I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n
(
I
J
E
RE
)
Vo
l.
14
,
No
.
5
,
Octo
b
er
20
25
,
p
p
.
3
6
7
5
~
3
6
8
5
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
14
i
5
.
3
4
5
6
9
3675
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
The
ro
le
o
f
s
tude
nt
lea
dershi
p
in
a
ca
demic a
chiev
e
ment:
a
pa
thway
to
fra
mewo
rk develo
p
ment
J
o
hn
M
icha
el
D.
Aqu
ino
,
Ch
ristia
n P
.
Sa
n L
ui
s
C
o
l
l
e
g
e
o
f
Te
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
La
g
u
n
a
S
t
a
t
e
P
o
l
y
t
e
c
h
n
i
c
U
n
i
v
e
r
s
i
t
y
,
S
a
n
t
a
C
r
u
z
,
P
h
i
l
i
p
p
i
n
e
s
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
an
12
,
2
0
2
5
R
ev
is
ed
May
15
,
2
0
2
5
Acc
ep
ted
J
u
n
12
,
2
0
2
5
Lea
d
e
rsh
ip
is
wi
d
e
ly
re
c
o
g
n
ize
d
in
fo
ste
ri
n
g
p
e
rso
n
a
l
d
e
v
e
l
o
p
m
e
n
t
a
n
d
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
o
f
e
v
e
ry
stu
d
e
n
t.
T
h
is
st
u
d
y
e
x
p
l
o
re
s
th
e
re
latio
n
sh
i
p
b
e
twe
e
n
lea
d
e
rsh
ip
in
v
o
l
v
e
m
e
n
t
a
n
d
a
c
a
d
e
m
ic
p
e
rfo
rm
a
n
c
e
,
i
d
e
n
ti
f
y
in
g
in
flu
e
n
c
in
g
fa
c
to
rs,
b
e
st
p
ra
c
ti
c
e
s,
a
n
d
a
fra
m
e
wo
rk
fo
r
d
e
v
e
l
o
p
m
e
n
t.
Us
i
n
g
a
m
ix
e
d
-
me
th
o
d
a
p
p
r
o
a
c
h
with
c
o
n
c
u
rre
n
t
tri
a
n
g
u
lati
o
n
,
1
7
9
ra
n
d
o
m
l
y
se
lec
ted
u
n
d
e
r
g
ra
d
u
a
te
st
u
d
e
n
t
lea
d
e
rs
c
o
m
p
lete
d
a
v
a
li
d
a
te
d
su
r
v
e
y
a
n
a
ly
z
e
d
t
h
ro
u
g
h
S
p
e
a
rm
a
n
’
s
ra
n
k
-
o
rd
e
r
c
o
r
re
latio
n
,
wh
il
e
1
2
p
u
rp
o
siv
e
ly
se
lec
ted
p
a
rti
c
ip
a
n
ts
u
n
d
e
rwe
n
t
se
m
i
-
stru
c
tu
re
d
i
n
terv
iew
s
a
n
a
ly
z
e
d
th
e
m
a
ti
c
a
ll
y
.
F
in
d
i
n
g
s
sh
o
w
a
stro
n
g
p
o
sit
iv
e
c
o
rre
latio
n
(
rs=
0
.
7
4
4
,
p
<
0
.
0
0
1
)
b
e
twe
e
n
lea
d
e
rsh
ip
i
n
v
o
lv
e
m
e
n
t
a
n
d
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t.
Lea
d
e
rsh
ip
f
o
ste
rs
sk
il
l
d
e
v
e
l
o
p
m
e
n
t,
p
e
rso
n
a
l
g
r
o
wth
,
m
o
ti
v
a
ti
o
n
,
a
n
d
su
p
p
o
rt
s
y
ste
m
s.
Be
st
p
ra
c
ti
c
e
s
in
c
lu
d
e
c
a
p
a
c
it
y
-
b
u
il
d
in
g
p
ro
g
ra
m
s,
in
c
lu
siv
it
y
,
re
c
o
g
n
i
ti
o
n
,
su
p
p
o
rti
v
e
stru
c
tu
re
s,
a
n
d
c
o
l
lab
o
ra
ti
o
n
.
A
stru
c
tu
re
d
fra
m
e
wo
rk
wa
s
d
e
v
e
lo
p
e
d
to
sy
ste
m
a
ti
c
a
ll
y
e
n
h
a
n
c
e
a
n
d
su
sta
in
st
u
d
e
n
t
lea
d
e
rsh
ip
’
s
ro
le
in
a
c
a
d
e
m
ic
e
x
c
e
ll
e
n
c
e
.
In
stit
u
ti
o
n
a
l
a
p
p
li
c
a
ti
o
n
h
ig
h
li
g
h
ts
th
e
n
e
e
d
fo
r
u
n
iv
e
rsiti
e
s
to
in
te
g
ra
te
l
e
a
d
e
rsh
ip
d
e
v
e
lo
p
m
e
n
t
in
t
o
a
c
a
d
e
m
ic
p
ro
g
r
a
m
s
th
ro
u
g
h
stru
c
tu
re
d
m
e
n
to
rsh
i
p
,
fa
c
u
lt
y
e
n
g
a
g
e
m
e
n
t,
g
o
v
e
r
n
a
n
c
e
m
e
c
h
a
n
ism
s,
a
n
d
p
o
li
c
y
su
p
p
o
rt.
Hi
g
h
e
r
e
d
u
c
a
ti
o
n
in
stit
u
ti
o
n
s
(HEIs)
c
a
n
o
p
ti
m
ize
stu
d
e
n
t
lea
d
e
rsh
i
p
i
n
it
iati
v
e
s
b
y
p
ro
v
id
i
n
g
re
so
u
rc
e
s,
re
c
o
g
n
izi
n
g
a
c
h
iev
e
m
e
n
ts,
a
n
d
f
o
ste
rin
g
a
n
i
n
c
lu
si
v
e
e
n
v
iro
n
m
e
n
t
th
a
t
s
u
p
p
o
rts
h
o
li
stic
g
r
o
wth
.
T
h
e
f
in
d
in
g
s
h
a
v
e
si
g
n
i
fica
n
t
imp
li
c
a
ti
o
n
s
f
o
r
h
ig
h
e
r
e
d
u
c
a
ti
o
n
p
o
l
icie
s
a
n
d
p
ra
c
ti
c
e
s,
e
m
p
h
a
siz
in
g
th
a
t
we
ll
-
stru
c
tu
re
d
lea
d
e
rsh
ip
p
r
o
g
ra
m
s
c
u
lt
i
v
a
te
fu
t
u
re
-
re
a
d
y
in
d
iv
id
u
a
ls
c
a
p
a
b
le
o
f
e
x
c
e
ll
in
g
a
c
a
d
e
m
ica
ll
y
a
n
d
b
e
y
o
n
d
.
K
ey
w
o
r
d
s
:
Aca
d
em
ic
ac
h
iev
em
en
t
L
ea
d
er
s
h
ip
an
d
ac
ad
em
ic
f
r
am
ewo
r
k
Qu
ality
ed
u
ca
tio
n
Stu
d
en
t le
ad
er
s
h
ip
Stu
d
en
t su
cc
ess
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
J
o
h
n
Mic
h
ae
l D
.
Aq
u
i
n
o
C
o
lleg
e
o
f
T
ea
ch
er
E
d
u
ca
tio
n
,
L
ag
u
n
a
State
Po
ly
tech
n
ic
Un
i
v
er
s
ity
San
ta
C
r
u
z
,
L
ag
u
n
a
4
0
0
9
,
Ph
il
ip
p
in
es
E
m
ail: jo
h
n
m
ich
ae
l.a
q
u
in
o
@
ls
p
u
.
ed
u
.
p
h
1.
I
NT
RO
D
UCT
I
O
N
Stu
d
en
t
lead
er
s
h
ip
is
n
o
t
lim
ited
to
f
o
r
m
al
p
o
s
itio
n
s
b
u
t
also
an
av
e
n
u
e
t
o
em
er
g
e
in
ac
ad
em
ic
s
ettin
g
s
.
T
h
ey
in
s
p
ir
e
a
n
d
m
o
tiv
ate
th
eir
p
ee
r
s
th
r
o
u
g
h
th
eir
ac
tio
n
s
an
d
id
ea
s
an
d
im
p
r
o
v
e
th
eir
p
er
s
o
n
al
ac
ad
em
ic
s
tan
d
in
g
.
T
h
is
h
o
li
s
tic
d
ev
elo
p
m
e
n
t
o
f
lead
e
r
s
h
ip
q
u
alities
is
cr
itical
in
s
h
ap
in
g
th
eir
ac
ad
em
ic
ex
ce
llen
ce
.
T
ak
i
n
g
o
n
lead
er
s
h
ip
r
o
les
teac
h
es
th
em
th
e
s
ig
n
if
ican
ce
o
f
r
esp
o
n
s
ib
ilit
y
,
as
th
ey
b
alan
ce
th
eir
ac
ad
em
ic
d
u
ties
with
th
eir
lea
d
er
s
h
ip
o
b
lig
atio
n
s
.
I
t a
ls
o
in
s
till
s
ac
co
u
n
tab
ilit
y
f
o
r
th
eir
ac
tio
n
s
an
d
d
ec
is
io
n
s
.
Me
an
wh
ile,
s
tu
d
en
t
lead
er
s
h
i
p
is
th
e
ab
ilit
y
o
f
s
tu
d
en
ts
t
o
in
f
lu
e
n
ce
,
g
u
id
e,
a
n
d
in
s
p
i
r
e
th
eir
co
-
o
f
f
ice
r
s
,
f
r
ien
d
s
an
d
in
s
titu
tio
n
to
wa
r
d
s
ac
h
ie
v
in
g
th
eir
o
r
g
a
n
iz
atio
n
’
s
s
h
ar
ed
g
o
als
an
d
f
o
s
ter
in
g
a
p
o
s
itiv
e
en
v
ir
o
n
m
en
t.
I
t
em
b
o
d
ies
th
e
d
ev
elo
p
m
e
n
t
o
f
lead
e
r
s
h
ip
s
k
ills
am
o
n
g
s
tu
d
en
ts
an
d
b
y
t
ak
in
g
o
n
lead
er
s
h
ip
r
o
les.
Stu
d
en
t
lea
d
er
s
also
lear
n
to
b
alan
ce
th
eir
r
esp
o
n
s
ib
ilit
ies,
cu
ltiv
ate
team
wo
r
k
,
co
llab
o
r
atio
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
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
6
7
5
-
3685
3676
em
p
o
wer
m
en
t,
an
d
b
u
ild
a
s
en
s
e
o
f
ac
c
o
u
n
ta
b
ilit
y
.
Mo
r
e
o
v
er
,
th
ey
o
f
te
n
s
er
v
e
as
r
o
le
m
o
d
els,
d
em
o
n
s
tr
atin
g
in
teg
r
ity
,
em
p
at
h
y
to
t
h
eir
p
e
er
s
,
an
d
d
e
d
icatio
n
.
T
h
eir
in
f
l
u
en
ce
h
elp
s
s
h
ap
e
th
e
b
e
h
av
i
o
r
an
d
attitu
d
es
o
f
th
eir
p
ee
r
s
,
en
co
u
r
ag
in
g
a
cu
l
tu
r
e
o
f
r
esp
ec
t
an
d
in
clu
s
iv
ity
.
T
h
r
o
u
g
h
p
a
r
ticip
atio
n
in
s
tu
d
en
t
co
u
n
cils
,
th
ey
p
r
o
v
id
e
a
v
o
ice
f
o
r
th
e
s
tu
d
e
n
t
b
o
d
y
,
e
n
s
u
r
in
g
th
at
th
eir
n
ee
d
s
an
d
co
n
ce
r
n
s
ar
e
ad
d
r
ess
ed
.
Ad
d
itio
n
ally
,
o
p
p
o
r
tu
n
ities
in
lead
er
s
h
ip
allo
w
th
em
to
en
h
a
n
ce
s
k
ills
an
d
h
a
v
e
e
x
p
er
ien
ce
s
th
at
p
r
ep
a
r
e
th
em
f
o
r
f
u
tu
r
e
r
o
les
in
ac
ad
e
m
ic,
p
r
o
f
ess
io
n
al,
an
d
civ
ic
life
.
On
th
e
o
th
er
h
an
d
,
ac
a
d
em
ic
ac
h
ie
v
em
en
t
p
er
tain
s
to
th
e
m
ea
s
u
r
ab
le
p
e
r
f
o
r
m
an
ce
o
f
a
s
tu
d
en
t
in
th
eir
ed
u
c
atio
n
al
p
u
r
s
u
its
to
ac
h
iev
e
t
h
e
co
m
p
letio
n
o
f
ac
ad
em
ic
pr
o
g
r
a
m
s
.
I
t
r
ef
lects
th
e
e
x
ten
t
to
wh
ich
a
s
tu
d
e
n
t
h
as
attain
ed
s
p
ec
if
ic
lear
n
in
g
co
m
p
eten
cies,
lear
n
in
g
s
an
d
d
ev
elo
p
e
d
s
k
ills
in
v
ar
io
u
s
d
is
cip
lin
es.
Aca
d
em
ic
ac
h
iev
em
en
t
is
a
k
ey
in
d
icato
r
o
f
ed
u
c
atio
n
al
s
u
cc
ess
an
d
is
o
f
ten
u
s
ed
to
ass
ess
th
e
ef
f
e
ctiv
en
e
s
s
o
f
an
in
s
titu
tio
n
in
d
eliv
er
in
g
in
s
tr
u
ctio
n
s
.
C
o
n
s
eq
u
en
tly
,
s
tu
d
e
n
t
lead
er
s
h
ip
h
as
b
ee
n
s
tu
d
ied
ex
ten
s
iv
ely
in
th
e
e
x
is
tin
g
liter
atu
r
e
a
n
d
s
tu
d
ies
th
at
h
av
e
e
x
am
in
ed
t
h
e
r
elati
o
n
s
h
ip
b
etwe
en
s
tu
d
en
t
lead
e
r
s
h
ip
an
d
ac
ad
em
ic
ac
h
ie
v
em
en
t.
I
t
in
v
esti
g
ated
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
e
n
t
lead
er
s
h
ip
an
d
ac
ad
em
ic
p
e
r
f
o
r
m
a
n
ce
,
f
in
d
in
g
t
h
at
s
tu
d
en
t
lead
er
s
h
ip
h
ad
a
p
o
s
itiv
e
ef
f
ec
t
o
n
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
[
1
]
.
T
h
e
y
also
f
o
u
n
d
th
at
s
tu
d
en
t
lead
er
s
h
ip
was
lin
k
ed
with
h
ig
h
er
g
r
ad
es,
b
etter
p
er
f
o
r
m
an
ce
,
a
n
d
h
ig
h
er
le
v
els
o
f
en
g
a
g
em
e
n
t
in
th
e
class
r
o
o
m
.
Me
an
wh
ile,
it
was
f
o
u
n
d
o
u
t
th
at
s
tu
d
en
t le
ad
er
s
h
ip
is
ass
o
ciate
d
with
h
ig
h
er
lev
els o
f
s
elf
-
ef
f
icac
y
,
m
o
tiv
atio
n
,
a
n
d
in
c
r
ea
s
ed
en
g
ag
em
e
n
t
in
lear
n
in
g
[
2
]
.
Ad
d
itio
n
all
y
,
it
was
d
em
o
n
s
tr
ated
th
at
s
tu
d
en
t
lead
er
s
h
ip
led
to
i
n
cr
ea
s
ed
ac
ad
em
ic
p
er
f
o
r
m
an
ce
a
n
d
s
u
cc
ess
in
c
o
lleg
e
[
3
]
.
Simu
ltan
e
o
u
s
ly
,
r
e
s
ea
r
ch
h
as
d
em
o
n
s
tr
ated
t
h
at
s
tu
d
en
t
lead
er
s
h
ip
is
ass
o
ciate
d
with
h
ig
h
er
lev
els o
f
co
n
f
i
d
en
ce
,
s
elf
-
esteem
,
an
d
s
o
cial
s
k
ills
[
4
]
.
Stu
d
en
t
lead
er
s
h
ip
h
as
b
ee
n
p
o
s
itiv
ely
lin
k
e
d
to
ac
ad
e
m
ic
ac
h
iev
em
en
t.
Stu
d
ies
h
av
e
f
o
u
n
d
th
a
t
s
tu
d
en
ts
wh
o
ar
e
in
lead
er
s
h
i
p
r
o
les
ten
d
to
h
a
v
e
h
ig
h
er
s
co
r
es
th
an
s
tu
d
en
ts
wh
o
ar
e
n
o
t
in
lead
er
s
h
ip
r
o
les
[
5
]
.
