I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
,
p
p
.
3
7
1
7
~
3
7
2
4
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
:
1
0
.
1
1
5
9
1
/
ijer
e
.
v
13
i
6
.
2
9
0
6
1
3717
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Va
lida
tion o
f
inst
ruments o
n
t
he
h
ea
dma
ster’
s t
ech
no
lo
g
y
lea
dership mo
del
by
using
confirm
a
tory
f
a
ctor an
a
ly
sis
P
a
ng
L
a
i C
ha
w,
M
a
t
Ra
him
i Y
us
o
f
,
M
o
ha
m
a
d K
ha
iri
O
t
hm
a
n
S
c
h
o
o
l
o
f
E
d
u
c
a
t
i
o
n
,
U
n
i
v
e
r
s
i
t
i
U
t
a
r
a
M
a
l
a
y
s
i
a
,
C
h
a
n
g
l
u
n
,
M
a
l
a
y
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Oct
30
,
2
0
2
3
R
ev
is
ed
Ap
r
24
,
2
0
2
4
Acc
ep
ted
May
10
,
2
0
2
4
In
2
1
st
-
c
e
n
tu
r
y
e
d
u
c
a
ti
o
n
,
t
h
e
r
o
le
o
f
sc
h
o
o
l
h
e
a
d
m
a
ste
rs
in
te
c
h
n
o
l
o
g
y
lea
d
e
rsh
ip
is
i
n
c
re
a
sin
g
l
y
c
ru
c
ial.
Th
is
is
d
u
e
t
o
th
e
fa
c
t
t
h
a
t
a
d
m
i
n
istrato
rs
a
re
th
e
m
a
in
fo
rc
e
b
e
h
i
n
d
e
ff
o
rts
t
o
i
n
teg
ra
te
tec
h
n
o
l
o
g
y
i
n
c
las
sro
o
m
s.
S
o
m
e
h
e
a
d
m
a
ste
rs
re
sist
tec
h
n
o
l
o
g
y
u
se
a
n
d
lac
k
u
n
d
e
rsta
n
d
i
n
g
o
f
it
s
ro
le
in
lea
d
e
rsh
ip
,
re
fra
i
n
in
g
fr
o
m
p
a
rti
c
ip
a
ti
n
g
i
n
M
a
lay
sia
n
M
i
n
istr
y
o
f
Ed
u
c
a
ti
o
n
(M
o
E)
i
n
it
iati
v
e
s
fo
r
tec
h
n
o
lo
g
y
c
h
a
n
g
e
.
T
o
p
ro
m
o
te t
e
a
c
h
e
rs
’
in
t
e
g
ra
ti
o
n
o
f
tec
h
n
o
l
o
g
y
i
n
to
th
e
tea
c
h
in
g
p
r
o
c
e
ss
,
h
e
a
d
m
a
ste
rs
n
e
e
d
a
c
o
m
p
re
h
e
n
siv
e
u
n
d
e
rsta
n
d
i
n
g
o
f
it
s
imp
lem
e
n
ta
ti
o
n
fo
r
b
o
t
h
m
a
n
a
g
e
m
e
n
t
a
n
d
l
e
a
d
e
rsh
ip
p
u
r
p
o
se
s.
Th
e
re
fo
re
,
th
is
st
u
d
y
a
ims
to
a
ss
e
ss
th
e
imp
a
c
t
o
f
h
e
a
d
m
a
ste
rs
’
tec
h
n
o
l
o
g
y
lea
d
e
rsh
i
p
a
n
d
c
o
n
fi
rm
it
s
a
sp
e
c
ts
in
p
rima
ry
sc
h
o
o
l
s
th
ro
u
g
h
c
ro
ss
-
se
c
ti
o
n
a
l
q
u
a
n
ti
tati
v
e
a
n
a
l
y
sis.
T
h
e
p
ri
n
c
ip
a
l
tec
h
n
o
lo
g
y
lea
d
e
rsh
ip
a
ss
e
ss
m
e
n
t
(P
TL
A)
in
str
u
m
e
n
t,
w
h
ich
wa
s
g
i
v
e
n
o
n
li
n
e
t
o
5
1
6
tea
c
h
e
rs
u
si
n
g
a
stra
ig
h
t
fo
rwa
rd
ra
n
d
o
m
se
lec
ti
o
n
m
e
th
o
d
,
se
rv
e
d
a
s
t
h
e
b
a
si
s
fo
r
t
h
e
h
e
a
d
m
a
ste
r
tec
h
n
o
lo
g
y
lea
d
e
rsh
i
p
q
u
e
sti
o
n
n
a
ire.
Us
in
g
IBM
-
S
P
S
S
-
AMOS
so
ftwa
re
,
d
e
sc
rip
ti
v
e
sta
ti
stics
,
e
x
p
lo
ra
to
r
y
fa
c
to
r
a
n
a
ly
sis
(
EF
A)
,
a
n
d
c
o
n
firma
to
ry
fa
c
to
r
a
n
a
ly
sis
(C
F
A)
we
re
u
se
d
t
o
e
v
a
lu
a
te
t
h
e
d
a
ta.
S
i
x
d
ime
n
sio
n
s
a
n
d
3
5
it
e
m
s
i
n
tec
h
n
o
lo
g
y
lea
d
e
rsh
ip
a
re
a
p
p
r
o
v
e
d
a
n
d
v
a
li
d
a
ted
,
a
c
c
o
rd
in
g
t
o
CF
A
re
su
lt
s.
Th
is
stu
d
y
su
c
c
e
ss
fu
ll
y
c
re
a
ted
a
n
a
ss
e
ss
m
e
n
t
m
o
d
e
l
fo
r
h
e
a
d
m
a
ste
rs
’
tec
h
n
o
lo
g
y
lea
d
e
rsh
i
p
.
To
e
n
h
a
n
c
e
b
e
n
e
fit
s,
c
o
n
tri
b
u
te
m
o
re
,
a
n
d
a
d
d
re
ss
id
e
n
ti
f
ied
g
a
p
s,
fu
tu
re
re
se
a
rc
h
e
rs
a
re
e
n
c
o
u
ra
g
e
d
to
c
o
n
d
u
c
t
larg
e
r
-
s
c
a
le
stu
d
ies
u
si
n
g
b
o
t
h
q
u
a
li
t
a
ti
v
e
a
n
d
q
u
a
n
t
it
a
ti
v
e
m
e
th
o
d
s.
K
ey
w
o
r
d
s
:
2
1
s
t c
en
tu
r
y
lead
er
s
h
ip
C
o
n
f
ir
m
ato
r
y
f
ac
to
r
a
n
aly
s
is
Hea
d
m
aster
s
lead
er
s
h
ip
I
STE
T
ec
h
n
o
lo
g
y
lead
e
r
s
h
ip
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ma
t Rah
im
i Y
u
s
o
f
Sch
o
o
l o
f
E
d
u
ca
tio
n
,
Un
iv
er
s
i
ti Uta
r
a
Ma
lay
s
ia
C
h
an
g
lu
n
,
Ked
a
h
,
Ma
lay
s
ia
E
m
ail:
m
r
ah
im
iy
@
u
u
m
.
e
d
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
Pro
d
u
cin
g
h
ig
h
-
ca
lib
er
h
u
m
a
n
ca
p
ital
th
r
o
u
g
h
teac
h
in
g
a
n
d
f
ac
ilit
atio
n
.
I
n
o
r
d
e
r
to
b
o
o
s
t
th
e
ac
co
m
p
lis
h
m
en
t
o
f
h
i
g
h
-
lev
el
p
u
p
ils
,
h
ea
d
m
aster
s
as
s
ch
o
o
l
lead
er
s
m
u
s
t
b
e
r
ea
d
y
to
e
n
g
ag
e
in
tech
n
o
l
o
g
y
lead
er
s
h
ip
in
o
r
d
er
to
s
et
an
e
x
am
p
le
f
o
r
th
e
in
teg
r
ati
o
n
o
f
tech
n
o
lo
g
y
[
1
]
.
T
h
e
g
o
v
e
r
n
m
en
t
’
s
s
tr
ateg
ies
th
at
wer
e
o
u
tlin
ed
in
th
e
Ma
lay
s
ian
E
d
u
ca
tio
n
Dev
elo
p
m
en
t
2
0
1
3
–
2
0
2
5
[
2
]
ar
e
also
b
ein
g
c
o
n
t
in
u
ed
b
y
ef
f
o
r
ts
an
d
in
itiativ
es
to
p
r
o
f
it
f
r
o
m
an
d
eq
u
ip
o
n
eself
with
tech
n
o
lo
g
y
in
teg
r
atio
n
ab
ilit
ies.
T
o
p
r
o
v
id
e
in
s
tr
u
ctio
n
o
f
h
ig
h
q
u
ality
,
th
e
Ma
lay
s
ian
Min
is
t
r
y
o
f
E
d
u
ca
tio
n
(
Mo
E
)
h
as
s
aid
th
at
tech
n
o
l
o
g
y
m
u
s
t
b
e
u
s
ed
in
th
e
p
r
o
ce
s
s
d
ec
is
io
n
p
r
o
g
r
am
ch
ar
t
[
2
]
.
I
n
lig
h
t
o
f
t
h
is
,
all
s
ch
o
o
l
ad
m
in
i
s
tr
ato
r
s
an
d
ed
u
ca
to
r
s
m
u
s
t
s
tr
ess
th
e
s
ig
n
if
ican
ce
o
f
in
co
r
p
o
r
atin
g
i
n
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
I
C
T
)
ab
ilit
ies
wh
en
co
n
d
u
ctin
g
less
o
n
in
th
e
class
r
o
o
m
.
T
h
e
p
h
e
n
o
m
en
a
o
r
s
ce
n
ar
io
wh
ile
em
p
lo
y
in
g
tech
n
o
lo
g
y
in
th
e
Ma
lay
s
ian
ed
u
ca
tio
n
al
s
y
s
tem
also
r
ev
ea
led
th
at
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
p
h
y
s
ically
h
an
d
le
tech
n
o
lo
g
y
b
y
m
ak
in
g
s
u
r
e
t
h
at
s
ch
o
o
ls
h
av
e
c
o
m
p
u
te
r
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
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
3
7
1
7
-
3
7
2
4
3718
f
ac
ilit
ies
[
3
]
.
I
n
o
t
h
er
wo
r
d
s
,
s
ch
o
o
l
ad
m
i
n
is
tr
ato
r
s
ju
s
t
p
r
o
v
id
e
co
m
p
u
te
r
f
ac
ilit
ies
in
th
eir
v
ar
io
u
s
s
ch
o
o
ls
to
m
ee
t f
u
n
d
a
m
en
tal
in
s
tr
u
ctio
n
s
an
d
p
r
o
ce
d
u
r
es f
r
o
m
th
e
Mo
E
o
r
th
e
State
E
d
u
ca
tio
n
Dep
ar
t
m
en
t
(
SED)
.
T
h
e
ef
f
ec
tiv
en
ess
o
f
a
s
ch
o
o
l
in
f
o
r
m
in
g
a
s
tab
le
o
r
g
a
n
iza
tio
n
is
d
eter
m
in
ed
b
y
th
e
p
r
i
n
cip
le
an
d
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
b
ased
o
n
th
e
cir
cu
m
s
tan
ce
s
in
th
e
s
ch
o
o
l
[
4
]
.
T
h
u
s
,
a
s
ch
o
o
l'
s
lead
e
r
s
h
ip
s
ty
le
s
er
v
es
as
a
"m
ea
s
u
r
in
g
s
tick
"
f
o
r
th
e
ac
h
iev
em
en
t
an
d
g
r
o
wth
o
f
its
p
u
p
ils
[
5
]
.
T
h
u
s
,
to
ad
d
r
ess
t
h
e
is
s
u
es
as
s
o
ciate
d
with
th
e
u
s
e
o
f
h
ea
d
m
aster
s
tech
n
o
lo
g
y
lea
d
er
s
h
ip
i
n
p
r
i
m
ar
y
s
ch
o
o
ls
in
Ma
lay
s
ia,
th
is
s
tu
d
y
in
ten
d
s
to
d
eter
m
in
e
t
h
e
im
p
ac
t
o
f
h
ea
d
m
aster
s
tech
n
o
lo
g
y
lead
e
r
s
h
ip
an
d
co
n
f
ir
m
its
d
im
en
s
io
n
.
I
n
f
ac
t,
f
o
r
th
e
p
ast
2
0
y
ea
r
s
,
th
er
e
h
as
b
ee
n
a
lo
t
o
f
d
is
cu
s
s
io
n
ab
o
u
t
h
o
w
h
ea
d
m
ast
er
s
s
h
o
u
ld
lead
i
n
ter
m
s
o
f
tec
h
n
o
lo
g
y
b
o
th
in
s
id
e
an
d
o
u
ts
id
e
o
f
th
e
n
atio
n
[
6
]
.
S
o
m
e
in
ter
n
atio
n
al
r
esear
ch
f
in
d
in
g
s
in
d
icate
th
at
th
e
teac
h
er
'
s
d
ig
ital
co
m
p
ete
n
cy
an
d
teac
h
er
ef
f
icac
y
ar
e
n
o
t
s
i
g
n
if
ican
tly
im
p
ac
ted
b
y
th
e
h
e
a
d
m
a
ste
r
'
s
tech
n
o
lo
g
y
lead
e
r
s
h
ip
[
7
]
.
