I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
15
,
No
.
5
,
Octo
b
er
20
26
,
p
p
.
3
8
9
2
~
3
9
1
1
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
15
i
5
.
4
0
0
8
5
3892
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Tra
nsfo
rma
tiona
l leaders
hip an
d
c
risis
resilienc
e in
K
-
12
scho
o
ls: a revi
ew
Ra
y
ner
Ro
bert
K
ennet
h
1
,
Aida
H
a
nim
A.
H
a
m
id
2
,
M
o
ha
m
ed
Yus
o
f
f
M
o
hd
No
r
3
1
F
a
c
u
l
t
y
o
f
Ed
u
c
a
t
i
o
n
,
U
n
i
v
e
r
si
t
i
K
e
b
a
n
g
sa
a
n
M
a
l
a
y
s
i
a
,
B
a
n
g
i
,
M
a
l
a
y
si
a
2
C
e
n
t
r
e
o
f
Le
a
d
e
r
sh
i
p
a
n
d
E
d
u
c
a
t
i
o
n
a
l
P
o
l
i
c
y
,
F
a
c
u
l
t
y
o
f
E
d
u
c
a
t
i
o
n
,
U
n
i
v
e
r
si
t
i
K
e
b
a
n
g
saa
n
M
a
l
a
y
s
i
a
,
B
a
n
g
i
,
M
a
l
a
y
s
i
a
3
C
e
n
t
r
e
f
o
r
S
h
a
p
i
n
g
A
d
v
a
n
c
e
d
a
n
d
P
r
o
f
e
ssi
o
n
a
l
E
d
u
c
a
t
i
o
n
,
U
n
i
v
e
r
s
i
t
i
K
e
b
a
n
g
s
a
a
n
M
a
l
a
y
si
a
,
B
a
n
g
i
,
M
a
l
a
y
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Ap
r
22
,
2
0
2
6
R
ev
is
ed
J
u
l
11
,
2
0
2
6
Acc
ep
ted
Au
g
6
,
2
0
2
6
G
lo
b
a
l
d
isru
p
ti
o
n
s,
p
a
rti
c
u
larly
t
h
e
COV
ID
-
1
9
p
a
n
d
e
m
ic,
h
a
v
e
i
n
ten
sified
th
e
n
e
e
d
t
o
u
n
d
e
rsta
n
d
h
o
w
sc
h
o
o
l
lea
d
e
rsh
ip
s
u
p
p
o
rts
c
risis
re
s
p
o
n
se
a
n
d
o
rg
a
n
iza
ti
o
n
a
l
re
sili
e
n
c
e
.
Al
th
o
u
g
h
tra
n
sfo
rm
a
ti
o
n
a
l
lea
d
e
rsh
ip
(TL
)
is
wid
e
ly
a
ss
o
c
iate
d
with
p
o
siti
v
e
e
d
u
c
a
ti
o
n
a
l
o
u
tc
o
m
e
s,
it
i
s
ro
l
e
in
c
risi
s
c
o
n
tex
ts
re
m
a
in
s
fra
g
m
e
n
ted
a
n
d
re
q
u
ires
c
lea
re
r
sy
n
th
e
sis.
T
h
is
s
y
ste
m
a
ti
c
li
tera
tu
re
re
v
iew
e
x
a
m
in
e
d
th
e
re
latio
n
sh
ip
b
e
twe
e
n
TL
,
c
risis
re
sp
o
n
se
,
a
n
d
o
rg
a
n
iza
ti
o
n
a
l
re
sili
e
n
c
e
in
K
–
1
2
sc
h
o
o
ls.
G
u
id
e
d
b
y
t
h
e
P
RIS
M
A
fra
m
e
wo
rk
,
se
a
rc
h
e
s
w
e
re
c
o
n
d
u
c
ted
in
S
c
o
p
u
s,
Web
o
f
S
c
ie
n
c
e
,
a
n
d
ERIC.
A
to
tal
o
f
2
5
1
re
c
o
r
d
s
we
re
i
d
e
n
ti
fied
,
o
f
wh
ich
2
1
e
m
p
iri
c
a
l
st
u
d
ie
s
m
e
t
th
e
fin
a
l
i
n
c
lu
sio
n
c
rit
e
ria.
M
e
th
o
d
o
l
o
g
ica
l
q
u
a
li
t
y
wa
s
a
ss
e
ss
e
d
u
sin
g
th
e
m
ix
e
d
m
e
th
o
d
s
a
p
p
ra
isa
l
to
o
l
(2
0
1
8
),
a
n
d
th
e
fin
d
in
g
s
we
re
sy
n
th
e
siz
e
d
th
e
m
a
ti
c
a
ll
y
.
Th
e
re
v
iew
f
o
u
n
d
th
a
t
T
L
su
p
p
o
r
ts
c
risis
re
sp
o
n
se
b
y
stre
n
g
th
e
n
in
g
d
irec
ti
o
n
,
tr
u
st,
c
o
m
m
u
n
ica
ti
o
n
,
tea
c
h
e
r
c
o
m
m
it
m
e
n
t,
a
n
d
c
o
ll
e
c
ti
v
e
m
o
b
il
iza
ti
o
n
.
Ho
we
v
e
r,
it
i
s
in
flu
e
n
c
e
is
n
e
it
h
e
r
d
irec
t
n
o
r
su
fficie
n
t
o
n
i
ts
o
wn
.
Ra
th
e
r,
T
L
c
o
n
tri
b
u
tes
to
c
risis
re
sili
e
n
c
e
th
ro
u
g
h
p
sy
c
h
o
lo
g
ica
l,
o
rg
a
n
iza
ti
o
n
a
l,
a
n
d
d
ig
it
a
l
p
a
th
wa
y
s,
i
n
c
lu
d
in
g
tea
c
h
e
r
se
lf
-
e
ffica
c
y
,
e
m
o
ti
o
n
a
l
we
ll
-
b
e
i
n
g
,
c
o
ll
e
c
ti
v
e
e
ffica
c
y
,
o
r
g
a
n
iza
ti
o
n
a
l
lea
rn
in
g
,
re
latio
n
a
l
c
o
o
rd
i
n
a
ti
o
n
,
a
n
d
d
i
g
it
a
l
a
d
a
p
tatio
n
.
T
h
e
fin
d
in
g
s
fu
rt
h
e
r
in
d
ica
te
th
a
t
lea
d
e
rsh
i
p
e
ffe
c
ti
v
e
n
e
ss
is
s
h
a
p
e
d
b
y
c
o
n
tex
t
u
a
l
c
o
n
d
it
i
o
n
s,
in
c
lu
d
in
g
d
ig
it
a
l
i
n
fra
stru
c
tu
re
,
wo
r
k
lo
a
d
,
o
r
g
a
n
iza
ti
o
n
a
l
s
u
p
p
o
rt,
p
o
li
c
y
flex
ib
il
it
y
,
a
n
d
so
c
io
-
c
u
lt
u
r
a
l
c
o
n
tex
t.
T
h
is
re
v
iew
c
o
n
tri
b
u
tes
a
c
rit
ica
l,
m
e
c
h
a
n
ism
-
b
a
se
d
e
x
p
lan
a
ti
o
n
o
f
h
o
w
a
n
d
u
n
d
e
r
wh
a
t
c
o
n
d
i
ti
o
n
s
TL
su
p
p
o
rts
c
risis
re
sili
e
n
c
e
in
K
–
1
2
sc
h
o
o
ls.
K
ey
w
o
r
d
s
:
E
d
u
ca
tio
n
al
cr
is
is
m
an
ag
em
e
n
t
K
-
1
2
ed
u
ca
tio
n
Or
g
an
izatio
n
al
r
esil
ien
ce
Sy
s
tem
atic
liter
atu
r
e
r
ev
iew
T
r
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Aid
a
Han
im
A.
Ham
id
C
en
tr
e
o
f
L
ea
d
er
s
h
i
p
an
d
E
d
u
ca
tio
n
al
Po
licy
,
Facu
lty
o
f
E
d
u
ca
tio
n
,
Un
iv
e
r
s
iti Ke
b
an
g
s
aa
n
Ma
lay
s
ia
B
an
g
i
-
4
3
6
0
0
,
Selan
g
o
r
,
Ma
la
y
s
ia
E
m
ail: a
id
ah
an
im
@
u
k
m
.
ed
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
in
cr
ea
s
in
g
f
r
eq
u
e
n
cy
an
d
in
ten
s
ity
o
f
g
lo
b
al
d
is
r
u
p
tio
n
s
,
p
ar
ticu
lar
ly
th
e
C
OVI
D
-
1
9
p
an
d
em
ic,
h
av
e
f
u
n
d
a
m
en
tally
r
esh
ap
ed
th
e
o
p
er
atio
n
al
lan
d
s
ca
p
e
o
f
ed
u
ca
tio
n
al
s
y
s
tem
s
wo
r
ld
w
id
e.
Sch
o
o
ls
wer
e
r
eq
u
ir
ed
to
tr
an
s
itio
n
r
ap
id
ly
to
r
em
o
te
lear
n
in
g
,
r
eo
r
g
an
iz
e
in
s
tr
u
ctio
n
al
p
r
ac
tices,
an
d
s
u
s
tain
ed
u
ca
tio
n
al
co
n
tin
u
ity
u
n
d
e
r
c
o
n
d
itio
n
s
o
f
p
r
o
f
o
u
n
d
u
n
ce
r
tain
ty
.
T
h
e
s
e
d
is
r
u
p
tio
n
s
ex
p
o
s
ed
s
y
s
te
m
ic
v
u
ln
e
r
ab
ilit
ies
wh
ile
s
im
u
ltan
eo
u
s
ly
h
ig
h
lig
h
tin
g
th
e
ce
n
tr
al
r
o
le
o
f
lead
er
s
h
ip
in
en
ab
lin
g
o
r
g
an
izati
o
n
al
ad
ap
tatio
n
an
d
r
esil
ien
ce
[
1
]
−
[
4
]
.
Mo
r
e
b
r
o
a
d
ly
,
cr
is
is
-
m
an
ag
em
e
n
t
s
ch
o
l
ar
s
h
ip
em
p
h
asizes
th
at
lead
er
s
h
ip
is
ess
en
tial
f
o
r
co
o
r
d
in
atin
g
in
s
titu
tio
n
al
r
esp
o
n
s
es a
n
d
m
ain
tain
in
g
o
r
g
an
iz
atio
n
al
s
tab
ilit
y
d
u
r
in
g
p
er
io
d
s
o
f
d
is
r
u
p
tio
n
[
5
]
.
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
Tr
a
n
s
fo
r
ma
tio
n
a
l le
a
d
ers
h
ip
a
n
d
cris
is
r
es
ilien
ce
in
K
-
1
2
s
ch
o
o
ls
:
a
r
ev
iew
(
R
a
yn
er R
o
b
e
r
t Ken
n
eth
)
3893
R
ec
en
t
r
ev
iews
o
f
s
ch
o
o
l
lea
d
er
s
h
ip
d
u
r
in
g
C
OVI
D
-
1
9
s
h
o
w
th
at
s
ch
o
o
l
lead
e
r
s
wer
e
r
eq
u
ir
ed
n
o
t
o
n
ly
to
m
an
a
g
e
im
m
ed
iate
o
p
er
atio
n
al
d
is
r
u
p
tio
n
,
b
u
t
also
to
s
u
p
p
o
r
t
teac
h
e
r
s
,
s
u
s
tain
co
m
m
u
n
icatio
n
,
b
u
ild
co
m
m
u
n
ity
tr
u
s
t,
an
d
d
e
v
elo
p
ad
a
p
tiv
e
lead
e
r
s
h
ip
p
r
ac
tic
es
d
u
r
in
g
p
r
o
lo
n
g
ed
u
n
ce
r
tai
n
ty
[
4
]
,
[
6
]
,
[
7
]
.
Fo
r
ex
am
p
le,
a
r
ev
iew
o
f
s
ch
o
o
l
l
ea
d
er
s
h
ip
r
esear
ch
d
u
r
in
g
t
h
e
ea
r
ly
p
an
d
e
m
ic
p
er
io
d
h
ig
h
lig
h
ted
th
e
im
p
o
r
tan
ce
o
f
lead
e
r
s
s
u
p
p
o
r
tin
g
an
d
c
o
n
n
ec
tin
g
s
ch
o
o
l
co
m
m
u
n
ities
[
6
]
.
Similar
ly
,
Striep
e
a
n
d
Kaf
a
[
7
]
e
m
p
h
asized
th
at
s
ch
o
o
l
lead
er
s
h
ip
d
u
r
in
g
C
OVI
D
-
1
9
r
eq
u
ir
ed
ap
p
r
o
ac
h
es
s
p
ec
if
ically
ad
ap
te
d
to
cr
is
is
co
n
d
itio
n
s
.
T
h
ese
s
tu
d
ies
in
d
icate
th
at
th
e
r
elatio
n
s
h
ip
b
etwe
en
lead
er
s
h
ip
a
n
d
cr
is
is
r
esp
o
n
s
e
h
as
b
ec
o
m
e
an
in
cr
ea
s
in
g
ly
im
p
o
r
tan
t
f
ield
o
f
in
q
u
ir
y
,
wh
ile
also
d
em
o
n
s
tr
atin
g
th
e
n
ee
d
f
o
r
m
o
r
e
f
o
cu
s
ed
s
y
n
t
h
e
s
is
o
f
h
o
w
s
p
ec
if
ic
lead
er
s
h
ip
m
o
d
els
co
n
tr
ib
u
te
to
cr
is
is
r
esil
ien
ce
.
T
h
ese
s
tu
d
ies
in
d
icate
th
at
th
e
lead
er
s
h
ip
–
cr
is
is
r
elatio
n
s
h
ip
h
as b
ec
o
m
e
an
in
cr
ea
s
in
g
ly
im
p
o
r
tan
t r
esear
ch
ar
ea
,
b
u
t a
ls
o
th
at
m
o
r
e
f
o
cu
s
ed
s
y
n
th
esis
is
n
ee
d
ed
to
ex
p
lain
h
o
w
s
p
ec
if
ic
lead
er
s
h
ip
m
o
d
el
s
co
n
tr
ib
u
te
to
c
r
is
is
r
esil
ien
ce
.
W
ith
in
th
is
co
n
tex
t,
lea
d
er
s
h
i
p
h
as
em
e
r
g
ed
as
a
c
r
itical
d
eter
m
in
an
t
o
f
h
o
w
ef
f
ec
tiv
e
ly
s
ch
o
o
ls
r
esp
o
n
d
t
o
cr
is
is
.
Am
o
n
g
t
h
e
v
ar
io
u
s
lead
er
s
h
ip
p
ar
a
d
ig
m
s
,
tr
an
s
f
o
r
m
atio
n
al
lea
d
er
s
h
ip
(
TL
)
h
as
b
ee
n
wid
ely
r
ec
o
g
n
ized
f
o
r
i
t
s
c
a
p
a
c
i
t
y
t
o
in
s
p
ir
e
,
m
o
tiv
ate
,
a
n
d
f
o
s
ter
a
d
ap
tiv
e
o
r
g
an
izatio
n
al
c
u
ltu
r
es
[
8
]
−
[
1
0
]
.
E
m
p
i
r
ical
r
e
s
e
a
r
c
h
a
n
d
m
et
a
-
a
n
a
l
y
ti
c
e
v
id
e
n
c
e
h
a
v
e
c
o
n
s
is
t
e
n
t
l
y
d
e
m
o
n
s
t
r
a
t
e
d
i
ts
p
o
s
it
i
v
e
ass
o
c
i
a
ti
o
n
w
i
t
h
o
r
g
a
n
i
za
t
i
o
n
al
p
e
r
f
o
r
m
a
n
c
e
,
t
e
a
c
h
e
r
c
o
m
m
i
tm
e
n
t
,
a
n
d
i
n
s
t
i
t
u
t
i
o
n
a
l
e
f
f
e
c
tiv
e
n
e
s
s
[
1
1
]
−
[
1
3
]
.
W
i
t
h
i
n
e
d
u
c
a
t
i
o
n
a
l
s
e
t
ti
n
g
s
,
TL
h
as a
ls
o
b
ee
n
id
en
tifie
d
as a
n
i
m
p
o
r
tan
t
d
r
iv
er
o
f
s
ch
o
o
l im
p
r
o
v
em
en
t a
n
d
s
tu
d
e
n
t o
u
tc
o
m
es
[
1
4
]
,
[
1
5
]
.
Stu
d
ies
co
n
d
u
cted
d
u
r
in
g
t
h
e
C
OVI
D
-
1
9
p
an
d
em
ic
s
u
g
g
e
s
t
th
at
T
L
p
lay
ed
an
im
p
o
r
ta
n
t
r
o
le
in
h
elp
in
g
s
ch
o
o
ls
n
av
ig
ate
d
is
r
u
p
tio
n
b
y
e
n
h
an
cin
g
teac
h
er
ca
p
ac
ity
,
f
o
s
ter
in
g
co
llab
o
r
ati
o
n
,
an
d
s
u
p
p
o
r
tin
g
d
ig
ital
tr
an
s
f
o
r
m
atio
n
[
1
]
,
[
1
6
]
,
[
1
7
]
.
T
h
ese
f
in
d
i
n
g
s
alig
n
w
ith
b
r
o
ad
e
r
o
r
g
a
n
izatio
n
al
r
ese
ar
ch
th
at
p
o
s
itio
n
s
T
L
as
a
d
r
iv
er
o
f
r
esil
ien
ce
t
h
r
o
u
g
h
its
in
f
lu
en
ce
o
n
co
lle
ctiv
e
ef
f
icac
y
,
ad
ap
tiv
e
lear
n
i
n
g
,
an
d
in
n
o
v
atio
n
[
1
8
]
,
[
1
9
]
.
At
th
e
s
am
e
tim
e,
r
esil
ien
ce
th
eo
r
y
s
u
g
g
ests
th
at
o
r
g
an
izatio
n
s
m
u
s
t d
ev
elo
p
th
e
ca
p
ac
ity
to
ab
s
o
r
b
d
is
r
u
p
tio
n
,
a
d
ap
t
to
c
h
an
g
i
n
g
co
n
d
itio
n
s
,
an
d
r
e
o
r
g
an
ize
t
h
eir
co
r
e
f
u
n
ctio
n
s
in
r
esp
o
n
s
e
to
ex
ter
n
al
s
h
o
ck
s
[
2
0
]
.
T
h
is
r
ein
f
o
r
ce
s
th
e
im
p
o
r
tan
ce
o
f
lead
er
s
h
ip
i
n
en
ab
lin
g
s
ch
o
o
ls
to
s
u
s
tain
an
d
tr
an
s
f
o
r
m
th
eir
p
r
ac
tices
d
u
r
in
g
cr
is
is
.
