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Pro
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C
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Un
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1.
I
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D
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I
O
N
At
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d
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ar
ch
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r
o
n
lin
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p
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r
tf
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lio
s
[
1
]
.
T
h
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d
ig
ital
to
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ls
ca
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b
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co
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id
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ed
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v
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lv
ed
,
an
d
p
la
y
an
ac
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r
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e
[
2
]
.
I
n
g
en
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al
,
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-
p
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tf
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s
s
er
v
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th
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u
ca
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ex
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ce
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[
3
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.
T
h
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p
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p
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tf
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r
itized
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tu
d
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’
h
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h
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-
o
r
d
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th
in
k
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b
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Hen
ce
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th
er
e
ar
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th
r
ee
r
ea
s
o
n
s
f
o
r
u
s
in
g
e
-
p
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tf
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lio
s
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ed
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o
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ical
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n
o
v
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ar
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a
to
p
p
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ity
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r
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r
m
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t
ap
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th
at
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at
will
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th
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tech
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a
[
4
]
;
an
d
iii)
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t
b
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am
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a
s
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if
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t
as
s
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e
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b
ac
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[
5
]
.
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x
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tf
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li
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[
6
]
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Sin
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th
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1
9
9
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tf
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n
im
p
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ca
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[
7
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.
Mo
r
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tly
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“sh
ar
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”
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th
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m
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r
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th
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f
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2
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[
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Fu
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alu
es
o
f
e
-
p
o
r
t
f
o
lio
s
in
clu
d
e
im
p
r
o
v
ed
s
ch
o
lar
ly
in
ter
ac
tio
n
,
ex
c
h
an
g
in
g
th
o
u
g
h
ts
,
wo
r
k
in
g
to
g
eth
er
,
f
lex
ib
ilit
y
,
cr
itical
r
ef
lectio
n
o
n
o
n
e
’
s
w
o
r
k
,
r
ec
o
g
n
izin
g
s
tr
en
g
th
s
,
an
d
tr
ac
k
in
g
p
r
o
g
r
ess
[
2
]
.
Fin
al
ly
,
e
-
p
o
r
tf
o
lio
s
ca
n
h
elp
b
r
i
n
g
q
u
ality
lear
n
i
n
g
t
h
r
o
u
g
h
th
e
d
ev
elo
p
m
en
t
o
f
i
n
q
u
ir
y
with
a
p
u
r
p
o
s
e,
m
in
d
f
u
l
r
ef
lectio
n
,
an
d
in
teg
r
atio
n
o
f
d
if
f
er
en
t le
ar
n
in
g
f
r
o
m
d
if
f
e
r
en
t c
o
n
tex
ts
[
1
1
]
.
T
h
e
g
o
al
o
f
e
-
p
o
r
t
f
o
li
o
s
is
t
o
en
h
a
n
ce
t
h
e
le
ar
n
e
r
s
’
d
e
v
el
o
p
m
e
n
t
o
f
t
h
ei
r
i
d
e
n
t
iti
es
as
l
ea
r
n
e
r
s
a
n
d
as
p
e
o
p
le
;
t
h
ey
a
ls
o
e
n
c
o
u
r
a
g
e
t
h
em
t
o
b
e
co
m
e
a
cti
v
e
cr
ea
t
o
r
s
,
in
f
l
u
e
n
c
er
s
o
f
l
ea
r
n
in
g
,
an
d
i
n
f
o
r
m
e
d
c
o
n
t
r
i
b
u
to
r
s
to
t
h
e
c
r
e
ati
o
n
o
f
t
h
ei
r
lo
ca
l
a
n
d
g
l
o
b
al
e
n
v
ir
o
n
m
en
ts
.
He
n
c
e,
ed
u
ca
t
o
r
s
a
d
v
a
n
c
e
l
ea
r
n
i
n
g
,
w
h
ic
h
is
c
ar
v
ed
i
n
t
o
s
o
m
eo
n
e’
s
id
en
tit
y
a
n
d
s
e
r
v
es
t
h
e
m
f
o
r
a
lif
eti
m
e
[
1
2
]
.
E
-
p
o
r
t
f
o
li
o
s
m
ay
ac
t
as
c
u
r
r
i
c
u
l
u
m
v
it
ae
f
o
r
e
d
u
c
at
o
r
s
an
d
lea
d
er
s
i
n
w
h
i
c
h
r
e
co
m
m
e
n
d
ati
o
n
s
,
p
e
r
s
o
n
all
y
s
el
ec
t
ed
e
v
i
d
e
n
c
e,
a
n
d
d
o
c
u
m
e
n
ta
ti
o
n
o
f
ac
h
i
ev
e
m
e
n
ts
,
li
k
e
th
o
s
e
f
o
u
n
d
i
n
a
c
er
t
if
ic
ati
o
n
p
o
r
tf
o
l
io
,
a
r
e
s
h
o
w
ca
s
ed
[
1
3
]
.
S
m
it
h
[
1
4
]
a
r
g
u
es
t
h
at
e
-
p
o
r
t
f
o
l
io
s
a
r
e
n
o
t
j
u
s
t
f
o
r
s
tu
d
e
n
ts
;
th
ey
ca
n
h
el
p
,
es
p
e
cia
ll
y
e
d
u
ca
t
o
r
s
a
n
d
le
ad
er
s
,
i
n
s
el
f
-
r
e
f
l
ec
ti
o
n
t
o
d
o
cu
m
e
n
t
a
n
d
c
r
e
ate
a
c
o
m
p
r
eh
e
n
s
i
v
e
p
ict
u
r
e
o
f
t
h
eir
g
r
o
w
th
a
n
d
p
r
o
f
ess
i
o
n
al
d
e
v
el
o
p
m
e
n
t
(
P
D)
b
y
r
e
f
le
cti
n
g
o
n
w
h
a
t
we
n
t
r
ig
h
t
an
d
h
o
w
.
A
n
o
t
h
e
r
b
e
n
ef
i
t
is
th
e
i
m
p
ac
t
o
f
e
-
p
o
r
t
f
o
li
o
s
s
in
ce
ed
u
ca
t
io
n
a
l
l
ea
d
e
r
s
ca
n
s
h
ar
e
t
h
e
ir
l
o
n
g
-
t
er
m
ac
h
ie
v
e
m
e
n
ts
a
n
d
ca
p
ab
ilit
ies
an
d
b
ec
o
m
e
v
is
ib
le
t
o
em
p
l
o
y
er
s
,
ac
cr
ed
iti
n
g
b
o
d
ies
,
an
d
f
u
n
d
i
n
g
s
o
u
r
c
es.
I
n
a
r
ec
en
t
s
tu
d
y
,
C
iesi
elk
iewicz
[
1
5
]
em
p
h
asized
th
at
e
-
p
o
r
tf
o
lio
s
ar
e
n
o
t
ju
s
t
a
lear
n
in
g
to
o
l
f
o
r
s
tu
d
en
ts
b
u
t
also
a
life
lo
n
g
le
ar
n
in
g
to
o
l
f
o
r
p
r
o
f
ess
io
n
al
a
d
v
an
ce
m
e
n
t
an
d
s
elf
-
e
v
alu
ati
o
n
.
B
o
th
f
ac
u
lty
a
n
d
s
tu
d
en
ts
ca
n
p
r
o
f
it
f
r
o
m
th
is
lear
n
in
g
p
r
ac
tice
b
y
c
r
ea
tin
g
an
d
s
h
ar
in
g
th
eir
e
-
p
o
r
tf
o
lio
s
b
ec
au
s
e
it
f
o
s
ter
s
s
elf
-
ass
es
s
m
en
t,
r
ef
lectio
n
,
g
r
ad
u
al
d
ev
el
o
p
m
en
t,
an
d
ass
u
r
an
ce
o
f
lear
n
in
g
a
n
d
im
p
r
o
v
e
m
en
t
o
v
er
tim
e
[
1
6
]
.
T
h
u
s
,
e
-
p
o
r
tf
o
lio
s
ca
n
s
er
v
e
a
s
a
m
ea
n
s
to
d
ev
elo
p
t
h
e
p
r
o
f
ess
io
n
al
s
k
ills
an
d
co
m
p
eten
cies
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
’
ad
m
in
is
tr
ativ
e
an
d
p
ed
ag
o
g
ical
s
taf
f
b
y
u
s
in
g
elec
tr
o
n
ic
p
latf
o
r
m
s
an
d
en
h
a
n
cin
g
th
eir
lear
n
in
g
o
p
p
o
r
tu
n
ities
[
1
7
]
.
Fu
r
t
h
er
m
o
r
e,
s
m
ar
t
life
lo
n
g
lear
n
i
n
g
is
ex
p
ec
ted
to
h
el
p
th
e
lea
r
n
er
ex
p
lo
r
e
,
id
en
tif
y
,
an
d
em
p
lo
y
s
tr
u
ct
u
r
al
an
d
n
o
n
s
tr
u
ctu
r
al
lear
n
i
n
g
ac
tiv
ities
.
I
t
is
also
lik
ely
to
o
f
f
e
r
lear
n
in
g
p
ath
s
b
ased
o
n
th
e
lear
n
er
s
’
lear
n
in
g
g
o
als,
o
b
jectiv
es,
an
d
t
h
e
in
ten
d
e
d
r
esu
lts
o
f
th
e
co
r
r
esp
o
n
d
i
n
g
lear
n
in
g
ac
tiv
ities
av
ailab
le
to
th
e
s
tu
d
e
n
ts
;
th
u
s
,
e
-
p
o
r
tf
o
lio
s
ar
e
ess
en
tial
[
1
8
]
.
Ad
d
itio
n
ally
,
t
h
e
wo
r
k
o
f
Kwo
k
an
d
H
u
i
[
1
9
]
h
ig
h
lig
h
ted
th
e
r
o
le
o
f
an
e
-
p
o
r
tf
o
lio
m
o
d
el
s
er
v
in
g
b
o
th
p
er
s
o
n
al
d
ev
elo
p
m
en
t
a
n
d
life
lo
n
g
lea
r
n
in
g
th
at
f
o
cu
s
es
o
n
tr
ain
in
g
co
n
te
n
t
with
clea
r
lear
n
in
g
o
b
jectiv
es,
c
o
m
p
eten
ce
-
b
ased
d
ef
in
itio
n
s
,
an
d
a
p
er
s
o
n
alize
d
tr
ain
in
g
p
o
r
tf
o
lio
s
o
th
at
p
r
o
f
e
s
s
io
n
als ca
n
ac
h
iev
e
th
eir
co
n
tin
u
in
g
PD
an
d
tr
ain
in
g
r
eq
u
ir
e
m
en
ts
.
T
h
e
c
o
n
ce
p
t
o
f
r
e
f
le
cti
o
n
h
as
i
ts
f
o
u
n
d
ati
o
n
s
i
n
t
h
e
w
o
r
k
co
n
d
u
ct
ed
b
y
De
we
y
[
2
0
]
,
w
h
o
f
r
a
m
e
d
r
e
f
le
cti
v
e
p
r
ac
tic
e
as
a
n
ac
ti
v
e
,
t
h
o
u
g
h
t
f
u
l
,
a
n
d
d
is
ci
p
li
n
e
d
p
r
o
ce
s
s
o
f
c
o
ll
ab
o
r
a
ti
v
e
m
e
a
n
i
n
g
-
m
a
k
i
n
g
th
at
ca
lls
f
o
r
att
it
u
d
es
t
h
at
v
a
lu
e
i
n
t
el
lect
u
al
an
d
p
er
s
o
n
al
d
e
v
el
o
p
m
e
n
t
.
I
n
t
h
at
li
g
h
t,
L
ac
k
n
e
r
an
d
Ma
r
ti
n
i
[
2
1
]
d
e
m
o
n
s
tr
ate
d
th
at
r
e
f
l
ec
t
io
n
s
i
n
e
-
p
o
r
tf
o
li
o
s
ca
n
im
p
r
o
v
e
s
t
u
d
e
n
ts
’
ab
ilit
ies
to
d
ea
l
wi
th
b
e
h
a
v
i
o
r
al
i
n
te
r
v
ie
w
q
u
esti
o
n
s
.
F
o
r
in
s
ta
n
c
e,
e
-
p
o
r
t
f
o
li
o
s
h
a
v
e
r
e
ce
n
t
ly
e
v
o
l
v
e
d
f
r
o
m
a
r
e
p
o
s
it
o
r
y
t
o
s
a
v
e
r
e
f
le
ct
io
n
s
a
n
d
w
o
r
k
t
o
a
n
au
t
h
en
tic
lea
r
n
i
n
g
a
n
d
d
ev
el
o
p
m
e
n
t
t
o
o
l
[
2
2
]
.
A
d
d
it
io
n
a
ll
y
,
t
ec
h
n
o
lo
g
i
ca
l
b
u
il
t
-
in
s
ca
f
f
o
l
d
s
o
n
t
h
e
a
v
ai
la
b
l
e
p
la
tf
o
r
m
s
f
ac
i
lita
te
th
e
c
o
m
p
o
s
iti
o
n
o
f
s
o
li
d
r
e
f
le
cti
o
n
s
;
h
o
wev
er
,
i
n
th
e
d
i
g
it
al
c
o
n
t
ex
t,
s
tu
d
e
n
ts
m
u
s
t
h
a
v
e
a
s
en
s
e
o
f
t
r
u
s
t
a
n
d
c
o
n
f
i
d
e
n
ti
al
ity
s
h
a
r
e
d
wit
h
th
ei
r
tea
c
h
e
r
t
o
e
n
s
u
r
e
t
h
a
t
th
ei
r
r
e
f
l
ec
t
io
n
s
a
n
d
w
o
r
k
a
r
e
s
h
a
r
e
d
wit
h
t
h
ei
r
p
e
r
m
is
s
i
o
n
a
n
d
k
n
o
wle
d
g
e
[
1
3
]
.
Ac
c
o
r
d
i
n
g
to
S
u
l
tan
a
et
a
l
.
[
2
3
]
,
s
tu
d
en
ts
’
r
e
f
le
cti
v
e
t
h
i
n
k
i
n
g
w
ill
lik
el
y
im
p
r
o
v
e
w
h
e
n
u
s
in
g
e
-
p
o
r
t
f
o
li
o
s
as
an
ass
ess
m
e
n
t
t
o
o
l
s
i
n
c
e
it
h
el
p
s
t
h
e
m
r
e
v
ie
w
an
d
r
e
f
le
ct
o
n
t
h
ei
r
lea
r
n
i
n
g
.
