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to
lo
o
k
in
to
.
No
t h
av
in
g
th
e
r
ig
h
t
f
ac
u
lty
m
em
b
er
s
is
an
o
th
er
c
h
allen
g
e
f
ac
e
d
b
y
th
e
in
s
titu
tes.
Du
e
to
s
u
b
s
tan
tial
d
if
f
er
en
ce
in
th
e
p
ay
m
en
t
as
co
m
p
a
r
ed
to
o
th
er
in
d
u
s
tr
ies,
an
d
s
o
m
etim
es
d
u
e
to
lack
o
f
p
r
o
f
ess
io
n
al
wo
r
k
en
v
ir
o
n
m
e
n
t
in
th
e
m
an
ag
em
en
t
in
s
titu
tes,
q
u
ality
teac
h
er
s
d
o
n
o
t
wis
h
to
ap
p
ly
o
r
co
n
tin
u
e
teac
h
in
g
at
th
e
m
an
a
g
em
en
t
in
s
titu
tes.
T
h
is
n
o
t
o
n
ly
r
esu
lts
in
th
e
in
ab
ilit
y
o
f
th
e
in
s
titu
te
to
im
p
ar
t
q
u
ality
k
n
o
wled
g
e
to
t
h
e
s
tu
d
en
ts
b
u
t
also
r
esu
lts
in
lack
o
f
g
u
i
d
an
ce
a
n
d
c
o
u
n
s
elin
g
to
th
e
s
tu
d
en
ts
.
T
h
is
k
ee
p
s
th
e
s
tu
d
e
n
ts
u
n
awa
r
e
o
f
th
e
jo
b
o
p
p
o
r
tu
n
ities
,
s
p
ec
ializatio
n
s
an
d
s
k
ills
r
eq
u
ir
e
d
to
s
u
cc
ess
f
u
lly
en
ter
in
to
th
e
jo
b
wo
r
l
d
.
I
n
ad
d
itio
n
to
s
tatin
g
th
e
ch
allen
g
es,
th
e
p
o
s
s
ib
le
way
s
to
o
v
e
r
co
m
e
th
e
ch
allen
g
es
f
ac
ed
h
av
e
also
b
ee
n
d
is
cu
s
s
ed
.
C
o
n
tin
u
o
u
s
im
p
r
o
v
em
en
t
o
f
co
u
r
s
e
s
tr
u
ctu
r
e
an
d
co
u
r
s
e
co
n
ten
ts
,
in
d
u
s
tr
y
ex
p
o
s
u
r
e,
im
b
ib
i
n
g
a
p
r
o
b
lem
-
s
o
lv
in
g
attitu
d
e
am
o
n
g
th
e
s
t
u
d
en
ts
,
s
ess
io
n
s
f
r
o
m
in
d
u
s
tr
y
ex
p
er
ts
,
ac
ce
s
s
to
v
en
tu
r
e
lab
s
,
in
cu
lcatin
g
g
l
o
b
al
b
u
s
in
ess
m
in
d
s
et
an
d
v
alu
es,
an
d
teac
h
i
n
g
th
e
r
ig
h
t
lear
n
i
n
g
a
n
d
co
m
m
u
n
icatio
n
s
k
ills
alo
n
g
with
life
s
k
ills
ar
e
s
o
m
e
o
f
th
e
way
s
to
ad
d
r
ess
th
e
in
s
titu
te
ch
allen
g
es
[
3
]
.
T
h
is
is
ex
p
ec
ted
to
r
e
d
u
ce
th
e
g
ap
b
etwe
en
th
e
ac
ad
em
ia
a
n
d
th
e
wo
r
k
en
v
ir
o
n
m
e
n
t.
Hav
in
g
id
en
tifie
d
th
e
c
h
allen
g
es
an
d
p
o
s
s
ib
le
way
s
to
o
v
e
r
co
m
e
th
em
,
th
er
e
is
a
n
ee
d
t
o
lo
o
k
at
a
co
s
t
ef
f
ec
tiv
e
an
d
a
c
o
n
tin
u
o
u
s
way
o
f
ad
d
r
ess
in
g
th
e
p
r
o
b
lem
s
ar
ea
s
.
Mo
s
t
o
f
t
h
e
in
s
titu
tes
h
av
e
r
elied
o
n
m
ar
k
etin
g
tr
ic
k
s
to
ad
d
r
ess
th
e
p
r
o
b
lem
s
.
T
h
is
co
u
l
d
b
e
e
f
f
ec
tiv
e
o
n
a
s
h
o
r
t
ter
m
b
u
t
d
o
es
n
o
t
p
r
o
v
i
d
e
a
s
u
s
tain
ab
le
s
o
lu
tio
n
.
I
n
ac
t
u
a
l,
it
wo
u
ld
b
e
c
o
u
n
te
r
p
r
o
d
u
c
tiv
e.
L
ea
d
er
s
h
ip
i
n
itiativ
es
in
th
e
in
ter
n
ati
o
n
al
in
s
titu
tes
wer
e
s
tu
d
ied
to
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
s
tr
o
n
g
n
etwo
r
k
s
an
d
co
llab
o
r
ativ
e
c
u
ltu
r
e
d
ev
elo
p
m
en
t
am
o
n
g
th
e
s
tak
eh
o
ld
er
s
o
f
in
s
titu
tes
f
o
r
th
ei
r
im
p
r
o
v
e
d
p
er
f
o
r
m
an
ce
.
I
t
is
s
ee
n
th
at
s
u
ch
c
o
llab
o
r
atio
n
am
o
n
g
th
e
s
tak
eh
o
ld
er
s
lead
to
en
h
an
ce
d
p
e
r
f
o
r
m
an
ce
o
f
th
e
s
tu
d
en
ts
th
at
f
u
r
th
er
lead
s
to
t
h
e
in
s
titu
te
g
r
o
wth
[
4
]
,
[
5
]
.
Alu
m
n
i
is
o
n
e
o
f
th
e
cr
u
cial
s
tak
eh
o
l
d
er
s
o
f
a
m
an
a
g
em
en
t
in
s
titu
te.
A
s
tr
o
n
g
alu
m
n
i
n
etwo
r
k
,
th
at
is
well
co
n
n
ec
ted
with
th
e
in
s
titu
te,
ap
p
ea
r
s
to
a
d
d
r
ess
m
o
s
t
o
f
th
e
ch
allen
g
es
s
tated
b
y
th
e
ea
r
lier
r
esear
ch
er
s
.
Alu
m
n
i
ca
n
h
elp
th
e
i
n
s
titu
tes
in
co
n
tin
u
o
u
s
im
p
r
o
v
em
en
t
[
6
]
,
ass
o
ciate
with
th
e
in
d
u
s
tr
y
,
h
el
p
in
d
ec
id
in
g
th
e
cu
r
r
icu
lu
m
,
co
n
tr
ib
u
te
in
g
iv
in
g
in
ter
n
s
h
ip
s
an
d
p
lac
em
en
ts
an
d
k
ee
p
th
e
s
tu
d
en
t
s
u
p
d
ated
with
th
e
in
d
u
s
tr
y
c
h
an
g
es
[
7
]
,
[
8
]
.
Alu
m
n
i
ca
n
th
u
s
b
ec
o
m
e
a
n
i
m
p
o
r
tan
t
co
n
s
titu
en
t
o
f
th
e
m
an
ag
em
en
t
in
s
titu
te
ec
o
s
y
s
tem
.
R
esear
ch
er
s
al
s
o
s
tr
ess
ed
o
n
d
ev
elo
p
in
g
tech
n
o
lo
g
y
p
latf
o
r
m
s
f
o
r
t
h
e
in
s
titu
te
-
alu
m
n
i
co
m
m
u
n
icatio
n
an
d
c
o
llab
o
r
a
tio
n
[
9
]
.
T
h
e
in
s
titu
te
h
as
to
p
r
o
ac
tiv
ely
p
la
n
f
o
r
alu
m
n
i
r
ec
o
g
n
itio
n
to
m
ak
e
th
em
f
ee
l
im
p
o
r
tan
t
[
10
]
.
T
h
e
alu
m
n
i
n
etwo
r
k
h
as
th
e
p
o
te
n
tial
to
ex
p
an
d
th
e
p
r
o
s
p
ec
ts
o
f
th
e
s
tu
d
e
n
ts
[
11
]
.
T
h
ey
em
p
h
asized
o
n
th
e
co
n
c
ep
t o
f
alu
m
n
i f
o
u
n
d
atio
n
f
o
r
t
h
e
b
en
ef
it
o
f
th
e
i
n
s
titu
te.
E
ar
lier
s
tu
d
ies
h
av
e
s
h
o
wn
th
e
im
p
o
r
tan
ce
o
f
al
u
m
n
i
an
d
th
eir
p
o
ten
tial
ar
ea
s
o
f
co
n
tr
i
b
u
t
io
n
in
th
e
in
s
titu
te
g
r
o
wth
.
Ho
wev
er
,
a
co
m
p
r
eh
en
s
iv
e
s
tu
d
y
is
n
ee
d
ed
to
b
r
in
g
to
g
eth
er
all
p
o
s
s
ib
le
asp
ec
ts
o
f
th
e
in
s
titu
te
-
alu
m
n
i
ass
o
ciatio
n
,
s
p
ec
if
ically
with
r
esp
ec
t
to
th
e
I
n
d
ia
n
b
u
s
in
ess
in
s
titu
tes
en
v
ir
o
n
m
e
n
t.
A
s
tr
u
ctu
r
ed
u
n
ea
r
t
h
in
g
o
f
t
h
e
ar
ea
s
o
f
ass
o
ciatio
n
b
etwe
e
n
th
e
i
n
s
titu
te
an
d
th
e
alu
m
n
i
wo
u
ld
s
u
b
s
tan
tially
ad
d
to
th
e
c
u
r
r
en
t
liter
atu
r
e
a
n
d
g
i
v
e
an
all
-
in
clu
s
iv
e
f
ac
t
o
r
an
d
s
u
b
f
ac
to
r
lis
t
o
f
in
s
titu
te
-
alu
m
n
i
ass
o
ciatio
n
.
T
h
er
e
is
a
n
ee
d
f
o
r
a
g
r
o
u
n
d
ed
th
eo
r
y
b
ased
q
u
alitativ
e
ap
p
r
o
ac
h
to
s
tu
d
y
th
e
ass
o
ciatio
n
b
etwe
en
th
e
s
tak
eh
o
ld
er
s
[1
2
]
.
T
h
e
s
tu
d
y
n
o
t
o
n
ly
co
n
t
r
ib
u
te
in
co
n
s
tr
u
ctin
g
th
e
r
ea
lity
,
b
u
t
also
cr
ea
te
a
m
o
d
el
o
f
th
e
ass
o
ciatio
n
b
etwe
en
th
e
en
titi
es.
Su
ch
a
m
o
d
el
is
a
g
u
id
e
th
e
in
s
titu
tes in
f
o
cu
s
in
g
o
n
k
e
y
a
r
ea
s
,
lead
in
g
to
th
e
in
s
titu
te’
s
g
r
o
wth
an
d
in
p
r
o
v
i
d
in
g
a
d
ir
ec
tio
n
f
o
r
f
u
tu
r
e
in
-
d
ep
th
r
esear
ch
in
th
e
f
ield
.
I
t
h
elp
s
in
cr
ea
tio
n
o
f
m
o
r
e
an
d
s
u
p
er
io
r
tec
h
n
o
-
m
a
n
ag
er
s
f
r
o
m
t
h
e
in
s
titu
tes,
co
n
tr
ib
u
tin
g
to
th
e
c
o
u
n
tr
y
’
s
g
r
o
wth
s
to
r
y
.
T
h
u
s
,
th
is
r
esear
ch
in
ten
d
s
to
f
in
d
a
n
s
wer
s
th
e
q
u
esti
o
n
s
:
i)
W
h
at
is
th
e
co
m
p
r
eh
en
s
iv
e
f
a
cto
r
lis
t
f
o
r
ass
o
ciatio
n
b
etwe
en
th
e
m
an
ag
em
en
t
in
s
titu
te
an
d
th
e
alu
m
n
i
th
at
ev
er
y
m
a
n
ag
em
e
n
t in
s
titu
te
s
h
o
u
ld
f
o
cu
s
o
n
?
ii)
Ho
w
d
o
we
p
r
esen
t
th
e
f
in
d
i
n
g
s
in
th
e
f
o
r
m
o
f
a
m
o
d
el
th
at
o
u
tlin
e
th
ese
f
ac
to
r
s
an
d
s
u
b
f
ac
to
r
s
o
f
ass
o
ciatio
n
?
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
M
a
na
g
em
ent
ins
t
it
ute
s
in I
n
dia
Ma
n
ag
em
en
t
ed
u
ca
tio
n
im
p
a
r
ted
th
e
m
o
s
t
n
ee
d
ed
s
k
ills
to
th
e
g
lo
b
al
f
ir
m
s
f
o
r
th
e
ir
g
r
o
wth
,
p
r
im
ar
ily
f
o
r
in
cr
ea
s
in
g
th
eir
s
ales
an
d
p
r
o
f
its
[1
3
]
.
Ma
s
ter
o
f
b
u
s
in
ess
ad
m
in
is
tr
atio
n
(
MBA
)
cu
r
r
icu
lu
m
s
d
eliv
er
ed
in
-
d
ep
t
h
p
r
ac
tical
an
d
th
e
o
r
etica
l
k
n
o
wled
g
e
ac
r
o
s
s
f
u
n
ctio
n
s
lead
in
g
to
b
ette
r
d
ec
is
io
n
m
a
k
in
g
[1
4
]
.
