
,
s
u
ch
as
th
e
im
p
ac
t
o
f
wo
r
k
lo
a
d
ass
ess
m
en
t
o
r
cl
ass
en
g
ag
em
en
t
in
PHEI
s
.
T
h
ese
f
in
d
i
n
g
s
alig
n
with
th
e
e
x
p
ec
tatio
n
–
c
o
n
f
ir
m
atio
n
th
eo
r
y
(
E
C
T
)
,
w
h
ich
p
o
s
its
th
at
s
atis
f
ac
tio
n
ar
is
es
wh
en
ac
tu
al
lear
n
in
g
e
x
p
er
ien
ce
s
m
ee
t
o
r
ex
ce
e
d
s
t
u
d
en
ts
’
e
x
p
ec
tatio
n
s
;
u
n
m
et
ex
p
ec
tatio
n
s
ab
o
u
t
wo
r
k
lo
ad
o
r
d
eli
v
er
y
ca
n
lead
to
d
is
s
atis
f
ac
tio
n
ev
en
wh
en
q
u
ality
is
p
er
ce
iv
ed
as h
ig
h
[
3
3
]
.
5
.
2
.
Q
ua
lity
o
f
f
a
cilit
ies a
nd
infr
a
s
t
ruct
ure
T
h
e
f
in
d
i
n
g
s
o
f
th
is
s
tu
d
y
also
r
ev
ea
l
th
at
QF
d
o
es
n
o
t
h
av
e
a
s
ig
n
if
ican
t
ef
f
e
ct
o
n
s
tu
d
en
t
s
atis
f
ac
tio
n
(
β
=0
.
1
2
5
,
p
=0
.
3
0
1
)
.
T
h
is
s
u
g
g
ests
th
at
wh
ile
s
tu
d
en
ts
r
ec
o
g
n
ize
th
e
p
r
esen
c
e
o
f
f
ac
ilit
ies,
th
ey
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
K
ey
d
r
iver
s
o
f stu
d
en
t sa
tis
fa
ctio
n
in
p
u
b
lic
h
ig
h
er e
d
u
ca
tio
n
in
s
titu
tio
n
s
in
P
a
h
a
n
g
…
(
N
o
r
a
in
e
B
a
h
a
r
i
)
531
m
ay
p
er
ce
iv
e
th
em
as
a
b
asi
c
n
ec
ess
ity
r
ath
er
th
an
a
d
et
er
m
in
an
t
o
f
o
v
e
r
all
s
atis
f
ac
ti
o
n
.
Prio
r
r
esear
ch
s
u
p
p
o
r
ts
th
e
i
d
ea
th
at
s
tu
d
e
n
ts
ten
d
to
f
o
c
u
s
m
o
r
e
o
n
ac
ad
e
m
ic
an
d
ca
r
ee
r
-
r
elate
d
f
ac
to
r
s
r
ath
er
th
a
n
p
h
y
s
ical
in
f
r
astru
ctu
r
e
wh
e
n
ev
al
u
atin
g
th
eir
u
n
iv
er
s
ity
ex
p
er
ien
ce
[
3
4
]
.
W
ee
r
asin
g
h
e
an
d
Fer
n
an
d
o
[
6
]
h
ig
h
lig
h
t
th
at
wh
ile
q
u
ality
f
ac
ilit
ies
ca
n
en
h
an
ce
th
e
lear
n
in
g
e
n
v
ir
o
n
m
e
n
t,
it
is
s
till
th
e
teac
h
in
g
a
n
d
l
ea
r
n
in
g
q
u
ality
th
at
s
tu
d
en
ts
tak
e
as
p
r
io
r
itize,
th
i
s
in
d
icatin
g
th
at
i
n
f
r
astru
ctu
r
e
alo
n
e
m
a
y
n
o
t
f
u
lf
il
s
tu
d
en
ts
’
ex
p
ec
tatio
n
s
o
f
th
eir
ed
u
ca
tio
n
al
ex
p
er
ie
n
ce
.
