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I
J
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Vo
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14
,
No
.
3
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J
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20
25
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p
p
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1
961
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Cha
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Pro
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CC B
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C
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A
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Yo
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Nass
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Said
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Facu
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p
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Stu
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Ar
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Mu
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m
1.
I
NT
RO
D
UCT
I
O
N
E
n
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an
cin
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s
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d
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lear
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s
h
ea
v
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o
n
ed
u
ca
tio
n
al
lead
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s
h
ip
[
1
]
.
E
d
u
ca
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lead
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s
p
lay
cr
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r
o
les
in
lead
in
g
ch
an
g
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in
itiativ
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in
s
ch
o
o
ls
[
2
]
.
T
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g
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o
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t
th
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wh
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le
p
o
licy
-
m
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ch
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lev
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at
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m
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titu
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s
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d
s
y
s
tem
s
to
s
u
cc
ess
f
u
lly
ac
h
iev
e
th
eir
g
o
als [
3
]
.
Mo
d
er
n
tech
n
o
lo
g
y
h
as
s
u
cc
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d
ed
in
ch
an
g
in
g
th
e
ed
u
ca
tio
n
al
lan
d
s
ca
p
e
[
4
]
.
I
n
f
o
r
m
ati
o
n
s
y
s
tem
s
in
cr
ea
s
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th
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t
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ca
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tr
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ativ
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p
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o
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s
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r
elate
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al
d
ata
an
d
e
x
ch
an
g
in
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i
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f
o
r
m
atio
n
[
5
]
.
Mo
r
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f
f
ec
tiv
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m
eth
o
d
s
an
d
r
eso
u
r
ce
s
ar
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av
ailab
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n
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w
th
an
ev
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b
e
f
o
r
e
to
h
elp
lead
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s
in
lo
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co
m
m
u
n
ities
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s
ch
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o
ls
s
tay
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ec
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with
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p
d
ates
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r
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th
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Min
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o
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E
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u
ca
tio
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.
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ca
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p
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r
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in
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p
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ac
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n
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
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&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
9
6
1
-
1
9
7
1
1962
tech
n
o
lo
g
y
th
at
m
ak
es
u
s
e
o
f
co
n
n
ec
tiv
ity
an
d
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n
f
o
r
m
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p
r
o
v
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o
r
r
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ain
ly
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r
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wir
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r
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s
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k
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wled
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d
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f
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m
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d
y
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am
ically
[
6
]
.
T
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ca
tio
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ter
is
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[
7
]
.
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u
ca
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tain
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e
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lf
illed
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ab
le
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y
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tem
s
[
8
]
.
E
d
u
ca
tio
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lead
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s
'
ab
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to
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cc
ee
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in
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titu
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lar
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ely
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e
in
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y
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tem
s
[
9
]
.
T
h
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ea
test
ch
allen
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in
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e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
is
to
r
a
is
e
th
e
tech
n
o
lo
g
ical
s
k
ills
o
f
its
p
r
o
f
ess
io
n
als
to
o
p
er
ate
i
n
a
g
lo
b
ally
c
o
n
n
ec
t
ed
wo
r
l
d
[
1
0
]
.
T
h
e
m
ai
n
p
r
o
b
lem
lies
in
th
e
f
ac
t
t
h
at
th
e
n
u
m
b
er
o
f
s
ch
o
o
l
p
r
in
cip
als
wh
o
u
s
e
th
e
ed
u
ca
tio
n
al
p
o
r
tal
in
th
e
Su
ltan
ate
o
f
Om
an
is
v
er
y
lim
ited
,
in
a
d
d
itio
n
to
th
e
lo
w
f
am
iliar
ity
o
f
s
o
m
e
s
ch
o
o
l p
r
i
n
cip
als with
h
o
w
to
d
ea
l w
ith
m
an
ag
em
en
t in
f
o
r
m
atio
n
s
y
s
tem
s
,
an
d
th
e
lack
o
f
r
elev
an
t
tr
ain
in
g
p
r
o
g
r
am
s
in
th
is
r
eg
ar
d
.
T
h
er
e
f
o
r
e,
it
h
as
b
ec
o
m
e
o
f
u
tm
o
s
t
im
p
o
r
tan
ce
to
wo
r
k
to
in
v
esti
g
ate
th
e
m
o
s
t
p
r
o
m
in
e
n
t
ch
allen
g
es
th
at
h
in
d
er
th
em
f
r
o
m
th
e
ef
f
ec
tiv
e
u
s
e
o
f
in
f
o
r
m
atio
n
s
y
s
tem
s
an
d
ed
u
ca
tio
n
al
p
o
r
tals
an
d
d
ev
el
o
p
s
ev
er
al
s
o
lu
tio
n
s
to
o
v
er
co
m
e
th
ese
ch
allen
g
es
[
9
]
.
Af
ter
r
ev
iewin
g
a
wid
e
r
an
g
e
o
f
Om
a
n
i
s
tu
d
ies
th
at
a
d
d
r
ess
th
e
to
p
ic
o
f
th
e
ed
u
ca
ti
o
n
al
p
o
r
tal,
it
h
as
b
ec
o
m
e
ap
p
ar
en
t
th
at
t
h
er
e
is
a
ch
allen
g
e
with
its
im
p
lem
en
t
atio
n
b
y
s
o
m
e
s
ch
o
o
l
ad
m
i
n
is
tr
atio
n
s
,
lead
in
g
to
v
ar
iatio
n
s
in
th
e
q
u
ality
o
f
p
er
f
o
r
m
an
ce
an
d
o
r
g
an
izatio
n
al
p
r
ac
tices.
T
h
is
ca
lls
f
o
r
f
u
r
th
er
r
esear
ch
an
d
in
v
esti
g
atio
n
[
7
]
.
R
ec
o
g
n
izin
g
th
e
o
b
s
tacle
s
an
d
d
em
an
d
s
im
p
o
s
ed
b
y
i
n
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
I
C
T
)
,
m
an
y
s
tu
d
ies
h
av
e
b
ee
n
co
n
d
u
cte
d
to
d
eter
m
in
e
e
d
u
ca
tio
n
al
lead
e
r
s
'
n
ee
d
s
an
d
d
em
an
d
s
th
at
m
u
s
t
b
e
f
u
lf
illed
b
y
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
to
ac
tiv
ate
an
d
u
s
e
I
C
T
to
im
p
r
o
v
e
ad
m
in
is
tr
ativ
e
an
d
in
s
tr
u
ctio
n
al
p
r
o
ce
d
u
r
es
[
1
1
]
.
B
ased
on
wh
at
h
as
b
ee
n
m
en
tio
n
ed
,
th
e
r
esear
ch
er
s
ee
s
th
e
s
tatem
en
t
o
f
th
e
p
r
o
b
lem
to
r
ev
o
l
v
e
ar
o
u
n
d
d
eter
m
in
in
g
th
e
ch
allen
g
es
th
at
f
ac
e
ed
u
ca
tio
n
al
lead
er
s
wh
ile
u
tili
zin
g
ed
u
ca
tio
n
al
p
o
r
tal
in
f
o
r
m
atio
n
s
y
s
tem
s
an
d
s
h
ed
lig
h
t
o
n
r
eq
u
ir
em
en
ts
f
o
r
f
u
r
th
er
d
e
v
elo
p
m
en
t
.