Ad
d
itio
n
ally
,
h
ea
d
m
aster
s
d
o
n
o
t
g
iv
e
teac
h
er
s
th
e
ch
an
ce
to
d
ev
elo
p
th
ei
r
p
r
o
f
ess
io
n
alis
m
,
tak
e
in
to
ac
co
u
n
t
th
eir
u
n
iq
u
e
I
C
T
r
eq
u
ir
em
en
ts
,
o
r
ad
d
r
ess
co
n
ce
r
n
s
with
tech
n
o
lo
g
y
ac
c
ess
an
d
ass
is
tan
ce
[
8
]
.
B
ec
au
s
e
o
f
th
e
lack
em
p
h
asis
o
n
tech
n
o
lo
g
y
co
m
p
o
n
e
n
ts
in
p
r
o
f
ess
io
n
al
lead
er
s
h
ip
tr
ain
in
g
f
o
r
s
ch
o
o
l
lead
er
s
,
co
u
p
led
with
th
e
lack
o
f
a
clea
r
au
th
o
r
ity
o
r
s
et
o
f
r
u
les
d
ir
ec
tin
g
ad
m
in
is
tr
ato
r
s
to
in
teg
r
ate
I
C
T
u
s
e
in
s
ch
o
o
ls
,
s
o
m
e
h
ea
d
m
aster
s
ar
e
in
co
m
p
et
e
n
t
in
m
an
a
g
in
g
s
ch
o
o
ls
b
ased
o
n
tech
n
o
lo
g
y
[
9
]
,
[
1
0
]
.
T
o
p
u
t
it
an
o
th
er
way
,
a
d
m
in
is
tr
ato
r
s
a
r
e
u
n
clea
r
ab
o
u
t
th
eir
r
esp
o
n
s
ib
ilit
ies
a
s
th
e
s
ch
o
o
l's
tech
n
o
lo
g
y
lea
d
er
[
1
1
]
.
C
o
n
s
eq
u
en
tly
,
if
th
e
I
C
T
in
teg
r
atio
n
in
th
e
s
ch
o
o
l
is
n
o
t
f
u
l
ly
im
p
lem
en
ted
,
th
e
h
ea
d
m
aster
s
ee
s
a
d
ef
icien
cy
an
d
r
aises
co
n
ce
r
n
.
T
h
e
s
u
p
p
ly
o
f
in
ter
n
et
n
etwo
r
k
s
in
cr
ea
s
ed
b
y
4
%
o
r
3
6
3
s
ch
o
o
ls
in
2
0
1
8
co
m
p
ar
ed
to
2
0
1
7
wh
en
it
was
9
,
4
5
9
s
ch
o
o
ls
,
ac
co
r
d
in
g
to
s
tatis
tics
f
r
o
m
th
e
an
n
u
al
r
ep
o
r
t
o
f
th
e
Ma
lay
s
ian
E
d
u
ca
tio
n
Dev
elo
p
m
en
t
p
la
n
[
1
2
]
.
W
h
at'
s
a
lar
m
in
g
is
th
at
f
ew
h
ea
d
m
aster
s
p
ar
ticip
ate
in
in
itiativ
es
f
o
r
tech
n
o
lo
g
ical
ch
an
g
e
an
d
h
av
e
k
n
o
wled
g
e
an
d
a
b
ilit
ies
in
tech
n
o
lo
g
y
th
at
d
o
n
'
t
s
u
p
p
o
r
t
t
h
eir
u
tili
za
tio
n
[
1
3
]
.
T
h
is
r
esu
lt
s
h
o
ws th
at
Mo
E
'
s
in
v
estme
n
t
r
etu
r
n
s
d
o
n
o
t m
atc
h
th
e
am
o
u
n
t o
f
r
i
n
g
g
it it sp
en
t
[
1
4
]
.
Hea
d
m
aster
s
s
h
o
u
ld
s
elec
t
th
e
b
est
s
tr
ateg
y
to
m
o
d
if
y
th
e
ir
lead
er
s
h
ip
s
ty
le
in
o
r
d
er
t
o
b
alan
ce
tech
n
o
lo
g
ical
d
ev
elo
p
m
en
ts
in
lead
er
s
h
ip
.
T
h
er
ef
o
r
e,
it
is
im
p
o
r
tan
t
to
e
m
p
h
asize
t
o
all
s
tu
d
en
ts
th
e
h
ea
d
m
aster
'
s
r
esp
o
n
s
ib
ilit
y
as
a
tech
n
o
l
o
g
y
lead
er
[
1
5
]
.
H
o
wev
er
,
s
ev
er
al
h
ea
d
m
aster
s
ar
e
s
till
u
n
awa
r
e
o
f
h
o
w
tech
n
o
lo
g
y
m
ig
h
t
im
p
r
o
v
e
le
ad
er
s
h
ip
[
1
6
]
.
Hea
d
m
aster
s
p
lay
a
k
ey
r
o
le
in
g
u
id
i
n
g
tec
h
n
o
lo
g
y
in
s
ch
o
o
ls
,
h
o
wev
er
.
Acc
o
r
d
i
n
g
to
r
esea
r
ch
f
in
d
in
g
s
,
h
ea
d
m
aster
s
ar
e
u
n
awa
r
e
o
f
t
h
eir
r
esp
o
n
s
ib
ilit
ies
as
tech
n
o
lo
g
y
lead
er
s
,
wh
ich
r
estricts a
ll r
o
les an
d
ac
tio
n
s
aim
ed
at
e
x
p
an
d
in
g
tech
n
o
lo
g
y
in
class
r
o
o
m
s
[
1
7
]
.
Acc
o
r
d
in
g
t
o
E
s
p
lin
e
t
a
l.
[
1
8
]
,
th
e
m
ajo
r
ity
o
f
h
ea
d
m
ast
er
s
ar
e
s
till
n
o
t
ad
eq
u
ately
eq
u
ip
p
e
d
to
m
an
ag
e
tech
n
o
lo
g
y
-
b
ased
en
t
er
p
r
is
es.
T
h
e
tr
u
th
is
th
at
f
e
w
h
ea
d
m
aster
s
h
av
e
th
e
ab
il
ity
to
m
aster
I
C
T
.
Ho
wev
er
,
d
o
in
g
s
o
lead
s
to
a
wea
k
an
d
u
n
f
o
cu
s
ed
im
p
lem
e
n
tatio
n
o
f
I
C
T
in
s
ch
o
o
ls
[
1
9
]
th
er
e
is
a
lack
o
f
clar
ity
in
id
e
n
tify
in
g
tech
n
o
lo
g
y
-
b
ased
o
r
g
an
izatio
n
al
g
o
a
ls
in
s
tr
ateg
ic
m
an
ag
em
e
n
t
p
lan
n
in
g
.
Ho
wev
er
,
ac
co
r
d
in
g
to
t
h
e
Natio
n
al
E
d
u
ca
tio
n
al
T
ec
h
n
o
lo
g
y
Stan
d
ar
d
s
f
o
r
Ad
m
in
is
tr
ato
r
s
(
NE
T
S
-
A
)
,
h
ea
d
m
aster
s
s
till
f
all
s
h
o
r
t
o
f
th
e
r
eq
u
ir
em
e
n
ts
f
o
r
tech
n
o
lo
g
y
k
n
o
wled
g
e
an
d
I
C
T
s
k
ills
,
in
clu
d
in
g
v
is
io
n
-
o
r
ien
ted
lead
er
s
h
ip
,
a
cu
ltu
r
e
o
f
d
ig
ital
-
ag
e
lear
n
in
g
,
ex
ce
llen
t
p
r
o
f
ess
io
n
al
p
r
ac
tices,
s
y
s
tem
ic
im
p
r
o
v
em
en
t,
an
d
d
i
g
ital
citizen
s
h
ip
[
2
0
]
.
Hea
d
m
aster
s
ar
e
wo
r
r
ie
d
ab
o
u
t
h
o
w
well
in
s
tr
u
cto
r
s
will
b
e
ab
le
to
in
co
r
p
o
r
ate
I
C
T
h
ar
d
war
e
an
d
s
o
f
twar
e
in
to
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
.
T
h
is
i
s
d
u
e
to
th
e
f
ac
t
th
at
o
n
e
o
f
th
e
m
ain
is
s
u
es
b
ein
g
ad
d
r
ess
ed
is
teac
h
er
s
'
ca
p
ac
it
y
to
m
an
ag
e
I
C
T
in
teac
h
in
g
an
d
lear
n
in
g
s
u
cc
ess
f
u
lly
[
2
1
]
.
Ad
d
itio
n
ally
,
th
e
p
u
p
ils
m
ay
o
n
ly
p
r
o
f
it
to
a
li
m
ited
ex
ten
t
f
r
o
m
th
e
I
C
T
d
ev
ices
o
r
eq
u
ip
m
en
t
u
s
ed
if
th
ey
d
o
n
o
t
f
u
lf
ill
th
e
r
eq
u
ir
em
e
n
ts
o
r
a
r
e
n
o
t
ap
p
r
o
p
r
iate.
I
f
t
h
is
h
ap
p
e
n
s
,
it
is
o
b
v
io
u
s
th
at
tim
e,
e
f
f
o
r
t,
an
d
m
o
n
e
y
h
av
e
b
ee
n
wasted
.
T
h
er
ef
o
r
e,
th
i
s
s
tu
d
y
aim
s
to
id
en
tify
th
e
in
f
lu
en
ce
o
f
s
ch
o
o
l
h
ea
d
m
aster
s
'
tech
n
o
lo
g
y
lead
e
r
s
h
ip
an
d
to
v
alid
ate
th
e
d
im
en
s
io
n
s
o
f
tech
n
o
l
o
g
y
lead
er
s
h
ip
am
o
n
g
n
atio
n
al
p
r
i
m
ar
y
s
ch
o
o
ls
in
Ma
la
y
s
ia
.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
r
esear
ch
d
esig
n
,
wh
er
e
d
ata
was
co
llected
to
d
escr
ib
e
th
e
p
r
o
ce
d
u
r
es
co
n
d
u
cted
b
y
t
h
e
r
esear
ch
er
s
[
2
2
]
.
I
n
th
is
s
tu
d
y
,
p
ilo
t
an
d
ac
tu
al
test
d
ata
wer
e
co
llected
f
r
o
m
teac
h
er
s
u
n
d
er
th
e
m
an
a
g
em
en
t
o
f
th
e
Mo
E
in
p
r
im
ar
y
s
ch
o
o
ls
in
Ma
lay
s
ia.
Stra
tifie
d
r
an
d
o
m
s
am
p
lin
g
tech
n
iq
u
e
was
u
s
ed
to
s
elec
t
r
esp
o
n
d
en
ts
am
o
n
g
teac
h
er
s
b
ased
o
n
g
en
d
er
,
l
o
ca
tio
n
a
n
d
teac
h
e
r
ex
p
er
ien
ce
.
T
h
e
p
r
in
cip
al
tech
n
o
lo
g
y
lea
d
er
s
h
ip
ass
ess
m
en
t
(
PTL
A)
q
u
esti
o
n
n
air
e
d
e
v
elo
p
ed
b
y
I
n
ter
n
atio
n
al
So
ciety
o
f
T
ec
h
n
ical
E
d
u
ca
to
r
s
(
I
STE
)
[
2
3
]
s
er
v
ed
as
th
e
m
ea
s
u
r
em
en
t
t
o
o
l
u
s
ed
to
o
b
tain
q
u
an
titativ
e
d
ata
f
o
r
th
is
s
tu
d
y
,
u
tili
zin
g
a
7
-
p
o
in
t
in
ter
v
al
lik
e
r
t
s
ca
le.
T
h
r
o
u
g
h
th
is
r
esear
ch
,
tech
n
o
l
o
g
y
lead
er
s
h
ip
is
m
ea
s
u
r
ed
b
ased
o
n
s
i
x
d
im
en
s
io
n
s
in
tech
n
o
lo
g
y
lead
er
s
h
ip
,
n
am
el
y
:
i)
lead
e
r
s
h
ip
a
n
d
v
is
io
n
(
KV)
;
ii)
teac
h
in
g
a
n
d
lear
n
i
n
g
(
PDP)
;
iii)
p
r
o
d
u
ctiv
it
y
an
d
p
r
o
f
ess
io
n
al
p
r
ac
tices
(
PAP)
;
iv
)
s
u
p
p
o
r
t,
m
an
ag
em
e
n
t,
an
d
o
p
er
atio
n
s
(
SP
O)
;
v
)
ass
ess
m
en
t a
n
d
ev
alu
atio
n
(
PP
)
;
an
d
v
i)
s
o
cial,
leg
al
an
d
e
th
ical
is
s
u
es
(
SUE)
[
2
0
]
,
[
2
4
]
.
Su
b
s
eq
u
en
tly
,
a
p
ilo
t
test
was
co
n
d
u
cte
d
o
n
1
2
0
r
esp
o
n
d
en
t r
esp
o
n
s
es
th
at
wer
e
v
er
if
ied
a
n
d
m
et
th
e
m
in
im
u
m
r
eq
u
ir
e
d
s
am
p
le
s
ize
f
o
r
th
is
s
tu
d
y
[
2
5
]
–
[
2
7
]
.
B
ased
o
n
th
e
p
ilo
t
test
,
t
h
e
r
eliab
ilit
y
lev
el
o
f
t
h
e
s
u
r
v
ey
o
n
th
e
p
r
ac
tice
o
f
tech
n
o
lo
g
y
l
ea
d
er
s
h
ip
h
as h
ig
h
C
r
o
n
b
ac
h
a
lp
h
a
v
alu
es a
cr
o
s
s
s
ix
d
im
en
s
io
n
s
,
KV
(
α
=0
.
