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n
d
r
el
ati
o
n
alit
y
in
t
h
e
l
ea
r
n
i
n
g
p
r
o
c
ess
is
s
ti
ll
in
c
o
n
cl
u
s
i
v
e
[
8
]
,
[
9
]
.
I
n
t
h
is
s
e
n
s
e
,
h
o
w
h
u
m
an
iza
ti
o
n
c
a
n
b
e
e
m
p
i
r
ic
al
ly
e
x
a
m
i
n
e
d
a
n
d
e
m
b
e
d
d
e
d
i
n
t
o
o
n
li
n
e
h
i
g
h
e
r
ed
u
ca
t
io
n
d
esi
g
n
.
T
h
e
co
m
m
u
n
ity
o
f
in
q
u
ir
y
(
C
o
I
)
f
r
am
ewo
r
k
h
as
b
ec
o
m
e
a
p
r
o
m
in
en
t
ad
o
p
ted
m
o
d
el
to
m
ea
s
u
r
e
p
er
s
p
ec
tiv
es
o
f
o
n
lin
e
lear
n
in
g
,
em
p
h
asizin
g
th
e
in
ter
p
la
y
o
f
co
g
n
itiv
e,
s
o
cial,
an
d
teac
h
in
g
p
r
esen
ce
[
2
]
.
Acc
o
r
d
in
g
to
Gar
r
is
o
n
an
d
V
au
g
h
an
[
2
]
,
co
g
n
itiv
e
p
r
esen
c
e
r
ef
er
s
to
t
h
e
ex
ten
t
to
wh
ic
h
lear
n
er
s
c
o
n
s
tr
u
ct
an
d
c
o
n
f
ir
m
m
ea
n
in
g
th
r
o
u
g
h
r
ef
lectio
n
a
n
d
d
is
co
u
r
s
e;
s
o
cial
p
r
esen
ce
r
ef
e
r
s
to
t
h
e
a
b
ilit
y
o
f
lear
n
e
r
s
to
p
r
o
ject
th
e
m
s
elv
es
as
“r
ea
l
p
eo
p
le”
i
n
an
o
n
lin
e
e
n
v
ir
o
n
m
en
t,
e
x
p
r
ess
in
g
em
o
tio
n
s
,
b
u
ild
in
g
tr
u
s
t,
an
d
f
o
s
ter
in
g
co
llab
o
r
ati
o
n
[
1
0
]
; a
n
d
teac
h
in
g
p
r
esen
ce
r
e
f
er
s
to
th
e
d
esig
n
,
f
ac
ilit
atio
n
,
an
d
d
ir
ec
tio
n
p
r
o
v
i
d
ed
b
y
in
s
tr
u
cto
r
s
th
at
s
tr
u
ctu
r
e
an
d
s
u
p
p
o
r
t
th
e
lea
r
n
in
g
p
r
o
ce
s
s
[
1
1
]
.
C
o
I
h
as
b
ee
n
e
x
ten
s
iv
e
v
alid
ated
ac
r
o
s
s
d
is
cip
lin
es a
n
d
co
n
tex
ts
,
p
r
o
v
i
d
in
g
a
r
o
b
u
s
t m
o
d
el
f
o
r
an
aly
z
in
g
an
d
im
p
r
o
v
i
n
g
o
n
li
n
e
lear
n
in
g
[
1
]
.
Ho
wev
er
,
th
e
f
r
am
ewo
r
k
h
as
also
b
ee
n
c
r
itiq
u
ed
f
o
r
o
f
f
e
r
in
g
lim
ited
in
s
ig
h
ts
in
to
th
e
p
s
y
ch
o
lo
g
ical
p
r
o
ce
s
s
es,
as
it
ca
n
b
e
d
escr
ip
tiv
e
o
f
p
r
esen
ce
s
th
at
em
er
g
e
[
1
1
]
.
T
h
u
s
,
th
er
e
is
a
n
ee
d
to
in
v
esti
g
ate
an
o
th
er
co
n
s
tr
u
ct,
wh
ich
is
th
e
m
ed
iatin
g
m
ec
h
an
is
m
s
th
a
t c
o
n
n
ec
t in
s
tr
u
ctio
n
al
d
esig
n
t
o
th
e
d
e
v
elo
p
m
e
n
t o
f
th
ese
p
r
esen
ce
s
.
Fo
r
g
r
ea
ter
n
atio
n
-
b
u
ild
in
g
,
it
is
h
ig
h
ly
d
ep
en
d
en
t
o
n
cr
ea
tiv
e,
in
n
o
v
ativ
e
,
an
d
cr
itical
th
in
k
in
g
th
a
t
lead
s
to
p
r
o
b
lem
-
s
o
l
v
in
g
citizen
s
[
1
2
]
.
Hen
ce
,
in
teg
r
atin
g
s
tr
ea
m
in
to
th
e
c
u
r
r
icu
l
u
m
f
o
r
n
u
r
t
u
r
in
g
talen
t
is
cr
u
cial.
Hig
h
e
r
e
d
u
ca
tio
n
is
a
ls
o
n
o
ex
ce
p
tio
n
t
o
a
d
o
p
tin
g
a
h
u
m
an
ized
o
n
lin
e
lear
n
i
n
g
ap
p
r
o
ac
h
.
H
o
wev
er
,
lim
ited
r
esear
ch
h
as
b
ee
n
c
o
n
d
u
cted
in
h
ig
h
e
r
e
d
u
ca
tio
n
th
at
f
o
c
u
s
es
o
n
h
u
m
a
n
izin
g
o
n
lin
e
lear
n
in
g
in
s
tr
ea
m
.
I
n
th
is
s
en
s
e,
s
tr
ea
m
p
ed
ag
o
g
y
is
ex
p
an
d
in
g
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
i
n
ee
r
in
g
,
an
d
m
ath
e
m
atics
(
STE
M
)
to
in
clu
d
e
r
ea
d
in
g
an
d
ar
ts
a
n
d
h
as
em
e
r
g
ed
as
a
p
r
o
m
is
in
g
d
esig
n
p
ar
ad
ig
m
th
a
t
p
r
o
m
o
tes
cr
itical
th
in
k
in
g
,
cr
ea
tiv
ity
,
in
ter
d
is
ci
p
lin
ar
ity
,
a
n
d
a
u
th
en
tic
p
r
o
b
le
m
-
s
o
lv
in
g
.
S
tr
ea
m
s
itu
ates
lear
n
in
g
in
r
e
al
-
wo
r
ld
,
co
m
p
lex
co
n
tex
ts
th
at
r
eq
u
ir
e
n
o
t
o
n
ly
tech
n
ical
co
m
p
et
en
ce
b
u
t
also
cr
itical
a
n
aly
s
is
,
cr
ea
tiv
ity
,
an
d
co
m
m
u
n
icatio
n
[
1
3
]
,
[
1
4
]
.
I
t
h
as
b
ee
n
wid
ely
ap
p
lied
in
p
r
esch
o
o
ls
to
s
ec
o
n
d
ar
y
s
ch
o
o
ls
,
wh
er
e
it
h
as
b
ee
n
s
h
o
wn
to
en
h
an
ce
lear
n
er
en
g
ag
em
en
t,
m
o
tiv
atio
n
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
[
1
3
]
,
[
1
4
]
.
Ho
wev
er
,
d
ig
ital
to
o
ls
an
d
th
eir
ap
p
licatio
n
in
o
n
lin
e
en
v
ir
o
n
m
en
ts
r
e
m
ain
lim
ited
,
esp
ec
ially
in
h
ig
h
er
ed
u
ca
ti
o
n
.
I
n
co
r
p
o
r
atin
g
s
tr
ea
m
in
t
o
d
i
g
ital
co
u
r
s
es
b
y
em
b
e
d
d
in
g
lear
n
in
g
task
s
th
at
ar
e
i
n
ter
d
is
cip
lin
ar
y
,
m
ea
n
in
g
f
u
l
,
an
d
s
tu
d
en
t
-
ce
n
ter
e
d
wo
u
ld
p
r
o
v
id
e
a
s
y
s
tem
atic
ap
p
r
o
ac
h
to
en
r
ich
th
e
C
o
I
p
r
esen
ce
.
I
n
th
is
s
en
s
e,
s
tr
ea
m
h
as
th
e
p
o
ten
tial
to
s
h
if
t
o
n
lin
e
lear
n
in
g
f
r
o
m
k
n
o
wled
g
e
tr
an
s
m
is
s
io
n
to
war
d
s
ac
tiv
e,
h
u
m
an
-
ce
n
ter
e
d
k
n
o
wled
g
e
co
n
s
tr
u
ctio
n
.
An
o
th
er
c
o
n
s
tr
u
ct
th
at
is
cr
itical
b
u
t
o
f
ten
o
v
er
lo
o
k
ed
in
o
n
lin
e
lear
n
in
g
is
th
e
lear
n
er
’
s
s
en
s
e
o
f
ag
en
cy
.
T
h
e
s
en
s
e
o
f
ag
e
n
cy
ca
n
s
er
v
e
as
a
k
ey
p
s
y
ch
o
l
o
g
ical
b
r
id
g
e
b
etwe
en
d
esig
n
an
d
ex
p
e
r
ien
ce
th
at
r
ef
lects
th
e
p
er
ce
p
tio
n
o
f
h
av
i
n
g
ch
o
ice,
co
n
tr
o
l,
an
d
a
u
th
o
r
s
h
ip
in
lear
n
in
g
ac
ti
v
ities
.
Ag
en
cy
r
ef
e
r
to
a
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
an
d
h
as
r
o
o
ts
in
B
an
d
u
r
a’
s
[
1
5
]
n
o
tio
n
o
f
h
u
m
an
a
g
en
cy
a
n
d
is
ce
n
tr
al
to
s
elf
-
d
eter
m
in
atio
n
th
e
o
r
y
(
SDT)
[
1
6
]
.
I
n
ed
u
ca
tio
n
al
co
n
tex
ts
,
ag
en
cy
r
ef
lects st
u
d
en
ts
’
ca
p
ac
ity
to
in
f
lu
en
ce
th
eir
o
wn
lear
n
in
g
p
ath
way
s
,
m
ak
e
m
ea
n
in
g
f
u
l
ch
o
ices,
an
d
c
o
n
tr
ib
u
te
o
r
i
g
in
al
id
ea
s
[
1
7
]
.
Ho
wev
er
,
o
n
lin
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
v
ar
y
i
n
th
e
ex
ten
t
to
w
h
ich
t
h
ey
s
u
p
p
o
r
t
o
r
s
u
p
p
r
ess
ag
en
cy
.
I
n
ad
d
itio
n
,
task
s
th
at
in
v
ite
s
elf
-
d
ir
ec
tio
n
,
a
u
th
o
r
s
h
ip
,
an
d
co
lla
b
o
r
atio
n
ca
n
en
h
an
ce
it,
b
u
t
o
v
er
s
tr
u
ctu
r
e
d
o
r
in
s
tr
u
cto
r
-
d
r
iv
e
n
d
esig
n
s
ca
n
d
im
in
is
h
s
tu
d
en
t
s
’
s
en
s
e
o
f
o
wn
er
s
h
ip
.
T
h
e
o
r
etica
lly
,
in
d
esig
n
in
g
to
h
u
m
an
ize
p
e
d
ag
o
g
y
,
ag
en
cy
m
ay
f
u
n
ctio
n
as
th
e
m
is
s
in
g
p
s
y
ch
o
lo
g
ical
m
ec
h
an
is
m
th
at
ex
p
lain
s
h
o
w
s
tr
e
am
-
b
ased
lear
n
in
g
d
esig
n
s
f
o
s
ter
th
e
C
o
I
p
r
esen
c
e.
