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k
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C
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tech
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[
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[
2
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.
Aca
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[
3
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[
4
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[
5
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[
7
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[
8
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W
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So
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el
in
es,
an
d
in
ad
eq
u
ate
tech
n
o
lo
g
ical
r
ea
d
in
ess
.
T
h
es
e
p
er
s
is
ten
t
ch
allen
g
es
u
n
d
e
r
s
co
r
e
th
e
n
ee
d
f
o
r
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
th
e
ca
u
s
al
f
ac
to
r
s
s
h
ap
in
g
ac
a
d
em
ic
lead
er
s
h
ip
in
alig
n
m
en
t w
ith
th
e
d
em
a
n
d
s
o
f
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
.
Alth
o
u
g
h
s
ev
er
al
s
tu
d
ies
h
a
v
e
ex
am
in
e
d
s
ch
o
o
l
lead
e
r
s
h
ip
,
ad
m
in
is
tr
ativ
e
co
m
p
ete
n
cies,
an
d
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
b
eh
av
io
r
s
[
2
]
,
[
1
3
]
,
r
elativ
ely
f
ew
h
a
v
e
in
v
esti
g
ated
th
e
ca
u
s
al
m
ec
h
an
is
m
s
in
f
lu
en
cin
g
2
1
s
t
-
ce
n
tu
r
y
ac
ad
em
ic
lead
er
s
h
ip
with
in
c
u
ltu
r
ally
an
d
s
tr
u
ctu
r
ally
d
iv
e
r
s
e
r
eg
io
n
al
co
n
tex
ts
.
E
x
is
tin
g
lead
er
s
h
ip
m
o
d
els
a
ls
o
ten
d
to
in
s
u
f
f
icien
tly
in
c
o
r
p
o
r
ate
em
e
r
g
in
g
co
m
p
eten
cies
em
p
h
asized
in
in
ter
n
atio
n
al
f
r
am
ew
o
r
k
s
s
u
c
h
as
th
o
s
e
o
f
th
e
OE
C
D
an
d
UNE
SC
O,
in
clu
d
in
g
d
ig
ital
liter
ac
y
,
in
n
o
v
atio
n
ca
p
ab
ilit
y
,
eth
ical
an
d
v
alu
e
-
b
ased
lead
e
r
s
h
ip
,
c
o
llab
o
r
at
iv
e
p
r
o
f
ess
io
n
al
lear
n
in
g
cu
l
tu
r
es,
an
d
f
lex
i
b
le
cu
r
r
icu
lu
m
m
an
ag
e
m
en
t
[
1
1
]
,
[
1
2
]
,
[
1
4
]
,
[
1
5
]
.
R
ec
en
t
g
l
o
b
al
s
tu
d
ies
f
u
r
th
er
h
i
g
h
lig
h
t
th
e
n
ee
d
f
o
r
i
n
teg
r
ativ
e
an
d
co
n
tex
t
-
r
esp
o
n
s
iv
e
lead
er
s
h
ip
m
o
d
els
ca
p
ab
le
o
f
a
d
d
r
ess
in
g
d
ig
ital
tr
a
n
s
f
o
r
m
at
io
n
,
o
r
g
an
izatio
n
al
co
m
p
lex
ity
,
a
n
d
in
n
o
v
atio
n
-
d
r
iv
en
s
ch
o
o
l
im
p
r
o
v
em
e
n
t
[
1
6
]
–
[
1
8
]
.
T
h
ese
g
a
p
s
h
ig
h
l
ig
h
t
th
e
n
ee
d
f
o
r
a
th
eo
r
etica
lly
r
o
b
u
s
t
an
d
co
n
tex
tu
ally
r
esp
o
n
s
iv
e
m
o
d
el
ca
p
ab
le
o
f
ca
p
tu
r
in
g
th
e
m
u
ltifa
ce
ted
an
d
d
y
n
am
ic
n
atu
r
e
o
f
co
n
tem
p
o
r
a
r
y
ac
ad
e
m
ic
lead
er
s
h
ip
.
E
x
p
er
t
v
alid
atio
n
r
ep
r
esen
ts
a
cr
itical
s
ch
o
lar
ly
p
r
o
ce
s
s
f
o
r
r
e
f
in
in
g
co
n
ce
p
tu
al
b
o
u
n
d
a
r
ies,
en
h
an
cin
g
co
n
tex
tu
al
alig
n
m
en
t,
an
d
s
tr
en
g
th
en
in
g
th
e
lo
g
ical
c
o
h
er
e
n
ce
o
f
ca
u
s
al
r
elatio
n
s
h
ip
s
in
ed
u
ca
tio
n
al
lea
d
er
s
h
ip
r
esear
ch
.
Su
ch
v
alid
atio
n
is
o
f
ten
s
u
p
p
o
r
ted
b
y
s
tr
u
ctu
r
e
d
co
n
s
u
ltatio
n
tech
n
i
q
u
es,
in
clu
d
in
g
th
e
Delp
h
i
ap
p
r
o
a
ch
an
d
e
x
p
er
t
co
n
s
en
s
u
s
m
eth
o
d
s
,
wh
ich
h
el
p
en
s
u
r
e
th
eo
r
etica
l
r
ig
o
r
a
n
d
co
n
tex
tu
al
r
elev
an
ce
[
1
9
]
.
Acc
o
r
d
in
g
l
y
,
th
is
s
tu
d
y
aim
s
t
o
v
alid
ate
an
d
r
ef
in
e
a
ca
u
s
al
m
o
d
el
o
f
f
ac
to
r
s
in
f
lu
en
cin
g
2
1
s
t
-
ce
n
tu
r
y
ac
a
d
em
ic
lead
er
s
h
ip
am
o
n
g
s
e
co
n
d
ar
y
s
ch
o
o
l
ad
m
i
n
is
tr
ato
r
s
in
n
o
r
th
ea
s
ter
n
T
h
ailan
d
.
T
h
u
s
,
t
h
e
s
p
ec
if
ic
o
b
jectiv
es a
r
e:
−
T
o
ex
am
in
e
ex
p
er
t
p
er
s
p
ec
tiv
es
o
n
k
ey
f
ac
to
r
s
an
d
ca
u
s
al
m
ec
h
an
is
m
s
s
h
ap
in
g
2
1
s
t
-
ce
n
tu
r
y
ac
ad
em
ic
lead
er
s
h
ip
with
in
th
e
co
n
tex
t o
f
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
in
n
o
r
th
ea
s
ter
n
T
h
ailan
d
.
−
T
o
s
y
n
th
esize
an
d
v
alid
ate
th
e
co
r
e
co
n
s
tr
u
cts,
d
im
en
s
io
n
s
,
an
d
in
d
icato
r
s
o
f
th
e
p
r
o
p
o
s
ed
ca
u
s
al
m
o
d
el
th
r
o
u
g
h
in
-
d
ep
th
ex
p
er
t a
n
aly
s
is
an
d
cr
o
s
s
-
ex
p
er
t c
o
n
s
en
s
u
s
.
−
T
o
r
ef
in
e
an
d
estab
lis
h
a
th
eo
r
etica
lly
g
r
o
u
n
d
ed
an
d
co
n
tex
tu
ally
r
esp
o
n
s
iv
e
ca
u
s
al
m
o
d
el
r
ef
lectin
g
th
e
co
m
p
lex
ity
o
f
co
n
tem
p
o
r
ar
y
ed
u
ca
tio
n
al
lead
er
s
h
ip
.
−
T
o
p
r
o
v
id
e
a
v
alid
ated
co
n
ce
p
tu
al
f
o
u
n
d
atio
n
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
q
u
an
titativ
e
m
ea
s
u
r
em
en
t
in
s
tr
u
m
en
ts
an
d
s
u
b
s
eq
u
en
t stru
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
q
u
alitativ
e
ex
p
er
t
-
v
alid
atio
n
d
esig
n
to
ex
am
in
e,
v
er
if
y
,
an
d
r
ef
in
e
a
ca
u
s
al
m
o
d
el
o
f
f
ac
t
o
r
s
in
f
lu
e
n
cin
g
2
1
s
t
-
ce
n
tu
r
y
ac
ad
em
ic
lead
er
s
h
ip
am
o
n
g
s
ec
o
n
d
ar
y
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
in
n
o
r
th
ea
s
ter
n
T
h
ailan
d
.
A
t
h
eo
r
y
-
d
r
iv
e
n
m
o
d
el
d
ev
elo
p
m
en
t
ap
p
r
o
ac
h
was
ad
o
p
ted
,
b
eg
in
n
in
g
with
a
co
m
p
r
e
h
en
s
iv
e
s
y
n
t
h
esis
o
f
in
ter
n
ati
o
n
al
an
d
r
e
g
io
n
a
l
s
ch
o
lar
s
h
ip
,
f
o
llo
wed
b
y
s
y
s
tem
atic
m
o
d
el
r
ef
in
em
en
t
t
h
r
o
u
g
h
ex
p
er
t
co
n
s
u
ltatio
n
.
T
h
e
q
u
alitativ
e
v
a
lid
atio
n
p
r
o
ce
s
s
was
co
n
ce
p
t
u
ally
alig
n
ed
with
an
aly
tic
p
r
in
cip
les
em
p
h
asizin
g
co
n
s
tr
u
ct
v
alid
ity
,
in
ter
n
al
co
h
er
en
ce
,
an
d
p
atter
n
m
atc
h
in
g
ac
r
o
s
s
ex
p
er
t
p
er
s
p
ec
tiv
es,
co
n
s
is
ten
t
with
q
u
alitativ
e
d
esig
n
lo
g
ic
d
escr
i
b
ed
b
y
Yin
[
2
0
]
.
Alth
o
u
g
h
th
e
p
r
esen
t
s
tu
d
y
d
id
n
o
t e
m
p
lo
y
a
f
o
r
m
al
ca
s
e
s
tu
d
y
d
esig
n
,
it a
d
o
p
te
d
s
y
s
tem
atic
cr
o
s
s
-
p
er
s
p
ec
tiv
e
co
m
p
a
r
is
o
n
an
d
ca
u
s
al
p
atter
n
ex
am
in
atio
n
to
en
h
a
n
ce
an
aly
t
ical
r
ig
o
r
an
d
co
n
tex
tu
al
d
e
p
th
.
T
h
e
p
r
elim
in
ar
y
ca
u
s
al
f
r
am
e
wo
r
k
d
er
iv
e
d
f
r
o
m
th
e
liter
atu
r
e
was
s
u
b
jecte
d
to
ex
p
er
t
v
alid
atio
n
to
en
h
an
ce
co
n
ce
p
tu
al
clar
ity
,
c
o
n
tex
tu
al
r
elev
a
n
ce
,
an
d
lo
g
i
ca
l
co
h
er
en
ce
am
o
n
g
co
n
s
tr
u
cts.
Su
ch
q
u
alitativ
e
v
alid
atio
n
p
r
o
ce
d
u
r
es
a
r
e
c
o
m
m
o
n
ly
u
tili
ze
d
in
lead
e
r
s
h
ip
a
n
d
e
d
u
ca
tio
n
al
r
esear
ch
to
s
tr
en
g
th
en
co
n
ce
p
tu
al
r
o
b
u
s
tn
ess
p
r
io
r
to
q
u
an
titativ
e
in
s
tr
u
m
en
t
d
ev
elo
p
m
en
t
a
n
d
SEM
.
A
s
em
i
-
s
tr
u
ctu
r
ed
in
-
d
ep
th
in
ter
v
iew
p
r
o
to
co
l
was
d
ev
elo
p
e
d
b
ase
d
o
n
t
h
e
p
r
elim
i
n
ar
y
m
o
d
el.
T
h
e
in
ter
v
iew
g
u
id
e
was
d
esi
g
n
ed
to
:
i)
v
alid
ate
co
n
s
tr
u
ct
d
ef
in
itio
n
s
an
d
co
n
ce
p
tu
al
b
o
u
n
d
ar
ies;
ii)
ass
es
s
th
e
clar
ity
,
r
elev
an
ce
,
an
d
ad
eq
u
ac
y
o
f
p
r
o
p
o
s
ed
in
d
icato
r
s
;
iii)
ev
alu
ate
th
e
p
lau
s
ib
ilit
y
an
d
d
ir
ec
tio
n
al
l
o
g
ic
o
f
h
y
p
o
t
h
esized
ca
u
s
al
r
elatio
n
s
h
ip
s
;
an
d
iv
)
r
ef
in
e
t
h
e
m
o
d
el
to
en
s
u
r
e
co
n
tex
tu
al
alig
n
m
en
t w
ith
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
in
n
o
r
th
ea
s
t
er
n
T
h
ailan
d
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
2
2
9
2
-
2
3
0
4
2294
Data
wer
e
an
aly
ze
d
u
s
in
g
th
em
atic
co
n
ten
t
an
aly
s
is
co
m
b
in
ed
with
cr
o
s
s
-
ex
p
e
r
t
co
m
p
a
r
is
o
n
an
d
ca
u
s
al
m
ap
p
in
g
tech
n
iq
u
es.
T
h
e
an
aly
tic
p
r
o
ce
s
s
in
v
o
lv
e
d
iter
ativ
e
co
d
in
g
,
ca
teg
o
r
y
d
ev
elo
p
m
e
n
t,
th
em
e
ab
s
tr
ac
tio
n
,
an
d
s
tr
u
ct
u
r
ed
c
o
m
p
ar
is
o
n
ac
r
o
s
s
ex
p
er
t
r
esp
o
n
s
es
to
id
en
tify
ar
ea
s
o
f
c
o
n
s
en
s
u
s
,
d
iv
er
g
e
n
ce
,
an
d
r
e
f
in
em
en
t.
C
au
s
al
m
a
p
p
in
g
p
r
o
ce
d
u
r
es
wer
e
a
p
p
l
ied
to
cla
r
if
y
d
ir
ec
tio
n
al
r
e
latio
n
s
h
ip
s
am
o
n
g
co
n
s
tr
u
cts
an
d
s
tr
en
g
th
en
th
e
in
ter
n
al
co
h
er
en
ce
o
f
th
e
r
ef
i
n
ed
f
r
am
ewo
r
k
.
