Assessment Of Dermatoglyphics Multiple Intelligence Test (DMIT) Reports Implication To Career Guidance Program Enhancement Of Academic Institutions

Asia Pacific Journal of Multidisciplinary Research | Vol. 2, No. 2 | April 2014
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24
P-ISSN 2350-7756 | E-ISSN 2350-8442 | www.apjmr.com
Assessment of Dermatoglyphics Multiple Intelligence Test (DMIT) Reports:
Implication to Career Guidance Program Enhancement
of Academic Institutions
1
Dr. Maria Luisa A. Valdez, 2
Thaakor Pathak
1
maluhvaldez888@gmail.com, 2
priorityb2b@gmail.com
1
Dean of Colleges, Batangas State University, ARASOF Nasugbu, Batangas
PHILIPPINES
2
Chief Executive Officer, Priority Consultancy, Jetpur Navagadh City, Rajkot District, State of Gujarat
INDIA
Abstract - This research aims to assess the reports generated from the Dermatoglyphics
Multiple Intelligence Test (DMIT) administered by selected DMIT resource companies and
consultancy firms in India with the end view of identifying its implication to career guidance
program enhancement of academic institutions.
This paper employed the descriptive research method which involved the use of documentary
analysis, questionnaires and interviews with purposively selected respondents supported by the
researchers’ analysis and insights with reference to the content of the data.
Findings of this research revealed that the dermatoglyphics, as a scientific discipline, began
with the publication of Purkinje’s thesis (1823) and Galton’s classic book, Fingerprints (1892);
DMIT is a remarkable offshoot of Howard Gardner’s Theory of Multiple Intelligences which has
the following salient features: Overview of the Dermatoglyphics and the Dermatoglyphics Multiple
Intelligence Test/Analysis; Personality Assessment; Profile based on Gardner’s Multiple
Intelligences and Dunn’s Brain Lateralization Theories; Learning Styles; Competency and
Compatibility Profiles; Working Style; Leadership Style; Management Style; Report Interpretation;
and Customized Academic and Relationship Advises; the respondents of this study gave their
perceptions with reference to the beneficial results of the DMIT; and the foregoing findings have
some implications that may be used by academic institutions to enhance their career guidance
program.
Keywords - Career Guidance Program, Dermatoglyphics, Dermatoglyphics Multiple Intelligence
Test/Analysis, DMIT, Multiple Intelligences
I. INTRODUCTION
Careers can make or break a person and the people
around the person. It seems that a lot of individuals
however fail to recognize this, especially in developing
countries. Career guidance and development programs
are often done haphazardly, even in academic
institutions where there are guidance counselors.
In countries like India and the Philippines, where
unemployment, underemployment, overseas
employment are common, a serious focus on this matter
is very important. Families and generations have been
affected by this situation.
Careers affect the amount of money earned and how
it must or could be spent. They affect friendships, links,
and connections as one usually establishes relationships
in the area of work. They influence the attitudes and
values of people. They determine how much time is
spent at work, with family and friends, for pursuit of
other interests, or for leisure activities. Likewise, they
affect the kinds of institutions where they are employed,
the nature of the work, the type of working
environment, and the levels of responsibility one might
reach. All these show how extensive the impact of
careers on human beings can be. If people take the
wrong career path, they may end up as broken persons.
Frank Parson's Choosing a Vocation (1909) was
perhaps the first major work which is concerned with
career guidance. Parson developed a framework to help
individuals decide on a career. This framework
contained a three part formulation: a clear
understanding of oneself, aptitudes, abilities, interests,
resources, limitations, and other qualities;knowledge of
the requirements and conditions of success, advantages
and disadvantages, compensations, opportunities, and
prospects in different lines of work; and true reasoning
of the relations of these two groups of facts (Zunker,

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2002). According to Parson, ideal career choices are
based on matching personal traits and personality with
job factors to produce the best conditions of success.
Parson's framework became the basis of the
contemporary trait-factor theory of career
developmentin which the present study is anchored.
The United Nations Educational, Scientific and
Cultural Organization (UNESCO) averred that a
guidance program should help students to develop into
full human beings, capable of maximizing their
potential in all personal, educational, social or career-
related respects (UNESCO, 2001).
The primary mission of the guidance and
counseling program is to provide a broad spectrum of
personnel services to the students. These services
include student assessment, the information service,
placement and follow-up, and counseling assistance.
