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I
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I
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Hig
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u
ca
tio
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p
la
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s
a
cr
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r
o
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in
p
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f
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w
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r
k
f
o
r
ce
in
teg
r
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[
1
]
,
[
2
]
.
As
s
o
cieties
m
o
v
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to
war
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s
ac
h
iev
in
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e
Un
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p
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[
2
]
,
[
5
]
.
W
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h
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[
6
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,
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7
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T
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4419
Ph
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s
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u
ca
tio
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an
d
s
p
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s
s
cien
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(
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g
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r
e
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8
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Un
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p
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d
p
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ca
tio
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(
PE
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d
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10
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R
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11
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o
r
tu
n
ities
an
d
ch
alle
n
g
es
o
f
wo
r
k
f
o
r
ce
i
n
teg
r
atio
n
.
R
ec
en
t
tr
ac
er
s
tu
d
ies
b
y
San
o
et
a
l.
[1
2
]
in
d
icate
th
at
wh
ile
th
e
m
ajo
r
ity
o
f
b
ac
h
elo
r
o
f
p
h
y
s
ical
e
d
u
ca
tio
n
(
B
PE)
g
r
a
d
u
ates
s
ec
u
r
e
em
p
l
o
y
m
en
t,
a
s
ig
n
if
ican
t
p
r
o
p
o
r
tio
n
r
em
ain
in
p
r
iv
ate
in
s
titu
tio
n
s
,
with
f
ewe
r
o
p
p
o
r
tu
n
ities
in
th
e
p
u
b
lic
s
ec
to
r
d
u
e
to
licen
s
u
r
e
r
eq
u
ir
em
e
n
ts
.
T
h
e
licen
s
u
r
e
e
x
am
in
atio
n
f
o
r
teac
h
er
s
(
L
E
T
)
s
er
v
es
as
a
k
e
y
d
eter
m
in
an
t
f
o
r
p
u
b
lic
s
ch
o
o
l
em
p
lo
y
m
e
n
t,
y
et
m
a
n
y
g
r
ad
u
a
tes
eith
er
d
ela
y
o
r
f
o
r
g
o
tak
in
g
th
e
ex
am
,
r
estrictin
g
th
eir
ac
ce
s
s
to
g
o
v
er
n
m
e
n
t
teac
h
in
g
p
o
s
itio
n
s
[1
3
]
–
[1
5
]
.
Mo
r
eo
v
er
,
r
esear
ch
b
y
W
r
ig
h
t
an
d
Gr
en
ier
[1
6
]
h
ig
h
lig
h
ts
a
g
r
o
win
g
tr
en
d
o
f
PE
g
r
ad
u
ates
tr
an
s
itio
n
in
g
t
o
n
o
n
-
teac
h
in
g
ca
r
ee
r
s
,
d
u
e
to
h
ig
h
er
s
alar
ies
an
d
jo
b
s
ec
u
r
ity
co
n
ce
r
n
s
.
Similar
ly
,
B
o
r
r
es
an
d
L
ab
itad
[1
7
]
f
o
u
n
d
th
at
wh
ile
g
r
a
d
u
at
es
ex
p
r
ess
g
en
er
al
s
atis
f
ac
tio
n
with
th
eir
ca
r
ee
r
s
,
lo
n
g
-
ter
m
s
tab
ilit
y
an
d
ca
r
ee
r
p
r
o
g
r
ess
io
n
r
em
ai
n
ar
ea
s
o
f
co
n
ce
r
n
,
p
ar
ticu
lar
ly
f
o
r
th
o
s
e
in
co
n
tr
ac
t
u
al
p
o
s
itio
n
s
with
in
p
r
iv
ate
in
s
titu
tio
n
s
.
T
h
ese
ch
allen
g
es
s
tr
ess
th
e
n
ee
d
f
o
r
u
n
iv
er
s
ities
to
s
tr
en
g
th
en
licen
s
u
r
e
p
r
ep
ar
atio
n
p
r
o
g
r
am
s
,
ex
p
an
d
ca
r
ee
r
s
u
p
p
o
r
t
s
er
v
ices,
a
n
d
en
s
u
r
e
th
at
PE
cu
r
r
ic
u
la
a
lig
n
with
ev
o
lv
in
g
in
d
u
s
tr
y
d
e
m
an
d
s
.
Fu
r
th
er
m
o
r
e
,
g
r
a
d
u
ate
em
p
lo
y
ab
ilit
y
is
in
f
lu
en
ce
d
b
y
m
u
ltip
le
f
ac
to
r
s
,
in
clu
d
in
g
ac
ad
em
ic
q
u
alif
icatio
n
s
,
p
r
ac
tical
ex
p
er
ien
ce
,
s
o
f
t
s
k
ills
,
an
d
in
d
u
s
tr
y
en
g
ag
em
e
n
t
[
5
]
,
[
18
]
.
E
m
p
lo
y
er
s
in
cr
ea
s
in
g
ly
s
ee
k
ca
n
d
id
ates
wh
o
p
o
s
s
es
s
b
o
th
tech
n
ical
ex
p
er
tis
e
an
d
tr
an
s
f
er
ab
le
s
k
ills
s
u
ch
as
co
m
m
u
n
icatio
n
,
lead
er
s
h
ip
,
ad
a
p
tab
ilit
y
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
[
19
]
.
Ho
wev
e
r
,
r
esear
ch
s
u
g
g
ests
th
at
g
r
ad
u
ates
o
f
ten
s
tr
u
g
g
le
to
alig
n
th
eir
s
k
ills
wi
th
in
d
u
s
tr
y
ex
p
ec
tatio
n
s
,
p
ar
ticu
l
ar
ly
wh
en
ac
ad
em
ic
p
r
o
g
r
a
m
s
f
o
cu
s
m
o
r
e
o
n
th
eo
r
etica
l
f
o
u
n
d
atio
n
s
th
an
o
n
ap
p
lied
lear
n
in
g
[
20
]
.
T
h
is
g
ap
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
wo
r
k
-
in
teg
r
ated
lear
n
in
g
(
W
I
L
)
,
in
ter
n
s
h
ip
s
,
an
d
ex
p
er
ien
tial
ed
u
ca
tio
n
in
im
p
r
o
v
in
g
g
r
ad
u
at
e
r
ea
d
in
ess
f
o
r
th
e
wo
r
k
f
o
r
ce
[
21
]
,
[
22
]
.
Hen
ce
,
HE
I
s
p
lay
a
cr
itical
r
o
le
in
em
p
lo
y
ab
ilit
y
b
y
im
p
l
em
en
tin
g
ca
r
ee
r
p
r
e
p
ar
atio
n
p
r
o
g
r
a
m
s
,
m
en
to
r
s
h
ip
in
itiativ
es,
an
d
in
d
u
s
tr
y
p
ar
tn
er
s
h
ip
s
[
1
]
–
[
3
]
,
[
21
]
.
T
h
ese
s
tr
ateg
ies
h
a
v
e
b
e
en
ass
o
ciate
d
with
im
p
r
o
v
e
d
wo
r
k
f
o
r
ce
i
n
teg
r
ati
o
n
[
20
]
,
[
21
]
,
b
u
t
th
eir
ef
f
ec
t
iv
en
ess
v
ar
ies
ac
r
o
s
s
in
s
titu
ti
o
n
s
an
d
d
is
cip
lin
es
[
23
]
.
Fo
r
PESS
g
r
ad
u
ates,
ac
c
ess
to
en
h
an
ce
d
an
d
alig
n
ed
e
m
p
lo
y
ab
ilit
y
p
r
o
g
r
am
s
m
ay
s
ig
n
if
ican
tly
im
p
ac
t
th
eir
tr
an
s
itio
n
in
to
th
e
lab
o
r
m
ar
k
et
wh
ich
e
m
p
h
asizes
th
e
n
ee
d
f
o
r
f
u
r
th
er
in
v
esti
g
atio
n
in
to
h
o
w
ac
a
d
em
ic
p
r
o
g
r
a
m
s
alig
n
with
em
p
l
o
y
er
ex
p
ec
tatio
n
s
an
d
s
ec
to
r
-
s
p
ec
i
f
ic
jo
b
d
em
a
n
d
s
.
B
ey
o
n
d
u
n
d
er
g
r
ad
u
ate
ed
u
ca
tio
n
,
ad
v
an
ce
d
q
u
alif
icat
io
n
s
s
u
ch
as
p
o
s
tg
r
a
d
u
ate
d
eg
r
ee
s
,
p
r
o
f
ess
io
n
al
ce
r
tific
atio
n
s
,
an
d
s
p
ec
ialized
tr
ain
in
g
co
n
tr
ib
u
te
to
ca
r
ee
r
p
r
o
g
r
ess
io
n
an
d
jo
b
s
tab
ilit
y
[
24
]
.
Gr
ad
u
ates w
ith
ad
d
itio
n
al
cr
ed
en
tials
ten
d
to
h
av
e
s
tr
o
n
g
er
ca
r
ee
r
p
r
o
s
p
ec
ts
,
p
ar
ticu
lar
ly
i
n
co
m
p
etitiv
e
f
ield
s
[
24
]
,
[
25
]
.
T
h
is
r
aises
im
p
o
r
tan
t
co
n
s
id
er
atio
n
s
f
o
r
h
ig
h
e
r
ed
u
ca
tio
n
p
o
lic
y
,
as
u
n
i
v
er
s
ities
m
u
s
t
as
s
es
s
wh
eth
er
u
n
d
er
g
r
ad
u
ate
p
r
o
g
r
am
s
ad
eq
u
ately
p
r
e
p
ar
e
s
tu
d
en
ts
f
o
r
em
p
lo
y
m
en
t
o
r
n
ec
ess
itate
f
u
r
th
er
ed
u
ca
tio
n
f
o
r
ca
r
ee
r
s
u
cc
ess
.
Desp
ite
in
cr
ea
s
in
g
r
esear
ch
o
n
g
r
ad
u
ate
em
p
lo
y
ab
ilit
y
,
s
tu
d
ies
s
p
ec
if
ically
f
o
cu
s
ed
o
n
PESS
g
r
ad
u
ates
r
em
ain
lim
ited
[
26
]
,
[
27
]
.
Mo
s
t
ex
is
tin
g
liter
atu
r
e
ex
am
in
es
g
en
er
al
em
p
lo
y
a
b
ilit
y
tr
en
d
s
r
ath
er
th
an
th
e
u
n
iq
u
e
ca
r
ee
r
p
ath
wa
y
s
with
in
s
p
o
r
ts
an
d
PE
.
Giv
e
n
th
e
in
ter
d
is
cip
lin
ar
y
n
at
u
r
e
o
f
PESS
p
r
o
g
r
am
s
,
wh
ich
co
m
b
in
e
elem
e
n
ts
o
f
ed
u
ca
tio
n
,
s
p
o
r
ts
s
cien
ce
,
h
ea
lth
p
r
o
m
o
tio
n
,
an
d
m
a
n
ag
e
m
en
t,
it
is
cr
u
cial
to
u
n
d
er
s
tan
d
h
o
w
th
ese
ac
ad
em
ic
tr
ac
k
s
tr
an
s
late
in
to
wo
r
k
f
o
r
ce
o
p
p
o
r
tu
n
ities
.