T
h
e
s
tu
d
y
is
g
o
in
g
to
in
v
esti
g
ate
th
r
ee
s
ig
n
if
ica
n
t q
u
esti
o
n
s
:
i)
W
h
at
ar
e
th
e
ch
allen
g
es
th
at
h
in
d
er
th
e
a
d
o
p
tio
n
o
f
e
d
u
ca
t
io
n
al
p
o
r
tal
in
f
o
r
m
atio
n
s
y
s
tem
s
b
y
Om
an
i
ed
u
ca
tio
n
al
lead
e
r
s
?
ii)
W
h
at
ar
e
th
e
r
eq
u
ir
em
en
ts
f
o
r
d
ev
elo
p
in
g
ed
u
ca
tio
n
al
p
o
r
t
al
in
f
o
r
m
atio
n
s
y
s
tem
s
to
ea
s
e
th
eir
u
s
e
b
y
Om
an
i e
d
u
ca
tio
n
al
lea
d
er
s
?
iii)
Ar
e
th
er
e
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
in
th
e
r
esp
o
n
s
es
o
f
th
e
s
tu
d
y
s
am
p
le
r
eg
ar
d
in
g
th
e
ch
allen
g
es
h
in
d
er
in
g
th
e
ad
o
p
tio
n
o
f
ed
u
ca
tio
n
al
p
o
r
tal
in
f
o
r
m
atio
n
s
y
s
tem
s
an
d
th
e
r
eq
u
ir
em
en
ts
f
o
r
th
eir
d
ev
elo
p
m
en
t
attr
ib
u
ted
t
o
s
tu
d
y
v
a
r
iab
les
(
g
en
d
er
,
y
ea
r
s
o
f
ex
p
e
r
ien
ce
,
tech
n
o
lo
g
ical
co
m
p
eten
cy
,
an
d
jo
b
p
o
s
itio
n
)
?
M
o
r
e
in
f
o
r
m
ed
d
ec
is
io
n
-
m
a
k
in
g
ca
n
r
esu
lt
f
r
o
m
r
ec
o
g
n
izin
g
an
d
r
eso
lv
in
g
th
e
d
if
f
icu
lties
ed
u
ca
tio
n
al
lea
d
er
s
en
co
u
n
ter
wh
ile
ad
o
p
tin
g
e
d
u
ca
tio
n
al
p
o
r
tal
in
f
o
r
m
atio
n
s
y
s
tem
s
.
E
d
u
ca
tio
n
al
lea
d
er
s
m
ay
b
etter
u
tili
ze
cu
r
r
en
t
tech
n
o
lo
g
y
an
d
d
ata
b
y
id
e
n
tify
in
g
th
ese
d
if
f
icu
lties
an
d
d
e
v
is
in
g
s
o
lu
tio
n
s
to
s
o
lv
e
th
em
.
T
h
r
o
u
g
h
th
e
r
em
o
v
al
o
f
b
ar
r
ier
s
an
d
en
h
an
ce
d
u
s
e
o
f
ed
u
ca
tio
n
al
p
o
r
tal
in
f
o
r
m
atio
n
s
y
s
tem
s
,
ad
m
in
is
tr
ato
r
s
m
ay
m
ax
im
iz
e
th
eir
tim
e
an
d
r
eso
u
r
ce
s
,
r
esu
ltin
g
in
h
ig
h
er
p
r
o
d
u
ctio
n
an
d
ef
f
icien
cy
i
n
ed
u
ca
tio
n
al
estab
lis
h
m
en
ts
.
T
h
e
id
en
tific
atio
n
o
f
o
b
s
tacle
s
in
th
e
u
s
e
o
f
ed
u
ca
tio
n
al
p
o
r
tal
in
f
o
r
m
atio
n
s
y
s
tem
s
m
ig
h
t
p
o
in
t
o
u
t
ar
ea
s
in
wh
ich
ed
u
ca
tio
n
al
lead
er
s
co
u
ld
n
ee
d
f
u
r
t
h
er
ass
is
tan
ce
an
d
tr
ai
n
in
g
.
T
h
is
o
f
f
er
s
th
e
ch
an
ce
f
o
r
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
d
esig
n
ed
to
tack
le
p
ar
ticu
lar
is
s
u
es
an
d
p
r
o
v
id
e
lead
er
s
with
th
e
a
b
ilit
ies
an
d
in
f
o
r
m
atio
n
th
ey
n
ee
d
to
u
s
e
th
ese
tech
n
o
lo
g
ies
ef
f
icien
tly
.
T
o
f
ac
ilit
ate
th
eir
ad
o
p
tio
n
b
y
ed
u
ca
tio
n
al
lea
d
er
s
,
it
is
im
p
o
r
tan
t
to
ex
a
m
in
e
th
e
r
eq
u
i
r
em
en
ts
f
o
r
t
h
e
d
ev
elo
p
m
e
n
t
o
f
ed
u
ca
tio
n
al
p
o
r
tal
i
n
f
o
r
m
atio
n
s
y
s
tem
s
.
Fin
ally
,
it
g
u
ar
an
t
ee
s
u
s
er
ac
ce
p
tan
ce
an
d
en
g
a
g
em
en
t,
l
o
n
g
-
te
r
m
s
u
s
tain
ab
ilit
y
,
u
s
er
-
f
r
ien
d
ly
i
n
ter
f
ac
es,
ef
f
ec
tiv
e
wo
r
k
f
lo
w
s
,
tailo
r
ed
s
o
lu
tio
n
s
,
an
d
s
e
am
less
in
teg
r
atio
n
,
wh
ich
r
esu
lts
in
th
e
s
u
cc
ess
f
u
l d
ep
lo
y
m
en
t a
n
d
u
s
ag
e
o
f
th
es
e
s
y
s
tem
s
at
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
E
d
u
c
ati
o
n
a
l
p
o
r
tal
is
a
w
e
b
a
p
p
lic
ati
o
n
t
h
at
o
f
f
er
s
s
p
e
cif
ic
s
e
r
v
ic
es
to
u
s
e
r
s
o
v
er
t
h
e
i
n
ter
n
et
a
r
e
f
r
e
q
u
en
tl
y
r
e
f
e
r
r
e
d
t
o
as
p
o
r
t
als
[
1
2
]
.
An
e
d
u
ca
ti
o
n
al
p
o
r
t
al
is
a
n
o
n
li
n
e
g
a
tew
ay
e
n
v
ir
o
n
m
en
t
t
h
at
e
n
a
b
l
es
u
s
e
r
s
w
it
h
a
v
a
r
i
et
y
o
f
e
d
u
c
ati
o
n
al
i
n
te
r
es
ts
t
o
ac
ce
s
s
e
d
u
ca
ti
o
n
al
m
ate
r
i
als
an
d
i
n
f
o
r
m
a
ti
o
n
[
1
3
]
.
T
h
e
ed
u
c
ati
o
n
al
p
o
r
ta
l
is
d
e
f
i
n
e
d
i
n
t
h
e
cu
r
r
e
n
t
s
t
u
d
y
as
a
s
et
o
f
ad
m
i
n
is
t
r
a
ti
v
e
i
n
f
o
r
m
at
io
n
s
y
s
tem
s
f
o
r
e
d
u
ca
t
io
n
al
lea
d
e
r
s
in
t
h
e
Ge
n
e
r
al
O
f
f
ic
e
o
f
t
h
e
Mi
n
is
tr
y
o
f
E
d
u
ca
ti
o
n
a
n
d
i
ts
a
f
f
il
iat
ed
d
i
r
ec
to
r
ates
t
o
f
ac
il
ita
te
th
e
wo
r
k
o
f
lea
d
e
r
s
b
y
o
b
t
ai
n
i
n
g
t
h
e
r
e
q
u
i
r
ed
d
at
a
an
d
i
n
f
o
r
m
ati
o
n
.
I
n
f
o
r
m
atio
n
s
y
s
tem
s
ar
e
d
ef
in
ed
as
th
e
s
o
u
r
ce
s
o
f
in
f
o
r
m
ati
o
n
th
at
s
u
p
p
o
r
t
d
ec
is
io
n
-
m
ak
i
n
g
.
T
h
ese
s
y
s
tem
s
h
av
e
a
p
r
o
m
in
en
t
r
o
le
in
r
aisi
n
g
th
e
lev
el
o
f
o
r
g
an
izatio
n
al
p
er
f
o
r
m
an
ce
b
y
p
r
o
v
id
in
g
th
e
n
ec
ess
ar
y
in
f
o
r
m
atio
n
to
ed
u
ca
tio
n
al
lea
d
er
s
[
1
4
]
.
