I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
2
,
A
p
r
il
20
25
,
p
p
.
1
0
3
4
~
1
0
4
3
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
14
i
2
.
3
0
9
9
3
1034
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Fos
tering
in
tegrit
y
am
o
ng
scho
o
l principal
s
’
e
thical l
ea
dership:
a
com
prehensiv
e
sy
stema
tic
revi
ew
M
a
ck
encidy
a
k
B
uja
ng
1
,
B
it
y
Sa
lwa
na
Alia
s
2
,
Azlin N
o
rha
ini
M
a
n
s
o
r
3
1
F
a
c
u
l
t
y
o
f
Ed
u
c
a
t
i
o
n
,
U
n
i
v
e
r
si
t
i
K
e
b
a
n
g
sa
a
n
M
a
l
a
y
s
i
a
,
B
a
n
g
i
,
M
a
l
a
y
si
a
2
C
e
n
t
r
e
o
f
Le
a
d
e
r
sh
i
p
a
n
d
E
d
u
c
a
t
i
o
n
a
l
P
o
l
i
c
y
,
F
a
c
u
l
t
y
o
f
E
d
u
c
a
t
i
o
n
,
U
n
i
v
e
r
si
t
i
K
e
b
a
n
g
saa
n
M
a
l
a
y
s
i
a
,
B
a
n
g
i
,
M
a
l
a
y
s
i
a
3
C
e
n
t
r
e
f
o
r
S
h
a
p
i
n
g
A
d
v
a
n
c
e
d
a
n
d
P
r
o
f
e
ssi
o
n
a
l
E
d
u
c
a
t
i
o
n
,
U
n
i
v
e
r
s
i
t
i
K
e
b
a
n
g
s
a
a
n
M
a
l
a
y
si
a
,
B
a
n
g
i
,
M
a
l
a
y
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Ap
r
2
8
,
2
0
2
4
R
ev
is
ed
Sep
2
3
,
2
0
2
4
Acc
ep
ted
S
e
p
3
0
,
2
0
2
4
Th
is
sy
ste
m
a
ti
c
re
v
iew
e
x
p
lo
re
s
t
h
e
imp
o
rtan
c
e
o
f
p
ro
m
o
t
in
g
in
te
g
rit
y
in
th
e
e
th
ica
l
lea
d
e
rsh
ip
o
f
sc
h
o
o
l
p
ri
n
c
ip
a
ls,
p
a
rti
c
u
larl
y
wh
e
n
e
t
h
ica
l
lap
se
s
b
y
e
d
u
c
a
ti
o
n
a
l
lea
d
e
rs
c
a
n
imp
a
c
t
o
u
tco
m
e
s.
In
c
re
a
sin
g
so
c
ieta
l
p
re
ss
u
re
s
a
n
d
a
c
o
m
p
lex
e
d
u
c
a
ti
o
n
a
l
e
n
v
iro
n
m
e
n
t
h
ig
h
li
g
h
t
th
e
imp
o
r
tan
c
e
o
f
e
th
ica
l
lea
d
e
rsh
ip
i
n
sh
a
p
i
n
g
th
e
sc
h
o
o
l
e
n
v
iro
n
m
e
n
t
a
n
d
stu
d
e
n
t
s
u
c
c
e
ss
.
Ho
we
v
e
r,
th
e
lac
k
o
f
a
c
o
m
p
lete
u
n
d
e
rsta
n
d
i
n
g
o
f
h
o
w
to
e
ffe
c
ti
v
e
ly
c
re
a
te
e
th
ica
l
lea
d
e
rsh
ip
re
m
a
in
s
a
m
a
jo
r
c
o
n
c
e
rn
.
An
e
x
ten
si
v
e
se
a
rc
h
o
f
sc
h
o
larly
a
rti
c
les
wa
s
c
o
n
d
u
c
ted
f
ro
m
re
p
u
tab
le
d
a
tab
a
se
s
su
c
h
a
s
S
c
o
p
u
s
,
Web
o
f
S
c
ien
c
e
,
a
n
d
ERIC
,
f
o
c
u
sin
g
o
n
stu
d
ies
p
u
b
li
sh
e
d
b
e
twe
e
n
2
0
2
0
a
n
d
2
0
2
4
.
Th
e
flo
w o
f
st
u
d
y
b
a
se
d
o
n
P
RIS
M
A fram
e
wo
rk
.
Th
e
d
a
tab
a
se
fo
u
n
d
(n
=
1
9
)
fin
a
l
p
rima
ry
d
a
ta
wa
s
a
n
a
ly
z
e
d
.
Th
e
fin
d
in
g
wa
s
d
iv
i
d
e
d
i
n
to
th
r
e
e
th
e
m
e
s
wh
ich
is
a
c
a
d
e
m
ic
in
teg
r
it
y
a
n
d
e
th
ics
in
e
d
u
c
a
ti
o
n
,
lea
d
e
rsh
ip
a
n
d
i
n
teg
rit
y
in
e
d
u
c
a
ti
o
n
a
l
m
a
n
a
g
e
m
e
n
t,
a
n
d
c
h
a
ra
c
ter
a
n
d
v
a
lu
e
e
d
u
c
a
ti
o
n
i
n
sc
h
o
o
ls.
Co
m
p
re
h
e
n
si
v
e
p
ro
g
ra
m
s
a
n
d
a
d
m
in
istrativ
e
su
p
p
o
rt
a
re
e
ss
e
n
ti
a
l
to
fo
ste
rin
g
i
n
teg
ri
ty
in
sc
h
o
o
ls,
w
h
il
e
e
ffe
c
ti
v
e
lea
d
e
rsh
ip
p
lay
s
a
n
imp
o
rtan
t
ro
le
in
sh
a
p
in
g
a
c
o
n
d
u
c
iv
e
sc
h
o
o
l
e
n
v
ir
o
n
m
e
n
t.
In
c
o
n
c
lu
si
o
n
,
th
e
n
e
e
d
to
fo
ste
r
in
teg
rit
y
a
m
o
n
g
sc
h
o
o
l
p
rin
c
i
p
a
ls
a
c
ro
ss
d
isc
i
p
li
n
a
r
y
b
o
u
n
d
a
ries
re
q
u
ires
c
o
n
c
e
rted
e
ff
o
rts
a
n
d
in
n
o
v
a
ti
v
e
a
p
p
r
o
a
c
h
e
s
to
p
re
p
a
re
e
th
ica
l
lea
d
e
rs
to
n
a
v
ig
a
te
t
h
e
c
o
m
p
l
e
x
it
ies
o
f
th
e
c
o
n
tem
p
o
ra
ry
e
d
u
c
a
ti
o
n
a
l
lan
d
sc
a
p
e
a
n
d
in
sp
ire p
o
siti
v
e
c
h
a
n
g
e
.
K
ey
w
o
r
d
s
:
E
th
ical
lead
er
s
h
ip
I
n
teg
r
ity
Prin
cip
al
PR
I
SMA
f
r
am
ewo
r
k
Sy
s
tem
atic
r
ev
iew
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
:
B
ity
Salwan
a
Alias
C
en
tr
e
o
f
L
ea
d
er
s
h
i
p
an
d
E
d
u
ca
tio
n
al
Po
licy
,
Facu
lty
o
f
E
d
u
ca
tio
n
,
Un
iv
e
r
s
iti Ke
b
an
g
s
aa
n
Ma
lay
s
ia
4
3
6
0
0
B
an
g
i Sela
n
g
o
r
,
Ma
lay
s
ia
E
m
ail:
b
ity
@
u
k
m
.
ed
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
r
o
le
o
f
s
ch
o
o
l
p
r
in
cip
als
is
p
iv
o
tal
in
s
h
ap
in
g
th
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
an
d
e
n
s
u
r
in
g
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
ac
ad
em
ic
an
d
ad
m
in
is
tr
ativ
e
p
o
licies.
B
ey
o
n
d
m
a
n
ag
e
r
ial
co
m
p
eten
cies,
p
r
in
cip
als
ar
e
ex
p
ec
ted
to
em
b
o
d
y
an
d
p
r
o
m
o
te
eth
ical
lea
d
er
s
h
ip
,
s
er
v
i
n
g
as
r
o
le
m
o
d
e
ls
f
o
r
teac
h
e
r
s
an
d
s
tu
d
en
ts
alik
e.
E
th
ical
lead
er
s
h
ip
,
ch
ar
ac
ter
ized
b
y
in
teg
r
i
ty
,
tr
an
s
p
ar
e
n
cy
,
a
n
d
a
co
m
m
itm
en
t
to
eth
ica
l
s
tan
d
ar
d
s
,
is
ess
en
tial
in
f
o
s
ter
in
g
a
p
o
s
itiv
e
s
ch
o
o
l
c
u
ltu
r
e
an
d
e
n
h
an
ci
n
g
o
v
er
all
s
ch
o
o
l
e
f
f
ec
tiv
en
ess
[
1
]
–
[
3
]
.
T
h
is
p
ap
e
r
ex
p
lo
r
es th
e
cr
itical
asp
ec
ts
o
f
f
o
s
ter
in
g
in
teg
r
ity
am
o
n
g
s
ch
o
o
l p
r
i
n
cip
als an
d
th
e
b
r
o
ad
er
im
p
licatio
n
s
f
o
r
eth
ical
lead
er
s
h
ip
with
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
I
n
r
ec
en
t
y
ea
r
s
,
th
e
ed
u
ca
tio
n
al
lan
d
s
ca
p
e
h
as
u
n
d
er
g
o
n
e
s
ig
n
if
ican
t
tr
a
n
s
f
o
r
m
atio
n
s
d
u
e
to
tech
n
o
lo
g
i
ca
l
ad
v
an
ce
m
en
ts
,
s
h
if
tin
g
s
o
cieta
l
ex
p
ec
tatio
n
s
,
an
d
ev
o
lv
in
g
ed
u
ca
tio
n
al
s
tan
d
ar
d
s
[
4
]
–
[
6
]
.
T
h
ese
ch
an
g
es
h
av
e
am
p
lifie
d
th
e
co
m
p
lex
ities
an
d
ch
allen
g
es
f
ac
ed
b
y
s
ch
o
o
l
lead
e
r
s
,
m
ak
in
g
th
e
n
ee
d
f
o
r
eth
ical
lead
er
s
h
ip
m
o
r
e
p
r
o
n
o
u
n
ce
d
th
a
n
ev
e
r
.
Prin
cip
als,
as
th
e
p
r
im
ar
y
lead
er
s
in
s
ch
o
o
ls
,
ar
e
u
n
iq
u
ely
p
o
s
itio
n
ed
to
in
f
lu
en
ce
th
e
m
o
r
al
clim
ate
o
f
th
ei
r
in
s
titu
tio
n
s
.
T
h
ey
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
F
o
s
teri
n
g
in
teg
r
ity
a
mo
n
g
s
ch
o
o
l p
r
in
cip
a
ls
’
eth
ica
l le
a
d
ers
h
ip
…
(
Ma
ck
en
cid
y
a
k
B
u
ja
n
g
)
1035
p
lay
a
cr
u
cial
r
o
le
i
n
s
ettin
g
t
h
e
eth
ical
t
o
n
e,
estab
lis
h
in
g
n
o
r
m
s
,
an
d
g
u
id
in
g
th
e
b
e
h
av
i
o
r
s
an
d
attitu
d
es
o
f
teac
h
er
s
an
d
s
tu
d
en
ts
[
7
]
.
C
o
n
s
eq
u
en
tly
,
f
o
s
ter
in
g
in
te
g
r
ity
am
o
n
g
s
ch
o
o
l
p
r
in
cip
als
is
n
o
t
o
n
ly
a
m
atter
o
f
p
er
s
o
n
al
ch
ar
ac
ter
b
u
t
also
a
s
tr
ateg
ic
im
p
er
ativ
e
f
o
r
ac
h
ie
v
in
g
ed
u
ca
tio
n
al
g
o
als
an
d
n
u
r
tu
r
in
g
a
cu
ltu
r
e
o
f
eth
ical
b
eh
av
io
r
.
T
h
e
co
n
ce
p
t
o
f
eth
ical
lead
er
s
h
ip
in
ed
u
ca
tio
n
en
c
o
m
p
ass
es
v
ar
io
u
s
d
im
en
s
io
n
s
,
in
clu
d
in
g
in
teg
r
ity
,
f
air
n
ess
,
ac
co
u
n
tab
ilit
y
,
a
n
d
r
esp
ec
t
f
o
r
s
tak
eh
o
ld
er
s
.
I
n
teg
r
ity
,
o
f
ten
co
n
s
id
er
e
d
th
e
co
r
n
er
s
to
n
e
o
f
eth
ical
lead
er
s
h
ip
,
i
n
v
o
lv
es
ad
h
e
r
en
c
e
to
m
o
r
al
an
d
eth
ical
p
r
in
ci
p
les
[
8
]
,
co
n
s
is
ten
cy
in
ac
tio
n
s
an
d
d
ec
is
io
n
s
,
an
d
h
o
n
esty
in
co
m
m
u
n
icatio
n
[
9
]
.
Fo
r
s
ch
o
o
l
p
r
in
ci
p
als,
d
em
o
n
s
tr
atin
g
in
teg
r
ity
m
ea
n
s
m
ak
in
g
d
ec
is
io
n
s
th
at
ar
e
in
th
e
b
est
in
ter
est
o
f
s
tu
d
en
ts
an
d
s
taf
f
,
e
v
en
wh
e
n
f
a
ce
d
with
p
r
ess
u
r
e
o
r
ad
v
er
s
ity
[
1
0
]
.
I
t
r
eq
u
ir
es
a
s
tead
f
ast
co
m
m
itm
en
t
to
eth
ical
s
tan
d
ar
d
s
an
d
th
e
co
u
r
ag
e
t
o
u
p
h
o
l
d
th
ese
s
tan
d
ar
d
s
in
all
asp
ec
ts
o
f
s
ch
o
o
l
ad
m
in
is
tr
atio
n
.
R
esear
ch
in
d
icate
s
th
at
eth
ical
lead
er
s
h
i
p
p
o
s
itiv
ely
im
p
ac
ts
m
u
ltip
le
f
ac
ets
o
f
s
ch
o
o
l
f
u
n
ctio
n
in
g
.
E
t
h
ical
lead
er
s
ar
e
ass
o
ciate
d
with
h
ig
h
er
lev
el
s
o
f
tr
u
s
t
am
o
n
g
s
taf
f
,
im
p
r
o
v
ed
teac
h
er
m
o
r
ale,
an
d
en
h
a
n
ce
d
s
tu
d
e
n
t p
er
f
o
r
m
an
ce
[
1
1
]
.
W
h
en
p
r
in
cip
als ex
h
ib
it in
teg
r
ity
,
th
e
y
f
o
s
ter
a
n
e
n
v
ir
o
n
m
en
t o
f
tr
u
s
t
an
d
r
esp
ec
t,
wh
ich
is
cr
itical
f
o
r
ef
f
ec
tiv
e
c
o
llab
o
r
atio
n
an
d
th
e
o
v
e
r
all
well
-
b
ein
g
o
f
th
e
s
ch
o
o
l
c
o
m
m
u
n
ity
.
Mo
r
eo
v
er
,
eth
ical
lead
er
s
h
ip
co
n
tr
ib
u
tes
to
th
e
d
ev
elo
p
m
en
t
o
f
a
p
o
s
itiv
e
s
ch
o
o
l
cu
ltu
r
e
wh
er
e
eth
ical
b
eh
av
io
r
is
v
alu
ed
an
d
r
ein
f
o
r
ce
d
[
1
2
]
,
[
1
3
]
.
T
h
is
,
in
tu
r
n
,
h
elp
s
m
itig
ate
is
s
u
es
s
u
ch
as
b
u
lly
in
g
,
m
is
co
n
d
u
ct,
an
d
ac
ad
em
ic
d
is
h
o
n
esty
,
cr
ea
tin
g
a
s
af
er
an
d
m
o
r
e
in
clu
s
iv
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t.
Desp
ite
th
e
clea
r
b
e
n
ef
its
o
f
e
th
ical
lead
er
s
h
ip
,
p
r
in
cip
als
f
a
ce
ch
allen
g
es
in
b
alan
cin
g
th
e
co
m
p
lex
ex
p
ec
tatio
n
s
o
f
v
ar
i
o
u
s
s
tak
e
h
o
ld
er
s
,
m
ai
n
tain
in
g
eth
ical
s
tan
d
ar
d
s
,
a
n
d
n
av
ig
atin
g
eth
ic
al
d
ilem
m
as
ca
u
s
ed
b
y
ac
co
u
n
ta
b
ilit
y
p
r
ess
u
r
es
an
d
p
er
f
o
r
m
an
ce
.
T
h
is
s
itu
atio
n
u
n
d
er
s
co
r
es
th
e
n
ee
d
f
o
r
r
o
b
u
s
t
s
u
p
p
o
r
t
s
y
s
tem
s
,
o
n
g
o
in
g
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t,
a
n
d
a
clea
r
u
n
d
er
s
ta
n
d
in
g
o
f
et
h
ical
p
r
in
ci
p
les.
Prin
cip
als
d
is
g
u
is
e
ex
p
ec
tatio
n
s
f
r
o
m
p
o
licy
m
a
k
er
s
,
p
ar
en
ts
,
a
n
d
th
e
c
o
m
m
u
n
ity
[
1
4
]
,
all
wh
ile
t
r
y
in
g
to
u
p
h
o
l
d
eth
ical
s
tan
d
ar
d
s
an
d
d
ea
l
with
ac
co
u
n
tab
ilit
y
p
r
ess
u
r
es
[
1
5
]
,
wh
ich
o
f
ten
p
u
t
th
em
in
to
u
g
h
s
itu
atio
n
s
th
at
ca
ll
f
o
r
s
tr
o
n
g
s
u
p
p
o
r
t
an
d
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
g
r
o
wth
.
T
o
ad
d
r
ess
th
ese
ch
allen
g
es,
th
is
p
ap
er
ad
v
o
ca
tes
f
o
r
a
co
m
p
r
eh
e
n
s
iv
e
ap
p
r
o
ac
h
to
f
o
s
ter
in
g
in
teg
r
ity
am
o
n
g
s
ch
o
o
l
p
r
in
cip
als.
T
h
is
in
clu
d
es
th
e
im
p
lem
en
tatio
n
o
f
tar
g
eted
tr
ain
in
g
p
r
o
g
r
am
s
th
at
f
o
cu
s
o
n
eth
ical
d
ec
is
io
n
-
m
ak
in
g
,
t
h
e
estab
lis
h
m
en
t
o
f
s
u
p
p
o
r
tiv
e
n
etwo
r
k
s
f
o
r
p
r
in
cip
als
to
s
h
ar
e
b
est
p
r
ac
tices
an
d
s
ee
k
g
u
id
a
n
ce
,
a
n
d
th
e
p
r
o
m
o
tio
n
o
f
a
c
u
ltu
r
e
o
f
eth
ical
b
eh
av
i
o
r
th
r
o
u
g
h
o
u
t
th
e
e
d
u
ca
tio
n
al
s
y
s
tem
.
B
y
eq
u
ip
p
in
g
p
r
i
n
cip
als
with
th
e
n
ec
ess
ar
y
to
o
ls
an
d
s
u
p
p
o
r
t,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
ca
n
en
s
u
r
e
th
at
t
h
eir
lead
er
s
ar
e
well
-
p
r
ep
ar
e
d
to
u
p
h
o
ld
in
teg
r
ity
an
d
lea
d
th
eir
s
ch
o
o
ls
with
eth
ical
co
n
v
ictio
n
.
Fo
s
ter
in
g
in
teg
r
ity
th
r
o
u
g
h
eth
ical
lead
er
s
h
ip
am
o
n
g
s
ch
o
o
l
p
r
in
cip
als
is
v
ital
f
o
r
m
ain
t
ain
in
g
th
e
well
-
b
ein
g
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
E
th
ical
b
eh
av
io
r
b
y
p
r
in
cip
als
p
o
s
itiv
ely
im
p
ac
ts
th
e
o
v
er
all
h
ea
lth
o
f
s
ch
o
o
ls
,
cr
ea
tin
g
an
en
v
ir
o
n
m
en
t
wh
er
e
b
o
th
s
taf
f
an
d
s
tu
d
en
ts
ca
n
th
r
iv
e
[
1
6
]
.