I
n
p
ar
allel,
th
e
r
ap
i
d
s
h
if
t
t
o
d
ig
itally
m
ed
iated
teac
h
in
g
h
as
f
o
r
e
g
r
o
u
n
d
e
d
th
e
im
p
o
r
tan
ce
o
f
tech
n
o
lo
g
ical
c
o
m
p
eten
ce
a
n
d
p
e
d
ag
o
g
ical
ad
ap
tatio
n
,
s
u
g
g
esti
n
g
th
at
lead
e
r
s
h
ip
ef
f
ec
tiv
en
ess
is
in
cr
ea
s
in
g
ly
in
te
r
twin
ed
with
d
ig
ital
ca
p
ab
ilit
y
.
T
h
e
tech
n
o
l
o
g
ical
p
e
d
ag
o
g
ical
co
n
ten
t
k
n
o
wled
g
e
(
T
PAC
K)
f
r
am
ewo
r
k
p
r
o
v
id
es
a
u
s
ef
u
l
len
s
f
o
r
u
n
d
e
r
s
tan
d
in
g
t
h
is
in
teg
r
atio
n
,
e
m
p
h
asizin
g
t
h
e
alig
n
m
en
t
b
etwe
en
tech
n
o
lo
g
y
,
p
ed
ag
o
g
y
,
an
d
c
o
n
ten
t
k
n
o
wled
g
e
in
ef
f
ec
tiv
e
teac
h
in
g
[
2
1
]
,
[
2
2
]
.
Fu
r
t
h
e
r
m
o
r
e,
r
esear
ch
o
n
tech
n
o
lo
g
y
in
teg
r
atio
n
h
ig
h
li
g
h
ts
th
e
r
o
le
o
f
teac
h
er
b
elief
s
,
in
s
titu
tio
n
al
cu
ltu
r
e,
an
d
lead
er
s
h
ip
s
u
p
p
o
r
t
i
n
s
h
ap
in
g
d
ig
ital a
d
o
p
tio
n
[
2
3
]
,
[
2
4
]
,
w
h
ile
m
eta
-
an
aly
tic
ev
id
en
ce
u
n
d
e
r
s
co
r
es th
e
im
p
o
r
tan
ce
o
f
tech
n
o
lo
g
ical
r
ea
d
in
ess
in
in
f
lu
en
ci
n
g
ed
u
ca
tio
n
al
o
u
tco
m
es
[
2
5
]
.
Desp
ite
th
ese
d
ev
elo
p
m
en
ts
,
r
esear
ch
r
em
ain
s
f
r
ag
m
en
ted
.
Ma
n
y
s
tu
d
ies
e
x
am
in
e
is
o
lated
o
u
tco
m
es
s
u
ch
as
in
s
tr
u
ctio
n
al
q
u
ality
,
teac
h
er
well
-
b
ein
g
,
o
r
d
i
g
ital
co
m
p
eten
ce
,
with
o
u
t
i
n
teg
r
atin
g
th
em
in
to
a
co
h
er
en
t
e
x
p
lan
ato
r
y
f
r
am
e
wo
r
k
.
T
h
e
m
ec
h
a
n
is
m
s
th
r
o
u
g
h
wh
ic
h
T
L
in
f
lu
en
ce
s
c
r
is
is
r
esp
o
n
s
e
an
d
o
r
g
an
izatio
n
al
r
esil
ien
ce
,
in
clu
d
in
g
m
e
d
iatin
g
an
d
m
o
d
e
r
atin
g
f
ac
to
r
s
,
also
r
em
ain
i
n
s
u
f
f
i
cien
tly
s
y
n
th
esized
.
C
o
n
tex
tu
al
co
n
d
itio
n
s
s
u
ch
as
in
f
r
astru
ctu
r
e
d
is
p
ar
ities
,
in
s
titu
tio
n
al
co
n
s
tr
ain
ts
,
an
d
s
o
ci
o
-
cu
ltu
r
al
d
y
n
a
m
ics
ar
e
o
f
ten
tr
ea
te
d
as p
er
ip
h
er
al
r
ath
er
th
an
ce
n
tr
al
to
lea
d
er
s
h
i
p
ef
f
ec
tiv
en
ess
.
T
h
e
n
o
v
elty
o
f
th
is
r
ev
iew
lie
s
in
its
m
ec
h
an
is
m
-
b
ased
s
y
n
t
h
esis
o
f
T
L
in
cr
is
is
co
n
tex
ts
.
I
t
ex
p
lain
s
h
o
w
T
L
s
u
p
p
o
r
ts
cr
is
is
r
esil
ie
n
ce
th
r
o
u
g
h
teac
h
er
ca
p
ac
ity
,
o
r
g
an
izatio
n
al
ad
a
p
tatio
n
,
an
d
d
ig
ital
ad
ap
tatio
n
p
ath
way
s
,
wh
ile
clar
if
y
in
g
b
o
u
n
d
a
r
y
co
n
d
itio
n
s
s
u
ch
as
in
f
r
astru
ctu
r
e,
w
o
r
k
lo
a
d
,
p
o
lic
y
f
lex
ib
ilit
y
,
s
ch
o
o
l
cu
ltu
r
e,
a
n
d
s
o
cio
-
cu
ltu
r
al
c
o
n
tex
t.
A
d
d
r
e
s
s
i
n
g
t
h
i
s
g
a
p
is
i
m
p
o
r
t
a
n
t
f
o
r
a
d
v
a
n
c
i
n
g
t
h
e
o
r
y
a
n
d
i
n
f
o
r
m
i
n
g
l
e
a
d
e
r
s
h
i
p
p
r
a
ct
i
c
e
a
n
d
p
o
l
i
c
y
in
i
n
c
r
e
a
s
i
n
g
l
y
u
n
c
e
r
ta
i
n
a
n
d
d
ig
i
t
a
l
l
y
m
e
d
ia
t
e
d
K
–
1
2
e
d
u
c
a
ti
o
n
a
l
e
n
v
i
r
o
n
m
e
n
t
s
.
Acc
o
r
d
in
g
ly
,
th
is
s
tu
d
y
c
o
n
d
u
cts
a
s
y
s
tem
atic
liter
atu
r
e
r
ev
i
ew
to
s
y
n
t
h
esize
em
p
ir
ical
ev
id
en
ce
o
n
th
e
in
f
lu
en
ce
o
f
T
L
o
n
cr
is
is
r
esp
o
n
s
e
an
d
o
r
g
a
n
izatio
n
al
r
es
ilien
ce
in
K
–
1
2
s
ch
o
o
ls
.
T
h
e
r
ev
iew
is
g
u
id
ed
b
y
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
(
R
Q)
:
−
W
h
at
is
th
e
r
elatio
n
s
h
ip
b
etwe
en
T
L
an
d
cr
is
is
r
esp
o
n
s
e
in
K
–
1
2
s
ch
o
o
ls
?
(
R
Q1
)
−
Ho
w
d
o
es T
L
in
f
lu
e
n
ce
o
r
g
an
i
za
tio
n
al
r
esil
ien
ce
in
cr
is
is
co
n
tex
ts
?
(
R
Q2
)
−
W
h
at
m
ed
iatin
g
an
d
m
o
d
e
r
atin
g
f
ac
to
r
s
ex
p
lain
th
is
r
elatio
n
s
h
ip
?
(
R
Q3
)
−
Ho
w
d
o
co
n
tex
tu
al
co
n
d
itio
n
s
s
h
ap
e
lead
er
s
h
ip
ef
f
ec
tiv
en
ess
in
cr
is
is
s
itu
atio
n
s
?
(
R
Q4
)
B
y
ad
d
r
ess
in
g
t
h
ese
q
u
esti
o
n
s
,
th
is
s
tu
d
y
aim
s
to
d
ev
elo
p
a
m
o
r
e
in
teg
r
ated
a
n
d
m
ec
h
an
is
m
-
b
ased
u
n
d
er
s
tan
d
i
n
g
o
f
T
L
in
cr
is
is
co
n
tex
ts
,
co
n
tr
ib
u
tin
g
to
b
o
th
th
eo
r
etica
l
ad
v
an
ce
m
e
n
t
an
d
p
r
ac
tical
ap
p
licatio
n
in
ed
u
ca
tio
n
al
lea
d
er
s
h
ip
.
2.
CO
NCEPT
UAL F
R
AM
E
W
O
RK
T
h
is
r
ev
iew
is
g
u
id
ed
b
y
a
co
n
ce
p
tu
al
f
r
a
m
ewo
r
k
th
at
i
n
teg
r
ates
T
L
th
eo
r
y
with
o
r
g
an
izatio
n
al
r
esil
ien
ce
th
eo
r
y
to
ex
p
lain
h
o
w
s
ch
o
o
l
lead
er
s
h
i
p
co
n
tr
ib
u
tes
to
cr
is
is
r
esil
ien
ce
in
K
–
1
2
ed
u
ca
tio
n
al
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
.
5
,
Octo
b
er
20
26
:
3
8
9
2
-
3911
3894
co
n
tex
ts
.
T
L
th
eo
r
y
ar
g
u
es
th
at
lead
er
s
in
f
lu
en
ce
f
o
ll
o
wer
s
th
r
o
u
g
h
id
ea
lized
in
f
l
u
en
ce
,
in
s
p
ir
atio
n
al
m
o
tiv
atio
n
,
i
n
tellectu
al
s
tim
u
latio
n
,
an
d
in
d
i
v
id
u
alize
d
c
o
n
s
id
er
atio
n
[
8
]
−
[
1
0
]
.
T
h
ese
d
im
en
s
io
n
s
ar
e
r
elev
a
n
t
in
cr
is
is
co
n
tex
ts
b
ec
a
u
s
e
th
ey
en
a
b
le
lead
er
s
t
o
cr
ea
te
s
h
ar
ed
d
ir
ec
tio
n
,
s
u
s
tain
m
o
tiv
atio
n
,
s
tim
u
late
p
r
o
b
lem
-
s
o
lv
in
g
,
an
d
p
r
o
v
id
e
em
o
tio
n
al
s
u
p
p
o
r
t
d
u
r
in
g
u
n
ce
r
tain
ty
.
R
esil
ien
ce
th
eo
r
y
,
m
ea
n
wh
ile,
co
n
ce
p
tu
alize
s
o
r
g
a
n
izatio
n
s
as
s
y
s
tem
s
th
at
m
u
s
t
ab
s
o
r
b
d
is
r
u
p
tio
n
,
ad
a
p
t
to
ch
an
g
i
n
g
co
n
d
itio
n
s
,
an
d
r
eo
r
g
a
n
ize
to
s
u
s
tain
co
r
e
f
u
n
ctio
n
s
[
1
8
]
−
[
2
0
]
.
I
n
s
ch
o
o
ls
,
r
esil
ien
ce
is
th
er
ef
o
r
e
n
o
t
o
n
ly
an
o
u
tc
o
m
e
o
f
f
o
r
m
al
cr
is
is
p
lan
n
in
g
,
b
u
t
also
a
co
llectiv
e
ca
p
ac
ity
s
h
ap
ed
b
y
teac
h
er
r
ea
d
in
ess
,
t
r
u
s
t,
co
llab
o
r
atio
n
,
o
r
g
an
izatio
n
al
lea
r
n
in
g
,
an
d
d
i
g
ital a
d
ap
tab
ilit
y
.
T
h
e
f
r
am
ewo
r
k
ass
u
m
es
th
a
t
T
L
co
n
tr
ib
u
tes
to
cr
is
is
r
esil
ien
ce
th
r
o
u
g
h
t
h
r
ee
in
ter
co
n
n
ec
ted
p
ath
way
s
:
teac
h
er
ca
p
ac
ity
,
o
r
g
an
izatio
n
al
a
d
ap
tatio
n
,
a
n
d
d
ig
ital
ad
ap
tatio
n
.
At
th
e
teac
h
er
lev
el,
T
L
s
tr
en
g
th
en
s
s
elf
-
ef
f
icac
y
,
wel
l
-
b
ein
g
,
co
m
m
itm
en
t,
an
d
p
r
o
f
ess
io
n
al
ag
en
cy
to
s
u
s
tain
in
s
tr
u
ctio
n
d
u
r
in
g
d
is
r
u
p
tio
n
.
At
th
e
o
r
g
a
n
izatio
n
al
lev
el,
it
p
r
o
m
o
tes
tr
u
s
t,
co
l
lectiv
e
ef
f
icac
y
,
co
llab
o
r
atio
n
,
an
d
o
r
g
an
izatio
n
al
lear
n
in
g
to
s
u
p
p
o
r
t
co
llectiv
e
ad
ap
tatio
n
.
At
th
e
d
ig
ital
lev
el
,
it
en
h
an
ce
s
d
i
g
ital
co
m
p
eten
ce
,
co
m
m
u
n
icatio
n
,
an
d
in
s
tr
u
ctio
n
al
co
n
tin
u
ity
in
tech
n
o
lo
g
y
-
m
ed
iated
cr
is
e
s
.
T
h
ese
p
ath
way
s
ar
e
s
h
ap
ed
b
y
co
n
tex
t
u
al
co
n
d
itio
n
s
s
u
ch
as in
f
r
astru
ctu
r
e,
wo
r
k
lo
a
d
,
s
ch
o
o
l c
u
ltu
r
e,
p
o
licy
f
lex
ib
ilit
y
,
an
d
s
o
cio
-
c
u
ltu
r
al
s
ettin
g
.
T
h
u
s
,
T
L
f
u
n
ctio
n
s
as
an
en
ab
lin
g
f
o
r
ce
th
at
ac
tiv
ates
h
u
m
an
,
o
r
g
an
izatio
n
al,
a
n
d
d
ig
ital
ca
p
ac
ities
f
o
r
cr
is
is
r
esil
ien
ce
.
Fig
u
r
e
1
s
u
m
m
ar
i
ze
s
th
e
p
r
o
p
o
s
ed
r
elatio
n
s
h
i
p
s
b
etwe
en
TL
,
teac
h
er
ca
p
ac
ity
,
o
r
g
a
n
izatio
n
al
ad
ap
tatio
n
,
d
ig
ital a
d
ap
tatio
n
,
co
n
tex
tu
al
co
n
d
itio
n
s
,
cr
is
is
r
e
s
p
o
n
s
e,
an
d
o
r
g
a
n
izatio
n
al
r
es
ilien
ce
.
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
f
r
a
m
ewo
r
k
lin
k
in
g
tr
an
s
f
o
r
m
atio
n
al
lea
d
er
s
h
ip
th
eo
r
y
an
d
cr
is
is
r
esil
ien
ce
in
K
–
1
2
s
ch
o
o
ls
3.
M
E
T
H
O
D
T
h
is
s
tu
d
y
a
d
o
p
ts
a
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew
(
SLR)
a
p
p
r
o
ac
h
to
s
y
n
th
esize
em
p
i
r
ical
ev
id
en
ce
o
n
th
e
r
o
le
o
f
T
L
in
cr
is
is
co
n
tex
ts
.
T
h
e
SLR
m
eth
o
d
o
lo
g
y
is
p
ar
ticu
lar
ly
ap
p
r
o
p
r
iat
e
f
o
r
co
n
s
o
lid
atin
g
f
r
ag
m
en
te
d
r
esear
ch
f
in
d
in
g
s
an
d
g
e
n
er
atin
g
ev
id
e
n
ce
-
b
as
ed
in
s
ig
h
ts
th
r
o
u
g
h
a
tr
an
s
p
a
r
en
t
an
d
r
ep
licab
le
p
r
o
ce
s
s
[
2
6
]
,
[
2
7
]
.
Un
lik
e
tr
a
d
itio
n
al
n
ar
r
ativ
e
r
e
v
iews,
th
e
SLR
ap
p
r
o
ac
h
f
o
llo
ws
a
s
tr
u
ctu
r
ed
p
r
o
to
co
l
th
at
m
in
im
izes
b
ias an
d
en
h
a
n
ce
s
th
e
r
eliab
ilit
y
o
f
c
o
n
clu
s
io
n
s
.
T
h
e
r
ev
iew
p
r
o
ce
s
s
was
g
u
id
ed
b
y
th
e
p
r
ef
e
r
r
ed
r
ep
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
-
an
aly
z
es
(
PR
I
SMA)
f
r
am
ew
o
r
k
,
w
h
ich
p
r
o
v
i
d
es
a
s
tan
d
ar
d
ized
a
p
p
r
o
ac
h
f
o
r
i
d
en
tify
in
g
,
s
cr
ee
n
in
g
,
a
n
d
s
elec
tin
g
r
elev
an
t
s
tu
d
ies
[
2
8
]
,
[
2
9
]
.
T
h
e
PR
I
SMA
f
r
am
ewo
r
k
en
s
u
r
es
m
et
h
o
d
o
lo
g
ic
al
tr
an
s
p
ar
en
cy
an
d
allo
ws
f
o
r
clea
r
d
o
cu
m
en
tatio
n
o
f
in
clu
s
io
n
a
n
d
e
x
clu
s
io
n
d
ec
is
io
n
s
th
r
o
u
g
h
o
u
t
th
e
r
ev
ie
w
p
r
o
ce
s
s
.
T
h
e
u
s
e
o
f
PR
I
SMA
is
wid
ely
r
ec
o
g
n
ized
as
b
est
p
r
ac
tice
in
s
y
s
tem
atic
r
ev
iew
r
esear
ch
ac
r
o
s
s
s
o
cial
s
cien
ce
s
an
d
ed
u
ca
tio
n
.
T
h
e
p
r
o
to
co
l
was
n
o
t
ex
ter
n
ally
r
eg
is
ter
ed
.
Ho
wev
er
,
a
p
r
e
d
ef
in
ed
in
ter
n
al
p
r
o
to
co
l
s
p
ec
if
ied
t
h
e
d
atab
ases
,
s
ea
r
ch
ter
m
s
,
elig
ib
ilit
y
cr
iter
ia,
s
cr
ee
n
in
g
,
ap
p
r
aisal,
an
d
th
em
atic
-
s
y
n
th
esis
p
r
o
ce
d
u
r
es
b
ef
o
r
e
s
cr
ee
n
in
g
b
e
g
an
.
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
Tr
a
n
s
fo
r
ma
tio
n
a
l le
a
d
ers
h
ip
a
n
d
cris
is
r
es
ilien
ce
in
K
-
1
2
s
ch
o
o
ls
:
a
r
ev
iew
(
R
a
yn
er R
o
b
e
r
t Ken
n
eth
)
3895
3
.
1
.
I
dentif
ica
t
io
n
T
h
e
id
e
n
tific
atio
n
p
h
ase
in
v
o
l
v
ed
s
y
s
tem
atic
s
ea
r
ch
es
ac
r
o
s
s
f
o
u
r
s
o
u
r
ce
s
:
Sco
p
u
s
,
W
eb
o
f
Scien
ce
(
W
o
S),
E
R
I
C
,
an
d
Go
o
g
le
Sc
h
o
lar
.
Sco
p
u
s
,
W
o
S
,
an
d
E
R
I
C
wer
e
s
elec
ted
as
th
e
p
r
im
ar
y
d
atab
ases
d
u
e
to
th
eir
ex
ten
s
iv
e
co
v
er
ag
e
o
f
p
e
er
-
r
ev
iewe
d
e
d
u
ca
tio
n
al
lea
d
e
r
s
h
ip
,
o
r
g
an
izatio
n
al,
a
n
d
e
d
u
ca
tio
n
al
tech
n
o
lo
g
y
r
esear
ch
.
