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1.
I
NT
RO
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UCT
I
O
N
T
h
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u
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tu
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p
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(
s
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cial,
d
em
o
g
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ap
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ic,
an
d
ec
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o
m
ic)
[
1
]
,
[
2
]
.
S
e
v
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r
a
l
d
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t
e
r
m
i
n
a
n
t
s
in
f
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[
3
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,
[
4
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[
5
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–
[
7
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.
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also
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b
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[
8
]
.
Go
v
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m
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ts
s
h
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to
elim
in
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Ho
wev
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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J
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Vo
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14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
463
-
471
464
lik
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th
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co
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Alb
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ls
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f
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p
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ac
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9
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f
6
.
0
o
r
h
ig
h
er
a
r
e
elig
ib
le
to
en
ter
th
e
u
n
iv
er
s
ity
s
y
s
tem
,
with
a
m
in
im
u
m
GPA
o
f
5
an
d
a
m
ax
im
u
m
o
f
1
0
.
T
h
e
r
eq
u
ir
ed
s
co
r
e
f
o
r
ad
m
is
s
io
n
was
r
aised
to
6
.
5
(
a
n
d
in
s
o
m
e
d
eg
r
ee
p
r
o
g
r
am
s
,
u
p
to
7
an
d
8
)
.
H
o
wev
er
,
i
n
2
0
2
1
,
it
was
lo
wer
ed
ag
ain
to
6
an
d
6
.
5
d
u
e
to
a
s
h
ar
p
d
ec
lin
e
in
th
e
n
u
m
b
er
o
f
s
tu
d
en
ts
en
r
o
llin
g
at
Alb
an
ia
n
p
u
b
lic
u
n
iv
er
s
ities
.
As
a
r
esu
lt
o
f
th
is
,
th
o
u
s
an
d
s
o
f
s
tu
d
en
ts
h
av
e
b
ee
n
k
ep
t
o
u
t
o
f
th
e
u
n
iv
er
s
ity
s
y
s
tem
,
co
n
f
u
s
ed
,
an
d
r
ef
u
s
ed
en
tr
y
[
1
0
]
–
[
1
2
]
.
As
ca
n
b
e
s
h
o
wn
f
r
o
m
T
ab
le
1
,
in
th
e
a
ca
d
em
ic
y
ea
r
2
0
2
1
-
2
0
2
2
,
1
0
,
3
0
0
s
tu
d
en
ts
o
u
t
o
f
3
2
,
8
0
0
s
tu
d
e
n
ts
ar
e
ex
clu
d
ed
au
to
m
atica
lly
f
r
o
m
u
n
iv
er
s
ity
ac
ce
s
s
,
i.e
.
3
0
%
o
f
p
o
ten
tial
ca
n
d
id
ates,
d
u
e
to
th
e
ac
ce
s
s
cr
iter
io
n
o
f
h
ig
h
s
c
h
o
o
l
GPA.
T
ab
le
1
.
C
an
d
id
ates e
x
clu
d
ed
f
r
o
m
u
n
iv
er
s
ity
ac
ce
s
s
d
u
e
to
h
ig
h
s
ch
o
o
l
GPA
A
c
a
d
e
mi
c
y
e
a
r
o
f
2
0
2
1
-
2
0
2
2
H
i
g
h
sc
h
o
o
l
a
v
e
r
a
g
e
g
r
a
d
e
(
%)
5
6
7
8
H
i
g
h
sc
h
o
o
l
d
i
p
l
o
ma
g
r
a
d
e
(
%)
5
8
.
9
9
*
6
.
8
4
*
2
.
5
4
*
0
.
5
6
4
.
6
*
6
.
9
9
*
4
.
8
4
1
.
8
7
1
.
5
8
*
4
5
.
6
8
3
.
7
9
8
0
.
5
2
1
.
8
4
.
5
6
5
.
7
7
To
t
a
l
:
3
2
8
0
0
p
u
p
i
l
s
;
1
0
3
0
0
p
u
p
i
l
s
e
x
c
l
u
d
e
d
f
r
o
m
u
n
i
v
e
r
si
t
y
a
c
c
e
ss
*
Th
e
p
e
r
c
e
n
t
a
g
e
o
f
st
u
d
e
n
t
s
w
h
o
d
o
n
o
t
r
e
a
c
h
t
h
e
n
e
c
e
ss
a
r
y
l
i
mi
t
f
o
r
u
n
i
v
e
r
si
t
y
a
c
c
e
ss
C
o
m
p
ar
ed
to
o
th
er
n
atio
n
al
ed
u
ca
tio
n
s
y
s
tem
s
in
E
u
r
o
p
e,
th
e
in
s
titu
tio
n
aliza
tio
n
o
f
h
ig
h
s
ch
o
o
l
GPA
as
a
b
ar
r
ier
to
u
n
iv
er
s
ity
ad
m
is
s
io
n
is
u
n
u
s
u
al,
if
n
o
t
u
n
iq
u
e
[
1
3
]
,
[
1
4
]
.
W
h
ile
th
e
r
e
is
a
h
ig
h
s
ch
o
o
l
GPA
r
eq
u
ir
em
en
t
f
o
r
u
n
iv
er
s
ity
ad
m
is
s
io
n
,
th
is
r
eq
u
ir
e
m
e
n
t
is
n
o
t
ce
n
tr
ally
e
n
f
o
r
ce
d
,
b
u
t
is
b
ased
o
n
th
e
in
d
ep
en
d
en
t
p
o
licies
an
d
cu
r
r
i
cu
la
o
f
th
e
u
n
iv
er
s
ities
[
9
]
,
[
1
4
]
–
[
1
6
]
.
T
h
e
SDGs
f
o
r
ed
u
ca
t
io
n
in
g
en
er
al,
an
d
h
ig
h
er
e
d
u
ca
tio
n
in
p
ar
ticu
la
r
,
ar
e
n
o
t
m
et
b
y
th
e
f
o
r
ce
d
an
d
i
n
s
titu
tio
n
alize
d
im
p
lem
en
tatio
n
o
f
s
u
ch
a
cr
iter
io
n
in
Alb
an
ian
h
ig
h
er
ed
u
ca
tio
n
.
T
h
e
m
ai
n
ju
s
tifi
ca
tio
n
f
o
r
th
e
h
ig
h
s
ch
o
o
l
GPA
b
ar
r
ier
in
th
e
Alb
an
ian
s
y
s
tem
is
th
e
n
ee
d
t
o
im
p
r
o
v
e
t
h
e
q
u
ality
o
f
s
tu
d
en
ts
en
ter
in
g
th
e
s
y
s
tem
(
f
r
esh
m
en
)
,
wh
ile
at
th
e
s
am
e
tim
e
allo
win
g
th
e
u
n
i
v
er
s
ity
to
ad
ap
t it
i
s
in
f
r
astru
ctu
r
e
,
f
ac
u
lty
an
d
o
th
e
r
r
eso
u
r
ce
s
t
o
m
ee
t th
e
g
r
o
win
g
d
em
an
d
,
wh
ich
s
h
o
wed
a
co
n
tin
u
o
u
s
an
d
s
tead
y
g
r
o
wth
u
n
til
th
e
ac
ad
em
ic
y
ea
r
2
0
1
5
-
2
0
1
6
[
1
7
]
,
[
1
8
]
.
T
h
e
in
cr
ea
s
e
in
th
e
f
r
esh
m
en
n
u
m
b
er
,
at
least
u
n
til
th
e
2
0
1
5
-
2
0
1
6
ac
ad
em
ic
y
ea
r
,
h
as
b
ee
n
a
cc
o
m
p
an
ied
b
y
th
e
p
r
o
life
r
atio
n
in
th
e
n
u
m
b
er
o
f
g
r
ad
u
ates,
d
am
a
g
in
g
at
th
e
s
am
e
tim
e
th
e
q
u
ality
o
f
th
e
o
u
tg
o
in
g
s
tu
d
en
ts
(
g
r
ad
u
ates)
.
T
h
e
r
ef
o
r
e
,
th
e
p
o
i
n
t
is
to
s
ee
i
f
h
i
g
h
s
ch
o
o
l
GP
A,
n
o
r
a
b
ar
r
ier
to
u
n
iv
e
r
s
ity
a
cc
ess
,
h
as
h
elp
ed
as
a
d
eter
m
in
an
t in
m
ain
tain
in
g
o
r
im
p
r
o
v
in
g
t
h
e
q
u
ality
o
f
u
n
i
v
er
s
ity
g
r
ad
u
ates [
1
9
]
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
is
t
o
ev
alu
ate
th
e
in
s
titu
tio
n
al
d
e
cisi
o
n
’
s
ef
f
ec
tiv
en
ess
(
o
p
p
o
r
t
u
n
ity
co
s
t
b
etwe
en
ac
ce
s
s
b
ar
r
ier
s
an
d
f
in
al
u
n
iv
e
r
s
ity
g
r
a
d
e)
i
n
th
is
p
ar
ticu
lar
ca
s
e
s
tu
d
y
th
r
o
u
g
h
em
p
ir
ical
a
n
aly
s
is
an
d
a
n
e
x
am
in
atio
n
o
f
a
p
r
i
v
a
te,
n
o
n
-
p
r
o
f
it
Alb
a
n
ian
u
n
iv
e
r
s
ity
.
Fu
r
th
er
m
o
r
e,
th
is
s
tu
d
y
i
s
ex
p
ec
ted
to
f
ill
a
g
ap
in
th
e
liter
atu
r
e
r
eg
ar
d
in
g
th
e
f
ac
to
r
s
in
f
lu
en
cin
g
th
e
G
PA
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
in
Alb
an
ia,
as
th
e
r
e
ar
e
cu
r
r
en
tly
n
o
ac
ad
em
ic
s
tu
d
ies
in
th
is
ar
ea
.
T
h
is
will
en
co
u
r
ag
e
f
u
r
t
h
er
r
esear
ch
s
tu
d
ies
th
at
co
u
ld
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
f
o
r
t
h
e
cr
ea
t
io
n
o
f
m
o
r
e
s
o
p
h
is
ticated
ed
u
ca
tio
n
al
p
o
licies.