Ho
wev
er
,
Han
s
en
an
d
L
ár
u
s
d
ó
ttir
[
1
7
]
p
o
in
t
o
u
t a
g
a
p
b
etwe
en
p
r
in
cip
als'
eth
ical
v
alu
es
an
d
th
eir
p
r
ac
tical
a
p
p
lic
atio
n
,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
s
tr
u
ctu
r
e
d
s
u
p
p
o
r
t
an
d
tr
ain
in
g
to
en
s
u
r
e
th
at
eth
ical
p
r
in
cip
les
ar
e
co
n
s
is
ten
tly
r
ef
lecte
d
in
lead
er
s
h
ip
ac
tio
n
s
.
Go
h
a
r
an
d
C
ar
v
alh
o
[
1
8
]
u
n
d
er
s
co
r
e
t
h
e
im
p
o
r
tan
ce
o
f
eth
ical
ed
u
ca
tio
n
,
d
r
awin
g
f
r
o
m
Kan
t
’
s
id
ea
s
o
n
in
n
er
d
is
cip
lin
e
to
h
elp
p
r
i
n
cip
als
m
o
d
el
a
n
d
in
s
till
eth
ical
b
eh
av
io
r
in
s
tu
d
en
ts
.
r
esear
ch
b
y
Ma
jid
ip
o
u
r
et
a
l.
[
1
9
]
d
is
cu
s
s
th
e
ch
allen
g
es
o
f
lead
er
s
h
ip
,
s
tr
ess
in
g
th
e
n
ee
d
f
o
r
p
r
in
cip
als
to
b
alan
ce
ca
r
e
eth
ics
with
p
r
o
f
ess
io
n
al
eth
i
cs
to
ef
f
ec
tiv
ely
ad
d
r
ess
is
s
u
es.
Mo
r
tar
i
an
d
Ub
b
iali
[
2
0
]
p
r
o
p
o
s
e
s
er
v
ice
lear
n
in
g
as
a
way
to
em
b
e
d
eth
ical
p
r
in
cip
les
in
ed
u
ca
tio
n
,
en
r
ic
h
in
g
s
tu
d
en
ts
’
ex
p
er
i
en
ce
s
an
d
f
o
s
ter
in
g
r
esp
o
n
s
ib
ilit
y
an
d
eth
ical
aw
ar
en
ess
f
o
r
th
eir
f
u
tu
r
e
ca
r
e
er
s
.
E
th
ical
lead
er
s
h
i
p
in
s
ch
o
o
ls
g
o
es
b
ey
o
n
d
ad
m
in
is
tr
ativ
e
task
s
,
f
o
cu
s
in
g
o
n
cu
r
r
icu
lu
m
ex
ce
llen
ce
an
d
tr
an
s
f
o
r
m
ativ
e
p
r
ac
tices.
Pre
ez
[
2
1
]
e
m
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
h
o
n
est
g
o
al
s
an
d
c
o
llectiv
e
co
m
m
itm
e
n
t
i
n
eth
ical
c
u
r
r
icu
lu
m
lead
er
s
h
i
p
.
Ph
etso
m
b
at
an
d
Na
-
Nan
[
2
2
]
h
ig
h
lig
h
t
h
o
w
e
th
ical
lead
er
s
h
ip
f
o
s
ter
s
in
teg
r
ity
an
d
citizen
s
h
ip
with
in
s
c
h
o
o
ls
.
Ad
d
r
ess
in
g
f
ac
to
r
s
lik
e
p
r
o
f
ess
io
n
al
eth
ics
tr
ain
in
g
is
cr
u
cial,
as
Ay
en
alem
et
a
l.
[
2
3
]
n
o
te
th
at
its
ab
s
en
ce
ca
n
lead
to
teac
h
er
m
is
co
n
d
u
ct.
T
h
ey
also
s
tr
ess
th
e
im
p
o
r
tan
ce
o
f
a
p
o
s
itiv
e
wo
r
k
in
g
en
v
i
r
o
n
m
e
n
t.
E
f
f
ec
tiv
e
lead
er
s
h
ip
b
y
p
r
in
cip
als
en
s
u
r
es
ac
co
u
n
t
ab
ilit
y
an
d
et
h
ical
co
n
d
u
ct
a
m
o
n
g
s
taf
f
.
Me
n
d
o
n
ça
[
2
4
]
h
ig
h
lig
h
ts
th
e
r
o
le
o
f
in
clu
s
iv
ity
an
d
eq
u
ity
in
eth
ic
al
lead
er
s
h
ip
.
Ov
er
all,
th
is
p
ap
er
ad
d
r
ess
es
v
ar
io
u
s
ch
allen
g
es
an
d
s
tr
ateg
ies
in
tack
lin
g
eth
ical
d
ilem
m
as
with
in
ed
u
ca
tio
n
al
s
ettin
g
s
,
em
p
h
asizin
g
th
e
m
u
ltifa
ce
ted
n
atu
r
e
o
f
s
u
c
h
ch
allen
g
es
,
an
d
t
h
e
n
ee
d
f
o
r
p
r
in
cip
led
lead
er
s
h
ip
i
n
g
u
i
d
in
g
in
s
titu
tio
n
s
th
r
o
u
g
h
tim
es o
f
c
r
is
is
[
2
5
]
–
[
2
7
]
.
I
n
co
n
clu
s
io
n
,
f
o
s
ter
in
g
in
te
g
r
ity
am
o
n
g
s
ch
o
o
l
p
r
in
cip
a
ls
is
es
s
en
tial
f
o
r
eth
ical
lead
er
s
h
ip
,
s
ig
n
if
ican
tly
im
p
ac
tin
g
th
e
ef
f
ec
tiv
en
ess
an
d
m
o
r
al
clim
ate
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
As
th
e
d
em
an
d
s
o
n
s
ch
o
o
l
lead
er
s
ev
o
lv
e,
it
is
cr
u
cial
to
p
r
io
r
itize
th
e
d
ev
elo
p
m
en
t
o
f
eth
ical
lead
er
s
h
ip
s
k
ills
an
d
in
teg
r
ate
eth
ical
p
r
in
cip
les
ac
r
o
s
s
v
ar
i
o
u
s
asp
ec
ts
o
f
s
ch
o
o
l
ad
m
in
is
tr
atio
n
,
f
r
o
m
d
ec
is
io
n
-
m
a
k
in
g
to
cu
r
r
icu
lu
m
d
esig
n
.
B
y
ad
d
r
ess
in
g
f
ac
to
r
s
s
u
ch
as
in
ter
p
er
s
o
n
al
d
y
n
a
m
ics,
o
r
g
an
izatio
n
al
b
e
h
av
io
r
s
,
an
d
p
r
o
f
ess
io
n
a
l
eth
ics
tr
ain
in
g
,
s
ch
o
o
ls
ca
n
cu
ltiv
ate
lead
er
s
wh
o
n
o
t
o
n
ly
e
x
ce
l
ad
m
in
is
tr
ativ
ely
b
u
t a
ls
o
ex
em
p
lify
in
teg
r
ity
,
g
u
id
in
g
th
eir
i
n
s
titu
tio
n
s
to
war
d
eth
ical
ex
ce
llen
ce
,
ac
ad
e
m
ic
s
u
cc
ess
,
an
d
a
cu
ltu
r
e
o
f
ac
co
u
n
tab
ilit
y
th
at
b
en
ef
its
b
o
th
s
tu
d
e
n
ts
an
d
e
d
u
ca
to
r
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
0
3
4
-
1
0
4
3
1036
2.
M
E
T
H
O
D
T
h
is
s
y
s
tem
atic
liter
atu
r
e
r
ev
i
ew
(
SLR)
f
o
llo
ws
a
d
elib
er
ate
an
d
well
-
p
lan
n
e
d
an
al
y
s
is
o
f
p
r
ev
io
u
s
ly
p
u
b
lis
h
ed
r
esear
c
h
to
e
x
p
lo
r
e
th
e
d
y
n
am
ics
o
f
eth
ical
le
ad
er
s
h
ip
am
o
n
g
s
ch
o
o
l
p
r
in
cip
als,
s
p
ec
if
ically
f
o
cu
s
in
g
o
n
f
o
s
ter
in
g
in
teg
r
it
y
with
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
A
s
y
s
tem
atic
r
ev
iew,
ac
co
r
d
i
n
g
to
New
m
an
an
d
Go
u
g
h
[
2
8
]
,
is
a
f
am
ily
o
f
r
e
s
ea
r
ch
m
eth
o
d
o
lo
g
ies
th
at
u
s
e
p
r
im
ar
y
r
esear
ch
f
i
n
d
in
g
s
t
o
an
s
wer
a
r
esear
ch
q
u
esti
o
n
.
T
h
e
SLR
ap
p
r
o
ac
h
b
eg
in
s
with
d
ev
elo
p
i
n
g
s
u
itab
le
r
esear
ch
q
u
esti
o
n
s
.
Dev
elo
p
in
g
r
esear
c
h
q
u
esti
o
n
s
is
th
e
m
o
s
t
s
ig
n
if
ica
n
t
co
m
p
o
n
en
t
o
f
cr
ea
ti
n
g
SLR
to
d
eter
m
in
e
th
e
s
co
p
e
o
f
th
e
in
v
esti
g
atio
n
[
2
9
]
.
T
h
e
r
esear
ch
q
u
esti
o
n
s
(
R
Q)
f
o
r
th
is
p
ap
er
ar
e:
i)
W
h
at
ar
e
th
e
m
o
s
t e
f
f
ec
tiv
e
s
tr
ateg
ies f
o
r
p
r
o
m
o
tin
g
an
d
m
a
in
tain
in
g
ac
ad
em
ic
in
te
g
r
ity
a
m
o
n
g
s
tu
d
e
n
ts
an
d
teac
h
er
s
in
s
ec
o
n
d
ar
y
an
d
h
ig
h
er
e
d
u
ca
tio
n
i
n
s
titu
tio
n
s
?
(
R
Q1
)
ii)
H
o
w
d
o
d
if
f
er
en
t
lead
e
r
s
h
ip
s
ty
les
in
ed
u
ca
tio
n
al
m
a
n
ag
em
en
t
im
p
ac
t
th
e
in
teg
r
ity
an
d
p
er
f
o
r
m
a
n
ce
o
f
teac
h
er
s
an
d
s
tu
d
en
ts
?
(
R
Q2
)
iii)
W
h
at
ar
e
th
e
k
ey
c
h
allen
g
es
a
n
d
b
est
p
r
ac
tices
in
im
p
lem
en
t
in
g
ch
ar
ac
ter
an
d
v
alu
e
e
d
u
ca
t
io
n
p
r
o
g
r
am
s
in
s
ch
o
o
ls
?
(
R
Q3
)
T
h
is
SLR
was
o
r
g
an
ized
ac
co
r
d
in
g
to
th
e
p
r
e
f
er
r
e
d
r
e
p
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iew
s
an
d
m
eta
-
a
n
aly
s
is
(
PR
I
SMA)
s
tan
d
ar
d
s
[
3
0
]
.
T
h
e
r
ev
iew
p
r
o
ce
s
s
f
o
llo
wed
PR
I
SMA
g
u
id
elin
es,
with
f
o
u
r
p
h
ases
:
id
en
tific
atio
n
,
s
cr
ee
n
in
g
,
elig
i
b
ilit
y
,
an
d
in
cl
u
s
io
n
,
as seen
i
n
Fig
u
r
e
1
.
Fig
u
r
e
1
.
PR
I
SMA
d
iag
r
am
o
f
th
e
p
r
o
p
o
s
e
s
ea
r
ch
in
g
s
tu
d
y
[
3
0
]
2
.
1
.
I
dentif
ica
t
io
n
T
h
e
f
o
u
r
p
r
im
a
r
y
s
tag
es
o
f
t
h
e
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
d
u
r
e
ar
e
u
tili
ze
d
t
o
s
elec
t
m
an
y
r
elev
a
n
t
p
u
b
licatio
n
s
f
o
r
th
is
r
ep
o
r
t.
T
h
e
p
r
o
ce
s
s
s
tar
ts
with
th
e
id
en
tific
atio
n
o
f
k
ey
wo
r
d
s
an
d
t
h
e
s
ea
r
ch
f
o
r
r
elate
d
ter
m
s
b
ased
o
n
th
e
th
esau
r
u
s
,
d
ictio
n
ar
ies
,
e
n
cy
clo
p
e
d
ia,
a
n
d
p
ast
r
esear
c
h
.
C
o
n
s
eq
u
en
tl
y
,
s
ea
r
ch
s
tr
in
g
s
o
n
Sco
p
u
s
,
E
R
I
C
,
an
d
W
eb
o
f
Scien
ce
(
W
o
S)
d
atab
ase
h
av
e
b
e
en
d
ev
elo
p
ed
o
n
ce
all
p
e
r
tin
e
n
t
ter
m
s
h
av
e
b
ee
n
d
eter
m
in
ed
.
Du
r
in
g
th
is
in
itia
l
p
h
ase
o
f
th
e
s
y
s
tem
atic
r
ev
i
ew,
th
e
cu
r
r
en
t
r
esear
ch
s
u
cc
ess
f
u
lly
r
etr
iev
ed
a
to
tal
o
f
2
,
0
9
7
p
a
p
er
s
f
r
o
m
b
o
th
d
atab
ases
.
B
ased
o
n
th
e
r
esear
ch
q
u
esti
o
n
,
th
r
ee
m
ain
k
ey
wo
r
d
s
wer
e
id
en
tifie
d
:
“p
r
in
cip
al”,
“e
th
ic
al
lead
er
s
h
ip
”
an
d
“sch
o
o
l”.
T
o
en
r
ich
th
e
s
ea
r
ch
u
s
in
g
th
ese
k
ey
wo
r
d
s
,
th
e
r
elate
d
ter
m
s
an
d
s
y
n
o
n
y
m
s
ar
e
id
en
tifie
d
u
s
in
g
o
n
lin
e
th
esau
r
u
s
an
d
ask
ed
th
e
o
p
in
io
n
o
f
an
ed
u
ca
tio
n
ex
p
er
t.
T
h
is
p
r
o
ce
s
s
p
r
o
d
u
ce
s
s
ev
er
al
k
ey
wo
r
d
s
s
u
ch
as
“in
teg
r
ity
”,
“h
o
n
esty
”,
“e
th
i
c
s
”,
“
et
hi
c
al
”,
“
m
or
al
”,
“
ad
m
i
ni
s
tr
at
or
”
a
n
d
“
s
c
h
oo
l
le
a
de
r
”
.
B
y
ex
p
an
d
in
g
th
e
r
an
g
e
o
f
k
e
y
wo
r
d
s
an
d
s
ea
r
ch
ter
m
s
,
th
e
id
en
tific
atio
n
p
r
o
ce
s
s
in
cr
ea
s
ed
th
e
c
o
m
p
r
e
h
en
s
iv
en
ess
o
f
th
e
liter
atu
r
e
s
ea
r
ch
a
n
d
e
n
s
u
r
ed
all
r
elev
a
n
t
ar
ticles we
r
e
id
en
tifie
d
.
T
ab
le
1
s
h
o
ws th
e
s
ea
r
ch
s
tr
in
g
f
o
r
a
ll th
r
ee
d
atab
ases
.
Id
e
n
t
i
f
i
c
a
t
i
o
n
In
c
l
u
d
e
d
E
l
i
g
i
b
i
l
i
t
y
S
c
r
e
e
n
i
n
g
D
u
p
l
i
c
a
t
e
r
e
c
o
r
d
r
e
mo
v
e
d
(
n
=
1
8
)
R
e
c
o
r
d
s a
f
t
e
r
s
c
r
e
e
n
e
d
S
c
o
p
u
s
(
n
=
129
)
,
E
R
I
C
(
n
=
13
)
,
W
o
S
(
n
=
27
)
(
To
t
al
=
1
69
)
A
r
t
i
c
l
e
a
c
c
e
ss f
o
r
e
l
i
g
i
b
i
l
i
t
y
(
n
=
1
5
1
)
S
t
u
d
i
e
s i
n
c
l
u
d
e
d
i
n
q
u
a
l
i
t
a
t
i
v
e
a
n
a
l
y
si
s
(
n
=
19
)
R
e
c
o
r
d
i
d
e
n
t
i
f
y
t
h
r
o
u
g
h
S
c
o
p
u
s
sea
r
c
h
i
n
g
(
n
=
1
,
5
6
9
)
R
e
c
o
r
d
s e
x
c
l
u
d
e
d
f
o
l
l
o
w
t
h
e
c
r
i
t
e
r
i
o
n
:
•
N
o
n
-
E
n
g
l
i
sh
,
•
<
2
0
2
0
,
•
C
o
n
f
e
r
e
n
c
e
,
B
o
o
k
,
R
e
v
i
e
w
a
n
d
I
n
P
r
e
ss
(
n
=
1
,
9
2
8
)
•
D
u
e
t
o
t
h
e
o
u
t
o
f
f
i
e
l
d
•
Ti
t
l
e
n
o
t
si
g
n
i
f
i
c
a
n
t
l
y
•
A
b
st
r
a
c
t
n
o
t
r
e
l
a
t
e
d
o
n
t
h
e
o
b
j
e
c
t
i
v
e
o
f
t
h
e
st
u
d
y
•
N
o
F
u
l
l
t
e
x
t
a
c
c
e
sses
(
n
=
1
3
2
)
R
e
c
o
r
d
i
d
e
n
t
i
f
y
t
h
r
o
u
g
h
E
R
I
C
sea
r
c
h
i
n
g
(
n
=
2
9
4
)
R
e
c
o
r
d
i
d
e
n
t
i
f
y
t
h
r
o
u
g
h
W
o
S
sea
r
c
h
i
n
g
(
n
=
2
3
4
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
F
o
s
teri
n
g
in
teg
r
ity
a
mo
n
g
s
ch
o
o
l p
r
in
cip
a
ls
’
eth
ica
l le
a
d
ers
h
ip
…
(
Ma
ck
en
cid
y
a
k
B
u
ja
n
g
)
1037
T
ab
le
1
.
T
h
e
s
ea
r
ch
s
tr
in
g
s
an
d
k
ey
wo
r
d
s
u
s
ed
f
o
r
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
s
s
D
a
t
a
b
a
s
e
S
e
a
r
c
h
s
t
r
i
n
g
S
c
o
p
u
s
TI
TLE
-
A
B
S
-
K
EY
(
i
n
t
e
g
r
i
t
y
O
R
h
o
n
e
s
t
y
)
A
N
D
(
e
t
h
i
c
O
R
e
t
h
i
c
a
l
O
R
mo
r
a
l
)
A
N
D
(
p
r
i
n
c
i
p
a
l
O
R
a
d
mi
n
i
st
r
a
t
o
r
O
R
"
sch
o
o
l
l
e
a
d
e
r
"
)
A
N
D
(
LI
M
I
T
-
TO
(
P
U
B
Y
EA
R
,
2
0
2
0
)
O
R
LI
M
I
T
-
TO
(
P
U
B
Y
EA
R
,
2
0
2
1
)
O
R
LI
M
I
T
-
T
O
(
P
U
B
Y
EA
R
,
2
0
2
2
)
O
R
LI
M
I
T
-
T
O
(
P
U
B
Y
EA
R
,
2
0
2
3
)
O
R
LI
M
I
T
-
TO
(
P
U
B
Y
EA
R
,
2
0
2
4
)
)
A
N
D
(
LI
M
I
T
-
TO
(
S
U
B
JA
R
EA
,
"
S
O
C
I
"
)
)
A
N
D
(
L
I
M
I
T
-
TO
(
D
O
C
TY
P
E
,
"
a
r
"
)
)
A
N
D
(
LI
M
I
T
-
TO
(
LA
N
G
U
A
G
E
,
"
En
g
l
i
s
h
"
)
)
A
N
D
(
LI
M
I
T
-
TO
(
S
R
C
TY
P
E
,
"
j
"
)
)
A
N
D
(
LI
M
I
T
-
TO
(
P
U
B
S
TA
G
E
,
"
f
i
n
a
l
"
)
)
A
N
D
(
LI
M
I
T
-
TO
(
O
A
,
"
a
l
l
"
)
)
D
a
t
e
o
f
a
c
c
e
ss
:
J
u
n
e
2
0
2
4
ER
I
C
(
i
n
t
e
g
r
i
t
y
O
R
h
o
n
e
st
y
)
A
N
D
(
e
t
h
i
c
O
R
e
t
h
i
c
a
l
O
R
m
o
r
a
l
)
A
N
D
(
p
r
i
n
c
i
p
a
l
O
R
a
d
mi
n
i
s
t
r
a
t
o
r
O
R
"
sc
h
o
o
l
l
e
a
d
e
r
”
)
p
u
b
y
e
a
r
m
i
n
:
2
0
2
0
p
u
b
y
e
a
r
m
a
x
:
2
0
2
4
D
a
t
e
o
f
A
c
c
e
ss
:
J
u
n
e
2
0
2
4
W
o
S
TS
=
(
(
i
n
t
e
g
r
i
t
y
O
R
h
o
n
e
s
t
y
)
A
N
D
(
e
t
h
i
c
O
R
e
t
h
i
c
a
l
O
R
mo
r
a
l
)
A
N
D
(
p
r
i
n
c
i
p
a
l
O
R
a
d
mi
n
i
s
t
r
a
t
o
r
O
R
"
s
c
h
o
o
l
l
e
a
d
e
r
"
)
)
a
n
d
2
0
2
4
o
r
2
0
2
3
o
r
2
0
2
2
o
r
2
0
2
1
o
r
2
0
2
0
(
P
u
b
l
i
c
a
t
i
o
n
Y
e
a
r
s)
a
n
d
A
r
t
i
c
l
e
(
D
o
c
u
me
n
t
Ty
p
e
s)
a
n
d
E
n
g
l
i
s
h
(
La
n
g
u
a
g
e
s)
a
n
d
A
l
l
o
p
e
n
a
c
c
e
ss
(
O
p
e
n
A
c
c
e
ss)
D
a
t
e
o
f
a
c
c
e
ss
:
J
u
n
e
2
0
2
4
2
.
