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[
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[
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ican
tly
in
f
lu
en
c
e
in
n
o
v
atio
n
in
s
ch
o
o
l
m
an
a
g
em
en
t.
Ho
wev
er
,
s
ch
o
o
l
lead
er
s
o
f
ten
n
ee
d
h
el
p
u
n
d
er
s
tan
d
in
g
th
eir
r
o
le
in
s
ch
o
o
l
in
n
o
v
atio
n
an
d
co
llab
o
r
atio
n
p
r
o
ce
s
s
es
[
4
]
.
T
ea
ch
er
s
n
ee
d
g
u
id
an
ce
a
n
d
m
en
to
r
s
h
ip
f
r
o
m
th
eir
s
ch
o
o
l
lead
er
s
to
h
elp
th
em
d
e
v
elo
p
i
n
n
o
v
ativ
e
i
d
ea
s
[
5
]
.
W
h
ile
th
er
e
ar
e
m
a
n
y
s
tu
d
ies
o
n
in
n
o
v
atio
n
in
o
th
er
f
ield
s
,
m
o
r
e
r
esear
c
h
n
ee
d
s
to
b
e
d
o
n
e
o
n
in
n
o
v
atio
n
in
ed
u
ca
tio
n
.
Fu
r
th
e
r
m
o
r
e
,
ef
f
ec
t
iv
e
lead
er
s
h
ip
f
o
r
s
ch
o
o
l
lead
er
s
in
o
n
e
s
ch
o
o
l
m
ay
n
o
t
wo
r
k
in
an
o
th
er
s
ettin
g
[
6
]
.
T
h
is
is
d
u
e
to
th
e
c
o
m
p
lex
ity
o
f
th
e
in
n
o
v
atio
n
,
as we
ll a
s
n
o
n
-
lin
ea
r
ity
a
n
d
u
n
ce
r
tain
ty
.
I
n
n
o
v
atio
n
is
a
m
u
lti
-
f
ac
et
ed
co
n
s
tr
u
ct
en
co
m
p
ass
in
g
d
if
f
er
e
n
t
ty
p
es,
s
u
ch
as
r
ad
ical
an
d
in
cr
em
en
tal,
r
ev
o
lu
tio
n
s
an
d
b
r
ea
k
th
r
o
u
g
h
s
,
m
an
ag
em
e
n
t
,
tech
n
o
lo
g
y
,
p
r
o
ce
s
s
es
an
d
p
r
o
d
u
cts,
an
d
id
ea
g
en
er
atio
n
an
d
im
p
lem
en
tatio
n
[
7
]
.
T
h
e
co
m
p
lex
ity
o
f
in
n
o
v
atio
n
h
as
led
to
co
n
f
lictin
g
r
esu
lts
in
p
r
ev
io
u
s
s
tu
d
ies
o
n
lead
er
s
h
ip
an
d
in
n
o
v
atio
n
.
Pre
v
io
u
s
r
esear
c
h
h
a
s
s
h
o
wn
th
at
d
if
f
er
en
t
lea
d
er
s
h
ip
s
ty
les
ca
n
af
f
ec
t
in
n
o
v
atio
n
d
if
f
er
e
n
tly
[
8
]
,
[
9
]
.
I
n
n
o
v
atio
n
lead
er
s
h
i
p
is
co
m
p
licated
an
d
co
n
s
tan
tly
ch
an
g
in
g
d
u
e
to
th
e
m
u
lti
-
lay
er
ed
n
atu
r
e
o
f
in
n
o
v
a
tio
n
,
an
d
t
h
er
e
is
n
o
o
n
e
-
s
ize
-
f
its
-
all
ap
p
r
o
ac
h
.
T
h
is
co
m
p
lex
ity
ar
is
es
f
r
o
m
th
e
d
if
f
er
en
t ty
p
es,
d
eg
r
ee
s
an
d
p
h
ases
o
f
in
n
o
v
atio
n
im
p
lem
en
tatio
n
.
Dif
f
er
en
t u
n
d
e
r
s
tan
d
in
g
s
o
f
lead
er
s
h
ip
also
co
n
tr
ib
u
te.
L
ea
d
er
s
m
u
s
t
tailo
r
th
eir
s
tr
ateg
ies
to
th
e
p
ar
ti
cu
lar
ty
p
e
,
d
e
g
r
ee
a
n
d
p
h
ase
o
f
i
n
n
o
v
atio
n
.
Fo
r
ex
am
p
le,
f
o
s
ter
in
g
p
r
o
d
u
ct
in
n
o
v
atio
n
r
e
q
u
ir
es
m
o
tiv
atin
g
team
s
,
o
v
er
c
o
m
in
g
ch
all
en
g
es
an
d
s
ettin
g
m
ea
s
u
r
ab
le
g
o
als
[
1
0
]
.
I
n
co
n
tr
ast,
s
y
s
tem
s
in
n
o
v
atio
n
r
e
q
u
ir
es
a
p
r
ac
tical
lead
er
s
h
ip
s
ty
le
f
o
cu
s
in
g
o
n
v
is
io
n
,
r
elatio
n
s
h
ip
s
an
d
cr
itical
p
lan
n
in
g
[
1
1
]
.
L
ea
d
er
s
h
ip
tactics
ca
n
ev
en
ev
o
lv
e
with
in
a
p
r
o
ject.
Kestin
g
et
a
l.
[
1
2
]
s
u
g
g
est
s
tar
tin
g
with
an
en
a
b
lin
g
s
ty
le
to
f
o
s
ter
cr
ea
tiv
ity
an
d
m
o
v
in
g
to
d
ir
ec
tiv
e
lead
er
s
h
ip
in
later
s
tag
es.
T
h
is
ad
ap
tab
ilit
y
cr
ea
tes
a
b
al
an
ce
b
etwe
en
lead
er
s
h
ip
an
d
in
n
o
v
atio
n
.
T
h
ese
s
tu
d
ies
s
h
o
w
h
o
w
im
p
o
r
ta
n
t
it
is
to
b
e
f
lex
ib
le
to
d
r
iv
e
i
n
n
o
v
atio
n
.
B
y
co
m
b
in
in
g
an
d
ad
ap
tin
g
d
if
f
e
r
en
t
lead
er
s
h
ip
s
ty
les
as
n
ee
d
ed
,
lead
er
s
cr
ea
te
an
in
n
o
v
ativ
e
cu
ltu
r
e
th
at
f
o
s
ter
s
cr
ea
tiv
ity
,
r
is
k
-
tak
in
g
an
d
team
wo
r
k
.
Desp
ite
th
e
co
m
p
licated
n
atu
r
e
o
f
th
e
in
n
o
v
atio
n
its
elf
,
th
e
th
eo
r
ies
u
n
d
e
r
ly
in
g
th
e
in
n
o
v
at
io
n
p
h
ase
an
d
ty
p
e
also
v
a
r
ied
.
So
m
e
s
t
u
d
ies
h
av
e
f
o
c
u
s
ed
o
n
a
s
in
g
l
e
lead
er
s
h
ip
th
eo
r
y
f
o
r
lead
in
g
in
n
o
v
atio
n
[
1
3
]
.
Ho
wev
er
,
r
ec
e
n
t
r
esear
ch
h
as
f
o
u
n
d
th
at
a
s
in
g
le
lead
e
r
s
h
ip
th
eo
r
y
m
a
y
n
o
t
ef
f
ec
tiv
ely
lead
to
in
n
o
v
atio
n
.
R
esear
ch
er
s
h
av
e
f
o
u
n
d
th
at
tr
ad
itio
n
al
lead
er
s
h
ip
th
e
o
r
i
es,
s
u
ch
as
tr
an
s
f
o
r
m
atio
n
al
an
d
tr
an
s
ac
tio
n
al
lead
er
s
h
ip
,
ar
e
in
s
u
f
f
icie
n
t
to
ex
p
lain
th
e
d
y
n
am
ic
b
eh
a
v
io
r
s
o
f
in
n
o
v
atio
n
b
ec
au
s
e
th
ey
wer
e
n
o
t
d
ev
elo
p
e
d
with
in
n
o
v
atio
n
i
n
m
in
d
.
Su
c
h
in
f
lex
i
b
le
th
eo
r
ies
ar
e
less
e
f
f
ec
tiv
e
in
s
u
p
p
o
r
tin
g
in
n
o
v
at
io
n
im
p
lem
e
n
tatio
n
p
r
o
ce
s
s
es
th
at
r
eq
u
ir
e
a
wid
e
r
an
g
e
o
f
k
n
o
wled
g
e
an
d
s
k
il
ls
.
I
n
s
tead
,
co
m
b
in
i
n
g
m
u
ltip
le
lead
er
s
h
ip
s
ty
les
ca
n
s
u
p
p
o
r
t in
n
o
v
atio
n
m
o
r
e
e
f
f
ec
tiv
ely
[
1
3
]
.
T
h
u
s
,
in
n
o
v
atio
n
'
s
co
m
p
licated
an
d
m
u
lti
-
lay
e
r
ed
n
atu
r
e
ch
allen
g
es
ed
u
ca
tio
n
lead
er
s
to
cu
ltiv
ate
it
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
Sch
o
o
l
lead
er
s
m
u
s
t
h
av
e
th
e
k
n
o
wled
g
e
an
d
s
k
ills
to
en
co
u
r
ag
e
an
d
f
ac
ilit
ate
in
n
o
v
atio
n
an
d
cr
ea
te
an
en
v
i
r
o
n
m
en
t
co
n
d
u
ci
v
e
to
g
r
o
wth
.
Ho
wev
er
,
p
r
ev
i
o
u
s
r
esear
ch
o
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
lead
er
s
h
ip
an
d
in
n
o
v
atio
n
h
as
p
r
o
d
u
ce
d
d
iv
e
r
g
en
t
an
d
c
o
n
tr
ad
icto
r
y
r
esu
l
ts
,
h
ig
h
lig
h
tin
g
th
e
co
m
p
licated
n
atu
r
e
o
f
th
e
in
n
o
v
atio
n
p
r
o
ce
s
s
.
T
h
er
e
is
a
n
e
ed
to
co
m
b
in
e
co
n
tem
p
o
r
ar
y
lead
er
s
h
ip
th
e
o
r
ies
with
tr
ad
itio
n
al
m
eth
o
d
s
to
c
u
ltiv
ate
in
n
o
v
ativ
e
b
eh
av
io
r
ef
f
ec
tiv
ely
.
R
esear
ch
s
h
o
u
ld
id
en
tify
th
eo
r
ies
o
f
s
ch
o
o
l
lead
er
s
h
ip
th
at
ar
e
s
u
itab
le
f
o
r
i
n
n
o
v
atio
n
lea
d
er
s
h
ip
in
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
.
Fu
r
th
er
m
o
r
e,
an
in
-
d
ep
th
s
tu
d
y
o
f
s
u
cc
ess
f
u
l
s
ch
o
o
l
lea
d
er
s
'
ch
ar
ac
ter
is
tics
an
d
lead
e
r
s
h
ip
s
ty
les
in
th
e
f
ield
o
f
o
r
g
an
izatio
n
a
l
in
n
o
v
atio
n
in
s
ch
o
o
ls
is
war
r
an
ted
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
s
ee
k
s
to
in
teg
r
ate
co
n
v
en
tio
n
al
l
ea
d
er
s
h
ip
,
p
ar
ticu
lar
ly
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
,
with
o
th
er
th
e
o
r
eti
ca
l
f
r
am
ewo
r
k
s
s
u
ch
as
am
b
i
d
ex
tr
o
u
s
lead
er
s
h
i
p
,
Glid
d
o
n
’
s
in
n
o
v
atio
n
lead
e
r
co
m
p
eten
cy
m
o
d
el,
Vlo
k
’
s
p
r
o
f
ile
co
m
p
eten
cy
m
o
d
el,
a
n
d
Swar
t
’
s
in
n
o
v
atio
n
lead
er
co
m
p
eten
cy
m
o
d
el.
