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tern
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n
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e
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re
m
a
in
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rit
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b
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rri
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y
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lso
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ig
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li
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h
ts
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rt
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n
it
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teg
ra
ti
n
g
IG
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t
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l
e
d
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c
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n
d
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se
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s
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ts
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late
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h
a
n
g
e
a
n
d
p
o
l
ic
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li
m
it
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ti
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n
s.
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h
is
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d
y
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o
n
tri
b
u
tes
a
b
i
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li
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m
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a
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n
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n
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rst
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n
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n
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ts
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a
n
d
p
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m
a
k
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ld
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rl
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d
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c
a
ti
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n
.
K
ey
w
o
r
d
s
:
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ag
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Dig
ital liter
ac
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E
ld
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ca
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I
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Def
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Un
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p
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l
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f
k
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k
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[
1
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[
2
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T
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[
3
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,
[
4
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.
I
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m
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p
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r
t
life
lo
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g
lear
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in
g
am
o
n
g
th
e
eld
er
ly
.
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n
th
is
co
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te
x
t,
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h
as
g
ain
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ec
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n
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as a
p
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is
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a
n
cin
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el
d
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b
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.
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p
r
ac
tice.
W
h
ile
b
ib
lio
m
etr
ic
s
tu
d
ies
h
av
e
m
a
p
p
ed
tr
en
d
s
an
d
s
tr
en
g
th
s
,
wea
k
n
ess
es,
o
p
p
o
r
tu
n
ities
,
a
n
d
th
r
ea
ts
(
SW
OT
)
an
aly
s
es
h
av
e
b
ee
n
ap
p
lie
d
i
n
ed
u
ca
tio
n
al
co
n
te
x
ts
,
th
er
e
is
s
till
a
lack
o
f
a
co
m
p
r
eh
e
n
s
iv
e
s
y
n
th
esis
th
at
tr
an
s
lates
h
ig
h
-
im
p
ac
t
r
esear
c
h
in
to
ac
tio
n
ab
le
s
tr
ateg
ies
f
o
r
p
r
o
g
r
am
d
esig
n
an
d
p
o
licy
d
ev
elo
p
m
e
n
t.
T
h
is
h
ig
h
lig
h
ts
a
cr
itical
g
ap
in
b
o
th
k
n
o
wled
g
e
in
teg
r
atio
n
an
d
p
r
ac
tical
ap
p
licatio
n
with
in
I
G
L
r
esear
ch
.
T
h
e
s
ig
n
if
ican
ce
o
f
I
GL
f
o
r
th
e
eld
er
ly
ex
ten
d
s
b
ey
o
n
d
k
n
o
wled
g
e
ac
q
u
is
itio
n
to
en
co
m
p
ass
p
s
y
ch
o
lo
g
ical,
s
o
cial,
an
d
c
o
g
n
itiv
e
well
-
b
ein
g
.
Par
ticip
atio
n
in
in
ter
g
en
er
atio
n
al
p
r
o
g
r
am
s
h
as
b
ee
n
ass
o
ciate
d
with
im
p
r
o
v
ed
s
el
f
-
esteem
,
a
s
tr
o
n
g
er
s
en
s
e
o
f
p
u
r
p
o
s
e,
an
d
e
n
h
an
ce
d
q
u
al
ity
o
f
life
[
1
]
,
[
5
]
.
T
h
r
o
u
g
h
e
n
g
ag
e
m
en
t
with
y
o
u
n
g
er
g
en
e
r
atio
n
s
,
th
e
eld
er
ly
ca
n
m
ain
tain
ac
tiv
e
s
o
cial
c
o
n
n
ec
tio
n
s
,
th
e
r
eb
y
r
ed
u
cin
g
is
o
latio
n
an
d
lo
n
elin
ess
[
6
]
.
Mo
r
eo
v
er
,
m
an
y
I
GL
in
itiativ
es
in
co
r
p
o
r
ate
d
ig
ital
lear
n
in
g
elem
en
ts
,
en
ab
lin
g
eld
er
ly
lear
n
er
s
to
ac
q
u
ir
e
ess
en
tial
tech
n
o
lo
g
ical
s
k
ills
an
d
b
r
id
g
e
th
e
d
ig
ital
d
iv
id
e
[
6
]
,
[
7
]
.
T
h
ese
o
p
p
o
r
tu
n
ities
n
o
t
o
n
ly
f
o
s
ter
in
d
ep
en
d
en
ce
b
u
t
also
s
u
p
p
o
r
t
ac
tiv
e
p
ar
ticip
atio
n
in
an
in
cr
ea
s
in
g
ly
d
ig
ital
s
o
ciety
.
I
GL
also
co
n
tr
ib
u
tes
to
co
g
n
itiv
e
an
d
em
o
tio
n
al
d
ev
e
lo
p
m
en
t
am
o
n
g
th
e
eld
er
ly
[
8
]
,
[
9
]
.
C
o
llab
o
r
ativ
e
ac
tiv
ities
s
u
ch
as
s
to
r
y
tellin
g
,
d
is
cu
s
s
io
n
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
tim
u
late
m
em
o
r
y
,
atten
tio
n
,
an
d
cr
itical
th
i
n
k
in
g
,
wh
ile
f
o
s
ter
in
g
em
p
at
h
y
a
n
d
m
u
tu
al
r
esp
ec
t
b
etwe
en
g
en
e
r
atio
n
s
[
1
0
]
,
[
1
1
]
.
T
h
ese
o
u
tco
m
es
alig
n
with
th
e
p
r
in
c
ip
les
o
f
ac
tiv
e
ag
ei
n
g
,
wh
ich
em
p
h
asize
co
n
tin
u
ed
en
g
ag
e
m
en
t,
au
t
o
n
o
m
y
,
an
d
well
-
b
ein
g
in
later
life
[
5
]
.
As
s
u
ch
,
I
GL
is
in
cr
ea
s
in
g
ly
v
iewe
d
as
a
v
alu
ab
le
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
f
o
r
p
r
o
m
o
tin
g
h
o
lis
tic
d
ev
elo
p
m
e
n
t a
m
o
n
g
eld
er
ly
lea
r
n
er
s
.
Desp
ite
its
p
o
ten
tial,
s
ev
er
al
ch
allen
g
es
h
in
d
e
r
th
e
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
o
f
I
GL
.
T
ec
h
n
o
lo
g
ical
b
ar
r
ier
s
r
em
ai
n
a
k
ey
c
o
n
ce
r
n
,
as
m
an
y
eld
e
r
ly
in
d
iv
id
u
al
s
s
tr
u
g
g
le
to
ad
ap
t
t
o
d
i
g
ital
to
o
ls
d
u
e
t
o
lim
ite
d
ex
p
er
ien
ce
,
r
e
d
u
ce
d
s
elf
-
ef
f
icac
y
,
an
d
ag
e
-
r
elate
d
co
g
n
itiv
e
ch
an
g
es
[
1
2
]
,
[
1
3
]
.
I
n
ad
d
itio
n
,
n
eg
ativ
e
s
o
cieta
l
attitu
d
es,
in
clu
d
in
g
a
g
e
-
r
elate
d
s
ter
eo
ty
p
es,
m
a
y
u
n
d
er
m
in
e
th
e
o
ld
er
ad
u
lts
’
co
n
f
id
e
n
c
e
an
d
p
ar
ticip
atio
n
[
1
1
]
,
[
1
2
]
.
Fu
r
t
h
er
m
o
r
e,
ex
is
tin
g
p
r
o
g
r
am
s
o
f
ten
lack
f
le
x
ib
i
lity
an
d
in
clu
s
iv
ity
,
with
lim
it
ed
ad
ap
tatio
n
to
th
e
d
iv
er
s
e
n
ee
d
s
an
d
lear
n
i
n
g
p
r
ef
er
en
ce
s
o
f
eld
e
r
ly
p
ar
ticip
an
ts
[
4
]
,
[
7
]
.
E
m
o
tio
n
al
f
ac
to
r
s
s
u
ch
as
a
n
x
iety
an
d
f
ea
r
o
f
f
ailu
r
e
m
a
y
also
af
f
ec
t
th
eir
en
g
ag
e
m
en
t in
i
n
ter
g
en
e
r
atio
n
al
s
ettin
g
s
[
1
4
]
.
Fu
r
th
er
m
o
r
e
,
wh
ile
b
ib
lio
m
et
r
ic
s
tu
d
ies
h
av
e
b
ee
n
wid
ely
u
s
ed
to
m
a
p
r
esear
c
h
tr
e
n
d
s
[
1
5
]
,
[
1
6
]
,
th
ey
o
f
ten
lack
s
tr
ateg
ic
in
te
r
p
r
etatio
n
th
at
ca
n
in
f
o
r
m
p
r
ac
tice
an
d
p
o
licy
.
Similar
ly
,
SW
OT
an
aly
s
i
s
i
s
co
m
m
o
n
l
y
ap
p
lied
in
ed
u
ca
t
io
n
al
r
esear
ch
b
u
t
r
ar
ely
in
t
eg
r
ated
with
b
ib
lio
m
etr
ic
ev
id
en
ce
.
T
h
is
s
tu
d
y
ad
d
r
ess
es
th
is
g
ap
b
y
co
m
b
in
in
g
b
o
th
ap
p
r
o
ac
h
es,
o
f
f
er
in
g
a
n
o
v
el
b
ib
lio
m
etr
ic
SW
OT
(
B
S
W
OT
)
p
er
s
p
ec
tiv
e
th
at
n
o
t
o
n
l
y
id
en
tifie
s
in
f
lu
en
tial
s
tu
d
ies
b
u
t
a
ls
o
tr
an
s
lates
f
in
d
in
g
s
in
to
s
tr
ateg
ic
in
s
ig
h
ts
f
o
r
im
p
lem
en
tatio
n
[
1
7
]
.
Giv
en
t
h
ese
g
ap
s
,
th
er
e
is
an
u
r
g
en
t
n
ee
d
f
o
r
a
s
tr
u
ctu
r
ed
,
s
tr
ateg
i
c
ev
alu
atio
n
o
f
I
GL
th
at
g
o
es
b
ey
o
n
d
d
escr
ip
tiv
e
an
aly
s
is
.
T
h
is
s
tu
d
y
em
p
l
o
y
s
a
B
SW
OT
ap
p
r
o
ac
h
to
a
n
aly
ze
h
ig
h
-
im
p
ac
t
liter
atu
r
e
an
d
g
en
e
r
ate
ac
tio
n
ab
le
in
s
ig
h
ts
.
B
y
lin
k
i
n
g
em
p
ir
ical
f
in
d
in
g
s
t
o
s
tr
ateg
ic
d
i
m
en
s
io
n
s
,
th
e
s
tu
d
y
p
r
o
v
id
es
d
ir
ec
t
im
p
licatio
n
s
f
o
r
e
d
u
ca
tio
n
al
p
r
ac
tice,
p
r
o
g
r
am
d
esig
n
,
a
n
d
p
o
licy
d
ev
elo
p
m
en
t
i
n
th
e
im
p
lem
en
tatio
n
o
f
I
GL
.
