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a
p
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a
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larity
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su
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rc
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ti
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tern
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su
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o
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th
a
t
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a
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su
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p
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p
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ti
o
n
,
c
a
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a
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a
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tab
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li
ty
,
a
n
d
c
a
re
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r
d
e
c
isio
n
c
larity
e
n
h
a
n
c
e
wo
r
k
re
a
d
in
e
ss
,
wh
il
e
wo
r
k
re
a
d
i
n
e
ss
a
n
d
i
n
tern
sh
i
p
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ffe
c
ti
v
e
n
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ss
imp
ro
v
e
p
e
rc
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iv
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d
e
m
p
lo
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b
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rc
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is
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str
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ict
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tra
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siti
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tern
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h
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m
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il
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b
e
li
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fs rath
e
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th
a
n
d
irec
t
e
ffe
c
ts
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K
ey
w
o
r
d
s
:
C
ar
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ad
ap
tab
ilit
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I
n
ter
n
s
h
ip
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f
f
ec
tiv
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L
o
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is
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an
d
s
u
p
p
ly
c
h
ain
m
an
ag
em
en
t e
d
u
ca
tio
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Par
tial le
ast s
q
u
ar
es st
r
u
ctu
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al
eq
u
atio
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m
o
d
elin
g
Per
ce
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p
lo
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ab
ilit
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Un
iv
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s
ity
-
to
-
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r
k
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an
s
itio
n
W
o
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k
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ea
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in
ess
T
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s
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p
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c
c
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ss
a
rticle
u
n
d
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r th
e
CC B
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SA
li
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C
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r
r
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s
p
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A
uth
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:
An
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L
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Ng
u
y
en
I
n
s
titu
te
o
f
C
o
r
p
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r
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C
u
ltu
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e,
Hu
n
g
Vu
o
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g
U
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s
ity
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Ho
C
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in
h
C
ity
1
9
4
L
e
D
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c
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o
Stre
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,
An
N
h
o
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W
ar
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,
H
o
C
h
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in
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C
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,
Vietn
am
E
m
ail: a
n
h
n
l@
d
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v
.
e
d
u
.
v
n
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
tr
an
s
itio
n
f
r
o
m
u
n
i
v
er
s
ity
to
em
p
lo
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m
en
t
h
as
b
ec
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m
e
an
u
r
g
en
t
is
s
u
e
in
h
ig
h
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ed
u
ca
tio
n
b
ec
au
s
e
u
n
iv
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s
ities
ar
e
in
c
r
ea
s
in
g
ly
ex
p
ec
ted
t
o
d
em
o
n
s
tr
ate
th
at
g
r
ad
u
ates
ar
e
n
o
t
o
n
ly
ac
a
d
em
ically
q
u
alif
ied
b
u
t
also
r
ea
d
y
to
p
er
f
o
r
m
in
p
r
o
f
ess
io
n
al
wo
r
k
p
lace
s
.
T
h
is
tr
an
s
itio
n
is
n
o
lo
n
g
er
a
s
im
p
le
m
o
v
em
en
t
f
r
o
m
g
r
a
d
u
atio
n
to
th
e
f
ir
s
t
jo
b
.
I
t
is
a
d
e
v
el
o
p
m
en
tal
p
r
o
ce
s
s
s
h
ap
ed
b
y
s
tu
d
en
ts
’
p
er
s
o
n
al
r
eso
u
r
ce
s
,
in
s
titu
tio
n
al
s
u
p
p
o
r
t,
lear
n
in
g
e
x
p
er
ien
ce
s
,
an
d
ab
ilit
y
to
co
n
v
er
t
th
ese
r
eso
u
r
ce
s
in
to
c
r
ed
ib
le
lab
o
r
-
m
ar
k
et
o
p
p
o
r
tu
n
ities
[
1
]
–
[
5
]
.
Fo
r
a
p
p
licatio
n
-
o
r
ien
te
d
p
r
o
g
r
am
s
,
t
h
e
ce
n
tr
al
ed
u
c
atio
n
al
p
r
o
b
lem
is
th
er
ef
o
r
e
h
o
w
u
n
i
v
er
s
ities
ca
n
tr
an
s
f
o
r
m
c
u
r
r
icu
l
u
m
,
ca
r
ee
r
s
u
p
p
o
r
t,
a
n
d
wo
r
k
p
lace
lear
n
in
g
in
to
w
o
r
k
r
ea
d
in
ess
an
d
tr
an
s
itio
n
c
o
n
f
id
en
ce
.
T
h
is
p
r
o
b
lem
is
esp
ec
ially
r
el
ev
an
t
in
lo
g
is
tics
an
d
s
u
p
p
ly
c
h
ain
m
a
n
ag
em
e
n
t
ed
u
ca
tio
n
.
Stu
d
en
ts
in
th
is
f
ield
ar
e
ex
p
ec
ted
to
c
o
m
b
in
e
d
is
cip
lin
ar
y
k
n
o
wled
g
e
with
co
o
r
d
i
n
atio
n
,
c
o
m
m
u
n
icatio
n
,
p
r
o
b
lem
s
o
lv
in
g
,
d
ig
ital
awa
r
en
ess
,
team
wo
r
k
,
an
d
p
r
ac
tical
d
ec
is
io
n
-
m
ak
i
n
g
in
co
m
p
le
x
o
p
er
a
tin
g
en
v
ir
o
n
m
en
ts
[
6
]
–
[
1
0
]
.
Gr
ad
u
ate
s
u
cc
ess
in
lo
g
is
tics
d
ep
en
d
s
o
n
th
e
alig
n
m
en
t
o
f
cu
r
r
ic
u
lu
m
,
teac
h
in
g
,
in
ter
n
s
h
ip
s
,
an
d
ca
r
ee
r
p
r
e
p
ar
atio
n
r
ath
er
th
an
class
r
o
o
m
lear
n
i
n
g
alo
n
e.
Ho
wev
er
,
em
p
lo
y
ab
ilit
y
p
r
ep
ar
atio
n
is
s
till
f
r
eq
u
e
n
tly
tr
ea
ted
as
a
s
u
p
p
lem
en
tar
y
ac
tiv
ity
,
w
h
ile
th
e
ed
u
ca
tio
n
al
p
ath
way
th
r
o
u
g
h
wh
ich
s
u
p
p
o
r
t
,
r
ea
d
in
ess
,
in
ter
n
s
h
ip
q
u
ality
,
an
d
em
p
l
o
y
ab
ilit
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b
elief
s
jo
in
tly
s
h
a
p
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tr
a
n
s
itio
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o
u
tco
m
es
r
em
ain
s
in
s
u
f
f
icien
tly
clar
if
ied
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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2252
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8
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Wo
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ip
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lity,
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d
emp
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A
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3801
Pre
v
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s
r
esear
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r
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elf
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Nev
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First,
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ies
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ip
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ated
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q
u
ality
[
1
1
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[
1
4
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,
wo
r
k
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ea
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ess
[
1
5
]
–
[
1
8
]
,
p
er
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e
m
p
lo
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b
ilit
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[
1
9
]
–
[
2
1
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,
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d
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ee
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ad
a
p
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o
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[
2
2
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2
4
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,
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ewe
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ies
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p
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o
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r
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o
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ar
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o
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is
io
n
,
f
ee
d
b
ac
k
,
wo
r
k
p
la
ce
lear
n
in
g
q
u
ality
,
an
d
s
tu
d
e
n
ts
’
ab
ilit
y
to
c
o
n
n
e
ct
in
ter
n
s
h
ip
ex
p
e
r
ien
ce
with
ca
r
ee
r
ca
p
a
b
ilit
y
[
1
1
]
–
[
1
4
]
.
