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tr
ain
in
g
r
ec
eiv
ed
b
y
s
ch
o
o
l
lead
er
s
ten
d
s
to
f
o
cu
s
p
r
im
ar
ily
o
n
r
eg
u
lato
r
y
asp
e
cts,
with
lim
ited
co
n
n
ec
tio
n
t
o
th
e
r
ea
liti
es
an
d
ch
allen
g
es
o
f
s
ch
o
o
ls
an
d
with
lo
w
p
r
ac
tical
ap
p
licab
ilit
y
[
4
]
,
[
9
]
.
I
n
o
th
er
wo
r
d
s
,
th
e
tr
ain
in
g
p
r
o
v
id
ed
is
n
eith
er
th
e
m
o
s
t
ap
p
r
o
p
r
iate
n
o
r
s
u
f
f
icien
t.
I
n
th
is
r
eg
ar
d
,
th
e
n
ee
d
h
as
b
ee
n
id
en
tif
ied
f
o
r
co
n
ti
n
u
o
u
s
,
r
elev
an
t,
ev
id
e
n
ce
-
b
ased
,
an
d
co
n
tex
tu
alize
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t.
Su
ch
tr
ai
n
in
g
s
h
o
u
ld
a
d
d
r
ess
n
o
t
o
n
ly
a
d
m
in
is
tr
ativ
e
m
atter
s
b
u
t
also
th
e
co
m
p
eten
cies
ass
o
ciate
d
with
p
ed
ag
o
g
ical,
tr
a
n
s
f
o
r
m
atio
n
al,
an
d
d
is
tr
ib
u
ted
lead
er
s
h
ip
[
5
]
,
[
1
]
.
I
n
th
is
r
eg
ar
d
,
th
e
tr
ai
n
in
g
m
o
d
els
q
u
esti
o
n
ed
in
v
ar
io
u
s
s
tu
d
ies
h
av
e
h
ig
h
lig
h
ted
th
e
n
ee
d
to
m
o
v
e
to
war
d
s
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
p
o
s
als
th
at
p
r
e
p
ar
e
s
ch
o
o
l
lead
e
r
s
h
ip
team
s
f
o
r
d
i
s
tr
ib
u
ted
lead
er
s
h
ip
,
r
eg
ar
d
e
d
as
o
n
e
o
f
th
e
m
o
s
t
ef
f
ec
tiv
e
ap
p
r
o
ac
h
es
to
m
an
a
g
in
g
th
e
co
m
p
lex
ity
an
d
m
u
lt
ip
le
ch
allen
g
es
th
at
s
ch
o
o
ls
m
u
s
t
ad
d
r
ess
.
T
h
is
m
o
d
el
is
g
r
o
u
n
d
ed
i
n
s
h
ar
ed
,
f
l
ex
ib
le,
an
d
co
llab
o
r
ativ
e
m
an
ag
em
en
t,
wh
e
r
eb
y
r
esp
o
n
s
ib
ilit
ies
an
d
d
ec
is
io
n
s
d
o
n
o
t
r
est
s
o
lely
with
th
e
h
ea
d
teac
h
er
b
u
t
ar
e
d
is
tr
ib
u
t
ed
am
o
n
g
d
if
f
er
e
n
t
m
em
b
er
s
o
f
th
e
s
ch
o
o
l
co
m
m
u
n
ity
[
1
0
]
.
I
ts
im
p
lem
en
tat
io
n
r
e
q
u
ir
es
s
p
ec
if
ic
tr
ai
n
in
g
o
r
ien
ted
to
war
d
s
team
wo
r
k
,
co
lleg
ial
d
ec
is
io
n
-
m
ak
in
g
,
a
n
d
th
e
d
ev
elo
p
m
en
t
o
f
p
ar
ticip
ato
r
y
s
ch
o
o
l c
u
ltu
r
e
s
.
R
ec
en
t liter
atu
r
e
h
as a
l
s
o
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
o
th
er
lead
er
s
h
ip
m
o
d
els th
at
ex
er
t a
p
o
s
itiv
e
in
f
lu
en
ce
o
n
teac
h
er
p
e
r
f
o
r
m
a
n
ce
,
p
r
o
f
ess
io
n
al
s
elf
-
ef
f
icac
y
,
an
d
jo
b
s
atis
f
ac
tio
n
[
8
]
,
[
1
1
]
–
[
1
3
]
.
Am
o
n
g
th
ese
ar
e
tr
an
s
f
o
r
m
atio
n
al
an
d
in
s
tr
u
ctio
n
al
lea
d
er
s
h
ip
.
E
f
f
ec
tiv
e
lead
er
s
h
ip
is
ab
le
t
o
in
teg
r
ate
ad
m
in
is
tr
ativ
e
m
an
ag
em
en
t
with
p
ed
a
g
o
g
ica
l
s
u
p
p
o
r
t,
th
u
s
en
h
an
ci
n
g
b
o
th
in
s
titu
tio
n
al
o
r
g
an
izatio
n
an
d
s
tu
d
en
ts
’
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
es
[
7
]
.
A
t
th
e
s
am
e
tim
e,
th
e
s
ig
n
if
ica
n
t
r
o
le
o
f
m
id
d
le
lea
d
er
s
h
ip
h
as
b
ee
n
o
b
s
er
v
e
d
,
f
u
n
ctio
n
in
g
as
a
s
tr
ateg
ic
lin
k
b
etwe
en
s
ch
o
o
l
lead
er
s
h
ip
an
d
teac
h
in
g
s
taf
f
[
1
4
]
,
[
1
5
]
.
T
h
r
o
u
g
h
m
i
d
d
le
lead
er
s
h
ip
,
in
wh
ich
r
esp
o
n
s
ib
ilit
ies
ar
e
s
h
ar
ed
,
in
ter
n
al
co
o
r
d
in
atio
n
is
im
p
r
o
v
e
d
,
p
r
o
ject
im
p
lem
en
tatio
n
is
f
ac
ilit
ated
,
an
d
a
c
u
ltu
r
e
b
ased
o
n
co
llab
o
r
atio
n
a
n
d
tr
u
s
t is f
o
s
ter
ed
[
1
6
]
.
T
h
ese
d
iv
er
s
e
ap
p
r
o
ac
h
es
to
s
ch
o
o
l
lead
er
s
h
ip
h
a
v
e
b
ee
n
ad
o
p
ted
u
n
ev
e
n
ly
in
Sp
ain
,
wh
er
e
th
ey
o
f
ten
co
ex
is
t
with
tr
ad
itio
n
al
h
ier
ar
ch
ical
an
d
b
u
r
ea
u
c
r
atic
m
o
d
els.
As
a
r
esu
lt,
lead
er
s
h
i
p
p
r
ac
tices
ten
d
to
tak
e
o
n
h
y
b
r
id
f
o
r
m
s
,
c
o
m
b
in
in
g
ad
m
i
n
is
tr
ativ
e
lo
g
ics
with
m
o
r
e
p
ar
ticip
ato
r
y
an
d
p
e
d
a
g
o
g
ical
ap
p
r
o
ac
h
es
[
1
7
]
.
T
h
is
ten
d
en
cy
h
as b
ee
n
c
o
n
f
ir
m
e
d
b
y
r
ec
en
t stu
d
ies,
wh
ich
s
h
o
w
th
at
ev
en
in
co
n
tex
t
s
wh
er
e
d
is
tr
ib
u
ted
lead
er
s
h
ip
is
p
r
o
m
o
ted
,
f
o
r
m
al
s
tr
u
ctu
r
es
an
d
b
u
r
ea
u
cr
ati
c
elem
en
ts
co
n
tin
u
e
to
s
h
ap
e
an
d
c
o
n
s
tr
ain
its
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
[
1
8
]
.
An
o
th
er
k
e
y
f
ac
to
r
is
th
e
m
o
ti
v
atio
n
to
ass
u
m
e
lead
er
s
h
ip
r
o
les
an
d
r
esp
o
n
s
ib
ilit
ies.
R
ec
en
t
r
esear
ch
h
as
id
en
tifie
d
s
tr
u
ct
u
r
al
b
ar
r
ier
s
s
u
ch
as
r
o
le
in
s
ta
b
ilit
y
,
wo
r
k
o
v
e
r
lo
ad
,
an
d
th
e
in
s
u
f
f
icien
t
p
r
o
f
ess
io
n
aliza
tio
n
o
f
lead
e
r
s
h
ip
p
o
s
itio
n
s
[
1
9
]
,
[
2
0
]
.
I
n
m
an
y
ca
s
es,
ac
ce
s
s
to
th
ese
r
o
l
es
is
d
r
iv
en
m
o
r
e
b
y
in
s
titu
tio
n
al
n
ee
d
s
th
an
b
y
v
o
ca
tio
n
al
d
ec
is
io
n
s
,
wh
ich
d
ir
ec
tly
af
f
ec
ts
co
m
m
itm
en
t,
en
g
ag
em
e
n
t,
an
d
co
n
tin
u
ity
in
lead
e
r
s
h
ip
p
r
ac
t
ice
[
6
]
.
Fu
r
th
er
m
o
r
e,
p
r
o
f
ess
io
n
al
s
atis
f
ac
tio
n
is
d
ir
ec
tly
lin
k
ed
t
o
m
o
tiv
atio
n
an
d
d
ep
en
d
s
o
n
m
u
ltip
le
co
n
t
ex
tu
al
f
ac
to
r
s
,
in
clu
d
in
g
ex
ce
s
s
iv
e
b
u
r
ea
u
cr
atiza
tio
n
an
d
wo
r
k
lo
ad
,
s
ca
r
city
o
f
r
eso
u
r
ce
s
,
in
s
u
f
f
icien
t
tr
ain
in
g
f
o
r
team
lead
er
s
h
ip
an
d
co
n
f
lict
m
an
ag
em
en
t,
lack
o
f
i
n
s
titu
tio
n
al
s
u
p
p
o
r
t,
an
d
lim
ited
r
ec
o
g
n
itio
n
[
2
]
,
[
2
1
]
,
[
2
2
]
.
Desp
ite
all
th
ese
lim
itatio
n
s
an
d
b
a
r
r
ier
s
,
em
p
ir
ical
ev
id
e
n
ce
co
n
f
ir
m
s
th
at
e
f
f
ec
tiv
e
le
ad
er
s
h
ip
is
d
ec
is
iv
e
f
o
r
i
n
s
titu
tio
n
al
im
p
r
o
v
em
e
n
t,
s
ch
o
o
l
q
u
ality
,
an
d
s
tu
d
en
t
o
u
tco
m
es
[
2
3
]
–
[
2
6
]
.
I
ts
im
p
ac
t
is
p
ar
ticu
lar
ly
p
o
s
itiv
e
wh
en
g
r
o
u
n
d
ed
i
n
a
clea
r
v
is
io
n
an
d
s
u
p
p
o
r
ted
b
y
p
ar
ticip
ato
r
y
an
d
in
clu
s
iv
e
p
r
ac
tices
[
7
]
,
[
2
5
]
,
[
2
6
]
.
L
ik
ewise,
it
co
n
tr
ib
u
tes
to
b
u
ild
in
g
a
p
o
s
itiv
e
an
d
p
ar
ticip
ato
r
y
s
ch
o
o
l
clim
ate,
en
h
an
cin
g
co
ex
is
ten
ce
an
d
c
o
lleg
iality
[
1
1
]
,
[
2
7
]
,
[
2
8
]
.
I
n
th
is
r
esp
ec
t,
th
e
s
tab
ilit
y
o
f
lead
er
s
h
ip
team
s
is
ass
o
ciate
d
with
g
r
ea
ter
teac
h
er
r
eten
tio
n
an
d
with
th
e
s
tr
en
g
th
en
in
g
o
f
in
s
titu
tio
n
al
clim
ate
[
2
9
]
.
T
ak
en
to
g
et
h
er
,
th
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
th
at
s
ch
o
o
l
tr
an
s
f
o
r
m
atio
n
a
n
d
im
p
r
o
v
e
m
en
t
d
e
p
en
d
o
n
th
e
lead
er
s
h
i
p
team
’
s
ca
p
ac
ity
to
ex
er
cise
ef
f
ec
tiv
e
lead
e
r
s
h
ip
,
wh
ich
in
v
o
lv
es
en
e
r
g
izin
g
s
taf
f
team
s
,
m
an
a
g
in
g
r
eso
u
r
ce
s
ef
f
icien
tly
,
r
eso
lv
in
g
co
n
f
licts
,
f
o
s
ter
in
g
i
n
n
o
v
ativ
e
p
r
ac
tices,
an
d
co
n
ti
n
u
ally
ev
alu
atin
g
in
s
titu
tio
n
al
d
ev
elo
p
m
en
t
[
3
0
]
.
I
n
s
u
m
m
ar
y
,
t
h
e
ex
er
cise
o
f
ed
u
ca
tio
n
al
lead
er
s
h
ip
b
y
h
ea
d
teac
h
er
s
in
Sp
ain
is
co
n
f
ig
u
r
ed
as
a
h
ig
h
ly
co
m
p
lex
y
et
ess
en
tial
f
u
n
ctio
n
,
o
n
e
t
h
at
is
c
o
n
d
itio
n
e
d
b
y
s
tr
u
ctu
r
al
te
n
s
io
n
s
—
s
u
ch
as
li
m
ited
au
to
n
o
m
y
a
n
d
b
u
r
ea
u
c
r
atize
d
m
a
n
ag
em
e
n
t
—
,
r
eg
u
lato
r
y
co
n
s
tr
ain
ts
—
d
er
iv
in
g
f
r
o
m
a
r
ig
id
leg
al
f
r
am
ew
o
r
k
—
,
a
n
d
cu
ltu
r
al
f
ac
to
r
s
—
s
h
ap
ed
b
y
s
ch
o
o
l
t
r
ad
itio
n
s
an
d
r
esis
tan
ce
to
ch
an
g
e
—
th
at
co
llectiv
ely
h
i
n
d
er
its
ef
f
ec
tiv
e
en
ac
tm
en
t [
1
]
,
[
1
9
]
.