So
m
e
o
f
t
h
e
ev
e
n
ts
th
at
wer
e
p
r
im
ar
ily
r
esp
o
n
s
ib
le
f
o
r
th
e
g
r
o
wth
o
f
m
a
n
ag
em
en
t
in
s
titu
tes
wer
e
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
3
4
0
-
4
3
5
2
4342
f
in
an
cial
cr
is
is
in
2
0
0
8
a
n
d
th
e
E
n
r
o
n
d
eb
ac
le
t
h
at
p
r
o
m
p
ted
th
e
wo
r
l
d
to
lo
o
k
at
eth
ics
in
co
m
p
a
n
y
m
an
ag
em
en
t.
I
n
I
n
d
ia,
p
o
s
t
p
r
iv
atiza
tio
n
,
p
r
o
f
ess
io
n
ally
t
r
ain
ed
e
x
p
er
ts
wer
e
r
eq
u
i
r
ed
to
m
a
n
ag
e
lar
g
e
o
r
g
an
izatio
n
s
in
th
e
p
u
b
lic
s
ec
to
r
.
W
ith
th
e
h
ig
h
er
ac
ce
p
ta
n
ce
o
f
m
a
n
ag
em
e
n
t
k
n
o
wled
g
e
b
y
t
h
e
in
d
u
s
tr
y
,
th
e
m
an
ag
em
e
n
t
in
s
titu
tes
s
aw
a
s
u
r
g
e
in
t
h
e
2
0
1
0
-
2
0
d
ec
ad
e.
T
h
e
t
o
tal
n
u
m
b
er
o
f
m
a
n
ag
em
en
t
in
s
titu
tes
ap
p
r
o
v
ed
b
y
th
e
g
o
v
er
n
in
g
a
u
th
o
r
ity
o
f
th
e
co
u
n
tr
y
All
I
n
d
ia
C
o
u
n
cil
f
o
r
T
ec
h
n
ical
E
d
u
ca
tio
n
(
AI
C
T
E
)
,
is
ab
o
u
t
1
,
6
0
0
with
clo
s
e
to
1
3
0
,
0
0
0
s
ea
ts
o
n
o
f
f
er
in
g
.
Mo
r
e
an
d
m
o
r
e
m
an
a
g
em
en
t
in
s
titu
tes
to
o
k
b
ir
th
in
th
e
g
r
o
wth
p
er
io
d
an
d
th
e
y
p
u
t
in
s
u
b
s
tan
tial
r
eso
u
r
ce
s
to
attr
ac
t
s
tu
d
en
ts
.
T
h
r
o
u
g
h
v
a
r
i
o
u
s
q
u
alitativ
e
an
d
q
u
an
titativ
e
s
tu
d
ies,
th
e
r
esear
ch
er
s
s
tu
d
ied
t
h
e
g
r
o
wth
f
ac
to
r
s
an
d
th
e
c
h
allen
g
es
f
ac
ed
b
y
th
e
in
s
titu
tes
in
th
eir
jo
u
r
n
ey
.
C
o
u
r
s
e
cu
r
r
icu
l
u
m
,
f
ac
u
lty
ex
p
e
r
tis
e
an
d
cla
r
ity
in
co
u
r
s
e
o
b
jectiv
es
[1
5
]
,
co
s
t
o
f
ed
u
ca
tio
n
,
in
s
titu
te
b
r
an
d
in
g
[1
6
]
,
p
lace
m
en
t
o
f
f
er
e
d
,
an
d
f
ac
u
lty
q
u
a
lity
wer
e
co
n
s
id
er
ed
as
im
p
o
r
tan
t
f
ac
to
r
s
d
u
r
in
g
ad
m
is
s
io
n
to
m
an
ag
e
m
en
t in
s
titu
tes.
T
h
e
ac
ad
e
m
ia
in
d
u
s
tr
y
ass
o
ciatio
n
s
lo
wly
g
ain
ed
im
p
o
r
tan
ce
.
T
h
e
q
u
ality
o
f
th
e
s
tu
d
e
n
ts
an
d
th
eir
p
lace
m
en
t
m
ajo
r
ly
d
ep
en
d
ed
o
n
th
e
p
r
ac
tical
tr
ain
in
g
p
r
o
v
i
d
ed
b
y
th
e
i
n
s
titu
te
an
d
th
e
e
x
p
o
s
u
r
e
p
r
o
v
i
d
ed
to
th
e
s
tu
d
en
ts
th
r
o
u
g
h
ass
o
ciatio
n
with
th
e
in
d
u
s
tr
y
an
d
th
e
in
ter
ac
tio
n
with
th
e
in
d
u
s
t
r
y
ex
p
er
ts
th
r
o
u
g
h
ex
p
er
ien
ce
s
h
ar
in
g
an
d
ca
s
e
s
tu
d
y
d
is
cu
s
s
io
n
s
[1
7
]
.
Sig
n
in
g
o
f
m
em
o
r
an
d
u
m
o
f
u
n
d
er
s
tan
d
in
g
s
(
MO
Us
)
b
etwe
en
th
e
m
an
ag
e
m
en
t
in
s
titu
tes
an
d
th
e
in
d
u
s
tr
y
b
ec
am
e
a
f
ir
s
t
s
tep
to
war
d
s
s
et
tin
g
u
p
lo
n
g
ter
m
ass
o
ciatio
n
b
etwe
en
th
e
in
d
u
s
tr
y
an
d
ac
ad
em
ia
f
o
r
in
d
u
s
tr
y
ex
p
o
s
u
r
e
to
s
tu
d
e
n
ts
,
f
o
r
lear
n
in
g
th
e
b
est
in
d
u
s
tr
y
p
r
ac
tices
an
d
f
o
r
r
es
ea
r
ch
co
llab
o
r
atio
n
with
th
e
i
n
d
u
s
tr
y
t
o
s
o
lv
e
th
eir
p
r
o
b
le
m
s
[1
8
]
.
Stu
d
ies
o
n
ch
allen
g
es
f
ac
e
d
b
y
m
an
ag
em
en
t
in
s
titu
tes
in
I
n
d
ia
id
en
tifie
d
two
m
ajo
r
ch
allen
g
es.
On
e
was
th
e
av
ailab
ilit
y
o
f
f
u
n
d
s
f
o
r
ex
p
an
s
io
n
a
n
d
t
h
e
s
ec
o
n
d
was
g
ettin
g
th
e
ap
p
r
o
p
r
iate
f
ac
u
lty
m
em
b
er
s
wh
o
co
u
ld
k
ee
p
u
p
to
d
ate
with
th
e
latest in
th
eir
f
iel
d
[
1
4
].
R
esear
ch
er
s
id
en
tifie
d
alu
m
n
i
as
a
k
e
y
co
n
s
titu
en
t
in
t
h
e
in
s
titu
te’
s
g
r
o
wth
p
ath
.
Alu
m
n
i,
with
t
he
i
r
ex
p
o
s
u
r
e
to
th
e
i
n
d
u
s
tr
y
,
c
o
n
t
ac
ts
,
an
d
latest
k
n
o
wled
g
e
o
f
th
e
tech
n
o
lo
g
y
an
d
i
n
d
u
s
tr
y
p
r
ac
tices
o
n
eth
ics
an
d
s
u
s
tain
ab
ilit
y
[1
9
]
,
b
ec
am
e
th
e
k
ey
t
o
s
o
lv
in
g
t
h
e
in
s
titu
te’
s
p
r
o
b
lem
s
an
d
ch
allen
g
es
in
v
ar
ie
d
ar
ea
s
.
T
h
e
alu
m
n
i
h
av
e
a
p
o
ten
tial
to
p
r
o
v
id
e
an
alm
o
s
t
s
in
g
le
win
d
o
w
s
o
lu
tio
n
to
ad
d
r
ess
in
g
th
e
ch
allen
g
es
o
f
th
e
in
s
titu
tes.
T
h
e
im
p
o
r
tan
ce
o
f
f
o
r
m
al
an
d
in
f
o
r
m
al
m
e
n
to
r
in
g
to
th
e
h
u
m
an
r
eso
u
r
ce
f
o
r
b
etter
p
er
f
o
r
m
an
ce
,
was
id
en
tifie
d
th
r
o
u
g
h
b
ib
lio
m
etr
ic
r
esear
ch
.
C
o
m
p
an
ies
lik
e
I
B
M,
Ap
p
le
,
an
d
J
o
h
n
s
o
n
&
J
o
h
n
s
o
n
ad
ap
ted
m
en
to
r
in
g
p
r
o
g
r
am
s
f
o
r
th
e
e
m
p
lo
y
ee
s
f
o
r
th
e
o
v
er
all
o
r
g
a
n
izatio
n
d
ev
elo
p
m
en
t
[
20
]
.
Similar
ly
,
m
en
to
r
in
g
p
r
o
g
r
a
m
s
f
o
r
s
tu
d
e
n
ts
ca
n
o
f
f
er
s
ig
n
if
ican
t
o
p
p
o
r
tu
n
ities
f
o
r
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
o
f
t
h
e
in
s
titu
tes.
T
h
u
s
,
th
e
alu
m
n
i
is
lo
o
k
e
d
at
as
an
im
p
o
r
tan
t
elem
e
n
t
in
th
e
m
a
n
ag
em
en
t
in
s
titu
te
ec
o
s
y
s
tem
.
T
h
e
ab
ilit
y
o
f
th
e
in
s
titu
te
to
ad
d
r
ess
its
ch
allen
g
es
r
ev
o
l
v
es
ar
o
u
n
d
th
e
ac
tiv
e
co
n
tr
ib
u
tio
n
o
f
th
e
alu
m
n
i.
I
t
was
th
er
ef
o
r
e
ess
en
tial to
s
tu
d
y
th
e
co
n
tr
ib
u
t
io
n
o
f
t
h
e
alu
m
n
i t
o
war
d
s
th
e
i
n
s
titu
te’
s
g
r
o
wth
.
T
h
e
in
s
titu
te
f
ac
u
lty
an
d
t
h
e
ad
m
in
is
tr
ativ
e
s
taf
f
h
as
to
p
la
y
a
k
ey
r
o
le
in
th
e
ass
o
ciatio
n
with
th
e
alu
m
n
i.
T
h
er
e
c
o
u
ld
b
e
ch
alle
n
g
es
with
r
esp
ec
t
to
th
e
willin
g
n
ess
an
d
tim
e
a
v
ailab
ilit
y
o
f
th
e
s
taf
f
a
n
d
t
h
e
f
ac
u
lty
m
em
b
er
s
to
s
u
p
p
o
r
t
th
e
alu
m
n
i
co
llab
o
r
ati
o
n
ag
en
d
a
o
f
th
e
in
s
titu
te
[
21
]
.
W
ith
th
e
n
ew
f
o
r
m
s
o
f
p
r
o
f
ess
io
n
al
ac
tiv
ity
,
p
ar
ticu
la
r
ly
with
r
esp
ec
t
to
th
e
r
esear
c
h
an
d
ad
m
i
n
is
tr
ativ
e
r
esp
o
n
s
ib
ilit
ies
th
at
ar
e
co
r
e
to
th
eir
f
u
n
ctio
n
s
,
th
e
f
ac
u
lty
m
em
b
er
s
wo
u
ld
n
o
t
s
ee
an
y
i
n
ce
n
tiv
e
to
co
n
tr
ib
u
te
in
th
e
alu
m
n
i
co
llab
o
r
atio
n
[2
2
]
.
T
h
e
b
u
d
g
et
av
ailab
ilit
y
f
o
r
t
h
is
ac
tiv
ity
c
o
u
ld
b
e
an
o
t
h
er
c
h
allen
g
e.
W
h
ile
th
ese
ch
allen
g
es
n
ee
d
to
b
e
ad
d
r
ess
ed
,
th
is
s
tu
d
y
s
tr
ictly
f
o
cu
s
es o
n
u
n
ea
r
th
in
g
th
e
f
ac
to
r
s
o
f
ass
o
ciatio
n
.
2
.
2
.
T
heo
re
t
ica
l f
ra
m
ewo
r
k
:
r
ele
v
a
nce
o
f
dia
lo
g
ic
t
heo
ry
in g
ro
wt
h studies
Af
ter
th
e
s
tu
d
y
o
f
v
ar
io
u
s
th
e
o
r
ies
with
co
n
tex
t
to
th
e
ass
o
c
iatio
n
b
etwe
en
p
eo
p
le
an
d
o
r
g
an
izatio
n
s
in
an
o
r
g
an
izatio
n
al
s
et
u
p
,
t
h
e
au
th
o
r
s
h
av
e
f
o
u
n
d
th
at
d
ialo
g
ic
th
eo
r
y
is
th
e
m
o
s
t
s
u
ited
th
eo
r
y
.
First
,
it
is
b
ased
o
n
i
n
ter
p
er
s
o
n
al
co
m
m
u
n
icatio
n
th
at
c
o
n
s
id
er
s
th
e
i
m
p
o
r
tan
ce
o
f
t
h
e
h
u
m
an
elem
en
t.
Als
o
,
it
is
ab
o
u
t
p
u
b
lic
o
r
g
an
izatio
n
r
elatio
n
s
h
ip
.
Ma
r
tin
B
u
b
er
is
lo
o
k
ed
u
p
o
n
as
an
o
r
ig
i
n
ato
r
o
f
th
e
d
ialo
g
ic
th
eo
r
y
.
H
e
em
p
h
asized
th
at
d
ialo
g
u
e
is
co
n
s
id
er
ed
as
a
m
ed
iu
m
to
u
n
d
er
s
tan
d
th
e
v
al
u
e
o
f
th
e
o
th
er
p
ar
ty
[2
3
]
.
Dialo
g
u
e
was
d
ef
in
ed
as
m
e
d
iated
co
m
m
u
n
icatio
n
[2
4
]
.