M
o
r
e
o
v
e
r
,
t
h
e
s
tu
d
e
n
ts
wh
o
we
r
e
a
b
le
to
d
e
v
el
o
p
a
h
i
g
h
le
v
el
o
f
r
e
f
le
cti
v
e
t
h
i
n
k
i
n
g
m
ay
b
e
m
o
r
e
lik
el
y
t
o
b
e
ab
le
to
r
eg
u
l
ate
th
e
ir
te
ac
h
i
n
g
a
n
d
h
a
v
e
l
if
el
o
n
g
le
ar
n
i
n
g
[
2
3
]
;
th
u
s
,
s
el
f
-
r
e
g
u
lat
io
n
a
n
d
b
o
t
h
r
e
f
le
cti
v
e
an
d
c
r
it
ica
l t
h
in
k
i
n
g
p
r
ac
tic
es
ar
e
all
i
m
p
ac
ts
o
f
e
-
p
o
r
tf
o
l
io
s
[
2
4
]
–
[
2
6
]
.
An
e
-
p
o
r
tf
o
lio
g
iv
es
life
lo
n
g
lear
n
in
g
a
u
th
en
ticity
.
Per
s
o
n
a
l
m
ea
n
in
g
s
ar
e
cr
ea
ted
wh
en
g
ath
er
in
g
ev
id
en
ce
f
r
o
m
r
ea
l
-
life
p
er
f
o
r
m
an
ce
s
an
d
r
ef
lectin
g
o
n
th
em
.
T
h
e
e
-
p
o
r
tf
o
lio
is
th
e
b
o
o
k
in
wh
ich
th
ese
ex
p
er
ien
ce
s
ar
e
d
o
cu
m
e
n
ted
,
an
d
th
e
r
e
f
lectiv
e
p
r
o
ce
s
s
o
f
f
e
r
s
tales
ab
o
u
t
th
em
[
1
4
]
.
A
d
d
i
tio
n
ally
,
ac
co
r
d
in
g
to
Nwo
g
u
et
a
l
.
[
2
7
]
,
e
-
p
o
r
tf
o
lio
s
ca
n
b
e
a
v
alu
a
b
le
to
o
l
f
o
r
d
o
cu
m
en
tin
g
t
h
e
en
tire
e
d
u
c
atio
n
al
ex
p
er
ien
ce
an
d
s
h
o
wca
s
in
g
th
e
i
n
d
iv
id
u
al’
s
ac
h
iev
em
en
ts
.
T
h
is
is
ap
p
li
ca
b
le
b
ec
au
s
e
th
e
p
e
r
s
o
n
g
ets
to
f
o
cu
s
o
n
m
ee
tin
g
th
eir
p
er
s
o
n
al
n
ee
d
s
an
d
ac
h
i
ev
in
g
th
ei
r
g
o
als
s
in
ce
th
e
n
e
ed
to
o
u
tp
e
r
f
o
r
m
o
th
e
r
s
is
n
o
t
p
r
esen
t
[
2
8
]
,
[
2
9
]
.
T
h
e
b
en
ef
its
o
f
e
-
p
o
r
tf
o
lio
s
m
ain
ly
co
m
e
in
th
r
ee
f
o
l
d
f
o
r
PD
an
d
ca
r
ee
r
ad
v
an
ce
m
en
t
.
T
h
e
f
ir
s
t
ad
v
an
tag
e
is
s
elf
-
ass
es
s
m
en
t
to
d
eter
m
in
e
p
er
s
o
n
al
wea
k
n
ess
es
an
d
s
tr
en
g
th
s
.
T
h
e
s
ec
o
n
d
a
d
v
an
ta
g
e
is
th
e
co
llectio
n
o
f
ev
id
en
ce
with
in
t
h
e
wo
r
k
p
lac
e
.
T
h
e
th
ir
d
ad
v
an
tag
e
is
s
h
o
wca
s
in
g
th
eir
co
m
p
eten
cies.
T
h
u
s
,
e
-
p
o
r
tf
o
lio
s
ar
e
a
v
alu
ab
le
ass
et
to
p
r
o
f
ess
io
n
als in
m
ain
tain
in
g
th
eir
d
ev
elo
p
m
en
t a
n
d
e
m
p
lo
y
a
b
ilit
y
[
3
0
]
.
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
626
-
637
628
T
h
is
r
esear
ch
aim
s
to
ex
p
l
o
r
e
f
ac
ets
o
f
s
ch
o
o
l
lead
er
s
’
in
tr
in
s
ic
m
o
tiv
atio
n
r
elate
d
to
th
eir
ex
p
er
ien
ce
s
with
th
e
e
-
p
o
r
tf
o
lio
d
u
r
i
n
g
an
u
p
s
k
illi
n
g
p
r
o
g
r
a
m
.
Sev
er
al
r
esear
ch
q
u
esti
o
n
s
wer
e
id
en
tifie
d
as
:
−
W
h
at
ar
e
ed
u
ca
tio
n
al
lead
e
r
s
’
p
er
s
p
ec
tiv
es o
n
th
e
v
alu
e
o
f
e
-
p
o
r
tf
o
lio
s
as p
ar
t
o
f
a
PD
tr
ain
in
g
p
r
o
g
r
am
?
−
H
ow
d
o
ed
u
ca
tio
n
al
lead
er
s
r
e
co
g
n
ize
co
m
p
eten
ce
as in
ter
r
e
lated
to
e
-
p
o
r
tf
o
lio
d
ev
elo
p
m
e
n
t?
An
s
wer
s
to
th
ese
q
u
esti
o
n
s
ca
n
co
n
tr
ib
u
te
to
u
n
d
e
r
s
tan
d
in
g
h
o
w
ed
u
ca
tio
n
al
lead
er
s
r
ec
o
g
n
ize
th
eir
e
-
p
o
r
tf
o
lio
s
an
d
h
o
w
u
p
s
k
illi
n
g
tr
ain
in
g
ca
n
en
c
o
u
r
a
g
e
a
ca
d
em
ic
lead
er
s
to
p
r
o
m
o
te
th
eir
lear
n
in
g
a
n
d
p
r
o
f
ess
io
n
al
g
r
o
wth
th
r
o
u
g
h
t
h
is
m
ed
iu
m
.
Self
-
d
eter
m
in
atio
n
th
e
o
r
y
(
S
DT
)
an
d
co
m
m
u
n
ities
o
f
p
r
ac
tice
(
C
o
P)
th
eo
r
y
ca
n
b
o
th
b
e
r
elev
an
t
in
u
n
d
er
s
tan
d
i
n
g
th
e
p
er
ce
p
tio
n
s
o
f
ed
u
ca
tio
n
al
lead
er
s
ab
o
u
t
th
e
v
alu
e
o
f
u
s
in
g
e
-
p
o
r
tf
o
lio
s
d
u
r
in
g
a
lead
er
s
h
i
p
u
p
s
k
illi
n
g
p
r
o
g
r
am
.
SDT,
d
ev
elo
p
ed
b
y
Dec
i
an
d
R
y
a
n
[
3
1
]
,
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
i
n
tr
in
s
ic
m
o
tiv
atio
n
,
a
u
to
n
o
m
y
,
a
n
d
c
o
m
p
eten
ce
in
d
r
iv
i
n
g
h
u
m
an
b
eh
av
io
r
.
W
h
en
ap
p
lied
to
ed
u
ca
tio
n
al
lead
e
r
s
’
p
er
ce
p
tio
n
s
o
f
e
-
p
o
r
tf
o
lio
s
,
S
DT
ca
n
s
h
ed
lig
h
t
o
n
h
o
w
l
ea
d
er
s
p
er
ce
iv
e
e
-
p
o
r
tf
o
lio
s
as
f
ac
ilit
atin
g
th
eir
au
to
n
o
m
y
an
d
c
o
m
p
eten
ce
in
d
ev
elo
p
in
g
th
eir
lead
er
s
h
ip
s
k
ills
.
L
ea
d
er
s
wh
o
f
ee
l
a
s
en
s
e
o
f
au
to
n
o
m
y
in
u
s
in
g
e
-
p
o
r
t
f
o
lio
s
m
ay
p
er
ce
iv
e
th
em
as
v
alu
ab
le
to
o
ls
th
at
allo
w
th
em
to
tak
e
o
wn
er
s
h
ip
o
f
th
eir
PD
.
Ad
d
itio
n
ally
,
if
ed
u
ca
tio
n
al
lead
er
s
b
eliev
e
th
at
u
s
in
g
e
-
p
o
r
tf
o
lio
s
en
h
an
ce
s
th
eir
co
m
p
eten
ce
a
n
d
ef
f
ec
tiv
en
ess
as lea
d
er
s
,
th
ey
ar
e
m
o
r
e
lik
el
y
to
v
al
u
e
th
eir
u
s
e
in
th
e
u
p
s
k
illi
n
g
p
r
o
g
r
am
.
C
o
P
th
eo
r
y
,
p
r
o
p
o
s
ed
b
y
W
e
n
g
er
[
3
2
]
,
f
o
cu
s
es
o
n
th
e
s
o
c
ial
asp
ec
ts
o
f
lear
n
in
g
a
n
d
k
n
o
wled
g
e
s
h
ar
in
g
with
in
a
c
o
m
m
u
n
ity
.
I
n
th
e
co
n
te
x
t
o
f
ed
u
ca
tio
n
al
lead
er
s
’
p
er
ce
p
tio
n
s
o
f
e
-
p
o
r
t
f
o
lio
s
,
C
o
P
th
eo
r
y
ca
n
h
elp
ex
p
l
o
r
e
h
o
w
lead
e
r
s
p
er
ce
iv
e
th
e
v
alu
e
o
f
e
-
p
o
r
tf
o
lio
s
in
f
o
s
ter
in
g
co
llab
o
r
ativ
e
lear
n
in
g
an
d
k
n
o
wled
g
e
e
x
ch
an
g
e.
Su
p
p
o
s
e
ed
u
ca
tio
n
al
lead
e
r
s
p
er
ce
iv
e
th
at
e
-
p
o
r
tf
o
lio
s
f
ac
ilit
ate
en
g
ag
em
e
n
t
with
in
a
co
m
m
u
n
ity
o
f
p
r
ac
tice,
wh
er
e
th
ey
ca
n
s
h
ar
e
t
h
eir
ex
p
er
ien
ce
s
an
d
b
est
p
r
ac
tices
an
d
r
ec
eiv
e
f
ee
d
b
ac
k
f
r
o
m
p
ee
r
s
.
I
n
th
at
ca
s
e,
th
ey
a
r
e
m
o
r
e
lik
ely
to
s
ee
th
e
v
alu
e
o
f
u
s
in
g
e
-
p
o
r
tf
o
lio
s
as
p
ar
t
o
f
t
h
eir
PD
.
C
o
P
th
eo
r
y
also
em
p
h
asizes co
llectiv
e
lear
n
in
g
with
in
a
c
o
m
m
u
n
ity
,
an
d
ed
u
ca
tio
n
al
lea
d
er
s
m
ay
p
e
r
ce
iv
e
e
-
p
o
r
t
f
o
lio
s
as
v
alu
ab
le
to
o
ls
f
o
r
c
o
llectiv
e
r
e
f
lectio
n
,
k
n
o
wled
g
e
co
n
s
tr
u
cti
o
n
,
an
d
o
n
g
o
i
n
g
im
p
r
o
v
em
en
t
in
th
eir
lea
d
er
s
h
ip
s
k
ills
.
B
y
co
n
s
id
er
in
g
th
e
p
r
in
cip
les
o
f
SDT
an
d
Co
P
th
eo
r
y
,
r
esear
ch
er
s
ca
n
e
x
am
in
e
h
o
w
ed
u
ca
tio
n
al
lead
er
s
’
p
er
ce
p
tio
n
s
o
f
e
-
p
o
r
tf
o
lio
s
alig
n
with
th
eir
n
ee
d
f
o
r
au
to
n
o
m
y
,
co
m
p
eten
ce
,
a
n
d
r
elate
d
n
ess
with
in
a
s
o
cial
lear
n
in
g
co
n
te
x
t.
T
h
ese
th
eo
r
ies
p
r
o
v
id
e
a
f
r
am
ewo
r
k
to
u
n
d
er
s
tan
d
th
e
m
o
tiv
atio
n
al
f
ac
to
r
s
an
d
s
o
cial
in
ter
ac
tio
n
s
th
at
s
h
ap
e
lead
er
s
’
p
er
ce
p
tio
n
s
o
f
th
e
v
alu
e
o
f
e
-
p
o
r
tf
o
lio
s
in
a
PD
lead
er
s
h
ip
u
p
s
k
illi
n
g
p
r
o
g
r
am
.
2.
M
E
T
H
O
D
2
.
1
.
Co
nte
x
t
T
h
e
cu
r
r
en
t
s
tu
d
y
was
co
n
d
u
c
ted
at
th
e
en
d
o
f
a
10
-
wee
k
le
ad
er
s
h
ip
u
p
s
k
illi
n
g
p
r
o
g
r
am
o
f
f
er
ed
b
y
a
f
ed
er
al
u
n
iv
er
s
ity
at
a
p
r
iv
ate
s
ch
o
o
l
with
10
b
r
an
c
h
es
ac
r
o
s
s
th
e
Un
ited
Ar
ab
E
m
ir
ates
(
UAE
)
.
T
h
e
p
r
o
g
r
am
co
n
s
is
ted
o
f
1
0
wee
k
s
(
2
5
h
o
u
r
s
)
o
f
f
ac
e
-
to
-
f
ac
e
an
d
o
n
lin
e
d
is
cu
s
s
io
n
s
f
o
cu
s
in
g
o
n
p
r
ac
tical
lead
er
s
h
ip
p
r
ac
tices
an
d
co
n
ce
p
ts
,
with
wee
k
ly
r
ef
lectio
n
s
o
n
th
e
p
r
ev
io
u
s
wee
k
’
s
to
p
ics.
T
h
e
p
r
o
g
r
a
m
p
r
o
v
id
e
d
th
e
K
-
1
2
s
ch
o
o
l
le
ad
er
s
with
r
ea
l
-
life
lead
e
r
s
h
ip
s
ce
n
ar
io
s
an
d
au
th
e
n
tic
s
itu
atio
n
s
to
d
is
cu
s
s
,
en
ab
lin
g
t
h
em
to
ap
p
ly
th
e
tr
a
in
in
g
co
n
ten
t
to
p
r
ac
tical
s
itu
atio
n
s
.
T
h
e
s
ess
io
n
s
also
allo
wed
th
e
p
ar
ticip
an
ts
to
s
h
ar
e
th
eir
ex
p
er
ien
ce
s
an
d
p
er
s
o
n
al
p
er
s
p
ec
tiv
es
o
n
w
h
at
th
ey
lear
n
ed
with
co
lleag
u
es
f
r
o
m
d
if
f
e
r
en
t
s
ch
o
o
l
b
r
an
ch
es,
f
ac
ilit
atin
g
th
e
co
m
p
ar
is
o
n
o
f
th
eir
s
k
ills
an
d
p
r
ac
tices.