I
d
en
tify
in
g
o
th
er
v
ar
iab
les
th
at
m
ay
af
f
ec
t
g
r
ad
u
ate
s
tu
d
en
ts
’
ch
an
ce
s
o
f
o
b
tain
in
g
a
h
ig
h
er
d
eg
r
ee
is
o
n
e
o
f
th
e
o
th
er
o
b
je
ctiv
es o
f
th
e
s
tu
d
y
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
F
a
ct
o
rs a
f
f
ec
t
ing
un
iv
er
s
it
y
perf
o
rm
a
nce
in diff
er
ent
co
un
t
ries
Stu
d
ies
h
av
e
id
en
tifie
d
th
e
f
ac
to
r
s
th
at
im
p
ac
t
s
tu
d
en
ts
’
ac
h
iev
em
en
t
in
h
ig
h
e
r
ed
u
ca
tio
n
.
B
y
f
o
cu
s
in
g
o
n
th
e
cu
m
u
lativ
e
g
r
ad
e
p
o
in
t
av
er
a
g
es
(
C
GPA
s
)
o
f
C
o
n
n
ec
ticu
t
C
o
lleg
e
s
tu
d
en
ts
,
R
u
s
s
o
[
2
0
]
s
o
u
g
h
t to
id
en
tif
y
th
e
f
ac
to
r
s
i
n
f
lu
en
cin
g
th
eir
ac
ad
em
ic
ex
p
er
ien
ce
.
E
v
en
af
te
r
co
n
tr
o
llin
g
f
o
r
p
r
io
r
ac
ad
em
ic
ac
h
iev
em
en
t a
n
d
d
e
m
o
g
r
ap
h
ic
s
,
th
e
s
tu
d
y
f
o
u
n
d
th
at
ce
r
tain
h
ig
h
s
ch
o
o
l in
p
u
ts
s
u
ch
as st
u
d
en
t
-
teac
h
er
r
atio
s
,
to
tal
ex
p
en
d
itu
r
es
p
er
p
u
p
il,
an
d
ex
p
en
d
itu
r
es
p
er
p
u
p
il
f
o
r
teac
h
er
s
alar
ies
h
ad
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
co
lleg
e
GPA.
I
n
ad
d
itio
n
,
T
o
p
o
r
et
a
l.
[
2
1
]
f
o
u
n
d
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
p
a
r
en
t
al
p
ar
ticip
atio
n
an
d
s
tu
d
en
ts
'
p
er
f
o
r
m
an
ce
,
r
eg
ar
d
l
ess
o
f
th
e
ch
ild
’
s
I
Q.
Gu
im
ar
ae
s
an
d
Sam
p
aio
[
2
2
]
co
n
d
u
c
ted
a
s
tu
d
y
o
n
th
e
im
p
ac
t
o
f
f
a
m
ily
b
ac
k
g
r
o
u
n
d
f
ac
to
r
s
o
n
co
lleg
e
en
tr
an
ce
ex
am
p
er
f
o
r
m
a
n
ce
at
a
p
r
esti
g
io
u
s
u
n
iv
e
r
s
ity
in
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
v
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&
R
es E
d
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c
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SS
N:
2252
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8
8
2
2
I
n
flu
en
ce
o
f
h
ig
h
s
ch
o
o
l g
r
a
d
e
p
o
in
t a
ve
r
a
g
e
o
n
u
n
ivers
ity
p
erfo
r
ma
n
ce
:
a
ca
s
e
…
(
E
milja
n
K
a
r
ma
)
465
No
r
th
ea
s
t
B
r
az
il.
T
h
e
s
tu
d
y
f
o
u
n
d
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
p
ar
en
ts
’
lev
el
o
f
ed
u
ca
tio
n
an
d
th
eir
ch
ild
r
en
’
s
test
s
co
r
es.
Ad
d
itio
n
ally
,
ac
ad
e
m
ic
ac
h
ie
v
em
en
t
was
p
o
s
itiv
ely
co
r
r
elate
d
with
th
e
f
ath
er
’
s
le
v
el
o
f
ed
u
ca
tio
n
a
n
d
f
am
ily
in
co
m
e
.
Ar
n
aiz
-
Sán
ch
ez
et
a
l.
[
2
3
]
in
v
esti
g
ated
th
e
ef
f
ec
tiv
en
ess
o
f
a
p
r
o
g
r
a
m
th
at
u
tili
ze
d
co
llab
o
r
ativ
e
an
d
co
o
p
er
ativ
e
lear
n
in
g
ap
p
r
o
ac
h
es
an
d
p
r
o
jects
to
e
n
h
an
ce
lan
g
u
a
g
e
an
d
m
ath
e
m
atica
l
p
r
o
f
icien
cy
as
a
co
m
p
o
n
en
t
o
f
ac
a
d
em
ic
ac
h
i
ev
em
en
t.
T
h
e
s
tu
d
y
em
p
h
asized
th
e
im
p
o
r
ta
n
ce
o
f
u
n
d
er
s
tan
d
in
g
p
r
ac
tical
teac
h
in
g
ap
p
r
o
ac
h
es
an
d
lea
r
n
in
g
s
tr
ateg
ies
with
in
th
e
l
ar
g
er
co
n
tex
t
o
f
p
r
o
ce
s
s
elem
en
ts
to
im
p
r
o
v
e
ac
ad
em
ic
ac
h
iev
em
e
n
t.
Ad
d
i
tio
n
ally
,
J
ey
n
es
[
2
4
]
d
is
co
v
er
ed
th
at
g
r
a
d
u
ates
o
f
r
elig
io
u
s
h
ig
h
s
ch
o
o
ls
o
u
tp
er
f
o
r
m
ed
g
r
ad
u
ates
o
f
p
r
iv
ate
an
d
p
u
b
lic
h
ig
h
s
ch
o
o
ls
ac
ad
em
ically
.
I
n
d
r
ah
ad
i
an
d
W
ar
d
an
a
[
2
5
]
ex
am
in
ed
th
e
im
p
ac
t
o
f
s
o
cio
ec
o
n
o
m
ic
an
d
d
em
o
g
r
ap
h
ic
ch
ar
ac
ter
is
tics
o
n
th
e
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
o
f
I
n
d
o
n
esian
s
tu
d
en
ts
.
T
h
eir
f
in
d
in
g
s
r
e
v
ea
led
th
at
th
ese
f
ac
to
r
s
s
ig
n
if
ican
tly
af
f
ec
t
s
tu
d
en
ts
’
ac
ad
e
m
ic
ac
h
iev
em
en
t.
T
a
d
e
s
e
e
t
a
l
.
s
t
u
d
y
[
2
6
]
e
x
a
m
i
n
e
d
t
h
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
s
t
u
d
e
n
t
t
o
b
a
cc
o
u
s
e
a
n
d
g
r
a
d
u
a
t
i
o
n
r
a
t
e
s
.
T
h
e
s
t
u
d
y
f
o
u
n
d
t
h
a
t
i
n
cr
e
a
s
e
d
t
o
b
a
c
c
o
u
s
e
is
as
s
o
ci
a
t
ed
w
i
t
h
l
o
we
r
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
m
e
n
t
.
Ps
y
c
h
o
l
o
g
y
r
e
s
e
a
r
c
h
h
i
g
h
l
i
g
h
ts
t
h
e
s
i
g
n
i
f
ica
n
c
e
o
f
m
o
t
i
v
a
t
i
o
n
f
o
r
b
o
t
h
p
r
o
f
e
s
s
i
o
n
a
l
a
n
d
p
e
r
s
o
n
a
l
c
o
m
p
et
en
c
e
[
2
7
]
,
[
2
8
]
.
Sev
er
al
s
tu
d
ies
s
u
g
g
est
th
at
a
s
tu
d
en
t
’
s
h
ig
h
s
ch
o
o
l
GPA
m
ay
af
f
ec
t
th
eir
c
h
an
ce
s
o
f
s
u
cc
ess
in
co
lleg
e.
T
o
g
ain
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
th
e
f
ac
to
r
s
th
at
m
ay
af
f
ec
t
g
r
ad
u
atio
n
GPA,
Ko
llu
r
i
et
a
l.
[
2
9
]
ex
am
in
ed
v
a
r
io
u
s
co
n
v
en
tio
n
al
ch
ar
ac
ter
is
tics
.
T
h
e
s
tu
d
y
d
is
co
v
er
ed
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
h
ig
h
s
ch
o
o
l
r
esu
lts
an
d
u
n
iv
er
s
ity
p
er
f
o
r
m
an
ce
.
E
n
s
o
y
an
d
L
a
v
eg
a
[
3
0
]
f
o
u
n
d
a
c
o
r
r
elatio
n
b
etwe
en
co
lleg
e
s
u
cc
ess
an
d
h
ig
h
s
ch
o
o
l
GPA
b
ased
o
n
th
eir
an
aly
s
is
o
f
f
ir
s
t
-
y
ea
r
ed
u
ca
tio
n
s
tu
d
e
n
ts
’
ac
ad
em
ic
r
ec
o
r
d
s
f
r
o
m
2
0
1
0
t
o
2
0
1
3
.
C
y
r
en
n
e
a
n
d
C
h
an
[
3
1
]
r
e
p
o
r
te
d
a
s
ig
n
if
ican
t
co
r
r
elatio
n
b
etwe
en
u
n
i
v
er
s
ity
en
tr
y
s
co
r
es
a
n
d
ac
ad
em
ic
ac
h
iev
em
en
t
in
ag
r
icu
ltu
r
e,
en
g
in
ee
r
i
n
g
,
an
d
th
e
s
cien
ce
s
.
T
h
e
ca
s
e
s
tu
d
y
f
o
r
th
is
r
esear
ch
wa
s
co
n
d
u
cte
d
at
t
h
e
Un
i
v
er
s
ity
o
f
W
in
n
ip
eg
in
C
an
ad
a.
T
h
e
s
tu
d
y
h
ig
h
lig
h
ts
th
e
im
p
o
r
ta
n
ce
o
f
h
i
g
h
s
ch
o
o
l
av
er
ag
es
as
a
r
eliab
le
in
d
icato
r
o
f
co
lleg
e
GPA.