T
h
is
m
eth
o
d
o
lo
g
ical
ap
p
r
o
ac
h
is
co
n
s
is
ten
t
with
in
ter
n
atio
n
all
y
r
ec
o
g
n
ized
q
u
alitativ
e
m
o
d
el
-
v
alid
atio
n
f
r
am
ewo
r
k
s
a
n
d
ex
p
er
t
-
in
f
o
r
m
e
d
m
o
d
el
d
ev
el
o
p
m
en
t
p
r
o
ce
d
u
r
es,
in
clu
d
in
g
Delp
h
i
-
in
f
o
r
m
ed
v
alid
atio
n
an
d
co
n
te
n
t
v
alid
ity
p
r
o
ce
s
s
es.
T
h
r
o
u
g
h
th
is
s
y
s
tem
atic
v
alid
atio
n
p
r
o
ce
s
s
,
th
e
s
tu
d
y
e
n
s
u
r
ed
th
at
th
e
r
ef
in
e
d
ca
u
s
al
m
o
d
el
was
th
eo
r
etica
lly
g
r
o
u
n
d
ed
,
co
n
tex
t
u
ally
r
esp
o
n
s
iv
e,
an
d
m
eth
o
d
o
lo
g
ically
r
ig
o
r
o
u
s
p
r
io
r
to
s
u
b
s
eq
u
en
t
q
u
a
n
titativ
e
test
in
g
.
2
.
2
.
P
a
rt
icipa
nts
A
to
tal
o
f
1
0
e
x
p
er
ts
wer
e
p
u
r
p
o
s
iv
ely
s
elec
ted
b
ased
o
n
th
eir
p
r
o
f
ess
io
n
al
ex
p
er
tis
e
,
s
ch
o
lar
ly
co
n
tr
ib
u
tio
n
s
,
an
d
ex
te
n
s
iv
e
ex
p
er
ien
ce
in
e
d
u
ca
tio
n
al
lead
er
s
h
ip
an
d
s
ch
o
o
l
a
d
m
in
is
tr
atio
n
in
T
h
ailan
d
.
Pu
r
p
o
s
ef
u
l
s
am
p
lin
g
was
e
m
p
lo
y
ed
to
en
s
u
r
e
th
e
in
clu
s
io
n
o
f
p
ar
ticip
a
n
ts
with
s
u
b
s
tan
tial
th
eo
r
etica
l
k
n
o
wled
g
e
an
d
p
r
ac
tical
ex
p
e
r
ien
ce
r
elev
an
t
to
th
e
v
alid
atio
n
o
f
th
e
p
r
o
p
o
s
ed
ca
u
s
al
m
o
d
e
l.
T
h
e
ex
p
e
r
t
p
an
el
co
m
p
r
is
ed
:
i)
f
o
u
r
u
n
iv
er
s
ity
s
ch
o
lar
s
s
p
ec
ializin
g
in
ed
u
ca
tio
n
al
ad
m
i
n
is
tr
atio
n
,
lead
er
s
h
ip
th
eo
r
y
,
cu
r
r
icu
lu
m
s
tu
d
ies,
o
r
ed
u
ca
ti
o
n
al
p
o
licy
;
ii)
f
o
u
r
s
ec
o
n
d
ar
y
s
ch
o
o
l
ad
m
i
n
is
tr
ato
r
s
with
a
m
in
im
u
m
o
f
ten
y
ea
r
s
o
f
ex
p
er
ien
ce
in
ad
m
in
is
tr
ativ
e
an
d
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
;
an
d
iii)
t
wo
s
p
ec
iali
s
ts
in
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
,
o
r
g
an
izatio
n
al
d
ev
elo
p
m
e
n
t,
o
r
p
r
o
f
ess
io
n
a
l
lear
n
in
g
s
y
s
tem
s
(
e.
g
.
,
p
r
o
f
ess
io
n
al
lear
n
in
g
co
m
m
u
n
ities
(
PLCs
)
,
co
ac
h
i
n
g
,
an
d
cu
r
r
icu
lu
m
in
n
o
v
ati
o
n
)
.
T
h
is
d
iv
er
s
e
ex
p
e
r
t
co
m
p
o
s
itio
n
en
s
u
r
e
d
b
alan
ce
d
r
ep
r
esen
tatio
n
f
r
o
m
ac
ad
em
ic,
p
o
licy
,
an
d
p
r
ac
titi
o
n
er
p
e
r
s
p
ec
tiv
es,
th
er
eb
y
en
h
an
cin
g
th
e
co
n
ce
p
tu
al
v
alid
ity
,
co
n
tex
tu
a
l r
elev
an
ce
,
an
d
p
r
ac
tical
ap
p
li
ca
b
ilit
y
o
f
th
e
r
ef
in
ed
ca
u
s
al
m
o
d
el.
Par
ticip
an
ts
wer
e
r
eq
u
ir
ed
to
m
ee
t
all
o
f
t
h
e
f
o
llo
win
g
c
r
iter
ia:
i)
a
m
in
im
u
m
o
f
ten
y
ea
r
s
o
f
p
r
o
f
ess
io
n
al
ex
p
er
ie
n
ce
in
ed
u
ca
tio
n
al
lead
er
s
h
ip
o
r
clo
s
el
y
r
elate
d
d
o
m
ain
s
;
ii)
d
em
o
n
s
tr
ated
r
ec
o
g
n
ized
ex
p
er
tis
e
th
r
o
u
g
h
s
ch
o
lar
ly
p
u
b
licatio
n
s
,
p
o
licy
en
g
ag
e
m
en
t,
s
en
io
r
lead
er
s
h
ip
p
o
s
i
tio
n
s
,
o
r
s
u
b
s
tan
tial
p
r
o
f
ess
io
n
al
co
n
tr
i
b
u
tio
n
s
;
iii)
f
am
iliar
ity
with
co
n
tem
p
o
r
ar
y
ed
u
ca
tio
n
al
r
ef
o
r
m
s
,
2
1
s
t
-
ce
n
tu
r
y
lear
n
in
g
f
r
am
ewo
r
k
s
,
a
n
d
s
ch
o
o
l
lead
er
s
h
ip
p
r
ac
tices
in
T
h
ailan
d
;
an
d
iv
)
c
a
p
ac
ity
to
p
r
o
v
i
d
e
i
n
f
o
r
m
e
d
,
an
aly
tical,
an
d
cr
itical
ju
d
g
m
en
ts
r
eg
ar
d
in
g
ca
u
s
al
m
ec
h
an
is
m
s
,
lead
er
s
h
ip
in
d
icato
r
s
,
an
d
c
o
n
tex
tu
al
co
n
s
tr
ain
ts
r
elev
an
t
to
th
e
p
r
o
p
o
s
ed
m
o
d
e
l.
T
h
e
v
ar
iatio
n
in
p
r
o
f
ess
io
n
al
r
o
les,
in
s
titu
tio
n
al
af
f
iliatio
n
s
,
an
d
ex
p
er
ie
n
tial
b
ac
k
g
r
o
u
n
d
s
co
n
tr
ib
u
te
d
to
t
h
e
cr
ed
ib
ilit
y
,
d
e
p
th
,
an
d
co
m
p
r
eh
en
s
iv
e
n
ess
o
f
th
e
ex
p
er
t
-
v
alid
atio
n
p
r
o
ce
s
s
.
Su
ch
d
iv
er
s
ity
en
s
u
r
ed
b
a
lan
ce
d
r
ep
r
esen
tatio
n
ac
r
o
s
s
ac
ad
em
ic,
ad
m
in
is
tr
ativ
e,
an
d
p
r
ac
titi
o
n
er
p
er
s
p
ec
tiv
es,
th
er
e
b
y
en
h
a
n
cin
g
th
e
co
n
ce
p
tu
al
v
alid
ity
a
n
d
c
o
n
tex
tu
al
r
o
b
u
s
tn
ess
o
f
th
e
r
ef
in
e
d
ca
u
s
al
f
r
am
ewo
r
k
.
2
.
3
.
Resea
rc
h
ins
t
rum
ent
s
T
h
e
p
r
im
ar
y
r
esear
ch
in
s
tr
u
m
en
t
was
a
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
p
r
o
to
c
o
l
d
ev
elo
p
ed
f
r
o
m
th
e
p
r
elim
in
ar
y
ca
u
s
al
m
o
d
el
s
y
n
th
esized
th
r
o
u
g
h
an
ex
ten
s
iv
e
liter
atu
r
e
r
ev
iew.
T
h
e
p
r
o
to
c
o
l
was
d
esig
n
e
d
to
s
y
s
tem
atica
lly
v
alid
ate
an
d
r
e
f
in
e
th
e
co
n
ce
p
tu
al
s
tr
u
ct
u
r
e,
co
r
e
co
m
p
o
n
e
n
ts
,
an
d
ca
u
s
al
r
elatio
n
s
h
ip
s
with
in
th
e
p
r
o
p
o
s
ed
m
o
d
el
o
f
2
1
s
t
-
ce
n
tu
r
y
ac
a
d
em
ic
lead
e
r
s
h
ip
.
T
h
e
in
ter
v
iew
p
r
o
to
co
l
c
o
m
p
r
is
ed
th
r
ee
m
ajo
r
s
ec
tio
n
s
:
2
.
3
.
1
.
E
v
a
lua
t
io
n o
f
m
a
j
o
r
c
a
us
a
l do
m
a
ins
E
x
p
er
ts
wer
e
in
v
ited
to
ass
ess
th
e
co
n
ce
p
tu
al
cla
r
ity
,
t
h
eo
r
eti
ca
l
alig
n
m
en
t,
an
d
c
o
n
tex
tu
al
r
elev
an
ce
o
f
ea
ch
p
r
o
p
o
s
ed
d
o
m
ain
wit
h
in
th
e
ca
u
s
al
m
o
d
el.
Par
ticu
l
ar
atten
tio
n
was
g
iv
en
to
th
e
co
h
er
en
ce
b
etwe
en
th
eo
r
etica
l c
o
n
s
tr
u
cts an
d
th
e
p
r
ac
tical
r
ea
liti
es o
f
s
ch
o
o
l le
a
d
er
s
h
ip
in
n
o
r
th
ea
s
ter
n
T
h
aila
n
d
.
2
.
3
.
2
.
Ass
ess
m
ent
o
f
s
ub
co
m
po
nents a
nd
in
dica
t
o
rs
E
x
p
er
ts
ex
am
in
e
d
th
e
a
p
p
r
o
p
r
iaten
ess
,
n
ec
ess
ity
,
an
d
s
u
f
f
i
cien
cy
o
f
i
n
d
icato
r
s
r
e
p
r
esen
tin
g
ea
ch
co
n
s
tr
u
ct.
T
h
e
y
wer
e
e
n
co
u
r
a
g
ed
to
p
r
o
p
o
s
e
r
ev
is
io
n
s
,
a
d
d
i
tio
n
s
,
o
r
elim
in
atio
n
s
to
en
s
u
r
e
th
at
ea
ch
in
d
icato
r
ac
cu
r
ately
r
ef
lecte
d
th
e
in
ten
d
ed
d
im
en
s
io
n
s
o
f
ac
ad
em
ic
lea
d
er
s
h
ip
an
d
co
n
te
x
tu
al
co
n
d
itio
n
s
.
2
.
3
.
3
.
E
x
a
m
ina
t
i
o
n o
f
ca
us
a
l
pa
t
hwa
y
s
E
x
p
er
ts
r
ev
iewe
d
t
h
e
p
r
o
p
o
s
e
d
d
ir
ec
tio
n
al
r
elatio
n
s
h
ip
s
am
o
n
g
v
ar
iab
les
an
d
ev
alu
ated
t
h
e
lo
g
ical
co
n
s
is
ten
cy
o
f
t
h
e
ca
u
s
al
s
tr
u
ctu
r
e.
Su
g
g
esti
o
n
s
we
r
e
p
r
o
v
id
ed
r
eg
a
r
d
in
g
th
e
ad
d
itio
n
,
r
em
o
v
al,
o
r
m
o
d
if
icatio
n
o
f
r
elatio
n
s
h
ip
s
to
en
h
an
ce
th
e
ex
p
lan
ato
r
y
p
o
wer
a
n
d
co
n
tex
tu
al
ap
p
r
o
p
r
iaten
ess
o
f
th
e
m
o
d
el.
Prio
r
to
d
ata
co
llectio
n
,
th
e
in
ter
v
iew
p
r
o
t
o
co
l
u
n
d
er
wen
t
p
ee
r
r
ev
iew
an
d
e
x
p
e
r
t
p
r
e
-
v
alid
atio
n
to
en
s
u
r
e
clar
ity
o
f
w
o
r
d
in
g
,
al
ig
n
m
en
t
with
th
eo
r
etica
l
co
n
s
tr
u
cts,
an
d
s
u
itab
ilit
y
f
o
r
in
-
d
ep
th
q
u
alitativ
e
in
q
u
ir
y
.
Min
o
r
r
ef
in
e
m
en
ts
wer
e
m
ad
e
b
ased
o
n
f
ee
d
b
a
ck
to
e
n
h
an
ce
co
h
er
e
n
ce
a
n
d
co
m
p
r
eh
en
s
ib
ilit
y
.
I
n
ad
d
itio
n
to
in
ter
v
iew
d
ata,
s
u
p
p
lem
en
tar
y
q
u
alitativ
e
m
ater
ials
—
in
clu
d
in
g
f
ield
n
o
te
s
,
an
aly
tic
m
em
o
s
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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8
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ert va
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a
tio
n
o
f a
ca
u
s
a
l
mo
d
el
o
f 2
1
s
t
-
ce
n
tu
r
y
a
ca
d
em
ic
lea
d
ers
h
ip
in
…
(
Du
s
a
d
ee
B
u
tb
u
r
ee
)
2295
an
d
d
iag
r
a
m
m
atic
ca
u
s
al
-
m
a
p
p
in
g
tem
p
lates
—
wer
e
u
tili
ze
d
to
s
u
p
p
o
r
t
d
ata
in
ter
p
r
etatio
n
an
d
m
o
d
el
r
ef
in
em
en
t.
T
h
ese
m
ater
ials
en
ab
led
s
y
s
tem
atic
d
o
cu
m
e
n
t
atio
n
o
f
ex
p
er
t
f
ee
d
b
ac
k
,
em
er
g
in
g
th
em
es,
a
n
d
ev
o
lv
in
g
co
n
ce
p
tu
al
r
elatio
n
s
h
ip
s
th
r
o
u
g
h
o
u
t th
e
v
alid
atio
n
p
r
o
ce
s
s
.
