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
7
7
7
~
3
7
8
9
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
.
3
9
1
5
3
3777
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Enha
ncing
educa
tors
’
dig
ital li
tera
cy
t
hro
ug
h digi
tal
leaders
hip
a
nd org
a
niza
tiona
l cult
ure
Su
g
ia
rt
o
Su
t
o
m
o
1
,
H
eni R
o
c
him
a
h
2
1
Ed
u
c
a
t
i
o
n
M
a
n
a
g
e
me
n
t
S
t
u
d
y
P
r
o
g
r
a
m
,
F
a
c
u
l
t
y
o
f
E
d
u
c
a
t
i
o
n
,
J
a
k
a
r
t
a
S
t
a
t
e
U
n
i
v
e
r
s
i
t
y
,
Ea
s
t
J
a
k
a
r
t
a
,
I
n
d
o
n
e
si
a
2
Ed
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
S
t
u
d
y
P
r
o
g
r
a
m
,
A
s
-
S
y
a
f
i
i
y
a
h
I
sl
a
mi
c
U
n
i
v
e
r
si
t
y
,
Ea
st
Ja
k
a
r
t
a
,
I
n
d
o
n
e
s
i
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Feb
18
,
2
0
2
6
R
ev
is
ed
May
22
,
2
0
2
6
Acc
ep
ted
Au
g
13
,
2
0
2
6
De
sp
it
e
ra
p
id
a
d
v
a
n
c
e
s
in
d
i
g
it
a
l
tec
h
n
o
l
o
g
y
a
n
d
o
n
li
n
e
lea
rn
in
g
,
e
d
u
c
a
to
rs
a
t
th
e
e
d
u
c
a
ti
o
n
a
n
d
train
i
n
g
c
e
n
ter
fa
c
e
li
m
it
e
d
d
ig
it
a
l
a
c
c
e
ss
,
lo
w
in
fo
rm
a
ti
o
n
a
n
d
c
o
m
m
u
n
ica
ti
o
n
t
e
c
h
n
o
l
o
g
y
(
ICT
)
p
ro
ficie
n
c
y
,
a
n
d
d
iff
icu
lt
y
in
teg
ra
ti
n
g
tec
h
n
o
lo
g
y
,
re
flec
ti
n
g
t
h
e
slo
w
n
a
ti
o
n
a
l
r
ise
in
d
i
g
it
a
l
li
tera
c
y
.
Th
is
stu
d
y
tes
ts
wh
e
th
e
r
stre
n
g
th
e
n
in
g
d
i
g
it
a
l
lea
d
e
rsh
i
p
a
n
d
a
li
g
n
i
n
g
o
rg
a
n
iza
ti
o
n
a
l
c
u
lt
u
re
c
a
n
imp
ro
v
e
e
d
u
c
a
to
rs
’
d
ig
it
a
l
c
o
m
p
e
ten
c
ies
.
A
c
ro
ss
-
se
c
ti
o
n
a
l
su
r
v
e
y
o
f
1
2
0
e
d
u
c
a
to
rs
wa
s
a
n
a
ly
z
e
d
u
sin
g
p
a
t
h
a
n
a
l
y
sis
in
JA
S
P
.
F
in
d
in
g
s
in
d
ica
te
th
a
t
d
i
g
it
a
l
l
e
a
d
e
rsh
ip
stro
n
g
ly
p
re
d
icts
o
rg
a
n
iza
ti
o
n
a
l
c
u
lt
u
re
(β
=
0
.
8
6
9
,
z
=
2
8
.
8
3
4
,
p
<
0
.
0
0
1
)
.
B
o
th
d
i
g
it
a
l
lea
d
e
rsh
ip
(β
=
0
.
2
0
8
,
z
=
2
.
4
5
3
,
p
=
0
.
0
1
4
)
a
n
d
o
r
g
a
n
iza
ti
o
n
a
l
c
u
lt
u
re
(β
=
0
.
3
1
7
,
z
=
3
.
4
7
7
,
p
<
0
.
0
0
1
)
sig
n
ifi
c
a
n
t
ly
i
n
flu
e
n
c
e
e
d
u
c
a
to
rs
’
d
ig
i
tal
li
tera
c
y
a
n
d
t
h
e
m
o
d
e
l
e
x
p
lain
s
a
larg
e
p
o
rti
o
n
o
f
v
a
ria
n
c
e
.
T
h
e
o
re
ti
c
a
ll
y
,
re
su
lt
s
re
fi
n
e
d
ig
i
tal
l
e
a
d
e
rsh
ip
m
o
d
e
ls
b
y
c
larify
i
n
g
t
h
e
m
e
d
iatin
g
ro
le
o
f
c
u
lt
u
re
a
n
d
id
e
n
ti
fy
in
g
l
e
a
d
e
rsh
ip
p
ra
c
ti
c
e
s
su
c
h
a
s
v
isi
o
n
a
rti
c
u
l
a
ti
o
n
,
m
o
d
e
ll
i
n
g
o
f
d
i
g
it
a
l
p
ra
c
ti
c
e
a
n
d
a
li
g
n
m
e
n
t
o
f
i
n
fra
stru
c
tu
re
t
h
a
t
su
p
p
o
rt
c
o
m
p
e
ten
c
e
.
P
ra
c
ti
c
a
ll
y
,
i
n
stit
u
t
io
n
s
sh
o
u
l
d
e
m
b
e
d
d
ig
it
a
l
g
o
a
ls
in
p
o
li
c
y
,
a
ll
o
c
a
te
ti
m
e
fo
r
p
e
e
r
lea
rn
in
g
,
in
c
e
n
ti
v
ize
p
e
d
a
g
o
g
ica
l
e
x
p
e
rime
n
tatio
n
,
a
n
d
fo
ste
r
c
r
o
ss
-
u
n
it
c
o
ll
a
b
o
ra
ti
o
n
.
Th
e
se
in
ter
v
e
n
ti
o
n
s
a
re
m
o
re
li
k
e
ly
to
p
r
o
d
u
c
e
su
sta
i
n
e
d
imp
ro
v
e
m
e
n
ts
th
a
n
e
q
u
ip
m
e
n
t
p
u
rc
h
a
se
s
o
r
o
n
e
-
o
ff
train
in
g
a
n
d
p
ro
v
i
d
e
g
u
i
d
a
n
c
e
f
o
r
lea
d
e
rs
a
n
d
p
o
li
c
y
m
a
k
e
rs t
o
a
c
c
e
lera
te i
n
stit
u
ti
o
n
a
l
d
ig
it
a
l
tran
sf
o
rm
a
ti
o
n
.
K
ey
w
o
r
d
s
:
Dig
ital le
ad
er
s
h
ip
E
d
u
ca
tio
n
a
n
d
tr
ain
i
n
g
ce
n
te
r
E
d
u
ca
to
r
s
’
d
ig
ital liter
ac
y
Or
g
an
izatio
n
al
cu
ltu
r
e
Path
an
aly
s
is
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
:
Su
g
iar
to
Su
to
m
o
E
d
u
ca
tio
n
Ma
n
ag
em
en
t Stu
d
y
Pro
g
r
am
,
Facu
lt
y
o
f
E
d
u
ca
tio
n
,
J
ak
ar
ta
State
Un
iv
er
s
ity
Stre
et
R
awa
m
an
g
u
n
Mu
k
a
R
a
y
a
No
.
1
1
,
Pu
lo
g
a
d
u
n
g
,
E
ast
J
ak
ar
ta,
I
n
d
o
n
esia
E
m
ail: su
g
iar
to
@
u
n
j.a
c.
id
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
r
ap
i
d
d
ev
elo
p
m
e
n
t
o
f
d
ig
ital
tech
n
o
lo
g
y
g
r
ea
tly
r
es
h
ap
ed
t
h
e
f
ield
o
f
e
d
u
ca
tio
n
,
r
eq
u
ir
i
n
g
ed
u
ca
to
r
s
to
ad
ap
t
t
h
eir
r
o
les
an
d
c
o
m
p
eten
cies
in
r
ea
ctio
n
to
in
c
r
ea
s
in
g
ly
d
ig
ital
lear
n
in
g
en
v
ir
o
n
m
en
ts
[
1
]
,
[
2
]
.
T
h
e
C
OVI
D
-
1
9
p
a
n
d
em
ic
f
u
r
th
e
r
ac
ce
ler
ated
th
i
s
s
h
if
t
b
y
in
cr
ea
s
in
g
th
e
d
em
an
d
f
o
r
ed
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
an
d
tech
n
o
lo
g
ical
p
r
o
f
icien
cy
,
p
a
r
ticu
lar
ly
in
d
is
tan
ce
an
d
v
ir
tu
al
lear
n
in
g
co
n
tex
ts
[
3
]
.
I
n
th
is
r
eg
ar
d
,
d
ig
ital
f
lu
en
c
y
is
an
e
s
s
en
tial
co
m
p
o
n
en
t
o
f
af
f
ec
ti
v
e
in
s
tr
u
ctio
n
,
n
o
t
m
e
r
ely
a
s
u
p
p
lem
en
tar
y
s
k
ill
[
4
]
.
E
d
u
ca
to
r
s
n
ee
d
to
in
teg
r
a
te
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
ic
atio
n
tech
n
o
lo
g
y
(
I
C
T
)
-
b
ased
ap
p
r
o
ac
h
es,
s
elec
t
ap
p
r
o
p
r
iate
d
ig
ital to
o
ls
,
a
n
d
c
r
itically
ev
alu
ate
tech
n
o
l
o
g
ies to
s
u
p
p
o
r
t le
a
r
n
in
g
o
b
jectiv
es
[
5
]
.
I
n
I
n
d
o
n
esia,
th
e
n
atio
n
al
d
i
g
ital
liter
ac
y
in
d
ex
in
cr
ea
s
ed
o
n
ly
s
lig
h
tly
f
r
o
m
3
.
4
9
in
2
0
2
1
to
3
.
5
4
i
n
2
0
2
2
,
in
d
icatin
g
th
at
d
ig
ital
liter
ac
y
r
em
ain
s
at
a
m
o
d
er
ate
lev
el
an
d
s
till
r
eq
u
ir
es
co
n
tin
u
o
u
s
im
p
r
o
v
em
en
t
[
6
]
.
T
h
is
is
s
u
e
is
also
r
ef
lecte
d
in
s
o
m
e
ed
u
ca
tio
n
an
d
tr
ain
in
g
ce
n
ter
s
,
w
h
er
e
in
itial
o
b
s
er
v
atio
n
s
s
h
o
w
th
a
t
teac
h
in
g
af
f
ec
tiv
e
n
ess
h
as
n
o
t
y
et
b
ee
n
o
p
tim
ized
d
u
e
to
lim
ited
ac
ce
s
s
to
co
m
p
u
ter
s
an
d
in
ter
n
et
co
n
n
ec
tiv
ity
,
as
well
as
in
s
u
f
f
icien
t
I
C
T
p
r
o
f
icien
c
y
am
o
n
g
ed
u
ca
to
r
s
.
As
a
r
esu
lt,
e
d
u
ca
to
r
s
s
till
f
ac
e
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
7
7
7
-
3789
3778
d
if
f
icu
lties
in
p
r
esen
tin
g
lea
r
n
in
g
m
ater
ials
an
d
u
tili
zin
g
d
i
g
ital
p
latf
o
r
m
s
af
f
ec
tiv
ely
.
T
h
er
ef
o
r
e,
e
d
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
g
o
es
b
ey
o
n
d
t
ec
h
n
ical
ab
ilit
y
wh
ile
also
t
h
e
ca
p
ac
ity
to
u
s
e
d
ig
ital
in
f
o
r
m
atio
n
af
f
ec
tiv
ely
in
teac
h
in
g
an
d
lear
n
in
g
.
E
d
u
ca
to
r
s
n
ee
d
s
tr
o
n
g
d
ig
ital
liter
ac
y
to
m
an
a
g
e
tech
n
o
lo
g
y
in
ed
u
ca
tio
n
,
cr
ea
te
a
n
d
s
h
ar
e
d
ig
ital
co
n
ten
t,
c
o
llab
o
r
ate,
ad
d
r
ess
in
q
u
ir
ies,
an
d
m
ai
n
tain
d
ig
ital
s
ec
u
r
ity
[
7
]
,
[
8
]
.
Sán
c
h
ez
-
C
r
u
za
d
o
et
a
l
.
[
9
]
d
ef
in
e
e
d
u
ca
to
r
s
’
d
ig
ital
liter
a
cy
as
th
e
in
te
g
r
atio
n
o
f
tech
n
i
ca
l
s
k
ills
,
in
f
o
r
m
ed
d
ec
is
io
n
-
m
ak
in
g
,
ap
p
r
o
p
r
iate
u
s
e
o
f
o
n
lin
e
m
ed
ia,
an
d
c
o
m
m
u
n
icatio
n
liter
ac
y
in
in
s
tr
u
ctio
n
al
p
r
ac
tices.
E
ig
h
t
c
o
r
e
d
im
en
s
io
n
s
ar
e
r
ec
o
g
n
ized
:
cr
ea
tiv
ity
,
c
o
llab
o
r
atio
n
,
in
f
o
r
m
atio
n
s
elec
tio
n
,
f
u
n
ctio
n
al
s
k
ills
,
cr
itical
th
in
k
in
g
,
cu
ltu
r
al
u
n
d
er
s
tan
d
i
n
g
,
c
o
m
m
u
n
icatio
n
,
a
n
d
e
-
s
af
ety
[
1
0
]
,
[
1
1
]
.
T
h
ese
d
im
e
n
s
io
n
s
alig
n
with
th
e
E
u
r
o
p
ea
n
Dig
C
o
m
p
E
d
u
f
r
am
ewo
r
k
,
wh
ich
co
n
ce
p
tu
alize
s
ed
u
ca
to
r
s
’
d
ig
ital
co
m
p
eten
ce
o
v
er
s
ix
d
o
m
ain
s
,
in
clu
d
in
g
p
r
o
f
ess
io
n
al
en
g
a
g
em
en
t,
u
s
e
o
f
d
ig
ital
r
eso
u
r
ce
s
,
teac
h
in
g
p
r
ac
tices,
ev
alu
atio
n
,
en
h
an
cin
g
s
tu
d
en
ts
’
ca
p
ab
ilit
ies,
an
d
s
u
p
p
o
r
tin
g
le
ar
n
er
s
’
d
ig
ital sk
ills
[
1
2
]
.
Dig
ital
lead
er
s
h
ip
h
as
g
ain
e
d
p
r
o
m
i
n
en
ce
as
a
m
ajo
r
f
ac
to
r
in
f
lu
e
n
cin
g
e
d
u
ca
to
r
s
’
d
ig
it
al
liter
ac
y
.
I
t
ac
ce
ler
ates
o
r
g
an
izatio
n
al
p
er
f
o
r
m
an
ce
b
y
g
u
id
in
g
s
tr
ateg
ic
ch
an
g
e
an
d
s
u
p
p
o
r
tin
g
ad
o
p
tio
n
o
f
d
ig
ital
p
r
ac
tices
[
1
3
]
.
Haşlam
an
et
a
l
.
[
1
4
]
d
ef
in
e
d
ig
ital
lead
er
s
h
ip
as
lev
er
ag
in
g
d
ig
ital
tech
n
o
lo
g
y
t
o
in
f
lu
e
n
ce
attitu
d
es,
b
eh
av
io
r
s
,
an
d
p
er
f
o
r
m
an
ce
ac
r
o
s
s
in
d
iv
id
u
al,
tea
m
,
an
d
o
r
g
an
izatio
n
al
lev
els.
