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rc
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I
J
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Vo
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.
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Feb
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y
20
26
,
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.
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Va
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a
n essen
tial skill
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ca
tiona
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th
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of ar
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ntelligence
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1
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202
6
Crit
ica
l
th
in
k
in
g
is
a
fu
n
d
a
m
e
n
tal
c
o
m
p
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c
e
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e
d
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c
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ti
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n
d
p
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train
in
g
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p
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rt
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larly
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n
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tec
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d
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e
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in
c
re
a
sin
g
ly
sh
a
p
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d
b
y
g
e
n
e
ra
ti
v
e
a
rti
f
icia
l
i
n
telli
g
e
n
c
e
(
G
e
n
AI)
.
To
a
d
d
re
ss
th
e
n
e
e
d
f
o
r
c
o
n
tex
t
u
a
ll
y
re
lev
a
n
t
a
ss
e
ss
m
e
n
t
to
o
ls,
t
h
is
stu
d
y
a
ime
d
to
e
v
a
lu
a
te
th
e
re
li
a
b
il
it
y
a
n
d
v
a
li
d
it
y
o
f
t
h
e
c
rit
ica
l
th
in
k
in
g
d
isp
o
siti
o
n
sc
a
le
(CTDS
)
a
m
o
n
g
v
o
c
a
ti
o
n
a
l
trai
n
in
g
(VT)
stu
d
e
n
ts.
A
d
e
sc
rip
ti
v
e
,
e
x
p
lo
r
a
to
ry
,
a
n
d
c
ro
ss
-
se
c
ti
o
n
a
l
d
e
sig
n
wa
s
a
p
p
li
e
d
u
sin
g
q
u
a
n
ti
tativ
e
m
e
th
o
d
s.
Da
ta
wa
s
co
ll
e
c
ted
fro
m
8
7
9
stu
d
e
n
ts
e
n
ro
ll
e
d
i
n
VT
p
r
o
g
ra
m
s.
Ex
p
l
o
r
a
to
ry
a
n
d
c
o
n
firma
to
ry
fa
c
to
r
a
n
a
ly
se
s
we
r
e
c
o
n
d
u
c
ted
to
e
x
a
m
in
e
t
h
e
sc
a
le’s
fa
c
to
rial
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c
tu
re
,
re
li
a
b
il
i
ty
,
a
n
d
c
o
n
stru
c
t
v
a
li
d
it
y
.
Re
su
lt
s
su
p
p
o
rted
a
n
11
-
it
e
m
stru
c
tu
re
c
o
m
p
risi
n
g
two
d
ime
n
sio
n
s
—
e
x
e
c
u
ti
v
e
fu
n
c
ti
o
n
a
n
d
re
flec
ti
v
e
th
in
k
in
g
—
wit
h
sa
ti
sfa
c
to
ry
p
sy
c
h
o
m
e
tri
c
p
ro
p
e
rti
e
s
(K
M
O=
0
.
8
1
7
;
CF
I=
0
.
8
8
3
;
TL
I=
0
.
8
5
1
;
RM
S
E
A=
0
.
0
6
7
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;
S
RM
R=
0
.
0
4
2
8
).
Th
e
fin
d
i
n
g
s
c
o
n
firm
th
a
t
t
h
e
CTDS
is
a
re
li
a
b
le
a
n
d
v
a
li
d
i
n
stru
m
e
n
t
f
o
r
a
ss
e
ss
in
g
c
rit
ica
l
th
in
k
in
g
d
isp
o
s
it
io
n
s
i
n
v
o
c
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
.
T
h
is
to
o
l
p
ro
v
i
d
e
s
e
d
u
c
a
to
rs
a
n
d
re
se
a
rc
h
e
rs
with
a
ro
b
u
st
m
e
a
n
s
t
o
e
v
a
lu
a
te
c
rit
ica
l
th
in
k
in
g
,
a
k
e
y
c
o
m
p
e
ten
c
e
fo
r
lea
rn
in
g
,
p
e
rso
n
a
l
d
e
v
e
l
o
p
m
e
n
t,
a
n
d
p
r
o
fe
ss
io
n
a
l
p
re
p
a
re
d
n
e
ss
i
n
t
h
e
a
g
e
o
f
G
e
n
AI
.
Th
is
is
th
e
f
irst
v
a
li
d
a
ti
o
n
o
f
t
h
e
CTDS
with
VT
st
u
d
e
n
ts
in
S
p
a
i
n
.
K
ey
w
o
r
d
s
:
C
o
n
f
ir
m
ato
r
y
f
ac
to
r
a
n
aly
s
is
C
r
itical
th
in
k
in
g
E
x
p
lo
r
ato
r
y
f
ac
t
o
r
an
aly
s
is
Scale
v
alid
atio
n
Vo
ca
tio
n
al
tr
ain
in
g
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
J
o
s
é
J
av
ier
R
o
m
er
o
-
Díaz
d
e
la
Gu
ar
d
ia
Dep
ar
tm
en
t o
f
R
esear
ch
Me
th
o
d
s
an
d
Diag
n
o
s
is
in
E
d
u
ca
tio
n
,
Facu
lty
o
f
E
d
u
ca
tio
n
al
Scien
ce
s
Un
iv
er
s
ity
o
f
Gr
an
a
d
a
C
am
p
u
s
C
ar
tu
ja
s
/n
,
1
8
0
7
1
,
G
r
an
ad
a,
Sp
ain
E
m
ail: jjr
o
m
er
o
@
u
g
r
.
es
1.
I
NT
RO
D
UCT
I
O
N
W
e
cu
r
r
en
tly
f
in
d
o
u
r
s
elv
es
liv
in
g
in
t
h
e
er
a
o
f
g
e
n
er
ativ
e
a
r
tific
ial
in
tellig
en
ce
(
G
en
AI
)
,
wh
er
e
v
ast
q
u
an
titi
es
o
f
co
n
te
n
t
ca
n
b
e
p
r
o
d
u
ce
d
an
d
p
er
s
o
n
alize
d
alm
o
s
t
in
s
tan
tan
eo
u
s
ly
.
T
h
e
ab
ilit
y
to
c
r
itically
an
aly
ze
in
f
o
r
m
atio
n
h
as
tak
e
n
o
n
a
n
ew
lev
el
o
f
im
p
o
r
tan
c
e.
Gen
AI
to
o
ls
,
ca
p
ab
le
o
f
cr
ea
tin
g
tex
t,
im
ag
es,
au
d
io
,
an
d
ev
en
d
ee
p
f
ak
es
th
at
clo
s
ely
m
im
ic
h
u
m
an
o
u
tp
u
t,
b
lu
r
th
e
lin
es
b
etwe
en
au
t
h
en
tic
an
d
s
y
n
th
etic
in
f
o
r
m
atio
n
.
T
h
is
p
o
s
es
u
n
iq
u
e
ch
allen
g
es
f
o
r
in
d
i
v
id
u
als
s
ee
k
in
g
to
d
is
ce
r
n
tr
u
th
an
d
ass
ess
cr
ed
ib
ilit
y
in
a
n
in
f
o
r
m
atio
n
-
s
atu
r
ated
wo
r
ld
,
wh
er
e
cr
itical
th
in
k
in
g
is
ess
en
tial
to
n
av
ig
ate
AI
-
g
e
n
er
ate
d
co
n
ten
t
th
at
m
ay
s
ee
m
au
th
o
r
itativ
e
b
u
t o
f
ten
lack
s
d
ep
th
,
ac
c
u
r
ac
y
,
an
d
et
h
ical
g
r
o
u
n
d
in
g
[
1
]
.
I
n
th
is
n
ew
er
a,
h
y
b
r
id
lear
n
in
g
m
eth
o
d
s
tak
e
o
n
s
p
ec
ial
r
elev
an
ce
,
m
ak
in
g
th
e
d
ev
el
o
p
m
en
t
o
f
cr
itical
th
in
k
in
g
s
k
ills
ess
en
ti
al
in
th
e
cu
r
r
en
t
ed
u
ca
tio
n
al
lan
d
s
ca
p
e.
Acc
o
r
d
i
n
g
ly
,
s
ch
o
l
ar
s
h
ip
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
v
o
ca
tio
n
al
tr
ai
n
in
g
(
VT
)
s
tu
d
en
ts
t
o
s
tr
en
g
th
en
th
ese
s
k
ills
in
h
y
b
r
id
en
v
i
r
o
n
m
en
ts
an
d
o
f
f
er
s
g
u
id
an
ce
f
o
r
b
o
th
ed
u
ca
to
r
s
a
n
d
p
o
licy
m
ak
er
s
[
2
]
.
So
th
e
n
,
“
s
tu
d
en
ts
n
ee
d
f
r
e
q
u
en
t
a
n
d
r
e
p
ea
ted
ex
p
o
s
u
r
e
to
cr
itical
th
in
k
in
g
p
r
ac
tices,
w
h
o
s
e
tr
ain
in
g
m
u
s
t
b
eg
in
at
an
ea
r
l
y
ag
e
”
[
3
]
.
Giv
e
n
t
h
is
,
th
e
tr
ain
in
g
o
f
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
303
-
314
304
in
d
iv
id
u
als’
cr
itical
th
in
k
in
g
c
ap
ac
ity
m
u
s
t
b
e
p
r
io
r
itized
as
th
is
is
an
e
s
s
en
tial
s
k
ill
f
o
r
cit
izen
s
to
b
e
ab
le
to
f
u
lly
p
ar
ticip
ate
in
a
d
em
o
cr
a
tic
s
o
ciety
in
a
cr
itical
an
d
c
o
n
s
cio
u
s
way
[
4
]
.
C
r
itical
th
in
k
in
g
in
f
l
u
en
ce
s
n
o
t
o
n
ly
s
tu
d
en
ts
’
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
a
n
d
lear
n
in
g
o
u
tco
m
es
[
3
]
,
b
u
t
also
th
eir
co
m
p
eten
ce
in
life
lo
n
g
lear
n
in
g
,
p
r
o
b
lem
-
s
o
lv
in
g
,
a
n
d
lead
er
s
h
ip
in
b
o
th
p
r
o
f
ess
io
n
al
s
ettin
g
s
an
d
ev
er
y
d
ay
life
[
5
]
.
Fo
r
th
is
r
ea
s
o
n
,
f
o
s
ter
in
g
th
is
c
o
m
p
ete
n
ce
is
p
ar
ticu
lar
ly
im
p
o
r
tan
t
in
VT
,
a
n
ed
u
ca
tio
n
al
s
tag
e
th
at
p
r
ep
a
r
es
lear
n
er
s
b
o
th
f
o
r
en
tr
y
in
to
t
h
e
lab
o
r
m
ar
k
et
an
d
f
o
r
in
d
ep
e
n
d
en
t
p
ar
ticip
atio
n
in
twen
ty
-
f
ir
s
t
-
ce
n
tu
r
y
s
o
ciety
,
wh
ich
d
e
m
an
d
s
ess
en
tial c
o
m
p
eten
ce
s
s
u
ch
as c
r
itical
th
in
k
in
g
[
6
]
.
Giv
en
th
is
,
p
r
ac
tical
tr
ain
in
g
is
n
ec
ess
ar
y
in
VT
to
p
r
o
m
o
te
s
tu
d
en
t
r
ef
lectio
n
,
p
r
o
v
id
in
g
th
em
with
r
eso
u
r
ce
s
f
o
r
th
e
d
e
v
elo
p
m
e
n
t
o
f
cr
itical
th
in
k
i
n
g
b
o
th
in
s
i
d
e
an
d
o
u
ts
id
e
o
f
th
e
s
ch
o
o
l
co
n
tex
t
[
7
]
.
I
n
th
is
r
eg
ar
d
,
c
o
r
r
elatio
n
s
h
a
v
e
b
e
en
f
o
u
n
d
b
etwe
en
a
s
er
ies
o
f
ab
ilit
ies
s
u
ch
as
cr
itical
th
in
k
in
g
,
e
f
f
ec
tiv
e
co
m
m
u
n
icatio
n
an
d
c
o
llab
o
r
atio
n
s
k
ills
,
p
r
o
b
lem
s
o
lv
in
g
,
m
a
n
ag
em
en
t
an
d
lead
e
r
s
h
ip
,
f
le
x
ib
ilit
y
an
d
ad
ap
tab
ilit
y
,
o
n
g
o
in
g
s
elf
-
d
i
r
e
cted
lear
n
in
g
,
an
d
s
elf
-
en
g
ag
e
m
en
t.
All
o
f
th
ese
s
k
ills
s
h
o
u
ld
b
e
co
n
s
id
er
ed
at
th
e
tim
e
o
f
p
r
o
m
o
tin
g
p
r
ac
tical
ed
u
ca
tio
n
al
ex
e
r
cises
in
o
r
d
e
r
to
im
p
r
o
v
e
s
tu
d
e
n
t c
r
itical
th
in
k
in
g
[
8
]
.
I
n
ad
d
itio
n
,
it
is
im
p
o
r
tan
t
to
n
o
te
th
at
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
l
o
g
ies
(
I
C
T
)
p
lay
an
ess
en
tial
r
o
le.
T
h
e
u
s
e
o
f
s
m
ar
t
tech
n
o
lo
g
ies
h
as
b
ee
n
s
h
o
wn
to
f
o
s
ter
th
e
d
ev
elo
p
m
en
t
o
f
s
tu
d
en
ts
’
cr
itical
th
in
k
in
g
,
p
ar
ticu
lar
ly
in
p
r
o
f
e
s
s
io
n
al
tr
ain
in
g
co
n
tex
ts
[
9
]
.