2
.
Scre
ening
Du
r
in
g
th
e
s
cr
ee
n
i
n
g
s
tep
,
t
h
e
co
llectio
n
o
f
p
o
ten
tially
r
elev
an
t
r
esear
ch
item
s
is
ev
alu
ated
to
d
eter
m
in
e
th
ei
r
alig
n
m
e
n
t
wit
h
th
e
p
r
ed
e
f
in
ed
r
esear
ch
q
u
e
s
tio
n
s
.
C
o
n
ten
t
-
r
elate
d
cr
iter
ia
co
m
m
o
n
ly
u
s
ed
in
th
is
p
h
ase
in
clu
d
e
s
elec
tin
g
r
esear
ch
item
s
r
elate
d
to
f
o
s
t
er
in
g
in
teg
r
ity
am
o
n
g
s
ch
o
o
l
p
r
in
cip
als'
eth
ical
lead
er
s
h
ip
.
At
th
is
s
tep
,
all
d
u
p
licate
p
ap
e
r
s
ar
e
r
em
o
v
e
d
f
r
o
m
t
h
e
s
ea
r
ch
r
esu
lts
.
I
n
th
e
f
ir
s
t
s
tag
e
o
f
s
cr
ee
n
in
g
,
1
,
9
2
8
p
u
b
licatio
n
s
wer
e
ex
clu
d
e
d
,
an
d
in
th
e
s
ec
o
n
d
s
tag
e,
1
6
9
p
ap
e
r
s
wer
e
e
x
am
in
ed
b
ased
o
n
v
ar
io
u
s
ex
cl
u
s
io
n
an
d
in
clu
s
i
o
n
cr
iter
ia
s
p
ec
if
ic
to
th
is
s
tu
d
y
as
s
ee
n
in
T
ab
le
2
.
T
h
e
p
r
im
ar
y
cr
iter
io
n
was
liter
atu
r
e
(
r
esear
ch
p
ap
e
r
s
)
,
as
it
i
s
th
e
m
ain
s
o
u
r
ce
o
f
p
r
a
ctica
l
r
ec
o
m
m
en
d
atio
n
s
.
T
h
is
also
en
co
m
p
ass
ed
r
ev
iews,
m
eta
-
s
y
n
th
eses
,
m
eta
-
an
aly
s
es,
b
o
o
k
s
,
b
o
o
k
s
er
ies,
ch
ap
ter
s
,
an
d
co
n
f
er
en
ce
p
r
o
ce
ed
in
g
s
th
at
wer
e
n
o
t
in
clu
d
ed
i
n
th
e
latest
s
tu
d
y
.
Ad
d
itio
n
ally
,
th
e
r
ev
iew
was
lim
ited
to
p
u
b
licatio
n
s
in
E
n
g
lis
h
an
d
f
o
c
u
s
ed
o
n
ly
o
n
th
e
y
ea
r
s
2
0
2
0
-
2
0
2
4
.
A
to
tal
o
f
1
8
p
u
b
licatio
n
was r
ejec
ted
d
u
e
to
d
u
p
licatio
n
.
T
ab
le
2
.
I
n
clu
s
io
n
an
d
ex
clu
s
i
o
n
cr
iter
ia
in
v
o
lv
ed
in
th
e
s
cr
e
en
in
g
p
r
o
ce
s
s
C
r
i
t
e
r
i
o
n
I
n
c
l
u
s
i
o
n
Ex
c
l
u
si
o
n
La
n
g
u
a
g
e
En
g
l
i
sh
N
o
n
-
E
n
g
l
i
sh
Ti
me
l
i
n
e
2
0
2
0
-
2
0
2
4
<
2
0
2
0
Li
t
e
r
a
t
u
r
e
t
y
p
e
Jo
u
r
n
a
l
(
A
r
t
i
c
l
e
)
B
e
si
d
e
s J
o
u
r
n
a
l
(
A
r
t
i
c
l
e
)
P
u
b
l
i
c
a
t
i
o
n
s
t
a
g
e
F
i
n
a
l
I
n
P
r
e
ss
S
u
b
j
e
c
t
a
r
e
a
S
o
c
i
a
l
sc
i
e
n
c
e
s
B
e
si
d
e
s
s
o
c
i
a
l
sc
i
e
n
c
e
s
2
.
3
.
E
lig
ibi
lity
I
n
th
e
th
ir
d
p
h
ase,
k
n
o
w
n
as
th
e
elig
ib
ilit
y
ass
es
s
m
en
t,
a
co
m
p
ilatio
n
o
f
1
5
1
ar
ticles
was
ass
em
b
led
.
Du
r
in
g
th
is
s
tag
e,
th
e
titl
es
a
n
d
co
r
e
co
n
ten
t
o
f
all
ar
ticle
s
wer
e
m
eticu
lo
u
s
ly
ex
am
in
ed
to
co
n
f
ir
m
th
eir
alig
n
m
en
t
with
t
h
e
in
clu
s
io
n
cr
iter
ia
an
d
r
elev
a
n
ce
to
th
e
s
tu
d
y
'
s
r
esear
ch
o
b
jectiv
es.
C
o
n
s
eq
u
en
tly
,
1
3
2
ar
ticles
wer
e
ex
clu
d
ed
f
o
r
b
ein
g
o
u
t
o
f
f
ield
,
h
a
v
in
g
titl
es
th
at
wer
e
n
o
t
s
ig
n
if
ican
tl
y
r
elev
an
t,
h
av
in
g
ab
s
tr
ac
ts
u
n
r
elate
d
to
th
e
s
tu
d
y
'
s
o
b
jectiv
es,
o
r
lack
in
g
f
u
ll
-
tex
t
ac
ce
s
s
.
As
a
r
esu
lt,
a
to
tal
o
f
1
9
a
r
ticles
r
em
ain
s
f
o
r
t
h
e
u
p
c
o
m
in
g
r
ev
i
ew.
2
.
4
.
Da
t
a
a
bs
t
ra
ct
io
n a
nd
a
na
ly
s
is
An
in
teg
r
ativ
e
an
aly
s
is
was
c
o
n
d
u
cte
d
in
th
is
s
tu
d
y
,
em
p
lo
y
in
g
ex
am
in
atio
n
tech
n
iq
u
es
to
an
aly
ze
an
d
s
y
n
th
esize
v
ar
io
u
s
r
esear
ch
d
esig
n
s
(
q
u
alitativ
e,
q
u
an
ti
tativ
e,
an
d
m
ix
ed
m
eth
o
d
s
)
.
T
h
e
ex
p
e
r
t
r
esear
ch
f
o
cu
s
ed
o
n
d
ev
elo
p
in
g
a
p
p
r
o
p
r
iate
to
p
ics
an
d
s
u
b
-
to
p
ics.
T
h
e
in
itial
s
tep
in
th
em
e
d
ev
elo
p
m
en
t
was
th
e
d
ata
co
llectio
n
p
h
ase,
d
u
r
in
g
wh
ic
h
a
g
r
o
u
p
o
f
2
2
p
a
p
er
s
was
c
ar
ef
u
lly
r
ev
iewe
d
f
o
r
s
tatem
en
ts
o
r
i
n
f
o
r
m
atio
n
ad
d
r
ess
in
g
q
u
esti
o
n
s
f
r
o
m
th
is
cu
r
r
en
t
r
esear
c
h
.
T
h
e
n
e
x
t
s
tep
in
v
o
l
v
ed
a
n
aly
zin
g
th
e
m
ater
ial
r
elate
d
t
o
f
o
s
ter
in
g
in
teg
r
ity
am
o
n
g
s
ch
o
o
l
p
r
in
cip
als'
eth
ical
lead
er
s
h
ip
to
d
eter
m
in
e
a
n
d
f
o
r
m
m
ea
n
in
g
f
u
l
g
r
o
u
p
s
:
i
)
ac
ad
em
ic
in
teg
r
ity
an
d
eth
i
cs
in
ed
u
ca
tio
n
;
ii
)
lead
er
s
h
ip
an
d
in
teg
r
ity
in
e
d
u
ca
tio
n
al
m
an
ag
em
en
t
;
an
d
iii
)
ch
ar
ac
ter
an
d
v
al
u
e
ed
u
ca
t
io
n
in
s
ch
o
o
ls
.
E
ac
h
d
e
v
elo
p
e
d
th
em
e,
alo
n
g
with
an
y
r
elate
d
th
em
es,
co
n
ce
p
ts
,
o
r
id
ea
s
,
was
th
o
r
o
u
g
h
l
y
ex
am
in
ed
.
W
ith
in
th
e
f
r
am
e
wo
r
k
o
f
th
is
s
tu
d
y
,
th
e
co
r
r
esp
o
n
d
i
n
g
au
th
o
r
co
llab
o
r
ated
with
c
o
-
au
t
h
o
r
s
t
o
estab
lis
h
th
em
es
b
ased
o
n
th
e
f
in
d
in
g
s
.
A
lo
g
was
m
ain
tai
n
ed
d
u
r
in
g
th
e
d
ata
an
aly
s
is
p
r
o
ce
s
s
to
d
o
cu
m
e
n
t
an
y
an
aly
s
es,
o
p
i
n
io
n
s
,
p
u
zz
le
s
,
o
r
o
th
er
id
ea
s
r
elev
an
t to
d
a
ta
in
ter
p
r
etatio
n
.
Fin
d
in
g
s
wer
e
co
m
p
ar
e
d
to
r
eso
lv
e
an
y
d
is
cr
ep
a
n
cies
in
th
e
th
em
e
cr
ea
tio
n
p
r
o
ce
s
s
,
an
d
an
y
in
co
n
s
is
ten
cies
wer
e
ad
d
r
ess
ed
co
llab
o
r
ativ
ely
.
Fin
ally
,
th
e
d
ev
elo
p
e
d
th
em
es
wer
e
r
ef
in
ed
to
en
s
u
r
e
co
n
s
is
ten
cy
.
T
wo
e
x
p
er
ts
h
av
e
b
ee
n
ch
o
s
en
to
r
e
v
iews
an
d
v
alid
ate
t
h
ese
2
1
ar
ticles.
T
h
is
s
tu
d
y
u
s
ed
th
e
cr
itical
ap
p
r
aisal
s
k
ills
p
r
o
g
r
a
m
(
C
ASP)
ch
ec
k
lis
t
f
o
r
s
y
s
tem
atic
r
ev
iew
[
3
1
]
.
Qu
ality
a
p
p
r
aisal
wer
e
ca
r
r
ie
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
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
0
3
4
-
1
0
4
3
1038
o
u
t
b
y
th
e
q
u
alif
ied
ex
p
er
ts
wh
o
h
av
e
m
o
r
e
th
a
n
1
0
y
ea
r
s
o
f
wo
r
k
ex
p
er
ien
ce
in
ed
u
c
atio
n
al
in
s
titu
tio
n
s
.
C
h
ec
k
lis
ts
ar
e
u
s
ed
as
g
u
id
e
lin
es
f
o
r
cr
itically
ev
al
u
atin
g
th
e
q
u
ality
o
f
s
tu
d
ies
an
d
d
if
f
er
en
t
ty
p
es
o
f
ev
id
en
ce
[
3
2
]
.
T
h
er
e
ar
e
t
h
r
ee
in
d
icato
r
s
f
o
r
t
h
e
q
u
ality
ap
p
r
aisal
wh
ich
is
“e
x
ce
l
len
t”,
“g
o
o
d
”
an
d
“m
o
d
er
ate”
.
E
ac
h
ar
ticle
was
ev
alu
ated
f
o
r
its
q
u
ality
i
n
ter
m
s
o
f
clea
r
s
tatem
en
t
o
f
t
h
e
r
esear
ch
aim
s
,
r
elev
an
ce
o
f
its
m
eth
o
d
s
an
d
r
esear
ch
d
esig
n
,
r
ec
r
u
itm
en
t
o
f
ap
p
r
o
p
r
iate
s
tr
ateg
y
,
d
ata
co
llectio
n
,
d
ata
an
aly
s
is
,
clea
r
s
tatem
en
t
f
in
d
in
g
s
,
an
d
th
e
v
alu
e
o
f
th
e
r
esear
ch
.
T
o
en
s
u
r
e
th
e
v
alid
ity
o
f
th
e
th
em
es,
ex
am
in
atio
n
s
wer
e
p
er
f
o
r
m
ed
b
y
two
ex
p
e
r
ts
,
o
n
e
s
p
ec
ializin
g
in
lea
d
er
s
h
ip
m
a
n
ag
em
e
n
t
an
d
th
e
o
t
h
er
in
s
ch
o
o
l
ad
m
in
is
tr
atio
n
.
T
h
e
e
x
p
er
t
r
e
v
iew
p
h
ase
en
s
u
r
e
d
ea
c
h
s
u
b
-
t
h
em
e'
s
clar
ity
,
im
p
o
r
ta
n
ce
,
an
d
a
d
eq
u
ac
y
b
y
estab
lis
h
in
g
d
o
m
ain
v
alid
it
y
.
Ad
ju
s
tm
en
ts
wer
e
m
ad
e
b
a
s
ed
o
n
f
ee
d
b
ac
k
a
n
d
c
o
m
m
en
t
s
f
r
o
m
th
e
e
x
p
er
ts
,
as d
ee
m
ed
n
ec
ess
ar
y
b
y
th
e
a
u
th
o
r
s
.
3.
RE
SU
L
T
S
3
.
1
.
Aca
de
m
ic
inte
g
rit
y
a
nd
et
hics
in ed
uca
t
io
n
Aca
d
em
ic
in
teg
r
ity
an
d
eth
ic
s
in
ed
u
ca
tio
n
ar
e
cr
itical
co
n
ce
r
n
s
f
o
r
in
s
titu
tio
n
s
wo
r
l
d
wid
e.
T
h
e
in
cr
ea
s
in
g
av
ailab
ilit
y
an
d
u
s
e
o
f
an
ti
-
p
la
g
iar
is
m
s
o
f
twar
e
ar
e
p
iv
o
tal
in
m
ain
tain
in
g
ac
a
d
em
ic
in
teg
r
ity
,
y
et
m
an
y
c
o
lleg
es,
esp
ec
ially
in
r
eg
io
n
s
lik
e
T
am
il
Na
d
u
,
I
n
d
ia,
f
ac
e
s
ig
n
if
ican
t
b
ar
r
ier
s
in
ad
o
p
tin
g
s
u
c
h
tech
n
o
lo
g
ies.
Acc
o
r
d
i
n
g
to
Su
b
av
ee
r
ap
a
n
d
iy
an
an
d
Sak
th
iv
el
[
3
3
]
,
7
0
.
9
%
o
f
co
lleg
e
s
s
u
r
v
ey
ed
d
o
n
o
t
s
u
b
s
cr
ib
e
to
p
lag
iar
is
m
d
etec
t
io
n
s
o
f
twar
e
d
u
e
to
p
e
r
ce
iv
ed
h
ig
h
c
o
s
ts
an
d
p
er
ce
iv
e
d
lac
k
o
f
n
ec
ess
ity
.
T
h
is
s
itu
atio
n
u
n
d
er
s
co
r
es
th
e
n
ee
d
f
o
r
r
eg
u
lato
r
y
b
o
d
ies
s
u
ch
as
th
e
Un
iv
er
s
ity
Gr
an
ts
C
o
m
m
is
s
io
n
(
UGC)
to
m
an
d
ate
a
n
d
f
in
an
cially
s
u
p
p
o
r
t
t
h
e
s
u
b
s
cr
ip
tio
n
to
th
es
e
to
o
ls
.
Ad
d
itio
n
ally
,
B
u
r
b
id
g
e
an
d
Ham
er
[
3
4
]
h
ig
h
lig
h
ts
a
d
is
p
ar
ity
in
h
o
w
ac
ad
em
ic
in
teg
r
ity
is
ad
d
r
ess
ed
am
o
n
g
s
tu
d
en
ts
an
d
teac
h
er
s
with
in
th
e
I
n
ter
n
atio
n
al
B
ac
ca
lau
r
ea
te
Dip
lo
m
a
Pro
g
r
a
m
,
s
u
g
g
esti
n
g
th
e
n
ee
d
f
o
r
co
m
p
r
eh
en
s
i
v
e,
in
s
titu
tio
n
-
wid
e
in
teg
r
ity
tr
ain
i
n
g
p
r
o
g
r
am
s
th
at
in
clu
d
e
b
o
th
s
tu
d
en
ts
a
n
d
e
d
u
ca
to
r
s
.
I
n
I
s
lam
ic
h
ig
h
e
r
e
d
u
ca
tio
n
in
s
titu
tio
n
s
in
Ace
h
,
I
n
d
o
n
esia,
th
e
er
o
s
io
n
o
f
ac
ad
em
ic
eth
ics am
o
n
g
le
ctu
r
er
s
h
as b
ee
n
lin
k
ed
t
o
a
lack
o
f
u
n
d
er
s
tan
d
in
g
an
d
p
r
o
f
ess
io
n
al
v
al
u
es.
Yu
s
u
f
et
a
l.
[
3
5
]
f
o
u
n
d
t
h
at
d
e
s
p
ite
a
g
en
er
al
u
n
d
er
s
tan
d
in
g
o
f
in
teg
r
ity
,
th
is
k
n
o
wled
g
e
d
id
n
o
t
s
ig
n
if
ica
n
tly
in
f
lu
en
ce
lectu
r
e
r
s
'
ac
ad
em
ic
eth
ics
p
r
ac
tices.
T
h
e
s
t
u
d
y
ad
v
o
ca
tes
f
o
r
en
h
an
ce
d
tr
ai
n
in
g
an
d
co
u
r
s
e
s
o
n
in
teg
r
ity
an
d
p
r
o
f
ess
io
n
al
v
alu
es
to
r
ein
f
o
r
ce
eth
ical
s
tan
d
ar
d
s
am
o
n
g
lectu
r
er
s
.
Similar
ly
,
cr
ea
tin
g
a
cu
ltu
r
e
o
f
ac
a
d
em
ic
in
teg
r
ity
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
is
co
m
p
l
ex
,
with
Ç
elik
an
d
R
az
ı
[
3
6
]
i
d
en
tify
in
g
f
ac
ilit
a
to
r
s
lik
e
ad
m
i
n
is
tr
ativ
e
s
u
p
p
o
r
t
an
d
s
tu
d
en
t
in
v
o
lv
em
en
t,
an
d
b
ar
r
ie
r
s
lik
e
teac
h
er
r
esis
tan
ce
an
d
p
r
io
r
itizatio
n
o
f
ac
ad
em
ic
s
u
cc
ess
o
v
er
in
teg
r
ity
.
