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Lea
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n
t
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train
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q
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g
lea
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with
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th
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n
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in
d
,
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sy
ste
m
a
ti
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re
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e
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u
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a
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su
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s
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lu
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d
th
a
t
g
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o
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lea
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ip
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fu
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d
a
m
e
n
tal
f
o
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a
d
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stit
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l
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n
d
th
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t
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is
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sp
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n
sib
il
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l
ls
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m
a
n
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I
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a
d
d
it
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tran
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a
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n
d
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a
ti
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a
l
e
x
p
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rien
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e
f
o
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stu
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e
n
ts.
K
ey
w
o
r
d
s
:
E
d
u
ca
tio
n
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lead
e
r
s
h
ip
E
d
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ca
tio
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al
p
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y
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ea
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er
s
h
ip
Mo
tiv
atio
n
Or
g
an
izatio
n
s
T
ea
ch
in
g
in
s
titu
tio
n
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
:
Seb
asti
án
Hu
an
g
al
-
Sch
ein
ed
er
C
h
em
is
tr
y
Dep
ar
tm
en
t,
Ped
r
o
R
u
iz
Gallo
Natio
n
al
Un
iv
er
s
ity
J
u
an
XXI
I
I
Av
en
u
e.
3
9
1
,
L
am
b
ay
eq
u
e
,
Per
ú
E
m
ail:
s
eb
asti
an
h
u
an
g
al@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
L
ea
d
er
s
h
ip
h
as
b
ee
n
a
to
p
ic
o
f
in
ter
est
s
in
ce
an
cien
t
tim
e
s
,
wh
ich
h
as
ac
q
u
i
r
ed
g
r
ea
ter
r
elev
an
ce
n
o
wad
ay
s
,
an
d
h
as
c
o
m
e
to
b
e
co
n
s
id
er
ed
as
a
s
o
cial,
g
lo
b
al
an
d
s
tr
ateg
ic
p
r
o
ce
s
s
.
T
h
is
is
d
u
e
to
t
h
e
f
u
n
d
am
e
n
tal
r
o
le
it
p
lay
s
with
in
o
r
g
an
izatio
n
s
,
s
in
ce
it
is
ca
p
ab
le
o
f
c
o
n
s
id
er
ab
ly
in
f
l
u
en
c
in
g
th
eir
s
u
cc
ess
o
r
f
ailu
r
e
d
ep
e
n
d
in
g
o
n
th
e
q
u
alities
o
f
th
e
p
eo
p
le
in
ch
ar
g
e
[
1
]
,
[
2
]
.
T
h
r
o
u
g
h
o
u
t h
is
to
r
y
th
er
e
h
av
e
b
ee
n
lead
er
s
ca
p
ab
le
o
f
m
o
b
ilizin
g
lar
g
e
g
r
o
u
p
s
o
f
p
e
o
p
le
to
ac
h
iev
e
a
co
m
m
o
n
g
o
al
th
r
o
u
g
h
th
eir
le
ad
er
s
h
ip
,
in
d
iv
er
s
e
ar
ea
s
s
u
ch
as
b
u
s
in
ess
,
m
ilit
ar
y
,
ar
t,
r
elig
io
n
,
am
o
n
g
o
th
er
s
.
Am
o
n
g
t
h
e
m
o
s
t
n
o
tab
le
a
r
e
f
i
g
u
r
es
s
u
ch
a
s
Ma
r
tin
L
u
th
er
Kin
g
[
3
]
,
wh
o
s
e
r
o
le
i
n
h
is
to
r
y
an
d
h
is
lea
d
er
s
h
ip
c
ap
ac
ity
is
a
s
u
b
ject
o
f
in
ter
est
f
o
r
s
ch
o
o
ls
in
th
e
f
o
r
m
atio
n
o
f
th
ei
r
s
tu
d
en
ts
[
4
]
.
I
n
f
ac
t,
t
h
e
th
o
u
g
h
t
o
f
Ma
r
tin
L
u
th
er
Kin
g
,
in
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
ts
,
allo
ws
th
e
f
o
r
m
atio
n
o
f
co
m
m
u
n
ities
an
d
cu
ltu
r
al
id
en
titi
es
[
5
]
;
th
u
s
,
th
e
in
f
lu
en
ce
th
at
a
co
m
p
ete
n
t
lead
er
ca
n
ex
er
t
o
n
p
eo
p
le
is
ev
id
en
t
[
6
]
.
L
ea
d
er
s
h
ip
em
p
lo
y
s
f
ac
to
r
s
s
u
ch
as
co
m
m
itm
en
t
t
o
th
e
c
o
m
p
an
y
o
r
jo
b
s
atis
f
ac
tio
n
,
r
esp
o
n
d
in
g
to
its
n
ee
d
to
f
in
d
alter
n
ativ
es
th
at
g
en
er
ate
b
etter
r
esu
lts
in
th
e
m
o
d
er
n
e
n
v
ir
o
n
m
en
t
[
7
]
.
I
n
o
th
er
wo
r
d
s
,
it
is
n
ec
ess
ar
y
to
h
av
e
a
lead
er
with
s
u
f
f
icien
t
ca
p
ac
ity
to
g
u
id
e
th
e
av
ailab
le
h
u
m
an
ca
p
ital
,
s
o
th
at
th
ey
tak
e
ad
v
an
tag
e
o
f
th
e
m
ater
ial
an
d
f
in
an
cial
r
eso
u
r
ce
s
o
f
th
e
o
r
g
a
n
izatio
n
to
war
d
s
th
e
ac
h
iev
em
en
t
o
f
its
o
b
jectiv
es
an
d
en
s
u
r
e
t
h
eir
o
wn
s
u
b
s
is
ten
ce
[
8
]
.
T
h
is
is
p
ar
ticu
lar
ly
r
e
lev
an
t
in
th
e
ed
u
ca
tio
n
al
f
ield
,
s
in
ce
th
is
ty
p
e
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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R
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c
I
SS
N:
2252
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8
8
2
2
Lea
d
ers
h
ip
a
n
d
its
imp
a
ct
o
n
ed
u
ca
tio
n
a
l in
s
titu
tio
n
s
:
a
s
ystema
tic
r
ev
iew
(
S
eb
a
s
tiá
n
Hu
a
n
g
a
l
-
S
c
h
ein
ed
er
)
3629
in
s
titu
tio
n
s
ar
e
f
u
n
d
am
e
n
tal
f
o
r
th
e
ac
ad
e
m
ic
d
ev
elo
p
m
e
n
t
o
f
ch
ild
r
e
n
an
d
y
o
u
n
g
p
e
o
p
le,
s
o
lead
er
s
ar
e
r
eq
u
ir
ed
to
ex
ec
u
te
a
s
o
lid
d
ir
ec
tiv
e
an
d
teac
h
in
g
m
a
n
ag
e
m
en
t
to
ac
h
iev
e
th
e
o
b
jectiv
e
s
o
r
ien
ted
to
s
tu
d
en
t
lear
n
in
g
[
9
]
.
Sp
ec
if
ically
,
a
s
tu
d
y
co
n
d
u
cted
in
Palest
in
e
h
as
d
em
o
n
s
tr
ated
th
e
ef
f
ec
t
iv
en
ess
o
f
v
a
r
io
u
s
lead
er
s
h
ip
s
tr
ateg
ies
(
r
eg
u
lato
r
y
co
n
tr
o
l,
s
tr
ateg
ic
g
u
id
a
n
ce
,
an
d
talen
t
in
v
estme
n
t)
in
im
p
r
o
v
in
g
ed
u
ca
tio
n
al
q
u
ality
in
Palest
in
ian
u
n
iv
e
r
s
ities
[
1
0
]
.
L
ea
d
er
s
h
ip
f
o
cu
s
ed
o
n
ed
u
ca
t
io
n
is
k
n
o
wn
as
p
ed
a
g
o
g
ical
o
r
lear
n
i
n
g
-
ce
n
ter
ed
,
wh
ich
is
d
ef
in
e
d
as
th
e
ab
ilit
y
to
in
f
lu
en
ce
o
th
e
r
s
an
d
m
o
b
ilize
th
e
o
r
g
an
izatio
n
to
im
p
r
o
v
e
s
tu
d
en
t
lear
n
in
g
[
1
1
]
.
T
h
r
o
u
g
h
it,
it
s
ee
k
s
to
im
p
r
o
v
e
th
e
f
u
n
ctio
n
i
n
g
o
f
a
n
ed
u
ca
tio
n
al
in
s
titu
tio
n
wh
ile
im
p
r
o
v
in
g
s
tu
d
en
t
lear
n
in
g
[
1
2
]
.
C
u
r
r
e
n
tly
,
th
ese
in
s
titu
tio
n
s
r
eq
u
ir
e
a
s
er
ies
o
f
ch
a
n
g
es
in
o
r
d
er
to
a
d
a
p
t
to
t
h
e
n
ew
s
o
cial
co
n
d
itio
n
s
an
d
ac
h
iev
e
b
etter
teac
h
er
an
d
s
tu
d
en
t
p
er
f
o
r
m
a
n
ce
[
1
3
]
.
Fo
r
th
is
,
it
is
n
ec
es
s
ar
y
to
wo
r
k
to
g
et
h
er
with
th
e
d
if
f
er
e
n
t
p
eo
p
l
e
in
v
o
lv
ed
with
t
h
e
ed
u
ca
tio
n
al
in
s
titu
tio
n
,
f
r
o
m
c
o
o
r
d
in
ato
r
s
an
d
teac
h
er
s
to
p
ar
en
ts
an
d
s
tu
d
en
ts
.
Am
o
n
g
t
h
ese
p
eo
p
le,
t
h
e
r
o
le
o
f
th
e
p
r
in
cip
al
s
tan
d
s
o
u
t
as
th
e
m
ain
m
o
ti
v
ato
r
to
en
s
u
r
e
th
e
ac
h
ie
v
em
e
n
t
o
f
t
h
e
p
r
o
p
o
s
ed
g
o
als
[
1
4
]
.
A
s
tu
d
y
co
n
d
u
cted
in
th
e
Un
ited
States
d
em
o
n
s
tr
ated
th
e
ef
f
ec
tiv
en
ess
o
f
ed
u
ca
tio
n
al
lead
er
s
h
ip
in
im
p
lem
en
tin
g
ch
a
n
g
es
in
ar
ea
s
o
f
s
tu
d
en
t
d
is
cip
lin
e
th
r
o
u
g
h
s
tr
ateg
ies
im
p
lem
en
ted
b
y
a
n
in
s
titu
tio
n
,
wh
ich
in
v
o
lv
ed
p
ar
en
ts
,
teac
h
e
r
s
an
d
p
r
in
cip
als
[
1
5
]
.
W
h
ile
teac
h
er
s
ar
e
d
ir
ec
tly
r
e
s
p
o
n
s
ib
le
f
o
r
o
v
e
r
s
ee
in
g
th
e
teac
h
in
g
a
n
d
lear
n
in
g
p
r
o
ce
s
s
with
in
an
ed
u
ca
tio
n
al
in
s
titu
tio
n
,
d
ir
ec
tiv
e
m
an
ag
em
e
n
t
en
co
m
p
ass
es
m
an
y
m
o
r
e
task
s
th
at
i
n
v
o
lv
e
asp
ec
ts
o
f
co
m
m
u
n
icatio
n
,
p
lan
n
in
g
,
p
r
o
jectio
n
,
co
n
tr
o
l,
am
o
n
g
o
th
e
r
s
[
9
]
.
E
x
ec
u
tiv
e
m
an
a
g
em
en
t
is
th
e
in
s
tan
ce
o
f
ad
m
in
is
tr
ativ
e
an
d
f
in
an
cial
m
an
ag
em
en
t
o
f
th
e
ed
u
ca
tio
n
al
in
s
titu
tio
n
,
s
o
th
ey
ar
e
p
r
im
ar
ily
r
esp
o
n
s
ib
le
f
o
r
en
s
u
r
in
g
s
tu
d
en
t
lear
n
in
g
an
d
en
s
u
r
in
g
e
d
u
ca
tio
n
al
q
u
alit
y
[
1
6
]
,
s
o
m
eth
in
g
th
at
ca
n
b
e
r
ef
lecte
d
in
t
h
e
s
atis
f
ac
tio
n
o
f
teac
h
er
s
an
d
s
tu
d
en
t
[
1
4
]
.
I
n
th
is
way
,
it
is
p
o
s
s
ib
le
to
s
tr
en
g
th
en
asp
ec
ts
s
u
ch
as
th
e
p
r
o
f
ess
io
n
al
g
r
o
wth
o
f
teac
h
er
s
,
th
e
s
tr
ateg
ic
u
s
e
o
f
r
eso
u
r
ce
s
,
o
r
th
e
e
f
f
e
ctiv
en
ess
o
f
cu
r
r
icu
la
o
r
c
u
r
r
e
n
t
teac
h
in
g
m
eth
o
d
s
[
1
2
]
.