8
8
)
,
PDP
(
α
=0
.
8
4
)
,
PAP
(
α
=0
.
6
5
)
,
SP
O
(
α
=0
.
8
5
)
,
PP
(
α
=0
.
8
4
)
,
a
n
d
SUE
(
α
=0
.
8
1
)
.
T
h
er
e
f
o
r
e,
t
h
is
s
u
r
v
ey
is
u
tili
ze
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
V
a
lid
a
tio
n
o
f in
s
tr
u
men
ts
o
n
t
h
e
h
ea
d
ma
s
ter’s tec
h
n
o
lo
g
y
le
a
d
ers
h
ip
mo
d
el
b
y
u
s
in
g
…
(
P
a
n
g
La
i Ch
a
w
)
3719
b
ec
au
s
e
th
e
co
m
p
o
n
en
ts
in
PTL
A
d
em
o
n
s
tr
ate
h
ig
h
r
eliab
ilit
y
[
2
6
]
,
with
C
r
o
n
b
ac
h
a
lp
h
a
v
alu
es
ex
ce
ed
in
g
0
.
7
0
,
i
n
d
icatin
g
t
h
at
th
e
s
u
r
v
e
y
m
ain
tain
s
h
ig
h
p
r
ec
is
io
n
a
n
d
d
ata
v
alid
ity
[
2
7
]
.
T
h
e
d
ata
f
r
o
m
th
e
p
ilo
t
test
wer
e
an
aly
ze
d
v
ia
ex
p
l
o
r
ato
r
y
f
ac
to
r
an
aly
s
is
(
E
FA
)
.
T
h
e
ac
tu
al
d
ata
wer
e
o
b
tain
ed
f
r
o
m
5
4
0
r
esp
o
n
d
e
n
ts
f
r
o
m
th
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
in
Ma
lay
s
ia.
Ho
wev
er
,
a
to
t
al
o
f
5
1
6
r
esp
o
n
s
es
f
r
o
m
r
esp
o
n
d
en
ts
wer
e
f
o
u
n
d
t
o
b
e
ac
ce
p
tab
le
af
ter
d
ata
s
cr
ee
n
in
g
p
r
o
ce
s
s
.
T
h
er
ef
o
r
e,
a
p
r
e
-
test
was
co
n
d
u
cted
f
ir
s
t
to
en
s
u
r
e
th
e
v
alid
ity
o
f
la
n
g
u
ag
e
a
n
d
co
n
ten
t
f
o
r
th
e
s
u
r
v
ey
q
u
esti
o
n
n
air
e
b
ef
o
r
e
th
e
a
ctu
al
r
esear
ch
.
T
h
e
co
n
te
n
t v
alid
ity
o
f
th
e
PTL
A
s
u
r
v
ey
q
u
esti
o
n
n
air
e
was
ass
ess
ed
b
y
f
iv
e
co
n
ten
t
ex
p
er
ts
wh
o
ar
e
ac
ad
em
ics
in
th
e
s
am
e
f
ield
f
o
r
m
o
r
e
th
an
ten
y
ea
r
s
.
Af
ter
w
ar
d
s
,
th
e
s
u
r
v
e
y
q
u
esti
o
n
n
air
e
was
s
u
b
m
itted
to
lan
g
u
ag
e
ex
p
e
r
ts
f
o
r
b
ac
k
-
to
-
b
ac
k
tr
a
n
s
latio
n
in
E
n
g
lis
h
to
Ma
lay
lan
g
u
a
g
e
to
en
s
u
r
e
lan
g
u
ag
e
v
alid
ity
.
I
B
M
-
SP
S
S
-
AM
OS
v
er
s
io
n
2
2
s
o
f
twar
e
was
u
s
e
d
to
an
al
y
ze
th
e
s
tu
d
y
d
ata
a
n
d
,
u
ltima
tely
,
co
n
f
ir
m
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
th
r
o
u
g
h
co
n
f
ir
m
ato
r
y
f
ac
to
r
a
n
aly
s
is
(
C
FA)
[
2
8
]
.
T
h
e
r
esu
lts
in
d
icate
th
at
all
d
im
en
s
io
n
s
co
n
tr
ib
u
te
to
all
s
u
g
g
ested
item
s
.
As
a
r
e
s
u
lt,
i
t
is
f
o
u
n
d
th
at
all
s
ix
d
im
en
s
i
o
n
s
ar
e
s
ig
n
if
ican
t
in
m
ea
s
u
r
in
g
th
e
lead
er
s
h
ip
o
f
th
e
p
r
in
cip
al
in
tech
n
o
lo
g
y
.
3.
RE
SU
L
T
S
3
.
1
.
E
x
plo
ra
t
o
ry
f
a
ct
o
r
a
na
ly
s
is
o
f
t
ec
hn
o
lo
g
y
lea
dersh
ip
T
h
e
ex
p
lo
r
ato
r
y
f
ac
to
r
a
n
aly
s
is
p
r
o
ce
d
u
r
e
aim
s
to
id
en
tify
th
e
n
u
m
b
e
r
o
f
d
im
en
s
io
n
s
o
r
f
ac
to
r
s
o
f
ea
ch
s
tu
d
y
v
ar
iab
le
as
well
as
id
en
tify
item
s
th
at
ar
e
lik
ely
to
m
ak
e
im
p
r
o
v
e
m
en
ts
b
ef
o
r
e
b
ein
g
u
s
ed
in
th
e
ac
tu
al
s
tu
d
y
[
2
8
]
,
[
2
9
]
.
Sev
er
al
co
n
d
itio
n
s
ar
e
c
o
n
s
id
er
ed
f
o
r
th
e
E
FA
p
r
o
ce
d
u
r
e,
n
am
el
y
th
e
v
alu
e
o
f
th
e
Kaiser
-
Ma
y
er
-
Olk
in
(
KM
O)
m
ea
s
u
r
e
o
f
Sid
e
Ad
eq
u
ac
y
s
h
o
u
ld
r
ea
ch
a
v
alu
e
o
f
at
least
0
.
5
0
to
en
s
u
r
e
th
at
th
e
am
o
u
n
t
o
f
s
am
p
les u
s
ed
t
o
g
e
n
er
ate
E
FA is su
f
f
icien
t
[
2
9
]
,
[
3
0
]
.
W
h
ile
th
e
c
o
r
r
elatio
n
v
al
u
e
b
etwe
en
item
s
o
r
v
ar
iab
les m
u
s
t b
e
s
ig
n
if
ican
t
(
p
<0
.
0
5
)
u
s
in
g
B
ar
tlett'
s
test
o
f
s
p
h
er
icity
[
2
8
]
.
I
n
th
is
s
tu
d
y
,
th
er
e
ar
e
3
5
item
s
in
th
e
tech
n
o
lo
g
y
lead
e
r
s
h
ip
q
u
esti
o
n
n
air
e
th
at
a
r
e
a
n
aly
ze
d
u
s
in
g
th
e
p
r
in
cip
al
co
m
p
o
n
en
t
an
aly
s
is
(
PC
A)
p
r
o
ce
s
s
.
B
ased
o
n
E
FA
,
it
was
f
o
u
n
d
th
at
th
e
v
alu
e
o
f
co
m
m
u
n
alities
h
as
ex
ce
ed
ed
0
.
3
.
W
h
ile
th
e
eig
en
v
alu
es
ar
e
all
ab
o
v
e
1
.
0
as
s
u
g
g
ested
b
y
Hair
et
a
l
.
[
3
0
]
.
T
h
e
to
tal
v
ar
ian
ce
ex
p
lain
ed
f
o
r
ea
ch
d
im
en
s
io
n
is
b
etwe
en
(
7
6
.
3
7
2
-
8
6
.
2
1
2
)
w
h
ich
is
ab
o
v
e
th
e
m
in
im
u
m
v
a
lu
e
o
f
6
0
%
an
d
th
e
KM
O
v
alu
e
f
o
r
ea
ch
d
im
en
s
io
n
o
f
tech
n
o
l
o
g
y
lead
e
r
s
h
ip
is
b
etwe
en
(
0
.
8
7
9
-
0
.
9
2
8
)
wh
ich
is
ab
o
v
e
th
e
v
alu
e
o
f
0
.
5
0
as su
g
g
ested
b
y
Hai
r
et
a
l.
[
3
0
]
.
T
h
e
r
ef
o
r
e
,
b
ased
o
n
th
e
f
in
d
in
g
s
o
f
th
e
E
FA a
n
aly
s
is
,
all
3
5
in
itial item
s
in
PTL
A
wer
e
ac
ce
p
ted
with
a
ll
ap
p
r
o
p
r
iate
f
ac
to
r
lo
ad
i
n
g
(
FL)
v
alu
es
b
etwe
en
(
0
.
7
9
4
-
0
.
9
5
2
)
as
d
escr
ib
ed
i
n
T
ab
le
1
.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
s
h
o
w
th
at
n
o
item
was
d
r
o
p
p
ed
b
ec
au
s
e
th
e
f
ac
to
r
lo
ad
in
g
ex
ce
ed
ed
0
.
6
,
wh
ich
is
to
m
ee
t
th
e
co
n
d
itio
n
s
to
r
e
m
ain
in
th
e
q
u
esti
o
n
n
air
e
[
2
8
]
,
[
3
1
]
.
T
ab
le
1
.
Su
m
m
a
r
y
o
f
p
ilo
t te
s
t
r
esu
lts
D
i
me
n
si
o
n
s
I
t
e
m rec
e
i
v
e
d
K
M
O
(
>
0
.
5
0
)
To
t
a
l
v
a
r
i
a
n
c
e
e
x
p
l
a
i
n
e
d
(
%)
F
a
c
t
o
r
l
o
a
d
i
n
g
KV
6
0
.
9
1
8
7
9
.
3
5
7
0
.
8
6
3
-
0
.
9
1
7
P
D
P
6
0
.
9
2
3
8
3
.
5
9
1
0
.
8
8
8
-
0
.
9
3
0
P
A
P
5
0
.
8
7
9
7
9
.
1
2
6
0
.
8
4
2
-
0
.
9
2
1
SPO
6
0
.
9
0
5
7
7
.
6
0
3
0
.
7
9
4
-
0
.
9
2
7
PP
5
0
.
9
0
0
8
6
.
2
1
2
0
.
8
7
7
-
0
.
9
5
2
S
U
E
7
0
.
9
2
8
7
6
.
3
7
2
0
.
7
9
3
-
0
.
9
0
5
3
.
2
.
T
ec
hn
o
lo
g
y
lea
dersh
ip
co
nfi
rm
a
t
o
ry
f
a
ct
o
r
a
na
ly
s
is
T
ab
l
e
2
s
h
o
w
s
th
e
f
a
cto
r
an
aly
s
i
s
o
f
th
e
tech
n
o
lo
g
y
le
ad
er
s
h
ip
lev
e
l
o
f
h
e
ad
m
a
s
ter
s
i
n
p
r
im
a
r
y
s
ch
o
o
l
s
in
Ma
lay
s
ia.
Sev
er
a
l
s
tu
d
i
e
s
[
3
0
]
,
[
3
2
]
s
u
g
g
e
s
t
th
a
t
a
ll
ite
m
s
,
d
i
m
en
s
i
o
n
s
an
d
v
ar
ia
b
le
s
f
r
o
m
th
e
m
o
d
el
wi
ll
b
e
ac
ce
p
ted
wh
en
th
e
r
e
g
r
e
s
s
io
n
v
a
lu
e
f
o
r
ea
ch
FL
>0
.
7
0
8
,
co
m
p
o
s
ite
r
e
l
iab
il
ity
(
C
R
)
>0
.
7
0
8
,
av
er
ag
e
v
ar
i
an
c
e
ex
tr
a
ct
ed
(
AV
E
)
>0
.
5
,
an
d
s
q
u
ar
e
r
o
o
t
A
VE
(
√
AV
E
)
f
o
r
th
e
l
ar
g
e
s
t
d
is
cr
i
m
in
an
t
v
al
id
a
ti
o
n
o
f
co
r
r
e
la
tio
n
v
a
lu
e
s
b
et
we
en
i
te
m
s
an
d
d
i
m
en
s
io
n
s
.
T
h
i
s
s
tu
d
y
f
o
u
n
d
th
at
al
l
it
em
s
,
d
im
en
s
io
n
s
an
d
v
ar
iab
le
s
wer
e
a
cc
e
p
t
ab
l
e.
B
ased
o
n
T
ab
le
2
,
th
e
v
alu
es
o
f
FL,
C
R
,
AVE
an
d
√
AVE
f
o
r
ea
ch
d
im
en
s
io
n
o
f
tech
n
o
l
o
g
y
lead
er
s
h
ip
,
n
am
ely
KV
,
(
FL=
0
.
8
2
3
-
0
.
9
1
1
,
C
R
=0
.
9
6
7
,
AVE
=0
.
8
4
6
,
√
AVE
=0
.
9
2
0
)
,
PDP,
(
FL=
0
.
8
6
2
-
0
.
9
1
8
,
C
R
=0
.
9
6
9
,
AVE
=0
.
8
4
6
,
√
AVE
=0
.
9
2
0
)
,
PAP,
(
FL=
0
.
7
5
3
-
0
.
8
9
9
,
C
R
=0
.
9
7
3
,
AVE
=0
.
9
0
0
,
√
AVE
=0
.
9
4
9
)
,
SP
O,
(
FL=
0
.
