































   Advancements in Agricultural Development 
  Volume 5, Issue 4, 2024 
  agdevresearch.org 

 

1. Tyson J. Sorensen, Associate Professor, Utah State University, 2300 Old Main Hill, Logan, UT 84322, 

tyson.sorensen@usu.edu,  https://orcid.org/0000-0003-2103-1669  
2. Thomas M. Henderson, Associate Professor, California State University, Chico, 400 W 1st St., Chico, CA 95929, 

tmhenderson@csuchico.edu,  https://orchid.org/0000-0001-8191-7256   
3. Alyssa Schager, Assistant Professor, California State University, Chico, 400 W 1st St., Chico, CA 95929, 

aschager@csuchico.edu,  https://orcid.org/0000-0002-8092-5681 
4. Ryann C. Vierra, Undergraduate Researcher, California State University, Chico, 400 W 1st St., Chico, CA 95929, 

ryannvierra@gmail.com,  https://orcid.org/0009-0008-1592-4915   
5. Michaela J. Mecham, Undergraduate Researcher, Utah State University, 2300 Old Main Hill, Logan, UT 84322, 

michaelaj.mecham@gmail.com,  https://orcid.org/0009-0001-3230-4477 
 

72 

 

Exploring the Impacts of an Agriculture-Focused Global 
Experience Three to Seven Years After the Program  

 
T. Sorensen1, T. Henderson2, A. Schager3, R. Vierra4, M. Mecham5 

 
 

Article History 
Received: June 12, 2024 
Accepted: November 22, 2024 
Published: November 27, 2024 
 
 
Keywords 
Puerto Rico; study abroad;  
SDG 4: Quality Education 
  

Abstract 
This qualitative illustrative case study sought to explore the impacts of an 
agriculture-focused global education program on college student 
participants three to seven years after their experience. Human capital 
theory was utilized as a theoretical lens and outcomes of global programs 
model (i.e., participant development, intercultural development, 
intellectual development, and professional development) as an 
operationalized conceptual framework. A single focus group interview 
followed by semi-structured one-on-one interviews with each of the 
participants were conducted and transcripts were analyzed for thematic 
content. Findings elucidated five emergent themes: Social – Traditional; 
Hospitality – Community; Resourcefulness – Perseverance; Resources - 
Career Impact, and Values - Community or Personal Impact. The findings 
suggest that agriculture-focused global experiences have much less to do 
with career choice than with career enrichment for college students. This 
agriculture-focused global experience left participants with lasting values 
that they have tried to apply within their own careers and personal lives. 
This study has added to the literature base by showing the mid-range 
impacts of an agriculture-focused global experience program where a 
dearth of literature existed previously. To add to our findings and provide 
more transferability, similar and more nuanced research should be 
conducted with other agriculture-focused global programs.  

 

mailto:tyson.sorensen@usu.edu
https://orcid.org/0000-0003-2103-1669
mailto:tmhenderson@csuchico.edu
https://orchid.org/0000-0001-8191-7256
mailto:aschager@csuchico.edu
https://orcid.org/0000-0002-8092-5681
mailto:ryannvierra@gmail.com
https://orcid.org/0009-0008-1592-4915
mailto:michaelaj.mecham@gmail.com
https://orcid.org/0009-0001-3230-4477


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Introduction and Problem Statement 
 
Today, global experience education programs like study abroad have become a common-place 
practice for many universities across the United States (Faupel, 2021). Students greatly benefit 
from global engagement programs personally, socially, academically, and professionally 
(Alexander et al., 2022; McKeown, 2009; Tarchi & Surian, 2022). However, from published 
studies that have explored longitudinal impacts of global experiences, none have had an 
emphasis on students within agricultural degree programs (Franklin, 2010). In contrast, studies 
conducted to determine impacts on agricultural students lacked an emphasis on longitudinal 
impacts (O’Malley et al., 2019; Pigg et al., 2020; Zhai & Scheer, 2002). Research is needed to 
better understand the impacts of such experiences on participants. It is important to 
understand the impacts of agriculture-focused global experience programs on personal and 
career development of individuals, particularly for agriculture workforce development. In this 
study, we seek to understand the mid-range impacts (e.g., three to seven years after the 
experience) of an agricultural-focused global experience on participants.  
 