I
n
f
o
r
m
atio
n
s
y
s
tem
s
ar
e
d
ef
in
ed
in
th
e
cu
r
r
en
t
s
tu
d
y
as
s
y
s
tem
s
an
d
ap
p
licatio
n
s
th
at
wo
r
k
to
im
p
r
o
v
e
an
d
d
ev
el
o
p
th
e
p
er
f
o
r
m
a
n
ce
o
f
e
d
u
ca
tio
n
al
lea
d
er
s
.
E
d
u
ca
tio
n
al
l
ea
d
e
r
s
is
t
h
e
p
r
o
ce
s
s
o
f
in
f
lu
en
cin
g
a
n
o
r
g
an
iz
ed
g
r
o
u
p
to
war
d
ac
co
m
p
lis
h
in
g
its
g
o
als
is
th
e
d
ef
in
itio
n
o
f
lead
e
r
s
h
ip
[
1
5
]
.
T
h
e
ter
m
“
ed
u
ca
tio
n
al
le
ad
er
s
”
r
ef
er
s
to
ad
m
in
is
tr
ato
r
s
wh
o
h
av
e
o
f
f
icial
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
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v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
C
h
a
llen
g
es o
f e
d
u
c
a
tio
n
a
l le
a
d
ers
’
u
tili
z
a
tio
n
o
f e
d
u
ca
tio
n
a
l p
o
r
ta
l
… (
Ha
med
Hila
l Na
s
s
er A
l Ya
h
ma
d
i
)
1963
lead
er
s
h
ip
r
o
les
at
th
e
s
ch
o
o
l,
d
is
tr
ict,
an
d
s
y
s
tem
lev
e
ls
,
s
u
ch
as
h
ea
d
teac
h
er
s
,
v
ice
-
p
r
in
cip
als,
an
d
p
r
in
cip
als
[
3
]
.
I
n
th
e
cu
r
r
en
t
s
tu
d
y
,
ed
u
ca
tio
n
al
lead
e
r
s
ar
e
u
s
ed
to
r
ef
er
to
lea
d
er
s
in
t
h
e
Gen
er
al
Of
f
ice
o
f
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
in
th
e
Su
ltan
ate
o
f
Om
a
n
w
h
o
h
o
ld
th
e
jo
b
titl
e
(
Dep
a
r
tm
en
t
Ass
i
s
tan
t
Dir
ec
to
r
-
Dep
ar
tm
en
t
Dir
ec
to
r
-
Ass
is
tan
t
Gen
er
al
Dir
ec
to
r
-
Gen
er
al
Dir
ec
to
r
)
a
n
d
w
h
o
ar
e
e
n
tr
u
s
ted
with
d
ir
ec
tin
g
wo
r
k
er
s
in
th
e
e
d
u
ca
tio
n
al
f
ield
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
E
d
u
ca
tio
n
is
a
co
r
n
er
s
to
n
e
o
f
s
o
ciety
,
a
n
d
h
o
w
well
e
d
u
ca
tio
n
al
lead
er
s
h
ip
is
ex
ec
u
ted
h
as
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
h
o
w
s
tu
d
en
ts
lear
n
.
Prin
cip
als
a
n
d
o
th
er
s
ch
o
o
l
ad
m
i
n
is
tr
ato
r
s
ar
e
e
x
am
p
les
o
f
ed
u
ca
tio
n
al
lead
er
s
wh
o
ca
n
i
m
p
ac
t
an
d
c
h
an
g
e
lear
n
in
g
s
ettin
g
s
[
1
6
]
.
L
e
ad
er
s
h
ip
h
as
a
s
ig
n
if
ican
t
r
o
le
in
r
aisi
n
g
s
ch
o
o
l
ac
co
m
p
lis
h
m
en
ts
an
d
p
r
o
m
o
tin
g
ef
f
ec
tiv
e
lear
n
in
g
,
wh
ic
h
b
en
e
f
its
in
s
titu
ti
o
n
s
an
d
s
o
ciety
as
a
wh
o
le.
Su
cc
ess
f
u
l
s
ch
o
o
l
lea
d
er
s
h
ip
r
eq
u
ir
es
in
d
iv
id
u
als
p
o
s
s
ess
in
g
s
ev
er
al
d
is
tin
g
u
is
h
in
g
tr
aits
th
at
ass
is
t
th
e
s
ch
o
o
l in
ac
h
iev
in
g
its
o
b
jectiv
es a
t th
e
s
tu
d
en
t,
teac
h
er
,
an
d
s
o
cieta
l le
v
els [
1
7
].
Desp
ite
th
e
im
p
o
r
tan
ce
o
f
lea
d
er
s
h
ip
in
s
ch
o
o
ls
,
th
e
ch
allen
g
es
an
d
d
if
f
icu
lties
f
ac
in
g
s
ch
o
o
l
lead
er
s
ar
e
m
an
y
.
E
d
u
ca
tio
n
al
lead
er
s
co
n
tin
u
e
to
h
av
e
d
if
f
icu
lties
in
d
eter
m
in
in
g
ex
ac
tly
w
h
at
d
ata
to
b
e
u
tili
ze
d
an
d
h
o
w
t
h
ey
ca
n
b
en
ef
it
f
r
o
m
th
em
.
T
h
at
is
to
s
ay
,
u
s
in
g
d
ata
to
p
r
o
m
o
te
in
s
tr
u
ctio
n
an
d
tr
ac
k
ad
m
in
is
tr
ativ
e
wo
r
k
is
a
p
r
o
b
lem
f
o
r
ad
m
in
is
tr
ato
r
s
.
St
r
o
n
g
lea
d
er
s
h
ip
an
d
th
e
u
tili
za
tio
n
o
f
d
ata
a
r
e
s
u
p
p
o
r
ted
b
y
th
e
liter
atu
r
e,
b
u
t
th
er
e
is
n
o
t
en
o
u
g
h
s
o
lid
em
p
ir
ical
p
r
o
o
f
.
E
v
id
en
ce
o
f
ef
f
ec
tiv
e
lead
er
s
h
ip
tech
n
iq
u
es
th
at
lev
e
r
ag
e
d
ata
to
p
r
o
m
o
te
f
av
o
r
a
b
le
s
tu
d
en
t
o
r
o
v
er
all
s
ch
o
o
l
r
esu
lts
s
h
o
u
ld
b
e
clea
r
l
y
estab
lis
h
ed
[
1
1
]
,
esp
ec
ially
wh
ile
k
ee
p
in
g
in
m
i
n
d
th
at
I
C
T
s
ar
e
ess
en
tial
p
ar
ts
o
f
ev
e
r
y
d
ay
life
.
T
h
ey
ar
e
v
ital r
eso
u
r
ce
s
f
o
r
th
e
g
r
o
wth
o
f
n
ew
k
n
o
wled
g
e
-
b
ased
ec
o
n
o
m
ies [
1
8
].
T
h
e
I
n
ter
n
et
is
a
v
ast
h
y
p
er
te
x
t
in
f
o
r
m
atio
n
s
p
ac
e
th
at
allo
ws
u
s
er
s
o
f
all
k
in
d
s
to
s
ea
r
ch
an
d
lo
ca
te
co
n
ten
t
ac
r
o
s
s
a
v
ar
iety
o
f
d
o
m
ain
s
.
A
p
leth
o
r
a
o
f
p
u
b
licly
ac
ce
s
s
ib
le
p
o
r
tals
ar
e
c
u
r
r
e
n
tly
av
ailab
le
in
th
e
ed
u
ca
tio
n
al/in
s
tr
u
ctio
n
al
d
o
m
ain
.
E
d
u
ca
tio
n
al
p
o
r
tals
en
co
u
r
ag
e
th
e
u
s
e
o
f
I
C
T
f
o
r
lear
n
in
g
an
d
h
elp
u
s
er
s
o
b
tain
r
eliab
le
in
f
o
r
m
atio
n
ac
co
r
d
in
g
to
th
eir
n
ee
d
s
[
19
]
.