T
h
is
s
tu
d
y
is
g
u
id
e
d
b
y
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
−
W
h
at
ar
e
th
e
m
o
s
t in
f
lu
en
tial
s
tu
d
ies s
h
ap
in
g
I
GL
in
eld
e
r
ly
ed
u
ca
tio
n
?
−
W
h
at
SW
OT
ch
ar
ac
ter
ize
cu
r
r
en
t I
GL
r
esear
ch
?
−
Ho
w
ca
n
th
ese
f
in
d
in
g
s
in
f
o
r
m
s
tr
u
ctu
r
ed
a
n
d
s
ca
lab
le
ap
p
r
o
ac
h
es to
eld
er
ly
ed
u
ca
tio
n
?
B
ey
o
n
d
m
eth
o
d
o
lo
g
ical
in
te
g
r
atio
n
,
th
is
s
tu
d
y
co
n
tr
i
b
u
te
s
n
ew
s
tr
ateg
ic
in
s
ig
h
ts
b
y
id
en
tify
in
g
r
ec
u
r
r
in
g
in
te
g
r
ativ
e
p
atter
n
s
ac
r
o
s
s
h
ig
h
-
im
p
ac
t
I
GL
r
esear
ch
.
Sp
ec
if
ically
,
th
e
f
in
d
in
g
s
r
ev
ea
l
th
at
s
u
cc
ess
f
u
l
I
GL
im
p
lem
en
tatio
n
d
ep
e
n
d
s
o
n
th
e
in
ter
ac
tio
n
o
f
th
r
ee
in
ter
c
o
n
n
ec
te
d
d
im
en
s
i
o
n
s
:
p
s
y
ch
o
lo
g
ical
r
ea
d
in
ess
,
p
ed
ag
o
g
ical
s
tr
u
ctu
r
e,
an
d
tech
n
o
lo
g
ical
ad
ap
tab
i
lity
.
T
h
ese
d
im
en
s
io
n
s
h
av
e
o
f
ten
b
ee
n
ex
am
in
e
d
s
ep
ar
ately
in
p
r
e
v
io
u
s
s
tu
d
ies
b
u
t
r
a
r
ely
s
y
n
th
esized
i
n
to
a
u
n
if
ied
s
tr
ateg
ic
p
er
s
p
ec
tiv
e
[
4
]
,
[
1
2
]
.
T
h
u
s
,
t
h
is
s
tu
d
y
p
r
o
p
o
s
es
th
at
e
f
f
ec
tiv
e
eld
er
ly
lear
n
i
n
g
i
n
itiativ
es
r
eq
u
ir
e
b
alan
ce
d
in
teg
r
atio
n
ac
r
o
s
s
th
ese
d
im
en
s
io
n
s
r
ath
er
th
an
is
o
lated
in
ter
v
en
tio
n
ap
p
r
o
ac
h
es.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
ad
o
p
ts
a
b
ib
lio
m
etr
ic
-
d
r
iv
en
a
n
aly
tical
d
esig
n
,
in
teg
r
ated
with
a
q
u
alitativ
e
SW
OT
f
r
am
ewo
r
k
,
to
ex
am
i
n
e
I
GL
as
a
m
ea
n
s
o
f
en
h
an
cin
g
eld
er
ly
lear
n
in
g
ab
ilit
y
[
1
8
]
.
T
h
e
r
esear
ch
f
o
llo
ws
a
s
eq
u
en
tial
ap
p
r
o
ac
h
,
with
b
i
b
lio
m
etr
ic
p
er
f
o
r
m
an
ce
a
n
aly
s
is
s
er
v
in
g
as
th
e
b
asis
f
o
r
s
u
b
s
eq
u
en
t
q
u
alitativ
e
in
ter
p
r
etatio
n
,
en
s
u
r
in
g
th
at
in
s
ig
h
ts
ar
e
g
r
o
u
n
d
ed
in
h
ig
h
-
im
p
ac
t
s
ch
o
lar
ly
e
v
id
en
ce
[
1
7
]
.
T
o
e
n
h
an
ce
tr
an
s
p
ar
en
cy
an
d
r
ep
licab
ilit
y
,
th
e
s
elec
tio
n
o
f
in
f
lu
en
tial
p
u
b
licatio
n
s
was
b
ased
o
n
citat
io
n
co
u
n
ts
d
er
iv
ed
f
r
o
m
Sco
p
u
s
p
er
f
o
r
m
an
ce
an
aly
s
is
.
On
ly
th
e
to
p
1
0
m
o
s
t
-
cited
ar
ticles
wer
e
i
n
clu
d
ed
,
as
th
ey
r
ep
r
esen
t
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
.
4
,
Au
g
u
s
t
20
26
:
3
0
8
6
-
3
0
9
8
3088
h
ig
h
-
im
p
ac
t
co
n
tr
ib
u
tio
n
s
s
h
ap
in
g
th
e
f
ield
’
s
in
tellectu
al
s
tr
u
ctu
r
e
[
1
9
]
.
T
h
is
p
u
r
p
o
s
iv
e
s
am
p
lin
g
en
s
u
r
es
th
at
th
e
SW
OT
an
aly
s
i
s
i
s
g
r
o
u
n
d
ed
in
au
th
o
r
itativ
e
an
d
wid
ely
r
ec
o
g
n
ized
s
tu
d
ies.
T
h
e
ev
id
en
ce
in
th
is
s
tu
d
y
is
b
ased
o
n
citatio
n
-
d
r
iv
en
b
ib
li
o
m
etr
ic
d
ata
a
n
d
q
u
alitativ
e
th
em
atic
s
y
n
th
esis
,
en
s
u
r
in
g
th
a
t
in
ter
p
r
etatio
n
s
ar
e
g
r
o
u
n
d
ed
i
n
h
ig
h
-
im
p
ac
t sch
o
l
ar
ly
co
n
tr
i
b
u
tio
n
s
.
Nev
er
th
eless
,
th
e
au
th
o
r
s
a
ck
n
o
wled
g
e
th
at
citatio
n
-
d
r
i
v
en
s
elec
tio
n
m
a
y
in
tr
o
d
u
c
e
b
ias
b
y
p
r
io
r
itizin
g
h
i
g
h
ly
v
is
ib
le
p
u
b
licatio
n
s
o
v
er
em
e
r
g
in
g
s
tu
d
ies
with
lo
wer
citatio
n
co
u
n
ts
[
1
8
]
.
As
s
u
ch
,
th
e
f
in
d
in
g
s
s
h
o
u
l
d
b
e
in
ter
p
r
eted
as
r
ef
lectin
g
d
o
m
in
a
n
t
a
n
d
in
f
lu
e
n
tial
s
ch
o
lar
ly
p
er
s
p
ec
tiv
es
r
ath
er
th
an
r
ep
r
esen
tin
g
th
e
en
tire
t
y
o
f
I
GL
r
esear
ch
[
1
5
]
.
I
t
is
im
p
o
r
tan
t
to
n
o
te
th
at
t
h
is
s
tu
d
y
a
d
o
p
ts
an
e
x
p
lo
r
at
o
r
y
s
tr
ateg
ic
s
y
n
th
esis
ap
p
r
o
ac
h
.
T
h
e
s
elec
tio
n
o
f
th
e
to
p
ten
m
o
s
t
-
cited
ar
ticles
is
g
r
o
u
n
d
e
d
in
th
e
b
ib
lio
m
etr
ic
ass
u
m
p
tio
n
th
at
h
ig
h
ly
cited
p
u
b
licatio
n
s
r
ep
r
esen
t
in
f
lu
en
tial
k
n
o
wled
g
e
s
o
u
r
ce
s
th
at
s
h
ap
e
th
e
in
tellectu
al
d
ev
elo
p
m
e
n
t
o
f
a
f
ield
[
2
0
]
,
[
2
1
]
.
T
h
ese
s
tu
d
ies
o
f
ten
s
er
v
e
as
f
o
u
n
d
atio
n
al
r
ef
er
en
ce
s
,
g
u
id
in
g
s
u
b
s
eq
u
en
t
r
esear
ch
d
ir
ec
tio
n
s
,
th
e
o
r
etica
l
d
is
cu
s
s
io
n
s
,
an
d
p
r
ac
tical
ap
p
licatio
n
s
.
T
h
e
f
ir
s
t
p
h
ase
u
tili
ze
s
th
e
Sco
p
u
s
d
atab
ase
to
r
etr
iev
e
r
ele
v
an
t
liter
atu
r
e,
g
iv
en
its
co
m
p
r
eh
en
s
iv
e
co
v
er
ag
e
o
f
p
ee
r
-
r
e
v
iewe
d
p
u
b
licatio
n
s
[
2
2
]
,
[
2
3
]
.
A
s
tr
u
ctu
r
ed
s
ea
r
ch
s
tr
in
g
is
ap
p
lied
,
f
o
llo
wed
b
y
d
ata
s
cr
ee
n
in
g
to
r
em
o
v
e
ir
r
elev
an
t
an
d
d
u
p
licate
r
ec
o
r
d
s
.
A
d
o
cu
m
en
t
an
aly
s
is
is
th
en
co
n
d
u
cted
to
id
en
tify
th
e
m
o
s
t
in
f
lu
en
tial
s
tu
d
ies
in
th
e
f
ield
[
2
4
]
,
[
2
5
]
.
C
itatio
n
co
u
n
ts
ar
e
u
s
ed
as
in
d
icato
r
s
o
f
s
ch
o
lar
ly
im
p
ac
t,
en
ab
lin
g
th
e
s
elec
tio
n
o
f
th
e
to
p
ten
m
o
s
t
cited
ar
ticles,
w
h
ich
r
ep
r
esen
t
f
o
u
n
d
atio
n
al
co
n
tr
ib
u
tio
n
s
to
I
GL
an
d
eld
er
ly
ed
u
ca
tio
n
[
2
0
]
.
I
n
th
e
s
ec
o
n
d
p
h
ase,
a
q
u
alita
tiv
e
SW
OT
an
aly
s
is
is
p
er
f
o
r
m
ed
b
ased
o
n
th
e
s
elec
ted
ar
ticles
[
2
6
]
.
T
h
e
SW
OT
f
r
am
ewo
r
k
ca
teg
o
r
izes
f
in
d
in
g
s
in
t
o
s
tr
en
g
th
s
,
wea
k
n
ess
es,
o
p
p
o
r
tu
n
ities
,
an
d
th
r
ea
ts
,
allo
win
g
f
o
r
a
s
tr
u
ctu
r
e
d
ev
alu
atio
n
o
f
b
o
th
in
ter
n
al
ch
ar
ac
ter
is
tics
(
p
ed
ag
o
g
ical
ef
f
ec
tiv
e
n
ess
,
lear
n
er
en
g
ag
em
en
t
)
an
d
e
x
ter
n
al
f
ac
to
r
s
(
tec
h
n
o
lo
g
ical
tr
en
d
s
,
s
o
cieta
l
attitu
d
es)
in
f
l
u
en
cin
g
eld
er
l
y
le
ar
n
in
g
[
2
7
]
,
[
2
8
]
.