L
ater
,
th
e
b
o
u
n
d
ar
ies
o
f
th
e
c
o
n
ce
p
t
wer
e
e
x
p
an
d
e
d
an
d
lin
k
e
d
to
p
u
b
lic
o
r
g
a
n
izatio
n
s
r
elatio
n
s
h
ip
s
[2
5
]
.
T
h
e
r
ef
in
e
d
d
ia
lo
g
ic
th
eo
r
y
co
m
p
r
is
ed
o
f
f
iv
e
p
r
in
cip
les
n
am
ely
m
u
tu
ality
,
p
r
o
p
i
n
q
u
ity
,
em
p
at
h
y
,
r
is
k
,
an
d
co
m
m
itm
en
t.
M
u
tu
ality
r
ef
e
r
s
to
m
u
tu
al
e
q
u
a
lity
.
Pro
p
in
q
u
ity
is
ab
o
u
t
m
ain
tain
i
n
g
p
r
o
x
im
ity
f
o
r
b
etter
co
m
m
u
n
icatio
n
.
E
m
p
ath
y
is
p
u
ttin
g
o
n
eself
in
th
e
s
h
o
es
o
f
o
th
er
s
.
R
is
k
s
r
ef
er
s
to
th
e
ab
ilit
y
to
ac
ce
p
t
u
n
an
ticip
ated
r
esu
lts
an
d
co
m
m
itm
en
t
en
co
m
p
ass
es
o
f
au
th
e
n
ticity
an
d
g
en
u
in
e
n
ess
.
Pu
b
lic
co
m
m
u
n
i
ca
tio
n
with
in
t
h
e
f
r
am
ewo
r
k
o
f
th
ese
te
n
an
ts
in
cr
ea
s
es
th
e
p
o
s
s
ib
ilit
y
o
f
b
etter
d
ialo
g
u
e
an
d
u
n
d
er
s
tan
d
i
n
g
b
etwe
en
o
r
g
an
izatio
n
s
an
d
th
e
s
tak
e
h
o
ld
er
s
.
T
h
e
th
eo
r
y
also
s
u
g
g
ests
th
at
th
e
o
r
g
an
izatio
n
s
s
h
o
u
ld
h
a
v
e
r
es
p
ec
t f
o
r
p
u
b
lic
o
p
in
io
n
an
d
s
h
o
u
ld
h
a
v
e
th
e
o
p
en
n
ess
to
th
eir
ad
v
ice
[2
6
]
.
T
h
is
b
ase
th
eo
r
y
f
r
o
m
Ken
t
a
n
d
T
ay
l
o
r
[2
5
]
h
as
p
r
o
m
p
ted
s
ev
er
al
r
esear
ch
er
s
to
a
p
p
ly
t
h
e
d
ialo
g
ic
th
eo
r
y
t
o
o
th
e
r
ar
ea
s
o
f
p
u
b
li
c
ass
o
ciatio
n
s
an
d
co
m
m
u
n
ic
atio
n
o
f
o
r
g
an
izatio
n
s
with
th
e
s
tak
eh
o
ld
er
s
.
T
h
e
ap
p
licatio
n
o
f
d
ialo
g
ic
th
e
o
r
y
in
p
u
b
lic
r
elatio
n
s
was
s
tu
d
ied
to
c
o
n
clu
d
e
th
at
th
at
t
h
e
p
u
b
lic
r
elatio
n
s
f
u
n
ctio
n
s
h
a
v
e
p
aid
v
er
y
less
atten
tio
n
to
th
e
d
ialo
g
ic
co
m
m
u
n
icatio
n
asp
ec
ts
an
d
th
e
r
e
i
s
a
n
ee
d
to
lo
o
k
in
to
it
[2
7
]
.
E
n
g
a
g
em
en
t
o
f
h
ea
lth
ca
r
e
co
m
p
a
n
ies
with
th
e
s
tak
e
h
o
ld
er
s
o
n
s
o
cial
n
etwo
r
k
in
g
p
latf
o
r
m
s
u
s
in
g
th
e
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
A
q
u
a
lita
tive
s
tu
d
y
o
n
fa
cto
r
s
o
f m
a
n
a
g
eme
n
t in
s
titu
te:
a
lu
m
n
i a
s
s
o
cia
tio
n
…
(
R
a
g
h
a
v
S
a
n
d
h
a
n
e
)
4343
d
ialo
g
ic
th
eo
r
y
was
r
esear
ch
ed
an
d
it
was
in
f
er
r
ed
f
r
o
m
an
ex
p
er
im
en
tal
r
esear
ch
th
at
th
e
h
ea
lth
ca
r
e
ce
n
ter
s
with
m
o
r
e
o
n
lin
e
f
o
llo
wer
s
,
h
ad
in
cr
ea
s
ed
u
s
ag
e
o
f
th
e
h
ea
l
th
ca
r
e
ce
n
ter
s
[2
8
]
.
Dialo
g
ic
p
ed
ag
o
g
y
was
u
s
ed
as
a
f
u
n
d
am
e
n
tal
ap
p
r
o
ac
h
f
o
r
k
n
o
wled
g
e
c
o
n
s
tr
u
ctio
n
.
I
t
r
ec
o
m
m
en
d
e
d
th
at
p
u
b
lic
r
e
latio
n
ed
u
ca
tio
n
as
well
as c
las
s
r
o
o
m
teac
h
in
g
s
h
o
u
ld
b
e
m
ad
e
m
o
r
e
s
tu
d
e
n
t c
e
n
tr
ic
u
s
in
g
th
e
d
ialo
g
ic
th
e
o
r
y
[2
9
]
.
T
h
e
im
p
o
r
ta
n
ce
o
f
d
ialo
g
ic
th
eo
r
y
an
d
cr
itical
th
in
k
in
g
was
s
tu
d
ied
to
estab
lis
h
th
at
th
e
co
m
b
in
atio
n
h
elp
ed
s
tu
d
en
ts
ap
p
r
eh
en
d
th
e
q
u
ality
o
f
th
e
i
n
f
o
r
m
atio
n
s
h
ar
ed
with
th
em
.
I
t
was
f
u
r
th
er
s
h
o
wed
th
at
th
e
d
ialo
g
ic
th
eo
r
y
p
av
e
d
way
to
en
g
ag
em
e
n
t
-
b
ased
teac
h
in
g
m
ec
h
an
is
m
r
ath
er
th
an
a
u
th
o
r
ita
tiv
e
teac
h
in
g
s
ty
le,
th
u
s
b
en
ef
itti
n
g
t
h
e
s
tu
d
en
t
le
ar
n
in
g
p
r
o
ce
s
s
[
30
]
,
[
31
]
.
Dialo
g
ic
th
eo
r
y
was
f
u
r
th
e
r
ap
p
lied
f
o
r
f
ac
ilit
atin
g
en
g
ag
em
e
n
ts
to
f
o
s
ter
s
o
cial
ch
an
g
e.
Desig
n
f
r
a
m
ewo
r
k
s
we
r
e
p
r
o
p
o
s
ed
f
o
r
u
s
er
ex
p
ec
tati
o
n
s
,
en
g
ag
e
m
en
t o
f
p
eo
p
le,
cu
r
atio
n
o
f
co
n
te
n
t
an
d
f
o
r
s
u
s
tain
m
en
t
o
f
th
e
d
ialo
g
u
e
[
32
]
.
T
h
u
s
,
th
e
d
ialo
g
ic
th
eo
r
y
’
s
h
ig
h
p
o
s
s
ib
ilit
y
o
f
f
itn
ess
an
d
its
ea
r
lier
ap
p
licatio
n
s
in
g
r
o
wth
s
tu
d
ies,
cu
ltu
r
al
s
tu
d
ies
an
d
s
o
ci
al
s
tu
d
ies
m
ad
e
it
a
s
tr
o
n
g
ca
n
d
i
d
ate
f
o
r
ad
ap
tio
n
an
d
u
s
e
f
o
r
th
is
s
tu
d
y
.
2
.
3
.
Rele
v
a
nce
o
f
qu
a
lita
t
iv
e
re
s
e
a
rc
h in g
ro
wt
h study
Qu
alitativ
e
r
esear
ch
is
in
d
u
ctiv
e
r
ea
s
o
n
in
g
th
at
allo
ws
th
e
d
ev
elo
p
m
en
t
o
f
a
th
eo
r
y
.
I
t
is
lik
e
b
eg
in
n
in
g
with
a
clea
n
s
late
an
d
lettin
g
th
e
s
tu
d
y
e
v
o
lv
e
n
at
u
r
ally
in
th
e
d
ata
c
o
llectio
n
as
well
as
in
th
e
d
ata
an
aly
s
is
p
h
ase
[3
3
]
.
A
q
u
alitativ
e
s
tu
d
y
co
n
tr
ib
u
tes
in
th
eo
r
y
b
u
ild
in
g
in
a
s
cien
tific
as
well
a
s
in
a
tr
an
s
p
ar
en
t
m
a
n
n
er
.
Qu
alitativ
e
r
esear
ch
m
eth
o
d
o
lo
g
y
is
e
x
ten
s
iv
ely
u
s
ed
f
o
r
ex
p
lo
r
atio
n
in
d
if
f
er
en
t
f
ield
s
in
clu
d
in
g
e
n
tr
ep
r
e
n
eu
r
s
h
ip
a
n
d
g
r
o
wth
o
f
in
s
titu
tes
an
d
o
r
g
an
izatio
n
[3
4
]
.
Su
ch
a
s
tu
d
y
i
s
cr
u
cial
wh
en
it
is
ab
o
u
t
g
ettin
g
a
f
ir
s
t
-
h
an
d
in
f
o
r
m
atio
n
f
o
r
m
th
e
e
n
titi
es
d
ir
ec
tly
r
elate
d
with
th
e
p
h
e
n
o
m
en
o
n
u
n
d
er
s
tu
d
y
.
I
t
h
elp
s
in
lo
o
k
i
n
g
at
th
e
r
esea
r
ch
ar
ea
with
a
h
o
lis
tic
ap
p
r
o
a
ch
[3
5
]
.
I
t
n
o
t
o
n
ly
h
el
p
s
in
th
e
u
n
d
e
r
s
tan
d
in
g
o
f
co
m
p
lex
p
r
o
b
lem
s
b
u
t
also
h
elp
s
in
th
e
ac
cu
r
ate
u
n
d
er
s
t
an
d
in
g
o
f
th
e
p
o
s
s
ib
le
s
o
lu
tio
n
s
to
b
r
in
g
in
th
e
ch
an
g
e.
I
t
also
h
elp
s
in
g
ain
i
n
g
n
ew
in
s
ig
h
ts
in
th
e
alr
ea
d
y
k
n
o
wn
p
r
o
b
lem
s
an
d
ass
is
t
s
in
th
e
co
n
s
tr
u
cts
b
u
ild
in
g
[3
6
]
.
Qu
alitativ
e
s
tu
d
ies
h
av
e
b
ee
n
ex
ten
s
iv
ely
u
s
ed
f
o
r
s
tu
d
y
o
f
ed
u
ca
tio
n
al
in
s
titu
tes
an
d
o
r
g
an
izatio
n
s
,
b
o
th
in
I
n
d
ian
as
well
as
in
th
e
f
o
r
eig
n
co
u
n
tr
ies.
I
t
h
as
b
ee
n
u
s
ed
to
ex
p
lo
r
e
s
ev
er
al
a
r
ea
s
o
f
h
u
m
an
b
eh
a
v
io
r
as
well
as
in
th
e
s
tu
d
y
o
f
th
e
way
s
o
f
d
ev
el
o
p
m
en
t
an
d
g
r
o
wth
o
f
th
e
i
n
s
titu
tes
[3
7
]
.
Qu
a
litativ
e
m
eth
o
d
o
lo
g
y
was
id
en
tifie
d
as
m
o
s
t
ap
p
r
o
p
r
iate
f
o
r
s
tu
d
y
in
g
g
r
o
wth
p
att
er
n
s
o
f
in
s
titu
tes
an
d
s
m
all
b
u
s
in
ess
es
[
3
3
]
.
T
h
e
m
eth
o
d
o
l
o
g
y
h
elp
s
in
-
d
e
p
th
k
n
o
w
-
h
o
w
o
f
th
e
cr
itical
p
ar
am
eter
s
with
in
an
in
s
titu
te
an
d
p
r
o
v
id
es
a
s
tr
o
n
g
b
ase
f
o
r
d
ev
elo
p
m
en
t o
f
a
co
n
v
in
cin
g
p
h
ilo
s
o
p
h
y
r
elate
d
to
i
ts
g
r
o
wth
.
Qu
alitativ
e
s
tu
d
y
w
as a
ls
o
ad
ap
ted
f
o
r
th
e
s
tu
d
y
o
n
r
eu
s
e
a
n
d
s
h
ar
in
g
o
f
lear
n
in
g
m
ater
ial
b
y
e
d
u
ca
to
r
s
in
th
e
in
s
titu
tes
o
f
Net
h
er
lan
d
s
an
d
it
was
lin
k
ed
to
b
etter
m
en
t
in
th
e
q
u
ality
o
f
ed
u
ca
tio
n
to
th
e
s
tu
d
en
ts
[3
8
]
.
Stu
d
y
o
f
p
e
r
ce
p
tio
n
o
f
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
o
n
e
d
u
ca
tio
n
i
n
s
titu
tes in
T
u
r
k
ey
[3
9
]
also
u
s
ed
q
u
alitativ
e
r
esear
ch
m
eth
o
d
.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
is
th
e
m
o
s
t
s
u
itab
le
m
eth
o
d
as
it
clea
r
ly
tar
g
ets
th
e
m
o
s
t
r
elev
an
t
r
esp
o
n
d
en
ts
o
r
o
r
g
an
izatio
n
s
.