2
.
4
.
Da
t
a
c
o
llect
io
n pro
ce
du
re
s
Data
co
llectio
n
was
c
o
n
d
u
cted
th
r
o
u
g
h
f
o
u
r
s
y
s
tem
atic
s
tag
es
to
en
s
u
r
e
m
eth
o
d
o
lo
g
ical
r
ig
o
r
,
tr
an
s
p
ar
en
cy
,
an
d
c
r
ed
ib
ilit
y
t
h
r
o
u
g
h
o
u
t th
e
ex
p
er
t
-
v
alid
atio
n
p
r
o
ce
s
s
.
2
.
4
.
1
.
I
nv
it
a
t
io
n a
nd
brief
ing
E
ac
h
ex
p
e
r
t
r
ec
eiv
ed
a
f
o
r
m
al
in
v
itatio
n
o
u
tlin
in
g
th
e
s
tu
d
y
o
b
jectiv
es,
r
esear
ch
p
r
o
ce
d
u
r
es,
eth
ical
co
n
s
id
er
atio
n
s
,
a
n
d
an
o
v
e
r
v
iew
o
f
t
h
e
p
r
elim
in
ar
y
ca
u
s
al
m
o
d
el.
T
h
is
i
n
itial
b
r
ief
in
g
en
s
u
r
e
d
t
h
at
all
p
ar
ticip
an
ts
clea
r
ly
u
n
d
e
r
s
to
o
d
th
e
c
o
n
ce
p
tu
al
f
r
am
ew
o
r
k
,
v
alid
atio
n
p
u
r
p
o
s
e,
an
d
ex
p
ec
tatio
n
s
p
r
io
r
to
th
e
in
ter
v
iews.
2
.
4
.
2
.
Sem
i
-
s
t
ruct
ured
in
-
depth
inte
rv
iews
I
n
d
iv
id
u
al
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
wer
e
co
n
d
u
cted
eit
h
er
f
ac
e
-
to
-
f
ac
e
o
r
v
ia
s
ec
u
r
e
o
n
lin
e
p
latf
o
r
m
s
,
d
ep
en
d
in
g
o
n
p
ar
ticip
an
t
a
v
ailab
ilit
y
an
d
g
eo
g
r
ap
h
ic
lo
ca
tio
n
.
E
ac
h
in
ter
v
iew
last
ed
ap
p
r
o
x
im
ately
4
5
–
9
0
m
in
u
te
s
.
Pro
b
in
g
q
u
esti
o
n
s
wer
e
em
p
lo
y
ed
t
o
elicit
d
etailed
r
e
f
lectio
n
s
o
n
ca
u
s
al
ass
u
m
p
tio
n
s
,
co
n
tex
tu
al
co
n
s
t
r
ain
ts
,
lead
er
s
h
ip
m
ec
h
an
is
m
s
,
an
d
th
e
a
p
p
r
o
p
r
iaten
ess
o
f
p
r
o
p
o
s
ed
in
d
icato
r
s
an
d
s
tr
u
ctu
r
al
r
elatio
n
s
h
ip
s
.
T
h
is
f
lex
ib
le
y
et
s
tr
u
ctu
r
e
d
f
o
r
m
at
en
a
b
led
in
-
d
ep
th
e
x
p
lo
r
atio
n
o
f
ex
p
e
r
t
p
er
s
p
ec
tiv
es wh
ile
m
ain
tain
in
g
p
r
o
ce
d
u
r
al
c
o
n
s
is
ten
cy
ac
r
o
s
s
in
ter
v
iews.
2
.
4
.
3
.
M
em
ber
chec
k
ing
T
o
en
h
an
c
e
cr
ed
ib
ilit
y
an
d
m
in
im
ize
p
o
ten
tial
m
is
in
ter
p
r
et
atio
n
,
p
r
elim
in
ar
y
s
u
m
m
ar
ies
o
f
ex
p
e
r
t
r
esp
o
n
s
es
an
d
em
er
g
in
g
in
ter
p
r
etatio
n
s
wer
e
r
etu
r
n
e
d
to
p
a
r
ticip
an
ts
f
o
r
v
er
if
icatio
n
.
E
x
p
er
ts
wer
e
in
v
ited
to
r
ev
iew,
clar
if
y
,
a
n
d
r
ef
in
e
t
h
e
s
u
m
m
ar
ies
to
e
n
s
u
r
e
ac
c
u
r
ate
r
e
p
r
esen
tatio
n
o
f
th
eir
p
er
s
p
ec
tiv
es.
T
h
is
m
em
b
er
-
c
h
ec
k
in
g
p
r
o
ce
d
u
r
e
s
tr
en
g
th
en
ed
th
e
tr
u
s
two
r
th
in
ess
,
cr
ed
ib
ilit
y
,
an
d
co
n
f
ir
m
ab
ilit
y
o
f
th
e
q
u
alitativ
e
f
in
d
in
g
s
.
2
.
4
.
4
.
Co
m
pil
a
t
io
n
a
nd
cr
o
s
s
-
ex
pert
a
g
g
re
g
a
t
io
n
All
in
ter
v
iew
r
ec
o
r
d
in
g
s
,
tr
a
n
s
cr
ip
ts
,
f
ield
n
o
tes,
an
al
y
tic
m
em
o
s
,
an
d
d
iag
r
am
m
atic
co
n
ce
p
t
m
a
p
s
wer
e
s
y
s
tem
atica
lly
co
m
p
iled
an
d
o
r
g
a
n
ized
.
Data
f
r
o
m
all
ex
p
er
ts
wer
e
th
e
n
ag
g
r
eg
at
ed
f
o
r
cr
o
s
s
-
ex
p
e
r
t
co
m
p
ar
is
o
n
an
d
in
teg
r
ate
d
a
n
aly
s
is
.
T
h
is
p
r
o
ce
s
s
f
ac
ilit
at
ed
th
e
id
en
tific
atio
n
o
f
s
h
ar
e
d
th
em
es,
ar
ea
s
o
f
co
n
s
en
s
u
s
,
an
d
p
o
in
ts
r
eq
u
ir
i
n
g
r
e
f
in
em
en
t
with
in
th
e
ca
u
s
al
m
o
d
el.
T
h
ese
s
tr
u
ct
u
r
ed
p
r
o
ce
d
u
r
es
en
s
u
r
e
d
co
n
s
is
ten
cy
in
d
ata
c
o
llectio
n
,
s
tr
en
g
t
h
en
ed
th
e
cr
ed
ib
ilit
y
o
f
ex
p
er
t
i
n
p
u
t,
an
d
s
u
p
p
o
r
ted
a
r
ig
o
r
o
u
s
a
n
d
tr
an
s
p
ar
en
t
m
o
d
el
-
v
alid
atio
n
p
r
o
ce
s
s
alig
n
ed
with
q
u
alitativ
e
r
esear
ch
s
tan
d
ar
d
s
in
ed
u
ca
tio
n
al
lead
er
s
h
ip
an
d
o
r
g
an
izatio
n
al
s
tu
d
ies.
2
.
5
.
Da
t
a
a
na
ly
s
is
Data
wer
e
an
aly
ze
d
u
s
in
g
a
m
u
lti
-
lay
er
ed
q
u
alitativ
e
an
aly
s
is
f
r
am
ewo
r
k
d
esig
n
e
d
t
o
en
s
u
r
e
an
aly
tical
r
ig
o
r
,
c
o
n
ce
p
tu
al
clar
ity
,
an
d
co
n
tex
tu
al
r
elev
an
ce
.
T
h
e
an
aly
s
is
in
teg
r
ated
th
em
atic
c
o
n
ten
t
an
aly
s
is
,
cr
o
s
s
-
ex
p
er
t
v
alid
atio
n
,
a
n
d
ca
u
s
al
m
ap
p
in
g
tech
n
i
q
u
es
to
s
y
s
tem
atica
lly
r
ef
i
n
e
t
h
e
p
r
o
p
o
s
ed
ca
u
s
al
m
o
d
el
o
f
2
1
s
t
-
ce
n
tu
r
y
ac
a
d
em
ic
lead
er
s
h
ip
.
2
.
5
.
1
.
T
hem
a
t
ic
co
nte
nt
a
na
ly
s
is
All
in
ter
v
iew
r
ec
o
r
d
i
n
g
s
wer
e
tr
an
s
cr
ib
ed
v
er
b
atim
a
n
d
s
y
s
tem
atica
lly
r
ev
iewe
d
.
Data
wer
e
an
aly
ze
d
th
r
o
u
g
h
a
n
iter
ativ
e
th
em
atic
co
n
ten
t
an
aly
s
is
p
r
o
ce
s
s
in
v
o
lv
in
g
o
p
e
n
co
d
in
g
,
ca
teg
o
r
izatio
n
,
an
d
th
em
e
d
ev
el
o
p
m
en
t.
T
h
e
an
a
ly
tic
p
r
o
ce
d
u
r
e
i
n
clu
d
ed
:
i)
c
o
d
in
g
o
f
r
ec
u
r
r
in
g
t
h
em
es
an
d
p
atter
n
s
ac
r
o
s
s
ex
p
er
t
in
te
r
v
iews
;
ii)
c
ate
g
o
r
izatio
n
o
f
lead
er
s
h
ip
f
ac
to
r
s
,
in
d
icato
r
s
,
an
d
ca
u
s
al
m
ec
h
an
is
m
s
;
iii)
i
d
en
tific
atio
n
o
f
ar
ea
s
o
f
c
o
n
s
en
s
u
s
,
d
iv
er
g
e
n
ce
,
an
d
c
o
n
tex
tu
al
n
u
an
ce
s
;
an
d
iv
)
c
o
n
tin
u
o
u
s
co
m
p
ar
is
o
n
o
f
em
er
g
in
g
th
e
m
es a
cr
o
s
s
p
ar
ticip
an
ts
.
T
h
is
iter
ativ
e
co
d
in
g
p
r
o
ce
s
s
en
ab
led
th
e
id
en
tific
atio
n
o
f
co
r
e
co
n
ce
p
tu
al
ca
teg
o
r
ies
an
d
r
elatio
n
s
h
ip
s
r
elev
an
t
to
th
e
r
ef
in
em
en
t
o
f
t
h
e
ca
u
s
al
m
o
d
e
l.
T
h
e
an
aly
s
is
f
o
llo
wed
an
i
n
d
u
ctiv
e
–
d
ed
u
ctiv
e
ap
p
r
o
ac
h
,
allo
win
g
th
e
m
es
to
em
er
g
e
f
r
o
m
ex
p
e
r
t
in
s
ig
h
ts
wh
ile
r
em
ain
in
g
alig
n
e
d
with
th
e
p
r
elim
in
ar
y
th
eo
r
etica
l f
r
am
ewo
r
k
.
2
.
5
.
2
.
Cro
s
s
-
ex
pert
v
a
lid
a
t
io
n
T
o
s
tr
en
g
th
en
an
al
y
tical
cr
ed
ib
ilit
y
an
d
co
n
ce
p
tu
al
r
o
b
u
s
tn
ess
,
cr
o
s
s
-
ex
p
er
t
v
alid
atio
n
was
co
n
d
u
cte
d
th
r
o
u
g
h
s
y
s
tem
atic
co
m
p
ar
is
o
n
o
f
ex
p
er
t p
e
r
s
p
ec
tiv
es.
T
h
is
s
tag
e
in
v
o
lv
ed
:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
2
2
9
2
-
2
3
0
4
2296
−
C
o
m
p
ar
is
o
n
o
f
ex
p
er
t ju
d
g
m
en
ts
ac
r
o
s
s
d
o
m
ain
s
an
d
in
d
icato
r
s
.
−
E
x
am
in
atio
n
o
f
lev
els o
f
ag
r
ee
m
en
t r
eg
ar
d
in
g
m
o
d
el
co
m
p
o
n
en
ts
.
−
I
d
en
tific
atio
n
o
f
co
n
test
ed
o
r
am
b
ig
u
o
u
s
elem
en
ts
r
eq
u
ir
in
g
r
ef
in
em
en
t
.
−
Sy
n
th
esis
o
f
s
h
ar
ed
ex
p
er
t in
s
ig
h
ts
to
en
h
an
ce
co
n
ce
p
tu
al
co
h
er
en
ce
.
C
o
n
s
en
s
u
s
p
atter
n
s
an
d
d
iv
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g
en
t
v
iews
wer
e
ca
r
ef
u
lly
ex
am
in
ed
to
en
s
u
r
e
b
alan
ce
d
in
ter
p
r
etatio
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,
r
ed
u
ce
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esear
ch
er
b
ias,
an
d
s
u
p
p
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t
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m
p
r
eh
en
s
iv
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m
o
d
el
r
ef
in
em
en
t.
T
h
is
cr
o
s
s
-
ex
p
er
t
s
y
n
th
esis
en
h
an
ce
d
th
e
tr
u
s
two
r
th
in
ess
an
d
co
n
f
ir
m
ab
ilit
y
o
f
th
e
an
aly
tical
p
r
o
ce
s
s
.
2
.
5
.
3
.
Ca
us
a
l
m
a
pp
ing
a
nd
m
o
del r
ef
inem
ent
C
au
s
al
m
ap
p
in
g
tech
n
i
q
u
es
wer
e
em
p
lo
y
e
d
to
in
te
g
r
ate
th
em
atic
f
in
d
in
g
s
in
to
th
e
p
r
elim
in
ar
y
co
n
ce
p
tu
al
m
o
d
el
an
d
r
ef
i
n
e
its
s
tr
u
ctu
r
al
r
elatio
n
s
h
ip
s
.
T
h
is
p
r
o
ce
s
s
in
v
o
lv
e
d
:
−
Ma
p
p
in
g
em
er
g
en
t th
em
es o
n
to
th
e
p
r
elim
in
ar
y
ca
u
s
al
f
r
am
ewo
r
k
.
−
R
ev
is
in
g
th
e
d
ir
ec
tio
n
,
s
tr
en
g
th
,
an
d
lo
g
ical
co
h
er
en
ce
o
f
p
r
o
p
o
s
ed
ca
u
s
al
r
elatio
n
s
h
ip
s
.