Similar
ly
,
co
llab
o
r
ativ
e
tech
n
o
lo
g
ies
co
n
tr
ib
u
te
to
h
ig
h
er
-
o
r
d
e
r
th
in
k
in
g
an
d
s
elf
-
s
u
f
f
icien
t
lear
n
in
g
,
esp
ec
ially
am
o
n
g
a
d
u
lt
lear
n
er
s
[
1
0
]
.
Fu
r
th
er
m
o
r
e,
I
C
T
to
o
ls
ar
e
v
alu
ab
le
in
f
o
r
m
in
g
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
s
in
teac
h
er
e
d
u
ca
tio
n
[
1
1
]
.
T
h
e
u
s
e
o
f
d
is
cu
s
s
io
n
f
o
r
u
m
s
,
wik
i
lin
k
s
,
an
d
s
o
cial
n
etwo
r
k
s
(
L
in
k
e
d
I
n
,
Face
b
o
o
k
)
also
p
r
o
v
id
es
im
p
o
r
ta
n
t
o
p
p
o
r
tu
n
ities
in
th
is
r
eg
ar
d
.
At
th
e
s
am
e
tim
e,
G
e
n
AI
to
o
ls
s
u
c
h
as
C
h
atGPT
a
r
e
r
ap
i
d
ly
tr
a
n
s
f
o
r
m
in
g
e
d
u
ca
tio
n
,
o
f
f
er
in
g
n
ew
p
o
s
s
ib
ilit
ies
f
o
r
p
er
s
o
n
alize
d
lear
n
in
g
,
ass
ess
m
en
t,
an
d
in
tellig
en
t
tu
to
r
in
g
s
y
s
tem
s
[
1
2
]
,
[
1
3
]
.
Ho
wev
er
,
t
h
ei
r
in
teg
r
atio
n
also
p
r
esen
ts
ch
all
en
g
es,
in
clu
d
i
n
g
eth
ical
co
n
s
i
d
er
atio
n
s
an
d
th
e
n
ec
ess
ity
o
f
ex
er
cisi
n
g
cr
itical
th
in
k
in
g
s
k
ills
[
1
4
]
.
Stu
d
en
t
u
s
e
o
f
Gen
AI
to
o
ls
m
ay
lead
t
o
o
v
er
-
r
elia
n
ce
o
n
th
ese
s
y
s
tem
s
[
1
5
]
,
m
ak
in
g
it
m
o
r
e
ess
en
tial th
an
ev
er
to
ap
p
ly
cr
itical
th
in
k
in
g
in
e
v
alu
at
in
g
AI
-
g
e
n
er
ated
o
u
tp
u
ts
.
B
ef
o
r
e
p
r
o
m
o
tin
g
o
r
im
p
lem
en
tin
g
p
e
d
ag
o
g
ical
in
ter
v
en
ti
o
n
s
to
im
p
r
o
v
e
cr
itical
th
in
k
i
n
g
in
VT
,
it
is
n
ec
es
s
ar
y
to
co
n
d
u
ct
a
d
i
ag
n
o
s
is
an
d
/o
r
ass
ess
m
en
t
to
u
n
d
er
s
tan
d
s
tu
d
e
n
ts
’
n
ee
d
s
in
th
is
r
eg
ar
d
.
I
n
th
e
liter
atu
r
e,
we
f
in
d
a
s
er
ies
o
f
s
tu
d
ies
th
at
d
esig
n
an
d
v
alid
a
te
s
ca
les
to
m
ea
s
u
r
e
s
tu
d
en
ts
’
cr
itical
th
in
k
in
g
in
s
p
ec
if
ic
s
u
b
jects
o
r
d
is
cip
lin
es.
Alo
n
g
t
h
ese
lin
es,
s
tu
d
ies
h
av
e
b
e
en
c
o
n
d
u
cted
to
d
esi
g
n
an
d
v
alid
ate
th
e
cr
itical
th
in
k
in
g
in
ac
ad
em
ic
r
ea
d
in
g
s
ca
le
f
o
r
E
n
g
lis
h
lan
g
u
ag
e
teac
h
in
g
s
tu
d
en
ts
(
C
T
AR
S
-
E
L
T
)
ac
r
o
s
s
u
n
d
er
g
r
ad
u
ate,
m
aster
’
s
,
an
d
d
o
cto
r
al
p
r
o
g
r
am
s
[
1
6
]
.
On
th
e
o
th
er
h
a
n
d
,
th
er
e
ar
e
o
th
er
s
tu
d
ies
in
th
at
d
esig
n
an
d
v
alid
ate
g
en
er
al
s
ca
les
to
ass
ess
cr
itical
th
in
k
in
g
s
k
ills
an
d
/o
r
d
is
p
o
s
itio
n
s
.
So
m
e
o
f
th
ese
ar
e:
th
e
c
r
itical
th
in
k
in
g
ev
al
u
atio
n
s
ca
l
e
(
C
T
E
S),
wh
ich
is
co
m
p
o
s
ed
o
f
a
s
er
ies
o
f
ite
m
s
r
elate
d
to
ar
g
u
m
en
tativ
e
ab
ilit
ies
(
in
clu
d
es
m
o
tiv
atio
n
al
d
is
p
o
s
itio
n
s
an
d
co
g
n
itiv
e
s
k
ills
)
an
d
a
n
aly
tical
ab
ilit
ies
(
m
ain
ly
r
elate
d
to
co
g
n
itiv
e
s
k
ills
)
o
f
cr
itic
al
th
in
k
in
g
.
I
t
was
d
esig
n
ed
an
d
v
alid
ate
d
in
a
s
am
p
le
o
f
ad
u
lts
o
f
C
o
lo
m
b
ian
n
atio
n
ality
with
d
i
v
er
s
e
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
s
,
in
clu
d
in
g
:
h
ig
h
s
ch
o
o
l,
u
n
d
er
g
r
ad
u
ate,
m
aster
’
s
an
d
d
o
cto
r
al
d
eg
r
ee
s
[
1
7
]
.
T
h
e
cr
itical
t
h
in
k
in
g
d
is
p
o
s
itio
n
s
ca
l
e
(
C
T
DS)
f
o
r
co
lleg
e
s
tu
d
en
ts
,
wh
ich
was
d
esig
n
ed
a
n
d
v
alid
ated
in
a
s
am
p
le
o
f
u
n
iv
e
r
s
ity
s
tu
d
en
ts
f
r
o
m
Po
r
tu
g
al
an
d
w
h
ich
p
r
esen
ts
a
s
er
ies
o
f
item
s
d
iv
id
ed
in
to
s
ev
en
d
im
en
s
io
n
s
:
s
ea
r
ch
f
o
r
tr
u
th
-
s
ee
k
in
g
,
o
p
en
-
m
in
d
ed
n
ess
,
an
aly
ticity
,
s
y
s
tem
aticity
,
C
T
s
elf
-
co
n
f
id
en
ce
,
in
q
u
is
itiv
en
ess
an
d
m
atu
r
ity
o
f
ju
d
g
m
e
n
t
[
1
8
]
.
T
h
e
s
tu
d
en
t
-
ed
u
ca
t
o
r
n
eg
o
tiat
ed
cr
itical
th
in
k
in
g
d
is
p
o
s
itio
n
s
s
ca
le
(
SEN
C
T
DS)
was
d
e
s
ig
n
ed
an
d
v
alid
ated
in
a
s
am
p
le
o
f
u
n
i
v
er
s
ity
s
tu
d
en
ts
an
d
ad
u
lts
o
v
er
1
8
with
f
lu
e
n
t
E
n
g
lis
h
p
r
o
f
icien
cy
.
I
t
is
co
m
p
o
s
ed
o
f
a
s
er
ies
o
f
item
s
th
at
m
ea
s
u
r
e
s
ix
cr
itical
th
in
k
in
g
d
is
p
o
s
itio
n
s
:
r
ef
lectio
n
,
atten
tiv
en
ess
,
o
p
en
-
m
i
n
d
ed
n
ess
,
o
r
g
an
izatio
n
,
p
er
s
ev
e
r
an
ce
a
n
d
in
tr
in
s
ic
g
o
al
m
o
tiv
atio
n
[
1
9
]
.
Als
o
,
th
e
C
T
DS
d
esig
n
ed
an
d
v
alid
ated
in
a
s
am
p
le
o
f
u
n
iv
e
r
s
ity
s
tu
d
e
n
ts
in
th
e
ar
ea
o
f
e
d
u
ca
tio
n
an
d
c
o
m
p
o
s
ed
o
f
elev
e
n
ite
m
s
d
iv
id
ed
in
to
two
d
im
en
s
io
n
s
:
cr
itical
o
p
en
n
ess
an
d
r
ef
lectiv
e
s
k
e
p
ticis
m
[
2
0
]
.
B
ey
o
n
d
th
e
d
ev
elo
p
m
en
t
a
n
d
v
alid
atio
n
o
f
n
ew
c
r
itical
-
th
in
k
in
g
s
ca
les,
wh
eth
er
g
en
er
al
o
r
s
u
b
ject
-
s
p
ec
if
ic,
r
esear
ch
er
s
h
av
e
also
d
ev
o
ted
atten
tio
n
to
a
d
ap
tin
g
an
d
r
ev
alid
atin
g
ex
is
tin
g
in
s
tr
u
m
en
ts
f
o
r
u
s
e
in
o
th
er
c
o
n
tex
ts
.
T
h
u
s
,
th
e
T
h
r
ee
-
Dim
en
s
io
n
al
C
r
itical
T
h
in
k
in
g
Scale
(
in
d
iv
id
u
al
cr
i
tical
th
in
k
in
g
s
k
ills
,
c
r
i
t
i
c
al
i
t
y
,
a
n
d
c
r
it
i
c
al
p
e
d
a
g
o
g
y
)
i
n
r
e
a
d
i
n
g
E
n
g
li
s
h
a
s
a
f
o
r
e
ig
n
l
a
n
g
u
a
g
e
[
2
1
]
h
as
b
ee
n
ad
a
p
ted
an
d
v
alid
ated
in
a
s
am
p
le
o
f
I
r
an
ian
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
o
f
E
n
g
lis
h
as
a
f
o
r
eig
n
lan
g
u
a
g
e
[
2
2
]
.
T
h
e
cr
itical
th
in
k
in
g
s
elf
-
ass
es
s
m
en
t
s
ca
le
(
C
T
SA
S)
[
2
3
]
h
as
b
ee
n
ab
b
r
ev
iated
,
ad
ap
ted
,
an
d
v
alid
ated
in
a
s
am
p
le
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
f
r
o
m
d
if
f
er
e
n
t
co
u
n
tr
ies
(
Gr
ee
ce
,
Po
r
tu
g
al,
R
o
m
a
n
ia,
L
ith
u
an
ia,
an
d
Ge
r
m
an
y
)
an
d
f
r
o
m
d
if
f
er
e
n
t
d
is
cip
lin
es
(
b
u
s
in
ess
in
f
o
r
m
at
ics,
b
u
s
in
ess
an
d
ec
o
n
o
m
ics,
teac
h
er
ed
u
ca
tio
n
,
E
n
g
lis
h
as
a
f
o
r
ei
g
n
la
n
g
u
a
g
e,
an
d
v
eter
i
n
ar
y
m
ed
icin
e
)
.
I
t
is
co
m
p
o
s
ed
o
f
a
s
er
ies
o
f
item
s
d
iv
id
ed
in
t
o
s
ix
s
u
b
-
s
ca
les
r
ef
er
r
in
g
to
i
n
t
e
r
p
r
e
t
a
ti
o
n
,
a
n
a
l
y
s
is
,
e
v
a
l
u
a
ti
o
n
,
i
n
f
e
r
e
n
c
e
,
e
x
p
l
a
n
a
t
i
o
n
a
n
d
s
e
l
f
-
r
e
g
u
l
a
t
i
o
n
[
18
]
.
Fin
ally
,
t
h
e
clin
ical
cr
itical
th
in
k
in
g
s
k
ills
s
ca
le
(
C
C
T
S)
h
as
b
ee
n
ad
ap
te
d
an
d
v
alid
ated
in
a
s
am
p
le
o
f
Ko
r
ea
n
u
n
i
v
er
s
ity
n
u
r
s
in
g
s
tu
d
en
t
[2
4
]
.
As
ca
n
b
e
s
ee
n
,
m
an
y
s
tu
d
ies
r
elate
d
to
th
e
v
alid
atio
n
o
f
s
ca
les
f
o
r
m
ea
s
u
r
i
n
g
v
ar
io
u
s
asp
ec
ts
o
f
cr
itical
th
in
k
in
g
h
av
e
b
ee
n
d
e
v
elo
p
ed
in
h
ig
h
e
r
ed
u
ca
tio
n
,
wh
ile
th
is
asp
ec
t
h
as
r
ec
eiv
e
d
litt
le
atte
n
tio
n
in
VT
.