I
t
in
v
o
lv
es
u
tili
zin
g
d
ig
ital
s
tr
ateg
ies
an
d
d
ata
to
ac
h
iev
e
in
s
titu
tio
n
al
g
o
als
w
h
ile
en
h
an
ci
n
g
in
d
iv
id
u
al
well
-
b
ein
g
[
1
5
]
.
W
ith
in
ed
u
ca
tio
n
,
d
ig
ital
lead
er
s
h
ip
en
co
m
p
ass
es
ad
o
p
tin
g
i
n
n
o
v
ativ
e
tech
n
o
lo
g
ies
to
cr
ea
te
d
ig
ital
-
ag
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
[
1
6
]
,
[
1
7
]
.
E
m
p
ir
ical
ev
id
en
ce
s
h
o
ws
th
at
af
f
ec
tiv
e
d
ig
ital
lead
e
r
s
s
u
p
p
o
r
t
tr
ain
in
g
,
m
o
d
el
tech
n
o
lo
g
y
u
s
e,
an
d
s
tr
en
g
th
e
n
co
llab
o
r
atio
n
to
e
n
h
an
ce
ed
u
ca
to
r
s
’
d
ig
ital c
o
m
p
ete
n
ce
[
1
8
]
.
B
esid
es
d
ig
ital
lead
er
s
h
ip
,
an
o
th
er
k
ey
f
ac
to
r
c
o
n
tr
ib
u
tin
g
to
ed
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
is
o
r
g
an
izatio
n
al
c
u
ltu
r
e
[
1
9
]
.
I
t
en
co
m
p
ass
es
f
u
n
d
am
e
n
tal
v
alu
es,
ass
u
m
p
tio
n
s
,
b
elief
s
,
an
d
p
r
ac
tices
[
2
0
]
th
at
s
h
ap
e
h
o
w
m
em
b
e
r
s
o
f
an
in
s
titu
tio
n
wo
r
k
an
d
in
ter
ac
t
[
2
1
]
.
I
n
e
d
u
ca
tio
n
al
s
ettin
g
s
,
o
r
g
an
izatio
n
al
c
u
ltu
r
e
r
ef
lects
s
h
ar
ed
p
er
ce
p
tio
n
s
an
d
attitu
d
es
to
wa
r
d
in
s
titu
tio
n
al
p
r
o
ce
s
s
es
[
2
2
]
,
[
2
3
]
.
So
g
alr
e
y
et
a
l
.
[
2
4
]
f
o
u
n
d
th
at
ed
u
ca
t
o
r
s
’
p
er
ce
p
tio
n
o
f
o
r
g
an
izatio
n
al
cu
ltu
r
e
d
ir
ec
t
ly
af
f
ec
ts
t
h
eir
d
ig
ital
liter
ac
y
,
em
p
h
asizin
g
t
h
e
n
ee
d
f
o
r
a
s
u
p
p
o
r
tiv
e
a
n
d
alig
n
ed
e
n
v
ir
o
n
m
en
t.
C
u
ltu
r
e
al
s
o
f
u
n
ctio
n
s
as
a
f
o
r
m
o
f
s
o
cial
co
n
tr
o
l
th
r
o
u
g
h
b
eh
av
io
r
al
n
o
r
m
s
[
2
5
]
,
p
r
o
m
o
tin
g
s
tab
ilit
y
an
d
co
h
er
e
n
ce
in
in
s
titu
tio
n
al
p
r
ac
tices
[
2
6
]
.
A
co
n
s
tr
u
ctiv
e
cu
ltu
r
e
en
co
u
r
ag
es
p
r
o
f
ess
io
n
al
g
r
o
wth
,
co
llab
o
r
atio
n
,
an
d
p
ed
ag
o
g
ical
in
n
o
v
atio
n
,
m
ak
i
n
g
it
a
k
ey
elem
en
t
in
d
ig
ital
tr
an
s
f
o
r
m
atio
n
.
Acc
o
r
d
in
g
to
Yer
g
ler
[
2
7
]
,
o
r
g
an
i
za
tio
n
al
cu
ltu
r
e
ca
n
b
e
class
if
ied
in
to
s
u
p
p
o
r
tiv
e
,
in
n
o
v
ativ
e,
an
d
b
u
r
ea
u
cr
atic
t
y
p
es,
ea
ch
i
n
f
lu
en
cin
g
h
o
w
i
n
s
titu
tio
n
s
r
esp
o
n
d
t
o
ch
a
n
g
e
an
d
tech
n
o
lo
g
ical
in
teg
r
atio
n
.
R
ec
en
t
s
tu
d
ies
f
u
r
th
er
s
u
p
p
o
r
t
th
e
id
ea
th
at
o
r
g
a
n
izatio
n
al
cu
ltu
r
e
s
ig
n
if
ican
tly
af
f
ec
ts
ed
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
b
y
f
o
s
ter
in
g
c
o
llab
o
r
atio
n
,
in
n
o
v
atio
n
,
a
n
d
s
u
s
tain
ed
en
g
ag
e
m
en
t
with
d
i
g
ital
tech
n
o
l
o
g
ies.
R
asd
ian
a
et
a
l
.
[
2
8
]
h
ig
h
lig
h
ts
th
at
co
llab
o
r
ativ
e
an
d
ad
a
p
tiv
e
s
ch
o
o
l
cu
ltu
r
es
p
lay
a
ce
n
tr
a
l
ca
p
ac
ity
to
s
h
ap
e
teac
h
er
s
’
d
ig
ital
co
m
p
eten
ce
an
d
tech
n
o
lo
g
y
in
teg
r
ati
o
n
.
Fu
r
th
er
m
o
r
e,
lar
g
e
-
s
ca
le
r
ev
iews
in
d
icate
th
at
in
s
titu
tio
n
al
en
v
ir
o
n
m
e
n
ts
an
d
o
r
g
an
izatio
n
al
s
u
p
p
o
r
t
s
y
s
tem
s
ar
e
cr
itical
d
eter
m
in
an
ts
o
f
teac
h
er
s
’
ab
ilit
y
to
ad
o
p
t
an
d
af
f
ec
tiv
ely
u
s
e
d
ig
ital
to
o
ls
[
2
9
]
.
T
h
ese
f
in
d
in
g
s
ar
e
r
ein
f
o
r
ce
d
b
y
r
ec
en
t
s
tu
d
ies
s
h
o
win
g
th
at
teac
h
er
s
’
d
ig
ital
liter
ac
y
g
o
es
b
ey
o
n
d
an
in
d
iv
id
u
al
ca
p
ab
il
ity
b
u
t
is
also
s
h
ap
ed
b
y
t
h
e
b
r
o
ad
e
r
ed
u
ca
tio
n
al
ec
o
s
y
s
tem
an
d
o
r
g
a
n
izatio
n
al
s
u
p
p
o
r
t
s
tr
u
ctu
r
es
[
3
0
]
.
T
h
e
r
e
f
o
r
e,
a
well
-
alig
n
ed
o
r
g
an
izati
o
n
al
cu
ltu
r
e
s
er
v
es
as
b
o
th
a
s
tr
u
ctu
r
al
an
d
m
o
tiv
atio
n
al
f
o
r
ce
th
at
em
p
o
wer
s
ed
u
ca
to
r
s
to
d
e
v
elo
p
an
d
s
u
s
tain
th
eir
d
ig
ital
liter
ac
y
.
R
esear
ch
o
n
d
ig
ital
lead
er
s
h
ip
in
ed
u
ca
tio
n
h
as
s
ig
n
if
ican
tly
ex
p
an
d
ed
.
Ho
wev
e
r
,
em
p
ir
ical
ev
id
en
ce
r
em
ai
n
s
f
r
ag
m
e
n
te
d
an
d
is
s
till
lar
g
ely
d
o
m
in
ated
b
y
d
ir
ec
t
-
af
f
ec
t
m
o
d
els
th
at
in
s
u
f
f
icien
tly
in
teg
r
ate
o
r
g
an
izatio
n
al
f
ac
t
o
r
s
.
Mo
s
t
ex
is
tin
g
s
tu
d
ies
f
o
cu
s
o
n
s
ch
o
o
ls
o
r
u
n
iv
er
s
ities
,
wh
ile
ed
u
ca
tio
n
a
n
d
tr
ain
in
g
ce
n
ter
s
ch
ar
ac
te
r
ized
b
y
d
is
tin
ct
o
b
jectiv
es,
o
r
g
an
izatio
n
al
s
tr
u
ctu
r
es,
an
d
r
eso
u
r
ce
co
n
f
ig
u
r
atio
n
s
r
em
ain
u
n
d
er
ex
p
lo
r
e
d
[
3
1
]
,
[
3
2
]
.
I
n
ad
d
itio
n
,
d
i
g
ital
tr
an
s
f
o
r
m
atio
n
r
esear
ch
co
n
s
is
ten
tly
id
en
tifie
s
o
r
g
an
izatio
n
al
c
u
ltu
r
e
as a
n
i
m
p
o
r
tan
t f
ac
t
o
r
in
th
e
s
u
cc
ess
f
u
l in
ter
n
aliza
tio
n
o
f
d
ig
ital p
r
a
ctice
s
.
Ho
wev
er
,
its
r
o
le
in
lin
k
in
g
d
ig
ital
lead
er
s
h
ip
an
d
ed
u
ca
to
r
s
’
d
ig
ital
lite
r
ac
y
h
as
n
o
t
b
ee
n
s
y
s
tem
atica
lly
ex
am
in
ed
[
3
3
]
.
T
h
is
g
ap
h
as
b
ec
o
m
e
m
o
r
e
u
r
g
en
t
as
d
ig
ital
a
n
d
h
y
b
r
i
d
lear
n
i
n
g
en
v
ir
o
n
m
e
n
ts
r
eq
u
ir
e
s
tr
o
n
g
d
ig
ital
lead
er
s
h
ip
an
d
s
u
p
p
o
r
tiv
e
o
r
g
an
izatio
n
al
cu
ltu
r
es to
e
n
h
an
c
e
ed
u
ca
to
r
s
’
d
ig
ital liter
ac
y
[
3
4
]
,
[
3
5
]
.
Alth
o
u
g
h
d
ig
ital
lead
er
s
h
i
p
a
n
d
ed
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
h
av
e
b
ee
n
wid
ely
s
tu
d
ied
i
n
f
o
r
m
al
an
d
h
ig
h
er
ed
u
ca
tio
n
,
r
esear
c
h
in
ed
u
ca
tio
n
an
d
tr
ain
in
g
ce
n
ter
s
an
d
o
th
er
n
o
n
-
f
o
r
m
al
lear
n
i
n
g
s
ettin
g
s
r
em
ain
s
lim
ited
[
3
6
]
.
E
x
is
tin
g
s
tu
d
ies
m
ain
ly
f
o
cu
s
o
n
s
ch
o
o
ls
an
d
u
n
iv
er
s
ities
,
wh
er
ea
s
ed
u
ca
tio
n
an
d
tr
ain
in
g
ce
n
ter
s
o
p
er
ate
u
n
d
er
d
if
f
er
e
n
t
in
s
titu
tio
n
al
s
tr
u
ctu
r
es,
s
er
v
e
ad
u
lt
lear
n
er
s
,
an
d
em
p
h
a
s
ize
ca
r
ee
r
-
o
r
ien
te
d
p
r
o
g
r
a
m
s
[
3
7
]
.
T
h
ese
co
n
tex
t
u
al
d
if
f
er
e
n
ce
s
cr
ea
te
u
n
iq
u
e
lead
er
s
h
ip
ch
allen
g
es
an
d
d
i
s
tin
ct
d
em
an
d
s
f
o
r
d
ig
ital
liter
ac
y
d
ev
elo
p
m
en
t.
T
h
er
ef
o
r
e,
th
e
n
o
v
elty
o
f
th
is
s
tu
d
y
lies
in
ex
am
in
in
g
th
e
co
m
b
in
ed
r
o
le
o
f
d
ig
ital
lead
er
s
h
ip
a
n
d
o
r
g
a
n
i
za
tio
n
al
cu
ltu
r
e
in
s
h
a
p
in
g
e
d
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
wit
h
in
ed
u
ca
tio
n
a
n
d
tr
ain
in
g
ce
n
ter
s
,
a
c
o
n
tex
t t
h
at
r
em
ain
s
u
n
d
er
ex
p
l
o
r
ed
i
n
p
r
e
v
io
u
s
r
esear
ch
.
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
n
h
a
n
ci
n
g
ed
u
ca
to
r
s
’
d
ig
ita
l l
iter
a
cy
th
r
o
u
g
h
d
i
g
ita
l le
a
d
ers
h
ip
a
n
d
o
r
g
a
n
iz
a
tio
n
a
l
…
(
S
u
g
ia
r
to
S
u
to
mo
)
3779
C
o
n
s
eq
u
en
tly
,
th
is
s
tu
d
y
ex
a
m
in
es
a
p
r
ac
tical
an
d
em
p
ir
i
ca
l
g
ap
b
y
p
r
i
o
r
itizin
g
th
r
o
u
g
h
d
ig
ital
lead
er
s
h
ip
an
d
ed
u
ca
to
r
s
’
d
ig
i
tal
liter
ac
y
with
in
ed
u
ca
tio
n
a
n
d
tr
ain
i
n
g
ce
n
ter
s
,
as
an
o
r
g
an
izatio
n
al
co
n
te
x
t
th
at
h
as
b
ee
n
i
n
s
u
f
f
icien
tly
p
o
r
tr
ay
ed
in
p
r
i
o
r
r
esear
ch
.
T
o
ad
d
r
ess
th
is
r
esear
ch
g
a
p
,
t
h
is
s
tu
d
y
d
ev
elo
p
s
a
co
n
ce
p
tu
al
m
o
d
el
lin
k
i
n
g
d
ig
ital
lead
er
s
h
ip
,
o
r
g
an
iza
tio
n
al
cu
ltu
r
e,
an
d
ed
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
,
as p
r
esen
ted
in
Fig
u
r
e
1
,
a
n
d
i
s
g
u
id
ed
b
y
th
r
ee
r
esear
ch
q
u
e
s
tio
n
s
:
i)
H
o
w
d
o
e
s
d
i
g
it
a
l
le
a
d
e
r
s
h
i
p
h
av
e
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
d
i
r
ec
t
in
f
lu
en
ce
on
ed
u
ca
t
o
r
s
’
d
i
g
ital liter
ac
y
?
ii)
Ho
w
d
o
es o
r
g
a
n
izatio
n
al
cu
ltu
r
e
h
av
e
a
p
o
s
itiv
e
an
d
s
ig
n
if
ic
an
t in
f
lu
en
ce
o
n
e
d
u
ca
to
r
s
’
d
i
g
ital liter
ac
y
?
iii)
Ho
w
d
o
es d
ig
ital le
ad
er
s
h
ip
h
av
e
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t i
n
f
lu
en
ce
o
n
o
r
g
an
izatio
n
al
cu
l
tu
r
e?
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
m
o
d
el
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
a
nd
s
a
m
pli
ng
pro
ce
du
re
T
h
is
r
esear
ch
f
o
llo
wed
a
q
u
a
n
titativ
e
r
esear
ch
d
esig
n
.