I
n
ad
d
itio
n
,
th
e
p
ar
ticip
an
ts
wer
e
r
eq
u
ir
ed
to
d
ev
elo
p
lead
er
s
h
i
p
e
-
p
o
r
tf
o
lio
s
,
w
h
ich
s
er
v
e
d
a
s
ev
id
en
ce
o
f
u
p
s
k
illi
n
g
tr
ain
i
n
g
co
m
p
letio
n
a
n
d
wer
e
u
s
ed
to
ev
alu
ate
th
e
p
r
o
g
r
am
.
T
h
e
e
-
p
o
r
tf
o
lio
s
co
m
p
r
is
ed
task
s
th
at
en
co
u
r
ag
e
d
th
e
p
ar
ticip
an
ts
to
r
ef
lect
o
n
th
eir
lead
er
s
h
ip
s
k
ills
an
d
p
r
ac
tices,
s
u
ch
as
wr
it
in
g
wee
k
ly
r
ef
lectio
n
s
,
m
ak
i
n
g
lead
er
s
h
ip
p
lan
s
an
d
p
r
esen
tatio
n
s
,
an
d
e
n
g
ag
i
n
g
in
s
elf
-
ev
al
u
atio
n
s
.
2
.
2
.
Resea
rc
h desi
g
n
I
n
lig
h
t
o
f
b
u
d
g
etar
y
lim
itatio
n
s
,
th
e
s
ch
o
o
ls
in
co
n
tex
t
h
a
d
b
ee
n
u
n
ab
le
to
o
f
f
er
PD
tr
ain
in
g
to
th
eir
ed
u
ca
tio
n
al
lead
er
s
h
ip
team
.
C
o
n
s
eq
u
en
tly
,
th
e
lead
e
r
s
h
ip
u
p
s
k
illi
n
g
p
r
o
g
r
am
was
in
tr
o
d
u
ce
d
in
th
e
s
tu
d
y
.
Giv
en
th
e
d
is
tin
ctiv
e
n
at
u
r
e
o
f
th
is
p
r
o
g
r
am
an
d
th
e
s
tu
d
y
’
s
i
n
ten
d
ed
p
u
r
p
o
s
e,
a
q
u
alitativ
e
m
eth
o
d
o
lo
g
y
was
ch
o
s
en
with
an
ex
p
lo
r
ato
r
y
r
e
s
ea
r
ch
d
esig
n
to
ca
p
tu
r
e
th
e
e
s
s
en
ce
o
f
p
ar
ticip
an
ts
’
e
x
p
er
i
en
ce
s
,
as
ex
p
r
ess
ed
b
y
th
em
[
3
3
]
.
T
h
e
r
esear
ch
er
u
tili
ze
d
a
ca
s
e
s
tu
d
y
r
esear
c
h
ap
p
r
o
ac
h
t
o
en
g
a
g
e
with
a
lim
ited
n
u
m
b
e
r
o
f
s
u
b
jects
(
n
=1
7
)
,
allo
win
g
f
o
r
a
d
etailed
ex
p
lo
r
atio
n
o
f
th
e
to
p
ic
an
d
th
e
co
llecti
o
n
o
f
p
a
r
ticip
an
ts
’
p
er
s
p
ec
tiv
es o
n
th
e
p
h
en
o
m
en
o
n
u
n
d
er
e
x
am
in
atio
n
[
3
4
]
.
2
.
3
.
P
a
rt
icipa
nts
T
h
e
cu
r
r
e
n
t
s
tu
d
y
in
v
o
lv
ed
a
p
u
r
p
o
s
iv
e
s
am
p
le
o
f
K
-
1
2
s
ch
o
o
l
lead
er
s
f
r
o
m
th
e
UAE
,
to
talin
g
1
7
p
a
r
ticip
an
ts
wh
o
h
eld
v
ar
io
u
s
lead
er
s
h
ip
p
o
s
itio
n
s
ac
r
o
s
s
s
ix
d
if
f
er
en
t
b
r
a
n
ch
es
o
f
th
eir
s
ch
o
o
ls
.
All
p
ar
ticip
an
ts
m
et
th
e
cr
iter
ia
f
o
r
th
e
s
tu
d
y
,
wh
ich
r
e
q
u
i
r
ed
atten
d
an
ce
at
all
10
tr
a
in
in
g
s
ess
io
n
s
an
d
s
u
b
m
is
s
io
n
o
f
a
n
o
v
er
all
r
ef
le
ctio
n
an
d
an
e
-
p
o
r
tf
o
lio
at
th
e
en
d
o
f
th
e
u
p
s
k
illi
n
g
p
r
o
g
r
a
m
.
T
h
e
p
ar
ticip
a
n
ts
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d
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s
tu
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s
o
b
jectiv
es
[
3
5
]
,
[
3
6
]
.
T
h
e
p
ar
ticip
an
ts
wer
e
7
1
%
f
em
ale
an
d
2
9
%
m
ale.
T
h
e
y
wer
e
f
r
o
m
v
ar
io
u
s
Mid
d
le
E
aster
n
co
u
n
tr
ies,
in
clu
d
i
n
g
J
o
r
d
a
n
,
E
g
y
p
t,
Palest
in
e,
Sy
r
ia,
an
d
L
e
b
an
o
n
.
T
h
eir
ag
es
r
a
n
g
ed
f
r
o
m
3
0
to
6
0
+
y
ea
r
s
o
ld
,
with
th
e
m
ajo
r
ity
(
4
1
%)
b
ein
g
b
etwe
en
5
0
an
d
5
9
y
ea
r
s
o
ld
.
T
h
eir
y
ea
r
s
o
f
ex
p
e
r
ien
ce
r
an
g
ed
f
r
o
m
6
to
2
0
+
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ea
r
s
,
with
th
e
m
aj
o
r
ity
(
5
9
%)
h
av
in
g
o
v
er
2
0
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e
ar
s
o
f
ex
p
e
r
ien
ce
.
T
h
eir
p
r
o
f
e
s
s
io
n
al
r
o
les
wer
e
ass
is
tan
t
p
r
in
cip
al
(
1
2
%),
p
r
in
cip
al
(
4
1
%),
v
ice
p
r
in
cip
a
l
(
2
9
%),
s
u
b
ject
c
o
o
r
d
in
ato
r
(
1
2
%),
an
d
lev
el
s
u
p
er
v
is
o
r
(
6
%).
Fin
ally
,
th
e
ir
ed
u
ca
tio
n
al
q
u
alif
icatio
n
s
wer
e
b
ac
h
elo
r
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s
d
eg
r
ee
(
8
2
%),
m
aster
’
s
d
eg
r
ee
(
6
%),
an
d
Ph
.
D
.
(
1
2
%).
2
.
4
.
Sa
m
ple
s
ize
det
er
m
ina
t
io
n
T
h
e
s
a
m
p
le
s
iz
e
f
o
r
th
is
s
t
u
d
y
w
as
d
et
e
r
m
i
n
ed
u
s
in
g
p
u
r
p
o
s
i
v
e
s
am
p
l
in
g
,
a
c
o
m
m
o
n
t
e
ch
n
i
q
u
e
in
q
u
ali
tat
iv
e
r
ese
ar
ch
ai
m
e
d
at
s
ele
cti
n
g
in
f
o
r
m
ati
o
n
-
r
i
ch
ca
s
es
[
3
3
]
.
Sp
ec
i
f
i
ca
ll
y
,
t
h
e
s
t
u
d
y
i
n
v
o
l
v
ed
1
7
K
-
12
s
ch
o
o
l
l
ea
d
e
r
s
in
a
lea
d
er
s
h
i
p
u
p
s
k
illi
n
g
p
r
o
g
r
a
m
.
T
h
is
s
am
p
le
was
c
h
o
s
e
n
t
o
en
s
u
r
e
a
d
i
v
e
r
s
e
r
an
g
e
o
f
p
e
r
s
p
ec
ti
v
es
a
n
d
e
x
p
e
r
i
en
ce
s
r
elat
e
d
t
o
c
r
ea
ti
n
g
a
n
d
u
s
i
n
g
e
-
p
o
r
t
f
o
li
o
s
i
n
PD
.
T
h
e
a
d
e
q
u
ac
y
o
f
t
h
e
s
am
p
l
e
s
i
ze
was
g
u
i
d
e
d
b
y
t
h
e
c
o
n
c
e
p
t
o
f
s
at
u
r
ati
o
n
,
w
h
er
e
d
ata
c
o
l
le
cti
o
n
co
n
t
in
u
es
u
n
til
n
o
n
ew
th
e
m
es
o
r
in
s
ig
h
ts
em
e
r
g
e
[
3
4
]
.
G
iv
e
n
t
h
e
d
eta
ile
d
a
n
d
i
n
-
d
e
p
t
h
d
at
a
o
b
ta
in
e
d
f
r
o
m
th
e
p
a
r
ti
ci
p
a
n
ts
’
e
-
p
o
r
tf
o
l
io
s
an
d
in
te
r
v
iews
,
th
e
s
a
m
p
le
s
i
ze
was
d
ee
m
e
d
s
u
f
f
i
cie
n
t
t
o
ac
h
i
e
v
e
d
ata
s
at
u
r
a
tio
n
.
T
h
is
ap
p
r
o
ac
h
ali
g
n
s
wit
h
r
e
c
o
m
m
e
n
d
at
io
n
s
in
q
u
alit
ati
v
e
r
es
ea
r
c
h
m
e
th
o
d
o
l
o
g
ies
,
em
p
h
as
izi
n
g
th
e
q
u
al
i
ty
a
n
d
d
e
p
t
h
o
f
d
ata
o
v
e
r
s
h
e
er
n
u
m
b
e
r
s
[
3
5
]
.
I
n
s
u
m
m
a
r
y
,
th
e
s
am
p
le
s
ize
o
f
1
7
p
ar
ticip
a
n
ts
was
ad
eq
u
ate
f
o
r
th
e
s
tu
d
y
’
s
q
u
alitativ
e
d
esig
n
,
allo
win
g
f
o
r
a
th
o
r
o
u
g
h
ex
p
lo
r
atio
n
o
f
th
e
r
esear
ch
q
u
esti
o
n
s
wh
ile
en
s
u
r
in
g
d
i
v
er
s
e
an
d
r
ich
d
ata.
T
h
is
s
am
p
le
o
f
p
a
r
ticip
an
ts
was
well
-
s
u
ited
to
th
e
s
tu
d
y
b
ec
au
s
e
th
ey
r
ep
r
esen
ted
a
r
an
g
e
o
f
lead
er
s
h
ip
p
o
s
itio
n
s
,
ex
p
er
ien
ce
s
,
an
d
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
s
.
T
h
is
d
iv
er
s
ity
o
f
ex
p
er
ien
ce
s
allo
wed
th
e
r
esear
ch
er
s
to
g
ain
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
v
alu
e
o
f
u
s
i
n
g
e
-
p
o
r
tf
o
lio
s
f
o
r
PD
.
2
.
5
.
Da
t
a
c
o
llect
io
n
T
o
d
e
v
e
l
o
p
a
c
o
m
p
r
e
h
e
n
s
i
v
e
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
t
h
e
p
h
e
n
o
m
e
n
o
n
a
n
d
t
o
p
r
o
v
i
d
e
a
d
e
t
a
i
l
e
d
d
es
c
r
i
p
t
i
o
n
o
f
t
h
e
l
a
r
g
e
r
p
i
c
t
u
r
e
,
t
h
e
r
es
e
a
r
ch
e
r
u
t
i
li
z
e
d
tw
o
p
r
i
m
a
r
y
m
e
t
h
o
d
s
o
f
d
a
t
a
c
o
ll
e
c
ti
o
n
:
e
-
p
o
r
t
f
o
l
i
o
r
e
f
l
e
ct
i
o
n
s
a
n
d
s
e
m
i
-
s
t
r
u
c
t
u
r
e
d
i
n
t
e
r
v
i
e
ws
[
3
4
]
.
T
h
e
f
i
r
s
t
s
o
u
r
c
e
o
f
d
a
ta
c
o
l
le
c
t
i
o
n
i
n
v
o
l
v
e
d
i
n
d
i
v
i
d
u
al
e
-
p
o
r
t
f
o
l
i
o
s
a
n
d
w
r
i
t
t
e
n
r
e
f
l
e
c
t
i
o
n
s
c
o
m
p
l
e
t
e
d
b
y
t
h
e
p
a
r
t
i
c
i
p
a
n
ts
.
A
t
o
t
al
o
f
1
7
r
e
f
l
e
c
t
i
o
n
s
w
e
r
e
s
u
b
m
it
t
e
d
t
o
e
x
t
r
a
c
t
d
a
t
a
r
e
g
a
r
d
i
n
g
t
h
e
p
a
r
t
i
c
i
p
a
n
ts
’
u
p
s
k
il
l
i
n
g
e
x
p
e
r
i
en
c
e
.
E
a
c
h
p
a
r
t
i
ci
p
a
n
t
w
r
o
te
o
n
e
r
e
f
l
e
c
ti
o
n
a
f
t
e
r
t
h
e
u
p
s
k
i
l
li
n
g
p
r
o
g
r
a
m
,
r
e
f
l
e
c
t
i
n
g
o
n
t
h
e
i
r
o
v
e
r
a
l
l
e
x
p
e
r
ie
n
c
e
,
s
p
e
c
i
f
i
c
al
l
y
o
n
t
h
e
e
x
p
e
r
i
e
n
ce
o
f
c
r
e
a
t
i
n
g
e
-
p
o
r
t
f
o
l
i
o
s
as
p
a
r
t
o
f
t
h
e
t
r
a
i
n
i
n
g
,
a
n
d
a
s
u
m
m
a
r
y
o
f
w
h
a
t
w
o
r
k
e
d
w
e
l
l
a
n
d
w
h
a
t
n
e
e
d
e
d
i
m
p
r
o
v
e
m
e
n
t
d
u
r
i
n
g
t
h
e
t
r
a
i
n
i
n
g
.
T
h
e
s
e
r
e
f
l
e
c
t
i
o
n
s
p
r
o
v
i
d
e
d
a
d
e
t
a
i
l
e
d
d
e
s
c
r
i
p
t
i
o
n
o
f
t
h
e
p
a
r
t
i
c
i
p
a
n
ts
’
e
x
p
e
r
i
e
n
c
es
.
T
h
e
y
o
f
f
e
r
e
d
a
d
e
t
a
i
l
e
d
a
c
c
o
u
n
t
o
f
w
h
a
t
t
h
e
y
l
e
a
r
n
e
d
f
r
o
m
t
h
e
d
i
s
c
u
s
s
i
o
n
s
w
it
h
t
h
e
i
r
f
a
c
i
l
it
a
t
o
r
a
n
d
e
a
c
h
o
t
h
e
r
a
n
d
th
e
i
r
e
x
p
e
r
t
i
s
e
w
it
h
e
-
p
o
r
t
f
o
l
i
o
s
.