Ad
d
itio
n
ally
,
in
s
titu
tio
n
al
p
r
ac
tices
p
lay
a
s
ig
n
if
ican
t
r
o
le
in
em
p
lo
y
m
en
t
o
u
tco
m
es,
m
ak
in
g
it
ess
en
tial
to
ac
co
u
n
t
f
o
r
th
ese
v
ar
iab
les
wh
en
ass
ess
in
g
wo
r
k
f
o
r
ce
i
n
teg
r
atio
n
[
28
]
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
ex
p
licitly
ad
d
r
ess
es
cr
itical
g
ap
s
in
ex
is
tin
g
liter
atu
r
e
b
y
s
p
ec
if
ically
ex
am
in
in
g
g
r
a
d
u
ate
em
p
lo
y
a
b
ilit
y
with
in
PESS
,
an
a
r
ea
p
r
ev
i
o
u
s
ly
u
n
d
er
r
ep
r
esen
ted
in
em
p
lo
y
ab
ilit
y
r
esear
ch
.
Un
lik
e
g
en
er
al
tr
ac
er
s
tu
d
ies
th
at
b
r
o
ad
ly
a
s
s
es
s
g
r
ad
u
ate
o
u
tco
m
es,
t
h
is
s
tu
d
y
u
n
iq
u
ely
d
if
f
er
en
tiates
b
etwe
en
teac
h
in
g
an
d
n
o
n
-
teac
h
in
g
g
r
a
d
u
ates,
p
r
o
v
id
in
g
em
p
ir
ical
in
s
ig
h
ts
in
to
d
is
tin
ct
ca
r
ee
r
p
ath
way
s
an
d
th
eir
ass
o
ciate
d
ch
allen
g
es.
Fu
r
th
er
m
o
r
e,
it
u
n
iq
u
ely
in
teg
r
ates
in
s
titu
tio
n
al
ex
p
er
ien
ce
v
ar
iab
les
—
s
u
ch
as
cu
r
r
icu
lu
m
ev
alu
atio
n
,
s
tu
d
e
n
t
s
u
p
p
o
r
t
s
er
v
ices,
an
d
p
o
s
tg
r
ad
u
a
te
ed
u
ca
tio
n
—
in
to
p
r
ed
ictiv
e
m
o
d
els
o
f
em
p
lo
y
m
en
t
o
u
tc
o
m
es,
th
er
eb
y
o
f
f
er
in
g
r
ec
o
m
m
en
d
atio
n
s
s
p
e
cif
ically
f
o
r
PESS
p
r
o
g
r
a
m
s
.
Ultim
ately
,
th
is
r
esear
ch
s
ee
k
s
to
p
r
o
v
id
e
e
m
p
ir
ical
in
s
ig
h
ts
th
at
ca
n
in
f
o
r
m
cu
r
r
ic
u
lu
m
d
ev
elo
p
m
e
n
t,
ca
r
ee
r
p
r
ep
a
r
atio
n
s
tr
ateg
ies,
an
d
h
ig
h
er
e
d
u
ca
tio
n
p
o
licies.
As
d
e
m
a
n
d
f
o
r
d
ata
-
d
r
iv
en
ed
u
ca
tio
n
al
s
tr
ateg
ies
g
r
o
ws,
a
co
m
p
r
eh
en
s
iv
e
a
n
aly
s
is
o
f
h
o
w
ac
a
d
em
ic
ex
p
e
r
ien
ce
s
tr
an
s
late
in
to
jo
b
s
u
cc
ess
will h
elp
id
en
tify
k
ey
ar
ea
s
f
o
r
im
p
r
o
v
in
g
em
p
l
o
y
ab
ilit
y
in
PESS p
r
o
g
r
am
s
.
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
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
4
1
8
-
4
4
3
1
4420
T
h
e
g
en
er
al
o
b
jectiv
e
o
f
th
i
s
s
tu
d
y
is
to
ex
am
in
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
h
ig
h
e
r
ed
u
ca
tio
n
ex
p
er
ien
ce
s
a
n
d
w
o
r
k
f
o
r
ce
in
teg
r
atio
n
a
m
o
n
g
g
r
ad
u
ates
o
f
PESS
.
Sp
ec
if
ically
,
th
is
s
tu
d
y
aim
s
to
an
aly
ze
h
o
w
u
n
iv
er
s
ity
an
d
p
r
o
g
r
am
s
p
ec
if
ic
ex
p
er
ien
ce
s
,
in
s
titu
tio
n
al
s
u
p
p
o
r
t,
an
d
ad
v
a
n
ce
d
s
tu
d
ies
in
f
lu
en
ce
em
p
lo
y
m
e
n
t
o
u
tco
m
es.
First,
it
s
ee
k
s
to
ex
p
lo
r
e
th
e
h
ig
h
er
ed
u
ca
tio
n
ex
p
e
r
ien
ce
s
o
f
PESS
g
r
ad
u
ates,
f
o
cu
s
in
g
o
n
th
eir
ac
a
d
em
ic
jo
u
r
n
ey
,
cu
r
r
ic
u
lu
m
ex
p
o
s
u
r
e,
a
n
d
ac
ce
s
s
to
s
tu
d
en
t
s
er
v
ices
th
at
m
ay
co
n
tr
ib
u
te
to
th
eir
ca
r
ee
r
p
r
ep
ar
ed
n
ess
.
Seco
n
d
,
it
aim
s
to
a
s
s
e
s
s
t
h
e
em
p
lo
y
m
e
n
t
s
tatu
s
an
d
c
ar
ee
r
tr
ajec
to
r
ies
o
f
g
r
ad
u
ates,
id
en
tif
y
in
g
th
e
s
ec
t
o
r
s
th
ey
en
ter
,
a
n
d
th
e
alig
n
m
en
t
o
f
th
eir
ca
r
ee
r
s
with
th
eir
d
eg
r
ee
p
r
o
g
r
am
s
.
L
astl
y
,
th
is
s
tu
d
y
en
d
ea
v
o
r
s
t
o
id
en
tif
y
k
ey
p
r
ed
icto
r
s
o
f
e
m
p
lo
y
ab
ilit
y
,
in
v
esti
g
atin
g
h
o
w
f
ac
to
r
s
s
u
ch
as
p
r
o
g
r
a
m
tr
ac
k
,
cu
r
r
ic
u
lu
m
ev
a
lu
atio
n
,
an
d
p
u
r
s
u
it o
f
ad
v
an
c
ed
ed
u
ca
tio
n
im
p
ac
t jo
b
p
lace
m
en
t.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
d
esig
n
T
h
is
s
tu
d
y
em
p
lo
y
s
q
u
a
n
titativ
e
r
esear
ch
d
esig
n
,
s
p
ec
if
ic
ally
a
co
r
r
elatio
n
al
r
esear
ch
d
esig
n
,
to
ex
am
in
e
th
e
r
elatio
n
s
h
ip
b
etw
ee
n
h
ig
h
e
r
ed
u
ca
tio
n
ex
p
e
r
ien
ce
s
an
d
em
p
lo
y
m
en
t
o
u
tco
m
e
s
am
o
n
g
g
r
ad
u
ates
o
f
PESS
.
T
h
e
co
r
r
elatio
n
al
d
esig
n
is
ap
p
r
o
p
r
iate
as
t
h
e
s
tu
d
y
aim
s
t
o
id
e
n
tify
t
h
e
s
ig
n
i
f
ican
t
p
r
e
d
icto
r
s
o
f
em
p
lo
y
m
e
n
t,
ass
ess
in
g
h
o
w
v
ar
io
u
s
ac
a
d
em
ic
a
n
d
in
s
titu
tio
n
al
f
ac
to
r
s
in
f
lu
en
ce
w
o
r
k
f
o
r
ce
in
te
g
r
atio
n
.
B
y
u
tili
zin
g
lo
g
is
tic
r
eg
r
ess
io
n
,
t
h
is
s
tu
d
y
s
y
s
tem
atica
l
ly
ex
p
lo
r
es
th
e
ex
ten
t
to
wh
ich
f
ac
to
r
s
s
u
ch
as
p
r
o
g
r
am
tr
ac
k
,
cu
r
r
icu
lu
m
e
v
alu
atio
n
,
an
d
th
e
p
u
r
s
u
it
o
f
ad
v
an
c
ed
ed
u
ca
tio
n
co
n
t
r
ib
u
te
to
em
p
lo
y
m
e
n
t
s
tatu
s
.
Fu
r
th
er
m
o
r
e
,
th
is
s
tu
d
y
ad
o
p
t
s
a
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
,
as
d
ata
wer
e
co
llected
at
a
s
in
g
le
p
o
in
t
in
tim
e
f
r
o
m
g
r
ad
u
ates
wh
o
h
ad
alr
ea
d
y
tr
a
n
s
itio
n
ed
in
to
t
h
e
wo
r
k
f
o
r
ce
.
C
r
o
s
s
-
s
ec
tio
n
al
d
esig
n
s
ar
e
wid
ely
u
s
ed
i
n
tr
ac
er
s
tu
d
ies,
wh
ich
in
v
esti
g
ate
t
h
e
em
p
lo
y
m
e
n
t
p
atter
n
s
,
ca
r
ee
r
tr
ajec
to
r
ies,
an
d
p
r
o
f
ess
io
n
al
o
u
tco
m
es
o
f
g
r
ad
u
ates
af
ter
co
m
p
letin
g
th
e
ir
ed
u
ca
tio
n
[
29
]
.
Similar
s
tu
d
ies
h
av
e
d
em
o
n
s
tr
ated
th
e
ef
f
e
ctiv
en
ess
o
f
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
s
i
n
ca
p
tu
r
in
g
th
e
im
m
ed
iate
a
n
d
lo
n
g
-
ter
m
em
p
lo
y
ab
ilit
y
o
f
g
r
ad
u
ates,
p
r
o
v
id
in
g
a
s
n
ap
s
h
o
t
o
f
th
eir
ca
r
ee
r
p
r
o
g
r
ess
io
n
a
n
d
th
e
f
ac
to
r
s
in
f
l
u
en
cin
g
th
eir
e
m
p
lo
y
m
e
n
t
[
30
]
.
2
.
2
.
P
a
rt
icipa
nts o
f
t
he
s
t
ud
y
T
h
e
p
ar
ticip
an
ts
o
f
th
is
s
tu
d
y
ar
e
g
r
ad
u
ates
o
f
a
s
tate
u
n
iv
er
s
ity
in
No
r
th
er
n
Ph
ilip
p
in
es
wh
o
co
m
p
leted
th
eir
d
eg
r
ee
s
in
B
PE
m
ajo
r
in
s
ch
o
o
l
p
h
y
s
ical
ed
u
ca
tio
n
(
B
PE
-
SP
E
)
an
d
B
PE
m
ajo
r
in
s
p
o
r
ts
an
d
welln
ess
m
an
ag
em
en
t
(
B
PE
-
SW
M)
.