Desp
ite
th
e
n
o
n
-
s
ig
n
if
ican
t
r
esu
lt,
m
ain
tain
in
g
an
d
u
p
g
r
ad
in
g
f
ac
ilit
ies
r
em
ain
s
ess
en
tial
f
o
r
en
s
u
r
in
g
a
co
n
d
u
civ
e
lear
n
in
g
en
v
ir
o
n
m
en
t.
PHEI
s
s
h
o
u
ld
s
h
if
t
th
eir
f
o
cu
s
to
war
d
s
en
h
a
n
cin
g
ac
ce
s
s
ib
ilit
y
,
m
o
d
er
n
izin
g
tec
h
n
o
lo
g
y
-
e
q
u
i
p
p
ed
s
p
ac
es,
an
d
im
p
r
o
v
in
g
s
tu
d
en
t
s
er
v
ice
f
ac
ilit
ies
to
in
d
ir
ec
tly
s
u
p
p
o
r
t
s
atis
f
ac
tio
n
lev
els.
I
n
ad
d
itio
n
,
Kala
m
an
d
Ho
s
s
ain
[
1
1
]
s
u
g
g
est
th
at
wh
ile
b
asic
in
f
r
astru
ctu
r
e
is
n
ec
ess
ar
y
,
asp
ec
ts
s
u
ch
as
lib
r
ar
y
r
eso
u
r
ce
s
an
d
d
ig
ital
lear
n
in
g
s
p
ac
es
p
lay
a
cr
itical
r
o
le
in
in
f
lu
en
cin
g
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
o
v
e
r
all
s
atis
f
ac
tio
n
.
T
h
u
s
,
f
u
tu
r
e
s
tu
d
ies
co
u
ld
in
v
esti
g
ate
wh
eth
er
s
p
ec
if
ic
asp
ec
ts
o
f
in
f
r
astru
ctu
r
e,
s
u
c
h
as
o
n
lin
e
lear
n
in
g
to
o
ls
o
r
r
ec
r
ea
tio
n
al
f
ac
ilit
ies,
h
av
e
a
m
o
r
e
d
ir
ec
t
im
p
ac
t
o
n
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
r
eten
tio
n
,
as
im
p
r
o
v
in
g
th
ese
s
p
ec
if
ic
ar
ea
s
m
ay
lead
to
en
h
an
ce
d
ed
u
c
atio
n
al
ex
p
er
ien
ce
s
f
o
r
s
tu
d
en
ts
.
5
.
3
.
Q
ua
lity
o
f
c
a
re
er
a
nd
f
uture
o
pp
o
rt
un
it
ies
L
astl
y
,
th
e
r
esu
lts
o
f
th
is
s
tu
d
y
d
e
m
o
n
s
tr
ate
a
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
e
n
QC
an
d
s
tu
d
en
t
s
atis
f
ac
tio
n
(
β
=0
.
3
2
7
,
p
=0
.
0
1
5
)
,
r
ein
f
o
r
cin
g
th
e
im
p
o
r
tan
ce
o
f
ca
r
ee
r
d
ev
e
lo
p
m
en
t
in
h
ig
h
e
r
ed
u
ca
tio
n
.
T
h
is
s
u
g
g
ests
th
at
s
tu
d
en
ts
p
lace
s
u
b
s
tan
tial
v
alu
e
o
n
jo
b
p
lace
m
en
t
s
er
v
ices,
in
ter
n
s
h
ip
o
p
p
o
r
tu
n
ities
,
an
d
ca
r
ee
r
g
u
id
an
ce
in
d
ec
id
in
g
to
en
r
o
ll
in
PHEI
s
.
T
h
ese
f
in
d
in
g
s
alig
n
with
p
ast r
esear
ch
th
at
em
p
h
asizin
g
s
tu
d
e
n
ts
s
ee
k
i
n
s
titu
tio
n
s
th
at
ac
tiv
ely
s
u
p
p
o
r
t
th
eir
tr
an
s
itio
n
in
to
th
e
jo
b
m
a
r
k
et
s
u
ch
a
s
th
r
o
u
g
h
in
d
u
s
tr
y
p
a
r
tn
er
s
h
ip
s
an
d
em
p
lo
y
a
b
ilit
y
tr
ain
in
g
[
4
]
.