A
s
tu
d
y
co
n
d
u
cte
d
in
Per
u
s
h
o
wed
th
at
m
an
ag
e
m
en
t
lead
er
s
h
ip
h
as
a
clo
s
e
r
elati
o
n
s
h
ip
with
teac
h
er
s
atis
f
ac
tio
n
an
d
ed
u
ca
tio
n
al
q
u
ality
[
1
7
]
,
wh
ich
r
ein
f
o
r
ce
s
th
e
s
tatem
en
ts
m
ad
e
ab
o
v
e.
All
o
f
th
e
ev
id
en
ce
th
e
r
o
le
o
f
lead
er
s
h
ip
with
in
th
e
ed
u
ca
ti
o
n
al
s
ec
to
r
[
1
3
]
.
I
n
th
is
co
n
te
x
t,
r
esear
ch
q
u
esti
o
n
s
wer
e
p
o
s
ed
:
i)
W
h
at
r
o
le
d
o
es
th
e
lead
e
r
s
h
ip
o
f
d
ir
ec
to
r
s
an
d
teac
h
er
s
p
lay
i
n
m
e
etin
g
th
e
o
b
jectiv
es
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
?
;
ii
)
W
h
at
is
th
e
m
o
s
t
r
ec
o
m
m
e
n
d
ed
lead
e
r
s
h
ip
s
ty
le
f
o
r
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
?
;
an
d
iii
)
W
h
at
is
th
e
im
p
o
r
tan
c
e
o
f
h
av
i
n
g
g
o
o
d
lead
er
s
h
ip
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
?
T
h
er
ef
o
r
e,
th
e
o
b
jectiv
e
o
f
th
is
ar
ticle
was
to
e
x
p
lo
r
e
th
e
r
o
le
o
f
d
ir
ec
to
r
s
a
n
d
tea
ch
er
s
in
ac
h
iev
in
g
th
e
o
b
jecti
v
es
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
id
en
tify
th
e
m
o
s
t
r
ec
o
m
m
en
d
e
d
lead
er
s
h
ip
s
ty
le
f
o
r
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
an
d
id
en
tify
th
e
im
p
o
r
tan
ce
o
f
h
a
v
in
g
s
tr
o
n
g
le
ad
er
s
h
ip
with
in
th
em
.
Fo
r
th
is
p
u
r
p
o
s
e,
a
s
y
s
tem
atic
r
ev
iew
o
f
th
e
liter
atu
r
e
was
ca
r
r
ied
o
u
t
in
th
e
Sco
p
u
s
d
atab
ase
(
th
r
o
u
g
h
Scien
ce
Dir
e
ct)
an
d
Scielo
,
wh
ich
allo
wed
th
e
s
tu
d
y
to
b
e
co
n
tex
tu
alize
d
at
a
L
atin
Am
e
r
ican
an
d
g
lo
b
al
lev
el
.
A
lead
er
is
ch
ar
ac
ter
ized
b
y
a
s
u
p
er
io
r
m
e
n
tal
ab
ilit
y
,
em
o
tio
n
al
m
at
u
r
ity
a
n
d
s
tab
ilit
y
th
at
allo
ws
th
em
to
s
o
lv
e
p
r
o
b
lem
s
i
n
o
r
d
er
to
ac
h
iev
e
th
e
p
r
o
p
o
s
ed
o
b
jectiv
es,
in
ad
d
itio
n
t
o
d
e
v
el
o
p
in
g
ch
ar
is
m
a
a
n
d
em
p
ath
y
with
b
o
th
th
ei
r
b
o
s
s
es
an
d
s
u
b
o
r
d
in
ates.
I
n
ad
d
itio
n
,
o
th
er
q
u
alities
th
at
d
ef
in
e
a
lea
d
er
ar
e
h
ig
h
lig
h
te
d
,
s
u
ch
as
cr
ea
tiv
ity
,
au
th
e
n
ticity
,
h
o
n
esty
an
d
in
teg
r
ity
[
1
8
]
.
Fr
o
m
th
is
,
it
is
p
o
s
s
ib
le
to
a
f
f
ir
m
th
at
a
lea
d
er
is
n
o
t
o
n
ly
th
e
p
er
s
o
n
wh
o
g
u
id
es
th
e
o
r
g
an
izatio
n
,
b
u
t
o
n
e
with
th
e
ab
ilit
y
to
in
f
lu
en
ce
p
eo
p
le
to
jo
in
tly
ac
h
iev
e
th
e
o
b
jectiv
es
o
f
t
h
e
o
r
g
an
izatio
n
[
1
9
]
.
T
h
ese
a
r
e
p
e
o
p
le
with
t
h
e
ab
ilit
y
to
in
s
till
en
th
u
s
iasm
an
d
co
n
f
i
d
en
ce
i
n
th
eir
co
llab
o
r
ato
r
s
,
wh
ile
at
th
e
s
am
e
tim
e
b
ein
g
clea
r
ab
o
u
t
th
e
o
r
g
an
izatio
n
'
s
o
b
jectiv
es
an
d
n
o
t
af
r
aid
to
tak
e
r
is
k
s
,
q
u
alities
th
at
d
if
f
er
en
tiat
e
th
em
f
r
o
m
th
e
r
o
le
ass
u
m
ed
b
y
a
b
o
s
s
,
wh
o
m
er
ely
co
m
m
a
n
d
s
an
d
o
r
d
er
s
h
is
wo
r
k
er
s
[
1
9
]
,
[
2
0
]
.
T
h
er
e
is
a
d
eb
ate
as
to
wh
eth
e
r
a
lead
er
is
b
o
r
n
o
r
m
ad
e.
I
n
th
e
1
9
th
ce
n
tu
r
y
,
th
e
Gr
ea
t
Ma
n
T
h
eo
r
y
em
er
g
ed
,
wh
ich
ad
v
o
ca
ted
th
e
n
ativ
is
m
o
f
lead
er
s
,
s
o
,
u
n
d
er
th
is
th
e
o
r
y
,
f
ew
p
eo
p
le
p
o
s
s
ess
th
e
ess
en
tial
ch
ar
ac
ter
is
tics
to
p
er
f
o
r
m
ef
f
e
ctiv
e
lead
er
s
h
ip
[
2
1
]
.
T
h
en
,
i
n
th
e
1
9
4
0
s
,
B
eh
av
io
r
al
T
h
eo
r
y
em
er
g
ed
,
wh
ich
ad
v
o
ca
ted
tr
ain
in
g
lead
er
s
th
r
o
u
g
h
teac
h
i
n
g
b
eh
a
v
io
r
s
,
b
u
t
i
g
n
o
r
e
d
th
e
co
n
tex
t
s
u
r
r
o
u
n
d
in
g
th
em
[
2
2
]
.
Fo
r
its
p
ar
t,
at
th
e
b
eg
in
n
in
g
o
f
t
h
e
2
1
s
t
ce
n
tu
r
y
,
tr
a
n
s
ac
tio
n
al
th
eo
r
ies
o
f
lead
er
s
h
ip
em
er
g
e
d
,
wh
ic
h
n
o
lo
n
g
e
r
f
o
cu
s
ed
o
n
in
n
aten
ess
o
r
tr
ain
in
g
,
b
u
t
r
ath
er
f
o
c
u
s
ed
o
n
th
e
in
ter
ac
ti
o
n
o
f
lead
er
s
with
f
o
llo
wer
s
,
f
o
llo
wer
s
,
an
d
th
e
s
y
s
tem
[
2
3
]
.
I
n
th
is
way
,
it
is
s
tated
th
at
lead
er
s
h
ip
th
eo
r
y
is
a
d
y
n
am
ic
p
h
en
o
m
en
o
n
an
d
c
o
n
tin
u
es
to
ch
a
n
g
e
o
v
er
tim
e.
Als
o
,
it
ca
n
b
e
af
f
ir
m
ed
th
at
s
o
m
e
p
eo
p
le
h
av
e
in
n
ate
lead
er
s
h
ip
ab
ilit
ies,
wh
ile
o
th
er
s
ar
e
ab
le
to
ac
q
u
ir
e
th
em
th
r
o
u
g
h
th
eir
p
r
o
f
ess
io
n
al
g
r
o
wth
.
Alth
o
u
g
h
th
ese
n
atu
r
ally
ac
q
u
ir
ed
ca
p
ab
ilit
ies
f
av
o
r
th
e
d
ev
elo
p
m
e
n
t
o
f
a
lead
er
,
tr
ain
in
g
an
d
ac
q
u
ir
ed
ex
p
e
r
ien
ce
ar
e
m
o
r
e
d
ec
is
iv
e
[
2
4
]
.
I
n
g
en
er
al
ter
m
s
,
p
eo
p
le
f
o
r
m
th
eir
s
k
ills
,
ch
ar
ac
ter
a
n
d
p
er
s
o
n
ality
as
a
r
esu
lt
o
f
th
e
v
ar
io
u
s
ch
allen
g
es
th
at
ar
is
e
an
d
th
at
co
n
s
tan
tly
p
u
s
h
th
em
to
m
ak
e
d
ec
is
io
n
s
,
wh
ich
allo
ws
th
em
to
ac
q
u
ir
e
s
o
m
e
lead
er
s
h
ip
p
r
o
f
iles
th
a
t
ca
n
b
e
r
ei
n
f
o
r
ce
d
later
[
2
5
]
.
T
h
e
im
p
o
r
tan
ce
o
f
d
ev
elo
p
in
g
th
e
s
elf
-
esteem
o
f
lead
er
s
is
h
ig
h
lig
h
ted
,
s
in
ce
t
h
is
f
ac
ilit
ates
th
eir
ac
ce
p
tan
ce
as su
ch
b
y
o
th
er
wo
r
k
er
s
b
y
o
b
s
er
v
in
g
th
at
t
h
is
p
er
s
o
n
h
as g
r
ea
t self
-
c
o
n
f
id
e
n
c
e
[
2
4
]
.
E
ac
h
lead
er
,
in
g
en
er
al,
h
as
a
u
n
iq
u
e
b
eh
av
io
r
th
at
ch
ar
a
cter
izes
th
em
,
wh
ich
is
d
ef
in
ed
as
th
eir
lead
er
s
h
ip
s
ty
le.
Sin
ce
th
er
e
is
a
g
r
ea
t v
ar
iety
o
f
th
ese
s
ty
les,
it is
im
p
o
r
tan
t to
s
elec
t th
e
m
o
s
t a
p
p
r
o
p
r
iate
o
n
e
ac
co
r
d
in
g
to
th
e
ty
p
e
o
f
o
r
g
a
n
izatio
n
o
n
e
is
wo
r
k
i
n
g
with
.
E
ac
h
ty
p
e
o
f
lead
er
s
h
ip
h
as
its
o
wn
ch
a
r
ac
ter
is
tics
Evaluation Warning : The document was created with Spire.PDF for Python.
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13
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No
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er
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wh
ich
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wh
y
t
h
er
e
is
n
o
s
in
g
le
lead
er
s
h
ip
s
ty
le
th
at
is
th
e
b
est
f
o
r
all
ca
s
es
[
1
]
.
T
h
e
f
o
llo
win
g
ar
e
s
o
m
e
o
f
th
e
m
o
s
t
co
m
m
o
n
ty
p
e
s
o
f
lead
er
s
h
ip
in
r
ec
en
t
y
ea
r
s
,
ac
co
m
p
an
ied
b
y
a
b
r
ief
d
escr
ip
tio
n
[
1
]
,
[
8
]
:
i)
Au
th
o
r
itar
ian
lead
er
s
h
i
p
;
ii)
Dem
o
cr
atic
lead
er
s
h
ip
;
iii)
L
aiss
ez
-
Fair
e
lead
er
s
h
ip
;
iv
)
T
r
an
s
ac
tio
n
al
lead
e
r
s
h
ip
; a
n
d
v
)
T
r
an
s
f
o
r
m
atio
n
al
lead
e
r
s
h
ip
.
An
au
th
o
r
itar
ia
n
lead
er
f
o
cu
s
e
s
o
n
th
e
ac
h
ie
v
em
en
t
o
f
o
b
jec
tiv
es
an
d
s
h
o
ws
litt
le
in
ter
est
in
p
eo
p
le.
I
t
is
ch
ar
ac
ter
ize
d
b
y
g
iv
in
g
o
r
d
er
s
a
n
d
d
eter
m
in
i
n
g
t
h
e
ac
tiv
ities
to
b
e
d
o
n
e
,
as
well
as
th
o
s
e
in
ch
a
r
g
e
o
f
ex
ec
u
tin
g
o
r
s
u
p
e
r
v
is
in
g
th
em
,
with
o
u
t
a
d
ir
ec
t
p
ar
ticip
atio
n
in
s
aid
ac
tiv
ities
[
2
6
]
.
T
wo
ty
p
es
o
f
lead
er
s
h
ip
s
tan
d
o
u
t.