On
lin
e
ed
u
ca
tio
n
al
p
o
r
tals
a
r
e
b
ec
o
m
in
g
m
o
r
e
an
d
m
o
r
e
p
o
p
u
lar
s
in
ce
t
h
e
m
ajo
r
ity
o
f
p
eo
p
le
in
to
d
ay
'
s
wo
r
ld
s
p
en
d
m
o
s
t
o
f
th
eir
tim
e
in
f
r
o
n
t
o
f
a
co
m
p
u
ter
an
d
b
r
o
wsi
n
g
th
e
I
n
ter
n
et
[2
0
]
,
[2
1
]
.
Of
f
icial
ed
u
ca
tio
n
p
o
licies
s
h
o
u
ld
en
co
u
r
ag
e
p
r
in
cip
als
to
u
s
e
th
e
I
n
ter
n
et
m
o
r
e
f
r
e
q
u
en
tly
o
n
p
l
atf
o
r
m
s
lik
e
s
o
cial
m
ed
ia
g
r
o
u
p
s
,
em
ail,
an
d
e
d
u
ca
tio
n
al
p
o
r
t
als [
2
2
].
On
e
o
f
th
e
r
ea
s
o
n
s
f
o
r
Om
an
'
s
2
0
4
0
Vis
io
n
is
to
in
v
esti
g
ate
n
ew
av
en
u
es
an
d
a
d
v
an
ce
m
en
ts
in
th
e
ed
u
ca
tio
n
al
s
y
s
tem
[
2
3
]
.
T
h
e
p
r
im
ar
y
e
n
tr
y
p
o
i
n
t
f
o
r
u
s
er
s
to
ac
ce
s
s
a
v
ar
iety
o
f
o
n
lin
e
s
er
v
ices
lin
k
ed
to
ed
u
ca
tio
n
in
th
e
Su
ltan
ate
o
f
Om
an
is
th
e
e
d
u
ca
tio
n
al
p
o
r
t
al
o
f
f
er
e
d
b
y
t
h
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
[
7
]
.
T
h
e
“
E
d
u
ca
tio
n
al
Po
r
tal
”
i
n
f
o
r
m
atio
n
s
y
s
tem
was
lau
n
ch
ed
b
y
th
e
Su
ltan
ate
o
f
Om
an
'
s
Min
is
tr
y
o
f
E
d
u
ca
tio
n
i
n
2
0
0
7
.
T
h
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
'
s
g
o
al
is
to
g
ath
er
an
d
s
to
r
e
th
e
d
ata.
E
v
er
y
d
ay
,
th
o
u
s
an
d
s
o
f
wo
r
k
er
s
,
ed
u
ca
to
r
s
,
lear
n
er
s
,
an
d
p
ar
en
ts
u
tili
ze
i
t
f
o
r
a
v
ar
iety
o
f
p
u
r
p
o
s
es.
I
t
k
ee
p
s
tr
ac
k
o
f
all
ed
u
ca
tio
n
al
d
ata.
T
h
e
Om
an
E
d
u
ca
ti
o
n
Po
r
tal
h
as
a
lo
t
o
f
in
f
o
r
m
atio
n
o
n
u
s
er
in
ter
ac
tio
n
s
an
d
ac
tiv
ities
.
An
aly
s
is
o
f
th
is
v
ast
am
o
u
n
t
o
f
d
ata
ca
n
h
elp
ed
u
c
ato
r
s
id
en
tify
s
tu
d
en
ts
wh
o
r
eq
u
ir
e
m
o
r
e
s
u
p
p
o
r
t
to
r
aise
s
tu
d
en
t
p
er
f
o
r
m
a
n
ce
lev
els.
T
h
e
in
f
o
r
m
ati
o
n
r
etr
iev
ed
m
ay
lead
t
o
th
e
d
is
co
v
er
y
o
f
n
ew
in
f
o
r
m
atio
n
,
wh
ich
will
h
elp
d
ec
is
io
n
-
m
ak
er
s
in
t
h
e
f
ield
o
f
ed
u
ca
tio
n
h
av
e
a
b
etter
g
r
asp
o
f
h
o
w
s
tu
d
e
n
ts
b
eh
av
e
[
2
4
].
T
h
e
Su
ltan
ate
o
f
Om
an
’
s
Min
is
tr
y
o
f
E
d
u
ca
tio
n
'
s
Po
r
t
al
is
a
co
m
p
o
n
en
t
o
f
its
in
itiativ
es
to
s
tr
en
g
th
en
co
m
m
u
n
ity
ties
an
d
ad
v
an
ce
in
f
o
r
m
ati
o
n
s
er
v
ice
s
.
I
n
f
o
r
m
atio
n
f
r
o
m
b
o
th
r
eg
i
o
n
al
an
d
ce
n
t
r
alize
d
s
o
u
r
ce
s
is
in
clu
d
ed
in
th
e
e
d
u
ca
tio
n
d
atab
ase
o
n
th
e
p
o
r
tal.
T
h
is
in
clu
d
es
Min
is
tr
y
o
f
E
d
u
ca
tio
n
-
wid
e
s
tatis
t
ics
as
well
as
b
asic
s
ch
o
o
l
-
lev
el
in
f
o
r
m
atio
n
o
n
s
tu
d
e
n
ts
,
s
taf
f
,
an
d
s
ch
o
o
l
in
v
en
to
r
ies.
I
t
also
in
clu
d
es
n
ews
an
d
in
f
o
r
m
atio
n
f
o
r
n
at
io
n
al
an
d
lo
ca
l
s
tak
eh
o
ld
er
s
.
I
t
also
co
v
er
s
in
f
o
r
m
atio
n
o
n
v
ar
io
u
s
m
o
d
es
o
f
co
m
m
u
n
icatio
n
s
u
ch
as
th
e
I
n
ter
n
et
,
m
o
b
ile
d
e
v
ices,
an
d
p
h
o
n
es,
to
g
eth
er
with
lear
n
in
g
s
u
p
p
o
r
t
s
o
f
twar
e
to
aid
s
tu
d
en
ts
in
in
d
ep
en
d
en
t
r
esear
ch
.
I
n
ad
d
itio
n
,
it
al
s
o
co
n
tain
s
m
o
n
ito
r
in
g
m
ec
h
an
is
m
f
o
r
s
tu
d
en
t
d
ev
elo
p
m
e
n
t
th
r
o
u
g
h
r
e
p
o
r
tin
g
;
an
d
r
eso
u
r
ce
s
th
at
h
elp
s
tu
d
en
ts
an
d
i
n
s
tr
u
cto
r
s
co
m
m
u
n
icate
o
u
ts
id
e
o
f
th
e
class
r
o
o
m
[
2
5
].
T
h
e
Om
an
i
Min
is
tr
y
o
f
E
d
u
ca
tio
n
p
o
r
tal
s
im
p
lifie
s
ad
m
i
n
is
tr
ativ
e
p
r
o
ce
d
u
r
es
a
n
d
en
a
b
les
m
an
y
u
s
er
s
—
ad
m
in
is
tr
ato
r
s
,
in
s
tr
u
cto
r
s
,
s
tu
d
en
ts
,
an
d
e
v
en
p
a
r
en
ts
—
to
co
m
p
lete
v
ar
io
u
s
tr
an
s
ac
tio
n
s
o
n
lin
e.
User
s
m
ay
ac
ce
s
s
a
v
a
r
iety
o
f
p
r
o
g
r
am
s
th
r
o
u
g
h
t
h
e
p
o
r
tal,
in
cl
u
d
in
g
th
e
s
ch
o
o
l
m
an
ag
em
e
n
t
s
y
s
tem
(
SMS)
,
wh
ich
elec
tr
o
n
ically
co
n
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o
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i
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t
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ch
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d
en
ts
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in
s
tr
u
cto
r
s
,
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d
m
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is
tr
y
s
taf
f
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T
h
e
lea
r
n
in
g
m
a
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ag
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t
s
y
s
tem
(
L
MS)
is
an
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wh
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h
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teac
h
er
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p
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t
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a
n
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d
o
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DM
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o
cu
m
en
ts
,
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lik
ewise
co
n
n
ec
ted
t
o
th
e
s
ite.