I
n
a
d
d
itio
n
,
th
e
r
esear
ch
er
co
n
d
u
cted
o
n
e
-
on
-
o
n
e
s
em
i
-
s
tr
u
ctu
r
ed
i
n
ter
v
iews
with
10
v
o
l
u
n
teer
s
to
g
ath
er
th
eir
p
er
s
p
ec
tiv
es
o
n
th
e
u
p
s
k
illi
n
g
p
r
o
g
r
am
an
d
t
h
e
u
s
e
o
f
e
-
p
o
r
t
f
o
lio
s
as
ev
id
en
ce
o
f
lear
n
in
g
.
T
h
e
r
esear
ch
er
d
e
v
elo
p
e
d
th
e
in
ter
v
iew
q
u
esti
o
n
s
b
ased
o
n
t
h
e
ex
is
tin
g
liter
atu
r
e
o
n
e
-
p
o
r
t
f
o
lio
s
in
ed
u
ca
tio
n
.
E
ac
h
in
ter
v
iew
s
ess
io
n
last
ed
b
etwe
en
3
0
to
4
5
m
in
u
tes
.
B
ef
o
r
e
th
e
c
o
m
m
en
ce
m
en
t
o
f
th
e
in
ter
v
iews,
th
e
s
tu
d
y
’
s
p
u
r
p
o
s
e
a
n
d
a
d
et
ailed
ex
p
la
n
atio
n
o
f
h
o
w
th
e
d
ata
wo
u
ld
b
e
u
s
ed
wer
e
co
m
m
u
n
icate
d
to
th
e
p
ar
ticip
an
ts
,
an
d
v
er
b
al
c
o
n
s
en
t
was
o
b
tain
ed
to
r
ec
o
r
d
th
e
in
ter
v
iew
d
i
g
itally
.
T
h
e
in
ter
v
iews
wer
e
co
n
d
u
cte
d
v
ia
Z
o
o
m
,
an
d
th
e
r
ec
o
r
d
in
g
s
wer
e
s
av
ed
o
n
a
p
ass
wo
r
d
-
p
r
o
tecte
d
iC
lo
u
d
ac
c
o
u
n
t
o
wn
e
d
b
y
th
e
r
esear
ch
er
.
T
o
p
r
o
tect
t
h
e
co
n
f
id
en
tiality
o
f
th
e
p
ar
ticip
a
n
ts
,
p
s
eu
d
o
n
y
m
s
(
1
to
1
0
)
wer
e
ass
ig
n
ed
to
ea
ch
in
d
iv
id
u
al.
Par
ticip
an
ts
wer
e
also
in
f
o
r
m
ed
th
at
th
eir
in
v
o
lv
em
en
t
in
th
e
s
tu
d
y
was
v
o
lu
n
tar
y
an
d
co
u
l
d
ter
m
in
ate
th
eir
p
a
r
ticip
atio
n
at
an
y
tim
e.
2
.
6
.
Da
t
a
a
na
ly
s
is
T
h
e
r
esear
ch
e
r
r
e
v
iewe
d
an
d
i
n
teg
r
ated
d
ata
f
r
o
m
two
s
o
u
r
c
es,
e
-
p
o
r
tf
o
lio
r
ef
lectio
n
s
,
a
n
d
in
ter
v
iew
tr
an
s
cr
ip
tio
n
s
,
to
g
ain
a
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
in
f
o
r
m
atio
n
an
d
its
o
v
er
all
s
ig
n
if
ican
ce
.
A
b
o
tto
m
-
u
p
ap
p
r
o
ac
h
u
s
in
g
in
d
u
ctiv
e
co
n
ten
t
an
al
y
s
is
wa
s
em
p
lo
y
ed
to
id
en
tify
p
atter
n
s
an
d
ca
teg
o
r
ies,
wh
ich
f
o
r
m
ed
th
e
b
asis
o
f
t
h
e
s
tu
d
y
’
s
f
in
d
in
g
s
[
3
4
]
.
T
h
e
r
e
s
ea
r
ch
er
m
o
v
ed
f
r
o
m
th
e
s
p
ec
if
ic
to
th
e
g
e
n
er
al,
co
m
b
in
in
g
a
n
d
o
r
g
a
n
izin
g
th
e
d
ata
i
n
to
m
o
r
e
p
r
o
m
in
en
t
th
e
m
es.
T
h
e
r
esear
ch
er
m
an
u
ally
an
aly
ze
d
th
e
d
ata
an
d
iter
ativ
ely
r
ef
in
e
d
th
e
th
e
m
es
u
n
til
a
co
m
p
r
eh
en
s
iv
e
s
et
was
es
tab
lis
h
ed
.
Data
was
c
o
llected
to
en
s
u
r
e
d
ata
tr
u
s
two
r
th
in
ess
an
d
ac
cu
r
ac
y
,
an
d
ev
i
d
en
ce
was
ex
am
in
ed
f
r
o
m
m
u
ltip
le
s
o
u
r
ce
s
,
wh
ich
was
th
en
u
s
ed
to
v
alid
ate
th
e
id
e
n
tifie
d
th
em
es
[
3
4
]
.
T
h
e
d
ata
f
r
o
m
b
o
t
h
s
o
u
r
ce
s
u
n
d
er
wen
t
co
n
te
n
t
an
aly
s
is
,
C
o
h
en
et
a
l
.
[
3
5
]
r
ec
o
m
m
en
d
ed
f
o
r
ex
am
in
in
g
q
u
alitativ
e
tex
tu
al
d
ata.
T
h
e
r
esear
ch
e
r
ca
r
ef
u
lly
r
ev
iewe
d
th
e
d
ata
,
s
eg
m
e
n
ted
it,
estab
lis
h
ed
co
d
es,
an
d
ex
tr
ac
ted
th
em
es
.
E
ac
h
th
em
e
was
ex
ten
s
iv
e
ly
d
is
cu
s
s
ed
.
All
id
en
tifia
b
le
in
f
o
r
m
atio
n
was
r
em
o
v
ed
to
en
s
u
r
e
p
ar
ticip
an
t
p
r
iv
ac
y
a
n
d
an
y
tr
ac
ea
b
le
p
ar
t
icip
an
t d
etails we
r
e
an
o
n
y
m
iz
ed
an
d
c
o
d
ed
.
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
626
-
637
630
3.
RE
SU
L
T
S
T
h
is
s
ec
tio
n
in
tr
o
d
u
ce
s
th
e
an
aly
s
is
r
esu
lts
,
ca
teg
o
r
ized
i
n
to
th
r
ee
p
r
im
ar
y
th
em
es
th
at
s
u
r
f
ac
ed
d
u
r
in
g
th
e
d
ata
ex
a
m
in
atio
n
f
r
o
m
th
e
e
-
p
o
r
tf
o
lio
r
ef
lectio
n
s
an
d
th
e
s
em
i
-
s
tr
u
ctu
r
ed
in
te
r
v
iews.
T
h
e
th
e
m
es
ar
e
g
en
u
i
n
e
p
r
o
f
ess
io
n
al
lead
er
s
h
ip
g
r
o
wth
,
d
r
i
v
er
s
f
o
r
co
n
tin
u
o
u
s
PD
,
an
d
a
g
ai
n
ed
u
n
d
er
s
tan
d
in
g
o
f
th
e
s
tu
d
en
t
lear
n
in
g
ex
p
er
ien
ce
.
T
h
e
th
em
es
ar
e
elab
o
r
ated
a
n
d
p
ar
ticip
an
ts
’
v
o
ices
ar
e
q
u
o
ted
to
illu
s
tr
ate
th
eir
p
er
ce
p
tio
n
s
.
I
n
tu
r
n
,
ea
ch
o
f
th
e
m
ain
th
em
es led
to
s
u
b
th
em
es,
as
s
h
o
wn
in
T
ab
le
1
.
T
ab
le
1
.
T
h
em
es a
n
d
s
u
b
-
th
e
m
es e
x
tr
ap
o
lated
f
r
o
m
t
h
e
s
tu
d
y
Th
e
m
e
s
S
u
b
t
h
e
mes
G
e
n
u
i
n
e
p
r
o
f
e
ssi
o
n
a
l
l
e
a
d
e
r
s
h
i
p
g
r
o
w
t
h
R
e
f
l
e
c
t
i
v
e
p
r
a
c
t
i
c
e
C
o
l
l
a
b
o
r
a
t
i
o
n
a
n
d
f
e
e
d
b
a
c
k
I
n
t
e
g
r
a
t
i
o
n
o
f
t
e
c
h
n
o
l
o
g
y
sk
i
l
l
s
D
r
i
v
e
r
s f
o
r
c
o
n
t
i
n
u
o
u
s
PD
C
o
n
t
i
n
u
a
l
r
e
f
l
e
c
t
i
o
n
a
n
d
g
r
o
w
t
h
Li
f
e
l
o
n
g
l
e
a
r
n
i
n
g
G
a
i
n
e
d
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
t
h
e
s
t
u
d
e
n
t
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
Emp
a
t
h
y
f
o
r
s
t
u
d
e
n
t
s
G
r
o
w
t
h
mi
n
d
se
t
3
.
1
.
T
hem
e
o
ne:
g
enuin
e
pro
f
ess
i
o
na
l le
a
dersh
ip g
ro
wt
h
T
h
e
d
ata
f
r
o
m
th
e
p
a
r
ticip
an
ts
in
d
icate
d
th
at
th
e
cr
ea
tio
n
o
f
th
e
e
-
p
o
r
tf
o
lio
s
f
ac
ilit
ated
g
en
u
in
e
p
r
o
f
ess
io
n
al
lead
er
s
h
ip
g
r
o
wth
am
o
n
g
th
e
ed
u
ca
to
r
p
a
r
ticip
an
ts
o
f
th
e
u
p
s
k
illi
n
g
p
r
o
g
r
am
.
T
h
is
was
s
h
o
wn
i
n
b
o
th
th
e
r
ef
lectio
n
s
an
d
th
e
in
t
er
v
iews.
3
.
1
.
1
.
Ref
lect
iv
e
p
ra
ct
ice
E
d
u
ca
tio
n
al
lead
er
s
en
g
a
g
ed
in
s
elf
-
r
ef
lectio
n
wh
ile
cr
ea
tin
g
e
-
p
o
r
tf
o
lio
s
,
lead
in
g
to
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
th
eir
lead
er
s
h
ip
p
r
ac
tices.
T
h
ey
r
ef
lecte
d
o
n
th
e
to
p
ics
o
f
t
h
e
tr
ai
n
in
g
s
ess
io
n
s
,
o
n
t
h
eir
p
r
ac
tices,
an
d
th
e
d
is
cu
s
s
io
n
s
with
co
lleag
u
es
in
th
e
p
r
o
g
r
am
.
So
m
e
r
esp
o
n
s
es
f
r
o
m
th
e
r
ef
lectio
n
s
an
d
th
e
in
ter
v
iews a
r
e:
“
Wh
en
I
d
i
d
th
e
p
o
r
tfo
lio
,
I
h
a
d
to
l
o
o
k
a
t
my
lea
d
ers
h
ip
.
I
t
ma
d
e
me
u
n
d
ers
ta
n
d
my
le
a
d
ers
h
ip
p
r
a
ctice
s
.
I
r
eflec
ted
o
n
th
e
t
r
a
in
in
g
to
p
ics
a
n
d
h
o
w
I
co
u
ld
co
n
n
ec
t
my
th
eo
r
etica
l
kn
o
w
led
g
e
w
ith
my
a
ctu
a
l
lea
d
ers
h
ip
a
p
p
lica
tio
n
o
f
th
e
s
tr
a
teg
ies
th
r
o
u
g
h
o
u
r
d
is
cu
s
s
io
n
s
.
Th
is
a
llo
w
ed
me
to
r
efin
e
my
s
kills
a
n
d
a
p
p
r
o
a
ch
to
my
jo
b
a
s
a
n
e
d
u
ca
tio
n
a
l
lea
d
er
.”
(
P1
R
ef
lectio
n
)
“
R
eflec
tio
n
w
a
s
a
b
ig
p
a
r
t
o
f
th
e
p
o
r
tfo
lio
s
.
I
th
i
n
k
it
w
a
s
th
e
mo
s
t
b
en
eficia
l
ex
ercis
e
w
e
d
id
.
B
y
r
eflec
tin
g
o
n
myself,
I
co
u
ld
id
en
tify
lea
d
ers
h
ip
a
r
ea
s
w
h
ere
I
ex
ce
lled
a
n
d
o
th
ers
w
h
ere
I
n
ee
d
ed
imp
r
o
ve
men
t.
A
ls
o
,
r
eflec
tin
g
o
n
o
u
r
d
is
cu
s
s
io
n
s
w
ith
o
th
er
co
llea
g
u
es
d
u
r
i
n
g
th
e
tr
a
in
in
g
h
elp
ed
me
g
a
i
n
a
d
if
feren
t
p
ers
p
ec
tive
o
n
lea
d
ers
h
ip
p
r
a
ctice
s
.
Th
ese
ta
lks
ch
a
llen
g
ed
my
b
eliefs
a
n
d
co
n
ve
n
tio
n
s
r
eg
a
r
d
in
g
h
o
w
w
e
s
h
o
u
ld
b
e
ed
u
ca
tio
n
a
l
lea
d
ers
;
th
ey
a
llo
w
ed
me
to
a
d
o
p
t i
n
n
o
v
a
tive
id
ea
s
to
en
h
a
n
ce
my
a
p
p
r
o
a
ch
.”
(
P6
I
n
ter
v
i
ew)
“
R
eflec
tin
g
o
n
th
e
to
p
ics
c
o
ve
r
ed
in
th
e
tr
a
in
in
g
s
ess
io
n
s
h
elp
ed
me.
Th
e
p
r
o
ce
s
s
o
f
s
elf
-
r
eflec
t
io
n
w
h
ile
b
u
ild
in
g
my
e
-
p
o
r
tfo
lio
a
llo
w
ed
me
to
i
n
teg
r
a
te
th
eo
r
y
a
n
d
p
r
a
ctice
.
I
co
u
ld
r
eflec
t
o
n
th
e
co
n
ce
p
ts
d
is
cu
s
s
ed
in
th
e
tr
a
in
in
g
s
ess
io
n
s
a
n
d
a
p
p
ly
th
em
t
o
my
lea
d
ers
h
ip
ex
p
erien
ce
s
.