Desp
ite
th
e
r
ap
id
g
r
o
wth
o
f
o
n
lin
e
h
ig
h
er
ed
u
ca
tio
n
,
th
er
e
is
an
u
r
g
en
t
n
ee
d
f
o
r
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es
th
at
h
u
m
an
ize
d
i
g
ital
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
as
lear
n
er
s
co
n
tin
u
e
to
r
ep
o
r
t
ex
p
er
ien
ce
s
o
f
d
is
co
n
n
ec
tio
n
an
d
r
ed
u
ce
d
en
g
ag
em
e
n
t.
W
h
ile
f
r
am
ewo
r
k
s
lik
e
th
e
C
o
I
p
r
o
v
id
e
a
r
o
b
u
s
t
tax
o
n
o
m
y
o
f
co
g
n
itiv
e,
s
o
cial,
an
d
teac
h
i
n
g
p
r
esen
ce
s
,
th
ey
h
av
e
b
ee
n
cr
itiq
u
ed
f
o
r
b
ein
g
p
r
im
ar
ily
d
escr
ip
tiv
e
an
d
o
f
f
er
in
g
lim
ited
in
s
ig
h
ts
in
to
th
e
u
n
d
er
ly
i
n
g
p
s
y
ch
o
lo
g
ica
l
m
ec
h
an
is
m
s
th
at
ac
tiv
ate
t
h
ese
p
r
esen
ce
s
[
1
]
.
A
s
ig
n
if
ican
t
r
esear
ch
g
ap
ex
is
ts
in
u
n
d
er
s
tan
d
in
g
h
o
w
m
u
l
tid
is
cip
lin
ar
y
d
esig
n
in
n
o
v
ati
o
n
s
,
s
u
ch
as
s
tr
ea
m
in
teg
r
atio
n
,
ca
taly
ze
th
ese
p
r
esen
ce
s
th
r
o
u
g
h
in
te
r
n
al
lear
n
er
em
p
o
wer
m
en
t.
W
h
ile
p
r
ev
io
u
s
r
esear
c
h
co
n
f
ir
m
s
th
at
s
tr
ea
m
—
wh
ich
ex
p
an
d
s
STE
M
to
in
clu
d
e
r
ea
d
in
g
an
d
ar
ts
—
ca
n
im
p
r
o
v
e
en
g
ag
e
m
en
t
in
s
ch
o
o
l
-
lev
el
o
r
f
ac
e
-
to
-
f
ac
e
co
n
tex
ts
,
its
ap
p
licatio
n
an
d
im
p
ac
t
with
in
o
n
lin
e
h
ig
h
er
ed
u
ca
tio
n
r
em
ain
s
u
n
d
er
e
x
p
lo
r
e
d
[
1
]
.
Fu
r
th
er
m
o
r
e,
th
e
'
s
en
s
e
o
f
ag
e
n
cy
'
is
o
f
ten
h
ig
h
lig
h
ted
as
a
cr
itical
p
s
y
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o
lo
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ical
b
r
id
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b
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ex
p
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y
et
it is
s
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o
m
em
p
ir
ically
test
ed
as a
m
ed
iato
r
in
o
n
lin
e
l
ea
r
n
in
g
m
o
d
els.
T
h
e
n
o
v
elty
o
f
th
is
s
tu
d
y
lies
in
its
s
h
if
t
f
r
o
m
a
d
escr
ip
tiv
e
to
an
ex
p
lan
ato
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m
o
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b
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tr
o
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u
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'
s
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s
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ag
en
cy
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as
a
m
ed
iatin
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co
n
s
tr
u
ct
with
in
t
h
e
C
o
I
f
r
am
ewo
r
k
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B
y
d
o
in
g
s
o
,
th
e
r
esear
ch
p
r
o
v
id
es
a
p
s
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ch
o
l
o
g
ical
ex
p
lan
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f
o
r
h
o
w
teac
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in
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p
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ce
an
d
s
tr
ea
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-
b
ased
d
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an
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late
in
to
c
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g
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itiv
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an
d
s
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t.
T
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y
is
am
o
n
g
th
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f
ir
s
t
to
o
p
er
a
tio
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alize
'
h
u
m
an
izin
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p
ed
a
g
o
g
y
'
in
m
ea
s
u
r
a
b
le,
q
u
an
titativ
e
ter
m
s
b
y
lin
k
in
g
s
tr
ea
m
d
esig
n
,
ag
e
n
cy
,
a
n
d
lear
n
in
g
p
r
esen
ce
i
n
a
d
ig
ital
u
n
iv
er
s
ity
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
v
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&
R
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I
SS
N:
2252
-
8
8
2
2
Hu
ma
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iz
in
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o
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lin
e
p
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a
g
o
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y
w
ith
s
tr
ea
m:
th
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med
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tin
g
r
o
le
o
f stu
d
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s
en
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(
N
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ia
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R
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a
k
)
4291
en
v
ir
o
n
m
en
t.
C
o
n
s
eq
u
e
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tly
,
th
ese
f
in
d
in
g
s
co
n
tr
ib
u
te
to
a
n
ew
th
eo
r
etica
l
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
in
ter
d
is
cip
lin
ar
y
in
teg
r
atio
n
s
er
v
es
to
h
u
m
an
ize
o
n
lin
e
p
ed
ag
o
g
y
th
r
o
u
g
h
th
e
p
r
o
m
o
tio
n
o
f
s
tu
d
e
n
t
au
th
o
r
s
h
ip
,
ch
o
ice,
a
n
d
em
p
o
wer
m
en
t.
T
h
is
s
tu
d
y
ad
d
r
ess
es
th
is
g
ap
b
y
o
f
f
er
in
g
n
ew
i
n
s
ig
h
ts
in
to
h
o
w
o
n
li
n
e
p
e
d
ag
o
g
y
ca
n
b
e
d
esig
n
ed
to
b
e
b
o
th
ef
f
ec
tiv
e
a
n
d
h
u
m
an
i
zin
g
with
ex
am
in
in
g
h
o
w
s
tu
d
en
ts
’
s
en
s
e
o
f
ag
en
cy
m
ed
ia
tes
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tr
ea
m
in
te
g
r
atio
n
a
n
d
th
e
C
o
I
p
r
esen
ce
s
.
I
n
ad
d
itio
n
,
th
is
s
tu
d
y
ex
ten
d
s
th
e
C
o
I
f
r
am
ewo
r
k
t
h
at
p
r
o
v
id
es
a
co
m
p
r
e
h
en
s
iv
e
th
e
o
r
etica
l
u
n
d
er
p
in
n
in
g
o
f
h
o
w
d
esig
n
tr
an
s
lates
in
to
ex
p
e
r
ien
ce
b
y
in
co
r
p
o
r
atin
g
s
en
s
e
o
f
ag
en
cy
as
a
m
ed
iati
n
g
co
n
s
tr
u
ct.
T
h
e
r
esear
ch
e
r
s
also
em
p
ir
ically
o
p
er
atio
n
alize
th
e
co
n
ce
p
t
o
f
h
u
m
an
izin
g
p
e
d
ag
o
g
y
b
y
lin
k
in
g
it
to
m
ea
s
u
r
ab
le
c
o
n
s
tr
u
c
ts
,
n
am
ely
,
s
tr
ea
m
d
esig
n
,
a
g
en
cy
,
a
n
d
lear
n
in
g
p
r
esen
ce
with
in
h
ig
h
e
r
ed
u
c
atio
n
o
n
lin
e
co
n
tex
ts
.
I
n
th
is
s
tu
d
y
,
'
h
u
m
an
izatio
n
'
is
o
p
er
atio
n
alize
d
at
th
e
in
ter
s
ec
tio
n
o
f
a
g
e
n
cy
an
d
th
e
C
o
I
f
r
am
ewo
r
k
.
I
t
is
d
ef
in
ed
as
a
m
o
v
e
awa
y
f
r
o
m
p
ass
iv
e
co
n
ten
t
co
n
s
u
m
p
tio
n
to
wa
r
d
p
s
y
ch
o
lo
g
ical
em
p
o
wer
m
e
n
t
(
ag
en
c
y
)
.
Sp
ec
if
ically
,
h
u
m
an
izatio
n
is
ac
h
iev
ed
wh
en
s
tr
ea
m
-
b
ased
d
esig
n
s
allo
w
s
tu
d
en
ts
to
p
r
o
ject
th
ei
r
u
n
iq
u
e
id
en
titi
es
(
s
o
cial
p
r
esen
ce
)
,
tak
e
o
wn
er
s
h
ip
o
f
th
eir
lear
n
in
g
p
ath
s
(
ag
en
c
y
)
,
an
d
en
g
a
g
e
in
c
o
llab
o
r
ativ
e
k
n
o
wled
g
e
co
n
s
tr
u
ctio
n
(
c
o
g
n
itiv
e
p
r
esen
ce
)
.
T
h
u
s
,
a
g
en
c
y
is
th
e
p
r
im
ar
y
in
d
icato
r
o
f
a
h
u
m
an
ize
d
p
e
d
a
g
o
g
y
,
wh
ile
th
e
th
r
ee
C
o
I
p
r
e
s
en
ce
s
s
er
v
e
as
th
e
en
v
ir
o
n
m
en
tal
ev
id
e
n
ce
o
f
its
s
u
cc
ess
.
Fin
ally
,
th
e
r
esear
ch
er
s
en
ab
le
in
s
tr
u
cto
r
s
to
d
esig
n
co
u
r
s
es
th
at
ar
e
n
o
t
o
n
ly
ef
f
icien
t
b
u
t
also
d
ee
p
ly
h
u
m
an
-
ce
n
ter
e
d
b
y
o
f
f
er
in
g
ev
id
en
ce
-
b
ased
s
tr
ateg
ies
f
o
r
em
b
ed
d
in
g
ag
en
cy
in
t
o
co
u
r
s
e
d
esig
n
th
r
o
u
g
h
s
tr
ea
m
ac
tiv
ities
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
H
u
m
a
nizin
g
peda
g
o
g
y
i
n o
nli
ne
hig
her
ed
uca
t
io
n
Hu
m
an
izin
g
p
ed
ag
o
g
y
in
o
n
l
in
e
en
v
ir
o
n
m
en
ts
h
as
b
ec
o
m
e
a
cr
itical
co
n
ce
r
n
in
h
ig
h
er
ed
u
ca
tio
n
.
R
o
o
ted
in
th
e
wo
r
k
o
f
Fre
ir
e
[
8
]
,
h
u
m
an
izin
g
p
e
d
ag
o
g
y
em
p
h
asizes
tr
ea
tin
g
lear
n
er
s
as
a
ctiv
e
ag
en
ts
r
ath
e
r
th
an
p
ass
iv
e
r
ec
ip
ien
ts
o
f
k
n
o
wled
g
e.
I
t
f
o
r
eg
r
o
u
n
d
s
d
ialo
g
u
e,
em
p
o
wer
m
en
t,
an
d
r
ec
o
g
n
itio
n
o
f
lear
n
er
s
’
s
o
cio
-
cu
ltu
r
al
id
en
titi
es.
I
n
d
ig
ital
co
n
tex
ts
,
h
u
m
an
izatio
n
en
tails
d
esig
n
in
g
en
v
ir
o
n
m
e
n
ts
wh
er
e
lear
n
er
s
’
v
o
ices,
ch
o
ices,
an
d
id
en
titi
es
ar
e
ac
k
n
o
wled
g
ed
a
n
d
wh
er
e
s
o
cio
-
em
o
ti
o
n
al
co
n
n
ec
tio
n
s
co
m
p
lem
en
t
co
g
n
itiv
e
d
e
v
elo
p
m
e
n
t
[
3
]
,
[
9
]
.
On
lin
e
h
ig
h
er
ed
u
ca
tio
n
h
as
o
f
ten
b
ee
n
c
r
itiq
u
ed
f
o
r
its
tr
an
s
ac
tio
n
al
n
atu
r
e,
wh
er
e
co
n
te
n
t
d
eliv
er
y
an
d
ass
ess
m
en
t
tak
e
p
r
ec
ed
en
ce
o
v
er
r
elatio
n
s
h
ip
s
an
d
id
e
n
tity
d
ev
elo
p
m
en
t
[
2
]
.