I
n
ad
d
itio
n
to
r
ed
u
ci
n
g
th
e
am
o
u
n
t
o
f
p
ap
e
r
tr
an
s
ac
tio
n
s
,
th
is
s
y
s
tem
o
f
f
er
s
an
au
d
it
tr
ail
f
o
r
all
p
ap
er
s
s
en
t
b
ac
k
an
d
f
o
r
th
b
et
wee
n
u
s
er
s
.
T
h
e
in
ter
f
ac
e
p
o
r
t
al
s
y
s
tem
(
I
PS
)
p
r
o
v
id
es
ac
ce
s
s
to
all
th
r
ee
o
f
th
e
p
r
ev
io
u
s
ly
s
tated
s
y
s
tem
s
,
wh
ich
ar
e
co
n
n
ec
ted
with
o
n
e
an
o
th
er
[
2
6
].
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
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R
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d
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c
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Vo
l
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14
,
No
.
3
,
J
u
n
e
20
25
:
1
9
6
1
-
1
9
7
1
1964
T
o
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cc
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u
lly
d
ev
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a
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u
ca
tio
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tal,
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u
s
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s
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tem
'
s
i
m
p
lem
en
tatio
n
an
d
m
ain
ten
an
ce
[
2
7
]
.
T
h
er
e
a
r
e
s
ev
er
al
n
ec
ess
ar
y
s
tep
s
to
ass
is
t
ed
u
ca
tio
n
al
lead
er
s
in
u
t
ilizin
g
ed
u
ca
tio
n
al
p
o
r
tal
in
f
o
r
m
atio
n
s
y
s
tem
s
.
T
h
ese
s
tep
s
in
clu
d
e
f
ac
ilit
atin
g
th
e
lo
g
i
n
p
r
o
ce
s
s
to
th
e
ed
u
ca
tio
n
al
p
o
r
tal
an
d
im
p
lem
en
tin
g
in
te
n
s
iv
e
tr
ain
i
n
g
co
u
r
s
es
f
o
r
s
ch
o
o
l
a
d
m
in
is
tr
atio
n
s
co
n
d
u
cte
d
b
y
r
elev
an
t
en
titi
es
with
in
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
.
T
h
is
is
to
en
s
u
r
e
th
e
o
p
tim
al
u
tili
za
tio
n
o
f
th
e
ed
u
ca
tio
n
al
p
o
r
ta
l
an
d
wo
r
k
to
war
d
s
p
r
o
v
id
i
n
g
m
o
d
er
n
,
h
ig
h
-
s
p
ec
if
icatio
n
lap
to
p
s
f
o
r
th
e
a
d
m
in
i
s
tr
atio
n
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
[
7
]
.
T
h
u
s
,
it
is
im
p
er
ativ
e
th
at
all
m
e
m
b
er
s
o
f
th
e
s
ch
o
o
l
ad
m
in
is
tr
atio
n
t
ea
m
g
et
o
n
g
o
in
g
tr
ain
i
n
g
o
n
h
o
w
to
ac
tiv
ate
all
asp
ec
ts
o
f
th
eir
jo
b
s
co
r
r
ec
tly
[
9
]
.
T
h
e
f
ir
s
t
s
tep
in
s
tr
en
g
th
en
in
g
th
e
E
-
Po
r
tal
in
Om
an
is
to
co
n
d
u
ct
a
th
o
r
o
u
g
h
s
tu
d
y
o
f
th
e
in
f
o
r
m
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n
al
n
ee
d
s
o
f
c
u
r
r
e
n
t
an
d
p
r
o
s
p
ec
tiv
e
u
s
er
s
,
h
o
w
o
f
ten
th
ey
u
s
e
th
e
in
f
o
r
m
atio
n
o
n
th
e
p
o
r
tal,
an
d
h
o
w
v
alu
a
b
le
an
d
ac
cu
r
ate
t
h
ey
b
eliev
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th
e
m
ater
ial
to
b
e.
A
s
k
ill
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tu
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p
r
e
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t
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k
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p
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t
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T
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ir
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y
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s
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f
in
all
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ir
ec
to
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ates,
in
cl
u
d
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g
r
e
g
io
n
al
d
ir
ec
t
o
r
ates
an
d
s
ch
o
o
ls
,
m
ig
h
t
r
esu
lt
f
r
o
m
th
e
latte
r
s
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d
y
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e
n
h
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ce
E
-
Po
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tal
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s
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e.
Fo
r
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taf
f
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em
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er
s
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e
Min
is
tr
y
o
f
E
d
u
ca
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m
ig
h
t
p
r
o
v
id
e
o
r
s
p
o
n
s
o
r
b
r
ief
tr
ain
i
n
g
s
ess
io
n
s
o
n
in
f
o
r
m
atio
n
ac
ce
s
s
an
d
u
tili
za
tio
n
.
I
t
co
u
ld
al
s
o
m
an
d
ate
th
at
f
r
eq
u
en
t
o
p
e
r
atio
n
al
r
ep
o
r
ts
b
e
p
o
s
ted
o
n
th
e
s
ite
at
p
r
e
d
ef
in
ed
in
ter
v
als,
s
u
ch
as
y
ea
r
l
y
r
ep
o
r
tin
g
o
n
in
-
s
er
v
ice
tr
ain
in
g
an
d
s
ch
o
o
l
s
u
p
er
v
is
o
r
s
[
2
8
].
Ma
n
y
s
tu
d
ies
h
av
e
b
ee
n
co
n
d
u
cted
at
th
e
lo
ca
l
lev
el
to
d
et
er
m
in
e
th
e
ef
f
ec
tiv
en
ess
o
f
e
d
u
ca
tio
n
al
p
o
r
tals
an
d
ch
allen
g
es h
in
d
er
t
h
eir
ad
o
p
tio
n
.
Ab
ak
e
r
an
d
Al
-
Sh
eh
h
i
[
7
]
in
v
esti
g
ate
h
o
w
th
e
ed
u
ca
tio
n
al
p
o
r
tal
af
f
ec
ts
wo
r
k
er
s
'
p
er
f
o
r
m
an
ce
at
th
e
Su
ltan
ate
o
f
Om
a
n
'
s
Min
is
tr
y
o
f
E
d
u
ca
tio
n
.
Acc
o
r
d
in
g
to
th
e
r
esu
lts
,
em
p
lo
y
ee
p
er
f
o
r
m
a
n
ce
ap
p
ea
r
s
to
b
e
p
o
s
itiv
ely
af
f
ec
ted
b
y
th
e
u
s
e
o
f
in
s
tr
u
ctio
n
al
p
o
r
tal
tech
n
o
lo
g
y
.
T
h
e
f
in
d
in
g
s
also
s
h
o
w
th
at,
as
co
m
p
ar
ed
to
em
p
lo
y
ee
p
er
f
o
r
m
an
ce
u
n
d
er
th
e
p
r
io
r
m
an
u
a
l
m
eth
o
d
,
e
m
p
lo
y
ee
p
er
f
o
r
m
an
ce
h
as
g
r
o
wn
f
o
ll
o
win
g
th
e
im
p
lem
e
n
tatio
n
o
f
ed
u
ca
tio
n
al
p
o
r
tal
s
er
v
ices.
Al
-
Ma
h
d
h
u
r
[
9
]
d
eter
m
in
es
h
o
w
th
e
ed
u
ca
tio
n
al
p
o
r
tal
m
ay
im
p
r
o
v
e
Om
a
n
i
s
ch
o
o
l
ad
m
in
is
tr
atio
n
'
s
p
er
f
o
r
m
an
ce
i
n
lig
h
t
o
f
e
-
g
o
v
e
r
n
an
ce
s
tan
d
ar
d
s
f
r
o
m
t
h
e
p
r
in
cip
als'
p
o
in
t
o
f
v
iew.