T
h
e
s
tu
d
y
tr
ac
es
g
r
ad
u
ates
f
r
o
m
th
e
y
ea
r
s
2
0
1
7
to
2
0
2
0
.
As
s
h
o
wn
in
T
ab
le
1
,
a
to
tal
o
f
2
7
4
g
r
a
d
u
a
tes
p
ar
ticip
ated
in
th
e
s
tu
d
y
,
r
ep
r
esen
tin
g
a
4
2
.
7
5
%
tu
r
n
o
u
t
r
ate
f
r
o
m
t
h
e
to
tal
n
u
m
b
er
o
f
g
r
a
d
u
ates.
T
h
e
r
esp
o
n
s
e
r
ate
v
a
r
ies
ac
r
o
s
s
g
r
ad
u
at
io
n
y
ea
r
s
a
n
d
p
r
o
g
r
am
s
,
with
t
h
e
h
ig
h
est
tu
r
n
o
u
t
r
ec
o
r
d
e
d
f
o
r
th
e
2
0
1
9
b
atc
h
,
p
ar
ticu
lar
ly
in
th
e
B
PE
-
SP
E
p
r
o
g
r
a
m
(
6
9
.
8
3
%),
wh
ile
th
e
lo
west
tu
r
n
o
u
t
was
o
b
s
er
v
ed
am
o
n
g
2
0
1
7
B
PE
-
SP
E
g
r
ad
u
ates
(
9
.
4
3
%).
T
h
e
v
a
r
iatio
n
s
in
r
esp
o
n
s
e
r
ates
ar
e
attr
ib
u
ted
to
f
ac
t
o
r
s
s
u
ch
as
ac
ce
s
s
ib
ilit
y
o
f
g
r
ad
u
a
tes,
av
ailab
ilit
y
f
o
r
p
ar
ticip
ati
o
n
,
an
d
lev
el
o
f
en
g
a
g
em
en
t w
ith
th
e
u
n
iv
er
s
ity
’
s
alu
m
n
i n
etwo
r
k.
A
r
e
s
p
o
n
s
e
r
a
t
e
o
f
4
2
.
7
5
%
i
s
a
c
c
e
p
t
a
b
l
e
f
o
r
a
t
r
a
c
e
r
s
t
u
d
y
,
a
s
it
f
a
l
ls
w
i
t
h
i
n
t
h
e
e
x
p
e
c
te
d
r
a
n
g
e
f
o
r
s
u
r
v
e
y
-
b
a
s
e
d
r
e
s
e
a
r
c
h
o
n
g
r
a
d
u
a
t
e
e
m
p
l
o
y
a
b
i
l
i
t
y
.
T
r
a
ce
r
s
t
u
d
i
e
s
o
f
t
e
n
e
n
c
o
u
n
t
e
r
c
h
al
l
e
n
g
e
s
i
n
r
e
a
c
h
i
n
g
g
r
a
d
u
a
t
e
s
d
u
e
t
o
c
h
a
n
g
e
s
i
n
co
n
t
a
c
t
d
e
t
a
il
s
,
m
i
g
r
at
i
o
n
,
a
n
d
v
a
r
y
i
n
g
l
e
v
e
l
s
o
f
a
l
u
m
n
i
e
n
g
ag
e
m
e
n
t
[
31
]
.
P
r
i
o
r
r
e
s
e
a
r
c
h
s
u
g
g
e
s
ts
t
h
at
a
3
0
%
-
5
0
%
r
e
s
p
o
n
s
e
r
a
t
e
i
s
g
e
n
e
r
al
l
y
c
o
n
s
i
d
e
r
e
d
s
u
f
f
i
ci
e
n
t
f
o
r
a
n
a
l
y
z
i
n
g
t
r
e
n
d
s
i
n
g
r
a
d
u
a
t
e
e
m
p
l
o
y
m
e
n
t
,
p
r
o
v
i
d
e
d
t
h
e
s
a
m
p
l
e
r
e
p
r
es
e
n
ts
d
i
f
f
e
r
en
t
g
r
a
d
u
a
t
i
o
n
y
e
a
r
s
a
n
d
a
c
a
d
em
i
c
t
r
a
c
k
s
[
31
]
,
[
32
]
.
T
ab
le
1
.
T
u
r
n
o
u
t r
esp
o
n
s
e
s
tatis
tics
Y
e
a
r
g
r
a
d
u
a
t
e
d
P
r
o
g
r
a
m
t
a
k
e
n
a
t
c
o
l
l
e
g
e
o
f
h
u
ma
n
k
i
n
e
t
i
c
s
C
o
u
n
t
s
P
e
r
c
e
n
t
a
g
e
*
(
%)
Tu
r
n
o
u
t
p
e
r
c
e
n
t
a
g
e
(
%)
2
0
1
7
B
P
E
-
SPE
10
3
.
6
9
.
4
3
B
P
E
-
SWM
20
7
.
3
2
8
.
9
9
2
0
1
8
B
P
E
-
SPE
53
1
9
.
3
4
4
.
9
2
B
P
E
-
SWM
56
2
0
.
4
5
4
.
9
0
2
0
1
9
B
P
E
-
SPE
81
2
9
.
6
6
9
.
8
3
B
P
E
-
SWM
24
8
.
8
5
4
.
5
5
2
0
2
0
B
P
E
-
SPE
10
3
.
6
2
9
.
4
1
B
P
E
-
SWM
20
7
.
3
3
8
.
4
6
To
t
a
l
2
7
4
1
0
0
4
2
.
7
5
*
A
g
a
i
n
st
t
o
t
a
l
t
r
a
c
e
d
g
r
a
d
u
a
t
e
s
2
.
3
.
Da
t
a
g
a
t
hering
pro
ce
du
re
T
h
is
s
tu
d
y
u
s
ed
a
s
em
i
-
s
tr
u
ct
u
r
ed
q
u
esti
o
n
n
air
e
d
esig
n
ed
f
o
r
g
r
a
d
u
ate
tr
ac
er
s
tu
d
ies.
T
h
e
in
s
titu
tio
n
d
ev
elo
p
e
d
th
e
s
u
r
v
ey
in
s
tr
u
m
en
t
an
d
v
alid
ated
it
th
r
o
u
g
h
ex
p
er
t
r
ev
iews,
p
ilo
t
test
in
g
,
an
d
r
ev
is
io
n
s
.
T
h
e
s
u
r
v
ey
was
m
ain
ly
ad
m
in
is
ter
ed
th
r
o
u
g
h
Go
o
g
le
Fo
r
m
s
f
o
r
ea
s
y
ac
ce
s
s
an
d
ef
f
icien
t
d
ata
co
llectio
n
.
T
o
im
p
r
o
v
e
r
esp
o
n
s
e
r
ates,
g
r
ad
u
ates
wer
e
also
co
n
tacte
d
th
r
o
u
g
h
m
o
b
ile
p
h
o
n
e
ca
lls
an
d
p
er
s
o
n
al
e
m
ails
.
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
Un
d
ers
ta
n
d
in
g
th
e
lin
k
b
etw
ee
n
g
r
a
d
u
a
te
ex
p
erien
ce
s
a
n
d
w
o
r
kfo
r
ce
in
teg
r
a
tio
n
in
… (
B
r
y
a
n
M.
N
o
z
a
led
a
)
4421
Dir
ec
t
f
o
llo
w
-
u
p
s
wer
e
m
ad
e
f
o
r
th
o
s
e
wh
o
d
id
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o
t
r
esp
o
n
d
.
I
n
-
p
er
s
o
n
v
is
its
wer
e
ar
r
a
n
g
ed
f
o
r
g
r
ad
u
ates
with
in
th
e
u
n
iv
er
s
ity
’
s
lo
ca
lity
to
ad
d
r
ess
an
y
co
n
ce
r
n
s
.
All r
esp
o
n
s
es
wer
e
s
ec
u
r
ely
r
ec
o
r
d
ed
in
a
ce
n
tr
alize
d
d
atab
ase.
Data
ac
cu
r
ac
y
,
co
n
f
i
d
en
tiality
,
an
d
i
n
teg
r
ity
wer
e
m
ain
tain
ed
th
r
o
u
g
h
o
u
t th
e
an
a
ly
s
is
.
2
.
4
.
Da
t
a
a
na
ly
s
is
T
h
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
SP
SS
v
.
2
0
an
d
J
am
o
v
i
th
r
u
d
escr
ip
tiv
e
an
d
in
f
er
en
tial
s
tatis
t
ical
m
eth
o
d
s
.
Descr
ip
tiv
e
an
aly
s
is
in
v
o
lv
ed
p
r
esen
tin
g
f
r
eq
u
e
n
cy
d
is
tr
ib
u
tio
n
s
o
f
g
r
ad
u
ates
’
ex
p
er
ien
ce
s
an
d
em
p
lo
y
m
e
n
t
s
tatu
s
u
s
in
g
s
tac
k
ed
b
ar
ch
a
r
ts
f
o
r
v
is
u
al
in
ter
p
r
etatio
n
.
E
m
p
lo
y
m
e
n
t
o
u
tco
m
es,
in
clu
d
in
g
jo
b
p
lace
m
en
t
r
ates
an
d
ca
r
ee
r
p
ath
way
s
,
wer
e
also
illu
s
tr
ate
d
th
r
o
u
g
h
f
r
e
q
u
en
c
y
c
o
u
n
ts
a
n
d
p
e
r
ce
n
tag
es.
T
o
d
eter
m
in
e
th
e
s
ig
n
if
ican
t
p
r
ed
icto
r
s
o
f
em
p
lo
y
m
en
t,
b
in
a
r
y
lo
g
is
tic
r
eg
r
ess
io
n
an
aly
s
is
w
as
co
n
d
u
cted
,
with
em
p
lo
y
m
e
n
t
s
tatu
s
as
th
e
d
ep
en
d
e
n
t
v
ar
iab
le
a
n
d
f
ac
t
o
r
s
s
u
ch
as
u
n
iv
er
s
ity
ex
p
e
r
ien
ce
,
cu
r
r
ic
u
lu
m
ev
alu
atio
n
,
p
r
o
g
r
am
tr
ac
k
,
a
n
d
p
u
r
s
u
it
o
f
ad
v
an
ce
d
ed
u
ca
tio
n
as
in
d
ep
en
d
en
t
v
ar
ia
b
les.
T
h
e
lo
g
is
tic
r
eg
r
ess
io
n
m
o
d
el
p
r
o
v
i
d
ed
o
d
d
s
r
atio
s
(
OR
s
)
an
d
s
ig
n
if
i
ca
n
ce
v
alu
es
(
p
-
v
alu
es<0
.
0
5
)
to
id
e
n
tify
w
h
ich
f
ac
to
r
s
h
ad
th
e
s
tr
o
n
g
est in
f
lu
en
ce
o
n
e
m
p
lo
y
a
b
ilit
y
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
H
ig
her
educa
t
io
n e
x
perience
Fig
u
r
e
1
illu
s
tr
ates
th
e
g
r
ad
u
ates
’
o
v
er
all
p
er
ce
p
tio
n
s
o
f
t
h
eir
u
n
iv
er
s
ity
ex
p
er
ien
ce
in
d
icate
d
b
y
th
eir
o
v
er
all
ex
p
e
r
ien
ce
,
s
tu
d
en
t
life
,
ac
ad
em
ic
ex
p
er
ie
n
ce
,
an
d
th
e
ex
ten
t
to
wh
ich
th
e
co
lleg
e
p
r
o
v
id
es
a
welc
o
m
in
g
an
d
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
e
n
t.