These four areas constitute the core of any guidance
program and should be organized to facilitate the
growth and development of all students (Erford, 2010;
Erford, 2011; Neukrug, 2011). One of those four core
areas of the guidance program is assessment. The
assessment service is designed to collect, analyze, and
use a variety of objective and subjective personal,
psychological, and social data about each student. Its
purpose is to help the students to better understand
themselves (Lunenberg, 2010).
Various countries and states recognize the
important role of guidance counselors in nation
building. These guidance counselors typical work
settings include K-12 schools, colleges and universities,
hospitals, mental health clinics and private practice
offices.The counselors play an extremely significant
role as proactive agent - promoting, developing,
implementing and evaluating career development
programs. In counseling youths for their career
development and eventual placement, counselors may
employ a variety of facilitative techniques to increase
self-awareness, career awareness, career exploration,
and planning and decision making (Gibson & Mitchell,
2003). Likewise, they make use of assessment tools to
help the learners identify their career interests, skills,
abilities, and learning styles. One of these assessment
tools is the Dermatoglyphics Multiple Intelligence Test
(DMIT), an offshoot of the Dermatoglyphics
technology.
Dermatoglyphics refers to the branch of science
which studies the patterns of skin ridges present on the
fingers, toes and the soles of human beings. MindTech
(2010) revealed the congenital links between one’s
fingers and intrinsic qualities and talents.
Since 1823, scientists have discovered that
fingerprint patterns and inner intelligence are related to
each other. Fingerprints are formed during the 13th to
the 19th week of pregnancy. This concept has been
confirmed by many researchers and has been published
in many literatures as well. Fingerprint patterns are
consistent throughout the lifetime, unless there are
forms of disturbances introduced that changes the
genetic composition. From then onwards, scientists
incorporated dermatoglyphics with the theory of
multiple intelligences. With the help of these, a person's
personality and hidden talents can be evaluated and
classified consequently (www.jazzabrain.com).
The Multiple Intelligence (MI) Theory was
proposed by Prof. Howard Gardner of Harvard
University in 1983 in his pioneering book called
Frames of Mind to define the concept of intelligence.
This theory extends traditional notions of the gifted
child by defining various kinds of intelligence of which
a child may stand out, namely; linguistic, musical,
logical/mathematical, visual/spatial, bodily/kinesthetic,
intrapersonal, interpersonal, and naturalistic. In a
nutshell, multiple intelligence theory is a pluralized way
of understanding the intelligence
(www.jazzabrain.com).
Howard Gardner’s MI Theory made a strong impact
among many educators all across the globe. This lead
many educational theorists to embrace the MI theory
because it provides opportunities for authentic learning
based on the students' needs, interests and talents. Many
academic institutions are now re-structuring their
curriculum according to these intelligences.
The website of Jazzabrain (2011) cited that MI and
fingerprints are related through clinical trials. Just as the
development of fingerprints of a person is directly
linked with the development of the brain, intelligence
too is closely associated with the development of the
brain (Garret, 2014). The inception of various types of
intelligences occurs within the brain during the
gestation stage, and subsequently these intelligences
start exhibiting themselves in various forms and ways
after the child takes birth. The inherent intelligence of a
person is reflected by the brain, and fingerprints provide
information regarding the structure and development of
the brain. Therefore, by studying the fingerprints of a
person, the forms and manifestation of various types of
intelligences too can be determined, generally in the
form of a test commonly referred to as the
Dermatoglyphics Multiple Intelligence Test (DMIT),
according to Garrett (2014).
The DMIT is an assessment tool which compares,
analyzes and classifies the patterns of the skin grains

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and ridges of each person’s fingerprint.This analysis
gives a comprehensive insight of one’s innate
intelligence distributions, potentials, preferred learning
and communication styles. It also provides
opportunities to assess ones career interests, to explore
career options and to create educational development
plan.
While the scientific communities all over the world
are still in awe of the potential of the DMIT in mapping
human development potential, it has quietly made
headways into the academe (Brain Wonders, 2011).
Based on the tenets of Gardner’s MI theory, the DMIT
maps a scientifically accurate trajectory of
skillsdevelopment and talent intensification for
individuals.