7
7
4
-
0
.
9
0
9
,
C
R
=0
.
9
6
6
,
AVE
=0
.
8
4
6
,
√
AVE
=0
.
9
2
0
)
,
PP
,
(
FL=
0
.
8
2
8
-
0
.
9
5
5
,
C
R
=0
.
9
7
6
,
AVE
=0
.
9
0
0
,
√
AVE
=0
.
9
4
9
)
,
an
d
SUE,
(
FL=
0
.
7
3
0
-
0
.
8
9
9
,
C
R
=0
.
9
4
8
,
AVE
=0
.
7
2
3
,
√
AVE
=0
.
8
5
0
)
.
A
f
ter
co
n
d
u
ctin
g
th
e
C
FA
,
th
e
m
in
im
u
m
r
eq
u
ir
em
e
n
t
f
o
r
ac
ce
p
ted
item
s
in
ea
ch
d
im
en
s
io
n
is
th
r
ee
item
s
[
2
9
]
,
[
3
0
]
.
T
h
er
e
f
o
r
e,
all
s
ix
d
im
en
s
io
n
s
an
d
3
5
item
s
w
er
e
ac
ce
p
ted
an
d
co
n
f
i
r
m
ed
b
e
ca
u
s
e
th
ey
m
et
th
e
m
in
im
u
m
r
eq
u
ir
ed
n
u
m
b
er
o
f
item
s
.
T
h
u
s
,
all
s
ix
d
im
en
s
io
n
s
in
tech
n
o
lo
g
y
lead
er
s
h
ip
,
n
am
ely
KV,
PDP,
PA
P,
SP
O,
PP
,
an
d
SUE,
wer
e
ac
ce
p
ted
an
d
co
n
f
i
r
m
ed
in
th
e
m
ea
s
u
r
em
en
t m
o
d
el
o
f
h
ea
d
m
aster
s
'
tech
n
o
lo
g
y
lea
d
er
s
h
i
p
.
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
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
3
7
1
7
-
3
7
2
4
3720
T
ab
le
2
.
FL,
C
R
,
AVE
,
an
d
√
AVE
h
ea
d
m
aster
s
’
tech
n
o
lo
g
y
lead
er
s
h
ip
in
p
r
im
ar
y
s
ch
o
o
l i
n
Ma
lay
s
ia
D
i
me
n
si
o
n
s
I
t
e
m
FL
CR
AVE
√
A
V
E
>
0
.
7
0
8
>
0
.
5
KV
K
V
1
0
.
8
3
6
0
.
9
6
7
0
.
8
4
6
0
.
9
2
K
V
2
0
.
8
6
6
K
V
3
0
.
8
2
3
K
V
4
0
.
8
7
2
K
V
5
0
.
9
1
1
K
V
6
0
.
8
9
1
P
D
P
P
D
P
1
0
.
8
8
9
0
.
9
6
9
0
.
8
4
6
0
.
9
2
P
D
P
2
0
.
9
P
D
P
3
0
.
9
0
7
P
D
P
4
0
.
8
6
2
P
D
P
5
0
.
9
1
8
P
D
P
6
0
.
9
0
1
P
A
P
P
A
P
1
0
.
8
9
9
0
.
9
7
3
0
.
9
0
0
0
.
9
4
9
P
A
P
2
0
.
8
7
9
P
A
P
3
0
.
8
6
7
P
A
P
4
0
.
8
7
4
P
A
P
5
0
.
7
5
3
SPO
S
P
O
1
0
.
7
7
4
0
.
9
6
6
0
.
8
4
6
0
.
9
2
0
S
P
O
2
0
.
8
5
5
S
P
O
3
0
.
7
8
8
S
P
O
4
0
.
9
0
8
S
P
O
5
0
.
9
0
9
S
P
O
6
0
.
8
9
7
PP
PP1
0
.
8
2
8
0
.
9
7
6
0
.
9
0
0
0
.
9
4
9
PP2
0
.
9
1
7
PP3
0
.
9
3
4
PP4
0
.
9
5
5
PP5
0
.
9
1
3
S
U
E
S
U
E1
0
.
8
8
0
.
9
4
8
0
.
7
2
3
0
.
8
5
0
S
U
E2
0
.
8
9
9
S
U
E3
0
.
8
1
5
S
U
E4
0
.
7
3
S
U
E5
0
.
8
8
6
S
U
E6
0
.
8
8
6
S
U
E7
0
.
8
6
3
.
3
.
T
ec
hn
o
lo
g
y
lea
dersh
ip m
ea
s
urem
ent
m
o
del
Fig
u
r
e
1
p
r
esen
ts
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
o
f
h
ea
d
m
aster
s
'
tech
n
o
lo
g
y
lead
er
s
h
ip
to
d
et
er
m
in
e
th
e
s
u
itab
ilit
y
o
f
th
e
r
esear
ch
d
a
ta
with
th
e
d
ev
elo
p
ed
m
ea
s
u
r
em
en
t
m
o
d
el.
Var
i
o
u
s
g
o
o
d
n
ess
-
of
-
f
it
in
d
ices,
in
clu
d
in
g
:
ch
i
-
s
q
u
a
r
e
(
C
MI
N
)
,
co
m
p
ar
ativ
e
f
it
i
n
d
ex
(
C
FI)
,
r
o
o
t
m
ea
n
s
q
u
ar
e
er
r
o
r
o
f
ap
p
r
o
x
im
atio
n
(
R
MSE
A)
,
p
ar
s
im
o
n
io
u
s
n
o
r
m
ed
f
it in
d
e
x
(
PNFI)
,
an
d
p
ar
s
im
o
n
io
u
s
co
m
p
ar
ativ
e
f
it in
d
e
x
(
PC
FI)
,
wer
e
u
s
ed
to
ass
ess
th
e
g
o
o
d
n
ess
o
f
f
it
b
etwe
en
th
e
m
ea
s
u
r
em
e
n
t
m
o
d
el
an
d
th
e
d
ata
f
r
o
m
SEM
p
r
o
ce
d
u
r
e.
W
h
en
th
e
s
ig
n
if
ican
ce
lev
el
o
f
C
MI
N
is
g
r
ea
ter
th
an
0
.
0
5
,
th
e
m
ea
s
u
r
e
m
en
t
m
o
d
el
is
co
n
s
id
er
ed
to
f
it
th
e
d
ata.
S
im
ilar
ly
,
C
FI
v
alu
es
ex
ce
ed
in
g
0
.
9
0
ar
e
co
n
s
id
er
ed
a
g
o
o
d
f
it,
an
d
C
FI
v
alu
es
b
etwe
en
0
.
8
0
an
d
0
.
8
9
ar
e
s
till
ac
ce
p
tab
le.
R
MSE
A
v
alu
es less
th
an
0
.
0
8
ar
e
co
n
s
id
er
e
d
ac
ce
p
tab
le
[
2
9
]
.
Fo
r
PC
FI
an
d
PNFI,
v
alu
es
m
u
s
t e
x
ce
ed
0
.
5
f
o
r
m
o
d
el
f
it
[
2
9
]
.
T
h
e
f
in
al
m
ea
s
u
r
em
en
t
m
o
d
el
is
co
n
s
id
er
ed
a
g
o
o
d
f
it
wh
en
o
n
e
o
f
th
e
c
ateg
o
r
ies,
ab
s
o
lu
te,
r
elativ
e,
an
d
p
ar
s
im
o
n
y
,
r
ea
ch
es th
e
s
p
ec
if
ied
v
alu
es.
T
ab
le
3
d
is
p
lay
s
t
h
e
in
d
ex
m
at
ch
in
g
v
alu
es
f
o
r
th
e
h
ea
d
m
ast
er
s
’
tech
n
o
lo
g
y
lead
e
r
s
h
ip
m
e
asu
r
em
en
t
m
o
d
el.
T
ab
le
3
s
h
o
ws
th
at
all
th
e
in
d
ex
m
atc
h
in
g
v
alu
es
r
ea
c
h
th
e
s
p
ec
if
ied
v
alu
es
an
d
co
r
r
esp
o
n
d
to
th
e
s
tu
d
y
d
ata.
T
h
e
v
al
u
es o
f
R
MSE
A=
0
.
0
8
0
,
C
FI=
0
.
9
2
1
,
PC
FI=
0
.
8
5
7
an
d
PNFI=
0
.
8
3
7
.
3
.
4
.
T
he
infl
uence
o
f
hea
dm
a
s
t
er
t
ec
hn
o
lo
g
y
lea
dersh
ip
T
o
en
s
u
r
e
th
e
co
n
tr
ib
u
tio
n
b
et
wee
n
th
e
v
a
r
iab
les,
th
e
o
b
s
er
v
ed
C
R
v
alu
e
is
g
r
ea
ter
t
h
an
±
1
.
9
6
[
3
0
]
.
T
h
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
s
h
o
w
th
at
lead
er
s
h
ip
p
r
e
d
icto
r
v
a
r
iab
les
ar
e
s
ig
n
if
ican
t
p
r
e
d
icto
r
s
o
f
all
d
im
en
s
io
n
s
wh
en
th
e
r
esp
ec
tiv
e
C
R
v
alu
es
-
ea
ch
ex
ce
ed
in
g
±
1
.
9
6
as
s
h
o
wn
in
T
ab
le
4
.
T
o
ascer
tain
th
e
in
f
lu
en
ce
b
etwe
en
th
e
v
ar
iab
les
t
h
e
v
al
u
e
o
f
C
R
is
o
b
s
er
v
ed
.
Nex
t,
th
e
an
a
ly
s
is
was
d
o
n
e
o
n
th
e
d
im
en
s
io
n
s
o
f
tech
n
o
lo
g
y
lead
er
s
h
ip
with
C
R
f
o
r
th
e
d
i
m
en
s
io
n
s
KV=
1
9
.
4
5
6
;
p
=
0
.
0
0
0
,
PDP=1
7
.
6
0
7
;
p
=
0
.
0
0
0
,
PAP=1
9
.
6
5
2
;
p
=
0
.
0
0
0
,
SP
O=
0
.
0
0
0
;
p
=
0
.
0
0
0
,
PP
=1
9
.
7
8
3
;
p
=
0
.
0
0
0
an
d
SUE=
2
0
.
2
8
5
;
p
=
0
.
0
0
0
.
Nex
t,
t
h
e
a
n
aly
s
is
was
d
o
n
e
o
n
th
e
d
im
en
s
io
n
s
o
f
tech
n
o
lo
g
y
lea
d
er
s
h
ip
with
β
v
alu
e
f
o
r
th
e
d
im
en
s
io
n
s
KV=
0
.
9
4
2
,
PDP=0
.
8
8
9
,
PAP=0
.
9
4
1
,
SP
O=
0
.
9
5
3
,
PP
=0
.
9
4
1
,
an
d
SUE=
0
.
9
4
6
.
T
h
er
ef
o
r
e,
th
e
f
in
d
in
g
s
s
h
o
w
th
at
all
d
im
en
s
io
n
s
co
n
tr
ib
u
te
to
all
th
e
p
r
o
p
o
s
ed
item
s
.
As
a
r
esu
lt,
i
t
was
f
o
u
n
d
th
at
all
s
ix
d
im
e
n
s
io
n
s
ar
e
s
ig
n
if
ican
t
to
m
ea
s
u
r
e
th
e
p
r
i
n
cip
als
’
tech
n
o
lo
g
y
lead
er
s
h
ip
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
V
a
lid
a
tio
n
o
f in
s
tr
u
men
ts
o
n
t
h
e
h
ea
d
ma
s
ter’s tec
h
n
o
lo
g
y
le
a
d
ers
h
ip
mo
d
el
b
y
u
s
in
g
…
(
P
a
n
g
La
i Ch
a
w
)
3721
Fig
u
r
e
1
.
Hea
d
m
aster
s
’
tech
n
o
lo
g
y
lead
er
s
h
i
p
m
ea
s
u
r
em
e
n
t
m
o
d
el
T
ab
le
3
.
Ap
p
r
o
p
r
iaten
ess
in
d
e
x
o
f
th
e
h
ea
d
m
aster
s
’
tech
n
o
lo
g
y
lead
er
s
h
ip
m
ea
s
u
r
em
en
t
m
o
d
el
C
a
t
e
g
o
r
y
I
n
d
e
x
V
a
l
u
e
R
e
s
u
l
t
A
b
so
l
u
t
e
l
y
R
a
t
i
o
4
.
2
7
8
A
c
h
i
e
v
e
d
R
M
S
EA
0
.
0
8
0
A
c
h
i
e
v
e
d
R
e
l
a
t
i
v
e
C
F
I
0
.
9
2
1
A
c
h
i
e
v
e
d
P
a
r
si
mo
n
i
o
u
s
P
C
F
I
0
.
8
5
7
A
c
h
i
e
v
e
d
P
N
F
I
0
.
8
3
7
A
c
h
i
e
v
e
d
T
ab
le
4
.
R
eg
r
ess
io
n
co
e
f
f
icien
ts
b
etwe
en
s
tu
d
y
v
ar
iab
les
V
a
r
i
a
b
l
e
s
Est
i
m
a
t
e
β
SE
CR
P
R
e
s
u
l
t
KV
<
---
KT
1
.
2
3
6
0
.
9
4
2
0
.
0
6
4
1
9
.
4
5
6
***
S
i
g
n
i
f
i
c
a
n
t
P
D
P
<
---
KT
1
.
2
7
3
0
.
8
8
9
0
.