Ho
wev
er
,
it
also
s
u
g
g
ests
th
at
th
er
e
m
ay
b
e
o
th
er
v
ar
iab
les
th
at
af
f
ec
t
th
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
f
co
lleg
e
s
tu
d
e
n
ts
.
Dan
ilo
wicz
-
Gö
s
ele
et
a
l.
[
3
2
]
f
o
u
n
d
a
s
ig
n
if
ican
t
co
r
r
elatio
n
b
etwe
en
h
ig
h
s
ch
o
o
l
g
r
ad
es,
g
r
ad
u
atio
n
r
ates,
an
d
f
in
al
g
r
ad
es
in
th
eir
in
v
esti
g
atio
n
o
f
th
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
ac
ad
e
m
ic
s
u
cc
ess
in
a
Ger
m
an
in
s
titu
tio
n
.
C
o
n
v
er
s
ely
,
f
ac
to
r
s
r
elate
d
to
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
o
r
in
co
m
e
h
ad
litt
le
im
p
ac
t.
C
o
n
ce
r
n
in
g
th
e
Alb
an
ia
n
u
n
i
v
er
s
ity
s
y
s
tem
,
th
er
e
ap
p
ea
r
s
to
b
e
a
lack
o
f
r
esear
ch
o
n
t
h
e
asp
ec
ts
d
is
cu
s
s
ed
in
th
is
s
tu
d
y
.
H
o
wev
er
,
b
ased
o
n
th
e
lim
ited
liter
atu
r
e
av
ailab
le,
th
e
E
d
u
ca
ti
o
n
Ser
v
ice
C
en
ter
(
QSHA)
r
ep
o
r
ted
s
tatis
tics
in
d
icatin
g
an
im
b
ala
n
ce
b
etwe
e
n
h
ig
h
s
ch
o
o
l
d
ip
lo
m
a
g
r
a
d
e
s
an
d
GPA
g
r
ad
es
th
r
o
u
g
h
o
u
t
th
e
s
ch
o
o
l
y
ea
r
s
.
Ad
d
itio
n
ally
,
it
was
f
o
u
n
d
th
at
s
tu
d
en
ts
’
p
e
r
f
o
r
m
an
ce
d
u
r
i
n
g
th
ese
y
ea
r
s
m
a
y
n
o
t a
cc
u
r
ately
r
ef
lect
th
eir
a
b
ilit
ies [
3
3
]
–
[
3
5
]
.
2
.
2
.
Acc
ess
cr
it
er
ia
t
o
t
he
Alba
nia
n
un
iv
er
s
it
y
s
y
s
t
em
Alb
an
ian
u
n
i
v
er
s
ities
o
f
f
er
e
d
u
ca
tio
n
th
r
o
u
g
h
b
o
th
s
tate
an
d
n
o
n
-
s
tate
in
s
titu
tio
n
s
.
I
t
is
wo
r
th
n
o
tin
g
th
at
2
0
%
o
f
Alb
an
ian
s
tu
d
en
t
s
ar
e
en
r
o
lled
in
n
o
n
-
s
tate
in
s
titu
tio
n
s
.
Alth
o
u
g
h
ad
m
is
s
io
n
r
eq
u
ir
em
e
n
ts
v
ar
y
b
etwe
en
in
s
titu
tio
n
s
,
all
u
n
iv
e
r
s
ities
in
Alb
an
ia
m
u
s
t
m
ee
t
th
e
s
am
e
m
in
im
u
m
s
tan
d
ar
d
,
wh
ich
is
a
s
p
ec
if
ic
cu
to
f
f
p
o
in
t
f
o
r
h
ig
h
s
ch
o
o
l
GPA.
T
h
is
r
eq
u
ir
em
en
t
p
e
r
tain
s
to
L
aw
8
0
o
f
2
0
1
5
f
o
r
Hi
g
h
er
E
d
u
ca
tio
n
a
n
d
Scien
tific
R
e
s
ea
r
ch
in
th
e
R
e
p
u
b
lic
o
f
Alb
an
ia
’
s
Hig
h
er
E
d
u
ca
tio
n
I
n
s
titu
tio
n
s
.
Acc
o
r
d
i
n
g
to
Ar
ticle
7
4
o
f
L
aw
8
0
o
f
2
0
1
5
,
th
e
r
eq
u
ir
e
m
en
ts
f
o
r
u
n
iv
e
r
s
ity
ad
m
is
s
io
n
ar
e
co
m
p
letio
n
o
f
h
ig
h
s
ch
o
o
l
an
d
m
ee
tin
g
th
e
m
in
im
al
av
er
ag
e
g
r
ad
e
lev
el,
wh
ich
is
d
eter
m
in
ed
a
n
n
u
ally
b
y
a
d
ec
is
io
n
o
f
th
e
C
o
u
n
cil
o
f
Min
is
ter
s
[
3
6
]
.
Star
tin
g
f
r
o
m
th
e
ac
ad
em
ic
y
ea
r
2
0
1
6
-
2
0
1
7
,
t
h
e
C
o
u
n
cil
o
f
Min
is
ter
s
r
elea
s
es
an
an
n
u
al
d
ec
is
io
n
th
at
estab
lis
h
es
ad
m
is
s
io
n
q
u
o
tas
an
d
th
e
m
in
im
u
m
h
ig
h
s
ch
o
o
l
GPA
r
eq
u
ir
e
d
f
o
r
ad
m
is
s
io
n
to
s
tate
an
d
non
-
s
tate
u
n
i
v
er
s
ities
.
T
h
is
leg
is
latio
n
is
m
an
d
ato
r
y
f
o
r
all
u
n
iv
e
r
s
ities
to
en
h
a
n
ce
th
e
q
u
ality
o
f
u
n
iv
er
s
ity
d
em
a
n
d
,
p
r
ed
o
m
in
a
n
tly
am
o
n
g
f
r
esh
m
e
n
.
T
h
e
e
v
e
r
-
ch
an
g
in
g
h
i
g
h
s
ch
o
o
l
GPA
cr
iter
ia
h
as r
esu
lted
in
u
n
ce
r
tain
ty
f
o
r
alu
m
n
i
w
h
o
wis
h
t
o
p
u
r
s
u
e
u
n
i
v
er
s
ity
s
tu
d
ies
[
3
7
]
.
T
h
e
u
s
e
o
f
h
i
g
h
s
ch
o
o
l
GPA
as
a
u
n
iv
er
s
ity
ac
ce
s
s
s
tan
d
ar
d
an
d
in
a
ce
n
tr
alize
d
m
an
n
er
p
o
s
es
s
ig
n
if
ican
t
is
s
u
es
in
ac
h
iev
in
g
th
e
p
r
im
ar
y
o
b
jectiv
e
o
f
L
aw
8
0
/2
0
1
5
,
w
h
ich
aim
s
to
en
h
an
c
e
q
u
ality
th
r
o
u
g
h
u
n
i
v
er
s
ity
ac
co
u
n
tab
ilit
y
an
d
au
to
n
o
m
y
[
9
]
,
[
1
5
]
,
[
1
7
]
,
[
1
8
]
.
3.
RE
S
E
ARCH
M
E
T
H
O
D
3
.
1
.
Da
t
a
T
h
e
d
ata
f
o
r
th
is
s
tu
d
y
was
g
ath
er
e
d
th
r
o
u
g
h
a
s
u
r
v
e
y
o
f
1
,
4
8
5
g
r
ad
u
ates
f
r
o
m
th
e
C
ath
o
lic
Un
iv
er
s
ity
Ou
r
L
ad
y
o
f
Go
o
d
C
o
u
n
s
el.
T
h
e
s
tatis
tical
o
f
f
ice
o
f
th
e
u
n
iv
er
s
ity
p
r
o
v
id
ed
th
e
g
r
ad
e
p
o
in
t
av
er
ag
es
an
d
o
th
er
r
elev
a
n
t
in
f
o
r
m
atio
n
.
T
h
is
s
am
p
le
s
ize
was
d
eter
m
in
ed
co
n
s
id
er
in
g
g
r
ad
u
ates
f
r
o
m
f
ir
s
t
an
d
s
ec
o
n
d
-
cy
cle
d
eg
r
ee
p
r
o
g
r
am
s
,
th
at
m
et
th
ese
cr
it
er
ia
.
T
h
e
s
tu
d
y
’
s
in
clu
s
io
n
cr
iter
ia
co
m
p
r
is
ed
g
r
ad
u
atin
g
s
tu
d
en
ts
wh
o
h
ad
c
o
m
p
lete
in
f
o
r
m
atio
n
f
o
r
t
h
eir
u
n
iv
er
s
ity
g
r
a
d
u
atio
n
m
ar
k
,
u
n
iv
er
s
ity
GPA,
an
d
h
ig
h
s
ch
o
o
l
GPA
(
1
,
4
8
5
g
r
a
d
u
ates)
.
E
x
clu
s
io
n
cr
iter
ia
w
er
e
ap
p
lied
to
all
g
r
ad
u
ate
s
tu
d
en
ts
wh
o
wer
e
m
is
s
in
g
at
least
o
n
e
o
f
th
e
v
ar
iab
les
in
d
icate
d
in
th
e
in
cl
u
s
io
n
cr
iter
ia
(
5
6
6
g
r
a
d
u
ates)
.
C
o
n
s
id
er
in
g
t
h
is
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
463
-
471
466
p
o
p
u
latio
n
s
ize,
it
ca
n
b
e
co
n
clu
d
ed
th
at
t
h
e
s
am
p
le
s
ize
is
lar
g
e
en
o
u
g
h
to
m
ee
t
th
e
s
tatis
tical
cr
iter
ia
f
o
r
s
tu
d
y
in
g
s
o
cial
p
h
en
o
m
e
n
a
[
3
8
]
.
T
ab
le
2
p
r
esen
ts
th
e
d
ef
in
itio
n
s
o
f
t
h
e
v
a
r
iab
les
u
s
ed
in
t
h
e
an
aly
s
is
alo
n
g
with
th
eir
d
escr
ip
tiv
e
s
tatis
t
ics.