T
h
e
in
p
u
ts
r
ec
e
iv
ed
f
r
o
m
th
e
r
ig
h
t
p
eo
p
le
a
r
e
th
er
ef
o
r
e
ap
p
licab
le
to
th
e
tar
g
eted
s
ettin
g
[
40
]
.
Ma
n
y
g
r
o
wth
-
r
elate
d
s
tu
d
ies
h
av
e
u
s
ed
q
u
alitativ
e
s
tu
d
y
a
n
d
p
u
r
p
o
s
iv
e
s
am
p
lin
g
f
o
r
th
e
s
u
cc
ess
o
f
th
e
s
tu
d
y
.
I
n
f
o
r
m
atio
n
tec
h
n
o
lo
g
y
(
IT
)
c
o
m
p
an
ies
also
e
m
p
lo
y
e
d
p
u
r
p
o
s
iv
e
s
am
p
lin
g
in
s
tu
d
y
in
g
th
eir
g
r
o
wth
th
r
o
u
g
h
g
lo
b
al
b
r
a
n
d
in
g
tech
n
i
q
u
es
[
41
]
.
Qu
alitativ
e
s
tu
d
y
was
c
o
n
d
u
cte
d
by
C
h
en
et
a
l.
[
42
]
to
f
in
d
th
e
n
o
v
el
s
tr
ateg
ies
f
o
r
th
e
g
r
o
wth
in
f
o
o
d
b
u
s
in
ess
,
u
s
in
g
s
em
i
s
tr
u
ctu
r
ed
in
ter
v
iews
o
f
th
e
cu
s
to
m
er
s
.
T
h
em
e
b
ased
an
aly
s
is
o
f
th
e
r
esp
o
n
s
es we
r
e
d
ev
elo
p
e
d
to
ca
teg
o
r
ize
th
e
b
u
s
in
ess
g
r
o
wth
an
d
c
o
n
s
u
m
er
lo
y
alty
f
ac
to
r
s
.
2
.
4
.
Q
ua
lita
t
iv
e
re
s
ea
rc
h m
e
t
ho
do
lo
g
y
t
o
s
t
ud
y
dia
lo
g
ic
eng
a
g
em
ent
s
a
nd
a
s
s
o
cia
t
io
ns
T
o
en
s
u
r
e
th
at
th
e
d
ata
co
l
lectio
n
is
in
th
e
r
ig
h
t
d
ir
ec
t
io
n
an
d
in
t
h
e
ap
p
r
o
p
r
iate
f
r
am
e
th
e
in
v
esti
g
atio
n
,
it
is
e
s
s
en
tial
t
o
em
p
lo
y
an
u
n
d
er
p
i
n
n
in
g
th
eo
r
y
th
at
p
r
o
v
id
es
a
d
ir
ec
tio
n
to
th
e
r
esear
ch
f
o
r
co
llectio
n
o
f
d
ata
as
well
as
a
s
y
s
tem
atic
m
eth
o
d
f
o
r
d
ata
a
n
aly
s
is
[4
3
]
,
[
4
4
]
.
Use
o
f
a
n
u
n
d
er
p
in
n
in
g
th
eo
r
y
in
th
e
s
tu
d
y
o
f
f
er
s
a
co
n
ce
p
tu
al
b
asis
f
o
r
u
n
d
er
s
tan
d
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
en
titi
es
b
ein
g
s
tu
d
ied
.
Dialo
g
ic
th
eo
r
y
,
ac
co
r
d
in
g
to
Ken
t
an
d
T
ay
l
o
r
[2
5
]
,
p
r
o
v
id
e
s
a
s
u
itab
le
f
r
am
ewo
r
k
f
o
r
ex
am
in
in
g
h
o
w
o
p
e
n
co
m
m
u
n
icatio
n
an
d
r
elatio
n
s
h
ip
-
b
u
ild
i
n
g
ca
n
en
h
an
ce
en
g
ag
em
en
t
an
d
f
o
s
ter
co
llab
o
r
at
io
n
.
T
h
e
th
eo
r
y
h
as
its
b
ase
in
in
ter
p
er
s
o
n
co
m
m
u
n
icatio
n
th
at
f
o
c
u
s
es
o
n
th
e
r
elatio
n
b
etwe
en
th
e
en
titi
es
an
d
v
alu
es
h
u
m
a
n
asp
ec
ts
[
2
3
]
.
I
t
e
m
p
h
asizes
t
h
e
im
p
o
r
tan
ce
o
f
a
d
ialo
g
u
e
in
cu
ltiv
atin
g
m
ea
n
i
n
g
f
u
l
co
n
n
ec
tio
n
s
,
m
ak
i
n
g
it
p
ar
ticu
lar
ly
r
elev
an
t
f
o
r
ex
p
lo
r
in
g
th
e
d
y
n
am
ics
o
f
alu
m
n
i
ass
o
ciatio
n
s
an
d
th
eir
p
o
ten
tial
to
d
r
iv
e
in
s
titu
tio
n
al
g
r
o
wth
.
B
y
a
p
p
l
y
in
g
d
ialo
g
ic
th
eo
r
y
to
th
is
r
esear
ch
,
th
e
o
b
jectiv
e
is
to
u
n
co
v
er
th
e
way
s
in
wh
ich
m
an
ag
e
m
en
t in
s
titu
tes ca
n
ef
f
ec
tiv
ely
le
v
er
ag
e
t
h
eir
alu
m
n
i n
etwo
r
k
s
f
o
r
s
u
s
tain
ab
le
ad
v
an
ce
m
e
n
t.
Dialo
g
ic
en
g
ag
em
e
n
t
s
tu
d
ies
h
av
e
u
s
ed
q
u
alitativ
e
r
esear
ch
m
eth
o
d
o
lo
g
y
.
I
n
t
h
e
s
tu
d
y
o
n
co
n
ce
p
tu
alizin
g
e
n
g
ag
e
m
en
t w
ith
alu
m
n
i,
d
ata
was
co
llected
u
s
in
g
q
u
alitativ
e
m
eth
o
d
s
[
2
6
]
an
d
th
e
teac
h
er
’
s
lear
n
in
g
was
s
tu
d
ied
th
r
o
u
g
h
d
ialo
g
ic
u
n
d
e
r
s
tan
d
in
g
u
s
i
n
g
q
u
alitativ
e
s
tu
d
y
[4
5
]
.
Qu
alitativ
e
r
esear
ch
m
eth
o
d
o
l
o
g
y
was
also
u
s
ed
t
o
s
tu
d
y
p
r
o
f
ess
io
n
al
lear
n
in
g
f
o
r
teac
h
er
s
u
s
in
g
t
h
e
d
ialo
g
ic
th
eo
r
y
[4
6
]
.
All
r
esear
ch
es a
r
e
co
n
d
u
cted
with
a
d
ef
in
ite
co
n
tex
t.
T
h
is
co
n
tex
t is d
r
iv
en
b
y
th
e
r
esear
ch
o
b
jectiv
e
an
d
r
esear
c
h
q
u
esti
o
n
.
T
o
ac
h
iev
e
th
e
o
b
jec
tiv
e,
p
u
r
p
o
s
iv
e
s
am
p
le
was u
s
ed
in
th
e
p
r
esen
t stu
d
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
3
4
0
-
4
3
5
2
4344
3.
M
E
T
H
O
D
I
n
o
r
d
er
to
s
tu
d
y
th
e
ass
o
ciatio
n
b
etwe
en
alu
m
n
i
a
n
d
th
e
m
an
ag
em
en
t
in
s
titu
te,
q
u
alitativ
e
in
d
u
cti
v
e
r
esear
ch
d
esig
n
was
im
p
lem
en
ted
in
th
is
s
tu
d
y
.
T
h
e
ep
is
tem
o
lo
g
y
f
o
r
th
e
s
tu
d
y
is
co
n
s
tr
u
ctiv
e
an
d
in
ter
p
r
etiv
is
t.
Data
was
co
llected
th
r
o
u
g
h
s
em
i
s
tr
u
ctu
r
ed
in
ter
v
iew
u
s
in
g
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
e.
A
lis
t
o
f
m
an
ag
em
e
n
t
in
s
titu
t
es
with
I
n
d
ia
-
wid
e
p
r
esen
ce
was
co
llated
.
T
h
e
au
t
h
o
r
s
ac
q
u
ir
ed
in
f
o
r
m
atio
n
f
r
o
m
k
ey
au
th
o
r
ities
in
th
e
i
n
s
titu
tes
lik
e
th
e
d
ir
ec
to
r
s
/d
ep
u
t
y
d
ir
ec
t
o
r
s
,
a
d
m
in
is
tr
atio
n
o
f
f
icer
s
o
r
th
e
f
ac
u
lty
m
em
b
er
s
in
-
ch
a
r
g
e
o
f
th
e
in
s
ti
tu
te
alu
m
n
i c
ell.
T
h
e
q
u
e
s
t
i
o
n
n
a
i
r
e
w
a
s
p
r
e
p
a
r
ed
u
s
i
n
g
t
h
e
c
o
n
s
t
r
u
ct
s
o
f
d
i
al
o
g
i
c
t
h
e
o
r
y
g
i
v
e
n
b
y
K
e
n
t
a
n
d
T
a
y
l
o
r
[
2
5
]
.
T
h
e
q
u
esti
o
n
s
wer
e
d
esig
n
e
d
ar
o
u
n
d
th
e
f
iv
e
co
n
s
tr
u
cts
o
f
d
ialo
g
ic
th
e
o
r
y
n
am
el
y
m
u
tu
ality
(
w
o
r
k
in
g
to
g
eth
er
)
,
p
r
o
p
in
q
u
ity
(
b
e
av
a
ilab
le
f
o
r
th
e
o
th
er
en
tity
)
,
e
m
p
ath
y
(
walk
i
n
g
in
to
th
e
o
th
er
en
tity
’
s
s
h
o
es),
r
is
k
(
id
en
tify
v
u
l
n
er
ab
ilit
ies)
,
an
d
c
o
m
m
itm
en
t
(
b
e
d
e
d
icate
d
f
o
r
th
e
o
th
er
en
tity
)
.
T
h
e
r
esp
o
n
d
en
ts
h
ad
m
o
r
e
th
an
1
5
y
ea
r
s
o
f
teac
h
in
g
/ad
m
in
is
tr
atio
n
ex
p
e
r
ien
ce
in
p
o
s
t
g
r
ad
u
ate
in
s
titu
tes.
T
h
ey
wer
e
ap
p
r
o
ac
h
ed
eith
e
r
d
ir
ec
tly
o
r
th
r
o
u
g
h
co
m
m
o
n
c
o
n
tacts
o
r
th
r
o
u
g
h
L
in
k
ed
I
n
c
o
n
n
ec
tio
n
s
.
In
-
d
ep
t
h
in
ter
v
ie
ws
wer
e
co
n
d
u
cted
in
p
er
s
o
n
o
r
th
r
o
u
g
h
web
m
e
etin
g
s
u
s
in
g
co
llab
o
r
atio
n
t
o
o
ls
,
u
s
in
g
a
s
em
i
s
tr
u
ctu
r
e
d
q
u
esti
o
n
n
air
e.
E
ac
h
in
ter
v
iew
to
o
k
ab
o
u
t
6
0
m
i
n
u
tes.
T
h
e
r
esp
o
n
d
e
n
ts
wer
e
ass
u
r
ed
o
f
th
e
co
n
f
id
en
tiali
ty
o
f
th
e
d
ata
an
d
an
o
n
y
m
ity
o
f
t
h
eir
in
f
o
r
m
atio
n
.
Dec
id
in
g
th
e
s
am
p
le
s
ize
in
q
u
alitativ
e
r
esear
ch
h
as
b
ee
n
an
im
p
o
r
tan
t
d
esig
n
cr
iter
i
o
n
in
th
e
r
esear
ch
m
eth
o
d
o
l
o
g
y
.
R
esear
ch
er
s
h
a
v
e
a
p
p
r
o
a
ch
ed
th
e
s
am
p
le
s
ize
d
is
cu
s
s
io
n
in
a
q
u
alitativ
e
s
tu
d
y
b
y
d
ef
in
in
g
t
h
e
p
er
ce
n
tag
e
co
v
e
r
ag
e
o
f
t
h
em
es.
I
t
was
estab
lis
h
ed
th
at
9
7
%
o
f
th
e
co
d
es
ar
e
u
n
ea
r
th
e
d
with
s
am
p
le
s
ize
o
f
6
r
esp
o
n
d
en
ts
i
n
ca
s
e
o
f
i
n
-
d
e
p
th
i
n
ter
v
iews
[4
7
]
.
I
t
was f
u
r
th
e
r
v
alid
ated
th
at
it
is
s
u
f
f
icien
t
to
h
av
e
a
s
m
all
s
am
p
le
s
ize
if
in
-
d
ep
th
in
ter
v
iews
ar
e
tak
en
to
s
tu
d
y
a
p
ar
ticu
lar
p
h
en
o
m
en
o
n
th
r
o
u
g
h
q
u
alitativ
e
r
esear
ch
[4
8
]
.
A
d
if
f
er
en
t
p
er
s
p
ec
tiv
e
with
r
e
s
p
ec
tiv
e
to
th
e
d
ata
em
p
h
asized
th
e
co
n
ce
p
t
o
f
s
atu
r
atio
n
o
f
d
ata.
Data
s
atu
r
atio
n
was
d
e
f
in
ed
at
th
e
m
iles
to
n
e
in
th
e
q
u
alitativ
e
r
e
s
ea
r
ch
wh
en
n
ew
in
f
o
r
m
atio
n
was
n
o
t
o
b
tain
ed
f
r
o
m
th
e
r
esp
o
n
d
en
ts
[4
9
]
.
