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[
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I
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15
,
No
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5
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Octo
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20
26
:
3
9
4
7
-
3961
3948
Stru
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ac
k
[
8
]
.
Platfo
r
m
-
b
ased
ap
p
r
o
ac
h
es
f
u
r
th
e
r
s
u
p
p
o
r
t
t
h
is
p
r
o
ce
s
s
th
r
o
u
g
h
o
n
lin
e
ju
d
g
es,
an
aly
tics
,
co
n
t
est
m
o
d
es,
an
d
r
e
m
o
te
co
d
in
g
en
v
ir
o
n
m
en
ts
th
at
m
a
k
e
lea
r
n
er
p
r
o
g
r
ess
m
o
r
e
v
is
ib
le
[
9
]
.
Ho
wev
er
,
co
m
p
etitiv
e
p
r
o
g
r
am
m
in
g
alo
n
e
d
o
es
not
s
h
o
w
wh
eth
er
s
tu
d
e
n
ts
can
tr
an
s
f
o
r
m
alg
o
r
ith
m
ic
co
m
p
eten
ce
in
t
o
c
o
llab
o
r
ativ
e
p
r
o
d
u
cts,
r
esear
c
h
o
u
tp
u
ts
,
or
s
tar
tu
p
-
o
r
ien
te
d
s
o
lu
tio
n
s
.
Hac
k
ath
o
n
-
s
ty
le
a
n
d
p
r
o
ject
-
b
ased
lear
n
in
g
p
r
o
v
id
e
a
co
m
p
lem
en
tar
y
d
ir
ec
tio
n
by
m
o
v
in
g
s
tu
d
en
ts
f
r
o
m
in
d
iv
id
u
al
p
r
o
b
lem
s
o
lv
in
g
to
team
-
b
ased
p
r
o
d
u
ctio
n
u
n
d
er
r
ea
lis
tic
co
n
s
tr
ain
ts
.
E
d
u
ca
tio
n
al
h
ac
k
ath
o
n
s
s
u
p
p
o
r
t
team
wo
r
k
,
cr
ea
tiv
ity
,
p
r
ac
tical
p
r
o
b
lem
s
o
lv
in
g
,
an
d
r
a
p
id
p
r
o
t
o
ty
p
in
g
,
esp
ec
ially
w
h
en
s
tu
d
en
ts
m
u
s
t
p
r
o
d
u
ce
v
is
ib
le
o
u
tp
u
ts
with
in
lim
ited
tim
ef
r
am
es
[
1
0
]
.
Pro
ject
-
b
ased
lear
n
in
g
also
s
u
p
p
o
r
ts
co
g
n
itiv
e,
p
r
ac
tical,
a
n
d
af
f
ec
tiv
e
o
u
tco
m
es
th
r
o
u
g
h
au
th
e
n
tic
p
r
o
d
u
ctio
n
an
d
ap
p
lie
d
p
r
o
b
lem
s
o
lv
in
g
[
1
1
]
.
In
Kaz
ak
h
s
tan
,
tech
n
o
lo
g
y
-
r
ic
h
an
d
p
r
ac
tice
-
o
r
ien
te
d
ed
u
ca
t
io
n
al
en
v
ir
o
n
m
en
ts
also
s
h
o
w
th
at
en
g
ag
em
e
n
t
in
au
th
en
tic
task
s
an
d
ar
tifa
cts
can
be
lin
k
ed
to
im
p
r
o
v
e
d
l
ea
r
n
in
g
o
u
tco
m
es
an
d
ap
p
lie
d
co
m
p
eten
ce
[
1
2
]
.
Nev
er
th
eless
,
h
ac
k
ath
o
n
s
an
d
p
r
o
ject
-
b
ased
f
o
r
m
ats
ar
e
o
f
te
n
im
p
lem
e
n
ted
as
s
ep
ar
ate
ev
en
ts
,
an
d
th
e
lo
n
g
er
d
ev
elo
p
m
e
n
tal
co
n
n
ec
tio
n
b
et
wee
n
p
r
o
g
r
am
m
in
g
p
r
ac
tice,
p
r
o
d
u
ct
d
ev
el
o
p
m
en
t,
r
esear
c
h
co
m
p
ete
n
ce
,
an
d
s
tar
tu
p
r
ea
d
in
ess
r
em
ain
s
in
s
u
f
f
icien
tly
ev
alu
ated
.
T
h
e
wid
esp
r
ea
d
av
ailab
ilit
y
of
Gen
AI
to
o
ls
h
as
also
ch
an
g
ed
how
ef
f
ec
tiv
e
tr
ain
in
g
f
o
r
IT
s
tu
d
en
ts
s
h
o
u
ld
be
d
esig
n
ed
.
Stu
d
e
n
t
s
can
u
s
e
AI
to
o
ls
f
o
r
co
n
ce
p
tu
al
clar
if
icatio
n
,
d
e
b
u
g
g
i
n
g
,
co
d
e
d
r
a
f
tin
g
,
d
o
cu
m
e
n
tatio
n
,
id
ea
tio
n
,
a
n
d
iter
ativ
e
im
p
r
o
v
em
e
n
t,
but
th
ey
also
f
ac
e
r
is
k
s
r
elate
d
to
in
ac
cu
r
ate
o
u
t
p
u
ts
,
d
ep
en
d
e
n
ce
on
AI
,
ac
a
d
em
ic
in
teg
r
ity
,
an
d
r
e
d
u
ce
d
o
wn
er
s
h
ip
of
s
o
lu
tio
n
s
[
1
3
]
−
[
1
5
]
.
R
esear
ch
on
AI
-
ass
is
ted
in
s
tr
u
ctio
n
t
h
er
ef
o
r
e
s
u
g
g
ests
th
at
e
d
u
ca
tio
n
al
p
r
o
g
r
am
s
s
h
o
u
ld
in
clu
d
e
v
e
r
i
f
icatio
n
g
u
id
elin
es,
d
is
clo
s
u
r
e
p
r
ac
tices,
an
d
in
teg
r
ity
s
af
eg
u
ar
d
s
in
s
tead
of
ass
u
m
in
g
th
at
ac
ce
s
s
to
AI
t
o
o
ls
au
to
m
atica
lly
p
r
o
d
u
ce
s
lear
n
in
g
[
1
6
]
.
T
h
is
is
esp
ec
ially
im
p
o
r
tan
t
in
p
r
o
g
r
am
m
in
g
co
n
te
x
ts
,
wh
er
e
Gen
AI
can
d
is
r
u
p
t
ass
ig
n
m
en
ts
an
d
co
m
p
etitio
n
s
,
an
d
wh
er
e
tr
ad
itio
n
al
p
lag
iar
is
m
d
etec
tio
n
m
a
y
be
in
s
u
f
f
ic
ien
t
f
o
r
id
en
tif
y
in
g
in
ap
p
r
o
p
r
iate
or
u
n
v
er
if
ied
AI
-
s
u
p
p
o
r
te
d
wo
r
k
[
1
7
]
,
[
1
8
]
.
B
r
o
ad
er
h
ig
h
er
ed
u
ca
tio
n
r
esear
ch
also
em
p
h
asizes
th
e
n
e
ed
to
co
n
n
ec
t
AI
u
s
e
with
ass
ess
m
en
t,
g
o
v
er
n
an
ce
,
an
d
m
ea
s
u
r
ab
le
co
m
p
eten
ce
d
ev
elo
p
m
en
t.
Sy
s
tem
atic
r
ev
iews
r
ep
o
r
t
b
en
e
f
its
s
u
ch
as
f
aster
f
ee
d
b
ac
k
,
p
er
s
o
n
aliza
tio
n
,
ef
f
icien
cy
,
an
d
ass
ess
m
en
t
s
u
p
p
o
r
t,
wh
ile
also
id
en
tify
in
g
r
is
k
s
r
elate
d
to
p
r
iv
ac
y
,
b
ias,
tr
an
s
p
ar
en
cy
,
f
air
n
ess
,
an
d
in
teg
r
ity
[
1
9
]
−
[
2
1
]
.
Qu
asi
-
ex
p
er
im
en
tal
an
d
AI
-
in
teg
r
ate
d
lear
n
in
g
p
ath
wa
y
s
tu
d
ies
s
u
g
g
est
th
at
s
tu
d
en
ts
can
im
p
r
o
v
e
p
er
f
o
r
m
an
ce
,
en
g
ag
em
en
t,
an
d
lear
n
in
g
ef
f
icien
cy
wh
en
AI
to
o
ls
ar
e
em
b
ed
d
e
d
in
s
tr
u
ctu
r
ed
le
ar
n
in
g
en
v
i
r
o
n
m
e
n
ts
with
d
y
n
am
ic
ass
e
s
s
m
en
t
an
d
ad
ap
tiv
e
s
u
p
p
o
r
t
[
2
2
]
,
[
2
3
]
.
R
esp
o
n
s
ib
le
AI
u
s
e
also
d
ep
en
d
s
on
d
ig
ital
liter
ac
y
,
eth
i
ca
l
awa
r
en
ess
,
an
d
s
tu
d
en
ts
’
ab
ilit
y
to
ev
alu
ate
AI
-
g
en
er
ated
o
u
tp
u
ts
cr
itically
[
2
4
]
.
Fra
m
ew
o
r
k
-
b
ased
wo
r
k
,
in
clu
d
in
g
th
e
AI
-
T
E
AC
H
m
o
d
el,
s
im
ilar
ly
ar
g
u
es
th
at
AI
s
h
o
u
ld
be
in
t
eg
r
ated
p
ed
a
g
o
g
ically
an
d
eth
ically
r
ath
er
th
an
tr
ea
ted
o
n
ly
as
a
tech
n
ical
p
r
o
d
u
ctiv
ity
to
o
l
[
2
5
]
.
Desp
ite
th
is
g
r
o
win
g
ev
id
e
n
ce
,
s
ev
er
al
g
a
p
s
r
em
ain
.
E
x
is
tin
g
s
tu
d
ies
s
h
o
w
th
at
co
m
p
etitiv
e
p
r
o
g
r
a
m
m
in
g
,
h
ac
k
ath
o
n
-
s
ty
le
ex
p
er
ie
n
tial
lear
n
in
g
,
en
t
r
e
p
r
en
eu
r
s
h
ip
ed
u
ca
tio
n
,
r
esear
ch
tr
ain
in
g
,
a
n
d
AI
can
s
u
p
p
o
r
t
th
e
d
ev
elo
p
m
en
t
of
co
m
p
u
tin
g
s
tu
d
en
ts
,
b
u
t
th
ese
co
m
p
o
n
en
ts
ar
e
u
s
u
ally
e
x
am
in
ed
s
ep
ar
ately
.
L
im
ited
em
p
ir
ical
ev
id
e
n
ce
ex
is
ts
on
en
d
-
to
-
en
d
,
AI
-
s
u
p
p
o
r
ted
talen
t
p
ip
elin
es
t
h
at
co
n
n
ec
t
t
h
ese
co
m
p
o
n
en
ts
th
r
o
u
g
h
co
m
m
o
n
o
u
tco
m
e
m
ea
s
u
r
es
ac
r
o
s
s
m
u
l
tip
le
u
n
iv
er
s
ities
.
T
h
i
s
g
a
p
is
es
p
e
c
i
al
l
y
i
m
p
o
r
t
a
n
t
f
o
r
r
e
g
i
o
n
a
l
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
s
t
i
t
u
t
i
o
n
s
,
w
h
e
r
e
s
t
u
d
e
n
t
s
m
ay
n
e
e
d
s
t
r
u
c
t
u
r
e
d
r
o
u
t
e
s
f
r
o
m
b
a
s
i
c
s
k
i
l
l
a
c
q
u
is
it
i
o
n
to
p
o
r
t
f
o
l
i
o
-
r
e
a
d
y
o
u
t
c
o
m
e
s
a
n
d
r
e
s
p
o
n
s
i
b
l
e
p
a
r
ti
c
i
p
at
i
o
n
in
AI
-
m
e
d
i
a
t
e
d
d
i
g
it
a
l
w
o
r
k
.
T
h
e
n
o
v
elty
of
th
is
s
tu
d
y
lies
in
e
v
alu
atin
g
an
e
n
d
-
to
-
en
d
,
AI
-
s
u
p
p
o
r
te
d
p
e
d
ag
o
g
ical
p
i
p
elin
e
th
at
co
n
n
ec
ts
co
m
p
etitiv
e
p
r
o
g
r
a
m
m
in
g
,
h
ac
k
at
h
o
n
p
r
o
to
ty
p
in
g
,
s
tar
tu
p
an
d
r
esear
ch
d
ev
el
o
p
m
en
t,
an
d
p
r
o
ject
d
ef
en
s
e
with
in
one
m
ea
s
u
r
ab
l
e
co
-
cu
r
r
icu
lar
m
o
d
el
f
o
r
r
eg
i
o
n
al
u
n
iv
er
s
ity
IT
s
tu
d
en
ts
.