C
o
er
civ
e
lead
er
s
h
ip
is
ch
ar
ac
ter
ized
b
y
u
s
in
g
th
r
ea
ts
an
d
p
u
n
is
h
m
en
ts
[
2
7
]
,
in
t
h
e
ed
u
ca
tio
n
al
f
ield
,
an
y
in
ce
n
tiv
e
f
o
r
teac
h
er
s
an
d
s
tu
d
en
ts
is
elim
in
ated
,
wh
i
ch
en
d
s
u
p
d
em
o
ti
v
atin
g
th
e
m
in
th
e
lo
n
g
ter
m
.
B
en
ev
o
len
t
lead
er
s
h
ip
is
ch
ar
ac
ter
ized
b
y
its
im
p
o
s
in
g
n
ess
an
d
co
n
d
escen
s
io
n
[
2
7
]
,
in
t
h
e
ed
u
ca
tio
n
al
f
ield
,
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
ac
to
r
s
is
m
ain
tain
ed
o
n
ly
o
n
th
e
b
asis
o
f
r
ewa
r
d
s
an
d
a
r
ea
l
r
elatio
n
s
h
ip
is
n
o
t
f
o
r
m
ed
.
T
h
e
d
is
ad
v
a
n
tag
es
o
f
th
is
ty
p
e
o
f
lead
er
s
h
ip
ar
e
d
em
o
tiv
atio
n
o
f
th
o
s
e
in
v
o
lv
ed
in
t
h
e
teac
h
in
g
-
lear
n
in
g
p
r
o
ce
s
s
,
r
ed
u
ce
d
c
o
m
m
itm
en
t,
im
p
ac
t
o
n
th
e
i
n
s
titu
tio
n
al
clim
ate
an
d
a
co
n
s
id
er
a
b
l
e
in
cr
ea
s
e
in
s
tr
ess
.
A
d
em
o
cr
atic
lead
er
,
also
k
n
o
wn
as
p
a
r
ticip
ativ
e,
is
c
h
ar
a
cter
ized
b
y
m
o
tiv
atin
g
h
is
w
o
r
k
er
s
a
n
d
en
co
u
r
a
g
in
g
b
o
th
h
o
r
iz
o
n
tal
a
n
d
v
e
r
tical
co
m
m
u
n
icatio
n
.
O
n
e
o
f
th
eir
m
ain
ch
ar
ac
ter
is
tic
s
is
th
eir
in
ter
est
in
d
ec
en
tr
alizin
g
d
ec
is
io
n
s
in
o
r
d
er
to
e
n
co
u
r
ag
e
g
r
ea
ter
p
a
r
ticip
atio
n
b
y
th
eir
s
u
b
o
r
d
i
n
ates
[
2
8
]
.
I
n
e
d
u
ca
tio
n
a
l
in
s
titu
tio
n
s
,
h
e
ca
n
o
b
tain
th
e
s
u
p
p
o
r
t
o
f
h
is
s
tu
d
en
ts
,
wh
ile
co
n
s
tan
tly
s
ee
k
in
g
to
ac
h
ie
v
e
tr
u
s
t,
r
esp
ec
t
an
d
co
m
m
itm
en
t
in
th
e
g
r
o
u
p
o
f
teac
h
er
s
an
d
s
tu
d
en
ts
[
2
9
]
.
H
o
wev
er
,
it
ca
u
s
es
d
ec
is
io
n
-
m
ak
in
g
p
r
o
ce
s
s
es
to
b
ec
o
m
e
s
lo
w
a
n
d
ca
n
alter
th
e
p
er
ce
p
tio
n
o
f
th
e
lead
er
(
p
r
i
n
cip
al
o
r
teac
h
er
)
,
s
in
ce
it
p
r
e
s
en
ts
h
im
o
r
h
er
as
o
n
e
lack
in
g
ex
p
e
r
ien
ce
.
A
L
aiss
ez
-
Fa
ir
e
lead
er
(
Fre
n
ch
ex
p
r
ess
io
n
m
ea
n
in
g
“let
b
e”
)
g
iv
es
wo
r
k
er
s
a
ce
r
tain
d
eg
r
ee
o
f
f
r
ee
d
o
m
to
ca
r
r
y
o
u
t
th
eir
ac
tiv
ities
as
th
ey
s
ee
f
it.
I
n
ad
d
itio
n
,
it
is
ch
ar
ac
ter
ized
b
y
av
o
id
in
g
m
ak
in
g
d
ec
is
io
n
s
an
d
in
ter
v
e
n
e
o
n
ly
wh
e
n
th
er
e
ar
e
p
r
o
b
lem
s
th
at
th
ey
ar
e
u
n
ab
le
to
s
o
lv
e
[
1
]
.
I
n
th
e
f
i
eld
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
m
an
ag
em
en
t
p
r
o
v
id
es
f
ac
ilit
ies
an
d
au
to
n
o
m
y
to
teac
h
er
s
d
u
r
in
g
th
e
teac
h
i
n
g
-
lear
n
i
n
g
p
r
o
ce
s
s
,
wh
ich
allo
ws
ed
u
ca
tio
n
to
b
e
p
er
s
o
n
alize
d
o
r
ad
ap
ted
t
o
p
ar
ticu
lar
s
itu
atio
n
s
[
3
0
]
.
T
h
e
m
a
in
d
is
ad
v
an
tag
e
o
f
th
is
ty
p
e
o
f
lead
er
s
h
ip
is
th
e
c
o
n
s
tan
t a
b
s
en
ce
o
f
th
e
p
r
in
cip
al,
wh
ich
ca
n
ca
u
s
e
th
e
r
esp
o
n
s
ib
ilit
ies o
f
teac
h
er
s
o
r
s
tu
d
en
ts
to
n
o
t b
e
clea
r
l
y
d
e
f
in
ed
.
A
tr
an
s
ac
tio
n
al
lead
er
f
o
cu
s
es
o
n
b
en
ef
itin
g
b
o
th
th
e
co
m
p
an
y
an
d
em
p
lo
y
ee
s
b
y
p
r
o
v
id
in
g
in
ce
n
tiv
es
an
d
m
o
tiv
atin
g
wo
r
k
er
s
to
d
o
a
g
o
o
d
jo
b
[
1
]
.
I
n
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
wh
at
is
s
o
u
g
h
t
with
r
ewa
r
d
s
is
to
m
ain
tain
th
e
f
lo
w
o
f
ac
a
d
em
ic
ac
tiv
ities
co
n
s
tan
tly
th
r
o
u
g
h
r
ewa
r
d
s
[
3
1
]
.
Ho
wev
er
,
p
r
o
b
lem
s
ca
n
ar
is
e
wh
e
n
tr
y
in
g
to
m
ai
n
tain
ef
f
icien
cy
o
n
ce
th
ese
r
ewa
r
d
s
ar
e
n
o
lo
n
g
e
r
g
iv
e
n
o
r
a
r
e
n
o
l
o
n
g
e
r
lik
e
d
b
y
teac
h
er
s
.
An
o
th
e
r
p
r
o
b
lem
th
at
a
r
is
es
with
th
is
ty
p
e
o
f
lea
d
er
s
h
ip
is
s
tag
n
atio
n
s
in
ce
it
d
o
es
n
o
t
allo
w
th
e
d
e
v
elo
p
m
en
t
o
f
a
n
ew
s
tr
ateg
ic
v
is
io
n
.
T
h
e
s
ty
le
co
n
s
id
er
ed
th
e
m
o
s
t
co
n
v
en
ien
t
f
o
r
co
m
p
an
ies
to
ac
h
iev
e
in
n
o
v
atio
n
an
d
ch
an
g
e.
T
h
e
tr
an
s
f
o
r
m
atio
n
al
lea
d
er
is
ch
ar
ac
ter
ized
b
y
p
r
o
m
o
tin
g
p
r
o
ac
tiv
e
b
eh
a
v
io
r
s
in
h
is
w
o
r
k
er
s
,
as
well
as
tr
an
s
f
o
r
m
in
g
th
eir
in
ter
ests
f
o
r
th
e
b
en
ef
it
o
f
th
e
o
r
g
an
izati
o
n
an
d
im
p
r
o
v
in
g
th
eir
wo
r
k
p
er
f
o
r
m
an
ce
[
1
]
.
I
n
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
m
an
a
g
em
en
t
in
s
p
ir
es
an
d
m
o
tiv
ates
teac
h
er
s
(
an
d
t
h
ese
s
tu
d
en
ts
)
to
ac
h
iev
e
teac
h
in
g
o
b
jectiv
es
an
d
b
e
ab
le
to
d
ev
el
o
p
p
r
o
f
ess
io
n
ally
an
d
ac
a
d
em
i
ca
lly
[
3
1
]
.
Am
o
n
g
th
e
m
ai
n
d
is
ad
v
an
tag
es
o
f
th
is
lead
er
s
h
ip
s
ty
le
ar
e
th
e
n
ee
d
f
o
r
th
e
lead
er
to
b
e
ch
ar
is
m
atic,
th
at
th
e
o
b
jectiv
es
s
et
ar
e
a
ch
iev
ed
in
th
e
lo
n
g
ter
m
an
d
th
at
it is
n
o
t a
p
p
licab
le
in
all
ca
s
es (
s
u
ch
as in
alr
ea
d
y
co
n
s
o
lid
ate
d
in
s
titu
tio
n
s
)
.
2.
M
E
T
H
O
D
T
h
e
m
eth
o
d
o
lo
g
y
u
s
ed
was
a
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew
(
SLR),
wh
ich
s
u
b
s
tan
tiates
an
d
co
n
s
o
lid
ates
d
ata
an
d
r
esu
lts
th
at
ar
e
av
ai
lab
le
in
p
u
b
licatio
n
s
o
n
a
g
iv
en
s
tu
d
y
to
p
ic
[
3
2
]
.
T
h
is
s
tu
d
y
is
b
ased
o
n
th
e
m
eth
o
d
o
l
o
g
y
u
s
ed
in
o
th
er
li
ter
atu
r
e
r
ev
iews
[
3
3
]
,
[
3
4
]
,
wh
ich
is
o
b
jectiv
e,
e
x
p
licit
an
d
r
ep
lica
b
le.
T
h
is
m
eth
o
d
o
l
o
g
y
also
u
s
es
s
im
ilar
m
eth
o
d
s
an
d
is
b
ased
o
n
th
e
PR
I
SMA
s
tatem
en
t
[
3
5
]
.
I
n
a
d
d
itio
n
,
it
is
ca
r
r
ied
o
u
t u
s
in
g
a
s
eq
u
en
ce
o
f
s
ev
en
s
tag
es e
s
tab
lis
h
ed
b
y
Ok
o
li a
n
d
Sch
ab
r
am
as sh
o
w
n
in
Fig
u
r
e
1
[
3
6
]
.
Fig
u
r
e
1
.
T
h
e
s
tag
es f
o
llo
wed
in
th
e
s
y
s
tem
atic
r
ev
iew
[
3
6
]
P
u
r
p
o
se
P
r
o
t
o
c
o
l
L
i
t
e
r
a
t
u
r
e
se
a
r
c
h
S
c
r
e
e
n
i
n
g
f
o
r
i
n
c
l
u
si
o
n
D
a
t
a
e
x
t
r
a
c
t
i
o
n
S
y
n
t
h
e
si
s
W
r
i
t
i
n
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Lea
d
ers
h
ip
a
n
d
its
imp
a
ct
o
n
ed
u
ca
tio
n
a
l in
s
titu
tio
n
s
:
a
s
ystema
tic
r
ev
iew
(
S
eb
a
s
tiá
n
Hu
a
n
g
a
l
-
S
c
h
ein
ed
er
)
3631
T
h
e
f
ir
s
t
s
tag
e
r
e
f
er
s
to
d
ef
in
in
g
th
e
p
u
r
p
o
s
e
o
f
th
e
liter
atu
r
e
r
ev
iew.
As
m
en
tio
n
e
d
b
e
f
o
r
e,
t
h
e
p
u
r
p
o
s
e
is
to
ex
p
lo
r
e
th
e
r
o
le
o
f
d
ir
ec
to
r
s
an
d
teac
h
er
s
in
ac
h
iev
in
g
th
e
o
b
jectiv
es
o
f
ed
u
ca
tio
n
al
in
s
t
itu
tio
n
s
an
d
id
en
tify
th
e
m
o
s
t
r
ec
o
m
m
e
n
d
ed
lead
er
s
h
ip
s
ty
le
f
o
r
ed
u
ca
tio
n
al
in
s
t
itu
tio
n
s
.
B
ased
o
n
th
is
,
th
e
r
e
v
iew
p
r
o
to
c
o
l
was
f
o
r
m
ed
(
Ph
ase
2
)
,
wh
ich
h
ad
th
e
s
ea
r
ch
p
er
io
d
b
etwe
en
2
0
1
9
a
n
d
2
0
2
3
(
f
iv
e
y
ea
r
s
)
.