T
h
is
was
s
ec
o
n
d
ed
b
y
r
esear
ch
e
s
th
at
s
aid
th
at
th
e
r
ed
u
n
d
an
cy
o
f
d
ata
is
an
in
d
ic
ato
r
th
at
th
e
d
ata
co
llectio
n
ca
n
b
e
s
to
p
p
e
d
[
50
]
.
A
d
e
f
in
ite
n
u
m
b
er
o
f
9
to
17
r
esp
o
n
d
en
ts
was
s
tated
[
4
7
]
f
o
r
r
ea
c
h
in
g
t
h
e
d
ata
s
atu
r
ati
o
n
an
d
th
is
co
u
ld
b
e
c
o
n
s
id
e
r
ed
as
an
ac
c
u
r
ate
s
am
p
le
s
ize.
W
ith
th
ese
in
p
u
ts
,
a
s
am
p
le
s
ize
o
f
n
in
etee
n
r
esp
o
n
d
en
ts
was
p
lan
n
ed
f
o
r
t
h
is
s
tu
d
y
an
d
it
was
d
ec
id
ed
th
at
th
e
ac
tu
al
n
u
m
b
er
o
f
r
esp
o
n
d
en
ts
to
ap
p
r
o
ac
h
s
h
o
u
ld
b
e
d
ec
i
d
ed
b
ased
o
n
th
e
in
f
o
r
m
atio
n
s
atu
r
atio
n
.
Af
ter
ev
er
y
in
ter
v
i
ew,
th
e
co
n
ce
p
t
n
o
tes
,
as
in
T
ab
le
1
,
ar
e
d
e
r
iv
ed
an
d
th
e
ex
tr
ac
ted
co
n
ce
p
ts
,
wh
ile
T
ab
le
2
ar
e
ex
tr
ac
ted
co
n
ce
p
ts
.
T
h
e
ex
tr
ac
te
d
co
n
c
ep
ts
wer
e
co
m
p
ar
ed
with
th
e
co
n
ce
p
ts
ex
tr
ac
te
d
f
r
o
m
t
h
e
ea
r
lier
i
n
ter
v
iews.
I
t
was
o
b
s
er
v
ed
t
h
at
n
ew
c
o
n
ce
p
ts
d
id
n
o
t
em
er
g
e
af
ter
th
e
ten
th
i
n
ter
v
iew
(
s
atu
r
atio
n
r
ea
ch
e
d
)
.
Ho
we
v
er
,
th
e
au
th
o
r
s
wen
t
ah
ea
d
with
th
r
ee
m
o
r
e
in
ter
v
iews
tak
in
g
th
e
to
tal
in
ter
v
iew
co
u
n
t
to
13
.
T
h
er
e
was
n
o
a
d
d
itio
n
to
th
e
e
x
tr
ac
ted
c
o
n
ce
p
ts
in
th
e
elev
e
n
th
to
th
e
th
ir
tee
n
th
in
ter
v
iew.
I
t
was
th
er
ef
o
r
e
co
n
f
ir
m
e
d
th
at
n
o
n
ew
p
o
in
ts
ar
e
em
er
g
in
g
an
d
th
e
s
atu
r
atio
n
o
f
th
e
co
n
ce
p
ts
was
r
ea
ch
ed
.
T
h
e
in
ter
v
iew
p
r
o
ce
s
s
was sto
p
p
ed
at
th
is
s
tag
e
an
d
th
e
d
ata
ac
q
u
ir
ed
f
r
o
m
th
e
13
r
esp
o
n
d
en
ts
was a
n
aly
ze
d
.
4.
DATA AN
AL
Y
SI
S
C
o
n
ten
t
an
aly
s
is
i
s
a
q
u
alitati
v
e
r
esear
ch
m
eth
o
d
o
lo
g
y
th
at
h
elp
s
in
f
in
d
in
g
m
ea
n
in
g
f
u
l
in
f
er
en
ce
s
f
r
o
m
p
r
o
ce
s
s
in
g
o
f
tex
ts
.
I
t
p
r
o
v
id
es
n
ew
i
n
s
ig
h
ts
an
d
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
tex
t
d
ata
[
51
]
.
T
h
e
co
n
te
n
t
an
aly
s
is
p
r
o
ce
s
s
is
ab
o
u
t
r
elatin
g
a
p
ar
t
o
f
th
e
tr
an
s
cr
ib
e
d
tex
t
f
r
o
m
th
e
in
ter
v
iews
in
to
a
s
u
m
m
ar
ized
n
o
te
o
r
“c
o
n
ce
p
t”
o
r
a
“c
o
d
e”
[5
2
]
.
T
h
e
“c
o
n
ce
p
t”
is
th
u
s
a
m
ea
n
i
n
g
f
u
l
ex
p
r
ess
io
n
d
er
i
v
ed
f
r
o
m
t
h
e
in
ter
v
iewe
d
te
x
t.
T
h
e
p
ar
t
o
f
th
e
in
ter
v
iew
th
at
ca
n
n
o
t
b
e
e
x
p
r
ess
ed
in
th
e
f
o
r
m
o
f
a
co
n
ce
p
t
is
n
o
t
tak
e
n
f
o
r
f
u
r
th
er
an
aly
s
is
.
I
n
s
tu
d
y
in
g
th
e
r
o
le
o
f
ed
u
ca
t
io
n
lead
er
s
in
d
e
v
elo
p
m
e
n
t
o
f
s
tu
d
en
ts
,
f
o
u
r
s
tag
es
o
f
q
u
ali
tativ
e
d
ata
an
aly
s
is
wer
e
ex
p
lain
ed
[5
3
]
.
T
h
e
d
ata
an
aly
s
is
in
th
is
r
esear
ch
was a
ls
o
co
n
d
u
cted
u
s
in
g
th
ese
f
o
u
r
s
tag
es.
Stag
e
1
in
v
o
l
v
ed
tr
a
n
s
cr
ib
in
g
au
d
io
a
n
d
r
ea
d
in
g
t
h
r
o
u
g
h
t
h
e
tex
t
to
tak
e
i
n
itial
n
o
tes.
Data
was
b
r
o
k
e
n
in
to
p
h
r
ases
an
d
a
d
is
tin
ct
co
d
e
o
r
a
co
n
ce
p
t
was
f
o
r
m
ed
.
As
in
T
ab
le
1
,
e.
g
.
“
r
eg
u
lar
f
ee
d
b
ac
k
to
th
e
in
s
titu
tes,
af
ter
b
ein
g
in
v
o
lv
e
d
in
in
s
titu
te’
s
ac
tiv
ities
”
is
a
d
er
iv
e
d
c
o
d
e
f
r
o
m
th
e
s
elec
ted
in
ter
v
iew
tex
t.
T
ab
le
2
g
iv
es
a
s
am
p
le
lis
t
o
f
th
e
ag
g
r
eg
ated
co
d
es
g
e
n
er
ated
f
r
o
m
two
r
esp
o
n
s
es
o
u
t
o
f
th
e
to
tal
13
r
esp
o
n
s
es.
Stag
e
2
was
ab
o
u
t
g
en
er
atin
g
o
f
th
em
es.
T
h
e
c
o
d
es
o
f
id
en
tical
p
atter
n
wer
e
co
m
b
in
ed
in
to
a
s
in
g
le
th
em
e.
As
in
T
ab
le
3
,
e.
g
.
th
e
i
d
en
tifie
d
c
o
d
es
lik
e
“
jo
in
t
r
esear
ch
”
a
n
d
“
jo
in
t
p
aten
t
f
ilin
g
”
wer
e
th
o
u
g
h
t
t
o
b
e
p
o
in
tin
g
at
a
co
m
m
o
n
th
em
e
o
f
“
i
n
s
titu
te
alu
m
n
i
co
llab
o
r
atio
n
.
”
Similar
ly
,
o
th
er
th
em
es
wer
e
id
en
tifie
d
f
r
o
m
th
e
c
o
d
es th
at
wer
e
id
en
tifie
d
in
s
tag
e
1
.
I
n
th
e
s
tag
e
3
,
th
e
co
d
es
an
d
th
em
es
wer
e
d
is
cu
s
s
ed
w
ith
f
o
u
r
s
en
io
r
d
ir
ec
to
r
s
/f
ac
u
lty
in
d
if
f
er
en
t
in
s
titu
tes.
T
h
e
o
b
jectiv
e
was
to
u
n
d
e
r
s
tan
d
if
th
e
c
o
d
es
an
d
th
em
es
wer
e
co
m
p
atib
le
an
d
wh
eth
er
th
e
ex
p
er
ts
ag
r
ee
d
to
t
h
e
a
n
aly
s
is
co
n
d
u
c
ted
.
Nec
ess
ar
y
c
h
an
g
es
we
r
e
m
ad
e
in
th
e
d
ef
i
n
itio
n
o
f
th
e
th
em
e
b
ased
o
n
th
e
in
p
u
ts
f
r
o
m
th
e
d
ir
ec
to
r
s
/f
ac
u
lty
.
I
n
th
e
s
tag
e
4
o
f
th
e
d
ata
an
aly
s
is
,
th
e
th
em
es
wer
e
f
u
r
th
er
an
aly
ze
d
,
a
n
d
s
im
ilar
th
em
es
wer
e
g
r
o
u
p
ed
u
n
d
er
“d
im
e
n
s
io
n
s
”.
As
i
n
T
ab
le
4
,
th
e
d
im
en
s
io
n
o
f
“
co
m
m
u
n
icatio
n
/
co
llab
o
r
atio
n
b
etwe
en
in
s
titu
te
an
d
alu
m
n
i”
was
f
o
r
m
ed
f
r
o
m
th
em
es
lik
e
“
in
s
titu
te
alu
m
n
i
co
m
m
u
n
icatio
n
”
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
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8
8
2
2
A
q
u
a
lita
tive
s
tu
d
y
o
n
fa
cto
r
s
o
f m
a
n
a
g
eme
n
t in
s
titu
te:
a
lu
m
n
i a
s
s
o
cia
tio
n
…
(
R
a
g
h
a
v
S
a
n
d
h
a
n
e
)
4345
an
d
“
in
s
titu
te
alu
m
n
i
co
llab
o
r
atio
n
”.
T
h
ese
d
im
en
s
io
n
s
ar
e
th
e
f
ac
to
r
s
th
at
d
ef
in
e
th
e
ar
ea
s
o
f
ass
o
ciatio
n
s
b
etwe
en
th
e
in
s
titu
te
an
d
th
e
alu
m
n
i
th
at
p
o
s
itiv
ely
co
n
tr
ib
u
te
to
th
e
m
a
n
ag
em
en
t
i
n
s
titu
te’
s
g
r
o
wth
.
Fin
ally
,
th
e
ex
tr
ac
ted
d
im
en
s
io
n
s
wer
e
m
ap
p
ed
with
th
e
co
n
s
tr
u
cts
o
f
d
ialo
g
ic
th
eo
r
y
.
As
in
T
ab
le
5
,
t
h
ese
ex
tr
ac
ted
d
im
en
s
io
n
s
ca
n
b
e
d
ef
in
e
d
a
s
th
e
d
ialo
g
ic
th
e
o
r
y
c
o
n
s
tr
u
cts
r
elev
an
t
to
th
e
al
u
m
n
i
m
an
ag
em
en
t
in
s
titu
te
ass
o
ciatio
n
,
lead
in
g
to
th
e
in
s
titu
te’
s
g
r
o
wth
.
T
ab
le
1
.
Der
iv
atio
n
o
f
co
n
ce
p
ts
/co
d
e
f
r
o
m
i
n
ter
v
iew
tex
t (
f
o
r
in
ter
v
iew
1
)
I
n
t
e
r
v
i
e
w
I
n
t
e
r
v
i
e
w
e
x
t
r
a
c
t
(
s
a
m
p
l
e
s)
C
o
n
c
e
p
t
/
c
o
d
e
I
n
t
e
r
v
i
e
w
1
W
e
t
a
k
e
h
e
l
p
o
f
o
u
r
a
l
u
m
n
i
i
n
d
e
c
i
d
i
n
g
t
h
e
t
o
p
i
c
s
t
o
i
n
c
l
u
d
e
i
n
o
u
r
c
o
u
r
se
.
T
h
e
y
a
c
t
i
v
e
l
y
c
o
n
t
r
i
b
u
t
e
i
n
d
e
c
i
d
i
n
g
t
h
e
c
o
v
e
r
a
g
e
t
o
o
.
I
n
v
o
l
v
e
m
e
n
t
i
n
d
e
f
i
n
i
n
g
i
n
st
i
t
u
t
e
’
s
p
o
l
i
c
y
f
r
a
mi
n
g
,
p
r
o
g
r
a
m s
t
r
u
c
t
u
r
e
a
n
d
c
o
u
r
s
e
sy
l
l
a
b
u
s
.
W
e
se
e
k
r
e
g
u
l
a
r
i
n
p
u
t
s
f
r
o
m
a
l
u
mn
i
o
n
o
u
r
c
o
u
r
s
e
s,
t
h
e
i
r
c
o
n
t
e
n
t
s
a
n
d
o
n
o
u
r
t
e
a
c
h
i
n
g
p
e
d
a
g
o
g
y
.
R
e
g
u
l
a
r
f
e
e
d
b
a
c
k
t
o
t
h
e
i
n
st
i
t
u
t
e
,
a
f
t
e
r
b
e
i
n
g
i
n
v
o
l
v
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d
i
n
i
n
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t
u
t
e
’
s a
c
t
i
v
i
t
i
e
s
.
O
u
r
f
i
r
st
b
a
t
c
h
h
a
s
m
o
r
e
t
h
a
n
2
5
y
e
a
r
s
o
f
e
x
p
e
r
i
e
n
c
e
a
n
d
t
h
e
a
l
u
mn
i
h
o
l
d
s
i
m
p
o
r
t
a
n
t
p
o
si
t
i
o
n
s.