T
h
e
p
o
p
u
latio
n
c
o
m
p
r
is
ed
172
e
d
u
ca
to
r
s
at
th
e
E
d
u
ca
tio
n
a
n
d
T
r
ain
in
g
C
en
tr
e
of
th
e
I
n
d
o
n
esian
Min
is
tr
y
of
Def
en
s
e.
T
h
e
s
ca
le
of
s
am
p
le
was
d
er
iv
e
d
b
ased
on
Slo
v
i
n
’
s
f
o
r
m
u
la
with
a
5%
m
ar
g
in
of
er
r
o
r
:
=
N
1
+
N
(
)
2
W
h
er
e
,
N=
1
7
2
(
t
o
tal
p
o
p
u
latio
n
)
;
e=
0
.
0
5
(
m
ar
g
in
of
e
r
r
o
r
)
.
=
172
1
+
172
(
0
.
05
)
2
=
172
1
+
172
(
0
.
0025
)
=
172
1
.
43
=
120
.
28
T
h
u
s
,
th
e
r
eq
u
ir
ed
s
am
p
le
s
ize
was
ap
p
r
o
x
im
ately
1
2
0
r
es
p
o
n
d
e
n
ts
,
r
o
u
n
d
ed
to
t
h
e
n
ea
r
est
wh
o
le
n
u
m
b
er
.
T
h
e
r
esp
o
n
d
en
ts
wer
e
s
elec
ted
u
s
in
g
s
im
p
l
e
r
an
d
o
m
s
am
p
lin
g
,
en
s
u
r
in
g
co
m
p
r
e
h
en
s
iv
e
r
ep
r
esen
tatio
n
ac
r
o
s
s
th
e
p
o
p
u
latio
n
h
ad
s
am
e
p
r
o
b
a
b
ilit
y
of
b
ein
g
in
clu
d
e
d
in
th
e
s
tu
d
y
.
In
a
d
d
itio
n
,
a
s
am
p
le
of
1
2
0
m
et
co
m
m
o
n
p
r
ac
tical
r
eq
u
ir
em
en
ts
f
o
r
m
u
l
tiv
ar
iate
tech
n
iq
u
es;
it
e
x
ce
ed
ed
f
r
e
q
u
en
tly
cited
m
in
im
u
m
t
h
r
esh
o
ld
s
f
o
r
p
ath
an
aly
s
is
,
th
er
e
b
y
s
u
p
p
o
r
tin
g
ad
eq
u
ate
s
tatis
tical
p
o
wer
,
m
o
d
el
s
tab
ilit
y
,
an
d
r
eliab
le
p
ar
am
eter
esti
m
atio
n
[
3
8
]
.
2
.
2
.
Da
t
a
c
o
llect
io
n
Data
wer
e
g
ath
er
ed
u
tili
zin
g
a
s
tr
u
ctu
r
ed
o
n
lin
e
q
u
esti
o
n
n
air
e.
T
h
e
o
n
lin
e
m
eth
o
d
was
s
elec
ted
to
f
ac
ilit
ate
ef
f
icien
t
d
is
tr
ib
u
tio
n
,
en
s
u
r
e
b
r
o
ad
er
ac
ce
s
s
ib
ilit
y
,
an
d
allo
w
r
esp
o
n
d
en
ts
to
ac
c
o
m
p
lis
h
th
e
s
u
r
v
e
y
at
th
eir
co
n
v
e
n
ien
ce
wh
ile
m
ain
tain
in
g
co
n
f
id
en
tiality
.
T
h
e
q
u
esti
o
n
n
air
e
was
f
o
r
m
u
lat
ed
th
r
o
u
g
h
a
s
ec
u
r
e
o
n
lin
e
s
u
r
v
ey
p
latf
o
r
m
an
d
s
h
ar
ed
to
th
e
s
elec
ted
120
ed
u
ca
to
r
s
v
ia
in
s
titu
tio
n
al
em
ail
an
d
o
f
f
icial
co
m
m
u
n
icatio
n
ch
a
n
n
els.
Ge
n
er
ally
,
p
ar
ticip
an
ts
r
e
q
u
ir
ed
ap
p
r
o
x
im
ately
15
–
20
m
in
u
t
es
to
f
in
alize
t
h
e
q
u
esti
o
n
n
air
e.
T
h
e
d
ata
we
r
e
g
ath
er
ed
d
u
r
i
n
g
a
s
p
ec
if
ie
d
p
er
io
d
o
v
er
a
s
p
an
of
two
w
ee
k
s
to
m
ax
im
ize
r
esp
o
n
s
e
r
ates
an
d
allo
w
a
d
eq
u
ate
tim
e
f
o
r
p
ar
ticip
atio
n
.
T
h
e
co
n
s
tr
u
cts
b
elo
w
d
ig
ital
lead
er
s
h
ip
,
d
ig
ital
lite
r
ac
y
,
an
d
o
r
g
an
izatio
n
al
cu
ltu
r
e
wer
e
m
ea
s
u
r
ed
with
co
m
p
o
s
ite
L
ik
er
t
-
s
ty
le
s
ca
les
th
at
em
p
lo
y
ed
a
f
iv
e
-
le
v
el
r
esp
o
n
s
e
r
an
g
e,
with
a
s
ca
le
of
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
ly
ag
r
e
e)
.
Scale
d
ev
el
o
p
m
en
t
f
o
llo
w
ed
b
est
p
r
ac
tices;
item
s
wer
e
s
elec
ted
f
r
o
m
th
e
liter
atu
r
e,
p
ilo
t
-
test
ed
,
ev
alu
at
ed
v
ia
ex
p
lo
r
ato
r
y
f
ac
to
r
an
al
y
s
is
(
E
FA)
,
an
d
r
etain
ed
o
n
l
y
if
th
ey
lo
ad
ed
on
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
7
7
7
-
3789
3780
a
s
in
g
le
f
ac
to
r
an
d
m
et
item
-
to
tal
co
r
r
elatio
n
b
en
c
h
m
ar
k
s
.
A
p
ilo
t
s
tu
d
y
was
c
o
n
d
u
cte
d
in
v
o
lv
in
g
20
ed
u
ca
to
r
s
wh
o
wer
e
ex
clu
d
ed
f
r
o
m
t
h
e
f
in
al
s
tu
d
y
s
am
p
le.
T
h
e
p
ilo
t
test
aim
ed
to
ass
es
s
item
clar
ity
,
co
n
s
tr
u
ct
v
ali
d
ity
,
a
n
d
r
elia
b
ilit
y
.
T
h
e
r
eliab
ilit
y
of
ea
c
h
co
m
p
leted
s
ca
le
was
ev
al
u
ated
by
a
p
p
ly
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a
co
e
f
f
icien
t,
an
d
all
r
ep
o
r
ted
c
o
ef
f
icien
t
s
m
et
or
e
x
ce
ed
ed
co
n
v
en
ti
o
n
al
th
r
esh
o
ld
s
f
o
r
r
eliab
ilit
y
.
T
ab
le
1
p
r
esen
ts
t
h
e
m
ea
s
u
r
em
en
t
co
n
s
tr
u
cts,
illu
s
tr
ativ
e
ex
am
p
le
item
s
,
r
el
iab
ilit
y
co
ef
f
icien
ts
(
C
r
o
n
b
ac
h
’
s
α
)
,
an
d
s
o
u
r
ce
s
of
ad
ap
tatio
n
f
o
r
ea
c
h
v
a
r
iab
le.
T
ab
le
1.
Var
iab
le
m
ea
s
u
r
em
en
t
an
d
r
eliab
ilit
y
C
o
n
st
r
u
c
t
Ex
a
m
p
l
e
i
t
e
ms
R
e
l
i
a
b
i
l
i
t
y
(
C
r
o
n
b
a
c
h
’
s
α)
S
o
u
r
c
e
D
i
g
i
t
a
l
l
e
a
d
e
r
sh
i
p
“
Le
a
d
e
r
s
i
n
m
y
i
n
st
i
t
u
t
e
a
c
t
i
v
e
l
y
p
r
o
mo
t
e
t
h
e
u
se
o
f
d
i
g
i
t
a
l
t
o
o
l
s
i
n
t
e
a
c
h
i
n
g
.
”
“
O
u
r
o
r
g
a
n
i
z
a
t
i
o
n
’
s
l
e
a
d
e
r
sh
i
p
p
r
o
v
i
d
e
s
a
c
l
e
a
r
v
i
si
o
n
f
o
r
d
i
g
i
t
a
l
t
r
a
n
sf
o
r
ma
t
i
o
n
.
”
α
=
0
.
8
6
[
1
3
]
–
[
1
5
]
,
[
1
7
]
–
[
1
9
]
D
i
g
i
t
a
l
l
i
t
e
r
a
c
y
“
I
f
e
e
l
c
o
n
f
i
d
e
n
t
u
s
i
n
g
n
e
w
d
i
g
i
t
a
l
l
e
a
r
n
i
n
g
p
l
a
t
f
o
r
ms.
”
“
I
c
a
n
a
f
f
e
c
t
i
v
e
l
y
e
v
a
l
u
a
t
e
o
n
l
i
n
e
i
n
f
o
r
ma
t
i
o
n
s
o
u
r
c
e
s.
”
α
=
0
.
8
9
[
7
]
–
[
1
2
]
O
r
g
a
n
i
z
a
t
i
o
n
a
l
c
u
l
t
u
r
e
“
Th
i
s
o
r
g
a
n
i
z
a
t
i
o
n
e
n
c
o
u
r
a
g
e
s
e
x
p
e
r
i
m
e
n
t
a
t
i
o
n
w
i
t
h
n
e
w
t
e
c
h
n
o
l
o
g
i
e
s.
”
“
Emp
l
o
y
e
e
s
sh
a
r
e
k
n
o
w
l
e
d
g
e
a
b
o
u
t
a
f
f
e
c
t
i
v
e
d
i
g
i
t
a
l
p
r
a
c
t
i
c
e
s.
”
α
=
0
.
8
3
[
2
0
]
–
[
2
6
]
A
f
ter
in
itial
item
s
elec
tio
n
f
r
o
m
th
e
liter
atu
r
e,
a
p
ilo
t
test
an
d
E
FA
wer
e
co
n
d
u
cted
.
T
h
e
f
i
n
al
s
ca
les
wer
e
u
n
id
im
e
n
s
io
n
al,
a
n
d
all
r
etain
ed
item
s
h
ad
item
-
t
o
ta
l
co
r
r
elatio
n
s
a
b
o
v
e
r
ec
o
m
m
en
d
ed
b
en
ch
m
ar
k
s
.
R
ep
o
r
ted
C
r
o
n
b
ac
h
’
s
alp
h
a
c
o
ef
f
icien
ts
(
α
≥
0
.
8
0
)
s
h
o
we
d
t
h
at
all
item
s
co
m
p
lied
with
s
tan
d
ar
d
r
eliab
ilit
y
b
en
ch
m
ar
k
s
,
p
r
o
v
id
in
g
ju
s
tific
atio
n
f
o
r
th
eir
u
s
e
in
s
u
b
s
eq
u
e
n
t h
y
p
o
th
esis
test
in
g
.
E
FA
was
em
p
lo
y
ed
to
ap
p
r
ai
s
e
th
e
co
n
s
tr
u
ct
v
alid
ity
o
f
th
e
m
ea
s
u
r
em
en
t
in
s
tr
u
m
e
n
ts
.
I
tem
s
wer
e
r
etain
ed
o
n
ly
if
th
ey
lo
ad
e
d
o
n
a
s
in
g
le
f
ac
to
r
with
lo
ad
in
g
s
g
r
ea
ter
th
an
0
.
5
0
an
d
ex
h
ib
ited
n
o
s
ig
n
if
ican
t
cr
o
s
s
-
lo
ad
in
g
s
.
An
E
FA
was
p
er
f
o
r
m
e
d
b
y
em
p
lo
y
in
g
p
r
i
n
cip
al
co
m
p
o
n
en
t
an
aly
s
is
al
o
n
g
with
Var
im
ax
r
o
tatio
n
.
T
h
e
Kaiser
-
Me
y
er
-
Olk
in
(
KM
O)
v
alu
e
s
u
r
p
ass
ed
th
e
m
in
im
u
m
ac
ce
p
tab
le
lev
el
o
f
0
.
6
0
,
wh
ile
B
ar
tlett’s
te
s
t
o
f
s
p
h
er
icity
s
h
o
wed
a
s
ig
n
if
ican
t
r
esu
lt
(
p
<
0
.
0
5
)
,
w
h
ich
in
d
icate
d
th
at
th
e
d
ataset
was
s
u
itab
le
f
o
r
f
ac
to
r
an
aly
s
is
.
All
r
etain
e
d
item
s
d
em
o
n
s
tr
ated
f
ac
to
r
lo
ad
in
g
s
a
b
o
v
e
0
.
5
0
,
wh
ich
co
n
f
ir
m
ed
co
n
v
er
g
e
n
t
v
alid
ity
.
All
p
ar
ticip
an
ts
wer
e
p
r
o
v
id
e
d
with
in
f
o
r
m
atio
n
ex
p
lain
in
g
th
e
aim
o
f
th
e
r
esear
ch
,
wer
e
ass
u
r
ed
o
f
p
r
iv
ac
y
p
r
o
tectio
n
,
a
n
d
g
av
e
in
f
o
r
m
ed
c
o
n
s
en
t
b
ef
o
r
e
c
o
m
p
letin
g
th
e
q
u
esti
o
n
n
air
e.
Par
ticip
atio
n
was
co
m
p
letely
v
o
lu
n
tar
y
,
an
d
p
ar
t
icip
an
ts
wer
e
f
r
ee
to
with
d
r
aw
at
an
y
p
o
in
t w
ith
o
u
t
f
ac
in
g
a
n
y
co
n
s
eq
u
e
n
ce
s
.
2
.
3
.
Da
t
a
a
na
ly
s
is
E
ac
h
s
ca
le’
s
co
n
s
tr
u
ctio
n
f
o
llo
wed
b
est
p
r
ac
tices
in
s
u
r
v
e
y
d
esig
n
:
af
ter
in
itial
item
s
elec
tio
n
f
r
o
m
th
e
liter
atu
r
e,
a
p
ilo
t
test
an
d
E
FA
wer
e
co
n
d
u
cted
.
T
h
e
f
i
n
al
s
ca
les
wer
e
u
n
id
im
en
s
io
n
al,
an
d
all
r
etain
ed
item
s
h
ad
item
-
to
tal
co
r
r
elatio
n
s
ab
o
v
e
r
ec
o
m
m
en
d
ed
b
e
n
ch
m
ar
k
s
.
R
ep
o
r
ted
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
ts
(
α
≥
0
.
8
0
)
s
h
o
we
d
th
at
all
item
s
co
m
p
lied
with
s
tan
d
ar
d
r
eliab
ilit
y
b
en
ch
m
ar
k
s
,
p
r
o
v
i
d
in
g
ju
s
tific
atio
n
f
o
r
th
eir
u
s
e
in
s
u
b
s
eq
u
en
t
h
y
p
o
th
esis
test
in
g
.