T
h
e
r
ea
s
o
n
b
eh
in
d
th
is
s
elec
tio
n
is
th
e
in
ter
est
in
co
ll
ec
tin
g
cu
r
r
e
n
t
in
f
o
r
m
atio
n
o
n
th
e
lev
els
o
f
lead
er
s
h
ip
p
e
r
ce
iv
ed
in
m
an
ag
e
r
s
an
d
teac
h
er
s
ar
o
u
n
d
th
e
wo
r
ld
,
as
well
as
th
e
r
elev
an
ce
g
iv
en
to
th
is
to
p
ic.
As
s
tated
in
p
r
ev
io
u
s
r
esear
ch
[
3
7
]
,
[
3
8
]
,
p
u
b
licatio
n
s
m
ad
e
i
n
th
e
last
f
iv
e
y
ea
r
s
r
ev
ea
l th
e
cu
r
r
e
n
t state
an
d
tr
en
d
s
o
f
r
esear
c
h
o
n
a
t
o
p
ic.
T
h
e
th
ir
d
s
tag
e
r
e
f
er
s
to
th
e
li
ter
atu
r
e
s
ea
r
ch
.
T
h
e
d
atab
ases
s
elec
ted
f
o
r
th
is
wer
e
Sco
p
u
s
(
th
r
o
u
g
h
Scien
ce
Dir
ec
t)
an
d
Scien
tific
E
lectr
o
n
ic
L
ib
r
ar
y
On
lin
e
(
Sc
iEL
O
)
.
T
h
e
r
ea
s
o
n
f
o
r
th
e
s
el
ec
tio
n
is
d
u
e
to
th
e
b
r
ea
d
th
an
d
q
u
ality
o
f
p
u
b
licat
io
n
s
(
in
th
e
ca
s
e
o
f
Sco
p
u
s
)
[
3
9
]
a
n
d
b
ec
au
s
e
it
is
th
e
n
etwo
r
k
th
at
g
iv
es
v
is
ib
ilit
y
to
L
atin
Am
er
ican
liter
atu
r
e
(
in
th
e
ca
s
e
o
f
Scielo
)
[
4
0
]
.
T
o
ca
r
r
y
o
u
t
t
h
e
s
ea
r
ch
in
th
ei
r
r
esp
ec
tiv
e
s
ea
r
ch
en
g
in
es,
a
s
er
ies
o
f
k
e
y
wo
r
d
s
wer
e
u
s
ed
s
u
ch
as
“lea
d
er
s
h
ip
”,
“e
d
u
ca
tio
n
”,
“e
d
u
ca
tio
n
al
in
s
titu
tio
n
”,
“m
an
ag
er
s
”,
am
o
n
g
o
th
er
s
.
T
h
ese
an
d
o
th
er
k
ey
wo
r
d
s
wer
e
u
s
ed
alo
n
g
with
th
e
B
o
o
lean
o
p
er
ato
r
s
AND
o
r
OR
in
cu
s
to
m
s
ea
r
ch
s
tr
ateg
ies f
o
r
ea
ch
d
atab
ase.
−
Scielo
: (
lead
er
s
h
ip
)
AND
(
ed
u
ca
tio
n
OR
“e
d
u
ca
tio
n
al
in
s
titu
tio
n
”)
−
Sco
p
u
s
: (
(
lead
er
s
h
ip
OR
lead
er
)
AND
(
teac
h
er
OR
d
ir
ec
to
r
)
)
AND
(
ed
u
ca
tio
n
OR
ed
u
ca
tio
n
al
in
s
titu
tio
n
OR
u
n
iv
er
s
ity
OR
s
ch
o
o
l O
R
ed
u
ca
tio
n
al
tr
ain
i
n
g
)
T
h
e
f
ilter
s
wer
e
ad
d
ed
u
s
in
g
th
e
to
o
ls
p
r
o
v
id
e
d
b
y
ea
ch
d
ata
b
ase.
I
n
th
is
way
,
y
ea
r
s
,
ty
p
e
o
f
d
o
cu
m
e
n
t
an
d
lan
g
u
ag
e
o
f
p
u
b
licatio
n
w
er
e
f
ilter
ed
.
T
h
e
n
,
th
e
f
o
u
r
th
p
h
ase
r
ef
er
s
to
th
e
d
ef
in
itio
n
o
f
th
e
in
clu
s
io
n
an
d
ex
clu
s
io
n
cr
iter
ia
as p
r
esen
ted
in
T
ab
le
1
.
T
h
is
f
ir
s
t sear
ch
r
etu
r
n
ed
a
to
t
al
o
f
1
1
5
3
d
o
cu
m
en
ts
.
C
o
n
s
id
er
in
g
th
e
in
clu
s
io
n
an
d
ex
clu
s
i
o
n
cr
iter
ia
p
r
ev
io
u
s
ly
s
tated
,
t
h
e
s
elec
tio
n
o
f
t
h
e
ar
ticles wa
s
ca
r
r
ied
o
u
t b
y
th
e
m
ain
au
t
h
o
r
(
SHS),
wh
o
was in
ch
a
r
g
e
o
f
th
e
in
itial
f
ilter
s
an
d
a
s
u
p
er
f
icial
r
ea
d
in
g
o
f
th
e
ar
ticles.
W
h
en
d
o
u
b
ts
wer
e
f
o
u
n
d
a
b
o
u
t
wh
eth
er
o
r
n
o
t
to
in
clu
d
e
a
s
tu
d
y
,
two
o
th
er
au
th
o
r
s
m
ad
e
a
ju
d
g
m
e
n
t
o
n
th
e
ar
ticle
in
q
u
esti
o
n
(
J
C
S
an
d
MD
P).
I
n
a
m
o
r
e
ex
h
au
s
tiv
e
r
e
v
iew,
in
ad
d
itio
n
to
th
e
s
elec
tio
n
ca
r
r
ie
d
o
u
t
b
y
th
e
t
h
r
ee
a
u
th
o
r
s
,
tw
o
o
t
h
er
au
th
o
r
s
(
MA
D
a
n
d
AM
T
)
is
s
u
ed
th
eir
ju
d
g
m
en
t
in
ca
s
e
ar
ticle
s
th
at
wer
e
in
clu
d
ed
wer
e
d
is
ca
r
d
ed
o
r
ar
tic
les
th
at
s
h
o
u
ld
b
e
d
is
ca
r
d
ed
wer
e
en
te
r
ed
.
T
h
e
e
n
tire
ar
ticle
s
elec
tio
n
p
r
o
ce
s
s
is
s
h
o
wn
in
d
etail
in
Fig
u
r
e
2
.
T
ab
le
1
.
I
n
clu
s
io
n
an
d
ex
clu
s
i
o
n
cr
iter
ia
I
n
c
l
u
s
i
o
n
c
r
i
t
e
r
i
a
Ex
c
l
u
si
o
n
c
r
i
t
e
r
i
a
A
r
t
i
c
l
e
s f
o
c
u
se
d
o
n
l
e
a
d
e
r
s
h
i
p
a
p
p
l
i
e
d
i
n
e
d
u
c
a
t
i
o
n
a
l
i
n
s
t
i
t
u
t
i
o
n
s
.
A
r
t
i
c
l
e
s f
o
c
u
se
d
o
n
l
e
a
d
e
r
s
h
i
p
a
p
p
l
i
e
d
i
n
o
t
h
e
r
o
r
g
a
n
i
z
a
t
i
o
n
s.
A
r
t
i
c
l
e
s
p
u
b
l
i
s
h
e
d
f
r
o
m
2
0
1
9
t
o
t
h
e
p
r
e
se
n
t
.
A
r
t
i
c
l
e
s
p
u
b
l
i
s
h
e
d
b
e
f
o
r
e
2
0
1
9
.
A
r
t
i
c
l
e
s
p
u
b
l
i
s
h
e
d
i
n
S
c
i
ELO
o
r
S
c
i
e
n
c
e
D
i
r
e
c
t
.
A
r
t
i
c
l
e
s
p
u
b
l
i
s
h
e
d
i
n
o
t
h
e
r
d
a
t
a
b
a
s
e
s.
Q
u
a
l
i
t
a
t
i
v
e
a
n
d
q
u
a
n
t
i
t
a
t
i
v
e
r
e
se
a
r
c
h
a
r
t
i
c
l
e
s.
R
e
v
i
e
w
a
r
t
i
c
l
e
s
,
b
o
o
k
c
h
a
p
t
e
r
s,
o
p
i
n
i
o
n
a
r
t
i
c
l
e
s,
r
e
v
i
e
w
s,
a
n
d
d
i
ss
e
r
t
a
t
i
o
n
s.
A
r
t
i
c
l
e
s wr
i
t
t
e
n
i
n
S
p
a
n
i
s
h
,
E
n
g
l
i
s
h
o
r
P
o
r
t
u
g
u
e
se.
A
r
t
i
c
l
e
s wr
i
t
t
e
n
i
n
o
t
h
e
r
l
a
n
g
u
a
g
e
s.
Fig
u
r
e
2
.
I
te
m
s
elec
tio
n
f
lo
wc
h
ar
t
(
PR
I
SMA
m
eth
o
d
)
A
r
t
i
c
l
e
s s
e
l
e
c
t
e
d
f
o
r
sy
s
t
e
m
a
t
i
c
r
e
v
i
e
w
n
=
5
0
A
r
t
i
c
l
e
s s
e
l
e
c
t
e
d
i
n
Sci
e
n
c
e
Dire
c
t
(
n
=
9
1
3
)
A
r
t
i
c
l
e
s s
e
l
e
c
t
e
d
i
n
S
c
i
e
l
o
(
n
=
2
4
0
)
To
t
al
i
t
ems
w
i
t
h
o
u
t
d
u
p
l
i
c
at
es
n
=
1
1
2
6
R
e
v
i
e
w
e
d
a
r
t
i
c
l
e
s
n
=
1
1
2
6
A
r
t
i
c
l
e
s s
e
l
e
c
t
e
d
f
o
r
f
u
l
l
t
e
x
t
r
e
v
i
e
w
n
=
1
3
4
I
D
EN
TI
F
I
C
A
TI
O
N
R
E
V
I
E
W
E
L
I
G
I
B
I
L
I
T
Y
I
N
C
LU
S
I
O
N
El
i
m
i
n
a
t
e
d
b
y
f
u
l
l
t
e
x
t
(
n
=
8
4
)
El
i
m
i
n
a
t
e
d
b
y
e
x
c
l
u
s
i
o
n
c
r
i
t
e
r
i
a
(
n
=
9
9
2
)
I
t
e
ms w
i
t
h
o
u
t
d
u
p
l
i
c
a
t
e
s
(
n
=
2
7
)
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
6
2
8
-
3
6
4
0
3632
T
h
e
f
if
th
s
tag
e
r
ef
er
s
to
d
ata
e
x
tr
ac
tio
n
,
wh
ic
h
was
ca
r
r
ied
o
u
t
in
a
d
ata
b
ase
in
MS
E
x
ce
l,
in
wh
ich
th
e
o
b
jectiv
es,
m
eth
o
d
s
,
m
ain
r
esu
lts
an
d
co
n
clu
s
io
n
s
o
f
th
e
f
if
ty
ar
ticles
wer
e
ex
tr
ac
ted
.
T
h
e
in
f
o
r
m
atio
n
was
s
y
s
tem
atize
d
in
s
u
ch
a
way
th
a
t
it
co
u
ld
r
e
s
p
o
n
d
t
o
th
e
o
b
ject
iv
es
s
et
o
u
t
in
th
is
r
ev
iew.
Als
o
,
th
e
b
i
b
lio
g
r
a
p
h
ic
in
f
o
r
m
atio
n
was
e
x
tr
ac
ted
i
n
E
x
ce
l
in
.
csv
f
o
r
m
at
f
o
r
t
h
e
el
ab
o
r
atio
n
o
f
th
e
g
r
ap
h
s
.
I
n
th
e
s
ix
th
s
tag
e,
th
e
d
ata
wer
e
s
y
n
th
esized
f
r
o
m
t
h
e
M
S
E
x
ce
l
d
atab
ase.
T
h
e
d
ata
w
er
e
o
r
g
an
ized
t
o
elab
o
r
ate
th
e
n
ar
r
ativ
e
p
ar
t
o
f
th
e
r
esu
lts
s
ec
tio
n
.
Fin
ally
,
th
e
last
s
tag
e
r
ef
er
s
to
th
e
wr
itin
g
,
w
h
ich
is
p
r
esen
ted
in
t
h
e
f
o
llo
w
in
g
s
ec
tio
n
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
T
h
e
5
0
p
u
b
licatio
n
s
s
elec
ted
af
ter
th
e
s
ea
r
ch
p
r
o
ce
s
s
d
etailed
i
n
Fig
u
r
e
1
an
d
co
n
s
id
er
in
g
th
e
in
clu
s
io
n
an
d
ex
clu
s
io
n
cr
iter
ia
d
etaile
d
in
T
ab
le
1
wer
e
s
u
b
s
eq
u
en
tly
an
aly
ze
d
to
co
n
d
u
ct
th
e
p
r
o
p
o
s
ed
s
y
s
tem
atic
r
ev
iew.