E
f
f
ec
tiv
e
im
p
lem
en
tatio
n
o
f
a
cu
lt
u
r
e
o
f
in
teg
r
ity
r
eq
u
i
r
es
s
tr
ateg
ic
p
lan
n
in
g
,
co
m
p
r
eh
en
s
iv
e
p
o
li
cy
f
r
am
ewo
r
k
s
,
an
d
ac
tiv
e
in
v
o
lv
em
en
t
f
r
o
m
all
s
ch
o
o
l c
o
m
m
u
n
ity
m
em
b
er
s
.
Su
p
er
v
is
io
n
p
r
ac
tices
s
ig
n
if
ican
tly
im
p
ac
t
ad
h
er
e
n
ce
to
eth
ical
p
r
in
cip
les
in
ed
u
ca
tio
n
a
l
s
ettin
g
s
.
Dem
ir
an
d
Kale
[
3
7
]
ex
am
in
e
d
s
u
p
er
v
is
io
n
p
r
ac
tices
in
An
k
ar
a,
T
u
r
k
e
y
,
f
i
n
d
in
g
th
at
w
h
ile
m
o
s
t
s
u
p
er
v
is
o
r
s
ad
h
er
ed
to
p
r
in
cip
les
lik
e
im
p
ar
tiality
an
d
o
b
jectiv
ity
,
is
s
u
es
r
em
ain
ed
with
av
o
id
in
g
co
n
f
licts
o
f
in
ter
est
an
d
m
ain
tain
in
g
co
u
r
tesy
an
d
r
es
p
ec
t.
Ad
d
r
ess
in
g
th
ese
g
ap
s
th
r
o
u
g
h
ef
f
ec
tiv
e
co
m
m
u
n
i
ca
tio
n
tr
ain
in
g
an
d
ad
h
er
en
ce
to
estab
lis
h
ed
eth
ical
r
eg
u
latio
n
s
is
ess
en
tial.
T
h
e
p
r
ev
alen
ce
o
f
o
n
lin
e
lear
n
in
g
also
p
o
s
es
ch
allen
g
es
f
o
r
ac
ad
em
ic
in
te
g
r
ity
,
with
Nelso
n
[
3
8
]
r
ev
ea
lin
g
th
at
o
n
lin
e
b
u
s
in
ess
s
ch
o
o
l
in
s
tr
u
cto
r
s
o
f
ten
h
an
d
le
v
io
latio
n
s
in
d
ep
en
d
en
tly
,
p
o
te
n
tially
u
n
d
er
m
in
i
n
g
i
n
s
titu
tio
n
al
ef
f
o
r
ts
.
C
lear
r
ep
o
r
tin
g
m
ec
h
an
is
m
s
an
d
s
u
p
p
o
r
t
s
y
s
tem
s
ar
e
n
ee
d
ed
to
m
an
a
g
e
ac
ad
em
ic
d
is
h
o
n
esty
co
m
p
r
eh
e
n
s
iv
ely
.
Ad
d
itio
n
ally
,
Yıld
ır
ım
et
a
l
.
[
3
9
]
f
o
u
n
d
t
h
at
u
n
eth
ical
b
e
h
av
io
r
s
am
o
n
g
teac
h
er
s
n
e
g
ativ
ely
af
f
ec
t
r
elatio
n
s
h
ip
s
with
s
tu
d
en
ts
,
p
ar
en
ts
,
an
d
co
llea
g
u
es,
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
tar
g
eted
tr
ain
i
n
g
an
d
f
o
s
ter
in
g
a
cu
ltu
r
e
o
f
r
esp
ec
t a
n
d
in
teg
r
ity
in
ed
u
ca
t
io
n
al
en
v
ir
o
n
m
en
ts
.
I
n
s
u
m
,
m
ain
tain
in
g
ac
ad
em
ic
in
teg
r
ity
a
n
d
et
h
ics
in
ed
u
ca
tio
n
is
cr
u
cial
b
u
t
c
h
allen
g
in
g
.
E
d
u
ca
to
r
s
ar
e
v
ital
i
n
f
o
s
ter
in
g
ac
ad
em
ic
h
o
n
esty
,
b
u
t
d
is
p
ar
ities
b
e
twee
n
s
tu
d
en
ts
an
d
teac
h
er
s
s
h
o
w
th
e
n
ee
d
f
o
r
co
m
p
r
eh
e
n
s
iv
e
tr
ain
in
g
p
r
o
g
r
am
s
.
E
s
tab
lis
h
in
g
a
c
u
ltu
r
e
o
f
ac
ad
em
ic
in
te
g
r
ity
i
n
s
ec
o
n
d
ar
y
s
ch
o
o
ls
r
eq
u
ir
es
o
v
er
co
m
i
n
g
b
ar
r
ier
s
lik
e
teac
h
er
r
esis
tan
ce
an
d
p
r
io
r
itizati
o
n
o
f
ac
ad
em
ic
s
u
cc
ess
o
v
e
r
in
teg
r
ity
.
E
f
f
ec
tiv
e
s
u
p
er
v
is
io
n
p
r
ac
tices,
clea
r
r
ep
o
r
tin
g
m
ec
h
an
is
m
s
f
o
r
o
n
li
n
e
lear
n
in
g
,
an
d
ad
d
r
ess
in
g
u
n
eth
ical
b
eh
av
i
o
r
s
am
o
n
g
teac
h
er
s
ar
e
v
ital f
o
r
f
o
s
ter
in
g
an
eth
ical
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t.
3
.
2
.
L
ea
dersh
ip a
nd
inte
g
rit
y
in educa
t
io
na
l m
a
na
g
e
m
en
t
L
ea
d
er
s
h
ip
an
d
i
n
teg
r
ity
in
e
d
u
ca
tio
n
al
m
an
ag
e
m
en
t
ar
e
cr
u
cial
f
o
r
cr
ea
tin
g
a
p
o
s
itiv
e
an
d
ef
f
ec
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t.
T
h
e
T
ah
f
id
zu
l
Qu
r
a
n
ed
u
ca
ti
o
n
s
y
s
tem
(T
-
QE
S)
in
I
n
d
o
n
esia
ex
em
p
lifie
s
h
o
w
in
teg
r
ity
ca
n
b
e
n
u
r
tu
r
e
d
th
r
o
u
g
h
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
.
R
asy
id
et
a
l.
[
4
0
]
f
o
u
n
d
th
at
T
-
QE
S
s
ig
n
if
ican
tly
co
n
tr
ib
u
tes
to
d
ev
elo
p
in
g
lead
er
s
with
s
tr
o
n
g
m
o
r
al
p
r
in
ci
p
les
in
two
I
s
lam
ic
b
o
ar
d
in
g
s
ch
o
o
ls
in
B
an
d
u
n
g
.
T
h
is
s
y
s
tem
,
wh
ich
em
p
h
asizes
r
elig
io
u
s
teac
h
in
g
s
an
d
e
th
ical
co
n
d
u
ct,
ca
n
s
er
v
e
as
a
m
o
d
el
f
o
r
o
th
er
ed
u
ca
tio
n
al
s
y
s
tem
s
.
E
th
ical
l
ea
d
er
s
h
ip
ex
ten
d
s
b
ey
o
n
d
r
elig
io
u
s
co
n
tex
ts
;
Pap
alo
i
et
a
l
.
[
4
1
]
h
i
g
h
lig
h
te
d
th
at
s
ch
o
o
l
p
r
i
n
cip
als
in
s
ix
E
u
r
o
p
ea
n
co
u
n
tr
ies
ar
e
e
x
p
ec
ted
to
em
p
h
asize
co
r
e
v
alu
es
s
u
ch
as
h
o
n
esty
an
d
m
o
r
al
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
F
o
s
teri
n
g
in
teg
r
ity
a
mo
n
g
s
ch
o
o
l p
r
in
cip
a
ls
’
eth
ica
l le
a
d
ers
h
ip
…
(
Ma
ck
en
cid
y
a
k
B
u
ja
n
g
)
1039
r
esp
o
n
s
ib
ilit
y
,
wh
ich
ar
e
cr
u
cial
f
o
r
f
o
s
ter
in
g
s
tu
d
en
ts
'
h
o
lis
tic
d
ev
elo
p
m
e
n
t
an
d
d
e
m
o
cr
atic
v
alu
es.
T
h
is
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
eth
ical
lead
er
s
h
ip
i
n
m
ain
ta
in
in
g
a
m
o
r
ally
-
d
r
iv
en
ed
u
ca
t
io
n
al
en
v
ir
o
n
m
e
n
t.
T
r
an
s
f
o
r
m
atio
n
al
lead
er
s
h
i
p
also
s
ig
n
if
ican
tly
im
p
ac
ts
teac
h
in
g
e
f
f
ec
tiv
en
ess
an
d
in
t
eg
r
ity
.
Ah
m
ad
an
d
R
o
ch
im
ah
[
2
6
]
f
o
u
n
d
th
at
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
at
As
-
Sy
af
i’
iy
ah
I
s
lam
ic
Un
iv
er
s
ity
in
I
n
d
o
n
esia
p
o
s
itiv
ely
in
f
lu
en
ce
s
b
o
th
in
teg
r
ity
an
d
teac
h
in
g
ef
f
ec
tiv
en
ess
,
s
u
g
g
esti
n
g
th
at
lead
er
s
wh
o
in
s
p
ir
e
an
d
m
o
tiv
ate
s
taf
f
wh
ile
u
p
h
o
l
d
in
g
eth
ical
s
tan
d
ar
d
s
ca
n
e
n
h
an
ce
ed
u
ca
tio
n
al
o
u
tco
m
es.
C
o
n
v
er
s
ely
,
i
n
Nep
al,
Kh
ad
k
a
an
d
B
h
attar
ai
[
4
2
]
id
en
tifie
d
ex
ter
n
al
i
n
f
lu
en
ce
s
s
u
ch
as
n
ep
o
tis
m
an
d
p
o
liti
ca
l
in
ter
ests
as
m
ajo
r
f
ac
to
r
s
u
n
d
er
m
in
in
g
th
e
in
te
g
r
ity
o
f
s
ch
o
o
l
lead
er
s
,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
to
ad
d
r
ess
th
ese
p
r
ess
u
r
es
to
m
ain
tain
eth
ical
m
an
ag
em
e
n
t.
E
f
f
ec
tiv
e
s
tr
ateg
ies
ar
e
n
ec
e
s
s
ar
y
to
en
s
u
r
e
s
ch
o
o
l
lead
er
s
ca
n
p
e
r
f
o
r
m
th
eir
r
o
les eth
ically
an
d
ef
f
ec
tiv
ely
,
f
r
ee
f
r
o
m
ex
ter
n
al
in
f
lu
e
n
ce
s
th
at
co
m
p
r
o
m
is
e
th
eir
in
teg
r
it
y
.
Ser
v
an
t
lead
er
s
h
ip
,
w
h
ich
p
r
i
o
r
itizes
s
er
v
in
g
o
th
er
s
,
is
also
r
elev
an
t
to
ed
u
ca
tio
n
al
m
a
n
ag
em
en
t.
Uça
r
an
d
Uğ
u
r
[
4
3
]
f
o
u
n
d
t
h
at
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
in
Van
,
T
u
r
k
ey
,
g
en
er
ally
o
b
s
er
v
ed
altr
u
is
tic
b
eh
av
io
r
,
em
p
ath
y
,
an
d
h
o
n
e
s
ty
in
th
eir
p
r
in
cip
als,
th
o
u
g
h
in
co
n
s
is
ten
cies
wer
e
r
ep
o
r
t
ed
.
T
h
is
in
d
icate
s
a
n
ee
d
f
o
r
m
o
r
e
co
n
s
is
ten
t
s
er
v
an
t
lead
er
s
h
ip
ap
p
r
o
ac
h
es.
E
f
f
ec
tiv
e
in
ter
p
er
s
o
n
al
co
m
m
u
n
icatio
n
b
y
s
ch
o
o
l
p
r
in
cip
als
is
cr
u
cial
f
o
r
teac
h
er
m
o
tiv
atio
n
a
n
d
s
ch
o
o
l
m
a
n
ag
em
en
t,
as
Su
n
ta
n
i
et
a
l
.
[
4
4
]
h
i
g
h
lig
h
ted
th
e
im
p
o
r
tan
ce
o
f
p
r
in
cip
als'
eth
i
ca
l
co
m
m
u
n
icatio
n
in
f
o
s
ter
in
g
em
o
tio
n
al
clo
s
en
ess
an
d
m
u
tu
al
u
n
d
er
s
tan
d
i
n
g
am
o
n
g
teac
h
er
s
,
u
ltima
tely
c
o
n
tr
ib
u
tin
g
to
a
c
o
h
esiv
e
a
n
d
p
r
o
d
u
ctiv
e
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t.
Ad
d
itio
n
ally
,
Ar
if
et
a
l.
[
4
5
]
f
o
u
n
d
th
at
lea
d
er
in
teg
r
ity
p
o
s
itiv
ely
af
f
ec
ts
lead
er
-
m
em
b
e
r
ex
ch
a
n
g
es
(
L
MX
)
an
d
en
h
a
n
ce
s
em
p
lo
y
ee
s
'
s
en
s
e
o
f
in
clu
s
io
n
in
a
p
u
b
lic
-
s
ch
o
o
l
s
y
s
tem
in
th
e
s
o
u
th
ea
s
ter
n
Un
ited
States
.
T
h
is
s
tu
d
y
em
p
h
asizes
th
e
r
o
le
o
f
in
teg
r
ity
in
lead
er
s
h
ip
f
o
r
f
o
s
ter
in
g
in
clu
s
iv
e
an
d
s
u
p
p
o
r
tiv
e
wo
r
k
p
l
ac
e
en
v
ir
o
n
m
en
ts
,
wh
ich
ar
e
ess
en
tial f
o
r
th
e
e
f
f
ec
tiv
en
ess
an
d
h
ar
m
o
n
y
with
i
n
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
I
n
s
u
m
,
lead
er
s
h
ip
a
n
d
in
te
g
r
ity
ar
e
cr
itical
in
e
d
u
ca
tio
n
al
m
an
ag
e
m
en
t
f
o
r
f
o
s
ter
in
g
ef
f
ec
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
Stu
d
i
es
h
ig
h
lig
h
t
v
ar
io
u
s
asp
ec
ts
,
wh
er
e
p
r
in
cip
als
ar
e
e
x
p
ec
t
ed
to
u
p
h
o
ld
c
o
r
e
v
alu
es.
T
r
an
s
f
o
r
m
atio
n
al
lea
d
er
s
h
ip
p
o
s
itiv
ely
in
f
lu
en
ce
s
teac
h
in
g
ef
f
ec
tiv
en
ess
an
d
in
teg
r
ity
.
E
x
ter
n
al
p
r
ess
u
r
es
lik
e
n
ep
o
tis
m
u
n
d
e
r
m
in
e
s
ch
o
o
l
lead
er
s
'
in
teg
r
ity
.
Ser
v
an
t
lea
d
er
s
h
ip
a
n
d
ef
f
ec
tiv
e
in
ter
p
er
s
o
n
al
co
m
m
u
n
icatio
n
b
y
p
r
in
ci
p
als
en
h
an
ce
teac
h
er
m
o
tiv
atio
n
an
d
s
ch
o
o
l
co
h
esio
n
.
Fu
r
th
e
r
m
o
r
e,
lead
er
in
teg
r
ity
p
o
s
itiv
ely
af
f
ec
ts
LMX
an
d
e
m
p
lo
y
ee
s
'
s
en
s
e
o
f
in
clu
s
io
n
,
cr
u
cial
f
o
r
s
u
p
p
o
r
tiv
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
.
3
.
3
.
Cha
ra
c
t
er
a
nd
v
a
lue e
d
uca
t
io
n in scho
o
ls
C
h
ar
ac
ter
an
d
v
alu
e
e
d
u
ca
tio
n
in
s
ch
o
o
ls
p
lay
a
p
iv
o
tal
r
o
le
in
s
h
ap
in
g
in
d
iv
i
d
u
als
with
in
teg
r
ity
,
em
p
ath
y
,
a
n
d
r
esp
o
n
s
ib
ilit
y
.
Her
m
an
to
et
a
l.
[
4
6
]
d
e
m
o
n
s
t
r
ated
th
e
s
u
cc
ess
f
u
l
in
teg
r
atio
n
o
f
co
r
e
v
alu
es
lik
e
r
elig
io
s
ity
,
n
atio
n
alis
m
,
in
d
e
p
en
d
en
ce
,
co
o
p
er
atio
n
,
an
d
in
teg
r
ity
in
t
o
th
e
e
d
u
ca
tio
n
al
f
r
am
ewo
r
k
o
f
I
n
d
o
n
esian
s
ch
o
o
ls
,
em
p
h
asizin
g
ac
tiv
ities
p
r
o
m
o
tin
g
th
e
s
e
v
alu
es
an
d
th
eir
p
o
s
itiv
e
im
p
ac
t
o
n
s
tu
d
e
n
ts
'
co
n
d
u
ct
an
d
in
tellectu
al
g
r
o
wth
.
Fu
r
th
er
m
o
r
e
,
Kwa
r
ten
g
[
4
7
]
h
i
g
h
lig
h
ted
t
h
e
s
ig
n
if
ican
ce
o
f
in
teg
r
ity
in
ed
u
ca
tio
n
al
ad
m
in
is
tr
atio
n
,
u
n
co
v
e
r
in
g
p
r
ev
alen
t
co
r
r
u
p
tio
n
with
in
th
e
Gh
an
a
ed
u
ca
tio
n
s
er
v
ice
an
d
ad
v
o
ca
tin
g
f
o
r
au
to
m
ate
d
s
y
s
tem
s
an
d
wh
is
tleb
lo
wer
m
ec
h
an
is
m
s
to
u
p
h
o
ld
in
teg
r
ity
an
d
f
o
s
ter
a
co
n
d
u
civ
e
en
v
ir
o
n
m
en
t
f
o
r
ch
ar
ac
ter
ed
u
ca
tio
n
.
T
ea
ch
e
r
s
'
wo
r
k
eth
ic
is
an
o
th
er
cr
u
cial
f
ac
t
o
r
in
c
h
ar
ac
ter
an
d
v
alu
e
ed
u
ca
tio
n
.
Par
k
an
d
Hill
[
4
8
]
id
en
tifie
d
in
teg
r
ity
,
in
ter
p
er
s
o
n
al
s
k
ills
,
r
esp
ec
t
f
o
r
s
tu
d
en
ts
,
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
as
k
ey
co
m
p
o
n
en
ts
o
f
teac
h
er
s
'
wo
r
k
eth
ics,
u
n
d
er
s
co
r
in
g
th
eir
im
p
o
r
t
an
ce
in
cr
ea
tin
g
a
p
r
o
f
ess
io
n
al
an
d
eth
ical
teac
h
in
g
en
v
ir
o
n
m
e
n
t.
Mo
r
eo
v
e
r
,
R
o
h
m
an
et
a
l.
[
4
9
]
s
h
e
d
lig
h
t
o
n
th
e
ch
allen
g
es
p
o
s
ed
b
y
f
r
au
d
i
n
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
em
p
h
asizin
g
th
e
n
ee
d
f
o
r
a
n
ti
-
f
r
a
u
d
m
ea
s
u
r
es
an
d
eth
ical
tr
ain
in
g
to
s
u
p
p
o
r
t
ch
ar
ac
ter
e
d
u
ca
tio
n
.
Ad
d
itio
n
ally
,
Seze
r
et
a
l.
[
5
0
]
s
tr
ess
ed
th
e
im
p
o
r
tan
ce
o
f
co
m
p
r
e
h
en
s
iv
e
in
-
s
er
v
ice
tr
ain
in
g
p
r
o
g
r
am
s
th
at
in
s
till
p
er
s
o
n
al,
p
r
o
f
ess
io
n
al,
u
n
iv
er
s
al,
an
d
cu
ltu
r
al
v
alu
es
in
teac
h
er
s
,
th
er
eb
y
p
r
ep
ar
i
n
g
th
em
to
ef
f
e
ctiv
ely
im
p
ar
t c
h
a
r
ac
ter
ed
u
ca
tio
n
to
s
tu
d
en
ts
.