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
Th
e
co
mp
lexity
o
f sch
o
o
l le
a
d
ers
h
ip
in
S
p
a
in
:
b
etw
ee
n
lea
d
ers
h
ip
a
n
d
… (
S
erg
io
C
o
r
ed
-
B
a
n
d
r
és
)
1131
B
ased
o
n
th
is
g
en
er
al
f
r
am
ewo
r
k
,
th
e
m
ain
o
b
jectiv
e
o
f
th
is
s
tu
d
y
is
to
ex
am
in
e
th
e
p
er
ce
p
tio
n
s
o
f
lead
er
s
h
ip
team
s
r
eg
ar
d
in
g
a
cc
ess
to
an
d
p
er
f
o
r
m
an
ce
in
s
ch
o
o
l
lead
er
s
h
ip
r
o
les.
T
h
e
an
aly
s
is
f
o
cu
s
es
p
ar
ticu
lar
ly
o
n
th
e
tr
ain
i
n
g
r
ec
eiv
ed
,
th
e
m
o
tiv
atio
n
to
a
s
s
u
m
e
s
u
ch
r
o
les,
th
e
co
m
p
e
ten
cies
co
n
s
id
er
ed
n
ec
ess
ar
y
f
o
r
t
h
eir
p
r
ac
tice,
an
d
th
e
lev
els
o
f
p
e
r
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
s
atis
f
ac
tio
n
in
v
o
lv
ed
.
T
h
is
s
tu
d
y
s
ee
k
s
to
p
r
o
v
id
e
a
co
m
p
r
e
h
en
s
iv
e
ac
co
u
n
t
o
f
th
e
f
ac
to
r
s
in
f
lu
en
cin
g
teac
h
er
s
’
willin
g
n
ess
to
jo
in
lead
er
s
h
ip
team
s
,
as we
ll a
s
th
e
q
u
ality
o
f
th
eir
ex
p
er
ien
ce
in
t
h
ese
r
o
le
s
.
Gr
o
u
n
d
e
d
in
th
ese
d
im
en
s
io
n
s
an
d
in
r
esp
o
n
s
e
to
th
e
g
ap
s
id
en
tifie
d
in
th
e
ex
is
tin
g
liter
atu
r
e
o
n
s
ch
o
o
l
lead
er
s
h
ip
,
th
e
f
o
llo
wi
n
g
r
esear
ch
q
u
esti
o
n
s
wer
e
f
o
r
m
u
lated
.
T
h
ese
q
u
esti
o
n
s
ar
ticu
late
th
e
s
tu
d
y
’
s
co
r
e
d
im
en
s
io
n
s
an
d
g
u
id
e
b
o
t
h
th
e
m
eth
o
d
o
lo
g
ical
d
esig
n
a
n
d
th
e
a
n
aly
s
is
o
f
th
e
f
in
d
in
g
s
:
−
W
h
at
ar
e
s
ch
o
o
l
lead
e
r
s
h
ip
team
s
’
p
er
ce
p
tio
n
s
r
e
g
ar
d
in
g
ac
ce
s
s
to
lea
d
er
s
h
ip
p
o
s
itio
n
s
with
in
th
e
Sp
an
is
h
ed
u
ca
tio
n
s
y
s
tem
?
−
Ho
w
d
o
s
ch
o
o
l le
ad
er
s
ev
alu
at
e
th
e
tr
ain
in
g
r
ec
eiv
ed
f
o
r
t
h
e
p
er
f
o
r
m
an
ce
o
f
th
eir
m
a
n
ag
er
i
al
d
u
ties
?
−
W
h
at
co
m
p
eten
cies
d
o
lead
er
s
h
ip
team
s
co
n
s
id
er
ess
en
ti
al
f
o
r
th
e
ef
f
ec
tiv
e
ex
er
cise
o
f
ed
u
ca
tio
n
al
lead
er
s
h
ip
?
−
W
h
at
f
ac
to
r
s
in
f
lu
en
ce
teac
h
e
r
s
’
m
o
tiv
atio
n
to
ass
u
m
e
lead
e
r
s
h
ip
r
esp
o
n
s
ib
ilit
ies?
−
Ho
w
d
o
s
ch
o
o
l
lead
e
r
s
h
ip
t
ea
m
s
ass
es
s
th
eir
p
er
s
o
n
al
a
n
d
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
as
a
r
esu
lt
o
f
u
n
d
er
tak
i
n
g
lead
e
r
s
h
ip
r
o
les?
T
h
ese
q
u
esti
o
n
s
n
o
t
o
n
ly
s
tr
u
ctu
r
e
th
e
an
aly
s
is
b
u
t
also
d
e
lin
ea
te
th
e
s
p
ec
if
ic
co
n
tr
ib
u
tio
n
o
f
th
is
s
tu
d
y
.
I
n
co
n
tr
ast
to
p
r
ev
i
o
u
s
r
esear
ch
th
at
h
as
ex
am
in
ed
is
o
lated
asp
ec
ts
o
f
s
ch
o
o
l
lea
d
er
s
h
ip
an
d
r
elied
p
r
ed
o
m
i
n
an
tly
o
n
q
u
an
titativ
e
ap
p
r
o
ac
h
es,
th
is
s
tu
d
y
ad
o
p
ts
a
q
u
alitativ
e
an
d
in
teg
r
ativ
e
p
er
s
p
ec
tiv
e.
I
t simu
ltan
eo
u
s
ly
co
n
s
id
er
s
k
ey
elem
en
ts
s
u
ch
as a
cc
e
s
s
,
tr
ai
n
in
g
,
co
m
p
eten
cies,
m
o
tiv
atio
n
,
an
d
p
r
o
f
ess
io
n
al
s
atis
f
ac
tio
n
.
I
ts
co
n
tr
ib
u
tio
n
l
ies
in
p
r
o
v
id
in
g
u
p
d
ate
d
em
p
ir
ical
ev
id
en
ce
o
n
th
e
ten
s
io
n
s
,
m
o
tiv
atio
n
s
,
an
d
co
m
p
eten
cies
th
at
s
h
ap
e
ed
u
ca
tio
n
al
lead
er
s
h
ip
in
Sp
ain
,
with
th
e
aim
o
f
in
f
o
r
m
in
g
t
h
e
d
esig
n
o
f
m
o
r
e
co
n
tex
t
-
s
en
s
itiv
e
tr
ain
in
g
p
r
o
g
r
am
s
an
d
p
u
b
lic
p
o
licies
th
at
r
esp
o
n
d
to
th
e
r
ea
l
n
ee
d
s
an
d
c
h
allen
g
es
f
ac
ed
b
y
lead
er
s
h
ip
team
s
.
2.
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts
T
h
e
s
am
p
le
o
f
th
is
q
u
alitativ
e
s
tu
d
y
co
m
p
r
is
ed
a
to
tal
o
f
2
4
t
ea
ch
er
s
cu
r
r
e
n
tly
lead
in
g
th
e
l
ea
d
er
s
h
ip
team
s
o
f
d
if
f
er
en
t
s
ch
o
o
ls
.
Par
ticip
an
ts
wer
e
s
elec
ted
u
s
in
g
p
u
r
p
o
s
iv
e
s
am
p
lin
g
,
en
s
u
r
i
n
g
th
at
in
d
iv
id
u
als
h
eld
k
e
y
r
o
les
in
in
s
titu
tio
n
al
d
ec
is
io
n
-
m
ak
in
g
an
d
t
h
e
im
p
l
em
en
tatio
n
o
f
e
d
u
ca
tio
n
al
p
o
licies.
T
h
e
d
i
v
er
s
ity
o
f
s
ch
o
o
ls
r
e
p
r
esen
ted
—
r
eg
a
r
d
in
g
ty
p
e,
s
ize,
an
d
co
n
tex
t
—
allo
wed
f
o
r
a
b
r
o
ad
a
n
d
e
n
r
ic
h
ed
p
e
r
s
p
ec
tiv
e
o
n
th
e
s
u
b
ject
u
n
d
e
r
s
tu
d
y
.
T
ab
le
1
p
r
esen
ts
th
e
m
ain
ch
a
r
ac
ter
is
tics
o
f
th
e
p
ar
ticip
an
ts
.
As
s
h
o
wn
,
m
o
s
t
wo
r
k
in
u
r
b
a
n
s
ch
o
o
ls
(
7
2
%),
wh
ile
2
8
%
ar
e
b
ased
i
n
r
u
r
al
s
ettin
g
s
.
W
ith
r
esp
ec
t
to
s
ch
o
o
l
s
ize,
m
o
r
e
t
h
an
h
alf
o
f
th
e
p
a
r
ticip
an
ts
ca
m
e
f
r
o
m
in
s
titu
tio
n
s
with
o
v
er
3
0
0
s
tu
d
en
ts
(
5
4
%),
s
u
g
g
e
s
tin
g
m
ed
iu
m
to
la
r
g
e
s
ch
o
o
l c
o
n
tex
ts
.
R
eg
ar
d
in
g
p
r
o
f
ess
io
n
al
b
ac
k
g
r
o
u
n
d
,
7
5
%
h
ad
m
o
r
e
th
an
1
0
y
ea
r
s
o
f
teac
h
in
g
ex
p
e
r
ien
ce
,
r
ef
lect
in
g
a
s
am
p
le
with
a
s
tr
o
n
g
ca
r
ee
r
tr
ajec
to
r
y
i
n
th
e
ed
u
ca
tio
n
al
f
ield
.
I
n
te
r
m
s
o
f
s
p
ec
if
ic
ex
p
e
r
ien
ce
i
n
lead
e
r
s
h
ip
team
r
o
les,
th
er
e
was
a
r
elativ
e
b
alan
ce
,
with
a
s
lig
h
t
p
r
ed
o
m
in
a
n
ce
o
f
th
o
s
e
with
m
o
r
e
th
an
f
iv
e
y
ea
r
s
in
s
u
ch
p
o
s
itio
n
s
(
5
4
%),
th
u
s
p
r
o
v
id
in
g
v
alu
ab
l
e
in
s
ig
h
ts
g
r
o
u
n
d
ed
i
n
a
co
n
s
o
lid
ated
tr
ajec
to
r
y
o
f
s
ch
o
o
l m
a
n
ag
em
en
t.
T
ab
le
1
.
Par
ticip
an
ts
(
N=
2
4
)
S
o
c
i
o
d
e
m
o
g
r
a
p
h
i
c
c
h
a
r
a
c
t
e
r
i
st
i
c
s
N
%
Ty
p
e
o
f
s
c
h
o
o
l
U
r
b
a
n
17
7
0
.
8
R
u
r
a
l
7
2
9
.
2
N
u
mb
e
r
o
f
st
u
d
e
n
t
s
e
n
r
o
l
l
e
d
0
-
1
0
0
3
1
2
.
5
1
0
1
-
300
8
3
3
.
3
M
o
r
e
t
h
a
n
3
0
0
13
5
4
.
2
Y
e
a
r
s
o
f
t
e
a
c
h
i
n
g
e
x
p
e
r
i
e
n
c
e
F
e
w
e
r
t
h
a
n
1
0
6
25
11
-
20
10
4
1
.
7
M
o
r
e
t
h
a
n
2
0
8
3
3
.
3
Y
e
a
r
s
o
f
e
x
p
e
r
i
e
n
c
e
i
n
l
e
a
d
e
r
s
h
i
p
t
e
a
ms
0
-
5
11
4
5
.
8
6
o
r
m
o
r
e
13
5
4
.
2
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
.
2
,
Ap
r
il
20
2
6
:
1
1
2
9
-
1
1
4
1
1132
2
.
2
.
I
ns
t
rum
ent
T
h
e
in
s
tr
u
m
e
n
t
u
s
ed
f
o
r
d
ata
co
llectio
n
was
a
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew.
I
ts
s
em
i
-
s
tr
u
ctu
r
ed
n
at
u
r
e
p
r
o
v
id
e
d
a
b
alan
ce
b
etwe
en
th
e
s
y
s
tem
atiza
tio
n
r
eq
u
ir
ed
f
o
r
co
m
p
ar
ativ
e
an
aly
s
is
an
d
th
e
f
lex
ib
ilit
y
to
ad
ap
t
ac
co
r
d
in
g
to
ea
c
h
p
ar
ticip
an
t
’
s
r
esp
o
n
s
es,
th
er
eb
y
en
r
ich
i
n
g
th
e
d
ata
g
ath
er
e
d
.
T
h
e
in
t
er
v
iew
co
n
s
is
ted
o
f
2
0
o
p
en
-
en
d
e
d
q
u
esti
o
n
s
o
r
g
an
ized
ar
o
u
n
d
f
o
u
r
p
r
ed
ef
i
n
e
d
d
im
e
n
s
io
n
s
:
tr
ain
in
g
,
ac
ce
s
s
an
d
m
o
tiv
atio
n
,
co
m
p
eten
cies,
an
d
s
atis
f
ac
tio
n
.
T
h
e
co
n
ten
t
o
f
th
e
in
s
tr
u
m
en
t
was
g
r
o
u
n
d
e
d
in
p
r
ev
io
u
s
liter
atu
r
e,
en
s
u
r
in
g
its
th
eo
r
etica
l
r
elev
an
ce
.