Fo
r
th
is
p
u
r
p
o
s
e,
an
E
x
ce
l
d
atab
ase
was
cr
ea
ted
with
th
e
m
o
s
t
r
elev
a
n
t
asp
ec
ts
o
f
e
ac
h
ar
ticle,
in
o
r
d
er
to
f
ac
ilit
ate
th
e
an
aly
s
is
o
f
th
e
in
f
o
r
m
atio
n
.
W
ith
in
th
is
g
r
o
u
p
o
f
ar
ticles,
it
was
o
b
s
er
v
ed
th
at
4
5
(
9
0
.
0
%)
o
f
th
ese
ar
e
in
Sp
an
is
h
,
wh
ile
th
e
r
em
ain
in
g
5
(
1
0
.
0
%)
a
r
e
in
E
n
g
lis
h
.
T
h
is
d
is
tr
ib
u
tio
n
is
s
h
o
wn
in
Fig
u
r
e
3
.
Fro
m
th
is
f
ig
u
r
e,
it
ca
n
b
e
s
e
en
th
at
th
e
v
ast
m
ajo
r
ity
o
f
th
e
s
elec
ted
p
u
b
licatio
n
s
ar
e
i
n
Sp
an
is
h
,
m
ain
ly
b
ec
au
s
e
th
ey
wer
e
o
b
ta
in
ed
f
r
o
m
th
e
SciEL
O
d
atab
ase.
T
h
is
s
h
o
ws
a
p
r
ef
er
en
ce
f
o
r
co
n
d
u
ctin
g
r
esear
ch
r
elate
d
to
th
is
to
p
ic
in
Sp
an
is
h
-
s
p
ea
k
in
g
r
eg
io
n
s
,
as
o
p
p
o
s
ed
to
E
n
g
lis
h
-
s
p
ea
k
in
g
r
eg
i
o
n
s
.
I
n
ad
d
itio
n
,
it
s
h
o
u
l
d
b
e
n
o
ted
th
at
th
e
5
0
ar
ticles
s
elec
ted
wer
e
r
esear
ch
ar
ticles.
Fig
u
r
e
4
s
h
o
ws
th
e
d
is
tr
ib
u
ti
o
n
o
f
p
u
b
licatio
n
s
ac
co
r
d
in
g
to
th
e
d
atab
ases
co
n
s
u
lted
.
Fig
u
r
e
3
s
h
o
ws
th
at
4
5
(
9
0
.
0
%
)
o
f
th
e
s
elec
ted
ar
ticles
wer
e
o
b
tain
ed
f
r
o
m
t
h
e
SciEL
O
d
ata
b
ase,
with
th
e
r
em
ain
in
g
5
(
1
0
.
0
%)
o
b
tain
ed
f
r
o
m
th
e
Scien
ce
Dir
ec
t
d
atab
ase.
I
n
ad
d
itio
n
,
it
s
h
o
u
ld
b
e
n
o
ted
th
at
th
ese
v
alu
es
co
in
cid
e
with
t
h
e
d
is
tr
i
b
u
tio
n
b
y
lan
g
u
ag
e
o
b
tain
e
d
i
n
Fig
u
r
e
2
,
with
th
e
Sp
an
is
h
a
r
ticles
b
elo
n
g
in
g
to
SciEL
O
an
d
th
e
E
n
g
lis
h
ar
ticles
to
Scien
ce
Dir
ec
t.
Fig
u
r
e
5
s
h
o
ws
th
e
s
elec
ted
p
u
b
licatio
n
s
d
is
tr
ib
u
ted
ac
co
r
d
in
g
to
th
eir
y
ea
r
o
f
p
u
b
l
icatio
n
.
Fig
u
r
e
3
.
Dis
tr
ib
u
tio
n
o
f
p
u
b
li
ca
tio
n
s
b
y
lan
g
u
ag
e
Fig
u
r
e
4
.
Dis
tr
ib
u
tio
n
o
f
p
u
b
li
ca
tio
n
s
b
y
d
atab
ase
5
45
E
n
g
li
s
h
Sp
an
is
h
45
5
Sci
elo
Sci
en
ce
Di
r
ec
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Lea
d
ers
h
ip
a
n
d
its
imp
a
ct
o
n
ed
u
ca
tio
n
a
l in
s
titu
tio
n
s
:
a
s
ystema
tic
r
ev
iew
(
S
eb
a
s
tiá
n
Hu
a
n
g
a
l
-
S
c
h
ein
ed
er
)
3633
Fig
u
r
e
5
.
Dis
tr
ib
u
tio
n
o
f
p
u
b
li
ca
tio
n
s
b
y
y
ea
r
o
f
p
u
b
licatio
n
Fig
u
r
e
5
s
h
o
ws a
d
ec
r
ea
s
in
g
tr
en
d
with
r
esp
ec
t to
th
e
n
u
m
b
e
r
o
f
p
u
b
licatio
n
s
p
e
r
y
ea
r
f
o
c
u
s
ed
o
n
th
e
s
u
b
ject
o
f
in
ter
est.
A
c
o
n
s
id
er
ab
le
in
cr
ea
s
e
is
o
b
s
er
v
e
d
f
r
o
m
2
0
1
9
to
2
0
2
0
,
th
e
latter
b
ei
n
g
th
e
y
ea
r
with
t
h
e
h
ig
h
est
n
u
m
b
er
o
f
s
elec
ted
p
u
b
licatio
n
s
,
1
4
(
2
8
.
0
%)
f
o
r
th
is
ca
s
e.
Af
ter
th
is
y
ea
r
,
a
d
ec
r
ea
s
e
in
th
e
n
u
m
b
er
o
f
ar
ticles
is
o
b
s
er
v
ed
,
with
o
n
l
y
5
(
1
0
.
0
%)
s
elec
ted
in
th
e
cu
r
r
e
n
t
y
ea
r
2
0
2
3
.
I
n
th
is
r
eg
ar
d
,
it
i
s
im
p
o
r
tan
t
to
n
o
te
th
at
th
is
is
s
till
an
o
n
g
o
in
g
y
e
ar
,
s
o
th
is
n
u
m
b
er
d
o
es
n
o
t
r
ef
lect
th
e
to
tal
n
u
m
b
er
o
f
p
u
b
lic
atio
n
s
o
n
th
is
to
p
ic
th
at
will
b
e
p
u
b
lis
h
ed
th
is
y
e
ar
.
Ho
wev
er
,
th
is
g
r
a
p
h
s
ee
m
s
to
in
d
icate
th
at
s
itu
atio
n
s
s
u
ch
as
th
e
p
an
d
em
ic
co
u
ld
h
av
e
in
f
lu
en
ce
d
th
e
in
te
r
est
in
r
esear
ch
o
n
lead
e
r
s
h
ip
i
n
ed
u
ca
tio
n
al
o
r
g
an
izatio
n
s
,
e
s
p
ec
ially
in
th
e
f
a
ce
o
f
s
ev
er
e
p
r
o
b
lem
s
s
u
ch
as
t
h
is
o
n
e.
Ad
d
itio
n
ally
,
Fig
u
r
e
6
s
h
o
ws
th
e
d
is
tr
ib
u
tio
n
o
f
t
h
e
s
elec
ted
ar
ticles
ac
co
r
d
in
g
to
th
e
c
o
u
n
tr
y
wh
er
e
ea
ch
r
esear
ch
was c
o
n
d
u
cted
.
Fig
u
r
e
6
.
Dis
tr
ib
u
tio
n
o
f
a
r
ticles b
y
co
u
n
tr
y
I
n
ad
d
itio
n
,
th
e
VOSv
iewe
r
s
o
f
twar
e
was
u
s
ed
to
an
aly
ze
th
e
co
n
ten
t
o
f
th
e
p
u
b
licatio
n
s
b
y
an
aly
zin
g
th
eir
k
ey
wo
r
d
s
,
b
o
th
in
E
n
g
lis
h
an
d
Sp
an
is
h
.
Fo
r
th
is
p
u
r
p
o
s
e,
a
m
in
im
u
m
v
alu
e
o
f
3
o
cc
u
r
r
en
ce
s
was
d
ef
in
ed
to
ass
o
ciate
th
em
an
d
ass
em
b
le
th
e
b
ib
lio
m
etr
ic
n
etwo
r
k
.
I
n
th
is
ca
s
e,
it
was
n
o
t
n
ec
ess
a
r
y
to
elim
in
ate
an
y
k
ey
wo
r
d
,
s
in
ce
all
o
f
th
em
wer
e
r
elate
d
in
s
o
m
e
way
to
th
e
m
ain
to
p
ic,
wh
ich
is
lead
er
s
h
ip
.
Hav
in
g
s
elec
ted
1
6
k
e
y
wo
r
d
s
,
th
e
b
ib
lio
m
et
r
ic
n
etwo
r
k
was g
en
er
ated
f
r
o
m
t
h
em
as p
r
esen
ted
in
Fig
u
r
e
7
.
Fro
m
th
is
,
it c
an
b
e
s
ee
n
th
at
th
e
m
o
s
t
u
s
ed
k
ey
wo
r
d
s
ar
e
“lid
er
az
g
o
”
an
d
“lea
d
er
s
h
ip
”,
b
ein
g
p
r
esen
t
in
2
0
(
4
0
.
0
%)
an
d
1
8
(
3
6
.
0
%
)
o
f
th
e
s
elec
ted
p
u
b
licatio
n
s
.
Fro
m
th
is
f
ig
u
r
e,
it c
an
b
e
s
ee
n
th
at
th
e
m
o
s
t r
elev
an
t k
ey
w
o
r
d
s
h
av
e
b
ee
n
g
r
o
u
p
ed
in
to
f
o
u
r
clu
s
ter
s
d
if
f
er
en
tiated
b
y
c
o
lo
r
.
I
n
o
r
d
er
o
f
im
p
o
r
tan
ce
,
r
ed
,
g
r
ee
n
,
b
lu
e
an
d
y
ello
w
clu
s
ter
s
ar
e
o
b
s
er
v
ed
,
with
6
,
5
,
3
an
d
2
ter
m
s
r
esp
ec
tiv
ely
.
8
14
13
10
5
0
2
4
6
8
10
12
14
16
2
0
1
9
2
0
2
0
2
0
2
1
2
0
2
2
2
0
2
3
1
1
1
1
1
1
2
3
4
6
7
22
0
5
10
15
20
25
Co
sta
Ri
c
a
S
p
a
i
n
Ira
n
M
o
z
a
m
b
i
q
u
e
P
a
ra
g
u
a
y
P
u
e
r
to
Ri
c
o
Un
it
e
d
S
t
a
tes
Ecu
a
d
o
r
Co
l
o
m
b
ia
M
e
x
ic
o
P
e
ru
Ch
i
le
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
6
2
8
-
3
6
4
0
3634
T
h
e
r
ed
clu
s
ter
r
e
p
r
esen
ts
th
e
g
en
er
al
to
p
ic
o
f
th
e
s
y
s
tem
atic
r
ev
iew,
with
ter
m
s
s
u
ch
as “
l
ea
d
er
s
h
ip
”
o
r
“e
d
u
ca
tio
n
al
m
a
n
ag
em
e
n
t”.
T
h
e
g
r
ee
n
cl
u
s
ter
co
v
er
s
ac
a
d
em
ic
co
n
ce
p
ts
s
u
ch
as
ed
u
ca
ti
o
n
o
r
teac
h
er
s
'
jo
b
s
atis
f
ac
tio
n
,
as
well
a
s
o
n
e
o
f
th
e
m
o
s
t
f
r
eq
u
e
n
tly
m
en
tio
n
e
d
ty
p
es
o
f
lead
er
s
h
ip
,
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
.
T
h
e
b
lu
e
clu
s
ter
f
o
cu
s
es o
n
th
e
co
n
ce
p
t
o
f
lear
n
in
g
,
in
ad
d
iti
o
n
to
lead
er
s
h
ip
ap
p
lied
to
e
d
u
ca
tio
n
.
Fin
ally
,
th
e
y
ello
w
clu
s
ter
f
o
cu
s
es o
n
th
e
co
n
ce
p
t o
f
th
e
p
a
n
d
em
ic,
h
ig
h
lig
h
tin
g
wh
at
was
o
b
s
er
v
ed
in
Fig
u
r
e
4
,
r
eg
ar
d
in
g
th
e
im
p
ac
t th
at
th
is
s
itu
atio
n
h
ad
o
n
r
esear
ch
o
n
lead
er
s
h
ip
i
n
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
Fig
u
r
e
7
.