T
h
is
s
tu
d
y
ad
d
r
ess
es
th
e
p
r
e
s
s
in
g
n
ee
d
to
en
h
an
ce
in
n
o
v
ativ
e
lead
er
s
h
ip
with
in
th
e
Ma
lay
s
ian
ed
u
ca
tio
n
s
y
s
tem
b
y
ex
am
in
in
g
th
e
co
m
p
lex
r
elatio
n
s
h
ip
b
etwe
en
lead
er
s
h
ip
s
ty
les
an
d
in
n
o
v
atio
n
o
u
tco
m
es;
th
e
s
tu
d
y
aim
s
to
p
r
o
v
id
e
in
s
ig
h
ts
in
t
o
ef
f
ec
tiv
e
lead
er
s
h
ip
ap
p
r
o
ac
h
es
f
o
r
f
o
s
ter
in
g
in
n
o
v
atio
n
with
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
Ma
lay
s
ia.
Fu
r
th
er
m
o
r
e,
in
teg
r
atin
g
co
n
v
en
tio
n
a
l
an
d
co
n
tem
p
o
r
a
r
y
lead
er
s
h
i
p
th
eo
r
ies
to
d
ev
el
o
p
an
in
teg
r
ated
a
p
p
r
o
ac
h
to
i
n
n
o
v
atio
n
lead
er
s
h
ip
ass
ess
m
en
t
tailo
r
ed
to
th
e
e
d
u
ca
tio
n
al
c
o
n
t
ex
t
is
ess
en
tial
f
o
r
ad
d
r
ess
in
g
ed
u
ca
tio
n
lead
er
s
’
m
u
ltifa
ce
ted
ch
allen
g
es.
T
h
u
s
,
th
is
s
tu
d
y
attem
p
ts
to
an
s
wer
th
ese
q
u
esti
o
n
s
:
-
Ho
w
d
o
d
if
f
er
en
t
lead
er
s
h
i
p
s
ty
les
im
p
ac
t
th
e
ef
f
ec
tiv
en
ess
o
f
in
n
o
v
atio
n
im
p
lem
en
tatio
n
with
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
p
ar
ti
cu
lar
ly
in
th
e
c
o
n
tex
t
o
f
tec
h
n
o
lo
g
y
-
d
r
iv
en
in
itiativ
es
in
th
e
Ma
lay
s
ian
ed
u
ca
tio
n
s
y
s
tem
?
-
W
h
at
ar
e
s
u
cc
ess
f
u
l
s
ch
o
o
l
lead
er
s
'
k
ey
co
m
p
eten
cies
an
d
ch
ar
ac
ter
is
tics
in
f
o
s
ter
in
g
in
n
o
v
atio
n
an
d
d
r
iv
in
g
c
h
an
g
e
with
in
ed
u
ca
ti
o
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in
s
titu
tio
n
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
7
9
0
-
1
8
0
3
1792
T
h
is
in
n
o
v
atio
n
lead
er
s
h
ip
m
o
d
el
is
b
ased
o
n
a
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew.
I
t
in
teg
r
ate
s
co
n
ce
p
ts
f
r
o
m
tr
an
s
f
o
r
m
atio
n
al
lead
e
r
s
h
ip
th
eo
r
y
,
am
b
id
ex
tr
o
u
s
lead
er
s
h
ip
th
eo
r
y
,
a
n
d
in
n
o
v
atio
n
lead
e
r
s
h
ip
co
m
p
eten
cy
m
o
d
els.
T
a
b
le
1
p
r
esen
ts
th
e
p
r
o
p
o
s
ed
d
im
en
s
io
n
s
o
f
s
ch
o
o
l le
a
d
er
s
’
in
n
o
v
atio
n
lead
er
s
h
ip
.
T
ab
le
1
.
Dim
en
s
io
n
o
f
p
r
in
cip
als in
n
o
v
atio
n
lead
e
r
s
h
ip
s
ca
le
D
i
me
n
si
o
n
Th
e
o
r
i
e
s
b
a
c
k
g
r
o
u
n
d
C
r
e
a
t
i
v
e
b
e
h
a
v
i
o
r
s
G
l
i
d
d
o
n
[1
4
]
i
n
n
o
v
a
t
i
o
n
l
e
a
d
e
r
c
o
m
p
e
t
e
n
c
y
m
o
d
e
l
,
m
o
d
e
l
p
r
o
f
i
l
e
c
o
m
p
e
t
e
n
c
e
V
l
o
k
[1
5
]
,
S
w
a
r
t
[1
6
]
i
n
n
o
v
a
t
i
o
n
l
e
a
d
e
r
c
o
m
p
e
t
e
n
c
y
m
o
d
e
l
,
B
a
ss
a
n
d
A
v
o
l
i
o
[1
7
]
t
r
a
n
sf
o
r
ma
t
i
o
n
l
e
a
d
e
r
sh
i
p
t
h
e
o
r
y
.
I
d
e
a
l
i
n
f
l
u
e
n
c
e
B
a
ss
a
n
d
A
v
o
l
i
o
[1
7
]
t
r
a
n
sf
o
r
ma
t
i
o
n
l
e
a
d
e
r
sh
i
p
t
h
e
o
r
y
.
Ef
f
e
c
t
i
v
e
c
o
mm
u
n
i
c
a
t
i
o
n
G
l
i
d
d
o
n
[1
4
]
i
n
n
o
v
a
t
i
o
n
l
e
a
d
e
r
c
o
m
p
e
t
e
n
c
y
m
o
d
e
l
,
m
o
d
e
l
p
r
o
f
i
l
e
c
o
m
p
e
t
e
n
c
e
V
l
o
k
[1
5
]
,
S
w
a
r
t
[1
6
]
i
n
n
o
v
a
t
i
o
n
l
e
a
d
e
r
c
o
m
p
e
t
e
n
c
y
m
o
d
e
l
,
B
a
ss
a
n
d
A
v
o
l
i
o
[1
7
]
t
r
a
n
sf
o
r
ma
t
i
o
n
l
e
a
d
e
r
sh
i
p
t
h
e
o
r
y
.
Emp
o
w
e
r
me
n
t
G
l
i
d
d
o
n
[1
4
]
i
n
n
o
v
a
t
i
o
n
l
e
a
d
e
r
c
o
m
p
e
t
e
n
c
y
m
o
d
e
l
,
m
o
d
e
l
p
r
o
f
i
l
e
c
o
m
p
e
t
e
n
c
e
V
l
o
k
[1
5
]
,
S
w
a
r
t
[1
6
]
i
n
n
o
v
a
t
i
o
n
l
e
a
d
e
r
c
o
m
p
e
t
e
n
c
y
m
o
d
e
l
,
B
a
ss
a
n
d
A
v
o
l
i
o
[1
7
]
t
r
a
n
sf
o
r
ma
t
i
o
n
l
e
a
d
e
r
sh
i
p
t
h
e
o
r
y
.
Te
c
h
n
i
c
a
l
sk
i
l
l
s
S
w
a
r
t
[1
6
]
i
n
n
o
v
a
t
i
o
n
l
e
a
d
e
r
c
o
m
p
e
t
e
n
c
y
m
o
d
e
l
.
En
t
r
e
p
r
e
n
e
u
r
s
h
i
p
M
o
d
e
l
p
r
o
f
i
l
e
c
o
m
p
e
t
e
n
c
e
V
l
o
k
[1
5
]
,
S
w
a
r
t
[1
6
]
i
n
n
o
v
a
t
i
o
n
l
e
a
d
e
r
c
o
m
p
e
t
e
n
c
y
m
o
d
e
l
.
O
p
e
n
i
n
g
b
e
h
a
v
i
o
r
s
R
o
s
i
n
g
e
t
a
l
.
[
9
]
C
l
o
si
n
g
b
e
h
a
v
i
o
r
s
R
o
s
i
n
g
e
t
a
l
.
[
9
]
2.
M
E
T
H
O
D
T
h
e
s
tu
d
y
aim
ed
to
i
n
v
esti
g
ate
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
e
r
s
in
n
atio
n
al
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
in
Sab
ah
,
Ma
lay
s
ia.
Mu
ltis
tag
e
s
tr
atif
ied
r
an
d
o
m
s
am
p
lin
g
was
u
s
ed
f
o
r
th
e
s
tu
d
y
to
en
s
u
r
e
th
at
th
e
s
am
p
le
was
r
ep
r
esen
tativ
e
an
d
g
en
er
aliza
b
le
to
th
e
p
o
p
u
latio
n
[
1
8
]
.
T
h
is
s
am
p
lin
g
p
r
o
ce
d
u
r
e
in
v
o
l
v
ed
two
lev
els
o
f
s
am
p
lin
g
.
At
th
e
d
is
tr
ict
lev
el
,
a
s
am
p
le
o
f
teac
h
er
s
was
r
a
n
d
o
m
ly
s
elec
ted
f
r
o
m
3
3
s
ch
o
o
ls
in
ea
ch
d
is
tr
ict.
T
h
is
tech
n
iq
u
e
en
s
u
r
e
d
th
at
t
h
e
s
am
p
le
was
r
ep
r
esen
tativ
e
o
f
th
e
teac
h
er
p
o
p
u
latio
n
in
ea
ch
d
is
tr
ict.
At
th
e
s
ch
o
o
l
lev
el,
6
0
5
teac
h
e
r
s
wer
e
s
elec
ted
f
r
o
m
t
h
e
3
3
id
en
ti
f
ied
s
ch
o
o
ls
u
s
in
g
s
y
s
tem
atic
r
an
d
o
m
s
am
p
lin
g
.
T
h
is
en
s
u
r
es th
at
th
e
s
am
p
le
is
r
ep
r
esen
tativ
e
o
f
th
e
teac
h
er
p
o
p
u
latio
n
in
ea
ch
s
ch
o
o
l.
T
h
er
e
ar
e
1
0
5
teac
h
er
s
p
ar
ticip
ated
in
ex
p
lo
r
ato
r
y
f
a
cto
r
an
aly
s
is
(
E
FA)
,
a
s
tatis
t
ical
tech
n
iq
u
e
to
i
d
en
tify
th
e
u
n
d
er
l
y
in
g
f
ac
t
o
r
s
tr
u
ctu
r
e
o
f
a
s
et
o
f
v
ar
iab
les.
Me
an
wh
ile,
5
0
0
teac
h
e
r
s
p
ar
t
icip
ated
in
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
(
C
FA)
,
a
s
tatis
t
ical
tech
n
iq
u
e
to
co
n
f
ir
m
th
e
f
ac
to
r
s
tr
u
ctu
r
e
i
d
en
tifi
ed
in
E
FA.
T
h
is
s
am
p
le
s
ize
is
ad
eq
u
ate
f
o
r
th
e
s
tu
d
ies
co
n
d
u
cted
.
I
t
ca
n
p
r
o
v
id
e
r
eliab
le
r
esu
lts
th
at
ca
n
b
e
g
en
er
alize
d
to
th
e
p
o
p
u
l
atio
n
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l te
ac
h
er
s
in
g
o
v
er
n
m
en
t
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
Sab
ah
S
tate.