Fo
r
in
s
tan
ce
,
Nwa
k
an
m
a
[
3
5
]
h
ig
h
lig
h
ts
th
e
cr
itical
r
o
le
o
f
ca
r
ee
r
ed
u
ca
tio
n
in
s
h
ap
in
g
s
tu
d
e
n
t
s
atis
f
ac
tio
n
in
PHEI
s
,
th
is
s
h
o
wca
s
in
g
h
o
w
co
m
p
r
e
h
en
s
iv
e
ca
r
ee
r
s
u
p
p
o
r
t ser
v
ices c
an
s
ig
n
if
ican
tly
in
f
lu
e
n
ce
s
tu
d
en
t sa
tis
f
ac
tio
n
an
d
em
p
l
o
y
m
en
t
r
ea
d
in
ess
.
T
h
er
ef
o
r
e,
to
f
u
r
th
er
s
tr
en
g
t
h
en
s
tu
d
e
n
t
s
atis
f
ac
tio
n
,
PH
E
I
s
s
h
o
u
ld
f
o
c
u
s
o
n
ex
p
an
d
in
g
ca
r
ee
r
s
u
p
p
o
r
t
s
er
v
ices,
e
n
h
an
ci
n
g
in
d
u
s
tr
y
lin
k
ag
es,
an
d
in
cr
ea
s
in
g
in
ter
n
s
h
ip
o
p
p
o
r
tu
n
ities
.
As
s
u
p
p
o
r
ted
b
y
B
awic
a
[
3
4
]
,
wh
o
ass
er
t
th
at
ef
f
ec
tiv
e
in
ter
n
s
h
ip
p
r
o
g
r
am
s
an
d
ca
r
ee
r
p
r
ep
ar
atio
n
ac
tiv
i
ties
ar
e
ess
en
tial
in
b
u
ild
in
g
s
tu
d
e
n
ts
’
co
n
f
id
e
n
ce
in
th
eir
f
u
tu
r
e
p
r
o
s
p
ec
ts
.
T
h
u
s
,
it
is
im
p
o
r
tan
t
f
o
r
f
u
tu
r
e
s
tu
d
y
to
ex
p
l
o
r
e
h
o
w
ca
r
ee
r
s
u
p
p
o
r
t
in
f
lu
e
n
ce
s
lo
n
g
-
ter
m
g
r
a
d
u
ate
em
p
l
o
y
ab
ilit
y
an
d
alu
m
n
i
s
atis
f
ac
tio
n
,
wh
ic
h
f
u
r
th
er
v
alid
ate
its
cr
itical
r
o
le
in
en
h
a
n
cin
g
t
h
e
s
tu
d
en
t e
x
p
er
ien
ce
.
6.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
in
v
esti
g
ated
t
h
e
ele
m
en
ts
th
at
in
f
lu
en
c
e
s
tu
d
en
t
s
atis
f
ac
tio
n
in
PHEI
s
.
T
h
e
f
i
n
d
in
g
s
s
h
o
w
th
at
QC
p
o
s
itiv
ely
af
f
ec
ts
s
atis
f
ac
tio
n
,
d
em
o
n
s
tr
atin
g
th
at
ca
r
ee
r
-
r
elate
d
s
u
p
p
o
r
t
s
er
v
ices
d
ir
ec
tly
s
h
ap
e
s
tu
d
en
ts
’
o
v
er
all
ex
p
er
ien
ce
.
As
a
r
esu
lt,
PHEI
s
s
h
o
u
ld
s
tr
en
g
th
en
ca
r
ee
r
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
th
r
o
u
g
h
s
tr
o
n
g
er
in
d
u
s
tr
y
p
ar
tn
er
s
h
i
p
s
an
d
ex
p
an
d
e
d
em
p
lo
y
ab
i
lity
r
eso
u
r
ce
s
to
en
h
an
ce
s
tu
d
en
t
s
atis
f
ac
tio
n
.