−
R
em
o
v
in
g
r
ed
u
n
d
an
t in
d
icato
r
s
an
d
in
co
r
p
o
r
atin
g
co
n
tex
t
-
s
p
ec
if
ic
elem
en
ts
.
−
Pro
d
u
cin
g
a
r
ef
in
ed
ca
u
s
al
m
o
d
el
r
ef
lectin
g
b
o
th
th
eo
r
etica
l a
n
d
p
r
ac
titi
o
n
er
-
in
f
o
r
m
ed
p
er
s
p
ec
tiv
es
.
T
h
e
in
teg
r
atio
n
o
f
th
em
atic
an
aly
s
is
an
d
ca
u
s
al
m
ap
p
in
g
en
ab
led
s
y
s
tem
atic
r
ef
in
em
en
t
o
f
th
e
m
o
d
el’
s
co
n
ce
p
tu
al
s
tr
u
ctu
r
e
an
d
s
tr
en
g
th
en
ed
its
ex
p
lan
ato
r
y
co
h
er
en
ce
.
T
h
is
m
u
lti
-
lay
er
ed
an
aly
tic
s
tr
ateg
y
en
s
u
r
ed
th
at
th
e
f
in
al
m
o
d
el
was
th
eo
r
etica
lly
g
r
o
u
n
d
ed
,
em
p
ir
ically
in
f
o
r
m
ed
,
an
d
co
n
tex
tu
ally
alig
n
ed
with
th
e
r
ea
liti
es
o
f
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
lead
er
s
h
ip
in
n
o
r
th
ea
s
ter
n
T
h
ailan
d
.
2
.
6
.
T
rus
t
wo
rt
hin
ess
a
nd
ri
g
o
r
T
o
en
h
a
n
ce
th
e
tr
u
s
two
r
th
i
n
e
s
s
an
d
r
ig
o
r
o
f
th
e
an
al
y
s
is
,
s
ev
er
al
q
u
alitativ
e
v
alid
atio
n
s
tr
ateg
ies
wer
e
em
p
lo
y
ed
,
in
cl
u
d
in
g
iter
ativ
e
co
d
in
g
,
cr
o
s
s
-
ex
p
er
t
co
m
p
ar
is
o
n
,
an
d
m
e
m
b
er
ch
ec
k
in
g
.
An
aly
tic
m
em
o
s
an
d
au
d
it
tr
ails
wer
e
m
ain
t
ain
ed
th
r
o
u
g
h
o
u
t
t
h
e
r
esear
ch
p
r
o
ce
s
s
to
s
y
s
tem
atica
lly
d
o
cu
m
en
t
co
d
in
g
d
ec
is
io
n
s
,
th
em
e
d
e
v
elo
p
m
e
n
t,
an
d
m
o
d
el
r
ef
in
em
e
n
ts
.
T
h
ese
p
r
o
ce
d
u
r
es
s
tr
en
g
th
e
n
ed
th
e
cr
e
d
ib
ilit
y
,
d
ep
en
d
a
b
ilit
y
,
an
d
co
n
f
ir
m
a
b
ilit
y
o
f
th
e
f
in
d
in
g
s
an
d
en
s
u
r
ed
tr
an
s
p
ar
en
c
y
in
th
e
an
aly
tic
p
r
o
ce
s
s
.
I
n
ad
d
itio
n
,
co
n
tin
u
o
u
s
r
ef
le
ctio
n
an
d
cr
o
s
s
-
v
alid
atio
n
o
f
em
er
g
in
g
th
e
m
es
wer
e
co
n
d
u
cted
to
m
in
im
ize
r
esear
ch
er
b
ias
an
d
en
h
an
ce
i
n
ter
p
r
etiv
e
ac
cu
r
ac
y
.
T
h
e
i
n
teg
r
atio
n
o
f
m
u
ltip
le
v
alid
atio
n
s
tr
ateg
ies
s
u
p
p
o
r
ted
th
e
r
o
b
u
s
tn
ess
an
d
co
n
s
is
ten
c
y
o
f
th
e
an
aly
tical
o
u
tc
o
m
es.
Ov
er
all,
th
e
an
aly
tic
p
r
o
ce
d
u
r
e
en
s
u
r
ed
co
n
ce
p
tu
al
r
ig
o
r
,
in
ter
n
al
co
h
er
e
n
ce
,
an
d
co
n
tex
tu
al
r
elev
a
n
ce
,
th
er
eb
y
estab
lis
h
in
g
th
e
r
ef
in
ed
m
o
d
el’
s
r
ea
d
in
ess
f
o
r
s
u
b
s
eq
u
en
t
q
u
a
n
titativ
e
v
alid
atio
n
an
d
SEM
.
Qu
alitativ
e
m
o
d
el
v
alid
atio
n
s
u
p
p
o
r
te
d
b
y
ex
p
er
t
in
s
ig
h
t
an
d
s
y
s
tem
atic
an
aly
s
i
s
r
em
ain
s
e
s
s
en
tial
f
o
r
s
tr
en
g
th
en
in
g
co
n
ce
p
tu
al
clar
ity
an
d
co
n
tex
t
u
al
alig
n
m
en
t
p
r
io
r
t
o
lar
g
e
-
s
ca
le
q
u
an
titativ
e
test
in
g
an
d
m
o
d
el
d
e
v
elo
p
m
e
n
t in
ed
u
ca
tio
n
al
r
esear
ch
[
1
9
]
,
[
2
1
]
,
[
2
2
]
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
T
h
e
ex
p
e
r
t
-
v
alid
atio
n
p
r
o
ce
s
s
y
ield
ed
a
co
h
er
en
t
an
d
s
y
s
tem
atica
lly
r
ef
in
ed
ca
u
s
al
m
o
d
el
o
f
2
1
s
t
-
ce
n
tu
r
y
ac
a
d
em
ic
lead
er
s
h
ip
.
R
ath
er
th
an
f
u
n
cti
o
n
in
g
as
an
ex
p
lo
r
ato
r
y
q
u
alitativ
e
in
q
u
ir
y
,
th
e
in
ter
v
iews
s
er
v
ed
as
a
s
tr
u
ctu
r
ed
v
alid
atio
n
p
r
o
ce
d
u
r
e
aim
ed
at
ex
am
in
in
g
,
co
n
f
ir
m
i
n
g
,
an
d
r
ef
in
i
n
g
th
e
co
n
ce
p
tu
al
d
o
m
ain
s
,
ca
u
s
al
p
ath
way
s
,
an
d
i
n
d
icato
r
s
d
e
r
iv
ed
f
r
o
m
th
e
liter
atu
r
e
s
y
n
t
h
esis
.
T
h
e
an
aly
s
is
d
em
o
n
s
tr
ated
a
s
tr
o
n
g
co
n
v
er
g
en
ce
o
f
e
x
p
er
t
p
e
r
s
p
ec
tiv
es,
r
esu
ltin
g
in
f
o
u
r
v
alid
ated
d
o
m
ain
s
,
twelv
e
k
ey
ca
teg
o
r
ies,
an
d
f
o
r
ty
-
eig
h
t
r
ef
in
ed
in
d
icato
r
s
th
at
co
llect
iv
ely
r
ep
r
esen
t
th
e
co
r
e
s
tr
u
ctu
r
e
o
f
ac
ad
e
m
ic
lead
er
s
h
ip
in
c
o
n
tem
p
o
r
ar
y
s
ec
o
n
d
ar
y
ed
u
c
atio
n
.
T
h
ese
v
ali
d
ated
co
m
p
o
n
e
n
ts
s
h
o
wed
s
u
b
s
tan
tial
alig
n
m
en
t
with
b
o
th
th
eo
r
etica
l
ex
p
ec
t
atio
n
s
an
d
co
n
tex
tu
al
r
ea
liti
es
in
n
o
r
th
ea
s
ter
n
T
h
ailan
d
.
T
h
e
f
in
d
in
g
s
ar
e
p
r
esen
ted
ac
co
r
d
in
g
t
o
th
em
at
ic
d
o
m
ain
s
co
r
r
esp
o
n
d
in
g
to
th
e
r
ef
in
e
d
ca
u
s
al
m
o
d
el.
3
.
1
.
1
.
Do
ma
in 1
:
perso
na
l a
t
t
ribute
s
a
nd
lea
ders
hip
d
is
p
o
s
it
io
n
E
x
p
er
ts
co
n
s
is
ten
tly
em
p
h
asi
ze
d
th
at
ac
ad
em
ic
lead
er
s
h
ip
in
th
e
2
1
s
t
ce
n
tu
r
y
is
g
r
o
u
n
d
ed
in
th
e
in
ter
n
al
ca
p
ac
ities
an
d
d
is
p
o
s
itio
n
s
o
f
s
ch
o
o
l
a
d
m
in
is
tr
ato
r
s
.
T
h
is
d
o
m
ain
co
m
p
r
is
es
f
o
u
r
in
ter
r
elate
d
ca
teg
o
r
ies th
at
f
u
n
cti
o
n
as f
o
u
n
d
atio
n
al
d
r
iv
er
s
o
f
ef
f
ec
tiv
e
i
n
s
tr
u
ctio
n
al
lead
er
s
h
ip
a
n
d
s
c
h
o
o
l im
p
r
o
v
em
e
n
t.
a.
Pro
f
ess
io
n
al
k
n
o
wled
g
e
an
d
d
ig
ital liter
ac
y
E
x
p
er
ts
h
ig
h
lig
h
ted
th
e
n
ec
es
s
ity
f
o
r
s
ch
o
o
l
lead
er
s
to
p
o
s
s
ess
s
tr
o
n
g
p
r
o
f
ess
io
n
al
k
n
o
wled
g
e
in
cu
r
r
icu
lu
m
d
esig
n
,
ass
ess
m
en
t,
an
d
tec
h
n
o
lo
g
y
-
e
n
h
an
ce
d
l
ea
r
n
in
g
.
Dig
ital
co
m
p
ete
n
ce
was
v
iewe
d
as
an
ess
en
tial le
ad
er
s
h
ip
ca
p
ab
ilit
y
in
co
n
tem
p
o
r
ar
y
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
ts
.
“
Lea
d
ers
to
d
a
y
mu
s
t
u
n
d
ers
ta
n
d
b
o
th
cu
r
r
icu
lu
m
ma
n
a
g
eme
n
t
a
n
d
d
ig
ita
l
tr
a
n
s
fo
r
ma
tio
n
;
o
th
erw
is
e,
th
ey
ca
n
n
o
t su
p
p
o
r
t te
a
ch
ers
.”
(
E
2
)
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
E
xp
ert va
lid
a
tio
n
o
f a
ca
u
s
a
l
mo
d
el
o
f 2
1
s
t
-
ce
n
tu
r
y
a
ca
d
em
ic
lea
d
ers
h
ip
in
…
(
Du
s
a
d
ee
B
u
tb
u
r
ee
)
2297
b
.
E
th
ical
an
d
m
o
r
al
lead
er
s
h
ip
I
n
teg
r
ity
,
f
air
n
ess
,
an
d
eth
ical
co
n
d
u
ct
wer
e
u
n
an
im
o
u
s
ly
id
en
tifie
d
as
in
d
is
p
en
s
ab
le
c
o
m
p
o
n
en
ts
o
f
ef
f
ec
tiv
e
ac
ad
em
ic
lead
er
s
h
ip
.
E
x
p
er
ts
em
p
h
asized
th
at
et
h
ical
lead
er
s
h
ip
estab
lis
h
es
tr
u
s
t
an
d
leg
itima
cy
,
en
ab
lin
g
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
to
f
u
n
ctio
n
ef
f
ec
tiv
ely
with
i
n
s
ch
o
o
ls
.
“
I
n
teg
r
ity
crea
tes tr
u
s
t;
w
ith
o
u
t it,
in
s
tr
u
ctio
n
a
l le
a
d
ers
h
ip
ca
n
n
o
t o
cc
u
r
.
”
(
E
3
)
c.
L
ea
d
er
s
h
ip
s
elf
-
ef
f
icac
y
L
ea
d
er
s
h
ip
co
n
f
i
d
en
ce
in
d
e
cisi
o
n
-
m
ak
in
g
,
p
r
o
b
lem
-
s
o
lv
i
n
g
,
an
d
cr
is
is
m
an
ag
em
en
t
e
m
er
g
ed
as
a
cr
itical
f
ac
to
r
i
n
f
lu
en
ci
n
g
s
ch
o
o
l
im
p
r
o
v
e
m
en
t.
E
x
p
er
ts
n
o
ted
th
at
lead
er
s
’
s
elf
-
ef
f
ica
cy
d
ir
ec
tly
s
h
ap
es
teac
h
er
co
n
f
id
en
ce
a
n
d
o
r
g
an
i
za
tio
n
al
r
esil
ien
ce
.
“
A
lea
d
er’s c
o
n
fid
en
ce
d
ir
ec
tly
in
flu
en
ce
s
tea
ch
ers
’
co
n
fid
en
ce
.
”
(
E
7
)
d.
T
r
an
s
f
o
r
m
atio
n
al
in
f
lu
en
ce
E
x
p
er
ts
id
en
tifie
d
in
s
p
ir
atio
n
al
lead
er
s
h
ip
a
n
d
p
o
s
itiv
e
r
o
le
m
o
d
elin
g
as
k
ey
m
e
ch
a
n
is
m
s
f
o
r
s
h
ap
in
g
s
ch
o
o
l
cu
ltu
r
e
an
d
m
o
tiv
atin
g
teac
h
e
r
en
g
ag
em
en
t.
T
r
an
s
f
o
r
m
atio
n
al
in
f
lu
e
n
ce
was
v
iewe
d
as
a
d
r
iv
in
g
f
o
r
ce
f
o
r
s
u
s
tain
in
g
i
n
n
o
v
atio
n
an
d
co
llab
o
r
ativ
e
le
ar
n
in
g
e
n
v
ir
o
n
m
en
ts
.
“
Tr
a
n
s
fo
r
ma
tio
n
a
l le
a
d
ers
h
ip
is
th
e
en
g
in
e
th
a
t m
o
ve
s
th
e
en
tir
e
lea
r
n
in
g
cu
ltu
r
e
.”