Op
er
atio
n
al
d
ef
in
itio
n
s
an
d
ex
is
tin
g
q
u
esti
o
n
n
air
es
wer
e
u
s
ed
as
g
u
id
elin
es
in
d
e
v
e
lo
p
in
g
th
e
q
u
esti
o
n
n
air
e
to
m
ea
s
u
r
e
ea
c
h
d
im
en
s
io
n
o
f
s
ch
o
o
l
lead
e
r
s
'
in
n
o
v
atio
n
lead
er
s
h
ip
.
T
a
b
le
2
p
r
o
v
id
es
th
e
d
etailed
item
s
d
ev
elo
p
ed
f
r
o
m
th
e
liter
atu
r
e
r
ev
iew
to
m
e
asu
r
e
ea
ch
d
im
en
s
io
n
.
I
tem
s
wer
e
d
ev
elo
p
e
d
f
o
r
ea
ch
d
im
e
n
s
io
n
to
ass
ess
th
e
s
p
ec
if
ic
co
n
s
tr
u
ct.
T
h
ese
item
s
wer
e
d
er
iv
e
d
b
ased
o
n
th
e
o
p
er
atio
n
al
d
ef
in
itio
n
s
an
d
a
d
ap
ted
f
r
o
m
t
h
e
ex
is
tin
g
q
u
esti
o
n
n
air
es
wh
er
e
n
ec
ess
ar
y
.
T
h
e
item
s
wer
e
wo
r
d
e
d
clea
r
l
y
a
n
d
co
n
cisely
to
en
s
u
r
e
th
at
r
esp
o
n
d
en
ts
u
n
d
er
s
to
o
d
th
e
in
ten
t
o
f
th
e
q
u
esti
o
n
s
.
T
h
e
q
u
esti
o
n
n
air
e
was
th
en
p
ilo
t
-
test
ed
to
en
s
u
r
e
it wa
s
u
n
d
er
s
tan
d
ab
le
an
d
r
eliab
le.
Fee
d
b
ac
k
f
r
o
m
th
e
p
ilo
t stu
d
y
wa
s
u
s
ed
to
r
ef
in
e
a
n
d
im
p
r
o
v
e
th
e
clar
ity
o
f
th
e
q
u
e
s
tio
n
s
.
T
h
e
f
in
al
q
u
esti
o
n
n
air
e
was
th
en
d
is
tr
ib
u
ted
to
th
e
s
a
m
p
le
p
o
p
u
latio
n
o
f
Ma
lay
s
ian
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
in
g
o
v
e
r
n
m
e
n
t
s
ec
o
n
d
ar
y
s
ch
o
o
ls
i
n
Sab
a
h
State
,
wh
er
e
th
e
teac
h
er
s
am
p
le
was
r
an
d
o
m
ly
s
elec
ted
u
s
in
g
a
m
u
ltis
tag
e
s
tr
atif
ied
s
am
p
lin
g
tech
n
iq
u
e.
Usi
n
g
o
p
e
r
atio
n
al
d
ef
in
itio
n
s
an
d
ex
is
tin
g
q
u
esti
o
n
n
air
es
e
n
s
u
r
ed
th
at
th
e
item
s
in
th
e
q
u
esti
o
n
n
air
e
wer
e
co
m
p
r
eh
en
s
iv
e
an
d
r
elev
an
t
to
th
e
s
tu
d
y
.
T
h
e
r
ig
o
r
o
u
s
p
r
o
c
ess
o
f
item
d
ev
elo
p
m
en
t
an
d
p
ilo
t
test
in
g
h
elp
ed
to
co
n
f
i
r
m
th
e
v
alid
ity
an
d
r
eliab
ilit
y
o
f
th
e
q
u
esti
o
n
n
air
e
,
wh
ich
u
ltima
tely
co
n
tr
ib
u
te
d
to
th
e
o
v
er
all
q
u
ality
o
f
th
e
s
t
u
d
y
.
C
o
n
ten
t
v
alid
ity
was
co
n
d
u
cted
to
en
s
u
r
e
th
at
th
e
in
s
tr
u
m
en
ts
u
s
ed
in
th
e
s
tu
d
y
co
u
ld
m
ea
s
u
r
e
th
e
co
n
s
tr
u
cts
d
ev
elo
p
e
d
[
19
]
.
S
ix
ex
p
er
ts
in
th
e
f
ield
ass
ess
ed
th
e
in
s
tr
u
m
en
ts
'
co
n
ten
t
v
alid
ity
[
2
0
]
.
T
h
e
in
s
tr
u
m
en
ts
ac
h
iev
ed
a
s
atis
f
ac
to
r
y
co
n
ten
t
v
alid
ity
i
n
d
e
x
(
S
-
cv
i/Av
e)
o
f
0
.
9
4
,
in
d
ic
atin
g
h
ig
h
c
o
n
ten
t
v
alid
ity
.
E
th
ical
co
n
s
id
er
atio
n
s
ar
e
p
ar
am
o
u
n
t
i
n
th
is
s
tu
d
y
,
p
ar
ticu
lar
ly
r
esp
ec
tin
g
p
ar
ticip
an
ts
'
p
r
iv
ac
y
,
en
s
u
r
in
g
an
o
n
y
m
ity
an
d
g
u
ar
an
teein
g
c
o
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f
id
e
n
tiality
.
T
h
e
g
u
id
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o
f
Hair
et
a
l
.
[
2
1
]
f
o
r
m
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th
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b
asis
f
o
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th
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eth
ical
co
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s
id
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with
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lly
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n
atu
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an
d
p
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th
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s
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T
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m
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Par
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also
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ig
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with
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ch
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co
n
s
en
t
f
r
o
m
th
e
Ma
lay
s
ian
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u
ca
tio
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au
th
o
r
ities
,
th
e
Sab
ah
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u
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tio
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a
u
th
o
r
ities
a
n
d
th
e
p
r
in
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o
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s
elec
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ch
o
o
ls
b
e
f
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g
th
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s
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T
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s
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at
all
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tak
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wer
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awa
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to
h
a
v
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co
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d
u
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in
th
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s
ch
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ls
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B
y
ad
h
er
in
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to
th
ese
eth
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co
n
s
id
er
atio
n
s
,
th
e
r
es
ea
r
ch
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s
wer
e
ab
le
to
m
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tain
th
e
in
teg
r
ity
o
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th
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s
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u
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ig
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an
d
welf
ar
e
o
f
th
e
p
a
r
ticip
an
ts
wer
e
p
r
o
tecte
d
.
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C
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TLK
1
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TLK
2
D
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3
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w
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5
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6
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8
G
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2
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3
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5
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6
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8
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D
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5
:
T
e
c
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n
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sk
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s
K
T
3
3
P
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3
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K
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3
6
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K
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3
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D
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f
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c
t
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a
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m
s
D
i
me
n
si
o
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6
:
E
n
t
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p
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n
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s
h
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p
U
3
8
En
t
r
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p
r
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n
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sh
i
p
sk
i
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l
s
U
3
9
N
e
w
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d
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s fr
o
m
t
h
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n
v
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m
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U
4
0
M
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4
2
G
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w
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4
3
G
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4
4
Th
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f
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so
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s
D
i
me
n
si
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7
:
O
p
e
n
i
n
g
b
e
h
a
v
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r
s
TLB
4
5
O
p
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v
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n
m
e
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t
s
TLB
4
6
E
n
c
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a
g
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g
n
e
w
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s
TLB
4
7
F
r
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d
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m
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f
t
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t
TLB
4
8
Q
u
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st
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n
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n
g
t
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s
t
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s
q
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TLB
4
9
W
i
l
l
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g
n
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ss
t
o
t
a
k
e
r
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sk
s
TLB
5
0
A
l
l
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w
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g
m
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st
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k
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f
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TLB
5
1
H
i
g
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t
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l
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r
a
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f
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f
a
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D
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me
n
si
o
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8
:
C
l
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g
b
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h
a
v
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s
TLT5
2
M
o
n
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d
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TLT5
3
Est
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TLT5
4
Ta
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TLT5
5
F
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TLT5
6
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t
a
s
k
s
TLT5
7
D
o
n
o
t
a
l
l
o
w
mi
s
t
a
k
e
s
TLT5
8
F
o
l
l
o
w
t
h
e
o
r
i
g
i
n
a
l
p
l
a
n
T
h
e
d
ata
co
llected
f
r
o
m
t
h
e
q
u
esti
o
n
n
air
e
wer
e
a
n
aly
ze
d
i
n
a
two
-
s
tag
e
p
r
o
ce
d
u
r
e.
First,
an
E
FA
was
co
n
d
u
cted
.
E
FA
is
a
tech
n
iq
u
e
u
s
ed
to
id
en
tif
y
u
n
d
er
ly
in
g
f
ac
to
r
s
o
r
d
im
e
n
s
io
n
s
in
a
s
et
o
f
v
ar
iab
les
th
a
t
ca
n
th
en
b
e
u
s
ed
to
f
ac
ilit
ate
d
ata
an
aly
s
is
.
Seco
n
d
,
C
FA
was
co
n
d
u
cted
to
c
o
n
f
ir
m
th
e
f
ac
to
r
s
tr
u
ctu
r
e
id
en
tifie
d
th
r
o
u
g
h
E
FA
an
d
a
s
s
es
s
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
’
s
f
it.
B
o
th
E
FA
an
d
C
F
A
ar
e
s
tan
d
ar
d
s
tatis
tica
l
p
r
o
ce
d
u
r
es in
p
s
y
ch
o
m
etr
ic
r
e
s
ea
r
ch
to
ass
ess
th
e
v
alid
ity
o
f
m
ea
s
u
r
ed
v
a
r
iab
les.
A
to
tal
o
f
5
8
item
s
wer
e
an
al
y
ze
d
u
s
in
g
p
r
in
cip
al
co
m
p
o
n
e
n
t
an
aly
s
is
(
PC
A)
an
d
v
a
r
im
a
x
r
o
tatio
n
.
Stan
d
ar
d
ized
f
ac
t
o
r
lo
ad
i
n
g
a
n
d
C
r
o
n
b
ac
h
’
s
alp
h
a
we
r
e
u
s
ed
to
s
co
r
e
th
e
item
s
f
o
r
ea
ch
f
ac
to
r
ex
tr
ac
te
d
.
A
f
ac
to
r
lo
ad
in
g
cu
t
-
o
f
f
v
alu
e
o
f
0
.
5
5
o
r
h
i
g
h
er
[
2
1
]
a
n
d
a
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
e
o
f
0
.
7
0
o
r
h
ig
h
er
[
2
2
]
wer
e
co
n
s
id
er
ed
ac
ce
p
tab
le.
Facto
r
s
with
an
eig
e
n
v
alu
e
g
r
ea
ter
t
h
an
1
.
0
wer
e
co
n
s
id
er
ed
s
ig
n
if
ican
t
an
d
th
e
to
tal
v
ar
ian
ce
ex
p
lain
ed
s
h
o
u
ld
b
e
g
r
ea
ter
t
h
an
6
0
%
o
f
th
e
to
ta
l
v
ar
ian
ce
[
2
1
]
.
T
ab
le
4
was
u
s
ed
as
a
g
u
id
e
f
o
r
ex
tr
ac
tin
g
th
e
f
ac
to
r
s
in
th
e
E
FA.
Fo
llo
win
g
th
e
E
FA,
C
FA
was
u
s
ed
to
test
th
e
p
r
in
ci
p
al'
s
in
n
o
v
atio
n
lead
er
s
h
ip
s
ca
le
f
o
r
its
co
n
v
er
g
en
t
an
d
d
is
cr
im
in
a
n
t
v
alid
ity
.