T
h
e
f
in
d
in
g
s
r
ev
ea
le
d
th
at
th
e
p
er
f
o
r
m
an
ce
o
f
th
e
s
ch
o
o
l
ad
m
in
is
tr
atio
n
is
g
r
ea
tl
y
im
p
ac
te
d
b
y
ed
u
ca
tio
n
al
p
o
r
tals
,
p
ar
ticu
lar
ly
wh
en
it
c
o
m
es
to
th
e
co
g
n
itiv
e
an
d
tech
n
o
lo
g
ical
asp
ec
ts
o
f
e
-
g
o
v
er
n
an
ce
.
Al
-
Alawi
[
29
]
ai
m
ed
to
d
is
co
v
er
th
e
d
r
awb
ac
k
s
o
f
im
p
lem
en
tin
g
elec
tr
o
n
ic
m
an
a
g
em
en
t
(
Om
a
n
E
d
u
ca
tio
n
al
Po
r
tal)
i
n
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
f
r
o
m
th
e
I
T
s
taf
f
v
iewp
o
in
t.
T
h
e
r
esu
lts
r
e
v
ea
led
t
h
at
th
e
r
e
ar
e
ad
m
in
is
tr
ativ
e,
f
in
an
ci
al,
an
d
tech
n
ical
ch
allen
g
es
r
elate
d
to
h
u
m
an
r
eso
u
r
ce
s
)
th
at
h
in
d
er
im
p
lem
en
tin
g
th
e
elec
tr
o
n
ic
m
an
a
g
e
m
en
t in
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
.
T
h
e
Om
an
i
Min
is
tr
y
o
f
E
d
u
ca
tio
n
s
h
o
u
ld
k
ee
p
a
ca
r
ef
u
l
ey
e
o
n
tech
n
o
l
o
g
ical
ad
v
an
ce
m
en
ts
to
en
s
u
r
e
o
n
g
o
in
g
p
r
o
g
r
ess
.
W
h
en
p
lan
n
i
n
g
an
d
d
esig
n
in
g
tec
h
n
o
lo
g
ical
s
er
v
ices,
it
is
im
p
o
r
tan
t
to
in
clu
d
e
all
r
elev
an
t
p
ar
ties
an
d
o
f
f
er
th
e
m
a
v
o
ice.
Fu
r
th
e
r
m
o
r
e,
u
s
er
an
d
s
taf
f
v
iews
s
h
o
u
ld
b
e
tak
e
n
in
to
ac
co
u
n
t
wh
ile
ev
alu
atin
g
th
e
p
r
esen
t
ed
u
ca
tio
n
al
p
o
r
tal
o
f
f
e
r
in
g
s
.
Mo
d
er
n
tech
n
o
lo
g
ical
s
er
v
ices,
in
cl
u
d
i
n
g
th
e
r
e
q
u
ir
em
e
n
t
f
o
r
m
o
b
ile
a
p
p
licatio
n
s
,
m
u
s
t
also
b
e
o
f
f
er
ed
.
I
t
is
r
ec
o
m
m
en
d
ed
th
at
tech
n
o
lo
g
y
s
er
v
i
ce
s
b
e
p
e
r
io
d
ically
ev
alu
ated
an
d
th
at
ap
p
r
o
p
r
iate
in
s
tr
u
m
en
ts
an
d
ef
f
icien
t
p
r
o
ce
d
u
r
es
b
e
u
s
ed
to
en
s
u
r
e
c
o
m
p
lian
ce
with
n
ew
an
d
in
ter
n
atio
n
al
s
tan
d
ar
d
s
[
7
]
.
Al
-
Alawi
[
29
]
r
ec
o
m
m
en
d
ed
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i
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g
th
e
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is
tr
y
o
f
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d
u
ca
tio
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u
f
f
icien
t
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n
d
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n
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er
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E
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n
t.
3.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
r
esear
ch
u
tili
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d
th
e
q
u
an
titativ
e
ap
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o
ac
h
,
w
h
ich
M
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m
ed
[
3
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]
d
e
f
in
ed
as
“
a
s
et
o
f
to
o
ls
o
r
m
eth
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d
s
u
s
ed
b
y
d
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-
m
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k
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ess
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s
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r
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is
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ativ
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eg
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d
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lar
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itu
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.
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ap
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m
es
th
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av
ailab
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icien
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elate
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r
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d
also
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i
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th
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tific
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ir
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.
”
T
h
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p
o
p
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latio
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c
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is
ted
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ca
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o
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Po
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tal
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n
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r
m
atio
n
Sy
s
tem
s
in
th
e
S
u
ltan
ate
o
f
Om
a
n
.
T
h
e
r
esear
ch
s
am
p
le
in
clu
d
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d
96
in
d
iv
i
d
u
als
f
r
o
m
t
h
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s
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g
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ie
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ce
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am
p
lin
g
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et
h
o
d
.
3
.
1
.
Cha
ra
c
t
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is
t
ics o
f
t
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esea
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h sa
m
ple
T
ab
le
1
s
h
o
ws
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e
d
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tr
ib
u
tio
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s
tu
d
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p
le
a
cc
o
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d
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g
to
th
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ch
a
r
ac
ter
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s
tics
.
T
h
e
d
is
tr
ib
u
tio
n
in
clu
d
es
f
o
u
r
m
a
in
v
ar
iab
les.
T
h
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v
ar
iab
les
ar
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en
d
er
,
y
ea
r
s
o
f
ex
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tech
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ical
co
m
p
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cy
,
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d
jo
b
p
o
s
itio
n
.
E
ac
h
v
ar
iab
le
i
n
clu
d
es d
if
f
er
e
n
t c
ateg
o
r
ies.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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&
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d
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N:
2252
-
8
8
2
2
C
h
a
llen
g
es o
f e
d
u
c
a
tio
n
a
l le
a
d
ers
’
u
tili
z
a
tio
n
o
f e
d
u
ca
tio
n
a
l p
o
r
ta
l
… (
Ha
med
Hila
l Na
s
s
er A
l Ya
h
ma
d
i
)
1965
T
ab
le
1
.
Dis
tr
ib
u
tio
n
o
f
th
e
s
tu
d
y
s
am
p
le
ac
c
o
r
d
in
g
to
th
eir
ch
ar
ac
ter
is
tics
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a
r
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a
b
l
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a
t
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o
r
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s
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e
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t
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g
e
(
%)
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a
l
e
50
5
2
.
1
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e
mal
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46
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7
.
9
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t
a
l
96
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0
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l
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3
3
.
1
A
ssi
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2
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9
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1
2
.
5
To
t
a
l
96
1
0
0
3
.
2
.
Resea
rc
h
t
o
o
l a
nd
t
he
v
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if
ica
t
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n o
f
it
s
v
a
lid
it
y
a
nd
re
lia
bil
it
y
T
h
e
r
esear
ch
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co
n
s
tr
u
cted
a
q
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esti
o
n
n
air
e,
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d
its
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ir
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eth
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d
s
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e
q
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esti
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air
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was
s
en
t
to
ex
p
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ts
to
ass
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lin
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is
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m
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latio
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ity
,
a
n
d
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ce
o
f
th
e
s
tatem
en
ts
.
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h
e
ex
p
er
ts
r
ea
ch
ed
a
n
ag
r
e
em
en
t
o
f
82%
,
th
u
s
th
e
f
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alize
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air
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ed
36
s
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ts
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is
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ted
ac
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s
s
two
ax
es.
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a
l c
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15
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als.