(
E
9
)
C
o
llectiv
ely
,
th
ese
ca
teg
o
r
ies
d
em
o
n
s
tr
ate
th
at
p
er
s
o
n
al
attr
ib
u
tes
an
d
lead
er
s
h
ip
d
is
p
o
s
itio
n
f
u
n
ctio
n
as
th
e
p
s
y
ch
o
lo
g
ical
an
d
m
o
tiv
atio
n
al
f
o
u
n
d
atio
n
o
f
ac
ad
em
ic
lead
er
s
h
ip
.
T
h
is
d
o
m
ain
ex
er
ts
a
d
ir
ec
t
in
f
lu
en
ce
o
n
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
tices
an
d
th
e
d
ev
elo
p
m
en
t
o
f
an
in
n
o
v
atio
n
-
o
r
ien
ted
lear
n
in
g
cu
ltu
r
e
with
in
s
ch
o
o
ls
.
3
.
1
.
2
.
Do
m
a
in 2
:
co
nte
x
t
ua
l
a
nd
s
t
ruct
ura
l su
pp
o
rt
s
y
s
t
em
s
E
x
p
er
ts
co
n
s
is
ten
tly
em
p
h
asi
ze
d
th
at
c
o
n
tex
tu
al
an
d
s
tr
u
c
tu
r
al
co
n
d
itio
n
s
p
la
y
a
d
ec
is
iv
e
r
o
le
in
s
h
ap
in
g
a
s
ch
o
o
l
lead
e
r
’
s
ca
p
ac
ity
to
en
ac
t
ef
f
ec
tiv
e
ac
ad
em
ic
lead
er
s
h
ip
.
T
h
is
d
o
m
ain
r
ep
r
esen
ts
th
e
ex
ter
n
al
en
a
b
lin
g
e
n
v
ir
o
n
m
e
n
t
th
at
eith
er
s
u
p
p
o
r
ts
o
r
c
o
n
s
tr
ain
s
lead
er
s
h
ip
p
r
ac
tice
s
with
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
.
Fo
u
r
k
e
y
ca
teg
o
r
ies we
r
e
v
alid
ated
as e
s
s
en
tial c
o
m
p
o
n
e
n
ts
o
f
th
is
d
o
m
ai
n
.
a.
Po
licy
alig
n
m
en
t
an
d
g
o
v
er
n
an
ce
s
u
p
p
o
r
t
E
x
p
er
ts
h
ig
h
lig
h
te
d
th
e
im
p
o
r
tan
ce
o
f
alig
n
i
n
g
n
atio
n
al
ed
u
ca
tio
n
al
r
ef
o
r
m
s
with
s
ch
o
o
l
-
lev
el
im
p
lem
en
tatio
n
s
tr
ateg
ies.
E
f
f
ec
tiv
e
ac
ad
em
ic
lea
d
er
s
h
ip
r
e
q
u
ir
es
th
e
ab
ilit
y
to
in
ter
p
r
et
p
o
licy
d
ir
ec
tiv
es
a
n
d
tr
an
s
late
th
em
in
to
p
r
ac
tical
ac
tio
n
s
with
in
s
p
ec
if
ic
s
ch
o
o
l c
o
n
tex
ts
.
“
Lea
d
ers
mu
s
t
tr
a
n
s
la
te
n
a
tio
n
a
l p
o
licies in
to
mea
n
in
g
fu
l sch
o
o
l
-
leve
l a
ctio
n
s
.”
(
E
4
)
b.
Ad
eq
u
ac
y
o
f
r
eso
u
r
ce
s
T
h
e
av
ailab
ilit
y
o
f
f
in
an
cial
r
eso
u
r
ce
s
,
tech
n
o
lo
g
ical
in
f
r
a
s
tr
u
ctu
r
e,
an
d
q
u
alif
ied
p
er
s
o
n
n
el
was
id
en
tifie
d
as
a
cr
itical
d
eter
m
in
an
t
o
f
lead
e
r
s
h
ip
ef
f
ec
tiv
en
ess
.
E
x
p
er
ts
ag
r
ee
d
th
at
in
s
u
f
f
icien
t
r
eso
u
r
ce
s
s
ig
n
if
ican
tly
lim
it a
lead
er
’
s
c
ap
ac
ity
to
s
u
s
tain
in
s
tr
u
ctio
n
al
im
p
r
o
v
e
m
en
t a
n
d
in
n
o
v
atio
n
.
“
Lea
d
ers
h
ip
q
u
a
lity c
a
n
n
o
t b
e
s
u
s
ta
in
ed
if res
o
u
r
ce
s
a
r
e
in
s
u
fficien
t
.”
(
E
5
)
c
.
Ph
y
s
ical
an
d
o
r
g
an
izatio
n
al
clim
ate
A
s
u
p
p
o
r
tiv
e
p
h
y
s
ical
an
d
o
r
g
an
izatio
n
al
en
v
ir
o
n
m
e
n
t
was
v
iewe
d
as
ess
en
tial
f
o
r
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
.
E
x
p
er
ts
n
o
ted
t
h
at
p
o
s
itiv
e
s
ch
o
o
l
clim
ate,
c
o
llab
o
r
ativ
e
cu
ltu
r
e,
an
d
s
u
p
p
o
r
tiv
e
wo
r
k
in
g
co
n
d
i
tio
n
s
en
ab
le
teac
h
er
s
an
d
ad
m
in
is
tr
ato
r
s
to
en
g
ag
e
m
o
r
e
e
f
f
ec
tiv
ely
in
s
ch
o
o
l
im
p
r
o
v
em
e
n
t in
itiativ
es.
“
C
u
ltu
r
e
a
n
d
clima
te
d
etermin
e
w
h
eth
er in
s
tr
u
ctio
n
a
l le
a
d
ers
h
ip
ca
n
th
r
ive
.”
(
E
6
)
d
.
Sch
o
o
l
au
to
n
o
m
y
an
d
h
u
m
an
r
eso
u
r
ce
d
ev
elo
p
m
en
t
(
HR
D)
s
y
s
tem
s
E
x
p
er
ts
em
p
h
asized
th
at
s
ch
o
o
l
au
to
n
o
m
y
f
ac
ilit
ates
c
o
n
tex
t
-
r
esp
o
n
s
iv
e
d
ec
is
io
n
-
m
ak
in
g
an
d
in
n
o
v
atio
n
.
I
n
ad
d
itio
n
,
s
y
s
tem
atic
HR
D
an
d
in
d
iv
id
u
al
d
e
v
elo
p
m
en
t
p
la
n
n
in
g
(
I
DP)
wer
e
id
en
tifie
d
as
k
ey
m
ec
h
an
is
m
s
f
o
r
s
u
s
tain
in
g
tea
ch
er
ca
p
ac
ity
a
n
d
p
r
o
f
ess
io
n
al
g
r
o
wth
.
“
A
u
to
n
o
my
emp
o
w
ers
s
ch
o
o
ls
to
in
n
o
va
te
in
a
w
a
y
th
a
t fits
lo
ca
l n
ee
d
s
.”
(
E
1
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
2
2
9
2
-
2
3
0
4
2298
C
o
llectiv
ely
,
th
ese
f
in
d
in
g
s
in
d
icate
th
at
co
n
tex
tu
al
an
d
s
tr
u
ctu
r
al
s
u
p
p
o
r
t
s
y
s
tem
s
f
u
n
ctio
n
as
en
ab
lin
g
co
n
d
itio
n
s
th
at
s
h
ap
e
th
e
ex
ten
t
to
wh
ich
s
ch
o
o
l
lead
er
s
ca
n
im
p
lem
en
t
ef
f
ec
tiv
e
ac
ad
em
ic
lead
er
s
h
ip
.
T
h
is
d
o
m
ain
in
ter
ac
ts
with
lead
er
s
’
p
er
s
o
n
al
attr
ib
u
tes
an
d
d
ir
ec
tly
in
f
lu
en
ce
s
th
e
im
p
lem
en
tatio
n
o
f
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
an
d
in
n
o
v
atio
n
-
o
r
ien
ted
s
ch
o
o
l p
r
ac
tices.
3
.
1
.
3
.
Do
m
a
in 3
:
ins
t
ruct
io
na
l le
a
dersh
ip
a
nd
pro
a
ct
iv
e
curr
iculu
m
m
a
na
g
em
ent
E
x
p
er
ts
co
n
s
is
ten
tly
id
en
tifie
d
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
an
d
p
r
o
ac
tiv
e
cu
r
r
icu
lu
m
m
an
ag
em
en
t
as
th
e
ce
n
tr
al
m
ed
iatin
g
m
ec
h
an
is
m
lin
k
in
g
lead
er
s
’
p
er
s
o
n
al
att
r
ib
u
tes
an
d
co
n
tex
tu
al
s
u
p
p
o
r
ts
to
ed
u
ca
tio
n
al
o
u
tco
m
es.
T
h
is
d
o
m
ain
r
ep
r
esen
ts
th
e
o
p
er
atio
n
al
co
r
e
o
f
ac
ad
em
ic
lead
er
s
h
ip
,
tr
an
s
latin
g
lead
er
s
h
ip
ca
p
ac
ity
an
d
s
tr
u
ct
u
r
al
s
u
p
p
o
r
t
in
to
c
o
n
cr
ete
i
n
s
tr
u
ctio
n
al
p
r
ac
tices
an
d
s
tu
d
en
t
ac
h
iev
em
en
t.
Fo
u
r
in
ter
r
elate
d
ca
teg
o
r
ies we
r
e
v
a
lid
ated
with
in
th
is
d
o
m
ain
.
a.
Sy
s
tem
atic
cu
r
r
icu
lu
m
p
lan
n
in
g
E
x
p
er
ts
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
s
y
s
tem
atic
cu
r
r
i
cu
lu
m
p
la
n
n
in
g
alig
n
ed
with
n
atio
n
al
s
tan
d
ar
d
s
wh
ile
r
em
ain
in
g
r
es
p
o
n
s
iv
e
to
lo
c
al
co
n
tex
ts
an
d
s
tu
d
en
t
n
ee
d
s
.
Sch
o
o
l
lead
er
s
p
lay
a
k
e
y
r
o
le
in
g
u
id
in
g
c
u
r
r
icu
lu
m
d
esig
n
,
i
m
p
lem
en
tatio
n
,
a
n
d
co
n
ti
n
u
o
u
s
r
ev
iew
to
en
s
u
r
e
co
h
e
r
en
ce
b
etwe
en
p
o
licy
ex
p
ec
tatio
n
s
an
d
class
r
o
o
m
p
r
ac
tices.
b.
Su
p
er
v
is
io
n
an
d
m
o
n
ito
r
in
g
o
f
teac
h
in
g
–
lear
n
in
g
p
r
o
ce
s
s
es
I
n
s
tr
u
ctio
n
al
s
u
p
e
r
v
is
io
n
a
n
d
o
n
g
o
in
g
m
o
n
ito
r
in
g
o
f
teac
h
i
n
g
–
lear
n
i
n
g
p
r
o
ce
s
s
es
wer
e
id
en
tifie
d
as
cr
itical
m
ec
h
an
is
m
s
f
o
r
im
p
r
o
v
in
g
in
s
tr
u
ctio
n
al
q
u
ality
.
E
x
p
er
ts
h
ig
h
lig
h
ted
th
e
r
o
le
o
f
f
ee
d
b
ac
k
,
co
ac
h
in
g
,
an
d
ass
ess
m
en
t
-
d
r
iv
en
s
u
p
er
v
i
s
io
n
in
s
h
ap
in
g
teac
h
in
g
e
f
f
ec
t
iv
en
ess
an
d
s
tu
d
en
t o
u
tco
m
es.
“
S
u
p
ervis
io
n
d
ir
ec
tly
a
ffects tea
ch
in
g
b
eh
a
vio
r
a
n
d
s
tu
d
en
t a
ch
ieve
men
t
.”
(
E
7
)
c.
T
ea
ch
er
d
ev
elo
p
m
en
t
th
r
o
u
g
h
PLCs
,
co
ac
h
in
g
,
an
d
m
en
to
r
in
g
C
o
n
tin
u
o
u
s
teac
h
er
d
ev
elo
p
m
en
t
em
er
g
e
d
as
a
u
n
iv
er
s
ally
v
alid
ated
ca
u
s
al
f
ac
to
r
.
E
x
p
er
t
s
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
PLCs
,
co
ac
h
in
g
s
y
s
tem
s
,
an
d
m
en
to
r
i
n
g
p
r
o
ce
s
s
es
in
s
tr
en
g
th
en
in
g
teac
h
er
s
’
in
s
tr
u
ctio
n
al
co
m
p
ete
n
ce
an
d
ad
ap
tab
ilit
y
to
ev
o
lv
in
g
ed
u
ca
tio
n
al
d
em
an
d
s
.
d.
C
o
llab
o
r
ativ
e
lead
er
s
h
ip
f
o
r
s
tu
d
en
t a
ch
iev
em
en
t
E
x
p
er
ts
u
n
d
er
s
co
r
ed
th
e
s
ig
n
if
ican
ce
o
f
co
llab
o
r
ativ
e
lead
er
s
h
ip
p
r
ac
tices
th
at
p
r
o
m
o
te
s
h
ar
ed
r
esp
o
n
s
ib
ilit
y
f
o
r
s
tu
d
en
t
a
ch
iev
em
en
t.
Data
-
d
r
iv
en
d
e
cisi
o
n
-
m
ak
in
g
,
co
llectiv
e
p
r
o
b
lem
-
s
o
lv
in
g
,
an
d
d
is
tr
ib
u
ted
lead
er
s
h
ip
wer
e
v
iewe
d
as
ess
en
tial
m
ec
h
an
i
s
m
s
f
o
r
im
p
r
o
v
in
g
in
s
tr
u
ctio
n
al
o
u
tco
m
es
an
d
s
u
s
tain
in
g
s
ch
o
o
l
im
p
r
o
v
e
m
e
n
t.
Ov
er
all,
th
is
d
o
m
ain
d
em
o
n
s
tr
ated
th
e
s
tr
o
n
g
est
co
n
s
e
n
s
u
s
am
o
n
g
ex
p
e
r
ts
r
eg
ar
d
in
g
its
ce
n
tr
ality
with
in
th
e
ca
u
s
al
m
o
d
el.