Conceptual Framework 
 
The conceptual framework used to frame this study was adapted from the International 
Education of Students Abroad Model Assessment Program’s longitudinal alumni studies (Dwyer, 
2004; IES Alumni, n.d.) in which data were collected from a large-scale longitudinal survey in 
2002 from 50 years of global experience program (e.g., study abroad) participants (n = 3,723). 
The findings highlighted four beneficial outcomes of global programs on participants: personal 
development, intercultural development, intellectual development, and professional 
development (Dwyer, 2004; Garner, 2018). These four types of development served as the 
conceptual framework for this study.  
 
Personal development factors, such as maturity and self-confidence are widely cited as impacts 
of global experiences (Garner, 2018). Students develop personal autonomy, emotional 
resilience, flexibility, and openness as a result of formal global experiences (Maharaja, 2018). 
Studies also show students develop intercultural skills through study abroad and other global 
experiences by gaining an understanding of their own cultural values and developing 
intercultural competence and cultural intelligence (Alexander et al., 2022; Deardorff, 2006; 
Tarchi & Surian, 2022). Global experiences of any length have been shown to increase 
intellectual development among participants, including increased interest in academic studies, 
lifelong learning, graduate school, and subsequent learning within their degree programs 
(McKeown, 2009; Norris & Steinberg, 2008). Global experience opportunities can also have 
positive impacts on the professional development of participants by helping participants 
understand the importance of their professional work, increasing career placement rates, and 
expanding opportunities within career fields (IES Abroad, 2023; Liu, 2019). While the literature 
highlights areas of student development as a result of formal global experiences, little is known 
about mid-range impacts from agriculture-focused global experiences. Findings can provide 

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insights and justification for post-secondary agriculture-based global programs such as study 
abroad and study-away experiences. 
 

Purpose 
 
The purpose of this study was to explore the impacts of an agriculture-focused education 
program in Puerto Rico on college student participants three to seven years after their 
experience. Initially investigating the etic perspective, central themes emerged: personal, 
professional, intellectual, and intercultural development. We then employed progressive 
focusing to refine the research questions to reflect the emic stance. Findings can inform and 
ultimately improve educational practices of such programs. The overall goal of the agriculture-
focused program in Puerto Rico was to expose participants through experiential learning to 
agricultural production practices, global commerce, as well as economic, social, political, and 
environmental challenges of a tropical island and U.S. Territory. Thus, this research examining 
the impacts of such an education program aligns with many of the UN Sustainable 
Development Goals (United Nations, n.d.).  
 

Methods 
 
Thick Description of the Participants and Context  
A total of eight former students who engaged in the Puerto Rico education program 
participated in the study. Six of the participants had participated in the 2016 cohort and were 
from Oregon State University while two participants participated in the 2020 cohort from 
California State University, Chico. Of the eight participants, two identified as male and six 
identified as female. Participants had a variety of educational focuses as students but were all 
agriculture majors at the time of their program experience. Four participants majored in 
Agricultural Education, one in Agricultural Business, one in Agricultural Communications, and 
one in Crop Science. At the time of the study, participants worked in a variety of career fields 
including plant science, agricultural education, and agricultural business sectors. All but two 
participants were still involved in the agriculture industry.  
 
The Puerto Rico experiential learning program was conducted in 2016 and 2020 and was open 
to all undergraduates irrespective of agriculture major as a non-credit learning opportunity. 
Through an application process, 10 participants each year were selected to participate. A lead 
professor and a selected student (i.e., student lead) carefully and meaningfully curated an 
educational learning experience with the intent to give students the opportunity to expand 
their knowledge in agriculture, natural resources, food, culture, religion, and everyday life in 
Puerto Rico. Program leaders coordinated with stakeholders in Puerto Rico to provide 
immersive experiences for students.  
 
Before departure, students were guided in creating personalized learning goals for the 
experience. These goals were to align with their educational pursuits and personal values. The 
development of personalized learning objectives allowed each participant to have a unique lens 

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throughout the experience. The final itinerary for the experience was focused on Puerto Rican 
agriculture, cultural traditions, sustainability, and ecotourism in Puerto Rico. Participants of the 
educational program spent eight days and nine nights in Puerto Rico, taking tours through local 
farms, dairies, meat processing facilities, plantations, haciendas, El Yunque National Rainforest, 
and Fajardo Bay. Students engaged with several local experts, farmers, educators, and 
stakeholders and were immersed in Puerto Rican agriculture, culture, religion, and history. Both 
the 2016 and 2020 program itineraries were very similar. Each night, participants were asked to 
journal as they reflected on the day and how it aligned with their personally developed 
objectives.  
 