I
n
th
is
r
eg
ar
d
,
t
h
is
s
tu
d
y
o
f
f
er
s
a
n
o
v
el
co
n
tr
ib
u
tio
n
b
y
h
a
v
in
g
as
its
m
ain
o
b
jectiv
es:
ad
ap
tin
g
th
e
C
T
DS
f
o
r
u
s
e
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
V
a
lid
a
tin
g
a
crit
ica
l th
in
kin
g
s
ca
le:
a
n
ess
en
tia
l skill fo
r
vo
ca
tio
n
a
l
… (
E
v
a
Ma
r
ía
Olmed
o
-
Mo
r
en
o
)
305
with
Sp
an
is
h
VT
s
tu
d
en
ts
an
d
test
in
g
its
r
eliab
ilit
y
,
v
alid
i
ty
,
an
d
m
u
ltifa
cto
r
ial
s
tr
u
ctu
r
e
wh
en
m
ea
s
u
r
in
g
a
co
m
p
lex
c
o
n
s
tr
u
ct
s
u
ch
as c
r
itical
th
in
k
in
g
.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
p
r
esen
ts
th
e
p
r
o
ce
s
s
o
f
d
eter
m
in
in
g
c
o
n
s
tr
u
ct
v
alid
ity
o
f
th
e
C
T
DS
in
t
h
e
s
p
ec
if
ic
co
n
tex
t
o
f
VT
ed
u
ca
tio
n
in
th
e
r
eg
io
n
o
f
An
d
alu
s
ia
(
Sp
ain
)
.
Par
ticu
lar
atten
tio
n
is
g
iv
en
to
th
e
ex
am
in
atio
n
o
f
th
e
in
s
tr
u
m
en
t’
s
in
ter
n
al
s
tr
u
ctu
r
e
an
d
its
co
n
s
is
ten
cy
with
th
e
co
n
ce
p
tu
al
f
r
am
ewo
r
k
o
f
cr
itical
th
i
n
k
in
g
d
is
p
o
s
itio
n
s
.
T
h
e
f
i
n
d
in
g
s
a
r
e
in
ten
d
ed
to
in
f
o
r
m
f
u
tu
r
e
ap
p
licatio
n
s
o
f
th
e
s
ca
le
in
s
im
ilar
ed
u
ca
tio
n
al
co
n
tex
ts
.
2
.
1
.
P
a
rt
icipa
nts
A
m
u
lti
-
s
tag
e
s
am
p
lin
g
s
tr
ateg
y
was
em
p
lo
y
ed
.
First,
s
tr
atif
ied
s
am
p
lin
g
was
u
s
ed
to
s
elec
t
VT
ce
n
ter
s
ac
r
o
s
s
An
d
alu
s
ia
(
Sp
ai
n
)
,
in
clu
d
in
g
b
o
th
p
u
b
lic
an
d
p
r
iv
ate
in
s
titu
tio
n
s
.
Fro
m
th
ese
ce
n
ter
s
,
v
o
lu
n
teer
s
tu
d
en
ts
wer
e
r
ec
r
u
ited
,
y
ield
in
g
a
f
in
al
s
am
p
le
o
f
8
7
9
V
T
s
tu
d
en
ts
ag
ed
b
etwe
en
1
5
an
d
5
8
y
ea
r
s
,
with
8
2
.
7
%
ag
ed
1
6
–
2
4
.
T
h
e
s
am
p
le
co
m
p
r
is
ed
4
4
.
1
%
m
ale
an
d
5
5
.
9
%
f
em
ale
p
a
r
ticip
an
ts
.
Data
wer
e
co
llected
f
r
o
m
s
ix
VT
ce
n
ter
s
in
th
e
p
r
o
v
in
ce
o
f
Gr
a
n
ad
a.
Am
o
n
g
th
e
r
esp
o
n
d
en
ts
,
4
7
.
1
%
wer
e
en
r
o
lled
in
in
ter
m
ed
iate
-
lev
el
VT
,
4
7
.
1
%
in
h
ig
h
er
-
lev
el
VT
,
an
d
5
.
8
% in
b
asic V
T
,
as
s
h
o
wn
i
n
T
a
b
le
1
.
T
ab
le
1
.
Sam
p
le
d
is
tr
ib
u
tio
n
b
y
g
en
d
er
an
d
ed
u
ca
tio
n
al
s
tag
e
H
i
g
h
e
r
l
e
v
e
l
V
T
I
n
t
e
r
med
i
a
t
e
V
T
B
a
si
c
V
T
To
t
a
l
G
e
n
d
e
r
M
a
l
e
1
6
1
(
1
8
.
3
%)
1
9
1
(
2
1
.
7
%)
3
6
(
4
.
1
%)
3
8
8
(
4
4
.
1
%)
F
e
mal
e
2
5
3
(
2
8
.
9
%)
2
2
3
(
2
5
.
4
%)
1
5
(
1
.
7
%)
4
9
1
(
5
5
.
9
%)
To
t
a
l
4
1
4
(
4
7
.
1
%)
4
1
4
(
4
7
.
1
%)
5
1
(
5
.
8
%)
8
7
9
2
.
2
.
I
ns
t
rum
ent
T
h
e
o
r
ig
in
al
in
s
tr
u
m
e
n
t
u
s
ed
in
th
e
s
tu
d
y
was
th
e
C
T
DS
d
ev
elo
p
ed
b
y
So
s
u
[
2
0
]
.
T
h
is
was
s
p
ec
if
ically
d
esig
n
ed
to
r
em
e
d
y
th
e
lo
n
g
-
n
o
ted
s
h
o
r
tag
e
o
f
s
o
u
n
d
in
s
tr
u
m
en
ts
th
at
ca
p
tu
r
e
th
e
d
is
p
o
s
itio
n
al
s
id
e
o
f
cr
itical
th
i
n
k
in
g
,
a
d
im
en
s
io
n
o
f
ten
ig
n
o
r
e
d
b
y
s
k
ill
-
o
r
ien
ted
test
s
s
u
ch
as
th
e
C
alif
o
r
n
ia
cr
itical
th
in
k
in
g
s
k
ills
test
s
(
C
C
T
ST)
,
th
e
C
am
b
r
id
g
e
th
in
k
i
n
g
s
k
ills
as
s
ess
m
en
t
(
T
SA)
,
th
e
W
at
s
o
n
-
Glaser
cr
itical
th
in
k
in
g
ap
p
r
aisal
(
W
GC
T
A)
,
th
e
C
o
r
n
ell
cr
itical
th
in
k
in
g
test
(
C
C
T
T
)
,
an
d
th
e
H
alp
er
n
cr
itical
th
in
k
in
g
ass
es
s
m
en
t
[2
5
]
.
T
h
e
o
r
ig
in
al
in
s
tr
u
m
en
t
s
u
b
m
itted
to
v
alid
atio
n
,
as
s
ee
n
in
T
ab
le
2
,
is
co
m
p
o
s
ed
b
y
a
to
tal
o
f
1
1
item
s
with
a
L
ik
er
t
ty
p
e
r
esp
o
n
s
e
s
ca
le
f
r
o
m
to
tally
d
is
ag
r
ee
=
1
to
co
m
p
letely
ag
r
ee
=
5
.
T
h
e
o
r
ig
in
al
au
th
o
r
o
f
th
e
C
T
DS
p
r
o
p
o
s
ed
two
laten
t
d
im
en
s
io
n
s
,
d
en
o
m
in
ated
“c
r
itical
o
p
e
n
n
ess
”
(
C
T
1
,
C
T
2
,
C
T
3
,
C
T
4
,
C
T
5
,
C
T
6
an
d
C
T
7
)
an
d
“r
e
f
lectiv
e
s
k
ep
ticis
m
”
(
C
T
8
,
C
T
9
,
C
T
1
0
an
d
C
T
1
1
)
,
an
d
ca
r
r
ied
o
u
t
th
e
in
itial
v
alid
atio
n
p
r
o
ce
s
s
with
g
r
ad
u
a
te
an
d
p
o
s
t
-
g
r
ad
u
ate
u
n
iv
e
r
s
ity
s
tu
d
en
ts
[
2
0
]
.
T
ab
le
2
.
C
T
DS o
r
ig
in
al
wo
r
d
i
n
g
I
t
e
m
D
e
scri
p
t
i
o
n
C
T1
I
u
su
a
l
l
y
t
r
y
t
o
t
h
i
n
k
a
b
o
u
t
t
h
e
b
i
g
g
e
r
p
i
c
t
u
r
e
d
u
r
i
n
g
a
d
i
s
c
u
ssi
o
n
.
C
T2
I
o
f
t
e
n
u
s
e
n
e
w
i
d
e
a
s
t
o
s
h
a
p
e
(
mo
d
i
f
y
)
t
h
e
w
a
y
I
d
o
t
h
i
n
g
s.
C
T3
I
u
se
mo
r
e
t
h
a
n
o
n
e
so
u
r
c
e
t
o
f
i
n
d
o
u
t
i
n
f
o
r
ma
t
i
o
n
f
o
r
my
s
e
l
f
.
C
T4
I
a
m o
f
t
e
n
o
n
t
h
e
l
o
o
k
o
u
t
f
o
r
n
e
w
i
d
e
a
s.
C
T5
I
so
met
i
m
e
s f
i
n
d
a
g
o
o
d
a
r
g
u
me
n
t
t
h
a
t
c
h
a
l
l
e
n
g
e
s
so
me
o
f
m
y
f
i
r
ml
y
h
e
l
d
b
e
l
i
e
f
s.
C
T6
It
i
s i
m
p
o
r
t
a
n
t
t
o
u
n
d
e
r
s
t
a
n
d
o
t
h
e
r
p
e
o
p
l
e
’
s v
i
e
w
p
o
i
n
t
o
n
a
n
i
ss
u
e
.
C
T7
I
t
i
s i
m
p
o
r
t
a
n
t
t
o
j
u
s
t
i
f
y
t
h
e
c
h
o
i
c
e
s I
mak
e
.
C
T8
I
o
f
t
e
n
r
e
-
e
v
a
l
u
a
t
e
m
y
e
x
p
e
r
i
e
n
c
e
s
so
t
h
a
t
I
c
a
n
l
e
a
r
n
f
r
o
m
t
h
e
m.
C
T9
I
u
su
a
l
l
y
c
h
e
c
k
t
h
e
c
r
e
d
i
b
i
l
i
t
y
o
f
t
h
e
s
o
u
r
c
e
o
f
i
n
f
o
r
mat
i
o
n
b
e
f
o
r
e
ma
k
i
n
g
j
u
d
g
e
me
n
t
s.
C
T1
0
I
u
su
a
l
l
y
t
h
i
n
k
a
b
o
u
t
t
h
e
w
i
d
e
r
i
m
p
l
i
c
a
t
i
o
n
s
o
f
a
d
e
c
i
si
o
n
b
e
f
o
r
e
t
a
k
i
n
g
a
c
t
i
o
n
.
C
T1
1
I
o
f
t
e
n
t
h
i
n
k
a
b
o
u
t
m
y
a
c
t
i
o
n
s
t
o
s
e
e
w
h
e
t
h
e
r
I
c
o
u
l
d
i
mp
r
o
v
e
t
h
e
m
.
2
.
3
.
Desig
n a
nd
pro
ce
du
re
T
h
e
p
r
esen
t
s
tu
d
y
ad
h
er
ed
to
a
d
escr
ip
tiv
e,
ex
p
lo
r
ato
r
y
,
a
n
d
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
.
I
t
w
as
u
s
ed
to
m
ea
s
u
r
e
d
is
p
o
s
itio
n
s
to
war
d
s
cr
itical
th
in
k
in
g
at
a
d
if
f
er
e
n
t
ed
u
ca
tio
n
al
c
o
n
tex
t
(
VT
in
An
d
alu
s
ia,
Sp
ain
)
,
an
d
in
th
is
way
,
v
alid
ate
th
e
C
T
DS
to
d
eter
m
in
e
th
e
laten
t
v
ar
iab
les
u
n
d
er
ly
in
g
th
is
co
n
s
tr
u
ct
wh
en
th
e
s
ca
le
is
ad
m
in
is
ter
ed
to
a
s
am
p
le
f
r
o
m
th
is
s
p
ec
if
ic
co
n
tex
t.
T
o
d
o
s
o
,
th
e
p
r
o
ce
d
u
r
e
f
o
llo
wed
was
:
f
ir
s
tly
,
in
o
r
d
er
to
p
er
f
o
r
m
th
is
an
aly
s
is
,
th
e
C
T
DS w
as tr
an
s
lated
in
to
Sp
an
is
h
,
as
s
ee
n
in
T
ab
le
3
.
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
303
-
314
306
T
ab
le
3
.
T
r
a
n
s
latio
n
o
f
t
h
e
C
T
DS in
to
Sp
an
is
h
I
t
e
m
D
e
scri
p
t
i
o
n
C
T1
D
u
ra
n
t
e
u
n
a
d
i
sc
u
si
ó
n
p
i
e
n
s
o
e
n
l
o
q
u
e
l
o
h
a
p
r
o
v
o
c
a
d
o
.
C
T2
A
m
e
n
u
d
o
p
i
e
n
s
o
n
u
e
v
a
s
i
d
e
a
s
p
a
r
a
m
e
j
o
r
a
r
c
o
m
o
h
a
g
o
l
a
s c
o
s
a
s.
C
T3
U
t
i
l
i
zo
m
á
s
d
e
u
n
a
f
u
e
n
t
e
o
d
o
c
u
m
e
n
t
o
(
I
n
t
e
r
n
e
t
,
l
i
b
r
o
s
,…
)
p
a
r
a
e
n
c
o
n
t
ra
r
i
n
f
o
rm
a
c
i
ó
n
p
o
r mí
m
i
sm
o
.
C
T4
A
m
e
n
u
d
o
b
u
s
c
o
n
u
e
v
a
s i
d
e
a
s.
C
T5
A
v
e
c
e
s
e
n
c
u
e
n
t
r
o
i
d
e
a
s
q
u
e
c
o
n
t
r
a
d
i
c
e
n
m
i
o
p
i
n
i
ó
n
.