As
s
h
o
wn
in
Fig
u
r
e
1,
t
he
p
ip
elin
e
is
s
ig
n
if
ican
t
f
o
r
e
d
u
ca
tio
n
al
p
r
a
ctice
b
ec
au
s
e
it
g
iv
es
u
n
iv
er
s
ities
a
r
ep
ea
tab
le
m
o
d
el
f
o
r
m
o
v
i
n
g
s
tu
d
en
ts
f
r
o
m
f
o
u
n
d
atio
n
al
p
r
o
g
r
am
m
in
g
p
r
ac
tice
to
ex
ter
n
ally
v
is
ib
le
o
u
tp
u
ts
.
It
is
r
elev
an
t
f
o
r
p
o
licy
b
ec
au
s
e
it
o
f
f
e
r
s
a
s
ca
lab
le
co
-
cu
r
r
icu
lar
m
ec
h
an
is
m
f
o
r
AI
-
r
ea
d
y
wo
r
k
f
o
r
ce
d
e
v
elo
p
m
e
n
t
,
an
d
it
h
as
s
o
cieta
l
v
alu
e
b
ec
a
u
s
e
it
s
u
p
p
o
r
ts
r
eg
i
o
n
al
s
tu
d
e
n
ts
in
b
u
ild
in
g
in
n
o
v
atio
n
,
r
esear
ch
,
em
p
lo
y
ab
ilit
y
,
an
d
r
esp
o
n
s
ib
le
AI
s
k
ills
.
T
h
e
s
tu
d
y
is
g
u
id
ed
b
y
f
o
u
r
r
esear
c
h
q
u
esti
o
n
s
.
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
AI
-
s
u
p
p
o
r
ted
p
ed
a
g
o
g
ic
a
l p
ip
elin
e
fo
r
co
mp
u
tin
g
s
tu
d
en
ts
’
r
esea
r
ch
co
mp
eten
ce
(
K
a
z
imo
va
Din
a
r
a
)
3949
−
Ho
w
d
o
s
tu
d
e
n
ts
’
k
ey
co
m
p
eten
cies
ch
an
g
e
f
r
o
m
p
r
e
-
test
to
p
o
s
t
-
test
,
in
clu
d
i
n
g
co
m
p
etitiv
e
p
r
o
g
r
a
m
m
in
g
s
elf
-
ef
f
icac
y
,
AI
liter
ac
y
an
d
r
esp
o
n
s
ib
le
u
s
e,
r
esear
ch
co
m
p
eten
ce
,
s
tar
tu
p
r
ea
d
in
ess
,
team
wo
r
k
an
d
p
r
o
ject
ex
ec
u
ti
o
n
,
an
d
m
o
tiv
atio
n
an
d
co
m
m
i
tm
en
t?
−
Ho
w
m
u
ch
d
o
s
tu
d
en
ts
im
p
r
o
v
e
o
n
th
eir
p
r
o
g
r
am
m
in
g
an
d
alg
o
r
ith
m
ic
k
n
o
wled
g
e
s
co
r
es
f
r
o
m
p
r
e
-
test
to
p
o
s
t
-
test
?
−
Ho
w
d
o
p
o
s
t
-
test
o
u
tco
m
es,
in
clu
d
in
g
o
b
jectiv
e
k
n
o
wle
d
g
e
an
d
p
r
ac
tical
ac
h
iev
e
m
en
ts
,
r
elate
to
s
tu
d
en
ts
’
AI
liter
ac
y
,
team
wo
r
k
,
an
d
m
o
tiv
atio
n
?
−
Ar
e
th
er
e
s
tatis
tica
lly
s
ig
n
if
ic
an
t
d
if
f
er
en
ce
s
in
b
aselin
e
lev
els
o
r
p
r
e
-
test
/p
o
s
t
-
test
ch
an
g
es
b
etwe
en
th
e
two
p
ar
ticip
atin
g
u
n
iv
er
s
ities
?
Fig
u
r
e
1.
C
o
n
ce
p
tu
al
f
r
a
m
ewo
r
k
of
t
h
e
AI
-
en
a
b
led
p
ed
ag
o
g
i
ca
l
p
ip
elin
e
2.
P
RO
G
RAM
DE
SCR
I
P
T
I
O
N
(
I
NT
E
RV
E
NT
I
O
N)
2
.
1
.
P
r
o
g
ra
m
t
i
t
le
a
nd
s
et
t
ing
T
h
e
in
ter
v
en
tio
n
was
d
eliv
er
ed
th
r
o
u
g
h
th
e
p
r
ed
ef
i
n
ed
s
tu
d
en
t
clu
b
p
r
o
g
r
am
“
IT
R
esear
ch
L
ab
:
Fro
m
R
esear
ch
to
Star
tu
p
s
”
.
T
h
e
in
ter
v
en
tio
n
to
o
k
p
lace
at
two
u
n
iv
er
s
ity
s
ites
in
Kaz
ak
h
s
tan
wh
er
e
s
tu
d
en
t
s
cien
tific
clu
b
s
alr
ea
d
y
ex
is
ted
to
s
u
p
p
o
r
t
co
m
p
etitiv
e
ac
tiv
ities
an
d
p
r
o
ject
-
b
ased
in
n
o
v
atio
n
;
th
e
ch
ar
ac
ter
is
tics
of
th
e
two
s
ites
ar
e
s
u
m
m
ar
ized
in
T
ab
le
1.
T
h
e
i
n
t
e
r
v
e
n
t
i
o
n
was
o
f
f
e
r
e
d
as
a
s
e
q
u
e
n
t
i
a
l
c
u
r
r
i
c
u
l
u
m
at
b
o
t
h
s
i
t
es
,
w
it
h
th
e
s
a
m
e
o
r
d
e
r
of
m
o
d
u
l
e
s
a
n
d
tw
o
i
d
e
n
t
i
c
al
p
o
i
n
t
s
of
m
e
as
u
r
em
e
n
t
(T0
a
n
d
T
1
)
.
T
ab
le
1.
Stu
d
y
s
ites
an
d
p
r
o
g
r
am
s
S
i
t
e
U
n
i
v
e
r
si
t
y
S
t
u
d
e
n
t
c
l
u
b
D
e
g
r
e
e
p
r
o
g
r
a
ms
i
n
v
o
l
v
e
d
S
i
t
e
1
K
a
r
a
g
a
n
d
a
N
a
t
i
o
n
a
l
R
e
se
a
r
c
h
U
n
i
v
e
r
si
t
y
n
a
m
e
d
a
f
t
e
r
A
c
a
d
e
mi
c
i
a
n
E.
A
.
B
u
k
e
t
o
v
IT
R
e
sea
r
c
h
La
b
6
B
0
6
1
0
3
I
n
f
o
r
ma
t
i
o
n
S
y
st
e
ms;
6
B
0
6
1
0
5
S
o
f
t
w
a
r
e
En
g
i
n
e
e
r
i
n
g
;
6
B
0
1
5
0
5
I
n
f
o
r
ma
t
i
c
s
S
i
t
e
2
S
h
y
m
k
e
n
t
U
n
i
v
e
r
si
t
y
IT
a
n
d
AI
I
n
n
o
v
a
t
o
r
s
C
l
u
b
6
B
0
1
5
0
2
I
n
f
o
r
m
a
t
i
c
s;
6
B
0
1
5
0
6
P
h
y
s
i
c
s
–
I
n
f
o
r
mat
i
c
s
;
6
B
0
6
1
0
1
C
o
m
p
u
t
e
r
En
g
i
n
e
e
r
i
n
g
a
n
d
S
o
f
t
w
a
r
e
2
.
2
.
Curric
ulu
m
s
t
ruct
ure
(4
m
o
du
les)
T
h
e
in
ter
v
en
tio
n
co
n
s
is
ted
of
128
c
o
n
tact
h
o
u
r
s
o
r
g
a
n
ized
in
to
f
o
u
r
s
eq
u
en
tial
m
o
d
u
les.
T
h
e
m
o
d
u
les
wer
e
d
esig
n
ed
to
m
o
v
e
s
tu
d
e
n
ts
f
r
o
m
in
d
iv
i
d
u
al
alg
o
r
ith
m
ic
p
r
ac
tice
to
t
ea
m
-
b
ased
p
r
o
d
u
ct
d
ev
elo
p
m
e
n
t,
s
tar
tu
p
an
d
r
esear
ch
p
r
ep
a
r
atio
n
,
a
n
d
f
in
al
p
r
o
ject
d
ef
en
s
e.
E
ac
h
m
o
d
u
le
in
clu
d
ed
h
a
n
d
s
-
on
ac
tiv
ities
,
m
en
to
r
f
ee
d
b
ac
k
,
a
n
d
ap
p
lied
o
u
tp
u
ts
co
n
n
ec
ted
to
th
e
o
v
er
all
p
ip
elin
e.
−
Mo
d
u
le
1:
c
o
m
p
etitiv
e
p
r
o
g
r
a
m
m
in
g
(
3
2
h
o
u
r
s
)
Stu
d
en
ts
lear
n
ed
co
r
e
p
r
o
b
le
m
-
s
o
lv
in
g
f
u
n
d
am
en
tals
th
r
o
u
g
h
al
g
o
r
ith
m
s
,
in
clu
d
in
g
s
o
r
tin
g
an
d
s
ea
r
ch
in
g
,
two
p
o
in
te
r
s
an
d
s
lid
in
g
win
d
o
w
tec
h
n
iq
u
es,
b
asic
d
ata
s
tr
u
ctu
r
es,
g
r
ee
d
y
m
eth
o
d
s
,
d
y
n
am
ic
p
r
o
g
r
a
m
m
in
g
,
a
n
d
g
r
ap
h
al
g
o
r
ith
m
s
s
u
ch
as
DFS,
B
FS
,
s
h
o
r
test
p
ath
s
,
an
d
m
in
im
u
m
s
p
an
n
in
g
tr
ee
s
.
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
9
4
7
-
3961
3950
Stu
d
en
ts
p
r
ac
ticed
th
ese
to
p
ic
s
th
r
o
u
g
h
s
tr
u
ct
u
r
ed
task
s
ets
an
d
v
ir
tu
al
c
o
m
p
etitio
n
s
.
T
h
i
s
m
o
d
u
le
aim
ed
to
s
tr
en
g
th
en
alg
o
r
ith
m
ic
co
n
f
id
e
n
ce
,
d
eb
u
g
g
i
n
g
d
is
cip
lin
e,
a
n
d
p
r
o
b
lem
s
o
lv
in
g
u
n
d
e
r
tim
e
c
o
n
s
tr
ain
ts
.
−
Mo
d
u
le
2:
h
ac
k
ath
o
n
s
k
ills
(
3
6
h
o
u
r
s
)
Stu
d
en
ts
lear
n
ed
to
co
m
p
lete
th
e
p
r
o
d
u
ct
d
ev
elo
p
m
en
t
p
r
o
c
ess
u
n
d
er
a
tim
e
co
n
s
tr
ain
t.
T
h
ey
wer
e
ex
p
o
s
ed
to
i
d
ea
g
en
er
atio
n
an
d
p
r
o
to
t
y
p
in
g
,
b
u
ild
in
g
a
f
u
ll
s
tack
ap
p
licatio
n
(
e.
g
.
,
R
ea
ct
an
d
eith
e
r
No
d
e.
js
/Py
th
o
n
)
with
API
s
an
d
d
atab
ases
,
d
ep
lo
y
in
g
ap
p
licatio
n
s
,
UI
/UX
f
o
r
d
em
o
-
r
ea
d
y
p
r
o
d
u
cts,
p
itch
in
g
th
eir
co
m
p
leted
p
r
o
jects,
as
well
as
wo
r
k
f
lo
w
th
r
o
u
g
h
th
e
u
s
e
of
Git,
co
d
e
r
e
v
iews,
an
d
t
ask
tr
ac
k
in
g
u
s
in
g
to
o
ls
s
u
ch
as
J
ir
a.
T
h
e
m
o
d
u
le
co
n
n
ec
ted
tec
h
n
ical
im
p
lem
e
n
tatio
n
with
team
wo
r
k
,
p
r
esen
tatio
n
,
an
d
d
eliv
er
y
of
a
f
u
n
ctio
n
al
p
r
o
to
ty
p
e.
−
Mo
d
u
le
3:
s
tar
tu
p
an
d
r
esear
c
h
(
3
2
h
o
u
r
s
)
T
h
e
f
o
cu
s
was
on
d
is
co
v
er
in
g
an
d
v
alid
atin
g
a
p
r
o
b
lem
(
L
ea
n
Star
tu
p
Me
th
o
d
o
lo
g
y
,
cu
s
to
m
er
d
ev
elo
p
m
e
n
t,
co
n
d
u
ctin
g
in
te
r
v
iews),
d
ef
in
in
g
an
MV
P
an
d
iter
atin
g
th
r
o
u
g
h
th
e
p
r
o
c
ess
of
v
alid
atin
g
a
s
o
lu
tio
n
f
o
r
th
e
p
r
o
b
lem
.
St
u
d
en
ts
also
wo
r
k
ed
on
b
u
s
in
ess
-
m
o
d
el
d
ev
elo
p
m
en
t
a
n
d
r
esear
ch
-
o
r
ie
n
ted
co
m
m
u
n
icatio
n
.
T
h
is
m
o
d
u
le
p
r
ep
ar
ed
s
tu
d
e
n
ts
to
tr
an
s
f
o
r
m
p
r
o
ject
id
ea
s
in
to
p
itch
,
s
tar
tu
p
,
or
r
esear
c
h
ar
tifa
cts.