T
h
e
in
s
tr
u
m
en
t'
s
v
alid
ity
r
ef
er
s
to
its
ac
cu
r
ac
y
in
m
ea
s
u
r
in
g
th
e
in
ten
d
ed
co
n
s
tr
u
ct
[
2
1
]
.
Hair
e
t
a
l
.
[
2
1
]
ex
p
lain
th
at
v
alid
ity
in
clu
d
es
co
n
v
er
g
e
n
t,
d
is
cr
im
in
an
t,
a
n
d
m
o
d
el
f
it.
C
o
n
v
er
g
en
t
v
alid
ity
is
wh
en
a
ll
item
s
with
in
a
m
ea
s
u
r
em
en
t
m
o
d
el
a
r
e
s
tatis
tically
s
ig
n
if
ican
t,
as
d
eter
m
in
e
d
b
y
f
ac
to
r
lo
a
d
in
g
s
,
av
er
a
g
e
v
ar
ian
ce
ex
tr
ac
ted
(
AVE
)
an
d
co
n
s
tr
u
ct
r
eliab
ilit
y
(
C
R
)
.
Fac
to
r
lo
ad
in
g
s
s
h
o
u
ld
b
e
g
r
ea
te
r
th
a
n
0
.
5
0
,
AVE
g
r
ea
ter
th
an
0
.
5
0
,
a
n
d
co
m
p
o
s
ite
v
alid
ity
0
.
6
0
o
r
h
ig
h
er
.
Dis
cr
im
in
an
t
v
alid
ity
m
ea
s
u
r
es
th
e
in
d
ep
en
d
en
ce
o
f
th
e
item
s
m
ea
s
u
r
ed
.
I
t
is
f
u
lf
illed
if
th
e
co
r
r
elatio
n
b
etwe
e
n
th
e
co
n
s
tr
u
cts
is
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
7
9
0
-
1
8
0
3
1794
b
elo
w
0
.
9
0
.
T
h
e
h
eter
o
tr
ait
-
m
o
n
o
tr
ait
r
atio
o
f
co
r
r
elatio
n
s
(
HT
MT
)
an
aly
s
is
was
co
n
d
u
cted
to
ad
d
r
ess
p
o
ten
tial
p
r
o
b
lem
s
with
d
is
cr
im
in
an
t
v
alid
it
y
ar
is
in
g
f
r
o
m
co
r
r
elatio
n
s
b
etwe
en
co
n
s
tr
u
cts.
T
h
e
HT
MT
v
alu
es
s
h
o
u
ld
n
o
t
ex
ce
e
d
0
.
9
.
T
h
e
m
o
d
el
f
it
ass
ess
m
en
t
aim
s
to
ev
alu
ate
th
e
co
m
p
atib
ilit
y
o
f
th
e
C
FA
m
o
d
el
with
th
e
d
ata.
Sev
er
al
f
it
in
d
i
ce
s
wer
e
u
s
ed
,
in
clu
d
in
g
th
e
ch
i
-
s
q
u
ar
ed
s
tatis
tic
(
χ2
)
,
n
o
r
m
alize
d
ch
i
-
s
q
u
ar
ed
(
χ2
/p
d
f
≤
5
.
0
)
,
r
o
o
t
m
ea
n
s
q
u
ar
e
er
r
o
r
o
f
ap
p
r
o
x
im
atio
n
(
R
MSE
A)
(
0
.
0
5
≤
R
MSE
A≤
0
.
1
0
)
,
co
m
p
ar
ativ
e
f
it
in
d
ex
(
C
FI≥
0
.
9
0
)
an
d
T
u
c
k
er
-
L
ewis’s
in
d
ex
(
T
L
I
≥
0
.
9
0
)
.
V
alid
atio
n
o
f
th
e
p
r
in
cip
al'
s
in
n
o
v
atio
n
lea
d
er
s
h
ip
s
ca
le
in
clu
d
ed
ch
ec
k
in
g
co
n
v
er
g
en
t
v
alid
ity
th
r
o
u
g
h
f
ac
t
o
r
lo
ad
in
g
s
,
AVE
an
d
C
R
,
en
s
u
r
in
g
d
is
cr
im
in
an
t
v
alid
ity
b
y
ex
a
m
in
in
g
c
o
n
s
tr
u
ct
co
r
r
elatio
n
s
an
d
HT
MT
s
co
r
es
an
d
ass
ess
in
g
m
o
d
el
f
it
u
s
in
g
s
ev
er
al
in
d
ices,
in
clu
d
in
g
χ
2
,
χ2
/
d
f
,
R
MSE
A,
C
FI
an
d
T
L
I
.
T
ab
le
3
.
Dem
o
g
r
ap
h
ic
d
etails o
f
th
e
r
esp
o
n
d
e
n
ts
D
e
mo
g
r
a
p
h
i
c
C
a
t
e
g
o
r
i
e
s
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
M
a
l
e
1
5
6
3
2
.
6
F
e
mal
e
3
2
2
6
7
.
4
A
g
e
21
-
30
57
1
1
.
9
31
-
40
2
1
6
4
5
.
2
41
-
50
1
6
0
3
3
.
5
51
-
60
45
9
.
4
A
c
a
d
e
mi
c
q
u
a
l
i
f
i
c
a
t
i
o
n
C
e
r
t
i
f
i
c
a
t
e
/
D
i
p
l
o
m
a
2
0
.
4
D
e
g
r
e
e
3
8
7
81
M
a
s
t
e
r
84
1
7
.
6
D
o
c
t
o
r
a
t
e
5
1
.
0
Y
e
a
r
s
o
f
ser
v
i
c
e
3
–
10
1
9
4
4
0
.
6
11
–
20
2
1
4
4
4
.
8
21
–
30
62
1
3
.
0
31
–
40
8
1
.
7
Y
e
a
r
s
o
f
ser
v
i
c
e
i
n
t
h
e
c
u
r
r
e
n
t
s
c
h
o
o
l
1
-
10
3
3
1
6
9
.
5
11
–
20
1
1
8
2
4
.
7
21
–
30
23
4
.
8
31
–
40
5
1
.
0
Y
e
a
r
s
o
f
ser
v
i
c
e
u
n
d
e
r
t
h
e
c
u
r
r
e
n
t
p
r
i
n
c
i
p
a
l
s
1
–
5
4
0
2
8
4
.
1
6
–
10
71
1
4
.
9
11
–
15
4
0
.
8
16
–
20
1
0
.
2
T
ab
le
4
.
E
FA
f
u
l
f
ilm
en
t c
r
iter
ia
I
n
d
e
x
f
o
r
EFA
mo
d
e
l
R
e
c
o
mm
e
n
d
e
d
v
a
l
u
e
s
K
a
i
ser
-
M
e
y
e
r
-
O
l
k
i
n
(
K
M
O
)
mea
s
u
r
e
o
f
sam
p
l
i
n
g
a
d
e
q
u
a
c
y
>
0
.
5
0
B
a
r
t
l
e
t
t
’
s
t
e
s
t
o
f
sp
h
e
r
i
c
i
t
y
χ
2
(
si
g
<
0
.
0
5
)
<
0
.
0
5
C
o
mm
u
n
a
l
i
t
i
e
s
v
a
l
u
e
s
≥
0
.
5
0
Ei
g
e
n
v
a
l
u
e
s
>
1
.
0
0
F
a
c
t
o
r
l
o
a
d
i
n
g
v
a
l
u
e
s
≥
0
.
5
5
P
e
r
c
e
n
t
a
g
e
o
f
v
a
r
i
a
n
c
e
e
x
p
l
a
i
n
e
d
≥
6
0
%
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
E
x
plo
ra
t
o
ry
f
a
ct
o
r
a
na
l
y
s
is
PC
A
with
v
ar
im
ax
r
o
tatio
n
was
co
n
d
u
cted
f
o
r
th
e
p
r
in
ci
p
al'
s
in
n
o
v
atio
n
lea
d
er
s
h
ip
s
ca
le
item
s
.
B
ef
o
r
e
PC
A,
a
p
r
elim
in
ar
y
s
t
u
d
y
was
co
n
d
u
cted
t
o
ass
ess
t
h
e
s
u
itab
ilit
y
o
f
th
e
d
ata
f
o
r
f
ac
to
r
an
aly
s
is
.
Data
n
o
r
m
ality
was
ass
e
s
s
ed
u
s
in
g
s
k
ewn
ess
an
d
k
u
r
to
s
is
v
alu
e
s
,
with
a
cr
it
ical
th
r
esh
o
ld
s
et
at
±
1
.
9
6
at
a
0
.
0
5
lev
el
o
f
s
ig
n
if
ican
ce
[
2
1
]
.
Al
l
v
ar
iab
les
f
ell
with
i
n
th
e
ac
ce
p
tab
le
r
an
g
e,
i
n
d
icatin
g
th
a
t
th
e
d
ata
m
et
th
e
n
o
r
m
ality
ass
u
m
p
tio
n
s
r
e
q
u
ir
ed
f
o
r
f
u
r
th
e
r
s
tatis
tical
an
aly
s
is
.
A
m
u
ltiv
ar
iate
test
co
n
f
ir
m
ed
th
e
p
r
esen
ce
o
f
n
u
m
er
o
u
s
co
r
r
elatio
n
co
e
f
f
ici
en
ts
with
v
alu
es
o
f
0
.
3
o
r
h
ig
h
er
.
E
ac
h
item
h
ad
a
co
m
m
u
n
ality
v
alu
e
o
f
0
.
5
o
r
h
ig
h
er
,
as
s
h
o
w
n
in
T
ab
le
5
,
u
s
in
g
th
e
g
u
id
elin
es
b
y
Hair
et
a
l
.
[
2
1
]
.
T
a
b
le
5
also
s
h
o
ws
th
at
th
e
KM
O
m
ea
s
u
r
e
o
f
s
am
p
lin
g
ad
e
q
u
ac
y
was
m
o
r
e
s
ig
n
if
ican
t
at
0
.
9
t
h
an
th
e
c
u
t
-
o
f
f
v
alu
e
o
f
0
.
5
an
d
th
at
B
ar
tlett's
test
f
o
r
s
p
h
er
icity
was
s
ig
n
if
ican
t
at
less
th
an
0
.
0
5
.
T
h
ese
p
r
e
lim
in
ar
y
an
aly
s
es
s
h
o
wed
th
a
t
th
e
d
ata
m
et
th
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
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J
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v
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Vo
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14
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No
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3
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7
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8
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8
8
7
Te
c
h
n
i
c
a
l
sk
i
l
l
s
5
0
.
9
0
2
O
p
e
n
b
e
h
a
v
i
o
r
s
4
0
.
8
8
7
C
l
o
se
d
b
e
h
a
v
i
o
r
s
3
0
.
8
6
4
To
t
a
l
i
t
e
ms
21
0
.
8
7
9
3
.
2
.
Co
nfir
m
a
t
o
ry
f
a
ct
o
r
a
n
a
ly
s
is
Af
ter
th
e
E
FA,
o
n
ly
f
iv
e
d
im
e
n
s
io
n
s
wer
e
s
elec
ted
f
o
r
th
e
C
FA:
cr
ea
tiv
e
b
eh
av
i
o
r
s
(
T
L
K)
,
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
(
KOM
)
,
tech
n
ical
s
k
ills
(
KT
)
,
o
p
en
b
eh
av
io
r
s
(
T
L
B
)
an
d
clo
s
ed
b
eh
av
i
o
r
s
(
T
L
T
)
.