C
T6
Es
i
m
p
o
r
t
a
n
t
e
c
o
m
p
re
n
d
e
r
e
l
p
u
n
t
o
d
e
v
i
st
a
q
u
e
t
i
e
n
e
n
o
t
r
a
s
p
e
rs
o
n
a
s
so
b
r
e
u
n
p
r
o
b
l
e
m
a
C
T7
C
o
n
si
d
e
ro
q
u
e
e
s
i
m
p
o
r
t
a
n
t
e
j
u
s
t
i
f
i
c
a
r l
a
s e
l
e
c
c
i
o
n
e
s
q
u
e
y
o
h
a
g
o
.
C
T8
A
m
e
n
u
d
o
p
i
e
n
s
o
s
o
b
re
m
i
s e
x
p
e
ri
e
n
c
i
a
s
p
a
r
a
p
o
d
e
r
a
p
re
n
d
e
r
d
e
e
l
l
a
s.
C
T9
S
u
e
l
o
c
o
m
p
r
o
b
a
r
q
u
e
s
e
a
v
e
rd
a
d
l
a
i
n
f
o
rm
a
c
i
ó
n
a
n
t
e
s
d
e
o
p
i
n
a
r
so
b
r
e
e
l
l
a
.
C
T1
0
N
o
rm
a
l
m
e
n
t
e
p
i
e
n
so
e
n
l
a
s
c
o
n
s
e
c
u
e
n
c
i
a
s
q
u
e
t
i
e
n
e
u
n
a
d
e
c
i
s
i
ó
n
a
n
t
e
s
d
e
a
c
t
u
a
r
.
C
T1
1
C
o
n
f
re
c
u
e
n
c
i
a
p
i
e
n
s
o
s
o
b
re
m
i
s
a
c
t
o
s/
a
c
c
i
o
n
e
s
p
a
r
a
v
e
r s
i
p
u
e
d
o
m
e
j
o
r
a
rl
o
s/
a
s.
On
ce
th
e
C
T
DS
h
ad
b
ee
n
tr
an
s
lated
,
a
n
u
m
b
e
r
o
f
ed
u
ca
tio
n
al
ce
n
ter
s
wer
e
co
n
tacte
d
,
v
ia
telep
h
o
n
e,
to
r
eq
u
est
th
eir
p
ar
ticip
atio
n
i
n
th
e
s
tu
d
y
.
Fu
r
th
er
,
co
m
p
lete
in
f
o
r
m
atio
n
ab
o
u
t
th
e
r
esear
c
h
an
d
its
o
b
jectiv
es
was
s
en
t
to
th
e
ce
n
ter
s
,
alo
n
g
s
id
e
a
co
p
y
o
f
th
e
in
s
tr
u
m
e
n
t
to
b
e
ad
m
in
is
ter
ed
to
s
tu
d
en
ts
.
Fo
llo
win
g
r
ec
eip
t
o
f
au
th
o
r
izatio
n
f
r
o
m
ce
n
ter
d
ir
ec
to
r
s
,
th
e
in
s
tr
u
m
en
t
w
as
ad
m
in
is
ter
ed
in
d
iv
id
u
ally
to
ea
ch
p
ar
ticip
an
t
m
ak
in
g
u
p
th
e
s
am
p
le.
G
ath
er
ed
d
ata
was
im
p
o
r
ted
in
to
th
e
s
tatis
tical
s
o
f
twar
e
J
am
o
v
i
v
e
r
s
io
n
2
.
3
.
2
8
[2
6
]
,
f
o
llo
win
g
p
r
elim
in
ar
y
d
escr
ip
tiv
e
e
x
am
i
n
atio
n
o
f
s
tu
d
y
d
ata
an
d
ass
es
s
m
en
t
o
f
its
co
m
p
lian
ce
with
th
e
ass
u
m
p
tio
n
s
o
f
n
o
r
m
ality
b
y
c
o
n
s
tr
u
ctin
g
P
-
P
p
lo
ts
f
o
r
ea
ch
item
[2
7
]
.
Ne
x
t,
ex
p
lo
r
at
o
r
y
f
ac
to
r
an
aly
s
is
(
E
FA)
was
ap
p
lied
to
d
eter
m
in
e
th
e
laten
t
f
ac
to
r
s
tr
u
ctu
r
e
u
n
d
er
ly
i
n
g
t
h
e
in
itia
l
s
et
o
f
s
ca
le
item
s
a
n
d
t
h
e
ex
ten
t
to
wh
ic
h
th
ese
wer
e
r
elate
d
with
ea
ch
f
ac
to
r
.
Fo
r
t
h
is
,
th
e
p
r
in
cip
al
co
m
p
o
n
en
t
e
x
tr
ac
tio
n
m
eth
o
d
was
u
s
ed
with
Var
im
a
x
r
o
tatio
n
.
R
eliab
ilit
y
o
f
th
e
o
v
er
all
C
T
DS
an
d
th
e
f
ac
to
r
s
w
as
ca
lcu
lated
with
th
e
ap
p
lica
tio
n
o
f
C
r
o
n
b
ac
h
’s
alp
h
a
an
d
Mc
Do
n
ald
w
c
o
ef
f
i
cien
ts
,
with
th
e
r
eliab
ilit
y
in
d
e
x
b
ein
g
s
et
at
9
5
%.
Fo
llo
win
g
th
is
,
with
th
e
aim
o
f
co
n
f
ir
m
in
g
v
alid
ity
o
f
t
h
e
o
b
tain
ed
s
tr
u
ctu
r
e,
co
n
f
ir
m
at
o
r
y
f
ac
to
r
an
aly
s
is
(
C
FA)
was
ca
r
r
ied
o
u
t.
T
o
in
ter
p
r
et
th
e
r
esu
lts
o
b
tain
ed
,
th
e
cr
iter
ia
p
r
o
p
o
s
ed
b
y
Sath
y
an
a
r
ay
an
a
an
d
Mo
h
an
asu
n
d
a
r
am
[2
8
]
wer
e
u
s
ed
.
T
o
ex
am
i
n
e
m
o
d
el
f
it,
C
h
i
-
s
q
u
ar
ed
in
d
ices
w
er
e
ca
lcu
lated
a
n
d
co
n
s
id
er
ed
alo
n
g
s
id
e
th
e
co
m
p
ar
ativ
e
f
it
in
d
ex
(
C
FI)
,
r
o
o
t
m
ea
n
s
q
u
ar
e
er
r
o
r
o
f
ap
p
r
o
x
i
m
atio
n
(
R
MSE
A)
,
s
tan
d
ar
d
ized
r
o
o
t
m
ea
n
s
q
u
a
r
e
r
esid
u
al
(
SR
MR)
,
an
d
T
u
ck
er
L
ewis
in
d
ex
.
So
as
to
m
ak
e
u
p
t
h
e
m
o
d
el
s
tr
u
ctu
r
e,
p
r
ed
ictio
n
er
r
o
r
ter
m
s
with
th
e
en
d
o
g
en
o
u
s
v
ar
i
ab
les
wer
e
as
s
o
ciate
d
an
d
ca
lcu
lated
p
ar
am
eter
s
esti
m
atio
n
u
s
in
g
th
e
m
ax
i
m
u
m
lik
elih
o
o
d
m
eth
o
d
.
T
h
is
m
eth
o
d
was
ch
o
s
en
a
s
it
is
co
n
s
is
ten
t,
(
asy
m
p
to
tically
)
u
n
b
iased
an
d
s
ca
le
-
in
v
ar
ian
t,
an
d
g
en
er
all
y
r
ec
o
m
m
en
d
ed
wh
en
th
e
s
a
m
p
le
s
ize
is
at
least
ar
o
u
n
d
2
0
0
ca
s
es
[
29
]
.
3.
RE
SU
L
T
S
3
.
1
.
E
x
a
m
ina
t
io
n o
f
no
rma
lity
T
ab
le
4
s
u
m
m
ar
izes
th
e
u
n
i
v
a
r
iate
d
escr
ip
tiv
e
in
d
ices
f
o
r
th
e
1
1
item
s
o
f
th
e
C
T
DS
in
s
tr
u
m
en
t.
Fo
r
ea
ch
item
,
we
r
ep
o
r
t
th
e
s
am
p
le
m
ea
n
,
th
e
9
5
%
co
n
f
id
en
ce
in
ter
v
al
(
C
I
)
ar
o
u
n
d
th
at
m
ea
n
,
th
e
v
ar
ian
ce
,
an
d
th
e
co
ef
f
icien
ts
o
f
s
k
ewn
ess
an
d
k
u
r
to
s
is
.
W
ith
th
e
p
r
esen
t
s
am
p
le
(
N=
8
7
9
)
,
item
m
ea
n
s
r
an
g
e
f
r
o
m
3
.
5
1
(
C
T
1
0
)
to
4
.
4
8
(
C
T
6
)
,
in
d
icat
in
g
m
o
d
er
ate
-
to
-
s
tr
o
n
g
en
d
o
r
s
em
en
t
an
d
th
e
ab
s
en
ce
o
f
ce
ili
n
g
o
r
f
lo
o
r
ef
f
ec
ts
.
T
h
e
wid
th
s
o
f
th
e
C
I
s
(
0
.
1
3
–
0
.
1
6
)
s
h
o
w
ad
eq
u
ate
m
ea
s
u
r
em
en
t
p
r
ec
is
io
n
.
I
tem
v
ar
ia
n
ce
s
s
p
an
0
.
7
0
5
t
o
1
.
4
1
2
,
p
r
o
v
id
in
g
s
u
f
f
icien
t
d
i
s
p
er
s
io
n
f
o
r
d
if
f
er
en
tiatin
g
r
e
s
p
o
n
d
en
ts
.
Mo
r
e
o
v
er
,
s
k
ewn
e
s
s
v
alu
es
(
r
an
g
in
g
f
r
o
m
–
1
.
7
8
1
to
–
0
.
8
5
5
)
an
d
k
u
r
to
s
is
v
alu
es
(
r
an
g
in
g
f
r
o
m
–
0
.
6
9
7
t
o
2
.
7
9
4
)
f
all
with
in
t
h
e
±
3
.
2
9
th
r
esh
o
ld
r
ec
o
m
m
en
d
ed
b
y
Field
[2
7
]
.
T
ab
le
4
.
Descr
ip
tiv
e
s
tatis
tics
o
f
s
ca
le
item
s
I
t
e
m
M
e
a
n
9
5
%
C
I
V
a
r
i
a
n
c
e
S
k
e
w
n
e
ss
K
u
r
t
o
si
s
C
T1
3
.
72
[
3
.
6
4
-
3
.
7
9
]
1
.
3
1
8
-
0
.
5
8
3
-
0
.
3
8
8
C
T2
3
.
92
[
3
.
8
5
-
3
.
9
8
]
0
.
9
0
1
-
0
.
6
1
9
-
0
.
0
7
9
C
T3
3
.
72
[
3
.
6
5
-
3
.
8
0
]
1
.
3
2
5
-
0
.
6
0
2
-
0
.
4
7
8
C
T4
3
.
53
[
3
.
4
6
-
3
.
6
0
]
1
.
0
9
7
-
0
.
4
0
5
-
0
.
3
6
0
C
T5
3
.
55
[
3
.
4
7
-
3
.
6
2
]
1
.
2
7
3
-
0
.
3
8
9
-
0
.
5
4
4
C
T6
4
.
48
[
4
.
4
2
-
4
.
5
4
]
0
.
7
0
5
-
1
.
7
0
6
2
.
7
9
4
C
T7
3
.
95
[
3
.
8
8
-
4
.
0
2
]
1
.
0
7
3
-
0
.
8
5
5
0
.
2
5
0
C
T8
4
.
17
[
4
.
1
0
-
4
.
2
3
]
0
.
9
2
3
-
1
.
0
8
1
0
.
7
5
3
C
T9
3
.
91
[
3
.
8
5
-
3
.
9
8
]
1
.
0
2
1
-
0
.
7
4
4
0
.
0
8
9
C
T1
0
3
.
51
[
3
.
4
3
-
3
.
5
9
]
1
.
4
1
2
-
0
.
3
9
7
-
0
.
6
9
7
C
T1
1
3
.
90
[
3
.
8
4
-
3
.
9
7
]
0
.
9
6
3
-
0
.
8
1
8
0
.
4
7
7
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
V
a
lid
a
tin
g
a
crit
ica
l th
in
kin
g
s
ca
le:
a
n
ess
en
tia
l skill fo
r
vo
ca
tio
n
a
l
… (
E
v
a
Ma
r
ía
Olmed
o
-
Mo
r
en
o
)
307
I
n
ad
d
itio
n
t
o
ev
al
u
atin
g
n
u
m
er
ical
in
d
ices
s
h
o
wn
in
T
a
b
le
4
,
P
–
P
p
lo
ts
wer
e
co
n
s
tr
u
cted
as
an
ad
d
itio
n
al
m
ea
n
s
o
f
ex
a
m
in
in
g
th
e
d
ata
d
is
tr
ib
u
tio
n
.
No
m
ea
n
in
g
f
u
l
d
ev
iatio
n
s
wer
e
o
b
s
er
v
ed
,
en
a
b
lin
g
th
e
ass
u
m
p
tio
n
o
f
n
o
r
m
ality
to
b
e
co
n
f
ir
m
ed
f
o
r
all
item
s
,
as
p
r
esen
ted
in
Fig
u
r
e
1
.