S
o
me
o
f
t
h
e
m
c
o
m
e
t
o
u
s
w
i
t
h
o
u
t
f
a
i
l
e
v
e
r
y
y
e
a
r
f
o
r
t
h
e
i
r
r
e
c
r
u
i
t
me
n
t
.
S
u
p
p
o
r
t
i
n
g
s
t
u
d
e
n
t
s
f
o
r
i
n
t
e
r
n
s
h
i
p
s
a
n
d
p
l
a
c
e
me
n
t
s
.
I
n
t
e
r
a
c
t
i
n
g
w
i
t
h
t
h
e
a
l
u
mn
i
,
w
e
k
n
o
w
t
h
e
t
r
e
n
d
s
i
n
t
h
e
i
n
d
u
st
r
y
.
W
e
b
e
c
o
m
e
a
w
a
r
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o
f
t
h
e
i
n
i
t
i
a
t
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o
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s
t
r
y
.
S
h
a
r
i
n
g
o
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i
n
d
u
s
t
r
y
u
p
d
a
t
e
s
a
n
d
i
n
n
o
v
a
t
i
o
n
st
o
r
i
e
s
.
W
e
a
r
r
a
n
g
e
d
a
d
v
a
n
c
e
d
d
i
g
i
t
a
l
t
r
a
n
sf
o
r
mat
i
o
n
t
r
a
i
n
i
n
g
f
o
r
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u
r
a
l
u
mn
i
.
Tr
a
i
n
i
n
g
o
f
a
l
u
mn
i
o
n
t
h
e
l
a
t
e
st
t
o
o
l
s,
d
o
ma
i
n
k
n
o
w
l
e
d
g
e
a
n
d
t
e
c
h
n
o
l
o
g
i
e
s
.
S
o
me
o
f
o
u
r
e
x
-
st
u
d
e
n
t
s
c
o
me
t
o
o
u
r
p
r
o
f
e
sso
r
s
w
h
e
n
t
h
e
y
a
r
e
g
e
t
t
i
n
g
i
n
t
o
n
e
w
a
r
e
a
s
o
r
w
h
e
n
t
h
e
y
a
r
e
i
n
d
e
c
i
s
i
v
e
o
f
t
h
e
n
e
x
t
st
e
p
s
.
F
e
e
d
b
a
c
k
t
o
a
l
u
m
n
i
f
o
r
p
r
o
g
r
e
ss
a
n
d
g
r
o
w
t
h
.
T
ab
le
2
.
E
x
tr
ac
ted
co
n
ce
p
ts
f
r
o
m
two
s
am
p
le
r
esp
o
n
s
es
R
e
s
p
o
n
se
n
u
m
b
e
r
C
o
n
c
e
p
t
s/
c
o
d
e
s
R
e
s
p
o
n
se
1
−
A
l
u
m
n
i
me
e
t
i
n
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te
an
d
th
e
alu
m
n
i,
alu
m
n
i
co
n
tr
ib
u
tio
n
,
in
s
titu
te’
s
co
n
tr
ib
u
tio
n
,
a
n
d
alu
m
n
i
r
ec
o
g
n
itio
n
,
alo
n
g
with
t
h
eir
s
u
b
f
ac
to
r
s
,
as
in
Fig
u
r
e
1
,
h
av
e
em
e
r
g
ed
as
f
ac
to
r
s
th
at
ai
d
b
ett
er
alu
m
n
i
-
i
n
s
titu
te
ass
o
ciatio
n
,
lead
in
g
to
i
n
s
titu
te’
s
g
r
o
wth
.
E
ac
h
o
f
th
e
id
e
n
tifie
d
f
ac
to
r
s
ar
e
tr
ac
ed
b
ac
k
to
th
e
d
ialo
g
ic
t
h
eo
r
y
(
co
n
s
tr
u
cts)
th
at
is
tak
en
as
a
b
ase
f
o
r
th
is
r
esear
ch
.
T
h
e
ex
tr
ac
ted
d
im
en
s
io
n
s
,
as
in
T
ab
le
4
,
g
iv
e
th
e
b
r
o
ad
lev
el
ar
ea
s
th
e
in
s
titu
te
s
h
o
u
ld
f
o
cu
s
o
n
.
Fu
r
th
e
r
d
etails
ab
o
u
t
th
e
in
p
u
ts
f
r
o
m
th
e
r
esp
o
n
d
e
n
ts
with
r
esp
ec
t
to
ea
ch
th
em
e
ar
e
g
iv
e
n
in
th
e
f
o
llo
win
g
s
ec
tio
n
.
T
h
ese
ar
e
th
eo
r
etica
l
in
ter
p
r
etatio
n
s
th
at
h
elp
th
e
in
s
titu
tes
in
k
n
o
win
g
t
h
e
s
tep
s
tak
en
b
y
v
a
r
io
u
s
in
s
titu
tes at
p
r
esen
t in
ea
ch
o
f
th
e
id
en
tifie
d
d
im
en
s
io
n
.
Fig
u
r
e
1
.
Pro
p
o
s
ed
m
o
d
el
f
o
r
f
ac
to
r
s
o
f
ass
o
ciatio
n
5
.
1
.
Co
m
m
un
ica
t
io
n a
nd
co
lla
bo
ra
t
io
n bet
wee
n t
he
ins
t
it
ute
a
nd
t
he
a
lum
ni
T
h
e
co
llab
o
r
atio
n
is
th
r
o
u
g
h
wo
r
k
in
g
to
g
eth
er
to
s
o
lv
e
th
e
p
r
o
b
lem
s
o
f
th
e
in
s
titu
te
as
well
as
th
e
alu
m
n
i.
Mo
s
t
o
f
th
e
r
esp
o
n
d
e
n
ts
h
av
e
g
iv
en
p
r
io
r
ity
to
r
e
g
u
lar
alu
m
n
i
m
ee
ts
.
No
t
o
n
ly
d
o
in
s
titu
tes
h
av
e
a
f
ix
ed
d
ate
f
o
r
th
e
m
ee
t,
th
e
y
also
d
ec
id
e
t
h
e
th
e
m
e
o
f
th
e
alu
m
n
i
g
et
to
g
et
h
er
.
T
h
em
es
lik
e
“
tech
n
o
l
o
g
y
”
,
“e
n
v
ir
o
n
m
en
t”,
“
m
etav
er
s
e”
,
an
d
“p
lace
m
en
ts
”
ca
n
b
e
d
ec
i
d
ed
in
clo
s
e
co
n
s
u
ltatio
n
with
th
e
alu
m
n
i
an
d
th
e
m
ee
ts
b
e
p
lan
n
e
d
ac
co
r
d
in
g
ly
.
So
m
e
o
f
th
e
r
esp
o
n
d
en
ts
r
e
f
er
r
ed
to
al
u
m
n
i
m
ee
tin
g
s
at
d
i
f
f
er
en
t
tim
es
in
th
e
y
ea
r
at
d
if
f
e
r
en
t c
ities
in
th
e
c
o
u
n
tr
y
,
b
ey
o
n
d
th
eir
in
s
titu
te
lo
ca
tio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
3
4
0
-
4
3
5
2
4348
On
th
e
co
llab
o
r
atio
n
f
r
o
n
t,
a
r
esp
o
n
d
en
t
talk
ed
a
b
o
u
t
t
h
e
i
n
s
titu
te
f
ac
u
lty
d
o
i
n
g
jo
i
n
t
r
es
ea
r
ch
with
th
e
alu
m
n
i
in
t
h
e
ar
ea
s
o
f
m
u
tu
al
in
ter
est.
So
m
e
o
f
t
h
e
r
ese
ar
ch
ar
ea
s
wer
e
r
ea
l
life
in
d
u
s
tr
y
p
r
o
b
lem
s
.
T
h
e
in
s
titu
tes
h
ad
p
lan
s
to
f
ile
p
aten
ts
f
r
o
m
th
e
o
u
tco
m
e
o
f
th
e
jo
in
t
r
esear
ch
.
An
o
th
er
r
es
p
o
n
d
e
n
t
s
h
ar
ed
th
at
th
eir
in
s
titu
te
h
as
d
esig
n
e
d
a
co
llab
o
r
atio
n
to
o
l
in
h
o
u
s
e
th
a
t
th
ey
ca
n
u
s
e
t
o
co
m
m
u
n
icat
e
with
th
e
al
u
m
n
i.
T
h
is
en
ab
led
th
em
with
th
e
ab
ilit
y
o
f
b
u
lk
co
m
m
u
n
icatio
n
an
d
s
h
ar
in
g
o
f
ev
en
ts
an
d
n
ews,
an
d
also
g
av
e
th
e
in
s
titu
te
a
p
latf
o
r
m
f
o
r
o
n
e
-
on
-
o
n
e
c
o
m
m
u
n
icatio
n
.
T
h
ey
f
ir
s
t
u
s
ed
a
SAS
p
latf
o
r
m
f
o
r
th
i
s
co
llab
o
r
atio
n
b
u
t
later
s
h
if
ted
to
th
eir
o
wn
p
latf
o
r
m
.
Mo
s
t
o
f
th
e
r
esp
o
n
d
en
t
s
s
p
o
k
e
ab
o
u
t
u
s
e
o
f
s
o
cial
m
ed
ia
p
latf
o
r
m
s
lik
e
Face
b
o
o
k
a
n
d
L
in
k
ed
I
n
g
r
o
u
p
s
o
r
m
o
b
ile
a
p
p
licatio
n
s
f
o
r
th
e
r
eg
u
lar
in
ter
ac
tio
n
with
th
eir
alu
m
n
i.
On
e
o
f
th
e
r
esp
o
n
d
e
n
ts
,
a
f
ac
u
lty
m
em
b
er
o
f
in
s
titu
te’
s
alu
m
n
i
c
o
m
m
ittee
m
en
tio
n
e
d
th
at
y
ea
r
ly
th
em
e
allo
wed
alu
m
n
i
to
p
ar
ticip
ate
b
ased
o
n
th
eir
in
ter
ests
an
d
ca
r
ee
r
p
r
ef
er
en
ce
s
.
So
m
e
ex
-
s
tu
d
e
n
ts
,
n
ig
h
t
b
e
co
m
p
letely
in
ac
tiv
e
f
o
r
a
n
ev
e
n
t b
u
t c
a
n
t
ak
e
v
er
y
h
ig
h
lev
el
o
f
in
ter
est in
an
ev
e
n
t th
at
is
r
elev
an
t to
t
h
em
.
5
.
2
.
Alum
ni
co
n
t
ributio
n
A
l
u
m
n
i
co
n
tr
ib
u
tio
n
t
o
t
h
e
in
s
titu
te
w
a
s
o
n
e
o
f
th
e
m
o
s
t
t
a
l
k
ed
ar
ea
s
b
y
t
h
e
r
esp
o
n
d
en
ts
.
T
h
e
p
o
t
e
n
t
i
al
co
n
tr
ib
u
tio
n
ar
ea
s
wer
e
p
r
im
a
r
ily
d
iv
i
d
ed
i
n
to
two
h
ea
d
s
.
O
n
e
was
ab
o
u
t
t
h
e
co
n
tr
ib
u
tio
n
o
f
th
e
alu
m
n
i
to
th
e
in
s
titu
te’
s
p
r
o
g
r
ess
.
T
h
e
s
ec
o
n
d
ar
ea
was th
e
co
n
tr
ib
u
tio
n
in
s
tu
d
en
t e
x
ce
llen
ce
an
d
o
v
er
all
d
ev
elo
p
m
en
t
.
Alu
m
n
i
wer
e
r
ep
o
r
ted
to
co
n
tr
ib
u
te
in
v
ar
io
u
s
way
s
in
th
e
in
s
titu
te
d
ev
elo
p
m
en
t.
T
h
e
y
wer
e
th
e
in
s
titu
te’
s
ey
es
to
k
n
o
win
g
wh
at
is
h
ap
p
en
in
g
in
th
e
in
d
u
s
tr
y
.
R
esp
o
n
d
en
ts
r
ep
o
r
ted
th
at
a
lu
m
n
i
g
av
e
r
eg
u
la
r
in
p
u
ts
o
n
th
e
ch
an
g
es
h
ap
p
en
in
g
in
th
e
i
n
d
u
s
tr
y
.
Alu
m
n
i
c
o
n
tr
ib
u
te
b
y
d
ef
in
in
g
th
e
co
u
r
s
e
s
tr
u
ctu
r
e
an
d
b
y
s
u
g
g
esti
n
g
th
e
to
p
ics
to
b
e
i
n
clu
d
ed
in
th
e
p
r
o
g
r
am
,
b
ased
o
n
in
d
u
s
tr
y
t
r
en
d
s
.
T
h
e
alu
m
n
i
also
co
n
tr
ib
u
te
b
y
teac
h
in
g
th
ese
to
p
ics o
n
lin
e
o
r
in
p
er
s
o
n
.
Ou
ts
tatio
n
alu
m
n
u
s
tr
av
elled
,
if
r
eq
u
ir
ed
,
to
ta
k
e
th
ese
s
ess
io
n
s
o
v
er
th
e
wee
k
o
r
o
n
wee
k
-
e
n
d
,
as
r
eq
u
ir
ed
.
T
h
e
al
u
m
n
i
n
etwo
r
k
h
elp
s
in
g
ettin
g
in
t
h
e
ap
p
r
o
p
r
iate
in
d
u
s
tr
y
e
x
p
er
t
f
o
r
g
u
est
lectu
r
es
o
r
f
o
r
teac
h
i
n
g
th
e
r
eg
u
la
r
co
u
r
s
es.