T
h
e
d
ata
s
u
g
g
ests
th
at
th
e
m
ajo
r
ity
o
f
r
esp
o
n
d
e
n
ts
h
av
e
a
p
o
s
itiv
e
p
er
ce
p
tio
n
o
f
th
eir
ex
p
er
ien
ce
s
at
th
e
u
n
iv
er
s
ity
,
with
th
e
m
ajo
r
ity
o
f
r
atin
g
s
f
allin
g
with
i
n
th
e
“
v
er
y
g
o
o
d
”
to
“
e
x
ce
llen
t
”
ca
teg
o
r
ies.
Am
o
n
g
th
e
f
o
u
r
in
d
icato
r
s
,
“
y
o
u
r
o
v
er
all
ex
p
er
ien
ce
at
th
is
u
n
i
v
er
s
ity
”
an
d
“
y
o
u
r
ac
ad
em
ic
ex
p
er
ien
ce
at
th
is
u
n
iv
er
s
ity
”
r
ec
eiv
e
d
t
h
e
h
ig
h
es
t
p
er
ce
n
ta
g
e
o
f
p
o
s
itiv
e
r
atin
g
s
,
with
a
s
u
b
s
tan
tial
p
r
o
p
o
r
tio
n
o
f
r
esp
o
n
d
en
ts
r
a
tin
g
th
eir
e
x
p
er
ie
n
ce
as
“
v
e
r
y
g
o
o
d
”
o
r
“
ex
ce
llen
t
.
”
T
h
is
s
u
g
g
ests
th
at
th
e
u
n
iv
er
s
ity
h
as
s
u
cc
ess
f
u
lly
p
r
o
v
id
ed
a
s
atis
f
y
in
g
an
d
e
n
r
ic
h
in
g
e
d
u
ca
tio
n
al
jo
u
r
n
ey
f
o
r
its
g
r
ad
u
ates.
T
h
e
r
esu
lts
also
in
d
icate
th
at
th
e
in
s
titu
tio
n
ef
f
ec
tiv
ely
s
u
p
p
o
r
ts
s
tu
d
en
ts
’
lear
n
in
g
,
cu
r
r
ic
u
lu
m
d
eliv
er
y
,
an
d
ac
ad
em
ic
r
ig
o
r
.
No
tab
ly
,
th
e
“
ex
ten
t
to
wh
ich
th
e
co
lleg
e
p
r
o
v
id
es
a
welc
o
m
in
g
an
d
s
u
p
p
o
r
tiv
e
en
v
i
r
o
n
m
e
n
t
f
o
r
g
r
ad
u
ate
s
tu
d
e
n
ts
”
s
h
o
ws
a
s
lig
h
tly
h
ig
h
e
r
p
r
o
p
o
r
tio
n
o
f
r
esp
o
n
d
en
ts
r
atin
g
th
eir
e
x
p
er
ien
ce
as
“f
air
”
co
m
p
ar
ed
to
th
e
o
th
er
in
d
icato
r
s
.
Fig
u
r
e
1
.
Per
ce
p
ti
o
n
o
f
th
e
g
r
a
d
u
ates a
b
o
u
t th
ei
r
o
v
e
r
all
ex
p
e
r
ien
ce
at
th
e
u
n
iv
er
s
ity
Mo
r
eo
v
er
,
F
ig
u
r
e
2
p
r
esen
ts
th
e
g
r
ad
u
ates
’
p
er
ce
p
tio
n
o
f
th
eir
ex
p
er
ie
n
ce
s
p
ec
if
ically
w
ith
in
th
eir
d
eg
r
ee
p
r
o
g
r
am
.
W
h
en
co
m
p
ar
ed
to
Fig
u
r
e
1
,
wh
ich
ca
p
t
u
r
es
th
eir
o
v
er
all
ex
p
er
ien
ce
at
th
e
u
n
iv
er
s
ity
,
a
n
o
ticea
b
le
s
h
if
t
in
r
esp
o
n
s
e
s
ca
n
b
e
o
b
s
er
v
e
d
,
p
ar
ticu
lar
l
y
in
t
h
e
d
is
tr
ib
u
tio
n
o
f
“
f
air
”
an
d
“
p
o
o
r
”
r
atin
g
s
.
W
h
ile
g
r
ad
u
ates
g
en
er
ally
r
at
ed
th
eir
o
v
er
all
u
n
i
v
er
s
ity
ex
p
er
ien
ce
p
o
s
itiv
ely
,
th
eir
ev
al
u
atio
n
s
o
f
s
p
ec
if
ic
asp
ec
ts
o
f
th
e
d
eg
r
ee
p
r
o
g
r
am
r
ev
ea
l
ar
ea
s
f
o
r
im
p
r
o
v
em
en
t
.
On
e
o
f
th
e
k
ey
p
o
s
itiv
e
f
in
d
in
g
s
in
Fig
u
r
e
2
is
th
e
r
elativ
ely
f
av
o
r
ab
le
r
ati
n
g
f
o
r
t
h
e
“
in
clu
s
io
n
o
f
d
iv
er
s
e
p
er
s
p
ec
tiv
es
in
co
u
r
s
e
d
is
cu
s
s
io
n
s
o
r
ass
ig
n
m
en
ts
.
”
T
h
is
s
u
g
g
ests
t
h
at
th
e
d
eg
r
ee
p
r
o
g
r
a
m
s
u
cc
e
s
s
f
u
lly
in
teg
r
ates
d
iv
e
r
s
ity
an
d
in
clu
s
iv
ity
i
n
to
its
cu
r
r
icu
lu
m
.
Similar
ly
,
th
e
“
a
ca
d
em
ic
s
tan
d
ar
d
s
o
f
th
e
d
e
g
r
ee
p
r
o
g
r
am
”
r
ec
eiv
ed
s
tr
o
n
g
p
o
s
itiv
e
r
atin
g
s
,
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
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
4
1
8
-
4
4
3
1
4422
in
d
icatin
g
th
at
g
r
ad
u
ates
r
ec
o
g
n
ize
th
e
r
ig
o
r
a
n
d
q
u
ality
o
f
th
eir
ac
ad
em
ic
tr
ain
in
g
.
Ho
w
ev
er
,
d
esp
ite
th
ese
s
tr
en
g
th
s
,
s
ev
er
al
in
d
icato
r
s
r
ec
eiv
ed
a
h
ig
h
e
r
p
r
o
p
o
r
tio
n
o
f
“
f
air
”
an
d
ev
en
“
p
o
o
r
”
r
atin
g
s
.
On
e
o
f
th
e
m
o
s
t
p
r
ess
in
g
co
n
ce
r
n
s
ev
id
en
t
,
as
in
Fig
u
r
e
2
,
is
th
e
q
u
ality
o
f
teac
h
er
s
an
d
f
ac
u
lty
o
f
f
er
in
g
t
h
e
d
eg
r
ee
p
r
o
g
r
am
.
C
o
m
p
ar
ed
to
th
e
g
en
er
ally
p
o
s
itiv
e
p
er
ce
p
tio
n
o
f
th
e
u
n
iv
er
s
ity
as
a
wh
o
le,
a
s
ig
n
if
ican
t
n
u
m
b
e
r
o
f
r
esp
o
n
d
en
ts
r
ate
d
f
ac
u
lty
q
u
al
ity
in
th
eir
p
r
o
g
r
a
m
as o
n
ly
“
f
air
”
with
s
o
m
e
ev
en
s
elec
tin
g
“
poor
.
”
T
h
e
f
in
d
in
g
s
im
p
ly
t
h
at
f
ac
u
lty
p
er
f
o
r
m
a
n
ce
,
p
ed
ag
o
g
ical
s
tr
ateg
ies,
o
r
en
g
ag
em
e
n
t
wit
h
s
tu
d
en
ts
m
ay
b
e
in
c
o
n
s
is
ten
t
ac
r
o
s
s
th
e
p
r
o
g
r
am
.
A
r
elate
d
is
s
u
e
is
th
e
p
er
ce
i
v
ed
lack
o
f
en
co
u
r
a
g
em
en
t
a
n
d
s
u
p
p
o
r
t
f
r
o
m
th
e
d
eg
r
ee
p
r
o
g
r
am
,
wh
ich
s
tan
d
s
in
co
n
tr
ast
to
th
e
o
v
er
all
u
n
iv
er
s
ity
ex
p
e
r
ien
ce
wh
er
e
in
s
titu
tio
n
al
s
u
p
p
o
r
t
a
p
p
ea
r
e
d
s
tr
o
n
g
er
.
T
h
is
f
in
d
in
g
in
d
icate
s
th
at
wh
ile
s
tu
d
en
ts
m
ay
f
ee
l
s
u
p
p
o
r
ted
at
a
g
en
er
al
u
n
iv
er
s
ity
le
v
el,
p
r
o
g
r
am
-
s
p
e
cif
ic
m
en
to
r
s
h
ip
,
ac
a
d
em
ic
a
d
v
is
in
g
,
o
r
ca
r
ee
r
g
u
i
d
an
ce
m
ay
b
e
in
s
u
f
f
icien
t,
lead
in
g
to
a
less
f
u
lf
illi
n
g
ex
p
er
ien
ce
.
An
o
th
er
a
r
ea
o
f
co
n
ce
r
n
is
th
e
ex
te
n
t
to
wh
ic
h
th
e
p
r
o
g
r
am
h
as
k
ep
t
p
ac
e
with
r
ec
en
t
tr
en
d
s
a
n
d
d
ev
elo
p
m
en
ts
in
th
e
f
ield
.
A
s
u
b
s
tan
tial
p
o
r
tio
n
o
f
r
esp
o
n
d
e
n
ts
r
ated
th
is
asp
ec
t
as
“
f
air
”
o
r
“
poor
”
.
I
t
is
also
a
p
p
ar
en
t
th
at
th
e
q
u
ality
o
f
ed
u
ca
tio
n
al
in
f
r
astru
ctu
r
e
with
in
th
e
d
eg
r
ee
p
r
o
g
r
am
r
ec
eiv
ed
m
ix
e
d
ev
alu
atio
n
s
.
Fig
u
r
e
2
.
Per
ce
p
ti
o
n
o
f
th
e
g
r
a
d
u
ates a
b
o
u
t th
ei
r
o
v
e
r
all
ex
p
e
r
ien
ce
to
th
e
d
eg
r
ee
p
r
o
g
r
am
Mo
v
in
g
o
n
,
F
ig
u
r
e
3
p
r
esen
ts
th
e
g
r
a
d
u
ates
’
e
v
alu
atio
n
o
f
th
e
p
r
o
g
r
am
’
s
cu
r
r
icu
lu
m
an
d
th
e
d
eliv
er
y
o
f
v
ar
io
u
s
s
tu
d
en
t
s
er
v
ices.