Giv
en
th
e
o
u
tco
m
es
o
b
tain
ed
f
o
llo
win
g
ex
a
m
in
atio
n
o
f
d
ata
d
is
tr
ib
u
tio
n
,
it
was
d
ec
id
ed
t
o
in
clu
d
e
all
item
s
as
th
ey
h
a
d
b
ee
n
a
d
m
in
is
ter
ed
to
p
ar
ticip
an
ts
,
in
th
e
s
u
b
s
eq
u
en
t
E
FA
.
Fig
u
r
e
1
.
P
-
P p
lo
ts
f
o
r
v
is
u
al
e
x
am
in
atio
n
o
f
d
ata
d
is
tr
ib
u
tio
n
in
ea
ch
item
3
.
2
.
E
x
plo
ra
t
o
ry
f
a
ct
o
r
a
na
l
y
s
is
(
E
F
A)
I
n
th
e
E
FA,
p
r
in
cip
al
c
o
m
p
o
n
e
n
t
ex
tr
ac
tio
n
an
d
Var
im
ax
r
o
tatio
n
wer
e
u
s
ed
,
p
r
o
d
u
cin
g
ac
ce
p
tab
le
f
it
as
d
em
o
n
s
tr
ate
d
b
y
B
ar
tlett
s
p
h
er
icity
test
o
u
tco
m
es
[
1
5
0
8
.
0
1
7
;
d
f
=
5
5
;
p
<.
0
0
1
]
.
T
h
e
Kaiser
-
Me
y
er
-
Olk
in
(
KM
O)
m
ea
s
u
r
e
also
p
r
o
d
u
ce
d
an
ac
ce
p
tab
le
v
alu
e
[
KM
O=
0
.
8
1
7
]
,
as
d
id
th
e
m
ea
s
u
r
e
o
f
s
am
p
lin
g
ad
e
q
u
ac
y
(
MSA)
f
o
r
ea
c
h
o
f
t
h
e
d
i
f
f
er
en
t
v
ar
iab
les
[
MSA.
C
T
1
=0
.
8
7
2
;
MSA.
C
T
2
=0
.
8
0
9
;
MSA.
C
T
3
=0
.
7
9
8
;
MSA.
C
T
4
=0
.
7
7
1
;
MSA.
C
T
5
=0
.
7
7
3
;
MSA.
C
T
6
=0
.
8
6
4
;
MSA.
C
T
7
=0
.
8
2
5
;
MSA.
C
T
8
=0
.
8
2
5
; M
SA.CT9
=0
.
8
5
0
; M
SA.CT1
0
=
0
.
7
6
2
; M
SA.CT1
1
=0
.
8
2
6
]
.
I
n
co
n
s
id
er
atio
n
o
f
t
h
e
f
ac
to
r
s
tr
u
ctu
r
e
o
f
th
e
o
r
i
g
in
al
s
ca
le
an
d
g
iv
e
n
th
at
o
th
er
f
ac
to
r
s
o
lu
tio
n
s
h
av
e
led
to
g
r
o
u
p
i
n
g
s
wh
ich
ar
e
d
if
f
icu
lt to
in
ter
p
r
et
in
th
e
co
n
tex
t o
f
th
e
p
r
esen
t r
esear
ch
,
th
e
C
T
DS stru
ctu
r
e
wa
s
s
et
to
co
m
p
r
is
e
two
co
m
p
o
n
e
n
ts
.
T
h
e
two
-
f
ac
to
r
s
o
lu
tio
n
e
n
ab
led
in
ter
p
r
etatio
n
s
to
b
e
m
ad
e
wh
ich
alig
n
e
d
with
th
e
th
eo
r
y
o
n
wh
ich
th
e
m
o
d
el
was
b
ased
an
d
p
r
o
d
u
ce
d
an
o
v
er
all
ex
p
lain
e
d
v
ar
ian
c
e
o
f
3
9
.
7
%.
T
ab
le
5
p
r
esen
ts
th
e
p
atter
n
co
ef
f
icien
ts
o
b
tain
ed
s
h
o
win
g
a
clea
n
s
im
p
le
s
tr
u
ctu
r
e,
with
ev
er
y
lo
a
d
in
g
≥
0
.
4
8
7
o
n
its
p
r
im
ar
y
co
m
p
o
n
en
t
with
th
e
s
e
b
ein
g
c
o
n
s
id
er
ed
to
b
e
a
cc
ep
tab
le
in
t
h
e
ca
s
e
o
f
all
item
s
[3
0
]
.
Nex
t,
we
ex
am
in
ed
th
e
s
ca
le’
s
in
ter
n
al
co
n
s
is
ten
cy
an
d
o
b
tain
ed
r
eliab
ilit
y
i
n
d
ices
th
at
e
x
ce
ed
th
e
co
m
m
o
n
ly
ac
ce
p
ted
.
7
0
th
r
esh
o
ld
f
o
r
r
e
s
ea
r
ch
in
s
tr
u
m
en
ts
,
co
n
f
ir
m
i
n
g
th
at
th
e
item
s
f
u
n
ctio
n
c
o
h
er
en
tly
as
a
s
et.
C
r
o
n
b
ac
h
’
s
alp
h
a
was
0
.
7
4
5
,
in
d
icatin
g
s
atis
f
ac
to
r
y
in
ter
-
item
h
o
m
o
g
en
eity
with
o
u
t
s
u
g
g
esti
n
g
r
ed
u
n
d
an
c
y
.
Mc
Do
n
ald
’
s
o
m
e
g
a,
w
h
ich
r
elax
es
th
e
tau
-
e
q
u
iv
alen
ce
a
s
s
u
m
p
tio
n
an
d
th
er
e
f
o
r
e
o
f
f
er
s
a
m
o
r
e
r
o
b
u
s
t
esti
m
ate
o
f
co
m
p
o
s
ite
r
eliab
ilit
y
,
was
0
.
7
5
6
,
clo
s
ely
m
ir
r
o
r
in
g
th
e
alp
h
a
r
esu
lt.
T
o
g
eth
er
,
th
ese
co
ef
f
icien
ts
d
em
o
n
s
tr
ate
th
at
th
e
C
T
DS
y
i
eld
s
d
ep
en
d
a
b
le
s
co
r
es
ap
p
r
o
p
r
iate
f
o
r
g
r
o
u
p
co
m
p
ar
is
o
n
s
an
d
f
o
r
in
clu
s
io
n
i
n
s
u
b
s
eq
u
en
t stru
ctu
r
al
a
n
aly
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
303
-
314
308
T
ab
le
5
.
Facto
r
l
o
ad
in
g
s
m
atr
i
x
I
t
e
m
F
.
L
o
a
d
i
n
g
F
a
c
t
o
r
1
F
.
L
o
a
d
i
n
g
F
a
c
t
o
r
2
C
T4
.
I
a
m
o
f
t
e
n
o
n
t
h
e
l
o
o
k
o
u
t
f
o
r
n
e
w
i
d
e
a
s
.
0
.
8
0
9
C
T3
.
I
u
se
m
o
r
e
t
h
a
n
o
n
e
so
u
r
c
e
t
o
f
i
n
d
o
u
t
i
n
f
o
r
m
a
t
i
o
n
f
o
r
m
y
se
l
f
.
0
.
6
1
9
C
T2
.
I
o
f
t
e
n
u
s
e
n
e
w
i
d
e
a
s
t
o
s
h
a
p
e
(
mo
d
i
f
y
)
t
h
e
w
a
y
I
d
o
t
h
i
n
g
s
.
0
.
5
4
8
C
T5
.
I
so
m
e
t
i
mes
f
i
n
d
a
g
o
o
d
a
r
g
u
me
n
t
t
h
a
t
c
h
a
l
l
e
n
g
e
s
s
o
me
o
f
m
y
f
i
r
ml
y
h
e
l
d
b
e
l
i
e
f
s
.
0
.
5
2
2
C
T8
.
I
o
f
t
e
n
r
e
-
e
v
a
l
u
a
t
e
m
y
e
x
p
e
r
i
e
n
c
e
s s
o
t
h
a
t
I
c
a
n
l
e
a
r
n
f
r
o
m t
h
e
m
.
0
.
6
7
3
C
T6
.
It
i
s
i
m
p
o
r
t
a
n
t
t
o
u
n
d
e
r
st
a
n
d
o
t
h
e
r
p
e
o
p
l
e
’
s
v
i
e
w
p
o
i
n
t
o
n
a
n
i
ss
u
e
.
0
.
6
0
2
C
T9
.
I
u
s
u
a
l
l
y
c
h
e
c
k
t
h
e
c
r
e
d
i
b
i
l
i
t
y
o
f
t
h
e
s
o
u
r
c
e
o
f
i
n
f
o
r
ma
t
i
o
n
b
e
f
o
r
e
m
a
k
i
n
g
j
u
d
g
e
m
e
n
t
s
.
0
.
5
8
8
C
T1
.
I
u
s
u
a
l
l
y
t
r
y
t
o
t
h
i
n
k
a
b
o
u
t
t
h
e
b
i
g
g
e
r
p
i
c
t
u
r
e
d
u
r
i
n
g
a
d
i
sc
u
ssi
o
n
.
0
.
5
8
0
C
T1
1
.
I
o
f
t
e
n
t
h
i
n
k
a
b
o
u
t
m
y
a
c
t
i
o
n
s
t
o
se
e
w
h
e
t
h
e
r
I
c
o
u
l
d
i
mp
r
o
v
e
t
h
e
m
.
0
.
5
4
1
C
T7
.
I
t
i
s
i
m
p
o
r
t
a
n
t
t
o
j
u
s
t
i
f
y
t
h
e
c
h
o
i
c
e
s I
ma
k
e
.
0
.
4
8
7
C
T1
0
.
I
u
su
a
l
l
y
t
h
i
n
k
a
b
o
u
t
t
h
e
w
i
d
e
r
i
mp
l
i
c
a
t
i
o
n
s
o
f
a
d
e
c
i
s
i
o
n
b
e
f
o
r
e
t
a
k
i
n
g
a
c
t
i
o
n
.
0
.
4
9
5
Fo
llo
win
g
th
is
in
itial
f
ac
to
r
a
n
aly
s
is
,
th
e
d
im
en
s
io
n
s
c
o
u
ld
b
e
id
e
n
tifie
d
to
em
er
g
e
f
r
o
m
th
e
C
T
DS
wh
en
ap
p
lied
in
th
e
co
n
tex
t
o
f
VT
:
−
Facto
r
1
=
ex
ec
u
tiv
e
c
r
itical
th
in
k
in
g
(
E
C
T
)
[
item
s
C
T
2
,
C
T
3
,
C
T
4
,
an
d
C
T
5
]
−
Facto
r
2
=
r
ef
lectiv
e
cr
itical
th
i
n
k
in
g
(
RCT
)
[
item
s
C
T
1
,
C
T
6
,
C
T
7
,
C
T
8
,
C
T
9
,
C
T
1
0
,
a
n
d
C
T
1
1
]
3
.
3
.
Co
nfir
m
a
t
o
ry
f
a
ct
o
r
a
n
a
ly
s
is
(
CF
A)
W
ith
th
e
aim
o
f
ex
am
in
in
g
r
el
iab
ilit
y
o
f
th
e
f
ac
to
r
s
tr
u
ctu
r
e
,
C
FA
wa
s
co
n
d
u
cted
th
r
o
u
g
h
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
ellin
g
(
SEM
)
.
T
h
is
g
r
o
u
p
ed
ea
ch
o
f
th
e
o
b
tai
n
ed
f
ac
t
o
r
s
ac
co
r
d
in
g
to
ex
o
g
en
o
u
s
u
n
o
b
s
er
v
ed
v
ar
iab
les
an
d
g
r
o
u
p
ed
th
e
f
a
cto
r
s
’
d
if
f
er
e
n
t
ass
o
ciate
d
ite
m
s
as
em
p
ir
ical
o
b
s
er
v
e
d
v
a
r
iab
les.
Fo
llo
win
g
ex
ec
u
tio
n
o
f
th
is
an
aly
s
is
,
a
s
ig
n
if
ican
t
C
h
i
-
s
q
u
ar
ed
v
alu
e
was
o
b
tain
ed
[
2
=2
1
4
;
d
f
=
4
3
;
p
<.
0
0
1
]
.
Ho
wev
e
r
,
g
iv
en
th
at
th
e
ch
i
-
s
q
u
ar
ed
v
al
u
e
is
h
ig
h
ly
s
en
s
itiv
e
to
s
am
p
le
s
ize,
o
th
er
f
it
in
d
ices
wer
e
em
p
lo
y
ed
with
th
e
aim
o
f
p
r
o
v
i
d
in
g
a
co
m
p
ar
is
o
n
.
I
n
th
is
r
eg
ar
d
,
b
o
th
c
o
m
p
a
r
ativ
e
f
it
(
C
FI)
an
d
T
u
c
k
er
-
L
ewis
(
T
L
I
)
in
d
ices
wer
e
ac
ce
p
tab
le,
b
ein
g
v
e
r
y
clo
s
e
to
0
.
9
(
C
FI=
0
.
8
8
3
;
T
L
I
=0
.
8
5
1
)
.
Fu
r
th
e
r
,
th
e
R
MSE
A
v
alu
e
was
0
.
0
6
7
2
an
d
th
e
s
tan
d
ar
d
ized
r
o
o
t
m
e
an
s
q
u
ar
ed
v
alu
e
(
SR
MR)
wa
s
0
.