Research Design, Data Collection, and Analysis 
This qualitative research study utilized an illustrative case study design approach (Stake, 2008). 
This case study involved two cohorts of former participants who completed the agriculture-
focused global experience program in Puerto Rico in 2016 and 2020 with data collected from 
the participants in 2023. While Puerto Rico is a U.S. Territory, we defined it as a global 
experience due to the vast differences in language, culture, agriculture, environment, and social 
factors from the students participating. Student participants in this study traveled to Puerto 
Rico while studying at Oregon State University in 2016 and California State University, Chico in 
2020. Via email, we invited all former participants from the 2016 and 2020 programs to 
participate. Six of the participants were from California State University, Chico while two 
participants were from Oregon State University. 
 
For this illustrative case study, we collected three sources of data which included a single focus 
group interview, followed by semi-structured one-on-one interviews with each of the 
participants, and the collecting and analyzing of documents such as program itineraries, 
example student learning goals, and field notes. The focus group and one-on-one interviews 
served as the main data collection point in developing the emerging themes, with documents 
and field notes serving as secondary artifacts to support the core findings. Documents and field 
notes were saved from the 2016 and 2020 programs and analyzed to confirm identified themes. 
We conducted interviews in February and March of 2023. IRB approval was obtained before 
data collection began.  
 
The focus group consisted of seven participants representing both cohorts, two from the 2016 
cohort and five from the 2020 cohort.. The Zoom interview began with a general research 
question (etic issue) focusing on broad topics related to their global experiences. Central 
themes began to emerge related to personal, professional, intellectual, and intercultural 
development. For example, participants spoke of their experiences as “very impactful,” “life- 
changing,” and “eye-opening” as they spoke about their career preparation, current jobs, and 
current life situations. We then used progressive focusing (Stake, 1995) to refine the research 
questions to reflect the emic issues. We also used the conceptual framework to guide the 
formation of questions and further analysis. Based on the emerging themes found in the group 
interview and the conceptual framework, we developed five groups of questions for the 
individual interviews with a series of follow-up questions: (a) Was there a moment or 
experience that left an impact on you? (b) Did your perspective change as a result of this 

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experience? (c) If so, how is this playing out today in your life? (d) Were there any important 
things you learned from this experience? How are they playing out in your life today? And (e) 
Was there anything you learned from the Puerto Rican people? Using these questions as the 
guide, a one-on-one semi-structured interview was then conducted with a total of six 
participants that had expressed interest from the focus group interview to take part in the one-
on-one interviews. Two participants from the initial focus group did not participate in the one-
on-one interview but one additional participant who could not join the initial focus group 
interview did participate in the one-on-one interview. Both cohorts were represented with 
three participants each. The six interviews each lasted approximately 30 minutes via Zoom.  
  
The Zoom recordings of the one-on-one interviews were transcribed verbatim and then 
analyzed using a thematic analysis and utilizing the conceptual framework (i.e., professional 
development, personal development, intercultural development, and intellectual development) 
as a guide (Auerbach & Silverstein, 2003). Two separate researchers performed the coding 
process with intercoder/interrater checks for reliability and accuracy (Yin, 2014). The two lead 
researchers coded individually then came together to confirm the overarching themes (Yin, 
2014). The initial coding yielded unanimous agreement on themes. The transcripts and the 
coded themes were then shared with a panel of external qualitative research experts for review 
and feedback (Yin, 2014). After being reviewed by the experts, an agreement was reached and 
five themes were agreed upon: (a) Social - Tradition, (b) Hospitality - Community, (c) 
Resourcefulness - Perseverance, (d) Resources - Career Impact, and (e) Values - Community or 
Personal Impact. 
 