C
o
m
p
ar
ed
to
f
u
ll
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
,
p
ath
an
aly
s
is
was
co
n
s
id
er
ed
a
p
p
r
o
p
r
iate
b
ec
a
u
s
e
th
e
s
tu
d
y
f
o
c
u
s
ed
on
s
tr
u
ctu
r
al
r
elatio
n
s
h
i
p
s
am
o
n
g
o
b
s
er
v
ed
co
m
p
o
s
ite
v
a
r
iab
les
r
ath
er
th
a
n
esti
m
atin
g
a
co
m
p
r
eh
en
s
iv
e
m
ea
s
u
r
em
en
t
m
o
d
el
with
lat
en
t
in
d
icato
r
s
[
3
9
]
.
T
h
is
ap
p
r
o
ac
h
p
r
o
v
id
ed
a
p
ar
s
im
o
n
io
u
s
an
d
th
e
o
r
etica
lly
a
lig
n
ed
m
eth
o
d
f
o
r
test
in
g
d
ir
e
ctio
n
al
h
y
p
o
th
eses
wh
ile
m
ain
tain
in
g
s
tatis
tical
ef
f
icien
cy
g
iv
en
t
h
e
s
am
p
le
s
ize
(N
=
1
2
0
)
.
Pre
lim
in
ar
y
a
n
aly
s
es,
in
clu
d
in
g
ass
es
s
m
en
ts
of
n
o
r
m
ality
an
d
lin
ea
r
ity
,
wer
e
co
n
d
u
cted
p
r
io
r
to
h
y
p
o
th
esis
test
in
g
to
en
s
u
r
e
co
m
p
lian
ce
with
p
ath
an
aly
s
is
ass
u
m
p
tio
n
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
3
.
1
.
1
.
P
re
re
qu
is
it
e
a
na
ly
s
is
Pre
lim
in
ar
y
ass
u
m
p
tio
n
test
in
g
was
p
er
f
o
r
m
ed
to
v
e
r
if
y
th
at
th
e
d
ata
s
atis
f
ied
th
e
ass
u
m
p
tio
n
s
of
p
ath
an
aly
s
is
.
T
h
e
n
o
r
m
ality
test
s
h
o
wed
th
at
th
e
A
s
y
m
p
.
Sig
.
v
alu
e
f
o
r
d
ig
ital
lead
er
s
h
ip
(
X1
)
,
o
r
g
an
izatio
n
al
cu
ltu
r
e
(
X2
)
,
a
n
d
ed
u
ca
to
r
s
’
d
i
g
ital
liter
ac
y
(
Y)
was
0
.
2
0
0
,
wh
ich
ex
ce
ed
ed
th
e
s
ig
n
if
ican
ce
lev
el
of
0
.
0
5
,
r
e
v
ea
lin
g
th
at
t
h
e
d
ata
ex
h
ib
ited
a
n
o
r
m
al
d
is
tr
ib
u
ted
.
In
ad
d
itio
n
,
th
e
lin
ea
r
it
y
test
s
h
o
wed
th
at
th
e
r
elatio
n
s
h
ip
s
am
id
d
ig
ital
lead
er
s
h
ip
,
o
r
g
a
n
izatio
n
al
cu
lt
u
r
e
,
an
d
ed
u
ca
t
o
r
s
’
d
ig
ital
liter
a
cy
wer
e
lin
ea
r
,
as
in
d
icate
d
by
th
e
d
e
v
iatio
n
f
r
o
m
lin
ea
r
ity
s
ig
n
if
ican
ce
v
alu
es
ex
ce
ed
in
g
0
.
0
5
,
as
s
u
m
m
ar
ize
d
in
T
ab
le
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
n
h
a
n
ci
n
g
ed
u
ca
to
r
s
’
d
ig
ita
l l
iter
a
cy
th
r
o
u
g
h
d
i
g
ita
l le
a
d
ers
h
ip
a
n
d
o
r
g
a
n
iz
a
tio
n
a
l
…
(
S
u
g
ia
r
to
S
u
to
mo
)
3781
T
ab
le
2
.
Su
m
m
a
r
y
of
n
o
r
m
alit
y
an
d
lin
ea
r
ity
test
r
esu
lts
A
ssu
mp
t
i
o
n
t
e
st
V
a
r
i
a
b
l
e
s/
r
e
l
a
t
i
o
n
s
h
i
p
S
i
g
.
v
a
l
u
e
C
r
i
t
e
r
i
a
I
n
t
e
r
p
r
e
t
a
t
i
o
n
N
o
r
mal
i
t
y
t
e
s
t
X
1
,
X
2
,
a
n
d
Y
0
.
2
0
0
S
i
g
.
>
0
.
0
5
N
o
r
mal
l
y
d
i
st
r
i
b
u
t
e
d
Li
n
e
a
r
i
t
y
t
e
st
D
i
g
i
t
a
l
l
e
a
d
e
r
sh
i
p
(
X
1
)
→
e
d
u
c
a
t
o
r
s’
d
i
g
i
t
a
l
l
i
t
e
r
a
c
y
(Y)
0
.
6
8
4
S
i
g
.
>
0
.
0
5
Li
n
e
a
r
r
e
l
a
t
i
o
n
sh
i
p
Li
n
e
a
r
i
t
y
t
e
st
O
r
g
a
n
i
z
a
t
i
o
n
a
l
c
u
l
t
u
r
e
(X
2
)
→
e
d
u
c
a
t
o
r
s’
d
i
g
i
t
a
l
l
i
t
e
r
a
c
y
(Y)
0
.
5
0
7
S
i
g
.
>
0
.
0
5
Li
n
e
a
r
r
e
l
a
t
i
o
n
sh
i
p
3
.
1
.
2
.
P
a
t
h
a
na
l
y
s
is
T
h
is
s
tu
d
y
em
p
l
o
y
ed
p
ath
an
a
ly
s
is
to
test
th
r
ee
h
y
p
o
th
eses
(
H1
–
H3
)
.
T
h
e
r
esear
ch
p
ath
c
o
ef
f
icien
t
is
p
r
esen
ted
in
T
ab
le
3.
T
h
e
co
n
ce
p
tu
al
r
elatio
n
s
h
ip
s
am
o
n
g
d
i
g
ital
lead
er
s
h
ip
(
X1
)
,
o
r
g
an
izatio
n
al
cu
ltu
r
e
(
X2
)
,
an
d
ed
u
ca
to
r
s
’
d
i
g
ital
liter
ac
y
(
Y)
a
r
e
illu
s
tr
ated
in
F
ig
u
r
e
1,
wh
ich
v
is
u
ally
d
ep
ict
s
th
e
s
tan
d
ar
d
ized
p
ath
co
ef
f
icien
ts
d
er
iv
ed
f
r
o
m
th
e
an
aly
s
is
.
As
p
r
esen
ted
in
T
a
b
le
3
a
n
d
il
lu
s
tr
ated
in
Fig
u
r
e
2,
t
h
e
p
ath
an
aly
s
is
r
ev
ea
led
th
at
d
ig
ital
l
ea
d
er
s
h
ip
(
X1
)
ex
e
r
ts
a
s
ig
n
if
ican
t
p
o
s
itiv
e
in
f
lu
en
ce
on
e
d
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
(
Y)
.
T
h
e
s
tan
d
ar
d
ized
p
at
h
co
ef
f
icien
t
is
0
.
2
0
8
,
with
a
p
-
v
alu
e
of
0
.
0
1
4
,
wh
ich
is
b
elo
w
th
e
0
.
0
5
s
ig
n
if
ican
ce
th
r
e
s
h
o
ld
.
At
th
e
95%
co
n
f
id
en
ce
lev
el,
t
h
e
ef
f
ec
t
r
a
n
g
es
f
r
o
m
0
.
1
0
0
to
0
.
2
8
6
.
T
h
e
s
e
r
esu
lts
co
n
f
ir
m
th
e
f
ir
s
t
h
y
p
o
th
esis
,
in
d
icatin
g
th
at
s
tr
o
n
g
er
d
ig
ital
lead
er
s
h
ip
is
co
r
r
elate
d
with
an
a
d
v
an
ce
d
lev
el
of
e
d
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
.
Fu
r
th
er
m
o
r
e
,
o
r
g
an
izatio
n
al
cu
ltu
r
e
(
X2
)
was
f
o
u
n
d
to
s
ig
n
if
ican
tly
i
n
f
lu
en
ce
ed
u
ca
t
o
r
s
’
d
i
g
ital
liter
ac
y
(
Y)
,
with
an
esti
m
ated
co
ef
f
icien
t
of
0
.
3
1
7
a
n
d
a
p
-
v
alu
e
o
f
<0
.
0
0
1
.
T
h
is
d
em
o
n
s
t
r
ates
a
p
o
s
itiv
e
a
n
d
s
tatis
t
ically
s
ig
n
if
ican
t
af
f
ec
t,
s
u
p
p
o
r
ted
by
a
co
n
f
id
en
ce
i
n
ter
v
al
of
0
.
0
4
2
to
0
.
3
7
4
.
Acc
o
r
d
in
g
ly
,
t
h
e
s
ec
o
n
d
h
y
p
o
th
esis
,
wh
ich
p
r
o
p
o
s
es
th
at
o
r
g
an
izatio
n
al
cu
ltu
r
e
h
a
s
a
p
o
s
itiv
e
a
n
d
s
ig
n
if
ican
t
d
ir
ec
t
on
ed
u
ca
t
o
r
s
’
d
ig
ital
liter
ac
y
,
is
s
u
p
p
o
r
ted
.
T
h
ese
f
in
d
i
n
g
s
in
d
icate
th
at
s
tr
o
n
g
er
o
r
g
a
n
izatio
n
al
cu
lt
u
r
e
ass
o
ciate
d
with
in
cr
ea
s
ed
lev
els
of
ed
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
.
In
ad
d
itio
n
,
d
ig
ital
lead
e
r
s
h
ip
(
X1
)
h
as
a
s
ig
n
i
f
ican
t
in
f
lu
e
n
ce
in
t
h
e
o
r
g
an
izatio
n
al
cu
lt
u
r
e
(
X2
)
,
with
a
co
ef
f
icien
t
of
0
.
8
6
9
a
n
d
a
p
-
v
alu
e<
0
.
0
0
1
.
T
h
is
r
ef
lec
ts
d
ig
ital
lead
er
s
h
ip
is
p
o
s
itiv
e
an
d
h
as
s
ig
n
if
ican
t
ef
f
ec
t
on
o
r
g
a
n
izatio
n
al
c
u
ltu
r
e
with
a
c
o
n
f
id
e
n
ce
i
n
ter
v
al
b
etwe
en
0
.
8
1
0
an
d
0
.
9
2
8
.
T
h
u
s
,
th
e
th
ir
d
h
y
p
o
th
esis
th
at
d
ig
ital
lead
er
s
h
ip
p
o
s
itiv
ely
an
d
s
ig
n
if
ican
tl
y
in
f
lu
e
n
ce
d
o
r
g
a
n
izatio
n
al
cu
ltu
r
e
is
ac
ce
p
ted
or
ev
id
en
ce
d
.
T
h
is
r
esu
lt
s
h
o
ws
th
at
d
ig
ital
lead
er
s
h
ip
af
f
ec
ts
ed
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
d
ir
e
ctly
an
d
in
d
ir
ec
tly
th
r
o
u
g
h
o
r
g
an
izatio
n
al
c
u
ltu
r
e
.
T
ab
le
3.
R
esear
ch
p
ath
co
ef
f
ic
ien
t
P
a
t
h
Est
i
m
a
t
e
S
t
d
.
Er
r
o
r
z
-
v
a
l
u
e
9
5
%
c
o
n
f
i
d
e
n
c
e
i
n
t
e
r
v
a
l
p
-
v
a
l
u
e
Lo
w
e
r
U
p
p
e
r
X
2
→Y
0
.
3
1
7
0
.
0
9
1
3
.
4
7
7
<
0
.
0
0
1
0
.
1
3
8
0
.
4
9
5
X
1
→Y
0
.
2
0
8
0
.
0
8
5
2
.
4
5
3
0
.
0
1
4
0
.
0
4
2
0
.
3
7
4
X
1
→X
2
0
.
8
6
9
0
.
0
3
2
8
.
8
3
4
<
0
.
0
0
1
0
.
8
1
0
.
9
2
8
Fig
u
r
e
2
.
C
o
n
ce
p
tu
al
p
ath
m
o
d
el
o
f
d
i
g
ital le
ad
er
s
h
ip
,
o
r
g
an
izatio
n
al
cu
ltu
r
e,
a
n
d
ed
u
ca
to
r
s
’
d
ig
ital liter
ac
y
3
.
1
.
3
.
M
o
del
f
it
T
h
e
m
o
d
el
o
f
f
it
was
ass
ess
ed
to
ex
am
i
n
e
th
e
ac
ce
p
tab
ilit
y
o
f
th
e
h
y
p
o
th
esized
m
o
d
el.
A
s
s
h
o
wn
in
T
ab
le
4
,
s
ev
er
al
f
it
s
tatis
tics
wer
e
ev
alu
ate
d
,
i
n
clu
d
in
g
χ²,
r
o
o
t
m
ea
n
s
q
u
ar
e
er
r
o
r
o
f
ap
p
r
o
x
im
atio
n
(
R
MSE
A)
with
a
9
0
%
co
n
f
id
e
n
ce
in
ter
v
al,
co
m
p
ar
ativ
e
f
it
in
d
ex
(
C
FI)
,
T
u
ck
e
r
L
ewis
in
d
ex
(
T
L
I
)
,
an
d
s
tan
d
ar
d
ized
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
7
7
7
-
3789
3782
r
o
o
t
m
ea
n
s
q
u
a
r
e
r
esid
u
al
(
S
R
MR),
to
d
eter
m
in
e
th
e
ex
ten
t
to
wh
ich
th
e
m
o
d
el
f
its
th
e
em
p
ir
ical
d
ata.
As
p
r
esen
ted
in
T
a
b
le
4
,
th
e
m
o
d
el
c
o
n
f
ir
m
s
a
g
o
o
d
f
it
to
th
e
d
ata.
T
h
e
ch
i
-
s
q
u
ar
e
s
tatis
ti
c
was
χ²(
8
7
)
=1
0
2
.
3
4
with
p
=0
.
1
1
8
,
s
u
g
g
esti
n
g
th
at
th
e
d
if
f
er
en
ce
am
i
d
th
e
ac
tu
al
co
v
ar
ian
ce
m
atr
ix
an
d
th
e
co
v
ar
ian
ce
m
atr
ix
p
r
ed
icted
b
y
th
e
m
o
d
el
is
n
o
t
s
tatis
t
ically
s
ig
n
if
ican
t.
T
h
e
R
MSE
A
wa
s
0
.
0
4
1
,
with
a
9
0
%
co
n
f
id
en
ce
in
ter
v
al
r
an
g
in
g
f
r
o
m
0
.
0
0
0
to
0
.
0
7
2
.
T
h
is
v
al
u
e
is
lo
wer
th
an
th
e
r
ec
o
m
m
en
d
ed
th
r
esh
o
l
d
o
f
0
.
0
8
an
d
cl
o
s
e
to
0
.
0
5
,
s
u
g
g
esti
n
g
a
clo
s
e
f
it
o
f
th
e
m
o
d
el
to
th
e
d
ata.
Fu
r
th
er
m
o
r
e
,
th
e
s
tr
u
ctu
r
al
m
o
d
el
d
em
o
n
s
tr
ates
a
g
o
o
d
to
e
x
ce
llen
t
f
it.
T
h
e
C
FI
was
0
.
9
6
4
an
d
T
L
I
was
0
.