I
n
ad
d
itio
n
,
an
ex
p
er
t
r
ev
iew
was
co
n
d
u
cte
d
with
th
e
p
ar
ticip
atio
n
o
f
10
s
p
ec
ialis
ts
in
ed
u
ca
tio
n
al
lead
er
s
h
ip
a
n
d
m
an
ag
em
en
t,
aim
ed
at
ev
alu
a
tin
g
th
e
clar
ity
,
co
h
e
r
en
ce
,
a
n
d
r
elev
an
ce
o
f
th
e
q
u
esti
o
n
s
.
B
ased
o
n
th
eir
f
e
ed
b
ac
k
,
t
h
e
n
ec
ess
ar
y
a
d
ju
s
tm
en
ts
wer
e
m
ad
e
t
o
en
s
u
r
e
th
e
r
eliab
ilit
y
an
d
co
n
s
is
ten
cy
o
f
th
e
in
s
tr
u
m
en
t,
th
u
s
d
ef
in
in
g
its
f
in
al
v
er
s
io
n
.
Alth
o
u
g
h
s
em
i
-
s
tr
u
ctu
r
ed
,
th
e
in
ter
v
iews
allo
wed
f
o
r
i
n
-
d
ep
t
h
ex
p
l
o
r
a
tio
n
o
f
p
ar
ticip
an
ts
’
p
e
r
s
p
ec
tiv
es
with
in
th
e
f
r
am
ewo
r
k
o
f
th
e
p
r
ed
ef
in
e
d
d
im
en
s
io
n
s
.
2
.
3
.
Da
t
a
c
o
llect
io
n a
nd
a
na
ly
s
is
pro
ce
du
re
Fo
r
d
ata
co
llectio
n
,
th
e
r
esear
ch
er
s
co
n
d
u
cted
th
e
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
v
ia
th
e
Go
o
g
le
Me
et
p
latf
o
r
m
b
etwe
en
Octo
b
er
2
0
2
4
an
d
Feb
r
u
ar
y
2
0
2
5
.
T
h
e
in
ter
v
iews
wer
e
r
ec
o
r
d
ed
an
d
s
u
b
s
eq
u
en
tl
y
tr
an
s
cr
ib
ed
m
an
u
ally
to
o
b
tai
n
a
tex
tu
al
f
o
r
m
at.
E
ac
h
in
te
r
v
iew
last
ed
ap
p
r
o
x
im
ately
4
5
m
in
u
tes,
d
e
p
en
d
in
g
o
n
th
e
p
a
r
ticip
an
t’
s
av
ailab
ilit
y
an
d
d
ep
th
o
f
r
esp
o
n
s
es.
Par
ticip
an
t r
ec
r
u
itm
e
n
t c
o
n
tin
u
ed
u
n
til d
ata
s
atu
r
atio
n
was r
ea
ch
ed
,
m
ea
n
i
n
g
n
o
n
ew
r
elev
an
t th
em
es we
r
e
id
e
n
tifie
d
.
2
.
3
.
1
.
Ca
t
eg
o
ry
t
ree
B
ased
o
n
th
e
an
aly
s
is
o
f
th
e
in
ter
v
iews,
a
ca
teg
o
r
y
tr
e
e
was
d
ev
elo
p
ed
with
th
e
p
u
r
p
o
s
e
o
f
o
r
g
an
izin
g
th
e
in
f
o
r
m
atio
n
c
o
llected
in
a
s
tr
u
ctu
r
ed
m
a
n
n
er
.
T
h
e
f
in
al
v
e
r
s
io
n
o
f
th
is
tr
e
e
was
th
e
r
esu
lt
o
f
a
th
r
ee
-
s
tag
e
p
r
o
ce
s
s
.
I
n
th
e
f
ir
s
t
s
tag
e,
r
esear
c
h
er
1
c
o
n
s
tr
u
cted
a
n
in
itial
v
er
s
io
n
o
f
th
e
tr
ee
u
s
in
g
a
d
ed
u
ctiv
e
ap
p
r
o
ac
h
,
b
ased
o
n
th
e
d
esig
n
o
f
t
h
e
in
ter
v
iew.
I
n
th
e
s
ec
o
n
d
s
tag
e,
r
esear
c
h
e
r
s
1
,
2
,
a
n
d
3
ea
ch
an
aly
ze
d
a
d
if
f
er
e
n
t
in
ter
v
iew,
in
o
r
d
er
to
p
r
o
p
o
s
e
ad
ju
s
tm
e
n
ts
an
d
im
p
r
o
v
e
m
en
ts
to
th
e
i
n
itial
v
er
s
io
n
.
T
h
e
m
o
d
if
icatio
n
s
in
clu
d
e
d
th
e
i
n
co
r
p
o
r
atio
n
,
elim
in
atio
n
,
an
d
r
elo
ca
tio
n
o
f
ca
teg
o
r
ies.
As
a
r
esu
lt
o
f
th
is
co
llab
o
r
ativ
e
wo
r
k
,
th
e
f
in
al
v
er
s
io
n
o
f
th
e
ca
teg
o
r
y
tr
ee
was
d
ef
in
ed
.
I
n
a
d
d
itio
n
to
s
tr
u
ct
u
r
in
g
th
e
in
f
o
r
m
atio
n
o
b
tain
e
d
,
th
e
ca
teg
o
r
y
tr
ee
r
e
f
lects
th
e
co
n
ce
p
tu
al
r
elatio
n
s
h
ip
s
am
o
n
g
t
h
e
th
em
es.
T
h
e
d
im
en
s
io
n
tr
ain
i
n
g
wa
s
p
o
s
itio
n
ed
as
a
s
tar
tin
g
p
o
in
t
,
s
in
ce
it
in
f
lu
en
ce
s
p
ar
ticip
an
ts
’
m
o
tiv
atio
n
an
d
ac
ce
s
s
to
d
ig
ital
lead
er
s
h
ip
p
r
ac
tices.
I
n
tu
r
n
,
th
ese
f
ac
to
r
s
co
n
tr
ib
u
te
to
th
e
d
ev
elo
p
m
e
n
t
o
f
co
m
p
eten
cies
,
wh
ich
u
ltima
tely
r
elate
to
th
e
p
er
ce
iv
e
d
s
atis
f
ac
tio
n
with
t
h
e
im
p
lem
e
n
tatio
n
o
f
s
u
ch
p
r
ac
tices.
T
h
is
h
ier
ar
ch
ical
o
r
g
an
izatio
n
s
u
p
p
o
r
ted
a
m
o
r
e
co
h
er
en
t
in
ter
p
r
etatio
n
o
f
th
e
d
ata
an
d
f
ac
ilit
ated
th
e
id
en
tific
atio
n
o
f
in
ter
d
ep
en
d
en
cies b
etwe
en
e
m
er
g
in
g
t
h
em
es.
2
.
3
.
2
.
Ca
t
eg
o
rica
l
c
o
nte
nt
a
na
ly
s
is
I
n
o
r
d
er
t
o
s
tr
en
g
th
e
n
th
e
v
ali
d
ity
o
f
th
e
s
tu
d
y
,
a
p
r
e
-
an
al
y
s
is
was
co
n
d
u
cted
.
R
esear
ch
er
s
1
,
2
,
a
n
d
4
in
d
ep
e
n
d
en
tly
an
aly
ze
d
o
n
e
r
an
d
o
m
l
y
s
elec
ted
in
ter
v
iew.
T
o
ass
ess
in
ter
-
r
ater
co
n
s
is
ten
cy
,
th
e
k
a
p
p
a
in
d
ex
was
ap
p
lied
,
y
ield
in
g
a
h
ig
h
l
ev
el
o
f
ag
r
ee
m
e
n
t
b
etwe
en
r
e
s
ea
r
ch
er
1
an
d
r
esear
ch
e
r
2
(
k
=0
.
7
9
8
)
.
I
n
v
iew
o
f
th
is
h
ig
h
r
eliab
ilit
y
,
it wa
s
d
ec
id
ed
th
at
th
ey
wo
u
ld
a
n
aly
ze
t
h
e
en
tire
s
et
o
f
in
te
r
v
iews.
Su
b
s
eq
u
en
tly
,
b
o
t
h
r
esear
ch
er
s
an
aly
ze
d
th
e
s
am
e
in
ter
v
iew
at
two
d
if
f
er
en
t
p
o
in
ts
in
tim
e,
with
th
e
aim
o
f
ca
lcu
latin
g
in
tr
a
-
r
ate
r
r
eliab
ilit
y
.
T
h
e
r
esu
lts
s
h
o
wed
ad
eq
u
ate
in
d
ices
(
r
es
ea
r
ch
er
1
:
k
=0
.
8
3
;
r
esear
ch
er
2
:
k
=
0
.
8
2
)
,
s
u
p
p
o
r
tin
g
th
e
co
n
s
is
ten
cy
o
f
r
esp
o
n
s
e
ca
teg
o
r
izatio
n
b
y
th
e
ev
al
u
ato
r
s
,
in
lin
e
with
th
e
g
u
id
elin
es p
r
o
p
o
s
ed
b
y
L
a
n
d
is
an
d
Ko
ch
[
3
1
]
.
T
h
is
p
r
o
c
ess
wa
s
ca
r
r
ied
o
u
t f
o
llo
win
g
th
e
m
eth
o
d
o
l
o
g
y
o
f
ca
teg
o
r
ical
co
n
ten
t
a
n
aly
s
is
[
3
2
]
,
f
o
c
u
s
ed
o
n
th
e
u
n
d
er
s
tan
d
i
n
g
an
d
s
em
an
tic
ca
teg
o
r
izatio
n
o
f
d
is
co
u
r
s
e.
Fo
r
th
is
p
u
r
p
o
s
e,
th
e
q
u
alitativ
e
an
aly
s
is
s
o
f
twar
e
NViv
o
(
v
er
s
io
n
1
.
7
)
was e
m
p
lo
y
e
d
.
3.
RE
SU
L
T
S
Fo
llo
win
g
th
e
an
aly
s
is
o
f
th
e
d
ata
o
b
tain
ed
t
h
r
o
u
g
h
th
e
i
n
ter
v
iews,
T
ab
le
2
p
r
esen
ts
th
e
to
t
al
n
u
m
b
er
o
f
co
d
if
icatio
n
s
co
r
r
esp
o
n
d
in
g
to
th
e
d
if
f
e
r
en
t
ca
teg
o
r
ies
a
n
aly
ze
d
.
T
h
is
in
f
o
r
m
atio
n
s
er
v
ed
as
a
g
u
id
e
f
o
r
s
tr
u
ctu
r
in
g
th
e
th
em
atic
p
r
e
s
en
tatio
n
o
f
th
e
s
tu
d
y
’
s
f
in
d
in
g
s
.
T
h
e
p
r
e
-
a
n
aly
s
es
co
n
d
u
cted
en
a
b
led
th
e
r
esear
ch
er
s
to
id
en
tify
th
e
m
o
s
t
r
elev
an
t
asp
ec
ts
h
ig
h
lig
h
te
d
b
y
th
e
in
ter
v
iewe
es.
T
h
is
s
tr
a
teg
y
co
n
tr
ib
u
te
d
to
s
tr
en
g
th
en
in
g
th
e
v
alid
ity
o
f
t
h
e
f
in
d
in
g
s
.
3
.
1
.
T
ra
ini
ng
Ov
er
all,
th
e
ev
alu
atio
n
o
f
th
e
tr
ain
in
g
r
ec
eiv
e
d
f
o
r
u
n
d
er
tak
i
n
g
lead
er
s
h
ip
r
o
les
is
p
o
s
itiv
e,
alth
o
u
g
h
n
u
an
ce
d
b
y
ce
r
tain
cr
iticis
m
s
r
eg
ar
d
in
g
its
p
r
ac
tical
ap
p
licab
ilit
y
.
Par
ticip
an
ts
h
ig
h
lig
h
t
its
u
s
ef
u
ln
ess
as
a
s
tar
tin
g
p
o
in
t,
wh
ile
ac
k
n
o
wled
g
in
g
s
ig
n
if
ican
t
s
h
o
r
tco
m
in
g
s
in
its
co
n
n
ec
tio
n
with
p
r
ac
t
ice.
I
n
g
en
er
al,
t
h
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
Th
e
co
mp
lexity
o
f sch
o
o
l le
a
d
ers
h
ip
in
S
p
a
in
:
b
etw
ee
n
lea
d
ers
h
ip
a
n
d
… (
S
erg
io
C
o
r
ed
-
B
a
n
d
r
és
)
1133
tr
ain
in
g
r
ec
eiv
ed
co
u
l
d
s
er
v
e
as
a
f
o
u
n
d
atio
n
th
at
s
u
b
s
eq
u
en
tly
s
h
a
p
es
p
ar
ticip
a
n
ts
’
a
cc
ess
to
lead
er
s
h
ip
p
o
s
itio
n
s
an
d
th
eir
p
er
ce
p
tio
n
o
f
th
e
co
m
p
eten
cies r
eq
u
ir
ed
.
DI
R
1
1
:
“
Ove
r
a
ll,
p
o
s
itive,
g
en
era
lly.
Of
co
u
r
s
e,
th
ere
w
ere
th
in
g
s
th
a
t
co
u
ld
h
a
ve
b
ee
n
imp
r
o
ve
d
,
b
u
t I
th
in
k
th
a
t wa
s
s
o
mewh
a
t b
ey
o
n
d
th
e
co
n
tr
o
l
o
f th
e
p
eo
p
le
w
h
o
o
r
g
a
n
iz
ed
it.
”
DI
R
0
7
:
“
I
t
is
u
s
efu
l,
esp
ec
ia
ll
y
w
h
en
y
o
u
a
lr
ea
d
y
k
n
o
w
yo
u
a
r
e
g
o
in
g
to
ta
ke
o
n
th
e
h
ea
d
s
h
ip
,
th
en
it
is
a
b
o
mb
a
r
d
men
t
o
f
i
n
fo
r
ma
tio
n
.