Some of the significant contributions to research
relative to dermatoglyphics include: Najafi’s (2014)
study as regards the association between finger patterns
of digit II and intelligence quotient level in adolescents;
Adekoya’s, Ahmed’s, Oboh’s and Alimba’s (2013)
study as regards the relationship between
dermatoglyphics and multiple intelligence among
selected secondary school students in Lagos State,
Nigeria; Nanakorn’s, Honark’s, Ungpansattawong’s,
Chaisiwamongkol’s, Maneesriwongul’s,
Suwanwerakamtorn’s, Raksasataya’s, and Chusilp’s
(2011) preliminary study on the relationship between
fingerprint patterns and Multiple Intelligences (MI);
Cunha’s and Filho’s (2008) study which focused on the
identification of the profile of Brazilian women’s
fencing team based on dermatoglyphics pattern,
somatotype and basic physical qualities; Klein’s and
Fernandes’ (2003) evaluation of the relationship among
dermatoglyphics characteristics, physical qualities and
maturational level of young male and female students;
Liu’s, Zhang’s, Li’s, and Tang’s (1999) feasibility
study which focused on the identification of children's
intelligence by dermatoglyphic pattern; Liu’s, Zhu’s,
Zhang’s, Wu’s, Qi’s, Wang’s(1996) correlation analysis
between fingerprint pattern and intelligence; and
Cezaric’s (1995) analysis of the quantitative
dermatoglyphic traits in persons with high-above-
average intelligences.
Several scientific studies on fingerprints have been
done over the years, but they received little media
attention. This is probably due to public’s association of
dermatoglyphics analysis with palmistry and fortune
telling rather than associating it to an object of scientific
interest. Thus, the findings of this investigation will
hopefully support the researchers in introducing this
technology being touted as one of the next big future-
mapping trend in education and as a new method of
evaluating one's inborn intelligences through simple
biometrics, where fingerprints hold the key to one’s
future.
With these thoughts in mind, the researchers were
deeply motivated to explore the dermatoglyphics
technology through the assessment of the DMIT reports
and gain honest implications to enhance the career
guidance programs of academic institutions.
II. OBJECTIVES OF THE STUDY
This research aimed to assess the reports generated
from the Dermatoglyphics Multiple Intelligence Test
(DMIT) administered by selected and recognized DMIT
resource companies and consultancy firms in India.
Specifically, this research was conducted to identify the
historic beginnings of dermatoglyphics, to identify the
salient features of the DMIT, to determine the
respondents’ perception as regards its benefits with the
end view of identifying its implication to enhance the
career guidance programs of academic institutions.
III. MATERIALS AND METHODS
Research Design
The present study employed the descriptive
research design. This research design refers to the
method used to describe data and characteristics used to
describe the population. The purpose of using the
descriptive research method is to acquire accurate,
factual, systematic data that can provide readers with an
actual picture of the data set that they are reviewing.
Participants
The respondents of the study include 28
administrative authorities, 56 faculty members and 28
guidance counselors who were purposively chosen from
selected academic institutions particularly in the cities
of the Indian states of Andhra Pradesh, Delhi, Gujarat,
Maharashtra, Rajasthan, Tamil Nadu, and Uttar
Pradesh. Likewise, the respondents of the study include
56 parents whose children submitted themselves for
dermatoglyphics analysis and 56 student-clients of
leading DMIT resource companies and consultancy
firms which offer programs, certifications,
authentications, trainings, remedial courses and other
MI and DMIT-related activities.
Instruments
In order to attain the first and second objectives of
this study, the researchers made use of documentary
materials in the form of DMIT reports from reputable

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DMIT resource companies and consultancy firms and
inputs from electronic sources and printed publications.
And to realize the third and fourth objectives of this
paper, the questionnaire and the Interview Schedule (IS)
were used as basic tools for gathering data. According
to Mercado (1999), the questionnaire is a self-
administered research tool which consist of a series of
questions and prompts information from the
respondents while an IS is an interviewer-administered
research tool that influences the reliability and validity
of the data gathered from the respondents.
Procedures
An approval to utilize the DMIT reports from the
DMIT resource companies and consultancy firms and
from the select guidance counselors, faculty members,
parents, and students was sought. An approval to
conduct the study was also availed of from the
administrative authorities of various academic
institutionsto help facilitate the data gathering.