0
7
2
1
7
.
6
0
7
***
S
i
g
n
i
f
i
c
a
n
t
P
A
P
<
---
KT
1
.
3
7
0
.
9
4
1
0
.
0
7
1
9
.
6
5
2
***
S
i
g
n
i
f
i
c
a
n
t
SPO
<
---
KT
1
0
.
9
5
3
0
.
0
0
0
.
0
0
0
***
S
i
g
n
i
f
i
c
a
n
t
PP
<
---
KT
1
.
2
4
6
0
.
9
4
1
0
.
0
6
3
1
9
.
7
8
3
***
S
i
g
n
i
f
i
c
a
n
t
S
U
E
<
---
KT
1
.
2
6
0
.
9
4
6
0
.
0
6
2
2
0
.
2
8
5
***
S
i
g
n
i
f
i
c
a
n
t
4.
DIS
CU
SS
I
O
N
T
h
e
s
tu
d
y
's
c
o
n
c
lu
s
i
o
n
s
p
a
in
t
a
c
l
e
a
r
p
ic
t
u
r
e
o
f
h
o
w
s
c
h
o
o
l
le
a
d
e
r
s
e
x
h
i
b
i
t
q
u
a
l
i
t
i
e
s
a
s
s
o
c
ia
t
e
d
w
i
th
t
e
c
h
n
o
l
o
g
y
l
e
a
d
e
r
s
h
ip
.
T
h
i
s
s
t
u
d
y
a
l
s
o
ad
d
s
to
e
ar
l
i
e
r
r
e
s
ea
r
c
h
th
a
t
in
d
ic
a
t
e
d
a
d
m
i
n
i
s
t
r
a
t
o
r
s
'
l
e
a
d
er
s
h
i
p
i
n
t
e
c
h
n
o
l
o
g
y
i
s
a
t
a
m
o
d
er
a
t
e
l
e
v
e
l,
s
c
h
o
o
l
l
e
ad
e
r
s
ar
e
les
s
e
f
f
e
c
t
iv
e
in
s
ch
o
o
l
m
an
ag
e
m
en
t
b
a
s
e
d
o
n
a
t
e
c
h
n
o
l
o
g
y
le
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
,
a
n
d
t
h
e
I
C
T
t
e
c
h
n
o
lo
g
y
k
n
o
w
l
ed
g
e
le
v
e
l
an
d
s
k
i
l
l
s
a
r
e
l
a
ck
i
n
g
,
l
a
ck
i
n
g
t
h
e
ab
i
l
i
t
y
t
o
u
s
e
d
a
t
a
ac
c
e
s
s
i
n
th
e
s
ch
o
o
l
d
e
v
e
l
o
p
m
en
t
p
r
o
c
e
s
s
,
an
d
l
a
ck
i
n
g
th
e
a
b
i
l
i
ty
t
o
u
t
i
l
i
z
e
I
C
T
a
s
a
c
h
a
n
n
e
l
o
f
m
a
n
a
g
in
g
s
ch
o
o
l
o
r
g
an
i
z
a
t
i
o
n
s
e
s
p
ec
i
a
l
l
y
p
u
b
l
i
c
s
c
h
o
o
l
p
r
i
n
c
ip
a
l
s
[
3
3
]
.
I
C
T
u
s
e
i
n
t
h
e
c
l
a
s
s
r
o
o
m
i
s
a
l
s
o
n
o
t
b
e
in
g
s
u
p
p
o
r
te
d
as
m
u
c
h
a
s
i
t
s
h
o
u
l
d
b
e
[
1
6
]
.
A
s
a
r
e
s
u
l
t
,
s
c
h
o
o
l
ad
m
i
n
i
s
tr
a
t
o
r
s
m
u
s
t
t
a
k
e
t
h
e
i
n
i
t
i
a
t
i
v
e
t
o
l
e
ad
t
e
ch
n
o
l
o
g
y
,
p
a
r
t
i
cu
l
a
r
ly
in
th
e
ar
e
a
s
o
f
i
n
f
o
r
m
a
t
io
n
m
an
ag
e
m
en
t
an
d
h
u
m
a
n
r
e
s
o
u
r
c
e
s
[
3
4
]
.
H
e
a
d
m
a
s
t
er
s
s
h
o
u
ld
a
l
s
o
b
e
p
r
e
p
a
r
ed
t
o
ad
a
p
t
th
e
i
r
cu
r
r
e
n
t
le
a
d
er
s
h
ip
s
ty
l
e
s
to
i
n
c
l
u
d
e
t
ec
h
n
o
lo
g
y
l
e
a
d
e
r
s
h
i
p
.
I
n
th
i
s
d
i
g
i
t
a
l
a
g
e
,
t
h
e
y
m
u
s
t
b
e
w
i
l
l
i
n
g
to
em
b
r
ac
e
c
h
a
n
g
e
s
in
m
a
n
ag
e
m
en
t
,
l
ea
d
e
r
s
h
i
p
,
e
x
p
er
t
i
s
e
,
a
n
d
a
t
t
i
tu
d
e
s
[
3
5
]
.
I
t
h
a
s
b
e
en
p
r
o
v
en
th
a
t
h
e
a
d
m
a
s
t
e
r
s
w
h
o
a
r
e
c
a
p
a
b
l
e
o
f
u
s
in
g
t
e
ch
n
o
l
o
g
y
c
an
e
n
h
a
n
ce
th
e
e
f
f
i
c
i
en
cy
o
f
p
r
o
c
e
d
u
r
e
s
a
n
d
o
u
t
c
o
m
e
s
,
c
o
n
s
e
q
u
e
n
t
l
y
l
e
ad
i
n
g
to
o
n
g
o
i
n
g
s
y
s
t
em
i
c
e
n
h
a
n
ce
m
en
t
s
an
d
t
h
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
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
3
7
1
7
-
3
7
2
4
3722
a
t
t
a
i
n
m
en
t
o
f
o
u
t
s
t
a
n
d
i
n
g
o
r
to
p
-
n
o
tc
h
s
ch
o
o
l
s
[
3
6
]
.
T
h
er
e
a
r
e
n
u
m
e
r
o
u
s
s
t
u
d
i
e
s
h
a
v
e
ex
p
l
o
r
e
d
th
e
i
m
p
a
c
t
o
f
I
C
T
o
n
s
ch
o
o
l
l
e
a
d
e
r
a
n
d
te
a
c
h
er
s
’
p
er
f
o
r
m
an
c
e
o
r
s
t
u
d
e
n
t
a
c
h
i
ev
e
m
e
n
t
[
3
7
]
,
a
n
d
t
h
e
f
in
d
in
g
s
f
r
o
m
th
e
s
t
u
d
i
e
s
s
h
o
w
th
a
t
s
c
h
o
o
l
i
m
p
r
o
v
em
e
n
t
i
s
i
n
f
l
u
en
c
ed
b
y
th
e
l
e
a
d
e
r
s
h
i
p
o
f
h
ea
d
m
a
s
t
e
r
s
[
3
8
]
.
T
h
e
s
tu
d
y
'
s
r
esu
lts
also
s
u
p
p
o
r
t
t
h
e
b
eh
av
io
r
s
o
f
tech
n
o
lo
g
y
lead
er
s
h
ip
estab
lis
h
ed
b
y
ea
r
lier
r
esear
ch
er
s
[
3
9
]
.
Ho
wev
er
,
t
h
er
e
is
a
g
r
o
win
g
n
ee
d
to
h
i
g
h
lig
h
t
th
e
i
n
teg
r
atio
n
o
f
tec
h
n
o
lo
g
y
in
s
id
e
th
e
class
r
o
o
m
en
v
ir
o
n
m
e
n
t
g
i
v
en
th
e
c
u
r
r
e
n
t
tech
n
o
lo
g
ically
-
d
r
iv
en
e
d
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t.
I
n
o
th
e
r
wo
r
d
s
,
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
an
d
le
ad
er
s
n
ee
d
to
b
e
m
o
r
e
tech
n
o
lo
g
ical
ly
liter
ate.
Ad
d
itio
n
ally
,
ac
co
r
d
in
g
to
Gar
cia
et
a
l.
[
4
0
]
,
all
s
ch
o
o
l
a
d
m
in
is
tr
ato
r
s
h
av
e
tech
n
ical
to
o
ls
th
at
h
elp
th
em
m
an
a
g
e
th
eir
d
aily
wo
r
k
u
s
in
g
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
W
h
atsAp
p
,
T
eleg
r
am
,
Go
o
g
le
Me
et,
a
n
d
Face
b
o
o
k
)
t
h
at
is
d
esig
n
ed
t
o
s
en
d
an
d
r
ec
eiv
e
in
f
o
r
m
ati
o
n
v
ia
in
ter
n
et
f
ac
ilit
ies.
T
h
er
ef
o
r
e,
s
ch
o
o
l
lead
er
s
h
ip
s
h
o
u
ld
m
ak
e
th
e
m
o
s
t
u
s
e
o
f
d
ig
ital
in
f
r
astru
ctu
r
e
to
h
elp
th
eir
o
r
g
an
izatio
n
s
h
ar
e
in
f
o
r
m
atio
n
,
d
ata,
an
d
lear
n
in
g
m
ater
ials
in
o
r
d
er
to
f
o
s
te
r
a
cu
ltu
r
e
wh
er
e
tech
n
o
lo
g
y
is
p
r
io
r
itized
in
th
e
lear
n
i
n
g
en
v
ir
o
n
m
en
t
[
4
1
]
.
Ov
e
r
all,
th
e
s
tu
d
y
was
s
u
cc
ess
f
u
l
in
id
en
tify
in
g
th
e
im
p
ac
t
an
d
co
n
tr
ib
u
tio
n
o
f
s
ch
o
o
l
h
ea
d
m
aster
s
'
tech
n
o
lo
g
y
lead
er
s
h
ip
an
d
in
co
n
f
ir
m
in
g
th
e
ch
ar
ac
ter
is
tics
o
f
th
is
lead
er
s
h
ip
am
o
n
g
Ma
lay
s
ian
p
r
im
ar
y
s
ch
o
o
l
h
ea
d
m
aster
s
.
T
h
e
r
ec
o
g
n
ized
s
ch
o
o
l le
a
d
er
tech
n
o
lo
g
y
lead
er
s
h
ip
m
o
d
el
c
o
n
s
is
ts
o
f
s
ix
asp
ec
ts
an
d
3
5
c
o
m
p
o
n
en
ts
.
5.
CO
NCLU
SI
O
N
As
a
s
u
m
m
ar
y
,
th
e
r
e
s
u
l
t
s
o
f
t
h
i
s
s
tu
d
y
g
iv
e
an
i
m
p
l
ic
at
io
n
f
o
r
s
ch
o
o
l
l
ea
d
er
s
to
ex
p
lo
r
e
th
e
p
r
a
ct
ic
e
s
o
f
te
ch
n
o
lo
g
y
le
ad
er
s
h
ip
in
i
n
teg
r
at
in
g
e
-
l
ea
r
n
in
g
p
l
atf
o
r
m
s
,
l
ea
d
in
g
to
t
h
e
d
ev
e
lo
p
m
e
n
t
o
f
a
f
o
u
n
d
a
tio
n
al
m
o
d
el
f
o
r
q
u
a
l
ity
l
ea
d
er
s
h
ip
i
n
te
ch
n
o
lo
g
y
.
T
h
i
s
m
o
d
el
s
er
v
e
s
a
s
a
p
o
in
t
o
f
r
ef
er
e
n
ce
f
o
r
th
e
p
r
a
ct
ic
e
o
f
l
ea
d
er
s
in
e
-
lea
r
n
in
g
p
la
tf
o
r
m
s
im
p
l
em
en
ta
tio
n
in
s
ch
o
o
l
s
.
T
h
e
f
o
u
r
cr
i
ter
ia
f
o
r
th
e
f
o
u
n
d
at
io
n
a
l
te
ch
n
o
lo
g
y
lead
er
s
h
ip
m
o
d
e
l
ar
e
th
a
t
l
ea
d
er
s
ca
n
:
i)
o
f
f
er
r
o
b
u
s
t
a
s
s
i
s
t
an
c
e
f
o
r
th
e
ad
o
p
tio
n
o
f
e
-
lea
r
n
in
g
p
la
tf
o
r
m
s
;
ii)
m
a
in
ta
in
a
c
o
n
d
u
c
iv
e
cu
ltu
r
e
a
m
o
n
g
u
s
er
s
;
i
ii
)
em
p
h
a
s
iz
e
th
e
n
e
ed
s
an
d
r
ea
d
in
e
s
s
o
f
u
s
er
s
;
an
d
iv
)
p
r
a
ct
ic
e
ef
f
e
ct
iv
e
te
ch
n
o
lo
g
y
lead
er
s
h
ip
an
d
ex
ec
u
te
s
tr
a
teg
ie
s
r
elev
an
t
to
th
e
co
n
s
tan
tly
d
y
n
am
i
c
ev
o
lu
tio
n
o
f
tech
n
o
lo
g
y
.
T
h
e
s
tu
d
y
’
s
f
in
d
i
n
g
s
h
av
e
r
am
if
i
ca
tio
n
s
f
o
r
t
ec
h
n
o
lo
g
y
l
ea
d
er
s
an
d
p
r
o
v
id
e
l
ig
h
t
o
n
h
o
w
s
ch
o
o
l
h
ea
d
m
as
te
r
s
u
s
e
tec
h
n
o
lo
g
y
t
o
g
u
id
e
th
e
d
ev
elo
p
m
en
t
o
f
t
h
e
n
ex
t
g
en
er
a
t
io
n
.