I
n
s
t
r
u
ctio
n
al
lead
er
s
h
ip
a
n
d
p
r
o
ac
tiv
e
cu
r
r
icu
l
u
m
m
an
ag
em
en
t
f
u
n
ctio
n
as
th
e
p
r
im
ar
y
m
ed
iatin
g
p
r
o
ce
s
s
es
th
r
o
u
g
h
wh
ich
lead
er
s
h
ip
attr
i
b
u
tes
an
d
co
n
tex
tu
al
s
u
p
p
o
r
ts
in
f
lu
e
n
ce
b
o
t
h
in
s
tr
u
ctio
n
al
q
u
ality
an
d
lo
n
g
-
ter
m
ed
u
ca
tio
n
al
o
u
tco
m
es.
3
.
1
.
4
.
Do
m
a
in 4
:
inn
o
v
a
t
io
n
a
nd
2
1
s
t
-
ce
ntury
pro
f
ess
io
na
l le
a
rning
cult
ure
E
x
p
er
ts
co
n
clu
d
ed
th
at
s
u
s
t
ain
ab
le
s
ch
o
o
l
im
p
r
o
v
em
e
n
t
in
th
e
2
1
s
t
ce
n
tu
r
y
d
e
p
en
d
s
o
n
th
e
estab
lis
h
m
en
t
o
f
a
s
tr
o
n
g
cu
lt
u
r
e
o
f
in
n
o
v
atio
n
an
d
c
o
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
lear
n
in
g
.
T
h
i
s
d
o
m
ain
r
e
p
r
esen
ts
b
o
th
a
k
e
y
o
u
tco
m
e
o
f
ef
f
ec
t
iv
e
ac
ad
em
ic
lead
er
s
h
ip
an
d
a
r
ein
f
o
r
cin
g
m
ec
h
a
n
is
m
th
at
s
u
s
tain
s
lo
n
g
-
ter
m
ed
u
ca
tio
n
al
d
e
v
elo
p
m
e
n
t.
Fo
u
r
in
ter
r
elate
d
ca
teg
o
r
ies we
r
e
v
alid
ated
with
in
th
is
d
o
m
ai
n
.
a.
Pro
m
o
tio
n
o
f
ed
u
ca
tio
n
al
in
n
o
v
atio
n
E
x
p
er
ts
em
p
h
asized
th
at
in
n
o
v
atio
n
m
u
s
t
b
e
em
b
ed
d
e
d
with
in
th
e
id
en
tity
an
d
d
aily
p
r
ac
tices
o
f
th
e
s
ch
o
o
l
r
ath
er
th
an
im
p
lem
en
te
d
as
is
o
lated
in
itiativ
es.
L
ea
d
e
r
s
p
lay
a
cr
u
cial
r
o
le
in
f
o
s
ter
i
n
g
an
en
v
i
r
o
n
m
e
n
t
th
at
en
co
u
r
a
g
es e
x
p
er
im
e
n
tatio
n
,
cr
ea
tiv
e
p
r
o
b
lem
-
s
o
lv
in
g
,
an
d
co
n
tin
u
o
u
s
im
p
r
o
v
em
en
t.
“
I
n
n
o
va
tio
n
mu
s
t b
e
a
cu
ltu
r
e,
n
o
t a
n
is
o
la
ted
p
r
o
ject
.”
(
E
9
)
b.
Par
ticip
ato
r
y
cu
ltu
r
e
o
f
teac
h
er
s
,
s
tu
d
en
ts
,
an
d
co
m
m
u
n
ity
A
p
ar
ticip
ato
r
y
cu
ltu
r
e
in
v
o
lv
in
g
teac
h
er
s
,
s
tu
d
en
ts
,
a
n
d
c
o
m
m
u
n
ity
s
tak
eh
o
ld
er
s
was
i
d
en
tifie
d
as
ess
en
tial
f
o
r
b
u
ild
in
g
tr
u
s
t
a
n
d
e
n
h
an
cin
g
ac
a
d
em
ic
p
r
o
c
ess
es.
C
o
llab
o
r
ativ
e
en
g
a
g
em
en
t
s
u
p
p
o
r
ts
s
h
ar
ed
o
wn
er
s
h
ip
o
f
s
ch
o
o
l im
p
r
o
v
e
m
en
t a
n
d
s
tr
en
g
th
en
s
r
elatio
n
s
h
ip
s
am
o
n
g
s
tak
eh
o
ld
er
s
.
c.
Flex
ib
le
cu
r
r
icu
lu
m
alig
n
ed
with
f
u
tu
r
e
s
k
ills
E
x
p
er
ts
h
ig
h
lig
h
ted
t
h
e
i
m
p
o
r
tan
ce
o
f
cu
r
r
ic
u
lu
m
f
lex
ib
ilit
y
to
ac
c
o
m
m
o
d
ate
em
er
g
in
g
co
m
p
eten
cies
an
d
e
v
o
lv
in
g
s
o
cieta
l
d
em
an
d
s
.
Ad
a
p
tiv
e
c
u
r
r
icu
lu
m
s
tr
u
ct
u
r
es
en
ab
le
s
ch
o
o
ls
to
in
teg
r
ate
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
,
d
ig
ital liter
ac
y
,
an
d
in
ter
d
is
cip
lin
ar
y
lea
r
n
in
g
alig
n
e
d
with
f
u
t
u
r
e
wo
r
k
f
o
r
ce
n
ee
d
s
.
d.
C
o
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
lear
n
in
g
C
o
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
lear
n
in
g
—
in
clu
d
in
g
PLCs
,
s
elf
-
d
ir
ec
ted
lear
n
in
g
,
a
n
d
k
n
o
wled
g
e
-
s
h
ar
in
g
p
r
ac
tices
—
was
id
en
tifie
d
as
a
co
r
e
m
ec
h
an
is
m
f
o
r
s
u
s
t
ain
in
g
lo
n
g
-
ter
m
s
ch
o
o
l
im
p
r
o
v
em
en
t.
E
x
p
e
r
ts
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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&
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2252
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8
8
2
2
E
xp
ert va
lid
a
tio
n
o
f a
ca
u
s
a
l
mo
d
el
o
f 2
1
s
t
-
ce
n
tu
r
y
a
ca
d
em
ic
lea
d
ers
h
ip
in
…
(
Du
s
a
d
ee
B
u
tb
u
r
ee
)
2299
em
p
h
asized
th
at
o
n
g
o
in
g
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
e
n
t
s
u
p
p
o
r
ts
in
n
o
v
atio
n
,
in
s
tr
u
ct
io
n
al
q
u
ality
,
a
n
d
o
r
g
an
izatio
n
al
ad
a
p
tab
ilit
y
.
C
o
llectiv
ely
,
th
ese
f
in
d
in
g
s
in
d
icate
th
at
in
n
o
v
atio
n
an
d
p
r
o
f
ess
io
n
al
lear
n
in
g
cu
ltu
r
e
f
u
n
ctio
n
b
o
th
as a
n
o
u
t
co
m
e
o
f
e
f
f
ec
tiv
e
ac
ad
e
m
ic
lead
er
s
h
ip
an
d
as a
r
ein
f
o
r
cin
g
s
y
s
tem
th
at
s
u
s
tain
s
lead
er
s
h
ip
ef
f
ec
tiv
e
n
ess
o
v
er
tim
e.
T
h
is
d
o
m
ain
s
tr
en
g
th
en
s
th
e
d
y
n
a
m
ic
r
elatio
n
s
h
ip
am
o
n
g
lead
er
s
h
ip
attr
ib
u
tes,
co
n
tex
tu
al
s
u
p
p
o
r
ts
,
an
d
in
s
tr
u
ctio
n
al
p
r
ac
tices with
in
th
e
r
e
f
in
ed
ca
u
s
al
m
o
d
el.
3
.
1
.
5
.
E
x
pert
co
ns
ens
us
o
n
m
o
del v
a
lid
it
y
T
h
e
ex
p
er
t
-
v
alid
atio
n
p
r
o
ce
s
s
d
em
o
n
s
tr
ated
a
h
ig
h
lev
el
o
f
ag
r
ee
m
en
t
r
eg
ar
d
in
g
b
o
t
h
th
e
s
tr
u
ctu
r
e
an
d
s
u
b
s
tan
tiv
e
c
o
m
p
o
n
en
ts
o
f
th
e
r
ef
in
ed
ca
u
s
al
m
o
d
el.
Ov
er
all
co
n
s
en
s
u
s
lev
els
in
d
i
ca
ted
s
tr
o
n
g
s
u
p
p
o
r
t
f
o
r
th
e
co
n
ce
p
tu
al
clar
ity
,
th
e
o
r
etica
l
co
h
er
e
n
ce
,
a
n
d
p
r
ac
tic
al
ap
p
licab
ilit
y
o
f
th
e
m
o
d
el
with
in
th
e
co
n
te
x
t
o
f
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
in
n
o
r
th
e
aster
n
T
h
ailan
d
.
Ag
r
ee
m
e
n
t
a
cr
o
s
s
ex
p
er
ts
r
ea
ch
ed
1
0
0
%
f
o
r
th
e
f
o
u
r
p
r
i
n
cip
al
d
o
m
ain
s
,
in
d
icatin
g
u
n
an
im
o
u
s
ac
ce
p
tan
ce
o
f
th
e
o
v
er
ar
ch
in
g
co
n
ce
p
tu
al
f
r
am
ewo
r
k
o
f
2
1
s
t
-
ce
n
t
u
r
y
ac
ad
em
ic
lead
er
s
h
ip
.
C
o
n
s
en
s
u
s
r
eg
ar
d
i
n
g
th
e
twelv
e
k
e
y
c
ateg
o
r
ies
r
an
g
e
d
f
r
o
m
9
0
%
t
o
1
0
0
%,
r
ef
lectin
g
s
tr
o
n
g
alig
n
m
en
t
a
m
o
n
g
ex
p
e
r
ts
co
n
ce
r
n
i
n
g
t
h
e
ess
en
tial
s
u
b
co
m
p
o
n
en
ts
with
in
ea
ch
d
o
m
ain
.
Valid
atio
n
o
f
th
e
f
o
r
ty
-
eig
h
t
p
r
o
p
o
s
ed
in
d
ic
ato
r
s
y
ield
ed
ag
r
ee
m
en
t
lev
els
b
etwe
en
8
5
%
an
d
9
7
%,
co
n
f
ir
m
in
g
th
eir
clar
ity
,
r
elev
an
ce
,
an
d
co
n
tex
tu
al
ap
p
r
o
p
r
iaten
ess
f
o
r
r
ep
r
esen
tin
g
c
o
n
tem
p
o
r
ar
y
ac
a
d
em
ic
lead
er
s
h
ip
p
r
ac
tices.
I
n
ad
d
itio
n
,
th
e
p
r
o
p
o
s
ed
ca
u
s
al
p
ath
way
s
r
ec
eiv
ed
an
o
v
er
all
ag
r
ee
m
en
t
lev
el
o
f
8
8
%,
d
em
o
n
s
tr
atin
g
b
r
o
ad
ex
p
er
t
ac
ce
p
tan
ce
o
f
th
e
d
ir
ec
tio
n
al
r
el
atio
n
s
h
ip
s
an
d
u
n
d
er
ly
in
g
ca
u
s
al
lo
g
ic
em
b
e
d
d
ed
with
in
th
e
m
o
d
el.
T
h
ese
f
i
n
d
in
g
s
in
d
icate
th
at
th
e
r
ef
in
ed
m
o
d
el
is
b
o
th
th
e
o
r
eti
ca
lly
co
h
er
en
t
an
d
co
n
tex
tu
ally
g
r
o
u
n
d
e
d
,
with
s
tr
o
n
g
p
o
ten
tial
f
o
r
ap
p
licatio
n
ac
r
o
s
s
d
iv
er
s
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
ettin
g
s
in
n
o
r
th
ea
s
ter
n
T
h
ailan
d
.
C
o
llectiv
ely
,
th
e
h
ig
h
lev
els
o
f
ex
p
er
t
co
n
s
en
s
u
s
af
f
ir
m
th
at
th
e
v
alid
ated
m
o
d
el
p
r
o
v
id
es
a
r
o
b
u
s
t
c
o
n
ce
p
t
u
al
f
o
u
n
d
atio
n
f
o
r
f
u
tu
r
e
q
u
an
tit
ativ
e
m
ea
s
u
r
em
en
t
d
e
v
elo
p
m
en
t
an
d
SEM
.
T
h
e
r
ef
in
ed
s
tr
u
ctu
r
e
ca
p
tu
r
es
th
e
d
y
n
am
ic
in
ter
ac
tio
n
s
am
o
n
g
l
ea
d
er
s
h
ip
attr
ib
u
tes,
co
n
te
x
tu
al
s
u
p
p
o
r
t
s
y
s
tem
s
,
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
o
ce
s
s
es,
an
d
in
n
o
v
atio
n
-
o
r
ien
ted
lear
n
in
g
c
u
ltu
r
e.
T
ab
le
1
p
r
esen
ts
a
s
y
n
th
esis
o
f
th
e
v
alid
ated
d
o
m
ain
s
,
k
e
y
ca
teg
o
r
ies,
an
d
r
ep
r
esen
tativ
e
e
x
p
er
t
s
tatem
en
ts
th
at
in
f
o
r
m
e
d
th
e
r
ef
in
e
m
en
t
o
f
th
e
ca
u
s
al
m
o
d
el.
T
h
e
s
y
n
th
e
s
is
p
r
esen
ted
in
T
ab
le
1
d
em
o
n
s
tr
ates
s
tr
o
n
g
co
n
ce
p
tu
al
c
o
n
v
er
g
en
ce
ac
r
o
s
s
ex
p
er
ts
an
d
h
i
g
h
lig
h
ts
th
e
in
t
er
co
n
n
ec
ted
n
at
u
r
e
o
f
lea
d
er
s
h
ip
attr
ib
u
tes,
co
n
tex
t
u
al
s
u
p
p
o
r
ts
,
in
s
tr
u
ctio
n
al
p
r
o
ce
s
s
es,
an
d
in
n
o
v
atio
n
-
o
r
ie
n
ted
lear
n
in
g
cu
ltu
r
e
with
in
th
e
r
ef
in
ed
m
o
d
el.
T
ab
le
1
.