Go
o
g
le
Sch
o
lar
was
u
s
ed
as
a
s
u
p
p
lem
e
n
tar
y
r
etr
ie
v
al
s
o
u
r
ce
to
en
h
an
ce
s
ea
r
ch
c
o
m
p
r
eh
e
n
s
iv
en
ess
an
d
m
in
im
ize
th
e
p
o
s
s
ib
ilit
y
o
f
o
v
er
l
o
o
k
in
g
r
elev
a
n
t stu
d
ies.
T
h
e
d
atab
ase
s
ea
r
c
h
was
co
n
d
u
cted
o
n
3
Ap
r
il
2
0
2
6
u
s
in
g
co
m
b
in
atio
n
s
o
f
k
e
y
wo
r
d
s
a
n
d
B
o
o
lean
o
p
er
ato
r
s
r
elate
d
to
T
L
,
cr
is
is
m
an
ag
e
m
en
t,
r
esil
ien
ce
,
d
ig
it
al
ad
ap
tatio
n
,
an
d
ed
u
ca
tio
n
al
s
ettin
g
s
.
Sear
ch
es
wer
e
p
er
f
o
r
m
ed
with
in
titl
es,
ab
s
tr
ac
ts
,
an
d
k
ey
wo
r
d
s
to
m
ax
im
ize
r
etr
iev
al
s
en
s
itiv
ity
wh
ile
m
ain
tain
in
g
co
n
ce
p
tu
al
r
ele
v
an
ce
.
T
a
b
le
1
p
r
esen
ts
th
e
s
ea
r
ch
s
tr
in
g
s
u
s
e
d
in
th
e
p
r
im
ar
y
d
atab
ases
.
T
h
e
s
ea
r
ch
was
lim
ited
to
s
tu
d
ies
p
u
b
lis
h
ed
b
etwe
en
2
0
1
5
an
d
2
0
2
5
,
wr
itten
in
E
n
g
lis
h
,
an
d
p
u
b
lis
h
ed
as
p
ee
r
-
r
ev
iewe
d
j
o
u
r
n
al
ar
ticles.
T
h
ese
r
estrictio
n
s
wer
e
ap
p
lied
to
en
s
u
r
e
th
e
in
clu
s
io
n
o
f
co
n
tem
p
o
r
ar
y
an
d
ac
ad
em
ica
lly
r
ig
o
r
o
u
s
ev
id
e
n
ce
alig
n
ed
with
th
e
o
b
jectiv
es
o
f
t
h
e
r
ev
iew.
T
h
e
in
itial
s
ea
r
ch
p
r
o
ce
s
s
y
ield
ed
a
t
o
tal
o
f
2
5
1
r
ec
o
r
d
s
,
co
m
p
r
is
in
g
s
tu
d
ies
r
etr
iev
ed
f
r
o
m
Sco
p
u
s
,
W
o
S
,
an
d
E
R
I
C
.
Ad
d
itio
n
al
s
ea
r
ch
es
co
n
d
u
cte
d
th
r
o
u
g
h
Go
o
g
le
Sch
o
lar
an
d
b
ac
k
war
d
citatio
n
tr
ac
k
in
g
wer
e
u
s
ed
to
v
er
if
y
co
n
ce
p
tu
al
co
v
er
ag
e
an
d
r
etr
iev
al
co
m
p
r
e
h
en
s
iv
en
ess
.
Ho
wev
er
,
n
o
a
d
d
itio
n
al
elig
ib
le
s
tu
d
ies
b
ey
o
n
d
t
h
e
f
in
al
d
ataset
wer
e
id
en
tifie
d
th
r
o
u
g
h
th
ese
s
u
p
p
lem
e
n
tar
y
p
r
o
ce
d
u
r
es.
T
ab
le
1
.
T
h
e
s
ea
r
ch
s
tr
in
g
s
an
d
k
ey
wo
r
d
s
u
s
ed
D
a
t
a
b
a
s
e
S
e
a
r
c
h
st
r
i
n
g
S
c
o
p
u
s
TI
TLE
-
A
B
S
-
K
EY
(
“
t
r
a
n
sf
o
r
ma
t
i
o
n
a
l
l
e
a
d
e
r
sh
i
p
”
A
N
D
(
e
d
u
c
a
t
i
o
n
O
R
sch
o
o
l
*
O
R
“
e
d
u
c
a
t
i
o
n
a
l
se
t
t
i
n
g
*
”
O
R
t
e
a
c
h
e
r
*
O
R
p
r
i
n
c
i
p
a
l
*
)
A
N
D
(
“
c
r
i
si
s
ma
n
a
g
e
m
e
n
t
”
O
R
“
c
r
i
s
i
s
l
e
a
d
e
r
sh
i
p
”
O
R
“
e
m
e
r
g
e
n
c
y
m
a
n
a
g
e
me
n
t
”
O
R
“
d
i
sas
t
e
r
ma
n
a
g
e
me
n
t
”
O
R
“
c
r
i
si
s
r
e
sp
o
n
s
e
”
O
R
r
e
s
i
l
i
e
n
c
e
O
R
“
o
r
g
a
n
i
z
a
t
i
o
n
a
l
r
e
si
l
i
e
n
c
e
”
O
R
a
d
a
p
t
a
b
i
l
i
t
y
O
R
r
e
c
o
v
e
r
y
O
R
p
a
n
d
e
mi
c
O
R
C
O
V
I
D
-
1
9
O
R
d
i
sr
u
p
t
i
o
n
*
O
R
“
s
c
h
o
o
l
c
l
o
s
u
r
e
”
))
W
o
S
TS=(
“
t
r
a
n
sf
o
r
mat
i
o
n
a
l
l
e
a
d
e
r
sh
i
p
”
)
A
N
D
TS=(
c
r
i
si
s
O
R
r
e
s
i
l
i
e
n
c
e
O
R
d
i
sr
u
p
t
i
o
n
O
R
p
a
n
d
e
m
i
c
O
R
“
C
O
V
I
D
-
19
”
)
A
N
D
TS=(
e
d
u
c
a
t
i
o
n
O
R
s
c
h
o
o
l
O
R
“
K
-
12
”
O
R
“
p
r
i
mar
y
s
c
h
o
o
l
”
O
R
“
se
c
o
n
d
a
r
y
s
c
h
o
o
l
”
)
ER
I
C
(
“
t
r
a
n
sf
o
r
ma
t
i
o
n
a
l
l
e
a
d
e
r
s
h
i
p
”
)
A
N
D
(
c
r
i
si
s
O
R
r
e
si
l
i
e
n
c
e
O
R
C
O
V
I
D
-
1
9
O
R
d
i
sr
u
p
t
i
o
n
)
A
N
D
(
sc
h
o
o
l
O
R
e
d
u
c
a
t
i
o
n
O
R
K
-
1
2
O
R
t
e
a
c
h
e
r
O
R
p
r
i
n
c
i
p
a
l
)
3
.
2
.
Scre
ening
Fo
llo
win
g
id
en
tific
atio
n
,
6
3
d
u
p
licate
r
ec
o
r
d
s
wer
e
r
e
m
o
v
ed
th
r
o
u
g
h
titl
e,
DOI
,
a
n
d
m
etad
ata
m
atch
in
g
,
leav
in
g
1
8
8
r
ec
o
r
d
s
f
o
r
s
cr
ee
n
in
g
.
T
itles
an
d
ab
s
tr
ac
ts
wer
e
th
en
s
cr
ee
n
ed
ag
ain
s
t
p
r
ed
ef
in
e
d
in
clu
s
io
n
an
d
e
x
clu
s
io
n
cr
it
er
ia
b
y
two
in
d
e
p
en
d
e
n
t
r
e
v
iewe
r
s
,
with
d
is
ag
r
ee
m
en
ts
r
eso
lv
ed
th
r
o
u
g
h
co
n
s
en
s
u
s
.
T
h
e
cr
iter
ia,
as
p
r
esen
ted
in
T
ab
le
2
,
e
n
s
u
r
ed
alig
n
m
en
t
with
th
e
r
ev
iew
’
s
th
eo
r
etica
l
f
o
c
u
s
,
r
esear
ch
p
h
e
n
o
m
en
o
n
,
a
n
d
c
o
n
tex
tu
al
s
co
p
e.
Stu
d
ies
p
u
b
lis
h
ed
o
u
ts
id
e
2
0
1
5
–
2
0
2
5
o
r
n
o
t
in
p
ee
r
-
r
ev
ie
wed
jo
u
r
n
als
wer
e
ex
clu
d
ed
to
en
s
u
r
e
co
n
tem
p
o
r
ar
y
,
h
ig
h
-
q
u
ality
e
v
id
en
ce
.
E
lig
ib
le
s
tu
d
ies
ex
a
m
in
ed
T
L
in
r
elatio
n
to
cr
is
is
o
r
o
r
g
an
izatio
n
al
r
esil
ien
ce
in
K
–
1
2
s
ch
o
o
ls
.
Stu
d
ies
lack
in
g
a
T
L
f
o
cu
s
,
cr
is
is
-
r
elate
d
d
im
en
s
io
n
,
o
r
s
ch
o
o
l
-
lev
el
ed
u
ca
tio
n
al
co
n
tex
t w
er
e
ex
cl
u
d
ed
.
T
h
ese
cr
iter
ia
r
em
o
v
e
d
1
5
2
s
tu
d
ies,
l
ea
v
in
g
3
6
f
o
r
f
u
ll
-
te
x
t a
s
s
ess
m
en
t.
T
ab
le
2
.
I
n
clu
s
io
n
an
d
ex
clu
s
i
o
n
cr
iter
ia
in
s
cr
ee
n
in
g
p
h
ase
C
a
t
e
g
o
r
y
I
n
c
l
u
s
i
o
n
c
r
i
t
e
r
i
a
Ex
c
l
u
si
o
n
c
r
i
t
e
r
i
a
P
u
b
l
i
c
a
t
i
o
n
c
r
i
t
e
r
i
a
2
0
1
5
–
2
0
2
5
,
p
e
e
r
-
r
e
v
i
e
w
e
d
j
o
u
r
n
a
l
s
O
u
t
s
i
d
e
t
h
e
t
i
me
f
r
a
me
o
r
n
o
t
p
u
b
l
i
s
h
e
d
a
s
j
o
u
r
n
a
l
a
r
t
i
c
l
e
s
C
o
n
c
e
p
t
u
a
l
f
o
c
u
s
Ex
a
m
i
n
e
s
TL
N
o
TL
f
o
c
u
s
P
h
e
n
o
m
e
n
o
n
o
f
i
n
t
e
r
e
s
t
A
d
d
r
e
ss
e
s
c
r
i
si
s
o
r
r
e
si
l
i
e
n
c
e
N
o
c
r
i
si
s
/
r
e
si
l
i
e
n
c
e
c
o
n
t
e
x
t
C
o
n
t
e
x
t
u
a
l
sc
o
p
e
K
–
1
2
e
d
u
c
a
t
i
o
n
a
l
s
e
t
t
i
n
g
s
H
i
g
h
e
r
e
d
u
c
a
t
i
o
n
o
r
n
o
n
-
e
d
u
c
a
t
i
o
n
a
l
c
o
n
t
e
x
t
s
3
.
3
.
E
lig
ibi
lity
Du
r
in
g
elig
ib
ilit
y
,
th
e
r
e
m
ain
in
g
s
tu
d
ies
u
n
d
er
we
n
t
f
u
ll
-
tex
t
ass
ess
m
en
t
to
d
eter
m
in
e
m
eth
o
d
o
l
o
g
ical
s
u
itab
ilit
y
a
n
d
co
n
ce
p
tu
al
alig
n
m
e
n
t.
St
u
d
ies
wer
e
r
etain
e
d
o
n
ly
if
T
L
was
a
ce
n
tr
al
an
aly
tical
co
n
s
tr
u
ct
an
d
th
e
y
s
u
b
s
tan
tiv
ely
ad
d
r
ess
ed
cr
is
is
r
e
s
p
o
n
s
e,
o
r
g
an
izatio
n
al
r
esil
ien
ce
,
d
ig
ital
ad
ap
tatio
n
,
d
is
r
u
p
tio
n
m
an
a
g
em
en
t,
o
r
ad
a
p
tiv
e
o
r
g
a
n
iza
tio
n
al
p
r
o
ce
s
s
es
in
K
–
1
2
s
ettin
g
s
.
Stu
d
ies
o
n
u
n
r
elate
d
lead
e
r
s
h
ip
co
n
s
tr
u
ct
s
,
h
ig
h
er
ed
u
ca
tio
n
,
n
o
n
-
em
p
i
r
ical
d
is
cu
s
s
io
n
s
,
o
r
in
ac
ce
s
s
i
b
le
f
u
ll
tex
ts
wer
e
ex
clu
d
ed
.
T
wo
r
ev
iewe
r
s
in
d
e
p
en
d
en
tly
ass
ess
ed
elig
ib
ilit
y
,
with
d
is
ag
r
ee
m
en
ts
r
eso
lv
ed
th
r
o
u
g
h
co
n
s
en
s
u
s
.
T
h
is
p
r
o
ce
s
s
ex
clu
d
ed
1
5
s
tu
d
ies,
leav
in
g
2
1
s
tu
d
ies f
o
r
f
i
n
a
l sy
n
th
esis
.
3
.
4
.
I
nclus
io
n
A
to
tal
o
f
2
1
e
m
p
ir
ical
s
tu
d
i
es
m
et
all
in
clu
s
io
n
c
r
iter
ia
a
n
d
wer
e
in
clu
d
e
d
in
t
h
e
f
in
al
s
y
n
th
esis
.
T
h
ese
s
tu
d
ies
co
llectiv
ely
f
o
r
m
ed
th
e
ev
i
d
en
ce
b
ase
f
o
r
e
x
am
in
in
g
h
o
w
T
L
in
f
lu
en
ce
s
c
r
is
is
r
esp
o
n
s
e
an
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
.
5
,
Octo
b
er
20
26
:
3
8
9
2
-
3911
3896
o
r
g
an
izatio
n
al
r
esil
ien
ce
in
K
–
1
2
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
e
co
m
p
lete
s
tu
d
y
s
elec
tio
n
p
r
o
ce
s
s
,
in
clu
d
i
n
g
id
en
tific
atio
n
,
s
cr
ee
n
i
n
g
,
elig
ib
ilit
y
ass
ess
m
en
t,
an
d
f
in
al
in
clu
s
io
n
,
is
illu
s
tr
ated
in
t
h
e
PR
I
SMA
f
lo
w
d
iag
r
am
p
r
esen
ted
in
Fig
u
r
e
2
.
Fig
u
r
e
2
.
PR
I
SMA
2
0
2
0
f
lo
w
d
iag
r
am
o
f
s
tu
d
y
s
elec
tio
n
p
r
o
ce
s
s
3
.
5
.
Q
ua
lit
y
a
pp
ra
is
a
l
T
h
e
m
eth
o
d
o
lo
g
ical
q
u
ality
o
f
th
e
in
clu
d
ed
s
tu
d
ies
was
ass
ess
ed
u
s
in
g
th
e
m
i
x
ed
m
eth
o
d
s
ap
p
r
aisal
to
o
l
(
MM
AT
)
v
er
s
io
n
2
0
1
8
[
3
0
]
.
MM
AT
was
u
s
ed
b
ec
au
s
e
th
e
f
i
n
al
d
ataset
in
clu
d
ed
q
u
alitativ
e,
q
u
an
titativ
e,
an
d
m
ix
e
d
-
m
eth
o
d
s
s
tu
d
ies,
r
eq
u
ir
i
n
g
a
f
lex
ib
le
ap
p
r
aisal
to
o
l
f
o
r
d
iv
er
s
e
d
esig
n
s
.
E
ac
h
s
tu
d
y
was c
lass
if
ied
b
y
r
esear
ch
d
esig
n
b
ef
o
r
e
th
e
r
elev
an
t M
MA
T
cr
iter
ia
wer
e
ap
p
lied
.
I
n
lin
e
with
MM
AT
g
u
id
a
n
ce
,
n
o
ag
g
r
eg
ate
s
co
r
e
was
ca
lcu
lated
.
I
n
s
tead
,
ju
d
g
em
en
ts
wer
e
r
ec
o
r
d
e
d
as
y
es,
n
o
,
o
r
ca
n
’
t
t
ell
to
p
r
eser
v
e
m
eth
o
d
o
l
o
g
ical
n
u
an
ce
.
Ov
er
all,
th
e
2
1
in
cl
u
d
ed
s
tu
d
ies
s
h
o
wed
ac
ce
p
tab
le
to
s
tr
o
n
g
m
eth
o
d
o
l
o
g
ical
q
u
ality
.
C
o
m
m
o
n
lim
itatio
n
s
in
clu
d
e
d
lim
ited
r
ep
o
r
ti
n
g
o
f
n
o
n
-
r
esp
o
n
s
e
b
ias,
r
elian
ce
o
n
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
s
,
u
n
ev
en
tr
an
s
p
ar
en
cy
in
q
u
alitativ
e
c
o
d
in
g
a
n
d
r
e
f
lex
iv
ity
,
a
n
d
lim
ited
tr
ea
tm
en
t
o
f
d
i
v
er
g
en
ce
in
th
e
m
ix
e
d
-
m
eth
o
d
s
s
tu
d
y
.
T
h
u
s
,
th
e
ev
id
en
c
e
s
u
p
p
o
r
ts
th
em
atic
in
ter
p
r
etatio
n
,
alth
o
u
g
h
ca
u
s
al
an
d
g
en
er
aliza
b
le
claim
s
s
h
o
u
ld
b
e
m
ad
e
ca
u
tio
u
s
ly
.
T
h
e
s
tu
d
y
-
lev
el
ap
p
r
aisal
r
esu
lts
ar
e
r
ep
o
r
ted
in
T
ab
le
3
.
3
.
6
.
Da
t
a
e
x
t
ra
ct
i
o
n a
nd
s
y
nthesis
Data
ex
tr
ac
tio
n
u
s
ed
a
s
tr
u
ct
u
r
ed
m
atr
ix
alig
n
e
d
with
th
e
r
e
v
iew
’
s
th
r
ee
r
esear
c
h
q
u
esti
o
n
s
an
d
s
ix
co
r
e
c
o
n
s
tr
u
cts:
T
L
,
cr
is
is
r
e
s
p
o
n
s
e,
o
r
g
an
izatio
n
al
r
esil
ien
ce
,
teac
h
e
r
-
r
elate
d
o
u
tc
o
m
es,
d
ig
ital
ad
ap
tatio
n
,
an
d
co
n
te
x
tu
al
co
n
d
itio
n
s
.