A
b
o
ve
a
ll,
in
ma
n
y
a
r
ea
s
,
b
u
t
ye
s
,
it
h
elp
s
yo
u
to
s
a
y:
I
a
m
g
o
in
g
to
ta
ke
th
is
o
n
a
n
d
I
a
m
g
o
in
g
to
n
ee
d
a
ll
t
h
ese
t
h
in
g
s
.
A
n
d
t
h
en
a
cro
s
s
a
ll
a
r
e
a
s
,
n
o
t
o
n
ly
ma
n
a
g
eme
n
t,
ca
teri
n
g
,
fin
a
n
cia
l
a
n
d
a
d
min
is
tr
a
tive
is
s
u
es,
b
u
t
a
ls
o
t
h
a
t
p
ed
a
g
o
g
ica
l
d
imen
s
io
n
a
h
e
a
d
tea
c
h
er mu
s
t h
a
ve
.
”
DI
R
1
8
:
“
Th
e
tr
a
in
in
g
r
eq
u
ir
e
s
q
u
ite
a
lo
t
o
f
d
ed
ica
tio
n
,
b
o
t
h
d
u
r
in
g
th
e
co
u
r
s
e
a
n
d
in
p
r
ep
a
r
in
g
th
e
fin
a
l
p
r
o
ject.
I
n
g
en
era
l,
I
co
n
s
id
er
it
r
ela
tively
u
s
efu
l.
I
n
s
o
me
a
s
p
ec
ts
,
esp
ec
ia
lly
meth
o
d
o
lo
g
ic
a
l
is
s
u
es,
th
ey
p
r
o
vid
e
g
u
id
elin
es
o
r
d
ir
ec
tio
n
s
th
a
t,
in
ma
n
y
ca
s
es,
a
r
e
a
lr
ea
d
y
p
a
r
t
o
f
th
e
tea
ch
er’s
o
w
n
b
a
ck
g
r
o
u
n
d
a
n
d
d
o
n
o
t
a
d
d
mu
ch
th
a
t
is
n
ew.
I
a
m
n
o
t
s
a
yi
n
g
th
e
co
u
r
s
e
s
h
o
u
ld
n
o
t
ex
is
t,
b
u
t
I
d
o
th
in
k
it
co
u
ld
b
e
b
etter
co
n
n
ec
ted
w
ith
th
e
p
r
a
ctica
l
r
e
a
lity
o
f
lea
d
ers
h
ip
w
o
r
k.
”
On
e
o
f
th
e
m
o
s
t
f
r
e
q
u
en
t
cr
iticis
m
s
co
n
ce
r
n
s
th
e
ex
ce
s
s
iv
e
th
eo
r
etica
l
an
d
r
eg
u
lato
r
y
f
o
c
u
s
,
to
th
e
d
etr
im
en
t
o
f
p
r
ac
tical
co
n
te
n
t
ad
d
r
ess
in
g
d
ay
-
to
-
d
a
y
n
e
ed
s
.
C
o
n
s
tan
t
leg
al
u
p
d
ates
an
d
lim
ited
r
ea
l
ap
p
licab
ilit
y
h
in
d
e
r
its
u
s
ef
u
ln
ess
.
DI
R
1
7
:
“
Th
e
co
n
ten
t
fo
cu
s
es
h
ea
vily
o
n
th
eo
r
y
a
n
d
r
eg
u
la
t
io
n
s
,
w
h
ich
a
ls
o
ch
a
n
g
e
c
o
n
s
ta
n
tly,
ma
kin
g
it
d
iffi
cu
lt
to
ke
e
p
u
p
.
I
n
th
a
t
s
en
s
e,
th
e
p
r
a
ctica
l
u
s
efu
ln
ess
is
limited
,
s
in
ce
ma
n
y
o
f
th
e
s
kills
r
eq
u
ir
ed
fo
r
th
e
r
o
le
a
r
e
r
ea
lly
a
cq
u
ir
ed
th
r
o
u
g
h
d
a
y
-
to
-
d
a
y
ex
p
erien
ce
.
”
DI
R
2
2
:
“
A
lth
o
u
g
h
n
o
w
a
d
a
ys
th
ere
is
a
lo
t
o
f
ta
lk
a
b
o
u
t
LOML
OE
,
a
b
o
u
t
mo
r
e
co
mp
eten
ce
-
b
a
s
ed
lea
r
n
in
g
a
n
d
less
fo
cu
s
o
n
co
n
ten
t,
in
th
e
en
d
th
e
tr
a
in
in
g
is
a
ll
co
n
ten
t.
E
ve
r
yth
in
g
fo
cu
s
ed
o
n
r
eg
u
la
tio
n
s
,
o
n
ve
r
y
co
mp
lex
c
a
s
es,
b
u
t
th
e
n
,
w
h
en
th
e
time
c
o
mes
to
a
p
p
ly
a
ll th
a
t
in
day
-
to
-
d
a
y
p
r
a
ctice
,
s
o
metime
s
yo
u
d
o
n
o
t e
ve
n
r
eme
mb
er w
h
a
t th
o
s
e
ca
s
es w
e
r
e
like.
A
n
d
in
th
e
en
d
,
y
o
u
h
a
ve
to
ke
ep
ca
llin
g
o
th
er
h
ea
d
te
a
ch
ers
,
th
e
in
s
p
ec
to
r
,
o
r
w
h
o
ev
er,
to
h
elp
yo
u
s
o
lve
th
e
d
o
u
b
ts
b
ec
a
u
s
e
th
e
tr
a
in
in
g
d
o
es n
o
t p
r
ep
a
r
e
yo
u
en
o
u
g
h
to
fa
ce
th
e
r
ea
lity.
”
DI
R
0
8
:
“
Th
e
tr
a
in
in
g
is
u
lt
ima
tely
ve
r
y
fo
cu
s
ed
o
n
a
d
min
is
tr
a
tive
ma
tter
s
…
p
r
o
ce
d
u
r
es,
p
r
o
to
co
ls
a
n
d
s
o
o
n
,
a
n
d
th
a
t i
s
n
o
t th
e
r
ea
lity y
o
u
la
ter fa
ce
.
”
DI
R
1
5
:
“
Wh
a
t
I
r
eme
mb
er
a
b
o
u
t
th
a
t
tr
a
in
in
g
is
th
a
t
it
w
a
s
ve
r
y
in
ten
s
ive
in
s
o
me
leg
a
l
a
s
p
ec
ts
a
n
d
r
eg
u
la
t
o
r
y
is
s
u
es
w
h
ich
,
in
th
e
en
d
,
I
h
a
ve
n
o
t
co
me
a
cro
s
s
in
a
ll
th
ese
ye
a
r
s
.
A
n
d
ye
t,
a
n
o
th
er
s
et
o
f
is
s
u
es
th
a
t
a
r
e
co
mmo
n
in
s
ch
o
o
ls
,
s
u
ch
a
s
s
ch
o
o
l
in
cid
en
ts
o
r
c
o
mp
lica
ted
s
itu
a
tio
n
s
w
ith
fa
milies
,
w
ere
n
o
t a
d
d
r
ess
ed
in
a
w
a
y
th
a
t m
i
g
h
t h
a
ve
b
ee
n
m
o
r
e
u
s
efu
l.
”
I
n
ad
d
itio
n
,
s
ev
er
al
in
ter
v
iewe
es
h
ig
h
lig
h
ted
th
e
lim
it
ed
co
n
tex
t
u
aliza
tio
n
o
f
t
h
e
tr
ain
in
g
,
p
ar
ticu
lar
ly
in
s
ch
o
o
ls
with
s
p
ec
if
ic
ch
ar
ac
ter
is
tics
,
s
u
ch
as
th
o
s
e
lo
ca
ted
in
r
u
r
al
ar
ea
s
o
r
th
o
s
e
d
ed
icate
d
t
o
ad
u
lt e
d
u
ca
tio
n
.
DI
R
1
4
:
“
Th
e
co
u
r
s
es
a
r
e
a
lmo
s
t
a
lw
a
ys
s
ch
ed
u
led
i
n
th
e
a
fter
n
o
o
n
s
,
w
h
ich
is
w
h
en
w
e
h
a
ve
cla
s
s
es,
s
o
w
e
ca
n
n
o
t
d
o
a
n
y
kin
d
o
f
tr
a
in
in
g
u
n
less
it
is
s
p
ec
ific
t
r
a
in
in
g
o
r
g
a
n
i
z
ed
fo
r
lea
d
ers
h
ip
tea
ms
in
a
d
u
lt
ed
u
ca
tio
n
ce
n
ters
.
S
o
,
t
h
e
tr
a
in
in
g
w
e
d
o
is
eith
er
o
ffer
ed
t
h
r
o
u
g
h
lifelo
n
g
lea
r
n
in
g
,
w
h
ich
p
r
o
vid
es
s
p
ec
ific
co
u
r
s
es
fo
r
u
s
—
a
n
d
th
o
s
e
a
r
e
in
d
ee
d
u
s
efu
l
—
o
r
w
e
lo
o
k
fo
r
tr
a
in
in
g
o
u
r
s
elve
s
th
r
o
u
g
h
w
o
r
kin
g
g
r
o
u
p
s
,
s
emin
a
r
s
a
n
d
s
o
o
n
.
”
DI
R
1
0
:
“
Th
e
tr
a
in
in
g
o
p
p
o
r
tu
n
ities
d
o
n
o
t
ta
ke
o
u
r
r
ea
lity
in
a
r
u
r
a
l
a
r
ea
in
to
a
cc
o
u
n
t
a
t
a
ll.
We
h
a
ve
to
s
p
en
d
lo
n
g
h
o
u
r
s
d
r
iv
in
g
to
cities,
w
h
ich
i
n
vo
lves
a
h
u
g
e
in
ve
s
tmen
t
o
f
time,
r
eso
u
r
ce
s
,
a
n
d
ma
n
y
o
t
h
er
th
in
g
s
.
A
lth
o
u
g
h
th
is
h
a
s
imp
r
o
ve
d
s
o
mewh
a
t,
esp
ec
i
a
lly
a
f
ter
th
e
p
a
n
d
emic
,
w
h
en
d
ig
ita
l fo
r
ma
t
s
b
ec
a
me
mo
r
e
imp
o
r
ta
n
t,
it is
s
till
a
p
r
o
b
lem
fo
r
u
s
.
”
Fin
ally
,
co
n
cr
ete
im
p
r
o
v
em
e
n
ts
wer
e
s
u
g
g
ested
to
p
r
o
m
o
t
e
m
o
r
e
ac
ce
s
s
ib
le
an
d
p
r
ac
tice
-
o
r
ien
te
d
tr
ain
in
g
,
s
u
ch
as
m
en
t
o
r
in
g
b
y
ex
p
er
ien
c
ed
p
r
o
f
ess
io
n
als
o
r
g
r
ea
ter
e
m
p
h
asis
o
n
th
e
r
ea
l
m
an
ag
em
en
t
o
f
s
ch
o
o
ls
.
T
h
ese
s
u
g
g
esti
o
n
s
n
o
t
o
n
ly
r
ef
lect
tr
ain
in
g
n
ee
d
s
,
b
u
t
m
ay
also
b
e
r
elate
d
to
teac
h
er
s
'
p
er
ce
p
tio
n
s
o
f
th
eir
co
m
p
eten
cies a
n
d
th
eir
o
v
er
all
s
atis
f
ac
tio
n
with
th
eir
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
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
.
2
,
Ap
r
il
20
2
6
:
1
1
2
9
-
1
1
4
1
1134
DI
R
0
4
:
“
I
n
itia
l
tr
a
in
i
n
g
s
h
o
u
l
d
p
la
ce
g
r
ea
ter
fo
cu
s
o
n
s
ch
o
o
l
o
r
g
a
n
iz
a
tio
n
a
n
d
th
e
a
ctu
a
l
r
o
le
o
f
th
e
lea
d
ers
h
ip
tea
m.
Th
ey
tea
ch
u
s
th
e
b
a
s
ics,
b
u
t
th
e
y
d
o
n
o
t
p
r
ep
a
r
e
u
s
fo
r
th
e
d
a
ily
ma
n
a
g
eme
n
t
o
f
th
e
s
ch
o
o
l,
h
o
w
to
ma
ke
d
ec
is
io
n
s
,
o
r
h
o
w
t
o
co
o
r
d
in
a
te
th
e
tea
ch
in
g
s
ta
ff.
I
t
is
imp
o
r
ta
n
t
to
d
elve
mo
r
e
d
ee
p
ly
in
to
th
ese
p
r
a
ctica
l
a
s
p
ec
ts
,
s
in
ce
w
h
en
w
e
ta
ke
o
n
a
lea
d
ers
h
ip
r
o
le
w
e
fa
ce
s
itu
a
tio
n
s
th
a
t c
a
n
n
o
t b
e
lea
r
n
ed
fr
o
m
b
o
o
ks.
”
DI
R
2
3
:
“
Wh
a
t
I
mis
s
is
men
to
r
in
g
—
th
a
t
tr
a
in
in
g
co
u
ld
b
e
ex
p
a
n
d
e
d
w
ith
s
ma
ll
g
r
o
u
p
s
le
d
b
y
a
n
ex
p
erien
ce
d
men
to
r
.
I
t
h
in
k
th
a
t
w
o
u
ld
b
e
th
e
id
ea
l
o
p
ti
o
n
b
ec
a
u
s
e
yo
u
w
o
u
ld
a
lw
a
y
s
h
a
ve
s
o
meo
n
e
ex
p
erien
ce
d
to
tu
r
n
t
o
.