I
n
s
u
m
,
ch
ar
ac
ter
an
d
v
alu
e
ed
u
ca
tio
n
i
n
s
ch
o
o
ls
in
v
o
lv
e
a
m
u
ltifa
ce
ted
ap
p
r
o
ac
h
th
a
t
in
clu
d
es
in
teg
r
atin
g
co
r
e
v
alu
es
in
to
th
e
c
u
r
r
ic
u
lu
m
,
en
s
u
r
in
g
i
n
teg
r
ity
i
n
e
d
u
ca
tio
n
al
ad
m
i
n
is
tr
atio
n
,
f
o
s
ter
in
g
teac
h
er
s
'
wo
r
k
eth
ics,
p
r
ev
e
n
t
in
g
f
r
a
u
d
,
an
d
p
r
o
v
id
in
g
co
m
p
r
eh
en
s
iv
e
i
n
-
s
er
v
ice
tr
ain
i
n
g
f
o
r
teac
h
er
s
.
T
h
ese
elem
en
ts
co
llectiv
ely
co
n
tr
ib
u
te
to
t
h
e
d
e
v
elo
p
m
e
n
t
o
f
s
t
u
d
en
ts
'
ch
ar
ac
ter
an
d
v
alu
es,
p
r
ep
a
r
in
g
th
em
to
b
ec
o
m
e
r
esp
o
n
s
ib
le
an
d
et
h
ical
in
d
iv
id
u
als.
4.
DIS
CU
SS
I
O
N
T
h
e
f
in
d
in
g
s
o
n
ac
ad
e
m
ic
in
teg
r
ity
an
d
eth
ics
in
ed
u
ca
tio
n
u
n
d
er
s
co
r
e
th
e
o
n
g
o
in
g
ch
allen
g
es
f
ac
ed
b
y
in
s
titu
tio
n
s
wo
r
ld
wid
e.
Su
b
av
ee
r
ap
a
n
d
iy
an
a
n
d
Sak
th
iv
el
[
3
3
]
h
ig
h
lig
h
ted
th
e
f
i
n
an
c
ial
an
d
p
er
ce
p
tu
al
b
ar
r
ier
s
to
ad
o
p
tin
g
an
ti
-
p
lag
i
ar
is
m
s
o
f
twar
e
in
I
n
d
ian
c
o
lleg
es,
an
is
s
u
e
r
ef
lectin
g
b
r
o
a
d
er
co
n
ce
r
n
s
in
th
e
liter
atu
r
e.
T
h
e
in
c
o
n
s
is
ten
cy
in
ad
d
r
ess
in
g
ac
a
d
em
ic
in
teg
r
ity
,
as
B
u
r
b
id
g
e
an
d
Ham
e
r
[3
4
]
n
o
ted
in
th
e
I
n
ter
n
atio
n
al
B
ac
ca
lau
r
ea
te
Dip
lo
m
a
Pro
g
r
a
m
,
r
e
v
ea
ls
th
e
n
ee
d
f
o
r
in
s
titu
tio
n
-
wid
e
in
teg
r
ity
tr
ain
i
n
g
p
r
o
g
r
a
m
s
.
T
h
is
alig
n
s
with
H
an
s
en
an
d
L
ár
u
s
d
ó
ttir
[
1
7
]
o
b
s
er
v
atio
n
th
at
th
er
e
is
o
f
ten
a
g
ap
b
etwe
en
eth
ical
v
alu
es
an
d
th
eir
p
r
ac
tical
im
p
l
em
en
tatio
n
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
e
n
ec
ess
ity
f
o
r
co
m
p
r
e
h
en
s
iv
e
tr
ain
in
g
to
b
r
id
g
e
th
is
g
ap
is
f
u
r
th
er
em
p
h
asized
b
y
Yu
s
u
f
et
a
l.
[
3
5
]
wh
o
f
o
u
n
d
th
at
wh
ile
lectu
r
er
s
in
Ace
h
,
I
n
d
o
n
esia,
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
.
2
,
Ap
r
il
20
25
:
1
0
3
4
-
1
0
4
3
1040
g
en
er
ally
u
n
d
er
s
tan
d
i
n
teg
r
it
y
,
th
is
k
n
o
wled
g
e
d
o
es
n
o
t
s
ig
n
if
ican
tly
in
f
lu
en
ce
th
ei
r
ac
ad
em
ic
eth
ics
p
r
ac
tices.
T
h
ese
f
in
d
in
g
s
r
eso
n
ate
with
Özg
en
el
an
d
Ak
s
u
[
1
6
]
,
wh
ich
e
m
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
eth
ical
lead
er
s
h
ip
in
f
o
s
ter
in
g
a
n
en
v
ir
o
n
m
e
n
t
co
n
d
u
civ
e
to
in
te
g
r
ity
.
Mo
r
eo
v
er
,
th
e
c
h
allen
g
es
o
f
cu
ltiv
atin
g
a
cu
ltu
r
e
o
f
ac
ad
em
ic
in
teg
r
ity
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
,
as
id
en
tifie
d
b
y
Ç
elik
an
d
R
az
ı
[
3
6
]
,
r
ef
lect
th
e
b
r
o
ad
er
g
lo
b
al
d
if
f
icu
lties
f
ac
e
d
in
e
d
u
ca
tio
n
al
s
ettin
g
s
.
T
h
e
n
ee
d
f
o
r
s
tr
ateg
ic
p
lan
n
in
g
,
co
m
p
r
eh
en
s
iv
e
p
o
lic
y
f
r
am
ewo
r
k
s
,
a
n
d
ac
tiv
e
co
m
m
u
n
ity
in
v
o
lv
em
e
n
t
is
ev
id
en
t,
r
ein
f
o
r
cin
g
Mo
r
tar
i
an
d
Ub
b
iali
[
2
0
]
ad
v
o
ca
cy
f
o
r
s
er
v
ice
lear
n
in
g
as
a
p
r
ac
tical
ap
p
r
o
ac
h
to
e
m
b
ed
d
in
g
et
h
ical
p
r
in
cip
les
with
in
ed
u
ca
ti
o
n
al
p
r
ac
tices.
T
h
is
co
m
p
ar
is
o
n
h
ig
h
lig
h
ts
th
at
p
r
o
m
o
tin
g
ac
ad
em
ic
in
te
g
r
ity
r
e
q
u
ir
es
a
m
u
ltifa
ce
ted
ap
p
r
o
ac
h
th
at
g
o
es
b
ey
o
n
d
m
er
e
awa
r
en
ess
an
d
in
cl
u
d
es r
o
b
u
s
t tr
ain
in
g
an
d
p
o
licy
s
u
p
p
o
r
t.
L
ea
d
er
s
h
ip
an
d
in
teg
r
ity
in
ed
u
ca
tio
n
al
m
an
ag
em
e
n
t
ar
e
cr
itical
f
o
r
cr
ea
tin
g
a
p
o
s
itiv
e
an
d
ef
f
ec
tiv
e
lear
n
in
g
en
v
i
r
o
n
m
e
n
t.
T
h
e
T
-
QE
S
in
I
n
d
o
n
esia,
s
tu
d
ied
b
y
R
asy
id
et
a
l.
[
4
0
]
,
ex
em
p
lifi
es
h
o
w
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
s
ca
n
n
u
r
tu
r
e
lead
er
s
with
s
tr
o
n
g
m
o
r
al
p
r
i
n
cip
les.
T
h
is
is
in
lin
e
with
Pap
alo
i
et
a
l.
[
4
1
]
f
in
d
in
g
s
th
at
s
ch
o
o
l
p
r
i
n
cip
als
in
E
u
r
o
p
e
ar
e
ex
p
ec
ted
to
em
p
h
asize
co
r
e
v
alu
es
s
u
ch
as
h
o
n
esty
a
n
d
m
o
r
al
r
esp
o
n
s
ib
ilit
y
,
ess
en
tial
f
o
r
f
o
s
ter
in
g
s
tu
d
en
t
s
'
h
o
li
s
tic
d
ev
elo
p
m
en
t.
T
h
es
e
in
s
ig
h
ts
ec
h
o
Ma
jid
ip
o
u
r
et
a
l.
[
1
9
]
wh
o
s
tr
ess
th
e
im
p
o
r
tan
ce
o
f
b
alan
cin
g
ca
r
e
eth
ics
with
p
r
o
f
ess
io
n
al
eth
ics
in
lead
er
s
h
ip
,
h
ig
h
lig
h
tin
g
th
e
r
o
le
o
f
in
ter
n
alize
d
m
o
r
al
v
alu
es
i
n
o
v
er
co
m
in
g
lead
e
r
s
h
ip
c
h
allen
g
es.
Ah
m
ad
an
d
R
o
ch
im
ah
[
2
6
]
d
em
o
n
s
tr
ate
th
at
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
p
o
s
itiv
ely
in
f
lu
en
ce
s
b
o
th
in
te
g
r
ity
an
d
teac
h
in
g
ef
f
ec
tiv
e
n
ess
,
s
u
g
g
esti
n
g
th
at
lead
er
s
wh
o
in
s
p
ir
e
a
n
d
m
o
tiv
ate
s
taf
f
wh
ile
u
p
h
o
l
d
in
g
et
h
ical
s
tan
d
ar
d
s
ca
n
en
h
an
ce
e
d
u
ca
tio
n
al
o
u
tco
m
es.
T
h
is
is
co
n
s
is
ten
t
with
th
e
f
i
n
d
in
g
s
o
f
Ph
etso
m
b
at
an
d
Na
-
Nan
[
2
2
]
,
wh
o
em
p
h
asize
eth
ical
lead
er
s
h
ip
'
s
im
p
ac
t
o
n
o
r
g
a
n
izatio
n
al
d
y
n
am
ics,
f
o
s
ter
in
g
a
cu
ltu
r
e
o
f
i
n
teg
r
ity
an
d
citizen
s
h
ip
with
i
n
s
ch
o
o
ls
.
Ho
wev
er
,
th
e
n
eg
ativ
e
in
f
l
u
en
ce
o
f
ex
t
er
n
al
f
ac
to
r
s
lik
e
n
ep
o
tis
m
a
n
d
p
o
liti
ca
l
in
ter
ests
o
n
th
e
in
teg
r
ity
o
f
s
ch
o
o
l
lead
er
s
,
as
id
en
tifie
d
b
y
Kh
a
d
k
a
a
n
d
B
h
attar
ai
[
4
2
]
,
r
eso
n
ates
with
Han
s
en
an
d
L
ár
u
s
d
ó
ttir
[
1
7
]
c
o
n
ce
r
n
s
ab
o
u
t
th
e
d
is
p
ar
ity
b
etwe
en
e
th
ical
v
alu
es
an
d
th
eir
im
p
lem
en
tatio
n
in
p
r
ac
tice.
T
h
ese
s
tu
d
ies
co
llectiv
ely
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
p
r
o
tectiv
e
m
ea
s
u
r
es
an
d
s
u
p
p
o
r
t
s
y
s
tem
s
th
at
en
ab
le
s
ch
o
o
l
lead
er
s
to
m
ain
tain
th
eir
in
teg
r
ity
in
th
e
f
ac
e
o
f
e
x
ter
n
al
p
r
ess
u
r
es.
T
h
e
r
o
le
o
f
s
er
v
an
t
lead
er
s
h
ip
in
ed
u
ca
tio
n
al
m
an
ag
e
m
en
t
is
h
ig
h
lig
h
ted
b
y
Uça
r
an
d
Uğ
u
r
[
4
3
]
,
wh
o
f
o
u
n
d
th
at
s
ec
o
n
d
a
r
y
s
ch
o
o
l
teac
h
er
s
in
T
u
r
k
e
y
g
en
er
ally
o
b
s
er
v
ed
altr
u
is
tic
b
eh
av
io
r
,
em
p
ath
y
,
an
d
h
o
n
esty
in
th
eir
p
r
in
ci
p
als,
th
o
u
g
h
in
co
n
s
is
ten
cies
wer
e
r
ep
o
r
ted
.
T
h
is
f
in
d
in
g
alig
n
s
with
Su
n
tan
i
et
a
l.
[
4
4
]
em
p
h
asis
o
n
th
e
im
p
o
r
tan
ce
o
f
eth
ical
co
m
m
u
n
icatio
n
b
y
s
ch
o
o
l
p
r
in
cip
als
in
f
o
s
ter
in
g
a
co
h
esiv
e
an
d
p
r
o
d
u
ctiv
e
e
d
u
ca
ti
o
n
al
en
v
ir
o
n
m
en
t.
A
d
d
itio
n
al
ly
,
Ar
if
et
a
l.
[
4
5
]
f
o
u
n
d
th
at
lead
er
in
teg
r
ity
p
o
s
itiv
ely
af
f
ec
ts
LMX
an
d
en
h
an
ce
s
em
p
lo
y
ee
s
'
s
en
s
e
o
f
in
clu
s
io
n
,
r
ein
f
o
r
cin
g
th
e
b
r
o
ad
er
th
em
e
o
f
et
h
ical
l
ea
d
er
s
h
ip
in
p
r
o
m
o
tin
g
in
clu
s
iv
ity
an
d
s
u
p
p
o
r
t
with
in
ed
u
c
atio
n
al
in
s
titu
tio
n
s
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
a
co
m
b
in
atio
n
o
f
et
h
ical
p
r
in
c
ip
les,
tr
an
s
f
o
r
m
atio
n
al
lead
e
r
s
h
ip
,
an
d
ef
f
ec
tiv
e
in
ter
p
er
s
o
n
al
p
r
ac
tices is
ess
e
n
tial f
o
r
f
o
s
ter
in
g
in
teg
r
ity
in
ed
u
ca
tio
n
al
m
a
n
ag
em
en
t.
C
h
ar
ac
ter
an
d
v
alu
e
e
d
u
ca
tio
n
in
s
ch
o
o
ls
ar
e
p
iv
o
tal
in
s
h
a
p
in
g
in
d
iv
id
u
als
with
in
teg
r
ity
,
em
p
ath
y
,
an
d
r
esp
o
n
s
ib
ilit
y
.
Her
m
a
n
to
et
a
l.
[
4
6
]
d
em
o
n
s
tr
ated
th
e
s
u
cc
ess
f
u
l
in
teg
r
atio
n
o
f
co
r
e
v
alu
es
lik
e
r
elig
io
s
ity
,
n
atio
n
alis
m
,
in
d
e
p
en
d
en
ce
,
co
o
p
er
atio
n
,
an
d
in
teg
r
ity
in
t
o
th
e
e
d
u
ca
tio
n
al
f
r
am
ewo
r
k
o
f
I
n
d
o
n
esian
s
ch
o
o
ls
.
T
h
is
alig
n
s
with
Go
h
a
r
a
n
d
C
ar
v
al
h
o
[
1
8
]
em
p
h
asis
o
n
th
e
im
p
o
r
tan
ce
o
f
eth
ical
ed
u
ca
tio
n
in
s
h
ap
i
n
g
in
d
iv
id
u
als'
in
n
er
d
is
cip
lin
e,
m
ir
r
o
r
i
n
g
th
e
r
o
le
o
f
s
ch
o
o
l
lead
er
s
in
m
o
d
elin
g
an
d
in
s
till
in
g
eth
ical
b
eh
av
io
r
.
T
h
e
in
teg
r
atio
n
o
f
p
r
in
cip
le
s
in
to
s
ch
o
o
l
lead
er
s
h
ip
s
u
p
p
o
r
ts
th
e
h
o
lis
tic
d
ev
elo
p
m
e
n
t
o
f
s
tu
d
e
n
ts
b
y
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
eth
ical
b
eh
a
v
io
r
in
n
av
ig
atin
g
p
er
s
o
n
al
a
n
d
p
r
o
f
ess
io
n
al
ch
allen
g
es.
Fu
r
th
er
m
o
r
e,
Kwa
r
ten
g
[
4
7
]
h
ig
h
li
g
h
ted
th
e
s
ig
n
if
ican
ce
o
f
in
te
g
r
ity
in
ed
u
ca
tio
n
al
ad
m
in
is
tr
atio
n
,
u
n
c
o
v
er
in
g
p
r
ev
alen
t
co
r
r
u
p
tio
n
with
in
th
e
Gh
an
a
ed
u
ca
tio
n
s
er
v
ice
a
n
d
ad
v
o
ca
tin
g
f
o
r
au
to
m
ated
s
y
s
tem
s
an
d
wh
is
t
leb
lo
wer
m
ec
h
an
is
m
s
to
u
p
h
o
ld
in
teg
r
ity
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
th
e
b
r
o
ad
e
r
liter
atu
r
e,
wh
ich
s
tr
ess
es th
e
n
ee
d
f
o
r
s
y
s
tem
ic
ch
an
g
es to
s
u
p
p
o
r
t e
th
ical
p
r
ac
tice
s
in
ed
u
ca
tio
n
.
Par
k
an
d
Hill
[
4
8
]
id
e
n
tifie
d
in
teg
r
ity
,
in
ter
p
er
s
o
n
al
s
k
ills
,
r
esp
ec
t
f
o
r
s
tu
d
en
ts
,
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
as
k
ey
co
m
p
o
n
en
ts
o
f
teac
h
er
s
'
wo
r
k
eth
ics,
u
n
d
er
s
co
r
in
g
th
ei
r
im
p
o
r
tan
ce
in
cr
ea
tin
g
a
p
r
o
f
ess
io
n
al
an
d
eth
ical
teac
h
in
g
en
v
ir
o
n
m
en
t.
T
h
is
p
er
s
p
ec
tiv
e
is
s
u
p
p
o
r
ted
b
y
R
o
h
m
an
et
a
l.
[
4
9
]
wh
o
em
p
h
asiz
e
th
e
n
ee
d
f
o
r
an
ti
-
f
r
au
d
m
ea
s
u
r
es
an
d
et
h
ical
tr
ain
in
g
to
s
u
p
p
o
r
t
ch
ar
ac
ter
ed
u
ca
tio
n
.
Ad
d
itio
n
ally
,
Seze
r
et
a
l.
[
5
0
]
s
tr
ess
ed
th
e
im
p
o
r
tan
ce
o
f
co
m
p
r
eh
e
n
s
iv
e
in
-
s
er
v
ice
tr
ain
in
g
p
r
o
g
r
am
s
th
at
in
s
till
p
er
s
o
n
al,
p
r
o
f
ess
io
n
al,
u
n
iv
e
r
s
al,
an
d
cu
ltu
r
al
v
alu
es in
teac
h
e
r
s
,
th
e
r
eb
y
p
r
ep
ar
in
g
th
em
t
o
ef
f
ec
ti
v
ely
im
p
ar
t c
h
ar
ac
ter
e
d
u
ca
tio
n
to
s
tu
d
en
ts
.
T
h
e
r
esu
lts
d
ir
ec
tly
r
elate
to
t
h
e
r
esear
ch
q
u
esti
o
n
s
b
y
em
p
h
asizin
g
th
at
p
r
o
m
o
tin
g
an
d
m
ain
tain
in
g
ac
ad
em
ic
in
teg
r
ity
r
eq
u
ir
es
a
co
m
b
in
atio
n
o
f
co
m
p
r
eh
en
s
iv
e
tr
ain
in
g
p
r
o
g
r
am
s
,
eth
ical
le
ad
er
s
h
ip
,
an
d
r
o
b
u
s
t
p
o
licy
f
r
am
ewo
r
k
s
th
at
ad
d
r
ess
b
o
th
th
e
k
n
o
wled
g
e
an
d
p
r
ac
tice
g
ap
s
am
o
n
g
s
tu
d
en
ts
an
d
teac
h
er
s
.