Ad
d
itio
n
ally
,
s
tu
d
en
t
lead
er
s
also
h
av
e
ac
ce
s
s
to
m
o
r
e
r
eso
u
r
ce
s
an
d
s
u
p
p
o
r
t
wh
ich
h
elp
th
em
to
s
u
cc
ee
d
in
th
eir
s
tu
d
ies.
Stu
d
en
t
lead
er
s
ar
e
en
g
ag
ed
in
th
e
class
r
o
o
m
an
d
tak
e
o
wn
er
s
h
ip
o
f
th
eir
lear
n
in
g
,
r
esu
ltin
g
in
b
etter
ac
ad
em
ic
o
u
tco
m
es
[
6
]
.
I
n
a
d
d
itio
n
,
s
tu
d
en
ts
wh
o
tak
e
o
n
lead
e
r
s
h
ip
r
o
les
ar
e
m
o
r
e
m
o
tiv
ated
,
en
g
ag
ed
in
t
h
eir
lear
n
in
g
,
an
d
less
lik
ely
to
d
r
o
p
o
u
t
o
f
s
ch
o
o
l.
Fin
ally
,
s
tu
d
e
n
ts
wh
o
tak
e
o
n
lead
e
r
s
h
ip
r
o
les
ten
d
to
h
av
e
b
etter
p
r
o
b
lem
-
s
o
lv
in
g
ca
p
ab
ilit
ies,
b
etter
co
m
m
u
n
icatio
n
s
k
ills
,
an
d
a
b
etter
s
en
s
e
o
f
s
elf
-
wo
r
th
[
7
]
.
W
ith
th
ese,
t
h
is
s
tu
d
y
e
x
p
lo
r
ed
t
h
e
r
elatio
n
s
h
ip
b
etw
e
en
s
tu
d
en
t
lea
d
er
s
h
ip
in
v
o
lv
e
m
en
t
an
d
ac
ad
em
ic
ac
h
iev
em
en
t,
d
ete
r
m
in
ed
h
o
w
s
tu
d
en
t le
ad
er
s
h
ip
in
f
l
u
en
ce
s
th
e
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
o
f
s
tu
d
en
t le
ad
er
s
,
a
n
d
id
en
tifie
d
th
e
b
est
p
r
ac
tices
f
o
r
p
r
o
m
o
tin
g
s
tu
d
e
n
t
s
u
cc
ess
th
r
o
u
g
h
s
tu
d
en
t
lead
er
s
h
i
p
p
r
o
g
r
am
s
.
Mo
r
e
o
v
er
,
th
e
r
esear
ch
er
s
d
ev
elo
p
ed
a
f
r
am
ewo
r
k
u
n
d
e
r
tak
en
t
o
p
r
o
m
o
te
s
tu
d
en
t
lead
e
r
s
h
ip
an
d
ac
h
iev
e
ac
ad
e
m
ic
ex
ce
llen
ce
ac
r
o
s
s
th
e
u
n
i
v
er
s
ity
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
Stu
d
en
t
lead
er
s
h
ip
is
im
p
o
r
tan
t
in
s
h
ap
in
g
ac
ad
em
ic
ac
h
ie
v
em
en
t
o
f
s
tu
d
en
ts
.
I
t
f
o
s
ter
s
ess
en
tia
l
s
k
ills
,
p
r
o
m
o
tes
en
g
ag
em
en
t,
an
d
cr
ea
tes
s
tr
u
ctu
r
ed
s
u
p
p
o
r
t sy
s
tem
s
wi
th
in
ac
ad
em
ic
in
s
ti
tu
tio
n
s
.
L
ea
d
er
s
h
ip
ex
p
er
ien
ce
s
p
r
o
v
i
d
e
s
tu
d
en
t
s
with
o
p
p
o
r
tu
n
ities
th
at
c
o
n
tr
ib
u
te
to
ac
a
d
em
ic
s
u
cc
ess
in
clu
d
in
g
th
e
d
ev
elo
p
m
e
n
t
o
f
cr
itical
th
in
k
i
n
g
,
p
r
o
b
lem
-
s
o
lv
i
n
g
,
tim
e
m
a
n
ag
em
en
t,
an
d
in
ter
p
er
s
o
n
al
s
k
ills
[
8
]
,
[
9
]
.
I
t
is
also
s
h
o
wn
in
th
e
e
x
is
tin
g
s
tu
d
ies
th
at
s
tu
d
en
t
lead
e
r
s
o
f
ten
d
em
o
n
s
tr
ate
h
ig
h
e
r
le
v
els
o
f
m
o
tiv
atio
n
,
s
elf
-
d
is
cip
lin
e,
an
d
r
esil
ien
ce
,
wh
ich
p
o
s
itiv
ely
in
f
lu
en
ce
th
eir
ac
ad
em
ic
p
er
f
o
r
m
an
ce
[
1
0
]
,
[
1
1
]
.
L
ea
d
er
s
h
ip
p
ar
ticip
atio
n
also
e
n
h
an
ce
s
s
t
u
d
en
ts
’
s
en
s
e
o
f
r
esp
o
n
s
ib
ilit
y
an
d
g
o
al
-
s
ettin
g
ab
ilit
ies,
f
o
s
ter
in
g
a
s
tr
o
n
g
er
co
m
m
itm
en
t to
ac
a
d
em
ic
ex
ce
llen
ce
[
1
2
]
.
Mo
r
eo
v
er
,
r
esear
ch
s
h
o
ws
th
at
s
tu
d
en
t
lead
er
s
h
ip
in
v
o
lv
em
en
t
h
as
a
m
u
t
u
ally
r
ein
f
o
r
cin
g
r
elatio
n
s
h
ip
with
ac
ad
em
ic
a
ch
iev
em
en
t.
I
t
was
f
o
u
n
d
th
at
s
tu
d
en
t
lead
er
s
wh
o
ac
tiv
ely
p
ar
ticip
ate
in
g
o
v
er
n
an
ce
,
s
tu
d
en
t
o
r
g
a
n
izatio
n
s
,
an
d
ex
tr
ac
u
r
r
icu
lar
lead
e
r
s
h
ip
r
o
les
d
ev
elo
p
a
s
en
s
e
o
f
r
esp
o
n
s
ib
ilit
y
a
n
d
o
r
g
an
izatio
n
al
s
k
ills
th
at
tr
an
s
late
in
to
im
p
r
o
v
ed
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
[
1
3
]
.
Similar
ly
,
it
ar
g
u
es
th
at
lead
er
s
h
ip
tr
ain
in
g
en
h
an
ce
s
s
tu
d
en
ts
’
ab
ilit
y
to
m
an
a
g
e
ac
ad
em
ic
wo
r
k
lo
ad
s
e
f
f
ec
tiv
ely
,
lead
in
g
to
im
p
r
o
v
e
d
g
r
a
d
e
p
o
in
t
a
v
er
a
g
e
(
GPA
)
an
d
lear
n
in
g
o
u
t
co
m
es
[
1
4
]
.
L
ea
d
er
s
h
ip
d
ev
e
lo
p
m
en
t
p
r
o
g
r
a
m
s
en
co
u
r
a
g
e
en
g
ag
em
e
n
t
in
co
l
lab
o
r
ativ
e
lear
n
in
g
,
cr
itical
d
ec
is
io
n
-
m
ak
in
g
,
an
d
s
elf
-
ef
f
i
ca
cy
,
all
o
f
wh
ic
h
co
n
tr
ib
u
te
to
ac
ad
em
ic
s
u
cc
ess
[
1
5
]
.
Fu
r
th
er
m
o
r
e,
s
tr
u
ct
u
r
ed
in
s
titu
tio
n
al
s
u
p
p
o
r
t,
s
u
ch
as
m
en
to
r
s
h
ip
p
r
o
g
r
a
m
s
,
f
ac
u
lty
in
v
o
lv
em
e
n
t,
an
d
g
u
i
d
an
ce
s
y
s
tem
s
,
p
r
o
v
id
es
s
tu
d
en
t
lead
er
s
with
th
e
n
ec
ess
ar
y
r
eso
u
r
ce
s
to
b
alan
ce
lead
e
r
s
h
ip
r
esp
o
n
s
ib
ilit
ies with
ac
ad
em
ic
d
em
an
d
s
[
1
2
]
.
Simu
ltan
eo
u
s
ly
,
it
em
p
h
asizes
th
e
r
o
le
o
f
co
-
cu
r
r
icu
lar
lead
er
s
h
ip
ac
tiv
ities
in
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
I
t
was
f
o
u
n
d
t
h
at
s
tu
d
en
ts
in
v
o
lv
e
d
in
lea
d
er
s
h
ip
r
o
les
with
in
s
tu
d
en
t
o
r
g
a
n
izatio
n
s
ex
h
ib
ited
h
ig
h
er
lev
els
o
f
co
g
n
itiv
e
e
n
g
ag
em
en
t
a
n
d
s
elf
-
d
ir
ec
ted
lear
n
in
g
[
1
6
]
.
Me
a
n
wh
ile,
it h
ig
h
l
ig
h
ts
th
o
s
e
s
tu
d
e
n
ts
wh
o
en
g
ag
e
in
lead
er
s
h
ip
ex
p
er
ien
ce
s
r
ep
o
r
t
g
r
ea
ter
ac
a
d
e
m
i
c
an
d
s
o
cial
in
teg
r
atio
n
,
u
l
tim
ately
im
p
r
o
v
in
g
r
eten
tio
n
r
ates
an
d
ac
ad
em
ic
s
u
cc
ess
[
1
7
]
.
I
n
a
d
d
itio
n
,
s
tu
d
en
t
lead
er
s
ten
d
to
d
ev
elo
p
s
u
p
er
io
r
co
m
m
u
n
icatio
n
an
d
n
etwo
r
k
i
n
g
s
k
ills
,
wh
ich
en
h
an
ce
th
eir
a
b
ilit
y
to
n
av
ig
ate
ac
a
d
em
ic
ch
allen
g
es [
1
8
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
r
o
le
o
f stu
d
en
t le
a
d
ers
h
ip
in
a
ca
d
emic
a
ch
ieve
men
t:
a
p
a
th
w
a
y
to
…
(
Jo
h
n
Mich
a
el
D
.
A
q
u
in
o
)
3677
3.
M
E
T
H
O
D
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
co
n
c
u
r
r
en
t
tr
ian
g
u
latio
n
d
esig
n
u
n
d
e
r
a
m
ix
ed
-
m
eth
o
d
ap
p
r
o
ac
h
,
i
n
teg
r
atin
g
b
o
th
q
u
alitativ
e
an
d
q
u
an
titativ
e
m
eth
o
d
s
to
e
n
h
an
ce
d
ata
v
alid
ity
an
d
d
ep
th
[
1
9
]
.
B
y
u
s
in
g
b
o
th
a
p
p
r
o
ac
h
es
in
p
ar
allel,
th
e
s
tu
d
y
tr
ian
g
u
lated
d
ata
to
ex
p
lo
r
e
th
e
in
f
lu
en
ce
o
f
s
tu
d
e
n
t
lead
er
s
h
ip
o
n
ac
ad
em
i
c
ac
h
iev
em
en
t.
T
h
is
d
esig
n
p
r
o
v
id
ed
c
o
m
p
r
eh
en
s
iv
e
in
s
ig
h
ts
in
to
th
eir
r
elatio
n
s
h
ip
a
n
d
th
e
im
p
ac
t
o
f
lead
er
s
h
ip
ex
p
e
r
ien
ce
s
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
.
T
ab
le
1
s
h
o
ws
th
e
d
em
o
g
r
a
p
h
ic
p
r
o
f
ile
o
f
t
h
e
r
esp
o
n
d
en
ts
wh
o
an
s
wer
ed
th
e
s
u
r
v
ey
q
u
e
s
tio
n
n
air
e.
R
an
d
o
m
s
am
p
lin
g
was
u
s
ed
t
o
s
elec
t
u
n
d
er
g
r
ad
u
ate
s
tu
d
e
n
t
lead
er
s
,
en
s
u
r
in
g
a
r
ep
r
esen
tativ
e
s
am
p
le
[
2
0
]
.
A
to
tal
o
f
1
7
9
r
esp
o
n
d
e
n
ts
p
ar
ticip
ated
,
with
5
1
m
ales
an
d
1
2
8
f
em
ales.
T
h
e
o
v
e
r
wh
e
lm
in
g
m
ajo
r
ity
o
f
r
esp
o
n
d
en
ts
,
1
7
4
ar
e
s
in
g
le,
wh
ile
3
o
f
th
em
ar
e
m
ar
r
ie
d
an
d
2
ar
e
s
ep
ar
ated
.
Mo
s
t
r
es
p
o
n
d
e
n
ts
(
1
3
3
)
wer
e
ag
ed
1
9
-
2
1
,
wh
ile
1
9
wer
e
1
6
-
1
8
,
a
n
d
2
7
wer
e
2
2
o
r
o
ld
e
r
.
Mo
r
eo
v
e
r
,
th
e
r
esp
o
n
d
en
ts
co
m
e
f
r
o
m
v
ar
io
u
s
y
ea
r
lev
els,
with
a
f
air
ly
b
alan
ce
d
d
is
tr
ib
u
tio
n
.
T
h
is
s
h
o
ws
th
at
1
st
y
ea
r
s
tu
d
en
ts
co
m
p
r
is
ed
2
1
r
esp
o
n
d
en
ts
,
2
nd
y
ea
r
wer
e
4
2
,
3
rd
y
ea
r
h
ad
6
3
wh
ich
is
th
e
lar
g
est
g
r
o
u
p
,
an
d
4
th
y
ea
r
co
m
p
o
s
ed
o
f
5
3
r
esp
o
n
d
e
n
ts
.
Simu
ltan
eo
u
s
ly
,
th
e
v
ast
m
ajo
r
ity
o
f
th
e
r
esp
o
n
d
en
ts
,
1
7
3
h
av
e
a
r
eg
u
lar
ac
ad
em
ic
s
tan
d
in
g
,
m
ea
n
in
g
th
ey
ar
e
en
r
o
lled
in
t
h
e
p
r
escr
ib
ed
cu
r
r
icu
lu
m
a
n
d
h
a
v
e
n
o
t
f
alle
n
b
eh
in
d
.
I
n
c
o
n
tr
ast,
o
n
ly
6
r
esp
o
n
d
en
ts
h
av
e
a
n
ir
r
eg
u
lar
s
tatu
s
,
p
o
s
s
ib
ly
d
u
e
t
o
ac
ad
em
ic
d
elay
s
o
r
p
r
o
g
r
am
s
h
if
ts
.
I
n
ad
d
i
tio
n
,
t
h
e
d
ata
s
h
o
ws
v
ar
y
in
g
lev
els
o
f
lead
er
s
h
ip
ex
p
er
ie
n
ce
am
o
n
g
r
esp
o
n
d
e
n
ts
wh
ich
s
h
o
ws th
at
th
e
lar
g
est g
r
o
u
p
h
as 1
to
2
y
ea
r
s
o
f
lead
er
s
h
ip
ex
p
er
ien
ce
wh
ile
th
e
3
to
4
y
ea
r
s
co
m
p
o
s
ed
o
f
3
7
r
esp
o
n
d
en
ts
,
an
d
5
y
ea
r
s
an
d
ab
o
v
e
h
as
3
9
r
esp
o
n
d
en
ts
,
r
esp
ec
t
iv
ely
.
Ad
d
itio
n
ally
,
p
u
r
p
o
s
iv
e
s
am
p
lin
g
was
em
p
lo
y
e
d
to
s
elec
t
1
2
s
tu
d
en
t
lead
er
s
f
o
r
in
-
d
e
p
th
i
n
ter
v
iews,
en
s
u
r
in
g
d
iv
er
s
e
p
er
s
p
ec
tiv
es
.
Par
ticip
an
ts
,
ag
e
d
1
8
-
2
4
,
i
n
clu
d
ed
an
eq
u
al
g
e
n
d
er
d
is
tr
ib
u
tio
n
(
6
m
ales,
6
f
em
ales)
.
Selectio
n
cr
iter
ia
r
eq
u
ir
ed
ac
t
iv
e
e
n
r
o
llm
e
n
t,
a
lead
er
s
h
ip
r
o
le
with
in
th
e
u
n
i
v
er
s
ity
,
an
d
at
least
two
y
ea
r
s
o
f
lead
e
r
s
h
ip
ex
p
er
ien
ce
.