9
5
5
,
to
g
eth
e
r
ex
ce
e
d
in
g
th
e
r
e
f
er
en
ce
th
r
esh
o
l
d
o
f
0
.
9
0
an
d
ap
p
r
o
ac
h
in
g
th
e
s
tr
icter
b
en
ch
m
ar
k
o
f
0
.
9
5
.
T
h
e
SR
MR
was
0
.
0
4
8
,
well
b
elo
w
th
e
0
.
0
8
cu
t
o
f
f
,
r
ef
lectin
g
a
v
er
y
g
o
o
d
f
it.
O
v
er
all,
th
ese
in
d
ices
in
d
icate
th
at
th
e
p
r
o
p
o
s
ed
r
ela
tio
n
s
h
ip
s
am
o
n
g
X
1
,
X2
,
a
n
d
Y
ar
e
s
tr
o
n
g
ly
s
u
p
p
o
r
ted
b
y
th
e
em
p
ir
ical
d
ata.
T
ab
le
4
.
Mo
d
el
f
it in
d
ices
F
i
t
i
n
d
e
x
Est
i
m
a
t
e
χ
² (8
7
)
1
0
2
.
3
4
(
p
=
0
.
1
1
8
)
R
M
S
EA
0
.
0
4
1
9
0
%
C
I
[
0
.
0
0
0
,
0
.
0
7
2
]
C
F
I
0
.
9
6
4
TLI
0
.
9
5
5
S
R
M
R
0
.
0
4
8
3
.
1
.
4
.
R
-
s
qu
a
re
a
na
ly
s
is
To
in
v
esti
g
ate
th
e
ex
p
lan
at
o
r
y
ef
f
ec
tiv
e
n
ess
of
th
e
p
r
o
p
o
s
ed
p
ath
m
o
d
el,
th
e
co
ef
f
icien
t
of
d
eter
m
in
atio
n
(
R
²)
was
ex
a
m
in
ed
.
T
h
e
R
-
s
q
u
ar
e
d
v
alu
e
s
f
o
r
th
e
en
d
o
g
en
o
u
s
v
ar
iab
l
es
ar
e
p
r
esen
ted
in
T
ab
le
5.
As
p
r
esen
ted
in
T
a
b
l
e
5,
th
e
co
ef
f
icien
t
of
d
eter
m
i
n
atio
n
(
R
²)
in
d
icate
s
s
tr
o
n
g
e
x
p
lan
ato
r
y
p
o
wer
f
o
r
th
e
m
o
d
el.
T
h
e
R²
f
o
r
ed
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
(
Y)
is
0
.
6
9
2
,
s
u
g
g
esti
n
g
th
at
d
ig
ital
lead
er
s
h
ip
(
X1
)
to
g
eth
er
with
o
r
g
an
izatio
n
al
cu
ltu
r
e
(
X2
)
ex
p
lain
s
6
9
.
2
%
of
th
e
v
ar
ian
ce
in
ed
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
,
wh
ile
th
e
r
em
ain
in
g
3
0
.
8
%
is
attr
ib
u
tab
le
to
f
ac
to
r
s
o
u
ts
id
e
th
e
m
o
d
e
l.
Ad
d
itio
n
ally
,
th
e
R²
f
o
r
o
r
g
an
izatio
n
al
cu
ltu
r
e
(
X2
)
is
0
.
8
7
4
,
in
d
icatin
g
th
a
t
d
ig
ital
lead
e
r
s
h
ip
(
X
1
)
ac
c
o
u
n
ts
f
o
r
8
7
.
4
%
of
its
v
ar
ia
n
ce
,
d
e
m
o
n
s
tr
atin
g
a
s
tr
o
n
g
in
f
lu
e
n
ce
on
th
e
d
e
v
elo
p
m
en
t
of
o
r
g
an
izatio
n
al
cu
ltu
r
e.
Ov
e
r
all,
th
ese
r
esu
lts
co
n
f
i
r
m
th
at
b
o
th
d
ig
ital
lead
er
s
h
ip
an
d
o
r
g
an
iz
atio
n
al
cu
ltu
r
e
s
ig
n
i
f
ican
tly
af
f
ec
t
ed
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
.
T
h
e
p
at
h
s
am
o
n
g
v
ar
iab
les
of
th
e
p
r
o
p
o
s
ed
m
o
d
el
ar
e
d
escr
ib
ed
in
Fig
u
r
e
3
.
T
ab
le
5.
R
-
s
q
u
ar
e
d
V
a
r
i
a
b
l
e
R²
Y
0
.
6
9
2
X2
0
.
8
7
4
Fig
u
r
e
3.
Mo
d
el
of
in
f
lu
en
ce
b
etwe
en
v
ar
iab
les
b
ased
on
p
at
h
an
aly
s
is
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
n
h
a
n
ci
n
g
ed
u
ca
to
r
s
’
d
ig
ita
l l
iter
a
cy
th
r
o
u
g
h
d
i
g
ita
l le
a
d
ers
h
ip
a
n
d
o
r
g
a
n
iz
a
tio
n
a
l
…
(
S
u
g
ia
r
to
S
u
to
mo
)
3783
3
.
2
.
Dis
cus
s
io
n
T
h
is
s
tu
d
y
h
as
u
n
v
eiled
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
v
ar
iab
les
b
y
ap
p
ly
i
n
g
r
elev
an
t
th
eo
r
ies
an
d
co
n
d
u
ctin
g
p
ath
a
n
aly
s
is
.
T
h
r
o
u
g
h
t
h
e
co
n
d
u
cte
d
r
esear
ch
,
it
is
ev
id
e
n
t
th
at
X1
an
d
X
2
h
av
e
a
s
ig
n
i
f
ican
t
im
p
ac
t
in
th
e
Y.
Data
an
aly
s
i
s
ex
p
o
s
es
a
s
u
b
s
tan
tial
d
ir
ec
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
a
m
id
d
i
g
ital
lead
er
s
h
ip
an
d
ed
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
,
wi
th
an
esti
m
ated
co
e
f
f
icien
t
o
f
0
.
2
0
8
an
d
a
p
-
v
alu
e
o
f
0
.
0
1
4
<0
.
0
5
,
s
h
o
ws
th
at
h
ig
h
er
le
v
els
o
f
d
ig
ital
lead
e
r
s
h
ip
lead
to
h
ig
h
er
lev
els
o
f
d
ig
ital
liter
ac
y
am
o
n
g
ed
u
c
ato
r
s
.
T
h
e
f
in
d
in
g
co
n
f
ir
m
s
th
e
im
p
o
r
tan
ce
o
f
th
e
r
o
le
o
f
tech
n
o
l
o
g
y
-
o
r
ien
te
d
d
ig
ital
lead
er
s
h
ip
,
as
a
ca
taly
s
t
in
d
r
iv
in
g
d
ig
ita
l
tr
an
s
f
o
r
m
atio
n
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
to
in
cr
ea
s
e
ed
u
ca
t
o
r
s
’
d
ig
ital liter
ac
y
.
3
.
2
.
1
.
H1:
d
i
g
i
t
a
l
l
e
a
d
e
r
s
h
i
p
h
a
s
a
p
o
s
i
t
i
v
e
a
n
d
s
i
g
n
i
f
i
c
a
n
t
d
i
r
e
c
t
i
n
f
l
u
e
n
c
e
o
n
t
h
e
e
d
u
c
a
t
o
r
s
’
d
i
g
i
t
a
l
l
i
t
e
r
a
c
y
T
h
e
p
ath
-
a
n
aly
s
is
o
u
tco
m
e
r
ef
lect
th
at
d
ig
ital
lead
er
s
h
i
p
h
as
a
s
ig
n
if
ican
t
p
o
s
itiv
e
ef
f
ec
t
on
ed
u
ca
to
r
s
’
d
i
g
ital
liter
ac
y
(β
=
0
.
2
0
8
,
z
=
2
.
4
5
3
,
p
=
0
.
0
1
4
)
,
s
u
g
g
esti
n
g
th
at
s
tr
o
n
g
er
im
p
lem
en
tatio
n
o
f
d
ig
ital
lead
er
s
h
ip
is
ass
o
ciate
d
wi
th
m
ea
s
u
r
ab
le
im
p
r
o
v
e
m
en
ts
in
teac
h
er
s
’
d
ig
ital
co
m
p
eten
cies.
T
h
is
f
in
d
in
g
s
u
p
p
o
r
ts
p
r
ev
io
u
s
s
tu
d
ies
s
h
o
win
g
th
at
in
s
titu
tio
n
al
lead
er
s
’
d
ig
ital
lead
er
s
h
ip
h
as
a
p
o
s
itiv
e
in
f
lu
en
ce
o
n
ed
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
an
d
tech
n
o
l
o
g
y
in
co
r
p
o
r
atio
n
p
r
a
ctice
s
[
2
]
,
[
2
4
]
.
E
d
u
ca
tio
n
al
in
s
titu
tio
n
s
th
er
ef
o
r
e
h
av
e
a
r
esp
o
n
s
ib
ilit
y
to
alig
n
tech
n
o
lo
g
ical
r
eso
u
r
ce
s
,
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t,
an
d
in
s
titu
tio
n
al
g
o
als
in
a
s
y
s
tem
atic
way
to
s
tr
en
g
th
e
n
ed
u
ca
to
r
s
’
d
ig
ital
co
m
p
eten
cies
[
4
0
]
.
Prio
r
r
esear
ch
o
n
d
i
g
ital
tr
an
s
f
o
r
m
atio
n
also
s
h
o
ws
th
at
lead
er
s
’
s
tr
ate
g
ic
d
ir
ec
tio
n
s
h
ap
es
d
i
g
ital
lear
n
in
g
en
v
ir
o
n
m
en
ts
a
n
d
o
r
g
a
n
izatio
n
al
r
ea
d
i
n
ess
f
o
r
tech
n
o
l
o
g
y
in
teg
r
atio
n
.
T
h
is
m
ay
ex
p
lain
d
if
f
er
e
n
ce
s
in
teac
h
er
s
’
d
ig
ital
liter
ac
y
ac
r
o
s
s
in
s
titu
tio
n
al
co
n
tex
ts
[
4
1
]
.
T
h
ese
f
in
d
in
g
s
alig
n
with
s
tu
d
ies
s
h
o
win
g
th
at
lead
er
s
with
s
tr
o
n
g
d
ig
ital
ca
p
ab
ilit
ies
ca
n
en
h
an
ce
in
s
titu
tio
n
al
in
n
o
v
atio
n
a
n
d
s
k
ill
d
ev
elo
p
m
e
n
t
b
y
p
r
o
m
o
ti
n
g
tech
n
o
lo
g
y
a
d
o
p
tio
n
an
d
i
n
n
o
v
ativ
e
p
r
ac
tices
am
o
n
g
e
d
u
ca
to
r
s
[
4
2
]
,
[
4
3
]
.
Dig
ital
lead
er
s
h
ip
also
s
u
p
p
o
r
ts
th
e
im
p
lem
en
tatio
n
o
f
d
i
g
ital
p
latf
o
r
m
s
th
at
s
tr
en
g
th
en
co
llab
o
r
atio
n
,
c
o
m
m
u
n
icatio
n
,
a
n
d
p
r
o
f
ess
io
n
al
lear
n
in
g
with
in
ed
u
ca
ti
o
n
al
in
s
titu
tio
n
s
[
4
4
]
.
As ed
u
ca
to
r
s
’
k
n
o
wled
g
e
a
n
d
s
k
ills
in
u
s
in
g
d
ig
ital te
ch
n
o
lo
g
ies ar
e
clo
s
ely
lin
k
ed
to
th
e
lev
el
o
f
in
s
titu
tio
n
al
d
ig
italizatio
n
,
lead
er
s
h
ip
p
la
y
s
an
ess
en
tial
r
o
le
in
m
o
b
ilizin
g
th
e
r
eso
u
r
ce
s
r
eq
u
ir
ed
f
o
r
tech
n
o
lo
g
y
in
teg
r
atio
n
at
d
if
f
e
r
en
t
s
tag
es
o
f
im
p
lem
en
tatio
n
[
2
]
.
Af
f
ec
tiv
e
d
ig
ital
lea
d
er
s
h
ip
f
u
r
th
e
r
p
r
o
m
o
tes
co
m
m
u
n
icatio
n
an
d
co
llab
o
r
a
tio
n
am
o
n
g
ed
u
ca
to
r
s
an
d
s
ta
k
eh
o
ld
er
s
,
wh
ich
s
u
p
p
o
r
ts
tech
n
o
lo
g
y
-
en
h
an
ce
d
teac
h
in
g
a
n
d
lear
n
in
g
p
r
ac
ti
ce
s
[
4
5
]
.
T
h
is
is
co
n
s
is
ten
t
with
v
iews
th
at
ed
u
ca
t
o
r
s
’
d
ig
ital
ca
p
ab
ilit
y
is
m
u
ltid
im
en
s
io
n
al.
I
t
in
clu
d
es
tech
n
ical,
p
ed
ag
o
g
ical,
a
n
d
eth
ical
co
m
p
eten
cies.
T
h
er
ef
o
r
e,
lead
e
r
s
h
ip
a
n
d
o
r
g
an
izatio
n
al
c
u
ltu
r
e
s
h
o
u
ld
b
e
d
ev
elo
p
ed
to
g
eth
er
to
s
u
p
p
o
r
t m
ea
n
in
g
f
u
l in
s
tr
u
ctio
n
al
c
h
an
g
e
[
4
6
]
.
I
n
ad
d
itio
n
,
t
h
e
f
in
d
in
g
s
r
ein
f
o
r
ce
th
e
ar
g
u
m
e
n
t
th
at
s
tr
o
n
g
d
ig
ital
liter
ac
y
am
o
n
g
e
d
u
ca
to
r
s
is
ess
en
tial
f
o
r
s
u
cc
ess
f
u
l
d
ig
it
al
in
n
o
v
atio
n
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
[
4
7
]
.
Dig
ital
lea
d
er
s
h
ip
s
h
o
u
ld
n
o
t
f
u
n
ctio
n
o
n
ly
as
a
m
an
a
g
er
ial
d
ir
ec
tiv
e.
I
t
s
h
o
u
ld
also
s
er
v
e
as
a
ca
taly
s
t
f
o
r
ed
u
ca
to
r
s
’
co
n
tin
u
o
u
s
d
ig
ital
co
m
p
eten
cy
d
ev
elo
p
m
en
t.
Or
g
an
izatio
n
al
cu
ltu
r
e
is
also
im
p
o
r
tan
t
in
th
is
p
r
o
ce
s
s
.
A
s
u
p
p
o
r
tiv
e
cu
ltu
r
e
ca
n
en
co
u
r
a
g
e
co
llab
o
r
atio
n
,
i
n
n
o
v
atio
n
,
a
n
d
tech
n
o
lo
g
y
ad
o
p
tio
n
.
I
n
s
titu
tio
n
al
d
ig
italizatio
n
m
ay
also
s
h
ap
e
h
o
w
ed
u
ca
to
r
s
an
d
s
tu
d
en
ts
p
er
ce
iv
e
an
d
u
s
e
d
i
g
ital
m
ed
ia
in
lear
n
i
n
g
e
n
v
ir
o
n
m
en
ts
[
4
8
]
.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
s
h
o
wn
th
at
lead
er
s
’
d
i
g
ital
co
m
p
eten
cies
an
d
tech
n
o
lo
g
y
-
o
r
ie
n
ted
cu
r
r
icu
l
u
m
s
tr
ateg
ies
im
p
r
o
v
e
teac
h
in
g
q
u
ality
an
d
in
s
tr
u
cti
o
n
al
in
n
o
v
atio
n
[
4
6
]
.