I
t
h
elp
ed
me
d
ev
elo
p
a
mo
r
e
in
te
n
tio
n
a
l
a
n
d
p
u
r
p
o
s
efu
l
a
p
p
r
o
a
ch
to
my
r
o
le
a
s
a
n
ed
u
ca
tio
n
a
l
lea
d
er.
I
en
jo
ye
d
th
e
o
p
p
o
r
tu
n
ity
to
crit
ica
lly
a
n
a
lyze
my
lea
d
ers
h
ip
p
r
a
ctice
s
b
ec
a
u
s
e
it
led
me
to
id
en
tify
g
a
p
s
in
my
kn
o
w
led
g
e
a
n
d
s
kills
.
I
t
w
a
s
a
tr
a
n
s
fo
r
ma
tive
ex
p
erien
ce
th
a
t h
a
s
p
o
s
itively
imp
a
cted
my
lea
d
ers
h
ip
a
b
ilit
ies
.”
(
P7
I
n
t
er
v
iew)
I
n
a
d
d
itio
n
,
cr
ea
tin
g
d
i
g
ital
p
o
r
tf
o
lio
s
en
c
o
u
r
ag
e
d
e
d
u
ca
tio
n
al
lead
er
s
to
d
o
cu
m
en
t
th
eir
p
r
o
f
ess
io
n
al
jo
u
r
n
ey
an
d
tr
ac
k
th
eir
d
ev
elo
p
m
en
t
th
r
o
u
g
h
o
u
t
th
e
u
p
s
k
illi
n
g
p
r
o
g
r
am
.
Mo
r
e
o
v
er
,
s
elec
t
in
g
an
d
o
r
g
a
n
izin
g
ar
tifa
cts
p
r
o
m
p
ted
th
e
p
ar
tici
p
an
ts
to
cr
itically
an
aly
ze
th
e
ir
s
tr
en
g
th
s
an
d
a
r
ea
s
f
o
r
g
r
o
wth
r
eg
ar
d
i
n
g
th
ei
r
lead
er
s
h
ip
p
r
ac
tices.
So
m
e
o
f
th
eir
r
esp
o
n
s
es a
r
e:
“
T
h
e
p
r
o
ce
s
s
o
f
c
r
e
a
t
i
n
g
t
h
e
e
-
p
o
r
t
f
o
li
o
p
r
o
vi
d
e
d
m
e
w
i
th
a
c
o
n
c
r
e
te
r
e
p
r
es
e
n
t
a
ti
o
n
o
f
m
y
d
e
v
e
l
o
p
m
e
n
t
a
s
a
n
e
d
u
c
a
ti
o
n
a
l
l
e
a
d
e
r
.
A
s
I
c
o
m
p
l
et
e
d
m
y
p
o
r
t
f
o
li
o
e
n
t
r
i
e
s
a
n
d
r
e
f
l
ec
t
e
d
o
n
t
h
e
v
a
r
i
o
u
s
t
o
p
i
cs
a
n
d
a
c
t
i
v
i
t
i
es
,
I
b
e
t
t
e
r
u
n
d
e
r
s
t
o
o
d
m
y
s
tr
e
n
g
t
h
s
a
n
d
w
e
a
k
n
e
s
s
e
s
.
I
t
a
l
s
o
r
e
m
i
n
d
e
d
m
e
o
f
m
y
p
r
o
g
r
e
s
s
a
n
d
m
o
ti
v
a
t
e
d
m
e
t
o
c
o
n
t
i
n
u
e
s
tr
i
vi
n
g
f
o
r
e
x
ce
l
l
e
n
c
e
.
T
h
e
e
-
p
o
r
t
f
o
l
i
o
i
s
a
p
o
w
er
f
u
l
t
o
o
l
f
o
r
d
o
c
u
me
n
t
i
n
g
my
p
r
o
f
es
s
i
o
n
a
l
j
o
u
r
n
e
y
t
h
r
o
u
g
h
o
u
t
t
h
e
u
p
s
k
i
ll
i
n
g
p
r
o
g
r
a
m
.
I
t
a
ll
o
w
ed
m
e
t
o
t
r
a
c
k
my
g
r
o
w
t
h
a
n
d
I
c
o
u
l
d
s
ee
t
h
e
d
i
f
f
er
e
n
c
e
a
t
t
h
e
e
n
d
o
f
t
h
e
t
e
n
w
ee
k
s
.
”
(
P
1
2
R
e
f
l
e
c
ti
o
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
-
8
8
2
2
P
ercep
tio
n
s
o
f e
d
u
ca
tio
n
a
l le
a
d
ers
a
b
o
u
t c
r
ea
tin
g
e
-
p
o
r
tfo
li
o
s
a
s
p
a
r
t o
f a
lea
d
ers
h
ip
…
(
Zein
a
Ho
jeij
)
631
“
C
o
mp
letin
g
th
e
e
-
p
o
r
tfo
lio
en
a
b
led
a
n
in
-
d
e
p
th
s
elf
-
a
s
s
ess
men
t
o
f
my
lea
d
ers
h
ip
p
r
a
ctice
s
.
I
en
co
u
r
a
g
ed
me
to
ev
a
l
u
a
te
my
s
kills
a
n
d
co
mp
eten
cies.
I
h
a
d
t
o
r
ea
lly
r
eflec
t
a
n
d
ta
ke
a
n
h
o
n
est
lo
o
k
a
t
myself.
Th
is
en
a
b
led
me
to
i
d
en
tify
w
h
a
t
I
w
a
s
mis
s
in
g
a
n
d
w
h
a
t
I
n
ee
d
e
d
t
o
d
o
to
b
ec
o
me
b
etter
a
n
d
imp
r
o
ve
d
my
s
kills
.
Th
r
o
u
g
h
th
e
p
o
r
tfo
l
io
,
I
r
eflec
ted
o
n
t
h
e
ch
a
llen
g
es,
a
n
d
I
s
et
g
o
a
ls
o
f c
o
n
tin
u
o
u
s
d
ev
el
o
p
men
t
.”
(
P4
R
ef
lectio
n
)
“
I
th
o
u
g
h
t
th
e
e
-
p
o
r
tfo
lio
w
a
s
a
n
em
p
o
w
erin
g
p
r
o
ce
s
s
.
I
t
a
llo
w
ed
me
to
ta
ke
o
w
n
ers
h
ip
o
f
my
p
r
o
fess
io
n
a
l
g
r
o
w
th
.
I
e
n
g
a
g
ed
in
d
ee
p
s
elf
-
r
eflec
tio
n
.
I
h
o
n
estl
y
lo
o
ke
d
a
t
my
s
tr
en
g
th
a
r
ea
s
a
n
d
fo
u
n
d
w
h
ere
I
co
u
ld
en
h
a
n
ce
my
lea
d
ers
h
ip
s
kills
a
n
d
p
r
a
ctice
s
.
Th
e
p
r
o
ce
s
s
g
a
ve
me
cla
r
ity
a
n
d
d
ir
ec
tio
n
in
my
p
r
o
fess
io
n
a
l jo
u
r
n
ey
.”
(
P9
I
n
ter
v
iew)
3
.
1
.
2
.
Co
lla
bo
ra
t
io
n a
nd
f
ee
db
a
ck
E
d
u
ca
tio
n
al
lead
er
s
s
h
ar
ed
t
h
eir
d
ig
ital
p
o
r
tf
o
lio
s
with
co
lleag
u
es,
p
r
o
m
o
tin
g
co
llab
o
r
atio
n
an
d
ex
ch
an
g
i
n
g
id
ea
s
.
T
h
is
p
r
o
ce
s
s
led
to
in
s
ig
h
tf
u
l
d
is
cu
s
s
io
n
s
o
f
lead
er
s
h
ip
s
k
ills
an
d
p
r
ac
ti
ce
s
.
As
p
ar
ticip
an
t
in
d
icate
d
:
“
S
h
a
r
in
g
my
e
-
p
o
r
tfo
lio
w
ith
co
llea
g
u
es
s
p
a
r
ke
d
s
o
me
ve
r
y
in
teres
tin
g
co
n
ve
r
s
a
tio
n
s
a
b
o
u
t
h
o
w
w
e
d
o
o
u
r
jo
b
s
a
n
d
h
o
w
w
e
r
u
n
o
u
r
s
ch
o
o
ls
.
We
co
lla
b
o
r
a
ted
a
ls
o
w
h
en
d
o
in
g
o
u
r
p
o
r
tfo
li
o
s
,
w
e
h
elp
ed
e
a
ch
o
th
er
w
o
r
k.
Th
is
w
a
s
a
g
r
ea
t
w
a
y
t
o
s
o
lve
p
r
o
b
lems
s
o
me
o
f
u
s
w
ere
fa
cin
g
.
Th
e
co
lla
b
o
r
a
tio
n
s
en
h
a
n
ce
d
my
o
w
n
p
ers
p
ec
tive
a
n
d
in
s
p
ir
ed
me
to
fu
r
th
er
r
ef
in
e
my
lea
d
ers
h
ip
p
r
a
ctice
s
.
”
(
P9
R
ef
lectio
n
)
So
m
e
ad
d
itio
n
al
r
esp
o
n
s
es f
r
o
m
th
e
r
ef
lectio
n
s
an
d
th
e
i
n
ter
v
iews e
ch
o
ed
th
e
s
am
e
th
o
u
g
h
ts
.
“
We
en
g
a
g
ed
i
n
co
n
s
tr
u
ctive
co
n
ve
r
s
a
tio
n
s
,
p
r
o
vid
in
g
fee
d
b
a
ck
a
n
d
s
u
g
g
esti
o
n
s
to
o
n
e
a
n
o
th
er.
Th
is
co
lla
b
o
r
a
tive
en
viro
n
men
t
a
llo
w
ed
u
s
to
ta
p
in
to
th
e
co
llective
w
is
d
o
m
o
f
o
u
r
p
e
ers
a
n
d
d
is
co
ve
r
n
ew a
p
p
r
o
a
ch
es to
e
n
h
a
n
ce
o
u
r
lea
d
ers
h
ip
effec
tiv
en
ess
.”
(
P1
0
R
ef
lectio
n
)
Mo
r
eo
v
er
,
in
th
e
i
n
ter
v
iew,
p
a
r
ticip
an
t
1
s
tated
:
“
Th
ere
w
a
s
a
s
en
s
e
o
f
s
u
p
p
o
r
t
a
mo
n
g
u
s
.
S
h
a
r
in
g
th
e
e
-
p
o
r
tfo
lio
s
crea
ted
a
p
la
tfo
r
m
fo
r
u
s
to
ce
leb
r
a
te
ea
ch
o
th
er
’
s
a
c
h
ieve
men
ts
,
s
h
a
r
e
b
est
p
r
a
ctice
s
,
a
n
d
o
ffer
va
lu
a
b
le
fee
d
b
a
ck
.
I
t
p
r
o
vid
ed
a
u
n
iq
u
e
o
p
p
o
r
tu
n
ity
fo
r
p
ee
r
lea
r
n
in
g
a
n
d
g
r
o
w
th
.
We
h
a
d
th
e
ch
a
n
ce
t
o
o
b
s
erve
d
iffer
en
t le
a
d
ers
h
ip
s
tyles,
s
t
r
a
teg
ies,
a
n
d
p
ers
p
ec
tives
.”
(
P1
I
n
ter
v
iew)
Feed
b
ac
k
f
r
o
m
p
ee
r
s
an
d
tr
ain
in
g
f
ac
ilit
ato
r
s
d
u
r
in
g
th
e
p
o
r
tf
o
lio
cr
ea
tio
n
p
r
o
ce
s
s
en
h
an
ce
d
p
r
o
f
ess
io
n
al
g
r
o
wth
.
E
n
g
a
g
in
g
in
d
is
cu
s
s
io
n
s
an
d
r
ec
eiv
in
g
in
p
u
t
o
n
e
-
p
o
r
tf
o
lio
s
h
elp
e
d
p
ar
ticip
a
n
ts
r
ef
in
e
th
eir
lead
er
s
h
ip
s
tr
ateg
ies an
d
ex
p
lo
r
e
n
ew
ap
p
r
o
ac
h
es.
I
n
th
e
in
ter
v
iew,
p
ar
ticip
a
n
t
2
in
d
icate
d
:
“
F
ee
d
b
a
ck
I
r
ec
eive
d
fr
o
m
p
ee
r
s
a
n
d
fa
cilita
to
r
s
w
h
i
le
w
o
r
kin
g
o
n
my
p
o
r
tfo
li
o
w
a
s
in
s
tr
u
men
ta
l
in
my
p
r
o
fes
s
i
o
n
a
l
g
r
o
w
th
.
E
n
g
a
g
in
g
in
d
is
cu
s
s
io
n
s
a
n
d
r
ec
eivin
g
feed
b
a
ck
a
llo
w
ed
me
to
g
a
in
fr
esh
p
ers
p
ec
tives
a
n
d
co
n
s
id
er
n
ew
a
p
p
r
o
a
c
h
es
to
my
lea
d
ers
h
ip
s
tr
a
teg
ies
.”
(
P2
I
n
ter
v
iew)
Ad
d
itio
n
al
r
ef
lectio
n
r
esp
o
n
s
e
s
ar
e
h
ig
h
lig
h
te
d
to
p
r
o
v
id
e
f
u
r
th
er
in
s
ig
h
t r
elate
d
to
p
ar
ticip
an
ts
’
f
ee
d
b
ac
k
:
“
Th
e
feed
b
a
ck
I
r
ec
eive
d
d
u
r
in
g
th
e
p
o
r
tfo
lio
p
r
o
ce
s
s
p
l
a
y
ed
a
cru
cia
l
r
o
le
in
my
p
r
o
fe
s
s
io
n
a
l
d
ev
elo
p
men
t.
E
n
g
a
g
i
n
g
in
c
o
n
ve
r
s
a
tio
n
s
a
n
d
d
is
cu
s
s
in
g
in
p
u
t
I
g
o
t
fr
o
m
co
llea
g
u
es
a
n
d
th
e
tr
a
in
ers
ch
a
llen
g
ed
me
to
t
h
in
k
d
ee
p
ly
a
b
o
u
t
my
lea
d
ers
h
i
p
a
p
p
r
o
a
ch
es.
I
t
emp
o
w
ered
me
to
r
efin
e
my
s
tr
a
teg
ies
a
n
d
emb
r
a
ce
n
ew
id
ea
s
.
I
feel
th
is
led
t
o
ma
jo
r
g
r
o
w
th
a
n
d
d
ev
elo
p
m
en
t
a
s
a
lea
d
er,
esp
ec
ia
lly
th
a
t m
y
ex
p
erien
ce
is
n
o
t a
s
lo
n
g
a
s
s
o
me
o
th
ers
.”