T
h
e
s
tu
d
y
ex
am
in
es
v
ar
iab
les
o
f
th
e
C
ath
o
lic
Un
i
v
er
s
ity
Ou
r
L
ad
y
o
f
G
o
o
d
C
o
u
n
s
el
b
ey
o
n
d
th
o
s
e
o
u
tlin
ed
in
t
h
e
in
clu
s
io
n
c
r
iter
ia.
T
h
e
f
o
llo
win
g
d
ef
i
n
es th
ese
v
ar
iab
les:
−
Gr
ad
u
atio
n
m
ar
k
(
u
g
m
)
:
I
t
is
th
e
g
r
a
d
e
o
b
tain
ed
at
th
e
en
d
o
f
th
e
ac
ad
e
m
ic
p
r
o
g
r
am
wh
en
th
e
d
is
s
er
tatio
n
is
d
ef
en
d
ed
.
T
h
is
m
etr
ic
d
eter
m
in
es
a
s
tu
d
en
t’
s
ac
ad
em
ic
ac
h
iev
em
en
t
b
ased
o
n
th
eir
cu
m
u
lativ
e
p
r
o
g
r
a
m
g
r
a
d
es.
T
h
e
g
r
ad
e
r
an
g
e
is
f
r
o
m
6
6
(
m
i
n
im
u
m
)
to
1
1
0
(
m
a
x
im
u
m
wit
h
h
o
n
o
r
s
)
.
−
Un
iv
er
s
ity
GPA
(
u
g
p
a)
:
T
h
e
f
in
al
g
r
ad
e
f
o
r
th
e
u
n
iv
e
r
s
ity
p
r
o
g
r
am
s
tu
d
y
c
u
r
r
icu
lu
m
is
d
eter
m
in
ed
b
y
a
n
av
er
ag
e
s
co
r
e,
with
th
e
m
in
im
u
m
b
ein
g
1
8
an
d
t
h
e
m
ax
im
u
m
3
0
(
with
h
o
n
o
r
s
)
.
−
Hig
h
s
ch
o
o
l
GPA
(
h
s
g
p
a)
is
ca
lcu
lated
as
an
a
r
ith
m
etica
l
av
er
ag
e
o
f
th
e
f
in
al
m
a
r
k
s
in
s
u
b
jects
f
o
r
ea
c
h
s
ch
o
o
l y
ea
r
a
n
d
s
tate
f
in
al
ex
a
m
s
.
−
Deg
r
ee
p
r
o
g
r
a
m
s
(
d
p
)
ar
e
al
s
o
in
clu
d
ed
in
t
h
e
ass
ess
m
en
t.
T
h
e
ex
am
in
e
d
d
e
g
r
ee
p
r
o
g
r
am
s
in
clu
d
e
B
ac
h
elo
r
’
s
d
eg
r
e
es
in
b
u
s
in
ess
ad
m
in
is
tr
atio
n
,
p
h
y
s
io
th
e
r
ap
y
,
an
d
n
u
r
s
in
g
,
as
well
as m
aster
’
s
d
eg
r
ee
s
in
d
en
tis
tr
y
,
m
ed
icin
e
a
n
d
s
u
r
g
er
y
,
an
d
p
h
ar
m
ac
y
.
−
T
h
e
v
ar
iatio
n
in
s
tu
d
y
len
g
th
(
v
s
l)
r
ef
er
s
to
th
e
v
ar
ian
ce
b
etwe
en
th
e
ac
tu
al
p
er
io
d
o
f
p
r
o
g
r
a
m
co
m
p
letio
n
a
n
d
it is
leg
al
d
u
r
a
tio
n
.
−
Gen
d
er
(
g
e
)
: T
h
e
s
tu
d
y
co
n
s
id
er
s
two
g
en
d
er
s
,
m
ale
an
d
f
em
ale,
b
ased
o
n
a
v
ailab
le
d
ata.
−
Natio
n
ality
(
n
at)
:
T
h
e
u
n
iv
er
s
ity
h
as
a
s
ig
n
if
ican
t
en
r
o
lm
en
t
o
f
Alb
an
ian
an
d
I
talian
s
tu
d
en
ts
,
with
I
talian
s
co
m
p
r
is
in
g
3
0
% o
f
th
e
to
tal
s
tu
d
en
t b
o
d
y
.
T
o
c
a
l
c
u
l
a
te
t
h
e
s
t
r
e
n
g
t
h
a
n
d
d
i
r
e
c
t
i
o
n
o
f
a
s
s
o
c
ia
t
i
o
n
b
et
w
e
e
n
v
a
r
i
a
b
l
e
s
,
t
h
i
s
s
t
u
d
y
u
t
i
l
i
ze
s
t
h
e
S
p
e
a
r
m
a
n
r
an
k
-
o
r
d
e
r
c
o
r
r
e
l
a
t
io
n
c
o
e
f
f
i
c
i
e
n
t
f
o
r
a
ll
t
r
a
n
s
f
o
r
m
e
d
o
r
d
i
n
a
l
v
a
r
i
a
b
l
es
,
e
x
c
e
p
t
f
o
r
d
e
g
r
e
e
p
r
o
g
r
a
m
s
.
R
eg
ar
d
in
g
th
e
co
r
r
elatio
n
b
et
wee
n
d
eg
r
ee
p
r
o
g
r
a
m
s
an
d
u
n
iv
er
s
ity
g
r
ad
u
ati
o
n
m
ar
k
s
,
t
h
e
Kr
u
s
k
al
-
W
alli’
s
test
i
s
u
tili
z
e
d
[
3
9
]
.
T
h
e
test
d
is
p
lay
s
d
if
f
er
en
ce
s
am
o
n
g
d
eg
r
ee
p
r
o
g
r
am
s
co
n
ce
r
n
in
g
th
eir
ass
o
ciatio
n
with
u
n
iv
er
s
ity
g
r
ad
u
atio
n
m
ar
k
s
.
I
n
ad
d
itio
n
,
th
e
s
tu
d
ie
d
v
ar
ia
b
les
s
h
o
w
a
s
ig
n
if
ican
t
an
d
p
o
s
itiv
e
co
r
r
elatio
n
with
u
n
iv
er
s
ity
GPA,
h
i
g
h
s
c
h
o
o
l
GPA,
an
d
g
e
n
d
er
.
On
t
h
e
o
th
er
h
an
d
,
th
e
co
r
r
elatio
n
i
s
n
eg
ativ
e
r
e
g
ar
d
in
g
d
if
f
er
en
ce
s
tu
d
ies
d
u
r
ati
o
n
a
n
d
n
atio
n
ality
.
T
h
e
s
tr
en
g
t
h
o
f
th
e
co
r
r
elatio
n
is
r
em
a
r
k
a
b
ly
s
tr
o
n
g
o
n
ly
f
o
r
u
n
iv
er
s
ity
GPA
v
ar
iab
le,
wh
il
e
it is
r
elativ
e
wea
k
f
o
r
th
e
o
th
er
v
ar
iab
les as sh
o
wn
in
T
ab
le
2
.
T
ab
le
2
.
C
o
r
r
elatio
n
b
etwe
en
g
r
ad
u
atio
n
g
r
a
d
e
an
d
in
d
e
p
en
d
en
t v
ar
iab
les
V
a
r
i
a
b
l
e
s
U
n
i
v
e
r
si
t
y
g
r
a
d
u
a
t
i
o
n
m
a
r
k
(
%)
KW
/
R
h
o
(
p
)
70
-
90
91
-
1
0
0
1
0
1
-
110
D
e
g
r
e
e
p
r
o
g
r
a
ms
M
e
d
i
c
i
n
e
a
n
d
S
u
r
g
e
r
y
1
.
1
2
9
.
0
6
9
.
8
1
5
9
.
4
(
0
.
0
0
0
)
N
u
r
si
n
g
2
4
.
6
3
6
.
8
3
8
.
5
P
h
y
s
i
o
t
h
e
r
a
p
y
1
4
.
2
3
5
.
1
5
0
.
6
B
u
s
.
A
d
mi
n
i
s
t
r
a
t
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n
4
1
.
3
3
0
.
0
2
9
.
4
P
h
a
r
ma
c
y
4
9
.
2
2
9
.
0
1
9
.
5
D
e
n
t
i
st
r
y
1
1
.
4
4
1
.
5
4
7
.
2
V
a
r
.
st
u
d
y
l
e
n
g
t
h
0
1
0
.
4
3
2
.
9
5
6
.
7
-
0
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3
7
(
0
.
0
0
0
)
>1
4
1
.
8
3
8
.
9
1
9
.
3
U
n
i
v
e
r
si
t
y
G
P
A
(
18
-
22
)
9
1
.
8
8
.
2
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2
(
0
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0
0
0
)
(
22
-
24
)
3
4
.
8
6
1
.
5
3
.
7
(
24
-
26
)
1
.
7
5
3
.
6
4
4
.
7
(
26
-
28
)
0
.
0
4
.
5
9
5
.
5
(
28
-
30
)
0
.
0
0
.
0
1
0
0
.
0
H
i
g
h
sc
h
o
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l
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P
A
(
5
-
6
.
5
)
2
3
.
9
4
4
.
0
3
2
.
1
0
.
1
8
(
0
.
0
0
0
)
(
6
.
5
-
7
)
2
9
.
1
3
2
.
1
3
8
.
8
(
7
-
8
)
2
1
.
1
3
3
.
2
4
5
.
7
(
8
-
9
)
2
3
.
3
3
5
.
2
4
1
.
5
(
9
-
10
)
9
.
6
3
1
.
4
5
9
.
0
G
e
n
d
e
r
M
a
l
e
2
2
.
3
3
5
.
8
4
1
.
9
0
.
0
7
(
0
.
0
0
1
)
F
e
mal
e
1
7
.
3
3
3
.
9
4
8
.
8
N
a
t
i
o
n
a
l
i
t
y
I
t
a
l
i
a
n
2
.
2
2
8
.
8
6
9
.
0
-
0
.
2
2
A
l
b
a
n
i
a
n
2
2
.
3
3
5
.
7
4
2
.
0
(
0
.
0
0
0
)
3
.
2
.