Qu
a
n
titativ
e
d
ata
was
co
llected
th
r
o
u
g
h
a
s
elf
-
m
ad
e
s
u
r
v
e
y
in
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
.
T
h
e
s
u
r
v
ey
in
clu
d
es
q
u
esti
o
n
s
r
elate
d
to
s
tu
d
en
t
lead
er
s
h
ip
an
d
ac
a
d
em
ic
ac
h
iev
em
en
t
s
u
ch
as
lead
er
s
h
i
p
ac
tiv
ities
,
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
an
d
s
elf
-
ef
f
icac
y
.
T
h
is
was
v
alid
ated
u
s
in
g
C
r
o
n
b
ac
h
alp
h
a
a
n
d
th
r
ee
f
ie
ld
ex
p
er
ts
to
en
s
u
r
e
its
co
n
s
is
ten
cy
.
On
th
e
o
th
er
h
an
d
,
q
u
alitativ
e
d
ata
was
co
llected
th
r
o
u
g
h
s
em
i
-
s
tr
u
ct
u
r
e
d
in
ter
v
iews
to
ex
p
lo
r
e
p
a
r
ticip
an
ts
’
ex
p
er
ien
ce
s
,
with
t
h
e
in
ter
v
iew
g
u
id
e
also
v
alid
ated
b
y
f
ield
e
x
p
er
t
s
.
Fu
r
th
er
,
th
e
s
tu
d
y
u
s
ed
s
u
r
v
ey
s
to
q
u
an
tif
y
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
t
lead
er
s
h
ip
an
d
ac
ad
em
ic
ac
h
iev
em
en
t
a
n
d
i
n
ter
v
iews
to
g
ain
d
ee
p
er
in
s
i
g
h
ts
.
B
y
c
o
m
b
in
in
g
th
e
two
ap
p
r
o
ac
h
es,
r
esear
ch
er
s
g
ain
e
d
a
r
ich
er
u
n
d
er
s
tan
d
i
n
g
o
f
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
t
lead
er
s
h
ip
an
d
ac
ad
em
ic
ac
h
iev
em
en
t.
Data
an
aly
s
is
in
clu
d
ed
Sp
ea
r
m
a
n
’
s
r
h
o
f
o
r
q
u
an
titativ
e
f
in
d
in
g
s
an
d
th
em
atic
an
aly
s
is
f
o
r
q
u
alitativ
e
p
atter
n
s
.
T
ab
le
1
.
R
esp
o
n
d
e
n
ts
’
d
em
o
g
r
ap
h
ic
p
r
o
f
ile
in
th
e
s
u
r
v
ey
P
r
o
f
i
l
e
s
F
r
e
q
u
e
n
c
y
G
e
n
d
e
r
a
ssi
g
n
e
d
a
t
b
i
r
t
h
M
a
l
e
51
F
e
mal
e
1
2
8
C
i
v
i
l
st
a
t
u
s
S
i
n
g
l
e
1
7
4
M
a
r
r
i
e
d
3
S
e
p
a
r
a
t
e
d
2
A
g
e
16
-
18
19
19
-
21
1
3
3
22
-
a
b
o
v
e
27
Y
e
a
r
l
e
v
e
l
1
st
y
e
a
r
21
2
nd
y
e
a
r
42
3
rd
y
e
a
r
63
4
th
y
e
a
r
53
A
c
a
d
e
mi
c
s
t
a
n
d
i
n
g
R
e
g
u
l
a
r
1
7
3
I
r
r
e
g
u
l
a
r
6
Y
e
a
r
s
o
f
e
x
p
e
r
i
e
n
c
e
b
e
i
n
g
a
l
e
a
d
e
r
1
-
2
y
e
a
r
s
1
0
4
3
-
4
y
e
a
r
s
37
5
a
n
d
a
b
o
v
e
y
e
a
r
s
39
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
h
ig
h
lig
h
t
s
ig
n
if
ica
n
t
in
s
ig
h
ts
in
to
th
e
r
elatio
n
s
h
ip
b
etwe
e
n
s
tu
d
en
t
lead
er
s
h
ip
in
v
o
lv
em
e
n
t
an
d
a
ca
d
em
ic
s
u
cc
ess
,
as
well
a
s
t
h
e
m
u
ltifa
ce
ted
f
ac
to
r
s
co
n
tr
i
b
u
tin
g
to
ef
f
ec
tiv
e
lead
er
s
h
ip
d
ev
el
o
p
m
en
t.
T
h
is
s
ec
tio
n
in
teg
r
ates
th
e
s
tatis
t
ical
r
esu
lts
with
s
u
p
p
o
r
tin
g
l
iter
atu
r
e
an
d
b
est
p
r
ac
tices,
o
f
f
er
i
n
g
a
co
m
p
r
e
h
en
s
iv
e
d
is
cu
s
s
io
n
o
f
th
e
o
u
tco
m
es
an
d
th
eir
im
p
licati
o
n
s
f
o
r
en
h
a
n
cin
g
lead
er
s
h
ip
in
itiativ
es in
ed
u
ca
t
io
n
al
s
ettin
g
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
6
7
5
-
3685
3678
4
.
1
.
Co
rr
el
a
t
io
n o
f
s
t
ud
ent
lea
dersh
ip i
nv
o
lv
em
ent
a
nd
a
ca
dem
ic
a
chiev
em
ent
T
ab
le
2
s
h
o
w
s
th
e
Sp
ea
r
m
a
n
’
s
r
an
k
-
o
r
d
e
r
co
r
r
elatio
n
(
r
s
=0
.
7
4
4
,
p
<
0
.
0
0
1
)
wh
ich
r
ev
ea
le
d
a
s
tr
o
n
g
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
t
lead
er
s
h
ip
in
v
o
lv
em
e
n
t
an
d
ac
ad
e
m
ic
ac
h
iev
em
en
t
.
W
ith
a
s
am
p
le
o
f
1
7
9
s
tu
d
en
t
lead
er
s
,
th
e
r
es
u
lts
co
n
f
ir
m
th
at
h
ig
h
e
r
lead
er
s
h
ip
en
g
ag
em
e
n
t
alig
n
s
with
b
etter
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
is
co
r
r
elatio
n
r
eiter
ated
th
at
lead
er
s
h
ip
r
o
l
es
f
o
s
ter
ess
en
tial
s
k
ill
s
lik
e
tim
e
m
an
ag
em
en
t,
o
r
g
an
izatio
n
,
an
d
s
elf
-
d
is
cip
lin
e,
wh
ich
en
h
an
ce
ac
a
d
e
m
ic
s
u
cc
ess
.
Ad
d
itio
n
ally
,
lead
er
s
h
ip
p
r
o
v
id
es
m
o
tiv
atio
n
,
r
esp
o
n
s
ib
i
lity
,
an
d
alig
n
m
en
t
with
ac
ad
em
ic
g
o
als,
r
ein
f
o
r
ci
n
g
its
p
o
s
itiv
e
im
p
ac
t
o
n
s
tu
d
en
t
ac
h
iev
em
en
t.
T
ab
le
2
.
C
o
r
r
elatio
n
o
f
s
tu
d
en
t le
ad
er
s
h
ip
in
v
o
lv
em
en
t
a
n
d
a
ca
d
em
ic
ac
h
iev
em
e
n
t
V
a
r
i
a
b
l
e
s
S
p
e
a
r
m
a
n
’
s
r
h
o
(
ρ
)
p
-
v
a
l
u
e
I
n
t
e
r
p
r
e
t
a
t
i
o
n
S
t
u
d
e
n
t
l
e
a
d
e
r
sh
i
p
i
n
v
o
l
v
e
m
e
n
t
a
n
d
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
me
n
t
0
.
7
4
4
<
0
.
0
0
1
S
t
r
o
n
g
p
o
si
t
i
v
e
c
o
r
r
e
l
a
t
i
o
n
R
esear
ch
d
em
o
n
s
tr
ated
th
at
l
ea
d
er
s
h
ip
ac
tiv
ities
cu
ltiv
ate
ess
en
tial
s
k
il
ls
lik
e
tim
e
m
a
n
ag
em
en
t,
o
r
g
an
izatio
n
,
c
o
m
m
u
n
icatio
n
,
an
d
s
elf
-
d
is
cip
lin
e,
co
n
t
r
ib
u
tin
g
to
ac
a
d
em
ic
s
u
cc
ess
[
2
1
]
.
Stu
d
en
ts
in
lead
er
s
h
ip
r
o
les
p
er
f
o
r
m
ed
b
e
tter
ac
ad
em
ically
d
u
e
to
in
cr
e
ased
r
esp
o
n
s
ib
ilit
y
an
d
m
o
tiv
atio
n
[
2
2
]
.
Stu
d
en
t
in
v
o
lv
em
e
n
t
th
eo
r
y
also
s
u
p
p
o
r
ts
th
e
id
ea
t
h
at
ex
tr
ac
u
r
r
ic
u
lar
p
ar
ticip
atio
n
en
h
an
ce
s
d
ev
elo
p
m
en
t
[
2
3
]
.
I
t
s
h
o
ws
th
at
lead
er
s
h
ip
f
o
s
ter
s
s
elf
-
ef
f
icac
y
,
r
esil
ien
ce
,
an
d
c
r
itical
th
in
k
in
g
[
2
4
]
.
E
m
p
ir
ic
al
ev
id
en
ce
f
u
r
th
er
s
u
p
p
o
r
ts
th
is
lin
k
,
with
a
s
tu
d
y
r
ep
o
r
tin
g
a
s
ig
n
if
ica
n
t
p
o
s
itiv
e
co
r
r
elatio
n
(
Sp
ea
r
m
an
’
s
r
h
o
=0
.
7
1
0
,
p
<0
.
0
0
1
)
b
etwe
en
lead
er
s
h
ip
in
v
o
lv
em
e
n
t a
n
d
ac
a
d
e
m
ic
p
er
f
o
r
m
a
n
ce
.
4
.
2
.
I
nfluence
o
f
s
t
ud
ent
lea
dersh
i
p
in t
he
a
ca
dem
ic
perf
o
rm
a
nce
o
f
co
lleg
e
s
t
ud
ent
lea
ders
Stu
d
en
t
lead
er
s
h
ip
p
lay
s
a
p
i
v
o
tal
r
o
le
in
s
h
ap
in
g
t
h
e
ac
a
d
em
ic
p
er
f
o
r
m
an
c
e
o
f
c
o
lleg
e
s
tu
d
en
t
lead
er
s
b
y
f
o
s
ter
in
g
ess
en
tial
s
k
ills
,
p
er
s
o
n
al
g
r
o
wth
,
an
d
th
e
ab
ilit
y
to
b
ala
n
ce
m
u
lti
p
le
r
esp
o
n
s
ib
ilit
ies.
T
h
r
o
u
g
h
lead
er
s
h
ip
ex
p
e
r
ien
c
es,
s
tu
d
en
ts
d
e
v
elo
p
cr
itical
co
m
p
eten
cies
s
u
ch
as
team
w
o
r
k
,
o
r
g
an
izatio
n
al
m
an
ag
em
en
t,
an
d
p
r
o
b
lem
-
s
o
l
v
in
g
,
wh
ich
en
h
a
n
ce
b
o
th
th
ei
r
ac
ad
em
ic
an
d
p
r
o
f
ess
io
n
al
s
u
cc
ess
.
4
.
2
.
1
.
Sk
ill
dev
elo
pm
ent
T
h
e
d
ev
el
o
p
m
en
t
o
f
lead
e
r
s
h
ip
s
k
ills
in
clu
d
in
g
team
w
o
r
k
an
d
o
r
g
an
izatio
n
al
m
a
n
a
g
em
en
t
is
f
u
n
d
am
e
n
tal
to
th
e
p
er
s
o
n
al
a
n
d
ac
ad
em
ic
g
r
o
wth
o
f
s
tu
d
en
t
lead
er
s
.
T
h
ese
in
ter
r
elate
d
c
o
m
p
eten
cies
en
ab
le
s
tu
d
en
ts
to
ac
q
u
ir
e
p
r
ac
tical
an
d
in
ter
p
er
s
o
n
al
s
k
ills
es
s
en
ti
al
f
o
r
s
u
cc
ess
in
th
eir
ac
ad
em
ic
an
d
p
r
o
f
ess
io
n
al
jo
u
r
n
ey
s
.
Sk
ill
d
e
v
elo
p
m
e
n
t
in
lead
er
s
h
ip
r
o
les
is
h
ig
h
ly
tr
an
s
f
er
ab
le
to
ac
ad
em
ic
s
et
tin
g
s
,
d
r
iv
in
g
b
o
t
h
ac
ad
em
ic
an
d
p
e
r
s
o
n
al
s
u
cc
es
s
[
2
5
]
.
Par
ticip
atio
n
in
s
tu
d
e
n
t
lead
er
s
h
ip
ac
tiv
ities
cr
ea
tes
a
d
y
n
am
ic
p
latf
o
r
m
f
o
r
s
elf
-
im
p
r
o
v
em
e
n
t,
f
o
s
te
r
in
g
m
ea
n
in
g
f
u
l
r
elatio
n
s
h
ip
s
,
an
d
r
ef
in
i
n
g
o
r
g
an
izat
io
n
al
ca
p
ab
ilit
ies.
I
t
em
p
h
asizes
th
at
th
e
in
teg
r
atio
n
o
f
th
ese
s
k
ills
en
h
an
ce
s
ac
ad
em
ic
o
u
tco
m
es
wh
ile
p
r
e
p
ar
in
g
s
tu
d
en
ts
f
o
r
f
u
tu
r
e
p
r
o
f
ess
io
n
al
ch
allen
g
es [
2
6
]
.
As s
h
ar
e
d
b
y
a
s
tu
d
en
t le
ad
er
:
“
Jo
in
in
g
a
s
tu
d
e
n
t
o
r
g
a
n
iz
a
t
io
n
h
elp
ed
me
imp
r
o
ve
time
ma
n
a
g
eme
n
t,
co
mmu
n
ica
tio
n
,
a
n
d
p
r
o
b
lem
-
s
o
lvin
g
s
kills
.
I
t
a
ls
o
b
o
o
s
ted
my
lea
d
ers
h
ip
a
b
ilit
i
es,
co
n
fid
en
ce
,
a
n
d
p
r
ep
a
r
ed
n
ess
fo
r
f
u
tu
r
e
ch
a
llen
g
es
w
h
ile
fo
s
teri
n
g
co
n
n
ec
tio
n
s
a
n
d
fr
ien
d
s
h
ip
s
w
ith
like
-
min
d
ed
in
d
ivi
d
u
a
ls
.
”
(
SL2
,
2
2
,
f
em
ale)
Ad
d
itio
n
ally
,
s
tr
o
n
g
o
r
g
a
n
iz
atio
n
al
s
k
ills
h
av
e
b
ee
n
lin
k
ed
to
ac
ad
em
ic
ac
h
iev
e
m
en
t
,
as
s
tu
d
en
ts
wh
o
ef
f
ec
tiv
ely
s
elf
-
r
eg
u
late
an
d
m
an
ag
e
r
esp
o
n
s
ib
ilit
ies
ten
d
to
ex
ce
l
[
2
7
]
.
Fu
r
th
e
r
m
o
r
e
,
a
s
ex
p
r
ess
ed
b
y
th
e
s
tu
d
en
t le
ad
er
s
:
“
F
o
s
teri
n
g
a
s
u
p
p
o
r
tive
u
n
ivers
ity
en
viro
n
men
t
th
a
t
p
r
o
vid
es
r
eso
u
r
ce
s
,
men
to
r
s
h
i
p
,
a
n
d
o
p
p
o
r
tu
n
ities
fo
r
c
o
lla
b
o
r
a
tio
n
fu
r
th
er
s
tr
en
g
th
en
s
s
tu
d
e
n
t
lea
d
ers
h
ip
d
ev
elo
p
men
t
.
”
(
SL3
,
1
8
,
m
ale)
“
E
n
co
u
r
a
g
i
n
g
i
n
itia
tives
s
u
ch
a
s
lea
d
ers
h
ip
ca
mp
a
ig
n
s
a
n
d
w
o
r
ksh
o
p
s
fu
r
th
er
e
n
h
a
n
ce
s
th
ese
co
mp
eten
cies,
en
s
u
r
in
g
th
a
t
s
tu
d
en
t
o
r
g
a
n
iz
a
tio
n
s
r
ec
o
g
n
iz
e
in
d
ivid
u
a
l
a
cc
o
mp
lis
h
men
ts
a
n
d
co
n
tr
ib
u
tio
n
s
.