I
n
th
is
s
en
s
e,
h
u
m
an
izin
g
p
ed
ag
o
g
y
o
f
f
er
s
a
c
o
u
n
ter
-
n
a
r
r
ativ
e,
u
r
g
in
g
ed
u
ca
to
r
s
to
d
esig
n
co
u
r
s
es
th
at
f
o
s
ter
a
s
en
s
e
o
f
b
elo
n
g
in
g
,
en
co
u
r
a
g
e
au
th
o
r
s
h
ip
,
a
n
d
p
r
o
m
o
te
p
er
s
o
n
al
in
v
estme
n
t.
S
ch
o
lar
s
ar
g
u
e
th
at
th
e
ab
s
en
c
e
o
f
h
u
m
an
izatio
n
m
ay
lead
to
d
is
en
g
ag
em
e
n
t,
h
ig
h
attr
itio
n
,
an
d
lim
ited
tr
an
s
f
er
o
f
lear
n
in
g
t
o
au
th
e
n
tic
co
n
tex
ts
[
1
8
]
.
Ho
wev
er
,
d
esp
ite
its
im
p
o
r
ta
n
ce
,
h
u
m
a
n
izatio
n
h
as
o
f
ten
r
e
m
ain
ed
co
n
ce
p
tu
al
r
at
h
er
th
a
n
em
p
ir
ically
test
ed
.
T
h
u
s
,
th
is
s
tu
d
y
co
n
tr
ib
u
tes
b
y
em
b
e
d
d
in
g
h
u
m
an
izin
g
p
ed
ag
o
g
y
with
in
m
ea
s
u
r
a
b
le
co
n
s
tr
u
cts:
s
tr
ea
m
d
esig
n
,
s
en
s
e
o
f
ag
e
n
cy
,
a
n
d
t
h
e
C
o
I
p
r
esen
ce
.
W
h
ile
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
in
ee
r
in
g
,
ar
ts
an
d
m
at
h
em
atics
(
STE
AM
)
in
teg
r
ates
th
e
ar
ts
to
f
o
s
ter
cr
ea
tiv
ity
,
s
tr
ea
m
ex
p
licitly
in
co
r
p
o
r
ates '
r
ea
d
in
g
'
to
ad
d
r
ess
th
e
cr
itical
liter
ac
y
d
em
an
d
s
o
f
h
ig
h
er
ed
u
ca
tio
n
.
I
n
a
d
ig
ital
lear
n
in
g
co
n
te
x
t,
'r
ea
d
in
g
'
ex
ten
d
s
b
ey
o
n
d
b
asic
co
m
p
r
eh
e
n
s
io
n
to
in
clu
d
e
th
e
cr
itical
ev
alu
atio
n
o
f
m
u
ltimo
d
al
tex
ts
an
d
d
is
cip
lin
ar
y
d
is
co
u
r
s
es.
T
h
is
in
clu
s
io
n
is
th
eo
r
etica
lly
ju
s
tifie
d
as
it
p
r
o
v
id
es
th
e
co
g
n
itiv
e
to
o
ls
n
ec
ess
ar
y
f
o
r
s
tu
d
en
ts
to
ex
er
cise
ag
e
n
cy
;
with
o
u
t
th
e
liter
ac
y
to
n
a
v
ig
ate
an
d
c
r
itiq
u
e
in
f
o
r
m
atio
n
,
s
tu
d
en
ts
ca
n
n
o
t e
f
f
ec
tiv
ely
ac
t a
s
co
-
c
r
ea
to
r
s
in
th
e
C
o
I
.
2
.
2
.
P
eda
g
o
g
ic
a
l
em
po
wer
ment
by
inte
g
ra
t
ing
o
f
s
t
re
a
m
a
nd
a
g
ency
wit
hin
t
he
Co
I
fr
a
m
ewo
r
k
T
h
e
C
o
I
f
r
am
ewo
r
k
p
r
o
v
id
es
a
r
o
b
u
s
t
len
s
to
s
tu
d
y
th
e
q
u
al
ity
o
f
o
n
lin
e
lea
r
n
in
g
en
v
ir
o
n
m
en
ts
[
2
]
.
E
x
ten
s
iv
e
s
tu
d
ies
f
r
o
m
a
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew
v
alid
ate
th
at
th
e
C
o
I
f
r
am
ewo
r
k
ac
r
o
s
s
d
is
cip
lin
es
[
1
]
.
R
esear
ch
s
h
o
ws
th
at
th
e
th
r
ee
p
r
esen
ce
s
p
r
ed
ict
lear
n
in
g
o
u
tco
m
es,
s
atis
f
ac
tio
n
,
an
d
r
eten
tio
n
[
1
]
.
Nev
er
th
eless
,
cr
itiq
u
es
h
ig
h
lig
h
t
th
at
C
o
I
is
p
r
im
a
r
ily
d
escr
i
p
tiv
e
an
d
d
o
es
n
o
t
alwa
y
s
ex
p
lain
wh
y
p
r
esen
ce
s
em
er
g
e
in
ce
r
tain
d
esig
n
s
an
d
n
o
t o
th
er
s
[
2
]
.
Sch
o
lar
s
in
cr
ea
s
in
g
ly
ca
ll f
o
r
in
teg
r
atin
g
C
o
I
with
p
s
y
ch
o
lo
g
ical
th
eo
r
ies
to
ca
p
tu
r
e
u
n
d
er
ly
i
n
g
m
ec
h
an
is
m
s
[
4
]
.
T
h
is
s
tu
d
y
o
f
f
er
s
ex
p
lan
ato
r
y
p
o
wer
b
e
y
o
n
d
d
escr
ip
tio
n
b
y
in
tr
o
d
u
cin
g
a
s
en
s
e
o
f
ag
en
c
y
as a
m
ed
iatin
g
co
n
s
tr
u
ct.
S
tr
e
am
ex
te
n
d
s
S
T
E
M
ed
u
ca
t
i
o
n
t
o
f
o
s
te
r
in
te
r
d
is
ci
p
l
in
a
r
it
y
,
c
r
e
ati
v
it
y
,
a
n
d
h
o
lis
t
ic
p
r
o
b
le
m
-
s
o
l
v
i
n
g
b
y
in
co
r
p
o
r
ati
n
g
r
ea
d
i
n
g
an
d
ar
ts
,
c
o
n
ce
p
t
u
ali
ze
d
as
ST
E
A
M
[
1
3
]
.
T
h
e
e
x
p
a
n
d
e
d
s
tr
ea
m
m
o
d
e
l
em
p
h
asi
ze
s
lite
r
a
cy
,
cr
iti
ca
l
t
h
i
n
k
in
g
,
a
n
d
c
r
ea
t
iv
e
e
x
p
r
ess
i
o
n
f
o
r
te
c
h
n
ic
al
l
ea
r
n
e
r
s
[
1
9
]
.
S
t
r
e
am
task
s
o
f
t
e
n
r
e
q
u
ir
e
lea
r
n
e
r
s
t
o
d
r
aw
u
p
o
n
m
u
lti
p
l
e
d
o
m
ai
n
s
,
in
te
g
r
ate
d
i
v
e
r
s
e
p
e
r
s
p
e
cti
v
es
,
a
n
d
g
e
n
e
r
a
te
o
r
i
g
i
n
a
l a
r
ti
f
ac
ts
.
E
m
p
ir
ical
s
tu
d
ies
h
av
e
s
h
o
wn
th
at
s
tr
ea
m
en
h
a
n
ce
s
en
g
a
g
e
m
en
t,
cr
itical
th
in
k
i
n
g
,
a
n
d
c
o
llab
o
r
atio
n
in
s
ch
o
o
l
c
o
n
tex
ts
[
1
3
]
,
[
1
4
]
.
I
n
th
is
s
en
s
e,
s
tr
ea
m
p
r
o
m
o
tes
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
s
u
ch
as
cr
ea
tiv
ity
,
co
m
m
u
n
icatio
n
,
a
n
d
ad
ap
ta
b
ilit
y
[
1
4
]
.
Ho
wev
er
,
m
o
s
t
r
esear
ch
f
o
cu
s
in
g
o
n
STE
M
o
r
ST
E
AM
th
at
r
e
f
lects
th
e
ap
p
licatio
n
o
f
s
tr
ea
m
in
h
ig
h
er
ed
u
ca
tio
n
r
em
ain
s
u
n
d
er
d
ev
elo
p
ed
.
Mo
r
e
o
v
er
,
d
esp
ite
its
p
o
ten
tial
to
co
u
n
ter
ac
t p
ass
iv
ity
an
d
d
is
en
g
ag
em
en
t,
its
in
teg
r
atio
n
in
to
o
n
lin
e
lear
n
in
g
co
n
tex
ts
is
r
ar
e.
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
:
4
2
8
9
-
4305
4292
S
tr
ea
m
task
s
co
u
ld
s
er
v
e
as
d
esig
n
f
ea
tu
r
es
th
at
s
tr
en
g
th
e
n
th
e
C
o
I
p
r
esen
ce
in
o
n
lin
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
f
o
r
h
ig
h
er
ed
u
c
atio
n
,
s
u
ch
as
in
ter
d
is
cip
lin
ar
y
p
r
o
jects
f
o
s
ter
co
g
n
itiv
e
p
r
esen
ce
b
y
r
eq
u
ir
in
g
in
teg
r
atio
n
an
d
r
eso
lu
tio
n
o
f
d
iv
er
s
e
id
ea
s
.
C
o
llab
o
r
ativ
e
task
s
s
tim
u
late
s
o
cial
p
r
esen
ce
b
y
n
ec
ess
itatin
g
co
m
m
u
n
icatio
n
an
d
tr
u
s
t
-
b
u
ild
in
g
ac
r
o
s
s
d
is
cip
lin
es.
I
n
s
tr
u
cto
r
s
ca
f
f
o
ld
in
g
in
o
n
lin
e
s
tr
ea
m
-
b
ased
en
v
ir
o
n
m
en
ts
en
h
a
n
ce
s
teac
h
in
g
p
r
esen
ce
b
y
g
u
id
i
n
g
c
o
m
p
lex
p
r
o
jects.
A
d
u
al
ap
p
r
o
ac
h
to
h
u
m
a
n
izin
g
p
ed
ag
o
g
y
b
y
em
b
ed
d
in
g
ch
o
ice
an
d
cr
ea
tiv
ity
,
s
tr
ea
m
m
ay
al
s
o
f
o
s
ter
s
tu
d
en
ts
’
s
en
s
e
o
f
ag
en
cy
.
Acc
o
r
d
in
g
t
o
B
an
d
u
r
a
[
1
5
]
,
s
en
s
e
o
f
ag
e
n
cy
r
e
f
er
s
to
th
e
s
u
b
jectiv
e
ex
p
e
r
ien
ce
o
f
co
n
tr
o
llin
g
o
n
e’
s
ac
tio
n
s
an
d
th
eir
co
n
s
eq
u
en
ce
s
.
I
n
ed
u
ca
tio
n
al
co
n
tex
ts
,
it
r
ef
lects
lear
n
er
s
’
p
er
ce
p
tio
n
s
o
f
au
to
n
o
m
y
,
au
th
o
r
s
h
ip
,
an
d
r
esp
o
n
s
ib
ilit
y
[
1
7
]
.
Ag
e
n
cy
d
if
f
e
r
s
f
r
o
m
r
ela
ted
co
n
s
tr
u
cts s
u
ch
as m
o
tiv
atio
n
o
r
en
g
a
g
em
en
t,
wh
ich
em
p
h
asize
co
n
tr
o
l
an
d
au
th
o
r
s
h
ip
r
at
h
er
th
an
e
f
f
o
r
t
o
r
p
er
s
is
ten
ce
.