T
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e
i
n
ter
n
al
co
n
s
is
ten
cy
v
alid
ity
w
as
ca
lcu
lated
u
s
in
g
Pear
s
o
n
'
s
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r
r
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e
f
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icien
t
b
etwe
en
ea
ch
s
tatem
en
t'
s
s
co
r
e
a
n
d
t
h
e
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tal
s
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r
e
o
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th
e
ax
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to
wh
ich
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e
s
tatem
en
t
b
elo
n
g
s
in
th
e
q
u
esti
o
n
n
air
e,
all
o
f
w
h
ich
wer
e
s
tatis
tically
s
ig
n
if
ican
t
at
th
e
0
.
0
1
s
ig
n
if
ican
ce
le
v
el
[3
1
]
.
T
h
e
g
en
er
al
c
o
n
s
tr
u
ct
v
a
lid
ity
f
o
r
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h
ax
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ie
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b
y
f
in
d
in
g
th
e
c
o
r
r
elatio
n
co
ef
f
icien
ts
b
etwe
en
th
e
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im
en
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io
n
s
a
n
d
t
h
e
to
tal
s
co
r
e
o
f
th
e
ax
is
.
T
h
e
co
r
r
elatio
n
co
e
f
f
icien
ts
f
o
r
th
e
d
im
en
s
io
n
s
with
th
e
to
tal
s
co
r
e
o
f
th
e
f
ir
s
t
ax
is
r
an
g
e
d
b
etwe
en
(
.
7
4
5
*
*
-
.
8
9
0
*
*
)
,
an
d
f
o
r
th
e
s
ec
o
n
d
a
x
is
,
th
e
y
r
an
g
ed
b
etwe
en
(
.
8
4
9
*
*
-
.
8
8
0
*
*
)
,
all
s
tatis
tic
ally
s
ig
n
if
ican
t
at
th
e
0
.
0
1
s
ig
n
if
ican
ce
lev
el.
T
h
e
f
i
v
e
-
p
o
in
t
L
ik
er
t
s
ca
le
(
s
tr
o
n
g
ly
d
is
ag
r
ee
,
d
is
ag
r
ee
,
n
eu
tr
al,
ag
r
ee
,
a
n
d
s
tr
o
n
g
l
y
a
g
r
ee
)
was
u
s
ed
f
o
r
s
co
r
i
n
g
th
e
r
esear
ch
to
o
l,
wh
er
e
r
esp
o
n
s
es we
r
e
s
co
r
ed
:
s
tr
o
n
g
ly
d
is
ag
r
ee
=
1
,
d
is
ag
r
ee
=
2
,
n
eu
t
r
al
=
3
,
ag
r
ee
=
4
,
an
d
s
tr
o
n
g
ly
a
g
r
ee
=
5
.
T
ab
le
s
2
a
n
d
3
s
h
o
w
th
e
C
r
o
n
b
ac
h
’
s
a
lp
h
a
r
eliab
ilit
y
co
ef
f
icien
ts
f
o
r
th
e
two
ax
es
o
f
th
e
q
u
esti
o
n
n
air
e
.
T
a
b
le
2
in
d
ic
ate
s
th
at
C
r
o
n
b
ac
h
’
s
a
lp
h
a
r
eliab
ilit
y
co
ef
f
icien
ts
wer
e
ca
lcu
lated
f
o
r
th
e
d
im
en
s
io
n
s
an
d
th
e
to
tal
s
co
r
e
o
f
th
e
f
ir
s
t
ax
is
.
T
h
e
C
r
o
n
b
ac
h
’
s
a
lp
h
a
v
alu
es
f
o
r
th
e
d
im
en
s
io
n
s
r
an
g
ed
b
etwe
en
(
.
9
6
4
-
.
9
7
7
)
,
an
d
th
e
r
eliab
ilit
y
co
ef
f
icien
t
f
o
r
th
e
ax
is
was
(
.
9
7
7
)
,
i
n
d
icatin
g
h
ig
h
r
eliab
ilit
y
.
T
h
ese
r
eliab
ilit
y
v
alu
es
s
u
g
g
est
th
at
th
e
q
u
esti
o
n
n
air
e
is
s
u
itab
le
f
o
r
ap
p
licatio
n
an
d
th
at
its
r
e
s
u
lts
ca
n
b
e
r
elied
u
p
o
n
a
n
d
tr
u
s
ted
.
T
a
b
le
3
in
d
i
ca
te
s
t
h
at
C
r
o
n
b
a
c
h
’
s
al
p
h
a
r
e
lia
b
i
lit
y
co
ef
f
i
cie
n
t
s
wer
e
c
al
cu
lat
ed
f
o
r
t
h
e
d
i
m
e
n
s
i
o
n
s
a
n
d
th
e
t
o
ta
l sc
o
r
e
o
f
t
h
e
s
e
co
n
d
ax
is
.
T
h
e
C
r
o
n
b
a
ch
’
s
al
p
h
a
v
a
lu
e
s
f
o
r
t
h
e
d
i
m
e
n
s
i
o
n
s
r
a
n
g
e
d
b
e
twee
n
(
.
8
6
5
-
.
9
7
3
)
,
an
d
t
h
e
r
e
lia
b
i
lit
y
c
o
ef
f
i
cie
n
t
f
o
r
th
e
a
x
is
was
.
9
3
1
,
in
d
i
ca
t
in
g
h
i
g
h
r
e
lia
b
i
lit
y
.
T
h
es
e
r
eli
ab
ilit
y
v
al
u
es
s
u
g
g
est
th
a
t
th
e
q
u
est
io
n
n
a
ir
e
is
s
u
it
a
b
l
e
f
o
r
a
p
p
li
ca
ti
o
n
a
n
d
t
h
at
its
r
e
s
u
lts
c
an
b
e
r
eli
e
d
u
p
o
n
a
n
d
t
r
u
s
te
d
.
T
ab
le
2
.
C
r
o
n
b
ac
h
’
s
alp
h
a
r
eli
ab
ilit
y
co
ef
f
icien
ts
f
o
r
th
e
d
im
en
s
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6
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ca
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w
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es
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f
th
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u
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5
.
M
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s
an
d
s
tan
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s
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f
th
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Al
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[
29
]
,
wh
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tech
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b
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s
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n
[
6
]
,
w
h
o
s
t
r
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d
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d
f
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4
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n
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w
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.
[2
7
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,
w
h
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m
p
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a
s
i
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d
t
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i
m
p
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l
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w
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.
[2
4
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w
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O
m
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[2
0
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,
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3
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h
i
g
h
l
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d
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c
r
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p
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a
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[1
5
]
,
[1
6
]
,
wh
o
b
o
th
s
tr
ess
ed
th
e
p
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o
tal
r
o
le
o
f
lead
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ip
in
im
p
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lear
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m
en
ts
.
I
n
p
ar
ticu
lar
,
th
is
s
tu
d
y
c
o
m
p
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e
n
ts
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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8
8
2
2
C
h
a
llen
g
es o
f e
d
u
c
a
tio
n
a
l le
a
d
ers
’
u
tili
z
a
tio
n
o
f e
d
u
ca
tio
n
a
l p
o
r
ta
l
… (
Ha
med
Hila
l Na
s
s
er A
l Ya
h
ma
d
i
)
1969
C
r
eswell
[3
1
]
m
eth
o
d
o
l
o
g
ical
ap
p
r
o
ac
h
b
y
u
s
in
g
q
u
a
n
titativ
e
r
esear
ch
to
id
en
tify
lead
er
s
h
ip
ch
allen
g
es
a
n
d
o
p
p
o
r
tu
n
ities
.
T
h
is
co
n
tr
ib
u
tio
n
alig
n
s
with
th
e
r
esear
ch
o
f
J
ee
lan
i
et
a
l
.