M
et
ho
d
C
o
n
s
id
er
in
g
liter
atu
r
e
an
d
p
r
e
v
io
u
s
r
esear
ch
,
an
o
r
d
i
n
al
r
eg
r
ess
io
n
an
aly
s
is
was
d
ef
in
ed
to
ac
h
iev
e
th
e
r
esear
ch
o
b
jectiv
e
[
2
2
]
,
[
2
3
]
,
[
2
8
]
,
[
3
2
]
,
[
4
0
]
–
[
4
5
]
.
T
h
e
f
o
r
m
u
lated
m
o
d
el
is
as
(
1
)
:
=
0
+
1
+
2
3
+
4
ℎ
+
5
+
6
+
(
1
)
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
I
n
flu
en
ce
o
f
h
ig
h
s
ch
o
o
l g
r
a
d
e
p
o
in
t a
ve
r
a
g
e
o
n
u
n
ivers
ity
p
erfo
r
ma
n
ce
:
a
ca
s
e
…
(
E
milja
n
K
a
r
ma
)
467
wh
er
e
α
1
to
α
6
d
e
p
ict
th
e
u
g
m
elasticity
co
n
ce
r
n
in
g
th
e
e
x
p
lan
ato
r
y
v
ar
ia
b
les.
T
h
e
er
r
o
r
ter
m
,
ε
i
,
f
o
llo
ws
class
ical
a
s
s
u
m
p
tio
n
s
,
an
d
th
e
v
ar
iab
le
ca
teg
o
r
ies ar
e
r
ep
r
ese
n
ted
b
y
i.
T
o
co
n
d
u
ct
o
r
d
in
al
r
eg
r
ess
io
n
,
f
ir
s
t,
we
n
ee
d
to
v
er
if
y
th
e
f
o
u
r
ass
u
m
p
tio
n
s
p
o
s
ed
b
y
th
is
r
eg
r
ess
io
n
m
o
d
el:
i)
o
r
d
in
al
d
ep
en
d
en
t
v
ar
iab
le;
ii)
e
x
p
lan
ato
r
y
v
ar
iab
les
n
o
m
in
al
o
r
o
r
d
in
al;
iii)
m
u
ltico
llin
ea
r
ity
;
an
d
iv
)
p
r
o
p
o
r
tio
n
al
o
d
d
s
.
Ass
u
m
p
tio
n
s
1
an
d
two
ar
e
alr
ea
d
y
s
atis
f
ied
.
T
o
ch
ec
k
th
e
p
r
esen
ce
(
ab
s
en
ce
)
o
f
m
u
ltico
llin
ea
r
ity
,
th
is
s
tu
d
y
u
s
ed
th
e
v
ar
ia
n
ce
in
f
latio
n
f
ac
to
r
(
VI
F),
an
d
th
e
r
esu
lt
in
d
icate
s
n
o
m
u
ltico
llin
ea
r
ity
as sh
o
wn
in
T
ab
le
3
.
T
h
e
lack
o
f
s
ig
n
if
ican
ce
at
th
e
p
=0
.
0
5
lev
el,
in
d
icate
s
t
h
e
p
r
esen
ce
o
f
p
r
o
p
o
r
tio
n
ali
ty
o
f
th
e
in
d
ep
en
d
en
t
v
ar
iab
les.
T
h
e
r
e
g
r
ess
io
n
m
o
d
el
u
s
ed
in
t
h
is
co
n
tex
t
r
elies
o
n
th
e
ass
u
m
p
ti
o
n
o
f
p
r
o
p
o
r
tio
n
ate
o
d
d
s
.
T
h
is
m
ea
n
s
th
at
ea
c
h
in
d
ep
en
d
e
n
t
v
ar
iab
le
h
as
an
eq
u
al
im
p
ac
t
at
ev
er
y
c
u
m
u
lativ
e
s
p
lit
o
f
th
e
o
r
d
i
n
al
d
ep
en
d
e
n
t
v
ar
iab
le.
T
o
ch
ec
k
th
is
as
s
u
m
p
tio
n
,
th
is
s
tu
d
y
u
s
ed
th
e
test
o
f
p
ar
allel
lin
es,
an
d
th
e
test
r
esu
lt
in
d
icate
s
th
at
th
is
ass
u
m
p
tio
n
is
f
u
lf
illed
as sh
o
wn
in
T
ab
le
4
.
T
ab
le
3
.
Mu
ltico
llin
ea
r
ity
r
esu
lts
V
a
r
i
a
b
l
e
s
V
I
F
1
/
V
I
F
D
e
g
r
e
e
p
r
o
g
r
a
ms
B
u
s
i
n
e
ss
a
d
m
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n
i
s
t
r
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i
o
n
1
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1
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2
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3
P
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3
5
N
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r
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1
4
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9
9
M
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n
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r
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t
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l
i
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1
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9
8
M
e
a
n
V
I
F
2
.
6
8
T
ab
le
4
.
Par
allel
lin
es test r
esu
lts
Te
st
s
C
h
i
2
P
>
C
h
i
2
W
o
l
f
e
G
o
u
l
d
10
.
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0
.
0
9
8
B
r
a
n
t
9
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1
5
0
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5
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c
o
r
e
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k
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h
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o
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0
.
0
9
6
W
a
l
d
9
.
8
7
8
0
.
1
3
0
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
ab
le
5
p
r
esen
ts
t
h
e
r
esu
lts
o
f
th
e
o
r
d
i
n
al
r
e
g
r
ess
io
n
m
o
d
el.
I
t
is
e
v
id
en
t
f
r
o
m
t
h
e
o
u
tco
m
es
th
at
th
e
m
o
d
el
is
s
u
itab
le,
a
n
d
th
e
r
e
is
an
en
h
an
ce
m
en
t
in
th
e
m
o
d
el
p
r
o
b
a
b
ilit
y
o
f
at
least
5
6
%
(
m
in
im
u
m
0
.
5
6
-
m
ax
im
u
m
0
.
7
8
)
as
co
m
p
ar
ed
to
t
h
e
n
u
ll
m
o
d
el
(
with
o
u
t
p
r
ed
icto
r
s
)
.
As
th
e
r
esear
ch
p
er
tain
s
to
s
o
cial
m
atter
s
,
th
e
s
tatis
tical
m
o
d
el
p
r
o
v
es to
b
e
h
ig
h
l
y
p
r
e
d
ictiv
e
[
4
6
]
.
T
h
e
s
tu
d
y
r
esu
lts
s
u
g
g
est th
at
Nu
r
s
in
g
Deg
r
ee
Pro
g
r
am
s
tu
d
en
ts
wer
e
1
.
1
2
tim
es m
o
r
e
lik
ely
to
h
av
e
a
h
ig
h
ugm
th
an
Ph
ar
m
ac
y
Deg
r
ee
Pro
g
r
am
s
tu
d
en
ts
.
Me
d
icin
e
an
d
Su
r
g
er
y
Deg
r
ee
Pro
g
r
am
s
tu
d
en
ts
h
ad
1
.
7
4
tim
es
h
ig
h
er
o
d
d
s
,
an
d
Den
tis
tr
y
h
ad
1
.
0
4
tim
es
h
ig
h
er
o
d
d
s
,
all
with
s
tatis
tical
s
ig
n
if
ican
ce
at
th
e
o
n
e
p
er
ce
n
t
lev
el.
On
th
e
o
th
e
r
h
a
n
d
,
th
e
s
tu
d
y
f
o
u
n
d
n
o
s
ig
n
i
f
ican
t
d
if
f
er
e
n
ce
b
etwe
en
B
u
s
in
ess
Ad
m
in
is
tr
atio
n
Deg
r
ee
Pro
g
r
am
a
n
d
Ph
y
s
io
th
er
ap
y
De
g
r
ee
Pro
g
r
am
s
tu
d
en
t
s
.
T
h
er
ef
o
r
e,
it
ca
n
b
e
in
f
e
r
r
ed
th
at
Me
d
icin
e
an
d
Su
r
g
er
y
Deg
r
ee
Pro
g
r
am
s
tu
d
en
ts
p
er
f
o
r
m
th
e
b
est.
T
h
e
s
tu
d
y
’
s
f
in
d
in
g
s
s
u
g
g
est
th
at
s
tu
d
en
ts
wh
o
co
m
p
lete
th
eir
s
tu
d
ies
with
in
th
e
d
esig
n
ated
tim
e
p
er
f
o
r
m
th
e
b
est.
T
h
o
s
e
wh
o
a
ch
iev
e
p
o
s
itiv
e
r
esu
lts
th
r
o
u
g
h
o
u
t
th
eir
ac
a
d
em
ic
y
ea
r
s
,
as
ev
id
en
ce
d
b
y
a
h
ig
h
u
n
iv
er
s
ity
GPA,
also
p
er
f
o
r
m
well
in
th
eir
f
in
al
ev
al
u
atio
n
.
T
h
is
o
u
tco
m
e
is
n
o
t
s
u
r
p
r
is
i
n
g
,
g
iv
en
th
at
th
e
u
n
iv
er
s
ity
GPA
is
th
e
b
asis
f
o
r
ca
lcu
latin
g
th
e
u
n
iv
er
s
ity
g
r
a
d
u
atio
n
m
a
r
k
.
Fo
r
h
ig
h
s
ch
o
o
l
GPA,
it
is
u
n
clea
r
wh
eth
er
th
e
a
v
er
ag
e
g
r
ad
e
u
p
t
o
s
ev
en
h
o
ld
s
an
y
s
tatis
tical
s
ig
n
if
ican
ce
.
R
esu
lts
f
o
r
r
atin
g
s
ab
o
v
e
7
a
r
e
s
ig
n
if
ican
t
b
u
t
h
av
e
lo
w
co
ef
f
icien
ts
.
T
h
e
o
d
d
s
o
f
h
s
g
p
a
g
r
o
u
p
(
7
-
8
)
wer
e
0
.
6
7
tim
es
h
i
g
h
er
th
an
th
e
o
d
d
s
o
f
h
s
g
p
a
g
r
o
u
p
(
5
-
6
.
5
)
;
th
e
o
d
d
s
o
f
h
s
g
p
a
g
r
o
u
p
(
8
-
9
)
wer
e
0
.