Acc
o
r
d
in
g
t
o
SDT
[
1
6
]
,
a
g
en
cy
is
th
e
ce
n
tr
al
au
to
n
o
m
y
o
f
a
b
asi
c
p
s
y
ch
o
lo
g
ical
n
ee
d
.
Fo
r
e
x
a
m
p
le,
wh
en
lea
r
n
er
s
p
e
r
ce
iv
e
ch
o
ice
an
d
co
n
tr
o
l,
th
ey
ex
p
er
ien
ce
g
r
ea
ter
in
tr
in
s
ic
m
o
tiv
atio
n
,
p
er
s
is
ten
ce
,
an
d
d
ee
p
er
lear
n
i
n
g
,
r
ath
e
r
th
an
en
v
ir
o
n
m
en
ts
th
at
r
estrict
ag
en
cy
m
ay
f
o
s
ter
co
m
p
lian
ce
b
u
t
u
n
d
e
r
m
in
e
o
w
n
e
r
s
h
ip
.
I
n
o
n
lin
e
lea
r
n
in
g
,
an
a
g
en
cy
n
av
ig
ates
co
m
p
lex
tech
n
o
l
o
g
i
es,
an
d
s
elf
-
r
eg
u
latin
g
lear
n
er
s
’
p
r
o
g
r
ess
is
cr
itical
b
ec
au
s
e
th
ey
o
f
ten
wo
r
k
asy
n
ch
r
o
n
o
u
s
ly
[
2
0
]
.
Pre
v
io
u
s
s
tu
d
y
u
r
g
es
th
at
s
tu
d
en
ts
ar
e
lik
ely
to
en
g
ag
e
s
o
cially
an
d
c
o
g
n
itiv
e
ly
wh
en
th
ey
f
ee
l
th
e
y
ca
n
s
h
ap
e
th
eir
lear
n
in
g
p
r
o
ce
s
s
[
1
3
]
.
Ho
wev
er
,
ag
e
n
cy
h
as
r
ar
ely
b
ee
n
s
tu
d
ied
as
a
m
ed
iato
r
b
etwe
en
d
esig
n
f
e
atu
r
es
an
d
lear
n
in
g
o
u
tc
o
m
e
s
.
T
h
u
s
,
th
is
s
tu
d
y
h
ig
h
lig
h
ts
its
r
o
le
as
a
p
s
y
ch
o
lo
g
ical
co
n
d
u
it
t
r
an
s
latin
g
d
esig
n
in
to
p
r
esen
ce
b
y
p
o
s
itio
n
in
g
th
e
ag
en
c
y
b
etwe
en
s
tr
ea
m
an
d
C
o
I
.
2
.
3
.
Resea
rc
h
h
y
po
t
hes
es
T
o
ex
am
in
e
th
e
r
elatio
n
s
h
ip
s
with
in
th
e
co
n
ce
p
tu
al
f
r
am
e
wo
r
k
,
s
ev
en
r
esear
ch
h
y
p
o
t
h
eses
wer
e
d
ev
elo
p
e
d
as:
−
T
h
er
e
is
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
e
s
tr
ea
m
in
te
g
r
atio
n
an
d
th
e
teac
h
in
g
p
r
esen
ce
am
o
n
g
th
e
s
tu
d
en
ts
(
H1
)
.
−
T
h
er
e
is
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
e
s
tr
ea
m
in
teg
r
atio
n
an
d
th
e
co
g
n
itiv
e
p
r
esen
ce
am
o
n
g
th
e
s
tu
d
en
ts
(
H2
)
.
−
T
h
er
e
is
a
s
ig
n
i
f
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
e
s
tr
ea
m
i
n
teg
r
atio
n
a
n
d
t
h
e
s
o
cial
p
r
esen
ce
am
o
n
g
t
h
e
s
tu
d
en
ts
(
H3
)
.
−
T
h
er
e
is
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
s
tr
ea
m
in
teg
r
atio
n
an
d
th
e
s
en
s
e
o
f
ag
en
c
y
am
o
n
g
th
e
s
tu
d
en
ts
(
H4
)
.
−
T
h
er
e
is
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
e
s
en
s
e
o
f
a
g
en
cy
a
n
d
th
e
teac
h
in
g
p
r
ese
n
ce
am
o
n
g
th
e
s
tu
d
en
ts
(
H5
)
.
−
T
h
er
e
is
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
e
s
en
s
e
o
f
a
g
en
cy
an
d
th
e
co
g
n
itiv
e
p
r
esen
ce
am
o
n
g
th
e
s
tu
d
en
ts
(
H6
)
.
−
T
h
er
e
is
a
s
ig
n
if
ican
t r
elatio
n
s
h
ip
b
etwe
en
th
e
s
en
s
e
o
f
ag
e
n
cy
an
d
th
e
s
o
cial
p
r
esen
ce
am
o
n
g
th
e
s
tu
d
e
n
ts
(
H7
)
.
2
.
4
.
I
nte
g
ra
t
ing
s
t
re
a
m
,
age
ncy
,
a
nd
Co
I
:
t
o
wa
rds
hu
m
a
nizin
g
peda
g
o
g
y
T
h
e
in
teg
r
atio
n
o
f
s
tr
ea
m
,
s
en
s
e
o
f
ag
en
cy
,
a
n
d
C
o
I
p
r
o
v
i
d
e
s
a
n
o
v
el
f
r
am
ewo
r
k
f
o
r
o
p
er
a
tio
n
alizin
g
h
u
m
an
izin
g
p
ed
a
g
o
g
y
in
o
n
li
n
e
h
ig
h
er
e
d
u
ca
tio
n
.
C
o
I
id
e
n
tifie
s
th
e
s
tr
u
ctu
r
al
elem
en
ts
o
f
p
r
esen
ce
,
r
ath
er
th
an
ag
en
c
y
r
ep
r
esen
ts
th
e
lea
r
n
er
’
s
p
s
y
ch
o
lo
g
ical
r
esp
o
n
s
e,
p
er
ce
iv
in
g
a
u
to
n
o
m
y
,
co
n
tr
o
l
,
an
d
au
th
o
r
s
h
ip
in
s
tr
ea
m
task
s
.
I
n
f
ac
t,
C
o
I
d
o
es
n
o
t
ac
co
u
n
t
f
o
r
th
e
p
s
y
c
h
o
lo
g
ical
m
ec
h
a
n
is
m
s
th
at
en
a
b
le
th
ese
p
r
esen
ce
s
.
s
tr
ea
m
p
r
o
v
id
es
th
e
d
esig
n
f
ea
tu
r
es
th
at
m
ak
e
lear
n
in
g
a
u
th
e
n
tic,
in
ter
d
is
cip
lin
ar
y
,
an
d
cr
e
ativ
e.
I
n
th
is
s
en
s
e,
co
n
s
tr
u
cts
ex
p
lain
h
o
w
d
esig
n
tr
an
s
lates
in
to
m
ea
n
in
g
f
u
l
l
ea
r
n
in
g
p
r
esen
ce
,
th
er
eb
y
h
u
m
an
izin
g
th
e
o
n
lin
e
ex
p
er
ien
ce
.
E
m
p
i
r
ically
,
th
is
in
teg
r
atio
n
ad
d
r
ess
es
m
u
ltip
le
g
ap
s
:
i
)
i
t
e
x
ten
d
s
C
o
I
with
a
m
ed
iatin
g
co
n
s
tr
u
ct,
r
esp
o
n
d
in
g
to
ca
lls
f
o
r
d
ee
p
er
th
eo
r
etica
l g
r
o
u
n
d
i
n
g
an
d
ii
)
i
t o
p
er
atio
n
alize
s
h
u
m
an
izin
g
p
e
d
ag
o
g
y
b
y
lin
k
in
g
it
to
m
ea
s
u
r
a
b
le
co
n
s
tr
u
cts
th
at
ca
n
b
e
r
ef
lect
ed
in
th
e
th
e
o
r
etica
l
f
r
am
ew
o
r
k
an
d
co
n
ce
p
tu
al
f
r
am
ewo
r
k
s
ec
tio
n
s
.
2
.
5
.
T
heo
re
t
ica
l
f
r
a
m
ew
o
rk
I
n
t
h
is
r
ese
ar
c
h
,
t
h
e
t
h
e
o
r
et
ic
al
f
r
a
m
e
wo
r
k
d
r
aws
f
r
o
m
th
e
C
o
I
m
o
d
el
t
o
in
v
es
ti
g
at
e
wh
et
h
e
r
s
t
u
d
e
n
ts
’
s
en
s
e
o
f
a
g
e
n
cy
m
e
d
iat
es th
e
r
elat
io
n
s
h
i
p
b
e
twe
e
n
s
t
r
e
am
i
n
t
eg
r
a
ti
o
n
a
n
d
t
h
e
t
h
r
ee
p
r
ese
n
c
es o
f
t
h
e
C
o
I
m
o
d
el
in
o
n
li
n
e
h
i
g
h
e
r
ed
u
c
ati
o
n
.
T
h
e
C
o
I
m
o
d
e
l
f
o
c
u
s
es
o
n
c
o
g
n
iti
v
e
p
r
es
e
n
ce
,
s
o
cia
l
p
r
es
en
ce
,
a
n
d
te
ac
h
i
n
g
p
r
ese
n
c
e,
p
r
o
v
i
d
in
g
a
s
t
r
u
c
tu
r
e
d
a
p
p
r
o
a
c
h
to
u
n
d
e
r
s
ta
n
d
i
n
g
te
ac
h
i
n
g
an
d
l
ea
r
n
i
n
g
en
g
ag
em
e
n
t
wi
th
in
an
o
n
li
n
e
lea
r
n
i
n
g
en
v
i
r
o
n
m
e
n
t
[
4
]
.
I
n
a
d
d
iti
o
n
,
s
t
r
ea
m
in
te
g
r
ati
o
n
is
u
n
d
e
r
p
in
n
ed
b
y
S
T
E
M
p
e
d
a
g
o
g
ical
k
n
o
wle
d
g
e
an
d
h
as
b
ee
n
s
h
o
w
n
t
o
en
h
an
ce
i
n
s
t
r
u
cti
o
n
a
l
p
r
ac
tic
es
b
y
g
i
v
i
n
g
n
e
ce
s
s
a
r
y
c
o
m
p
e
te
n
c
ies
f
o
r
ac
t
iv
e
tec
h
n
o
l
o
g
y
-
en
h
a
n
ce
d
lea
r
n
i
n
g
to
e
d
u
c
at
o
r
s
[
1
3
]
.
T
h
is
is
als
o
c
o
m
p
l
e
m
e
n
ta
r
y
t
o
th
e
c
o
n
ce
p
t
o
f
a
“se
n
s
e
o
f
a
g
e
n
cy
”,
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
Hu
ma
n
iz
in
g
o
n
lin
e
p
ed
a
g
o
g
y
w
ith
s
tr
ea
m:
th
e
med
ia
tin
g
r
o
le
o
f stu
d
en
ts
’
s
en
s
e
…
(
N
o
r
A
s
ia
h
R
a
z
a
k
)
4293
wh
i
ch
is
i
n
clu
d
ed
in
t
h
is
th
eo
r
etica
l
f
r
am
ewo
r
k
th
at
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
p
e
r
ce
iv
ed
co
n
tr
o
l
o
r
g
ain
ed
co
n
tr
o
l
o
v
er
in
lear
n
i
n
g
a
n
d
t
ea
ch
in
g
e
x
p
er
ie
n
ce
.
T
h
u
s
,
h
el
p
in
g
b
o
th
s
tu
d
en
ts
a
n
d
ed
u
ca
to
r
s
tak
e
a
n
ac
tiv
e
r
o
le
d
u
r
in
g
lear
n
in
g
a
n
d
teac
h
in
g
ex
p
e
r
ien
ce
[
1
7
]
.