A
th
em
atic
ex
tr
ac
tio
n
p
r
o
ce
s
s
is
em
p
lo
y
ed
to
co
d
e
an
d
s
y
n
th
esize
k
ey
in
s
ig
h
ts
ac
r
o
s
s
th
e
a
r
ticles.
T
h
e
S
W
OT
ca
teg
o
r
izatio
n
was
co
n
d
u
cte
d
th
r
o
u
g
h
a
th
em
atic
co
d
in
g
p
r
o
ce
s
s
[
1
9
]
.
Key
f
in
d
in
g
s
,
d
is
cu
s
s
io
n
s
,
an
d
co
n
clu
s
io
n
s
f
r
o
m
ea
c
h
s
elec
ted
ar
ticle
wer
e
s
y
s
tem
atica
lly
e
x
tr
ac
ted
an
d
c
o
d
ed
in
t
o
SW
O
T
.
C
r
o
s
s
-
v
alid
atio
n
was
p
er
f
o
r
m
ed
b
y
co
m
p
a
r
in
g
p
atter
n
s
ac
r
o
s
s
s
tu
d
ies
to
en
s
u
r
e
co
n
s
is
ten
cy
an
d
r
ed
u
ce
s
u
b
jectiv
e
b
ias.
B
y
in
teg
r
atin
g
b
ib
lio
m
etr
ic
p
er
f
o
r
m
an
ce
a
n
aly
s
is
with
SW
OT
-
b
ased
an
aly
s
is
,
th
is
s
tu
d
y
p
r
o
v
id
es
a
s
y
s
tem
atic,
ev
id
en
ce
-
in
f
o
r
m
ed
o
v
er
v
iew
o
f
th
e
f
ield
[
2
9
]
.
T
h
e
ap
p
r
o
ac
h
h
ig
h
lig
h
ts
k
ey
tr
en
d
s
,
id
en
tifie
s
r
esear
ch
g
ap
s
,
a
n
d
o
f
f
er
s
s
tr
ateg
ic
in
s
ig
h
ts
f
o
r
im
p
r
o
v
i
n
g
I
G
L
p
r
ac
tices a
n
d
p
o
licies f
o
r
el
d
er
ly
lear
n
e
r
s
[
3
0
]
.
2
.
1
.
Sea
rc
h
s
t
ra
t
eg
y
T
h
e
in
clu
s
io
n
cr
iter
ia
f
o
r
th
is
b
ib
lio
m
etr
ic
an
aly
s
is
,
as
p
r
esen
ted
in
T
ab
le
1
,
wer
e
ca
r
ef
u
ll
y
d
ef
in
e
d
to
en
s
u
r
e
th
e
s
elec
tio
n
o
f
r
elev
an
t,
h
ig
h
-
q
u
ality
,
an
d
r
ec
en
t
s
tu
d
ies
o
n
I
GL
an
d
eld
er
ly
ed
u
ca
tio
n
[
2
1
]
.
T
h
e
d
ata
wer
e
r
etr
iev
ed
ex
cl
u
s
iv
ely
f
r
o
m
t
h
e
Sco
p
u
s
d
atab
a
s
e,
g
iv
en
its
co
m
p
r
eh
e
n
s
iv
e
co
v
e
r
ag
e
o
f
p
ee
r
-
r
ev
iewe
d
liter
atu
r
e
[
2
3
]
.
T
h
e
s
ea
r
ch
was
lim
ited
to
p
u
b
licat
io
n
s
b
etwe
en
2
0
2
1
an
d
2
0
2
5
t
o
ca
p
tu
r
e
th
e
m
o
s
t
cu
r
r
en
t
d
ev
elo
p
m
en
ts
in
th
e
f
i
eld
.
A
s
tr
u
ctu
r
e
d
s
ea
r
ch
s
tr
in
g
was
ap
p
lied
with
in
t
h
e
T
I
T
L
E
-
AB
S
-
KE
Y
f
ield
s
u
s
in
g
th
e
k
ey
wo
r
d
s
(
“in
ter
g
en
er
atio
n
*
”)
AND
(
“lea
r
n
*
”
O
R
“tea
ch
*
”)
AND
(
“e
ld
er
*
”
O
R
“o
ld
*
”)
to
en
s
u
r
e
co
n
ce
p
tu
al
r
elev
an
ce
.
On
ly
jo
u
r
n
al
ar
ticles
wr
itten
in
E
n
g
li
s
h
wer
e
in
clu
d
e
d
to
m
ain
tain
ac
ad
em
ic
r
ig
o
r
an
d
co
n
s
is
ten
cy
.
Ad
d
itio
n
ally
,
th
e
s
elec
tio
n
was
r
estricte
d
to
o
p
en
-
ac
ce
s
s
p
u
b
licatio
n
s
,
en
ab
lin
g
f
u
ll
-
tex
t
ac
ce
s
s
f
o
r
d
etailed
a
n
aly
s
is
an
d
en
s
u
r
in
g
tr
an
s
p
ar
e
n
cy
in
t
h
e
b
ib
lio
m
etr
ic
an
d
s
u
b
s
eq
u
en
t SW
OT
ev
alu
atio
n
s
.
T
ab
le
1
.
I
n
clu
s
io
n
cr
iter
ia
f
o
r
b
ib
lio
m
etr
ic
an
aly
s
is
S
c
o
p
u
s
d
a
t
a
b
a
se
A
l
l
Ti
me
p
e
r
i
o
d
2
0
2
1
t
o
2
0
2
5
S
e
a
r
c
h
f
i
e
l
d
TI
TLE
-
A
B
S
-
K
EY
S
e
a
r
c
h
k
e
y
w
o
r
d
s
(
“
i
n
t
e
r
g
e
n
e
r
a
t
i
o
n
*
”
)
A
N
D
(
“
l
e
a
r
n
*
”
O
R
“
t
e
a
c
h
*
”
)
A
N
D
(
“
e
l
d
e
r
*
”
O
R
“
o
l
d
*
”
)
D
o
c
u
me
n
t
t
y
p
e
s
A
r
t
i
c
l
e
La
n
g
u
a
g
e
En
g
l
i
sh
O
p
e
n
a
c
c
e
ss
A
l
l
o
p
e
n
a
c
c
e
ss
T
ab
le
1
o
u
tlin
es
th
e
s
tr
u
ctu
r
ed
in
clu
s
io
n
cr
iter
ia
ap
p
lied
in
th
is
s
tu
d
y
,
en
s
u
r
in
g
t
h
e
s
elec
tio
n
o
f
r
ec
en
t,
r
ele
v
an
t,
a
n
d
h
ig
h
-
q
u
ality
p
u
b
licatio
n
s
.
T
h
e
cr
it
er
ia
r
ef
lect
a
d
elib
er
ate
f
o
c
u
s
o
n
co
n
tem
p
o
r
ar
y
d
ev
elo
p
m
e
n
ts
in
I
GL
an
d
eld
er
ly
ed
u
ca
tio
n
,
p
ar
ticu
lar
ly
in
p
ee
r
-
r
ev
iewe
d
,
ac
ce
s
s
ib
le
r
esear
ch
.
T
h
e
ar
ticle
s
elec
tio
n
p
r
o
ce
s
s
f
o
llo
wed
th
e
p
r
ef
er
r
ed
r
ep
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
-
a
n
aly
s
es
(
PR
I
SMA
)
f
lo
wch
ar
t
to
en
s
u
r
e
tr
an
s
p
ar
e
n
cy
an
d
s
y
s
tem
atic
f
ilter
in
g
.
I
n
itially
,
1
,
5
0
5
r
ec
o
r
d
s
wer
e
id
en
tifie
d
f
r
o
m
t
h
e
Sco
p
u
s
d
atab
ase.
Af
te
r
ap
p
ly
in
g
th
e
tim
e
f
r
a
m
e
cr
iter
io
n
(
2
0
2
1
-
2
0
2
5
)
,
1
,
0
1
1
r
ec
o
r
d
s
wer
e
ex
clu
d
e
d
.
T
h
e
r
em
ain
in
g
4
9
4
r
ec
o
r
d
s
wer
e
s
cr
ee
n
ed
b
ased
o
n
d
o
cu
m
e
n
t
ty
p
e,
r
esu
ltin
g
i
n
th
e
ex
clu
s
io
n
o
f
3
9
n
o
n
-
r
esear
ch
ar
ticles.
Su
b
s
eq
u
en
tly
,
4
5
5
f
u
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ies
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i
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ies
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etain
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f
o
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r
t
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aly
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is
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Fig
u
r
e
1
illu
s
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ates
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y
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atic
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cr
ee
n
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g
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atin
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ig
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ilter
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ased
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ed
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it
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ec
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d
s
to
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6
2
f
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h
ig
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is
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u
r
e
1
.
PR
I
SMA
f
lo
wch
ar
t
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
P
er
f
o
r
m
a
nce
a
na
ly
s
is
T
h
e
p
er
f
o
r
m
an
ce
an
aly
s
is
id
en
tifie
d
th
e
to
p
10
m
o
s
t
cited
ar
ticles.
T
ab
le
2
r
ef
lects
th
e
m
o
s
t
in
f
lu
en
tial
co
n
tr
ib
u
tio
n
s
to
I
GL
an
d
eld
er
ly
ed
u
ca
tio
n
r
es
ea
r
ch
.
T
h
e
m
o
s
t
cited
s
tu
d
y
b
y
Kö
ttl
et
a
l
.
[
3
1
]
(
1
2
9
citatio
n
s
)
h
ig
h
lig
h
ts
in
t
er
n
alize
d
ag
eism
as
a
cr
itica
l
p
s
y
ch
o
lo
g
ical
b
ar
r
ier
to
te
ch
n
o
lo
g
y
a
d
o
p
tio
n
am
o
n
g
th
e
eld
e
r
ly
,
in
d
icatin
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th
e
im
p
o
r
tan
ce
o
f
ad
d
r
ess
in
g
s
elf
-
p
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ce
p
tio
n
in
lear
n
in
g
co
n
tex
ts
.
O
th
er
s
tu
d
ies
[
3
2
]
,
[
3
3
]
f
u
r
th
er
em
p
h
asize
t
h
e
r
o
le
o
f
s
tr
u
ctu
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e
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ed
u
ca
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ap
p
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o
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es,
p
ar
ticu
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ly
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i
n
teg
r
atin
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er
iatr
ic
ed
u
ca
tio
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d
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ter
g
e
n
er
atio
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al
s
tr
ateg
ies
to
b
r
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th
e
d
i
g
ital
d
iv
id
e.