−
Mo
d
u
le
4:
p
r
o
ject
d
e
f
en
s
e
an
d
d
em
o
d
ay
s
(
2
8
h
o
u
r
s
)
T
h
is
m
o
d
u
le
em
p
h
asized
f
in
al
p
r
o
ject
r
ef
in
em
en
t,
p
r
esen
tatio
n
,
an
d
p
u
b
lic
d
em
o
n
s
tr
atio
n
.
Stu
d
en
ts
r
ec
eiv
ed
m
en
to
r
i
n
g
to
p
r
e
p
ar
e
th
eir
p
r
o
jects
f
o
r
co
m
p
etitio
n
s
,
h
ac
k
ath
o
n
s
,
or
in
s
titu
tio
n
al
d
em
o
-
d
a
y
ev
en
ts
.
T
h
e
m
o
d
u
le
co
n
clu
d
e
d
with
f
in
al
p
r
o
ject
d
em
o
n
s
tr
atio
n
s
an
d
d
ef
en
s
es,
wh
er
e
s
tu
d
en
ts
ex
p
lain
ed
th
eir
tech
n
ical
d
ec
is
io
n
s
an
d
o
u
tp
u
t
s
.
2
.
3
.
I
m
ple
m
ent
a
t
io
n
f
o
rma
t
T
h
e
in
ter
v
en
tio
n
was
im
p
lem
en
ted
as
a
s
tr
u
ctu
r
ed
clu
b
-
b
a
s
ed
lear
n
in
g
ex
p
er
ien
ce
th
at
co
m
b
in
ed
f
ac
ilit
ated
in
s
tr
u
ctio
n
,
g
u
id
ed
p
r
ac
tice,
m
e
n
to
r
in
g
,
team
p
r
o
ject
wo
r
k
,
a
n
d
p
u
b
lic
d
em
o
n
s
tr
atio
n
.
T
h
e
m
ain
d
eliv
er
y
f
o
r
m
ats
in
clu
d
ed
r
e
g
u
lar
m
ee
tin
g
s
,
in
d
iv
id
u
al
a
n
d
team
m
en
to
r
in
g
,
p
r
o
to
t
y
p
e
-
to
-
d
e
m
o
p
r
o
ject
d
ev
elo
p
m
e
n
t,
an
in
ter
n
al
m
ile
s
to
n
e
h
ac
k
ath
o
n
af
te
r
Mo
d
u
le
2,
an
d
a
cu
lm
in
atin
g
d
e
m
o
d
ay
/
p
r
o
ject
d
ef
e
n
s
e
af
ter
Mo
d
u
le
4.
T
h
is
f
o
r
m
at
allo
wed
s
tu
d
en
ts
to
p
r
ac
tice
tech
n
ical
s
k
ills
,
r
ec
eiv
e
f
ee
d
b
ac
k
,
r
ev
is
e
th
eir
wo
r
k
,
an
d
p
r
o
d
u
ce
v
is
ib
le
o
u
tp
u
ts
ac
r
o
s
s
th
e
p
r
o
g
r
am
.
R
esp
o
n
s
ib
le
an
d
ef
f
ec
tiv
e
u
s
e
of
AI
to
o
ls
was
in
teg
r
ated
ac
r
o
s
s
all
m
o
d
u
les.
Stu
d
en
ts
u
s
ed
to
o
ls
s
u
ch
as
C
h
atGPT
,
GitHu
b
C
o
p
ilo
t,
C
lau
d
e,
C
u
r
s
o
r
,
an
d
r
elate
d
p
r
o
d
u
ctiv
ity
or
d
esig
n
to
o
ls
f
o
r
c
o
n
ce
p
tu
al
clar
if
icatio
n
,
d
eb
u
g
g
in
g
,
co
d
e
d
r
af
tin
g
,
id
ea
tio
n
,
d
o
cu
m
en
tat
io
n
,
an
d
iter
ativ
e
im
p
r
o
v
em
en
t.
Ho
wev
er
,
AI
u
s
e
was
ac
co
m
p
an
ied
by
v
er
i
f
icatio
n
ex
p
ec
tatio
n
s
,
ac
a
d
em
ic
-
in
t
eg
r
ity
r
u
les,
ex
p
la
n
atio
n
of
AI
-
ass
is
ted
s
o
lu
tio
n
s
,
an
d
s
tu
d
en
t
r
esp
o
n
s
ib
ilit
y
f
o
r
f
in
al
d
ec
is
io
n
s
an
d
o
u
tp
u
ts
.
In
th
is
way
,
AI
was
tr
ea
ted
as
a
lear
n
in
g
an
d
p
r
o
d
u
ctiv
ity
s
u
p
p
o
r
t,
not
as
a
r
ep
lace
m
en
t
f
o
r
s
tu
d
en
ts
’
r
ea
s
o
n
in
g
,
au
th
o
r
s
h
ip
,
or
p
r
o
ject
o
wn
er
s
h
ip
.
T
h
e
s
tr
u
ctu
r
e
an
d
tim
elin
e
of
th
e
p
r
o
g
r
am
ar
e
p
r
esen
te
d
in
Fig
u
r
e
2.
T
h
e
f
ig
u
r
e
s
h
o
ws
th
e
s
eq
u
en
ce
of
m
o
d
u
les,
th
e
co
n
tact
h
o
u
r
s
f
o
r
ea
c
h
m
o
d
u
le,
th
e
p
lace
m
en
t
of
m
ajo
r
m
iles
to
n
es
s
u
ch
as
th
e
in
ter
n
al
h
ac
k
ath
o
n
an
d
f
in
al
d
em
o
d
a
y
,
an
d
th
e
two
m
ea
s
u
r
em
e
n
t
p
o
in
ts
:
T
0
,
wh
ich
in
clu
d
e
d
th
e
p
r
e
-
s
u
r
v
ey
an
d
k
n
o
wled
g
e
test
Fo
r
m
A,
an
d
T
1
,
wh
ich
in
cl
u
d
ed
t
h
e
p
o
s
t
-
s
u
r
v
ey
an
d
k
n
o
wled
g
e
test
Fo
r
m
B.
Fig
u
r
e
2.
Pro
g
r
am
s
tr
u
ct
u
r
e
an
d
tim
elin
e
of
“
I
T
R
esear
ch
L
a
b
: Fr
o
m
R
esear
ch
to
Star
tu
p
s
”
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
AI
-
s
u
p
p
o
r
ted
p
ed
a
g
o
g
ic
a
l p
ip
elin
e
fo
r
co
mp
u
tin
g
s
tu
d
en
ts
’
r
esea
r
ch
co
mp
eten
ce
(
K
a
z
imo
va
Din
a
r
a
)
3951
3.
M
E
T
H
O
D
3
.
1
.
Study
des
ig
n
T
h
is
s
tu
d
y
u
s
ed
a
two
-
s
ite
q
u
asi
-
ex
p
er
im
en
tal
p
r
e
-
test
/p
o
s
t
-
test
d
esig
n
to
ev
alu
ate
th
e
e
f
f
ec
tiv
en
ess
of
th
e
AI
-
s
u
p
p
o
r
ted
s
tu
d
en
t
cl
u
b
p
r
o
g
r
a
m
.
Data
co
llectio
n
o
cc
u
r
r
ed
at
T0
(
p
r
e
-
test
)
,
im
m
e
d
iately
p
r
io
r
to
th
e
co
m
m
en
ce
m
e
n
t
of
p
r
o
g
r
am
a
ctiv
ities
,
an
d
at
T1
(
p
o
s
t
-
test
)
,
f
o
llo
win
g
co
m
p
letio
n
of
all
p
r
o
g
r
a
m
ac
tiv
ities
.
T
h
e
p
r
im
ar
y
u
n
it
of
a
n
aly
s
is
was
th
e
in
d
iv
id
u
al
s
tu
d
en
t,
an
d
p
r
e
-
test
an
d
p
o
s
t
-
test
r
esp
o
n
s
es
wer
e
lin
k
ed
v
ia
an
an
o
n
y
m
o
u
s
p
ar
ticip
an
t
c
o
d
e
so
th
at
m
atch
ed
(
with
in
-
s
u
b
j
ec
t)
co
m
p
ar
is
o
n
s
c
o
u
ld
be
m
a
d
e.
3
.
2
.
Set
t
ing
a
nd
pro
g
ra
m
co
nte
x
t
T
h
e
s
tu
d
y
was
co
n
d
u
cted
at
two
u
n
iv
er
s
ities
in
Kaz
ak
h
s
tan
with
ex
is
tin
g
IT
-
o
r
ien
ted
s
tu
d
en
t
clu
b
s
.
T
h
e
s
am
e
f
o
u
r
-
m
o
d
u
le
clu
b
p
r
o
g
r
am
was
im
p
lem
e
n
ted
at
b
o
th
s
ites
,
f
o
llo
win
g
th
e
s
am
e
m
o
d
u
le
o
r
d
er
a
n
d
m
ea
s
u
r
em
en
t
s
tr
u
ctu
r
e.
3
.
3
.
P
a
rt
icipa
nts
a
nd
s
a
m
pli
ng
Un
d
er
g
r
a
d
u
ate
s
tu
d
en
ts
f
r
o
m
Yea
r
s
1
–
4
en
r
o
lled
in
in
f
o
r
m
a
tio
n
tech
n
o
lo
g
y
(
I
T
)
p
r
o
g
r
am
s
at
th
e
two
u
n
iv
er
s
ities
p
ar
ticip
ated
in
th
e
s
tu
d
y
.
Par
ticip
an
ts
wer
e
eith
er
cu
r
r
e
n
tly
in
v
o
lv
ed
in
a
s
t
u
d
en
t
clu
b
or
n
ewly
jo
in
ed
d
u
r
in
g
th
e
d
ata
c
o
llectio
n
p
er
io
d
.
To
tak
e
p
a
r
t,
p
ar
ticip
an
ts
h
ad
to
m
ee
t
th
r
ee
cr
iter
ia:
be
an
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
t;
be
en
r
o
lled
in
an
IT
-
r
elate
d
p
r
o
g
r
a
m
;
an
d
h
av
e
p
r
o
v
i
d
ed
in
f
o
r
m
ed
v
o
lu
n
tar
y
co
n
s
en
t
to
p
ar
ticip
ate.
Par
ticip
atio
n
was
o
p
tio
n
al,
an
d
s
tu
d
en
ts
’
g
r
a
d
es
or
ac
ad
em
ic
s
tan
d
in
g
we
r
e
not
af
f
ec
ted
by
p
ar
ticip
atio
n
or
non
-
p
ar
ticip
a
tio
n
.
T
ab
le
2
p
r
o
v
id
es
o
v
er
al
l
s
ite/time
p
o
in
t
s
am
p
le
d
is
tr
i
b
u
tio
n
s
by
s
ite
an
d
tim
ep
o
in
t,
in
clu
d
in
g
y
ea
r
of
s
tu
d
y
at
T
0
.
Fig
u
r
e
3
s
h
o
ws
p
ar
ticip
an
t
f
lo
w
f
r
o
m
T0
to
T
1
,
in
clu
d
in
g
th
e
m
atch
ed
an
aly
tic
s
am
p
le
o
v
er
all
an
d
by
s
ite,
as
well
as
u
n
m
atch
ed
or
u
n
av
ailab
le
ca
s
es.
T
ab
le
2.
Par
ticip
an
t
d
is
tr
ib
u
tio
n
by
s
ite,
tim
ep
o
i
n
t,
an
d
y
ea
r
of
s
tu
d
y
C
a
t
e
g
o
r
y
G
r
o
u
p
N
T0
(
p
r
e
-
t
e
st
)
by
si
t
e
K
a
r
a
g
a
n
d
a
83
S
h
y
m
k
e
n
t
65
To
t
a
l
T0
1
4
8
T1
(
p
o
s
t
-
t
e
st
)
by
si
t
e
K
a
r
a
g
a
n
d
a
76
S
h
y
m
k
e
n
t
57
To
t
a
l
T1
1
3
3
M
a
t
c
h
e
d
T0
–
T1
a
n
a
l
y
t
i
c
s
a
m
p
l
e
K
a
r
a
g
a
n
d
a
71
S
h
y
m
k
e
n
t
53
To
t
a
l
ma
t
c
h
e
d
1
2
4
T0
(
p
r
e
-
t
e
st
)
by
y
e
a
r
of
s
t
u
d
y
Y
e
a
r
1
39
Y
e
a
r
2
44
Y
e
a
r
3
37
Y
e
a
r
4
28
To
t
a
l
T0
1
4
8
Fig
u
r
e
3.
Par
ticip
an
t
f
lo
w
an
d
m
atch
ed
an
aly
tic
s
am
p
le
by
s
i
te
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
9
4
7
-
3961
3952
3
.
4
.
P
r
o
ce
du
re
a
nd
da
t
a
co
ll
ec
t
io
n
T
h
e
r
esear
ch
team
im
p
lem
en
t
ed
a
s
tan
d
ar
d
ized
d
ata
co
llecti
o
n
p
r
o
to
c
o
l
at
b
o
th
s
ites
.