T
h
ir
d
,
r
elativ
ely
f
ew
s
tu
d
ies
in
teg
r
ate
ca
r
ee
r
ad
a
p
tab
ilit
y
,
ca
r
ee
r
d
ec
is
io
n
cla
r
ity
,
ca
r
ee
r
s
u
p
p
o
r
t
p
er
ce
p
tio
n
,
wo
r
k
r
ea
d
in
ess
,
in
ter
n
s
h
ip
ef
f
ec
tiv
en
ess
,
p
er
c
eiv
ed
em
p
lo
y
a
b
ilit
y
,
an
d
tr
a
n
s
itio
n
o
u
tco
m
e
p
er
ce
p
tio
n
in
a
s
in
g
le
m
o
d
el
f
o
r
lo
g
is
tics
ed
u
ca
tio
n
.
T
o
ad
d
r
ess
th
ese
g
a
p
s
,
th
is
s
t
u
d
y
d
ev
elo
p
s
an
d
test
s
an
in
t
eg
r
ated
p
ath
way
m
o
d
el
o
f
u
n
i
v
er
s
ity
-
to
-
wo
r
k
tr
an
s
itio
n
in
lo
g
is
tics
ed
u
ca
tio
n
.
T
h
e
n
o
v
elty
o
f
th
e
s
tu
d
y
lies
in
p
o
s
itio
n
in
g
p
er
ce
iv
ed
em
p
lo
y
a
b
ilit
y
as
th
e
clo
s
est
p
s
y
ch
o
lo
g
ical
m
ec
h
an
is
m
th
r
o
u
g
h
wh
ich
ed
u
ca
tio
n
al
p
r
ep
ar
atio
n
b
ec
o
m
es
tr
a
n
s
itio
n
co
n
f
id
en
ce
,
wh
ile
co
n
ce
p
t
u
alizin
g
in
te
r
n
s
h
ip
ef
f
ec
tiv
en
ess
as
b
o
t
h
a
q
u
ality
-
b
ased
e
d
u
ca
tio
n
al
in
p
u
t
an
d
a
co
n
d
itio
n
a
l
f
ac
to
r
th
at
s
tr
en
g
th
e
n
s
th
e
em
p
lo
y
ab
ilit
y
v
alu
e
o
f
wo
r
k
r
ea
d
in
ess
.
T
h
is
ap
p
r
o
ac
h
m
o
v
es
b
ey
o
n
d
th
e
s
im
p
le
ass
u
m
p
tio
n
th
at
s
u
p
p
o
r
t o
r
in
t
er
n
s
h
ip
p
ar
ticip
atio
n
au
to
m
atica
lly
g
en
er
ates su
cc
ess
f
u
l tr
an
s
itio
n
o
u
tco
m
es.
T
h
e
s
tu
d
y
is
g
u
i
d
ed
b
y
t
h
r
ee
r
esear
ch
q
u
esti
o
n
s
(
R
Q)
.
R
Q1
ask
s
h
o
w
ca
r
ee
r
ad
ap
tab
i
lity
,
ca
r
ee
r
d
ec
is
io
n
clar
ity
,
an
d
ca
r
ee
r
s
u
p
p
o
r
t
p
e
r
ce
p
tio
n
in
f
lu
en
ce
s
tu
d
en
ts
'
wo
r
k
r
ea
d
in
ess
in
lo
g
is
t
ics
ed
u
ca
tio
n
.
R
Q2
ask
s
h
o
w
wo
r
k
r
ea
d
in
ess
an
d
in
ter
n
s
h
ip
ef
f
ec
tiv
en
ess
s
h
ap
e
p
er
ce
iv
e
d
em
p
lo
y
ab
ilit
y
an
d
tr
an
s
itio
n
o
u
tc
o
m
e
p
er
ce
p
tio
n
.
R
Q3
ask
s
wh
eth
er
in
ter
n
s
h
ip
ef
f
ec
tiv
en
ess
s
tr
en
g
th
en
s
th
e
r
elatio
n
s
h
ip
b
etw
ee
n
wo
r
k
r
ea
d
in
ess
an
d
p
er
ce
iv
e
d
em
p
lo
y
ab
ilit
y
an
d
wh
eth
er
p
e
r
ce
iv
ed
em
p
lo
y
ab
ilit
y
m
ed
iates
th
e
p
ath
way
f
r
o
m
e
d
u
ca
tio
n
al
p
r
ep
ar
atio
n
to
tr
an
s
itio
n
o
u
tco
m
es.
C
o
n
s
is
ten
t
with
th
ese
r
es
ea
r
ch
q
u
esti
o
n
s
,
th
e
h
y
p
o
th
es
es
ar
e
d
ev
elo
p
e
d
in
th
e
th
eo
r
etica
l sectio
n
an
d
test
ed
u
s
in
g
p
a
r
tial le
ast s
q
u
ar
es st
r
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
.
T
h
e
s
tu
d
y
co
n
t
r
ib
u
tes
to
ed
u
ca
tio
n
al
r
esear
ch
b
y
in
t
eg
r
atin
g
em
p
l
o
y
ab
ilit
y
th
eo
r
y
,
ca
r
ee
r
co
n
s
tr
u
ctio
n
th
eo
r
y
,
s
o
cial
co
g
n
itiv
e
ca
r
ee
r
s
elf
-
m
an
ag
e
m
e
n
t,
an
d
wo
r
k
-
i
n
teg
r
ated
lear
n
i
n
g
r
esear
ch
in
to
a
co
h
er
en
t
t
r
an
s
itio
n
p
at
h
way
f
o
r
lo
g
is
tics
ed
u
ca
tio
n
.
R
ath
er
th
an
tr
ea
tin
g
ca
r
ee
r
r
e
s
o
u
r
ce
s
,
r
ea
d
in
ess
,
in
ter
n
s
h
ip
s
,
an
d
em
p
lo
y
ab
ilit
y
b
elief
s
as
is
o
lated
p
r
ed
icto
r
s
,
th
e
s
tu
d
y
th
eo
r
izes
u
n
i
v
er
s
ity
-
to
-
wo
r
k
tr
a
n
s
itio
n
as
a
s
tag
ed
ed
u
ca
tio
n
al
m
ec
h
a
n
is
m
in
wh
ic
h
in
s
titu
tio
n
al
an
d
p
e
r
s
o
n
al
ca
r
ee
r
r
eso
u
r
ce
s
s
h
ap
e
wo
r
k
r
ea
d
in
ess
,
wo
r
k
r
ea
d
in
ess
is
co
n
v
er
ted
i
n
to
p
er
ce
iv
e
d
em
p
lo
y
ab
ilit
y
,
an
d
p
er
ce
iv
e
d
em
p
lo
y
ab
ilit
y
b
ec
o
m
es
th
e
m
o
s
t
p
r
o
x
im
al
ex
p
la
n
atio
n
o
f
tr
an
s
itio
n
o
u
tco
m
e
p
e
r
ce
p
tio
n
.
T
h
is
f
r
am
in
g
clar
i
f
ies
h
o
w
ap
p
licatio
n
-
o
r
ien
ted
p
r
o
g
r
a
m
s
ca
n
tr
an
s
f
o
r
m
ed
u
ca
tio
n
al
p
r
ep
a
r
atio
n
an
d
in
ter
n
s
h
ip
q
u
ality
in
to
tr
an
s
itio
n
co
n
f
i
d
en
ce
.
2.
M
E
T
H
O
D
2
.
1
.
T
heo
re
t
ica
l ba
s
is
a
nd
hy
po
t
hes
is
dev
elo
pm
ent
Un
iv
er
s
ity
-
to
-
wo
r
k
tr
an
s
itio
n
is
in
cr
ea
s
in
g
ly
u
n
d
er
s
to
o
d
as
a
d
ev
elo
p
m
en
tal
p
r
o
ce
s
s
in
wh
ic
h
s
tu
d
en
ts
tr
an
s
f
o
r
m
ac
ad
e
m
ic
c
ap
ital,
p
s
y
ch
o
lo
g
ical
r
eso
u
r
ce
s
,
ca
r
ee
r
lear
n
in
g
,
an
d
co
n
tex
t
u
al
s
u
p
p
o
r
t
i
n
to
th
e
ca
p
ac
ity
to
p
ar
ticip
ate
e
f
f
ec
ti
v
ely
in
th
e
la
b
o
r
m
ar
k
et
[
1
]
–
[
5
]
.