C
r
o
s
s
-
n
atio
n
al
r
esear
ch
f
u
r
th
er
in
d
ica
tes
th
at
lead
er
s
wh
o
p
r
o
v
id
e
tech
n
o
lo
g
ical
r
eso
u
r
ce
s
,
tech
n
ical
s
u
p
p
o
r
t,
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
o
p
p
o
r
tu
n
ities
ca
n
ac
ce
ler
ate
ed
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
an
d
tech
n
o
lo
g
y
ad
o
p
tio
n
[
4
2
]
,
[
4
9
]
.
Dif
f
er
en
ce
s
i
n
h
o
w
in
s
titu
tio
n
s
o
r
g
an
ize
an
d
s
u
p
p
o
r
t
d
ig
italizatio
n
in
itiativ
es
m
ay
p
ar
tly
ex
p
lain
v
ar
iatio
n
s
in
th
e
im
p
ac
t
o
f
lead
er
s
h
ip
o
n
teac
h
er
s
’
d
ig
ital liter
ac
y
ac
r
o
s
s
co
n
tex
ts
[
4
1
]
,
[
4
8
]
.
Ov
er
all,
th
e
f
in
d
in
g
s
s
u
g
g
est
th
at
s
tr
ateg
ic
v
is
io
n
,
r
eso
u
r
ce
allo
ca
tio
n
,
an
d
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
ar
e
ess
en
tial
f
o
r
s
tr
en
g
th
en
in
g
d
i
g
ital
teac
h
in
g
p
r
ac
tices
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
[
5
0
]
,
[
5
1
]
.
Pre
v
io
u
s
s
tu
d
ies
s
h
o
w
th
at
d
ig
ital
lead
er
s
h
ip
ca
n
f
o
s
ter
ex
p
er
im
en
tatio
n
,
co
llab
o
r
atio
n
,
a
n
d
in
n
o
v
atio
n
i
n
th
e
u
s
e
o
f
d
ig
ital
tech
n
o
lo
g
ies
[
5
2
]
.
T
h
e
f
in
d
i
n
g
s
also
s
u
p
p
o
r
t
p
r
io
r
liter
atu
r
e
s
h
o
win
g
t
h
at
in
v
estme
n
t
in
d
i
g
ital
p
latf
o
r
m
s
an
d
s
tr
u
ctu
r
ed
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
ca
n
im
p
r
o
v
e
ed
u
ca
t
o
r
s
’
d
i
g
ital
co
m
p
eten
cies
an
d
s
u
s
tain
d
ig
ital
tr
an
s
f
o
r
m
atio
n
in
ed
u
ca
tio
n
[
5
3
]
.
Af
f
ec
tiv
e
d
ig
ital
lead
er
s
h
ip
th
er
ef
o
r
e
h
el
p
s
cr
ea
te
in
clu
s
iv
e
an
d
d
ig
itally
s
u
p
p
o
r
ted
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
.
I
t
also
im
p
r
o
v
e
s
co
m
m
u
n
icatio
n
,
co
llab
o
r
atio
n
,
an
d
s
tak
eh
o
ld
e
r
en
g
ag
em
e
n
t.
T
h
ese
f
ac
to
r
s
s
tr
en
g
th
en
in
s
titu
tio
n
al
ca
p
ac
i
ty
to
im
p
r
o
v
e
ed
u
ca
tio
n
al
q
u
ality
in
th
e
p
o
s
t
-
p
an
d
em
ic
er
a
.
3
.
2
.
2
.
H
2
:
o
r
g
a
n
i
z
a
t
i
o
n
a
l
c
u
l
t
u
r
e
h
a
s
a
p
o
s
i
t
i
v
e
a
nd
s
i
g
ni
f
i
ca
n
t
i
n
f
lu
en
c
e
o
n
t
h
e
e
du
c
a
t
o
rs
’
d
i
g
i
t
a
l
l
i
t
e
r
a
c
y
T
h
e
p
ath
-
an
aly
s
is
r
esu
lts
s
h
o
w
th
at
o
r
g
an
izatio
n
al
cu
ltu
r
e
h
as
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
ef
f
ec
t
o
n
ed
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
(
β
=
0
.
3
1
7
,
z
=
3
.
4
7
7
,
p
<
0
.
0
0
1
)
,
in
d
icatin
g
th
at
m
o
r
e
s
u
p
p
o
r
tiv
e
cu
ltu
r
es
ar
e
ass
o
ciate
d
with
h
ig
h
er
lev
els o
f
ed
u
ca
to
r
s
’
ca
p
ac
ity
to
u
s
e
d
ig
ital te
ch
n
o
lo
g
ies af
f
ec
tiv
ely
.
T
h
is
f
in
d
in
g
alig
n
s
with
in
ter
n
atio
n
al
ev
id
e
n
ce
t
h
at
o
r
g
a
n
izatio
n
al
cu
ltu
r
es
e
m
p
h
asizin
g
in
n
o
v
atio
n
,
co
lla
b
o
r
atio
n
,
an
d
d
ig
ital
en
g
ag
em
e
n
t
en
h
a
n
ce
teac
h
e
r
s
’
d
ig
ital
liter
ac
y
a
n
d
f
ac
ili
tate
th
e
u
p
ta
k
e
o
f
tech
n
o
lo
g
y
-
b
ased
lear
n
in
g
in
itiativ
es
[
5
4
]
.
At
th
e
s
am
e
tim
e,
r
ec
en
t
wo
r
k
ca
u
tio
n
s
th
at
th
e
m
ag
n
itu
d
e
a
n
d
o
p
er
ativ
e
m
ec
h
an
is
m
s
o
f
th
is
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
7
7
7
-
3789
3784
af
f
ec
t
d
ep
en
d
o
n
in
s
titu
tio
n
al
r
ea
d
in
ess
an
d
co
n
tex
t
u
al
f
ac
to
r
s
,
s
o
cu
ltu
r
e
alo
n
e
d
o
es
n
o
t
u
n
if
o
r
m
ly
tr
an
s
late
in
to
liter
ac
y
g
ain
s
with
o
u
t c
o
n
s
id
er
in
g
b
r
o
ad
er
r
ea
d
in
ess
co
n
d
itio
n
s
[
5
5
]
.
Me
ch
an
is
tically
,
s
u
p
p
o
r
tiv
e
o
r
g
an
izatio
n
al
cu
ltu
r
es
p
r
o
m
o
te
co
n
tin
u
o
u
s
lear
n
in
g
,
co
lleg
ial
co
llab
o
r
atio
n
,
a
n
d
ac
ce
s
s
to
d
ig
ital
r
eso
u
r
ce
s
an
d
tr
ain
in
g
[
5
6
]
,
[
5
7
]
.
E
m
p
i
r
ical
s
tu
d
ies
also
in
d
icate
th
at
with
o
u
t
co
n
cu
r
r
en
t
i
n
v
estme
n
ts
in
in
f
r
astru
ctu
r
e
an
d
f
o
r
m
al
p
r
o
f
ess
io
n
al
lear
n
i
n
g
s
y
s
tem
s
,
th
e
p
o
s
itiv
e
in
f
lu
en
ce
o
f
cu
ltu
r
e
o
n
d
i
g
ital
liter
ac
y
ca
n
b
e
atten
u
ated
,
p
ar
ticu
lar
ly
in
s
ettin
g
s
with
lim
ited
d
ig
ital
r
ea
d
in
ess
[
5
8
]
.
T
h
u
s
,
o
r
g
a
n
izatio
n
al
c
u
ltu
r
e
f
u
n
ctio
n
s
as
a
n
ec
ess
ar
y
b
u
t
n
o
t
alwa
y
s
s
u
f
f
icien
t
e
n
a
b
ler
:
it
cr
ea
tes
th
e
m
o
tiv
atio
n
al
a
n
d
n
o
r
m
ativ
e
c
o
n
d
itio
n
s
f
o
r
ad
o
p
tio
n
w
h
ile
s
tr
u
ctu
r
al
s
u
p
p
o
r
ts
d
eter
m
in
e
th
e
ex
ten
t
o
f
r
ea
lize
d
co
m
p
eten
ce
im
p
r
o
v
e
m
en
ts
[
2
3
]
,
[
5
9
]
.
T
h
ese
r
esu
lts
r
ein
f
o
r
ce
b
r
o
ad
er
o
r
g
a
n
izatio
n
al
r
esear
ch
th
at
li
n
k
s
cu
ltu
r
e
to
i
n
s
titu
tio
n
al
ef
f
ec
tiv
en
ess
an
d
p
r
o
f
ess
io
n
al
ca
p
ab
ilit
y
d
ev
elo
p
m
en
t
[
6
0
]
,
an
d
th
e
y
co
m
p
lem
e
n
t
p
r
io
r
f
in
d
i
n
g
s
o
n
ed
u
ca
to
r
s
’
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
an
d
d
ig
ital
co
m
p
eten
ce
[
6
1
]
,
[
6
2
]
.
On
ed
u
ca
tio
n
al
s
ettin
g
s
,
esp
ec
ially
tr
ain
in
g
ce
n
ter
s
,
d
ig
ital
liter
ac
y
ap
p
ea
r
s
to
b
e
a
d
ir
ec
t
o
u
t
co
m
e
o
f
o
r
g
a
n
izatio
n
al
cu
ltu
r
e
r
ath
er
th
an
o
n
ly
a
m
ed
iatin
g
v
ar
iab
le
[
1
7
]
,
[
6
3
]
.
Acc
o
r
d
in
g
ly
,
ed
u
ca
tio
n
an
d
tr
ain
in
g
in
s
titu
tio
n
s
s
h
o
u
ld
p
r
io
r
itize
d
elib
er
ate
cu
ltu
r
e
-
b
u
ild
in
g
.
I
n
s
titu
tio
n
al
n
o
r
m
s
f
o
r
co
llab
o
r
atio
n
an
d
p
r
o
tecte
d
tim
e
f
o
r
tech
n
o
lo
g
y
p
r
ac
tice
ar
e
ess
en
tial.
At
th
e
s
am
e
tim
e,
s
tr
o
n
g
er
s
tr
u
ctu
r
al
s
u
p
p
o
r
ts
ar
e
n
ee
d
ed
.
T
h
e
co
m
b
in
atio
n
o
f
c
u
ltu
r
al
an
d
m
ate
r
ial
in
v
estme
n
ts
in
cr
ea
s
es
th
e
lik
elih
o
o
d
th
at
ed
u
ca
t
o
r
s
will
tr
an
s
late
in
s
titu
tio
n
al
in
ten
t
in
t
o
s
u
s
tain
ed
d
ig
ital
p
r
ac
tice.
3
.
2
.
3
.
H
3
:
dig
it
a
l
lea
dersh
ip ha
s
a
po
s
it
iv
e
a
nd
s
ig
nifica
nt
influence
o
n t
he
o
rg
a
niza
t
io
na
l c
ulture
T
h
e
s
tr
u
ctu
r
al
p
ath
a
n
aly
s
is
s
h
o
ws
th
at
d
ig
ital
lead
er
s
h
ip
h
as
a
s
tr
o
n
g
,
p
o
s
itiv
e,
an
d
s
tatis
t
ically
s
ig
n
if
ican
t
ef
f
ec
t
on
o
r
g
a
n
izatio
n
al
cu
ltu
r
e
(
β
=
0
.
8
6
9
,
z
=
2
8
.
8
3
4
,
p
<
0
.
0
0
1
)
.
T
h
is
f
in
d
in
g
s
u
g
g
ests
th
at
d
ig
ital
lead
er
s
h
ip
is
clo
s
ely
lin
k
ed
to
t
h
e
d
ev
elo
p
m
en
t
o
f
a
n
o
r
g
an
izatio
n
al
cu
ltu
r
e
th
at
s
u
p
p
o
r
ts
d
ig
ital
tr
an
s
f
o
r
m
atio
n
.
I
t
is
co
n
s
is
ten
t
with
p
r
io
r
s
tu
d
ies
s
h
o
win
g
t
h
at
d
ig
ital
lead
er
s
h
ip
h
elp
s
cr
ea
te
p
r
o
-
tech
n
o
lo
g
y
n
o
r
m
s
a
n
d
in
s
titu
tio
n
al
alig
n
m
en
t
[
4
1
]
,
[
5
3
]
.
I
t
also
in
d
ica
tes
th
at
o
r
g
an
izatio
n
al
cu
ltu
r
e
m
ay
b
e
o
n
e
o
f
th
e
m
ain
ch
an
n
els th
r
o
u
g
h
wh
ich
d
ig
ital le
ad
er
s
h
ip
in
f
l
u
en
ce
s
e
d
u
ca
to
r
s
’
d
i
g
ital liter
ac
y
.
Me
ch
an
is
tically
,
d
ig
ital
lead
er
s
ap
p
ea
r
to
f
o
s
ter
p
s
y
ch
o
lo
g
ical
s
af
ety
an
d
o
p
p
o
r
tu
n
ities
f
o
r
ex
p
er
im
en
tatio
n
[
6
4
]
.
T
h
ese
co
n
d
itio
n
s
e
n
co
u
r
a
g
e
e
d
u
ca
to
r
s
to
tr
y
n
ew
to
o
ls
,
s
h
ar
e
p
r
ac
tices,
an
d
ad
o
p
t
s
tan
d
ar
d
ized
d
i
g
ital
r
o
u
tin
es.
T
h
e
p
r
o
ce
s
s
cr
ea
tes
a
r
ein
f
o
r
c
in
g
cy
cle
in
wh
ich
lea
d
er
s
h
ip
s
h
ap
es
cu
ltu
r
e
an
d
cu
ltu
r
e
s
u
s
tain
s
co
m
p
eten
ce
d
ev
elo
p
m
e
n
t
[
6
5
]
.
T
h
is
d
y
n
a
m
ic
is
ec
h
o
ed
in
in
ter
n
atio
n
a
l
liter
atu
r
e
s
h
o
win
g
th
at
co
llab
o
r
ativ
e,
co
n
tin
u
o
u
s
-
lear
n
in
g
cu
ltu
r
es
ex
p
an
d
o
p
p
o
r
tu
n
ities
f
o
r
p
r
o
f
ess
io
n
al
tr
ain
in
g
,
r
eso
u
r
ce
s
h
ar
in
g
,
a
n
d
th
e
s
tan
d
a
r
d
izati
o
n
o
f
d
ig
ital
p
r
ac
tices
[
6
6
]
.
E
m
p
ir
ical
wo
r
k
also
s
h
o
ws
t
h
at
d
ig
ital
lea
d
er
s
m
o
b
ilize
r
eso
u
r
ce
s
,
ar
ticu
late
a
s
h
ar
ed
d
ig
ital
v
is
io
n
[
6
7
]
,
an
d
p
r
o
m
o
te
s
taf
f
co
llab
o
r
a
tio
n
to
s
tr
en
g
th
en
in
s
titu
tio
n
al
d
ig
ital
liter
ac
ies
co
n
tin
u
o
u
s
ly
[
6
8
]
.