”
(
SL4
,
2
1
,
f
em
a
le)
4
.
2
.
2
.
P
er
s
o
na
l
g
ro
wt
h
a
nd
m
o
t
iv
a
t
io
n
L
ea
d
er
s
h
ip
ex
p
e
r
ien
ce
s
p
lay
a
tr
an
s
f
o
r
m
ativ
e
r
o
le
in
f
o
s
ter
in
g
p
er
s
o
n
al
g
r
o
wth
,
en
c
o
m
p
ass
in
g
co
n
f
id
en
ce
-
b
u
ild
i
n
g
,
s
elf
-
d
is
co
v
er
y
,
an
d
m
o
tiv
ati
o
n
f
o
r
ex
c
ellen
ce
.
T
h
ese
ex
p
er
ien
ce
s
e
m
p
o
wer
s
tu
d
e
n
ts
to
r
ea
lize
th
eir
p
o
ten
tial
a
n
d
s
tr
iv
e
f
o
r
s
u
cc
ess
,
eq
u
ip
p
in
g
t
h
e
m
with
th
e
n
ec
ess
ar
y
to
o
ls
to
b
u
ild
s
elf
-
c
o
n
f
id
e
n
ce
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
r
o
le
o
f stu
d
en
t le
a
d
ers
h
ip
in
a
ca
d
emic
a
ch
ieve
men
t:
a
p
a
th
w
a
y
to
…
(
Jo
h
n
Mich
a
el
D
.
A
q
u
in
o
)
3679
an
d
ex
p
lo
r
e
th
eir
id
en
titi
es.
I
t
ex
p
lo
r
es
lead
e
r
s
h
ip
id
en
tit
y
d
ev
elo
p
m
en
t
a
n
d
f
o
u
n
d
th
at
in
v
o
lv
em
e
n
t
in
lead
er
s
h
ip
ac
tiv
ities
f
o
s
ter
s
a
s
tr
o
n
g
s
en
s
e
o
f
b
elo
n
g
i
n
g
a
n
d
s
elf
-
co
n
f
id
en
ce
[
2
8
]
.
Similar
ly
,
s
tu
d
en
ts
in
lead
er
s
h
ip
r
o
les
d
ev
elo
p
a
cl
ea
r
s
en
s
e
o
f
id
en
tity
an
d
p
u
r
p
o
s
e
[
2
9
]
a
n
d
h
eig
h
ten
ed
ac
ad
em
ic
m
o
tiv
atio
n
am
o
n
g
s
tu
d
e
n
t le
ad
er
s
[
3
0
]
.
St
u
d
en
ts
af
f
ir
m
th
e
im
p
o
r
tan
ce
o
f
p
er
s
o
n
al
g
r
o
wth
th
r
o
u
g
h
lead
er
s
h
ip
r
o
les:
“
…h
a
vin
g
r
eg
u
la
r
co
n
s
u
lta
ti
o
n
a
n
d
p
r
o
vid
in
g
p
o
s
itive
fe
ed
b
a
ck
h
elp
s
to
m
a
in
ta
in
s
t
u
d
en
ts
’
co
n
fid
en
ce
a
n
d
d
ir
ec
tio
n
in
th
eir g
o
a
ls
.
”
(
SL5
,
1
9
,
m
ale)
“
Lea
d
ers
h
ip
a
ls
o
fo
s
ters
s
elf
-
d
is
cip
lin
e,
co
n
fid
e
n
ce
,
a
n
d
mo
tiva
tio
n
,
u
ltima
tely
b
e
n
efitin
g
a
ca
d
emic
s
u
cc
ess
.
”
(
SL1
,
2
3
,
m
ale)
“
Mo
r
eo
ve
r
,
th
e
p
r
o
mo
tio
n
o
f
co
o
p
era
tive
lea
r
n
in
g
a
n
d
a
ca
d
emic
a
lly
f
o
cu
s
ed
o
r
g
a
n
i
z
a
tio
n
s
th
r
o
u
g
h
lea
d
ers
h
ip
fu
r
th
er e
n
h
a
n
ce
s
s
tu
d
en
ts
’
co
mmitmen
t
to
ex
ce
llen
ce
.
”
(
SL4
,
2
1
,
f
em
a
le)
4
.
2
.
3
.
Cha
lleng
es o
f
ba
la
ncing
ro
les
B
alan
cin
g
ac
ad
em
ic,
p
er
s
o
n
a
l,
an
d
lead
er
s
h
ip
r
esp
o
n
s
ib
ili
ties
p
r
esen
ts
s
ig
n
if
ican
t
ch
allen
g
es
f
o
r
s
tu
d
en
t
lea
d
er
s
,
o
f
ten
lead
in
g
to
s
tr
ess
,
r
o
le
s
tr
ain
,
o
r
b
u
r
n
o
u
t.
E
f
f
ec
tiv
e
tim
e
m
a
n
ag
em
e
n
t,
p
r
io
r
itizatio
n
,
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t
ar
e
ess
en
tial
in
m
itig
atin
g
th
ese
d
i
f
f
icu
lties
.
Stu
d
en
t
p
er
s
p
ec
tiv
es
h
ig
h
lig
h
t
th
ese
ch
allen
g
es:
“
Time
ma
n
a
g
eme
n
t
o
f
s
tu
d
en
t
lea
d
ers
ca
n
h
in
d
er
b
a
la
n
ce
o
f
th
eir
r
esp
o
n
s
ib
ilit
ies.
C
o
o
p
era
tio
n
o
r
p
a
r
ticip
a
tio
n
o
f
o
th
er st
u
d
e
n
ts
ca
n
d
etermin
e
th
e
s
u
cc
ess
o
f a
n
ev
e
n
t
.
”
(
SL1
1
,
1
9
,
f
em
al
e)
T
h
e
im
p
o
r
tan
ce
o
f
p
r
io
r
itizin
g
task
s
b
ased
o
n
u
r
g
en
cy
an
d
im
p
o
r
tan
ce
,
wh
ich
is
p
ar
ticu
l
ar
ly
r
elev
an
t
f
o
r
s
tu
d
e
n
t
lead
er
s
a
r
e
em
p
h
a
s
ized
[
3
1
]
,
[
3
2
]
.
Ad
d
itio
n
ally
,
it
was
f
o
u
n
d
th
at
lead
er
s
h
ip
r
o
les
o
f
ten
c
o
r
r
elate
with
h
ig
h
er
s
tr
ess
lev
els d
u
e
t
o
co
m
p
etin
g
r
esp
o
n
s
ib
ilit
ies [
3
3
]
.
As m
en
tio
n
ed
b
y
th
e
s
tu
d
en
t le
ad
er
:
“
Th
e
o
v
erw
h
elmi
n
g
r
esp
o
n
s
ib
i
liti
es
a
s
s
o
ci
a
t
ed
w
it
h
b
o
t
h
a
c
a
d
em
ic
a
n
d
o
r
g
a
n
iz
a
ti
o
n
a
l
co
m
mitm
e
n
ts
c
a
n
l
ea
d
t
o
b
u
r
n
o
u
t
a
n
d
n
e
g
a
ti
ve
l
y
im
p
a
ct
a
c
a
d
em
ic
p
erf
o
r
m
a
n
ce
.
”
(
SL
3
,
1
8
,
m
al
e
)
Ho
wev
er
,
an
o
th
er
s
tu
d
e
n
ts
ad
d
ed
th
at:
“
…wit
h
p
r
o
p
er
s
u
p
p
o
r
t
a
n
d
time
ma
n
a
g
eme
n
t,
s
tu
d
en
t
l
ea
d
ers
h
ip
ca
n
b
e
a
r
ewa
r
d
in
g
a
n
d
fu
lfil
lin
g
ex
p
erien
ce
.
”
(
SL8
,
2
3
,
f
em
ale)
4
.
2
.
4
.
Su
pp
o
rt
s
y
s
t
em
s
a
nd
g
uid
a
nce
Me
n
to
r
s
h
ip
,
f
ac
u
lty
/ad
v
is
er
s
u
p
p
o
r
t,
an
d
s
tr
u
ctu
r
ed
g
u
id
a
n
ce
p
lay
a
cr
itical
r
o
le
in
th
e
s
u
cc
ess
o
f
s
tu
d
en
t
lead
er
s
.
T
h
ese
s
u
p
p
o
r
t
m
ec
h
an
is
m
s
p
r
o
v
id
e
n
ec
ess
ar
y
r
eso
u
r
ce
s
,
en
c
o
u
r
ag
e
m
en
t
,
an
d
a
f
r
am
ewo
r
k
f
o
r
n
av
ig
atin
g
lead
er
s
h
ip
r
e
s
p
o
n
s
ib
ilit
ies.
E
f
f
ec
tiv
e
s
u
p
p
o
r
t
s
y
s
tem
s
en
h
an
ce
lead
er
s
h
ip
an
d
ac
ad
e
m
ic
s
u
cc
ess
b
y
ad
d
r
ess
in
g
em
o
tio
n
al,
in
tellectu
al,
an
d
lo
g
is
tical
ch
allen
g
es.
I
t
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
m
en
to
r
in
g
r
elatio
n
s
h
ip
s
in
f
o
s
ter
in
g
s
tu
d
en
t
d
ev
elo
p
m
en
t,
p
ar
ticu
lar
ly
in
lead
er
s
h
ip
an
d
s
elf
-
co
n
f
id
e
n
ce
[
3
4
]
.
Stu
d
en
t te
s
tim
o
n
ials
r
ef
lect
th
e
s
ig
n
if
ican
ce
o
f
t
h
ese
s
u
p
p
o
r
t sy
s
tem
s
:
“
Th
e
mo
s
t
effec
tive
s
tr
a
teg
ies
fo
r
p
r
o
mo
tin
g
s
tu
d
e
n
t
s
u
cc
es
s
th
r
o
u
g
h
s
tu
d
en
t
lea
d
ers
h
ip
i
n
clu
d
e
en
co
u
r
a
g
in
g
men
to
r
s
h
ip
p
r
o
g
r
a
ms,
a
n
d
p
r
o
mo
tin
g
a
b
a
la
n
ce
b
etw
ee
n
a
ca
d
emic
a
n
d
lea
d
ers
h
ip
r
esp
o
n
s
ib
ilit
ies
.
”
(
SL8
,
2
3
,
f
e
m
ale)
“
Un
ivers
itie
s
a
ls
o
co
n
tr
ib
u
te
b
y
o
ffer
in
g
lea
d
ers
h
ip
tr
a
in
in
g
w
o
r
ksh
o
p
s
,
fa
cu
lty
men
to
r
s
h
ip
,
a
n
d
s
tu
d
e
n
t a
ffa
ir
s
r
eso
u
r
ce
s
.
”
(
S
L
7
,
2
0
,
f
em
ale)
“
F
a
cu
lty
a
n
d
s
ta
ff
mem
b
ers
p
l
a
y
a
vita
l
r
o
le
in
crea
tin
g
a
p
o
s
itive
a
n
d
en
co
u
r
a
g
in
g
en
vir
o
n
men
t
th
a
t su
p
p
o
r
ts
s
tu
d
en
t le
a
d
ers
h
ip
d
ev
elo
p
men
t
.
”
(
SL5
,
1
9
,
m
a
le)
4
.
3
.
B
est
pra
ct
ices o
f
a
ca
de
m
ic
ins
t
it
utio
n
in
pro
m
o
t
i
ng
s
t
ud
ent
s
ucce
s
s
t
hro
ug
h lea
d
er
s
hip
pro
g
ra
m
s
Aca
d
em
ic
in
s
titu
tio
n
s
p
r
o
m
o
t
e
s
tu
d
en
t
s
u
cc
ess
th
r
o
u
g
h
lead
er
s
h
ip
p
r
o
g
r
am
s
b
y
eq
u
ip
p
in
g
s
tu
d
en
ts
with
ess
en
tial
s
k
ill
s
,
f
o
s
ter
in
g
in
clu
s
iv
ity
,
an
d
p
r
o
v
id
in
g
s
tr
o
n
g
s
u
p
p
o
r
t
s
y
s
tem
s
.
B
est
p
r
ac
tices
in
clu
d
e
ca
p
ac
i
ty
-
b
u
ild
in
g
p
r
o
g
r
am
s
,
m
en
to
r
s
h
ip
,
r
ec
o
g
n
itio
n
,
an
d
ef
f
ec
tiv
e
co
llab
o
r
atio
n
,
en
s
u
r
in
g
s
tu
d
en
t
lead
er
s
th
r
iv
e
an
d
co
n
tr
i
b
u
te
m
ea
n
i
n
g
f
u
lly
to
th
eir
co
m
m
u
n
ities
.
4
.
3
.
1
.
Ca
pa
cit
y
-
building
pr
o
g
r
a
m
s
C
ap
ac
ity
-
b
u
ild
in
g
p
r
o
g
r
am
s
ar
e
ess
en
tial
in
eq
u
ip
p
in
g
s
tu
d
en
ts
with
lead
er
s
h
ip
co
m
p
eten
cies
th
r
o
u
g
h
s
tr
u
ctu
r
e
d
wo
r
k
s
h
o
p
s
,
s
k
ills
en
h
an
ce
m
en
t
in
itiativ
es,
m
en
to
r
s
h
ip
o
p
p
o
r
tu
n
itie
s
,
an
d
r
o
le
-
s
p
ec
if
ic
tr
ain
in
g
.
T
h
ese
p
r
o
g
r
am
s
p
r
o
m
o
te
s
tu
d
en
t
s
u
cc
ess
b
y
f
o
s
ter
in
g
ex
p
e
r
ien
tial
lear
n
in
g
,
co
n
tin
u
o
u
s
im
p
r
o
v
em
e
n
t,
an
d
in
te
n
tio
n
al
g
u
id
an
ce
.
I
n
s
titu
tio
n
s
ad
o
p
t
a
co
m
p
r
eh
e
n
s
iv
e
ap
p
r
o
a
ch
b
y
in
teg
r
atin
g
th
ese
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
6
7
5
-
3685
3680
co
m
p
o
n
en
ts
in
to
lead
er
s
h
ip
in
itiativ
es,
en
s
u
r
in
g
s
tu
d
en
ts
ar
e
n
o
t
o
n
ly
p
r
ep
ar
e
d
f
o
r
th
eir
r
o
les
b
u
t
also
in
s
p
ir
ed
to
ac
h
iev
e
ac
ad
e
m
ic
an
d
p
er
s
o
n
al
ex
ce
llen
ce
.
Su
p
p
o
r
tin
g
lead
er
s
h
ip
d
e
v
elo
p
m
en
t
in
th
is
way
b
en
ef
its
b
o
th
th
e
in
d
iv
i
d
u
al
s
tu
d
en
ts
an
d
th
e
b
r
o
ad
er
ca
m
p
u
s
co
m
m
u
n
ity
,
f
o
s
ter
in
g
a
cu
l
tu
r
e
o
f
in
n
o
v
atio
n
,
co
llab
o
r
atio
n
,
an
d
s
u
cc
ess
.
As o
n
e
s
tu
d
en
t e
m
p
h
asized
:
“
R
eso
u
r
ce
s
to
s
u
p
p
o
r
t
co
lleg
e
s
tu
d
en
ts
in
th
eir
lea
d
ers
h
ip
r
o
les
in
clu
d
e
s
emin
a
r
p
r
o
g
r
a
m
s
a
n
d
w
o
r
ksh
o
p
p
r
o
g
r
a
ms
fo
cu
s
e
d
o
n
d
ev
elo
p
i
n
g
co
mmu
n
i
ca
tio
n
,
d
ec
is
io
n
-
ma
kin
g
,
a
n
d
time
ma
n
a
g
eme
n
t skills
.
”
(
SL9
,
2
1
,
m
ale)
Similar
ly
,
wo
r
k
s
h
o
p
s
u
tili
ze
ca
s
e
s
tu
d
ies,
r
o
le
-
p
lay
in
g
,
an
d
g
r
o
u
p
d
is
cu
s
s
io
n
s
to
en
g
ag
e
s
tu
d
en
ts
ac
tiv
ely
,
allo
win
g
th
em
to
ap
p
ly
co
n
ce
p
ts
in
r
ea
lis
tic
s
ce
n
ar
io
s
[
3
5
]
.