(
P6
R
ef
lectio
n
)
“
Gettin
g
feed
b
a
ck
a
n
d
ta
lkin
g
a
b
o
u
t
th
e
e
-
p
o
r
tfo
lio
p
r
o
ce
s
s
a
llo
w
ed
me
to
ev
o
lve
a
n
d
ex
p
a
n
d
my
s
kills
a
s
a
n
ed
u
ca
tio
n
a
l le
a
d
er
.”
(P
13
R
ef
lectio
n
)
3
.
1
.
3
.
I
nte
g
ra
t
io
n
o
f
t
ec
hn
o
lo
g
y
s
k
i
lls
T
h
e
cr
ea
tio
n
o
f
e
-
p
o
r
tf
o
lio
s
n
ec
ess
itated
th
e
ac
q
u
is
itio
n
an
d
u
tili
za
tio
n
o
f
v
ar
i
o
u
s
tech
n
o
l
o
g
y
s
k
ills
.
Par
ticip
an
ts
d
ev
elo
p
ed
p
r
o
f
ici
en
cy
in
d
ig
ital
to
o
ls
an
d
p
latf
o
r
m
s
wh
ile
d
esig
n
in
g
a
n
d
cr
e
atin
g
e
-
p
o
r
tf
o
lio
s
.
Par
ticip
an
t
s
16
an
d
3
r
ef
lecte
d
:
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
626
-
637
632
“
Th
r
o
u
g
h
th
e
p
r
o
ce
s
s
,
I
a
cq
u
ir
ed
p
r
o
ficien
cy
in
u
tili
z
in
g
v
a
r
io
u
s
d
ig
ita
l
to
o
ls
a
n
d
p
la
tfo
r
ms.
I
t
emp
o
w
ered
me
to
s
h
o
w
ca
s
e
my
lea
d
ers
h
ip
jo
u
r
n
ey
in
a
d
yn
a
mic
a
n
d
visu
a
lly
a
p
p
ea
lin
g
w
a
y,
a
mp
lifyin
g
th
e
imp
a
ct
o
f m
y
p
o
r
tfo
lio
.”
(
P1
6
)
“
Desig
n
in
g
a
n
d
crea
tin
g
e
-
p
o
r
tfo
lio
s
p
u
s
h
ed
me
to
ex
p
a
n
d
my
tech
n
o
lo
g
ic
a
l
ca
p
a
b
ilit
ies.
I
h
a
d
th
e
o
p
p
o
r
tu
n
ity
to
ex
p
lo
r
e
a
n
d
u
tili
z
e
d
iffer
en
t
d
ig
ita
l
to
o
ls
a
n
d
p
la
tfo
r
ms
to
p
r
esen
t
my
lea
d
ers
h
ip
ex
p
erien
ce
s
effec
tively
.”
(
P3
)
Mo
r
eo
v
er
,
p
ar
ticip
a
n
t
5
in
t
h
e
in
ter
v
iew
ex
p
lain
ed
:
“
Th
e
in
teg
r
a
tio
n
o
f te
ch
n
o
lo
g
y
s
kills
in
crea
tin
g
e
-
p
o
r
tfo
lio
s
w
a
s
a
tr
a
n
s
fo
r
ma
tive
ex
p
er
i
en
ce
.
A
s
ed
u
ca
tio
n
a
l
lea
d
ers
,
w
e
im
me
r
s
ed
o
u
r
s
elve
s
in
d
ig
ita
l
to
o
ls
a
n
d
p
la
tfo
r
ms
to
cu
r
a
te
a
n
d
p
r
esen
t
o
u
r
p
r
o
fess
io
n
a
l
g
r
o
w
th
jo
u
r
n
ey
.
Th
is
p
r
o
ce
s
s
emp
o
w
ered
u
s
to
b
ec
o
me
p
r
o
ficien
t
in
leve
r
a
g
in
g
tech
n
o
lo
g
y
fo
r
a
u
th
e
n
tic
a
n
d
imp
a
ctfu
l d
o
c
u
men
ta
tio
n
o
f o
u
r
lea
d
ers
h
ip
p
r
a
ctice
s
.
”
(
P5
)
Acq
u
ir
in
g
th
ese
tech
n
o
lo
g
y
s
k
ills
en
h
an
ce
d
p
a
r
ticip
an
ts
’
p
r
o
f
ess
io
n
al
lead
er
s
h
ip
ca
p
a
b
ilit
ies
an
d
p
r
ep
ar
ed
th
em
to
in
teg
r
ate
tech
n
o
lo
g
y
i
n
to
th
eir
lead
e
r
s
h
ip
p
r
ac
tices
ef
f
ec
tiv
ely
.
T
h
e
r
esp
o
n
s
es
p
r
o
v
id
e
f
u
r
th
er
in
s
ig
h
t
r
elate
d
to
p
ar
ticip
a
n
ts
’
f
ee
d
b
a
ck
:
“
Th
e
in
teg
r
a
tio
n
o
f
tec
h
n
o
l
o
g
y
s
kills
eq
u
ip
p
e
d
me
w
ith
th
e
a
b
ilit
y
t
o
n
a
vig
a
te
th
e
d
ig
ita
l
la
n
d
s
ca
p
e
a
n
d
leve
r
a
g
e
tec
h
n
o
lo
g
y
to
en
h
a
n
ce
efficien
cy
,
co
lla
b
o
r
a
tio
n
,
a
n
d
in
n
o
va
tio
n
.
A
cq
u
ir
in
g
th
ese
s
kills
h
a
s
b
r
o
a
d
en
ed
my
lea
d
ers
h
ip
to
o
lkit a
n
d
p
r
ep
a
r
ed
me
to
effec
tively
lea
d
in
a
tech
n
o
l
o
g
y
-
d
r
iven
e
d
u
ca
tio
n
a
l la
n
d
s
ca
p
e
.”
(
P7
R
ef
lectio
n
)
“
Lea
r
n
in
g
n
ew
tech
n
o
lo
g
y
s
kills
h
a
d
a
p
r
o
fo
u
n
d
imp
a
ct
o
n
my
p
r
o
fess
io
n
a
l
lea
d
ers
h
ip
ca
p
a
b
ilit
ies.
I
t
h
a
s
a
llo
w
ed
me
to
emb
r
a
ce
d
i
g
ita
l
t
o
o
ls
a
n
d
p
l
a
tfo
r
ms
to
s
tr
ea
mlin
e
a
d
min
is
tr
a
tive
ta
s
ks,
fa
cilita
te
co
mmu
n
ica
tio
n
,
a
n
d
en
h
a
n
ce
in
s
tr
u
ctio
n
a
l
p
r
a
ctice
s
.
Th
is
in
teg
r
a
tio
n
o
f
tech
n
o
l
o
g
y
h
a
s
emp
o
w
ered
me
to
b
e
a
m
o
r
e
effec
tive
a
n
d
efficien
t
le
a
d
er
in
to
d
a
y
’
s
d
ig
ita
lly
c
o
n
n
ec
ted
w
o
r
ld
.”
(
P1
1
R
ef
lectio
n
)
3
.
2
.
T
hem
e
t
wo
:
d
riv
er
s
f
o
r
co
nti
nu
o
us
pro
f
es
s
io
na
l dev
elo
p
m
ent
T
h
e
e
-
p
o
r
tf
o
lio
s
s
er
v
ed
as
d
r
i
v
er
s
f
o
r
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
g
r
o
wth
am
o
n
g
t
h
e
ed
u
ca
tio
n
al
lead
er
s
in
th
e
u
p
s
k
illi
n
g
p
r
o
g
r
am
.
3
.
2
.
1
.
Co
ntinua
l
re
f
lect
io
n a
nd
g
ro
wt
h
Dig
ital
p
o
r
tf
o
lio
s
en
co
u
r
a
g
e
d
p
ar
ticip
an
ts
to
en
g
ag
e
in
o
n
g
o
in
g
r
ef
lectio
n
o
n
th
eir
lead
er
s
h
ip
p
r
ac
tices.
T
h
er
e
f
o
r
e,
th
e
p
o
r
tf
o
lio
b
ec
am
e
a
d
y
n
am
ic
t
o
o
l
th
at
ev
o
l
v
ed
as
p
ar
tici
p
an
ts
co
n
tin
u
o
u
s
ly
d
o
cu
m
e
n
ted
an
d
ass
ess
ed
th
ei
r
ac
h
iev
em
en
ts
,
ch
allen
g
es,
an
d
lear
n
in
g
e
x
p
er
ie
n
ce
s
.
T
h
e
e
-
p
o
r
tf
o
lio
s
p
r
o
v
id
e
d
a
p
latf
o
r
m
f
o
r
p
ar
ticip
a
n
ts
to
s
et
an
d
tr
ac
k
th
eir
p
r
o
f
ess
io
n
al
g
o
als.
T
h
ey
estab
lis
h
ed
o
b
jectiv
es
r
elate
d
to
lead
er
s
h
ip
ap
p
r
o
ac
h
es,
s
tu
d
en
t
en
g
ag
em
en
t,
o
r
p
er
s
o
n
al
d
ev
e
lo
p
m
en
t.
Als
o
,
r
eg
u
la
r
ly
r
ev
ie
win
g
an
d
u
p
d
atin
g
th
e
p
o
r
tf
o
lio
f
ac
ilit
ated
p
r
o
g
r
ess
m
o
n
ito
r
in
g
an
d
m
o
tiv
ated
th
e
ed
u
ca
tio
n
al
lead
er
s
to
p
u
r
s
u
e
th
eir
g
o
als
ac
tiv
ely
.
Data
f
r
o
m
th
e
in
ter
v
iews su
p
p
o
r
ted
th
e
f
in
d
in
g
s
:
“
Wo
r
kin
g
o
n
th
e
e
-
p
o
r
tfo
lio
a
n
d
ma
ki
n
g
s
u
r
e
it
w
a
s
u
p
d
a
te
d
w
ee
kly
led
to
c
o
n
tin
u
o
u
s
r
ef
lectio
n
o
n
my
p
a
r
t.
I
th
o
u
g
h
t
a
b
o
u
t
my
lea
d
ers
h
ip
p
r
a
ctice
s
ev
ery
w
ee
k
a
n
d
w
ith
ev
ery
en
tr
y.
Th
e
e
-
p
o
r
tfo
lio
b
ec
a
me
a
livin
g
d
o
cu
men
t
th
a
t
g
r
ew
a
n
d
ev
o
lve
d
a
s
th
e
tr
a
in
in
g
co
n
tin
u
ed
.
Wo
r
kin
g
o
n
my
e
-
p
o
r
tfo
lio
w
ee
kly
a
llo
w
ed
me
to
s
ta
y
fo
cu
s
ed
o
n
my
g
o
a
ls
a
s
I
a
s
s
ess
ed
my
a
ch
ieve
men
ts
,
ch
a
llen
g
es,
a
n
d
lea
d
ers
h
ip
p
r
a
ctice
s
.”
(
P1
0
I
n
ter
v
iew)
“
Th
e
e
-
p
o
r
tfo
lio
s
crea
ted
a
g
r
o
u
p
cu
ltu
r
e
o
f
co
n
tin
u
o
u
s
r
eflec
tio
n
a
n
d
g
r
o
w
th
a
mo
n
g
ev
eryo
n
e
in
th
e
g
r
o
u
p
.
We
d
o
c
u
men
ted
o
u
r
s
u
cc
ess
es,
id
ea
s
,
s
kills
a
n
d
w
e
s
h
a
r
ed
th
e
ex
p
erien
ce
o
f
o
u
r
g
r
o
w
th
to
g
eth
er.
B
y
r
eg
u
la
r
ly
s
ettin
g
n
ew
g
o
a
ls
a
n
d
w
o
r
kin
g
w
ee
kly
to
r
ea
ch
th
em,
I
w
a
s
a
b
le
to
a
d
a
p
t
my
lea
d
ers
h
ip
p
r
a
ctic
es
a
s
I
p
r
o
g
r
ess
ed
in
th
e
t
r
a
in
in
g
.
I
felt
t
h
a
t
t
h
e
e
-
p
o
r
tfo
lio
d
ev
elo
p
ed
a
n
d
g
r
ew w
ith
me
a
s
I
p
r
o
g
r
ess
ed
in
my
lea
d
ers
h
ip
tr
a
in
in
g
.”
(
P2
I
n
ter
v
iew)
3
.
2
.
2
.
L
if
elo
ng
l
ea
rning
C
r
ea
tin
g
an
d
m
ain
tain
in
g
d
ig
ital
p
o
r
tf
o
lio
s
e
n
co
u
r
a
g
ed
p
a
r
ticip
an
ts
to
em
b
r
ac
e
life
lo
n
g
lear
n
in
g
.
T
h
ey
ac
tiv
ely
s
o
u
g
h
t
o
u
t
n
ew
r
eso
u
r
ce
s
,
r
esear
c
h
,
an
d
b
est
p
r
ac
tices
to
en
h
an
ce
th
ei
r
le
ad
er
s
h
ip
s
k
ills
an
d
p
r
ac
tices.
T
h
e
p
o
r
tf
o
lio
s
er
v
ed
as
a
r
ec
o
r
d
o
f
p
ar
ticip
a
n
ts
’
willin
g
n
ess
to
ad
ap
t,
ex
p
er
im
en
t,
an
d
g
r
o
w
p
r
o
f
ess
io
n
ally
o
v
er
th
e
d
u
r
atio
n
o
f
th
e
u
p
s
k
illi
n
g
p
r
o
g
r
am
.
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
P
ercep
tio
n
s
o
f e
d
u
ca
tio
n
a
l le
a
d
ers
a
b
o
u
t c
r
ea
tin
g
e
-
p
o
r
tfo
li
o
s
a
s
p
a
r
t o
f a
lea
d
ers
h
ip
…
(
Zein
a
Ho
jeij
)
633
“
Wo
r
kin
g
o
n
t
h
e
e
-
p
o
r
tfo
lio
fo
s
tered
a
min
d
s
et
o
f
lifelo
n
g
le
a
r
n
in
g
.
I
t
mo
tiva
ted
me
to
co
n
tin
u
a
lly
s
ee
k
o
u
t
n
ew
r
eso
u
r
ce
s
,
r
esea
r
ch
,
a
n
d
b
est
p
r
a
ctice
s
to
en
h
a
n
ce
my
lea
d
ers
h
ip
s
kills
a
n
d
p
r
a
ctice
s
.
Th
e
p
o
r
tfo
lio
b
ec
a
me
a
n
in
d
ic
a
tio
n
o
f
my
co
mmitmen
t
to
g
r
o
w
th
a
n
d
my
w
illi
n
g
n
ess
to
a
d
a
p
t a
n
d
ex
p
er
imen
t a
s
a
n
ed
u
ca
tio
n
a
l le
a
d
e
r
.”