0
4
2
8
.
All
o
f
th
ese
p
ar
am
e
ter
s
ar
e
with
in
th
e
lim
its
estab
li
s
h
ed
f
o
r
ac
ce
p
ta
b
le
f
it
o
f
p
r
o
p
o
s
ed
m
o
d
els
[2
8
]
.
T
ab
le
6
p
r
esen
ts
th
e
s
tan
d
ar
d
ized
r
e
g
r
ess
io
n
weig
h
ts
as
a
m
ea
s
u
r
e
o
f
th
e
r
elativ
e
co
n
tr
ib
u
tio
n
o
f
th
e
v
ar
iab
les
to
th
e
f
ac
to
r
s
d
etec
ted
in
th
e
p
r
e
v
io
u
s
an
aly
s
is
as
an
in
d
icato
r
o
f
th
e
p
r
o
p
o
s
ed
m
o
d
el
s
tr
u
ctu
r
e
.
As
ca
n
b
e
s
ee
n
,
all
ex
a
m
in
e
d
ass
o
ciatio
n
s
wer
e
s
ig
n
if
ican
t a
n
d
p
o
s
itiv
e.
T
ab
le
6
.
Stan
d
a
r
d
ized
r
e
g
r
ess
io
n
weig
h
ts
f
o
r
th
e
p
r
o
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o
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ed
s
ca
le
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a
c
t
o
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t
e
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t
d
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t
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m
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t
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t
d
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o
r
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p
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T4
0
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6
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0
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5
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0
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3
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1
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RCT
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T1
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6
3
0
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3
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.
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T8
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7
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5
0
5
0
.
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6
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T1
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4
4
7
0
.
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4
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7
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.
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0
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4
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3
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4
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T7
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7
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9
0
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2
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.
0
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T
RCT
0
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7
5
6
0
.
0
3
5
0
2
0
.
3
<
.
0
0
1
C
FA
r
e
s
u
lts
co
n
f
ir
m
ed
th
e
s
t
r
u
ctu
r
al
m
o
d
el
d
e
r
iv
ed
f
r
o
m
th
e
E
FA,
th
o
u
g
h
s
tan
d
ar
d
ize
d
weig
h
ts
r
ev
ea
led
s
o
m
e
d
i
f
f
er
en
ce
s
in
t
h
e
r
elativ
e
im
p
o
r
tan
ce
o
f
ce
r
t
ain
in
d
icato
r
s
co
m
p
ar
ed
with
th
e
f
ac
to
r
lo
a
d
in
g
s
o
b
tain
ed
f
o
r
o
n
e
f
ac
to
r
in
th
e
E
FA.
I
n
r
elatio
n
to
th
e
d
i
m
en
s
io
n
d
escr
ib
in
g
ex
ec
u
tiv
e
f
u
n
ctio
n
in
cr
itical
th
in
k
in
g
(
E
C
T
)
,
all
f
o
u
r
item
s
lo
ad
s
ig
n
if
ican
tly
an
d
p
o
s
itiv
ely
o
n
th
e
ex
ec
u
tiv
e
f
ac
to
r
.
Stan
d
ar
d
ize
d
esti
m
ates
r
an
g
e
f
r
o
m
0
.
6
3
3
f
o
r
C
T
4
(
I
am
o
f
ten
o
n
th
e
lo
o
k
o
u
t
f
o
r
n
ew
id
ea
s
)
to
0
.
3
2
1
f
o
r
C
T
5
(
I
s
o
m
etim
es
f
in
d
a
g
o
o
d
ar
g
u
m
en
t
th
at
ch
a
llen
g
es
s
o
m
e
o
f
m
y
f
ir
m
ly
h
e
ld
b
elief
s
)
.
T
h
e
two
h
ig
h
est
co
ef
f
icien
ts
in
item
s
C
T
4
an
d
C
T
2
s
u
r
p
ass
th
e
0
.
5
0
b
en
c
h
m
ar
k
f
o
r
s
tr
o
n
g
item
–
f
ac
to
r
lin
k
ag
e,
h
ig
h
lig
h
tin
g
ac
tiv
e
id
ea
-
s
ee
k
in
g
an
d
p
r
ac
tical
u
p
d
atin
g
o
f
b
e
h
av
io
r
as
th
e
co
r
e
o
f
E
C
T
.
C
T
3
co
n
tr
ib
u
tes
m
o
d
er
ately
(
0
.
4
5
2
)
,
wh
ile
C
T
5
,
th
o
u
g
h
lo
wer
,
s
till
m
ee
ts
t
h
e
ac
ce
p
ted
0
.
3
0
c
u
t
-
o
f
f
a
n
d
ad
d
s
th
e
cr
u
cial
elem
en
t
o
f
o
p
en
n
ess
to
co
u
n
ter
ar
g
u
m
e
n
ts
.
Sm
all
s
tan
d
ar
d
e
r
r
o
r
s
(
≤
0
.
0
4
5
)
a
n
d
lar
g
e
Z
v
al
u
es
(
8
.
1
0
–
1
5
.
8
5
)
attest
to
th
e
p
r
ec
is
io
n
o
f
th
ese
esti
m
ates.
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
V
a
lid
a
tin
g
a
crit
ica
l th
in
kin
g
s
ca
le:
a
n
ess
en
tia
l skill fo
r
vo
ca
tio
n
a
l
… (
E
v
a
Ma
r
ía
Olmed
o
-
Mo
r
en
o
)
309
T
h
e
f
ac
to
r
g
r
o
u
p
i
n
g
th
e
r
ef
lec
tiv
e
asp
ec
ts
o
f
cr
itical
th
in
k
in
g
(
R
C
T
)
co
m
p
r
is
es
s
ev
en
ite
m
s
,
all
with
s
ig
n
if
ican
t
p
o
s
itiv
e
lo
ad
in
g
s
b
etwe
en
0
.
6
3
0
an
d
0
.
3
7
0
.
T
h
e
s
tr
o
n
g
est
co
n
tr
ib
u
to
r
s
ar
e
C
T
1
1
(
s
elf
-
r
ef
lectio
n
o
n
ac
tio
n
s
)
,
C
T
8
(
r
e
-
ev
alu
atin
g
ex
p
e
r
ien
ce
s
)
an
d
C
T
9
(
ch
ec
k
in
g
s
o
u
r
ce
c
r
ed
ib
i
lity
)
,
u
n
d
er
s
co
r
in
g
s
elf
-
m
o
n
ito
r
in
g
an
d
e
v
id
en
ce
ap
p
r
aisal
as
th
e
b
ac
k
b
o
n
e
o
f
R
C
T
.
Su
p
p
o
r
tin
g
f
ac
ets,
p
e
r
s
p
ec
tiv
e
-
tak
in
g
(
C
T
6
)
,
an
ticip
atin
g
co
n
s
eq
u
e
n
ce
s
(
C
T
1
0
)
,
m
ain
tain
i
n
g
a
b
ig
-
p
ictu
r
e
v
iew
(
C
T
1
)
an
d
ju
s
tify
in
g
c
h
o
ices
(
C
T
7
)
,
f
lesh
o
u
t
its
m
etac
o
g
n
itiv
e
c
h
ar
ac
t
er
.
Stan
d
ar
d
er
r
o
r
s
r
em
ain
l
o
w
(
≤
0
.
0
4
4
)
an
d
Z
v
alu
es
h
ig
h
(
1
1
.
3
5
–
1
7
.
6
3
)
,
co
n
f
ir
m
in
g
s
tatis
tical
r
o
b
u
s
tn
ess
.
On
th
e
o
th
er
h
an
d
,
th
e
la
ten
t
co
r
r
elatio
n
b
etwe
en
E
C
T
an
d
R
C
T
is
0
.
7
5
6
,
in
d
icatin
g
a
s
tr
o
n
g
y
et
n
o
n
-
r
ed
u
n
d
a
n
t
r
elatio
n
s
h
ip
:
th
e
tw
o
d
im
en
s
io
n
s
s
h
ar
e
a
c
o
m
m
o
n
cr
itical
-
th
in
k
i
n
g
f
o
u
n
d
atio
n
wh
ile
r
etain
in
g
s
u
f
f
icien
t
d
is
tin
ctiv
en
ess
to
war
r
an
t
s
ep
ar
ate
in
ter
p
r
etatio
n
w
ith
in
th
e
p
r
o
p
o
s
ed
two
-
f
ac
to
r
m
o
d
el
,
as
s
h
o
wn
in
Fig
u
r
e
2
.
Fig
u
r
e
2
.
Pro
p
o
s
ed
s
tr
u
ctu
r
al
m
o
d
el
f
o
llo
win
g
C
FA
4.
DIS
CU
SS
I
O
N
T
h
is
p
ap
er
ex
a
m
in
ed
t
h
e
p
s
y
ch
o
m
etr
ic
p
r
o
p
er
ties
o
f
th
e
C
T
DS
wh
en
ap
p
lied
to
VT
s
tu
d
en
ts
in
An
d
alu
s
ia,
Sp
ain
,
th
r
o
u
g
h
ex
p
lo
r
ato
r
y
an
d
C
FA
.
An
aly
s
is
was
b
ased
o
n
a
p
r
ev
io
u
s
s
t
u
d
y
ab
o
u
t
a
s
ca
le
d
esig
n
ed
to
m
ea
s
u
r
e
d
is
p
o
s
itio
n
s
to
war
d
s
cr
itical
th
in
k
in
g
[
2
0
]
.
C
FA,
v
ia
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
ellin
g
,
co
n
f
ir
m
e
d
th
e
g
r
o
u
p
in
g
o
f
1
1
s
ca
le
item
s
(
o
b
s
er
v
ab
le
v
ar
iab
les)
in
to
two
f
ac
to
r
s
as
en
d
o
g
en
o
u
s
v
ar
iab
les
(
RCT
an
d
E
C
T
)
.
I
t
is
im
p
o
r
tan
t
to
h
ig
h
lig
h
t
th
at
th
e
elev
en
item
s
f
r
o
m
th
e
o
r
ig
in
al
C
T
DS
ar
e
r
etain
ed
.
Ho
wev
er
,
th
er
e
is
n
o
ex
ac
t
co
r
r
esp
o
n
d
en
ce
b
etwe
en
th
e
item
s
with
in
ea
ch
f
ac
to
r
.
I
n
th
e
o
r
ig
in
al
s
tu
d
y
,
cr
itical
o
p
en
n
ess
co
m
p
r
is
ed
s
ev
en
item
s
(
C
T
1
–
C
T
7
)
,
an
d
r
ef
lectiv
e
s
k
ep
ticis
m
in
clu
d
ed
f
o
u
r
(
C
T
8
–
C
T
1
1
)
.
Ho
wev
er
,
in
th
e
Sp
an
is
h
v
alid
atio
n
f
o
r
th
e
VT
ed
u
ca
tio
n
al
s
tag
e
ca
r
r
ied
o
u
t
in
th
is
s
tu
d
y
,
t
h
e
E
C
T
f
ac
to
r
was
co
m
p
o
s
ed
o
f
f
o
u
r
item
s
(
C
T
2
,
C
T
3
,
C
T
4
,
an
d
C
T
5
)
an
d
t
h
e
R
C
T
f
ac
to
r
b
y
s
ev
en
item
s
(
C
T
1
,
C
T
6
,
C
T
7
,
C
T
8
,
C
T
9
,
C
T
1
0
,
an
d
C
T
1
1
)
.
Desp
ite
th
is
,
t
h
e
s
tu
d
y
o
b
j
ec
tiv
e
was
m
et,
as
th
e
C
T
D
S
was
ad
ap
ted
an
d
v
alid
ated
f
o
r
u
s
e
in
th
e
Sp
a
n
is
h
VT
co
n
tex
t.
I
n
an
y
ca
s
e,
th
e
d
is
tin
ctio
n
b
e
twee
n
th
ese
two
d
im
en
s
io
n
s
s
h
ed
s
lig
h
t
o
n
th
e
m
u
ltifa
ce
ted
n
atu
r
e
o
f
cr
itical
th
in
k
in
g
.
E
C
T
ca
p
tu
r
es
co
g
n
itiv
e
r
e
g
u
latio
n
a
n
d
s
elf
-
d
is
cip
lin
e,
wh
ich
a
r
e
v
ital
f
o
r
s
y
s
tem
atic
an
d
lo
g
ical
r
ea
s
o
n
in
g
.
RCT
em
p
h
asizes
in
tr
o
s
p
ec
tio
n
an
d
t
h
e
e
v
alu
atio
n
o
f
p
e
r
s
o
n
al
ex
p
er
ie
n
ce
s
,
wh
ich
f
o
s
ter
d
ee
p
er
u
n
d
e
r
s
tan
d
in
g
an
d
e
m
p
ath
y
.
T
o
g
eth
er
,
th
ese
d
i
m
en
s
io
n
s
u
n
d
er
s
co
r
e
th
e
co
m
p
lex
ity
o
f
cr
itical
th
in
k
in
g
as
a
co
n
s
tr
u
ct
th
at
in
ter
twin
es
b
o
th
an
al
y
tical
an
d
r
ef
lectiv
e
p
r
o
ce
s
s
es.
T
h
is
d
u
al
p
er
s
p
ec
tiv
e
alig
n
s
with
co
n
tem
p
o
r
ar
y
th
eo
r
ies
o
f
cr
itical
th
in
k
i
n
g
,
em
p
h
asi
zin
g
th
e
in
te
g
r
atio
n
o
f
m
eta
co
g
n
itio
n
a
n
d
s
elf
-
r
eg
u
latio
n
with
ev
alu
ativ
e
an
d
ju
d
g
m
en
tal
s
k
ills
[
5
]
.