W
h
ile
s
o
m
e
p
r
i
o
r
s
tu
d
ies
f
in
d
th
at
c
u
ltu
r
al
m
ec
h
an
is
m
s
m
ain
ly
af
f
ec
t
class
r
o
o
m
-
lev
el
ad
o
p
tio
n
with
o
u
t
f
u
lly
r
esh
a
p
in
g
in
s
titu
tio
n
al
n
o
r
m
s
[
6
9
]
,
t
h
e
p
r
esen
t
f
in
d
in
g
s
in
d
icate
a
b
r
o
ad
er
,
in
s
titu
tio
n
-
lev
el
alig
n
m
en
t
in
wh
ich
lead
er
s
h
ip
d
r
iv
es
d
ee
p
er
cu
ltu
r
al
c
h
an
g
e
th
at
s
u
p
p
o
r
ts
ed
u
ca
to
r
s
’
d
i
g
ital liter
ac
y
.
T
h
ese
r
esu
lts
s
u
p
p
o
r
t
th
e
v
ie
w
th
at
d
ig
ital
lead
er
s
h
ip
is
a
p
r
im
ar
y
an
tece
d
en
t
o
f
a
d
ig
ital
-
s
u
p
p
o
r
tiv
e
o
r
g
an
izatio
n
al
cu
ltu
r
e,
a
n
d
th
er
ef
o
r
e
a
lev
er
ag
e
p
o
in
t
f
o
r
i
n
ter
v
en
tio
n
s
aim
in
g
to
im
p
r
o
v
e
ed
u
ca
to
r
co
m
p
eten
cies.
At
th
e
s
am
e
tim
e,
th
e
ev
id
e
n
ce
s
h
o
u
l
d
b
e
in
ter
p
r
eted
with
ca
u
tio
n
g
iv
e
n
c
o
n
tex
tu
al
v
a
r
iab
ilit
y
r
ep
o
r
ted
i
n
th
e
liter
atu
r
e:
lead
er
s
h
ip
af
f
ec
ts
m
ay
b
e
m
o
d
er
a
ted
b
y
p
latf
o
r
m
r
ea
d
in
ess
,
r
eso
u
r
ce
av
ailab
ilit
y
,
an
d
g
o
v
er
n
a
n
ce
s
tr
u
ctu
r
es,
s
o
p
o
licy
an
d
in
s
titu
tio
n
al
in
itiativ
es sh
o
u
ld
co
m
b
i
n
e
lead
er
s
h
i
p
d
ev
elo
p
m
en
t w
ith
co
n
cr
ete
s
tr
u
ctu
r
al
s
u
p
p
o
r
ts
to
r
ea
lize
s
u
s
tain
ed
cu
ltu
r
al
tr
an
s
f
o
r
m
atio
n
an
d
liter
ac
y
g
ain
s
[
7
0
]
.
Fin
ally
,
th
e
m
o
d
el’
s
s
u
b
s
tan
ti
al
ex
p
lain
ed
v
a
r
ian
ce
(
h
ig
h
R
²)
r
ein
f
o
r
ce
s
th
e
co
n
clu
s
io
n
t
h
at
d
ig
ital
lead
er
s
h
ip
an
d
o
r
g
an
izatio
n
al
cu
ltu
r
e
ar
e
s
ig
n
if
ican
t d
eter
m
i
n
an
ts
o
f
e
d
u
ca
to
r
s
’
d
ig
ital
lite
r
ac
y
.
T
h
e
f
in
d
in
g
is
co
n
s
is
ten
t
with
Kar
ak
o
s
e
et
a
l
.
[
1
8
]
wh
o
s
h
o
we
d
th
at
d
ig
ital
lead
er
s
h
ip
s
u
p
p
o
r
ts
d
ig
ital
tr
an
s
f
o
r
m
atio
n
in
ed
u
ca
tio
n
.
I
t
also
alig
n
s
with
R
asd
ian
a
et
a
l
.
[
2
8
]
wh
o
r
ep
o
r
ted
th
at
tech
n
o
lo
g
y
lead
er
s
h
i
p
an
d
d
ig
ital
cu
ltu
r
e
im
p
r
o
v
e
teac
h
er
s
’
p
r
o
f
ess
io
n
al
d
ig
ital
co
m
p
eten
ce
.
AlNu
aim
i
et
a
l
.
[
7
1
]
f
o
u
n
d
th
at
d
ig
ital
lead
er
s
h
ip
s
tr
en
g
th
en
s
o
r
g
an
izatio
n
al
a
g
ilit
y
an
d
in
n
o
v
atio
n
.
An
war
an
d
Sar
aih
[
7
2
]
f
u
r
t
h
er
co
n
f
ir
m
ed
th
at
d
i
g
ital
lead
er
s
h
ip
p
r
o
m
o
tes
co
llab
o
r
a
tio
n
an
d
in
n
o
v
atio
n
.
T
h
ese
s
tu
d
ies
s
u
p
p
o
r
t
th
e
p
r
ac
tical
n
ee
d
f
o
r
e
d
u
ca
tio
n
an
d
tr
ain
in
g
ce
n
ter
s
to
in
v
est
i
n
d
ig
itally
co
m
p
ete
n
t
lead
e
r
s
h
ip
an
d
cu
ltu
r
es
th
at
e
n
c
o
u
r
ag
e
in
n
o
v
atio
n
,
co
llab
o
r
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
is
s
tu
d
y
’
s
f
in
d
in
g
s
ca
r
r
y
m
ea
n
in
g
f
u
l
co
n
s
eq
u
en
ce
s
f
o
r
th
eo
r
y
,
p
r
ac
tical
ap
p
lic
atio
n
,
an
d
p
o
licy
m
ak
in
g
in
r
elatio
n
to
d
ig
ital
tr
an
s
f
o
r
m
atio
n
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
T
h
is
r
e
s
ea
r
ch
co
n
tr
i
b
u
tes
th
eo
r
etica
lly
b
y
p
r
o
p
o
s
in
g
a
n
d
em
p
ir
ically
v
alid
atin
g
an
in
teg
r
ativ
e
m
o
d
el
lin
k
i
n
g
d
ig
ital
lead
er
s
h
ip
,
o
r
g
an
izatio
n
al
cu
ltu
r
e,
a
n
d
ed
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
with
in
ed
u
ca
tio
n
an
d
tr
ain
in
g
ce
n
ter
s
as
a
n
o
n
-
f
o
r
m
al
an
d
u
n
d
er
-
r
esear
c
h
ed
co
n
te
x
t.
T
h
e
co
n
tr
ib
u
tio
n
is
two
f
o
ld
:
f
ir
s
t,
th
e
s
tu
d
y
d
em
o
n
s
tr
ate
s
em
p
ir
ically
th
at
d
ig
ital
lead
er
s
h
ip
af
f
ec
ts
ed
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
b
o
th
d
ir
ec
tly
an
d
in
d
ir
ec
tly
th
r
o
u
g
h
th
e
cu
ltiv
atio
n
o
f
a
s
u
p
p
o
r
tiv
e
o
r
g
a
n
izatio
n
al
c
u
ltu
r
e;
s
ec
o
n
d
,
th
e
an
aly
s
is
s
h
o
ws
th
is
p
atter
n
in
a
tr
ain
in
g
-
c
en
ter
s
ettin
g
wh
er
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
n
h
a
n
ci
n
g
ed
u
ca
to
r
s
’
d
ig
ita
l l
iter
a
cy
th
r
o
u
g
h
d
i
g
ita
l le
a
d
ers
h
ip
a
n
d
o
r
g
a
n
iz
a
tio
n
a
l
…
(
S
u
g
ia
r
to
S
u
to
mo
)
3785
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t,
o
p
er
atio
n
al
r
o
u
tin
es,
an
d
o
r
g
an
i
za
tio
n
al
in
ce
n
tiv
es
d
if
f
er
f
r
o
m
f
o
r
m
al
K
–
1
2
o
r
u
n
iv
er
s
ity
co
n
tex
ts
.
T
o
g
eth
e
r
,
th
ese
co
n
tr
ib
u
tio
n
s
en
h
a
n
c
e
cu
r
r
en
t
f
r
am
ewo
r
k
s
o
f
d
ig
ital
lead
er
s
h
ip
b
y
clar
if
y
in
g
th
e
m
ed
iatin
g
in
f
l
u
en
ce
o
f
cu
ltu
r
e
as
th
e
p
r
o
ce
s
s
b
y
wh
ich
lead
e
r
s
h
ip
tr
an
s
f
o
r
m
s
s
tr
ateg
ic
in
ten
tio
n
s
in
to
r
o
u
tin
e
teac
h
in
g
p
r
ac
tices,
an
d
b
y
d
ete
r
m
in
i
n
g
wh
ich
lead
e
r
s
h
ip
ef
f
o
r
ts
,
s
u
ch
as
ar
ticu
latin
g
v
is
io
n
,
p
r
o
v
id
in
g
r
o
le
m
o
d
ell
in
g
,
an
d
alig
n
in
g
i
n
f
r
astru
ctu
r
e
—
m
o
s
t
co
n
s
is
ten
tly
r
esu
lt
i
n
im
p
r
o
v
em
e
n
ts
in
co
m
p
eten
ce
.
T
h
e
f
in
d
in
g
s
also
h
av
e
p
r
ac
tic
al
im
p
licatio
n
s
f
o
r
ed
u
ca
tio
n
an
d
tr
ain
i
n
g
ce
n
ter
s
.
L
ea
d
er
s
s
h
o
u
ld
n
o
t
tr
ea
t
d
ig
ital
tr
an
s
f
o
r
m
atio
n
o
n
ly
as
a
tech
n
ical
p
r
o
g
r
am
.
Dig
ital
lead
er
s
h
ip
p
r
ac
tices
n
ee
d
to
b
e
co
n
n
ec
ted
with
in
s
titu
tio
n
al
p
o
licies,
p
ee
r
lear
n
in
g
,
an
d
in
ce
n
tiv
e
s
y
s
tem
s
.
T
r
ain
in
g
ce
n
ter
s
s
h
o
u
ld
e
m
b
ed
s
h
ar
ed
d
ig
ital
g
o
als
in
to
in
ter
n
al
p
o
licies
an
d
o
p
er
atio
n
al
r
o
u
tin
es.
T
r
ai
n
in
g
ce
n
ter
s
s
h
o
u
ld
also
p
r
o
v
id
e
p
r
o
tecte
d
tim
e
f
o
r
ed
u
ca
to
r
s
to
p
r
ac
tice
d
ig
ital
to
o
ls
,
ex
ch
an
g
e
e
x
p
er
ien
ce
s
,
a
n
d
lear
n
f
r
o
m
p
ee
r
s
.
Peer
lear
n
in
g
co
m
m
u
n
ities
ca
n
h
elp
ed
u
ca
to
r
s
d
ev
elo
p
co
n
f
id
en
ce
i
n
u
s
in
g
d
i
g
ital
tech
n
o
lo
g
ies
f
o
r
teac
h
in
g
an
d
tr
ain
in
g
ac
tiv
ities
.
I
n
a
d
d
itio
n
,
in
s
titu
tio
n
s
s
h
o
u
ld
p
r
o
v
id
e
in
ce
n
tiv
es
f
o
r
ed
u
ca
to
r
s
wh
o
ex
p
er
im
en
t
with
d
ig
ital
p
ed
a
g
o
g
y
,
d
ev
elo
p
d
ig
ital
m
ater
ials
,
o
r
s
u
p
p
o
r
t
co
lleag
u
es
in
tec
h
n
o
l
o
g
y
u
s
e.
T
h
ese
in
ce
n
tiv
es
m
ay
in
clu
d
e
f
o
r
m
al
r
ec
o
g
n
itio
n
,
wo
r
k
lo
ad
s
u
p
p
o
r
t
,
ca
r
ee
r
-
d
e
v
elo
p
m
e
n
t o
p
p
o
r
t
u
n
ities
,
o
r
p
er
f
o
r
m
an
ce
-
b
ased
r
ewa
r
d
s
.
At
th
e
p
o
licy
lev
el,
t
h
e
f
i
n
d
in
g
s
s
u
g
g
est
th
at
d
ig
ital
tr
an
s
f
o
r
m
atio
n
p
r
o
g
r
a
m
s
s
h
o
u
l
d
co
m
b
in
e
lead
er
s
h
ip
d
ev
elo
p
m
en
t,
d
ig
it
al
g
o
v
er
n
a
n
ce
,
in
f
r
astru
ct
u
r
e
s
u
p
p
o
r
t,
an
d
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
lear
n
in
g
.
I
n
v
estme
n
t
in
h
ar
d
war
e
o
r
o
n
e
-
tim
e
tr
ain
i
n
g
is
n
o
t
s
u
f
f
icien
t
to
im
p
r
o
v
e
e
d
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
in
a
s
u
s
tain
ab
le
way
.
Po
licy
m
ak
er
s
an
d
in
s
titu
tio
n
al
lead
er
s
s
h
o
u
ld
d
esig
n
in
teg
r
ated
p
r
o
g
r
am
s
th
at
s
tr
en
g
th
en
lead
er
s
’
d
ig
ital
ca
p
ac
ity
,
s
u
p
p
o
r
t
co
llab
o
r
ativ
e
cu
ltu
r
e,
an
d
p
r
o
v
id
e
tar
g
eted
r
eso
u
r
ce
s
f
o
r
d
ig
ital
p
latf
o
r
m
s
an
d
tr
ain
in
g
ac
tiv
ities
.
E
d
u
c
atio
n
an
d
tr
ain
i
n
g
ce
n
ter
s
al
s
o
n
ee
d
co
o
r
d
in
atio
n
tea
m
s
to
m
o
n
ito
r
d
ig
ital
in
itiativ
es,
id
en
tify
im
p
lem
e
n
tatio
n
b
ar
r
ier
s
,
an
d
s
u
p
p
o
r
t
d
ata
-
in
f
o
r
m
ed
r
ef
lectio
n
.
T
h
e
s
e
s
tep
s
ca
n
h
elp
tr
an
s
late
o
r
g
an
izatio
n
al
c
u
ltu
r
e
in
to
co
n
s
is
ten
t d
ig
ital te
ac
h
i
n
g
p
r
ac
tices.
T
h
is
s
tu
d
y
h
as
ce
r
tain
lim
itatio
n
s
.
First,
th
e
s
tu
d
y
u
s
ed
a
cr
o
s
s
-
s
ec
tio
n
al
q
u
a
n
titativ
e
d
esig
n
.
T
h
er
ef
o
r
e,
th
e
f
in
d
in
g
s
ca
n
n
o
t
f
u
lly
ex
p
lain
ca
u
s
al
r
elatio
n
s
h
ip
s
am
o
n
g
d
ig
ital
lead
er
s
h
ip
,
o
r
g
an
izatio
n
al
cu
ltu
r
e,
a
n
d
e
d
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
.
Seco
n
d
,
th
e
s
am
p
le
was
lim
ited
to
ed
u
ca
to
r
s
f
r
o
m
a
s
in
g
le
e
d
u
ca
tio
n
an
d
tr
ain
in
g
ce
n
ter
.
T
h
is
lim
itatio
n
m
ay
r
e
d
u
ce
th
e
g
en
e
r
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
to
o
th
er
in
s
titu
tio
n
s
,
ed
u
ca
tio
n
al
lev
els,
o
r
n
atio
n
al
co
n
tex
ts
.
T
h
ir
d
,
th
e
s
tu
d
y
r
el
ied
o
n
s
elf
-
r
e
p
o
r
ted
d
ata.