T
h
e
m
atr
ix
ca
p
tu
r
ed
s
tu
d
y
d
et
ails
,
co
n
tex
t,
aim
s
,
d
esig
n
,
s
am
p
le,
cr
is
is
ty
p
e,
lead
er
s
h
ip
d
im
e
n
s
io
n
s
,
o
u
tco
m
es,
m
ed
iatin
g
an
d
m
o
d
er
at
in
g
f
ac
to
r
s
,
k
e
y
f
i
n
d
in
g
s
,
a
n
d
m
et
h
o
d
o
lo
g
ical
lim
itatio
n
s
.
T
wo
r
e
v
iewe
r
s
e
x
tr
ac
ted
d
ata
in
d
e
p
en
d
e
n
tly
,
co
m
p
a
r
ed
o
u
tp
u
ts
,
an
d
r
es
o
lv
ed
d
is
cr
ep
an
cies
th
r
o
u
g
h
d
is
cu
s
s
io
n
,
r
etu
r
n
in
g
to
th
e
f
u
ll tex
t w
h
er
e
in
ter
p
r
eta
tio
n
was a
m
b
ig
u
o
u
s
.
T
h
e
ex
tr
ac
te
d
d
ata
wer
e
s
y
n
th
esized
th
em
atica
lly
d
u
e
t
o
th
e
m
eth
o
d
o
lo
g
ical
d
iv
e
r
s
ity
o
f
th
e
in
clu
d
ed
s
tu
d
ies.
Fin
d
in
g
s
wer
e
f
ir
s
t
co
d
ed
ac
co
r
d
i
n
g
to
r
ec
u
r
r
in
g
co
n
ce
p
ts
s
u
ch
as
lead
er
s
h
ip
p
r
ac
tice,
teac
h
er
ca
p
ac
ity
,
c
r
is
is
r
esp
o
n
s
e,
o
r
g
an
izatio
n
al
ad
ap
tatio
n
,
d
ig
ital
co
m
p
eten
ce
,
a
n
d
r
esil
ien
ce
o
u
tco
m
es.
R
elate
d
co
d
es
wer
e
th
en
g
r
o
u
p
ed
in
to
b
r
o
a
d
er
an
aly
tical
ca
teg
o
r
ies
an
d
r
ef
i
n
ed
in
to
h
ig
h
er
-
o
r
d
er
th
e
m
es
ex
p
lain
in
g
h
o
w
T
L
s
h
a
p
ed
c
r
is
is
r
esp
o
n
s
e
an
d
r
esil
ien
ce
in
K
–
1
2
s
ettin
g
s
.
T
h
e
s
y
n
th
esis
ex
am
in
ed
n
o
t
o
n
ly
p
atter
n
s
o
f
co
n
v
er
g
en
ce
,
b
u
t
also
ten
s
io
n
s
,
co
n
tr
ad
ictio
n
s
,
an
d
co
n
tex
tu
al
v
ar
iatio
n
s
i
n
h
o
w
T
L
o
p
er
ate
d
th
r
o
u
g
h
m
ec
h
a
n
is
m
s
s
u
ch
as
teac
h
er
s
elf
-
ef
f
icac
y
,
em
o
tio
n
a
l
well
-
b
ein
g
,
o
r
g
an
izatio
n
al
c
o
m
m
itm
en
t,
d
i
g
ital
co
m
p
eten
ce
,
c
o
llectiv
e
ef
f
icac
y
,
an
d
o
r
g
a
n
izatio
n
al
lear
n
i
n
g
.
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
Tr
a
n
s
fo
r
ma
tio
n
a
l le
a
d
ers
h
ip
a
n
d
cris
is
r
es
ilien
ce
in
K
-
1
2
s
ch
o
o
ls
:
a
r
ev
iew
(
R
a
yn
er R
o
b
e
r
t Ken
n
eth
)
3897
T
h
is
p
r
o
ce
s
s
p
r
o
d
u
ce
d
f
iv
e
th
em
atic
ca
teg
o
r
ies:
i)
T
L
as
a
cr
is
is
-
r
esp
o
n
s
e
en
ab
ler
;
ii)
en
h
an
ce
m
en
t
o
f
teac
h
er
ca
p
ac
ity
an
d
in
s
tr
u
ctio
n
al
co
n
tin
u
ity
;
iii)
d
ev
elo
p
m
en
t
o
f
o
r
g
an
izatio
n
al
r
esil
ien
ce
th
r
o
u
g
h
co
llectiv
e
m
ec
h
an
is
m
s
;
iv
)
d
ig
ital
ad
ap
tatio
n
as
a
lead
er
s
h
ip
p
ath
way
;
an
d
v
)
co
n
tex
t
u
al
co
n
d
itio
n
s
s
h
ap
in
g
lead
er
s
h
ip
ef
f
ec
tiv
en
ess
.
Ma
n
u
al
co
d
i
n
g
was
u
s
ed
th
r
o
u
g
h
o
u
t
to
s
u
p
p
o
r
t
clo
s
e
r
ea
d
in
g
,
with
all
co
d
in
g
a
n
d
th
em
e
d
e
v
elo
p
m
e
n
t
d
e
cisi
o
n
s
d
o
c
u
m
en
ted
to
m
ain
tain
an
au
d
it
tr
ail.
Ov
e
r
all,
th
e
s
y
n
t
h
esis
g
en
er
ated
an
ex
p
lan
ato
r
y
ac
c
o
u
n
t
o
f
h
o
w
T
L
o
p
e
r
ates
ac
r
o
s
s
p
s
y
ch
o
lo
g
ical,
o
r
g
a
n
izatio
n
al,
an
d
d
ig
it
al
p
ath
way
s
,
r
ath
er
th
an
m
er
ely
s
u
m
m
ar
izin
g
i
n
d
i
v
id
u
al
s
tu
d
y
f
in
d
in
g
s
.
T
ab
le
3
.
MM
AT
(
2
0
1
8
)
q
u
ality
ap
p
r
aisal o
f
in
clu
d
e
d
s
tu
d
ies
S
t
u
d
y
D
e
si
g
n
Q1
Q2
Q3
Q4
Q5
M
e
t
h
o
d
o
l
o
g
i
c
a
l
o
b
serv
a
t
i
o
n
[
3
1
]
Q
u
a
n
t
i
t
a
t
i
v
e
n
o
n
-
r
a
n
d
o
m
i
z
e
d
Y
e
s
Y
e
s
C
a
n
no
t
t
e
l
l
Y
e
s
Y
e
s
S
martPLS
-
S
E
M
w
a
s
a
p
p
r
o
p
r
i
a
t
e
,
b
u
t
n
o
n
-
r
e
s
p
o
n
s
e
b
i
a
s
a
n
d
r
e
p
r
e
s
e
n
t
a
t
i
v
e
n
e
ss
w
e
r
e
u
n
d
e
r
r
e
p
o
r
t
e
d
.
[
3
2
]
Q
u
a
n
t
i
t
a
t
i
v
e
n
o
n
-
r
a
n
d
o
m
i
z
e
d
Y
e
s
Y
e
s
Y
e
s
Y
e
s
Y
e
s
R
i
g
o
r
o
u
s
m
o
d
e
l
i
n
g
c
l
e
a
r
l
y
e
x
a
mi
n
e
d
l
e
a
d
e
r
s
h
i
p
–
o
u
t
c
o
me
r
e
l
a
t
i
o
n
s
h
i
p
s.
[
3
3
]
Q
u
a
n
t
i
t
a
t
i
v
e
d
e
s
c
r
i
p
t
i
v
e
Y
e
s
C
a
n
no
t
t
e
l
l
Y
e
s
C
a
n
no
t
t
e
l
l
Y
e
s
S
u
r
v
e
y
a
n
d
M
LQ
me
a
su
r
e
s
w
e
r
e
a
p
p
r
o
p
r
i
a
t
e
,
b
u
t
samp
l
i
n
g
q
u
a
l
i
t
y
w
a
s
i
n
s
u
f
f
i
c
i
e
n
t
l
y
r
e
p
o
r
t
e
d
.
[
3
4
]
Q
u
a
n
t
i
t
a
t
i
v
e
n
o
n
-
r
a
n
d
o
m
i
z
e
d
Y
e
s
Y
e
s
Y
e
s
Y
e
s
Y
e
s
S
t
r
o
n
g
r
e
sp
o
n
se
r
a
t
e
a
n
d
me
d
i
a
t
i
o
n
a
n
a
l
y
si
s
su
p
p
o
r
t
e
d
c
o
n
f
i
d
e
n
c
e
i
n
t
h
e
f
i
n
d
i
n
g
s.
[
3
5
]
Q
u
a
n
t
i
t
a
t
i
v
e
n
o
n
-
r
a
n
d
o
m
i
z
e
d
Y
e
s
Y
e
s
C
a
n
no
t
t
e
l
l
Y
e
s
Y
e
s
M
o
d
e
r
a
t
e
d
m
e
d
i
a
t
i
o
n
w
a
s
r
o
b
u
st
,
b
u
t
o
n
l
i
n
e
-
s
u
r
v
e
y
n
o
n
-
r
e
sp
o
n
s
e
b
i
a
s rem
a
i
n
e
d
u
n
c
l
e
a
r
.
[
3
6
]
Q
u
a
n
t
i
t
a
t
i
v
e
n
o
n
-
r
a
n
d
o
m
i
z
e
d
Y
e
s
Y
e
s
Y
e
s
Y
e
s
Y
e
s
S
t
r
o
n
g
me
a
s
u
r
e
me
n
t
v
a
l
i
d
i
t
y
a
n
d
a
p
p
r
o
p
r
i
a
t
e
m
o
d
e
l
i
n
g
su
p
p
o
r
t
e
d
t
h
e
TPA
C
K
-
r
e
l
a
t
e
d
a
n
a
l
y
s
i
s.
[
3
7
]
M
i
x
e
d
m
e
t
h
o
d
s
Y
e
s
Y
e
s
Y
e
s
C
a
n
no
t
t
e
l
l
Y
e
s
M
i
x
e
d
-
me
t
h
o
d
s
i
n
t
e
g
r
a
t
i
o
n
w
a
s
u
s
e
f
u
l
,
t
h
o
u
g
h
s
t
r
a
n
d
d
i
v
e
r
g
e
n
c
e
s wer
e
u
n
d
e
r
e
x
p
l
o
r
e
d
.
[
3
8
]
Q
u
a
l
i
t
a
t
i
v
e
Y
e
s
Y
e
s
Y
e
s
Y
e
s
Y
e
s
S
y
st
e
ma
t
i
c
t
h
e
ma
t
i
c
a
n
a
l
y
s
i
s
su
p
p
o
r
t
e
d
c
o
h
e
r
e
n
t
i
n
t
e
r
p
r
e
t
a
t
i
o
n
o
f
t
e
a
c
h
e
r
p
e
r
c
e
p
t
i
o
n
s.
[
3
9
]
Q
u
a
l
i
t
a
t
i
v
e
Y
e
s
Y
e
s
Y
e
s
Y
e
s
Y
e
s
C
l
e
a
r
s
a
mp
l
i
n
g
a
n
d
t
h
e
ma
t
i
c
a
n
a
l
y
s
i
s
s
u
p
p
o
r
t
e
d
e
x
p
l
o
r
a
t
i
o
n
o
f
a
d
a
p
t
i
v
e
l
e
a
d
e
r
s
h
i
p
.
[
4
0
]
Q
u
a
l
i
t
a
t
i
v
e
Y
e
s
Y
e
s
Y
e
s
Y
e
s
Y
e
s
Th
e
c
a
s
e
-
st
u
d
y
d
e
si
g
n
p
r
o
v
i
d
e
d
r
i
c
h
a
n
d
c
o
h
e
r
e
n
t
l
y
i
n
t
e
r
p
r
e
t
e
d
c
r
i
s
i
s
-
l
e
a
d
e
r
s
h
i
p
i
n
s
i
g
h
t
s.
[
4
1
]
Q
u
a
n
t
i
t
a
t
i
v
e
n
o
n
-
r
a
n
d
o
m
i
z
e
d
Y
e
s
Y
e
s
C
a
n
no
t
t
e
l
l
Y
e
s
Y
e
s
S
EM
w
a
s
a
p
p
r
o
p
r
i
a
t
e
,
b
u
t
n
o
n
-
r
e
sp
o
n
se
b
i
a
s
w
a
s
i
n
s
u
f
f
i
c
i
e
n
t
l
y
a
d
d
r
e
sse
d
.
[
4
2
]
Q
u
a
l
i
t
a
t
i
v
e
Y
e
s
Y
e
s
Y
e
s
Y
e
s
Y
e
s
D
i
sco
u
r
se
a
n
a
l
y
s
i
s
w
a
s
c
o
h
e
r
e
n
t
a
n
d
a
l
i
g
n
e
d
w
i
t
h
t
h
e
i
n
t
e
r
p
r
e
t
i
v
e
p
u
r
p
o
se.
[
4
3
]
Q
u
a
l
i
t
a
t
i
v
e
Y
e
s
Y
e
s
Y
e
s
Y
e
s
Y
e
s
In
-
d
e
p
t
h
i
n
t
e
r
v
i
e
w
s
a
n
d
sy
s
t
e
m
a
t
i
c
t
h
e
ma
t
i
c
a
n
a
l
y
s
i
s
d
e
m
o
n
st
r
a
t
e
d
s
t
r
o
n
g
q
u
a
l
i
t
a
t
i
v
e
r
i
g
o
r
.
[
4
4
]
Q
u
a
n
t
i
t
a
t
i
v
e
n
o
n
-
r
a
n
d
o
m
i
z
e
d
Y
e
s
Y
e
s
C
a
n
no
t
t
e
l
l
Y
e
s
Y
e
s
M
e
a
su
r
e
me
n
t
a
n
d
me
d
i
a
t
i
o
n
mo
d
e
l
i
n
g
w
e
r
e
a
p
p
r
o
p
r
i
a
t
e
,
b
u
t
n
o
n
-
r
e
s
p
o
n
s
e
b
i
a
s re
p
o
r
t
i
n
g
w
a
s
l
i
mi
t
e
d
.
[
4
5
]
Q
u
a
n
t
i
t
a
t
i
v
e
n
o
n
-
r
a
n
d
o
m
i
z
e
d
Y
e
s
Y
e
s
C
a
n
no
t
t
e
l
l
Y
e
s
Y
e
s
S
martPLS
-
S
E
M
w
a
s
a
p
p
r
o
p
r
i
a
t
e
,
b
u
t
s
a
m
p
l
i
n
g
a
n
d
r
e
sp
o
n
s
e
-
b
i
a
s
p
r
o
c
e
d
u
r
e
s
l
a
c
k
e
d
d
e
t
a
i
l
.
[
4
6
]
Q
u
a
l
i
t
a
t
i
v
e
Y
e
s
Y
e
s
Y
e
s
Y
e
s
Y
e
s
P
h
e
n
o
m
e
n
o
l
o
g
y
,
c
r
i
t
e
r
i
o
n
sa
mp
l
i
n
g
,
i
n
t
e
r
v
i
e
w
s,
a
n
d
c
o
n
t
e
n
t
a
n
a
l
y
si
s
w
e
r
e
a
p
p
r
o
p
r
i
a
t
e
.
[
4
7
]
Q
u
a
n
t
i
t
a
t
i
v
e
n
o
n
-
r
a
n
d
o
m
i
z
e
d
Y
e
s
Y
e
s
Y
e
s
Y
e
s
Y
e
s
S
t
r
o
n
g
S
E
M
p
r
o
c
e
d
u
r
e
s
c
l
e
a
r
l
y
mo
d
e
l
e
d
c
o
l
l
e
c
t
i
v
e
t
e
a
c
h
e
r
e
f
f
i
c
a
c
y
a
s
a
m
e
d
i
a
t
o
r
.
[
4
8
]
Q
u
a
n
t
i
t
a
t
i
v
e
n
o
n
-
r
a
n
d
o
m
i
z
e
d
Y
e
s
Y
e
s
Y
e
s
Y
e
s
Y
e
s
A
p
p
r
o
p
r
i
a
t
e
m
e
a
s
u
r
e
s
a
n
d
me
d
i
a
t
i
o
n
a
n
a
l
y
s
i
s
e
x
a
mi
n
e
d
o
n
l
i
n
e
t
e
a
c
h
i
n
g
s
u
c
c
e
ss
d
u
r
i
n
g
C
O
V
I
D
-
19.
[
4
9
]
Q
u
a
l
i
t
a
t
i
v
e
Y
e
s
Y
e
s
Y
e
s
Y
e
s
Y
e
s
P
r
i
n
c
i
p
a
l
i
n
t
e
r
v
i
e
w
s
p
r
o
v
i
d
e
d
st
r
o
n
g
q
u
a
l
i
t
a
t
i
v
e
e
v
i
d
e
n
c
e
o
n
c
r
i
s
i
s
l
e
a
d
e
r
sh
i
p
a
n
d
me
a
n
i
n
g
-
ma
k
i
n
g
.
[
5
0
]
Q
u
a
n
t
i
t
a
t
i
v
e
n
o
n
-
r
a
n
d
o
m
i
z
e
d
Y
e
s
Y
e
s
C
a
n
no
t
t
e
l
l
Y
e
s
Y
e
s
V
a
l
i
d
a
t
e
d
c
o
n
s
t
r
u
c
t
s
a
n
d
mo
d
e
l
i
n
g
w
e
r
e
a
p
p
r
o
p
r
i
a
t
e
,
b
u
t
o
n
l
i
n
e
-
s
a
mp
l
i
n
g
b
i
a
s was
u
n
c
l
e
a
r
.
[
5
1
]
Q
u
a
n
t
i
t
a
t
i
v
e
n
o
n
-
r
a
n
d
o
m
i
z
e
d
Y
e
s
Y
e
s
C
a
n
no
t
t
e
l
l
Y
e
s
Y
e
s
M
o
d
e
r
a
t
e
d
m
e
d
i
a
t
i
o
n
w
a
s
a
p
p
r
o
p
r
i
a
t
e
,
b
u
t
n
o
n
-
r
e
sp
o
n
se
b
i
a
s was
n
o
t
a
d
d
r
e
sse
d
.
4.
RE
SU
L
T
S
A
to
tal
o
f
2
1
em
p
ir
ical
s
tu
d
ies
m
et
th
e
in
clu
s
io
n
cr
iter
ia
an
d
wer
e
r
etain
ed
f
o
r
f
in
al
s
y
n
t
h
esis
.
T
h
ey
co
v
er
ed
d
iv
er
s
e
g
eo
g
r
ap
h
ical
co
n
tex
ts
,
in
clu
d
in
g
I
n
d
o
n
esia,
I
s
r
ae
l,
C
y
p
r
u
s
,
C
r
o
atia,
T
ü
r
k
iy
e,
Ma
lay
s
ia,
So
u
th
Af
r
ica,
th
e
Un
ited
Ar
ab
E
m
ir
ates,
B
ah
r
ain
,
I
r
elan
d
,
an
d
t
h
e
Un
ited
States
.
Mo
s
t
we
r
e
co
n
d
u
cted
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic,
r
ef
lecti
n
g
it
i
s
d
o
m
in
a
n
ce
in
cr
is
is
-
r
el
ated
ed
u
ca
tio
n
al
lea
d
er
s
h
ip
r
e
s
ea
r
ch
.