C
o
n
v
er
s
ely
,
QT
s
h
o
wed
a
n
eg
ativ
e
r
elatio
n
s
h
ip
with
s
atis
f
ac
tio
n
,
in
d
icatin
g
th
at
h
ea
v
y
ac
ad
em
ic
wo
r
k
lo
ad
,
ass
es
s
m
en
t
m
eth
o
d
s
,
an
d
in
ef
f
ec
tiv
e
teac
h
in
g
p
r
ac
tices
m
a
y
lead
to
d
is
s
atis
f
ac
tio
n
.
Me
an
wh
ile,
QF
d
id
n
o
t
s
ig
n
if
ican
tly
in
f
lu
e
n
ce
s
atis
f
ac
tio
n
,
s
u
g
g
esti
n
g
th
at
s
tu
d
en
t
s
p
er
ce
iv
e
in
f
r
astru
ctu
r
e
as
a
b
asic
r
eq
u
ir
em
en
t
r
ath
er
th
a
n
a
d
eter
m
in
an
t
o
f
s
atis
f
ac
tio
n
.
PHEI
s
s
h
o
u
ld
t
h
er
ef
o
r
e
r
ev
iew
teac
h
in
g
s
tr
a
teg
ies,
ass
es
s
m
en
t
ap
p
r
o
ac
h
es,
an
d
wo
r
k
lo
a
d
d
is
tr
ib
u
tio
n
wh
ile
co
n
tin
u
in
g
to
m
o
d
er
n
ize
lear
n
i
n
g
s
p
ac
es
an
d
in
teg
r
ate
tech
n
o
lo
g
y
-
b
ased
r
eso
u
r
ce
s
to
in
d
ir
ec
tly
s
u
p
p
o
r
t
ac
ad
e
m
ic
s
u
cc
ess
.
Fu
tu
r
e
r
esear
ch
co
u
ld
in
clu
d
e
q
u
alitativ
e
f
o
llo
w
-
u
p
s
to
ex
p
l
o
r
e
s
tu
d
e
n
ts
’
ex
p
er
ien
ce
s
in
g
r
ea
ter
d
ep
t
h
an
d
co
m
p
a
r
ativ
e
r
e
g
io
n
al
a
n
aly
s
es
to
id
en
tif
y
co
n
tex
t
-
s
p
ec
if
ic
f
ac
t
o
r
s
in
f
lu
e
n
cin
g
s
atis
f
ac
tio
n
.
I
n
s
u
m
m
a
r
y
,
b
y
ad
d
r
ess
in
g
th
ese
f
ac
to
r
s
,
PHEI
s
ca
n
cr
ea
te
m
o
r
e
s
tu
d
en
t
-
ce
n
ter
ed
lear
n
i
n
g
en
v
ir
o
n
m
en
ts
,
im
p
r
o
v
e
ac
ad
em
ic
ex
p
er
ien
ce
s
,
an
d
s
u
p
p
o
r
t
lo
n
g
-
ter
m
ed
u
ca
tio
n
al
o
u
tco
m
es.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
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
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
524
-
534
532
Na
m
e
o
f
Aut
ho
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So
Va
Fo
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R
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Vi
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Fu
No
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ain
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B
ah
ar
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✓
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Sit
i N
u
r
Aliah
Z
ah
ir
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Su
h
aid
ah
Hu
s
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ain
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Mo
h
am
ad
Haf
iz
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li
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Mu
h
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ad
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f
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if
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Naja
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Ab
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b
in
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C
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C
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so
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g
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r
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R
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S
T
ST
A
T
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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
I
n
f
o
r
m
ed
co
n
s
en
t w
as o
b
tain
e
d
f
r
o
m
all
s
u
b
jects in
v
o
lv
e
d
in
th
e
s
tu
d
y
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
t
th
e
f
i
n
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
a
v
ailab
le
f
r
o
m
th
e
c
o
r
r
esp
o
n
d
in
g
au
t
h
o
r
,
[
NB
]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
S
.