T
h
is
p
atter
n
i
n
d
icate
s
th
at
cu
r
r
en
t
r
esear
ch
is
s
tr
o
n
g
ly
o
r
ien
ted
to
war
d
s
ad
d
r
ess
in
g
b
o
th
p
s
y
ch
o
lo
g
ical
(
ag
eism)
an
d
tec
h
n
o
lo
g
ical
(
d
ig
ital
d
iv
id
e)
b
a
r
r
ier
s
,
s
u
g
g
esti
n
g
a
d
u
al
f
o
c
u
s
th
at
d
ef
in
es th
e
c
o
n
tem
p
o
r
ar
y
tr
ajec
to
r
y
o
f
I
GL
r
e
s
ea
r
ch
.
T
ab
le
2
p
r
esen
ts
th
e
m
o
s
t
in
f
l
u
en
tial
s
tu
d
ies
b
y
citatio
n
co
u
n
t,
h
ig
h
lig
h
tin
g
th
e
f
o
u
n
d
atio
n
al
wo
r
k
s
s
h
ap
in
g
th
e
f
ield
.
T
h
ese
s
tu
d
ie
s
s
er
v
e
as
th
e
em
p
ir
ical
b
asis
f
o
r
th
e
s
u
b
s
eq
u
e
n
t
SW
OT
an
aly
s
is
,
en
s
u
r
in
g
th
at
th
e
f
in
d
in
g
s
a
r
e
g
r
o
u
n
d
ed
in
h
ig
h
-
im
p
ac
t
s
ch
o
lar
ly
co
n
t
r
ib
u
t
io
n
s
.
Sev
er
al
s
tu
d
ies
f
o
c
u
s
o
n
th
e
b
r
o
a
d
er
s
o
cial
an
d
well
-
b
ein
g
im
p
ac
ts
o
f
i
n
ter
g
en
er
atio
n
al
en
g
ag
em
en
t.
C
am
p
b
ell
et
a
l
.
[
3
4
]
p
r
o
v
id
e
a
co
m
p
r
eh
en
s
iv
e
m
ap
p
in
g
r
e
v
iew
d
em
o
n
s
tr
atin
g
th
e
p
o
s
itiv
e
ef
f
ec
ts
o
f
in
ter
g
en
er
atio
n
al
p
r
o
g
r
am
s
o
n
m
en
tal
an
d
s
o
cial
well
-
b
ein
g
,
wh
ile
Pit
et
a
l
.
[
3
5
]
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
ad
ap
ti
v
e
lear
n
in
g
in
r
esp
o
n
s
e
to
g
lo
b
al
ch
allen
g
es
s
u
ch
as
C
OVI
D
-
1
9
.
Ad
d
itio
n
ally
,
Miller
et
a
l
.
[
3
6
]
p
r
esen
t
em
p
i
r
ical
ev
id
en
ce
o
n
t
h
e
ef
f
ec
tiv
e
n
ess
o
f
c
o
m
m
u
n
ity
-
en
g
ag
ed
d
ig
ital liter
ac
y
tr
ain
in
g
f
o
r
l
o
w
-
in
co
m
e
eld
er
ly
.
Oth
er
h
ig
h
ly
cited
wo
r
k
s
ex
t
en
d
th
e
u
n
d
er
s
tan
d
in
g
o
f
in
t
er
g
en
er
atio
n
al
in
f
lu
en
ce
b
ey
o
n
d
d
ir
ec
t
lear
n
in
g
co
n
tex
ts
.
Fo
r
in
s
tan
ce
,
Ma
et
a
l
.
[
3
7
]
estab
lis
h
a
lin
k
b
etwe
en
o
f
f
s
p
r
in
g
ed
u
ca
tio
n
an
d
el
d
er
ly
co
g
n
itiv
e
o
u
tco
m
es,
wh
ile
B
is
was
[
3
8
]
an
d
J
o
n
es
an
d
L
u
c
as
[
3
9
]
h
ig
h
lig
h
t
th
e
e
m
er
g
in
g
r
o
le
o
f
y
o
u
n
g
e
r
g
en
er
atio
n
s
as
k
n
o
wled
g
e
co
n
tr
ib
u
to
r
s
.
Alth
o
u
g
h
Pin
g
a
u
lt
et
a
l
.
[
4
0
]
a
d
o
p
t
a
g
en
etic
p
er
s
p
ec
tiv
e,
it
r
ei
n
f
o
r
ce
s
th
e
s
ig
n
if
ican
ce
o
f
in
ter
g
en
er
atio
n
al
in
f
lu
e
n
ce
.
C
o
llectiv
ely
,
th
ese
s
tu
d
ies
d
em
o
n
s
tr
ate
th
at
I
GL
is
m
u
ltifa
ce
ted
,
en
c
o
m
p
ass
in
g
p
s
y
ch
o
lo
g
ical,
ed
u
ca
tio
n
al,
s
o
ci
al,
an
d
co
n
tex
tu
al
d
im
e
n
s
io
n
s
.
1
,
5
0
5
r
e
c
o
rd
s we
re
id
e
n
ti
fied
th
ro
u
g
h
S
c
o
p
u
s
d
a
tab
a
se
1
,
0
1
1
re
c
o
rd
s we
re
n
o
t
wit
h
in
202
1
to
2
0
2
5
39
r
e
c
o
r
d
s we
re
e
x
c
lu
d
e
d
-
No
t
re
se
a
rc
h
a
rti
c
le
494
re
c
o
rd
s sc
re
e
n
e
d
b
y
d
o
c
u
m
e
n
t
ty
p
e
s
455
fu
l
l
-
tex
t
a
rti
c
les
a
ss
e
ss
e
d
fo
r
e
li
g
i
b
il
i
ty
262
stu
d
ies
in
c
l
u
d
e
d
fo
r
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n
a
ly
sis
El
ig
i
b
il
it
y
Id
e
n
tifi
c
a
tio
n
Scr
e
e
n
in
g
In
c
lu
d
e
d
193
fu
l
l
-
tex
t
a
rti
c
les
e
x
c
l
u
d
e
d
,
with
re
a
so
n
s
-
No
t
En
g
li
s
h
lan
g
u
a
g
e
-
No
t
a
ll
o
p
e
n
a
c
c
e
ss
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
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c
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Vo
l
.
15
,
No
.
4
,
Au
g
u
s
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20
26
:
3
0
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6
-
3
0
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8
3090
T
h
e
o
v
er
lay
v
is
u
aliza
tio
n
,
as
s
h
o
wn
in
Fig
u
r
e
2
g
en
er
ate
d
u
s
in
g
VOSv
iewe
r
r
ev
ea
ls
th
e
tem
p
o
r
al
ev
o
lu
tio
n
o
f
r
esear
ch
tr
en
d
s
in
I
GL
an
d
eld
er
ly
ed
u
ca
ti
o
n
.
E
ar
lier
s
tu
d
ies
(
in
d
icate
d
b
y
d
ar
k
er
co
l
o
r
s
)
p
r
im
ar
ily
f
o
cu
s
ed
o
n
f
o
u
n
d
atio
n
al
is
s
u
es
s
u
ch
as
ag
ein
g
,
c
o
g
n
itio
n
,
an
d
s
o
cial
i
n
ter
ac
tio
n
,
r
e
f
lectin
g
i
n
itial
co
n
ce
r
n
s
ab
o
u
t
eld
e
r
ly
well
-
b
ein
g
[
3
1
]
,
[
3
7
]
.
Mo
r
e
r
ec
en
t
p
u
b
licatio
n
s
(
h
ig
h
lig
h
ted
in
lig
h
ter
c
o
lo
r
s
)
d
em
o
n
s
tr
ate
a
clea
r
s
h
if
t
to
war
d
s
th
em
es
s
u
ch
as
d
ig
ital
liter
ac
y
,
tech
n
o
lo
g
y
ad
o
p
ti
o
n
,
I
GL
,
a
n
d
s
o
cial
in
clu
s
io
n
,
in
d
icatin
g
th
e
g
r
o
wi
n
g
im
p
o
r
tan
ce
o
f
tech
n
o
lo
g
ica
l e
n
g
ag
em
e
n
t a
m
o
n
g
th
e
eld
e
r
ly
[
3
3
]
,
[
3
6
]
.
Ad
d
itio
n
ally
,
e
m
er
g
in
g
to
p
ic
s
r
elate
d
to
co
m
m
u
n
ity
-
b
ased
in
ter
v
e
n
tio
n
s
a
n
d
y
o
u
t
h
in
v
o
lv
em
en
t
r
ef
lect
an
in
c
r
ea
s
in
g
em
p
h
asis
o
n
ap
p
lied
an
d
p
ar
ticip
ato
r
y
lear
n
in
g
ap
p
r
o
ac
h
es
[
3
4
]
,
[
3
8
]
.
Ov
er
all,
t
h
e
o
v
er
lay
tr
en
d
illu
s
tr
ates
a
tr
an
s
itio
n
f
r
o
m
g
en
er
al
ag
ei
n
g
co
n
ce
r
n
s
to
m
o
r
e
tar
g
ete
d
,
s
o
lu
tio
n
-
d
r
i
v
en
r
esear
ch
th
at
ad
d
r
ess
es
th
e
d
ig
ital
d
iv
i
d
e
an
d
en
h
a
n
ce
s
eld
er
ly
lear
n
i
n
g
th
r
o
u
g
h
in
ter
g
en
er
atio
n
al
s
tr
ateg
ies.
T
h
is
s
h
if
t
r
ef
lects
a
tr
an
s
itio
n
f
r
o
m
d
escr
ip
tiv
e
ag
ein
g
s
tu
d
ies
to
s
o
lu
tio
n
-
o
r
ien
te
d
,
in
ter
v
e
n
tio
n
-
b
ased
r
esear
c
h
,
h
ig
h
lig
h
tin
g
th
e
g
r
o
win
g
im
p
o
r
tan
ce
o
f
ap
p
lied
i
n
ter
g
en
e
r
atio
n
al
s
tr
ateg
ies f
o
r
ad
d
r
ess
in
g
r
ea
l
-
wo
r
ld
lear
n
in
g
ch
allen
g
es.
T
ab
le
2
.
T
o
p
10
m
o
s
t c
ited
d
o
cu
m
en
ts
N
o
.
A
u
t
h
o
r
(
s)
Ti
t
l
e
N
o
.
o
f
c
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51
3.
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[
3
3
]
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[
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[
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[
3
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2
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1
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Str
eng
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a.
E
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a
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cin
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d
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ital
an
d
life
l
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k
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I
GL
p
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s
a
cr
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r
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tec
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[
3
3
]
.
T
h
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ca
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ly
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ac
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d
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a
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ab
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y
am
o
n
g
th
e
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er
l
y
[
3
7
]
.
b.
Pro
m
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co
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itiv
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[
3
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Evaluation Warning : The document was created with Spire.PDF for Python.
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2
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2
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Wea
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I
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[
3
1
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.