Fo
r
th
e
C
FA,
th
e
f
ac
to
r
lo
ad
in
g
s
we
r
e
f
ir
s
t
ass
e
s
s
ed
.
All
f
ac
to
r
lo
ad
in
g
s
wer
e
ab
o
v
e
0
.
5
.
T
h
en
,
m
o
d
el
f
it
was
ass
es
s
ed
u
s
in
g
in
c
r
em
en
tal
in
d
ices
(
ad
ju
s
ted
g
o
o
d
n
ess
o
f
f
it
in
d
ex
(
AGFI
)
,
C
FI,
T
L
I
,
n
o
r
m
ed
f
it
i
n
d
ex
(
NFI
)
)
an
d
a
b
s
o
lu
te
in
d
ices
(
C
h
i
-
s
q
u
ar
e
d
,
R
MSE
A,
g
o
o
d
n
ess
o
f
f
it
in
d
ex
(
GFI
)
)
,
as
r
ec
o
m
m
e
n
d
ed
b
y
Hair
et
al
.
[
2
1
]
.
Fo
r
i
n
cr
em
e
n
tal
in
d
ices,
C
FI
(
0
.
9
4
1
)
,
in
c
r
em
en
tal
f
it
in
d
e
x
(
I
FI
)
(
0
.
9
4
2
)
,
NFI
(
0
.
9
2
9
)
an
d
T
L
I
(
0
.
9
3
1
)
ex
ce
e
d
ed
th
e
th
r
e
s
h
o
ld
o
f
0
.
9
0
,
b
u
t
two
in
d
ices,
GFI
(
0
.
8
3
4
)
an
d
AGFI
(
0
.
7
8
6
)
,
f
ell
s
h
o
r
t
o
f
th
is
m
ar
k
.
I
n
ad
d
itio
n
,
th
e
r
elativ
e
C
h
i
-
s
q
u
ar
e
v
alu
e
o
f
5
.
4
7
7
ex
ce
ed
ed
th
e
r
eq
u
i
r
ed
v
alu
e
5
.
0
[
2
3
]
,
an
d
th
e
R
MSE
A
v
alu
e
o
f
0
.
0
9
6
was
ab
o
v
e
th
e
d
esire
d
v
al
u
e
o
f
0
.
0
8
[
2
4
]
.
As
th
ese
cr
iter
ia
wer
e
n
o
t
m
et,
ad
ju
s
tm
en
ts
to
th
e
m
o
d
el
wer
e
r
eq
u
ir
ed
.
PB
2
7
an
d
T
L
K7
wer
e
r
em
o
v
ed
to
im
p
r
o
v
e
th
e
f
it
in
d
ice
s
,
as
th
ey
h
ad
l
o
w
f
ac
to
r
lo
a
d
in
g
s
an
d
in
s
ig
n
if
ican
t
co
n
tr
i
b
u
tio
n
s
to
laten
t
co
n
s
tr
u
cts.
Af
ter
th
is
c
h
an
g
e,
t
h
e
f
it
o
f
th
e
m
o
d
el
w
as
r
ea
s
s
es
s
ed
.
T
h
e
r
elativ
e
C
h
i
-
s
q
u
ar
e
v
al
u
e
d
ec
r
ea
s
ed
to
3
.
6
4
0
,
n
o
w
m
ee
tin
g
th
e
less
th
an
5
.
0
r
e
q
u
ir
em
e
n
t,
an
d
t
h
e
R
MSE
A
v
alu
e
im
p
r
o
v
ed
to
0
.
0
8
0
,
m
ee
tin
g
th
e
less
th
an
0
.
0
8
th
r
esh
o
ld
.
Oth
er
f
it
in
d
ices
also
im
p
r
o
v
ed
:
C
FI
(
0
.
9
5
7
)
,
I
FI
(
0
.
9
5
8
)
,
NFI
(
0
.
9
4
7
)
an
d
T
L
I
(
0
.
9
4
9
)
wer
e
all
ab
o
v
e
0
.
9
0
.
GFI
(
0
.
9
0
2
)
an
d
AGFI
(
0
.
8
5
5
)
v
alu
es
also
im
p
r
o
v
e
d
.
T
h
e
f
itted
m
o
d
el
s
h
o
wed
a
s
atis
f
ac
to
r
y
f
it,
in
d
i
ca
tin
g
th
at
t
h
e
f
i
v
e
laten
t
co
n
s
tr
u
cts
ef
f
ec
tiv
ely
m
ea
s
u
r
e
th
e
o
b
s
er
v
ed
v
ar
iab
le
s
in
th
e
q
u
esti
o
n
n
air
e
,
as sh
o
w
n
in
Fig
u
r
e
1
.
T
o
en
s
u
r
e
th
e
v
alid
ity
an
d
r
el
iab
ilit
y
o
f
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
s
h
o
wn
in
Fig
u
r
e
1
,
s
ev
er
al
cr
iter
ia
m
u
s
t
b
e
m
et,
in
clu
d
in
g
o
n
e
-
d
i
m
en
s
io
n
ality
,
co
n
v
e
r
g
en
t
v
ali
d
ity
,
co
n
s
tr
u
ct
v
alid
ity
an
d
d
i
s
cr
im
in
an
t
v
alid
ity
.
C
o
n
v
er
g
en
t
v
alid
ity
is
test
ed
b
y
ass
ess
in
g
f
ac
to
r
l
o
ad
in
g
s
,
AVE
an
d
C
R
.
On
e
-
d
im
e
n
s
io
n
ality
is
g
iv
en
i
f
th
e
f
ac
to
r
lo
ad
in
g
s
ex
ce
ed
0
.
5
an
d
p
r
ef
er
a
b
ly
r
ea
ch
0
.
7
o
r
m
o
r
e.
T
h
e
AVE
v
alu
e
o
f
ea
ch
c
o
n
s
tr
u
ct
s
h
o
u
ld
b
e
ab
o
v
e
0
.
5
.
C
R
v
alu
es
s
h
o
u
ld
id
ea
lly
b
e
0
.
7
o
r
h
i
g
h
er
,
alth
o
u
g
h
v
alu
es
b
etwe
en
0
.
6
an
d
0
.
7
a
r
e
also
co
n
s
id
er
ed
ac
ce
p
tab
le,
ac
co
r
d
i
n
g
to
Hair
et
a
l
.
[
2
1
].
T
h
e
r
esu
lts
in
T
ab
le
9
s
h
o
w
th
at
all
item
s
h
ad
f
ac
to
r
lo
a
d
in
g
s
g
r
ea
ter
th
an
0
.
5
,
with
ea
ch
item
ex
ce
ed
in
g
a
v
alu
e
o
f
0
.
7
,
in
d
icatin
g
th
e
ac
h
iev
em
e
n
t
o
f
an
o
p
tim
al
f
ac
to
r
lo
ad
i
n
g
.
I
n
ad
d
itio
n
,
th
e
AVE
s
co
r
es
f
o
r
t
h
e
co
m
m
u
n
icatio
n
(
0
.
8
5
2
)
,
cr
ea
tiv
e
b
eh
a
v
io
r
s
(
0
.
7
6
0
)
,
tech
n
ical
s
k
ills
(
0
.
8
7
4
)
,
clo
s
ed
b
eh
av
io
r
s
(
0
.
8
1
8
)
an
d
o
p
en
b
e
h
av
io
r
s
(
0
.
8
7
5
)
c
o
m
p
o
n
en
ts
all
ex
ce
ed
ed
th
e
0
.
5
th
r
esh
o
l
d
.
in
ad
d
itio
n
,
th
e
s
co
r
es
o
f
C
R
f
o
r
th
e
co
m
m
u
n
icatio
n
(
0
.
9
4
5
)
,
cr
ea
tiv
e
b
eh
av
io
r
s
(
0
.
9
2
7
)
,
tech
n
ical
s
k
ills
(
0
.
9
6
5
)
,
clo
s
e
d
b
eh
a
v
io
r
s
(
0
.
9
4
7
)
an
d
o
p
en
b
eh
av
io
r
s
(
0
.
9
5
4
)
c
o
m
p
o
n
en
ts
all
ex
ce
ed
ed
th
e
m
in
im
u
m
th
r
esh
o
ld
o
f
0
.
6
.
T
h
is
m
ea
n
s
th
at
th
e
laten
t c
o
n
s
tr
u
cts o
f
th
is
m
o
d
el
m
ee
t th
e
r
eq
u
ir
em
en
ts
f
o
r
co
n
v
er
g
en
t
v
alid
ity
an
d
C
R
.
Dis
cr
im
in
an
t
v
alid
ity
r
ef
e
r
s
to
h
o
w
ea
ch
c
o
n
s
tr
u
ct
d
i
f
f
er
s
f
r
o
m
th
e
o
th
er
c
o
n
s
tr
u
cts
in
th
e
m
ea
s
u
r
em
en
t
m
o
d
el.
So
m
e
r
esear
ch
er
s
h
av
e
ex
p
r
ess
ed
co
n
ce
r
n
th
at
th
e
tr
ad
itio
n
al
m
eth
o
d
s
to
ass
ess
d
is
cr
im
in
an
t
v
alid
ity
ar
e
lim
ited
.
T
h
er
ef
o
r
e,
B
y
r
n
e
[2
4
]
s
u
g
g
ested
u
s
in
g
th
e
HT
MT
m
eth
o
d
as
an
alter
n
ativ
e.
T
h
e
r
esu
lts
o
f
th
e
HT
MT
a
n
aly
s
is
ar
e
p
r
esen
ted
in
T
ab
le
1
0
,
an
d
it
was
f
o
u
n
d
th
at
th
e
HT
MT
v
alu
es
b
etwe
en
co
m
p
o
n
en
ts
d
id
n
o
t
ex
ce
e
d
0
.
9
0
[2
5
]
.
I
t
ca
n
b
e
c
o
n
clu
d
ed
th
at
th
is
m
o
d
el
m
ee
ts
th
e
r
e
q
u
ir
ed
co
n
d
itio
n
s
f
o
r
d
is
cr
im
in
an
t v
alid
ity
.
T
h
e
v
alid
atio
n
o
f
t
h
e
p
r
i
n
cip
a
l
in
n
o
v
atio
n
lead
er
s
h
ip
s
ca
le
(
PIL
S)
in
v
o
lv
ed
s
ev
er
al
s
tep
s
,
in
clu
d
in
g
m
o
d
if
icatio
n
o
f
th
e
o
r
ig
in
al
m
o
d
el
b
ased
o
n
th
e
m
o
d
i
f
icatio
n
in
d
e
x
,
ass
ess
m
en
t
o
f
o
n
e
-
d
im
en
s
io
n
ality
,
co
n
v
er
g
en
t
v
alid
ity
,
c
o
n
s
tr
u
ct
v
alid
ity
an
d
d
is
cr
im
in
an
t
v
alid
ity
.
T
h
e
ev
alu
atio
n
s
h
o
wed
th
at
th
e
m
o
d
if
ied
m
o
d
el
m
et
th
e
cr
iter
ia
f
o
r
m
o
d
el
f
it
in
d
ex
,
co
n
v
er
g
e
n
t
v
a
lid
ity
an
d
C
R
.
T
h
e
HT
MT
m
eth
o
d
was
u
s
ed
to
ass
es
s
d
is
cr
im
in
an
t
v
alid
ity
,
an
d
th
e
r
esu
lts
s
h
o
wed
th
at
t
h
e
m
o
d
el
m
et
th
e
r
eq
u
ir
e
d
d
i
s
cr
im
in
an
t
v
alid
ity
.