I
n
th
is
p
r
o
ce
s
s
,
wo
r
k
r
ea
d
in
ess
is
clo
s
e
to
ca
r
ee
r
ac
tio
n
b
ec
au
s
e
it
r
ef
lec
ts
th
e
d
eg
r
ee
t
o
wh
ich
s
tu
d
e
n
t
s
f
ee
l
p
r
ep
ar
e
d
to
m
ee
t
th
e
d
e
m
an
d
s
o
f
r
ea
l
wo
r
k
en
v
ir
o
n
m
en
ts
[
1
5
]
–
[
1
8
]
.
Per
c
eiv
ed
em
p
lo
y
ab
ilit
y
is
also
c
en
tr
al
b
ec
a
u
s
e
it
ca
p
t
u
r
es
s
tu
d
en
ts
'
b
elief
s
ab
o
u
t
th
eir
ab
ilit
y
to
ac
ce
s
s
s
u
itab
le
em
p
lo
y
m
en
t
an
d
is
co
n
ce
p
tu
ally
clo
s
er
to
tr
an
s
itio
n
o
u
tco
m
e
p
er
ce
p
tio
n
th
a
n
m
o
r
e
d
is
tan
t p
r
e
p
ar
atio
n
r
eso
u
r
ce
s
[
1
9
]
–
[
2
1
]
.
I
n
ter
n
s
h
ip
ef
f
ec
tiv
e
n
ess
h
as
im
p
o
r
tan
t
th
eo
r
etica
l
im
p
licatio
n
s
b
ec
au
s
e
in
ter
n
s
h
ip
s
cr
ea
te
ed
u
ca
tio
n
al
v
alu
e
o
n
l
y
wh
e
n
th
ey
ar
e
r
elev
an
t,
s
u
p
p
o
r
tiv
e,
an
d
d
e
v
elo
p
m
e
n
tally
m
e
a
n
in
g
f
u
l
[
1
1
]
–
[
1
4
]
.
A
h
ig
h
-
q
u
ality
in
te
r
n
s
h
ip
ca
n
in
cr
ea
s
e
p
er
ce
iv
ed
e
m
p
lo
y
ab
ilit
y
b
y
g
iv
in
g
s
tu
d
en
ts
clea
r
e
r
ev
id
e
n
ce
o
f
th
eir
wo
r
k
p
lace
ca
p
ab
ilit
y
.
I
t
ca
n
al
s
o
s
tr
en
g
th
en
th
e
ef
f
ec
t
o
f
wo
r
k
r
ea
d
in
ess
o
n
p
e
r
ce
iv
ed
em
p
lo
y
ab
ilit
y
b
ec
au
s
e
s
tu
d
en
ts
ar
e
m
o
r
e
lik
ely
to
b
eliev
e
in
th
eir
em
p
lo
y
ab
il
ity
wh
en
r
ea
d
in
ess
is
v
alid
ated
b
y
m
ea
n
in
g
f
u
l
wo
r
k
p
lace
ex
p
er
ien
ce
.
At
th
e
u
p
s
tr
ea
m
lev
el,
ca
r
ee
r
ad
ap
tab
ilit
y
,
ca
r
ee
r
d
ec
is
io
n
c
lar
ity
,
an
d
ca
r
ee
r
s
u
p
p
o
r
t
p
er
c
ep
tio
n
ar
e
ex
p
ec
ted
to
s
h
ap
e
wo
r
k
r
ea
d
in
ess
.
C
ar
ee
r
ad
ap
tab
ilit
y
h
elp
s
s
tu
d
en
ts
m
an
ag
e
ca
r
ee
r
-
r
elate
d
task
s
an
d
u
n
ce
r
tain
ty
,
wh
ile
ca
r
ee
r
d
ec
i
s
io
n
clar
ity
g
iv
es
d
ir
ec
ti
o
n
to
p
r
ep
ar
atio
n
an
d
r
e
d
u
ce
s
am
b
ig
u
ity
ab
o
u
t
f
u
t
u
r
e
wo
r
k
[
2
2
]
,
[
2
3
]
.
C
ar
ee
r
s
u
p
p
o
r
t
p
er
ce
p
tio
n
r
e
f
lects
th
e
ex
te
n
t
to
wh
ic
h
s
tu
d
en
ts
b
elie
v
e
t
h
at
th
eir
in
s
titu
tio
n
p
r
o
v
id
es
u
s
ef
u
l
g
u
id
a
n
ce
,
r
e
s
o
u
r
ce
s
,
an
d
lear
n
i
n
g
o
p
p
o
r
t
u
n
ities
th
at
h
elp
th
em
p
r
e
p
a
r
e
f
o
r
em
p
lo
y
m
e
n
t.
R
ec
en
t
ca
r
ee
r
-
d
ev
el
o
p
m
en
t
r
e
s
ea
r
ch
also
s
u
g
g
ests
th
at
ad
a
p
tiv
e
ca
r
ee
r
r
eso
u
r
ce
s
an
d
d
ec
i
s
io
n
co
n
f
i
d
en
ce
ar
e
im
p
o
r
tan
t f
o
r
s
tu
d
e
n
ts
p
r
ep
ar
i
n
g
f
o
r
s
ch
o
o
l
-
to
-
wo
r
k
tr
an
s
itio
n
[
2
4
]
.
B
ased
o
n
th
is
f
r
am
ewo
r
k
,
th
e
s
tu
d
y
p
r
o
p
o
s
es
n
in
e
h
y
p
o
t
h
eses
.
H1
s
ta
tes
th
at
ca
r
ee
r
ad
ap
tab
ilit
y
p
o
s
itiv
ely
af
f
ec
ts
ca
r
ee
r
d
ec
is
io
n
clar
ity
;
H2
s
tates
th
at
ca
r
e
er
ad
a
p
tab
ilit
y
p
o
s
itiv
ely
af
f
e
cts
wo
r
k
r
ea
d
in
ess
;
H3
s
tates
th
at
ca
r
ee
r
d
ec
is
i
o
n
clar
ity
p
o
s
itiv
ely
af
f
ec
ts
wo
r
k
r
ea
d
in
ess
;
H4
s
tates
th
at
ca
r
ee
r
s
u
p
p
o
r
t
p
er
ce
p
tio
n
p
o
s
itiv
ely
a
f
f
ec
ts
wo
r
k
r
ea
d
in
ess
;
H5
s
tates
th
at
wo
r
k
r
ea
d
i
n
ess
p
o
s
itiv
ely
af
f
ec
ts
p
e
r
ce
iv
e
d
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
.
5
,
Octo
b
er
20
26
:
3
8
0
0
-
3807
3802
em
p
lo
y
ab
ilit
y
;
H6
s
tates
th
at
in
ter
n
s
h
ip
e
f
f
ec
tiv
en
ess
p
o
s
itiv
ely
af
f
ec
ts
p
er
c
eiv
ed
e
m
p
l
o
y
ab
ilit
y
;
H7
s
tates
th
at
in
ter
n
s
h
ip
ef
f
ec
tiv
en
ess
p
o
s
itiv
ely
m
o
d
er
ates
th
e
r
elatio
n
s
h
ip
b
etwe
en
wo
r
k
r
ea
d
i
n
ess
an
d
p
er
ce
iv
ed
em
p
lo
y
ab
ilit
y
;
H8
s
tates
th
at
p
er
ce
iv
ed
em
p
lo
y
a
b
ilit
y
p
o
s
itiv
ely
af
f
ec
ts
tr
an
s
itio
n
o
u
tc
o
m
e
p
er
ce
p
tio
n
;
an
d
H9
s
tates
th
at
in
ter
n
s
h
ip
ef
f
ec
tiv
en
ess
p
o
s
itiv
ely
af
f
ec
ts
tr
an
s
itio
n
o
u
tco
m
e
p
e
r
ce
p
tio
n
.