R
eg
ar
d
in
g
lea
d
er
s
h
ip
s
ty
les,
tr
an
s
f
o
r
m
atio
n
al
an
d
et
h
ical
le
ad
er
s
h
ip
a
r
e
p
o
s
itiv
ely
im
p
ac
t
th
e
i
n
teg
r
ity
an
d
p
er
f
o
r
m
an
ce
o
f
teac
h
er
s
an
d
s
tu
d
en
ts
b
y
f
o
s
ter
in
g
an
en
v
ir
o
n
m
e
n
t
o
f
tr
u
s
t,
m
o
t
iv
atio
n
,
an
d
m
o
r
al
r
esp
o
n
s
ib
ilit
y
,
th
o
u
g
h
ch
allen
g
es
s
u
ch
as
ex
ter
n
al
p
r
ess
u
r
es
r
em
ain
.
T
h
e
k
ey
ch
allen
g
e
s
in
im
p
lem
en
tin
g
ch
ar
ac
ter
a
n
d
v
alu
e
e
d
u
ca
tio
n
p
r
o
g
r
am
s
in
v
o
l
v
e
o
v
er
co
m
i
n
g
s
y
s
tem
ic
co
r
r
u
p
tio
n
,
e
n
s
u
r
in
g
c
o
n
s
is
ten
cy
in
eth
ical
p
r
ac
tices,
an
d
i
n
teg
r
ati
n
g
co
r
e
v
alu
es
in
to
th
e
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
th
r
o
u
g
h
ef
f
ec
tiv
e
tr
ain
in
g
a
n
d
lead
er
s
h
ip
,
h
ig
h
lig
h
tin
g
b
est p
r
ac
tices lik
e
s
er
v
an
t le
ad
er
s
h
i
p
an
d
et
h
ical
co
m
m
u
n
icatio
n
i
n
s
ch
o
o
ls
.
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
F
o
s
teri
n
g
in
teg
r
ity
a
mo
n
g
s
ch
o
o
l p
r
in
cip
a
ls
’
eth
ica
l le
a
d
ers
h
ip
…
(
Ma
ck
en
cid
y
a
k
B
u
ja
n
g
)
1041
5.
CO
NCLU
SI
O
N
Dev
elo
p
in
g
eth
ical
s
ch
o
o
l
p
r
in
cip
als
an
d
r
esp
o
n
s
ib
le
citi
ze
n
s
r
eq
u
ir
es
a
h
o
lis
tic
ap
p
r
o
ac
h
th
at
in
teg
r
ates
co
r
e
v
alu
es
in
to
th
e
cu
r
r
icu
lu
m
,
en
s
u
r
es
in
teg
r
it
y
in
ad
m
in
is
tr
atio
n
,
f
o
s
ter
s
s
tr
o
n
g
wo
r
k
eth
ics
am
o
n
g
teac
h
e
r
s
,
p
r
ev
e
n
ts
f
r
au
d
,
an
d
p
r
o
v
id
es
co
m
p
r
e
h
en
s
iv
e
tr
ain
in
g
.
E
f
f
ec
tiv
e
lead
er
s
h
i
p
,
ch
ar
ac
ter
ized
b
y
eth
ical
co
m
m
u
n
icatio
n
,
tr
an
s
f
o
r
m
atio
n
al
p
r
ac
tices,
an
d
s
er
v
an
t
lead
er
s
h
ip
,
is
cr
u
cial
in
n
u
r
tu
r
in
g
a
cu
ltu
r
e
o
f
in
teg
r
ity
an
d
s
h
ap
in
g
em
p
at
h
etic,
r
esp
o
n
s
ib
le
in
d
i
v
id
u
al
s
.
Ho
wev
er
,
ch
allen
g
es
lik
e
th
e
h
ig
h
c
o
s
t
o
f
an
ti
-
p
lag
iar
is
m
to
o
ls
,
r
esis
tan
ce
to
ch
a
n
g
e,
an
d
ex
ter
n
al
p
r
ess
u
r
es
s
u
ch
as
p
o
liti
ca
l
in
ter
ests
an
d
co
r
r
u
p
tio
n
m
u
s
t
b
e
ad
d
r
ess
ed
.
Ultim
ately
,
a
s
tead
f
ast
co
m
m
itm
en
t
to
eth
ical
p
r
ac
tices
in
ed
u
ca
tio
n
is
ess
en
tial
f
o
r
b
u
ild
in
g
tr
u
s
two
r
th
y
,
h
a
r
m
o
n
io
u
s
in
s
titu
tio
n
s
ca
p
ab
le
o
f
n
av
ig
atin
g
th
e
co
m
p
lex
ities
o
f
m
o
d
er
n
e
d
u
ca
tio
n
an
d
in
s
p
ir
in
g
p
o
s
itiv
e
ch
a
n
g
e.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
f
in
a
n
cial
s
u
p
p
o
r
t
f
r
o
m
t
h
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
[
KPM.
B
T
.
7
0
0
-
3
0
/2
2
/4
1
(
5
)
]
is
g
r
atef
u
lly
ac
k
n
o
wled
g
e
d
.
Fu
r
th
er
m
o
r
e,
th
is
s
tu
d
y
co
u
ld
r
ep
r
esen
t
a
co
n
tin
u
atio
n
o
f
r
esear
ch
co
n
d
u
cted
th
e
p
r
ev
i
o
u
s
y
ea
r
.
T
h
er
ef
o
r
e,
th
e
r
esear
ch
er
ex
ten
d
s
s
in
ce
r
e
a
p
p
r
ec
iatio
n
to
th
e
i
n
s
titu
tio
n
s
an
d
af
f
ili
ated
p
ar
ties
wh
o
s
e
s
u
p
p
o
r
t f
ac
ilit
ated
th
e
s
u
cc
ess
f
u
l e
x
ec
u
tio
n
o
f
th
is
s
tu
d
y
.
RE
F
E
R
E
NC
E
S
[
1
]
J.
G
.
C
u
l
l
e
n
,
“
M
o
r
a
l
r
e
c
o
v
e
r
y
a
n
d
e
t
h
i
c
a
l
l
e
a
d
e
r
sh
i
p
,
”
J
o
u
rn
a
l
o
f
Bu
s
i
n
e
s
s
Et
h
i
c
s
,
v
o
l
.
1
7
5
,
n
o
.
3
,
p
p
.
4
8
5
–
4
9
7
,
Ja
n
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
5
5
1
-
0
2
0
-
0
4
6
5
8
-
3.
[
2
]
M
.
E
.
B
r
o
w
n
a
n
d
L
.
K
.
Tr
e
v
i
ñ
o
,
“
E
t
h
i
c
a
l
l
e
a
d
e
r
sh
i
p
:
a
r
e
v
i
e
w
a
n
d
f
u
t
u
r
e
d
i
r
e
c
t
i
o
n
s,
”
T
h
e
L
e
a
d
e
rs
h
i
p
Q
u
a
r
t
e
r
l
y
,
v
o
l
.
1
7
,
n
o
.
6
,
p
p
.
5
9
5
–
6
1
6
,
D
e
c
.
2
0
0
6
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
l
e
a
q
u
a
.
2
0
0
6
.
1
0
.
0
0
4
.
[
3
]
D
.
N
.
D
e
n
H
a
r
t
o
g
,
“
E
t
h
i
c
a
l
l
e
a
d
e
r
sh
i
p
,
”
A
n
n
u
a
l
R
e
v
i
e
w
o
f
O
rg
a
n
i
z
a
t
i
o
n
a
l
P
syc
h
o
l
o
g
y
a
n
d
O
r
g
a
n
i
za
t
i
o
n
a
l
Be
h
a
v
i
o
r
,
v
o
l
.
2
,
n
o
.
1
,
p
p
.
4
0
9
–
4
3
4
,
A
p
r
.
2
0
1
5
,
d
o
i
:
1
0
.
1
1
4
6
/
a
n
n
u
r
e
v
-
o
r
g
p
s
y
c
h
-
0
3
2
4
1
4
-
1
1
1
2
3
7
.
[
4
]
M
.
A
.
A
d
e
o
y
e
,
O
.
P
.
A
k
i
n
n
u
b
i
,
a
n
d
A
.
K
.
Y
a
h
a
y
a
,
“
U
n
l
o
c
k
i
n
g
t
h
e
p
o
t
e
n
t
i
a
l
o
f
e
d
u
c
a
t
i
o
n
i
n
N
i
g
e
r
i
a
’
s
i
n
d
u
s
t
r
y
4
.
0
e
r
a
:
o
v
e
r
c
o
mi
n
g
c
h
a
l
l
e
n
g
e
s
o
f
d
i
g
i
t
a
l
t
r
a
n
sf
o
r
mat
i
o
n
,
”
I
n
d
o
n
e
si
a
n
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
R
e
se
a
rc
h
a
n
d
R
e
v
i
e
w
,
v
o
l
.
6
,
n
o
.
3
,
p
p
.
6
0
8
–
6
1
7
,
O
c
t
.
2
0
2
3
,
d
o
i
:
1
0
.
2
3
8
8
7
/
i
j
e
r
r
.
v
6
i
3
.
6
6
8
4
2
.
[
5
]
A
.
E
z
z
a
i
m,
A
.
D
a
h
b
i
,
A
.
H
a
i
d
i
n
e
,
a
n
d
A
.
A
q
q
a
l
,
“
A
I
-
b
a
sed
a
d
a
p
t
i
v
e
l
e
a
r
n
i
n
g
:
a
sy
st
e
mat
i
c
m
a
p
p
i
n
g
o
f
t
h
e
l
i
t
e
r
a
t
u
r
e
,
”
J
U
C
S
-
J
o
u
rn
a
l
o
f
U
n
i
v
e
rs
a
l
C
o
m
p
u
t
e
r
S
c
i
e
n
c
e
,
v
o
l
.
2
9
,
n
o
.
1
0
,
p
p
.
1
1
6
1
–
1
1
9
8
,
O
c
t
.
2
0
2
3
,
d
o
i
:
1
0
.
3
8
9
7
/
j
u
c
s
.
9
0
5
2
8
.
[
6
]
N
.
S
i
n
h
a
,
“
Th
e
t
r
a
n
sf
o
r
mat
i
o
n
o
f
t
h
e
t
e
a
c
h
e
r
s’
r
o
l
e
:
n
e
w
c
h
a
l
l
e
n
g
e
s
f
o
r
t
h
e
f
u
t
u
r
e
,
”
S
S
R
N
El
e
c
t
r
o
n
i
c
J
o
u
r
n
a
l
,
p
p
.
1
–
1
0
,
2
0
2
1
,
d
o
i
:
1
0
.
2
1
3
9
/
ssr
n
.
3
9
7
4
6
6
3
.
[
7
]
D
.
G
r
a
n
t
,
“
Le
a
d
i
n
g
w
i
t
h
i
n
t
e
g
r
i
t
y
:
h
o
w
p
r
i
n
c
i
p
a
l
s
i
n
f
l
u
e
n
c
e
t
e
a
c
h
e
r
e
f
f
e
c
t
i
v
e
n
e
ss
w
i
t
h
o
u
t
d
e
r
a
i
l
i
n
g
mo
r
a
l
e
,
”
Re
sea
r
c
h
O
u
t
re
a
c
h
,
n
o
.
1
3
5
,
p
p
.
2
6
–
2
9
,
A
p
r
.
2
0
2
3
,
d
o
i
:
1
0
.
3
2
9
0
7
/
R
O
-
1
3
5
-
4
3
7
0
5
4
9
5
5
4
.
[
8
]
I
.
H
a
l
y
n
a
,
Y
.
O
l
e
n
a
,
a
n
d
M
.
O
l
h
a
,
“
I
mp
l
e
me
n
t
a
t
i
o
n
o
f
t
h
e
b
a
si
c
p
r
i
n
c
i
p
l
e
s
o
f
a
c
a
d
e
mi
c
i
n
t
e
g
r
i
t
y
i
n
t
o
t
h
e
e
d
u
c
a
t
i
o
n
a
l
p
r
o
c
e
ss
o
f
sp
e
c
i
a
l
i
s
t
s
i
n
t
h
e
sp
e
c
i
a
l
t
y
0
1
7
p
h
y
s
i
c
a
l
c
u
l
t
u
r
e
a
n
d
s
p
o
r
t
s
a
t
B
o
r
i
s
G
r
i
n
c
h
e
n
k
o
K
y
i
v
U
n
i
v
e
r
si
t
y
,
”
S
p
o
r
t
S
c
i
e
n
c
e
a
n
d
H
u
m
a
n
H
e
a
l
t
h
,
v
o
l
.
1
,
n
o
.
9
,
2
0
2
3
,
d
o
i
:
1
0
.
2
8
9
2
5
/
2
6
6
4
-
2
0
6
9
.
2
0
2
3
.
1
7
.
[
9
]
M
.
G
.
M
.
R
e
y
e
s
a
n
d
B
.
M
.
R
e
d
o
ñ
a
,
“
P
e
r
so
n
a
l
a
t
t
r
i
b
u
t
e
s
a
n
d
b
e
h
a
v
i
o
r
a
l
r
e
sp
o
n
s
e
o
f
a
c
a
d
e
mi
c
h
e
a
d
s
o
f
p
r
i
v
a
t
e
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
s
t
i
t
u
t
i
o
n
s:
b
a
si
s
f
o
r
h
u
ma
n
r
e
so
u
r
c
e
i
n
t
e
r
v
e
n
t
i
o
n
d
e
v
e
l
o
p
me
n
t
mo
d
e
l
,
”
As
i
a
P
a
c
i
f
i
c
Ma
n
a
g
e
m
e
n
t
Re
v
i
e
w
,
v
o
l
.
2
6
,
n
o
.
4
,
p
p
.
1
8
0
–
1
8
5
,
D
e
c
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
a
p
mr
v
.
2
0
2
1
.
0
2
.
0
0
2
.
[
1
0
]
S
.
S
u
t
o
m
o
,
M
.
A
h
ma
d
,
M
.
M
a
t
i
n
,
a
n
d
H
.
R
o
c
h
i
m
a
h
,
“
S
t
r
e
n
g
t
h
e
n
i
n
g
p
r
o
f
e
ssi
o
n
a
l
i
sm
o
f
s
c
h
o
o
l
p
r
i
n
c
i
p
a
l
s
t
h
r
o
u
g
h
i
n
t
e
g
r
i
t
y
,
c
o
mm
u
n
i
c
a
t
i
o
n
s
k
i
l
l
s,
a
n
d
t
e
a
mw
o
r
k
,
”
AL
-
I
S
H
L
AH
:
J
u
r
n
a
l
Pe
n
d
i
d
i
k
a
n
,
v
o
l
.
1
5
,
n
o
.
4
,
p
p
.
4
6
5
0
–
4
6
6
1
,
D
e
c
.
2
0
2
3
,
d
o
i
:
1
0
.
3
5
4
4
5
/
a
l
i
s
h
l
a
h
.
v
1
5
i
4
.
4
4
2
8
.
[
1
1
]
S
.
S
.
V
i
k
a
r
a
m
a
n
,
A
.
N
.
M
a
n
s
o
r
,
M
.
Y
.
M
.
N
o
r
,
B
.
S
.
A
l
i
a
s,
a
n
d
V
.
G
u
r
u
sam
y
,
“
Et
h
i
c
a
l
l
e
a
d
e
r
s
h
i
p
p
r
a
c
t
i
c
e
s
a
n
d
t
r
u
st
a
m
o
n
g
p
u
b
l
i
c
s
c
h
o
o
l
l
e
a
d
e
r
s
i
n
M
a
l
a
y
si
a
,
”
Asi
a
n
J
o
u
rn
a
l
o
f
U
n
i
v
e
rs
i
t
y
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
7
,
n
o
.
3
,
p
p
.
1
7
4
–
1
9
1
,
A
u
g
.
2
0
2
1
,
d
o
i
:
1
0
.
2
4
1
9
1
/
a
j
u
e
.
v
1
7
i
3
.
1
4
5
0
9
.
[
1
2
]
F
.
K
i
n
c
h
i
n
g
t
o
n
,
“
Em
p
o
w
e
r
i
n
g
t
h
e
sc
h
o
o
l
l
e
a
d
e
r
s
o
f
t
o
m
o
r
r
o
w
:
w
h
a
t
l
e
sso
n
s
c
a
n
w
e
l
e
a
r
n
f
r
o
m
t
h
e
d
e
c
i
si
o
n
-
m
a
k
i
n
g
o
f
t
o
d
a
y
’
s
sch
o
o
l
l
e
a
d
e
r
s?
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
L
e
a
d
e
rs
h
i
p
i
n
Ed
u
c
a
t
i
o
n
,
v
o
l
.
2
6
,
n
o
.
5
,
p
p
.
8
3
7
–
8
5
3
,
S
e
p
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
1
3
6
0
3
1
2
4
.
2
0
2
0
.
1
8
2
9
7
1
3
.
[
1
3
]
B
.
O
.
B
.
B
a
l
l
a
n
g
r
u
d
a
n
d
M
.
A
a
s
,
“
E
t
h
i
c
a
l
t
h
i
n
k
i
n
g
a
n
d
d
e
c
i
si
o
n
-
ma
k
i
n
g
i
n
t
h
e
l
e
a
d
e
r
s
h
i
p
o
f
p
r
o
f
e
ssi
o
n
a
l
l
e
a
r
n
i
n
g
c
o
mm
u
n
i
t
i
e
s,
”
Ed
u
c
a
t
i
o
n
a
l
Re
s
e
a
r
c
h
,
v
o
l
.
6
4
,
n
o
.
2
,
p
p
.
1
7
6
–
1
9
0
,
A
p
r
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
8
0
/
0
0
1
3
1
8
8
1
.
2
0
2
2
.
2
0
4
4
8
7
9
.
[
1
4
]
E.
P
a
mi
r
,
A
.
W
a
h
e
e
d
i
,
a
n
d
K
.
A
.
H
a
b
i
b
,
“
S
t
a
k
e
h
o
l
d
e
r
s
i
n
a
ss
e
ssm
e
n
t
a
n
d
e
v
a
l
u
a
t
i
o
n
:
a
n
a
n
a
l
y
si
s
o
f
e
v
a
l
u
a
t
i
o
n
i
n
A
f
g
h
a
n
i
s
t
a
n
a
n
d
i
t
s
e
f
f
e
c
t
s,
”
Ra
n
d
w
i
c
k
I
n
t
e
rn
a
t
i
o
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
n
d
L
i
n
g
u
i
s
t
i
c
s
S
c
i
e
n
c
e
J
o
u
rn
a
l
,
v
o
l
.
4
,
n
o
.
2
,
p
p
.
2
4
5
–
2
5
3
,
Ju
n
.
2
0
2
3
,
d
o
i
:
1
0
.
4
7
1
7
5
/
r
i
e
l
sj
.
v
4
i
2
.
6
8
8
.
[
1
5
]
Y
.
Ta
j
,
“
E
t
h
i
c
a
l
d
i
l
e
mm
a
s
i
n
l
e
a
d
e
r
s
h
i
p
:
n
a
v
i
g
a
t
i
n
g
d
i
f
f
i
c
u
l
t
s
i
t
u
a
t
i
o
n
s
w
i
t
h
i
n
t
e
g
r
i
t
y
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
Fo
r
Mu
l
t
i
d
i
sc
i
p
l
i
n
a
ry
Re
s
e
a
r
c
h
,
v
o
l
.
5
,
n
o
.
4
,
p
.
4
2
2
2
,
Ju
l
.
2
0
2
3
,
d
o
i
:
1
0
.
3
6
9
4
8
/
i
j
f
mr
.
2
0
2
3
.
v
0
5
i
0
4
.
4
2
2
2
.
[
1
6
]
M
.
Ö
z
g
e
n
e
l
a
n
d
T.
A
k
su
,
“
T
h
e
p
o
w
e
r
o
f
sc
h
o
o
l
p
r
i
n
c
i
p
a
l
s’
e
t
h
i
c
a
l
l
e
a
d
e
r
s
h
i
p
b
e
h
a
v
i
o
r
t
o
p
r
e
d
i
c
t
o
r
g
a
n
i
z
a
t
i
o
n
a
l
h
e
a
l
t
h
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Ev
a
l
u
a
t
i
o
n
a
n
d
Re
s
e
a
r
c
h
i
n
E
d
u
c
a
t
i
o
n
(
I
J
E
RE)
,
v
o
l
.
9
,
n
o
.
4
,
p
p
.
8
1
6
–
8
2
5
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
9
i
4
.
2
0
6
5
8
.
[
1
7
]
F
.
B
.