T
h
e
d
ataset
in
clu
d
ed
q
u
alitativ
e,
q
u
an
titativ
e
n
o
n
-
r
a
n
d
o
m
iz
ed
,
q
u
an
titativ
e
d
escr
ip
tiv
e,
a
n
d
m
ix
ed
-
m
eth
o
d
s
s
tu
d
ies,
with
v
ar
iatio
n
in
s
am
p
le
s
ize,
lead
er
s
h
ip
f
o
cu
s
,
an
d
cr
is
is
-
r
elate
d
o
u
t
co
m
es.
Qu
an
titativ
e
s
tu
d
ies
o
f
f
er
ed
p
atter
n
s
an
d
ef
f
ec
t
esti
m
ates,
wh
ile
q
u
alitativ
e
s
tu
d
ies
p
r
o
v
id
ed
co
n
t
ex
tu
al
in
s
ig
h
t
in
to
lead
er
s
h
ip
ex
p
er
ien
ce
s
d
u
r
i
n
g
d
is
r
u
p
tio
n
.
T
ab
le
4
s
u
m
m
ar
izes
th
e
g
e
o
g
r
a
p
h
ical
co
n
tex
t,
s
am
p
le
ch
ar
ac
ter
is
tics
,
an
d
k
e
y
f
in
d
in
g
s
o
f
th
e
in
clu
d
e
d
s
tu
d
ies,
wh
ile
m
eth
o
d
o
l
o
g
ical
q
u
ality
is
r
ep
o
r
ted
s
ep
a
r
ately
in
th
e
MM
AT
a
p
p
r
aisal
tab
l
e.
Fiv
e
th
em
es
em
e
r
g
ed
f
r
o
m
th
e
s
y
n
t
h
esis
:
T
L
as
a
cr
i
s
is
-
r
esp
o
n
s
e
en
ab
ler
,
en
h
an
cin
g
teac
h
er
ca
p
ac
ity
an
d
in
s
tr
u
ctio
n
al
co
n
tin
u
ity
,
b
u
il
d
in
g
o
r
g
an
izatio
n
al
r
esil
ien
ce
th
r
o
u
g
h
co
llectiv
e
m
ec
h
an
is
m
s
,
d
ig
ital
a
d
ap
tatio
n
as
a
lead
er
s
h
ip
p
ath
way
,
an
d
co
n
te
x
tu
al
co
n
d
itio
n
s
s
h
ap
in
g
lead
e
r
s
h
ip
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
.
5
,
Octo
b
er
20
26
:
3
8
9
2
-
3911
3898
ef
f
ec
tiv
en
ess
.
T
ak
en
to
g
eth
er
,
th
ey
p
o
in
t
to
th
e
s
am
e
u
n
d
er
l
y
in
g
ar
g
u
m
en
t
th
at
T
L
s
h
a
p
ed
cr
is
is
r
esp
o
n
s
e
an
d
o
r
g
an
izatio
n
al
r
esil
ien
ce
th
r
o
u
g
h
a
co
m
b
in
atio
n
o
f
p
s
y
ch
o
lo
g
ical,
o
r
g
an
izatio
n
al,
an
d
d
ig
ital
m
ec
h
an
is
m
s
,
ea
ch
r
ein
f
o
r
cin
g
t
h
e
o
th
e
r
s
r
ath
er
th
an
o
p
er
atin
g
in
is
o
latio
n
.
T
ab
le
4
.
C
h
ar
ac
ter
is
tics
o
f
in
c
lu
d
ed
s
tu
d
ies
S
t
u
d
y
C
o
u
n
t
r
y
S
a
mp
l
e
K
e
y
f
i
n
d
i
n
g
s
[
3
1
]
I
n
d
o
n
e
si
a
1
3
0
I
sl
a
m
i
c
s
c
h
o
o
l
t
e
a
c
h
e
r
s
Tr
a
n
sf
o
r
mat
i
o
n
a
l
a
n
d
t
r
a
n
s
a
c
t
i
o
n
a
l
l
e
a
d
e
r
sh
i
p
i
n
f
l
u
e
n
c
e
d
t
e
a
c
h
e
r
s
’
i
n
n
o
v
a
t
i
o
n
c
a
p
a
b
i
l
i
t
y
,
w
i
t
h
o
r
g
a
n
i
z
a
t
i
o
n
a
l
l
e
a
r
n
i
n
g
p
l
a
y
i
n
g
a
n
i
mp
o
r
t
a
n
t
r
o
l
e
d
u
r
i
n
g
t
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
m
i
c
.
[
3
2
]
I
r
e
l
a
n
d
6
3
4
p
r
i
m
a
r
y
sc
h
o
o
l
p
r
i
n
c
i
p
a
l
s
TL
i
n
d
i
r
e
c
t
l
y
i
n
f
l
u
e
n
c
e
d
sc
h
o
o
l
p
e
r
f
o
r
ma
n
c
e
a
n
d
w
o
r
k
a
l
i
e
n
a
t
i
o
n
t
h
r
o
u
g
h
r
e
l
a
t
i
o
n
a
l
r
e
s
o
u
r
c
e
s s
u
c
h
a
s
t
r
u
s
t
a
n
d
r
e
l
a
t
i
o
n
a
l
c
o
o
r
d
i
n
a
t
i
o
n
.
[
3
3
]
M
a
l
a
y
si
a
1
2
4
t
e
a
c
h
e
r
s
Te
a
c
h
e
r
s
p
r
e
f
e
r
r
e
d
l
e
a
d
e
r
s
h
i
p
b
e
h
a
v
i
o
r
s
t
h
a
t
w
e
r
e
su
p
p
o
r
t
i
v
e
,
c
o
mm
u
n
i
c
a
t
i
v
e
,
a
n
d
r
e
s
p
o
n
s
i
v
e
d
u
r
i
n
g
t
h
e
s
h
i
f
t
t
o
o
n
l
i
n
e
t
e
a
c
h
i
n
g
i
n
t
h
e
C
O
V
I
D
-
1
9
c
r
i
s
i
s.
[
3
4
]
I
n
d
o
n
e
si
a
4
1
8
e
l
e
me
n
t
a
r
y
sch
o
o
l
t
e
a
c
h
e
r
s
TL
w
a
s
a
ss
o
c
i
a
t
e
d
w
i
t
h
o
r
g
a
n
i
z
a
t
i
o
n
a
l
c
i
t
i
z
e
n
sh
i
p
b
e
h
a
v
i
o
r
i
n
v
i
r
t
u
a
l
t
e
a
c
h
i
n
g
,
med
i
a
t
e
d
b
y
j
o
b
sa
t
i
sf
a
c
t
i
o
n
.
[
3
5
]
Tü
r
k
i
y
e
4
4
3
t
e
a
c
h
e
r
s
TL
r
e
d
u
c
e
d
t
e
a
c
h
e
r
b
u
r
n
o
u
t
i
n
d
i
r
e
c
t
l
y
t
h
r
o
u
g
h
o
r
g
a
n
i
z
a
t
i
o
n
a
l
s
u
p
p
o
r
t
a
n
d
t
e
a
c
h
e
r
r
e
si
l
i
e
n
c
e
;
w
o
r
k
l
o
a
d
m
o
d
e
r
a
t
e
d
l
e
a
d
e
r
sh
i
p
e
f
f
e
c
t
s.
[
3
6
]
I
sr
a
e
l
4
3
7
t
e
a
c
h
e
r
s
Te
a
c
h
e
r
s
’
TPA
C
K
d
e
v
e
l
o
p
me
n
t
d
u
r
i
n
g
C
O
V
I
D
-
1
9
w
a
s
s
h
a
p
e
d
b
y
e
c
o
l
o
g
i
c
a
l
f
a
c
t
o
r
s,
i
n
c
l
u
d
i
n
g
l
e
a
d
e
r
s
h
i
p
,
o
n
l
i
n
e
t
e
a
c
h
i
n
g
f
r
e
q
u
e
n
c
y
,
a
n
d
se
c
t
o
r
a
l
c
o
n
t
e
x
t
.
[
3
7
]
I
sr
a
e
l
9
7
c
o
o
r
d
i
n
a
t
o
r
s;
1
8
i
n
t
e
r
v
i
e
w
p
a
r
t
i
c
i
p
a
n
t
s
TL
a
n
d
t
e
c
h
n
o
l
o
g
i
c
a
l
c
o
m
p
e
t
e
n
c
e
su
p
p
o
r
t
e
d
d
i
g
i
t
a
l
i
n
c
l
u
si
o
n
a
n
d
e
q
u
i
t
a
b
l
e
a
c
c
e
ss
d
u
r
i
n
g
d
i
sr
u
p
t
i
o
n
,
e
s
p
e
c
i
a
l
l
y
i
n
mi
n
o
r
i
t
y
-
c
o
mm
u
n
i
t
y
e
d
u
c
a
t
i
o
n
c
o
n
t
e
x
t
s
.
[
3
8
]
C
y
p
r
u
s
3
0
p
r
i
mar
y
sc
h
o
o
l
t
e
a
c
h
e
r
s
S
c
h
o
o
l
l
e
a
d
e
r
s
w
e
r
e
p
e
r
c
e
i
v
e
d
t
o
e
n
a
c
t
TL
d
u
r
i
n
g
t
h
e
p
a
n
d
e
mi
c
,
t
h
o
u
g
h
w
e
a
k
n
e
s
ses
w
e
r
e
n
o
t
e
d
i
n
i
n
d
i
v
i
d
u
a
l
i
z
e
d
c
o
n
si
d
e
r
a
t
i
o
n
.
[
3
9
]
S
o
u
t
h
A
f
r
i
c
a
5
n
o
v
i
c
e
t
e
a
c
h
e
r
s
N
o
v
i
c
e
t
e
a
c
h
e
r
s
d
e
m
o
n
s
t
r
a
t
e
d
a
d
a
p
t
i
v
e
l
e
a
d
e
r
sh
i
p
c
a
p
a
c
i
t
i
e
s
i
n
u
n
c
e
r
t
a
i
n
sch
o
o
l
e
n
v
i
r
o
n
m
e
n
t
s,
h
i
g
h
l
i
g
h
t
i
n
g
r
e
s
i
l
i
e
n
c
e
a
n
d
a
g
e
n
c
y
i
n
u
n
d
e
r
-
r
e
s
o
u
r
c
e
d
c
o
n
t
e
x
t
s.
[
4
0
]
U
n
i
t
e
d
A
r
a
b
Emi
r
a
t
e
s
O
n
e
i
n
t
e
r
n
a
t
i
o
n
a
l
sch
o
o
l
c
a
s
e
Ef
f
e
c
t
i
v
e
p
a
n
d
e
mi
c
s
c
h
o
o
l
l
e
a
d
e
r
s
h
i
p
r
e
q
u
i
r
e
d
b
o
t
h
l
e
a
d
e
r
s
h
i
p
a
n
d
ma
n
a
g
e
me
n
t
a
c
t
i
o
n
s,
c
o
m
b
i
n
i
n
g
t
r
a
n
sf
o
r
m
a
t
i
o
n
a
l
a
n
d
t
r
a
n
sa
c
t
i
o
n
a
l
r
e
s
p
o
n
s
e
s
d
e
p
e
n
d
i
n
g
o
n
t
h
e
si
t
u
a
t
i
o
n
.
[
4
1
]
I
n
d
o
n
e
si
a
1
0
0
t
e
a
c
h
e
r
s
a
n
d
t
e
a
c
h
i
n
g
st
a
f
f
Tr
a
n
sf
o
r
mat
i
v
e
l
e
a
d
e
r
sh
i
p
s
h
o
w
e
d
a
s
t
r
o
n
g
p
o
s
i
t
i
v
e
e
f
f
e
c
t
o
n
c
r
i
s
i
s
ma
n
a
g
e
men
t
,
a
l
o
n
g
si
d
e
o
t
h
e
r
l
e
a
d
e
r
sh
i
p
st
y
l
e
s.
[
4
2
]
I
sr
a
e
l
3
c
l
a
ssr
o
o
m c
r
i
t
i
c
a
l
i
n
c
i
d
e
n
t
s
TL
w
a
s
sh
o
w
n
a
s
a
p
o
t
e
n
t
i
a
l
l
e
v
e
r
a
g
e
p
o
i
n
t
f
o
r
e
d
u
c
a
t
i
o
n
a
l
s
u
s
t
a
i
n
a
b
i
l
i
t
y
t
h
r
o
u
g
h
d
i
s
c
o
u
r
se
,
i
n
t
e
r
a
c
t
i
o
n
,
a
n
d
r
e
f
l
e
c
t
i
v
e
c
l
a
ssr
o
o
m
p
r
a
c
t
i
c
e
.
[
4
3
]
I
sr
a
e
l
2
0
sc
h
o
o
l
p
r
i
n
c
i
p
a
l
s
P
r
i
n
c
i
p
a
l
s
c
o
mb
i
n
e
d
t
r
a
n
sf
o
r
m
a
t
i
o
n
a
l
a
n
d
t
r
a
n
sa
c
t
i
o
n
a
l
b
e
h
a
v
i
o
r
s
d
u
r
i
n
g
C
O
V
I
D
-
1
9
,
su
g
g
e
s
t
i
n
g
t
h
e
r
i
se
o
f
i
n
t
e
g
r
a
t
e
d
c
r
i
s
i
s
l
e
a
d
e
r
sh
i
p
.
[
4
4
]
C
r
o
a
t
i
a
1
,
6
5
5
t
e
a
c
h
e
r
s fr
o
m
2
2
7
s
c
h
o
o
l
s
TL,
I
C
T
sk
i
l
l
s,
p
sy
c
h
o
l
o
g
i
c
a
l
c
a
p
i
t
a
l
,
a
n
d
s
o
c
i
a
l
su
p
p
o
r
t
i
n
f
l
u
e
n
c
e
d
t
e
a
c
h
e
r
j
o
b
p
e
r
f
o
r
m
a
n
c
e
t
h
r
o
u
g
h
e
m
o
t
i
o
n
a
l
w
e
l
l
-
b
e
i
n
g
.
[
4
5
]
I
n
d
o
n
e
si
a
1
4
0
I
sl
a
m
i
c
s
c
h
o
o
l
t
e
a
c
h
e
r
s
Tr
a
n
sf
o
r
mat
i
o
n
a
l
a
n
d
t
r
a
n
s
a
c
t
i
o
n
a
l
l
e
a
d
e
r
sh
i
p
,
t
o
g
e
t
h
e
r
w
i
t
h
o
r
g
a
n
i
z
a
t
i
o
n
a
l
l
e
a
r
n
i
n
g
,
p
o
si
t
i
v
e
l
y
i
n
f
l
u
e
n
c
e
d
t
e
a
c
h
e
r
s
’
i
n
n
o
v
a
t
i
o
n
c
a
p
a
b
i
l
i
t
y
d
u
r
i
n
g
C
O
V
I
D
-
19.
[
4
6
]
Tü
r
k
i
y
e
2
0
p
u
b
l
i
c
s
c
h
o
o
l
t
e
a
c
h
e
r
s
Te
a
c
h
e
r
s
i
d
e
n
t
i
f
i
e
d
t
e
c
h
n
o
l
o
g
i
c
a
l
,
t
r
a
n
sf
o
r
mat
i
o
n
a
l
,
a
g
i
l
e
,
a
n
d
h
u
ma
n
-
c
e
n
t
e
r
e
d
l
e
a
d
e
r
s
h
i
p
a
s
i
mp
o
r
t
a
n
t
l
e
a
d
e
r
sh
i
p
q
u
a
l
i
t
i
e
s
i
n
t
h
e
“
n
e
w
n
o
r
m
a
l
.
”
[
4
7
]
I
sr
a
e
l
6
0
9
p
a
r
t
i
c
i
p
a
n
t
s
f
r
o
m
1
0
3
s
e
c
o
n
d
a
r
y
sch
o
o
l
s
TL
i
n
f
l
u
e
n
c
e
d
o
r
g
a
n
i
z
a
t
i
o
n
a
l
r
e
s
i
l
i
e
n
c
e
t
h
r
o
u
g
h
c
o
l
l
e
c
t
i
v
e
t
e
a
c
h
e
r
e
f
f
i
c
a
c
y
i
n
c
o
m
p
l
e
x
sc
h
o
o
l
s
y
st
e
ms.
[
4
8
]
I
sr
a
e
l
/
A
r
a
b
3
3
1
t
e
a
c
h
e
r
s
TL
p
o
si
t
i
v
e
l
y
i
n
f
l
u
e
n
c
e
d
s
u
c
c
e
ssf
u
l
o
n
l
i
n
e
t
e
a
c
h
i
n
g
,
m
e
d
i
a
t
e
d
b
y
sch
o
o
l
c
o
mm
u
n
i
c
a
t
i
o
n
a
n
d
mo
d
e
r
a
t
e
d
b
y
p
o
p
u
l
a
t
i
o
n
se
c
t
o
r
.
[
4
9
]
U
n
i
t
e
d
S
t
a
t
e
s
o
f
A
meric
a
5
0
p
r
i
n
c
i
p
a
l
s
H
o
p
e
i
n
f
l
u
e
n
c
e
d
h
o
w
p
r
i
n
c
i
p
a
l
s
n
a
v
i
g
a
t
e
d
c
r
i
s
e
s,
s
h
o
w
i
n
g
t
h
a
t
l
e
a
d
e
r
sh
i
p
r
e
si
l
i
e
n
c
e
i
s
sh
a
p
e
d
b
y
m
e
a
n
i
n
g
-
mak
i
n
g
,
c
o
n
f
i
d
e
n
c
e
,
t
r
u
st
,
a
n
d
r
e
c
o
v
e
r
y
o
r
i
e
n
t
a
t
i
o
n
.
[
5
0
]
B
a
h
r
a
i
n
3
8
0
t
e
a
c
h
e
r
s
P
r
i
n
c
i
p
a
l
s
’
d
i
g
i
t
a
l
TL
w
a
s
p
o
s
i
t
i
v
e
l
y
r
e
l
a
t
e
d
t
o
t
e
a
c
h
e
r
s
’
c
o
mm
i
t
me
n
t
a
n
d
sch
o
o
l
e
f
f
e
c
t
i
v
e
n
e
ss
d
u
r
i
n
g
r
e
m
o
t
e
sc
h
o
o
l
i
n
g
.
[
5
1
]
C
r
o
a
t
i
a
1
,
6
5
5
t
e
a
c
h
e
r
s
TL
w
a
s
p
o
s
i
t
i
v
e
l
y
a
ss
o
c
i
a
t
e
d
w
i
t
h
i
n
st
r
u
c
t
i
o
n
a
l
q
u
a
l
i
t
y
d
i
r
e
c
t
l
y
a
n
d
i
n
d
i
r
e
c
t
l
y
t
h
r
o
u
g
h
t
e
a
c
h
e
r
s
e
l
f
-
e
f
f
i
c
a
c
y
;
d
i
g
i
t
a
l
c
o
mp
e
t
e
n
c
e
d
i
d
n
o
t
mo
d
e
r
a
t
e
t
h
e
r
e
l
a
t
i
o
n
s
h
i
p
.