B
i
sm
e
l
a
h
,
“
E
v
a
l
u
a
t
i
n
g
t
h
e
p
e
r
f
o
r
man
c
e
o
f
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
st
i
t
u
t
i
o
n
s
t
h
r
o
u
g
h
s
i
g
n
i
f
i
c
a
n
t
r
e
l
a
t
i
o
n
s
h
i
p
s
b
e
t
w
e
e
n
t
h
e
f
i
v
e
d
i
m
e
n
s
i
o
n
s
o
f
s
e
r
v
i
c
e
q
u
a
l
i
t
y
,
”
J
o
u
rn
a
l
o
f
M
a
n
a
g
e
m
e
n
t
S
c
h
o
l
a
rs
h
i
p
,
v
o
l
.
2
,
n
o
.
1
,
p
p
.
1
–
1
0
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2
0
2
3
,
d
o
i
:
1
0
.
3
8
1
9
8
/
j
ms/
2
.
1
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0
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3
.
1
.
[
2
]
D
e
p
a
r
t
me
n
t
o
f
S
t
a
t
i
s
t
i
c
s
M
a
l
a
y
si
a
,
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r
a
d
u
a
t
e
s
s
t
a
t
i
s
t
i
c
s
2
0
2
3
.
”
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
w
w
w
.
d
o
s
m.g
o
v
.
m
y
/
p
o
r
t
a
l
-
mai
n
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r
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l
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se
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t
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t
/
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r
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d
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a
t
e
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t
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s
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c
s
-
2
0
2
3
[
3
]
S
.
-
Y.
B
y
u
n
,
J.
L
.
M
e
e
c
e
,
a
n
d
M
.
J.
I
r
v
i
n
,
“
R
u
r
a
l
-
n
o
n
r
u
r
a
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d
i
s
p
a
r
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t
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o
n
d
a
r
y
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d
u
c
a
t
i
o
n
a
l
a
t
t
a
i
n
men
t
r
e
v
i
si
t
e
d
,”
Am
e
ri
c
a
n
E
d
u
c
a
t
i
o
n
a
l
Re
s
e
a
r
c
h
J
o
u
r
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l
,
v
o
l
.
4
9
,
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.
3
,
p
p
.
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2
–
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2
0
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2
,
d
o
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:
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3
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2
/
0
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8
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4
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4
4
.
[
4
]
F
.
R
a
f
a
t
i
,
A
.
A
r
b
a
b
i
s
a
r
j
o
u
,
a
n
d
N
.
D
a
st
y
a
r
,
“
A
n
a
l
y
z
i
n
g
t
h
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g
a
p
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t
w
e
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n
p
e
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p
t
i
o
n
s a
n
d
e
x
p
e
c
t
a
t
i
o
n
s o
f
s
t
u
d
e
n
t
s
a
b
o
u
t
t
h
e
q
u
a
l
i
t
y
o
f
e
d
u
c
a
t
i
o
n
a
l
ser
v
i
c
e
s
i
n
S
o
u
t
h
e
r
n
o
f
I
r
a
n
:
S
e
r
v
q
u
a
l
m
o
d
e
l
,
”
Re
s
e
a
r
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h
S
q
u
a
re
,
p
p
.
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,
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:
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2
1
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0
3
/
r
s
.
3
.
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s
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1
0
9
/
v
1
.
[
5
]
H
.
A
l
K
a
d
r
i
,
W
.
W
i
d
i
a
w
a
t
i
,
L
.
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s
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i
,
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n
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E
.
Er
mi
t
a
,
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m
e
n
s
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o
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o
f
t
a
n
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i
b
l
e
i
n
q
u
a
l
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t
y
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f
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i
g
h
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d
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c
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t
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o
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s
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v
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c
e
s
b
a
s
e
d
o
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n
d
e
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g
r
a
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