B
ib
lio
m
etr
ic
n
etwo
r
k
with
k
ey
wo
r
d
s
o
f
h
ig
h
est o
c
cu
r
r
en
ce
Ad
d
itio
n
ally
,
th
e
p
r
esen
ce
o
f
wo
r
d
s
th
at
r
ef
er
to
th
e
s
am
e
co
n
ce
p
t,
b
u
t
in
d
if
f
er
en
t
lan
g
u
ag
es,
wh
eth
er
Sp
an
is
h
,
E
n
g
lis
h
o
r
ev
e
n
Po
r
tu
g
u
ese,
s
tan
d
s
o
u
t.
T
h
u
s
,
wo
r
d
s
s
u
ch
as
“lea
d
er
s
h
ip
”,
“lid
e
r
az
g
o
”
an
d
“lid
er
an
ça
”
co
r
r
esp
o
n
d
to
th
e
s
am
e
co
n
ce
p
t,
b
ein
g
p
r
esen
t
in
2
0
(
4
0
.
0
%
)
,
1
8
(
3
6
.
0
%)
an
d
7
(
1
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a
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ely
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k
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to
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m
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with
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t
h
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o
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s
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ticles,
it
is
p
o
s
s
ib
l
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to
af
f
ir
m
th
at
an
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eq
u
ate
s
elec
tio
n
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f
th
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was m
ad
e.
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h
e
s
elec
ted
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h
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ticle
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g
h
t
to
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al
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t
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th
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t
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p
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h
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tar
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d
m
id
d
le
s
ch
o
o
l)
.
T
ab
le
2
p
r
esen
ts
th
e
in
s
tr
u
m
en
ts
u
s
ed
d
u
r
in
g
d
ata
c
o
llectio
n
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th
e
s
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ticle
s
.
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h
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u
m
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ts
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s
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alu
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f
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ip
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s
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d
if
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Fro
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m
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d
,
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e
d
th
at
th
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llected
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o
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s
ed
o
n
ac
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ir
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g
in
f
o
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m
at
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n
ab
o
u
t
lead
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h
ip
in
th
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u
ca
tio
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ir
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m
e
n
t
th
r
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g
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th
e
ev
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o
f
th
e
p
eo
p
le
in
v
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e
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u
ca
t
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T
h
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th
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an
aly
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g
asp
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ts
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u
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o
f
th
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ec
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p
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with
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th
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s
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n
s
,
o
r
th
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ty
p
e
o
f
lead
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s
h
ip
p
r
ef
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r
e
d
o
r
m
o
s
t
ap
p
r
o
p
r
iate
to
b
e
ap
p
lied
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th
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ac
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tiv
ities
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Fo
r
th
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p
u
r
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e,
wid
ely
k
n
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wn
in
s
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u
m
en
ts
s
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ch
as
th
e
Mu
ltifa
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r
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r
s
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ip
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air
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th
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Van
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(
VAL
-
E
D)
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ap
p
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T
ab
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2
.
I
n
s
tr
u
m
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s
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in
s
elec
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p
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b
licatio
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Ty
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N
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mb
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R
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n
c
e
s
Q
u
e
st
i
o
n
n
a
i
r
e
19
[
4
1
]
–
[5
9
]
I
n
t
e
r
v
i
e
w
15
[
6
0
]
–
[
74
]
S
u
r
v
e
y
14
[
7
5
]
–
[8
8
]
G
r
o
u
p
d
i
s
c
u
ss
i
o
n
1
[
8
9
]
D
o
c
u
me
n
t
a
r
y
1
[
9
0
]
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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v
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&
R
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d
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I
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N:
2252
-
8
8
2
2
Lea
d
ers
h
ip
a
n
d
its
imp
a
ct
o
n
ed
u
ca
tio
n
a
l in
s
titu
tio
n
s
:
a
s
ystema
tic
r
ev
iew
(
S
eb
a
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tiá
n
Hu
a
n
g
a
l
-
S
c
h
ein
ed
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)
3635
3
.
2
.
Dis
cu
s
s
io
n
T
h
e
o
b
jectiv
e
s
et
in
th
is
r
ev
i
ew
was
to
ex
p
lo
r
e
t
h
e
r
o
le
o
f
d
ir
ec
to
r
s
a
n
d
teac
h
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s
in
ac
h
iev
in
g
th
e
o
b
jectiv
es
o
f
ed
u
ca
tio
n
al
in
s
tit
u
tio
n
s
.
T
o
d
o
th
is
,
th
e
r
esear
ch
ar
ticles
wer
e
a
n
aly
ze
d
,
an
d
th
e
m
ain
r
esu
lts
wer
e
class
if
ied
ac
co
r
d
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to
ed
u
ca
ti
o
n
al
lev
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I
n
p
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esch
o
o
l,
m
an
ag
er
s
s
h
o
wed
a
m
ar
k
ed
co
n
ce
r
n
f
o
r
s
af
eg
u
ar
d
in
g
th
e
well
-
b
ein
g
o
f
c
h
ild
r
en
an
d
th
eir
f
am
ilies
,
wh
ich
allo
wed
th
e
f
o
r
m
atio
n
o
f
a
s
tr
o
n
g
s
en
s
e
o
f
id
en
tity
in
th
e
p
eo
p
le
in
v
o
lv
ed
[
6
0
]
,
[
6
1
]
.
C
o
n
s
tan
t tr
ain
in
g
to
im
p
r
o
v
e
th
e
p
er
ce
p
tio
n
a
n
d
k
n
o
wled
g
e
o
f
t
ea
ch
er
s
was k
ey
to
en
co
u
r
a
g
in
g
in
ter
ac
tio
n
b
etwe
en
th
em
an
d
in
n
o
v
atin
g
wo
r
k
s
tr
ateg
ies
[
5
6
]
,
[
6
2
]
,
[
7
0
]
,
[
9
0
]
.
I
n
a
p
r
ev
io
u
s
s
tu
d
y
co
n
d
u
cte
d
in
Per
u
,
it
was
s
h
o
wn
th
at
p
r
esch
o
o
l
teac
h
e
r
s
n
e
ed
to
d
ev
elo
p
p
ed
a
g
o
g
ical
s
tr
ateg
ies
th
at
d
o
n
o
t
af
f
ec
t
th
e
s
o
ci
o
em
o
tio
n
al
d
ev
elo
p
m
en
t
o
f
c
h
ild
r
en
an
d
,
th
er
ef
o
r
e,
a
f
f
ec
t
th
ei
r
co
n
ce
n
tr
atio
n
[
9
1
]
.
T
o
t
h
is
en
d
,
in
p
r
esch
o
o
l
ed
u
ca
tio
n
al
p
r
ac
tice,
it
is
n
ec
ess
ar
y
to
en
co
u
r
ag
e
co
llab
o
r
ativ
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wo
r
k
with
s
tu
d
en
ts
,
d
ialo
g
u
e
co
n
tin
u
o
u
s
ly
with
th
em
an
d
im
p
lem
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t
p
lay
f
u
l
s
tr
ateg
ie
s
th
at
r
etain
th
eir
atten
tio
n
[
9
2
]
.
L
ea
d
er
s
h
ip
in
p
r
esch
o
o
l
r
e
q
u
ir
es
co
n
s
tan
t
ac
co
m
p
an
im
e
n
t
o
f
ch
ild
r
en
to
p
r
o
v
id
e
th
e
m
with
ex
p
er
ie
n
ce
s
th
at
m
o
tiv
ate
th
em
to
wo
r
k
in
d
iv
id
u
ally
an
d
c
o
llectiv
ely
;
s
o
,
lead
er
s
h
ip
s
tr
ateg
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es m
u
s
t f
o
cu
s
o
n
th
is
p
o
in
t.
I
n
p
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ar
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s
ch
o
o
l,
it
was
ev
id
en
t
th
at
p
r
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cip
als
p
r
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m
o
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o
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o
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b
etwe
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teac
h
er
s
an
d
t
h
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s
elf
-
s
u
f
f
icien
cy
,
wh
ich
allo
we
d
im
p
r
o
v
in
g
ed
u
ca
tio
n
al
q
u
ality
an
d
th
e
f
o
r
m
atio
n
o
f
co
m
m
u
n
ities
with
in
th
eir
in
s
titu
tio
n
s
[
4
1
]
,
[
6
7
]
,
[
6
9
]
,
[
8
8
]
,
[
8
9
]
.
I
n
ad
d
itio
n
,
d
u
r
in
g
t
h
e
lead
er
s
h
ip
ev
alu
atio
n
s
,
m
a
n
ag
er
s
an
d
teac
h
e
r
s
s
h
o
wed
lo
w
lev
els
o
f
lead
er
s
h
ip
an
d
litt
le
k
n
o
wled
g
e
o
f
p
ed
ag
o
g
ical
in
n
o
v
atio
n
s
tr
ateg
ies
an
d
m
eth
o
d
o
lo
g
ies,
wh
ich
d
ec
r
ea
s
es
th
eir
p
ar
ticip
atio
n
in
th
e
ac
tiv
ities
o
f
th
e
in
s
titu
tio
n
[
4
3
]
,
[
6
5
]
,
[
8
2
]
,
in
ab
ilit
y
to
r
eso
lv
e
co
n
f
licts
[
4
2
]
an
d
p
o
o
r
s
u
p
p
o
r
t
f
r
o
m
teac
h
e
r
s
[
6
8
]
,
[
7
5
]
,
[
7
7
]
.
I
n
p
r
im
ar
y
s
ch
o
o
l,
lea
d
er
s
h
i
p
ch
ar
ac
ter
ized
b
y
au
to
n
o
m
y
an
d
g
r
ea
ter
a
u
th
o
r
i
ty
o
f
p
r
in
cip
als
an
d
teac
h
er
s
in
d
ec
is
io
n
-
m
ak
in
g
is
r
eq
u
ir
e
d
.
T
h
is
lead
er
s
h
ip
co
n
tr
ib
u
tes
to
im
p
r
o
v
ed
lear
n
in
g
,
g
en
er
ates
en
g
a
g
em
en
t
b
etwe
en
teac
h
er
s
an
d
th
e
m
an
ag
em
en
t
team
,
esta
b
lis
h
es c
lear
an
d
d
ef
in
ed
o
b
jectiv
es a
n
d
th
er
ef
o
r
e
im
p
r
o
v
es th
e
q
u
ality
o
f
p
r
im
ar
y
ed
u
c
atio
n
[
9
3
]
.
At
th
e
h
ig
h
er
lev
el,
s
tu
d
en
ts
d
ev
elo
p
th
eir
o
wn
lead
e
r
s
h
ip
s
ty
les,
an
d
th
is
m
u
s
t
b
e
co
n
s
id
er
ed
b
y
teac
h
er
s
f
o
r
a
m
o
r
e
ef
f
icien
t tr
ain
in
g
p
r
o
ce
s
s
[
4
5
]
.
Dif
f
er
e
n
t
ty
p
es o
f
lead
e
r
s
h
ip
ar
e
o
b
s
er
v
ed
with
in
th
e
team
s
m
ad
e
u
p
o
f
s
tu
d
en
ts
,
as
well
as
th
e
n
ee
d
to
e
n
co
u
r
ag
e
in
n
o
v
at
io
n
in
teac
h
er
s
an
d
m
an
ag
er
s
to
m
ak
e
i
n
s
titu
tio
n
s
m
o
r
e
r
esil
ien
t
to
ch
a
n
g
es
in
t
h
e
en
v
ir
o
n
m
e
n
t.
Pre
v
io
u
s
r
es
ea
r
ch
s
h
o
ws
th
at
it
is
es
s
en
tial
to
estab
lis
h
s
tr
o
n
g
p
u
b
lic
p
o
licies
th
at
v
in
d
icate
th
e
cu
r
r
e
n
t
r
o
le
o
f
r
ec
t
o
r
s
an
d
en
s
u
r
e
th
ei
r
ap
p
licab
ilit
y
f
r
o
m
th
e
in
s
titu
tio
n
al
lev
el
in
o
r
d
er
to
im
p
r
o
v
e
th
e
q
u
ality
o
f
ed
u
ca
tio
n
in
h
ig
h
e
r
e
d
u
ca
tio
n
[
9
4
]
.
On
th
e
o
th
er
h
a
n
d
,
it h
as a
ls
o
b
ee
n
s
h
o
wn
th
at
th
e
p
ar
ticip
atio
n
o
f
th
e
en
tire
ed
u
ca
tio
n
al
c
o
m
m
u
n
ity
b
en
e
f
its
th
e
p
e
r
s
o
n
al,
wo
r
k
,
s
o
cial
a
n
d
p
r
o
f
ess
io
n
al
tr
ain
in
g
o
f
teac
h
e
r
s
an
d
s
tu
d
en
ts
[
9
5
]
.
T
h
u
s
,
in
t
h
e
p
r
ac
tice,
it
is
n
ec
ess
ar
y
t
o
a
d
v
o
ca
te
f
o
r
p
o
licies
th
at
im
p
r
o
v
e
q
u
ality
a
n
d
c
o
llab
o
r
ativ
e
wo
r
k
at
th
e
u
n
iv
er
s
ity
lev
el.