H
a
n
s
e
n
a
n
d
S
.
H
.
Lá
r
u
sd
ó
t
t
i
r
,
“
P
r
i
n
c
i
p
a
l
s’
p
r
i
o
r
i
t
i
e
s
a
n
d
v
a
l
u
e
s
-
t
w
e
n
t
y
-
f
i
v
e
y
e
a
r
s
o
f
c
o
m
p
u
l
s
o
r
y
sc
h
o
o
l
p
r
i
n
c
i
p
a
l
s
h
i
p
i
n
I
c
e
l
a
n
d
,
”
N
o
r
d
i
c
S
t
u
d
i
e
s
i
n
Ed
u
c
a
t
i
o
n
,
v
o
l
.
4
0
,
n
o
.
4
,
p
p
.
3
0
5
–
3
2
2
,
O
c
t
.
2
0
2
0
,
d
o
i
:
1
0
.
2
3
8
6
5
/
n
s
e
.
v
4
0
.
2
6
0
3
.
[
1
8
]
A
.
G
o
h
a
r
a
n
d
A
.
B
.
d
e
C
a
r
v
a
l
h
o
,
“
A
c
r
i
t
i
c
a
l
r
e
v
i
e
w
o
f
K
a
n
t
t
h
o
u
g
h
t
s
o
n
e
t
h
i
c
a
l
e
d
u
c
a
t
i
o
n
:
a
r
e
f
l
e
c
t
i
o
n
o
n
c
u
r
r
e
n
t
e
r
a
,
”
Pr
a
x
i
s
Ed
u
c
a
t
i
v
a
,
v
o
l
.
1
8
,
p
p
.
1
–
9
,
2
0
2
3
,
d
o
i
:
1
0
.
5
2
1
2
/
P
r
a
x
Ed
u
c
.
v
.
1
8
.
2
1
4
0
0
.
0
2
3
.
[
1
9
]
P
.
M
a
j
i
d
i
p
o
u
r
,
K
.
B
.
H
a
m
t
a
n
,
R
.
M
a
r
z
o
o
g
h
i
,
a
n
d
M
.
S
a
l
e
h
i
,
“
W
o
me
n
’
s
e
d
u
c
a
t
i
o
n
a
l
s
u
p
e
r
v
i
so
r
s’
e
x
p
e
r
i
e
n
c
e
s
o
f
l
e
a
d
e
r
sh
i
p
c
h
a
l
l
e
n
g
e
s
d
u
e
t
o
c
a
r
e
e
t
h
i
c
s
i
n
K
e
r
m
a
n
s
h
a
h
h
o
s
p
i
t
a
l
s,”
J
o
u
r
n
a
l
o
f
A
d
v
a
n
c
e
d
P
h
a
rm
a
c
y
E
d
u
c
a
t
i
o
n
a
n
d
Re
s
e
a
r
c
h
,
v
o
l
.
1
1
,
n
o
.
4
,
p
p
.
1
2
1
–
1
2
6
,
2
0
2
1
,
d
o
i
:
1
0
.
5
1
8
4
7
/
O
Z
Z7
4
3
H
Q
TN
.
[
2
0
]
L.
M
o
r
t
a
r
i
a
n
d
M
.
U
b
b
i
a
l
i
,
“
S
e
r
v
i
c
e
l
e
a
r
n
i
n
g
:
a
p
h
i
l
o
s
o
p
h
y
a
n
d
p
r
a
c
t
i
c
e
t
o
r
e
f
r
a
me
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
”
At
h
e
n
s
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
,
v
o
l
.
8
,
n
o
.
2
,
p
p
.
1
1
5
–
1
3
8
,
Jan
.
2
0
2
1
,
d
o
i
:
1
0
.
3
0
9
5
8
/
a
j
e
.
8
-
2
-
1.
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
.
2
,
Ap
r
il
20
25
:
1
0
3
4
-
1
0
4
3
1042
[
2
1
]
P
.
d
u
P
r
e
e
z
,
“
C
u
r
r
i
c
u
l
u
m
l
e
a
d
e
r
s
h
i
p
a
n
d
A
l
a
i
n
B
a
d
i
o
u
’
s
e
t
h
i
c
s
:
a
S
o
u
t
h
A
f
r
i
c
a
n
e
x
p
e
r
i
e
n
c
e
,
”
E
d
u
c
a
t
i
o
n
a
s
C
h
a
n
g
e
,
v
o
l
.
2
4
,
p
p
.
1
–
1
2
,
N
o
v
.
2
0
2
0
,
d
o
i
:
1
0
.
2
5
1
5
9
/
1
9
4
7
-
9
4
1
7
/
5
6
3
3
.
[
2
2
]
P
.
P
h
e
t
s
o
m
b
a
t
a
n
d
K
.
N
a
-
N
a
n
,
“
A
c
a
u
sa
l
m
o
d
e
l
o
f
e
t
h
i
c
a
l
l
e
a
d
e
r
sh
i
p
a
f
f
e
c
t
i
n
g
t
h
e
o
r
g
a
n
i
z
a
t
i
o
n
a
l
c
i
t
i
z
e
n
s
h
i
p
b
e
h
a
v
i
o
r
o
f
t
e
a
c
h
e
r
s
i
n
t
h
e
o
f
f
i
c
e
o
f
t
h
e
b
a
s
i
c
e
d
u
c
a
t
i
o
n
c
o
mm
i
ssi
o
n
,
”
S
u
s
t
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
5
,
n
o
.
8
,
p
.
6
6
5
6
,
A
p
r
.
2
0
2
3
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
5
0
8
6
6
5
6
.
[
2
3
]
K
.
A
.
A
y
e
n
a
l
e
m,
M
.
A
.
G
o
n
e
,
M
.
E
.
Y
o
h
a
n
n
e
s
,
a
n
d
K
.
A
.
La
k
e
w
,
“
C
a
u
ses
o
f
t
e
a
c
h
e
r
s’
p
r
o
f
e
ssi
o
n
a
l
m
i
sc
o
n
d
u
c
t
i
n
Et
h
i
o
p
i
a
n
sec
o
n
d
a
r
y
s
c
h
o
o
l
s
:
i
mp
l
i
c
a
t
i
o
n
s
f
o
r
p
o
l
i
c
y
a
n
d
p
r
a
c
t
i
c
e
,
”
C
o
g
e
n
t
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
0
,
n
o
.
1
,
p
.
2
1
8
8
7
5
4
,
D
e
c
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
2
3
3
1
1
8
6
X
.
2
0
2
3
.
2
1
8
8
7
5
4
.
[
2
4
]
P
.
M
e
n
d
o
n
ç
a
,
“
A
sc
a
r
l
e
t
a
-
l
i
n
e
s
k
i
r
t
,
i
n
d
e
p
e
n
d
e
n
t
a
n
d
c
r
i
t
i
c
a
l
v
i
s
u
a
l
p
r
a
c
t
i
c
e
,
a
n
d
t
h
e
B
r
i
t
(
i
s
h
)
l
i
n
e
:
r
e
p
r
e
s
e
n
t
i
n
g
w
o
me
n
’
s
l
e
a
d
e
r
s
h
i
p
i
n
e
d
u
c
a
t
i
o
n
t
h
r
o
u
g
h
v
a
l
u
e
s
-
b
a
se
d
c
a
r
t
o
o
n
i
n
g
,
”
Fro
n
t
i
e
rs
i
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
6
,
p
.
5
5
0
0
5
8
,
A
p
r
.
2
0
2
1
,
d
o
i
:
1
0
.
3
3
8
9
/
f
e
d
u
c
.
2
0
2
1
.
5
5
0
0
5
8
.
[
2
5
]
O
.
Er
d
o
ğ
a
n
a
n
d
F
.
S
e
z
g
i
n
,
“
E
t
h
i
c
a
l
d
i
l
e
mm
a
s
t
h
a
t
sc
h
o
o
l
a
d
m
i
n
i
st
r
a
t
o
r
s
a
n
d
t
e
a
c
h
e
r
s
e
x
p
e
r
i
e
n
c
e
:
r
e
a
so
n
s
a
n
d
c
o
p
i
n
g
st
r
a
t
e
g
i
e
s
,”
Pe
g
e
m
E
ğ
i
t
i
m
v
e
Ö
ğ
r
e
t
i
m
D
e
r
g
i
s
i
,
v
o
l
.
1
0
,
n
o
.
2
,
p
p
.
5
9
3
–
6
3
4
,
M
a
y
2
0
2
0
,
d
o
i
:
1
0
.
1
4
5
2
7
/
p
e
g
e
g
o
g
.
2
0
2
0
.
0
2
0
.
[
2
6
]
M
.
A
h
ma
d
a
n
d
H
.
R
o
c
h
i
ma
h
,
“
I
mp
r
o
v
i
n
g
t
e
a
c
h
i
n
g
e
f
f
e
c
t
i
v
e
n
e
ss
t
h
r
o
u
g
h
t
r
a
n
sf
o
r
mat
i
o
n
a
l
l
e
a
d
e
r
sh
i
p
a
n
d
i
n
t
e
g
r
i
t
y
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
E
v
a
l
u
a
t
i
o
n
a
n
d
Re
se
a
rc
h
i
n
E
d
u
c
a
t
i
o
n
(
I
J
E
RE)
,
v
o
l
.
1
0
,
n
o
.
4
,
p
p
.
1
3
1
6
–
1
3
2
4
,
D
e
c
.
2
0
2
1
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
1
0
i
4
.
2
1
8
0
1
.
[
2
7
]
D
.
Ed
w
a
r
d
s,
M
.
S
c
h
mi
d
t
,
a
n
d
R
.
M
e
st
r
y
,
“
C
o
r
e
v
a
l
u
e
s
o
f
e
t
h
i
c
a
l
l
e
a
d
e
r
s
i
n
S
o
u
t
h
A
f
r
i
c
a
n
sc
h
o
o
l
s,”
S
o
u
t
h
A
f
ri
c
a
n
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
,
v
o
l
.
4
3
,
n
o
.
s
i
2
,
p
p
.
S
1
–
S
1
1
,
D
e
c
.
2
0
2
3
,
d
o
i
:
1
0
.
1
5
7
0
0
/
s
a
j
e
.
v
4
3
n
s2
a
2
4
6
9
.
[
2
8
]
M
.
N
e
w
m
a
n
a
n
d
D
.
G
o
u
g
h
,
“
S
y
st
e
mat
i
c
r
e
v
i
e
w
s
i
n
e
d
u
c
a
t
i
o
n
a
l
r
e
se
a
r
c
h
:
m
e
t
h
o
d
o
l
o
g
y
,
p
e
r
sp
e
c
t
i
v
e
s
a
n
d
a
p
p
l
i
c
a
t
i
o
n
,
”
i
n
S
y
s
t
e
m
a
t
i
c
Re
v
i
e
w
s
i
n
Ed
u
c
a
t
i
o
n
a
l
Re
se
a
rc
h
,
O
.
Za
w
a
c
k
i
-
R
i
c
h
t
e
r
,
M
.
K
e
r
r
e
s
,
S
.
B
e
d
e
n
l
i
e
r
,
M
.
B
o
n
d
,
a
n
d
K
.
B
u
n
t
i
n
s,
E
d
s.
W
i
e
s
b
a
d
e
n
:
S
p
r
i
n
g
e
r
F
a
c
h
me
d
i
e
n
W
i
e
sb
a
d
e
n
,
2
0
2
0
,
p
p
.
3
–
22
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
3
-
658
-
2
7
6
0
2
-
7
_
1
.
[
2
9
]
I
.
F
.
d
e
l
A
m
o
,
J.
A
.
Er
k
o
y
u
n
c
u
,
R
.
R
o
y
,
R
.
P
a
l
mari
n
i
,
a
n
d
D
.
O
n
o
u
f
r
i
o
u
,
“
A
sy
st
e
mat
i
c
r
e
v
i
e
w
o
f
a
u
g
me
n
t
e
d
r
e
a
l
i
t
y
c
o
n
t
e
n
t
-
r
e
l
a
t
e
d
t
e
c
h
n
i
q
u
e
s
f
o
r
k
n
o
w
l
e
d
g
e
t
r
a
n
sf
e
r
i
n
ma
i
n
t
e
n
a
n
c
e
a
p
p
l
i
c
a
t
i
o
n
s
,
”
C
o
m
p
u
t
e
rs
i
n
I
n
d
u
st
r
y
,
v
o
l
.
1
0
3
,
p
p
.
4
7
–
7
1
,
D
e
c
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
o
m
p
i
n
d
.
2
0
1
8
.
0
8
.
0
0
7
.
[
3
0
]
D
.
M
o
h
e
r
,
A
.
L
i
b
e
r
a
t
i
,
J.
T
e
t
z
l
a
f
f
,
a
n
d
D
.
G
.
A
l
t
m
a
n
,
“
P
r
e
f
e
r
r
e
d
r
e
p
o
r
t
i
n
g
i
t
e
ms
f
o
r
s
y
st
e
ma
t
i
c
r
e
v
i
e
w
s
a
n
d
m
e
t
a
-
a
n
a
l
y
ses
:
t
h
e
P
R
I
S
M
A
st
a
t
e
me
n
t
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
S
u
rg
e
ry
,
v
o
l
.
8
,
n
o
.
5
,
p
p
.
3
3
6
–
3
4
1
,
2
0
1
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
i
j
su
.
2
0
1
0
.
0
2
.
0
0
7
.
[
3
1
]
C
r
i
t
i
c
a
l
A
p
p
r
a
i
s
a
l
S
k
i
l
l
s
P
r
o
g
r
a
mm
e
(
C
A
S
P
)
,
“
C
A
S
P
c
h
e
c
k
l
i
st
:
C
A
S
P
q
u
a
l
i
t
a
t
i
v
e
s
t
u
d
i
e
s
c
h
e
c
k
l
i
st
,
”
C
A
S
P
,
2
0
2
3
.
A
c
c
e
ss
e
d
:
S
e
p
.
1
,
2
0
24
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s:
/
/
c
a
s
p
-
u
k
.
n
e
t
/
c
a
s
p
-
t
o
o
l
s
-
c
h
e
c
k
l
i
s
t
s/
q
u
a
l
i
t
a
t
i
v
e
-
st
u
d
i
e
s
-
c
h
e
c
k
l
i
st
.
[
3
2
]
S
.
N
a
d
e
l
s
o
n
a
n
d
L
.
S
.
N
a
d
e
l
s
o
n
,
“
Ev
i
d
e
n
c
e
‐
b
a
se
d
p
r
a
c
t
i
c
e
a
r
t
i
c
l
e
r
e
v
i
e
w
s
u
si
n
g
C
A
S
P
t
o
o
l
s:
a
m
e
t
h
o
d
f
o
r
t
e
a
c
h
i
n
g
E
B
P
,
”
Wo
r
l
d
v
i
e
w
s
o
n
E
v
i
d
e
n
c
e
-
B
a
se
d
N
u
rs
i
n
g
,
v
o
l
.
1
1
,
n
o
.
5
,
p
p
.
3
4
4
–
3
4
6
,
O
c
t
.
2
0
1
4
,
d
o
i
:
1
0
.
1
1
1
1
/
w
v
n
.
1
2
0
5
9
.
[
3
3
]
A
.
S
u
b
a
v
e
e
r
a
p
a
n
d
i
y
a
n
a
n
d
N
.
S
a
k
t
h
i
v
e
l
,
“
A
s
t
u
d
y
o
f
o
b
s
t
a
c
l
e
s
i
n
p
l
a
g
i
a
r
i
sm
so
f
t
w
a
r
e
s
u
b
s
c
r
i
b
i
n
g
b
y
c
o
l
l
e
g
e
s
i
n
Ta
m
i
l
N
a
d
u
,
”
D
ES
I
D
O
C
J
o
u
r
n
a
l
o
f
L
i
b
ra
r
y
&
I
n
f
o
r
m
a
t
i
o
n
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
4
2
,
n
o
.
5
,
p
p
.
3
1
8
–
3
2
4
,
O
c
t
.
2
0
2
2
,
d
o
i
:
1
0
.
1
4
4
2
9
/
d
j
l
i
t
.
4
2
.
5
.
1
8
2
7
3
.
[
3
4
]
T.
B
u
r
b
i
d
g
e
a
n
d
R
.
H
a
m
e
r
,
“
A
c
a
d
e
mi
c
h
o
n
e
s
t
y
i
n
t
h
e
I
n
t
e
r
n
a
t
i
o
n
a
l
B
a
c
c
a
l
a
u
r
e
a
t
e
D
i
p
l
o
ma
P
r
o
g
r
a
mm
e
:
st
u
d
e
n
t
,
t
e
a
c
h
e
r
,
a
n
d
sch
o
o
l
p
e
r
s
p
e
c
t
i
v
e
s,”
J
o
u
rn
a
l
o
f
I
n
t
e
r
n
a
t
i
o
n
a
l
S
t
u
d
e
n
t
s
,
v
o
l
.
1
0
,
n
o
.
2
,
p
p
.
2
6
5
–
2
8
5
,
M
a
y
2
0
2
0
,
d
o
i
:
1
0
.
3
2
6
7
4
/
j
i
s.
v
1
0
i
2
.
6
6
7
.
[
3
5
]
S
.
M
.
Y
u
s
u
f
,
M
.
Z.
M
.
Y
u
s
o
f
f
,
M
.
D
.
K
a
s
a
,
Y
.
D
o
n
,
a
n
d
W
.
H
.
W
.
M
.
Za
i
n
,
“
C
o
n
t
r
i
b
u
t
i
n
g
f
a
c
t
o
r
s
i
n
a
c
a
d
e
m
i
c
e
t
h
i
c
s
p
r
a
c
t
i
c
e
s
a
mo
n
g
l
e
c
t
u
r
e
r
s
o
f
I
sl
a
mi
c
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
”
U
n
i
v
e
rs
a
l
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
R
e
se
a
rc
h
,
v
o
l
.
8
,
n
o
.
5
,
p
p
.
2
1
2
3
–
2
1
2
8
,
M
a
y
2
0
2
0
,
d
o
i
:
1
0
.
1
3
1
8
9
/
u
j
e
r
.
2
0
2
0
.
0
8
0
5
5
1
.
[
3
6
]
Ö
.
Ç
e
l
i
k
a
n
d
S
.
R
a
z
ı
,
“
F
a
c
i
l
i
t
a
t
o
r
s
a
n
d
b
a
r
r
i
e
r
s
t
o
c
r
e
a
t
i
n
g
a
c
u
l
t
u
r
e
o
f
a
c
a
d
e
m
i
c
i
n
t
e
g
r
i
t
y
a
t
s
e
c
o
n
d
a
r
y
sc
h
o
o
l
s:
a
n
e
x
p
l
o
r
a
t
o
r
y
c
a
se
st
u
d
y
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
f
o
r
Ed
u
c
a
t
i
o
n
a
l
I
n
t
e
g
ri
t
y
,
v
o
l
.
1
9
,
n
o
.
1
,
p
.
4
,
M
a
r
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
0
7
/
s
4
0
9
7
9
-
0
2
3
-
0
0
1
2
5
-
4.
[
3
7
]
S
.
D
e
mi
r
a
n
d
M
.
K
a
l
e
,
“
E
x
a
mi
n
i
n
g
t
h
e
c
o
mp
l
i
a
n
c
e
o
f
s
u
p
e
r
v
i
si
o
n
p
r
a
c
t
i
c
e
s
w
i
t
h
p
r
o
f
e
ss
i
o
n
a
l
a
n
d
e
t
h
i
c
a
l
p
r
i
n
c
i
p
l
e
s,”
(
i
n
T
u
r
k
i
s
h
)
,
Mi
l
l
i
E
ğ
i
t
i
m
D
e
rg
i
si
,
v
o
l
.
5
2
,
n
o
.
2
3
8
,
p
p
.
1
2
1
9
–
1
2
5
8
,
M
a
y
2
0
2
3
,
d
o
i
:
1
0
.
3
7
6
6
9
/
m
i
l
l
i
e
g
i
t
i
m.
1
1
3
0
9
5
0
.
[
3
8
]
D
.