Ad
d
itio
n
ally
,
an
em
p
h
asis
o
n
in
ter
p
er
s
o
n
al
an
d
co
m
m
u
n
icatio
n
s
k
ills
en
s
u
r
es
th
at
s
tu
d
en
t
lead
er
s
ca
n
ef
f
ec
tiv
ely
co
llab
o
r
ate
an
d
m
a
n
ag
e
d
iv
e
r
s
e
team
s
.
R
eg
u
lar
ev
alu
atio
n
s
p
r
o
v
id
e
s
tu
d
en
ts
with
ac
tio
n
ab
le
in
s
ig
h
ts
f
o
r
im
p
r
o
v
em
e
n
t
[
3
6
]
.
T
h
is
ex
p
er
ien
tial
lear
n
in
g
is
ev
id
e
n
t in
s
tu
d
en
ts
’
ex
p
er
ien
ce
s
,
as o
n
e
s
tu
d
en
t
n
o
ted
:
“
My
ex
p
erien
ce
s
I
h
a
d
a
r
e
to
g
ive
s
tu
d
en
ts
men
to
r
s
h
ip
o
p
p
o
r
tu
n
ities
to
d
ev
elo
p
lea
d
ers
h
ip
s
kills
b
y
o
r
g
a
n
iz
in
g
ev
en
ts
,
r
ep
r
esen
tin
g
th
eir
p
ee
r
s
,
a
n
d
w
o
r
kin
g
w
ith
tea
ch
ers
o
r
s
ch
o
o
l
a
d
min
is
tr
a
to
r
s
.
I
lea
r
n
a
b
o
u
t
tea
mw
o
r
k,
r
esp
o
n
s
ib
ilit
y,
a
n
d
co
mmu
n
ica
tio
n
,
h
el
p
in
g
t
h
e
m
g
r
o
w
b
o
th
p
ers
o
n
a
lly
a
n
d
a
ca
d
emic
a
lly
.
”
(
SL7
,
2
0
,
f
em
ale
)
4
.
3
.
2
.
I
nclus
iv
it
y
a
nd
div
er
s
i
t
y
Pro
m
o
tin
g
in
clu
s
iv
ity
an
d
d
i
v
er
s
ity
in
s
tu
d
en
t
lead
er
s
h
ip
p
r
o
g
r
am
s
is
cr
itical
to
en
s
u
r
in
g
eq
u
itab
le
o
p
p
o
r
tu
n
ities
an
d
d
i
v
er
s
e
r
e
p
r
esen
tatio
n
.
T
h
ese
p
r
o
g
r
am
s
em
p
h
asize
in
clu
s
iv
e
p
ar
tici
p
atio
n
,
d
iv
er
s
ity
in
lead
er
s
h
ip
,
an
d
e
q
u
al
o
p
p
o
r
tu
n
ities
to
cr
ea
te
en
v
ir
o
n
m
en
ts
wh
er
e
all
s
tu
d
en
ts
,
r
eg
ar
d
less
o
f
th
eir
b
ac
k
g
r
o
u
n
d
s
o
r
id
e
n
titi
es,
ca
n
co
n
tr
ib
u
te
m
ea
n
in
g
f
u
lly
an
d
th
r
i
v
e.
Un
i
v
er
s
ities
en
s
u
r
e
eq
u
al
ac
ce
s
s
to
l
ea
d
er
s
h
ip
r
o
les
an
d
f
o
s
ter
a
welc
o
m
in
g
,
d
iv
er
s
e
en
v
ir
o
n
m
e
n
t to
en
h
an
ce
co
lla
b
o
r
atio
n
an
d
c
r
ea
tiv
ity
.
As a
s
tu
d
en
t o
b
s
er
v
e
d
:
“
Differ
en
t
d
ev
elo
p
men
t
o
f
p
la
n
s
th
a
t
ca
n
b
e
cru
cia
l
in
s
u
ch
ev
en
ts
a
n
d
s
ig
n
ifica
n
t
fo
r
th
e
in
vo
lvem
en
t o
f v
a
r
io
u
s
co
u
r
s
es o
r
s
tu
d
en
ts
in
th
e
u
n
ivers
ity
.
”
(
SL8
,
2
3
,
f
em
ale)
Mo
r
eo
v
er
,
th
e
in
teg
r
atio
n
o
f
i
n
clu
s
iv
ity
an
d
d
i
v
er
s
ity
in
to
l
ea
d
er
s
h
ip
p
r
o
g
r
am
s
em
p
o
wer
s
u
n
d
er
r
ep
r
esen
ted
g
r
o
u
p
s
wh
ile
en
r
ich
in
g
th
e
o
v
er
all
lead
er
s
h
ip
ex
p
er
ien
ce
th
r
o
u
g
h
co
llab
o
r
atio
n
an
d
in
n
o
v
atio
n
.
Un
iv
er
s
ities
p
r
io
r
itize
th
ese
p
r
ac
tices
b
y
e
m
b
ed
d
in
g
in
cl
u
s
iv
ity
an
d
d
iv
e
r
s
ity
in
to
t
h
eir
lead
e
r
s
h
ip
d
ev
elo
p
m
en
t
s
tr
ateg
ies,
en
s
u
r
in
g
th
at
all
s
tu
d
e
n
ts
h
av
e
th
e
o
p
p
o
r
tu
n
ity
to
co
n
tr
ib
u
te
an
d
g
r
o
w.
“
E
n
co
u
r
a
g
i
n
g
in
clu
s
ivity
a
n
d
d
ivers
ity
in
lea
d
ers
h
ip
r
o
le
s
w
i
ll
h
elp
b
u
ild
a
s
tr
o
n
g
er,
mo
r
e
r
ep
r
esen
ta
tive
o
r
g
a
n
iz
a
tio
n
.
”
(
SL5
,
1
9
,
m
ale)
L
ea
d
er
s
h
ip
o
p
p
o
r
t
u
n
ities
ar
e
well
-
p
u
b
licized
an
d
ac
c
ess
ib
le
to
all
s
tu
d
en
ts
,
p
ar
ticu
lar
ly
u
n
d
er
r
ep
r
esen
ted
g
r
o
u
p
s
[
3
7
]
.
Un
iv
er
s
ities
ac
tiv
ely
r
ec
r
u
it
s
tu
d
en
ts
f
r
o
m
d
if
f
er
e
n
t
ac
ad
em
ic,
cu
ltu
r
al,
an
d
s
o
cial
b
ac
k
g
r
o
u
n
d
s
f
o
r
lea
d
e
r
s
h
ip
p
o
s
itio
n
s
[
3
8
]
a
n
d
eq
u
ip
s
tu
d
en
t
lead
er
s
with
s
k
ills
to
u
n
d
er
s
tan
d
a
n
d
r
esp
ec
t
cu
ltu
r
al
d
if
f
er
e
n
ce
s
,
f
o
s
ter
in
g
in
clu
s
io
n
[
3
9
]
.
Hig
h
l
ig
h
tin
g
t
h
e
ac
h
ie
v
em
en
ts
o
f
l
ea
d
er
s
f
r
o
m
d
iv
er
s
e
b
ac
k
g
r
o
u
n
d
s
r
ein
f
o
r
ce
s
th
e
v
a
lu
e
o
f
v
a
r
ied
p
e
r
s
p
ec
tiv
es.
4
.
3
.
3
.
Rec
o
g
ni
t
io
n a
nd
mo
t
iv
a
t
io
n
R
ec
o
g
n
izin
g
a
n
d
m
o
tiv
atin
g
s
tu
d
en
t
lead
e
r
s
is
cr
u
cial
f
o
r
s
u
s
tain
in
g
th
eir
en
g
a
g
em
en
t
an
d
co
m
m
itm
en
t.
I
n
s
titu
tio
n
s
im
p
lem
en
t
r
ewa
r
d
s
y
s
tem
s
to
ac
k
n
o
wled
g
e
s
tu
d
e
n
t
lead
er
s
’
ef
f
o
r
ts
,
b
o
o
s
tin
g
t
h
eir
m
o
r
ale
an
d
e
n
co
u
r
ag
in
g
f
u
r
th
er
p
ar
ticip
a
tio
n
[
4
0
]
,
[
4
1
]
.
B
y
v
alu
i
n
g
s
tu
d
e
n
ts
’
ef
f
o
r
ts
an
d
ce
leb
r
atin
g
th
eir
s
u
cc
ess
es,
in
s
titu
tio
n
s
en
h
an
ce
m
o
tiv
atio
n
,
r
eten
tio
n
,
an
d
th
e
o
v
er
all
im
p
ac
t
o
f
lea
d
er
s
h
ip
p
r
o
g
r
am
s
.
A
s
tu
d
en
t sh
ar
ed
:
“
.
.
.
w
h
eth
er
w
ith
in
ce
n
tives,
r
ewa
r
d
s
,
o
r
ju
s
t
a
kin
d
w
o
r
d
,
in
s
p
ir
es
s
tu
d
en
ts
to
p
u
r
s
u
e
ex
ce
l
len
ce
.
”
(
SL9
,
2
1
,
m
ale)
Ad
d
itio
n
ally
,
r
ec
o
g
n
itio
n
an
d
ap
p
r
ec
iatio
n
ar
e
n
o
t
m
er
ely
ac
ts
o
f
v
alid
atio
n
;
t
h
ey
ar
e
in
v
es
tm
en
ts
in
b
u
ild
in
g
a
th
r
iv
in
g
a
n
d
s
u
s
tain
ab
le
lead
er
s
h
ip
cu
ltu
r
e.
“
.
.
.
a
ck
n
o
w
led
g
in
g
a
n
d
a
p
p
r
ec
ia
tin
g
s
tu
d
en
t a
cc
o
mp
lis
h
men
t
s
.
”
(
SL7
,
2
0
,
f
em
ale)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
r
o
le
o
f stu
d
en
t le
a
d
ers
h
ip
in
a
ca
d
emic
a
ch
ieve
men
t:
a
p
a
th
w
a
y
to
…
(
Jo
h
n
Mich
a
el
D
.
A
q
u
in
o
)
3681
I
n
s
titu
tio
n
s
h
o
s
t
awa
r
d
ce
r
em
o
n
ies
to
ce
leb
r
ate
th
e
ac
h
iev
e
m
en
ts
o
f
s
tu
d
en
t
lead
e
r
s
[
4
2
]
an
d
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
ce
leb
r
atin
g
s
u
c
ce
s
s
es to
en
h
an
ce
m
o
tiv
atio
n
.
“
.
.
.
r
ec
o
g
n
iz
e
th
e
a
cc
o
m
p
lis
h
me
n
ts
o
f
ev
ery
in
d
ivid
u
a
l
a
n
d
ce
le
b
r
a
te
s
u
cc
ess
es
to
en
h
a
n
ce
mo
tiva
tio
n
.
”
(
SL5
,
1
9
,
m
ale)
4
.
3
.
4
.
Su
pp
o
rt
iv
e
s
t
ruct
ures
a
nd
re
s
o
urce
s
Su
p
p
o
r
tiv
e
s
tr
u
ctu
r
es
a
n
d
r
e
s
o
u
r
ce
s
p
r
o
v
id
e
a
f
o
u
n
d
atio
n
f
o
r
s
tu
d
en
t
lead
er
s
h
ip
s
u
cc
e
s
s
.
T
h
ese
in
clu
d
e
f
in
an
cial
s
u
p
p
o
r
t,
i
n
s
titu
tio
n
al
r
eso
u
r
ce
s
,
an
d
o
r
g
an
izatio
n
al
f
r
am
ew
o
r
k
s
to
s
u
s
tain
an
d
en
h
an
ce
lead
er
s
h
ip
ac
tiv
ities
.
Un
iv
e
r
s
ities
p
r
o
v
id
e
f
u
n
d
in
g
,
m
en
to
r
s
h
ip
,
a
n
d
ac
ad
em
ic
f
lex
ib
ilit
y
to
e
n
ab
le
s
tu
d
en
t
lead
er
s
to
b
alan
ce
r
esp
o
n
s
ib
ilit
ies
ef
f
ec
tiv
ely
.
E
f
f
ec
tiv
e
s
u
p
p
o
r
t
s
y
s
te
m
s
d
em
o
n
s
tr
ate
a
co
m
m
itm
en
t
to
lead
er
s
h
ip
d
ev
el
o
p
m
en
t a
s
a
c
o
r
n
er
s
to
n
e
o
f
s
tu
d
e
n
t su
cc
ess
.
As o
n
e
s
tu
d
en
t n
o
te
d
:
“
Mo
tiva
tio
n
s
b
y
th
e
p
a
r
en
ts
,
tea
ch
ers
,
a
d
viser
s
a
n
d
a
ls
o
fin
a
n
cia
l
s
u
p
p
o
r
t
fr
o
m
th
e
s
ch
o
o
l
.
”
(
SL4
,
2
1
,
f
em
ale)
C
o
n
s
eq
u
en
tly
,
th
ese
s
tr
u
ct
u
r
es
en
h
an
ce
t
h
e
ef
f
ec
tiv
en
ess
o
f
lea
d
er
s
h
ip
i
n
itiativ
es
wh
ile
en
s
u
r
in
g
th
eir
s
u
s
tain
ab
ilit
y
an
d
in
clu
s
iv
ity
.
Un
iv
er
s
ities
es
tab
lis
h
clea
r
g
o
v
er
n
a
n
ce
s
tr
u
ctu
r
es,
p
o
licies,
an
d
g
u
id
elin
es
to
s
u
p
p
o
r
t stu
d
e
n
t le
ad
er
s
.
“
Wh
en
it
co
mes
to
r
eso
u
r
ce
s
,
th
e
b
ig
g
est
r
eso
u
r
ce
th
a
t
w
e
h
a
ve
is
th
e
p
eo
p
le,
th
e
ma
n
p
o
w
er,
a
n
d
th
e
s
u
p
p
o
r
t
fr
o
m
ea
ch
o
th
er.
B
ec
a
u
s
e
w
e
w
il
l
n
o
t
g
a
in
o
u
r
s
p
o
n
s
o
r
s
h
ip
s
,
I
GP
,
a
n
d
mem
b
ers
h
ip
fee
co
llectio
n
if n
o
o
n
e
is
r
ea
lly
in
itia
tin
g
to
d
o
it
.
”
(
SL3
,
1
8
,
m
ale)
E
s
tab
lis
h
in
g
d
ef
in
ed
r
o
les,
r
e
s
p
o
n
s
ib
ilit
ies,
an
d
h
ier
ar
c
h
ies
with
in
lead
er
s
h
ip
o
r
g
an
izatio
n
s
en
s
u
r
es
s
m
o
o
th
o
p
er
atio
n
s
[
4
3
]
,
[
4
4
]
.
4
.
3
.
5
.
Co
lla
bo
ra
t
i
o
n a
nd
co
m
m
un
ica
t
io
n
T
h
ese
ar
e
ess
en
tial
f
o
r
f
o
s
ter
in
g
s
tr
o
n
g
p
ar
tn
er
s
h
ip
s
am
o
n
g
s
tu
d
en
t
lead
e
r
s
,
f
ac
u
lty
,
an
d
ad
m
in
is
tr
ato
r
s
.
Un
iv
er
s
ities
p
r
o
m
o
te
team
wo
r
k
an
d
s
h
ar
ed
s
u
cc
ess
b
y
in
teg
r
atin
g
o
p
e
n
co
m
m
u
n
icatio
n
,
team
co
llab
o
r
atio
n
,
an
d
n
etwo
r
k
in
g
in
to
lead
er
s
h
ip
p
r
o
g
r
am
s
.
T
h
ese
elem
en
ts
cr
ea
te
a
co
llab
o
r
ativ
e
en
v
ir
o
n
m
en
t
th
at
f
o
s
ter
s
tr
u
s
t,
co
h
esio
n
,
an
d
s
u
cc
ess
.
E
f
f
ec
tiv
e
co
m
m
u
n
i
ca
tio
n
en
s
u
r
es
tr
an
s
p
ar
e
n
cy
a
n
d
f
ee
d
b
ac
k
,
wh
ile
co
llab
o
r
atio
n
e
n
h
an
c
es
co
llectiv
e
g
o
al
ac
h
iev
e
m
en
t
[
4
5
]
.
Netwo
r
k
in
g
b
u
ild
s
b
r
id
g
es
to
ex
ter
n
a
l
o
p
p
o
r
tu
n
ities
,
f
o
s
ter
in
g
lea
d
er
s
h
ip
g
r
o
wth
a
n
d
d
e
v
elo
p
m
en
t
b
ey
o
n
d
th
e
ca
m
p
u
s
.