First,
s
tu
d
en
ts
r
ec
eiv
ed
in
f
o
r
m
atio
n
ab
o
u
t
t
h
e
s
tu
d
en
t
clu
b
p
r
o
g
r
am
a
n
d
th
e
p
u
r
p
o
s
e
of
th
e
s
tu
d
y
,
af
ter
wh
ich
in
f
o
r
m
e
d
co
n
s
en
t
was
o
b
tain
ed
elec
tr
o
n
ically
.
Seco
n
d
,
ea
c
h
p
a
r
ticip
an
t
cr
ea
ted
a
s
elf
-
g
e
n
er
ated
an
o
n
y
m
o
u
s
co
d
e
b
ased
on
th
e
s
am
e
g
en
er
al
in
s
tr
u
ctio
n
s
,
allo
win
g
th
e
r
esear
ch
team
to
m
atch
T0
an
d
T1
r
esp
o
n
s
es
with
o
u
t
co
llectin
g
p
er
s
o
n
ally
id
e
n
tifia
b
le
in
f
o
r
m
atio
n
.
T
h
ir
d
,
at
T
0
,
p
a
r
ticip
an
t
s
co
m
p
leted
a
s
tr
u
ctu
r
ed
s
u
r
v
ey
an
d
an
o
b
jectiv
e
k
n
o
wled
g
e
m
in
i
-
test
,
Fo
r
m
A,
wh
ich
ass
ess
ed
f
o
u
n
d
atio
n
al
p
r
o
g
r
a
m
m
in
g
an
d
alg
o
r
ith
m
ic
co
n
ce
p
ts
r
elate
d
to
th
e
p
r
o
g
r
am
c
o
n
ten
t.
Af
ter
th
e
p
r
e
-
test
s
tag
e,
s
tu
d
en
ts
p
ar
ticip
ated
in
th
e
f
o
u
r
-
m
o
d
u
le
clu
b
cu
r
r
icu
lu
m
.
At
T
1
,
p
ar
ticip
an
ts
co
m
p
leted
th
e
s
am
e
s
tr
u
ctu
r
e
d
s
u
r
v
ey
f
o
r
p
r
e/p
o
s
t
co
m
p
ar
i
s
o
n
an
d
a
p
ar
allel
o
b
jectiv
e
k
n
o
wled
g
e
m
in
i
-
test
,
Fo
r
m
B.
Fo
r
m
B
f
o
llo
wed
th
e
s
am
e
co
n
ten
t
b
l
u
ep
r
in
t
a
n
d
d
if
f
icu
lty
tar
g
ets
as
Fo
r
m
A,
but
u
s
ed
d
if
f
er
e
n
t
q
u
esti
o
n
s
to
r
ed
u
ce
m
em
o
r
izatio
n
ef
f
ec
ts
.
B
o
th
s
u
r
v
ey
a
d
m
in
is
tr
atio
n
s
wer
e
co
n
d
u
cted
o
n
lin
e,
wh
ile
th
e
k
n
o
wled
g
e
m
i
n
i
-
test
s
wer
e
ad
m
in
is
ter
ed
u
n
d
er
s
u
p
er
v
is
ed
f
ac
e
-
to
-
f
ac
e
co
n
d
itio
n
s
.
T
h
e
m
in
i
-
test
s
f
o
llo
wed
i
d
en
tical
in
s
tr
u
ctio
n
s
at
b
o
th
s
ites
an
d
h
ad
a
p
r
ed
eter
m
in
e
d
tim
e
lim
it
of
ap
p
r
o
x
im
ately
24
m
in
u
tes.
Du
r
in
g
t
h
e
k
n
o
w
led
g
e
test
,
s
tu
d
en
ts
wer
e
not
allo
wed
to
u
s
e
tex
tb
o
o
k
s
,
Gen
AI
to
o
ls
,
or
o
th
er
ex
ter
n
al
s
o
u
r
ce
s
.
T
h
ese
id
en
tical
ass
es
s
m
en
t
co
n
d
itio
n
s
s
u
p
p
o
r
ted
im
p
lem
e
n
tatio
n
f
id
elity
ac
r
o
s
s
th
e
two
s
ites
.
3
.
5
.
M
ea
s
ures
a
nd
ins
t
rum
e
nts
To
m
ak
e
th
e
in
ter
v
en
tio
n
-
to
-
m
ea
s
u
r
em
en
t
lo
g
ic
ex
p
licit,
T
ab
le
3
s
u
m
m
ar
izes
how
ea
c
h
p
r
o
g
r
am
m
o
d
u
le
was
in
ten
d
ed
to
s
u
p
p
o
r
t
s
p
ec
if
ic
co
m
p
eten
c
y
d
o
m
a
in
s
an
d
how
th
o
s
e
d
o
m
ain
s
wer
e
o
p
er
atio
n
alize
d
in
th
e
s
tu
d
y
.
B
ec
au
s
e
th
e
in
ter
v
en
tio
n
was
d
esig
n
ed
as
a
s
tag
ed
p
ip
elin
e
r
ath
er
th
an
as
a
s
et
of
i
s
o
lated
ac
tiv
ities
,
s
o
m
e
co
m
p
eten
cies
wer
e
p
r
im
ar
ily
tar
g
eted
with
i
n
a
s
in
g
le
m
o
d
u
le,
wh
er
ea
s
o
th
er
s
—
p
ar
ticu
lar
ly
AI
liter
ac
y
,
m
o
tiv
atio
n
,
an
d
ap
p
lied
o
u
t
p
u
t
p
r
o
d
u
ctio
n
—
wer
e
d
ev
elo
p
e
d
ac
r
o
s
s
m
u
ltip
le
m
o
d
u
les.
T
h
is
alig
n
m
en
t
g
u
id
ed
th
e
in
ter
p
r
e
tatio
n
of
p
r
e
-
test
/p
o
s
t
-
test
ch
a
n
g
es
an
d
p
o
s
t
-
test
o
u
tco
m
e
in
d
icato
r
s
in
r
elatio
n
to
th
e
s
tr
u
ctu
r
e
of
th
e
p
r
o
g
r
am
.
T
ab
le
3.
Alig
n
m
e
n
t
of
p
r
o
g
r
a
m
m
o
d
u
les,
tar
g
eted
co
m
p
eten
cies,
an
d
s
tu
d
y
m
ea
s
u
r
es
M
o
d
u
l
e
M
a
i
n
i
n
st
r
u
c
t
i
o
n
a
l
f
o
c
u
s
P
r
i
mary
c
o
mp
e
t
e
n
c
i
e
s
t
a
r
g
e
t
e
d
R
e
l
a
t
e
d
st
u
d
y
c
o
n
s
t
r
u
c
t
(
s)
/
i
n
d
i
c
a
t
o
r
(
s)
M
a
i
n
e
v
i
d
e
n
c
e
c
o
l
l
e
c
t
e
d
M
o
d
u
l
e
1.
C
o
m
p
e
t
i
t
i
v
e
p
r
o
g
r
a
mm
i
n
g
(
3
2
h
o
u
r
s)
A
l
g
o
r
i
t
h
m
i
c
p
r
o
b
l
e
m
so
l
v
i
n
g
,
d
a
t
a
st
r
u
c
t
u
r
e
s
,
d
e
b
u
g
g
i
n
g
,
s
o
l
v
i
n
g
t
a
s
k
s
u
n
d
e
r
t
i
me
c
o
n
s
t
r
a
i
n
t
s,
v
i
r
t
u
a
l
c
o
n
t
e
st
s
A
l
g
o
r
i
t
h
m
i
c
t
h
i
n
k
i
n
g
,
p
r
o
g
r
a
m
m
i
n
g
c
o
n
f
i
d
e
n
c
e
,
f
o
u
n
d
a
t
i
o
n
a
l
c
o
m
p
u
t
i
n
g
k
n
o
w
l
e
d
g
e
,
d
i
s
c
i
p
l
i
n
e
d
p
r
o
b
l
e
m
s
o
l
v
i
n
g
C
o
m
p
e
t
i
t
i
v
e
p
r
o
g
r
a
mm
i
n
g
sel
f
-
e
f
f
i
c
a
c
y
(
C
P
S
E)
;
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b
j
e
c
t
i
v
e
k
n
o
w
l
e
d
g
e
mi
n
i
-
t
e
s
t
P
r
e
/
p
o
st
s
u
r
v
e
y
(
C
P
S
E)
;
F
o
r
m
A
/
F
o
r
m
B
k
n
o
w
l
e
d
g
e
sc
o
r
e
s
M
o
d
u
l
e
2.
H
a
c
k
a
t
h
o
n
sk
i
l
l
s
(
3
6
h
o
u
r
s)
Te
a
m
-
b
a
s
e
d
p
r
o
t
o
t
y
p
i
n
g
,
r
a
p
i
d
p
r
o
d
u
c
t
d
e
v
e
l
o
p
m
e
n
t
,
v
e
r
si
o
n
c
o
n
t
r
o
l
,
U
I
/
U
X
,
p
i
t
c
h
i
n
g
,
d
e
p
l
o
y
me
n
t
w
o
r
k
f
l
o
w
s
Te
a
m
c
o
l
l
a
b
o
r
a
t
i
o
n
,
p
r
o
j
e
c
t
e
x
e
c
u
t
i
o
n
,
p
r
a
c
t
i
c
a
l
p
r
o
b
l
e
m
s
o
l
v
i
n
g
,
p
r
o
d
u
c
t
-
o
r
i
e
n
t
e
d
d
e
v
e
l
o
p
me
n
t
Te
a
mw
o
r
k
a
n
d
p
r
o
j
e
c
t
e
x
e
c
u
t
i
o
n
(
TPE)
;
c
o
n
t
r
i
b
u
t
i
o
n
to
O
u
t
p
u
t
sI
n
d
e
x
_
T
1
P
r
e
/
p
o
st
s
u
r
v
e
y
(
TP
E)
;
h
a
c
k
a
t
h
o
n
p
a
r
t
i
c
i
p
a
t
i
o
n
;
p
r
o
t
o
t
y
p
e
/
r
e
p
o
si
t
o
r
y
/
d
e
m
o
o
u
t
p
u
t
s
M
o
d
u
l
e
3.
S
t
a
r
t
u
p
a
n
d
r
e
sea
r
c
h
(
3
2
h
o
u
r
s)
P
r
o
b
l
e
m
i
d
e
n
t
i
f
i
c
a
t
i
o
n
,
c
u
s
t
o
m
e
r
d
i
s
c
o
v
e
r
y
,
M
V
P
sco
p
i
n
g
,
r
e
sea
r
c
h
f
r
a
mi
n
g
,
p
i
t
c
h
p
r
e
p
a
r
a
t
i
o
n
,
b
u
s
i
n
e
ss
mo
d
e
l
d
e
v
e
l
o
p
me
n
t
R
e
se
a
r
c
h
c
o
m
p
e
t
e
n
c
e
,
i
n
n
o
v
a
t
i
o
n
r
e
a
d
i
n
e
ss,
p
r
o
b
l
e
m
f
r
a
m
i
n
g
,
e
a
r
l
y
e
n
t
r
e
p
r
e
n
e
u
r
i
a
l
t
h
i
n
k
i
n
g
R
e
se
a
r
c
h
c
o
m
p
e
t
e
n
c
e
se
l
f
-
e
f
f
i
c
a
c
y
(
R
C
S
E)
;
S
t
a
r
t
u
p
a
n
d
i
n
n
o
v
a
t
i
o
n
r
e
a
d
i
n
e
ss
(
S
I
R
)
;
c
o
n
t
r
i
b
u
t
i
o
n
to
O
u
t
p
u
t
sI
n
d
e
x
_
T
1
P
r
e
/
p
o
st
s
u
r
v
e
y
(
R
C
S
E
,
S
I
R
)
;
p
i
t
c
h
d
e
c
k
s,
a
b
s
t
r
a
c
t
s,
p
r
o
t
o
t
y
p
e
a
n
d
st
a
r
t
u
p
-
r
e
l
a
t
e
d
a
r
t
i
f
a
c
t
s
M
o
d
u
l
e
4.