T
h
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s
elf
-
p
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c
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tio
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f
ten
r
ei
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co
m
m
u
n
ity
-
b
ased
co
n
tex
ts
m
ay
n
o
t
ea
s
ily
tr
an
s
lat
e
in
to
u
r
b
an
o
r
in
s
titu
tio
n
al
en
v
ir
o
n
m
en
ts
[
3
3
]
.
Ad
d
itio
n
ally
,
th
er
e
is
a
lack
o
f
co
m
p
r
eh
e
n
s
iv
e
f
r
am
ewo
r
k
s
o
r
s
tan
d
ar
d
ized
m
o
d
els
g
u
id
in
g
th
e
d
esig
n
,
im
p
lem
en
tatio
n
,
an
d
e
v
alu
atio
n
o
f
I
GL
in
itiativ
es.
T
h
is
r
esu
l
ts
in
in
co
n
s
is
ten
t
p
r
o
g
r
am
q
u
a
lity
an
d
o
u
tco
m
es.
W
ith
o
u
t c
lear
g
u
id
elin
es a
n
d
s
ca
lab
le
s
tr
u
ctu
r
es,
th
e
b
r
o
ad
er
ad
o
p
tio
n
an
d
im
p
ac
t o
f
I
GL
r
e
m
ain
co
n
s
tr
ain
ed
.
3
.
2
.
3
.
O
pp
o
rt
un
it
ies
a.
I
n
teg
r
atio
n
in
to
f
o
r
m
al
an
d
in
f
o
r
m
al
e
d
u
ca
tio
n
s
y
s
tem
s
T
h
er
e
is
a
g
r
o
win
g
o
p
p
o
r
tu
n
ity
to
em
b
ed
I
GL
with
in
f
o
r
m
al
ed
u
ca
tio
n
s
y
s
tem
s
,
p
ar
ticu
lar
l
y
th
r
o
u
g
h
cu
r
r
icu
lu
m
in
n
o
v
atio
n
an
d
g
er
iatr
ic
ed
u
ca
tio
n
in
itiativ
es.
E
x
p
a
n
d
in
g
ed
u
ca
tio
n
al
f
r
a
m
ewo
r
k
s
to
in
clu
d
e
in
ter
g
en
er
atio
n
al
co
m
p
o
n
en
ts
ca
n
en
h
an
ce
b
o
th
s
tu
d
en
ts
’
a
n
d
th
e
eld
er
ly
’
s
lear
n
in
g
ex
p
e
r
ien
ce
s
,
p
r
o
m
o
tin
g
in
clu
s
iv
ity
an
d
life
lo
n
g
lea
r
n
in
g
[
3
2
]
.
Ad
d
itio
n
ally
,
in
f
o
r
m
al
s
ettin
g
s
s
u
ch
as
co
m
m
u
n
ity
ce
n
ter
s
,
non
-
g
o
v
er
n
m
en
tal
o
r
g
a
n
izatio
n
s
(
NGOs
)
,
an
d
s
o
cial
p
r
o
g
r
a
m
s
p
r
o
v
id
e
f
le
x
ib
le
p
latf
o
r
m
s
f
o
r
im
p
lem
e
n
tin
g
I
GL
at
a
lar
g
er
s
ca
le.
T
h
e
i
n
teg
r
atio
n
o
f
f
o
r
m
al
an
d
in
f
o
r
m
al
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
en
ab
les
b
r
o
ad
e
r
r
ea
c
h
an
d
s
u
s
tain
ab
ilit
y
,
p
o
s
itio
n
in
g
I
GL
as a
k
ey
s
tr
ateg
y
f
o
r
a
d
d
r
ess
in
g
ag
ein
g
-
r
elate
d
e
d
u
ca
tio
n
al
ch
allen
g
es.
b.
L
ev
e
r
ag
in
g
y
o
u
th
as
k
n
o
wled
g
e
f
ac
ilit
ato
r
s
T
h
e
in
c
r
ea
s
in
g
r
o
le
o
f
y
o
u
n
g
e
r
g
e
n
er
atio
n
s
,
p
ar
ticu
lar
ly
Ge
n
Z
,
as
ac
tiv
e
co
n
t
r
ib
u
to
r
s
to
k
n
o
wled
g
e
ex
ch
an
g
e
p
r
esen
ts
a
v
alu
a
b
le
o
p
p
o
r
tu
n
ity
f
o
r
I
GL
d
ev
el
o
p
m
en
t.
Yo
u
n
g
p
e
o
p
le
p
o
s
s
ess
s
tr
o
n
g
d
ig
ital,
s
o
cial,
an
d
ad
ap
tiv
e
s
k
ills
th
at
ca
n
b
e
ef
f
ec
tiv
ely
tr
an
s
f
er
r
e
d
to
th
e
eld
er
ly
th
r
o
u
g
h
s
tr
u
ctu
r
e
d
in
ter
ac
tio
n
[
3
8
]
.
T
h
is
d
y
n
am
ic
n
o
t
o
n
l
y
en
h
a
n
ce
s
eld
er
ly
lear
n
in
g
b
u
t
also
em
p
o
wer
s
y
o
u
t
h
as
ed
u
ca
to
r
s
a
n
d
ch
an
g
e
ag
e
n
ts
.
Mo
r
eo
v
er
,
n
o
n
-
f
a
m
ilial
in
ter
g
en
er
atio
n
al
p
r
o
g
r
am
s
h
av
e
s
h
o
wn
p
o
te
n
tial
to
s
tr
en
g
t
h
en
c
o
m
m
u
n
ity
co
h
esio
n
an
d
p
r
o
m
o
te
s
h
ar
ed
lear
n
in
g
ex
p
er
ien
ce
s
[
3
4
]
.
Har
n
ess
in
g
th
is
in
ter
g
en
er
atio
n
al
s
y
n
er
g
y
ca
n
s
ig
n
if
ican
tly
ex
p
an
d
th
e
im
p
ac
t
o
f
I
GL
in
iti
ativ
es.
3
.
2
.
4
.
T
hrea
t
s
a.
R
ap
id
tech
n
o
l
o
g
ical
ad
v
an
ce
m
en
ts
an
d
d
ig
ital e
x
clu
s
io
n
R
ap
id
tech
n
o
l
o
g
ical
a
d
v
an
ce
m
en
ts
p
o
s
e
a
s
ig
n
if
ican
t
th
r
e
at
to
I
GL
’
s
ef
f
ec
tiv
e
n
ess
,
as
th
e
eld
er
ly
m
ay
s
tr
u
g
g
le
to
k
ee
p
p
ac
e
wi
th
o
n
g
o
in
g
ch
a
n
g
es
in
d
ig
ital
to
o
ls
an
d
p
latf
o
r
m
s
.
T
h
is
ca
n
lead
to
f
r
u
s
tr
atio
n
,
r
ed
u
ce
d
c
o
n
f
id
en
ce
,
an
d
ev
e
n
tu
al
d
is
en
g
ag
em
e
n
t
f
r
o
m
lear
n
i
n
g
ac
tiv
ities
[
3
5
]
.
T
h
e
wid
en
i
n
g
d
ig
ital
g
a
p
m
a
y
f
u
r
th
er
m
ar
g
in
alize
eld
e
r
ly
l
ea
r
n
er
s
if
ad
eq
u
ate
s
u
p
p
o
r
t
s
y
s
tem
s
ar
e
n
o
t
in
p
lace
.
W
ith
o
u
t
co
n
tin
u
o
u
s
ad
ap
tatio
n
o
f
I
GL
p
r
o
g
r
am
s
to
ev
o
lv
in
g
tech
n
o
l
o
g
ies,
th
er
e
is
a
r
is
k
th
at
s
u
ch
in
itiativ
es
m
ay
b
ec
o
m
e
o
u
td
ated
o
r
in
ef
f
ec
tiv
e
in
a
d
d
r
ess
in
g
cu
r
r
en
t le
ar
n
i
n
g
n
ee
d
s
.
b.
So
cieta
l
s
ter
eo
ty
p
es
an
d
s
tr
u
ctu
r
al
b
ar
r
ier
s
E
x
ter
n
al
f
ac
to
r
s
s
u
ch
as
ag
e
-
r
elate
d
s
ter
eo
ty
p
es,
g
en
e
r
a
tio
n
al
m
is
u
n
d
er
s
tan
d
in
g
s
,
an
d
lim
ited
in
s
titu
tio
n
al
s
u
p
p
o
r
t
ca
n
h
in
d
er
th
e
s
u
cc
ess
o
f
I
GL
p
r
o
g
r
am
s
.
Neg
ativ
e
s
o
cieta
l
p
er
ce
p
tio
n
s
ab
o
u
t
th
e
lear
n
in
g
ca
p
ab
ilit
ies
o
f
th
e
e
ld
er
ly
m
a
y
d
is
co
u
r
ag
e
p
ar
tic
ip
atio
n
an
d
r
ed
u
ce
p
r
o
g
r
am
ef
f
ec
tiv
en
ess
[
3
1
]
.
Ad
d
itio
n
ally
,
s
tr
u
ctu
r
al
ch
alle
n
g
es su
ch
as in
s
u
f
f
icien
t f
u
n
d
i
n
g
,
lack
o
f
p
o
licy
in
teg
r
atio
n
,
an
d
u
n
eq
u
al
ac
ce
s
s
to
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
ca
n
lim
it
p
r
o
g
r
am
s
u
s
tain
ab
ilit
y
[
3
4
]
.
T
h
ese
b
ar
r
ie
r
s
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
s
u
p
p
o
r
tiv
e
p
o
licies,
in
clu
s
iv
e
p
r
o
g
r
a
m
d
esig
n
,
an
d
s
u
s
tain
ed
in
v
estme
n
t
to
en
s
u
r
e
th
e
lo
n
g
-
ter
m
v
ia
b
ilit
y
o
f
I
GL
in
itiativ
es.
3
.
3
.
Dis
cus
s
io
n
T
h
e
f
in
d
i
n
g
s
f
r
o
m
th
e
p
er
f
o
r
m
an
ce
a
n
aly
s
is
an
d
SW
OT
s
y
n
th
esis
p
r
o
v
id
e
a
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
i
n
g
o
f
I
GL
i
n
en
h
an
cin
g
eld
er
ly
lear
n
i
n
g
ab
i
lity
.
T
h
e
p
r
o
m
in
en
ce
o
f
h
i
g
h
ly
cited
s
tu
d
ies,
p
ar
ticu
lar
ly
Kö
ttl
et
a
l
.
[
3
1
]
an
d
C
h
en
g
et
a
l
.
[
3
3
]
,
in
d
ica
te
th
at
cu
r
r
en
t
r
esear
ch
is
s
tr
o
n
g
ly
a
n
ch
o
r
e
d
in
ad
d
r
ess
in
g
p
s
y
ch
o
lo
g
ical
an
d
tech
n
o
lo
g
ical
b
ar
r
ier
s
,
s
u
ch
as
in
ter
n
alize
d
ag
eism
a
n
d
th
e
d
ig
ital
d
iv
id
e.