T
o
g
eth
er
,
th
ese
s
tr
an
d
s
p
r
o
v
id
e
th
e
co
n
ce
p
tu
al
b
asis
f
o
r
u
n
d
er
s
tan
d
i
n
g
h
o
w
in
s
tr
u
ctio
n
al
d
esig
n
ca
n
h
u
m
a
n
ize
o
n
lin
e
lear
n
in
g
in
h
ig
h
er
e
d
u
ca
t
io
n
.
T
h
e
r
ef
o
r
e
,
th
e
th
eo
r
etica
l f
r
am
ewo
r
k
f
o
r
th
is
r
esear
ch
was d
ev
elo
p
e
d
as sh
o
wn
in
Fig
u
r
e
1.
Fig
u
r
e
1
.
T
h
eo
r
etica
l
f
r
a
m
ewo
r
k
f
o
r
h
u
m
an
izin
g
o
n
lin
e
p
ed
a
g
o
g
y
2
.
6
.
Co
ncept
ua
l
f
r
a
m
ewo
r
k
T
h
e
co
n
ce
p
tu
al
f
r
am
ewo
r
k
r
elate
d
to
s
tu
d
en
ts
,
as
s
h
o
wn
in
Fig
u
r
e
2
,
r
ef
lects
th
e
h
y
p
o
th
esized
r
elatio
n
s
h
ip
s
th
at
r
ef
er
to
th
e
i
n
d
ep
en
d
en
t
v
ar
ia
b
le
f
o
r
th
is
r
esear
ch
,
wh
ich
is
s
tr
ea
m
in
teg
r
atio
n
an
d
f
o
cu
s
in
g
o
n
en
h
a
n
cin
g
teac
h
in
g
p
r
esen
ce
,
co
g
n
itiv
e
p
r
esen
ce
,
a
n
d
s
o
cial
p
r
esen
ce
with
in
h
u
m
an
izi
n
g
o
n
li
n
e
p
ed
a
g
o
g
y
[
1
3
]
,
[
2
1
]
.
T
h
e
s
en
s
e
o
f
ag
en
cy
is
p
o
s
itio
n
ed
as
a
m
ed
iati
n
g
f
ac
to
r
an
d
is
h
y
p
o
th
esized
to
in
f
l
u
en
ce
h
o
w
ef
f
ec
tiv
ely
s
tr
ea
m
i
n
teg
r
atio
n
h
u
m
an
izes
o
n
lin
e
p
e
d
ag
o
g
y
.
T
h
is
ap
p
r
o
ac
h
will
g
u
id
e
th
e
r
esear
ch
in
ex
p
lo
r
in
g
h
o
w
s
tr
ea
m
a
n
d
t
h
e
s
en
s
e
o
f
ag
en
c
y
ca
n
wo
r
k
to
g
eth
er
to
f
o
s
ter
a
m
o
r
e
s
u
p
p
o
r
tiv
e,
i
n
ter
ac
tiv
e
lear
n
i
n
g
en
v
ir
o
n
m
en
t
in
h
ig
h
e
r
in
s
titu
tio
n
s
an
d
alig
n
with
h
u
m
an
izin
g
teac
h
in
g
an
d
lear
n
i
n
g
p
r
ac
tices
[
1
1
]
.
Hu
m
an
izatio
n
is
th
u
s
o
p
er
ati
o
n
alize
d
as
th
e
s
tr
en
g
th
en
in
g
o
f
th
ese
p
r
esen
ce
s
th
r
o
u
g
h
s
tr
ea
m
an
d
a
g
en
cy
.
T
h
u
s
,
Fig
u
r
e
2
(
g
r
ap
h
ical
m
o
d
el)
:
s
tr
ea
m
in
te
g
r
atio
n
(
d
esig
n
)
in
f
lu
en
ce
s
s
tu
d
en
ts
’
s
en
s
e
o
f
ag
e
n
cy
(
p
s
y
ch
o
lo
g
ical
m
ec
h
a
n
is
m
)
,
wh
ich
in
t
u
r
n
co
n
tr
i
b
u
tes
to
th
e
C
o
I
p
r
esen
ce
(
lear
n
in
g
o
u
tco
m
es).
Hu
m
a
n
izin
g
p
ed
ag
o
g
y
is
r
ep
r
esen
ted
as th
e
o
v
er
ar
c
h
in
g
o
u
tco
m
e
o
f
th
is
p
r
o
ce
s
s
.
Fig
u
r
e
2
.
C
o
n
ce
p
tu
al
f
r
a
m
ewo
r
k
h
u
m
an
izin
g
o
n
lin
e
p
ed
ag
o
g
y
f
o
r
s
tu
d
en
ts
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
d
esig
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
q
u
an
tit
ativ
e,
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
d
esig
n
to
ex
p
lo
r
e
wh
eth
e
r
s
tu
d
en
ts
’
s
en
s
e
o
f
ag
e
n
cy
m
e
d
iates
th
e
r
el
atio
n
s
h
ip
b
etwe
en
s
tr
ea
m
in
teg
r
atio
n
an
d
th
e
th
r
ee
p
r
es
en
ce
s
o
f
th
e
C
o
I
f
r
am
ewo
r
k
,
n
am
el
y
co
g
n
itiv
e
,
s
o
cial,
an
d
teac
h
i
n
g
p
r
esen
ce
.
T
h
e
d
esig
n
was
ch
o
s
en
f
o
r
its
s
u
itab
ilit
y
in
test
in
g
th
eo
r
etica
lly
g
r
o
u
n
d
e
d
s
tr
u
ctu
r
al
r
elatio
n
s
h
ip
s
am
o
n
g
laten
t
c
o
n
s
tr
u
cts
u
s
in
g
p
ar
tial
least
s
q
u
ar
es
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
PLS
-
SEM
)
[
2
2
]
.
PLS
-
SEM
was
s
elec
ted
as
its
ca
p
ac
ity
n
o
t
r
e
q
u
ir
in
g
m
u
ltiv
ar
iate
n
o
r
m
ality
to
h
a
n
d
le
co
m
p
lex
m
o
d
els
with
m
u
ltip
le
co
n
s
tr
u
cts
an
d
m
e
d
iatin
g
p
ath
way
s
in
r
elativ
ely
s
m
all
s
am
p
les
[
2
3
]
,
an
d
a
p
p
r
o
p
r
iate
f
o
r
e
d
u
ca
tio
n
r
esear
ch
as
c
o
n
s
tr
u
cts
ar
e
t
h
eo
r
etica
lly
u
n
d
er
d
ev
elo
p
m
e
n
t,
an
d
s
am
p
le
s
izes a
r
e
o
f
ten
m
o
d
est.
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
:
4
2
8
9
-
4305
4294
3
.
2
.
Sa
m
ple
s
ize
A
p
r
io
r
i
p
o
wer
an
al
y
s
is
was
co
n
d
u
cte
d
u
s
in
g
G*
Po
wer
v
e
r
s
io
n
3
.
1
.
9
.
4
to
d
eter
m
in
e
th
e
m
in
im
u
m
r
eq
u
ir
ed
s
am
p
le
s
ize
f
o
r
a
lin
ea
r
m
u
ltip
le
r
eg
r
ess
io
n
m
o
d
el
[
2
4
]
.
T
h
e
an
aly
s
is
was
b
ased
o
n
th
e
f
o
llo
win
g
p
ar
am
eter
s
:
a
m
ed
iu
m
ef
f
ec
t
s
ize
(
f
²=
0
.
1
5
)
,
a
co
n
v
en
tio
n
al
alp
h
a
lev
el
(
α
=0
.
0
5
)
,
an
d
a
d
esire
d
s
tatis
tical
p
o
wer
(
1
–
β)=
0
.
9
5
.
T
h
e
m
o
d
el
in
clu
d
es two
p
r
e
d
icto
r
s
.
T
h
e
an
aly
s
is
r
esu
lts
s
h
o
wn
i
n
Fig
u
r
e
3
y
ield
ed
a
r
e
q
u
ir
e
d
to
tal
s
am
p
le
s
ize
o
f
1
0
7
p
ar
ticip
an
ts
,
en
s
u
r
in
g
a
9
5
%
p
r
o
b
ab
ilit
y
o
f
d
etec
tin
g
an
ef
f
ec
t
o
f
at
least
m
ed
iu
m
m
a
g
n
itu
d
e,
s
h
o
u
ld
it
e
x
is
t
in
th
e
p
o
p
u
latio
n
.
T
h
e
n
o
n
ce
n
tr
alit
y
p
ar
am
eter
(
λ
)
was
1
6
.
0
5
,
with
a
cr
itical
F
-
v
alu
e
o
f
3
.
0
8
.
T
h
e
d
e
g
r
ee
s
o
f
f
r
ee
d
o
m
wer
e
2
(
n
u
m
e
r
ato
r
)
an
d
1
0
4
(
d
en
o
m
i
n
ato
r
)
,
r
esp
e
ctiv
ely
.
T
h
is
en
s
u
r
es
th
at
th
e
s
tu
d
y
is
s
u
f
f
icien
tly
p
o
wer
ed
to
a
v
o
id
T
y
p
e
I
I
e
r
r
o
r
u
n
d
er
th
e
s
p
ec
if
ied
c
o
n
d
i
tio
n
s
.
T
h
ese
p
ar
am
eter
s
alig
n
with
C
o
h
en
[
2
5
]
g
u
id
elin
es
f
o
r
p
o
wer
a
n
aly
s
is
in
b
eh
av
io
r
al
an
d
s
o
cial
s
cien
ce
s
,
en
h
an
cin
g
th
e
s
tatis
ti
ca
l
r
o
b
u
s
tn
ess
an
d
v
alid
ity
o
f
th
e
p
lan
n
e
d
r
e
g
r
ess
io
n
an
aly
s
is
.
Fig
u
r
e
3
.
G*
Po
wer
v
er
s
io
n
3
.
1
.
9
.
4
r
esu
lts
W
h
ile
th
e
s
am
p
le
s
ize
o
f
N=
1
0
7
m
ay
ap
p
ea
r
m
o
d
est,
it
is
s
t
atis
tically
s
u
f
f
icien
t
f
o
r
th
e
r
e
q
u
ir
em
en
ts
o
f
PLS
-
SEM
.
Acc
o
r
d
in
g
to
th
e
'
1
0
-
tim
es
r
u
le'
an
d
th
e
m
o
r
e
s
tr
in
g
en
t
in
v
e
r
s
e
s
q
u
ar
e
r
o
o
t
m
eth
o
d
[
2
3
]
,
a
s
am
p
le
o
f
1
0
7
p
r
o
v
i
d
es
ad
eq
u
ate
p
o
wer
(
>
0
.
8
0
)
to
d
ete
ct
p
ath
co
ef
f
icien
ts
o
f
0
.
2
5
a
t
a
5
%
s
ig
n
if
ican
ce
lev
el.
Fu
r
th
er
m
o
r
e,
th
e
u
s
e
o
f
Sm
ar
tPLS
4
u
tili
ze
s
b
o
o
ts
tr
ap
p
in
g
tec
h
n
iq
u
es
with
5
0
0
0
r
esam
p
les
to
en
s
u
r
e
th
e
s
tab
ilit
y
o
f
th
e
esti
m
ates a
n
d
m
itig
ate
th
e
r
is
k
s
ass
o
ciate
d
with
s
m
aller
s
am
p
le
s
izes.
T
h
e
r
e
p
r
esen
tativ
en
ess
o
f
th
e
s
am
p
le
is
s
u
p
p
o
r
ted
b
y
th
e
h
o
m
o
g
en
eity
o
f
th
e
tar
g
et
p
o
p
u
latio
n
—
u
n
d
er
g
r
ad
u
ates
en
r
o
lled
in
in
ter
d
is
cip
lin
ar
y
s
tr
ea
m
-
b
ased
m
o
d
u
les
ac
r
o
s
s
f
o
u
r
m
ajo
r
Ma
lay
s
ian
u
n
iv
er
s
ities
.