The Personal Interview Technique (PIT) and the
Group Interview Technique (GIT) were employed by
the researchers. Considering the limitations of the
former, the GIT, as a complementary technique
involves interviewing groups instead of individuals. It
captures group consensus rather than individual
opinion. Above all, this is much faster to conduct than
personal interview. The GIT, according to Mercado
(1999), is appropriate for gathering data needed in
planning action projects while the personal interview is
suitable in generating benchmark data that can serve as
a basis of comparison for evaluating the impact of the
project to the beneficiaries.
Data Analysis
As with all data, analysis and interpretation are
required to bring order and understanding of the study.
This requires creativity, discipline and a systematic
approach. Thus, the steps relative to analyzing data
from the questionnaires and interview schedules, as
described by Taylor-Power and Renner (2003), were
used in this study. This include: getting to know the
data, focusing the analysis, categorizing information,
identifying patterns and connections within and
between categories, and interpretation of the data.
IV. RESULTS AND DISCUSSION
1. The Historical Root of Scientific Dermatoglyphics
Cave drawings and petroglyph diagrams that date
back thousands of years provide an evidence of early
man’s interest in hands. However, the importance of
such pre-historic samples is subject to broader
understanding (www.jazzabrain.com). Dermatoglyphics
has a long history in India and China. The use of hand
and finger patterns as indicators of character traits or
attributes is evident. Traditional beliefs from the
aforecited countries follow the customs of reading
certain patterns from fingerprints.
Although the term “dermatoglyphics” was coined
by Cummins and Midlo (1926), dermatoglyphics as a
scientific discipline began with the publication of
Purkinje’s thesis (1823) and Galton’s classic book,
Fingerprints (1892). Even though the primary object of
Galton’s studies was to develop a personal
identification system, he investigated the biological
variation as shown by fingerprints, the unchangeable
characteristics of the fingerprint patterns through
longitudinal examinations, the inheritance as well as the
racial variation of fingerprint patterns. In spite of the
fact that interest in dermatoglyphic research continued
unabated from the beginning of the twentieth century,
dermatoglyphics entered into a phase of rapid expansion
attracting a great number of scientists from all segments
of biology, medicine and biological anthropology
during the second half of this century (Gyenis, 2000).
2. The Salient Features of the Dermatoglyphics
Multiple Intelligences Test.
Different DMIT resource companies and
consultancy firms have structured differently their
DMIT reports to facilitate reading and comprehension.
However, for the purpose of this study, only the most
common salient features are presented. These include:
The Overview of the Dermatoglyphics Technology and
the Dermatoglyphics Multiple Intelligence
Test/Analysis; Student’s Personality Assessment which
measures Adversity Quotient (AQ), Creativity Quotient
(CQ), Emotional Quotient (EQ) and Intelligence
Quotient (IQ); Student’s Profile based on Gardner’s
Multiple Intelligences and Dunn’s Brain Lateralization
Theories evident on Fingerprints; Student’s Learning
Styles based on Visual, Auditory and Kinesthetic
Domains; Student’s Competency and Compatibility
Profiles; Student’s Working Style, which serves as basis
on how a student organize work, manage time, teach
and learn, interact with others, communicate and
contribute to the team; Student’s Leadership Style,
which shows one’s style as a leader providing direction,
implementing plans, and motivating people; Student’s
Management Style, which focused on the characteristic
ways of making decisions and relating to subordinates;
Report Interpretation; and Customized Academic and
Relationship Advises.

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In order to generate a DMIT report, the DMIT
resource companies and consultancy firms adhere to the
following procedures: finger capturing; finger print
verification; scientific finger print analysis; DMIT
report generation in laboratories; and report briefing by
and consultation with professional dermatoglyphics
counselors.
3. The Respondents’ Perceptions with Reference to
the Benefits Derived from the DMIT Reports:
3.1 Administrative Authorities of Academic
Institutions. With reference to the administrative
authorities’ perception relative to the benefits of DMIT
reports, it is noteworthy to mention that a general
consensus was made. Twenty-eight (28) or 100% of the
respondents strongly agree that the result of this test can
provide a baseline data of theoretical and practical
values for administrators of academic institutions in
enhancing their policies and guidelines as regards their
career guidance programs.They averred that the creative
approach or technology known as dermatoglyphics
being introduced in this paper may be adapted by
academic institutions all over the world as an
assessment tool that would ensure their career guidance
programs response to the unique needs of their student-
clients. This sophisticated software when utilized by
these institutions would contribute to the enhancement
of their career guidance programs and standards.