4
.
1
.
T
ra
ns
f
o
rma
t
io
na
l
lea
de
rsh
ip a
s
a
cr
is
i
s
-
re
s
po
n
s
e
en
a
bler
T
h
e
u
n
p
r
ec
e
d
en
ted
d
is
r
u
p
tio
n
s
ca
u
s
ed
b
y
cr
is
es
s
u
ch
as
th
e
C
OVI
D
-
1
9
p
an
d
e
m
ic
h
av
e
f
u
n
d
am
e
n
tally
test
ed
th
e
r
esil
ien
ce
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
r
ev
ea
lin
g
T
L
as
a
cr
itical
en
ab
ler
o
f
e
f
f
ec
tiv
e
cr
is
is
r
esp
o
n
s
e
[
5
0
]
.
Un
lik
e
tr
an
s
ac
tio
n
al
m
an
ag
em
en
t,
wh
i
ch
s
ee
k
s
to
m
ain
tain
th
e
s
tatu
s
q
u
o
,
T
L
p
r
o
v
id
es
a
s
tim
u
lu
s
f
o
r
ch
an
g
e,
in
n
o
v
ati
o
n
,
an
d
c
o
llectiv
e
ac
tio
n
[
3
8
]
.
B
y
lev
er
ag
in
g
th
e
co
r
e
d
im
e
n
s
io
n
s
o
f
T
L
wh
ich
ar
e
id
ea
lized
in
f
lu
en
ce
,
in
s
p
ir
atio
n
al
m
o
tiv
atio
n
,
in
tellectu
a
l
s
tim
u
latio
n
,
an
d
in
d
iv
i
d
u
ali
ze
d
co
n
s
id
er
atio
n
,
lead
er
s
ca
n
ef
f
ec
tiv
ely
n
av
ig
at
e
am
b
ig
u
ity
,
m
o
b
ilize
th
eir
team
s
,
an
d
en
s
u
r
e
o
r
g
a
n
izatio
n
al
co
n
tin
u
ity
[
3
5
]
.
D
u
r
i
n
g
a
c
r
is
i
s
,
o
r
g
a
n
i
z
a
t
i
o
n
s
s
u
f
f
e
r
f
r
o
m
i
m
m
e
n
s
e
u
n
c
e
r
ta
i
n
t
y
a
n
d
f
e
a
r
.
T
r
a
n
s
f
o
r
m
at
i
o
n
a
l
l
e
a
d
e
r
s
r
e
s
p
o
n
d
b
y
p
r
o
v
i
d
i
n
g
a
c
l
e
a
r
,
o
p
t
i
m
i
s
t
i
c
v
is
i
o
n
t
h
at
h
e
l
p
s
s
t
ab
i
l
i
z
e
t
h
e
e
n
v
i
r
o
n
m
e
n
t
a
n
d
g
iv
e
s
s
t
a
f
f
a
s
e
n
s
e
o
f
p
u
r
p
o
s
e
[
4
3
]
.
B
y
e
x
e
r
c
is
i
n
g
i
n
s
p
i
r
a
ti
o
n
a
l
m
o
t
i
v
at
i
o
n
,
l
e
a
d
e
r
s
g
i
v
e
m
e
a
n
i
n
g
t
o
t
h
e
i
r
f
o
l
l
o
w
e
r
s
’
w
o
r
k
,
f
o
r
i
n
s
t
a
n
c
e
,
r
e
m
i
n
d
i
n
g
t
e
a
c
h
e
r
s
th
a
t
t
h
e
i
r
e
f
f
o
r
t
s
a
r
e
c
r
u
c
i
a
l
f
o
r
k
e
e
p
i
n
g
s
t
u
d
e
n
t
s
“s
a
n
e
a
n
d
n
o
r
m
a
l
”
d
u
r
i
n
g
a
p
a
n
d
e
m
i
c
[
4
3
]
.
F
u
r
t
h
e
r
m
o
r
e
,
t
h
r
o
u
g
h
i
d
e
a
l
i
z
e
d
i
n
f
l
u
e
n
c
e
,
t
r
an
s
f
o
r
m
a
t
i
o
n
a
l
l
ea
d
e
r
s
a
ct
a
s
r
o
le
m
o
d
e
l
s
,
p
r
o
j
e
c
ti
n
g
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
Tr
a
n
s
fo
r
ma
tio
n
a
l le
a
d
ers
h
ip
a
n
d
cris
is
r
es
ilien
ce
in
K
-
1
2
s
ch
o
o
ls
:
a
r
ev
iew
(
R
a
yn
er R
o
b
e
r
t Ken
n
eth
)
3899
c
a
l
m
,
d
e
m
o
n
s
t
r
at
i
n
g
r
es
i
li
e
n
c
e,
a
n
d
s
i
g
n
a
li
n
g
t
h
a
t
d
es
p
i
te
t
h
e
c
h
a
o
s
,
t
h
e
i
n
s
t
i
t
u
ti
o
n
r
e
m
a
i
n
s
s
t
r
o
n
g
a
n
d
f
o
c
u
s
e
d
o
n
its
co
r
e
m
is
s
io
n
[
4
3
]
.
I
n
r
e
m
o
te
en
v
ir
o
n
m
en
ts
,
th
is
was
s
u
cc
ess
f
u
lly
ac
h
iev
e
d
th
r
o
u
g
h
“d
ig
ital
T
L
,
”
wh
er
e
lead
er
s
u
tili
ze
d
d
ig
ital c
o
m
m
u
n
icatio
n
to
o
ls
to
tr
a
n
s
m
it th
eir
p
o
s
itiv
e
v
is
io
n
an
d
f
o
s
ter
tr
u
s
t
[
3
6
]
,
[
5
0
]
.
Dis
r
u
p
tio
n
s
in
h
er
en
tly
ca
u
s
e
h
ig
h
le
v
els
o
f
s
tr
ess
,
an
x
iety
,
an
d
in
cr
ea
s
ed
w
o
r
k
l
o
ad
s
[
3
5
]
.
T
r
an
s
f
o
r
m
atio
n
al
lead
er
s
r
esp
o
n
d
b
y
ex
e
r
cisi
n
g
in
d
iv
id
u
alize
d
co
n
s
id
er
atio
n
,
p
a
y
in
g
clo
s
e
atten
tio
n
to
th
e
p
er
s
o
n
al
welf
ar
e
an
d
em
o
ti
o
n
al
n
ee
d
s
o
f
th
eir
s
taf
f
[
4
7
]
.
L
e
ad
er
s
d
u
r
in
g
th
e
p
an
d
em
ic
ac
t
ed
as
“c
o
n
tain
er
s
”
f
o
r
teac
h
er
s
’
d
if
f
icu
lties
,
ac
tiv
ely
lis
ten
in
g
to
th
eir
f
ea
r
s
,
o
f
f
er
in
g
em
o
tio
n
al
s
u
p
p
o
r
t,
an
d
p
r
o
v
id
i
n
g
n
ec
ess
ar
y
ac
co
m
m
o
d
atio
n
s
[
4
3
]
.
T
h
is
e
m
p
ath
etic
r
esp
o
n
s
e
is
cr
u
cial
b
ec
au
s
e
it
s
ig
n
if
ican
tly
m
itig
a
tes
teac
h
er
b
u
r
n
o
u
t
[
3
5
]
,
[
3
8
]
an
d
e
n
h
an
ce
s
em
o
tio
n
al
well
-
b
ein
g
[
4
4
]
.
B
y
b
u
f
f
er
in
g
th
e
ad
v
er
s
e
ef
f
ec
ts
o
f
h
ig
h
wo
r
k
lo
a
d
s
,
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
b
u
ild
teac
h
er
r
esil
ien
ce
,
allo
win
g
e
d
u
ca
to
r
s
to
co
p
e,
r
ec
o
v
er
,
an
d
th
r
iv
e
d
esp
ite
th
e
ad
v
er
s
ity
[
3
5
]
.
C
r
is
es
o
f
ten
d
em
an
d
r
a
p
id
,
s
y
s
tem
ic
s
h
if
ts
,
s
u
ch
as
th
e
s
u
d
d
en
tr
a
n
s
itio
n
to
o
n
lin
e
teac
h
i
n
g
d
u
r
in
g
C
OVI
D
-
1
9
.
T
r
an
s
f
o
r
m
atio
n
al
lead
er
s
u
s
e
in
tellectu
al
s
ti
m
u
latio
n
to
ch
allen
g
e
p
r
e
-
ex
is
tin
g
ass
u
m
p
tio
n
s
,
en
co
u
r
a
g
e
o
u
ts
id
e
-
th
e
-
b
o
x
th
i
n
k
in
g
,
an
d
em
p
o
wer
s
taf
f
t
o
e
m
b
r
ac
e
n
ew
m
et
h
o
d
o
lo
g
ies
[
4
3
]
.
T
h
is
lead
er
s
h
ip
s
ty
le
h
as
a
d
ir
ec
t,
p
o
s
itiv
e
im
p
ac
t
o
n
teac
h
e
r
s
’
in
n
o
v
atio
n
ca
p
ab
ilit
ies
[
3
1
]
,
[
4
5
]
a
n
d
th
e
ir
T
PAC
K.
Du
r
in
g
d
is
r
u
p
tio
n
s
,
lead
er
s
f
o
s
ter
ed
i
n
n
o
v
atio
n
b
y
en
co
u
r
ag
in
g
tea
ch
er
s
to
ex
p
e
r
im
en
t
with
d
i
g
ital
to
o
ls
,
p
r
o
v
i
d
in
g
tech
n
o
-
p
e
d
ag
o
g
ical
tr
ain
in
g
,
an
d
m
o
d
elin
g
th
e
e
f
f
ec
tiv
e
u
s
e
o
f
tech
n
o
lo
g
y
th
em
s
elv
es
[
3
7
]
.
B
y
cr
ea
tin
g
an
en
v
ir
o
n
m
en
t
wh
er
e
tak
in
g
ca
l
cu
lated
r
is
k
s
is
s
u
p
p
o
r
ted
,
lead
er
s
tr
an
s
f
o
r
m
ed
a
cr
is
is
in
to
an
o
p
p
o
r
tu
n
ity
f
o
r
p
r
o
f
ess
io
n
al
g
r
o
wth
an
d
in
s
titu
tio
n
al
m
o
d
er
n
izatio
n
[
3
6
]
,
[
3
9
]
.
A
co
r
e
f
u
n
ctio
n
o
f
a
tr
a
n
s
f
o
r
m
atio
n
al
lead
er
d
u
r
in
g
a
c
r
is
is
is
to
b
u
ild
co
llectiv
e
teac
h
er
ef
f
icac
y
(
C
T
E
)
,
wh
ich
is
th
e
s
h
ar
ed
b
elief
am
o
n
g
s
taf
f
t
h
at
th
ey
c
an
o
r
g
a
n
ize
an
d
ex
ec
u
te
th
e
ac
tio
n
s
r
eq
u
ir
ed
to
o
v
er
co
m
e
c
h
allen
g
es
[
4
7
]
.
T
h
r
o
u
g
h
co
llab
o
r
ativ
e
d
ec
is
io
n
-
m
ak
in
g
,
tr
an
s
p
a
r
en
t
co
m
m
u
n
i
ca
tio
n
,
an
d
m
u
t
u
al
r
esp
ec
t,
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
b
o
o
s
t
th
is
co
llectiv
e
co
n
f
id
en
ce
[
4
7
]
.
I
n
tu
r
n
,
h
i
g
h
C
T
E
d
ir
ec
tly
en
h
an
ce
s
o
r
g
an
izatio
n
al
r
esil
ien
ce
,
w
h
ich
is
th
e
in
s
titu
tio
n
’
s
ca
p
ab
ilit
y
to
ab
s
o
r
b
s
h
o
ck
s
,
ad
ap
t
to
d
y
n
am
ic
en
v
ir
o
n
m
en
ts
,
an
d
r
ec
o
v
er
f
r
o
m
d
is
r
u
p
tiv
e
ev
en
ts
[
4
7
]
.
Fu
r
t
h
er
m
o
r
e
,
b
y
estab
lis
h
in
g
h
i
g
h
lev
els
o
f
em
p
l
o
y
ee
tr
u
s
t
[
3
2
]
,
tr
a
n
s
f
o
r
m
atio
n
al
l
ea
d
er
s
in
s
p
ir
e
o
r
g
a
n
izatio
n
al
citizen
s
h
ip
b
eh
a
v
io
r
(
OC
B
)
,
m
o
tiv
atin
g
s
taf
f
t
o
ex
ce
ed
b
aselin
e
ex
p
ec
tatio
n
s
,
ass
is
t
th
eir
p
ee
r
s
,
an
d
v
o
l
u
n
tar
ily
in
v
est
ex
tr
a
ef
f
o
r
t
in
to
en
s
u
r
in
g
th
e
o
r
g
an
izatio
n
s
u
r
v
iv
es th
e
c
r
is
is
[
3
4
]
.
T
L
ac
ts
as
a
p
o
wer
f
u
l
le
v
er
ag
e
p
o
in
t
f
o
r
p
r
o
m
o
tin
g
s
u
s
tain
ab
ilit
y
an
d
s
tab
ilit
y
d
u
r
in
g
a
cr
is
is
[
4
2
]
.
B
y
b
alan
cin
g
em
o
tio
n
al
em
p
ath
y
with
f
o
r
war
d
-
lo
o
k
in
g
in
n
o
v
atio
n
,
tr
an
s
f
o
r
m
atio
n
al
lea
d
er
s
d
o
n
o
t
m
er
ely
h
elp
th
eir
o
r
g
an
izatio
n
s
s
u
r
v
iv
e
a
d
is
r
u
p
tio
n
;
t
h
ey
u
tili
ze
th
e
cr
is
is
as
a
ca
taly
s
t
f
o
r
ca
p
ac
ity
-
b
u
ild
in
g
,
en
ab
lin
g
t
h
eir
in
s
titu
tio
n
s
to
a
d
ap
t
in
tellig
en
tly
a
n
d
e
m
er
g
e
s
tr
o
n
g
er
[
3
9
]
,
[
4
7
]
.
Ho
wev
er
,
th
e
ev
id
e
n
ce
also
in
d
icate
s
th
at
T
L
d
id
n
o
t
o
p
er
ate
m
er
ely
as
an
in
s
p
ir
at
io
n
al
o
r
m
o
tiv
atio
n
al
lead
e
r
s
h
ip
s
ty
le.
I
n
c
r
is
is
s
itu
atio
n
s
,
T
L
b
ec
am
e
p
r
ac
tical
an
d
ad
ap
tiv
e.
L
ea
d
er
s
wer
e
r
eq
u
ir
ed
to
in
ter
p
r
et
ch
a
n
g
in
g
co
n
d
itio
n
s
,
co
m
m
u
n
icate
p
r
io
r
ities
,
an
d
h
elp
teac
h
er
s
m
ak
e
s
en
s
e
o
f
r
a
p
id
in
s
tr
u
ctio
n
al
an
d
o
r
g
an
iza
tio
n
al
s
h
if
ts
.
T
h
is
s
u
g
g
ests
th
at
T
L
f
u
n
ctio
n
ed
a
s
a
f
o
r
m
o
f
c
r
is
is
s
en
s
em
ak
in
g
,
wh
er
e
v
is
io
n
an
d
m
o
tiv
atio
n
b
ec
am
e
ef
f
ec
tiv
e
o
n
ly
wh
en
tr
an
s
lated
in
to
ac
ti
o
n
ab
le
g
u
id
an
ce
.
At
th
e
s
am
e
tim
e,
s
ev
er
al
s
t
u
d
ies
in
d
icate
th
at
T
L
alo
n
e
m
ay
b
e
in
s
u
f
f
icien
t
d
u
r
in
g
a
cu
te
cr
is
is
s
itu
atio
n
s
.
S
ch
o
o
l
lea
d
er
s
o
f
ten
co
m
b
in
ed
tr
an
s
f
o
r
m
atio
n
al
b
eh
av
i
o
r
s
with
t
r
an
s
ac
tio
n
al,
m
an
a
g
er
ial,
o
r
d
ir
ec
tiv
e
r
esp
o
n
s
es.
T
h
is
co
m
p
licates
o
v
er
ly
p
o
s
itiv
e
in
ter
p
r
etatio
n
s
o
f
T
L
[
4
0
]
,
[
4
3
]
.
W
h
ile
T
L
s
tr
en
g
t
h
en
s
tr
u
s
t,
co
m
m
itm
en
t,
an
d
s
h
a
r
e
d
p
u
r
p
o
s
e,
cr
is
is
r
esp
o
n
s
e
m
ay
also
r
eq
u
ir
e
r
a
p
id
d
ec
is
io
n
-
m
ak
in
g
,
o
p
er
atio
n
al
co
n
tr
o
l,
an
d
p
r
o
ce
d
u
r
al
clar
it
y
.
T
h
er
ef
o
r
e,
t
h
e
f
in
d
in
g
s
s
u
g
g
est
th
at
T
L
is
m
o
s
t
e
f
f
ec
tiv
e
d
u
r
in
g
cr
is
is
wh
en
co
m
b
in
ed
with
s
itu
atio
n
ally
a
p
p
r
o
p
r
iate
cr
is
is
m
an
ag
em
en
t
b
eh
av
io
r
s
.
4
.
2
.
E
nh
a
ncing
t
ea
cher
ca
pa
cit
y
a
nd
ins
t
ruct
io
na
l c
o
ntinuity
T
h
e
s
u
d
d
e
n
tr
a
n
s
itio
n
to
r
e
m
o
te
lear
n
in
g
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ic
p
o
s
ed
u
n
p
r
ec
ed
e
n
ted
th
r
ea
ts
to
ed
u
ca
tio
n
al
s
tab
ilit
y
,
p
lacin
g
th
e
b
u
r
d
e
n
o
f
in
s
tr
u
ctio
n
al
co
n
tin
u
ity
s
q
u
a
r
ely
o
n
teac
h
er
s
.
T
o
n
av
ig
ate
th
is
cr
is
is
,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
h
ad
to
u
r
g
en
tly
p
r
io
r
itize
teac
h
er
-
lev
el
o
u
tco
m
es,
f
o
cu
s
in
g
o
n
b
u
ild
in
g
th
eir
in
s
tr
u
ctio
n
al
c
ap
ac
ity
,
s
af
eg
u
ar
d
in
g
th
eir
e
m
o
tio
n
al
well
-
b
ein
g
,
a
n
d
f
o
s
ter
in
g
co
llab
o
r
ativ
e
en
g
ag
em
e
n
t.
R
esu
lts
in
d
icate
th
at
en
h
an
cin
g
teac
h
er
ca
p
ac
ity
an
d
en
s
u
r
i
n
g
co
n
tin
u
ity
d
u
r
in
g
a
cr
is
is
h
in
g
es
o
n
s
ev
er
al
cr
itical
teac
h
er
-
lev
e
l o
u
tco
m
es.