T
h
is
d
em
o
n
s
tr
ates
th
e
c
o
m
p
lex
ity
o
f
m
ea
s
u
r
i
n
g
c
r
itical
th
in
k
in
g
an
d
co
n
f
ir
m
s
th
at
a
m
u
ltifa
cto
r
ial
C
T
DS
p
r
o
v
id
es
a
r
eliab
le
an
d
v
alid
m
ea
s
u
r
e
o
f
cr
itical
th
in
k
in
g
d
is
p
o
s
itio
n
s
am
o
n
g
Sp
a
n
is
h
VT
s
tu
d
en
ts
,
f
u
lly
a
d
d
r
ess
in
g
th
e
s
tu
d
y
’
s
o
b
jectiv
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
303
-
314
310
Alo
n
g
th
ese
lin
es,
s
ev
er
al
s
tu
d
ies
h
av
e
d
em
o
n
s
tr
ated
th
e
m
u
ltid
im
en
s
io
n
al
n
atu
r
e
o
f
th
e
C
T
DS
b
y
v
alid
atin
g
it
in
v
ar
io
u
s
co
n
te
x
ts
.
A
cr
o
s
s
-
cu
ltu
r
al
ad
ap
tatio
n
was
ca
r
r
ied
o
u
t
a
n
d
ev
al
u
ated
,
an
d
th
e
C
T
DS
was
v
alid
ated
in
Per
s
ian
-
s
p
ea
k
in
g
e
n
v
ir
o
n
m
en
ts
with
a
s
a
m
p
le
o
f
I
r
an
ia
n
u
n
d
er
g
r
ad
u
ate
n
u
r
s
in
g
s
tu
d
en
ts
.
T
h
e
C
T
DS
was
co
m
p
o
s
ed
o
f
1
1
item
s
d
iv
id
ed
in
to
two
f
a
cto
r
s
:
cr
itical
o
p
en
n
ess
an
d
r
e
f
lectiv
e
s
k
ep
ticis
m
[3
1
]
.
I
n
ad
d
itio
n
,
th
e
Vietn
a
m
ese
v
er
s
io
n
o
f
th
e
s
ca
le
(
C
T
DS
-
V)
was
d
ev
elo
p
ed
t
h
r
o
u
g
h
a
cr
o
s
s
-
cu
ltu
r
al
ad
ap
tatio
n
o
f
th
e
s
ca
le
th
at
was
ap
p
lied
an
d
v
alid
ated
in
a
s
am
p
le
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
i
n
th
eir
f
in
al
y
ea
r
o
f
th
e
n
u
r
s
in
g
d
eg
r
ee
,
o
b
tain
in
g
a
s
ca
le
co
m
p
o
s
ed
o
f
1
1
item
s
an
d
d
iv
i
d
ed
i
n
to
two
d
im
e
n
s
io
n
s
co
r
r
esp
o
n
d
in
g
to
th
e
o
r
ig
in
al
C
T
DS
[3
2
]
.
I
t
i
s
im
p
o
r
tan
t
to
h
ig
h
lig
h
t
th
at
i
n
b
o
th
s
tu
d
ies,
th
e
item
s
o
f
ea
c
h
f
ac
to
r
co
r
r
esp
o
n
d
to
th
o
s
e
p
r
o
p
o
s
ed
in
th
e
o
r
i
g
in
al
s
ca
le
[
2
0
]
,
in
c
o
n
tr
ast to
th
e
r
esu
lts
o
f
th
e
p
r
esen
t stu
d
y
f
o
r
th
e
VT
co
n
tex
t.
I
n
a
d
d
itio
n
to
t
h
ese
two
s
ca
les,
th
e
g
o
o
d
f
it
o
f
th
e
C
T
DS
d
iv
id
ed
in
to
two
f
ac
t
o
r
s
was
also
d
em
o
n
s
tr
ated
in
a
s
am
p
le
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
f
r
o
m
th
e
s
o
u
th
er
n
Un
ited
States
.
Ho
wev
e
r
,
in
th
is
ca
s
e
,
th
e
r
e
is
n
o
e
x
ac
t
m
atch
b
etwe
en
th
e
n
u
m
b
er
o
f
item
s
th
at
m
a
k
e
u
p
th
e
s
ca
le
o
r
ea
ch
f
ac
to
r
s
in
ce
in
t
h
e
o
r
ig
in
al
s
tu
d
y
th
e
cr
itical
o
p
en
n
ess
f
ac
to
r
is
co
m
p
o
s
ed
o
f
s
ev
en
item
s
(
C
T
1
–
C
T
7
)
an
d
th
e
r
ef
lectiv
e
s
k
ep
ticis
m
f
ac
to
r
b
y
f
o
u
r
item
s
(
C
T
8
–
C
T
1
1
)
,
a
n
d
in
th
is
s
tu
d
y
th
e
cr
itical
o
p
en
n
ess
f
ac
to
r
is
co
m
p
o
s
ed
o
f
th
r
ee
item
s
(
C
T
2
,
C
T
4
,
an
d
C
T
5
)
an
d
th
e
r
ef
l
ec
tiv
e
s
k
ep
ticis
m
f
ac
to
r
b
y
s
ix
item
s
(
C
T
6
–
C
T
1
1
)
.
I
n
th
is
s
tu
d
y
,
two
item
s
co
r
r
esp
o
n
d
in
g
to
th
e
cr
itical
o
p
en
n
ess
d
im
en
s
io
n
(
C
T
1
an
d
C
T
3
)
wer
e
elim
in
ated
b
ec
au
s
e
th
ey
lo
ad
ed
s
im
u
ltan
eo
u
s
ly
o
n
b
o
t
h
f
ac
to
r
s
.
T
h
e
elim
in
atio
n
o
f
th
ese
item
s
m
ea
n
t
th
at
th
e
f
it
in
d
ices
o
f
th
e
p
r
o
p
o
s
ed
m
o
d
el
b
etter
f
it th
e
o
b
s
er
v
ed
d
ata
[3
3
]
.
On
th
e
o
th
er
h
an
d
,
in
co
n
t
r
ast
to
th
e
r
esu
lts
o
f
th
is
r
esear
c
h
,
th
er
e
ar
e
also
s
tu
d
ies
in
th
e
liter
atu
r
e
th
at
s
h
o
w
th
at
th
e
u
n
id
im
en
s
i
o
n
al
m
o
d
el
o
f
th
e
C
T
DS
b
etter
f
its
th
e
p
o
p
u
latio
n
s
an
aly
ze
d
.
T
h
is
is
th
e
c
ase
o
f
th
e
ad
ap
tatio
n
o
f
th
e
C
T
DS
to
th
e
Sp
an
is
h
v
er
s
io
n
v
alid
ate
d
in
a
s
am
p
le
o
f
s
tu
d
en
ts
f
r
o
m
t
h
e
h
ig
h
s
ch
o
o
l
an
d
u
n
iv
er
s
ity
s
tag
es
o
f
ed
u
ca
tio
n
in
Sp
ain
[3
4
]
;
o
f
t
h
e
C
T
DS
v
alid
ated
in
th
e
Per
u
v
ian
co
n
te
x
t
with
a
s
am
p
le
o
f
ad
o
lescen
t
s
tu
d
en
ts
,
m
o
s
t
o
f
wh
o
m
wer
e
in
t
h
eir
th
ir
d
y
ea
r
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
[3
5
]
,
b
ased
o
n
th
e
Sp
a
n
is
h
v
er
s
io
n
o
f
th
e
C
T
DS
r
ef
er
r
ed
[3
4
]
;
an
d
th
e
C
T
DS
tr
an
s
lated
,
cr
o
s
s
-
cu
ltu
r
ally
ad
ap
ted
an
d
v
alid
ated
in
to
B
r
az
ilian
Po
r
tu
g
u
ese
in
a
s
am
p
le
o
f
u
n
iv
er
s
ity
n
u
r
s
in
g
s
tu
d
e
n
ts
[3
6
]
.
T
h
er
e
ar
e
s
tu
d
ies
th
at,
lik
e
th
e
o
n
e
d
ev
elo
p
e
d
,
ag
r
ee
o
n
th
e
m
u
ltid
im
en
s
io
n
al
n
atu
r
e
o
f
th
e
C
T
DS
as
an
ap
p
r
o
p
r
iate
m
o
d
el
f
o
r
ass
ess
in
g
s
tu
d
en
ts
’
cr
itical
th
in
k
in
g
d
is
p
o
s
itio
n
s
.
Ho
wev
er
,
n
o
t
all
ag
r
ee
o
n
wh
ich
item
s
co
r
r
esp
o
n
d
to
ea
ch
d
im
en
s
io
n
o
f
cr
itical
th
i
n
k
in
g
(
E
C
T
o
r
R
C
T
)
.
Fu
r
th
e
r
m
o
r
e
,
o
t
h
er
s
tu
d
ies
d
is
ag
r
ee
o
n
wh
eth
e
r
th
e
m
o
s
t
ap
p
r
o
p
r
i
ate
C
T
DS
m
o
d
el
is
th
is
o
n
e,
h
ig
h
lig
h
tin
g
th
at
th
e
u
n
if
ac
t
o
r
ial
m
o
d
el
is
m
o
r
e
s
u
itab
le.
Als
o
,
in
r
ec
en
t y
ea
r
s
th
e
m
o
s
t
s
ig
n
if
ican
t
ad
a
p
tatio
n
s
an
d
v
alid
atio
n
s
o
f
t
h
e
C
T
DS
h
av
e
b
ee
n
ca
r
r
ied
o
u
t
in
a
f
ew
c
o
u
n
tr
ies
a
n
d
p
r
i
m
ar
ily
at
h
i
g
h
er
ed
u
ca
tio
n
lev
els
s
u
ch
as
u
n
iv
e
r
s
ities
.
All
o
f
th
is
h
ig
h
lig
h
ts
th
e
n
ee
d
to
co
n
tin
u
e
ad
v
an
ci
n
g
th
e
v
alid
atio
n
o
f
tech
n
iq
u
es
th
at
allo
w
f
o
r
ass
es
s
in
g
th
e
d
is
p
o
s
itio
n
o
f
a
s
k
ill
as
co
m
p
lex
as c
r
itical
th
in
k
i
n
g
in
s
tu
d
en
ts
,
esp
ec
ially
at
u
n
d
e
r
e
x
p
lo
r
ed
ed
u
ca
tio
n
al
lev
els s
u
ch
as VT
.
Alo
n
g
th
ese
lin
es,
th
is
s
tu
d
y
ex
ten
d
s
th
e
v
alid
atio
n
o
f
th
e
C
T
DS
to
v
o
ca
tio
n
al
ed
u
ca
tio
n
,
d
em
o
n
s
tr
atin
g
a
s
tab
le
two
-
f
a
cto
r
s
tr
u
ctu
r
e
(
ex
ec
u
tiv
e
v
s
.
r
ef
lectiv
e
C
T
)
.
T
h
e
r
am
if
icatio
n
s
o
f
th
ese
f
in
d
in
g
s
ex
ten
d
ac
r
o
s
s
all
VT
p
r
o
f
ess
io
n
al
f
am
ilies
,
e
n
co
m
p
ass
in
g
th
e
2
6
d
is
tin
ct
s
p
ec
ialties
c
u
r
r
en
tly
r
ec
o
g
n
ized
with
in
th
e
Sp
an
is
h
ed
u
ca
tio
n
a
l
s
y
s
tem
,
h
ig
h
lig
h
tin
g
th
e
v
er
s
atility
an
d
ap
p
licab
ilit
y
o
f
th
e
C
T
DS
in
as
s
es
s
in
g
cr
itical
th
in
k
in
g
d
is
p
o
s
itio
n
s
a
cr
o
s
s
d
iv
er
s
e
co
n
te
x
ts
.
T
h
e
v
a
lid
ated
C
T
DS
o
f
f
er
s
a
f
r
am
ew
o
r
k
f
o
r
e
m
b
ed
d
in
g
cr
itical
th
in
k
in
g
in
to
cu
r
r
icu
la
ac
r
o
s
s
v
ar
io
u
s
ed
u
ca
tio
n
al
lev
els
an
d
d
is
cip
lin
es.
B
y
o
p
er
atio
n
alizin
g
cr
itical
th
in
k
in
g
i
n
to
m
ea
s
u
r
a
b
le
co
n
s
tr
u
cts,
ed
u
ca
to
r
s
ca
n
b
ette
r
alig
n
th
eir
teac
h
in
g
s
tr
ateg
ies
with
b
r
o
ad
e
r
ed
u
ca
tio
n
al
g
o
als,
s
u
ch
as
f
o
s
ter
in
g
life
lo
n
g
lear
n
in
g
an
d
p
r
ep
ar
in
g
s
tu
d
en
ts
f
o
r
an
AI
-
d
r
iv
en
w
o
r
k
f
o
r
ce
.
Ad
d
itio
n
ally
,
p
o
licy
m
a
k
er
s
c
o
u
ld
u
tili
ze
th
ese
in
s
ig
h
ts
to
d
esig
n
c
o
m
p
eten
c
y
-
b
ased
ed
u
ca
tio
n
al
s
tan
d
ar
d
s
th
at
p
r
io
r
itize
cr
itical
th
in
k
i
n
g
as a
co
r
e
s
k
ill.