C
o
n
s
is
ten
t
with
th
e
f
in
d
in
g
s
f
r
o
m
Fig
u
r
es
1
an
d
2
,
th
e
r
esp
o
n
s
es
in
d
icate
a
g
en
e
r
ally
p
o
s
itiv
e
p
er
ce
p
tio
n
,
with
m
o
s
t
in
d
icato
r
s
r
ate
d
as
“
g
o
o
d
”
to
“
ex
ce
llen
t
”
.
Am
o
n
g
th
e
s
tu
d
e
n
t
s
er
v
ices
ev
alu
ated
,
ac
ad
em
ic
ad
v
is
in
g
,
ac
ce
s
s
ib
ilit
y
o
f
lear
n
in
g
r
eso
u
r
ce
s
,
a
n
d
in
ter
n
s
h
ip
o
p
tio
n
s
r
ec
eiv
ed
th
e
h
ig
h
est
r
atin
g
s
.
Desp
ite
th
ese
s
tr
en
g
th
s
,
F
ig
u
r
e
3
also
h
ig
h
lig
h
ts
ar
ea
s
wh
er
e
im
p
r
o
v
em
en
ts
ar
e
n
ee
d
ed
.
On
e
o
f
th
e
m
o
s
t
n
o
tab
le
co
n
ce
r
n
s
is
th
e
av
ailab
ilit
y
o
f
f
in
a
n
cial
s
u
p
p
o
r
t,
w
h
ich
r
ec
eiv
ed
a
c
o
m
p
ar
ativ
ely
h
ig
h
e
r
p
r
o
p
o
r
tio
n
o
f
“
f
ai
r
”
an
d
“p
o
o
r
”
r
atin
g
s
.
T
h
is
s
u
g
g
ests
th
at
s
tu
d
en
ts
m
ay
h
av
e
f
ac
ed
f
in
an
cial
co
n
s
tr
ain
ts
d
u
r
in
g
th
eir
s
tu
d
ies.
Ad
d
itio
n
ally
,
a
s
ig
n
if
ican
t
p
o
r
tio
n
r
ated
class
r
o
o
m
,
la
b
o
r
ato
r
y
,
an
d
o
th
er
p
h
y
s
ical
f
ac
ilit
ies
as
o
n
ly
“
f
air
.
”
T
h
is
p
o
in
ts
to
p
o
ten
tial
d
ef
icien
cie
s
in
in
f
r
astru
ctu
r
e,
lab
o
r
ato
r
y
eq
u
ip
m
en
t,
o
r
th
e
av
ailab
ilit
y
o
f
s
tu
d
y
s
p
ac
es,
wh
ich
m
ay
h
av
e
af
f
ec
ted
th
e
lear
n
in
g
ex
p
e
r
ien
ce
.
An
o
th
er
k
e
y
ar
ea
f
o
r
im
p
r
o
v
em
e
n
t
is
th
e
av
ailab
ilit
y
an
d
q
u
ality
o
f
in
f
o
r
m
atio
n
t
ec
h
n
o
lo
g
y
(
I
T
)
r
eso
u
r
ce
s
,
in
cl
u
d
in
g
Wi
-
Fi
ac
ce
s
s
.
T
h
e
r
atin
g
s
s
u
g
g
est
th
at
wh
ile
s
o
m
e
s
tu
d
en
ts
f
o
u
n
d
I
T
s
er
v
i
ce
s
s
ati
s
f
ac
to
r
y
,
o
th
er
s
en
c
o
u
n
ter
ed
ch
allen
g
es
in
ac
ce
s
s
in
g
r
eliab
le
tech
n
o
lo
g
ic
al
r
eso
u
r
ce
s
.
I
n
an
in
c
r
ea
s
in
g
l
y
d
ig
ital
lear
n
in
g
e
n
v
ir
o
n
m
en
t,
ad
d
r
ess
in
g
th
ese
is
s
u
es
th
r
o
u
g
h
en
h
a
n
ce
d
in
t
er
n
et
co
n
n
ec
tiv
ity
,
u
p
g
r
ad
e
d
I
T
f
ac
ilit
ies,
an
d
ex
p
a
n
d
ed
ac
ce
s
s
to
d
ig
ital
r
eso
u
r
ce
s
co
u
l
d
s
ig
n
if
ican
tly
im
p
r
o
v
e
s
tu
d
e
n
t
ex
p
e
r
ien
ce
.
I
n
ter
m
s
o
f
cu
r
r
icu
lu
m
ev
alu
atio
n
,
g
r
ad
u
ates
ex
p
r
ess
ed
lar
g
ely
p
o
s
itiv
e
p
er
ce
p
tio
n
s
r
eg
ar
d
in
g
th
e
cla
r
ity
o
f
p
r
o
g
r
am
o
b
jectiv
es,
co
h
er
en
ce
o
f
th
e
cu
r
r
icu
lu
m
,
an
d
th
e
r
ele
v
an
ce
o
f
co
u
r
s
es
to
p
r
o
g
r
am
g
o
als.
T
h
e
alig
n
m
e
n
t
o
f
c
o
u
r
s
es
with
ex
p
ec
ted
lear
n
in
g
o
u
tco
m
es
was
r
ated
f
av
o
r
ab
ly
wh
ich
m
ea
n
s
th
at
s
tu
d
en
ts
g
e
n
er
ally
f
elt
t
h
at
th
eir
ac
ad
em
i
c
tr
ain
in
g
was
well
-
s
tr
u
ctu
r
ed
an
d
p
u
r
p
o
s
ef
u
l.
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
Un
d
ers
ta
n
d
in
g
th
e
lin
k
b
etw
ee
n
g
r
a
d
u
a
te
ex
p
erien
ce
s
a
n
d
w
o
r
kfo
r
ce
in
teg
r
a
tio
n
in
… (
B
r
y
a
n
M.
N
o
z
a
led
a
)
4423
I
n
ter
m
s
o
f
th
e
p
er
ce
p
tio
n
o
f
th
e
g
r
ad
u
ates
ab
o
u
t
th
e
o
p
p
o
r
tu
n
ities
f
o
r
s
k
ill
e
n
h
an
ce
m
en
t
an
d
n
etwo
r
k
in
g
,
Fig
u
r
e
4
s
h
o
ws
th
at
m
ajo
r
ity
o
f
g
r
ad
u
ates
ag
r
ee
d
th
at
ac
tiv
ities
s
u
p
p
o
r
tin
g
th
ese
asp
ec
ts
wer
e
p
r
esen
t,
as
ev
id
en
ce
d
b
y
th
e
h
ig
h
p
r
o
p
o
r
tio
n
o
f
“
a
v
ailab
le
”
r
esp
o
n
s
es
ac
r
o
s
s
all
in
d
icato
r
s
.
Ho
wev
er
,
a
n
o
tab
le
p
e
r
ce
n
tag
e
o
f
r
esp
o
n
d
en
ts
in
d
icate
d
th
at
ce
r
tain
n
et
wo
r
k
in
g
o
p
p
o
r
tu
n
ities
wer
e
la
ck
in
g
,
p
a
r
ticu
lar
ly
in
co
n
n
ec
tin
g
with
ex
ter
n
al
p
r
o
f
ess
io
n
al
co
m
m
u
n
ities
a
n
d
alu
m
n
i.
Am
o
n
g
th
e
d
if
f
er
en
t
o
p
p
o
r
tu
n
ities
ass
es
s
ed
,
n
etwo
r
k
in
g
with
f
el
lo
w
s
tu
d
en
ts
was
p
er
ce
iv
ed
as
th
e
m
o
s
t
av
ailab
le,
f
o
llo
wed
clo
s
ely
b
y
s
k
ill
-
b
u
ild
in
g
ac
tiv
ities
s
u
ch
as
teac
h
in
g
,
wr
itin
g
,
an
d
m
a
k
in
g
p
r
esen
tatio
n
s
.
T
h
e
h
i
g
h
a
v
ailab
ilit
y
o
f
s
k
ill
-
b
u
ild
in
g
o
p
p
o
r
tu
n
ities
in
d
icate
s
th
at
th
e
in
s
titu
tio
n
p
r
o
v
id
es
p
latf
o
r
m
s
f
o
r
s
tu
d
en
ts
to
d
ev
elo
p
ess
en
tial
co
m
p
eten
cies
b
ey
o
n
d
tr
a
d
itio
n
al
class
r
o
o
m
in
s
tr
u
ctio
n
,
p
o
te
n
tially
t
h
r
o
u
g
h
wo
r
k
s
h
o
p
s
,
s
tu
d
en
t
o
r
g
a
n
izatio
n
s
,
o
r
ex
p
er
ien
tial
lear
n
i
n
g
in
itiativ
es.
On
th
e
o
t
h
er
h
a
n
d
,
th
e
f
in
d
in
g
s
h
ig
h
lig
h
t
g
ap
s
in
e
x
ter
n
al
en
g
a
g
em
en
t
,
p
ar
ticu
lar
ly
in
ter
m
s
o
f
n
etw
o
r
k
in
g
with
alu
m
n
i
an
d
ac
ce
s
s
in
g
p
r
o
f
ess
io
n
al
co
m
m
u
n
ity
m
em
b
er
s
th
r
o
u
g
h
co
n
f
er
e
n
ce
s
an
d
n
etwo
r
k
i
n
g
ev
en
ts
.
A
c
o
n
s
id
er
ab
le
h
i
g
h
er
p
r
o
p
o
r
tio
n
o
f
g
r
a
d
u
ate
s
p
er
ce
iv
ed
th
ese
o
p
p
o
r
tu
n
ities
as
“n
o
t
av
ailab
l
e,
”.
T
h
is
lim
itatio
n
co
u
ld
h
a
v
e
an
im
p
ac
t
o
n
s
tu
d
en
ts
’
ex
p
o
s
u
r
e
to
i
n
d
u
s
tr
y
p
r
o
f
ess
io
n
als,
ca
r
ee
r
m
e
n
to
r
in
g
,
an
d
r
ea
l
-
wo
r
ld
ap
p
licatio
n
s
o
f
th
eir
ac
a
d
em
ic
tr
ain
in
g
.
Fig
u
r
e
3
.
E
v
alu
atio
n
o
f
th
e
g
r
a
d
u
ates o
n
th
e
c
u
r
r
icu
l
u
m
o
f
th
e
p
r
o
g
r
am
an
d
s
tu
d
en
t ser
v
ice
s
Fig
u
r
e
4
.
Per
ce
p
ti
o
n
o
f
th
e
g
r
a
d
u
ates a
b
o
u
t th
e
o
p
p
o
r
tu
n
ities
f
o
r
s
k
ill en
h
a
n
ce
m
en
t a
n
d
n
et
wo
r
k
in
g
B
u
ild
in
g
o
n
th
e
r
esu
lts
f
r
o
m
th
e
p
r
ev
io
u
s
f
ig
u
r
es,
th
is
s
ec
ti
o
n
d
is
cu
s
s
es
th
e
f
in
d
in
g
s
o
n
t
h
e
h
ig
h
er
ed
u
ca
tio
n
ex
p
e
r
ien
ce
s
o
f
th
e
g
r
ad
u
ates
in
r
elatio
n
to
ex
is
tin
g
th
eo
r
ies,
p
o
ten
tial
ca
u
s
es,
an
d
th
eir
im
p
licatio
n
s
.