T
o
g
eth
e
r
,
th
ese
h
y
p
o
th
eses
test
wh
eth
er
tr
an
s
itio
n
o
u
tco
m
es a
r
e
ex
p
lain
e
d
m
ain
ly
b
y
a
p
ath
way
f
r
o
m
p
r
ep
a
r
atio
n
r
eso
u
r
ce
s
to
wo
r
k
r
ea
d
i
n
ess
,
p
er
ce
iv
ed
e
m
p
lo
y
ab
ilit
y
,
a
n
d
tr
an
s
itio
n
c
o
n
f
id
en
ce
.
T
h
e
p
r
o
p
o
s
ed
r
esear
ch
m
o
d
e
l
is
p
r
esen
ted
in
Fig
u
r
e
1
.
T
h
e
m
o
d
el
co
n
n
ec
ts
u
p
s
tr
ea
m
r
eso
u
r
ce
s
,
r
ea
d
in
ess
an
d
in
te
r
n
s
h
ip
q
u
ality
,
p
er
ce
iv
ed
em
p
l
o
y
ab
ilit
y
,
an
d
tr
an
s
itio
n
o
u
tco
m
e
p
er
ce
p
tio
n
in
o
n
e
in
teg
r
ated
s
tr
u
ctu
r
e.
T
h
is
s
tr
u
ctu
r
e
allo
ws
th
e
s
tu
d
y
to
ex
am
i
n
e
d
ir
ec
t,
in
d
ir
ec
t,
a
n
d
m
o
d
er
a
tin
g
ef
f
ec
ts
with
in
th
e
s
am
e
ed
u
ca
tio
n
al
tr
a
n
s
itio
n
f
r
am
ewo
r
k
.
Fig
u
r
e
1
.
Pro
p
o
s
ed
r
esear
c
h
m
o
d
el
2
.
2
.
Resea
rc
h m
e
t
ho
d
T
h
e
s
tu
d
y
u
s
ed
a
cr
o
s
s
-
s
ec
tio
n
al
q
u
an
titativ
e
d
esig
n
an
d
m
o
d
el
an
aly
s
is
u
s
in
g
p
ar
tial
lea
s
t
s
q
u
ar
es
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
PLS
-
SEM
)
.
T
h
is
ap
p
r
o
ac
h
w
as
s
elec
ted
b
ec
au
s
e
th
e
s
tu
d
y
ex
am
in
es
m
u
ltip
le
laten
t
co
n
s
tr
u
cts,
d
i
r
ec
t
an
d
i
n
d
ir
ec
t
r
elatio
n
s
h
ip
s
,
an
d
a
m
o
d
er
atin
g
ef
f
ec
t
with
in
a
m
o
d
el
th
at
em
p
h
asizes
ex
p
lan
ato
r
y
an
d
p
r
e
d
ictiv
e
v
al
u
e
[
2
5
]
,
[
2
6
]
.
PLS
-
SEM
is
ap
p
r
o
p
r
iate
f
o
r
th
is
s
tu
d
y
b
ec
a
u
s
e
th
e
o
b
jectiv
e
is
to
ex
p
lain
h
o
w
ed
u
ca
tio
n
al
p
r
e
p
ar
atio
n
m
ec
h
a
n
is
m
s
o
p
er
ate
t
o
g
eth
er
r
ath
er
th
a
n
to
c
o
n
f
ir
m
a
f
u
lly
estab
lis
h
ed
co
v
ar
ian
ce
-
b
ased
m
o
d
el.
T
h
e
s
tu
d
y
u
s
ed
p
u
r
p
o
s
iv
e
s
a
m
p
lin
g
co
m
b
in
ed
with
v
o
l
u
n
tar
y
r
esp
o
n
s
e
s
am
p
lin
g
.
T
h
e
in
clu
s
io
n
cr
iter
ia
wer
e:
i)
r
esp
o
n
d
en
ts
h
ad
to
b
e
s
tu
d
en
ts
en
r
o
lled
i
n
lo
g
is
tics
an
d
s
u
p
p
ly
ch
ain
m
a
n
ag
em
en
t
o
r
clo
s
ely
r
elate
d
p
r
o
g
r
am
s
;
ii)
th
e
y
h
a
d
to
b
e
at
least
1
8
y
ea
r
s
o
l
d
;
an
d
iii)
th
ey
h
ad
t
o
h
a
v
e
s
u
f
f
icie
n
t
u
n
d
e
r
s
tan
d
in
g
o
f
ca
r
ee
r
p
r
ep
ar
atio
n
,
in
te
r
n
s
h
ip
,
o
r
em
p
lo
y
m
en
t
tr
an
s
itio
n
is
s
u
es
to
an
s
wer
th
e
q
u
esti
o
n
n
ai
r
e.
R
esp
o
n
s
es
wer
e
ex
clu
d
ed
wh
en
p
a
r
ticip
an
ts
wer
e
o
u
ts
id
e
th
e
tar
g
et
f
ield
,
s
u
b
m
itted
in
co
m
p
lete
q
u
esti
o
n
n
air
es,
g
av
e
p
atter
n
ed
r
esp
o
n
s
es,
o
r
f
ailed
t
h
e
s
cr
ee
n
in
g
co
n
d
itio
n
s
.
Data
wer
e
co
llected
th
r
o
u
g
h
a
n
o
n
lin
e
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
a
ir
e
ad
m
in
is
ter
ed
f
r
o
m
2
3
Ma
r
ch
2
0
2
6
to
1
0
Ap
r
il
2
0
2
6
.
T
h
e
q
u
esti
o
n
n
air
e
lin
k
was
d
is
tr
ib
u
ted
th
r
o
u
g
h
class
n
etwo
r
k
s
,
s
tu
d
en
t
g
r
o
u
p
s
,
p
r
o
g
r
am
-
lev
e
l
co
m
m
u
n
icatio
n
ch
an
n
els,
an
d
in
s
tr
u
ct
o
r
-
s
u
p
p
o
r
ted
a
n
n
o
u
n
ce
m
en
ts
in
lo
g
is
tics
-
r
elate
d
p
r
o
g
r
a
m
s
.
Par
ticip
atio
n
was
v
o
lu
n
tar
y
an
d
an
o
n
y
m
o
u
s
,
an
d
r
esp
o
n
d
e
n
ts
wer
e
in
f
o
r
m
ed
th
at
th
e
s
u
r
v
ey
was
co
n
d
u
cted
f
o
r
ac
ad
e
m
ic
p
u
r
p
o
s
es
o
n
ly
,
th
at
n
o
p
e
r
s
o
n
ally
id
e
n
tifia
b
l
e
in
f
o
r
m
atio
n
wo
u
l
d
b
e
c
o
llected
,
an
d
t
h
at
th
ey
co
u
ld
s
to
p
r
esp
o
n
d
i
n
g
at
an
y
t
im
e.
T
h
e
f
in
al
s
am
p
le
in
clu
d
ed
1
,
0
8
0
v
alid
r
esp
o
n
s
es
af
ter
s
cr
ee
n
in
g
.
T
h
e
s
am
p
le
was
in
ten
tio
n
ally
f
o
cu
s
ed
o
n
s
tu
d
en
ts
ap
p
r
o
ac
h
i
n
g
ca
r
ee
r
tr
an
s
itio
n
,
in
clu
d
in
g
th
ir
d
-
y
ea
r
,
f
o
u
r
th
-
y
ea
r
,
f
i
n
al
-
y
ea
r
,
an
d
g
r
ad
u
ate
-
lev
el
s
tu
d
en
ts
,
wh
ile
s
till
r
et
ain
in
g
s
o
m
e
ea
r
lier
-
y
ea
r
s
tu
d
en
ts
f
o
r
co
m
p
a
r
is
o
n
.