(
P5
I
n
ter
v
iew)
“
Th
is
w
a
s
th
e
fir
s
t
time
I
cre
a
te
a
n
e
-
p
o
r
tfo
lio
.
A
ctu
a
lly,
t
h
is
w
a
s
th
e
fi
r
s
t
t
ime
I
ta
ke
p
a
r
t
in
a
P
D
w
h
ich
r
eq
u
ir
ed
me
to
w
o
r
k
o
n
s
o
meth
in
g
a
s
p
r
o
o
f
o
f
my
lea
r
n
in
g
.
Th
e
e
-
p
o
r
tfo
lio
w
a
s
a
n
ew
ex
p
erien
ce
fo
r
me,
a
n
d
it
en
co
u
r
a
g
e
d
me
to
g
o
b
ey
o
n
d
th
e
co
n
ten
t
o
f
th
e
tr
a
in
in
g
s
ess
io
n
s
a
n
d
ex
p
l
o
r
e
n
ew
id
ea
s
,
s
tr
a
te
g
ies
a
n
d
r
esea
r
ch
in
ed
u
ca
ti
o
n
a
l
lea
d
ers
h
ip
.
I
felt
th
a
t
I
w
a
n
ted
to
kn
o
w
mo
r
e
a
b
o
u
t
t
h
e
to
p
i
cs
w
e
w
e
r
e
d
is
cu
s
s
in
g
,
a
n
d
th
is
w
a
s
a
ve
r
y
s
a
ti
s
fyin
g
fe
elin
g
.”
(
P1
4
R
ef
lectio
n
)
3
.
3
.
T
hem
e
t
hree
:
g
a
ined un
ders
t
a
nd
ing
o
f
t
he
s
t
ud
ent
lea
rning
ex
perience
T
h
r
o
u
g
h
t
h
e
cr
ea
tio
n
o
f
d
ig
ita
l
p
o
r
tf
o
lio
s
an
d
th
e
ac
q
u
is
itio
n
o
f
n
ew
tech
n
o
lo
g
y
s
k
ills
,
p
ar
ticip
an
ts
g
ain
ed
a
r
e
n
ewe
d
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
s
tu
d
en
t le
ar
n
in
g
e
x
p
er
ien
ce
.
3
.
3
.
1
.
E
m
pa
t
hy
f
o
r
s
t
ud
ent
s
T
h
e
p
r
o
ce
s
s
o
f
ac
q
u
ir
in
g
n
e
w
tech
n
o
lo
g
y
s
k
ills
f
o
r
p
o
r
t
f
o
lio
cr
ea
tio
n
all
o
wed
p
ar
tic
ip
an
ts
to
em
p
ath
ize
with
s
tu
d
en
ts
’
lear
n
in
g
jo
u
r
n
ey
s
as
th
ey
g
ain
ed
f
ir
s
th
an
d
ex
p
e
r
ien
ce
o
f
t
h
e
ch
allen
g
es
an
d
f
r
u
s
tr
atio
n
s
th
at
lear
n
er
s
e
n
co
u
n
ter
wh
en
ac
q
u
ir
i
n
g
n
ew
s
k
il
ls
.
“
To
b
e
h
o
n
est,
th
e
e
-
p
o
r
tfo
lio
w
a
s
co
mp
letely
n
ew
to
me.
Wh
ile
w
o
r
kin
g
o
n
it,
I
fa
ce
d
ma
n
y
ch
a
llen
g
es,
a
n
d
I
w
a
s
fr
u
s
tr
a
ted
a
lo
t.
Ha
vi
n
g
to
le
a
r
n
n
ew
s
kills
ma
d
e
me
feel
fo
r
th
e
s
tu
d
en
ts
.
I
r
ela
ted
to
th
em
a
n
d
h
o
w
h
a
r
d
it
is
to
lea
r
n
n
ew
th
in
g
s
.
I
t
h
a
s
b
ee
n
a
lo
n
g
time
s
in
ce
I
felt
like
a
s
tu
d
en
t,
th
e
tr
a
in
in
g
g
a
ve
m
e
fir
s
th
a
n
d
ex
p
erien
ce
o
f
th
e
d
iffi
cu
lties
s
tu
d
en
ts
ma
y
en
co
u
n
ter
w
h
en
lea
r
n
in
g
n
ew co
n
ce
p
ts
.”
(
P2
R
ef
lectio
n
)
“
I
fa
ce
d
ma
n
y
c
h
a
llen
g
es
w
h
ile
a
cq
u
ir
in
g
th
e
s
kills
I
n
ee
d
ed
to
co
mp
lete
th
e
p
o
r
tfo
lio
.
I
h
a
d
n
’
t
w
o
r
ke
d
o
n
s
o
meth
in
g
like
th
i
s
b
efo
r
e.
Th
e
s
tr
ess
I
felt
w
h
i
le
tr
yin
g
to
co
mp
lete
th
e
e
-
p
o
r
tfo
lio
a
llo
w
ed
me
to
emp
a
th
iz
e
w
ith
s
tu
d
en
ts
a
n
d
th
eir lea
r
n
in
g
jo
u
r
n
ey
s
.”
(
P1
5
R
ef
lectio
n
)
“
Ha
vin
g
to
lea
r
n
n
ew
tech
n
o
lo
g
y
s
kills
to
d
o
my
e
-
p
o
r
tfo
lio
w
a
s
a
h
u
m
b
lin
g
ex
p
e
r
ien
ce
.
I
t
a
llo
w
ed
me
to
r
ela
te
to
s
tu
d
en
ts
a
n
d
th
eir
lea
r
n
in
g
ex
p
erien
ce
s
.
Th
r
o
u
g
h
t
h
is
p
r
a
ctice
,
I
ex
p
erien
ce
d
th
e
fr
u
s
tr
a
tio
n
s
,
co
n
fu
s
io
n
,
a
n
d
s
en
s
e
o
f
a
cc
o
mp
lis
h
men
t
th
a
t
s
tu
d
e
n
ts
ma
y
en
co
u
n
ter w
h
en
lea
r
n
in
g
n
ew
tech
n
o
lo
g
ies
.”
(
P8
I
n
ter
v
iew)
3
.
3
.
2
.
G
ro
wt
h
m
ind
s
et
L
ea
r
n
in
g
n
ew
tech
n
o
lo
g
y
s
k
ills
p
r
o
m
p
ted
p
ar
ticip
a
n
ts
to
r
ef
lect
o
n
th
eir
lea
d
er
s
h
ip
s
k
ills
an
d
p
r
ac
tices.
T
h
e
ex
p
er
ien
ce
o
f
b
ein
g
a
lear
n
er
ag
ain
en
h
an
c
ed
th
eir
ab
ilit
y
to
em
p
ath
ize
with
s
tu
d
en
ts
an
d
u
n
d
er
s
tan
d
th
e
ch
allen
g
es
th
e
y
f
ac
e
f
i
r
s
th
an
d
.
I
t
allo
wed
t
h
em
to
g
ai
n
a
d
ee
p
er
a
p
p
r
ec
iat
io
n
f
o
r
th
e
lea
r
n
in
g
p
r
o
ce
s
s
.
T
h
ey
r
e
co
n
s
id
er
e
d
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
an
d
ex
p
l
o
r
ed
in
n
o
v
ativ
e
wa
y
s
to
en
g
a
g
e
s
tu
d
en
ts
in
th
eir
s
ch
o
o
ls
th
r
o
u
g
h
tec
h
n
o
lo
g
y
in
teg
r
atio
n
.
C
r
ea
tin
g
e
-
p
o
r
tf
o
lio
s
cu
ltiv
ated
a
g
r
o
wth
m
in
d
s
et
in
th
e
e
d
u
ca
tio
n
a
l
lead
er
s
in
th
e
s
tu
d
y
.
T
h
ey
em
b
r
ac
ed
th
e
o
p
p
o
r
tu
n
ity
to
lear
n
an
d
d
ev
elo
p
n
ew
tech
n
o
lo
g
y
s
k
ills
.
T
h
ey
also
d
em
o
n
s
tr
ated
r
esil
ien
ce
,
p
er
s
ev
er
an
ce
,
an
d
a
willin
g
n
ess
to
o
v
er
co
m
e
ch
alle
n
g
es d
u
r
in
g
th
e
p
o
r
tf
o
lio
cr
ea
tio
n
p
r
o
ce
s
s
.
“
I
emb
r
a
ce
d
th
e
o
p
p
o
r
tu
n
ity
to
lea
r
n
a
n
d
d
ev
elo
p
n
ew
tech
n
o
lo
g
y
s
kills
,
ev
en
if
it
mea
n
t
s
tep
p
in
g
o
u
t
o
f
my
co
mfo
r
t
z
o
n
e.
Th
r
o
u
g
h
o
u
t
th
e
e
-
p
o
r
tfo
li
o
p
r
o
ce
s
s
,
I
d
emo
n
s
tr
a
ted
r
esil
ien
ce
,
p
ers
ev
era
n
ce
,
a
n
d
a
d
etermi
n
a
tio
n
to
o
ve
r
co
me
ch
a
llen
g
es.
Th
e
ex
p
erien
ce
r
ein
fo
r
ce
d
th
e
imp
o
r
ta
n
ce
o
f a
g
r
o
w
th
min
d
s
et
in
my
lea
d
ers
h
ip
jo
u
r
n
ey
.”
(
P1
4
R
ef
lectio
n
)
“
Th
e
e
-
p
o
r
tfo
lio
w
a
s
th
e
h
a
r
d
est
p
a
r
t
o
f
th
e
tr
a
in
in
g
.
I
n
th
e
p
r
o
ce
s
s
,
I
d
ev
elo
p
ed
a
s
a
n
ed
u
ca
tio
n
a
l
lea
d
er.
I
w
a
s
s
o
o
p
en
to
th
e
n
ew
ch
a
llen
g
e,
a
n
d
I
w
a
s
ea
g
er
to
d
o
a
g
o
o
d
jo
b
.
I
lea
r
n
ed
a
n
d
imp
r
o
ve
d
m
y
tech
n
o
lo
g
y
s
kills
.
Th
e
ex
p
erien
ce
r
eq
u
ir
ed
mo
tiva
tio
n
a
n
d
d
etermin
a
tio
n
,
w
h
ich
I
h
a
d
a
n
d
th
a
t
is
h
o
w
I
p
u
s
h
ed
th
r
o
u
g
h
th
e
o
b
s
ta
cles.
I
felt
myself
o
p
en
to
n
ew ch
a
llen
g
es a
n
d
n
ew ex
p
er
ien
ce
s
.”
(
P7
I
n
ter
v
iew)
“
A
t
fir
s
t,
I
w
a
s
h
esit
a
n
t,
b
u
t
w
ith
th
e
s
u
p
p
o
r
t
o
f
my
co
ll
ea
g
u
es
a
n
d
tr
a
in
er,
I
d
o
ve
i
n
to
th
e
e
-
p
o
r
tfo
lio
w
ith
flexib
ilit
y
a
n
d
mo
tiva
tio
n
.
I
w
a
s
d
etermin
ed
to
d
o
a
g
o
o
d
jo
b
.
I
h
a
d
ma
n
y
p
r
o
b
lems
a
n
d
fa
ce
d
ma
n
y
o
b
s
ta
cles,
b
u
t
I
s
ta
ye
d
co
mmitted
to
g
r
o
w
in
g
,
lea
r
n
in
g
a
n
d
imp
r
o
vin
g
.
Th
e
ex
p
erien
ce
s
tr
en
g
th
en
ed
my
b
elief
th
a
t
a
n
yo
n
e
ca
n
g
r
o
w
a
n
d
ch
a
n
g
e
p
ers
o
n
a
l
ly
a
n
d
p
r
o
fess
io
n
a
lly
.”
(
P1
I
n
ter
v
iew
)
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
626
-
637
634
4.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
aim
ed
to
e
x
p
lo
r
e
th
e
p
er
c
ep
tio
n
s
o
f
K
-
1
2
ed
u
ca
tio
n
al
lead
er
s
r
eg
ar
d
i
n
g
i
n
teg
r
atin
g
e
-
p
o
r
tf
o
lio
s
in
a
lead
er
s
h
ip
u
p
s
k
illi
n
g
p
r
o
g
r
am
.
T
h
e
f
in
d
i
n
g
s
s
u
g
g
est
th
at
p
ar
ticip
atio
n
in
t
h
is
p
r
o
g
r
am
,
wh
ic
h
in
clu
d
ed
cr
ea
tin
g
e
-
p
o
r
tf
o
lio
s
,
s
ig
n
if
ican
tly
in
f
lu
e
n
ce
d
th
e
lead
er
s
’
attitu
d
es
to
war
d
lea
r
n
in
g
,
tech
n
o
lo
g
y
,
an
d
p
r
o
f
ess
io
n
al
g
r
o
wth
.
T
h
e
ex
p
er
ie
n
ce
f
o
s
ter
ed
a
r
en
ew
ed
cu
r
i
o
s
ity
,
o
p
en
n
ess
to
n
ew
id
ea
s
,
an
d
a
m
o
r
e
p
r
o
f
o
u
n
d
co
m
m
itm
e
n
t
to
life
l
o
n
g
lear
n
in
g
.
T
h
is
s
ec
tio
n
d
e
lv
es
in
to
two
k
e
y
ar
ea
s
:
th
e
p
er
ce
iv
ed
v
alu
e
o
f
e
-
p
o
r
tf
o
lio
s
an
d
e
d
u
ca
tio
n
al
le
ad
er
s
’
s
elf
-
ass
ess
m
en
t o
f
th
eir
co
m
p
eten
c
y
in
co
m
p
letin
g
th
em
.
4
.
1
.
P
er
s
pect
iv
es o
n t
he
v
a
lue o
f
e
-
po
rt
f
o
lio
s
Ad
d
r
ess
i
n
g
t
h
e
f
i
r
s
t
r
esea
r
ch
q
u
es
ti
o
n
,
t
h
e
s
t
u
d
y
h
ig
h
l
ig
h
ts
s
e
v
e
r
al
b
e
n
e
f
i
ts
.
E
-
p
o
r
t
f
o
li
o
s
we
r
e
r
e
co
g
n
iz
e
d
as
v
a
lu
a
b
le
t
o
o
ls
f
o
r
s
el
f
-
r
e
f
l
ec
t
io
n
,
PD
,
a
n
d
f
o
s
t
er
in
g
li
f
e
lo
n
g
le
ar
n
i
n
g
.
T
h
is
al
ig
n
s
wit
h
Hilz
en
s
a
u
e
r
an
d
B
u
c
h
b
er
g
er
[
3
7
]
,
wh
o
e
m
p
h
asiz
e
d
t
h
at
e
-
p
o
r
tf
o
l
io
s
r
e
q
u
i
r
e
d
ee
p
s
el
f
-
r
ef
l
ec
ti
o
n
.