Firstl
y
,
th
e
f
in
d
in
g
s
r
ev
ea
l
an
o
v
er
all
p
o
s
itiv
e
p
er
ce
p
tio
n
o
f
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e
u
n
iv
er
s
i
ty
ex
p
er
ien
ce
,
y
et
d
is
p
ar
ities
em
er
g
e
wh
en
ex
a
m
in
in
g
s
p
ec
if
ic
asp
ec
ts
o
f
th
e
d
eg
r
ee
p
r
o
g
r
a
m
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t.
T
h
is
s
u
g
g
ests
th
at
wh
ile
th
e
u
n
iv
e
r
s
ity
h
as
estab
lis
h
ed
a
s
tr
o
n
g
ac
ad
em
ic
f
o
u
n
d
atio
n
,
p
r
o
g
r
a
m
-
lev
el
ex
ec
u
tio
n
v
ar
ies,
p
o
ten
tially
d
u
e
to
d
if
f
er
en
ce
s
in
f
ac
u
lty
en
g
a
g
em
en
t,
r
eso
u
r
ce
allo
ca
tio
n
,
an
d
cu
r
r
icu
lu
m
d
esig
n
.
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
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
4
1
8
-
4
4
3
1
4424
Acc
o
r
d
in
g
to
Ker
b
y
[3
3
]
,
m
o
d
el
o
f
s
tu
d
en
t
r
ete
n
tio
n
,
ac
ad
em
ic
an
d
s
o
cial
in
teg
r
atio
n
ar
e
k
ey
f
ac
t
o
r
s
in
f
lu
en
cin
g
s
tu
d
e
n
t
s
atis
f
ac
tio
n
.
T
h
e
s
tr
o
n
g
ac
ad
em
ic
ex
p
er
i
en
ce
r
atin
g
s
in
d
icate
th
at
s
tu
d
en
ts
f
elt
ad
eq
u
ately
ch
allen
g
ed
an
d
s
u
p
p
o
r
ted
in
t
h
eir
lear
n
in
g
,
y
et
th
e
wea
k
er
p
er
ce
p
tio
n
o
f
f
ac
u
lty
q
u
ality
a
n
d
p
r
o
g
r
am
s
u
p
p
o
r
t
s
u
g
g
ests
in
co
n
s
is
ten
cies in
p
ed
ag
o
g
ical
a
p
p
r
o
ac
h
es a
n
d
m
e
n
to
r
s
h
ip
av
ailab
ilit
y
.
On
e
p
lau
s
ib
le
ex
p
lan
atio
n
f
o
r
th
e
d
iv
er
g
en
ce
b
etwe
en
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n
s
titu
tio
n
al
s
u
p
p
o
r
t
an
d
p
r
o
g
r
am
-
lev
el
ex
p
er
ien
ce
is
th
e
d
if
f
er
en
ce
i
n
s
ca
le
an
d
f
o
cu
s
.
At
th
e
u
n
i
v
er
s
ity
lev
el,
p
o
licies,
in
f
r
astr
u
ctu
r
e,
an
d
s
tu
d
en
t
s
er
v
ices
p
r
o
v
i
d
e
a
b
r
o
ad
s
af
e
ty
n
et
f
o
r
lear
n
er
s
,
cr
ea
tin
g
a
n
en
v
ir
o
n
m
e
n
t
th
at
f
o
s
ter
s
g
e
n
er
al
s
atis
f
ac
tio
n
.
Ho
wev
er
,
p
r
o
g
r
am
-
s
p
ec
if
ic
in
ter
ac
tio
n
s
,
s
u
ch
as
f
ac
u
lty
m
e
n
to
r
s
h
ip
,
cu
r
r
ic
u
lu
m
co
h
e
r
en
c
e,
an
d
f
ield
-
s
p
ec
if
ic
tr
ain
in
g
,
m
a
y
lack
t
h
e
s
am
e
l
ev
el
o
f
r
ef
in
em
e
n
t
o
r
s
tan
d
ar
d
izatio
n
.
T
h
is
is
r
ef
lecte
d
in
t
h
e
m
ix
ed
r
atin
g
s
o
n
f
ac
u
lty
q
u
ality
an
d
en
co
u
r
ag
em
en
t
f
r
o
m
th
e
d
eg
r
ee
p
r
o
g
r
am
[
3
4
]
.
R
esear
ch
s
u
g
g
ests
th
at
f
ac
u
lty
-
s
tu
d
e
n
t
in
ter
ac
tio
n
s
s
ig
n
if
ican
tly
im
p
a
ct
s
tu
d
en
t
en
g
a
g
em
en
t
a
n
d
ac
ad
em
ic
s
u
cc
ess
[
3
5
]
,
[
3
6
]
.
I
f
s
tu
d
en
ts
p
er
ce
iv
e
a
lack
o
f
ac
ce
s
s
ib
ilit
y
o
r
in
co
n
s
is
ten
cy
in
in
s
tr
u
ctio
n
al
q
u
ality
,
th
is
m
ay
lea
d
to
l
o
wer
s
a
tis
f
ac
tio
n
d
esp
ite
a
g
en
er
ally
s
tr
o
n
g
ac
ad
em
ic
f
r
a
m
ewo
r
k
.
T
h
e
co
n
ce
r
n
r
eg
ar
d
in
g
cu
r
r
icu
lu
m
alig
n
m
en
t
with
in
d
u
s
tr
y
tr
en
d
s
also
war
r
an
ts
atten
tio
n
.
C
u
r
r
icu
lu
m
r
elev
an
ce
is
a
k
ey
d
eter
m
in
a
n
t
o
f
g
r
ad
u
ate
em
p
l
o
y
ab
ilit
y
,
as
o
u
tlin
ed
in
th
e
h
u
m
an
ca
p
ital
th
e
o
r
y
[
37
]
,
[
38
]
.
T
h
e
p
e
r
ce
p
tio
n
th
at
p
r
o
g
r
am
s
d
o
n
o
t
f
u
lly
in
teg
r
a
te
r
ec
en
t
d
e
v
elo
p
m
e
n
ts
s
u
g
g
es
ts
p
o
ten
tial
g
ap
s
in
in
d
u
s
tr
y
p
ar
tn
er
s
h
ip
s
,
o
u
td
ate
d
co
u
r
s
e
co
n
ten
t,
o
r
in
s
u
f
f
icie
n
t
o
p
p
o
r
tu
n
ities
f
o
r
a
p
p
lied
le
ar
n
in
g
.
T
h
is
is
s
u
e
is
f
u
r
th
er
co
m
p
o
u
n
d
ed
b
y
t
h
e
l
im
ited
n
etwo
r
k
in
g
o
p
p
o
r
tu
n
it
ies
r
ep
o
r
ted
b
y
g
r
ad
u
ates.
Acc
o
r
d
in
g
to
s
o
cial
ca
p
ital
th
e
o
r
y
[
39
]
,
p
r
o
f
ess
io
n
al
n
etwo
r
k
s
an
d
ac
ce
s
s
to
in
d
u
s
tr
y
co
n
n
ec
tio
n
s
p
lay
a
c
r
u
cial
r
o
le
in
ca
r
ee
r
p
r
o
g
r
ess
io
n
.
T
h
e
lack
o
f
s
tr
o
n
g
alu
m
n
i
en
g
a
g
em
en
t
an
d
ex
t
er
n
al
p
r
o
f
ess
io
n
al
n
etwo
r
k
in
g
o
p
p
o
r
t
u
n
ities
m
ay
h
in
d
er
s
tu
d
e
n
ts
’
tr
an
s
itio
n
f
r
o
m
ac
ad
em
ia
to
th
e
wo
r
k
f
o
r
ce
[
40
]
,
[
41
]
.
On
an
o
t
h
er
n
o
te,
th
e
f
in
d
i
n
g
s
o
n
s
tu
d
en
t
s
er
v
ices,
p
a
r
ticu
la
r
ly
f
in
a
n
cial
aid
an
d
I
T
r
eso
u
r
ce
s
,
also
p
r
o
v
id
e
in
s
ig
h
ts
in
t
o
s
tu
d
e
n
t
s
atis
f
ac
tio
n
.
Fin
an
cial
co
n
s
tr
ain
ts
r
em
ain
a
ch
allen
g
e,
an
d
r
e
s
ea
r
ch
in
d
icate
s
th
at
f
in
an
cial
s
tr
ess
ca
n
n
eg
ativ
ely
im
p
ac
t
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
an
d
p
er
s
is
ten
ce
[
42
]
.
I
f
s
tu
d
en
ts
s
tr
u
g
g
le
with
f
in
an
cial
d
if
f
icu
lties
,
th
eir
o
v
er
all
ex
p
er
ien
ce
m
a
y
b
e
a
f
f
e
cted
,
d
esp
ite
s
tr
o
n
g
ac
a
d
em
i
c
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t.
Similar
ly
,
in
a
n
in
cr
ea
s
in
g
ly
d
ig
ital
lear
n
in
g
e
n
v
ir
o
n
m
en
t,
th
e
lim
itatio
n
s
in
I
T
r
eso
u
r
ce
s
h
ig
h
lig
h
t
d
is
p
ar
ities
in
ac
ce
s
s
to
ess
en
ti
al
lear
n
in
g
to
o
ls
.
T
h
e
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
[
43
]
s
u
g
g
ests
th
at
s
tu
d
en
ts
’
p
er
ce
iv
ed
ea
s
e
o
f
ac
ce
s
s
to
an
d
u
s
ef
u
ln
ess
o
f
tech
n
o
lo
g
ical
r
eso
u
r
ce
s
d
ir
ec
tly
in
f
lu
e
n
ce
th
e
ir
en
g
ag
em
e
n
t
an
d
lear
n
in
g
o
u
tc
o
m
es.
Ad
d
r
ess
in
g
th
ese
g
ap
s
th
r
o
u
g
h
e
x
p
an
d
ed
f
in
an
cial
aid
p
r
o
g
r
am
s
an
d
en
h
an
ce
d
d
ig
ital
in
f
r
astru
ctu
r
e
c
o
u
ld
s
ig
n
if
ica
n
tly
im
p
r
o
v
e
s
tu
d
en
t e
x
p
er
ien
c
es.
3
.
2
.
E
m
plo
y
m
ent
s
t
a
t
us
I
n
ter
m
s
o
f
th
e
e
m
p
lo
y
m
en
t
s
tatu
s
o
f
t
h
e
g
r
ad
u
ates,
Fig
u
r
e
5
p
r
esen
ts
th
at
wh
ile
th
e
m
ajo
r
ity
(
8
2
.
4
8
%)
ar
e
em
p
lo
y
ed
,
a
n
o
t
ab
le
p
r
o
p
o
r
tio
n
(
1
7
.
5
2
%)
r
em
ain
u
n
em
p
l
o
y
ed
.