T
h
e
r
ap
i
d
s
h
if
t
to
o
n
lin
e
lear
n
i
n
g
r
e
q
u
ir
ed
teac
h
er
s
to
im
m
ed
iately
ad
ap
t
th
eir
in
s
tr
u
ctio
n
al
m
eth
o
d
s
,
m
ak
in
g
th
eir
T
PAC
K,
wh
ich
is
th
e
in
teg
r
atio
n
o
f
tech
n
o
lo
g
y
,
p
ed
ag
o
g
y
,
an
d
co
n
ten
t
as
v
ital
ass
e
t
[
3
6
]
.
I
t
is
in
d
icate
d
th
at
teac
h
er
s
’
d
ig
ital
co
m
p
eten
cies
wer
e
in
s
tr
u
m
en
tal
in
m
ain
tain
in
g
in
s
tr
u
ctio
n
al
q
u
ality
an
d
s
u
cc
ess
f
u
lly
ad
ap
tin
g
to
v
ir
tu
a
l
class
r
o
o
m
s
[
5
1
]
.
I
n
ter
esti
n
g
l
y
,
th
e
f
r
e
q
u
en
c
y
o
f
o
n
lin
e
teac
h
in
g
its
elf
ac
ted
as
a
ca
taly
s
t
f
o
r
ca
p
ac
ity
b
u
ild
in
g
,
in
wh
ich
teac
h
er
s
wh
o
f
r
e
q
u
en
tly
tau
g
h
t
o
n
lin
e
d
u
r
in
g
th
e
p
an
d
em
ic
r
ep
o
r
ted
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
ts
in
th
eir
T
PAC
K,
v
iewin
g
th
e
cr
i
s
is
a
s
an
o
p
p
o
r
tu
n
ity
to
ad
o
p
t
in
n
o
v
ativ
e
d
ig
ital
to
o
ls
an
d
n
ew
p
ed
ag
o
g
ical
a
p
p
r
o
ac
h
es
[
3
6
]
.
Fu
r
t
h
er
m
o
r
e,
p
o
s
s
ess
in
g
s
tr
o
n
g
in
f
o
r
m
atio
n
an
d
c
o
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
I
C
T
)
s
k
ills
s
er
v
ed
as
a
cr
u
cial
p
er
s
o
n
al
r
eso
u
r
ce
th
at
d
ir
ec
tly
en
h
an
ce
d
teac
h
er
s
’
task
p
er
f
o
r
m
an
ce
an
d
th
eir
a
b
ilit
y
to
ex
ec
u
te
c
o
r
e
jo
b
r
eq
u
ir
em
en
ts
in
a
d
ig
ital e
n
v
ir
o
n
m
en
t
[
4
4
]
.
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
.
5
,
Octo
b
er
20
26
:
3
8
9
2
-
3911
3900
Du
r
in
g
p
er
io
d
s
o
f
u
n
ce
r
tain
ty
,
teac
h
er
s
elf
-
ef
f
icac
y
(
T
S
E
)
,
wh
ich
is
teac
h
er
’
s
b
elief
in
th
eir
ca
p
ab
ilit
y
to
o
r
g
a
n
ize
an
d
ex
ec
u
te
n
ec
ess
ar
y
ac
tio
n
s
is
es
s
en
tial
f
o
r
s
u
s
tain
in
g
p
er
f
o
r
m
an
ce
.
Hig
h
T
SE
is
s
tr
o
n
g
ly
ass
o
ciate
d
with
s
u
p
er
io
r
in
s
tr
u
ctio
n
al
q
u
ality
ac
r
o
s
s
th
r
ee
m
ain
d
im
en
s
io
n
s
:
ef
f
icien
t
class
r
o
o
m
m
an
ag
em
en
t,
co
g
n
itiv
e
ac
tiv
a
tio
n
o
f
s
tu
d
e
n
ts
,
an
d
th
e
m
ai
n
ten
an
ce
o
f
a
s
u
p
p
o
r
tiv
e
lear
n
in
g
clim
ate
[
5
1
]
.
C
o
n
f
id
en
t
teac
h
er
s
ten
d
to
b
e
m
o
r
e
p
er
s
is
ten
t,
wo
r
k
h
a
r
d
er
,
an
d
ex
p
er
ie
n
ce
lo
wer
s
tr
e
s
s
lev
els,
wh
ich
is
cr
itical
d
u
r
in
g
e
x
tr
ao
r
d
in
ar
y
cir
cu
m
s
tan
ce
s
[
5
1
]
.
Alo
n
g
s
id
e
s
elf
-
ef
f
icac
y
,
th
e
c
r
is
is
d
em
an
d
e
d
h
ig
h
in
n
o
v
atio
n
ca
p
ab
ilit
ies
[
3
1
]
.
T
ea
ch
er
s
wer
e
r
eq
u
ir
ed
to
d
e
v
elo
p
cr
ea
tiv
e
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ills
an
d
ad
a
p
t
th
eir
teac
h
in
g
s
tr
ateg
ies
to
m
ain
tain
s
tu
d
en
t
en
g
a
g
em
en
t,
p
r
o
v
in
g
th
at
teac
h
e
r
in
n
o
v
ati
o
n
is
a
f
u
n
d
am
en
tal
d
r
iv
er
o
f
s
u
s
tain
ab
le
ed
u
ca
tio
n
d
u
r
i
n
g
d
is
r
u
p
tio
n
s
[
3
1
]
,
[
4
5
]
.
T
h
e
p
an
d
em
ic
h
as
s
u
b
jecte
d
teac
h
er
s
to
im
m
en
s
e
p
s
y
ch
o
l
o
g
ical
s
tr
ain
,
h
ea
v
y
wo
r
k
lo
ad
s
,
an
d
th
e
r
is
k
o
f
s
ev
er
e
b
u
r
n
o
u
t,
in
cl
u
d
i
n
g
em
o
tio
n
al
ex
h
a
u
s
tio
n
an
d
a
r
ed
u
ce
d
s
en
s
e
o
f
p
er
s
o
n
al
ac
c
o
m
p
lis
h
m
en
t
[
3
5
]
.
T
o
en
s
u
r
e
in
s
tr
u
ctio
n
al
co
n
t
in
u
ity
,
p
r
o
tectin
g
teac
h
er
s
’
em
o
tio
n
al
well
-
b
ein
g
was
p
ar
am
o
u
n
t.
T
ea
c
h
er
r
esil
ien
ce
ac
ts
as
a
p
r
o
tectiv
e
s
h
ield
ag
ain
s
t
em
o
tio
n
al
ex
h
au
s
tio
n
an
d
d
im
i
n
is
h
es
th
e
d
esire
to
leav
e
th
e
p
r
o
f
ess
io
n
[
3
5
]
.
H
o
p
e,
r
esil
ien
ce
,
o
p
tim
is
m
,
an
d
s
elf
-
e
f
f
ica
cy
h
el
p
teac
h
e
r
s
en
g
ag
e
in
a
d
ap
tiv
e
c
o
p
in
g
a
n
d
g
en
er
ates
p
o
s
itiv
e
em
o
tio
n
s
[
4
4
]
.
T
h
ese
p
o
s
itiv
e
af
f
ec
tiv
e
ex
p
er
ien
ce
s
lead
teac
h
er
s
to
in
v
e
s
t
m
o
r
e
ef
f
o
r
t
in
t
o
o
v
er
co
m
i
n
g
o
b
s
tacle
s
an
d
d
ir
ec
tly
b
o
o
s
t
b
o
th
th
eir
teac
h
in
g
q
u
ality
a
n
d
task
p
er
f
o
r
m
an
c
e
[
4
4
]
.
T
h
e
p
h
y
s
ical
s
ep
ar
atio
n
o
f
r
em
o
te
wo
r
k
in
tr
o
d
u
ce
d
f
ee
li
n
g
s
o
f
is
o
latio
n
,
p
o
wer
less
n
ess
,
an
d
“wo
r
k
alien
atio
n
”
[
3
2
]
.
T
o
co
m
b
at
th
is
,
m
ai
n
tain
in
g
r
elatio
n
al
co
o
r
d
in
atio
n
th
r
o
u
g
h
f
r
eq
u
en
t,
h
ig
h
-
q
u
ality
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
-
b
ase
d
co
m
m
u
n
icatio
n
was
n
ec
ess
ar
y
to
k
ee
p
teac
h
er
s
f
ee
lin
g
e
m
p
o
wer
ed
,
co
n
n
ec
ted
t
o
th
ei
r
p
ee
r
s
,
a
n
d
alig
n
ed
with
s
h
ar
ed
s
ch
o
o
l
g
o
als [
3
2
]
.
I
n
s
tr
u
ctio
n
al
co
n
tin
u
ity
r
elies
n
o
t
ju
s
t
o
n
b
aselin
e
p
er
f
o
r
m
an
ce
,
b
u
t
o
n
teac
h
er
s
’
willin
g
n
ess
to
g
o
ab
o
v
e
an
d
b
ey
o
n
d
.
W
h
en
teac
h
er
s
ex
p
er
ien
ce
jo
b
s
atis
f
ac
tio
n
an
d
f
ee
l
s
u
p
p
o
r
ted
b
y
th
eir
o
r
g
an
izatio
n
,
th
ey
ar
e
h
ig
h
ly
lik
ely
to
ex
h
ib
it
o
r
g
an
izatio
n
al
citizen
s
h
ip
b
eh
av
io
r
in
v
ir
tu
al
teac
h
in
g
(
OC
B
-
VT
)
[
3
4
]
.
OC
B
in
clu
d
es
v
o
lu
n
tar
y
ac
tio
n
s
th
at
en
h
an
ce
th
e
s
ch
o
o
l’
s
s
o
cial
an
d
p
s
y
c
h
o
lo
g
ical
en
v
ir
o
n
m
en
t,
s
u
c
h
as
s
p
o
n
tan
eo
u
s
ly
h
elp
in
g
co
lle
ag
u
es
ad
ap
t
t
o
o
n
lin
e
to
o
ls
,
s
h
ar
in
g
v
ir
t
u
al
teac
h
in
g
ex
p
er
ien
ce
s
,
an
d
p
ar
ticip
atin
g
in
ex
tr
a
p
lan
n
i
n
g
s
ess
io
n
s
[
3
4
]
.
T
h
e
s
o
u
r
ce
s
em
p
h
asize
th
at
s
u
p
p
o
r
t
f
r
o
m
co
wo
r
k
er
s
is
o
n
e
o
f
th
e
s
tr
o
n
g
est
p
r
ed
icto
r
s
o
f
th
is
b
eh
av
io
r
;
wh
en
teac
h
er
s
f
ee
l
s
u
p
p
o
r
ted
b
y
th
eir
p
ee
r
s
,
th
ey
s
h
o
w
g
r
ea
ter
co
m
m
itm
en
t to
th
ei
r
r
o
les an
d
d
eliv
er
h
ig
h
er
q
u
ality
in
s
tr
u
ct
io
n
al
s
er
v
ices to
th
eir
s
tu
d
en
ts
[
3
4
]
.
Nev
er
th
eless
,
th
e
ev
i
d
en
ce
a
ls
o
r
ev
ea
ls
im
p
o
r
tan
t
lim
itati
o
n
s
.
L
ea
d
e
r
s
h
ip
s
u
p
p
o
r
t
m
ay
en
h
a
n
ce
teac
h
er
m
o
tiv
atio
n
a
n
d
r
esil
ien
ce
,
b
u
t
it
d
o
es
n
o
t
au
to
m
atica
lly
r
em
o
v
e
s
tr
u
ctu
r
al
p
r
ess
u
r
e
s
s
u
ch
as
wo
r
k
l
o
ad
,
em
o
tio
n
al
ex
h
a
u
s
tio
n
,
an
d
te
ch
n
o
lo
g
ical
s
tr
ess
.
E
x
is
tin
g
r
esear
ch
[
3
5
]
,
[
4
4
]
s
h
o
w
th
at
teac
h
er
o
u
tco
m
e
s
d
u
r
in
g
cr
is
is
wer
e
s
h
ap
ed
n
o
t
o
n
ly
b
y
lead
e
r
s
h
ip
b
u
t
also
b
y
wo
r
k
lo
ad
,
o
r
g
an
izatio
n
al
s
u
p
p
o
r
t,
em
o
tio
n
al
well
-
b
ein
g
,
a
n
d
a
v
ailab
le
r
es
o
u
r
ce
s
.
T
h
is
s
u
g
g
ests
th
at
T
L
co
n
tr
ib
u
tes
to
in
s
tr
u
ctio
n
al
c
o
n
tin
u
ity
t
h
r
o
u
g
h
a
teac
h
er
-
ca
p
ac
ity
p
ath
way
,
b
u
t
th
is
p
ath
way
d
ep
en
d
s
o
n
w
h
eth
er
s
ch
o
o
ls
also
p
r
o
v
id
e
ad
eq
u
ate
em
o
tio
n
al,
p
r
o
f
ess
io
n
al,
a
n
d
o
r
g
an
izatio
n
al
s
u
p
p
o
r
t.
Sch
o
o
ls
m
u
s
t
lo
o
k
b
ey
o
n
d
m
er
e
lo
g
is
tical
s
o
lu
tio
n
s
an
d
f
o
cu
s
d
ee
p
ly
o
n
teac
h
er
-
lev
el
o
u
tco
m
es.
B
y
ac
tiv
ely
d
ev
elo
p
in
g
teac
h
er
s
’
tech
n
o
lo
g
ical
f
r
am
e
wo
r
k
s
,
f
o
r
e
x
am
p
le
,
T
PAC
K,
f
o
r
tify
in
g
th
eir
p
s
y
c
h
o
lo
g
ical
r
esil
ien
ce
to
b
u
f
f
er
ag
ain
s
t
b
u
r
n
o
u
t
a
n
d
alien
ati
o
n
,
an
d
f
o
s
ter
in
g
a
co
llab
o
r
ativ
e
c
u
ltu
r
e
th
at
d
r
i
v
es
jo
b
s
atis
f
ac
tio
n
,
ed
u
ca
tio
n
al
s
y
s
tem
s
ca
n
em
p
o
wer
tea
ch
er
s
to
ef
f
ec
ti
v
ely
n
av
ig
ate
u
n
ce
r
tain
ty
a
n
d
m
ain
tain
h
ig
h
-
q
u
ality
s
tu
d
en
t le
a
r
n
in
g
.
4
.
3
.
B
uil
din
g
o
rg
a
niza
t
io
na
l
re
s
ilience
t
hro
ug
h c
o
llect
iv
e
m
ec
ha
nis
m
s
I
n
th
e
f
ac
e
o
f
u
n
p
r
ec
ed
e
n
ted
d
is
r
u
p
tio
n
s
lik
e
th
e
C
OVI
D
-
1
9
p
an
d
em
ic,
t
h
e
s
u
r
v
i
v
al
an
d
ad
ap
tab
ilit
y
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
d
e
p
en
d
h
ea
v
ily
o
n
o
r
g
an
izatio
n
al
r
esil
ien
ce
.
Def
in
ed
as
a
s
c
h
o
o
l
’
s
ca
p
ab
ilit
y
to
an
ticip
ate,
ab
s
o
r
b
,
r
esp
o
n
d
to
,
an
d
r
ec
o
v
er
f
r
o
m
d
is
r
u
p
tiv
e
ev
en
ts
,
o
r
g
an
izatio
n
al
r
esil
ien
ce
is
n
o
t
m
er
ely
ab
o
u
t
“
b
o
u
n
cin
g
b
ac
k
”
b
u
t
“
b
o
u
n
cin
g
f
o
r
war
d
”
to
em
e
r
g
e
s
tr
o
n
g
er
[
4
8
]
.
C
r
u
cially
,
r
esil
ien
ce
is
an
e
m
er
g
e
n
t
p
r
o
p
er
t
y
o
f
co
m
p
lex
ad
ap
tiv
e
s
y
s
tem
s
;
i
t
is
n
o
t
lim
i
ted
to
in
d
iv
id
u
al
p
s
y
ch
o
lo
g
ical
s
tr
en
g
t
h
b
u
t
is
m
an
if
ested
an
d
s
u
s
tain
ed
th
r
o
u
g
h
co
llectiv
e
ac
tio
n
s
,
d
ec
is
io
n
s
,
an
d
s
h
ar
ed
m
ec
h
an
is
m
s
at
th
e
s
ch
o
o
l
-
l
ev
el.
At
th
e
h
ea
r
t
o
f
s
ch
o
o
l
-
le
v
el
r
esil
ien
ce
is
C
T
E
,
wh
ich
r
e
p
r
esen
ts
a
g
r
o
u
p
’
s
s
h
ar
ed
b
e
lief
in
its
co
n
jo
in
t
ca
p
ab
ilit
ies
to
o
r
g
a
n
i
ze
an
d
ex
ec
u
te
c
o
u
r
s
es
o
f
ac
ti
o
n
[
4
8
]
.
Hig
h
C
T
E
f
u
n
ctio
n
s
as
a
p
r
im
ar
y
en
g
i
n
e
f
o
r
r
esil
ien
ce
b
ec
a
u
s
e
it
f
o
s
ter
s
a
u
n
if
ied
a
p
p
r
o
ac
h
to
o
b
s
tacle
s
,
allo
win
g
in
s
titu
tio
n
s
to
co
llab
o
r
ativ
el
y
o
v
er
co
m
e
ch
allen
g
es
r
ath
er
th
an
f
r
ac
tu
r
in
g
u
n
d
er
p
r
ess
u
r
e.
B
y
f
o
cu
s
in
g
o
n
s
h
ar
ed
in
s
tr
u
c
tio
n
al
s
tr
ateg
ies
an
d
m
ain
tain
in
g
s
tu
d
e
n
t
d
is
cip
lin
e
,
teac
h
er
s
m
u
t
u
ally
r
ein
f
o
r
ce
th
eir
b
elief
s
an
d
ac
tio
n
s
,
w
h
ich
r
ed
u
ce
s
in
d
iv
id
u
al
s
tr
ess
an
d
en
h
an
ce
s
f
ac
u
lty
well
-
b
ein
g
.
Ultim
ately
,
wh
en
s
ch
o
o
l
lead
er
s
in
s
p
ir
e
th
eir
s
taf
f
,
th
is
r
esu
ltin
g
co
llectiv
e
co
n
f
id
e
n
ce
tr
an
s
late
s
d
ir
ec
tly
in
to
th
e
s
ch
o
o
l
’
s
ab
i
lity
to
th
r
iv
e.
R
esil
ien
ce
is
also
d
ee
p
ly
em
b
ed
d
ed
in
a
s
ch
o
o
l
’
s
s
o
cial
ca
p
ital,
s
p
ec
if
ically
th
r
o
u
g
h
r
elatio
n
al
r
eso
u
r
ce
s
lik
e
em
p
lo
y
ee
tr
u
s
t
an
d
r
elatio
n
al
co
o
r
d
in
atio
n
[
4
8
]
.