6
5
h
ig
h
er
th
an
t
h
e
o
d
d
s
o
f
h
s
g
p
a
g
r
o
u
p
(
5
-
6
.
5
)
;
an
d
th
e
o
d
d
s
o
f
h
s
g
p
a
g
r
o
u
p
(
9
-
10
)
wer
e
0
.
8
2
h
ig
h
er
th
an
th
e
o
d
d
s
o
f
h
s
g
p
a
g
r
o
u
p
(
5
-
6
.
5
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
463
-
471
468
T
ab
le
5
.
E
m
p
ir
ical
r
esu
lts
V
a
r
i
a
b
l
e
s
C
o
e
f
f
i
c
i
e
n
t
P
>
|
z
|
D
e
g
r
e
e
p
r
o
g
r
a
ms
B
u
s
i
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ss
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d
m
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n
i
s
t
r
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t
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o
n
-
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r
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P
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0
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I
n
ter
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s
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n
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ality
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n
o
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th
at
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m
en
h
av
e
b
etter
r
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lts
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an
m
en
.
On
t
h
e
o
th
er
h
a
n
d
,
s
tu
d
e
n
ts
wh
o
h
o
ld
I
talian
citizen
s
h
ip
p
er
f
o
r
m
b
etter
th
an
th
eir
co
u
n
ter
p
ar
ts
f
r
o
m
Alb
an
ia.
C
r
o
s
s
in
g
th
ese
two
r
esu
lt
s
,
it
ca
n
b
e
s
aid
th
at
at
th
e
“
Ou
r
L
ad
y
o
f
Go
o
d
C
o
u
n
s
el
”
C
ath
o
lic
Un
iv
er
s
ity
,
I
talian
wo
m
en
h
av
e
th
e
b
est p
e
r
f
o
r
m
an
ce
.
As
f
o
r
t
h
e
r
esu
lts
r
elate
d
to
g
e
n
d
er
,
th
ey
ar
e
also
f
o
u
n
d
in
o
t
h
er
s
tu
d
ies
r
elate
d
to
th
is
asp
e
ct.
Fem
ale
g
r
ad
u
ates,
in
g
en
er
al,
h
a
v
e
a
b
etter
u
n
iv
er
s
ity
p
er
f
o
r
m
an
c
e
th
an
th
eir
m
ale
co
lleag
u
es.
Dif
f
er
en
t
s
tu
d
ies
ev
id
en
ce
s
u
ch
a
f
ac
t,
also
n
o
tin
g
th
at
in
s
p
ec
ial
s
tu
d
y
p
r
o
g
r
am
s
,
m
ale
s
tu
d
en
ts
p
e
r
f
o
r
m
b
etter
th
an
th
eir
f
em
ale
co
lleag
u
es
[
4
7
]
,
[
4
8
]
.
R
eg
ar
d
in
g
t
h
e
r
esu
lts
ac
co
r
d
i
n
g
to
n
atio
n
ality
,
e
m
p
ir
ical
s
t
u
d
ies
s
h
o
w
t
h
at
s
u
ch
a
v
ar
iab
le
h
as
a
r
elativ
e
im
p
a
ct
o
n
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
Aca
d
em
ic
p
er
f
o
r
m
a
n
ce
is
m
o
s
tly
r
elate
d
to
th
e
en
g
ag
em
e
n
t
an
d
m
o
tiv
atio
n
o
f
s
tu
d
en
ts
d
u
r
i
n
g
u
n
iv
er
s
ity
s
tu
d
ies.
Ho
wev
er
,
f
o
r
eig
n
s
tu
d
e
n
ts
ar
e
f
ac
ed
with
d
if
f
icu
lties
,
s
u
ch
as
t
h
e
f
o
r
ei
g
n
lan
g
u
ag
e
,
wh
ich
ca
n
cr
ea
t
e
p
r
o
b
lem
s
in
u
n
iv
e
r
s
ity
p
er
f
o
r
m
an
ce
[
4
9
]
,
[
5
0
]
.
T
h
is
co
u
ld
also
b
e
a
r
ea
s
o
n
f
o
r
th
e
b
etter
p
er
f
o
r
m
a
n
ce
o
f
I
talian
s
tu
d
en
ts
at
th
e
u
n
iv
er
s
ity
s
in
ce
th
e
o
f
f
icial
lan
g
u
ag
e
at
t
h
e
u
n
i
v
er
s
ity
is
th
e
I
talian
lan
g
u
a
g
e
(
an
d
n
o
t th
e
Alb
an
ian
lan
g
u
ag
e)
.
R
ef
er
r
in
g
to
t
h
e
s
tu
d
y
p
r
o
g
r
a
m
,
th
e
r
esu
lts
o
f
th
is
s
tu
d
y
s
h
o
w
th
at
s
tu
d
en
ts
in
th
e
m
e
d
icin
e
s
tu
d
y
p
r
o
g
r
a
m
p
er
f
o
r
m
th
e
b
est.
E
m
p
ir
ical
s
tu
d
ies
s
h
o
w
th
at
u
n
iv
er
s
ity
p
er
f
o
r
m
a
n
ce
d
o
es
n
o
t
h
av
e
a
u
n
iq
u
e
an
d
g
en
er
al
r
elatio
n
s
h
i
p
with
an
y
u
n
iv
er
s
ity
p
r
o
g
r
am
an
d
th
e
r
esu
lts
s
h
o
w
th
at
in
ter
n
al
a
n
d
ex
ter
n
al
f
ac
to
r
s
m
ain
ly
af
f
ec
t
ac
ad
em
ic
r
esu
lt
s
,
r
eg
ar
d
less
o
f
th
e
s
tu
d
y
p
r
o
g
r
am
[
1
]
,
[
2
]
,
[
2
2
]
,
[
2
3
]
,
[
5
1
]
.
T
h
er
ef
o
r
e,
it
ca
n
b
e
s
aid
th
at
in
th
e
m
ed
icin
e
p
r
o
g
r
am
,
d
if
f
e
r
en
t
f
ac
to
r
s
(
in
ter
n
a
l
an
d
ex
ter
n
al)
in
f
lu
e
n
ce
a
b
et
ter
p
er
f
o
r
m
an
ce
o
f
s
tu
d
en
ts
th
an
in
o
t
h
er
p
r
o
g
r
a
m
s
o
f
f
er
ed
b
y
th
e
u
n
iv
e
r
s
ity
.
R
eg
ar
d
in
g
t
h
e
tim
ely
co
m
p
le
tio
n
o
f
s
tu
d
ies,
it
ca
n
b
e
s
aid
th
at
th
e
r
esu
lts
o
f
th
is
r
es
ea
r
ch
f
i
n
d
ev
id
en
ce
in
o
t
h
er
s
tu
d
ies
as
well.
I
n
g
en
er
al,
s
tu
d
e
n
ts
wh
o
f
in
is
h
th
eir
u
n
iv
er
s
ity
s
tu
d
ies
o
n
tim
e
s
h
o
w
a
g
r
ea
ter
c
o
m
m
itm
en
t
an
d
m
o
ti
v
atio
n
to
co
m
p
lete
th
eir
s
tu
d
i
es
an
d
e
n
g
ag
e
p
r
o
f
ess
io
n
ally
.
On
th
e
co
n
tr
ar
y
,
s
tu
d
en
ts
wh
o
ex
ten
d
th
eir
s
tu
d
ies
af
ter
th
e
d
esig
n
ed
tim
e,
s
h
o
w
a
lack
o
f
m
o
tiv
atio
n
a
n
d
co
m
m
itm
en
t
to
co
m
p
letin
g
th
eir
s
tu
d
ies,
b
r
in
g
in
g
f
u
r
t
h
er
n
e
g
ativ
e
co
n
s
eq
u
e
n
ce
s
in
th
e
lab
o
r
m
ar
k
et
p
o
s
itio
n
in
g
[
5
2
]
,
[
5
3
]
.
Un
iv
er
s
ity
GPA
is
clo
s
ely
r
el
ated
to
th
e
u
n
iv
er
s
ity
g
r
ad
u
atio
n
m
a
r
k
.
T
h
e
ev
id
e
n
ce
in
d
icate
s
th
at
th
e
s
tu
d
en
ts
with
g
o
o
d
p
er
f
o
r
m
a
n
ce
d
u
r
in
g
th
e
a
ca
d
em
ic
p
r
o
g
r
a
m
m
ain
tain
o
r
im
p
r
o
v
e
th
e
f
in
al
g
r
ad
e
.
E
v
id
en
ce
in
d
icate
s
th
at
s
tu
d
en
ts
wh
o
p
e
r
f
o
r
m
well
d
u
r
in
g
th
eir
ac
ad
e
m
ic
ca
r
ee
r
s
m
ain
tain
o
r
im
p
r
o
v
e
th
eir
f
in
al
d
e
g
r
ee
g
r
ad
es.
Su
ch
a
r
esu
lt
is
p
r
ed
ictab
le
as
th
e
f
i
n
al
d
e
g
r
e
e
g
r
ad
e
is
d
ir
ec
tly
ass
o
ciat
ed
with
u
n
iv
er
s
ity
p
er
f
o
r
m
an
ce
,
h
i
g
h
lig
h
tin
g
in
th
is
ca
s
e
(
as
we
ll
as
in
o
t
h
er
u
n
iv
e
r
s
ities
)
th
e
im
p
o
r
tan
ce
o
f
p
er
s
is
ten
ce
,
co
m
m
itm
en
t,
an
d
u
n
iv
er
s
ity
m
o
tiv
atio
n
.
R
eg
ar
d
in
g
h
ig
h
s
ch
o
o
l
GPA,
wh
ich
is
th
e
co
r
e
o
f
th
is
s
tu
d
y
,
it
tu
r
n
s
o
u
t
th
at
th
is
v
ar
iab
le
af
f
ec
ts
v
er
y
litt
le
(
o
r
n
o
t
at
all)
th
e
u
n
iv
er
s
ity
p
er
f
o
r
m
an
ce
.