T
h
er
ef
o
r
e
,
f
u
tu
r
e
r
es
ea
r
ch
is
ad
v
i
s
ed
,
an
d
i
t
m
ay
b
e
t
h
o
u
g
h
t
t
o
in
co
r
p
o
r
at
e
m
o
r
e
v
ar
i
ab
le
s
in
t
h
e
s
tu
d
y
to
b
et
ter
u
n
d
er
s
tan
d
t
ec
h
n
o
lo
g
y
lead
er
s
h
ip
a
m
o
n
g
s
ch
o
o
l
h
e
ad
m
a
s
ter
s
.
T
h
is
r
e
s
ea
r
ch
ca
n
b
e
s
tr
en
g
th
en
ed
b
y
lo
o
k
i
n
g
at
th
e
im
p
ac
t
o
f
tech
n
o
lo
g
y
l
ea
d
er
s
h
ip
am
o
n
g
tea
ch
er
s
an
d
h
o
w
it
r
e
la
te
s
to
o
th
er
f
ac
to
r
s
.
Mo
r
eo
v
e
r
,
v
a
r
io
u
s
m
eth
o
d
o
lo
g
ie
s
f
o
r
e
x
am
in
in
g
th
e
t
ec
h
n
o
lo
g
y
lead
er
s
h
ip
p
r
ac
ti
ce
s
o
f
s
ch
o
o
l
lead
er
s
ar
e
p
r
o
p
o
s
ed
,
in
cl
u
d
in
g
b
o
t
h
q
u
an
t
it
at
iv
e
an
d
q
u
a
l
it
at
iv
e
m
e
th
o
d
s
.
RE
F
E
R
E
NC
E
S
[
1
]
L.
J
o
n
e
s
a
n
d
E
.
K
e
n
n
e
d
y
,
E
f
f
e
c
t
i
v
e
t
e
c
h
n
o
l
o
g
y
t
o
o
l
s
f
o
r
s
c
h
o
o
l
l
e
a
d
e
rs
h
i
p
:
U
n
d
e
rs
t
a
n
d
i
n
g
d
i
g
i
t
a
l
a
n
d
d
a
t
a
-
d
ri
v
e
n
s
t
r
a
t
e
g
i
e
s
,
1
st
e
d
.
N
e
w
Y
o
r
k
:
R
o
u
t
l
e
d
g
e
,
2
0
2
2
,
d
o
i
:
1
0
.
4
3
2
4
/
9
7
8
1
0
0
3
2
6
9
4
7
2
.
[
2
]
M
i
n
i
s
t
r
y
o
f
Ed
u
c
a
t
i
o
n
M
a
l
a
y
s
i
a
,
M
a
l
a
y
s
i
a
’
s
Ed
u
c
a
t
i
o
n
D
e
v
e
l
o
p
m
e
n
t
P
l
a
n
2
0
1
3
-
2
0
2
5
.
P
u
t
r
a
j
a
y
a
,
M
a
l
a
y
s
i
a
:
M
i
n
i
st
r
y
o
f
E
d
u
c
a
t
i
o
n
M
a
l
a
y
si
a
(
i
n
M
a
l
a
y
)
,
2
0
1
3
.
[
3
]
R
.
T
h
a
n
n
i
m
a
l
a
i
a
n
d
A
.
R
a
m
a
n
,
“
Th
e
I
n
f
l
u
e
n
c
e
o
f
p
r
i
n
c
i
p
a
l
s’
t
e
c
h
n
o
l
o
g
y
l
e
a
d
e
r
sh
i
p
a
n
d
p
r
o
f
e
ss
i
o
n
a
l
d
e
v
e
l
o
p
m
e
n
t
o
n
t
e
a
c
h
e
r
s
’
t
e
c
h
n
o
l
o
g
y
i
n
t
e
g
r
a
t
i
o
n
i
n
se
c
o
n
d
a
r
y
sch
o
o
l
s,
”
M
a
l
a
y
s
i
a
n
J
o
u
rn
a
l
o
f
L
e
a
rn
i
n
g
a
n
d
I
n
st
r
u
c
t
i
o
n
,
v
o
l
.
1
5
,
n
o
.
1
,
p
p
.
2
0
1
–
226
,
2
0
1
8
,
d
o
i
:
1
0
.
3
2
8
9
0
/
m
j
l
i
2
0
1
8
.
1
5
.
1
.
8
.
[
4
]
N
.
H
.
I
b
r
a
h
i
m
a
n
d
J.
A.
W
a
h
a
b
,
“
Co
-
c
u
r
r
i
c
u
l
u
m
r
i
g
h
t
h
e
l
p
e
r
t
r
a
n
s
f
o
r
mat
i
o
n
a
l
l
e
a
d
e
r
sh
i
p
a
n
d
i
t
s
r
e
l
a
t
i
o
n
sh
i
p
w
i
t
h
t
e
a
c
h
e
r
e
f
f
i
c
a
c
y
,”
(
i
n
M
a
l
a
y
)
,
Ma
l
a
y
si
a
n
J
o
u
r
n
a
l
o
f
S
o
c
i
a
l
S
c
i
e
n
c
e
s
a
n
d
H
u
m
a
n
i
t
i
e
s
(
MJ
S
S
H
)
,
v
o
l
.
6
,
n
o
.
2
,
p
p
.
1
8
1
–
1
9
6
,
F
e
b
.
2
0
2
1
,
d
o
i
:
1
0
.
4
7
4
0
5
/
mj
ssh
.
v
6
i
2
.
6
7
7
.
[
5
]
A
.
G
.
A
b
d
u
l
l
a
h
,
E.
A
.
D
.
C
h
e
n
,
a
n
d
K
.
-
L
.
L
i
n
g
,
“
M
o
d
e
r
a
t
o
r
e
f
f
e
c
t
s
o
f
p
r
o
f
e
ssi
o
n
a
l
l
e
a
r
n
i
n
g
c
o
m
mu
n
i
t
i
e
s o
n
l
e
a
d
e
r
s' i
n
s
t
r
u
c
t
i
o
n
a
l
l
e
a
d
e
r
s
h
i
p
a
n
d
t
e
a
c
h
e
r
s'
c
o
l
l
e
c
t
i
v
e
e
f
f
i
c
a
c
y
,”
(
i
n
M
a
l
a
y
)
,
J
u
r
n
a
l
K
e
p
i
m
p
i
n
a
n
Pe
n
d
i
d
i
k
a
n
,
v
o
l
.
6
,
n
o
.
3
,
p
p
.
5
3
–
6
4
,
2
0
1
9
.
[
6
]
B
.
Er
d
e
mi
r
,
C
.
E.
D
e
m
i
r
,
J
.
Y.
Ö
c
a
l
,
a
n
d
Y
.
K
o
n
d
a
k
ç
ı
,
“
A
c
a
d
e
m
i
c
mo
b
b
i
n
g
i
n
r
e
l
a
t
i
o
n
t
o
l
e
a
d
e
r
s
h
i
p
p
r
a
c
t
i
c
e
s
:
a
n
e
w
p
e
r
s
p
e
c
t
i
v
e
o
n
a
n
o
l
d
i
ssu
e
,
”
T
h
e
Ed
u
c
a
t
i
o
n
a
l
F
o
r
u
m
,
v
o
l
.
8
4
,
n
o
.
2
,
p
p
.
1
2
6
–
1
3
9
,
A
p
r
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
0
/
0
0
1
3
1
7
2
5
.
2
0
2
0
.
1
6
9
8
6
8
4
.
[
7
]
J.
L.
H
e
r
o
,
“
Ex
p
l
o
r
i
n
g
t
h
e
p
r
i
n
c
i
p
a
l
’
s
t
e
c
h
n
o
l
o
g
y
l
e
a
d
e
r
s
h
i
p
:
i
t
s
i
n
f
l
u
e
n
c
e
o
n
t
e
a
c
h
e
r
s’
t
e
c
h
n
o
l
o
g
i
c
a
l
p
r
o
f
i
c
i
e
n
c
y
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ac
a
d
e
m
i
c
P
e
d
a
g
o
g
i
c
a
l
Re
s
e
a
r
c
h
(
I
J
APR)
,
v
o
l
.
4
,
n
o
.
6
,
p
p
.
4
–
1
0
,
2
0
2
0
.
[
8
]
S
.
D
e
x
t
e
r
a
n
d
J.
W
.
R
i
c
h
a
r
d
s
o
n
,
“
W
h
a
t
d
o
e
s
t
e
c
h
n
o
l
o
g
y
i
n
t
e
g
r
a
t
i
o
n
r
e
s
e
a
r
c
h
t
e
l
l
u
s
a
b
o
u
t
t
h
e
l
e
a
d
e
r
s
h
i
p
o
f
t
e
c
h
n
o
l
o
g
y
?
”
J
o
u
r
n
a
l
o
f
Re
s
e
a
r
c
h
o
n
T
e
c
h
n
o
l
o
g
y
i
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
5
2
,
n
o
.
1
,
p
p
.
1
7
–
3
6
,
Ja
n
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
0
/
1
5
3
9
1
5
2
3
.
2
0
1
9
.
1
6
6
8
3
1
6
.
[
9
]
M.
-
J.
G
a
l
l
e
g
o
-
A
r
r
u
f
a
t
,
E
.
G
u
t
i
é
r
r
e
z
-
S
a
n
t
i
u
st
e
,
a
n
d
R
.
L.
C
a
m
p
a
ñ
a
-
Ji
mé
n
e
z
,
“
S
c
h
o
o
l
t
e
c
h
n
o
l
o
g
y
l
e
a
d
e
r
s
h
i
p
i
n
a
S
p
a
n
i
s
h
se
c
o
n
d
a
r
y
sch
o
o
l
:
t
h
e
TEI
mo
d
e
l
,
”
I
m
p
r
o
v
i
n
g
S
c
h
o
o
l
s
,
v
o
l
.
2
0
,
n
o
.
3
,
p
p
.
2
4
7
–
2
6
3
,
N
o
v
.
2
0
1
7
,
d
o
i
:
1
0
.
1
1
7
7
/
1
3
6
5
4
8
0
2
1
7
7
3
2
2
3
2
.
[
1
0
]
M
.
R
.
Y
u
so
f
,
H
.
A
w
a
n
g
,
M
.
F
.
M
.
Y
a
a
k
o
b
,
M
.
F
.
J
a
a
f
a
r
,
M
.
Y
.
I
b
r
a
h
i
m
,
a
n
d
P
.
L
.
C
h
a
w
,
“
T
h
e
su
s
t
a
i
n
a
b
i
l
i
t
y
o
f
t
e
c
h
n
o
l
o
g
y
-
a
i
d
e
d
l
e
a
d
e
r
s
h
i
p
a
d
o
p
t
i
o
n
a
m
o
n
g
sc
h
o
o
l
l
e
a
d
e
r
s:
i
f
i
t
c
o
u
l
d
e
v
e
r
b
e
t
h
i
s
r
e
a
l
f
o
r
e
v
e
r
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
v
a
l
u
a
t
i
o
n
a
n
d
Re
s
e
a
r
c
h
i
n
Ed
u
c
a
t
i
o
n
(
I
J
ER
E)
,
v
o
l
.
1
2
,
n
o
.
1
,
p
p
.
4
1
2
–
4
2
0
,
M
a
r
.
2
0
2
3
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
1
2
i
1
.
2
2
3
7
6
.
[
1
1
]
M
.
M
.
G
o
n
z
a
l
e
s,
“
S
c
h
o
o
l
t
e
c
h
n
o
l
o
g
y
l
e
a
d
e
r
s
h
i
p
v
i
si
o
n
a
n
d
c
h
a
l
l
e
n
g
e
s,”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
M
a
n
a
g
e
m
e
n
t
,
v
o
l
.
3
4
,
n
o
.
4
,
p
p
.
6
9
7
–
7
0
8
,
N
o
v
.
2
0
1
9
,
d
o
i
:
1
0
.
1
1
0
8
/
I
JEM
-
02
-
2
0
1
9
-
0
0
7
5
.
[
1
2
]
M
i
n
i
s
t
r
y
o
f
E
d
u
c
a
t
i
o
n
M
a
l
a
y
s
i
a
,
I
n
f
o
r
m
a
t
i
o
n
o
n
Ed
u
c
a
t
i
o
n
Pr
i
n
c
i
p
l
e
s
2
0
1
8
.
P
u
t
r
a
j
a
y
a
,
M
a
l
a
y
si
a
:
M
i
n
i
st
r
y
o
f
Ed
u
c
a
t
i
o
n
M
a
l
a
y
s
i
a
(
i
n
M
a
l
a
y
)
,
2
0
1
8
.
[
1
3
]
M
.
Ti
m
b
a
n
g
a
n
d
A
.
S
.
A
m
b
o
t
a
n
g
,
“
Th
e
i
n
f
l
u
e
n
c
e
o
f
t
e
c
h
n
o
l
o
g
i
c
a
l
i
n
n
o
v
a
t
i
o
n
,
t
h
e
r
o
l
e
o
f
a
d
mi
n
i
st
r
a
t
o
r
s
a
n
d
t
h
e
r
e
a
d
i
n
e
ss
o
f
a
d
m
i
n
i
st
r
a
t
o
r
s
a
n
d
t
h
e
r
e
a
d
i
n
e
ss
o
f
t
e
a
c
h
e
r
s
o
n
t
h
e
p
r
o
f
e
ssi
o
n
a
l
i
sm
o
f
r
u
r
a
l
sc
h
o
o
l
t
e
a
c
h
i
n
g
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
,
Psy
c
h
o
l
o
g
y
a
n
d
C
o
u
n
se
l
i
n
g
,
v
o
l
.