T
h
is
co
n
tr
ib
u
tio
n
o
f
th
e
alu
m
n
i
is
ex
ten
d
ed
to
b
r
in
g
in
g
in
co
m
p
a
n
ies
f
o
r
i
n
ter
n
s
h
ip
p
r
o
ce
s
s
es
an
d
f
in
al
p
lace
m
en
ts
.
T
h
is
ac
ts
as
a
m
ajo
r
co
n
tr
i
b
u
ti
o
n
s
in
ce
it
d
ir
ec
tly
ad
d
s
to
th
e
r
atin
g
an
d
r
ep
u
tatio
n
o
f
th
e
in
s
titu
te.
Alu
m
n
i
co
n
tr
ib
u
tio
n
in
th
e
g
r
o
wth
o
f
th
e
s
tu
d
en
t
is
n
o
tewo
r
th
y
.
A
r
esp
o
n
d
en
t
s
h
a
r
ed
i
n
s
tan
ce
s
o
f
h
av
in
g
an
alu
m
n
u
s
as
a
m
en
t
o
r
alo
n
g
with
th
e
f
ac
u
lty
m
e
n
to
r
.
T
h
e
s
tu
d
en
ts
g
et
an
o
p
p
o
r
tu
n
ity
to
d
ir
ec
tly
in
ter
ac
t
with
th
eir
alu
m
n
i
m
en
to
r
.
T
h
e
y
g
et
in
d
u
s
tr
y
u
p
d
ates
an
d
also
g
et
ac
ce
s
s
to
s
tu
d
y
an
d
r
esear
ch
m
ater
ial
th
r
o
u
g
h
th
e
m
en
to
r
.
T
h
is
p
r
ep
ar
es
th
em
f
o
r
t
h
e
co
r
p
o
r
ate
wo
r
ld
.
Alu
m
n
i
g
iv
e
f
o
r
m
al
an
d
in
f
o
r
m
al
s
ess
io
n
s
f
o
r
p
r
e
p
ar
atio
n
d
u
r
in
g
f
o
r
in
te
r
n
s
h
ip
s
an
d
ca
m
p
u
s
in
ter
v
iews.
R
esp
o
n
d
en
ts
h
av
e
also
talk
ed
ab
o
u
t
im
b
ib
in
g
e
n
tr
ep
r
e
n
eu
r
s
h
ip
cu
ltu
r
e
am
o
n
g
th
e
s
tu
d
en
ts
,
th
r
o
u
g
h
clo
s
e
in
ter
ac
tio
n
s
o
f
t
h
e
alu
m
n
i
wh
o
h
a
v
e
s
tar
ted
th
eir
o
wn
v
en
tu
r
es.
T
h
eir
ex
p
er
ien
ce
s
an
d
jo
u
r
n
ey
b
r
in
g
in
a
s
ig
n
if
ican
t
lear
n
in
g
f
o
r
th
e
s
tu
d
en
ts
.
On
e
o
f
th
e
r
esp
o
n
d
e
n
ts
(
Dep
u
ty
d
i
r
ec
to
r
,
tech
n
o
lo
g
y
MBA
in
s
titu
te
)
s
aid
th
is
r
eg
ar
d
i
n
g
alu
m
n
i
co
n
tr
ib
u
tio
n
,
“
I
t
w
o
n
’
t
b
e
ex
a
g
g
era
tio
n
if
I
s
a
y
th
a
t
o
u
r
a
lu
m
n
i
ma
ke
th
e
live
s
o
f
mo
s
t
o
f
o
u
r
s
tu
d
en
ts
.
Th
e
y
tea
ch
,
g
u
id
e
a
n
d
mo
tiva
te
th
em.
Th
ey
a
r
e
th
e
ey
es o
f th
e
s
tu
d
en
ts
.
”
5
.
3
.
I
ns
t
it
ute
’
s
co
ntr
ib
utio
n
T
h
e
i
n
s
ti
t
u
t
es
ad
d
v
alu
e
to
th
e
alu
m
n
i
b
y
m
a
k
in
g
its
elf
av
aila
b
le
to
th
e
alu
m
n
i.
T
h
er
e
is
a
co
n
tin
u
o
u
s
ef
f
o
r
t
tak
e
n
f
r
o
m
th
e
in
s
titu
tes
to
en
g
a
g
e
with
th
e
al
u
m
n
i.
T
h
is
co
m
p
r
is
es
o
f
d
e
v
elo
p
in
g
a
f
o
r
m
al
s
tr
u
ctu
r
e
to
th
e
alu
m
n
i m
ee
t.
As p
er
th
e
r
e
s
p
o
n
s
es,
it is
s
ee
n
th
at
th
e
s
tr
u
ctu
r
e
is
cr
ea
ted
f
o
r
a
d
ef
i
n
ite
p
er
io
d
r
an
g
in
g
f
r
o
m
1
to
3
y
ea
r
s
.
T
h
e
s
tr
u
ct
u
r
e
a
n
d
th
e
m
em
b
e
r
s
g
o
th
r
o
u
g
h
c
h
an
g
es
as
p
e
r
th
e
in
s
titu
te
r
eq
u
ir
em
en
ts
.
On
e
o
f
th
e
r
esp
o
n
d
en
ts
s
p
o
k
e
a
b
o
u
t
m
o
d
if
y
in
g
th
e
alu
m
n
i
co
m
m
ittee
s
tr
u
ctu
r
e
to
ac
c
o
m
m
o
d
ate
d
o
m
ain
ex
p
e
r
ts
.
So
m
e
o
f
th
e
i
n
s
titu
tes
h
av
e
g
o
n
e
to
th
e
e
x
ten
t
o
f
cr
ea
tin
g
v
er
tical
g
r
o
u
p
s
b
ased
o
n
s
p
ec
if
ic
in
d
u
s
tr
y
(
m
a
n
u
f
a
c
t
u
r
i
n
g
/
h
e
a
l
t
h
c
a
r
e/
f
i
n
an
c
e
)
o
r
p
r
o
f
ess
io
n
s
l
i
k
e
t
e
ac
h
er
s
,
l
aw
y
e
r
s
,
d
o
c
t
o
r
s
.
T
h
is
s
t
r
u
c
tu
r
e
e
n
s
u
r
e
s
t
h
a
t
t
h
e
m
em
b
er
s
g
et
g
o
o
d
ex
p
o
s
u
r
e
o
f
wh
at
is
h
ap
p
en
i
n
g
i
n
t
h
e
i
r
d
o
m
ain
a
n
d
c
a
n
p
r
ep
a
r
e
f
o
r
t
h
e
in
d
u
s
tr
y
ch
allen
g
es
.
I
n
s
titu
tes
also
co
n
tr
ib
u
te
in
t
h
e
tr
ain
in
g
o
f
th
e
alu
m
n
i
o
n
th
e
latest
d
o
m
ain
an
d
tech
n
o
lo
g
y
ar
ea
s
.
Fo
r
m
al
tr
ain
in
g
p
r
o
g
r
am
s
ar
e
ex
clu
s
iv
ely
ar
r
an
g
ed
f
o
r
th
e
alu
m
n
i.
Alu
m
n
i
ar
e
i
n
v
ited
to
th
e
in
s
titu
te
wh
en
ex
p
er
ts
f
r
o
m
in
d
u
s
tr
y
v
is
it
th
e
in
s
titu
te
to
g
u
id
e
th
e
s
tu
d
e
n
ts
.
T
h
e
in
d
u
s
tr
y
ex
p
er
t
s
ess
i
o
n
s
ar
e
s
o
m
etim
es
s
tr
ea
m
ed
liv
e
s
o
th
at
th
e
in
te
r
ested
alu
m
n
i
ca
n
atten
d
f
r
o
m
wh
er
ev
er
t
h
ey
ar
e
.
So
m
e
o
f
th
e
in
s
titu
tes
ar
e
s
er
io
u
s
ly
th
in
k
in
g
ab
o
u
t
cr
ea
t
in
g
o
n
lin
e/o
f
f
lin
e
co
u
r
s
es
f
o
r
th
e
alu
m
n
i
to
k
ee
p
th
em
u
p
d
ated
o
n
th
e
latest
tech
n
o
lo
g
y
tr
en
d
s
.
R
ef
r
esh
er
co
u
r
s
es
f
o
r
alu
m
n
i,
b
ased
o
n
th
e
in
d
u
s
tr
y
d
e
m
an
d
,
is
al
s
o
an
ar
ea
th
at
th
e
in
s
titu
te
wo
u
ld
lo
o
k
in
to
in
th
e
n
ea
r
f
u
tu
r
e.
So
m
e
in
s
titu
tes
ar
e
also
cr
ea
tin
g
alu
m
n
i
p
o
r
tal
to
h
elp
th
e
alu
m
n
i
n
etwo
r
k
an
d
f
in
d
th
e
r
i
g
h
t a
lu
m
n
u
s
in
a
g
e
o
g
r
a
p
h
y
o
r
in
a
s
p
ec
if
ic
o
r
g
a
n
izatio
n
.
5
.
4
.
Alum
ni
r
ec
o
g
nitio
n
On
e
o
f
th
e
r
esp
o
n
d
e
n
ts
s
aid
,
“
We
s
t
r
o
n
g
ly
th
in
k
th
a
t
th
e
in
s
titu
te
a
n
d
a
lu
mn
i
g
r
o
w
to
g
eth
er.
A
s
th
e
p
o
s
itio
n
a
n
d
a
c
h
ieve
men
t
o
f
th
e
a
lu
mn
i
g
r
o
w
,
s
o
d
o
es
th
e
in
s
titu
te.
Ou
r
in
s
ti
tu
te
g
ives
r
e
p
r
esen
ta
tio
n
to
o
u
r
ex
-
s
tu
d
en
ts
to
r
u
n
th
e
in
s
titu
te
.
”
T
h
u
s
,
th
e
in
s
titu
tes
ac
k
n
o
wl
ed
g
e
th
e
ef
f
o
r
t
an
d
p
r
o
g
r
ess
o
f
th
e
alu
m
n
i
o
n
all
p
o
s
s
ib
le
f
r
o
n
ts
.
An
o
t
h
er
in
s
titu
te
h
ad
alu
m
n
i
r
ep
r
esen
tativ
es
in
th
eir
ac
ad
em
ic
co
m
m
ittee
th
at
m
et
twice
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
A
q
u
a
lita
tive
s
tu
d
y
o
n
fa
cto
r
s
o
f m
a
n
a
g
eme
n
t in
s
titu
te:
a
lu
m
n
i a
s
s
o
cia
tio
n
…
(
R
a
g
h
a
v
S
a
n
d
h
a
n
e
)
4349
a
y
ea
r
to
d
ec
id
e
th
e
i
n
s
titu
te
ac
ad
em
ics.
T
h
is
r
ec
o
g
n
itio
n
to
th
e
alu
m
n
i
n
o
t
o
n
ly
h
el
p
s
in
en
h
an
cin
g
th
e
in
s
titu
te
ac
ad
em
ic
co
n
ten
t,
it
also
g
iv
es
th
e
alu
m
n
i
m
o
r
e
p
o
wer
s
in
d
ec
is
io
n
m
ak
in
g
an
d
in
r
u
n
n
in
g
th
e
in
s
titu
te.
On
e
o
f
th
e
in
s
titu
te
r
esp
o
n
d
en
ts
s
p
o
k
e
ab
o
u
t
h
o
w
r
eg
u
lar
ly
t
h
ey
ca
ll
th
e
alu
m
n
i,
as
s
u
b
ject
lev
el
ex
p
er
ts
,
f
o
r
s
ess
io
n
s
to
th
e
s
t
u
d
en
ts
.
Alu
m
n
i
teac
h
a
f
u
ll
c
o
u
r
s
e
o
f
p
ar
t
o
f
t
h
e
co
u
r
s
e.
An
o
th
er
r
esp
o
n
d
e
n
t
s
h
ar
ed
th
at
th
ey
in
v
ite
alu
m
n
i
as
ex
p
er
t
f
o
r
ta
k
in
g
g
u
est
s
ess
io
n
s
an
d
g
u
id
in
g
t
h
e
s
tu
d
en
ts
o
n
m
an
ag
em
e
n
t
an
d
en
tr
ep
r
en
eu
r
s
h
ip
to
p
ics.
T
h
ey
also
p
r
o
v
id
e
h
a
n
d
s
o
n
ex
p
er
ien
ce
o
n
v
ar
io
u
s
r
el
ev
an
t
s
o
f
twar
e
an
d
m
an
ag
em
en
t
to
o
ls
a
n
d
s
h
a
r
e
i
n
d
u
s
t
r
y
s
p
e
c
i
f
i
c
c
as
e
s
t
u
d
i
e
s
an
d
s
o
l
u
t
i
o
n
s
t
o
t
h
e
s
t
u
d
e
n
ts
.
T
h
e
a
l
u
m
n
i
t
h
o
r
o
u
g
h
l
y
en
jo
y
th
e
o
p
p
o
r
tu
n
ity
an
d
t
h
e
r
ec
o
g
n
itio
n
th
ey
g
et
an
d
s
tr
iv
e
m
o
r
e
f
o
r
th
e
b
etter
m
en
t
o
f
th
e
in
s
titu
te
.
A
tech
n
o
lo
g
y
f
o
cu
s
ed
in
s
ti
tu
te
r
ep
r
esen
tativ
e
s
h
ar
ed
t
h
at
th
ey
k
ee
p
tr
ac
k
o
f
th
e
ir
alu
m
n
i
ac
h
iev
em
en
ts
.