Ov
er
all,
th
e
PIL
S wa
s
a
v
alid
an
d
r
eliab
le
m
ea
s
u
r
e
o
f
i
n
n
o
v
atio
n
lead
er
s
h
ip
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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ip
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1797
Fig
u
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1
.
T
h
e
f
in
al
m
o
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el
o
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p
r
in
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al
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o
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ip
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AVE
an
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C
R
v
alu
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o
r
p
r
in
cip
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n
o
v
atio
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lead
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ip
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c
t
s
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t
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m
F
a
c
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l
o
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d
i
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g
CR
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M
i
n
i
mu
m
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6
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AVE
(
M
i
n
i
mu
m
0
.
5
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Ef
f
e
c
t
i
v
e
co
mm
u
n
i
c
a
t
i
o
n
(
K
O
M
)
C
1
8
0
.
8
9
0
.
9
4
5
0
.
8
5
2
C
1
9
0
.
9
5
C
2
0
0
.
9
3
C
r
e
a
t
i
v
e
b
e
h
a
v
i
o
r
s
(
TL
K
)
TLK
1
0
.
8
4
0
.
9
2
7
0
.
7
6
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8
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I
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t
J
E
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al
&
R
es E
d
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c
,
Vo
l
.
14
,
No
.
3
,
J
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n
e
20
25
:
1
7
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1
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3
1798
3
.
3
.
Dis
cus
s
io
n
I
n
r
esp
o
n
s
e
to
th
e
d
y
n
am
ic
la
n
d
s
ca
p
e
o
f
e
d
u
ca
tio
n
al
in
n
o
v
atio
n
,
th
is
s
tu
d
y
d
elv
es
in
to
t
h
e
in
tr
icate
lead
er
s
h
ip
d
y
n
a
m
ics
with
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
,
p
ar
ticu
lar
l
y
in
th
e
co
n
tex
t
o
f
in
n
o
v
atio
n
-
d
r
iv
e
n
in
itiativ
es
with
in
th
e
Ma
la
y
s
ian
ed
u
ca
tio
n
s
y
s
tem
.
T
wo
p
iv
o
tal
q
u
e
s
tio
n
s
g
u
id
e
th
is
in
q
u
ir
y
:
f
ir
s
tly
,
th
e
im
p
ac
t
o
f
v
ar
io
u
s
lead
er
s
h
ip
s
ty
les
o
n
th
e
ef
f
icac
y
o
f
in
n
o
v
atio
n
im
p
le
m
en
tatio
n
with
in
s
ec
o
n
d
ar
y
s
c
h
o
o
ls
in
Ma
lay
s
ia,
an
d
s
ec
o
n
d
ly
,
th
e
id
en
tific
ati
o
n
o
f
k
e
y
co
m
p
eten
cies
an
d
ch
ar
ac
ter
is
tics
o
f
s
u
cc
ess
f
u
l
s
ch
o
o
l
lead
er
s
in
f
o
s
ter
in
g
in
n
o
v
atio
n
an
d
d
r
iv
i
n
g
ch
a
n
g
e.
T
o
ad
d
r
ess
th
e
f
ir
s
t
q
u
esti
o
n
,
th
is
s
tu
d
y
u
tili
ze
s
a
co
m
p
r
eh
en
s
iv
e
f
r
am
ewo
r
k
s
y
n
th
esi
ze
d
f
r
o
m
n
o
tab
le
th
eo
r
ies,
in
clu
d
in
g
tr
an
s
f
o
r
m
atio
n
al
lead
e
r
s
h
ip
,
a
m
b
id
ex
tr
o
u
s
lead
er
s
h
ip
,
an
d
v
ar
io
u
s
m
o
d
els
o
f
in
n
o
v
atio
n
lead
er
s
h
ip
c
o
m
p
et
en
cy
.
E
m
p
ir
ical
ev
id
e
n
ce
d
e
m
o
n
s
tr
ates
th
at
lev
er
ag
in
g
th
e
s
e
th
eo
r
ies
—
s
u
ch
as
am
b
id
ex
tr
o
u
s
lead
er
s
h
ip
[
9
]
,
Glid
d
o
n
in
n
o
v
atio
n
lea
d
er
’
s
c
o
m
p
eten
cy
m
o
d
el
[1
4
]
,
M
o
d
el
p
r
o
f
ile
co
m
p
eten
ce
Vlo
k
[1
5
]
,
Swar
t
’s
lead
er
co
m
p
eten
cy
m
o
d
el
[1
6
]
,
an
d
B
a
s
s
an
d
Av
o
lio
tr
a
n
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
th
eo
r
y
[1
7
]
,
s
er
v
es
as
a
r
o
b
u
s
t
f
r
am
e
wo
r
k
f
o
r
u
n
d
e
r
s
tan
d
in
g
a
n
d
f
o
s
ter
in
g
in
n
o
v
atio
n
lead
er
s
h
i
p
with
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
Ma
lay
s
ia
.
T
h
e
f
in
d
in
g
s
ad
d
r
ess
th
e
s
ec
o
n
d
r
esear
c
h
q
u
esti
o
n
th
r
o
u
g
h
r
ig
o
r
o
u
s
em
p
ir
ical
v
alid
atio
n
to
id
en
tify
ef
f
ec
tiv
e
s
ch
o
o
l
lead
er
s
'
p
iv
o
tal
co
m
p
eten
cies
an
d
attr
ib
u
tes
in
n
u
r
tu
r
in
g
in
n
o
v
a
tio
n
an
d
s
teer
in
g
o
r
g
an
izatio
n
al
c
h
an
g
e
.
T
h
e
em
p
ir
ical
ev
id
en
ce
h
ig
h
lig
h
t
s
f
iv
e
k
ey
d
im
e
n
s
io
n
s
as
cr
u
cial
p
r
ed
icto
r
s
o
f
in
n
o
v
atio
n
ef
f
icac
y
:
cr
ea
tiv
e
b
eh
a
v
io
r
s
,
e
f
f
ec
tiv
e
c
o
m
m
u
n
icatio
n
,
tech
n
ical
p
r
o
f
icien
cy
,
o
p
en
n
ess
,
an
d
clo
s
u
r
e
.
T
h
ese
d
im
en
s
io
n
s
co
llectiv
ely
en
co
m
p
ass
v
ar
io
u
s
asp
ec
ts
o
f
in
n
o
v
atio
n
lea
d
er
s
h
ip
,
f
r
o
m
f
o
s
ter
in
g
cr
ea
tiv
ity
an
d
team
wo
r
k
to
en
s
u
r
in
g
ac
co
u
n
tab
ilit
y
an
d
p
r
o
ce
d
u
r
al
ad
h
e
r
en
ce
.
Ho
wev
e
r
,
d
esp
ite
th
eir
in
itial
th
eo
r
etica
l
co
n
s
id
er
atio
n
,
d
im
en
s
io
n
s
s
u
ch
as
id
ea
l
in
f
lu
en
ce
,
em
p
o
wer
m
en
t,
an
d
en
tr
ep
r
en
eu
r
s
h
ip
d
id
n
o
t
with
s
tan
d
em
p
ir
ical
s
cr
u
tin
y
.
T
h
e
f
ir
s
t
d
im
en
s
io
n
,
cr
ea
tiv
e
b
eh
a
v
io
r
s
,
d
escr
ib
es
h
o
w
in
n
o
v
atio
n
lead
er
s
th
in
k
o
u
ts
id
e
th
e
b
o
x
wh
en
s
o
lv
in
g
p
r
o
b
lem
s
,
test
in
g
ass
u
m
p
tio
n
s
,
ad
o
p
tin
g
d
i
f
f
er
en
t
p
er
s
p
ec
tiv
es
an
d
s
u
g
g
e
s
tin
g
n
ew
way
s
to
ac
co
m
p
lis
h
task
s
.
C
r
ea
tiv
e
b
eh
av
io
r
s
th
at
em
p
h
asize
le
ar
n
er
-
ce
n
te
r
ed
,
c
o
llab
o
r
ativ
e,
ex
p
er
im
e
n
tal
an
d
ad
ap
tiv
e
lear
n
in
g
ex
p
e
r
ien
ce
s
ar
e
ess
en
tial
f
o
r
f
o
s
ter
in
g
in
n
o
v
ativ
e
ed
u
ca
tio
n
al
p
r
ac
tices
[2
6
]
.
R
esear
ch
s
h
o
ws
th
at
lead
er
s
wh
o
p
r
io
r
it
ize
lear
n
er
s
'
n
ee
d
s
,
en
co
u
r
ag
e
ex
p
er
im
en
tatio
n
a
n
d
s
tim
u
lat
e
cr
ea
tiv
ity
in
th
eir
em
p
lo
y
ee
s
ar
e
lik
elier
to
h
av
e
em
p
lo
y
ee
s
wh
o
d
em
o
n
s
tr
at
e
in
n
o
v
ativ
e
b
e
h
av
io
r
s
an
d
en
tr
ep
r
en
eu
r
ial
v
alu
es
[2
7
]
.
T
h
er
e
f
o
r
e,
lead
er
s
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
s
h
o
u
ld
cr
ea
te
an
en
v
ir
o
n
m
en
t
th
at
p
r
o
m
o
tes
f
lex
ib
ilit
y
,
s
u
p
p
o
r
ts
cr
ea
tiv
e
an
d
a
n
aly
tic
al
th
in
k
in
g
in
teac
h
e
r
s
an
d
s
tu
d
en
ts
,
an
d
en
c
o
u
r
a
g
es
th
em
to
ap
p
r
o
ac
h
p
r
o
b
lem
s
f
r
o
m
d
if
f
er
en
t
p
er
s
p
ec
tiv
es
[2
8
]
.
I
n
t
h
is
way
,
lead
er
s
ca
n
in
cr
ea
s
e
teac
h
er
s
'
co
n
f
id
en
ce
an
d
r
ed
u
ce
t
h
eir
f
ea
r
o
f
in
n
o
v
atio
n
,
th
u
s
f
o
s
ter
in
g
a
cu
ltu
r
e
o
f
in
n
o
v
atio
n
in
th
e
o
r
g
an
izatio
n
.
T
h
e
s
ec
o
n
d
d
im
e
n
s
io
n
,
e
f
f
ec
t
iv
e
co
m
m
u
n
icatio
n
,
was
v
ali
d
ated
with
th
r
ee
s
p
ec
if
ic
ite
m
s
:
talk
in
g
o
p
tim
is
tically
ab
o
u
t
th
e
f
u
tu
r
e,
talk
in
g
p
ass
io
n
ately
ab
o
u
t
wh
at
n
ee
d
s
to
b
e
ac
h
ie
v
ed
in
in
n
o
v
atio
n
,
a
n
d
s
h
o
win
g
co
n
f
id
en
ce
in
ac
h
iev
in
g
in
n
o
v
atio
n
g
o
als.
E
x
ten
s
iv
e
r
esear
ch
[
29
]
,
[
3
0
]
co
n
s
is
ten
tly
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
f
o
r
in
n
o
v
atio
n
le
ad
er
s
to
d
r
iv
e
ch
an
g
e
am
o
n
g
th
eir
f
o
llo
wer
s
.
T
h
r
o
u
g
h
e
f
f
ec
tiv
e
co
m
m
u
n
ica
tio
n
,
in
n
o
v
atio
n
lead
er
s
ca
n
cr
ea
te
a
s
h
ar
ed
s
en
s
e
o
f
p
u
r
p
o
s
e
an
d
v
is
io
n
am
o
n
g
team
m
em
b
er
s
[
3
0
]
,
w
h
ich
f
o
s
ter
s
co
llab
o
r
atio
n
an
d
cr
ea
tiv
ity
an
d
lea
d
s
to
s
u
cc
ess
f
u
l
in
n
o
v
atio
n
.