”
T
ab
le
2
.
Descr
ip
tiv
e
an
al
y
s
is
o
f
th
e
in
ter
v
iews with
lead
er
s
h
ip
team
s
C
a
t
e
g
o
r
y
t
r
e
e
N
C
o
d
.
%
C
o
d
.
1
.
Tr
a
i
n
i
n
g
a
n
d
p
r
o
f
e
ssi
o
n
a
l
p
r
o
f
i
l
e
2
0
8
3
3
.
5
5
1
.
1
.
P
r
i
o
r
t
r
a
i
n
i
n
g
64
1
0
.
3
2
1
.
2
.
Tr
a
i
n
i
n
g
d
u
r
i
n
g
t
e
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u
r
e
34
5
.
4
8
1
.
3
.
P
e
r
c
e
p
t
i
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f
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mp
e
t
e
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c
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e
s
60
9
.
6
8
1
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4
.
S
a
t
i
sf
a
c
t
i
o
n
w
i
t
h
p
e
r
so
n
a
l
a
n
d
p
r
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f
e
ssi
o
n
a
l
d
e
v
e
l
o
p
me
n
t
50
8
.
0
7
2
.
A
c
c
e
s
s a
n
d
m
o
t
i
v
a
t
i
o
n
f
o
r
a
c
c
e
ss
1
4
6
2
3
.
5
5
2
.
1
.
R
e
a
so
n
s
a
n
d
c
i
r
c
u
ms
t
a
n
c
e
s
46
7
.
4
2
2
.
2
.
P
r
e
se
n
t
a
t
i
o
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o
f
p
r
o
j
e
c
t
o
r
e
x
t
r
a
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d
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y
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p
p
o
i
n
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m
e
n
t
80
1
2
.
9
0
2
.
3
.
P
r
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p
o
sa
l
s f
o
r
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mp
r
o
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t
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9
2
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4
.
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r
e
v
i
o
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s
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e
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m
12
1
.
9
4
3
.
P
r
o
p
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l
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o
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r
o
v
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n
t
1
1
8
1
9
.
0
3
4
.
M
i
sce
l
l
a
n
e
o
u
s
1
4
8
2
3
.
8
7
N
o
t
e
:
“
N
C
o
d
.
”
=
n
u
m
b
e
r
o
f
t
i
mes
t
h
e
v
a
r
i
a
b
l
e
w
a
s
c
o
d
e
d
.
“
%
C
o
d
.
”
=
p
e
r
c
e
n
t
a
g
e
o
f
t
h
e
t
o
t
a
l
c
o
d
e
d
r
e
f
e
r
e
n
c
e
s.
3
.
2
.
Acc
ess
a
nd
m
o
t
i
v
a
t
io
n
Acc
ess
to
lead
er
s
h
ip
p
o
s
itio
n
s
is
d
r
iv
en
b
y
d
iv
e
r
s
e
m
o
tiv
ati
o
n
s
.
I
n
s
o
m
e
ca
s
es,
teac
h
e
r
s
t
ak
e
o
n
th
is
r
o
le
m
o
tiv
ated
b
y
th
e
d
esire
to
im
p
r
o
v
e
th
e
f
u
n
ctio
n
in
g
o
f
th
e
s
ch
o
o
l
o
r
b
y
d
is
s
atis
f
ac
tio
n
with
p
r
ev
io
u
s
m
an
ag
em
en
t.
DI
R
0
1
:
“
Th
ere
w
e
r
e
ma
n
y
th
in
g
s
th
a
t
w
ere
b
ein
g
d
o
n
e
ve
r
y
w
ell,
b
u
t
th
ere
w
ere
o
th
er
s
th
a
t
co
u
ld
h
a
ve
b
ee
n
d
o
n
e
d
iffer
en
tly.
We
u
n
d
ers
to
o
d
th
a
t
d
o
in
g
th
in
g
s
d
iffer
en
tly
co
u
ld
lea
d
to
a
n
imp
r
o
ve
men
t in
th
e
s
ch
o
o
l.
”
DI
R
0
3
:
“
I
d
id
n
o
t
a
g
r
ee
w
ith
h
o
w
th
e
s
ch
o
o
l
w
a
s
o
p
era
tin
g
a
n
d
t
h
o
u
g
h
t
th
ere
co
u
ld
b
e
a
n
o
th
er
w
a
y
o
f wo
r
kin
g
.
”
DI
R
2
4
:
“
We
s
a
w
th
a
t
th
e
s
ch
o
o
l
w
a
s
h
ea
d
in
g
to
w
a
r
d
s
p
a
s
s
ivity.
Th
ere
w
a
s
a
la
ck
o
f
d
ir
ec
tio
n
,
a
n
d
w
e
fo
cu
s
ed
it
to
w
a
r
d
s
th
e
va
lu
es
o
f
g
lo
b
a
l
citiz
en
s
h
ip
in
th
e
2
0
3
0
A
g
e
n
d
a
a
n
d
c
h
ild
r
en
’
s
r
ig
h
ts
.
”
Ho
wev
er
,
o
th
er
teac
h
e
r
s
ass
u
m
e
th
e
p
o
s
itio
n
d
u
e
to
th
e
la
ck
o
f
v
o
lu
n
teer
s
o
r
as
a
r
esu
lt
o
f
d
ir
ec
t
ap
p
o
in
tm
e
n
t,
wh
ich
h
i
g
h
lig
h
ts
th
e
lim
ited
m
o
tiv
atio
n
o
r
th
e
f
atig
u
e
ass
o
ciate
d
with
th
e
r
o
l
e.
Su
ch
d
if
f
e
r
en
ce
s
in
ac
ce
s
s
an
d
m
o
tiv
atio
n
also
ap
p
ea
r
to
in
f
l
u
en
ce
th
e
co
m
p
eten
cies
em
p
h
asized
b
y
p
ar
ticip
an
ts
an
d
th
eir
s
atis
f
ac
tio
n
with
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t.
DI
R
1
8
:
“
B
ec
a
u
s
e
th
ere
w
a
s
n
o
o
n
e
else wi
llin
g
to
ta
ke
o
n
th
a
t res
p
o
n
s
ib
ilit
y,
a
n
d
b
ec
a
u
s
e
I
a
m
a
ve
r
y
s
o
cia
lly
co
mmitted
p
ers
o
n
.
”
DI
R
0
2
:
“
I
w
a
s
a
lw
a
ys
a
p
p
o
i
n
ted
b
y
o
b
lig
a
tio
n
…
I
n
th
e
en
d
t
h
e
in
s
p
ec
to
r
ca
me,
in
terview
ed
,
a
n
d
o
n
e
d
a
y
th
e
p
h
o
n
e
r
a
n
g
:
‘
I
a
m
a
p
p
o
i
n
tin
g
y
o
u
h
e
a
d
tea
c
h
er’
.
”
DI
R
2
4
:
“
I
w
a
s
a
p
p
o
in
te
d
b
ec
a
u
s
e
th
e
p
r
ev
io
u
s
h
ea
d
te
a
ch
er retir
ed
a
n
d
n
o
o
n
e
else
w
a
n
te
d
to
d
o
it,
s
o
th
e
in
s
p
ec
to
r
a
p
p
o
in
ted
me
.
”
3
.
3
.
P
er
ce
pti
o
ns
o
f
t
he
co
m
pet
encies r
equire
d o
f
s
cho
o
l le
a
dersh
ip t
ea
m
s
W
ith
r
eg
ar
d
t
o
p
e
r
ce
p
tio
n
s
o
f
th
e
co
m
p
eten
cies
r
eq
u
ir
ed
o
f
th
o
s
e
wh
o
ar
e
p
ar
t
o
f
lea
d
er
s
h
ip
team
s
,
p
ar
ticip
an
ts
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
co
m
m
u
n
icativ
e
an
d
r
elatio
n
al
s
k
ills
.
T
h
ese
ar
e
co
n
s
id
er
ed
ess
en
tial f
o
r
ef
f
ec
tiv
e
lead
er
s
h
ip
,
n
eg
o
tiatio
n
,
an
d
th
e
b
u
ild
in
g
o
f
a
n
ed
u
ca
tio
n
al
co
m
m
u
n
it
y
.
DI
R
0
1
:
“
I
t
is
ke
y,
in
th
is
p
o
s
it
io
n
it
is
ke
y.
A
p
ers
o
n
w
ith
o
u
t
co
mmu
n
ica
tive
s
kills
is
n
o
t
s
u
ited
to
th
is
r
o
le.
”
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
Th
e
co
mp
lexity
o
f sch
o
o
l le
a
d
ers
h
ip
in
S
p
a
in
:
b
etw
ee
n
lea
d
ers
h
ip
a
n
d
… (
S
erg
io
C
o
r
ed
-
B
a
n
d
r
és
)
1135
DI
R
0
6
:
“
Yo
u
n
ee
d
to
h
a
ve
a
d
ia
lo
g
ic
a
l
d
is
p
o
s
itio
n
;
y
o
u
h
a
ve
to
d
ea
l
w
ith
fa
milies
,
te
a
ch
ers
,
d
in
in
g
h
a
ll
s
u
p
ervis
o
r
s
,
a
n
d
s
u
p
p
o
r
t
s
ta
ff.
S
o
,
y
o
u
mu
s
t
h
a
v
e
th
a
t
a
b
ilit
y
to
d
ia
l
o
g
u
e,
to
lis
ten
in
o
r
d
er to
r
ea
ch
a
g
r
ee
men
ts
.
”
DI
R
0
9
:
“
Go
o
d
r
ela
tio
n
s
h
ip
s
w
ith
th
e
ed
u
ca
tio
n
a
l
c
o
mmu
n
ity,
b
ec
a
u
s
e
in
th
e
en
d
fa
milies
a
n
d
th
e
s
u
r
r
o
u
n
d
in
g
co
n
text
a
r
e
a
ls
o
d
ec
is
ive
in
o
u
r
d
a
y
-
to
-
d
a
y
life
a
n
d
in
th
e
w
o
r
k
w
e
c
a
r
r
y
o
u
t
w
ith
s
tu
d
en
ts
.
A
n
d
o
f
co
u
r
s
e,
th
a
t
u
n
d
ers
ta
n
d
in
g
,
th
a
t
clo
s
en
ess
,
th
a
t
emp
a
th
y,
w
h
ich
is
s
o
mewh
a
t a
s
s
u
med
to
b
e
p
a
r
t
o
f o
u
r
p
r
o
fess
io
n
,
s
o
to
s
p
ea
k
.
”
DI
R
1
6
:
“
I
th
in
k
yo
u
n
ee
d
to
h
a
ve
s
o
cia
l
s
kills
.
T
r
y
to
a
vo
id
co
n
flicts
th
a
t
ca
n
b
e
a
n
ticip
a
ted
,
b
ec
a
u
s
e
yo
u
o
b
s
erve
a
n
d
n
o
tic
e,
a
n
d
yo
u
c
a
n
fo
r
esee
th
o
s
e
c
o
n
flicts
.
”
DI
R
1
7
:
“
A
ctive
lis
ten
in
g
is
ve
r
y
imp
o
r
ta
n
t
[
.
.
.
]
in
th
e
tr
u
e
s
en
s
e
o
f
th
e
w
o
r
d
;
yo
u
h
a
ve
to
kn
o
w
h
o
w
to
lis
ten
a
n
d
p
a
y
a
tten
tio
n
[
…] a
n
d
th
a
t
d
o
es n
o
t m
e
a
n
yo
u
a
lw
a
ys h
a
ve
t
o
a
g
r
ee
.
”
At
th
e
s
am
e
tim
e,
teac
h
er
s
also
h
ig
h
lig
h
ted
t
h
e
r
elev
an
c
e
o
f
th
e
ab
ilit
y
to
g
u
id
e
a
n
d
in
s
p
ir
e
th
eir
team
,
tak
in
g
in
t
o
ac
co
u
n
t sh
ar
ed
lead
er
s
h
ip
,
c
o
llab
o
r
atio
n
,
a
n
d
task
d
is
tr
ib
u
tio
n
.
DI
R
0
3
:
“
Wh
a
t
yo
u
mu
s
t
n
ev
er
b
e
is
a
u
th
o
r
ita
r
ia
n
,
I
a
m
co
m
p
letely
s
u
r
e
o
f
th
a
t,
b
ec
a
u
s
e
it
is
th
e
o
p
p
o
s
ite
o
f
b
ein
g
a
n
a
tu
r
a
l
lea
d
er.
I
f
yo
u
a
r
e
a
u
th
o
r
ita
r
ia
n
,
yo
u
w
ill
imp
o
s
e
fea
r
o
n
o
th
ers
,
b
u
t
yo
u
w
ill n
o
t le
a
d
a
n
yth
in
g
in
li
fe.
I
th
in
k
yo
u
n
ee
d
to
b
e
a
d
e
mo
cra
tic
p
ers
o
n
,
o
b
vio
u
s
ly.
”
DI
R
1
0
:
“
Tea
mw
o
r
k,
th
a
t
is
,
t
h
e
lea
d
ers
h
ip
tea
m
is
n
o
t
ju
s
t
th
e
h
ea
d
tea
c
h
er,
b
u
t
a
ls
o
th
e
d
ep
u
ty
h
ea
d
a
n
d
th
e
s
ec
r
eta
r
y,
fo
r
a
jo
in
t
d
ec
is
io
n
-
ma
kin
g
p
r
o
ce
s
s
;
a
n
d
th
e
n
a
ls
o
tea
mw
o
r
k
w
ith
th
e
r
est o
f th
e
tea
ch
ers
.