I
n
co
n
tr
ast
to
v
ar
io
u
s
o
th
er
n
atio
n
s
,
p
ar
ticu
lar
ly
An
g
lo
-
Sax
o
n
o
n
es,
n
u
m
er
o
u
s
em
p
ir
ical
s
tu
d
ies
s
h
o
w
th
at
h
ig
h
s
ch
o
o
l
GPA
p
lay
s
a
cr
u
cial
r
o
le
in
d
eter
m
in
in
g
u
n
i
v
er
s
ity
p
er
f
o
r
m
an
ce
an
d
ca
n
co
n
s
eq
u
en
tly
s
er
v
e
as
a
b
ellweth
er
f
o
r
u
n
iv
er
s
ity
ad
m
is
s
io
n
[
2
8
]
–
[
3
1
]
.
Ho
we
v
er
,
t
h
is
is
n
o
t
th
e
ca
s
e
in
th
e
p
r
esen
t
s
tu
d
y
.
E
v
e
n
in
co
u
n
tr
ies
n
ea
r
Alb
an
ia
(
Ser
b
ia,
Slo
v
en
ia,
C
r
o
atia,
Gr
ee
ce
)
,
em
p
ir
ical
ev
id
en
ce
s
h
o
ws
th
at
h
ig
h
s
ch
o
o
l
GPA
p
lay
s
an
im
p
o
r
tan
t
r
o
le
in
u
n
iv
er
s
ity
p
e
r
f
o
r
m
an
ce
[
5
4
]
–
[
5
8
]
.
T
o
o
u
r
k
n
o
wled
g
e
,
th
er
e
is
n
o
ev
id
en
ce
f
r
o
m
No
r
th
M
ac
ed
o
n
ia,
Ko
s
o
v
o
,
an
d
Mo
n
te
n
eg
r
o
r
eg
a
r
d
in
g
th
e
im
p
ac
t o
f
h
ig
h
s
ch
o
o
l
GPA
o
n
u
n
iv
e
r
s
ity
p
er
f
o
r
m
an
ce
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
I
n
flu
en
ce
o
f
h
ig
h
s
ch
o
o
l g
r
a
d
e
p
o
in
t a
ve
r
a
g
e
o
n
u
n
ivers
ity
p
erfo
r
ma
n
ce
:
a
ca
s
e
…
(
E
milja
n
K
a
r
ma
)
469
As
n
o
s
im
ilar
r
esear
ch
h
as
b
e
en
co
n
d
u
cted
in
th
e
f
ield
o
f
u
n
iv
er
s
ity
ed
u
ca
tio
n
with
in
th
e
co
u
n
tr
y
,
an
y
co
m
p
ar
is
o
n
is
u
n
f
ea
s
ib
le.
No
n
eth
eless
,
th
e
u
tili
za
tio
n
o
f
h
ig
h
s
ch
o
o
l
GPAs
in
Alb
an
ia
h
as b
ee
n
s
u
b
ject
to
s
ev
er
e
cr
iticis
m
f
r
o
m
m
u
ltip
le
s
o
u
r
ce
s
.
T
h
e
m
o
s
t
s
ig
n
if
ican
t
in
f
o
r
m
atio
n
r
eg
ar
d
in
g
th
is
is
s
u
e
o
r
ig
in
ates
f
r
o
m
th
e
g
o
v
er
n
m
e
n
t
a
g
en
cies
th
e
m
s
elv
es,
wh
ich
s
tate
th
at
th
e
o
u
tco
m
es
o
f
h
ig
h
s
ch
o
o
l
G
PAs
in
Alb
an
ia
ar
e
s
o
m
ewh
at
f
ab
r
icate
d
[
3
3
]
–
[
3
5
]
.
F
u
r
t
h
e
r
m
o
r
e
,
t
h
e
s
e
s
o
u
r
c
es
i
n
d
i
c
a
te
t
h
a
t
t
h
o
u
s
a
n
d
s
o
f
c
h
i
l
d
r
e
n
a
r
e
d
e
n
i
e
d
a
c
c
e
s
s
t
o
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
,
t
r
i
g
g
e
r
i
n
g
a
n
u
n
j
u
s
t
i
f
i
e
d
es
c
al
a
t
i
o
n
o
f
s
o
c
i
a
l
,
f
i
n
a
n
ci
a
l
,
a
n
d
p
s
y
c
h
o
l
o
g
i
c
a
l
b
u
r
d
e
n
s
.
T
h
e
p
r
o
b
lem
lies
in
th
e
q
u
ality
o
f
h
ig
h
s
ch
o
o
ls
in
Alb
an
ia.
T
h
e
r
esu
lts
o
f
Alb
an
ian
h
ig
h
s
ch
o
o
ls
,
g
iv
en
th
e
c
u
r
r
en
t c
o
n
d
itio
n
s
,
f
ail
to
ac
cu
r
ately
r
ef
lect
th
e
le
v
el
o
f
p
r
e
p
ar
atio
n
o
f
ca
n
d
id
ates seek
in
g
ad
m
is
s
io
n
to
u
n
iv
er
s
ities
.
T
h
er
ef
o
r
e,
th
i
s
s
tu
d
y
p
r
o
p
o
s
es
th
at
u
n
iv
er
s
ities
h
av
e
au
to
n
o
m
y
r
eg
ar
d
in
g
ac
ce
s
s
ib
ilit
y
th
u
s
elim
in
atin
g
th
e
m
an
d
ato
r
y
ch
ar
ac
ter
o
f
th
e
u
n
iv
er
s
ity
ac
ce
s
s
cr
iter
ia.
I
t
is
s
u
g
g
ested
th
at
ea
ch
in
s
titu
tio
n
f
o
llo
ws
th
e
An
g
l
o
-
Sax
o
n
ex
a
m
p
le
(
wh
ich
ca
n
b
e
f
o
u
n
d
in
t
h
e
2
0
1
5
L
aw
o
f
Hig
h
er
E
d
u
ca
tio
n
)
an
d
d
eter
m
in
e
wh
eth
er
th
ey
will
co
n
s
id
er
h
i
g
h
s
ch
o
o
l
GPA
an
d
,
if
s
o
,
s
elec
t
th
e
m
in
im
u
m
v
alu
e
f
o
r
u
n
iv
er
s
ity
en
tr
an
ce
o
r
th
e
co
r
e
s
u
b
jects to
b
e
in
clu
d
e
d
in
GPA
ca
lcu
latio
n
s
(
ac
co
r
d
in
g
to
th
e
u
n
iv
er
s
ity
’
s
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
)
.
Fu
r
th
er
m
o
r
e
,
th
is
s
tu
d
y
p
r
o
p
o
s
es
(
s
u
p
p
o
r
ted
b
y
th
e
e
x
p
er
ien
ce
s
o
f
s
ev
er
al
in
ter
n
atio
n
al
u
n
iv
er
s
ities
)
th
e
im
p
lem
en
tatio
n
o
f
a
d
d
iti
o
n
al
s
elec
tio
n
cr
iter
ia,
in
cl
u
d
in
g
en
tr
a
n
ce
ex
am
s
an
d
ac
a
d
em
ic
p
er
f
o
r
m
a
n
ce
ev
alu
atio
n
at
th
e
en
d
o
f
th
e
f
ir
s
t
ac
ad
em
ic
y
ea
r
[
5
9
]
.
Ad
d
itio
n
ally
,
s
tu
d
e
n
ts
ca
n
b
e
m
en
to
r
e
d
d
u
r
in
g
th
eir
f
ir
s
t
y
ea
r
to
f
ac
ilit
ate
th
eir
tr
an
s
itio
n
to
th
e
ac
a
d
em
ic
e
n
v
ir
o
n
m
en
t
[
6
0
]
,
[
6
1
]
.
T
h
e
e
n
h
a
n
c
e
m
e
n
t
o
f
u
n
i
v
e
r
s
i
t
y
a
u
t
o
n
o
m
y
n
o
t
o
n
l
y
a
l
i
g
n
s
w
it
h
t
h
e
o
b
j
e
c
t
i
v
es
o
f
t
h
e
2
0
1
5
L
a
w
o
f
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
b
u
t
a
ls
o
en
a
b
l
e
s
s
t
u
d
e
n
t
s
(
as
w
e
l
l
as
u
n
i
v
e
r
s
i
t
ie
s
)
t
o
i
d
e
n
t
i
f
y
t
h
e
m
e
t
h
o
d
s
t
h
e
y
d
e
e
m
m
o
s
t
s
u
i
t
a
b
l
e
f
o
r
f
u
l
f
i
ll
i
n
g
u
n
i
v
e
r
s
it
y
r
e
q
u
i
r
e
m
e
n
t
s
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
in
v
esti
g
ated
th
e
co
n
ten
tio
u
s
s
u
b
ject
o
f
ac
ce
s
s
cr
iter
ia
in
Alb
an
ian
u
n
iv
er
s
ities
,
s
p
ec
if
ically
f
o
cu
s
in
g
o
n
th
e
h
ig
h
s
ch
o
o
l
GPA
cr
iter
io
n
.
Data
f
r
o
m
a
p
r
i
v
ate
n
o
t
-
f
o
r
-
p
r
o
f
it
u
n
iv
er
s
ity
was
an
aly
ze
d
to
s
tu
d
y
th
is
in
d
icat
o
r
.
E
m
p
ir
ical
r
esu
lts
d
em
o
n
s
t
r
ate
th
e
in
s
ig
n
if
ican
ce
o
f
th
e
cr
iter
io
n
,
an
d
e
v
en
wh
en
it
is
s
ig
n
if
ican
t,
th
e
b
en
ef
its
g
ain
ed
f
r
o
m
it
ar
e
lim
ite
d
.
C
o
n
s
id
er
in
g
th
ese
f
in
d
i
n
g
s
r
esu
lts
h
ig
h
s
ch
o
o
l
GPA
i
s
a
b
ar
r
ier
to
u
n
iv
er
s
ity
ac
ce
s
s
an
d
a
f
icti
tio
u
s
ac
ce
s
s
cr
iter
io
n
in
Alb
an
ia.
Hig
h
s
ch
o
o
l
GPA
is
a
h
ar
d
b
ar
r
ier
b
ec
a
u
s
e
th
o
u
s
an
d
s
o
f
s
tu
d
en
ts
r
em
ain
o
u
ts
id
e
th
e
ed
u
ca
tio
n
s
y
s
tem
.