3.2 Guidance Counselors. Twenty-eight (28) or
100% of the respondents strongly agree that the result
of the DMIT may help the guidance counselors of
various academic institutions to critically assess the
inherent acumen and aptitude of the student and
attempts to map the different creative and cognitive
processes within the latter’s brain. While most other
tests offer, at best, only a static result of a given
performance at any time, the respondents believe that
the DMIT may assist in the continual mapping of the
students’ development and growth of talent along an
educational gradient. These respondents also believe
that the DMIT results may provide inputs as to how
understanding one’s areas of intelligences can help their
institution’s alumni make decisions as regards their
careers. Likewise, they believe that the results of the
said test can help them point out viable career shifts and
options that would best utilize their learning and
application potential. Furthermore, they strongly agree
that the result of this test may be used by the counselors
as a proposed input into a career plan and counseling
program of their academic institutions.
3.3 Faculty Members. It is noteworthy to mention
that 56 or 100% of the teacher-respondents strongly
agree that the DMIT results can be used as baseline data
to identify a student’s intelligence profile, recognize
their strengths, work with their challenged areas, and
help them be more successful in school. They stressed
that the test can help the students to build on areas in
which they struggle and take greater advantage of their
gifts, becoming more engaged, confident and motivated.
Furthermore, the faculty members specifically those
teaching the professional education classes may use the
result of this test as a supplemental instructional
material in teaching.
3.4 Parents. Fifty-five (55) or 98% of the parent-
respondents strongly agree with DMIT’s strong impact
in helping them to identify and understand their
children’s inborn talents, attitudes, skills, learning styles
and potentials. Likewise, majority of them believe that
the DMIT reports will provide them valuable
information and a more balanced view of their
children’s intelligence levels, providing them with an
important basis to consult and reflect on when they
choose their major areas of specialization that best
meets their abilities and potentials. The reports will help
their children make smart career choices by helping
them understand the many ways they are intelligent.
3.5 Students. It was found out that majority or 54 or
97% of the student-respondents strongly agree that the
DMIT reports can provide inputs about their personality
traits, attitudes and skills and awareness of their
strengths and weaknesses. Likewise, they believe that
there are certain personality traits, attitudes and skills
that theycan bring to their workplace after college. They
averred that result of the DMIT can also give them
inputs as regards the parallels between approaches to
schooling (development of skills and nurturance of
personality) and approaches to work (application of
training). The self-insight on these personal traits,
attitudes and skills preempt their total lifestyle
concerns.This personal inventory assessment can
lighten them to the occupational mix which makes the
individual assume purposely the action in the life/career
planning process.
4. The Implication of the Dermatoglyphics Multiple
Intelligence Test Results to the Enhancement of Career
Guidance Program of Academic Institutions.
Since other researches have been conducted on the
same area but on a less extensive scale and that
previous studies were primarily concerned with the
relationship of fingerprint patters with the students’
multiple intelligences, this study which is a formal
assessment of the Dermatoglyphics Multiple
Intelligence Test reports administered by various DMIT

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resource companies and consultancy firms was
conceptualized and conducted.
The present study focused not only in providing a
baseline data for its historical development, salient
features but it is likewise focused on the benefits and
implication derived from the results of the said test.
The result of the interviews conducted has received
positive remarks from the respondents specifically from
the administrative authorities of academic institutions,
guidance counselors, teachers, parents, students, and
other stakeholders. It is noteworthy to mention that
there was a general consensus from the respondents as
regards the DMIT’s beneficial effects. They averred
that the said test critically assesses the inherent acumen
and aptitude of the individual, and attempts to map the
different creative and cognitive processes within the
student’s brain. While most other tests offer, at best,
only a static result of a given performance at any time,
the DMIT continually maps the students’ growth and
development of talent along an educational gradient.In
real-world academics, DMIT helps individuals augment
their already-existing skill sets and make for an
enhanced learning experience. It is also worth
mentioning that the findings of this study provide
baseline data in major course preferences as a measure
of the student’s goal-setting behavior for their present
and future lifestyles/expectations. There is a felt need
to strengthen the career guidance programs of academic
institutions and a need for career counselors who are
well trained for the job. Thus, the plight of the students
with diverse background calls for special service from
these career guidance counselors. Lastly, the Guidance
and Counseling Offices should continue to innovate
approaches and utilized assessment tools such as the
DMIT in the implementation of their career guidance
programs
V. CONCLUSION
The term dermatoglyphics was coined by Cummins
and Midlo in 1926. However, as a scientific discipline,
it began with the publication of Purkinje’s thesis (1823)
and Galton’s classic book, Fingerprints (1892).