T
h
is
d
e
s
ig
n
im
p
r
o
v
es
th
e
in
ter
p
r
etiv
e
r
elev
an
ce
o
f
th
e
m
o
d
el
b
ec
a
u
s
e
th
e
co
n
s
tr
u
c
ts
o
f
wo
r
k
r
ea
d
in
ess
,
p
er
ce
i
v
ed
em
p
lo
y
a
b
ilit
y
,
in
ter
n
s
h
ip
ef
f
ec
ti
v
en
ess
,
an
d
t
r
an
s
itio
n
o
u
tco
m
e
p
e
r
ce
p
tio
n
ar
e
m
o
s
t
m
ea
n
in
g
f
u
l f
o
r
s
tu
d
e
n
ts
wh
o
ar
e
cl
o
s
e
to
em
p
lo
y
m
e
n
t d
ec
is
io
n
s
.
All
co
n
s
tr
u
cts
wer
e
m
ea
s
u
r
e
d
u
s
in
g
a
f
i
v
e
-
p
o
in
t
L
ik
e
r
t
s
ca
le
r
an
g
in
g
f
r
o
m
s
tr
o
n
g
l
y
d
is
ag
r
ee
t
o
s
tr
o
n
g
ly
ag
r
ee
.
Me
asu
r
em
en
t
item
s
wer
e
ad
ap
ted
f
r
o
m
estab
lis
h
ed
s
tu
d
ies
an
d
a
d
ju
s
ted
t
o
f
it
th
e
c
o
n
tex
t
o
f
lo
g
is
tics
an
d
s
u
p
p
ly
ch
ain
m
a
n
ag
em
en
t
e
d
u
ca
tio
n
.
C
ar
ee
r
a
d
ap
tab
ilit
y
was
ad
ap
te
d
f
r
o
m
Sav
ick
as
an
d
Po
r
f
eli
[
2
2
]
,
ca
r
ee
r
s
elf
-
m
an
ag
em
e
n
t
th
eo
r
y
was
in
f
o
r
m
ed
b
y
L
en
t a
n
d
B
r
o
wn
[
2
3
]
,
wo
r
k
r
ea
d
in
e
s
s
wa
s
in
f
o
r
m
ed
b
y
r
ec
en
t
wo
r
k
-
r
ea
d
i
n
ess
r
esear
ch
,
p
er
ce
i
v
ed
em
p
lo
y
a
b
ilit
y
was
in
f
o
r
m
ed
b
y
r
ec
en
t
em
p
lo
y
a
b
ilit
y
r
esear
ch
,
a
n
d
in
ter
n
s
h
ip
ef
f
ec
tiv
e
n
ess
was i
n
f
o
r
m
e
d
b
y
wo
r
k
-
in
teg
r
ated
lear
n
in
g
a
n
d
in
ter
n
s
h
ip
-
q
u
ality
s
tu
d
ies [
1
1
]
–
[
2
4
]
.
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
Wo
r
k
r
ea
d
in
ess
,
in
tern
s
h
ip
q
u
a
lity,
a
n
d
emp
lo
ya
b
ilit
y
in
lo
g
is
tics
ed
u
ca
tio
n
…
(
A
n
h
La
n
N
g
u
ye
n
)
3803
An
aly
s
is
f
o
llo
wed
th
e
two
-
s
tep
PLS
-
SEM
p
r
o
ce
d
u
r
e
r
ec
o
m
m
en
d
ed
f
o
r
m
ea
s
u
r
em
e
n
t
an
d
s
tr
u
ctu
r
al
ass
es
s
m
en
t [
2
5
]
,
[
2
6
]
.
T
h
e
f
ir
s
t step
ev
alu
ated
o
u
ter
lo
ad
i
n
g
s
,
C
r
o
n
b
ac
h
’
s
alp
h
a
,
r
h
o
_
A
,
co
m
p
o
s
ite
r
eliab
ilit
y
,
av
er
ag
e
v
ar
ian
ce
ex
tr
ac
te
d
,
a
n
d
d
is
cr
im
in
an
t
v
alid
ity
u
s
in
g
th
e
h
eter
o
tr
ait
-
m
o
n
o
tr
ait
r
ati
o
[
2
7
]
.
T
h
e
s
ec
o
n
d
s
tep
ev
alu
ated
p
ath
co
ef
f
icie
n
ts
,
t
-
v
alu
es,
p
-
v
alu
es,
f
2
,
R
2
,
Q2
p
r
e
d
ict,
in
d
i
r
ec
t
ef
f
ec
ts
,
a
n
d
th
e
m
o
d
er
atin
g
ef
f
ec
t o
f
in
te
r
n
s
h
ip
ef
f
ec
tiv
en
ess
,
with
p
r
ed
ictiv
e
r
elev
an
ce
ass
es
s
ed
in
lin
e
with
PLSp
r
ed
ict
g
u
id
an
ce
[
2
8
]
.
T
o
r
e
d
u
ce
c
o
m
m
o
n
m
et
h
o
d
b
i
as,
th
e
s
tu
d
y
ap
p
lied
p
r
o
ce
d
u
r
al
r
em
ed
ies
d
u
r
in
g
q
u
esti
o
n
n
a
ir
e
d
esig
n
an
d
ad
m
in
is
tr
atio
n
.
T
h
ese
in
c
lu
d
ed
a
n
o
n
y
m
ity
,
c
o
n
cise
wo
r
d
in
g
,
co
n
s
tr
u
ct
-
b
ased
item
g
r
o
u
p
in
g
,
v
o
lu
n
tar
y
p
ar
ticip
atio
n
,
an
d
r
ed
u
ce
d
p
r
ess
u
r
e
to
p
r
o
v
id
e
s
o
cially
d
e
s
ir
ab
le
r
esp
o
n
s
es.
T
h
e
v
ar
ian
ce
in
f
latio
n
f
ac
to
r
v
alu
es
r
an
g
ed
f
r
o
m
1
.
0
0
0
to
2
.
8
3
2
,
s
u
g
g
esti
n
g
th
at
m
u
ltico
llin
ea
r
ity
an
d
f
u
ll
co
llin
ea
r
ity
d
id
n
o
t
p
r
esen
t
s
er
io
u
s
th
r
ea
ts
[
2
9
]
,
[
3
0
]
,
alth
o
u
g
h
co
m
m
o
n
m
et
h
o
d
b
ias
ca
n
n
o
t
b
e
co
m
p
letely
elim
in
ate
d
in
cr
o
s
s
-
s
ec
tio
n
al
s
elf
-
r
ep
o
r
ted
d
ata.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
T
ab
le
1
p
r
esen
ts
th
e
d
e
m
o
g
r
ap
h
ic
an
d
ed
u
ca
tio
n
al
p
r
o
f
ile
o
f
th
e
r
esp
o
n
d
en
ts
.
R
esp
o
n
d
en
ts
wer
e
m
ain
ly
f
e
m
ale,
co
n
ce
n
tr
ated
i
n
th
e
2
1
-
2
3
ag
e
g
r
o
u
p
,
an
d
p
r
ed
o
m
in
an
tly
en
r
o
lled
at
th
e
u
n
iv
er
s
ity
lev
el.
Mo
s
t
p
ar
ticip
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ts
wer
e
in
th
e
th
ir
d
o
r
f
o
u
r
th
y
ea
r
o
r
in
th
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f
in
al
d
is
s
er
tatio
n
s
tag
e,
an
d
n
ea
r
ly
th
r
ee
q
u
ar
ter
s
h
a
d
co
m
p
leted
at
least
o
n
e
in
te
r
n
s
h
ip
,
m
ak
in
g
th
e
s
am
p
le
co
n
s
is
ten
t
with
th
e
s
tu
d
y
’
s
f
o
cu
s
o
n
s
tu
d
e
n
ts
ap
p
r
o
ac
h
in
g
th
e
tr
an
s
itio
n
f
r
o
m
s
tu
d
y
to
em
p
lo
y
m
e
n
t.
T
ab
le
2
r
ep
o
r
ts
th
e
r
eliab
ilit
y
an
d
co
n
v
e
r
g
en
t
v
alid
ity
o
f
th
e
co
n
s
tr
u
cts.