P
r
o
j
e
c
t
d
e
f
e
n
se
a
n
d
d
e
m
o
d
a
y
s
(
2
8
h
o
u
r
s)
F
i
n
a
l
p
r
o
j
e
c
t
r
e
f
i
n
e
m
e
n
t
,
p
r
e
se
n
t
a
t
i
o
n
,
d
e
f
e
n
se
of
d
e
c
i
si
o
n
s,
d
e
mo
n
s
t
r
a
t
i
o
n
of
o
u
t
p
u
t
s,
m
e
n
t
o
r
f
e
e
d
b
a
c
k
C
o
mm
u
n
i
c
a
t
i
o
n
of
r
e
su
l
t
s,
o
w
n
e
r
s
h
i
p
of
so
l
u
t
i
o
n
s
,
a
p
p
l
i
e
d
p
e
r
f
o
r
m
a
n
c
e
,
a
c
c
o
u
n
t
a
b
i
l
i
t
y
,
i
n
t
e
g
r
a
t
i
o
n
of
p
r
i
o
r
l
e
a
r
n
i
n
g
C
o
n
t
r
i
b
u
t
i
o
n
to
R
C
S
E
,
S
I
R
,
TPE,
M
C
;
c
o
n
t
r
i
b
u
t
i
o
n
to
O
u
t
p
u
t
sI
n
d
e
x
_
T
1
D
e
mo
/
p
r
e
s
e
n
t
a
t
i
o
n
a
r
t
i
f
a
c
t
s
,
d
e
p
l
o
y
me
n
t
/
d
e
m
o
e
v
i
d
e
n
c
e
,
me
n
t
o
r
-
d
o
c
u
me
n
t
e
d
o
u
t
p
u
t
s
R
e
s
p
o
n
s
i
b
l
e
AI
i
n
t
e
g
r
a
t
i
o
n
(
c
r
o
ss
-
c
u
t
t
i
n
g
a
c
r
o
ss
a
l
l
mo
d
u
l
e
s)
U
se
of
C
h
a
t
G
P
T,
G
i
t
H
u
b
C
o
p
i
l
o
t
,
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l
a
u
d
e
,
C
u
r
so
r
,
a
n
d
o
t
h
e
r
t
o
o
l
s
f
o
r
i
d
e
a
t
i
o
n
,
d
e
b
u
g
g
i
n
g
,
d
r
a
f
t
i
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g
,
a
n
d
r
e
f
i
n
e
me
n
t
w
i
t
h
v
e
r
i
f
i
c
a
t
i
o
n
a
n
d
i
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r
i
t
y
c
h
e
c
k
s
AI
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i
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r
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s
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h
a
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t
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e
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a
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d
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_
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P
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p
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3953
3
.
5
.
1
.
Su
rv
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co
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t
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s
(
L
ik
er
t
-
t
y
pe
s
ca
les
)
T
h
e
p
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test
an
d
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t
-
test
s
u
r
v
ey
s
h
ad
th
e
s
am
e
s
tr
u
ctu
r
e
an
d
in
clu
d
ed
s
ix
m
u
lti
-
item
co
n
s
tr
u
cts
m
ea
s
u
r
ed
on
a
7
-
p
o
in
t
L
ik
e
r
t
s
ca
le,
wh
er
e
1
in
d
icate
d
“
s
tr
o
n
g
ly
d
is
ag
r
ee
”
an
d
7
in
d
icate
d
“
s
tr
o
n
g
l
y
ag
r
ee
.
”
C
o
m
p
o
s
ite
s
co
r
es
wer
e
ca
lcu
lated
by
av
er
ag
in
g
th
e
item
s
with
in
each
co
n
s
tr
u
ct.
T
h
e
s
ix
co
n
s
tr
u
cts
wer
e
co
m
p
etitiv
e
p
r
o
g
r
am
m
in
g
s
elf
-
ef
f
icac
y
(
C
PS
E
)
,
AI
liter
ac
y
an
d
r
esp
o
n
s
ib
le
u
s
e
(
AI
L
)
,
r
e
s
ea
r
ch
co
m
p
eten
ce
s
elf
-
ef
f
icac
y
(
R
C
SE)
,
s
tar
tu
p
an
d
in
n
o
v
atio
n
r
ea
d
in
ess
(
SIR),
team
wo
r
k
an
d
p
r
o
ject
ex
ec
u
tio
n
(
T
PE)
,
an
d
m
o
tiv
atio
n
an
d
co
m
m
itm
en
t
(
MC).
C
PS
E
m
ea
s
u
r
ed
s
tu
d
en
ts
’
p
er
ce
iv
ed
ab
ilit
y
to
d
e
v
elo
p
s
o
lu
t
io
n
s
,
ap
p
l
y
co
r
e
p
r
o
g
r
a
m
m
in
g
s
tr
ateg
ies,
an
d
p
a
r
ticip
ate
in
co
m
p
etitiv
e
p
r
o
g
r
a
m
m
in
g
.
AI
L
m
ea
s
u
r
ed
s
tu
d
en
ts
’
ab
ilit
y
to
u
s
e
AI
to
o
l
s
ef
f
ec
tiv
ely
wh
ile
v
er
if
y
in
g
o
u
t
p
u
ts
,
u
n
d
er
s
tan
d
in
g
lim
itatio
n
s
,
an
d
f
o
llo
win
g
ac
ad
em
ic
-
in
te
g
r
ity
p
r
in
cip
l
es.
R
C
SE
m
ea
s
u
r
ed
co
n
f
id
en
ce
in
d
ev
elo
p
in
g
r
esear
ch
q
u
esti
o
n
s
,
u
s
in
g
liter
atu
r
e,
d
esig
n
in
g
s
tu
d
ies,
an
d
c
o
m
m
u
n
icatin
g
r
esear
ch
r
esu
lts
.
SIR
m
ea
s
u
r
ed
r
ea
d
in
e
s
s
to
id
en
tify
p
r
o
b
lem
s
,
v
alid
ate
h
y
p
o
th
eses
,
cr
ea
te
m
in
im
u
m
v
iab
le
p
r
o
d
u
cts,
an
d
p
itch
s
o
lu
tio
n
s
.
T
PE
m
ea
s
u
r
ed
co
m
p
ete
n
ce
in
co
llab
o
r
ativ
e
wo
r
k
f
lo
ws,
in
clu
d
in
g
GitHu
b
u
s
e,
task
m
an
ag
em
en
t,
co
m
m
u
n
icatio
n
,
an
d
p
r
o
ject
d
eliv
e
r
y
u
n
d
er
co
n
s
tr
ain
ts
.
MC
m
ea
s
u
r
ed
s
tu
d
en
ts
’
m
o
tiv
atio
n
,
p
er
s
is
ten
ce
,
an
d
co
m
m
itm
en
t
to
co
m
p
etitiv
e
p
r
o
g
r
am
m
in
g
,
p
r
o
ject
wo
r
k
,
r
esear
ch
,
an
d
s
tar
tu
p
-
r
elate
d
ac
tiv
ity
.
T
h
e
s
u
r
v
ey
also
c
o
llected
lim
ited
b
ac
k
g
r
o
u
n
d
in
f
o
r
m
atio
n
,
in
clu
d
in
g
y
ea
r
of
s
tu
d
y
,
p
r
io
r
p
r
o
g
r
a
m
m
in
g
ex
p
er
ie
n
ce
,
p
r
im
ar
y
p
r
o
g
r
a
m
m
in
g
la
n
g
u
a
g
es,
an
d
p
latf
o
r
m
e
x
p
o
s
u
r
e
.
3
.
5
.
2
.
O
bje
ct
iv
e
k
no
wledg
e
m
ini
-
t
est
(
F
o
r
m
A/F
o
rm
B)
An
o
b
jectiv
e
k
n
o
wled
g
e
m
in
i
-
test
was
u
s
ed
to
m
ea
s
u
r
e
s
tu
d
en
ts
’
lear
n
in
g
g
ain
s
in
f
o
u
n
d
atio
n
a
l
p
r
o
g
r
a
m
m
in
g
an
d
al
g
o
r
ith
m
ic
co
n
ce
p
ts
.
Fo
r
m
A
was
a
d
m
i
n
is
ter
ed
at
T
0
,
an
d
Fo
r
m
B
was
ad
m
in
is
ter
ed
at
T
1
.
B
o
th
f
o
r
m
s
c
o
n
tain
ed
12
q
u
esti
o
n
s
co
v
er
in
g
alg
o
r
ith
m
ic
r
ea
s
o
n
in
g
,
co
m
p
lex
ity
,
c
o
r
e
d
ata
s
tr
u
ctu
r
es,
s
tan
d
ar
d
p
r
o
g
r
am
m
in
g
m
eth
o
d
s
,
d
eb
u
g
g
i
n
g
,
an
d
co
n
ce
p
tu
al
d
is
tin
ctio
n
s
.
T
h
e
two
f
o
r
m
s
in
clu
d
ed
b
o
th
m
u
ltip
le
-
ch
o
ice
a
n
d
o
p
en
-
e
n
d
ed
item
s
.
Stu
d
en
ts
r
ec
eiv
ed
o
n
e
p
o
in
t
f
o
r
ea
c
h
co
r
r
ec
t
an
s
wer
,
an
d
th
e
to
tal
s
co
r
e
was
ca
lcu
lated
by
s
u
m
m
in
g
th
e
n
u
m
b
e
r
of
c
o
r
r
ec
t
r
esp
o
n
s
es.
Fo
r
m
B
u
s
ed
d
if
f
er
en
t
q
u
esti
o
n
s
f
r
o
m
Fo
r
m
A
to
r
e
d
u
ce
m
e
m
o
r
izat
io
n
ef
f
ec
ts
,
b
u
t
b
o
t
h
f
o
r
m
s
f
o
llo
wed
th
e
s
am
e
co
n
ten
t
b
l
u
ep
r
in
t,
a
n
s
wer
-
k
ey
s
tr
u
ctu
r
e,
an
d
d
if
f
icu
lty
tar
g
et
s
.
3
.
5
.
3
.
P
a
rt
icipa
t
io
n
a
nd
o
utc
o
m
e
ind
ica
t
o
rs
(
po
s
t
-
t
est
)
T
h
e
p
o
s
t
-
test
also
co
llected
e
v
id
en
ce
of
s
tu
d
e
n
ts
’
ap
p
lied
e
n
g
ag
em
e
n
t
an
d
p
r
ac
tical
o
u
tp
u
ts
d
u
r
in
g
th
e
in
ter
v
en
tio
n
.
T
h
ese
in
d
ic
ato
r
s
in
clu
d
ed
th
e
n
u
m
b
e
r
of
p
r
o
g
r
a
m
m
in
g
p
r
o
b
lem
s
s
o
lv
ed
,
th
e
n
u
m
b
er
of
co
n
test
s
atten
d
ed
,
h
ac
k
at
h
o
n
p
ar
ticip
atio
n
c
o
d
ed
as
0
=N
o
an
d
1
=Y
es,
an
d
th
e
n
u
m
b
er
of
d
is
tin
ct
ar
tifa
ct
ty
p
es
co
m
p
leted
by
th
e
e
n
d
of
th
e
p
r
o
g
r
am
.
Ar
tifa
ct
ty
p
e
s
in
clu
d
ed
d
em
o
or
p
r
esen
tat
io
n
m
ater
ials
,
p
itch
d
ec
k
s
,
p
r
o
to
ty
p
e
or
r
ep
o
s
ito
r
y
ev
id
en
ce
,
an
d
d
ep
l
o
y
m
en
t
ev
i
d
en
ce
.
T
h
ese
f
o
u
r
in
d
icato
r
s
wer
e
co
m
b
in
ed
in
to
an
ag
g
r
eg
ate
v
ar
iab
le
n
am
ed
Ou
tp
u
ts
I
n
d
e
x
_
T
1
,
wh
ic
h
r
ep
r
esen
ted
ap
p
lied
e
n
g
ag
em
en
t
an
d
o
u
t
p
u
t
p
r
o
d
u
ctio
n
.
To
p
lace
th
e
in
d
i
ca
to
r
s
on
a
co
m
m
o
n
s
ca
le,
th
e
n
u
m
b
er
of
p
r
o
b
lem
s
s
o
lv
ed
was
ca
p
p
ed
at
200
an
d
d
i
v
id
ed
by
2
0
0
,
th
e
n
u
m
b
er
of
co
n
test
s
was
ca
p
p
ed
at
10
an
d
d
iv
id
e
d
by
1
0
,
h
ac
k
ath
o
n
p
ar
ticip
atio
n
was
tr
ea
ted
as
a
b
in
ar
y
v
alu
e,
an
d
th
e
n
u
m
b
er
of
ar
tifa
ct
t
y
p
es
was
d
iv
id
ed
by
4.
T
h
e
ar
ith
m
etic
m
ea
n
of
th
ese
f
o
u
r
s
ca
led
in
d
icato
r
s
was
th
en
co
n
v
er
te
d
to
a
0
–
10
s
ca
le,
wh
er
e
h
ig
h
er
v
alu
es
r
ep
r
ese
n
ted
g
r
ea
ter
ap
p
lied
en
g
ag
em
e
n
t
an
d
o
u
t
p
u
t
p
r
o
d
u
ctio
n
.
B
ec
au
s
e
Ou
tp
u
ts
I
n
d
ex
_
T
1
co
m
b
in
ed
d
if
f
er
e
n
t
o
u
tp
u
t
-
r
elate
d
in
d
icato
r
s
r
ath
er
th
an
in
ter
n
ally
co
n
s
is
te
n
t
s
u
r
v
ey
item
s
,
in
ter
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
was
not
u
s
e
d
as
an
ev
alu
atio
n
cr
iter
io
n
f
o
r
th
is
in
d
ex
.
W
h
er
e
av
ailab
le,
s
elf
-
r
ep
o
r
ted
o
u
tc
o
m
e
d
ata
wer
e
c
h
ec
k
ed
ag
ain
s
t
m
en
to
r
r
ec
o
r
d
s
,
d
em
o
-
d
a
y
m
ater
ials
,
an
d
r
ep
o
s
ito
r
y
lin
k
s
.
3
.
6
.
Relia
bil
it
y
a
nd
m
e
a
s
urem
ent
qu
a
lity
I
n
ter
n
al
co
n
s
is
ten
cy
of
th
e
m
u
lti
-
item
co
n
s
tr
u
cts
was
ev
alu
ated
s
ep
ar
ately
at
T0
an
d
T1
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a
an
d
,
wh
er
e
ap
p
r
o
p
r
iate,
Mc
Do
n
ald
’
s
o
m
e
g
a.