T
h
e
s
ec
o
n
d
o
b
jectiv
e
was
to
id
en
tify
th
e
im
p
o
r
tan
ce
o
f
h
av
in
g
s
tr
o
n
g
lead
er
s
h
ip
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
S
ev
er
al
s
tu
d
ies
h
a
v
e
s
h
o
wn
t
h
at
s
tr
o
n
g
lead
er
s
h
i
p
is
r
eq
u
ir
ed
to
ac
h
iev
e
th
e
g
r
o
wth
o
f
u
n
iv
e
r
s
ities
an
d
r
e
d
u
ce
th
e
n
eg
ativ
e
p
s
y
c
h
o
s
o
cial
ef
f
ec
ts
o
f
wea
k
lead
er
s
h
ip
[
4
4
]
,
[
5
4
]
,
[
5
8
]
,
[
7
9
]
.
Fu
r
th
er
m
o
r
e
,
it
is
o
b
s
er
v
ed
t
h
at
lead
er
s
h
ip
s
ty
les
b
ased
o
n
t
h
e
s
u
p
p
o
r
t,
s
tim
u
l
atio
n
an
d
in
clu
s
io
n
o
f
i
n
d
iv
id
u
als
g
en
er
ate
b
etter
r
esu
lts
with
in
g
r
o
u
p
s
o
f
s
tu
d
en
ts
,
s
in
ce
th
ey
in
cr
ea
s
e
th
ei
r
cr
ea
tiv
ity
an
d
en
co
u
r
ag
e
t
h
eir
en
tr
ep
r
e
n
eu
r
ial
s
p
ir
it
[
7
6
]
,
[
8
0
]
.
Oth
er
ty
p
es
o
f
lead
er
s
h
ip
,
s
u
c
h
as
p
ed
a
g
o
g
i
ca
l
an
d
s
er
v
ice
lea
d
er
s
h
ip
,
s
u
p
p
o
r
t
teac
h
er
s
’
jo
b
g
r
o
wth
,
im
p
r
o
v
e
th
eir
p
e
r
f
o
r
m
an
ce
an
d
cr
ea
te
a
b
etter
o
r
g
an
izatio
n
al
clim
ate
[
5
7
]
,
[
5
9
]
,
[
8
6
]
.
Dir
ec
tiv
e
lead
er
s
h
ip
p
o
s
itiv
ely
in
f
lu
e
n
c
ed
th
e
ed
u
ca
tio
n
al
q
u
ality
o
f
an
in
s
titu
tio
n
[
8
1
]
.
C
o
n
tr
a
r
y
t
o
th
is
,
o
t
h
er
s
tu
d
ies
s
h
o
w
th
at
em
o
tio
n
al
lea
d
er
s
h
ip
h
as
a
n
eg
ativ
e
im
p
ac
t
o
n
t
ea
ch
er
s
’
m
o
tiv
atio
n
an
d
af
f
ec
ts
th
eir
lead
er
s
h
ip
ca
p
ac
ity
[
5
0
]
,
[
6
6
]
,
[
7
1
]
,
[
7
8
]
.
T
h
er
e
is
a
m
ar
k
ed
p
r
ef
er
en
c
e
f
o
r
th
e
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
s
ty
le,
s
in
ce
it
wa
s
th
e
m
o
s
t
ap
p
r
o
p
r
iate
s
ty
le
f
o
r
th
e
g
r
o
wt
h
o
f
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
,
in
cr
ea
s
in
g
th
e
e
f
f
ec
tiv
en
ess
an
d
jo
b
s
atis
f
ac
tio
n
o
f
teac
h
er
s
an
d
r
ed
u
cin
g
wo
r
k
s
tr
ess
[
4
9
]
,
[
5
1
]
,
[
5
3
]
.
L
i
k
ewise,
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
,
ad
o
p
tin
g
a
n
in
clu
s
iv
e
ap
p
r
o
ac
h
,
also
in
cr
ea
s
ed
s
tu
d
e
n
ts
'
s
at
is
f
ac
tio
n
[
4
7
]
,
[
7
2
]
,
allo
win
g
th
em
to
ca
r
r
y
o
u
t
th
eir
a
ctiv
ities
ca
r
r
ied
o
u
t
b
y
teac
h
er
s
with
g
r
ea
ter
en
th
u
s
iasm
[
4
6
]
,
[
4
8
]
,
[
5
2
]
,
[
8
3
]
,
[
8
7
]
.
A
p
r
e
v
io
u
s
s
tu
d
y
s
h
o
wed
t
h
at
th
er
e
is
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
e
n
p
o
s
itiv
e
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
an
d
im
p
r
o
v
em
e
n
t
in
th
e
m
an
a
g
e
m
en
t
p
e
r
f
o
r
m
ed
b
y
teac
h
er
s
[
9
6
]
.
T
h
is
d
em
o
n
s
tr
ates
th
e
im
p
o
r
tan
ce
o
f
th
is
ty
p
e
o
f
lead
er
s
h
i
p
to
ac
h
iev
e
th
e
g
o
als
s
et
in
th
e
in
s
titu
tio
n
s
[
9
7
]
.
T
o
d
o
s
o
,
teac
h
er
s
m
u
s
t
s
u
cc
ess
f
u
lly
p
r
o
m
o
te
an
ac
ad
em
ic
en
v
ir
o
n
m
e
n
t
in
w
h
ich
s
tu
d
e
n
ts
f
ee
l satis
f
ied
an
d
ac
h
iev
e
p
er
s
o
n
al,
ac
ad
em
ic
a
n
d
p
r
o
f
ess
io
n
al
g
r
o
wth
[
9
8
]
.
T
h
e
th
ir
d
o
b
jectiv
e
was
to
id
en
tify
th
e
im
p
o
r
ta
n
ce
o
f
s
tr
o
n
g
lead
er
s
h
ip
in
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
s
.
Stro
n
g
lead
e
r
s
h
ip
h
a
d
th
e
e
f
f
e
ctiv
e
ab
ilit
y
to
c
o
m
m
u
n
icate
a
n
d
m
a
n
ag
e
c
o
n
f
licts
an
d
s
o
lv
e
p
r
o
b
lem
s
[
4
2
]
.
I
n
ed
u
ca
tio
n
al
p
r
ac
tice,
teac
h
e
r
s
ten
d
to
f
o
cu
s
m
o
r
e
o
n
ta
k
in
g
r
esp
o
n
s
ib
ilit
y
f
o
r
th
eir
p
r
ac
tices
th
an
o
n
p
r
o
m
o
tin
g
a
b
etter
en
v
ir
o
n
m
en
t
an
d
m
o
r
e
en
r
ich
i
n
g
ex
p
er
ie
n
ce
s
,
in
ad
d
itio
n
to
th
e
f
ac
t
th
at
m
u
ch
o
f
th
e
a
d
m
in
is
tr
ativ
e
an
d
b
u
r
ea
u
cr
atic
b
u
r
d
e
n
f
alls
o
n
th
e
d
ir
ec
t
o
r
,
in
s
tead
o
f
b
ei
n
g
ass
is
ted
b
y
h
is
o
r
h
er
teac
h
er
s
[
6
8
]
,
[
7
5
]
,
[
7
7
]
.
Fu
r
th
er
m
o
r
e
,
m
o
tiv
atio
n
d
u
r
i
n
g
ed
u
ca
tio
n
al
p
r
ac
tice
is
ess
en
tial
to
m
o
tiv
ate
teac
h
er
s
an
d
s
tr
en
g
th
en
t
h
e
p
r
in
cip
al
-
teac
h
e
r
,
teac
h
er
-
s
tu
d
en
t a
n
d
p
r
in
ci
p
al
-
s
tu
d
en
t b
o
n
d
s
[
5
5
]
,
[
6
4
]
,
[
8
5
]
.
I
n
th
is
co
n
te
x
t,
th
e
ad
ap
tab
ilit
y
o
f
p
r
in
ci
p
als
an
d
teac
h
er
s
is
cr
u
cial
to
en
s
u
r
e
th
e
q
u
ality
o
f
teac
h
in
g
an
d
m
ain
tain
a
g
o
o
d
wo
r
k
en
v
i
r
o
n
m
e
n
t;
a
p
r
ev
io
u
s
s
tu
d
y
[
9
9
]
h
as
alr
ea
d
y
d
em
o
n
s
tr
ated
th
e
im
p
o
r
ta
n
ce
o
f
a
d
ap
tab
ilit
y
an
d
th
at
th
i
s
is
ac
h
iev
ed
with
a
th
eo
r
etica
l f
r
am
ewo
r
k
th
at
s
u
p
p
o
r
ts
ad
ap
tatio
n
an
d
c
o
n
tin
u
o
u
s
tr
ain
in
g
p
r
o
g
r
am
s
f
o
r
t
h
o
s
e
in
v
o
lv
e
d
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
3
6
2
8
-
3
6
4
0
3636
Fin
ally
,
th
e
r
o
le
o
f
e
d
u
ca
tio
n
a
l
lead
er
s
h
ip
d
u
r
i
n
g
t
h
e
C
OVI
D
-
1
9
p
an
d
em
ic
th
at
a
f
f
ec
ted
t
h
e
wo
r
ld
is
h
ig
h
lig
h
ted
.
I
t
was
o
b
s
er
v
ed
th
at
teac
h
er
s
a
d
o
p
ted
a
s
tr
o
n
g
p
e
d
ag
o
g
ical
lead
er
s
h
ip
to
f
ac
e
th
e
p
r
o
b
lem
s
g
en
er
ated
b
y
t
h
is
s
itu
atio
n
a
n
d
to
p
r
o
m
o
te
ch
a
n
g
es
a
n
d
i
m
p
r
o
v
e
m
en
ts
to
a
d
eq
u
ately
im
p
lem
en
t
d
is
tan
ce
ed
u
ca
tio
n
.
Mo
r
eo
v
e
r
,
as
a
co
n
s
eq
u
en
ce
o
f
th
ese
co
m
p
lex
s
itu
atio
n
s
th
at
wer
e
im
p
o
s
ed
,
te
ac
h
er
s
wer
e
ab
le
to
s
tr
en
g
th
en
lea
d
er
s
h
ip
s
ty
les
s
u
ch
as
s
h
a
r
ed
,
ad
ap
tiv
e
,
r
esil
ien
t
an
d
tr
a
n
s
f
o
r
m
atio
n
al,
in
o
r
d
er
to
b
e
ab
le
t
o
p
er
f
o
r
m
well
with
in
th
e
n
ew
n
o
r
m
ality
[
6
3
]
,
[
7
4
]
.
L
ea
d
er
s
h
i
p
s
ty
les
s
u
ch
as
tr
an
s
f
o
r
m
atio
n
al
o
r
tr
an
s
ac
tio
n
al
wer
e
f
u
n
d
am
en
tal
f
o
r
th
e
d
e
s
ig
n
o
f
ef
f
icien
t
s
tr
ateg
ies
to
f
ac
e
th
e
p
r
o
b
lem
s
th
at
a
r
o
s
e
as
a
r
esu
lt
o
f
th
e
p
an
d
em
ic,
t
h
er
e
b
ei
n
g
a
d
ir
ec
t
r
elatio
n
s
h
ip
b
etwe
en
th
e
ap
p
li
ca
tio
n
o
f
th
ese
lead
e
r
s
h
ip
s
ty
le
s
an
d
th
e
ef
f
icie
n
cy
in
th
e
im
p
lem
en
tatio
n
o
f
th
e
s
tr
ateg
ies.
Go
o
d
lead
er
s
h
ip
is
im
p
o
r
tan
t
to
g
e
n
er
ate
ch
a
n
g
e
with
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
esp
ec
ially
in
tim
e
s
o
f
cr
is
is
wh
er
e
q
u
ick
an
d
o
r
g
an
ized
r
esp
o
n
s
es
ar
e
r
eq
u
i
r
e
d
f
r
o
m
th
e
p
e
o
p
le
in
ch
ar
g
e
[
7
3
]
,
[
8
4
]
.
T
r
ai
n
in
g
lead
er
s
with
th
ese
c
h
ar
ac
ter
is
tics
th
r
o
u
g
h
tr
ai
n
in
g
p
r
o
g
r
am
s
is
c
r
u
cial
to
r
esp
o
n
d
t
o
f
u
tu
r
e
cr
is
es th
at
m
ay
a
f
f
ec
t th
e
g
lo
b
al
ed
u
ca
tio
n
s
y
s
tem
.
4.
CO
NCLU
SI
O
N
T
h
e
im
p
o
r
tan
ce
o
f
g
o
o
d
lead
er
s
h
ip
with
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
was
ev
id
en
t.