W
r
itin
g
o
f
r
ese
ar
ch
p
a
p
er
s
,
f
ilin
g
o
f
p
aten
ts
,
p
r
o
m
o
tio
n
to
h
ig
h
e
r
r
o
les
in
t
h
eir
p
lace
o
f
wo
r
k
,
r
ec
o
g
n
itio
n
b
y
in
d
u
s
tr
y
co
n
s
o
r
tiu
m
s
/
gov
er
n
m
en
t
is
r
eg
u
lar
l
y
tr
ac
k
ed
b
y
th
e
in
s
titu
tes.
T
h
ese
alu
m
n
i
ar
e
th
en
r
ec
o
g
n
ized
b
y
th
e
in
s
titu
te.
T
h
e
r
ec
o
g
n
itio
n
g
o
es
a
lo
n
g
w
ay
in
cr
ea
tin
g
a
s
tr
o
n
g
b
o
n
d
b
etwe
en
th
e
alu
m
n
i
an
d
th
e
in
s
titu
te.
5
.
5
.
Ris
k
identif
ica
t
io
n a
nd
m
it
ig
a
t
io
n
R
is
k
id
en
tific
atio
n
ca
n
b
e
lo
o
k
ed
at
f
r
o
m
th
e
alu
m
n
i
p
er
s
p
ec
tiv
e
as
well
as
f
r
o
m
th
e
in
s
titu
te’
s
p
er
s
p
ec
tiv
e.
Fo
r
r
is
k
id
en
tific
atio
n
an
d
its
m
itig
atio
n
,
th
e
i
n
s
titu
te
an
d
th
e
alu
m
n
i
d
ep
e
n
d
o
n
ea
c
h
o
th
e
r
to
k
n
o
w
t
h
e
p
o
s
s
ib
le
h
u
r
d
les
an
d
lear
n
ab
o
u
t
th
e
way
s
t
o
o
v
e
r
co
m
e
t
h
e
h
u
r
d
les.
T
h
e
p
r
im
a
r
y
ar
ea
s
o
f
r
is
k
f
o
r
th
e
in
s
titu
te,
as
id
e
n
tifie
d
b
y
r
esp
o
n
d
en
ts
,
wer
e
m
ain
ly
ab
o
u
t
th
eir
in
ab
ilit
y
to
s
tu
d
y
t
h
e
r
eq
u
ir
em
e
n
t
in
th
e
jo
b
m
ar
k
et.
T
h
e
y
ar
e
u
n
awa
r
e
o
f
th
e
ex
p
e
r
tis
e
th
e
in
d
u
s
tr
y
n
ee
d
s
.
T
h
ey
d
o
n
o
t
h
av
e
m
ar
k
et
in
tellig
en
ce
t
o
f
in
d
th
e
th
r
ea
ts
th
ey
m
ig
h
t
f
a
ce
.
T
h
ey
wan
ted
to
b
e
r
eg
u
la
r
ly
awa
r
e
o
f
th
e
f
ac
to
r
s
th
e
y
s
h
o
u
ld
f
o
cu
s
o
n
f
o
r
th
eir
g
r
o
wth
.
Alu
m
n
i
h
el
p
th
e
in
s
titu
te
to
f
i
n
d
a
n
s
wer
s
to
th
eir
q
u
e
r
ies
an
d
g
iv
e
in
p
u
ts
o
n
th
e
s
h
o
r
t
ter
m
an
d
th
e
lo
n
g
-
te
r
m
f
ac
to
r
s
th
e
in
s
titu
te
s
h
o
u
ld
wo
r
k
o
n
to
ca
ter
to
th
e
in
d
u
s
tr
y
n
ee
d
s
.
Alu
m
n
i
also
n
ee
d
i
n
s
titu
te’
s
h
elp
in
id
en
tif
y
in
g
th
e
r
is
k
s
f
o
r
th
em
.
Du
e
to
in
s
titu
te’
s
co
n
t
ac
ts
in
th
e
in
d
u
s
tr
y
,
g
o
v
er
n
m
en
t
a
n
d
wi
th
th
e
d
o
m
ain
co
n
s
u
ltan
ts
,
th
ey
h
a
v
e
ac
ce
s
s
to
th
e
jo
b
m
ar
k
et
tr
en
d
s
an
d
tech
n
o
lo
g
y
tr
en
d
s
.
T
h
e
alu
m
n
i,
at
d
if
f
er
en
t
lev
els
in
th
eir
ca
r
ee
r
,
co
m
e
b
ac
k
to
th
e
in
s
titu
te
f
o
r
th
is
g
u
id
an
ce
an
d
th
e
in
s
titu
te
is
m
o
r
e
th
a
n
h
ap
p
y
to
s
h
ar
e
its
k
n
o
wled
g
e
with
th
em
.
T
h
e
o
b
jectiv
e
is
to
h
elp
th
e
alu
m
n
i
id
en
tify
th
e
r
is
k
s
th
ey
s
h
o
u
l
d
p
r
ep
ar
e
f
o
r
an
d
r
ec
o
m
m
en
d
p
o
s
s
ib
le
way
s
to
ad
d
r
ess
th
em
.
I
n
th
e
wo
r
d
s
o
f
t
h
e
alu
m
n
i
ce
ll
in
-
ch
ar
g
e
o
f
an
in
s
titu
te
,
“
We
a
r
e
in
terd
ep
en
d
en
t
a
n
d
th
a
t
is
h
o
w
it
s
h
o
u
ld
b
e
.
We
ta
ke
h
elp
fo
r
m
ea
ch
o
th
er to
i
d
en
tify a
n
d
mitig
a
te
th
e
r
is
ks
.
”
6.
M
ANAG
E
RIA
L
I
M
P
L
I
CA
T
I
O
N
On
e
o
f
th
e
m
ajo
r
s
u
cc
ess
es
o
f
th
is
r
esear
ch
is
p
u
ttin
g
f
o
r
th
th
e
n
ee
d
f
o
r
in
s
titu
te’
s
co
n
tr
i
b
u
tio
n
in
alu
m
n
i’
s
g
r
o
wth
.
Mo
s
t
o
f
th
e
ea
r
lier
r
esear
ch
es
h
av
e
o
v
e
r
lo
o
k
ed
th
is
as
o
n
e
o
f
th
e
p
r
im
ar
y
d
u
ties
o
f
th
e
in
s
titu
te.
I
n
s
titu
tes
d
id
n
o
t
g
i
v
e
en
o
u
g
h
atten
tio
n
to
i
n
th
e
p
ast.
T
h
eir
f
o
c
u
s
h
as
alwa
y
s
to
b
ee
n
to
tak
e
alu
m
n
i’
s
h
elp
f
o
r
th
e
in
s
titu
te’
s
p
r
o
g
r
ess
.
Ho
wev
er
,
th
e
f
in
d
in
g
s
s
h
o
ws
th
at
th
e
m
a
n
ag
e
m
en
t
in
s
titu
tes
will
h
av
e
to
tak
e
p
r
o
ac
tiv
e
ef
f
o
r
ts
f
o
r
th
e
p
r
o
g
r
ess
an
d
g
r
o
wth
o
f
th
e
alu
m
n
i.
T
h
e
f
ir
s
t
s
tep
to
b
e
tak
en
b
y
th
e
in
s
titu
te’
s
m
an
ag
em
en
t
a
n
d
o
p
er
atio
n
s
team
o
f
th
e
m
a
n
ag
e
m
en
t
in
s
titu
tes
is
to
m
ak
e
th
e
m
s
elv
es
av
ailab
le
to
th
e
alu
m
n
i.
T
h
ey
will
n
ee
d
to
ac
k
n
o
wled
g
e
th
e
alu
m
n
i
r
e
q
u
i
r
em
en
ts
o
f
u
p
g
r
a
d
in
g
th
eir
s
k
i
lls
an
d
tech
n
o
lo
g
y
k
n
o
wled
g
e
to
s
tay
co
m
p
etitiv
e.
T
h
e
in
s
titu
tes
s
h
o
u
ld
p
lan
to
im
p
ar
t
th
e
latest
tech
n
o
lo
g
y
an
d
to
o
ls
an
d
th
e
d
o
m
ain
s
p
ec
if
ic
k
n
o
wled
g
e
t
o
th
e
alu
m
n
i
in
a
p
la
n
n
ed
w
ay
.
Fo
r
m
in
g
i
n
d
u
s
tr
y
f
o
cu
s
ed
alu
m
n
i
g
r
o
u
p
s
an
d
f
ac
ilit
atin
g
m
ea
n
in
g
f
u
l
in
ter
a
ctio
n
o
n
in
d
u
s
tr
y
s
p
ec
if
ic
tr
e
n
d
s
,
o
p
p
o
r
tu
n
ities
,
an
d
c
h
allen
g
es
will
h
elp
s
tay
u
p
d
ated
with
r
esp
ec
t
to
th
e
in
d
u
s
tr
y
e
x
p
ec
tatio
n
s
.
T
h
e
atten
tio
n
an
d
co
m
m
itted
ef
f
o
r
ts
f
o
r
t
h
e
alu
m
n
i
will
r
esu
lt
in
alu
m
n
i
g
r
o
wth
to
b
e
g
in
with
an
d
will
s
u
b
s
eq
u
en
tl
y
r
esu
lt
in
d
e
v
elo
p
in
g
a
p
o
s
itiv
e
alu
m
n
i
m
i
n
d
s
et
to
war
d
s
th
e
in
s
titu
te,
f
u
r
th
e
r
m
o
tiv
atin
g
th
em
to
co
n
tr
ib
u
te
to
th
e
in
s
titu
te’
s
s
u
cc
ess
.
An
o
t
h
e
r
im
p
o
r
ta
n
t
f
ac
t
o
r
f
o
r
th
e
m
a
n
a
g
e
m
e
n
t
i
n
s
tit
u
tes,
as
p
er
t
h
e
s
t
u
d
y
is
r
is
k
id
en
ti
f
i
ca
ti
o
n
an
d
m
iti
g
ati
o
n
.
T
h
e
i
n
s
tit
u
t
es
s
h
o
u
l
d
p
u
t
in
d
e
d
ic
ate
d
e
f
f
o
r
t
to
ap
p
r
e
h
e
n
d
t
h
e
t
h
r
ea
ts
o
f
t
h
e
i
n
s
ti
tu
te
’
s
e
x
is
te
n
c
e.
T
a
k
i
n
g
t
h
e
al
u
m
n
i
h
e
lp
i
n
k
n
o
wi
n
g
th
e
u
n
ce
r
ta
in
ties
i
n
t
h
e
m
a
r
k
et
a
n
d
le
ar
n
i
n
g
a
b
o
u
t
th
e
s
h
o
r
t
te
r
m
a
n
d
lo
n
g
-
t
e
r
m
ch
all
e
n
g
es t
h
e
y
ar
e
l
ik
e
ly
t
o
f
ac
e,
wil
l h
el
p
t
h
em
in
ta
k
i
n
g
t
h
e
ap
p
r
o
p
r
i
ate
ca
u
t
io
n
ar
y
s
t
ep
s
t
o
r
ea
li
g
n
th
e
ir
o
b
jec
ti
v
es a
n
d
a
cti
o
n
s
.
A
d
d
iti
o
n
al
ly
,
th
is
s
t
u
d
y
g
i
v
es
i
n
d
e
p
t
h
in
p
u
ts
a
b
o
u
t
t
h
e
p
o
s
s
i
b
l
e
c
o
n
t
r
i
b
u
ti
o
n
a
r
e
as
f
r
o
m
th
e
al
u
m
n
i
,
b
o
t
h
f
o
r
t
h
e
s
tu
d
e
n
t
’
s
e
x
c
elle
n
ce
a
n
d
f
o
r
t
h
e
i
n
s
t
it
u
te
d
e
v
e
lo
p
m
e
n
t
.
T
h
e
i
n
s
ti
tu
te
wil
l
h
a
v
e
to
d
il
ig
en
tl
y
f
o
ll
o
w
u
p
wi
th
t
h
e
a
l
u
m
n
i
o
n
b
o
t
h
t
h
ese
a
v
e
n
u
es
t
o
en
s
u
r
e
e
f
f
ec
t
iv
e
al
u
m
n
i
co
n
t
r
i
b
u
ti
o
n
.
T
h
e
s
tu
d
y
h
as
also
h
ig
h
lig
h
t
ed
th
e
im
p
o
r
ta
n
ce
o
f
alu
m
n
i
r
ec
o
g
n
itio
n
i
n
th
e
jo
u
r
n
ey
t
o
war
d
s
th
e
in
s
titu
te’
s
g
r
o
wth
.
I
n
s
titu
tes
s
h
o
u
ld
m
ak
e
t
h
e
alu
m
n
i
an
im
p
o
r
tan
t
c
o
n
s
titu
en
t
o
f
th
e
c
o
lleg
e
co
m
m
ittees
lik
e
th
e
ac
ad
em
ic
r
ev
iew
c
o
m
m
ittee,
d
is
cip
lin
e
co
m
m
ittee,
d
o
m
ain
e
x
p
er
ts
co
m
m
ittee,
en
tr
ep
r
en
eu
r
s
h
ip
co
m
m
ittee
an
d
g
u
est
lectu
r
e
co
m
m
ittee.
Ack
n
o
wled
g
in
g
th
e
ac
h
iev
em
en
ts
an
d
th
e
s
u
cc
ess
o
f
th
e
alu
m
n
i
will
b
o
o
s
t th
e
alu
m
n
i m
o
r
al
a
n
d
wi
ll g
o
a
lo
n
g
way
in
d
ev
elo
p
in
g
a
clo
s
er
ass
o
ciatio
n
with
th
e
a
lu
m
n
i.
T
h
is
wo
u
ld
f
u
r
th
er
r
esu
lt in
th
e
alu
m
n
i ta
k
in
g
m
o
r
e
ef
f
o
r
ts
f
o
r
th
e
in
s
titu
te’
s
p
r
o
g
r
ess
.
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