Sy
n
t
h
esized
d
o
m
ai
n
s
,
k
ey
ca
teg
o
r
ies,
an
d
r
ep
r
esen
t
ativ
e
ex
p
er
t statem
en
ts
Th
e
m
e
K
e
y
c
a
t
e
g
o
r
i
e
s
S
a
mp
l
e
e
x
p
e
r
t
c
o
d
e
s
1
.
P
e
r
so
n
a
l
a
t
t
r
i
b
u
t
e
s
K
n
o
w
l
e
d
g
e
,
e
t
h
i
c
s,
se
l
f
-
e
f
f
i
c
a
c
y
,
t
r
a
n
sf
o
r
m
a
t
i
o
n
a
l
i
n
f
l
u
e
n
c
e
E3
:
“
T
e
c
h
n
o
l
o
g
y
+
v
i
s
i
o
n
+
e
t
h
i
c
s=
m
o
d
e
rn
l
e
a
d
e
rsh
i
p
.”
2
.
C
o
n
t
e
x
t
u
a
l
s
u
p
p
o
r
t
G
o
v
e
r
n
a
n
c
e
,
r
e
s
o
u
r
c
e
s,
c
l
i
ma
t
e
,
a
u
t
o
n
o
my
E5
:
“
N
o
res
o
u
rce
s=
n
o
l
e
a
d
e
rs
h
i
p
e
x
e
c
u
t
i
o
n
.”
3
.
I
n
st
r
u
c
t
i
o
n
a
l
l
e
a
d
e
r
s
h
i
p
C
u
r
r
i
c
u
l
u
m,
s
u
p
e
r
v
i
si
o
n
,
t
e
a
c
h
e
r
d
e
v
e
l
o
p
m
e
n
t
,
a
c
h
i
e
v
e
me
n
t
E7
:
“
I
n
st
r
u
c
t
i
o
n
a
l
s
u
p
e
rv
i
si
o
n
a
f
f
e
c
t
s
st
u
d
e
n
t
l
e
a
rn
i
n
g
i
m
m
e
d
i
a
t
e
l
y
.”
4
.
I
n
n
o
v
a
t
i
o
n
c
u
l
t
u
r
e
I
n
n
o
v
a
t
i
o
n
,
p
a
r
t
i
c
i
p
a
t
i
o
n
,
f
l
e
x
i
b
l
e
c
u
r
r
i
c
u
l
u
m,
l
e
a
r
n
i
n
g
c
u
l
t
u
r
e
E9
:
“
PL
C
m
u
st
b
e
a
c
u
l
t
u
re,
n
o
t
a
n
a
c
t
i
v
i
t
y
.”
3
.
1
.
6
.
Ref
ined
ca
us
a
l m
ec
ha
nis
m
s
o
f
a
ca
dem
ic
lea
dersh
ip
B
ased
o
n
ex
p
e
r
t
v
al
id
ati
o
n
a
n
d
t
h
e
m
at
ic
s
y
n
t
h
es
is
,
f
o
u
r
p
r
i
m
a
r
y
c
a
u
s
al
m
ec
h
a
n
is
m
s
we
r
e
c
o
n
f
ir
m
e
d
:
−
Per
s
o
n
al
attr
ib
u
tes
an
d
lead
er
s
h
ip
d
is
p
o
s
itio
n
d
ir
ec
tly
s
h
ap
e
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
tices
an
d
in
f
lu
en
ce
th
e
d
ev
elo
p
m
en
t o
f
a
s
ch
o
o
l le
ar
n
in
g
cu
ltu
r
e
.
−
C
o
n
tex
tu
al
an
d
s
tr
u
ctu
r
al
s
u
p
p
o
r
t
s
y
s
tem
s
s
tr
en
g
th
en
lead
er
s
’
ca
p
ac
ity
to
im
p
lem
en
t
ef
f
ec
tiv
e
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
.
−
I
n
s
tr
u
ctio
n
al
lead
er
s
h
ip
f
u
n
ctio
n
s
as
th
e
ce
n
tr
al
m
ed
iatin
g
m
ec
h
an
is
m
lin
k
in
g
lead
er
s
h
ip
attr
ib
u
tes
an
d
co
n
tex
tu
al
f
ac
to
r
s
to
ac
ad
em
ic
o
u
tco
m
es
.
−
I
n
n
o
v
atio
n
an
d
p
r
o
f
ess
io
n
al
lear
n
in
g
cu
ltu
r
e
r
ep
r
esen
ts
b
o
th
a
lo
n
g
-
ter
m
o
u
tco
m
e
an
d
a
r
ein
f
o
r
cin
g
s
y
s
tem
s
u
s
tain
in
g
lead
er
s
h
ip
ef
f
ec
tiv
en
ess
an
d
s
ch
o
o
l im
p
r
o
v
em
en
t.
Ov
er
all,
th
e
r
ef
in
ed
m
o
d
el
d
em
o
n
s
tr
ates
s
tr
o
n
g
c
o
n
c
ep
t
u
al
i
n
teg
r
ity
an
d
p
r
ac
tical
r
elev
an
ce
.
I
t
p
r
o
v
i
d
es
a
th
e
o
r
eti
ca
ll
y
g
r
o
u
n
d
ed
an
d
em
p
ir
ically
s
u
p
p
o
r
ted
f
r
am
ewo
r
k
f
o
r
u
n
d
er
s
tan
d
in
g
ac
ad
em
ic
lead
er
s
h
ip
in
co
n
tem
p
o
r
ar
y
e
d
u
ca
tio
n
al
co
n
te
x
ts
.
T
h
e
v
alid
at
ed
ca
u
s
al
s
tr
u
ctu
r
e
is
illu
s
tr
ated
in
Fig
u
r
e
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
2
2
9
2
-
2
3
0
4
2300
Fig
u
r
e
1
.
R
ef
in
ed
ca
u
s
al
m
o
d
e
l o
f
ac
ad
em
ic
lea
d
er
s
h
ip
in
n
o
r
th
ea
s
ter
n
T
h
ailan
d
3
.
2
.
Dis
cus
s
io
n
T
h
is
s
tu
d
y
s
o
u
g
h
t
to
v
alid
ate
an
d
r
ef
in
e
a
ca
u
s
al
m
o
d
el
ex
p
l
ain
in
g
2
1
s
t
-
ce
n
tu
r
y
ac
ad
em
ic
lead
er
s
h
ip
am
o
n
g
s
ec
o
n
d
a
r
y
s
ch
o
o
l
a
d
m
i
n
is
tr
ato
r
s
in
n
o
r
th
ea
s
ter
n
T
h
ai
lan
d
.
T
h
r
o
u
g
h
s
y
s
tem
atic
ex
p
er
t
v
alid
atio
n
,
f
o
u
r
in
ter
d
ep
en
d
en
t
d
o
m
ain
s
—
p
er
s
o
n
al
lead
er
s
h
ip
attr
ib
u
tes,
co
n
tex
tu
al
an
d
s
tr
u
ct
u
r
al
s
u
p
p
o
r
t
s
y
s
tem
s
,
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
,
an
d
i
n
n
o
v
atio
n
-
o
r
ien
ted
p
r
o
f
ess
io
n
al
lear
n
in
g
cu
ltu
r
e
—
wer
e
co
n
f
ir
m
ed
as
th
e
co
r
e
m
ec
h
an
is
m
s
s
h
ap
in
g
ac
ad
em
ic
lead
er
s
h
ip
with
in
co
n
tem
p
o
r
ar
y
e
d
u
ca
tio
n
al
s
y
s
tem
s
.
B
ey
o
n
d
c
o
n
f
ir
m
in
g
ex
is
tin
g
lead
er
s
h
ip
co
n
s
tr
u
cts,
th
e
f
in
d
in
g
s
ad
v
a
n
ce
a
m
o
r
e
in
teg
r
ated
an
d
s
y
s
tem
-
o
r
ien
te
d
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
ac
ad
e
m
ic
lead
er
s
h
ip
o
p
e
r
ates
in
co
m
p
lex
,
r
eso
u
r
ce
-
co
n
s
tr
ain
ed
,
a
n
d
r
ap
id
ly
tr
an
s
f
o
r
m
in
g
e
d
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
.
R
ath
er
th
an
tr
ea
tin
g
lead
er
s
h
ip
as
a
co
llectio
n
o
f
d
is
cr
ete
tr
aits
o
r
is
o
lated
p
r
ac
tices,
th
e
r
ef
in
ed
m
o
d
el
co
n
ce
p
tu
alize
s
ac
ad
em
ic
lead
er
s
h
ip
as
an
em
er
g
en
t
p
h
en
o
m
e
n
o
n
r
esu
ltin
g
f
r
o
m
d
y
n
a
m
ic
in
ter
ac
tio
n
s
am
o
n
g
i
n
ter
n
al
ca
p
ac
ities
,
o
r
g
an
izatio
n
al
s
tr
u
ctu
r
es,
in
s
tr
u
ctio
n
al
p
r
o
ce
s
s
es,
an
d
in
n
o
v
atio
n
-
d
r
iv
en
c
u
ltu
r
es.
3
.
2
.
1
.
Reint
er
pret
ing
a
ca
dem
ic
lea
dersh
ip:
a
s
y
s
t
em
ic
persp
ec
t
iv
e
T
h
e
f
in
d
in
g
s
r
ea
f
f
ir
m
th
at
p
er
s
o
n
al
attr
ib
u
tes
—
p
ar
ticu
lar
ly
eth
ical
o
r
ien
tatio
n
,
lead
er
s
h
ip
s
elf
-
ef
f
icac
y
,
d
i
g
ital
co
m
p
ete
n
ce
,
an
d
t
r
an
s
f
o
r
m
atio
n
al
in
f
l
u
en
ce
—
f
o
r
m
th
e
p
s
y
ch
o
lo
g
ic
al
f
o
u
n
d
atio
n
o
f
ac
ad
em
ic
lead
er
s
h
ip
.
T
h
is
alig
n
s
with
L
eith
wo
o
d
et
a
l
.
[
6
]
a
n
d
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
i
p
th
eo
r
y
[
2
]
,
wh
ic
h
em
p
h
asize
th
e
ce
n
tr
ality
o
f
le
ad
er
b
elief
s
,
v
alu
es,
an
d
ef
f
ic
ac
y
in
s
h
ap
in
g
i
n
s
tr
u
ctio
n
al
b
eh
av
io
r
.
Ho
we
v
er
,
th
e
p
r
esen
t
s
tu
d
y
ex
ten
d
s
th
is
p
er
s
p
ec
tiv
e
b
y
d
em
o
n
s
tr
atin
g
th
at
s
u
c
h
in
te
r
n
al
d
is
p
o
s
itio
n
s
d
o
n
o
t
f
u
n
ctio
n
in
d
ep
en
d
en
tly
;
r
ath
er
,
t
h
ey
ac
q
u
ir
e
o
p
e
r
atio
n
al
s
ig
n
if
ican
ce
o
n
ly
wh
en
ac
tiv
ated
with
in
s
u
p
p
o
r
tiv
e
s
tr
u
ctu
r
al
co
n
d
itio
n
s
an
d
tr
an
s
lated
in
to
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
o
ce
s
s
es.
I
n
co
n
tr
ast
to
lea
d
er
s
h
ip
m
o
d
els
th
at
p
r
iv
ileg
e
in
d
iv
i
d
u
al
c
o
m
p
eten
ce
alo
n
e,
th
e
f
in
d
in
g
s
r
ev
ea
l
t
h
at
co
n
tex
tu
al
an
d
s
tr
u
ctu
r
al
s
u
p
p
o
r
t
s
y
s
tem
s
—
p
o
licy
co
h
er
e
n
ce
,
g
o
v
er
n
an
ce
alig
n
m
en
t,
r
eso
u
r
ce
ad
eq
u
ac
y
,
s
ch
o
o
l
au
t
o
n
o
m
y
,
a
n
d
o
r
g
an
i
za
tio
n
al
clim
ate
—
s
er
v
e
as
en
ab
lin
g
o
r
c
o
n
s
tr
ain
in
g
co
n
d
iti
o
n
s
th
at
d
eter
m
in
e
wh
eth
er
lead
er
s
h
ip
ca
p
ac
ity
ca
n
b
e
ef
f
ec
tiv
ely
e
n
ac
ted
.
T
h
is
r
ein
f
o
r
ce
s
Hallin
g
er
’
s
[
5
]
an
d
Fu
llan
’
s
[
4
]
em
p
h
asis
o
n
s
y
s
tem
alig
n
m
en
t
b
u
t
f
u
r
th
er
clar
if
ies
th
e
ca
u
s
al
p
ath
way
s
th
r
o
u
g
h
wh
ich
s
tr
u
ctu
r
al
co
n
d
itio
n
s
in
f
lu
en
ce
i
n
s
tr
u
ctio
n
al
p
r
ac
ti
ce
.
T
h
e
s
y
s
tem
ic
d
im
en
s
io
n
o
f
lead
e
r
s
h
ip
f
u
r
th
er
r
eso
n
at
es
with
Har
r
is
[
2
3
]
co
n
ce
p
tio
n
o
f
s
y
s
tem
-
wid
e
im
p
r
o
v
e
m
en
t,
wh
ich
h
ig
h
lig
h
t
s
th
e
im
p
o
r
tan
ce
o
f
alig
n
m
e
n
t
ac
r
o
s
s
g
o
v
er
n
an
ce
lev
els
an
d
d
is
tr
ib
u
ted
lead
er
s
h
ip
ca
p
ac
ity
in
d
r
iv
in
g
s
u
s
tain
ab
le
r
ef
o
r
m
.
I
n
th
e
co
n
te
x
t
o
f
n
o
r
th
ea
s
ter
n
T
h
ailan
d
,
wh
er
e
d
is
p
ar
ities
in
r
eso
u
r
ce
s
an
d
in
f
r
astru
ct
u
r
e
r
em
ain
s
ig
n
if
ican
t,
lead
er
s
h
ip
ef
f
ec
tiv
en
ess
em
er
g
es n
o
t so
lely
f
r
o
m
i
n
d
iv
i
d
u
al
ex
p
e
r
tis
e
b
u
t f
r
o
m
th
e
in
t
er
ac
tio
n
b
etwe
en
a
g
en
cy
an
d
s
tr
u
ctu
r
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
E
xp
ert va
lid
a
tio
n
o
f a
ca
u
s
a
l
mo
d
el
o
f 2
1
s
t
-
ce
n
tu
r
y
a
ca
d
em
ic
lea
d
ers
h
ip
in
…
(
Du
s
a
d
ee
B
u
tb
u
r
ee
)
2301
Mo
s
t
n
o
tab
ly
,
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
an
d
p
r
o
ac
tiv
e
cu
r
r
ic
u
lu
m
m
an
ag
em
e
n
t
wer
e
v
alid
ated
as
th
e
ce
n
tr
al
m
ed
iatin
g
m
ec
h
a
n
is
m
with
in
th
e
m
o
d
el.