Mo
s
t
co
n
s
tr
u
cts
ac
h
iev
ed
ac
ce
p
tab
le
lev
els
o
f
r
eliab
ilit
y
an
d
co
n
v
er
g
en
t
v
alid
ity
.
T
wo
is
s
u
es
r
eq
u
ir
e
ca
u
tio
n
:
ca
r
ee
r
d
ec
is
io
n
clar
ity
s
h
o
wed
th
e
wea
k
est
m
ea
s
u
r
e
m
en
t
p
r
o
p
er
ties
,
an
d
wo
r
k
r
e
ad
in
ess
h
ad
an
av
er
a
g
e
v
ar
ia
n
ce
ex
tr
ac
ted
v
alu
e
s
lig
h
tly
b
elo
w
th
e
co
n
v
e
n
tio
n
al
th
r
esh
o
ld
,
alth
o
u
g
h
b
o
th
co
n
s
tr
u
cts
wer
e
r
etain
ed
b
ec
au
s
e
o
f
th
eir
th
eo
r
etica
l
r
elev
an
ce
an
d
ac
ce
p
tab
le
c
o
m
p
o
s
ite
r
eliab
ilit
y
.
T
ab
le
3
s
u
m
m
ar
izes
th
e
s
tr
u
ct
u
r
al
m
o
d
el
esti
m
ates
an
d
h
y
p
o
th
esis
-
test
in
g
r
esu
lts
.
E
ig
h
t
o
f
th
e
n
in
e
h
y
p
o
th
eses
wer
e
s
u
p
p
o
r
ted
.
C
ar
ee
r
s
u
p
p
o
r
t
p
e
r
ce
p
tio
n
ex
er
ted
th
e
s
tr
o
n
g
est
i
n
f
lu
en
ce
o
n
wo
r
k
r
ea
d
in
ess
,
wo
r
k
r
ea
d
in
ess
h
ad
a
s
tr
o
n
g
p
o
s
itiv
e
ef
f
ec
t
o
n
p
er
ce
iv
e
d
em
p
lo
y
ab
ilit
y
,
a
n
d
p
er
ce
iv
ed
em
p
lo
y
ab
ilit
y
was
th
e
s
tr
o
n
g
est d
ir
ec
t p
r
e
d
icto
r
o
f
tr
an
s
itio
n
o
u
tco
m
e
p
er
ce
p
tio
n
.
T
ab
le
4
p
r
esen
ts
th
e
s
tr
u
ctu
r
al
m
o
d
el
q
u
ality
in
d
icato
r
s
.
T
h
e
m
o
d
el
s
h
o
ws
m
o
d
er
ate
ex
p
lan
ato
r
y
p
o
wer
f
o
r
wo
r
k
r
ea
d
in
ess
,
p
er
ce
iv
ed
e
m
p
lo
y
a
b
ilit
y
,
an
d
tr
an
s
itio
n
o
u
tco
m
e
p
er
ce
p
tio
n
.
T
h
e
p
o
s
itiv
e
Q²p
r
ed
ict
v
alu
es
in
d
icate
p
r
e
d
ictiv
e
r
elev
an
ce
f
o
r
th
e
en
d
o
g
en
o
u
s
co
n
s
tr
u
cts,
wh
ile
th
e
s
tan
d
ar
d
ized
r
o
o
t
m
ea
n
s
q
u
ar
e
r
esid
u
al
(
SR
MR)
an
d
n
o
r
m
ed
f
it
in
d
e
x
(
NFI
)
v
alu
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s
u
p
p
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t
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p
tab
le
o
v
er
all
m
o
d
el
f
it
f
o
r
th
e
PLS
-
SEM
an
aly
s
is
.
T
ab
le
1
.
C
h
ar
ac
ter
is
tics
o
f
th
e
s
tu
d
y
s
am
p
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(
N=
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,
0
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0
)
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T
ab
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2
.
R
eliab
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an
d
c
o
n
v
e
r
g
en
t v
alid
ity
o
f
c
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n
s
tr
u
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I
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T
ab
le
3
.
Stru
ctu
r
al
m
o
d
el
r
esu
lts
an
d
h
y
p
o
th
esis
test
in
g
H
y
p
o
t
h
e
s
i
s
P
a
t
h
β
t
p
f²
D
e
c
i
s
i
o
n
H1
C
A
→
C
D
C
0
.
1
6
3
5
.
5
8
1
<
0
.
0
0
1
0
.
0
2
7
S
u
p
p
o
r
t
e
d
H2
C
A
→
W
R
0
.
1
9
5
7
.
0
6
6
<
0
.
0
0
1
0
.
0
4
4
S
u
p
p
o
r
t
e
d
H3
C
D
C
→
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R
0
.
1
8
4
7
.
7
3
3
<
0
.
0
0
1
0
.
0
5
5
S
u
p
p
o
r
t
e
d
H4
C
S
P
→
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R
0
.
4
5
4
1
6
.
5
9
2
<
0
.
0
0
1
0
.
2
4
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S
u
p
p
o
r
t
e
d
H5
W
R
→
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E
0
.
4
5
1
2
0
.
1
4
4
<
0
.
0
0
1
0
.
3
2
3
S
u
p
p
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t
e
d
H6
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E
→
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0
.
3
4
1
1
4
.
4
1
8
<
0
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0
0
1
0
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5
S
u
p
p
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E
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→
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0
.
1
6
7
7
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7
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5
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N
o
t
s
u
p
p
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t
e
d
N
o
t
e
:
C
A
=
c
a
r
e
e
r
a
d
a
p
t
a
b
i
l
i
t
y
;
C
D
C
=
c
a
r
e
e
r
d
e
c
i
s
i
o
n
c
l
a
r
i
t
y
;
C
S
P
=
c
a
r
e
e
r
su
p
p
o
r
t
p
e
r
c
e
p
t
i
o
n
;
I
E=
i
n
t
e
r
n
sh
i
p
e
f
f
e
c
t
i
v
e
n
e
ss
;
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E=
p
e
r
c
e
i
v
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d
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m
p
l
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y
a
b
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l
i
t
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t
r
a
n
si
t
i
o
n
o
u
t
c
o
me
p
e
r
c
e
p
t
i
o
n
;
W
R
=
w
o
r
k
r
e
a
d
i
n
e
ss.
T
ab
le
4
.
Stru
ctu
r
al
m
o
d
el
q
u
al
ity
C
o
n
st
r
u
c
t
R²
Le
v
e
l
Q
²p
r
e
d
i
c
t
R
M
S
E
M
A
E
C
a
r
e
e
r
d
e
c
i
si
o
n
c
l
a
r
i
t
y
0
.
0
2
7
W
e
a
k
0
.
0
2
3
0
.
9
9
0
0
.
8
0
7
W
o
r
k
r
e
a
d
i
n
e
ss
0
.
4
0
8
M
o
d
e
r
a
t
e
0
.
3
7
2
0
.
7
9
4
0
.
6
4
2
P
e
r
c
e
i
v
e
d
e
m
p
l
o
y
a
b
i
l
i
t
y
0
.
3
7
6
M
o
d
e
r
a
t
e
0
.
2
5
2
0
.
8
6
6
0
.
7
0
9
Tr
a
n
s
i
t
i
o
n
o
u
t
c
o
m
e
p
e
r
c
e
p
t
i
o
n
0
.
3
7
7
M
o
d
e
r
a
t
e
0
.
1
0
6
0
.
9
4
7
0
.
7
9
4
S
R
M
R
0
.
0
4
0
N
F
I
0
.
9
0
8
T
h
e
in
d
ir
e
ct
ef
f
ec
ts
wer
e
s
ep
a
r
ated
in
to
T
ab
le
5
to
r
esp
o
n
d
t
o
th
e
r
ev
iewe
r
s
’
r
e
q
u
est
f
o
r
cl
ea
r
er
tab
le
s
eq
u
en
cin
g
.