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
Hu
ma
n
iz
in
g
o
n
lin
e
p
ed
a
g
o
g
y
w
ith
s
tr
ea
m:
th
e
med
ia
tin
g
r
o
le
o
f stu
d
en
ts
’
s
en
s
e
…
(
N
o
r
A
s
ia
h
R
a
z
a
k
)
4295
B
y
u
tili
zin
g
a
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
e,
th
e
s
tu
d
y
en
s
u
r
ed
th
at
all
p
ar
ticip
an
ts
h
ad
d
i
r
ec
t
ex
p
o
s
u
r
e
to
th
e
p
h
en
o
m
en
a
u
n
d
er
i
n
v
esti
g
atio
n
(
s
tr
ea
m
an
d
o
n
lin
e
C
o
I
)
.
T
h
is
tar
g
eted
ap
p
r
o
ac
h
r
e
d
u
ce
s
'
n
o
is
e'
in
th
e
d
ata,
allo
win
g
f
o
r
m
ea
n
in
g
f
u
l
s
tr
u
c
tu
r
al
m
o
d
elin
g
ev
e
n
with
a
m
o
r
e
f
o
cu
s
ed
p
a
r
ticip
an
t
p
o
o
l.
I
n
ad
d
itio
n
,
g
iv
en
th
at
th
is
s
tu
d
y
in
tr
o
d
u
ce
s
a
n
o
v
el
m
ed
iatin
g
co
n
s
tr
u
ct
(
s
en
s
e
o
f
a
g
en
cy
)
in
to
t
h
e
C
o
I
f
r
am
ewo
r
k
,
it
s
er
v
es
as
a
f
o
u
n
d
atio
n
al
ex
p
la
n
ato
r
y
m
o
d
el.
T
h
e
m
u
lti
-
u
n
iv
e
r
s
ity
in
v
o
lv
em
e
n
t
(
f
o
u
r
in
s
titu
tio
n
s
)
en
s
u
r
es
th
at
t
h
e
f
in
d
in
g
s
a
r
e
n
o
t
id
io
s
y
n
cr
atic
to
a
s
in
g
le
in
s
titu
tio
n
al
cu
ltu
r
e,
p
r
o
v
id
in
g
a
g
e
o
g
r
a
p
h
ically
d
iv
er
s
e
s
n
ap
s
h
o
t
o
f
th
e
Ma
lay
s
ian
h
ig
h
er
ed
u
ca
tio
n
lan
d
s
ca
p
e.
3
.
3
.
P
a
rt
icipa
nts a
nd
s
a
m
pli
ng
T
h
e
s
tu
d
y
r
e
p
r
esen
ted
b
o
th
p
u
b
lic
an
d
p
r
iv
ate
u
n
iv
e
r
s
ities
,
co
n
d
u
cted
ac
r
o
s
s
f
o
u
r
Ma
lay
s
ian
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
B
ased
o
n
th
e
Min
is
tr
y
o
f
Hig
h
er
E
d
u
ca
tio
n
Ma
lay
s
ia
(
Mo
HE
)
,
th
e
p
o
p
u
latio
n
o
f
s
tu
d
en
ts
cu
r
r
en
tly
en
r
o
lled
i
n
f
o
u
r
u
n
iv
er
s
ities
s
elec
ted
f
o
r
th
is
s
tu
d
y
is
6
1
,
7
0
1
,
co
m
p
r
is
in
g
Un
iv
er
s
iti
Pen
d
id
ik
an
Su
ltan
I
d
r
is
(
UPSI)
(
2
9
,
4
0
9
)
,
Un
iv
e
r
s
iti
T
ek
n
o
lo
g
i
MA
R
A
(
UiT
M)
(
2
3
,
0
6
6
)
,
SEGi
Un
iv
er
s
ity
(
SEGi)
(
6
,
3
4
3
)
,
an
d
UNI
T
A
R
I
n
ter
n
atio
n
al
Un
iv
er
s
ity
(
UNI
T
AR
)
(
2
,
8
8
3
)
s
tu
d
en
ts
(
Mo
HE
,
2
0
2
3
)
.
T
h
e
in
clu
s
io
n
cr
iter
ia
f
o
r
s
tu
d
e
n
ts
to
b
e
s
elec
ted
ar
e:
i)
s
tu
d
en
ts
ar
e
cu
r
r
en
tly
en
r
o
lled
at
eith
e
r
UNI
T
AR
,
SEGI
,
UI
T
M,
an
d
UPSI,
an
d
ii)
s
t
u
d
en
ts
h
a
v
e
ex
p
er
ien
ce
with
o
n
lin
e
lear
n
in
g
o
r
b
le
n
d
ed
lear
n
in
g
f
o
r
m
ats.
A
s
tr
atif
ied
r
an
d
o
m
s
am
p
lin
g
tech
n
iq
u
e
was
ap
p
lied
to
e
n
s
u
r
e
d
iv
er
s
ity
in
STE
M
-
r
elate
d
,
s
o
cial
s
cien
ce
,
an
d
h
u
m
an
ities
p
r
o
g
r
am
s
an
d
ca
p
t
u
r
e
r
ep
r
esen
tatio
n
ac
r
o
s
s
d
is
ci
p
lin
es.
B
ased
o
n
a
p
r
io
r
p
o
we
r
an
aly
s
is
,
th
e
to
tal
s
am
p
le
(
n
=1
0
7
)
was
allo
ca
ted
to
th
e
f
o
u
r
u
n
iv
e
r
s
ities
r
es
p
ec
tiv
e
to
th
eir
s
tu
d
e
n
t
p
o
p
u
l
atio
n
:
UPSI
(
n
=4
2
)
,
UiT
M
(
n
=4
0
)
,
SEGi
(
n
=1
1
)
,
a
n
d
UNI
T
AR
(
n
=1
4
)
.
3
.
4
.
I
ns
t
rum
ent
a
t
io
n
T
h
e
s
u
r
v
e
y
in
s
tr
u
m
en
t
was
ad
ap
ted
f
r
o
m
v
alid
ate
d
s
ca
les
in
p
r
io
r
r
esear
ch
.
All
item
s
u
s
ed
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
(
1
=stro
n
g
ly
d
is
a
g
r
ee
to
5
=stro
n
g
ly
a
g
r
ee
)
.
T
h
e
s
u
r
v
e
y
in
s
tr
u
m
en
t
was
ali
g
n
ed
with
th
e
C
o
I
f
r
am
ewo
r
k
as
a
co
r
e
th
e
o
r
etic
al
f
r
am
ewo
r
k
.
A
s
et
o
f
q
u
esti
o
n
n
air
es
co
m
p
r
is
in
g
th
r
ee
m
ain
co
n
s
tr
u
cts:
s
tr
ea
m
in
teg
r
atio
n
,
s
en
s
e
o
f
ag
e
n
cy
,
an
d
th
e
th
r
ee
p
r
esen
ce
s
(
co
g
n
itiv
e,
s
o
cial,
an
d
teac
h
in
g
p
r
e
s
en
ce
)
.
T
h
e
s
tr
ea
m
in
teg
r
atio
n
item
s
wer
e
ad
ap
ted
f
r
o
m
p
r
e
v
io
u
s
r
esear
ch
[
1
3
]
,
[
2
1
]
.
T
h
e
s
en
s
e
o
f
ag
en
cy
item
s
was
ad
ap
ted
[
1
7
]
.
T
h
e
co
g
n
itiv
e
p
r
esen
ce
,
s
o
cial
p
r
esen
ce
,
an
d
teac
h
in
g
p
r
esen
ce
item
s
wer
e
ad
ap
ted
f
r
o
m
[
4
]
,
[
1
2
]
.
All
item
s
wer
e
m
o
d
if
ie
d
to
s
u
it
th
e
p
r
esen
t
r
esear
ch
co
n
tex
t
an
d
alig
n
ed
with
th
e
th
eo
r
etica
l
f
r
am
ewo
r
k
a
n
d
th
e
co
n
ce
p
tu
al
f
r
am
ewo
r
k
.
T
h
e
q
u
esti
o
n
n
air
e
was
s
ep
ar
ate
d
in
to
s
ev
en
s
ec
tio
n
s
,
wh
ich
wer
e
d
em
o
g
r
ap
h
ic,
s
tr
ea
m
in
teg
r
atio
n
,
s
en
s
e
o
f
ag
en
cy
,
c
o
g
n
itiv
e
p
r
esen
ce
,
s
o
cial
p
r
esen
ce
,
teac
h
i
n
g
p
r
esen
ce
,
an
d
an
o
p
en
-
en
d
ed
q
u
esti
o
n
.
3
.
5
.
Va
lid
it
y
p
ro
ce
du
re
s
T
h
e
s
u
r
v
ey
in
s
tr
u
m
en
t
in
v
o
l
v
ed
co
n
ten
t
v
alid
ity
a
n
d
p
ilo
t
test
in
g
.
C
o
n
ten
t
v
alid
ity
en
co
m
p
ass
ed
th
r
ee
ex
p
er
ts
in
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
wh
o
r
ev
iewe
d
it
em
s
f
o
r
clar
ity
an
d
alig
n
m
e
n
t
with
co
n
s
tr
u
cts.
C
o
n
ten
t
v
alid
ity
in
d
ex
(
C
VI
)
s
co
r
es
ex
ce
ed
ed
0
.
8
0
f
o
r
all
item
s
.
Pil
o
t
te
s
tin
g
was
co
n
d
u
cted
with
2
5
u
n
d
e
r
g
r
a
d
u
ates;
C
r
o
n
b
ac
h
’
s
α
v
alu
es
>
0
.
7
0
co
n
f
i
r
m
e
d
p
r
elim
in
ar
y
r
eliab
ilit
y
.
Mi
n
o
r
ad
ju
s
tm
en
ts
to
wo
r
d
in
g
im
p
r
o
v
ed
clar
ity
f
o
r
t
h
e
lo
ca
l c
o
n
te
x
t.
3
.
6
.
P
r
o
ce
du
re
a
nd
e
t
hics
Data
wer
e
co
llected
v
ia
an
o
n
l
in
e
q
u
esti
o
n
n
air
e
d
is
tr
ib
u
ted
v
ia
lear
n
in
g
m
an
ag
em
e
n
t
s
y
s
te
m
s
,
s
o
cial
m
ed
ia,
o
f
f
icial
tex
t
m
ess
en
g
er
,
an
d
m
ailin
g
lis
ts
th
r
o
u
g
h
th
e
g
atek
ee
p
er
s
o
f
ea
ch
u
n
iv
e
r
s
ity
.
Par
ticip
atio
n
was
v
o
lu
n
tar
y
,
an
d
s
tu
d
en
ts
wer
e
in
f
o
r
m
e
d
th
at
th
eir
r
esp
o
n
s
es
wo
u
ld
r
em
ain
an
o
n
y
m
o
u
s
.
Dig
ital
in
f
o
r
m
e
d
co
n
s
en
t
was
d
esig
n
ed
with
in
th
e
o
n
lin
e
q
u
esti
o
n
n
air
e
f
o
r
th
em
to
co
n
s
en
t
to
th
eir
d
ata
b
ei
n
g
s
h
ar
ed
in
p
u
b
lic
o
r
an
o
n
y
m
o
u
s
ly
.
T
h
e
o
n
lin
e
q
u
esti
o
n
n
air
e
u
tili
ze
d
m
an
d
ato
r
y
r
esp
o
n
s
e
f
ield
s
f
o
r
all
item
s
,
r
esu
ltin
g
in
a
co
m
p
lete
d
ataset
with
n
o
m
is
s
in
g
v
alu
es.
C
o
n
s
eq
u
en
tly
,
n
o
im
p
u
tatio
n
o
r
d
ata
s
u
p
p
r
ess
io
n
tech
n
i
q
u
es
wer
e
r
eq
u
ir
ed
,
en
s
u
r
i
n
g
t
h
at
th
e
f
in
al
an
aly
s
is
was
b
ased
o
n
th
e
f
u
ll
s
am
p
le
o
f
N=
1
0
7
.