”
DI
R
1
3
:
“
B
ec
a
u
s
e
y
o
u
ca
n
n
o
t
tr
y
to
ta
ke
ev
eryth
in
g
o
n
.
Th
in
g
s
n
ee
d
t
o
b
e
d
o
n
e,
s
o
let’
s
d
is
tr
ib
u
te
th
em
in
th
e
b
es
t
p
o
s
s
ib
le
w
a
y.
N
o
t
s
a
yin
g
:
yo
u
d
o
th
is
,
yo
u
d
o
th
a
t…
b
u
t
r
a
th
er:
w
ell,
th
is
is
w
h
a
t n
ee
d
s
to
b
e
d
o
n
e
—
w
h
o
w
o
u
ld
like
to
ta
ke
p
a
r
t in
th
is
g
r
o
u
p
?
”
DI
R
1
6
:
“
Yo
u
d
efin
itely
n
ee
d
to
h
a
ve
th
e
ca
p
a
city
to
d
eleg
a
t
e,
a
n
d
a
ls
o
en
s
u
r
e
th
a
t
s
tu
d
en
ts
feel
th
ey
h
a
ve
a
g
en
u
in
e
p
l
a
ce
w
ith
in
th
e
s
ch
o
o
l.
”
Par
ticip
an
ts
also
h
ig
h
lig
h
ted
th
e
im
p
o
r
tan
ce
o
f
b
ei
n
g
f
am
ili
ar
with
ed
u
ca
tio
n
al
leg
is
latio
n
,
k
n
o
win
g
h
o
w
to
ap
p
ly
it,
an
d
b
ein
g
an
o
r
g
an
ized
in
d
iv
id
u
al
with
s
tr
o
n
g
m
an
a
g
em
en
t sk
ills
.
DI
R
0
5
:
“
Yo
u
mu
s
t
h
a
ve
kn
o
w
led
g
e
o
f
th
e
leg
is
la
tive
fr
a
mewo
r
k.
Th
a
t
p
a
r
t
o
f
min
is
teri
a
l
o
r
d
ers
,
r
o
ya
l
d
ec
r
ee
s
…
yo
u
n
ee
d
to
k
n
o
w
it.
I
t
is
ve
r
y
d
r
y,
u
n
p
lea
s
a
n
t
a
n
d
b
o
r
in
g
[
.
.
.
]
a
lth
o
u
g
h
yo
u
d
o
n
o
t
h
a
ve
to
mem
o
r
iz
e
it,
yo
u
d
o
n
ee
d
to
kn
o
w
w
h
ere
to
fin
d
it.
S
o
p
erh
a
p
s
it
is
n
o
t
a
b
o
u
t
mem
o
r
iz
in
g
la
w
s
,
b
u
t a
b
o
u
t k
n
o
w
in
g
w
h
ere
to
lo
o
k
th
em
u
p
.
”
DI
R
2
1
:
“
Yo
u
r
ea
lly
n
ee
d
to
kn
o
w
h
o
w
to
f
o
llo
w
th
e
r
eg
u
la
tio
n
s
.
Yo
u
mu
s
t
ke
ep
y
o
u
r
s
elf
co
n
s
ta
n
tly
u
p
d
a
ted
,
esp
ec
ia
lly
in
r
ec
en
t
ye
a
r
s
w
ith
a
ll
th
e
c
h
a
n
g
es,
a
n
d
yo
u
n
ee
d
to
h
a
ve
a
clea
r
g
r
a
s
p
o
f th
e
leg
is
la
tio
n
a
n
d
b
e
a
b
le
to
c
o
n
ve
y
it.
R
e
g
u
la
tio
n
s
a
r
e
a
s
tr
u
ctu
r
a
l p
a
r
t o
f th
e
r
o
le
.
”
DI
R
1
4
:
“
I
th
in
k
yo
u
n
ee
d
to
b
e
a
ve
r
y
o
r
g
a
n
iz
ed
p
ers
o
n
.
Yo
u
d
ea
l
w
ith
a
lo
t
o
f
p
a
p
erw
o
r
k,
[
.
.
.
]
mo
r
e
a
n
d
mo
r
e
ev
ery
time,
a
n
d
u
n
less
yo
u
a
r
e
o
r
g
a
n
iz
ed
a
n
d
c
a
n
s
a
y,
‘
r
ig
h
t,
th
is
w
ee
k
I
w
ill
d
ea
l
w
ith
th
is
’
,
p
la
n
ca
r
efu
lly,
ma
ke
ex
ten
s
ive
u
s
e
o
f
a
n
a
g
en
d
a
,
a
n
d
d
ele
g
a
te
ta
s
ks
a
mo
n
g
th
e
tea
m,
it b
ec
o
mes u
n
ma
n
a
g
e
a
b
le.
”
Fin
ally
,
s
o
m
e
teac
h
er
s
p
lace
d
g
r
ea
t
im
p
o
r
tan
ce
o
n
in
v
o
lv
e
m
en
t,
co
m
m
itm
en
t,
a
n
d
v
alu
es
s
u
ch
as
in
clu
s
io
n
,
co
n
s
id
er
in
g
t
h
em
f
u
n
d
am
e
n
tal
p
illar
s
o
f
e
f
f
ec
tiv
e
s
ch
o
o
l
lead
e
r
s
h
ip
.
T
h
ese
c
o
m
p
eten
cies,
in
tu
r
n
,
co
u
ld
b
e
clo
s
ely
r
elate
d
t
o
p
ar
ticip
an
ts
'
s
ati
s
f
ac
tio
n
with
th
eir
p
r
o
f
ess
io
n
al
an
d
p
er
s
o
n
al
d
ev
el
o
p
m
en
t,
f
o
r
m
in
g
a
p
o
s
s
ib
le
in
ter
r
elate
d
p
atter
n
b
etwe
en
t
h
e
ca
teg
o
r
ies.
DI
R
1
2
:
“
I
b
eliev
e
th
e
mo
s
t
im
p
o
r
ta
n
t
th
in
g
is
co
mmitmen
t
to
p
eo
p
le
—
n
o
t
ju
s
t
to
th
e
s
tu
d
en
ts
,
o
f
co
u
r
s
e.
P
eo
p
le,
fa
milies
,
s
tu
d
e
n
ts
,
tea
ch
ers
;
th
a
t m
u
s
t c
o
me
f
ir
s
t a
n
d
a
lw
a
ys
b
e
a
b
o
ve
ev
eryth
in
g
else.
”
DI
R
1
9
:
“
I
t
is
a
ls
o
a
b
o
u
t
d
a
r
in
g
to
ta
ke
th
o
s
e
s
tep
s
,
to
g
et
in
vo
lved
in
th
in
g
s
,
n
o
t
b
e
co
min
g
co
mp
la
ce
n
t.
”
DI
R
1
6
:
“
We
s
h
o
u
ld
a
ll
u
p
h
o
ld
va
lu
es
a
n
d
g
en
u
in
ely
b
eliev
e
in
in
clu
s
io
n
.
B
u
t
tr
u
ly
b
elie
ve
in
it,
n
o
t ju
s
t b
ec
a
u
s
e
it is
r
eq
u
ir
ed
b
y
th
e
r
eg
u
la
tio
n
s
.
”
3
.
4
.
Sa
t
is
f
a
ct
io
n wit
h per
s
o
na
l a
nd
pro
f
ess
io
na
l dev
elo
pm
ent
I
n
ter
v
iewe
d
teac
h
er
s
also
em
p
h
asized
th
eir
s
atis
f
ac
tio
n
b
o
t
h
o
n
a
p
er
s
o
n
al
a
n
d
a
p
r
o
f
ess
io
n
al
lev
el.
Ho
wev
er
,
s
o
m
e
o
f
t
h
em
p
o
in
t
ed
o
u
t
th
at
th
ese
p
o
s
itiv
e
asp
ec
ts
ar
e
s
o
m
etim
es
o
v
er
s
h
ad
o
wed
b
y
d
if
f
icu
lt
a
n
d
ch
allen
g
in
g
m
o
m
e
n
ts
.
Ov
er
all,
s
atis
f
ac
tio
n
with
p
er
s
o
n
al
a
n
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
c
o
u
ld
b
e
co
n
s
id
er
e
d
th
e
r
esu
lt o
f
th
e
c
o
m
b
in
e
d
in
f
l
u
en
ce
o
f
tr
ain
in
g
,
ac
ce
s
s
an
d
m
o
tiv
atio
n
,
a
n
d
p
e
r
ce
iv
ed
c
o
m
p
eten
cies.
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
.
2
,
Ap
r
il
20
2
6
:
1
1
2
9
-
1
1
4
1
1136
DI
R
0
2
:
“
I
t
is
p
er
s
o
n
a
lly
en
r
i
ch
in
g
a
n
d
o
f
co
u
r
s
e
it
a
llo
w
s
yo
u
to
kn
o
w
a
n
d
d
o
th
in
g
s
th
a
t
yo
u
ca
n
s
ee
.
I
mea
n
,
t
h
e
tr
a
n
s
fo
r
ma
tio
n
o
f
th
is
s
ch
o
o
l
fr
o
m
w
h
a
t
it
w
a
s
b
ef
o
r
e
to
w
h
a
t
it
is
n
o
w
—
w
ell,
it
is
a
co
mp
letely
d
iffer
en
t
in
s
titu
tio
n
.
Yo
u
h
a
ve
t
h
e
ca
p
a
city
to
m
a
ke
s
ma
ll
ch
a
n
g
es
[
.
.
.
]
a
n
d
th
a
t is w
o
n
d
erfu
l.
”
DI
R
1
8
:
“
I
a
m
ve
r
y
h
a
p
p
y…
L
ea
d
in
g
a
s
ch
o
o
l,
if
yo
u
h
a
ve
ch
o
s
en
to
d
o
s
o
,
ca
n
b
e
g
r
a
tify
in
g
.
I
t
r
eq
u
ir
es a
h
u
g
e
n
u
mb
er o
f h
o
u
r
s
,
b
u
t I
feel
s
a
tis
fied
.
”
DI
R
0
2
:
“
I
f
I
h
a
d
to
ev
a
lu
a
te
it,
I
w
o
u
l
d
s
a
y
it
is
a
b
a
la
n
c
e:
o
n
th
e
o
n
e
h
a
n
d
,
ve
r
y
r
ewa
r
d
in
g
b
ec
a
u
s
e
th
ere
a
r
e
ma
n
y
th
in
g
s
w
e
h
a
ve
a
ch
ieve
d
a
n
d
I
fe
el
r
esp
o
n
s
ib
le
fo
r
h
a
vi
n
g
d
o
n
e
th
em
w
ith
th
e
ma
n
a
g
eme
n
t
tea
m;
o
n
th
e
o
th
er
h
a
n
d
,
th
ere
a
r
e
o
th
er
th
in
g
s
th
a
t,
w
ell,
w
ere
left
u
n
fin
is
h
ed
.
”
DI
R
2
0
:
“
I
t
is
p
o
s
itive
b
ec
a
u
s
e
yo
u
s
ee
th
a
t
yo
u
r
w
o
r
k
is
ve
r
y
u
s
efu
l,
r
ig
h
t?
A
n
d
th
a
t
it
tr
u
ly
h
a
s
r
ewa
r
d
s
in
th
e
lives
o
f
th
e
s
tu
d
en
ts
a
n
d
i
n
th
e
p
r
a
ctice
o
f
o
t
h
ers
.
On
a
p
ers
o
n
a
l
leve
l,
th
e
r
e
h
a
ve
b
ee
n
ex
h
a
u
s
tin
g
,
ex
h
a
u
s
tin
g
times,
w
h
en
yo
u
ta
ke
h
o
me
th
e
w
h
o
le
d
esk
fr
o
m
th
e
o
ffice
a
n
d
mo
r
e.
A
n
d
th
e
n
th
ere
is
th
e
s
en
s
e
o
f
r
esp
o
n
s
ib
ilit
y
th
a
t
o
ften
co
mes
w
ith
u
n
u
s
u
a
l
circu
mst
a
n
ce
s
,
u
n
ex
p
ec
ted
p
r
o
b
lems,
a
n
d
s
o
metime
s
to
u
g
h
s
itu
a
tio
n
s
.
”
4.
DIS
CU
SS
I
O
N
T
h
e
f
in
d
in
g
s
o
f
t
h
is
r
esear
ch
h
av
e
p
r
o
v
i
d
ed
a
n
in
-
d
ep
t
h
u
n
d
er
s
tan
d
in
g
o
f
teac
h
er
s
’
p
er
s
p
ec
tiv
es
o
n
th
e
p
r
o
ce
s
s
o
f
ac
ce
s
s
to
,
an
d
d
ev
elo
p
m
e
n
t
with
in
,
s
ch
o
o
l
lead
er
s
h
ip
team
s
.
T
h
e
v
ar
i
o
u
s
o
p
in
io
n
s
g
ath
er
e
d
th
r
o
u
g
h
s
em
i
-
s
tr
u
ctu
r
ed
in
t
er
v
iews
r
ev
ea
led
h
ig
h
ly
m
u
ltifa
ce
ted
an
d
co
m
p
lex
p
er
ce
p
tio
n
s
.
T
h
ese
p
er
s
p
ec
tiv
es
in
ter
twin
e
elem
e
n
ts
r
elate
d
to
v
o
ca
tio
n
,
o
r
g
an
i
za
tio
n
,
tr
ain
in
g
,
a
n
d
t
h
e
p
e
r
s
o
n
al
d
o
m
ai
n
-
a
r
esu
lt
co
n
s
is
ten
t w
ith
th
e
in
s
ig
h
ts
o
f
p
r
ev
io
u
s
s
tu
d
ies o
n
ed
u
ca
tio
n
al
lead
er
s
h
ip
[
2
9
]
,
[
3
3
]
.