As o
n
e
s
t
u
d
en
t e
x
p
lain
ed
:
“
C
o
mmu
n
ica
tio
n
is
th
e
ke
y
to
a
cc
o
mp
lis
h
a
n
d
d
eleg
a
te
yo
u
r
ta
s
ks
w
ith
yo
u
r
tea
m
me
mb
er
s
.
A
n
d
if it is n
o
t a
d
d
r
ess
ed
p
r
o
p
erly,
yo
u
w
ill en
d
u
p
like
a
g
h
o
s
t o
r
g
a
n
iz
a
tio
n
.
”
(
SL1
0
,
2
3
,
m
ale
)
Me
an
wh
ile,
in
s
titu
tio
n
s
en
h
an
ce
th
e
lead
er
s
h
ip
e
x
p
er
ien
c
e
an
d
eq
u
ip
s
tu
d
en
ts
with
th
e
s
k
ills
,
r
elatio
n
s
h
ip
s
,
an
d
m
in
d
s
et
n
ee
d
ed
to
lead
ef
f
ec
tiv
ely
b
o
th
o
n
a
n
d
o
f
f
ca
m
p
u
s
b
y
f
o
s
ter
in
g
co
llab
o
r
atio
n
.
“
On
e
o
f
th
e
s
tr
a
teg
ie
s
is
en
co
u
r
a
g
in
g
co
lla
b
o
r
a
tio
n
fo
r
s
tu
d
en
ts
to
s
h
a
r
e
th
eir
n
e
w
id
e
a
s
a
n
d
ex
p
erien
ce
s
.
”
(
SL1
1
,
1
9
,
f
em
a
le)
I
n
s
titu
tio
n
s
co
m
m
itted
to
f
o
s
ter
in
g
th
ese
elem
e
n
ts
cr
ea
te
an
en
r
ich
i
n
g
lea
d
er
s
h
ip
ex
p
er
ien
ce
,
p
r
ep
ar
in
g
s
tu
d
en
ts
f
o
r
f
u
tu
r
e
lead
e
r
s
h
ip
r
o
les in
th
eir
p
r
o
f
ess
io
n
al
an
d
p
er
s
o
n
al
liv
es.
4
.
4
.
Student
lea
dersh
ip dev
e
lo
pm
ent
a
nd
a
ca
dem
ic
e
x
ce
llence
f
ra
m
ewo
r
k
T
h
e
d
ev
elo
p
e
d
f
r
am
ewo
r
k
d
em
o
n
s
tr
ated
in
F
ig
u
r
e
1
in
te
g
r
ates
s
tu
d
en
t
lead
er
s
h
ip
an
d
ac
ad
em
ic
ac
h
iev
em
en
t to
f
o
s
ter
ex
ce
llen
ce
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
I
t e
m
p
o
wer
s
s
tu
d
en
ts
to
g
r
o
w
as e
f
f
ec
tiv
e
lead
er
s
wh
ile
m
ain
tain
in
g
ac
ad
em
ic
s
u
cc
ess
,
cr
ea
tin
g
a
h
o
lis
tic
an
d
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
t
f
o
r
lead
e
r
s
h
ip
d
ev
elo
p
m
e
n
t.
Ser
v
in
g
as
a
b
lu
ep
r
in
t,
it
cu
ltiv
ates
f
u
tu
r
e
-
r
ea
d
y
in
d
iv
id
u
als
b
y
f
o
s
ter
i
n
g
ess
en
tial
s
k
ills
,
b
alan
cin
g
r
esp
o
n
s
ib
ilit
ies,
an
d
alig
n
in
g
with
th
e
u
n
iv
er
s
i
ty
’
s
m
is
s
io
n
o
f
p
r
o
d
u
ci
n
g
c
o
m
p
eten
t,
s
o
cially
r
esp
o
n
s
ib
le
g
r
ad
u
ates.
T
h
is
f
r
am
ewo
r
k
en
h
an
ce
s
ac
ad
em
ic
ac
h
iev
em
en
t,
d
e
v
elo
p
s
lead
er
s
h
ip
s
k
ills
,
p
r
o
m
o
tes
in
clu
s
iv
ity
,
an
d
e
n
s
u
r
es
s
u
s
tain
ab
le
lead
er
s
h
ip
p
r
o
g
r
am
s
.
I
t
p
r
o
v
id
es
s
tr
u
ctu
r
ed
g
u
id
an
c
e,
eq
u
itab
le
ac
ce
s
s
,
an
d
r
ec
o
g
n
itio
n
m
ec
h
an
is
m
s
,
s
tr
en
g
th
en
in
g
lo
n
g
-
ter
m
s
u
cc
e
s
s
in
lead
er
s
h
ip
in
itiativ
es
.
T
h
e
d
ev
elo
p
ed
f
r
am
ew
o
r
k
co
n
s
is
ts
o
f
th
r
ee
p
h
ases
(
i.e
.
,
co
r
e
lead
er
s
h
ip
co
m
p
eten
cies
an
d
ac
ad
em
ic
in
teg
r
atio
n
;
s
tr
u
ct
u
r
ed
p
r
o
ce
s
s
es;
an
d
o
u
tco
m
es
)
wh
ich
ar
e
in
ter
r
elate
d
t
o
o
n
e
a
n
o
th
e
r
.
T
h
i
s
en
s
u
r
es
a
h
o
lis
tic
ap
p
r
o
ac
h
to
s
tu
d
e
n
t le
ad
er
s
h
ip
an
d
ac
ad
e
m
ic
ex
ce
llen
ce
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
6
7
5
-
3685
3682
i)
T
h
e
d
ev
elo
p
m
en
t
o
f
ess
en
tial
lead
er
s
h
ip
s
k
ills
in
clu
d
in
g
ti
m
e
m
an
ag
em
e
n
t,
o
r
g
an
izatio
n
,
co
llab
o
r
atio
n
,
co
m
m
u
n
icatio
n
,
an
d
s
elf
-
d
is
ci
p
lin
e
d
ir
ec
tly
en
h
a
n
ce
s
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
b
y
eq
u
ip
p
in
g
s
tu
d
en
ts
with
th
e
ab
ilit
y
to
m
an
a
g
e
r
esp
o
n
s
ib
ilit
ies
ef
f
ec
tiv
ely
.
T
h
ese
s
k
ills
,
in
tu
r
n
,
s
u
p
p
o
r
t
k
e
y
lead
e
r
s
h
ip
r
o
les
th
at
co
n
tr
ib
u
te
t
o
p
er
s
o
n
al
g
r
o
wth
an
d
m
o
tiv
atio
n
,
allo
win
g
s
tu
d
en
t
lead
er
s
to
b
alan
ce
th
eir
ac
ad
em
ic
an
d
lead
er
s
h
ip
r
esp
o
n
s
ib
ilit
ies wh
i
l
e
f
o
s
ter
in
g
a
s
tr
o
n
g
s
en
s
e
o
f
r
esp
o
n
s
ib
ilit
y
an
d
ac
ad
e
m
ic
asp
ir
atio
n
s
.
ii)
T
h
e
f
r
am
ewo
r
k
in
c
o
r
p
o
r
ates
s
tr
u
ctu
r
ed
p
r
o
ce
s
s
es
th
at
f
ac
ilit
ate
s
k
ill
d
ev
elo
p
m
en
t
an
d
lead
er
s
h
ip
en
g
ag
em
e
n
t
to
tr
an
s
late
lea
d
er
s
h
ip
c
o
m
p
eten
cies
in
t
o
m
ea
n
in
g
f
u
l
ex
p
er
ien
ce
s
.
C
ap
ac
ity
-
bu
ild
in
g
p
r
o
g
r
a
m
s
,
r
ec
o
g
n
itio
n
an
d
a
p
p
r
ec
iatio
n
,
s
u
p
p
o
r
tiv
e
s
tr
u
c
tu
r
es,
an
d
in
clu
s
iv
ity
i
n
itiativ
es
cr
ea
te
an
en
v
ir
o
n
m
en
t
th
at
n
u
r
t
u
r
es
lea
d
er
s
h
ip
an
d
ac
ad
e
m
ic
s
u
cc
ess
.
T
h
ese
in
ter
co
n
n
ec
ted
p
r
o
ce
s
s
es
en
s
u
r
e
th
at
s
tu
d
en
t le
ad
er
s
r
ec
eiv
e
th
e
n
ec
ess
ar
y
tr
ain
in
g
,
en
c
o
u
r
a
g
em
en
t,
an
d
r
eso
u
r
ce
s
to
th
r
iv
e
.
iii)
T
h
e
in
teg
r
atio
n
o
f
co
r
e
c
o
m
p
e
ten
cies
an
d
s
tr
u
ctu
r
ed
p
r
o
ce
s
s
es
lead
s
to
k
ey
o
u
tco
m
es:
s
tu
d
en
t
lead
er
s
h
ip
d
ev
elo
p
m
e
n
t
an
d
ac
ad
e
m
ic
ex
ce
llen
ce
.
T
h
r
o
u
g
h
co
n
tin
u
o
u
s
en
g
ag
em
e
n
t
in
lea
d
er
s
h
ip
r
o
le
s
s
u
p
p
o
r
ted
b
y
in
s
titu
tio
n
al
p
r
o
g
r
am
s
,
s
tu
d
e
n
t
lead
er
s
b
ec
o
m
e
well
-
r
o
u
n
d
ed
in
d
iv
id
u
als
wh
o
a
r
e
p
r
e
p
ar
ed
f
o
r
b
o
t
h
ac
ad
em
ic
an
d
p
r
o
f
ess
io
n
al
s
u
cc
ess
.
Fu
r
th
er
m
o
r
e,
th
e
f
r
a
m
ewo
r
k
f
o
s
ter
s
a
cu
ltu
r
e
o
f
co
llab
o
r
atio
n
,
r
esp
o
n
s
ib
ilit
y
,
an
d
co
n
tin
u
o
u
s
im
p
r
o
v
em
en
t,
e
n
s
u
r
in
g
th
at
l
e
ad
er
s
h
ip
d
e
v
elo
p
m
e
n
t
r
em
ai
n
s
s
u
s
tain
ab
le
an
d
im
p
ac
tf
u
l.
Fig
u
r
e
1
.
Stu
d
e
n
t
lead
er
s
h
ip
d
ev
elo
p
m
en
t
a
n
d
ac
a
d
em
ic
ex
c
ellen
ce
f
r
am
ewo
r
k
5.
CO
NCLU
SI
O
N
T
h
e
f
in
d
in
g
s
co
n
f
ir
m
t
h
e
m
u
tu
ally
r
ein
f
o
r
cin
g
r
elatio
n
s
h
ip
b
etwe
en
lead
e
r
s
h
ip
in
v
o
lv
em
en
t
an
d
ac
ad
em
ic
ac
h
iev
em
e
n
t,
as
s
u
p
p
o
r
ted
b
y
b
o
th
q
u
a
n
titativ
e
an
d
q
u
alitativ
e
d
ata.
Qu
an
titativ
e
r
esu
lts
h
ig
h
lig
h
t
h
o
w
lead
er
s
h
ip
ex
p
er
ie
n
ce
s
p
o
s
itiv
ely
im
p
ac
t
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
,
wh
ile
q
u
alitativ
e
in
s
ig
h
ts
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
s
tr
u
ctu
r
ed
i
n
s
titu
tio
n
al
s
u
p
p
o
r
t,
in
cl
u
d
in
g
m
en
to
r
s
h
i
p
,
f
ac
u
lty
i
n
v
o
lv
e
m
en
t,
an
d
g
u
id
an
ce
s
y
s
tem
s
.
Un
iv
er
s
ities
s
tr
en
g
th
en
th
eir
lead
e
r
s
h
ip
p
r
o
g
r
a
m
s
b
y
in
v
esti
n
g
in
ca
p
ac
ity
-
b
u
ild
in
g
p
r
o
g
r
am
s
,
clea
r
g
o
v
er
n
an
ce
s
tr
u
ctu
r
es,
in
clu
s
iv
ity
an
d
d
iv
er
s
ity
,
r
ec
o
g
n
itio
n
,
an
d
s
tr
o
n
g
s
u
p
p
o
r
t
s
y
s
tem
s
.
L
ea
d
er
s
h
ip
tr
ain
in
g
,
m
en
to
r
s
h
ip
,
a
n
d
r
eso
u
r
ce
allo
ca
tio
n
eq
u
i
p
s
tu
d
en
t
lea
d
er
s
with
th
e
s
k
ills
to
b
alan
ce
ac
a
d
e
m
ics
an
d
lead
er
s
h
ip
r
o
les
ef
f
ec
tiv
ely
.
Pro
m
o
tin
g
in
clu
s
iv
ity
en
s
u
r
es
eq
u
al
ac
ce
s
s
to
lead
er
s
h
ip
o
p
p
o
r
tu
n
ities
,
wh
ile
r
ec
o
g
n
itio
n
m
o
tiv
at
es
co
n
tin
u
e
d
en
g
ag
em
en
t.
T
h
e
f
r
am
ewo
r
k
i
n
teg
r
ate
s
th
ese
k
ey
c
o
m
p
o
n
en
ts
in
to
a
h
o
lis
tic
ap
p
r
o
ac
h
th
at
f
o
s
ter
s
lead
er
s
h
ip
d
ev
elo
p
m
en
t
an
d
ac
ad
em
ic
ex
ce
llen
ce
.
T
h
is
s
u
s
tain
s
a
cu
ltu
r
e
o
f
e
q
u
ity
,
co
m
m
u
n
icatio
n
,
co
llab
o
r
atio
n
,
an
d
co
n
tin
u
o
u
s
g
r
o
wth
with
in
ac
ad
e
m
ic
in
s
titu
tio
n
s
b
y
ad
d
r
ess
in
g
th
e
ev
o
lv
in
g
n
ee
d
s
o
f
s
tu
d
en
t le
ad
er
s
.
Fo
r
r
ec
o
m
m
en
d
atio
n
s
,
I
n
s
titu
tio
n
s
s
h
o
u
ld
ex
p
an
d
m
en
t
o
r
s
h
i
p
in
itiativ
es,
ac
tiv
ely
en
g
a
g
e
f
ac
u
lty
in
lead
er
s
h
ip
d
e
v
elo
p
m
en
t,
a
n
d
e
s
tab
lis
h
s
tr
u
ctu
r
ed
s
u
p
p
o
r
t
s
y
s
tem
s
to
f
u
r
th
er
en
h
an
ce
th
e
i
m
p
ac
t
o
f
lead
e
r
s
h
ip
p
r
o
g
r
a
m
s
o
n
s
tu
d
en
t
s
u
cc
ess
wh
ich
h
ig
h
lig
h
ts
in
th
e
s
tu
d
y
th
at
m
en
to
r
s
h
ip
f
o
s
ter
s
lead
er
s
h
ip
id
en
tity
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
r
o
le
o
f stu
d
en
t le
a
d
ers
h
ip
in
a
ca
d
emic
a
ch
ieve
men
t:
a
p
a
th
w
a
y
to
…
(
Jo
h
n
Mich
a
el
D
.
A
q
u
in
o
)
3683
ac
ad
em
ic
p
er
s
is
ten
ce
.
Stre
n
g
t
h
en
in
g
ca
p
ac
ity
-
b
u
ild
in
g
p
r
o
g
r
am
s
an
d
p
r
o
m
o
tin
g
d
iv
er
s
ity
an
d
in
clu
s
iv
ity
will
en
h
an
ce
s
tu
d
en
t
en
g
a
g
em
en
t
an
d
m
o
tiv
atio
n
,
alig
n
in
g
with
s
tu
d
ies
em
p
h
asizin
g
th
e
r
o
le
o
f
in
clu
s
iv
e
lead
er
s
h
ip
in
s
tu
d
en
t
d
ev
elo
p
m
en
t.
Ad
d
itio
n
ally
,
im
p
lem
en
tin
g
ef
f
ec
tiv
e
r
ec
o
g
n
itio
n
s
tr
ateg
ies
ca
n
r
ein
f
o
r
c
e
m
o
tiv
atio
n
a
n
d
s
u
s
tain
ed
p
ar
ticip
atio
n
in
lead
er
s
h
i
p
ac
tiv
i
ties
.
C
o
n
tin
u
o
u
s
ass
ess
m
en
t
an
d
r
ef
i
n
em
en
t
o
f
lead
er
s
h
ip
in
itiativ
es
will
en
s
u
r
e
lo
n
g
-
ter
m
s
u
s
tain
ab
ilit
y
,
a
s
in
s
titu
tio
n
al
s
u
p
p
o
r
t
an
d
ad
a
p
tab
ilit
y
ar
e
k
ey
to
m
ax
im
izin
g
s
tu
d
en
t
lead
e
r
s
h
ip
o
u
tco
m
es.