Dermatoglyphics Multiple Intelligence Test is a
remarkable offshoot of Howard Gardner’s Theory of
Multiple Intelligences which has the following salient
features: Overview of the Dermatogylphics and the
Dermatoglyphics Multiple Intelligence Test/Analysis;
Student’s Personality Assessment; Student’s Profile
based on Multiple Intelligences and Dunn’s Brain
Lateralization Theories; Student’s Learning Styles;
Student’s Competency and Compatibility Profiles;
Student’s Working Style; Student’s Leadership Style;
Student’s Management Style; Report Interpretation; and
Customized Academic and Relationship Advises.
The result of the interviews conducted relative to
the beneficial effects of the DMIT results has received
positive remarks from the respondents specifically from
the administrative authorities of academic institutions,
guidance counselors, faculty members, students,
parents, and other stakeholders. They averred that result
of the DMIT may be used by the guidance and
counseling offices of various academic institutions to
critically assess the inherent acumen and aptitude of the
students enrolled in their programs and to assist in the
continual mapping of the growth and development of
the student’s talent, attitude and skills along an
educational gradient. Likewise, the result of this test
may be used by the guidance counselors as a proposed
input into a career plan and counseling program of their
academic institutions.
The foregoing findings have some implications that
may be used by academic institutions to enhance their
career guidance program. It is also worth mentioning
that the findings of this study provide baseline data in
major course preferences as a measure of the student’s
goal-setting behavior for their present and future
lifestyles/expectations. There is a felt need to
strengthen the career guidance programs of academic
institutions and a need for career counselors who are
well trained for the job. Thus, the plight of the students
with diverse background calls for special service from
these career guidance counselors.
VI. RECOMMENDATION
The researchers recommended that academic
institutions may use the findings of this study as basis in
the enhancement of their career guidance programs
geared towards the attainment of the vision and mission
of their educational institutions, the goals of their
colleges and the objectives of their various programs;
that guidance counselors of academic institutions may
restructure or realign their career guidance programs
based on dermatoglyphics technology in order meet the
growing needs, interests and potentials of their student-
clients; that faculty members may use this study as a
supplemental instructional material when they teach
subjects in line with the new trends in education and
technology; that parents may recommend the utilization
of the Dermatoglyphics Multiple Intelligence
Test/Analysis for the enhancement of the youth’s innate
intelligence, potentials, preferred learning,
communication, working, leadership and management
styles as well as the latter’s career interests and options.
Meanwhile students may submit themselves to the said

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30
tests in order for them to identify, understand, and
enhance their own inborn talents, attitudes and skills;
that the DMIT resource companies and consultancy
firms dedicate and commit themselves in providing
their clients with a scientifically accurate trajectory of
talent and skills identification and intensification.
Future researchers may use this study as a frame of
reference when they conduct studies on the same topic
to substantiate the present investigation.
ACKNOWLEDGMENTS
The researchers wish to express their personal
thanks and appreciation to those who, in one way or
another, have helped make this humble work a reality.
First and foremost, they wish to thank the Lord for
inspiring them during the course of writing this
paper.To Dr. Nora Lumbera-Magnaye, the Batangas
State University President and the other University
officials, for the motivation that help hasten the
completion of this study. To the Chief Executive
Officers and owners of the DMIT resource companies
and consultancy firms, parents and administrative
authorities of select academic institutions for allowing
them to conduct this study and to use the DMIT reports
which drew up the essential and relevant dimensions in
this research. To all their friends, all of whom
generously gave their time, effort, advice and prayers.
They made them realize the value of friendship and the
principles about people and human experiences. To the
pool of writers whose works were included in this study
for posterity, for their emboldened wisdom in every
page and figure of this research. The researchers are
also very grateful for the wholehearted support
extended to them by their loved ones during the writing
process. To all of you, the researchers owe their deep
gratitude. May God repay you with all the riches from
the treasure of His heart.
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