T
h
e
latter
is
a
m
u
tu
ally
r
ei
n
f
o
r
cin
g
p
r
o
ce
s
s
o
f
in
ter
ac
tio
n
f
o
cu
s
ed
o
n
task
in
teg
r
atio
n
,
ch
ar
ac
ter
ize
d
b
y
f
r
eq
u
en
t,
ac
cu
r
ate,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
-
b
ased
co
m
m
u
n
icatio
n
.
Du
r
i
n
g
a
cr
i
s
is
,
p
h
y
s
ical
s
ep
ar
atio
n
an
d
a
m
b
ig
u
ity
ca
n
lead
to
wo
r
k
al
ien
atio
n
;
h
o
we
v
er
,
h
ig
h
r
elatio
n
al
co
o
r
d
in
atio
n
en
s
u
r
es
th
at
s
tak
eh
o
l
d
er
s
in
c
lu
d
in
g
p
r
in
cip
als,
teac
h
er
s
,
b
o
ar
d
s
,
an
d
p
ar
en
ts
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
Tr
a
n
s
fo
r
ma
tio
n
a
l le
a
d
ers
h
ip
a
n
d
cris
is
r
es
ilien
ce
in
K
-
1
2
s
ch
o
o
ls
:
a
r
ev
iew
(
R
a
yn
er R
o
b
e
r
t Ken
n
eth
)
3901
r
em
ain
alig
n
ed
.
T
h
is
en
v
ir
o
n
m
en
t
o
f
h
ig
h
em
p
l
o
y
ee
tr
u
s
t
cr
ea
tes
a
r
ec
ip
r
o
ca
l
cu
ltu
r
e
wh
er
e
teac
h
er
s
ar
e
m
o
tiv
ated
to
in
v
est ex
tr
a
ef
f
o
r
t in
to
th
e
s
ch
o
o
l
’
s
co
llectiv
e
s
u
cc
ess
.
C
r
is
es
a
s
co
m
p
lex
as
a
p
an
d
e
m
ic
o
f
ten
o
v
e
r
wh
elm
tr
ad
itio
n
al,
to
p
-
d
o
wn
b
u
r
ea
u
cr
atic
s
tr
u
ctu
r
es.
T
o
b
u
ild
r
esil
ien
ce
,
s
ch
o
o
ls
m
u
s
t
s
h
if
t
to
war
d
a
s
y
s
tem
o
f
d
is
tr
ib
u
ted
lead
er
s
h
ip
,
wh
ich
e
m
p
o
wer
s
au
to
n
o
m
o
u
s
,
s
elf
-
m
an
ag
ed
team
s
to
m
ak
e
r
ap
id
d
ec
is
io
n
s
[
4
8
]
.
B
y
d
is
tr
ib
u
tin
g
a
u
th
o
r
ity
r
at
h
er
t
h
an
r
ely
in
g
o
n
a
s
in
g
le
p
r
in
cip
al
to
m
an
ag
e
e
v
er
y
in
c
id
en
t,
s
ch
o
o
ls
g
ain
a
s
ig
n
if
ica
n
tly
h
ig
h
e
r
d
eg
r
ee
o
f
ag
ilit
y
a
n
d
in
n
o
v
atio
n
.
T
h
is
ap
p
r
o
ac
h
en
s
u
r
es
th
at
t
h
o
s
e
clo
s
est
to
th
e
p
r
o
b
lem
s
h
av
e
th
e
ag
en
c
y
to
a
d
ap
t
to
ch
an
g
in
g
co
n
d
itio
n
s
an
d
im
p
lem
en
t im
m
ed
iate
s
o
lu
tio
n
s
.
Fu
r
th
er
m
o
r
e
,
r
esil
ien
t
s
ch
o
o
ls
ex
h
ib
it
o
r
g
an
izatio
n
al
m
in
d
f
u
ln
ess
.
T
h
is
in
v
o
lv
es
a
p
r
o
ac
t
iv
e
s
tan
ce
to
war
d
u
n
f
o
r
eseen
ev
en
ts
,
a
r
elu
ctan
ce
to
o
v
er
s
im
p
lify
p
r
o
b
lem
s
,
an
d
a
co
m
m
itm
en
t
to
s
wif
t
r
ec
o
v
er
y
f
r
o
m
er
r
o
r
s
[
4
8
]
.
T
h
is
s
h
ar
ed
m
in
d
s
et
r
eq
u
ir
es
th
e
en
tire
s
ch
o
o
l
to
en
g
ag
e
in
c
o
n
tin
u
o
u
s
o
r
g
an
ic
lear
n
in
g
an
d
“
s
en
s
em
ak
in
g
.
”
W
h
en
a
s
ch
o
o
l
’
s
co
llectiv
e
co
m
m
u
n
icatio
n
s
y
s
tem
is
tr
an
s
p
ar
en
t
an
d
m
u
lti
-
d
ir
ec
tio
n
al,
s
taf
f
m
em
b
er
s
r
ec
eiv
e
tim
ely
in
f
o
r
m
atio
n
,
allo
win
g
th
em
to
ev
al
u
ate
ch
an
g
es
m
o
r
e
p
o
s
itiv
ely
an
d
d
em
o
n
s
tr
ate
a
g
r
ea
ter
willin
g
n
ess
to
co
o
p
er
a
te.
Ultim
ately
,
b
u
ild
in
g
o
r
g
a
n
iza
tio
n
al
r
esil
ien
ce
at
th
e
s
ch
o
o
l
-
lev
el
is
a
co
llectiv
e
en
d
ea
v
o
r
[
4
8
]
.
B
y
m
o
v
in
g
b
ey
o
n
d
is
o
lated
in
d
iv
id
u
al
ef
f
o
r
ts
an
d
f
o
s
ter
in
g
C
T
E
,
d
is
tr
ib
u
ted
lead
er
s
h
ip
,
an
d
co
o
r
d
in
ated
r
elatio
n
al
n
etwo
r
k
s
,
s
ch
o
o
ls
cr
ea
te
a
p
o
wer
f
u
l
web
o
f
m
u
tu
al
s
u
p
p
o
r
t.
T
h
ese
co
llectiv
e
m
ec
h
an
is
m
s
d
o
m
o
r
e
th
an
ju
s
t
b
u
f
f
er
th
e
i
n
s
titu
tio
n
ag
ain
s
t
im
m
ed
iate
s
h
o
ck
s
;
th
ey
r
ec
o
n
f
ig
u
r
e
r
eso
u
r
ce
s
an
d
d
r
iv
e
th
e
s
y
s
tem
ic
in
n
o
v
atio
n
n
ec
ess
ar
y
f
o
r
lo
n
g
-
ter
m
ed
u
ca
tio
n
al
s
u
s
tain
ab
ilit
y
.
Ho
wev
er
,
r
esil
ien
ce
s
h
o
u
l
d
n
o
t
b
e
in
ter
p
r
eted
as
an
au
to
m
atic
o
u
tco
m
e
o
f
T
L
.
L
ea
d
er
s
h
ip
ef
f
ec
ts
d
ep
en
d
o
n
wh
eth
er
co
llab
o
r
ativ
e
s
tr
u
ctu
r
es,
o
r
g
an
izatio
n
al
s
u
p
p
o
r
t,
an
d
lear
n
i
n
g
r
o
u
tin
es
ar
e
alr
ea
d
y
p
r
esen
t
.
I
n
s
ch
o
o
ls
wh
er
e
co
llab
o
r
atio
n
is
wea
k
o
r
s
u
p
p
o
r
t
s
y
s
tem
s
ar
e
lim
ited
,
T
L
m
ay
s
tr
u
g
g
le
t
o
g
en
er
ate
s
u
s
tain
ed
o
r
g
an
izatio
n
al
r
esil
ien
ce
.
T
h
u
s
,
T
L
ap
p
ea
r
s
to
c
o
n
tr
ib
u
te
to
r
esil
ien
ce
b
y
ac
tiv
atin
g
co
lle
ctiv
e
m
ec
h
an
is
m
s
,
b
u
t th
ese
m
ec
h
an
is
m
s
r
eq
u
ir
e
s
u
p
p
o
r
tiv
e
o
r
g
a
n
izatio
n
al
co
n
d
itio
n
s
.
4
.
4
.
Dig
it
a
l
a
da
pta
t
io
n a
s
a
co
re
lea
dersh
ip pa
t
hwa
y
T
h
e
s
u
d
d
e
n
m
o
v
e
t
o
r
e
m
o
t
e
le
a
r
n
i
n
g
d
u
r
i
n
g
t
h
e
C
OV
I
D
-
1
9
p
a
n
d
e
m
i
c
t
r
a
n
s
f
o
r
m
e
d
d
i
g
it
a
l
a
d
a
p
t
a
ti
o
n
f
r
o
m
a
l
o
g
i
s
t
i
c
al
t
o
o
l
i
n
t
o
a
le
a
d
e
r
s
h
i
p
p
r
i
o
r
i
t
y
.
I
n
t
h
is
c
o
n
t
e
x
t
,
d
i
g
i
t
al
T
L
b
e
c
a
m
e
a
k
ey
d
r
i
v
e
r
f
o
r
s
c
h
o
o
l
s
u
r
v
i
v
a
l
,
al
l
o
wi
n
g
i
n
s
t
i
t
u
ti
o
n
s
t
o
n
a
v
i
g
a
t
e
t
h
e
c
r
i
s
i
s
w
h
i
le
f
o
s
t
e
r
i
n
g
l
o
n
g
-
t
e
r
m
a
d
a
p
t
a
b
i
li
t
y
an
d
i
n
n
o
v
a
t
i
o
n
[
5
0
]
.
A
tech
n
o
lo
g
y
-
m
ed
iated
cr
is
is
r
esp
o
n
s
e
r
eq
u
ir
es
lead
er
s
to
ex
er
t
th
eir
in
f
lu
en
ce
th
r
o
u
g
h
v
i
r
tu
al
m
ea
n
s
.
Dig
ital
T
L
in
v
o
l
v
es
u
tili
zin
g
d
ig
ital
c
o
m
m
u
n
icatio
n
an
d
c
o
llab
o
r
ati
o
n
to
o
ls
(
s
u
ch
as
Z
o
o
m
,
W
h
at
s
Ap
p
,
an
d
Slack
)
t
o
ar
ticu
late
a
clea
r
v
is
io
n
,
f
o
s
ter
tr
u
s
t,
an
d
p
r
o
v
id
e
in
d
iv
id
u
alize
d
s
u
p
p
o
r
t
[
5
0
]
.
B
y
m
ain
tain
in
g
a
s
tr
o
n
g
,
v
is
ib
le
v
ir
tu
al
p
r
esen
ce
,
lead
er
s
ca
n
p
r
o
ject
o
p
tim
is
m
an
d
ac
t
as
a
s
tab
ilizin
g
f
o
r
ce
,
wh
ich
s
ig
n
if
ican
tly
r
ed
u
ce
s
th
e
f
ee
lin
g
s
o
f
is
o
latio
n
an
d
wo
r
k
alien
atio
n
o
f
ten
ex
p
er
ien
ce
d
d
u
r
in
g
r
em
o
te
o
p
e
r
atio
n
s
[
3
2
]
,
[
4
3
]
.
Fu
r
t
h
er
m
o
r
e,
r
esear
ch
d
em
o
n
s
tr
ates
th
at
v
ir
tu
al
T
L
b
eh
av
io
r
s
s
tr
o
n
g
ly
e
n
h
an
ce
teac
h
er
s
’
af
f
ec
tiv
e
co
m
m
itm
en
t
to
th
eir
s
ch
o
o
ls
an
d
p
r
o
m
o
te
a
h
ig
h
e
r
p
er
ce
p
tio
n
o
f
s
ch
o
o
l e
f
f
ec
tiv
e
n
ess
d
u
r
in
g
r
e
m
o
te
in
s
tr
u
ctio
n
[
5
0
]
.
A
ce
n
tr
al
o
b
jectiv
e
o
f
d
ig
ital
ad
ap
tatio
n
is
r
ap
id
ly
d
ev
elo
p
in
g
th
e
tech
n
o
lo
g
ical
ca
p
a
b
ilit
ies
o
f
th
e
s
taf
f
,
s
p
ec
if
ically
th
eir
T
PA
C
K
an
d
tech
n
o
lo
g
ical
co
m
p
e
ten
ce
(
T
C
)
[
3
6
]
,
[
3
7
]
.
T
r
a
n
s
f
o
r
m
atio
n
al
lead
er
s
f
ac
ilit
ate
th
is
p
ath
way
b
y
in
te
llectu
ally
s
tim
u
latin
g
th
eir
tea
m
s
to
q
u
esti
o
n
p
r
e
-
ex
is
tin
g
in
s
tr
u
ctio
n
al
r
o
u
tin
es
an
d
em
b
r
ac
e
i
n
n
o
v
ativ
e
d
ig
ital
m
eth
o
d
o
lo
g
ies
[
3
6
]
,
[
4
3
]
.
C
r
u
cially
,
lead
er
s
m
u
s
t
ac
t
as
d
ig
ital
r
o
le
m
o
d
els.
W
h
en
p
r
in
cip
als
d
em
o
n
s
tr
ate
h
ig
h
tech
n
o
lo
g
ical
c
o
m
p
eten
ce
an
d
ac
tiv
ely
m
o
d
e
l
ef
f
ec
tiv
e
d
ig
ital
co
m
m
u
n
icatio
n
,
th
ey
s
ig
n
if
ica
n
tly
ea
s
e
th
e
tr
an
s
itio
n
f
o
r
th
e
ir
s
taf
f
,
r
ed
u
ci
n
g
s
tr
ess
an
d
in
cr
ea
s
in
g
ed
u
ca
to
r
s
’
co
n
f
id
en
ce
in
h
a
n
d
lin
g
r
em
o
te
wo
r
k
[
3
7
]
.
C
o
n
v
er
s
ely
,
le
ad
er
s
wh
o
s
tr
u
g
g
le
with
tec
h
n
o
lo
g
y
o
r
f
ail
to
p
r
o
v
id
e
ad
eq
u
ate
I
C
T
s
u
p
p
o
r
t
ca
n
ex
ac
er
b
ate
f
ee
lin
g
s
o
f
b
ein
g
o
v
er
wh
elm
e
d
[
3
7
]
.
Pr
o
v
id
in
g
c
o
n
tin
u
o
u
s
d
ig
ital
p
r
o
f
ess
io
n
al
lear
n
in
g
a
n
d
tech
n
ical
s
u
p
p
o
r
t
is
ess
en
tial,
as
th
ese
r
eso
u
r
ce
s
d
ir
ec
tly
s
h
ap
e
ed
u
ca
to
r
s
’
r
ea
d
in
ess
to
em
b
r
ac
e
o
n
lin
e
in
s
tr
u
ctio
n
an
d
m
ain
tain
in
s
tr
u
ct
io
n
al
q
u
ality
[
3
6
]
,
[
3
7
]
.
Ma
n
ag
in
g
a
cr
is
is
r
em
o
tely
r
eq
u
ir
es
an
a
d
v
an
ce
d
lev
el
o
f
co
o
r
d
in
atio
n
to
k
ee
p
o
p
e
r
atio
n
s
r
u
n
n
in
g
s
m
o
o
th
ly
.
T
ec
h
n
o
lo
g
y
-
m
ed
iat
ed
r
esp
o
n
s
es
r
ely
h
ea
v
ily
o
n
r
elatio
n
al
co
o
r
d
i
n
atio
n
in
clu
d
in
g
f
r
eq
u
e
n
t,
h
ig
h
-
q
u
ality
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
-
b
ased
co
m
m
u
n
icatio
n
o
v
er
d
ig
ital
p
latf
o
r
m
s
[
3
2
]
.
T
o
av
o
id
co
n
f
u
s
io
n
an
d
en
s
u
r
e
r
ap
i
d
d
ec
is
io
n
-
m
ak
in
g
,
ad
a
p
tiv
e
lead
er
s
c
u
s
to
m
ize
th
eir
d
i
g
ital
co
m
m
u
n
icatio
n
ch
an
n
els
to
s
u
it
d
if
f
er
en
t
au
d
ie
n
ce
s
(
e.
g
.
,
u
s
in
g
em
ails
f
o
r
s
taf
f
an
d
s
o
cial
m
ed
ia
f
o
r
s
tu
d
e
n
ts
)
[
3
3
]
.
Ma
i
n
tain
in
g
t
h
ese
clea
r
,
m
u
lti
-
d
ir
ec
tio
n
al
lin
es
o
f
co
m
m
u
n
icatio
n
b
u
ild
s
tr
u
s
t,
u
n
ites
s
tak
eh
o
ld
er
s
ar
o
u
n
d
s
h
ar
ed
g
o
als,
an
d
m
o
b
ilizes
co
llectiv
e
ef
f
o
r
t e
v
en
wh
e
n
th
e
co
m
m
u
n
ity
is
p
h
y
s
ically
d
is
p
er
s
ed
[
3
2
]
,
[
4
0
]
.
E
f
f
ec
tiv
e
d
ig
ital
a
d
ap
tatio
n
b
y
lead
e
r
s
d
ir
ec
tly
tr
a
n
s
lates
in
to
im
p
r
o
v
ed
p
e
r
f
o
r
m
an
ce
an
d
en
g
ag
em
e
n
t
in
v
ir
tu
al
e
n
v
ir
o
n
m
en
ts
.
T
L
ap
p
lied
t
o
r
em
o
te
s
ch
o
o
lin
g
f
o
s
ter
s
OC
B
-
VT
.
B
y
in
s
p
ir
in
g
s
taf
f
an
d
f
o
s
ter
in
g
jo
b
s
atis
f
ac
tio
n
,
lea
d
er
s
m
o
tiv
ate
ed
u
ca
to
r
s
to
v
o
lu
n
tar
ily
g
o
b
ey
o
n
d
b
asic
e
x
p
ec
tatio
n
s
s
u
ch
as
s
p
o
n
tan
eo
u
s
ly
m
en
to
r
i
n
g
co
ll
ea
g
u
es
in
n
ew
s
o
f
twar
e
o
r
s
h
ar
in
g
s
u
cc
ess
f
u
l
v
ir
tu
al
teac
h
i
n
g
s
tr
ateg
ies
[
3
4
]
.
Ad
d
itio
n
ally
,
ad
a
p
tin
g
lead
e
r
s
h
ip
to
a
d
i
g
ital
co
n
tex
t
r
e
q
u
ir
es
r
ed
ef
in
in
g
t
r
ad
itio
n
al
m
a
n
a
g
em
en
t
s
tr
u
ctu
r
es.
L
ea
d
er
s
m
u
s
t
en
g
ag
e
in
“v
ir
t
u
al
in
s
p
ec
tio
n
s
”
an
d
estab
lis
h
clea
r
r
em
o
te
teac
h
i
n
g
r
e
g
u
latio
n
s
to
m
ain
tain
ac
co
u
n
tab
ilit
y
an
d
d
em
o
n
s
tr
at
e
ac
tiv
e
en
g
ag
e
m
en
t in
th
e
n
e
w
d
ig
ital r
ea
lity
[
4
3
]
,
[
4
6
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.