R
eliab
ilit
y
was
ca
lcu
lated
at
b
o
th
tim
e
p
o
in
ts
to
ch
ec
k
w
h
eth
er
th
e
co
n
s
tr
u
cts
r
em
ain
ed
s
tab
le
ac
r
o
s
s
m
ea
s
u
r
em
en
ts
.
C
o
m
p
o
s
ite
s
co
r
es
wer
e
cr
ea
te
d
ac
co
r
d
in
g
to
t
h
e
co
m
p
leten
ess
r
u
le.
Fo
r
th
e
k
n
o
wled
g
e
m
in
i
-
test
,
item
-
lev
el
r
esp
o
n
s
e
p
att
er
n
s
wer
e
r
e
v
iewe
d
to
id
en
tify
q
u
esti
o
n
s
th
at
wer
e
o
v
er
ly
ea
s
y
,
o
v
e
r
ly
d
if
f
icu
lt,
or
u
n
clea
r
.
3
.
7
.
Da
t
a
prepa
ra
t
i
o
n
a
nd
qu
a
lity
rules
Su
r
v
ey
d
ata
ex
p
o
r
ted
f
r
o
m
t
h
e
o
n
lin
e
p
latf
o
r
m
wer
e
p
r
o
ce
s
s
ed
u
s
in
g
co
n
s
is
ten
t
d
ata
-
p
r
ep
ar
atio
n
r
u
les.
T0
an
d
T1
r
esp
o
n
s
es
wer
e
m
atch
ed
u
s
in
g
a
n
o
n
y
m
o
u
s
p
ar
ticip
an
t
co
d
es.
R
esp
o
n
s
es
with
m
is
s
in
g
,
in
v
alid
,
or
n
o
n
-
m
atch
a
b
le
co
d
es
wer
e
tr
ea
ted
as
u
n
m
atch
ed
an
d
wer
e
not
in
clu
d
e
d
in
th
e
m
atch
ed
p
r
e/p
o
s
t
an
aly
tic
s
am
p
le.
D
u
p
licate
p
a
r
ticip
an
t
co
d
es
wer
e
r
e
v
iewe
d
b
ef
o
r
e
an
aly
s
is
.
W
h
en
d
u
p
lica
te
m
atch
ed
r
ec
o
r
d
s
wer
e
id
en
tifie
d
,
th
e
m
o
s
t
co
m
p
lete
m
atch
ed
r
esp
o
n
s
e
r
ec
o
r
d
was
r
etain
ed
,
an
d
i
n
co
n
s
i
s
ten
t
or
in
co
m
p
lete
d
u
p
licate
r
ec
o
r
d
s
wer
e
r
em
o
v
ed
.
C
o
m
p
o
s
ite
co
n
s
tr
u
ct
s
co
r
es
wer
e
cr
ea
ted
o
n
ly
w
h
en
at
least
82%
of
th
e
item
s
f
o
r
th
e
r
elev
an
t
c
o
n
s
tr
u
ct
wer
e
co
m
p
lete
d
,
wh
ich
h
elp
ed
m
ain
tain
m
ea
s
u
r
em
en
t
s
tab
ilit
y
wh
ile
m
in
im
izin
g
u
n
n
ec
ess
ar
y
ca
s
e
ex
clu
s
io
n
.
Kn
o
wled
g
e
-
test
r
esp
o
n
s
es
wer
e
s
co
r
ed
u
s
in
g
p
r
ed
ef
in
ed
an
s
wer
k
e
y
s
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
9
4
7
-
3961
3954
f
o
r
m
u
ltip
le
-
ch
o
ice
item
s
a
n
d
s
co
r
in
g
r
u
b
r
ics
f
o
r
s
h
o
r
t
-
an
s
wer
item
s
.
T
h
e
f
i
n
al
an
aly
tic
s
am
p
le
co
n
s
is
ted
of
124
s
tu
d
en
ts
with
m
atch
ed
T0
an
d
T1
r
ec
o
r
d
s
,
allo
win
g
with
in
-
s
u
b
ject
p
r
e/p
o
s
t
co
m
p
ar
is
o
n
s
.
Un
m
atch
ed
r
esp
o
n
s
es
wer
e
r
etain
ed
o
n
ly
f
o
r
d
escr
ip
tiv
e
p
u
r
p
o
s
es
wh
en
ap
p
r
o
p
r
iate.
3
.
8
.
St
a
t
is
t
ica
l
a
na
ly
s
is
T
h
e
an
al
y
s
is
f
o
llo
wed
f
o
u
r
m
ain
s
tep
s
.
First,
d
escr
ip
tiv
e
s
tatis
tics
wer
e
u
s
ed
to
s
u
m
m
ar
iz
e
b
aselin
e
ch
ar
ac
ter
is
tics
o
v
er
all
an
d
by
u
n
iv
er
s
ity
s
ite,
in
clu
d
in
g
y
ea
r
of
s
tu
d
y
,
p
r
o
g
r
am
m
i
n
g
e
x
p
er
i
en
ce
,
an
d
p
latf
o
r
m
ex
p
o
s
u
r
e.
Seco
n
d
,
r
eliab
ilit
y
an
aly
s
es
wer
e
co
n
d
u
cted
f
o
r
each
m
u
lti
-
item
c
o
n
s
tr
u
ct
at
T0
an
d
T1
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a
an
d
Mc
Do
n
ald
’
s
o
m
e
g
a.
T
h
ir
d
,
p
r
e/p
o
s
t
ch
an
g
es
wer
e
ex
am
in
e
d
u
s
in
g
p
air
e
d
-
s
am
p
le
co
m
p
ar
is
o
n
s
f
o
r
all
s
u
r
v
e
y
co
n
s
tr
u
cts,
in
clu
d
in
g
C
PS
E
,
AI
L
,
R
C
SE,
SIR,
T
PE,
an
d
MC.
Ma
tch
ed
co
m
p
ar
is
o
n
s
b
etwe
en
Fo
r
m
A
at
T0
an
d
Fo
r
m
B
at
T1
w
er
e
also
c
o
n
d
u
cted
to
ass
ess
o
b
jectiv
e
k
n
o
wled
g
e
g
ain
s
.
E
f
f
ec
t
s
izes,
in
clu
d
in
g
p
air
ed
C
o
h
en
’
s
d
with
co
n
f
id
en
ce
in
ter
v
als,
wer
e
r
e
p
o
r
t
ed
to
esti
m
ate
th
e
m
ag
n
itu
d
e
of
ch
a
n
g
e
an
d
to
s
u
p
p
o
r
t
p
r
ac
tical
in
ter
p
r
etatio
n
of
t
h
e
r
esu
lts
.
Fo
u
r
th
,
s
ite
co
m
p
a
r
is
o
n
s
an
d
ass
o
ciatio
n
an
aly
s
es
wer
e
co
n
d
u
cted
.
B
aselin
e
lev
els
an
d
ch
an
g
e
s
co
r
es
wer
e
co
m
p
a
r
e
d
b
etwe
en
th
e
two
u
n
iv
er
s
ities
.
Ass
o
ciatio
n
s
b
etwe
en
p
o
s
t
-
test
o
u
tco
m
es,
i
n
clu
d
in
g
k
n
o
wled
g
e
s
co
r
es
an
d
p
ar
ticip
atio
n
/o
u
t
p
u
t
in
d
icato
r
s
,
an
d
k
ey
p
r
ed
icto
r
s
,
esp
ec
ially
AI
liter
ac
y
,
team
wo
r
k
,
an
d
m
o
tiv
atio
n
,
wer
e
ex
am
in
ed
u
s
in
g
co
r
r
elatio
n
an
d
m
u
ltip
le
r
eg
r
e
s
s
io
n
m
o
d
els.
Ad
ju
s
ted
r
eg
r
ess
io
n
m
o
d
els
in
clu
d
ed
s
ite,
y
ea
r
of
s
tu
d
y
,
a
n
d
p
r
io
r
p
r
o
g
r
a
m
m
in
g
e
x
p
er
ien
ce
as
co
v
ar
iates;
b
aselin
e
v
alu
es
wer
e
in
clu
d
ed
wh
e
n
a
tr
u
e
b
aselin
e
m
ea
s
u
r
e
was
av
ailab
le.
C
o
n
v
e
n
tio
n
al
s
ig
n
i
f
ican
ce
test
in
g
was
ap
p
lied
u
s
in
g
p
<.
0
5
,
b
u
t
in
ter
p
r
etatio
n
em
p
h
asized
e
f
f
ec
t
s
izes,
co
n
f
id
en
ce
in
ter
v
als,
an
d
p
r
ac
tical
s
ig
n
if
ican
ce
al
o
n
g
s
id
e
s
tatis
tical
s
ig
n
if
ican
ce
.
3
.
9
.
E
t
hica
l
co
ns
idera
t
io
ns
T
h
e
E
th
ics
C
o
m
m
ittee
of
Ka
r
ag
an
d
a
Natio
n
al
R
esear
ch
Un
iv
er
s
ity
,
n
am
e
d
af
ter
Aca
d
em
ician
E
.
A.
B
u
k
eto
v
,
r
ev
iewe
d
an
d
ap
p
r
o
v
ed
th
e
s
tu
d
y
p
r
o
to
c
o
l
(
p
r
o
t
o
co
l
#10)
on
Sep
tem
b
e
r
1,
2
0
2
5
.
B
o
th
u
n
iv
er
s
ities
f
o
llo
wed
th
e
ap
p
r
o
v
ed
p
r
o
t
o
co
l,
in
s
tr
u
m
en
t
(
s
)
,
an
d
i
n
f
o
r
m
ed
c
o
n
s
en
t
p
r
o
ce
s
s
id
en
tically
.
Sh
y
m
k
en
t
Un
iv
er
s
ity
g
r
an
ted
in
s
titu
tio
n
al
p
er
m
is
s
io
n
to
co
n
d
u
ct
d
ata
co
llectio
n
u
n
d
er
th
e
ap
p
r
o
v
e
d
p
r
o
to
co
l/co
n
s
en
t.
Par
ticip
an
ts
in
th
is
s
tu
d
y
wer
e
in
f
o
r
m
ed
th
at
th
eir
p
ar
ticip
ati
o
n
was
w
h
o
lly
v
o
lu
n
tar
y
.
I
n
f
o
r
m
ed
c
o
n
s
en
t
was
o
b
tain
ed
f
r
o
m
each
s
tu
d
e
n
t.
Data
p
r
o
v
id
ed
by
r
esp
o
n
d
i
n
g
p
ar
ticip
an
ts
wer
e
an
o
n
y
m
o
u
s
ly
co
d
e
d
by
a
s
elf
-
g
en
er
ated
m
atc
h
in
g
c
o
d
e
,
wh
ich
en
a
b
led
lin
k
a
g
e
b
et
wee
n
in
d
iv
id
u
al
p
r
e/p
o
s
t
m
e
asu
r
es.
Data
wer
e
s
ec
u
r
ely
s
to
r
ed
,
a
n
d
o
n
ly
ag
g
r
eg
ate
an
aly
s
is
r
esu
lts
ar
e
r
ep
o
r
ted
.
4.
RE
SU
L
T
S
4
.
1
.
P
a
rt
icipa
nt
f
lo
w
a
nd
a
n
a
ly
t
ic
s
a
m
ple
Ov
er
all,
th
e
lev
el
of
attr
itio
n
a
m
o
n
g
th
o
s
e
p
a
r
ticip
atin
g
in
th
is
s
tu
d
y
was
m
o
d
er
ate,
with
15
s
tu
d
en
ts
lo
s
t
at
p
o
s
t
-
test
(
1
0
.
1
%).
Sin
ce
m
o
s
t
of
th
e
p
ar
ticip
an
ts
r
em
ain
ed
en
g
ag
ed
in
th
e
p
r
o
g
r
am
,
th
is
h
ig
h
lev
el
of
en
g
ag
em
e
n
t
s
u
g
g
ests
th
at
th
is
is
a
r
elativ
ely
co
m
m
o
n
lev
el
of
attr
itio
n
f
o
r
ex
tr
ac
u
r
r
icu
lar
ac
tiv
ities
.
In
ad
d
itio
n
to
th
e
f
ac
t
t
h
at
th
e
m
atch
in
g
o
n
ly
p
r
o
d
u
ce
d
a
f
i
n
al
an
aly
tic
s
am
p
le
(
i.e
.
,
t
h
er
e
wer
e
124
s
tu
d
e
n
ts
wh
o
h
a
d
b
o
th
T0
an
d
T1
r
e
co
r
d
)
,
th
e
h
ig
h
lev
el
of
m
atc
h
in
g
i
n
d
icate
s
th
at,
f
o
r
th
e
v
ast
m
ajo
r
ity
of
T1
r
esp
o
n
d
en
ts
,
th
eir
m
atch
e
d
r
ec
o
r
d
with
T0
in
d
icate
s
a
tr
u
e
ch
an
g
e
r
ath
e
r
th
an
th
e
r
e
s
u
lt
of
m
is
m
atch
ed
id
en
titi
es.
Ma
tch
in
g
p
er
ce
n
tag
e
was
also
co
n
s
id
er
a
b
ly
h
ig
h
f
o
r
b
o
th
T0
(
8
3
.