T
h
is
f
in
d
in
g
c
o
r
r
o
b
o
r
ates
R
o
b
in
s
o
n
et
a
l
.
[
7
]
a
n
d
Sp
illan
e
[
3
]
,
wh
o
id
e
n
tify
in
s
tr
u
ctio
n
al
p
r
ac
tice
as
th
e
p
r
im
ar
y
p
ath
way
th
r
o
u
g
h
wh
ich
lead
er
s
h
ip
af
f
ec
ts
s
tu
d
en
t
o
u
tco
m
es.
Yet
th
e
p
r
esen
t
m
o
d
el
c
o
n
tr
ib
u
tes
a
d
d
itio
n
al
ca
u
s
al
p
r
ec
is
io
n
b
y
d
em
o
n
s
tr
atin
g
h
o
w
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
f
u
n
cti
o
n
s
as
th
e
o
p
er
atio
n
al
b
r
id
g
e
l
in
k
in
g
p
e
r
s
o
n
al
attr
ib
u
tes
an
d
co
n
tex
tu
al
s
u
p
p
o
r
t
to
b
o
th
i
n
n
o
v
atio
n
cu
ltu
r
e
an
d
lo
n
g
-
ter
m
ac
ad
em
ic
im
p
r
o
v
e
m
en
t.
Fin
ally
,
th
e
id
en
tific
atio
n
o
f
i
n
n
o
v
atio
n
-
o
r
ien
ted
p
r
o
f
ess
io
n
al
lear
n
in
g
cu
ltu
r
e
as
b
o
th
an
o
u
tco
m
e
an
d
a
r
ein
f
o
r
cin
g
m
ec
h
an
is
m
ad
v
a
n
ce
s
co
n
tem
p
o
r
a
r
y
lead
er
s
h
ip
th
eo
r
y
.
C
o
n
s
is
ten
t
with
OE
C
D
[
1
1
]
an
d
UNE
SC
O
[
1
2
]
f
r
am
ewo
r
k
s
,
in
n
o
v
atio
n
an
d
co
n
tin
u
o
u
s
p
r
o
f
e
s
s
io
n
al
lear
n
in
g
wer
e
v
alid
ated
n
o
t
as
p
er
ip
h
er
al
en
h
an
ce
m
e
n
ts
b
u
t
as
s
y
s
tem
ic
d
r
iv
er
s
o
f
s
u
s
tain
ab
ilit
y
.
T
h
is
in
ter
p
r
etatio
n
is
f
u
r
th
er
s
u
p
p
o
r
ted
b
y
r
esear
ch
o
n
p
r
o
f
ess
io
n
al
ca
p
ital
[
2
4
]
an
d
PLCs
[
2
5
]
,
wh
ich
em
p
h
asize
co
llab
o
r
ativ
e
cu
ltu
r
es
as
en
g
in
es
o
f
in
s
tr
u
ctio
n
al
im
p
r
o
v
em
e
n
t.
Mo
r
eo
v
er
,
s
u
s
tain
ed
p
r
o
f
ess
io
n
al
lear
n
in
g
h
as
b
ee
n
s
h
o
wn
to
en
h
an
ce
te
ac
h
er
in
s
tr
u
ctio
n
al
q
u
ality
wh
en
s
u
p
p
o
r
te
d
b
y
co
h
er
en
t le
ad
er
s
h
ip
s
tr
u
ctu
r
es [
2
6
]
,
[
2
7
]
.
3
.
2
.
2
.
T
heo
re
t
ica
l
co
ntr
ibu
t
io
ns
T
h
is
s
tu
d
y
m
ak
es
th
r
ee
k
ey
t
h
eo
r
etica
l
co
n
tr
ib
u
tio
n
s
to
th
e
in
ter
n
atio
n
al
d
is
co
u
r
s
e
o
n
e
d
u
ca
tio
n
al
lead
er
s
h
ip
.
First,
it
ad
v
an
ce
s
a
m
u
ltid
im
en
s
io
n
al
an
d
s
y
s
tem
ic
m
o
d
el
th
at
in
teg
r
ates
lead
er
s
h
ip
d
is
p
o
s
itio
n
,
co
n
tex
tu
al
s
tr
u
ctu
r
es,
in
s
tr
u
c
tio
n
al
p
r
o
ce
s
s
es,
an
d
in
n
o
v
a
tio
n
-
o
r
ien
te
d
p
r
o
f
ess
io
n
al
lear
n
in
g
c
u
ltu
r
e
in
to
a
u
n
if
ied
ca
u
s
al
f
r
am
ewo
r
k
.
W
h
ile
p
r
io
r
r
esear
ch
h
as
f
r
eq
u
en
tly
ex
a
m
in
ed
th
ese
ele
m
en
ts
in
is
o
latio
n
,
th
e
p
r
esen
t
s
tu
d
y
d
em
o
n
s
tr
at
es
th
eir
s
tr
u
ctu
r
al
in
ter
d
ep
en
d
en
ce
a
n
d
d
y
n
am
ic
in
te
r
ac
tio
n
with
in
co
m
p
lex
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
.
Seco
n
d
,
th
e
f
in
d
in
g
s
clar
if
y
th
e
m
e
d
iatin
g
r
o
le
o
f
in
s
tr
u
ctio
n
al
lead
er
s
h
i
p
with
g
r
e
ater
ca
u
s
al
s
p
ec
if
icity
.
B
y
em
p
ir
ically
v
alid
atin
g
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
as
th
e
ce
n
tr
al
m
ec
h
an
is
m
lin
k
in
g
in
ter
n
al
lead
er
s
h
ip
attr
ib
u
tes
an
d
co
n
tex
tu
al
d
eter
m
in
a
n
ts
to
ac
ad
em
ic
im
p
r
o
v
em
en
t,
th
e
s
tu
d
y
p
r
o
v
id
es
a
m
o
r
e
co
h
er
en
t
e
x
p
lan
atio
n
o
f
h
o
w
lead
er
s
h
ip
ca
p
ac
ity
is
o
p
e
r
atio
n
alize
d
in
to
m
ea
s
u
r
ab
le
ed
u
ca
tio
n
al
o
u
tco
m
es.
T
h
ir
d
,
th
e
v
alid
atio
n
o
f
f
o
r
ty
-
eig
h
t
r
ef
in
e
d
in
d
icato
r
s
estab
lis
h
es
a
th
eo
r
etica
lly
s
tr
u
ctu
r
ed
an
d
e
m
p
ir
ically
g
r
o
u
n
d
ed
f
o
u
n
d
atio
n
f
o
r
f
u
tu
r
e
q
u
an
titativ
e
m
ea
s
u
r
em
e
n
t
an
d
SEM
.
B
y
ar
ticu
lati
n
g
clea
r
ly
d
ef
in
ed
co
n
s
tr
u
cts
an
d
d
ir
ec
tio
n
al
p
ath
way
s
,
th
e
m
o
d
el
s
atis
f
ies
k
ey
ass
u
m
p
tio
n
s
o
f
m
u
ltiv
ar
iate
ca
u
s
al
m
o
d
elin
g
,
in
clu
d
in
g
c
o
n
s
tr
u
ct
v
alid
ity
,
r
elatio
n
al
s
p
ec
if
icatio
n
,
an
d
s
t
r
u
ctu
r
al
co
h
er
en
ce
,
as
r
ec
o
m
m
en
d
ed
in
co
m
p
le
x
m
o
d
elin
g
f
r
am
ew
o
r
k
s
[
2
8
]
.
T
h
is
s
tr
en
g
th
en
s
th
e
m
eth
o
d
o
l
o
g
ical
b
r
id
g
e
b
etwe
en
q
u
alitativ
e
ex
p
er
t
v
alid
atio
n
an
d
s
u
b
s
eq
u
e
n
t la
r
g
e
-
s
ca
le
em
p
ir
ical
test
in
g
.
I
n
d
i
g
itally
tr
an
s
f
o
r
m
in
g
ed
u
ca
tio
n
al
en
v
i
r
o
n
m
e
n
ts
,
lead
er
s
h
ip
ef
f
ec
tiv
en
ess
in
c
r
ea
s
in
g
l
y
d
e
p
en
d
s
o
n
tech
n
o
lo
g
ical
–
p
ed
a
g
o
g
ical
in
teg
r
atio
n
an
d
d
ata
-
in
f
o
r
m
e
d
in
s
tr
u
ctio
n
al
in
n
o
v
atio
n
.
Fr
am
ewo
r
k
s
s
u
ch
as
tech
n
o
lo
g
ical
p
ed
ag
o
g
ical
co
n
ten
t
k
n
o
wled
g
e
(
T
PAC
K
)
[
2
9
]
an
d
r
esear
ch
o
n
in
f
o
r
m
atio
n
a
n
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
I
C
T
)
-
s
u
p
p
o
r
te
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
[
3
0
]
u
n
d
er
s
co
r
e
th
e
n
ec
ess
ity
o
f
alig
n
in
g
tech
n
o
lo
g
ical
co
m
p
eten
ce
with
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
o
ce
s
s
es
r
ath
er
th
an
tr
ea
tin
g
d
ig
ital
ad
o
p
tio
n
as
a
s
tan
d
alo
n
e
r
ef
o
r
m
.
Fu
r
th
er
m
o
r
e
,
co
n
tem
p
o
r
ar
y
an
aly
s
es
o
f
d
ig
ital
tr
an
s
f
o
r
m
atio
n
in
ed
u
ca
tio
n
[
3
1
]
ca
u
tio
n
t
h
at
tech
n
o
lo
g
ic
al
in
v
estme
n
t
alo
n
e
d
o
es
n
o
t
au
to
m
atica
lly
tr
an
s
late
in
to
im
p
r
o
v
e
d
lear
n
i
n
g
o
u
tco
m
es
with
o
u
t
co
h
er
en
t
le
ad
er
s
h
ip
m
ed
iatio
n
.
T
h
ese
p
e
r
s
p
ec
tiv
es
r
ein
f
o
r
ce
th
e
p
r
ese
n
t
s
tu
d
y
’
s
s
y
s
tem
ic
in
ter
p
r
etatio
n
o
f
ac
a
d
em
ic
lead
er
s
h
ip
,
in
wh
ich
d
ig
ital
co
m
p
eten
ce
o
p
er
ates
as
an
em
b
ed
d
ed
d
im
e
n
s
io
n
with
in
b
r
o
ad
e
r
in
s
tr
u
ctio
n
al
a
n
d
o
r
g
an
izatio
n
al
m
e
ch
an
is
m
s
.
3
.
3
.
I
m
pli
ca
t
i
o
ns
f
o
r
po
licy
a
nd
lea
dersh
i
p dev
elo
p
m
ent
3
.
3
.
1
.
P
o
licy
im
pli
ca
t
io
ns
T
h
e
f
in
d
in
g
s
u
n
d
e
r
s
co
r
e
t
h
e
n
ec
ess
ity
o
f
p
o
licy
co
h
er
en
c
e
an
d
s
tr
u
ctu
r
al
alig
n
m
e
n
t.
L
ea
d
er
s
h
ip
d
ev
elo
p
m
e
n
t
ef
f
o
r
ts
ar
e
u
n
lik
ely
to
y
ield
s
u
s
tain
ab
le
im
p
ac
t
with
o
u
t
ad
eq
u
ate
r
e
s
o
u
r
ce
allo
ca
tio
n
,
g
o
v
er
n
an
ce
clar
ity
,
an
d
s
ch
o
o
l
-
lev
el
au
to
n
o
m
y
.
Po
licy
m
ak
e
r
s
s
h
o
u
ld
th
er
ef
o
r
e
d
esig
n
r
ef
o
r
m
in
itiativ
es
th
at
in
teg
r
ate
lead
er
s
h
ip
ca
p
ac
ity
-
b
u
ild
in
g
with
s
tr
u
ctu
r
al
s
u
p
p
o
r
t
m
ec
h
an
is
m
s
,
p
ar
ticu
lar
ly
in
r
u
r
al
an
d
r
eso
u
r
ce
-
co
n
s
tr
ain
ed
co
n
tex
ts
.
3
.
3
.
2
.
L
ea
dersh
ip
pre
pa
ra
t
io
n
a
nd
pro
f
ess
io
na
l dev
elo
pm
ent
L
ea
d
er
s
h
ip
p
r
e
p
ar
atio
n
p
r
o
g
r
am
s
m
u
s
t
m
o
v
e
b
ey
o
n
d
a
d
m
in
is
tr
ativ
e
tr
ain
in
g
to
war
d
ca
p
ac
ity
-
b
u
ild
in
g
in
d
ig
ital
co
m
p
et
en
ce
,
in
s
tr
u
ctio
n
al
co
ac
h
i
n
g
,
tr
an
s
f
o
r
m
atio
n
al
lead
e
r
s
h
ip
,
an
d
in
n
o
v
atio
n
m
an
ag
em
en
t.
Stre
n
g
th
en
in
g
lead
er
s
’
s
elf
-
ef
f
icac
y
an
d
ad
ap
tiv
e
ca
p
ac
ity
is
cr
itical
f
o
r
n
av
ig
atin
g
tech
n
o
lo
g
ical
d
is
r
u
p
tio
n
an
d
e
d
u
ca
tio
n
al
r
e
f
o
r
m
[
1
5
]
,
[
2
1
]
.
C
r
itical
s
ch
o
lar
s
h
ip
o
n
ed
u
ca
tio
n
an
d
tech
n
o
lo
g
y
f
u
r
th
er
r
e
m
in
d
s
u
s
th
at
d
ig
it
al
tr
an
s
f
o
r
m
atio
n
m
u
s
t
b
e
ap
p
r
o
ac
h
ed
r
ef
le
x
iv
ely
an
d
eth
ically
r
ath
er
th
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[
2
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.
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