E
th
ics
a
p
p
r
o
v
al
was
s
ec
u
r
ed
f
r
o
m
th
e
UPSI
h
u
m
a
n
r
esear
c
h
eth
ics
co
m
m
ittee
(
ap
p
r
o
v
al
I
D:
[
2
0
2
5
-
0
6
4
3
-
0
1
]
)
.
Data
wer
e
s
to
r
ed
s
ec
u
r
ely
,
with
ac
ce
s
s
r
estricte
d
to
th
e
r
esear
ch
team
.
4.
RE
SU
L
T
S
T
h
e
co
n
ce
p
tu
al
f
r
am
ewo
r
k
o
f
th
e
s
tu
d
y
was
ass
ess
ed
u
s
in
g
PLS
-
SEM
.
T
h
e
r
eliab
ilit
y
an
d
v
alid
ity
o
f
b
o
th
th
e
m
ea
s
u
r
em
e
n
t
an
d
s
tr
u
ctu
r
al
m
o
d
els
wer
e
ev
alu
ate
d
f
o
r
s
ig
n
if
ican
ce
an
d
o
v
er
all
f
it.
PLS
-
SEM
,
al
s
o
k
n
o
wn
as
SEM
,
is
a
v
ar
ian
ce
-
b
ased
p
ath
m
o
d
elin
g
tech
n
i
q
u
e
th
at
aim
s
to
o
p
tim
ize
th
e
ex
p
lain
ed
v
ar
ian
ce
b
y
in
d
ep
en
d
en
t
v
a
r
iab
les
with
o
u
t
th
e
p
r
esu
m
p
tio
n
o
f
n
o
r
m
al
d
ata
d
is
tr
ib
u
tio
n
.
T
h
is
m
eth
o
d
is
m
ak
i
n
g
it
a
f
av
o
r
ed
a
p
p
r
o
ac
h
a
m
o
n
g
r
es
ea
r
ch
er
s
in
t
h
e
s
o
cial
s
cien
ce
s
as
it
is
ap
p
licab
le
f
o
r
s
tu
d
ies
with
s
m
all
s
am
p
le
s
izes
[
2
6
]
–
[
2
8
]
.
I
ts
ad
o
p
tio
n
h
as
s
u
r
g
ed
in
r
ec
en
t
y
ea
r
s
,
wit
h
m
an
y
s
tu
d
ies
lev
er
a
g
in
g
t
h
e
PLS
m
eth
o
d
o
l
o
g
y
[
2
9
]
,
[
3
0
]
.
T
h
e
a
n
aly
s
is
o
f
th
e
d
ataset
wa
s
co
n
d
u
cted
u
s
in
g
Sm
ar
tPLS
4
s
o
f
twar
e,
ad
h
er
in
g
to
a
two
-
s
tep
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
:
4
2
8
9
-
4305
4296
p
r
o
ce
s
s
,
wh
ich
is
m
ea
s
u
r
em
en
t th
en
s
tr
u
ctu
r
al
m
o
d
el
[
2
7
]
,
[
2
8
]
.
B
ef
o
r
e
co
n
d
u
ctin
g
th
e
an
aly
s
is
o
n
th
e
d
ataset
u
s
in
g
Sm
ar
tPLS,
d
ata
s
cr
ee
n
in
g
was
ca
r
r
ied
o
u
t
to
ev
al
u
ate
m
is
s
in
g
d
ata
an
d
p
o
ten
tial
co
m
m
o
n
m
et
h
o
d
b
ias.
Miss
in
g
v
alu
e
an
aly
s
is
(
MV
A)
was
ex
ec
u
ted
u
s
in
g
SP
S
S,
r
ev
ea
lin
g
th
at
n
o
m
is
s
in
g
v
alu
es
wer
e
p
r
esen
t
in
an
y
o
f
th
e
o
b
s
er
v
ed
v
ar
iab
les.
C
o
n
s
eq
u
en
tly
,
all
ca
s
es
wer
e
in
clu
d
ed
in
f
u
r
th
er
an
al
y
s
es
with
o
u
t
th
e
n
ee
d
f
o
r
im
p
u
tatio
n
o
r
d
eletio
n
.
T
o
ex
am
in
e
th
e
p
o
te
n
tial
ex
is
ten
ce
o
f
co
m
m
o
n
m
eth
o
d
v
ar
ian
ce
(
C
MV
)
,
Har
m
an
’
s
s
in
g
le
-
f
ac
to
r
test
was
p
er
f
o
r
m
ed
th
r
o
u
g
h
an
u
n
r
o
tated
ex
p
lo
r
ato
r
y
f
ac
to
r
an
aly
s
is
en
co
m
p
ass
in
g
all
m
ea
s
u
r
em
en
t
item
s
,
a
s
tan
d
ar
d
in
itial
ch
ec
k
f
o
r
m
eth
o
d
b
ia
s
[
3
1
]
.
T
h
e
an
aly
s
is
s
h
o
wed
t
h
at
th
e
lar
g
est
s
in
g
le
f
ac
to
r
ex
p
lain
e
d
3
7
.
9
9
5
%
o
f
t
h
e
to
tal
v
ar
ian
ce
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wh
ich
is
b
elo
w
th
e
g
en
er
ally
ac
ce
p
ted
5
0
%
th
r
esh
o
ld
an
d
th
e
m
o
r
e
s
tr
in
g
en
t
4
0
%
b
en
ch
m
ar
k
s
u
g
g
ested
in
r
ec
e
n
t
m
et
h
o
d
o
lo
g
ical
r
esear
ch
[
3
2
]
,
[
3
3
]
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
n
o
s
in
g
le
f
ac
t
o
r
d
o
m
in
ated
t
h
e
v
ar
ia
n
ce
s
tr
u
ctu
r
e,
in
d
icatin
g
th
at
co
m
m
o
n
m
eth
o
d
b
ias
is
u
n
lik
ely
to
s
ig
n
i
f
ican
tly
af
f
ec
t
th
e
v
alid
ity
o
f
th
e
s
tu
d
y
’
s
r
esu
lts
.
4
.
1
.
E
v
a
lua
t
i
o
n o
f
m
ea
s
urem
ent
mo
del
I
n
itially
,
th
e
v
alid
ity
a
n
d
r
elia
b
ilit
y
o
f
th
e
co
n
s
tr
u
cts
wer
e
ev
alu
ated
.
T
h
e
in
ter
n
al
co
n
s
is
ten
cy
was
m
ea
s
u
r
ed
u
s
in
g
C
r
o
n
b
ac
h
'
s
a
lp
h
a
an
d
co
m
p
o
s
ite
r
eliab
ilit
y
(
C
R
)
.
Hair
et
a
l.
[
3
4
]
r
ec
o
m
m
en
d
a
C
R
v
alu
e
ab
o
v
e
0
.
7
,
wh
ich
also
ap
p
lies
to
C
r
o
n
b
ac
h
'
s
a
lp
h
a.
As
s
h
o
wn
in
T
ab
le
1
,
all
co
n
s
tr
u
cts
in
th
is
r
esear
ch
m
et
th
e
in
ter
n
al
co
n
s
is
ten
cy
cr
iter
i
a.
Nex
t,
co
n
v
e
r
g
en
t
v
alid
ity
w
as
ass
e
s
s
ed
b
y
d
eter
m
in
in
g
t
h
e
av
er
ag
e
v
a
r
ian
ce
ex
tr
ac
ted
(
AVE
)
f
o
r
ea
ch
c
o
n
s
tr
u
ct,
with
a
m
in
im
u
m
th
r
esh
o
ld
o
f
0
.
5
as
ad
v
o
ca
te
d
b
y
Fo
r
n
ell
an
d
L
ar
ck
er
[
3
5
]
.
T
ab
le
1
in
d
icate
s
th
at
th
is
cr
iter
i
o
n
was
s
atis
f
ac
to
r
ily
m
et
in
th
e
cu
r
r
e
n
t
a
n
aly
s
is
.
T
h
e
r
elia
b
ilit
y
o
f
th
e
in
d
icato
r
s
was
ch
ec
k
ed
th
r
o
u
g
h
item
lo
ad
in
g
s
[
2
9
]
,
[
3
0
]
,
[
3
4
]
,
with
T
ab
le
1
r
etain
in
g
item
s
th
at
h
ad
lo
ad
in
g
s
o
f
0
.
6
o
r
h
ig
h
er
[
3
6
]
.
I
n
ad
d
itio
n
to
t
h
e
p
r
e
v
io
u
s
v
al
id
ity
ev
alu
atio
n
s
,
d
is
cr
im
in
an
t
v
alid
ity
was
an
aly
ze
d
to
en
s
u
r
e
th
at
th
e
co
r
r
elatio
n
s
b
etwe
en
th
e
m
ea
s
u
r
es
o
f
d
i
f
f
er
en
t
co
n
s
tr
u
cts
co
n
f
o
r
m
ed
to
th
e
a
p
p
r
o
ac
h
o
u
tlin
e
d
[
3
7
]
.
T
h
e
Fo
r
n
ell
an
d
L
ar
c
k
er
[
3
5
]
cr
iter
io
n
was
em
p
lo
y
ed
f
o
r
t
h
is
ass
e
s
s
m
en
t.
As
s
h
o
wn
in
T
ab
le
2
,
th
e
s
q
u
ar
e
r
o
o
t
o
f
th
e
AVE
f
o
r
ea
ch
co
n
s
tr
u
ct
s
u
r
p
ass
ed
th
e
in
ter
co
r
r
elatio
n
s
with
o
th
er
co
n
s
tr
u
cts
in
th
e
m
o
d
el
,
as sh
o
wn
in
T
ab
le
2
.
Fig
u
r
e
4
d
ep
icts
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
o
f
th
e
p
r
o
p
o
s
ed
co
n
ce
p
tu
al
f
r
am
ewo
r
k
.
T
ab
le
1
.
Me
asu
r
em
e
n
t
m
o
d
el
C
o
n
st
r
u
c
t
2
n
d
s
t
a
g
e
N
o
o
f
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t
e
ms
O
u
t
e
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o
a
d
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n
g
R²
C
r
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n
b
a
c
h
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l
p
h
a
CR
AVE
S
t
r
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m
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g
r
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13
0
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6
9
1
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8
3
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9
4
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9
4
3
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5
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6
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6
7
2
-
0
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8
4
5
0
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2
4
7
0
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8
3
7
0
.
8
4
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0
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5
5
4
Tr
i
g
g
e
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s
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8
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5
6
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8
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7
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6
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p
l
o
r
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7
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8
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A
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D
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2
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Dis
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5
9
0
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.
7
6
6
Te
a
c
h
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g
p
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e
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n
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7
6
8
0
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5
1
4
0
.
7
1
0
0
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5
8
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9
2
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2
.
E
v
a
lua
t
i
o
n o
f
s
t
ruct
ura
l
m
o
del
T
h
e
s
tr
u
ctu
r
al
m
o
d
el
was
ass
ess
ed
u
tili
z
in
g
a
b
o
o
ts
tr
ap
p
i
n
g
p
r
o
ce
d
u
r
e
with
5
0
0
0
r
esa
m
p
les
f
o
r
h
y
p
o
th
esis
test
in
g
.
I
n
itially
,
co
llin
ea
r
ity
was
ex
am
in
ed
,
r
ev
ea
lin
g
VI
F
v
alu
es
f
o
r
all
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n
s
tr
u
cts
b
elo
w
5
.
Su
b
s
eq
u
en
tly
,
t
h
e
co
ef
f
icien
t
o
f
d
eter
m
in
atio
n
(
R
²)
was
ev
alu
ated
u
s
in
g
t
h
e
PLS
alg
o
r
it
h
m
(
Fig
u
r
e
1
)
.
T
h
e
r
esu
lts
s
h
o
w
th
at
th
e
m
o
d
el
ex
p
lain
s
2
4
.