As the majority of our research team experienced the agriculture-focused education program in 
Puerto Rico as a student or facilitator, our involvement and familiarity may have influenced our 
interpretation. To establish credibility, member checking and triangulation of multiple data 
sources were utilized (Lincoln & Guba, 1985; Stake, 2008). We involved the participants in 
checking and approving the initial findings to reduce research bias (Creswell, 2013). There were 
no disagreements, clarifications, or suggested changes from the participants when presented 
with the initial findings. Transferability was established by the use of thick, rich descriptions of 
the study context and the participants (Lincoln & Guba, 1985). We established confirmability by 
clearly documenting the coding process, maintaining an audit trail, and utilizing a data bank as a 
reference (Lincoln & Guba, 1985). We established dependability by utilizing external 
researchers to conduct an external inquiry audit (Creswell, 2013; Merriam, 1988). The outside 
researchers examined the data collection and analysis process as well as the results.  
 

Findings 
 
This study sought to understand the mid-range impacts for agriculture students who 
participated in an agriculture-focused global experience program. Five major themes emerged 
from the data: (a) Social - Traditional, (b) Hospitality - Community, (c) Resourcefulness - 
Perseverance, (d) Resources - Career Impact, and (e) Values - Community or Personal Impact. 

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To maintain confidentiality, the participants in this study are represented using pseudonyms. 
For the sake of this study, all participants will be referred to using female pronouns.   
 
Theme A: Social – Tradition  
Participants noted that one of the greatest impacts generated by their agriculture-focused 
global experience pertained to their social interactions with the people of Puerto Rico and 
fellow participants. Throughout the interviews, participants conveyed how these interactions 
broadened their worldview as well as fostered an interest and respect for perspectives different 
than their own. Participant 3 stated, “getting out of your comfort zone and being able to be 
aware of different cultures makes you a more open, curious and tolerant person.” Similarly, 
Participant 1 expressed, “when there's people coming with different backgrounds, different 
opinions, different perspectives, I think that's really important to be able to recognize where 
they're coming from.” Participants noted similarities and differences in traditional social trends 
between the mainland United States and Puerto Rico as they related to agriculture. Participant 
6 said,  

I'm an agriculture communications major and so I'm super interested in how the public 
views agriculture and how the misconceptions are so present. So, there were a lot of 
similarities in that sense that changed my perspective just because I had no idea that 
the same challenges that they were facing, we are too.  
 

Theme B: Hospitality – Community 
The hospitality and sense of community demonstrated by the people of Puerto Rico left a 
strong impression on participants. The participants seemed to compare the hospitality and 
sense of community openness of the Puerto Rican people with their own personal and cultural 
practices in the United States. From these comparisons, the participants shared their fondness 
of Puerto Rican hospitality and desired to be more like them in their own everyday lives. 
Participant 2 reminisced on this by stating, “They were very humble, they were very kind, and 
they genuinely wanted to show us what they did.” Participate 3 touched on the warm and 
welcoming community, affirming,  

I think the ability to make anybody feel welcome is something that I learned from many 
of the individuals that we met in Puerto Rico.  And that's something that I hope I can 
help other people as they grow and develop in their own way, too. So those are some of 
the qualities that I learned from my experience with different individuals in Puerto Rico. 

 
Many of the participants were surprised at how readily the people invited strangers into their 
home and how people in the United States tend to be a little more closed off. They discussed 
how they appreciated being welcomed into homes as complete strangers. Participant 4 
reflected on a farmer’s invitation to his home after their tour, stating,  

He invited us to his home, and we ate and drank, had a merry time, and it just showed 
us how he embraced us in his culture and life. I danced with the mother and the 
grandmother. It was a good time. 
  

Other participants discussed similar experiences of being welcomed into the home as a 
complete stranger but treated like family. Participant 3 stated,  

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She invited all of us over to her house and we ate and hung out and played with her 
little kids, and she showed us around her everyday activities. It was just such a cool 
experience to be welcomed into the home of somebody who barely met us earlier that 
week and a bunch of college kids over to your house. And it was just a great moment, it 
felt like the scene in a movie, and everybody had a great time, and we just laughed and 
hung out. And it was just a great moment of humanity. 

 
Theme C: Resourcefulness – Perseverance 
Resourceful practices and persevering attitudes were observed by participants in Puerto Rico. 
Participants provided rich examples of ingenious agricultural applications and optimism 
demonstrated by agriculturists in Puerto Rico as well as how they have tried to emulate that 
attitude in their own lives. Referring to the disparity of resources, participant 1 stated,  

I just realized, wow, we have so much technology and so much access to things that 
they do not have and they're still making the best of it and doing a great job. They're so 
passionate about what they do still. 
 