A
k
ey
in
s
ig
h
t
f
r
o
m
t
h
is
d
ata
is
th
e
v
ar
iatio
n
i
n
em
p
lo
y
m
en
t
r
ates
b
etwe
en
d
if
f
er
en
t
ac
a
d
e
m
ic
s
p
ec
ializatio
n
s
.
Gr
ad
u
ate
s
o
f
th
e
B
PE
-
SW
M
p
r
o
g
r
a
m
ex
h
ib
ite
d
a
h
ig
h
e
r
u
n
em
p
lo
y
m
e
n
t
r
ate
(
2
7
%)
co
m
p
ar
ed
to
th
o
s
e
f
r
o
m
th
e
B
PE
-
SP
E
p
r
o
g
r
am
,
wh
er
e
o
n
ly
1
0
%
r
e
p
o
r
ted
b
ein
g
u
n
e
m
p
lo
y
ed
.
T
h
is
d
is
p
ar
ity
s
u
g
g
e
s
ts
th
at
wh
ile
b
o
th
p
r
o
g
r
am
s
f
all
u
n
d
er
th
e
g
en
e
r
al
d
is
cip
lin
e
o
f
PESS
,
th
eir
e
m
p
lo
y
m
e
n
t
p
r
o
s
p
ec
ts
d
if
f
er
,
p
o
ten
tially
d
u
e
to
in
d
u
s
tr
y
d
em
an
d
s
,
m
a
r
k
et
s
atu
r
atio
n
,
o
r
d
if
f
er
e
n
ce
s
in
s
k
ill ap
p
licatio
n
ac
r
o
s
s
jo
b
s
ec
to
r
s
.
I
n
ter
esti
n
g
ly
,
Fig
u
r
e
6
p
r
o
v
id
es
f
u
r
th
er
in
s
ig
h
t
in
to
th
e
s
p
e
cif
ic
o
cc
u
p
atio
n
s
o
f
em
p
lo
y
e
d
g
r
ad
u
ates,
h
ig
h
lig
h
tin
g
a
s
ig
n
if
ica
n
t
co
n
t
r
ast
b
etwe
en
g
r
a
d
u
ates
o
f
th
e
B
PE
-
SP
E
an
d
B
PE
-
SW
M.
T
h
e
d
ata
r
ev
ea
ls
th
a
t
th
e
m
ajo
r
ity
(
7
0
%)
o
f
em
p
lo
y
ed
B
PE
-
SP
E
g
r
ad
u
ates
wo
r
k
as
p
r
o
f
ess
io
n
al
teac
h
er
s
,
s
u
g
g
esti
n
g
th
at
t
h
eir
ac
ad
em
ic
p
r
e
p
ar
atio
n
alig
n
s
w
ell
with
th
e
teac
h
in
g
p
r
o
f
ess
io
n
.
I
n
co
n
tr
ast,
o
n
l
y
1
0
%
o
f
B
PE
-
SW
M
g
r
ad
u
ates
ar
e
em
p
lo
y
e
d
as
s
p
o
r
ts
co
ac
h
es
o
r
f
itn
ess
in
s
tr
u
cto
r
s
,
wh
ile
a
s
u
b
s
tan
tial
7
3
%
h
av
e
p
u
r
s
u
ed
ca
r
ee
r
s
in
o
th
e
r
p
r
o
f
ess
io
n
s
o
u
ts
id
e
th
eir
f
ield
o
f
s
p
ec
ializatio
n
.
T
h
is
d
is
cr
ep
an
cy
s
u
r
f
ac
es
a
cr
itical
co
n
ce
r
n
r
eg
ar
d
in
g
th
e
ca
r
ee
r
tr
ajec
to
r
ies
o
f
B
PE
-
SW
M
g
r
ad
u
ates.
W
h
ile
th
e
B
PE
-
SP
E
cu
r
r
icu
lu
m
is
d
esig
n
ed
to
m
ee
t th
e
ce
r
tific
atio
n
an
d
em
p
lo
y
m
en
t r
eq
u
ir
em
en
ts
f
o
r
teac
h
i
n
g
in
s
ch
o
o
ls
,
th
e
e
m
p
lo
y
m
e
n
t
lan
d
s
ca
p
e
f
o
r
s
p
o
r
ts
an
d
welln
ess
m
an
ag
em
en
t
g
r
ad
u
ates
ap
p
ea
r
s
to
b
e
less
s
tr
u
ctu
r
ed
.
T
h
e
lo
w
p
er
ce
n
ta
g
e
o
f
B
PE
-
SW
M
g
r
ad
u
ates
wo
r
k
in
g
as
s
p
o
r
ts
co
ac
h
es
o
r
f
itn
ess
in
s
tr
u
cto
r
s
s
u
g
g
ests
eith
er
a
m
is
m
atch
b
etwe
en
th
eir
tr
ain
in
g
an
d
jo
b
m
ar
k
et
ex
p
e
ctatio
n
s
o
r
lim
ited
o
p
p
o
r
tu
n
ities
in
th
e
f
itn
ess
a
n
d
welln
ess
in
d
u
s
tr
y
.
T
h
is
co
r
r
o
b
o
r
ates
with
p
r
ev
io
u
s
r
esear
ch
in
d
icatin
g
th
at
em
p
lo
y
ab
ilit
y
in
s
p
o
r
ts
-
r
elate
d
f
ield
s
is
o
f
ten
co
n
tin
g
en
t
o
n
ad
d
itio
n
al
ce
r
tific
atio
n
s
,
en
tr
ep
r
en
eu
r
ial
s
k
ills
,
o
r
in
d
u
s
tr
y
-
s
p
ec
if
ic
e
x
p
er
ien
c
e
[
4
4
]
.
T
h
e
f
in
d
in
g
s
ar
e
also
c
o
n
s
is
ten
t
with
ca
r
ee
r
a
d
ap
tab
ilit
y
th
eo
r
y
,
wh
ich
s
u
g
g
ests
th
at
g
r
ad
u
ates
wh
o
f
ac
e
b
ar
r
ier
s
in
s
ec
u
r
in
g
jo
b
s
a
lig
n
ed
with
th
eir
tr
ain
in
g
m
ay
s
h
if
t
to
alter
n
ativ
e
p
r
o
f
ess
io
n
s
to
m
ain
tain
em
p
l
o
y
ab
ilit
y
[
4
5
]
.
T
h
e
h
ig
h
p
er
c
en
tag
e
o
f
B
PE
-
SW
M
g
r
ad
u
at
es
wo
r
k
in
g
in
o
th
er
f
ield
s
m
ay
in
d
icate
a
lack
o
f
s
u
f
f
icien
t
jo
b
m
ar
k
et
in
teg
r
atio
n
,
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ates
[
4
6
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[
4
7
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.
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4425
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ates
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ea
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ly
-
c
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r
p
r
o
f
ess
io
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als
[
48
]
.
Ad
d
itio
n
ally
,
m
an
y
em
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s
p
r
o
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[
49
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.
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[
50
]
,
[
51
]
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I
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14
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20
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all
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f
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m
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e
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o
t
s
ig
n
if
ic
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t
p
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d
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r
s
o
f
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m
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t
s
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f
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h
at
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ile
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u
r
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1
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)
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s
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o
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t
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in
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d
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r
ee
r
s
tr
ateg
ies
[
52
]
,
[
53
]
.
A
m
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e
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en
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es
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en
ex
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T
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lts
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icate
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ad
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ates
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th
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6
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g
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g
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ates
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l
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en
t.
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ile
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lt
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t
s
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tically
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ig
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t
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it
alig
n
s
with
th
e
f
in
d
in
g
s
i
n
Fig
u
r
es
5
an
d
6
,
wh
er
e
B
PE
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SP
E
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g
tr
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ck
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r
ad
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ates
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ad
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lo
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en
t
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ates
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e
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th
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ield
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g
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ates,
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a
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ess
io
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h
is
s
u
p
p
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ts
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h
e
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ctu
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r
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ch
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f
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ad
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ates
clea
r
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jo
b
o
p
p
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r
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ities
th
an
less
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d
ef
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ed
f
ield
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lik
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s
p
o
r
ts
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d
welln
ess
m
an
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em
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T
ab
le
3
p
r
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a
lo
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r
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an
aly
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ates
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T
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Un
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k
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in
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T
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le
3
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all
ex
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with
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g
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ests
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ates
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lik
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p
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ed
.
T
h
is
co
n
tr
asts
with
T
ab
le
1
,
wh
er
e
n
eith
er
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v
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all
u
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iv
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s
ity
ex
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if
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t
p
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r
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e
n
t
with
in
3
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m
o
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th
s
af
ter
g
r
a
d
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atio
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.
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h
e
s
tr
o
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g
er
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elatio
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s
h
ip
in
th
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p
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ay
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icate
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ates
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h
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s
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p
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ter
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ts
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ca
r
ee
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cc
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ticu
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ly
in
f
ield
s
r
eq
u
i
r
in
g
s
p
ec
ialized
tr
ain
in
g
[
24
]
,
[
5
3
]
,
[
54
]
.
T
h
e
s
tr
o
n
g
est
p
r
e
d
icto
r
s
o
f
p
r
esen
t
em
p
lo
y
m
en
t
s
tatu
s
ar
e
p
r
o
g
r
am
tr
ac
k
(
teac
h
i
n
g
v
s
.
n
o
n
-
teac
h
in
g
)
an
d
p
u
r
s
u
in
g
an
a
d
v
an
ce
d
d
e
g
r
ee
.
Gr
ad
u
ates
f
r
o
m
th
e
tea
ch
in
g
tr
ac
k
wer
e
s
ig
n
i
f
ican
tly
m
o
r
e
lik
ely
to
b
e
em
p
lo
y
ed
th
an
th
o
s
e
f
r
o
m
t
h
e
n
o
n
-
teac
h
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g
tr
ac
k
(
p
=0
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with
a
n
OR
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7
0
.
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ly
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e
wh
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p
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r
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ed
g
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u
ate
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ca
tio
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w
er
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ig
n
if
ican
tly
m
o
r
e
lik
ely
t
o
b
e
em
p
lo
y
ed
(
p
<
0
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0
0
1
)
,
with
an
OR
s
o
f
2
.
3
8
.
T
h
ese
f
in
d
i
n
g
s
r
ein
f
o
r
ce
th
e
t
r
en
d
s
o
b
s
er
v
ed
in
Fig
u
r
es
5
a
n
d
6
,
w
h
er
e
teac
h
in
g
tr
ac
k
g
r
ad
u
ates
h
ad
h
ig
h
er
em
p
lo
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m
e
n
t r
ates a
n
d
clea
r
er
ca
r
ee
r
p
ath
way
s
,
wh
ile
n
o
n
-
te
ac
h
in
g
g
r
a
d
u
ates o
f
ten
wo
r
k
e
d
o
u
ts
id
e
th
eir
f
ield
.