[2
0
]
,
wh
o
em
p
h
as
ized
th
e
in
cr
ea
s
in
g
r
elev
an
ce
o
f
ed
u
ca
tio
n
al
p
o
r
t
als
f
o
r
m
o
d
er
n
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
T
h
e
f
in
d
in
g
s
o
f
Ab
ak
er
an
d
Al
-
Sh
e
h
h
i
[
7
]
,
wh
o
lo
o
k
ed
in
t
o
co
m
p
ar
a
b
le
ed
u
ca
tio
n
al
is
s
u
es
in
Om
an
,
also
s
u
p
p
o
r
t
th
e
s
tu
d
y
’
s
r
ec
o
m
m
en
d
atio
n
s
f
o
r
th
o
r
o
u
g
h
p
lan
n
in
g
an
d
tr
ain
in
g
f
o
r
lea
d
er
s
.
4
.
4
.
P
ra
ct
ica
l
i
m
pli
ca
t
io
ns
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
h
av
e
im
p
o
r
tan
t
p
r
ac
tical
im
p
licatio
n
s
f
o
r
ed
u
ca
tio
n
al
p
r
ac
tice
a
n
d
p
o
licy
,
p
ar
ticu
lar
ly
in
th
e
Su
ltan
ate
o
f
Om
an
.
T
h
is
s
tu
d
y
id
en
tifie
s
th
e
b
ar
r
ier
s
to
ad
o
p
tin
g
ed
u
ca
tio
n
al
p
o
r
ta
l
in
f
o
r
m
atio
n
s
y
s
tem
s
,
s
u
ch
a
s
lim
ited
tech
n
o
lo
g
ical
co
m
p
eten
cy
,
i
n
s
u
f
f
icien
t
tr
ai
n
in
g
,
an
d
r
esis
tan
ce
to
ch
an
g
e,
an
d
p
r
o
v
id
es
a
clea
r
r
o
ad
m
ap
f
o
r
ad
d
r
ess
in
g
th
em
.
E
d
u
ca
tio
n
al
in
s
titu
tio
n
s
ca
n
u
s
e
th
ese
f
in
d
in
g
s
to
cr
ea
te
tar
g
eted
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
a
m
s
th
at
im
p
r
o
v
e
lead
er
s
’
tech
n
o
lo
g
ical
s
k
ills
an
d
f
am
iliar
ity
with
th
ese
s
y
s
tem
s
.
Fu
r
th
er
m
o
r
e,
p
o
licy
m
ak
e
r
s
ca
n
u
s
e
th
e
s
e
f
in
d
in
g
s
t
o
d
e
v
elo
p
p
o
licie
s
th
at
en
co
u
r
ag
e
th
e
u
s
e
o
f
tech
n
o
lo
g
y
i
n
ed
u
ca
tio
n
al
ad
m
in
is
tr
atio
n
.
T
h
is
co
u
l
d
in
clu
d
e
in
v
esti
n
g
in
in
f
r
astru
ctu
r
e,
d
e
v
elo
p
in
g
o
n
g
o
in
g
s
u
p
p
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t
m
ec
h
an
is
m
s
,
an
d
en
s
u
r
in
g
th
at
ed
u
ca
tio
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al
lead
er
s
r
ec
eiv
e
r
eg
u
lar
u
p
d
ates
o
n
s
y
s
tem
im
p
r
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v
em
e
n
ts
,
all
o
f
wh
ich
ar
e
cr
itical
f
o
r
m
a
x
im
izin
g
th
e
b
en
ef
its
o
f
e
d
u
ca
tio
n
al
p
o
r
tals
wh
ile
also
im
p
r
o
v
in
g
th
e
o
v
er
all
ef
f
icien
cy
an
d
e
f
f
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tiv
en
ess
o
f
e
d
u
ca
t
io
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m
an
ag
e
m
en
t.
5.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
r
e
v
ea
ls
th
at
th
e
ad
o
p
tio
n
o
f
ed
u
ca
tio
n
al
p
o
r
tal
i
n
f
o
r
m
atio
n
s
y
s
tem
s
in
th
e
Su
ltan
ate
o
f
Om
an
f
ac
es
m
o
d
er
ate
ch
allen
g
es,
p
ar
ticu
lar
ly
in
ar
ea
s
lik
e
t
ec
h
n
o
lo
g
ical
co
m
p
eten
cy
,
tr
ai
n
in
g
,
a
n
d
r
esis
tan
ce
to
ch
an
g
e.
Desp
ite
th
ese
ch
all
en
g
es,
th
e
r
eq
u
ir
em
e
n
ts
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
th
ese
s
y
s
te
m
s
ar
e
r
ec
o
g
n
ized
as
v
er
y
h
ig
h
,
in
d
icatin
g
a
s
tr
o
n
g
d
em
an
d
f
o
r
im
p
r
o
v
em
en
ts
in
s
y
s
tem
q
u
ality
,
s
er
v
ice
q
u
ality
,
in
f
o
r
m
atio
n
q
u
ality
,
an
d
o
n
g
o
in
g
s
u
p
p
o
r
t.
T
h
e
s
tu
d
y
also
f
in
d
s
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
th
e
ch
allen
g
es
an
d
d
ev
elo
p
m
e
n
t
r
eq
u
ir
em
en
ts
b
a
s
ed
o
n
g
en
d
er
,
y
ea
r
s
o
f
ex
p
er
ien
ce
,
tech
n
o
lo
g
ical
co
m
p
ete
n
cy
,
o
r
jo
b
p
o
s
itio
n
,
s
u
g
g
esti
n
g
th
at
th
ese
is
s
u
es a
r
e
u
n
iv
er
s
ally
ex
p
er
ien
ce
d
b
y
e
d
u
ca
tio
n
al
lead
e
r
s
.
T
o
ad
d
r
e
s
s
th
e
s
e
ch
a
ll
en
g
e
s
,
it
is
e
s
s
en
ti
al
to
en
c
o
u
r
ag
e
ed
u
ca
tio
n
al
le
ad
er
s
to
en
g
ag
e
in
co
n
t
in
u
o
u
s
p
r
o
f
e
s
s
io
n
al
d
ev
elo
p
m
en
t
th
r
o
u
g
h
wo
r
k
s
h
o
p
s
,
c
o
n
f
er
en
c
e
s
,
an
d
web
in
a
r
s
w
i
th
t
ec
h
n
o
lo
g
y
ex
p
er
t
s
.
E
n
s
u
r
in
g
th
at
th
e
s
e
l
ea
d
er
s
ar
e
r
eg
u
la
r
ly
u
p
d
a
ted
o
n
th
e
l
at
es
t
ad
v
an
ce
m
en
t
s
in
ed
u
c
at
io
n
a
l
p
o
r
ta
l
s
is
cr
u
ci
al
f
o
r
m
a
in
t
ain
in
g
th
eir
co
m
p
et
en
cy
an
d
en
th
u
s
i
a
s
m
.
T
h
e
s
y
s
t
em
it
s
elf
s
h
o
u
ld
b
e
ad
ap
tab
le
an
d
in
t
eg
r
a
ted
to
r
ed
u
ce
m
an
u
a
l
d
ata
en
tr
y
,
f
u
r
t
h
er
en
h
an
cin
g
it
s
u
s
ab
i
l
ity
.
C
o
m
p
r
eh
en
s
iv
e
tr
a
in
in
g
p
r
o
g
r
am
s
th
a
t
co
v
er
b
o
th
b
a
s
i
c
co
m
p
u
ter
s
k
il
l
s
an
d
ad
v
an
c
ed
f
u
n
c
tio
n
s
o
f
th
e
p
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r
ta
l
s
ar
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r
e
co
m
m
en
d
e
d
to
b
u
ild
lead
er
s
’
co
n
f
id
en
ce
in
u
s
in
g
t
h
es
e
s
y
s
tem
s
ef
f
ec
tiv
ely
.
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ip
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ac
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co
llab
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1
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.
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l
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Z
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,
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3
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.
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rsp
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.
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5
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o
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5
,
p
p
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–
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.
[
6
]
M
.
O
sm
a
n
,
“
Ed
u
c
a
t
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p
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man
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o
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c
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c
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mm
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MA
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p
p
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[
7
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.
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.
[
8
]
M
.
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m,
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A
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.
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