5
,
n
o
.
3
6
,
p
p
.
1
8
2
–
2
0
3
,
S
e
p
.
2
0
2
0
,
d
o
i
:
1
0
.
3
5
6
3
1
/
I
JEP
C
.
5
3
6
0
0
1
4
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
V
a
lid
a
tio
n
o
f in
s
tr
u
men
ts
o
n
t
h
e
h
ea
d
ma
s
ter’s tec
h
n
o
lo
g
y
le
a
d
ers
h
ip
mo
d
el
b
y
u
s
in
g
…
(
P
a
n
g
La
i Ch
a
w
)
3723
[
1
4
]
M
i
n
i
st
r
y
o
f
Ed
u
c
a
t
i
o
n
M
a
l
a
y
si
a
,
An
n
u
a
l
rep
o
rt
2
0
1
8
:
Ma
l
a
y
si
a
'
s
e
d
u
c
a
t
i
o
n
d
e
v
e
l
o
p
m
e
n
t
p
l
a
n
2
0
1
3
-
2025
.
P
u
t
r
a
j
a
y
a
,
M
a
l
a
y
si
a
:
M
i
n
i
st
r
y
o
f
Ed
u
c
a
t
i
o
n
M
a
l
a
y
si
a
(
i
n
M
a
l
a
y
)
,
2
0
1
9
.
[
1
5
]
P
.
Y
.
A
.
D
e
w
i
,
“
T
h
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
t
e
a
c
h
e
r
c
o
mm
u
n
i
c
a
t
i
o
n
s
t
y
l
e
a
n
d
t
h
e
e
f
f
e
c
t
i
v
e
n
e
ss
o
f
t
h
e
l
e
a
r
n
i
n
g
p
r
o
c
e
ss
,”
(
i
n
I
n
d
o
n
e
s
i
a
n
)
,
P
u
r
w
a
d
i
t
a
:
J
u
r
n
a
l
A
g
a
m
a
d
a
n
Bu
d
a
y
a
,
v
o
l
.
3
,
n
o
.
2
,
p
p
.
7
1
–
7
8
,
2
0
1
9
,
d
o
i
:
1
0
.
5
5
1
1
5
/
p
u
r
w
a
d
i
t
a
.
v
3
i
2
.
3
6
5
.
[
1
6
]
M
.
A
.
K
.
F
a
z
z
l
i
j
a
n
,
“
P
r
o
f
e
sso
r
s'
d
i
g
i
t
a
l
l
e
a
d
e
r
s
h
i
p
p
r
a
c
t
i
c
e
s
o
n
t
e
a
c
h
e
r
s'
s
e
l
f
-
e
f
f
i
c
a
c
y
a
n
d
c
o
l
l
e
c
t
i
v
e
e
f
f
i
c
a
c
y
,”
(
i
n
M
a
l
a
y
)
,
J
u
rn
a
l
Pe
n
g
u
ru
s
a
n
D
a
n
K
e
p
i
m
p
i
n
a
n
P
e
n
d
i
d
i
k
a
n
,
v
o
l
.
3
3
,
n
o
.
1
,
p
p
.
9
1
–
1
0
4
,
2
0
2
0
.
[
1
7
]
A
.
N
.
Y
u
ss
o
f
,
N
.
H
.
H
a
r
u
n
,
a
n
d
N
.
A
.
M
.
I
sa,
“
B
e
s
t
p
r
a
c
t
i
c
e
s
o
f
e
x
c
e
l
l
e
n
t
p
r
i
n
c
i
p
a
l
s
i
n
i
mp
r
o
v
i
n
g
se
c
o
n
d
a
r
y
s
c
h
o
o
l
’
s
p
e
r
f
o
r
ma
n
c
e
i
n
t
h
e
s
t
a
t
e
o
f
P
e
r
l
i
s
,”
(
i
n
M
a
l
a
y
)
,
J
u
r
n
a
l
D
u
n
i
a
Pe
n
d
i
d
i
k
a
n
,
v
o
l
.
2
,
n
o
.
3
,
p
p
.
1
–
1
6
,
2
0
2
0
.
[
1
8
]
N
.
L.
Es
p
l
i
n
,
C
.
S
t
e
w
a
r
t
,
a
n
d
T.
N
.
T
h
u
r
s
t
o
n
,
“
T
e
c
h
n
o
l
o
g
y
l
e
a
d
e
r
sh
i
p
p
e
r
c
e
p
t
i
o
n
s
o
f
u
t
a
h
e
l
e
me
n
t
a
r
y
s
c
h
o
o
l
p
r
i
n
c
i
p
a
l
s,
”
J
o
u
rn
a
l
o
f
Re
s
e
a
r
c
h
o
n
T
e
c
h
n
o
l
o
g
y
i
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
5
0
,
n
o
.
4
,
p
p
.
3
0
5
–
3
1
7
,
O
c
t
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
8
0
/
1
5
3
9
1
5
2
3
.
2
0
1
8
.
1
4
8
7
3
5
1
.
[
1
9
]
R
.
C
h
r
i
st
e
n
s
e
n
e
t
a
l
.
,
“
S
u
p
p
o
r
t
i
n
g
l
e
a
r
n
i
n
g
l
e
a
d
e
r
s
f
o
r
t
h
e
e
f
f
e
c
t
i
v
e
i
n
t
e
g
r
a
t
i
o
n
o
f
t
e
c
h
n
o
l
o
g
y
i
n
t
o
sc
h
o
o
l
s
,
”
T
e
c
h
n
o
l
o
g
y
,
K
n
o
w
l
e
d
g
e
a
n
d
L
e
a
r
n
i
n
g
,
v
o
l
.
2
3
,
n
o
.
3
,
p
p
.
4
5
7
–
4
7
2
,
2
0
1
8
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
7
5
8
-
018
-
9
3
8
5
-
9.
[
2
0
]
M
.
N
.
O
mar,
S
.
N
.
I
smai
l
,
a
n
d
A
.
L
.
K
a
s
i
m,
“
Te
c
h
n
o
l
o
g
y
l
e
a
d
e
r
sh
i
p
c
h
a
r
a
c
t
e
r
o
f
l
e
a
d
e
r
s
i
n
i
n
t
e
g
r
a
t
i
n
g
I
C
T
i
n
s
e
c
o
n
d
a
r
y
sc
h
o
o
l
s
,”
(
i
n
M
a
l
a
y
)
,
J
u
Pi
D
i
:
J
u
rn
a
l
K
e
p
i
m
p
i
n
a
n
Pe
n
d
i
d
i
k
a
n
,
v
o
l
.
7
,
n
o
.
1
,
p
p
.
2
8
–
4
6
,
2
0
2
0
.
[
2
1
]
S
.
A
l
-
M
u
b
i
r
e
e
k
,
“
Te
a
c
h
e
r
p
e
r
c
e
p
t
i
o
n
s
o
f
t
h
e
e
f
f
e
c
t
i
v
e
n
e
ss
o
f
u
s
i
n
g
h
a
n
d
h
e
l
d
d
e
v
i
c
e
s
i
n
S
a
u
d
i
EFL
c
l
a
ssr
o
o
m
p
r
a
c
t
i
c
e
s
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Em
e
r
g
i
n
g
T
e
c
h
n
o
l
o
g
i
e
s
i
n
L
e
a
r
n
i
n
g
(
i
J
ET)
,
v
o
l
.
1
5
,
n
o
.
2
2
,
p
p
.
2
0
4
–
2
1
7
,
N
o
v
.
2
0
2
0
,
d
o
i
:
1
0
.
3
9
9
1
/
i
j
e
t
.
v
1
5
i
2
2
.
1
6
6
8
9
.
[
2
2
]
R
.
B
o
u
g
i
e
a
n
d
U
.
S
e
k
a
r
a
n
,
R
e
se
a
rc
h
m
e
t
h
o
d
s
f
o
r
b
u
s
i
n
e
ss:
a
s
k
i
l
l
-
b
u
i
l
d
i
n
g
a
p
p
r
o
a
c
h
,
7
t
h
e
d
.
C
h
i
c
h
e
st
e
r
,
E
n
g
l
a
n
d
,
U
K
:
J
o
h
n
W
i
l
e
y
& So
n
s
,
2
0
1
6
.
[
2
3
]
I
n
t
e
r
n
a
t
i
o
n
a
l
S
o
c
i
e
t
y
o
f
Te
c
h
n
i
c
a
l
Ed
u
c
a
t
o
r
s,
“
I
S
TE
st
a
n
d
a
r
d
s
f
o
r
a
d
m
i
n
i
st
r
a
t
o
r
s
,
”
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s:
/
/
c
d
n
.
i
st
e
.
o
r
g
/
www
-
r
o
o
t
/
L
i
b
r
a
r
i
e
s
/
I
mag
e
s
/
S
t
a
n
d
a
r
d
s/
D
o
w
n
l
o
a
d
/
I
S
TE%
2
0
S
t
a
n
d
a
r
d
s
%
2
0
f
o
r
%
2
0
A
d
mi
n
i
s
t
r
a
t
o
r
s%
2
C
%
2
0
2
0
0
9
%2
0
(
P
e
r
mi
t
t
e
d
%
2
0
Ed
u
c
a
t
i
o
n
a
l
%
2
0
U
s
e
)
.
p
d
f
[
2
4
]
I
n
t
e
r
n
a
t
i
o
n
a
l
S
o
c
i
e
t
y
o
f
Te
c
h
n
i
c
a
l
E
d
u
c
a
t
o
r
s
,
“
N
a
t
i
o
n
a
l
e
d
u
c
a
t
i
o
n
a
l
t
e
c
h
n
o
l
o
g
y
s
t
a
n
d
a
r
d
s
(
N
ETS
-
A
)
a
n
d
p
e
r
f
o
r
man
c
e
i
n
d
i
c
a
t
o
r
s
f
o
r
a
d
mi
n
i
s
t
r
a
t
o
r
s,
”
E
u
g
e
n
e
,
O
R:
I
n
t
e
rn
a
t
i
o
n
a
l
S
o
c
i
e
t
y
f
o
r T
e
c
h
n
o
l
o
g
y
i
n
E
d
u
c
a
t
i
o
n
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
:
/
/
w
w
w
.
i
st
e
.
o
r
g
[
2
5
]
Y
.
P
.
C
h
u
a
,
R
e
se
a
rc
h
m
e
t
h
o
d
s
a
n
d
st
a
t
i
st
i
c
s
b
o
o
k
5
:
Re
g
ress
i
o
n
t
e
st
i
n
g
,
f
a
c
t
o
r
a
n
a
l
y
si
s
a
n
d
S
E
M
a
n
a
l
y
s
i
s
,
2
n
d
e
d
.
K
u
a
l
a
L
u
m
p
u
r
:
M
c
G
r
a
w
-
H
i
l
l
Ed
u
c
a
t
i
o
n
(
i
n
M
a
l
a
y
)
,
2
0
1
4
.
[
2
6
]
Y
.
P
.
C
h
u
a
,
M
a
s
t
e
r
i
n
g
r
e
se
a
rc
h
m
e
t
h
o
d
s
,
3
r
d
e
d
.
K
u
a
l
a
Lu
m
p
u
r
:
M
c
G
r
a
w
H
i
l
l
,
2
0
2
0
.
[
2
7
]
J.
W
.
C
r
e
sw
e
l
l
,
E
d
u
c
a
t
i
o
n
a
l
r
e
se
a
rc
h
:
p
l
a
n
n
i
n
g
,
c
o
n
d
u
c
t
i
n
g
a
n
d
e
v
a
l
u
a
t
i
n
g
q
u
a
n
t
i
t
a
t
i
v
e
a
n
d
q
u
a
l
i
t
a
t
i
v
e
res
e
a
rch
,
6
t
h
e
d
.
N
e
w
Y
o
r
k
:
P
e
a
r
so
n
E
d
u
c
a
t
i
o
n
,
2
0
1
9
.
[
2
8
]
Z.
A
w
a
n
g
,
S
.
H
.
Li
m
,
a
n
d
N
.
F
.
S
.
Z
a
i
n
u
d
d
i
n
,
An
e
a
sy
a
p
p
r
o
a
c
h
t
o
S
E
M:
S
t
r
u
c
t
u
r
a
l
e
q
u
a
t
i
o
n
m
o
d
e
l
i
n
g
.
B
a
n
d
a
r
B
a
r
u
B
a
n
g
i
:
M
P
W
S
R
i
c
h
R
e
s
o
u
r
c
e
s
S
d
n
B
h
d
,
2
0
1
8
.
[
2
9
]
B
.
M
.
B
y
r
n
e
,
S
t
r
u
c
t
u
r
a
l
e
q
u
a
t
i
o
n
m
o
d
e
l
l
i
n
g
w
i
t
h
AM
O
S
:
b
a
si
c
c
o
n
c
e
p
t
s
,
a
p
p
l
i
c
a
t
i
o
n
s
a
n
d
p
r
o
g
r
a
m
m
i
n
g
,
2
n
d
e
d
.
N
e
w
Y
o
r
k
:
R
o
u
t
l
e
d
g
e
,
Ta
y
l
o
r
a
n
d
F
r
a
n
c
i
s Gr
o
u
p
,
2
0
1
0
.