8
%)
a
n
d
T1
(
9
3
.
2
%),
in
d
icatin
g
th
at
th
e
v
ast
m
ajo
r
ity
of
T1
r
esp
o
n
d
en
ts
co
u
l
d
be
m
atch
e
d
b
ac
k
to
th
eir
T0
r
ec
o
r
d
s
,
th
u
s
d
ec
r
ea
s
in
g
th
e
ch
an
ce
s
of
th
e
r
esu
lts
b
ein
g
d
u
e
to
ca
r
eless
n
ess
on
th
e
b
e
h
alf
of
th
o
s
e
with
m
is
m
atch
ed
id
en
titi
es.
W
h
en
ex
am
in
in
g
p
atter
n
s
of
r
eten
tio
n
am
o
n
g
th
e
two
d
if
f
er
en
t
s
ites
(
i.e
.
,
Kar
ag
an
d
a
an
d
Sh
y
m
k
en
t)
,
th
er
e
is
o
n
ly
a
s
lig
h
tly
g
r
ea
te
r
r
eten
tio
n
lev
el
at
Kar
a
g
an
d
a
(
8
.
4
%
attr
itio
n
)
co
m
p
ar
ed
to
Sh
y
m
k
e
n
t
(
1
2
.
3
%
attr
itio
n
)
.
W
h
ile
th
is
d
if
f
e
r
e
n
ce
in
attr
itio
n
p
e
r
ce
n
tag
es
is
v
er
y
s
m
all,
it
m
a
y
lead
to
s
o
m
ewh
at
of
an
u
n
d
er
r
ep
r
esen
tatio
n
of
th
e
less
co
n
s
is
ten
t
or
en
g
ag
ed
s
tu
d
en
ts
at
th
e
Sh
y
m
k
en
t
s
ite.
Nev
er
th
eless
,
th
e
m
atch
in
g
p
er
ce
n
tag
es
ar
e
s
im
ilar
(
≈
9
3
%)
f
o
r
b
o
th
s
ites
,
w
h
ich
in
d
icate
s
th
at
th
e
s
am
p
le
s
p
r
o
d
u
ce
d
at
each
s
ite
wer
e
f
air
ly
co
n
s
is
ten
t.
T
h
e
b
r
ea
k
d
o
w
n
of
en
r
o
lled
,
r
etain
ed
,
m
atch
ed
,
a
n
d
u
n
m
atch
ed
s
tu
d
en
ts
is
d
ep
icted
in
Fig
u
r
e
3.
4
.
2
.
Relia
bil
it
y
a
nd
des
cr
iptiv
e
s
um
m
a
r
y
T
ab
le
4
s
u
m
m
ar
izes
r
eliab
ilit
y
esti
m
ates
(
α
/ω
b
etwe
en
T0
an
d
T
1
)
f
o
r
all
co
n
s
tr
u
cts
m
ea
s
u
r
ed
.
T
h
e
s
u
r
v
e
y
m
ea
s
u
r
es
s
h
o
wed
s
atis
f
ac
to
r
y
in
ter
n
al
co
n
s
is
ten
cy
at
b
o
th
tim
e
p
o
i
n
ts
,
with
m
o
s
t
co
n
s
tr
u
ct
s
ex
h
ib
itin
g
s
tab
le
or
s
lig
h
tly
im
p
r
o
v
e
d
r
eliab
ilit
y
at
T1
as
a
r
esu
lt
of
p
ar
ticip
an
ts
g
ain
in
g
a
clea
r
er
co
n
ce
p
tu
aliza
tio
n
of
th
e
co
n
s
tr
u
cts
f
o
llo
win
g
s
tr
u
ctu
r
ed
tr
a
in
in
g
(
i.e
.
,
r
esp
o
n
s
es
b
ec
o
m
i
n
g
m
o
r
e
co
h
er
en
t)
.
T
h
e
im
p
o
r
tan
ce
of
th
ese
r
elia
b
ilit
y
f
in
d
in
g
s
is
p
r
ac
tical
b
e
ca
u
s
e
th
ey
p
r
o
v
id
e
j
u
s
tific
atio
n
f
o
r
t
r
ea
tin
g
ea
c
h
co
n
s
tr
u
ct
as
one
co
m
p
o
s
ite
s
c
o
r
e
(
i.e
.
,
m
ea
n
of
th
e
item
s
co
m
p
r
is
in
g
th
at
co
n
s
tr
u
ct)
an
d
f
o
r
tak
in
g
p
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ig
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at
h
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im
p
ly
m
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r
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r
o
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h
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f
ac
t
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at
AI
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
v
al
&
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d
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c
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N:
2252
-
8
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2
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AI
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s
u
p
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ed
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a
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3955
co
n
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is
ten
tly
h
ig
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eliab
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is
cr
itical
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iv
en
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ey
r
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it
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in
s
u
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eq
u
en
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a
s
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ciatio
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els
(
AI
L
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ig
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ter
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ip
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ab
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4.
Me
asu
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es
an
d
r
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il
ity
of
th
e
s
tu
d
y
in
s
tr
u
m
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n
ts
M
e
a
su
r
e
/
C
o
n
st
r
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I
t
e
ms
R
e
l
i
a
b
i
l
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T
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(
α/
ω)
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e
l
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α/
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2
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10
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Te
a
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O
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t
(
F
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m
A
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12
0
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7
6
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0
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7
8
—
O
b
j
e
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t
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(
F
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B
)
12
—
0
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7
4
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0
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7
6
4
.
3
.
P
re
–
po
s
t
cha
ng
es
in
s
ur
v
ey
co
ns
t
ruct
s
All
s
ix
s
u
r
v
ey
co
n
s
tr
u
cts
in
cr
ea
s
ed
f
r
o
m
T0
to
T
1
.
As
s
h
o
wn
in
Fig
u
r
e
4,
t
h
e
d
ir
ec
tio
n
of
ch
an
g
e
was
p
o
s
itiv
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ac
r
o
s
s
b
o
th
u
n
iv
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ity
s
ites
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h
is
p
atter
n
in
d
ic
ates
th
at
th
e
p
r
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g
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o
ciate
d
with
b
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ad
im
p
r
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n
t
ac
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s
s
tech
n
ical
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f
id
en
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,
AI
liter
ac
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,
r
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ch
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m
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,
s
tar
tu
p
r
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in
ess
,
team
wo
r
k
,
an
d
m
o
tiv
atio
n
.
To
s
tar
t,
AI
L
s
h
o
wed
th
e
m
o
s
t
s
u
b
s
tan
tial
u
p
war
d
s
h
if
t
(
with
a
m
e
an
g
a
in
of
1
.
1
9
b
etwe
en
p
r
e
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test
an
d
p
o
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test
,
eq
u
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en
t
to
0
.
7
5
s
tan
d
ar
d
d
ev
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s
)
,
wh
ich
is
co
n
s
is
ten
t
with
t
h
e
p
r
o
g
r
am
’
s
f
o
c
u
s
on
u
s
in
g
Gen
AI
f
o
r
wo
r
k
f
lo
w
o
p
tim
izatio
n
an
d
on
n
o
r
m
s
f
o
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r
esp
o
n
s
ib
le
u
s
e,
s
u
ch
as
v
er
if
icatio
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,
test
in
g
,
an
d
d
o
c
u
m
en
tatio
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d
is
cip
lin
e.
Acc
o
r
d
in
g
ly
,
th
e
lar
g
est
g
ain
s
wer
e
o
b
s
er
v
ed
in
AI
L
,
wh
ic
h
was
th
e
co
n
s
tr
u
ct
m
o
s
t
d
ir
ec
tly
tar
g
eted
in
th
e
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d
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,
r
ath
er
th
a
n
s
im
p
ly
r
ef
lectin
g
a
g
en
e
r
al
in
cr
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e
in
co
n
f
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ce
.
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t,
T
PE
h
as
al
s
o
d
em
o
n
s
tr
ated
s
izea
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d
also
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u
p
p
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ts
th
e
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r
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lo
g
ic
(
th
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ad
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ea
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ly
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/
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m
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etitio
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p
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r
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m
m
in
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b
u
ild
s
in
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iv
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al
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f
id
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ce
in
th
eir
ab
ilit
y
to
s
o
lv
e
p
r
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m
in
g
p
r
o
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le
m
s
wh
ile
wo
r
k
in
g
to
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eth
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in
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s
with
a
g
o
al
o
f
c
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m
p
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a
d
eliv
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a
b
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wev
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R
C
SE
an
d
SIR
h
a
v
e
s
h
o
wn
l
o
wer
in
cr
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es
th
a
n
th
e
o
th
er
c
o
n
s
tr
u
cts,
wh
ich
wo
u
ld
b
e
ex
p
ec
ted
s
in
ce
th
e
d
ev
elo
p
m
en
t
o
f
th
e
r
esear
ch
an
d
en
tr
ep
r
e
n
eu
r
ial
co
m
p
eten
cies
will
ty
p
ically
o
cc
u
r
m
o
r
e
s
lo
wly
an
d
u
s
u
ally
r
eq
u
ir
e
r
e
p
ea
ted
iter
at
io
n
s
(
wr
itin
g
,
c
u
s
to
m
er
d
is
co
v
er
y
,
a
n
d
p
itch
in
g
)
b
e
f
o
r
e
s
ig
n
if
ican
t
s
h
if
ts
in
th
e
lev
el
o
f
ac
h
iev
em
e
n
t
o
cc
u
r
.
F
in
ally
,
th
e
s
ite
lev
el
p
r
o
f
iles
a
ls
o
r
ef
lect
th
is
d
ir
ec
tio
n
al
co
n
s
is
ten
cy
(
in
cr
ea
s
ed
m
ea
n
s
ac
r
o
s
s
T
1
)
in
Ka
r
ag
an
d
a
b
y
T
1
co
m
p
ar
ed
t
o
Sh
y
m
k
e
n
t,
with
Kar
ag
an
d
a
u
s
u
ally
h
a
v
in
g
s
lig
h
tly
h
ig
h
er
in
itial
an
d
/o
r
f
in
al
s
co
r
es
ac
r
o
s
s
all
m
ea
s
u
r
es
,
as
s
h
o
wn
in
Fig
u
r
e
4
.
T
h
ese
v
ar
iatio
n
s
m
a
y
b
e
attr
ib
u
tab
le
to
s
ite
lev
el
d
if
f
er
e
n
ce
s
in
p
r
e
p
ar
atio
n
o
r
im
p
lem
en
tatio
n
co
n
d
itio
n
s
,
b
u
t
r
eg
ar
d
less
,
th
e
k
ey
f
in
d
in
g
is
th
e
o
v
er
all
d
ir
ec
tio
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o
f
c
h
an
g
e
in
d
icatin
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th
e
d
e
g
r
ee
o
f
tr
an
s
f
er
ab
ilit
y
o
f
th
e
p
r
o
g
r
am
(
p
ip
elin
e)
ac
r
o
s
s
d
if
f
er
en
t
in
s
titu
tio
n
al
co
n
tex
ts
.
Fig
u
r
e
4.
Pre
–
p
o
s
t
ch
an
g
es
in
s
u
r
v
ey
co
n
s
tr
u
cts
(T0
vs
T
1
)
by
s
ite
0
0
.
5
1
1
.
5
2
2
.
5
3
3
.
5
4
4
.
5
5
CP
S
E
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RCS
E
S
IR
TP
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MC
CP
S
E
AIL
RCS
E
SIR
TP
E
MC
CP
S
E
AIL
RCS
E
S
IR
TP
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MC
Ka
ra
g
a
n
d
a
S
h
y
m
k
e
n
t
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e
ra
ll
Me
an
s
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r
e
(
1
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7
L
ik
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t
s
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le)
Pre
-
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d
Po
s
t
-
T
es
t
Mean
s
(T
0
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T
1
)
b
y
Si
t
e
T0
_
M
e
a
n
T1
_
M
e
a
n
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
9
4
7
-
3961
3956
4
.
4
.
O
bje
c
t
iv
e
k
no
wledg
e
t
e
s
t
re
s
ults
T
ab
le
5
in
d
icate
s
th
at
f
o
r
th
e
m
atch
ed
g
r
o
u
p
,
t
h
er
e
was
a
s
tatis
t
ically
s
ig
n
if
ican
t
im
p
r
o
v
em
en
t
of
o
b
jectiv
e
k
n
o
wled
g
e
on
th
e
m
in
i
test
(0
-
12)
f
r
o
m
p
r
e
-
test
to
p
o
s
t
-
test
m
ea
n
s
co
r
e
(
p
r
e:
M=
6
.
2
,
SD=2
.
1
vs
p
o
s
t:
M=
7
.
6
,
SD=2
.
0
)
;
m
ea
n
g
ain
(
Δ
=1
.
4
,
95%
CI
[
1
.
0
6
,
1
.
7
4
]
)
,
p
air
ed
d
(
d
=0
.
7
4
;
p
<.
0
0
0
1
)
in
d
icatin
g
th
at
th
e
im
p
r
o
v
em
en
t
was
not
lim
ited
to
s
elf
-
r
e
p
o
r
te
d
m
ea
s
u
r
es.