C
o
llab
o
r
atio
n
a
m
o
n
g
a
d
m
in
is
tr
ato
r
s
,
f
ac
u
lty
,
an
d
s
tu
d
en
ts
s
h
o
u
l
d
b
e
p
r
io
r
itized
to
cr
ea
te
a
s
u
p
p
o
r
tiv
e
ac
ad
em
ic
e
n
v
ir
o
n
m
en
t
wh
er
e
lea
d
er
s
h
ip
a
n
d
ac
ad
em
ic
s
u
cc
ess
ar
e
s
ea
m
less
ly
in
teg
r
ated
.
Fo
r
f
u
tu
r
e
r
esear
ch
,
a
lo
n
g
itu
d
in
al
s
tu
d
y
o
n
th
e
im
p
ac
t
o
f
lead
e
r
s
h
ip
o
n
ac
ad
em
ic
ac
h
iev
em
en
t
s
h
o
u
ld
c
o
n
s
id
er
lo
n
g
-
ter
m
ca
r
ee
r
o
u
tco
m
es,
lead
er
s
h
ip
p
er
s
is
ten
ce
,
an
d
p
r
o
f
ess
io
n
al
s
u
cc
ess
.
C
o
m
p
ar
ativ
e
an
aly
s
es
ac
r
o
s
s
d
if
f
er
en
t
h
ig
h
e
r
ed
u
ca
tio
n
i
n
s
titu
tio
n
(
HE
I
)
ty
p
o
lo
g
ies
a
n
d
s
ettin
g
s
in
th
e
Ph
ilip
p
in
es
wo
u
ld
p
r
o
v
id
e
d
ee
p
er
in
s
ig
h
ts
in
to
h
o
w
in
s
ti
tu
tio
n
al
s
tr
u
ctu
r
es
in
f
lu
en
ce
s
tu
d
en
t
lea
d
er
s
h
ip
ef
f
ec
tiv
en
ess
,
co
n
tr
ib
u
tin
g
to
a
b
r
o
ad
e
r
u
n
d
er
s
tan
d
in
g
o
f
lead
er
s
h
ip
’
s
r
o
le
in
h
ig
h
e
r
ed
u
ca
tio
n
.
ACK
NO
WL
E
DG
E
M
E
NT
T
h
e
au
th
o
r
s
ex
te
n
d
th
eir
h
ea
r
tf
elt
g
r
atitu
d
e
to
ev
er
y
o
n
e
wh
o
co
n
tr
ib
u
ted
to
th
e
s
u
cc
ess
o
f
th
is
r
esear
ch
.
Sp
ec
ial
th
a
n
k
s
g
o
t
o
th
e
s
t
u
d
e
n
t
lead
er
s
,
wh
o
s
e
s
i
g
n
if
ican
t
in
v
o
lv
em
e
n
t
p
lay
ed
an
im
p
o
r
tan
t
r
o
le
in
th
is
en
d
ea
v
o
r
.
W
e
ar
e
eq
u
ally
g
r
atef
u
l
to
th
e
L
ag
u
n
a
State
Po
ly
tech
n
ic
Un
iv
e
r
s
ity
R
es
ea
r
ch
Un
it
f
o
r
th
ei
r
u
n
wav
er
in
g
s
u
p
p
o
r
t a
n
d
r
eso
u
r
ce
s
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
r
esear
ch
was
m
ad
e
p
o
s
s
ib
le
th
r
o
u
g
h
a
g
r
an
t
p
r
o
v
id
ed
b
y
th
e
u
n
iv
er
s
ity
,
f
o
r
wh
ic
h
t
h
e
au
th
o
r
s
ex
p
r
ess
th
eir
s
in
ce
r
e
g
r
atitu
d
e.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
J
o
h
n
Mic
h
ae
l D
.
Aq
u
in
o
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
C
h
r
is
tian
P.
San
L
u
is
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
T
h
e
au
th
o
r
s
co
n
f
ir
m
th
at
n
o
c
o
n
f
lict o
f
i
n
ter
ests
ex
is
ts
.
I
NF
O
RM
E
D
CO
NS
E
N
T
I
n
f
o
r
m
ed
co
n
s
en
t w
as o
b
tain
e
d
f
r
o
m
all
p
ar
ticip
an
ts
p
r
i
o
r
to
th
eir
in
v
o
l
v
em
en
t in
t
h
is
s
tu
d
y
.
E
T
H
I
CS S
T
A
T
E
M
E
NT
T
h
is
s
tu
d
y
co
m
p
lied
with
eth
i
ca
l g
u
id
elin
es p
r
o
v
id
ed
b
y
t
h
e
u
n
iv
er
s
ity
r
esear
ch
p
o
licy
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
ts
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
ailab
le
f
r
o
m
t
h
e
co
r
r
esp
o
n
d
in
g
au
th
o
r
[
J
MD
A]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
6
7
5
-
3685
3684
RE
F
E
R
E
NC
E
S
[
1
]
W
.
D
e
n
g
,
X
.
L
i
,
H
.
W
u
,
a
n
d
G
.
X
u
,
“
S
t
u
d
e
n
t
l
e
a
d
e
r
sh
i
p
a
n
d
a
c
a
d
e
mi
c
p
e
r
f
o
r
ma
n
c
e
,
”
C
h
i
n
a
Ec
o
n
o
m
i
c
R
e
v
i
e
w
,
v
o
l
.
6
0
,
p
.
1
0
1
3
8
9
,
A
p
r
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
h
i
e
c
o
.
2
0
1
9
.
1
0
1
3
8
9
.
[
2
]
S
.
E.
M
u
r
p
h
y
a
n
d
S
.
K
.
J
o
h
n
s
o
n
,
“
Le
a
d
e
r
sh
i
p
a
n
d
L
e
a
d
e
r
D
e
v
e
l
o
p
m
e
n
t
a
l
S
e
l
f
‐
Ef
f
i
c
a
c
y
:
T
h
e
i
r
R
o
l
e
i
n
E
n
h
a
n
c
i
n
g
Le
a
d
e
r
D
e
v
e
l
o
p
m
e
n
t
Ef
f
o
r
t
s,
”
N
e
w
D
i
r
e
c
t
i
o
n
s f
o
r
S
t
u
d
e
n
t
L
e
a
d
e
rs
h
i
p
,
v
o
l
.
2
0
1
6
,
n
o
.
1
4
9
,
p
p
.
7
3
–
8
4
,
M
a
r
.
2
0
1
6
,
d
o
i
:
1
0
.
1
0
0
2
/
y
d
.
2
0
1
6
3
.
[
3
]
P
.
B
a
l
k
r
i
s
h
e
n
a
n
d
R
.
M
e
st
r
y
,
“
Th
e
l
e
a
d
e
r
s
h
i
p
r
o
l
e
o
f
c
a
mp
u
s
ma
n
a
g
e
r
s
t
o
i
m
p
r
o
v
e
s
t
u
d
e
n
t
a
c
h
i
e
v
e
me
n
t
i
n
c
o
l
l
e
g
e
s
,
”
S
o
u
t
h
Af
ri
c
a
n
J
o
u
r
n
a
l
o
f
H
i
g
h
e
r E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
0
,
n
o
.
5
,
p
p
.
2
8
-
4
7
,
2
0
1
6
,
d
o
i
:
1
0
.
2
0
8
5
3
/
3
0
-
5
-
5
7
1
.
[
4
]
G
.
L.
K
e
r
n
a
n
d
M
.
N
.
S
e
l
a
ma
t
,
“
R
e
l
a
t
i
o
n
sh
i
p
b
e
t
w
e
e
n
Le
a
d
e
r
sh
i
p
S
t
y
l
e
,
S
e
l
f
Es
t
e
e
m
a
n
d
O
r
g
a
n
i
z
a
t
i
o
n
a
l
C
o
mm
i
t
m
e
n
t
a
m
o
n
g
S
t
u
d
e
n
t
s
f
r
o
m
R
e
s
e
a
r
c
h
U
n
i
v
e
r
s
i
t
i
e
s
i
n
M
a
l
a
y
si
a
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ac
a
d
e
m
i
c
Re
s
e
a
rc
h
i
n
Bu
s
i
n
e
ss
a
n
d
S
o
c
i
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
2
,
n
o
.
1
0
,
p
p
.
1
8
0
8
–
1
8
2
2
,
O
c
t
.
2
0
2
2
,
d
o
i
:
1
0
.
6
0
0
7
/
I
JA
R
B
S
S
/
v
1
2
-
i
1
0
/
1
5
3
8
7
.
[
5
]
L.
M
.
F
o
x
a
n
d
J.
M
.
S
e
a
se,
“
I
mp
a
c
t
o
f
c
o
-
c
u
r
r
i
c
u
l
a
r
i
n
v
o
l
v
e
m
e
n
t
o
n
a
c
a
d
e
m
i
c
su
c
c
e
ss
o
f
p
h
a
r
mac
y
st
u
d
e
n
t
s
,
”
C
u
rre
n
t
s
i
n
Ph
a
rm
a
c
y
T
e
a
c
h
i
n
g
a
n
d
L
e
a
r
n
i
n
g
,
v
o
l
.
1
1
,
n
o
.
5
,
p
p
.
4
6
1
–
4
6
8
,
M
a
y
2
0
1
9
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
p
t
l
.
2
0
1
9
.
0
2
.
0
0
4
.
[
6
]
J.
S
k
a
l
i
c
k
y
,
K
.
W.
P
e
d
e
r
sen
,
J.
v
a
n
d
e
r
M
e
e
r
,
S
.
F
u
g
l
sa
n
g
,
P
.
D
a
w
so
n
,
a
n
d
S
.
S
t
e
w
a
r
t
,
“
A
f
r
a
mew
o
r
k
f
o
r
d
e
v
e
l
o
p
i
n
g
a
n
d
su
p
p
o
r
t
i
n
g
s
t
u
d
e
n
t
l
e
a
d
e
r
s
h
i
p
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
”
S
t
u
d
i
e
s
i
n
H
i
g
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
4
5
,
n
o
.
1
,
p
p
.
1
0
0
–
1
1
6
,
Ja
n
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
0
/
0
3
0
7
5
0
7
9
.
2
0
1
8
.
1
5
2
2
6
2
4
.
[
7
]
L.
Ta
n
g
,
M
.
S
h
i
,
Y
.
Li
u
,
Y
.
Li
u
,
a
n
d
B
.
Y
a
n
g
,
“
B
u
i
l
d
i
n
g
a
c
o
m
mi
t
t
e
d
w
o
r
k
f
o
r
c
e
:
t
h
e
sy
n
e
r
g
i
s
t
i
c
e
f
f
e
c
t
s
o
f
c
o
a
c
h
i
n
g
l
e
a
d
e
r
s
h
i
p
,
o
r
g
a
n
i
z
a
t
i
o
n
a
l
sel
f
-
e
s
t
e
e
m,
a
n
d
l
e
a
r
n
i
n
g
g
o
a
l
o
r
i
e
n
t
a
t
i
o
n
,
”
Fr
o
n
t
i
e
rs
i
n
Psy
c
h
o
l
o
g
y
,
v
o
l
.
1
5
,
p
.
1
4
2
3
5
4
0
,
J
u
l
.
2
0
2
4
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
g
.
2
0
2
4
.
1
4
2
3
5
4
0
.
[
8
]
F
.
M
a
m
a
d
a
l
i
y
e
v
a
,
“
Th
e
I
mp
o
r
t
a
n
c
e
o
f
L
e
a
d
e
r
s
h
i
p
S
k
i
l
l
s
t
o
O
r
g
a
n
i
z
a
t
i
o
n
a
l
S
u
c
c
e
ss,
”
Am
e
ri
c
a
n
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
a
n
d
L
e
a
r
n
i
n
g
,
v
o
l
.
3
,
n
o
.
3
,
p
p
.
9
0
4
–
9
0
9
,
2
0
2
5
.
[
9
]
F
.
S
.
A
n
d
r
e
u
,
K
.
M
.
S
w
e
e
t
,
a
n
d
D
.
H
.
C
a
r
t
e
r
,
“
B
u
i
l
d
i
n
g
l
e
a
d
e
r
s
h
i
p
s
k
i
l
l
s
t
h
r
o
u
g
h
h
i
g
h
-
i
mp
a
c
t
e
x
p
e
r
i
e
n
c
e
s,
”
J
o
u
r
n
a
l
o
f
L
e
a
d
e
rsh
i
p
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
9
,
n
o
.
4
,
p
p
.
1
3
4
–
1
4
6
,
O
c
t
.
2
0
2
0
,
d
o
i
:
1
0
.
1
2
8
0
6
/
V
1
9
/
I
4
/
A
3
.
[
1
0
]
J.
M
u
l
l
i
n
e
r
,
“
Em
p
l
o
y
e
e
E
n
g
a
g
e
m
e
n
t
,
M
o
t
i
v
a
t
i
o
n
,
R
e
si
l
i
e
n
c
e
,
a
n
d
Le
a
d
e
r
s
h
i
p
:
A
n
e
x
p
l
o
r
a
t
i
o
n
o
f
r
e
l
a
t
i
o
n
s
h
i
p
s
w
i
t
h
i
n
a
H
i
g
h
e
r
Ed
u
c
a
t
i
o
n
I
n
st
i
t
u
t
i
o
n
,
”
M
.
S
.
t
h
e
s
i
s,
U
n
i
v
e
r
s
i
t
y
o
f
C
h
e
s
t
e
r
,
C
h
e
s
t
e
r
,
E
n
g
l
a
n
d
,
U
n
i
t
e
d
K
i
n
g
d
o
m,
2
0
1
8
.
[
1
1
]
A
.
M
u
t
a
u
f
i
q
,
R
.
A
.
Tr
i
mu
l
y
a
n
a
,
a
n
d
D
.
S
u
n
a
r
si
,
“
A
n
a
l
y
si
s
o
f
F
a
c
t
o
r
s
a
n
d
I
m
p
a
c
t
o
f
A
c
h
i
e
v
e
m
e
n
t
o
n
S
t
u
d
e
n
t
s
C
a
r
e
e
r
a
n
d
S
e
l
f
D
e
v
e
l
o
p
m
e
n
t
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
S
h
a
ri
a
Bu
s
i
n
e
ss
M
a
n
a
g
e
m
e
n
t
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
2
2
–
2
9
,
M
a
r
.
2
0
2
5
,
d
o
i
:
1
0
.
5
1
8
0
5
/
i
j
s
b
m.
v
4
i
1
.
3
2
4
.
[
1
2
]
K
.
A
y
y
a
sw
a
my
,
N
.
K
a
t
h
i
r
v
e
l
,
V
.
M
.
G
o
b
i
n
a
t
h
,
a
n
d
C
.
P
.
M
a
h
e
sw
a
r
a
n
,
“
E
f
f
e
c
t
i
v
e
L
e
a
d
e
r
s
h
i
p
S
t
r
a
t
e
g
i
e
s
f
o
r
E
n
h
a
n
c
i
n
g
S
t
u
d
e
n
t
S
u
c
c
e
ss
i
n
H
i
g
h
e
r
Ed
u
c
a
t
i
o
n
,
”
i
n
N
e
w
H
o
ri
z
o
n
s
i
n
L
e
a
d
e
rs
h
i
p
:
I
n
c
l
u
s
i
v
e
Ex
p
l
o
r
a
t
i
o
n
s
i
n
H
e
a
l
t
h
,
T
e
c
h
n
o
l
o
g
y
,
a
n
d
E
d
u
c
a
t
i
o
n
,
D
.
B
u
r
r
e
l
l
a
n
d
C
.
N
g
u
y
e
,
E
d
s
.
,
H
e
r
s
h
e
y
,
P
A
:
I
G
I
G
l
o
b
a
l
,
2
0
2
5
,
p
p
.
6
1
–
92
,
d
o
i
:
1
0
.
4
0
1
8
/
9
7
9
-
8
-
3
6
9
3
-
6
4
3
7
-
6
.
c
h
0
0
3
.
[
1
3
]
H
.
S
h
a
h
a
b
u
l
,
A
.
M
u
t
h
a
n
n
a
,
a
n
d
M
.