T
h
ese
f
in
d
in
g
s
alig
n
with
t
h
e
id
e
n
tifie
d
s
tr
en
g
th
s
,
w
h
er
e
I
GL
is
r
ec
o
g
n
ized
f
o
r
its
ca
p
ac
ity
to
en
h
a
n
ce
d
i
g
ital
liter
ac
y
,
co
g
n
itiv
e
en
g
ag
em
e
n
t,
an
d
s
o
cial
well
-
b
ein
g
am
o
n
g
th
e
el
d
er
ly
[
3
7
]
,
[
4
1
]
.
T
h
e
o
v
er
lay
tr
e
n
d
f
u
r
th
e
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Lea
r
n
in
g
a
cro
s
s
a
g
es:
th
e
r
o
le
o
f in
terg
en
era
tio
n
a
l e
n
g
a
g
em
en
t in
eld
erly e
d
u
ca
ti
o
n
(
R
ita
Wo
n
g
Mee
Mee
)
3093
r
ein
f
o
r
ce
s
th
is
s
h
if
t
to
war
d
s
tech
n
o
lo
g
y
-
d
r
iv
en
,
s
o
lu
tio
n
-
o
r
ien
ted
ap
p
r
o
ac
h
es,
h
ig
h
lig
h
tin
g
th
e
g
r
o
win
g
r
elev
an
ce
o
f
d
ig
ital in
clu
s
io
n
in
eld
er
ly
lear
n
in
g
c
o
n
tex
ts
.
T
h
e
d
o
m
in
an
ce
o
f
d
ig
ital
an
d
p
s
y
c
h
o
lo
g
ical
t
h
em
es
in
r
ec
en
t
s
tu
d
ies
r
e
f
lects
a
b
r
o
a
d
er
tr
an
s
f
o
r
m
atio
n
in
eld
er
l
y
ed
u
ca
tio
n
,
in
w
h
ich
lear
n
i
n
g
c
h
allen
g
es
ar
e
in
cr
ea
s
in
g
ly
ti
ed
to
tech
n
o
lo
g
ical
p
ar
ticip
atio
n
an
d
s
elf
-
ef
f
icac
y
r
ath
er
th
a
n
m
er
ely
to
ac
ce
s
s
to
in
f
o
r
m
atio
n
[
1
2
]
,
[
2
0
]
.
T
h
is
s
u
g
g
ests
th
at
f
u
tu
r
e
I
GL
p
r
o
g
r
am
s
m
u
s
t
m
o
v
e
b
ey
o
n
d
s
im
p
le
k
n
o
wled
g
e
tr
a
n
s
f
er
to
war
d
s
co
n
f
id
en
ce
-
b
u
i
ld
in
g
,
em
o
tio
n
ally
s
u
p
p
o
r
tiv
e,
a
n
d
d
ig
itally
ad
ap
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t
s
[
3
1
]
,
[
3
6
]
.
T
h
e
f
in
d
in
g
s
also
in
d
icate
th
at
in
ter
g
en
er
atio
n
al
in
ter
ac
tio
n
f
u
n
ctio
n
s
n
o
t
o
n
l
y
as
a
p
e
d
ag
o
g
ical
s
tr
ateg
y
b
u
t
also
as
a
m
ec
h
an
is
m
f
o
r
s
o
cial
in
clu
s
io
n
an
d
i
d
en
tity
r
ein
f
o
r
c
em
en
t a
m
o
n
g
o
ld
e
r
ad
u
lts
[
3
4
]
.
Fro
m
a
th
e
o
r
etica
l
p
e
r
s
p
ec
tiv
e,
th
ese
f
i
n
d
in
g
s
r
ein
f
o
r
ce
s
o
cial
co
n
s
tr
u
ctiv
is
t
v
iews
o
f
lear
n
in
g
,
wh
er
e
k
n
o
wled
g
e
is
co
-
co
n
s
t
r
u
cted
th
r
o
u
g
h
i
n
ter
ac
tio
n
.
T
h
e
p
r
o
m
i
n
en
ce
o
f
i
n
ter
g
en
e
r
a
tio
n
al
en
g
ag
em
e
n
t
s
u
g
g
ests
th
at
lear
n
in
g
in
lat
er
life
is
n
o
t
is
o
lated
b
u
t
s
o
cially
em
b
ed
d
e
d
[
4
2
]
,
h
ig
h
li
g
h
tin
g
th
e
n
ee
d
t
o
r
ec
o
n
ce
p
tu
alize
eld
e
r
ly
ed
u
ca
t
io
n
as
a
r
elatio
n
al
an
d
p
ar
ticip
ato
r
y
p
r
o
ce
s
s
[
4
3
]
.
Ho
wev
er
,
t
h
e
d
is
cu
s
s
io
n
also
r
ev
ea
ls
cr
itical
wea
k
n
ess
es
th
at
lim
it
th
e
ef
f
ec
tiv
en
ess
o
f
I
GL
.
T
h
e
p
er
s
is
ten
ce
o
f
ag
e
-
r
e
lated
s
ter
eo
ty
p
es
an
d
lo
w
s
elf
-
ef
f
icac
y
am
o
n
g
eld
e
r
ly
lear
n
er
s
co
n
tin
u
es
to
h
in
d
er
p
ar
ticip
atio
n
,
as
ev
id
e
n
ce
d
in
th
e
m
o
s
t
cited
wo
r
k
s
[
3
1
]
.
Ad
d
itio
n
ally
,
th
e
lack
o
f
s
ca
lab
le,
s
tr
u
ct
u
r
ed
f
r
am
ewo
r
k
s
ac
r
o
s
s
s
tu
d
ies
s
u
g
g
ests
in
co
n
s
is
ten
t
p
r
o
g
r
a
m
d
esig
n
an
d
im
p
lem
e
n
tatio
n
[
3
3
]
.
T
h
ese
lim
itatio
n
s
in
d
icate
a
g
ap
b
etwe
en
th
eo
r
etica
l
p
o
ten
tial
an
d
p
r
ac
tical
ap
p
licatio
n
.
T
h
eo
r
etica
lly
,
th
is
s
tu
d
y
d
o
es
n
o
t p
r
o
p
o
s
e
a
n
ew
th
eo
r
y
b
u
t
ex
ten
d
s
ex
is
tin
g
s
o
cial
co
n
s
tr
u
ctiv
is
t a
n
d
life
lo
n
g
lear
n
in
g
p
er
s
p
ec
tiv
es
b
y
co
n
ce
p
tu
alizin
g
I
GL
as
a
s
tr
ateg
ically
in
teg
r
ated
ec
o
s
y
s
tem
en
co
m
p
ass
in
g
s
o
cial
in
ter
ac
tio
n
,
tec
h
n
o
lo
g
ic
al
en
g
ag
e
m
en
t,
a
n
d
p
s
y
ch
o
lo
g
ical
em
p
o
wer
m
e
n
t
[
1
]
,
[
5
]
.
T
h
e
f
in
d
in
g
s
s
u
g
g
est
th
at
eld
er
ly
lear
n
in
g
e
f
f
ec
tiv
en
ess
is
s
h
ap
ed
n
o
t
o
n
ly
b
y
in
s
tr
u
ctio
n
al
in
ter
ac
tio
n
b
u
t
also
b
y
lear
n
er
s
’
s
elf
-
p
er
ce
p
tio
n
s
an
d
ad
ap
ta
b
ilit
y
in
d
ig
itally
m
ed
iated
en
v
ir
o
n
m
en
ts
[
3
1
]
.
T
h
is
ex
ten
d
s
cu
r
r
en
t
I
GL
d
is
co
u
r
s
e
b
y
p
o
s
itio
n
in
g
d
ig
ital
co
n
f
i
d
en
ce
an
d
in
ter
g
en
er
atio
n
al
r
ec
ip
r
o
city
as
in
ter
co
n
n
ec
t
ed
co
m
p
o
n
en
ts
o
f
s
u
s
tain
ab
le
eld
er
ly
lear
n
in
g
.
W
h
ile
s
tu
d
ies
f
r
eq
u
en
tly
h
ig
h
lig
h
t
p
o
s
itiv
e
o
u
tco
m
es
s
u
c
h
as
im
p
r
o
v
ed
d
ig
ital
liter
a
cy
,
s
o
cial
co
n
n
ec
ted
n
ess
,
an
d
co
g
n
itiv
e
en
g
ag
em
e
n
t
am
o
n
g
o
ld
er
ad
u
lts
[
3
3
]
,
[
3
6
]
,
m
an
y
o
f
th
ese
in
ter
v
en
tio
n
s
r
e
m
ain
co
n
tex
t
-
s
p
ec
if
ic,
s
m
all
-
s
ca
le,
an
d
h
ea
v
ily
d
e
p
en
d
e
n
t
o
n
lo
ca
l
co
m
m
u
n
ity
r
eso
u
r
ce
s
.
T
h
is
r
aises
q
u
esti
o
n
s
r
eg
ar
d
in
g
th
e
tr
an
s
f
er
a
b
ilit
y
a
n
d
s
u
s
tain
ab
ilit
y
o
f
r
e
p
o
r
ted
s
u
cc
ess
es.
Fu
r
th
er
m
o
r
e,
alth
o
u
g
h
d
i
g
ital
liter
ac
y
h
as
b
ec
o
m
e
a
d
o
m
in
an
t
t
h
em
e
with
in
co
n
tem
p
o
r
a
r
y
I
GL
r
es
ea
r
ch
,
th
e
em
p
h
asis
o
n
tech
n
o
lo
g
ical
co
m
p
ete
n
ce
m
ay
in
ad
v
e
r
ten
tly
o
v
e
r
s
h
ad
o
w
b
r
o
ad
er
ed
u
ca
tio
n
al
g
o
als
s
u
ch
as
em
p
o
wer
m
en
t,
life
lo
n
g
p
ar
ticip
atio
n
,
an
d
s
o
cial
in
clu
s
io
n
.
T
h
e
liter
atu
r
e,
th
er
ef
o
r
e,
r
ev
ea
ls
a
c
o
n
ce
p
tu
al
im
b
alan
ce
i
n
wh
ich
tech
n
o
lo
g
ical
o
u
tco
m
es
ar
e
o
f
ten
m
o
r
e
e
x
p
licitly
m
ea
s
u
r
ed
th
a
n
p
s
y
ch
o
s
o
cial
an
d
r
elatio
n
al
o
u
tco
m
es.
At
th
e
s
am
e
tim
e,
em
e
r
g
in
g
o
p
p
o
r
tu
n
ities
ar
e
ev
id
e
n
t
th
r
o
u
g
h
th
e
i
n
teg
r
atio
n
o
f
I
GL
in
to
f
o
r
m
al
ed
u
ca
tio
n
an
d
co
m
m
u
n
ity
-
b
ased
in
itiativ
es
[
3
2
]
,
[
3
4
]
.