Referring to how crop management processes and government regulations differ in mainland 
United States and Puerto Rico, participant 4 declared, “It's just crazy how there’s the difference 
in the everyday functions of the farm. It is cool to see how they could work around that.” 
Recognizing the technological limitations of farmers in Puerto Rico but the resourcefulness that 
comes with it, participant 3 expressed:  

It is interesting to see just how they're moving towards making sure that they had 
sustainable food resources there on the island…they were dependent on barges for a lot 
of their food and I'm dependent on those exports… (and) being able to grow your own 
food or take care of your own animals, to be able to provide for your family and the 
people there despite a large dependence on imports from the United States. I thought 
that was one of the most impactful parts of the experience for me. 
 

Theme D: Resources - Career Impact 
Although the Puerto Rican experience did not seem to alter the career trajectories of the 
participants while they were students, it solidified their pathway and desire to remain in the 
agriculture industry. Additionally, it allowed them to view their occupation through a different 
lens. Participant 6 explained that although the trip “didn't spark anything in me that I haven't 
already discovered about myself,” it did, however, foster, “more of a knowledge about 
agriculture, the industry as a whole.” Participant 6 continued, “I'm very focused on that from 
that agricultural communications perspective because that's what I want to do in the future, 
advocate for the misconceptions of agriculture.” This participant was set on her decision to 
pursue a career in the agricultural communications world, and the experience strengthened her 
knowledge and resolve for this major.  
 
Many of the participants discussed how Puerto Rican’s work with much less resources than 
what the participants have experienced in the United States, but they find ways to be 
successful anyways. When reflecting on how the trip impacted her perspective, Participant 2 
discussed how the United States farmers use so many technological advancements in 

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agriculture, including using crop insurance as a way to protect their investments.  They also 
noted that in the United States there are also too many rules and regulations. Yet, seeing how 
Puerto Rican’s farmed and dealt with natural disasters (i.e., hurricanes), changed their 
perspective. Participant 2 stated, “I remember going out to the pineapple farm and they did 
everything by hand…there was no technology, there were no tractors.” Comparing the 
regulatory framework between mainland United States and Puerto Rico, Participant 2 discussed 
the agency of farmers in Puerto Rico and their ability to grow crops how they want to but with 
potential lack of concern for the environment. Participant 2 continued: 

I think California is a huge leader in agriculture in terms of environmentalists. Puerto 
Rico doesn't have that. Puerto Rico is like…if it's going to work and it's going to grow, 
this is what we're going to do. And so those things are total opposites because we in 
California can only use X, Y, and Z where Puerto Rico can probably use A through Z… 
there are less limits…I work in crop insurance, so I think about this more now than I did 
before the trip. 
 

Theme E: Values - Community or Personal Impact 
Students’ experiences in the agriculture-focused global experience program impacted their 
personal lives in a way that has made the participants want to be better people. 
Correspondingly, participant 5 remarked, “one thing that stuck out to me the most is how 
selfless [stakeholder] was to have us stay in her home and opening us up to Puerto Rico living 
and actually getting a real look at culture.” She continued,  

I think about how generous she was to us, and it makes me want to give to others and 
to teach them our side of agriculture and things. It definitely changed my outlook on 
helping others and being able to share knowledge.  
 

Participant 1 discussed the challenges the Puerto Rican people face and how that makes them 
better people. She stated,  

They are so passionate about what they do still, and if this was my own family's 
operation here and we had to deal with all the problems they did, I don't know if we 
would be as grateful and… have as much of a positive outlook on things. That was cool 
to see…and is an example of how my perspective was changed during the trip. 
 

The participants discussed how the Puerto Rican people, despite whatever was going on around 
them, always found time to prioritize their relationships with people. They discussed their 
admiration for how they keep focused on what is most important, and how this is an example 
for others to live by. Participant 6 discussed:  

There's so much to do in the world and there's so much to see so it's sometimes hard 
for me to live in the moment, take a breath, take a step back for a minute from 
everything and value the relationships and the people around me that I think that they 
do. I think it would be nice to be more like that. I’m so busy doing everything… I feel like 
there's always something that you can learn from the people around you. And I think all 
of us experienced something in Puerto Rico that we're like, oh, I should probably really 
take advantage of family and friends and everything, like the way that they do. But 
sometimes it's hard. 