E
-
p
o
r
tf
o
l
io
s
en
co
u
r
a
g
e
d
l
ea
d
e
r
s
t
o
ass
ess
t
h
ei
r
a
ch
ie
v
e
m
e
n
ts
an
d
w
ea
k
n
e
s
s
es,
p
r
o
v
i
d
i
n
g
a
s
tr
u
c
t
u
r
ed
w
a
y
t
o
d
o
c
u
m
e
n
t
t
h
e
ir
p
e
r
s
o
n
al
a
n
d
p
r
o
f
ess
i
o
n
a
l
g
r
o
wth
[
3
8
]
.
Pa
r
ti
ci
p
a
n
ts
n
o
t
ed
t
h
at
th
e
r
e
f
le
cti
v
e
p
r
o
c
ess
es
i
n
h
e
r
e
n
t
in
e
-
p
o
r
t
f
o
li
o
cr
ea
ti
o
n
w
er
e
i
n
s
t
r
u
m
en
tal
i
n
a
ll
o
wi
n
g
t
h
e
m
t
o
e
v
al
u
at
e
th
ei
r
le
a
d
e
r
s
h
ip
s
k
i
lls
an
d
p
r
ac
tic
es
c
r
it
ica
ll
y
.
T
h
is
r
e
f
l
ec
t
iv
e
p
r
a
cti
ce
h
el
p
ed
t
h
e
m
c
o
n
n
ec
t
t
h
e
o
r
y
wit
h
p
r
ac
ti
ce
a
n
d
le
d
t
o
a
g
r
ea
t
er
u
n
d
e
r
s
t
an
d
i
n
g
o
f
t
h
ei
r
r
o
les
as
l
ea
d
e
r
s
.
T
h
e
y
ap
p
r
e
ci
ate
d
t
h
e
o
p
p
o
r
tu
n
i
ty
t
o
d
o
c
u
m
en
t
t
h
ei
r
p
r
o
f
ess
io
n
al
j
o
u
r
n
ey
,
wh
i
c
h
w
as
s
e
en
as
a
t
est
am
en
t
to
t
h
ei
r
g
r
o
wt
h
a
n
d
a
t
o
o
l
f
o
r
li
f
el
o
n
g
lea
r
n
i
n
g
.
T
h
e
p
r
o
ce
s
s
als
o
f
ac
il
ita
te
d
c
o
lla
b
o
r
ati
o
n
a
n
d
t
h
e
ex
ch
a
n
g
e
o
f
i
d
ea
s
am
o
n
g
p
e
er
s
,
wh
ic
h
was
s
e
e
n
as
a
s
i
g
n
i
f
ic
a
n
t
c
o
n
tr
ib
u
t
o
r
t
o
th
ei
r
p
r
o
f
ess
io
n
al
g
r
o
wt
h
,
ec
h
o
in
g
t
h
e
f
in
d
i
n
g
s
o
f
So
n
g
r
eg
ar
d
i
n
g
th
e
e
n
h
an
ce
m
e
n
t
o
f
a
u
t
o
n
o
m
o
u
s
l
ea
r
n
in
g
t
h
r
o
u
g
h
e
-
p
o
r
t
f
o
li
o
s
[
3
9
]
.
4
.
2
.
P
er
ce
ptio
ns
o
f
educa
t
io
na
l le
a
ders o
f
t
heir
co
m
pet
ence
in
co
m
plet
ing
t
he
e
-
po
rt
f
o
lio
s
I
n
ex
p
lo
r
in
g
th
e
s
ec
o
n
d
r
esear
ch
q
u
esti
o
n
,
th
e
s
tu
d
y
u
n
co
v
e
r
ed
s
o
m
e
ch
allen
g
es.
Ma
n
y
p
a
r
ticip
an
ts
,
m
ain
ly
th
o
s
e
less
f
am
iliar
w
ith
d
ig
ital
to
o
ls
,
f
o
u
n
d
cr
ea
ti
n
g
e
-
p
o
r
tf
o
lio
s
d
au
n
tin
g
an
d
s
tr
ess
f
u
l.
T
h
is
is
co
n
s
is
ten
t
with
th
e
s
tu
d
y
b
y
L
in
[
4
0
]
,
wh
o
f
o
u
n
d
th
at
th
e
t
ec
h
n
ical
d
e
m
an
d
s
o
f
e
-
p
o
r
tf
o
l
io
d
ev
elo
p
m
e
n
t
ca
n
b
e
ch
allen
g
in
g
f
o
r
u
s
er
s
.
Ho
wev
er
,
d
esp
ite
th
ese
ch
alle
n
g
es,
p
ar
ticip
an
ts
r
ep
o
r
ted
a
s
tr
o
n
g
s
en
s
e
o
f
ac
co
m
p
lis
h
m
en
t
a
n
d
e
m
p
o
we
r
m
en
t
u
p
o
n
co
m
p
letin
g
t
h
eir
e
-
p
o
r
tf
o
lio
s
,
in
d
icatin
g
an
o
v
e
r
all
p
o
s
itiv
e
im
p
ac
t
o
n
th
eir
lead
er
s
h
i
p
co
m
p
eten
c
ies.
T
h
e
co
llab
o
r
ativ
e
n
atu
r
e
o
f
th
e
e
-
p
o
r
tf
o
lio
p
r
o
ce
s
s
,
in
clu
d
in
g
p
ee
r
f
ee
d
b
ac
k
an
d
s
h
ar
ed
lear
n
in
g
ex
p
er
ien
ce
s
,
was
p
ar
ticu
lar
ly
b
en
ef
ici
al.
T
h
is
co
llab
o
r
ativ
e
ap
p
r
o
a
ch
en
h
an
ce
d
th
eir
tech
n
ical
s
k
ills
an
d
p
r
ep
ar
ed
th
em
to
in
teg
r
ate
th
ese
s
k
ills
in
to
th
eir
lead
er
s
h
ip
p
r
ac
tice
s
m
o
r
e
ef
f
ec
tiv
ely
.
J
o
h
n
s
o
n
et
a
l
.
[
4
1
]
s
im
ilar
ly
n
o
ted
th
e
em
p
o
wer
in
g
e
f
f
ec
ts
o
f
m
aster
in
g
n
ew
tech
n
o
lo
g
ical
s
k
ills
.
T
h
e
s
tu
d
y
’
s
f
in
d
in
g
s
s
u
g
g
est
th
at
m
o
s
t
p
ar
ticip
an
ts
,
p
r
ed
o
m
i
n
an
tly
b
etw
ee
n
5
0
a
n
d
5
9
,
m
a
y
h
av
e
n
ee
d
ed
m
o
r
e
ex
ten
s
iv
e
p
r
io
r
ex
p
e
r
ien
ce
with
th
e
tech
n
o
lo
g
ies
in
cr
ea
tin
g
e
-
p
o
r
tf
o
li
o
s
.
T
h
is
d
em
o
g
r
ap
h
ic
f
ac
to
r
,
a
lo
n
g
with
th
e
s
m
all
s
am
p
le
s
ize,
h
ig
h
lig
h
ts
th
e
n
e
ed
f
o
r
f
u
r
th
er
r
esear
c
h
to
u
n
d
e
r
s
tan
d
th
e
b
aselin
e
tech
n
o
lo
g
ical
co
m
p
eten
cies
o
f
ed
u
ca
tio
n
al
lead
e
r
s
b
ef
o
r
e
an
d
af
ter
p
ar
ticip
atin
g
in
s
u
ch
p
r
o
g
r
am
s
.
4
.
3
.
I
m
pli
ca
t
io
ns
o
f
f
ind
ing
s
Usi
n
g
e
-
p
o
r
tf
o
lio
s
as
a
PD
t
o
o
l
f
o
r
ed
u
ca
tio
n
al
lead
er
s
s
h
o
ws
p
r
o
m
is
e
in
p
r
o
m
o
tin
g
r
ef
lectiv
e
p
r
ac
tice
an
d
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
g
r
o
wth
.
T
h
e
p
o
s
it
iv
e
f
ee
d
b
ac
k
f
r
o
m
p
a
r
ticip
a
n
ts
s
u
g
g
ests
th
a
t
e
-
p
o
r
tf
o
lio
s
co
u
ld
b
e
e
f
f
ec
tiv
e
ly
in
teg
r
ated
in
to
b
r
o
ad
er
lead
er
s
h
ip
tr
ain
in
g
p
r
o
g
r
am
s
.
T
h
e
y
o
f
f
e
r
a
s
tr
u
ct
u
r
ed
way
f
o
r
lead
er
s
to
d
o
cu
m
e
n
t
th
eir
d
ev
elo
p
m
en
t,
ass
ess
th
eir
s
k
ills
,
an
d
r
ec
eiv
e
f
ee
d
b
ac
k
,
wh
ich
ca
n
b
e
cr
u
cial
f
o
r
ca
r
ee
r
ad
v
an
ce
m
e
n
t a
n
d
s
elf
-
im
p
r
o
v
em
e
n
t.
4
.
4
.
F
uture
d
irec
t
io
ns
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
in
v
es
tig
ate
th
e
lo
n
g
-
ter
m
im
p
ac
ts
o
f
e
-
p
o
r
tf
o
lio
s
o
n
PD
an
d
lead
er
s
h
ip
ef
f
ec
tiv
en
ess
.
E
x
p
lo
r
in
g
th
e
in
f
lu
en
ce
o
f
d
if
f
er
en
t e
-
p
o
r
tf
o
lio
f
o
r
m
ats an
d
co
n
ten
t ty
p
es o
n
lear
n
in
g
o
u
tc
o
m
es
wo
u
ld
b
e
b
e
n
ef
icial.
Ad
d
itio
n
ally
,
ex
p
a
n
d
in
g
th
e
p
ar
ticip
an
t
p
o
o
l
to
in
clu
d
e
a
m
o
r
e
d
iv
er
s
e
r
an
g
e
o
f
ed
u
ca
tio
n
al
c
o
n
tex
ts
a
n
d
cu
lt
u
r
al
b
ac
k
g
r
o
u
n
d
s
co
u
l
d
p
r
o
v
i
d
e
m
o
r
e
c
o
m
p
r
e
h
en
s
iv
e
in
s
ig
h
ts
in
to
th
e
b
e
n
ef
its
an
d
ch
allen
g
es o
f
e
-
p
o
r
tf
o
lio
s
.
5.
CO
NCLU
SI
O
N
T
h
e
p
r
esen
t
s
tu
d
y
s
u
g
g
ests
th
at
ed
u
ca
tio
n
al
lead
er
s
p
er
ce
iv
e
e
-
p
o
r
tf
o
lio
s
as
p
ar
t
o
f
a
PD
p
r
o
g
r
a
m
as
v
alu
ab
le
to
o
ls
th
at
f
o
s
ter
r
ef
l
ec
tiv
e
p
r
ac
tice,
p
r
o
f
ess
io
n
al
lead
er
s
h
ip
g
r
o
wth
,
an
d
life
l
o
n
g
lear
n
in
g
.
W
h
ile
wo
r
k
in
g
o
n
e
-
p
o
r
tf
o
lio
s
,
th
e
y
d
ev
elo
p
e
d
cr
itical
th
in
k
in
g
s
k
i
lls
th
at
ad
d
ed
to
th
eir
PD
an
d
en
co
u
r
a
g
ed
th
em
to
ex
am
in
e
th
eir
lead
e
r
s
h
ip
ca
p
a
b
ilit
ies.
T
h
ey
co
n
f
ir
m
e
d
th
ey
g
ain
ed
n
ew
a
n
d
r
ef
i
n
ed
s
k
ills
th
at
o
u
g
h
t
t
o
m
ak
e
th
em
b
etter
-
eq
u
i
p
p
ed
lead
er
s
.
Up
o
n
cr
itically
r
ef
lectin
g
o
n
p
er
s
o
n
al
ex
p
e
r
ien
ce
s
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2
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DATA AV
AI
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AB
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h
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au
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with
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ar
ticle.
RE
F
E
R
E
NC
E
S
[
1
]
W
.
W
e
i
,
“
G
u
i
d
e
l
i
n
e
s
o
f
d
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h
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se
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.
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.
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n
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f
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,
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m
o
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t
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n
,
C
a
n
a
d
a
,
2
0
1
8
.
[
2
]
M
.
M
a
p
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a
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M
.
M
u
s
a
r
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,
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t
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s
k
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s,
”
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o
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Af
ri
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n
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o
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9
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0
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:
1
0
.
2
0
8
5
3
/
3
3
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6
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2
9
9
0
.
[
3
]
K
.
B
.
Y
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n
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y
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n
d
T.
L.
R
h
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s
,
e
Po
r
t
f
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s
c
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rri
c
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l
u
m
:
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o
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s a
n
d
p
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a
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t
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s f
o
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e
v
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t
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7
8
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4
4
4
5
7
2
.
[
4
]
N
.
H
o
c
k
l
y
a
n
d
G
.
D
u
d
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n
e
y
,
“
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u
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f
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d
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t
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REL
C
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3
6
8
8
2
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7
7
7
3
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8
.
[
5
]
R
.
L
a
m,
“
E
-
p
o
r
t
f
o
l
i
o
s
:
w
h
a
t
w
e
k
n
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w
,
w
h
a
t
w
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d
o
n
’
t
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n
d
w
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a
t
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n
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e
d
t
o
k
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w
,
”
REL
C
J
o
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,
v
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l
.
5
4
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o
.
1
,
p
p
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0
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–
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0
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3
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o
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7
/
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0
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3
6
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2
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9
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.
[
6
]
M
.
S
.
A
n
d
r
a
d
e
,
“
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-
p
o
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t
f
o
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o
s
a
n
d
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l
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n
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e
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r
n
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g
:
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p
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c
o
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t
s
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f
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g
a
n
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z
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t
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o
n
a
l
b
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h
a
v
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o
r
,
”
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n
t
e
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a
t
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n
a
l
J
o
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l
o
f
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L
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a
r
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& D
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st
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,
v
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l
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3
4
,
n
o
.
1
,
p
p
.
1
–
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5
,
2
0
1
9
.
[
7
]
W
.
M
e
e
u
s
,
F
.
Q
u
e
s
t
i
e
r
,
a
n
d
T
.
D
e
r
k
s,
“
O
p
e
n
s
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r
c
e
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p
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r
t
f
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:
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me
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p
l
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t
f
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r
m
f
o
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st
u
d
e
n
t
s
,
”
Ed
u
c
a
t
i
o
n
a
l
M
e
d
i
a
I
n
t
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r
n
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l
,
v
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l
.
4
3
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o
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0
0
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o
i
:
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1
0
8
0
/
0
9
5
2
3
9
8
0
6
0
0
6
4
1
1
4
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.