Fu
r
th
er
m
o
r
e
,
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
is
cr
u
cial
f
o
r
c
r
ea
tin
g
a
cu
ltu
r
e
o
f
t
r
u
s
t
an
d
o
p
en
n
ess
;
as
r
esear
ch
b
y
R
izk
i
et
a
l
. [
29
]
ar
g
u
es,
it e
n
c
o
u
r
ag
es tea
ch
er
s
an
d
s
taf
f
to
s
h
ar
e
th
eir
in
n
o
v
ativ
e
id
ea
s
ca
lm
ly
.
Op
tim
is
tic
an
d
en
th
u
s
iast
ic
co
m
m
u
n
icatio
n
in
s
p
ir
es
an
d
m
o
tiv
ates
lear
n
er
s
[3
1
]
.
B
y
talk
in
g
p
o
s
itiv
ely
ab
o
u
t
th
e
f
u
tu
r
e
,
d
is
cu
s
s
in
g
in
n
o
v
atio
n
g
o
als
with
en
th
u
s
iasm
an
d
s
h
o
win
g
co
n
f
id
en
ce
in
ac
h
ie
v
in
g
th
e
m
,
teac
h
er
s
cr
ea
te
a
p
o
s
itiv
e
an
d
h
o
p
ef
u
l e
n
v
ir
o
n
m
en
t th
at
en
co
u
r
ag
es lea
r
n
e
r
s
to
b
eliev
e
in
th
e
p
o
ten
tial o
f
in
n
o
v
atio
n
.
T
h
e
s
tu
d
y
'
s
r
esu
lts
also
u
n
d
e
r
lin
e
th
e
cr
u
cial
r
o
le
o
f
tech
n
ical
s
k
ills
in
p
r
o
m
o
tin
g
in
n
o
v
atio
n
in
s
ch
o
o
ls
.
T
h
e
tech
n
ical
s
k
ills
d
im
en
s
io
n
id
en
tifie
d
in
clu
d
es
v
ar
io
u
s
asp
ec
ts
s
u
ch
as
p
r
o
v
i
d
in
g
v
alu
ab
le
in
p
u
t
f
o
r
in
n
o
v
atio
n
ac
tiv
ities
,
id
en
t
if
y
in
g
v
iab
le
id
ea
s
,
ass
ess
in
g
th
e
v
alu
e
an
d
c
h
ar
ac
ter
is
tics
o
f
id
ea
s
th
at
ca
n
b
e
co
m
m
er
cialize
d
,
an
d
in
ter
p
r
e
tin
g
th
e
r
etu
r
n
s
d
u
r
in
g
co
m
m
er
cializa
tio
n
.
T
h
ese
f
in
d
in
g
s
d
em
o
n
s
tr
ate
th
at
lead
er
s
'
tech
n
ical
s
k
ills
f
o
s
ter
in
n
o
v
atio
n
[
3
2
]
.
T
ea
c
h
er
s
also
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
tech
n
ical
s
u
p
p
o
r
t
f
o
r
i
n
n
o
v
ativ
e
p
r
o
jects.
T
h
ey
n
ee
d
to
ac
q
u
ir
e
tech
n
ical
s
k
ill
s
th
at
alig
n
with
t
h
ese
p
r
i
n
cip
les
to
co
n
tr
ib
u
te
to
th
e
ed
u
ca
tio
n
s
ec
to
r
'
s
d
ev
elo
p
m
en
t
ef
f
ec
tiv
ely
.
L
ea
d
er
s
with
tech
n
ical
s
k
ills
ar
e
cr
itica
l
at
v
ar
io
u
s
s
tag
es,
in
clu
d
in
g
d
ev
el
o
p
in
g
,
e
v
alu
at
in
g
,
a
n
d
c
o
m
m
er
cializin
g
id
e
as.
L
ea
d
er
s
with
tech
n
ical
s
k
ills
an
d
ex
p
er
ien
ce
h
av
e
b
etter
in
t
u
itio
n
wh
en
s
o
r
t
in
g
id
ea
s
in
th
e
ea
r
ly
s
tag
es o
f
p
r
o
d
u
ct
d
ev
el
o
p
m
en
t
[3
2
]
.
T
h
e
f
o
u
r
t
h
d
im
en
s
io
n
o
f
th
is
s
tu
d
y
co
n
f
ir
m
s
th
e
d
im
en
s
io
n
o
f
o
p
en
in
g
b
eh
a
v
io
r
s
with
th
r
ee
item
s
th
at
en
co
u
r
ag
e
i
n
d
iv
id
u
als
to
d
ev
elo
p
th
eir
cr
ea
tiv
e
i
d
ea
s
,
en
s
u
r
e
f
r
ee
d
o
m
o
f
th
o
u
g
h
t
in
in
n
o
v
atio
n
an
d
p
r
o
m
o
te
th
e
im
p
r
o
v
em
en
t
o
f
ex
is
tin
g
s
itu
atio
n
s
.
T
h
is
d
im
en
s
io
n
is
r
elate
d
to
th
e
f
if
th
d
im
en
s
io
n
,
clo
s
in
g
b
eh
av
io
r
s
,
wh
ich
c
o
n
f
ir
m
s
f
o
u
r
item
s
:
c
o
n
tr
o
llin
g
th
e
ac
h
i
ev
em
en
t
o
f
g
o
als,
estab
lis
h
in
g
r
o
u
tin
e
b
e
h
av
io
r
s
d
u
r
in
g
th
e
in
n
o
v
atio
n
p
r
o
ce
s
s
,
em
p
h
asizin
g
ad
h
er
en
ce
to
t
h
e
r
u
les
o
f
th
e
in
n
o
v
atio
n
p
r
o
c
ess
,
an
d
f
o
llo
win
g
th
e
o
r
ig
in
al
p
la
n
o
f
th
e
in
n
o
v
atio
n
p
r
o
ject.
T
h
ese
two
d
im
e
n
s
io
n
s
ar
e
d
is
cu
s
s
ed
to
g
eth
er
as
th
ey
ar
e
d
er
iv
e
d
f
r
o
m
th
e
t
h
eo
r
y
o
f
am
b
id
ex
t
r
o
u
s
lead
er
s
h
ip
a
n
d
co
m
p
le
m
en
t
ea
ch
o
th
e
r
.
Am
b
id
e
x
tr
o
u
s
lead
er
s
alter
n
ate
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
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c
I
SS
N:
2252
-
8
8
2
2
V
a
lid
a
tio
n
o
f p
r
in
cip
a
l's in
n
o
v
a
tio
n
lea
d
ers
h
ip
s
ca
le
u
s
in
g
fa
cto
r
… (
Da
ya
n
g
R
a
fid
a
h
S
ya
r
i
ff M.
F
u
a
d
)
1799
b
etwe
en
o
p
en
in
g
an
d
cl
o
s
in
g
b
eh
av
io
r
s
to
f
in
d
n
ew
s
o
l
u
tio
n
s
to
p
r
o
b
lem
s
[
9
]
.
T
h
is
d
im
e
n
s
io
n
s
u
g
g
ests
th
at
s
ch
o
o
l
lead
er
s
u
s
e
o
p
e
n
b
e
h
a
v
io
r
s
as
a
ca
taly
s
t
f
o
r
in
n
o
v
a
tio
n
.
At
th
e
s
am
e
tim
e,
h
o
we
v
er
,
th
e
y
also
u
s
e
clo
s
ed
b
eh
av
io
r
s
to
co
n
t
r
o
l th
e
in
n
o
v
atio
n
ca
r
r
ie
d
o
u
t.
T
h
e
o
p
en
in
g
b
eh
a
v
io
r
s
d
im
e
n
s
io
n
o
f
th
e
s
tu
d
y
c
o
n
f
ir
m
e
d
th
at
s
ch
o
o
l
lead
er
s
p
r
o
m
o
te
th
e
em
er
g
en
ce
o
f
cr
ea
tiv
e
id
ea
s
b
y
en
c
o
u
r
a
g
in
g
teac
h
er
s
to
h
av
e
th
e
f
r
ee
d
o
m
to
in
n
o
v
ate
an
d
im
p
r
o
v
e
ex
is
tin
g
co
n
d
itio
n
s
.
At
th
e
s
am
e
tim
e,
th
e
f
in
al
b
e
h
av
io
r
al
d
im
e
n
s
io
n
s
h
o
wed
th
at
wh
ile
p
r
in
cip
als
g
iv
e
teac
h
er
s
th
e
f
r
ee
d
o
m
to
b
e
in
n
o
v
ativ
e,
th
ey
s
till
n
ee
d
to
ex
er
cise
co
n
tr
o
l
o
v
er
ac
h
ie
v
in
g
in
n
o
v
ati
o
n
g
o
als
th
em
s
el
v
es.
T
ea
ch
er
s
n
ee
d
to
en
g
ag
e
in
r
o
u
tin
e
b
e
h
av
i
o
r
s
d
u
r
in
g
t
h
e
in
n
o
v
atio
n
p
r
o
ce
s
s
,
s
u
ch
as
f
o
llo
win
g
th
e
s
et
tim
elin
es
f
o
r
in
n
o
v
atio
n
,
atten
d
in
g
m
ee
tin
g
s
o
r
g
an
ized
b
y
th
e
in
n
o
v
atio
n
team
,
an
d
em
p
h
asizin
g
th
e
n
e
ce
s
s
ar
y
r
u
les
wh
ile
im
p
lem
en
tin
g
th
e
in
n
o
v
atio
n
wh
ile
s
tick
in
g
to
th
e
o
r
ig
in
al
p
lan
f
o
r
im
p
lem
en
tin
g
t
h
e
in
n
o
v
atio
n
.
T
h
is
r
esu
lt
alig
n
s
with
th
e
f
u
n
d
am
e
n
tal
th
eo
r
ies
p
u
t
f
o
r
w
a
r
d
[
9
]
.
T
h
e
s
e
th
eo
r
ies
s
tate
th
at
o
p
en
b
eh
av
io
r
s
f
o
s
ter
s
an
atm
o
s
p
h
er
e
wh
er
e
em
p
lo
y
ee
s
ca
n
ex
p
er
im
e
n
t,
ch
allen
g
e
p
r
ev
ailin
g
n
o
r
m
s
an
d
d
e
v
elo
p
u
n
b
r
id
le
d
id
ea
s
as
p
ar
t
o
f
th
e
in
n
o
v
atio
n
p
r
o
ce
s
s
.
C
o
n
v
er
s
ely
,
clo
s
e
b
e
h
av
io
r
s
m
in
im
ize
d
is
co
r
d
with
in
th
e
f
o
llo
wer
c
o
h
o
r
t
o
f
em
p
lo
y
ee
s
b
y
m
o
n
ito
r
in
g
g
o
a
l
ac
h
iev
em
en
t,
i
n
itiatin
g
co
r
r
e
ctiv
e
ac
tio
n
wh
en
n
ee
d
e
d
,
an
d
p
r
o
v
i
d
in
g
e
x
p
licit
in
s
tr
u
ctio
n
s
o
n
m
ee
tin
g
g
o
al
s
.
T
h
is
u
ltima
te
atti
tu
d
e
en
s
u
r
es
th
e
tim
ely
an
d
ef
f
icien
t
ac
h
iev
em
en
t
o
f
in
n
o
v
atio
n
g
o
als.