T
h
ese
r
esu
lts
cl
ar
if
y
th
e
m
ec
h
a
n
is
m
th
r
o
u
g
h
wh
ich
p
r
ep
a
r
atio
n
r
eso
u
r
c
es
an
d
in
ter
n
s
h
ip
ef
f
ec
tiv
en
ess
in
f
lu
en
ce
tr
a
n
s
itio
n
o
u
tco
m
e
p
er
ce
p
tio
n
.
T
h
e
s
ig
n
if
ican
t
in
d
ir
ec
t
p
at
h
s
co
n
f
ir
m
th
e
ce
n
tr
al
m
ed
iatin
g
r
o
le
o
f
p
er
ce
iv
ed
e
m
p
lo
y
ab
ilit
y
in
th
e
p
r
o
p
o
s
ed
m
o
d
el.
Ov
er
all,
th
e
r
esu
lts
s
u
p
p
o
r
t
a
p
ath
way
in
wh
ich
ed
u
ca
tio
n
al
p
r
ep
ar
atio
n
c
o
n
tr
ib
u
tes
to
tr
an
s
itio
n
o
u
tco
m
es
m
ain
ly
t
h
r
o
u
g
h
w
o
r
k
r
ea
d
in
ess
an
d
p
er
ce
i
v
ed
em
p
lo
y
ab
ilit
y
r
at
h
er
th
a
n
th
r
o
u
g
h
d
ir
ec
t
ef
f
ec
ts
alo
n
e.
T
h
e
f
in
d
in
g
s
th
er
ef
o
r
e
in
d
icate
th
at
tr
an
s
itio
n
s
u
cc
es
s
in
lo
g
is
tics
ed
u
ca
tio
n
is
s
h
a
p
ed
b
y
p
r
ep
ar
atio
n
,
p
r
ac
tice
-
b
ased
ex
p
e
r
ien
ce
,
a
n
d
em
p
lo
y
ab
ilit
y
b
elief
s
.
T
h
is
ev
id
en
ce
p
r
o
v
id
es
a
co
h
e
r
en
t
b
asis
f
o
r
th
e
d
is
cu
s
s
io
n
o
f
th
eo
r
etica
l a
n
d
e
d
u
ca
tio
n
al
im
p
licatio
n
s
.
T
ab
le
5
.
Sig
n
if
ica
n
t in
d
ir
ec
t e
f
f
ec
ts
I
n
d
i
r
e
c
t
i
n
f
l
u
e
n
c
e
p
a
t
h
b
t
p
C
A
→
C
D
C
→
W
R
0
.
0
3
0
4
.
3
8
1
<
0
.
0
0
1
C
A
→
W
R
→
P
E
0
.
0
8
8
6
.
7
3
6
<
0
.
0
0
1
C
S
P
→
W
R
→
P
E
0
.
2
0
5
1
2
.
3
8
3
<
0
.
0
0
1
W
R
→
P
E
→
TO
P
0
.
2
7
3
1
5
.
6
3
1
<
0
.
0
0
1
I
E
→
P
E
→
TO
P
0
.
2
0
7
1
2
.
7
7
1
<
0
.
0
0
1
I
E
×
W
R
→
P
E
→
TO
P
0
.
1
0
2
7
.
4
2
8
<
0
.
0
0
1
3
.
2
.
Dis
cus
s
io
n
T
h
e
f
in
d
i
n
g
s
an
s
wer
th
e
r
e
s
ea
r
ch
q
u
esti
o
n
s
b
y
s
h
o
win
g
th
at
tr
an
s
itio
n
o
u
tco
m
es
i
n
lo
g
is
tics
ed
u
ca
tio
n
ar
e
b
etter
ex
p
lain
e
d
b
y
a
p
ath
way
lo
g
ic
th
an
b
y
a
s
im
p
le
in
p
u
t
-
o
u
tp
u
t
lo
g
ic
[
1
]
–
[
5
]
.
E
d
u
ca
tio
n
al
p
r
ep
ar
atio
n
r
eso
u
r
ce
s
d
o
m
atter
,
b
u
t
th
eir
in
f
l
u
en
ce
is
tr
an
s
m
itted
m
ain
ly
th
r
o
u
g
h
s
tu
d
e
n
ts
'
wo
r
k
r
ea
d
in
ess
an
d
p
e
r
ce
iv
ed
e
m
p
lo
y
a
b
ilit
y
r
ath
er
th
a
n
th
r
o
u
g
h
d
ir
ec
t
e
f
f
ec
ts
alo
n
e
[
1
5
]
–
[
2
1
]
.
T
h
is
i
n
ter
p
r
etatio
n
h
elp
s
m
o
v
e
th
e
liter
atu
r
e
b
ey
o
n
d
th
e
ass
u
m
p
tio
n
th
at
s
u
p
p
o
r
t
an
d
in
ter
n
s
h
ip
p
ar
ticip
atio
n
au
t
o
m
atica
lly
g
en
er
ate
p
o
s
itiv
e
tr
an
s
itio
n
o
u
tco
m
es [
1
1
]
–
[
1
4
]
.
T
h
e
ev
id
e
n
ce
f
o
r
th
is
in
ter
p
r
et
atio
n
is
clea
r
in
th
e
s
tr
u
ct
u
r
al
m
o
d
el.
W
o
r
k
r
ea
d
in
ess
s
tr
o
n
g
ly
p
r
ed
icts
p
er
ce
iv
ed
em
p
lo
y
ab
ilit
y
,
p
er
ce
iv
ed
em
p
lo
y
ab
ilit
y
s
tr
o
n
g
l
y
p
r
e
d
icts
tr
an
s
itio
n
o
u
tco
m
e
p
er
ce
p
tio
n
,
t
h
e
in
ter
ac
tio
n
ter
m
is
s
ig
n
if
ican
t,
an
d
th
e
d
i
r
ec
t
p
ath
f
r
o
m
in
ter
n
s
h
ip
ef
f
ec
tiv
en
ess
to
tr
an
s
itio
n
o
u
tco
m
e
p
er
ce
p
tio
n
is
n
o
t
s
tatis
ticall
y
s
ig
n
if
ican
t.
T
a
k
en
to
g
eth
e
r
,
th
ese
r
esu
lts
in
d
icate
th
at
in
ter
n
s
h
ip
s
m
atter
ed
u
ca
tio
n
ally
wh
en
th
ey
v
al
id
ate,
r
ein
f
o
r
ce
,
an
d
e
x
ten
d
s
tu
d
en
ts
'
r
ea
d
in
ess
in
way
s
th
at
im
p
r
o
v
e
th
eir
em
p
lo
y
ab
ilit
y
b
elief
s
.
Fo
r
teac
h
in
g
an
d
lea
r
n
in
g
,
th
e
r
esu
lts
s
u
g
g
est
th
at
lo
g
is
tics
p
r
o
g
r
a
m
s
s
h
o
u
l
d
n
o
t
r
ely
o
n
d
is
cip
lin
ar
y
k
n
o
wled
g
e
alo
n
e
[
6
]
–
[
1
0
]
.
I
n
s
tead
,
th
ey
s
h
o
u
ld
em
b
ed
wo
r
k
-
r
ea
d
in
ess
d
ev
elo
p
m
en
t
with
in
class
r
o
o
m
p
r
ac
tice
th
r
o
u
g
h
s
im
u
latio
n
s
,
au
th
en
tic
ca
s
e
an
al
y
s
is
,
r
ef
lectiv
e
task
s
,
team
wo
r
k
ex
e
r
cises
,
p
r
esen
tatio
n
p
r
ac
tice,
an
d
s
tr
u
ctu
r
ed
ca
r
ee
r
p
lan
n
i
n
g
ac
tiv
ities
[
1
5
]
–
[
1
8
]
,
[
2
2
]
–
[
2
4
]
.