7
%
o
f
th
e
v
ar
ian
ce
in
s
en
s
e
o
f
ag
e
n
cy
(
R
²=
0
.
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4
7
)
,
5
6
.
7
%
o
f
th
e
v
ar
ian
ce
in
c
o
g
n
itiv
e
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r
esen
c
e
(
R
²=
0
.
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6
7
)
,
4
5
.
2
%
o
f
th
e
v
ar
ian
ce
in
s
o
cial
p
r
esen
ce
(
R
²=
0
.
4
5
2
)
,
an
d
4
0
.
6
%
o
f
th
e
v
ar
ian
ce
in
teac
h
in
g
p
r
esen
ce
(
R
²=
0
.
4
0
6
)
.
T
h
ese
v
alu
es
s
u
g
g
est
th
at
th
e
m
o
d
el
d
em
o
n
s
tr
ates
a
m
o
d
er
ate
lev
el
o
f
ex
p
la
n
ato
r
y
p
o
wer
f
o
r
s
en
s
e
o
f
ag
en
cy
,
s
o
cial
p
r
esen
ce
,
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d
teac
h
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g
p
r
esen
ce
,
wh
ile
s
h
o
win
g
a
s
u
b
s
tan
tial e
x
p
lan
at
o
r
y
p
o
wer
f
o
r
co
g
n
itiv
e
p
r
esen
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
Hu
ma
n
iz
in
g
o
n
lin
e
p
ed
a
g
o
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tr
ea
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th
e
med
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r
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le
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f stu
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en
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o
r
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s
ia
h
R
a
z
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k
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4297
Fig
u
r
e
4
.
Me
asu
r
em
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n
t m
o
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el
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h
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p
ath
co
ef
f
icien
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f
u
r
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in
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icate
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at
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ea
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teg
r
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as
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ig
n
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ican
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ts
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g
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itiv
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p
r
esen
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cial
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0
0
1
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g
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3
3
,
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0
0
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n
d
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en
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ag
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y
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7
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.
I
n
ad
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i
tio
n
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en
s
e
o
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ag
en
c
y
ex
er
ts
s
ig
n
if
ican
t
ef
f
ec
ts
o
n
s
o
cial
p
r
esen
ce
(
β=0
.
3
7
1
,
p
<0
.
0
0
1
)
an
d
teac
h
in
g
p
r
esen
ce
(
β=0
.
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9
9
,
p
<
0
.
0
0
1
)
.
Ov
e
r
all,
th
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
th
at
s
tr
ea
m
in
teg
r
at
io
n
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d
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en
s
e
o
f
ag
en
c
y
ar
e
im
p
o
r
tan
t
p
r
e
d
icto
r
s
o
f
teac
h
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g
,
co
g
n
itiv
e,
an
d
s
o
cial
p
r
esen
ce
with
in
th
e
m
o
d
el.
T
ab
le
3
p
r
esen
ts
t
h
e
co
r
r
e
s
p
o
n
d
in
g
t
-
s
tatis
tics
an
d
P
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v
al
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e
f
o
r
t
h
e
β
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v
al
u
e,
wh
ich
d
eter
m
in
e
th
e
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ig
n
i
f
ican
ce
o
f
th
e
p
r
o
p
o
s
ed
r
elatio
n
s
h
ip
b
etwe
en
co
n
s
tr
u
cts
in
th
e
s
tr
u
ctu
r
al
m
o
d
el
,
as
s
h
o
wn
in
Fig
u
r
e
5
.
T
h
e
v
alu
es
in
T
ab
le
3
co
n
f
ir
m
th
at
s
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ea
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g
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atio
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ig
n
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ican
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ce
s
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g
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itiv
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ce
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.
5
7
3
,
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.
5
4
1
,
p
<0
.
0
0
1
)
,
s
o
cial
p
r
esen
ce
(
β=0
.
4
0
5
,
t=5
.
9
3
6
,
p
<
0
.
0
0
1
)
,
a
n
d
teac
h
in
g
p
r
esen
ce
(
β=0
.
4
3
3
,
t=7
.
7
0
5
,
p
<
0
.
0
0
1
)
.
T
h
ese
f
i
n
d
in
g
s
u
n
d
er
s
co
r
e
th
e
c
r
u
cial
r
o
le
o
f
s
tr
ea
m
in
teg
r
atio
n
i
n
f
o
s
ter
in
g
d
ee
p
er
co
g
n
itiv
e
e
n
g
ag
e
m
en
t,
e
n
h
an
c
in
g
s
o
cial
in
ter
ac
tio
n
s
,
an
d
im
p
r
o
v
in
g
th
e
q
u
ality
o
f
teac
h
in
g
s
u
p
p
o
r
t
in
o
n
li
n
e
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
.
Fu
r
th
er
m
o
r
e
,
s
tr
ea
m
I
n
teg
r
atio
n
is
a
s
ig
n
if
ican
t
p
r
ed
icto
r
o
f
s
en
s
e
o
f
ag
en
cy
(
β=0
.
4
9
7
,
t=6
.
7
6
4
,
p
<0
.
0
0
1
)
,
wh
ich
in
tu
r
n
p
o
s
itiv
ely
in
f
lu
en
ce
s
co
g
n
itiv
e
p
r
esen
ce
(
β=0
.
2
8
1
,
t=3
.
7
7
8
,
p
<0
.
0
0
1
)
,
s
o
cial
p
r
esen
ce
(
β=0
.
3
7
1
,
t=6
.
5
6
9
,
p
<0
.
0
0
1
)
,
an
d
teac
h
in
g
p
r
esen
ce
(
β=0
.
2
9
9
,
t=4
.
6
9
4
,
p
<0
.
0
0
1
)
.
T
h
is
s
u
g
g
ests
th
at
s
tu
d
en
ts
wh
o
cu
ltiv
ate
a
s
tr
o
n
g
er
s
en
s
e
o
f
ag
en
cy
th
r
o
u
g
h
s
tr
ea
m
-
b
ase
d
lear
n
in
g
ar
e
m
o
r
e
lik
ely
to
en
g
ag
e
ac
ti
v
ely
,
c
o
llab
o
r
ate
m
ea
n
in
g
f
u
lly
,
a
n
d
r
esp
o
n
d
ef
f
ec
tiv
ely
to
teac
h
i
n
g
s
u
p
p
o
r
t.
Ov
er
all,
th
e
f
in
d
in
g
s
af
f
ir
m
th
at
s
tr
ea
m
I
n
teg
r
atio
n
is
a
p
iv
o
tal
f
ac
to
r
in
p
r
o
m
o
tin
g
teac
h
in
g
,
c
o
g
n
itiv
e,
an
d
s
o
cial
p
r
esen
ce
,
th
er
e
b
y
en
h
an
cin
g
t
h
e
h
u
m
a
n
izatio
n
o
f
o
n
lin
e
p
ed
ag
o
g
y
.
T
h
e
m
e
d
ia
ti
o
n
a
n
al
y
s
is
r
esu
lt
s
,
as
p
r
es
en
te
d
i
n
T
a
b
l
e
4
,
in
d
ic
at
e
t
h
at
s
e
n
s
e
o
f
ag
en
c
y
s
i
g
n
if
ic
an
tl
y
m
e
d
ia
tes
t
h
es
e
r
e
lat
io
n
s
h
i
p
s
.
Sp
ec
if
i
ca
ll
y
,
s
t
r
e
am
i
n
t
eg
r
a
t
io
n
s
h
o
ws
a
n
o
ta
b
le
i
n
d
i
r
e
ct
e
f
f
ec
t
o
n
tea
c
h
i
n
g
p
r
ese
n
c
e
t
h
r
o
u
g
h
s
e
n
s
e
o
f
ag
e
n
c
y
(
β=
0
.
1
4
9
,
t=
4
.
1
2
6
,
p
<
0
.
0
0
1
)
,
o
n
c
o
g
n
iti
v
e
p
r
ese
n
c
e
t
h
r
o
u
g
h
s
e
n
s
e
o
f
a
g
e
n
cy
(
β=
0
.
1
3
9
,
t
=2
.
8
0
0
,
p
=0
.
0
0
5
)
,
an
d
o
n
s
o
ci
al
p
r
es
en
ce
t
h
r
o
u
g
h
s
e
n
s
e
o
f
a
g
e
n
c
y
(
β=
0
.
1
8
4
,
t
=4
.
7
4
9
,
p
<
0
.
0
0
1
)
.
T
h
ese
r
esu
lts
im
p
ly
t
h
at
s
en
s
e
o
f
ag
en
c
y
co
n
s
tr
u
ct
as
a
v
ital
p
s
y
ch
o
l
o
g
ical
m
ec
h
an
is
m
th
r
o
u
g
h
wh
ich
s
tr
ea
m
I
n
teg
r
atio
n
en
h
a
n
ce
s
s
tu
d
en
t
en
g
ag
em
e
n
t
in
o
n
lin
e
lear
n
in
g
.
Fo
r
ex
am
p
le,
as
s
tu
d
en
ts
ex
p
er
ien
ce
g
r
ea
ter
co
n
tr
o
l,
o
wn
er
s
h
ip
,
an
d
r
esp
o
n
s
ib
ilit
y
in
th
eir
lear
n
in
g
(
s
en
s
e
o
f
ag
e
n
cy
)
,
th
e
b
e
n
ef
its
o
f
s
tr
ea
m
I
n
teg
r
atio
n
ef
f
ec
tiv
ely
tr
an
s
late
to
th
eir
p
er
ce
iv
ed
teac
h
in
g
s
u
p
p
o
r
t,
co
g
n
itiv
e
en
g
a
g
em
en
t,
a
n
d
s
o
ci
al
co
n
n
ec
ted
n
ess
in
o
n
lin
e
p
ed
a
g
o
g
y
.
T
h
u
s
,
th
e
s
t
u
d
y
co
n
f
ir
m
s
th
at
s
en
s
e
o
f
ag
en
cy
s
er
v
es
as
a
cr
u
cial
m
ed
iato
r
,
co
n
tr
ib
u
tin
g
to
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
:
4
2
8
9
-
4305
4298
th
e
h
u
m
an
izatio
n
o
f
o
n
lin
e
lear
n
in
g
b
y
am
p
lify
in
g
th
e
p
o
s
itiv
e
ef
f
ec
ts
o
f
s
tr
ea
m
i
n
teg
r
atio
n
.
Fin
ally
,
th
e
r
esear
ch
er
s
ass
ess
ed
all
q
-
s
q
u
ar
e
v
alu
es to
d
ete
r
m
in
e
th
e
p
r
ed
ictiv
e
ab
ilit
y
o
f
th
e
m
o
d
e
l,
all
o
f
wh
ich
wer
e
f
o
u
n
d
to
b
e
g
r
ea
ter
th
a
n
0
.
T
h
e
f
in
d
i
n
g
s
s
u
g
g
est
th
at
t
h
e
q
-
s
q
u
ar
e
v
alu
e
e
x
ce
ed
s
ze
r
o
[
3
0
]
.
T
h
er
e
f
o
r
e,
th
e
r
esear
ch
er
s
co
n
clu
d
e
th
at
o
u
r
m
o
d
el
p
o
s
s
ess
e
s
p
r
ed
ictiv
e
r
el
ev
an
ce
.
T
ab
le
3
.
An
aly
s
is
o
f
s
tr
u
ct
u
r
al
m
o
d
el
H
y
p
o
t
h
e
s
e
s
P
a
t
h
c
o
e
f
f
i
c
i
e
n
t
T
st
a
t
i
st
i
c
s
P
v
a
l
u
e
s
D
e
c
i
s
i
o
n
H1
S
t
r
e
a
m
i
n
t
e
g
r
a
t
i
o
n
→
t
e
a
c
h
i
n
g
p
r
e
se
n
c
e
0
.
4
3
3
7
.
7
0
5
p
<
0
.
0
0
1
S
u
p
p
o
r
t
e
d
H2
S
t
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