Site
-
to
-
s
ite
co
m
p
ar
is
o
n
s
(
i.e
.
,
Sh
y
m
k
en
t
an
d
Kar
ag
an
d
a)
s
u
g
g
est
th
at
th
ey
d
em
o
n
s
tr
ated
s
im
ilar
d
ir
ec
tio
n
s
of
ch
an
g
e
b
u
t
with
d
if
f
e
r
en
t
m
ag
n
itu
d
es
of
ch
an
g
e
,
as
s
h
o
wn
in
T
ab
le
5.
T
h
e
d
i
f
f
er
en
ce
in
ch
an
g
es
ev
id
en
ce
d
by
th
e
two
s
ites
d
em
o
n
s
tr
ated
th
at
Kar
ag
an
d
a
m
a
d
e
a
g
r
ea
ter
in
cr
ea
s
e
in
th
eir
r
ea
d
in
ess
lev
el
(
6
.
5
→8
.
1
;
Δ
=1
.
6
;
95%
CI
[
1
.
1
7
,
2
.
0
3
]
;
d
=0
.
8
9
;
p
<0
.
0
0
1
)
th
a
n
Sh
y
m
k
e
n
t
d
id
(
5
.
8
→6
.
9
;
Δ
=1
.
1
;
95%
CI
[
0
.
5
5
,
1
.
6
5
]
;
d
=0
.
5
5
;
p
=
0
.
0
0
1
)
.
W
h
en
lo
o
k
in
g
at
th
ese
r
esu
lts
with
ca
u
tio
n
,
th
is
p
atter
n
of
r
esu
lts
m
ay
s
p
ea
k
to
b
aselin
e
d
if
f
er
e
n
ce
s
an
d
/o
r
d
if
f
er
e
n
ce
s
in
im
p
lem
en
tatio
n
q
u
ality
(
e
.
g
.
,
m
en
to
r
in
g
,
en
g
ag
e
m
en
t)
;
h
o
wev
er
,
b
o
th
s
ites
s
h
o
wed
s
ta
tis
tically
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
t
an
d
s
u
b
s
tan
tial
ef
f
ec
t
s
izes
s
u
p
p
o
r
tin
g
t
h
e
co
n
clu
s
io
n
th
at
th
er
e
wer
e
d
em
o
n
s
tr
ab
le
g
ain
s
in
co
m
p
eten
cy
.
T
ab
le
5.
Pre
–
p
o
s
t
ch
an
g
e
in
o
b
jectiv
e
k
n
o
wled
g
e
test
s
co
r
es
S
i
t
e
M
a
t
c
h
e
d
N
T0
M
e
a
n
(SD)
T1
M
e
a
n
(SD)
Δ
M
e
a
n
(
9
5
%
C
I
)
P
a
i
r
e
d
d
p
-
v
a
l
u
e
O
v
e
r
a
l
l
1
2
4
6
.
2
(
2
.
1
)
7
.
6
(
2
.
0
)
1
.
4
(
1
.
0
6
,
1
.
7
4
)
0
.
7
4
<
0
.
0
0
1
K
a
r
a
g
a
n
d
a
71
6
.
5
(
2
.
0
)
8
.
1
(
1
.
9
)
1
.
6
(
1
.
1
7
,
2
.
0
3
)
0
.
8
9
<
0
.
0
0
1
S
h
y
m
k
e
n
t
53
5
.
8
(
2
.
2
)
6
.
9
(
2
.
1
)
1
.
1
(
0
.
5
5
,
1
.
6
5
)
0
.
5
5
<
0
.
0
0
1
4
.
5
.
Rela
t
io
ns
hip
bet
wee
n
AI
lite
ra
cy
a
nd
o
utc
o
m
es
Mu
ltip
le
an
aly
s
es
co
n
f
ir
m
ed
a
r
elatio
n
s
h
ip
b
etwe
en
AI
liter
a
cy
m
ea
s
u
r
e
d
by
p
o
s
t
-
test
(
AI
L
_
T
1
)
a
n
d
th
e
co
r
r
esp
o
n
d
i
n
g
o
u
tco
m
e
v
ar
iab
les
m
ea
s
u
r
ed
at
th
e
s
am
e
tim
e
,
as
s
h
o
w
n
in
T
ab
le
6.
In
th
e
u
n
an
al
y
ze
d
co
n
d
itio
n
,
t
h
e
r
esu
lts
p
r
o
d
u
c
ed
b
o
th
ev
i
d
en
ce
of
s
ig
n
if
ic
an
t
co
r
r
elatio
n
(
B
=0
.
4
5
,
95%
C
.
I
.
(
0
.
2
1
,
0
.
6
9
)
;
Std
.
β(0
.
3
5
)
;
p
<0
0
1
;
R
^2
=0
.
1
0
)
.
Ov
er
all,
r
esu
lts
in
d
icate
th
at
s
tu
d
e
n
ts
ev
alu
ated
as
d
em
o
n
s
tr
atin
g
h
ig
h
d
eg
r
ee
s
of
AI
liter
ac
y
an
d
r
esp
o
n
s
ib
le
u
s
e
wer
e,
on
av
er
a
g
e
,
s
co
r
in
g
s
ig
n
if
ican
tly
h
ig
h
er
th
an
th
o
s
e
wh
o
d
id
n
o
t,
im
p
licatin
g
th
at
u
s
in
g
Gen
AI
u
ltima
tely
h
as
th
e
p
o
ten
tial
to
en
h
an
ce
s
tu
d
e
n
t
lear
n
in
g
,
wh
ile
also
r
ein
f
o
r
cin
g
th
e
n
o
tio
n
of
v
er
if
y
in
g
in
f
o
r
m
atio
n
b
ef
o
r
e
ac
ce
p
tin
g
it.
T
ab
le
6.
Ass
o
ciatio
n
b
etwe
en
AI
liter
ac
y
at
p
o
s
t
-
test
(
AI
L
_
T
1
)
an
d
p
o
s
t
-
test
o
u
tco
m
es
O
u
t
c
o
m
e
(Y)
M
o
d
e
l
B
(
9
5
%
C
I
)
S
t
d
.
β
p
-
v
a
l
u
e
R²
K
n
o
w
l
e
d
g
e
Te
s
t
_
T1
U
n
a
d
j
u
st
e
d
0
.
4
5
(
0
.
2
1
,
0
.
6
9
)
0
.
3
5
<
0
.
0
0
1
0
.
1
K
n
o
w
l
e
d
g
e
Te
s
t
_
T1
A
d
j
u
st
e
d
0
.
3
8
(
0
.
1
2
,
0
.
6
4
)
0
.
2
9
0
.
0
0
4
0
.
2
O
u
t
p
u
t
sI
n
d
e
x
_
T
1
U
n
a
d
j
u
st
e
d
0
.
6
0
(
0
.
2
4
,
0
.
9
6
)
0
.
3
0
.
0
0
2
0
.
1
O
u
t
p
u
t
sI
n
d
e
x
_
T
1
A
d
j
u
st
e
d
0
.
5
2
(
0
.
1
2
,
0
.
9
2
)
0
.
2
6
0
.
0
1
1
0
.
1
N
o
t
e
:
A
d
j
u
s
t
e
d
m
o
d
e
l
s
c
o
n
t
r
o
l
f
o
r
s
i
t
e
,
y
e
a
r
o
f
st
u
d
y
,
a
n
d
p
r
i
o
r
p
r
o
g
r
a
mm
i
n
g
e
x
p
e
r
i
e
n
c
e
;
b
a
s
e
l
i
n
e
(
T
0
)
v
a
l
u
e
s
w
e
r
e
i
n
c
l
u
d
e
d
w
h
e
n
a
v
a
i
l
a
b
l
e
.
O
u
t
p
u
t
sI
n
d
e
x
_
T1
i
s
a
0
–
1
0
c
o
mp
o
s
i
t
e
o
f
a
p
p
l
i
e
d
o
u
t
p
u
t
s
(
s
o
l
v
e
d
p
r
o
b
l
e
ms,
c
o
n
t
e
st
p
a
r
t
i
c
i
p
a
t
i
o
n
,
h
a
c
k
a
t
h
o
n
p
a
r
t
i
c
i
p
a
t
i
o
n
,
a
n
d
a
r
t
i
f
a
c
t
c
o
m
p
l
e
t
i
o
n
)
In
th
e
ad
ju
s
ted
m
o
d
el,
th
e
ass
o
ciatio
n
b
etwe
en
AI
L
_
T
1
an
d
k
n
o
wled
g
e
o
u
tco
m
e
s
was
s
till
s
tatis
t
ically
s
ig
n
if
ican
t
(
B
=0
.
3
8
,
95%
CI
[
0
.
1
2
,
0
.
6
4
]
;
Std
.
β=0
.
2
9
;
p
=
0
.
0
0
4
;
R
²=
0
.
2
)
,
th
u
s
in
d
icatin
g
th
at
th
e
ass
o
ciatio
n
b
etwe
en
AI
L
_
T
1
an
d
k
n
o
wled
g
e
o
u
tco
m
es
co
n
tin
u
ed
to
ex
is
t
wh
en
ac
co
u
n
tin
g
f
o
r
th
e
co
v
a
r
iates
co
n
s
id
er
ed
.
Similar
ass
o
ciatio
n
s
wer
e
s
ee
n
with
ap
p
lie
d
o
u
tco
m
es
as
well.
Fo
r
Ou
tp
u
ts
I
n
d
ex
_
T
1
,
A
I
L
_
T
1
ex
h
ib
ited
a
p
o
s
itiv
e
ass
o
ciatio
n
in
th
e
u
n
a
d
ju
s
ted
m
o
d
el
(
B
=
0
.
6
0
,
95%
CI
[
0
.
2
4
,
0
.
9
6
]
;
Std
.
β=0
.
3
0
;
p
=0
.
0
0
2
;
R
²=
0
.
1
)
an
d
co
n
tin
u
ed
to
be
s
tatis
tically
s
ig
n
if
ican
t
in
th
e
ad
ju
s
ted
m
o
d
el
(
B
=0
.
5
2
,
95%
CI
[
0
.
1
2
,
0
.
9
2
]
;
Std
.
β=0
.
2
6
;
p
=0
.
0
1
1
;
R
²=
0
.
1
)
.
T
h
er
ef
o
r
e
,
b
o
th
th
e
o
b
jectiv
e
k
n
o
wled
g
e
m
ea
s
u
r
e
an
d
s
tr
o
n
g
en
d
-
of
-
p
r
o
g
r
am
Ou
tp
u
ts
/Ach
iev
em
en
ts
wer
e
r
ep
o
r
ted
by
s
tu
d
en
ts
with
h
ig
h
er
AI
L
iter
ac
y
s
co
r
es
at
p
o
s
t
-
test
.
In
o
th
er
wo
r
d
s
,
th
e
ab
ilit
y
to
ac
c
u
r
ately
a
n
d
r
esp
o
n
s
ib
ly
u
s
e
Gen
AI
to
o
ls
(
p
r
o
m
p
tin
g
,
d
eb
u
g
g
i
n
g
s
u
p
p
o
r
t,
d
o
cu
m
en
tatio
n
,
v
er
if
icatio
n
)
ap
p
ea
r
ed
r
elate
d
to
b
o
th
lear
n
i
n
g
an
d
p
er
f
o
r
m
a
n
ce
o
u
tco
m
es
r
elate
d
to
d
eliv
e
r
ab
les
at
th
e
en
d
of
th
e
p
ip
elin
e.
Ad
ju
s
ted
m
o
d
els
f
o
r
b
o
th
k
n
o
wled
g
e
an
d
ap
p
l
ied
o
u
tco
m
e
m
o
d
els
wer
e
cr
ea
ted
u
s
in
g
th
e
s
ites
wh
er
e
th
e
s
tu
d
en
ts
wer
e
s
tu
d
y
in
g
(
Kar
a
g
an
d
a
vs
Sh
y
m
k
e
n
t
)
an
d
em
p
l
o
y
in
g
b
aselin
e
co
v
a
r
iates
(
i.e
.
,
y
ea
r
of
s
tu
d
y
an
d
p
r
io
r
p
r
o
g
r
am
m
i
n
g
ex
p
er
ien
ce
)
to
ac
co
u
n
t
f
o
r
in
it
ial
d
if
f
er
en
ce
s
.
4
.
6
.
Co
ns
o
lid
a
t
ed
ma
in
o
utc
o
m
es
t
a
ble
T
ab
le
7
p
r
o
v
id
es
an
o
v
er
v
iew
of
th
e
p
r
o
g
r
am
’
s
o
v
e
r
all
im
p
ac
t
on
all
co
r
e
s
u
r
v
ey
co
n
s
tr
u
cts
an
d
th
e
k
n
o
wled
g
e
test
by
d
is
p
lay
in
g
m
ea
n
(
SD)
s
co
r
es
at
b
o
th
T0
an
d
T
1
,
as
well
as
m
ea
n
s
an
d
95%
CI
f
o
r
ch
a
n
g
e,
p
air
ed
t
test
r
esu
lt
s
as
ex
p
r
ess
ed
by
C
o
h
en
’
s
d,
an
d
p
-
v
alu
e
s
b
o
th
o
v
er
all
an
d
by
s
ite.
W
i
th
in
th
is
s
u
m
m
ar
y
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