[
3
0
]
J.
F
.
H
a
i
r
,
W
.
C
.
B
l
a
c
k
,
B
.
J
.
B
a
b
i
n
,
a
n
d
R
.
E
.
A
n
d
e
r
s
o
n
,
M
u
l
t
i
v
a
r
i
a
t
e
d
a
t
a
a
n
a
l
y
si
s
,
8
t
h
e
d
.
H
o
b
o
k
e
n
,
N
J,
U
S
A
:
P
e
a
so
n
P
r
e
n
t
i
c
e
H
a
l
l
,
2
0
1
9
.
[
3
1
]
Z.
A
w
a
n
g
,
W
.
M
.
A
.
W
.
A
f
t
h
a
n
o
r
h
a
n
,
L
.
S
.
H
u
i
,
a
n
d
N
.
F
.
S
.
Za
i
n
u
d
i
n
,
S
EM
m
a
d
e
s
i
m
p
l
e
2
.
0
:
a
g
e
n
t
l
e
a
p
p
r
o
a
c
h
o
f
st
r
u
c
t
u
ra
l
e
q
u
a
t
i
o
n
m
o
d
e
l
l
i
n
g
.
K
u
a
l
a
N
e
r
u
s:
U
n
i
v
e
r
si
t
i
S
u
l
t
a
n
Za
i
n
a
l
A
b
i
d
i
n
(
U
n
i
S
ZA
)
,
2
0
2
3
.
[
3
2
]
Z.
A
w
a
n
g
,
V
a
l
i
d
a
t
i
n
g
t
h
e
m
e
a
s
u
r
e
m
e
n
t
m
o
d
e
l
:
C
FA
st
r
u
c
t
u
ra
l
e
q
u
a
t
i
o
n
m
o
d
e
l
l
i
n
g
u
si
n
g
AM
O
S
g
r
a
f
i
c
.
S
h
a
h
A
l
a
m,
S
e
l
a
n
g
o
r
:
U
i
TM
P
r
e
ss,
2
0
1
5
.
[
3
3
]
B
.
B
.
W
i
y
o
n
o
,
A
.
K
o
m
a
r
i
a
h
,
A
.
A
.
A
l
g
h
a
m
d
i
,
S
u
l
t
o
n
i
,
a
n
d
M
.
F
a
h
l
e
v
i
,
“
Th
e
I
n
f
l
u
e
n
c
e
o
f
p
r
i
n
c
i
p
a
l
s’
e
-
l
e
a
d
e
r
s
h
i
p
o
n
t
h
e
e
f
f
e
c
t
i
v
e
n
e
ss
o
f
sc
h
o
o
l
s’
p
u
b
l
i
c
r
e
l
a
t
i
o
n
s
a
n
d
o
r
g
a
n
i
z
a
t
i
o
n
a
l
i
m
p
r
o
v
e
me
n
t
,
”
S
u
s
t
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
5
,
n
o
.
2
,
p
.
1
2
9
6
,
Ja
n
.
2
0
2
3
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
5
0
2
1
2
9
6
.
[
3
4
]
B
.
A
v
o
l
i
o
,
F
u
l
l
l
e
a
d
e
rsh
i
p
d
e
v
e
l
o
p
m
e
n
t
:
b
u
i
l
d
i
n
g
t
h
e
v
i
t
a
f
o
rc
e
s i
n
o
r
g
a
n
i
z
a
t
i
o
n
s
.
L
o
n
d
o
n
:
S
a
g
e
,
2
0
0
0
.
[
3
5
]
R
.
P
a
p
a
,
T
e
c
h
n
o
l
o
g
y
l
e
a
d
e
rs
h
i
p
f
o
r sc
h
o
o
l
i
m
p
r
o
v
e
m
e
n
t
.
Th
o
u
sa
n
d
O
a
k
s:
S
a
g
e
P
u
b
l
i
c
a
t
i
o
n
s,
2
0
1
1
.
[
3
6
]
A
.
J.
A
z
u
b
u
i
k
e
,
A
.
F
.
N
k
i
r
u
,
a
n
d
A
.
V
.
A
d
a
o
r
a
,
“
P
r
i
n
c
i
p
a
l
s’
I
C
T
c
o
m
p
e
t
e
n
c
i
e
s:
a
n
i
mp
e
r
a
t
i
v
e
f
o
r
ma
n
a
g
e
me
n
t
o
f
i
n
f
o
r
mat
i
o
n
sy
st
e
ms
i
n
p
u
b
l
i
c
a
n
d
p
r
i
v
a
t
e
sec
o
n
d
a
r
y
sc
h
o
o
l
s
i
n
A
n
a
mb
r
a
S
t
a
t
e
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
I
n
n
o
v
a
t
i
v
e
S
c
i
e
n
c
e
a
n
d
Re
s
e
a
r
c
h
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
6
,
n
o
.
1
2
,
p
p
.
1
9
6
–
2
0
4
,
2
0
2
1
.
[
3
7
]
J.
Z
h
u
a
n
d
S
.
C
.
Li
,
“
T
h
e
n
o
n
-
l
i
n
e
a
r
r
e
l
a
t
i
o
n
s
h
i
p
s
b
e
t
w
e
e
n
I
C
T
u
s
e
a
n
d
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
me
n
t
o
f
s
e
c
o
n
d
a
r
y
st
u
d
e
n
t
s
i
n
H
o
n
g
K
o
n
g
,
”
C
o
m
p
u
t
e
rs
& E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
8
7
,
p
.
1
0
4
5
4
6
,
O
c
t
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
o
mp
e
d
u
.
2
0
2
2
.
1
0
4
5
4
6
.
[
3
8
]
B
.
B
.
W
i
y
o
n
o
,
“
T
h
e
e
f
f
e
c
t
o
f
se
l
f
-
e
v
a
l
u
a
t
i
o
n
o
n
t
h
e
p
r
i
n
c
i
p
a
l
s’
t
r
a
n
sf
o
r
mat
i
o
n
a
l
l
e
a
d
e
r
sh
i
p
,
t
e
a
c
h
e
r
s’
w
o
r
k
m
o
t
i
v
a
t
i
o
n
,
t
e
a
mw
o
r
k
e
f
f
e
c
t
i
v
e
n
e
ss,
a
n
d
sc
h
o
o
l
i
m
p
r
o
v
e
me
n
t
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
L
e
a
d
e
rs
h
i
p
i
n
Ed
u
c
a
t
i
o
n
,
v
o
l
.
2
1
,
n
o
.
6
,
p
p
.
7
0
5
–
7
2
5
,
N
o
v
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
8
0
/
1
3
6
0
3
1
2
4
.
2
0
1
7
.
1
3
1
8
9
6
0
.
[
3
9
]
M
.
R
.
Y
u
s
o
f
,
D
.
R
.
S
.
M
.
F
u
a
d
,
M
.
F
.
M
.
Y
a
a
k
o
b
,
Y
.
D
o
n
,
a
n
d
I
.
I
b
r
a
h
i
m,
“
D
i
g
i
t
a
l
c
o
mm
u
n
i
c
a
t
i
o
n
:
p
r
i
o
r
i
t
i
e
s
i
n
t
h
e
r
e
l
a
t
i
o
n
s
h
i
p
o
f
p
r
i
n
c
i
p
a
l
l
e
a
d
e
r
s
h
i
p
a
n
d
c
o
l
l
a
b
o
r
a
t
i
v
e
c
o
mm
u
n
i
t
y
a
t
M
a
l
a
y
si
a
n
s
c
h
o
o
l
,
”
U
n
i
v
e
rs
a
l
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
R
e
se
a
r
c
h
,
v
o
l
.
8
,
n
o
.
4
,
p
p
.
1
1
4
9
–
1
1
5
4
,
A
p
r
.
2
0
2
0
,
d
o
i
:
1
0
.
1
3
1
8
9
/
u
j
e
r
.
2
0
2
0
.
0
8
0
4
0
4
.
[
4
0
]
A
.
G
a
r
c
i
a
,
J
.
A
b
r
e
g
o
,
a
n
d
J
.
Ja
u
r
e
g
u
i
,
“
Te
c
h
n
o
l
o
g
i
e
s
f
r
e
q
u
e
n
t
l
y
u
s
e
d
b
y
e
l
e
men
t
a
r
y
p
r
i
n
c
i
p
a
l
s,
”
U
n
i
v
e
rsa
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
Re
se
a
rc
h
,
v
o
l
.
7
,
n
o
.
1
,
p
p
.
9
5
–
1
0
5
,
J
a
n
.
2
0
1
9
,
d
o
i
:
1
0
.
1
3
1
8
9
/
u
j
e
r
.
2
0
1
9
.
0
7
0
1
1
3
.
[
4
1
]
N
.
Li
m
,
Å
.
G
r
ö
n
l
u
n
d
,
a
n
d
A
.
A
n
d
e
r
ss
o
n
,
“
C
l
o
u
d
c
o
m
p
u
t
i
n
g
:
t
h
e
b
e
l
i
e
f
s
a
n
d
p
e
r
c
e
p
t
i
o
n
s
o
f
S
w
e
d
i
sh
sc
h
o
o
l
p
r
i
n
c
i
p
a
l
s,”
C
o
m
p
u
t
e
rs
& Ed
u
c
a
t
i
o
n
,
v
o
l
.
8
4
,
p
p
.
9
0
–
1
0
0
,
M
a
y
2
0
1
5
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
o
mp
e
d
u
.
2
0
1
5
.
0
1
.
0
0
9
.
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
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
3
7
1
7
-
3
7
2
4
3724
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Pa
n
g
La
i
Ch
a
w
is
a
P
h
.
D.
Ca
n
d
id
a
te,
S
c
h
o
o
l
o
f
E
d
u
c
a
ti
o
n
,
C
o
ll
e
g
e
o
f
Arts
a
n
d
S
c
ien
c
e
s
(CAS),
Un
i
v
e
rsiti
Uta
ra
M
a
lay
sia
(UU
M
),
M
a
lay
sia
.
Ex
p
e
rie
n
c
e
d
in
sc
h
o
o
l
m
a
n
a
g
e
m
e
n
t
a
s
a
sc
h
o
o
l
a
d
m
i
n
i
stra
to
r
fo
r
m
o
re
t
h
a
n
1
0
y
e
a
rs.
He
r
re
se
a
rc
h
fo
c
u
se
s
o
n
e
d
u
c
a
ti
o
n
a
l
lea
d
e
rsh
i
p
a
n
d
sc
h
o
o
l
m
a
n
a
g
e
m
e
n
t.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
c
h
risz
z
e
r@g
m
a
il
.
c
o
m
;
p
a
n
g
laic
h
a
w@
g
m
a
il
.
c
o
m
.
Ma
t
Ra
h
im
i
Y
u
so
f
is
a
se
n
io
r
lec
tu
re
r
o
f
e
d
u
c
a
ti
o
n
a
l
lea
d
e
rsh
ip
a
t
Un
i
v
e
rsiti
Uta
ra
M
a
lay
sia
.
He
b
o
a
sts
o
v
e
r
two
d
e
c
a
d
e
s
o
f
e
x
p
e
rien
c
e
i
n
th
e
e
d
u
c
a
ti
o
n
se
c
to
r,
e
n
c
o
m
p
a
ss
in
g
tea
c
h
in
g
,
lea
rn
i
n
g
,
a
n
d
sc
h
o
o
l
a
d
m
in
istrati
o
n
.
His
re
se
a
r
c
h
fo
c
u
s
o
n
e
d
u
c
a
ti
o
n
a
l
lea
d
e
rsh
ip
,
sc
h
o
o
l
m
a
n
a
g
e
m
e
n
t,
d
i
g
it
a
l
tec
h
n
o
l
o
g
y
,
a
n
d
c
o
m
m
u
n
ica
ti
o
n
.
He
is
a
lso
in
tri
g
u
e
d
in
m
o
d
e
l
tes
ti
n
g
u
si
n
g
str
u
c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
li
n
g
,
e
sp
e
c
ially
AMOS
.
He
h
a
s
p
u
b
li
sh
e
d
m
o
re
th
a
n
2
0
r
e
fe
re
e
d
p
a
p
e
rs.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
m
ra
h
imiy
@u
u
m
.
e
d
u
.
m
y
.
Mo
h
a
m
a
d
K
h
a
iri
O
th
m
a
n
is
a
se
n
io
r
lec
tu
re
r
in
t
h
e
De
p
a
rtme
n
t
o
f
E
d
u
c
a
ti
o
n
,
S
c
h
o
o
l
o
f
Ed
u
c
a
ti
o
n
a
l
S
tu
d
ies
a
n
d
M
o
d
e
rn
Lan
g
u
a
g
e
.
His
a
re
a
s
o
f
sp
e
c
ializa
ti
o
n
a
re
Isla
m
ic
e
d
u
c
a
ti
o
n
,
v
a
lu
e
s
a
n
d
m
o
ra
l
e
d
u
c
a
ti
o
n
,
p
e
d
a
g
o
g
y
a
n
d
e
d
u
c
a
ti
o
n
m
a
n
a
g
e
m
e
n
t
.
He
h
a
s
p
re
se
n
ted
n
u
m
e
ro
u
s
p
a
p
e
rs i
n
c
o
n
fe
re
n
c
e
s a
t
th
e
n
a
ti
o
n
a
l
a
n
d
i
n
tern
a
ti
o
n
a
l
le
v
e
ls.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
m
_
k
h
a
iri
@u
u
m
.
e
d
u
.
m
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.