T
h
e
s
tr
o
n
g
er
r
elatio
n
s
h
ip
i
n
T
ab
le
2
s
u
g
g
ests
th
at
th
e
s
tr
u
ctu
r
ed
n
atu
r
e
o
f
teac
h
in
g
c
ar
ee
r
s
co
n
tin
u
es
to
p
r
o
v
id
e
l
o
n
g
-
te
r
m
em
p
lo
y
m
e
n
t
s
tab
ilit
y
,
wh
er
ea
s
n
o
n
-
tea
ch
in
g
g
r
a
d
u
ates
m
ay
tak
e
lo
n
g
er
to
f
in
d
s
tab
le
ca
r
ee
r
o
p
p
o
r
tu
n
ities
.
Similar
ly
,
th
e
s
tr
o
n
g
p
r
ed
icti
v
e
ef
f
ec
t
o
f
g
r
a
d
u
ate
ed
u
ca
ti
o
n
is
co
n
s
is
ten
t
with
Fig
u
r
e
7
,
wh
ich
s
h
o
wed
th
at
a
h
ig
h
e
r
p
r
o
p
o
r
t
io
n
o
f
em
p
lo
y
e
d
g
r
ad
u
ates
p
u
r
s
u
ed
ad
v
an
ce
d
d
eg
r
ee
s
.
T
h
e
r
esu
lts
alig
n
with
h
u
m
an
ca
p
ital
th
eo
r
y
[
37
]
,
[
38
]
,
wh
ich
p
o
s
its
th
at
in
d
iv
id
u
als
with
h
ig
h
er
lev
els
o
f
ed
u
ca
tio
n
g
ain
g
r
ea
ter
co
m
p
etitiv
e
ad
v
a
n
tag
es
in
th
e
lab
o
r
m
ar
k
et.
T
h
is
also
s
u
p
p
o
r
ts
f
in
d
i
n
g
s
f
r
o
m
Hem
s
ley
-
B
r
o
wn
[
55
]
th
at
p
o
s
tg
r
ad
u
ate
ed
u
ca
tio
n
en
h
an
ce
s
em
p
lo
y
ab
ilit
y
b
y
ex
p
an
d
i
n
g
ca
r
ee
r
o
p
tio
n
s
,
im
p
r
o
v
in
g
q
u
alif
icatio
n
s
,
an
d
in
cr
ea
s
in
g
ac
ce
s
s
to
lead
er
s
h
i
p
p
o
s
itio
n
s
.
I
n
ter
esti
n
g
ly
,
th
e
ev
alu
atio
n
o
f
cu
r
r
icu
lu
m
an
d
s
tu
d
en
t
s
er
v
ices
d
id
n
o
t
r
ea
ch
s
tatis
tical
s
ig
n
if
ican
ce
(
p
=0
.
1
1
5
)
,
th
o
u
g
h
it
s
h
o
we
d
a
p
o
s
itiv
e
tr
en
d
(
OR
=1
.
3
0
)
.
T
h
is
s
u
g
g
ests
th
at
wh
ile
g
r
ad
u
ates
ap
p
r
ec
iate
s
tr
o
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g
c
u
r
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icu
la
r
s
u
p
p
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r
t,
o
th
er
f
ac
to
r
s
—
s
u
ch
as
p
r
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g
r
a
m
s
p
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ializatio
n
an
d
ad
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ce
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u
ca
tio
n
—
p
lay
a
m
o
r
e
d
ec
is
iv
e
r
o
le
in
em
p
l
o
y
m
en
t o
u
tco
m
es.
T
ab
le
3
.
L
o
g
is
tic
r
eg
r
ess
io
n
a
n
aly
s
is
o
f
f
ac
to
r
s
p
r
e
d
ictin
g
p
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t e
m
p
lo
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en
t statu
s
I
n
d
e
p
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n
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v
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r
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l
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A
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c
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r
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t
Est
i
m
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(
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p
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6
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(
0
.
3
3
)
0
.
2
6
(
0
.
1
2
)
1
.
3
0
P
r
o
g
r
a
m
t
r
a
c
k
(
t
e
a
c
h
i
n
g
t
r
a
c
k
–
n
o
n
-
t
e
a
c
h
i
n
g
t
r
a
c
k
)
2
8
3
0
.
0
3
6
4
1
0
.
5
1
0
.
0
0
1
1
.
1
4
(
<
0
.
0
0
1
)
0
.
9
9
2
(
0
.
0
0
2
)
2
.
7
0
P
u
r
su
e
d
a
d
v
a
n
c
e
d
e
g
r
e
e
p
r
o
g
r
a
ms
(
y
e
s
-
no)
2
8
6
0
.
0
2
4
4
7
.
0
5
1
0
.
0
0
8
1
.
2
9
(
<
0
.
0
0
1
)
0
.
8
6
5
(
<
0
.
0
0
1
)
2
.
3
8
N
o
t
e
:
E
st
i
ma
t
e
s r
e
p
r
e
s
e
n
t
t
h
e
l
o
g
o
d
d
s o
f
“
e
m
p
l
o
y
me
n
t
_
p
r
e
se
n
t
=
e
m
p
l
o
y
e
d
”
v
s
.
“
e
m
p
l
o
y
me
n
t
_
p
r
e
se
n
t
=
n
o
t
e
m
p
l
o
y
e
d
”
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
co
n
clu
d
es
th
at
th
e
r
e
is
a
s
tr
o
n
g
co
n
n
ec
tio
n
b
et
wee
n
h
ig
h
er
ed
u
ca
tio
n
ex
p
er
i
en
ce
s
an
d
g
r
ad
u
ate
em
p
l
o
y
ab
ilit
y
in
PESS
.
T
h
e
g
r
ad
u
ates’
em
p
lo
y
m
en
t
o
u
tco
m
es
wer
e
s
ig
n
if
ican
tly
in
f
lu
en
ce
d
b
y
p
r
o
g
r
a
m
s
p
ec
ializatio
n
an
d
p
o
s
tg
r
ad
u
ate
ed
u
ca
tio
n
.
T
ea
ch
in
g
tr
ac
k
g
r
ad
u
ates
(
B
PE
-
SP
E
)
h
ad
h
ig
h
er
em
p
lo
y
m
e
n
t
r
ates,
p
ar
ticu
lar
l
y
in
ed
u
ca
tio
n
,
wh
er
ea
s
n
o
n
-
teac
h
in
g
g
r
ad
u
ates
(
B
PE
-
SW
M)
f
ac
ed
g
r
ea
ter
ch
allen
g
es
in
s
ec
u
r
i
n
g
j
o
b
s
w
ith
in
th
eir
f
ield
.
T
h
is
s
u
g
g
ests
th
at
s
tr
u
ctu
r
ed
ca
r
ee
r
p
ath
w
ay
s
,
s
u
ch
as
th
o
s
e
with
licen
s
u
r
e
an
d
ce
r
tific
atio
n
r
eq
u
ir
e
m
en
ts
,
o
f
f
er
b
etter
e
m
p
lo
y
m
e
n
t
s
tab
ilit
y
.
Ad
d
itio
n
ally
,
p
o
s
tg
r
a
d
u
ate
ed
u
ca
tio
n
p
r
o
v
e
d
to
b
e
a
k
e
y
f
ac
to
r
in
lo
n
g
-
ter
m
em
p
l
o
y
ab
il
ity
wh
ich
p
r
o
m
o
tes
th
e
v
alu
e
o
f
h
ig
h
e
r
ed
u
ca
tio
n
in
v
estme
n
ts
in
ca
r
ee
r
ad
v
an
ce
m
en
t.
T
o
im
p
r
o
v
e
em
p
lo
y
m
e
n
t
o
u
tc
o
m
es,
th
e
u
n
iv
er
s
ity
s
h
o
u
ld
i
m
p
lem
en
t
en
h
an
ce
d
ca
r
ee
r
d
e
v
elo
p
m
en
t
in
itiativ
es.
No
n
-
teac
h
in
g
g
r
ad
u
ates
wo
u
ld
b
en
ef
it
f
r
o
m
s
p
ec
ialized
ce
r
tific
atio
n
s
,
jo
b
p
lac
em
en
t
p
ar
t
n
er
s
h
ip
s
,
an
d
en
t
r
ep
r
en
eu
r
s
h
ip
tr
ain
in
g
to
s
u
p
p
o
r
t
th
eir
tr
an
s
itio
n
in
to
ca
r
ee
r
s
in
f
itn
ess
,
welln
ess
,
an
d
s
p
o
r
ts
m
an
ag
em
en
t.
Stre
n
g
th
en
in
g
in
d
u
s
tr
y
co
llab
o
r
atio
n
s
with
s
p
o
r
ts
o
r
g
an
izatio
n
s
,
h
ea
lth
in
s
titu
tio
n
s
,
an
d
f
itn
ess
ce
n
ter
s
ca
n
also
h
elp
cr
ea
te
clea
r
er
em
p
lo
y
m
en
t
p
at
h
way
s
.
Ad
d
itio
n
ally
,
ex
p
an
d
in
g
in
ter
n
s
h
ip
an
d
W
I
L
p
r
o
g
r
a
m
s
,
p
ar
ticu
la
r
ly
in
ap
p
lied
s
p
o
r
ts
s
cien
ce
,
r
eh
ab
ili
tatio
n
,
s
p
o
r
ts
b
u
s
in
ess
m
an
a
g
em
en
t,
a
n
d
f
itn
ess
tr
ain
in
g
,
ca
n
en
s
u
r
e
th
at
g
r
ad
u
ates
g
ain
h
an
d
s
-
o
n
ex
p
e
r
ien
ce
r
elev
an
t
to
jo
b
m
ar
k
et
d
e
m
an
d
s
.
Fu
r
t
h
er
m
o
r
e,
b
ased
o
n
th
e
wea
k
ar
ea
s
o
f
h
ig
h
er
e
d
u
ca
tio
n
ex
p
er
ien
ce
,
it
is
r
ec
o
m
m
en
d
e
d
th
at
th
e
f
ac
u
lty
d
ev
el
o
p
m
en
t
p
r
o
g
r
a
m
s
s
h
o
u
ld
e
m
p
h
asize
i
n
d
u
s
tr
y
tr
e
n
d
s
,
in
n
o
v
ativ
e
tea
ch
in
g
m
eth
o
d
o
l
o
g
ies,
an
d
tec
h
n
o
lo
g
y
in
teg
r
atio
n
to
en
h
an
ce
ed
u
ca
tio
n
al
q
u
alit
y
.
C
u
r
r
icu
lu
m
r
e
v
is
io
n
s
s
h
o
u
ld
in
co
r
p
o
r
ate
em
er
g
i
n
g
f
ield
s
in
s
p
o
r
ts
s
cien
ce
to
k
ee
p
g
r
a
d
u
ates
co
m
p
etitiv
e.
L
astl
y
,
f
u
tu
r
e
r
esear
ch
s
h
o
u
ld
ex
p
lo
r
e
lo
n
g
-
ter
m
em
p
lo
y
m
e
n
t
tr
en
d
s
,
em
p
lo
y
er
f
ee
d
b
ac
k
,
an
d
t
h
e
r
o
le
o
f
em
e
r
g
in
g
tech
n
o
lo
g
ies in
s
h
a
p
in
g
P
E
SS
ca
r
ee
r
s
.
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