S
u
l
t
a
n
a
,
“
S
t
u
d
e
n
t
p
a
r
t
i
c
i
p
a
t
i
o
n
i
n
u
n
i
v
e
r
si
t
y
a
d
m
i
n
i
st
r
a
t
i
o
n
:
f
a
c
t
o
r
s,
a
p
p
r
o
a
c
h
e
s
a
n
d
i
mp
a
c
t
,
”
T
e
rt
i
a
ry
E
d
u
c
a
t
i
o
n
a
n
d
M
a
n
a
g
e
m
e
n
t
,
v
o
l
.
2
8
,
n
o
.
1
,
p
p
.
8
1
–
9
9
,
M
a
r
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
2
3
3
-
021
-
0
9
0
8
7
-
z.
[
1
4
]
W
.
H
.
C
h
e
o
h
,
M
.
K
a
s
t
u
r
i
,
S
.
W
.
N
g
,
a
n
d
F
.
Y
.
Y
e
w
,
“
T
h
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
s
t
u
d
y
-
l
i
f
e
b
a
l
a
n
c
e
a
n
d
a
c
a
d
e
m
i
c
p
e
r
f
o
r
m
a
n
c
e
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
”
P
h
.
D
.
d
i
ssert
a
t
i
o
n
,
U
n
i
v
e
r
si
t
i
T
u
n
k
u
A
b
d
u
l
R
a
h
m
a
n
,
P
e
t
a
l
i
n
g
Ja
y
a
,
P
e
r
a
k
,
M
a
l
a
y
si
a
,
2
0
2
4
.
[
1
5
]
L
.
L
i
a
n
d
Y
.
Li
u
,
“
A
n
i
n
t
e
g
r
a
t
e
d
m
o
d
e
l
o
f
p
r
i
n
c
i
p
a
l
t
r
a
n
sf
o
r
mat
i
o
n
a
l
l
e
a
d
e
r
sh
i
p
a
n
d
t
e
a
c
h
e
r
l
e
a
d
e
r
s
h
i
p
t
h
a
t
i
s
r
e
l
a
t
e
d
t
o
t
e
a
c
h
e
r
sel
f
-
e
f
f
i
c
a
c
y
a
n
d
s
t
u
d
e
n
t
a
c
a
d
e
m
i
c
p
e
r
f
o
r
ma
n
c
e
,
”
Asi
a
P
a
c
i
f
i
c
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
2
,
n
o
.
4
,
p
p
.
6
6
1
–
6
7
8
,
O
c
t
.
2
0
2
2
,
do
i
:
1
0
.
1
0
8
0
/
0
2
1
8
8
7
9
1
.
2
0
2
0
.
1
8
0
6
0
3
6
.
[
1
6
]
L.
H
u
a
n
g
e
t
a
l
.
,
“
T
h
e
me
d
i
a
t
i
n
g
e
f
f
e
c
t
s
o
f
se
l
f
-
d
i
r
e
c
t
e
d
l
e
a
r
n
i
n
g
a
b
i
l
i
t
y
a
n
d
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
a
b
i
l
i
t
y
o
n
t
h
e
r
e
l
a
t
i
o
n
sh
i
p
b
e
t
w
e
e
n
l
e
a
r
n
i
n
g
e
n
g
a
g
e
me
n
t
a
n
d
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
a
b
i
l
i
t
y
a
m
o
n
g
n
u
r
s
i
n
g
st
u
d
e
n
t
s
i
n
S
o
u
t
h
e
r
n
C
h
i
n
a
:
a
c
r
o
ss
-
s
e
c
t
i
o
n
a
l
s
t
u
d
y
,
”
BM
C
N
u
rs
i
n
g
,
v
o
l
.
2
2
,
n
o
.
1
,
p
.
2
1
2
,
Ju
n
.
2
0
2
3
,
d
o
i
:
1
0
.
1
1
8
6
/
s
1
2
9
1
2
-
0
2
3
-
0
1
2
8
0
-
2.
[
1
7
]
M
.
J
.
S
á
,
“
S
t
u
d
e
n
t
A
c
a
d
e
m
i
c
a
n
d
S
o
c
i
a
l
E
n
g
a
g
e
me
n
t
i
n
t
h
e
Li
f
e
o
f
t
h
e
A
c
a
d
e
m
y
—
A
L
e
v
e
r
f
o
r
R
e
t
e
n
t
i
o
n
a
n
d
P
e
r
si
s
t
e
n
c
e
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
,
”
Ed
u
c
a
t
i
o
n
S
c
i
e
n
c
e
s
,
v
o
l
.
1
3
,
n
o
.
3
,
p
.
2
6
9
,
M
a
r
.
2
0
2
3
,
d
o
i
:
1
0
.
3
3
9
0
/
e
d
u
c
sc
i
1
3
0
3
0
2
6
9
.
[
1
8
]
J.
W
.
E
b
e
r
t
e
t
a
l
.
,
“
U
n
i
v
e
r
si
t
y
S
t
u
d
e
n
t
O
r
g
a
n
i
z
a
t
i
o
n
s
:
I
n
f
l
u
e
n
c
e
o
n
Le
a
d
e
r
s
h
i
p
S
k
i
l
l
s
i
n
t
h
e
W
o
r
k
f
o
r
c
e
,
”
T
h
e
G
u
a
rd
i
a
n
s
h
i
p
J
o
u
rn
a
l
,
v
o
l
.
1
,
n
o
.
1
,
p
p
.
4
1
–
5
9
,
J
a
n
.
2
0
2
5
,
d
o
i
:
1
0
.
7
7
7
1
/
3
0
6
6
-
8
4
6
8
.
1
0
0
7
.
[
1
9
]
C
.
D
a
y
,
Q
.
G
u
,
a
n
d
P
.
S
a
mm
o
n
s,
“
Th
e
I
mp
a
c
t
o
f
L
e
a
d
e
r
s
h
i
p
o
n
S
t
u
d
e
n
t
O
u
t
c
o
mes
,
”
Ed
u
c
a
t
i
o
n
a
l
A
d
m
i
n
i
st
ra
t
i
o
n
Q
u
a
rt
e
rl
y
,
v
o
l
.
5
2
,
n
o
.
2
,
p
p
.
2
2
1
–
2
5
8
,
A
p
r
.
2
0
1
6
,
d
o
i
:
1
0
.
1
1
7
7
/
0
0
1
3
1
6
1
X
1
5
6
1
6
8
6
3
.
[
2
0
]
S
.
N
o
o
r
,
O
.
Ta
j
i
k
,
a
n
d
J.
G
o
l
z
a
r
,
“
S
i
mp
l
e
r
a
n
d
o
m
s
a
mp
l
i
n
g
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
&
L
a
n
g
u
a
g
e
S
t
u
d
i
e
s
,
v
o
l
.
1
,
n
o
.
2
,
p
p
.
7
8
–
8
2
,
2
0
2
2
.
[
2
1
]
S
.
Q
.
H
a
s
h
i
my
,
A
.
J
a
h
r
o
mi
,
M
.
H
a
mza
,
I
.
N
a
a
z
,
a
n
d
B
.
H
T,
“
N
u
r
t
u
r
i
n
g
Le
a
d
e
r
sh
i
p
a
n
d
C
a
p
a
c
i
t
y
B
u
i
l
d
i
n
g
f
o
r
S
u
c
c
e
ss:
Emp
o
w
e
r
i
n
g
G
r
o
w
t
h
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
R
e
h
a
b
i
l
i
t
a
t
i
o
n
a
n
d
S
p
e
c
i
a
l
Ed
u
c
a
t
i
o
n
(
I
J
R
S
E)
,
v
o
l
.
3
,
n
o
.
2
,
p
p
.
3
3
–
4
6
,
M
a
y
2
0
2
3
,
d
o
i
:
1
0
.
4
8
1
6
5
/
i
j
r
s
e
.
2
0
2
3
.
3
.
2
.
5
.
[
2
2
]
D
.
A
.
I
.
A
mj
a
d
,
L.
A
r
s
h
a
d
,
a
n
d
Z.
S
a
l
e
e
m,
“
M
e
d
i
a
t
i
o
n
a
l
Ef
f
e
c
t
o
f
S
t
u
d
e
n
t
s’
C
r
e
a
t
i
v
i
t
y
o
n
t
h
e
R
e
l
a
t
i
o
n
sh
i
p
b
e
t
w
e
e
n
L
e
a
d
e
r
s
h
i
p
o
n
A
c
a
d
e
mi
c
S
u
c
c
e
ss:
W
e
l
l
-
B
e
i
n
g
a
s
M
o
d
e
r
a
t
o
r
,
”
E
d
u
c
a
t
i
o
n
a
l
R
e
se
a
rc
h
a
n
d
I
n
n
o
v
a
t
i
o
n
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
1
–
2
3
,
2
0
2
4
,
d
o
i
:
1
0
.
6
1
8
6
6
/
e
r
i
.
v
4
i
1
.
6
0
.
[
2
3
]
M
.
T
a
w
a
k
k
a
l
,
M
.
Z.
A
.
N
a
w
a
s,
a
n
d
S
.
S
a
n
u
si
,
“
E
mp
o
w
e
r
i
n
g
S
t
u
d
e
n
t
s,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
As
i
a
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
6
,
n
o
.
1
,
p
p
.
1
1
3
–
1
2
6
,
M
a
r
.
2
0
2
5
,
d
o
i
:
1
0
.
4
6
9
6
6
/
i
j
a
e
.
v
6
i
1
.
4
5
2
.
[
2
4
]
N
.
P
.
D
j
o
u
r
o
v
a
,
I
.
R.
M
o
l
i
n
a
,
N
.
T.
S
a
n
t
a
ma
t
i
l
d
e
,
a
n
d
G
.
A
b
a
t
e
,
“
S
e
l
f
-
Ef
f
i
c
a
c
y
a
n
d
R
e
si
l
i
e
n
c
e
:
M
e
d
i
a
t
i
n
g
M
e
c
h
a
n
i
sms
i
n
t
h
e
R
e
l
a
t
i
o
n
s
h
i
p
B
e
t
w
e
e
n
t
h
e
Tr
a
n
sf
o
r
m
a
t
i
o
n
a
l
L
e
a
d
e
r
s
h
i
p
D
i
me
n
si
o
n
s
a
n
d
W
e
l
l
-
B
e
i
n
g
,
”
J
o
u
r
n
a
l
o
f
L
e
a
d
e
rs
h
i
p
&
O
rg
a
n
i
z
a
t
i
o
n
a
l
S
t
u
d
i
e
s
,
v
o
l
.
2
7
,
n
o
.
3
,
p
p
.
2
5
6
–
2
7
0
,
A
u
g
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
7
7
/
1
5
4
8
0
5
1
8
1
9
8
4
9
0
0
2
.
[
2
5
]
P
.
A
.
G
o
r
d
o
n
a
n
d
B
.
A
.
G
o
r
d
o
n
,
“
T
h
e
r
o
l
e
o
f
v
o
l
u
n
t
e
e
r
o
r
g
a
n
i
z
a
t
i
o
n
s
i
n
l
e
a
d
e
r
sh
i
p
sk
i
l
l
d
e
v
e
l
o
p
me
n
t
,
”
J
o
u
r
n
a
l
o
f
M
a
n
a
g
e
m
e
n
t
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
3
6
,
n
o
.
5
,
p
p
.
7
1
2
–
7
2
3
,
Ju
n
.
2
0
1
7
,
d
o
i
:
1
0
.
1
1
0
8
/
J
M
D
-
06
-
2
0
1
6
-
0
0
9
9
.
[
2
6
]
D
.
H
.
H
i
t
t
a
n
d
P
.
D
.
T
u
c
k
e
r
,
“
S
y
s
t
e
m
a
t
i
c
R
e
v
i
e
w
o
f
K
e
y
Le
a
d
e
r
P
r
a
c
t
i
c
e
s
F
o
u
n
d
t
o
I
n
f
l
u
e
n
c
e
S
t
u
d
e
n
t
A
c
h
i
e
v
e
men
t
,
”
R
e
v
i
e
w
o
f
Ed
u
c
a
t
i
o
n
a
l
Re
s
e
a
r
c
h
,
v
o
l
.
8
6
,
n
o
.
2
,
p
p
.
5
3
1
–
5
6
9
,
J
u
n
.
2
0
1
6
,
d
o
i
:
1
0
.
3
1
0
2
/
0
0
3
4
6
5
4
3
1
5
6
1
4
9
1
1
.
[
2
7
]
C
.
R
.
W
i
b
r
o
w
s
k
i
,
W
.
K
.
M
a
t
t
h
e
w
s,
a
n
d
A
.
K
i
t
sa
n
t
a
s,
“
Th
e
R
o
l
e
o
f
a
S
k
i
l
l
s
Le
a
r
n
i
n
g
S
u
p
p
o
r
t
P
r
o
g
r
a
m
o
n
F
i
r
st
-
G
e
n
e
r
a
t
i
o
n
C
o
l
l
e
g
e
S
t
u
d
e
n
t
s’
S
e
l
f
-
R
e
g
u
l
a
t
i
o
n
,
M
o
t
i
v
a
t
i
o
n
,
a
n
d
A
c
a
d
e
m
i
c
A
c
h
i
e
v
e
me
n
t
:
A
L
o
n
g
i
t
u
d
i
n
a
l
S
t
u
d
y
,
”
J
o
u
rn
a
l
o
f
C
o
l
l
e
g
e
S
t
u
d
e
n
t
Re
t
e
n
t
i
o
n
:
Re
s
e
a
rc
h
,
T
h
e
o
ry
& Pr
a
c
t
i
c
e
,
v
o
l
.
1
9
,
n
o
.
3
,
p
p
.
3
1
7
–
3
3
2
,
N
o
v
.
2
0
1
7
,
d
o
i
:
1
0
.
1
1
7
7
/
1
5
2
1
0
2
5
1
1
6
6
2
9
1
5
2
.
[
2
8
]
G
.
G
o
t
si
s
a
n
d
K
.
G
r
i
ma
n
i
,
“
T
h
e
r
o
l
e
o
f
serv
a
n
t
l
e
a
d
e
r
s
h
i
p
i
n
f
o
st
e
r
i
n
g
i
n
c
l
u
si
v
e
o
r
g
a
n
i
z
a
t
i
o
n
s,
”
J
o
u
r
n
a
l
o
f
M
a
n
a
g
e
m
e
n
t
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
3
5
,
n
o
.
8
,
p
p
.
9
8
5
–
1
0
1
0
,
S
e
p
.
2
0
1
6
,
d
o
i
:
1
0
.
1
1
0
8
/
JM
D
-
07
-
2
0
1
5
-
0
0
9
5
.
[
2
9
]
R
.
C
l
a
p
p
-
S
m
i
t
h
,
M
.
M
.
H
a
mm
o
n
d
,
G
.
V
.
Le
s
t
e
r
,
a
n
d
M
.
P
a
l
a
n
s
k
i
,
“
P
r
o
mo
t
i
n
g
I
d
e
n
t
i
t
y
D
e
v
e
l
o
p
m
e
n
t
i
n
Le
a
d
e
r
s
h
i
p
Ed
u
c
a
t
i
o
n
:
A
M
u
l
t
i
d
o
m
a
i
n
A
p
p
r
o
a
c
h
t
o
D
e
v
e
l
o
p
i
n
g
t
h
e
W
h
o
l
e
L
e
a
d
e
r
,
”
J
o
u
rn
a
l
o
f
Ma
n
a
g
e
m
e
n
t
Ed
u
c
a
t
i
o
n
,
v
o
l
.
4
3
,
n
o
.
1
,
p
p
.
1
0
–
3
4
,
F
e
b
.
2
0
1
9
,
d
o
i
:
1
0
.
1
1
7
7
/
1
0
5
2
5
6
2
9
1
8
8
1
3
1
9
0
.
[
3
0
]
L.
A
.
A
.
B
a
l
l
e
st
e
r
o
s
,
F
.
A
.
Es
q
u
i
v
e
l
,
S
.
E.
R
.
M
o
r
e
n
o
,
S
.
J.
A
.
G
a
r
c
í
a
,
a
n
d
M
.
A
.
R
.
C
e
r
r
i
l
l
o
,
“
M
o
t
i
v
a
t
i
o
n
a
n
d
l
e
a
d
e
r
s
h
i
p
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
”
R
e
v
i
st
a
C
a
r
i
b
e
ñ
a
d
e
C
i
e
n
c
i
a
s
S
o
c
i
a
l
e
s
,
v
o
l
.
1
2
,
n
o
.
5
,
p
p
.
2
0
2
1
–
2
0
3
4
,
S
e
p
.
2
0
2
3
,
d
o
i
:
1
0
.
5
5
9
0
5
/
r
c
ss
v
1
2
n
5
-
0
0
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.