At
th
is
p
o
in
t,
th
e
co
m
p
lex
ity
o
f
th
e
co
n
s
tr
u
ct
o
f
cr
itical
th
in
k
in
g
ca
n
b
e
a
p
p
r
ec
iated
,
with
r
eg
ar
d
s
to
wh
ich
a
n
u
m
b
er
o
f
in
ter
-
r
elat
ed
v
ar
iab
les
em
er
g
e
to
ex
er
t
a
m
ea
n
in
g
f
u
l
in
f
lu
e
n
ce
.
Alo
n
g
s
id
e
th
is
f
ac
t,
th
e
s
ca
r
city
o
f
s
cien
tific
p
r
o
d
u
cti
o
n
in
r
elatio
n
to
t
h
is
co
n
ce
p
t
s
h
o
u
ld
also
b
e
co
n
s
id
er
e
d
in
th
e
VT
s
ettin
g
.
As
a
r
esu
lt,
th
e
d
ev
elo
p
m
en
t
an
d
ad
ap
tatio
n
o
f
in
s
tr
u
m
e
n
ts
to
m
ea
s
u
r
e
cr
itical
th
in
k
in
g
b
ec
o
m
es
ev
en
m
o
r
e
co
m
p
lex
,
with
th
is
b
ein
g
o
n
e
o
f
th
e
m
ain
lim
itatio
n
s
o
f
th
e
p
r
esen
t
s
tu
d
y
.
Desp
ite
th
is
,
th
e
p
r
esen
t
s
tu
d
y
ca
n
b
e
co
n
s
id
er
ed
as
a
p
o
s
itiv
e
s
tep
f
o
r
war
d
g
iv
en
th
at
th
e
v
iab
ilit
y
C
T
DS
item
s
[
2
0
]
was
s
u
p
p
o
r
ted
f
o
r
ev
alu
atin
g
s
tu
d
e
n
ts
’
d
is
p
o
s
itio
n
s
to
war
d
s
cr
itical
th
in
k
i
n
g
,
r
ev
ea
lin
g
t
h
e
d
im
e
n
s
io
n
s
to
b
e
co
n
s
is
ten
t
with
d
ef
in
itio
n
s
an
d
co
m
p
o
n
en
ts
p
r
ev
io
u
s
ly
d
escr
ib
e
d
in
th
e
liter
atu
r
e.
I
n
ad
d
itio
n
to
th
is
lim
i
tatio
n
,
th
e
s
p
ec
if
ic
n
atu
r
e
o
f
th
e
s
am
p
le
s
h
o
u
ld
b
e
co
n
s
id
er
e
d
as
it
was
ex
clu
s
iv
ely
co
m
p
r
is
ed
o
f
VT
s
tu
d
e
n
ts
s
tu
d
y
in
g
in
th
e
p
r
o
v
in
ce
o
f
Gr
a
n
ad
a
(
Sp
ain
)
,
alth
o
u
g
h
s
tu
d
en
ts
ca
m
e
f
r
o
m
d
if
f
er
en
t a
ca
d
em
ic
ce
n
ter
s
.
5.
CO
NCLU
SI
O
N
T
h
e
m
ain
r
esu
lts
o
f
t
h
e
s
tu
d
y
in
clu
d
e:
f
ir
s
t,
th
e
a
d
ap
tatio
n
o
f
a
c
r
itical
th
in
k
in
g
s
ca
le,
n
am
ely
,
th
e
C
T
DS,
f
o
r
u
s
e
with
VT
s
tu
d
en
ts
.
T
h
e
e
v
alu
atio
n
o
f
d
is
p
o
s
itio
n
s
to
war
d
cr
itical
th
in
k
in
g
is
p
ar
ticu
la
r
ly
s
ig
n
if
ican
t
g
iv
e
n
th
e
g
r
o
win
g
in
teg
r
atio
n
o
f
G
en
AI
to
o
ls
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
I
n
th
is
e
v
o
lv
in
g
lan
d
s
ca
p
e,
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
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8
8
2
2
V
a
lid
a
tin
g
a
crit
ica
l th
in
kin
g
s
ca
le:
a
n
ess
en
tia
l skill fo
r
vo
ca
tio
n
a
l
… (
E
v
a
Ma
r
ía
Olmed
o
-
Mo
r
en
o
)
311
s
tu
d
en
ts
m
u
s
t
co
n
s
tan
tly
f
ilter
,
weig
h
,
an
d
q
u
esti
o
n
th
e
o
u
t
p
u
ts
p
r
o
v
id
ed
b
y
s
u
ch
tech
n
o
l
o
g
ies,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
v
alid
ate
d
in
s
tr
u
m
en
ts
to
ass
ess
an
d
f
o
s
ter
cr
itical
th
in
k
in
g
with
in
VT
c
o
n
tex
ts
.
Seco
n
d
,
th
e
r
eliab
ilit
y
,
v
alid
ity
,
an
d
m
u
l
tifa
cto
r
ial
s
tr
u
ctu
r
e
o
f
th
e
s
ca
le
allo
w
f
o
r
th
e
an
aly
s
is
o
f
VT
s
tu
d
en
ts
’
d
is
p
o
s
itio
n
s
to
war
d
a
co
n
s
tr
u
ct
as
co
m
p
lex
as
cr
itical
th
in
k
in
g
.
T
h
e
ex
am
i
n
atio
n
o
f
v
al
id
ity
s
u
p
p
o
r
ted
th
e
r
eten
tio
n
o
f
th
e
1
1
o
r
ig
in
al
s
ca
le
item
s
,
g
r
o
u
p
in
g
th
em
a
cc
o
r
d
in
g
t
o
two
d
im
en
s
io
n
s
.
T
h
ese
d
im
en
s
io
n
s
en
ab
le
two
asp
ec
ts
o
f
c
r
itical
th
in
k
in
g
to
em
er
g
e
,
with
th
ese
p
er
tain
i
n
g
t
o
r
e
f
lectiv
e
an
d
ex
ec
u
tiv
e
co
m
p
o
n
en
ts
.
T
h
ese
co
m
p
o
n
e
n
ts
ar
e
co
n
s
is
ten
t
an
d
s
u
p
p
o
r
te
d
at
a
th
eo
r
etica
l
lev
el
v
ia
th
e
d
ef
in
itio
n
s
,
m
o
d
els
an
d
em
p
ir
ical
s
tu
d
ies p
r
ev
io
u
s
ly
p
r
o
d
u
ce
d
b
y
th
e
s
cien
tific
co
m
m
u
n
ity
.
Desp
ite
th
is
,
th
ese
f
in
d
in
g
s
h
av
e
s
ig
n
i
f
ican
t
im
p
licatio
n
s
f
o
r
e
d
u
ca
to
r
s
an
d
r
esear
ch
er
s
.
Fo
r
ed
u
ca
to
r
s
,
t
h
e
v
alid
ate
d
C
T
DS
p
r
o
v
id
es
a
r
eliab
le
to
o
l
to
ass
ess
s
tu
d
en
ts
’
cr
itical
th
in
k
in
g
d
is
p
o
s
itio
n
s
,
en
ab
lin
g
tar
g
ete
d
in
ter
v
en
tio
n
s
to
en
h
an
ce
th
eir
co
g
n
itiv
e
an
d
m
etac
o
g
n
itiv
e
s
k
ills
.
T
h
is
is
p
ar
ticu
lar
ly
cr
u
cial
in
VT
,
wh
er
e
cr
itical
th
in
k
in
g
d
ir
ec
tly
in
f
lu
e
n
ce
s
s
tu
d
en
ts
’
p
r
o
f
ess
io
n
al
co
m
p
eten
c
ies an
d
ad
ap
tab
ilit
y
in
a
r
ap
id
l
y
ev
o
l
v
in
g
tech
n
o
lo
g
ical
en
v
ir
o
n
m
en
t.
Fo
r
r
es
ea
r
ch
er
s
,
th
e
s
tu
d
y
estab
lis
h
es
a
f
o
u
n
d
atio
n
f
o
r
ex
p
lo
r
in
g
th
e
r
elatio
n
s
h
ip
b
e
twee
n
cr
itical
th
in
k
in
g
d
is
p
o
s
itio
n
s
an
d
o
th
er
v
ar
iab
les,
s
u
ch
as
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
p
r
o
b
le
m
-
s
o
lv
in
g
s
k
ills
,
an
d
en
g
ag
em
e
n
t w
ith
G
en
AI
to
o
ls
.
T
h
ese
in
s
ig
h
ts
c
an
in
f
o
r
m
th
e
d
esig
n
o
f
in
ter
d
is
cip
lin
ar
y
ed
u
ca
tio
n
a
l p
r
o
g
r
am
s
th
at
in
teg
r
ate
c
r
itical
th
in
k
in
g
as a
c
o
r
e
co
m
p
o
n
e
n
t.
As
a
f
u
tu
r
e
lin
e
o
f
r
esear
ch
,
it
wo
u
ld
b
e
im
p
o
r
tan
t
to
a
n
aly
ze
th
e
p
s
y
ch
o
m
etr
ic
p
r
o
p
er
ties
an
d
b
eh
av
io
r
o
f
th
e
s
ca
le
at
a
n
ati
o
n
al
lev
el
an
d
with
a
m
o
r
e
d
iv
er
s
e
s
am
p
le
o
f
VT
s
tu
d
en
ts
.
T
h
is
wo
u
ld
b
e
u
s
ef
u
l
to
co
r
r
o
b
o
r
ate
o
b
tain
ed
o
u
tc
o
m
es
an
d
co
u
ld
,
p
e
r
h
ap
s
,
e
v
en
in
clu
d
e
a
m
u
lti
-
g
r
o
u
p
a
n
aly
s
is
o
f
o
u
tco
m
es
g
ath
er
ed
f
r
o
m
o
th
e
r
co
u
n
tr
ies.
L
o
n
g
itu
d
in
al
s
tu
d
ies
ar
e
r
ec
o
m
m
en
d
e
d
to
ass
ess
th
e
d
ev
elo
p
m
en
t
o
f
c
r
itical
th
in
k
in
g
d
is
p
o
s
itio
n
s
o
v
er
tim
e
an
d
to
e
x
am
in
e
th
e
im
p
ac
t
o
f
s
p
ec
if
ic
ed
u
ca
tio
n
al
in
ter
v
en
tio
n
s
.
Mo
r
eo
v
er
,
in
teg
r
atin
g
th
e
C
T
DS
with
tech
n
o
lo
g
ical
to
o
ls
,
s
u
ch
as
lea
r
n
in
g
a
n
aly
tics
p
latf
o
r
m
s
,
c
o
u
ld
p
r
o
v
id
e
d
y
n
am
ic
f
ee
d
b
ac
k
t
o
ed
u
ca
t
o
r
s
an
d
s
tu
d
en
ts
,
f
u
r
th
e
r
s
u
p
p
o
r
tin
g
p
er
s
o
n
alize
d
lear
n
in
g
ex
p
er
ie
n
ce
s
.
Fu
r
th
er
,
it wo
u
ld
b
e
in
ter
esti
n
g
to
co
n
tin
u
e
wo
r
k
i
n
g
o
n
th
e
d
ev
elo
p
m
en
t
o
f
co
m
p
lem
en
tar
y
in
s
tr
u
m
en
ts
ca
p
ab
le
o
f
m
ea
s
u
r
in
g
m
o
r
e
asp
ec
ts
o
f
th
ese
d
is
p
o
s
itio
n
s
to
war
d
s
cr
itical
th
in
k
in
g
.
As
s
h
o
wn
b
y
th
e
p
r
esen
t
s
tu
d
y
,
it
is
a
h
ig
h
ly
co
m
p
lex
co
n
ce
p
t
in
f
lu
e
n
ce
d
b
y
a
m
u
ltit
u
d
e
o
f
f
ac
t
o
r
s
.
T
h
ese
f
ac
to
r
s
,
s
u
b
s
eq
u
en
tly
,
i
n
f
lu
en
ce
lear
n
i
n
g
-
teac
h
in
g
p
r
o
ce
s
s
es,
wh
ich
in
tu
r
n
im
p
ac
t
th
e
ca
p
ac
ity
to
en
g
ag
e
in
life
lo
n
g
lear
n
in
g
a
n
d
lead
to
th
e
f
u
ll
in
clu
s
io
n
o
f
in
d
iv
id
u
als
in
s
o
ciety
.
Nev
er
th
eless
,
th
e
s
tu
d
y
h
as
s
h
o
wn
th
at
th
e
C
T
D
S
i
s
a
r
o
b
u
s
t
to
o
l
f
o
r
m
ea
s
u
r
in
g
C
T
d
is
p
o
s
itio
n
s
in
VT
,
a
cr
itical
co
m
p
eten
ce
i
n
t
h
e
ag
e
o
f
AI
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
r
esear
ch
was
co
n
d
u
cted
as
p
ar
t
o
f
th
e
f
o
llo
win
g
p
r
o
je
cts
f
u
n
d
e
d
b
y
Min
is
tr
y
o
f
Sci
en
ce
an
d
I
n
n
o
v
atio
n
(
Sp
ai
n
)
:
T
r
a
n
s
f
o
r
m
in
g
lear
n
in
g
in
to
h
y
b
r
id
c
o
n
tex
ts
f
o
r
th
e
ed
u
ca
tio
n
al
an
d
lab
o
r
i
n
clu
s
io
n
o
f
v
u
ln
er
ab
le
p
o
p
u
latio
n
s
ec
to
r
s
an
d
em
p
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asis
o
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UFM:
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C
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C
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M
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