A
clo
s
er
ex
am
in
atio
n
o
f
tr
ai
n
in
g
asp
ec
ts
f
o
r
u
n
d
e
r
tak
in
g
lead
er
s
h
ip
r
esp
o
n
s
ib
ilit
ies
h
as
r
ev
ea
led
,
am
o
n
g
o
th
er
is
s
u
es,
th
e
ex
is
t
en
ce
o
f
s
ig
n
if
ican
t
s
h
o
r
tco
m
i
n
g
s
r
eg
a
r
d
in
g
th
e
p
r
ac
tical
a
p
p
licab
ilit
y
o
f
th
ese
tr
ain
in
g
p
r
o
g
r
am
s
.
I
n
th
is
r
esp
ec
t,
teac
h
er
s
v
alu
e
th
e
tr
ain
in
g
o
p
p
o
r
t
u
n
ities
av
ailab
le
to
p
r
ep
ar
e
f
o
r
lead
er
s
h
ip
r
o
les
p
o
s
itiv
ely
.
Ho
wev
e
r
,
c
o
n
s
is
ten
t
with
th
e
f
in
d
in
g
s
o
f
Gar
cía
-
Ma
r
tín
ez
et
a
l.
[
3
4
]
,
t
h
ey
v
iew
t
h
e
p
r
o
ce
s
s
as
in
s
u
f
f
icien
t,
p
ar
ticu
lar
ly
co
n
ce
r
n
in
g
th
e
tr
an
s
f
er
o
f
ac
q
u
i
r
ed
k
n
o
wled
g
e
in
t
o
p
r
ac
tice.
E
ar
lier
r
esear
ch
h
as
also
h
ig
h
lig
h
ted
th
e
m
is
alig
n
m
en
ts
b
etwe
en
th
e
co
n
ten
t
o
f
tr
ain
in
g
p
r
o
g
r
am
s
an
d
th
e
ac
tu
al
r
eq
u
ir
em
en
ts
o
f
s
ch
o
o
l
lead
er
s
h
ip
task
s
[
3
5
]
,
[
3
6
]
.
Ma
n
y
o
f
t
h
e
p
r
o
f
ess
io
n
als
in
ter
v
iewe
d
in
th
is
s
tu
d
y
r
e
p
o
r
ted
th
at
tr
ain
i
n
g
ten
d
s
to
b
e
ex
ce
s
s
iv
ely
f
o
cu
s
ed
o
n
r
eg
u
lato
r
y
a
n
d
ad
m
i
n
is
tr
ativ
e
m
atter
s
,
to
th
e
d
et
r
im
en
t
o
f
ess
en
tial
elem
en
ts
s
u
ch
as
c
o
n
f
lict
r
eso
lu
tio
n
,
in
ter
p
er
s
o
n
al
s
k
ills
,
o
r
t
h
e
e
v
er
y
d
a
y
m
an
ag
e
m
en
t
o
f
a
s
ch
o
o
l.
Alto
g
eth
er
,
t
h
ese
f
in
d
in
g
s
r
ein
f
o
r
ce
th
e
n
o
tio
n
o
f
tr
ain
in
g
t
h
at
r
em
ain
s
d
is
tan
t
f
r
o
m
th
e
r
ea
lity
o
f
s
ch
o
o
l
life
,
a
g
ap
r
e
p
ea
ted
ly
u
n
d
er
s
co
r
ed
i
n
p
r
ev
i
o
u
s
liter
atu
r
e
[
3
7
]
,
[
3
8
]
.
I
n
co
n
n
ec
tio
n
with
t
h
e
ab
o
v
e,
teac
h
er
s
e
x
p
r
ess
ed
th
e
n
e
ed
to
co
n
tex
t
u
alize
lead
er
s
h
i
p
tr
ain
in
g
p
r
o
g
r
a
m
s
with
r
eg
ar
d
to
th
e
s
p
ec
if
ic
ch
ar
ac
ter
is
tics
o
f
in
d
iv
id
u
al
s
ch
o
o
ls
.
Su
ch
p
ar
ticu
lar
i
ties
m
ay
r
elate
,
f
o
r
ex
am
p
le,
to
th
e
g
eo
g
r
a
p
h
ical
lo
ca
tio
n
o
f
s
ch
o
o
ls
o
r
to
th
e
p
r
o
f
ile
o
f
t
h
e
s
tu
d
en
t
p
o
p
u
lati
o
n
th
ey
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er
v
e
.
T
h
is
co
n
ce
r
n
h
as
also
b
ee
n
r
aised
b
y
o
th
e
r
au
th
o
r
s
[
3
9
]
,
[
4
0
]
,
wh
o
h
av
e
e
m
p
h
asized
th
at
ef
f
ec
tiv
e
lead
er
s
h
ip
r
eq
u
ir
es
s
en
s
itiv
ity
to
th
e
u
n
i
q
u
e
f
ea
tu
r
es
o
f
t
h
e
im
m
ed
iate
co
n
tex
t,
al
o
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g
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id
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a
d
ap
tiv
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c
o
m
p
eten
ce
s
th
at
a
r
e
n
o
t
alwa
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s
in
co
r
p
o
r
ate
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in
to
co
n
v
en
tio
n
al
tr
ain
in
g
p
r
o
g
r
am
s
.
Fo
llo
win
g
th
e
r
ec
o
m
m
en
d
atio
n
s
o
f
Day
an
d
Sam
m
o
n
s
[
4
1
]
,
wh
o
h
ig
h
lig
h
t
th
e
v
alu
e
o
f
ex
p
er
ie
n
tial
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d
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itu
ated
lear
n
i
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g
,
th
e
in
ter
v
iewe
es
in
th
is
s
tu
d
y
also
s
u
g
g
ested
th
e
in
clu
s
io
n
o
f
m
o
r
e
p
r
ac
tice
-
o
r
i
en
ted
ap
p
r
o
ac
h
es,
s
u
ch
as
m
en
to
r
in
g
s
ch
em
es,
g
u
id
an
ce
p
r
o
v
id
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b
y
lead
e
r
s
h
ip
ex
p
er
ts
,
o
r
p
ee
r
-
tu
to
r
in
g
in
i
tiativ
es.
W
ith
r
eg
ar
d
to
m
o
tiv
atio
n
s
f
o
r
tak
in
g
o
n
lead
er
s
h
ip
r
o
les,
teac
h
er
s
ex
p
r
ess
ed
a
wid
e
v
ar
iety
o
f
v
iews,
r
an
g
in
g
f
r
o
m
a
tr
a
n
s
f
o
r
m
ativ
e
s
en
s
e
o
f
r
esp
o
n
s
ib
ilit
y
to
r
elu
ctan
t
ac
ce
p
tan
ce
d
r
iv
en
b
y
th
e
lack
o
f
o
th
er
v
o
l
u
n
teer
s
.
T
h
ese
d
iv
e
r
s
e
m
o
tiv
atio
n
s
m
ay
co
r
r
esp
o
n
d
,
as
Halsey
an
d
Dr
u
m
m
o
n
d
[
4
2
]
p
o
in
t
o
u
t,
to
d
if
f
er
en
t
f
o
r
m
s
o
f
lead
e
r
s
h
ip
(
v
o
ca
tio
n
al
a
n
d
ci
r
cu
m
s
tan
tial)
.
I
n
th
is
r
esp
ec
t,
cir
cu
m
s
tan
tial
lead
er
s
h
ip
o
f
ten
em
er
g
es
as
a
co
n
s
eq
u
en
ce
o
f
s
tr
u
ctu
r
al
f
ac
to
r
s
th
at
h
in
d
er
teac
h
er
s
’
willin
g
n
ess
to
a
s
s
u
m
e
m
an
ag
er
ial
r
esp
o
n
s
ib
ilit
ies.
W
h
en
h
ea
d
s
h
ip
is
tak
en
o
n
as
an
o
b
lig
atio
n
,
an
d
as
C
o
n
n
o
lly
et
a
l.
[
4
3
]
ca
u
tio
n
,
n
e
g
ativ
e
co
n
s
eq
u
en
ce
s
m
a
y
ar
is
e
f
o
r
m
o
tiv
atio
n
,
en
g
a
g
em
en
t,
a
n
d
th
e
ef
f
ec
tiv
en
ess
o
f
teac
h
er
s
’
lead
er
s
h
ip
.
B
y
co
n
tr
ast,
v
o
ca
tio
n
al
o
r
p
e
d
a
g
o
g
ical
lead
er
s
h
ip
is
d
ef
in
e
d
b
y
a
clea
r
in
ten
tio
n
to
f
o
s
ter
in
s
titu
tio
n
al
im
p
r
o
v
em
e
n
t
[
4
4
]
.
I
n
lin
e
wit
h
Sh
ield
s
[
4
5
]
,
s
o
m
e
p
ar
ticip
a
n
ts
h
ig
h
lig
h
ted
m
o
tiv
atio
n
s
s
u
ch
as
th
e
d
esire
to
im
p
r
o
v
e
s
ch
o
o
l d
y
n
am
ics o
r
a
d
d
r
ess
o
r
g
an
izatio
n
al
s
h
o
r
tco
m
in
g
s
.
Acc
o
r
d
in
g
to
th
e
ac
c
o
u
n
ts
o
f
p
ar
ticip
an
ts
in
th
is
s
tu
d
y
,
th
e
co
m
p
eten
ce
s
co
n
s
id
er
e
d
k
ey
t
o
ef
f
ec
tiv
e
lead
er
s
h
ip
en
co
m
p
ass
n
o
t
o
n
ly
tech
n
ical
s
k
ills
b
u
t
also
o
r
g
an
izatio
n
al
,
s
o
cial,
a
n
d
em
o
tio
n
al
ca
p
ac
ities
.
C
o
n
s
is
ten
t
with
th
e
f
in
d
in
g
s
o
f
B
ar
ak
at
et
a
l.
[
4
6
]
,
th
is
b
r
ea
d
th
o
f
s
k
ills
u
n
d
er
s
co
r
es
th
e
u
n
d
er
s
tan
d
i
n
g
o
f
s
ch
o
o
l
lead
er
s
h
ip
as
an
in
te
g
r
al
an
d
m
u
ltid
im
en
s
io
n
al
a
ctiv
ity
.
Am
o
n
g
t
h
e
m
o
s
t
v
al
u
ed
q
u
alities
wer
e
em
p
ath
y
,
th
e
ca
p
ac
it
y
to
b
u
il
d
m
ea
n
in
g
f
u
l
r
elatio
n
s
h
ip
s
with
th
e
wid
er
s
ch
o
o
l
co
m
m
u
n
i
ty
,
co
m
m
u
n
icativ
e
ab
ilit
y
,
an
d
co
n
f
lict
m
an
ag
em
en
t.
As
ar
g
u
ed
b
y
Kin
an
d
Kar
ee
m
[
4
7
]
,
th
ese
r
elatio
n
al
s
k
ills
ar
e
p
r
io
r
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1137
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is
tr
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e
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ec
h
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T
h
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f
in
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alig
n
with
th
e
p
er
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ec
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ib
u
ted
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d
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
[
4
8
]
,
[
4
9
]
.
I
n
a
d
d
itio
n
,
in
te
r
v
iewe
d
teac
h
er
s
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
team
wo
r
k
,
d
eleg
atin
g
r
esp
o
n
s
ib
ilit
ies,
an
d
en
g
a
g
in
g
in
s
h
a
r
ed
d
ec
is
io
n
-
m
ak
in
g
.
C
o
llectiv
ely
,
th
ese
p
r
ac
tices
r
ef
lect
th
e
ch
ar
ac
ter
is
tics
o
f
a
m
o
r
e
p
a
r
ticip
ato
r
y
a
n
d
h
o
r
izo
n
tal
f
o
r
m
o
f
lead
e
r
s
h
ip
[
5
0
]
.
At
th
e
s
am
e
tim
e
,
teac
h
e
r
s
al
s
o
h
ig
h
lig
h
ted
as
ess
en
tial
f
u
n
ctio
n
s
th
e
k
n
o
wled
g
e
an
d
co
m
m
an
d
o
f
n
o
r
m
ativ
e
f
r
a
m
ewo
r
k
s
,
th
e
ca
p
ac
ity
to
o
r
g
an
ize
teac
h
in
g
s
taf
f
ef
f
ec
tiv
ely
,
an
d
th
e
ab
ilit
y
to
ad
ap
t
co
n
tin
u
ally
to
leg
is
lativ
e
ch
an
g
es.
I
n
th
i
s
r
eg
ar
d
,
p
r
ev
io
u
s
s
tu
d
ies
[
5
1
]
,
[
5
2
]
h
av
e
d
r
awn
atten
tio
n
to
th
e
e
x
ce
s
s
iv
e
ad
m
in
is
tr
ativ
e
p
r
ess
u
r
e
an
d
b
u
r
ea
u
c
r
atiza
tio
n
o
f
s
ch
o
o
l
lead
er
s
h
ip
r
o
les
as
k
ey
f
ac
to
r
s
co
n
tr
ib
u
tin
g
t
o
s
ig
n
if
ican
t
s
tr
ain
in
th
ese
p
o
s
itio
n
s
.
W
ith
in
a
r
eg
u
lato
r
y
co
n
tex
t
m
ar
k
ed
b
y
in
s
tab
ilit
y
,
th
e
r
eq
u
ir
em
e
n
t
f
o
r
o
n
g
o
in
g
u
p
d
ati
n
g
f
u
r
t
h
er
in
ten
s
if
ies
th
e
wo
r
k
lo
ad
o
f
h
ea
d
t
ea
ch
er
s
.