T
h
e
in
cr
ea
s
in
g
r
o
le
o
f
y
o
u
n
g
er
g
e
n
er
atio
n
s
as
f
ac
ilit
ato
r
s
o
f
lear
n
in
g
f
u
r
th
er
s
tr
en
g
th
en
s
th
e
ap
p
lica
b
ilit
y
o
f
I
GL
[
3
8
]
.
Nev
er
t
h
eless
,
ex
ter
n
al
th
r
ea
ts
s
u
ch
as
r
ap
id
tech
n
o
lo
g
ical
ch
an
g
es
an
d
lim
ited
in
s
titu
tio
n
al
s
u
p
p
o
r
t
m
ay
u
n
d
er
m
i
n
e
s
u
s
tain
ab
ilit
y
if
n
o
t
s
tr
ateg
ically
ad
d
r
ess
ed
[
3
5
]
.
Ov
er
all,
th
e
f
i
n
d
in
g
s
s
u
g
g
est
th
at
wh
ile
I
GL
h
o
ld
s
s
tr
o
n
g
p
o
ten
tial,
its
f
u
tu
r
e
im
p
ac
t
d
ep
en
d
s
o
n
ad
d
r
ess
in
g
s
tr
u
ctu
r
al
an
d
p
s
y
ch
o
lo
g
ical
b
a
r
r
ier
s
th
r
o
u
g
h
in
clu
s
iv
e
an
d
a
d
ap
tiv
e
s
tr
ateg
i
es.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ex
ten
d
b
ey
o
n
d
d
escr
ip
tiv
e
m
a
p
p
in
g
b
y
p
r
o
v
id
in
g
a
s
tr
ateg
ic
in
ter
p
r
etatio
n
o
f
I
GL
i
n
eld
er
ly
ed
u
ca
tio
n
.
T
h
e
in
teg
r
atio
n
o
f
b
ib
lio
m
etr
ic
ev
id
en
ce
with
SW
OT
an
aly
s
is
d
em
o
n
s
tr
ates
th
at
I
GL
is
n
o
t
o
n
ly
a
s
u
p
p
o
r
tiv
e
lear
n
in
g
ap
p
r
o
ac
h
b
u
t
a
cr
itical
m
ec
h
an
is
m
f
o
r
ad
d
r
ess
in
g
d
ig
ital
ex
clu
s
io
n
,
s
o
cial
is
o
latio
n
,
an
d
co
g
n
itiv
e
d
ec
lin
e
am
o
n
g
th
e
eld
er
ly
.
Ho
wev
er
,
th
e
lack
o
f
s
tr
u
ctu
r
ed
f
r
am
ewo
r
k
s
an
d
s
ca
lab
le
m
o
d
els
s
u
g
g
ests
th
at
th
e
f
ield
h
as
y
et
to
f
u
lly
tr
an
s
late
r
esear
ch
in
to
p
r
ac
tice.
T
h
is
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
f
u
tu
r
e
s
tu
d
ies
to
d
ev
elo
p
v
alid
ated
f
r
am
ewo
r
k
s
an
d
in
ter
v
en
tio
n
m
o
d
els
th
at
in
teg
r
ate
p
ed
ag
o
g
ical,
p
s
y
ch
o
lo
g
ical,
an
d
tech
n
o
l
o
g
i
ca
l
d
im
en
s
io
n
s
.
B
ased
o
n
th
e
s
y
n
th
esis
,
th
is
s
tu
d
y
p
r
o
p
o
s
es
th
at
ef
f
ec
tiv
e
I
GL
f
o
r
eld
er
ly
ed
u
ca
ti
o
n
is
m
o
s
t
s
u
s
tain
ab
le
wh
en
p
s
y
ch
o
lo
g
ical
s
u
p
p
o
r
t,
s
tr
u
ctu
r
ed
p
e
d
ag
o
g
y
,
a
n
d
d
ig
ital
ad
ap
tab
ilit
y
ar
e
in
teg
r
ated
s
i
m
u
ltan
eo
u
s
ly
[
3
1
]
,
[
3
2
]
.
T
h
e
ab
s
en
ce
o
f
a
n
y
o
f
th
ese
d
im
en
s
io
n
s
m
ay
r
ed
u
ce
p
r
o
g
r
a
m
ef
f
ec
tiv
en
ess
an
d
lim
it
lo
n
g
-
ter
m
p
ar
ticip
atio
n
am
o
n
g
eld
er
ly
lear
n
e
r
s
[
3
4
]
,
[
3
6
]
.
T
h
u
s
,
th
is
in
teg
r
ativ
e
p
er
s
p
ec
tiv
e
p
r
o
v
i
d
es
a
co
n
ce
p
tu
al
f
o
u
n
d
ati
o
n
f
o
r
f
u
t
u
r
e
f
r
am
ew
o
r
k
d
ev
el
o
p
m
en
t
an
d
o
f
f
e
r
s
a
m
o
r
e
h
o
lis
tic
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
I
GL
ca
n
b
e
d
esig
n
ed
to
s
u
p
p
o
r
t su
s
tain
ab
le
eld
er
ly
e
d
u
ca
tio
n
.
3
.
3
.
1
.
I
m
pli
ca
t
io
ns
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes
to
th
e
th
eo
r
etica
l
a
d
v
an
ce
m
en
t
o
f
I
GL
b
y
in
teg
r
atin
g
b
ib
lio
m
etr
ic
p
er
f
o
r
m
an
ce
an
aly
s
is
with
S
W
OT
,
p
r
o
v
id
in
g
a
s
tr
u
ctu
r
e
d
len
s
f
o
r
in
ter
p
r
etin
g
th
e
f
ield
.
T
h
e
f
in
d
in
g
s
ex
ten
d
ex
is
tin
g
th
eo
r
ies,
s
u
ch
as
s
o
cial
co
n
s
tr
u
ctiv
is
m
an
d
life
lo
n
g
lear
n
in
g
,
b
y
p
o
s
itio
n
in
g
I
GL
as
a
r
ec
ip
r
o
ca
l
an
d
ad
ap
tiv
e
lear
n
in
g
m
ec
h
a
n
is
m
r
ath
er
th
a
n
a
u
n
id
ir
ec
tio
n
al
k
n
o
wled
g
e
-
tr
an
s
f
er
p
r
o
ce
s
s
[
4
4
]
.
T
h
e
id
en
tific
atio
n
o
f
s
tr
en
g
t
h
s
,
s
u
ch
as
co
g
n
itiv
e
an
d
s
o
cial
en
h
an
ce
m
e
n
t,
s
u
p
p
o
r
ts
th
e
ar
g
u
m
en
t
th
at
lea
r
n
in
g
i
n
later
life
is
s
o
cially
m
ed
iated
an
d
co
n
tex
t
-
d
ep
en
d
e
n
t
[
3
7
]
.
At
th
e
s
am
e
tim
e,
th
e
p
r
esen
ce
o
f
wea
k
n
ess
es,
p
ar
ticu
lar
ly
in
ter
n
alize
d
ag
eism,
h
ig
h
lig
h
ts
th
e
n
ee
d
to
in
co
r
p
o
r
ate
p
s
y
ch
o
lo
g
ical
co
n
s
tr
u
cts
in
to
I
GL
m
o
d
els
[
3
1
]
.
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
.
4
,
Au
g
u
s
t
20
26
:
3
0
8
6
-
3
0
9
8
3094
T
h
is
s
u
g
g
ests
th
at
f
u
t
u
r
e
t
h
eo
r
etica
l
f
r
a
m
ewo
r
k
s
s
h
o
u
l
d
in
teg
r
ate
s
o
cio
-
em
o
tio
n
al
an
d
m
o
tiv
atio
n
al
d
im
en
s
io
n
s
alo
n
g
s
id
e
co
g
n
itiv
e
lear
n
in
g
p
r
o
ce
s
s
es
[
4
5
]
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
e
x
ten
d
s
in
ter
g
en
er
atio
n
al
th
eo
r
y
b
y
d
e
m
o
n
s
tr
atin
g
t
h
e
r
o
le
o
f
y
o
u
n
g
er
g
en
er
atio
n
s
as
ac
tiv
e
k
n
o
wled
g
e
f
ac
ilit
ato
r
s
[
3
8
]
,
th
er
eb
y
r
ein
f
o
r
cin
g
th
e
d
y
n
am
ic,
b
id
ir
ec
tio
n
al
n
atu
r
e
o
f
lear
n
in
g
ac
r
o
s
s
ag
e
g
r
o
u
p
s
.
Fro
m
a
p
r
ac
tical
p
er
s
p
ec
tiv
e,
th
e
f
in
d
in
g
s
p
r
o
v
id
e
clea
r
g
u
id
an
ce
f
o
r
d
esig
n
in
g
an
d
im
p
lem
en
tin
g
ef
f
ec
tiv
e
I
GL
p
r
o
g
r
am
s
f
o
r
th
e
eld
er
ly
.
T
h
e
i
d
en
tifie
d
s
tr
en
g
th
s
in
d
icate
th
at
I
GL
c
an
b
e
u
tili
ze
d
as
a
p
o
wer
f
u
l
to
o
l
to
en
h
an
ce
d
i
g
ital
liter
ac
y
an
d
s
o
cial
en
g
ag
em
en
t
am
o
n
g
th
e
eld
e
r
ly
[
4
6
]
,
p
ar
ticu
lar
ly
wh
en
y
o
u
n
g
er
in
d
iv
id
u
als
ar
e
in
v
o
l
v
ed
as
f
ac
ilit
ato
r
s
[
3
3
]
.
Ho
wev
er
,
p
r
ac
titi
o
n
er
s
m
u
s
t
ad
d
r
e
s
s
k
ey
wea
k
n
ess
e
s
s
u
ch
as
lo
w
s
elf
-
co
n
f
id
en
ce
an
d
r
esis
tan
ce
to
lear
n
in
g
am
o
n
g
el
d
er
ly
p
a
r
ticip
an
ts
b
y
in
co
r
p
o
r
ati
n
g
s
u
p
p
o
r
tiv
e,
in
clu
s
iv
e,
a
n
d
co
n
f
id
en
ce
-
b
u
ild
in
g
s
tr
ateg
ies
[
3
1
]
.
T
h
e
o
p
p
o
r
t
u
n
ities
id
en
tifie
d
s
u
g
g
est
th
at
I
GL
ca
n
b
e
in
teg
r
ate
d
in
to
co
m
m
u
n
ity
p
r
o
g
r
am
s
[
4
7
]
,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
[
4
8
]
,
an
d
d
ig
ital
liter
ac
y
in
itiativ
es
[
4
9
]
t
o
ex
p
an
d
its
r
ea
ch
[
3
4
]
.
p
r
o
g
r
a
m
d
esig
n
e
r
s
s
h
o
u
ld
also
ad
o
p
t
f
lex
ib
le
an
d
ad
ap
tiv
e
lear
n
in
g
a
p
p
r
o
ac
h
es
to
ac
co
m
m
o
d
ate
d
iv
e
r
s
e
lear
n
i
n
g
n
ee
d
s
[
5
0
]
.