At
th
e
s
am
e
tim
e,
it
is
a
f
ictitio
u
s
cr
iter
io
n
,
b
ec
au
s
e
h
ig
h
s
ch
o
o
l
GPA
d
o
es
n
o
t
r
ef
lect
th
e
r
ea
l
k
n
o
wled
g
e
an
d
p
r
e
p
ar
atio
n
o
f
th
e
al
u
m
n
i.
Fo
r
th
is
r
ea
s
o
n
,
u
n
iv
er
s
ities
,
civ
il
s
o
ciety
,
an
d
p
o
licy
m
a
k
er
s
m
u
s
t
in
ter
v
en
e
to
co
r
r
ec
t
a
s
itu
atio
n
th
at
ca
n
d
am
a
g
e
th
e
f
u
tu
r
e
o
f
th
e
co
u
n
tr
y
(
th
e
y
o
u
th
)
.
Un
iv
er
s
ities
m
u
s
t
ca
r
r
y
o
u
t
r
esear
ch
in
th
e
f
ield
,
civ
il
s
o
ciety
m
u
s
t
ex
p
r
ess
its
o
p
in
io
n
m
o
r
e
f
o
r
ce
f
u
lly
an
d
p
o
licy
m
ak
er
s
m
u
s
t
in
ter
v
en
e
t
o
co
r
r
ec
t
a
p
o
ten
tially
d
is
to
r
tin
g
s
itu
atio
n
.
A
t
t
h
e
s
a
m
e
t
i
m
e
,
u
n
i
v
e
r
s
i
ti
e
s
a
n
d
p
o
l
ic
y
m
a
k
e
r
s
m
u
s
t
c
o
l
l
a
b
o
r
at
e
t
o
f
i
n
d
a
c
c
ess
c
r
i
t
e
r
i
a
u
s
e
f
u
l
f
o
r
t
r
u
l
y
i
m
p
r
o
v
i
n
g
u
n
i
v
e
r
s
i
t
y
q
u
a
li
t
y
(
p
o
s
s
i
b
l
y
w
it
h
o
u
t
d
a
m
a
g
i
n
g
o
r
w
o
r
s
e
n
i
n
g
t
h
e
c
h
a
n
c
es
o
f
u
n
i
v
e
r
s
i
t
y
a
cc
e
s
s
)
.
T
h
is
s
tu
d
y
is
l
im
ited
in
s
p
ac
e
as it d
ea
l
s
with
a
s
in
g
le
u
n
iv
er
s
ity
in
Alb
an
ia
(
ca
s
e
s
tu
d
y
)
.
T
h
e
au
th
o
r
s
ar
e
awa
r
e
o
f
s
u
ch
a
th
in
g
,
b
u
t
th
e
lim
ited
p
o
s
s
ib
ilit
y
o
f
h
av
in
g
ac
ce
s
s
to
th
e
m
icr
o
d
ata
o
f
Alb
an
ian
u
n
iv
er
s
ities
d
id
n
o
t
allo
w
u
s
to
d
o
a
wid
er
s
tu
d
y
.
L
ik
ewise,
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
,
as
th
e
m
ain
ag
e
n
cy
f
o
r
th
e
ad
m
in
is
tr
atio
n
o
f
u
n
i
v
er
s
ity
s
tatis
tic
s
,
h
as o
n
ly
ag
g
r
eg
ate
d
s
tatis
tical
d
ata.
Ho
wev
er
,
th
is
s
tu
d
y
co
n
tr
ib
u
tes
o
r
ca
n
p
a
v
e
th
e
way
f
o
r
a
wid
er
s
cien
tific
d
is
cu
s
s
io
n
(
t
h
er
e
ar
e
m
an
y
o
p
in
io
n
s
,
an
d
th
o
u
g
h
ts
,
b
u
t
n
o
t
s
tatis
t
ical
s
tu
d
ies),
wh
er
e
s
u
ch
co
n
tr
ib
u
tio
n
s
f
r
o
m
o
th
er
u
n
iv
er
s
ities
in
Alb
an
ia
ca
n
b
e
in
cl
u
d
ed
.
ACK
NO
WL
E
DG
E
M
E
NT
T
h
e
au
t
h
o
r
s
wo
u
ld
lik
e
to
th
a
n
k
s
to
Pro
f
ess
o
r
Vito
Pin
to
o
f
th
e
Un
iv
er
s
ity
o
f
B
ar
i
Ald
o
M
o
r
o
f
o
r
h
is
av
ailab
ilit
y
an
d
ad
v
ice
o
n
v
ar
i
o
u
s
asp
ec
ts
o
f
th
is
r
esear
ch
.
T
h
e
p
u
b
licatio
n
o
f
th
is
s
tu
d
y
was f
u
lly
f
in
an
ce
d
b
y
th
e
C
ath
o
lic
Un
iv
er
s
ity
Ou
r
L
ad
y
o
f
Go
o
d
C
o
u
n
s
el
(
T
ir
an
a,
Alb
an
ia)
.
RE
F
E
R
E
NC
E
S
[
1
]
F
.
F
.
E
s
p
a
r
z
a
P
a
z
,
R
.
S
á
n
c
h
e
z
-
C
h
á
v
e
z
,
S
.
E
s
p
a
r
z
a
-
Z
a
p
a
t
a
,
E
.
E
s
p
a
r
z
a
-
Z
a
p
a
t
a
,
a
n
d
Á
.
V
i
l
l
a
c
r
é
s
-
L
a
r
a
,
“
A
c
a
d
e
m
i
c
p
e
r
f
o
r
m
a
n
c
e
f
a
c
t
o
r
s
i
n
u
n
i
v
e
r
s
i
t
y
s
t
u
d
e
n
t
s
,
q
u
a
l
i
t
y
c
o
m
p
o
n
e
n
t
s
o
f
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
.
C
a
s
e
s
t
u
d
y
F
a
c
u
l
t
y
o
f
B
u
s
i
n
e
s
s
A
d
m
i
n
i
s
t
r
a
t
i
o
n
,
H
i
g
h
e
r
P
o
l
y
t
e
c
h
n
i
c
S
c
h
o
o
l
o
f
C
h
i
m
b
o
r
a
z
o
,”
(
i
n
S
p
a
n
i
s
h
)
,
I
n
n
o
v
a
c
i
o
n
e
s
E
d
u
c
a
t
i
v
a
s
,
v
o
l
.
2
2
,
n
o
.
3
3
,
p
p
.
4
6
–
6
1
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
2
2
4
5
8
/
i
e
.
v
2
2
i
3
3
.
2
8
9
3
.
[
2
]
A
.
M
.
P
i
d
g
e
o
n
,
N
.
L.
D
a
v
i
e
s,
a
n
d
P
.
S
t
a
p
l
e
t
o
n
,
“
F
a
c
t
o
r
s
i
n
f
l
u
e
n
c
i
n
g
u
n
i
v
e
r
si
t
y
st
u
d
e
n
t
s’
a
c
a
d
e
m
i
c
e
x
p
e
r
i
e
n
c
e
:
a
n
i
n
t
e
r
n
a
t
i
o
n
a
l
st
u
d
y
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
M
u
l
t
i
d
i
s
c
i
p
l
i
n
a
ry
Pe
rsp
e
c
t
i
v
e
s
i
n
H
i
g
h
e
r E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
,
p
p
.
1
–
8
,
2
0
1
7
.
[
3
]
I
.
C
.
T
o
r
r
e
s
-
P
a
t
i
ñ
o
,
C
.
M
.
R
o
j
a
s
-
H
e
r
n
a
n
d
e
z
,
a
n
d
H
.
A
.
G
a
r
c
í
a
-
P
e
r
d
o
mo
,
“
B
a
r
r
i
e
r
s
t
o
a
c
c
e
ss
a
n
d
p
e
r
m
a
n
e
n
c
e
a
t
t
h
e
u
n
i
v
e
r
si
t
y
:
a
p
o
i
n
t
o
f
v
i
e
w
,
”
Ei
n
st
e
i
n
(
S
ã
o
Pa
u
l
o
)
,
v
o
l
.
1
9
,
D
e
c
.
2
0
2
1
,
d
o
i
:
1
0
.
3
1
7
4
4
/
e
i
n
s
t
e
i
n
j
o
u
r
n
a
l
/
2
0
2
1
ED
6
4
4
7
.
[
4
]
A
.
S
u
l
a
j
,
E
.
D
h
a
m
o
,
B
.
K
o
n
d
i
,
a
n
d
A
.
K
a
m
b
o
,
“
A
s
s
e
s
s
m
e
n
t
o
f
a
c
c
e
s
s
i
b
i
l
i
t
y
o
f
d
i
s
a
b
l
e
d
s
t
u
d
e
n
t
s
i
n
t
h
e
p
u
b
l
i
c
u
n
i
v
e
r
s
i
t
y
i
n
f
r
a
s
t
r
u
c
t
u
r
e
i
n
A
l
b
a
n
i
a
,
”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
a
n
d
S
o
c
i
a
l
R
e
s
e
a
r
c
h
,
v
o
l
.
1
1
,
n
o
.
3
,
p
p
.
2
1
4
–
2
2
6
,
2
0
2
1
,
d
o
i
:
1
0
.
3
6
9
4
1
/
J
E
S
R
-
2
0
2
1
-
0
0
6
4
.
[
5
]
T.
B
e
n
s
o
n
,
“
U
n
i
v
e
r
s
i
t
i
e
s
m
u
st
r
e
m
o
v
e
t
h
e
b
a
r
r
i
e
r
s
f
a
c
i
n
g
A
c
c
e
ss
t
o
H
E
st
u
d
e
n
t
s,”
W
o
n
k
h
e
,
2
0
2
2
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
w
o
n
k
h
e
.
c
o
m
/
b
l
o
g
s
/
u
n
i
v
e
r
si
t
i
e
s
-
mu
st
-
r
e
m
o
v
e
-
t
h
e
-
b
a
r
r
i
e
r
s
-
f
a
c
i
n
g
-
a
c
c
e
ss
-
to
-
he
-
s
t
u
d
e
n
t
s/
(
A
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Feb
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20
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[
7
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J.
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:
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.
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