C
o
n
s
eq
u
en
tly
,
teac
h
er
s
ar
e
e
n
co
u
r
ag
ed
to
f
o
llo
w
co
n
s
is
ten
t
p
r
ac
tic
es
th
r
o
u
g
h
o
u
t
t
h
e
in
n
o
v
atio
n
p
r
o
ce
s
s
.
T
h
is
in
clu
d
es
ac
tiv
e
m
ee
tin
g
p
a
r
ticip
atio
n
an
d
co
n
s
is
ten
t
ad
h
er
e
n
ce
to
estab
lis
h
ed
g
u
id
elin
es a
n
d
r
eg
u
latio
n
s
.
T
h
e
s
tu
d
y
in
itially
p
r
o
p
o
s
ed
eig
h
t
d
im
en
s
io
n
s
f
o
r
s
ch
o
o
l
l
ea
d
er
s
’
in
n
o
v
atio
n
lead
er
s
h
ip
,
b
u
t
o
n
ly
f
iv
e
wer
e
id
e
n
tifie
d
as
e
f
f
e
ctiv
e.
I
n
p
ar
ticu
lar
,
th
e
d
im
en
s
io
n
s
o
f
id
ea
l
in
f
lu
e
n
ce
,
em
p
o
wer
m
en
t
an
d
en
tr
ep
r
en
e
u
r
s
h
ip
d
i
d
n
o
t
co
n
t
r
ib
u
te
to
in
n
o
v
atio
n
i
n
th
e
s
elec
ted
p
o
p
u
latio
n
.
Alth
o
u
g
h
t
h
e
id
ea
l
in
f
lu
en
ce
d
im
en
s
io
n
was
s
h
o
wn
to
im
p
ac
t
in
n
o
v
atio
n
s
ig
n
if
ican
tly
in
p
r
ev
i
o
u
s
s
tu
d
ies,
it
was
f
o
u
n
d
n
o
t
t
o
af
f
ec
t
in
n
o
v
atio
n
in
th
e
p
o
p
u
latio
n
i
n
th
is
s
tu
d
y
.
T
h
is
f
in
d
in
g
is
s
u
p
p
o
r
ted
b
y
R
u
h
n
k
e
an
d
Mu
l
d
er
[3
3
]
,
wh
o
f
o
u
n
d
th
at
in
t
r
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
,
o
n
ly
th
r
ee
d
im
en
s
io
n
s
,
n
am
ely
v
is
io
n
in
g
in
d
iv
id
u
al
ju
d
g
em
en
t
a
n
d
in
tellectu
al
s
tim
u
latio
n
,
wer
e
f
r
eq
u
en
tly
ass
o
ciate
d
with
in
n
o
v
atio
n
[3
4
]
.
T
h
e
d
im
en
s
io
n
o
f
e
m
p
o
wer
m
en
t
also
d
id
n
o
t
in
f
l
u
en
ce
th
e
in
n
o
v
atio
n
in
tr
o
d
u
ce
d
.
A
cc
o
r
d
in
g
to
Ger
m
i
an
d
Hasan
za
d
eh
[3
5
]
,
th
e
im
p
o
r
tan
c
e
o
f
m
a
n
ag
er
i
al
em
p
o
wer
m
en
t
d
ec
r
ea
s
es
wh
en
o
p
en
in
g
a
n
d
clo
s
in
g
b
eh
a
v
io
r
s
a
r
e
alr
ea
d
y
p
r
e
v
alen
t
in
th
e
o
r
g
an
izat
io
n
.
A
s
tu
d
y
b
y
L
ašák
o
v
á
e
t
a
l
.
[3
6
]
o
n
th
e
em
p
o
wer
m
en
t
o
f
s
ch
o
o
l
lead
e
r
s
in
Ma
lay
s
ia
also
s
h
o
we
d
th
at
th
e
ex
te
n
t
o
f
em
p
o
wer
m
en
t
p
r
ac
ticed
r
em
ain
s
m
o
d
er
ate.
T
h
e
em
p
o
wer
m
e
n
t
o
f
lead
er
s
in
th
e
ed
u
ca
tio
n
c
o
n
tex
t
is
ch
allen
g
in
g
d
u
e
to
th
e
b
u
r
ea
u
cr
atic
n
atu
r
e
o
f
ed
u
ca
tio
n
al
o
r
g
an
izatio
n
s
.
Ho
wev
er
,
th
is
f
in
d
in
g
d
if
f
e
r
s
f
r
o
m
th
e
s
tu
d
y
o
f
L
ašák
o
v
á
et
a
l
.
[3
6
]
wh
o
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
em
p
o
wer
i
n
g
s
ch
o
o
l
lead
er
s
to
im
p
lem
en
t
c
h
an
g
e
in
s
ch
o
o
ls
.
E
m
p
o
wer
m
e
n
t
ca
n
m
o
tiv
ate
s
ch
o
o
l
m
em
b
e
r
s
to
alig
n
with
s
tr
ateg
ic
p
r
io
r
ities
,
o
r
g
an
ize
g
r
o
u
p
task
s
in
cr
itical
p
r
o
g
r
am
m
er
s
,
an
d
p
r
o
v
id
e
g
u
id
a
n
ce
an
d
s
u
p
p
o
r
t.
I
n
ad
d
itio
n
t
o
id
ea
l
in
f
lu
en
ce
an
d
em
p
o
wer
m
en
t
,
t
h
e
in
itially
p
r
o
p
o
s
ed
d
im
e
n
s
io
n
o
f
en
tr
e
p
r
en
e
u
r
s
h
ip
d
id
n
o
t
i
n
f
l
u
en
ce
s
ch
o
o
l
in
n
o
v
atio
n
.
T
h
is
r
esu
lt
is
at
o
d
d
s
with
p
r
e
v
io
u
s
r
esear
ch
b
y
B
ag
h
er
i
et
a
l.
[3
7
]
wh
o
f
o
u
n
d
a
lin
k
b
etwe
en
en
tr
e
p
r
en
e
u
r
s
h
ip
an
d
i
n
n
o
v
atio
n
in
s
ch
o
o
ls
.
Sch
o
o
l
lead
er
s
s
h
o
u
ld
r
ec
o
g
n
ize
th
e
im
p
o
r
ta
n
ce
o
f
an
e
n
tr
ep
r
e
n
eu
r
ial
m
in
d
s
et
in
lead
in
g
th
eir
s
ch
o
o
ls
an
d
im
p
lem
en
tin
g
a
n
d
im
p
r
o
v
in
g
in
n
o
v
atio
n
[
3
8
]
.
T
h
is
tr
ait
is
m
o
r
e
p
r
ev
alen
t
in
in
n
o
v
atio
n
lead
er
s
h
ip
in
u
n
iv
er
s
ities
an
d
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
th
an
in
s
ch
o
o
ls
.
T
h
is
is
b
ec
a
u
s
e
u
n
i
v
er
s
ities
an
d
h
i
g
h
er
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
ar
e
m
o
r
e
e
x
p
o
s
ed
to
c
o
m
p
etitio
n
f
o
r
f
u
n
d
i
n
g
,
en
r
o
llm
e
n
t
o
f
s
tu
d
en
ts
an
d
im
p
lem
en
tatio
n
o
f
h
ig
h
-
im
p
ac
t
p
r
o
g
r
a
m
m
er
s
to
ed
u
ca
te
q
u
ali
f
ied
s
tu
d
en
ts
.
T
h
e
en
tr
ep
r
en
e
u
r
ial
s
k
ills
o
f
s
ch
o
o
l
p
r
i
n
cip
al
s
ca
n
b
e
d
ev
elo
p
ed
th
r
o
u
g
h
ac
tiv
e
p
ar
ticip
atio
n
in
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
ac
t
iv
ities
an
d
tr
ain
in
g
in
en
tr
ep
r
en
eu
r
ial
lead
er
s
h
ip
[3
8
]
.
T
h
u
s
,
to
eq
u
ip
s
ch
o
o
l
p
r
in
cip
als
in
Ma
lay
s
ia
with
th
is
t
r
ait,
it
is
n
ec
ess
ar
y
to
co
n
d
u
ct
co
u
r
s
es
ac
co
r
d
in
g
to
th
e
n
ee
d
s
o
f
s
ch
o
o
ls
,
as
wel
l
as
wo
r
k
s
h
o
p
s
an
d
tr
ain
in
g
to
en
h
a
n
ce
th
eir
en
tr
e
p
r
en
eu
r
ial
s
k
ills
in
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t.
T
h
is
s
tu
d
y
em
p
ir
ically
p
r
o
v
e
s
th
at
in
n
o
v
atio
n
ca
n
n
o
t
b
e
c
o
n
tr
o
lled
b
y
a
s
in
g
le
lea
d
er
s
h
ip
th
eo
r
y
alo
n
e.
I
n
s
tead
,
co
m
b
i
n
in
g
s
ev
er
al
lead
er
s
h
ip
t
h
eo
r
ies
is
n
ec
ess
ar
y
to
g
u
id
e
co
m
p
le
x
in
n
o
v
atio
n
[
9
]
.
Mo
r
eo
v
er
,
d
if
f
er
e
n
t
ty
p
es
o
f
lead
er
s
h
ip
ar
e
r
eq
u
ir
ed
at
v
ar
io
u
s
p
h
ases
,
ty
p
es
an
d
s
tag
es
o
f
in
n
o
v
atio
n
.
I
n
teg
r
atin
g
lead
er
s
h
ip
th
eo
r
ie
s
in
th
is
s
tu
d
y
to
d
ev
elo
p
th
e
co
n
ce
p
t
u
al
f
r
am
ew
o
r
k
o
f
i
n
n
o
v
atio
n
lead
er
s
h
ip
co
n
tr
ib
u
tes
to
th
e
f
ir
s
t
em
p
ir
ical
r
esear
ch
f
in
d
i
n
g
s
in
Ma
l
ay
s
ia
’
s
ed
u
ca
tio
n
al
in
n
o
v
atio
n
co
n
tex
t.
Usi
n
g
a
co
m
b
in
atio
n
o
f
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
th
e
o
r
y
,
am
b
id
ex
t
r
o
u
s
lead
er
s
h
ip
th
eo
r
y
,
an
d
th
e
in
n
o
v
atio
n
lea
d
er
m
o
d
el
is
em
p
ir
ically
d
e
m
o
n
s
tr
ated
to
lead
in
n
o
v
atio
n
in
s
ch
o
o
ls
ef
f
ec
tiv
ely
.
4.
CO
NCLU
SI
O
N
T
h
e
p
r
in
cip
als
’
i
n
n
o
v
atio
n
lead
er
s
h
ip
s
ca
le
was
d
ev
elo
p
ed
b
ased
o
n
estab
lis
h
ed
lead
e
r
s
h
ip
th
eo
r
ies,
id
en
tify
in
g
f
iv
e
k
ey
d
im
en
s
i
o
n
s
ess
en
tial
f
o
r
f
o
s
ter
in
g
i
n
n
o
v
atio
n
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
:
cr
ea
tiv
e
b
eh
av
io
r
,
ef
f
ec
ti
v
e
co
m
m
u
n
ic
atio
n
,
tech
n
ical
s
k
ills
,
an
d
o
p
en
in
g
a
n
d
clo
s
in
g
b
e
h
av
io
r
s
.
T
h
ese
d
im
en
s
io
n
s
wer
e
cr
itical
in
cu
ltiv
atin
g
a
c
u
ltu
r
e
o
f
in
n
o
v
atio
n
am
o
n
g
ac
ad
em
ic
lead
er
s
.
H
o
wev
er
,
t
h
e
s
tu
d
y
r
ev
ea
le
d
th
a
t
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