T
h
e
r
esp
o
n
s
es
m
ay
b
e
af
f
ec
ted
b
y
s
o
cial
d
esira
b
ilit
y
b
ias an
d
m
ay
n
o
t f
u
lly
r
ef
lect
ac
tu
al
d
ig
ital p
r
ac
tices in
teac
h
in
g
an
d
lear
n
in
g
.
Fu
tu
r
e
s
tu
d
ies
s
h
o
u
ld
u
s
e
lo
n
g
itu
d
in
al
d
esig
n
s
t
o
ex
am
i
n
e
h
o
w
d
ig
ital
lead
e
r
s
h
ip
an
d
o
r
g
an
izatio
n
al
cu
ltu
r
e
in
f
l
u
en
ce
e
d
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
o
v
e
r
tim
e.
C
o
m
p
ar
ativ
e
s
tu
d
ies
ac
r
o
s
s
d
if
f
er
en
t
ed
u
ca
tio
n
an
d
tr
ain
in
g
ce
n
ter
s
ar
e
also
n
ee
d
ed
to
test
wh
eth
er
th
e
m
o
d
el
ap
p
lies
to
d
iv
er
s
e
in
s
titu
tio
n
al
co
n
tex
ts
.
Fu
tu
r
e
r
esear
ch
m
ay
also
co
m
p
ar
e
n
o
n
-
f
o
r
m
al
tr
ain
in
g
ce
n
ter
s
wi
th
f
o
r
m
al
s
ch
o
o
ls
an
d
u
n
iv
er
s
ities
.
I
n
ad
d
itio
n
,
m
ix
ed
-
m
eth
o
d
s
tu
d
ies
co
u
ld
p
r
o
v
id
e
d
ee
p
er
i
n
s
ig
h
t
in
to
h
o
w
lead
er
s
h
ip
p
r
ac
tices,
i
n
s
titu
tio
n
al
cu
ltu
r
e,
p
ee
r
lear
n
in
g
,
an
d
in
ce
n
tiv
e
s
y
s
tem
s
s
h
ap
e
ed
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
.
Fu
tu
r
e
s
tu
d
ies
s
h
o
u
ld
also
in
clu
d
e
o
b
jectiv
e
p
er
f
o
r
m
an
ce
m
ea
s
u
r
es,
class
r
o
o
m
o
b
s
er
v
atio
n
s
,
o
r
d
ig
ital
ac
tiv
ity
d
ata.
T
h
ese
ap
p
r
o
ac
h
es
wo
u
ld
p
r
o
v
id
e
s
tr
o
n
g
er
ev
i
d
en
ce
o
n
h
o
w
d
ig
i
tal
tr
an
s
f
o
r
m
atio
n
ca
n
b
e
s
u
s
ta
in
ed
in
ed
u
ca
tio
n
a
n
d
tr
ain
i
n
g
ce
n
ter
s
.
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
f
in
d
s
th
at
d
ig
ital
lead
er
s
h
ip
an
d
o
r
g
an
izatio
n
al
cu
ltu
r
e
s
ig
n
if
ican
tly
an
d
p
o
s
itiv
ely
in
f
lu
en
ce
e
d
u
ca
to
r
s
’
d
ig
ital
lit
er
ac
y
at
t
h
e
E
d
u
ca
tio
n
an
d
T
r
ain
in
g
C
en
tr
e
o
f
t
h
e
Min
is
tr
y
o
f
De
f
en
s
e
o
f
th
e
R
ep
u
b
lic
o
f
I
n
d
o
n
esia.
T
h
e
an
aly
s
is
co
n
f
ir
m
s
th
at
d
ig
ita
l
lead
er
s
h
ip
d
ir
ec
tly
co
n
tr
ib
u
tes
to
im
p
r
o
v
in
g
ed
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
.
F
u
r
th
er
m
o
r
e,
a
p
o
s
itiv
e
o
r
g
an
izatio
n
al
cu
ltu
r
e
s
ig
n
if
ica
n
tly
s
tr
en
g
th
en
s
th
ese
co
m
p
eten
cies.
No
tab
l
y
,
d
ig
ital
lead
er
s
h
ip
also
ex
er
ts
an
in
d
ir
ec
t
in
f
lu
en
ce
b
y
f
o
s
ter
in
g
a
cu
ltu
r
e
th
at,
in
t
u
r
n
,
im
p
r
o
v
es d
i
g
ital liter
ac
y
.
T
h
e
r
esu
lts
in
d
icate
th
at
r
o
b
u
s
t
d
ig
ital
lead
er
s
h
ip
an
d
a
s
u
p
p
o
r
tiv
e
o
r
g
an
izatio
n
al
cu
ltu
r
e
a
r
e
cr
itical
d
r
iv
er
s
o
f
e
d
u
ca
to
r
s
’
d
ig
ital
liter
ac
y
a
n
d
,
co
n
s
eq
u
en
tly
,
s
u
cc
ess
f
u
l
in
s
titu
tio
n
al
d
ig
i
tal
tr
an
s
f
o
r
m
atio
n
.
T
h
eo
r
etica
lly
,
t
h
ese
f
in
d
in
g
s
r
ef
in
e
ex
is
tin
g
m
o
d
els
o
f
d
ig
ital
lead
er
s
h
ip
b
y
m
a
k
in
g
ex
p
licit
th
e
m
ed
iatin
g
r
o
le
o
f
cu
ltu
r
e
a
n
d
b
y
id
en
tif
y
in
g
wh
ich
lead
er
s
h
ip
i
n
v
estme
n
ts
,
s
u
ch
as
v
is
io
n
ar
ticu
latio
n
,
m
o
d
ellin
g
o
f
d
ig
ital
p
r
ac
tice,
an
d
alig
n
m
en
t
o
f
in
f
r
astru
ctu
r
e,
tr
an
s
la
te
m
o
s
t
r
eliab
ly
in
to
co
m
p
eten
ce
g
ain
s
.
Fro
m
a
p
r
ac
tical
an
d
p
o
licy
p
er
s
p
e
ctiv
e,
in
s
titu
tio
n
s
s
h
o
u
ld
ad
o
p
t
in
teg
r
ated
s
tr
ateg
ies.
I
n
s
tit
u
tio
n
s
s
h
o
u
ld
p
air
lead
er
s
h
ip
ca
p
ac
ity
b
u
ild
in
g
with
d
elib
er
ate
cu
ltu
r
e
w
o
r
k
b
y
em
b
ed
d
in
g
s
h
ar
ed
d
ig
it
al
g
o
als
in
p
o
licy
,
allo
ca
tin
g
p
r
o
tecte
d
tim
e
f
o
r
p
r
ac
tice
an
d
p
ee
r
lear
n
in
g
,
an
d
f
o
r
m
alizin
g
in
ce
n
tiv
es
f
o
r
p
ed
a
g
o
g
ica
l
ex
p
er
im
en
tatio
n
.
I
n
s
titu
tio
n
s
s
h
o
u
ld
also
estab
lis
h
cr
o
s
s
-
u
n
it
co
o
r
d
in
atio
n
team
s
an
d
r
o
u
tin
e
d
ata
-
in
f
o
r
m
e
d
r
ef
lectio
n
cy
cles.
T
h
ese
in
te
g
r
ated
a
p
p
r
o
ac
h
es
ar
e
m
o
r
e
lik
ely
to
p
r
o
d
u
ce
s
u
s
tain
ed
im
p
r
o
v
em
en
ts
in
ed
u
ca
to
r
s
’
d
i
g
ital c
o
m
p
eten
ce
th
an
is
o
lated
h
ar
d
war
e
p
u
r
ch
a
s
es o
r
o
n
e
-
o
f
f
tech
n
ical
w
o
r
k
s
h
o
p
s
.
T
h
is
r
esear
ch
h
as
ce
r
tain
lim
itatio
n
s
th
at
s
h
o
u
ld
b
e
c
o
n
s
id
er
ed
.
First,
it
u
s
es
a
cr
o
s
s
-
s
ec
tio
n
al
q
u
esti
o
n
n
air
e
d
esig
n
with
lim
ited
o
b
s
er
v
atio
n
al
d
ata,
wh
ich
co
n
s
tr
ain
s
ca
u
s
al
in
f
er
en
ce
.
S
ec
o
n
d
,
d
ep
en
d
en
c
e
o
n
s
elf
-
r
e
p
o
r
te
d
m
ea
s
u
r
es
m
a
y
cr
ea
te
r
ep
o
r
tin
g
b
ias
an
d
a
n
im
p
er
f
ec
t
m
ea
s
u
r
em
en
t
o
f
ac
t
u
al
d
ig
ital p
r
ac
tices.
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
7
7
7
-
3789
3786
T
h
ir
d
,
th
e
p
a
r
ticip
an
ts
ar
e
d
r
awn
f
r
o
m
o
n
ly
o
n
e
ed
u
ca
tio
n
an
d
tr
ain
in
g
ce
n
ter
,
lim
itin
g
g
en
er
aliza
b
ilit
y
to
o
th
er
in
s
titu
tio
n
al
o
r
n
atio
n
al
co
n
tex
ts
.
T
h
er
ef
o
r
e,
f
u
tu
r
e
r
es
ea
r
ch
s
h
o
u
ld
a
d
o
p
t
lo
n
g
itu
d
in
al
o
r
m
ix
ed
-
m
et
h
o
d
d
esig
n
s
,
b
r
o
a
d
en
s
am
p
lin
g
,
an
d
in
co
r
p
o
r
ate
o
b
jectiv
e
p
e
r
f
o
r
m
an
ce
in
d
icato
r
s
to
ad
d
r
ess
th
ese
is
s
u
es.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
s
ex
ten
d
th
eir
g
en
u
i
n
e
ap
p
r
ec
iatio
n
to
all
in
d
i
v
id
u
als
an
d
all
co
n
tr
ib
u
to
r
s
to
th
e
s
u
cc
ess
f
u
l
co
m
p
letio
n
o
f
th
is
r
esear
ch
,
p
ar
ticu
lar
ly
th
o
s
e
wh
o
ass
is
ted
in
th
e
d
ata
co
llectio
n
p
r
o
ce
s
s
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
No
ex
ter
n
al
m
o
n
etar
y
was
o
b
tain
ed
f
o
r
th
is
s
tu
d
y
.
All
as
p
ec
ts
o
f
th
e
r
esear
ch
we
r
e
c
ar
r
ied
o
u
t
in
d
ep
en
d
en
tly
with
o
u
t f
in
an
ci
al
s
u
p
p
o
r
t f
r
o
m
e
x
ter
n
al
s
o
u
r
c
es.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Su
g
iar
to
Su
to
m
o
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Hen
i Ro
ch
im
ah
✓
✓
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
T
h
e
r
esear
ch
er
s
r
ep
o
r
t h
av
in
g
n
o
m
o
n
etar
y
co
n
f
licts
o
r
p
r
iv
a
te
r
elatio
n
s
h
ip
s
th
at
m
ig
h
t h
av
e
af
f
ec
ted
th
e
r
esu
lts
o
r
h
o
w
th
e
f
in
d
i
n
g
s
in
th
is
r
esear
ch
wer
e
u
n
d
er
s
to
o
d
o
r
r
ep
o
r
ted
.
I
NF
O
RM
E
D
CO
NS
E
N
T
E
v
er
y
in
d
iv
id
u
al
in
v
o
lv
ed
a
g
r
ee
d
to
jo
in
a
f
ter
r
ec
ei
v
in
g
f
u
ll
d
etails
ab
o
u
t
th
e
r
esear
ch
.
T
h
ei
r
in
v
o
lv
em
e
n
t
was
co
m
p
letely
o
p
tio
n
al,
an
d
th
ey
wer
e
m
ad
e
awa
r
e
o
f
th
e
s
tu
d
y
’
s
aim
s
,
th
e
p
r
iv
ac
y
o
f
th
eir
r
esp
o
n
s
es,
an
d
th
eir
f
r
ee
d
o
m
t
o
ex
it th
e
s
tu
d
y
at
an
y
p
o
in
t w
ith
o
u
t e
x
p
e
r
ien
cin
g
a
n
y
p
en
alt
ies.
E
T
H
I
CAL AP
P
RO
V
AL
All
p
ar
ticip
an
ts
jo
in
ed
o
f
th
eir
o
wn
f
r
ee
will
af
ter
g
iv
in
g
co
n
s
en
t,
an
d
t
h
eir
id
en
titi
es
wer
e
p
r
o
tecte
d
b
y
r
em
o
v
in
g
a
n
y
p
e
r
s
o
n
al
id
e
n
tifie
r
s
p
r
io
r
to
d
ata
an
aly
s
is
.
T
h
e
r
esear
ch
in
v
o
lv
ed
v
er
y
l
o
w
r
is
k
an
d
ad
h
e
r
ed
to
co
m
m
o
n
ly
r
ec
o
g
n
ized
eth
ic
al
r
eq
u
ir
em
e
n
ts
f
o
r
s
tu
d
ies in
v
o
lv
in
g
h
u
m
an
s
u
b
jects.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
atasets
s
u
p
p
o
r
tin
g
th
e
r
esu
lts
o
f
th
is
r
esear
ch
ar
e
p
r
o
v
id
ed
b
y
th
e
lead
c
o
n
tact
au
t
h
o
r
,
[
SS
]
,
u
p
o
n
a
ju
s
tifie
d
an
d
a
p
p
r
o
p
r
i
ate
r
eq
u
est.
Acc
ess
to
d
e
-
id
en
tifie
d
d
ata
will
b
e
g
r
an
ted
in
ac
co
r
d
an
ce
with
ap
p
licab
le
ap
p
r
o
v
als an
d
eth
ic
al
co
n
s
id
er
atio
n
s
.
RE
F
E
R
E
NC
E
S
[
1
]
K
.
A
.
A
.
A
h
me
d
,
V
.
S
.
D
a
m
o
d
h
a
r
a
n
,
K
.
S
u
b
h
a
,
S
.
P
r
a
sa
n
n
a
,
a
n
d
M
.
R
a
j
e
s
h
,
“
I
mp
a
c
t
o
f
e
-
l
e
a
d
e
r
sh
i
p
c
o
mp
e
t
e
n
c
i
e
s
o
n
e
m
p
l
o
y
e
e
b
e
h
a
v
i
o
u
r
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Wo
r
k
O
r
g
a
n
i
s
a
t
i
o
n
a
n
d
E
m
o
t
i
o
n
,
v
o
l
.
1
3
,
n
o
.
3
,
p
p
.
1
8
7
–
211
,
2
0
2
2
,
d
o
i
:
1
0
.
1
5
0
4
/
I
JW
O
E.
2
0
2
2
.
1
2
6
9
5
3
.
[
2
]
M
.
K
.
A
l
A
j
mi
,
“
T
h
e
i
m
p
a
c
t
o
f
d
i
g
i
t
a
l
l
e
a
d
e
r
s
h
i
p
o
n
t
e
a
c
h
e
r
s’
t
e
c
h
n
o
l
o
g
y
i
n
t
e
g
r
a
t
i
o
n
d
u
r
i
n
g
t
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
mi
c
i
n
K
u
w
a
i
t
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
Re
se
a
rc
h
,
v
o
l
.
1
1
2
,
p
.
1
0
1
9
2
8
,
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
i
j
e
r
.
2
0
2
2
.
1
0
1
9
2
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.