T
h
e
r
esu
lts
also
s
u
g
g
est
th
at
s
tu
d
e
n
ts
n
ee
d
ex
p
licit
s
u
p
p
o
r
t
in
tr
an
s
l
atin
g
wh
at
th
ey
lear
n
i
n
to
lab
o
r
-
m
ar
k
et
co
n
f
id
en
ce
,
esp
ec
ially
in
ap
p
licatio
n
-
o
r
ien
ted
p
r
o
g
r
am
s
wh
er
e
em
p
lo
y
er
s
ex
p
ec
t
p
r
ac
tical
wo
r
k
p
la
ce
p
er
f
o
r
m
an
ce
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Wo
r
k
r
ea
d
in
ess
,
in
tern
s
h
ip
q
u
a
lity,
a
n
d
emp
lo
ya
b
ilit
y
in
lo
g
is
tics
ed
u
ca
tio
n
…
(
A
n
h
La
n
N
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u
ye
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)
3805
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
ex
am
in
ed
h
o
w
lo
g
is
tics
an
d
s
u
p
p
ly
ch
ain
m
an
ag
em
en
t
ed
u
ca
ti
o
n
s
u
p
p
o
r
ts
s
tu
d
en
ts
’
tr
an
s
itio
n
f
r
o
m
u
n
iv
e
r
s
ity
t
o
em
p
l
o
y
m
e
n
t.
T
h
e
f
i
n
d
in
g
s
s
h
o
w
th
at
ca
r
ee
r
s
u
p
p
o
r
t
p
er
ce
p
tio
n
,
ca
r
ee
r
ad
ap
tab
ilit
y
,
an
d
ca
r
ee
r
d
ec
i
s
io
n
clar
ity
s
tr
en
g
th
e
n
wo
r
k
r
ea
d
in
ess
,
wh
ile
wo
r
k
r
ea
d
in
ess
an
d
in
ter
n
s
h
i
p
ef
f
ec
tiv
en
ess
en
h
an
ce
p
er
ce
i
v
ed
em
p
lo
y
ab
ilit
y
.
Per
ce
iv
e
d
em
p
lo
y
ab
ilit
y
is
th
e
s
tr
o
n
g
est
p
r
ed
icto
r
o
f
tr
an
s
itio
n
o
u
tco
m
e
p
er
c
ep
tio
n
,
co
n
f
i
r
m
in
g
th
at
s
tu
d
en
ts
’
c
o
n
f
id
en
ce
in
th
ei
r
lab
o
r
-
m
ar
k
et
ca
p
ab
ilit
y
is
th
e
ce
n
tr
al
m
ec
h
an
is
m
th
r
o
u
g
h
wh
ich
ed
u
ca
tio
n
al
p
r
ep
a
r
atio
n
b
ec
o
m
es
tr
an
s
itio
n
co
n
f
id
en
c
e.
A
k
ey
f
in
d
in
g
is
th
at
in
ter
n
s
h
ip
ef
f
ec
tiv
en
ess
d
o
es
n
o
t
d
ir
ec
tly
p
r
e
d
ict
tr
an
s
itio
n
o
u
tco
m
e
p
er
ce
p
tio
n
;
in
s
tead
,
it
co
n
tr
ib
u
tes
m
ain
ly
b
y
im
p
r
o
v
in
g
p
er
ce
iv
e
d
em
p
lo
y
a
b
ilit
y
an
d
b
y
s
tr
en
g
th
en
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
wo
r
k
r
ea
d
i
n
ess
an
d
p
er
ce
i
v
ed
em
p
lo
y
ab
ilit
y
.
T
h
is
s
tu
d
y
ex
ten
d
s
em
p
lo
y
a
b
ilit
y
th
eo
r
y
b
y
p
o
s
itio
n
in
g
p
er
ce
iv
ed
em
p
l
o
y
ab
ilit
y
as
th
e
m
o
s
t
p
r
o
x
im
al
p
s
y
c
h
o
lo
g
ical
m
ec
h
an
is
m
lin
k
in
g
p
r
e
p
ar
atio
n
r
es
o
u
r
ce
s
to
u
n
iv
e
r
s
ity
-
to
-
wo
r
k
tr
an
s
itio
n
o
u
tco
m
es.
I
t
also
r
ef
in
es
wo
r
k
-
i
n
teg
r
ate
d
lear
n
in
g
an
d
in
te
r
n
s
h
ip
r
es
ea
r
ch
b
y
s
h
o
win
g
th
at
i
n
ter
n
s
h
ip
ef
f
ec
tiv
en
ess
s
h
o
u
ld
n
o
t
b
e
u
n
d
er
s
to
o
d
s
im
p
ly
as
d
ir
ec
t
wo
r
k
p
lace
e
x
p
o
s
u
r
e,
b
u
t
as
a
co
n
d
itio
n
al
ed
u
c
atio
n
al
m
ec
h
an
is
m
th
at
v
alid
ates
an
d
a
m
p
lifie
s
th
e
em
p
lo
y
ab
ilit
y
v
alu
e
o
f
wo
r
k
r
ea
d
in
ess
.
I
n
ad
d
itio
n
,
th
e
s
tu
d
y
in
te
g
r
ates
ca
r
ee
r
co
n
s
tr
u
ctio
n
th
eo
r
y
,
s
o
cial
co
g
n
itiv
e
ca
r
ee
r
s
elf
-
m
a
n
ag
em
e
n
t,
wo
r
k
-
r
ea
d
i
n
ess
r
esear
ch
,
a
n
d
in
ter
n
s
h
ip
-
q
u
ality
r
esear
ch
in
to
a
s
in
g
le
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ter
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te
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tial
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CAL AP
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to
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DATA AV
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AB
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[
AL
N]
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y
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at
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h
ar
in
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an
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p
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ac
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co
n
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id
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s
.
RE
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R
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NC
E
S
[
1
]
M
.
To
ml
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n
s
o
n
,
“
G
r
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d
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:
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d
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[
2
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.
C
l
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,
“
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.
[
3
]
I
.
P
.
H
e
r
b
e
r
t
,
A
.
T.
R
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w
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,
J.
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G
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,
a
n
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.
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m
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,
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ti
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sta
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larly
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ti
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n
d
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t,
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trep
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ip
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sp
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m
a
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s.
S
h
e
c
a
n
b
e
c
o
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tac
ted
a
t
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m
a
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:
a
n
h
n
l@
d
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v
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e
d
u
.
v
n
.
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n
g
Xu
a
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h
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stu
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t
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d
M
a
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t
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th
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u
t
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rn
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y
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f
S
c
ien
c
e
a
n
d
Tec
h
n
o
l
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g
y
(S
TU
S
T),
Tai
n
a
n
,
T
a
iwa
n
.
His res
e
a
rc
h
fo
c
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se
s
o
n
e
d
u
c
a
ti
o
n
,
i
n
n
o
v
a
ti
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n
,
su
sta
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n
a
b
il
it
y
,
S
M
Es,
a
n
d
i
n
d
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g
e
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o
u
s
k
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wle
d
g
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h
a
p
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c
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lar
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tere
st
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h
o
w
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l
a
n
d
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d
ig
e
n
o
u
s
a
ss
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ts
c
a
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b
e
tran
sfo
rm
e
d
in
t
o
in
c
lu
si
v
e
a
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d
su
sta
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b
le
d
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v
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p
m
e
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o
u
tco
m
e
s.
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win
g
o
n
e
x
ten
si
v
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p
r
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fe
ss
io
n
a
l
e
x
p
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rien
c
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in
m
a
n
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g
e
m
e
n
t
a
n
d
p
ra
c
ti
c
e
-
o
rien
ted
se
tt
in
g
s,
h
is
wo
rk
b
rid
g
e
s
a
c
a
d
e
m
ic
in
q
u
iry
w
it
h
re
a
l
-
wo
rld
c
h
a
ll
e
n
g
e
s
i
n
b
u
sin
e
ss
,
c
o
m
m
u
n
it
y
,
a
n
d
re
g
io
n
a
l
d
e
v
e
lo
p
m
e
n
t.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
d
b
3
1
g
2
1
4
@s
tu
st
.
e
d
u
.
tw
.
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