N
e
l
s
o
n
,
“
H
o
w
o
n
l
i
n
e
b
u
si
n
e
ss
s
c
h
o
o
l
i
n
st
r
u
c
t
o
r
s
a
d
d
r
e
ss
a
c
a
d
e
mi
c
i
n
t
e
g
r
i
t
y
v
i
o
l
a
t
i
o
n
s,
”
T
h
e
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
o
rs
O
n
l
i
n
e
,
v
o
l
.
1
8
,
n
o
.
3
,
p
p
.
1
–
1
4
,
2
0
2
1
,
d
o
i
:
1
0
.
9
7
4
3
/
JEO
.
2
0
2
1
.
1
8
.
3
.
1
.
[
3
9
]
İ
.
Y
ı
l
d
ı
r
ı
m,
C
.
A
l
b
e
z
,
a
n
d
D
.
A
k
a
n
,
“
U
n
e
t
h
i
c
a
l
b
e
h
a
v
i
o
r
s
o
f
t
e
a
c
h
e
r
s
i
n
t
h
e
i
r
r
e
l
a
t
i
o
n
s
h
i
p
s
w
i
t
h
t
h
e
s
c
h
o
o
l
s
t
a
k
e
h
o
l
d
e
r
s,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
n
d
L
i
t
e
r
a
c
y
S
t
u
d
i
e
s
,
v
o
l
.
8
,
n
o
.
1
,
p
p
.
1
5
2
–
1
6
6
,
Ja
n
.
2
0
2
0
,
d
o
i
:
1
0
.
7
5
7
5
/
a
i
a
c
.
i
j
e
l
s
.
v
.
8
n
.
1
p
.
1
5
2
.
[
4
0
]
S
.
R
a
s
y
i
d
,
D
.
N
u
r
d
i
n
,
A
.
S
u
r
y
a
n
a
,
A
.
S
a
msu
d
i
n
,
a
n
d
A
.
H
.
A
mi
n
u
d
i
n
,
“
C
a
n
t
h
e
t
a
h
f
i
d
z
u
l
-
q
u
r
’
a
n
e
d
u
c
a
t
i
o
n
sy
st
e
m
(
T
-
Q
ES)
c
r
e
a
t
e
l
e
a
d
e
r
s
h
i
p
w
i
t
h
i
n
t
e
g
r
i
t
y
?
N
V
i
v
o
1
2
a
n
a
l
y
s
i
s,
”
C
y
p
r
i
o
t
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
7
,
n
o
.
6
,
p
p
.
1
9
2
5
–
1
9
4
2
,
2
0
2
2
,
d
o
i
:
1
0
.
1
8
8
4
4
/
c
j
e
s.
v
1
7
i
6
.
7
4
8
5
.
[
4
1
]
E.
P
a
p
a
l
o
i
,
A
.
B
a
l
a
s
i
,
a
n
d
G
.
I
o
r
d
a
n
i
d
i
s
,
“
Et
h
i
c
a
l
l
e
a
d
e
r
s
h
i
p
i
n
t
h
e
f
i
e
l
d
o
f
e
d
u
c
a
t
i
o
n
i
n
E
u
r
o
p
e
:
a
c
o
m
p
a
r
a
t
i
v
e
a
n
a
l
y
s
i
s,
”
Eu
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
,
v
o
l
.
6
,
n
o
.
1
,
p
p
.
1
–
1
6
,
A
p
r
.
2
0
2
3
,
d
o
i
:
1
0
.
2
4
7
8
/
e
j
e
d
-
2
0
2
3
-
0
0
0
1
.
[
4
2
]
B
.
B
.
K
h
a
d
k
a
a
n
d
P
.
C
.
B
h
a
t
t
a
r
a
i
,
“
I
n
t
e
g
r
i
t
y
t
r
i
a
d
a
s
d
o
u
b
l
e
d
e
d
g
e
d
sw
o
r
d
f
o
r
h
e
a
d
-
t
e
a
c
h
e
r
s’
i
n
t
e
g
r
i
t
y
:
a
c
a
se
f
r
o
m
N
e
p
a
l
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
f
o
r E
d
u
c
a
t
i
o
n
a
l
I
n
t
e
g
r
i
t
y
,
v
o
l
.
1
7
,
n
o
.
1
,
p
.
2
7
,
D
e
c
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
0
7
/
s
4
0
9
7
9
-
0
2
1
-
0
0
0
9
2
-
8.
[
4
3
]
R
.
U
ç
a
r
a
n
d
S
.
U
ğ
u
r
,
“
Te
a
c
h
e
r
s’
v
i
e
w
s
o
n
sc
h
o
o
l
p
r
i
n
c
i
p
a
l
s’
serv
a
n
t
l
e
a
d
e
r
sh
i
p
b
e
h
a
v
i
o
r
s:
a
mi
x
e
d
me
t
h
o
d
st
u
d
y
,
”
E
d
u
c
a
t
i
o
n
a
l
Ad
m
i
n
i
s
t
r
a
t
i
o
n
:
T
h
e
o
ry
a
n
d
Pr
a
c
t
i
c
e
,
v
o
l
.
2
6
,
n
o
.
3
.
p
p
.
5
6
5
–
6
1
2
,
2
0
2
0
.
[
4
4
]
U
.
T.
S
u
n
t
a
n
i
,
R
.
N
.
S
a
so
n
g
k
o
,
M
.
K
r
i
st
i
a
w
a
n
,
A
.
W
a
l
i
d
,
a
n
d
R
.
G
.
T.
K
u
s
u
m
a
h
,
“
Th
e
r
o
l
e
o
f
p
r
i
n
c
i
p
a
l
i
n
t
e
r
p
e
r
so
n
a
l
c
o
mm
u
n
i
c
a
t
i
o
n
o
n
t
e
a
c
h
e
r
’
s
w
o
r
k
mo
t
i
v
a
t
i
o
n
,
”
Ed
u
c
a
t
i
o
n
Q
u
a
rt
e
rl
y
R
e
v
i
e
w
s
,
v
o
l
.
4
,
n
o
.
2
,
p
p
.
1
4
7
–
1
5
1
,
Ju
n
.
2
0
2
1
,
d
o
i
:
1
0
.
3
1
0
1
4
/
a
i
o
r
.
1
9
9
3
.
0
4
.
0
2
.
2
0
6
.
[
4
5
]
L.
A
r
i
f
,
S
.
R
.
C
h
a
u
d
h
u
r
y
,
a
n
d
L
.
L
a
C
r
o
ss,
“
U
n
d
e
r
st
a
n
d
i
n
g
l
e
a
d
e
r
i
n
t
e
g
r
i
t
y
o
n
e
m
p
l
o
y
e
e
s’
p
e
r
c
e
i
v
e
d
i
n
c
l
u
s
i
o
n
t
h
r
o
u
g
h
me
d
i
a
t
i
n
g
r
o
l
e
o
f
l
e
a
d
e
r
-
mem
b
e
r
e
x
c
h
a
n
g
e
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
O
rg
a
n
i
z
a
t
i
o
n
a
l
L
e
a
d
e
rs
h
i
p
,
v
o
l
.
1
2
,
n
o
.
2
,
p
p
.
2
1
6
–
2
3
4
,
J
u
n
.
2
0
2
3
,
d
o
i
:
1
0
.
3
3
8
4
4
/
i
j
o
l
.
2
0
2
3
.
6
0
3
6
0
.
[
4
6
]
H
e
r
man
t
o
,
M
.
J
a
p
a
r
,
R
i
y
a
d
i
,
M
.
S
.
S
u
ma
n
t
r
i
,
a
n
d
H
.
R
.
P
.
P
e
mb
a
n
g
u
n
a
n
,
“
A
n
a
l
y
si
s
o
f
c
h
a
r
a
c
t
e
r
e
d
u
c
a
t
i
o
n
v
a
l
u
e
s:
s
c
h
o
o
l
-
b
a
se
d
c
h
a
r
a
c
t
e
r
i
n
I
n
d
o
n
e
s
i
a
,
”
E
d
u
c
a
t
i
o
n
a
l
A
d
m
i
n
i
s
t
ra
t
i
o
n
:
T
h
e
o
r
y
a
n
d
Pr
a
c
t
i
c
e
,
v
o
l
.
3
0
,
n
o
.
1
,
p
p
.
3
3
6
–
3
4
9
,
D
e
c
.
2
0
2
3
,
d
o
i
:
1
0
.
5
2
1
5
2
/
k
u
e
y
.
v
3
0
i
1
.
6
6
5
.
[
4
7
]
J.
T
.
K
w
a
r
t
e
n
g
,
“
B
r
e
a
c
h
e
s
o
f
i
n
t
e
g
r
i
t
y
i
n
t
e
a
c
h
e
r
a
d
mi
n
i
s
t
r
a
t
i
o
n
i
n
G
h
a
n
a
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
f
o
r
E
d
u
c
a
t
i
o
n
a
l
I
n
t
e
g
ri
t
y
,
v
o
l
.
1
8
,
n
o
.
1
,
p
.
1
3
,
D
e
c
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
7
/
s
4
0
9
7
9
-
0
2
2
-
0
0
1
0
6
-
z.
[
4
8
]
H
.
P
a
r
k
a
n
d
R
.
B
.
H
i
l
l
,
“
D
e
v
e
l
o
p
me
n
t
o
f
t
h
e
K
o
r
e
a
n
t
e
a
c
h
e
r
s’
o
c
c
u
p
a
t
i
o
n
a
l
w
o
r
k
e
t
h
i
c
sc
a
l
e
:
i
t
s
f
a
c
t
o
r
st
r
u
c
t
u
r
e
,
v
a
l
i
d
i
t
y
a
n
d
r
e
l
i
a
b
i
l
i
t
y
,
”
As
i
a
P
a
c
i
f
i
c
E
d
u
c
a
t
i
o
n
R
e
v
i
e
w
,
v
o
l
.
2
2
,
n
o
.
1
,
p
p
.
1
0
1
–
1
1
8
,
M
a
r
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
2
5
6
4
-
020
-
0
9
6
4
4
-
y.
[
4
9
]
A
.
R
o
h
ma
n
,
H
.
M
u
k
h
i
b
a
d
,
a
n
d
A
.
N
u
r
k
h
i
n
,
“
R
e
l
i
g
i
o
s
i
t
y
a
n
d
mi
s
u
se
o
f
sc
h
o
o
l
a
i
d
f
u
n
d
s:
t
h
e
d
e
v
e
l
o
p
me
n
t
o
f
t
h
e
f
r
a
u
d
t
h
e
o
r
y
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Ev
a
l
u
a
t
i
o
n
a
n
d
R
e
se
a
rc
h
i
n
E
d
u
c
a
t
i
o
n
(
I
J
ER
E)
,
v
o
l
.
1
2
,
n
o
.
1
,
p
p
.
1
8
6
–
1
9
6
,
M
a
r
.
2
0
2
3
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
1
2
i
1
.
2
3
9
6
5
.
[
5
0
]
S
.
S
e
z
e
r
,
N
.
K
a
r
a
b
a
c
a
k
,
M
.
K
u
c
u
k
,
a
n
d
I
.
K
o
r
k
ma
z
,
“
S
c
h
o
o
l
a
d
mi
n
i
s
t
r
a
t
o
r
s’
o
p
i
n
i
o
n
s
r
e
l
a
t
e
d
t
o
t
h
e
v
a
l
u
e
s
t
h
a
t
sh
o
u
l
d
b
e
g
a
i
n
e
d
t
o
c
l
a
ssr
o
o
m
t
e
a
c
h
e
r
s
t
h
r
o
u
g
h
i
n
-
ser
v
i
c
e
t
r
a
i
n
i
n
g
,
”
E
u
r
a
si
a
n
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
Re
se
a
r
c
h
,
v
o
l
.
2
0
,
n
o
.
8
6
,
p
p
.
1
7
5
–
1
9
6
,
A
p
r
.
2
0
2
0
,
d
o
i
:
1
0
.
1
4
6
8
9
/
e
j
e
r
.
2
0
2
0
.
8
6
.
9
.
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
F
o
s
teri
n
g
in
teg
r
ity
a
mo
n
g
s
ch
o
o
l p
r
in
cip
a
ls
’
eth
ica
l le
a
d
ers
h
ip
…
(
Ma
ck
en
cid
y
a
k
B
u
ja
n
g
)
1043
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Ma
c
k
e
n
c
id
y
a
k
B
u
ja
n
g
is
a
P
h
.
D.
c
a
n
d
id
a
te
a
t
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
,
Un
i
v
e
rsiti
Ke
b
a
n
g
sa
a
n
M
a
lay
sia
(UK
M
).
H
e
h
a
s
a
Ba
c
h
e
lo
r’s
d
e
g
re
e
i
n
Ed
u
c
a
ti
o
n
(B.
E
d
u
.
)
i
n
B
u
sin
e
ss
Ad
m
in
istratio
n
fro
m
Un
i
v
e
rsiti
U
tara
M
a
lay
sia
(UU
M
)
,
S
in
to
k
,
Ke
d
a
h
a
n
d
M
a
ste
r’s
d
e
g
re
e
in
Ed
u
c
a
ti
o
n
a
l
Lea
d
e
rsh
i
p
a
n
d
M
a
n
a
g
e
m
e
n
t
fro
m
U
n
iv
e
rsiti
Tek
n
o
lo
g
i
M
ARA
(UiT
M
)
,
S
a
m
a
ra
h
a
n
Ca
m
p
u
s.
He
se
rv
e
d
in
S
e
k
o
la
h
M
e
n
e
n
g
a
h
Ke
b
a
n
g
sa
a
n
S
ib
u
Ja
y
a
a
s
a
fo
rm
six
a
c
a
d
e
m
ic
tea
c
h
e
r
fro
m
2
0
1
0
to
2
0
2
2
,
b
e
fo
re
c
o
n
ti
n
u
i
n
g
h
is
st
u
d
y
u
n
d
e
r
th
e
M
in
istry
o
f
Ed
u
c
a
ti
o
n
M
a
la
y
sia
(M
OE)
sc
h
o
lars
h
ip
sta
rti
n
g
i
n
Oc
to
b
e
r
2
0
2
2
.
His
re
se
a
rc
h
fo
c
u
se
s
o
n
e
d
u
c
a
ti
o
n
a
l
lea
d
e
rsh
ip
a
n
d
m
a
n
a
g
e
m
e
n
t
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
m
a
c
k
e
n
c
id
y
k
n
t3
0
3
@
g
m
a
il
.
c
o
m
;
p
1
2
0
7
4
5
@s
iswa
.
u
k
m
.
e
d
u
.
m
y
.
Bity
S
a
lw
a
n
a
Alia
s
is
a
L
e
c
tu
re
r
a
n
d
Ch
a
irma
n
fo
r
t
h
e
Re
se
a
rc
h
Ce
n
ter
o
f
Lea
d
e
rsh
ip
a
n
d
E
d
u
c
a
ti
o
n
a
l
P
o
li
c
y
a
t
th
e
F
a
c
u
lt
y
o
f
E
d
u
c
a
ti
o
n
,
Un
iv
e
rsiti
Ke
b
a
n
g
sa
a
n
M
a
lay
sia
.
S
h
e
h
o
ld
s
a
P
h
.
D
.
a
n
d
M
a
ste
r
’
s
De
g
re
e
i
n
E
d
u
c
a
ti
o
n
a
l
Ad
m
in
istrati
o
n
fro
m
Un
iv
e
rsiti
Ke
b
a
n
g
sa
a
n
M
a
lay
si
a
,
a
Ba
c
h
e
lo
r
’
s
De
g
re
e
in
Bu
sin
e
ss
Ad
m
in
istratio
n
fro
m
In
tern
a
ti
o
n
a
l
Isla
m
ic
Un
iv
e
rsit
y
,
a
Dip
l
o
m
a
in
I
n
tern
a
ti
o
n
a
l
Trad
e
fro
m
S
u
lt
a
n
Zain
a
l
Ab
i
d
in
Re
li
g
io
u
s
Co
l
leg
e
,
a
n
d
a
Di
p
l
o
m
a
in
Ed
u
c
a
ti
o
n
fr
o
m
Ku
a
la
L
u
m
p
u
r
Tec
h
n
ica
l
C
o
ll
e
g
e
,
M
a
lay
sia
.
S
tarte
d
t
o
wo
r
k
a
s
a
t
e
a
c
h
e
r
in
1
9
9
5
,
th
e
n
a
s
a
ss
istan
t
d
irec
to
r
a
t
th
e
M
i
n
istr
y
o
f
Ed
u
c
a
ti
o
n
M
a
lay
sia
i
n
2
0
0
9
a
n
d
fin
a
ll
y
sta
rted
t
o
se
rv
e
a
t
UK
M
in
2
0
1
8
a
s
a
lec
tu
re
r
u
n
ti
l
n
o
w.
He
r
a
re
a
o
f
stu
d
y
is
e
d
u
c
a
ti
o
n
a
l
lea
d
e
rsh
i
p
,
m
a
n
a
g
e
m
e
n
t
a
n
d
p
o
li
c
y
,
wit
h
th
e
m
a
in
g
o
a
l
to
e
n
su
re
q
u
a
li
t
y
,
e
q
u
it
y
,
u
n
it
y
a
n
d
in
teg
rit
y
i
n
e
d
u
c
a
ti
o
n
f
o
r
a
ll
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
b
it
y
@
u
k
m
.
e
d
u
.
m
y
.
Az
li
n
No
r
h
a
i
n
i
M
a
n
so
r
re
c
e
iv
e
d
h
e
r
P
h
.
D
.
in
Ed
u
c
a
ti
o
n
a
l
Ad
m
in
istratio
n
fro
m
Un
iv
e
rsiti
Ke
b
a
n
g
sa
a
n
M
a
lay
si
a
(UK
M
),
M
a
ste
r
o
f
Ed
u
c
a
ti
o
n
a
n
d
Ba
c
h
e
lo
r
o
f
S
c
ien
c
e
(Bio
lo
g
y
)
fro
m
Ne
w
Yo
r
k
S
tate
Un
iv
e
rsit
y
a
t
Al
b
a
n
y
,
Ne
w
Yo
r
k
,
USA.
S
h
e
wa
s
a
tea
c
h
e
r
(1
9
8
7
-
1
9
9
7
),
a
n
As
sista
n
t
Dire
c
to
r
a
t
Ed
u
c
a
ti
o
n
a
l
P
lan
n
in
g
a
n
d
Re
se
a
rc
h
Div
isio
n
,
M
i
n
istr
y
o
f
Ed
u
c
a
ti
o
n
M
a
lay
sia
,
(
1
9
9
7
-
2
0
1
0
)
a
n
d
a
se
n
i
o
r
lec
t
u
re
r
a
t
M
a
tri
c
u
l
a
ti
o
n
Div
isi
o
n
,
M
i
n
istr
y
o
f
Ed
u
c
a
ti
o
n
(2
0
1
0
-
2
0
1
2
)
b
e
f
o
re
a
p
p
o
i
n
ted
a
s
a
se
n
io
r
lec
tu
re
r
in
U
KM
in
2
0
1
2
ti
ll
n
o
w.
S
h
e
is
c
u
rre
n
tl
y
a
n
As
so
c
iate
P
r
o
fe
ss
o
r
a
n
d
a
m
e
m
b
e
r
o
f
Ce
n
tre
f
o
r
S
h
a
p
i
n
g
Ad
v
a
n
c
e
d
a
n
d
P
ro
fe
ss
io
n
a
l
Ed
u
c
a
ti
o
n
(UK
M
S
h
a
p
e
).
He
r
p
u
b
li
c
a
ti
o
n
s
a
n
d
re
se
a
rc
h
in
tere
st
in
c
lu
d
e
s
e
d
u
c
a
ti
o
n
a
l
lea
d
e
rsh
ip
,
e
d
u
c
a
ti
o
n
a
l
m
a
n
a
g
e
m
e
n
t,
p
o
li
c
y
e
v
a
lu
a
ti
o
n
,
a
n
d
v
a
rio
u
s
field
s
in
v
o
lv
i
n
g
tea
c
h
i
n
g
a
n
d
lea
rn
i
n
g
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
z
li
n
m
a
n
so
r@u
k
m
.
e
d
u
.
m
y
;
a
z
li
n
m
a
n
so
r@g
m
a
il
.
c
o
m
.
Evaluation Warning : The document was created with Spire.PDF for Python.