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Conclusions, Discussion, and Recommendations 
 
The findings of this study revealed five key themes related to mid-range impacts of participating 
in an agriculture-focused global experience. Our findings suggest that agriculture-focused global 
experiences have much less to do with career choice than with career enrichment. It is possible 
that with the focus on personalized learning goals, which tended to center around each of the 
students’ chosen careers, the experiences were contextualized through that lens and not on 
career choice. While that could be plausible, these findings seem to also be supported in the 
literature. Other studies show agriculture-focused global experiences stimulate interest and 
deepen understanding within their own chosen career fields (Liu, 2019; McKeown, 2009; Norris 
& Steinberg, 2008). Faculty leading agriculture-focused global experience programs should 
consider this finding as they think about the purpose and goals of their own programs.  
 
It is interesting to note that the participants seemed to focus less on their careers and more on 
other aspects of their life when describing the impacts of the global experiences. While this 
research focused holistically on the mid-range impacts of an agricultural-focused global 
experience, further research could be beneficial to explore in more detail how and why the 
experiences impact their agricultural careers. Such research could have implications for colleges 
and universities of agriculture and other agriculture-based training programs.  
 
The brief agriculture-focused global experience in Puerto Rico left participants with lasting 
values, memories, and mottos. The experience fostered cultural understanding, built 
participant knowledge, broadened perspectives, and strengthened relationships. Serving as the 
conceptual framework for this study, the four categories of personal, intercultural, intellectual, 
and professional development were intensified. Participants gained global awareness and an 
appreciation for cultural norms, such as hospitality and generosity. The resourcefulness of the 
Puerto Rican agriculturists, who achieved outcomes with limited resources, left an impression 
on participants and impacted their approach to professional and intercultural development. 
The immersive nature of the experience cultivated opportunities for participants to interact and 
collaborate with producers and industry professionals, shift paradigms, explore problem solving 
strategies, and experience the social inner workings of a team. By their own accounts, 
participants seek to apply their personal and professional growth to their own careers, thereby 
becoming more valuable assets in their respective workplaces. With such profound results, it is 
recommended that institutions provide and illuminate opportunities for authentic agricultural-
based experience programs. 
 
Depending on the year, interests, and major of college participants, faculty may consider 
elevating awareness of global agricultural careers prior to and during the study abroad 
experience. Considerations may include intentionally selecting students from a multitude of 
agricultural majors and incorporating activities and discourse relevant yet not limited to 
agricultural practices, culture, food security, and agricultural careers. It is recommended that 
participants should immerse themselves fully by following the natives’ ways of life, even if for a 
brief period of time, for an authentic experience. Whether implementing daily journaling 

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centered around learning goal(s), partner reflection with the use of prompts, and/or group 
debrief sessions; reflective learning should be practiced throughout the experience. 
Furthermore, it is recommended that faculty leads consider a cross-collaboration with other 
institutions to encourage interdisciplinary reflection, learning, and content exchange.  
 
This study has added to the literature base by showing the mid-range impacts of an agriculture-
focused global experience program where a dearth of literature existed previously. Based on 
our findings, agriculture-focused global experiences seem to be a productive investment for 
student development that has impacts well beyond the experience itself. More longitudinal 
research is needed to determine long-term impacts of agriculture-focused global experiences. 
Moreover, further research should be conducted to determine if/how the number of 
participants and/or universities affects the quality and impact of the program. Researchers 
should consider measuring the satisfaction as well as personal and professional growth of 
students who assisted with itinerary development versus those who did not. Location and 
relevant activities could also be examined to determine the most empowering learning 
experience for participants. 
 

Acknowledgments 
 
This study received no funding. An abstract of this research was previously presented at the 
American Association for Agricultural Education Western Region Research Conference in 2023.  
 
Author Contributions: T. Sorensen – methodology, formal analysis, supervision, project 
administration, writing-original draft, writing-review and editing; T. Henderson – methodology, 
formal analysis, supervision, writing-original draft, writing-review and editing; A. Schager – 
formal analysis, supervision, writing-original draft, writing-review and editing; R. Vierra – 
investigation, data curation, formal analysis, writing-original draft, writing-review and editing; 
M. Mecham – investigation, data curation, formal analysis, writing-original draft, writing-review 
and editing. 
 

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