Dir
ec
to
r
s
an
d
teac
h
er
s
m
u
s
t
g
u
ar
a
n
tee
a
g
o
o
d
ed
u
ca
t
io
n
al
ex
p
er
ien
ce
th
at
allo
ws
f
o
r
a
s
o
lid
tr
ain
i
n
g
o
f
s
tu
d
en
ts
.
T
h
e
co
llab
o
r
atio
n
an
d
s
elf
-
s
u
f
f
icien
cy
o
f
teac
h
e
r
s
ar
e
f
u
n
d
a
m
en
tal
f
o
r
th
e
g
r
o
wth
o
f
in
s
titu
tio
n
s
an
d
th
e
f
u
lf
illme
n
t
o
f
th
eir
o
b
jectiv
es
at
all
ed
u
ca
tio
n
al
lev
els.
L
ik
ewise,
it
i
s
n
ec
ess
ar
y
to
im
p
r
o
v
e
th
e
lead
e
r
s
h
ip
ca
p
a
b
ilit
ies
o
f
d
ir
ec
to
r
s
an
d
teac
h
er
s
th
r
o
u
g
h
tr
ain
i
n
g
p
r
o
g
r
a
m
s
s
o
th
at
th
ey
b
ec
o
m
e
m
o
r
e
p
ar
ticip
an
ts
in
th
e
teac
h
i
n
g
-
lear
n
i
n
g
p
r
o
ce
s
s
.
T
r
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
was
co
n
s
id
er
ed
th
e
m
o
s
t
ef
f
ic
ien
t
to
ac
h
iev
e
a
p
o
s
itiv
e
im
p
ac
t
o
n
th
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t
an
d
p
r
o
m
o
te
th
e
d
e
v
elo
p
m
e
n
t
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
in
ad
d
itio
n
to
allo
win
g
lead
er
s
to
ac
h
iev
e
g
r
ea
ter
ef
f
ec
tiv
en
ess
an
d
s
atis
f
ac
tio
n
in
th
eir
wo
r
k
en
v
ir
o
n
m
en
t
.
L
ik
ewise,
it
s
h
o
wed
a
p
o
s
itiv
e
in
f
lu
e
n
ce
o
n
teac
h
er
a
n
d
s
tu
d
e
n
t
s
atis
f
ac
tio
n
,
teac
h
i
n
g
p
er
f
o
r
m
a
n
ce
a
n
d
r
ed
u
ce
d
p
er
ce
iv
ed
wo
r
k
s
tr
ess
.
I
n
p
r
ac
tice,
all
o
f
th
e
ab
o
v
e
is
ac
h
iev
ed
t
h
r
o
u
g
h
m
ea
s
u
r
es
th
at
en
co
u
r
ag
e
i
n
s
p
ir
atio
n
a
n
d
th
e
ex
ch
an
g
e
o
f
i
d
ea
s
to
p
r
o
m
o
te
f
u
t
u
r
e
ch
a
n
g
es b
et
wee
n
teac
h
er
s
an
d
s
tu
d
e
n
ts
.
T
h
e
im
p
o
r
tan
ce
o
f
h
av
i
n
g
s
tr
o
n
g
lead
er
s
h
ip
in
c
o
m
p
lica
ted
co
n
te
x
ts
(
s
u
ch
as
th
e
C
OVI
D
-
19
p
an
d
em
ic)
was
ev
id
e
n
t.
Stro
n
g
lead
er
s
h
ip
m
o
tiv
ates
teac
h
er
s
an
d
s
tu
d
en
ts
,
wh
ile
p
r
o
v
id
in
g
s
o
lu
tio
n
s
an
d
ad
ap
tin
g
to
n
ew
r
ea
liti
es.
T
h
e
co
n
s
tan
t
tr
ain
in
g
o
f
d
ir
ec
t
o
r
s
a
n
d
teac
h
er
s
is
cr
u
cial
f
o
r
th
e
in
s
titu
tio
n
to
p
r
o
v
id
e
q
u
ality
ed
u
ca
tio
n
al
s
er
v
ice.
T
o
th
is
en
d
,
co
n
tin
u
o
u
s
tr
ain
in
g
o
f
teac
h
er
s
an
d
d
ir
ec
to
r
s
is
r
ec
o
m
m
en
d
e
d
th
r
o
u
g
h
talk
s
,
s
em
in
ar
s
an
d
co
n
f
er
en
c
es
p
r
o
v
id
e
d
b
y
t
h
e
s
am
e
in
s
tit
u
tio
n
,
wh
ic
h
ca
n
tak
e
ad
v
a
n
tag
e
o
f
tech
n
o
lo
g
ical
m
ea
n
s
to
ca
r
r
y
o
u
t th
ese
ac
tiv
i
ties
.
T
h
e
p
r
esen
t
r
ev
iew
h
a
d
a
L
atin
Am
er
ican
f
o
cu
s
,
s
o
it
was
ca
r
r
ied
o
u
t
in
Scielo
an
d
Sco
p
u
s
a
n
d
ar
ticles
in
Sp
an
is
h
wer
e
c
o
n
s
id
er
ed
.
I
n
ad
d
itio
n
,
o
n
l
y
th
e
p
er
io
d
2
0
1
9
-
2
0
2
3
was
co
n
s
id
er
e
d
,
s
in
ce
a
r
ticles
with
cu
r
r
en
t
r
esu
lts
wer
e
s
ea
r
ch
ed
.
I
t
is
r
e
co
m
m
en
d
e
d
,
i
n
s
u
b
s
eq
u
e
n
t
r
e
v
is
io
n
s
,
to
u
s
e
o
th
er
d
atab
ase
s
(
W
eb
o
f
Scien
ce
,
E
R
I
C
o
r
E
B
S
C
O
Ho
s
t)
an
d
to
in
cr
ea
s
e
th
e
p
er
io
d
o
f
p
u
b
licatio
n
s
to
ad
d
r
ess
th
e
ev
alu
atio
n
o
f
th
is
to
p
ic
(
lead
er
s
h
ip
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
)
o
v
er
th
e
y
ea
r
s
.
Fu
r
th
er
m
o
r
e,
th
is
r
ev
iew
tr
ied
to
ad
d
r
ess
all
f
o
r
m
ativ
e
s
tag
es,
s
o
th
e
r
esu
lts
ar
e
g
en
er
al;
Su
b
s
eq
u
en
t
s
tu
d
ies
s
h
o
u
ld
f
o
cu
s
o
n
o
n
ly
o
n
e
f
o
r
m
ativ
e
s
tag
e
to
o
b
tain
m
o
r
e
s
p
ec
if
ic
r
esu
lts
.
RE
F
E
R
E
NC
E
S
[
1
]
L.
A
.
G
e
r
a
l
d
o
C
a
m
p
o
s
,
A
.
R
.
M
e
r
a
S
á
n
c
h
e
z
,
a
n
d
E
.
R
o
c
h
a
P
e
r
e
z
,
“
I
mp
o
r
t
a
n
c
i
a
d
e
l
o
s
e
st
i
l
o
s
d
e
l
i
d
e
r
a
z
g
o
:
u
n
a
b
o
r
d
a
j
e
d
e
r
e
v
i
si
ó
n
t
e
ó
r
i
c
a
,
”
A
p
u
n
t
e
s U
n
i
v
e
rs
i
t
a
ri
o
s
,
v
o
l
.
1
0
,
n
o
.
4
,
p
p
.
1
5
6
–
1
7
4
,
A
u
g
.
2
0
2
0
,
d
o
i
:
1
0
.
1
7
1
6
2
/
a
u
.
v
1
0
i
4
.
5
0
1
.
[
2
]
L.
M
.
P
e
d
r
a
j
a
-
R
e
j
a
s,
Í
.
A
.
M
a
r
c
h
i
o
n
i
-
C
h
o
q
u
e
,
C
.
J
.
Es
p
i
n
o
z
a
-
M
a
r
c
h
a
n
t
,
a
n
d
C
.
P
.
M
u
ñ
o
z
-
F
r
i
t
i
s,
“
L
i
d
e
r
a
z
g
o
y
c
u
l
t
u
r
a
o
r
g
a
n
i
z
a
c
i
o
n
a
l
c
o
m
o
f
a
c
t
o
r
e
s
d
e
i
n
f
l
u
e
n
c
i
a
e
n
l
a
c
a
l
i
d
a
d
u
n
i
v
e
r
s
i
t
a
r
i
a
:
u
n
a
n
á
l
i
si
s
c
o
n
c
e
p
t
u
a
l
,
”
F
o
rm
a
c
i
ó
n
u
n
i
v
e
rs
i
t
a
ri
a
,
v
o
l
.
1
3
,
n
o
.
5
,
p
p
.
3
–
1
4
,
O
c
t
.
2
0
2
0
,
d
o
i
:
1
0
.
4
0
6
7
/
S
0
7
1
8
-
5
0
0
6
2
0
2
0
0
0
0
5
0
0
0
0
3
.
[
3
]
M
.
A
.
G
u
e
r
r
e
r
o
B
e
j
a
r
a
n
o
,
K
.
A
.
A
ñ
a
z
c
o
C
a
ma
c
h
o
,
R
.
P
.
V
a
l
d
i
v
i
e
so
S
a
l
a
s
,
a
n
d
Ó
.
W
.
S
á
n
c
h
e
z
C
ó
r
d
o
v
a
,
“
L
o
s
e
st
i
l
o
s
d
e
l
i
d
e
r
a
z
g
o
y
s
u
e
f
e
c
t
o
e
n
l
a
s
a
t
i
sf
a
c
c
i
ó
n
l
a
b
o
r
a
l
,
”
I
N
N
O
VA
Re
s
e
a
r
c
h
J
o
u
rn
a
l
,
v
o
l
.
3
,
n
o
.
1
0
,
p
p
.
1
4
2
–
1
4
8
,
O
c
t
.
2
0
1
8
,
d
o
i
:
1
0
.
3
3
8
9
0
/
i
n
n
o
v
a
.
v
3
.
n
1
0
.
2
0
1
8
.
9
0
8
.
[
4
]
T.
N
y
g
r
e
n
a
n
d
B
.
Jo
h
n
sr
u
d
,
“
W
h
a
t
w
o
u
l
d
M
a
r
t
i
n
Lu
t
h
e
r
K
i
n
g
Jr
.
S
a
y
?
Te
a
c
h
i
n
g
t
h
e
h
i
s
t
o
r
i
c
a
l
a
n
d
p
r
a
c
t
i
c
a
l
p
a
st
t
o
p
r
o
m
o
t
e
h
u
m
a
n
r
i
g
h
t
s
i
n
e
d
u
c
a
t
i
o
n
,
”
J
o
u
rn
a
l
o
f
H
u
m
a
n
R
i
g
h
t
s P
r
a
c
t
i
c
e
,
v
o
l
.
1
0
,
n
o
.
2
,
p
p
.
2
8
7
–
3
0
6
,
Ju
l
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
9
3
/
j
h
u
m
a
n
/
h
u
y
0
1
3
.
[
5
]
K
.
W
y
n
t
e
r
-
H
o
y
t
e
a
n
d
M
.
S
mi
t
h
,
“
H
e
y
,
b
l
a
c
k
c
h
i
l
d
.
d
o
y
o
u
k
n
o
w
w
h
o
y
o
u
a
r
e
?
’
U
si
n
g
A
f
r
i
c
a
n
d
i
a
s
p
o
r
a
l
i
t
e
r
a
c
y
t
o
h
u
m
a
n
i
z
e
b
l
a
c
k
n
e
ss
i
n
e
a
r
l
y
c
h
i
l
d
h
o
o
d
e
d
u
c
a
t
i
o
n
,
”
J
o
u
rn
a
l
o
f
L
i
t
e
r
a
c
y
R
e
se
a
r
c
h
,
v
o
l
.
5
2
,
n
o
.
4
,
p
p
.
4
0
6
–
4
3
1
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
7
7
/
1
0
8
6
2
9
6
X
2
0
9
6
7
3
9
3
.
[
6
]
G
.
H
.
G
ó
m
e
z
,
“
Em
p
r
e
n
d
e
d
u
r
i
s
mo
y
l
i
d
e
r
a
z
g
o
e
mp
r
e
sari
a
l
e
n
l
a
s
o
r
g
a
n
i
z
a
c
i
o
n
e
s
d
e
l
s
i
g
l
o
X
X
I
,
”
R
e
v
i
st
a
Fi
d
é
l
i
t
a
s
,
v
o
l
.
2
,
n
o
.
1
,
p
p
.
3
4
–
4
3
,
2
0
2
1
.
[
7
]
K
.
A
r
a
r
a
n
d
I
.
O
p
l
a
t
k
a
,
“
S
t
r
a
t
e
g
i
c
Le
a
d
e
r
s
h
i
p
,
”
i
n
Po
l
i
c
y
I
m
p
l
i
c
a
t
i
o
n
s
o
f
R
e
sea
r
c
h
i
n
Ed
u
c
a
t
i
o
n
,
S
p
r
i
n
g
e
r
,
C
h
a
m
,
2
0
2
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