T
h
is
d
em
an
d
is
n
o
t
ad
eq
u
ately
o
f
f
s
et
b
y
s
u
f
f
icien
t
in
s
titu
tio
n
al
s
u
p
p
o
r
t
,
g
iv
in
g
r
is
e
to
ten
s
io
n
s
b
etw
ee
n
th
e
p
ed
ag
o
g
ical
d
im
en
s
io
n
o
f
lead
er
s
h
ip
an
d
th
e
ad
m
in
is
tr
ativ
e
im
p
o
s
itio
n
s
p
lace
d
u
p
o
n
it [
5
3
]
.
As
f
o
r
th
e
p
o
ten
tial
p
er
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
co
n
s
eq
u
e
n
c
es
o
f
in
v
o
lv
em
en
t
in
s
ch
o
o
l
lead
er
s
h
ip
r
o
les,
a
lar
g
e
p
r
o
p
o
r
tio
n
o
f
th
e
in
ter
v
iewe
d
teac
h
er
s
r
ep
o
r
te
d
h
ig
h
lev
els
o
f
s
atis
f
ac
tio
n
.
T
h
is
ass
e
s
s
m
en
t
wa
s
p
ar
ticu
lar
ly
p
o
s
itiv
e
wh
e
n
le
ad
er
s
h
ip
was
ass
u
m
ed
v
o
l
u
n
tar
ily
an
d
ac
co
m
p
an
ied
b
y
t
h
e
ac
h
iev
e
m
en
t
o
f
m
ea
n
in
g
f
u
l
ch
an
g
es
in
s
ch
o
o
l d
y
n
am
ics.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
w
ith
W
h
itwo
r
th
an
d
C
h
iu
[
5
4
]
,
wh
o
ar
g
u
e
th
at
lead
er
s
h
ip
ca
n
s
er
v
e
as
a
p
o
wer
f
u
l
d
r
iv
er
o
f
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
v
o
ca
tio
n
al
g
r
o
wth
.
As
Day
et
a
l.
[
5
5
]
an
d
Yo
u
n
g
et
a
l.
[
5
6
]
o
b
s
er
v
e,
th
is
m
ay
b
e
attr
ib
u
ted
to
th
e
o
p
p
o
r
tu
n
it
y
th
e
r
o
le
af
f
o
r
d
s
to
in
s
p
ir
e
an
d
ex
e
r
t
a
p
o
s
itiv
e
i
n
f
lu
en
ce
ac
r
o
s
s
th
e
ed
u
ca
ti
o
n
al
co
m
m
u
n
ity
.
Nev
er
th
eless
,
s
o
m
e
teac
h
er
s
also
r
ep
o
r
ted
s
ig
n
if
ican
t
em
o
tio
n
al
s
tr
ain
ass
o
ciate
d
with
m
an
a
g
er
ial
r
esp
o
n
s
ib
ilit
ies.
Alth
o
u
g
h
n
o
t
th
e
d
o
m
in
an
t
ex
p
er
ien
ce
,
ce
r
tain
p
r
o
f
ess
io
n
als
r
ef
er
r
ed
to
f
ee
lin
g
s
o
f
e
x
h
au
s
tio
n
an
d
is
o
latio
n
,
as
well
as
ex
ce
s
s
iv
e
tim
e
d
em
an
d
s
ar
is
in
g
f
r
o
m
th
e
r
o
le
.
Fo
r
th
is
r
ea
s
o
n
,
an
d
in
lin
e
with
r
ec
en
t
s
tu
d
ies
o
n
m
en
tal
h
ea
lth
in
ed
u
ca
tio
n
[
5
7
]
,
[
5
8
]
,
teac
h
er
s
s
tr
ess
ed
th
e
n
ee
d
to
p
ay
clo
s
er
atten
tio
n
to
th
e
em
o
tio
n
al
well
-
b
ein
g
o
f
s
ch
o
o
l
lead
er
s
as a
cr
itical
f
ac
to
r
in
en
s
u
r
in
g
th
e
l
o
n
g
-
ter
m
s
u
s
tain
ab
ilit
y
o
f
ed
u
ca
tio
n
al
lead
er
s
h
ip
.
E
n
s
u
r
in
g
ad
eq
u
ate
f
o
r
m
ativ
e,
s
tr
u
ctu
r
al,
an
d
e
m
o
tio
n
al
c
o
n
d
itio
n
s
h
as
also
b
ee
n
h
ig
h
l
ig
h
ted
in
p
r
ev
io
u
s
r
esear
ch
as
ess
en
tial
f
o
r
th
e
d
ev
elo
p
m
e
n
t o
f
s
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tain
ab
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m
a
n
-
ce
n
ter
e
d
s
ch
o
o
l le
a
d
er
s
h
ip
[
5
9
]
.
5.
CO
NCLU
SI
O
N
B
ased
o
n
th
is
u
n
d
er
s
tan
d
in
g
,
s
ev
er
al
k
ey
r
ec
o
m
m
en
d
atio
n
s
ar
e
p
u
t
f
o
r
war
d
to
s
tr
e
n
g
th
en
th
e
p
r
ac
tice
o
f
s
ch
o
o
l
lead
er
s
h
i
p
.
Firstl
y
,
lead
er
s
h
ip
tr
ain
in
g
p
r
o
g
r
am
s
s
h
o
u
ld
b
e
r
ev
ie
wed
to
in
co
r
p
o
r
ate
p
r
ac
tice
-
b
ased
m
eth
o
d
o
lo
g
ies,
s
u
ch
as
m
en
to
r
in
g
,
p
ee
r
lear
n
in
g
,
o
r
p
r
o
f
ess
io
n
al
co
ac
h
i
n
g
,
th
at
s
u
p
p
o
r
t
th
e
d
ev
elo
p
m
e
n
t
o
f
co
n
tex
tu
ally
r
elev
an
t
an
d
p
r
ac
tically
ap
p
licab
le
lead
er
s
h
ip
co
m
p
eten
c
es.
Seco
n
d
ly
,
it
is
r
ec
o
m
m
en
d
ed
t
o
m
o
v
e
to
w
ar
d
s
o
r
g
an
izatio
n
al
m
o
d
els
th
at
r
ed
u
ce
ad
m
in
is
tr
ativ
e
o
v
er
lo
ad
an
d
f
o
s
ter
d
is
tr
ib
u
ted
lead
er
s
h
i
p
th
r
o
u
g
h
co
llab
o
r
ativ
e
s
tr
u
ctu
r
es
an
d
i
n
s
titu
tio
n
al
s
u
p
p
o
r
t
n
etwo
r
k
s
.
L
astl
y
,
th
e
n
ee
d
is
h
ig
h
lig
h
ted
f
o
r
p
o
licies
th
at
in
teg
r
ate
th
e
em
o
tio
n
al
well
-
b
ein
g
o
f
lead
er
s
h
ip
team
s
as
a
s
tr
ateg
ic
p
r
io
r
ity
,
en
s
u
r
in
g
wo
r
k
in
g
co
n
d
itio
n
s
th
at
en
ab
le
co
m
m
itted
an
d
h
u
m
an
-
ce
n
ter
e
d
lead
er
s
h
ip
.
T
h
e
s
e
p
r
o
p
o
s
als,
clo
s
ely
alig
n
ed
with
t
h
e
v
o
ices
g
ath
e
r
ed
in
th
is
s
tu
d
y
,
p
r
o
v
id
e
a
v
alu
ab
le
f
o
u
n
d
atio
n
f
o
r
d
esig
n
in
g
r
esp
o
n
s
es
m
o
r
e
attu
n
ed
to
th
e
r
ea
l
-
wo
r
ld
ch
all
en
g
es f
ac
ed
b
y
s
ch
o
o
ls
.
T
ak
en
to
g
eth
er
,
th
e
f
in
d
in
g
s
o
f
th
is
r
esear
c
h
r
e
f
in
e
ce
r
tain
asp
ec
ts
id
en
tifie
d
i
n
p
r
ev
io
u
s
liter
atu
r
e
an
d
p
r
o
v
id
e
an
u
p
d
ated
em
p
ir
ical
p
er
s
p
ec
tiv
e
o
n
th
e
asp
ir
atio
n
s
an
d
ch
allen
g
es
cu
r
r
e
n
tly
f
ac
ed
b
y
s
ch
o
o
l
lead
er
s
h
ip
team
s
.
W
ith
in
tea
ch
er
s
’
ac
co
u
n
ts
,
s
ev
er
al
ten
s
io
n
s
em
er
g
e
d
as
ce
n
tr
al
to
l
ea
d
er
s
h
ip
p
r
ac
tice:
am
b
iv
alen
ce
in
th
e
m
o
tiv
ati
o
n
s
f
o
r
tak
i
n
g
o
n
th
e
r
o
le,
th
e
p
r
o
m
i
n
en
ce
o
f
r
elatio
n
al
s
k
ills
,
a
m
ar
k
ed
g
ap
b
etwe
en
th
e
th
eo
r
etica
l
an
d
p
r
ac
tical
d
im
en
s
io
n
s
o
f
tr
ain
in
g
p
r
o
g
r
am
s
,
an
d
th
e
d
u
ality
b
etwe
en
p
r
o
f
ess
io
n
al
s
atis
f
ac
tio
n
an
d
p
s
y
ch
o
lo
g
ical
o
r
p
er
s
o
n
al
e
x
h
au
s
tio
n
.
T
h
ese
f
in
d
in
g
s
r
ev
ea
l
a
co
m
p
le
x
s
ce
n
ar
io
th
at
r
eq
u
ir
es
m
o
r
e
c
o
m
p
r
e
h
en
s
iv
e
a
n
d
c
o
n
tex
t
-
s
en
s
itiv
e
r
esp
o
n
s
es
f
r
o
m
ed
u
ca
tio
n
al
au
th
o
r
ities
.
C
o
n
s
eq
u
en
tly
,
p
o
licies
th
at
f
o
s
ter
willin
g
n
ess
an
d
m
o
tiv
atio
n
to
ass
u
m
e
lead
er
s
h
ip
p
o
s
itio
n
s
b
ec
o
m
e
p
ar
ticu
lar
ly
r
elev
an
t.
L
ik
ewise,
it
is
ess
en
tial
to
en
s
u
r
e
a
p
p
r
o
p
r
iate
f
o
r
m
ativ
e
,
s
tr
u
ctu
r
al,
an
d
em
o
tio
n
al
co
n
d
itio
n
s
th
at
e
n
a
b
le
th
e
p
r
ac
tice
o
f
s
u
s
tain
ab
le
an
d
h
u
m
an
-
ce
n
ter
ed
s
ch
o
o
l
lead
e
r
s
h
ip
.
Fin
ally
,
wh
ile
th
e
q
u
alitativ
e
n
atu
r
e
an
d
s
m
all
s
am
p
le
s
ize
lim
it
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
r
esu
lts
,
th
e
s
tu
d
y
n
o
n
eth
eless
p
r
o
v
id
es
a
r
ich
an
d
co
n
tex
t
-
s
en
s
itiv
e
u
n
d
er
s
tan
d
i
n
g
o
f
s
ch
o
o
l
lea
d
er
s
h
ip
.
T
h
e
r
esear
c
h
was
co
n
f
in
ed
to
co
m
p
u
ls
o
r
y
e
d
u
ca
tio
n
s
ch
o
o
ls
a
n
d
em
p
lo
y
ed
a
cr
o
s
s
s
ec
tio
n
al
d
esig
n
,
wh
ich
ca
lls
f
o
r
f
u
tu
r
e
s
tu
d
ies
to
ex
p
an
d
t
o
m
o
r
e
d
i
v
er
s
e
co
n
tex
ts
an
d
ap
p
ly
m
ix
e
d
m
eth
o
d
ap
p
r
o
ac
h
.
ACK
NO
WL
E
DG
M
E
N
T
S
W
e
wo
u
ld
lik
e
to
th
an
k
all
t
h
e
lead
er
s
h
ip
team
m
em
b
er
s
an
d
teac
h
in
g
s
taf
f
f
r
o
m
th
e
s
ch
o
o
ls
in
Ar
ag
ó
n
wh
o
p
ar
ticip
ate
d
in
th
i
s
s
tu
d
y
.
T
h
eir
v
al
u
ab
le
co
n
tr
ib
u
tio
n
s
m
ad
e
th
is
r
esear
ch
p
o
s
s
ib
le.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
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I
n
t
J
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&
R
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l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
1
2
9
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1
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1
1138
F
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Na
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C
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DATA AV
AI
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AB
I
L
I
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Y
T
h
e
d
ata
s
u
p
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d
with
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th
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RE
F
E
R
E
NC
E
S
[
1
]
A
.
M
e
y
e
r
a
n
d
D
.
R
i
c
h
t
e
r
,
“
L
o
n
g
i
t
u
d
i
n
a
l
e
f
f
e
c
t
s o
f
a
p
r
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ss
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l
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p
m
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t
p
r
o
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r
a
m o
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p
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c
i
p
a
l
s’
l
e
a
d
e
r
s
h
i
p
p
r
a
c
t
i
c
e
s
:
r
e
s
u
l
t
s
o
f
a
b
a
s
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l
i
n
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l
a
t
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n
t
c
h
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g
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s
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o
r
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m
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e
l
,
”
Pr
o
f
e
ssi
o
n
a
l
D
e
v
e
l
o
p
m
e
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t
i
n
E
d
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c
a
t
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o
n
,
p
p
.
1
–
1
8
,
O
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t
.
2
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2
4
,
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i
:
1
0
.
1
0
8
0
/
1
9
4
1
5
2
5
7
.
2
0
2
4
.
2
4
1
3
1
1
9
.
[
2
]
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