I
n
o
p
e
r
atio
n
al
ter
m
s
,
ef
f
ec
ti
v
e
I
GL
cu
r
r
icu
l
u
m
d
esig
n
s
h
o
u
ld
in
clu
d
e
c
o
llab
o
r
ativ
e
d
ig
ital
task
s
,
p
ee
r
-
ass
is
ted
tech
n
o
lo
g
y
tr
ain
in
g
,
s
to
r
y
tellin
g
-
b
ased
ac
tiv
iti
es,
an
d
s
m
all
-
g
r
o
u
p
in
ter
g
e
n
er
atio
n
al
p
r
o
b
lem
-
s
o
lv
in
g
s
ess
io
n
s
[
1
0
]
,
[
4
8
]
.
Fo
r
d
ig
ital
liter
ac
y
p
r
o
g
r
am
s
,
g
r
ad
u
al
s
ca
f
f
o
l
d
ed
i
n
s
tr
u
ctio
n
,
r
e
p
ea
ted
g
u
id
ed
p
r
ac
tice,
an
d
s
im
p
lifie
d
tech
n
o
lo
g
ical
in
ter
f
ac
es
ar
e
p
ar
ti
cu
lar
ly
im
p
o
r
tan
t
f
o
r
eld
er
ly
lear
n
er
s
with
lo
w
co
n
f
id
en
ce
[
1
2
]
,
[
4
9
]
.
C
o
m
m
u
n
ity
-
b
ased
im
p
lem
en
tatio
n
m
ay
also
b
en
ef
it
f
r
o
m
s
tr
u
ctu
r
ed
m
en
to
r
p
air
in
g
,
wh
er
e
y
o
u
n
g
e
r
p
ar
ticip
a
n
ts
s
er
v
e
as
d
ig
ital
f
ac
ilit
ato
r
s
an
d
em
o
tio
n
al
s
u
p
p
o
r
t
p
ar
tn
er
s
f
o
r
o
ld
e
r
ad
u
lts
[
3
4
]
,
[
4
7
]
.
Fro
m
a
p
o
licy
p
er
s
p
ec
tiv
e
,
th
e
f
in
d
i
n
g
s
s
u
p
p
o
r
t
th
e
n
ee
d
f
o
r
n
atio
n
al
a
n
d
in
s
titu
tio
n
al
f
r
am
ewo
r
k
s
th
at
f
o
r
m
ally
in
teg
r
ate
I
GL
in
to
life
lo
n
g
lear
n
in
g
s
tr
ateg
i
es
[
5
]
.
Fo
r
ed
u
ca
to
r
s
,
th
e
r
e
s
u
lts
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
d
esig
n
in
g
s
tr
u
ctu
r
ed
I
GL
-
b
ased
cu
r
r
icu
la
th
at
in
co
r
p
o
r
ate
d
ig
ital
liter
ac
y
tr
ain
in
g
,
co
llab
o
r
ativ
e
lear
n
in
g
ac
tiv
iti
es,
an
d
co
n
f
id
en
ce
-
b
u
ild
in
g
m
ec
h
an
is
m
s
f
o
r
eld
er
l
y
lear
n
er
s
[
3
2
]
.
Fo
r
p
r
o
g
r
am
d
ev
elo
p
er
s
,
th
e
s
tu
d
y
p
r
o
v
i
d
es
ev
id
en
ce
to
s
u
p
p
o
r
t
th
e
d
ev
elo
p
m
en
t
o
f
s
ca
lab
le,
co
m
m
u
n
ity
-
b
ased
in
ter
v
en
tio
n
s
t
h
at
lev
er
a
g
e
y
o
u
th
as
f
ac
ilit
ato
r
s
.
T
h
ese
p
r
ac
tical
ap
p
licatio
n
s
en
s
u
r
e
th
at
I
GL
ca
n
m
o
v
e
b
ey
o
n
d
s
m
all
-
s
ca
le
in
itiativ
es to
war
d
s
s
u
s
tain
ab
le
an
d
im
p
ac
tf
u
l e
d
u
ca
tio
n
al
p
r
ac
tices.
3
.
3
.
2
.
L
im
it
a
t
io
ns
o
f
t
he
s
t
ud
y
T
h
is
s
tu
d
y
h
as
s
ev
er
al
lim
itati
o
n
s
th
at
s
h
o
u
ld
b
e
ac
k
n
o
wled
g
ed
.
First,
th
e
an
aly
s
is
r
elied
e
x
clu
s
iv
ely
o
n
th
e
Sco
p
u
s
d
atab
ase,
wh
ich
m
ay
h
av
e
ex
clu
d
e
d
r
elev
a
n
t stu
d
ies in
d
ex
ed
i
n
o
th
er
d
atab
a
s
es su
ch
as Web
o
f
Scien
ce
o
r
Go
o
g
le
Sch
o
lar
[
2
2
]
,
[
2
3
]
.
Seco
n
d
,
f
o
cu
s
in
g
o
n
ly
o
n
th
e
to
p
1
0
m
o
s
t
-
cited
ar
ticles
m
ay
o
v
er
r
e
p
r
esen
t
estab
lis
h
ed
s
tu
d
ies
wh
ile
o
v
er
lo
o
k
i
n
g
em
er
g
in
g
,
p
o
ten
tially
s
ig
n
if
ican
t
r
esear
ch
with
lo
wer
citatio
n
co
u
n
ts
[
1
9
]
,
[
2
0
]
.
T
h
i
r
d
,
th
e
i
n
clu
s
io
n
o
f
o
n
l
y
o
p
e
n
-
ac
ce
s
s
an
d
E
n
g
lis
h
-
lan
g
u
a
g
e
p
u
b
licatio
n
s
m
a
y
h
av
e
lim
ited
th
e
d
iv
er
s
ity
o
f
p
er
s
p
ec
tiv
es r
ep
r
esen
ted
in
th
e
an
aly
s
is
[
2
1
]
.
Ad
d
itio
n
ally
,
citatio
n
co
u
n
ts
d
o
n
o
t
n
ec
ess
ar
ily
r
ef
lect
m
eth
o
d
o
lo
g
ical
q
u
ality
,
as
h
i
g
h
ly
cit
ed
s
tu
d
ies
m
ay
g
ain
v
is
ib
ilit
y
d
u
e
to
b
r
o
a
d
er
d
is
cip
lin
ar
y
in
f
lu
en
ce
r
ath
er
th
an
d
ir
ec
t
r
elev
an
ce
to
I
GL
[
1
8
]
,
[
2
9
]
.
Fu
tu
r
e
s
tu
d
i
es
s
h
o
u
ld
t
h
er
ef
o
r
e
in
co
r
p
o
r
ate
m
u
ltip
le
d
atab
as
es,
b
r
o
ad
er
d
atasets
,
an
d
em
p
ir
ical
v
alid
atio
n
ap
p
r
o
ac
h
es
to
s
tr
en
g
th
en
g
en
er
aliza
b
ilit
y
an
d
an
aly
tical
d
ep
th
.
4.
CO
NCLU
SI
O
N
I
n
co
n
clu
s
io
n
,
t
h
is
s
tu
d
y
h
i
g
h
lig
h
ts
th
e
g
r
o
win
g
s
ig
n
if
ica
n
ce
o
f
I
GL
as
a
s
tr
ateg
ic
ap
p
r
o
ac
h
to
en
h
an
cin
g
eld
er
ly
lear
n
in
g
ab
ilit
y
with
in
co
n
tem
p
o
r
ar
y
,
d
ig
itally
d
r
iv
en
s
o
cieties.
T
h
r
o
u
g
h
b
ib
lio
m
etr
ic
p
er
f
o
r
m
an
ce
an
al
y
s
is
an
d
SW
OT
s
y
n
th
esis
,
th
e
f
in
d
in
g
s
r
ev
ea
l
th
at
I
GL
o
f
f
er
s
s
u
b
s
tan
tial
s
tr
en
g
th
s
in
p
r
o
m
o
tin
g
d
ig
ital
liter
ac
y
,
c
o
g
n
itiv
e
en
g
a
g
em
en
t,
an
d
s
o
cial
well
-
b
ein
g
am
o
n
g
th
e
eld
er
ly
.
Ho
wev
er
,
p
er
s
is
ten
t
ch
allen
g
es
s
u
ch
as
in
ter
n
alize
d
a
g
eism,
lo
w
s
elf
-
ef
f
icac
y
,
an
d
th
e
lack
o
f
s
tr
u
ctu
r
ed
f
r
am
ewo
r
k
s
co
n
tin
u
e
to
lim
it
its
f
u
ll
p
o
ten
tial.
T
h
e
s
tu
d
y
also
id
e
n
tifie
s
p
r
o
m
is
in
g
o
p
p
o
r
tu
n
ities
,
p
ar
ticu
lar
ly
in
in
teg
r
atin
g
I
GL
in
to
f
o
r
m
al
ed
u
ca
tio
n
s
y
s
tem
s
an
d
co
m
m
u
n
ity
-
b
ased
p
r
o
g
r
am
s
,
w
h
ile
ac
k
n
o
wled
g
in
g
ex
ter
n
al
th
r
ea
ts
s
u
ch
as r
a
p
id
t
ec
h
n
o
lo
g
ical
ch
an
g
e
an
d
lim
it
ed
p
o
licy
s
u
p
p
o
r
t
.
I
m
p
o
r
ta
n
tly
,
th
e
f
i
n
d
in
g
s
ali
g
n
clo
s
ely
with
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t
g
o
al
4
,
wh
ich
em
p
h
asizes
in
clu
s
iv
e
an
d
eq
u
itab
le
life
lo
n
g
lear
n
i
n
g
o
p
p
o
r
tu
n
ities
f
o
r
al
l.
I
GL
s
er
v
es
as
a
p
r
ac
tical
p
a
th
way
to
ac
h
iev
in
g
th
is
g
o
al
b
y
f
o
s
ter
in
g
i
n
clu
s
iv
e
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
th
at
b
r
id
g
e
g
e
n
er
atio
n
al
d
i
v
id
es
an
d
em
p
o
wer
eld
e
r
ly
lear
n
er
s
.
Mo
v
in
g
f
o
r
war
d
,
th
e
s
u
cc
ess
o
f
I
GL
d
ep
en
d
s
o
n
th
e
d
ev
elo
p
m
e
n
t
o
f
a
d
ap
tiv
e,
in
clu
s
iv
e,
an
d
p
o
licy
-
s
u
p
p
o
r
ted
f
r
am
ewo
r
k
s
th
at
ad
d
r
ess
b
o
th
p
s
y
ch
o
lo
g
ical
an
d
s
tr
u
ctu
r
al
b
ar
r
ier
s
.
Ov
er
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